STATE OF NEBRASKA DEPARTMENT OF PUBLIC INSTRUCTION LINCOLN FREE TEXT BOOKS REPRINT FROM TWENTY-SECOND BIENNIAL REPORT 1913 JAMES E. DELZELL STATE SUPERINTENDENT \ K t> J I J y | J N % or FREE TEXT BOOKS The opinion still obtains that Nebraska has the best free text book law in the United States. No changes have been made in the law or in the rulings and decisions relative to its operation for a number of years. The exposition of the free text book law given in Superin- tendent J. L. McBrien’s biennial report, 1908, is so complete that I am pleased to give herewith an EXCERPT FROM THE TWENTIETH BIENNIAL REPORT. The argument which State Superintendent Thompson made in his first biennial report, 1878, for free text books was a voice crying in the wilderness to prepare the way for our splendid free text-book law passed by the legislature of 1891 under the administration of State Superintendent A. K. Goudy, to whom the law will always stand as a monument. Hear the argument advanced by Superintendent Thompson in behalf of free text-books: “The plan of furnishing text-books by the district as other school apparatus of instruction is furnished, is rapidly growing into favor in both east and west. For this plan is claimed: “1. The necessary books are ready at the beginning of the term and no pupil is kept back by waiting until he can send to the store for his books. “2. Every pupil has the right kind of books and enough of them. “3. Absolute uniformity is secured at once and can be kept up without difficulty. “4. Needed changes in books can be made without additional cost; since when one lot is worn out a different kind cap be bought without additional expense above what the same kind would cost. “5. More pupils come to school where books are free, and thus the benefits of the school are extended to a larger number. Pupils stay longer in school where they do not have to buy books. “6. It is much cheaper. The books can be bought in quantities at wholesale, at a reduction of from 20 to 40 per cent below retail prices. Also, experience show that books last longer when owned by the district than when they are the property of individual pupils, partly because they are kept in the school house and free from the wear and tear of home use, and of carriage to and fro; and partly because the books are used until worn out, being used by several pupils in succession. A careful collation of several hundred experiments shows that when the books are furnished by the district, the whole expense for books for a series of years will be less than half what it would have been under the plan of individual ownership. “7. Where free text-books are furnished, if a man moves into the district his children can go into the school at once, without addi- 4 STATE SUPERINENDENT’S REPORT tional expense, and when he leaves for a different locality he does not carry with him a large number of text-books for which he will - find no use in his new place of residence. “These and other things are claimed by the friends of free text-books, and I must say that the experience of districts that have tried the plan in this state, goes far to confirm them. “In the report for 1877, sixty districts were returned as having this plan on trial. As nearly as can be ascertained at the present time, about seventy-five districts are furnishing free text-books. In the month of May a circular of inquiry was addressed to a number of these districts, asking the following questions: “1. How long have you been furnishing free text-books? “2. What reduction from retail prices did you get when you purchased your books? “3. What is the average cost to the district per annum, per pupil? “4. How does the plan work? “5. What difficulties do you meet? “To the first question the answers varied from ‘one’ to ‘five years.’ “To the second question, the answers show that an average deduction from retail prices was made of about 25 per cent; but some received 40 per cent off. “To the third question, the answers varied from 50 cents per pupil, per year, to $1.25. “To the fourth question, one reports ‘ a failure,’ another ‘badly,’ the remaining eighteen of the twenty reporting, speak of the plan as working ‘admirably,’ ‘well,’ ‘popular with teachers,’ ‘not opposed by patrons,’ ‘great advantage,’ ‘works very satisfactorily,’ perfect success,’ ‘could not have had a school without it,’ etc., etc. “To the fifth query, one answers, ‘pupils do not like soiled books, and do not take care of them;’ others answer, ‘no serious difficulty,’ ‘principal difficulty is the choice of books, and perhaps the total de- pravity of some pupils,’ ‘to induce teaciiers to feel responsible for the care of the books; this ought to be stipulated in the contract,’ ‘no difficulties,’ etc., etc. “Of the two districts that report ‘failure and dissatisfaction,* one furnished books only to those too poor to buy them; and both are unable to tell the expense of the experiment, showing that the matter was not carefully managed. As it is, 90 per cent of all districts reporting are highly pleased with the plan. “Suggestions. — (1) Districts that now furnish or contemplate furnishing free text books, should present the question at the annual meeting, and have a tax voted for the purpose. “(2) Buy all books needed at the same time and from the same dealer, and thus get the best reduction from retail prices possible; this should not be less than 25 per cent, and in some cases may be more. * “(3) Provide