shall be eleven, and not more than fifteen years of age; allowance, in partic cases, to be made according to the discretion of the School Committee; that t shall be admitted on examination in those studies, which are pursued in the pu Grammar schools of the city; and that the examination may be strict or otherw as the number of candidates shall hold relation to the accommodations provi for them:

That the course of studies in this, as in the English High School, shall be cal lated to occupy three years :

That, in pursuance of the suggestion of the original report on this subject, so studies shall be required of all the scholars, and others allowed as evidences of h orable proficiency, and as motives to higher efforts; and that the following be i studies of the school, according to the order in which they shall be pursued, u otherwise ordered by the School Committee.

FIRST YEAR.

Required: No. 1. Reading-2. Spelling-3. Writing words and sentences fr dictation-4. English grammar, with exercises in the same-5. CompositionModern and ancient geography-7. Intellectual and written arithmetic-8. Rhe ric-9. History of the United States.

Allowed: Logic, or botany.

SECOND YEAR.

Required: Nos. 1, 2, 5, 6, 7, 8, continued-10. Book-keeping by single entry. 11. Elements of geometry-12. Natural philosophy-13. General history—14. H tory of England-15. Paley's Natural Theology.

Allowed: Logic, botany, demonstrative gecmetry, algebra, Latin or French.

THIRD YEAR.

Required: Nos. 1, 5, 12, 15, continued-16. Astronomy-17. Treatise on the glob -18. Chemistry-19. History of Greece-20. History of Rome-21. Paley's Mor Philysophy-22. Paley's Evidences of Christianity.

Allowed: Logic, algebra, principles of perspective, projection of maps, botan Latin, or French.

The High School for Girls was opened on the 27th of February, 182 with one hundred and thirty pupils out of 286 candidates examined, on half from private, and the other half from public schools; of these 3 were between eleven and twelve years of age, 69 between twelve an thirteen, 72 between thirteen and fourteen, 94 between fourteen and fiftee and 14 had attained the age of fifteen. In the account of the school, pr fixed to the first catalogue, published soon after its opening, the follow ing remarks occur:

In many respects, this institution is an experiment; and it cannot be fairly teste without patient and laborious exertions. A free school for the instruction of f males, founded on principles so liberal, is in itself a novelty; but such a novelt argues well for the spirit and improvement of the age, and of the community where it is fostered. Although the correct literary education of females is no longer r garded as a subject of comparatively little, or even of secondary importance; th is, perhaps, the first school, established by the public care and supported at th public expense, in which they may receive a systematical course of instruction the higher departments of literature and science. Much depends, therefore, on th success of this experiment; and it is confidently hoped that the public may not b disappointed in their expectations. It will not be supposed that a school of mor than a hundred and thirty scholars, who have been accustomed to almost every va riety of instruction and discipline to be found in the public and private schools the city, can be organized on principles with which they are wholly unacquainted and put into complete and successful operation, at its very commencement, by single instructor. Much time will be required to ascertain, with any considerabl

degree of accuracy, the respective powers and attainments of such a number of pupils, whose studies have been widely different, not only in the books used, but also in their order of succession. If the indulgence be granted, which these circumstances seem to demand, there can be no doubt that the success of the school will fully meet all the reasonable hopes and wishes of its friends.

An account of the peculiarities in the plan of government and instruction to be adopted, will not now be expected. The arrangements of the school, in these respects, are not yet fully matured. Indeed, as the spirit of improvement is at work in the business of education, with unprecedented earnestness and success, it is hoped that many valuable alterations may be introduced, from time to time, and incorporated into the method of teaching to be pursued; for it is the part of wisdom to neglect no suggestion, really useful and valuable, under whatever name or as a component part of whatever system, it may come before the world.

The following paragraphs, from the "Regulations and Catalogue" of the school in January, 1827, contain statements of historical interest:

The attainments of several of the candidates, who were rejected, were very creditable in all the required branches, excepting mental arithmetic; in this, all were deficient, in a greater or less degree. A large proportion of them had never paid any attention to the study; and some of those who professed to be acquainted with it, merely ciphered without a slate, exhibiting no acquaintance with that close and perspicuous method of reasoning, which constitutes the chief beauty and excellence of the system. It is understood that very many, desirous of entering the school, were deterred from offering themselves from examination, by a conscious deficiency in this branch; it having been embraced, but a short time, in the course of instruction pursued in the Writing Schools of the city.

No scholar shall be admitted into the school, until she shall have attained the age of fourteen years, nor after she shall have attained the age of sixteen, or shall remain in the school longer than one year. An exception is made in favor of the present scholars, who, having been originally admitted for three years, are permitted to remain until the next annual exhibition.

Candidates for admission shall be examined in Reading, Writing, Modern Geography, and Colburn's First Lessons in Arithmetic, and they shall be able to parse fluently any English composition in prose or verse.

