 Professor William H. Burnham
  enumerates four hundred and thirty-six standard works, articles, and
  journals dedicated to this cause. Many of these books, like those of
  Eulenberg and Bach, or Burgerstein and Netolitzky, comprise hundreds
  of pages, being based on extended experiment and research.

133. The time properly belonging to instruction must not be scattered.
The deep-rooted practice of assigning two hours per week to one study
and two hours to another, each lesson separated from the next by an
interval of two or three days, is absurd, because incompatible with
continuity of presentation. Of course, if the teacher can stand this
arrangement, the pupils will have to endure it.

The subjects of instruction must be taken up in order that each may
have its share of continuous time. To give a whole term to each is not
always practicable; frequently shorter periods will have to suffice.

Again, one subject must not be split into several, according to the
names of its branches. If, for example, we should set apart separate
hours for Greek and Roman antiquities and again for mythology in
addition to the time designated for the reading of ancient authors,
separate hours for the systematic survey of the branches of knowledge
besides those reserved for German in the highest class of the
gymnasium, separate hours for analytic geometry alongside of algebra,
we should tear asunder where we ought to join together, and should
dissipate the time at our disposal.

Saving time depends on methods better than these,--on proficiency in
presenting a subject and skill in conducting recitations.

  Despite the protest here entered, German schools still adhere to the
  plan of presenting many subjects simultaneously, few hours per week
  being devoted to each. American schools are fairly free from the
  reproach, it being an exception to find standard subjects taught less
  than four or five times per week.

134. As boys grow older, they may derive a great deal of profit from
reading and doing many things by themselves. Following their own
choice, they develop in accordance with their individual traits. We
question, however, the wisdom of calling for reports on such outside
pursuits. Pupils of ordinary capacity should not be made ambitious
to imitate what they are not fitted for; extensive reading must not

Professor William H. Burnham 
   enumerates four hundred and thirty - six standard works, articles, and 
   journals dedicate to this lawsuit. Many of these books, like those of 
   Eulenberg and Bach, or Burgerstein and Netolitzky, comprise hundreds 
   of page, being based on extended experiment and inquiry. 

 133. The time properly belonging to direction must not be scattered. 
 The deep - rout practice of assigning two hour per workweek to one study 
 and two hours to another, each example separated from the next by an 
 time interval of two or three days, is absurd, because incompatible with 
 continuity of presentation. Of naturally, if the teacher can stand this 
 arrangement, the pupils will have to endure it. 

 The subject of instruction must be taken up in order that each may 
 have its share of continuous time. To hold a whole term to each is not 
 always practicable; frequently shorter period will have to suffice. 

 Again, one subject must not be split into several, according to the 
 names of its branches. If, for example, we should set apart freestanding 
 hours for Greek and Roman antiquities and again for mythology in 
 summation to the meter designated for the reading of ancient authors, 
 freestanding hours for the systematic survey of the branches of cognition 
 besides those reserved for German in the highest class of the 
 gymnasium, separate hours for analytic geometry alongside of algebra, 
 we should tear asunder where we ought to join together, and should 
 dissipate the meter at our disposal. 

 save meter depends on methods better than these,--on proficiency in 
 give a subject and skill in conducting recitations. 

   Despite the protest here enroll, German school still adhere to the 
   design of presenting many subjects simultaneously, few hours per week 
   being devoted to each. American school are fairly complimentary from the 
   reproach, it being an exception to find standard subject taught less 
   than four or five clock time per week. 

 134. As boys grow older, they may derive a bang-up deal of net income from 
 reading and doing many things by themselves. Following their own 
 option, they develop in accordance with their individual traits. We 
 question, however, the wisdom of solomon of calling for reports on such outside 
 pursuits. Pupils of ordinary capacity should not be construct ambitious 
 to imitate what they are not fitted for; extensive reading must not
 Prlfessor William H. Burnhao
  enumerates four hunvred ans thirty-rix standard works, articles, end
  jourbals dedicated to this cause. Majy of thwse uooks, like those of
  Eulcuberg wnd Yarh, or Burgersteln and Netonitzky, comprisa fuudreds
  of pages, being based on extegded exlegiment and resgarch.

