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240 number, and in most of them instruction in the mechanical arts has not been strictly adhered to, having been obscured by the literary and art-science sides of education. That this tendency is a very grave danger in technological schools generally, is very apparent from a study of those in England, where most of the institutions established purely and simply for technical instruction are already drifting into devotion for the higher branches of the natural sciences and mathematics, to the exclusion of drawing, applied science, and mechanical teaching. Judge MacArthur says that while we have schools for all sorts of instruction in mathematics, history, literature, and philosophy in abundance, they fit nobody with either knowledge or skill in any particular branch of industry. There is even a tendency in them to beget dislike for those pursuits that require manual labor. Our national system of elementary education is also drifting to the literary side, and tending to beget a distaste for manual work and industrial pursuits in general. Among the defects charged against existing provisions for industrial training, are that the instruction is too expensive for work-people; that the conditions of admission are too advanced for the mass of the people; that the instruction in most of the schools is too theoretical; and that, for the lack of evening instruction, the masses of mechanics who are compelled to labor during the day are debarred from availing themselves of their advantages, such as they are.

A dark-shadowed picture is drawn of the condition of the trade and the manufacturing industries of Baltimore. The former has declined in an alarming degree, and the latter have never been developed to any notable extent. Facts are presented bearing on some of the particulars of these categories, and evidence is given from which the conclusion is deduced that the manufacturing arts of the community are languishing as much for the want of skilled and intelligent artisans and managers to direct their operations, as from the lack of capital, cheap raw material, or natural facilities for production.

Johns Hopkins University, from which much might have been expected, lacks departments for training in practical industries. "With an income of $225,000 a year," says Mr. William Mather, an English observer of our schools, "it would appear possible for a larger amount of work to be done by this university among the people of the city, without in any degree diminishing the high class of instruction in the advanced stages of literary and scientific study."

In no field is more room afforded for the application of such skill and knowledge as technical training gives, than in the management and operation of railroads. Railroading has, in fact, become a profession, fully as exacting and requiring as high degrees of professional skill and intellectual attainments as the liberal professions. Yet Dr. Barnard has failed to find that "any of our railway managers have a proper appreciation of the situation, or that there has been any well-digested effort in the direction of educating railway officials or