recess or after school; some receive individual explanations, and consequently get in a habit of crowding around the teacher's desk, and of depending on his direct assistance. Added to this, the teacher hears many parts of the lesson in concert, and the consequence is, only those portions of the lesson are dwelt upon that are most mechanical, for only such can be recited in concert-all discriminating and original answers cannot be in concert-concert answers must be something verbatim and short answers: "yes, sir," "no, sir," "Atlantic Ocean," and the like. Complete answers are made by the smart pupils, while the dull ones follow the lead and join in towards the end of the anThe bright pupil answers the whole: "twenty-five thousand miles;" the less bright one says: "five thousand miles;" and the dull one: "thousand miles;" the dullest comes in at the word "miles." These pupils have not the power or discipline of mind to concentrate their attention for so long a recitation; they get fatigued before it is through, and listlessness is the result."

swer.

Again: "The ventilation is not attended to, and the impure air causes incipient congestion of the brain, and a few of the delicate ones have headaches, while all feel that apathy and indifference which is its premonitory symptom.”

"Most important failure of this teacher: she does not practise a system of definite analysis of the lesson at recitation. She asks probing questions only seldom; the pupil is not made to seize the subject and analyze it till he thoroughly understands it. The consequence is, he does not know how to study the next lesson, nor know when he has learned it, and therefore does not study at his seat, having no definite sense of his deficiency and of his ability to overcome it."

These causes of failure when generalized may be traced to one prevailing defect on the part of the teacher. And this may be described thus: The teacher fails because she does not pay careful attention to the power for work which her pupils actually possess, and so lay oat tasks and secure their accomplishment as to increase constantly this power for work. Previous preparation on the part of the teacher is indispensable for this result. Everything should be digested by the teacher before entering the school-room; she should re-inforce the moments by the hours, and thus be able at all times to bring to bear the entire weight of her character upon the pupil. The practice of keep

ing the pupil in at recess for failure in lessons is very baneful in its effects. The cause of the failure is probably owing to inability to concentrate his mind, and here the cure prescribed is calculated to heighten the disease. The teacher should get the lesson into such shape that the pupil can master it by a general assault, and he should not be allowed-at home or in school-to make a dissipated, scattering attack on it.

Ability to recognize at once the symptoms of any particular form of abnormal action in the school room is an essential qualification for the supervisor of schools. It is this that we aim to develope in the sessions of the "Principal's Committee."

Judging by the present results of the plan of supervision, it is destined to achieve far nobler ends than its advocates here had expected. In Boston, Cincinnati, Chicago, the plan has been fully adopted after a thorough trial. I have no doubt of its success here. We have seen, thus far, in its trial that it is efficient in securing good work even from teachers that have failed signally when left themselves. The direct and vigilant care of the principal adds a support to the assistant, which converts wavering capricious efforts into irresistable method.

In conclusion I would say that more room has been taken up in this report by printed questions than usual, for the reason that a demand has been felt in the community for the publication of specimens of the school-work required. Most other cities publish such specimens annually. Much can be inferred, as to tendencies of instruction, from the quality of examination questions. I have therefore given specimens for all grades of pupils.

WM. T. HARRIS,

Superintendent.