COMPULSORY ATTENDANCE.

As the laws relating to attendance of children at school seem to be ineffective, it is suggested that they be so amended as to accomplish the end designed. A large number of parents are so indifferent to the education of their children as to permit them to grow up in ignorance and consequent unfitness not only to secure their own well-being but to become capable American citizens.

SUGGESTIONS.

Superintendent Kiehle thinks that some changes can be made which would prove of great help to the schools.

The present school district system should be abolished and township districts adopted. The election of a county superintendent, an officer that has much to do with the success or failure of the schools, takes place at the same time as the general elections, and consequently his selection is often to be attributed to political rather than educational influences. In this way, a faithful and earnest county superintendent is often displaced by some one who has made it his endeavor not to qualify himself for the position, but to win the good-will of the majority of the voters. As the position is an educational one and should be entirely disconnected from politics, the officer should be chosen at a special election and should be required to give some evidence of his qualification.

The reports of city superintendents, in cities of ten thousand people or more, should be made directly to the State superintendent, and such cities should not take part in the election of county superintendents.

It is recommended that legislation be made

(1) For the licensing of graduates of normal schools to teach.

(2) For examining and licensing persons to teach in the State who have proper education, skill, and experience.

(3) For an appeal to higher authority by the district, teacher, or superintendent in the matter of a teacher's qualifications. This is required in the interest of all parties

concerned.

MISSISSIPPI.

For information contained in this Report relating to education in Mississippi consult the Index. The State School Report was not received in season to make an abstract for use in this connection; if possible, it will be given at the close of the Report.

MISSOURI.

[From Report for 1887-88 of State Superintendent W. E. Coleman.]

GENERAL STATEMENTS.

Each succeeding year marks a step forward in the condition and effectiveness of the public schools of the State, but that some of them do not share in this advance must also be admitted. Perhaps as much has been accomplished as could be anticipated under the circumstances; but the tax-payers have the right to expect the best possible reterm for the money expended, and especially that nothing shall be done, or left undone, by the law-makers of the State which shall prevent the schools from reaching the highest point of success.

The entire school law needs to be carefully and thoroughly revised, its incongruities eliminated, its phraseology couched in language susceptible of comprehension by those to whom its execution is intrusted, and each part considered in relation to the whole, that its unity may be perceived and its successful operation rendered certain." The law of 1874 has been so amended and repealed that it is impossible for school officers, teachers, and tax-payers to determine what the law really is, so that it should be entirely revised, and all irrelevant and unnecessary matter omitted.

COUNTY SUPERVISION.

The State employs more than fourteen thousand men and women to instruct its pupils, but provides no supervision of the work of this large body of teachers, except the nominal supervision of the county commissioners. It assumes in the first place that the teachers thoroughly understand what and how to teach, and how to manage a school; in the Recond place, that all the teachers are perfectly honest and honorable and will discharge their duties with the utmost fidelity.

There should be a competent superintendent in each county of the State to examine teachers, help them to organize and classify their schools, suggest various improvements, to ascertain the condition of the school funds of the county and to see that they are properly protected, to conduct teachers' institutes, and to endeavor in every possible way

to improve the condition of the schools. In all private enterprises of great magnitude the employment of supervisors is regarded as essential as the employment of men to do the work itself.

"The city schools and many of the town and village schools are effectively conducted, and clearly demonstrate what can be accomplished when unity of purpose and concert of action are the dominant features in their management: they are systematically graded and classified, specific duties are assigned to each teacher, and the entire work is under the direct supervision of a competent leader, and all work together for the consummation of a fixed and definite purpose.

"What a contrast is presented when the condition of the country schools is considered; each teacher is independent of every other teacher in the county; unity of purpose and concentration of effort are wholly disregarded; the classification is loose and system is unknown; one-half of these schools are taught by inexperienced boys and girls, who should be attending some good school in order to familiarize themselves with that knowl edge which they should be enabled to impart to those whom they are pretending to teach; and, in fact, many of these schools are no better than those we had in this State thirty and forty years ago."

SCHOOL FUNDS.

The law should require that the interest on all county and township funds be collected by July 1, or foreclosure immediately declared. School officers too often fail to force a prompt payment on account of the poverty of the debtors, while if the debt were due a bank it would be paid immediately.

