when the lecture is sensational and the lecturer popular, the cost often exceeds the receipts; and when the lectures were of a higher order and spread over a term, it is more than probable that they failed because the moneyed supporters failed in their donations, and the qualified lecturers failed in their zeal when their lectures were gratui

tous.

There are, however, no grounds for believing that adult education is a hopeless task. On this continent and in this Province there are abundant evidences of adults learning mechanical and agricultural pursuits, and entering upon a course of long and arduous study with eminent success; and in England and France, where the education has been adapted to their special necessities—the direct technical culture of workingmen-they are at this hour crowding the class-rooms and pursuing their studies with all the ardour of professional students.

THE WORK OF MECHANICS' INSTITUTES. The work of the Mechanics' Institute is the education of adults-of all who have passed out of the common school into the workshop, or the business of life, whatever it may be, and whose education is defective in the pursuits they are following. In its lowest aspect it is designed to supply the deficiencies of early education; but in its highest and widest application it may legitimately aspire to the highest technical culture of the industrial classes in their special occupations, and their general culture in all that enlarges and refines the mind, and fits them to be useful members of society, and to enjoy all the intellectual resources of which their nature is capable. The importance of this special education has been recognised by most of the civilized Governments of the world. The general education of the youth of a country is admitted to be a State necessity-an imperative obligation for securing rational obedience to the laws, respect for all just authority, the safety of public liberty, and the advancement of civilization. But the technical education of the industrial classes-the education of the agriculturalist in science, and of the mechanic in art has special objects and methods which cannot be introduced into any system of common-school education. Whatever it may exclude, it must embrace all those studies which have relation with the manu

factures and productive arts of a country. Statesmen and politicians may suggest forms of legislation for the encouragement of native industry; but in the markets of the world, the produce of manufacturing and agricultural labour must always finally rest their claims to preference on their superiority and intrinsic value. Even manufactures native to the soil, if dependent for their development on the patronage and protection of the Government, will never advance beyond a certain point of excellence, and will inevitably depreciate in value, unless by the skill of the producer they are able, by their superior finish and appropriateness, to compete with the products of the outside world.

The great Exhibitions of Arts and Manufactures which, since 1851, have been held in the chief cities of the world, have been the means of showing the importance of this technical education, especially in industrial drawing, to the artizan class; and as these Exhibitions have given indubitable evidence that nothing but the superior education of the producer, in his special pursuits, can advance art manufactures, the leading countries of the world are making great and liberal efforts to educate the operative manufacturer in the specialties of his work.

Professor Ware, of the Massachusetts Institute of Technology, says: "At the Universal Exhibition of 1851, England found herself, by general consent, almost at the bottom of the list among all the countries of the world in respect to her art manufactures. Only the United States among the great nations stood below her. The first result of this discovery was the establishment of Schools of Art in every large town. At the Paris Exhibition of 1867—that is, after the experience of only sixteen years-England stood among the foremost, and in some branches of manufacture distanced the most artistic nations. It was the Schools of Art and the great collection of works of industrial art at the South Kensington Museum that accomplished this result. The United States still held her place at the bottom of the column."

"The report of the French Imperial Commissioner upon technical instruction, says: 'In some countries, as in Wurtemburg and Bavaria, (Nuremberg,) drawing is the special object all the industries requiring that art is suffiof the schools; and the impulse it has given to ciently striking, and so generally recognised as to render evident the usefulness and necessity of this branch of instruction. A glance at the

one, that while they are shut out from participating in the enjoyments and pursuits which knowledge offers to its possessors, they naturally desire mental action and excitement, and find their gratification in low pursuits and dangerous vices. The purpose of our system of education is to supply the necessary education, but it will be a long period before the system we have inaugurated shall meet all the defects of past neglect; and however successful and widespread that system may be, as a country whose population must grow out of immigration, we shall still be subject to the deluge of European ignorance. In this view, elementary instruction for adults becomes an object of national importance, and Mechanics' Institutes, whether in that or higher education, have as strong a claim upon the support of the country as Universities, High or Public Schools.

NATURE OF THE STUDIES IN THE PREPARATORY DEPARTMENT.

