Sir John Lubbock complains that “A thousand hours in the most precious seed-time of life of millions of children spent in learning that _i_ must follow _e_ in _conceive_, and precede it in _believe_; that two _e’s_ must, no one knows why, come together in _proceed_ and _exceed_, and be separated in _precede_ and _accede_; that _uncle_ must be spelled with a _c_, but ankle with a _k_,--while lessons in health and thrift, sewing and cooking, which should make the life of the poor tolerable, and elementary singing and drawing which should make it pleasant, and push out lower and degrading amusements, are in many cases almost vainly trying to gain admission.” Take the course all through, and what is there about it that should require any great consumption of time? Reading certainly is not hard to acquire. Children out of school learn it in spite of any efforts to hold them back. Spelling is learned more effectually through reading than from any text-book. Writing requires only a model of which copies may be made, for there is no business man in New York or in any other large city who writes a copy-book hand. If he did, he would be considered incompetent for whatever position he may occupy. The first thing that a boy must learn on leaving school is to unlearn his writing-lessons. Arithmetic undoubtedly requires considerable practice to make the pupil perfect and quick in computations, but as it consists entirely of applications of the first four rules, why is it that so much time is spent over the text-books and very abstract propositions and problems? Text-books of arithmetic seem to be skilfully designed for the purpose of keeping the child from practical knowledge on the subject as long as possible. Examples that are called practical are given in many of these books, but only after a large amount of figuring, the purpose of which the pupil is not allowed to clearly understand. A man whose education in figures has been obtained on the sidewalk with a piece of chalk will cypher more accurately and quickly any problem of ordinary nature that may be given him than his own son or daughter who has been several years in school, because he understands the relations and purposes of the factors, which never seem to be impressed upon the child. General F. A. Walker, once superintendent of the census and now president of the Boston Institute of Technology, says: “The old-fashioned readiness and correctness of cyphering have been to a large degree sacrificed by the methods which it is now proposed to reform. A false arithmetic has grown up and has largely crowded out of place that true arithmetic, which is nothing but the art of numbers.”