On some accounts-especially in view of its entire independence of government aid, and yet its flourishing condition and great usefulnessthis is one of the most interesting schools, of the class to which it belongs, that I have visited.

THE BUILDING SCHOOLS OF GERMANY.

In Germany there is a somewhat novel class of schools of this same general grade, i. e., having about the same objects in view, known as buildingschools, (Baugewerbeschulen.) There are different kinds of schools bearing this title, but those to which I refer are peculiar in that they have regular, protracted courses of study, and yet are held only during the winter; the object being to afford to practical mechanics, whose work cannot advantageously progress during the winter, an opportunity to commence and complete a systematic course of technical study, without an important sacrifice of time.

It has appeared to me that such schools might be opened with great advantage both to our mechanics and our industry in all the cities of the United States where mechanics of this class, though equal in native talent to any in the world, and capable, with proper technical training, of surpassing those of almost any other nation, are, at present, the least competent of all in those particular branches of the builder's trade that require a thorough acquaintance with the applications of science.

The period of annual study in these schools is usually about five months, beginning with the 1st of November. The full term extends through various periods, from two to four winters, and the pupils are divided into as many classes as there are terms or winters included in the course; by which means the teaching may be as systematic and-so far as success depends on a graduated system-effective as a continuous, full-year school.

Some of the building-schools-indeed, nearly all of them-are day schools; but in some cases-as, for example, where the location is a small town, and the demand for instruction is largely from mechanics residing in other places-a boarding establishment is kept in connection with them.

The school at Holzminden, in Brunswick, is an example of the boarding class. The establishment is extensive enough to accommodate 500 pupils, and there is rarely room to spare. The discipline is that of a regular college of a somewhat military stamp, the pupils wearing uniforms.

No pupils are received except such as are already engaged in some department of the builder's trade.

The cost of boarding and lodging for the twenty weeks of the term is less than $20; charges for tuition, fire and light, washing, medical attendance, and all requisite materials for writing and drawing, about $33; total expenses of the term, $53.

The course of instruction includes the following branches: German

language and correspondence; arithmetic and elementary algebra, with their applications; elements of physics and knowledge of materials; elements of mechanics, with their applications to building; details of the art of building; plotting; geometrical and ornamental drawing and modeling, (much time is devoted to this branch ;) book-keeping; and excursions to examine buildings.

At the conclusion of the studies examinations are made and certificates awarded.

Nienburg, in Hanoverian Prussia, is the location of a day school of the same grade as the preceding, with 15 professors and some 200 pupils, including machinists and mill-wrights, masons, carpenters and joiners, cabinet-makers and locksmiths, as well as builders proper.

INDUSTRIAL SCHOOLS IN OTHER PORTIONS OF EUROPE.

Other portions of Germany, Belgium, Holland, England, the Scandinavian states, and, indeed, all portions of Europe, are now establishing so many schools, and classes of schools, for practical instruction in the mechanic arts, as represented by the trades, that, in reporting, one is rather at loss how to select from the multitude that crowd upon his attention.

A still higher, and the highest grade of technical schools appropri ately considered under the general head of "schools of arts and trades," is notably illustrated by such institutions as the Institute of Arts, at Berlin, and the Central School of Arts and Manufactures, and the Conservatory of Arts and Trades, at Paris; examples of which are also found in Belgium, Saxony, Scandinavia, and Russia.

The Central School at Paris, at first an independent enterprise, then subsidized by the government, because of its great practical value to the empire; is now a state institution, under the general control of the minister of agriculture, of commerce, and of public works.

Its object is to qualify engineers for all branches of industry, and for such public works and service as do not necessarily belong to the engineers of the state. It is in fact almost a polytechnic school, though presenting less extensive and profound courses of professional study than some of the institutions of that class. It is open to foreigners as well as citizens of France.

Candidates for admission must be full seventeen years of age, produce the ordinary certificates of moral character, and succeed at a competitive examination bearing upon the French language, arithmetic, algebra, elementary geometry, plane trigonometry, analytical geometry, descriptive geometry, physics, chemistry, natural history, and drawing, linear, freehand, and washing-in.

The examinations upon these subjects are both oral and written, and candidates are also obliged to execute a plan on the basis of descriptive geometry, and an architectural design of the ornamental kind, copied at a reduced scale from a given model.

The term of study is three years, and the course of instruction embraces, in addition to such mathematical and physical studies as are essential to a practical engineer, various branches of natural science, with special applications to various departments of manufacture.

It is exclusively a day-school; and the price of tuition is 800 francs per annum. Subsidies are granted by the state to pupils wanting in means, but at the same time distinguished by the manner of their passing the examinations and their rank in the school. The time for which subsidies are granted is one year, but they may be, and often are, continued to those who are especially deserving. Subsidies are also sometimes increased by amounts granted in aid of pupils by the communes and departments in which they reside. These subsidies are paid into the treasury of the school, however, and if the total amount should exceed the cost of instruction of the pupil to whom accorded, one-twelfth of the surplus is paid to him each month to aid in paying his board.

At the expiration of each year there are very rigid examinations of all the pupils of the school, but more especially of those who, having completed the full term of study, are candidates for graduation; after which all who acquit themselves satisfactorily in all the departments of study, and in all branches upon which they are examined, receive the diploma of engineer of arts and trades. Such as fall short of this high mark, but yet pass a good examination on the most important branches, receive certificates of capacity.

