IMAGE EVALUATION TEST TARGET (MT-S) 1.0 Uit2A |25 ■tt l&i 12.2 I U£ 12.0 II >•■ 1^ 11^ U4 Hioliographic Sciences Corporalion 29 WEST MAIN STMIT WIBSTn,N.Y. 14SM (716)«73-4S03 CIHM/ICMH Microfiche Series. CIHIVI/ICMH Collection de microfiches. Canadian Institute for Historical Microreproductions / Institut Canadian da microraproductions hiatoriquaa Tachnical and Bibliographic Notaa/Notas tachniquaa at bibiiographiquaa Tha Inatituta haa anamptad to obtain tha baat original copy availabia for filming. 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Tous laa autras axamplairas originaux sont fllmte an commandant par la pramiAra paga qui comporta una amprainta d'Impraaaion ou d'illustration at an tarminant par la damlAra paga qui comporta una talla amprainta. Un das symbdaa auh/ants apparattra sur la darniAra Imaga da chaqua microficha, salon la caa: la aymbola -^^ signifia "A SUIVRE", la symbola ▼ aignifia "FIN". Las cartas, planchaa, tableaux, ate, pauvant ttra filmia i das taux da rMuction dlffArants. ^orsqua la document est trop grand pour Atra reproduK en un soul clich*, 11 est film* i partir da Tangle supArieur gauche, do gauche i drolte, et do haut en bea, en prenent le nombre d'imagas nAcessaira. Las diagrammes suivants iiluatrant la mAthode. 1 2 3 1 2 3 4 5 6 '« TO TBS REV. A. 97. BETBinffE, RECTOR OF COBOURG, ON THE MANAGEMENT OF GRAMMAR SCHOOLS, BY JOHN STRACHAN, D. D. L. L. D. ARCHDEACON OF YORK. llr'\ li PniNTED BY R. STANTON. 1829. :> ] '% V* X ■I York, Upper Canada, Gth October, 1829. Dear Sir, JL You have frequently requested me to give you ray thoughts on the management of Grammar Schools, and in doing so to have particular reference to those which are already established in the Province. As several other of my friends, who, as well as you, are Trustees of District Schools, have at different times made the same request, I have felt it my duty to take the matter into serious consideration, and in the hope that my practical experience may be of some use, I send you the following detail. — To excite among the Inhabitants of the Province a warmer interest in the District Schools than at present exists, the standard of education should be made more respectable than it has hetherto been in many of them, and they should be more particularly directed to the intention of their first esablishmcnt, namely, the pre- paring Youth for the University. At the same time the system of instruction should be such as to qualify young men for the different professions who might not find it convenient, or not be disposed to pursue their studies at a higher Seminary. These things would, I think, be fully answered by following the course of study subjoined, as it might be accomplished by young men of ordinary talents giving regular attendance, by the time they ought to 33^-316 leave school, and would fit them cither for commen- cing with profit the study of the dift'ereiit professions, or for distinguishing themselves ul the University. In adopting a general outline of study for the Dis- trict Schools, the following important advantages are secured : — First. — A known and uniform system among all the Grammar Schools of the Province. Second. — The same mode of preparation for the University, at which Students will therefore meet from the ditTerent Districts upon equal terms. Third. — Zeal and emulation among the Teachers to furnish the best Scholars. Fourth. — A course pointed out by which the Trus- tees of the District Schools will be enabled to dis- charge their duties with more satisfaction to them- selves and advantage to the public. Fifth. — Young men thus Educated will find them- selves not inferior to those taught at public schools in England, should they have occasion to visit that Country — an important advantage to any who may desire to finish their education at an English Univer- sity. EDUCATION. Course of Study suitable for the District Schools throughout the Province. rirstYear — Boys from 7 to 9. 1st. Latin.— Eton Grammar— Vocabulary— Corde- rius — Selectee e Profaiiis. 2iid. English. — Mavors Spelling Book— Enfields Lessons— Walkers Lessons— Murrays Lessons ; ' Blairs Class Book— English Grammar- Writing, and Arithmetic chiefly mental. Second Year.— Boys from 9 to 11. 1st. Latin. — Grammar — Valpys Delectus— New Testament- Baileys Exercises— Exampla Mino- • ra—Eutropius—Pha)drus— Cornelius Nepos. 2nd. English.- Grammar and Reading as before- Writing and Arithmetic Mental and mixed— Ge- ography— Civil and Natural History and Elocu- tion. 3rd. To c trmence French. Third Year— Boys from 11 to 13. 1st. Latin.— Grammar— Baileys Exercises— Corne- lius Nepos — Ca3sar — Ovids Metamorposes — Nonsense verses— Psalms into Latin verse— Ex- ampla Moralia— Versions, or rendering English into Latin. 2nd. Greek.— To commence about the middle of the third year.— Eton Grammar, or Nelsons Edition of Moorcs Grammar— Greek Vocabulary— New Testament— Greek Exercises. 6 ortl. English. — Grammar — Writing — Elocution — Civil and Natural History — Geography, ancient and modern — English Composition. 4th. Arithmetic — And to commence Algebra. 5th. French. Fourth Year — Boys from 12 to 14. 