receive instruction in cooking at the hands of nine teachers. Each cooking-school has for its use a kitchen and a mixing-room complete in their appointments. Each is also supplied with blackboards for the representation of many of the food substances which, without such aid, would be less thoroughly understood. Instruction is given on food materials-their nature, sources, effects on both body and mind and consequent relative values. Much of the work makes application of the physics regularly taught in the schools. This, with the thorough study of food materials, the experiments, observations, and inferences made by the pupils, gives the work in cooking a scientific and at the same time a practical basis."

"Twelve teachers are required to teach seventeen hundred boys from the seventh and eighth grades from the high school. The course commences with the seventh grade. It includes the correct use of tools, the laying out of the work, with the aid of knife, pencil, and try-square, and the making of chamfered blocks, mouldings, and various T-joints. Simple special pieces are made, such as tool-racks, shelves, and squares for school-room use. Towel-racks and steps for the cooking-schools are successfully undertaken. Originality is developed by designing and by making objects which are constructed from original working drawings. The eighth grade shows more difficult constructions than the seventh.

"In the high schools many articles of school furniture are made for the laboratories, the cooking-schools, and the other schools."

It must not be supposed, however, that the important and useful information here given can be lightly obtained; for manual training must necessarily add to the cost of the schools. The entire cost of manual training for the past year was $2.27 per pupil; making the cost of the school (per pupil) without manual training $18.80; with manual training, $21.07.

KINDERGARTEN.

Superintendent Powell regards the kindergarten as one of the most important introductions into and changes of the school system, and he recommends that two or three more be established in those parts of the city where the mothers are required to go from home to engage in their work.

FLORIDA.

[From Report for 1888 of State Superintendent Albert J. Russell.]

GENERAL STATEMENT.

Schools for the instruction of white and colored youth are now established in all parts of the State; and, according to the school census of 1888, over seventy-two per cent. of the children are attending them. As the older freedmen are passing away, and the children of both whites and blacks have now had the advantages of schools for several years and have availed themselves of them, the cloud of illiteracy is fast disappearing. Teachers and school officers have joined heartily in their efforts to make the schools successful.

PROGRESS OF THE SCHOOLS.

Since the school census of 1884 was taken there has been an increase of thirty-nine thousand in the number of children of school age, six to twenty-one years of age. The increase in total attendance has been 24,012, and in average daily attendance 17,249. The number of schools in 1888 was 2,249. Neat, comfortable, and well-furnished schoolhouses have been gradually displacing the old log houses; and in the cities and larger towns many large, commodious buildings have been erected. In 1882 there was an expenditure for school purposes of about $117,000; in 1888 the expenditures amounted to over $184,000, an increase of more than $366,000.

EQUIPMENT OF SCHOOLS.

In several counties of the State the schools are well supplied with maps, globes, charts, and other apparatus for the practical illustration of lessons; but in other schools there is a great lack of these articles so essential to good school work.

CONVENTION OF SUPERINTENDENTS.

A convention of county superintendents was held at De Funiak Springs and was attended by the superintendents of seventeen counties. These found much to interest, instruct, and encourage them in their work.

INDUSTRIAL TRAINING.

The State board of education made earnest efforts to secure the introduction of indus trial training into the public schools, and met with considerable success, as industrial training is now taught in the normal colleges and in many of the larger city and village schools.

PRIVATE SCHOOLS.

According to the reports of the county superintendents there are now 137 colleges and private schools in the State, all of which are in a prosperous condition.

ARBOR DAY.

The Sth day of February, 1888, was appointed by the Governor as a suitable time for Arbor Day. The reports showed 450 schools with 18,542 pupils participating, 4, 108 patrons and friends present, and 7,490 trees planted. All the people seem to appreciate and take great interest in the observance of such a day, inculcating as it does the importance of preserving and planting trees and flowers, and of beautifying school grounds. TEMPERANCE INSTRUCTION,

Among other regulations prepared by the State superintendent of public instruction and adopted by the State board of education was the following: "The evil of intemperance abroad in the land demands the attention of all true men and women everywhere, that its tide may be turned back and the great social evil abated; therefore, the State board of education calls upon all county superintendents and county boards of public instruction to see that the pupils are, from time to time, as the regular work and duties of the school will permit, impressed with the evils flowing from the use of intoxicants and narcotics morally, physically, socially, and financially, so that a wholesome conception of the evil and ruin wrought by them may be had by every pupil."

