THE DEBATE AND RECITAL.

"THE DEBATING CLUB" is a new feature in our school. It was a voluntary association at first, comprising only a part of the lads, to whom one hour was allowed each Wednesday, for discussion. The exercise took place in presence of the whole school, and such spectators as happened to be present, the principal of the school presiding over the deliberations. So successful has the experiment proved, and so obviously advantageous the results, that it is made a duty now for all members of the male department to take part in the discussions.

Among the benefits to be derived, the following may be mentioned:

1. It induces the pupil to think with the view of accomplishing a specific object.

2. It requires investigation, by which the reason is exercised, principles and facts are acquired, and a more elevated character of reading is established.

3. Greater facility and precision in the use of language is obtained by practice in extempore speaking.

4. In no other way can an individual so readily gain that selfpossession, that complete self-control and mastery of the mental powers, so often demanded of every one, in such a state of society as ours, and in such times as the present.

THE RECITAL. Akin to the debate we have introduced another exercise, which, for want of a better name, is termed the RECITAL. The primary object is to cultivate the power of clothing thought in appropriate language, and of presenting it in an easy, colloquial style, to a company of listeners. The pupil may select for a topic anything that will require a description. It may be an event in history, a brief biographical sketch, the relation of current events, or a good story. The subject matter for a "Recital" may be obtained, after reading a book, by forming a synoptical outline of the same, detailing the more interesting portions with a proper degree of minuteness. Among the topics which have been thus presented are the following: "Sir John Franklin," in which was given a brief sketch of his life, explorations, loss, expeditions sent in search of him, and the discovery of his remains; "Account of Lady Es

ther Stanhope;" "Grace Darling;" "The sack of Rome;" "Aaron Burr," etc.

While it fur

The exercise is equally adapted to both sexes. nishes many of the advantages of the debate, it affords others of equal value. It accustoms the pupil to comprehend, with promptness and ease, the substance of a volume or subject; induces concentration of thought; cultivates memory; encourages the habit of investigation; affords practice in the use of language; stores the mind with useful information; forms the habit of noticing important facts and events, and imparts the power of presenting information to others with facility and in an agreeable manner.

Information obtained by the labor of one individual and thus presented, comes into the posession of more than a hundred other minds with little cost of time or effort on their part. The exercise greatly increases the interest of our "general exercises," stimulates the minds of the school to more elevated modes of thought and conversation, and induces a higher and more profitable course of reading.

A. P.

TIME APPROPRIATED TO DIFFERENT STUDIES.

ONE of the most important topics to be considered in connection with our public schools, is the relative amount of time properly devoted to different branches of study. I believe that the prevailing practice in this regard is in some points very erroneous. Certain studies occupy the time and attention of teachers and pupils, to an extent quite beyond their intrinsic value, and to the damage or exclusion of other branches. Let us bear in mind at the outset that every thing cannot be studied in the common school. The time and the capacities of the children are limited. But the branches which are studied should be those of the greatest value to our children when they shall enter upon the duties of life. Bear in mind again that the value of any study consists in two things; first, the information which is derived from it, suited to the wants of practical life; and second, that discipline of the mental powers

by which a man is enabled to acquire other knowledge, to remember and classify facts, to apprehend the relations of things, to reason clearly and to act promptly in all the business of life. Some studies contribute more to our practical knowledge, others to our mental discipline. Nearly all studies, of course, add something to both. Now the question for us to consider is, whether the ordinary studies of the public school, as commonly pursued, are adapted to secure these two objects in the best proportions.

