UC-NHUr ^L A ate 111 C 2 b33 51b School 36oar6 for Xonbon. REPORT RLEMHNTARY RflliCATION IN THE UNITED STATES OF AMERICA. ARTHTTR W. JEPHSON. Prepared in Accordance with tlie Resofution of tlie Board of 28tli January, 1904. PRICE EI G H T E ENP E N CE. SOLD AT THE OFFICES UF THE i , , VICTORIA EMnANKMEN'J AND MAY HE ORTA! ■ ' Smith Street, Westminster 8.W. A. & S.— 2,000— C. ?24— 2!*.3.04. GIFT OF ^^ool^OdLxU^ fox ilonHom EEPORT ON ELEMENTARY EDUCATION IN THE UNITED STATES OF AMERICA. My Lords, Ladies, and Gentlemen, Having been appointed a member of the Commission which Alfred Mosely, Esq., (J.M.G., took to America to study American Education, I sailed with 29 other gentlemen on October 3rd. 1903. We landed on October 10th, and I remained nine weeks in the States, travelling in all 0,000 miles. I visited schools at the following places : — New York, New York State Poughkeepsie, New York State Washington, District of Columbia Hampton, Virginia Philadelphia, Pennsylvania Baltimore, Maryland Yale University Boston, Massachusetts Harvard University, Massachusetts Cambridge, Massachusetts Chicago, Illinois Chicago University Eock Island Moline Kansas City, Missouri Lawrence, Kansas Haskall Indian College, Kansas Topeka, Kansas Colorado Spring, Colorado Denver, Colorado Newton, Kansas Guthrie, Oklahoma Territory Oklahoma, Oklahoma Territory Houston, Texas Galveston, Texas New Orleans, Louisiana Tulane University, Louisiana H. S. Newcombe College, Louisiana Memphis, Tennessee Chattanooga, Tennessee Nashville, Tennessee Vanderbilt University, Tennessee Knoxville, Tennessee Tennessee University, Tennessee Luray, Virginia Kansas University, Kansas We were received with the utmost courtesy and friendliness by all we came across, including the JPresident of the U.S.A., the Mayors of New York and New Orleans, the Governors of Kansas, Texas, Oklahoma Territory, Tennessee and Colorado. In addition to visiting more than 100 schools, we were welcomed and shown over — Columbia University New York State University New York Normal Training College Yale University Harvard University Boston Normal Training College Kansas State University Tulane University Vanderbilt University Tennessee State University I'isk University for Negroes Hampton Training School for Negroes Haskall Training School for Indians 5002G2 Y_w— ^'> ':iJJ:i;V:: '2 Report on Education in the United States. From most of the places visited I was able to obtain courses of study, catalogues and printed' matter, which I propose to present to the Library of the School Board for London, and which will be useful for comparison and information to any who desire closer acquaintance with the systems prevailing in America. I propose in this report to give in order the various matters which struck me as being important for us in England to know, and not merely to confine myself to things worthy of imitation. EDUCATION IN NEW YOEK. I begin with a short account of the educational system of the City of New York, which may, at the present moment, be of some value to those interested in the development of a scheme for the whole of London, The size of the city though considerably less than our own, is second to it alone in the whole world. Eather curiously, counting by heads, the education authority of New York controls the education of as many pupils as the present School Board for London, the roll of the schools of the latter amounting in 1902 to 550,126, the net enrolment of the former to 588,614. The latter number, however, includes secondary ; the former elementary pupils only. The new education authority of London will, perhaps, assume the care of half as many more elementary scholars, to say nothing of what is certain to be a very serious and far-reaching " secondary " problem. Nevertheless, the organising power and educational acumen which have without doubt been so successful in the vast City of New York, may very probably have hit upon methods and expedients which it is well worth our while to note. I may make, indeed, this observation of the other systems which I shall have to describe. In one respect the educational authority of New York differs from the new authority for London. The former is practically autonomous, within the limits of its enabling charter, and has no restraining or supervisory superior analogous to our Board of Education. In the precise form which it has at present it is not of long date. The boroughs into which the city is divided (Man- hattan and the Bronx, Brooklyn, Queens and Kichmond) formerly had boards which were practically independent, and were co-ordinated in an imperfect way by a central board of limited powers. This organisation is now displaced by a board with ample powers for the whole city. The change is very noteworthy. Indeed the first impression given by the present system is one of strong centrali- sation ; and if, as is claimed, it has been found possible to unite this with " the widest possible interest on the part of the people in the successful operation of the public schools," the method adopted is worthy of the closest attention, for ill-considered decentralisation, with which we may be threatened, has very apparent evils, and the problem to secure unity of effort and purity of administration on the one hand, with liberty in details and adaptability to circumstances on the other, is always one of the most difficult for the politician, the economist, and the educationist. The Board of Education of the City of New York has forty-six members, appointed by the mayor for terms of five years. It acts in many cases through an executive committee. It is the final and supreme authority in educational matters, and carries on its work through four chief bureaus — of buildings, of audit, of supply, and of superintendence. It elects the city superinten- dent (who is the chief official of the last-named bureau), and a board of eight associates, of which board he is chairman. This " Board of Superintendents " nominates the teaching staff from a list of "eligibles," supervises the work of the schools, nominates for transfer and promotion, and recommends textbooks and other supplies. Another board of four examiners, nominated on the recommendation of the city superintendent, licenses all members of the teaching staff, and prepares the list of " eligibles " for appointment. The Board of Superintendents is assisted in the work of the supervision of the schools by a body of thirty-five district superintendents, two of whom are women. One of the latter is told off for the management of vacation schools and playgrounds, whilst another district superintendent supervises the evening schools. The duties of the district superintendents generally are to inspect each school in their districts twice a year ; to visit each class in the schools as often as possible, and to examine the same if necessary ; to encourage by all means in their power the pupils, teachers, and principals of the schools ; to improve the methods of instruction ; and to call and superintend conferences of the teachers. They are divided into New York. 3- groups under the associate superintendents, and report and make recommendations to the city superintendent. This is the description, as is evident, of a highly elaborated and concentrated system of school ■direction and supervision, It becomes interesting, then, to inquire in what way it is brought into touch with local interests, local knowledge, and local needs. This is effected by the allocation of the total area of the city among forty-six local school boards, the districts of which are to be main- tained, by quinquennial alteration if necessary, as nearly as possible equal in population. Each local board consists of seven members, five appointed by the president of the borough, and retiring by rotation. Connection with the supreme Board of Education on the one hand, and intimate acquaintance with the work of the schools on the other, are maintained through the other two members, one of whom is a member of the supreme Board, and the other the district superinten- dent. The latter has the power to speak, but not to vote, and must always be present unless ■excused. It is the duty of the local board to visit all its schools twice in each school term, and inspect them in respect of attendance, staffing, conduct of teachers, studies, discipline, suitability of premises, &c. ; to report on such matters, on additional accommodation, and on dereliction of duty by superintendents. They try and determine all matters relating to discipline, corporal punish- ment, and complaints of parents, and impose penalties prescribed by the Board of Education. They have power to transfer teachers (but not principals) from school to school in the district, to •excuse absences, and to enforce sanitary and other bye-laws. The only restrictions placed on the powers allotted to them are such as are necessary to secure uniform treatment of the teaching and janitorial staff throughout the city. The report of the city superintendent claims a high degree of success for the working of the totality of the organisation which has been sketched, and notes, among its advantages, that a rational system of promotion of pupils from grade to grade and school to school has been introduced, that the supervision of schools has been rendered more educative and helpful, that the comparative merit of teachers is estimated more equitably, and that greater freedom in school work, and better adaptation to locality have been secured. Coming now to the schools themselves, which are distributed into Kindergarten (classes), Primary Schools (Grades I.-IV.), Grammar Schools (Grades V.-VIII.), and High Schools for pupils from 14 to 18 years of age, I may premise the remark that these schools make no charge for teaching, and are open to and used by the whole community. Elementary Schools. — School attendance may begin at the age of four. Up to six years, how- ever, children are only admitted to kindergarten classes, and of such children there were in 1902 only 6,391 in all. The number of kindergartens is rapidly increasing. The elementary school proper, beginning at the age of six, is divided into eight grades, the average age of those who " graduate," or complete the course, being about 14J years. Beginning thus two, or even three, years later than with us, it would be interesting, were it possible, to compare the results at the end of the school career ; but the data are insufficient. Compulsory attendance, again, begins later than in England, commencing at the age of eight. It is absolute till twelve, between which age and fourteen eighty secular days of actual attendance per year will satisfy the law. Between fourteen and sixteen any child who is not regularly and lawfully engaged in useful employment is liable to attend school. These regulations apply also to schools other than public (private or parochial). The transfer of pupils from the latter has been rapid, and 16 2 per cent, of the population is now in the public schools, the total roll being 437,654. The school hours are the same in length with our own, but, owing to the dinner interval being shorter, the schools close at 3.30. Holidays are somewhat ■ differently distributed, the long summer vacation of nearly ten weeks being noticeable. This is indeed a common feature in the States. So long a holiday has naturally resulted in a call for Vacation schools, some account of which is given further on. Schools are not distributed, as is common with us, into three departments, and they attain sometimes a size far beyond anything to which we are accustomed, the largest having under one " principal " as many as sixty classes. In such large schools, however, assistant supervisory power is allowed. No class may have more than fifty scholars, though it may contain children in more than one grade. The difficulty arises sometimes, as with us, that the number of children suitable ifor a class is greater than the class-room may properly accommodate. Provision is made, if other 4 Report on Education in the United States. means of placing them fail, to transfer the excess to neighbouring schools on the order of the Board of Superintendents. No corporal punishment is allowed in any school. An incorrigible child may, under conditions be expelled and placed in a truant school. The teachers' experience of these regulations is said to be unsatisfactory. The tax on the teacher's power caused by an ill-conditioned child, and the waste of time caused to its class-mates are not sufficiently considered by those who object to our own regulations. The classification and method of advancing pupils in New York seem superior in some degree to our own. The eight years of elementary school life correspond normally with as many grades in the school curriculum. But each grade is divided into two parts, the syllabus of each being separately set out, and, as a rule, dealt with in a separate class. The real steps of the pupil, there- fore, are shorter, and may be better accommodated to varying speed of advancement. The merit of each pupil's work is assessed monthly and reported to the parents. The principal has the duty of seeing such assessments properly recorded, and he is guided by them in deciding which pupils shall be promoted. Any dissatisfaction with the rate of promotion of a pupil may be dealt with by examination. Classes may be examined by the district superintendent when necessary. A pupil who has passed through the eight grades and wishes to proceed to a high school [is said to " graduate." This is effected by a certificate of a very detailed character, signed by the principal of the school and approved by the distiict superintendent, showing a very careful and elaborate analysis of the pupil's attainments in the subjects of the school curriculum. I here set out the certificate as possessing considerable interest : — ESTIMATE OF GRADUATING PUPIL'S ATTAINMENTS. Term ending : j "^ jy^g'"^ j 1 9° Borough of District No P.S. No... Name of Pupil - = Age in years and months Residence ESTIMATE OF PUPIL'S ATTAINMENTS. Note.— Satisfactory (" a," excellent; " b," gooO). Unsatisfactory (" c," poor; " d," bad). Class standing _.... Principal's estimate _... (Principal's estimate is derived from the marks given below.) I recommend ) ^, . . ., ^ , . - , . , , I do not recommend \ *^^ ^^'^ P"P'' ^°'" graduation from this school. Approved ) Disapproved / District superintendent. Principal. Netv York. I.— READINC;. 1. Amount of liteiature reaa in class during the 3'ear now closing 2. Power to interpret the matter so read 3. Abihty to read aloud accurately and intelligently new readint? matter 4. Power to give underetandinuly the sub- stance of a paragraph after a sirgle reading 6, Skill in the use of a dictionary General estimate in this subject ... II.— GRAMMAR. 1. Ability to explain the meaning and gram- matical structure of sentences in the usual forms 2. Ability to distinguish the language forms —words, phrases and clauses— to show their use find force in sentences of ordinary difficulty, and to classify them as parts of speech, &c. 3. Ability to distinguish and give the various inflected forms of ordinary words 4. Ability to use a textbook as a book of reference 6. Power lo use grammar to correct errors in the pupil's own discourse, oral and written General estimate III.-C0MPO9ITION. 1. Skill in tnlking intellipently and gram- matically on subjects witliin tte pupil's knowledge 2. Power to arrange his thoughts in order and write them grammatically 8. Ability to write from given dsta letters correct in both form anrt substance. 4. Estimate of rapidity and legibility of hand\\Titing General estimate IV.— SPKLLING. 1. Power and habit as a speller 2. Abilitv to write from dictation para- .graphs of ordinary difficulty 3. Skill in applying rules for spelling to the inflected aud lierived forms of words 4. Ability to explain meaning of word, the spelling of which has been taught General estimate V. -MATHEMATICS. 1. Power to use the four simple rules with reasonable rapidity, employing the cus- tomary short methods 2. Abihty to solve problemH that involve fractions, common and decimal 8. Power to solve ordinary problems includ- ing industrial measurt meuts, percentage, I &c. Indicate ability by a smalUetter in this column. Put general estimates in capitals in this column. Indicate ability by a small letter intbis columzi. Put general estimates in capitals in thiBColmzm. v.— MATHEMATICS-fo«^ ■t. Ability to analyse processes 5. Knowledge of the metric system 6. Ability to apply the algebraic equation in the solution of problems. (For Brookl^^n only) General estimate VI.— MANUAL TRAINING & DRA\VI>fG. 1, Ability to riraw freehand a simple group of objects 2, Abihty to m«kea working drawing of a given object 3, Ability to conventionalise natural forms in a design for application to a given ■ space General estimate VII.— UNITED HTATES HISTORY. 1. Knowledife of the time and sequence of events in United States HiPtory 2. Knowledge of the main causes ihat have brought our countrj' to its present condition 3. Comprehension of th«i Declaration of Independence, of Washington's farewell address, and Lincoln's Gettysburg speech General estimate VITI.-CIVICS. 1. Knowledge of the most important pro- visions of the United States ' Constitu- tion, and of the organisation of state and municipal governments General estimate IX.— GEOGRAPHY. 1. Mastery of a school textbook 2. Knowledge of the important physical features of the continents, of the United States, of New York State 3. Power to locate the chief countries of the world, their great cities and foreign possessions, and to give and recognise their chief productions 4. Knowledge of the chief trans- continental and ocean routes of commerce 5. Knowledge of the causes of dew, rain, enow, wind, and other ordinanr physical phenomena, and knowledge of the rela- tions of place to climate | 6. Ability to draw maps of the United States and of New York State 7. Ability to find from inspection of a map the latitude and longitude of a given i place and to solve the converse problem ■ General estimate | A list of the candidates desiring to enter the high schools is drawn up by the principal in the order of merit, and, if the vacancies are insufficient, the proportion admitted from the various lists must be uniform. The number of graduates for 1902 was 16,075, and the number who entered the high schools was 8,025. Several hundreds, however, passed to secondary schools not under the authority of the Education Department. The presentation of graduate certificates is made much of in the schools. It is treated as a public event, exciting much proper emulation among the pupils and interest among the parents. A word may be said on the elementary curriculum. It is now uniform in the schools, certain elective subjects being permissible in the highest classes under the sanction of the Board of Superintendents. All schools are opeped daily " with the reading of a portion of the Holy Scriptures without note or comment." Beyond this, religious instruction does not go, but "ethical" lessons run throughout the whole course, partly in connection with the English instruction, partly with History. Much liberty is left to teachers in this part of their work, but the general directions given to them by the Board of Superintendents are not without interest, and are here set out : — Ethical Tkaining. " It should be the aim of every teacher to make each part of the life of the school count for moral education. This aim should be present not only in formal instruction and training, but also in the general atmosphere and spirit of the class room and of the school. In working toward this aim, the following suggestions, based on the experience of practical teachers, will be found helpful. 1. The personality of the teacher is at the root of all jnoral education in the school. The teacher's ideals, sincerijty, poisej self-control, courtesy^ voice, manner, dress,, and general attitude toward life are potent forces for character building. 6 Report on Education in the United States. 2. Reverence is vital to morality. Whatever quickens in dhildren the feeling of dependence on a Higher Power, whatever leads them devoutly to wonder at the order, heauty, or mystery of the universe, whatever arouses in them the sentiment of worship or fills them witlh admiration of true greatness, promotes rever- ence. There is no subject studied in sohool which, reverently taught, may not yield its oontrihution to this feeling. 3. Self-reepeot, which is also fundamental to moral development, is engendered in a child when he does his best at tasks that are worth while and within his powers to do well, with proper recognition by teacher and sohool-fellows of work well done. 4. The cornerstone of a self-respecting character is principle — tihe will to be true to the right because it is right, whatever the consequences, to act ' with firmness in the right as God gives us to see the right.' The essential difference between principle and mere self-interest should be vividly brought home to each child. 5. The spirit of the class-room and of the school — the spirit that makes children say with pride 'my class ' and ' our sdhool i — is one of the strongest moral forces. Where there exists a proper esprit de corps Wf. NEW SCHOOL IN BROOKLYN. the problem of discipline is largely solved. Public opinion as a moral force should be moulded and utilised in every sohool. 6. The child sihouild early igain the idea of social' membership. The truth that co-operation and unsel- fishness are essential to true social living should be made real and vital. This truth is brought home through ' group work ' where the work of each is necessary to the work of all ; and through tihe feeling in a school or class that the honour of all is in the keeping of each. The child ehould also learn that he is a member, not only of the sdhool, but of the family, of the neigh- bourhood, of the city, and of the State and the nation. The meaning of loyal membership of these social institu- tions ^ould be made clear. The naturaltiess and the necessity of obedience and helpfulness should be shown. The moral aspect of home tasks and of working with and not against the departments of health, street clean- iag, police, and education, should be enforced by concrete applications. In general, the truth should be impressed that without loyal and effective social membership no individual can wholly live. 7. No person has a fully developed moral character until there has been a transfer of the seat of authority from without to within h»mselt : •■ moral man obeys himself. Each child in every grade should be steadily helped towards self-direotion and self-government. Effective means to this end are: appeals to initiative and resourcefulness; the development of such a sense of honour as will preserve order wit&out surveillance ; and some form of organisa;tion designed to quicken and exercdee the sense of responsibility. The Ne2v York. <5CAI.E tlt-to^- THIRD STORY PLAN. FOURTH STORY PLAN -I 1 rr «5cALe, NEW SCHOOL IN BROOKLYN. s Report on Education in the United States. ' school city,' when wisely applied and shorn of unnecessary machinery, has been found effective in many schools. But the form of the organisation is immaterial. The essential point is that the teacher, himself a member of the community, should make his pupils siharers to a certain extent in the problems arising out of their community life; and that he should entrust to them as members in their own right of the social body the performance of certain functions. Such training in social activity is effective training for citizenship. Under such conditions ' good order will mean not so mnch the refraining from disorder as the condition of effective co-operation. 8. Each school study has a specific moral value. Literature and history embody in concrete form moral facts and principles, showing to the child his own self ' writ large,' furnishing liim with ideals and incentives, and moulding his moral judgment ; and they will accomplish these results the more surely as the teacher is himself moved by that which is presented. Every subject involving observation and expression is essentially moral and should be so taught as to make for truth-telling in word and act, and for training in self-expression. 9. In connection with the regular etudies of the school, certain aspects of contemporary civilisation which are of value for developing the social spirit should receive attention. Hospitals, societies for the prevention of cruelty to children and to animals, homes for orphans and for the aged and infirm, fresh-air funds, and simUar agencies for social service should be brought within the child's comprehension at the proper stage. Deeds of heroism and self-sacrifice done by firemen, policemen, soldiers, inventors, and persons in the ordinary walks of life, should be presented and dwelt on. The truth that success in life means more tJian mere money- PF.TER COOPER HIGH SCHOOL, NEW YORK. [ For plans, see pp.9 ^ 12, getting can thus be brought home again and again. The contemplation of deeds of cruelty, dishonour, and shame has a necessary, though subordinate, place in moulding moral taste. 10. The following list of topics will supply material for many practical lessons in morals and manners : (a) Duties to parents, brothers, sisters, and playmates ; to servants and otiher employees ; to employers and all in authority; to the aged, the poor, and unfortunate. (b) Conduct at home, at the table, at school, on the street, in public assemblies, and in public convey- ances. (c) The common virtues, such as regularity, punctuality, self-control, cheerfulness, neatness, purity, tem- perance, honesty, truthfulness, obedience, industry, and patriotism. 11. In all such moral instruction and guidance the following principles should be observed : (a) The course of moral training is a development, in which the child is first led to practise and afterward to work from principle ; he proceeds from obedience on faith to obedience on principle ; from regularity to faithfulness. The child also develops from egoism to altruism. His impulse towards self-interest normally develops earlier than his impulse to put himself in another's place. Upon the full development of the former stage depends the full development of the latter. (b) The culture of the imagination is a powerful aid in moral instruction ; first, as the power vividly to picture consequences — to put yourself in your own place later on (foresight) ; secondly, as the power to ' put yourself in his place' (social imagination, sympathy). New Yorli. 