But in regard to the number of hours of confinement, and amount of study required of children, it is hard to believe that schools have ever been much more murderously exacting than now. The substitution of the single session of five hours for the old arrangement of two sessions of three hours each, with a two-hours interval at noon, was regarded as a great gain. So it would be, if all the brain-work of the day were done in that time; but in most schools with the five-hours session, there is next to no provision for studying in school-hours, and the pupils are required to learn two, three, or four lessons at home. Now, when is your boy to learn these lessons? Not in the morning, before school; that is plain. School ends at two. Few children live sufficiently near their schools to get home to dinner before half past two o'clock. We say nothing of the undesirableness of taking the hearty meal of the day immediately after five hours of mental fatigue; it is probably a less evil than the late dinner at six, and we are in a region where we are grateful for _less_ evils! Dinner is over at quarter past three; we make close estimates. In winter there is left less than two hours before dark. This is all the time the child is to have for out-door play; two hours and a half (counting in his recess) out of twenty-four. Ask any farmer, even the stupidest, how well his colt or his lamb would grow if it had but two hours a day of absolute freedom and exercise in the open air, and that in the dark and the chill of a late afternoon! In spite of the dark and the chill, however, your boy skates or slides on until he is called in by you, who, if you are an American mother, care a great deal more than he does for the bad marks which will stand on his week's report if those three lessons are not learned before bed-time. He is tired and cold; he does not want to study--who would? It is six o'clock before he is fairly at it. You work harder than he does, and in half an hour one lesson is learned; then comes tea. After tea half an hour, or perhaps an hour, remains before bed-time; in this time, which ought to be spent in light, cheerful talk or play, the rest of the lessons must be learned. He is sleepy and discouraged. Words which in the freshness of the morning he would have learned in a very few moments with ease, it is now simply out of his power to commit to memory. You, if you are not superhuman, grow impatient. At eight o'clock he goes to bed, his brain excited and wearied, in no condition for healthful sleep; and his heart oppressed with the fear of "missing" in the next day's recitations. And this is one out of the school-year's two hundred and sixteen days--all of which will be like this, or worse. One of the most pitiful sights we have seen for months was a little group of four dear children, gathered round the library lamp, trying to learn the next day's lessons in time to have a story read to them before going to bed.