An examination of the reports of the county clerks for 1887 and 1888, although they were the same men, show discrepancies in the amounts of county school funds of from one hundred and fifty dollars to five thousand dollars. Equally glaring discrepancies are found in the reports of the township funds; and what is reported as county funds one year will be reported the next year as township funds. County superintendents are needed badly to look after these funds and to see that the interest is promptly paid.

SCHOOL TERMS.

The present school term is entirely too short; and the school boards of every district should be required to maintain a school for six months each year, provided a levy of forty cents for school purposes is sufficient therefor. Any district failing to ma intain a schoo for this length of time should forfeit its right to any part of the public moneys appor tioned by the county clerk in August of each year.

SECTARIAN INSTRUCTION.

Although the Constitution of the State expressly declares that no appropriation of public funds shall be made in behalf of any public or private institution in which sectarian doctrines or creeds are taught, this provision is being daily violated in many of

the schools. It would be well if this were forbidden in the school laws also.

LANGUAGE OF THE SCHOOLS.

In a large number of the districts of the State the German element of population greatly preponderates, and, as a consequence, the schools are mainly taught in the German language, and sometimes entirely so. Hence if an American family lives in such a district the children must either be deprived of school privileges or else be taught in the German language. In some districts the schools are taught in German a certain number of months and then in English, while in others German is used part of the day and English the rest.

Some of the teachers employed are scarcely able to read or speak the English language; while the first question asked him is whether he reads and speaks German. Many letters were received by the State superintendent from school officers and patrons asking if the schools should not be taught in the English language, and complaining that although living in this country their children are being taught in a foreign language. In Gasconade County German is taught in about twenty-seven, or one-half of the districts. In Saint Louis County there are eighty-four districts; forty of them teach German. Many of the more enlightened Germans prefer that the schools be taught in English, as they are anxious for their children to be Americanized in principles, feelings, and language.

TEACHERS' INSTITUTES.

Although there is no law requiring teachers' institutes to be held, in many of the counties the teachers voluntarily held meetings lasting for two, three, or four weeks in order that they might be better qualified for their regular work. In those counties where the county commissioners took an active part in arranging for the organization of the work the institutes were entirely successful. Much depends upon the kind of conductor the institute has; he may be one whose knowledge is thoroughly classified and

who "presents each topic in its true relation to others to be considered and that have been discussed; earnestness is manifest in thought, word, and action; he loves his work and is master of the situation."

"The second is the talking-machine that is sometimes set to running in the institute; he talks, talks, talks; he assumes to know everything, but is entirely devoid of system or the power to classify." "The third includes the good, the bad, and the indifferent; they are too lazy or too indifferent to make proper preparation; they simply work for the money promised."

REPORTS.

The law requires two reports from each county to be made to the superintendent of education, one from the county clerk and one from the county commissioner. The reports from the county clerks are far more reliable than those from the county commissioners, especially in those counties not under township organization. The reports made to the county commissioners by the district clerks are so late in being forwarded and so incorrectly made out that they are almost worthless.

ARBOR DAY,

The first Arbor Day observed in the State was in April, 1886, but as it was something new and most of the schools had closed, only a few districts paid any attention to it; but in 1867 much interest was taken in its observance by teachers, pupils, and the public generally; and "many a school-yard bears evidence of the labor and care bestowed upon it on that bright spring day.'

The Arbor Day of April 6, 1888, was observed by ten times as many districts as both the previous ones together, and the custom has now become fully established, and the day is looked forward to with much interest.

Friday, April 5, was

appointed as Arbor Day for 1889; that day of the week being se

lected because not much is accomplished in a school on the day succeeding a holiday. Many of the programmes arranged and carried out on this day have proven beneficial to the community, and the literary merit displayed reflected great credit upon those in charge; and the very fact that a greater interest will be felt hereafter in treeplanting and tree-culture will insure an increased desire on the part of teachers and pupils to furnish the public with a literary treat each recurring Arbor Day."

THANKSGIVING DONATION.

On November 1, 1888, a circular was sent out by the State superintendent calling upon the pupils to do something for the benefit of the poor children on November 29, the day appointed by the President and Governor as Thanksgiving Day, in order that no child should have to remain away from school because of not having the necessary books or

mitable clothing.

