bomb-shell then thrown into the midst
of the triumphant school-system of Boston, in the form of a solemn
protest by the city physician against the ruinous manner in which the
children were overworked. Fact, feeling, and physiology were brought to
bear, with much tact and energy, and the one special point of assault
was the practice of imposing out-of-school studies, beyond the habitual
six hours of session. A committee of inquiry was appointed. They
interrogated the grammar-school teachers. The innocent and unsuspecting
teachers were amazed at the suggestion of any excess. Most of them
promptly replied, in writing, that "they had never heard of any
complaints on this subject from parents or guardians"; that "most of the
masters were watchful upon the matter"; that "none of them _pressed_
out-of-school studies"; while "the general opinion appeared to be, that
a moderate amount of out-of-school study was both necessary for the
prescribed course of study and wholesome in its influence on character
and habits." They suggested that "commonly the ill health that might
exist arose from other causes than excessive study"; one attributed it
to the use of confectionery, another to fashionable parties, another to
the practice of "chewing pitch,"--anything, everything, rather than
admit that American children of fourteen could possibly be damaged by
working only two hours day _more_ than Walter Scott.

However, the committee thought differently. At any rate, they fancied
that they had more immediate control over the school-hours than they
could exercise over the propensity of young girls for confectionery, or
over the improprieties of small boys who, yet immature for tobacco,
touched pitch and were defiled. So by their influence was passed that
immortal Section 7 of Chapter V. of the School Regulations,--the Magna
Charta of childish liberty, so far as it goes, and the only safeguard
which renders it prudent to rear a family within the limits of Boston:--

"In assigning lessons to boys to be studied out of school-hours, the
instructors shall not assign a longer lesson than a boy of good capacity
can acquire by an hour's study; but no out-of-school lessons shall be
assigned to girls, nor shall the lessons to be studied in school be so
long as to require a scholar of ordinary capacity to study out of school
in order to learn them."

It appears that since that epoch this rule has "generally" been
observed, "though many of the teache