some, and not overcrowded. Our teachers are competent to teach well, and where opportunity is given do teach well. The children who go to school in the afternoon are tired because of too much play in the forenoon. It has been the custom in the middle of the year to change the afternoon schools to forenoon schools, and vice versa. Thus has the condition of all the primary schools changed in the middle of the year. The progress of the children has thereby been greatly impaired.

Every child who goes to school should have a desk of his own and should not be forced to give it up to some one, he knows not whom, for half the day. The greater part of the moral effect of school life is lost to the child by the half-day school.

"Manual training begins in the kindergarten and should be continued in the primary school, but the child in the half-day school has no time to draw, to make forms of clay, or by folding and cutting paper, or by laying sticks or other means, has no time to represent forms. His time must be spent in committing to memory that which he may or may not understand, because the scholastic grade work must be done.

"Education should accomplish the best possible mental, moral, and physical good to the child, especially during the first few years of the formative period of his life. In half-day schools no moral lessons can be wrought in the presence of the child and impressed upon him. There isn't time. The teacher must dictate. Thus the moral lessons the child gets at school are the simple ipse dixit of one who is almost a stranger to him. The child can not be developed mentally by self-activity, or gain knowledge by investigation under the direction of the teacher. There isn't time. The teacher must dictate and the child must memorize what is dictated whether he understands it or notnot to say whether he knows it to be true or not. He can not be trained systematically in the use of eye and hand, or be given exercises for rest and physical development. There isn't time. The lessons must be learned, and the desks must be cleared out that other children may come and in turn be filled with facts for examination day. That healthy, mental, moral, and physical growth that can come to childhood only by wisely directed, systematic, pleasing, and conscious self-activity can not be realized in a halfday school. That pure, natural, and earnest love for truth and knowledge is never known by the child who receives without question or investigation doses of facts as from the hands of one who has diagnosed and prescribed without explanation. Most of our teachers can do the legitimate work of the primary school properly, but they complain that the half-day school does not afford the time for doing it, and their complaint is well founded. Little time is allowed for calisthenic exercises, for games, for songs, and repetition of mottoes; but all effort must be directed to accomplishing the grade work that can be done only by a continued pouring in, and a nervous, hurried, and too often meaningless memory drill. No one knows this better than the conscientious teacher, and no one speaks of it more frequently or more feelingly. That such memoriter work can be found in the schools is too true. That such work is found in the schools is not the fault of the teacher who is forced to do work on the half-time allotment. If we would have more and better training in school and fewer home lessons to be studied by our small children, we must give more time and better opportunity to do the work."

ENUMERATION OF SCHOOL POPULATION.

No enumeration of the children of school age has been made since 1880. Superintendent Powell recommends that "provision should be made for ascertaining biennially, if not annually, (a) the number of children of school age residing in the District; (b) the number of such children attending private and parochial schools, and (c) the number of such children not attending any school, together with the reasons for non-attendance."

CHARACTER OF ATTENDANCE.

It is a general rule in all public school systems that the attendance falls off rapidly from the lower to the higher grades. The white schools of the District of Columbia form an exception in this regard. The attendance in the lower grades, as compared with the population of school-going age, is fully equal to that of the most favored cities; yet a large percentage of these pupils continue on through the higher grades, nearly half of them, in fact, through the entire eight grades. Thus, in the first six divisions, embracing the white schools of the District; there were enrolled in the first grade 3,378 pupils; in the second, 2,729; in the third, 2,904; in the fourth, 3,097, and in the fifth, 3,013; while in the sixth there were 2,294; in the seventh, 1,689, and in the eighth 1,399. The enrolment in the High School was 827.

In the schools for colored children there is a diminished attendance as the grades ascend, more in accordance with the statistics of other cities. Thus, during the past year, the number of colored children in attendance in the first grade was 4,720; in the second, 2,293; in the third, 1,508; in the fourth, 1,267; in the fifth, 868; in the sixth, 546; in the seventh, 350; and in the eighth, 220, with 276 in the High School.

The trustees, in their report, explain this peculiarity, as follows: "The attendance in the primary grades, as compared with the population of school-going age, is equal to

that of the most favored of our sister cities. But the absence of large manufacturing and other industrial enterprises deprives us of a class of pupils common to other cities, whose educational privileges are usually limited to the lowest or primary grades. With fewer accumulations of large fortunes, the wealth of the District is more equally distributed than in most large cities; and with us the average citizen is able to afford to his children opportunity to take the full course of instruction provided in the public schools. The result and the conditions which give rise to it are matters of congratulation to the community, and can not fail to be gratifying to all friends of education."

