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 BULLETIN: NO. 1. 1908 — WHOLE NUMBER 380 
 
 DEPARTMENT OF THE INTERIOR :: BUREAU OF EDUCATION 
 
 ON THE TRAINING OF PERSONS 
 TO TEACH AGRICULTURE IN 
 THE PUBLIC SCHOOLS 
 
 By LIBERTY HYDE BAILEY 
 DIRECTOR OF THE 
 
 NEW YORK STATE COLLEGE OF AGRICULTURE 
 AT CORNELL UNIVERSITY 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1908 
 
^JCS 
 
 ,4 
 
 
 x v0 
 
 CONTEXTS. 
 
 Page. 
 
 Letter of transmittal 5 
 
 Introductory note 7 
 
 Part I. — The nature of the problem 9 
 
 (1) Elementary schools 9 
 
 (2) High schools 18 
 
 (3) Special schools 21 
 
 Part II. — The means of training the teachers 23 
 
 (1) Aids to teachers already in service 25 
 
 (а) Summer schools 26 
 
 (б) Regular teachers’ institutes 27 
 
 (c.) Lectures 27 
 
 (d) Correspondence and leaflet work 27 
 
 ( e ) Short courses in agricultural colleges 28 
 
 (/) Peripatetic teachers 28 
 
 ( g ) United States Department of Agriculture 29 
 
 (2) The training of new teachers 29 
 
 (а) State normal schools 30 
 
 ( б ) Local normal schools 31 
 
 (c) High schools and training classes 33 
 
 (d) Separate agricultural schools 34 
 
 (e) Special foundations 35 
 
 (/) Education departments and teachers’ colleges. 36 
 (g) Colleges of agriculture 37 
 
 Part III. — The general outlook ; the significance of normal work in the 
 
 colleges of agriculture 39 
 
 The content of the normal work 41 
 
 Department of agricultural education of the Massa- 
 chusetts Agricultural College 41 
 
 College of agriculture of the University of Illinois 41 
 
 Normal department of the New York State College 
 
 of Agriculture 42 
 
 Teachers College of the University of Missouri 43 
 
 College of agriculture of the University of Maine 44 
 
 Normal course of the North Carolina College of Agri- 
 culture and the Mechanic Arts 46 
 
 North Dakota Agricultural College 46 
 
 Connecticut Agricultural College 47 
 
 Washington (State) Agricultural College 48 
 
 List of references 49 
 
 Index 51 
 
 3 
 
LETTER OF TRANSMITTAL. 
 
 Department of the Interior. 
 
 Bureat^ of Education, 
 Washington, D. C., February 13 , 1908. 
 
 Sir: I have the honor to transmit herewith a manuscript entitled 
 “ On the Training of Persons to Teach Agriculture in the Public 
 Schools,” and to recommend its publication as the first number of 
 the bulletin of the Bureau of Education for the year 1908. 
 
 By the so-called Nelson amendment to the agricultural appropria- 
 tion bill for the year 1908 the sum of $5,000 was added to the appro- 
 priation to each of the States for the better endowment and support 
 of the agricultural and mechanical colleges which had been previ- 
 ously endowed and aided under the two Morrill acts, of July 2, 1862, 
 and August 30, 1890; and it was provided that this addition should 
 be increased by the sum of $5,000 annually till it should reach the 
 annual amount of $25,000. When this maximum is reached, at the 
 end of a five-year period, each State will receive annually, including 
 the $25,000 previously granted under the second Morrill Act, a total 
 of $50,000 for agricultural and mechanical college purposes. 
 
 With these liberal endowments and the still larger amounts appro- 
 priated by the State governments the “ land-grant colleges ” have 
 been able to give a great impetus to agricultural education. They 
 have helped to form the rising demand for a wide extension of such 
 education in high schools, normal schools, and schools of elementary 
 grade. 
 
 As was pointed out in the report of the Commissioner of Education 
 for the year 1906, there is grave danger that the demand for the 
 teaching of agricultural subjects shall far outrun the supply of prop- 
 erly qualified teachers. Such a mischance might result in a serious 
 setback to a great educational movement — one of the most promising 
 educational movements, in fact, of the present generation. It is 
 accordingly significant that the Nelson amendment contained the 
 following provision : “ That said colleges may use a portion of this 
 money for providing courses for the special preparation of instruct- 
 ors for teaching the elements of agriculture and the mechanic arts.” 
 
 The Bureau of Education bears some responsibility in this matter, 
 since the Department of the Interior is charged with the distribu- 
 
6 
 
 LETTER OF TRANSMITTAL. 
 
 tion of the annual appropriations under both the second Morrill Act 
 and the Nelson amendment, and this Bureau is the agency through 
 which that function is discharged. With a view to rendering some 
 assistance in the shaping of plans for such training of teachers as 
 may be undertaken by the colleges with the aid of these new funds, 
 I have asked Prof. Liberty Hyde Bailey, director of the New York 
 State College of Agriculture at Cornell University, to prepare the 
 bulletin which is presented herewith. Professor Bailey is among the 
 foremost of those who are making the new movements in agricul- 
 tural education, and his suggestions will have value and interest, not 
 only for the authorities controlling the agricultural and mechanical 
 colleges, but also for all who are interested in these new educational 
 undertakings. 
 
 Very respectfully, Elmer Ellsworth Brown, 
 
 G ommissioner. 
 
 The Secretary of the Interior. 
 
INTRODUCTORY NOTE. 
 
 The most significant contemporaneous movement in education is 
 the effort to adapt the work of schools directly to the lives of the 
 pupils. It is the expression of the effort to make the school training 
 applicable. The normal activities of the child are to be directed and 
 trained in such a way that real education will result therefrom. 
 Education will grow out of the child’s experience, rather than be im- 
 posed on him. 
 
 If this is to be the motive of popular education, then agricultural 
 and industrial subjects will be made more and more a means of school 
 work. It is therefore a question of the first importance how to or- 
 ganize these subjects into an educational harmony. The agricultural 
 subjects are specially difficult of organization, because they are so 
 many and so diverse and so unlike in different regions. The character 
 and success of the teaching of these subjects lie immediately with the 
 teacher; there have been no institutions consciously to train teachers 
 for such work ; therefore it is not strange that many educators should 
 consider the training of persons to teach agricultural subjects to be 
 the most important educational question now before us. 
 
ON THE TRAINING OF PERSONS TO TEACH AGRICULTURE 
 IN THE PUBLIC SCHOOLS. 
 
 PART I.— THE NATURE OF THE PROBLEM. 
 
 It is first necessary to understand that the training of teachers for 
 the teaching of agriculture in the public schools is not a simple or a 
 single question. The training of teachers for the group of subjects 
 embraced under the term “ agriculture ” can not be isolated from 
 other training. It is not alone a question of giving the teachers the 
 necessary technical knowledge and skill in agricultural subjects, but 
 also of providing training and experience in methods of teaching, 
 and in developing a point of view and a right estimate of education 
 in general. There is great danger in the technical teaching of agri- 
 culture, even though it be well taught, if the teacher is not also well 
 grounded in the social and pedagogical principles and problems in- 
 volved in all education ; and any such irrelevant or unrelated teaching 
 will in the end react disastrously on the very movement that it is 
 intended to promote. 
 
 The subject before us is not single in respect to the kinds or grades 
 of schools that are involved in the discussion, the constitution or body 
 of the subject-matter itself, or the nature of the sentiment that lies 
 behind the movement for agriculture in the schools. 
 
 In the training of teachers it is necessary at once to know the kind 
 of teaching that the prospective teachers are expected to undertake. 
 With the widespread and unorganized interest in agricultural educa- 
 tion it is impossible to make any definite classification, but we may 
 roughly throw the schools in which the teaching of the subject is in 
 question into three groups — the elementary schools, the high schools, 
 and various kinds of special schools. 
 
 ( 1 ) .—ELEMENTARY SCHOOLS. 
 
 We first consider elementary teaching of all kinds, meaning, in gen- 
 eral, such range of work as is comprised in the first eight grades of a 
 graded school system, or work in ungraded schools that is not more 
 advanced than this. In this group the difficulties are the greatest. 
 The group includes most of the so-called rural schools, the greater 
 part of which are not graded to any extent, in some regions not at all. 
 
 9 
 
10 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 These rural schools are most closely in contact with real agricultural 
 needs, and it is in them that many persons seem to expect the quickest 
 and best results from the teaching of agriculture; yet they are beset 
 with very special difficulties, and we shall need to discuss them at 
 some length. We may take this opportunity, also, to discuss some of 
 the principles involved in rural school education. 
 
 The first thing that needs to be done with the rural elementary 
 schools — the so-called district schools — is to redirect them and vitalize 
 them, rather than merely to introduce agriculture as such. It is not 
 unlikely, however, that this very agitation for the teaching of agri- 
 culture is to be the means of starting the reorganization. The de- 
 mand for the introduction of agriculture is in reality the concrete ex- 
 pression of a desire to make the schools mean something real and 
 tangible to the pupil, to relate them to his life and environment. The 
 effort to accomplish this has recurred strongly at different epochs for 
 at least one hundred years. Recorded discussions of fifty and seventy- 
 five years ago read much like those of to-day. It is probable, how- 
 ever, that we have now arrived at a time when the agitation will pro- 
 duce concrete organizational results. Education by means of agri- 
 culture is but a phase of industrial education. 
 
 The special difficulties or handicaps of the rural elementary schools 
 are such as these : Teaching in them is not recognized as a profession, 
 but is undertaken as a preparation for other teaching or as a means 
 of temporary employment, and the qualifications are low; teachers’ 
 pay is small ; tenure of teaching is short, so that there is lack of con- 
 tinuity of effort; one teacher must handle all subjects in most cases; 
 the school year is usually short; attendance is small and irregular; 
 equipment, even in land, is practically nothing; the constituency is 
 conservative and often even uninterested; supervision is slight, and 
 usually not of a constructive or progressive nature. The whole scale 
 of maintenance and organization is low. 
 
 In spite of all these disadvantages, however, the rural elementary 
 school has useful characteristics that must not be overlooked, and 
 that should not be lost. Some persons look for the practical abolition 
 of this type of school, usually planning for it an evolution inlo a 
 system of consolidated centers after the manner of city-school con- 
 solidation. It is a question, however, whether we are not likely to 
 place relatively too much emphasis on the establishing of new institu- 
 tions, whereas the greatest effectiveness and even the quickest results 
 may probably be attained by utilizing agencies already in existence. 
 It is easy, for example, to ridicule the country school, and then to 
 plead for new isolated schools in which to teach agriculture; but in 
 so doing we may forget that isolated special schools can not serve all 
 the people, and that they also tend to isolate the subject. The present 
 rural schools, with all their shortcomings, are good schools because 
 
THE NATURE OF THE PROBLEM. 
 
 11 
 
 (1) they are already in existence; (2) they are the schools of all the 
 people; (3) they are small, and thereby likely to be native and simple; 
 (4) they are many, and therefore close to the actual conditions of the 
 people. We should utilize them to the fullest by improving and re- 
 directing them; and in the end these schools, when redirected, will 
 present the fundamental solution of the problem of rural education. 
 In the discussion of this question, we must not make the mistake of 
 thinking of the welfare of the school alone. The open country needs 
 more local centers of life and influence rather than fewer. It is a 
 debatable question whether the best social life is to be secured by any 
 general consolidation of schools that will make large and far-apart 
 units. 
 
 The arguments in favor of consolidation are many and important. 
 By consolidation, stronger teaching units are secured; more money 
 is available for the employing of teachers and the providing of equip- 
 ment; special subjects can be given adequate attention. The objec- 
 tions are many, but most of those commonly urged are trivial and 
 temporary. The greatest difficulty in bringing about the consolida- 
 tion of schools is a deep-seated prejudice against giving up the old 
 schools. This prejudice is usually not expressed in words. Often 
 it is really unconscious to the person himself. Yet right here may 
 lie a fundamental and valid reason against the uniform consolidation 
 of rural schools — a feeling that when the school leaves the locality 
 something vital has gone out of the neighborhood. Local pride has 
 been offended. Initiative has been removed one step further away. 
 The locality has lost something. It is a question, even, whether the 
 annual school meeting is to be lightly surrendered, whether it is not 
 worth ^keeping as an arena for the clearing of local differences, and 
 as a possible nucleus of a useful institution. By every legitimate 
 means we should develop and fix local attachments. We have almost 
 come to be a nation of wanderers and shifters. We are in danger 
 of losing some of our affection for particular pieces of land. Farm- 
 ing is a local business. It develops into great effectiveness only 
 when local feeling is strong. The State also needs the conservatism 
 and steadiness born of this local interest. 
 
 Much of the impulse for the consolidation of schools, as already 
 intimated, is a reflection of the centralized city graded school ; but it 
 is by no means certain that such institutions are to be the most im- 
 portant or dominating schools of the future. The small rural school, 
 with its weaknesses, has the tremendous advantage of directness and 
 simplicity. It is doubtful whether it would be improved by a rigid 
 system of grading. It is a question, in fact, whether the graded 
 schools do not still carry the onus of proving themselves. Unques- 
 tionably consolidation of rural schools is often advantageous, and 
 is to be advised whenever it seems to be necessary for pedagogical 
 
12 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 reasons. In some regions it may be a necessity. It is often urged 
 for financial reasons; but this in the long run is not reason enough. 
 We maintain our canals and Government work at public expense. 
 The State must cooperate in the maintenance of its detached schools, 
 by direct appropriations, if necessary, to their localities, always on 
 the condition, however, that all effective control does not pass out of 
 the community. Consolidation of schools is much more than a school 
 question. It touches the very quick of local pride and progress. 
 
 There is every reason to expect that consolidation of rural schools 
 will proceed, and with benefit. The point is that it should come 
 naturally and that it should not necessarily be expected to operate 
 advantageously everywhere. It should come as a result of conditions, 
 and should not be forced independently of conditions. It will un- 
 doubtedly be found that some districts will be better off without con- 
 solidated schools. There is no reason in the nature of education why 
 both separate and consolidated schools may not each render service 
 that the other can not render. It will be unfortunate if the question 
 of consolidation of schools falls into the hands of advocates or parti- 
 sans. The social welfare of the community, as well as the school 
 work, must be considered in every case. 
 
 The rural elementary school will be redirected by making it a nat- 
 ural expression of the community of which it is or ought to be a 
 part. Education should develop out of daily experience. It is not 
 necessary to have an entirely new curriculum in order to redirect 
 the rural school. If geography is taught, let it be taught in terms 
 of the environment. Geography deals with the surface of the earth. 
 It may well concern itself at first with the school grounds, the high- 
 ways, the fields and what grows in them, the forests, hills, and 
 streams, the hamlet, the people and their affairs. As the pupil grows, 
 he is introduced to the world activities. Similar remarks may be 
 made for arithmetic, reading, and all the other customary work of 
 the school. This is much more than what is now meant by “ correla- 
 tion.” The problem of the rural school is not so much one of sub- 
 jects as of methods of teaching. The best part of any school is its 
 spirit ; a school can be conceived in which no agriculture is taught 
 separately, which may still present the subject vitally from day to 
 day by means of the customary studies and exercises. The agri- 
 cultural colleges, for example, have all along made the mistake of 
 trying to make farmers of their students by compelling them to take 
 certain “ practical ” courses, forgetting that the spirit and method of 
 the institution are what make the work vital and what send the 
 youth back to the land. The whole enterprise of elementary school- 
 ing needs to be developed natively and from a new point of view ; 
 for in an agricultural country agriculture should be as much a part 
 of the school as oxygen is a part of the air. We should not isolate 
 
THE NATURE OF THE PROBLEM. 
 
 13 
 
 agriculture from the environment of life in order to teach it; we 
 should teach the entire environment. 
 
 If the foregoing points are well taken, we then see that the prob- 
 lem of training teachers to teach agriculture in elementary schools is 
 much more than providing them with an equipment of agricultural 
 subject-matter. Here and there the special teacher of agriculture 
 will be needed in elementary work, as in certain consolidated rural 
 schools, and in well-graded city or village schools. Now and then 
 teachers will be needed to supervise the work in agriculture in sev- 
 eral related schools; but experience will probably demonstrate that 
 in most cases this will be only a temporary means of handling the 
 subject, in order to organize it and to start it. 
 
 It is not alone a new kind of teacher that the rural elementary 
 school needs, and no rural school constituency should be allowed to 
 feel that emphasis should be put on teachers alone. In fact, the 
 kind of teacher is usually an expression and result of the type of 
 effort that exists in the district. The school is worth no more than 
 the district pays for it. The same is true of a horse or a plow or a 
 farm. The rural school premises are often unattractive or even 
 repulsive. No work with spirit in it is likely to be accomplished 
 under such conditions. Moreover, there is no equipment in most of 
 these schools; and teaching can not, any more than farming, be well 
 accomplished without facilities and appliances. 
 
 The school building is first to be considered. From Maine to Min- 
 nesota one will see in the open country practically one kind of school- 
 house, and this the kind in which our fathers went to school. There 
 is nothing about it to suggest the activities of the community or to 
 attract children. Standing in an agricultural country, it is scant of 
 land and bare of trees. If a room or wing were added to every rural 
 schoolhouse to which children could take their collections or in which 
 they could do work with their hands, it would start a revolution in 
 the ideals of country-school teaching, even with our present school- 
 teachers. Such a room would challenge every person in the commu- 
 nity. They would want to know what relation hand training and 
 nature study and similar activities bear to teaching. Such a room 
 would ask a hundred questions every day. The teacher could not 
 refuse to try to answer them. A room of this kind, containing per- 
 haps a plow and a few agricultural implements, would itself con- 
 stitute one of the means of training teachers. 
 
 Eventually, the entire school will partake of the informal character 
 that is suggested by the single workroom. The pupil will be allowed 
 to express himself; and it will be the part of the teacher to direct 
 and shape this expression to the best educational ends. Unless the 
 elementary-school teacher has some such outlook as this, his teaching 
 of agriculture is likely to impose another task on the child. 
 
14 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 We may next consider the equipment of land. A good part of all 
 our laboratories should be out of doors. In the argument for sepa- 
 rated rural schools, one is struck with the plea that good laboratories 
 may be secured. A good part of this argument comes from college 
 men. It does not at all follow that our four-wall laboratory methods 
 are as useful for the elementary schools as for colleges and high 
 schools. In fact, it is a question whether much of our college labora- 
 tory work is really worth the while as compared with good natural 
 field work under the conditions that are everywhere at hand. The 
 school land may be used for plantations of trees and shrubs, for 
 school gardens, for experimental plats, and utilized as an arena of 
 the natural wild life of the neighborhood. Equipment of land 
 should go far toward developing a really effective nature teaching, 
 redirecting some of our present laboratory methods. Laboratory 
 teaching may be pedagogically just as incorrect as book teaching. If 
 the school is fairly well equipped outside and inside, a good part of 
 the difficulty of securing teachers will subside; for the good places 
 naturally attract the good teachers. 
 
 It is well to consider briefly what may be taught in the elementary 
 school, whether a town school or a country ungraded school. In 
 some cases separate classes in agriculture may be organized, but in 
 most cases the work for the present must be incidental to other teach- 
 ing. In any event, the content of the agricultural work must be 
 carefully considered, for this will have direct relation to the training 
 of the teacher. The main effort of primary and elementary teaching, 
 so far as the agricultural phase is concerned, should be to put the 
 pupil in touch with himself and his environment. Before the sixth 
 grade, or its equivalent, there should probably be no agriculture as 
 such. Generalized nature study should here control the work. This 
 will underlie and prepare for all future work. It will be a mistake 
 to try to force formal technical agricultural work in any grade below 
 the high school. 
 
 Every teacher should understand that the term “ nature study ” 
 is a misnomer. It does not stand for a “ study.” It is not a subject. 
 It is not a “ method,” as this term is understood by teachers. It is 
 an attitude, a purpose, a point of view, a mode of education. It is 
 spirit. It is a fundamental educational intention, inasmuch as nature 
 is the condition of our existence and as it is our duty to live in effect- 
 ive harmony with our conditions. Its underlying principle is one — 
 to teach the things that are near at hand and that are naturally a part 
 of the child’s environment and activities, and to teach these things 
 for the sake of the child, rather than to promulgate a subject. It 
 will be seen, therefore, that no good subsequent teaching of agricul- 
 ture is possible without the nature-study training. 
 
THE NATURE OF THE PROBLEM. 
 
 15 
 
 The nature-study process and point of view should be a part of 
 the work of all schools, because schools train persons to live. Particu- 
 larly should it be a part of rural schools, because the nature environ- 
 ment is the controlling condition for all persons who live on the 
 land. There is no effective living in the open country unless the 
 mind is sensitive to the objects and phenomena of the open country ; 
 and no thoroughly good farming is possible without this same knowl- 
 edge and outlook. Good farmers are good naturalists. It would be 
 incorrect to begin first with the specific agricultural phases of the 
 environment, for the agricultural phase (as any other special phase) 
 needs a foundation and a base ; it is only one part of a point of view. 
 Moreover, to begin with a discussion of the so-called “ useful ” or 
 “ practical ” objects, as many advise, would be to teach falsely, for, 
 as these objects are only part of the environment, to single them out 
 and neglect the other subjects would result in a partial and untrue 
 outlook to nature; in fact, it is just this partial and prejudiced out- 
 look that w T e need to correct. 
 
 We must have it in mind that the common elementary schools 
 do not teach trades and professions. We do not approach the sub- 
 ject primarily from an occupational point of view, but from the 
 educational and spiritual ; that is, the man should know his work and 
 his environment. The mere giving of information about agricultural 
 objects and practices can have very little good result with children. 
 The spirit is worth more than the letter. Some of the hard and dry 
 tracts on farming would only add one more task to the teacher and 
 the pupil if they were introduced into the school, making the new 
 subject in time as distasteful as physiology and grammar often are. 
 In this new agricultural work we need to be exceedingly careful that 
 we do not go too far, and that we do not lose our sense of relation- 
 ships and values. Introducing the word agriculture into the scheme 
 of studies means very little; what is taught, and particularly how 
 it is taught, are of the greatest moment. It is to be hoped that no - 
 country-life teaching will be so narrow as to put only technical farm 
 subjects before the pupil. 
 
 We need also to be careful not to introduce subjects merely because 
 practical grown-up farmers think that the subjects are useful and 
 therefore should be taught. Farming is one thing and teaching is 
 another. What appeals to the man may not appeal to the child. 
 What is most useful to the man may or may not be most useful in 
 training the mind of a pupil in school. The teacher, as well as the 
 farmer, must always be consulted in respect both to the content and 
 the method of agricultural teaching. We must always be alert 
 to see that the work has living interest to the pupil rather than to 
 grown ups, and to be on guard that it does not become lifeless. 
 
16 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 Probably the greatest mistake that any teacher makes is in supposing 
 that what is interesting to him is therefore interesting to his pupils. 
 
 In a rural community all the surroundings and customary activities 
 should find expression in the school, as a means of putting the pupil 
 into touch and sympathy with his environment: (1) The natural 
 objects in the region arid the character of the country; (2) the means 
 by which people in the community live; (3) the household, or 
 domestic affairs; (4) civic affairs, or the way in which human activi- 
 ties are organized and governed. All this is nature study in its best 
 and broadest' sense. These subjects may be taught in separate periods 
 or classes; but the fundamental means is a complete redirection of 
 the school activities so that vital and experience work will be a very 
 part of the school life and dominate it. This redirecting of school- 
 teaching, in both country and city, is taking place at the present time, 
 although silently and unobtrusively. 
 
 As the child matures, nature-study work may become more con- 
 crete. In grades 6 to 8, it may be nature-study agriculture, perhaps 
 following the suggested outline of the Report of the Committee on 
 Industrial Education in Schools for Rural Communities to the Na- 
 tional Council of Education, July, 1905 (pp. 44-45) : 
 
 After the explicit nature study ceases with the fifth grade, the pupil in the 
 rural school may then be taken through the elements of agriculture in the sixth, 
 seventh, and eighth grades. The work in these three grades should really be 
 nature study, but agricultural subjects are the means. Some will prefer to 
 call it nature study rather than agriculture. Its purpose is not so much to 
 teach definite science as to bring the pupil into relation with the objects and 
 affairs that are concerned with the agriculture of his region. When the pupil 
 has completed his nature study in the fifth grade, he should have a good knowl- 
 edge of the physiography of his region, and of the common animals and plants. 
 He will then be able to carry his inquiries into the more specific field of the 
 agricultural practice and operations. When he has completed his eighth year, 
 he should have a well-developed sympathy with agricultural affairs and he 
 should have a broad, general view of them. Entering the high school, he will 
 then be able to take up some of the subjects in their distinctly scientific phases. 
 
 The general plan recommended by the committee is as follows: 
 Sixth year, first half, the affairs of agriculture ; second half, the soil ; 
 seventh year, farming schemes and crops ; eighth year, animals. 
 
 If the agricultural work in the grammar grades is to be of the nature-stu<jy 
 kind and not of the science kind, it can then cover a somewhat wide range. 
 In these grades, the pupil should not be put into “ agronomy,” “ economics,” 
 and other technical subjects, but he should be brought into relation with his 
 agricultural environment. 
 
 A statement is now given of what is actually accomplished in a 
 one-teacher district school in New York, where special classes can 
 not be organized. The teacher has been successful in interesting his 
 pupils in various experiments and tests that have relation to farm- 
 ing. He gives all the pupils nature-study work, including the 
 younger ones. Suggestions are had from books, from the State syl- 
 
THE NATURE OF THE PROBLEM. 
 
 17 
 
 la bus, and perhaps quite as frequently from something that happens 
 for the time to be interesting the school or the community. He is 
 introducing practical local problems into the arithmetic work. He 
 suggests that if ten or twenty-five schools could work together in 
 harmony in arithmetic, geography, and other subjects, thereby mak- 
 ing it worth while for examination questions to be asked on these 
 new lines of work, the results would be very marked. Some of the 
 problems that have been more or less used areas follows (as expressed 
 by the teacher himself, Mr. H. H. Lyon) : 
 
 Air: 
 
 Test for moisture. 
 
 Test for carbonic acid gas. (Limewater, etc.) 
 
 Tests for ammonia. (In schoolroom and in cow stables.) 
 
 Seeds: 
 
 Germination. (Find per cent, etc.) 
 
 Manner of growth. (Monocotyledons, dicotyledons.) 
 
 Plants: 
 
 Water taken from soil. (Use scales.) 
 
 Transpiration. (Collect H 2 0.) 
 
 Examination of nodules on leguminous plants. 
 
 Effect of nodules on luxuriance of growth. 
 
 Soils: 
 
 Search for water-table — different places and times. 
 
 Test with litmus paper. 
 
 Effect of lime or ashes on clay soil. 
 
 Effect of lime on clear and on muddy water. 
 
 Correct acidity with lime or ashes. (Result observed in growth of clover.) 
 Capillarity under different .conditions. 
 
 Milk: 
 
 Babcock test. 
 
 Drill in making measurements, reading bottles, computations. 
 
 Test acid with acidometer. 
 
 Acid test. 
 
 Correct measurements, computations of acid. 
 
 Milk at different ages. 
 
 Under different conditions of cleanliness and temperature. 
 
 Bottle and cork tight ; keep warm ; observe odor ; use different samples to 
 compare. 
 
 Water: 
 
 Test for organic matter. 
 
 Bottle with a little sugar ; keep warm ; observe color, etc. 
 
 Use potassium permanganate. 
 
 Osmosis: 
 
 Using egg. 
 
 Using bladder. 
 
 Fungicides: 
 
 Formaldehyde for oats smut. 
 
 Hot water for oats smut. 
 
 Bordeaux for potato blight. (Use ferrocyanide test.) 
 
 Computations in each case. 
 
 31388— Bull. 1—08 2 
 
18 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 Chemical action: 
 
 Caustic soda solution plus muriatic acid. 
 
 Evaporate; find the salt. 
 
 (Can teach chemical formula of this even at 10 or 12 years.) 
 Commercial fertilizers: 
 
 Handling and mixing — Nitrate of soda, muriate of potash, and dissolved 
 rock. (Computations.) 
 
 Cows : 
 
 Dairy type. (Examine form, milk veins, hide, etc.) 
 
 Beef type. 
 
 Weather map: 
 
 Receive daily maps and determine location of storm center. 
 
 Physical experiments of various kinds taken from books on physics. Make 
 
 suction pump with lamp chimney, etc. 
 
 Garden: 
 
 A grass plot has been substituted for the school garden, where farm grasses, 
 fertilizers, and seeding may be studied. 
 
 It will be seen from a careful consideration of the foregoing dis- 
 cussions that much very good agricultural work can be introduced 
 into the ordinary elementary school that is teaching the usual State 
 syllabus. It can be taught as a part of geography and arithmetic 
 and manual training and reading, as well as in the regular nature- 
 study intervals; and it is not difficult to send a pupil home with a 
 desire to attack some of the problems at the house, on the farm, and 
 in the garden. The Report of the Committee on Industrial Educa- 
 tion in Schools for Rural Communities denies the charge that the 
 poor teaching in the common branches is attributable to lack of time, 
 for the poor results are “ not due to lack of time on the part of pupils 
 so much as to poor teaching and lack of proper organization ; ” and 
 also asserts that the poor results attributed to the overcrowding of 
 the course of study are “ not due to the number of subjects, but to the 
 attempt to teach too many things in these subjects which are not 
 worth teaching.” 
 
 (2).— HIGH SCHOOLS. 
 
 The question of the teaching of agriculture in the high school is 
 much simpler than the problem in the elementary school. The pupil 
 now arrives at an age when he may begin in some slight degree to 
 choose and to specialize. The school is organized and supervised. 
 Teachers are provided for special subjects. Apparatus is more likely 
 to be supplied. 
 
 On the other hand, the high school is more rigid and crystallized. 
 It is usually in town and has no immediate contact with land. It is 
 further removed from direct agricultural influence. 
 
 The content of agricultural work in the high school is not yet de- 
 termined with any definiteness, although very explicit courses of 
 study have been recommended and even adopted. It will require 
 
THE NATITRE OF THE PROBLEM. 
 
 19 
 
 some years to work the enterprise out satisfactorily. Yet the teacher 
 who is preparing for high-school work in agriculture has a fairly 
 definite and limited field, and can prepare himself concretely. The 
 field is essentially a natural-science field. The high-school teacher of 
 agriculture should be as well grounded in the science and practice 
 of his subject as the teacher of physics or chemistry or botany is in 
 his field. He should, in fact, have a deeper and broader training, 
 since he must use physics, chemistry, botany, and the like, in his 
 special agricultural work. For many years to come the natural- 
 science teacher will probably be obliged to handle the agricultural 
 work in many high schools that introduce the subject. 
 
 The teaching of physics, chemistry, and the other natural sciences 
 would probably better be separate from the teaching of agriculture, 
 as schools are now organized, and constitute a science foundation for 
 the agriculture. The alternative is stated as follows by the Committee 
 on Industrial Education in Schools for Rural Communities (p. 45) : 
 
 If the high school has no adequate course in biology, then the student can be 
 given a good drill in botany and zoology with particular reference to its agri- 
 cultural relation, and this might be called “ agriculture ; ” but it would be 
 better if the student could have his fundamental training in biology in the first 
 year of his high school and let him take his agricultural science thereafter. 
 The agricultural work in the high school should have a distinctly scientific 
 value. It should be such as would count toward science entrance requirements 
 in case the student should desire to enter an agricultural college. 
 
 The point is that the natural sciences are essential; whether they 
 shall be taught as a part of the agriculture or developed in the school 
 preceding the agriculture, is at present a local or special question. 
 We may hope that eventually the teaching of the natural sciences may 
 be so vital and applicable that these sciences may constitute a part of 
 a real course in agriculture. 
 
 One of the most hopeful recent movements for secondary agricul- 
 ture teaching is the introduction of unit courses in biology, whereby 
 an effort is to be made to give the high school pupil a real conception 
 of the processes of life, rather than a fragmentary view of parts of 
 the subject here and there. Everything will depend on whether this 
 teaching can escape from the text-book drudgery and the old four- 
 wall laboratory method. Agricultural subjects are alive and they 
 are out of doors ; it is for this reason that many persons are looking 
 to the introduction of these subjects to be a quickening agency in the 
 schools. 
 
 Having had biology and some of the elements of physics and chem- 
 istry, the pupil then comes to his agriculture ; and the teacher w T ants 
 to know what this agriculture is to be. No one is prepared yet to say 
 just what it shall be. Some of the schemes that have been prepared 
 are so extended and so minutely divided that no teacher can hope to 
 
20 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 cover them except by the text-book and recitation method. They 
 seem to be conceived on the type of the present formal text and labo- 
 ratory work in natural science. It has been the habit to say that the 
 nature-study point of view is advantageous chiefly in the elementary 
 schools, but it is equally needed in the high schools and even in the 
 colleges. 
 
 Whether taught formally or informally, the work that the teacher 
 must be prepared on embraces the^ actual problems of agriculture : 
 The structure and composition of soils and their reactions to natural 
 agencies, the operations of tillage, the reasons and practices underly- 
 ing the growth and the improvement of plants, the raising and hand- 
 ling of crops, the rearing and improvement of animals, the care and 
 feeding of animals, the marketing of crop and animal products, the 
 diseases, pests, and handicaps of crop growing and stock growing, 
 the use of farm machinery, the making and keeping of the home, the 
 economic and social phases of the farmer’s business and life. 
 
 Within this range is more subject-matter than any school can cover; 
 but the teacher must know the field in its educational applications, 
 and be able to segregate from it such parts as will make a useful 
 course for any given place or given length of time. Two modes are 
 open to the teacher in organizing such work: (1) To work on prob- 
 lems, choosing those that are applicable in the community, as the 
 growing of corn or cotton, the making of butter, the raising of hay, 
 the growing of fruit; or (2) to endeavor to develop in the pupil a 
 comprehensive view of the practice of agriculture in general, in much 
 the same way as one endeavors to develop the body of a science. In 
 either case the teacher will require the same fundamental training in 
 the real facts and in educational processes. 
 
 The teacher in the high school, as in the elementary school, must 
 nowadays be equipped in school gardening. A laboratory of living 
 things is a necessary part of the best work in nature-study agricul- 
 ture. It is customary to call this laboratory a school garden. We 
 need to distinguish three types of school garden : (1) The ornamented 
 or planted grounds; this should be a part of every school enterprise, 
 for the premises should be attractive to pupils and they should stand 
 as an example in the community. (2) The formal plat garden, in 
 which a variety of plants is grown and the pupils are taught the 
 usual handicraft; this is the prevailing kind of school gardening. 
 (3) The problem garden, in which certain specific questions are to 
 be studied, in much the spirit that, problems are studied in the indoor 
 laboratories; these are little known at present, but their number will 
 increase as school work develops in efficiency; in rural districts, for 
 example, such direct problems as the rust of beans, the blight of 
 potatoes, the testing of varieties of oats, the study of species of 
 grasses, the observation of effect of fertilizers, may well be under- 
 
THE NATURE OF THE PROBLEM. 
 
 21 
 
 taken when conditions are favorable, and it will matter very little 
 whether the area has the ordinary “ garden ” appearance. In time 
 ample grounds will be as much a part of a school as the buildings 
 or seats now are. Some of the school-gardening work may be done 
 at the homes of the pupils, and' in many cases this is the only kind 
 that is now possible ; but the farther removed the laboratory, the less 
 direct the teaching. 
 
 ( 3 ) .—SPECIAL SCHOOLS. 
 
 There are two current theories as to the best means of developing 
 popular agriculture education: (1) By adding it in existing public 
 schools or evolving it out of their present work; (2) by establishing 
 special schools in which industrial, domestic, and agricultural sub- 
 jects shall predominate. The latter means is now gaining rapid cur- 
 rency. It assumes several forms, namely, a county school system, as 
 in Wisconsin; a Congressional district system, as typically repre- 
 sented in Alabama and Georgia; an adjunct to existing colleges or 
 universities, as is now beginning in New York; a development of 
 such schools in special localities here and there. The county or cen- 
 tralized high school in new regions that are dominated by agricul- 
 tural interests becomes strongly industrial and agricultural, and the 
 same will probably be true of new consolidated schools. In Minne- 
 sota an agricultural high school has been established in connection 
 with the State University. All these schools are supported by public 
 funds. Aside from these classes, there are various kinds of agricul- 
 tural schools on private and denominational foundations. 
 
 These various kinds of schools do not belong to one educational 
 class, but they are thrown together here because they are not a part of 
 the regular public school system. So far as the preparing teacher is 
 concerned, however, they are homogeneous in the sense of requir- 
 ing a special training for special work, rather than a generalized 
 training. In the higher and more specialized examples the work is 
 carefully differentiated, so that some one phase of agriculture is 
 given exclusively to one teacher. 
 