1st. Latin. — Grammar — Terence — Virgil — Horace — Sallust — Cicero — Livy — Latin Composition, verse and prose — Grotius de veritate — Exampla Moralia. 2nd. Greek. — Eton Grammar — Groeca Minora — Greek and Latin Testament — Xenophon — Ho- mer. 3rd. English. — Grammar and Composition — Civil and Natural History — Geography, ancient and modern, — Use of the Globes — Construction of Maps. 4th. Matiie3IAtics. — Arithmetic — Book Keeping — Algebra — Euclid. 5th. French. Fifth Year.— Boys from 14 to IG. 1st. Latin. — Virgil — Horace — Livy — Juvenal — Ta- citus — Composition, in Prose and Verse. 2nd. Greek — Grseca Majora — Homer — Thucidides ; Composition, in Prose and Verse. 3rd. English. — Grammar and Composition — Elocu- tion — Civil and Natural History — Geography — ancient and modern — Use of Globes — Construc- tion of Maps. 4th. Mathematics. — Algebra — Euclid — Trigono- metry — Application to heights and distances — Surveying — Navigation — Dialling — Elenients of Astronomy, &c. 5th. French. o REMARKS. It will be seen by inspecting this course of study, that the Boys during the first years are carefully ex- ercised in reading their own language, and they con- tinue so to be exercised till they arc fit to be removed into the Elocution Class. It is desirable to practise them in Writing every day, or at all events three or four times a week. For Arithmetic, it has been found from experience, that two hours in the week, if rigid- ly spent in examining tasks previously given out and prepared chiefly at home, is quite sufficient to carry a boy through the whole science in a reasonable time : and that for English Grammar, Civil History, Natural History, Geography and Elocution, respectively, half that time employed in the like examination of lessons, previously asssigned and prepared, will completely answer. In mixed Schools, such as our District Schools must necessarily be, boys may be arranged in classes of English Reading, Writing, Arithmetic, Ge- ography, ♦fee. who are very different in their classical progress. — For example, it will frequently happen that some who are in their first, second, or even third year {IS Latin scholars, will form the same class in Arith- metic, English Grammar, Geography, Book Keeping, &c. The classes in History, Geography, Englisli Gram- mar and Composition, Sic, embracing a long period of five or six years cannot fail of producing great in- tellectual improvement. Besides the number of bran- ches of knowledge recommended in addition to clas- sical literature, is not only suitable to the present age, but aftords almost a certainty that every pupil will find some one at least adapted to his taste and capacity, and in which he may excel, while the whole course may be finished by boys of moderate ability under vigilant Teachers before completing their sixteenth year. The variety of matters to be taught, renders it de- sirable to enter somewhat more into detail, that you may see it as it were in actual operation. This is the more necessary because it must frequently happen that Teachers will become from time to time Masters of the District Schools, who though sufiiciently capa- ble in point of ability, have acquired little or no ex- perience in the art of teaching, and to such a know- ledge of the arrangements required for so complica- ted a system of instruction, and for an approved mode of discipline must be of the greatest value. In thus presenting what I consider an excellent outline of study for the Grammar Schools of the Pro- viuce, I beg leave to state that it is not my intention to inquire whether all the Masters of the District Schools are able to carry it into successful execution; but it may not be thought too much to suggest, that as vacancies happen, the Trustees will do well to advertise for a proper Teacher, and to require the ) Candidates to send in their recommendations before the day fixed for their examination, at which it will be the duty of the President of the General Board, should they re(iuest him, to attend. Such tt proceeding would insure Teachers well qualified, and remind the Trustees tliat they are not to consider their Office a Sinecure, but as calling upon them to give vigilant superintendance to seo that tiio master attends regularly, and not only at- tends, but that he spares no pains to bring forward his pupils. At the same time there should be no trifling or un- necessary interference with Teachers, as much must, and ought to depend upon their discretion. Even ill the system here proposed as well as in the selection of books, I am aware that modifications may be found in practice convenient and adviscable by the judicious toacher, and that although it recommends no branch of knowledge that can be safely omitted, something useful may still be added. II DETAILED ACCOUNT OF THE SYSTEM. In presenting a detailed account of the mode of carrying this course of study into effect, I shall not indulge in any imaginary process, but give you the actual practice of a School which flourished twenty- five years in this Province ; premising that many ex- periments were made, and many plans rejected