Henry Watterson. On the social side the good-fellowship of the city is well represented in the Pendennis Club, which is thoroughly home-like and agreeable. The town has at least one book-store of the first class, but it sells very few American copyright books. The city has no free or considerable public library. The Polytechnic Society, which has a room for lectures, keeps for circulation among subscribers about 38,000 books. It has also a geological and mineral collection, and a room devoted to pictures, which contains an allegorical statue by Canova. In its public schools and institutions of charity the city has a great deal to show that is interesting. In medicine it has always been famous. It has four medical colleges, a college of dentistry, a college of pharmacy, and a school of pharmacy for women. In nothing, however, is the spirit of the town better exhibited than in its public-school system. With a population of less than 180,000, the school enrolment, which has advanced year by year, was in 1887, 21,601, with an aggregate belonging of 17,392. The amount expended on schools, which was in 1880 $197,699, had increased to $323,943 in 1887—a cost of $18.62 per pupil. Equal provision is made for colored schools as for white, but the number of colored pupils is less than 3000, and the colored high-school is small, as only a few are yet fitted to go so far in education. The negroes all prefer colored teachers, and so far as I could learn, they are quite content with the present management of the School Board. Co-education is not in the Kentucky idea, nor in its social scheme. There are therefore two high-schools—one for girls and one for boys—both of the highest class and efficiency, in excellent buildings, and under most intelligent management. Among the teachers in the schools are ladies of position, and the schools doubtless owe their good character largely to the fact that they are in the fashion: as a rule, all the children of the city are educated in them. Manual training is not introduced, but all the advanced methods in the best modern schools, object-lessons, word-building, moulding, and drawing, are practised. During the fall and winter months there are night schools, which are very well attended. In one of the intermediate schools I saw an exercise which illustrates the intelligent spirit of the schools. This was an account of the early settlement, growth, and prosperity of Louisville, told in a series of very short papers—so many that a large number of the pupils had a share in constructing the history. Each one took up connectively a brief period or the chief events in chronological order, with illustrations of manners and customs, fashions of dress and mode of life. Of course this mosaic was not original, but made up of extracts from various local histories and statistical reports. This had the merit of being a good exercise as well as inculcating an intelligent pride in the city.