separation that should not be tolerated in any American school. The pupils should meet in school on the same level, as they will afterwards do at the polls when they come to exercise the right of suffrage.

(4) Because the work of the school can not be carried on promptly and efficiently unless books can be furnished by the teacher on the day they are needed. A teacher wishes to begin a class in grammar. He tells them to bring the proper text-book on the next Monday, Monday comes and only three pupils out of twelve have the book. The opening is postponed till the next day. Next day brings four books and the opening is postponed till next week. Next week sees half the class furnished with books and the teacher debates with himself whether to give up the class or to go on with one-half the members, or to give them another week to procure books. This is no fancy sketch, but a photograph from the life.

(5) Because the want of free text-books enables parents to nullify a law of the State. In most of the States a law has been passed requiring "temperance physiology" to be taught in all public schools, "with the use of text-books as other branches are taught." But a parent by simply refusing or neglecting to purchase the text-book can virtually repeal the law, so far as his child is concerned, and set at naught the will of the majority of bis fellow-citizens expressed under constitutional forms.

(6) Because free books are on the whole the cheapest. The State can buy at a much lower rate than a private individual. Nearly one-half of the present money expended on books might be saved by buying at wholesale; and the additional State tax would hardly be felt by the majority of those who patronize the schools.

(7) Because those communities that have tried the experiment of "free books perfectly satisfied and could not be induced to return to the old plan.

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(8) Because the arguments used against free books are the very same as have been urged and are urged against free schools. "People do not value properly what they have not paid for." If I had a valuable horse given me by a friend should I value him the less because he cost me nothing? Do we think the less of a broad and smooth highway because there is no toll-gate on it?

Lastly, because free books would add ten per cent. to the number of scholars, and twenty-five per cent. to the efficiency of the schools.

Objections to furnishing free text-books to the poor only.-Superintendent Patterson, of New Hampshire: The district furnishes free school-houses, free furniture, free apparatus, and free teachers; why not free text-books as well, and open the schools to the poorest? The patriotic purpose of the public school is universal education, but the object cannot be reached if we throw the expense of text-books upon those who have nothing with which to buy. It is like offering the milk and honey of salvation, which the poor are invited to "buy without money and without price," in marble cathedrals and at golden altars, where only the rich can bow. Experience shows that from ten to twenty per cent. of the school population is excluded by this burden.

But we are told that books are now free to the poor. Yes, and so is the county farm; but they decline your charity, and I am glad of it. I honor the American citizen whose self-respect and parental affection will not allow his child to be stigmatized as a pauper in the knowledge of his companions. The sense of inferiority blights the gems of nobility and dries up the joy of youth at its source. A child should not be punished for its poverty in a democratic system of education. To humiliate scholars at every grade of their progress is a poor way to build up a manly and womanly character, fitted for the responsibilities of a free citizenship. The example is as hurtful, also, to the children of the rich as to those of the poor. It begets in them arrogance, conceit, and an impression of superiority unfavorable to the idea that character is to be measured by intellectual and moral standards, rather than by accidental social distinctions. CompulBory education and free text-books should stand together in a system of school laws. Free text-books recommended. -City Superintendent Emerson, of Newton, Mass.: The following are some of the advantages of the system of free text-books:

(1) It effects a saving of time. Under the system of individual purchases, a delay of a week, and even more, is not unusual at the opening of the school year. This loss of time involves a large loss of money. Allow me, as a matter of convenience, to illustrate from the schools under my supervision. The city provides instruction for about four thousand pupils. The cost of the schools, exclusive of the interest on the money inTested in land and school buildings, is, in round numbers, five hundred dollars a day, reckoning two hundred school days to the year. Viewed from this point, a week's delay becomes a matter of grave importance. With free text-books the work of the schools may begin at once. There need not be a delay of a single hour.

(2) It secures better classification. Not only is the long delay incident to the organizing of the classes prevented, but it enables the teacher to make a better classification of his school. The pupil is examined, his qualifications considered, and then suitable books are given. Formerly parents bought larger books for the older children, and re

fused to buy smaller books for younger ones. Thus many pupils suffered from want of proper classification. This evil is felt most keenly in country schools.