a strong book case or closet in the school house, one that can be locked and in which the books can be stored for safe FREE TEXT BOOKS 5 keeping. A case with as many compartments as there are pupils in the school, is very convenient, to prevent mixing the books in charge of different pupils, when the books are temporarily stored away. “(4) Have all the books numbered and labeled as soon as bought, with a label something like tne following: ‘Text-book Library No. * This book belongs to School District 87, Lancaster County. “1. Books must not he taken from the schoolroom without the express permission of the teacher in each case. “2. Books must be accounted for to the Director, by the teacher, at the end of edch term. “3. In case of the loss or material injury of a book by a pupil, the book must he replaced by the pupil. “4. The teacher will keep a strict account of what books are loaned, and to whom. “5. To mark upon or otherwise deface any hook furnished by the district, must he regarded as a serious offense. “6. The teacher has full authority to enforce these rules.’ “(5) Provide a hook in which to keep a catalogue of books, and a record of those loaned to pupils. “(6) Make the teacher responsible for all losses that follow from want of care by him. “(7) Keep an accurate account of all expenditures for books, so that it may be possible for the district to judge intelligently from year to year whether it pays to continue the plan.” We give here our present free text-book law and the opinions of Superintendents Corbett, Jackson and Fowler, as well as the decisions of the Supreme Court and the rulings of this department thereon. LAW The act of 1891 entitled “An act to provide cheaper text-books, and for district ownership of the same,” reads as follows: Section 1 (4 885*). — Purchase of books by board. — District school boards and boards of trustees of high school districts, and boards of education in cities of the first and second class, are hereby empowered and it is made their duty to purchase all text books necessary for the schools of such district; and they arc further authorized to enter * Numbers in brackets refer to section numbers in the Compiled Statutes of Nebraska, 1901. 6 STATE SUPERINENDENT’S REPORT into contract, as hereinafter provided, with the publishers of such books for a term of years, not to exceed five ( 5 ) ; Provided, that the con- tract prices of such books shall not exceed the lowest price then granted to any dealer, state, county, township, school district, or other in- dividual or corporation in the United States, to be determined as here- inafter provided; And provided further, that such contract shall guar- antee to such districts any further reduction that may be granted elsewhere during the life of such contract. Section 2. (4886). — Bond of Publisher. — Before any publisher of school books shall be permitted to enter into contract with any school district under the provisions of this act. he shall file with the state superintendent of public instruction, to be approved by him, a good and sufficient bond in the sum of two thousand ($2,000) to twenty thousand dollars ($20,000) for the faithful performance of the con- ditions of such contracts and the observance of the requirements of this act; and such publisher shall also file with the state superintend- ent of public instruction a sworn statement of the lowest prices for which his series of text-books are sold anywhere in the United States; and a failure to file such bond and sworn statement of prices shall be a good and valid defense on the part of the district against payment for any books that may be sold by such publisher prior to the date of filing such bond and sworn statement of prices; and all such contracts to which such publisher is a party made subsequent to the passage of this act and prior to filing such bond and sworn statement of prices shall be null and void. Sec. 3 (4887). — Payment for books. — For the purpose of paying for school books, the school district officers may draw an order on the county or township treasurer for the amount of school books ordered. Sec. 4 (4888). — Same. — The county or township treasurer shall pay orders, drawn by school district officers, for the purchase of school books, out of any funds in his hands belonging to the district, except the money received from that derived from the teachers’ fund. Sec. 5. (4889). — School book trusts. — Any contract entered into under the provisions of this act with any publisher who shall hereafter become a party to any combination or trust for the purpose of raising the price of school text-books shall, .