9 (o) In using literature and similar material for purposes of moral education, the teacQier should not violato -the law of self-activity. The child properly resents having a moral drawn for him which he oould draw for himself and he is the more likely to follow the principle which lie himself diacovers or formulates because it is his own. (d) The most effective method in moral education is positive rather than negative. A mind filled with good interests, high ideals, and helpful activities has no room for evil. Love is a stronger and a better motive than fear." Without undervaluing what is done in this way in London in ^connection with Scripture teaching and otherwise, it may he well to note that possihly we could do more in moral education -with better system and more distinct aim. In connection with this subject it should perhaps be Plan of basement remarked that instruction in " civics " and some notions of economics are given in the New York elementary schools to the older children. The syllabus indeed seems here too ambitious, >if not questionable on other grounds. Such topics as Negro suffrage, Tariff legislation. Silver coinage, the Monroe doctrine, are set out for lessons to children of thirteen ! The formation of patriotism is recognised as one of the necessities, and has become one of the boasts of American 2 10 Report on Education in the United Spates. educationists. It is not surprising, therefore, to find that recitations of a patriotic nature are prescribed for the opening exercise of school at least once a week, and the singing of patriotic songs twice. In the teaching of English the study of composition, especially oral, receives more attention than is commonly the case with us. For instance, in Grade VI. — " Reports on matters of interest should be made orally : pupils should be trained to keep to the subject, and to talk clearly and coherently." Public men may wish, therefore, that they had received a training in a New York elementary school. I shall deal more fully on instruction in English in the sequel. Hygiene receives attention in all classes in connection with physical exercise, and includes elementary physiology in the higher grades. The effects of alcohol and narcotics are to be particu- larly insisted on. (See, howevei-, remarks on this under Special Branches of Instruction.) Geography is treated broadly, and, judging from the syllabus, well ; and the same may be said of history. Music is taught by the staff notation. Mathematics include algebra and mensuration, and special weight is laid on "Business arithmetic." A very elaborate course is laid out in drawing and constructive design. An interesting detail is the direction for the " study of pictures," which runs through the course. This account of the elementary curriculum of New York schools is, of course, not presented as exhaustive, and aims rather very briefly to note points when it may be advantageously compared or contrasted with our own. I shall say something of the voluntary schools of New York in the concluding remarks of the Eeport. Hif/h Schools. — The high schools are, so to speak, " end on " to the elemontary schools. Over- lapping appears to be avoided, and also the tapping of the elementary supply at points before the end of the course. The process of " graduating " from the elementary schools has been described. Candidates from other schools in New York may be admitted on passing an examination held by the principal of the school to which tliey apply. The high schools are growing in number and the increase in enrolment is rapid. The average roll for 1902 was 15,185, the number of principals 10, and the teachers 630. The average class per teacher, therefore, numbered 24 scholars. " Graduation " from these schools takes place at about eighteen years of age, and is by examination, conducted by the College Entrance Examination Board. There were 1,400 graduates in 1902. It is the aim of the authorities to shorten the College course from the traditional four years to three or even two. To attain this it is the desire that graduates from the high school shall have progressed so far as to fit them for the beginning or even the end of the Sophomore year. The high school course is in part uniform and in part elective. All students are required to take up, during the whole or part of their career, English, History, Mathematics, a Foreign Language, Biology, Physics and one other Science, Music, Drawing, Voice Training, Physical Training. In the third and fourth years another language may be substituted for Physics or the third Science. A series of minima in times allotted are set out. The elective subjects include Languages (advanced Latin, Greek, or English), advanced Mathematics, Domestic Science, History, and Commercial Branches. The course is nominally for four years, but may be shortened or extended. Special developments of the High School system are the High School of Commerce and the Girls' Technical High School. The former aims at provid- ing a liberal training in addition to instruction in Commercial technique. Its course includes Modern Languages, Science, Mathematics, History, Economics, and Law, emphasised in their commercial aspect. A fifth year of specialised study in such subjects as Industrial Chemistry, Banking and Finance, Transport and Communication, Business Organisation and Management, Diplomatic History and International Law is provided for and open to all graduates of high schools. The Girls' Technical High School shortens the ordinary course of high schools to two years, and is intended to equip girls as stenographers, buyers, typewriters, book-keepers, &c. The Peter Cooper School, of which I give two views, and four plans, is of striking appearance. The auditorium, which will bo noticed in the view on page 13, seats seventeen hundred persons, and is intended for use on pubUc occasions, as well as for the daily opening exercises of the High School. There are five stories of rooms for school work, seventy-one rooms in all. There are twelve laboratories for chemical, physiological, biological, physiographical, and other purposes, with three lecture rooms. A large library is provided on the second floor, and four New York. 11 rooms are assigned to special purposes. Separate gymnasiums have been provided for boys and girls, each with its running track, shower baths, locker roo n, doctor's examination room, &c. The ventilating system is that known as the " Plenum." The lighting is electric, and the principal is in telephonic communication with all parts of the building. In the basement provision is made for lunch rooms for the boys and girls, and also for bicycle room. The cost was 469,383 dollars. Evening Schools. — Evening schools are of two classes — elementary and high. With the former — the work of which is to give instruction in the branches of knowledge taught in the day schools — are connected schools for the purpose of teaching English to foreigners. This is, of course, a special necessity in America. The regularity of attendance in the ordinary elementary evening school is said to be unsatisfactory, and changes are being made in the hope of improvement. Boys and girls are not permitted to attend the same school in the evening. It will be noted, however, that mixed schools and mixed classes are very generally in favour in America. The most satisfac- tory part of the evening school work is that conducted in the evening high schools. To these pupils are admitted on presentation of certificates from the day schools, or on passing an examination. They are, it need scarcely be said, free. Evening recreation centres are noteworthy. Of these there are twelve. I give the time-table of an evening high school : — NEW YORK EVENING HIGH SCHOOL, 120, West 46th Street, New York City. Class. First Hoar. Second Hour. 1 III.— English Drclamatioii 2 Histrry and Pol. Science I —English 3 I. — English IL— Enslish 4 Typewriting I. — Phonography (M.) 5 I.— Phonography (M.) II. — Phonography (M.) 6 I. -Phonography (P.) Typewriting 7 1. — Phonography (P.) I — Phonography (P) « Arithmetic Arithmetic 9 Arithmetic Arithmetic 10 I. — Algebra IT. — Algebra 11 If. — Gbi.metry I. — Geometry 12 I — Algebra L — Algebra 1.3 I. — Algebra ... I. — Geometiy 14 II. — Bookkeeping I. — Bookkeeping 15 I. — Bookkeeping III. — Bookkeeping and Gomel. Law 16 I. — Bookkteping II. — Bookkeeping 17 Chemistry Chemistry 18 Physics... Physics 19 I.— French . IL- French 20 II.— German . I. — German 21 I. — German II. — German 22 I. — Latin II. — Latin 23 I. — Spanish If. — Spanish 24 n.— Architectural Dra'ving... II. — Architectural Drawing 25 II. — Architectural Drawing... 11. - Architectural Drawing 26 I. — Architectural Drawing ... I. — Architectural Drawing 27 I. — Mechanic.il Drawing I. — Mechanical Drawing 28 II. — Mechanical Drawing ... II. — Mechanical Drawing 29 T. — Freehand Drawing I. — Freehand Drawing 30 If. — Freehand Drawing II. — Freehand Drawing Students in Drawing and in Sciences should take the same subject for both periods. Students registered during any hour will be admitted at the beginning of the next regular recitation, and must not disturb any class by entering it during the progress of a recitation. Special Branches of Instruction. — Physical training for all pupils ; manual training for boys ; domestic training for girls ; and the treatment of abnormal children, all receive special attention, but do not seem to call for particular notice from one acquainted with the good work done in these matters in London. It may be noted, however, that, as mentioned above, the law of the State requires Physiology and Hygiene to be taught, with special reference to the effects of alcohol, tobacco, and other narcotics on the human system. The teachers have made representations that the so-called temperance physiology is of no real value. " Intended to give children an abhorrence of alcoholic drinks, it succeeds only in giving them an abhorrence of the beautiful and^useful science of physiology." An effort to amend this is promised. For a detailed syllabus on such instruction see the later remarks on Guthrie, Oklahoma (pp. 58-69). 12 Report on Education in the United States. Vacation Schools and Playgroiinds. — Vacation schools and playgrounds have had a very extra- ordinary development in New York. They are under the special supervision of a lady district superintendent. In 1902, during the period in which they were open, at least 70,000 children were injaverage daily attendance. It will be remembered that the summer vacation is long, and even the vacation schools were closed for a time approximating to our summer holiday. Thirty-two schools were open for a space of six weeks. The average attendance in schools alone was 12,916. Plan OF Second Floor Lessons were held on four days in each week from nine to twelve a.m. The courses included Basket Work, Bench Work, Fret -sawing. Chair-caning, Domestic Science, Sewing, Millinery, Embroidery, Knitting, Crocheting, Weaving. Excursions to places of historical interest were made : experiments in gardening performed ; and the playgrounds were specially equipped and supervised. The roof playgrounds were very popular, and in some cases were open, under restrictions, to the publia Free Lectures. — The provision of free lectures for the people falls within the duties of the Education Board, and has obtained a very considerable development. They were first given ini 1889, with a total attendance of 22,149 persons, 186 lectures being delivered. 3,172 free lectures were given in 1902, and the total attendance was 928,200. The subjects are various : History Literature, Science, Music, Art, Hygiene. Increased culture on the part of the audience is said- to be very noticeable. Halls are hired and lanterns are used and lectures on every conceivable topic were delivered in the early autumn. When the weather allows these lectures are given in the open air from a cart, with screen and lantern, and hundreds of people are attracted by this means - to think of some higher and more interesting subjects than fall naturally to the inhabitants District of Columbia. 13 of a great city. The cost was 65,000 dols. In Chicago the same idea is being carried out on a smaller scale. Supply of Teachers. — The Education Board has two training schools under its control, and a further independent institute for the training of teachers is the Normal College of the City of New York. From their own schools alone 376 out of 984 applicants for Licence No. 1 {i.e. to teach in ordinary classes of Elementary schools) were successful in 1902. All licences to teach, both this and that necessary for higher grades, or for special work, are issued by the Board of Examiners. There is nothing similar to our system of pupil teachers. To some extent, students in training may take pait of their practical course as "substitute" teachers in the schools of the city. The com- paratively liberal salaries paid in New York offer great inducements to capable instructors and principals to seek positions in the schools. Women teachers in Elementary schools receive according to position and length of service, between 600 and 1,440 dollars per annum; men, between 900 and 2,400 dollars. In High schools the salaries for men vary between the same amounts as in Elementary schools; for women, between 700 and 1,900 dollars. The annual increase varies from the lowest, 40 dollars, to the highest, 150 dollars. For principals of Elemen- tary schools the salaries vary between 1,400 and 2,500 dollars for women, and 2,100 and 3,500 for men. Principals of High schools vary between 3,500 and 5,000 dollars per annum. 15% PETER COOPER HIGH SCHOOL, -NEW YORK. Compulsion. — The percentage of average attendance on the average roll for the year 1901-2 was 91. The city superintendent is not satisfied with this, and complains that there is an inexplic- able reluctance on the part of police magistrates to punish parents and guardians for neglecting the education of their children. Two Truant schools which have been established are not, in his opinion, sufficient. But he concludes his report : " The best of all ways to abolish truancy is to make the public schools so attractive that children will not willingly be absent. Towards this end we are making, I am glad to say, very considerable progress." THE DISTRICT OF COLUMBIA. I next proceed to give an account of educational matters in the District of Columbia. This is the name of the seat of government of the United States. It consists of the City and County of Washington. Its population in 1900 was 278,718. The District of Columbia forms a single municipal government, but in which there is no popular representation. It is administered by a board of three salaried commissioners, appointed by the President of the United States. The Board of Education consists of seven persons, appointed by the Commissioners of the District of Columbia. Each member must be a bond fide resident and taxpayer of the District 14 Report on Education in the United States. and must have been such for five years preceding his or her appointment. The term of office is seven years, but one member of the board retires each year. The members are paid ten dollars each for personal attendance at each meeting, but no member may receive more than five ■hundred dollars per annum. At the present time two of the members are women. The Board has complete jurisdiction over all administrative matters connected with the public schools of the District of Columbia, except that all expenditure of public funds for such school pur- poses are made and accounted for under the direction and control of the Commissioners of the District of Columbia. It makes all needful rules and regulations which may be proper for the government and control of the schools and appoints officers and teachers and removes them at its pleasure. The Board annually sends to the Commissioners of the District of Columbia an estimate in detail of the amount of money required for the public schools for the ensuing year. This estimate the Commissioners include, with such recommendations as they deem proper, in their annual estimates of the total municipal expenses made to the Secretary of the Treasury of the United States. The Secretary of the Treasury submits the estimate to Congress with a statement as to the extent to which it has his approval. The English visitor is again struck by the fact that the public education of the District ■of Columbia is wholly in the hands of public officials : there is nothing in the nature of elected representatives of the people on the Board, nor are there any school managers. The Board of Education lays down the courses of instruction in all schools, and makes all rules for the government of them. The school system is administered much like an army with its definitely defined grades of officers. Rule 92 of the Board reads : " School officials rank in the following order : Teachers, principals, supervising principals (in the case of High schools, director of High schools), assistant-superintendents, superintendent, and the Board of Education. Appeals may be taken from the decision of any of these to the next higher rank. Pending an appeal the decision stands." The administration of Educational matters, as well as of all other Local Government matters, in the district of Columbia well bears out the statement of Mr. Sadler in his " Special Eeports," Vol. II. p. 462, that "America is beginning to approve many tendencies towards centralisation and expert absolutism in Educational matters on the ground of their administrative necessity, and in consequence of the practical breakdown, in many places, of the democratic machinery for government by direct election. In several American cities the Superintendent of Education wields very great personal power. It will be a singular thing if on American soil there is developed a new form of Local Government — expert autocracy on a short tenure." How absolute such a system may become is shown in many of the " Eules " of the Board of Education. Eule 94 reads : " All employees in the school system are prohibited from soliciting legislation looking to promotions or increases of salary, either for themselves or others." The Board of Education appoints from among its members a president and vice-president. The stated meetings of the Board are held on "Wednesday of each week. It has six Committees €ach consisting of three members. The Committees are : — On Eules and Bye-laws ; Ways, Means and Supplies ; Buildings, Eepairs, and Sanitation ; Normal and High Schools and Scholarships ; Teachers and Janitors ; Textbooks ; Industrial, Educational and Special Instruction ; and Military Affairs. Its office staff consists of a secretary, three clerks, and a messenger. The total sum expended during the year ended June 30th, 1902, on Day schools was 1,694,254 dollars 74 cents ; the whole number of pupils enrolled (including all High, Normal, and Manual Training) was 48,432 ; the average roll was 40,658 and the average attendance 37,996. The average cost per pupil for all expenses (except repairs and permanent improvements) was, on average roll 30 dollars, and oh average attendance 32 dollars. On Night schools an additional sum of 9,282 •dollars 2 cents was expended, and on Vacation schools 997 dollars 26 cents. The expenditure of the Board was, in detail, as follows : — Day Schools — Officers — Members of the Board Office staff Superintecdent Two Assistant Superintendents , Dollars. Dels. Cts. 3,070 6,120 4,000 5,000 18,1 90-00 District, of Columliu. 15 Dols. Ct3. Teachers and supervisors 880,427-63 Kindergarten instruction 24,999-83 Janitors and care of buildings and grounds 74,097-97 Rent of school buildings and repair shop 15,641-73 Fuel 45,000- Contingent expenses, printing, &c 32,468-98 Free textbooks and supplies 44,958-27 Industrial Instruction (oianual training, cookery and needlework) ... 9,984-24 Flags 998-92 Furniture for new school buildings 14,838-33 Furniture and equipment of Manual Training School No. 1 25,000- N... 2 35,778- Repairs and improvements to buildings and grounds ... ... ... 49,431-44 Repairs to and changes in plumbing ... ... ... 24,439-40 New buildings and grounds .398,000- Total 1,694 254-74 Night Schools 9,282-02 Vacation Schools 997-26 Grand Total 1704,534-02 Officers Employed in the Supervision of the Schools. — These consist of a superintentlent, two assistant superintendents, both women (one of whom is coloured), eleven supervising principals, all men (three of whom are coloured), one director and one assistant director of primary work — both women (the assistant coloured) — and a librarian and assistant librarian. The total salaries of these amount to 34,900 dollars, costing 85 cents per pupil on the average roll. Tlie superintendent is the chief executive officer, and has, under the Board, control of all matters connected with public education. He submits annually to the Board for its approval the courses of study and lists of textbooks, and other apparatus for use in the schools. One of his assistants has charge of the schools for white children, and the other those for coloured children. The supervising principals are, what we should call in England, organising masters. The " District " is divided into eleven divisions, in each of which a supervising principal has charge of the Kindergartens, the Primary schools (Grades I. to IV., nearly equal to our Standards I. to IV.) and the Grammar schools (Grades V. to VIII, approximating to our Standards V. to Ex- VII.). The average attendance of the children in the several divisions ranges from 2,756 in the smallest to 3,738 in the largest, and the number of teachers from 84 to 99. The supervising principals are responsible for the observance of all school rules ; they have to consult with the superintendent frequently, and, under his direction, endeavour to improve the methods of instruction ; they have to report any repairs that may be needed, and make requisitions for supplies ; they have also to classify the pupils in the various grades, and visit the schools as often as possible. The director of primary work is what we should call a superintendent of method. She is employed in improving the methods of the less experienced teachers in charge of the first four grades. Officers Employed in Tuition. — The staff of the two Normal schools (one coloured) consists of two principals (one coloured), both of whom are women, and nine white and six coloured teachers. The total salaiies amount to 16,670 dollars, costing 37 dollars 84 cents per pupil on average roll. The staff of the five High schools (one coloured) consists of a director, five principals (one coloured), and 106 white and 24 coloured teachers. The total salaries amount to 124,616 dollars, costing 49 dollars 74 cents per pupil on average roll. The average roll for each teacher is 18*5. The staff of the two Manual Training schools (one coloured) is a director, two princi- pals (one coloured), and 14 white and 18 coloured teachers. The total salaries amount to 32,794 dollars, costing 73 dollars 36 cents per pupil on average roll. The average roll for each teacher is 13-1. Using the word " school " in the English sense, there are 113 Grade or Elementary schools (of which 15 are for coloured children), each presided over by a principal. Each principal 16 Report on Education in the United States. has Primary schools (Grades I. to IV.) and Grammar schools (Gradps V, to VIII.), using the word "school" in the American sense to denote a " Grade" or " Standard." The total number of teachers employed is 949 of whom only 58 are men. This total is made up of 624 white and 325 coloured teachers, and includes 113 principals of whom 88 are women, and 25 men. The average salary of all teachers of the eight grades is 647 dollars 39 cents, costing 14 dollars 21 cents per pupil on average roll. The average roll for each teacher is 382. A noticeable feature in Washington, as in the other parts of America, is the very small provision that is made for the teaching of infants. While the average roll in the grades, or as we should say standards, is 36,440, that of the Kindergartens is only 1,101. There are 30 Kinder- gartens under the Board, and the pressure for admission is so great that it is necessary to limit the entrance age to 5, or nearly 5 years. There appears to lie no teaching of Reading, Writing and Arithmetic, the instruction being confined to purely Kindergarten — gifts, games, songs, stories or conversations and suitable occupations in form and colour. Although the Kindergarten teachers are paid very low salaries, the smallness of the classes renders the average cost a third higher per pupil than in^.the grade schools. The total cost for salaries of teachers is 23,663 dollars which works out at 21 dollars 49 cents per pupil on average roll. The average roll for each teacher is 16'4. There are'67 Kindergarten teachers and their average salary is 353 dollars 19 cents. Of Manual Training Teachers in Grade Schools there are 15 for Carpentry, 3 for Metal, 19 for Cookery, and 28 for Sewing. The salaries cost 1 dollar 4 cents per pupil on total average roll. There are 16 Music teachers, 13 Drawing teachers, and 10 teachers of Physical Training, costing 70 cents per pupil on total average roll. The night schools were in session for 57 nights. The total roll was 2,750, of whom 1,026 were white and 1,124 coloured, and these were taught by 68 teachers — 41 white and 27 coloured. The total cost was 9,282 dollars 2 cents. The Vacation schools had a total roll of 484 children, taught by 19 teachers. They were in session 29 days. The total cost was 997 dollars 26 cents. Some Notes on the Appointment, Promotion, Salary and Duties of Teachers. — No person is appointed as teacher who is less than 20 years of age. Teachers must all be certificated either by the Washington Normal School, or other approved Normal school, or by the Board's Committee, the last as the result of