What, then, is the practical lesson of this brief discussion? What is the chemistry which will turn all that instructors do to others, and all that others do to them, into blessing? It is character.

EVENING SCHOOLS.

Many of these schools are accomplishing their purpose well. In their organization, management, and cost, inexperience is at first a hinderance to complete success. Still, the citizens of Boston will be glad to know that hundreds of boys and girls, children of orphanage, intemperance, and want, have found in them an asylum into which they may retreat from the storms with which the sky of their youth is overcast. Were they not in these schools they would be in the streets, exposed to danger, vice, and crime. Men and boys, women and girls, whose education has been neglected, and who have to work during the day, are regular in their attendance, and quiet and attentive to their studies. One school shall be noticed. This school begins on the first Monday in October, and continues six months. It consists of a male and female department, and holds four sessions each week, two for each department. Many of the men have attended four evenings each week. Both departments have been as orderly as many of the public schools. The teachers have expressed their pleasure and satisfaction on this account, and have devoted themselves to the interests of their pupils. Many of the boys and girls, as well as adults, have made progress in their studies, alike creditable to

themselves and to the school. They are among those who have attended the school regularly for two or three sessions, and have so given themselves to study, as to receive the confidence of all most interested in them. Others have learned to read and write, who did not know the alphabet well, and who could not use the pen when they first entered the school.

It is not necessary to speak more fully of this part of our school work. It is a way of doing good which must secure approbation. It is adapted to make the young and the more advanced in life, wiser and better, to strengthen them intellectually and morally, to correct their habits, to refine and elevate them in their social capacity, and indeed in every other respect. May these thoughts inspire us with sentiments of gratitude, sympathy, and love!

The Evening High School for males and females. has been a great success, and hundreds have received the benefit of its influence and instruction.

INDUSTRIAL SCHOOLS.

This subject has been considered and reported upon by a special Committee; and there is no doubt that, in due time, such arrangements will be made, and such results reached, as shall give greater value to our schools in the facilities they will afford for the better preparation of children for their future.

Every school should be to a greater or less degree an industrial school, that the children of all classes may be instructed in the utilities of life, and be taught

to look seriously at work, and regard it when worthily performed, as honorable in all conditions of society. The intention is to give such instruction in the arts of useful employment, as will enable them to meet the duties and emergencies of life, and be helps and not burdens to themselves and others, when adversity

comes.

Attention is called to the very excellent Report on the subject presented to the Board of School Committee by Mr. Shackford, and which is printed for the information of all interested to read it.

SCHOOLS FOR LICENSED MINORS.

Two schools for licensed minors were established three years since. Boys licensed to sell papers or black boots on the streets, are admitted to their privileges. Under the care of teachers well qualified for the work, these schools have accomplished good results. The boys are not only taught many of the branches usually pursued in our Primary and Grammar Schools, but also lessons in morals and good manners. Many of the most rude and neg lected have been the most punctual, and any one familiar with them could not fail to see how much they have been affected and benefited by the disinterested and faithful instructions of their intelligent and devoted teachers. The Committee feel confident that these schools will continue to be a success, provided the proper officers are earnest and faithful in looking after and caring for those who are disposed to violate the city ordinance in reference to "Licensed minors."

SUPERINTENDENT OF SCHOOLS.

The proposition to appoint a Superintendent of the Public Schools of Boston was discussed in the City Council, and in the School Committee, for several years, before it was adopted. The papers of the day entered fully into the consideration of the subject, and the public mind was deeply interested. After mature deliberation, the office was instituted by the School Committee in April, 1851; and on the 13th of May following, the first Superintendent of the Public Schools was elected. The office was instituted with the belief that "it would add greatly to the efficiency and usefulness of our public schools." Twenty years of its activity have shown that this was a wise judgment. The present incumbent has occupied his position for nearly fourteen years. During the time of his connection with the schools many important changes have taken place. The Primary Schools have very decidedly and profitably felt his power, as the instructors and Committee well know. Their condition has been improved, not so much by great and marked events, as by more unnoticed and constantly recurring changes for good.

Much is due in other respects to the influence of the office. It is a source of information to teachers, to parents, and to the Committee. It helps more than anything else to model our schools, and affords comfort and strength to those employed in them. It. forms and deepens a general interest in education, by the able reports which it sends forth. The influence

of the office has been to advance public instruction, not only in our own City, but throughout the State and Country. Its reports Its reports the only source from which can be learned the true condition of our schools are published and highly appreciated in other lands. To these we are these we are indebted for much practical knowledge, for better sentiments on matters of school instruction, and for many things, which, as steps to future progress, or important as an end and principle, lead to eminence and usefulness. These reports are themselves evidence of the truth of what has been said.

Notwithstanding the devotion of the Superintendent to the duties of his calling, it is evident to those most familiar with our schools, that they demand and should receive the benefit which additional supervision, wisely directed, could not fail to secure. The city of New York employs five Superintendents of schools. One of them receives a salary of $4,700; two, a salary of $4,200 each, and two, a salary of $3,600 each; and no one familiar with the results of such supervision in that city, would hesitate in regard to its continuance and encouragement as a power for good, which can be secured in no other way. Would that our city were in the same manner favored. We expend $4,000 for school supervision: New York more than $20,000. The city of Chicago, with a less number of scholars than Boston, has two Superintendents, with several clerks connected with their office. St. Louis has two.