«t the wish of the school board of the district using such books, become null and void. Sec. 6 (4890). — Price lists. — The state superintendent of public instruction shall, within thirty (30) days after the filing of the herein- before mentioned sworn statement of prices of text-books, have the same printed and forward a sufficient number of certified copies of same to each of the county superintendents of the state to furnish all the school districts of such county with one copy each; and the county superintendent shall immediately after receiving said certified copies of prices of books, send or deliver one of such certified copies to the FREE TEXT BOOKS 7 director or secretary of each school district or board of education in such county, to be filed as a part of the records of such district; and he shall also file one of said certified copies of prices in his office as a part of the records of said office. Sec. 7 (4891). — Contract, form of. — It shall be the duty of the state superintendent of public instruction to prepare and have printed a form, of contract between district boards and publishers of school books, and to furnish the same, through the county superintendent, to the several district boards of the state; and no other form of contract shall be used by such district boards and publishers in carrying out the provisions of this act. Sec. 8 (4892) . — Violation of Contract. — Upon the filing of a written complaint with the state superintendent of public instruction by the officers of any district board, charging any publisher with violating *the conditions of such contract as hereinbefore mentioned, the attorney general is hereby instructed, and it shall be his duty, to investigate the same, and if he finds probable cause for action he shall immediately begin proceedings in the name of the state to enforce the liability on the bond herein before mentioned. Sec. 9 (4893). — Property in books. — All books purchased by dis- trict boards, as hereinbefore mentioned, shall be held as the property of the district, and loaned to the pupils of the school while pursuing a course of study therein free of charge; but the district boards shall hold such pupils responsible for any damage to, loss of, or failure to return such books at the time and to the person that may be designated by the board of such district. Sec. 10 (4894). — Supplies. — The provisions of this act shall in- clude all school supplies; Provided, That nothing in this act shall be construed to prohibit any pupil or parent from purchasing from the board such books as may be necessary at cost to the district; Provided, further, That the board may designate some local dealer to handle books for the district, with such an increase above contract price, to pay cost of transportation and handling, as may be agreed upon between said board and said dealer. SUPERINTENDENT H. R. CORBETT. In the Fourteenth Biennial Report of the State Superintendent of Public Instruction to the Governor of Nebraska (1895-6), Superin- tendent H. R. Corbett gives the result of a special investigation of the results and popularity of the Free Textbook Law. I give herewith a few of the questions submitted by him to the county and city superintendents, principals, and country school teachers, and the replies received thereto. In some cases I include comments made by Superintendent Corbett in his report. Is the average condition and care of books better or worse than it was in the same schools under individual ownership? Of the 164 8 STATE SUPERINENDENT’S REPORT answers received, eighty-six indicate “better,” thirty-five “worse,” and forty-three indicate no difference. Does the free text-book system lead to any increase in school en- rollment? Of the 172 answers, 129 say “yes,” thirty-seven “no,” and six are doubtful. Does it promote regular attendance? Of the 161 answers, eighty- nine answer “yes,” fifty-eight “no,” and fourteen are doubtful. Is there any marked decrease in entire cost of books to the com- munity as a whole?” Of the 168 answers, 128 are “yes,” thirty-three “no,” and seven are doubtful. Do school boards as a rule furnish books more promptly and in sufficient quantities? Is the supply more full and prompt and satis- factory than when pupils furnish the books? Of the 176 answers, 161 are “yes,” twelve are “no,” and three are doubtful. What means are employed for securing good care of books? Among the significant answers to this question are the following: “Regular inspections, books being inspected and their condition being recorded by the teacher.” (This is one of the most effective means, and if systematically done requires but little time.) “Books num- bered and charged to pupils in text-book register.” “Tact and care on the part of the teacher.” (This suggestion gives the key to the situation.) “Pupils required to purchase books lost or carelessly in- jured.” (A requirement eminently proper under the law.) “The covering of books.” (A fresh new paper cover at the beginning of the term will go a long way toward making the books uniform and attractive.) “Careful use of bookcases.” “Care insisted upon by school boards.” “Talks to teachers in institutes and associations.” “Circular to teachers.” In conclusion, Superintendent Corbett says: “I have taken pains in compiling the answers received to report favorable and unfavorable replies with equal fairness. My desire has been to enable the reader of this summary to gain from it in brief compass an accurate idea of the esteem in which the law is held by the school people of the state. “These are its advantages, briefly stated: It is a logical sequence to the free school idea, diminishing still further the barrier between rich and poor, removing an obstacle which stands in the way of attend- ance of the very class the common schools are designed to reach; it reduces largely the cost of books to the community as a whole; it enables the management of the school to secure a more satisfactory and seasonable supply of books and materials; when properly administered, * it freely permits the use of books that are needed for study at home and helps the teacher to inculcate habits of neatness and care in the use of books. “The chief objections to the system come from two sources: (1) from those