and teachers are legally qualified and have complied with all the requirements of the high school board.

5. Equipment.

Each school shall have:

a. A library of at least 500 volumes, containing all needed reference books together with special libraries for grade work in history and geography. Additions must be made each year and not less than twenty-five dollars shall be expended annually for this purpose.

b. Necessary wall maps, charts and globes for work in history and geography.

c. At least three sets of supplementary readers for each grade. d. An International Dictionary or its equivalent, and several copies of smaller dictionaries for use in intermediate and grammar grades.

NOTE. In order that there may be some uniformity as to what constitutes a satisfactory equipment, it is suggested:

1. That for work in geography each school be supplied with a globe, preferably one suspended from the ceiling and not less than eighteen inches in diameter, and the following maps: the world on Mercator's Projection, the Eastern and the Western Hemisphere, the United States, North America, South America, Europe, Asia, Africa, Australia, Minnesota. The three first named ought to be of a larger size than the remaining seven.

2. That for work in United States history each school be provided with a large outline map of the United States painted on slated cloth. With the aid of colored crayons very effective use can be made of this map.

3. That the supplementary reading be made up wholly of books not arranged in series for grades.

4. That one International Dictionary, or its equivalent, be considered sufficient for a school of six departments or less.

5. That pupils be encouraged to purchase small dictionaries after they have been admitted to the fourth grade, and that, in places where it is considered inadvisable to make this requirement, the school board furnish one dictionary for every four pupils above the third grade.

6. Requirements for Special Grant of $500 for High School Department.

In addition to meeting the preceding requirements, each school shall:

a. Have a suitable building of not less than six rooms, including a laboratory.

b. Employ not less than six teachers during the entire year for which aid is granted.

c. Provide the principal a suitable office in addition to his regular recitation room, and allow him not less than two periods daily during school hours for general supervision.

d. Place the assistant principal in charge of the high school department, including grammar-school students seated in the room. e. Pay the principal a salary of not less than $1,000 a year; and teachers doing high school work, not less than $540 a year. NOTE.The salary limit of the principal becomes effective September, 1914.

f. Enroll not less than fifteen pupils in the high-school depart

ment.

g. Maintain classes in not less than two years of high school work of such character that it will admit students to the third year of any state high school.

h. Adopt a liberal policy in making provision to supply the following library facilities and scientific equipment as rapidly as classes come forward to need them:

1. Material in sets for a four years' course in high school reading. 2. A botanical or zoölogical outfit of tables, inexpensive dissecting microscopes, one compound microscope, dissecting instruments, glass jars and alcohol or formalin for preserving material, etc.

3. Apparatus and equipment adequate to carry on a year's work in physics as outlined in standard manuals.

4. Suitable desks, chemicals and glassware for a year's work in chemistry.

5. A working school library for the use of students in the preparation of their daily work. It is better to equip the classes one or more at a time, and equip each thoroughly, than to scatter a small appropriation. The principal subjects which require assistance from a working library are: English literature, general history, civics, political economy, senior American history, senior geography, physiography, chemistry, physics, zoology, botany, foreign lan

guages.

i. Require the completion of work necessary to obtain sixteen credits before issuing a diploma to any of its students. A year's work in a subject is a credit.

V. NEED FOR ELEMENTARY EDUCATION

[From Illiteracy in the United States. Bulletin No. 20, 1913, United States Bureau of Education, pp. 7-9.]

The federal Census for the year 1910 shows that at the time the census was taken there were in the United States 5,516,163 persons

10 years of age and over unable to read and write.

This was

The

7.7 per cent of the total population 10 years of age and over. full meaning of these figures will be better understood when it is remembered that the number of illiterate persons 10 years of age and over in the United States is less by only a few thousands than the total population 10 years of age and over in all the New England States, or in the states of Montana, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, Idaho, Washington, Oregon, and California, and more than the population 10 years of age and over in the cities of Boston, Baltimore, Washington, Buffalo, Cleveland, Detroit, Cincinnati, Pittsburg, Indianapolis, Louisville, New Orleans, St. Louis, Kansas City, Minneapolis, St. Paul, Seattle, Spokane, San Francisco, and Los Angeles. In double line of march, at intervals of 3 feet, these 5,516,163 illiterate persons would extend over a distance of 1,567 miles more than twice the distance from Washington City to Jacksonville, Fla. Marching at the rate of 25 miles a day, it would require more than two months for them to pass a given point. A mighty army is this, with their banners of blackness and darkness inscribed with the legends of illiteracy, ignorance, weakness, helplessness, and hopelessness - too large for the safety of our democractic institutions, for the highest good of society, and for the greatest degree of material prosperity.

