tion of the Rauhe Haus was changed. The great mass was divided into smaller parts called families. The children are not classed according to age, improvement or morality. The good and bad, the student, or ignorant boy, all varieties of trade are put together. These families are merely groups for the purpose of intellectual and social intercourse and enjoyment. The title given to these groups, family,' has been violently opposed, but without reason; for it is not claimed that these little societies take the place of the true family. In order to understand the matter perfectly, we must remember the separate families of the Rauhe Haus, (each numbering twelve,) occupy small houses of their own. The space devoted to them is a garden of sixteen acres. Twenty houses are scattered over it. A separate house for each family is in strict harmony with the system of the institution.

This division of a number of children into several groups, each with a certain independence, may be carried out in various ways. But the plan of division requires care and thought, or else the unity of the classification, and the success of the work may be destroyed. The simplest arrangement seems to be, for children residing under one roof, to divide the building in such a way that each family may have its own apartments and separate entrance. This is done by institutions owning a great building, which could not well be changed for the system of separate houses. The abbey of Düsselthal has introduced this method. In Züllchow, however, a larger house was built in 1850. Its lower story is divided into four parts, each with a separate entrance, dwelling room, one room for the assistant, a bed-room, washroom and wardrobe for each of the twelve boys. This arrangement is considered more convenient than the houses of the Rauhe Haus. The first of these Rauhe Haus dwellings, was built in 1834. It was not intended for different groups of children, but on the increase of pupils, was occupied by three families, in three sets of rooms. The desire for this family system became so strong among the pupils, that for years they have been placed in separate houses, and the arrangement has answered admirably.

The difference between houses and apartments is amount of room. Family life is not the same in the narrow limits of a room or two as in the house with its belongings. The form of life must, however, be the expression of an inner want. Are not the wants created by the surroundings of life? For example, take the tent life of a regiment of soldiers, or the workmen of a factory, whose families live in their own little houses, surrounded by cheerful gardens, and contrast the barracks of a garrison where men live together in rooms, or in a work house, like that described in Schinkel's Sketches of Manchester.

A large institution may undoubtedly have its inmates in one building, with separate rooms, like the soldiers' barracks; but the success depends on the spirit animating the whole. A large Orphan Asylum has been built and organized, after long opposition, on the Rauhe Haus plan; but the fine large rooms are generally deserted, while the children play together in the halls in a way to be entirely avoided in a Reform School. Still this is better than the constant association of large numbers; but the idea is not fully realized as when the little families are so situated that no direct

communication is possible, and where each can live in great retirement; consequently with greater comfort develop their own individuality. While many of the rooms open on one hall, in which as well as on the common play-ground, the children can play together, the separate households have their own play-grounds, their own flower and vegetable gardens. They are like neighbors-distinct yet united; a condition from which pleasant relations may result. This arrangement appears preferable for Reform Schools, for the dangerous elements of the various groups are kept apart, and it is easy to separate those pupils unfit to associate freely with the others. A great many houses may be distributed in this way over one large garden. We add a chapel, the large central buildings, the additional structures necessary for agricultural pursuits, etc., placed at different distances. There are flower gardens, vegetable gardens, an orchard, stable, fields and meadows. It looks like a cheerful German village, with its streets, slight irregularities and apparently undesigned accidental modifications. The arrangement of the Rauhe Haus is on this plan.

It is interesting to notice how the French have replaced the name of village by colonie agricole. The plan and object of the colonie is easily seen by the outward arrangements. The School of Mettray, and those of similar plan (Zutphen, in Holland), have but one straight street, on each side of which houses are erected at right angles. Its resemblance to the Rauhe Haus consists in this, that the houses are built after the Swiss model, which the founder of Mettray observed on his visit to Germany; but the want of the cheerful picturesqueness of the German village is surprising, although its regularity is greater.

Different in appearance, though the same in principle, is the “ Christian Family" at Laforce (Dordogne). Its little dwellings are grouped around a church. The State Institution of Ohio resembles the Rauhe Haus in appearance. A circle of ten houses has been formed around a church, in which all meet for worship. The little village is in the midst of gardens and woods, and bears the name of State Reform Farm Village. It is for juvenile criminals. It may here be added that in Russia, Switzerland, and in many parts of Germany, Reform Schools of thirty or forty pupils have been organized into families, with separate houses. In some other places houses are built with projecting wings, which are divided among the different families.