a competitive examination. The later certificates, in the first case, eutitle the person to teach only up to a certain grade or class. The first-class certificate qualifies for teaching Grades I. to III. ; the second class. Grades I. to V. ; the third class, Grades I. to VII. ; and the fourth. Grades I. to VIII. For positions in schools above the Grade schools, there are special examinations and certificates. Teachers may be assigned or transferred at any time to any school under the Board. Female teachers forfeit their position on marriage. No teacher is allowed to give private or extra instruction to any pupil or pupils of the public schools for money or anything of value other than his regular official pay. Nor can a teacher engage in any business, trade or occupation independent of the public schools without having first obtained the consent of the Board, The salaries vary with the grade taught, the lowest grade carrying the lowest salary. There is an annual rating in June of all teachers in the employ of the Board, in the Grade, High and Normal schools, and Special departments, by their respective supervisors, principals, or directors. These ratings, when approved by the intermediate supervisory officers and by the superintendent, constitute the basis on which promotion of teachers are made, length of service being considered only where candidates for advancement are of equal efficiency. The Board has found a difficulty in getting Congress to vote sufficient money to pay adequate salaries, especially to teachers of the lower gi-ades ; and in its 1902 report repeats a statement it had made in that of 1901, that there were 88 teachers receiving less than assistant messengers in the Executive departments ; 137 less than labourers; 131 less than ostlers ; and 158 less than elevator boys, head scrubbing women, and spittoon cleaners ; and adds that it is difficult to obtain teachers of the lower grades, and much more difficult to retain, for long terms, the highest class of teaching ability. District of Columbia. IT Each teacher is required to be in his schoolroom at least fifteen minutes before the time appointed for the opening of the school. A teacher may not engage during school hours in reading, writing letters, conversation, or other occupation which is irrelevant to his duties as teacher. The use of tobacco by a teacher in or about any school building is prohibited. Each teacher must, as far as possible, prevent pupils from gathering on the school premises before the hours of opening. He must supervise his class during the mid-day recess, and require •the pupils to leave the premises immediately after the close of school. Each teacher must attend to the physical education and comfort of his pupils, and devote fifteen minutes per day to the exercises in the prescribed course of Physical Training ; and he must be especially careful as to the ventilation and temperature of his room. The temperature must be observed and recorded on the blackboard at 9 and 11 a.m., and at 2 p.m. daily, the observing and recording to be done by the pupils so far as practicable ; but the teacher must keep a permanent •record of temperatures. Each teacher is required to maintain " such discipline as would be exercised by a kind and judicious parent — always firm and vigilant — yet prudent. He should endeavour to inculcate truthfulness, self-control, temperance, frugality, industry, obedience to parents, reverence for the aged, forbearance towards the weak, respect for the rights of others, politeness to all, kindness to animals, desire for knowledge, and obedience to the laws of God" ; but he must not exercise any sectarian influence in the schools. The opening exercises in every school consist of the reading by the teacher, without note or comment, of a portion of the Bible, repeating the Lord's Prayer, and appropriate singing by the pupils. The avoidance of corporal punishment, as far as may be, with a due regard to obedience on the part of the pupils, is enjoined on all teachers. All cases, with the reasons for the same, have to be reported monthly to the superintendent. The Schools and their Pupils. — Separate schools are provided for white children and for coloured children, and all schools are " mixed." Every child in the district of Columbia may -obtain free education from when he is turned 6 years of age until he is 21. There are a few Kindergartens for infants from about 5 years of age till turned 6, but the accommodation in these is totally inadequate for the infant population of the district, and, further, these Kinder- gartens appear to supply no instruction in Pleading, Writing and Arithmetic. These subjects begin an the first grade of the Primary schools. The Primary schools are not confined as in England to the working and lower middle-class children, but all classes send their children. In a Primary school at Washington the son of President Eoosevelt was seen sitting next to a coachman's child; and in the same class of school there were the children of seven of the American Senators. A child entering the first grade in his seventh year is at the beginning of the next school year promoted to the second grade if his attendance, conduct, and improvement have been satisfactory, • and not otherwise. Promotions are not made at any other period of the year except by special permission of the superintendent. By his tenth year a child may have gone through the first fouv grades to which the Primary schools are confined; he may then enter the fifth grade or lowest class of the Grammar school. The Primary and Grammar schools are usually in the same building, and under the same principal. The pupil may spend four years in the Grammar school, and if he successfully completes the eighth grade he is eligible, without examination, for admission either to a High school or to a Manual Training school. A child with average ability may enter these in his fourteenth year. In the High schools the pupil elects whether he will take the Academic, the Scientific, or the Business course. The Academic course lasts four years, and in the first two years all subjects are obligatory, except that in the second year a pupil may at his option add Greek. In the third and fourth years English and Latin are the only obligatory studies, the rest of the course may be selected from a list of special subjects, so that the pupil may specialise in matters needful for his future career. The Scientific course is arranged in exactly the same way, the obligatory subjects in the third and fourth years being English and German or French. Students who have done at least three years' successful work in the Academic or Scientific courses may attend a special one-year ■course for Business. The Business course is taken by white pupils in a separate Business High 3 18 Report on Education in the United States. school, and by coloured pupils in the Armstrong Manual Training school. The full course cover* two years. Although each year of its course is complete in itself, the Business diploma is given only to those who successfully complete the two years' course. A pupil may successfully complete his four years' course in the High school at the beginning of his eighteenth year ; he is then eligible for a college of university rank, or for the Normal schools. If a pupil elects to go to a Manual Training instead of to a High school, he may choose (a) a two-years' course, consisting of a small amount of academic work, and a large amount of manual work, fitting him (or her) to start at the age of 16 years at his future calling; (6) a four-years' course designed to prepare for the Normal schools ; (c) a four-years' course to prepare for entrance to Scientific and Technical schools of college rank ; or {d) a special four-years' course doing advanced technical and scientific work, where he is taught to handle the latest forms of commercial machinery processes, and not apparatus and experiments of the usual demonstration room type ; so that when he leaves the school at 18 years of age he can enter a workshop, factory, or power-station with an intelligent, practical knowledge, and sufficient skill to take his place at once as an efficient worker. A striking feature at Washington, as in other parts of America, is the enthusiasm of the people for education. They are not content to stand still, but are even eager to go ahead. They are constantly experimenting, and looking into the results of their educational system ; and if new needs arise they have the vigour and courage to adapt themselves without delay. Nor is this enthusiasm confined to the white population, the coloured population of the city make great sacrifices to educate their children and are at one with their countryman. Dr. Booker T. Washington, when he said " we must catch the spirit of modern progress and achievement or be shut out by those who have." The poor Washington High or Manual Training School pupil shows extraordinary self-denial in obtaining higher education. There are many cases, especially in the Armstrong Manual Training School for coloured pupils, where the pupils out of school hours, on Saturdays and holidays, go to work at trades and so are able to afford to stay longer at school. They want the education and will endure almost any hardship to get it. Although the attendance at school is excellent there is no compulsory law, but steps are being taken to get Congress to pass one. There used to be a law, but it is no longer operative. The eagerness of the people of Washington must be great, if the following rule for admission to all classes of schools is enforced, especially as the children have to be re-admitted annually. "At the commencement of each school year the order of admission of pupils shall be as follows : — (a) Applicants in the order of presenting themselves. (h) The pupils who were such at the close of the preceding year ; provided that they return on the first school day of the school year. (c) Pupils transferred in due form from other schools, who must first have been entered on the rolls of the other schools. In cases of sickness or other necessary absence the seats of pupils of the second (J) of the above classes shall be reserved until the beginning of the fourth school day of the school year ; provided that a satisfactory representation be made to the teacher prior to the time before-named." The school year commences on the first day of July each year, but owing to the holidays the school attendance does not commence till the Monday between September 17th and 23rd, and ends on the Wednesday afternoon between June 17th and 23rd. In the school year 1902-3 the school calendar was: — 1902. — Schools re-opened, September 22nd. Thanksgiving holidays, November 27th and 28th. Christmas holidays, December 24th to January 2nd, 1903, both inclusive. 19U3. — Washington's birthday holiday, February 22nd. Easter holidays, April 10th to 17th, both inclusive. Memorial Day holiday. May 30th. Schools closed, June 17th. In this year the schools were open 175 days — that is 350 half days, against the minimum of 400 in English Elementary schools. District of Columhia. 19 In grade schools the school hours are from 9 a.m. to 3 p.m. (on all week-days except Saturdays). A recess of 15 minutes is given at 10.30 a.m., and one of 60 minutes at 12 noon. A few general statistics are added : — High Schools. Number of pupils enrolled Average eurolment Average attendance Percentage of attendance Number of teachers employed Average salary paid Average number of pupils to the teacher (estimated on average enrolment) I Cost of tuition per pupil (estimated on average enrolment) ' 2,942 2,5(15 2,373 97-7 1.35 $904 -ot; 18-5 $49-74 Manual Training Schools. 625 447 423 94-6 34 $905-71 1-31 $73-36 Grammar and Primary Schools. 43,079 30,440 34,073 93-5 949 $647-39 i .S8-3 ! $14-21 Kindergartens. 1,726 1,101 967 87-8 67 $.35,319 16-4 $21-49 Normal Schools. Number of teachers trained Number of teachers employed . Average salary 178 17 $980-58 Cour&es. of Study in Various Kinds of Schools. — (a) Normal Schools. — Normal School No. 1 for white students is limited to fifty admissions per year, and Normal School No. 2 for coloured students to forty admissions. The numbers in training in 1902 were 98 in school No. 1, and 80 in school No. 2. The students are selected by competitive examination from the graduating classes of the High and Manual Training schools, and no person is eligible for the entrance examination who has not completed the full four-years' course in such Washington schools, or the full equivalent thereof, accompanied by two years' attendance in such schools. Each candidate for admission to a Normal school has to give a written undertaking that he will devote himself to the work of teaching in the public schools of " the District of Columbia for a period of at least two years." The training extends over a period of two years ; and one year only is required for College graduates, but of these only five may be admitted to each of the Normal schools. The course of study in the Normal schools is strictly professional and consists of Theory and Practice. The Theoretical course of school No. 2 is as follows : — First Term. Second Term. Sabjects. Hours per Week. Sojects. Hours per Week. Psychology PhyMology Nature Study .. Vocal Culture .. Grammar Arithmetic Penmanship Drawing Music Physical Training 2 3 3 2 4 4 1 2 1' School Management and application of Psycho- logy in teacning General methods Primary methods Observation and practice with groups of children Literature for Primary schools Composition Hisiory of Education Penmanship... Drawing Music Physical Training 2 1 4 4 4 2 3 1 1 The practical work done by the students is greater in quantity than in English Normal schools. The arrangements for practical work differ a little in the matter of arrangement in the two Normal schools of Washington, but in substance are identical. The lirst-year students are prepared by observation and demonstration lessons to begin to teach themselves during the last six weeks of the year. The practice classes for students of both years are limited to Grades (or Standards) I. to IV., as it is considered that the teaching and discipline in these are of the greatest value to the 20 Report on Education in the United States. young teacher. In order that the normal student may actually teach a class during her course of practice there is assigned but one permanent teacher, who is called a " practice teacher " for the^ supervision of each two rooms. In Normal school No. 1 the practical course for second-year students is described by the lady principal as follows : — " Two pupils work together in a school, one as principal and the other as her assistant. This assignment is for three weeks, at the end of which time the assistant is promoted to the principalship, and the principal transferred to the training department for a period of six weeks. At the end of that time she is assigned as assistant in another school to work her way up to the principalship and thence to the training department once more. Each student by this arrangement teaches at least eighteen weeks and in three schools of different grade. The children are saved from malpractice, which is to be feared, only through the skill, judgment and untiring watchfulness of the practice teacher as she supervises the enthusiastic, but crude, endeavours of the young people working under her direction. She teaches much herself, giving Model lessons for the pupil teachers (st'idents) in her schools and also for the Normal classes brought on by the training teachers for observation. She has a time set apart after school hours for the discussion of the daily experiences of her student teachers, her observations of their work, and their reports of endeavours and results when not observed by critics. Work for the next day, or days, is then planned. The practice teacher visits, with her students, Model schools of the same grade as her own, and she confers with the training teachers as to the best methods of teachinp; their subjects in her schools." [It is necessary to remember that in the above paragraph the word "school " is the equivalent of the English word " class," and " grade " of the English " standard."] Six weeks before the end of the second year the students of that year are then brought back to the training department to be given by the training teachers a broader outlook upon their profession ; the first-year students then take up their vacant teacherships. Each graduate of the Normal schools is awarded a diploma, which is equivalent to a teacher's certificate of the fourth class (the highest for grade school teachers); and unless disqualified for cause is appointed as a teacher in the order of graduation. The two Normal schools of Washington supply 79"3 per cent, of the teachers in the Grade schools, other Normal schools supply 5"3 per cent.. United States colleges supply 2'6 per cent., and the remaining 12'8 per cent, have obtained the teacher's certificate, after examination by the Board itself. (b) High Schools. — The Board of Education of the District of Columbia has five High schools — four for white pupils and one for coloured. Three of the schools for whites, and the one for coloured pupils have each an Academic and a Scientific side, each extending over a course of four years. The fourth white school is a " Business " school having courses for one or two years. The following Table gives statistics of these schools : — White Schools. Coloured. Y»iii. Central. Western. Eastern. Business. M Street. Total. First year Second „ Third „ Fourth „ 320 218 162 107 121 . 92 57 65 153 109 87 67 469 234 253 205 123 83 1316 858 429 322 Total enrolment Withdrawals 807 156 335 85 416 83 703 217 664 160 2925 701 Total at close of year Graduates— Second year Fourth „ 651 82 250 5*9 333 58 486 15C 504 82 2224 156 281 Hie Bequirements for Admission to High School are English Grammar and Composition, United States History and Constitution, Geography, Arithmetic, and Algebra up to and including factors, This is the work of the eighth grade of the Grammar schools. Entrance examinations are given only to pupils from other than the public schools. District of Columbia. The course of study is as follows : — 21 ACADEMIC. SCIENTIFIC, BUSINESS.* YEAR. English. English. Engl^b. History. . History. Business Arithmetic. Algebra. Algebra. Bookkeeping. Latin. German. Penmanship. H Shorthand. s Geography. HI Typewriting or Commercial Drawing. English. ) English History, j English. } English. English History, j Applied Arithmetic. Greek. Geometry. Bookkeeping. □D Geometry. German. Commercial Law. g Latin. Physics or Chemistry. Commercial Geography. g Physics or Chemistry. Shorthand. Typewriting. English. English. Each year of this course is com- Latin. German or French. plete in itself. French. Biology or Advanced Chemistry or A spacial one year course is derman. Advanced Physics. arranged for students of other Greek. French. High schools, who have done at Biology or Advanced Chemistry or Political Economy. least three years of successful rrt Advanced Physics. Solid Geometry. work. ^ P Political Economy. Trigonometry and Surveying or Solid Geometry. History. Trigonometry and Surveying or History. ' EngKsh. English. Students of the second year may Latin. German or French. substitute an equivalent amount Advanced Biology or Chemistry or Advanced Biology or Chemistry or of work in other subjects for Physics. Physics. Bookkeping or for Shorthand. Greek. History or Analytical Geometry History or and College Algebra. t1 Analytical Geometry and College French. 3 Algebra. Spanish. a French. German. Spanish. * This course does not prepare for the Normal school. Elective studies are printed in italics ; all others are prescribed. • Spelling is prescribed for all students. Drawing is prescribed for all pupils of the first and second years, also for Normal School candidates throughout the course. Candidates for diplomas must pursue all the prescribed studies, and at least four studies in the third year. In the fourth year, pupils may take three major studies, with a total weekly programme of eighteen hours' work. Students who, from any cause, fail to meet these requirements, are enrolled as " unclassified," and cannot graduate until the prescibed work is satisfactorily made up. Pupils who desire to prepare for college make special arrangement of their courses with the principal. (c) Manual Training Schools. — Washington has two Manual Training schools, one for white and one for coloured pupils. These schools, recently built, architecturally notable, even in this city of celebrated buildings, and complete in their modern equipment, are among the most interesting features for visitors that can be found in Washington. The McKinley School for white pupils had for the year ended June 30th, 1902, the last year for which returns are published, a roll of 262 pupils, of whom 226 were boys and 36 girls. Fifteen of the girls were preparing for the Normal School. The Armstrong School, for coloured pupils, had 263 pupils, of whom 110 were boys and 153 girls. Of these 17 of the boys and 36 of the girls were preparing for the Normal School. The general plan is to conduct the two schools along parallel lines, This, however, is not done in a purely arbitrary manner. They are parallel in that they^bear precisely similar relations to the needs each is trying to meet, and these needs are the outcome of existing conditions. The courses of study are the same for both schools, but at the Armstrong School, to meet the peculiar needs of 22 Report on Education in the Uniteil States. the coloured people, there is, in addition, a two-years' business course; and further, a special feature of interest in this school is the training of future school keepers. The Committee on Industrial Education reports: — "A few boys, limited in means and necessarily compelled to get out into the world to make a living as soon as possible, have elected this line of work, and are permitted to spend the major part of their time with the engineer, who instructs them in the practical work of making fires, attending to boilers, and the general knowledge that would enable them to become licensed engineers and possibly the future janitors of our public schools." For both boys and girls the general plan of instruction in these schools comprises prescribed courses in English, Mathematics, Physics, Chemistry, Freehand Drawing and Design, and optional courses in German, French, History and Biology. For boys, Shopwork and Mechanical Drawing are prescribed in each year, and practice is given in caring for the boilers, engines, dynamos, motors, &c., which constitute the heating, lighting, and power plants of the buildings. For girls, courses in Domestic Science and Domestic Art are prescribed, including individual work in Cooking, the Preparation and Serving of Meals, Invalid Cookery, Marketing, Laundry Methods and Materials, Management of the House, Plain Sewing by hand and machine. Dressmaking, and Millinery. The Special Two-year course gives double time to Shopwork and Mechanical Drawing, or to Domestic Science and Domestic Art, covering substantially the same ground in these subjects as do the four-year courses. The academic work is accordingly lessened. The Special Pour-year course omits Foreign Languages and devotes the time thus saved to advanced Technical and Scientific work. The Four-year course A is specially designed to prepare for the Normal school. The Four-year course B prepares for Scientific and Technical schools of college grade. Pupils showing marked ability in any of the technical subjects may be permitted to specialise therein. The following is the special two-year course : — First Year. Second Year. English Wood-turning English Laundry Business Arithmetic ) Algebra \ Pattern-making Geometry or Foundry-work Chemistry Domestic Art : Physics Forging Drawing : Dressmaking Drawing: Domestic Science : Freehand Millinery Freehand Cooking Mechanical or Mechanical Domestic Art . Shopwork : Domestic Science Shopwork : Plain Sewing Machine-shopwork and Joinery Drestimaking Domestic Science Cooking Domestic Art The four-year special course is as follows : — First Year. Second Year. Third Year. Fourth Year. English English \ History / English English History Solid Geometry Mechanics Algebra Geometry Trigonometry and Electricity or Advanced Physics Physics Surveying Chemistry Drawing ; Chemistry Physios or Chemistry Drawing : Freehand Drawing : Drawing : Freehand Mechanical Freehand Freehand Mechanical Shopwork : Mechanical Mechanical Shopwork : Joinery Shopwork : 8ho|jwork : Machine-shopwork Wood-turning Foundry-work Machine-shopwork Domestic Science Pattern making Forging Domestic Science Domestic Art Domestic Science : Domestic Science : Domestic Art Cooking Cooking Domestic Art : Laundry Plain Sewing Domestic Art : Dressmaking Dressmaking Note. — In the third and fourth years of this course pupils may substitute for Solid Geometry or Mechanics an equivalent amount of work in Physics, Chemistry, Biology, or Manual Training, one hour of recitation being taken as equal to two hours of laboratory or shop practice. Optional studies are printed in italics. District of Columbia. 3^ The four-ye»r course A is as follows : — First Year. Second Year. Third Year. Fourth Year. English English \ History / Enelish English History Solid Oeometry History Algebra Geometry Chemistry Biology German Physics Biology German or French Music German German or French Music Drawing : Music Music Drawing : Freehand Drawing : Drawing : Freehand Mechanical Freehand Freehand Shopwork : Shopwork : Mechanical Shopwork : Machine-shopwork Joinery Shopwork : Machine-shopwork Domestic Science Wood-turning Forging Domestic Science Domestic Art Pattern-making Foundrv-work Domestic Art Sloyd Domestic Science : Domestic Science : Reviews Cooking Cooking Domestic Art : Laundry Plain Sewing Domestic Art : Drei A years 'V ^.>'^l'Jlj> \ - / ^ S years (.^^^ ^ \ ^ »► 5 yciirs *'1^ '- *■ 6ye^'-« I 1^ 1 1. 