Cortland have been extensively repaired, and that at Genesee is now undergoing improvement. At Potsdam the building has received an addition that adds greatly to its utility, and makes it one of the best in the system.

For more than forty years it has been customary to annually assemble the teachers of each county in institutes lasting two weeks, for instruction in methods of work, Many objections have been urged against this plan, specially since a law was passed in 1885, compelling the closing of the schools while the institute was in progress. Defects have existed in the manner of conducting the institutes, and it is hoped that when these are removed and more effective organization secured, good results will be accomplished, and the objections against the plan removed.

The system of granting teachers' licenses by local officers has proven to be a pernicious one, and results in the licensing of too large a number of persons and many very inefficient ones. It is proposed to abolish the system entirely and substitute examinations by city superintendents and school commissioners upon uniform question papers prepared by the State department.

In four of the large cities annual examinations of great severity have been held for applicants for life certificates, which license the successful candidates to teach in any public school of the State. In 1886, 125 were examined and 33 of the number obtained certificates.

The salaries of teachers in the cities and larger towns are usually ample and promptly paid, but this cannot be said of the villages and outlying districts as a rule. It too often happens that teachers in the country do not receive their small pittances until months after the work has been done, and it is proposed to remedy such injustice by legislation as far as possible.

There has been too great a tendency on the part of many school officers to adopt new methods of teaching, solely for the sake of novelty, and to show too little regard for thoroughness in instruction. Too much attention has been devoted to the advanced classes at the expense of the younger pupils, and several branches formerly considered absolutely essential have in many cases been virtually dropped in following specious theories that produced no good results.

The State does not control any institution for manual training, and it is doubted whether the establishment of such a school under the direct supervision of the State authorities would be altogether wise, although it is thought that inducements might with propriety be held out to localities to open schools of that kind.

By an act of the Legislature, passed during 1885-'86, arrangements have been made with the National Museum of Natural History by which courses of illustrated lectures upon anatomy, physiology, zoology, and other subjects will be delivered to the teachers of New York City and Brooklyn and to all the normal schools of the State. The new plan is considered to be of great future importance in educational work.

In the matter of buildings there has undoubtedly been a great advance in the last year. The new houses that have been erected in the cities and towns have been almost invariably excellent, but not so in the rural districts, where many of the huts occupied by schools are deficient in every respect. A reform is suggested in the manner of inspecting buildings, and a plan proposed for furnishing free plans and specifications for houses of low cost when needed by country districts.

A permanent educational exhibit was established in August, 1886, in the capitol at Albany, for the purpose of displaying the text-books and apparatus used in the schools, and to show the progress of educational work generally. Numerous contributions have already been received, and only the provision of a suitable room for the display, by the Legislature, seems necessary to the success of the undertaking.

The problem of educating the Indians on the reservations in the State has shown itself to be a difficult one. It is hard to secure good teachers willing to undergo the hardships that are inevitable, and incompetent persons have in some instances been sent as educators to tribes that are almost totally lacking in desire for improvement and that should have the services of superior teachers.

One hundred and thirty-six deaf mutes and 32 blind children were appointed during the year as pupils in those institutions to which the law authorizes appointments to be made. A total of 991 State pupils were instructed at the institutions for the deaf and dumb, and for them $220,529.79 were paid. The whole number instructed by order of the State at the Institution for the Blind was 230, costing $48,769.45.

NORTH CAROLINA.

The comparative summary of statistics for the years 1885 and 1886 shows that progress has been made. But one of the lamentable considerations is that so many of the poorest people do not avail themselves of the school facilities afforded them.

Both the normal school and institute statistics show large attendance, and imply, what is the truth, that the teachers are improving.

While quite a number of school-houses have been built during the two years, the figures show that the valuation of school property is very small, and that the State is sadly deficient in this item of prime importance.

The superintendent of public instruction sums up the educational needs as follows: (1) Longer school terms, which will require more money; (2) active and com petent superintendents in all the counties; (3) permanent normal schools for the prep aration of competent teachers; (4) a better sentiment in favor of public education.

OHIO.

The State of Ohio bestows the benefits of public education on all classes of her citizens. In the common schools all her youth, except those in need of reform and such unfortunates as the blind, the deaf and dumb, and the feeble-minded, may extend their studies in language, natural science, and mathematics until they are prepared to enter college work. Three State colleges open their doors almost without charge for tuition to those who have been graduated from good public high schools, and these colleges are soon to provide professional education on the same liberal terms. At Xenia, in the Soldiers' and Sailors' Orphans' Home, the children of those who died in the service of the nation are given an education so practical that it combines both mental and industrial training.

