development, shall believe that each stage of thought is a necessary one, that the best light is obtained by the historic method, and that the highest evolution of thought is to be found in the belief and practice of the advanced representatives of any line of investigation. The work of the conferences was to correlate the parts of each subject by the method of applying reason to history; it was the work of the committee proper to correlate these results by the same method. Whether the committee was large and varied enough to represent all sides is to be decided by the discussions of those best fitted to form opinions.
After a careful review of the work of our committee, I venture to make a formal list of opinions presented, most of which, I think, should be heartily indorsed, reserving till later the discussion of a few of them:
1. That work in many secondary-school studies should be begun earlier.
2. That each subject should be made to help every other, as, for example, history should contribute to the study of English, and natural history should be correlated with language, drawing, literature, and geography.
3. That every subject should be taught in the same way, whether in preparation for college or as part of a finishing course.
4. That more highly trained teachers are needed, especially for subjects that are receiving increased attention, as the various sciences and history.
5. That in all scientific subjects, laboratory work should be extended and improved.
