f. Assmann, "The Study of History," (Das Studium der Geschichte,) Brunswick, 1849, recommends beginning with myths and chronological reviews. g. G. Weber, "Historical Instruction in the Schools," (Der Geschichtsunterricht auf Schulen,) Heidelberg, 1850, contains very good hints for gymnasia, real and common schools, etc., etc. Besides the prefaces to many text-books, etc., we may mention Diesterweg's "Rhine Gazette," (Rheinische Blätter,) of 1835, 1840, 1842; General School Gazette of Darmstadt, of 1834, 1841, 1843, 1848; Mager's Pedagogical Review, of 1841, 1845, 1851, 1853, and 1854; the Schulblatt des provinz Brandenburg, 1851, 1852; Löw's Pedagogical Monthly Review, 1848, 1853, etc. Also, Diesterweg's, "Directory," (Wegweiser,) II.; and Nacke, Pedagogisches Jahresbericht, I., III., V., VII., etc.

25-40. Books and Maps. (On methods, see No. 24.) Text-book on Prussian History, Löschke, (the best.)

For private reading: Zimmermann, "History of Hohenzollern,” (Geschichte der Hohenzollern;) Reiche, "The former times of Prussia," (Preussen's Vorzeit ;) Kloss, etc.

Collection of patriotic poems: Müller & Kletke, Berg, etc.

Short text-books on German History: Asmus, Kohlrausch, Eder, Böttiger, Grobe, and Dittmar. (The last is the best.)

Larger Histories of Germany: Pfister, K. A. Menzel, W. Menzel, Luden, Ranke, Raumer, Bülau, Lochner, Wietersheim, etc., etc.

For private reading on German History: Ramshorn, Niemeyer, (Deutscher Plutarch,) Henning, Wolff, (Germania,) Vogel, (Germania,) etc.

Collection of historical poems on German History: Wagner, A. Müller, H. Kletke, A. W. Grube, Zimmermann, A. Böttger, etc.

Text-books on General History: a. short, Dittmar, (the best;) b. larger, Leo, Wachler, Arndt, Ellendt, Dittmar, Wachsmuth, Schlosser, Dietsch, etc. (All of them used only in gymnasia and real schools.

Popular histories, with much material for biographical instruction: Böttger, Schwartz, A. W. Grube, (Characterbilder,) Vogel, (Geschichtsbilder,) Becker, etc. Classical Histories, partly on single periods: Schlosser, (the 18th century,) Raumer, (Hohenstaufen,) Eichhorn, Luden, Heeren & Ukert, Leo, Rehm, Wilken, (Crusades,) Bredow, Niebuhr, (Rome,) Ranke, (Popes and Reformation,) Dunker, Peter, O. Müller, (Greece,) Poelitz, W. Menzel, Arndt, Dahlmann, Wachsmuth, etc. For private reading on General History: Schwab, "Ancient History,” (Sagen des Alterthums;) Lange, "Histories from Herodotus," (Geschichten aus Herodot ;) Niebuhr, "Heroic History of Greece," (Griechische Heroengeschichte ;) Homberg, "Biographies of celebrated Greeks," (Biographien berhümter Griechen,) etc.

For well educated readers: Kletke, "Antiquity in its chief movements," (Das Alterthum in seinen Hauptmomenten.) (Excellent.)

Historical Tables, very simple: Wander, Bredow, Schäfer, Dielitz, Püty, K. Th. Wagner, Peter; larger, Kohlrausch, Pischon, Lochner.

Historical Maps: a. small, Schaarschmidt, Muhlert, Rodowicz, König, etc. b. Larger, Wedell, Spuner; (Best and classical.) c. For the wall, (Wandkarten,) Vogel, (Europe;) Bretschneider, (Europe;) Hoffmann, (ancient world ;) Holle, Kiepert, (ancient times.)

Historical Pictures: Dethier, Historisch-chronologische Gallerie; a collection of 1500 medallions. Gross, "History of the World in Pictures," (Weltgeschichte in bildern.) The very best on German history is K. H. Hermann's Geschichte des Deutschen Volks, (History of the German Nation,) in 15 pictures.

XIV. WOODWARD HIGH SCHOOL IN CINCINNATI.

THE System of Common Schools in Cincinnati was established in 1828-29 under a special act of the Legislature, by which a tax of $7,000 was annually imposed for the building of school-houses, and a like amount, in addition to the state appropriation, for the support of the schools. Under this act, school-houses were erected, in point of location, size and internal convenience, greatly in advance of the generally received notions of school architecture.