 There is every prospect that these special agricultural schools will 
 increase in number in the next ten years, and they open the most 
 attractive present field for those who would teach agriculture of a 
 secondary public school grade. In fact, it is chiefly the demand 
 created by these special isolated schools that has demonstrated the 
 great lack of teachers for good agricultural work. 
 
 It may be well to raise the question with the prospective teacher, 
 however, whether these disconnected schools are always to hold un- 
 disputed leadership, for thereby we shall be able to emphasize a very 
 important pedagogical principle — the principle that agriculture edu- 
 
22 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 cation should not of right be separated from all other educational 
 effort. Education by means of agriculture is but a phase of educa- 
 tion in general. The great effect of these special schools will be 
 their influence in breaking down old prejudices, in setting new and 
 independent standards of education, in arousing enthusiasm, in de- 
 veloping ways and methods of teaching the common affairs of life. 
 They will react powerfully on the general public school system if 
 their work is not too much insulated by mere technical teaching, per- 
 haps contributing the most productive single influence in the much 
 needed reform and reorganization of all the schools that represent 
 rural communities. There is danger that in the isolation of these 
 institutions we may also isolate the educational programme, and it is 
 the duty of the teacher to see that this does not occur. The final solu- 
 tion is not the organization of special detached schools, but the re- 
 directing of the existing public schools in such a way that they shall 
 teach the members of their communities how to live. 
 
PART II.— THE MEANS OF TRAINING THE TEACHERS. 
 
 Having now examined the nature of the demand for teachers of 
 agriculture and the grades of teaching that are required, we may 
 attack the question of determining where these teachers shall be 
 trained. Where and how a teacher shall be prepared will depend, of 
 course, on the phase or range of agriculture teaching in which he is to 
 engage. 
 
 The degree of a teacher’s preparation will be conditioned by the 
 pay he is to receive. The general elementary schools, and most of 
 the high schools, do not pay sufficient salaries to warrant a teacher in 
 spending much time and money in perfecting his equipment in both 
 agriculture and education. Good agricultural college training is 
 practically out of the question for these fields at present, because 
 graduates from such colleges of good abilities command better sal- 
 aries elsewhere. 
 
 The schools will not command good teachers in these new subjects 
 until they are able to supply fairly good equipment in the w^ay of 
 land, material, and apparatus. Very few schools are yet ready for 
 good teachers of agriculture, wholly aside from the question of sal- 
 ary. No really good agricultural work can be accomplished by the 
 customary schoolroom method. 
 
 The demand for teachers will arise here and there in the public 
 school system largely in the desire to combine the teaching of agri- 
 culture and science. There is every indication that this demand will 
 spread with considerable rapidity. The elementary grades will not 
 yet demand special teachers for these subjects. The special or sepa- 
 rate agricultural schools will demand special teachers, with thorough 
 preparation. The demand for nature-study teachers is increasing. 
 These teachers should be able to handle the agricultural work in the 
 grades. 
 
 As to the kind of preparation that the teacher should have for 
 good work in agriculture, the first requisite is a new point of view 
 in education. The person need not be afraid to set sail on the ship 
 of current educational theory, but he should be ready, on occasion, 
 to throw overboard all his luggage. He is to land on the home patch, 
 where he will meet new problems that he may want to attack natu- 
 rally in his own way, and his progress should not be impeded. He 
 
 23 
 
2 4 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 will not need all the things that he has picked up on his travels. He 
 is to study the objects and materials just about him and as they 
 actually exist, and he is to study them himself, and then impart his 
 interest and his enthusiasm to his pupils. He will need tools of 
 various kinds, as implements, books, notebooks, and apparatus, but 
 they are only tools. 
 
 Again, he must teach first-hand fact, not mere theory or mere text- 
 book. The recitation is only incidental; perhaps he will not utilize 
 it in a good part of the work. All agricultural subjects must be 
 taught by the nature-study mode, which is accurately to see the real 
 object or the real phenomenon; to reason correctly from what is seen; 
 to establish a bond of sympathy with the object or phenomenon that 
 is studied. One can not see accurately unless one has the object 
 itself. If the pupil studies corn, he should have corn in his hands, 
 and he should make his own observations and draw his own conclu- 
 sions; if he studies cows, he should make his own observations on 
 cows and not merely repeat what some one has said about them. So 
 far as possible, all nature-study work should be conducted in the 
 open, where the objects are. If specimens are needed, let the pupils 
 collect them. See that observations are made on the crops in the 
 field as well as on the specimens. Nature study is primarily an out- 
 door process; the schoolroom should be merely an adjunct to the out 
 of doors, rather than the out of doors an adjunct to the schoolroom, 
 as it is at present. It can not be too often repeated that the teacher 
 and the pupil must get out of doors. 
 
 Again, the mere details of “ method ” are of very secondary im- 
 portance. When the teacher knows a thing of his own experience 
 and is consumed with enthusiasm for it, he will teach in spite of 
 himself. The teacher must be taught to teach the significant things. 
 Many a pupil is wearied of a subject by the endless attention to mere 
 details, and to exceptions, and to overcareful explanations of this 
 and that. Teach the detail only when the detail is relevant. Do 
 not teach mere processes so far in advance of the need of them. It 
 is the finest thing in teaching to have a nice sense of proportion. 
 
 Still again, the intending teacher of agriculture should not neglect 
 the home side of farm life. What we call “ home economics ” is not 
 necessarily a woman’s subject alone. It is central to all effective 
 agriculture. The country girl has just as much need of being put 
 into touch with realities as the country boy has, and no teacher of 
 agriculture, whether man or woman, should neglect or overlook the 
 home any more than he should neglect or overlook the barns. 
 
 We may now consider the institutions that may train teachers. In 
 the effort to elucidate this perplexing subject, correspondence has been 
 asked of all State superintendents of public instruction in the United 
 States and of all agricultural colleges, and appeal lias been made to 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 25 
 
 many persons who have given this matter much thought. The corre- 
 spondence culminating in this publication has covered several years, 
 although not all undertaken for the particular purpose of this report. 
 The kindest and freest responses have been given, for which the 
 author now makes due acknowledgment. This correspondence dis- 
 closes the most diverse opinions in respect to the means to be evolved 
 for the training of persons to teach agriculture. All the respondents 
 indicate a desire to see some means developed whereby teachers can be 
 fitted for this work, evidencing their feeling that a question of great 
 public moment is before us. 
 
 The subject may be clarified at once by dividing the efforts to train 
 teachers for agriculture into two groups: (1) Those agencies that aim 
 to aid teachers already in the schools to “ get up ” agricultural work ; 
 (2) those agencies that aim consciously to prepare new teachers for 
 this field. 
 
 ( 1 ) .—AIDS TO TEACHERS. 
 
 With the exception of the newly organized special agricultural 
 schools, the present work in the teaching of agriculture will fall 
 mostty to teachers who are now engaged in the schools. They have 
 had no regular school training in the subject, as a rule, and they must 
 now prepare themselves as best they can. They are often forced to 
 pass an examination in what is called agriculture, even though there 
 may be no means whereby they can compass the subject. For the 
 present teachers various aids and short cuts are provided, and some 
 of these agencies are also invoked to spread the propaganda of the 
 new education among the people. 
 
 These agencies may be ranged under seven heads: ( a ) Summer 
 schools and institutes; (b) introduction of agricultural work into 
 brief teachers’ institutes and convocations; ( c ) lectures before teach- 
 ers, farmers, and various organizations, emanating from an educa- 
 tional center; ( d ) correspondence, reading club, and leaflet work; 
 ( e ) short courses in agricultural colleges and other institutions; (/) 
 supervising or advisory teachers who inspect the nature study or agri- 
 culture in a group of schools; ( g ) work of the United States Depart- 
 ment of Agriculture. 
 
 These diverse agencies have exerted a powerful influence on public 
 sentiment touching education that shall prepare men and women to 
 live. In fact, the present momentum of the movement is very largely 
 due to the extensional and propagandic work that these agencies rep- 
 resent. These enterprises can not be expected, however, to give per- 
 sons the real initial foundation and point of view that will be needed 
 in the coming teaching of agriculture ; this real preparation in any 
 teacher must come gradually as the result of work extending over a 
 sufficient period to develop the time element in education. One or 
 
26 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 more of these various enterprises is often sufficient, however, to put 
 a good and experienced teacher into real touch with the problem and 
 to enable him greatly to extend his usefulness. For many years to 
 come they will be an important means of providing the agriculture 
 teachers in elementary grades. Even if they should eventually cease 
 to be important means of preparing teachers, such temporary 
 agencies — much improved and intensified — will always be needed to 
 reestablish teachers in the faith and to aid them in keeping alive to 
 the progress of their time. 
 
 (a). SUMMER SCHOOLS. 
 
 The vacation school probably affords the best means of aiding the 
 teacher who can not take a year or more for preparation. These 
 schools are of t'wo orders: (1) those connected with an institution; 
 
 (2) those held by State departments of education, being in the nature 
 of prolonged and specialized institutes. If a person devotes himself 
 to mathematics, language, literature, or science in a good summer 
 school of six weeks’ duration connected with an institution, he is able 
 to receive a year’s college credit for it; there is no reason why he 
 should not cover similar ground in agriculture, if the subject is well 
 taught. The summer schools are becoming more and more explicit 
 and concrete. When they are held at an established institution, they 
 have the advantage of the facilities that have been collected through 
 years of effort. They are also dominated by the teaching spirit, as 
 most of the students are themselves teachers. For agriculture teach- 
 ing these schools may be very effective, because they come at a season 
 when crops are growing. Many institutions now provide summer 
 schools or sessions in which agricultural and kindred subjects are 
 offered. It will not be long before all agricultural colleges will 
 offer such work. This summer-school work in agriculture is coming 
 to be very direct and practical. The University of Maine, for example, 
 offers a five weeks’ course in which one week is given to soils, one to 
 plants, one to animals, one to birds and insects, and one to agricul- 
 tural economics. 
 
 In many of the States the departments of public instruction hold 
 one or more summer schools or institutes of one to four weeks, called 
 also u summer normals” and “junior normals,” for the benefit of 
 teachers, at which definite agricultural subjects are taught. The 
 college of agriculture often cooperates. In Minnesota, for example, 
 about thirty-five summer training schools are held, that are in ses- 
 sion from four to six weeks. These schools are supported by legisla- 
 tive appropriations. One or more lecturers are employed at these 
 schools “ to arouse the interest of teachers in the subject of agriculture 
 and to outline simple courses of work that can be carried out by rural 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 27 
 
 teachers.” Other States follow similar plans. One difficulty often 
 reported is that speakers do not really give instruction in agri- 
 culture, but expand on the beauties of country life and on the means 
 of keeping the boys on the farm. 
 
 (b). THE REGULAR TEACHERS’ INSTITUTES. 
 
 It is noticeable that even the regular brief institutes and teachers’ 
 meetings, held throughout the year, now are giving much attention to 
 agricultural subjects, most often, perhaps, in their nature-study 
 phases. These meetings may render the greatest help in putting 
 teachers in touch with the most recent progress, new books, and new 
 methods, although it should be distinctly understood that they can 
 never of themselves give teachers sufficient training for any really 
 effective teaching of agriculture. In their agricultural work, they 
 are yet too prone to emphasize the extraordinary, the semisensational, 
 and the wonderful, evidencing the fact that we are now in the 
 exploitational stage of our agricultural education evolution. The 
 teacher who is not well grounded may be led astray. 
 
 (c). LECTURES. 
 
 One of the most useful recent movements is the interchange of 
 speakers between teachers’ institutes and farmers’ institutes. The 
 agricultural colleges are also called on for much lecture work on edu- 
 cational topics; this is good both for the people and the college. 
 Farmers are being called on more and more to recite their experiences. 
 The farmers’ institute organization in Illinois has been able to create 
 a strong sentiment in favor of teaching agriculture in the rural 
 schools, being regarded by the Superintendent of Public Instruc- 
 tion as the most powerful agency in this work. In other States the 
 institutes have exerted a similar effect by means of traveling speakers. 
 Such work not only establishes a point of view in the people, but dis- 
 covers the promising teachers here and there and gives them courage 
 and support. 
 
 (d). CORRESPONDENCE AND LEAFLET WORK. 
 
 This class of work has now assumed large proportions in some 
 quarters, and has fairly passed the epoch of hostile criticism, although 
 it has not yet passed its experimental stage. When it has fully 
 passed this stage, much of its spontaneity and usefulness will have 
 ceased. The correspondence and leaflet method does not make as 
 strong impression on the teacher as good summer school work or 
 other means of direct personal contact with a good teacher; but it 
 is most effective in arousing a sentiment for better things, and 
 it may be very useful to the individual teacher who wants to work 
 
28 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. , 
 
 at his problem quietly and resourcefully. It produces the maximum 
 result at the minimum expense. Various clubs are organized, and 
 crop-growing and exhibition contests are arranged. Combined with 
 an organized lecture system and visitation system, it is probably the 
 most powerful single engine to aid the teacher of agriculture and 
 related subjects in the rural schools. Its greatest danger is its tend- 
 ency to hold too many names on the lists, thereby limiting its use- 
 fulness to each one. One of its greatest faults has been the issuing 
 of publications that are too technical and too dryly agricultural. 
 On the whole, no other agency has placed so many real helps before 
 the teacher. 
 
 (e). SHORT COURSES IN AGRICULTURAL COLLEGES. 
 
 Many of the agricultural colleges have long been giving brief 
 courses for farm youth. They are now beginning to adapt some of 
 this instruction to the needs of teachers, and it is probable that the 
 demand for such adaptation will increase. Some of the colleges are 
 offering courses of one and two years’ duration, but these partake 
 of the nature of real normal departments and may be considered in 
 a subsequent part of this paper. 
 
 In two or three States spring schools are held at the agricultural 
 college. The schedule of such a school given by the North Carolina 
 Agricultural and Mechanical College is as follows: 
 
 Four weeks’ spring normal agricultural courses. 
 
 [Twenty-four hours per week ; total, 88 periods.] 
 
 Animal husbandry 
 
 Dairying 
 
 Horticulture and floriculture 
 
 Soils and farm crops 
 
 Bacteriology 
 
 Physiology and hygiene 
 
 Periods. 
 
 8 
 
 8 
 
 ___ 8 
 8 
 
 4 
 
 NATURE STUDY. 
 
 Plant studies 
 
 Animal studies 
 
 Insect studies 
 
 Common branches: Arithmetic, grammar, geography, reading, and history. _ 
 
 Methods of teaching 
 
 School sanitation 
 
 4 
 
 4 
 
 20 
 
 3G 
 
 1 
 
 (f) . PERIPATETIC TEACHERS. 
 
 Following the city school plan of having a visiting teacher of music 
 or manual training, some places have adopted a similar plan for rural 
 schools. One teacher can visit several schools, either giving the in- 
 struction himself, or, what is better, supervising and directing the 
 work of a teacher in each school. The former phase (the peripatetic 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 29 
 
 teacher doing all the teaching) may be worth the while in starting 
 the new education, or in the lack of teachers. The second phase (the 
 directing of other teachers) is very effective when the individual 
 teachers are not themselves expert, and it should have a marked 
 effect on the teacher. This plan has been tried in Canada, and one 
 teacher there writes : 
 
 The teacher must be trained, and it may be by a graduate of a normal 
 school or an agricultural college, or by a director or supervisor of nature study. 
 I think the last way is a good one. It improves the instruction in the school 
 at the same time that the teacher is being trained, and many teachers think 
 they can learn to better advantage in a school of their own than at a normal 
 school. Of course, normal training should come first, and further training in 
 nature study can be given the teacher while at her work, by a director of 
 nature study ; but this director should be an educator and not a mere special- 
 ist in some branch of natural science. 
 
 In some places it may be possible for a teacher of agriculture in a 
 high school to inspect and supervise the agriculture teaching in the 
 elementary schools of the region. If he is himself Avell trained, he 
 should be able to exert a great influence in putting the other teachers 
 on their feet. 
 
 (g). UNITED STATES DEPARTMENT OF AGRICULTURE. 
 
 Much of the work of the national Department of Agriculture is 
 distinctly educational and is of great value to teachers ; and the Office 
 of Experiment Stations maintains an organization to aid schools, 
 colleges, and teachers in their pedagogical work. This Office is able 
 often to send speakers to teachers’ institutes and elsewhere; it main- 
 tains a large correspondence with school men ; it publishes bulletins of 
 information and advice on school gardening and agricultural teach- 
 ing; it collects data on both foreign and American school work for 
 the purpose of keeping the public informed of the state of agricul- 
 tural education ; and in general it lends counsel and encouragement to 
 those in need of it. 
 
 (2).— THE TRAINING OF NEW TEACHERS. 
 
 We now come to the real question before us — where the agriculture 
 teachers of the future are to be prepared. 
 
 Seven types of institutions or organizations are now beginning to 
 train teachers for agriculture: (a) State normal schools; ( b ) local 
 normal schools; ( c ) high schools and training classes; ( d ) separate 
 agricultural schools; ( e ) special detached foundations for industrial 
 work; (/) education departments of colleges and universities, and 
 teachers’ colleges; ( g ) agricultural colleges. It is not the purpose of 
 this report to make any full discussion of these categories, unless per- 
 haps the last one, but only to indicate what seems to be the most 
 
30 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 promising field for each group of institutions. The agencies com- 
 prised in the above categories are not always distinct from some of 
 those that aim chiefly to aid the present-day teachers (see page 25). 
 These two groups merge, some of the shorter-course agencies often 
 being conducted by the organizations mentioned in the present list. 
 The purpose of the division into the two groups, however, is not to 
 classify organizations or agencies, but to clarify the discussion by 
 calling attention to the two main lines of- effort. In general, an or- 
 ganization that maintains a continuous course of work for at least one 
 school year is placed in this second group. It is not the object, in 
 either of these groups, to make a complete list of the subclasses of in- 
 stitutions or organizations, but only to indicate the leading types. It 
 may probably be taken for granted that in the end adequate prepara- 
 tion for the teaching of agriculture in the secondary schools, special 
 industrial schools, and normal schools can be secured only in some 
 kind of professional institution organized for the training of teachers; 
 but the serious work of training teachers for agriculture in the 
 schools is only begun here and there, and adequate systems are yet to 
 be worked out. 
 
 (a). STATE NORMAL SCHOOLS. 
 
 Nearly all the correspondents who have contributed suggestions 
 to this report express the opinion that the regular normal schools 
 should train teachers for agriculture. Theoretically this may be 
 true, but the normal schools, as other institutions, face the practi- 
 cal conditions under which they exist. In a western State where 
 cities are few and small, where agriculture is the dominant industry, 
 and where normal schools are new, the educational problem is very 
 different from what may obtain in one of the easternmost States. 
 In the Eastern States the normal schools are taxed to their full ca- 
 pacity to supply teachers for the cities; the cities pay good wages 
 for teachers; the normal schools are likely to be located in cities and 
 without farm land; their energies are consumed in a line of work 
 for which they have become adapted by years of effort. In such 
 cases good agricultural work can not be added without a new and 
 radical type of extension of the school; and it then becomes a ques- 
 tion whether it would be better for the State to make such extension 
 or to establish a new kind of training school elsewhere. It is a ques- 
 tion, also, whether the normal method, as developed in some of these 
 schools, is sufficiently elastic and adaptable to render good agriculture 
 teaching possible. At all events, one can not look to all the exist- 
 ing normal schools in the older States, or even to any considerable 
 part of them, for the training of teachers for this kind of work. 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 31 
 
 In the Middle West and in the newer States many of the normal 
 schools are beginning to train in agricultural subjects. Heretofore 
 the courses in these subjects have been largely adjuncts to the nat- 
 ural science teaching, but the work is now being differentiated. In 
 Georgia it is expected that the State normal school will train teachers 
 of agriculture for the elementary schools. “No one is given a di- 
 ploma who does not take the prescribed work in agriculture. There 
 is a regular professor of agriculture and he has about 20 acres under 
 cultivation.” Such courses, the correspondent thinks, “ will assure 
 a constantly increasing number of trained teachers for the elementary 
 schools.” For the most part, however, the regular State normal 
 schools, particularly in thickly settled States, will probably train 
 teachers for graded town and city schools rather than for elemen- 
 tary rural schools. Public pressure may force such of them as are 
 most advantageously situated to establish special courses or classes 
 to meet the needs of the rural schools, in much the same way that 
 agricultural colleges have been obliged to organize short courses 
 for farm youth. 
 
 In some States a special effort is made to interest the country boys 
 and girls" in the normal-school training. In Illinois, for example, a 
 law w r as passed in 1905, called the “ Normal school scholarship law,” 
 which provides that one pupil from each township in the State, se- 
 lected by competitive examination, shall annually be awarded free 
 tuition in one of the five State normal schools for four years. This 
 makes it possible for each of the 1,887 townships of Illinois to have 
 in the normal schools four pupils w T ho at any one time are taking ad- 
 vantage of these scholarships. These boys and girls are from the 
 common schools, graduates of the eighth grade, and, as the law is now 
 working, 95 per cent of them come from the country districts. Hav- 
 ing been born and bred on the farm, they are familiar with farm con- 
 ditions, and have sense experience of farm life. These persons go 
 into the normal schools for one term, tw T o terms, or a year of work, 
 and then return to teach in the country schools, coming again, it may 
 be, to the normal school to do further work. It is expected that this 
 plan will supply many energized teachers for the rural schools. 
 
 (b). — -LOCAL NORMAL SCHOOLS. 
 
 The inability of the regular normal schools to supply teachers for 
 rural elementary work has led to the establishing of county and other 
 normal schools. In Wisconsin there are sixteen county institu- 
 tions, and four more in process of organization. The sole purpose 
 of these Wisconsin schools is to train teachers for the rural communi- 
 ties. The diploma is a three-year certificate, permitting the holder 
 
TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 82 
 
 to teach for that length of time in the rural or ungraded schools. 
 These certificates may be renewed for another three years, provided 
 the holder can give evidence of having taught successfully. The 
 Dunn County Normal School, one of the first to be established, has 
 been in operation for eight years, and it is reported that there is 
 scarcely a rural school in the county that is not taught by its grad- 
 uates. It is apparently only a question of time and legislative action 
 before practically all the counties of the State will have such schools. 
 
 The Wisconsin county normal or training schools are among the 
 best institutions yet developed in this country for the direct training 
 of teachers for local rural schools. They are organized for a specific 
 purpose. The salaries are now as good as in the State normal schools. 
 In Menomonie, Wausau, and Marinette the county normal school is 
 in the same building with the county agricultural school; the in- 
 structor in agriculture in the latter school takes the normal school 
 students for work in agriculture, and the normal school reciprocates 
 by giving an equivalent amount of academic work to the agricultural 
 students. This tends to set a standard for the pedagogical instruc- 
 tion in such other normal schools as are not fortunate enough to be 
 in direct connection with a school of agriculture. The course of study 
 in the normal schools is now two years, or high school graduates may 
 take a one-year course. A well-known educator of Wisconsin writes 
 that “ the schools have so thoroughly approved themselves to school 
 officials and to the public generally in the counties where they have 
 been in existence that it is almost impossible for a person to get a 
 position in the counties where these schools are located who has not 
 had at least the work which the training offers.” The work in agri- 
 culture in these normal schools is as yet not large, but it will increase. 
 The course of study in the Richland County Training School is here 
 given as an illustration of the content of the work, as all these schools 
 have similar curricula: 
 
 First year. 
 
 First Quarter : 
 
 Algebra. 
 
 Agriculture. 
 
 Grammar. 
 
 Primary reading and orthoepy. 
 
 Second Quarter : 
 
 Algebra. 
 
 Political geography. 
 Composition. 
 
 Expressive reading. 
 
 Third Quarter : 
 
 Algebra. 
 
 English history. 
 
 Primary constructive work. 
 Expressive reading. 
 
 Fourth Quarter : 
 
 Arithmetic. 
 
 United States history. 
 Spelling and penmanship. 
 Literary reading. 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 33 
 
 Second year of the two-year course, or the one-year course for those prepared 
 
 to take it. 
 
 First Quarter : 
 
 Arithmetic. 
 
 Drawing. 
 
 Reading and orthoepy. 
 Physical geography. 
 Psychology and pedagogy. 
 
 Second Quarter : 
 
 Arithmetic. 
 
 Grammar. 
 
 Literature. 
 
 Political geography. 
 Methods. 
 
 Third Quarter : 
 
 United States history. 
 Composition. 
 
 Literature. 
 
 Physiology. 
 
 Practice teaching. 
 
 Fourth Quarter : 
 
 United States history. 
 Constitutions. 
 
 School management and spelling. 
 Agriculture. 
 
 Practice teaching. 
 
 After having taught in a rural school for a time, it is to be ex- 
 pected that most of the graduates who desire to continue to teach 
 will enter State normal schools or other institutions, and prepare for 
 city school work. The rural schools do not yet offer sufficient attrac- 
 tions to secure well-prepared teachers for a long tenure. 
 
 (c). — HIGH SCHOOLS AND TRAINING CLASSES. 
 
 It is often urged that high schools give instruction in agriculture 
 as a part of their general course for the purpose of fitting teachers 
 in the subject. It is very doubtful, however, whether we should 
 really look to the ordinary graduates of high schools for rural 
 teachers. It requires more than the usual maturity, and considerable 
 experience in affairs, to handle a rural elementary school effectively; 
 and if a direct appeal is to be made to the farming constituency 
 on the basis of agricultural work in the school, the teacher must be 
 sure of his practical ground. Again, the high schools are not pro- 
 fessional schools, and are not organized for normal work. The 
 teachers that may be expected from them are mostly women. Agri- 
 culture should be introduced into the high school for its educational 
 value. It will then constitute a good ground work for later training 
 in education in a training class or elsewhere. 
 
 Another means of fitting teachers for rural elementary schools 
 is in training classes developed in high schools or other institutions. 
 These agencies have been widely adopted, but opinion as to their ulti- 
 mate value seems to be divided. They are usually organized specially 
 to meet rural school conditions. They are commonly connected with 
 an accepted high school. The course of study covers one year or 
 more. The students may or may not be high school graduates. 
 Usually the work covers the elementary syllabus of the State, and 
 this syllabus may contain agriculture. The successful completion 
 of the course certifies the student to teach in certain of the schools. 
 Agriculture is often a regular part of the course of study in these 
 31388— Bull. 1—08 3 
 
84 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 classes. In Michigan “ elementary agriculture ” is in the fourth 
 quarter of the year’s course in the “ County normal training classes.” 
 In Nebraska a very full two-semester course in agriculture, with 
 laboratory work, is provided for “ Normal training in high schools.” 
 This normal training in Nebraska is given in the eleventh and 
 twelfth grades. “ Credit for such training shall be given upon the 
 completion of the prescribed course in normal training and the 
 regular high school course of study.” 
 
 A canvass of an apparently representative high school training 
 class in one State showed four members to be high school graduates 
 and nine to have had considerable high school work. Six of them 
 were from farms and considered themselves to be fairly well qualified 
 to teach some of the subjects relating to farming. The ages ranged 
 from 17 to 22, the average being 19. All were women. 
 
 A further inquiry in the same State showed that 345 out of 470 
 training class students had spent most of their lives on the farm. Of 
 this number, 322 considered themselves capable of teaching agricul- 
 ture, but it should be said that agriculture teaching has not yet been 
 introduced practically in that State. The ages of these students, 
 nearly all women, range from 17 to 34 years, the average being 21 
 years. 
 
 No general opinion can be expressed on the efficiency of training 
 class work in the fitting of persons to teach agriculture, for every- 
 thing depends on the organization of the enterprise, the safeguards 
 thrown about it, the age, experience, and qualifications of the stu- 
 dents, the extent of the agricultural work ; and the way in which it 
 is taught. These classes, of one kind and another, are now sending 
 out very many teachers to the rural schools. Their great handicap 
 is that they themselves can not secure teachers properly qualified to 
 give instruction in agriculture. No real preparation of training 
 class students to teach the agriculture of a syllabus can be expected 
 unless the teacher of the class has himself had good preparation in 
 the subject. 
 
 (d). SEPARATE AGRICULTURAL SCHOOLS. 
 
 The county and other schools of agriculture and domestic science 
 that have lately been organized have thus far confined their energies 
 to regular agricultural or industrial work; but many persons expect 
 that they will also become important centers for the training of 
 teachers for elementary and secondary schools. If they enter this 
 field, it is a question whether they will not be in danger of alienating 
 their regular farming support, unless they can command more re- 
 sources than are now in sight. These schools are organized chiefly 
 to supply a direct agricultural need. It will require considerable 
 increase in funds if they hold this field and also enter another. It 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 35 
 
 is expected that these schools, of all others, will send youth directly 
 back to the farms. In Wisconsin, where there has been experience in 
 both agricultural and normal work, the two functions are separated ; 
 and this would seem to be the logical result for all States. 
 
 (e). SPECIAL FOUNDATIONS. 
 
 Various institutions on private or semiprivate foundations, and 
 not a regular part of public school enterprises, offer facilities for 
 teachers to prepare in agriculture and kindred subjects. A marked 
 example of this group is the Macdonald Institute at the Ontario 
 Agricultural College, Guelph, Canada. “ Its equipment and accom- 
 modation is ample to furnish long and short courses in home eco- 
 nomics, nature study, and manual training — the last two for teachers, 
 male and female, and the home economics for farmers’ daughters 
 and other young women who desire to learn the theory and practice 
 of cooking, ventilation, general housekeeping, laundry work, sewing, 
 dressmaking, millinery, home decoration, etc.” Summer courses are 
 provided at Guelph; also a one-year normal course “to provide in- 
 structors fitted to carry on the work of nature study and school gar- 
 dens in a group of rural schools, in a large consolidated school, or 
 in an agricultural high school.” The new Macdonald College, near 
 Montreal, will have a profound influence on the teaching of country 
 life subjects. 
 
 The Hampton Normal and Agricultural Institute, Virginia (a 
 parental type of others in the South), provides normal training for 
 negroes and Indians. The year for agricultural students is twelve 
 months, with a vacation of a few days or weeks only. At the close 
 of the academic year class-room work stops, but each student is given 
 work in the different divisions of the department, where he can get 
 experience in planning and directing labor and field operations and 
 in assuming responsibility. At the same time he is given instruction 
 in the best methods of managing labor. Actual class-room work 
 under normal methods, and practical field work, seem to fill a great 
 need in fitting the students for teaching what they have acquired iii 
 the class room. 
 
 Students of Hampton who design to teach receive, before being 
 graduated, four months’ instruction in psychology and the principles 
 of teaching, four hours per week, and also engage for four months in 
 actual teaching in the class room. The student teaches all of the 
 common school subjects of the State of Virginia. A large school 
 garden affords opportunity for the teacher students to work with 
 children in the open during April, May, October, and part of Novem- 
 ber. For the winter season, an indoor course in nature study and 
 agriculture supplements the outdoor work. Post-graduate students 
 
36 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 receive two months’ training in teaching classes in the training school. 
 These students teach agriculture and elementary science. They plan 
 their lessons, teach children to work in the garden, and conduct field 
 trips. 
 
 (f). EDUCATION DEPARTMENTS AND TEACHERS’ COLLEGES. 
 
 Much is to be expected of schools and departments of education 
 in universities in the preparing of teachers for the higher ranges of 
 public school teaching in agriculture. This is particularly true when 
 a college or department of agriculture is comprised in the same 
 university. In such case a four-year course can be assembled, involv- 
 ing two years of sound general scientific study, followed by two years 
 in which the study of agriculture and related subjects is combined 
 with training in education, all having special reference to high school 
 and normal school problems. This would involve the modification 
 of some of the regular instruction in the agricultural departments, 
 or, preferably, new courses in them to meet the special needs of 
 teachers. Professional schools of education that do not have regular 
 agricultural connection may well cooperate with a neighboring col- 
 lege of agriculture by incorporating a year, more or less, of the work 
 of such college as a part of its own course of study for those who 
 desire to prepare specially for agriculture teaching. Teachers Col- 
 lege of Columbia University in this way catalogues certain courses 
 of the College of Agriculture at Cornell University. 
 
 Following is the statement of Teachers College in respect to the 
 cooperation mentioned above (1908) : 
 
 Agriculture in high schools . — The rapid development of agricultural instruc- 
 tion in many public schools is creating a demand for specially trained teachers. 
 It is the consensus of opinion of school officers that for such instruction there 
 is need of teachers who have been thoroughly trained in general sciences, 
 biology, in particular, with its application to agriculture, and also in the prin- 
 ciples of education. Many agricultural colleges give the subject-matter which 
 is needed, but they do not deal with the educational applications. In order to 
 combine the advantages of an agricultural college with those of a strictly educa- 
 tional institution a plan of cooperation has been arranged between Teachers 
 College and the College of Agriculture at Cornell University, whereby students 
 preparing for special work as teachers of agriculture may take the appropriate 
 courses in the science of agriculture at Cornell University (especially principles 
 of agronomy, horticulture, and animal husbandry) and then study the educa- 
 tional problems at Teachers College. 
 
 As already stated, it is desirable that agriculture should be combined with 
 nature study and biology, or with nature study and physical science. Such 
 combinations may be made by candidates for the bachelor’s and master’s 
 degrees at Teachers College. The intimate relation of elementary agriculture 
 to biology and nature study makes it desirable that their educational aspects 
 should be involved in the same courses. Hence the student giving especial atten- 
 tion to agriculture will arrange a course at Teachers College as suggested 
 above for biology and nature study ; but having had previous special work iu 
 
THE MEANS OF TRAINING THE TEACHERS. 
 
 87 
 
 the subject-matter of agriculture at Cornell University, or elsewhere, the indi- 
 vidual work, such as preparation of papers and theses, will in the educational 
 course be centered around problems of agricultural teaching. 
 
 Approved courses in the science of agriculture taken in agricultural colleges 
 other than Cornell will be credited at Teachers College. 
 
 In the University of Missouri the Teachers’ College utilizes courses 
 in the College of Agriculture for teachers who desire to fit themselves 
 for teaching agriculture in the public schools. These courses in the 
 College of Agriculture are in the main distinct from the regular agri- 
 culture courses, and are designed primarily for teachers. Credits 
 are given for the work only to students in the Teachers’ College who 
 are expecting to be teachers. In addition, for the university stu- 
 dents who have taken sufficient of this elementary work for teachers 
 and who have also the requisite preparation in the natural sciences, 
 provision is made for electing and receiving credit for some of the 
 technical courses in agriculture and horticulture which are given in 
 the College of Agriculture. A good many teachers in the Teachers’ 
 College are enrolling regularly in these courses in agriculture and 
 horticulture, and some of them later elect the more technical courses 
 in the College of Agriculture, in order still further to increase their 
 training in agricultural subjects for the distinct purpose of enabling 
 them to teach agriculture in the public schools. 
 
 Speaking of their various experiences in aiding teachers to handle 
 agricultural work, an officer of the University of Missouri writes as 
 follows : 
 
 In my judgment the most effective results in proportion to the energy ex- 
 pended have been secured through the courses offered to teachers in the 
 university. Perhaps the majority of teachers who take agriculture regularly 
 in the university courses do not themselves teach directly in the country 
 schools, but in the better high schools of the State, in smaller towns surrounded 
 by good farming communities. These teachers in the high schools have the 
 training of a large number of young people who teach in the country schools 
 later, so that it is safe to say that every teacher who takes our regular uni- 
 versity courses in agriculture reaches with this teaching hundreds of young 
 men and women who will go out into the country schools as teachers. A 
 good many schools of this State are teaching agriculture and kindred sub- 
 jects in qne way or another. Many of them are correlating the work with 
 geography, with language, and even sometimes with other subjects in the 
 schools, through the aid of school gardens or school plantings, and by a study 
 of the material with which the pupils come in contact at their homes. In ad- 
 dition to correlating the work with other subjects, some of the schools give 
 regular courses in agriculture and horticulture. 
 
 (g). COLLEGES OF AGRICULTURE. 
 
 The agricultural colleges are now beginning to devise means of ex- 
 tending their efforts to the training of teachers in agriculture. This 
 movement is of such vast importance in the field of practical ped- 
 agogy that it may now be separately discussed in a final chapter. 
 
PART III.— THE GENERAL OUTLOOK, AND THE SIGNIFI- 
 CANCE OF NORMAL WORK IN THE COLLEGES OF 
 AGRICULTURE. 
 
 We have now taken a general look at the demand that is arising for 
 teachers in agriculture of a public school grade, and we have reviewed 
 the main types of agencies that promise to aid us in supplying these 
 teachers. We may now throw these normal agencies into something 
 like a classified system, and indicate the main lines of a rational pro- 
 cedure. 
 