The really essential subjects of instruction in classes for adults are few. These subjects are (1) READING and SPELLING; (2) ARITHMETIC; (3) PENMANSHIP. In the arrangement of these studies, a system of grading like that adopted in the best class of Public Schools should be established. Throughout the land, in city and rural districts, there will exist a large class scarcely able to read or write, or make the simplest calculations. Amongst this class there will be found many obstacles to study-a false shame, or an utter indifference, or a disposition to magnify the difficulties or undervalue the importance of the studies under consideration. We make great efforts to secure scholars for the ragged and the Sabbath schools; and the necessity for pressing adult ignorance, especially when it is full of the life and energy and restlessness of youth, into our evening classes is equally great. The most ignorant-those who cannot read at all, or write their own names-ought to find the evening classes ready to help their necessities, and to give the help in the best and kindliest spirit. While every inducement should be offered to lead the ignorant to enter on to the path of improvement, every objection or obstacle likely to discourage the beginner ought to be removed. In all cases the teacher, whether a paid or a voluntary agent in the good work, ought to exercise

patience and gentleness and firmness. It is always unwise to allow boys and girls to asso ciate in the classes with adults. In the adult, there is the consciousness of ignorance and sensitiveness to ridicule or impertinence, and in the young a disposition to exercise these powers. One means of inducing the most ignorant class to pursue these studies would be that of reading to them selections full of interest and beauty, but simple and equal to their comprehension, to show them what delights the faculty of reading would open up to them, and how much they were losing by its want. its want. Thus, too, in the study of arithmetic, while head and hand practice should predominate, and theory be disregarded, yet: purely mental exercises suited to the understanding, but not in any respect childish,. ought to be mingled with the regular practice. It would add also to the charms and attractions of study if the teacher would sometimes throw aside all books, and give in the most familiar style a popular lesson in popular geography or astronomy, and by a mere statement of interesting facts connected with the one, or marvellous wonders disCovered in the other, excite attention and inquiry; while the practice might be varied by an occasional lecture on "Common Things," and the philosophy of "Common Life." While these arrangements have reference to the grading and instruction of the lowest class of students, the curriculum must embrace that class which has not been altogether neglected, which possesses some knowledge of elementary subjects, aspires to higher attainments, and by previous culture is prepared to pursue them. A second grading in reading would have reference to delivery, expression, the power of uttering literary composition with the distinct articulations and scientific inflections of the elocutionist; and arithmetic. would be expanded into a science, embracing a knowledge of Fractions and Ratio, and their application to science and commerce, popular mathematics—i.e. elementary algebra and geometry and mensuration. Again, instruction in plain book-keeping is necessary, especially when females attend the classes and their attendance ought to be contemplated in all evening classes. But here the instruction should be simple, and aim at nothing higher than facility in keeping the details of common life, and in the case of females, of household expenditure. The elaborate systems of book-keeping em-

braced by the commercial colleges are not necessary to the education of mechanics. They are intended to make the professional book-keepers; and as the object of the students who desire the higher course is to escape from mechanical toil, Mechanics' Institutes are not justified in devoting their time or spending their funds to aid such aspirations. The elementary and necessary book-keeping suggested may easily accompany the arithmetic studies, and by complementing them and penmanship, be of service to both studies. Equal, however, in importance with reading and spelling, and closely associated with them, must be classed the studies of grammar and composition. A popular study of grammar, which secures to the pupil as much knowledge of the subject as will enable him to parse and analyze common sentences with facility, and understand and practise in composition the essential rules of syntax, would not only offer exercises highly valuable for their intellectual discipline, for the knowledge of language and the relations and logic of thought cultivated by them-most important for the development of mental power, but absolutely necessary for understanding and enjoying the higher order of literature, with all its elevating and refining influences. Further than this, it must always be considered that as mechanical education means something beyond a mere knowledge of the material principles of art and science-should, in fact, aim at and embrace refinement of taste and development of imagination, the influence of all high-class literature-it is really necessary to the mental culture of the artizan, if we are to aspire to that excellence in mechanical industry which will add beauty and gracefulness to usefulness and completeness of work. The practice of composition should always commence with and accompany the study of grammar. The mere study of the latter subject, the knowledge of the parts of speech exhibited in parsing and analyzing a sentence, offers an exercise as valuable in its logical and intellectual bearings as the study of arithmetic, to students who will never enter into the study of true logic or classics. But the uses of language in the expression and the cultivation of correct habits of thought can only be secured by practical composition. The practice need, however, never be very comprehensive, and should rarely go beyond

what is necessary for the daily life of the mechanic. When once that power is acquired, native talent will prompt to higher efforts, and if the student have special gifts and tendencies in the direction of literature, the elementary start he has secured will be enough to help him to higher triumphs. Elaborate themes on subjects far beyond the knowledge and experience of beginners should have no place in primary education; while the exercise of composition on familiar topics may be introduced in the commencement of the grammatical studies, and should never be separated from them nor neglected.

TEACHERS, PROFESSIONAL AND AMATEUR.