To

Their ignorance is not wholly nor chiefly their own fault. a large degree it is due to the lack of opportunity, because of the poverty or negligence of the States and communities in which they spent their childhood.

Of these illiterates, 3,184,633, or 58 per cent, were white persons, 1,534,272, or 28 per cent, were native-born whites, and 1,650,361, or 30 per cent, foreign-born whites; 2,227,731, or 40 per cent, were negroes. The remaining 2 per cent were Indians, Chinese, Japanese and others.

Of the total number of illiterates, 1,768,132 lived in urban communities and 3,748,031 in rural communities,-in small towns, villages, and the open country. Of the urban population, 5.1 per cent were illiterate, of the rural population, 10.1 per cent.

Of the total rural population of the United States, 4.8 per cent of the native white persons and 40 per cent of the negroes 10 years of age and over were illiterate.

Of the urban population, 0.8 per cent of the native white persons and 17.6 per cent of the negroes were illiterate. The per cent of illiterates among the foreign-born whites of the urban population was much larger than that of the native white population. In the New England, Middle Atlantic, and East North Central

States, the percentage of illiteracy was greater in the urban than in the rural population. For the rest of the country, illiteracy in the rural population was from two to five times greater than in the urban population.

The following tables show that the per cent of illiteracy in the population from 10 to 20 years old was much less than in the population over 20 years of age. Of the total 5,516,163 illiterates, only 818,550 were between the ages of 10 and 20, while 4,697,613 were over 20.

1 The proportion of illiterates among males 15 to 19 years of age was nearly fifty per cent greater than that among females of the same age.

The census reports show that in 1910 there were 2,273,603 illiterate males of voting age, that is, 21 years of age and over, of whom 617,733 were native-born whites, 788,631 foreign-born whites, and 819,135 negroes. The per cent of illiteracy of the total male population of voting age was 8.4; of the native-born white men, 4.1; of the foreign-born white men, 11.9; of the negroes, 33.7. The total number of illiterate men of voting age in the entire country was greater than the total number of men of voting age in the States of Kentucky, Tennessee, Alabama, Mississippi, Delaware, and the District of Columbia. In some States, and in many counties, the illiterate voters hold the balance of power in any closely contested election.

The problem of adult illiteracy is no longer one of race or of section. In 1910 the total number of white illiterates was greater by 956,902 than the total of negro illiterates, and the number of illiterate white men of voting age was greater by 585,229 than that of illiterate negroes of voting age. Massachusetts had 7,469 more illiterate men of voting age than Arkansas; Michigan, 2,663 more than West Virginia; Maryland, 2,352 more than Florida; Ohio, more than twice as many as New Mexico and Arizona combined; Pennsylvania, 5,689 more than Tennessee and Kentucky combined.

Boston had 24,468 illiterates over 10 years of age; Baltimore, 20,325; Pittsburgh, 26,627; New Orleans, 18,987; Fall River, 12,276; Birmingham, 11,026; Providence, 14,236; Nashville, 7,947; Washington City, 13,812; Memphis, 8,855.

The per cent of illiterates in the population over 10 years of age was, in New Bedford, Mass., 12.1; in Dallas, Tex., 4.0; in Lawrence, Mass., 13.2; in Wheeling, W. Va., 3.2; in Amsterdam, N. Y., 10.3; in Little Rock, Ark., 6.5; in Passaic, N. J., 15.8; in Augusta, Ga., 10.9; in Green Bay, Wis., 5.7; in Paducah, Ky., 1.8; in Woonsocket, R. I., 9.1; in Dubuque, Iowa, 0.9; in Bayonne, N. J., 9.1; in Knoxville, Tenn., 6.5; in Utica, N. Y., 8.2; in Roanoke, Va., 6.9.

These figures indicate that, if all classes of population are considered, no section can claim even approximate freedom from adult illiteracy.