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Ready January let-Schuyler's Complete Algebra, Revised. By A.

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CONTENTS:

1. General Department. The Moderd Classical Course........ ... 33 How to Make Clear that which You Would Outline of Primary Arithmetic, (111)......... 35 Teach............. Map Study......

37 Some Questions on Discipline................ Friday Afternoon......

Editorial Paragraphs......... Problern.....

Notes and News............ Science in the Common School.....

45 Book Notices..... Method for G. C. D. and L. C. M...

The Magazines..............

Il. Official Department. Conference of Superintendents-National Items from Reports of Superintendents for Peril and Remedy...

...... 60 January.............

43

Entered at the Post Office at Richmond, Va., as Second Class matter.

ADDRESS
EDUCATIONAL JOURNAL,

829 w. Main St,

RICHMOND, VA. Subscription price $1.00 in advance. Specimen copies 10 cents.

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A FULL EXPOSITION OF THE NEW TIME STANDARD, ILLUSTRATED BY A NEW COLORED MAP, WILL

BE FOUND IN THE HIGHER NUMBER OF

APPLETONS American Standard Geographies.

A COMPREHENSIVE COURSE, IN TWO Books, FOR GRADED SCHOOLS.

Xx. price. Int. price, APPLETONS' ELEMENTARY GEOGRAPHY, . . $0 35 $0 55 APPLETONS' HIGHER GEOGRAPHY, - - . 75 125

APPLETONS' GEOGRAPHIES were constructed in accordance with the

views of advanced teachers. APPLETONS' GEOGRAPHIES contain just the amount and kind of knowl

edge on this subject that should be given in a school course. APPLETONS' GEOGRAPHIES give, especial prominence to leading indus

tries and commerce, and their relation to the physical conditions of the

country, APPLETONS' GEOGRAPHIES introduce topics according to their logical

development, so as to make each step forward intelligible to the pupil. APPLETONS' GEOGRAPHIES combine beauty of illustration and typog

raphy with every element of mechanical superiority. APPLETONS' GEOGRAPHIES retain the useful, discard the useless. APPLETONS' GEOGRAPHIES embody a natural and philosophical syetem

of instruction. APPLETONS' GEOGRAPHIES are up to date, statistically, artistically, and

educationally. APPLETONS' GEOGRAPHIES promptly records all geographical changes. APPLETONS' GEOGRAPHIES are, in the best and highest sense, the books

of the period. APPLETONS' GEOGRAPHIES have already become what their title indi

cates--the standARD.

A specimen copy of Appletons' Higher Geography, containing the new Time Standard, for examination, will be forwarded, post-paid, on receipt of the introduction price. D. APPLETON & CO., Publishesr,

New York, Boston, Chicago, San Francisco.

.

THE

Educational Journal of Virginia.

Vol. XV.

Richmond, Va., February, 1884.

No. 2.

The Modern Classical Course.
By Professor F. V. N. PAINTER, Roanoke College, Va.

1. A distinguished writer has defined education to be "preparation for useful living.” This definition is undoubtedly correct. According to this conception, education involves two factors, namely, discipline and knowledge. The former gives the power to acquire and use truth; the latter truth to be used. The distinction thus made, however, is only a logical one; in reality, discipline and knowledge go together. The body cannot be developed by exercise without food, nor the mind without knowledge.

In arranging a college course, two mistakes are possible. On the one hand, studies may be adopted too exclusively for their disciplinary value; on the other, for their utility as sources of valuable information. As far as possible, those studies should be chosen which, in connection with useful knowledge, or value for practical life, give the best discipline.

2. There exists a wide-spread dissatisfaction with the unmodified ancient classical course. In the discussions of the past year, this fact has become very manifest. In Germany, this dissatisfaction has found practical expression in the establishment of “real schools," which omit Greek entirely, restrict Latin, and provide extended courses in the modern languages and natural sciences. In this country, it has given rise to our various elective, scientific, and philosophical courses, which, however much they may differ in other respects, agree in reducing the amount of Latin and Greek. Even in the ancient classical course, these languages have been retired somewhat from the prominence formerly given them.

This dissatisfaction is no doubt lasting. It seems to be justified by substantial reasons. The ancient classical course is believed to make too much concession to the disciplinary part of education. It does not give, as many conceive, the best preparation for useful living. It

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