This important school has exerted an important influence, not only in France, but in other countries, several of which, including even Egypt, have chosen it as their model in forming plans for similar institutions.

The Conservatory of Arts and Trades is no less distinguished than the Central School just considered, though very unlike it in the character of its organization.

In this institution, the extensive museum of models of an industrial kind, collections of designs, &c., together with free courses of scientific and practical lectures, are characterizing features.

Besides all these several classes of schools established in the interest of industry, and providing regular courses of training, with scientific and practical instruction variously given, there is another important class of instructional agencies which should by no means be overlooked in this endeavor to present a bird's-eye view of what the nations of the world are doing educationally with the direct object of promoting their industries and improving the intellectual character and physical and moral condition of their working classes. I refer to the large number of mechanics' institutes, industrial museums and associations, under whose patronage popular courses of lectures on scientific subjects, together with personal instruction in drawing and in the applications of science to the arts, have become so valuable an auxiliary to the teaching of the schools.

These agencies are now in operation, in some form, in almost all

enlightened and progressive countries; but in no part of the world do they seem to have been so successful as in France, portions of Germany, Great Britain, and the United States.

The Association Polytechnique and the Association Philotechnique of Paris, the first of which has been in operation some forty years, and may be considered a pioneer in this philanthropic field, and both of which have reckoned among their active members many of the most distinguished scientists and statesmen of France, first challenge atten

tion.

Both are purely voluntary organizations, formed by numbers of learned and practical men combined in the interests of science, of humanity, of the city of Paris, and of the empire. Each has its bureau, its halls for reading and study, its amphitheaters, and its courses of lectures and other forms of instruction for students of the French, German, and English languages, legislation, accounts, arithmetic, geometry, algebra, trigonometry, descriptive geometry, topography, design, geography, hygiene, physics, chemistry, mechanics, astronomy, and singing.

The lectures and other instruction are gratuitously given by able teachers, on certain evenings of the week, (usually four or five,) and on Sunday and various holidays, when the laboring classes, for whose benefit they are designed, find it easy and agreeable to attend. The exercises are often varied by interrogations, discussions, illustrations, experiments, &c., so as to keep up the most lively interest on the part of all concerned.

In order that persons who wish to pursue a systematic study of certain branches may be enabled to do so to advantage, a regular programme of exercises is adopted, published, and adhered to on the part of those who give the instruction with as much regularity as is usual in an ordinary day-school.

But in so great a city as Paris, one such association would prove very inadequate to supply the demand, especially among a people so active in mind, enthusiastic, and eager for knowledge as are the French; and so each of those organizations has originated a number of subordinate associations, all acting simultaneously under its lead, in as many parts of the city and its precincts. The present number of these branches under the lead of the Polytechnic Association is nineteen; the number thus far organized by the other association is twelve. By this multiplication of themselves, the population of the city and vicinity have a total of no less than three hundred and twenty-two courses of instruction in the various branches above enumerated, in simultaneous progress. Nor does this express the sum of the efforts made by these vigorous and philanthropic organizations; for both of these have extended their patronage and stimulation to the neighboring departments of France; so that the real number of sections or sub-associations having delegate membership in the central organizations is forty-nine, the pupils in attendance upon whose courses can only be reckoned by thousands.

ASSOCIATIONS OF ARTISANS, BERLIN.

The Association of Artisans of Berlin affords another example of associated effort to diffuse a knowledge of science among the working classes. It differs from those of Paris in that it asks of those who attend its courses to contribute such small amounts as they can afford toward the support of the organization, whose motto is, "Help yourselves."

The regular instruction includes evening studies in reading and writing, literature, mathematics, design, book-keeping, French, English, and gymnastics. The special courses are given on stated evenings and on Sundays, and although mainly occupied with technology, industry, commerce, and natural sciences, also include occasional lectures on political economy, jurisprudence, architecture, history, and literature. The workmen and others are invited to present any difficulties that seem to require explanation, and the professors endeavor to explain them. The lectures are given by professors from the university and the scientific and technical schools, by distinguished economists, merchants, public engineers, mechanics, manufacturers, and members of Parlia ment; all classes seeming to vie with each other in the zeal with which their generous service is performed.

The number of persons receiving instruction each half year is about 1,000.

The number of mechanics' institutes and industrial and scientific organizations established within the past few years in Great Britain, all having this same end in view, is very considerable. The most important of them are found at London, Birmingham, and several other of the large interior towns, Glasgow, and Dublin.

The instructional means employed are reading-rooms, libraries, and lectures. Some of these courses of lectures are very largely attended; perhaps none more so than those given under the patronage of the Royal Society of Dublin and the Museum of Irish Industry at Dublin, which sometimes have been attended by over 6,000 persons during a single year.

In some of our large cities in the United States we have mechanics' institutes that perform more or less perfectly the same general office of educating our American artisans by means of libraries, reading-rooms, and night lectures on applied science-an office well fulfilled by at least a few of them, as I can testify from personal observation. But it is very questionable whether any of them are doing the thorough work, by evening lessons and studies, as well as popular lectures, that is being done in Paris; and then many of our cities are doing no generous work of this kind at all.

II.-SCHOOLS OF APPLIED ART.

Popular education in Europe is characterized even more by the extent to which the elementary principles of drawing are taught in the com