Before the end of the second year, the school had become so popular, the applicants for admission so numerous, so many parents were disappointed that children were not received, the demand for larger and bet ter accommodations, and for increased scholars, involved such additional expenditures, that the School Committee were perplexed, and under the lead of the Mayor, Josiah Quincy, (Senior,) on the 21st of February, 1828, adopted a report and series of resolutions, by which the Girls' High School was discontinued, the branches taught in that school were introduced into the Grammar Schools, and the girls were allowed to continue through the year in the same until they were sixteen years of age, although the boys were dismissed at fourteen. The Report by which these changes were advocated was drawn up by Mayor Quincy, and was subjected, so far as the High School for Girls was concerned, to a searching "Review" by Mr. Bailey, under whom as Principal the school had attained such remarkable success. From these documents we give the following extracts as part of the history of the education of girls, not only in Boston, but in other cities-for there can be no doubt as to

for the education of females, to be paid for from the general funds of th city had not been exactly estimated. "The anticipations of the scho committee had completely failed" not in respect to the prosperity o efficiency of the school, but in as much as the school-room deemed su ficient, would not accommodate all entitled to admission under the to liberal requisitions of candidates as to age and qualifications originally established, and because the committee in the development of the ex periment find it necessary to limit the minimum age to fourteen, and the preliminary studies to every thing required in the public grammer and writing schools, thus making the Girls High School occupy for girls the same place in the system, of public instruction, as the Latin and English High Schools did for boys. On this state of facts the sub-committee observe:

The great argument for a High School for girls, of the extent of time and objects of education as first proposed, was, that the same had been done for the boys, and that it was reasonable that one sex should have the same advantages as the other.

It was not however, sufficiently considered, if it was at all foreseen, that the difference of the circumstances of girls and boys, at the period of life between eleven and sixteen would make a material difference, in respect to the practicability of a school on such a basis, considered as a part of a public system of education to be provided for out of the general funds of the city.

Between the ages of eleven and sixteen, girls are not like boys, for the most part abstracted from general objects, by the necessity of attending to objects having reference to some particulrr trade or profession. A school, therefore, requiring for admission, qualifications, of no very high character, and such as parents by a little forcing of the education of their daughters, in private schools or by domestic instruction, might generally command, and which was in fact of the nature of a college for all girls between eleven and sixteen, was of a nature very attractive, and as it was to be confined of course to the best scholars from our public schools, it partook of the character of selection and exclusion, thereby obviating the objection which prevents some parents from availing themselves of our common schools.

The effect of this state of things was evident in the number of the candidates, at the first examination; being as above stated two hundred and eighty-six; and also in the reasonable anticipation made of the number of candidates, which were prepared to offer had the same state of qualification coutinued in the second examination,— from three to four hundred,—and in the fact that of all the scholars, who entered the High School, it is understood that not one, during the eighteen months of its operation voluntarily quitted it; that is, who from circumstances could have enjoyed its advantages.

The difference between the practicability of such a school as applied to females, and considered as a part of a system of public education to be paid for out of the general funds of the city, and as applied to boys, cannot be more strikingly illustrated than by a comparison of that result, with the following facts.

The High School for boys has been in operation ever since 1821, and in every respect has been successful and popular, yet the greatest number of applicants for admission, which ever offered was ninety. The greatest number ever admitted was eighty-four. And although it has been so many years in successful operation, its present number is only one hundred and forty-six.

In relation to the continuance of those admitted into the High School for boys the contrast is still more striking. The number of those annually admitted into it is con stantly and rapidly diminishing, every successive year, as the parents of scholars are able to find places to put them out as apprentices, or in counting houses. So

that the fact is that "the greatest number of these who have continued through their whole course is seventeen;- and they belonged to a class consisting originally of about seventy members."

Now from the facts which have occurred and from the known circumstances of females, between the ages of eleven and sixteen, there is no reason for believing that any one, once admitted to the school, would voluntarily quit it for the whole three years; unless, indeed in case of marriage.

Another fact, not to be omitted in the estimate of the effect of this High School for girls, considered as a practicable public system is, that the greater number of those admitted to that school was from private schools; that is out of one hundred and twenty-one, sixty-two were from private, and fifty-nine from the public schools. It was understood that the proportion of the number about to offer for the second examination, had the original principles of admission continued, would have been far greater from the private schools.

