The first examination for admission to the High School was held July 15th, 1856. The whole number examined was 158. Of these, 114, were admitted, and 44 rejected. The per cent. of correct answers required for admission at this examination was fifty. A special examination was held Oct. 1st., for those only whose rank at the previous examination stood as high as forty per cent., and those who had been detained from the examination by sickness. The number admitted at this examination was 11, and the number rejected 24. At the examination held Dec. 19th, the whole number of applicants was 204; of whom 51 were admitted and 153 rejected. The per cent. of correct answers required for admission at this examination was fifty-seven.

But

It is essential to a complete system of free schools, that provision should be made for a thorough course of instruction in the higher as well as lower branches of study and discipline, and such an education Chicago now freely offers to the humblest of her children. while it is the duty of the city to make this provision for those whose time allows them to pursue a more extended course of study, the value and importance of the High School are not to be estimated simply by the influence it exerts upon its own pupils. Before the opening of the New York Free Academy, one of the principal arguments advanced for its establishment, was the influence it would exert upon the common schools; and after it has completed the seventh year of its existence, the Board of Education, in their last Report, appeal to its history as evidence that this expectation of its projectors has not been disappointed. As early as 1844, the Controllers of the Public Schools of Philadelphia, in speaking of the High School of that city, expressed the opinion that "the influence of the institution upon the other schools is believed to be worth more than all it cost, independent of the advantages received by its actual pupils." Similar sentiments are embodied in the School Reports of Cincinnati, Providence, and other cities. Although it is now but a few months since the opening of the Chicago High School, it is already exercising a salutary influence through every grade of the public schools. Rightly directed, this influence has, in other cities, been found to do more to elevate the lower schools than any other agency that could be brought to bear upon them. It is by no means confined to those who are expecting soon to offer themselves as candidates for admission to the High School. While they are putting forth their best efforts for the accomplishment of this object, they become in turn so many examples by which those below are stimulated to increased diligence and zeal, and thus a healthy tone of action is given to every part of the system, from the highest to the lowest.

The rule requiring a period of attendance upon the public schools, as a condition of admission to the High School, is essential to the greatest improvement of the Grammar and Primary Schools; but it has been found in other cities, that all the substantial benefits of this rule are gained by requiring a single year's attendance upon the public schools. I would, therefore, suggest, that it may be desirable to rescind or modify the rule requiring two years' attendance.

Organization.-No pains have been spared by the Board of Inspectors, to give the High School a right direction at the beginning; and I believe that such an institution could hardly be opened under similar circumstances, with a better system of classification and instruction, or with greater promise of permanent usefulness and success. The three Departments-Classical, English High, and Normalare now fully and distinctly organized under one general direction, as parts of a complete system of higher education. Provision is made for instruction in the modern languages, and the class in German already numbers forty-seven, and the class in French forty. The Board were fortunate in securing the services of a principal who is eminently qualified for the situation which he is called to fill. To his practical wisdom and untiring devotion to the interests of the school, it is in a great degree indebted for the elevated position it has already attained. Special mention should also be made of the fidelity and earnestness of the teachers who have assisted in the organization and instruction of the different departments.

The number of pupils enrolled in the High School at the present time, is one hundred and fifty-one. Of these, fifty belong to the Classical Department, seventy-nine to the English High, and twentytwo to the Normal Department. The building has accommodations for about three hundred and twenty pupils. The average age of the pupils in the High School, on the 1st of January, 1857, was fifteen and seven-twelfths years. The average age in the Classical Department was fifteen and six-twelfths; in the English High Department, fifteen and one-twelfth, and in the Normal Department, seventeen and nine-twelfths. The Normal or Teachers' Department, which has opened under favorable auspices, is one of the most important features of our system of public schools; and we may reasonably hope that a large portion of the female teachers employed in the Grammar and Primary Schools, will hereafter be furnished by our own Normal School.

Written Examinations.-Besides frequent oral reviews in the different branches of study, at the close of each term the several classes are subjected to a written examination on all the general topics to which they have attended, and no pupil is advanced to a higher class

till he has fully established his claim to the new position. These written reviews are among the most successful means that can be employed for securing thoroughness and accuracy of scholarship. Several topics are written distinctly on the black-board, and the pupils are required to expand them as fully and accurately as possible. Each pupil is seated by himself, and furnished with pen and paper; but receives no assistance, direct or indirect, from either teacher or text-book. This mode of examining a class accomplishes at least three important objects at the same time. It affords a thorough test of the pupil's knowledge of the subject; it is one of the best methods of cultivating freedom and accuracy in the use of language; and it furnishes a valuable discipline to the pupil's mind, by throwing him entirely on his

own resources.

Course of Study.-The following course of study and instruction has been adopted by the Board of Inspectors:

ENGLISH DEPARTMENT.

1. Preparatory studies reviewed, using the text-books authorized in the Grammar Schools. 2. Warren's Physical Geography. 3. Weber's Universal History. 4. Ancient Geography. 5. Greenleaf's National Arithmetic. 6. Greenleaf's Algebra. 7. Davie's Legendre. 8. Plane and Spherical Trigonometry. 9. Mensuration. 10. Gillespie's Surveying. 11. Navigation. 12. Crittenden's Elementary Book-Keeping. 13. Botany. 14. Burritt's Geography of the Heavens. 15. Higher Astronomy. 16. Cutter's Physiology. 17. Tate's Natural Philosophy. 18. Youman's Chemistry. 19. Geology and Mineralogy. 20. Rhetoric. 21. Logic. 22. Wayland's Political Economy. 23. Principles of Government. 24. Wayland's Mental Philosophy. 25. Wayland's Moral Science. 26. Etymology. 27. English Litera ture. 28. Hillard's First Class Reader. 29. Drawing. 30. Vocal Music. 31. German or French. Woodbury's German Series. Fasquelle's French Course. 32. Recitations and Compositions.

NORMAL DEPARTMENT.

Nos. 1, 2, 3, 4, 5, 6, 7, 12, 13, 14, 16, 17, 18, 19, 20, 23, 24, 25, 26, 27, 28, 29, 30, 32. Theory and Practice of Teaching. German aud French; both optional.

CLASSICAL DEPARTMENT.

Nos. 1, 2, 3, 4, 5, 6, 7, 14, 16, 17, 26, 28, 30, 32. Andrews' and Zumpt's Latin Grammars. Harkness' Arnold's First and Second Latin Lessons. Arnold's Latin Prose Composition. Andrew's Cæsar. Johnson's Cicero. Bowen's Virgil. Andrew's Latin Lexicon. Anthon's Classical Dictionary. Crosby's Greek Grammar. Crosby's Greek Lessons. Arnold's Greek Prose Composition. Felton's Greek ReadBoise's Xenophon's Anabasis. Owen's Homer's Iliad. Liddell and Scott's Greek Lexicon.

er.

Building. The building erected for the Public High School in 1856, is 88 feet long by 52 feet, with central projection 5 feet by 25. The first and second stories are each 14 feet, and the third 17 feet high in the clear, with a basement 7 feet high. There are ten classrooms each 23 feet by 35 feet, and a hall in the third story 48 by 48 feet. The outer walls are built of stone and the partitions throughout of brick. The whole cost of building and furniture was about $50,000, exclusive of the lot which is 200 feet square, and is estimated at $20,000.