with grotesquely decorated placques and strange musical instruments, from a lute of Mr. Leland’s own fashioning to a Chinese mandolin, its mantel-shelf and low book-cases crowded with Chinese and Hindu deities, Venetian glass, Etruscan vases, Indian birch-bark boxes, and Philadelphia pottery of striking form and ornament. It had been but an ordinary though large parlor when Mr. Leland first moved into it, but he soon gave it a character all its own, surrounding himself with a few of his pet household gods, the others with his books being packed away in London and Philadelphia warehouses waiting the day when he will collect them together and set them up in a permanent home. The reason Mr. Leland remained so long in the Broad Street house was because he was interested in a good work which detained him year after year in Philadelphia. While abroad he had seen and studied many things besides gypsies, and he had come home with new ideas on the subject of education, to which he immediately endeavored to give active expression. His theory was that industrial pursuits could be made a part of every child’s education, and that they must be comparatively easy. The necessity of introducing some sort of hand-work into public school education had long been felt by the Philadelphia School Board, and indeed by many others throughout the country. It had been proved that to teach trades was an impossibility. It remained for Mr. Leland to suggest that the principles of industrial or decorative art could be readily learned by even very young children at the same time that they pursued their regular studies. He laid his scheme before the school directors, and they, be it said to their credit, furnished him with ample means for the necessary experiment. This was so successful, that before the end of the first year the number of children sent to him increased from a mere handful to one hundred and fifty. Before he left America there were more than three hundred attending his classes. It is true that Pestalozzi and Fröbel had already arrived at the same theory of education. But, as Carl Werner has said, Mr. Leland was the first person in Europe or America who seriously demonstrated and proved it by practical experiment.