It is now recognized that one of the elements in which the public school systems of the United States are most lacking is in the practical branches in teaching trades and industry. There is too much book learning, too little practical education. Throughout the continent of Europe there are trade and industrial schools which have accomplished much in turning out skilled workmen for the various branches of industry. Here we have one. Our deficiency in this matter was recognized by the late commissioner of education, and attention called to it in several of his reports, and a number of the State superintendents of education have also urged the establishment of manual or training schools as a part of the State systems. We have such an institution here in the Tulane Manual School. In Philadelphia, Cleveland, and Chicago, the system has been adopted on a large scale, and made part of the high school course. Another city which has inaugurated the manual training school as a part of its public schools is Toledo, O. A rich citizen of that town, who recently died, left a large sum for the establishment of a university of arts and trades. Instead of founding a separate university, however, the money was applied to the establishment of manual schools in connection with the public schools, for both boys and girls. The course of girls' work given will afford some idea of what it is proposed to do. This begins with the senior grammar school grade and continues three years in high school. It includes free hand, mechanical, and architectural drawing, light carpentry, wood carving, designing for wood carving, wood turning, clay moulding, decorative designing, etc. But more practical than these things are the lessons in cooking, sewing, and household management. The course in domestic economy "is arranged with special reference to giving young women such a liberal and practical education as will inspire them with a belief in the dignity and nobleness of an earnest womanhood, and incite them to a faithful performance of the every day duties of life. It is based upon the assumption that a pleasant home is an essential element of broad culture, and one of the surest safeguards of morality and virtue." The report of the school also remarks that "the design of this course is to furnish thorough instruction in applied housekeeping, and the sciences related thereto, and students will receive practical drill in all branches of housework; in the purchase and care of family supplies, and in general household management; but will not be expected to perform more labor than is actually necessary for the desired instruction." A special branch which will be well received is that which proposes to teach the girls how to cook. The curriculum is one that every housekeeper ought to go through. Boiling--Practical illustrations of boiling and steaming, and treatment of vegetables, meats, fish, and cereals, soup making, etc.