before it arrived at the state of maturity here described. — This School consisted of from 50 to 65 Scholars. B jii- 10 GOVERNMENT OF THE SCHOOL. The management of every well regulated School, resolves iL-elf into the two great departments of Go- vernment and Instruction. The government was. lodged in the Teacher and Censors. — The latter consisted of from twelve to six- teen of the oldest and most advanced boys. Tlir)'^ were especially interested in the reputation of the School, and from their office perpetual conservators of the peace. Out of the whole body, two Censors were appoint- ed in rotation for each week, who had various and important duties to perform. It was their business to keep the daily and weekly Registers — to take charge of tho property of the School — to mend the pens, and prepare tlie Writing-Books — to act as Monitors or Teachers, and to report absentees and delinquents. The daily Register contained a minute detail of all the transactions of the day — the various lessons that were examined — the names of the boys at, and next the head, and of those at the foot of every class — the oflences that were inquired into, and in fine every thing worth notice. The weekly Register was an abstract from the daily. There was likewise a monthly Register, which was also called the Book of Merit, kept by the Mas- ter. Into it were transcribed the names of the boys oftenest at and next the head of their respective class- es ; the names of such as had distinguished them- selves in any extraordinary manner— such as per- 11 formed voluntary tasks, which, if well done, were inserted, and the names of those whose good beha- viour reflected credit on the School. The rewards consisted of a few prizes at the end of the year, and one great advantage of the Register consisted in furnishing infallible evidence of those who best deserved them. About a month before the vacation, a Committee of boys was chosen by the whole School to inspect the Registers and to report the names of those who had excelled in the different departments throughout the year. This list, when completed, was hung up in the School, and any boy had a right to appeal and to have another Committee and a new inspection if he thought himself aggrieved. This right was only exercised in two or three instan- ces, and resulted in confirming the Report of the first Committee, for as the Register of the transactions of the preceding day was publicly read every morning and was open to all — inaccuracies, if any occurred, were immediately corrected, so that few or no errors entered into the Weekly Register far less reached the Book of Merit. The rewards, therefore, were not for excelling durii)g a few days or a few months but through the whole year. A boy must have been the best Latin or Greek Scholar in his class — the best Arithmetician-— the best Civil Historian —the best Geographer — the best behaved, &c. for the season before he could be enlilled to a prize for excelling in any of these respects, and all this must be proved by records regularly kept during the whole period. This plan not only kept up a great degree of harmless !| I ' ^1 12 emulation, but effectually prevented any heart-burning or suspicion as to the justice of the reward, and alto- gether relieved the Master from the personal respon- sibility. The punishments in a day school cannot be so completely modified as where all the pupils are under the immediate superintendance of the Master, and at a distance from their Parents, » • In the latter case, corporal punishments may with good management be entirely dispensed with; but this can scarcely be effected when the scholars are much at home, and neglected or indulged by their Parents. It is, nevertheless, certain, that by making a boy's rank depend on his behaviour and acquire- ments and keeping up a constant exertion and watch- fulness it may be nearly accomplished. The punish- ments most in use were to commit lines to memory- double tasks — confinement, (but not in the dark) when it could be enforced. — For great perverseness — ha- bitual negligence of school business or immoral acts — swearing, lying or pilfering, corporal punishment was sometimes inflicted. — This being the most pain- ful duty of the Teacher, and it having been long his opinion that under favourable circumstances such punishments might be laid reside, every precaution was taken to avoid them or les m their number. The most effectual remedy was found in the institution of regular trials. When a boy was accused of any offence not appa- rent to the Master, a minute investigation took place in the face of the whole School — a Jury was some- ' times formed, and no punishment followed till after the clearest conviction. — To punish arbitrarily is not only frequently unjust on the part of the Master, but is attended with the most pernicious effects on the pupil. Sometimes security for good behaviour was exac- ted, and if a boy happened to be very much addicted to the fault of which he had been convicted, he found great difficulty in procuring sureties, because his sub- sequent default would bring upon them a punishment of