material goods, but rich in faith. It has been done through the noble efforts of consecrated religious men and women, and a zealous priesthood who have generally united with the bishops of the United States in giving to Catholic children the best secular knowledge, side by side with the higher knowledge of God and religion.

PERFECTING THE PAROCHIAL SYSTEM.

We now come to describe the typical parochial school as we find it at work to-day in the United States. We shall also sketch its management, its course of study, the character of its teaching and its teachers, and lastly its educational results.

And first a word about the building itself. At the present time there is a wonderful improvement over what served as the parochial schoolhouse of twenty-five or thirty years ago. As the rude cabin of the wilderness has given way to the magnificent cathedral of the populous city, so the plain, simple structure, oftentimes the basement, as we know, of a church, has yielded place to the imposing parochial school building that is now to be seen in all our large towns and cities. The Catholic school authorities fully recognize the necessity and importance of properly constructed buildings, and in their construction have paid due attention to all that is required to make them both healthful and attractive. The average Catholic rector fully understands that children are affected by their environment and that of necessity much of their time is to be spent in the schoolroom. Hence he gives this subject much thought and attention and usually employs a competent architect. As a consequence we find almost everywhere, especially in the cities, substantial and oftentimes imposing parochial school buildings, well designed class rooms and so arranged as to give the best results as to seating, lighting, hygienic and sanitary arrangements, with the necessary halls, cloakrooms, etc. These buildings are usually of stone or brick, and compare favorably with the public school buildings in the same place. The class rooms are provided with the latest style of desk and ample blackboard space. The ventilation, heating, and lighting are found to be, in most of the schools that the writer of this paper has seen in the last few years, all that could be desired. Many of the parochial schools have also ample playgrounds. So we see nothing has been left undone in a material way to make the parochial school house an inviting place for the pupil. The cost incurred is oftentimes very great, running anywhere from ten thousand to one hundred and even as high as two hundred thousand dollars for a single building. But our Catholic people are willing to meet this heavy outlay that their children might have an environment and education equal to the best.

SCHOOL MANAGEMENT.

The management of the parochial school ultimately rests with the rector of the parish. He is usually aided by a local committee or school board made up of competent laymen who are interested in educational matters. The council of Baltimore suggested the appointment of such a body, and it has been found by experience that its services are most helpful. The members of the school committee visit the schools regularly, at least once a week; they inspect the building, are present at recitations, usually question the pupils, and in many other ways contribute to the efficiency of the school. The gentlemen who are selected for this position regard it as a special mark of honor and give their time and services cheerfully. They are a great aid to the pastor in his school work. They meet, usually once a month, in conference with the rector, when the daily workings of the school are discussed and suggestions made for remedying any defects or for bettering conditions.

Where the school attendance is large-over 300 or more pupils-there is generally a principal appointed from the sisters in charge to supervise the daily work; to look after the discipline of the pupils, and to report to the rector the more serious violations of rule. It is her duty to see that the work in the various grades is properly done; to aid and direct younger teachers, and she supplies the place, sometimes, of a teacher who may be temporarily absent because of illness or some other cause. The principal makes out the weekly and monthly reports which are sent to the rector and the parents of each pupil.

Herewith are appended copies of such reports which are used in the school of which the writer has charge. We find the weekly report of great benefit in securing a high percentage of attendance:

The monthly report shows at once the parent or guardian how the child is doing at school. Here is a copy of the report generally used in our parochial schools:

REGULATIONS.

First. Regular attendance of pupils.

Second. Pupils will be in class rooms promptly at 9 a. m. and 1 p. m.
Third. Parents will oversee home studies.

Fourth. Parents will explain in person to rector or sister in charge when their children are absent, tardy, or fail to prepare night work.

Fifth. Parents will examine and sign this report each month and see that it is returned the following morning.

These reports have proved of the greatest assistance in securing a high percentage of attendance as well as stimulating pupils in their studies. To take the last year's attendance of the parochial school with which the writer is connected, there was an enrollment of 650 children, and the average weekly attendance during a ten months' session never fell below 94 per cent, and was for several weeks as high as 96 and 97. This splendid showing we attribute largely to the Weekly Report and the investigation which follows of each individual case of absence or tardiness by the clergyman in charge of the school. We have little, if any, need of the truant officer to enforce the compulsory school law of the State.

COURSE OF STUDY.

