The relation of the school system of a country to the welfare of the public is intimate. Indeed, it is of vital importance that proper educational facilities be provided, that all may find it easily possible to acquire that education which will enable their natural abilities to be developed to the utmost. It is a fact, unfortunately, that school life is commonly looked upon as something more or less apart from the practical, productive work which begins when the former ends. Not only is this idea wrong, but the very fact that it is more or less prevalent is, in itself, harmful, as it acts to prevent many who would be greatly benefited by educational work from becoming interested in it, and so utilizing present facilities, and also discouraging the undertaking of addional ones.

This condition is undoubtedly due, in large measure, to the chaotic state in which industrial educational methods now are, and the additional fact that comparatively little intelligent effort is at present, put forth to better matters. This, in turn, is undoubtedly because of the rapid and transforming changes which have recently taken place in the industrial world, and the inabilty of of educational methods to become readjusted to the new requirements. As the industrial changes are still in progress, it is also rather difficult for those who have not given special study to the subject to determine exactly what are the lines on which educational work shall be developed, and as the number who have realized the urgent necessity of comprehensive industrial educational facilities is not yet large, and the discussion of the subject but recently become in any way general, no systematic effort has yet crystalized to the extent of formulating plans for such work.

That we are on the eve of a general awakening to the importance of the subject seems evident; that it may be speedy and fruitful of results is earnestly to be desired. For in no other way can the youth of the country be brought to that condition of skill and experience which will fit them for the higher and more profitable vocations open to them if given the facilities by which they may become competent. It is the earnest duty of all, therefore, to encourage the expansion of our educational system, especially along industrial lines, so that opportunities for advancement dependent upon educational progress may not be confined to the rich, but rather that merit be given an even chance in the race, which can only be when industrial education is comprehensive and within the reach of all.

We have but to look to the magnificent industrial educational work of Germany to realize how great are our own necessities, and the need of immediate action.

The Vienna Workingman's Journal reports that at the general meeting of the Mineralogical Society of Vienna, January 9, 1905, Dr. Morosiewicz, professor of of mineralogy at the University of Krakau, announced that he had discovered a new mineral, to which he had given the name Beckolith, in honor of the Vienna mineralogist, Prof. Friedrich Beck. He asserted that it does not correspond to any of the mineral combinations so far known, but resembles mostly combinations of garnet, having similar regular crystals, and contains many rare earths, which form 75 per cent of its volume. The chief components are cero, lanthano and didymo oxides, and it may be of use for the manufacture of chemical products, especially for the light industry. The discovery was made during a scientific exploration which Prof. Morosiewicz made in southern Russia, and the government district of Rekaterinoslaw is probably the chief locality where the mineral may be found. The rock in which it was discovered is called marinpolith.