THE CAVALRY SQUAD.

wuddent ha' thought ter send her off ef they were only a-goin' ter take him back ter Early at Fishersville.

"Thar 's Mis' Simpkins's house down the road on the aidge o' the draft,' said daddy ter the cap'n. It looked ter me like he knowed too. Saul, drive yer mammy over thar, son,' he said. Then I commenced ter tremble, an' mammy said, 'I won't leave him,' an' fell flat on the flo' in a faint. That was an awful day, Jedge. That day had a heap ter do with makin' me stick ter the straight Whig ticket agin all others."

Exall arose from his seat and flung the stump of his cigar into the fire. His abrupt manner startled the Dunkard, who paused a moment in his narrative.

"Go on," said the candidate. "I 'm a-listenin'."

"They picked her up an' put her in the bottom o' the waggin, an' I driv her ter Simpkins's as fast as I could git that mule ter travel; an' he did appear ter be powerful slow that day. I wore a hickory stick ter frazzles on him afo' we got thar. At last we lifted her inter the house Mis' Simpkins an' ole man Simpkins an' me. Soon as I seen Mis' Simpkins a-flutterin' round, burnin' feathers an' sich, I said, 'I mus' look arter the mule,' an' I went back out o' the front do'. But I did n' interrupt the beast. I let him stand whar he was, an' I run home the short cut acrost the frozen fields. I crope up the back way out o' breath, an' dodged roun' the cornder o' the house. I knowed the men were thar still, beca'se you could see thar hosses picketed ter the barnyard fence from the hill this side o' Simpkins's. "Jes as I turned that cornder, I come acrost a sight that fyarly froze me up. I sometimes see it now in my sleep, Jedge. Six on 'em were a-standin' tergether, with thar guns in thar hands, out thar by the stile, an' on the t' other side o' the lane was daddy a-facin' of 'em, in his shirt-sleeves, with his arms twisted behind his back."

the lane from behind that hill out yonder, and halted between those leveled guns and that old gray-headed man. It scarcely seems so many years ago."

The Dunkard stood up pale and trembling. "Were you one o' the men that saved his life, Jedge?" he queried with faltering tongue. "I've been a-hopin' ter see some on 'em ever sence that day."

"I was in command," answered Exall. "We were just in the nick of time."

Tears gathered in Morrow's eyes. He stepped forward with outstretched hand, and the quaver had not left the voice that said:

"Was it you, Jedge? Was it ralely you? He nuvver knowed ter his dyin' day the name o' the man that saved him. Howsomever, he did n' forgit ye in his pra'rs, Jedge-no mo' have I, God bless ye!"

The sun had long since set behind the Shenandoah Mountains. It was the moment of the twilight which the valley folk call "the aidge

o' the dark." As Exall and Cope stepped from the little porch some cows came from an adjacent pasture-field through bars a short distance away that had been let down by Morrow's eldest boy, a tow-headed urchin of eight or ten years. They filed up the narrow lane, past the stile, and entered the barn-yard.

"The middle class, that is neither too rich nor too poor, is the great conservative class of our country," commented Cope, reflectively, as they emerged from the little lane into the Mossford road. "That man clings to his Whig ticket with a characteristic love for the old landmarks."

But the candidate for the legislature was calculating how many votes his fortunate visit was worth.

"He'll not cling to it any longer," Exall replied exultantly. "Saul Morrow 'll wake the Dunkards for twenty miles between this and election day."

And they rode away into the dark.

classical period; yet in how different a spirit from the old classicists of America who lived in Rome! The fashion of the day compels him to drape his portrait statues in modern clothes, but this is of small importance. Only superficial classicists are they who depend on togas and nudeness to show their classicism; failure to be classical is shown by much deeper

traits. And in Warner the instinct to pass by the French pseudo-classicism and the Italian Renaissance and to strike for the highest bloom of Greek statuary shows itself quite as much in the Buckingham as in the "Diana Aroused," in the "May" as in the bas-relief of "Venus consoling Cupid." Henry Eckford.

ACH year in the United States nearly six hundred thousand young men reach the age which separates the minor from the man. In this great host the idlers are few: the census states that the number of those who do not follow some "gainful calling" is too small to enumerate. A great difference exists in the way these young men are trained for the work they are to do. Health, strength, education, and the ability to do some one thing well is the outfit all require. For a small minority great efforts to secure this result have been made. To prepare them for their work scientific schools, schools of law, medicine, theology, and art, normal schools, and business colleges have been established. To give them a liberal education the land is dotted all over with colleges, while others are being founded in such numbers that their utility is questioned. To establish these schools and colleges, or to render them efficient, wealth has been bestowed with a lavish hand. The General Government, the State governments, and private liberality have provided funds of vast amount. In the year ending June, 1887, the gifts from private individuals for purposes of higher education amounted to the sum of $12,507,000, and during the two preceding years to $15,290,000. Unparalleled in history as these gifts for educational purposes are, they do not include the expenditures on the Stanford University in California, the amount of which has not been made public. Owing to their endowments, colleges and preparatory schools offer instruction at less than its cost. No less care is bestowed on physical development. Splendidly equipped gymnasiums are provided, where each student is given a carefully considered course of training. The young athlete, as well as the scholar, wins fame and brings credit to his alma mater.