It was suggested that a "donation party" be held at such hour as the committee of arrangements should determine upon, when some literary exercises might be held and afterwards the parcels and packages delivered. books and clothing would be disposed to use their opportunities well and to be models

of deportment.

This invitation was

It was felt that the children receiving

ferent superintendents it was learned that a great many donations of school books, clothing, provisions, etc., were made, and many poor boys and girls enabled to attend school and secure a degree of education which will be of great assistance to them through life. has determined to make this an annual occasion for the distribution of gifts to the poor, So highly satisfactory were the results of these efforts that the State superintendent and especially gifts of school books and clothing to poor children.

complied with to a very large extent, and from the letters of dif

ΜΟΝΤΑΝΑ,

[From Report for 1886-87 of Territorial Superintendent Arthur C. Logan.]

than in the previous year, the amount of school funds was much larger, the teachers sal degree of progress and prosperity. The number of pupils enrolled was larger The public schools of Montana during the year 1886-87 were characterized by an unwere of a high order and were well paid, and the schools were in session one hundred and fifteen days or nearly six months,

INDIFFERENCE OF THE PUBLIC.

vided for them, and that large, commodious buildings are erected, but there they are The people take sufficient interest in school matters to see that ample funds are proinclined to stop and leave the rest of the work to the teacher. This indifference is attributed to the lack of information in reference to the schools, as the school officials are

not required to publish any report. In order to overcome this, Superintendent Logan prepared blank reports which are to be filled by the county superintendent and furnished to the county commissioners for publication each December; the reports to give full information as to the schools, the amount of school funds, how apportioned and expended, names of teachers, etc.

COUNTY SUPERINTENDENCE.

Another difficulty in the way of successful school work is the lack of efficient and constant supervision. This is accounted for by the smallness of the salary allowed by law, which ranges from three hundred to one thousand dollars, which in many cases is not more than one-third or one-half as much as teachers under their supervision receive. The result is either that incompetent men are obtained or else men who will only devote the small portion of time to it which they can spare from their regular work, Competent supervision is very much needed, as is shown by the language of Superintendent Logan: "In no State is constant and thorough supervision more needed than in Montana, with its vast territory, its counties larger than ordinary States, its school districts often from fifty to one hundred miles apart, and with a population made up of representatives from every State and Territory in the Union, and from every civilized nation under heaven.

"To unify this heterogeneous mass and marshal its forces under any established system require masterly generalship and constant attention, and this can not be accomplished by one visit a year (this is all the law requires) or on a salary of five or six hundred per year, and I think this point should be considered by those claiming, and perhaps justly, too, that it is a supervision that does not supervise. The question then is, shall we, as many propose, abolish the office or apply the remedy?"

SCHOOL LANDS.

One-eighteenth of the public domain of the Territory was set apart by the General Government for the benefit of the public schools when Montana shall have arrived at statehood. Many of these lands have been honestly claimed by settlers as mineral lands, but many which were not mineral lands have also been claimed. Superintendent Logan urges that strong efforts be made to prevent further encroachments upon these.

DEAF-MUTES AND THE BLIND.

Under provisions of the laws of Montana for the education of the blind and the deaf, seven wards are being educated in Pennsylvania, Maryland, and the District of Columbia at an annual expense of three hundred dollars for each. In addition to their regular education, they are also being taught some trade by which they will be able to secure a livelihood.

[From the Report of the Governor in 1888.]

"The subject of education is a favorite theme in every household in Montana. The people are united and have one common spirit of the largest liberality and eager willingness in sustaining and advancing their public schools. Every child of school age in the Territory is on the school roll and is at school nine months of the year. In this Territory there is in each of the cities and large towns the very best and highest class of graded schools, and in all the schools of the Territory the very best class of teachers, superintendents, etc. Montana has no public school fund, amounting up to millions, as have the people of the States. The school fund for public schools in this Territory is in the hearts of the people and taxation of their property. The entire fund, supplemented by a small amount derived from fines, is raised from year to year by direct taxation. No one complains of it. And yet there is more money paid out per capita for public schools by Montana's people than is paid by the people (including their assistance from their great school funds) of any of the States."

