the high-school room. To make matters worse, in this room, the assistant's room, which is small, is shown by observation to be overheated. The change from the warm air of the recitation room to the cold air of the high-school room is a constant menace to the health of the pupil.

"That pupils who sit in these cold corners complain of being cold is not to be wondered at, and why pupils take cold at school is no longer a mystery.

"The buildings in the out districts can be no better. In one we found a difference of forty-four degrees between the temperature at a desk occupied by a pupil and the coldest end of the principal blackboard, at ten o'clock. Where there are such variations and fluctuations in temperature in the space occupied by the pupils as these tests have demonstrated, the method of heating is radically wrong." [Report of the School Com

mittee of Athol, Mass.]

IRREGULARITY OF ATTENDANCE.

If there is any subject upon which there is universal agreement, that subject is the importance of prompt and regular attendance. The evils of irregularity are fully realized by superintendents, and many are the plans suggested for improvement.

Causes of irregularity. Since it is always necessary to discover the causes of the trouble it is desired to remove in order to apply the proper remedy, the following extracts are given as representing the results of the investigations of a number of well-informed school officers:

Mr. George A. Littlefield, city superintendent, Newport, R. I.: "There is still too much irregularity in the attendance, and the chief cause of it is the readiness with which children obtain permission from their parents to be absent.'

Superintendent O. J. Bainum, Olney, Ill.: "It is still a matter of regret that so many parents fail to recognize the importance of sending their children to school regularly. Too frequently children are allowed to remain out of school for the most trivial

reasons."

The opinion that the parents of the delinquent pupils are responsible for the greater part of absences from school is also expressed by the chief school officers of Hopkinsville, Ky.; Putnam, Conn.; Hutchinson, Kans.; Athol, Mass. ; Vernon, Conn., and Galesburgh, Ill.

A truant officer of North Adams, Mass., during 1887-88, investigated 557 cases of suspected truancy and found that 123 of the number "were children who had started for school and found they were tardy and turned back, fearing that they would be punished, and for that reason preferred to lose the session, when they could bring in an excase from their parents." Excepting those detained at home through sickness, this class of absentees was larger than any other.

Superintendent L. T. Regan, Morris, Ill.: "Tardiness usually comes from a want of punctual habits, and not from necessity."

Superintendent John Cooper, Leavenworth, Kans.: "The question is often asked, 'Why do some teachers have so much better attendance than others?' The question is answered in the above, namely: One class of teachers make their schools attractive, pleasant places, while the other class make them unattractive, unpleasant, tiresome places. The hour of dismissal is hailed as the most pleasant."

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Superintendent Henry A. Wise, Baltimore, Md.: "This steady and normal increase of attendance upon school duties* * should serve as an incentive to teachersif incentive be needed beyond the obligation under which they rest to promote the interests of the schools and the well-being of their pupils to strive to improve by every means in their power the average attendance of their respective classes. Teachers differ very greatly on this subject. Some, without apparent effort, secure a very high average, while others, under similar circumstances, find themselves unable to bring the attendance of the class up to its normal condition. There are many causes which produce this result. It is very common to hear teachers naming circumstances beyond their control as a reason for a very low rate of attendance, forgetting that an allowance has already been made on account of these very circumstances. When the attendance of a class falls below eighty per cent., ordinary reasons can not be given to account for the fact, and the teacher should examine very closely to find whether the fault is in her stars or in herself. There is one reason that I will mention with the hope that the mentioning of it will produce good results. It is the lack of good disciplinary ability on the part of the teacher. This defect will deplete the attendance of a class more surely than measles or small-pox, and the greatest misfortune is that the depletion becomes permanent. It is a fact that children who have a teacher whom they love and respect for her good qualities recover more rapidly from an attack of sickness than those who are more unfortunately situated. Firm, kind, and methodic control of a class wins the respect and good will of the most turbulent and refractory pupil and creates in him a desire to be present at every session of the school."

