unfair; it would give the diploma of graduation on easier terms to one pupil than to another, for one would have gone through more algebra, say, or Cicero, than another. This objection was, we think, a sound one according to the American system, in which stress is laid, not on examinations, as with us, but on going through a certain amount of work in the classroom.

Nevertheless, English teachers will feel that to keep a large number working at the same rate, in an advanced subject like mathematics, must mean either that some do not understand what they are learning, or that those with special ability do not make the progress they might; the latter is probably the case. An American teacher would say this did not matter; such a boy or girl would go to College and elect to work at advanced mathematics there, and might even go on to post-graduate work. Besides, they might add, "The bright student can get on any way." It should be remembered that there are in America very few open scholarships at the colleges to be won by competition. A student of limited means can always get help, in one form or another, but competition has nothing to do with gaining such aid. It is not, therefore, necessary to look out early for the most gifted boys and girls, to train them to reach the scholarship standard, and the school is not judged by the number of College scholarships its pupils obtain.

The result of this difference between American and English High Schools is that there is not, there at the top of the school, a small number of gifted boys or girls doing really advanced work in one or two

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subjects. It might be said, then, that the standard there must be lower than with us. Such a judgment would be both true and false: true as regards the few, but probably false as regards the many. Owing to the small number of subjects studied, in comparison with those in an ordinary good English High School for girls, a greater number appear to reach a fair standard than with us. In other words, a larger percentage of girls read the sixth book of Euclid there than here, though our best girls read more advanced mathematics, and take subjects which in America are confined to Colleges. The same rule probably applies to other subjects.

The daily routine of an American public High School is confined to the morning only; the hours are generally from 9 to 1.30. Some schools in small cities begin at 8.30, some go on till 2. There is always a period of rest in the middle of the morning, termed "recess," twenty-five to thirty minutes in length. During this time the pupils have lunch, some returning to their homes, but the majority, especially in large cities, either bringing what they require or purchasing it at school. The schools vary considerably as to the custom of a general assembly before the beginning of the morning's work. In some cities public sentiment is opposed to any religious ceremony in schools; but in such places pupils are called together for literary exercises, etc., once a week, or oftener. Even in schools where religious exercises are allowed, they often do not take place every day according to the English custom, but once or twice a week.

Generally the morning is divided into five periods, and one of these is given to private study. The rule is to have one lesson in each subject studied every day, or, it may be, four days a week. This we consider one of the best features of the American High School system, and one most worthy of imitation. As the form system does not prevail, and as the various courses of study have to be fitted together in the time-table, the system somewhat resembles that of University College, London, or any similar institution. At a given hour a certain number of lessons are going on, attended by the pupils whose courses of study include those subjects; the others sit in special study halls, each at his or her own desk, or in the school library, doing private work. It should be noticed here that many of the pupils are only 15 years of age, and that they study in as orderly a manner as the older ones. At the close of a lesson period electric bells sound all over the building, the lessons stop, and from three to five minutes are allowed for the change of classes. The teacher usually remains in the same room, and the pupils move about freely and without supervision. Conversation is allowed during the change. Again and again we saw this process carried on, always in an admirable way; the pupils went about their business quickly and in an orderly manner; we could never detect, even by close observation, any 7 undue levity or waste of time, and the buzz of con

versation was no annoyance. It should also be remembered that in some cases as many as 700 young people were moving about all over a large building

simultaneously. At the close of the prescribed three or five minutes, the electric bells sounded again and absolute silence and order instantly followed. It is a general rule to send any pupil, who may be late to a lesson, immediately to the principal, to get from him a written excuse, if reasonable cause can be given; if not, he deals with the matter as a breach' of order.

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At recess the whole building is free to the pupils. In a mixed school the boys go to the basement and the playground adjoining, while the upper floors are reserved for the girls. The principal is in charge during this time; he stands in the centre of the buildings, generally on the staircase, or walks about. The teachers all retire to the

teachers' room, eat their own lunch, and rest until 7 the bell sounds. The theory of this is that, as the principal does not teach as many hours as the rest of the staff, and as he has greater authority, he should be on duty during "recess." In some schools there is a lady Vice-Principal, and she is responsible for the girls during the same interval. The girls often dance during some part of this time. In one school we saw them using the great assembly hall for this purpose, but we did not meet with any case of open-air games for them except in private schools. We repeatedly questioned teachers as to whether any difficulties arose from allowing so complete a measure of freedom during recess, over a large building, to several hundreds of girls, but they unanimously declared-many of them after years of experience that no evil results followed. "We

trust our young people," they said, "and they become worthy of our trust."

At the close of the morning's work, we observed in several schools an excellent custom of formal dismissal. The boys and girls march out from their class-rooms, separately, to music; the girls generally dress in the cloak-rooms or "wardrobes " adjoining the schoolroom, the boys march to the basement. We also observed some admirable marching from the assembly hall after prayers, and the most careful observation of a teacher accustomed to such work failed to detect any talking, or other symptom of disorder, on such occasions.

The week consists of five days, Saturday being a whole holiday. The school year is about forty weeks long; the summer vacation begins in June, and ends in the beginning of September; private schools close early in June, and open about September 20th. There are two short vacations of about a week at Christmas and Easter. When the year is divided into terms, these are reckoned irrespective of vacations. There are three public holidays Thanksgiving Day, some Thursday in late autumn, appointed by the President of the United States by proclamation; Washington's birthday, February 22nd; and Memorial Day, May 30th, to commemorate the soldiers who fell in the war of 1861-1865. In the school session before these last two holidays, patriotic exercises are held in many schools, as lessons in civic duties and privileges. It should be remarked that a teacher's duties in the public schools cease with the morning session,