4. A fourth aim which we have steadily before us, is to make _thorough_ work of whatever acquisition we attempt. A little knowledge, well learned and truly digested, and made a part of the pupil's own intellectual stores, is worth more to him than any amount of facts loosely and indiscriminately brought together. In intellectual, as in other tillage, the true secret of thrift is to plough deep, not to skim over a large surface. The prevailing tendency at this time, in systems of education, is unduly to multiply studies. So many new sciences are being brought within the pale of popular knowledge, that it is no longer possible, in a school like this, to embrace within its course of study all the subjects which it is practicable and desirable for people generally to know. Through the whole encyclopaedia of arts and sciences, there is hardly one which has not its advocates, and which has not strong claims to recognition. The teacher is simply infatuated who attempts to embrace them all in his curriculum. He thereby puts himself under an absolute necessity of being superficial, and he generates in his scholars pretension and conceit. Old James Ross, the grammarian, famous as a teacher in Philadelphia more than half a century ago, had on his sign simply these words, "Greek and Latin taught here." Assuredly I would not advocate quite so rigid an exclusion as that, nor, if limited to only two studies, would it be those. But I have often thought Mr. Ross's advertisement suggestive. Better even that extreme than the encyclopaedic system which figures so largely on some circulars. Mr. Ross indeed taught nothing but Latin and Greek. But he taught these languages better probably than they have ever been taught on this continent; and any two branches thoroughly mastered are of more service to the pupil than twenty branches known imperfectly and superficially. A limited field, then, and thorough work. This is our fourth aim. 5. As a fifth aim, we endeavor, in the selection of subjects of study, not to allow the common English branches, as they are called, to be shoved aside. To read well, to write a good hand, to be expert in arithmetic, to have such a knowledge of geography and history as to read intelligently what is going on and the world, to have such a knowledge of one's own language as to use it correctly and purely in speaking and composition,--these are attainments to be postponed to no others. These are points of primary importance, to be aimed at by every one, whatever else he may omit.