who oppose all taxation for school purposes; (2) from FREE TEXT BOOKS 9 places where carelessness in the administration of the law has resulted in unnecessary destruction of books, and in careless habits on the part of the pupils.” “I consider it safe to affirm that wherever proper attention has been paid to the administration of the law, the results have been highly gratifying to school authorities, teachers and patrons. It is furthermore safe to assume that having once come to understand the advantages of this logical extension of the free school idea, the people of Nebraska will not willingly go back to the system formerly in use.” SUPERINTENDENT W. R. JACKSON. In the Fifteenth Biennial Report (1897-8) Superintendent W. R. Jackson gives the result of his inquiries and observations as follows: The free text-book law has been in operation in this state since 1891. Of the 6,703 school districts in Nebraska, 5775 own and fur- nish text-books to the pupils free of cost. In many districts it is mutually agreed among the patrons of the school not to take advantage of the provisions of the law. While all within the district are satisfied with this plan, they may, of course, furnish the books individually, or the district may plan to secure books at contract price and sell to pupils at cost, but if anyone living within the district demands free text-books for his children who attend school, the law not only “em- powers” the school board to furnish them, but makes it “their duty to purchase all text-books necessary for the schools of such districts.” One of the features which commends our present law to the favorable consideration of the taxpayers is the provision regulating the cost of books as follows: “That the contract price of such books shall not exceed the lowest price then granted to any dealer, state, county, township, school district, or other individual or corporation in the United States, to be determined as hereinafter provided; and provided further, that such contract shall guarantee to such districts any further reduction that may be granted elsewhere during the life of such contract.” It will be seen by the above extract that school districts in this state, regardless of size or financial ability, may obtain text-books on as favorable terms as the largest and most influential district or corporation in the United States. Another strong feature may be noted. The law does not restrict the district from purchasing books from one firm or company. This gives great latitude in the selection of books and is a very desirable feature. The law as a whole is a good one, perhaps one of the best found in any state, and scarcely needs any amendments. About twenty of the leading book companies of the United States have filed bonds, together with sworn statements of their lowest contract prices for books. Some districts have contracts with five or six of these companies and thus are able to select the best books put out by each company. 10 STATE SUPERINENDENT’S REPORT The advantages and arguments in favor of free text-books may be summed up in the following: Reports having reached this office that our present free text-book law is not giving satisfaction, it was thought expedient to canvass the views of the people generally throughout the state for the purpose of ascertaining the exact status of this matter, thus enabling me to recommend such measures for the consideration of the legislature as might be best for the educational interests of the state. For this pur- pose the following questions were submitted to school officers, prin- cipals, and superintendents throughout the state. 1. In your judgment, has this law had the effect of improving the school work in your community? 2. Are the people of your community satisfied with it? 3. Has it in your judgment, had the effect of reducing the cost of school books? 4. Would you favor a change in the law? If so, in what respect? 5. Would you favor a repeal of the law altogether and a return to the old plan of the individual purchase; that is, where the pupils purchase the books themselves? 6. Additional remarks and suggestions. I have received replies from over 3,000 persons. Of this number, only 5 out of 132 town and city superintendents favor a repeal of the present law. But one or two county superintendents are opposed to the law as it stands, and a vast majority of school officers Reporting for their districts say they are in favor of the present law. Eighty per cent of the school officers answer the first question in the affirm- ative; 83 per cent are satisfied with present conditions; 7 6 per cent inform me that the present law results in a reduction in the cost of books; 28 per cent favor some change in the law, but the changes pro- posed are almost as numerous as the persons suggesting them, many suggesting points already covered by the law; while 18 per cent favor a repeal of the law altogether, the reason given by the major portion is that “individual ownership would result in better care of books.” Under “additional remarks and suggestions,” the statements made would indicate that in some districts too little care is taken in the care of text-books; while on the whole these remarks would indicate that the present law is about as satisfactory as it would be possible to make it. At the end of another two years, in the Sixteenth Biennial Report (1899-1900), Superintendent Jackson says, relative to the free text- book law: The law