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performs his duty, arises from his conception of what education is, conse- 

 quently, correct views of education in general, are of very great import- 

 ance to teachers. No system of education can exist, without grave defects, 

 unless there is in the system a certain degree of uniformity in the curricu- 

 lum of study. Classes of studies for periods of time should be so grouped, 

 that by the pursuit of them, the pupil is led to the highest degree of disci- 

 pline and culture. Fortunately, the course of study in the public schools 

 of this country is pretty well formulated, but, unfortunately, the course is 

 better adapted for preparing pupils for technical or business education than 

 for scholarship or the learned professions. This defect, however, may, in 

 part, be remedied by the efficiency of teachers. 



In order that the teacher of elementary science or mathematics in a high 

 school may become proficient in his work he should first determine what 

 benefit are the pupils to derive from a course of instruction in mathematics 

 a ad elementary science. Notwithstanding, the tendency of the age is in 

 favor of technical education, the fact is, no class of studies can take the 

 place of the inflected languages, history and literature for a high degree of 

 discipline and culture, and, that full benefit should be derived from lin- 

 guistic studies, they should be introduced, early in the course, as training 

 in them is easier at an early age. 



The study of the humanities, if pursued early in life, when the emo- 

 tional faculties are springing into existence, results in refining, cultivating 

 the tastes and engendering a broad philanthropy. This is readily under- 

 stood when it is taken into consideration that through the study of the 

 ancient languages, the pupil becomes acquainted with different phases 

 of human thought, and, because different from modern thought, they are 

 not the less human. 



With thorough training in these studies, early in life, the pupil becomes 

 disciplined and refined, disciplined, by long continued mental drill, neces- 

 sary in acquiring knowledge of the inflected languages, and refined, by 

 sympathy for mankind acquired by a knowledge of the vicissitudes through 

 which the human race has passed. This comes from the study of the hu- 

 manities being subjective as well as objective. On the other hand, the 

 study of science and mathematics is objective. In these pursuits, the emo- 

 tions may be dormant, while reason is called into activity. If this be true, 

 it is readily understood why the study of languages, history and literature 

 should precede the study of the sciences and higher mathematics. 



To reach tlie highest results in education the tastes, the moral faculties 



