GIFT OF \ Q IS REPORT on the Educational Situation in MARYLAND by a Special Committee of the Board of State Aid and Charities CONSISTING OF Dr. Philip Briscoe Thomas M. Bartlett H. Wirt Steele PRINTED AND BOUND at the MARYLAND SCHOOL FOR BOYS LOCH RAVEN. MARYLAND 1914 REPORT on the Educational Situation in MARYLAND by a Special Committee of the Board of State Aid and Charities CONSISTING OP Dr. Philip Briscoe Thomas M. Bartlett H. Wirt Steele PRINTED AND BOUND at the MARYLAND SCHOOL FOR BOYS LOCH RAVEN, MARYLAND 191 BALTIMORE, MARYLAND October 29, 1913 His EXCELLENCY, PHILLIPS LEE GOLDSBOROUGH GOVENOR OF THE STATE OF MARYLAND THE GENERAL ASSEMBLY OF MARYLAND ANNAPOLIS, MARYLAND GENTLEMEN: The following Report is submitted for your consideration by the Board of State Aid and Charities, not with the feeling that the recom- mendations therein contained are necessarily the best solution of the difficulties pointed out. None of the members of the Board is an ed- ucational expert and the Report is not put out in the nature of ex- pert advice. During the Fall and early Winter of 1912 and 1913, the Secre- tary visited all of the Institutions receiving State Aid. These visits showed certain conditions in regard to the educational situation, par- ticularly the Academic Fund, which he presented in a brief report to the Board in February last. As a result of this Report the Board ap- pointed a Committee consisting of Dr. Philip Briscoe, Thomas M. Bartlett and H. Wirt Steele. This Committee made a through study of the whole educational field, consulted many educational experts in- cluding the United States Commissioner of Education, Russell Sage Foundation, Dr. E . F. Buchner, head of the John Hopkins Summer School for Teachers, State Superintendent of Education, and the heads of practically all of the Institutions of higher learning getting State appropriations. In October, this Committee submitted the fol- lowing Report, which was adopted by the Board, ordered printed and distributed throughout the community. CHARLES J. BONAPARTE, President H. WIRT STEELE WILLIAM LEVY DR. PHILIP BRISCOE THOMAS V. RICHARDSON THOMAS M. BARTLETT EMORY L. COBLENTZ WM. H. DAVENPORT, Secretary 906 REPORT ON THE EDUCATIONAL SITUATION IN MARYLAND To the Board of State Aid and Charities: The REPORT of your undersigned Committee, ap- pointed to consider the Educational situation, respectfully shows : That the Educational System of this State is, in some respects, antiquated and inefficent It is the result of a series of Acts beginning in 1798 and running up to 1912. During this time, there have been several more or less complete re-organizations but in a measure these have taken the form of amendments to the law and a * 'patching up" of the system rather than a complete re-organization. It is the opinion of your Committee that the time has now come for such a complete re-organization, and we beg herewith to outline the conditions as they exist at present and a suggestion for such a re-organization. That it is the duty of the State to support a system of Education it is hardly necessary to prove but the following arguments have been advanced to show that Maryland should have such a system: 1. The Maryland Constitution provides ''that the Gen- eral Assembly at its first session after the adoption of this Constitution, shall, by law, establish through- out, the State, a. through and efficient system of free Public Schools and shall provide by taxation or otherwise for their maintenance." 2. The Legislature and the State Board of Education have 'set certain minimum standards which each > ' County system must meet, thereby establishing its authority as well as its responsibility for the effici- ency of those systems. These minimum require- ments embrace the following: a. Course of study. b. Length of school year. c. Salaries paid teachers. d. Compulsory attendance of pupils. e. Number of pupils required to maintain a school. f . Requiring admission into schools near the dividing line of pupils from other Counties. 3. The power of appointing the officers controlling these systems is lodged in the Governor and not in any local officer or electorate. 4. The duty of the State in this respect is recognized in other States, and in many, has been so de- cided by the highest courts therein. 5. No County can solely and entirely educate its future citizens. The child educated today in one County, may a decade hence be a resident of the city or another county; and vice versa, the man who is a resident of any given county ten years from the present may now be receiv- ing his education in an entirely different part of the commonwealth. Any consideration of the School System must include administration, finance and the scope of the courses. Tak- ing this in detail, we find at the present time the Admin- istration consists of the State Board of Education, the State Superintendent of Education, Board of County School Commissioners and the County School Superinten- dent. The STATE BOARD OF EDUCATION is composed of six persons appointed by the Governor for a term of six years, two members retiring each year; and in addition, the Governor and the State Superintendent of Education, ex-officio. The duties of this Board are contained in Sec- tion 11, Article 77, Code of Public General Laws, which reads as follows: "The State Board of Education shall, to the best of their ability, cause the provisions of this Article to be carried into effect and may, if necessary, institute legal proceedings for that purpose with the direction and advice of the Attorney-General; they shall enact By- Laws for the administration of the Public School system not at var- iance with this article, which, when enacted, and published, shall have the force of law; they shall have the power to remove or sus- pend any County Superintendent who may be found inefficient or in- competant for the discharge of duties assigned him, or guilty of such moral delinquency as unfits him for the office he holds; they shall ex- plain the true intent and meaning of the law, and they shall decide, without expense to the parties concerned, all controversies and dis- putes that arise under it, and their decision shall be final." The STATE SUPERINTENDENT OF EDUCATION is appointed by the Governor. He is the Executive Officer of the State Board of Education, and his duties are more completely shown in Section 20 of the above Article, which is as follows: "It shall be the duty of the Superintendent of Public Education to inform himself and the State Board of Education as to the condition of the Public Schools throughout the State; to diffuse information as to the best methods of instruction; to receive and present to the State Board of Education the reports of the various Boards of County School Commissioners- to examine said County Boards' statements of expenditures of school funds and submit his judgment on the same to the State Board of Education; to have authority to endorse such Normal School diplomas from other States as he may deem proper, and when so endorsed they shall be legal certificates to teach in any Elementary Public School in the State until revoked; to arrange dates for teachers Institutes; and assist the County Superintendent in the preparation of the program for the County Teachers' Institute and also attend same when in session, when possible and give instruction; he shall devote his whole time to the duties of his office, and in every way conserve the interest and promote the efficiency af the Puplic Schools of the State; The State Superintendent shall also be the Secretary of the State Board of Education. The BOARDS OF COUNTY SCHOOL COMMISSIONERS are appointed by the Governor for a term of six years and con- sists of six persons from each of the following Counties - Baltimore, Carroll, Frederick, Dorchester, Washington and Montgomery; and three persons from each of the other Counties. Its duties are found in Section 25 of Article 77, which reads as follows: "The Board of County School Commissioners shall have the general snpervision and control of all the schools in their respective Count- ies; they