just above the falls, away from the classrooms and dwellings. It is modeled after one of the most practical experimental laboratories in the country.

Besides lectures and recitations upon dyeing, students will perform careful and systematic experiments as to the nature of the various dyestuffs and mordants, their coloring properties, their action under various circumstances, and conditions under which they give the best results. The more representative dyestuffs of each class will be applied to cotton, wool, and silk, and each student will be obliged to enter in an especially arranged sample book a specimen of each of his dye trials, with full particulars as to conditions of experiment, percentage of compounds used, time, temperature of dye bath, etc.

For convenience and economy most of the dye trials will be made upon small skeins of swatches of the required material, but from time to time students will be required to dye larger quantities, in full-sized dyeing machines under conditions of a practical dye house.

By use of a small printing machine the principles of calico printing are illustrated, and the practical side of the subject will be studied with dyeing machines, vats, etc. It will be the constant endeavor of those in charge to impart such information of a theoretical character as will be of value in the operation of a dye house and will make a better worker of the student.

In industrial chemistry particular attention is paid to those subjects which are of especial interest to the textile worker, as oils, soaps, gas, and the coal-tar industry; and the manufacture of important chemical compounds, such as the common acids and alkalies, bleaching powder, various mordants, etc. Cabinets containing the various dyestuffs, chemicals, and byproducts of wool grease are on exhibition in the dye house, and students have an opportunity to study them.

STEAM ENGINEERING AND ELECTRICITY

One of the strongest departments of the school is the course in steam engineering and electricity. The course consists of

lectures by practical men for engineers, firemen, etc., and laboratory practise in steam engineering. The steam engineering laboratory is one of the best equipped laboratories in the country, consisting of different types of boilers, steam heating apparatus with appendages, different pumps in sections, sectional valves and gages, all the boiler accessories, steam engines, generator and many other machines. In addition to all these, pictures, blue prints and sketches of the above apparatus and other machines, are on the wall for careful study. All the lectures, classes, and demonstrations are carefully planned to meet the needs of those working in the trades. Classes are formed afternoons for those working nights, and evening sessions are conducted for those laboring days. In addition to evening and day classes for those already at work, provision is made for day classes for boys and girls between fourteen and seventeen who are not at work. The course is three years, and is devoted to the three following distinct courses: Textile arts for boys, mechanic arts for boys, and the domestic arts for girls. A diploma will be awarded to pupils who have past the work satisfactorily.

The textile arts will give a training in the simple operations and theory underlying all the occupations of the textile industries in addition to a sound academic and business training.

The mechanic arts will give a training in the fundamental operations and theory underlying the great number of occupations of the wood and metal trades in addition to a sound academic and business training.

The domestic arts course will give a training in the branches of knowledge and the trades that are most useful to girls in gaining a livelihood, and also preparation for both business and home life.

The courses of study are planned with the following conditions in mind: That while the school will offer a three years' course in the useful arts, it recognizes the fact that many children can not afford to give so much time to education beyond fourteen years of age. Hence the work is planned so that the work of each year is, as far as it goes, complete in itself, that nothing is taught on the theory that it will be of value at some

later period in the course. So that at whatever time the pupil leaves school he will have had, up to that time, the best preparation which the school could give.

It is not a trade school to fit pupils to be spinners, carpenters, or dressmakers only, but a school to open up the avenues to the industries and trades, and to give a training that carries the skilled worker on to unlimited earning power.

The school will give a practical education to the great mass of children who will be obliged to work in either the industrial or commercial fields, and will include:

1. Children whose parents now send them to high school and who do work in the classics and literary branches after a fashion, but who can be roused and educated along the line of practical education. It is for the child who does not like "to study," but who wants to do things, who wants to see and know the use of things, who is of a practical rather than the academic mind.

2. Children whose parents do not feel that they can afford to give more time to the child for purely academic work, yet would feel they could afford a child a further education if it would aid him in getting started in some form of skilled industrial work.

The school is parallel to the existing high school and has the same school hours and term, but is different in its course of study, as the high school is dominated by the college while the industrial school is not, but is influenced by the industrial and educational needs of the working people.

FIRST YEAR

2. MECHANICAL ARTS-BOYS

SECOND YEAR

Shop and business Shop and business

THIRD YEAR

Shop and business English, shop arithme- English, shop mathe- English, shop mathetic and manufacturing matics and manufac- matics, industrial hisbookkeeping, industrial turing bookkeeping, in- tory, mechanical drafthistory, mechanics and dustrial history, me- ing, machine electricity, study of chanics and electricity, practise. wood and iron and the

HAM

process

they pass

mechanical

drafting,

machine sketching, thru, blue print read- study of the processes ing and machine- of iron.

sketching.

FIRST YEAR

3. DOMESTIC ARTS-GIRLS

SECOND YEAR

English,

Business English, Business

THIRD YEAR

shop

Practical and busipractical arithmetic practical arithmetic ness English, business and bookkeeping, in- and bookkeeping, in- arithmetic, industrial dustrial history, dress- dustrial history, dress- history, dressmaking, making and dressmak- making, cooking and millinery.

DAG

ing designs.

millinery.

WILLIAM H. DOOLEY

INDUSTRIAL SCHOOL

LAWRENCE, MASS.

V

THE CHURCH AND THE COLLEGE

In a very interesting address before the Educational Conference of the Southern Methodist Episcopal Church, President Pritchett of the Carnegie Foundation for the Advancement of Teaching, has discust the relation of the Christian denominations to the colleges. This address, appearing in the EDUCATIONAL REVIEW, published by the Carnegie Foundation, and commented upon by such a journal as The Nation, deserves more than passing notice on the part of all devoted to the denominational college.

In its purpose of advancing teaching and raising the standard of education, the Carnegie Foundation, which does not aid strictly denominational colleges, has been compelled to state why it passes by the church colleges. The elimination of the church college from the approved list has necessarily led to a discussion of the denominational college.

The

The first position which may be taken by a denomination toward the college is thus stated by President Pritchett: "A church may frankly say that, in order to carry out its legitimate work and advance its cause, it must control and direct a certain number of institutions of higher learning in which men may grow up trained in its ideals and devoted to its service." motives which lie back of this are described as the strong desire to propagate the faith for which the denomination stands, and to train denominational leaders. But it is questioned. whether what the Church could do formerly it can accomplish at the present thru general education. The cause of the Church has been weakened because it has been induced to add colleges by adopting institutions that sought the Church to gain a constituency. Education, it is further claimed, ought not to be at present a great work of the Church, nor one of the agencies to which it should direct its energy.