legislation.  It is attended by over 2,000 scholars, a very large proportion of the inhabitants between thirteen and eighteen years of age.  There is nothing possible but the evening school.  The children must be sent to work at thirteen or fourteen; they must work all day; it is only in the evening school that this education can be carried on, and that they can be rescued from the contaminations and dangers of the streets.  But two difficulties present themselves.  There is no law by which the children can be compelled to attend the evening school.  How, then, can they be made to come in?  And if the rate is now ninepence, what will it be when to the burden of the elementary school is added that of the Continuation school?

A scheme has been proposed which has so far met with favour that a committee, including persons of every class, has been formed to promote it.  Briefly it is as follows: 

The Continuation school is to be established in this country.  The difficulties of the situation will be met, not by compelling the children to attend, but by persuading and attracting them.  Much is hoped from parents’ influence now that working men understand the situation; much may be hoped from the children themselves being interested, and from others’ example.  The Continuation school will have two branches—­the recreative and the instructive.  And since after a hard day’s work the children must have amusement, play will be found for them in the shape of ‘Rhythmic Drill,’ which is defined as ‘pleasant orderly movement accompanied by music,’ and the instruction is promised to be conveyed in a more attractive and pleasing manner than that of the elementary schools.  The latter announcement is at first discouraging, because effective teaching must require intellectual exercise and application, which may not always prove attractive.  As regards the former, it seems as if the projectors were really going at last to recognise dancing as one of the most delightful, healthful, and innocent amusements possible.  I am quite sure that if we can only make up our minds to give the young people plenty of dancing, they will gratefully, in exchange, attend any number of science classes.  Next, there will be singing—­a great deal of singing, of course, in parts—­which will still further lead to that orderly association of young men and maidens which is so desirable a thing and so wholesome for the human soul.  There will also be classes in drawing and design—­the very commencement of technical instruction and the necessary foundation of skilled handicraft.  There will be for boys classes in some elementary science bearing on their trade; for girls there will be lessons in domestic economy and elementary cooking; and for both boys and girls there will be classes in those minor arts which are just now coming to the front, such as modelling, wood-carving, repousse work, and so forth.  In fact, if the children can only be persuaded to come in, or can be hailed in, from the streets, there is no end at all to the things which may be taught them.