at any moment and knowledge that, having served its purpose as discipline, may without loss be forgotten !"

10. During the year, prevent "cramming" by never letting your pupils know when an examination is to happen. Hold examinations at irregular intervals, and not too often. Make the percentages obtained subordinate to good standing won by daily attention to school-work. "Like everything else that is good," says Superintendent Eliot, "like exercise, like study, like enthusiasm, examinations can be perverted, and then they turn into evil. Just as any other burdens, these may bend the shoulders and break the spirit, or they may be borne upon uplifted head and with buoyant heart.'

11. As the annual examination for promotion or graduation draws near, do not lash your assistants and scholars into a state of feverish excitement. Huxley justly styles the stimulating of pupils to work at high-pressure, by incessant competitive examinations, "the Abomination of Desolation." A principal should be calm, cool, well-balanced, and steady, and should keep his school so. "There is nothing so terrible," says Goethe, "as activity without insight."

12. Do not require assistants to correct an armful of papers every night at home. They need the time for rest, recreation, and reading. This work is a thankless drudgery, and, in most cases, a useless labor. Except in official examinations ordered by superintendents, let your assistants train their pupils to exchange papers, and, under the guidance of the teacher, correct one another's exercises during school hours. On this point Superintendent Eliot says, "While it is wise to test instruction, it is unwise to make as much of testing as of instructing. Yet this is

the natural result of keeping teachers busy as examiners. The preparation and correction of examination papers absorb a large amount of time and force that might be bet ter used."

13. If you are allowed any discretion whatever under the rigid rule of graded-school machinery in cities, classify and promote pupils somewhat according to age, circumstances, and apparent latent capacity, not by "percentage" alone. "The living human being," says Dr. Wiese, in speaking of written examinations, " is not an arithmetical problem." 14. In your higher-grade classes, make frequent oral review examinations on the essential elements, so that pupils may not only know something, but also may be able to tell it. A proper orai examination will show better than a written one what has been acquired.

15. A weekly spelling-match will be found a good general exercise in exciting a lively interest in orthography. A week in advance, send out a list of fifty or one hundred words in current use liable to be misspelled, and let all the grammar-grade classes copy it into blank-books for the next lesson. Or assign a suitable lesson in the spellingbook, if a good one is in use. The match may be conducted in writing, and the percentage reported by each class; or orally, matching classes in pairs, a higher grade against a lower.

16. For a general exercise in composition, assign some suitable topic to all the grammar grades, and another topic to the higher primary grades. Then exchange the compositions by classes, requiring the higher grades to correct the work of the lower, and allowing the lower grades to be benefited by reading the compositions of the higher grades. All children feel a lively interest in anything

written by some one they know. Or give out a subject a week in advance, and tell the pupils to collect all the information about it they please; but require them to write it out in school, so as to prevent the possibility of their copying or receiving outside assistance.

17. If your assistants are inexperienced in graded-school work, mark out month by month what they ought to accomplish in each branch of study.

18. Instruct your assistants to allow regular intervals for study in school. In some branches, such as geography, history, arithmetic, and spelling, the first ten minutes. of the half-hour intended for recitation may profitably be given to study, provided the teacher sees that pupils do actually study.

19. Instruct your assistants what lessons to assign for home study, and see to it that the lessons so assigned are of reasonable length. Arithmetic lessons and compositions or exercises which are to be written ought not to be given out for home work. Few of your pupils may have conveniences for writing at home. Only lessons which require mainly an exercise of memory, and which are learned from the book, are suitable for out-of-school study; such as spelling, geography, and history. In order to ascertain if your assistants carry out your instructions, require them at intervals to report to you the exact lessons which they assign, or let them appoint some member of each class to report to you.

20. Do not allow assistants to assign any lessons whatever to pupils in grades below the fourth school-year; except, perhaps, a spelling-lesson, or a reading-lesson to be read aloud to parents.

21. Set apart, every week, half an hour on Monday or

Friday for a lesson in each room on morals and manners. Sometimes assign the same topic for all grades, and sometimes let assistants select their own subject and conduct the exercise in their own way.

22. When you discover pale, weak, sickly, fast-growing boys or girls in any of your classes, advise parents to take them out of school for a season, and turn them loose at work or play.

23. Insist upon neatness of person and dress, propriety of language and deportment, truthfulness and honesty, diligence and obedience.

24. It is a part of your duty as principal to impress upon every pupil in every class the dignity of work, either mental or manual, and the necessity of labor as a means of happiness.

25. Merely looking on and seeing assistants teach is not doing a principal's whole duty in supervision. If you are relieved from teaching a special class, you must teach enough in every class to direct assistants and to give. spirit to every pupil.

26. Have no hobby, but give appropriate time and attention to every study laid down in the prescribed course of instruction.

27. Be satisfied to introduce new and improved methods slowly. Assistants, as a general rule, settle into their own ways, and are reluctant to change them. "I came to Rugby," says Arnold, "full of plans for school reform; but I soon found that the reform of a public school was a much more difficult thing than I had imagined."

28. Endeavor to secure from your teachers a wise combination of oral and object teaching after the new style, with the old-fashioned text-book drill. Personal investi

gation is good, to a certain extent, both for teacher and pupil; but neither that nor lectures can accomplish much compared with the accumulated knowledge of the race crystallized into good books. It is quite as possible for oral instruction to degenerate into idle babble as for textbook study to run into meaningless memorizing.

29. In government, the strongest force is the public opinion of the school. Spare no efforts to turn this opinion in the right direction, so that its rules, customs, judgments, decisions, and unwritten laws shall be inexorably binding on every new-comer, with a force greater than that of master or assistant. When you have breathed the breath of life into your school, when you can feel every beat of its pulse, then you are really its master.

30. Do not try to please everybody; do not expect to make your school perfect; do not sacrifice your pupils to your personal ambition for making brilliant scholars. When you get impatient with dulness, remember that all lasting progress is slow.

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31. Cultivate a habit of cheerfulness that shall shine out from your countenance like the light of the rising Assistants and pupils may take their tone from the manner of the principal. "A teacher has only partially comprehended the familiar powers of his place," says Huntington, "who has left out the lessons of his own countenance. There is a perpetual picture which his pupils study as unconsciously as he exhibits it. His plans will miscarry if he expects a genial and nourishing session when he enters with a face blacker than the blackboard."

32. If you stop growing intellectually, if you forget you were once a boy or a girl, if you lose your sympathy with children, it is time for you to resign.