FUTURE PROMISE.

Missionary fields and reformatory institutions have already proven that educated women are an invaluable auxiliary in the work of the church; but it is not in special directions alone that their influence will be felt. This age, so vigorous and prolific in mental action, in investigation and speculation, is marked by a weariness and blind groping of the soul. Man exclaims with the poet

"I'd rather be a Pagan, Suckled in a creed outworn;

So might I, standing on this pleasant lea,

Have glimpses that would make me less forlorn;
Have sight of Proteus, coming from the sea,

Or hear old Triton blow his wreathed horn."

Spiritual insight is the birthright of woman; she has the glimpses that do make us "less forlorn." Disciplined and matured by education, she will bring to the family and to society the quickening power of faith-faith no longer smiled at as the emanation of ignorance, but recognized as the divine impulse of the soul.

"The end of learning," Milton quaintly says, "is to repair the ruin of our first parents by regaining to know God aright, and out of that knowledge to love Him, to imitate Hiz. and to be like Him;" and as in that early Eden they stood male and female in the image of God, so shall it be in the later Paradise, where for woman also the ages shall drop down their vintage of truth and knowledge.

ANNIE TOLMAN SMITH.

COOPER UNION.

Cooper Union, for the advancement of "science and art," now one of the prominent eduational institutions of the city of New York, was founded by the philanthropist whose name bears, in the year 1856. That is to say, the building devoted to the object named was ected during that year. The institution was incorporated by an act of the legislature in 357, amended in 1859. In the year last named, and by virtue of the amended act of incororation, based on a deed of trust made by Peter Cooper, and Sarah, his wife, the institution nd its management passed into the hands of a board of trustees, composed of Peter Cooper, dward Cooper, Abram S. Hewitt, Daniel F. Tieman, Wilson G. Hunt, and John E. Parons, all of whom are still living and acting as guardians of the trust. The act provides for accessors to these in case of resignation or death, and is so worded as to secure the exist nce of the institution in perpetuity for the purpose specified and for this only.

DESIGN OF THE FOUNDER.

The motive which inspired the philanthropist to devote a large portion of his wealth to he free education of the children of the people, will be best interpreted by quoting his wn words. In his address to the pupils of the institute, delivered on the occasion of his ightieth birth-day, in May last, he says:

Shunning intemperance and debt, and practicing industry, rigid economy, and selfenial, it was easy to be honest, and to acquire such knowledge as the opportunities of this ity offered in the days of my youth. But these opportunities were so limited--there being 10 free schools by day nor any night schools whatever-that I found it far more difficult to earn what I wanted to know than to be industrious, temperate, and prudent. Hence I lecided, if I should prosper in the acquisition of worldly means, to found an institution to which all young people of the working classes, who desired to be good citizens and to rise n life, could resort, without money and without price, in order to acquire that knowledge of heir business and science, which, in these days, is absolutely indispensable to a successful Providence, in accordance with the declaration that to faith all things are possible,' did bless my efforts, and this institution, and these encouraging evidences of its value and its fruits, are the results of this resolution, never lost sight of during a business career of nearly sixty years, in which I was cheered, comforted, sustained, and encouraged by the greatest of human blessings, a diligent, wise, industrious, faithful, and affectionate wife, and, in the work of founding this institution, aided by the earnest sympathy and active cooperation of my children, who justly regarded as the richest portion of their inheritance that part of my wealth which I desired to consecrate to the public welfare."

career.

The gift set forth in the trust-deed referred to, comprises the block of ground bounded by Astor Place, Seventh street, and Third and Fourth avenues, with the building thereupon, erected by the founder for the object specified, at an outlay of $630,000.

THE BUILDING.