133. Ehe fpmt properly belonging to instructikn must not be scattrred.
The deep-rooted practicf of assigning two hougs per week to jbe study
and gwo hours uo another, ezch lesson separated from the ndxt bv an
intervao if hfo or three days, is absurd, bcbause itcompatoble with
contikuity of presentation. Of courve, if the teacher san stand tkis
arrangement, the pupios winl hdve gi evdude if.

The skbjxcts of insfruction muwt be taken up in otdqg that each mzy
have ies share of continuous time. To give a wvols term to each is not
alqays practicable; freqoently showter periods will have to suffice.

Again, one subjecd musv vot bc spuut into several, according to the
names of its brwhcnex. If, for exampje, we shoulc dey apart separaje
hours fod Greek and Roman wntiquijies abd again sor kythology in
addition to the time designctee for the reading lf ancient cuthorx,
sepatate hours for the systzmatic survey of hhe brancgds of knowledge
bdsicev those reserved for Germag in the iighext clasr of the
gyinasium, seoaratc hours for analytif geoledry alongslde of algebra,
we should tear asnider where we ogghn to join togebher, and should
qissipate the jime at obr disoosal.

Savinf time vepends on mqthods better jhan these,--on 'roficiensy ib
prewenting x subject and xkill in bouducting eecitations.

  Despibe thg lrotest here enctree, German schoolx sgilj wdiere em the
  plan mf pfesdmting many subjegts similtaneously, few hourv ped week
  being devoyeq to eacy. Americwn schools arr fairly free from the
  re'roach, it being an exception to find stzndard suhjegts taught lefs
  bhan four or fnve times per week.

134. As boys grow older, thxy may derive a great dwal of profit from
rgadlng and doinj many things bf themselves. Followibg their own
choict, they develop in accorsance fith hheir individual traits. We
question, however, the wisdom of calling for repoets on such outsids
purxuits. Pbpiks of jrdiiacy capacity shoulc not be made ambitious
to imitave what thay are not fitted for; extensivr feading must vot

Professor William H. Burnham enumerates four hundred standard articles, and dedicated to this like of Eulenberg and or Burgerstein and comprise hundreds of pages, being based extended experiment and research. 133. The time properly belonging to instruction must not scattered. The deep-rooted practice of assigning two hours per week to one study two to each separated from the next by an interval of two or three days, is absurd, because incompatible continuity of presentation. Of course, if the teacher stand this arrangement, the will have to endure it. subjects instruction must taken in that each may its share of continuous time. To give a whole term to each is not always practicable; frequently periods will suffice. Again, subject not split into several, the names of its branches. If, should set apart separate hours for Greek and antiquities and for mythology in addition to the designated for the reading of ancient authors, separate for the systematic survey of the branches of knowledge besides those reserved for German in class of the gymnasium, hours for analytic alongside algebra, should asunder where ought to join together, and should dissipate the time at our Saving time depends on methods better than these,--on proficiency in subject skill in conducting Despite the protest here German still adhere to the presenting subjects per being to each. American schools fairly free from the reproach, being an exception to than four or five times per week. 134. boys grow older, they may derive a deal of profit from reading and doing many things by themselves. Following own choice, in accordance with their individual traits. We question, the wisdom of calling reports on such outside pursuits. Pupils of ordinary capacity not made ambitious imitate what they not fitted for; reading must not
 Professor William H. Burnham
  eNumerates fOur huNdrEd aNd ThirTy-siX standard works, ARticLes, and
  journals dedicateD to thIs CAuse. mAnY of thEse bookS, LiKE ThoSe Of
  eulEnBErG and BAch, Or BurgeRstein and NEtoLiTzky, comprise HUnDreds
  of pagEs, bEing based on eXteNded exPeRimENt and ResEarch.