shall build, repair and furnish school houses; they shall purchase and distribute text books; they shall, after advising with the Principal of the school to which the teacher is to be appointed, appoint all Assistant teachers; they shall have authority to consoli- date schools when, in their judgment, consolidation is practicable and desirable, and to arrange for and pay charges of transporting pupil to and from such schools, and shall perform such other duties as may be necessary to secure an efficient administration of the Public School system, subject to the provisions of this article. The COUNTY SCHOOL SUPERINTENDENT is appointed by the County School Commissioners for a term of two years; is the Secretary and Treasurer of the Board as well as its Executive Officer, and in addition has the duties prescribed in Sections 72 and 76 of Article 77, which are as follows: 72. "It shall be the duty of the County Examiner to examine candidates for the profession of teacher, in the presence of at least one member of the Board of County School Commissioners or one or more of the District Trustees, and to give to such persons as are found qualified, under the sanction of the Board at its next meeting a certificate setting forth the branches such persons are competent to teach; but no certifitate shall be granted without satisfactory evi- dence of the moral character of the applicant. ' ' 76. "It shall be the duty of the County Superintendent or his As- sistant, at least three times in each year to visit the schools in his County, if it contains sixty teachers or less, and twice a year in Coun- ties having more than sixty and less than one hundred and seventy- five teachers, and once a year in Counties where there are more than one hundred and seventy-five; he shall observe the methods of the teachers and give him or her such practical suggestions as circum- stances may prompt; he shall, whenever possible, attend public ex- aminations and report quarterly in detail the result of his observances through the Board of County School Commissioners. In Counties where the number of teachers shall exceed one hundred and seventy- five, the Board of County School Commissioners may, in their discre- tion, appoint an Assistant County Superintendent."' This system of County administration has been very highly praised and in our opinion, in the main, is good. There are, however, a few changes which it would seem advisable to your Committee, to have made as follows: 1st. If the School System is to have a State-wide standard, teachers must be of the same average ability, for after all, all systems of administration stop when you get a teacher and a group of scholars facing each other in a room with certain paraphernalia; at the present time, each County Superintendent is free to give his own exam- ination; hence, set his own standard of qualification and training for the Teachers in his County. There are twenty-four different standards for teachers in the State. The only way in which a uniform curriculum may be worked out and applied is to have the standard of teachers uniform. We therefore recommend that no person be allowed to teach in the Public Schools of Maryland with- out a certificate from the State Board of Education, and that this certificate be given as a result of an examination which shall be uniform in all Counties. 2nd. It seems folly to your Committee to have the State Board of Education fix the curriculum as it is now able to do by law and yet, not be able to prescribe text-books from which this course is being taken. In New York State, for instance, a pupil can lay down his books in Rochester at 3 o'clock Friday afternoon, go to Brooklyn, Buffalo or Albany, and start in Monday morn- ing within four pages of where he left off on Friday. It would seem then, as highly advisable to give to the State Board of Education, the duty of selecting the text-books as well as fixing the details of tne curriculum. 3rd. At the present time the State of Maryland pays out every year some Two Hundred Thousand Dollars ($200,000.00) to private Institutions mostly of higher earning for the education of its citizens. These schools are not under the supervision of any state educational au- thority. Their appropriations are made by the Legislature direct and they are not subject to the inspection or super- vision of any paid Educator. It would seem to your Committee that supervision of these schools is just as much a legitimate part of the work of the State Board of Educa- tion as is the supervision of any other schools supported by the State. We, therefore, respectfully recommend that the Legislature be forbidden to appropriate money to any schools which do not come up to the standard pre- scribed by the State Board of Education and which are not under its direct control. FINANCE No system of education can be carried out unless it is backed by adequate financial support. That the State rec- ognizes its duty in this respect, is shown by the fact that of the thirty-one cents which composes its present tax rate, sixteen and one-eighth cents (IGJcts.) goes to the Public School system. That Maryland is not doing all that it can in this respect, however, is clear when we consider that a comparative study of Public School Systems in the forty-eight States by the Russell Sage Foundation, gives Maryland a rank of forty-six in the ratio of amount spent for school purposes to wealth, the same being but twenty- one cents for each One Hundred Dollars ($100) of wealth. The same Report ranks Maryland thirty-eighth in the amount of thirteen cents spent per day per child. While 6 the Report of the United States Commissioner of Educa- tion states the per capita cost of Public School education in Maryland to be Two Dollars and Ninety-two cents ($2.92) as against an average of Four dollars and sixty-four cents ($4.64) for the United States, and Nine dollars and twenty- one cents ($9.21) in the State of Washington. From this, it would seem that Maryland should increase its State school tax from sixteen and one-eighth cents to say twenty cents, and that each County should be required to levy in local taxes a sum sufficient at least to duplicate the amount received from the State. Moreover, the State school tax should be relieved of all charges except those that relate to Elementary education. In order to do this, it would seem wise to withdraw all appropriations which are now paid from the General Treasury on account of aca- demic, free school, surplus revenue and to private Insti- tutions which are merely duplicating the work of public high schools; and in lieu thereof, to pay from the General Treasury teachers' pensions and the aid to High Schools as now provided by law to be paid from the State School tax. The County system of school management is looked upon favorably by authorities on the subject (Admini- stration of Public Education in the United States Button and Snedden. Page 79) , but it would seem wise to permit the separate school districts of each County, upon peti- tion of a definite per cent, of the tax payers therein, to tax themselves for the purpose of adding to the State and County aid in order to secure special educational advant- ages, such as an improved building, agricultural or other vocational instruction. Such a scheme as outlined above would put every part of the State upon equal footing in the matter of financial support to its schools. It would enable each County to pay such salaries as would justify the State in demanding that every teacher shall have had a definite and goodly amount of professional training before he enters upon his work of training the young. This is no more than the State demands of other professions lawyers, doc- tors, dentists and even of plumbers and gas-fitters. More- over, such an equalization of State support would, with efficient administration, tend to product a uniform system of education, so that the product of the schools of one part of the State would be as efficient citizens as those of any other part. The State Board of Education reports the following re- ceipts from the various funds for Public School purposes for the year ending July 31, 1912: Assessed value of property, 1912 $979,309,976.00 State Levy of 16|cts. on each $100, 1912.. . . 