tasks, lines, ^c, and frequently none of his school- fellows would risk themselves in his favour. — This commonly produced a most salutary effect. Boys were seen going round the School begging their School-fellows to become security for their good be- haviour, and when refused, pleading for this onco and promising never again to be guilty. — Such a pro- cess could not fail of being useful, and had far more influence than any thing the master could say, as they heard from their fellows in the plainest language the opinion entertained of tlicm by the whole School. In extraordinary cases, but of rare occurrence, and when the fault was aggravated, the guilty boy was put in Coventry for a few days — never longer than a week. — During this time, no boy was to speak to, or play with him, or have any communication with him during the play ho'irs. This punishment never failed of having the desired effect. By having recourse in this manner to the boys themselves in the regulation and government of the School, the Master was relieved from much painful 14 responsibility — the patient investigation of facts in- terested all the boys and brought them to the same conclusion — the culprit was satisfied by the fairness of his trial, of the justice of his sentence, and the pain which he experienced during the inquiry was very often considered a sufficient punishment. To punish a boy without hearing him and examin- ing carefully into the matter ought never to be ad- mitted ; and a little experience will satisfy every Teacher that by associating his pupils as much as possible with him in the discipline of the School, hia praise or censure will be confirmed by the public voice, because there can exist no suspicion of parti- ality. — The punishment awarded is likewise rendered much more impressive, and the boys acquire some idea of jurisprudence, and a knowledge of the prin- ciples of justice. Proceedings of a day. — The scholars were ar- ranged in classes for each branch of study according to their proficiency. Thus the boy who stood at the head of a Latin Class might be third or fourth among Arithmeticians, and a boy at the foot of Virgil might appear very respectable in the classes of Civil and Natural History, &c. Although it be not of much importance in giving the proceedings of a day which we take, yet it may be proper to remark that some things were not called up daily, but only once or twice a week — thus : — On Mondav, the class in Elocution was examined — On Tuesday, Civil History in the forenoon, and in the afternoon, Arithmetic — Wednesday, Natural History ; m Thursday, Geography — Friday, English Grammar — Saturday, Religion and Composition. Premising those things, the ordinary routine was as follows : — At nine o'clock the School convened ; — Prayers. — The Register of the preceding day was read by the Censor — the highest class, consisting of the most ad- vanced boys in the School who no longer belonged to the common classes, read in turn a portion of History, cither ancient or modern as it happened, the Grecian, Roman and modern Histories, being read in regular order — Remarks were made upon the passage by the head Master — Questions asked of the boys, to ascer- tain whether they had been attentive — references were made to the Geography and antiquities, &c. and the boy who could best answer took the head. During this time the second Master and Monitors heard tlie different English Reading classes. At half past nine tlic exercises given out the preceding evening were called up. These consisted of transla- tions from English into Latin, and Latin into English ; Sense and Nonsense verses ; Problems in the Mathe- matics, &c. At ten o'clock the Latin classes formed to go through their lessons which had been given out the af- ternoon before. Those lessons were commonly short, but examined with patient minuteness. Reference was made in the higher classes to the manners, habits, customs and laws — to the antiquities and Geography of the nation, and to the Biography of the persons mentioned — the beauties of the passage w^ere pointed out, whether of sentiment, description, expression, &c. 16 The Greek classes were exercised in the same manner. At half-past eleven the classes formed for writing — exactly at twelve, the word " compare" was pro- nounced, and the boys of each class arranged them- selves in the order in which they had been placed the previous day. — The Master examined and arranged them anew, corresponding to the excellence of the entire performance. r . i, At twelve, one of the weekly classes exercised for an hour in a way to be mentioned hereafter. — At one, the School was dismissed for an hour. ; i Here it may be observed that the boys were not confined daily all this period from nine to one. The younger boys were allowed certain intervals for recre- ation, and the elder boys one such interval. At two o'clock, the Mathematical classes were ex- amined. These comprised Algebra, Euclid, Trigo- nometry, &c. During their examination the lower classes of English Reading were again exercised. At three, the Classics, as in the morning — at four, Prayers, after which