ascertain that on the part of certain endowed home fitting schools established on recent foundations, direct efforts are being made to counteract these deficiencies of earlier years by a systematic regulation of pupils' time—both as regards study and recreation. The result, as could be anticipated, is a marked broadening of the school course, as well as a decided decrease in the ages of the senior class pupils. It is because of the possibilities in this direction, as well as to respond to the rapidly increasing demand in the United States for them, that thoroughly good preparatory home schools, which shall fit boys for college and scientific school in a rational manner, are now especially in request. The average home school that fits for everything or anything, and that is a fraud from its glossy catalogue to its ornate diploma, is sufficiently well known to the average parent, and is not here alluded to. The home schools now needed to meet our modern requirements can have an existence only by virtue of some man or men willing to liberally endow them. It would seem, too, that the ideal preparatory home school should embrace at least six years of instruction. It should be fully equipped and prepared in all respects to respond thoroughly to the three distinct demands that are now made upon the modern fitting school, viz.: (1) preparation for college with all the maximum requirements in the classics; (2) preparation for college without Greek, but with adequate modern language and science-study substitutions; (3) preparation for the scientific school without Latin or Greek, but with equivalent and honest substitutions of somewhat increased mathematical instruction (as compared with the classical branches), together with modern languages and science studies, so taught that in all respects of severity of course they shall equal in disciplinary results the drill given in the classical courses.
To the response that may be made, to the effect that we already have preparatory schools doing precisely this work, and doing it well, it is claimed that the few facts presented in connection with this paper are in themselves a sufficient refutation. There is another point. The writer would be among the last to impugn the ability, the conscientious devotion, the peculiar fitness, even, of the heads, and, generally speaking, of the staffs of these classical schools, for he has the highest appreciation of them. But the fact remains that, with hardly an exception, the faculties of the old classical preparatory schools that have been erected on the old endowments seem to be incapable of giving absolutely fair and honest treatment to their so-called preparatory scientific or English adjuncts. They are bound hand and foot in the old traditional bonds. By reason of their educational bias they are precluded from yielding a hearty, enthusiastic response to any demand that a classical curriculum does not meet. In point of fact, why should