 1. The elementary schools demand general teaching. Not much 
 that is named agriculture is possible wdth the pupils of elementary 
 school age, but nature study and the industrial spirit should constitute 
 the foundation of their work. The district rural schools are ele- 
 mentary schools. They pay small wages and offer few attractions to 
 teachers. For the most part they are able to secure the services only 
 of those persons who are on the way to other employment. Their 
 teachers are mostly women. Until these conditions change, the rural 
 schools must draw their teachers chiefly from the region of the high 
 schools. Whenever good science work is an important part of the 
 high school course of study, and particularly when good agriculture 
 teaching is also introduced as a regular part of the curriculum, a 
 training class in connection therewith and requiring a high school 
 diploma for the completion of the work should be able to make 
 great progress in preparing teachers for the elementary grades. 
 Some of the teachers for the grades will be recruited from the ranks 
 of those who do not complete normal school courses, and some States 
 or counties may provide special means of training such teachers by or- 
 ganizing normal school work below the regular normal school grade. 
 In the end special local means or institutions must be provided for 
 the training of these teachers, and it is time that this were recognized. 
 At present, however, it may be repeated, it is incumbent on the sec- 
 ondary school region to train the teachers for the elementary region. 
 
 2. The teachers who are to train these elementary teachers must 
 themselves be trained. They must have real preparation, if the agri- 
 culture teaching is to be of permanent value ; they can not be trained 
 in the common teachers’ institutes or by other mere short cuts. The 
 teachers of this secondary normal work must be trained in institutions 
 where genuine agriculture is established; some of the State normal 
 
 39 
 
40 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 schools may provide this work ; some of the special separate schools 
 of agriculture may provide it ; some of the education departments or 
 teachers’ colleges in association with agricultural departments of 
 higher institutions may provide it; the agricultural colleges will be 
 obliged to provide it. The best trained and best adapted of the 
 graduates of the colleges of agriculture, however, will find better 
 openings than most schools of the secondary region are at present will- 
 ing to pay. The preparation of such teachers should include general 
 scholarship and training in the principles of education, as well as 
 specialized scholarship in agriculture and other industrial work, and 
 also sufficient hand practice outdoors and indoors to give them com- 
 mand of the technique of instruction. 
 
 3. If the regular agriculture teachers of secondary schools and the 
 teachers of secondary training classes are to be prepared in the State 
 normal schools, then these normal school teachers must themselves 
 be trained in agriculture. Their training must be more than can be 
 secured in the normal school itself. They may be trained in educa- 
 tion departments of universities and in teachers’ colleges, provided 
 alw T ays that these institutions are associated with real agricultural 
 work, such as is possible in an agricultural college; or they may be 
 trained in the agricultural college itself. 
 
 4. The agricultural college necessarily stands at the head of the 
 system. It holds the key to the situation. It must provide the 
 leaders. 
 
 The body of knowledge and philosophy that is comprised under 
 the modern word “ agriculture ” is of such vast range, the subjects 
 are so numerous and so difficult, the equipment required to teach it 
 is so large and so expensive, that only such institutions as are spe- 
 cially devoted to the subject can understand it or properly represent 
 it. These institutions express a great phase of our national life. 
 More than any other institutions they stand for the very democracy 
 and nativeness of education, for their purpose is nothing less than 
 to reach the last man on the last farm by means of the very things by 
 which that man lives. 
 
 It is good to have seen these colleges of agriculture gradually 
 emerge and then enlarge their territory, quietly annexing this subject 
 and that, until they have come to be one of the great social and spir- 
 itual forces of the day. They have not yet developed a pride of 
 education, and they have not reached the limit of the territory that 
 they will annex. It may be found, in good time, that they have 
 forced new standards of education. These colleges will now add 
 normal departments and they will attract the teaching type of mind. 
 The graduates of these departments will supply some of the normal 
 schools; some of the high schools; some of the training classes and 
 special normal organizations; and what they give will be passed on 
 
NORMAL WORK IN COLLEGES OF AGRICULTURE. 
 
 41 
 
 from school to school and grade to grade, until it fertilizes the whole 
 enterprise. This is not at all a mere visionary outlook, and for the 
 very good reason that the agricultural colleges are the only teaching 
 institutions that are in possession, at first hand, of the essential facts 
 of rational agriculture. 
 
 A number of the colleges of agriculture have already undertaken 
 to develop teachers’ courses, either on their own account, or in asso- 
 ciation with the education departments of the universities with which 
 they are connected. Congress has also given them a direct opportu- 
 nity to establish such work in a provision of the Nelson amendment 
 to the agricultural appropriation bill for 1907-8 : “ Said colleges may 
 use a portion of this money for providing courses for the special 
 preparation of instructors for teaching the elements of agriculture 
 and the mechanic arts.” 
 
 The Nelson amendment provides, when it shall have matured, for the 
 appropriation of $25,000 annually to the land-grant colleges of each 
 State. This is the only national appropriation that specifically recog- 
 nizes this particular kind of college work. This fund will afford an 
 unexcelled opportunity for some of the stronger institutions to estab- 
 lish a department or school in which persons shall be trained directly 
 for the teaching of agriculture and the mechanic arts in the public 
 schools. 
 
 MASSACHUSETTS AGRICULTURAL COLLEGE. 
 
 The Massachusetts Agricultural College established in 1907 a de- 
 partment of agricultural education, with a professorship. W. R. 
 Hart, formerly of the State Normal School at Peru, Nebr., has been 
 chosen to head the department. This department is organized under 
 a State law that makes an annual appropriation of $5,000. This law 
 originated from a recommendation of the Massachusetts commission 
 on industrial and technical education, in 1906. (The report of this 
 commission is a most valuable contribution to the subject of industrial 
 education.) The first move was the organizing of a summer school 
 of agriculture of four weeks, which had an attendance of considerably 
 more than two hundred. Following is a course of instruction for 
 the year 1908-9 : 
 
 1. The meaning of education, dealing with the biological and psychological 
 aspects of the processes of learning. 
 
 2. Vocational education, being chiefly historical. This is given in 1007-8. 
 
 3. Methods in agricultural education. 
 
 4. Seminar, a study of problems in agricultural education. 
 
 COLLEGE OF AGRICULTURE OF THE UNIVERSITY OF ILLINOIS. 
 
 The College of Agriculture of the University of Illinois has an in- 
 structor in secondary school agriculture, D. O. Barto, an experienced 
 school-teacher and a graduate of the college, who for two years has 
 
42 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 been employed to give his entire time to the question of teaching agri- 
 culture in the public schools. He visits farmers’ institutes and 
 teachers’ institutes, freely discussing these questions, and offers two 
 courses of instruction during the university year. One of these 
 courses is designed to train teachers for the secondary schools, and the 
 other to train them for the grades. These courses are repeated in the 
 summer session. The particular courses offered in 1907-8 are as 
 follows : 
 
 1. Principles and methods of high school agriculture. — This course, designed 
 for students who have had not less than two years’ work in agriculture, will be 
 devoted mainly to considering what features of agricultural science are best 
 adapted to high school conditions, the best order and methods of their pres- 
 entation, how to suit the course and instruction to the special interests and 
 needs of each school community, what laboratory work shall be given, what 
 apparatus may be used, what field experiments can be planned and executed. 
 
 2. Elementary agriculture. — This course is for those students who are pre- 
 paring to teach in secondary schools, especially for teachers of science, but who 
 have had no work in agriculture. A study of the soil, its origin, nature, func- 
 tions, properties, and classification; problems of temperature, aeration, control 
 of moisture ; enrichment and impoverishment of the soil ; the plant, how it feeds 
 and grows, its modes of reproduction, factors in crop production, rotation, value 
 and use of legumes, selection and testing of seed, their types and breeds, care 
 and management ; dairying, production of milk, testing and care of milk ; farm 
 plans, farm machinery ; economics of agriculture. 
 
 3. Farmers' 1 institute management. — A study of the farmers’ institutes as a 
 factor in our system of public education. This course is designed to set forth 
 principles underlying the organization and conduct of farmers’ institutes and 
 agricultural associations and to systematize into definite lines the knowledge 
 acquired in college to the end that the student may render more distinct service 
 in institute and agricultural associations. Lectures; assigned readings and 
 parliamentary practice. 
 
 NEW YORK STATE COLLEGE OF AGRICULTURE. 
 
 In the New York State College of Agriculture at Cornell Uni- 
 versity a two-years’ normal course in nature study, leading to regular 
 academic credits, was organized in 1903, and this is now known as 
 a normal department, with six persons giving instruction. This 
 organization is the natural outgrowth of the nature study and other 
 extension enterprise that has been under way in the institution for 
 many years. Summer schools of nature study were held in 1899 and 
 1900. A regular summer session is in process of organization. A 
 rural schoolhouse, accommodating thirty pupils and provided with 
 workroom and located in a school garden, is part of the equipment. 
 Following is the course of study for 1907-8: 
 
 This course is organized to help persons who expect to teach nature study 
 and country-life subjects in the public schools. Persons actually engaged in 
 
NORMAL WORK IN COLLEGES OF AGRICULTURE. 
 
 43 
 
 teaching and also all persons in the university who signify their intention to 
 teach are eligible. A certificate will be given on the completion of sixty hours 
 in the courses prescribed below, together wfith such other work in the College 
 of Agriculture as may be approved by the director. Designed to prepare stu- 
 dents to teach elementary agriculture. Practice work is given in the public 
 schools of Ithaca. 
 
 No. of 
 course. 
 
 First Second 
 term. term. 
 
 FIRST TEAR. 
 
 Botany 
 
 Botany 
 
 Invertebrate zoology. 
 Vertebrate zoology— 
 
 Entomology 
 
 Physical geography- . 
 
 Chemistry 
 
 Nature study 
 
 N ature study 
 
 1 
 
 2 
 
 1 
 
 2 
 
 3 
 
 1 
 
 185 
 
 91 
 
 94 
 
 Elective, at least two-thirds agriculture — 
 
 SECOND YEAR. 
 
 3 
 
 2 
 
 2 
 
 S 
 
 3 
 
 3 
 
 16 
 
 0-2 
 
 1 
 
 2 
 
 3 
 
 3 
 
 2 
 
 11 
 
 4-7 
 
 Vertebrate zoology. 
 
 Botany 
 
 Entomology 
 
 Soils 
 
 Farm crops 
 
 Nature study 
 
 Nature study 
 
 6 
 
 5 
 
 15 
 
 101 
 
 111 
 
 92 
 
 93 
 
 Elective, at least two-thirds agriculture. 
 
 91. Nature study. — Lectures and discussion of methods. First half year. 
 Credit, three hours. M., W., F., 12. 
 
 92. Home nature-study work. — Work in the training classes in the Ithaca 
 schools in which students are also to take part. Second half year. Credit, 
 one hour. By appointment. 
 
 93. Practice work in nature study in the public schools of Ithaca, comprising 
 schoolroom work, excursions, and other exercises with children. First half 
 year. Credit, two hours. By appointment. 
 
 94. School gardens , comprising actual garden making with children on school 
 grounds and in the university school gardens. In winter the work will be con- 
 ducted in the forcing houses w T here plant-growing subjects will be taken up in 
 such a way as to adapt them to elementary school conditions. Second half 
 year. Credit, two hours. 
 
 98. Seminary in nature study and elementary agriculture. — Devoted to the 
 study of the methods of teaching nature study and elementary agriculture, and 
 to the review and criticism of courses now offered in our elementary and sec- 
 ondary schools. Credit, one or two hours. F., 12. 
 
 99. Nature study. — Advanced course. Individual work on special problems. 
 Registration only after consultation. 
 
 UNIVERSITY OF MISSOURI. 
 
 In the Teachers College of the University of Missouri provision is 
 made for pedagogical work in agriculture. In this college John C. 
 Whitten is “ professor of the teaching of horticulture,” and Frederick 
 
44 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 B. Mumford u professor of the teaching of agriculture.” The fol- 
 lowing courses are offered by these officers: 
 
 (a) Agriculture. 
 
 Professor Mumford. 
 
 la. Soils and plant studies, with reference to agriculture. — This course will 
 aim to give a clear general knowledge of the principles of agriculture. The 
 character of the work is adapted to those who are preparing to teach in the 
 elementary schools. Three times a week, first semester. Hours to be arranged. 
 
 2. The principles of agriculture. — Fundamental conceptions of soils, plants, 
 and animals, and their application to agricultural practice. Lectures, reading, 
 laboratory work, and field excursions. A course for high school and academy 
 teachers. Three times a week. Hours to be arranged. 
 
 Other courses in agriculture may be elected by students in the Teachers 
 College. 
 
 (b) Horticulture. 
 
 Professor Whitten. 
 
 lb. Cultivated plants. — How they grow under culture, their relation to their 
 environments, and common methods of propagating . and managing plants ; the 
 materials for a school garden and how to use them. Lectures and laboratory. 
 This course is intended for those who are preparing to teach in elementary 
 schools and who may not have time for the longer courses offered by the depart- 
 ment. Three times a week. Hours to be arranged. 
 
 la and 2b. These two courses taken together constitute a year’s work in 
 which the topics mentioned in lb are given fuller and more scientific treatment. 
 They can be taken after lb or independently of it, and are designed to meet the 
 needs of those who are preparing to teach in any branch of biological science. 
 Three times a week. 
 
 4a. The evolution of cultivated plants. — Lectures and assigned readings. 
 A study of organic evolution as applied to the modifications of plants, particu- 
 larly those in cultivation. Three times a week. Hours to be arranged. 
 
 Other courses in horticulture are open to students in the Teachers College. 
 
 COLLEGE OF AGRICULTURE OF THE UNIVERSITY OF MAINE. 
 
 The College of Agriculture of the University of Maine late in 1907 
 organized the following course in agriculture for those who intend 
 to become teachers of this subject in the public schools: 
 
 This course is offered in response to a call for teachers capable of teaching 
 elementary agriculture in schools and academies. In order to receive a degree 
 one hundred and fifty hours, or 30 credits, must be received. The following 
 course as laid down covers one hundred and forty-six hours. The remaining 
 six hours have been purposely left open for elective work in order that the stu- 
 dent may receive as liberal a training in cultural studies as is consistent with 
 the amount of technical work necessary. It is recommended that the electives 
 be taken from the departments of biology, history, economics, chemistry, physics, 
 or English, 
 
NORMAL WORK IN COLLEGES OF AGRICULTURE. 
 
 45 
 
 FALL SEMESTER. 
 
 Subject. 
 
 Chemistry 
 
 Laboratory chemistry, 2 a _ 
 
 Public speaking 
 
 English composition 
 
 Drawing, 6 & 
 
 Modern language 
 
 Algebra 
 
 Military, 5 a 
 
 Freshman year. 
 
 SPRING SEMESTER. 
 
 Hours. Subject. 
 
 2 Chemistry 
 
 1 Laboratory chemistry, 2 a ___ 
 
 1 Public speaking 
 
 3 English composition 
 
 2 Drawing, 0 & 
 
 3 Modern language 
 
 5 Solid geometry 
 
 2* Trigonometry 
 
 Military, 5 ° 
 
 Hours. 
 
 3 
 
 1 
 
 1 
 
 3 
 
 2 
 
 o 
 
 19* | 19* 
 
 Sophomore year. 
 
 Soils 2 
 
 Soil laboratory, 2 a 1 
 
 General biology 2 
 
 Laboratory biology, 2 a 1 
 
 Qualitative analysis, 8 ° 4 
 
 History of education 3 
 
 English •_ 1 
 
 Wood shop work, 4 a 2 
 
 Physical training § 
 
 Elective work ( ?) 
 
 Fertilizers 2 
 
 Animal breeding 2 
 
 Stock judging, 2 a 1 
 
 General botany 2 
 
 Laboratory botany, 4 a 2 
 
 History of education 2 
 
 Qualitative analysis, 8 a 4 
 
 Principles of fruit growing 2 
 
 Forge work a 2 
 
 Physical training § 
 
 Agricultural engineering, 4 a 
 
 Animal breeding 
 
 Stock judging, 2 a 
 
 Physiology 
 
 General methodology -- 
 
 Pomology 
 
 Laboratory pomology, 2 ° 
 
 Modern language 
 
 Physical training 
 
 Elective work 
 
 16§ 
 
 Junior year. 
 
 2 
 
 2 
 
 1 
 
 2 
 
 3 
 
 2 
 
 1 
 
 3 
 
 16§ 
 
 Farm crops 
 
 Laboratory farm crops, 2 a 
 
 Vegetable gardening 
 
 Handicraft, 4 ° 
 
 Child study 
 
 Veterinary science 
 
 School gardening, 3 6 
 
 Modern language 
 
 Physical training 
 
 Elective work 
 
 Animal breeding 1 
 
 Biological chemistry 
 
 Agricultural botany 
 
 Laboratory agricultural botany, 
 2 a __ 
 
 Landscape gardening 
 
 Physics 
 
 Elective work 
 
 Senior year. 
 
 1 
 
 2 
 
 5 
 
 Dairying 
 
 Laboratory dairying, 3 a __ 
 
 Agricultural chemistry 
 
 Entomology 
 
 Laboratory entomology, 4 a . 
 
 Veterinary science 
 
 Bacteriology 
 
 General forestry 
 
 Laboratory physics, 4 a 
 
 19| 
 
 2 
 
 1 
 
 9 
 
 9 
 
 3 
 
 9 
 
 1 
 
 lo§ 
 
 2 
 
 1 * 
 
 5 
 
 9 
 
 2 
 
 2 
 
 2 
 
 2 
 
 9 
 
 17 
 
 20 * 
 
 Two hours count as one. 
 
 6 Three hours count as one. 
 
46 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 NORTH CAROLINA COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS. 
 
 The North Carolina College of Agriculture and the Mechanic Arts 
 is now providing a one-year normal course in agriculture, the fol- 
 lowing announcement of which will appear in the next catalogue of 
 the college : 
 
 One-year normal course in agriculture, North Carolina College of Agriculture 
 
 and the Mechanic Arts. 
 
 Periods a week — 
 
 Subject. 
 
 First 
 
 term. 
 
 Second 
 
 term. 
 
 Third 
 
 term. 
 
 Methods of teaching agriculture 
 
 2 
 
 2 
 
 2 
 
 Agriculture (general) 
 
 3 
 
 3 
 
 3 
 
 Horticulture 
 
 3 
 
 3 
 
 3 
 
 Animal husbandry—. 
 
 3 
 
 3 
 
 3 
 
 Dairying 
 
 . 
 
 o 
 
 
 
 Diseases of live stock 
 
 
 5 
 
 
 Botany 
 
 3 
 
 
 
 Poultry 
 
 
 3 
 
 3 
 
 Entomology 
 
 
 
 2 
 
 Agricultural literature. 
 
 1 
 
 1 
 
 1 
 
 Electives in college departments, e. g., agricultural chemistry, land surveying, 
 physical and physical laboratory, drawing, and others. 
 
 NORTH DAKOTA AGRICULTURAL COLLEGE. 
 
 The College of Agriculture in North Dakota offers a “ teachers’ 
 course,” described as follows (1907-8) : 
 
 Under the provisions of the “ Nelson law ” enacted by Congress in 1907 the 
 following course is offered for the training of teachers, fitting them to teach 
 the elements of mechanic arts and agriculture. It is also the aim of this course 
 to provide the three terms’ work in pedagogy which graduates must have in 
 order to benefit by the statute entitling them to a State certificate on their 
 diplomas. To the many students who frequently have to turn to teaching 
 temporarily before completing their studies, this line of work will be found 
 very helpful. 
 
 During the past three years regular work has been given in nature study 
 and elements of agriculture in order to meet the rapidly increasing demand for 
 rural teachers able to instruct in these subjects. In addition opportunity was 
 given to review all subjects required for first and second grade certificates. 
 As there was no desire to duplicate the courses of the normal schools or to 
 enter on their field of pedagogy, the work was neither emphasized nor given 
 prominence. 
 
 The new law, however, has marked out a definite field for agricultural col- 
 leges in the training of teachers and given them a mission in harmony with 
 their general plan and purpose. In order to fit teachers to teach elements of 
 mechanic arts and agriculture and fill positions in common, village, or city 
 schools, it has become necessary to add another year’s work to the course as 
 outlined heretofore. The units constituting this additional year are all, with 
 the exception of the history of education, of a technical nature, and fall either 
 under the head of mechanic arts or agriculture, or the pedagogy of these 
 branches. 
 
NORMAL WORK IN COLLEGES OF AGRICULTURE. 
 
 47 
 
 The entering student is expected to have had eighth grade or one 
 year’s high school training. In addition to a thorough training in 
 elementary subjects, there is required a course in elementary agricul- 
 ture taught by the professor of agriculture. The course covers three 
 years. The agriculture is as follows: 
 
 Teachers’ Agriculture II. — Agricultural physics, fall term. 
 
 Teachers’ Agriculture III. — Agronomy, winter term. 
 
 Teachers’ Agriculture IV. — Animal husbandry, with laboratory, spring term. 
 Teachers’ Agriculture V. — Horticulture, afternoon work, spring term. 
 
 Following is the full schedule of the teachers’ course at the Xorth 
 
 © 
 
 Dakota College: 
 
 First year. 
 
 Fall. 
 
 Winter. 
 
 Spring. 
 
 Grammar, 8 a. m. 
 
 Civics, 9 a. m. 
 
 Reading. 10 a. m. 
 Arithmetic, 11 a. m. 
 Nature study, 8 to 5 p. m. 
 
 Physiology, 8 a. m. 
 
 United States history, 9 a. m. ! 
 Geography, 10 a. m. 
 
 Grammar, 11 a. m. 
 
 Elements of agriculture 1,3 to 5 
 p. m. 
 
 Grammar. 8 a.m. 
 
 United States history, 9 a. m. 
 Theory and practice. 10 a. m. 
 Formation of soils. 11 a. m. 
 Nature study, 3 to 5 p. m. 
 
 Second year. 
 
 Psychology, 8 a. m. 
 
 Elements of chemistry, 9 a. m. 
 
 , 10 a. m. 
 
 Zoology, 11 a. m. 
 
 Chemical laboratory, 2 to 5 p. m. 
 Zoology, 2 to 5 p. m. 
 
 Q o ttj 
 
 History of education, 8 a. m. 
 Physics II, 9 a. m. 
 
 Algebra II. 10 a. m. 
 
 English III, 11 a. m. 
 
 Physics laboratory, 2 to 5 p. m. 
 
 < O u. Ill . 
 
 Physics I, 9 a. m. 
 
 Algebra I. 10 a. m. 
 
 Physical geography, 11 a. m. 
 Physics laboratory, 2 to 5 p. m. 
 
 Third year. 
 
 Manual Training I, 8 a. m. 
 Philosophy of education, 9 a. m. 
 Algebra III, 10 a. m. 
 
 Elements o f a gricult ur e 1 1 , 11a.m. 
 Shop (manuad training IV), p.m. 
 
 Geometry I, 8 a. m. 
 
 Manual training II, 9 a. m. 
 Methods, 10 a. m. 
 
 Elements of agriculture III, 11 
 a. m. 
 
 Horticulture, 2 to 5 p. m. 
 
 | Geometry II. 8 a. m. 
 i Manual training III, 9 a. m. 
 Botany II, 10 a. m. 
 
 Elements of agriculture IV, 11 
 a. m. 
 
 Botany, 2 to 5 p. m. 
 Horticulture, 2 to 5 p. m. 
 Agriculture, 3 to 5 p. m. 
 
 CONNECTICUT AGRICULTURAL COLLEGE. 
 
 The Connecticut Agricultural College has for several years offered 
 a two-year course of preparation for the special teaching of nature 
 study in the public schools. The course is offered to graduates of 
 high schools and to those who have had the first two years of their 
 regular course in agriculture or in home making. This course “ for 
 rural school teaching ” includes much work in agricultural subjects, 
 selected from the regular courses in the college. It is intended to be 
 supplemented by the work for teachers in the summer school, and by 
 one year in a good normal school. 
 
48 
 
 TRAINING FOR TEACHERS OF AGRICULTURE. 
 
 WASHINGTON (STATE) AGRICULTURAL COLLEGE. 
 
 In addition to the regular courses in the college at Pullman, Wash- 
 ington, courses are offered in education, specially intended to train 
 teachers in methods. Whenever a student expresses a desire to engage 
 in school teaching, he is encouraged to elect at least two courses in 
 the department of education. One of these courses is “ the principles 
 of education,” the other “ methods of teaching agriculture.” The 
 latter is taught largely by the department of agriculture itself. 
 
 The above examples constitute the only instances known to the 
 writer of agricultural colleges, or agricultural departments of col- 
 leges, in the United States that have actually put pedagagical courses 
 or departments into operation, although other colleges or departments 
 are each cooperating more or less with the education department of 
 the university or college of which it is a part. Several of the colleges 
 of agriculture are now considering the establishing of education 
 courses. It is probable that such courses will constitute the most 
 marked departure in agricultural college work in the immediate 
 future. As yet the whole subject is in a formative and experimental 
 stage. These colleges have a very large and varied constituency, and 
 they properly represent all the phases of country life. It is incum- 
 bent on them to reach directly the educational phase, and it is incum- 
 bent on the people to see that they are able to enter this field, for this 
 is a necessary condition to the evolution of the public schools. 
 
LIST OF REFERENCES. 
 
 Agriculture in the normal schools.. Western journal of education, 11 : 407^108, 
 March, 1906. 
 
 Special number containing part of the proceedings of the California teachers’ 
 association, 1905. 
 
 Bailey, L. H. Newer ideas in agricultural education. Educational review, 20 : 
 377-382, November, 1900. 
 
 Balcomb, E. E. Agriculture in normal schools : Courses of instruction and 
 
 financial support. National education association. Journal of proceed- 
 ings and addresses, 1907, p. 752-758. 
 
 What has been done by normal schools and agricultural colleges for 
 
 popular education in agriculture. National education association. Jour- 
 nal of proceedings and addresses, 1907, p. 1069-1075. 
 
 Bishop, E. C. Agriculture, domestic art, and manual training without funds 
 or equipment. National education association. Journal of proceedings 
 and addresses, 1907, p. 1076-1084. 
 
 Carrington, William Thomas. Correlating the cultural and the practical. In 
 Schools in rural communities. Southern educational review, 1, No. 1: 
 7-11, July, 1904. 
 
 Davis, B. M. Shall teachers be prepared to give instruction in elementary 
 agriculture? Western journal of education, 11 : 5-15, May, 1906. 
 
 Dymond, T. S. The training of teachers for rural schools [England]. In Sug- 
 gestions on rural education . . . London, Eyre and Spottiswoode, 
 
 1908. p. 24-27. 8°. 
 
 Kern, O. J. The training of teachers for country schools. In Among country 
 schools. By O. J. Kern . . . Boston [etc.] Ginn and co. [ c 1906] p. 
 
 282-308. 12°. 
 
 National education association. Report of the committee on industrial educa- 
 tion in schools for rural communities, to the National council of educa- 
 tion, July, 1905. [Winona, Minn.] Published by the association, 1905, 
 97 p. 8°. 
 
 Supplementary to report submitted at the meeting in Asbury 
 
 Park, July, 1905 ; submitted to the National council July 8, 1907. National 
 education association. Journal of proceedings and addresses, 1907, p. 
 409-454. 
 
 Pendleton, E. M. Duties of an agricultural professor. National education asso- 
 ciation. Addresses and journal of proceedings, 1876, p. 266-72. 
 
 Stevens, F. L. A course in nature study for the teacher. State superintendent 
 public instruction, Raleigh, N. C., 1905. p. 32. 
 
 The training of teachers for rural schools. Western journal of education, 
 11 : 188-199, March, 1906. 
 
 Special number containing part of the proceedings of the California teachers’ 
 association, 1905. 
 
 31388—08 4 49 
 
50 
 
 LIST OF REFERENCES. 
 
 True, A. C. Notes on the history of agricultural pedagogy in the United States. 
 Delivered at twenty-eighth annual meeting of the Society for the promo- 
 tion of agricultural science, 1907. [1907.] Cover title. 23 p. 8°. 
 
 United States. Bureau of education. Gardeners’ schools in Russia. Report of 
 the Commissioner for the year 1897-98, v. 2, p. 1623-1639. 
 
 From advance sheets of U. S. Consular reports. 
 
 Instruction in agriculture in rural schools of France. Report 
 
 of the Commissioner for the year 1897-98, v. 2, p. 1614-1620. 
 
 Department of agriculture. Office of experiment stations. The teach- 
 ing of agriculture in the rural common schools. [Washington, Govern- 
 ment printing office, 1904.] 20 p. 8°. (Circular of information no. 60.) 
 
 Caption title. 
 
 This ninth report of the committee on methods of teaching agriculture of 
 the association of American agricultural colleges and experiment stations was 
 presented to the convention of the association held at Des Moines, Iowa, Novem- 
 ber 1-3, 1904. For previous reports see U. S. Dept. Agr. Office of experiment 
 stations. Bulletins 41, p. 57 ; 49, p. 29 ; 65, p. 79 ; 76, p. 39 ; 99, p. 86 ; 115, 
 p. 59 ; 123, p. 45 ; 142, p. 63, and Circulars 32, 37, 39, 41, 45, 49, and 55. 
 
INDEX. 
 
 Agricultural and Mechanical College of 
 North Carolina, spring normal course, 
 28. 
 
 normal course in agriculture, 46. 
 
 Agricultural colleges. See Colleges of agri- 
 culture. 
 
 Barto, D. O., instructor in secondary 
 school agriculture, University of Illi- 
 nois, 41. 
 
 Agricultural schools, a means of training 
 teachers, 34. 
 
 Aids to teachers of agriculture, 25-29. 
 
 Alabama, district industral schools, 21. 
 
 Bailey, Prof. L. H., reference in letter of 
 transmittal, 6. 
 
 Biology, relation to instruction in agricul- 
 ture in high schools, 19. 
 
 Brown, Elmer Ellsworth, Commissioner of 
 Education, letter of transmittal, 5. 
 
 Bureau of Education, duties, under Mor- 
 rill acts, 5. 
 
 Canada, peripatetic teachers of agriculture, 
 29. 
 
 College of Agriculture, Cornell University, 
 arrangement for normal training in 
 agriculture, 36. 
 
 College of Agriculture, North Dakota, 
 teachers’ course, 46. 
 
 College of Agriculture, University of Illi- 
 nois, course in high school agriculture, 
 42. 
 
 College of Agriculture, University of 
 Maine, pedagogical course, 44. 
 
 Colleges of agriculture, short courses for 
 teachers, 28. 
 
 provision for training teachers, 37. 
 significance of normal work, 39-48. 
 head of system of normal training in 
 agriculture, 40. 
 
 Columbia University, teachers college, ar- 
 rangement for normal teaching in agri- 
 culture, 36. 
 
 Consolidation of rural schools, discussed, 
 
 11 . 
 
 Connecticut Agricultural College, normal 
 course in nature study, 47. 
 
 Cornell University, arrangement for nor- 
 mal teaching in agriculture, 36. 
 normal course in nature study, 42. 
 
 Correspondence method of aiding teachers 
 of agriculture, 27. 
 
 Country schools, instruction in agriculture, 
 9-18. 
 
 County schools of agriculture, a means of 
 training teachers, 34. 
 
 Course of study, for rural schools, in agri- 
 culture, 14-18. 
 
 for high schools, in agriculture, 18—21. 
 in agricultural colleges, for teachers, 28. 
 of Richland County Training School, 32. 
 of Department of Agricultural Education, 
 Massachusetts Agricultural College, 41. 
 for training high school teachers of agri- 
 culture, University of ^Illinois, 42. 
 of normal department of New York State 
 College of Agriculture, 43. 
 in agriculture in Teachers College, Uni- 
 versity of Missouri, 44. 
 in horticulture in Teachers College, Uni- 
 versity of Missouri, 44. 
 in University of Maine for intending 
 teachers of agriculture, 45. 
 in normal department, North Carolina 
 College of Agriculture and the Mechanic 
 Arts, 46. 
 
 in teachers’ course of North Dakota Ag- 
 ricultural College, 47. 
 
 Department of Agriculture, aids to teach- 
 ers, 29. 
 
 Dunn County (Wis.) Normal School, influ- 
 ence on neighboring rural schools, 32. 
 
 Education departments of universities, nor- 
 mal training in agriculture, 36. 
 
 Elementary schools, instruction in agri- 
 culture, 9-18, 39. 
 
 not a field for trained teachers of agri- 
 culture, 23. 
 
 Farmers’ institutes, cooperation with teach- 
 ers’ institutes, 27. 
 
 a study in University of Illinois, 42. 
 
 Geography, methods of instruction, 12. 
 
 Georgia, district industrial schools, 21. 
 training of teachers of agriculture in 
 State normal school, 31. 
 
 Grounds, of rural schools, 14. 
 
 Hampton (Va.) Normal and Agricultural 
 Institute, normal training in agricul- 
 ture, 35. 
 
 51 
 
52 
 
 INDEX, 
 
 Hart, W. R., professor of agricultural edu- 
 cation, Massachusetts Agricultural Col- 
 lege, 41. 
 
 High schools, instruction in agriculture, 18. 
 salaries offered to teachers of agricul- 
 ture, 23. 
 
 for training teachers of agriculture, 33. 
 training at Teachers College for teach- 
 ers of agriculture, 36. 
 training of normal teachers of agricul- 
 ture, 39,40. 
 
 training in University of Illinois for 
 teachers of agriculture, 42. 
 
 Horticulture, pedagogical work in Teach- 
 ers College, University of Missouri, 44. 
 
 Illinois, provisions of normal school schol- 
 arship law, 31. 
 
 influence of farmers’ institute organiza- 
 tion, 27. 
 
 Industrial education in schools for rural 
 communities, report of committee of 
 National Council of Education, 16, 18, 
 19. 
 
 Industrial schools, a means of training 
 teachers of agriculture, 34, 35. 
 
 Institutes for teachers, attention to agri- 
 cultural subjects, 27. 
 
 Laboratories for instruction in agriculture, 
 in rural schools, 14. 
 in high schools, 20. 
 
 Leaflet method of aiding teachers of agri- 
 culture, 27. 
 
 Lectures, for teachers of agriculture, 27. 
 
 Local normal schools, work in agriculture, 
 31. 
 
 Lyon, II. H., course of study in agriculture 
 for a rural school, 17. 
 
 Macdonald College, Montreal, influence on 
 teaching agriculture, 35. 
 
 Macdonald Institute, Ontario Agricultural 
 College, training of teachers of agri- 
 culture, 35. 
 
 Marinette, Wis., cooperation of normal and 
 agricultural schools, 32. 
 
 Massachusetts Agricultural College, depart- 
 ment of agricultural education, 41. 
 
 Means of training teachers of agriculture, 
 23-37. 
 
 Menominee, Wis., cooperation of normal and 
 agricultural school's, 32. 
 
 Methods of teaching, in rural set Is, 12. 
 for agricultural subjects, 24. 
 
 Michigan, agriculture in course of training 
 classes, 34. 
 
 Minnesota, agricultural high school, 21. 
 study of agriculture in summer schools, 
 26. 
 
 Morrill act, reference in letter of trans- 
 mittal, 5. 
 
 Mumford, Frederick B., professor of the 
 teaching of agriculture, University of 
 Missouri, 44. 
 
 National Council of Education, report of 
 committee on industrial education for 
 rural schools, 16, 18, ID. 
 
 Nature study, in rural schools, 14-18. 
 an outdoor process, 24. 
 in spring normal course of A. and' M. Col- 
 lege of North Carolina, 28. 
 normal course at New York State Col- 
 lege of Agriculture, 42. 
 normal course in Connecticut Agricultural 
 College, 47. 
 
 Nebraska, agriculture in normal course for 
 high schools, 34. 
 
 Nelson amendment to agricultural appro- 
 priation bill of 1908, reference in letter 
 of transmittal, 5. 
 provisions and possibilities, 41. 
 response of North Dakota Agricultural 
 College, 46. 
 
 New York, study of agriculture in a dis- 
 trict school,— 16. 
 special agricultural schools, 21. 
 
 New York State College of Agriculture, 
 normal course in nature study, 42. 
 
 Normal classes in high schools for teach- 
 ers of agriculture, 33. 
 
 Normal schools, training for teachers of 
 agriculture, 30, 31. 
 
 North Carolina College of Agriculture and 
 the Mechanic Arts, spring normal 
 course, 28. 
 
 normal course in agriculture, 46. 
 
 North Dakota Agricultural College, teach- 
 ers’ course, 46. 
 
 Office of Experiment Stations, aids to 
 teachers, 29. 
 
 Ontario Agricultural College, Macdonald 
 Institute, training of teachers of agri- 
 culture, 35. 
 
 Peripatetic teachers, for teaching agricul- 
 ture in rural schools, 28. 
 
 Richland County (Wis.) Training School, 
 course of study, 32. 
 
 Rural schools, instruction in agriculture, 
 9-18. 
 
 Scholarships in normal schools, provisions 
 of Illinois law, 31. 
 
 School gardens, for rural schools, 14. 
 for high schools, 20. 
 