The organization for this elementary instruction cannot be effective without the aid and the superintendence of the professional teacher. His skill in directing the studies, in classification and methods of teaching, is indispensable to the success of the night classes. When the pupils are numerous, however, and the attainments varied, requiring separate classification, and the funds of the Institute not ample, the voluntary aid of benevolent and qualified instructors might be secured. Every educated person could not give money to secure professional assistance, but every educated person could assist in the elements of instruction required for adult education. There is some analogy between the claims of the night classes of the Mechanics' Institute and those of the Sabbath School. established to supply knowledge, to remove ignorance, to advance virtue and truth, and especially to provide instruction to those whose circumstances would, without such help, leave them destitute of any culture. The duties of the Sabbath School have higher objects in view, it is true; but in a mere temporal point of view the education. of the working classes in the Mechanics' Institute is quite as important in its moral aspect as that of the pupils of the Sabbath School, and presses with equal force on the benevolence of qualified voluntary teachers. In the absence of paid professional teachers, arrangements might be made of the following kind wherever voluntary aid could be secured: One night in the week might be given to each of the important subjects, Reading, Writing, and Arithmetic, and, if possible Free-hand Drawing. Four teachers

could undertake the instruction of the classes, and thus each teacher would only be required to devote one night a week to the duty. If a superintendent, as in the Sabbath School, were appointed, the machinery for carrying on the evening classes would be as complete for action as that of the Sabbath School. If such an arrangement were made, it would be of the first importance to act on a well-prescribed system-to have a programme of duties prepared for a session-to have monthly examinations, not for exhibition, but for testing progress. If a professional teacher could not be secured to act as superintendent, and to lay out the best plan for operations, the next best course for the managers would be to consult the School Inspector of the district, and secure his advice and assistance in drawing up the plan for forming and conducting the classes. It has been one great cause of failure in the conducting of these evening classes hitherto, that there has been no well-organized and uniform method, as we have now in our public schools, where uniformity of action could combine with uniformity of purpose, and thus lead to the best results of harmonious instruction. In the method suggested, only four nights in the week are allotted for instruction in classes. The fifth night would thus be left for miscellaneous subjects. Amongst these miscellaneous subjects might be included lessons in history, geography, and subjects of a similar kind, which are best taught in the form of familiar lectures. Completeness and depth would not be necessary in this instruction. To awaken interest in these subjects, to suggest modes of study and books to be read for wider knowledge, would be the chief object, and the clergyman, the lawyer, the doctor, or the schoolteacher could all in turn be enlisted to serve in so good and useful a work.

Before concluding this subject of elementary classes, it may be useful to ascertain what is done now in this regard in our own Province. According to the Report on Mechanics' Institutes for 1874, it appears that out of thirty-seven Institutes in affiliation with the Association, sixteen had evening classes and twenty-one had none. The cost of these sixteen classes amounted to $2,709, and the receipts probably about $1,500; so that the net expense of instruction would not exceed $1,200. The expenditure is inevitable,

and the more efficient we desire to make the classes, the higher ought that expenditure be. It is judicious to make a small. charge for the education to adults. But when the duty is so imperative; when the cost of ignorance is so immeasurably greater than of education; public policy as well as philanthropy not only justifies this cost, but a far heavier one, to be supplied out of the public treasury, if we would make the Mechanics' Institute what in reality it should. be-a College for the Industrial Classes. The teaching power and the machinery for instruction are totally inadequate to the great. end in view. While for merely moral and social ends the education of adults presses with as strong claims upon the liberality of the country as that of youth, art ought to have as adequate aid; its importance to commerce and manufactures and agriculture

the certainty that an educated industrial class would enrich the country by its superiority of workmanship and the higher moral principle governing it-this would justify and repay the costliest expenditure on adult education. We need capacious class-rooms; we need apparatus and educational diagrams; but above all we need the very soul of effective instruction, skilled and educated teachers. The Institutes are now doing the best they can under the circumstances; but they cannot, with their present meagre means, their chief dependence on private benevolence and the small subscriptions of their members, ever accomplish the great work. apportioned to them. To raise them to the height of their important duties they must receive the grants of the nation in the same spirit of liberality and justice as it now supports its other educational institutions; and the Government, exacting the condition that the classes it supported should be placed under professional inspection, would secure a methodical and progressive and competent system of instruction.

THE READING-ROOM, LIBRARY, AND ENTER

TAINMENTS.

It is by a combination of attractions and duties that the Mechanics' Institutes can be. best made to succeed. The earnest student, conscious of his intellectual defects and deeply anxious to remove them by zealous and patient study, will offer no difficulty.. He comes as the humble disciple to the feet of his Gamaliel for instruction, and needs.