the work, which was still in the experimental stage at the time of my visit (May, 1901), in many details. tion. Table The second experimental school I visited where Domestic Science (6) School is linked with home and social interests is now known as the of EducaUniversity of Chicago School of Education, at that time under the XXII. directorship of the late Colonel F. W. Parker. While Dr. John Dewey approaches this question of the right education of the young in the spirit of a philosopher, the late Colonel Parker arrived at his conclusions animated rather by the inspiration of a prophet. His whole nature was imbued to an unusual degree with so intense a love for and sympathy with child nature that, in the opinion of some careful and skilled observers, there existed a risk lest sentiment should be allowed to obscure or to replace reason in the translation of his theories into practice. His school programme was the tentative outcome of years of enthusiastic earnestness devoted to its evolution, in which he received the cordial co-operation of his "Faculty." Weekly meetings were the rule (lasting from two to three hours), in which some contribution was expected or permitted from each member of the staff towards the solution of problems forced upon their notice by their daily work in teaching and training. Character building (or citizenship) was to Colonel Parker the end and aim of education; to gain this "everything must be brought in (to the curriculum) which will concentrate and expand ideas and develop right habits." Education he believed to be "the all-sided growth of the individual, physical, mental, and moral. Community life is the ideal of education, because it is the only ideal great enough to provide for this all-sided development of the individual.” "The ideal school is the ideal community. it is the education of complete living." "Community life is that state of society in which every individual member orders his conduct with reference to the good of the whole the whole being so constituted as to necessitate the highest development of its members.” Consequently "the citizen must know something of the world in which he lives, and this knowledge comes best from actual contact." This being his creed, Colonel Parker framed his school programme with the view of giving actual personal experience to each child of what has contributed to the existing phase of civilisation. This conception of the scope of school education really involves a neverending correlated study of man, his environment, and his works. In practice Colonel Parker attached much importance to the observation of a selected subject in its entire environment, and took great exception to conventional isolation and classification. His whole scheme was further planned in deference to the requirements of body and brain at the various periods of growth, so far as at present known. To find and arrange subject matter for the mental nutrition of each pupil, and for all grades of pupils, was a problem still imperfectly solved at the time of his death, but good ground had been broken. Life in his school was organised on a basis of (1) work, doing things for which the pupils felt a social need; c.g., Possible gardening, cooking, working in wood or metal, clay modelling, sewing, weaving, printing, etc.; (2) a study of human activities in the outside world, to help the children to interpret their own experiences; (3) the study of Nature. The domestic sciences and arts found a place in the Kindergarten course because home activities, the common life of the children, furnish opportunities for work and service suited to their years, and constitute a desirable addition to play and games. These subjects appeared in the Primary grades because Colonel Parker believed (a) in the value of the primitive industries and arts in the early education of children; and (b) in the importance of simple work in school economics, sanitation and hygiene for the establishment of an ideal of the conditions essential to good health in a community. Home economics took its place in the Grammar grades as an integral part of the study of Nature, and of Man as its highest manifestation. In each case the subjects were found to lend themselves as a means for the employment of thought and reason, for the application of scientific principles, and for the culture of the social instincts. This method of introducing the study of economics deserves consideration, associating, as it does, the conception of the value of health and time, as well as of money, with the facts and duties of daily life. It would be unjust to convey the impression that either of these application educationalists believe themselves to have realised their ideal in of foregoing methods in practice; it would be equally inaccurate to give the impression that England. I advocate the wholesale adoption of principles and methods so admittedly tentative and experimental as those just referred to; but I am of opinion that these conceptions, wisely modified, could be introduced into the kindergarten and primary classes of many English schools. The educational attractions and advantages attached to the employment, as part of school work, of familiar, homely occupations for quite young children has been hitherto very generally overlooked; their ethical, sociological and economic values for seniors when progressively developed is certainly not yet recognised. A careful study of these School Programmes will reveal that their contents are selected, handled, and developed so as to forge social links between school and home, while experience proves that they foster an intelligent participation in communal life; two points where, admittedly, our educational methods have hitherto proved unsuccessful. Acquaintance with subjects bearing on domestic life is largely acquired through the exercise of the bodily activities; these subjects appeal to the child's limited experience; they demand thought and permit its expression in action; it is also believed that they arouse an interest so strong that it will cheerfully overcome obstacles and perseveringly face drudgery and difficulties to achieve realisation; wherein lies their strong claim as formers of character and factors in the growth of a true communal spirit. Essential to their profitable introduction are (1) space, as individual participation in each occupation is essential, for which reason classes must be small; (2) time, otherwise informing by the teacher has to replace thought and reflection by the child; (3) elasticity of syllabus and confidence in the teacher by those in authority, to permit of thoroughly intelligent "doing." In the future, when these advantages are secured in our schools, teachers can profitably devote some attention to these methods of providing for children what Froebel called "the education of complete living." There are, relatively, few private Primary and Grammar Schools, Few Private though they are found in large cities, such as New York or Detroit, Primary and Grammar but I had no opportunity of studying their attitude towards the Schools. teaching of Domestic Science. Private educational enterprise or endowment more usually finds its outlet in the provision of institutions for higher education from the High School upwards. B.