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(3) It effects a saving of expense. First, the cost of the books is less. The pupils pay retail prices or a considerable advance upon wholesale prices; the city or town buys at lowest wholesale prices. On account of the exceptionally large discount allowed on text-books, and other school supplies, the difference between these prices is considerable, sometimes amounting to from twenty-five to fifty per cent. of the retail price. Again, free text-books are used until they are worn out. In the case of individual ownership, they are often thrown aside after being used for a few months or possibly

a year.

(4) It cultivates in the pupil the habit of respect for public property. The pupil is required to use the books with care and to return them without spot or defacement.

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(5) It secures uniformity of text-books. * * *

(6) It secures to the schools better books and appliances, and a larger variety of them, and thus leads the way to greater flexibility in the work of the school-room. *

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(7) It increases school attendance and removes caste distinctions. The purchase of books for a large family of children imposes a heavy tax upon the parents. In many instances this tax becomes a greater burden than the parents are willing or able to bear, and the children are taken out of school at an early age or are compelled to wear the badge of pauperism by having their books supplied at the public expense.

Laws for uniformity of text-books condemned.—City Superintendent Bettison, of New Orleans: Is not uniformity an evil rather than a benefit? The teacher who has used only one grammar or one arithmetic is not equal to the one who has used several. Every intelligent teacher knows that it is decidedly to a pupil's advantage to change from one author to another in pursuing the same study. Even when the books are good, change is sometimes beneficial; but when a bad selection has been made, and the teachers throughout a State are indignant because they are compelled to use an inferior or worthless book, how galling is the legal necessity of continuing the wrong for four years.

All educators know that when books are not supported by authority, but are allowed to stand upon their own merits, the unworthy ones are short-lived. An intellectual, conscientious teacher would scorn to recommend a text-book that he regards as inferior; and if an occasional mistake should be made by a local board in the limited introduction of a defective or badly arranged book, it would not be a serious, long-continued, and multitudinous blunder like the legal four-year infliction of an unsuitable or worthless work under the present law. Indeed, it is very difficult for even a good teacher to form a correct estimate of a school-book until he has given it a year's trial in the school-room. How much less the probability of a perfect selection by a body of men who seldom enter a school-room, and who are not, as a rule, chosen with a special reference to their familiarity with the improved modern systems of education. No new book should be introduced without having undergone the closest investigation by a body of trained teachers, who should, if possible, hold meetings for its discussion, and use it experimentally in their classes. * The injury is most keenly felt in the cities where there are well-organized systems of schools whose teachers and officers well know their wants.

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XXV.—WHAT SHALL BE TAUGHT IN THE PUBLIC SCHOOLS?

Public schools should not attempt too much.-Superintendent Estabrook, of Michigan: In our larger cities industrial schools may be established, where those who cannot be trained at home may have an opportunity afforded for acquiring practice in the use of tools. Technical schools ought to be organized in every State, in which pupils who have finished the disciplinary studies may have the most ample opportunity for acquiring manual skill.

But our schools will fail of accomplishing their object if they are burdened and confused by attempts to teach that which it is not necessary for all to know, or to give training which is not needful to all. The common schools are necessary for the perpetuity and prosperity of the State. The special schools are for the advantage and prosperity of the individual.

Importance of vocal culture and physical training.—Superintendent Williams, of Nashua, N. H.: There is no more important branch of instruction in our public schools than that which tends to the proper development of the vocal organs, and to the correction of bad habits in tone and quality of voice. Good reading cannot be attained, except in rare individual cases, unless considerable attention is given to voice culture from the very lowest grade. At first it may be a mere imitation on the part of the child, as indeed it is, but even in this stage of the child's progress the teacher's correct tone and accent, with distinct enunciation, is a powerful influence for culture. This fact is especially noticeable in schools composed largely of children of foreign parentage, who have heard

nothing but their native tongue at home, and the poorest of broken English among their playmates. Imitation is then the only method which the teacher can use to correct their faults in reading and speaking. She must be to them an example, a copy, a standard, which they are to strive to reach. * * *

Physical training, or gymnastics, as it is commonly called, is of no less importance, if we take into account the fact that the mind cannot act with the best results unless sustained by a healthy body. "A sound mind in a sound body" is a truism that needs to be remembered and heeded with special care during the growing period of the child. If I may be permitted to quote another, "We are blameworthy if, in this age of lavish education, we continue to yoke together active brains and inert bodies, to increase the load upon our shoulders and neglect the means for carrying it." If learning is to be acquired at the sacrifice of health, it would be better not to acquire it. But there is no need of losing health in the pursuit of knowledge. To counteract such a tendency it is necessary that the pupil should maintain correct and regular habits of reasonable recreation out of school, and that physical training be made a part of every-day work in school. Each teacher should set apart a few minutes each day for this purpose, and the other work will not suffer on account of it, but will rather be benefited by it.

