All schools requiring high qualifications as the condition of admission, are essentially schools for the benefit, comparatively, of a very few. The higher the qualification, the greater the exclusion. Those whose fortunes permit them to avail themselves of private instruction for their children, during their early years,-men highly educated themselves, who have leisure and ability to attend to the education of their own children, and thus raise them at the prescribed age to the required qualification,—will chiefly enjoy the privilege. To the rest of the community, consisting of parents not possessing these advantages, admission to them is a lottery, in which there is a hundred blanks to a prize. The scheme to reduce the school to an attendance of one year, seems to be a needless multiplication of schools and of expense; as it is plainly far better that a year should be added to the continuance in the common schools, and their course of instruction proportionably elevated.

The great interest of society is identified with her common schools. These belong to the mass of the people. Let the people take care, lest the funds which ought to be devoted exclusively to the improvement and elevation of these common schools, thus essentially theirs, be diverted to schools of high qualification. Under whatever pretense established, their necessary tendency is to draw away, not only funds, but also interest and attention from the common schools. The sound principle upon this subject seems to be, that the standard of public education should be raised to the greatest desirable and practicable height; but that it should be effected by raising the standard of the common schools.

For a period of twenty-three years, as was stated by Mr. Quincy, in the above extract from his History, no effectual attempt was made in the School Committee, or in either branch of the City Council, to revive the High School for Girls. But in the report of the committee to make the annual examination in May, 1847, (drawn up by Joseph M. Wightman,) it is suggested that "precisely the same studies are taught to both boys and girls, without regard to the difference in their constitution and physical strength, or the adaptation of the studies to their peculiar positions in life;" and then lays down the principle that "a school for boys should comprehend the studies which will be most useful to them as men." Among the deviations in practice from this principle, the report complains that the studies of the girls in the public school are "too extensive and too difficult." "Many portions of arithmetic and the whole of algebra, are as unnecessary to female education in our Grammar Schools, as would be the science of engineering, or a course of law studies." If a higher class of studies is required for a portion of the girls, to qualify them for teachers, or other peculiar duties, the committee are of opinion that a High School, similar in rank to that for boys, but adapted to female education, should be established, to which might be transferred some of the studies now pursued in the Grammar Schools." The report suggests as an aid to check the growing evils "of extravagant family expenses, and entire disregard of the dictates of prudence," that girls "must be taught habits of industry and economy, as wanted to the faithful performance

and its effects will be to render home the abode of comfort and hap ness, from the industry, order and neatness which will pervade it."

On the 2nd of February, 1848, S. H. Jenks, G. B. Emerson a R. Soule, Jr., were appointed a Special Committee "to consider the ex diency of establishing a High School for Girls, with details and e mates in relation thereto." This committee reported, on the 3d May, in favor of establishing two such schools, and of providing for accommodation of the same—one in the large upper hall of the Quin Grammar School, and the other in a similar hall of the Hanco School-each school to receive 250 pupils, and the annual expense both not to exceed $5,000. The committee maintain that the l of the state requiring every town containing five hundred families maintain, in addition to its ordinary district schools, a town school a higher grade "for the benefit of all the inhabitants," was not co plied with in Boston, inasmuch as the Latin and English High Scho were not open for girls, and that this exclusion, without other pub opportunities for similar instruction, was unequal and impolitic. Wit out such opportunities women could not become the teachers of t coming generation, and "the fit civilizers of mankind." They can s no reason why the faculties of females should be deprived of the int lectual food provided for those of males; and on the other hand, the assert that the cultivation of these faculties will elevate the female cha acter, and through that elevation society will unspeakably be benefite On the 24th of May, the same committee reported in favor of appr priating $2,491 for seating and equipping generally the halls abo specified for two schools, and $6,500 for two principal preceptors of th same qualification prescribed for the Latin and English High School and six female assistants. The course of study recommended, besid a review of the branches pursued in the Grammar Schools, embrace algebra, natural history, natural and intellectual philosophy, astro omy, botany, chemistry, moral science, and the Latin, Greek, an French languages." The preceptor of each school was required " give such pupils as may desire to enter a class for the purpose, suitabl lectures on the art of imparting instruction to children, with such prac tical directions and exemplifications, as may tend to prepare and qua ify said pupils to become teachers of youth." These recommendation of the sub-committee were adopted by the whole board, but the City Government failed to make the necessary appropriations.

