used in the schools under their jurisdiction, and books cannot be changed within six years from the date of their adoption except by unanimous vote. Thus are secured uniformity of books within each county and as much permanence as is consistent with progress. But the third named evil-the heavy expense of books-deserves careful consideration.1

Very little legislation in regard to the public schools is needed at this time. The educational system is a vast organized institution, the result of growth through nearly half a century. At first every school district was independent, with a school board of its own. This plan was found to be ineffective, wasteful, and extravagant. All the districts of the township were, therefore, united into a school corporation under a single responsible trustee. This is a great step in advance. Order began to prevail and some life appeared in the schools. A State superintendent was next elected. He systematized the management of the funds and revenues and began to stimulate the schools. The State board of education was reconstructed, making it an educational body in fact. It began to plan and direct the school work. Finally the county examiner was made the county superintendent, thus giving unity to the schools of each county by placing all the towns and townships under a single directing head, and also giving unity to the entire State by creating an agency through which the State board and superintendent could reach and influence every school in every township. In proportion as this development has gone on the schools of Indiana have improved, until it is believed that now something like an adequate return from their great outlay for the support of education is received by the people."

KANSAS.

. The National Educational Association, which met in the city of Topeka in July, was a notable gathering of the most eminent educators of the United States, and one of the largest ever convened in any country. Its effect upon the teachers of the State has been to awaken a fuller realization of the magnitude and importance of the work in which they are engaged, while its general influence for good is felt by all ranks of society.

The State Teachers' Association, which meets during the holiday vacation, is accomplishing much in the way of stimulating professional pride among the teachers and elevating the educational standard. The ablest teachers are always present, and the general interest is manifest in the numbers that attend.

Normal institutes have been held in eighty-four counties during the past year. There seems to be no more potent means for improving the teachers of the common schools, and thereby improving the instruction in the schools, than the system of county normal institutes affords. Each year shows a larger attendance, greater interest, and more efficient work.

There is an increasing demand from the patrons of the ungraded schools for better facilities for higher education, and a strong desire to have the school system so unified that it will enable the public schools to fit their students to enter the higher State institutions of learning.

MAINE.

The conclusions deduced from the analysis of statistics may be broadly and briefly summarized as follows: (1) The gross and net quantity of work done in the common schools for 1885-'86, as compared with that of the preceding year, when measured by attendance upon, and length of schools, was practically unchanged, though the former factor indicates increase and the latter decrease. (2) The quality of work done as affected by character of schools, of teachers, of text-books, and other school appliauces, of management, of school-houses, and of supervision, was very considerably superior to that of the preceding year. (3) These results were attained at but slightly increased cost.

As is the teacher so is the school." And yet to get the cheapest work, to make places for family connections or personal friends, "to keep the money in the district," are often the grounds upon which selection of teachers is based, while the well being of the school is made a inatter of secondary importance.

It is significant that 7,596 different teachers are annually employed to teach (or "keep") 4,678 different schools; and that 1,165 untried and untrained teachers are annually put in charge of one to every four of the schools in the State. But these lamentable facts are due to the generally prevailing system of school management. Were human ingenuity incited to its utmost in an effort to invent a system of management for making the schools the most ineficient possible, so far as should depend upon the selection of teachers, the consummate flower of such effort would be the school-district system. Not till it is utterly rooted out by legislative fiat will the best available teachers be sought and retained.

The system of supervision is defective in several regards. The selection of the instructor is in the hands of the district school agent who has no directive power over

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the instruction of the school; no authority to investigate thoroughly the fitness of the person selected; and, in nine cases in ten, is incompetent to make such investigation. The work of instruction is under the inspection of the school committee or supervisor, having no direct control over the selection of the instructor. From this division of function it comes to pass that neither party feels full responsibility for the success of the school, and neither has full authority to compel success.

In order to bring about certain needed reforms, the State superintendent suggests the following changes in law: (1) A more efficient law for compulsory attendance. (2) A law fixing the minimum annual lengths of all schools. (3) A law summarily abolishing the school-district system in all towns in the State. (4) A law to make more efficient the local supervision of the schools. (5) A law compelling all towns to furnish free text-books.

MARYLAND.

With the exception of Baltimore County, three-fourths of all the teachers in the State have had no special training for their work, and therefore the office of the county examiner (superintendent) is one requiring the brightest intelligence and the warmest zeal.

In the city of Baltimore, as in many other large cities, the teachers are elected for a year. At the end of the school year there is, by hypothesis, a general vacancy, and the school boards re-elect at least nine-tenths, probably ninety-nine one hundredths, of the former incumbents. In the counties a different method obtains. When a teacher is appointed to the charge of a school he is appointed for no definite term. When he wishes to leave he gives thirty-days notice of his intention, and at the end of the thirty days he is free. If the trustees wish him to leave they give him thirtydays notice. In this way the teacher's mind is relieved and there is no scramble for places at the end of the year.

The State Normal School has enjoyed another year of prosperity, if numbers (272) are a sign of success.

MASSACHUSETTS.

There is no principle of the educational system more jealously to be guarded than that of local control and supervision; and it is the towns, and towns alone, that can properly be entrusted with the education of its children.

About sixty towns of the Commonwealth are provided with public-school superintendents. The schools of the remaining two hundred and eighty-seven towns are under the supervision of school committees.

The palpable obstacle to improvement is in the poverty and isolation of the smaller towns. Yet no one measure is more imperatively demanded in the growth of the educational system of the Commonwealth than the extension of the principle of superintendency to the smaller towns and villages. It is entirely possible that several neighboring towns and villages should combine to maintain a superintendent, whose duties would be substantially the same as those of one placed over an equal number of schools contained within a single large town. Surely the time is ripe for such a movement.

But how are the superintendents to be trained? The answer is, in the colleges where chairs of pedagogy are maintained, and especially in the normal schools. It is impossible, under present circumstances, to supply every school with a good teacher; but there is no serious difficulty in the way of placing a well-trained superintendent, of either sex, in every town in the State.

The public statutes require every town to make all needful provisions and arrangements concerning habitual truants and children between the ages of seven and fifteen years, who are out of school, idle, and not subject to parental control. Suitable places are to be provided for their confinement, discipline, and instruction. Hampden County has provided such a school, and it is accomplishing good results. It has diminished the amount of truancy in the county, and has furnished to its pupils as good quality of instruction as that given in the public schools. It does not appear from the returns that the towns have all complied with the spirit of the truant laws.

The school law provides that books and all school supplies shall be purchased by the committee at the expense of the towns. The advantages of the free text-book system are: (1) Economy of time and money. There are no long delays in organizing the classes, and experience has proved that the expense of books and supplies is reduced nearly one-half. (2) The new system furnishes a good occasion for training the children to take good care of those things not their own, but which they are allowed to use. (3) It has, without doubt, increased the attendance upon the schools more than ten per cent.

Before the act of 1884 was passed, sixteen towns in the Commonwealth had voluntarily adopted the free text-book system. In all cases of fair trial, the most satisfactory results have been produced.

MICHIGAN.

The current record and statistical history of the schools present a highly creditable exhibit, and lend countenance to the assertion "that our common schools and schools of higher learning have taken rank with the best in the world."

The enrolment at teachers' institutes was larger than that of any preceding year. And yet only one-third of the teachers of the State reported at the institutes. Of those teachers holding State or normal certificates, there was an attendance of fifty per cent.; of those holding first-grade certificates, seventy per cent.; second grade, forty-five per cent.; third grade, forty-six per cent.

The work of the State Teachers' Reading Circle has received recognition from the State board of education in the preparation of examination questions for county examinations, the questions being partially based upon the texts adopted in the course of study. The county school examiners, at Lansing, have adopted the following recommendation: "That for work done in the State Teachers' Reading Circle by an applicant for a certificate and accepted by the central committee, the examiners add at least one per cent. to the general average for each book read or part of the work so done."

MINNESOTA.

Minnesota may claim justly not only that she has schools of all grades, but that they are so related that each department, grade, or class is adapted to and contributes directly to the efficiency of the others. The system of schools may be likened to the elevator of a tower or palace. The car stops at every floor; the multitude may get out at the first, but the car moves on, and lands every one as high up as he cares to go.

In all departments there has been uninterrupted prosperity. Efficient management, hearty co-operation, and hard work have made them more comprehensive in plans and firmer and better defined in their several lines of instruction.

During the past two years the experiment has been made of giving to the teachers of graded schools the professional aid which would be equivalent to that afforded to common schools in the regular institutes. The plan is to send to each school for one week, as previously arranged, an experienced instructor in normal methods, to act under the direction of the superintendent of the school, and to give him or her time for visiting classes, conducting recitations, holding teachers' meetings for the discussion of subjects taught, methods in teaching, discipline and organization, and in giving such criticisms as may be acceptable.

The defects of the common-school system of Minnesota, comprehensively stated, are a lack of thorough organization, by which the influence and intelligence of the whole are brought to bear upon each part, by which the wise may direct the igno rant, the rich help the poor, and the energetic and progressive urge forward the more sluggish. Then, again, large sections exist in which there is little or nothing American, either in language, intelligence, political ideas, and little or no sympathy with our institutions. The children of these districts attend no schools, learn no English, and give little promise of becoming better citizens than their fathers.

There seems to be no substantial aid gained from the law on compulsory education. Several superintendents have undertaken to enforce it, but the results have not been permanent. The reasons of failure have been (1) defects in the law; (2) the difficulty inherent in this method of improving the people.

MISSOURI.

In a great State like this, with more than ten thousand school districts, differing in population, wealth, and culture, there will, of necessity, be found various grades of schools, ranging from the very best regulated to those the most poorly conducted. Under the law the public schools are classified as primary and advanced, or, as commonly designated, primary and high schools. The term "primary schools" is not used in the sense of "primary department" in a graded school, but simply includes the branches required to be taught in all the public schools of the State; they are the common schools of the country district and the ward schools of the cities or towns. These primary schools are, by far, of the greatest importance in any system of public schools that may be inaugurated; for in them must be laid the foundation upon which all future advancement must depend. In them the greater portion of the youth will receive all the benefits they can derive from the public schools; the past and the present constitute somewhat of an index for the future, and statistics show that a very small proportion of those over sixteen years of age attend the schools, while a large number never advance further than the primary schools. Notwithstanding the importance that necessarily attaches to this grade of work, too little attention has been given to the employment of teachers to give instruction in this department of the school work.

In many of the town and city schools the best of results have been secured by placing well-qualified teachers in charge of the rooms wherein this grade of instruction is given. This work generally requires about seven years, or covers seven grades, numbered from the "primary department" to the seventh grade.

Many well-qualified teachers are employed in the rural districts, and are doing work that will tell for good in future years. As a general thing these schools are not graded; too many pupils are crowded into one room; too many classes are required; the attendance is irregular; a proper gradation cannot be secured nor strict discipline enforced. Yet, despite these discouraging features, thousands of children are being well taught in the elementary branches.

The greatest hindrance to the primary schools arises from the employment of incompetent teachers; they secure the lowest grade of certificate, and offer to teach for less than a good teacher will work; they know nothing about teaching, but they must do something; and it often happens that they secure their certificates through the plea of misfortune and poverty inore than on account of qualifications.

In the large cities and towns, and in many of the smaller towns and villages, prosperous graded schools are maintained for eight, nine, or ten months in the year; and nearly all support a high-school department for two, three, or four years. They are controlled and managed by superintendents or principals. The superintendents devote most of their time to general supervision of the schools under their charge, while the principals are required to perform the double duty of supervisor and teacher at the same time.

NEBRASKA.

The material development of the State has been rapid, and the educational work has kept even course with it. There is a grand public spirit existing in regard to education and the work will go on to better advantage in the future.

Among all the States which have received educational land grants from the regular Government, Nebraska, in the management of her portion, has furnished a very conspicuous example of wisdom and forethought, not only from an economic point of view, but also from the fact that of all States in the Union this State shows the smallest percentage of illiteracy.

For the purpose of comparison a brief summary of the condition and management of educational lands and funds of the State most nearly related to Nebraska by location and otherwise, will not be without interest.

Missouri.-Permanent fund, $10,284,000; annual interest on the permanent fund variable, sometimes reaching $800,000; minimum price of land, $1.25 an acre.

Indiana.-Permanent fund, $6,328,690.89; annual interest, $665,262.11. The State has borrowed and pays interest at the rate of 6 per cent. on $3,904,783.21. The remainder is loaned on real estate at 8 per cent., and is managed by the county auditors. Minnesota.-Permanent fund, $7,250,000; annual interest, $335,000; minimum prices of lands by statutes of 1878, $5.00 per acre; estimated future of fund, $18,000,000. Iowa.-Permanent fund, $4,127,510; minimum price of land, $6.00 per acre, but may be sold at an appraised value not less than $1.25 per acre; fund distributed to the counties, which pay the State 6 per cent.

Kansas.-Permanent fund, $1,000,000; estimated future maximum, $10,000,000; annual interest, $400,000; minimum price of land, $3 per acre.

Michigan.-Permanent fund, $3,838,728.27; the annual interest amounts to $260,833.32; by the statutes of 182 the minimum price of the common-school land was fixed at 84 per acre; the minimum price of the university lands was fixed at $12. Ohio.-Permanent fund, $3,26,171.27; estimated future maximum, $4,000,000; annual interest derived, $229,452.76.

Wisconsin.-Permanent fund, $2,953,528.58.

Tennessee.-Permanent fund ascertained and declared by law to be $2,512,000 which constitutes an irreducible debt of the State and bears 6 per cent. interest.

Colorado.-Permanent school fund, $151,457.53; unsold land, 2,500,000 acres; minimum price of land, $2.50 per acre; the State pays interest at the rate of 6 per cent on the permanent fund.

Nebraska.-Permanent fund, $4,904,119.21; annual interest, $391,552.60; minimum price of land, $7 per acre; estimated future maximum fund, $20,000,000.

In order to cultivate habits of thrift and economy among children there has been considerable agitation, in this and other countries, of the question of establishing savings banks in connection with the schools. This system has been introduced in Nebraska in the city of McCook, and its working is as follows: Every Monday morning deposits are received from the pupils, each depositor receiving credit upon the weekly card with which each is furnished. This card is always presented when a deposit is made. The whole amount is passed to the principal, who, as treasurer, enters each deposit in a special book, the only one required, kept for the purpose. This is all that is done in the school. Details are left to the discretion of the teachers. The principal, at the close of the school, places the whole amount in the bank, where it is received and deposited in the usual manner. Once a month he presents to the bank a list of the names of the depositors with their respective amounts which are duly recorded in the books with which the bank supplies the depositors. No money is to be withdrawn except by signature of parents, principal, or guardian. Deposits may be made during vacation directly in the bank. The bank books are kept by the prin

cipal in a secure place, but if desired may be taken home by the pupils for parental inspection. The time usually consumed by the work is fifteen minutes, which can easily be spared once a week in view of the important objects to be attained. Out of 250 pupils the following is the record for the first month:

The State superintendent presents the following recommendations: (1) A change in the law relative to the apportionment of school moneys; some districts have more money than is needed for ten months of school, while other districts have not enough money for so many as five months. (2) That the rate of State school tax be increased. (3) That every school district be required to expend every year from $15 to $50 for a library. (4) That a normal school be established in Nevada. (5) That the Indians of the State be educated.

NEVADA:

Much of the school legislation of the State was enacted nearly a quarter of a century ago; it met the exigencies of pioneer days, but it is not such as the present demands.

The State Teachers' Institute has done for progressive education in Nevada more than all other influences combined. The effects are now felt in every school in the State.

County-school supervision in Nevada is a failure. One supervisor, energetic aud capable, could do more to introduce into the schools modern methods of teaching than is now done by the fourteen county superintendents. This stricture does not apply to officers as such, but rather with the law fixing their salaries and defining their powers and duties.

NEW HAMPSHIRE.

An act approved August 13, 1885, to abolish the district system and establish the town system went into effect March 1, 1886. New Hampshire is the third New England State to adopt this system, which was virtually enjoyed by the cities and larger villages for some years previous. The law makes the town (as at the first) the political unit of the State. "Prudential committees can no more employ relatives and favorites as teachers, regardless of qualifications and character, nor will it be possible for antagonistic town and district officers to engender strife and shirk their respective duties by saddling their responsibilities upon each other." No one can fail to see that the new law, while it may slightly restrict the privileges of a few, is framed in the general interest, and especially of the sparsely-settled districts.

NEW YORK.

The aggregate attendance upon the common schools of the State does not increase in proportion to the growth of the population, notwithstanding the "compulsory-education act." Many plausible reasons are assigned, the principal being that the school trustees, serving without pay, are loth to personally enforce the law, and that the buildings now in use are already quite full, in the majority of cases no accommodations existing for more scholars. Truancy and the indifference of parents cause much trouble, and it is proposed to remedy the former by the establishment of a State reform school, and the latter by the passage of a free text-book law.

A new normal school was established at New Paltz in February, 1886, and 152 names have already been enrolled. This is the ninth institution of the kind opened in the State, and all are in good hands and doing excellent work. The demand for their graduates as teachers is gradually increasing, and the necessity of a special course of training to the equipment of a good teacher is now generally recognized. In the cities and large towns training schools are generally maintained and accomplish good results in their vicinity, but in the villages and rural districts the need of well-trained instructors is still greatly felt.

There is not yet enough uniformity in the normal schools, and as long as they are conducted by the State in partnership with their respective counties this will be difficult. The communities that raised large sums of money to erect suitable buildings, that such schools might be established in their midst, receive much consideration, and the granting of local claims has not always resulted in benefit to the general educational system of the State. The standard of qualification for admission is too low, and too much time is spent in foundation work that should have been done before admission; a reform in this respect is proposed. The buildings at Oswego, Buffalo, and ED 86-3