the Adriatic in the west. It would bring to his mind a connected chain of events.
In teaching algebra, geometry, and trigonometry, objects are used as much as possible. Thus, in the latter, the reason why the angles are not employed as in geometry, but in their stead certain of their functions are used, is practically demonstrated. Then a system of triangulation might be begun by the scholars, in which a base is measured from a single known point, the latitude and longitude of which are computed, and the azimuth-compass brought into play to find the true direction of the line. From this base, other triangles and finally quadrilaterals might be laid off and computed as well as the curvature of the earth, which is traversed and comprehended by the scheme of triangulation. The amount and variety of the information which the young are capable of receiving when their interests are excited would surprise those who, perhaps, have had neither the time nor the inclination to observe them.
The little workingmen are instructed in decorating, molding, turning, the work of the forge, carpentry, and are made to take an active part in experiments in mechanics, hydrostatics, hydraulics, sound, heat, light, electricity, and magnetism. They are retained in the school until they thoroughly comprehend their work and studies.
The children who fill this great building from top to bottom look to be those of well-to-do people, for their clothing is tidy, their faces clean, and their eyes bright. Such, however, is not the case. The school-workshop is recruited from districts the most squalid, from abodes the most humble. No origin is so low, no intellect so dull, that it may not demand and receive admittance within these hospitable, catholic walls.
In the eyes of many this will, perhaps, be looked upon as the most commendable feature of the institution.
Those whom curiosity or other motive has led into the by-ways and the somber courts that mark the abiding-places of the very poor laboring-man have often recorded their conviction that here is the best, though perhaps the most difficult, field for philanthropic work.
The difficulties that stand in the way of such an enterprise as the Workingman's School are sufficient to dissuade the ordinary enthusiast in such projects. They can best be understood by those who are sufficiently interested to inquire into the whole scope of the undertaking. Children, especially those of the poor, are often very hungry early in the day, and to attempt to instruct or even amuse them under such circumstances is alike idle and illogical. Again, poor children frequently lack proper clothing to protect them from inclement weather. All this has been foreseen by the managers. A midday meal is provided for the children, and clothing when required is distributed with no niggard hand.
