552 The Contrast. [Dec. THE CONTRAST; OR THE PERVERSION OF CLASSICAL STUDIES. We cannot better enforce the remarks of the preceding article, than by requesting our readers to peruse that and the former extracts from the account of recitations in the same institution, and then read the following account of the waste of time in the pursuit of the very same studies arising from the absurd methods which are adopted. We find it in an article on "Boy's Education," in the Southern Academician, over the signature of Alpha, prefaced by the following judicious quotation: "It is not the waste of intellect, as it lies torpid in the great multitude of our race, that is alone to be regretted. * It is, in many cases, the very industry of intellect, busily exerted, but exerted in labors that must be profitless." The following account is then given of a course of classical study, if we may thus misuse the words, which is but too just a specimen of that which has been generally pursued in our country: "At seven years old, I was compelled, by my teacher, to drudge at Latin Grammar,—and many times have wept over the hated task; with a persuasion, that any thing on earth was more tolerable than my situation, in this respect. Again and again I recited this jargon through, and I may safely say, without being one whit the wiser, and surely much less happy for the labor. At length, Mair's Introduction' was put into my hands, and turning bad Latin into good, alias worse, constituted my daily toil. My grandfather, who had attended to Latin, and who had a tolerable knowledge of the language, was living near me, and often have I repaired to him with a prayer for assistance. It was his custom, on these occasions, to tell me, word for word, just what I had to repeat to the master; and on my way to school, earnestly and carefully would I struggle to exclude every other thought, and over and over repeat the recitation. Not a thought, not a wish, not a word, would I suffer to draw from my mind the phrases thus gathered, until I had recited my lesson, which I generally did, without much trouble or disgrace. And then, -as if with one fell swoop, away was driven all the rubbish which had cost so much toil and vexation to collect. After a few years, my father's circumstances changed, and I, with others of our family, was compelled to seek my fortune on the world's wide tide. I have lived long, and never, in all my life, have I regretted anything more, than the circumstance of having had my early education so badly conducted. Had the same labor, and the same means been employed on more useful branches of knowledge, and my mind been stored with information calculated to fit nie for business, I should have suffered less mortification, and derived abundantly more benefit. As it is, I look back on my early days with regret, and feel, that with all my after labor, I have not been able to compensate for the loss and mental injury I then sustained." The correspondent of the Academician then adds the following just remarks: "This was the sum of a conversation recently held with a gentleman of respectability and talents. And it needs no comment to show, that it is 1834.] Literary Institutions in the U. S. 553 only one of the ten thousand instances of the folly connected with the conduct of a boy's education. And while I would again assert, that I am a friend to classical instruction, yet I would again write, that this course, (and many others which vary only in the minutiae of matter,) can never enlarge the mind; and retards, rather than promotes, profound scholarship in those destined to letters; while it totally destroys the most desirable points of good attached to the prospects and usefulness of those who are to struggle with a world of duties and toils." So long as such a course is pursued, what can be anticipated, but an increasing and well founded prejudice against classical studies? LITERARY INSTITUTIONS OF THE UNITED STATES. IN 1830, the number of students in all the Colleges in the United States, independent of Theological, Medical, and Law students, was estimated by the Editor of the American Quarterly Register of Education, at 3,475. The Theological students were estimated at 663; Medical students, about 2,000; Law students, 88. Total, 6,216. The same invaluable work for Feb., 1834, makes the exact number as follows: Classical students, 4,100; Medical, 1,863; Theological, 709; Law, 88. Total, 6,760. But this enumeration is probably derived from the catalogues for the year 1833. The increase of these several classes of students, since that time, will be perceived by a comparison with the tables, on the two following pages, which also contain other important information. They are copied—with some additions and variations-from the American Almanac for 1835. There are a few smaller institutions in which a thorough classical or collegiate course of study is pursued, and which we believe, are chartered; but we have been unable to obtain particular information concerning them, in time for our present number. Such are the Oberlin Collegiate Institute of Ohio, the Universalist College in Vermont, and several others. The number of the Scientific Tracts for Sept. 15, states—we know not on what authority, -that there are, in the whole United States, seventy-eight chartered Universities and Colleges. Perhaps this number includes some which we have here reckoned among the schools of Theology and Medicine. 554 Universities and Colleges. COLLEGES IN THE UNITED STATES. [Dec. The number of students belonging to the Colleges, consists of UNDERGRADUATES only; and it excludes aleo, medical, theological, and law students. The number of instructors mentioned, does not include the presidents. In the column of denominations to which the Colleges belong, those which are not marked, are generally supposed to be either Congregational or Presbyterian. The greater part of the students in the Catholic Colleges, belong to the preparatory department. Vols. in Name. Place. Denomi- Instruc- Stu- College Vols. in Students' Libr's. Libraries. Name. Bangor Theological Sem. Theol. Sem. Du. Re. Church, Place. Pro Stu Libra fessors. dents. ries. 2 2 872 There are ROMAN CATHOLIC Theological Seminaries at Baltimore, and near Emmitsburg, Md.; at Charleston, S. C.; near Bardstown, and in Washington Co., Ky.; and in Perry Co., Mo. MEDICAL SCHOOLS. Maine Medical School, New Hampshire Medical School, Grand Total, Instructors, 735.-Students, 8,779.- Volumes in Libraries, 399,450. 556 Boston Schools. [Dec. [For the Annals of Education.] BOSTON PUBLIC SCHOOLS. THE Boston Public Schools consist of sixty-seven Primary Schools, ten Grammar and Writing Schools, including one for Africans, one English High School, and a Latin Grammar School. From printed documents in relation to the subject, and from other authentic sources of information, we are enabled to present the following account of them. In all the primary schools, and in six of the grammar and writing schools, instruction is given to pupils of both sexes. In two of the latter, girls only are admitted; in the remaining two, and in the English high school, and the Latin school, boys only. The Infant schools-of which there are several in Boston, form no part of the public school system. These are sustained by the contributions of benevolent individuals or associations. Though the primary schools of Boston are usually spoken of as forming a part of the system of public schools, they are almost entirely under a government of their own. They are of comparatively recent origin, having been instituted in 1818, while the Latin school, and several of the grammar and writing schools have been in operation more than a century. are The government of the schools is vested in twenty-one gentlemen, twelve of whom, one from each ward in the city, chosen annually by the citizens; the other nine consist of the Mayor of the city, and eight Aldermen. These constitute a general school committee; but are divided into sub-committees for the more convenient examination of the schools. They have also a standing committee on School Books, and a standing committee of conference with a like committee from the government of the primary schools. The only control which this general committee have over the latter schools, except that they appoint a Board for their general management, is advisory, through this committee of conference. In other respects, as we have already intimated, they are independent. The number of children in the primary schools is believed to be at present, about four thousand; and there are not far from the same number in the higher public schools. This includes, it is true, but about half the children in Boston, between the ages of four and sixteen years; but there is a very large number of infants and older pupils in private schools; besides a few of the children of the poor who do not attend any school at all. But the public school system is intended to make provision for all these, |