1,579,137.34 Total Distribution State School Tax 1,206,940.12 Free School Fund 49,711.94 Colored Industrial Fund 16,500.00 Academic Fund 26,200.QO High School Fund 110,500.00 Free Book Fund 150,000.00 Total from State 1,559,852.06 County School Tax 2,487,499.74 In addition to the above, there was appropriated to various Educational Institutions for the present fiscal year, the sum of $342,393.86 which is taken from the General Levy. Any radical change for the better in the school sys- tem will probably necessitate an increase in this amount, and in view of the fact that the Tax Commission appointed by the last Legislature, claims that by a proper and uni- form system of assessment the taxable basis of the State will probably be doubled, some increase of this amount should not be difficult to provide. Next to having the money, the most important matter is the distribution of the same. Funds named above may be briefly described as follows: 8 FREE SCHOOL FUND The Free School Fund is in turn made up of from four separate sources, namely; 1. A tax upon incorporated banks, which was levied between 1815 and 1873 and the amount of which invested in stocks; the income of which was set aside for Public Schools of certain Counties Allegany, Charles, Calvert and Garrett Counties not sharing in this fund. The in- come from this Fund for 1909 amounted to $7,775.11 2. Maryland advanced money to the National Govern- ment for the war 1812. The money was returned to the State in 1858 and was invested for Public Schools. The income is distributed among the Counties and the City on the basis of their representation in the General Assembly. This fund during 1909 amounted to $10,379.64. 3. In 1837, Congress ordered the distribution of the surplus revenue Fund in the United States Treasure among the States. Of Maryland's share, $681,587.25 was invested at 5 per cent, for the benefit of the Public Schools. The income from this was $34,069.56, divided into three parts as follows: $2,000 to Indigent Blind; one-half of the remainder is divided among the Counties and the City in proportion to their white population, while each of the Counties and the City receive equal shares of the other half. 4. An appropriation by the General Treasury of Thirty-three thousand dollars ($33,000) a year for the education of the Indigent Blind, all of which goes to the Maryland School for the Blind. ACADEMIC FUND In 1798 the Legislature made appropriations to two of the old County Academies, and from time to time thereafter various Academies as they sprang up, came to the Legis- lature and got appropriations all of which were continuing appropriations and most of which are still being paid. In 1831 , some of the Counties in which there were no Acad- emies but which in the meantime had established systems of free Elementary Schools, complained to the Legislature and as a result, a law was passed giving to each County of the State the same appropriation. In Counties where there were no Academies this fund went to the County School Commissioners, and in the Counties where there were Academies, this fund went to the Academies. Since 1832, the appropriations have been changed in various ways as new Institutions spring up and old ones go out of existence until at the present time there is annually paid to the various County School Commissiers and to the Institutions the total sum of $26,200.00. An examination of the statutes show that there was apparently no contract call- ing for a definite number of scholarships but a donation pure and simple. The Academic Fund has entirely outgrown its use- fulness as is shown by the following facts in regard to the Institutions to which it is now paid: $800,00 ALLEGANY COUNTY ACADEMY: Private Institution, day school, academic grade, rich patrons, paralelled by the CumberlandHigh School, and gives eight free scholarships to citizens of Cumberland. This school has ninety-three pupils. 400.00 ALLEGANY COUNTY SCHOOL BOARD 800.00 ANNE ARUNDEL ACADEMY: Private Boarding School, academic grade. Would like to develop agricultural features and is willing to be turned into a County Agricultural High School. This School has thirty-six pupils. This school also gets a special appropriation from the General Treaury of $3,000. 400.00 PATAPSCO ACADEMY; This school has degenerated into an ordinary grade school with seventeen pupils, and runs from first 10 to the fifth grade. There is no County Public School within three miles of it and it should be turned over to the County authorities and run by them as a District School. $1,200.00 BALTIMORE COUNTY SCHOOL BOARD. 1,200.00 CAROLINE COUNTY SCHOOL BOARD. 1,200.00 CALVERT COUNTY SCHOOL BOARD. 500.00 GREENSBORO HIGH SCHOOL. Has ninety-five pupils, thirteen of which are on High School grades and does not qualify under the High School Act of 1910. Under control of the County school authorities. 200.00 CARROLL COUNTY SCHOOL BOARD. 500.00 ELKTON ACADEMY. Now known as Elkton High School. This School has qualified under the High School Act of 1910, Group 1, and received $2,300, from the appropria- tions to Approved High Schools. Under control of County School Commissioners. 500.00 WEST NOTTINGHAM ACADEMY. This Institution is run as a private day school doing fairly good academic work but apparently has no future. Thirty-six pupils. 200.00 NORTH EAST CLASSICAL INSTITUTE. This school on the day visited by our Secretary had two pupils present The day was a fair day in Nov- ember. The teacher told him that in good weather they sometimes had eleven pupils, largely kinder- gartners. The work of the school duplicated by the County school within a block of it which appar- ently is doing better work, and certainly has a bet- ter equipment. 400.00 CHARLES COUNTY SCHOOL BOARD. 300.00 VIENNA ACADEMY. This Institution is now known as the Vienna High School and is not able to qualify under the High School Act of 1910. Under control of the County School authorities. 11 $228.57 EAST NEW MARKET ACADEMY. This Institution is now known as the East New Market High School. It has neither teachers nor pupils enough to qualify under the High School Act of 1910, but is recognised as a County School and is under the authority of the County School Commis- sioners. j 571.43 CAMBRIDGE ACADEMY. } 500.00 CAMBRIDGE FEMALE SEMINARY. These Institutions, Cambridge Academy and Cam- bridge Female Seminary have been combined into the Cambridge High School which qualified under the High School Act of 1910, Group No. 1, and re- ceives $2,400 from the appropriations to approved High Schools. 800.00 FREDERICK COUNTY COLLEGE. This Institution is no longer in existence having rented its buildings for a term of years to the Women's College of Frederick. This latter school maintains eight free scholarships supposed to be in consideration of the State's appropriation to the Frederick College. The woman's College of Frederick applied both in 1902 and 1904 for an ap- propriation and each year was turned down. (See page 43 report of 1904 as to reason for declining appropriations.) 400.00 ST. JOHN'S LITERARY INSTITUTE. This is an ordinary parochial elementry school for boys and is run in connection with the St. John's Roman Catholic Church of Frederick. It does only elementry work. 1,200.00 GARRETT COUNTY SCHOOL BOARD. 500.00 HARFORD COUNTY SCHOOL ACADEMY. This Institution is now known as the Bel Air High School. It has qualified under the High School Act of 1910, Group 2, and receives $1,400.00 a year from approved High School funds. 400.00 DARLINGTON ACADEMY. This Institution is now known as the Darlington High School and is under the control of the County 12 School authorities. It has not qualified under the High School Act of 1910. $300.00 ABERDEEN ACADEMY. This Institution is now known as the Aberdeen High School and has not qualified under the High School Act of 1910, but expects to this year. 300.00 HARFORD COUNTY SCHOOL BOARD. 1,200.00 HOWARD COUNTY SCHOOL BOARD. 