enacted in 1891 providing that the text-books for use in the public schools of the state shall be furnished free to the pupils is still in force and effect. It has not been amended in any way. The purpose of the law is to secure to the people of each district the widest latitude in the management of their schools. The object of the law in authorizing the school district to contract for the needed: FREE TEXT BOOKS 11 text-books was two-fold. 1st, to insure to the district the right to purchase the books at the lowest wholesale rates offered on such books anywhere in the United States, thus securing to the district the benefit of universal competition throughout the country, and 2nd, to protect the people of the district against the expense incident to too frequent changes. Preparatory to entering into a contract under the law, the pub- lishers must first have with the State Superintendent of Public In- struction a sworn statement of their lowest wholesale prices of books, and must be willing to execute a bond for the protection of school dis- tricts contracting for same. By this provision of the law, each district secures not only the benefit of competition in this state, but in all other states where said publisher’s books are used. The pro- tection of the people of a district against too frequent changes in text-books is sought to be secured by the provision of the law author- izing school boards to enter into contracts with their publishers for their books for a term of years. I might add that experience has shown that teachers moving from one district to another frequently feel it incumbent upon them to discard some of the text-books in use for others of the same kind but of different authorship. This disposition often exists where there is a large supply of the text it is proposed to throw out in good condition; and where the change is made, under such circumstances particularly, it results in large expense to the pepple of the district. The correct procedure for any school board, in my opinion, is to exercise discrim- inating care in making its first selection of books; being solicitous to get the. best the market affords at the lowest obtainable price, then to keep its teachers informed from year to year as to the names of the books selected in the different grades, so that when handing in their requisition to the school officer charged with keeping up the supplies, none but the regularly adopted books will be called for. Of course, this suggestion is not intended to apply where new studies are added to the course, or where the books in use need to be supplemented in the judgment of the teacher, acting with the board, in order to secure the best results. DECISIONS OF THE SUPREME COURT AND OFFICIAL DECISIONS. Damage to. — If any person shall wilfully and maliciously injure or deface any church edifice, school house, dwelling house, or other building, its fixtures, or books, or appurtenances, or shall commit any nuisance therein, or shall purposely and maliciously commit any tres- pass upon the enclosed grounds attached thereto, or any fixtures placed thereon, or any enclosure or sidewalk about the same, such person shall be fined in any sum not exceeding one hundred dollars. — Section 111, Chapter XIV, Criminal Code, Compiled Statutes of Nebraska for 1901. 12 STATE SUPERINENDENT’S REPORT Must Furnish. — Subdivision 18 of the School Laws is mandatory, and it is not within the authority of the annual district meeting to vote not to furnish text-books; under this law any patron of the district, by the proper legal proceedings could compel the district board to furnish his children, pupils in the school, the necessary text-books, notwithstanding any action or failure to act on the part of the district meeting. Some patron of the district should apply to the district court in behalf of the district for a writ of mandamus to compel the board 'to furnish to the children of the district the necessary text-books. See the case of Ambrose Aff holder et al. v. State of Nebraska ex rel. Peter McMullen, 51 Nebr. 91. In this case, in the district court of Burt county, Peter McMullen made application for a peremptory writ of mandamus to compel Ambrose Affholder and others, consisting of the school board of district No. 5 8 of said county, to purchase and furnisn to the children of school age of said district the necessary text-books in accordance with the free text-book law. An alternative writ was issued, and for a return thereto the school board interposed the defense that said act was unconstitutional. The writ was issued as prayed, and the school board appealed the case to the Supreme Court, The Supreme Court sustained the district court. A writ of mandamus will not issue where it is not within the power of the respondent lawfully to comply, or where it would otherwise be unavailing. 46 Nebr. 857. Funds for Purchase. — Text-books may be paid for out of any funds on hand belonging to the general fund, to the incidental fund, or to a fund especially provided for this purpose. Includes Supplies. — In passing upon the constitutionality of the free text-book law, in discussing the Word “supplies,” the following language is used by the judge rendering the decision: “We do not think the term ‘text-books’ should De given a techn'cal meaning, but that it is comprehensive enough and does include globes, maps, charts, pens, ink, paper, etc., and all other apparatus and appliances which are proper to be used in the school in instructing the youth, and we conclude, therefore, that the act under consideration is not broader than its title, and the term ‘school supplies’ found in the tenth section of the act is not foreign to the term ‘text-books’ found in the title of the act, but is germane to and comprehended and included within the term ‘text-books.’ ” Loaning Bocks. — The law provides that text-books shall be loaned to pupils while pursuing a course of study in the schools. It is the duty of the board of education to place books at the disposal of pupils who need to study in the evenings. If, however, in the judgment of the teacher and the board, pupils of certain classes cannot study profitably outside of school hours, it is proper to place reasonable restrictions upon the use of books at home by such pupils or classes. It is not within the authority of the school board to loan text-books, FREE TEXT BOOKS 13 which are the property of the district, to be used in schools held outside the district. Pupils Responsible for. — Section 9, subdivision 18 of the School Laws, provides that all books purchased by the district board shall be held as the property of the district and loaned to pupils of the school while pursuing a course of study therein, free of charge; but the district board shall hold such pupils responsible for any damage to, loss of, or failure to return such books at the time and to the person that may be designated by the board of such district. SUPERINTENDENT W. K. FOWLER. A bill was introduced into the legislature of 1903 to repeal the free text-book law. After a brief discussion in a committee the bTl was reported for indefinite postponement. Experience proves that, where proper care is exercised by the school board and the teacher, this law is popular and satisfactory; but it becomes a detriment and a nusiance whenever pupils carelessly soil, mark, deface, or destroy these books. See that teachers appeal to the pride of their pupils; that they insist on habits of neatness and cleanliness; that they make a regular inspection of the books at least once a month — no other agency is more effective than a regular book inspection. Teachers should also hold pupils responsible for preserving and returning books in good condition by a proper use of the Permanent Text-Book Record. School boards should also furnish each school room with a book-case. We urge upon school officers the importance of furnish- ing their schools with up-to-date text-books. You should no more expect pupils and teachers to work with text-books that are behind the times than you should think of throwing aside the self-binder and checkrower to return to the implements used by your fathers. Modern text-books are as necessary as modern farming implements. Relative to the difference in cost of text-books, when purchased by parents individually and by the district as a whole, I will say that under normal conditions the average cost per child (including children from the kindergarten to the end of the high school course) for books when purchased by the individual parent would not be less than two dollars per year. Figuring on the enrollment in the schools of the state for the past five years and the amount expended for text-books and pupils’ supplies for the same time, an average of sixty- four cents per child per year is the cost under the plan of district purchase. The number of districts in the state is 6666; the number of dis- tricts furnishing free text-books is 6066. The 600 districts not now furnishing free text-books could be compelled to do so upon complaint by any one tax payer in each of said districts, provided it is within the power of the district to furnish said books. 14 STATE SUPERINENDENT’S REPORT PRESENT STATUS The free text-book law still stands with but one amendment thereto, carrying its provisions to metropolitan cities which the original act failed to do. Let it be said, however, that Omaha, the only metropolitan school district in the state, long before the enactment of our free text-book law, found the free text-book system a policy in behalf of public economy. In the last legislature a bill was introduced proposing to change but one word in the law, making the law optional rather than mandatory. The legislative committee of the Nebraska State Teachers’ Association, consisting of one member from each congressional district and three members at large, speaking through its chairman, the Rev. L. P. Ludden, appealed to the legislature March 14, 1907, for the indefinite postponement of this bill in the following language: This committee with all members present at its meeting Febru- ary 1, 1907, in the office of the state superintendent at Lincoln, adopted the following resolution: Resolved, That it be the sense of this committee that Nebraska has the best free text-book law in the United States, and that we are unalterably and unqualifiedly opposed to any amendment thereto.. In view of the foregoing facts, we appeal to your honorable body to indefinitely postpone H. R. 409, just reported on the first sifting list. I gave this appeal by said committee my official endorsement in these words: Gentlemen of the House of Representatives: I w*as present at the meeting above referred to and gave the above resolution my official endorsement. I hand you herewith a copy of our present free text-book law with the opinions of three of my predecessors in support of this law. Note what