GEORGIA.

[From Report for 1887-88 of State Superintendent James S. Hook.]

Superintendent Hook in the opening of his report pays a worthy tribute to the memory of his distinguished predecessor, Dr. Gustavus J. Orr, who for nearly sixteen years was in charge of the public education of Georgia and who died with his armor on, falling like a true and valiant soldier at his post. His was a life consecrated to noble and untiring efforts to advance the educational interests of Georgia; and he may be said to have sacrificed himself to the behests of duty, striving ever, as he did, with exalted purpose, unfaltering zeal, and untiring energies to meet the onerous labors of his office and secure for the people who contided to him the honorable trust the highest attainable moral and intellectual development and advancement. He has left the bright impress of his noble work upon the public school system of Georgia.

COMMON SCHOOL SYSTEM,

Whatever opposition may have existed in the past to a common school system, it is now universally admitted that every child in the State is entitled to receive full instruction in the elementary branches of an education which will enable him to engage successfully in the trials and duties of life.

"So far as our State history in reference to education discloses, the principal trouble here in the way of State aid for many long years had its origin in the adjustment of the modus operandi, and not in any spirit of opposition to the principle and policy. From our earliest existence as a State, the need and vast importance of general education were felt, and in various ways, and through very able, distinguished, and influential sources fully declared. The free school and poor school systems of the past, though doubtless well intended by their projectors, were found to be failures for several reasons, but chiefly because of the honest and just pride of honorable poverty, which naturally felt sensitive over the line of distinction thus drawn between the children of the rich and the children of the poor. No system could be effective and popular that excluded the sensitive poor from its benefits."

This serious obstacle to public education was early recognized, and the Legislature was advised time and again by the different Governors of the State to remedy it.

"Now that our State, after years of anxious solicitude in behalf of popular education, has reached and ad pted an educational system of perfect equality, adapted to the wants and conditions of all, without grating upon the sensibilities or wounding the just pride of any a system full of wisdom and design d to give every child in the State, rich or poor, white or colored, a liberal elementary education, the grave question, how shall this system be sustained and made to dispense its untold and unspeakable blessings to our

whole people and to coming generations, presents itself at the threshhold and demands wise legislative solution and prompt action."

LENGTH OF SCHOOL TERM.

The superintendent urges that the common schools, instead of continuing for the short term of three months, shall be open for six months, and this would leave sufficient time for the pupils whose circumstances require them to labor during a portion of each year. In order to maintain the schools for six months it would be necessary to secure $1,260,000, besides the cost of operating the system, which would be somewhat greater than at present. Different methods are suggested by which the amount could be raised, the first being by an assessment of two milis, if the people would consent to additional taxation. If not, then it is claimed that the income from the State Road belongs to the school funds. Also that the bonds issued in 1858 for a school fund, amounting to $350,000, and which were afterwards destroyed, still constitute a just debt against the State.

LOCAL TAXATION,

A large number of the towns and school districts would be willing to impose a local tax upon themselves for school purposes, and it is suggested that the Legislature pass an "educational local option law" by which this could be done. If good country schools were established in every neighborhood, many of the citizens who now find it necessary to send their boys and girls off to towns and cities for an education would be spared this expense. Atlanta and other cities and some of the counties have already been authorized to impose local taxes, and it is suggested that a general law on the subject be enacted.

PRIVATE SCHOOLS.

The number of private high schools was 104, and of private elementary schools 718. The latter employed 804 instructors and had an attendance of 21,271 white children and 6,197 colored. No reports of private high schools were received from ninety counties, and of elementary schools from eighty-one counties, so the number of such schools was really much greater than at first seems,

THE CONSOLADATED SCHOOL LAW. 1

Considerable doubt existed in the minds of a great many teachers and school officers as to the effect of the new school law enacted in 1857, "To amend, revise, and consolidate the common school laws of the State of Georgia, and for other purposes." A circular was issued by Superintendent Hook giving full information as to his understanding of its effects.

