the pupils at manufacturers' wholesale rates. Experience and opinion, however, seem adverse to both these plans." Township uniformity desired—Experience of East Saginaw with free text-books.-Superintendent Nelson, of Michigan: "The adoption of the township system will, in my opinion, open a new way for the speedy adjustment of the difficulties arising out of the diversity and expense of text-books. There can be no question that the variety of the text-books in use in our public schools is one of the most fruitful sources of dissatisfaction to the patrons of the schools and a very serious obstacle to securing the best results in school work. This is especially apparent in our ungraded district schools, where frequently the number of text-books on some one subject will equal the number of children enrolled in the school. The disadvantages of such a diversity are too apparent to need any argument. How best to secure some degree of uniformity and at the same time reduce the cost of the text-books to a minimum is a question of great importance to the educational interests of the State. "After thoughtful consideration of the various plans and expedients suggested I am convinced that the solution of the problem lies in the consolidation of the school districts of each township and placing all the schools under the control of a township board of education and having a uniform series of text-books for the township, all such books to be purchased by the township district and loaned to the pupils under such regulations as the board of education may prescribe. The advantages that would naturally follow making the township the unit in school matters are referred to elsewhere in this report. The best argument in favor of free text-books will be found in the universal approval that this plan has received in localities where it has been tried. "East Saginaw is the only city in this State where the pupils of the public schools are furnished text-books and stationery. By special act of the Legislature of 1885, the board of education was given authority to purchase text-books and all the necessary supplies for all scholars attending the public schools. The plan has therefore been in operation less than two years. That it has proved satisfactory is shown by the following statement from Mr. C. B. Thomas, city superintendent: ***The free text-book plan was adopted here in June, 1885. It has therefore been in operation about a year and a half. In this time we have pretty nearly completed our plant-i. e., bought a stock of books, slate and lead pencils, pens and pen-holders, writing and drawing books, paper and pads, etc., etc., for two years. "Our total expense for the stock is about $7,000; about $4,500 last year, and $2,500 thus far this year. Suppose we call it in round numbers for the two years $8,000. ***Our school enrolment is or will be 4,500. The figures then stand thus: Amount invested in books, etc. Number of pupils supplied........ Cost per pupil........ $8,000 4.500 $1.77 "Our books after two years' service will be in excellent condition. Even the first readers, in the hands of little children six years of age, after a full year's service, are sound, not much soiled, and good for a year or two more of similar careful usage. ***The advantages of the system may be summed up about as follows: 1. A gain of from 25 per cent. to 40 per cent. on first cost. **2. A gain of at least 33 per cent. in the time the book will be usable. "3. I think, taking the last two items together, we make a gain of not far from 50 per cent. in cost to community. ***4. Classes are uniformly supplied, both as to time and material. 5. No distinction between rich and poor. 6. I am quite confident that about $0.50 per scholar will keep the stock good, the children always furnished. ***7. To insure care, we fine children who needlessly or maliciously injure books in their hands.' "I would suggest that the law be amended so as to empower any district to authorize the purchasing of text-books for use in the schools of the district and am satisfied that wherever tried it will result in an increased attendance, better instruction, and cheaper books." Enforced uniformity in every school of a county.-Superintendent Preston, of Missis sippi: "A law without a penalty is a mere exhortation and may induce the timid to ply; but it has no power to loosen the parental grip on a dime which is asked for by the child who wants a new first reader-especially when there is on hand an old one which has served the father and possibly one or two of the older children. So the child goes to school and is ready to be classed with ten others who have books alike. The teacher must devote an undue proportion of time to this one pupil, or neglect him altogether. I cite this as a simple illustration of what exists in nearly every school in the State Every teacher has encountered this obstacle to successful work, and has been powerless to remove it. If we determine to touch this subject by legislation, and I think no one will question the propriety and necessity of doing so, we should pass a law with a penalty, and have enforced uniformity in every school of a county, except those of separate school districts. These should conform as nearly as possible to the county adoption; but from the nature of their organization they should be allowed to select books suited to their particular wants." A strong argument for free text-books.-Superintendent Strayer, of Cambria County, Pa.: "The want of uniformity in text-books prevents classification in a few districts. Constant change of teachers and pupils from different districts hinders classification. Here is a strong argument for free text-books. Is it right that teachers and pupils should be required to purchase books when a change of school or residence is made? The same principle that makes tuition free should make every department of our common school system free. The plan is in successful operation in the most progressive boroughs and districts in the county, and a few more years will doubtless witness a general adoption of free books and school supplies throughout the county and State." The law should be mandatory.