State Superin- tendents Corbett, Jackson and Fowler said in behalf of this law. Note also the decisions of the Supreme Court as to when districts must furnish free text-books and when they are exempt, pages 6 and 7 of said circular. Be it said to the wisdom of the members of the House of Repre- sentatives that said bill was indefinitely postponed by a vote of ninety- nine to one. Supt. H. R. Corbett was the first state superintendent to make an extensive study of the workings of the free text-book law, which was continued by Superintendents Jackson and Fowler. To Mr. Corbett belongs the honor of urging upon teachers, school officers and pupils a proper care of school property, and especially of text-books. We give here his suggestions therefor: FREE TEXT BOOKS 15 CARE OF TEXT-BOOKS “Under our present text-book law this subject is one of the greatest possible importance in every school. Reports show that where proper care is exercised by the school board and teacher (es- pecially by the latter) the free text-book law is popular and satis- factory; but it becomes a detriment and a nuisance wherever pupils are carelessly allowed to soil, mark, deface, or destroy the books. If the law is a failure, it is probably the fault of the teachers or the board. “The conditions are not the same in all schools. The methods to be employed must, therefore, be determined by the teacher’s judg- ment and tact. The following suggestions will probably be found helpful: “1. Appeal to the Pride of the Pupils. — Say they do not want the superintendent and visitors to And them more careless, dirty, destructive, etc., than other schools. Such visitors might wrongly conclude that they were not well taught at home. This would reflect upon their parents and their homes, of which they are so proud, etc. Tact and ingenuity will find many ways of reaching pupils. If the teacher can once secure a sentiment in favor of good care of books, the work is half done. “2. Book Inspections. — Every school should have a regular in- spection of books monthly, or at some other stated period. Make it systematic, but arrange so as to suit the teacher’s convenience. It need not take long, and can be done before or after school, at recesses or noon, or in part at least, during school hours, as most satisfactory. (For method of recording, see “Use of Text-Book Record.”) No other agency is more effective than the regular book inspection. It offers the teacher the best means of knowing the condition of all books; but its chief use is to keep the children reminded of their duty in this matter. The teacher should often allude incidentally to the next inspection. Of course all this requires a little thought and time, but not much, after all, when results are considered. “3. New Books. — If, unfortunately, books in your school are in a bad condition, make it a special point to preserve the new books purchased; then as the old ones wear out a better condition of things will be brought about in time. “4. Habits of Neatness. — It is as important to teach children neatness in their habits as to teach them reading and arithmetic, nor are they too young to learn about duty to the public and the responsibility involved in the use of public property. The free text- book plan gives the teacher better opportunities for this kind of culture than does individual ownership. Is not this a nobler motive than simply the selfish interests of pupils and parents to protect their own property? Yet the principal objection to the law is that it takes 16 STATE SUPERINTENDENT’S REPORT away this selfish interest; and where teachers and school boards are so careless as to remove the better motive, it is no doubt true that the selfish motive is better than none. Show that in your school and under your influence the better method is more effective. “5. Covering Books. — Advantages. — First, saving of books; second, greater cleanliness; third, uniformity of appearance — pupils less likely to complain that books are old and worn. The cover should be renewed whenever a different pupil begms using it. “Do not allow pupils to deface covers. Allow no marks except name of pupil and name of book. “Material. — All books should be covered with strong, smooth paper. In the smaller cities and towns suitable material can usually be secured best at a good hardware store. It is cheap and should be provided by the director in sufficient quantities. “Size of Sheet. — Length, about one and two-thirds times the width of the book when opened wide; width about twice the length of the book. (Exact dimensions not essential, — best size can be deter- mined by a little experimenting.) “Directions. — There is only one good way to fold and apply covers. No stitching or pasting is necessary, and a perfect cover can be made with a little practice. Lay sheet on table with longer edge toward you; fold further edge down toward you and lower edge up from you and crease, making the folded sheet slightly wider than the length of the book. Then fold right hand end of this folded sheet over to the left, and left hand end over to the right and crease, making the length of the folded sheet a little more than the width of the book when opened wide. The cover is now ready to insert the book. Bend the stiff covers of the book back; insert one of them in one side of paper cover and the other in the other side. A little practice will enable you to fold the sheet so as to make a perfectly fitting cover.’’