200.00 MILLINGTON ACADEMY, This Institution is now known as the Millington High School and has not qualified under the High School Act of 1910. 100.00 GALENA ACADEMY. This Institution is now known as the Galena High School and does not qualify under the High School Act of 1910. It is under the County School authorities. 800.00 ROCKVILLE ACADEMY. A private day school with about fifty pupils. It is paralelled by the Rockville High School and the Sec- retary of the Board of Trustees told our Secretary that were it not for an endowment, the school would certainly not be in existance, and that many people send their children to the County High School as be- ing the better of the two even though they had been offered free scholarships in the Academy. 600.00 BROOKVILLE ACADEMY. This Insitution is now known as the Brookville High School. It has qualified under the High School Act of 1910, and receives $1,400.00 a year from the High School appropriations. 400.00 PRINCE GEORGE'S COUNTY SCHOOL BOARD. 800.00 UPPER MARLBOROUGH ACADEMY This Institution is now known as the Marlborough High School. It has not qualified under the Act of 1910 but claims to be eligible and expects to apply this year. 13 $600.00 CENTREVILLE ACADEMY. This Institution is now known as the Centerville High school. It has qualified under the High School Act of 1910, Group 1, and receives $2,300.00 a year from appropriations to High Schools. 400.00 QUEEN ANNE COUNTY SCHOOL BOARD. 400.00 ST. MARY'S COUNTY SCHOOL BOARD. 400.00 SOMERSET COUNTY SCHOOL BOARD. 600.00 WASHINGTON ACADEMY. Now known as the Washington High School located at Princess Anne . It has qualified under the High School Act of 1910, Group 2, and receives $1,400.00 a year from the High School appropriations. 400.00 FAIRMOUNT ACADEMY. Now known at the Fairmount High School which has not qualified under the High School Act of 1910. 400.00 TALBOT COUNTY SCHOOL BOARD. 800.00 E ASTON ACADEMY. Now known as the Easton High School, has quali- fied under the High School Act of 1910, Group 1, and receives $2,300 a year from the High School appro- priations. 1,200.00 WASHINGTON COUNTY SCHOOL BOARD. 800.00 WICOMICO COUNTY SCHOOL BOARD. 500.00 DELMAR High SCHOOL Under the County School authorities, but has not qualified under the High School Act of 1910. 400.00 SALISBURY ACADEMY. Now known as the Wicomico High School of Salis- bury. Has qualified under the High School Act of 1910, Group 1, and receives $2,300 from the High School fund. 1.200.00 WORCESTER COUNTY SCHOOL BOARD. 200.00 CHURCH HILL ACADEMY. Now known as the Church Hill High School. This Institution has not qualified under the Act of 1910. $26,200.00 TOTAL ACADEMIC FUND. 14 The injustice of this system is shown by the fact that even the idea of having the Counties share equally in the Fund has disappeared, and we now find that the amounts run all the way from $1,700.00 in Wicomico and Caroline Counties, to $200.00 in Carroll County. A complete list of the Counties with what each receives is as follows: Allegany County $1,200 Howard $1,200 Anne Arundel 1,200 Kent 300 Baltimore 1,200 Montgomery 1,400 Calvert 1,200 Prince George 1,200 Charles 400 Queen Anne 1.200 Caroline 1,700 St. Mary's 400 Carroll 200 Somerset 1,400 Cecil 1,200 Talbot 1,200 Dorchester 1,600 Washington 1,200 Frederick 1,200 Wicomico 1,700 Garrett 1,200 Worcester 1,200 Harford 1,500 RECAPITULATION: Of the $26,200 distributed in this way, $12,500 goes direct to seventeen County School Boards, who share di- rectly in this appropriation; $5,071.43 goes to eight High Schools, which are receiving in addition, the regular grants to approved High Schools from the High School Fund. $3,928.57 is going to eleven High Schools which are part of the Public School system but which are not able to qualify for the High School Fund. The money going to these classes of public high schools is not fairly distributed, these nineteen schools having a preference to which they are not rightly entitled; $1,600 is going to two Private Schools, which, while they may be doing fair work, are located in towns which have approved High Schools receiving State appropriations through regular channels, and are active competitors of such schools; $1,300 is going to two Private Schools, both of which are located in rural communities, and should be made Agricul- tural High Schools under County school authorities; $600 is paid to two schools, doing only Elementary school work, 15 one of which has been almost superseded by a County School within a "stone's throw" of it; while the other should be clearly made a District school; $400 goes to an Elementary Parochial school, and $800 to an Institution no longer in existence. FREE BOOK FUND The Free Book Fund of $150,000.00 a year was estab- lished by an act of 1906. It is taken from the State school tax of IGicts. on One Hundred Dollars ($100) and is dis- tributed on a basis of the total enrollment of pupils. FREE PUBLIC SCHOOL FUND The Free Public School Fund the largest fund, con- sists of the IGJcts. Public School tax. This Fund is dis- tributed among the various Counties and the City of Balti- more in proportion to the number of inhabitants of school age; namely, the population between the ages of five and twenty. The distribution of this Fund is fully taken up later on in this Report, hence we pass over it here with this brief statement. APPROVED HIGH SCHOOL FUND In 1910, an Act was passed which systematized State Aid to High Schools. Two standards were created (as will be more fully explained under the High School Sec- tion of this Report) and a definite amount of money given to any High School in the State which comes up to the standards therein prescribed. During the school year of 1911 12, there were twenty-five First Group schools re- ceiving from $2,300 to $2,500, or a total of $58,200; thirty- three Second Group Schools receiving $1,400 each or a total of $46,200, making a grand total of $104,400. COLORED INDUSTRIAL FUND Article 77, Sections 139, 140, 141, 143, 144, and 145 16 of the Code of Public General Laws describe the system of the Colored Industrial Schools. Under the provisions of these Sections any Board of County Commissioners which sees fit may establish a course in Domestic Science and Industrial Arts in connection with any of the Colored Elementary Schools of their County. A sum of $1,500 per year is appropriated for each County establishing such a system, provided that each colored school shall have an average attendance of thirty pupils and there are as many as ten colored schools in the county to which the fund is paid. The Act further provides for the appointment of a Superintendent for the work by the State Board of Edu- cation. This fund amounted last year to $16,500. PROPOSED BASIS OF DISTRIBUTION As will be seen, each of these funds is distributed on a different basis, and when it comes to appropriations to the various Private School and Colleges, there is apparent- ly no basis. Your Committee, therefore, suggests that the distribution of the School Fund be revised somewhat as follows: 1. The expenses of administration should be taken out of the School tax. and the balance should be pro- vided out of the General Treasury. The expense of the State Normal Schools and the appropriations to Second- ary Schools and Institutions of higher learning, should be provided for out of the General Treasury, be distrib- uted on a basis of the following recommendation from the Federal Commissioner of Education: "A careful consideration of the present method by which the State of Maryland makes appropriations of public money for the support of secondary, special and higher education, suggests the advisability of a rigid adherence to the following fundamen- tal principles which are generally accepted as essential to efficiency, economy and equitv in distributing public educational funds : These are: 17 "1. That appropriation should be made only to In titu- tions over which the State through its regular educational officers, or thru Boards of its own appointment, may and does, exercise a direct and positive control. "If State appropriations are made for any particular work for a particular department of