1:; ]L 1 Grjde CrAd« Gt-ad9 Of ado Grade Grade There are also two ways of completing the course in five years : (1) any pupil who has completed one-half the course in two years may at the end of that time be transferred to the seventh grade, and finish the course in three years; (2) any pupil who has completed one-half the course in three years may at the end of that time be transferred to grade C, and finish the course in two years. In both cases these changes can be made without omitting or repeating any part of the course. It is now eleven years since the schools were first classified on this plan. During this time 5,926 pupils have graduated from the Grammar schools. Of this number 8 per cent, completed the course in four years, 29 per cent, in five years, 48 per cent, in six years, and 15 per cent, in seven years or more. 40 Report on Education in the United States. Of the number who entered the Latin school during the past eight years, 16*3 per cent, did the work in the Grammar schools in four years, 46'4 per cent, in five years, and 37'3 per cent, in six years. Of those who entered the English High school and took the general course, 1 07 per cent did the work in the Grammar schools in four years, 41'2 per cent, in five years, and 48"1 per cent, in six years ; of those who took the commercial course in the English High school, 8'6 per cent, did the work in the Grammar schools in four years, 378 per cent, in five years, and 536 per cent, in six years. Of those who entered the Eindge Manual Training school, 6'5 per cent, did the work in the Grammar schools in four years, 361 per cent, in five years, 574 per cent, in six years. During the past eight years, more than 50 per cent, of the pupils entering the High schools did the work in the Grammar schools in less than six years, 41'2 per cent, doing it in five years, and 113 per cent, in four years. It does not follow, however, that because so many did the work in less than the full time, the plan is a good one. Its value is shown rather, by the thoroughness with which the work has been done, not in one year only, but in a series of years. The results of the first year's work in the High schools would seem to be a test of this thoroughness. The records in these schools show that for eight years the average per cent, of the pupils who were four years in the Grammar schools was higher than for those who were five years in the Grammar schools, and that the per cent, of those who were five years in the Grammar schools was higher than for those who were six years in the Grammar schools. The average per cents, of the first year's work in the different High schools for eight years are as follows : — In the Latin school, the average per cent, of the pupils who completed their Grammar school work in four years is 79*7 ; of those who completed it in five years, 75*1 ; of those who completed it in six years, 70'6. In the general course of the English High school, the average per cent, of the pupils who completed the Grammar school work in four years is 78'4 ; of those who completed it in five years 75'7 ; of those who completed it in six years, 731 In the commercial course of the English High school, the average per cent, of the pupils who completed the Grammar school course in four years is 735 ; of those who completed it in five years, 72'1 ; of those who completed it in six years, 703. In the Rindge Manual Training school, the average per cent, of the pupils who completed the Grammar school work in four years is 77"3 ; of those who completed it in five years, 682 ; of those who competed it in six years, 673. The following tables will be of interest as showing the results of the first year's work in the High schools of eight classes : — In tub Latin Scuool. In the English High , General Course. Pour Yearn in Five Years in Six Yearn in Eeconl of Kisht Four Years in Five Tears in Six Years in Grummar Grammar Grammar Grammar Qrammar Grammar SchouU, BcboolB. Hchmjla. Schools. Schools. Schools. FtntYearin Biirb At. per c«ntg. in Av. per cent*. In At. per cents, in First Tear in High At. per cents, in At. per cunts, in At. per cents, in High School). mgh Schools. High SohooU, Sohaoli. EUgh Schools.- High Schools. High Schools. CIaH8 of 189.0... 78-7 78-9 7C-4 Class of 1895... 77-3 7(;-2 73-4 Class of IH'JG ... 80-4 77-0 71-6 Class of 1896... 85-9 7.51 76-4 ClaBB of 1897 ... 79-.S 72-5 e,e,-^ Class of 1897... 79'7 78-7 72-2 Class of 1898 ... 77 1 72-3 G7-8 Class of 1898... 77-6 7.5-8 77-0 ClaKH of 1899 ... 80-0 73-0 61-8 Class of 1899... 75-6 75-1 69-1 Class of 1900 ... 811 75-9 7.5-4 Class of 1900... 79-2 73-4 7M Class of 1901 ... 79-6 ' 75-2 70-1 Class of 1901... 72-8 75-2 73-2 Class of 1902 ... 810 77-5 74-7 Class of 1902... 82-2 75-3 74-3 In the Eno lAMl HlOII, < [!OMMEHCIAL Course. In the Manual Ti iAININd Soil DOL. Class of 1895 ... 737 73-.5 ()9-8 Class of 1895... 72-6 65-4 65-9 Class of 1896 ... 74-8 70-9 68-4 Class of 189(;... 79-3 63-5 65-2 Class of 1897 ... 76-3 fi9-0 ()9-3 • ilassof 1H97... 78-6 67-2 61-7 ClaKs of 1898 ... 76-7 73-8 (!9-.'i ClasMof IK98... 81-7 69-5 68-9 Class of 1899 ... 69-5 fi8-5 68-9 Class of 1899... • <• 67-5 67 8 Class of 19(K) ... 09-2 73-6 72-.5 Class of 1900... 72-6 69-(! 680 Class of 1901 ... 76-0 73-6 70'5 Class of 1901... 80-0 67-8 68-4 Class of 1902 ... 74-9 75-6 73-3 Class of 1902... 80-4 71-9 69-2 41 42 Report on Education in the United States. Time Schedule for the Grammar Schools, 1901. The time in hours and minutes given each week to the work required by the course of study ; Gbades, Morning exercises Language (a) ... Beading (6) Geography Mentil brichmetic Written arithmetic Bookkeeping ... History" Writing (Copy books) Drawing Sewing Music ... Physical exercises Physiology (c) ... Geometry Physics ... Nature study ... Unassigned time (rf) Total Time IV. 30 4- 20 4—20 3 1—20 3-20 VIT. -30 40 60 50 30 40 55 23-45 30 4—20 4-20 3 1-20 3—30 1—30 1—20 40 50 50 30 1—05 23—45 30 4—20 4 3 1—20 3—30 '.30 1—20 1—20 40 50 50 30 1—05 23—45 .30 4—30 4 3—20 1—20 3—30 "'40 1—20 1—20 "oO 50 .30 1—05 23—45 vin. IX. 30 4—30 4 3—20 1 ' 3—30 2—30 1—20 '"50 50 30 55 23—45 30 4—30 3—30 1 3—30 1 3 1—20 ""50 50 30 -20 "55 23—45 (a) Language includes spelling, sentence writing, letter writing, business forms, copying selections of poetry prose from memory, compositions, technical grammar. (b) A part of the reading should be for the purpose of cultivating a taste for reading. (c) Physiology and Hygiene are to be taught with special reference to the effect of alcoholic drinks, stimulants, and narcotics on the human system. (d) The time required for lessons on patriotism, morals, manners, &c., is to be taken whenever a favourable occasion is presented for inculcating these virtues. * Including the elements of civil government in the ninth grade. The course of study for the Cambridge Latin school is arranged to meet the requirements for admission to Harvard College. The course for the English High school is so arranged that all pupils in the school shall pursue substantially the same subjects for the first year, but thereafter shall have increasingly diverging studies upon a choice within reasonable limitations, and determined largely by the aptitude and expectation of the career of each pupil. In the Manual Training school the subjects are much the same as in the English High school, but a larger amount of time is devoted to shop work. Of the Commercial school the same may be said, the general subjects being largely those of the ordinary High school ; but Shorthand, Type- writing, Bookkeeping, the Principles of Commerce, Commercial Geography and Arithmetic are taught. CHICAGO. Chicago, the city of what the newspapers call " phenomenal " growth, has had to deal with a difficulty which in a form less accentuated meets us in London. Not merely expansion, but the necessities of a shifting population must be met. It is even necessary from time to time to abandon school buildings wl^ich once stood in populous districts. The encroachment of industrial establishments, the expansion from new centres of population, the movements caused by improve- ments and even fashion have to be dealt with. In ten years between 1890 and 1900, the population increased from 1,208,669 to over 2,000,000, or nearly 70 per cent. It is gradually moving out from the heart of the city, which is being abandoned to business necessities. In dealing with the problem, the policy of the Chicago Education Board has been to rent rooms in growing localities until definite need is ascertained. These being attached to schools are called branches, and efforts are being made to reduce the number of such makeshift schools. There were in all, in 1902, 335 schools and 283 branches. The lighting, ventilation, and other hygienic requisites of the latter are of course more or less unsatisfactory. Movable school buildings for temporary accommodation have been suggested but not tried. The total enrolment for the same year in public Elementary schools was 256,593, which may be taken as 11'8 of the whole population. In addition there were 10,920 pupils in the public High schools. The scholars in private schools in 1901 numbered 84,737. Compulsory education law applies only to children Chicago. m between the a"es of 7 and 14, but Chicago may be cougratulated on the state of its school attendance, the percentage of the average on the number on the roll being 93-9. The department dealing with compulsory attendance also deals with medical inspection, the carriage of crippled children, and the Parental school (school for truants). In none of these respects do the arrange- ments appear superior to those to which we are accustomed. Vacation schools, which I have noticed in my account of other towns, have been long in use in Chicago. They are under the supervision of a separate Board elected by the Chicago Confederation of Women's Clubs. Furniture and material are however supplied by the Education Board. The teachers are drawn mainly from the ordinary staff, and consist partly of such as work for experience in teaching special subjects, partly of those actuated by philanthropic motives ; for the schools are in the most crowded and the poorest districts. If we look for a moment again at the ordinary Elementary school course, we are struck by the fact that it does not begin for the majority of the children below the age of six. Younger children, as in New York and elsewhere, are relegated to the Kinder- gartens ; and of these there are 89, with a roll of 8,835, and an average attendance of CliU'l'LE SCHOOL, CHICAGO CJYMNASIUM. 4,093. The desirability of increasing the accommodation is evident, and is insisted upon by the City Superintendent. His words are worth quoting with regard to the connection of Kindergarten work with the ordinary school life, a question which is not without importance to us. " Our Kindergartens," he says, " will evidently be modified as they come into closer connection with our school system. The Kindergarten has become in many instances an extremely conservative institution, bent on preserving the symbolism and mysticism of its original exponents. The Primary school needs the influence of the Kindergarten : the Kindergarten needs the influence of the Primary school fully as much." It is found, it may be pointed out, as a matter of experience that the children of foreigners (who abound in Chicago) learn English under Kindergarten methods much more rapidly than in the Primary school. The ordinary elementary course is as usual divided into eight grades, and ends normally about fourteen. In 1902, 70 per cent, of the number of scholars were in the four lower grades. One or two words with regard to the curriculum must suffice. Nature study appears to receive much attention. Below is printed a co-ordinated scheme of Nature Study, Science, and other work which is worthy attention. The Chicago Board of Education Bulletin (which is some- what similar to the School Board for London Gazette) of October 5th last sets out a scheme much more elaborate and more strictly scientific for common use in the schools. Similarly, in the 44 Report on Education in the United states. Bulletin for November 2nd, 1903, courses of study are set out for English, Alathematics, Geography, History and Civics, Art and Music. They were drawn up by Committees of the Principals of Schools, and are intended for preliminary discussion by the Principals' Association. They do not err in aiming at too little, and if the schools are even partly successful in covering the ground effectively, the children of Chicago will be marvellously well instructed in those subjects. The schemes are too long to analyse, but as a specimen may be quoted the " History and Civics " for the eighth grade. Eighth Gra.de Work. 300 minutes a \ceek half the year. 1. The outlines of oar history from the adoption of the constitution to the present time, inclading the west- •ward expansion of our people, the territorial development of our country, and some of the chief events in our industrial social and political development : (a) In the light of the physical difficulties encountered in taking possession of the continent. (6) In the light of the differences of opinion and ideal among the American people themselves, (c) In the light of the opposition and co-operation we have received from Indiana, France, England, Mexico, Spain, China, Russia, and other nations that were either in our way or found us in their way. 2. With the aid of a good textbook the civic work should be such a comparison of city, county, state and national governments, such a systematic gathering up of all the threads of the concrete civic study done in all the preceding grides that the student may clearly see : — (a) The division of Ubour among the different political units. (6) That the machinery of each of these units demands intelligent support from the citizen and should exist merely for the purpose of rendering service back to him. (c) That in the many-sided civic life of our American democracy there is all the opportunity that American boys and girls can wish for the exercise of all that they have found brave and wise and true in the study of their European and American ancestry. Note. — (a) For detailed reference to books by means of which the history work of this course may be done, see : — " Proposed Course of Study in History for the Elementary Schools of Chicago " (Report of Committee on History, Chicago Principals' Association). (6) For more detailed suggestions as to the work in civics, see : — " Chicago Normal School Tentative Outline for Social and Historical Study," which was distributed in 1902 to the principals of Chicago. Hygiene and Physiology are taken up in the higher grades, but protests are made here also against the so-called " Temperance Physiology." The number of Germans in Chicago is so great that special teachers for instruction in the language were formerly employed to a large extent. Of late, however, such teachers have been required to qualify themselves to act as ordinary teachers of the schools, and to submit to an examination in ordinary branches of study (rather curiously excluding Pedagogy) for this purpose. The reason for this change, however, appears to be non-educational. (See post.) Of the school buildings the more modern are well planned and fitted. The older have been described, in some cases with justice, as " uniform staring brick boxes, with holes punched at regular intervals to permit entrance of light." The disappearance of blackboards should be noted, and the substitution of green slate wall boards. Pictures have to a large extent been provided by the teachers themselves. One piano or organ is allowed for each school, and the teachers in various ways frequently add another. A very large number of schools use the lantern for illustrating lessons, and the principals have formed a club for the purpose. Thirty-five schools possess printing presses for use in publishing a school newspaper, preparing daily programmes, &c. Typewriters have been purchased in some cases from the profits of entertainments. Geological and mineral collections, herbariums, relief maps, natural history museums, &c., have been given to some of the schools by public-spirited citizens. Professor Dewey's little school, in connection with the University of Chicago, was visited and found most interesting as an experiment in the " New Education." He seeks to bring the school into closer relation with the home and the neighbourhood, to get the child to see the value and worth of what it does in the school and then to let the various subjects impress the child with a sense of their necessity, and above all to develop each child individually. As an experiment in teaching the child the unknown by means of the known, and that completely, throughout the child's life at school, this attempt of Professor Dewey's is worth close attention. A little book, " The School and Society," published by P. S. King & Co., is well worth getting and studying. The number of High schools is 15. The total number of scholars in 1902 was 10,920, of whom Chicago. 45 •64 per cent, were girls ; but the percentage of boys is increasing. The whole course is for lour years, and the pupils are chiefly between 14 and 19 years (950 below, and 441 over the limit). The number of High schools has not increased since 1900, when the Assistant Superintendent in ■charge reported: — " Some of the people are inclined to think our school system top heavy with 15 High schools. In a population of 1,800,000," (the population at that time) "this is one High school for 120,000 people. Boston with less than one-third of our population has 11 High schools. Attendance at these schools is largely a question of distance from home. From 50 to 75 per cent, -of the pupils pay ten to twenty cents car fare. Without this the number would soon be doubled." The programme of studies is largely elective. A special curriculum is provided for those who wish to proceed to the Normal school. Language, Mathematics, History, Science, and a Commercial subject are to be found in every year. In 1900, 69 per cent, took Latin, 26 per cent. German, 17 per cent. French, (246 pupils were studying Greek). In the following year 63 per cent. Latin, 28 per cent. German, 18 per cent. French, (264 pupils Greek, 54 Spanish). Sixty per cent, of the graduates of the Elementary schools enter the High schools, and about 35 per cent, of those who enter graduate in the highest class of the latter; about 25 per cent, of these entering colleges. Evening Schools. — The Evening schools in 1902 practically disappeared, for a reason non- educational in character. The previous year there were in all 9,104 pupils, with an average of 4,771, and with 253 teachers. Some schools have again been opened. They are mentioned here merely to record the fact that an attempt was made to staff them with other than Day school teachers. This is sometimes advocated with us, from the feeling that work in the Evening school is trying for those who have already had sufficient for their powers in the Day schools, and prevents them from the preparation of what may be looked upon as more properly their occupation. However this may be, and there is, no doubt, much to be said in its support, it may be worth while to have ■the testimony of the Chicago experts on the results of employing other persons. " It is the testi- mony of the District superintendents that it is almost invariably the (iase that the Day school people are much more successful in the Evening schools than teachers who are employed only for the work, and whose main interest lies in some other profession. Many of these struggling lawyers and doctors are men of ability, and have had some experience in teaching, but in every case their interest lies along a different line, and they can hardly be expected to do as efficient work in our Evening schools as the people who have undertaken the work of teaching as a lifelong profession." Normal School. — Chicago, to a large extent, trains its own teachers. In fact the output of the Normal school has been more than sufficient for its needs, and it has been necessary to remind the students that the city is not under obligations to find them posts as teachers. The length of train- ing has been increased to three years (April 2nd, 1902). The work of the additional year which was then added is to be given to broadening and deepening of the academic work in the common branches ; to increasing opportunities for specialising along lines of Kindergarten, Manual Training, Drawing, Music, Physical Culture Work, German, and Household Arts ; and to presenting a wider opportunity for practice. Department of Child Stvdy and Pedagogic Investigation. — In 1899 a Special Committee was appointed to consider the desirability of establishing in the school system of Chicago an independent department for child study and pedagogic investigation. The result of its deliberations was the appointment of Mr. Fred M. Smedley, with a staff of three highly qualified assistants, for the service indicated: which was, to bring the light of advanced physiological psychology to bear on questions of school method, school curriculum, child develop- ment, &c. The result has been interesting if not important. We have a Medical department which is doing admirable service both in matters pathological and hygienic. Perhaps, a time may come when it may be strengthened by the addition to its staff of a specially trained psychologist and a properly equipped laboratory. The empiricism of much of our pedagogics is admitted, and we may look to Chicago to see what help can be drawn from systematic and strictly scientific investigation of the psychology of the school. It would not be possible, except at a length which would, be out of place to give a sufficient account of what has been done, still less to establish its worth ; but it may not be improper, considering the high importance which some attribute to these investigations to give one or two specimens of the questions dealt with. The retardation of pupils, that is the extent to which they fail to reach the higher grades is attributed popularly to want of skill in the educator, irregularity of instruction, and so forth. Mr. Smedley 's charts and tables lead to the conclusion that there is a tendency to extreme range of measurement in the pubescent period, 46 Report on Educqiion in the United imitates. that is, in less technical language, that it is a period of high individualisation, when the weak fail and the able forge to the front. Such a fact is of fundamental importance in education, and demands rational and extensive elasticity in the school work at this period of life. Again, in a series of admirable charts it is shown to demonstration what are the physical concomitants of dulness and precocity. The line of 12 year old children is seen rising according to school grade, in respect of stature, weight, strength, endurance, and vital capacity. The result of this demonstration that backwardness is the result of physical law primarily Cand only in p, minor degree, let us say, of laxness or incapacity in the instructor) has been in Chicago, the establishment of " ungraded rooms " for the special instruction of backward children. In view of the opinion of the medical officer of the London Board that perhaps 10 per cent, of the school children may be found to need sucli special attention, the institution of ungraded rooms, that is rooms in the ordinary schools where the common rate of progress is not to be expected, and where special skill in instruction is necessary, is worthy of notice. As a final specimen of investigation of method we may take the report made on " right- handedness." It will be remembered that ambidexterity has of late been commended by some educationists, and enthusiastic efforts made to practise it. " It will be seen," says Mr. Smedley, alluding to his tables and charts " that the association between decided unidexterity, and intellectual power holds good throughout school life." The definite conclusion is drawn that the phenomenon of high development of one hand, leaving the other to aid and supplement only, indicates a true law of child life. As a summary of the last year's work in the child study department, Mr. Smedley sets out : (1) The determination of the size of desk best suited to the pupils of the different grades, and the proportion of adjustable desks required to accommodate the extreme cases ; (2) The examination of children brought by teachers and parents for advice ; (3) The supervision of the tests of sight and hearing in the schools ; (4) Assistance given to the medical examiners in approval of candidates for service ; (5) Investigations in regard to child growth and development ; (6) Investigations in memory with special reference to spelling. For a specimen of the returns made to this department, see below. Teachers. — The principals of the 15 High schools are all men. The assistants number 161 men and 195 women. The average number of pupils in a class is, therefore, 31 on the roll, 26 in average attendance. In Elementary schools there are 227 principals (113 men, 114 women) and 4,794 assistants, of whom only 156 are men. The average per class is 52 roll, 41 average ; 178 women are engaged as Kindergarten teachers, with an average class of 23. There are in addition special teachers for Manual Training, of the Deaf and Blind, of Drawing, Physical Culture, Music. The great preponderance of women in the Elementary schools will be noted. There seems a strong consensus of opinion that this is bad ; but, as yet, little success in improving it. " Not only do comparatively few boys enter the High school, but large numbers leave the Elementary schools before completing the work of the VIII., VII., or even VI. Grade. This has been attributed by many careful observers, among other things, to the small and decreasing proportion of men teachers." (Eeport of Education Commission, Chicago, 1899). " It is necessary that the more sturdy character of men should be allowed to have an influence on our growing generation. The gradual disappearance of the ' old schoolmaster,' whose vigorous and wholesome personality was such an important factor in the development of character and individuality in young men is certainly an element of weakness in our modern school system." (Ibid.) General Administration. — A commission appointed in 1898 issued a very valuable report, which appears only to have been partially acted on. Eecognising the educational machinery as largely defective, they attributed this to the rapid growth of the city, to the unwieldly size of the board, and to management by committees immersed in petty detail. They recommend a board of eleven members (instead of twenty-one), whose function should be chiefly legislative, and that the executive work should be delegated to the superintendent and the business manager. This proposal was the outcome of a desire to emancipate the school organisation from municipal politics, the baneful influence of which they vividly portray. The members of the Board should continue to be nominated by the mayor of the city, and should retire in rotation. Elective boards they did not consider a success, at any rate in the large cities, and point to New York and Philadelphia as having Chicago. 