 Schoolhouses, character in rural districts, 
 13. 
 
 Secondary schools. See High schools. 
 
 Short courses in agricultural colleges for 
 teachers, 28. 
 
 Special schools, instruction in agriculture, 
 
 21 . 
 
 demand for special teachers of agricul- 
 ture, 23. 
 
 Special teachers of agriculture for rural 
 schools, 13, 28. 
 
 State Normal School of Georgia, training 
 of teachers of agriculture, 31. 
 
 State normal schools, training of teach- 
 ers of agriculture, 30, 40. 
 
 Summer schools, aids to teachers of agri- 
 culture, 26. 
 
 conducted by New York State College of 
 Agriculture for nature study, 42. 
 
INDEX, 
 
 53 
 
 Superintendent of Public Instruction of 
 Illinois, on influence of farmers’ insti- 
 tutes, 27. 
 
 Teachers of agriculture, extensional aids, 
 25-29. 
 
 means of training, 23-37. 
 
 possibilities in elementary schools, 39. 
 
 Teachers College, Columbia University, ar- 
 rangement for normal training in agri- 
 culture, 36. 
 
 Teachers College, University of Missouri, 
 normal training in agriculture, 37, 43. 
 
 Teachers’ colleges, normal training in agri- 
 culture, 36. 
 
 Teachers’ institutes, attention to agricul- 
 tural subjects, 27. 
 
 speakers from Office of Experiment Sta- 
 tions, 29. 
 
 Training classes, in high schools, means of 
 training teachers of agriculture, 33. 
 
 Training of teachers of agriculture, means, 
 23-37. 
 
 in agricultural colleges, 39-48. 
 
 Universities, normal training in agricul- 
 ture in education departments, 36. 
 
 University of Illinois, normal course in ag- 
 riculture, 41. 
 
 University of Maine, summer school of ag- 
 riculture, 26. 
 
 pedagogical course in college of agricul- 
 ture, 44. 
 
 University of Minnesota, agricultural high 
 school, 21. 
 
 University of Missouri, normal training in 
 agriculture, 37, 43. 
 
 Vacation schools, aids to teachers of agri- 
 culture, 26. 
 
 Washington (State) Agricultural College, 
 courses in education, 48. 
 
 Wausau, Wis., cooperation of normal and 
 agricultural schools, 32. 
 
 Whitten, John C., professor of the teaching 
 of horticulture, University of Missouri, 
 43. 
 
 Wisconsin, county industrial schools, 21. 
 county normal schools, 31. 
 separation of agricultural and normal 
 work, 35. 
 
 o 
 
 ■CO/ 
 
i^ertj bI tli llnitei States ueternmcr 
 
 UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 2 WHOLE NUMBER 385 
 
 LIST OF PUBLICATIONS 
 
 OF THE 
 
 UNITED STATES BUREAU OF EDUCATION 
 
 1867-1907 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1908 
 
CONTENTS 
 
 Letter of transmittal _* 
 
 I. — Annual statements of the Commissioner. 
 
 II. — Annual reports 
 
 HI. — Circulars of information 
 
 IV.— Bulletin 
 
 V. — Miscellaneous publications 
 
 Index 
 
 Page. 
 
 5 
 
 7 
 
 7 
 
 41 
 
 48 
 
 50 
 
 55 
 

LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 Washington , May 13 , 1908. 
 
 Sir: I have the honor to transmit herewith a list of publications 
 of the United States Bureau of Education for the years 1867 to 1907, 
 prepared under the direction of the present librarian of the Bureau, 
 and to recommend that it be published as one of the issues of the 
 Bulletin of this Office. 
 
 This list is intended to make the publications of the Bureau better 
 known and to facilitate their use. It should be of service to librarians 
 and to students of special educational problems. I am particularly 
 desirous that so far as possible complete sets of the serial publications 
 of this Office should be found in all of the larger reference libraries, 
 in order that they may be made as widely and immediately useful as 
 they can be made in all parts of the country. This publication will 
 undoubtedly further such distribution and use of the documents 
 referred to, and will answer many of the special inquiries which come 
 from time to time to this Office. 
 
 While many of these publications are out of print, it not infre- 
 quently happens that additional copies of such numbers are received 
 at the library of the Bureau from various sources and so become avail- 
 able for redistribution. In view of such experience it has not been 
 thought best to designate any of these publications as definitely “ out 
 of print.” In a few instances, however, not even a single copy is to be 
 found in this library. All such issues are indicated by an asterisk (*) . 
 
 A more detailed index of the Annual Reports of the Commissioner 
 of Education is now in preparation. 
 
 Very respectfully, 
 
 Elmer Ellsworth Brown, 
 
 C ommissioner. 
 
 The Secretary of the Interior. 
 

 
 
 
 
 
 
 ' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 • r 
 
 
 
 
 
 
 
 
 
 
 
LIST OF PUBLICATIONS OF THE UNITED STATES 
 BUREAU OF EDUCATION 1867-1907.“ 
 
 I.— ANNUAL STATEMENTS OF THE COMMISSIONER. 
 
 1 . 
 
 1887 
 
 (Dawson) 
 
 Washington, 1887 
 
 . 26 p. 
 
 328 
 
 2 . 
 
 1888 
 
 1888- 
 
 No statement issued. 
 
 -9 (Dawson) Washington, 1889. 19 p. 
 
 327 
 
 3. 
 
 1890 
 
 (Harris) 
 
 Washington, 1890. 
 
 17 p. 
 
 168 
 
 4 . 
 
 1891 
 
 (Harris) 
 
 Washington, 1891. 
 
 21 p. 
 
 180 
 
 5. 
 
 1892 
 
 (Harris) 
 
 Washington, 1892. 
 
 21 p. 
 
 189 
 
 6 . 
 
 1893 
 
 (Harris) 
 
 Washington, 1893. 
 
 25 p. 
 
 204 
 
 7. 
 
 1894 
 
 (Harris) 
 
 Washington, 1894. 
 
 29 p. 
 
 213 
 
 8. 
 
 1895 
 
 (Harris) 
 
 Washington, 1895. 
 
 27 p. 
 
 219 
 
 9. 
 
 1896 
 
 (Harris) 
 
 Washington, 1896. 
 
 31 p. 
 
 230 
 
 10. 
 
 1897 
 
 (Harris) 
 
 Washington, 1897. 
 
 35 p. 
 
 235 
 
 11. 
 
 1898 
 
 (Harris) 
 
 Washington, 1898. 
 
 32 p. 
 
 245 
 
 12. 
 
 1899 
 
 (Harris) 
 
 Washington, 1899. 
 
 47 p. 
 
 259 
 
 13. 
 
 1900 
 
 (Harris) 
 
 Washington, 1900. 
 
 49 p. 
 
 266 
 
 14. 
 
 1901 
 
 (Harris) 
 
 Washington, 1901. 
 
 45 p. 
 
 277 
 
 15. 
 
 1902 
 
 (Harris) 
 
 Washington, 1902. 
 
 41 p. 
 
 285 
 
 16. 
 
 1903 
 
 (Harris) 
 
 Washington, 1903. 
 
 39 p. 
 
 333 
 
 17. 
 
 1904 
 
 (Harris) 
 
 Washington, 1904. 
 
 39 p. 
 
 344 
 
 18. 
 
 1905 
 
 (Harris) 
 
 Washington, 1905. 
 
 48 p. 
 
 351 
 
 19. 
 
 1906 
 
 (Brown) 
 
 Washington, 1906. 
 
 42 p. 
 
 362 
 
 20. 
 
 1907 
 
 (Brown) 
 
 Washington, 1907. 
 
 18 p. 
 
 378 
 
 II.— ANNUAL REPORTS. 
 
 21. 1867-68 (Barnard) Washington, 1868. xl, 865 p. 1 
 
 Official circulars and documents are appended to a few copies of 
 this report and not to the entire edition. The report without the 
 circulars was also printed as 40th Cong., 2d session. House ex. 
 doc. 299. 
 
 Separates. 
 
 22. *Circular. 1-1 
 
 Contents : [Plan of monthly circular.] — Education, a na- 
 tional interest : memorial of state and city superintendents 
 of schools. — An act to establish a department of educa- 
 tion. — Schedule of information sought by the Commissioner. 
 
 (Official circular no. 1.) 
 
 a The serial number precedes each entry ; the publication number (in heavy-faced type) 
 follows the entry. Publications should be ordered by publication number. Starred 
 publications (*) are not found in the library of the Bureau. 
 
 7 
 
8 
 
 LIST OF PUBLICATIONS. 
 
 Separates, 1867-68 — Continued. 
 
 23. ““Circular respecting plan of publication. 
 
 Contents: [Plan of publication.] — The American journal 
 of education, documentary history. — Classified index to Bar- 
 nard’s American journal of education V. 1-16. — Educa- 
 tion, a national interest : 1. Historical development ; 2. 
 Speech of James A. Garfield on a bill “ To establish a na- 
 tional Bureau of education.” (Official circular no. 2.) 
 
 24. [Educational land policy of the United States,] August 1867, 
 
 78 p. (Official circular no. 3.) 
 
 Varies slightly from the original. 
 
 25. 
 
 26. 
 
 28. 
 
 21 ). 
 
 30. 
 
 31. 
 
 32. 
 
 33. 
 
 34. 
 
 1869 
 35. 1870 
 
 [Constitutional provision respecting education in each state,] 
 79-124 p. (Official circular 4-5.) 
 
 Same. Supplement 125-136 p. 
 
 ““[National land grants for educational purposes. Supple- 
 ment.] State colleges and schools of science applied to 
 agriculture and the mechanic arts. 129-310 p. (Offi- 
 cial circular no. 6.) 
 
 *The state and education and systems of public instruc- 
 tion. 311-368 p. (Official circular no. 7.) 
 
 Education of girls. 369-400 p. (Official circular no. 8.) 
 
 Report on female education. 367-384 p. (Official circular 
 no. 8.) 
 
 Circular respecting academies and other institutions of 
 secondary education. 401-432 p. (Official circular no. 
 9.) 
 
 [““Academies and secondary education; secondary education 
 in Prussia.] 433-522 p. (Official circular no. 10.) 
 
 ““School architecture. Part II. Plans for graded schools 
 1868. 513-648 p. (Official circular no. 11.) 
 
 Report on school architecture and plans for graded schools ; 
 by the Commissioner of education. Washington, 1870. 
 513-648 p. (Official circular no. 11.) 
 
 Same. Washington, 1871. 513-648 p. (Official circular 
 
 no. 11.) 
 
 [““State normal schools, and other institutions for the pro- 
 fessional training of teachers.] 649-820 p. (Official 
 circular no. 12.) 
 
 ““August, 1868. 8, ix-lx p. 
 
 Contents : Letter to editors and publishers of newspapers. — 
 Educational meetings in August, 1868. — Plan of publication 
 adopted by the Commissioner. — Circular respecting reports and 
 documents for 1868. — Contents of special report on public 
 schools in the District of Columbia and the principal cities of 
 the U. S. — Index to subjects discussed in general report and 
 documents. — Report of Commissioner of education, 1867-68, etc. 
 (Oificial circular no. 13.) 
 
 What is education? Opinions of eminent men. Washington, 
 1870. 16 p. 
 
 No report issued. 
 
 (Eaton) Washington, 1870. 579 p. 
 
 Printed also as 41st Cong. 3d session. House ex. doc. 1, pt. 4. 
 
 36. 1871 (Eaton) Washington, 1872. 715 p. 
 
 Printed also as 42d Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 1-2 
 
 1-3 
 
 1-4 
 
 1—5 
 
 1-6 
 
 1-7 
 
 1-8 
 
 1-9 
 
 104 
 
 1-10 
 
 1-11 
 
 1-12 
 
 3 
 
 4 
 
ANNUAL REPORTS. 
 
 9 
 
 Separate , 1S71. 
 
 37. 
 
 
 Report on the national schools of science; by D. C. Gilman. 
 Washington, 1872. 20 p. 
 
 314 
 
 38. 
 
 1872 
 
 (Eaton) Washington, 1873. lxxxviii, 1018 p. 
 Printed also as 42d Cong. 3d sess. House ex. doc. 1, pt. 5. 
 
 5 
 
 39. 
 
 1873 
 
 (Eaton) Washington, 3875. elxxviii, 870 p. 
 
 Printed also as 43d Cong. 1st sess. House ex. doc. 1, pt. 5. 
 
 6 
 
 40. 
 
 1874 
 
 (Eaton) Washington, 1875. clii, 935 p. 
 
 Printed also as 43d Cong. 2d sess. House ex. doc. 1, pt. 5. 
 
 4 
 
 13. 
 
 1875 
 
 (Eaton) Washington, 1876. clxxiii. 1016 p. 
 
 Printed also as 44th Cong. 1st sess. House ex. doc. 1, pt. 5. 
 
 H 
 
 42. 
 
 1876 (Eaton) Washington, 1878. ccxiii, 942 p. 
 
 Printed also as 44th Cong. 2d sess. House ex. doc. 1. pt. 5. 
 Separates. 
 
 9 
 
 43. 
 
 
 The study of Anglo-Saxon by F. A. March. Washington, 
 1876 V 475-579 p. 
 
 Cover-title. 
 
 320 
 
 44. 
 
 
 Latin pronunciation; by W. G. Richardson. Washington, 
 1876? 484-497 p. 
 
 Cover-title. 
 
 321 
 
 45. 
 
 
 The pronunciation of Greek in this country; by James R. 
 Boise. Washington, 1876? 480-483 p. 
 
 Cover-title. 
 
 322 
 
 46. 
 
 1877 
 
 (Eaton) Washington, 1879. ccvi, 644 p. 
 
 Printed also as 45th Cong. 2d session. House ex. doc. 1. pt. 5. 
 
 10 
 
 47. 
 
 1S78 
 
 ("Eaton) Washington, 1880. ccl, 730 p. 
 
 Printed also as 45th Cong. 3d session. House ex. doc. 1. pt. 5. 
 
 11 
 
 48. 
 
 1879 
 
 (Eaton) Washington, 1881. ccxxx, 757 p. 
 
 Printed also as 46th Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 12 
 
 49. 
 
 1880 
 
 (Eaton) Washington, 1882. cclxii, 914 p. 
 
 Printed also as 46th Cong. 3d session. House ex. doc. 1, pt. 5. 
 
 13 
 
 50. 
 
 1881 
 
 (Eaton) Washington, 1883. cclxxvii, 840 p. 
 
 14 
 
 Printed also as 47th Cong. 1st session. House ex. doc. 1. pt. 5. 
 
 51. 1882-83 (Eaton) Washington, 1884. ccxciii, 872 p. 15 
 
 Printed also as 47th Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 52. 1883-84 (Eaton) Washington, 1885. cclxxi, 943 p. 16 
 
 Printed also as 48th Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 53. 1S84-85 (Eaton) Washington, 1886. ccxvii, 848. 17 
 
 Printed also as 49th Cong. 1st session. House ex. doc. 1, pt. 5. 
 
 Separate. 
 
 54. Statistics of public libraries in the United States. 143 
 
 Washington, 1886. ccxxix-ccxxx, 691-782 p. 
 
 55. 1885-86 (Dawson) Washington, 1887. xxi, 792 p. 18 
 
 Printed also as 49th Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 56. 1886-87 (Dawson) Washington, 1888. 1170 p. 19 
 
 Printed also as 50th Cong. 1st session. House ex. doc. 1, pt. 5. 
 
 57. 1887-88 (Dawson) Washington, 1889. 1209 p. 
 
 Printed also as 50th Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 20 
 
10 
 
 LIST OF PUBLICATIONS. 
 
 58. 1888-89 (Harris) Washington, 1891. V. 1, ix., 669 p. 181 
 
 — . Same. V. 2, vi, 67-1669 p. 182 
 
 Printed also as 51st Cong. 1st session. House ex. doc. 1, pt. 5. 
 
 Separates. 
 
 59. Part I of the Report of the Commissioner of education for 183 
 
 the year 1888-89 with the Commissioner’s introduction 
 and table of contents of Parts I, II, III. Special edition. 
 Washington, 1891. lix, 274 p. 
 
 60. Chapter 24. Report of the general agent of education in 184 
 
 Alaska for the year 1888-89; [by] Sheldon Jackson. 
 Washington, 1891. 753-764 p. 
 
 Cover-title. 
 
 61. Chapter 35. Publications of the United States Bureau of 185 
 
 education from 1867 to 1890 with subject-index. Wash- 
 ington, 1891. 1453-1551 p. 
 
 62. 1889-90 (Harris) Washington, 1893. V. 1, xxvii, 601 p. 198 
 
 — . Same. V. 2, vii, 603-1724 p. 199 
 
 printed also as 51st Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 Separates. 
 
 63. V. 2, Chapter 17. Education in Alaska, 1889-90 ; [by] Shel- 191 
 
 don Jackson. 1245-1300 p. 
 
 64. 1890-91 (Harris) Washington, 1894. V. 1, xxx, 654 p. 207 
 
 — . Same. V. 2, 655-1549 p. 208 
 
 Printed also as 52d Cong. 1st session. House ex. doc. 1, pt. 5 # 
 
 Separates. 
 
 65. Chapters 1-4. Report on legal education, prepared by a com- 190 
 
 mittee of the American bar association and the U. S. 
 
 Bureau of education. Washington, 1893. 207 p. 
 
 Advance sheets of Chapters 13-16 of Annual report 1890-91, 
 p. 376-578. 
 
 66. Chapter 24. Education in southwestern Virginia, 1890-91 ; 206 
 
 by A. D. Mayo. Washington, 1894. 881-921 p. 
 
 67. Chapter 25. Education in Alaska, 1890-91 ; [by] Sheldon 203 
 
 Jackson. Washington, 1893. 923-960 p. 
 
 68. 1891-92 (Harris) Washington, 1894. V. 1 , xxviii, 636 p. 211 
 
 — . Same. V. 2, v, 637-1294 p. 212 
 
 Printed also as 52d Cong. 2d session. House ex. doc. 1, pt. 5. 
 
 Separates. 
 
 69. *Chapter 4. Classification in graded schools. 1892. 240 
 
 70. Chapter 28. Education in Alaska, 1891-92; [by] Sheldon 214 
 
 Jackson. Washington, 1894. 873-892 p. 
 
 71. 1892-93. (Harris) Washington, 1895. V. 1, lx., 1224 p. 217 
 
 — . Same. V. 2, v, 1225-2153 p. 218 
 
 Printed also as 53d Cong. 2d sess. House ex. doc. 1, pt. 5. 
 
 Separates. 
 
 72. Part II, Chapters 1-8. Education at the World’s Columbian 223 
 
 exposition, including reports and comments by American 
 and foreign educators and delegates. Washington, 1896. 
 
 423-690 p. 
 
 73. Part II, Chapter 9. Papers prepared for the World’s library 224 
 
 congress held at the Columbian exposition ; ed. by Melvil 
 Dewey. Washington, 1896. 691-1014 p. 
 
 74. Part II, Chapter 10. Notes on education at the Columbian 225 
 
 exposition ; by John Eaton. Washington, 1896. 1015- 
 
 1224 p. 
 
ANNUAL REPORTS. 
 
 11 
 
 Separates , 1892-93 — Continued. 
 
 75. Part III, Chapter 9. Education in Alaska, 1892-93; [by] 220 
 
 Sheldon Jackson. Washington, 1895. 1705-1748 p. 
 
 Cover-title. 
 
 76. 1893-94 (Harris) Washington, 1896. V. 1, xlvii, 1061 p. 221 
 
 — . Same. 1'. 2, 1063-2290 p. 222 
 
 Printed also as 53d Cong. 3d session. House ex. doc. 1, pt. 5. 
 
 Separates. 
 
 77. *Chapter 9. Digest of the laws regulating the administra- 237 
 
 tion, character and finances of the public school systems 
 of the sta*tes of the Union. By Wellford Addis. 1898. 
 
 78. Chapter 15. Educational values ; [by W. T. Harris.] Wash- 250 
 
 ington, 1904. 617-638 p. 
 
 Cover-title. 
 
 79. Part II, Chapter 12. Education in Alaska, 1893-94; [by] 221-1 
 
 Sheldon Jackson. Washington, 1896. 1451-1492 p. 
 
 80. Part II, Chapter 13. Preliminary list of American learned 221-2 
 
 and educational societies ; by Stephen B. Weeks. Wash- 
 ington, 1896. 1493-1661 p. 
 
 Cover-title. 
 
 81. Part II, Chapters 14-15. Education and patho-social 226 
 
 studies. Washington, 1896. 1663-1699, 573-590 p. 
 
 [Includes also Chapter 18, from Report for 1889-90.] 
 
 82. 1894-95 (Harris) Washington, 1896. V. 1, lvii, 1152 p. 227 
 
 — . Same. V. 2, v, 1153-2314 p. 228 
 
 Printed also as 54th Cong. 1st session. House ex. doc. 5. 
 
 Separates. 
 
 83. Public high schools and private secondary schools in the 227—1 
 
 United States. Washington, 1896. 19-105, 1890-2113 p. 
 
 84. Chapter 10. Education in central Europe. Washington, 227—2 
 
 1896. 321-473 p. 
 
 85. Chapters 19-21. Chautauqua ; [by Herbert B. Adams.] Pen- 227—3 
 
 sions for teachers. Coeducation, compulsory attendance, 
 American students in foreign universities, continuation 
 and industrial schools. Washington, 1896. 977-1125 p. 
 
 86. Chapter 33. Education in Alaska, 1894-95; [by] Sheldon 231 
 
 Jackson. Washington, 1896. 1425-1455 p. 
 
 87. 1895-96 (Harris) Washington, 1897. V. 1, lxxv, 965 p. 233 
 
 — . Same. V. 2, vii, 967-2173 p. 234 
 
 Printed also as 54th Cong. 2d session. House doc. 5. 
 
 Separates. 
 
 88. Introductory statement of the Commissioner of education 233-1 
 
 for the report of 1895-96. With statistics of common 
 schools. Washington, 1897. lxxv p. 
 
 89. Chapter 1. Laws relating to city school boards ; [by James 233-2 
 
 C. Boykin.] Washington, 1897. 78 p. 
 
 90. Chapters 8-9. Statistics of libraries and library legislation 232 
 
 in the United States. Washington, 1897. 339-599 p. 
 
 91. Chapter 12. Education in Mexico- and Central America ; 233-3 
 
 [by F. F. Hilder.] Washington, 1897. 641-667 p. 
 
 92. Chapter 13. The fifth International prison congress; [by 233—4 
 
 C. D. Randall.] Washington, 1897. 669-700 p. 
 
 93. Chapter 15. Commercial education in Europe, particularly 233—5 
 
 in Austria, France, and Germany ; [by Edmund J. 
 
 James.] Washington, 1897. 721-837 p. 
 
12 
 
 LIST OF PUBLICATIONS. 
 
 94. 
 
 95. 
 
 96. 
 
 97 . 
 
 98. 
 
 99. 
 
 100 . 
 101 . 
 102 . 
 
 103. 
 
 104 . 
 
 105 . 
 
 106 . 
 
 107 . 
 
 108. 
 
 Separates, 1895-96 — Continued. 
 
 Chapter 17. Horace Mann. Washington, 1897. 887-927 p. 233-6 
 
 Chapter 18. Correlation of studies. Washington, 1897. 233-7 
 
 929-938 p. 
 
 Chapter 19. Educational directory. Washington, 1897. 233—8 
 
 939-965 p. 
 
 Chapter 20. Education in Sweden and Iceland. Washing- 233-9 
 ton, 1897. 967-1000 p. 
 
 Cover-title. 
 
 Chapter 21. Typical institutions offering manual and in- 233—10 
 dustrial training; [compiled by James C. Boykin.) 
 Washington, 1897. 1001-1152 p. 
 
 Caption-title. 
 
 Chapter 22. Higher and secondary education in the United 233-11 
 States as reported by Gabriel Compare. Washington, 
 
 1897. 1153-1174 p. 
 
 Cover-title. 
 
 Chapter 23. Mental fatigue in school. Washington, 1897. 233-12 
 1175-1198 p. 
 
 Cover-title. 
 
 Chapter 24. Instruction in agriculture in Prussia and 233—13 
 France. Washington, 1897. 1199-1213 p. 
 
 Cover-title. 
 
 Chapter 25. Industrial education in Germany, Austria, and 233-14 
 Switzerland. Washington, 1897. 1215-1231 p. 
 
 Cover-title. 
 
 Chapter 26. Advancement and improvement of agriculture 233—15 
 in Europe; [compiled by Wellford Addis.] Washington, 
 
 1897. 1233-1241 p. 
 
 Cover-title. 
 
 Chapter 27. Colleges of agriculture and the mechanic arts; 233—16 
 [compiled by Wellford Addis.] Washington, 1897. 
 1243-1297 p. 
 
 Cover-title. 
 
 Chapter 28. The Bertillon system for suppressing crime; 233—17 
 [by Wellford Addis.] Washington, 1897. 1299-1311 p. 
 
 Cover-title. 
 
 Chapter 29. Current discussions. Washington, 1897. 1313- 233—18 
 1342 p. 
 
 Cover-title. 
 
 Contents : I. What knowledge is of most worth ? By 
 Nicholas Murray Butler. — II. The relation of manual train- 
 ing and art education ; by C. A. Bennett. — III. The aesthetic 
 element in manual training ; by Walter S. Goodnough. — IV. 
 Limitations to artistic manual training ; by C. R. 
 
 Richards. — V. Some principles of decorative art ; by W. II. 
 
 Goodyear. — VI. The Olympic games of 1896. — VII. Ideals 
 of educational work ; by W. R. Harper. 
 
 Chapter 31. Art decorations in schoolrooms; [compiled by 233—19 
 Stephen B. Weeks.] Washington, 1897. 1363-1411 p. 
 
 Cover-title. 
 
 Chapter 32. List of foreign universities. Washington, 1897. 283—20 
 1413-1424 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 13 
 
 109. 
 
 110 . 
 
 111 . 
 
 112 . 
 
 113. 
 
 114. 
 
 115. 
 
 116. 
 
 118. 
 
 119. 
 
 120 . 
 
 121 . 
 
 122 . 
 
 123. 
 
 124. 
 
 Separates, 1895-96 —Continued. 
 
 Chapter 33. Educational matters of interest in various 233—21 
 states. Washington, 1907. 1425-1433 p. 
 
 Cover-title. 
 
 Chapter 34. Report on education in Alaska; [by Sheldon 236 
 Jackson.] Washington, 1897. 1435-1468 p. 
 
 Cover-title. 
 
 Chapter 35. Necrology, 1895. Washington, 1897. 1469- 238-22 
 
 1486 p. 
 
 Cover-title. 
 
 Chapter 36. Statistics of city school systems. Washington, 233—23 
 1897. 1487-1553 p. 
 
 Cover-title. 
 
 Chapter 37. Statistics of secondary schools. Washington, 233-24 
 1897. 1555-1865 p. 
 
 Cover-title. 
 
 Chapter 38. Statistics of normal schools. Washington, 233—25 
 1897. 1867-1915 p. 
 
 Cover-title. 
 
 Chapter 39. Statistics of higher education in the United 233-26 
 States. Washington, 1897. 1917-2020 p. 
 
 Cover-title. 
 
 Chapter 40. Statistics of professional and allied schools. 233—27 
 Washington, 1897. 2021-2056 p. 
 
 Cover-title. 
 
 Chapter 41. Statistics of commercial and business schools. 233—28 
 Washington, 1897. 2059-2079 p. 
 
 Cover-title. 
 
 Chapter 42. Education of the colored race. Washington, 233—29 
 1897. 2081-2115 p. 
 
 Cover-title. 
 
 Chapter 43. Statistics of schools for the defective classes. 233-30 
 Washington, 1897. 2117-2137 p. 
 
 Cover-title. 
 
 Chapter 44. Statistics of reform schools. Elementary edu- 233—31 
 cation in foreign countries. Washington, 1897. 2139- 
 2151 p. 
 
 Cover-title. 
 
 1896-97 (Harris) Washington, 1898, V. 1, lxxx, 1136 p. 238 
 
 Same. V. 2, vii, 1137-2390. 239 
 
 Printed also as 55th Cong. 2d sess. House doc. 5. 
 
 Separates. 
 
 Introductory statement of the Commissioner of education 238—1 
 for the Report of 1896-97. Washington, 1898. lxxx p. 
 
 Chapter 1. Education in Great Britain and Ireland; [by 238—2 
 Anna Tolman Smith.] Washington, 1898. 27 p. 
 
 Cover-title. 
 
 Chapter 2. Education in France; [by Anna Tolman. Smith. | 238-3 
 
 Washington, 1898. 29-70 p. 
 
 Cover-title. 
 
14 
 
 LIST OF PUBLICATIONS. 
 
 125. 
 
 120 . 
 
 127. 
 
 128. 
 
 129. 
 
 130. 
 
 131. 
 
 132. 
 
 133. 
 
 134. 
 
 135. 
 
 136. 
 
 137. 
 
 138. 
 
 139. 
 
 S epara t es, 1 896-1 )7 — Contin ued. 
 
 Chapter 3. Education in Denmark; [by Frances Graham 238—4 
 French.] Washington, 1898. 71-101 p. 
 
 Cover-title. 
 
 Chapter 4. Education in Norway ; [by Frances Graham 238-5 
 French.] Washington, 1898. 103-123 p. 
 
 Cover-title. 
 
 Chapter 5. Education in central Europe. Washington, 238—6 
 
 1898. 125-206 p. 
 
 Cover-title. 
 
 Chapter 6. Commercial education in Europe. Washing- 238-7 
 
 ton, 1898. 207-231 p. 
 
 Cover-title. 
 
 Chapter 7. Teaching of civics in Switzerland, France, and 238—8 
 England. Washington, 1898. 233-266 p. 
 
 Cover-title. 
 
 Chapter 8. Education in Greece; [by Daniel Quinn.] 238—9 
 
 Washington, 1898. 267-347 p. 
 
 Cover-title. 
 
 Chapter 9. Sunday schools; [by Janies H. Blodgett.] 238—10 
 
 Washington, 1898. 349-425 p. 
 
 Cover-title. 
 
 Chapter 10. The curriculum of the land-grant colleges; 238—11 
 [compiled by Wellford Addis.] Washington, 1898. 
 
 427-456 p. 
 
 Cover-title. 
 
 Chapter 11. College admission requirements. Washing- 238-12 
 ton, 1898. 457-613 p. 
 
 Cover-title. 
 
 Chapter 13. Psychological tendencies; the study of imita- 238—13 
 tion. Washington, 1898. 671-694 p. 
 
 Cover-title. 
 
 Chapter 14. Discussion of educational topics; by President 238—14 
 Francis A. Walker, of the Massachusetts institute of 
 technology, with some account of his life. Washington, 
 
 1898. 695-714 p. 
 
 Caption-title. 
 
 Chapter 16. Henry Barnard; by A. D. Mayo. Washington, 238-15 
 1898. 769-810 p. 
 
 Cover-title. 
 
 Chapter 18. Entrance requirements for engineering col- 238—16 
 leges. Washington, 1898. 891-898 p. 
 
 Cover-title. 
 
 Chapter 19. Early history of the kindergarten in St. 238-17 
 Louis, Missouri. Washington, 1898. 899-922 p. 
 
 Cover-title. 
 
 Chapter 20. Some recent contributions of biology, sociology 238—18 
 and metallurgy to the curriculum of colleges endowed by 
 the federal government for the benefit of agriculture and 
 the mechanic arts; [by Wellford Addis.] Washington, 
 
 1898. 923-1080 p. 
 
 Caption-title. 
 
ANNUAL REPORTS. 
 
 15 
 
 140. 
 
 141. 
 
 142. 
 
 143. 
 
 144. 
 
 145. 
 
 146. 
 
 147. 
 
 148. 
 
 149. 
 
 150. 
 
 151. 
 
 152. 
 
 153. 
 
 154. 
 
 155. 
 
 Separates, 1896-97 — Continued. 
 
 Chapter 21. Tennessee centennial and international expos!- 238—19 
 sition; [by J. C. Boykin.] Washington, 1898. 1081- 
 1109 p. 
 
 Cover-title. 
 
 Chapter 22. Educational directory. Washington, 1898. 238—20 
 1111-1136 p. 
 
 Cover-title. # 
 
 Chapter 23. Federal and state aid to higher education ; [by 238-21 
 Wellford Addis.] Washington, 1898. 1137-1164 p. 
 
 Cover-title. 
 
 Chapter 24. First common schools of New England; [by 238—22 
 George Gary Bush.] Washington, 1898. 1165-1186 p. 
 
 Cover-title. 
 
 Chapter 25. The learned professions and social control ; [by 238—23 
 Wellford Addis.] Washington, 1898. 1187-1239 p. 
 
 Cover-title. 
 
 Chapter 26. Eskimo vocabularies; [by Roger Wells and 238-24 
 J. W. Kelly.] Washington, 1898. 1241-1275 p. 
 
 Cover-title. 
 
 Chapter 27. Educational matters of interest in various 238—25 
 states. Washington, 1898. 1277-1363 p. 
 
 Cover-title. 
 
 Chapter 28. Foreign universities. Washington, 1898. 1365- 238-26 
 
 1378 p. 
 
 Cover-title. 
 
 Chapter 30. The teaching of geography in certain foreign 238—27 
 countries. Washington, 1898. 1475-1493 p. 
 
 Cover-title. 
 
 Chapter 31. Consular reports on educational topics. Wash- 238—28 
 ington, 1898. 1495-1505 p. 
 
 Cover-title. 
 
 Chapter 32. Miscellaneous educational topics. Washington, 238—29 
 1898. 1507-1522 p. 
 
 Cover-title. 
 
 Chapter 34. The growth of Toronto children ; by Franz 238-30 
 Boas. Washington, 1898. 1541-1599 p. 
 
 Cover-title. 
 
 Chapter 35. Education in Alaska, 1896-97; [by] Sheldon 246 
 Jackson. Washington, 1898. 1601-1646 p. 
 
 Cover-title. 
 
 Chapter 36. Statistics of higher education in the United 238-31 
 States. Washington, 1898. 1647-1755 p. 
 
 Cover-title. 
 
 . Chapter 37. Agricultural and mechanical colleges; [by 238-32 
 Wellford Addis.] Washington, 1898. 1757-1771 p. 
 
 Cover-title. 
 
 Chapter 38. Statistics of professional and allied schools. 238—33 
 Washington, 1898. 1773-1817 p. 
 
 Cover-title. 
 
16 
 
 LIST OF PUBLICATIONS. 
 
 156. 
 
 157. 
 
 158. 
 
 159. 
 
 160. 
 161. 
 162. 
 
 163. 
 
 164. 
 
 165. 
 
 166. 
 
 167. 
 
 168. 
 
 169. 
 
 170. 
 
 Separates, 1 896-97 — Continued. 
 
 Chapter 39. Statistics of normal schools. Washington, 238-34 
 1898. 1819-1871 p. 
 
 Cover-title 
 
 Chapter 40. Statistics of secondary schools. Washing- 238—35 
 ton, 1898. 1873-2166 p. 
 
 Cover-title. 
 
 Chapter 41. Statistics of city school systems. Washington, 238—36 
 1898. 2167-2255 p. 
 
 Cover-title. 
 
 Chapter 42. Statistics of commercial and business schools. 238—37 
 Washington, 1898. 2257-2277 p. 
 
 Cover-title. 
 
 Chapter 43. Manual and industrial training. Washing- 238—38 
 ton, 1898. 2279-2294 p. 
 
 Cover-title. 
 
 Chapter 45. Statistics of schools for the defective classes. 238—39 
 Washington, 1898. 2335-2355 p. 
 
 Cover-title. 
 
 Chapter 46. Statistics of reform schools. Washington, 238-40 
 
 1898. 2357-2373 p. 
 
 Cover-title. 
 
 1897-98 (Harris) Washington, 1899. V. 1, cxx, 1280 p. 257 
 
 Same. V. 2, vii, 1281-2640 p. 258 
 
 Printed also as 55th Cong. 3d sess. House doc. 5. 
 
 Separates. 
 
 Introductory statement, with statistics of state school 25 7- L 
 systems. Washington, 1899. xl-xcvii p. 
 
 Cover-title. 
 
 Courses of study in medical schools. Washington, 1899. 257—2 
 
 xclx-cxx p. 
 
 Cover-title. 
 
 Chapter 1. History of the German school system; [by Dr. 257—3 
 E. Noble.] Washington, 1899. 82 p. 
 
 Cover-title. 
 
 Chapter 2. Summer schools in England, Scotland, France, 257—4 
 and Switzerland; by Herbert B. Adams. Washington, 
 
 1899. 83-131 p. 
 
 Cover-title. 
 
 Chapter 3. Education in Great Britain and Ireland; [by 257—5 
 Anna Tolman Smith.] Washington, 1899. 133-167 p. 
 
