occasion, such as the recitation of select pieces from different authors, and the reading of short original essays about trees of historic interest in the United States, interspersed with songs by the whole school. After this they went to the different parks, where they planted silver maples, tulip poplars, sycamores, and other varieties, naming them after Governor Jackson, Mayor Latrobe, Enoch Pratt, and others.

Reports were received from all the counties of the State, showing that every where the day was observed by the pupils and many of their friends, and that hundreds of trees were planted; in Frederick County alone it is estimated that five hundred trees were planted.

MASSACHUSETTS.

For information contained in this Report relating to education in Massachusetts consult the Index. An abstract of the State School Report will be given at the close of this volume.

MICHIGAN.

[From Report for 1886-87 of State Superintendent Joseph Estabrook.]

GENERAL CONDITION.

The statistics show that general progress has been made; a larger school enrolment, greater school expenditures, more volumes in the school libraries, the same length of term in the graded schools, but a slightly shorter term in the ungraded schools. It will be noticed that the increase of the private school enrolment is nearly as large as that of the public school enrolment, and consequently the rate per cent. of increase is by far greater.

TOWNSHIP DISTRICTS.

An effort was made in the Legislature to authorize the qualified voters to abolish the school districts and to place all the schools of a township under a township board of managers; and, although the effort failed, the subject is still being considered with great interest at teachers' institutes, county associations, farmers' clubs, and meetings of grangers; and it is thought that in all probability the change will be made. The plan of township districts is very highly recommended by the following State superintendents of public instruction: John W. Dickinson, of Massachusetts; B. S. Morgan, of West Virginia; C. D. Hine, of Connecticut; F. M. Smith, of Tennessee; Solomon Palmer, of Alabama; T. B. Stockwell, of Rhode Island; J. B. Thayer, of Wisconsin; Justus Dartt, of Vermont; J. Q. Stewart, of Pennsylvania (deputy superintendent); N. A. Luce, of Maine; J. W. Patterson, of New Hampshire; J. W. Akers, of Iowa; and J. W. Holcombe, of Indiana.

A resolution was presented and unanimously adopted at the State Teachers' Association that the highest interests of the schools demand that the township be made the unit of the educational system instead of the district.

COUNTY SUPERVISION.

As it was very desirable to entrust school supervision to those who decide as to the attainments of the teachers, an effort was successfully made to secure such legislation as would place the duty of visiting and supervising the schools upon the secretaries of the boards of county examiners. It is thought that if due care is taken to select secretaries who are competent and who will give careful attention to the schools, the change will prove a very beneficial one.

MINIMUM LENGTH OF SCHOOL.

The minimum length of school which will entitle a district to a share of the primaryschool interest fund and one-mill tax is three months. Some districts barely maintain their school for this length of time in order to secure their proportion of the public money, while they are abundantly able to support a school for six months. The law requires that all children between the ages of eight and fourteen years shall attend school for at least four months in each year, which, of course, can not be done where the schools are only maintained three months. It is recommended that the schools be required to continue six months in order to share in the public funds.

TEMPERANCE INSTRUCTION.

A text-book on

The law requiring instruction in the public schools as to the effects of alcoholic stimulants and narcotics has been better complied with than ever before. this subject is required to be placed in the hands of every child who can read well and understandingly, and it is to be studied in the same manner as history, geography, and the like. In the graded schools two books on the subject must be taught.

TEACHERS' CERTIFICATES.

Four different authorities are empowered to grant certificates: The State board of education, the faculty of the State Normal School, boards of education of schools under special charters, and county boards of examiners. More than nine-tenths of all the certificates are granted by the county boards. First-grade certificates are granted only to those who have taught successfully for at least a year, and are valid throughout the State for three years; second-grade certificates are granted to those who have taught six months, and are valid for two years; third-grade certificates are granted for one year.

MINNESOTA.

[From Report for 1886-87 and 1887-88 of State Superintendent D. L. Kiehle.]

GENERAL STATEMENTS.

The average attendance during the year 1887-88 was slightly larger than in the previous year, the duration of schools was longer, and the expenditure for school purposes much greater, especially for new school-buildings and sites. The value of all the schoolhouses and sites is now estimated at $8,162,021, an increase of 18 per cent. in two years. The number of teachers' meetings and local associations held during the year was two hundred and forty-two.

TEACHERS.

There was a notable tendency towards the displacement of male teachers by females as well as towards an equality of salaries, there being a loss of ninety-seven in the number of male teachers, but an increase of three hundred and sixty-four female teachers; the salary of male teachers was 90 cents less per month, that of females was 32 cents greater. A large number of the teachers are not qualified to discharge successfully the duties of their position, but have been employed through the influence of friends or from feelings of charity. As the school term is becoming longer, and the salary of teachers is being increased, it should be insisted that effective work be done.

HIGH SCHOOLS.

The number of Stato high schools in operation during the year was sixty-two, with an attendance of thirty-three hundred pupils. The chief obstacle to their success is that so many of their pupils come to them from the common schools with a primary education sadly deficient and unsatisfactory. The high schools have served a useful purpose in bringing to light the defective work of the primary schools. The high school diplomas and certificates of graduation are accepted by the normal schools and colleges of the State, as well as by the State university.

TEMPERANCE INSTRUCTION.

According to the requirement of the Legislature, a commission was appointed to examine the different text-books on temperance and hygiene, and suitable ones were selected to be used in the common schools. A circular containing full instructions was issued to the different teachers and school officers, and efforts made in every possible way to secure their interest in the subject, and, as a result, it has been as well taught as any other branch in the public schools, so far as can be ascertained from the county reports, and the children have taken much interest in it.

PUBLIC SCHOOL LIBRARIES.

According to the provisions of the law a careful selection of suitable books for the different grades of the public schools was made, and, after advertising, the contract for supplying the schools was awarded to the lowest bidder. So far the experiment has proved a decided success. In counties where a large portion of the inhabitants were of foreign birth and with foreign ideas, the pupils have acquired much knowledge of American history and principles, and are rapidly coming into sympathy with American feelings.

FOREIGN LANGUAGES IN THE SCHOOLS.

Particular attention is called to the fact that in some of the schools of the State which are supported by Americans, the language used is un-American, and carries with it traditions and associations connected with different foreign countries, and so the schools fail to harmonize the feelings and ideas of children of foreign-born parents with those of their adopted country. They do not acquire that knowledge of our patriots and statesmen, of the formation of our Government and its subsequent history, which inspires a worthy pride in American citizenship, and a love for American institutions.

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 return 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 second 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 knowledge 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 1887 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 selected 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 suitable 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. It was felt that the children receiving books and clothing would be disposed to use their opportunities well and to be models of deportment.

This invitation was complied with to a very large extent, and from the letters of different 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. So highly satisfactory were the results of these efforts that the State superintendent has determined to make this an annual occasion for the distribution of gifts to the poor, and especially gifts of school books and clothing to poor children.

ΜΟΝΤΑΝΑ,

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

The public schools of Montana during the year 1886-87 were characterized by an unusual degree of progress and prosperity. The number of pupils enrolled was larger than in the previous year, the amount of school funds was much larger, the teachers were 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.

The people take sufficient interest in school matters to see that ample funds are provided for them, and that large, commodious buildings are erected, but there they are inclined 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