47 •chosen, with success, the method of appointment of members. The centralisation of administrative power in one man, as opposed to committee management, had their strong approval and commenda- tion. They recommended further a body of assistant superintendents, who should be put in charge of not more than 25 schools each, and suggested that various privileges should be given principals of schools in the way of consultation on staff, curriculum, books, &c. But they thought it advisable, from time to time, to submit the whole of the educational machinery and results to the visitation and report of expert inspectors to be appointed for that purpose only. By the last expedient they thought it possible to preserve the system from becoming too self-centred, and that they might secure the best results of experience elsewhere by employing unbiassed and untrammelled inspectors from without the city. The report of the commission, which cannot be quoted more at large, is well ■worth careful study. The course of education has, however, not run smooth in Chicago lately. A financial deficit, the cause of which need not here be inquired into, brought about the adoption of measures of retrenchment in the early part of 1902, which fell heavily and specially on the educational system of the city. Salaries of superintendents, principals, and teachers suffered a " cut " of 275,000 dollars; evening schools were closed, staffs employed for longer hours, and the services of some officials dispensed with. Great dissatisfaction and some hardship has been the result, and it cannot be doubted that the educational work of the city has suffered. The superintendent, however though admitting difficulty and pressure, believes "that no serious loss has been incurred by the ■children of the schools of Chicago under the trying conditions of the year." In my account of New York I mentioned the elaborate system of Free Lectures to the people which these obtain. The same thing in less developed form is found in Chicago. I give a cutting from a newspaper containing announcements of lectures which were being given at the time of my visit. FREE liECTURES FOR FRIDAY. Interesting Subjects to be DiBonssEi) at ihb " Daily News " Courses. Entertainments in the Daily News free-lecture courses for the night of Friday, November 6, are as follows : — North and North-West. Franklin School, Goethe-street, near Wells—" Through Siberia and Eastern ^Wa," by Trumbull White, author, lecturer, and editor of the " Red Book. Jonathan Burr School, North Ashland and Wabansia-avenues — "The Louisiana Purchase Exposition," by John H. Raftery, representative in Chicago for the Exposition. George Schneider School, North Hoyne-avenue and Wellington-street — " Old and New Philadelphia," by B. J. Oigrand, D.D.S., dean of Dental department of the University of nUnois. Charles R. Darwin School, Edgewood-avenue and Satalpa-court — " A Little Law for Every Day," by Marcus Kavanagh, Jun., Judge of the Superior Court of Cook County, Illinois. West. Henry H. Nash School, North 49th-avenue and West Erie-street— " The Nation's Pride" (the City of Wash- ington), by F. E. Coyne, postmaster of Chicago. Ellen Mitchell School, North Oakley-avenue and West Ohio-stree* — "Scenes in Sweden and Norway," by • G. Bemhard Anderson, Attorney-at-law. Tilden School, West Lake and Elizabeth-streets — "Stories of a War Correspondent," by Henry Barrett Chamberlin, correspondent, lecturer and editor of the Voter. John Crerar School, Campbell-avenue and West Taylor-street — " Life in the Philippines," by Lieut. Edward ■ O'Flaherty, late of the United States Army. South and South-West. Holden School, 31st and Loomis-streets — " Hunting Big Game in Alaska," by Harry E. Lee, sportsman and traveller. Parkman School, West Slst-street and Prinoeton-avenue — "Explorations in Labrador," by Charles H. Perrigo, member of an exploring expedition recently returned from Labrador. Calumet High School, SOth-street and Normal-avenue — " An Astronomer's Trip to Sumatra," by Profeeeor E. E. Barnard, of the University of Chicago, Astronomer of the Yerkes observatory, Williams Bay, Wis. George William Curtis School, Stanwood-avenue and State-street, Kensington — " Reminiscences of Roman Days," by Walter Taylor Field, lecturer. Tickets for all of these entertainments are procurable only from the principals of the schools in which the lectures are to be heild. They may be obtained upon personal application, by messenger, or by written request through the mails if stamped and addressed return envelopes accompany each request. Tickets for each lecture will be ready for distribution on Monday of each week in which the lecture is to be held. They are for the use of adults especially, and it ia distinctly to be understood that persons under 18 years of age are not admitted except upon the special permission of the principal of any school where admittance is applied for. The doors of the lecture hails will be opened to the public at 7.30 o'clock. 48 Report on Education in the United States. I append here the form of report on pupils given by the Child Study Laboratory. The Co- ordinated Scheme of Study mentioned above will be found on pages 50 and 51. Board of Education, Form C. S. & P. I. No. (i. City of Chicago. No.. CHILD STUDY LABORATORY. Educational Department, Room 808, Tribjuie Bldg. Name Grade No. of AVeeks in this Grade School Eoom No. Teacher Date — Year Month Day., Date of Birth — Year Month Day. Age — Year Month Day. Place of birth Place of birth of father Place of birth of mother HOME ENVIRONMENT : Hygienic conditions Esthetic and moral influences Companions Number of children in family Work Play SCHOOL STANDING (teaclier or parent) : Best work ie in Poorest work is in Deportment Is the child lazy or energetic V Dull or bright ? Unruly or obedient V Stubborn or yielding V Generous or selfish ? Untruthful or truthful ? , Cruel or humane ? Slovenly or neat ? , Excitable or calm? Ill-tempered or amiable? HEALTH RECORD: 1. General health during — Infancy Childhood Six years to 2. Diseapes — Children's Others 3. Accidents and operations — Major Minnr GROWTH : A— Status Height with shoes Height of heel Net Height Height Sitting Weight with Clothing.... Weight of Clothing Net Weight Head : Longitudinal diameter. Transverse diameter. ... Depth Circumference Cephalic index B—DefectH Bilateral Asymmetry Deformed limbs Crippled Macrocephalic Microcephalic Dolicocephalic Brachy cephalic Cranial asymmetry ... Fontanelles Bulging temples Bulging frontal Bulging occipital Forehead : Asymmetrical Retreating Narrow Nose : Asymmetrical Nasal bones sunken . Eyes : Size Position Strabismus Colour Palpebral fissures, small Epicanthus — R Epicanthus — L Ears : Size Position Diminutive Outstanding Rim malformed Pointed Lobe adherent ., Mouth and Chin : Superior maxillary, small Inferior maxillary, small.. Hare lip Palate — cleft Narrow High Asymmetrical Dentition Tongue furrowed Papillae Hypertrophied .. Tonsils enlarged Chicago. 49 JWOVEMENT: A — Status Motor ability, R Motor ability, L Vital capacity Strength of grip — K Strength of gri p — L Strength of legs Strength of back Strength of chest Ergograph : Hour Cent, travelled Work, cent. — kgs Duration of work M—Defectn Quick Sluggish Restless Inco-ordinated Posture — asymmetrical — tense I — relaxed Head balance — asymmetricalj ■Overaction of frontals Eyelids twitching : Blinking ■Corrugation Inco- ordination of eyes Nystagmus I Immobility of eyes ' Relaxed orbicularis oculi Hand balance — asymmetrical i — tense —relaxed ; Tinger twitches Blushing Pallor Mouth breathing Defective speech Hesitation Stammering Lisping Amimia Asymbolia 5ENS0RY : { Sight : Visual acuity — R ' Visual acuity — L Hearing : i Aural acuity — For noises — R — L For tones — R — L Touch — Pressure , Smell Taste Pain MENTAL : A — Status PSYCHERGOGKAPH RECORD : i Time of each act Amount of work Number of errors Sequence of errors -Classification of errors Perception : Discrimination of colour differences , brightness differences ... hefting differences obiects ^observation^ Attention : Alertness, span Memory : Immediate— Sense — tactile mnscular Loffical Imagination : Direct, tvnes of Symbolic or translated, forms of JOEGMBNT : Quick Deliberate B— Defects Perception : Illusions Hallucinations Dreams Attention : Wandering Insistent Ideas Memory : Unbalanced sense-memory Amnesia Imagination : Deficient — literal Excessive — fanciful Judgment : Hastv and inaccurate Inability to conclude Emotion : Strong Weak Temperament : Melancholic Choleric Sanguine Phlegmatic i Disposition : Irritable ' Amiable . REMARKS : )0 Rejmrt on Education in the United States. COOKKET, OABDBNINQ, INDDSTUIAL History : Study nt materials and of modern processes and primliive methods of doing necessary work. § Preservation of garden produce : dr> ing of fruit ; popping of corn ; canning of pumpkins ; baking of apples ; making of potato starch ; cooking of simple starch foods ; making of barley-sugar candy and rock candy for Christmas. In the Spring Quarter planting of such vegetables as lettuce, onions, or radishes which will mature before school closes ; and of )op-corn, beans, and pumpkins to be larvested in the Fall Quarter. Subject. — Study of homes and home activities. Huml-work. — Construction of play- houses. Incidental study of materials involved : those used in house, furniture, dishes, bricks, rugs, &c. Outdoor construction of crude shelters adapted to the season : wigwams, igloos. Primi- tive life in such homes, compared with the child's own life. a C O c § u CO Preparation and serving of simple foods for luncheon : canning of fruit ; making of grape juice and jellies ; milling and cooking of cereals ; making of cocoa ; making of pop-corn balls and of hard and cream candies. In the Spring Quarter gardening will take the place of cooking : planting of early spring vegetables and of celery, melons, corn, and wheat. Harvesting in Fall Quarter. General mhjecf. — The fundamental world industries, those involving the food, shelter, and clothing of people. Siyecial phases of work emphasised in second grade : market gardening ; lumbering ; cloth-making. Hand- work. — Weaving of a crude cloth ; making of garden ; inven- tion of ways to do work ; com- parison of own work with that done by modern and by primitive methods. Ed P •< K c g n Begukr preparation of foods for midday luncheon : canning of fruit ; preservation of garden products ; making of vegetable soup, bread, butter, and cheese ; testing of foods for starch and gluten ; making of harder candies. In the Spring Quarter gardening instead of cooking ; planting of tomatoes and selected vegetables ; of grain and of fall-blooming flowers ; special study of soil and water conditions of the garden. Harvesting of garden crop in the fall. Subject. — The development and growth of typical city industries : industries selected for special study in this grade ; city system of illumination, transportation, and water supply. Handwork. — Making of a train of cars for the kindergarten ; planning and construction of cars ; casting of wheels and track rails ; study of motors. td C < a O a E- & Eegular preparation of foods for midday luncheon ; canning and pickling of tomatoes ; making of meat and vegetable soups ; of custards, and of gelatine dishes ; study of albumen as food principle ; making of caramels for Christmas candy. Gardening in Spring Quarter : planting of Indian corn ; beans, flax, hemp, and cotton to be harvested for the fifth-grade work in the following Pall Quarter in the study of colonial industries. Subject. — Study of requirements of city continued ; Athens as model city ; Greek life and work. Correlated hand-work. — Making of pottery ; making of models of Greek building and of statuary ; study of the materials used in modelling. c < tt. e New England and southern colonial styles of cooking used in preparing for special luncheons aiid parties ; making of jellies for Thanksgiving ; making of corn-meal cakes ; of brown bread ; baked beans and baked Indian pudding, pumpkin pie, and doughnuts. Gardening instead of cooking in the Spring Quarter : planting of a selected grain or vegetable for school use ; planting of sugar beets, sorghum, and sugar cane for harvesting the following fall by six grade. Subject. — Colonial history : Indus- tries of the colonies ; type industry selected for study in this grade — textiles. Hand-work. — Entire process of pre- paration of wool and cotton for use : dyeing and weaving ; making of vegetable dyes ; basket and bead- weaving. 5 Preparation of special class lunch- eons : special work in extraction of sugar from sugar beets ; study of artificial freezing ; making of frozen dishes, ice cream, &c. ; special study of sugar crystallisa- tion, &c. Gardening in the Spring Quarter : planting of selected seeds with reference to fall work in the study of plant structure, seed germina- tion, and plant growth. Subject. — Industrial development of the United States : specia study of steam engine and various school machinery. Hand-work. — Experimental work in iron : bridge-making : making of bridge for the kindergarten. c n Preparation of at least three luncheons during the year as a review of previous work and re- quiring a simple classification of the foods in making of menus. Special emphasis given to the study of temperature; oven temperatures ; effect of heat upon food principles. Laying out of garden for entire school : use of garden as laboratory in the study of plant physiology ; study of effect of heat upon soils. Subject. — Arts and crafts movement of the Middle Ages ; work of guilds. Hand-work. — -Bookbinding and print- ing : entire process of making a book ; preparation and tanning of leather for a book cover ; binding of magazines of the school for the library. c 2 Used only as laboratory work in connection with other science work : study of food as form of energy and as fuel ; of the food principles and the value of each ; noting of the processes and effects 1 of cooking. Planting and harvesting of selected vegetables or grain for the use of the school : garden used to illustrate work in science — one example of carbon cycle. Subject.— Ameiicsia institutions and government ; English history. Hand-work. — To show outcome of eight years' work : work in wood, metal, textiles, and clay ; problems in construction and decorative de- sign. Chicago. 51 Nathrb-Stdut and Seasonal Obsbrvations. Observational study of landscape : recording of seasonal changes in a series of paintings ; study of tem- perature, noting its most obvious effect upon trees, flowers, seeds, insects, birds, animals, man. GXOGKAPHT, Observation of landscape continued : recording growth of particular plants and trees in a series of paintings ; special attention to plants and animals in Lincoln Park. Frequent excursions to typical areas in vicinity of school : trips to farm ; interrelation between farm and city activities. Excursions to industries and market gardens : South Water Street ; groceries ; lumber yards, etc. Elementary study of climatic con- ditions in Chicago : keeping of class daily weather record ; finding average temperature, rainfall, etc.; special study of water and moisture conditions in the vicinity. Study of climate of Chicago con- tinued : keeping of weather records ; special attention to air and wind conditions ; study of type forms of landscape in the United States ; use of stereopticon pictures. Excursions to typical city industries and landmarks ; study of Lake Michigan and Chicago harbour ; water action on lake shore and in ravines. Study of mountains, sea coasts, valleys, rivers, flood-plains : topo- graphy of Greece ; work largely co-related with history. More analytical study of landscape : relation of plants and animals to soil and climatic conditions ; keep- ing of individual weather records ; comparison of seasonable changes in different parts of North America. Study of landscapes and climates of North and South America : reading of government weather maps ; special attention to length of day and night. Climatic conditions of Eurasia com- pared with those in America : mak- ing of contour maps ; study of typical landscapes in different parts of the world. Summary of previous work in nature study : carbon cycle — law of con- servation of matter and energy as illustrated by the cycle of carbon from the inorganic state through vegetable and animal life, back into the inorganic state. Shape of earth : study of compass ; excursions to areas to study erosion by wind and water ; laboratory experiments showing the formation of coastal plains and sunken rivers, &c. Physiographical types in vicinity : distribution of plants and animals upon selected areas ; shore areas, swamps, glaciated regions, &c. ; elementary forestry. Physiography continued : mapping of areas ; field work ; special study of Eurasia. Study of world as whole : continental structure, with laboratory work to illustrate or explain class problems. EXPBRIHENIAL SCIXNOE. Simple laboratory experiments in connection with the work in history, geography, cooking, gardening, and with all the forms of hand-work in the grade. Laboratory experiments in connec- tion with the various occupations of the grade ; special experiments with food, wood, and textile materials. Experimental study of the modern and primitive methods of city illumination, transportation, and water-supply : study of the heating and lighting plants of the school and of homes. Elementary mineralogy ; experi- mental study of the formation and erosion of limestone. Elementary physiology : study of air, water, and foods. Laboratory experiments in connec- tion with the study of textiles and pottery. Special study of coal and gas. Elementary physics : evaporation and condensation. Experimental study of fermentation. Examination of structure of plants and animals. Experiments in plant physiology and field botany : microscopic examination of the cellular structure of plants. Experiments in mineralogy in con- nection with the classification of minerals for the school niuseum. Elementary geology. Summary and classification of the physics and chemistry experiments of previous grades. Experiments in physics, chemistry, and physi- ology as demanded in the study of conservation of energy. 52 Report on Education in the United States. KANSAS CITY. Grades of Schools. — In Kansas City there are three grades of schools : 13 Kindergartens, with a total roll of 829 ; 47 Ward schools, with a total roll of 25,462 ; 4 High schools, one of which is a Manual Training High school, with a total roll of 3,732. Kansas City has neither Normal school for the training of teachers nor any college of University rank. How the Schools are Supported. — 1. By local taxation. The State and County authorities booh contribute from the revenues at their disposal to the school funds. The expenses of the schools in 1900 were met by contributions of 69,710 dols., or £14,000, from State taxes; 561,378 dols., or £120,000, from County taxes ; 40,316 dols., or £8,000, from other sources. 2. By occasional grants from the Central Government at Washington, D.C., usually free grants of land in districts lately settled for the purpose of erecting new schools. 3. By private bequests. It is by no means uncommon for local men of wealth to give large donations for educational purposes, the Board of Education for Kansas City being trustee — e.g. in, 1896, George Shiedley gave 25,000 dols., or £5,000, for the purchase of books, while in 1902 Colonel Nelson gave an art gallery valued at 50,000 dols,, or £10,000, to the Board of Education. School Fees. — There are no fees in any of the Ward schools, but the pupils must, however, in all schools, buy certain textbooks from certain publishers. Pupils resident in Kansas City who have previously attended the Ward schools, and are recommended by their principal, pay iio fees in the High school. Pupils resident in the county in which Kansas City is situated must pay 50 dols., or £10, a year as High school fees, while those not resident in the county are required to pay 100 dols., or £20. School Buildings. — The schools are built usually of stone up to a height of six feet above the ground level, of brick above the stone, and are roofed with slate, metal and slate, or shingle. The older ones are square in plan. The newer ones tend toward the H plan — e.g. the Hyde Park school. The district owns 50 schoolhouses. Of these 27 are heated by steam, 1 2 by furnaces, and 12 by stoves. As regards ventilation, 25 of the schools are ventilated by windows, and 25 by the self-ventilation system ; 39 schools are supplied with water from the waterworks, while 12 have their own wells. It is quite common in cities to find schools with little or no playground. One reason assigned is the cost of the ground. This is remedied to some extent by the provision of what are called " play-centres " — i.e. public playgrounds in various parts of the cities. The portable buildings are usually frame structures. There were seven of these in 1902. Total number of frame schools is 20, and the total number of rented schools is three (two of these are annexes) School Age and Hegularity of Attendance. — Children may attend Kindergartens from 6 to 8 years of age. There are not, however, enough places in the Kindergartens for all the children between 6 and 8 nor for nearly that number. The pupils in the Ward schools range from 6 to 20 years. The Keport for 1902 shows 3,118 children of 6 years of age, 2,886 aged 7, 2,817 aged 8, 2,884 aged 9, 3,046 aged 10, 2,904 aged 11, 2,805 aged 12, 2,282 aged 13, 1,578 aged 14, 766 aged 15, 279 aged 16, 69 aged 17, 22 aged 18, 3 aged 19, and 3 aged 20. In the High schools there were 29 aged 11, 245 aged 12, 565 aged 13, 800 aged 14, 819 aged 15, 661 aged 16, 347 aged 17, 135 aged 18, 52 aged 19, and 79 post graduate students. Five pupils between 11 and 12 left school, 22 between 12 and 13, 68 between 13 and 14. The Kindergartens, in 1902, had a total roll of 829, an average roll of 541-9, an average attendance of 399'6, and a percentage of 74. The Ward schools had a total roll of 25,462, an average roll of 19,976, an average attendance of 18,564, and a percentage of 93. The High schools in 1902 had a total roll of 3,732, an average roll of 3,133, an average attendance of 2,976, and a percentage of attendance of 95. Kansas City. 53 The total number of pupils in all schools who were never late was, in 1902, 14,979. 14 per cent, of the total enrolment of all City schools are in High schools. This is the highest percentage among cities of like size in the United States. The population of Kansas City is about 140,000. In 1901 the State Legislature passed a Compulsory Educatiou Law. This Law fixed the limits of school age between 8 and 14, and the number of attendances at not less than three-quarters of the school year. It empowered City Education Boards to appoint attendance officers to (1) serve absentee notices ; (2) demand birth certificates ; (3) arrest without warrant all truants and place them in schools ; (4) prosecute parents. The penalties were fines from 10 dols. to 25 dols. (£2 to £5), or two to ten days' imprisonment. These penalties were, however, remitted if the child was at once placed in school and kept regular. This Law was, however, vetoed by the Governor of the State. The State, however, has a Child Labour Law, which prohibits the employment of children under 14 in manufacturing or mechanical establishments or where work is dangerous to health. It is noteworthy that more than a quarter of all the pupils in Ward schools are in Grade I., and another quarter is divided between Grades V., VI., and VII. The.se Grades approximate to Standards IV., V„ and VI. in our schools. Internal Onfanisation of Schools.