The long lists of supplementary readings now provided in our American schools exert a wholesome influence. Their constant revision and extension furnish materials which in the hands of skilled teachers, guarantee to the pupils sure knowledge and ability in the use of the mother-tongue. The limitless resources in English literature, America's lavish provision for higher education and professional training, and the freedom granted to our teaching profession leave the teachers of our language without excuse. The pupils studying English in America have a right to expect the best. One condition which frequently militates against first class work in this line is that school boards all too frequently fail to realize that being a teacher of English means more than merely hearing lessons so many times a week. A very large part of the most important work must be done aside from class exercises. If there be any teacher justified in asking a reduction in hours of instruction it is the teacher of the mother-tongue. _Mathematics_ _Aim._ Readiness in the four mathematical operations in whole numbers, decimal numbers, and simple fractions, written and oral. Ability to independently solve various examples in the forms in which they generally appear in practical life, also examples in proportion and examples in percentage, together with problems of planes and solids. Course and mode of its execution as given in a text--Instruction in Mathematics (_Regneundervisningen_)--followed in all essentials. _First Division_ _Class I._ (Boys five hours, girls four hours, weekly.) Through constant use of illustrative material (objects about the room, wooden pins, cubes, the children's fingers, etc.) the children are taught to gradually become acquainted with the numbers to ten, twenty, thirty, and on up to one hundred; and they are afforded continuous practice in reading, writing, and explaining the numbers, as well as in performing simple solutions in the four arithmetical operations. At the close of the year the children should be able to count to one hundred forward and backward. They must know how to manipulate the numbers from one to ten in adding to or subtracting from any number less than one hundred, and be able, by the assistance of the tables, to answer questions in multiplication (two's to five's). and some questions in division. Chief importance attaches to the ability of the children to use the numbers from one to thirty. _Class II._ (Four hours weekly.) Acquaintance with and ability to read and write any number up to one million. _Mental arithmetic._ Continuation of operations begun in Class I. When proficient in adding and subtracting units to and from one hundred, tens and units are taken up in the same way. Examples in easy multiplication, with occasional use of division, carried on throughout the year.