PAY OF TEACHERS.

The board of trustees earnestly recommends a substantial increase in the salaries of teachers. This class of public servants occupies a most responsible position, calling for intelligence, culture, manual dexterity, tact and delicacy in management, sympathy, patience, gentleness, fidelity, and other qualities of the highest order; their influence is all powerful for good or evil; yet their wages, as compared with that of laborers, doorkeepers, etc., is so low as to draw the following just observations from the board:

"The salary of messengers throughout the Departments of the Government is fixed by Congress at $540 per annum-that of what are known as assistant messengers is $720 per aunum; while the average salary of the cultivated men and women who constitute the teachers of our public schools is limited to $670 per annum, or only $10 per annum more then that of a laborer in the Departments. All reside in the same community and subject to the same general conditions which regulate the cost of the necessaries of life. That the average salary thus allowed teachers is, in the city of Washington, barely adequate to the comfortable and decent support of a single person occupying that position in life, and that it affords no possible margin for provision for sickness or old age, to say nothing of the maintenance of a family, must be apparent, not only to every citizen, but to every temporary sojourner in our midst.

"Whatever difference may exist upon other subjects, the board feels that it represents the entire community in expressing its regret at the remarkable discrimination against this most important, useful, and meritorious body of workers above pointed out. Nor is it for a moment believed, if only its attention to the subject can be secured, that the Congress of the United States will accord inferior considerations and recompense to the educating class, the teachers of our public schools, than to others, whose duties are neither so important nor exacting, whose qualifications are of a less difficult order, and to whom the cost of living certainly is not greater."

No less than four of the High School teachers resigned last June to accept more remunerative positions in private schools, showing that the salaries are too low to command the services of the best teachers.

PHYSIOLOGY AND HYGIENE.

It is believed that this subject was taught in compliance with the spirit as well as with the letter of the law prescribing it.

For other information concerning education in the District of Columbia consult the Index.

FLORIDA.

[From Report for 1886-87 of State Superintendent A, J. Russell.]

There has been a steady growth of interest throughout the State in the public schools, a constant advance in their efficiency, while a most healthful esprit de corps animates the teachers as a rule, a result of which is that much better work has been accomplished. Patrons are becoming more identified with the schools and manifest a deep and lively interest in their encouragement and success.

It can be safely said there are but few children who live in isolated places now in the State to whom the door of the school is not opened without fee or hindrance, of any race or condition of the population, and there is every reason for believing there are comparatively very few of the youth of school age who are not able to read.

Every county in the State, even the most remote and isolated, is organized and has its public schools in operation. The six new counties created by the last Legislature have been organized and started off upon their work at the beginning of the school year, October 1, with less friction than could possibly have been expected, reflecting great credit upon the officers selected to manage the affairs of the schools in those coun

A convention of the county superintendents was held in February. Eighteen of the thirty-nine were present, and the conference, and comparison of work, the manner of superintendence of the county schools, the difficulties encountered and the impediments

existing and how overcome, made this meeting of county superintendents most profitable and pleasant, every one present expressing great gratification.

The increase in the number of schools is very gratifying, also the increase in the number of teachers employed. New and neat comfortable school-houses have been built all over the State; new and modern improved sittings have been supplied, and much closer attention is given in many parts of the State to the hygiene, ventilation, and light of the school-room and grounds.

COUNTY HIGH SCHOOLS.

County high schools, or graded schools, have been established and are in successful operation in several counties and are doing an excellent work. Notably among the counties having these schools are Duval at Jacksonville, Jefferson at Monticello and Waukeenah, Madison at Madison, Nassau at Fernandina, Saint John's at Saint Augustine, Escambia at Pensacola, Hillsborough at Tampa, and Columbia at Lake City.

These are county schools, open to any pupil who may advance to such grade as is required to enter the high school, from any county school, thus affording an opportunity to all the people of the county who desire a High School course for their children.

It is aimed to make these schools intensely practical and useful. In addition to the branches usually taught in high schools, a business course, embracing book-keeping and business rules, is taught, and normal instruction is given and practice work is afforded in the school in teaching, resulting in giving some of the best, brightest, and freshest young teachers we have in the work. These are in most cases employed as assistants under older teachers, and are thus matured in the work.

There are no city schools exclusive as in some of the States; each county is a school district under the government of a board of public instruction, consisting of five members, who are appointed by the State board of education, and are made a corporate body by the law; and also a county superintendent; and all the schools are county schools, whether in cities and towns or not, and are under the same government.