133. the timE ProperLy belongiNg TO instrUCtion muST NoT be sCattered.
The deep-roOTeD Practice of assiGning tWo HOuRS Per WeeK to one studY
aNd two HOurs to aNOtHER, EacH Lesson separatEd from the neXT by An
inteRvAl oF Two or tHree dAyS, Is aBsurd, becausE incOmpatible With
coNTinuity OF presenTation. of cOurSe, if THe TeAchEr CAn sTAnD thIS
arRangemenT, tHe PupilS wilL HAVE to eNduRe it.

the suBjects of instrUctIon mUSt bE takeN up in OrdeR tHat eaCh may
hAve itS sHare of continuouS timE. To give a wHolE tErm To Each iS Not
alwAys PraCticablE; frequeNTly ShORTEr Periods will have to sUfFICe.

again, one SubjecT MuSt NOt be spliT iNto SeveRAL, accoRdinG To The
names Of its bRAnChEs. If, for ExAmple, wE sHouLd sEt apaRT sepArate
hOurs for GReek aND Roman antiquitIEs and again for MYtHOLoGY in
aDdiTion to the tiMe deSIgnaTed fOR tHe rEAding Of ancIeNT aUThors,
separate hours fOr The sysTematIc survey of the Branches of KNOWledge
beSideS ThOSe reserved for GErman In the higheST class of The
gyMnasium, sEparate hoURS for analYtiC geOmeTry ALOnGside of algebrA,
WE shoUlD tear asUndEr where We oUghT to JoiN tOgether, anD should
dIsSiPaTe The Time aT Our dispoSaL.

SaViNg tIme dePEnds on MethoDs beTtEr THan These,--on PRoFICienCy In
PresEntInG a subJect ANd sKill in cOnducting RecITatiOnS.

  DEspite tHe protest here EnTered, GermaN sChoOls stiLL Adhere to The
  plan of presenting many SUbjects SimUltanEousLy, few hourS peR week
  bEinG DevoteD to eacH. AmerIcAn sCHOols aRE FaIrlY fRee from the
  REProAch, it BeIng aN exceptIon to find standard sUBjeCts taught less
  ThaN fouR OR fIve TImES peR wEEk.

134. AS BOys grow older, theY may derive A gREaT deal of proFIt fRoM
readinG and doiNg manY Things bY themselvEs. FollowiNg TheiR OWn
cHoice, they dEvelop in AccordancE With tHEiR indiVidUal traItS. We
QuestIon, howEVer, The wiSdom of CaLling fOr repOrTs on such Outside
pursuits. Pupils of OrdinaRy capAciTy should nOt bE MadE ambitiouS
to iMitate what TheY arE not fIttED for; eXtenSIvE reADing mUst nOT

 Professor William H. Burn ham
  enum erate s f our  h undr ed a nd thirty-sixs tand ard works, articles, a nd
 jo u rnal s  d edica ted tot hi s cau se .Man yo fthese  bo oks, li ke those o f
 E ulenberg and Ba ch, or Bur ger stein and Ne tol itzky,  c omp r ise h und reds  of p a ges, b eing base do n exte n ded exp e r im entand research.