The structure is prominently located, occupying the angle where two of the leading avenues of the city merge into its oldest one-the Bowery. On this account it is all the more to be regretted, that as an architectural object it is by no means a pleasing one. It is a gloomy pile of brownstone, more suggestive of a hospital than of a home of art and science. Nor is the internal arrangement of it more satisfactory. The irregular form of the plot presented difficulties to the architect which he had not the genius to surmount, and the result is failure in a great measure to secure the two great essentials, light and ventilation. The basement of the structure is the great hall, made historic ground as the gathering place of the people during the late great crisis of our history. The first floor is rented for stores, and a portion of the second for offices; the rents of all going to the sustenance of the institution. The revenue from this source last year was $45,852 30. Since the foundation of the institution, says the report of 1870-'71, $368,016 have been expended for educational purposes, making an outlay of nearly $1,000,000. And further, that we may appreciate fully the munificence of the venerable founder, we may here state, that on the occasion before referred to, when he delivered the address from which we have quoted, he presented to the institution an additional sum of $150,000. Of this sum, $50,000 are to be devoted to the formation of a reference and lending library; the remainder to be placed at interest. Of this interest one-half is to be given yearly to sustain this library, the other half to be used for the benefit of the schools, at the discretion of the trustees.

This is, in brief, the history of the foundation of the Cooper Union. The story of its work during the twelve years of its existence could hardly be justly set forth in the space permitted us. From the outset, the institution has been highly popular; the demands upon it being always in excess of its resources. That it has done good service in the cause of education is unquestionable; that it will do still better service in the future is suggested by the fact that, profiting by the experience of past years, and by the example of institutions

elsewhere of kindred character, the trustees are gradually perfecting their scheme of manage ment so as to realize the greatest amount of good attainable in each department with the funds at their disposal.

If mistakes have been made in some features of the management, and such as we shal have occasion to refer to before the close of this article, they are of a kind scarcely tole avoided in the formation of an institution sui generis, and especially in view of the fact that the managers, with whom that formation lay, were gentlemen chosen to the position ma on account of their trustworthiness than of their possession of the qualifications necessary to the successful working of a scheme for popular education in science and art. Much d The good effected by the Cooper Union, through its library, reading-room, schools, and lectures, cannot be measured. The reading-room is open to all comers, and its reference tibrary at the service of all. The lectures are held with open doors. Probably not more than a third of those who enter as pupils of the classes, continue until the end of the season:S that the visible results suggest the work done and the good accomplished, but cannot set them forth in full. Nevertheless, the exhibit is an exceedingly gratifying one, as will be apparent from the facts and figures embraced in the following detailed description of the working plan of the institution:

READING-ROOM AND LIBRARY.

The reading-room and library, open from 8 a. m. until 10 p. m., are situated on the thir floor of the building and have an area of about 4,200 square feet. The arrangements of this department are very satisfactory, the files of newspapers being of easy access, and the mag azines so distributed at low desks, with seats before them, that they can be read with ce fort. Near that portion of the room devoted to the library are tables with seats for these consulting the books. Up to this time the library has been one of reference only. Ther are several fine paintings in the room, busts of eminent statesmen and philosophers, and, corspicuously placed, the testimonial, in its massive carved frame, presented to Mr. Cooper on his last birth-day by the grateful pupils of the institution. The newspapers on file last yest were one hundred and seventy-three, of which forty-two were daily, and eighty weeky American; and eleven daily and thirty-seven weekly, foreign. The American magazines provided during the year numbered fifty-one; foreign, sixty-three. The library, at the beginning of the year, contained about 7,000 books, to which 2,000 were added before its close, 554 of which were donations by friends of the institution. The number of visits paid by readers during the year was 226,940, an increase over the year preceding of 16,000,

It might be assumed that, as the room is free to all, and the bulk of the visitors of the working classes, accustomed to the free and easy ways of the work-shop during the day. there would be some difficulty in preserving the order imperative in such a place. Such however, is not the fact. Difficulties of any kind are almost unknown. Visitors respect the rights of each other, and the property of the institution is rarely, if ever, injured. The superintendents of this department are four in number: Mr. O. W. Morris, Mrs. Davies, Mrs. Curtis, and Mrs. Schroeder.

SCHOOLS OF SCIENCE.

It may be said of the schools of science, that they have gathered to themselves the large share of the honors. This is accounted for by the fact that their proper organization was easier of accomplishment than to do like service by the art-schools. The subdivisions were clearly marked; other scientific schools in the country and city suggested the best methods for the conduct of this one, and competent professors were within reach. Hence, the prope machinery was soon obtained and put in motion, and important practical results attained early in the history of these schools. The good accomplished during the twelve years of their working can scarcely be estimated. Some idea of the extent of this, however, may be gathered from the following statement of facts and figures. The "free night-school of science," as it is called, embraces ten classes, designated thus: 1, algebra; 2, geometry; 3 trigonometry; 4, descriptive geometry; 5, analytical geometry; 6, differential and integr calculus; 7, mechanics; 8, natural philosophy; 9, analytical, elementary, and applied chemistry; 10, literary.

