If the English work is being taught by several teachers, the distribution of classes among the teachers deserves careful consideration. No English work should be entrusted to a teacher who is not interested in the subject and who is not adequately prepared to teach it. It is particularly important that the first year classes should be in charge of the best teachers of English that the school has in its corps. The not infrequent practice of having the thoroughly prepared and experienced teachers take charge of third and fourth year English, and of assigning the first year classes to the young and inexperienced English teacher, or even to teachers of other subjects who have little or no interest in the work and who are compelled to take classes in first year English because their time is not completely occupied by their own subjects, generally proves extremely unsatisfactory. If the pupils in the high schools are to have the right attitude toward the study of English, and are to begin the subject in the right way, the best teachers must be provided for the first year work, since much of the success of the whole high school course in English depends upon the manner in which the introductory work is taught. The number of classes in English to be assigned to the teacher and the size of these classes must also be considered. The teaching of English requires an unusual amount of work outside of class. First, the preparation for each day’s teaching whether the work is in composition or reading demands much time and energy if it is to be done as it should be. Second, the correction of themes is a daily task that must be done carefully and accurately and that requires the best effort of the teacher when his mind is most keen and active. Third, personal conferences with each pupil on his written work are now generally conceded to be essential for successful training in writing. All these elements must be considered in arranging the programme of classes for teachers of English. Teachers cannot do satisfactory work if they must prepare for five or six classes a day, teach these classes, correct twenty-five or thirty themes daily, and hold conferences with pupils before and after school. The teaching of many classes exhausts the energy of the teacher and makes accurate correction after school or in the evening, as well as the careful preparation for the next day’s classes, extremely difficult if not impossible. Conferences on written work should be provided for in the regular programme and should not interfere with the teacher’s other duties before and after school. Four classes a day, two periods daily for conference with pupils, and not more than a hundred pupils in all classes, a number which requires the correction of one hundred themes a week, is an arrangement of work that makes possible effective teaching. 4. Conference of Teachers