The movements of the Girls' Classes were greatly admired.

The Boys' Battalion had the honor of taking part in the reception of the Toronto Volunteers on their return from the NorthWest after the suppression of the rebellion, and also on the return of C. Company under command of Col. Otter. On both occasions they reflected credit on the careful training of Capt. Thompson-and Sergt.-Major Moulton, who drilled them during the absence of Capt. Thompson with his battalion in the NorthWest. General Middleton, during a brief visit to the city in September, inspected the boys of Ryerson, Wellesley and Dufferin Schools, and expressed his surprise at the steadiness and proficiency of the companies. He highly approved of the teaching of Drill in Schools, and stated that he would gladly aid in securing the establishment of a Public Sehool Battalion of Cadets by the Dominion Government.

NIGHT SCHOOLS.

The total number registered during the term in each School was as follows:

The average attendance for each month of the term was :

There were 233 teachers in the employ of the Board at the close of the year, exclusive of the special teachers in Music and Drawing.

There are 27 male, and 206 female teachers employed.

SCHOOL ACCOMMODATION.

Two new buildings were erected during the year, one containing twelve rooms, on Bolton Avenue, and one containing four rooms, on Morse Street. The Bolton Avenue School cost $17,500, and that on Morse Street cost $9,500. The accommodation is still far below that required by law. The overcrowding is greatest in Mabel, Givins', Hope, Bathurst, Parliament, Winchester, Rose Avenue, and Bolton Street Schools.

TORONTO TEACHERS' ASSOCIATION.

The First Semi-Annual Meeting of this Association, for 1885, was held on Friday and Saturday, February 27th and 28th, in the S. S. Building of Carlton Street Methodist Church.

PROGRAMME. Friday, February 27th.

9.00 9.05... Reading Minutes.

9.05

9.15... Reading Communications.

9.15-12.00... Consideration of Synopsis of Recommendations from the various Grades.

2.00 2.45... How to teach a Language Lesson. Miss S. L.

2.45

3.00

TAYLOR.

3.00...Afternoon Recess.

4.00...How to Teach Music to Junior Classes. Miss A.

MCINTYRE.

8.00...Lecture by Rev. Septimus Jones.

Saturday, February 28th.

Reading Minutes.

Communications.

Treasurer's Report.

Drawing Lesson. J. H. McFAUL.

Election of Officers.

Appointment of Delegates to next Provincial Con

vention, &c.

The following additional suggestions to those made in former years, made at the Annual Visitation of the different Grades in Toronto Public Schools, October, 1885, were adopted:

LINING AND COMING IN.

1. When marching in, the divisions should all start simultaneously, leaving it to the teachers of each school to decide on the plan most suitable as circumstances may direct.

2. Playing and talking should cease when the bell rings for lining.

3. Hats should be taken off when coming in and put on when going out at a fixed place in the school hall, as near the door as possible.

4. Doors should not be closed till 9 o'clock, so that those who

are "late for line," but not "

late," may be admitted for the

opening exercises.

OPENING EXERCISES.

1. Singing, and the reading of Scripture, or the repeating of select passages of Scripture, should form part of opening

exercises.

2. Pupils should repeat the Lord's Prayer in concert.

3. As far as possible, monitors should be present at the opening exercises.

ARITHMETIC.

1. The pupils should bring their slates to the teacher for examination and marking as often as found desirable. The advantages of this plan are:

(1st.) It secures a certainty of marking correctly, and prevents dishonesty in the class.

(2nd.) The teacher can see the nature of the errors committed, and can give suitable direction and instruction.

(3rd.) By the teacher's erasure of the correct answer, copying is prevented.

(4th.) Pupils get exercise in coming to the teacher with their work.

2. Pupils should be taught to add without uttering the partial results, inasmuch as thought unimpeded by utterance is more rapid and certain. Addition and Multiplication efforts are purely