in the regular course, which the Principal was directed to arrange “Sn such manner as, in his judgment, will best contribute to the interests of the Institution.’’ ‘The specific action of the Board as to studies was as follows:
“The Board direct that the course of study include Orthography, with the Elementary Sounds of the Language;—Reading and Penmanship;—Geography, including the use of Outline Maps and instruction in Map Drawing;—Oral and Written Arithmetic, including Higher Arithmetic;—English Grammar, English Composition, and English Literature ;—Logic and Rhetoric;—Philosophy of History, and History of the United States;—Elementary and Higher Algebra;—Bookkeeping by Single and Double Entry;—Geometry, Surveying and Mensuration ;— Descriptive Astronomy, including Mathematical Geography ;— Political Economy and the Science of Government;—Drawing, including Perspective;—Vhysiology and Hygiene;—Natural Philosophy, Chemistry and Agricultural Chemistry; Botany, Geology and Meteorology ;—Natural Theology ;—Theory and Practice of Teaching, Vocal Music, Composition, Declamation and Rhetorical Reading, throughout the course.’’ (Records of Board of Education. pp. 72-73.)
At the same time the Board adopted a somewhat formal code of rules for the government of the school, setting forth, with considerable detail, the powers and duties of the Principal and of the members of the ‘‘Board of Instruction.’’ As these rules do not differ essentially from those usually found in similar institutions it is unneccessary to quote from them. ‘The Principal and the teacher in charge of the model school were authorized to prepare regulations for the management of that department. (Records of Board of Education. pp. 74-78.)
During the next two years some modifications were made in the regulations respecting admission to the school, and some changes were made in the course of studies. In the Catalogue for 1857-8, the Principal appears as teacher of Intellectual Philosophy. which shows that this study had been restored to the curriculum. Joseph E. Cary appears as teacher of the Latin Language and Literature. This, with the announcement that Latin and German were optional throughout the entire course, indicates that the feeling against the introduction of other languages than the English into the school, had considerably abated. Representatives were allowed to appoint three pupils in
