general improvement.

In view of the results obtained, the friends of

German instruction have cause for congratulation.

SEX IN EDUCATION.

Should the same course of study be prescribed for both sexes? To consider fully this interrogatory would lengthen this Report much beyond its appropriate limits, even if it were desirable to discuss the subject so thoroughly. From a hygienic point of view, the objection lies in exacting the same amount of mental work from both sexes, rather than that they should study the same subjects. It might be better that the same course should not be enjoined upon boys and girls in its entirety; that a few studies pursued by the boys should by the girls be exchanged for others, and vice versa. More particularly does this remark apply to the Intermediate and High Schools, where the pupil receives, in the majority of cases, his or her final education preparatory to entering upon the duties of life. The objection here made is met in part by the fact that in the High Schools certain studies are elective, and, indeed, it is but trivial in comparison with that which relates to compelling girls to endure as much mental strain as boys. It is well known to the medical profession that girls can not, as a class, sustain without injury the same amount of brain-work as boys. The curriculum of studies for girls should, therefore, be lengthened out, if practicable, and graded to the physical needs of our nasFor them there should be but very little study out of With girls, we commonly find ill-health associated with brilliant scholarship, so that too frequently she who wins a prize is a "victor who hath lost in gain."

cent women. school-hours.

If there be intellectual equality of sex, it certainly does not relate to the amount of brain-work that can be accomplished. However, as a matter of justice to our schools and their management, I must state that, in my judgment, we are well-nigh exempt from that high-pressure system which crams the brains of female pupils at the expense of their bodily health. And we must be careful that we do not retrograde in this matter, for it is easy to fall into the error that "mnemonical accumulation of facts is the equivalent of culture, and stringency of ex

amination the measure of attainments."

We must recollect that, par

ticularly with the girls of upper grades, there should be growth and well-being of the body, as well as growth and well-being of the brain. Akin to this subject is that embraced in the query:

IS OUR COURSE OF STUDY OVERCROWDED?

The answer depends upon the grades to which the question applies. If reference is had to the primary grades, the answer is no; if to the advanced classes, the reply. is yes. The opposite replies are explained by the different degrees of attention which a child is capable of concentrating on a single topic at different ages. To those accustomed to train the young, it is very well known that the little child can not.concentrate its mind on a single subject but a very short time, that the ability to concentrate its attention so as to study increases with its age and practice, so that by the time it reaches the higher grades it is capable of giving continuity of thought for hours to a single subject. At six years it is hardly possible for a child to give more than five minutes' undivided attention to one thing; hence, a varied list of topics must be presented to its mind. It is able to learn but little of any particular branch, but it may learn something of very many subjects. And there is not too great a diversity of topics, I apprehend, in the lower grades, to amuse, interest and instruct children of a tender age.

But, when we examine the advanced classes, we find pupils of larger growth, with continuity of purpose, engaged in the study of branches that require much thought. studies that needs judicious pruning.

Here there is a multiplicity of
Time sufficient is not afforded

within which to pursue them all properly, and, hence, the graduate leaves our schools not so thoroughly grounded as he should be in the higher branches.

From the Superintendent's Report, it is seen that the actual

INCREASE OF PUPILS LAST YEAR

Was but slight. This is accounted for by the advance, of trade and industries that had been suffering during the general depression of

business. Many poor people send their children to school only in times of financial depression, when they are unable to secure employment; but withdraw them from the school-room as soon as revival of business again affords them an opportunity to work. While the small increase of pupils last year is, of course, to be regretted, it is yet pleasing to know that it is not due to any fault in the management of the schools, but is an index of general prosperity in business.

NEW TEACHERS APPOINTED.

During the last year forty new teachers have been appointed, and seventeen have resigned, leaving about six hundred and fifty as the total of the present corps. The excess in number of appointments over resignations is more than is justified by the small increase of pupils in actual attendance. Still, there is an opinion gaining ground among the members of the Board that the present number of pupils (fifty) to each assistant teacher, as directed by the rules, is too many, and the tendency is toward diminishing, in certain grades, the average number of scholars to the teacher.

