In the Institution here described, a systematic course of study is adopted, as in our colleges; designed to occupy three years. The following slight outline of the course, will exhibit the liberal plan adopted in this respect. In Mathematics, the whole of Arithmetic contained in the larger works used in schools, the whole of Euclid, and such portions from Day's Mathematics as are requisite to enable the pupils to demonstrate the various problems in Olmsted's larger work on Natural Philosophy. In Language, besides English Grammar, a short course in Latin is required, sufficient to secure an understanding of the philosophy of the language, and that kind of mental discipline which the exercise of translating affords. In Philosophy, Chemistry, Astronomy, Botany, Geology and Mineralogy, Intellectual and Moral Philosophy, Political Economy, and the Evidences of Christianity, the same textbooks are used as are required at our best colleges. In Geography, the most thorough course is adopted; and in History, a more complete knowledge is secured, by means of charts and textbooks, than most of our colleges offer. To these branches, are added Griscom's Physiology,[E] Bigelow's Technology, and Jahn's Archaeology, together with a course of instruction in polite literature, for which Chambers's English Literature is employed as the text-book, each recitation being attended with selections and criticisms, from teacher or pupils, on the various authors brought into notice. Vocal Music, on the plan of the Boston Academy, is a part of the daily instructions. Linear drawing, and pencilling, are designed also to be a part of the course. Instrumental Music is taught, but not as a part of the regular course of study. To secure the proper instruction in all these branches, the division of labor, adopted in colleges, is pursued. Each teacher has distinct branches as her department, for which she is responsible, and in which she is independent. One teacher performs the duties of a _governess_, in maintaining rules, and attending to the habits and manners of the pupils. By this method, the teachers have sufficient time, both to prepare themselves, and to impart instruction and illustration in the class-room. In this Institution it is made a direct object of effort _to cure defects_ of _character and habits_. At the frequent meetings of the Principal and teachers, the peculiarities of each pupil are made the subjects of inquiry; and methods are devised for remedying defects through the personal influence of the several teachers. This, when thus made a direct object of combined effort, often secures results most gratifying and encouraging.