to live, and hence the greater need of care in our manner of preparing for it. At the age of fourteen, the question must be met - Which course shall we pursue? Shall it be the classical, or the scientific, or both? The time was when the classical seemed the only course. Within the past.forty years all the natural sciences have, as it were, arisen. Philosophy, Chemistry, and Astronomy have been raised from a vague and doubtful state, to one of scientific accuracy. It is argued that the classics alone can thoroughly discipline the mind. If this is so, comparatively few people have, or can have, mental discipline. It is sometimes said that we are, as a people, progressing, and yet we look constantly to Greece and Rome for models. We turn too much to the past, and too little to the present and future. Why should not the study of Everett and Irving be as valuable to a boy as that of ancient authors? Many a boy spends years in the study of Latin and Greek who is almost a stranger to the English language. The remark was made at the last meeting, that boys would study butterflies enough if left to themselves. But he believed in teaching them such things. He believed that the effect of the constant study of the phenomena of nature around them was most salutary; far more so than that of a dead language. He then described the manner in which Dr. Hill, of Harvard College, most beautifully illustrated, during a visit to his school, the catching and eating of a fly by a "Devil's Darning-needle," and described the perfection of skill illustrated by the movements of an insect that at first appeared so awkward. Mr. Frost thought the benefit derived from such studies, far greater than that received from the study of Greek and Latin verbs. He would abolish every high school in Massachusetts except in the great centres. In the larger towns, men were wearing themselves out, as teachers of high schools, to no worthy purpose. They are required to do the work of half a dozen professors, and to do it equally well. Should so much attention be given to a language of three thousand years ago, because it was called classical? If we would study such models as the speech of Logan, we should gain far greater benefit. The day is coming when it will be thought sufficient to study nature and English authors. "Let the dead past bury its dead."

Mr. Payson, of Chelsea, said that he could not read Greek at all, and read Latin but very little. He could not therefore speak from personal experience. He knew that in many high schools too much labor is required of the teacher. He had a brother who had ruined his health in this way. The fact is, that, universally, teachers teach and scholars study twice as much as they ought to. He should not wish, however, like the last speaker, to abolish high schools altogether.

Mr. Marston, of Cambridge, spoke of the subject as one of great importance. He wholly dissented from Mr. Frost's idea of abolishing high schools. Many obtained knowledge in this way which they could get in no other. He thought too much time was given to the study of Latin and Greek. He would have scholars taught instead, more of Natural Philosophy and Chemistry. He would have them taught just what they would need in after life. He would also have

them taught human nature; would have pointed out to them the nature and cause of different crimes. He would explain to them why one man is happier than another, and thus teach them principles of action.

Mr. Adams, of Boston, spoke of the wide difference which existed in the estimate which different teachers formed of the relative importance of the various branches of study. Some spent most of their strength upon Geography, others on History, while still others saw only through mathematical glasses. In our high schools the variety of studies was so great that they were very liable to be gone over superficially. Books were swallowed, but not digested. The object of the scholar was, too often, to get through the book, rather than to get the book through him. He thought it well to have a division of study, so that each scholar may learn that for which he has the strongest predilection, and which will be of the most use to him in after life. Whether they pursue a scientific or classical course should depend upon their object in life.

Mr. Daniell, of Dorchester, wished to check the current which seemed to be setting strongly against classical education. Men forget that language is itself a physical science, which cannot be mastered by the study of only one branch. The question will be asked, why, then, not study modern languages rather than ancient ones live languages instead of dead ones? Why not study French, German or Spanish, instead of Latin and Greek? Even these, however, were very little used in this country, and the practical benefit of knowing them is comparatively small. The sentiment of the community was now very strong in favor of a scientific, instead of a classical education. He thought, however, that the idea was carried to a dangerous extreme.

Mr. Marble, of Boston, said that the discussion had wandered from the real subject at issue. Education is not merely the gaining of information. The great object is discipline. A child, when he leaves school, has hardly reached the door of that great world in which he is to act. He should not be put on any hobby, but his powers should be so trained as to fit him to act well his part. Nearly all the great men of the world were classically educated, All children could not be classical scholars, but the road to it should be left open. Stop the study of the classics, and you shut the door to progress. The chief boast of Massachusetts is, that any of her children may receive in her public schools, a classical education. High schools open the way to much that cannot otherwise be obtained. Boys will study butterflies readily enough of themselves.

Mr. Hagar, of Salem, was the next speaker. The subject, he said, was a large one. It was much discussed by the best minds in the country, and especially at the present time. There seemed to be a conflict between the advocates of the different systems. He saw no necessity for it. They should both be pursued. He thought the English language should be much studied, but it cannot be as well studied in any other way as by the study of language as a science.

The study of Milton has been referred to, but Milton cannot be thoroughly appreciated without a knowledge of Latin. If he wished his boy to study Milton, he would have him first study Latin. There were two objects in

studying languages,-one was to ascertain the meaning of the author, and the other to express that meaning clearly in our own language. A boy who has worked out a good thought from the Latin, will be sure to remember it, while if he had read the same in English he would forget it. The severe and critical study required to translate, is excellent discipline. The power we gain in this way may be applied in any direction. It can be best gained by the study of Latin. Why do people often seem to differ when they do not? Simply because they do not rightly appreciate the meaning of words. This knowledge can only be gained by the study of language, and one must go beyond his own language. It is true that classical teachers give too little time to the natural sciences. He would have them go together. He had a high opinion of our system of high schools. If Massachusetts had anything to boast of, it was this. It was true they had some defects, but he would cure these not by killing the patient, but by administering the proper remedy. Our grammar schools owed much of their excellence to the higher grade. They raised the standard of attainment, and made the teachers more careful.

Mr. Frost explained that it was only as they made a classical education the only one attainable, that he advocated their abolition.