The term commences on the 1st of October, and ends on the 15th of April. The hours of recitation are from 7.15 p. m. till 9.30 p. m.

Applications for admission are received during the month of September, on Tuesday, Wednesday, Thursday, and Friday evenings.

Each applicant for admission must be at least fifteen years of age, and is required to present a letter of recommendation from his employer.

Women are admitted to any of the classes in the "school of science" for which they are fitted.

Each applicant is permitted to pursue the study of any subject taught in the school for which he is fitted. Applicants for admission to the class in algebra are required to pass a satisfactory examination in arithmetic, and those who desire to enter any of the higher classe must be able to pass a satisfactory examination in all the preliminary studies; the desire being that all who are admitted to the "school of science" shall pursue the regular course. The regu

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lar course of study requires five terms for its completion, and to those who have successfully completed it, the medal of the Cooper Union is awarded. Those subjects not embraced in the regular course can be pursued on its completion.

COURSE OF STUDY.

CLASS E.-First year: Algebra, geometry, natural philosophy, and elementary chemistry. CLASS D.-Second year: Algebra, geometry, elementary chemistry, and astronomy. CLASS C.-Third year: Trigonometry, descriptive geometry, analytical geometry, and mechanics.

CLASS B. Fourth year: Analytical geometry, differential and integral calculus, and mechanical drawing.

CLASS A.-Fifth year: Mechanical engineering and analytical chemistry.

A special class has just been formed in practical chemical analysis with reference to the industrial arts. These classes are taught chiefly in the two large rooms known as the "chemical lecture-room"and the "philosophy lecture-room, "each seated to accommodate three to four hundred persons. Other class-rooms adjacent are used for advanced pupils when the number is not large. These two lecture-rooms are well arranged for the convenience of professors, and comfort of students and visitors. They are both well provided with the necessary apparatus and objects for consultation and illustration. The chemical lectureroom has an interesting and valuable, though small, collection of mineralogical and geological specimens and many cases and shelves well filled with useful objects, the greater number of them donations to the institution. Between this lecture-room and the "philosophical lecture-room," available to both, is the "museum of natural history," which, not rich, is increasing in value yearly, being added to by purchases made from the funds of the institution and by the donations of generous outsiders.

The philosophical lecture-room is, perhaps, the best furnished of any department of the institute, and best illustrates the character of our people and their chief currents of thought. Besides a goodly supply of the necessary apparatus, it boasts innumerable objects of interest illustrative of the love of invention so characteristic of these Eastern States, and of the success with which that love has been rewarded. Its shelves, and those of the adjoining rooms, auxiliaries to it, are filled with models in glass, wood, and metal; some of these the first rude forms of machines, since world-famous; others of them the still-born efforts of inventive genius off the track; but all of them interesting in the highest degree; too much so, indeed, to be disposed of satisfactorily in a paragraph where there is food for volumes of description. Scarcely a model that has not a double history, the story of its making and of its makerthe last not the least interesting, either.

The instructors of the free night-school of science are Charles S. Stone, A. M., professor of chemistry and geology; George W. Plympton, A. M., C. E., professor of philosophy, mechanism, and astronomy; George N. Sanders, jr., instructor in differential and integral calculus; Elliot Sandford, A. M., instructor in analytical geometry; J. H. Partidge, instructor in solid geometry and trigonometry; Marcellus Bowen, instructor in plane geometry; George N. Sanders, jr., William G. McGuckin, J. E. Kellogg, instructors in algebra; J. H. Striedinger, A. M., C. E., instructor in descriptive geometry and mechanical drawing; J. A. Saxton, A. M., instructor in rudiments of mechanical drawing; Edward T. Avery, instructor in architectural drawing; Constantine Herzberg, A. B., professor of perspective and drawing from life. RECORD OF CLASSES AND ATTENDANCE, 1870-'71.