County children's homes, supported by public taxation, have been very generally established in Ohio for destitute children of tender age. Besides this, there are within reach of all the people public libraries containing more than a million books which, by their distribution, complement the grand work of public education in the State. Indeed, so far-reaching is the educational policy of Ohio that it extends to all the reformatory institutions. In Fairfield County is an industrial school for boys who need restraint. A similar school for girls is located in Delaware County, and at Mansfield the experiment of reforming youthful criminals by means of the application of sound educational principles is to be made in an "intermediate penitentiary." For the support of common schools alone the State expended in the year 1885 more than $10,000,000, of which amount $7,200,000 was raised by local taxes voluntarily imposed. Experience has taught the people that public education pays, and that money invested in good schools unfailingly produces an abundant harvest of all those elements which are necessary to the lasting prosperity and happiness of the children. As public education is more liberally supported in Ohio than ever before, so the results of public education are more gratifying than they have been at any former period in the history of the State, and the progress made is praiseworthy and encouraging.

Private schools have for many years been liberally patronized. Academies, seminaries, and denominational colleges are found in every quarter of the State. Professional education does not receive much attention from the State government, but in various private institutions law, medicine, and theology are well taught. The State examinations for admission to the bar have done much to encourage thoroughness in the study of the law. A similar arrangement for those who are candidates for the degree of Doctor of Medicine is recommended by prominent physicians and other iniluential citizens. On the whole, the private schools of the State are making progress, and they constitute an invaluable part of the educational economy.1

OREGON.

The statistical summaries indicate a marked improvement in the public-school work of the State.

Some of the good results of the institutes are apparent in many ways: a growing public sentiment in favor of better qualified teachers; more thorough and practical work in the school-room; the improvement of teachers intellectually and professionally; an increased attendance at county institutes and local meetings, and more general interest in educational work.

The school system of the State is yet in a formative condition. This is seen in the amendments that are made, from time to time, to the school law. But of all weak points in the latter the private examination plan" and the "renewal system" are the very worst and weakest.

PENNSYLVANIA.

The number of schools is keeping pace with the natural increase of population, but there is a tendency throughout the State to decrease the number of pupils under the care of one teacher. In 1876 this number was 47; it is now 44.

There is only one county whose average school term is not over five months, against sixty-six counties whose average is above five months, and forty-one counties whose average is above six months.

Within a few years the relative proportion of male and female teachers has rapidly changed. In the report of 1880, excluding Philadelphia, the male teachers numbered 9,655, and the female teachers, 9,650. In 1886 the number of male teachers was 8,707, and the number of female teachers, 12,313. The main causes of this rapid change are, first, the increased attention given to primary instruction by means of the graded

1 State School Report, pp. 376-377.

schools, and, second, the lower salary paid to female teachers. But in order to secure the very highest talent attainable these salaries must be greatly increased. The average monthly salary of female teachers, excluding Philadelphia, is now only $29.41. This is by far too small for efficient teachers, and quite too large for poor ones, if measured by educational results.

As to the normal schools, the large supply of teachers required for the educational work of the State, and the very low average of salaries given, make it difficult to lengthen very much the present term of study. Some, with great earnestness, have advocated the addition of another year. In due time this will come and be of immense account in enlarging the sphere of professional studies, and giving opportunity for more definite and continuous model practice. The number of scholars who have attended these schools since their foundation is now 67,073.

It is plain that all the teachers cannot have the benefit of a professional training. The number is too great to expect this; but they may gain knowledge and inspiration by attending the teachers' institute. We note particularly the large and increasing membership, reaching nearly 18,000, the vast body of spectators numbering more than 30,000.

RHODE ISLAND.

In relation to the general condition of the schools; there is a very perceptible advance in the methods of teaching, routine has less sway than formerly, the work of the school-room is connected more with the outside world, a form of instruction is being shaped very clearly by the thought that it is preparation for life, the higher motives are being held up before the children, there is a deeper sense of the responsibilities of the position of teacher, and more earnest efforts to make permanent impressions upon their charges.

Among the pupils, as a general rule, there is a better spirit, more of a disposition to unite with the teacher, instead of against him, more comprehension of the meaning of school and education, more readiness of mind to grasp and handle ideas, more facility in the solution of common problems in every day life, more general knowledge and more interest, consequently, in their studies.

