FOURTH DAY. at home and a native superintendent or foreman. No matter how direct and large the Evangelistic and Christianizing power of the school, it does not seem right to use for its support any more than for higher English education, money given for the preaching of the Gospel to the heathen. Failing an endowment or grants-in-aid from Government, funds given for this work can be used.

Selection of industries.

Taxidermy.

Photography.

The selection of industries, and still more the method and extent of the training to be given, must be determined by the financial resources of the school. If self-support has to be cultivated productive work must be done and a market must be sought or created. Too often an industrial school or department is denied all aid from abroad and then is reproached for trying to earn money by its work.

The progressive training of the pupils as in technical work at home is very desirable; but it is expensive in itself and comparatively unproductive of income. Still a variety of training in orderly sequence should be the constant aim in every work room. This requires a staff of skilled workmen to act as instructors, and these, in turn, in a country school at least, must be provided with remunerative employment, and so the commercial feature must come in.

The local environment must guide the selection of industries. Carpentry, blacksmithing, tinkering, including tin-work, glazing and painting under that term, masonry, gardening, shoemaking, are all important industries and likely to be of use in after life Printing and book-binding are peculiarly germane to the kind of school advocated in this paper, because helpful to the preparation of vernacular text-books, especially those greatly needed for higher education in the vernacular. These books are costly to prepare. Their circulation is so small that only small editions can be printed and this in turn enhances the cost of every copy.

What might be called fancy or show industries like taxidermy or photography may sometimes be easily self-supporting and even profitable to the school, and boys well trained in them may easily find profitable employment. They also afford an attractive advertisement to the school. This is especially true of photography. The missionary cannot take the time to prepare all the prints he would like to use, but an Industrial School

Studio will solve the problem of inexpensive prints for many FOURTH DAY. missionaries and Native Christians besides earning a fair income for the school. It may help to bring the luxury of portrait photography within the means of Native Christian families and individuals; so that indulgence in a family group or a picture of the baby may no longer be an almost sinful extravagance, but a commendable evidence of advance in Christian culture.

There are innumerable minor practical questions of detail, but we can only refer to a few.

The pupils should be paid a nominal wage per hour to pro- Wages. mote their interest and ambition and to help their self-support, and when possible they should be offered employment on such wages as they can fairly earn in the shops of the school during a part of their holidays.

from the

The foremen and other journeymen or skilled workmen in Overseers to the shops should be chosen as far as possible from those trained be chosen in the school. If practicable they should be paid by piece- school. work and extra payment should be given for the successful training of the boys. They should be allowed some benefit in their piece-work from the work of the boys in official industrial hours, that it may be for their own interest to bring them forward as rapidly as possible. Piece-work is practicable in the bindery, the cabinet shop, the foundry. It is practicable, but with honest workmen hardly profitable, in the printing-room. The boys should be watched carefully and strictly, though kindly discipline must be enforced, and wilful shirking promptly punished by a change to a harder or less agreeable industry. Fines must be inflicted at times, and prizes for good work or Fines. marked improvement are often very helpful. An occasional prize competition and public exhibition will help to encourage pupils and awaken interest among the friends of the school. The foreman of each room should be required to record the hours and the work done, the faults and the merits of all the boys working in his room.

Neatness, order, cleanliness, system, are all important, and are all most difficult to secure. Carelessness in handling, lending or borrowing tools is a besetting and most trying fault. Broken," "lost," "strayed" or "stolen," too often the last I fear, is the ultimate and often the too early epitaph of every tool.

FOURTH DAY. Honesty.

There is a real danger of temptation to dishonesty in appro priating material or the proceeds of labour or in conniving at such dishonesty in others. The boys must be watched and yet they must be trusted. Honesty and faithfulness are most necessary in the foremen and the superintendent. The effort must be unceasing to make the work-room a school of training in honesty and faithfulness, and not the reverse. The industrial hours should be made attractive to each boy. The desire to excel in whatever he undertakes, to bring credit to the school as well as to himself, must be awakened. To a certain extent it is well to indulge each boy's preference in designating his industry, but real aptitudes must be carefully studied. A boy who is always blundering and spoiling tools in the cabinet-shop may soon become the best mason in the school.

FIRST SPEECH.