an Institution, the State might ex- ercise a direct and positive control over the particular work of the department receiving the benefit of the State Aid, with- out attempting in any way to control the entire Institution. The University of Vermont and State Argicultural College may be cited as an Institution which illustrates the arrangement suggested. "2. That a common basis should be established for all Institutions of one kind, and for all political units of one kind; for example, Counties. Encouragement should be given to the State-aided private Secondary schools to trans- form themselves in to standard Public High schools, especially those which at present have only day pupils. "The State Board of Education is already authorized by law to prepare and publish annually, a list of approved Colleges and Uni- versities and determine by By-Laws, the standards for said ap- proval. (Chapter 169, Acts 1912.) "3. That duplication of appropriation by Special Act, or by continuing appropriations for scholarships, etc. should be eliminated entirely. In the case of Institutions receiving appropriations according to principles 1 and 2, continuing appropriations which may not be easily changed because of legal difficulties should be regularly deducted from the maximum appropriation which would ordinarily be made to the Institution on the basis stated above. "If a County or an Academy is entitled under the State law governing Secondary Institutions (High School Act, Chapter 386, Acts 1910) to received $2,500 and by a continuing appropriation (Acadamic Fund) receives Five Hundred Dollars ($500), the latter item should be deducted from the former in determining the share of the County or the Institution in State Funds. If these suggestions be carried out, then the appro- priations for approve High schools and Secondary schools 18 should be made on the basis hereinafter stated; the balance of the funds distributed among the Elementary Schools. Your Committee has given careful consideration to the matter of distributing this amount which constitutes the the bulk of the expense for educational purposes with the following result. State Aid to Public Elementary Schools is distributed in several States under a variety of plans, the principal ones being in proportion to: 1. The wealth or assessed value of the community. This scheme merely makes the State the Collection Agent. It fails to give any aid to the poorer communities. It results in these communities having poor schools and it causes a lowering of the average intelligence througout the State. This method is the least desirable and is seldom used. 2. The total population. This plan has no regard for the number of children attending school or for the work required to be done tho it is much more equitable than the preceding one. 3. The school population between the ages of five and twenty years. This method, while it bears a closer relation to the real needs of the community than Number 1 and 2, does not take into consideration the actual number of schools required and the number of children receiving instruction in those schools. 4. The number of children enrolled in school. This is an improve- ment over any of the preceding methods but it give no in- centive to the securing of regular attendance or a lengthen- ed school year. 5. The average attendance. This encourages regular attendance but gives no incentive for a lengthened school year, and but little to the maintenance of schools in remote and sparsely populated sections where the attendance would be small. 6. The aggregate days attendance. This is an incentive for regular attendance and for a lengthened school year, tho it fails properly to encourage the establishment ' of schools in re- mote sections'. 7. The number of teachers actually employed. This encourages the establishment of schools in remote sections and com- bined with the method No. 6 gives an ideal and equitable system of distribution. It would seem, then, that if the State is seriously in the business of educating its children without favor, treat- 19 mg each individual child with equal liberality without re- gard to his own, or his parents' wealth or the wealth of the community in which he happens to live, that the State funds for the maintenance of elementary schools should be distributed under the methods outlined in Num- bers 6 and 7; that is, a definite amount, say One Hun- dred and Fifty Dollars ($150) for each teacher employed and the remainder in proportion to the aggregate days at- tendence of pupils. In apportioning the amount for the number of teachers employed, it would be necessary to set a standard for the length of the school year. SCOPE OF COURSES The ideal course of study, such as is in vogue in all of the newer States, consists of a complete free system of education beginning at the Kindergarten and running through the Primary, Grammar, High School and State University, with subsidiary night schools and more or less community work. Of those at present time Mary- land's school system includes the Primary and Grammar Schools in all counties, and in many of them the High School. She has not yet developed a system of Kinder- gartens nor has she a State University. There are in Bal- timore City adequate Night Schools and a beginning of community extension work. These features had probably best be considered separately and we therefore pass on to a consideration of same in detail. ELEMENTARY SCHOOLS In our consideration of the Elementary School problem, we beg to call your attention to three principal headings; First, Teachers; Second, Curriculum; Third, Compulsory Attendance. The end of all educational organization, the end of all systems for raising money and distributing it; the end of 20 all legislation in regard to Public School matters is the placing of a group of children in a room with certain text books and equipment, but above all, with a teacher. It matters not how elaborate may be the machinery, how costly and up-to-date the equipment, if the teacher is not up to the standard the whole educational system fails, and right here is one of the greatest defects in our present public system. Our laws at the present time pre- scribe no standard of training. Each County Commissioner is free to give a certificate to any person whom he sees fit and that person then has the right to teach, at least, in his County. Conseqently, there is at present a very unequal standard for teachers in various parts of the State, and even in the same County at different times. Just to show how low the standards in some of the Counties are, I append hereto a table taken from the report of the State Sup- erintendent of Education for the year 1909 showing the ed- ucation of new teachers appointed for the previous year: Counties Normal Grad's College Graduate Prep. lim. Pub.Sch. Total new Teachers Allegany 13 1 1 15 Anne Arundel 7 6 13 Baltimore 27 27 Calvert 4 8 3 15 Caroline 3 3 10 16 Carroll 1 2 6 9 Cecil 1 g 9 Charles 10 10 Dorchester 3 7 20 30 Frederick 1 2 12 15 Garrett 3 1 15 17 Harford 6 3 13 22 Howard 4 4 1 9 Kent 4 1 9 14 Montgomery 4 1 17 22 Prince George 2 3 5 10 Queen Anne 4 1 4 9 St. Mary 2 9 11 Somerset 4 6 12 22 Talbot 4 2 15 19 Washington 3 1 10 22 Wicomico 6 10 16 Worcester 2 10 12 Total 105 49 210 364 21 The above shows that out of three hundred and sixty- four new teachers employed for the years 1908-09, two hundred and ten had only Grammar School education; one hundred and six Normal School education; and forty-nine had the advantage of a College education. There are two reasons for this deplorable condition. 1. The salaries paid to our teachers are not sufficient to com- mand the character of teachers which this enlightened age demands. When we consider that the average salary paid in five Counties is less than Three Hundred Dollars ($300), we realize why we cannot get a better grade of teachers. There is a law which puts Three Hundred Dollars ($300) as the minimum salary for white teachers haying an average attendance of ten pupils or more and this minimum increases according to length of service and kind of certificate held, but apparently this Taw is not being very well enforced. 