The great want in these isolated organizations is the influence of woman. But the occupants of these separate dwellings are not limited to the surroundings of their homes. They associate at work, at school and at church. There is unrestrained intercourse every day. The experiment has been tried of placing a married pair at the head of one of these little families. There are serious objections to such a plan, and it is found to be impracticable.* Besides, the expense would be greater. There are many

The Philanthropic Society of St. George (1788) opened an institution near London with twelve children, under the supervision of a married pair. By degrees there were four families thus organized. In one of these divisions were tailors, in another shoemakers, etc. In 1792 the society relinquished the plan because of the impossibility of finding suitable persons for this position. An entire change was made in the arrangements, by the advice of Mr. Gladstone, in 1849. The institution was transferred to the country. The society reuted the estate of Redhill, near London, for the term of 125 years, and erected buildings after the plan of Mettray. There are now five houses, a church and a school. Prince Albert laid the first corner-stone of the establishment.

It

circumstances to be taken into consideration, some of which may be noticed. The parents may have children of their own, and in a large institution would not a separate organization be required for the training of the fifty or sixty new-comers? The buildings would have to be larger; each house would require a kitchen of its own. Then the question of a suitable director becomes complicated. Not only must a fitting man be found, but the right wife for him. This has been proved to be infrequent. But grant that an excellent husband and wife could always be found, would not their position as head of a family dissolve the unity of the institution? There can be but one head, the House Father, who can never divide his authority and responsibility with twelve others. His influence would be destroyed. No establishment can succeed without this centralization of authority. It is not an inspector and director that is needed for the Reform Schools, but a House Father and House Mother, by whom the character of a house and its inmates can be established. The family with a great number of children becomes sub-divided into smaller groups. may become very large when the discharged pupils, as men and women, gather families about themselves. If a Brotherhood be connected with the school, the members of which, even when absent in other fields of duty, are always considered as belonging to the institution, then the whole, with its far-reaching ramifications, will still retain the character of a family. Events have proved this. The central home remains the source of strength and support of the whole, and presents the picture of a great patriarchal household. The centre of the household work must be the House Mother. All the care of the daily needs, the cating and drinking, the clothing, is in her busy hands. She silently provides, helps, softens, rules. In a family organized on this plan, the female element is not wanting. Its existence is desirable. On a large farm, the mother of the family overlooks and directs, assisted by her daughters and servants. So in institutions, the girls may work under the direction of the House Mother, and while the boys are working in field or garden, the girls are employed in the kitchen and laundry. Both elements are necessary for a proper furtherance of the general good. Still the Reform Schools cannot all have the two sexes represented. There are cases where the House Father has no wife, or where his wife is obliged to live away from the institution. But in spite of some difficulties of this kind, the work has 'progressed regularly, for it is the spirit that moves and rules.

From these considerations, we conclude that the education of neglected children should be given up to Reform Schools in preference to families, if the institutions are organized in the proper way to insure personal care and the social intercourse necessary for the young. What other conditions are needful we now propose to inquire.

V. LOCATION AND EXTERNAL ARRANGEMENTS.

The acquisition of suitable localities for Reform Schools is generally the greatest difficulty at the beginning of the work. When the school is to be established near a great city, the land is costly, and even in the country special aid is necessary to enable the founders of the school to gain possession of the needful space. This assistance may be a gift of the

ground or sale on easy terms of land and large buildings. Volter mentions nine institutions in Wurtemburg which were enabled to purchase domains and public buildings far below their value. The castles of Beuggen and Arnsburg were the gifts of their princely owners. The Abbey of Düsselthal was bought. These have been mentioned already. We know of no similar bequests in the north or centre of Germany. Reform Schools have been usually begun in old houses bought for the purpose. These were afterwards re-arranged, and new buildings added. Only a few of the old institutions are so situated in cities that agriculture is impossible. In Wurtemburg, only two or three houses belong to this class, viz.: Silesia and Goldberg. The three Reform Schools of Berlin-Urban, das Grune Haus and the Gossner Haus-are situated in the suburbs, and possess more or less garden land.

All the German Reform Schools, and those of Switzerland, Russia, Sweden, Denmark, Belgium and France practice agriculture and horticulture to a greater or less extent. The directors of the schools endeavor to extend their area as much as possible. There is always a stock of cattle and poultry. The House Fathers work the lands of the large institutions, aided by gardeners, overseers and the pupils.