— In 1902 the superintending staff consisted of a Super- intendent, whose salary was 3,000 dols. or £600 a year ; 2 Assistant Superintendents, whose salaries were 1,500 dols. or £300 ; 4 Supervisors, one each for Music, Calisthenics, Kindergarten, Drawing, whose salaries ranged from 1,035 dols. to 1,360 dols., or £210 to £280. There were 4 Principal Teachers of High schools, at salaries from 1,575 dols. to 2,565 dols. ; 45 Principals of Ward schools, 20 women and 25 men, at salaries from 630 dols. to 1,620 dols., or £130 to £325. There were 115 Assistants in High schools whose salaries ranged from 450 dols. to 2,250 dols., or £90 to £450; and 511 Assistants in Ward schools, at salaries ranging from 225 dols. to 585 dols., or £45 to £120. Of these 511 Assistants 7 were men and 504 women. The Superintendent's chief duties are to draw up syllabuses which are compulsory in all schools ; to appoint and dismiss teachers ; to watch teachers, hold conferences with them, give lectures to them on methods of education to inspire them with enthusiasm, and explain his ideas to them ; to examine children for promotion from Ward schools to High schools ; and to gather statistics and add to scientific educational literature. These observations and statistics are embodied in a report presented at the end of each year to the Board of Education. Supervisors Duties. — These are to see that suitable instruction in their subjects is given ; to see that teachers are qualified or are taking steps to qualify in the respective subjects ; to give model lessons in the schools ; and to furnish a report to the Superintendent. The Principal or Head Teacher does not draw up courses of study. He is usually responsible for a class, and thus exercises relatively little supervision over the work of the school. He does not usually examine except in his own grade, which is always the seventh. He can recommend pupils to the High school. He organises fire drills. He advises his staff, and confers with the Superintendent. The assistant's chief duties are to teach her own class, keeping such records as 'may from time to time be deemed advisable by the authorities, to attend conferences of class teachers, and the lectures of the Superintendent and his assistants. Sex of Teachers. — The total number of teachers employed in the schools was [,675 : of this number 119, consisting of 57 male teachers and 62 female teachers, were engaged in the High schools ; 556, including 3U men and 524 women, were employed in the Ward schools. Of this number 26 men and 21 women were principals, 4 men and 501 women were assistants, while the 4 remaining teachers — viz. 2 men and 2 women — were engaged in special work. Qualifieations and Ajjpointment of Teachers in Ward Schools. — There is no institution for the training of teachers in Kansas City. The Superintendent holds periodical examinations for a licence to teach. The teacher must pass an examination at least as difficult as any set in Ward Schools. Tlais is admitted to be the lowest qualification in the United States. It is found that Ward School pupils can take more difficult papers than candidates for 54 Report on Education in the United States. teaclierships, and yet show better results (see Report, 1902, pp. 77-78). As far as the report shows, the only subjects of examination were Arithmetic, Grammar, History and Geography. All teachers must pass an examination in Scientific Temperance instruction. Teachers are usually appointed to teach the first grade (Standard I. approximately), and are promoted grade by grade — not, of necessity, in order of seniority. Increase of salary accompanies promotion to a higher grade, and does not take place by automatic annual increments. Curriculum of Ward Schools. 1. Kindergartens. — No attempt is made to reach a definite stage of knowledge, as is done in our Infants' schools. In 1900 there were eight kindergartens, eight instructors, and 483 pupils on the roll. 2. Ward Schools. — Regular textbook instruction begins in the fourth year of school life. Every school in the city has the same syllabus, framed by the Superintendent, usually in conference with the principal teachers. The subjects of instruction include Reading, Writing, Arithmetic, Grammar, Geography, History, Constitution of the United States, Civics, Drawing, and Elementary Science. Scientific Temperance instruction is compulsory for all pupils in all schools. The time-table is also settled for all schools alike by the Superintendent, usually in conference with the principal teachers. Migh Schools. 1. Staff. — The Central High school has a principal, a vice-principal, an assistant principal, and 45 assistants, of whom 25 are women, four being married women. Teachers are appointed to teach subjects. Only the vice-principal has a degree. The Manual Training High School has the names of 66 teachers on its faculty. The salary sheet, however, only accounts for 56. There is a principal, a vice-principal, and 64 assistants. In each branch of study one of the assistants has been made director of the course. The school has also a matron, two clerks, and a janitor, whose names appear in the list of the faculty. 2. Qualifications of Teachers in High Schools. — Out of 114 teachers in the Central and Manual Training High schools only one, Dr. E. C. White, has a degree (University not specified). The reports give no indications as to the qualifications of the remaining 113. 3. School Hours. — The hours in these schools are from 8.30 a.m. to 1,0 p.m. The morning is divided into periods of five fifty minutes each, and one — the last— of twenty minutes. Four hours are devoted to recitations — that is, oral lessons. One hour for preparation of lessons in school under supervision. And twenty minutes are allowed for consultation Detween pupils and teachers, or individual teaching where necessary. If the lessons are satisfactory the pupils are excused at the close of the fifth hour. No interval is allowed for recreation. 4. Methods of Entry. — All persons up to twenty years of age resident in the district are admitted free. County pupils pay 50 dols., equal to £10 a year ; non-residents in county pay 100 dols., equal to £20 a year. Pupils are eligible for admission who (1) Complete the Ward school course in Kansas City, or an equivalent course in another city, and have a certificate to that effect ; (2) Are recommended by the principal of the Ward school (these are received on trial) ; (3) Were of good standing in other High schools. All others must pass an entrance examination, for which a permit from the Ward school principal is necessary. The examination is held at the High school a week before the Fall term opens. 5. Kinds of High School. — There are two kinds of High schools, viz., the ordinary High school and the Manual Training High school. 6. Courses of Study. — In the Central High School : — Each pupil before entering is provided with sufficient information to enable him to decide which course of study he will take up. He may also consult the principal and assistants of the High School. There are three courses in Kansas City — an English and History course, a Language course, and a Science course. In each course four subjects must be taken. Kansas City. - 55 In the first year, English and Algebra must be taken by all pupils ; while those Daking the English course must take Physiology and Civil Government. The Language students must take Latin, French, or German ; and the Science students must take Biology. A fourth subject must then be chosen from a list of electives. In the second year, English and Plane Geometry are compulsory for all students. The English students must also take Ancient History ; the Language students, Latin, French, or German ; and the Science students. Physical Geography. In the third year, English is the only subject compulsory for all students. The English students must take in addition Mathematics and Ancient and Modern History ; the Language students the same language as before, and Ancient History ; the Science students Mathematics and Physics. In the fourth year no subject is compulsory for all students. The English students must take English, American History, and Physics or Chemistry; the Language students take the same language as before and Physics or Chemistry ; the Science students taking Chemistry and American History. The Manual Training High School is a mixed school, in which Manual Training is not compulsory, but 24 points out of 40 must be made in academic studies. Each subject of study is called a " course." The courses are elective. The courses include, in the first year, English Physiography, Zoology, Geometry, Drawing, Joinery, Sewing, Ancient History, French, Latin, or German, Bookkeeping, Singing, Gymnastics ; in the second year, American Classics, Botany, Algebra, Plane Geometry, Drawing, Turning, Moulding and Pattern-making, Dressmaking, Domestic Economy, Modern and English History, Language, Book- keeping and Commercial Law, Singing, Drill and Gymnastics ; in the third year, Ehetoric and American Literature, Physics, Physiology, Algebra and Solid Geometry, Drawing and Designing, Forging, Millinery, American History, Language, Shorthand, Singing and Gymnastics; in the fourth year, English Literature, Chemistry, Mineralogy or Psychology, Geology, Steam, Descriptive Geometry, Machine Shop Practice, Cooking, Civil Government, Language, Shorthand, and Singing. Manual Training High School, Reasons for Estdblishnent. — There are many pupils in Ele- mentary schools for whom a purely academic course in a High school is unsuitable, and who are more likely to stay for at least a year in a High school if a part of the curriculum includes Manual Training. The Manual Training High school is thought more suitable than a purely academic High school for pupils of this age. Manual Training High schools were intended to stop, partially, the leakage between the Elementary and the High school. They have commended themselves alike to the business man, who sees an advantage to the national industries and to himself, in that he can more easily obtain skilled workmen ; to the educationist, for the reason given above ; and to the parent, who sees better prospects in life for the child so trained. School Discipline— School discipline depends chiefly on interest in work, on the teacher's influence, and on the parent's co-operation with the teacher. In order to secure the last-mentioned factor, teachers report irregularities to parents, and notify them before the infliction of corporal punishment is resorted to. At the end of each school year what is called a "Commencement" is held. This usually takes place in the evening, and consists of a display of all branches of work, a distribution of prizes, an address on the work of the school, and speeches in which any points that may seem advisable are impressed on the parents. These are usually very largely attended. Corporal Punishment — Corporal punishment is allowed in Kansas City. * The rule states that corporal punishment may be inflicted in case of flagrant offence only after notifying the parent of the intended punishment. If the parent will administer punishment, the teacher must not. It must not be inflicted before the class, but at the close of the session, and in the presence of two other teachers or the Superintendent. A special statute deals with excessive punishment amounting to cruelty. Among the white population there were, in 1902, 554 cases of punishment recorded, or 2-46 per cent, of a total roll of 22,162. 56 Report on Education in the Untied Slates. Among the coloured population there were only 41 recorded cases of punishment on a total roll of 3,000, or 1-37 per cent. Textbooks of School. — Textbooks ate usually individual property ; nor are the Educational authorities compelled to supply books to indigent pupils, but they may if it seem desirable. In 1897 a school textbook commission settled the text-books in common school studies for five years, and contracted with the publishers to supply them to pupils through dealers or by mail at fixed prices. On a popular vote by a two-thirds majority the School Board may purchase books and furnish them free to pupils. In 1896 George Shiedley gave 25,000 dols. for the purchase of books. Supplementary textbooks are allowed where necessary, but must not displace any contract book. The penalty for using other than contract books except for reference is 25 dols. to 100 dols. Out of 25 textbooks in use in Ward schools, 13 are supplied by the American Textbook Company, the remaining 12 by five other publishers. Inspection and Examination. — The superintendent, or supervisor, or, in the High schools, the principal, may inspect at any time, but does not usually examine, but has power to do so. To keep the work up to his standard he relies upon inspection, his lectures, and his power of appointment and dismissal. Promotion in Ward schools depends on the class teacher's report. This is true both as to promotion from class to class and from Ward schools to High schools. In cases where the principal of the Ward school declines to recommend a pupil to the High school, the pupil may, on the recommendation of both principal and superintendent, be examined for admission to the High school by the High school principal. At the close of each school year there is an examination of seventh grade Ward school children and fourth grade High school pupils. This examination is held by the superintendent and supervisor. It is not compulsory. Success in this examination is, as usual, termed graduation. A pupil who graduates in the Ward school is thereby entitled to admission to the High school. Promotion in the High school depends on the report of the teacher of each subject. Pupils may be promoted in 'some subjects, but required to repeat the course in others. TOPEKA. At Topeka, Mr. Davidson, the superintendent, showed us all over the various schools in this the capital city of Kansas. There are 6,483 children in the Topeka schools. The High school there has 780 pupils— 293 boys and 487 girls. About 700 of these are coloured folk, educated in their own separate schools. The time-table for the school includes both Latin and Greek, besides the ordinary subjects usually taught. In all of the schools a certain number of subjects are compulsory, but when these have been satisfactorily taken the pupil is at liberty to choose certain other subjects called Electives, and to receive instruction in them. Our enquiries led us to believe that this power of choosing parts of the instruction really helped in the development of the capacity of each particular young person. There was not a run on the easy subjects, as there used to beat Cambridge on botany, in my day; but the numbers attending all the classes were creditable. Half of the young people who graduate from this High school go to the College. Of the 30 teachers in the school only seven were men, and most of them came from the State Normal College at Emporia, where 1,800 young people are being trained as teachers. The Santa F^ Railway Company, one of the largest railways in America, gives to the boys who graduate from the High school a preference for employment in their large works and offices in the town. The school is practically a half-time school, and at least five hours daily are required for the home-work. Any weak students are made to come to school twice a day instead of once. At the Girls. Total, 14 18 34 50 19 24 45 63 16 26 39 54 Topelca. 57 Summer course of the ordinary Primary school there were 375 children with nine teachers and a principal. We were interested by hearing the Eighth Grade class reading essays in a kind of com- petition between two sections of the class, the Dorians and lonians. The children manage these school clubs themselves, and they naturally excite much rivalry. The essays we heard read on the St. Louis Exposition were interesting. A good scheme is in existence in Topeka, which I have found elsewhere also, whereby teacbers are excused two days in the year to go and visit other schools. I append here the number of young people who actually graduated from the High school in recent years : — Boys. 1900.— January 4 June ... ... 10 1901. — January... ... 5 June LS 1902.— January 10 June ... ... 15 The interesting scheme of travelling libraries, which exists in Kansas, is described here : — " The travelling library in Kansas is no longer an experiment, but an established, growing institution of the State, looked upon as a necessity, and generally recognised as an important factor in advancing the educa- tional interests of the people. There is probably no department of the State run on so economical a plan as that of tlie Travelling Libraries Commission, or one rendering so ennobling a service to the thousands of people who so eagerly avail themselves of its opportunities and advantages. The duties of the department are varied and strenuous, taking in the selection and preparation of the books for these libraries, packing them and looking to their .proper ^ipment, the instruction of the librarians when necessary, the examination of the libraries after their trips, the replacing of the books on the shelves, looking after the loss and injury of books and collecting fees for same, the keeping of the records, and all the correspondence of the department. The demands of this department are increasing so rapidly that the assistance of a boy for the packing and heavy work is now one of its needs, a greater one being more room. Up to this time the Travelling Libraries Commission has occupied but one room, with the use of a certain section of shelves in the state library. Now that the work has grown to larger proportions, a packing-room is much needed, and is looked to as a future adjunct to the present accommodations. During the last two years there have been ninety-nine new cases added to the 117 on hand, making the total number nov available 216. There are 183 libraries of fifty books each now in use throughout the State, with additional orders coming daily, the prospect being that all the cases will be in service within the next month. With the appropriation of $4,000 per year, made by the Legislature at its last session, to be used in the support and extension of this department, it has been possible to purchase new libraries for the additional cases as fast as orders have been received for them. This has aided the secretary materially in gratifying the tastes and needs of the people who are patrons of the little libraries. This is a point not to be passed over carelessly by those interested in the support of this department, for just as long as adequate appropriations are made to conduct a large system of travelling libraries, just so long may the work l>e carried on successfully. Two years ago there were 5,565 books in the possession of the Travelling Libraries Commission ; now there are 10,059 — almost double the number available in the year 1900. During this time there have been sent to the various communities of the State a total of 346 libraries. A transportation fee of two dollars was collected on each library ordered, amounting, on this number, to $692; extension fees were collected amounting to three dollars ; and a collection of sixty-eight cents made for the loss of a book — making the total receipts $695.68. There has been paid out for freight and drayage, repairs, and miscellaneous items of expense the sum of $668.38, leaving a balance of $27.30, plus $81.12, balance on hand from last report, making a total balance on hand of $108.42. The libraries sent out in this State are made up to suit the individual, club, school, or society ordering. The only fixed libraries sent out by the commission are those planned and prepared on certain subjects for slub and clas.« work. This;; whilo calling for vastly more labour in preparing the libraries for use, is looked upon as having great advantage over the custom of some of the States in using the fixed libraries entirely, the needs and tastes of the people being more effectively reached. There is ever a ready response to any public notice these libraries are given. They have never been .systematically advertised to the people, nor, as in some States, has the Kansas Commission ever sent out an organiser. It has only been through the interest taken by the Press and through individual effort of Kansas club women, and the effect of the libraries on their visits, that the travelling-library movement has grown in this State. It is safe to say that if a systematic plan of placing the libraries were resorted to, it would be impossible to furnish the libraries that would be ordered unless the appropriation should be 8 58 Report on Education in the United States. greatly increased. These libraries reach every class of readers in the bounds of Kansas. Every man, woman, and child who has the taste and desire for wholesome, entertaining, or instructive readingjnay have their wishes granted by securing books from this source. The ranchman, miles from books of any descrip- tion, sends for a library, and his neighbours read the books with him. Orders are received from groups of men and women living in localities remote from railroads, and having no other facilities for reading. The teachers of city schools, along with those of country districts, church societies, literary societies, reading clubs, and study clubs are patrons of the travelling library, while the chiefest benefit of the commission is the establishment of public-library associations in the smaller towns, with the travelling library as a nucleus. Frank A. Hutchins, secretary of the Wisconsin Free Library Commission, says: 'It needs no argument to prove that no small collection of books for temporary service can be as helpful to a community as a permanent public library, and that a travelling library which educates a people to desire and support a good permanent library has fulfilled its highest purpose.' It is impossible in this condensed report to give an adequate idea of the interest shown for these libraries. The reports required to be sent to headquarters with the returned libraries tell the story of their popularity ; how they have helped in school work, in club work, in recreative readimg, and how they have promoted a desire for more and improved reading. According to the average report from the library stations, each case of fifty books has had thirty regular readers, and a circulation of 150, the 346 libraries making a total circulation of 51,900 for the past two years. These libraries have reached 94 counties and 274 cities, as many as eight libraries having been sent to the same locality. The records also show that where the libraries are sent their readers usually become permanent patrons, ordering regularly at the close of each six months' period. "' DENVER. On leaving Topeka we took a long railway journey across the State of Kansas to Denver, in Colorado. The High school here is a magnificent building, and the view of the Eocky Mountains from one of the class-room windows was a superb sight. Here they had a manual train- ing school which cost 180,000 dollars, and a library of 2,000 books; but the course only extended over three years, having been shortened for financial reasons. The class-rooms are fitted up in the most lavish manner, each having its special library. There is a special reading-room attached to the chemical laboratory, and another to the electrical laboratory. It was interesting to note that the children from the Parochial schools ( R.C.) used the High school, as the priests keep the children for confirmation and first communion at the age of 12 or 13 years, and then allow them to continue their education in the High school. The Elementary schools in Denver are handsome buildings, and notwithstanding the fact that a very large number of the inhabitants are of English origin, who have settled in Denver for health reasons, no objection is made to the large amount of money spent on education, and the children of all classes use the public schools. A novel feature in these schools was a gigantic foot-warmer and boot-dryer, the hot air being forced under a large cover, and distributed all along the floor where the children sat. The warming of the class-rooms was effected by an automatic regulator made by Johnson, of Milwaukee. The thermostat can be set at any figure, and as soon as any figure is reached, automatic electric connection intimates the fact to the man at the engine, who shuts the heat valves if too hot, and opens them if too cold, I was much struck in Denver, where we called on the Governor at the Capitol, by the complete museums of State products, as minerals, grains, fruits and timber of the State of Colorado. Hints are issued to cultivators of plants, and to farmers who apply for them. The State Superintendent of Education was a lady. There are only three such in the United States. I do not know whether this is a result of female suffrage, which pievails in Colorado. GUTHRIE. On leaving Denver, we took a long railway journey across Kansas and arrived seven hours late at Guthrie, the capital city of Oklahoma Territory. We were met by two of the Board of Education, which had made every arrangement for our reception and comfort during our stay. This territory is particularly interesting, as fourteen years ago it was a prairie and waste. Not being required for the Indians it was opened to civilisation, and large numbers of Guthrie. 