tlic School was dismissed. On teaching the Classics. — In preparing tlioir lessons, the boys were taught to pay tlic utmost at- tention to the acquisition of a correct knowledge of the Grammc.r, and this attention was continued du- ring the whole time that they remained at School. — So soon as a new class got through the declensions, a few words were given from the vocabulary to be committed to memory in the evening, and next mor- f? ning these words were repeated, and afterwards de- clined. This was done backwards and forwards and by asking different cases, and the rules were care> fully applied at the proper places — thus — suppose Dominus, a Lord : — Decline it backwards 1 The boy begins — Ablative plural, Dominis — Vocative plural, Domini — Accusative plural, Dominos, &c. Another boy is asked — what is the Vocative Sin- gular I Domine — O A Lord. Why Domine t The Nominative in us of the Second Declension makes the Vocative in e. What is the Latin for a Stone 1 Lapis. What Declension I The third. How is the third Declension known 1 By the Genitive Singular in is, and the Dative in i. Decline iti Nom. Sin- gular, Lapis, a Stone— Genitive Singular, Lapidis, of a Stone — &c. Another boy may be asked to de- cline it backwards, or cases at random, with Stones ; of Stones &c. Decline Opus I Why opus in the Accusative Singular I Neuter nouns of the second and third declensions have the Nominative, Accusa- tive and Vocative alike in both numbers. In the same way all the words were declined, and such a quickness attained that the question was scarcely pronounced, when it was answered. The same minuteness was observed with Adjectives. They were shown to be like two or three substantives of different declensions joined together : they were declined backwards and forwards, and with and with- out the article : cases were asked at random and the rules applied, and the boys were exercised in every C 18 possible way, till they answered with the utmost ra- pidity and correctness. The examination of the Verbs was equally minute. After becoming familiar with declining them regular- ly in the order of their moods and tenses, questions were promiscuously asked : Repeat the participles I Decline the F'uture of thelndic ative backwards I Sup- pose, Amo : The boy begins. Third person plural, i!li amabunt, they shall or will love &c. Give mc the second persons singular of the whole Verb 1 the boy commences, second person singular, tu A mas, thou lovest or dost love, tu amabas &c.— tu amavisli Sec. &o. : and so giving the second persons through the whole verb. What is the Latin for h>vc thou, or do thou love 1 To love or to be loved ! How many parts of the Verb signify to I^ove. A few words from the Latin Vocabulary to be declined in this man- ner constituted the lessons to be prepared in the even- ing, for a part of the first year, and by tliis means the boys acquired a considerable number of Latin vo- cables. The same minuteness of examination was continued as long as they remained at School. In Corderius or Selectae e Profanis, two lines were for a time thought a sufficient task, and the prepara- tion was divided into three distinct lessons. First : the words were declined one by one as already describ- ed : their derivations ascertained, and as minutely examined as those formerly taken from the vocabu- lary : this was called Analysing or Parsing the les- son. Second : the translation into English was the second lesson, and here also reference was made to m cases and tenses, declensions and conjugations. — Thirdly : the application of the Rules of Syntax was made a third lesson. This was the mode of examination throughout the whole course. — In the third year the translation and application of the Rules of Syntax were commonly united, but it was not before the end of that year, or beginning of the Fourth, that the Parsing, the trans- lation and application of the Rules of Syntax were joined in one lesson. The length of the tasks was gradually increased, to four or five lines of Corderius — a short Chapter of Eutropius or Cornelius Nepos — twenty or thirty lines in Virgil or Horace, but till the last year the lessons were short. The great ad- vantage of their shortness consisted in this, — that to hear them minutely, and make the pupils understand them thoroughly did not require more time than the various business of the day allowed ; and although two or ihrue lives in Cornelius Nepos — two Books of Cajsar, &-c. were commonly as much as were refid in each author, yet many in each class became so fa- miliar with the style and manner of the writer as to be able to translate ad aperturam libri, before another book was introduced. When Parsing, sentences on the subject of the lesson to be turned into Latin, on the instant, were asked. — Thus — suppose a class was reading the life of Hannibal, and the Battle of Canna) the subject — after examining a boy on a particular word, the mas- ter would ask him to turn into Latin — " It is reported " that Hannibal after obtaining tlie victory at Canna), ■i: ;. " was in great perplexity, whether he should march " directly to Rome, or return