Mr. Kimball, of Boston, would have both kinds of education. He differed from Mr. Marble. He did not believe that discipline was the sole object of education. He thought facts very essential. The study of the sciences conduces more to the development of certain faculties. It was a mistake to say that nearly all great men were classically educated. Five-sixths of the members of the British Parliament were not so. The history of our own country also furnished a refutation of the theory.

Mr. Coller, of Roxbury, said that we were in danger of not clearly discerning the two-fold object of education,- Knowledge and Discipline. The latter was undoubtedly the more important. From the study of the classics we get both. Even the extreme advocates of scientific education acknowledge the value of Latin and Greek as a means of discipline. Prof. Atkinson, in his pamphlet declares himself as not opposed to classical study, and speaks in high terms of the resident graduates in English Universities. We get a certain power from the critical study of language, which we can get in no other way. It has been said that the first scholars in high schools disappear in college, and the first in colleges disappear in the world at large. Mr. C., however, dissented from this view, and mentioned Sir. Robert Peel, and Mr. Gladstone as instances to the contrary. Lord Macaulay, also, in refutation of this theory, gave the history of forty-three men who were first in college who became noted in after life.

Mr. Daniell, of Milton, said that the object of education being knowledge as well as discipline, it follows that the best course of study is that which most thoroughly combines the two. The knowledge gained by the study of the natural sciences is generally admitted to be of more practical value than that obtained from the classics. He had high authority, also, for saying that the discipline was equally as good, and quoted from Alton Locke in support of this theory. It had been stated that most of the great men of the world were classi

cally educated. He would ask, however, what kind of great men were meant ? If great scholars, he admitted the fact. If great writers, it was, perhaps, generally true, though with important exceptions, as Washington Irving for instance. But if they meant men who were great in action, great in achievement, he thought the majority would be found very strong on the other side. It was wholly unnecessary to adduce instances of these, as many would at once occur to every mind.

The following question was then proposed for discussion at the next meeting. -How shall children be educated who will not study?

Adjourned.

GEO. K. DANIELL, JR., Sec.

INTELLIGENCE.

PERSONAL.

Henry E. Sawyer has declined the offer of the principalship of the Springfield High School. His salary has been raised at Middletown, Conn., and he has decided to remain there.

Rev. William C. Stebbins, of Groton Junction, has accepted the appointment of principal of the Springfield High School, at a salary of $2,000.

Mr. John W. Allen, for the past ten years the successful principal of the Central school of Norwich, Conn., has resigned, to take the place of agent to the Mutual Life Insurance Company of New York. Mr. N. H. Whittemore succeeds him.

Mr. J. R. Fletcher, a graduate of the Bridgewater Normal School, now a clerk in the Treasury department at Washington, has, for the last year, labored with great success in an evening school for the freedmen in Washington.

Connecticut. The new State Board of Education have just issued the first of a series of educational papers for the people of the state. They propose, 1. To elevate the standard of admission to the Normal School at New Britain, and thus increase its efficiency and the qualifications of its graduates.

2. To reorganize the Teacher's Institutes, and by a better system remove the indifference with which they have been regarded in that State.

3. To secure uniformity of text books in each town. Hitherto the practice prevails in some towns, of using in the same district and the same school, different books of the same grade on the same subject. We are glad to see that the Board does not propose to prescribe "what books alone shall be used in all the schools of the State," as they are by law impowered, but not required to do. While uniformity ought to be required by the committee in each town, it would

be an unwise policy for the Board to dictate what alone should be used throughout the State.

4. To secure uniformity of school registers and returns.

5. That the library appropriations, made by the State, be used to place a copy of the last revised edition of Webster's Quarto Dictionary in every school of the State.

Tennessee. Governor Brownlow gave an address at the late meeting of the State Teachers' Association at Knoxville.

Chicago. The highest salary paid to a female teacher, in Chicago, has been $500. The city Board of Education favor a general advance of salaries.

State Normal University, Illinois. The number of pupils in the normal department last year, was two hundred and eighty-two; in the model school, four hundred and eleven; total six hundred and ninety-three.

Indiana. After numerous official visits to different parts of the State, the Superintendent of Schools, Hon. Geo. W. Hoss, complains bitterly of the shameful abuse. of school property. "The school-house doors are sometimes broken, or battered down with rails, to let in parties who hack, cut, and break, or otherwise mar or defile the desks or other furniture." He proposes measures at once to arrest this vandalism. Indiana has been lagging, but the State is waking up, and the future is hopeful. The Teachers' Institutes in the State have been more numerous and better attended than ever before, and are effecting a great work for Indiana.

Minnesota is likely to have a munificent school fund. The fall sale of school lands in this State, has just been completed. Two hundred and fifty thousand acres were sold for $141,000. It is estimated that the money received from the school lands will ultimately reach $12,000,000. It is already near $1,000,000, and land has been offered in but twenty-two counties in the State, and less than half that has been sold.

The Wesleyan Academy, at Wilbraham, is overflowing. At the opening of the present term (Dec. 13), several students were compelled to return to their homes, being unable to obtain rooms, either in the boarding house or with private families.

Rev. J. P. Chown, of England, who spent the last summer in this country, gave a lecture in Exeter Hall, London, November 2d, on America, in which he said: "As to education, it was a striking feature of their country. There was no doubt that in this matter they were far in advance of us. Their system was one of the most wonderful schemes he could conceive of. It employed some of the noblest buildings in the New World, and all were open to the poorest boy in the land, who might sit side by side with the son of the President. Throughout the States they could not find half a dozen log huts without a school."

A Noble Gift.-Dr. John Green, in his last will and testament, did not forget the noble institution founded by him during life. The Green library is to receive a legacy of $30,000. One quarter of the income from this fund is to be added