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On the 12th of January, 1849, a committee consisting of Messrs

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Jenks, Spence and Neale, were appointed to investigate the subject still further; this committee reported in favor of the immediate establishment of two seminaries for the higher instruction of girls, "as demanded by the judgment of the community, the dictates of justice and the positive injunctions of law." They accordingly ask the appropriation of $3,000 to fit up the halls before recommended, and of $7,000 for the current expenses of the institutions. No action was had on these recommendations by the City Authorities.

In his first annual report to the School Committee, submitted Dec. 30th, 1851, the Superintendent of Public Schools, (Nathan Bishop,) recommended "the establishment of a Normal School, as a part of the Boston system of Public Instruction." "It is due to the inhabitants of this city to establish an institution in which such of their daughters as have completed with distinguished success the course of studies in the Grammar Schools, may, if they are desirous of teaching, qualify themselves in the best manner for this important employment." This recommendation was referred to a Special Committee, (composed of Messrs. Eaton, Tracy, Simonds, Simpson and Hahn,) which reported in June, 1852, in favor of establishing "a school for the single object of preparing teachers for our public schools," and "that it should be resorted to by those only who may desire to qualify themselves for teaching." "It should provide for its pupils such a course of study as would demand for its completion the earnest and devoted application of at least two years; one which would insure not only a thorough acquaintance with all the elementary, therefore, for the most essential, branches in which they may be called upon to give instruction, but which should give such a knowledge of the physical laws of health, of which there is now among many teachers such lamentable ignorance, as would enable them to take proper care of the pupils under their charge; such information in regard to the true method of calling into healthful exercise the various faculties of the mind, as would not allow one to be comparatively dormant, and urge another into over activity, and thus give a one-sided development to the mind; such a preparation for unfolding and invigorating the moral character of their pupils, as should best fit them for successfully performing the duties growing out of the various relations of life; and such views of the true character of their future vocation-of its dignity, of its power to influence deeply, and it may be ineffaceably for good or for evil, and hence of its high responsibility, as while exciting a modest distrust of their own qualifications, should at the same time arouse in them an earnest and gen

In September, a sub-committee on the Normal School, compo of Russell, Derby and Simpson, were directed to organize the sch for two hundred pupils, who were to be admitted at the age of sixt years, after being found qualified in the studies of the Grammar Scho The course of study and instruction prescribed, embraced a thorou review of the studies of the Grammar School, and collateral branc important to explain and illustrate the same, with special reference instruction in the art of teaching those studies. After having satisf torily mastered the required studies, pupils were permitted to proce to the study of English literature, intellectual and moral philosopl the French language, the natural sciences, and of some departme of mathematics. Music, and drawing, and lectures on physiology a hygiene, were to form a part of the regular course. The school th organized went into operation in the fall of 1852, under the princip ship of Loring Lathrop, and three assistants, and a model school und the charge of Miss Lucy D. Osborn.

But the establishment of the Normal School for female teachers d not satisfy the friends of the High Schools for Girls, who in 1853 p sented a petition numerously signed, asking for such a school. T petition was referred to a committee to which J. Thomas Stevenson w chairman, who prepared a report, in which it was claimed that the ci already provided in the Grammar Schools for Girls, a course of instru tion as advanced as that given in schools denominated "high" in oth cities of the State, and in the Normal School, "a thorough review the studies of the Grammar School, with the addition of such collater branches as are important for the explanation and illustration of tho studies." The report concludes by discouraging any present extension the means of instruction for girls. But in 1854, the School Cor mittee converted the Normal School into a High School for Girls, opening it to all who possessed the required qualifications for a mission without restriction as to any intention or wish to engage teaching. It was provided at the same time, that a Normal Cla should be formed for the latter. The report of the School Committ for 1861, contains the following notice of the Girls' High and Norm School, after speaking of the Latin and English High School for boy