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How irregularity may be decreased.-"Many of our teachers who have had a low per cent. of attendance are not aware what a power they themselves might be in raising the standard of their schools, and in securing punctuality. It is a fact, undeniable, that the most successful teacher is the one who sees her pupils oftenest in their homes. Visit the parents of your pupils, and by so doing you will show that you have a personal interest in each and every one-that their interest is your interest. Do this, and I believe your per cent. of attendance will be much better in the terms to come than past records have shown." [Superintendent O. W. Collins, Framingham, Mass.] "The monthly holiday was established by the board at the suggestion of your superintendent; it has been in vogue for nearly a year. The plan is this: All pupils who are perfect in attendance, 95 per cent. in deportment, and reach within three credits of the class average in the monthly examinations are allowed the last day of the school month as a holiday. The advantages are many. In every class is about a third of the scholars who are always behind and need individual attention; there are always some who, from absence, have missed the vital principles of that month's work. This gives the teacher an opportunity to work up the dull pupils, to assist those who have been absent, and it acts as a severe punishment to the boy or girl who, by disorderly conduct or inattention, has not obtained the required per cent. in deportment, and thus loses his or her holiday. At the same time it serves as an incentive for students to work for that holiday. It has been tried as an experiment, and while all the teachers say it is the hardest day in the month, they unite in saying it is of great advantage to the schools and they would not like to see it discontinued." [Superintendent F. P. Russell, San José, Cal.]

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"The means for compelling the attendance of pupils at school are as complete as they can well be made. * * With a certain small class of pupils these means are necessary and effective in securing their attendance; and by the use of these means these children are compelled to stay in school when they would rather be at play or ranging about the street; and these, after a time, often learn to love the school and no longer need the restraint. But with all these appliances for securing school attendance, the chief reliance is the influence of the teacher in making the exercises of the school profitable and pleasing, and the influence of the parents, who desire for their children the best that is within their reach. To these influences, the good attendance is chiefly due." [Superintendent A. P. Marble, Worcester, Mass.]

"Scholars absent more than three days or tardy more than three times in any school month, without satisfactory excuse, may be suspended by the superintendent until the commencement of the next term." [One of the rules for the government of the Americus (Ga.) schools.]

DISCIPLINE.

The proper discipline of the school-room and the most effective means of attaining it are subjects whose discussion will always interest those whose life is devoted to the training and management of children. Naturally, a goodly portion of each report is given to observations upon the importance of securing discipline of the right sort, and to suggestions as to the attitude of the teacher toward her pupils. Many of these observations and suggestions are reproduced below. They include remarks relating to the disciplinary ability of teachers, the reasons for maintaining discipline, comments upon the appearance of a well-disciplined school, and, finally, suggestions, more or less original, as to effective means of securing the good behavior on the part of children.

"Correct habits are largely the result of proper discipline; therefore, good discipline is the first essential of a good school, and one's ability agreeably to discipline a school properly is the first mark of his fitness for a position at the teacher's desk." [Superintendent William E. Buck, Manchester, N. H.]

"If a teacher, after a fair trial with a class, has to spend much of her time in talking about order, or has to scold, complain, or threaten to keep down noise and disorder, she has mistaken her calling. The first requisite to complete success is perfect control of the pupils. They must be orderly, attentive, and obedient. No matter how intelligent, enthusiastic, and energetic the teacher may be, if these first conditions of perfect control are not provided, all her efforts will be like applying steam to the locomotive when off the track-instead of progress there are only motion, noise, and danger." [Mr. John Burke, senior principal of schools, Newport, Ky.]

"The only object in the visible discipline of a school is to enable the scholars to study and think to the best advantage. Every useless motion or formula should be avoided, and no pupil should be left for an instant unoccupied. Obedience should be prompt and permanent, but the times of motionless quiet in the school-room, and of requiring pupils to sit erect with their hands folded on the desk, have happily passed, and it is now demanded that there shall be, especially in the lowest grades, a natural hum of business, and cheerful, orderly freedom from unnecessary restraint." ["General Suggestions" in the course of study of the Newport (R. I.) schools.]

