All this, with the social advantages which are manifold, is within reach of those girls and women who are lucky enough to live in the neighbourhood of a Polytechnic, and have some free evenings to spend there. Institutes of this kind are fast being brought within reach of all dwellers in towns. The municipal schools of Manchester and Brighton need hardly shrink from comparison with those of the metropolis. In fact, when we look at the sumptuous equipment of such schools, we are tempted to exclaim that Cinderella has indeed left the ashes, and ascended into her palace. But these glories are not hers by sole right. The men’s department (of mechanics, engineering, etc.) is far larger than the women’s, and besides these two, where the sexes are of necessity kept apart, there are numerous classes where they meet on common ground. At Battersea the art department is open three days and five evenings a week, and the general scheme includes a thoroughly practical knowledge of designing, drawing, painting, and modelling, especially in its various applications to trades and industries, as well as life classes, and the commoner features of such schools. In the commercial school, arithmetic, book-keeping, typewriting and shorthand are taught, as well as French. There are classes in pure and applied mathematics, and every branch of science is taught with such advantages in the way of laboratories and appliances, as no private or self-supporting institution could attempt to supply. Most Polytechnics are centres for University Extension, some have fine gymnasia, some have swimming-baths; nearly all have a long list of social, athletic, and recreative clubs. In fact, a well-equipped Polytechnic is a kind of popular University, which provides for all the needs of its members, though with some neglect of the literary side. This, too, might be supplied by the omission or insertion of a few words in an Act of Parliament. The Polytechnics and Technical Institutes would thus at once be transformed into the most completely equipped and endowed scheme of secondary and higher education in this country. With such resources at their disposal, it is natural that Technical Instruction boards and Polytechnic governors should have gone a step further, and tried to utilise their spacious premises and admirable teaching staff for the ordinary purposes of a day-school. Experiments on these lines are being tried in several places. It is thought that by establishing such schools, the polytechnic both gives and receives; if it helps the schools by allowing them to use its premises and staff, it is helped in turn by the training given to a number of boys and girls, who will some day be properly equipped to profit by the more advanced instruction in the evening. The school is largely a feeder for the polytechnic, and will help in time to raise the standard of its work. As such it should be judged rather than as an independent experiment in secondary education.