While our city was thus liberally providing for the education of her son carrying them on from the Primary, through the Grammar Schools, to the Latin the English High School, her daughters, after learning all that was taught in t Grammar Schools, were compelled to resort to private schools for instruction in t

higher branches of knowledge. In order to give them the same advantages as tho boys, and at the same time to train up and qualify teachers, the GIRLS' HIGH AND NORMAL SCHOOL was instituted in 1852. The course, at first limited to two years, was afterwards extended to three-the scholars passing through a Junior, Middle, and Senior year. The instructors are now fourteen in number, a master, nine female assistants, and four male teachers who have charge of the departments of Drawing, French, German, and Vocal Music. An examination of candidates for admission is held on the two days following the Annual Exhibitions and Festival in July; when the candidates, the greater part of whom are graduates from the Grammar Schools, are required to prepare written answers to printed questions in Geography, Arithmetic, Grammar, and History. They are also examined in Reading, Writing, Spelling, and Oral Arithmetic. More than one thousand pupils have been admitted to this school. At the examination in July, there were one hundred and fifty-six applicants; ninety-nine were admitted unconditionally; thirty-seven on the condition of passing a second examination in one or more studies, and twenty were rejected. At the second examination in September, several new candidates presented themselves, with those conditionally received; and the whole number admitted this year is one hundred and fifty-two. The number of scholars has increased from one hundred and ninety in 1858, to three hundred and forty, twenty of whom have completed the prescribed course, and are permitted to continue their connection with the school, as an advanced class.

The pupils, after carefully reviewing their previous studies, are carried through an extended course of Natural, Intellectual, and Moral Philosophy, Astronomy, Chemistry, History, English Literature, Drawing, and Music, and the Latin, French, and German languages. They are encouraged to pursue the investigation of subjects beyond the limit of text-books, to form their own views, to express them freely and clearly, and to maintain them firmly. One of the most instructive and interesting exercises of this school is the analysis and criticism of the thoughts and sentiments of standard English authors, by the classes, under the supervision of their teachers. Questions of philosophy, points of history, and matters of taste are freely canvassed. There is no better method than this for bringing out the hidden powers of the mind, giving quickness and activity to the thoughts, and communicating the ability of expressing the ideas readily, and without confusion or hesitation. Not only is there a most thorough and complete education given in this institution; but, by the peculiar methods of teaching in use here, the pupils are eminently fitted to impart knowledge to others. The training of all the mental faculties is found to be the best preparation for instructing children. It requires a large amount of learning, remarkable clearness of thought, a firm grasp of ideas, a well-disciplined mind, a thorough knowledge of the English language, and accuracy in the use of words, to teach properly even the youngest pupils in our schools. Believing that a good Normal School, in which assistants for the Grammar Departments, and instructors of the Primary Schools are prepared for their several duties, must be a High School, the projectors of this institution appropriated the greater part of the course to the higher branches. A portion of the time, however, is given to the Normal Department. Special instruction in the theory and practice of teaching is imparted to all the young ladies; and they are allowed to be absent in some cases for a few days, in others for several weeks, in order to act as substitutes for the instructors in the city schools. Three hundred and twenty-two have, at different times, availed themselves of this privilege. At the examinations of candidates for the office of teachers, graduates from this school invariably stand among the first; and their success in the various positions which they have held, and the promotion of sixteen of them already to the post of head-assistant, prove that the school is admirably fulfilling both the objects for which it was instituted. The assistant teachers of this school are all graduates of the school. In October, 1859, when it became necessary to appoint new instructors on account of the increase in the number of scholars, an examination was held after public notice given in the newspapers. The eight young ladies who stood highest at that examination, had been educated at this school; and from their number the four assistants, since appointed, have been selected.

By the Report of the City Auditor for 1861, it appears that the