In regard to the course of studies to be pursued in intermediate schools, it is a question of great practical moment how to arrange the several branches to be taught to the pupils in such a way as to prepare them most efficiently for the future occupations of their lives. The course common to all ought to be made up of those studies which are alike necessary or important to all. In addition to these common studies, certain special branches should be taught, or the distinct branches of the common course more extensively carried out, for distinct classes of pupils, varying these optional studies according to the different occupations for which they are preparing. For instance, a moderate quantity of mathematics and a rudimental, general course of instruction in physical sciences are sufficient for all, except those who will need greater knowledge and practice in them for use in their profession. It is useless to attempt, in these days, education on the encyclopædic principle. The common and solid basis of all education once laid, the more specific it becomes, the better; and for want of good sense and skill in selecting studies, apportioning the relative time and labor given to them, and directing them to a definite end, very great waste and loss are incurred in education. One other most important point, which we merely notice, is the propriety of providing the most thorough instruction in the modern languages, especially the French, which can more easily be done, as we suppose, in the schools of which we are speaking, that no time whatever, or at most but a moderate amount, is given to the ancient languages. Without going further into details, it is obvious that schools of the intermediate class have an unlimited sphere in which they can give any kind and degree of instruction belonging to the most extensive and liberal education, deducting the classics, and stopping short of the university, properly so called. Nor is there any reason why, if we had universities in the highest sense of the term, the pupils of these schools should not afterward enjoy all the privileges they offer which do not require a knowledge of the ancient languages. We will not say anything on the vexed classical question. Did it seem to be practicable, we should strongly favor making the study of Latin a part of the education of all who go beyond the common rudiments, as well girls as boys, to such an extent that they could understand the divine offices of the church. For all other uses or advantages, we are inclined to think that many pupils who occupy a great deal of time in gaining a very imperfect smattering of Latin and Greek, might better spare it for other studies.[15]