enriches the memory, and invigorates the power of moral judgment; the other, by a course of mental gymnastics as rigid as it is perfect, develops to the utmost the great faculties of attention, analysis, and generalization. No scholar can doubt that they must always form an indispensable element in any scheme of liberal instruction, by which all the powers and emotions of our moral and intellectual nature may be so touched, quickened, directed, exercised, and informed, as to attain their largest measure of capacity. But, side by side with the higher institutions of learning, there should be established schools where the sciences in their relations to the arts and industries shall be specific branches of instruction and training; the addition of a sufficient amount of work in the handling of tools and the manipulation of materials to a good sound education in languages, mathematics, history, and science. Young people should be prepared to take a broad and intelligent part in the life of an age which is eminently scientific and practical; an age which has to do with a world of fierce competition, in which trade is not despised, while science of every kind is a means of making a livelihood; an age which demands an education that seeks to arm a man as well as to adorn him, _armer_ and _orner_. There is no warrant for applying the term educational to any sort of knowledge which does not increase the power of its possessor, and so make him the more able to satisfy his needs and desires without disorder and waste. The measure of this ability is the measure of a country’s economic progress. Industrial training has an economical and moral as well as an educational value. As Professor Huxley puts it, we cannot continue in this age “of full modern artillery to turn out our boys to do battle in it, equipped only with the sword and shield of an ancient gladiator.”