-Superintendent McNeal, of Dauphin County, Pa.: "Two districts, Conewago and Lower Swatara, have for several years furnished free text-books. Since the Legislature affirmed the power of school boards to do this, several other districts are gradually adopting the plan by furnishing the books in one or more branch each year. "In our opinion the law should have been mandatory instead of permissive, and it is a matter of only a few years until it will be so amended. "The policy has been thoroughly tested in the districts named, and the people are fully convinced of its wisdom as a measure of economy. It has been proven that the average annual cost to each taxable in furnishing all the books used in the schools is less than thirty-three cents. While this is the most forcible argument in favor of free books that can be used with the tax-payers, those engaged in school work know that the plan has many more advantages. It is the only practical question pertaining to school text-books. With free books, county and State uniformity is neither necessary nor desirable." In Colorado.-Superintendent Cornell says: "There is a strong and growing sentiment in this State in favor of school districts purchasing and owning the text-books. The frequent changes that our people make from one locality to another has caused the purchase of text-books to become a burden." Give unqualified satisfaction in Minnesota.-Superintendent Kiehle: "The provision for text-books is usually borne by the pupils or their parents. "In the aggregate, the cost of books is not great when compared with the cost of instruction, but to the individual it may be so heavy a burden that, when, to the cost of maintaining children, the cost of school books is added, it becomes a serious obstacle to prevent them from availing themselves of what is otherwise a free school. "For this and other reasons, the plan has been adopted in many cities and in several States, permitting the districts or townships to supply free text-books to all the children. The districts that have made thorough trial of this plan report their unqualified satisfaction. "In view of the advantages to our education in increasing attendance, in cheapening the price of books, in improving the instruction and grading by a full and prompt supply of text-books, all well attested by abundant testimony, I recommend the enactment of a law authorizing school districts to make purchase of such text-books and supplies as are necessary for the instruction of their pupils." How the text-book question will be solved.—Superintendent Raab, of Illinois: “Various are the devices which have been proposed for the purpose of supplying cheap or free textbooks to the pupils in our public schools, and every session of our legislature witnesses a number of bills for accomplishing this end. No doubt the text-book question may be a 'burning one' in some localities, but the remedy is to be sought in a different way than by legislation. Our text-book makers attempt too much; they want to make books, which, while they are manuals for the teacher, are also books for the children to study. These two objects can not very well be accomplished in one work. The teacher must know a great deal more than the pupil upon any subject to be taught, hence the book is unsatisfactory to him; and the book for the pupil need not contain what is intended for the teacher, hence the pupil has to pay much more for his book than is just and reasonable. * * * Our authors should endeavor (1) to put no more into school books than is necessary for the pupils, and (2) should keep the matter for pupils and teachers separate, i. e., publish special manuals for the teacher. But this will not be the practice as long as teachers are not prepared properly for their work before they begin to teach, and are not so trained that they can teach without the book constantly before their eyes. All defects in the results may be traced, directly or indirectly, to that one defect mentioned above-the lack of properly prepared teachers. "Among the various plans for obviating a frequent change of text-books, the one of furnishing the books to the children at the expense of the district seems the most feasible and reasonable. It has been tried in the Boston schools with excellent results, and any one desirous of informing himself on the subject may read the Boston School Report. I do not consider the question of sufficient importance to make any suggestions further than what I have said above. In fact this question, like so many others, will be solved by provisions for the better qualification of teachers and in no other way." High school attendance increased through free text-books.-The committee on accounts of the Boston school committee report as follows: "The free text-book act has undoubtedly been a large factor in filling up our high schools and the upper classes of the grammar schools, on account of the expense saved to parents by relieving them from the purchase of text-books, which, in these grades, requires quite a large sum. This increase in the upper grades not only adds to the cost to the city for books, which is a minor expense, but adds considerably to the cost for instruction, as the teachers thus employed generally receive the larger salaries. "Two of the advantages thus far developed by the use of free text-books, are, first, avoiding delay in getting the schools into working order, and, second, in prolonging the school life of children." Progress made in the introduction of free text-books.-Notwithstanding the almost absolute unanimity of the testimony in favor of the free text-book system wherever it has been tried, it has been adopted as yet only to a very limited extent. It is surely making its way, however, and as it appears to be one of those reforms that never move backward, its general adoption can only be a matter of time. The following table gives a brief summary of the extent to which the free text-book system has been introduced into the different States and Territories, as reported to this Office: North Atlantic Division MAINE.-In about 8 per cent. of the towns. NEW HAMPSHIRE.-One city and two or three towns have adopted the free textbook law; the law will probably be made compulsory. VERMONT.-Text-books for the study of "scientific temperance are free to all pupils; no others. MASSACHUSETTS.-All towns are required to purchase text-books and loan them to pupils free of charge. RHODE ISLAND.-Two towns have adopted the plan. CONNECTICUT.-Three towns have adopted the free text-book system. NEW YORK.-Very slightly. PENNSYLVANIA.-Boards have the power to purchase books. They do so in some places but it is by no means general. South Atlantic Division DELAWARE.-In New Castle County. MARYLAND.-Books free in Baltimore City. Indigent pupils (so-called) free in the counties. DISTRICT OF COLUMBIA.-We furnish text-books to indigent pupils. VIRGINIA.