The public mind is agitated a good deal on the question of the introduction of manual training into the public schools. The idea of some people is that manual training should only be used as an aid to mental training, in order to give definiteness and accuracy to thought; others would like actual trades taught; and others think that it is outside the function of the State to teach anything but elementary mental studies. The subject would require an essay by itself, and I only allude to it to say that Chicago is quite alive to the problems and the most advanced educational ideas. If one would like to study the philosophy and the practical working of what may be called physico-mental training, I know no better place in the country to do so than the Cook County Normal School, near Englewood, under the charge of Colonel F. W. Parker, the originator of what is known as the Quincy (Massachusetts) System. This is a training school for about 100 teachers, in a building where they have practice on about 500 children in all stages of education, from the kindergarten up to the eighth grade. This may be called a thorough manual training school, but not to teach trades, work being done in drawing, modelling in clay, making raised maps, and wood-carving. The Quincy System, which is sometimes described as the development of character by developing mind and body, has a literature to itself. This remarkable school, which draws teachers for training from all over the country, is a notable instance of the hospitality of the West to new and advanced ideas. It does not neglect the literary side in education. Here and in some of the grammar schools of Chicago the experiment is successfully tried of interesting young children in the best literature by reading to them from the works of the best authors, ancient and modern, and giving them a taste for what is excellent, instead of the trash that is likely to fall into their hands—the cultivation of sustained and consecutive interest in narratives, essays, and descriptions in good literature, in place of the scrappy selections and reading-books written down to the childish level. The written comments and criticisms of the children on what they acquire in this way are a perfect vindication of the experiment. It is to be said also that this sort of education, coupled with the manual training, and the inculcated love for order and neatness, is beginning to tell on the homes of these children. The parents are actually being educated and civilized through the public schools.