It may be of special interest to many to know precisely what our incorporated cities are doing, in comparison with the villages and rural districts, for the material support of their schools. Hence there is given below a tabular exhibit of the leading items relating to these schools, and there will also be found in Appendix C of this volume the annual reports of the superintendents in several of the cities, to which attention is earnestly invited. These reports, as also the electrotype plates showing cuts of their central or high school buildings, were cheerfully furnished this department in compliance with a request made in a circular letter addressed to the superintendents of all the city schools in Octobor last.

The following percentages show the expenditures, receipts, indebtedness, and valuation of school property in the thirty-nine cities as compared with the same for the entire State:

Teachers' wages in thirty-nine cities, per cent of State....
Total resources in thirty-nine cities, per cent of State..
Total expenditures in thirty-nine cities, per cent of State.
Total indebtedness in thirty-nine cities, per cent of State....

26.1

33.9

34.4

74.7

Total value of school property in thirty-nine cities, per cent of State.... 37.5

Statistics are often notoriously inaccurate, but it is believed that the figures from which these percentages came are approximately correct. There certainly can be no mistaking the public sentiment which prevails in these cities in behalf of free schools; it finds most emphatic expression in the annual expenditures for their support of, and in the heavy indebtedness incurred by, the erection of costly and elegant buildings.

No reasonable expense seems to be spared in order to contribute to the excellence and efficiency of their schools, and perhaps no tax is more willingly and cheerfully paid than that which goes towards their support and improvement. The school buildings generally are tastefully furnished and well equipped with the necessary aids to instruction. The best teachers are sought for, and liberal allowances are made for intelligent, skillful, and efficient supervision. The high schools in some of the cities have won an enviable reputation as classical schools, and are sending out annually a considerable number of graduates for the State University, and what is equally worthy of remark, is the fact that a large number of these schools in the cities have organized normal classes and are furnishing every autumn and spring a goodly number of teachers to the rural districts.

EVENING SCHOOLS.

In view of the wise and liberal expenditures that are made for the education of the children in these cities, it is truly surprising that no efforts have been made, so far as known, in any of them looking to the establishment of evening schools. A comparison of figures in the following table discloses the startling fact that the entire school enrollment for the year is hardly 58 per cent of the number of resident children of school age, while that of the State exceeds 74 per cent. The percentage of children between five and twenty years of age residing in these cities, in attendance at the public schools, is even less than the low percentage given above, as the figures showing the school enrollment include non-residents and those past the school age.

It is true that a considerable number not enrolled in the public schools are attending private and denominational schools, yet the number receiving no education from schools of any sort must be large. How about that class, by no means small in these cities, who, by the force of circumstances, are prevented from receiving the school advantages which are so liberally furnished and are enjoyed by those more fortunate? These are in the manufactories, work-shops, and stores; boys and girls, young men and young women, whose busy life, whose physical wants and the wants of those dependent upon their labor, prevent them from improving the opportunities which, at a first glance, seem to be within the reach of all. This class certainly is entitled to, and should receive all the advantages which can be offered by evening elementary schools, the legitimate work of which is to furnish instruction in the common English branches to those above the ages of twelve or fourteen who are denied the privilege of attending the day schools. There is no question as to the direct benefits resulting from such schools or the patronage they would be likely to receive if established in the larger cities of the State.

COUNTY SUPERVISION OF SCHOOLS.

The act to provide for County Superintendents of Schools," approved March 13, 1867, became practically operative on the first of May following,— the time, as designated in the act, when these officers were to enter upon the discharge of their duties. The law, although enacted nearly eight years ago, has undergone no change in any of its provisions by subsequent legislation. The main duties of the Superintendent are defined in sections five, six, nine, eleven, and twelve of the act, and are as follows:

He shall examine all persons offering themselves as teachers for the public schools, and shall attend in each township in his county at least once in each year for that purpose, and may also hold examinations at such other times and places as he may appoint.

He shall grant certificates in such form as shall be prescribed, etc., licensing as teachers all persons whom, on thorough and full examination, he shall deem qualified in respect to good moral character, learning, and ability to instruct and govern a school.

It shall be his duty to visit each of the schools in his county at least once in each year, to examine carefully into the discipline and the modes of instruction, and into the progress and proficiency of the pupils, and to make a record of the same, and to counsel with teachers and district boards as to the course of studies to be pursued, and for the improvement of the instruction and discipline of the schools.

To note the condition of the school-houses and appurtenances thereto, and to suggest plans for new school-houses to be erected, and for warming and ventilating the same, and the general improvement of school-houses and grounds.

To inquire into the condition of district and township libraries, and to counsel, if necessary, for the better management of the same, and to see that the money collected from fines is devoted to the increase of said libraries.

To promote, by public lectures and teachers' institutes, and by such other means as he may devise, the improvement of the schools in his county, and the elevation of the character and qualifications of the teachers thereof.

To consult with the teachers and school boards to secure the more general and regular attendance of the children in his county upon the public shools. To receive and examine into the correctness of the township inspector's reports, and require the same to be amended when necessary, and to file copies of the same in the office of the county clerk, and transmit duplicates thereof, together with such other information as may be required of him [relating to these reports] to the Department of Public Instruction at Lansing.

Also, to make a report, annually, to said Department, of the official labor performed by him, and of the general condition and management of the schools under his charge, and such other information as may be called for by the State Superintendent of Public Instruction.

Such are the duties imposed upon the County Superintendents of Schools by this act. For the faithful performance of so grave, responsible, manifold, and far-reaching duties (the like of which devolve upon no other officer under our laws), it would seem that the most liberal allowances of time and pay should be made.

During the month of August last blanks were prepared and forwarded from this office to the County Superintendents, with the view of securing certain

general statistics from the counties for the school year ending September 7, 1874, and mostly unlike those secured through the reports of the township inspectors. The circular letter accompanying said blanks (two being directed to each officer) requested that he prepare the statistical report in duplicate and forward one copy to this Department, retaining the other for file in his office; and also transmit, in addition, a separate written report, showing the character and extent of his official work for the year, the general condition and prospects of the schools under his supervision, with such observations as he may wish to submit relative to school legislation and other matters pertaining to public education. Reports of the latter class have been received from nearly all the Superintendents, which are, in the main, full and satisfactory, and may be esteemed as especially valuable in showing the growing importance of the superintendency in its distinctive relations to the schools and to the entire educational interests of the respective counties, as well as indicating the general tone of public sentiment and feeling in respect to popular and free education. These reports will be found, with other accompanying documents, in this volume. The Superintendents of all the counties (Keweenaw excepted) have prepared and forwarded statistical reports, as heretofore alluded to, in compliance with the circular letter addressed to them, and all the statistical items embodied in the same will appear, classified and collated, in the four following tables: