"Doubtless, it was as a teacher of teachers that Mr. Kissell excelled. In every department was his influence felt in that regard. No part of the entire range of school instruction escaped his attention. To incite the teacher to a use of the best attainable methods, to inspire with zealous endeavor to secure the best possible results, to perfect and elevate their ideas-these were his constant aims. It was ever the testimony of his teachers that his presence and his words were to them constantly operative incentives to fresh effort and more devoted zeal."

The office of superintendent of public instruction having become vacant through the death of Superintendent D. Franklin Wells, in 1868, Governor Merrill tendered the office to Mr. Kissell, who assumed its duties January 28, 1869. He was elected in October of that year to fill the unexpired term of Mr. Wells, and also for the next term of two years, 1870-72. During his term of office, he labored incessantly to unite and strengthen the educational forces of the State. His report, made at the close of his full term, was very ably written, and after the lapse of eighteen years, it possesses a value which attaches to but few such documents. The establishment of normal schools for the training of teachers received his earnest attention, and it is still the hope of the teachers of the State that some plans which he advocated may yet be carried out, and they may have better opportunities to fit themselves for their work. Mr. Kissell's last educational work was done in Iowa. He afterward engaged in various mercantile pursuits, making his residence in Chicago, at which place he died May 27, 1888. Although during the last years of his life he was not connected with educational work, he did not lose his interest in the schools of Iowa, for whose advancement he had labored so long and arduously. Mr. Kissell was a strong man, broad and comprehensive in his views of educational subjects, firm and decided in his own convictions, but anxious only to do his duty as a man and a Christian. This tribute at least is due to one who left an impress, which is yet felt upon the common school system of our State.

PREFATORY REMARKS.

THE questions which concern the education of the children and youth of the State lie at the foundation of our material prosperity. While in this, as in all other public matters, a due regard to economy should be observed, we ought to legislate concerning our schools with respect to increasing their efficiency, rather than to lessening their cost. A wealthy and prosperous State can do nothing which ̧ will more surely build up its industries and attract the best class of emigrants to its borders than by fostering an educational system which proffers its advantages, freely and liberally, to the children of the rich and poor alike.

Horace Mann once addressed letters to prominent manufacturers, mechanics, merchants and business men in Massachusetts, asking their opinion as to "the difference in productive ability between the educated and the uneducated; between the man or woman who has had good school facilities and one who has never enjoyed such privileges." The answers which he received were such as to enable him to write: "They seem to prove, incontestably, that education is not only a moral elevator and a multiplier of intellectual power, but that it is also a most prolific parent of material riches. It is not only the most honest and honorable, but the surest means of amassing property."

In the sharp competition which exists between the different sections of the great Northwest, other States realize these truths and are not slow to take advantage of them. They are pressing their educational interests forward with untiring zeal, and point to their institutions of learning as the best possible evidences of their material advancement. They realize more and more each year the economic value of knowledge.

Iowa must not be allowed to be second in the race. Surely that State pride, which in every emergency of war or peace has kept Iowa in the front rank, must again come to our aid and prompt us to deal generously by our institutions, that we may furnish to our

children school facilities unequaled by any other State in the Union.

The children of to-day will be the citizens of to-morrow, and our legislation will influence the character of the citizenship of the future, just in proportion as it increases or lessens their opportunities for gaining, at least a good common school education. All other legislation is transient in its nature and changes with the times; but the legislation which affects our schools has a terrible hold upon the future of the State.

The following report is submitted, in accordance with the requirements of the statute, to furnish as accurate statistical information as is possible, and in the hope that some of the plans suggested in it may commend themselves to the legislature as worthy of serious consideration.