"The object aimed at in school is, of course, not merely order, but progress. The former is not the end, but it is a means. It is possible to pay more attention to securing the former than the latter. It is possible to insist on such intense order as to interfere with the pupils' progress in learning. But a reasonable degree of order and discipline is essential, and no satisfactory progress can be made without it." [Superintendent William H. Beach, Madison, Wis.]

ress.

"As a rule the children are allowed all the liberty consistent with propriety and prog"[Mr. Ulric Bettison, chief superintendent of public schools, New Orleans, La.] "The nervous and mental activity spent in legitimate work prepares the otherwise restless pupil for the necessary periods of general exercises or exacted repose, and the result is what the schools, with few exceptions, show-a good amount of stir with a minimum of impropriety." [Report of the School Committee of Chelsea, Mass.]

Teachers have learned that if they provide suitable occupation for their pupils the question of discipline solves itself. More attention has been given to substance; less to form." [Mr. John J. Jennings, acting school visitor, Bristol, Conn.]

"They control children best who induce them to control themselves; but teachers who attempt to govern their schools by a display of authority are not generally the most successful disciplinarians, and they do not do the best work in the instruction of their schools." [Superintendent A. P. Stone, Springfield, Mass.]

There are pupils in nearly all our schools ready to take advantage of any weakness they may notice. But on the other hand there are a majority of tractable and well-behaved ones, ready and willing to co-operate with the teacher, and make her work pleasant. But the morsel of leaven leavens the whole, and it is the element of mischief and refraction which the teacher should learn to control if she would succeed. Here is where the 'iron hand in the velvet glove' is needed. The supremacy of the teacher should be made manifest, not by punishment, as in olden times, nor by too frequent displays of authority, but by the exercise of firmness united to kindness." [Superintendent S. S. Taylor, St. Paul, Minn.]

"When the teacher has exhausted his or her own governing power and the pupil persists in setting at naught the teacher's authority, the parents or guardians are fully informed through proper notices. First, a warning notice' is sent to parents or guardian. If no improvement results from this course, then a 'special notice' is sent. When a special notice' is sent to the parent or guardian, the pupil is not permitted to resume his seat until the parent or guardian shall call on the teacher and give satisfactory assurance of obedience and compliance with the rules of the school." [Superintendent John Cooper, Leavenworth, Kans.]

The more closely each troublesome pupil is studied, the more fully the impulses that move him are understood, and the influences that surround him out of school are known, the more skilfully can the teacher adapt his discipline to the nature with which he has to deal." [Superintendent H. M. Maxson, Attleborough, Mass.]

"As long as children attend school, they should be treated as children and kept in a child-like spirit. It is not wise to treat them as young ladies and gentlemen as long as their character has not sufficiently matured to entitle them to be treated as such. Certain enjoyments, too, such as parties and balls, should be reserved for riper years. With all due regard for the opinions of children on popular subjects, candidly expressed, they should be given no more weight than they deserve." [Superintendent Henry Raab, Belleville, Ill.]

"It is suggested that children who can not get along in one school might do fairly well in another by being removed from their associates, and the committee recommend that power be given the committee by the board to make transfers on trial as a punishment, but not for the convenience of the pupils or to gratify a whim of the parents. mittee on Visitation, Paterson, N. J.] [Com

There is a class of children whose presence among other children or classes demoralizes the school and wears out the patience and strength of teachers beyond all reasonable degree of endurance. Many of this class are marked by a vicious spirit, a reckless license and a gross disrespect for just rights and requirements, amounting to unbearable insolence. The time of children and teachers should not be devoted to these, nor should their malicious and unmanageable examples be tolerated, for it is our duty to shield the other children from such evil influences. We do not ask that these be expelled from our schools and sent upon the streets, but we urge that some provision be made to reclaim them, to restrain and regulate their conduct, by placing them in some special or ungraded school under a teacher peculiarly fitted for such service." [Superintendent O. B. Bruce, Lynn, Mass.]

INCORRIGIBLES AND HABITUAL TRUANTS.