59 persons flocked into the new land. It is remarkable that the first consideration was for the schools. The great unifying feature of American life is her system of primary, high and university education, and these settlers started at once to provide schools of all grades, including a State university, and an agricultural experimental station at Stillwater, together with the necessary normal college for the training of teachers. The Logan County High School was established in a central position, and arrangements were made to convey the children free of cost from many parts LOGAN HIGH SCHOOL, OKLAHOMA. of the county. The buggies and omnibuses of the early period are now replaced by the trains and electric tramways. The school supplies the connecting link between the common schools and the university. It contains sixteen class-rooms, and an assembly hall which will hold 1,400 persons. When completed, there will be thirty-eight rooms, and some 700 pupils. There is a Preparatory department, and special arrangements are made for white and coloured pupils. The following is the course of study : — Prepaeatory Fint Term. 1. Spelling & Reading 2. Arithmetic 3. Grammar & Composition 4. U. S. History .5. Geography (). Physiology Music & Drawing Commercial First Commercial Arithmetic English Bookkeeping, or Shorthand and Typewriting Spelling & Penmanship Music & Drawing Dei-artment. Second Term. Spelling & Reading Aiithmetic Grammar & Composition U. S. History Mental Arithmetic Drawing Music Department. Year. Commercial Arithmetic English Commercial Law Spelling & Penmanship Bookkeeping, or Shorthand and Typewriting Music & Drawing Second Year. German or Spanish German or Spanish Bookkeeping or Shorthand Bookkeeping or Shorthand Spelling & Penmanship Spelling & Penmanship Commercial Law Civics English English Mental Arithmetic Algebra Third Year. German or Spanish German or Spanish Physical Geography Commercial Geography Bookkeeping Political Economy Algehra English American History American History Normal Course. Freshman Year. Latin Latin Algebra Algebra English English 60 Report on Education in the United States Mental Arithmetic Elocution Junior Year. Music & Drawing Bookkeeping Latin Latin Spelling & Penmanship Spelling & Penmanship Geometry Geometry German or Spanish German or Spanish Sophomore Year. Physics Physics Latin Latin General History General History Algebra Geometry English (3 hours) English (3 hours) English Eoglish Senior Year. American History American History Latin Latin Civics English English Spelling Spelling German or Spanish American History or German or Span'sh Political Economy or Junior Tfar. Chemistry Chemistry German or Spanish German or Spanish Psychology Review of Common Branches Geometry Geometry G Ieneral Course. General History General History Freshman Year. Botany Botany & Nature Study Mental Arithmetic Algebra Physical Geography Arithmetic Elocution Spelling Spelling Algebra English Senior Year. Latin, German or Spanish Latin, German or Spanish Shorthand & Typewriting Shorthand & Typewriting German or Spanish German or Spanish Music, Drawing & Spelling Music, Drawing & Spelling English English & Grammar Sophomore Year. Psychology Arithmetic Physics Physics Algebra Geometry Physiology Methods & Management English English Bookkeeping, or Shorthand Bookkeeping, or Shorthand Classical Course. and Typewriting and Typewriting Freshman Year. Physical Geography Civics First Term. Second Term. Latin, German or Spanish Latin, German or Spanish Latin Latin Spelling Spelling Algebra Algebra Junior Year. English English Geometry Geometry Mental Arithmetic Arithmetic General History General History Elocution American History Botany Music, Drawing & Spelling Music, Drawing & Spelling Latin, German or Spanish Latin, German or Spanish Botany English Sophomore Year. Spelling Spelling Latin Latin Stnior Year. Algebra Geometry English English English English Economics or Chemistry Economics or Chemistry Botany Botany Latin, German or Spanish Latin, German or Spanish Physical Geography Civics Psychology Review of Common Branches Spelling Spelling Physics Physics The Primary schools were all good, and the schools for coloured children were hardly inferior to those we had seen in Washington. More than half of the total expenditure of Oklahoma Territory goes for education. The Governor, Mr. Ferguson, was once a teacher, and he takes great personal interest in the success and well-being of the schools. It is a curious fact that nearly all the public men have, at one time or another, been teachers, and all leave that profession because they can make so much more money in trade and commerce. This also may indirectly account for the fact that the public esteem in which teachers are held is so remarkably high. It was very odd to hear of towns like Clinton, which had no existence six months ago, and has now 3,000 people, or of one like Lawton, which two months ago was a field, and has now 8,000 inhabitants. The Epworth University, built and maintained by the two great Methodist bodies in America, will doubtless supply the needs of those who require higher education in the town, but the University of Oklahoma has already been started, and most of the young people from the various Higli schools find their way there. There was a curious regulation in force in Oklahoma, that women teachers must not dance, and men teachers must not smoke. Guthrie. 61 Mr. Carnegie's library is a remarkable building, and the library authorities supply the schools of the Territory with boxes of books which are changed from time to time. It was in one of these schools that a message printed in the Gazette was given me, that the children of Oklahoma wished the English children a nice time at school, and after leaving that they may have all success. At the Washington school the principal teacher assembled the children and made them sing to us a ■verse of " God save the King." There were many families living in tents in all parts of the town. As an instance of the rapidity with which building operations are carried out here, we saw a Military school opened on the 1st October which was built on a wheat-field which was reaped last August. There are now .50 cadets in training. The cost of the building was 25,000 dollars. I have several times remarked on the excellent methods adopted for the purpose of teaching English. I give here the syllabus for the teaching of English in one of the Oklahoma schools, together with the list of books used in the class : — Sella. Second month, Little People of the Snow. Beginning Year. — "A Child's Garden of Verses," Stevenson. Teacher read poems to children. Have some memorised. Teacli soraetJiing of author. See old Course of Study. Mother's Day, first Friday of ■fourth month, first term. Stevenson Day, fourth Fri- day of fourth month, .second term. First Grade. — " Stepping Stones to Literature," Book I. Pyle's "Pros© and Verse for Children." Book in hands of teacher only. Stories to be read to pupils. Parent's Day, first Friday of fourth month, first term. Washington's Day, February 22nd. See old Course of Study, page 23. Second Grade. — B Class: "Eugene Field" for special study. Commit Wynkon, Blj-ken, and Xod, and others. Eugene Field Day, seoond Friday of fourth month. "Stepping Stones to Literature," Book XI. to j)age 80. A Class: "Story of Lincoln," Ed. Pub. Co., Classic No. 31. Lincoln Day, Birthday, February 12t!li, or second Friday of seoond month. "Stepping Stones to Literature," Book II. completed. Third Grade. — B Class: Study of writing.s of Cary Sisters. Teacher must read poems to children. Give special study to some, and have a numlber memorised. Cary Day, second Friday of third month. A Class: "Stories and Poems for Children," by Celia Thaxter. Book for teacher only. Concert drill on "Spring." Study one poem per week. Celia Thaxter Day, second Friday of fourth month. Fourth Grade. — B Class: Lucy Larcom's Poems for special study. Lucy Laroom's Day, fourth Friday of third month. Classics, Stories and Rhymes of Bird- land, Parti., Edc. Pub. No. 105. Classics, Stories and Rhymes of Birdland, Part II. Edc. Pub. No. 106. A Class : Longfellow's Poems. Classics, Story of Long- fellow, first month. No. 125. Selections from^ Long- fellow, second month. No. 89. Longfellow Day, la&t Friday of second month. Commit "Village Black- smith" and "Paul Revere's Ride." Fifth Grade. — B Class: Hiawatha, Read Cantos ni., v., Vn., Vm., XIV., XXL, in school. Two Cantos per month. No. 4. Special study and special written work. Hiawatha Day, last Friday of third month. A Class; Whitticr. Snowbound and other poems. (Riverside). No. 4. First month. The Bare- foot Boy, Corn Song, Barbara Fritc^hie. Second and third month. Snowbound, sf)ecial study. Whittier Day, fourth Friday of third month. Sixth Grade. — B Class : Bryant's Sella, Thanatopsis and other poems. (Riverside). No. 64. First month. Third month, commit Thanatopsi.s. Study Bryant's Characteristics. Bryant Day, third Friday of third month. Kggleston's First Book in American History. A Class : Burrough's Sharp Eyes and other papers. (Riverside). No. 36. Eggleston's First Book in Ameri- can History. Franklin Day, second Friday, fourth month. Seventh Grade. — B Class : Special Author for term study, Lowell. Classics, A Hunting of the Deer. (Riverside). No. 37. Vision of Sir Launfal. History, Eggleston's First Book in American History. Alternate History and Classic Lessons. Lowell Day, third Fri- day of fourth month. A Class: Special Author for study, Irving. First and second months, Irving's "Sketch Book." Third and fourth months, "Courtshil) of Miles Standish." Irving Day, first Friday of third month. Eighth Grade. — B Class: First and second months, AVashington's Rules of Conduct. Third and fourth months, Lincoln's Gettysburg Speech. Patriotic Day, last Friday of fourth month. An oration must be pre- pared by each pupil on either " Wai^hington " or " Lin- coln." These orations are to be submitted to the super- intendent on last Friday of third month. The two best orations from each class will be delivered by writer on Patriotic Day. A Class: First and seoond months, Lowell's "Under the Old Elm." Second and third months, selections from writings of eleven American authors. American Authors' Day, last Friday of fourth month . Text Books Used in the Grades. First yradc- Baldwin's First Reader. Stepping Stones, No. 1. Drawing, No. 1, Webb, Ware, and Zaner's series. Second Grade. — Second Reader, Baldwin. Stepping Stones, No. 2. Drawing, No. 2, W. W. and Z. Copy Book, Barnes' Vertical, No. 1. Third Grade. — ^Third Reader, Bald^vin. Language, Maxwell's First Book in English. Drawing, No. 3, W. W. and Z. Copy Book, Barnes' Vertical, No. 2. Arithmetic, Milne's Elements of. Spelling, Word Book, American. Fourth Grade. — Fourth Reader, Baldwin. Spelling, American Word Book. Geography, Natural Elementary. Arithmetic, Milne's Elements. Arith- metic, Milne's Mental. Language, Maxwell's First Book in English. Drawing, No. 3, W. W. and Z. Writing, Barnes' Vertical, No. 3. 62 Rej)ort on Education in the United States. Fifth Grode.— Reading, Fifth Reader, Baldwin. Spelling, American Word Book. Geography, Natural Elementary. Arithmetic, Milne's Elements. Arith- metic, Mental, Milne's. Language, Maxwell's First Book in English, B Class; Introductory Lessons, A Class. Drawing, Xo. 5, W. W. and Z. Writing, Barnes' Vertical, No. 4. Sixth Grade. — Reading, Sixth Reader, Baldwin. Spelling, American Word Book. Geography, Natural Advanced. Arithmetic, Milne's Standard. Arith- metic, Milne's Mental. Language, Maxwell's Intro- ductory Lessons in English. Drawing, No. 4, W. W. and Z. Writing, Barnes' Vertical, No. 5. History, I'^iggleston's First Book in American History. Seventh Grade. — Reading, Hyde's Reader an4 Speaker. Spelling, American Word Book. Geography, Natural Advanced. History, McMaster's United States. Arithmetic, Milne's Standard. Arithmetic, Milne's Mental. Language, B Class, Maxwell's Intro- ductory Lessons in English. Grammar, A Class, Max- well's Advanced. Drawing, No. 4, W. W. and Z. Writ- ing, Barnes' Vertical, No. 6. Eighth Grade. — Reading, Hyde's Reader and Speaker. Spelling, American Word Book. Arithmetic, Milne's Standard. Arithmetic, Milne's Mental, B Class. History, McMaster's United States. Grammar, Maxwell's Advanced. Physiology, Macy'e General. Drawing, No. 6, W. W. and Z. Bookkeep- ing, A Class, Bryant and Stratton. The Nature Study, which is a great feature in all American schools, must be seen to be appreciated ; but I give here the syllabus for the Grade 7 of the Primary schools : — Nature Study. — Animal Life: Name the main divi- sions of the animal kingdom. What is an animal ? Name all the differences between the vertebrates and invertebrates. To what divisions do the frog, moth, squirrel, and snake belong ? Describe the lion. The tiger. Do they belong to the same family? To what family does the dog belong ? The cow ? The horse ? The wolf? The coyote? Tell all you can about bears. Does the zebra belong to the horse family ? Name all the animals you can that chew the cud. What peculiar- ities about them? Make list of fur-producing animals. Where found ? Study the seal. Insects. — Study the katydid. How does it make its noise? Classify it. Study the cicada. The cricket. How do they make their noises? State the distinguishing features of butterflies and moths. Ex- amine scales on wings with microscope. Describe the head of a butterfly. Classify the spider. Wliat are gall flies 1 What use to man ? Make a list of the beneficial insects. Make very careful study of gall flies. Birds. — Of what use are feathers to a bird? What are the parts of an egg ? Do eggs of all birds hatch in same length of time? State difference. Give characteristics of birds of prey. Name all you can. Are they injurious or beneficial to man? State "haracteristics of climbing birds. Name them. Injurious or beneficial ? Characteristics of scratchers. Name them. Injurious or beneficial ? Characteristics of perchers. Name them. Name waders. Swimmers. Beptiles. — ^Name all bhe venomous snakes you know. Any peculiarities about teeth? Upon what do non- venomous snakes live ? Why is the snake cold-blooded ? Is its blood red ? Why ? Are snakes beneScial to man ? Are toads? Why? Teachers' reference books: "Talmage's First Book of Nature." Coopers "Animal Life." Flagg's " A Year with Birds." Plant Life. — Leaves. Compare a maple leaf with a blade of grass, lily leaf, or the cat tail leaf. Step I. — Plants : Flowering and non-flowering. Specimens of each. Examine a fern leaf under the magnifying glass. What do you find ? Do flowerless plants have seeds ? How propagated ? Do all flower- ing plants have seeds? Make list of non-flowering plants. Step n. — Search for flowers that are tihreo or six parted. Notice leaves, seeds, and wood. Name of division. Search for flowers whose parts are in fives or fours. Notice leaves, seeds, and wood. Name of division. Step m. — ^Study Endogens as to whether flower- coverings are spadix-like, petal-like, or husk-like. Step TV. — ^Study Exogens as to whether flowers are- apetalous, monopetalous, or jjolypetalous. Flowers.— Organs : Perianth, calyx, corolla, stamens, filaments, and anthers pistil, carpels, ovary cells, styles, stigmas, cohesion, adhesion, form. Specimens of different kinds of clover. Clover is a geniis. What is each kind ? Pine is a genus. Find three or four species. What is the apple ? What is each kind called ? The peach ; the pear ? Describe, press and mount three or four kinds of specimens. See pages 80 and 81, "The Fairyland of Flowers" — Pratt. Woods' "Object Lessons in Botany." Gray's "School and Field Book." Minerals. — Compare chalk with crayon. What is each ? Make acid test. Obtain a piece of carbonate of lime and a piece of rook salt. Which is the harder ? Which is salt ? Discover in as many ways as possible. Of what composed ? Experiment to show. Name some minerals that are composed largely of carbonate of lime. Name uses. Name uses of gypsum. Metals. — ^What are metals? How do they differ from other minerals? Name all the metals you can. Are bricks metal ? Why are they red ? What is glass? How is it made? Name its properties. Do metals have lustre? Do non-metals? Out of what metals do we make wire? How is wire made? What ones are made into thin plates? What ones into money? Into jewellery? Compare gold with pyrite. Test in HCl, also in HNOs. What happens? Mix acids, 4HC1 with IHNO3. Gold will be dissolved. Put into test tube, and heat gently. Give various use? of pyrites. Of gold. Study tin-plate. How much tin? What other metal ? Will tin rust ? How is tin-plate made ? What element attacks metals " rusting " them ? How does it differ from burning? Obtain a piece of Guthrie. m ■copper, native, if possible. Where is copper ore Use Clapp's "Lessons on Common Minerals." obtained.'' Blue vitriol contains copper. Examine an Richard's "First Lessons on Minerals." Strong's "All ■old battery. Experiment on copper filings. Take the Year Round," Part II. Talmage's " First Book of silver, zinc, and lead and experiment. Collect all the Nature." anetals possible, native and manufactured. I am not sure whether this Nature Study teaching is not made too much of. Tlie tendency undoubtedly is for the teaching to become bookish and unreal, especially as the teachers attempt to cover a vast amount of ground, and do not, as I think they should and might, pay greater attention to actual objects of nature which are to be found within easy reach of the school. Some children, on being asked which they would prefer, a lesson in Spelling or in Nature Study, with one voice shouted out " Spelling." This seems to indicate a little hardness in the methods. This territory of Oklahoma is wonderfully fertile and rich. It will grow all the various corn crops of the north, and the fruits, cereals, cotton and tobacco of the south. There is a goodly portion of the territory yet unsettled, and no doubt in days to come a great portion of the wheat and cotton used by the world may be grown here. People do not seem yet to realise the enormous extent of this unsettled territory. Two hundred thousand square miles, we were told, will be available for crops of all kinds before many years are out, and this in a climate which is never too hot to be unpleasant, or too cold to be disagreeable. Oklahoma City has between 20 and 30 thousand people. Its schools, like those of Guthrie, are wonderfully well built. At the Irving High School in Oklahoma, I heard part of a lesson in English, which again struck me as being admirably given, while another class of Civics showed that the Constitution of the United States is thoroughly well taught to the children. It will be interesting to see the course of study in Physiology and Hygiene adopted by a community fourteen years old. " The object of the study of temperance physiology ■aa noT\- required in the public schools of tlhis country is to shape the habits of the child. As new habits are formed each year, if the study is omitted in any lower grade (year), the child ■will miss that year the restrain- ing influence of the instruction needed to help him resist the temptations peculiar to that period in his development. Hence, the study runs through the ■course instead of being massed in the advanced years where it might come after the formation of wrong habits had begun, and many pupils had left school. While a practical knowledge of hygiene is the object of this study, such facts of physiology must also be taught as are necessary to make plain the reasons for obeying hygienic laws. Without a knowledge of these physiological facts, hygiene consists of mere dogmatic assertions. In contrast to the mistakes sometimes made in pre- paring courses of study in this subject by prescribing the topic of bones for one year, muscles for the next, ■etc., thus preventing any connected study of the body as a whole until the entire school course is completed, the present course plans for simple lessons in hygiene and on the external parts of the body in the three primary years, the teaching of elementary facts concern- ing the principal organs of the body and their care in the fourth year, a larger development of these facts divided between the fifth and sixth years, a still more comprehensive study in the seventh and eighth years. This plan with the high school course provides for ample Btudy of this branch without overcrowding the curriculum. It will be seen also by the topics suggested that new ones are added each year so that tliere is no repetition •other than in necessary reviews. The indorsed books are commonly arranged to accord with this plan — ■ namely, an oral lesson hook containing model lessons for primary teachers, an elementary primer for the fourth year, a somewhat more advanced hook for the fiftb and, sixth years, one still more advanced for the seventh and eighth years, while the high school book contains as much physiological and hygienic knowledge as any one outside the medical profession is likely to need. Where such a series of closely graded books is used, there will be no ground for the misconception that the subject is too difficult or a continued repetition. The teacher can see by looking at the topics in the course of study, not only the ground that has been covered, but the new matter to be developed in any given year. Thus teachers in the lower grades will be less liable to trench upon subjects that come more properly in higher grades, and the impression that the subject is too difficult for lower grades and the danger of repetition will be removed. Topics for First Year. (Oral Instruction.) Position. — Sitting and standing erect. Ohest position. Drill in filing, marching, and orderly self- controlled movements. Playing. — Playing of young animals. Playing necessary for children. Teach games and train to be fair, to avoid anger, selfishness, and rudeness. Sleeping. — Sleep needed by animals, children, and everybody. Eating. — ^What animals eat. What children should and should not eat. Drinking. — ^Water and milk good drinks. Individual drinking cups. Tea and coffee not good for children. The juice of ripe fruits healthful in the 64 Report on Education in the ^United States. fruit, not after it is pressed out and allowed to stand. Beer, wine, and cider bad drinks. Clothing. — Of birds, squirrels, and other animals. Of children. Summer and winter cLoOhing. Claanliness. — Soap, water, and individual towels. Care of hair, teeth, nails, nose, feet, clothing, desk. Use of door mat, waste basket. Growth. — ^Helps to Growth : Wholesome food, worlv, play, rest, fresh air, and sunshine. Hindrances : Alcoholic drinks and tobacco. The Body as a Whole. — Trunk, Limbs, and head. Relation of correct position to a well-formed body. The Head. — Parts of the head and face. Uses and care necessary. Kind and loving thoughts make attrac- tive faces. The Arms and Hands. — Parts of the arm. Parts, uses, and care of the hand. Legs and Feet. — Uses and parts of the leg. Parts of the feet. Proper dress for the feet. Care of feet. Strong, swift feet. The Senses. — Sight: Use. Injury from close work and poor light. Hearing : Its relation to attention. How injured. Feeling: Its purpose. Smelling: Its use. Taste : A guide to what is and what is not good. Toprcs FOR Second Year. (Oral Instruction.) Parts of the Body. — Parts used in eating, catching a ball, etc. Wear and Bepair. — Cause of wear, of hunger. Material for repair. Need of Exercise and Best. — Strength gained by play. Repair most rapid in sleep. Best time for sleep. Cleanliness. — ^Xeed of bathing often, of clean hands and face, of clean clothing. Uncleanliness of tobacco using. Need of Food. — Result of taking no food. A good breakfast, lunch, dinner. How much, to eat. Why not between meals. The teetlh and their care. The Sense of Taste. — Different flavours of food. Things that blunt the sense of taste. Table Manners. — Proper use of knives, forks, spoons, napkin, etc. The Grape and Its Juice. — Good use of grapes. Wine a wrong use. The Eye. — Visible parts of the eyes and their use. Tears. Why eyes should see accurately. Care of the eyes. Danger from use of tobacco. The Ear. — Training in quick and accurate hearing. Pleasures gained through hearing. Care of the ear. The Voice. — 'Where the voice comes from. Why cultivate pleasant tones. Injury from shouting, screaming, bad air, and tobacoo smoke. The Nose. — ^Facts learned by smell alone. Other uses of the nose. Use of handkerchiefs. Colds from breathing impure air. Touch. — Qualities learned by the sense of touch. Helen Keller. The Tobacco Plant. — Injury bo the soil from tobacco raisring. Better occupations. Review injurious effects of tobaoco already brought out. Beer. — Beer made from grain. Bread made from grain is healthful; beer is not, because it contains alcohol. Beer may make people stupid and sleepy. Topics for Third Year. (Oral Instruction.) Pure Air and Breathing. — How air gets to the lungs. AVhy air of rooms needs to be changed often. Boys and girls should air their bedrooms. Harmfid Drinks. — How soon alcohol may be formed in cider. Danger that cider, beer, or wine-drinking: may create the desire for more. Food. — Xeed of foods for growth, strength, warmth. Kffects of eating too much or too often. Rules for eating. The Teath and Stomach. — Trace mouthful of bread from plate to stomach. How food gets into blood. Care of stomach. Drinks that injure it. The Heart.— Its motion. The pulse. Veins that can be seen. The Blood. — Blue and red blood. The food carrier. Brain and Nerves. — ^Their use. How protected. Their need of food. Alcoholic drinks and tobacoo make nerves act slower and less accurately. The Bones. — Bones of arms, fingers, head. Relation of framework to Shape of body. Car© of bones. Dangers to framework of the young, of the old. Tobacco and alcoholic drinks liable to stunt growth of bones. The Muscles. — How movements are made. Muscles- of the arm. Difference between muscles and fat. Exercise and proper food strengthen, alcoholic drinks- weaken muscle. Grain. — The starch in grain. Change of starch to sugar. Beer. — The sugar in sprouted grain soaked out and changed to alcohol in beer-making. Difference between- grain and alcohol. [Grain increases strength, alcohol weakens it; grain relieves fatigue, alcohol increases it ; grain has no bad action on the nerves, alcohol deadens and stupefies, them ; grain a food, alcohol a poison ; beer not a food,, the alcohol in it a poison.] Cigarettes. — Harmful, because they contain tobacco. Danger of creating the desire for more. The Skin and Cleanliness. — ^The skin as a, garment. Why it does not wear out. Its care. Topics for Fourth Year. (Books in Hands of Pupils as One Souru of Information.) The Framework. — A turtle compared with the jelly fish. Disadvantages of outside framework. Why many pieces in skeleton. Different shapes of bones. Pene- trated by blood vessels. Location of principal large- bones. How the joints are held togetther. Result of tight clothing, of ill fitting shoes. Foods. — Nature's foods for the young. Materials which furnish these. Proper choice of food. Effect of too much meat. The proper time to eat candy. Drinks. — Proper choice. Water, why needed. How fruit juices are made unhealthful. Special danger in^ cider and wine. Self-control in eating and drinking. Power of alcoihol to weaken self-control. Gufhrie. 65 Digestion. — Importance of good teeth, of chewing food. Waste of salira in chewing gum and in chewing or smoking tobacco. Swallowing. The stomach. Gastric juice. Changes in food in the stomach. Work and rest for stomach. Irritating effect of alcohol. Smoking a hindrance to digestion. Circulation. — Right and left sides of heart. Veins and arteries. How the blood feeds the body. Need of good food to make good blood. The blood' as an air carrier. Bespiration. — Air as a purifier. The air passages. Air sacs of the lungs. Full, deep breathing. The advantage of large lungs. Polluting air others must breathe. Airing living rooms. Muscles.