But four houses are not filled, viz.: those of the Fifth, Seventh, Tenth and Eighteenth Districts. Of the remaining forty-nine buildings some are comfortably filled, while others are greatly overcrowded. If, for any cause, the parochial schools should be closed, or should the compulsory education law be rigidly enforced, we would experience great difficulty in accommodating the consequent increased attendance of pupils.

For rent of buildings we paid last year $2,179.74, which includes $589.60 lease money and ground rents. The estimated value of all property belonging to the School District of Cincinnati is $1,850,000, including houses, lots and school furniture. In this connection I must urge, as I did in my Report of last year, that all lots no longer needed,

or likely to be needed for school purposes, be sold, so as to go upon the tax duplicate, and thus lighten the public burden.

It is regretted that the Board owns no place within which to hold its sessions. For years they have been permitted by the Common Council to meet in its chamber. The use of this hall can not at all times be obtained, and at times the Board has been compelled to change the hour and day for a special meeting in consequence of the chamber being occupied by the Council or Board of Aldermen. It is not certain that the School Board has the right to hold its meetings in the Council Chamber save by permission of the Common Council. Add to this the fact that the offices of the Clerk, the Superintendent of Buildings and the Superintendent of Schools are separated each from the other, and it becomes apparent that we should have, by all means, a proper building for the sessions of the Board and officers of the different departments. The subject was broached in the past year, and, doubtless, when the finances permit the expenditure, a suitable edifice will be erected for these purposes.

Although our schools are by no means perfect, yet their general condition is quite satisfactory. Better results are hoped for, and will yet be obtained. Little attention is given to Physical Culture, and none to Industrial Education. So many things must be taught that it is difficult to discover sufficient time for Military Drill or Physical Education. Nor is the necessity apparent for teaching our boys how to become athletes. It does seem, however, that certain kinds of Industrial Education (as needlework, for example,) might with profit be given, even if some of the more unimportant branches of the present curriculum should have to be dropped in consequence. The experiment has been tried in other cities with flattering results, and may be worthy our imitation.

THE METRIC SYSTEM.

More thorough instruction should be given in the Metric System of Weights and Measures. Its advantages over other systems are now well recognized, and its general adoption is a matter of time only. First one and then another Department of Government has adopted

it, until it has now almost supplanted the old system in nearly all Governmental Departments. For those who are habituated to the common method, it is difficult to become accustomed to the Metric. But if the pupils of our schools familiarize themselves with the French decimal system of weights and measures, they will have learned that which in a quarter of a century will be the universal system.

The proportion of inexperienced teachers in the Cincinnati Schools is less than in other parts of our State. Nevertheless, there are too many, even here, who have not received preparatory professional training. Gradually, however, the number is growing less, and it is now comparatively rare that a young lady is appointed unless a Normal graduate. As the State guards the entrance to what are commonly denominated the learned professions, it should with equal care guard the entrance to the teacher's profession. The intellectual training of the teacher should be provided for by legal enactment; and if he makes the profession a life-work, it is but bare justice that the State should provide for his support when worn out in the service of giving instruction to its sons and daughters.

The conscientious teacher uses text-books only as aids, and strives to make his pupils study ideas rather than words. With him the object is more to teach the child to think, than to cram its brain with lessons learned by rote. Still, while endeavoring to avoid the old error of depending too much upon the text-book, he will avoid the opposite extreme, for even the illustrative method, or object-teaching, may be carried so far as to partially defeat its purpose.

To maintain the present high standard, our schools require, of course, a liberal tax levy. The tuitionary cost per pupil for the past year was $19.75, including the cost of tuition in the High, as well as in the Intermediate and District Schools. Rarely is complaint made concerning the taxes paid for educating our youth, and when such complaint is made, it usually emanates from him who has least cause to complain. The public pay school tax, apparently, with more cheerfulness then any other, and "the burden becomes light by being well borne." Peoples that pay most for education pay least for support of paupers and penal institutions.

The query has sometimes been propounded, Why are not