mar (i. e. classical) Schools, and to keep down the level of intelligence in them, than this pedantic fiction that Greek and Latin must needs be the staple of a liberal education in all circumstances. A very heavy price has been paid in time, labor, and teaching-power for the slender and pretentious knowledge of Greek which is attained by the boy in one of the humbler Grammar Schools." For "humbler Grammar Schools" read American High Schools, and every word is true of this country.

In the higher examinations of the London University, for the degrees of master and doctor, Greek will be required in arts alone, but not in medicine or science.

Perhaps, in looking about for substitutes, a timid word might be said, if there were space, in behalf of the English language and its literature, studies at present almost unknown among us; particularly if that eminent savant, Mr. De Candolle (quoted by Galton in the last Fortnightly Review), is right in his prediction that "English, within the next fifty or one hundred years, will be the dominant language of the world, and the one into which the more important scientific publications of all nations will, as a matter of course, be translated. It is not only that the English-speaking population will outnumber the German and the French as these now outnumber the Dutch and the Swedes, but that the language has peculiar merits through its relationship with both the Latin and the Teutonic tongues."

It can hardly be said that these peculiar merits have yet been discovered, to judge by the kind or amount of systematic and scientific attention paid to the study in our schools and colleges; but in the light of all the results of the labors of English and continental scholars, is it not time that our mothertongue should take a somewhat higher rank as a subject of systematic instruction? It might be suggested, too, that its literature contains several works which it might, perhaps, be profitable for boys to read during the time they now spend in school in not learning to read Cicero and Xenophon. Would it not be worth inquiring, what amount of knowledge of the English language and of the English literature (which by foreigners is sometimes thought to be worth reading) should reasonably be required hereafter of young men of seventeen, as a preparation for a college education? I have good reasons for believing that it is more than could at present be obtained.

When classical studies shall cease to be abused as a whetstone on which to try to sharpen boys' wits, but shall be left to be pursued by minds that love them and can profit by them, I have no doubt that the much-to-be-desired result will follow, that we shall have among us a very sufficient number of real classical scholars, - a result which can hardly be said to be attained by the present system.

REV. MR. COWLES, OF IPSWICH,'

Spoke strongly in favor of retaining Greek as a requisite for admission to college. On motion of Mr. Williston, of Cambridge, the vote was taken upon the question, "Ought the requirements for admission to college be modi

fied so as to allow a candidate to elect whether he will pass an examination in Greek or German?" Yeas, five; nays, six.

Mr. Parsons, of Waltham, offered the following:

Resolved, That it is the opinion of this meeting, that an option should be allowed between Greek and some modern language in the requirements for admission to college.

This resolution was adopted by a vote of ten to three.

At one o'clock the Association adjourned.

W. F. BRADBURY, Rec. Secy.

COURSE OF STUDY IN THE SIXTH AND FIFTH CLASSES OF ONE BOSTON GRAMMAR SCHOOL, AND THE DAILY PROGRAMME OF THE SIXTH CLASS.

Reading. (Hillard's Fourth Reader.) First term (five months), forty lessons. Second term (five months), complete the book. Commit to memory lessons 10, 35, 60, 73. Pronounce words on 32d page.

Spelling. (Worcester's Spelling Book.) First term, seventy-five pages. Second term, to 109th page.

Writing. First book, September, October, November, December. Second book, January, February, March. Third book, April, May, June. Writing lesson not exceeding forty minutes, the first exercise in the afternoon. Four lessons a week.

Geography. (Warren's Primary.) First term, oral lessons on the subject embraced first part of book, and maps of Hemispheres. Second term, North America, United States, New England, with maps of school-room, school lot, vicinity of school. New England separately and in groups. Grammar (oral). First term, omitted. tive. Distinguish these in reading book.

Second term, noun, article, adjec-
Practice in use of capitals. Two

exercises a week in Grammar, not exceeding fifteen minutes each. Mental Arith. (Eaton's.) First term, Sec. 1, and review tables, on pages 162, 3. Second term, Sec. 2, and review tables.

