our institutions; and to-night we will have the pleasure of hearing another gentleman formed in the same mould. Then, "judge the tree by the fruit."

Now I say, if the backward boy is to be treated properly, give him sympathy, give him encouragement; and if the girls are more of a success than the boys, it is owing to the good Sisters' loving and sympathetic management.

Rev. M. J. LARKIN, Associate Superintendent of Parish Schools, New York: The excellence of Father Fitzgerald's paper has made all of us his debtors. As I listened to his able treatment of the various problems which confront us, several thoughts were suggested to my mind, and I should like to be permitted to call attention to one or two of them. Regarding interest, all teachers are agreed, I think, as to its importance, but not always as to the best means of obtaining it, and I fear that it is here that mistakes are sometimes made. For example there is a noticeable tendency among some teachers to eliminate from their pupils' path everything that savors of real work. They seek to remove all the obstacles, to smooth out all the difficulties, and are content with a minimum of effort on the part of the pupil himself.

Now is this the very best way of obtaining the true end of education which is the formation of character? Education is training, and I cannot readily see how the faculties, mental or moral, can be effectively trained in this manner. Would it not be infinitely more helpful for the child to place before him, as early as we may, the delight which comes from meeting difficulties and mastering them? To impress upon him that nothing worth while was ever accomplished in any department of life that was not the fruit of constant and persistent effort? Το point out to him that the prizes of life are only for those who pay the price of steady and persevering toil? There is danger to be feared from pushing too far the sugarcoated capsule in the work of the classroom, thus depriving our pupils of that training in industry, perseverance and fortitude which ought to be, later on, their most valuable assets in the struggle of life.

In another place Father Fitzgerald calls attention to the fact that the mere knowledge of religion does not make a religious man. However evident this may appear perhaps we may well pause for a moment and reflect upon it. In our teaching of the catechism do we always bear that truth in mind? Take for example the chapter treating of the holy sacrifice of the Mass. At times a teacher may think she has done her whole duty when she has clearly explained every answer, and the pupils on their part are able to reply to each question word for word as it appears in the text. But it is at this point that her principal work really begins. She has not done her whole duty until she has brought the subject home to their hearts as well as to their heads, until she has impressed upon them the wonderful power, and beauty, and dignity,

of the adorable sacrifice; the exalted appreciation which the faithful in all ages have had of it, and the dangers they were willing to brave in order to assist at it; the terrible spiritual loss which we would sustain were we to be deprived of it, as well as the awful act of disloyalty and disobedience one would be guilty of who would willingly neglect it. The memorizing of the text is, of course, important, and should not be neglected; but until the child has been taught a true love for the Holy Mass, and his sacred duty as well as his privilege of attending it on Sundays and days of precept, this chapter has not been properly presented.

SUPERINTENDENTS' SECTION

PROCEEDINGS

FIRST SESSION

TUESDAY, JUNE 25, 1912, 4 P. M.

The Superintendents' Section was called to order by the Rev. A. E. Lafontaine, Chairman. It was moved and carried that the minutes of the preceding meeting printed in the annual report be approved as published.

Brother Eliphus Victor having been detained at home by illness was on motion replaced temporarily as secretary by Brother Edward.

On motion, the chair appointed as Committee on Nominations, Rev. Michael J. Larkin, Rev. J. A. Dillon, Brother Philip, F. S. C.

The Chairman recommended the appointment of a Committee on Program to arrange for the 1913 meeting.

Rev. A. V. Garthoeffner, Superintendent of Schools, St. Louis, Mo., read a paper on "The Superintendent's Report". It was discussed by Fathers O'Leary, McKenna, Dillon, Fitzgerald and Brothers Waldron, S. M., Edward, F. S. C., and Philip, F. S. C. The tenor of the discussion was the danger of making statistics. a burden to superintendents and teachers rather than a help.

It was recommended that detailed and careful study be made by each member, of the conditions existing, and the results obtained, in some particular school of one's locality for the purpose of report and discussion at the next annual meeting. After prayer the Section adjourned.

SECOND SESSION

WEDNESDAY, JUNE 26, 1912, 4 P. M.

In opening the session the Chairman announced the reading of a paper on “The Influences That Have Helped to Form the

Eight Grade Elementary System" by Brother John Waldron, S. M., Inspector of Schools, Clayton, Mo. Msgr. McDevitt discussed the paper informally.

The Committee on Nominations presented the names of Rev. Hugh C. Boyle, Superintendent of Schools, Pittsburgh, Pa., and Rev. Brother Edward, F. S. C., New York, for the offices of Chairman and Secretary, respectively. On motion the acting secretary cast one ballot for the nominees presented by the Committee. They were declared elected.

As there was no further business, the

Section adjourned.
BROTHER EDWARD,

Secretary.

THE SUPERINTENDENT'S REPORT

REV. A. V. GARTHOEFFNER, SUPERINTENDENT OF CATHOLIC SCHOOLS, ST. LOUIS, MO.

The scope of the superintendent's report is largely determined by its purport. The superintendent may wish merely to inform his readers of the numerical strength of the system he superintends. Accordingly, his report will consist chiefly of elaborate statistical tabulations. On the other hand, he may want to enter upon a detailed study of prevailing conditions in the several schools as well as in the entire system. There may be substantial improvements to be recorded and shortcomings, defects and positive abuses to be laid bare. The superintendent must strive, at all times, to improve the schools under his charge. Therefore he will point the way to the solution of certain problems and will suggest specific remedies for the correction of existing evils.

If, however, the superintendent's recommendations are to be heeded, if the remedies he prescribes are to be properly applied, he will, obviously, address himself to those who are in a position to second his earnest endeavors. His report, in the first place, will be directed to the Ordinary who exercises either personal authority in all school matters, or delegates his authority to the diocesan school board.

Since every parish school is under the immediate supervision of the respective pastor, he, too, has to be considered. Without the pastor's cooperation the superintendent will accomplish little in the individual school. Yes, the pastor can easily frustrate the superintendent's best laid plans and utterly paralyze his activities. Whether the pastor's support be cheerfully rendered, or be peremptorily exacted, the superintendent stands greatly in need of it.

Much will also depend upon the good will of our Catholic people, particularly the parents of our children. They alone can