to Capua." — He would ask another. — " The Romans were not discourajged " at this memorable defeat, and were so far from suing " for peace, that they prepared for a more vigorous "prosecution of the war," &.c. — This method of asking sentences was begun early, and th3y were made more and more difficult according to the ad- vancement of the class. About the middle of the third year, short pieces of ancient History were dictated to the boys to be turned into Latin. These pieces consisted of some curious anecdote, or memorable event. For this exercise, which was done in School on Tuesday, and sometimes also on Thursday morning, under the Masters eye, a limited portion of time was given. At other times passages of the authors which the classes were read- ing were ordered to be translated into good English, neatly written ; this was commonly an evening exer- cise. Printed translations were never admitted, for although they may save some trouble and labour to the teacher, he will seldom be gratified by the solid improvement of his pupils, nor will they attain by such delusive assistance a substantial knowledge of the language. j ' . It was not expected, however, that boys could over- come every difficulty themselves, and therefore a middle course was observed. They were encouraged to ask every thing not to be found in the Grammar or Dictionary while preparing their lessons ; if not to be found it was carefully explained. For a time the Master, after examining the parsing, read the lesson sentence by sentence, then put the words in their or- der, and gave a literal translation. In the higher classes, only passages of difliculty were explained, ond at length no interpretation was given of any part except wh vcr?, a?j(l nothing could exceed the pleasur") wh'ch they felt on finding the result nearly ns correct as when done by instrunnents constructed by the most ctiiincnt Artists. For Surveying they mude circles, and scmi-circlefl, adjusted levels, and made chains of cords; then they took the necessary angles, measured the diilorent lines, and with their poles and squares measured the oflsets and brought out answers as cor- rect as those who used the Theodolite and Chain, the construction of which was sufficiently explained to them by the pains tliey were obliged to take in makincr tlicir own instruments. Tn Dialling, they made Dials of all descriptions, and wliilc thus employed occasion was taken to point out to tliem the use of Chronology, and how neces- sary it is to the right arrangement and understanding of History. Book-Keeping, when tanght in classes was soon rendered easy and familiar to common understandings. One boy was merchant, his class-fellows were pur- chasers, and in this way a nc\v sot of books was got up with every new class. Notwithstanding the variety of the branches tanght, the Masters labour, exclusive of unremitting attention, was not so great as may at first be supposed, and he seldom had occasion for more than one assistant. — In all well regulated J^chools there very soon arises a sort of traditionary knowledge, which is continually accumulating. Besides when a new class is formed there are commonly some boys remaining who were in the former and who join agjiin, either because they o belonged to the Es- tablished Church only. To all who chose to attend, the Scriptures were read and explained, and a gene- ral course of religious instruction given : but the Mas- ter never forgetting tl»at the School was a public one and open to all christian persuasions, conducted this delicate part of his duty with so much prudence that no complaint was ever made during the period of twenty-five years by any denomination. The Roman Cathulic ch'l'lren had liberty to uithdiaw or to em- ploy themselves in other matters ; but this was a li- berty of which they seldom availed themselves, for their Parents, as well as those of other denomina- tions, on being made accpjainted wilh the system pursued, were anxious, a very few excepted, that their ehildreu should attend. GENERAL REMARKS. An advantage of no small importance was found to result from the variety of the things taught in the School, namely, that there was hardly any boy that did not ap- pear with credit in some one class. At an early period 4>f the School a boy was sent whose parents were poor but whose uncle had sufficient interest to place him at Woolwich if he could be prepared before sixteen to stand the necessary examination. lie had been w ith •^iflbrnnt toncbcr?, and v.as pronounced too stupid to Icarn any thing nnd was alrra*!) lourli c n. — On twanii- nation, he was found cxccriliii;^ly dcfiricnt — he could neither read nor write witlj any propriety — yet as his all depended upon his progress, and as he had hard- ly two years to prepare himself tlic master was ex- ceedingly anxious to do something for him. After several attempts he hegan under the system adopted to comprehend Arithmetic, and although it had been declared that he never could he made; to understand Addition, he ycry soon grasped the whole ►^eiencc. — lie was tried with I'^iclid, and succeeded. — The Ele- ments of Algebra were attempt