Improved methods of instruction are particularly noticeable in the branches of geography and history. The pupils are being led to study the subject, rather than the text-books. These are not discarded, but are used as guides in the pursuit of the general topic. Books of reference, both of a direct and of an indirect nature, are supplied for the pupils, and they are taught how to search for a fact or a truth, and are thus led up to the enjoyment and appreciation of original investigation and study. The study of physiology, under the impulse of the law requiring that instruction therein shall be given in all of the schools, has made very commendable progress. Specific text-books have been adopted in nearly all of the towns, and classes have been formed in the grammar schools and among the older children in the ungraded schools. In the high school it has always been studied. In the lower grades of schools little has been done, as yet, except in the direction of simple, practical talks upon the subject by the teacher.

SOUTH CAROLINA.

In no portion of this educational field are the signs of progress more striking than that occupied by the public schools. With a steadiness truly wonderful the enrolment of pupils has risen from 30,448 in 1870 to 183,966 in 1886, and the average attendance, which is a better test of the actual work, has risen without a break from 101,816 in 1882, when first recorded, to 126,696 for 1886.

The desire for the establishment of the well-organized graded-school system is widening and deepening year by year. The economy of the system, the freshness, thoroughness, and facility of the teaching done under it, the improvement in discipline and general results, are so convincing that its adoption by all the towns in the course of a few years may be safely predicted.

The most cheering fact in this survey is the well-marked improvement in the teachers. Among a large number of them there is now manifested more professional interest, a keen desire for self-improvement, and a more eager purpose to master the best methods of teaching. All of these encouraging features are unquestionably the direct results of a few slight changes in the law, a progressive raising of the standard of examinations, and the influence of the State and county normal institutes.

TENNESSEE.

After making all allowance for the imperfect records of preceding years, it is evident that the past year has witnessed a large increase in the average daily attendance over any preceding year since the establishment of the public schools. This increase is largely in excess of the increase in scholastic population or enrolment.

Many of the county superintendents have shown great energy and ability in organizing and conducting institutes. The number held during the past year was 443; an increase over the preceding year of 94. The effect is seen in the steadily increasing

skill of the teachers, the greater zeal of the directors, and the growing popularity of the public schools in those counties where they were held.

The feature of all others which gives the most encouraging sign of improvement during the past year is the increase in the number of graded schools. The schools of all the cities, and of many of the towns of the State, are now completely graded. A considerable number of the country schools are graded.

The greatest defect in the educational system of the State has always been the neglect of the primary departments and the imperfect methods used in primary instruction. Nothing will do more to benefit the primary work than the establishment of a uniform system of grading the schools.

TEXAS.

Notwithstanding many serious difficulties have attended the administration of the public schools during the two scholastic years just ended, the cause of popular education has steadily advanced, the schools have become more efficient, and the general public is better satisfied with the results attained.

Among the improvements made in the school system may be mentioned, as the one of greatest importance, "the district system," which has been provided for a large number of counties. A great portion of the State, however, is so sparsely populated as to make the district system of doubtful feasibility, but it has been demonstrated to be superior for the well-populated counties.

The State has reason to be proud of the progress of her teachers. For many years they have held annual State associations, but until recently these have been poorly attended and awakened no enthusiasm. In 1884 the one for white teachers at San Antonio was a success; in 1885 the one at Waco, a grand success; and in 1886 the one at Austin was in every respect one of the most imposing and learned gatherings in the history of the State. The colored teachers have also held annual meetings and have each year added to their interest. The one of the present year at Galveston was largely attended and participated in by educators who reflect great honor on their race and on Texas. The white teachers have also organized a State teachers' reading circle, and its success is assured.

The demand for local supervision of the public schools is imperative. With the aid of such officers the efficiency of the schools would be increased tenfold. As a rule county judges are incompetent to supervise the schools, because they have not been trained in the art of school management. In nearly all cases the labor entailed on them by the school law is distasteful. They do not visit and lecture in the schools, nor do they hold county institutes. They are but machines for the disbursement of the school fund. The schools are therefore practically without local supervision.

VERMONT.

The average number of days' attendance for each scholar enrolled is only 88, the other 48 days being virtually lost to the scholars of the State because of irregular attendance.

The work of teaching the effects of stimulants and narcotics in the schools has made some progress. The first essential in this, as in all other educational work, are qualified teachers. In some counties a good number of teachers are giving oral lessons and the interest is encouraging. Oral teaching is evidently the better method of presenting this subject in elementary schools.