School officers in those States in which compulsory attendance laws are enforced encounter difficulties in the discharge of their duties that are comparatively unknown in

other States. Compulsory laws cause the enrolment of large numbers of children whose previous training is chiefly of the kind that fosters vice, and whose surroundings outside the school-room are only such as encourage a distaste for restraint and an utter disregard for authority. All public schools must contend more or less with this class of pupils, but they are naturally more numerous and troublesome in the schools in which the attendance of all children of every class is compelled. They do not attend at all unless they are obliged to do so, and when forced to present themselves at school they take no interest in their studies, seek only to hinder the progress of others, and take advantage of every pretext to absent themselves from their duties. How to manage such children is one of the gravest questions with which school men have to deal. They must not be excluded from the schools entirely, but their influence tends to demoralize better disposed scholars, if instructed in the regular schools. They should not be committed to reformatories or other institutions for criminals, for they are not criminals, and association with vicious characters can only prove detrimental to them.

The most satisfactory means of dealing with incorrigibles of this stamp is believed to be the establishment of "truant schools," under the management of men peculiarly fitted for such work. The following quotations indicate the reasons for such belief:

"In September, 1885, the truant school was established. The design of this school was to provide a place where the habitually truant boy, the mischievous and ungovernable boy, the newsboy, and the bootblack who must have a portion of school time for their work, where all these could be suitably instructed and firmly controlled.

"The good effects of the school were immediately apparent. Habitual truants and the incorrigible were speedily gathered into this school, and punishment and suspension ceased elsewhere. The good influence of this school was not only felt, but it became tangible in reports. In previous years suspensions for inexcusable absence and for misconduct had averaged about 240; in 1884-85 they were 225; in 1885-86 they decreased to 98, and in 1886-87 to 92, while corporal punishment became a thing of the past. "There can be no question as to the wisdom of the board in establishing this school, nor as to its restraining and reforming power over all the schools of the city." [Superintendent C. B. Thomas, East Saginaw, Mich.]

"As much less complaint of truancy has reached me than in former years, it would seem probable that the existence of the county truant school has exercised a salutary influence, and though truancy is by no means obsolete in this town, I have no hesitation in saying that the school is of great value in restraining it, and trust that the institution may be kept up.' [Superintendent T. H. Day, Pittsfield, Mass.]

"I find that since it has been possible for the town to use the truant school it has been much easier to bring the truants into school." [Mr. Charles L. Frink, truant officer, North Adams, Mass.]

"I also desire to call the attention of the board to the demand for some means of separating the incorrigible and demoralizing class of pupils from those who attend school with unobjectionable habits and morals. This should be done without turning them into the street. My recommendation is that a separate school be established for truants and those who require corporal punishment. One teacher could do this work for the present, and it should be one of the most capable and conscientious teachers obtainable. Pupils should be transferred to and from this school in accordance with such regulations as may be established, and a truant officer should be appointed to assist in enforcing these regulations. * I believe this measure would be of great benefit to our schools." [Superintendent D. C. Tillotson, Topeka, Kans.]

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"I also recommended that we avail ourselves of these provisions of the statutes, and that for this purpose we invite two or more of the neighboring municipalities to join with us in a petition to the county commissioners for the establishment and maintenance of a school to which truants, and in case the Legislature shall give the requisite authority, those pupils 'who persistently refuse to comply with the reasonable rules and regulations of the schools' may be sent for discipline and instruction.

"Another year's observation and reflection have strengthened my conviction that the need of such a school is imperative, and that the best interests of our schools require its establishment. I again respectfully commend the subject to your consideration." [Superintendent Thomas Emerson, Newton, Mass.]