TEACHERS' EXAMINATIONS.

The new school law required the questions for the teachers' examinations to be furnished by the State school commissioners, and in some counties of the State difficulty was found in obtaining a sufficient number of teachers possessing the necessary qualifi cations. A large number of applications for State licenses to teach were made to the State superintendent and ninety-six were granted. Most of them were to white teachers, but quite a number to colored teachers who were highly recommended by their respective county school commissioners, and whose examination papers evinced fine qualifications.

SCHOOL CENSUS,

An enumeration of the school population was made during the year, which showed the population from six to eighteen years of age to be: white, 292, 624; colored, 267,657; total, 560,281. “This work was more slow in its accomplishment than was anticipated, but the returns, which we have thoroughly examined, show the work to have been care fully done, and the tables we furnish may be regarded as accurate and correct."

IDAHO.

[From Report for 1886-87 and 1887-88 of Territorial Superintendent Silas W. Moody.]

GENERAL STATEMENTS.

The evidences of progress in the educational interests of the Territory are very striking. While there has been great increase in wealth and population, the schools have experienced a growth equally great. In 1870 the total number of children of school age was only 8; now it is 20,130. In that year only $9,226.06 were expended for education; during the year 1887-88 over $138,662.56 were expended. The number of school has greatly increased, and the number of teachers who have undergone special ins

tion for their work is much larger than heretofore. The law creating the office of county school superintendent, separate and distinct from that of county auditor or probate judge, has had very beneficial effects upon the schools and has secured much better supervision of them.

There are numerous private and sectarian schools scattered throughout the Territory from which no information has been obtained.

The Indians in the Territory have good schools, and those of them who have been educated at the Indian training-schools are growing up and beginning to influence very much the Indian character.

REPORTS OF SCHOOL OFFICERS.

The counties are so large that it is impossible for the county superintendent to visit all portions of them and obtain by personal observation the necessary information concerning the schools. He is compelled to rely upon the local school trustees for this information; but as these officers are chosen at a popular election they are frequently men of no education, have no interest in schools and never visit them; consequently it is impossible to obtain accurate and reliable school statistics from them.

SCHOOL ACCOMMODATIONS.

There has been such an increase in the school population and school attendance that the buildings are entirely inadequate to the comfortable accommodation of the pupils. In many cases from fifty to seventy children are crowded into rooms where provision had only been made for thirty or forty. This, of course, interferes very much with the good order and progress of the school, as well as endangers the health of the pupils. In other cases it was found necessary to divide the pupils and let each division come at a different time of day, and in still others the plan of dividing the district was tried, which is not desirable. In some districts the houses belong to different religious societies.

In all the new school-buildings much attention is given to proper ventilation, light, and heating; but in the old school-houses much improvement can not be made in this respect.

The chief difficulty in obtaining a sufficient number of suitable school buildings is a want of funds, caused by the unwillingness of the county commissioner to levy more than the minimum tax of four mills. In the new communities, where land is not yet patented, only the improvements and personal property of the settlers are taxable, and these are never assessed at more than one-half of their real value, so that a tax of four mills is only equivalent to two mills on the real value of the property. The school fund suffers a loss now from the payment of collector's fees, which the "salary bill" passed by the Fourteenth Legislature seemed to authorize, but the general school law forbids the receiving of such fees. If it should be deemed proper that a collection fee be retained, it should be paid out of the current fund of the county and not out of the school fund.

Not only is there an insufficient number of good school-buildings, but it was found upon inquiry of the county superintendents as to the number of schools supplied with water-closets that a disgraceful state of affairs existed in this respect and without excuse, but an improvement has now been made.

DISTRICT BOUNDARIES.

On account of the Territory being settled before government surveys were made, the school districts were bounded by mountain ranges, creeks, canyons, etc., so that it is often difficult to know the exact boundaries, and there results confusion in getting an accurate school census and in levying special district taxes.

