Education as the acquiring of information is one thing: it is quite another thing to develop the human forces by a thoughtfully-planned course of training, mentally, physically, and morally fitting one for “complete living.” Educational methods in every age have been the outgrowth of the social conditions of the time, and are, as a rule, found to be in accordance with the beliefs and principles by which nations are controlled. A new definition of culture is being constructed, one which shall embrace the industries and the mechanical arts. Industrial processes and occupations are claiming recognition in school and college courses, both for the sake of the encouragement and assistance they may render to the industrial classes, and because the familiarity with them is felt to be required by the wants and demands of the age. It is not a rebellion against the old methods as bad in themselves. It does not necessarily interfere with or involve any loss to the traditional studies of the school-room. It is not an attempt to substitute the labors of the workshop for the legitimate intellectual training of the school, inasmuch as the shop-practice, if properly arranged, would be in the nature of change and rest, and even of recreation to the pupil, bringing him back fresher and brighter to his studies. The alternation is stimulating. Change of occupation is proverbially almost as refreshing as rest. The pupils pass from the shop to the class-room, and conversely, with a new zeal and zest for their tasks in either department. It means the addition of practice to theory, experiment to knowledge, the correct eye and skilful hand to the developed brain; that the youth sent forth from school shall be fitted not only for professions and clerkships, but for the heat and task of active life, and for the skilled labor which is so sorely needed. There exist much general misapprehension and no little grave misrepresentation as to industrial schools and manual training, and an attempt in some quarters to confound them with the stupefying effect of long-continued toil. It is not contemplated to swing too far the pendulum of school reform, or to present a panacea. It is proposed to supplement the older scholastic culture with that which will make it take a firmer hold upon men’s minds, and will bring the school into closer harmony with the time-spirit. Let there be no interference, much less any extinction of the classical system. We have come to regard that as a sacred thing and unassailable. Let it remain impregnable to all the attacks of iconoclasts and reformers. The Latin and Greek languages and the science of mathematics come recommended to us by all experience, signed and countersigned, as it were, by the testimony of ages as the basis of every system of liberal culture. They furnish a grateful vicissitude of genial and severe studies; while the one awakens the sensibilities, refines the taste, enlarges the conception,