In 1834 the system was greatly extended, and, in 1845, the trustees were authorized to establish schools of different grades, and in 1850 to appoint a superintendent.

In 1847 a central high school was organized, under the charge of Prof. H. H. Barney, and in 1852 the Woodward* Fund and the Hughes* Fund, amounting to $300,000, and yielding over $5,000, (the Woodward estate in 1856 yielded $4,510,) were united for the purpose of sustaining two schools of this grade.

In 1853 a building was erected for the accommodation of the Hughes High School, at an expense, including lot, of about 40,000, and in 1856, in an opposite section of the city, another building, at a cost of $50,000, for the Woodward High School. Before giving the plan of this last structure, we will give the course of study, text-books, &c., from the "Twenty-Eighth Annual Report of the Board of Trustees and Visitors of Common Schools," for the school year ending July 7, 1857.

The system of public instruction in Cincinnati in 1856-57 embracedI. 9 district night schools, and 1 night high school, with 23 teachers and 1,143 pupils.

II. 20 district, sub-district and special district schools, with 201 teachers, and an average daily attendance of 9,983 pupils, distributed in each school into four sections or grades.

III. 4 intermediate schools, with 22 teachers and 943 pupils.

IV. 2 high schools, with 12 teachers and 295 pupils.

V. 1 normal school, with 1 teacher and 31 pupils.

VI. A central school library, with an aggregate of 12,000 volumes. The current expense of the public schools, for 1856-7, apart from buildings, was $143,088.11, or about $12.75 per pupil.

*We have been unsuccessful in obtaining a biographical sketch of either William Woodward or John Hughes, whose names are now indissolubly associated with the system of public instruction in the city of Cincinnati. Mr. Woodward was born in the town of Columbia, in the state of Connecticut, and took with him, at the age of nineteen, to the banks of the Ohio, such training and instruction as a plain Connecticut farmer's home and a Connecticut district school could give, eighty years ago. We hope the accomplished President of the Board of Trustees, Hon. Rufus King, or the indefatigable Superintendent, A. J. Rickoff, Esq., or the Secretary, or Librarian of the Board, will give to the American public a biography of these two benefactors of public education.

The following is the COURSE OF STUDY, TEXT-BOOKS, &c., prescribed for the Public High Schools of Cincinnati, January, 1856.

FIRST YEAR.

SECOND YEAR.

In view of preparation to enter college, this class is permitted to substitute the following studies for the regular ones, in the fourth year :

THIS beautiful building, in the Tudor style of architecture, is located on a lot bounded on the north by Franklin street, on the south by Woodward street, between Broadway and Sycamore streets. It is constructed of brick, with solid buttresses running the height of the building and terminating with ornamental pinacles. The windows are of rich tracery, but sufficiently massive to give an idea of strength, and quite unlike the cobweb effect usually produced by cast iron imitations of stone. The external decorations are very rich, and possess those bold and artistic outlines so peculiar to the style. The roof is of singular but pleasing construction, steep and lofty, covered entirely with cut slates, which give a rich appearance, and fringed with ornamental ridge work. In conception, and execution, it is unquestionably the most correct architectural specimen of this class of collegiate buildings which has yet been produced in our Western States.

The basement, which is lofty and well-lighted, comprises philosophical and apparatus rooms, large and well-regulated chambers for the heating apparatus, fuel, &c.; and the approach to it is by a continuance of the grand staircases, rendering this portion of the building as accessible and well-ventilated and lighted as any other.

The ground floor has entrances on each of the four sides, leading to spacious corridors, which cross at right angles in the centre of the building,-the intersection being arranged in the form of an octagon, with arches on each side, producing an imposing effect. On this floor are four large class rooms, each 36 feet by 28 feet, well arranged with reference to the position of teacher, and the doors so located that the scholars face any one who enters. Contiguous to each class room is a commodious cloak room, accessible both to the corridors and class rooms. One of the most noticeable and admirably disposed features of the building is the staircases. There are two of these, forming a flank to each side of the building. They extend from the basement to the lecture hall, on third floor, and terminate in two beautiful towers, which add materially to the external effect of the building. These staircases are wide, of very easy ascent, and, in their form of construction, with the arching overhead, present a really noble appearance. But this is their least merit; located as they are, they afford an entrance on each side to the grand lecture hall, and, although contiguous to the latter, do not mar its beauty or comfort by breaking up any portion of its space. Another invaluable result from this treatment, is security in case of fire. Two large staircases so situated, widely apart from each other, and, although attached to, practically isolated from the main body of the