The buildings of the Reform School belong to that special branch of architecture which considers first the definite purpose and use of the construction. They can never be properly built unless the educational workings of the schools are perfectly understood. A wall or a door in a certain place, the situation of a kitchen, may render supervision easy, and prevent not vexation only, but temptation, besides promoting the general wellbeing.

As a model of its kind, we would mention the edifice at Tuttlingen, in Wurtemberg, built in 1827, by the architect Baumgärten. The houses at Stammheim and Ludivigsburg have been built after its plan. It is intended to accommodate sixty pupils. It is 137 feet long, 28 feet deep, with two wings projecting 13 feet. The arrangement of the rooms of the institution of Urban, in Berlin, is generally preferred. Its cost was 140,000 thalers. The best arrangements for single dwellings, after the Rauhe Haus plan, are found in the houses of the St. John's Foundation in Berlin. These were erected by Hoffman, Inspector of Public Buildings, after the so-called Beehives of the Rauhe Haus. The Elleneshof of Berlin affords a good example of building of moderate size.

Reform Schools should never be in or near large cities. If this be unavoidable, a large garden should be attached to the institution, as at Berlin. On the other hand, it is not best to remove them too far from a city; for the parents and friends of the children will find it difficult to keep up the proper degree of intercourse, and the personal interest and aid of individuals will be in a great measure lost. Besides, pupils, after they leave the Reform School, can be apprenticed where they may be under the protection of the school, and their attachment kept up by Sunday visits. The permanent result in regard to many pupils depends on this after care, and this consideration should be decisive.

Those Reform Schools situated in the country should be at a moderate distance from any village, and avoid any intercourse with the inhabitants.

There is very little sympathy felt for these Reform Schools in the country districts, and entire isolation would increase the estrangement. Besides, the teachers should not be so situated that intercourse with men is impossible. The pressure of his work is heavy on the house father, he needs friendly aid and the conversation of outsiders. It is not well for him to be alone.

Plan and Construction of Building and Grounds.

We will now present a plan of arrangement for a building for a family of ten or twelve boys. The necessary modifications for females will readily suggest themselves. The house should be so situated that all four sides can receive the sunlight. If there be no regular cellar, the first floor should be raised high enough to prevent dampness. The main entrance is generally used only by the teachers and visitors. It leads to a receptionroom, which is reserved for the meeting of the Board of Managers, and for ordinary business interviews. For the house parents (haus eltern), rooms on the first floor should be fitted up, in such a way as to ensure their privacy. The suite should consist at least of a bedroom and sitting-room, with a private study for the house father, where he can work in quiet, keep his papers, and hold private conversation with any of the children. The room of the house mother must lead directly to the kitchen. This room should be of good size, and so arranged that the children can come for their meals and lay the table. A provision-room should join the kitchen, and communication with the laundry and bleaching-ground must be easy. If a maid-servant be kept, her room must be near the kitchen, within reach of the house mother, and removed from the boys' quarter The room of the house father must be easy of access for the pupils. A large sitting-room should be set apart for the pupils, which may also serve as a school-room. The table may be used for both dining and study. Adjoining this room should be a large work-shop, which must contain tools for carpenters', tailors', and shoemakers' work. The school-room and work-shop should be separated by folding doors, so as to be converted into one large hall on special occasions. Doors lead from the sitting-room and work-shop to a verandah and the garden and playground. A dormitory is set apart for the twelve pupils and their teacher. This should have closets for bathing and wardrobes. Adjoining, is the private room of the assistant. There should be a sick-room situated at some distance from the bedroom, and one or more spare rooms. A visitors' room may be desirable, but is not necessary. In order to avoid all luxury, at the same time to preserve the family character, no separate room for prayers has been designated. The sitting-room is the proper place for family worship. It is more important to provide good school-rooms, which may serve for the worship of the entire family in larger institutions. If the enlargement of the establishment was contemplated in the beginning, the kitchen should be made at first suitable for the use of a large family. The furniture of all the rooms must be simple, neat, and plain, but inviting. The walls of the sitting-room should be hung with a few good pictures, a map of Palestine, and of the country in which the institution is situated. The bedsteads should be of iron, the wash basins and cups of tin, kept perfectly clean.