-HIGH SCHOOLS. Domestic Private High Schools exist mainly in wealthy localities, for considerable capital and a large clientèle are necessary to compete in equipment and efficiency of staff with those State-aided by Boards of Education. The growing prejudice in favour of class distinction is frequently compelled to give place to the superior advantages offered by the public High School or to the obstacle of a high scale of fees. It is of special interest to note the Typical belief in Hygiene and Home Science as suitable studies in these Science private High Schools, where the curriculum is independent of all out- Courses side control, except that exercised by college entrance requirements or the whims of parents. This belief promotes the formation of an intelligent public opinion among the more wealthy members of the community; for, although the first introduction of these subjects is stated to be often unpalatable to the parents, the result to their children is so speedily apparent as to invariably overcome previous objections. Institute High N.Y. Notable among the High Schools supported by endowment and (a) Pratt fees is that attached to the Pratt Institute, Brooklyn, of which the superintendence is entrusted to Dr. Luther Gülick, whose views School, on education repay careful study, and so far stand well the tests Brooklyn, of practice to which they are subjected by their author. Expressed Table in the briefest terms, Dr. Gülick considers that two of the funda- XXIII mental conditions to be met by a secondary school are (1) the needs of the individual for the development of a fairly rounded character and personality; (2) the demands of society upon the individual. “The individual must be developed as an individual with reference to his personality. He must also be so trained as to fit into the existing world, to take his place in the present social régime Health, character, a strong, constructive, sympathetic view of life, and the ability to do something that the world wants done, these deserve prominence as objects in school life." These views and the methods by which they seek to find expression harmonise with the idea of the founder of the Institute, viz., that boys and girls (a) Pratt Institute High Schoolcontinued. should be placed under conditions which favour all-round development, and that school education should consist in the patient, systematic, and constant training of body and mind. To this end manual and physical training, art training and laboratory work are given equal rank and standing with the academic studies; health, power, and a wholesome, earnest attitude towards work being essential to the realisation of the ideas of both founder and director. A second aim is to help each pupil to discover his gifts and to start him in their effective development; while, with the object of encouraging all who can to continue their work at college, it is endeavoured to frame a scheme such as shall enable those who desire to do so to meet college entrance requirements. The accompanying diagrammatic illustration of the studies and occupations pursued during this four years High School course shows how these requirements are met; though naturally it is impossible to indicate by means of any figure the atmosphere of social claims and interests which surrounds the young people, or the methods employed to temper, while seeking to develop, the individuality of each boy and girl. The school is open to all children of fourteen, who, in Dr. Gülick's judgment, are ready, physically, mentally, and morally, to profit by the work, without interfering with the progress of others. The greatest sympathy is felt for those in feeble health, but the amount of work, both physical and mental, is planned for the best development of the normal child, and would be excessive for the delicate. A standard of normal height, weight, and health must be therefore conformed to. The school day is divided into six periods of fifty minutes each; one-half of the time is given to academic work in languages and the humanities, in mathematics, and in science; the other half is devoted to music, art, and manual training, laboratory practice and gymnastics. The manual training, to which six periods a week are devoted throughout the curriculum, comprises, in the first year, bench-work in wood and wood-carving for boys and girls alike; in the second year it consists, for boys, of wood-turning, pattern making and moulding,; for girls, of sewing, drafting, cutting and making garments, some study of materials being also included. In the third year, boys take forging and the elements of decorative iron-work; while the girls study form, line, colour, and texture, and the outline and proportions of the human figure. They also practice costume designing (sketching hats, draperies, and gowns, half life size), and devote some time to millinery. In the fourth year the boys attend the machine shop, learning bench-work and the use of machine tools; and the girls are instructed in domestic science, which comprises cookery, emergencies and home nursing. No pains are spared to teach accuracy, economy, patience, judgment, and perseverance throughout the whole course. It is maintained by Pratt Institute teachers that after a year's "drill" in wood-work, needlework may be so taught as to veritably merit the designation of manual training. Their system of instruction is framed "to |