Written Arith. No text-book. First term, notation and numeration of numbers of six figures. Addition of five numbers, not exceeding thousands. Subtraction of numbers not exceeding thousands. Multiplication of thousands by units. Division of thousands by units. Practical questions in small numbers at every lesson. Second term, notation and numeration of numbers of six figures. Addition of numbers of unequal number of figures, not exceeding five. Substraction of numbers of six figures. Multiplication of thousands by tens and units. Division of thousands by two figures. Practical questions in small numbers at every lesson. Simple questions in Reduction in Dry and Liquid Measures and Time.

Slate Exercises. Sentences from dictation. Copying from book. Lessons in making figures. Writing letters once a week.

Music. Singing from Mason's charts ten minutes each day, immediately after opening school in the morning.

FIFTH CLASS.

Reading. First term, forty lessons. nounce all the words on the 32d page. 68, 78, and on 197 page.

Second term, complete book. Pro-
Commit to memory lessons 20, 64,

Spelling. First term, from page 109 to 137, and English abbreviations from 163 to 167th page. Second term, from page 24 to 109.

Writing. First book, September, October, November. Second book, December, January, February. Third book, March, April. Fourth book, May, June.

Composition. Letters on paper to be sent to master once a month.

Geography. First term, New England, Middle Atlantic, and Southern States, drawing maps of New England and Middle States separately and in group on slate and blackboard. Second term, Western States and Territories, and review maps of Hemispheres, North America, and United States Draw maps of Southern States on slate and blackboard. Each map study should be first from the outline map and afterwards from the book. Map questions should be recited from open book. Descriptive Geography to be read only for conversational lessons.

Grammar. First term, Noun, Adjective, Pronoun, Verb. Second term, Adverb, Preposition, Conjunction. Attention given to correcting errors in speech of pupils. Write sentences on slate illustrating parts of speech. Use reading book for distinguishing parts of speech. Two exercises a week in Grammar not exceeding fifteen minutes each.

Arithmetic. Mental Arithmetic sections 3d and 4th, and review tables on pages 162 and 163.

Written Arithmetic. Notation and Numeration of nine figures. Addition of seven numbers not exceeding six figures each. Subtraction with numbers of nine figures. Multiplication of numbers of six figures by numbers of two and three figures, with ciphers in both multiplicand and multiplier. Division of numbers of six figures by numbers of three and four figures. Simple practical questions involved in one or two operations.

Fractions. Integers and mixed numbers reduced to fractions. Fractions reduced to integers or mixed numbers. Fractions reduced to higher or lower terms. Addition of fractions having a common denominator, or that can be mentally reduced to a C. D. Subtraction of fractions. Fractions multiplied by integers, mixed numbers, and fractions. Division of fractions by integers, mixed numbers, and fractions. Simple practical questions in fractions.

Decimals. Notation and numeration of decimals of six places. Addition, Subtraction, Multiplication. Division of decimal of three places. Combined with Interest.

Reduction. Dry, Liquid, Linear measures and Time.

Vocal Music. Singing from chart and book fifteen minutes each day ex

cepting Wednesday and Satu day. Music charts, second series, review from one to twenty and advance from twenty-one to forty. Complete half of third music reader.

SIXTH CLASS.

Monday and Thursday. Tuesday and Friday.

From 9-9.20 opening exercise and singing from the chart. From 9.20 -9.35 2d division, mental arithmetic. Ist division, study spelling. From 9.35-9.55 1st division, recite spelling. 2d division, study spelling. From 9.55-10.10 2d division, recite spelling; 1st division, slate lesson. From 10.10-10.25 1st division, mental arithmetic; 2d division, slate lesson. From 10.25-10.30 prepare for recess. From 10.30-10.45 recess. From 10.45-11.20 2d division, reading. Ist division, prepare written arithmetic. From 11.2011.50 Ist division, reading. 2d division, prepare written arithmetic. From 11.50-12 examine slates and dismiss.