The question of "the town system" of public schools has excited more interest during 1885-86 than any other pertaining to school matters. There is a deep conviction that the success of the common schools and the progress of education in the State depend very largely upon the decision of this question. It is greatly to the credit of the town system that it has proved a success in nearly every town that has given it a five-years trial. Of the New England States, Massachusetts and New Hampshire, after trying both systems for years, have adopted the town system for all the towns. Maine, Rhode Island, and Connecticut are fast moving toward it.

The following suggestions are made by the State superintendent: (1) That provision be made for the annual enumeration of all the children of school age in the State. (2) That the laws for compulsory education be fully revised and some officer designated in each town to see that they are strictly enforced. (3) That towns be required to furnish all necessary text-books free for the use of scholars. (4) That the town system of schools be adopted by the State, and that all public schools of whatever grade be included under its provisions.

VIRGINIA.

The number of schools opened in 1886 was 6,763, and the increase of schools during the past five years was 1,381.

The difference between total enrolment and average daily attendance was 135,945, which is rather a startling figure. Divided by the number of schools, it gives an average absence of about twenty pupils to each school.

It is not too much to say that there are many carnest, faithful, efficient teachers in the public schools of Virginia, and many who willingly avail themselves of any means of improvement within their reach. There are others of whom this cannot be said. Better salaries would increase the number of competent teachers, and better teaching would tend to increase salaries.

Virginia moves somewhat slowly toward attaining the full measure of her duty in regard to teachers' institutes. She has never been lavish in the bestowal of legislative encouragement and support in this direction. That institutes have been of great value to teachers cannot be questioned. But the only fund available for such purposes is that derived from appropriations generously made by the board of trustees of the Peabody education fund.

The valuable work done during the summer session of the present year so benefited and won the confidence of the teachers in attendance that it is hoped larger numbers will be attracted in succeeding years.

WEST VIRGINIA.

An analysis of the statistics shows the schools to be in a healthy condition and gives cause for encouragement. Fifteen high schools have been established in connection with the graded schools of the State. They are doing good work, and are growing in favor with the people.

During the past two years the institutes have been much more largely attended, and the teachers through their resolutions have expressed their appreciation of the work done and of the manner in which it has been carried on.

The enrolment of teachers at county and Peabody institutes for the past six years shows an increase of 1,678, and a total attendance for the present year of over 6,000 teachers.

The present law regulating the purchase and sale of free school text-books has been in operation for several years and has rendered general satisfaction. The effect is, that school books are supplied to the people at a uniform price all over the State, and much more cheaply than without this regulation.

Libraries have been started in about thirty town schools. This work has been almost entirely due to the enterprise of teachers and boards, and cannot be too highly commended.

ALASKA.

The appropriation of $25,000 made by Congress in 1884 for the establishment of public schools in Alaska was not utilized until the spring of 1885, when the Secretary of the Interior, on the 2d day of March, assigned the work of making provision for the education of the children of Alaska to the Bureau of Education.

On the 11th of April, 1885, the office of "General Agent of Education in Alaska" was created, and the Rev. Sheldon Jackson, D. D., was appointed agent.

In Southeastern Alaska the establishment of schools, in comparison with the difficulties met in other sections of that land, was easy, as four of the seven schools could be reached monthly by the mail steamer. Further, schools had been kept at all these points but two for several years by teachers in the employ of the Board of Home Missions of the Presbyterian Church. This missionary organization was the first of the American churches to enter that neglected land. Finding no schools, they established them side by side with their missions, proposing to furnish educational advantages until the General Government should be ready to do it. Therefore, wherever the Government was ready to undertake the work in any village occupied by the Presbyterians, they turned over their schools to the Government. As they had a body of efficient teachers already on the ground, acclimated, experienced in the work, more or less acquainted with the native language, and possessing the confidence of the people, it was both more economical to the Government and for the best interests of the schools that these teachers should as far as possible be re-employed, which was done. Owing to difficulties of transportation, but one school was established in Western Alaska. During the year ten schools were in operation with an aggregate attendance of about 750.

Arrangements are in progress for the coming year by which a vessel can be chartered to visit some of the more distant sections of the country and establish schools in the chief centers of population.

ARIZONA.

A study of the comparative school statistics affords a very fair showing, and indicates that the schools have made satisfactory advancements in all respects since 1884. This is evident from the following particulars: (1) Both the enrolled and average daily attendance have largely increased. (2) More and better school-Louses have been erected and supplied with better furniture and school apparatus. (3) The teachers are better qualified. The number holding first-grade certificates is 8, or 63 more than are necessary for supplying the graminar grades; hence, about one-half of the primary schools, in which thorough teaching is most necessary, have been in