For the many-for upward of eighty per cent. of these six hundred thousand young men-but little has been done. Hardly an endowment exists for their benefit. This lack of VOL. XXXVII.- 55.

care is owing not to indifference to their wants, but to the fact that until recently all that a young man starting in life required was a good education, which the public schools afforded; then with pluck, and belief in Horace Greeley's favorite advice, the West would provide for him. The West has still its openings, and there is also a new South, but in no part of this country are young men wanted unless they have a knowledge of some useful calling.

The demand for education to fit young men for their work has been gradually widening. Confined at first to a few professions, it is now deemed necessary in all. Business colleges were a novelty a short time ago; now they are attended éach year by over forty thousand young men. Instruction in agriculture and the mechanic arts suited to foremen and superintendents was next begun at the landgrant colleges, in conformity with the act of Congress under which they received their endowments. Preparatory education thus far had been confined to those who might be termed the brain workers; it was now wanted by a larger class-by the handicraftsmen. To state how this want is being supplied, and the difficulties to be encountered in this extension of special instruction, these few pages are written.

The first effort that was made was in the direction of manual instruction. Hand and eye were to be developed as well as the mind. Manual instruction, which was almost unheard of in the United States until the exhibit of the Moscow Technical School at the Centennial Exhibition attracted public attention to its capabilities, is now engrafted on the publicschool system of New York, Boston, and Philadelphia. In nearly all the other large cities private liberality, by supporting manual training schools for a few, is showing what should be done for all. Manual training, however, is but the beginning. It makes a lad handy and observant; after that has been accomplished he needs to be prepared for some work by which he can earn a living. If he intends to be a mechanic, he must learn a trade.

From a remote period the master workman has been looked upon as the proper person to instruct the young in the mysteries of his trade. On him devolved the duty of transmitting all he knew to the next generation. There were until modern times no schools where the mechanic arts were taught and where a knowledge of them could be treasured up. The monasteries, which preserved letters and the fine arts through the dark ages, did little for the mechanic arts. Trade secrets were forgotten. During the middle ages the apprentice system was introduced. The apprentice of those days was a member of his master's family and worked under his supervision. In modern life and in modern industry this relation between the master workman and his apprentice has become impossible. The master mechanic seldom takes the tools in his own hands nor remains long enough in his workshop to teach his apprentice; neither does he want the lad in his family. In Germany and in France apprentice schools were established to supply the training the master mechanics could no longer give, where lads employed in the trades go in the evening or on certain days in the week. In this country no such precaution was taken. A lad simply got employment in a workshop for as long a time as his services were needed or he might deem it advisable to remain. He picked up his trade by observation and by such advice as might be bestowed upon him. He might acquire wrong instead of right methods, for there was no system, and his training was a matter of chance. Still, with American adaptability, it was possible even under such unfavorable conditions to become a good mechanic, and more of the high wages paid to skilled workmen would have gone to Americans had not the trades-unions interfered with the lads. In every large city, or wherever there were a sufficient number of workmen to form an association, the unions demanded that the number of lads should be so limited as practically to exclude them from the trades. Then the demand was made that the few who were allowed to learn how to work should serve a four or five years' apprenticeship, which still further reduced the number of mechanics an employer could graduate. To both of these demands the master mechanics agreed. As regards the first, they had no option; the second demand, compelling a lad to serve for a long term of years, was not distasteful to them.

To so great an extent has the exclusion of

1 When the census of 1880 was taken, thirty per cent. of the persons engaged in the trades in Philadelphia were of foreign birth; in Boston, forty per cent.; in New York, fifty-six per cent.; in Chicago, sixty per cent.; and in Brooklyn, sixty-nine per cent. Large as

lads from city workshops been carried, that had it not been for the country master mechanics, who, having no trades-unions to contend with, were free to employ boys, American workmen would have disappeared from some of the trades. The report for 1886 of the New York Bureau of Statistics of Labor states that there are large industrial establishments where there is not a single American at work.1 Now a new power has arisen, and this claim of the trades-unions to fix the number of apprentices is disputed. The desire to regulate and meddle, which has been imported here, caused the union leaders to interfere with the business of the employers, until the latter were forced to forget their rivalries and form associations for mutual protection. These associations are stronger than the unions, and it is to their credit that as soon as they were formed the apprentice question became a prominent one. Young men were eagerly asking for work which the master mechanics were anxious to give them; but before incurring the hostility of the trades-unions, it seemed important to determine how the lads were to be trained and on what terms they were to be employed.

At first there was a very general desire to reëstablish the apprentice system of the middle ages. The traditions of the past were still strong. The lad must "serve his time"; that is, be legally bound to remain with his master for a term of four or five years. The master mechanic looked for an ideal youth who would faithfully serve him until he was twenty-one years of age, on pay based not only on the work he could do, but also on the opportunity given him of learning a trade. Respectable parents, however, would not surrender the control of their sons to other men. They would not deprive them of the right to take a better place if one were offered, or to change their occupation if it should seem advantageous to do so. Apprenticeship, when an indenture is signed, is but a milder name for slavery. The sentence of two indentured apprentices in Philadelphia to a three-months' imprisonment for refusing to obey their master was a warning of the responsibilities incurred by both parties in such a contract. If the lad could be punished for disobedience, it was plain that the master could also be reached by the law for non-fulfillment of his part of the contract. The master mechanic was well aware that he could give little personal attention to his apprentice, and that in signing an indenture he assumed duties he must delegate to foremen or journey

was the proportion of foreign-born skilled workmen then, it is probably larger now. Since the census was taken, trades-union rules excluding boys from the trades have been strictly enforced and immigration

has increased.