P. M. Monday and Thursday.

2d division, geog

From 2-2.40 writing. From 2.40-3 1st division, maps. raphy. From 3-3.10 physical exercises. From 3.10-3.30 Ist division, geography. 2d division, maps. From 3.30-3.50 sentence from dictation. From 3.50-4, singing and dismissal.

P. M. Tuesday and Friday.

From 2-2.40, writing. From 2.40-3, 1st division, letter writing. 2d division, geography. Friday reverse the order. From 3-4, sewing.

TIME OF EACH EXERCISE.

A. M.- Mental arithmetic, forty minutes; written arithmetic, thirty minutes; spelling, thirty minutes; singing and opening exercises, twenty minutes; reading, thirty minutes; recess, twenty minutes; exercise on slates, ten minutes; total, one hundred and eighty minutes -three hours.

P. M. Writing, forty minutes; geography, forty minutes; physical exercises, ten minutes; sentence from dictation, twenty minutes; singing and dismissal, ten minutes; total, one hundred and twenty minutes two hours.

A. M. Wednesday.

-

From 9-9.20, opening exercise and singing from the chart. From 9.209 40, tables recited in both divisions. From 9.40-10.5 1st division, written arithmetic. 2d division, reading. From 10.5-10.30 1st division, reading. 2d division, written arithmetic. Recess. From 10.50-11.10, both divisions, study spelling. From 11.10-11.30, both divisions recite spelling. From 11.30-12, drawing in both divisions.

A. M. Saturday.

The same as on Wednesday before recess. After recess 11.10 both divisions study spelling. From 11.10-11.30, both divisions recite spelling. From 11.30-11.50, explanation of examples on the board, or maps drawn on the board. From 11.50-12, placing and dismissal.

February, 1872.

C.

EXTRACTS.

THE ERA OF METHODS. - We have fallen upon the era of methods in American education. During the last twenty years, our system of public instruction has been groping over the perilous bridge that leads from empiric to scientific methods; groping often in a dense fog, in the face of all the foes that can be summoned by popular ignorance and prejudice, led by people whose sole interest is to keep things as they are. It was natural that this examination of methods should begin at the base of primary instruction, analyze the mind of the child, and learn to bring it face to face with knowledge. That examination has brought us upon the highway to great and successful changes in our mental school discipline. Now we approach the more complex and important question of Methods in Moral Instruction. It is to a careful study of methods and a strict adherence to practical and natural ways of shaping character in the school-room, that we must look for a solution of this vexed theme. If the American people can be kept away from the fierce sectarian conflicts precipitated by the ultra-ecclesiastical and the ultra-secular parties in school affairs long enough to get their eye on a few principles and mature a few methods, we may hope to achieve all that wise men can reasonably expect of moral training from the state, and reconcile to our commonschool system all except that impracticable squad that is the chronic gadfly of Republican society.

WHAT IS THE COMMON SCHOOL? - We cannot understand the real nature of this problem of Methods of Moral Instruction until we rid our minds of a huge drift of vague idealism concerning the province of the common school. In our American enthusiasm for popular culture, we are perpetually forgetting that the aim of our common system of state instruction is neither to develop a scholastic class, nor to work up our young friend, Jonathan junior, into a seraph. The only ground on which we can take the people's money for public instruction is that the common school is the corner-stone of our national order of Republican society. The common school-house is not a manufactory of scholars or saints, but of good American citizens. George Washington and Abraham Lincoln were not scholars; Ben. Franklin and Andrew Jackson never claimed to be saints; but they were all, in characteristic ways, excellent types of American citizenship. To make good American citizens of American boys and girls, we have the right to do everything a wise Republican statemanship may dictate. To make scholars, in the university sense, or to develop proselytes to any church, we have no right to appropriate a dollar of the people's money. Scholarship and sanctity alike are to be dealt with in the people's school just in the degree and to the extent that they minister to a lofty and progressive ideal of American citizenship and American character. Rev. Dr. A. D. Mayo.