SCHOOL LANDS.

of

"The support of future public schools in Montana is liberally provided for by the ac tion of the General Government heretofore, in setting apart and donating one-eighteenth of the public lands within the Territory for the benefit of schools, and in pursuance that law the sixteenth and thirty-sixth sections have been so set apart and designated as school lands for Montana's people. But this grant is withheld from the possession or use and benefit of the people and children of Montana until such time in the future when it may be deemed proper to pass them into their possession and control. It is a matter of grateful pride with these people, through these years of waiting, as they anxiously look forward to the time when they shall be allowed the force of this great accession to their educational facilities; but it is painful, and a source of regret and humiliation to

this people, to see and know of these lands being seized, fenced, occupied, appropriated, sold, and conveyed, and the timber cut and consumed, in the greed and reckless grasping of combined capital and avarice of individuals, without let or hindrance."

NEBRASKA.

[From Report for 1886-87 and 1887-88 of State Superintendent George B. Lane.]
GENERAL STATEMENTS.

The State superintendent announces with pleasure to himself and as an occasion of congratulation on the part of the people of Nebraska that the public schools of the State are in a prosperous condition; that during the last two years there has been increased educational interest and activity, and that the schools have been placed in a condition of much greater usefulness. In 1886 the expenditures for schools did not amount to three millions of dollars, but in 1888 over four millions of dollars were spent. There was an increase also of twenty per cent. in the number of children attending schools.

In 1886 the number of school-houses was 4,267, but in 1888 the number had increased to 5,187, having an estimated value of $3,689,823; the number supplied with patent desks being 3,977. The first houses erected in a new neighborhood are usually sod houses, and the school-houses are of the same character, but they are much more comfortable than might be supposed; but as the community becomes older and wealth is accumulated the school-houses are frame or brick buildings.

LENGTH OF TERMS.

The average duration of the schools of all the districts was 137 days; the number of districts having a school six or more months being 3,904; the number having four, but less than six months, being 529; the number having three, but less than four months, being 974. Many of the districts reported as having a school more than six months actually maintain a school for nine or ten months.

The law provides that a school shall be taught by a legally qualified teacher not less than three months in a district which has less than thirty-five pupils, nor less than six months in districts that have between thirty-five and one hundred pupils, nor less than nine months in districts which have more than one hundred pupils. The State superintendent thinks it would be wise to require districts having less than twenty-five pupils to maintain a school for three months, and districts having from twenty-five to thirtyfive pupils to maintain a school for four months; for many of the districts that are abundantly able to keep up a school for much longer terms refuse to do so from selfish or false ideas of economy.

TEACHERS.

The number of male teachers employed in 1887-88 was 2,752; of female teachers 7,134-a ratio of about one to three, and a much larger proportion of females than heretofore. "The natural delicacy of woman, her sympathetic tendency and quick sensibilities, cause woman's profession to embrace the care and nursing of the body in the critical period of infancy and sickness, the training of the mind in the most impressible period of childhood, the instruction and control of servants and most of the government and economies of the household. How far the education in public schools should be entrusted to women teachers is a question not yet fully settled. I am of the opinion that in this State the selection of women teachers is due to various causes outside of the consideration of the real questions to be determined in hiring a teacher-the securing of the teacher who can produce the best permanent results in the school and district. 'In many districts the number of pupils has fallen off, and the money has often diminished accordingly, so that it is impossible to employ an experienced male teacher. The argument of ten dollars difference in the cost of a male and a female teacher is a powerful one, and it is considered best to have a female teacher to teach the pupils, both few in number and small in size. In many cases this proposition is doubtless true, and best under the existing condition of the district and number of pupils."

But when the districts are made as large as they should be, and the schools become correspondingly larger, it is thought that it would be the part of wise management to secure and retain, especially for the larger schools, good male teachers, who could exert a stronger and better influence over large boys.

SCHOOL FUNDS AND LANDS.

"The public schools of this State are sustained (1) from a local tax; (2) from a general State tax; (3) from the interest of the permanent school fund; (4) from lease of school lands; (5) interest from unpaid principal of school lands sold; (6) from certain fines and licenses. The land grants made by the General Government to the State form the basis