2. The lack of a sufficient capacity in our High Schools and Normal Schools, the report of the State Board of Education above quoted, shows that we are only graduating at the ores- ent time about one hundred teachers a year from our Normal schools. This is not sufficient. Furthermore, interviews with the various heads of Colleges in the State lead us to believe that the number and capacity of the High Schools of the State are insufficient for the number of pupils wishing to secure a High School education. CURRICULUM The CURRICULUM is at present outlined in the By- La ws of the State Board of Education quite fully, but if you compare the outline of curriculum as given here with a similar outline prescribed for use in the Baltimore Schools you will realize how much more full this curriculum could and should be made. Your committee realizes that the State Board of Education having a much wider field of work necessarily has a more difficult task in this respect but we are of the opinion that if the County Schools can be classified into: A. Ungraded County Schools B. Two to four teacher incompletely graded schools where each teacher has more than one grade C. Fully graded schools D. Short term schools. 22 Short term schools should be closed as rapidly as pos- sible. Detailed courses of study should be worked out for each of the above classifications somewhat on the line of courses of study as prescribed for the City schools. In this way, and only in this way, can the School system of State be unified and made complete. In this respect, the great demand for practical work should be recognized and provision made for Manual Training and Elementary Vo- cational work. No boy should be allowed to leave the Pub- lic Schools without a practical knowledge of using ordinary tools and no girl should be graduated without an element- ary knowedge of cooking and sewing. COMPULSORY EDUCATION A State- Wide COMPULSORY EDUCATION law was pas- sed in 1912 but drawn in such a way as to make it optional with each individual County as to whether or not to adopt and enforce it. It is highly essential that this Law be made actually State- wide as well as normally so and that we have compulsory education with adequate school attend- ance officers all over the State. HIGH SCHOOLS The High School act of 1910, above referred to, is re- garded by the Federal Department of Education, as one of the best on the Statute books of any of our States. It has several marked advantages. The Group System puts the State Aid on an entirely impartial basis and we feel that in time it will probably result in as good a High School system as there is in any State in the country. These requirements and the appropriation granted to each group are as follows: 'FIRST GROUP 1. A bona fide enrollment of eighty or more pupils. 2. Four or more academic teachers, full time or equivalent 3. A four years' course of at least 36 actual school weeks in each year. 23 4. All courses of study shall conform to those prescribed by the State Board of Education. 5. Salary of Principal shall be $1,200 or more, and that of Assistants regularly employed not leas than $500. 6. In addition to the regular academic courses shall provide Manual Training and Household economic courses 7. Must provide a Commercial or an Agricultural course. 8. Library of at least 100 volumes relating to secondary work. 9. At least $250 worth of material and apparatus for science work until Board increases this minimum. 10. Separate rooms set aside as a laboratory suitable for ex- perimental and demonstration work in Physics, Chemistry and Agriculture (not part of Recitation room). 11. The diploma must show the course taken, Group of school and number of years of instruction given, and be signed by State Superintendent. SECOND GROUP 1. A bona fide enrollment of thirty-five or more students. 2. Two or more Academic teachers full time or equivalent. 3. Three years' course of at least 36 actual school weeks in each year. 4. All courses shall conform to those prescribed by the State Board of Education. 5. Salary of Principal shall be $1,000 or more and that of As- sistants regularly employed, not less than $500. 6. In addition to the regular Academic course, shall provide one of the three following courses: Manual training, Agri- cultural or Commercial work. 7. May extend course to four years by the employment of such additional teacher or teachers as the State Board may require, and where this is done the Manual Training course shall include household economics for girls. 8. Library of at least 100 volumes relating to Secondary work. 9. Separate room set aside as a Laboratory suitable for ex- perimental and demonstration work in Physics, Chemis- try and Agriculture not part of a recitation room. 10. At least $150 worth of apparatus and material for science work until the State Board increases this minimum. 11. The diploma must show the course taken, Group of School and number of years instruction given, and must be signed by State Superintendent. The appropriation to a FIRST GROUP High School is: The sum of Six Hundred Dollars ($600 on account of the salary of the Principal and the sum of Three Hundred Dollars ($300) on account of each of the first three Assistants employed for regular High School work; the sum of Four Hundred Dollars ($400) on 24 account of each of the two Special Teachers who shall spend not less than two-fifths of their time in the School receiving said amount; the sum of One Hundred Dollars ($100) on account of each additional regular grade teacher provided the total amount does not exceed the sum of Two Thousand, Five Hundred Dollars ($2,500.) The appropriation to a SECOND GROUP High School is: The sum of Six Hundred Dollars ($600) on account of the salary of Principal; the sum of Four Hundred ($400) on account of one Assistant teacher employed for regular High School work; the sum Four Hundred Dollars ($400) on account of the Instructor of special subject to be designed by the County School Board. AGRICULTURAL HIGH SCHOOLS The marked success of twelve Agricultural High Schools is such as to make highly advisable the further encouragement of this type of Secondary Education. The demand for Agricultural courses all over the State is very great and your Committee recommends some additional aid along this line. PRIVATE SECONDARY SCHOOLS In addition to the above, there are seven private sec- ondary Schools receiving State aid: the following table will show statistics of same: Am'trec'd Day Boarding Scholar- Pupils Pupils ship Anne Arundel Academy $3,800 14 33 44 West Nottingham Academy 500 36 5 Rockville Academy .' 800 50(1) 8 Charlotte Hall School 8,100 40 43 27 McDonou^h Institute 5,500 37 32 26 St. Mary's Female Seminary 7,500 93 28 (1) This number estimated, as this institution has neglected to report to this Board, although repeatedly sent blanks and requested so to do. In accordance with the suggestion of the Federal Commissioner of Education, your Committee begs to suggest that the appropriations to Rockville and Allegany Academies be discontinued as these Institutions are both located in towns where their work is being parallelled by approved High Schools. 