The policy of a school not to be determined by a pupil nor his parents.-Superintendent Draper, of New York: The teacher must classify and arrange the school. He must, upon inquiry and examination, determine what studies the pupil should pursue and in what classes he ought to recite. The child must accept the arrangement of the school, He must not only submit to the discipline of the school, but he must pursue the course of instruction outlined for him. The parent can not dictate the policy of the public echool towards his own child. I assert the principle broadly and squarely, that when the child is brought to the door of the school-house, and is turned over to the public school system for education, that system is expected to know better what he needs, and better how to do for him what he needs, than the parent who brings him there. * take such studies, he must observe the rules in such manner, as the public school authorities shall say. Any other rule is antagonistic to the harmony and efficiency of the school

system.

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The teacher is in no wise subject to the direction or the restraint of the child's parent. Nothing is more common than the interference of parents with the discipline and the course of procedure in the public schools. They become dissatisfied generally, or angry at matters of small importance if they relate to other children, but which are magnified inte matters of great moment when they relate to their own. They have no right to expect that they can change the whole policy of the schools so that it shall accord with their personal ideas. There is no sense in beginning a fight upon the teacher because of dissatisfaction with the proceedings of the school, Suggestions should be always welcome. Good ones should be put to good use. But the idea that the parent can control the teacher, even in reference to his own child, must be repudiated. The teacher is not responsible to the parent, but the school system, and the course of the school system is to be determined, not by any one irate individual, but in the usual ways for determining all questions in this country, either through appeal to constituted authority, or by the Toting power of a majority of the people. The parent may exercise his influence and his vote to modify the system or change the teacher, but he can not be allowed to man

age

the school.

If there is any one proposition which I would emphasize, any one thing which I desire everybody connected with the public school system to observe, it is that the power of managing and directing the public schools must be kept with the public school authorities; that it is for them to determine the policy, as it is for them to direct the procedure, of the schools. When they make serious mistakes, their mistakes will be corrected through the proper channels and by the legitimate power of the people, but until they do make mistakes, and until their mistakes are corrected in the proper way, they must be clothed by law with the authority which always goes with responsibility. Scope of the public schools. Superintendent Cooper, of Texas: Each public school maintained by the State should give instruction in the subjects which are essential to the formation of good citizenship. For this end, instruction in the elementary branches, if thorough and effective, is sufficient. Other subjects should in general be excluded from ungraded country schools. It would be desirable, if it could be done without too great inconvenience, to authorize trustees of the districts in each justice's precinct to provide for higher instruction in some one school situated near the centre of the precinct, which might be attended by the children within the scholastic age who had passed beyond the subjects which could be advantageously taught in the ungraded country schools. The instruction of two or three pupils in higher algebra, geometry, trigonometry, Latin, Greek, or other subjects than those mentioned before as suitable for ungraded schools requires so much time from the teacher, that these subjects cannot be well taught with

out detriment to the welfare of the other pupils, who constitute four-fifths of the children taught in the schools. But the educational needs of these few children in each school district, who have passed beyond the elementary subjects and are still within the scholastic age, should be provided for. I am of the opinion that this can not be done effectually without detriment to the interests of the large majority of children in any other way than the one suggested, namely, the organization in each justice's precinct, or any convenient subdivision of the county, of one school which should be authorized to give instruction in all subjects or grades below the high school.

There should be in each county a high school, in which any one within the scholastic age who desired and had the ability to go beyond the course of instruction in primary and grammar schools might fit themselves for active life or for entrance into a university.

The study of civil goverament recommended. Superintendent Hoitt, of California: The study of our civil government, including the National Government, and the important points in our State, county, and city governments, should receive more attention in our public schools.