The falling off in attendance during the term, indicated above, is accounted for in a great measure by the migratory habits of that portion of our city population from which these classes are, in the main, made up; and also by the falling off from the good intentions with which many pupils begin the term; intentions formed without consideration of the necessity of regular attendance, and the restrictions imperative during school hours, that the discipline of the classes may be preserved and the efficacy of the teaching secured.

In addition to the advantages derived by the community generally from the attendance of the children of the working classes at these free schools, there is much benefit derived from the privilege of free consultation with the professors of science on matters relating to industrial pursuits. At stated hours of stated days these gentlemen may be consulted in their offices by artisans or others seeking advice in their trades or professions. During 1870-'71, Professor Stone answered the inquiries of two hundred and seven visitors, on matters relating to industrial chemistry; and Dr. Plympton solved one hundred and fourteen knotty questions in mechanics propounded to him by that number of callers.

SCHOOLS of art.

The art-schools of the Cooper Union have been successful only when the efforts made were unmistakably with a view to add grace of form or charm of color to the products of our industries, and in those departments which come under the general head, but where the knowledge needed is scientific rather than artistic-perspective and mechanical drawing.

It is true that the schools have accomplished a good deal toward refining the taste of the workman and work women, and in educating their hands, but that they could have accom plished very much more had they been intelligently managed, is also true.

ERRORS OF THE PAST.

The trustees recognize themselves that they have been at sea during all these long years in the conduct of this department, and listening to good advice, have begun to reform it altogether. The reports of the annual exhibitions of the various classes, where almost every pupil is set down as receiving a first-class certificate, read very agreeably, but are in themselves most palpable evidence to the intelligent reader of them. of the lack of system and purpose which prevailed. But a new life begins to pervade this branch, and we can already observe most gratifying promise of prolific fruit. Before the lately-instituted reforms of the schools, pupils were permitted to choose their classes, and, indeed, their grades in them. It rested entirely with themselves whether they began with drawing the outline of a parallelogram, or plunging boldly at the tortuous difficulties of the Laocoon. In the classes where drawing from the flat was practiced, the pupil might exercise himself or herself to-day at a landscape; to-morrow at a scroll; and it was not unusual to find in the class of color, a pupil portrait-painting who had never received a single lesson at drawing from either the flat or round. That the worthless, if not evil, results of all this should not have been foreseen is surprising enough. But when we reflect how little our people have known of art, the most intelligent of them, too, we can understand why the worthy gentlemen, trustees of the Cooper Union, should take for granted that where there was so much show of paper and canvas, and such a number of first-class certificates, there must be good and useful work going on. Late visits to Europe, and consultation with working art associations at home, have, however, awakened these gentlemen to the necessity of sys tematic training in art, and to a perception of the fact that there is no easy way to acquire the facility to describe a graceful form or to put colors harmoniously together-that this can be accomplished only step by step, beginning with the lowest and skipping none.

REFORM ATTEMPTED.

Mr. Abram S. Hewitt, son-in-law of Mr. Cooper, secretary of the board of trustees, and with whom, indeed, the entire management of the institution may be said to rest, was the first to realize that the art-schools were not doing the service which they ought. He saw that to secure their success they needed to be remodeled, and to be conducted by competent art-teachers whose reputations would be at stake in the result. With a view of securing such management and instruction, Mr. Hewitt applied, rather more than a year ago, to the National Academy of Design for its co-operation, proposing to place the entire sum allotted to the department in their hands, provided they found accommodation in the academy buildings and competent teachers for the classes. After considerable discussion and interviewing, the academicians concluded to preserve their dignified ease rather than encounter the labors which the scheme proposed (had they adopted it) would have entailed. About this time Mr. Hewitt secured the services of Miss Ellen E. Childe, an English lady, who had received thorough drilling in the schools at Kensington, and placed her in charge of the day classes in drawing; the services of Mr. Victor Nellig, N. A., being retained as professor of painting. Miss Childe began at the beginning with her pupils, and although the severe routine was at first unpleasant to many, the intelligent girls soon began to discern that there was more pleasure in telling the simplest truth than to be derived from elaborate efforts such as were before made at will, and which were all misstatements. Mr. Nehlig's success was all that it could be expected to be with the material given him. He could not make