25 In the case of the five Secondary Schools receiving State aid which are not parallelled by High Schools and which are more or less needed to supplement the regular High School system, your Committee recommends that the Coun- ties which conduct no High Schools be permitted to contract with private Secondary Schools now in existence whose curriculum and methods are approved by the State Board of Education according to its High School standards; and that such contracts be drawn as to provide free tuition to all pupils; the salaries of the teachers and all expenses ex- cept those connected with boarding and rooming features to be borne by the County and the State on the same basis as those of approved High Schools, and the students to pay their own board. In addition to these seven Schools, there are nineteen High Schools participating in the Academic Fund by virtue of the fact that they were private Academies and as such secured appropriations from the Legislature. Your Com- mittee recommends that these be either discontinued or that the amount of money payable to such schools under the Academic Fund be deducted from the amount payable to them as Approved High Schools. COLLEGE PREPARATORY SCHOOLS In addition to these Secondary Schools, practically all of the Maryland Colleges conduct Preparatory Schools. They all agree that if possible they would like to abandon these, but claim they are so frequently called upon to take boys and girls who come from localities where there are no High Schools, that they feel the necessity of continuing these schools. They state that in many instances, parents are not willing to send their children to the High Schools even though they be located in their own County because of the necessity of the students having to board in the Towns and are hence without supervision except during 26 school hours. In this connection, your Committee begs to recommend that the establishment of Dormitories in con- nection with High Schools where the pupils are so scattered as to necessitate their boarding while attending school, be encouraged. Said Domitories to be under the direction of the High School authorities, to be run at cost, but to occas- sion no expense either to the State or the County, except their erection, and until they prove their value, houses might be rented. There are at present many of the College scholar- ships being enjoyed by pupils doing Preparatory School work. Inasmuch as Maryland does support High Schools all over the State, it seems inconsistent that it should pay private Institutions to do High School work. None of these Scholarships can be held more than four years by any one student, hence, such students as use their Scholarships for Preparatory work are compelled to finish their College course at their own expense or else to drop out before they graduate. Your Committee, therefore, recommends that all candidates for scholar- ships be prepared for College entrance. COLLEGES There are at the present time, six Institution claiming to do college work, which are receiving aid from the State. These colleges are as follows : Blue Ridge College, Johns Hopkins University, Maryland Agricultural College, St. Johns' College, Washington College, and Western Mary- land College. Of these, the only one listed as a college by the Carnegie Foundation or by the definition adopted by the State Board of Education, is Johns Hopkins University, This definition is we think, fairly descriptive of what a college should be and is brief, any Institution doing four years work beyond a four year High School course, and having at lease six professors, giving their full time to 27 collegiate work. The entrance requirments of all five of the other schools are below the standard. There has, however, been a marked increase in the standard of several of the Institutions in the last few years, and we feel that if we can bring additional pressure to bear on them, they would, of their own free will, increase their standard to bring their entrance requirements up to the fourteen units set by the Carnegie Foundation. In addi- tion to this, these schools, with the exception of Johns Hopkins conduct Preparatory schools which parallel the work of the County High Schools, and while much may be said in favor of such schools, it seems to us, poor policy to encourage them. There is in these Colleges, two distinct kinds of dup- lication of High School work. First, in all save Johns Hopkins University and probably the St, John's College, the regular college course for the first year or two dupli- cates High School work. This it seems to us is exceeding- ly bad, and we strongly advise that we limit the future appropriations to such colleges as are approved according to the standards of the State Board of Education. Second. From one-fourth to one-half of the students no win these colleges are in the Preparatory classes, all of which work is duplicated by the State High Schools, and it would seem to be the logical thing for the State to limit the use of these scholarships to persons doing full college work, and in other ways, as far as possible to discourage the continuance of these preparatory classes. That the State's appropriations are duplicated at the present time is shown by he fact that four of these Institutions, namely, Blue Ridge College. St. John's College, Washington College and Western Maryland Col- lege do about the same kind of work. The time when a college was local and only administered to the immediate surrounding country is gone and the State is spending a great deal of money to poor advantage in the support of 28 two or three Institutions, all of which are doing the same kind of work and all of which are competitors for students. In addition, it may be stated that these six colleges grant scholarship as follows: Bd.&Tui- Tui- Appro- Per Catalogue Actual Name tionScho- tion priation Capita Charges Cost larships Paym't Per capita Blue Ridge College 27 $5,000 $185(1) $183 $164.66 JohnHopkinsTechSchool 27 102 50,000 546(2) 150 Md. Agri. College 27 16,000 592(3) 240 230.02 St. John's College 27 27 29,700 635(4) 300 356.50 Washington College .... 36 27 30,775 529(5) 203 245.76 Western Md. College... 54 28 13,800 269(6) 225 167.92 John Hopkins University 84 25,000 297 150 (1) To this, should be added a charge of ($75.00) to the student required by the Trustees, making a per captia of ($260) actually received. (2) Two hundred dollars ($200) of this amount is by law to be given to each of the twenty-seven boarding scholarships in lieu of board. (3) To this should be added ($120) received from scholarship students, making a per capita, of ($712) actually received. (4) One hundred and seventy-four dollars ($174) of this represents board paid co-operative Boarding Club for each of the twenty seven boarding scholarships. (5) Ninety-six dollars ($96) of this represents board paid co-operative Boarding Club for each of the thirty-six boarding scholarships. (6) This is arrived at by deducting from appropriation the cost of twenty-eight day students at a regular cata- logue price of Forty-five dollars per year and figuring the per captia. for the boarding students on the remainder. Maryland is at present spending for higher education each year the sum of $260,193.86 for maintenance pur- poses only, yet she is only providing collegiate education for a small portion of her student class. It has been stated previously in this Report that the State should maintain a complete course from the Kindergarten through the 29 State University. In most of the newer States, the Col- legiate work of the State educational system is by a Uni- versity owned and maintained by the State, and were Maryland starting her educational system de novo this would probably be the logical course to pursue here. How- ever such is not the case. We have now in this State, these six Institutions of higher learning, all of which have existed for years, have a long and honorable history, many influential friends, and alumni whose standing in the community is of the highest. These Institutions, however, represent different con- stituencies, different ideals and work on more or less dif- ferent methods, although as above pointed out, at least four of them are doing about the same class of work. Such being the case, it would seem almost hopeless to succeed in working out any system of amalgamation whereby these Institutions would become parts of one organization. Your Committee therefore feels that the only practical unifying force is the department representing the State, which is charged with the oversight of these Institutions. We do believe that with a properly constituted and ef- ficient State Board of Education, having broad powers or- der could be worked out of the present chaos and the State get much better returns for the money invested than it now does. We therefore recommend that all appropriation to Institutions of higher learning be made on a basis of contract between those Institutions and the State Board of Education; that the State