—Text-books are furnished free to pupils whose parents or guardians are by reason of their poverty unable to provide books. NORTH CAROLINA.-No free text-books-children buy and own the books used. SOUTH CAROLINA.-Not at all. FLORIDA.-Three well-known citizens certifying that parents are unable to purchase books, the board will supply them. South Central Division KENTUCKY.-Allowance for each county by county judge, for indigent children, not exceeding $100 in any one year. ALABAMA.-None. TEXAS.-To no extent. North Central Division OHIO.-None, except that boards of education may purchase books for indigent pupils. INDIANA.-Under the Indiana statute a few boards of trustees supply free textbooks. North Central Division-Continued. ILLINOIS.-Boards of directors have authority to purchase text-books for indigent pupils only. MICHIGAN. One city in the State uses the system. MINNESOTA.-One or two districts. IOWA.-No text-book law, but strong probability of immediate action. MISSOURI. The system does not prevail except in the city of Saint Louis. DAKOTA.-No free text-books are furnished. Law permits school boards to furnish needy pupils. NEBRASKA-Four hundred and forty districts out of 5,218 have the free text-book system. KANSAS.-Not authorized by law. Western Division MONTANA.-Universally. COLORADO.-It is allowed by law, but has not been adopted to any considerable extent. ARIZONA.-Is not in use. NEVADA. Each school district is authorized to supply free text-books only to children whose parents are too poor to purchase them. IDAHO.-Indigent pupils are furnished text-books by the district boards of trustees, but application for such aid is seldom made. OREGON. The free text-book system does not prevail in this State. CALIFORNIA.-To indigent pupils only. ALASKA,--All books furnished by the Government. CHAPTER V. CITY SCHOOL SYSTEMS. Satisfactory progress of public education in cities-Discussion concerning the readjustment of the salaries of assistant teachers-The advantages to be derived from the general employment of men as principals demonstrated by the superintendents of the schools of Macon, Ga., and Pawtucket, R. 1.-The importance of school savings banks in teaching children habits of economy-Lack of systematic physical training in the schools, and the need therefor-Gradual abandonment of harsh methods of discipline-Arguments for and against half-day sessions-The division of classes for purposes of recitation and study-Recess or no recess-Causes and remedies suggested for truancy-The proper attitude to be assumed toward tardiness-Experiences of various cities in their efforts to secure habitual promptness-The effect of a new building upon a Baltimore schoolResults of examinations of the eyes of the school children of Memphis, Tenn., Columbus, Ohio, and Kansas City, Mo.-The popularity of supplementary reading, and testimony as to its valueThe study of music in the schools-The simplification of arithmetic-Civics, and other studiesThe opposition to written examinations, and experiments in the promotion of classes without their use-The combination plan frequently adopted-Other methods of promotion-Unpromising reports concerning evening schools in certain cities, and statements from other cities in which their condition is more encouraging-Summaries of city reports, arranged alphabetically-Explanation of the table of comparative statistics, and remarks upon the same-Table of comparative statistics of city public school systems-The difficulties experienced in preparing tables of summaries-Comments upon the table presented-The cities of various States compared-Summary, by States and geographical divisions, of comparative statistics of cities-Summary of same by classes, according to population, with observations thereupon-Remarks relating to the table of absolute statistics-Table of statistics of public school systems of 518 cities and towns, in four parts-List of 162 cities and towns from which no returns were received-List of 10 cities from which statistics unavailable for use were forwarded. PROGRESS OF PUBLIC EDUCATION IN CITIES. A review of the work accomplished by the organized systems of schools in our cities during the period covered by this Report, must afford real cause for gratification. That substantial progress and permanent improvement have been made is apparent. More effective organization, better buildings, the employment of larger numbers of trained and experienced teachers, more rational methods of instruction, greater enrolment and more regular attendance on the part of the pupils, are among the phrases which occur most frequently in the reports forwarded to this Office. Nor do these encouraging reports come from a single State or section. New England continues to manifest the zeal in the common schools that has so long distinguished that section, but the reports for the year indicate that in the interest shown by the people and in the manner in which they sustain the schools, New England maintains but scant supremacy over other sections. In the newer cities of the West, and in the impoverished States of the South, where there was perhaps the greatest need for improvement, have appeared signs of marked progress and commendable interest in school affairs. The increased number of Southern cities represented in the statistical tables, and the number of new systems mentioned in the verbal summaries, possess a significance that can not be mistaken. The popular appreciation of the schools can not be better illustrated than by the difficulty everywhere felt in providing new accommodations as fast as they are needed by the constantly growing schools. The cities in which the number of sittings is sufficient for all the requirements of the schools are rare; yet the cities that do not greatly extend their school facilities every year are much more so. In the pages immediately following may be found the opinions of experienced educators upon many questions relating primarily to education in cities that have attracted the attention of the school world, with brief descriptions of the status of various improvements suggested or undertaken. SALARIES OF PRIMARY TEACHERS. "The impression has been somewhat prevalent in the past, that the candidate for the teacher's vocation who has not the experience or attainments requisite for a position in rammar school grades, can be tried in the primary schools. This impression is deededly wrong. The person who has not the literary attainments sufficient for a gramur school, is not qualified to occupy the teacher's desk of a school of any grade; and |