ARBOR DAY.

On the 10th of February, 1887, Arbor Day was almost universally observed with great enthusiasm and pleasure and profit. The schools, as well as the patrons, look forward in each recurring year for the coming of Arbor Day, and all commend the introduction of its observance as full of blessing and profitable instruction, and desire most heartily its perpetuation.

Three hundred and four schools are reported as participating, and 5,129 trees were planted.

For other information concerning education in Florida consult the Index.

GEORGIA.

NEW LEGISLATION.

The session of the Legislature which closed on October 20, 1887, passed an act revising and consolidating the school law. Among the changes to which Superintendent Orr has called attention are the following:

Apportionment of the school fund.-The apportionment of the school fund no longer has to be laid before the Governor. Time has effected a change in the provision of the old law for including Confederate soldiers under thirty years of age in the school population, and the change thus made is recognized in the Act by omitting them from its provi

sions.

Expenses of State school commissioners.-The provision of the old law which made the State school commissioner pay his own board and hotel bills when travelling on official business is omitted.

County school boards.-Members of county school boards are made exempt from road, militia, and jury duty, and are to receive no other compensation.

Schools.-One school must be established in every sub-district for white pupils and one for colored pupils, "where the population of the two races is sufficient," and no additional school can be established in the sub-district without an enrolment therein of not less than twenty-five pupils. The schools must be as near "the centre of the sub-school districts as can be conveniently arranged, reference being had to any school-house already erected and population of said sub-school district, and to the location of white and colored schools with regard to contiguity." The power to change district lines re

mains intact.

Text-books.-There shall be no change in the save by a three-fourths vote of all the board.

books adopted for a term of five years, This would require the concurrence of

four members. Should a teacher allow a pupil to use any other than the prescribed books, he can not receive pay from the public fund for that pupil.

Qualifications of county school commissioners.-Applicants for the office of county school commissioners must submit to an examination by the president of the board, or by some one appointed by him, or by the board for that purpose. This examination is by means of questions furnished by the State school commissioner and is on the subjects taught in the common schools, " upon the science and theory of common school teaching and government, and upon such other subjects as the State school commissioner may deem proper." "The said county board of education shall then elect such applicant county school commissioner who has stood satisfactory examination, taking into consideration the moral character, business qualifications and general availability of each applicant." Examination of teachers.-A new branch is added to those formerly examined upon, viz: "The science and practice of teaching in common schools," and the questions are to be prepared and furnished to the county school commissioners by the State school commis. sioner. He also instructs as to the grading of applicants, and fixes "the lowest standard for each class of licenses." County school commissioners grade the applicants according to the State school commissioner's instructions and submit to the board a written report and recommendation. The board licenses, provided the applicants obtain the lowest mark fixed for the several grades by the State school commissioner. Evidence of good moral character is required to be submitted in writing. Fourth-grade licenses are abolished. The Act requires the State school commissioner to fix a "day, or days," for the examination of all teachers throughout the State. The county school commissioner is to give notice of the day (not days) on which examinations are to be had. No teacher can be examined at any other time except on aidavit that "he or she was providentially hindered from being present on the general examination day, or days, and has not seen or been informed of the contents of the general question papers." Papers of unusual merit may be forwarded to the State school commissioner, with an indorsement by the county school commissioner of the author's good moral and professional character. Upon these papers the State school commissioner may issue a permanent State license, revocable for "good and sufficient cause" by him only.

Co-education of white and colored pupils.-"No teacher receiving or teaching white and colored pupils in the same school shall be allowed any compensation at all out of the common school fund."

"Ambulatory schools" abolished.—The provision of the old law permitting a two months' school term instead of three in sparsely settled districts, the terms being so arranged that the same teachers might serve in two or more schools, has been rescinded.

Attempted legislation.-A number of bills to increase the school revenues were introduced, prominent among which was one to levy an annual tax of one-tenth of one per cent. upon the taxable property of the State for the support of common schools; it did not pass, however, and the sources of the State school revenue remain practically as before, nearly stationary, while the number of school children is continually increasing. Superintendent Orr says, however, that there was a stronger feeling in the House in favor of increasing the school fund than there has been for a long time.

For other information concerning education in Georgia consult the Index.

IDAHO.

[Report of Superintendent Moody, 1886–87.]

SCHOOL SYSTEM.

"Our school system is that commonly known as the 'common-school plan,' designed to give all resident children an education in the elementary branches, and is similar in character to that in many of the Eastern States.