Board of Education be given the authority to set standards and distribute scholarships in such a way as to cover the whole field of higher educa- tion in about the proportion of its various departments as is the demand for these departments and that the cost to the State shall bear some definite relationship to the cost to the Institution. Furthermore, that the State make con- tracts with these Institutions which will give the highest 30 standard for the least money on the part of the State and that all duplication between the college and the high school system of the State be eliminated. These contracts should be so worded that the Institutions with whom they are made become a recognized part of the public school system of the State. SUMMARY AND CONCLUSION In conclusion, your Committee begs to state that while the theory on which the Elementary School System of which Maryland is run, is highly regarded by most edu- cational authorities, yet, they find many faults, nearly all of which can be attributed to one of two causes: First and greatest is lack of money. In this respect, your Committee feels that the present system of distrib- uting the money used for educational purposes (if it may be called a system) is so complicated that the best results cannot be obtained. It is here that the greatest reorgan- ization should take place. The second reason for inefficiency in our Elementary System is the lack of sufficient centralized authority. This manifests itself in two ways: 1. The standard of teachers differs in each County and at different times, in the same County. 2. The text books used and the details of a course of instruction also differ in each individual County so that there is a decided lack of uniformity. The present High School system of the State needs little or no correction, it being one of the best in existence at the present time, so far as your Committee could learn. There are, however, a great many parts of the State in which there are no High Schools and in parts the communities are so small and scattered as not to afford sufficient pupils to run an approved High School. Some method should be de- vised to remedy this defect. The present awakening and demand for 31 technial instruction in agriculture in High Schools is not being met by the school authorities as your Committee feels it should be. The appropriation through the Acadmic Fund and special appro- priations in the Legislature are in many cases given to private schools which duplicate the work being done by the High Schools and in all cases, are given without any regard for the value received by the State or to an equal distribution of the fund in various parts of the State. In the field of higher education, the State has apparently had no policy in the past. It has given aid to various small colleges through- out the State with neither system nor standard. Its money has been split up so as to preclude efficiency. The scholarships supposed to be given in return for State appropriations have in many cases been be- stowed on pupils doing High School work. The State has consistently paid the board of many of these pupils while attending college on the one hand, while on the other many pupils who could and should enjoy the benefits of a college education on the same basis that elementary education is given by the State, are are denied the privilege. In order to remedy these various defects, your Committee recom- mends the following measures: FIRST: That all of the several funds now going to Educational purposes in this State be abolished and that in lieu thereof, the State make provision for its elementary education by giving to each Coun- ty a fixed sum annually for each teacher employed and distribute the remainder of the funds for elementary education pro rata, accor- ding to the aggregate attendance. (Aggregate attendance in this case is intended to mean the total number of pupil days each child counting one for each day he is present in school.) In addition, pro- vision should be made in the levy for aid to approved High Schools on the basis of the present law, and also a sufficient sum to provide suitably for higher education. SECOND: The increase of the present State levy of 16 Jets, on the One Hundred dollars ($100) by a sufficient amount to cover the above requirements. On the present taxable basis, this rate should be not less than twenty cents (20cts.). THIRD: That the authority of the State Board of Education be in- creased so that it alone will be able to: A. Grant certificates to teachers. Certificates to be granted in accordance with examinations made out and marked by itself, such examinations to be uniform throughout the State. B. Prescribe to the minutest detail, the course of study and the text books to be used; these to be fixed on a system of grades of schools, and to be uniform throughout the State for each grade. FOURTH: That the Compulsory Education law of the State be made State- wide in fact as well as in name. FIFTH: That the present High School system of the State be ex- tended to cover the whole State. In order to accomplish this in more sparsely settled communties, the Board recommends establishment 32 of free bus service from one small town to another, where this is prac- ticable, and where not, the establishment of High School Dormitories under the control of the High School authorities to be run at cost. SIXTH: That the introduction of agricultural courses in rural High Schools be further encouraged and that these be so articulated with the Maryland Agricultural College and the State Experiment Station, so as to make the whole a part of the State system. SEVENTH: That all special appropriations to private secondary school be abolished and that where such schools exist in communities which are not covered by said High Schools, contractual relations be enter into with such of these schools whose curriculum and methods are approved by the State Board of Education according to its High School standards. The salaries of teachers and all expenses con- nected with the Institution aside from board, room, rent and courses not called for by the State High School curriculum, such as paint- ing and instrumental music, be borne by the County and State on the same basis as those of approved High Schools; students to pay their own board. EIGHTH: That all appropriations to various colleges be abolished, and that contractual relations be entered into with such institu- tions of higher learning as may be approved by the Board of Edu- cation under terms by which these institutions shall become a recog- nized part of the Public School system of the State, to remain so as long as their standards are in accordance with those prescribed by the State Board of Education; said Institutions to be compensated on a per capita basis to be stated in the contract. NINTH: In view of the fact that Recommendation No. 8 is an ultimate rather than an immediate result, your Committee recom- mend that all applicants for scholarships in colleges receiving State appropriations be prepared to matriculate in the regular colleges de- partments of such colleges, that all appropriations to so-called Insti- tutions of higher learning be immediately limited to those Institu- tion which conform to the definition of the college as given by the the State Board of Education, and be put on a per capita basis at rates no higher than those charged regular pay students. TENTH: In view of the fact that the State Board of Education is charged with the supervision of the entire educational system of the State, the expenditure of all State money for educational purposes, whether public or private, be placed under the supervision of the State Board of Education. RESPECTFULLY SUBMITTED, Philip Briscoe Thomas M. Bartlett H. Wirt Steele Committee 33 THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL FINE OF 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN US BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO SO CENTS ON THE FOURTH AY LD 21-50m-l,'35 I y Gaylord Bros. Makers Syracuse. N. Y, * % PAT. JAN. 21. 1908 YC 55958 , UNIVERSITY OF CALIFORNIA LIBRARY