up two succeeding years of a Latin-Scientific course, of a Commercial course, or of a Manual Training course. Manual Training and Commercial studies run, however, throughout the first two years of the general course.

FACULTY OF THE ROMAN CATHOLIC HIGH SCHOOL FOR BOYS, BROAD AND VINE STREETS,

PHILADELPHIA, 1902-1903

Rev. Hugh T. Henry, Litt.D., Rector.

Rev. William J. Higgins, S.T.L., instructor in Church History and Latin.

Prof. D. O'Sullivan, instructor in Higher Mathematics.

Prof. Charles H. McCarthy, Ph. D., instructor in History and Civil Government.

Prof. Charles P. Henry, A.M., M.D., instructor in Latin and English Literature.

Prof. George E. Mehring, instructor in German and Mathematics.

Prof. William S. Long, instructor in Natural Sciences.

Prof. James A. McNulty, instructor in English and Latin.

Prof. Francis M. Rourke, instructor in English.

Prof. W. P. Wright, instructor in Commercial branches.

Prof. H. W. Flickenger, instructor in Penmanship.

Prof. Frank B. Johnston, instructor in Stenography and Typewriting. Prof. J. Liberty Tadd and six instructors in charge of Manual Training Department.

Mr. James Flynn, instructor in Gymnastics.

The Catholic Girls' High School, Philadelphia.

Prepared by Rev. P. R. McDEVITT. Superintendent of Philadelphia Parochial Schools, March 25, 1904.

The information I am sending you in regard to our high school centres concerns girls only. Fortunately the problem of the high school for boys is not waiting for solution in Philadelphia, as the splendid generosity of Mr. Cahill, settled the question a generation ago.

An inquiry about three years ago brought out the information that in most of the parish schools of Philadelphia, the upper class-rooms contained, usually, three grades, and sometimes

four grades, the 7th, 8th, 9th and 10th grades, in charge of one teacher. The impossibility of one teacher's reaching efficiently so many grades was long evident to those familiar with the work of the schools.

The adequate remedy for the state of affairs would have been the establishment of a high school for girls, where a four years' course could be followed.

Such an institution was not possible, at the time, and as a partial relief to these upper classes it was suggested that there be formed what would be termed high school or senior class centres, where a two years' high school course could be taken.

It was thought that permission could be had to use a certain portion of a parish school already established and open one or two classes to contain pupils who were doing high school work in the various schools, in the neighborhood where the high school centre would be started.

It was noted that the three principal teaching communities had their largest schools grouped, more or less, in a certain part of the city. These three communities were asked to organize one of these unpretentious high school centres. Community lines were respected. Each community was requested not to receive children from the elementary schools taught by another community. This rule has been followed, save in few instances.

A two years' course was established. The character of the instruction and the nature of the course were left to the communities.

The tuition is free. If the pupils pay for their books in the elementary school from which they come, they do the same at the high school centre. If the parish supplies the books in the elementary school, the bill for books used in the centre is sent to the pastor.

The scheme would have been considered successful at the first, if but a few schools in the neighborhood of the high school centres, had sent their high school pupils, but to our surprise, the attendance was beyond what had been looked for. At present the centres are filled to their utmost capacity.

At the beginning there were three centres. A fourth opened last September. There are now in the four centres, two

hundred and sixteen pupils coming from forty-five elementary schools.

The advantages of these centres are:

1st. These two hundred and sixteen pupils are grouped together in four places, instead of being scattered in forty-five schools, and requiring the attention of a teacher who would besides be required to teach two or three lower grades.

2nd. The bringing together of the children from various parts of the city, has a broadening effect upon them, and is a gradual preparation for their life work. The sudden thrusting of young girls into various occupations away from home, who have never known any other environment than that of their parish schools, is oft times to discover that they are ill able to withstand the special dangers that surround them.

3rd. The coming together of the four centres for monthly entertainments, closing exercises, etc., contributes to the strengthening of a social spirit among the Catholics of the city.

4th. Inter high school centre competitions,-e. g. in Chrisitan Doctrine,—for a special prize offered by the Archbishop, stimulate a healthy rivalry.

5th. The establishment of these centres, unpretentious as they are, is doing much to educate both pastor and people to the necessity and advantage of a real high school for girls.

I may say that without the co-operation of the communities, these high school centres could not have been established.

While something has been done by a fund raised for the purpose, the burden of the expense has been borne by the communities.

I may be pardoned if I express the opinion that a first class high school for girls could be established in a city like Philadelphia, if the Ordinary assessed the parishes, or if the pastors came together and determined that each parish with a school, would contribute a pro rata tax for its establishment and support.

I do not think that a really successful Catholic high school can be established, that is not free. It is a pity that such is the case, but the competition of the free public high school, will always stand in the way of our efforts to gather all our girls

into a free Catholic high school. Many of them find the expense for fare and luncheon, as much as they can well look after.

The question of Catholic high schools is an important one. Catholic education is not the imperative need simply for children in elementary schools. If anything, the young men and young women who are fit for higher work, are the ones for whom the greatest efforts should be made, because for them the dangers to faith and morals are greater.

College Department.

Sixth Annual Conference of the Associ= ation of Catholic Colleges and Univer= sities of the United States.

Report of Proceedings.

TUESDAY, JULY 12TH.

Rev. John A. Conway, S. J., took the chair as the oldest member of the committee. On motion the Rev. Francis Cassilly, S. J., was appointed secretary, and Rev. A. A. Malloy, C. M., was appointed assistant secretary.

The chairman stated that it would be well to appoint a committee of three to co-operate with a similar committee from each of the other conferences, with a view to bringing about a Federation of the three Conferences in such a way as to preserve the autonomy of each. Upon motion, the chairman appointed the following members of this committee: Rev. Charles B. Schrantz, Rev. M. P. Dowling and Rev. John P. Carroll, D. D.

A discussion was held on the points of Dr. Charles P. Neill's paper on "Statistics of Attendance of Catholic College Students at non-Catholic Colleges and Universities, and the Cause thereof." The points were presented by Monsignor D. J. O'Connell. At the conclusion of the discussion, announcements were made, and the meeting adjourned.

WEDNESDAY, JULY 13TH.

The members of the college department assembled at 11:30 a. m. The names of those enrolled on the previous day were read. Rev. Charles Schrantz, S. S., read a paper on, "Methods of Teaching Latin in the College-Old and New."

The chairman named the following Committee on resolu