tions. The old systems of education alone are not adapted to meet the needs of a majority of the people or to fit them to wisely choose an occupation. The educational reformer, however, has been at work. Less than a century ago trade schools were established which quickly spread throughout Europe. Technical education has been evolved within the last forty years and free technical schools have only become known in the United States within twenty-five years. With the hundreds of thousands of primary schools, but thirtyseven had courses in manual training in 1890. In 1903 this number had grown to three hundred and twenty-two, an increase of nine hundred per cent in thirteen years. In 1894 there were but fifteen high schools in the United States maintaining courses in technical education. In 1903 this number had grown to ninety-five, an increase of six hundred per cent in nine years.

The Ohio Mechanics Institute was founded in 1827 and within the last few years has done splendid work. The Cincinnati Technical School was established in 1886 and is now affiliated with the Cincinnati University. Both of these, however, are pay schools. Prior to September 1, 1905, Cincinnati had no free schools giving any branch of technical education. In the fall of 1905, five

manual training centers were established for the intermediate schools. By September, 1906, this number had grown to nineteen, an increase of three hundred per cent in one year. A new high school will soon be erected and additions made to Walnut Hills and Woodward High Schools and courses in industrial and commercial education will soon be given in all three high schools of this city.

Hungary in 1830, Switzerland in 1833 and Austria in 1848 established commercial schools. In the little republic of Switzerland today there are sixteen day schools of commerce and fifty-eight evening schools of commerce. Neufchatel, Switzerland, a town of twenty thousand inhabitants, in 1883 built one of the handsomest schools of commerce in the world and it now has an attendance of

six hundred pupils. Commercial educational courses are gradually finding their places among the regular courses of instruction in the high schools of this country.

Germany, however, has shown the greatest strides in industrial and commercial education. Commercial education was practically unknown in Germany in 1880. That nation, with its tremendous progress in industrial education, has only taken up this most important subject of commercial education within the past twenty-five years. In the Ger

man Empire commercial schools are classified as follows: (1) Commercial Schools (handels-schülen), corresponding to our high school; (2) Advanced Commercial Schools (höhere-handels-schülen); (3) Commercial Continuation Schoolsnight schools; (4) Commercial High Schools (handels-hoch-schülen), corresponding to a college or department of a university.

The German Commercial Continuation Schools or night schools have had a marvelous growth. In 1902 there were two hundred and forty-four in the Kingdom of Prussia with twenty-three thousand and thirty-seven pupils; twenty in Bavaria; fortyseven in Saxony with forty-seven hundred and forty-four pupils, and twenty-three in Baden, with twenty-six hundred pupils. But eight years ago a commercial school of a grade above a high school was unknown in Germany. The honor of establishing the first commercial college in the world-a school above the grade of a high school-rests with Antwerp, Belgium, which established such an institution in 1852. In 1898 such schools were established in Leipzig, Frankfort and Aix LaChapelle; in Cologne in 1901 and in Berlin in 1905, making but five of such colleges in the German Empire. The German Commercial Colleges are modeled on the Antwerp College. The first commercial school

in America of a grade of a college or university was established in Philadelphia in 1881 by Mr. Joseph Wharton who endowed the Wharton School of Finance and Commerce which became a department of the University of Pennsylvania. In 1898 the Universities of California and Illinois added departments of Commerce and Finance. The New York University School of Commerce, Accounts and Finance was also established. The Wharton and New York schools have added night classes. A few other universities have also established courses which will ultimately ripen into departments of Finance, Commerce and Accounts.

A college of finance, commerce and accounts is not what is popularly known as a business college. The object of such is not to teach boys, but young men, who desire to pursue a commercial career, and to educate men who have already entered upon commercial life but desire to perfect themselves in higher commercial branches. The American public is deeply indebted to The American Bankers' Association for its educational work in enlightening the public upon the great subject of commercial education. It established the American Institute of Bank Clerks for the purpose of educating young bankers in higher finance and banking. The Cincinnati Chapter of Bank Clerks has been one of the

most enthusiastic branches of this splendid organization. This Chapter began the agitation for the establishment of the Cincinnati College of Finance, Commerce and Accounts. On the second day of October, 1906, a number of influential bankers and business men incorporated the Cincinnati College of Finance, Commerce and Accounts. Within one week after its incorporation about one hundred and twenty-five students were enrolled, of which number about one-third were employees of banks and two-thirds drawn from all avenues of commerce and trade. In this school at the present time but four courses of instruction are given and only night sessions maintained. The public is hardly familiar as yet with the important work being done by this school.

It is desirable during the coming year to add additional courses, particularly a course on journalism, with one on the law of libel and slander and another on copyright as bearing thereon; a course on real estate; a course on salesmanship and a course on the law of sales as an aid thereto; a course on advertising, with a course on the law of trade-marks and trade names and fair and unfair competition in trade as allied thereto. Two questions are presented: Should a course in advertising be established? and how should such a course