y natural action of the law of supply and demand; and
that only thus has England, for example, secured the immense
amelioration in the condition of the problem of labor and
capital which marks her state to-day.

It can be said also in this connection that if Government
has one business more peculiarly her own than another, it is
to look after the class that most needs looking after; and
that not simply from the interest of the class itself, which
would rarely supply a basis for governmental interference,
but in the interests of society at large--of the State
itself. The State's first concern is to see her citizens
healthful, vigorous, wealth-producing factors; and to this
end bad sanitary conditions, which undermine the
"health-capital" of labor, imperatively demand correction.

The deeper seated the roots of labor's inefficiency in
heredity and environment, the greater the need for an
education that will develop whatever potencies may lie
latent. Inefficiency will rarely correct itself. Superior
ability must train it into better power. Where is there any
proper provision for such an education?

State governments and our National Government have for a
number of years been fostering certain branches of
industrial education, chiefly in the line of agriculture.
The late report of the Bureau of Education upon industrial
education presents a very encouraging summary of what is
thus being done under the guidance of the State. It reports
concerning forty-three colleges aided by State grants to
give agricultural and mechanical training, besides a large
number of technical departments in other colleges,
industrial schools, evening classes for such instruction,
etc. Probably the finest example of industrial education
that the country possesses is found in the Hampton schools
in Virginia. Of attempts, however, to combine general and
intellectual education with practical training and
handicrafts we have few examples. The Hampton schools,
already alluded to, present one of the best. Professor
Adler's school in this city is very interesting in this
respect.

Our common schools have until lately signally passed by the
whole field of practical education. Drawing is at last being
generally introduced, and sewing is also being introdu