"The number of actual truants in our school is very small, but the difficulty of dealing with them is just as perplexing as if their number were larger. The absence of a suitable institution for the confinement, discipline, and instruction of habitual truants makes a great deal of work for the truant officers. They have no effectual means of inspiring the boy with a wholesome respect for their authority, and thus to enforce his attendance at school, except the fact that if caught he will be returned to school; nor can the committee devise any means to assist the officers in the absence of a truant school, which are not objectionable because of their dangerous results. Boys who play truant are not criminals, and cannot be treated as such. They stay away from school simply

because they do not like the restraint which constant application to study requires. If they should be sent to the State Reform School, or any similar institution, the stigma upon their character may turn them into the very path from which they should be kept. "At the same time, their absence from school, wandering about the streets, inculcates idleness and shiftless habits, and leaves them to engage in evil practices which may lead to criminal acts. The scholars who attend school and are inclined to truancy, seeing that the efforts of the officers to return absentees to school are vain, become emboldened, and try playing truant themselves, and the result is to extend the evil of truancy among those scholars who are at first inclined to attend school regularly. So long as public oticers dawdle with a question of so much public importance as the establishment of truant schools, we shall be without a remedy for this evil." [From the Report of the School Committee of Marblehead, Mass.]

"The confining in reformatories of children between eight and fourteen years, who have committed no crime, but who refuse to obey parents, and allowing them to associate with older children who have been committed for crime, appears to be a very grave matter. On this account very few children are committed each year.

To remedy this evil it seems to be necessary that a reformatory school should be established, under the direct control of the board, for the discipline, instruction, and reforming of habitual truants and non-attendants. In this school the children should be taught some business or trade, so that when they leave school they will be fairly equipped to gain a livelihood." [Superintendent John Jasper, New York City.]

"No provision has yet been made for truants and incorrigibles. The superintendent, in annual reports and in monthly communications to the board, has urged the necessity of establishing a school where such persons could be taught and trained. The publicschool principals have also advocated such a measure. tance, not only on account of those who need special training, but also, and in larger measThis question is of vital imporure, for the sake of all our pupils whose character depends so much upon their association

with each other.

"The great majority of children are obedient and well trained; they should not be in danger of contamination by a vicious element. A city home should be established, to which children who need a special training could be sent for instruction and reformation, but not as criminals for punishment. They should be obliged to live there, undergoing a regular system of duties and instruction, subject to rules appropriate to the institution." [Superintendent Clarence E. Meleney, Paterson, N. J.]

"In my opinion, a special school should be established in this city, into which confirmed and persistent truants should be sent and confined for a reasonable length of time, as a punishment for non-attendance at school. Many parents and guardians who fail to properly discipline their children, either from negligence or want of ability, or who have lost control over them, would welcome such an institution and heartily indorse the plan. It should not partake of the character of a penal institution except in the feature of confinement for a reasonable length of time, and children should be admitted only for truancy or refractory conduct in the regular schools. As soon as an inmate could give a satisfactory guarantee of future good conduct and faithful attendance in his regular school, he should be discharged, and taken into a regular school on probation.

"I believe, as I have said in a previous report, that the knowledge, merely, of the existence of such a school, would largely deter truancy.

"Such a school would never become large, and need not incur a great expense, while its benefits to the school system would be immense in the way of discipline, not only to the truant element of the school, but to the whole department.

"But there is another view of this subject to be considered, and of far more seriousness than the mere absence from school of the truant and his educational loss. It is the moral view. Truancy in many cases is the first step toward the walks and haunts of criminals. Many at first well-disposed children are indulged in playing the truant' by kind parents, and, occasionally, by careless or indifferent teachers, until they come In contact with the 'street Arabs,' who skulk from place to place watching for an opportunity to pilfer or commit some depredation, and thus become the tyros of State criminals." [Superintendent James F. Crooker, Buffalo, N. Y.]

Inexcusable absence, tardiness, and truancy are rife in too many of our schools. This last-named evil is still rampant, for our incorrigibles know too well that until a trant school becomes a tangible entity, or the Lawrence Industrial School can take all Lynn's truants, they are free to defy all law and order. Some of our citizens view this desire for a truant school as a mere sentiment or convenience on the part of teachers and school officers, believing that it is an effort to rid schools and teachers of a few unraly boys, assuming that if schools are attractive and teachers loving and amiable there will be no truants. We can fully assure all such opinioned advisers that if they will e one week of thorough personal experience to this whole matter, with us who know the ins and outs' of truancy, they will find that the attractive school and the amiable,