 Cover-title. 
 
 Chapter 4. Education in Canada; by Anna Tolman Smith. 257—6 
 Washington, 1899. 169-187 p. 
 
 Cover-title. 
 
 Chapter 5. Public education in Australia, New Zealand, 257—7 
 and Tasmania; by Anna Tolman Smith. Washington, 
 
 1899. 189-214 p. 
 
 Cover-title. 
 
 Chapter 6. Education in central Europe. Washington, 257—8 
 1899. 215-256 p. 
 
 Cover-title. 
 
 171 . 
 
ANNUAL REPORTS. 
 
 17 
 
 172. 
 
 173. 
 
 174. 
 
 175. 
 
 176. 
 
 177. 
 
 178. 
 
 179. 
 
 180. 
 181. 
 
 182. 
 
 183. 
 
 184. 
 
 185. 
 
 8 epa ra tes , 1 897-98— Con ti n u ed . 
 
 Chapter 7. Means for spreading hygienic knowledge among 257-9 
 the people; [by Leo Burgerstein.] Washington, 1899. 
 
 257-268 p. 
 
 Cover-title. 
 
 Chapter 8. Report on the European textile schools; by C. 257-10 
 P. Brooks. Washington, 1899. 269-293 p. 
 
 Cover-title. 
 
 Chapter 9. International congress on technical education; 257-11 
 by C. P. Brooks. Washington, 1899. 295-338 p. 
 
 Cover-title. 
 
 Chapter 10. Education in India; by W. E. DeRiemer. 257-12 
 Washington, 1899. 339-354 p. 
 
 Cover-title. 
 
 Chapter 11. The organization and reconstruction of state 257-13 
 systems of common-school education in the north At- 
 lantic states from 1830 to 1865 ; by A. D. Mayo. Wash- 
 ington 1899. 355-486 p. 
 
 Caption-title. 
 
 Chapter 12. Physical training; by Edward Mussey Hart- 257—14 
 well. Washington, 1899. 487-589 p. 
 
 Cover-title. 
 
 Chapter 13. Notes on the history of foreign influence upon 257—15 
 education in the United States; by B. A. Hinsdale. 
 Washington, 1899. 591-629 p. 
 
 Caption-title. 
 
 Chapter 15. The public school and the public library. 257—16 
 Washington, 1899. 673-692 p. 
 
 Cover-title. 
 
 Chapter 16. Education in France; prepared by Anna Tol- 257-17 
 man Smith. Washington, 1899. 693-788 p. 
 
 Cover-title. 
 
 Chapter 17. Notes on the history of American text-books on 257—18 
 arithmetic ; by James M. Greenwood. Washington, 1899. 
 
 789-868 p. 
 
 Caption-title. 
 
 Chapter 20. Education in Cuba, Porto Rico, and the Phil- 257—19 
 ippines; by R. L. Packard. Washington, 1899. 909- 
 983 p. 
 
 Cover-title. 
 
 Chapters 21-25. Experimental study of children, including 248 
 anthropometrical and psycho-physical measurements of 
 Washington school children and a bibliography; by 
 Arthur MacDonald. Washington, 1899. 987-1204, 1281- 
 1390 p. 
 
 Chapter 22. Education in the Argentine Republic, Uruguay, 257-20 
 and Brazil; [by F. F. Hilder.l Washington, 1899. 1205- 
 1233 p. 
 
 Cover-title. 
 
 Chapter 23. Dental education in the United States. Wash- 257-21 
 ington, 1899. 1235-1254 p. 
 
 Cover-title. 
 
 43488—08 2 
 
18 
 
 LIST OF PUBLICATIONS. 
 
 186. 
 
 187. 
 
 188. 
 
 189. 
 
 190. 
 
 191. 
 
 192. 
 
 193. 
 
 194. 
 
 195. 
 
 196. 
 
 197. 
 
 198. 
 
 199. 
 
 200 . 
 
 Separates, 3 897-98 — Contin ued. 
 
 Chapter 24. Educational directory. Washington, 1899. 257—22 
 1255-1280 p. 
 
 Cover-title. 
 
 Chapter 26. Report of the committee of twelve of the Mod- 257—23 
 ern language association of America. Washington, 1899. 
 1391-1433 p. 
 
 Caption-title. 
 
 Chapter 27. University types and ideals. Washington, 257—24 
 1899. 1435-1460 p. 
 
 Cover-title. 
 
 Chapter 28. State supervision of degree-conferring institu- 257—25 
 tions. Washington, 1899. 1461-1476 p. 
 
 Cover-title. 
 
 Chapter 29. Report on school statistics, made by a com- 257—26 
 mittee of the Department of superintendence of the 
 National educational association. Washington, 1899. 
 1477-1488 p. 
 
 Caption-title. 
 
 Chapter 30. Medical inspection of schools. Washington, 257—27 
 1899. 1489-1511 p. 
 
 Cover-title. 
 
 Chapter 31. Bible study in American colleges. Washing- 257—28 
 ton, 1899. 1513-1538 p. 
 
 Cover-title. 
 
 Chapter 32. The Bible in the public schools and state 257—29 
 universities. Washington, 1899. 1539-1574 p. 
 
 Cover-title. 
 
 Chapter 33. Methods of instruction in agriculture. Wash- 257—30 
 ington, 1899. 1575-1616 p. 
 
 Cover-title. 
 
 Chapter 34. Extracts from consular reports. Washington, 257—31 
 1899. 1623-1658 p. 
 
 Cover-title. 
 
 Chapter 35. Legal provisions of the various states relating 257—32 
 to teachers’ examinations and certificates; [by James 
 H. Blodgett.] Washington, 1899. 1659-1691 p. 
 
 Caption-title. 
 
 Chapter 36. Current questions. Washington, 1899. 1693- 257—33 
 
 1713 p. 
 
 Cover-title. 
 
 Chapter 39. last of foreign universities. Washington, 257—34 
 1899. 1741-1751 p. 
 
 Cover-title. 
 
 Chapter 40. Education in Alaska; [by Sheldon Jackson.] 257—35 
 Washington, 1899. 1753-1771 p. 
 
 Cover-title. 
 
 Chapter 41. Eighth annual report of the introduction of 257—36 
 domestic reindeer into Alaska ; [by Sheldon Jackson.] 
 Washington, 1899. 1773-1796 p. 
 
 Caption-title. 
 
ANNUAL REPORTS. 
 
 19 
 
 201 . 
 
 202 . 
 
 203. 
 
 204. 
 
 205. 
 
 206. 
 
 207. 
 
 208. 
 
 209. 
 
 210 . 
 211 . 
 212 . 
 
 213. 
 
 214. 
 
 215. 
 
 216. 
 
 Separates, 1897-98 — Continued. 
 
 Chapter 42. Institutions for higher education in the United 257—37 
 States. Washington, 1899. 1797-1901 p. 
 
 Cover-title. 
 
 Chapter 44. Agricultural and mechanical colleges; [com- 257—38 
 piled by Wellford Addis.] Washington, 1899. 1969- 
 
 1990 p. 
 
 Cover-title. 
 
 Chapter 45. Statistics of normal schools. Washington, 257—39 
 1899. 1991-2041 p. 
 
 Cover-title. 
 
 Chapter 46. Statistics of secondary schools. Washington, 257-40 
 1899. 2043-2336 p. 
 
 Cover-title. 
 
 Chapter 47. Statistics of city school systems; [by James 257—41 
 C. Boykin.] Washington, 1899. 2337-2418 p. 
 
 Cover-title. 
 
 Chapter 48. Manual and industrial training. Washington, 257-42 
 1899. 2419-2440 p. 
 
 Cover-title. 
 
 Chapter 49. Statistics of commercial education in the 257—43 
 United States. Washington, 1899. 2441-2477 p. 
 
 Cover-title. 
 
 Chapter 50. Education of the colored race. Washington, 257-44 
 1899. 2479-2507 p. 
 
 Cover-title. 
 
 Chapter 51. Statistics of schools for the defective classes. 257—45 
 Washington, 1899. 2509-2527 p. 
 
 Cover-title. 
 
 Chapter • 52. Statistics of reform schools. Washington, 257—46 
 1899. 2529-2535 p. 
 
 Cover-title. 
 
 Chapter 53. Public and private kindergartens. Washington, 257—47 
 1899. 2537-2579 p. 
 
 Cover-title. 
 
 Chapter 54. Necrology of 1897. Washington, 1899. 2581- 257—48 
 
 2611 p. 
 
 Cover-title. 
 
 Chapter 55. Statistics of education in foreign countries. 257—49 
 Washington, 1899. 2612-2619 p. 
 
 Cover-title. 
 
 1898-99 (Harris) Washington, 1900. V. 1, xcii, 1248 p. 260 
 
 Same. V. 2, viii, 1249-2518 p. 261 
 
 Printed also as 56th Cong. 1st sess. House doc. 5. 
 
 Separates. 
 
 The Commissioner’s introductory statement, with statistics 260-1 
 of state school systems. Washington, 1900. ix-xcii. 
 
 Cover-title. 
 
 Chapter 1. Education in Great Britain and Ireland. Wash- 260-2 
 ington. 1900. 65 p. 
 
 Cover-title. 
 
20 
 
 LIST OF PUBLICATIONS. 
 
 217. 
 
 218. 
 210 . 
 220 . 
 221 . 
 222 . 
 
 223. 
 
 224. 
 
 225. 
 
 226. 
 
 227. 
 
 228. 
 
 229. 
 
 230. 
 
 8 epa ra t es , 1898-99 — Con t i n lied . 
 
 Chapter 2. Education in Australasia. Washington, 1900. 
 67-87 p. 
 
 Cover-title. 
 
 Chapter 3. Education in Belgium. Washington, 1900. 
 89-123 p. 
 
 Cover-title. 
 
 Chapter 4. Education in central Europe. Washington, 1900. 
 125-235 p. 
 
 Cover-title. 
 
 Chapter 5. Education in Sweden. Washington, 1900. 237- 
 
 257 p. 
 
 Cover-title. 
 
 Chapter 6. State education in Japan ; [by Robert E. Lewis.] 
 Washington, 1900. 259-302 p. 
 
 Cover-title. 
 
 Chapter 7. Classification and promotion of pupils. Wash- 
 ington, 1900. 303-356 p. 
 
 Cover-title. 
 
 Chapter 8. The development of the common school in the 
 western states from 1830 to 1865; [by A. D. Mayo.] 
 Washington, 1900. 357-450 p. 
 
 Caption-title. 
 
 Chapter 9. The Royal normal college for the blind, London, 
 together with incidents in the life of its founder and 
 president, Dr. F. J. Campbell, a native of Tennessee, 
 U. S. A., by John Eaton. Washington, 1900. 451-470 p. 
 
 Caption-title. 
 
 Chapter 10. Minor mental abnormalities in children as 
 occasioned by certain erroneous school methods; [by 
 William O. Krohn.] Washington, 1900. 471-478 p. 
 
 Cover-title. 
 
 Chapter 11. Miscellaneous educational topics. Washing- 
 ton, 1900. 479-685 p. 
 
 Cover-title. 
 
 Chapter 12. The study of art and literature in schools; 
 [by W. T. Harris.] Washington, 1900. 687-700 p. 
 
 Cover-title. 
 
 Chapter 13. The Western literary ' institute and college of 
 * professional teachers ; [by B. A. Hinsdale and Mary L. 
 Hinsdale.] Washington, 1900. 707-745 p. 
 
 Cover-title. 
 
 Chapter 14. The United States Naval academy at An- 
 napolis, its organization and methods of training; by 
 Edward S. Holden. Washington, 1900. 747-780 p. 
 
 Caption-title. 
 
 Chapter 15. Notes on the history of American text-books on 
 arithmetic; [by James M. Greenwood and Artemas Mar- 
 tin.] Washington, 1900. 781-837 p. 
 
 Cover-title. 
 
 260-3 
 
 260-4 
 
 260-5 
 
 260-6 
 
 260-7 
 
 268 
 
 260-8 
 
 260-9 
 
 260-10 
 
 269 
 
 260-11 
 
 260-12 
 
 260-18 
 
 260-14 
 
ANNUAL REPORTS. 
 
 21 
 
 231. 
 
 232. 
 
 233. 
 
 234. 
 
 235. 
 
 236. 
 
 237. 
 
 238. 
 
 239. 
 
 240. 
 
 241. 
 
 242. 
 
 243. 
 
 244. 
 
 245. 
 
 246. 
 
 Separates, 1898-99 — Continued. 
 
 Chapter 16. Public education in Italy and its reform; [by 260—15 
 Alexander Oldrini.] Washington, 1900. 839-870 p. 
 
 Cover-title. 
 
 Chapter 17. Educational training for railway service; [by 260—16 
 J. Shirley Eaton.] Washington, 1900. 871-955 p. 
 
 Cover-title. 
 
 Chapter 18. University extension in Great Britain ; [by 260—1 7 
 Herbert B. Adams.] Washington, 1900. 957-1055 p. 
 
 Cover-title. 
 
 Chapter 19. Bird's-eye view of the St. Louis public school 260—18 
 system in 1880; [by W. T. Harris.] Washington, 1900. 
 1057-1066 p. 
 
 Cover-title. 
 
 Chapter 21. Education in France. Washington, 1900. 260—19 
 3085-1138 p. 
 
 Cover-title. 
 
 Chapter 22. Confederate text-books, a preliminary bibli- 260—20 
 ography; [by Stephen B. Weeks.] Washington, 1900. 
 1139-1155 p._ 
 
 Cover-title. 
 
 Chapters 23-24. List of educational periodicals in the 260—21 
 United States. Washington, 1900. 1157-1187 p. 
 
 Cover-title. 
 
 Chapter 25. Applied (or economic) geography. Washing- 260-22 
 ton, 1900. 1189-1208 p. 
 
 Cover-title. 
 
 Chapter 26. Swedish gymnastics; [by Theodore Hough.] 260—23 
 Washington, 1900. 1209-1226 p. 
 
 Cover-title. 
 
 Chapter 27. The future of the colored race. Washington, 260-24 
 1900. 1227-1248 p. 
 
 Cover-title. 
 
 Chapter 28. Education and crime. Washington, 1900. 260—25 
 
 1249-1343 p. 
 
 Cover-title. 
 
 Chapter 29. Education in Canada. Washington, 1900. 260—26 
 
 1345-1365 p. 
 
 Cover-title. 
 
 Chapter 30. William Preston Johnston’s work for a new 260-27 
 South; | by A. D. Mayo.] Washington, 1900. 1367- 
 1371 p. 
 
 Cover-title. 
 
 Chapters 31-32. Education in Alaska, 1898-99; [by] Shei- 267 
 don Jackson. Washington, 1900. 1373-1432 p. 
 
 Chapter 33. Consular reports. Washington, 1900. 1433- 260—28 
 1457 0. 
 
 Cover-title. 
 
 Chapter 34. List of foreign universities. Washington, 260—29 
 1900. 1459-1473 p. 
 
 Cover-title. 
 
22 
 
 LIST OF PUBLICATIONS. 
 
 Separates, 1898-99 — Continued. 
 
 247. Chapter 35. Current questions. Washington, 1900. 1475- 260-30 
 
 1490 p. 
 
 Caption-title. 
 
 Contents : Teachers’ salaries in cities. — Teachers’ pen- 
 sions and annuities. — The teaching force in England and 
 Wales. — Foreign students in German universities. — Women 
 students in Prussian universities. — Causes of mortality 
 among teachers. — A new history of education. 
 
 248. Chapter 36. Statistics of city school systems. Washington, 260-31 
 
 1900. 1491-1558 p. 
 
 Cover-title. 
 
 249. Chapter 37. Institutions for higher education. Washing- 260-32 
 
 ton, 1900. 1559-1674 p. 
 
 Cover-title. 
 
 250. Chapter 38. Statistics of professional and allied schools. 273 
 
 Washington, 1900. 1675-1735 p. 
 
 Cover-title. 
 
 # 
 
 251. Chapter 39. Agricultural and mechanical colleges. Wash- 260-33 
 
 ington, 1900. 1737-1788 p. 
 
 Cover-title. 
 
 252. 
 
 253. 
 
 254. 
 
 255. 
 
 256. 
 
 257. 
 
 258. 
 
 259. 
 
 260. 
 
 261 . 
 
 Chapter 40. Statistics of normal schools. Washington, 260-34 
 1900. 1789-1842 p. 
 
 Cover-title. 
 
 Chapter 42. Manual and industrial training. Washington, 260-35 
 1900. 2139-2162 p. 
 
 Cover-title. 
 
 Chapter 44. Education of the colored race. Washington, 260—36 
 1900. 2201-2225 p. 
 
 Cover-title. 
 
 Chapter 45. Statistics of reform schools. Washington, 260-37 
 1900. 2227-2233 p. 
 
 Cover-title. 
 
 Chapter 46. Statistics of schools for the defective classes. 260-38 
 Washington, 1900. 2235-2255 p. 
 
 Cover-title. 
 
 Chapter 47. Statistics of public kindergartens. Washington, 260—39 
 1900. 2257-2262 p. 
 
 Cover-title. 
 
 Chapter 48. Contributions to the history of normal schools 260—40 
 in the United States; [by M. A. Newell. 1 Washington, 
 
 1900. 2263-2470 p. 
 
 Cover-title. 
 
 Chapter 49. Necrology for 1898. Washington, 1900. 2471- 260-41 
 2490 p. 
 
 Cover-title. 
 
 Chapters 50-51. Portable school buildings. Education in 260—42 
 foreign countries. Washington, 1900. 2497-2509 p. 
 
 Cover-title. 
 
 1899-1900. (Harris) Washington, 1901. V. 1, lxxx, 1280 p. 275 
 
 Same. V. 2, vii., 1281-2648 p. 276 
 
 Printed also as 56th Cong. 2d sess. House doc. 5. 
 
ANNUAL REPORTS. 
 
 23 
 
 262. 
 
 263. 
 
 264. 
 
 265. 
 
 266. 
 
 267. 
 
 268. 
 
 269. 
 
 270. 
 
 271. 
 
 272. 
 
 273. 
 
 Separates, 1899-1900. 
 
 The Commissioner’s introductory statement, with statistics 275—1 
 of state school systems. Washington, 1901. ix-lxxx p. 
 
 Cover-title. 
 
 Chapter 1. Public education in British India. Washing- 275—2 
 ton, 1901. 43 p. 
 
 Cover-title. 
 
 Chapter 2. The development of English secondary schools 275—3 
 for boys ; by Dr. Ph. Aronstein. Washington, 1901. 
 
 45-84 p. 
 
 Caption-title. 
 
 Chapter 3. Truant schools. Washingon, 1901. 85-219 p. 275-4 
 
 Cover-title. 
 
 Chapter 4. Education in Porto Rico; [by John Eaton.] 275-5 
 Washington, 1901. 221-273 p. 
 
 Cover-title. 
 
 Chapter 5. Educational extension in the United States; [by 275-6 
 Herbert B. Adams.] Washington, 1901. 275-379 p. 
 
 Cover-title. 
 
 Chapter 6. Some historical documents bearing upon com- 275-7 
 mon school education in Virginia and South Carolina 
 previous to the Civil war. Washington, 1901. 381- 
 
 426 p. 
 
 Caption-title. 
 
 Contents : 1. Proposed plan for the organization and sup- 
 port of common schools in Virginia ; by Henry Ruffner. — 2. 
 
 Address of Henry A. Wise to his late constituents. — 3. Let- 
 ter of Dr. J. H. Thornwell to Governor Manning on public 
 instruction in South Carolina (1853). 
 
 Chapter 7. The organization and development of the Ameri- 275—8 
 can common school in the Atlantic and central states of 
 the South, 1830 to 1860; by A. D. Mayo. Washington, 
 
 1901. 427-561 p. 
 
 Caption-title. 
 
 Chapter 8. Papers read at Chicago meeting of Department 275—9 
 of superintendence, 1900. Washington, 1901. 563-602 p. 
 
 Cover-title. 
 
 Contents : 1. Status of education at the close of the cen- 
 tury ; by N. M. Butler. — 2. Trail of the city superintendent ; 
 by Aaron Gove. — 3. Obligations and opportunities of scholar- 
 ship ; by E. A. Alderman. — 4. Alcohol physiology and super- 
 intendence ; by W. O. Atwater. 
 
 Chapter 9. The role of the school-teacher in the struggle 275-10 
 against alcoholism; [by A. Sluys.] Washington, 1901. 
 
 603-614 p. 
 
 Caption-title. 
 
 Chapter 10. Readjustment of the collegiate to the profes- 275—11 
 sional course; [by Simeon E. Baldwin.] Washington, 
 
 1901. 615-628 p. 
 
 Cover-title. 
 
 Chapter 11. Justification of the public high school; [by 275—12 
 H. H. Morgan.] Washington, 1901. 629-642 p. 
 
 Cover-title. 
 
24 
 
 LIST OF PUBLICATIONS. 
 
 274. 
 
 275. 
 
 276. 
 
 277. 
 
 278. 
 
 279. 
 
 280. 
 281. 
 282. 
 
 283. 
 
 284. 
 
 285. 
 
 286. 
 
 287. 
 
 288. 
 
 Separates, 1899-1900— Continued. 
 
 Chapter 12. Free high schools for rural pupils; [by Henry 275—13 
 R. Corbett. 1 Washington, 1901. 643-662 p. 
 
 Cover-title. 
 
 Chapter 13. Public libraries and public schools. Washing- 275-14 
 ton, 1901. 663-719 p. 
 
 Cover-title. 
 
 Chapter 14. Education in central Europe. Washington, 275—15 
 1901. 721-894 p. 
 
 Cover-title. 
 
 Chapter 15. Public play grounds and vacation schools. 275—16 
 Washington, 1901. 895-904 p. 
 
 Cover-title. 
 
 Chapter 16. The Old South work; [by Edwin D. Mead.] 275-17 
 Washington, 1901. 905-921 p. 
 
 Cover-title. 
 
 Chapter 17. Public, society and school libraries. Wash- 278 
 ington, 1901. 923-1165 p. 
 
 Cover-title. 
 
 Chapter 18. Education in Great Britain and Ireland. 275—18 
 
 Washington, 1901. 1167-1244 p. 
 
 Cover-title. 
 
 Chapter 19. List of educational periodicals in the United 275-19 
 States. Washington, 1901. 1245-1248 p. 
 
 Cover-title. 
 
 Chapter 20. Educational directory. Washington, 1901. 275-20 
 1249-1275 p. 
 
 Cover-title. 
 
 Chapter 22. Contributions to the history of the Hopkins 275—21 
 grammar school, New Haven, Connecticut, 1660 to 1900; 
 [compiled by H. K. Willard.] Washington, 1901. 1281- 
 1296 p. 
 
 Cover-title. 
 
 Chapter 23. The language question in Greece and some 275-22 
 reflections suggested by it; [by Daniel Quinn.] Wash- 
 ington, 1901. 1297-1319 p. 
 
 Cover-title. 
 
 Chapter 24. The legislative career of Justin S. Morrill; 275-23 
 [by George W. Atherton.] Washington, 1901. 1321- 
 1335 p. 
 
 Cover-title. 
 
 Chapter 25. Miscellaneous educational topics. Washington, 275—24 
 1901. 1337-1387 p. 
 
 Cover-title. 
 
 Chapter 26. Educational matters of interest in various 275-25 
 states. Washington, 1901. 1389-1422 p. 
 
 Cover-title. 
 
 Chapter 27. Consular reports. Washington, 1901. 1423- 275—26 
 1450 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 25 
 
 289. 
 
 290. 
 
 291. 
 
 292. 
 
 293. 
 
 294. 
 
 295. 
 
 296. 
 
 297. 
 
 298. 
 
 299. 
 
 300. 
 
 301. 
 
 302. 
 
 303. 
 
 304. 
 
 Separates, 1899-1900- — Continued. 
 
 Chapter 28. Sociology at the Paris exposition of 1900; [by 275-39 
 Lester F. Ward.] Washington, 1901. 1451-1593 p. 
 
 Cover-title. 
 
 Chapters 32-33. Education and reindeer in Alaska, 1899- 279 
 
 1900; [by] Sheldon Jackson. Washington, 1901. 1733- 
 
 1785 p. 
 
 Chapter 34. City school systems. Washington, 1901. 1787- 275—27 
 
 1854 p. 
 
 Cover-title. 
 
 Chapter 35. Institutions for higher education. Washing- 275—28 
 ton, 1901. 1855-1957 p. 
 
 Cover-title. 
 
 Chapter 36. Statistics of professional and allied schools. 284 
 Washington, 1901. 1959-2029 p. 
 
 Cover-title. 
 
 Chapter 37. Agricultural and mechanical colleges. Wash.- 275-29 
 ington, 1901. 2031-2065 p. 
 
 Cover-title. 
 
 Chapter 38. Statistics of normal schools. Washington, 275-30 
 1901. 2067-2117 p. 
 
 Cover-title. 
 
 Chapter 39. Statistics of secondary schools. Washington, 275—31 
 1901. 2119-2436 p. 
 
 Cover-title. 
 
 Chapter 40. Manual and industrial training. Washington, 275—32 
 1901. 2437-2467 p. 
 
 Cover-title. 
 
 Chapter 41. Commercial and business schools. Washing; 275-33 
 ton, 1901. 2469-2499 p. 
 
 Cover-title. 
 
 Chapter 42. Education of the colored race. Washington, 275—34 
 1901. 2501-2531 p. 
 
 Cover-title. 
 
 Chapter 43. Statistics of reform schools. Washington, 275-85 
 1901. 2533-2539 p. 
 
 Cover-title. 
 
 Chapter 44. Schools for the defective classes. Washington, 275—36 
 1901. 2541-2562 p. 
 
 Cover-title. 
 
 Chapter 45. Statistics of public kindergartens. Washing- 275-37 
 ton, 1901. 2563-2568 p. 
 
 Cover-title. 
 
 Chapter 46. Current topics. Washington, 1901. 2569- 275-38 
 
 2621. p. 
 
 Cover-title. 
 
 1900-1901 (Harris) Washington, 1902. Y. 1, cxii, 1216 p. 
 
 Same. V. 2, vii, 1217-2512 p. 
 
 Printed also as 57th Cong. 1st sess. House doc. 5. 
 
 287 
 
 288 
 
26 
 
 LIST OF PUBLICATIONS. 
 
 305. 
 
 306. 
 
 307. 
 
 308. 
 
 309. 
 
 310. 
 
 311. 
 
 312. 
 
 313. 
 
 314. 
 
 315. 
 
 316. 
 
 317. 
 
 318. 
 
 319. 
 
 Separates, 1900-1901. 
 
 Chapter 1. Education in central Europe. Washington, 1902. 287—1 
 
 128 p. 
 
 Cover-title. 
 
 Chapter 2. A legislative history of the public school sys- 287-2 
 tem of Ohio; [comp, by Mary L. Hinsdale.] Washing- 
 ton, 1902. 129-159 p. 
 
 Cover-title. 
 
 Chapter 5. Educational pathology or self-government in 287-3 
 schools. Washington, 1902. 235-262 p. 
 
 Cover-title. 
 
 Chapter 6. International association for the advancement 287—4 
 of science, arts, and education ; [by Patrick Geddes.] 
 Washington, 1902. 263-304 p. 
 
 Cover-title. 
 
 Chapter 7. Educational training for railroad service. Wash- 287—5 
 ington, 1902. 305-323 p. 
 
 Cover-title. 
 
 Chapter 8. From fundamental to accessory in the develop- 287-6 
 rnent of the nervous system and of movements. Wash- 
 ington, 1902. 325-344 p. 
 
 Caption-title. 
 
 Chapter 9. Inhibition. Washington, 1902. 345-356 p. 287—7 
 
 Cover-title. 
 
 Chapter 12. Letter as to establishment of a normal school 287—8 
 in Virginia ; by E. S. Joynes. Washington, 1902. 491- 
 507 p. 
 
 Cover-title. 
 
 Chapter 13. Education in the South; addresses delivered 287—9 
 at the tenth annual meeting of the Southern educational 
 association, held at Richmond, Virginia, December 27- 
 29, 1900. Washington, 1902. 509-530 p. 
 
 Caption-title. 
 
 Chapter 14. German instruction in American schools; [by 287—10 
 L. Viereck.] Washington, 1902. 531-708 p. 
 
 Cover-title. 
 
 Chapter 15. The first comprehensive attempts at child 287—11 
 study. Washington, 1902. 709-729 p. 
 
 Cover-title. 
 
 Chapter 17. Notices of some early English writers on edu- 287—12 
 cation ; with descriptions, extracts, and notes by Foster 
 Watson. Washington, 1902. 861-884 p. 
 
 Caption-title. 
 
 Chapter 18. Third annual conference of the Association of 287-13 
 Catholic colleges. Washington, 1902. 885-938 p. 
 
 Cover-title. 
 
 Chapter 19. Education in Great Britain and Ireland. Wash- 287-14 
 ington, 1902. 939-1008 p. 
 
 Cover-title. 
 
 Chapter 20. The public school problem in the South; [by 287—15 
 Charles W. Dabney. 1 Washington, 1902. 1009-1026 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 27 
 
 320. 
 
 321. 
 
 322. 
 
 323. 
 
 324. 
 
 325. 
 
 326. 
 
 327. 
 
 328. 
 
 329. 
 
 330. 
 
 331. 
 
 332. 
 
 333. 
 
 334. 
 
 Separates , 1900-1901 — Continued. 
 
 Chapter 21. Temperance instruction. Washington, 1902. 287-16 
 1027-1050 p. 
 
 Cover-title. 
 
 Chapters 22-23. Relations of the National Government to 287-17 
 higher education and research; [by Charles D. Walcott.] 
 
 The Carnegie institution of Washington, D. C. Wash- 
 ington, 1902. 1051-1080 p. 
 
 Cover-title. 
 
 Chapter 24. Education in France. Washington, 1902. 287—19 
 
 1081-1136 p. 
 
 Cover-title. 
 
 Chapter 25. Higher commercial education. Washington, 287—20 
 1902. 1137-1182 p. 
 
 Cover-title. 
 
 Chapter 26. List of educational periodicals in the United 287—21 
 States. Washington, 1902. 1183-1187 p. 
 
 Cover-title. 
 
 Chapter 27. Educational directory. Washington, 1902. 287—22 
 
 1189-1216 p. 
 
 Cover-title. 
 
 Chapter 28. Coeducation of the sexes in the United States. 287-23 
 Washington, 1902. 1217-1315 p. 
 
 Cover-title. 
 
 Chapter 29. The present educational movement in the Phil- 287—24 
 ippine Islands; by Fred W. Atkinson. Washington, 1902. 
 1317-1440 p. 
 
 Caption-title. 
 
 Chapter 30. Foreign universities. Washington, 1902. 287—25 
 
 1441-1457 p. 
 
 Cover-title. 
 
 Chapter 31. Report on education in Alaska; [by Sheldon 287—26 
 Jackson.] Washington, 1902. 1459-1480 p. 
 
 Cover-title. 
 
 Chapter 32. Eleventh annual report on the introduction of 287—27 
 domestic reindeer into Alaska; [by Sheldon Jackson.] 
 Washington, 1902. 1481-1498 p. 
 
 Caption-title. 
 
 Chapter 33. Consular reports. Washington, 1902. 1499- 287—28 
 
 1525 p. 
 
 Cover-title. 
 
 Chapter 34. City school systems. Washington, 1902. 1527- 287-29 
 
 3610 p. 
 
 Cover-title. 
 
 Chapter 37. Agricultural and mechanical colleges. Wash- 287—30 
 ington, 1902. 1801-1841 p. 
 
 Cover-title. 
 
 Chapter 38. Statistics of normal schools, Washington, 287—31 
 1902. 1843-1901 p. 
 
 Cover-title. 
 
 Chapter 39. Statistics of secondary schools. Washington, 
 
 1902. 1903-2230 p. 
 
 335. 
 
 299 
 
28 
 
 LIST OF PUBLICATIONS. 
 
 836. 
 
 337. 
 
 338. 
 
 339. 
 
 340. 
 
 341. 
 
 342. 
 
 343. 
 
 344. 
 
 345. 
 
 346. 
 
 347. 
 
 348. 
 
 349. 
 
 350. 
 
 Separates, 3900-1901 — Continued. 
 
 Chapter 40. Manual and industrial training. Washington, 287-32 
 1902. 2231-2268 p. 
 
 Cover-title. 
 
 Chapter 41. Commercial and business schools. Washing- 287-33 
 ton, 1902. 2269-2297 p. 
 
 Cover-title. 
 
 Chapter 42. Education of the colored race. Washington, 287—34 
 1902. 2299-2331 p. 
 
 Cover-title. 
 
 Chapter 43. Statistics of reform schools. Washington, 287—35 
 1902. 2333-2349 p. 
 
 Cover-title. 
 
 Chapter 44. Schools for the defective classes. Washington, 287—36 
 1902. 2351-2376 p. 
 
 Cover-title. 
 
 Chapter 45. Instruction in mining engineering. Washing- 287—37 
 ton, 1902. 2377-2394 p. 
 
 Cover-title. 
 
 1902 (Harris) Washington, 1903. V. 1, cxii, 1176 p. 329 
 
 Same. Y. 2, vii, 1177-2447 p. 330 
 
 Printed also as 57th Cong. 2d sess. House doc. 5. 
 
 Separates . 
 
 The Commissioner’s introductory statement with statistics 329—1 
 of state school systems. Washington, 1903. ix-cxii. p. 
 
 Cover-title. 
 
 Chapter 1. General laws relating to agricultural and me- 329—2 
 ehanical land-grant colleges. Washington, 1903. 90 p. 
 
 Cover-title. 
 
 Chapter 2. Franklin’s influence in American education ; by 329—3 
 Francis Newton Thorpe. Washington, 1903. 91-190 p. 
 
 Cover-title. 
 
 Chapter *3. The college-bred negro. Washington, 1903. 329—4 
 
 191-229 p. 
 
 Cover-title. 
 
 Chapter 4. Francis Wayland Parker and his work for edu- 329—5 
 cation, including an address by him on the Quincy 
 method and an account of the Cook county normal 
 school. Washington, 1903. 231-284 p. 
 
 Caption-title. 
 
 Chapter 5. The work of certain northern churches in the 329—6 
 education of the freedmen 1861-1900; by A. D. Mayo. 
 Washington, 1903. 285-314 p. 
 
 Caption-title. 
 
 Chapter 6. Laws relating to temperance instruction. 329-7 
 Washington, 1903. 315-338 p. 
 
 Cover-title. 
 
 Chapter 7. Necrology for 1899, 1900, and 1901. Washing- 329—8 
 ton, 1903. 339-422 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 29 
 
 351. 
 
 352. 
 
 353. 
 
 354. 
 
 355. 
 
 356. 
 
 357. 
 
 358. 
 
 359. 
 
 360. 
 
 361. 
 
 362. 
 
 363. 
 
 364. 
 
 365. 
 
 Separa tcs , 1902 — Continued. 
 
 Chapter 8. Education in Canada. Washington, 1903. 423- 329-9 
 
 463 p. 
 
 Cover-title. 
 
 Chapter 9. Education in the British South African colonies. 329-10 
 Washington, 1903. 465-480 p. 
 
 Cover-title. 
 
 Chapter 10. Notices of some early English writers on 329—11 
 education. Part II, with descriptions, extracts and 
 notes ; by Foster Watson. Washington, 1903. 481-508 p. 
 
 Caption-title. 
 
 Chapter 11. Medical inspection of schools abroad; [by Leo 329—12 
 Burgerstein and August Netolitzky.] Washington, 1903. 
 
 509-526 p. 
 
 Cover-title. 
 
 Chapter 12. Admission to college on certificate of second- 329-13 
 ary schools. Washington, 1903. 527-539 p. 
 
 Cover-title. 
 
 Chapter 13. Miscellaneous educational topics. Washington, 329—14 
 1903. 541-646 p. 
 
 Cover-title. 
 
 Chapter 14. Educational progress of the year 1901-02 ; [by 329-15 
 William R. Harper.] Washington, 1903. 647-666 p. 
 
 Cover-title. 
 
 Chapter 15. Education in France. Washington, 1903. 667- 329—16 
 719 p. 
 
 Cover-title. 
 
 Chapter 16. Education of the will ; [by F. Buisson.J Wash- 329-17 
 ington, 1903. 721-740 p. 
 
 Cover-title. 
 
 Chapter 17. Education in Italy. Washington, 1903. 741- 329—18 
 
 787 p. 
 
 Cover-title. 
 
 Contents : I. Progress of public education in Italy ; by 
 Tullio de Suzzara- Verdi. — II. The Bacelli bill for the reform 
 of higher education in Italy ; by Alexander Oldrini. 
 
 Chapter 18. Illiteracy of the voting population in the 329—19 
 United States. Washington, 1903. 789-818 p. 
 