"The school officers consist of a Territorial superintendent of public instruction, a county superintendent of schools in each county, and a board of three school trustees in each district.”

NEW SCHOOL-HOUSES.

"I think that all is being done that can be reasonably expected of districts in the parts of the Territory remote from markets and transportation, in the matter of erecting school houses. In what may be termed the new communities, the lands are not yet ja'ented, and only the improvements and personal property of the settler are place l upon the assessment roll and subject to taxation for school-house purposes, so that until such time as the land is patented and the assessment roll shall show the true value of each man's property in the district, we can not expect that much will be accomplished except what may be done by voluntary subscription. It is a matter of regret that very many districts are obliged to use structures erected and owned by religious societies, in

default of owning school houses of their own. No district should be placed at the mercy of any religious society, or be compelled to keep its school in any building not owned or controlled by the trustees."

THE MORMON COUNTIES.

"Much trouble has been experienced, and more is to be apprehended, in connection with the problem presented under the existing laws of the Territory and the sentiments of the members of the organization known as 'The Church of Jesus Christ Latter Day Saints,' hostile to the carrying out of the provisions of the law applicable to the public schools.

"The board of school trustees is composed of three members, one of whom goes out of office and his successor is elected on the first Monday of September in each year, in each district. Among other requirements of the law, each incoming trustee takes an official oath in which is embodied the test oath annexed to this report.

"In certain portions of Bear Lake, Bingham, Cassia, and Oneida Counties there are school districts in which there are no 'Gentiles' eligible either for election or appointment as trustees. The entire community is 'Mormon.' No 'Mormon' can take the official oath without danger of conviction of perjury. Hence but two trustees remain in office in such districts. Next year there will be but one trustee, and where there is but one trustee the schools can not be carried on. In many districts, I am informed, the latter is the case already arising from the fact of vacancies caused by death or removal of one of the trustees prior to the last election.

"The school superintendents of the above-named counties (except of Bear Lake) have, in the discretion given them by law, held that a person who belongs to an organization which teaches things defined by our statutes to be crimes, as a matter of performance of a religious duty, is not a law-abiding citizen or a person of good moral character, and therefore they refuse to license any member of that organization to teach in our public schools. The 'Mormons,' represented by the reputed leaders of their organization, have notified this office that in cases where 'Gentile' teachers are employed, they will not permit their children to attend the public school, but will either cause schools to be started by subscription, wherein their children can be under the instruction of Mormon ' teachers, or else keep their children at home.

**The issue seems to be, either that the schools of Idaho, in those districts, shall be subject to the control and supervision of the priesthood of the so-called 'Mormon' church, or else that they must be closed. Their leaders set up no reasonable excuse for this demand or threat, nor do they allege that 'Gentile' teachers endeavor to enforce any sectarian, political, or denominational doctrines in the schools which their children attend.

"From an extended and patient investigation I am satisfied that the real reason why they do not wish their children to attend non-Mormon and non-sectarian public schools is, that they do not wish them taught that obedience to the law of the land is one of the evidences of good citizenship, or that acts which the 'Mormon' church denominates a religious duty or privilege are, in fact, crimes against the law of the land, and that they fear that under the instruction of non-sectarian teachers the rising generation, which is now taught by the priesthood that violators of the law when punished are 'martyrs for conscience sake,' may learn the contrary to be true.

"So far as I am advised, every effort has been made by the superintendents to keep the schools open in accordance with the law. It is a matter of deep regret that the innocent children must be made to suffer for the fanaticism and disloyalty of their parents. With every sentiment and desire to extend the facilities and advantages of a non-sectarian public school education to all the children, without regard to the religious or political creeds of the parents, existing among those who have the general supervision of the schools and the administration of the law, the responsibility for the continuance of blind faith in the leadership of an organization teaching crime to be duty, and for the prevalence of ignorance in the years to come among those who should now be studying in the public schools, but who are not because of the hostility of their parents, must rest upon the infatuated fathers and mothers of the children upon whose future they invoke the curse of ignorance, and not upon school officers who would help the children to knowledge."

TEMPERANCE INSTRUCTION.

"The Act of Congress approved May 20, 1886, concerning the teaching of the effects of alcoholic drinks and narcotics upon the human system, has been complied with except

1 In a letter to this Office under date of December 13, 1887, Superintendent Moody says upon this point: "I am happy to say that reports from two of the counties where the trouble had arisen show that the Mormons are taking a more sensible view of the situation. It is an unfortunate and bitter fit, but we propose to make Americans of the rising generation in spite of the priesthood's efforts to the contrary.'