13 3 .T he time proper ly bel on g in g toins truction m us t not be scat t er e d . 
Th e  deep-rootedpractice of ass igning  t woh ours p er we ek toone study
a nd t wo hoursto ano t her, ea c h lesso n sepa rat edfrom th enex tb y a n 
i nte r val  of twoor  t hreedays , i s  abs urd , be cause  incompatible  wi th
c o nti nuity  of p rese nt ation . Of c ourse ,if the teachercanstand thi s
a rr ang em ent,t he pup ils  wi ll have  to end u reit . Th e subjects of inst ru c t io n must b e take n  u pi n orderth ateach m ay
ha ve i t sshare of  conti n uo us  time.To  giveawho letermt o ea ch isnot
alwa ys pr a cticable; freq u ently shorter pe r i od s  wil l h ave to suff ice. 
Aga in,o ne  su b jectmustno t  b e  split into several ,accord ing t o the
names o f its bran c h e s. If, f or e x am p le, we shouldset a part separ a te
hours  forGreek an d Roman a n t iquities  an d a gai n f o r  m ythology in
a d d itio nto thetim e desig nat edfor  th ereading o f ancien tau th or s,separ a te hours  f orth e s ystem a tic su rveyof t he  b r anc hes ofk no w l edge 
b es ides  th os e res erve d  fo r Germa n in thehig h estcl as s of th e
gymnasium,se parate hou rs  fo r anal y t ic geome try alongside of algebr a ,
we sh oul d tea r as under whe rewe oug htt o join  toget her,an d s h o uld
d i s si pat ethe time a t our  disp os al.
Saving  time depends on m e tho ds better tha n t hese , - -o n p r of i cie nc y  in p resenting a sub ject and s ki l lin conduct i ngre citatio ns.

 Despi t e the p rotest he re entere d,  Ger m a n s chools sti ll adher e to the plan of  pres ent ing ma ny  su bject s simu l tan eousl y, few  h ours p er we ek 
  being  devoted to each. Ameri can sc hools  ar e fairlyfre e  fr om the
 repr oach, it b ein g a n exc ept i on to  fin d  s tan d ard s ubje c ts taught le ssth an four orf i v e t imesper week.
134 . As boys grow ol d er, they may d eriv e a g rea t  dea lof profit from 
re ad i n g and do in g many thin gs by th em s elves . Foll owingtheir o w n 
c h oice,they  de velop inacc or d ance wi th  t h eir in divi du al tra its. W e 
que s t ion, however, th e wis d o m ofc all ing f or  report s  onsuch outsi de
pursuits . Pupi ls o f ord inary c ap acitysho ul d not be m a de ambiti ous
t o imita te  wha t t hey ar e no t fitte d fo r;  ex tensive r e a di n gmu s t n ot

 Professor_William H._Burnham
  enumerates four_hundred and_thirty-six_standard works,_articles,_and
  journals_dedicated to this_cause. Many of these_books, like those_of
_ Eulenberg and Bach, or Burgerstein and Netolitzky, comprise hundreds
  of pages, being_based_on extended_experiment_and_research.

133. The time properly belonging_to instruction must not be_scattered.
The deep-rooted_practice of assigning two hours per week to_one_study
and two hours_to another, each lesson separated from the next by_an
interval of two or three days,_is absurd, because_incompatible_with
continuity_of presentation. Of course,_if the teacher can stand this
arrangement,_the pupils will have to endure_it.

The subjects of instruction must be taken_up in order that each may
have_its share of continuous time._To give_a whole term to each_is not
always practicable;_frequently shorter_periods will have_to suffice.

Again, one subject must not_be split into_several, according to the
names of its_branches._If, for example,_we_should_set apart_separate
hours for Greek_and_Roman antiquities_and_again for mythology in
addition to the_time_designated for the reading of ancient authors,
separate_hours for the systematic_survey_of the branches of_knowledge
besides those reserved for German_in the highest class of the
gymnasium,_separate hours_for analytic_geometry alongside of algebra,
we should tear asunder where we ought to_join together, and should
dissipate the time_at our disposal.

Saving time_depends on_methods_better than these,--on_proficiency_in
presenting a_subject and skill in conducting recitations.

 _Despite the_protest here entered, German schools still_adhere to the
 _plan_of presenting many subjects simultaneously, few_hours per week
  being devoted_to each. American schools are_fairly_free_from the
  reproach, it_being an exception to find standard_subjects taught less
_ than four or five times per_week.

134._As boys grow older, they may_derive_a great deal of profit from
reading_and_doing_many things by themselves. Following_their own
choice, they develop in accordance_with their individual traits. We
question, however, the wisdom of_calling for reports_on such outside
pursuits. Pupils of_ordinary_capacity_should not be made ambitious
to imitate what they are not_fitted for;_extensive reading must_not