For the information of those who may not be familiar with the daily workings of a typical parochial school the following table is herewith printed. The school is a well-graded one, and provides a course of study covering a period of eight years. No child is admitted under 6 years. The pupils in the eighth year, or grammar grade, have been admitted with scarcely a single failure for a number of years past into the local public high school.

Table showing course of study in a parochial school, and time devoted daily to

each subject.

To show more clearly and in detail the nature and character of the teaching and what each grade is doing, I select an outline of the work that is being done during the third and the last years of the course in the various branches:

THIRD YEAR'S WORK.

Religious instruction.

Review work of preceding year: Commandments, Precepts, Sacraments.

Christian doctrine: First to fifteenth chapters. Explanation of principal feasts.

Language.

Review last year's work.

Teach correct use of "shall" and "will," of "in" and "into,” of “rise" and "raise," of “off” and "of," of "learn" and "teach."

Oral reproductions of short stories.

Written reproductions of observations made or stories told by teacher.

Train pupils to distinguish common and proper nouns, singular and plural nouns, writing of possessive case. Continue drill for use of capitals, period, question mark, apostrophe (contractions and singular possessive), hyphen, comma in a series, abbreviations.

Teach exclamation point.

Oral and written tests of misspelled words. Teach syllabication.

Letter writing to begin here, letters to be copied, attention called to date, to form of salutation, to manner of closing. Capitalization and punctuation.

Arithmetic.

Teach numeration and notation to fifth order. Fractions: Review and teach &,, . Denominate numbers: Same as in second year, also cu. in., sq. ft., sec., min. Roman notation to 100. Addition, subtraction, multiplication, and division continued. Operations in United States money.

Related practical problems, requiring pupils to make and solve similar ones. Multiplication tables completed.

Analytical arithmetic: Fundamental processes and application.

Spelling.

Oral: New words in all subjects.

Written: In columns, words selected from reading lesson, technical terms from other subjects of the year.

Phonetic spelling, diacritical marks, Modern Speller, from page 21 to 41.

Definitions of familiar words.

Writing.

Attention to position and holding of pen. Drill in stem and loop letters, capitals, and figures. Train pupils to write rapidly and accurately from first.

Use pen and ink. Copybook No. 2.

Drawing.

Form: Study ellipsoid, cone, and pyramid, as whole and in detail; also objects resembling them.

Color: Recognition and naming of six standards and twelve spectrum hues.

Reading.

Complete Second Reader and first part of Third. Lesson I to XXX.
Frequent exercises in elementary sounds for articulation.

NOTE.-Object of reading-getting the thought-should be insisted upon.

EIGHTH YEAR'S WORK.

Religious instruction.

Prayers and approved pious practices: Christian Doctrine, Deharbe's Catechism; feasts of the year explained; also mass; vestments, color, names, etc.

Lives of saints that have influenced the thought of the world.

Bible history: History of the church

Language.

Complete grammar from infinitives and review. Review in use of a critics, syllabication. Teach spelling of words from all subjects studied. Drills and tests in sele ed words, oral and written.

Practice paragraphing.

Reproduction of poetry into prose.

Composition: Writing biographies in connection with history; description of pictures, statuary, and buildings in connection with literature and art. Letter writing: Social and business forms. Selections from good authors, calculated to give general information (Irving's Sketch Book, etc). To serve as reading for grade.

Arithmetic.

Complete and review, strengthening previous work. Analytical: Section VI.

Algebra.

Milne's Elementary: Teach to quadratics.

Spelling.

Oral: Complete Modern Speller. Review.

Written: Review difficult words in speller; dictate long paragraphs.

Definitions: Pages 140-160.

Geography.

Thorough review of previous grades,

All review should be topical.

Make special study of United States and countries commercially related to it; also mathematical geography.

Use supplementary geographies and other related reading matter.

Writing.

Further drills in rapidity, accuracy, etc.
Practice business and social forms; composition.

History.

With text-book study from beginning of the national period of the United States, making progressive maps to show growth of territory. Study the Administrations to close of civil war, connecting the events of each with preceding.

Then review the national period by topics, such as extension of territory, slavery, wars, business matters, internal improvements, foreign matters, Indian removals, etc.

From 1865 to present time, present by topics, giving special attention to international affairs. Make biography prominent in all the work.

Drawing.

Construction: Making to a given scale working drawings.

Studying section and development.

Representation: Angular perspective. Drawing groups of three or more objects. Drawing from nature, sprays, or plants. Free sketches.

Review fundamental principles of design.

Color: Study harmony, and design in harmonious combinations.
Observe the effects of color in nature.