 Cover-title. 
 
 Chapter 19. Foreign universities. Washington, 1903. 819- 329—20 
 
 836 p. 
 
 Cover-title. 
 
 Chapter 20. Commercial education in Switzerland. Wash- 329-21 
 ington, 1903. 837-855 p. 
 
 Cover-title. 
 
 Chapter 21. Consular reports on education. Washington, 329—22 
 1903. 857-885 p. 
 
 Cover-title. 
 
 Chapter 22. Henry Barnard. Washington, 1903, 887-926 p. 329-23 
 
 Cover-title. 
 
30 
 
 LIST OF PUBLICATIONS. 
 
 866 . 
 
 367. 
 
 368. 
 
 369. 
 
 370. 
 
 371. 
 
 372. 
 
 373. 
 
 374. 
 
 375. 
 
 376. 
 
 377. 
 
 378. 
 
 379. 
 
 380. 
 
 381. 
 
 382. 
 
 8 epa ra t es, 1902 — Con tin ned. 
 
 Chapter 23. Length of the college course. Washington, 329—24 
 1903. 927-948 p. 
 
 Cover-title. 
 
 Chapter 24. Oxford university. Washington, 1903. 949- 329—25 
 999 p. 
 
 Cover-title. 
 
 Chapter 25. Education in Great Britain and Ireland. 329—26 
 Washington 1903. 1001-1068 p. 
 
 Cover-title. 
 
 Chapter 26. Correspondence schools. Washington, 1903. 329—27 
 
 1069-1094 p. 
 
 Cover-title. 
 
 Chapter 27. Child study in Chicago. Washington, 1903. 329-28 
 
 1095-1138 p. 
 
 Cover-title. 
 
 Chapter 28. Education in Russia; [by E. Kovalevsky.] 329—29 
 Washington, 1903. 1139-1146 p. 
 
 Cover-title. 
 
 Chapter 29. Educational periodicals. Washington, 3903. 329-30 
 
 1147-1150 p. 
 
 Cover-title. 
 
 Chapter 30. Educational directory. Washington, 1903. 329-31 
 1151-1176 p. 
 
 Cover-title. 
 
 Chapter 31, Education in Porto Rico. Washington, 1903. 329—32 
 1177-1227 p. 
 
 Cover-title. 
 
 Chapter 34. Statistics of city school systems. Washington, 329-33 
 1903. 1271-1346 p. 
 
 Caption-title. 
 
 Chapter 36. Professional 'schools. Washington, 1903. 329-34 
 
 1499-1549 p. 
 
 Cover-title. 
 
 Chapter 37. Agricultural and mechanical colleges. Wash- 329-35 
 ington, 1903. 3551-1579 p. 
 
 Cover-title. 
 
 Chapter 38. Statistics of normal schools. Washington, 329-36 
 1903. 1581-1639 p. 
 
 Cover-title. 
 
 Chapter 41. Commercial and business schools. Washing- 329—37 
 ton, 1903. 2003-2041 p. 
 
 Cover-title. 
 
 Chapter 42. Schools for nurses. Washington, 1903. 2043- 329-38 
 
 2061 p. 
 
 Cover-title. 
 
 Chapter 43. Education of the colored race. Washington, 329—39 
 1903. 2063-2095 p. 
 
 Cover-title. 
 
 Chapter 44. Statistics of reform schools. Washington, 329—40 
 1903. 2097-2114 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 31 
 
 383. 
 
 384. 
 
 385. 
 
 386. 
 
 387. 
 
 388. 
 
 389. 
 
 390. 
 
 391. 
 
 392. 
 
 393. 
 
 394. 
 
 395. 
 
 396. 
 
 397. 
 
 Separates , 1902 — Continued. 
 
 Chapter 48. Changes in the age of college graduation; [by 329—41 
 W. Scott Thomas.] Washington, 1903. 2199-2208 p. 
 
 Cover-title. 
 
 Chapter 49. Report on school statistics; made by a com- 329—42 
 mittee of the Department of superintendence of the 
 National educational association. Washington, 1903. 
 2209-2218 p. 
 
 Cover-title. 
 
 Chapter 50. Education in the Philippines. Washington, 329—43 
 1903. 2219-2271 p. 
 
 Cover-title. 
 
 Chapter 51. Statistics of public and private kindergartens. 329—44 
 Washington, 1903. 2273-2309 p. 
 
 Cover-title. 
 
 Chapter 52. Illiteracy in the United States. Washington, 329—45 
 
 1903. 2311-2346 p. 
 
 Cover-title. 
 
 Chapter 53. Current topics. Washington, 1903. 2347- 329-46 
 2422 p. 
 
 Cover-title. 
 
 1903 (Harris) Washington, 1905. V. 1, cxii, 1216 p. 341 
 
 Same. V. 2, viii, 1217-2512 p. 342 
 
 Printed also as 58th Cong. 2d sess. House doc. 5. 
 
 Separates. 
 
 The Commissioner’s introduction and statistics of state 341—1 
 school systems. Washington, 1905. cvii p. 
 
 Cover-title. 
 
 Chapter 1. Vacation schools, playgrounds and settlements; 341—2 
 [by Henry S. Curtis.] Washington, 1904. 38 p. 
 
 Cover-title. 
 
 Chapter 2. General laws relating to agricultural and me- 341—3 
 chanical land-grant colleges. Washington, 1904. 39- 
 
 226 p. 
 
 Cover-title. 
 
 Chapter 3. Education in Great Britain and Ireland. W T ash- 341—4 
 ington, 1904. 227-271 p. 
 
 Cover-title. 
 
 Chapter 4. Education in London under the administration 341—5 
 of the London school board. Washington, 1904. 273- 
 
 292 p. 
 
 Cover-title. 
 
 Chapter 5. American universities; [by Charles F. Thwing.J 341-6 
 
 Washington, 1904. 293-317 p. 
 
 Cover-title. 
 
 Chapter 6. Notices of some early English writers on educa- 341—7 
 tion, 1553-1574; [by Foster W T atson.] Washington, 
 
 1904. 319-350 p. 
 
 Cover-title. 
 
 Chapter 7. The public school systems of the United States ; 341-8 
 
 [by Aaron Gove.] Washington, 1904. 351-358 p. 
 
 Cover-title. 
 
32 
 
 LIST OF PUBLICATIONS. 
 
 398. 
 
 399. 
 
 400. 
 
 401. 
 
 402. 
 
 403. 
 
 404. 
 
 405. 
 
 406. 
 
 407. 
 
 408. 
 
 409. 
 
 410. 
 
 Separates, 1903 — Continued. 
 
 Chapter 8. The educational movement in the South; [by 341—9 
 Wyckliffe Rose.] Washington, 1904. 359-390 p. 
 
 Cover-title. 
 
 Chapter 9. The final establishment of the American com- 341—10 
 mon school system in West Virginia, Maryland, Virginia, 
 and Delaware, 1863-1900; [by A. D. Mayo.] Wash- 
 ington, 1904. 391-462 p. 
 
 Cover-title. 
 
 Chapter 10. The present status of the certification of 341-11 
 teachers in the United States; [by William Roberts 
 Jackson.] Washington, 1904. 463-519 p. 
 
 Cover-title. 
 
 Chapter 11. J. L. M. Curry and his services to education 341—12 
 in the South. Washington, 1904. 521-552. 
 
 Cover-title. 
 
 Contents : I. Proceedings of the trustees of the Pea- 
 body fund. — II. Eulogium of Dr. J. L. M. Curry ; by E. A. 
 Alderman. — III. Services of Doctor Curry in connection 
 with the Peabody fund ; by A. D. Mayo. — IV. Education 
 in the southern states ; by J. L. M. Curry. 
 
 Chapter 12. Secondary education; [by Elmer Ellsworth 341—13 
 Brown.] Washington, 1904. 553-583 p. 
 
 Cover-title. 
 
 Chapter 13. Education in France. Washington, 1904. 585- 341—14 
 
 622 p. 
 
 Cover-title. 
 
 Chapter 14. Consular reports on education. Washington, 341—15 
 1904. 623-667 p. 
 
 Cover-title. 
 
 Chapter 15. Foreign universities and other foreign institu- 341—16 
 tions of higher education in 1903. Washington, 1904. 
 
 669-687 p. 
 
 Cover-title. 
 
 Chapter 16. The kindergarten ; [by Laura Fisher.] Wash- 341—17 
 ington, 1904. 689-719 p. 
 
 Cover-title. 
 
 Chapter 17. On physical training; [by Edward Mussey 341—18 
 Hartwell.] Washington, 3904. 721-757 p. 
 
 Cover-title. 
 
 Chapter 18. Public, society, and school libraries. Wash- 341-19 
 ington, 1904. 759-1017 p. 
 
 Cover-title. 
 
 Chapter 19. Manual, industrial, and technical education 341-20 
 in the United States; [by Calvin M. Woodward.] 
 Washington, 1904. 1019-1046 p. 
 
 Cover-title. 
 
 Chapter 20. Coeducation in the schools and colleges of the 341—21 
 United States; [by Anna Tolman Smith.] Washington, 
 
 1904. 1047-1078 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 33 
 
 411. 
 
 412. 
 
 413. 
 
 414. 
 
 415. 
 
 416. 
 
 417. 
 
 418. 
 
 419. 
 
 420. 
 
 421. 
 
 422. 
 
 Separates, 1903 — Continued. 
 
 Chapter 21. The Catholic parochial schools of the United 341—22 
 States; [by Morgan M. Sheedy.] Washington, 1904. 
 
 1079-1101 p. 
 
 Cover-title. 
 
 Chapter 22. The state normal schools of the United States; 341-23 
 [by Eliphalet Oram Lyte.] Washington, 1904. 1103- 
 
 1136 p. 
 
 Cover-title. 
 
 Chapter 23. Exhibit of the Bureau of education at the 341—24 
 Louisiana purchase exposition. Washington, 1904. 
 
 1137-1184 p. 
 
 Cover-title. 
 
 Chapter 24. Educational periodicals. Washington, 1904. 341-25 
 1185-1188 p. 
 
 Cover-title. 
 
 Chapter 25. Educational directory. Washington, 1904. 341-26 
 1189-1216 p. 
 
 Cover-title. 
 
 Chapter 26. Courses of study in German schools. Wash- 341—27 
 ington, 1904. 1217-1242 p. 
 
 Cover-title. 
 
 Chapter 27. Report on the Chilean educational congress 341—28 
 and exhibit, 1902-3; [by John Vavasour Noel.] Wash- 
 ington, 1904. 1243-1274 p. 
 
 Cover-title. 
 
 Chapter 28. Necrology. Washington, 1904. 1275-1301 p. 341—29 
 
 Cover-title. * 
 
 Chapter 29. Sketches of educational benefactors and lives 341-30 
 devoted to education; [by John Eaton.] Washington, 
 
 1904. 1303-1343 p. 
 
 Cover-title. 
 
 Chapter 30. Miscellaneous educational topics. Washing- 341—31 
 ton, 1904. 1345-1372 p. , 
 
 Caption-title. 
 
 Contents : Education in America ; by Joseph Choate. — 
 
 A good urban school organization ; by Charles W. Eliot. — 
 
 The expenditure for popular education justified by its re- 
 sults ; by Charles W. Eliot. — Address of the Commissioner 
 of education at the dedication of the McKinley manual 
 training school, Washington, D. C. — Agricultural education 
 in high schools ; by Willett M. Hays. 
 
 Chapter 31. Biographical notices. Washington, 1904. 341-32 
 1373-1390 p. 
 
 Caption-title. 
 
 Contents : Emerson E. White. — Alice Freeman Palmer. — 
 
 Frank A. Hill. — Charles Ammi Cutter. — William E. Dodge. — 
 
 Josiah Willard Gibbs. 
 
 Chapter 32. Statistics of city school systems. Washington, 341-33 
 1904. 1391-1502 p. 
 
 Caption-title. 
 
 43488—08 3 
 
34 
 
 LIST OF PUBLICATIONS. 
 
 423. 
 
 424. 
 
 425. 
 
 426. 
 
 427. 
 
 428. 
 
 429. 
 
 430. 
 
 431. 
 
 432. 
 
 433. 
 
 434. 
 
 435. 
 
 436. 
 
 437. 
 
 Separates, 1903 — Continued. 
 
 Chapter 33. Universities, colleges, and technological 341-34 
 schools. Washington, 1904. 1503-1625 p. 
 
 Cover-title. 
 
 Same. Washington, 1905. 1503-1625 p. 349 
 
 Cover-title. 
 
 Chapter 34. Agricultural and mechanical colleges. Wash- 341—35 
 ington, 1904. 1627-1672 p. 
 
 Cover-title. 
 
 Chapter 35. Professional instruction. Washington, 1904. 341—36 
 1673-1751 p. 
 
 Cover-title. 
 
 Chapter 36. Statistics of normal schools. Washington, 341—37 
 1904. 1753-1811 p. 
 
 Cover-title. 
 
 Chapter 37. Statistics of secondary schools. Washington. 341—38 
 1904. 1813-2137 p. 
 
 Same. Washington, 1905. 1813-2137 p. 350 
 
 Cover-title. 
 
 Chapter 38. Manual and industrial training. Washington, 341—39 
 1904. 2139-2190 p. 
 
 Cover-title. 
 
 Chapter 39. Commercial and business schools. Washington, 341—40 
 1904. 2191-2227 p. 
 
 Cover-title. 
 
 Chapter 40. Schools for nurses. Washington, 1904. 2229- 345 
 
 22|51 p. 
 
 Cover-title. 
 
 Chapter 41. Schools for the colored race. Washington, 341—41 
 1904. 2253-2285 p. 
 
 Cover-title. 
 
 Chapter 42. Reform schools. Washington, 1904. 2287- 341—42 
 
 2303 p. 
 
 Cover-title. 
 
 Chapter 43. Schools for the defective classes. Washington, 341—13 
 1904. 2305-2332 p. 
 
 Cover-title. 
 
 Chapter 44. Report on education in Alaska ; by Sheldon 341—44 
 Jackson. Washington, 1904. 2333-2364 p. 
 
 Cover-title. 
 
 Chapter 45. Introduction of domestic reindeer into Alaska ; 341—45 
 by Sheldon Jackson. Washington, 1904. 2365-2384 p. 
 
 Cover-title. 
 
 Chapter 46. Education in the Philippines, Hawaii, and 341—16 
 Cuba. Washington, 1904. 2385-2395 p. 
 
 Cover-title. 
 
 Chapter 47. Current topics. Washington, 1904. 2397- 341—17 
 
 2479 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 85 
 
 438. 
 
 439. 
 
 440. 
 
 441. 
 
 442. 
 
 443. 
 
 444. 
 
 445. 
 
 446. 
 
 447. 
 
 448. 
 
 449. 
 
 450. 
 
 451. 
 
 452. 
 
 1904. (Harris) Washington, 1906. V. 1, civ, 1176 p. 356 
 
 Same, V. 2, viii, 1177-2480 p. 357 
 
 Printed also as 58th Cong. 3d sess. House doc. 5. 
 
 Separates. 
 
 The Commissioner’s introduction and statistics of state 356—1 
 school systems. Washington, 1906. civ p. 
 
 Cover-title. 
 
 Chapter 1. Education in Canada, Australia, and New Zea- 356-2 
 land. Washington, 1905. 23 p. 
 
 Cover-title. 
 
 Chapter 2. Statistics of growth; [by Franz Boas and Clark 356—3 
 Wissler.] Washington, 1905. 25-132 p. 
 
 Cover-title. 
 
 Chapter 3. Regulations relating to pensions and insurance 356—4 
 in all German universities, [compiled by Julius Hat- 
 scheck.] Washington, 1905. 132-247 p. 
 
 Cover-title. 
 
 Chapter 6. The work and influence of Hampton. Washing- 356—5 
 ton, 1905. 559-579 p. 
 
 Cover-title. 
 
 Chapter 7. Temperance instruction in public schools and 356—6 
 the liquor question. Washington, 1905. 581-632 p. 
 
 Cover-title. 
 
 Chapter 8. Notices of some early English writers on educa- 356—7 
 tion, 1578-1603; [by Foster Watson.] Washington, 
 
 1905. 633-701 p. 
 
 Cover-title. 
 
 Chapter 9. Juvenile criminality in Germany; [by Edgar 356—8 
 Loening]. Washington, 1905. 703-713 p. 
 
 Cover-title. 
 
 Chapter 10. Grammar and vocabulary of the Hlingit lan- 356—9 
 guage of southeastern Alaska ; [by William A. Kelly and 
 Frances H. Willard.] Washington, 1905. 715-766 p. 
 
 Cover-title. 
 
 Chapter 11. The educational system of Sweden. Wash- 356-10 
 ington, 1905. 767-797 p. 
 
 Cover-title. 
 
 Chapter 12. Education in Great Britain and Ireland, 1903. 356—11 
 Washington, 1905. 799-832 p. 
 
 Cover-title. 
 
 Chapter 13. Higher education in England as affected by 356—12 
 the law of 1902. Washington, 1905. 833-861 p. 
 
 Cover-title. 
 
 Chapter 14. Education at the St. Louis exposition. (I. 356—13 
 Public schools of the United States) ; [compiled by 
 , George E. Gay.] Washington, 1905. 863-973 p. 
 
 Cover-title. 
 
 Chapter 15. Education at the St. Louis exposition. (II. 356-14 
 Technical schools, art schools, etc.) ; [compiled by 
 George E. Gay.] Washington, 1905. 975-998 p. 
 
 Cover-title. 
 
36 
 
 LIST OF PUBLICATIONS. 
 
 453. 
 
 454. 
 
 455. 
 
 456. 
 
 457. 
 
 458. 
 
 459. 
 
 460. 
 
 461. 
 
 462. 
 
 463. 
 
 464. 
 
 465. 
 
 466. 
 
 Separates, 1904 — Continued. 
 
 Chapter 16. The final establishment of the American com- 356—15 
 moil school system in North Carolina, South Carolina, 
 and Georgia, 1863-1900; [by A. D. Mayo.] Washing- 
 ton, 1905. 999-1090 p. 
 
 Cover-title. 
 
 Chapter 17. Introduction of reindeer into Alaska. Wash- 356—16 
 ington, 1905. 1091-1128 p. 
 
 Cover-title. 
 
 Chapter 18. I. A definition of civilization. — II. Art educa- 356—17 
 tion the true industrial education. — III. The intel- 
 lectual value of tool work; by W. T. Harris. Wash- 
 ington, 1905. 1129-1144 p. 
 
 Cover-title. 
 
 Chapter 19. List of educational periodicals in the United 356—18 
 States in 1904. Washington, 1905. 1145-1148 p. 
 
 Cover-title. 
 
 Chapter 20. Educational directory. Washington, 1905. 356—19 
 1149-1176. p. 
 
 Cover-title. 
 
 Chapter 21. Education at the St. Louis exposition. (III. 356—20 
 Universities and colleges of the United States) ; [com- 
 piled by George E. Gay.] Washington, 1905. 1177- 
 
 1209 p. 
 
 Cover-title. 
 
 Chapter 22. Education at the St. Louis exposition. (IV. 356—21 
 Foreign countries) ; [compiled by George E. Gay.] 
 Washington, 1905. 1211-1275 p. 
 
 Cover-title. 
 
 Chapter 23. Length of teachers’ service. 'Washington, 1905. 356—22 
 1277-1301 p. 
 
 Cover-title. 
 
 Chapter 24. Statistics of city school systems. Washington, 356—23 
 1905. 1303-1415 p. 
 
 Caption-title. 
 
 Chapter 25. Universities, colleges, and technological schools. 356—24 
 Washington, 1905. 1417-1543 p. 
 
 Cover-title. 
 
 Same. Washington, 1906. 1417-1543 p. 358 
 
 Cover-title. 
 
 Chapter 26. Agricultural and mechanical colleges. Wash- 356—25 
 ington, 1905. 1545-1586 p. 
 
 Cover-title. 
 
 Chapter 27. Professional education. Washington, 1905. 356—26 
 1587-1665 p. 
 
 Cover-title. 
 
 Chapter 28. Statistics of normal schools. Washington, 356—27 
 1905. 1667-1725 p. 
 
 Cover-title. 
 
 Chapter 29. Statistics of secondary schools. Washington, 356—28 
 1905. 1727-2055 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 37 
 
 467. 
 
 468. 
 
 469. 
 
 470. 
 
 471. 
 
 472. 
 
 473. 
 
 474. 
 
 475. 
 
 476. 
 
 477. 
 
 478. 
 
 479. 
 
 480. 
 
 Separates, 1904 — Continued. 
 
 Chapter 30. Manual and industrial training. Washington, 356—29 
 1905. 2057-2108 p. 
 
 Cover-title. 
 
 Chapter 31. Commercial and business schools. Washing- 356—30 
 ton, 1905. 2109-2145 p. 
 
 Cover-title. 
 
 Chapter 32. Schools for nurses. Washington, 1905. 2147- 356—31 
 2173 p. 
 
 Cover-title. 
 
 Chapter 34. Statistics of reform schools. Washington, 356-32 
 
 1905. 2209-2225 p. 
 
 Caption-title. 
 
 Chapter 35. Schools for the defective classes. Washing- 356—33 
 ton, 1906. 2227-2256 p. 
 
 Cover-title. 
 
 Chapter 36. Report on education in Alaska ; [by Sheldon 356-34 
 Jackson]. Washington, 1906. 2257-2268 p. 
 
 Cover-title. 
 
 Chapter 37. Current topics. Washington, 1906. 2269- 356—35 
 2371 p. 
 
 Cover-title. 
 
 Chapter 38. Foreign universities and other foreign insti- 356-36 
 tutions of higher education in 1904. Washington. 1906. 
 2373-2419 p. 
 
 Cover-title. 
 
 Chapter 39. Miscellaneous educational topics. Washington, 356—37 
 
 1906. 2421-2452 p. 
 
 Caption-title. 
 
 Contents : The measure of a teacher’s efficiency ; by 
 Edwin P. Seaver. — The college woman ; by Edward A. 
 
 Pace. — Old and new methods of teaching ; by Ernestina A. 
 
 Lopez. — Practical and industrial education in the Argen- 
 tine Republic ; by J. B. Zubiaur. — Sir Isaac Pitman and 
 his services to phonography : by Benn Pitman. 
 
 1905 (Brown) Washington, 1907. V. 1, li, 655 p. 365 
 
 Same. V. 2, iv, 657-1400 p. 366 
 
 Printed also as 59th Cong. 1st session. House doc. 5. 
 
 Separates. 
 
 The Commissioner’s introduction. Washington, 1907. vii-li p. 365—1 
 vii-li p. 
 
 Cover-title. 
 
 Chapter 1. The reports of the Mosely educational commis- 365—2 
 sion ; by W. T. Harris. Washington, 1907. 10 p. 
 
 Cover-title. 
 
 Chapter 2. Extracts from Report of the Mosely educational 365—3 
 commission to the United States, October-December 
 1903. Washington, 1907. 11-39 p. 
 
 Cover-title. 
 
 Chapter 3. Statement of proceedings to execute the Rhodes 365—4 
 scholarship trust. Washington, 1907. 41-55 p. 
 
 Cover-title. 
 
38 
 
 LIST OF PUBLICATIONS. 
 
 481. 
 
 482. 
 
 483. 
 
 484. 
 
 485. 
 
 486. 
 
 487. 
 
 488. 
 
 489. 
 
 490. 
 
 491. 
 
 492. 
 
 493. 
 
 494. 
 
 Separates, 1905 — Continued. 
 
 Chapter 4. Education in France. Washington, 1907. 57- 365—5 
 
 86 p. 
 
 Cover-title. 
 
 Chapter 5 . Teaching agriculture in schools of France and 365—6 
 Belgium. Washington, 1907. 87-96 p. 
 
 Cover-title. 
 
 Chapter 6. Higher education for business men in United 365—7 
 States and Germany ; from a report by J. Jastrow. 
 Washington, 1907. 97-110 p. 
 
 Cover-title. 
 
 Chapter 7. Education in Liberia ; by George W. Ellis. 365—8 
 Washington, 1907. 111-129 p. 
 
 Cover-title. 
 
 Chapter 8. An account of the proceedings of the Interna- 365-9 
 tional congress for reproduction of manuscripts, Liege, 
 
 August 21-23, 1905; by Charles Mills Gayley. Wash- 
 ington, 1907. 131-142 p. 
 
 Caption-title. 
 
 Chapter 9. The New York secondary school system ; by 365-10 
 Andrew S. Draper. Washington, 1907. 143-154 p. 
 
 Cover-title. 
 
 Chapter 10. Art education an important factor in industrial 365—11 
 development ; by Halsey Cooley Ives. Washington, 
 
 1907. 155-183 p. 
 
 Cover-title. 
 
 Chapter 11. Current topics. Washington, 1907. 185- 365—12 
 
 235 p. 
 
 Cover-title. 
 
 Chapter 12. Miscellaneous educational topics. Washing- 365—13 
 ton, 1907. 237-266 p. 
 
 Caption-title. 
 
 Contents : Instruction in forestry. — The American system 
 of agricultural education and research ; by A. C. True. — 
 
 The progress of educational reform in China ; by E. T. 
 
 Williams. 
 
 Chapter 13. Report on education in Alaska ; [by Sheldon 365—14 
 Jackson.] Washington, 1907. 267-282 p. 
 
 Cover-title. 
 
 Chapter 14. Reindeer in Alaska; [by Sheldon Jackson.] 365—15 
 Washington, 1907. 283-291 p. 
 
 Cover-title. 
 
 Chapter 15. Inauguration of the American school system 365—16 
 in Porto Rico; by Samuel McCune Lindsay. Washing- 
 ton, 1907. 293-344 p. 
 
 Cover-title. 
 
 Chapter 16. Education in the Philippine Islands. Wash- 365-1 7 
 ington, 1907. 345^364 p. 
 
 Cover-title. 
 
 Chapter 17. Educational directory. Washington, 1907. 365—18 
 365-396 p. 
 
 Cover-title. 
 
ANNUAL REPORTS. 
 
 39 
 
 495. 
 
 496. 
 
 497. 
 
 498. 
 
 499. 
 
 500. 
 
 501. 
 
 502. 
 
 503. 
 
 504. 
 
 505. 
 
 506. 
 
 507. 
 
 508. 
 
 509. 
 
 510. 
 
 511. 
 
 Separates, 1905 — Continued. 
 
 Chapter 18. Statistics of state school systems. Washing- 365—19 
 ton, 1907. 397-427 p. 
 
 Cover-title. 
 
 Chapter 19. Statistics of city school systems. Washington, 365—20 
 1907. 429-535 p. 
 
 Cover-title. 
 
 Chapter 20. Universities, colleges, and technological 365-21 
 schools. Washington, 1907. 537-655 p. 
 
 Cover-title. 
 
 Chapter 21. Agricultural and mechanical colleges. Wash- 365—22 
 ington, 1907. 657-708 p. 
 
 Cover-title. 
 
 Chapter 22. Professional schools. Washington, 1907. 709- 365-23 
 754 p. 
 
 Cover-title. 
 
 Chapter 23. Statistics of normal schools. Washington, 365—24 
 1907. 755-811 p. 
 
 Cover-title. 
 
 Chapter 24. Statistics of secondary schools. Washington, 365—25 
 1907. 813-1163 p. 
 
 Cover-title. 
 
 Chapter 25. Manual and industrial training. Washington, 365—26 
 1907. 1165-1217 p. 
 
 Cover-title. 
 
 Chapter 26. Commercial and business schools. Washing- 365-27 
 ton, 1907. 1219-1255 p. 
 
 Cover-title. 
 
 Chapter 27. Schools for nurses. Washington, 1907. 1257- 370 
 
 1292 p. 
 
 Cover-title. 
 
 Chapter 28. Schools for the colored race. Washington, 365—28 
 1907. 1293-1327 p. 
 
 Cover-title. 
 
 Chapter 29. Statistics of reform schools. Washington, 365—29 
 1907. 1329-1345 p. 
 
 Cover-title. 
 
 Chapter 30. Schools for the defective classes. Washington, 365—30 
 1907. 1347-1379 p. 
 
 Cover-title. 
 
 1906 (Brown) Washington, 1907-08. V. 1, xlvii, 643 p. 374 
 
 Same. V. 2, iv, 645-1308 p. 375 
 
 Printed also as 59th Cong. 2d sess. House doc. 5. 
 
 Separates. 
 
 The Commissioner’s introduction. Washington, 1907. vii- 374—1 
 xxxvi p. 
 
 Cover-title. 
 
 Publications of the United States Bureau of education 372 
 from 1867 to 1906. Washington, 1907. xxxvii-xlvii p. 
 
 Chapter 1. Education in Great Britain and Ireland, 1904- 374—2 
 
 1906. Washington, 1907. 17 p. 
 
 Cover-title. 
 
40 
 
 LIST OF PUBLICATIONS. 
 
 512. 
 
 513. 
 
 514. 
 
 515. 
 
 516. 
 
 517. 
 
 518. 
 
 519. 
 
 520. 
 
 521. 
 
 522. 
 
 523. 
 
 524. 
 
 525. 
 
 526. 
 
 527. 
 
 Separates, 1906 — Continued. 
 
 Chapter 2. Education in France. Washington, 1907. 374-3 
 
 19-34 p. 
 
 Chapter 3. The new Prussian school law of 1906. Wash- 374—4 
 ington, 1907. 35-72 p. 
 
 Cover-title. 
 
 Chapter 4. Progress of education in Italy; by Will S. 374-5 
 Monroe. Washington, 1907. 73-90 p. 
 
 Cover-title. 
 
 Chapter 5. Foreign universities and other foreign institu- 374—6 
 tions of higher education in 1905 (list). Washington, 
 
 1907. 91-122 p. 
 
 Cover-title. 
 
 Chapter 6. Public education in British India. Washington, 374—7 
 1907. 123-140 p. 
 
 Cover-title. 
 
 Chapter 7. Education in the Philippines and in Cuba. 374—8 
 Washington, 1907. 141-153 p. 
 
 Cover-title. 
 
 Chapter 8. The education and professional position of 374-9 
 nurses; by M. Adelaide Nutting. Washington, 1907. 
 
 155-205 p. 
 
 Cover-title. 
 
 Chapter 9. Current topics, Washington, 1907. 207-235 p. 374—10 
 
 Cover-title. 
 
 Chapter 10. Report on education in Alaska and the intro- 374—11 . 
 duction of reindeer; [by Sheldon Jackson.] Washing- 
 ton, 1907. 237-255 p. 
 
 Cover-title. 
 
 Chapter 11. Educational periodicals. Washington, 1907. 374—12 
 257-261 p. 
 
 Cover-title. 
 
 Chapter 12. Educational directory. Washington, 1907. 374—13 
 263-292 p. 
 
 Cover-title. 
 
 Chapter 13. Statistics of state school systems. Washing- 374—14 
 ton, 1907. 293-323 p. 
 
 Cover-title. 
 
 Chapter 14. Statistics of city school systems. Washing- 374—15 
 ton, 1907. 325-444 p. 
 
 Cover-title. 
 
 Chapter 15. Universities, colleges, and technological schools. 374—16 
 Washington, 1907. 445-563 p. 
 
 Cover-title. 
 
 Chapter 16. Agricultural and mechanical colleges. Wash- 374—17 
 ington, 1907. 565-592 p. 
 
 Cover-title. 
 
 Chapter 17. Professional education. Washington, 1907. 374—18 
 593-643 p. 
 
 Cover-title. 
 
CIRCULARS OF INFORMATION. 41 
 
 III.— CIRCULARS OF INFORMATION.® 
 
 528. 18T0 August. Illiteracy, derived from census tables of 1860; 21 
 
 Educational statistics, translation from an article by Dr. A. 
 
 Ficker ; School-room diseases, translation from an article by 
 Dr. R. Virchow; Education of French and Prussian conscripts; 
 
 School organization, etc. Washington, 1870. 70 p. 
 
 [Supplied-title.] 
 
 529. 1871 July. Report on the systems of public instruction in Swe- 22 
 
 den [by C. C. Andrews], and Norway [by Gerhard Gade.] 
 Washington, 1871. 48 p. 
 
 530. 1871 November. Methods of school discipline; [by Hiram 23 
 
 Orcutt] Washington, 1871. 14 p. 
 
 . The discipline of the school; [by Hiram Orcutt], Washington, 125 
 
 1881. 15 p. 
 
 Cover-title. 
 
 531. 1871 December. Compulsory education; [by L. Van Bokkelen.] 24 
 
 Washington, 1872. 17 p. 
 
 532. 1872 January. German and other foreign universities; [by 25 
 
 Herman Jacobson.] Washington, 1872. 43 p. 
 
 533. 1872 February. Reports on the systems of public instruction in 26 
 
 Greece [by John M. France] ; The Argentine Republic ; Chili, 
 and Ecuador; with statistics of Portugal and Japan, and an 
 official report on technical education in Italy. Washington, 1872. 
 
 77 p. 
 
 534. 1872 March. 1. An inquiry concerning the vital statistics of 27 
 
 college graduates; [by Charles Warren.] 2. Distribution of 
 college students in 1870-71 ; [by Charles Warren.] 3. Facts of 
 vital statistics in the United States with tables and diagrams; 
 
 [by J. M. Toner.] Washington, 1872. 93 p. 
 
 535. 1872 * April. The relation of education to labor. Washington, 28 
 
 1872. 125 p. 
 
 536. 1872 June. Education in the British West Indies; [by Thomas 29 
 
 H. Pearne.] Washington, 1872. 22 p. 
 
 537. 1872 July. The kindergarten. Washington, 1872. 62 p. 30 
 
 Contents : Kindergarten in Italy ; by Elizabeth P. Peabody. — The 
 philosophy and methods of the kindergarten ; by Baroness Marenholtz 
 Bulow. — Kindergarten in Belgium, introduction to practical treatise 
 on kindergarten ; by Octavie Masson. 
 
 538. 1872 November. American education at the International expo- 31 
 
 sition to be held at Vienna in 1873. 79 p. 
 
 539. 1873 no. 1. Historical summary and reports on the systems of 32 
 
 public instruction in Spain, Bolivia, Uruguay, and Portugal. 
 Washington, 1873. 66 p. 
 
 540. 1873 no. 2. Schools in British India; [by Joseph Warren]. 33 
 
 Washington, 1873. 30 p. 
 
 541. 1873 no. 3. Account of college commencements for the summer of 34 
 
 1873, in Maine, New Hampshire, Vermont, Massachusetts, Rhode 
 
 Island, Connecticut, New York, New Jersey, and Pennsylvania. 
 Washington, 1873. 118 p. 
 
 Official circulars 1-13 were published as reprints of the Annual report for 1867-68. 
 
42 
 
 LIST OF PUBLICATIONS. 
 
 542. 1873 no. 4. List of publications by members of certain college- 35 
 
 faculties and learned societies in the United States, 1867-1872. 
 Washington, 1873, 72 p. 
 
 543. 1873 no. 5. Account of college-commencements during 1873 in 36 
 
 the western and southern states. Washington, 1873. 155 p. 
 
 544. 1874 no. 1. Proceedings of the Department of superintendence of 37 
 
 the National educational association. Washington, 1874. 77 p. 
 
 545. 1874 no. 2. Drawing in public schools. The present relation of 38 
 
 art to education in the United States; [by I. Edwards Clarke.] 
 Washington, 1874. 56 p. 
 
 546. 1874 no. 3. History of secondary instruction in Germany; [com- 30 
 
 piled by Herman Jacobson.] Washington, 1874. 87 p. 
 
 547. 1875 no. 1. Proceedings of the Department of superintendence of 40 
 
 the National educational association, at Washington, D. C., Janu- 
 ary 27 and 28, 1875. Washington, 1875. 114 p. 
 
 548. Education at the Centennial. Washington, 1875. 27 p. 40—1 
 
 Cover-title. 
 
 549. 1875 no. 2. Education in Japan. Washington, 1875. 64 p. 41 
 
 550. 1875 no. 3. An account of the systems of public instruction in 42 
 
 Belgium, Russia, Turkey, Servia and Egypt. Washington, 1875. 
 
 108 p. . 
 
 Contents : Education in Belgium. — The progress of education in 
 Russia ; by Emile de Laveleye. — Education in Turkey ; by Mr de 
 
 Salve. — Education in Servia. — Public instruction in Egypt. 
 
 551. 1875 no. 4. Waste of labor in the work of education ; by P. A. 43 
 
 Chadbourne. Washington, 1875. 16 p. 
 
 552 1875 no. 5. Suggestions respecting the educational exhibit at 44 
 
 the International centennial exhibition, 1876. Washington, 1875. 
 
 26 p. 
 
 553. 1875 no. 6. Statements relating to reformatory, charitable, and 45 
 
 industrial schools for the young. Washington, 1875. 208 p. 
 