TEXT-BOOKS.

The adoption of a uniform series of text-books for each county gives general satisfaction to both teachers and patrons. Every county in the Territory has adopted a series.

TEACHERS.

Some trouble was caused during the year by the demand of reputed leaders in the Mormon Church that the schools in Mormon districts should be taught by teachers of that faith or else the children would not be allowed to attend. The trustees refused to comply with these demands, claiming that under the provision of law forbidding that certificates be granted to any but law-abiding citizens and persons of good moral character, they would not be justified in licensing any member of an organization which teaches or encourages bigamy or polygamy. While some parents may have kept children from school at first on this account, it is probable that their opposition gradually gave way.

The law permitting teachers who have taught five years in any one county to teach

after that time without further examination should be repealed; for very great improvements are made in the methods of teaching, and the standard of teachers' qualifications is raised from time to time, so that an occasional examination should be required of all teachers. The requirement that teachers shall be examined in geology keeps out of the profession some who are otherwise fully qualified to discharge its duties.

COMPULSORY EDUCATION.

The enactment of the Fourteenth Legislature to secure compulsory attendance was very defective, and while some of the superintendents report it as having been enforced, others state that it has been a dead letter upon the statute book.

SCHOOL LANDS.

Of the seventy-two sections authorized by Congress to be withdrawn for the benefit of the university, all but 1,906.15 acres have been selected. Sections sixteen and thirtytwo of each surveyed township have been set apart for the common schools, but no authority for their disposal or management has been given any of the Territorial officers, and unless this is done by Congress, they must lie idle until the Territory is admitted as a State. Many of these tracts are situated in thriving and populous communities, and, under a management of school officers, might be made to yield considerable revenue.

ARBOR DAY.

The Legislature passed a bill making the last Monday in April a legal holiday, so as to encourage the pupils in setting out trees and in other ways beautifying their schoolgrounds. A programme of exercises suitable to the occasion was issued by the State superintendent, together with essays by prominent writers as to the importance of inculcating in the children a high appreciation of the benefits conferred by forests and the necessity of their preservation. On account of the difference in climate and altitude, however, it was found that the date did not suit some localities, and in some places no trees were planted because there were no fences to protect them from stock. But in many instances the day proved to be a most happy and profitable one.

DAMAGE TO SCHOOL PROPERTY.

Under the present criminal code of the State, any one injuring school property in any other manner than by fire can only be punished for a misdemeanor, and it is necessary that severe punishment be visited upon those doing such damage. One case particularly is mentioned where a school-house had been erected by the voluntary labor and contributions of good men, but which was badly damaged by lawless persons.

TEMPERANCE INSTRUCTION.

The act of Congress requiring instruction in the Territorial schools as to the effects of alcoholics and narcotics upon the human system has been generally enforced. Some of the teachers state that it is impossible to comply absolutely with the letter of the law, and in some communities it could not be enforced on account of the strong opposition among the people; but every possible effort has been made to have it enforced, and school officers have been informed that no teacher could be employed in the public schools who refused to comply with this law.

RECOMMENDATIONS.

The superintendent recommends: That the clerk of the board of trustees be made school census marshal, and that the fee for enumerating children be reduced to five cents per capita.

That all persons qualified to vote at general county elections be entitled to vote on all matters pertaining to the schools.

That districts be forbidden to incur any debt, other than bonded indebtedness, beyond the amount of money actually on hand for its payment, so that the teachers may not be required to wait for payment of their claims.

That the acts creating the independent districts of Lewiston and Boisé City be so amended as to place them under the same supervision as the other schools.

That the salary of the State superintendent of education, which is twelve hundred dollars per annum, bé increased to a reasonable amount.

[From Report of the Territorial Superintendent to the Governor, 1888.]

"The difficulties of preparing accurate tables of statistics have been greatly increased through the neglect of the district trustees to properly perform their duty in promptly forwarding reports required by law. Our school law seems to be defective in not providing suitable means of enforcing the performance of that duty, and inasmuch as th