— B^ow made up. How they move bones. Sizes and shapes. Tendency of beer to fatten and weaken muscle. Fat cannot contract and relax. Why railroads require total abstinence. Why business men choose boys who do not use tobacco. Exercise. — Good forms of. In open air. Needed equally by girls. The Brain and Nerves. — ^Work of brain. How made strong and how rested. Spinal cord. Connection with legs, arms, etc. Alcohol benumbs brain and nerves. Effects of tobacco on ability to study, on will to do right, and on success in life. Senses. — ^Review work of second year with exercises for training. The Skin. — The skin; its work. OU and sweat glands. Danger of cooling off too quickly. Bathing as a preventive of taking cold. Clothing : Proper fit, disposal of weight, protection for legs and feet. Topics for Fifth Year. (Books in Kands of Pupils as One Source of Information.) Food. — Milk and eggs the most complete foods. Need of cereal foods. The part of meat which makes muscle. Value of cheap cuts of meat. Value of vegetables and fruit. Sources of common foods. Best ways of cooking. Why food should be attractively served. Danger from impure ice, from drinking much very cold water. Digestion. — ^The two sets of teeth. The cutting and grinding teeth. Bone-making food necessary for pre- serving the teeth. TootJh picks and tooth brushes. Dentist's care. Flow of saliva. Forming taste for good foods in childhood. Water the best drink. Water sipped while chewing hinders digestion. The epiglottis. The soft palette. The esophagus. The inte-tines and intestinal juice. The villi of the intestine ; their blood vessels and other tubes. The lacteals and fatty food. Passage of other food into blood vessels. Sugar stored in the liver. How food is used by the muscles and other organs. Alcoholic Drinks, Tobacco, and Other Narcotics. — The cause of decay. Work of molds and alcoholic ferments. Fermentation changes character of sub- stances. Sugar a food; alcohol a poison. Definition of a poison. Use of yeast in breadmaking. Alcohol driven out in baking. Nature of a narcotic. The poison in tobacco. Danger of soothing syrups. The Blood. — Appearance of blood under microscope. The three parts. Work of serum, red corpuscles, white corpuscles. Clotting. Good blood necessary for strength of body and power of mind. Blood vessels. Capillaries. Distribution of food and removal of waste. Meaning of circulation. Relation of good food, pure air, and exercise to good blood. The Heart. — Auricles. VentricleB. Valves. Num- ber of beats per minute. The pulse. Strengthening the heart by exercise. Effects on the heart of fright ; of alcoholic drinks and tobacco. Bespiration. — Need of air in the blood. Where the blood comes in contact with the air. Why we should breathe through the nose. "Adam's apple." Move- ment in swallowing. Branching of windpipe. Elasticity of lungs. Change of air in air-sacs. Why air once breathed is unfit to be re-breathed. Development of the lungs by deep breathing, by "forced respiration," by exercise. Topics for Sixth Year. (Books in Sands of Pupils as One Source of Information.) Excretion. — Skin as protection. Varying thickness of outer layer. Cause of callouses and corns. Skin aids removal of waste. Sweat glands. Deposits left on skin in perspiration. Consequent need of bathing. Use of oil in skin. Alcohol enlarges capillaries of skin. Formation of ihair and nails ; use and care. Why the hair needs frequent washing. Proper time for bath- ing. Cleanliness of underclothing, of bedding. Need of waste matter being promptly expelled. The kidneys : Shape, location, blood supply; their work; how over- worked ; how kept in good order. Body Heat. — ^Relation of clothing to body heat. Source of body heat. Oxygen and burning. Fuel foods. Regulation of heat by skin. Effect of exercise on warmth. Effects of alcohol. Seeing. — Pleasures derived from it. Shape of eye. Bony socket and cushion of fat. Iris. Unoleanliness and "sore eyes." Touohing eyes with soiled fingers. Danger from public wash-basins and towels. Hearing. — Outer parts of ear. Hearing part. Ear drum, bones, and canals. Ear wax. Danger from blows. Protection from draughts and strong wind, especially when riding. Effects of working in constant noise. Unnecessary noise and disagreeable tones in speaking. Smell. — ^Where the sense is located. Nerves of smell. Dependence of animals upon smell. Connection with taste. How affected by colds. Detection of foul air. Tosie.— Papillae of tongue. Nerves of taste. By what affected. How taste may be dulled. What taste guards. Touch. — ^Nerves in skin. Where touch is most deli- cate. Dependence upon touch in loss of sight. Why delicacy of touch is desirable. Alcoholic drinks blunt the senses and deceive the mind. The Nervous System. — The brain as a receiver and director of messages. Cerebellum and motion. Cere- brum, the organ of thought. Relation of attention and clear thinking to efficiency of brain. Importance of rest and sleep. Alcohol and tobacco weaken power to think, to recognise warnings of the senses, and to take proper precautions against danger. 9 (iO Ilcport on Education in Ihc United Sfuicn. The Frnmcicnrk. — Source of hardn.ess of boii«. Tlie g«lly-Iiko part. Marrow. Blood in bcnes. Soft bones ofcliildren. Joints. Hinge and ball and socket joints. Support and protection furnished by bones. Wliat the ribs protect. The skull. The framework of animals compared with that of man. How the Body Moves. — Lean meat. Bundles of fibre.s. The power to contract and relax. Fastening of muscles to bones. Coi-ds and tendons. Use and proper food necessary to size and strength. Proper time for exercise. Beer, wine, and cider tend to lessen precision of muscle. Topics for Sbvknth Year. (Books in Hands of Vupils Supplemented by Experiments and rroblems.) Plant Physioloffy. — Sprouting and growth. Neces- sary conditions. Food stored in seed. Plant respira- tion, oxidation and work. Parts, structuie, organs. The seed. Plant digestion. Plant and Human Physioloqy Compared. — Organs of protection and digestion. Cells. Tissues. Organs. Systems. Health of the cells. The Nerrous System.- HnTmonious. action of organs. Brain the central controlling organ. Co-operation of nerves, spinal cord, and ganglia. The sympathetic nervous system. Reflex action. Habit. Narcotics. — Conditions necessary for alcoholic fer- mentation. Distilled liquors, compared with fermented. Dangers of moderate use. Nutrition. — The energy of food. Albumen, sources and dtetermination of by experiments. Food materials in cereals, vegetables, and meat. Experimental deter- jnination. Menus. Principles of selection of food. The Digestive System.— -The alimentary canal. Parts, structure, and processes. Gl'ands and digestive pro- perties of their secretions. Hygiene of Digestion. — ^Cooking. Vegetarian diet. Necessity for water. Sources of water supply. Mineral ivaters. Xon-alcoholic refreshing drinks. Nourish- ing drinks, when to be taken. Objections to tea and coffee. Alcoholic Drinks. — Classification of alcohol. Why with poisons. Why not with foods. Alcoholic drinks and digestion. Domestic Economy. — Apportionment of necessary expenses on income of $oOO to $1,800 per year. Food for family on $10 per month. Dietaries on basis of $25 and $30 per month for food. Typical menus for each meal. Problems. Topics for P2igiith Year. (Boohs in Hands of Pupils Supplemented hy Experivionts and Probkms.) Circulation. — ^Valves and nerve supply of heart. Differences in structure of right and left sides. Valves in veins. Inferior and superior vena cava. Gains and losses of the blood in circulation. Location of arteries. Wounds. Methods of checking bleeding. The lymph : Its circulation ; how affected by exercise. Lymph glands. Thoracic duct. Effect of exercise on tissue exchange. Massage. Change in structure of heart caused by beer and other alcoholic dr?nks. " Tobacco heart." 7^'.'!;)i(Y?//()/!.— Breathing organs of land and water animals. Vocal chords. Cilia. Pulmonary circula- tion. Respiratory movements of diaphragm and chest walls. Lung capacity : Complemental, reserve, tidal, iind lesidual air. Chest and abdominal breathing. Modifications of breathing: Coughing, yawning, sneez- ing, etc. The place of oxidation. Results of insuffi- cient oxidation. Experimental determination of impurities of air. Effect of alcoholic drints upon body heat, as a cause of lung diseases. Absorpfion. — Of fat, albumen, sugar. Storing of sugar, of fat. Use made cf proteid matter. Defini- tion of digestion, absorption, assimilation, oxidation. Excretion. — Importance, size, and location of the kidneys, connection with circulation, separation cf waste. Hygiene of liver and kidneys. How affected by alcoholic drinks. The Skin. — Cells of the non-living layer. Cause of their death. " Groose-flesh " and the similar' process in animals. The cleansing bath. The tonic bath. General sensation, tactile, temperature, and sense of position. Muneles. — Voluntary and involuntary. Work of the muscles in generating heat The stronger the muscles, the more work and heat. Muscular system sensitive to changes in food. Alcohol decreases muscular power. How this has been proved by experience and laboratory experiments. Frameicork. — Vertebral column the axis of the body. Relative position of axis in man and in animals. Correspondence of leg and arm bones. Purpose of elastic cartilages in spine. The shaft, cancellous tissue, red and 3'ellow marrow of bones. Topics for High School. (Text Book Supplemented by Demonstrations and Experiments.) General Structure of the Body. — Varieties of tissues. Properties of cells. Chemical composition. Pro- toplasm. General Processes of the Body. — Maintenance of life. Building material. Energy: Sources, storage, libera- tion, and use. Metabolism. Bodily organs and func- tions. Health and disease. Osseous System. — General arrangement. Upright position of human skeleton. Composition of bone. Structure of cartilage. Dislocation. Fracture. Causes of riieumatism. Gout. Motion. — Principle of levers in bodily motion. Muscular action in walking, running, and maintaining the upright posture. Structure of voluntary and in- voluntary muscle. Training and development. Nutrition. — Constituents of animal food. Need of organic foods. Quality and proportion of food sub- stances in diet. Object of digestion. Mucous membrane of alimentary tract. .Secretion. The action of villi in absorption. Structure of liver. U«e of different foods in body. Special foods or compounds needed. Essentials in a diet list. Condiments. Beverages. Alcoholic Liquors. — Source of alcohol. Nature of alcohol : Its action within the body and upon bodily functions. Guthrie. (>7 Lhculaiory System. — Muscular tissue of heart: Its brain cells. All-rcund development. Harm done by irritability. Systole and diastole. Contractions of alcohol. The alcohol habit. auricles and ventricles. Amount of work done bv Narcotics. — Nicotine and other irritant substances, heart. Lymphatic nodes. Vasometer nerves. Danger Effect upon mucous membranes. Greater liability of of strain and overwork. Taking cold. Hemorrhage. smokers to diseases of mouth or throat. Constituents Fainting. Anaemia. Germicidal power of blood. of opium. Opium habit. Effect upon moral character. Alcohol lessens contractile power of heart, lessens Chloral and cocaine habits. Indiscriminate use of ability to endure strain, weakens blood vessels. Use drugs, of tobacco a hindrance to athletic success. Sensation. --LocMBed and indefinite. Tactile Respiratory Syfem.-Membranes of lungs. Median- ^^,p„,^.i,, ^f ,kin. Taste-buds. Turbinated bone« ism of inspiration. Affinity of haemoglobin for oxj-gen. ^^^ ^^^.^^j,^ ^j ^„^^ ^^^^ ^„^ ^^^ „f ^^tj^^ Hair ^ olume of air expired. Damage done by dust, alcohol, u c ii ' B J > > cells of cochlea. carbon dioxide. Asphyxia, drowning. Artificial „ „ , ,r , i r. , Voice. — Structure of larynx. Vocal cords, sounds respiration. produced by voice in speech. High pitched and nasal voices. Effect of anger and nerve tension on voice. Excretory Orrjans. — The cliemical compounds of body wastes. How separated from the blood. Composition of perspiration. Amount eliminated daily. Necessity Fermentation and Bacteria.— The redistribution of of accelerating removal of waste, by exercise, baths, elements. The organised ferments. The splitting up drinking plenty of water, avoiding substances which of complex structures by ferments. Unorganised fer- irritate the kidneys. Regularity of bowels. '"<>''ts- Bacteria. Infectious and contagious Nervous System. — Structure of nerves : Axis diseases, cylinder, central and outer sheath. Ganglion cells. Disease and its Prevention.— 'Disease germs and other White and grey matter, fissures aud layers of the spinal causes of disease. Perfect health a preventive, cord and brain. Spinal nerves. Membranes and fluids Isolation disinfection, and immunity in dealing with of brain. Bruin functions. Building and wasting of infecli'jus and coutagious diseasts." There is a High school here for the coloured folk, in which 300 of them are being trained. In the highest class of all there were eight pupils between eighteen and nineteen years of age. I asked them what they were going to be when they left school. Two were going to be doctors, one a dressmaker, one a shoemaker, three teachers of music, and one an ordinary teacher. There seems to be no difference in the liberality with which apparatus and books were provided for these coloured folk, but we certainly found a difference throughout the South. It is worth noting tliat I called on three presidents of banks in Oklahoma City, all of whom were keenly interested in the schools and school work. Every one of these gentlemen not only knew the principal teachers by name, but were intimate friends. One canni.t leave the subject of Oklahoma without referring to the Agricultural Mechanical school at Stillwater. From its twelfth animal report I take the following account : — " Notwithstanding the extending of the age limit for admission to the preparatory department from fourteen to sixteen years, the attendance for the past year was not cut down as anticipated, the enrol- ment for the year standing at 435. The value of equipment for instruction, outside of buildings, stands at about $80,000, and the building equipment at approximately |100,000. In addition to the regular courses offered in agriculture, horticulture, and domestic economy, and the short winter courses in agriculture and horticulture, a two years' course (of twenty weeks each) in agricul- ture, horticulture, and domes-tic ecoTiomy has been established, to be known as the School of Agriculture and Domestic Economy. This course is arranged with a double purpose : First, to provide instruction in agriculture and domestic economy requiring less time than t'he four years' course, and yet more extensive and systematic than the eight weeks' winter course; second, to offer, in connection, such instruction in the common school branches a* will prepare the student to enter the collegiate work. Applicants must be at least fourteen years of age, and fairly well advanced in the common branches, though they will be received and classified without formal examination. To meet the conditions of many young men and women in the country, the course is arranged to begin on October 15th, when the fall work on the farm ceases to be pressing, and to close March 15th, when the services of the student are likely again to be needed at home. For those who can come at the opening of the fall term (September lOtli) and remain through the spring term, valuable review work in the common branches is offered, both in the four weeks preceding October 15th and the ten weeks succeed- ing March 15th, preparatory to entrance to the sub-freshman class. Students who are reasonably proficient in the common school branches, and students of mature years, may take the agricultural and domestic economy work of both years in one, if they desire, and be excused from tko other work of the course. The course is set out in detail on a subsequent page. (38 Report on Education in the United States. Suh-Freshman Class. The preparatory work heretofcwe offered in the institution will be given in the school of agriculture and domestic economy. The sub-freshman class, a part of the collegiate course, has been established to secure a higher degree of efficiency in the studies which underlie the more advanced collegiate work, particularly in English and ma.thematics. Applicants for this class are admitted without examination on satisfactory records from the eighth grade of city schools, or on diplomas from the common schools. Not holding these, they must pass a satisfactory examination in the following subjects : Reading, spelling, penmanship, geography, United States history, grammar, and arithmetic. Applicants for this class must be not less than fourteen years of age. Freshman Class and Advanced Standing. Applicants for admission to the freshman class must pass an examination in the studies above mentioned, and in higher arithmetic, algebra to quadratic equations, physiology, physical geography, and general history. Students from high schools who have satisfactorily completed the ninth grade are admitted on trial without examination. Graduates of approved high schools ai-e admitted to the sophomore class on their diplomas, without examination. The following important exception should be noted for the coming year : In order to deal fairly with those who have been taking the preparatory work, the best and strongest students have been passed to the freshman class. Similarly, for this year, applicants from other schools who pass thoroughly satisfactory examinations in the branches named for admission to the sub-freshman class will be received on trial in the freshman class. Business Course. Beginning at the opening of the next fall term, September 10th, 1903, a complete business course will be offered to students having the qualifications to enter the sub-freshman class. This course will include stenography and typewriting, bookkeeping in its several branches and specialties, commercial law, business forms, business correspondence, English. Courses of Instruction in Detail. Three five-year courses are offered — namely, the General Science course, the Agricultral course, and the Mechanical Engineering course. In the General Science course the student may take the general scientific and literary studies which have heretofore been offered in the " General Science and Literature " course, or he may take majors in chemistry, botany, or zoology, covering exactly the same scope and character of work heretofore offered in the courses in chemistry and biology. The Agricultural course and the Mechanical course are specialised and teachnical courses respectively in agriculture, horticulture, and animal husbandry, and in mechanical and electrical engineering. Following are the courses in full: General Science Course, [The figures indicate the number of recitation hours per week ; figures in parentheses indicate hours of practical work per week.] SOB-FRESHMAIf YeAB. Fall Term. IFinter Term. Spring Term. Higher Arithmetic ... 5 Algebra ... 5 Algebra ... 5 English ... 5 English ... 5 English ... 5 Physical Geography ... ... 4 Physical Geography (^ term) . 4 Physiology ... 4 Bookkeeping ... 5 Physiology (J term) ... ... 4 General History ... 5 Spelling and Writing... ... (2) General History Spelling and Writing... ... 5 ... (2) Spelling and Writing ... ... (2) Note. — After fall and winter terms, students proficient in spelling and writing will take printing. FhESHHAN Ye\u. Rhetoric ... 3 Rhetoric ... 3 Etymology and Structure ... 3 German or Latin ... 5 German or Latin ... 4 German or Latin ... 4 Algebra ... 4 Algebra ... 4 Algebra... ... 4 Physics... ... 4 Geometry ... 5 Geometry ... 5 Sewing — womtn ... (4) Sewing — women ... (8) Cooking — women 2(4) Freehand Drawing ... (4) Geometrical Drawing — men... 8 Stock-judging— men ... 1(6) Nursery Work — men . . . 1 (2) Sophomore Yeak. Advanced Rhetoric ... ... 2 Theme work ... 2 Theme work ... 2 German or Latin ... 3 German or Latin ... 3 German or Latin ... 3 Geometry ... 5 Trigonometry ... 5 Trigonometry ... 3 Chemistry 3(4) Chemistry 3 (4) Chemistry 2(4) Zoology 3(4) English History — men ... 5 Botany 4 (4) Cooking — women 2(6) Surveying — men ... (4) Public Speaking ... (2) English History— women ... 2 Nashville. 69 English Literature <3erman or Latin Physics Histology Botany Feeds and Feeding Civics and Constitutional Law Analytical Geometry Theoretical Chemistry Domestic Economy — women 1 Note. — The student is ,.. 2 ... 3 4 (2) 10 JtrNIOR Yeab. English Literature German or Latin Physics Advanced Physiology Botany Farm Dairying Civics and Constitutional Law Analytical Geometry Organic Chemistry Domestic Economy — women ' Public Speaking [2) required to select any two of the subjects 10 American Literature .. German or Latin .. Entomology or ) Chemistry ' Cellular Biology Botany Crops Calculus Political Economy Domestic Economy Organic Chemistry Electricity above included in brackets. } (4) Senior Year. Literature or Agricultural Chemistry Literature or Agricultural Chemistry G-eology (4) 2 Law 3 Social and Industrial History 1 c or Mineralogy ' Botany, Embryology, Cal cuius, Chemistry, or Sociology Note. — The right is reserved not to give any elective offered during the fewer than five students apply, although the effort will always be made to respect. Advanced Bookkeeping and "1 „ Business Correspondence J Bacteriology 2 (4) Forestry or Metallurgy ... 5 Calculus, Botany, Chemistry, 1 r or Astronomy ) Literature or Agricultural Chemistry Current History Bacteriology Psychology, Botany, or Industrial Chemistry Thesis ... 2 ... 3 3(4) \ 10 ... 3 2(4) (10) Junior and Senior years for which accommodate every student in this NASHVILLE. We arrived at Nashville, Tennessee, on Saturday, November 28th. Nashville is the educa- tional centre of the South. There are no less than eleven institutions endued with power to confer degrees, viz. : — Vanderbilt University, the University of Tennessee, Belmont College, Feabody Training College, Beaufort College, St. Cecilia's Institute, Boscobel College, Ward College, Fiske University, William's College and Walton College. The last three are for coloured folk. We were not much impressed with the Fiske University, which seems to be sadly crippled for want of funds. With the Peabody Training College, we were immensely pleased. There are 700 students in training. A special report of this institution appears later on. The schools in Nashville did not strike us as anything peculiar, except that, as in so many towns of the States, we were impressed by the thoroughness with which English is taught. I wish to call attention to the English course in the eighth grade in their Primary schools, which is as follows ; — ENGLISH COURSE. EIGHTH-B GEADE. A. In General. I. No. Book. Piiat Quarter. Time. 118 Arabian Nights II. .. 2 weeks 89 Gulliver's Travels .. 3 weeks 35 Swiss Family Robinson... Second Quarter. .. 3 weeks 51 Rip Van Winkle, etc . 3 weeks 37 Courtship of Miles Standish . .. 2 weeks 1 Evangeline .. 4 weeks II. Cost of books 10, 13, and 15 cents each— «3 cents in all. III, The work is to coosist of — 1. Study of text as for any lesson ; 2. Recitation on same three days a week, Monday, Wednesday, and Friday. 3. Composition, based oq same two days a week, Tuesday and Thursday. IV. No other text to be used, or, in fact, necessary. V. Many of the details are suggestive only, and might be agreed upon at regular teachers' meeting. B. In Detail. First Qunrter. I. " Arabian Nights." Part IL 1. Study of the Stories (C lessons) : (o) Proper names, as in II., &c., below. (b) Words, as in II., &c., below. 2. Composition : (a) Reproduction (2 exercises) : (These to be written and corrected in class.) Subjects — Last Adventure of the Captain (chap. v.). Abou Hassan's Trick. Sinbad's Escape (pp. 100, 162). 70 Report on Education in the United States. (J) Invention (2 exercises) : The Treasure in the Cave. 1 ^o b, b.„c.«. Abou Hassan and the Countryman. ^ UCTSda'? Sinbad in Central Africa. f ThuJk.y. 11. "Gulliver's Travels." I . Introduction, used as a lesson. t-'. Study of the Story (9 lessons) : (a) Pkces : Leyden, East and West Indies, Bristol, Van Diemen's Land, Burgundy, &c. (6) Study of Words : Meaning studied, and words used in original sentences; all allusions learned. 3. Composition: (o) Reproduction (3 exercises) : Subjects — Capture by the Lilliputians (pp. 23-25). Amusing the Court (pp. 49-51). How Children are Trained (pp. 76, 77). (5) Invention (3 exercises) : Visit to a Lilliputian School. Making Shoes for Gulliver. A Lilliputian's Letter to Gulliver. III. "Swiss Family Robinson." 1. Study of the Text (9 lessons) : (a) As above. (6) As above. 2. Composition : (a) Reproduction (3 exercises) : Subjects — Making Monkeys I'seful (pp. 20, 21). The Kangaroo (pp. 48, 49). The Ca\e Home (pp. 80-82). (6) Invention (3 exercises) : Attack by an Eagle. An Unwelcome Visitor. Fritz's Letter from Europe. Second Quarter. 1. "Rip Van Winkle," &c. 1. Introduction, pp. 1-6, as a reading lesson. 2. Study of the Story (9 lessons). (a) Proper names, as above. (6) Words, as above. (c) To be memorised: p. 9, par. 1 ; p. 15, par. 2; p. 55, par. 2, &c. 3. Composition: (a) Reproduction (3 e.xercises): Su'bjects — The Ghosts at Ninepins (pp. 17-19). \'an Tassel's Home (pp. 44, 45). The Fate of Canonchet (pp. 93-95). (6) Invention (3 exercises) : Sii'bjects — An Adventure of Young Rip. Brom Bones Meets the Spectre. The Indian Village. II. "Courtship of Miles Standish." 1. Study of the Story (6 lessons): (a) Proper names: Pilgrims, Miles Standish, Pur.'tan, Damascus, Flanders, Ciesar, Saint Gregory, Luther, &c. (6) To be memorised: pp. 14, 15, lines 34-42; pp. 22, 23, lines 12-29; p. 28, lines 83-90,' p. 44, lines 151-154; p. 78, lines 61, 62, &c. 2. Composition : (a) Reproduction (2 exercises). Subjects— An Incident of Julius Ca?sar (pp. 22, 23). The Council of War (pp. 54-57). Fight with the Indians (pp. 84-91). (6) Invention (2 exercises) : Subjects — An Indian Attack on the Village. A Puritan School. The Mayflower's Return Voyage. in. "Evangeline." 1. Litroductory Part (2 lessons). 2. The Poem (10 lessons) : (a) Places, as above. (6) Words and allusions, as above, (f) To be memorised: lines 148-158; 210-217; 348-352; 818-824; 872-882, &c. 3. Composition : (a) Reproduction (4 exercises) : Subjects — ^ The Village (lines 1-36). Outdoor Scene (lines 171-198). Indoor Scene (lines 199-217). The Notary's Story (lines 300-325). The King's Order (lines 419-459). A Southern Scene (lines 751-777). 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CS § 3 o u a n ,£1 ra O .2 03 ce 00 00 > '3 o SS i 3 Q J a CS O OD o Hi a .13 s 3 O 1 ^ 1 s g o 3 3 UNIVERSITY OF CALIFORNIA LIBRARY, BERKELEY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW Books not returned on time are -^i-*^'» „-„SL»^ 50e per volnme after the th.rd day overa , ^^^ .^ S'el^fd^rarw'^neqrapp^'ation^ is n,ade before expiration of lo an period. €C 5 \9n 72^ 0^^^ m^ so ^930 22Nov'505A 10>n-4,'28 Y^ 01677 f^f){)2(Vl UNIVERSITY OF CALIFORNIA LIBRARY