 554. 1875 no. 7. Constitutional provisions in regard to education in 46 
 
 the several states of the American union ; [by Franklin Hough.] 
 Washington, 1875. 130 p. 
 
 555. 1875 no. 8. Schedule for the preparation of students’ work for 47 
 
 the Centennial exhibition, as reported by the committee of the 
 Department of superintendence of the National educational as- 
 sociation, appointed at Minneapolis in 1875. Washington, 1875. 
 
 15 p. 
 
 556. 1877 no. 1. Report on the system of public instruction in China ; 48 
 
 [by William A. P. Martin.] Washington, 1877. 28 p. 
 
 557. 1877 no. 2. Reports on the systems of public instruction in Fin- 49 
 
 land [by Felix Heikel] ; the Netherlands [by C. H. Plugge] ; 
 Denmark; Wiirtemb^rg [by J. L. Corning]; and Portugal; with 
 
 a paper on the University of Leipzig [by John H. SteuartJ. 
 Washington, 1877. 77 p. 
 
 558. 1878 no. 1. The training of teachers in Germany. Washing- 50 
 
 ton, 1878. 36 p. 
 
 559. 1878 no. 2. Elementary education in London, [with address of 51 
 
 Sir Charles Reed.] Washington, 1878. 24 p. 
 
 560. 1879 no. 1. Training schools for nurses. Washington, 1879. 52 
 
 21 p. 
 
CIRCULARS OF INFORMATION. 43 
 
 561. 1879 no. 2. Papers, addresses, discussions, and other proceed- 53 
 
 ings of the Department of superintendence of the National edu- 
 cational association, at the meeting held at Washington, D. C., 
 February 4, 5, and 6, 1879; the proceedings of the Department 
 
 of superintendence of the National educational association for 
 1877 ; and the proceedings of the Conference of the presidents and 
 other delegates of the state universities and state colleges of 
 Ohio for 1877. Washington, 1879. 192 p. 
 
 Separates. 
 
 562. An address on the needs of the Bureau of education; by 308 
 
 John Eaton. Washington, 1879. 7 p. 
 
 563. An address on the needs of education in the South ; by Gus- 306 
 
 tavus J. Orr. Washington, 1879. 13 p. 
 
 564. An address on technical education and industrial drawing; 313 
 
 by Walter Smith. Washington, 1879. 24 p. 
 
 565. An address on national aid to education; by John Eaton. 307 
 
 Washington, 1879. 37 p. 
 
 566. An address on education at the Paris exposition ; by John 323 
 
 D. Philbrick. Washington, 1879. 9 p. 
 
 567. 1879 no. 3. The value of common school education to common 54 
 labor ; by Dr. Edward Jarvis ; together with illustrations of the 
 
 same as shown by the answers to inquiries addressed to em- 
 ployers, workmen, and observers. Washington, 1879. 37 p. 
 
 568. 1S79 no. 4. Training schools of cookery. Washington, 1879. 55 
 
 49 p. 
 
 569. 1879 no. 5. American education as described by the French 56 
 
 commission to the International exhibition of 1876 ; [by Ferdi- 
 nand Buisson and others.] Washington, 1879. 37 p. 
 
 070. 1880 no. 1. College libraries as aids to instruction. Washing- 57 
 
 ton, 1880. 27 p. 
 
 Contents : The college library ; by Justin Winsor. — Rochester uni- 
 versity library ; by Otis H. Robinson. 
 
 . 571. 1880 no. 2. Proceedings of the Department of superintendence 58 
 
 of the National educational association, at its meetings at Wash- 
 ington, D. C., February 18-20, 1880. Washington, 1880. 112 p. 
 
 572. 1880 no. 3. Legal rights of children ; [by S. M. Wilcox.] Wash- 59 
 
 ington, 1880. 96 p. • 
 
 573. 1880 no. 4. Rural school architecture, with illustrations; [by 60 
 
 T. M. Clark.] Washington, 1880, 106 p. 
 
 574. 1880 no. 5. English rural school ; [by Henry W. Hulbert.] 61 
 Washington, 1880. 26 p. 
 
 575. 1880 no. 6. A report on the teaching of chemistry and physics 62 
 
 in the United States ; by Frank Wigglesworth Clarke. Wash- 
 ington, 1881. 219 p. 
 
 576. 1880 no. 7. The spelling reform ; [by F. A. March.] Washing- 63 
 
 ton, 1881. 36 p. 
 
 577. 1881 no. 1. The construction of library buildings; [by William 64 
 
 F. Poole.] Washington, 1881. 26 p. 
 
 578. 1881 no. 2. The relation of education to industry and technical 65 
 
 training in American schools; [by E. E. White.] Washington, 
 
 1881. 22 p. 
 
44 
 
 LIST OF PUBLICATIONS. 
 
 579. 1881 no. 3. Proceedings of the Department of superintendence 66 
 of the National educational association at its meeting at New 
 
 York, February 8-10, 1881. Washington, 1881. 79 p. 
 
 Separates. 
 
 580. An address on our schools and our forests; by Franklin B. 300 
 
 Hough. Washington, 1881. 18 p. 
 
 581. An address on museums illustrative of education ; by Hon. 309 
 
 John Eaton. Washington, 1881. 12 p. 
 
 582. 1881 no. 4. Education in France. Washington, 1881. 144 p. 67 
 
 583. 1881 no. 5. Causes of deafness among school children and its 68 
 
 influences on education, with remarks on the instruction of pupils 
 
 with impaired hearing and on aural hygiene in the schools, by 
 Samuel Sexton. Washington, 1881. 47 p. 
 
 584. 1881 no. 6. The effects of student life upon the eyesight; by 69 
 
 A. W. Calhoun. Washington, 1881. 29 p. 
 
 585. 1882 no. 1. The inception, organization, and management of 70 
 
 training schools for nurses. Washington, 1882. 28 p. 
 
 586. 1882 no. 2. Proceedings of the Department of superintendence 71 
 
 of the National educational association at its meeting at Wash- 
 ington, March 21-23, 1882. Washington, 1882. Ill p. 
 
 587. 1882 no. 3. The University of Bonn; [by Edmond Dreyfus- 72 
 
 Brisac.] Washington, 1882. 67 p. 
 
 588. 1882 no. 4. Industrial art in schools; by Charles G. Leland. 73 
 
 Washington, 1882. 37 p. 
 
 589. 1882 no. 5. Maternal schools in France. Washington. 1882. 74 
 
 14 p. 
 
 590. 1882 no. 6. Technical instruction in France. Washington, 75 
 
 1882. 63 p. 
 
 591. 1883 no. 1. Legal provisions respecting the examination and 76 
 
 licensing of teachers. Washington, 1883. 46 p. 
 
 592. 1883 no. 2. Coeducation of the sexes in the public schools of 7 7 
 
 the United States. Washington, 1883. 30 p. 
 
 593. 1883 no. 3. Proceedings of the Department of superintendence 78 
 
 of the National educational association at its meeting at Wash- 
 ington, February 20-22, 1883. Washington, 1883. 81 p. 
 
 594. 1883 no. 4. Recent school law decisions; compiled by Lyndon 79 
 
 .A. Smith. Washington, 1883. 82 p. 
 
 595. *1884 no. 1. Meeting of the International prison congress at 80 
 
 Rome, in October, 1884. Washington, 1884. 11 p. 
 
 596. 1884 no. 2. The teaching, practice, and literature of short- 81 
 
 hand; by Julius Ensign Rockwell. 2d. and enl. ed. Washing- 
 ton, 1885. 184 p. 
 
 . Additions to the teaching, practice, and literature of shorthand; 81—1 
 
 [by Julius Ensign Rockwell.] Washington, 1885. 159-182 p. 
 
 597. 1884 no. 3. Illiteracy in the United States in 1870 and 1880, 82 
 
 with diagrams and observations ; by Charles Warren ; with an 
 appendix on national aid to education ; by J. L. M. Curry. 
 Washington, 1884. 99 p. 
 
 598. 1884 no. 4. Proceedings of the Department of superintendence 83 
 
 of the National educational association at its meeting at Wash- 
 ington, February 12-14, 1884. Washington, 1884. 176 p. 
 
CIRCULARS OF INFORMATION. 
 
 45 
 
 Separates. 
 
 599. Address on arbor day in the public schools ; by J. B. Peaslee. 
 
 Washington, 1884. 14 p. 
 
 600. Address on the educational status and needs of the new 
 
 South; by Robert Bingham. Washington, 1884. 21 p. 
 
 601. 1884 no. 5. Suggestions respecting the educational exhibit at 
 the World’s industrial and cotton centennial exposition. Wash- 
 ington, 1884. 28 p. 
 
 602. 1884 no. 6. Rural schools; progress in the past; means of 
 
 improvement in the future; [by Annie T. Smith.] Washington, 
 1884. 90 p. 
 
 603. 1884 no. 7. Aims and methods of the teaching of physics ; by 
 Charles K. Wead. Washington, 1884. 158 p. 
 
 604. 1885 no. 1. City school systems in the United States; by John 
 D. Philbrick. Washington, 1885. 207 p. 
 
 605. 1885 No. 2. Teachers’ institutes; [compiled by James H. Smart.] 
 Washington, 1885. 206 p. 
 
 606. 1885 no. 3. A review of the reports of the British royal com- 
 
 missioners on technical instruction, with notes; by Charles O. 
 Thompson. Washington, 1885. 55 p. 
 
 607. 1885 no. 4. Education in Japan; [prepared and translated by 
 the Japanese department of education.] Washington, 1885. 56 p. 
 
 608. 1885 no. 5. Physical training in American colleges and universi- 
 ties ; by Edward Mussey Hartwell. Washington, 1886. 183 p. 
 
 609. 1886 no. 1. The study of music in public schools. Washing- 
 
 ton, 1886. 78 p. 
 
 610. 1886 no. 2. Proceedings of the Department of superintendence 
 
 of the National educational association at its meeting at Wash- 
 ington, February 23-26, 1886. Washington, 1886. 169 p. 
 
 611. 1887 no. 1. The College of William and Mary, a contribution to 
 
 the history of higher education, with suggestions for its national 
 promotion ; by Herbert B. Adams. Washington, 1887. 89 p. 
 
 (Contributions to American educational history, no. 1.) 
 
 612. 1887 no. 2. The study of history in American colleges and uni- 
 versities; by Herbert B. Adams. Washington, 1887. 299 p. 
 
 613. 1887 no. 3. Proceedings of the Department of superintendence 
 
 of the National educational association at its meeting at Wash- 
 ington, March 15-17, 1887. Washington, 1887. 200 p. 
 
 614. 1888 no. 1. Thomas Jefferson and the University of Virginia ; 
 
 by Herbert B. Adams, with authorized sketches of Hampden- 
 Sidney, Randolph-Macon, Emory-Henry, Roanoke, and Richmond 
 colleges, Washington and Lee university, and Virginia military 
 institute. Washington, 1888. 308 p. (Contributions to Amer- 
 
 ican educational history, no. 2.) 
 
 615. 1888 no. 2. The history of education in North Carolina ; by 
 
 Charles Lee Smith. Washington, 1888. 180 p. (Contributions 
 
 to American educational history, no. 3.) 
 
 616. 1888 no. 3. History of higher education in South Carolina, with 
 a sketch of the free school system ; by Colyer Meriwether. 
 Washington, 1889. 247 p. (Contributions to American educa- 
 tional history, no. 4.) 
 
 617. 1888 no. 4. Education in Georgia ; by Charles Edgeworth Jones. 
 
 Washington, 1889. 154 p. (Contributions to American educa- 
 
 tional history, no. 5.) 
 
 83-1 
 
 305 
 
 84 
 
 85 
 
 86 
 
 87 
 
 88 
 
 89 
 
 90 
 
 91 
 
 92 
 
 93 
 
 94 
 
 95 
 
 96 
 
 97 
 
 98 
 
 99 
 
 100 
 
46 
 
 LIST OP PUBLICATIONS. 
 
 618. 1888 no. 5. Industrial education in the South ; by A. D. Mayo. 101 
 
 Washington, 1888. 86 p. 
 
 610. 1888 no. 6. Proceedings of the Department of superintendence 102 
 
 of the National educational association at its meeting in Wash- 
 ington, February 14-16, 1888. Washington, 1888. 165 p. 
 
 Separate. 
 
 620. Alaska; by N. H. R. Dawson. Washington, 1889. 119- 102-1 
 
 134 p. 
 
 621. 1888 no. 7. History of education in Florida ; by George Gary 103 
 
 Bush. Washington, 1889. 54 p. (Contributions to American ed- 
 ucational history, no. 6.) 
 
 622. 1889 no. 1. Higher education in Wisconsin ; by William F. Allen 157 
 
 and David E. Spencer. Washington, 1889. 68 p. (Contribu- 
 tions to American educational history, no. 7.) 
 
 623. 1889 no. 2. Proceedings of the Department of superintendence 160 
 
 of the National educational association at its meeting in Wash- 
 ington, March 6-8, 1889. Washington, 1889. 300 p. 
 
 Separate. 
 
 624. Relation of manual training to body and mind; by C. M. 301 
 
 Woodward. [Washington, 1889?] 26 p. 
 
 Caption-title. 
 
 625. 1889 no. 3. History of education in Alabama, 1702-1889; by 163 
 
 Willis G. Clark. Washington, 1889. 281 p. (Contributions 
 
 to American educational history, no. 8.) 
 
 626. 1890 no. 1. The history of federal and state aid to higher 161 
 
 education in the United States; by Frank W. Blackmar. Wash- 
 ington, 1890. 343 p. (Contributions to American educational 
 history, no. 9.) 
 
 627. 1890 no. 2. English-Eskimo and Eskimo-English vocabularies; 165 
 
 compiled by Roger Wells and John W. Kelly ; preceded by ethno- 
 graphical memoranda concerning the Arctic Eskimos in Alaska 
 
 and Siberia ; by John W. Kelly. Washington, 1890. 72 p. 
 
 628. 1890 no. 3. The teaching and history of mathematics in the 167 
 
 United States; by Florian Cajori. Washington, 1890. 400 p. 
 
 629. 1891 no. 1. Higher education in Indiana; by James Albert 170 
 
 Woodburn. Washington, 1891. 200 p. (Contributions to Amer- 
 ican educational history, no. 10.) 
 
 630. 1891 no. 2. The fourth International prison congress, St. 171 
 
 Petersburg, Russia ; by C. D. Randall. Washington, 1891. 253 p. 
 
 631. 1891 no. 3. Sanitary conditions for .schoolhouses ; by Albert P. 173 
 
 Marble. Washington, 1891. 123 p. 
 
 632. 1891 no. 4. History of higher education in Michigan; by 174 
 
 Andrew C. McLaughlin. Washington, 1891. 179 p. (Con- 
 
 tributions to American educational history, no. 11.) 
 
 633. 1891 no. 5. The history of higher education in Ohio; by George’ 175 
 
 W. Knight and John R. Commons. Washington, 1891. 258 p. 
 
 (Contributions to American educational history, no. 12.) 
 
 634. 1891 no. 6. History of higher education in Massachusetts; by 176 
 
 George Gary Bush. Washington, 1891. 445 p. (Contributions 
 
 to American educational history, no. 13.) 
 
 635. 1891 no. 7. Promotions and examinations in graded schools; 177 
 
 by Emerson E. White. Washington, 1891. 64 p. 
 
636 . 
 
 CIRCULARS OF INFORMATION. 47 
 
 1891 no. 8. Rise and growth of the normal-school idea in the 178 
 United States; by J. P. Gordy. Washington, 1891. 145 p. 
 
 637. 1S91 no. 9. Biological teaching in the colleges of the United 179 
 
 States ; by John P. Campbell. Washington, 1891. 183 p. 
 
 638. 1892 no. 1. Southern women in the recent educational move- 186 
 
 ment in the South ; by A. D. Mayo. Washington, 1892. 300 p. 
 
 639. 1892 no. 2. Benjamin Franklin and the University of Penn- 188 
 
 syi vania ; ed. by Francis Newton Thorpe. Washington, 1893. 
 
 450 p. 
 
 640. 1893 no. 1. Shorthand instruction and practice; by Julius 192 
 
 Ensign Rockwell. Washington, 1893. 206 p. 
 
 641. 1893 no. 2. The history of education in Connecticut ; by 193 
 
 Bernard C. Steiner. Washington, 1893. 300 p. (Contributions 
 
 to American educational history, no. 14.) 
 
 642. 1893 no. 3. The history of education in Delaware; by Lyman 194 
 
 P. Powell. Washington, 1893. 186 p. (Contributions to Ameri- 
 can educational history, no. 15.) 
 
 643. 1893 no. 4. Abnormal man, being essays on education and 195 
 
 crime and related subjects, with digests of literature and a 
 bibliography ; by Arthur MacDonald. Washington, 1893. 445 p. 
 
 644. 1893 no. 5. Higher education in Tennessee; by Lucius Salis- 196 
 
 bury Merriam. Washington, 1893. 287- p. (Contributions to 
 
 American educational history, no. 16.) 
 
 645. 1893 no. 6. Higher education in Iowa; by Leonard F. Parker. 197 
 
 Washington, 1893. 190 p. (Contributions to American educa- 
 
 tional history, no. 17.) 
 
 646. 1893 no. 7. Statistics of public libraries in the United States 201 
 
 and Canada ; by Weston Flint. Washington, 1893. 213 p. 
 
 647. 1893 no. 8. The spelling reform; by Francis A. March. A 202 
 revision and enlargement of the author's pamphlet published 
 
 by the U. S. Bureau of education in 1881. Washington, 1893. 
 
 86 p. 
 
 648. 1894 no. 1. History of higher education in Rhode Island; by 209 
 
 William Howe Tolman. Washington, 1894. 210 p. (Contribu- 
 
 • tions to American educational history, no. 18.) 
 
 649. 1894 no. 2. History of education in Maryland; by Bernard C. 210 
 
 Steiner. Washington, 1894. 331 p. (Contributions to American 
 
 educational history, no. 19.) 
 
 650. 1898 no. 1. The history of education in Louisiana ; by Edwin 242 
 
 Whitfield Fay. Washington, 1898. 264 p. (Contributions to 
 American educational history, no. 20.) 
 
 651. 1898 no. 2. Higher education in Missouri ; by Marshall S. 243 
 
 Snow. Washington, 1898. 164 p. (Contributions to American 
 
 educational history, no. 21.) 
 
 652. 1898 no. 3. History of education in New Hampshire ; by George 244 
 
 Gary Bush. Washington, 1898. 170 p. (Contributions to 
 
 American educational history, no. 22.) 
 
 653. 1899 no. 1. History of education in New Jersey ; by David 252 
 
 Murray. Washington, 1899. 344 p. (Contributions to Ameri- 
 can educational history, no. 23.) 
 
 654. 1899 no. 2. History of education in Mississippi ; by Edward 255 
 
 Mayes. Washington, 1899. 290 p. (Contributions to Ameri- 
 
 can educational history, no. 24.) 
 
48 
 
 LIST OF PUBLICATIONS. 
 
 655. 1899 no. 3. History of higher education in Kentucky ; by Alvin 
 
 Fayette Lewis. Washington, 1899. 350 p. (Contributions to 
 
 American educational history, no. 25.) 
 
 656. 1900 no. 1. History of education in Arkansas; by Josiah H. 
 
 Shinn. Washington, 1900. 121 p. (Contributions to American 
 
 educational history, no. 26.) 
 
 657. 1900 no. 2. Higher education in Kansas ; by Frank W. 
 
 Blackmar. Washington, 1900. 166 p. (Contributions to Ameri- 
 
 can educational history, no. 27.) 
 
 658. 1900 no. 3. The University of the state of New York: history 
 
 of higher education in the state of New York ; by Sidney Sher- 
 wood. Washington, 1900. 538 p. (Contributions to American 
 
 educational history, no. 28.) 
 
 659. 1900 no. 4. History of education in Y errnont ; by George Gary 
 
 Bush. Washington, 1900. 216 p. ^Contributions to American 
 
 educational history, no. 29.) 
 
 660. 1902 no. 1. History of education in West Virginia; by A. R. 
 
 Whitehill. Washington, 1902. 165 p. (Contributions to Ameri- 
 can educational history, no. 30.) 
 
 G61. 1902 no. 2. The history of education in Minnesota ; by John N. 
 Greer. Washington, 1902. 223 p. (Contributions to American 
 educational history, no. 31.) 
 
 '662. 1902 no. 3. Education in Nebraska ; by Howard W. Caldwell. 
 
 Washington, 1902. 268 p. (Contributions to American educa- 
 
 tional history, no. 32.) 
 
 663. 1902 no. 4. A history of higher education in Pennsylvania ; by 
 Charles H. Haskins and William I. Hull. Washington, 1902. 
 272 p. (Contributions to American educational history, no. 33.) 
 
 664. 1903 no. 1. History of higher education in Colorado ; by James 
 
 Edward Le Rossignol. Washington, 1903. 67 p. (Contribu- 
 
 tions to American educational history, no. 34.) 
 
 665. 1903 no. 2. History of education in Texas; by J. J. Lane. 
 
 Washington, 1903. 334 p. (Contributions to American educa- 
 
 tional history, no. 35.) 
 
 666. 1903 no. 3. History of higher education in Maine; by Edward 
 W. Hall. Washington, 1903. 241 p. (Contributions to American 
 educational history, no. 36.) 
 
 IV. BULLETIN. 
 
 667. 1906 no. 1. The Education bill of 1906 for England and Wales 
 
 as it past the House of Commons ; by Anna Tolman Smith. 
 Washington, 1906. 48 p. 
 
 . Same. 2d ed. Washington, 1907. 48 p. * 
 
 668. 1906 no. 2. German views of American education, with par- 
 ticular reference to industrial development, collated from the 
 reports of the Royal Prussian industrial commission of 1904 ; by 
 William N. Hailmann. Washington, 1906. 55 p. 
 
 Contents : General considerations. — The kindergarten. — Elementary 
 schools. — Middle schools. — Normal instruction. — Drawing and art in- 
 ’ struction. — Industrial art schools. — Technical colleges and other ad- 
 
 vanced technical institutions. — Apprenticeship and trade schools. — 
 Contents of the “ Iieiseberiehte.” 
 
 256 
 
 262 
 
 263 
 
 264 
 
 265 
 
 280 
 
 281 
 
 282 
 
 283 
 
 292 
 
 293 
 
 294 
 
 360 
 
 361 
 
068 . 
 
 669. 
 
 670. 
 
 671. 
 
 672. 
 
 673. 
 
 BULLETIN. 
 
 1906 no. 2. 2d ed. German views of American education, with 
 particular reference to industrial development, collated from the 
 reports of the Royal Prussian industrial commission of 1904 ; by 
 William N. Hailmann. 2d ed. Washington, 1$07. 55 p. 
 
 1906 no. 3. State school systems: legislation and judicial de- 
 cisions relating to public education, October 1, 1904, to October 1, 
 1906; by Edward C. Elliott. Washington, 1906. 156 p. 
 
 Same. 2d ed. rev. Washington, 1907. 156 p. 
 
 Contents : Legislation relating to public education : A. Administra- 
 tive control and supervision of elementary and secondary education ; B. 
 State finance and support ; C. Local finance and support ; D. Build- 
 ings and sites ; E. Teachers in elementary and secondary schools ; F. 
 Teachers : employment, etc. ; G. Teachers : professional training and 
 education ; II. School population and attendance ; I. School discipline ; 
 J. Health regulations ; K. Text-books and supplies ; L. Subject-matter 
 of instruction ; M. Special types of school ; N. Secondary education : 
 High schools and academies ; O. Higher educational institutions ; P. 
 Professional and higher technical education ; Q. Private and endowed 
 higher institutions ; R. Libraries ; S. Education of defectives and delin- 
 quents. 
 
 Recent decisions of state supreme courts. 
 
 1907 no. 1. The continuation school in the United States; by 
 Arthur J. Jones. Washington, 1907. 157 p. 
 
 Contents : I. Introduction. — II. Statistical exhibit of school attend- 
 ance and withdrawal. — III. Agencies for supplementary education in 
 other countries. — IV. Different types of continuation school. — V. Kind 
 and amount of instruction given in continuation schools. — VI. The 
 place and purpose of the continuation school. — VII. Bibliography. 
 
 1907 no. 2. Agricultural education including nature study and 
 school gardens; by James Ralph Jewell. Washington, 1907. 
 140 p. 
 
 Contents : Chapter I. Nature study. — II. School gardens. — III. 
 Elementary agricultural education. — IV. Secondary agricultural edu- 
 cation. — V. Agricultural colleges. — VI. Practical advantages of agri- 
 cultural education. — Bibliography. — Appendix, Form for nature obser- 
 vations employed in the schools of Nova Scotia. 
 
 1907 no. 3. The auxiliary schools of Germany, six lectures ; by 
 B. Maennel. Tr., by Fletcher Bascom Dresslar. Washington, 
 1907. 137 p. 
 
 Contents : I. Historical sketch. — II. Reasons for the establishment 
 of auxiliary schools. — III. Admission procedure. — IV. The parents and 
 the whole environment of auxiliary school pupils before and during the 
 school period. — V. Health conditions of auxiliary school pupils. — VI. 
 The pupils of the auxiliary school and their characterization. — VII. 
 The building for the auxiliary school.— VIII. Classification of pupils 
 in an auxiliary school, and the number in each class. — IX. The daily 
 programme. — X. The curriculum. — XI. Methods of instruction. — XII. 
 Discipline in the auxiliary school. — XIII. Preparation of auxiliary 
 school pupils for confirmation. — XIV. The community and the State 
 in their relations to the auxiliary school. — XV. The teachers and the 
 principal of the auxiliary school. — XVI. The pedagogical significance 
 of the auxiliary school. 
 
 1907 no. 4. The elimination of pupils from school ; by Edward 
 L. Thorndike. Washington, 1908. 63 p. 
 
 Contents: I. Elimination by grades. — II. Elimination by ages. — - 
 III. Special reports. — IV. Data on elimination by grades. — V. Elimi- 
 nation by age. 
 
 43488—08 4 
 
 49 
 
 363 
 
 367 
 
 368 
 
 376 
 
 379 
 
 \ 
 
50 
 
 LIST OF PUBLICATIONS. 
 
 V. MISCELLANEOUS PUBLICATIONS. 
 
 674. Technical instruction. Washington, 1870. 784 p. 144 
 
 First edition incpmplete, printed pursuant to a call of House of 
 Representatives, January 19, 1870. 2d edition, enlarged, was published 
 as V. 21 of Barnard’s American journal of education. 
 
 675. Special report of the Commissioner of education on the condition 2 
 
 and improvement of public schools in the District of Columbia. 
 Washington, 1871. 912 p. 
 
 Printed also as Barnard’s American journal of education, Y. 19. 
 
 676. Statistics of colleges and collegiate institutions in the United 315 
 
 States. 1871. 11 p. 
 
 677. *Suggestions for a free-school policy for United States land 105 
 grantees. 1872. 6 p. 
 
 678. A statement of the theory of education in the United States of 106 
 America, as approved by many leading educators. Washington, 
 
 1874. 22 p. 
 
 679. Contributions to the annals of medical progress and medical 145 
 
 education in the United States before and during the War of 
 
 independence ; by Joseph M. Toner. Washington, 1874. 118 p. 
 
 680. Proceedings of the Department of superintendence of the Na- 304 
 tional educational association respecting state- and city-school- 
 reports. Washington, 1874. 26 p. 
 
 First part reprinted from Proceedings, Circular of information no. 
 
 1, 1874. 
 
 681. international exhibition, Philadelphia, 1876. Collections to illus- 316 
 trate the history of colleges, universities, professional schools, 
 
 and schools of science. 1875. 
 
 682. The Chilian international exposition of 1875, to be held at 318 
 
 Santiago, Chili. Letter of the United States Commissioner of 
 education. Programme of the special section for education. 
 Washington, 1875. 9 p. 
 
 683. * Synopsis of proposed centennial ; history of American education, 319 
 
 1776 to 1876. 1875. 18 p. 
 
 684. List of public-school-officials in the states and territories of the 110 
 United States, corrected to May 1, 1875. Washington, 1875. 
 
 62 p. 
 
 685. The national Bureau of education; its history, work, and limita- 107 
 
 tions; by Alexander Shiras. Washington, 1875. 16 p. 
 
 Cover-title. 
 
 686. * Educational conventions and anniversaries, 1876. 187 p. 108 
 
 687. Historical sketch of Mount Holyoke seminary; by Mary O. Nut- 146 
 
 ting. Washington, 1876. 24 p. 
 
 688. Historical sketch of Union college; [by F. B. Hough. 1 Wash- 147 
 
 ington, 1876. 81 p. 
 
 689. Public libraries in the United States of America, their history, 148 
 condition and management. Part I. ed. by S. R. Warren and 
 
 S. M. Clark. Part II. Rules for a dictionary catalogue; by C. A. 
 
 Cutter. Washington, 1876. 2 v. 
 
 Separates. 
 
 690. Chapter 25. The organization and management of public 122 
 
 libraries; by William F. Poole. 29 p. 
 
 691. Rules for a dictionary catalogue; by Charles A. Cutter. 162 
 
 2d ed. with corrections and additions.. Washington, 
 
 1889. 133 p. 
 
MISCELLANEOUS PUBLICATIONS. 51 
 
 Separates — Continued. * 
 
 692. Rules for a dictionary catalogue; by Charles A. Cutter. 172 
 
 3d ed. with corrections and additions and an alphabet- 
 ical index. Washington, 1891. 140 p. 
 
 693. Rules for a dictionary catalogue; by Charles A. Cutter. 340 
 
 4th ed. rewritten. Washington, 1904. 173 p. 
 
 694. A manual of the common native trees of the northern United 111 
 States. Washington, 1877. 23 p. 
 
 695. Are the Indians dying out? Preliminary observations relating to 112 
 Indians, civilization and education. Washington, 1877. 36 p. 
 
 696. Contributions to the history of medical education and medical 149 
 institutions in the United States of America, 1776-1876; by 
 
 N. S. Davis. Washington, 1877. 60 p. 
 
 697. The International conference on education held at Philadelphia, 109 
 
 July 17 and 18, in connection with the International exhibition 
 
 of 1876. Washington, 1877. 92 p. 
 
 698. Sale of diplomas. Washington, 1880. 4 p. 324 
 
 699. International educational congress, to be held at Brussels, 113 
 
 Belgium, August 22-29, 1880. Washington, 1880. 10 p. 
 
 700. The Indian school at Carlisle Barracks; [by Charles Warren.] 114 
 
 Washington, 1880. 5 p. 
 
 701. Industrial education in Europe. Washington, 1880. 9 p. 115 
 
 702. Vacation colonies for sickly school children. Washington, 1880. 116 
 
 4 p. 
 
 703. Progress of western education in China and Siam. Washington, 117 
 
 1880. 13 p. 
 
 704. Educational towns in France; [by Jules Ferry.] Washington, 118 
 
 1880. 4 p. 
 
 705. * Medical colleges in the United States. 1881. 3 p. 119 
 
 706. Comparative statistics of elementary education hi fifty principal 120 
 
 countries. [1881.] 
 
 (Folding-sheet.) 
 
 707. Fifty years of freedom in Belgium ; Education in Malta ; Third In- 121 
 
 ternational geographical congress at Venice in 1881 ; Illiteracy 
 
 and crime in France; School savings banks, and Education in 
 Sheffield. Washington, 1881. 8 p. 
 
 708. Library aids. Washington, 1881. 10 p. * 123 
 
 709. Recognized medical colleges in the United States. Washington, 124 
 
 1881. 4 p. 
 
 710. Education and crime; [by J. P. Wickersham.] Washington, 1881. 126 
 
 10 p. 
 
 711. Instruction in morals and civil government; [by A. Vessiot.] 127 
 
 Washington, 1882. 4 p. 
 
 712. Comparative statistics of elementary, secondary, and superior 128 
 
 education in sixty principal countries. 1882. 
 
 (Folding-sheet.) 
 
 713. National pedagogic congress in Spain. Washington, 1882. 4 p. 129 
 
 714. Natural science in secondary schools; [by F. Muhlberg.] Wash- 130 
 
 ington, 1882. 9 p. 
 
 715. High schools for girls in Sweden. Washington, 1882. 6 p. 131 
 
 716. Sketch of the Philadelphia normtll school for girls. Washington, 150 
 
 1882. 39 p. 
 
 717. Historical sketches of the universities and colleges of the United 151 
 
 Sfates; [University of Missouri.] ed. by Franklin B. Hough, 
 Washington, 1883. 72 p. 
 
52 
 
 LIST OF PUBLICATIONS. 
 
 718. Industrial education in the United States. Washington, 1883. 152 
 
 319 p. 
 
 Printed also as 47th Cong. 2d sess. Senate ex. doc. 25. 
 
 719. The Bufalini prize. Washington, 1883. 5 p. 132 
 
 720. Education in Italy and Greece. Washington, 1883. 8 p. 133 
 
 721. Answers to inquiries about the U. S. Bureau of education, its 134 
 
 work and history ; by Charles Warren. Washington, 1883. 29 p. 
 
 722. Planting trees in school grounds; [by Frankliji B. Hough.] 135 
 
 Washington, 1883. 8 p. 
 
 723. Articles exhibited in the Southern exposition of 1883 at Louis- 136 
 
 ville, Ky., from the museum of the U. S. Bureau of education. 
 Washington, 1883. 17 p. 
 
 724. Preliminary circular respecting the exhibition of education at the 137 
 
 World’s industrial and cotton centennial exposition. Washing- 
 ton, 1884. 11 p. 
 
 725. Report of the Director of the American school of classical studies 138 
 
 at Athens for the year 1882-83; [by William W. Goodwin.] 
 Washington, 1884. 13 p. 
 
 726. Building for the children in the South; [by A. D. Mayo.] Wash- 139 
 
 ington, 1884. 16 p. 
 
 727. Statistics regarding national aid to education. Washington, 140 
 
 1885. 8, 64 p. 
 
 728. Planting trees in school grounds; [by Franklin B. Hough], and 141 
 the celebration of arbor day; [by John B. Peaslee.] Washing- 
 ton, 1885. 3 p. 
 
 729. International educational congress at Havre. Washington, 1885. 142 
 
 6 p. 
 
 730. Outlines for a museum of anatomy; by R. W. Shufeldt. Wash- 154 
 
 ington, 1885. 65 p. 
 
 731. Educational exhibits and conventions, at the World’s industrial 155 
 
 and cotton centennial exposition, New Orleans, 1884-85. Wash- 
 ington, 1886. 3 v. 
 
 Contents : Pt. I. Catalogue of exhibits. — Pt. II. Proceedings of the 
 International congress of educators. — Pt. III. Proceedings of the De- 
 partment of superintendence of the National educational association, 
 and addresses delivered on Education days. 
 
 732. Indian education and civilization, a report prepared in answer 156 
 to Senate resolution of February 23, 1905; by Alice C. Fletcher. 
 Washington, 1888. 693 p. 
 
 Printed also as 48th Cong. 2d sess. Senate ex. doc. 95. 
 
 733. Art and industry. Industrial and high art education in the 153 
 United States; by I. Edwards Clarke. Part I. Drawing in the 
 public schools. Washington, 1885. cclix, 842 p. 
 
 There are two other editions, with slightly varying titles ; one 
 ordered by the Senate, the other by the House. 
 
 734. Art and industry. Education in the industrial and fine arts in 216 
 
 the United States; by Isaac Edwards Clarke. Part II. Indus- 
 trial and manual training in public schools. Washington, 1892. 
 cxlviii, 1338 p. 
 
 735. Art and industry. Education in the industrial and fine arts in 253 
 
 the United States; by Isaac Edwards Clarke. Part III. Indus- 
 trial and technical training in voluntary associations and en- 
 dowed institutions. Washington, 1897. liii, 1145 p. 
 
MISCELLANEOUS PUBLICATIONS. 53 
 
 736. Art and industry. Education in the industrial and fine arts in 254 
 
 the United States; by Isaac Edwards Clarke. Part IV. Indus- 
 trial and technical training in schools of technology and in U. S. 
 land grant colleges. Washington, 1898. lvi, 1020 p. 
 
 737. *Manual training. (Reprint of three chapters from Art and in- 272 
 dustry. ) 
 
 738. Report on education in Alaska, with maps and illustrations, by 325 
 
 Sheldon Jackson. Washington, 1886. 89 p. 
 
 739. United States Bureau of education, an office in the Interior de- 326' 
 
 partment 1867-1888. Washington, 1888. 8 p. 
 
 (Folding sheet.) 
 
 740. The United States Bureau of education created as a department 312 
 March 2, 1867, made an office of the Interior department, July 
 
 1, 1869. [1889?] ix p. 
 
 741. Indian education; by T. J. Morgan. Washington, 1890. 28 p. 159 
 
 (Bulletin no. 1, 1889.) 
 