Let us compare, first, the study of language and the study of numbers, as found in the schools. Every child learns something of reading and spelling. Most of the girls learn something of grammar; and a smaller number of the boys learn less of it, theoretical or practical. To composition, the most effectual means of learning the language, very little attention is given by either. Arithmetic, on the other hand, engrosses the attention of all, from the beginning of the course, at six or eight years, to the end of it. In a great majority of the schools it is only written arithmetic arithmetic by rule and by rote. The high ambition of each seems to be, to "do the sums," to "cipher through," first the "Common School," and then the "National;" and no young man thinks his arithmetical character fully established, until he can "get the answers" to all Father Greenleaf's questions, practical and unpractical, arithmetical, geometrical, algebraic, and nondescript. It is just to say that a vast improvement has been made, within a few years, in the manner of teaching arithmetic. More of the science of numbers is learned, along with the art; and, as a consequence, more of both knowledge and discipline is derived from the study. Still it is true that a great part of the time spent over the slate and arithmetic contributes to neither, so much as it ought. More of mental arithmetic should be insisted upon, with reference both to training the powers of memory and analysis, and to the practical uses of arithmetic in every day business. And written arithmetic might well be confined, in ordinary cases, to a thorough explanation of its principles, and a sufficient number of examples for illustration. Arithmetic thus studied would contribute its fair proportion to the two purposes named above. It is doubted whether the mere intellectual puzzles, the extraneous and super-arithmetical matter contained in some of our text-books, are of much worth in promoting

healthful and symmetrical discipline, while, as an addition to our practical knowledge, they are of none at all.

But allowing that this long dwelling upon arithmetical difficulties may add something of intellectual sharpness to our Yankee boys, would it not add much more to their respectability as scholars and their usefulness as citizens, to spend a portion of the time thus devoted, in learning to read, and spell, and speak, and write, their mother tongue with more propriety? I claim that the thorough and careful study of language may impart as much of mental discipline as the study of arithmetic; and if there is a difference in the kind of training secured by the two, it is not in favor of the latter. But when we consider the value of the two as means of practical usefulness and personal accomplishment, it falls far below that of language.

To read well, is an elegant art, rarely attained by our young people. How few of them can take up an evening journal, and read the news of the day, especially from the telegraphic columns, intelligently and without hesitation. This would not be so if half the time consumed upon the less useful portions of arithmetic were given to the study of reading,-newspaper reading with the rest,with dictionary and gazetteer in hand. Then, again, how few of our children on finishing their course at school, can express themselves with grammatical propriety in ordinary conversation; and how few of our young men can present their opinions in an address or a public debate with fitness and force, simply because they have not learned the ready and accurate use of their mother tongue. Still again, if called upon to communicate their thoughts on any subject through the press, or to draw up a business document, or a series of resolutions, or to indite an important epistle, to what "lame and impotent conclusions" do they often suddenly come, to their utter confusion. And this want of early training in the grammar and composition of the language, is felt in after life much more seriously than any want of skill in solving arithmetical enigmas. I hope not to be misunderstood. Arithmetic is one of the most valuable and beautiful studies; beautiful in its place and season, but not when it overshadows and dwarfs all other branches of the tree of knowledge. Our conclusion, then, seems a very safe one, that, as compared with reading, spelling, and grammar, arith

metic has received too large a share of attention in the common schools.

History, another branch of study admitted to a place in the schools, has not, however, received the attention which its importance claims for it. At this crisis in our national career, it seems especially befitting that our school children should study the history of the fathers the fathers of the settlement and the fathers of the revolution. Older and younger, we should trace anew the steps of the process by which they built up our temple of liberty and law, from the foundation laid in the cabin of the May Flower, to the top-stone which crowned it in the constitution. We should become familiar with their labors and self-denials, their hopes and fears, their struggles and triumphs, as recorded in the pages of our marvellous history, and from the cost of our institutions, endeavor to estimate their value. In this way most effectually can the schools be taught the principles of patriotism which the statute enjoins. If in many schools there is not time for distinct recitations in this study, some properly prepared work in history might be used as a reading book, and combine the two exercises in one. The miscellaneous reading of the ordinary books has its peculiar advantages. So also would the continuous historical narrative. Perhaps for this purpose something might be subtracted from the study of geography; or rather by the study of history along with that branch, its bleak coast-lines and desert wastes would freshen and grow green with beauties unseen before. E. P. WESTON.

MAXIMS OF LOUIS NAPOLEON. - By adding the words true principles to "ideas," in these "maxims," we have sound philosophy, as well as shrewd policy. Napoleon's success is mainly due to the fact that he studies and comprehends his epoch.

"March at the head of the ideas of your age, and then these ideas will follow and support you.

"If you march behind them, they will drag you on.

"And if you march against them, they will certainly prove your

downfall."