COURSE PREPARATORY FOR COLLEGE.

THIRD PREPARATORY CLASS.

FIRST TERM.

Latin.-Andrews's Manual and Andrews's Reader; Harkness's Arnold's First Latin Book.

History.-Liddell's Rome, commenced.
Physiology.-Cutter's.

SECOND TERM.

Latin.-Andrews's Manual and Andrews's Reader; Harkness's Arnold's First Latin Book.

History.-Liddell's Rome, completed, and Smith's Greece

commenced.

Arithmetic.-Chase's.

THIRD TERM.

Latin.-Andrews's Manual and Andrews's Reader; Hark

ness's Arnold's Latin Book.

History.-Smith's Greece, completed.

Botany.-Gray's "Lessons" and "How Plants Grow."

SECOND PREPARATORY CLASS.

FIRST TERM.

Latin.-Andrews's Manual and Andrews's Reader, com

pleted; Latin Composition.

Greek.-Kendrick's Greek Ollendorf, commenced.

Drawing.

Elective.*-Dwight's Grecian and Roman Mythology, abridged edition.

SECOND TERM.

Latin.-Andrews's Cæsar's Commentaries, First Book;

Latin Composition.

Greek.-Kendrick's Greek Ollendorf, completed.
History.-Hume's England, abridged.
Elective.-Brocklesby's Astronomy.

THIRD TERM.

Latin.-Cæsar's Commentaries, second and third books; Latin Composition.

Greek.-Kuehner's Elementary Greek Grammar; Arnold's Greek Reading Book, commenced.

Physical Geography.

Elective.-Smith's Student's Gibbon.

FIRST PREPARATORY CLASS.

FIRST TERM.

Latin.-Cicero's Orations, Folsom's Selections, commenced; Latin Composition.

Greek.-Grammar and Reading Book, continued; Greek Composition, commenced.

Grammar.-Syntax.

Elective.-Kendrick's Greek Ollendorf.

* The elective studies of the Preparatory Course are to be pursued instead of the regular Greek studies, by those who do not desire to take the full course in that language.

SECOND TERM.

Latin.-Cicero's Orations, Folsom's Selections, completed; Latin Composition.

Greek.-Grammar, Reading Book, and Composition, con

tinued.

Algebra.-Sherwin's.

Elective.-Kendrick's Greek Ollendorf.

THIRD TERM.

Latin.-Prosody, and four books of the Æneid of Virgil; Latin Composition, continued.

Greek.

Reading Book, completed; Composition and Grammar, reviewed.

Geometry.-Davies's Legendre, four books, and Hill's First

Lessons.

Elective.-Grecian Antiquities.

Rhetorical exercises throughout the Course.

NOTE. It will be noticed that the "Course Preparatory for College' extends over a period of three years. To those students, however, whose scholarship is such as to make it possible for them to prepare for college in less than three years, facilities will be afforded for that purpose.

CHAPTER VI.

THE PUBLIC SCHOOLS OF AMERICA.

THE Public Schools of the Western continent have little but their name in common with those of England, and for once we must grant that the American use of the title is the one most justified by facts.

That our great schools of Eton, Harrow, Rugby, &c. have very much that is excellent, few people will dispute; but Public schools, in any broad sense of the word, they are not.

The national system of education in America is, on the contrary, one that emphatically provides for the education of the public, and the democratic institutions amidst which it flourishes make it, of course, much easier for it to embrace the great mass of the population.

Whether it would ever be possible, or even desirable, to provide all classes of English society with exactly the same education, may remain a question; it will be sufficiently inter

esting to consider how far America has been able to carry out this idea.

I have found considerable difficulty in ascertaining how far any system of public education is really national in America; how far, that is, any such system prevails in all the States of the Union.

On competent authority I believe it to be the fact that some public school laws exist or have existed, and some State officers of education are or have been appointed, in all the States; but that in the South the public school system has been much less flourishing than in the North, and that especially since the beginning of the war it has fallen more or less into abeyance in some parts. The state of society in the South, and the distance separating plantation families from each other, would naturally present increased difficulties to any public school system except in the large towns.

I have not been fortunate enough to have the opportunity of seeing schools myself in any of the "slave states " except at St. Louis, and there certainly they seemed to be most excellent, but at this special place the educa