In this connection it may be proper to state, in order to indicate the degree of preparation and expense to which the establishment of such a collegiate course of studies, under the name of a High School, would necessarily lead, that the whole number of girls, in our present Grammar and High Schools between eleven and fifteen years of age, is about seven hundred, that the number of girls, between the same ages, receiving their education within the city, in private schools and families, must be unquestionably far greater. Supposing only that the number of this class be equal, then it is apparent that there will be a great total of nearly fourteen hundred girls in every year to whom the benefits of this collegiate course, at the expense of the city, would be proffered, upon the single condition of becoming fit to enter this school within that period of age. It cannot be questioned that the proffer of so unexampled a privilege would awaken the strong desire of every parent, and female of the admitted age, in the city, to become partakers of it. And this desire would be proportionably strong and active in parents, who had been in the previous habit of educating their children in private schools, because they would feel most strongly relief from the expense to which they had hitherto subjected themselves; and would percieve that having the pecuniary ability to force the education of their children in private schools, or by domestic tuition, they would most certantly be able to avail themselves of this advantage. Accordingly it was found that the excitement and stimulus were much greater among children of this class than among any other. There was reason to expect far greater numbers from private schools than from the public. The estimate above stated made by the Sub-Committee for the High Schools for girls of four hundred was probably not extravagant, and if it had fallen short the then current year, it would without question have been equalled the next. It being next to a certanty that when so desirable and uncommon a privilege was proffered, at least one third of all within the admitted age would qualify themselves to take advantage of it As for the reasons before stated, it is believed that not one girl once admitted would voluntarily quit the school, during the whole three years.-except in case of marriage, it followed that provision must be made for, from eight to twelve hundred scholars, in the first three years; at an expense of two High School-houses with suitable preparations, which would cost not less than fifty thousand dollars; and upon the supposition of the same ratio of masters and ushers to scholars (one to one hundred) and only the same rate of salaries as in our present Grammar schools, causing an additional expense of ten thousand eight hundred dollars annually; with a certainty that the numbers and expense must annually increase. These facts and considerations were irresistible and conclusive to show that a High Shool education was a very different thing in its results, as it respects our general school system, when applied to girls, than when applied to boys; and; that aside from all considerations of its particular effects upon our Grammar and Writing schools, some of which were unquestionably injurious, and without taking notice of the objection that it might not be within the general policy of the laws of the Commonwealth relative to public education, it could not be maintained and ought not to be continued as a part of our public sys

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be continued. This last was the favorite remedy with those most desirous for t continuance of the institution on this principle of time,

A single objection seems, however, conclusive on this point. In proportion the qualifications for admission are raised, the school becomes exclusive. Thou nominally open to all, it will be in fact open only to the few, and shut to the mar Now if the objects to be acquired in a school of this kind are important to t whole community, nothing can be more obvious than that the advantages of school, provided for out of the funds of the whole community, should be receiv by the whole community

If it be asked does not the same objection apply to the Latin School and t High School for boys, the answer is obvious. The destination of boys, in futu life, has reference to professions and pursuits, (including services to the communi in public stations,) infinitely various compared with the destination of girls. T essential reasons for supporting, at the public sxpense, these last mentioned Schoo is that they enable every individual in the community, however poor, to have l son educated for the particular profession, or pursuit in life, for which his tale destines him.

If however, these schools, instead of educating each about one hundred and fif boys annually, should show themselves to be of a nature to attract within the sphere all those, at present educated at private schools, if it should appear th the number must rise, in the course of three or four years, to at least eight twelve hundred annually,-or if, of all that entered, none during the whole cour would be likely to quit,-and the effect upon the common schools was positive injurious, it would become a serious question, whether schools of that charact could be supported out of the general funds of the city; and would lead either 1 their modification or abandonment.

Under these general views, your Sub-Committee cannot hesitate to come to th same conclusion, which the School Committee, by adopting the vote of the 171 November, 1826, effectually did, and declare it as their opinion, that the Hig School for girls ought not to be reestablished upon the basis of embracing the ex tent of time and the multiplied objects of education, which the original plan of the School contemplated.

With respect to the second question, shall the High School for girls be continue on the restricted basis, as to time and objects, to which it was reduced by the vot of the 17th November, 1826, your Sub-Committee apprehend that it will receive decission equally easy and satisfactory. A basis, adopted for the purpose of escap ing from an unanticipated exigency, containing no proportion between time allotted and objects of education proposed, can be justified by no sound principle of wisdon The effect of such a system, would be to make a new High School every year to b organized, disciplined and instructed, so far as respects the children, by a ne master. It is scarcely possible that such a school would produce any importan effects, or would justify the expenditure it would require. To say nothing of it being necessarily of an exclusive character, and its benefits confined, in effect, to very few.

It is obviously far preferable to arrange all our Grammar and Writing Schools s as that the standard of education in them may be elevated and enlarged; thereb making them all, as it respects females, in fact High Schools, in which each chil may advance according to its attainments to the same branches recently taught i that school.

Your Sub-Committee have therefore come to the conclusion, that the circumsta ces, in which the city is placed, by the result of "the experiment" of the Hig School for girls, render it their duty to enter upon the consideration of extendin the advantages, now enjoyed in our public schools, upon a general and systemat plan, having reference to the exigencies of the whole community, predicated upo no principals of favoritism or exclusion, but adapted to elevate the condition, bot moral and intellectual of the children of the whole community; particularly of thos classes who, from their pecuniary condition are at least able to provide for the eucation of their own children