By the Rev. S. B. FAIRBANK, D. D., A. B. F. M., Bombay. He spoke in favour of Industrial Work in Missions. It is An example useful for the missionary as well as for the scholars in his schools. It is good for him to set an example and to honour industry by working with his own hands. And work with his spade or his axe will be as good or better for his liver than the exercise got in tennis courts. God's first law, referred to in the Bible, orga nizes the family. The second demands labour to subdue the ground. The apostles were from the labouring classes, and Jesus worked at his trade. When proclaiming the Gospel, He and they continued their active life, going afoot from place to place. The Jews were wise in requiring every boy, even the son of the king, to learn and to practice a trade. David retained the vigour he gained in his laborious youth as long as he led his armies in person. When he indolently stayed at home and sent Joab to lead the battle, he fell into his great sin. Elijah kept the strength he had as a farmer, by his hardy life in the desert. After many years of itineracy and evangelistic work, he ran before Ahab as he drove his chariot from Carmel to Jezreel, and then he hurried on to far off Beersheba. Solomon was well taught and gave excellent instruction on this subject. But he did not practice it himself. His many servants and many wives spoiled him. He found much study a weariness to his

flesh. He must have had a bad liver, for he came to hate life FOURTH Day. and to call it all vanity and vexation of spirit. Another wise man of later age, also of Israel and a dweller in palaces, but of active life, well said that Solomon should have used another letter when he wrote vanitas vanitatum, etc., and should have written sanitas sanitatum totum sanitas. Bodily health seems Bodily a primal requisite for a missionary, although some have done health. admirable work without it. Insomnia, indigestion, fear of the sun and dislike of hard work in the open air, are largely due to the lack of physical exercise. James Brainerd Taylor's good rules were to take care: firstly, of the spirit; secondly, of the body; and thirdly, of study. We need physical training ourselves and in all our schools to fit us for spiritual and intellectual good.

The missionary must set the example and make labour fashionable. In Chicago an idle man or one without some usefal occupation, though he be a millionaire, is regarded as a dude or a tramp. Labour is not honoured in India. The Buddhist idea that it is better to walk than run, better to stand than Buddhist idea. walk, better to sit than stand, better to lie down than sit, better to doze than lie awake, and better to sleep soundly than doze, is thoroughly Hindu. It is in harmony with the modern idea held by the boys when in our schools and when they become teachers as to the proper thing for a gentleman and a scholar.

The speaker was going on to say something about the help that industry and industrial teaching in our schools would give to remedy these false and harmful notions and habits, and to refer to the improvement in the requirements as to physical culture demanded in Government examinations; and also to speak of the admirable results attained by the industrial schools which have been established by some of our missionaries, when the bell reminded him that his allotted time was spent. and with another sentence demanding that industry should be honoured, he left the platform,

SECOND SPEECH.

By the Rev. J. SMALL, F. C. M., Poona.

Who said that any right he had to address the Conference on this subject was grounded on his connection with an Orphanage Mission Press in Poona. The work arose out of the famine of

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Printing.

FOURTH DAY. 1876-77, when a lady offered support for destitute boys, and an anonymous gift of money was left one evening on the missionary's table with the words, "For a Printing Press," on the wrapper. The work had begun with a single small Press, but on its being made known to the children of the Sabbath schools of the Free Church of Scotland, they had given an Annual and also other offerings, amounting to about £1,000 sterling, which had been laid out in Presses, type, &c. The Press was thus also an illustration of the power of "littles," a mere collection of pence having set up a considerable printing establishment. Mr. Small went on to say that boys in the Orphanage School were apprenticed when their age allowed, and they served in this capacity for four years. Government had recognized the institution as an Industrial school, and allowed a grant of Rs. 20 per head to boys who passed in an annual examination, which embraced both the ordinary vernacular subjects and progress in knowledge of printing and compositor's work. Many boys had passed through the course and had found employment, some in Government offices, like the Photomecographic, some in Presses, like the Education Society's Press at Byculla, and others in private Presses. But undoubtedly it had been one of the difficulties of the institution to find suitable openings for the lads who had finished their course. It was found that they preferred staying on in their own Press, even on less pay, but of course it was impossible that all could be kept on. The religious training of these boys had never been lost sight of, and as a rule they had themselves, as they grew up, asked for baptism, as it was not the custom of the mission to baptize them, even though brought to school very young, until a personal profession of faith could be made. Religious training brought with it a difficulty Sunday work, in finding suitable situations for the lads, as it was not desirable that they should go where Sunday work was required, or other work of questionable character. With exceptions, such as one might always expect, the lads had done well, both in their stay at school and in their subsequent employment.

Independence a boon.

Mr. Small desired to add that the importance of industrial training in the native community could not be exaggerated. There were two great evils before them in India-one, the economic one of the enormous excess of agricultural employment, which in our measure we were lessening by every attempt, how