Pupils should be required to memorize the most important portions of the Constitution, and made to understand what they memorize. Such a course will be a very potent method of preparing them for the duties of citizenship.

Music introduced into the schools. From the Report of the School Committee of Pembroke, N. H.: Music from chart work was introduced into our schools the first of the second term, and we were pleased to note the interest which some of our teachers took in this work and the success which crowned their efforts. If there be any skeptics who do not believe that music can be taught without a professional instructor, they should have visited our village schools at their closing exercises. We know now, if we were in doubt before, that it can be taught with great success and profit. ** * We have introduced music, not to trespass upon the time of the school, but simply as an exercise to be conducted for a few minutes each day, to rest the weary workers and give them renewed zeal and energy

for the labors before them.

XXVI.-WORD-METHOD OF TEACHING READING.

The word-method of teaching reading commended.—Superintendent Morss, of Portsmonth, N. H.: More than ten years ago the board of instruction voted that the wordmethod of teaching reading should be employed. This innovation, as people call it, is not a new idea at all. In 1841 Horace Mann, in a public address, said: "The plan of teaching words first has succeeded wherever it has been fairly tried; and I have no doubt that it will soon wholly supersede the old and doleful method of beginning with the alphabet." Prussia, in 1872, prohibited by law teaching to read by beginning with the alphabet. No effort is made to teach the letters till the child knows how to read, as the names of the letters give no clue to the sound of the combination of letters that makes the word. The reasons for this method are so familiar to all educators that it would be superfluous to state them.

ALASKA.

Report of the President of the Territorial Board of Education-Letter Transmitting Report of the General Agent of Education-Report of the General Agent-Number and General Condition of the Schools of dlaska: (1) Public Schools; (2) Contract Schools; (3) Indian Bureau Schools; (4) Other Schools-Reg lations Prescribed by the Territorial Board: (1) Memorandum of its Organization; (2) Rules for the Government of the Public Schools; (3) Rules for Obligatory Attendance-School Census-The General Agent's Duties-Additional Information: (1) Visit of the Commissioner of Education; (2) How the Bules for Compulsory Attendance Operated; (3) The Exodus to Metlakahtla: (4) School-Houses; (5) Boarding and Industrial Schools; (6) Agricultural School; (7) Permanent School Fund.

REPORT OF THE PRESIDENT OF THE TERRITORIAL BOARD OF EDUCATION.

TERRITORIAL BOARD OF EDUCATION,

Sitka, Alaska, February 6, 1889. SIR: On September 15, 1888, Dr. Sheldon Jackson, general agent for Alaska, made a report in writing concerning the public schools in the district, and laid the same before the board as then constituted, the members present being the Acting Governor, Dr. Jackson, and myself. I had only been in the district a few days, and was compelled to accept the statements of the report pro forma. Under those circumstances the report was approved and forwarded to your office. Subsequently, after the return of Governor Swineford, and at a meeting of the newly constituted board, consisting of five members, upon the motion of Governor Swineford, based upon a number of material inaccuracies in the report, it was recalled.

The only meeting of the board after the receipt of the report was on the 25th of January, when it declined to enter into the subject further than to instruct me to draw up a report of the public schools in the district for the year ending June 30, 1888.

Dr. Jackson is not in the district to aid me in that duty. I was not a member of the board during any part of that fiscal year. By reason of the absence of Dr. Jackson, I have not access to any of the official records of the board for that period to aid me. I beg leave to make the following imperfect report:

In addition to the foregoing public schools for whites and natives there is at Sitka an Indian school, under the auspices of the Greco-Russian Church, maintained by the Holy bynod in Russia, which employs two teachers, and has an enrolment of fifty. English is tanght in this school, and in the visits I made thereto I found it one of the most flourishing ones in the district.

The Sisters of Charity also maintain a hospital and a school at Juneau. They are ruggling against poverty and isolation, but are doing good in an unostentatious way. They have, however, the cordial co-operation of the hardy mining population at Juneau. Rev. Adolf Lydell also established, ander the auspices of the Free Mission Society of Sweden, a mission school near Tukalat, and erected a log school-house.

The Indian industrial school at Sitka, included in the total of eighteen schools heretofare summarized, had an enrolment of one hundred and eighty-six pupils. The average amber of instructors, including nurse at the hospital attached thereto, was twelve.