All the colonies had grammar schools and a few had dame schools. The Massachusetts law of 1647 provided that when a town had one hundred families or householders they must set up a school under penalty of a fine. One paper should deal with the interesting topic of these early schools, their discipline, their curricula, their teachers. Notice especially the famous teacher Ezra Cheever, who compiled a Latin book and taught in many places for seventy years. His salary, a large one, was sixty pounds a year.

Another paper may be on the lack of school advantages for girls in early times. A few went to the dame schools, but many to none at all. It was not until Revolutionary times that the Moravians established a girls' school at Bethlehem and girls were admitted to the Penn School in Philadelphia and the Female Academy there; and in 1785 a girls' school was opened at Greenfield, Connecticut, and the Medford School near Boston in 1789.

Read from the opening chapter of "Education in the United States," by B. G. Boone (Appleton) and from "Old Town Folks," by Harriet Beecher Stowe.

Close this meeting with a talk on early education in general; show how poor the school system was in the early days of the nineteenth century; speak of private schools for boys and girls, of schoolhouses and playgrounds and their gradual improvement. Mention the founding of each great college and where possible show pictures of them from old books and catalogues. Speak of famous educators and college presidents, and also of such women as Mary Lyon; read from her life recently published. Discuss the former attitude of men toward women's education with that of to-day.

II—KINDERGARTENS

Education to-day usually begins in the kindergarten, so the second meeting may begin with this topic by presenting a paper on Froebel, his ideas and methods, the adoption of his system of early education all over the world. Have a brief discussion follow it, showing some of the possible disadvantages of the work. Are children paid too much attention? Are they over-amused? Is it a benefit to children in their later education to have it begun in the kindergarten?

The second paper should turn at once to the Montessori method of teaching. It should explain exactly what it is and show how it differs from the kindergarten. There is abundance of material in present day magazines to make it perfectly plain. Speak of the rapid advance children make in development under this new system. Then have again a brief discussion: Is the Montessori system adapted to American children? Is it a benefit to them? Is it wise to develop the mind of a young child rapidly? What is the effect in its later education? Compare the system with that of the kindergarten. See: "Dr. Montessori's Own Method," by herself (Stokes), and "A Guide to the Montessori Method," Ellen Yale Stevens. (Stokes.)

Close this meeting with a talk by a trained kindergarten teacher, if possible, who can set before the club members the advantages of her work. If there is time, have some short stories read: "The Madness of Philip," by Josephine Baskam Bacon, and one from "Little Citizens," by Myra Kelly (both by Doubleday Page). Some songs of childhood will also be delightful between the papers or talks, and perhaps some little kindergarten children may come and sing also.

III—PUBLIC SCHOOLS

The next subject, that of the public school, is so large that a number of meetings should be devoted to it. Although only four papers are outlined here, there is sufficient material given for a dozen and more.