Education will, therefore, be finished at these ages: The large class of children of the very poor, at ten or eleven years. Another class will go out at the end of the first period of the secondary (the old Grammar course) and enter society fairly well equipped for the ordinary pursuits of life at twelve or thirteen. The second class completes school life, at the end of the public school course, at the age of fourteen or fifteen, well educated; a still smaller class completes the liberal College course at seventeen or eighteen, while the winnowing of all classes produces the comparatively small group of scholars and professionals who are able to enter life fully equipped, with such knowledge as can be obtained from books, at twenty-one to twenty-two. The student who skips the College and short-circuits from the High School to the University may graduate from his professional course with honor at nineteen or twenty, but will always lack that something that enables the man with the wider culture and discipline to win in the race of life. The points in which the foregoing differs from the plan commonly adopted in United States are: the introduction of two modern languages at the language period of life, for their own value, to improve the study of the mother tongue and to develop earlier the comparative process as mental discipline; the shortening of the College course to three years and reducing school life by at least two and possibly three years, leaving some of the enthusiasm of youth for the first years of independent self-supporting life, also shortening the period of parental support. No attempt is made here to indicate the exact organization of the various courses; the purpose and logical distribution is what is sought to show. We have been able to see the finished product of the system and feel sure it is an improvement upon the old plan. This is the system of schools known as “Mackenzie College” and the “Eschola Americana” at S. Paulo, Brazil, and is intended to serve, in a modest way, as a model of American education for Brazil.--_Dr. H. M. Lane, in The Brazilian Bulletin._ RELIGIOUS INSTRUCTION IN SCHOOLS. There is much vague talk about religious teaching, its relation to other branches, the time that can be given to it, its character, etc. In order to show what we think about it, we venture to give extracts from our last annual circular to the teachers of the American schools at S. Paulo on the subject. General considerations to which the attention of young teachers is called: 1.--The opening of school is not a religious ceremony, but a _devotional_ exercise. If arranged with skill it may be made so attractive to children that none will want to miss it (thus tardiness may be diminished); if it holds attention, it cannot fail to teach the lesson.