public sentiment for throwing out German from the public schools, and generally for restricting studies in the higher branches. The argument against this is that very few of the children, and the majority of those girls, enter the high-schools; the boys are taken out early for business, and get no education afterwards. In 1885 were organized public elementary evening schools (which had, in 1886, 6709 pupils), and an evening high-school, in which book-keeping, stenography, mechanical drawing, and advanced mathematics were taught. The Sehool Committee also have in charge day schools for the education of deaf and dumb children. The total expenditure for 1880 was $2,000,803; this includes $1,023,394 paid to superintendents and teachers, and large sums for new buildings, apparatus, and repairs. The total cash receipts for sehool purposes were $2,091,951. Of this was from the school tax fund $1,758,053 (the total city tax for all purposes was $5,308,409), and the rest from State dividend and sehool fund bonds and miscellaneous sources. These figures show that education is not neglected. Of the quality and efficacy of this education there cannot be two opinions, as seen in the schools whieh I visited. The high-school on the west side is a model of its kind; but perhaps as interesting an example of popular education as any is the Franklin grammar and primary school on the north side, in a district of laboring people. Here were 1700 pupils, all children of working people, mostly Swedes and Germans, from the age of six years upwards. Here were found some of the children of the late anarchists, and nowhere else can one see a more interesting attempt to manufacture intelligent American citizens. The instruction rises through the several grades from object lessons, drawing, writing and reading (and writing and reading well), to elementary physiology, political and constitutional history, and physical geography. Here is taught to young children what they cannot learn at home, and might never clearly comprehend otherwise; not only something of the geography and history of the country, but the distinctive principles of our government, its constitutional ideas, the growth, creeds, and relations of political parties, and the personality of the great men who have represented them. That the pupils comprehend these subjects fairly well I had evidence in recitations that were as pleasing as surprising. In this way Chicago is teaching its alien population American ideas, and it is fair to presume that the rising generation will have some notion of the nature and value of our institutions that will save them from the inclination to destroy them.