 742. Honorary degrees as conferred in American colleges; by Charles 164 
 Forster Smith. Washington, 1890. 12 p. (Bulletin no. 1, 1890.) 
 
 743. Introduction of reindeer into Alaska, preliminary report of the 169 
 general agent of education for Alaska to the Commissioner of 
 education, 1890 ; [by] Sheldon Jackson. Washington, 1891. 15 p. 
 
 744. Rules and regulations for the conduct of schools and education 166 
 in the district of Alaska. Washington, 1890. 8 p. 
 
 745. Analytical index to Barnard’s American journal of education. 187 
 
 31 v., 1855-1881. Washington, 1892. 128 p. 
 
 746. Memoranda concerning education in Alaska; [by Sheldon Jack- 381 
 son]. Washington, 1892. 3 p. 
 
 747. Report of the Committee on secondary school studies appointed 205 
 at the meeting of the National educational association, July 
 
 9, 1892, with the reports of the conferences arranged by this 
 Committee and held December 28-30, 1892. Washington, 1893. 
 
 249 p. 
 
 748. Catalogue of “A. L. A.” library; 5,000 volumes for a popular 200 
 library, selected by the American library association and shown 
 
 at the World’s Columbian exposition. Washington, 1893. 592 p. 
 
 749. Facts relating to education. Washington, 1898. 10 p. 382 
 
 (Folding sheet.) 
 
 750. * Class intervals in city public schools. By James C. Boykin. 302 
 
 1893. 3 p. 
 
 751. Report on introduction of domesticated reindeer into Alaska ; 215 
 
 with maps and illustrations; by Sheldon Jackson. Washington, 
 
 1894. 187 p. 
 
 Printed also as 53d Cong. 2d sess. Senate ex. doc. 70. 
 
 752. Synopses of the courses of study of eighteen manual training 286 
 
 high schools. Washington, 1902. 20 p. 
 
 753. Rules and regulations regarding the United States reindeer 369 
 
 service in Alaska adopted June 10, 1907. Washington, 1907. 14 p. 
 
INDEX 
 
 [References are to serial numbers.] 
 
 Abnormal children, see Children, abnormalities 
 Abnormal man (MacDonald) 643 
 Adams, H. B., Chautauqua, 85 
 
 College of William and Mary, 611 
 Educational extension in the United States, 267 
 Study of history in American colleges and universities, 612 
 Summer schools in England, Scotland, France, and Switzerland, 167 
 Thomas Jefferson and the University of Virginia, 614 
 University extension in Great Britain, 233 
 Addis, Wellford, Advancement and improvement of agriculture in Europe, 103 
 Agricultural and mechanical colleges, 154. 202 
 Bertillon system for suppressing crime, 105 
 Colleges of agriculture and the mechanic arts, 104 
 Curriculum of the land-grant colleges, 132 
 
 Digest of the laws regulating the administration, character and finances of the public 
 school systems of the states of the Union, 77 
 Federal and state aid to higher education, 142 
 Learned professions and social control, 144 
 
 Some recent contributions of biology, sociology and metallurgy to the curriculum of 
 colleges, endowed by the federal government for the benefit of agriculture and 
 the mechanic arts, 139 
 
 Admission to college on certificate of secondary schools, 355 
 Advancement and improvement of agriculture in Europe, 103 
 Aesthetic element in manual training (Goodnough) 106 
 Africa, see British South African colonies ; Egypt ; Liberia 
 
 Agricultural and mechanical colleges, 37, 104, 154, 202, 251, 294, 333, 344, 377, 392, 424, 
 
 462, 498, 526 ; courses of study, 132, 139 ; establishment, 26 ; land grants, 26 ; Phila- 
 
 delphia International exhibition, 681 
 
 Agricultural education, 194, 671 ; Belgium, 482 ; France, 101, 482 ; Prussia, 101 ; United 
 States, 489 
 
 See also Agricultural and mechanical colleges 
 Agricultural education in high schools, 420 
 Agriculture, Europe, 103 
 
 Aims and methods of the teaching of physics (Wead) 603 
 Alabama, education, 625 
 Alaska (Dawson) 620 
 
 Alaska, education, 60, 63, 67, 70, 75, 79, 86, 110, 152, 199, 244, 290, 329, 434, 472, 490, 
 
 520, 738, 744, 746 ; Eskimos, 627 ; Hlingit language, 447 ; reindeer, 200, 290, 330, 435, 
 
 454, 491, 520, 743, 751, 753 
 Alcohol physiology and superintendence (Atwater) 270 
 Alcoholism, 271 
 
 See also Temperance instruction 
 Alderman, E. A., Eulogium of Dr. J. L. M. Curry, 401 
 Obligations and opportunities of scholarship, 270 
 Allen, W. F., Higher education in Wisconsin, 622 
 American bar association, Report on legal education, 65 
 American journal of education, documentary history, 23 ; index, 23, 745 
 American library association, Catalogue of t a library of 5,000 volumes, 748 
 American school of classical studies at Athens, 725 
 American students in foreign universities, 85 
 Anatomy, museums, 730 
 
 Andrews, C. C., Report on the system of public instruction in Sweden, 529 
 Anglo-Saxon language, 43 
 Anniversaries, educational, 686 
 Arbor day, 599, 728 
 See also Trees 
 
 Architecture, school, see School architecture 
 Are the Indians dying out? 695 
 
 Argentine Republic, education, 184, 533 ; industrial education, 475 
 
 55 
 
56 
 
 LIST OF PUBLICATIONS. 
 
 Arithmetic, text-books, 181, 230 
 Arkansas, education, 656 
 
 Aronstein, Dr. Ph., Development of English secondary schools for boys, 264 
 Art, industrial, 564, 588, 733, 734, 735, 736 ; study, 227 
 Art and education, 545 
 
 Art and industry, 455, 487, 733, 734, 735, 736 
 Art decorations in schoolrooms (Weeks) 107 
 
 Art education, 106, 452, 455, 487, 733, 734, 735, 736 ; relation to manual training, 106 
 
 Art education an important factor in industrial development (Ives) 487 
 
 Art education the true industrial education (Harris) 455 
 
 Artistic manual training, see Manual training 
 
 Arts, advancement, 308 
 
 Association of Catholic colleges, 317 
 
 Atherton, G. W., Legislative career of Justin S. Morrill, 285 
 Athletics, see Olympic games of 1896 
 
 Atkinson, F. W., Present educational movement in the Philippine Islands, 327 
 Attendance, see School attendance 
 
 Atwater, W. O., Alcohol physiology and superintendence, 270 
 Australasia, education, 217 
 Australia, education, 170, 440 
 
 Austria, commercial education, 93 ; industrial education, 102 
 Auxiliary schools, Germany, 672 
 
 Bacelli bill for the reform of higher education in Italy (Oldrini) 360 
 Baldwin, S. E., Readjustment of the collegiate to the professional course, 272 
 Barnard, Henry, 136, 365 ; commissioner of education, 21-34 ; American journal of 
 education, documentary history, 23 
 
 Belgium, agricultural education, 482 ; education, 218, 550 ; freedom, 707 ; kindergarten, 
 537 
 
 Benefactors, educational, 419 
 
 Bennett, C. A., Relation of manual training and art education, 106 
 Bertillon system for suppressing crime (Addis) 105 
 Bible in the public schools and state universities, 193 
 Bible study in American colleges, 192 
 
 Bibliographies, A. L. A. library catalogue, 748 ; Bureau of education, publications, 61, 510 ; 
 Confederate text-books, 236 ; criminology, 643 ; educational periodicals, 237, 281, 324, 
 372, 414, 456, 521 ; publications by members of certain college faculties and learned 
 societies, 542 
 
 Bingham, Robert, Address on the educational status and needs of the new South, 600 
 
 Biology, 139 ; teaching, 637 
 
 Bird’s-eye view of the St. Louis public school system in 1880 (Harris) 234 
 Blackmar, F. W., Higher education in Kansas, 657 
 
 History of federal and state aid to higher education in the United States, 626 
 
 Blind, education, 224 
 
 Blodgett, J. H., Legal provisions of the various states relating to teachers’ examinations 
 and certificates, 196 
 Sunday schools, 131 
 
 Boas, Franz, Growth of Toronto children, 151 
 Statistics of growth, 441 
 
 Boise, J. R., Pronunciation of Greek in this country, 45 
 Bolivia, education, 539 
 Bonn university, 587 
 
 Boykin, J. C., Class intervals in city public schools, 750 
 Laws relating to city school boards, 89 
 Statistics of city school systems, 205 
 Tennessee centennial and international exposition, 140 
 Typical institutions offering manual and industrial training, 98 
 
 Boys, education, 264 
 
 Brazil, education, 184 
 
 British India, education, 263, 516, 540 
 
 British royal commissioners on technical instruction, 606 
 
 British South African colonies, education, 352 
 
 British West Indies, education, 536 
 
 Brooks, C. P., International congress on technical education, 174 
 Report on the European textile schools, 173 
 Brown, E. E., Commissioner of education, 19-20, 508-527 
 Secondary education, 402 
 Bufalini prize, 719 
 
 Building for the children in the South (Mayo) 726 
 
 Buisson, Ferdinand, American education as described by the French commission to the 
 International exhibition of 1876, 569 
 
 Education of the will, 359 , , , . KO _ 
 
 Biilow, Baroness Marenholtz, Philosophy and methods of the kindergarten, 537 
 
INDEX 
 
 57 
 
 Bureau of education, 685, 739 ; annual report, 1867-68, index, 33 ; annual reports, plan 
 of publication, 23 ; circulars, 22-23, 528-666 ; circulars, plan, 22 ; establishment, 22, 
 23, 740; exhibit, Louisiana purchase exposition, 413; history, 721; needs, 562; publi- 
 cations, 33, 510 ; publications, 1867-1890, index, 61 ; report on legal education, 65 ; 
 schedule of statistics, 22 ; work, 721 
 
 Burgerstein, Leo, Means for spreading hygienic knowledge among the people, 172 
 Medical inspection of schools abroad, 354 
 Bush, G. G., First common schools of New England, 143 
 History of education in Florida, 621 
 History of education in New Hampshire, 652 
 History of education in Vermont, 659 
 History of higher education in Massachusetts, 634 
 Business education, see Commercial education 
 
 Butler, N. M., Status of education at the close of the century, 270 
 What knowledge is of most worth? 106 
 Cajori, Florian, Teaching and history of mathematics in the United States, 628 
 Caldwell, H. W., Education in Nebraska, 662 
 Calhoun, A. W., Effects of student life upon the eyesight, 584 
 Campbell, Dr. F. J., 224 
 
 Campbell, J. P., Biological teaching in the colleges of the United States, 637 
 Canada, education, 169, 242, 351, 440 
 Carlisle Indian school, 700 
 Carnegie institution of Washington, D. C., 321 
 Cataloguing, 689, 691, 692, 693 
 See also Library science 
 Catholic colleges, 317 
 
 Catholic parochial schools of the United States (Sheedy) 411 
 
 Causes of deafness among school children (Sexton) 583 
 
 Central America, education, 91 
 
 Certificates, teachers’, see Teaching, certificates 
 
 Chadbourne, P. A., Waste of labor in the work of education, 551 
 
 Changes in the age of college graduation (Thomas) 383 
 
 Charity schools, 553 
 
 Chautauqua (Adams) 85 
 
 Chemistry, teaching, 575 
 
 Chicago, World’s Columbian exposition, education, 72, 74 ; World's library congress, 73 
 Child study, 183, 315; Chicago, 370 
 
 Children, abnormalities, 225 ; care, 702 ; deafness, 583 ; growth, 151, 183 ; statistics, 441 ; 
 
 legal rights, 572 ; restlessness, see Inhibition ; study, 151, 183 
 Chile, education, 533 
 
 Chilian educational congress and exhibit, 417 
 
 Chilian international exposition, Santiago, education, 682 
 
 China, education, 489, 556, 703 
 
 Choate, Joseph, Education in America, 420 
 
 Church and education, 348 
 
 City school systems, 291, 332, 420, 604 ; St. Louis, 234 ; statistics, 112, 158, 205, 248, 375, 
 422, 461, 496, 524 
 
 See also Public schools 
 
 Civics, 711 ; teaching, England, 129, France, 129, Switzerland, 129 
 Civilization, definition, 455 
 
 Clark, S, M., Public libraries in the United States of America, 689 
 Clark, T, M., Rural school architecture, 573 
 Clark, W. G., History of education in Alabama, 625 
 
 Clarke, F. W., Report on the teaching of chemistry and physics in the United States, 575 
 Clarke, I. E„ Art and industry, 733, 734, 735, 736 
 Drawing in public schools, 545 
 Class intervals in city public schools (Boykin) 750 
 Classical education, 725 
 Coeducation, 85, 326, 410, 592 
 
 See also Women, education 
 College libraries, 570 
 College woman (Pace) 475 
 College-bred negro, 346 
 
 Colleges and universities, 423, 462, 497, 525 ; age of graduation, 383 ; Bible study, 192, 
 193 ; biology, teaching, 637 ; commencements, Connecticut, Maine, Massachusetts, New 
 Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, 541, south- 
 ern states, western states, 543 ; degrees, 742 ; entrance requirements, 133, 355 ; faculty 
 publications, 542 ; foreign, 108, 147, 198, 246, 328, 362, 405, 459, 474, 515, 532, Ameri- 
 can students, 85 ; Germany, 532, foreign students, 247, insurance, 442, pensions, 442 ; 
 graduates, vital statistics, 534 ; history, study, 612 ; length of course, 366 ; Philadel- 
 phia international exhibition, 681 ; professional training, 272 ; Prussia, women students, 
 247 ; physical education, 608; statistics, United States, 676; students, distribution, 534; 
 United States, 395, 458, 717 
 
 See also Degree-conferring institutions ; Higher education ; name of institution 
 
58 
 
 LIST OF PUBLICATIONS. 
 
 Colorado, higher education, G64 
 
 Colored race, see Negroes ; Southern states 
 
 Commencements, college, see Colleges and universities, commencements 
 
 Commercial education, 298, 323, 337, 379, 429, 468, 503 ; Austria, 93 ; Europe, 93, 128 ; 
 
 France, 93; Germany, 93, 483; Switzerland, 363; United States, 117, 159, 207, 483 
 Commissioner of education, Annual reports, 21-527 ; Annual statements, 1-20 
 Commons, J. R., History of higher education in Ohio, 633 
 Compare, Gabriel, Higher and secondary education in the United States, 99 
 Compulsory education, 85, 531 
 Confederate text-books (Weeks) 236 
 
 Connecticut, colleges and universities, commencements, 541 ; education, 641 
 
 Conscripts, French and Prussian, 528 
 
 Constitutional provisions respecting education, 25, 554 
 
 Construction of library buildings (Poole) 577 
 
 Consular reports on education, 149, 195, 245, 288, 331, 364, 404 
 
 Continuation schools, 85, 670 
 
 Conventions, educational, 308, 417, 686, 697, 699, 729, 731 
 Cook county normal school, 347 
 Cooking schools, 568 
 
 Corbett, H. R., Free high schools for rural pupils, 274 
 
 Corning, J. L., Reports on the systems of public instruction in Wiirttemberg, 557 
 
 Correlation of studies, 95 
 
 Correspondence schools, 369 
 
 Courses of study in medical schools, 165 
 
 Crime, France, 707 ; Germany, 446 
 
 Criminology, 105, 643 
 
 See also Education and crime 
 
 Cuba, education, 182, 436, 517 v 
 
 Current topics, 197, 303, 388, 437, 473, 488, 519 
 Curry, J. L. M., Education in the southern states, 401 
 National aid to education, 597 
 
 Curry, J. L. M., and his services to education in the South 401 
 Curtis, H. S., Vacation schools, playgrounds and settlements, 391 
 Cutter, C. A., 421 
 
 Rules for a dictionary catalogue, 689, 691, 692, 693 
 Dabney, C. W., Public school problem in the South, 319 
 
 Davis, N. S., Contributions to the history of medical education and medical institutions 
 in the United States of America, 696 
 Dawson, N. H. R., Commissioner of education, 1-2, 55-57 
 Alaska, 620 
 
 Deaf and dumb, education, 583 
 
 Deafness among school children (Sexton) 583 
 
 Defective classes, schools, 301, 340, 433, 471, 507 ; statistics, 119, 161, 209, 256 
 Degree-conferring institutions, supervision, 189 
 See also Colleges and universities 
 Degrees, honorary, colleges and universities, 742 
 Delaware, education, 399, 642 
 Denmark, education, 125, 557 
 Dental education in the United States, 185 
 DeRiemer, W. E., Education in India, 175 
 
 Development of English secondary schools for boys (Aronstein) 264 
 Dewey, Melvil, Papers prepared for the World’s library congress, 73 
 Diplomas, sale, 698 
 
 Directories, educational, 96, 141, 186, 282, 325, 373, 415, 457, 494, 522 
 
 Discipline, school, see School discipline 
 
 Diseases, schoolroom, see School hygiene 
 
 District of Columbia, public schools, 33, 675 
 
 Dodge, W. E., 421 
 
 Drawing, industrial, see Art, industrial 
 Drawing in the public schools (Clarke) 545, 733 
 
 Dresslar, F. B., tr. Auxiliary schools of Germany, by B. Maennel, 672 
 Dreyfus-Brisac, Edmond, University of Bonn, 587 
 Eaton, J. S., Educational training for railway service, 232 
 Eaton, John, commissioner of education, 35-54 
 
 Address on museums illustrative of education, 581 
 Address on national aid to education, 565 
 Address on the needs of the Bureau of education, 562 
 Education in Porto Rico, 266 
 
 Notes on education at the Columbian exposition, 74 
 Royal normal college for the blind. London, 224 
 
 Sketches of educational benefactors and lives devoted to education, 419 • 
 
INDEX. 
 
 59 
 
 Economic geography, see Geography, economic 
 Ecuador, education, 533 
 
 Education, constitutional provisions, 25, 554 ; consular reports, 149, 245, 331, 364, 404 ; 
 current topics, 106, 197, 303, 388, 437, 473, 488, 519; discussions (Walker) 135; for- 
 eign countries, 213, 260 ; miscellaneous questions, 150, 226, 286, 356, 420, 749 ; national 
 aid, 565, 597, 727 ; new history, 247 ; opinions, 34 ; Quincy method, 347 ; topics con- 
 cerning the several States, 109, 146, 287 ; United States, foreign influence, 178 
 Education, a national interest, 22-23 
 Education and art, see Art and education 
 Education and crime, 241, 643, 710 
 See also Criminology 
 
 Education and labor, see Labor and education 
 Education and patho-social studies, 81 
 Education and state, 27 
 
 Education bill of 1906 for England and Wales as it past the House of commons (Smith) 
 667 
 
 Education of French and Prussian conscripts, 528 
 Educational conventions and anniversaries, see Conventions 
 Educational directories, see Directories, educational 
 Educational exhibitions, see Exhibitions 
 Educational extension in the United States (Adams) 267 
 Educational land grants, see Land grants for educational purposes 
 Educational land policy of the United States, 24 
 Educational matters of interest in various states, 109, 146, 287 
 Educational meetings, 33 
 
 Educational movement in the South (Rose) 398 
 Educational museums, see Museums, educational 
 Educational pathology or self-government in schools, 307 
 Educational periodicals, see Periodicals, educational 
 Educational progress of the year 1901-02 (Harper) 357 
 Educational societies, see Societies, educational 
 Educational towns in France (Ferry) 704 
 Educational training for railroad service, 232, 309 
 Educational values (Harris) 78 
 Educational writers, 316, 353, 396, 445 
 See also Educators 
 Educators, 419 
 
 See also Educational writers 
 Effects of student life upon the eyesight (Calhoun) 584 
 Egypt, education, 550 
 
 Elementary education, 706 ; London, 559 ; statistics, 712, foreign, 120 
 Elimination of pupils from school (Thorndike) 673 
 
 Eliot, C. W., Expenditure for popular education justified by its results, 420 
 Good urban school organization, 420 
 Elliott, E. C., State school systems, 669 
 Ellis, G. W., Education in Liberia, 484 
 Emory-Henry college, 614 
 
 Engineering colleges, entrance requirements, 137 
 
 See also Agricultural and mechanical colleges ; Technical education 
 England, higher education, 450 ; school law, 667 ; secondary education, 264 ; summer 
 schools, 167 ; teaching, 247 ; civics, 129 
 See also Great Britain 
 English rural schools (Hulhert) 574 
 English-Eskimo and Eskimo-English vocabularies, 627 
 Eskimo language, 145, 627 
 Eskimos, Alaska, 627 ; Siberia, 627 
 
 Europe, agriculture, 103 ; commercial education, 93, 128 ; education, 84, 127, 171, 219, 
 276, 305 ; industrial education, 173, 701 
 Examinations, public schools, 635 ; teachers’, 196, 591. 
 
 Exhibitions, educational, Chicago, World’s Columbian exposition, 72, 74 
 Louisville, Ky., Southern exposition, 723 
 Nashville, Tenn., Centennial exposition, 140 
 
 New Orleans, World’s industrial and cotton centennial exposition, 601, 724, 731 
 Paris exposition (Philbrick) 566 ; sociology, 289 
 Philadelphia, Centennial exposition, 548, 552, 569, 681, 697 
 St. Louis, Louisiana purchase exposition, 413, 451, 452, 458, 459 
 Santiago, Chile, International exposition, 682 
 Vienna, International exposition, 538 
 Expenditure for popular education justified by its results (Eliot) 420 
 Experimental study of children (MacDonald) 183 
 Eyesight, effects of study, 584 
 Fay, E. W., History of education in Louisiana, 650 
 
 Federal anc[ state aid to higher education (Addis) 142; (Blackmar) 626 
 Ferry, Jules, Educational towns in France, 704 
 
60 
 
 LIST OF PUBLICATIONS. 
 
 Ficker, Dr. A., Educational statistics, 528 
 Fifty years of freedom in Belgium, 707 
 Finland, education, 557 
 
 First common schools of New England (Bush) 143 
 Fisher, Laura, Kindergarten, 406 
 
 Fletcher, A. C., Indian education and civilization, 732 
 
 Flint, Weston, Statistics of public libraries in the United States and Canada, 646 
 Florida, education, 621 
 
 Foreign students in German universities, 247 
 Forestry schools, 489, 580 
 
 France, J. M., Reports on the systems of public instruction in Greece, 533 
 France, agricultural education, 101, 482 ; commercial education, 93 ; crime, 707 : educa- 
 tion, 124, 180, 235, 322, 358, 403, 481, 512, 582, 704 ; illiteracy, 707 ; maternal schools, 
 589 ; summer schools, 167 ; teaching, civics, 129 ; technical education, 590 
 Franklin, Benjamin, and the University of Pennsylvania (Thorpe) 639 
 Franklin’s influence in American education (Thorpe) 345 
 Free high schools for rural pupils (Corbett) 274 
 Free school systems, 274, 616, 677 
 French, F. G., Education in Denmark, 125 
 Education in Norway, 126 
 
 Fundamental to accessory in the development of the nervous system and of movements, 
 310 
 
 Future of the colored race, 240 
 
 Gade, Gerhard, Report on the system of public instruction in Norway, 529 
 Garfield, J. A., Education, a national interest, 23 
 Gay, G. E., Public schools of the United States, 451 
 Technical schools, art schools, etc., 452 
 Universities and colleges of foreign countries, 459 
 Universities and colleges of the United States, 458 
 Gayley, C. M., Account of the proceedings of the International congress for reproduction 
 of manuscripts, Liege, 1905, 485 
 
 Geddes, Patrick, International association for the advancement of science, arts, and edu- 
 cation, 308 
 
 Geography, economic, 238 ; teaching, 148 
 Georgia, education, 453, 617 
 
 German instruction in American schools (Viereck) 314 
 German language, teaching, United States, 314 
 German views of American education, 668 
 
 Germany, auxiliary schools, 672 ; commercial education, 93, 483 ; crime, 446 ; education, 
 416 ; industrial education, 102 ; secondary education, 546 ; teachers, training, 558 ; 
 universities, foreign students, 247 ; pensions and insurance, 442 
 Gibbs, J. W., 421 
 
 Gilman, D. C., Report on the national schools of science, 37 
 Girls, education, 28, 715, 716 
 
 See also Women, education 
 Good urban school organization (Eliot) 420 
 Goodnough, W. S., Aesthetic element in manual training, 106 
 
 Goodwin, W. W., Report of the director of the American school of classical studies at 
 Athens for the year 1882-83, 725 
 Goodyear, W. H., Some principles of decorative art, 106 
 
 Gordy, J. P., Rise and growth of the normal-school idea in the United States, 636 
 Gove, Aaron, Public school systems of the United States, 397 
 Trail of the city superintendent, 270 
 Graded schools, see Public schools 
 Grading, see Promotions ; Public schools 
 
 Grammar and vocabulary of the Hlingit language of southeastern Alaska (Kelly and 
 Willard) 447 
 
 Great Britain, education, 123, 168, 216, 280, 318. 368, 393, 449, 511 ; university exten- 
 sion, 233 
 
 See also England 
 
 Greece, education, 130, 533, 720 ; language, 284 
 Greek language, 45 
 
 Greenwood, J. M., Notes on the history of American text-books on arithmetic, 181, 230 
 
 Greer, J. N., History of education in Minnesota, 661 
 
 Growth of children, see Children, growth 
 
 Growth of Toronto children (Boas) 151 
 
 Gymnastics, see Physical training 
 
 Hailmann, W. N., German views of American education, 668 
 Hall, E. W., History of higher education in Maine, 666 
 Ilampden-Sydney college, 614 
 Hampton institute, 443 
 
INDEX, 
 
 61 
 
 Harper, W. R., Educational progress of the year 1901-2, 357 
 Ideals of educational work, 106 
 Harris, W. T., commissioner of education, 3—18, 58-507 
 
 Address at dedication of the McKinley manual training school, Washington, D. C., 420 
 Art education the true industrial education, 455 
 Bird’s-eye view of the St. Louis public school system in 1880, 234 
 Definition of civilization, 455 
 Educational values, 78 
 Intellectual value of tool work, 455 
 Reports of the Mosely educational commission, 478 
 Study of art and literature in schools, 227 
 Hartwell, E. M., On physical training, 177, 407 
 
 Physical training in American colleges and universities, 608 
 Haskins, C. H., History of higher education in Pennsylvania, 663 
 
 Hatscheck, Julius, Regulations relating to pensions and insurance in all German uni- 
 versities, 442 
 Hawaii, education, 436 
 
 Hays, W. M., Agricultural education in high schools, 420 
 Heikel, Felix, Reports on the systems of public instruction in Finland, 557 
 High schools, public, justification, 273; Sweden, for girls, 715 
 See also Secondary education 
 
 Higher education, 249, 292, 611 ; Colorado, 664 : England, 450 ; federal aid, 142, 321, 626 ; 
 Indiana, 629 ; Iowa, 645 ; Italy, 360 ; Kansas, 657 ; Kentucky, 655 ; Maine, 666 ; Massa- 
 chusetts, 634 ; Michigan, 632 ; Missouri, 651 ; New York, 658 ; Ohio, 633 ; Pennsylvania, 
 663 ; Rhode Island, 648 ; South Carolina, 616 ; state aid, 142, 626 ; statistics, 115, 153, 
 712 ; Tennessee, 644 ; United States, 99, 201 ; Wisconsin, 622 
 See also Colleges and universities ; Professional education 
 Hilder, F. F., Education in Mexico and Central America, 91 
 
 Education in the Argentine Republic, Uruguay, and Brazil, 184 
 Hill, F. A., 421 
 
 Hinsdale, B. A., Notes on the history of foreign influence upon education in the United 
 States, 178 
 
 Western literary institute and college of professional teachers, 228 
 Hinsdale, M. L., Legislative history of the public school system of Ohio, 306 
 Western literary institute and college of professional teachers, 228 
 History, study, 612 
 
 History of secondary instruction in Germany (Jacobson) 546 
 Hlingit language, Alaska, 447 
 
 Holden, E. S., United States naval academy at Annapolis, 229 
 Honorary degrees as conferred in American colleges (Smith) 742 
 Hopkins grammar school, New Haven, Conn., 283 
 Hough, F. B., Historical sketch of Union college, 688 
 
 Historical sketches of the universities and colleges of the United States, 717 
 Planting trees in school grounds, 722, 728 
 
 Hough, Franklin, Constitutional provisions in regard to education in the several states 
 of the American Union, 554 
 Hough, Theodore, Swedish gymnastics, 239 
 Hulbert, H. W., English rural schools, 574 
 
 Hull, W. I., History of higher education in Pennsylvania, 663 
 Hygiene, 172 
 
 See also School hygiene 
 Iceland, education, 97 
 Ideals of educational work (Harper) 106 
 
 Illiteracy, 361 ; statistics, 528 ; France, 707 ; United States, 387, 597 
 Imitation, study, 134 
 
 Inception, organization and management of training schools for nurses, 585 
 Indexes, American journal of education, 23, 745 ; Bureau of education, publications, 61, 
 510 
 
 India, education, 175 
 
 Indian school at Carlisle Barracks (Warren) 700 
 Indiana, higher education, 629 
 Indians, 695, 732 ; education, 741 
 Industrial art, see Art, industrial 
 
 Industrial education, 85, 98, 160, 206, 253, 297, 668, 336, 428, 467, 502, 553, 588, 734, 735, 
 736 ; Argentine Republic, 475 ; Austria. 102 ; Europe, 173, 701 ; Germany, 102 ; The 
 South, 618 ; Switzerland, 102 ; United States, 409, 578, 718 
 Industrial exhibitions, see Exhibitions 
 Inhibition, 311 
 
 Inspection, see Medical inspection of schools 
 Instruction in forestry, 489 
 
 Insurance, colleges and universities, Germany, 442 
 Intellectual value of tool work (Harris) 455 
 
62 
 
 LIST OF PUBLICATIONS. 
 
 International association for the advancement of science, arts, and education (Geddes) 
 308 
 
 International conference on education, Philadelphia, 697 
 International congress for reproduction of manuscripts, Li£ge, 485 
 International congress of educators, 731 
 International congress on technical education (Brooks) 174 
 International educational congress, Brussels, 699 ; Havre, 729 
 International exhibitions, see Exhibitions 
 International geographical congress, 3d, Venice, 707 
 International prison congress, 92, 595, 630 
 Iowa, higher education, 645 
 
 Ireland, education, 123, 168, 216, 280, 318, 368, 393, 449, 511 
 
 Italy, education, 231, 360, 514, 720 ; higher education, 360 ; kindergartens, 537 ; technical 
 education, 538 
 
 Ives, H. C., Art education an important factor in industrial development, 487 
 Jackson, Sheldon, Education and reindeer in Alaska, 290, 520 
 
 Education in Alaska, 60, 63, 67, 70, 75, 79, 86, 110, 152, 199, 244, 329, 434, 472, 
 490, 738, 746 
 
 Introduction of reindeer into Alaska, 200, 330, 435, 491, 743, 751 
 Jackson, W. R., Present status of the certification of teachers in the United States, 400 
 Jacobson, Herman, German and other foreign universities, 532 
 History of secondary instruction in Germany, 546 
 James, E. J., Commercial education in Europe, 93 
 Japan, education, 221, 549, 607, statistics, 533 
 
 Jarvis, Dr. Edward, Value of common school education to common labor, 567 
 
 Jastrow, J., Higher education for business men in the United States and Germany, 483 
 
 Jefferson, Thomas, 614 
 
 Jewell, J. R., Agricultural education, 671 
 
 Johnston, W. P,, Work for a new South, criticism, 243 
 
 Jones, A. J., Continuation school in the United States, 670 
 
 Jones, C. E., Education in Georgia, 617 
 
 Joynes, E. S., Letter as to establishment of a normal school in Virginia, 312 
 Justification of the public high school (Morgan) 273 
 Juvenile criminality in Germany (Loening) 446 
 Kansas, higher education, 657 
 
 Kelly, J. W., English-Eskimo and Eskimo-English vocabularies, 627 
 Eskimo vocabularies, 145 
 
 Ethnographical memoranda concerning the Arctic Eskimos in Alaska and Siberia, 
 627 
 
 Kelly, W. A., Grammar and vocabulary of the Hlingit language of southeastern Alaska, 
 447 
 
 Kentucky, higher education, 655 
 
 Kindergartens, 211, 406, 537; Belgium, 537; Italy, 537; St. Louis, 138; statistics, 257, 
 302, 386 
 
 Knight, G. W., History of higher education in Ohio, 633 
 Kovalevsky, E., Edifcation in Russia, 371 
 
 Krohn, W. O., Minor mental abnormalities in children as occasioned by certain erroneous 
 school methods, 225 
 Labor and education, 535, 567 
 
 Land grants for educational purposes, 21, 24, 26, 677 
 
 Land-grant colleges, 344, 392; courses of study, 132; industrial education, 736; technical 
 education, 736 
 
 Lane, J. J., History of education in Texas, 665 
 Language question in Greece (Quinn) 284 
 Latin language, 44 
 
 Laveleye, E. de, Progress of education in Russia, 550 
 Law schools, see Professional education 
 Learned professions and social control (Addis) 144 
 Learned societies, see Societies, educational 
 
 Legal provisions respecting the examination and licensing of teachers, 591 
 Legal rights of children (Wilcox) 572 
 Legislative career of Justin S. Morrill (Atherton) 285 
 Leipzig university, 557 
 
 Leland, C. G., Industrial art in schools, 588 
 Length of teachers’ service, 460 
 
 LeRossignol, J. E., History of higher education in Colorado, 664 
 Letter to editors and publishers of newspapers, 33 
 Lewis, A. F., History of higher education in Kentucky, 655 
 Lewis, R. E., State education in Japan, 221 
 Liberia, education, 484 
 
INDEX. 
 
 63 
 
 Libraries, 279, 408, 689, 690 ; relation to public schools, 179, 275 ; United States and 
 Canada, 646 
 
 See also College libraries; Library science; School libraries 
 Library aids, 708 
 Library buildings, 577 
 Library catalogues, 748 
 Library legislation, 90 
 Library science, 73, 689, 690, 708 
 See also Cataloguing 
 
 Licenses, teachers’, see Teaching, certificates 
 
 Lifege, International congress for reproduction of manuscripts, 485 
 Limitations to artistic manual training (Richards) 106 
 
 Lindsay, S. M., Inauguration of the American school system in Porto Rico, 492 
 Liquor question, see Temperance instruction 
 Literature, study, 227 
 
 Loening, Edgar, Juvenile criminality in Germany, 446 
 
 London, education, 394 ; elementary education, 559 ; Royal normal college for the blind, 
 224 ; School board, 394 
 
 Lopez, E. A., Old and new methods of teaching, 475 
 Louisiana, education, 650 
 
 Louisville, Ky., Southern exposition, education, 723 
 Lyte, E. O., State normal schools of the United States, 412 
 MacDonald, Arthur, Abnormal man, 643 
 
 Experimental study of children, including anthropometrical and psycho-physical 
 measurements of Washington school children, 183 
 McKinley manual training school, Washington, D. C., dedication, 420 
 McLaughlin, A. C., History of higher education in Michigan, 632 
 Maennel, B., Auxiliary schools of Germany, 672 
 
 Maine, colleges and universities, commencements, 541 ; higher education, 666 
 Malta, education, 707 
 Mann, Horace, 94 
 
 Manual of the common native trees of the northern United States, 694 
 
 Manual training, 98, 160, 206, 253, 297, 336, 409, 428, 455, 467, 502, 624, 734, 737, 752 ; 
 
 illation to art education, 106 
 Manuscripts, 485 
 
 Marble, A. P., Sanitary conditions for schoolhouses, 631 
 March, F. A., Spelling reform, 576, 647 
 Study of Anglo-Saxon, 43 
 
 Martin, Artemas, Notes on the history of American text-books on arithmetic, 230 
 Martin, W. A. P., Report on the system of public instruction in China, 556 
 Maryland, education, 399, 649 
 
 Massachusetts, colleges and universities, commencements, 541 ; higher education, 634 
 
 Masson, Octavie, Kindergarten in Belgium, 537 
 
 Maternal schools in France, 589 
 
 Mathematics, history, 628 ; teaching, 628 
 
 Mayes, Edward, History of education in Mississippi, 654 
 
 Mayo, A. D., Building for the children in the South, 726 
 
 Development of the common school in the western states from 1830 to 1865, 223 
 Education in southwestern Virginia, 66 
 
 Final establishment of the American common school system in North Carolina, 
 South Carolina and Georgia, 453 
 
 Final establishment of the American common school system in West Virginia, 
 Maryland, Virginia, and Delaware, 399 
 Henry Barnard, 136 
 Industrial education in the South, 618 
 
 Organization and development of the American common school in the Atlantic and 
 central states of the South, 1830 to 1860, 269 
 Organization and reconstruction of state systems of common-school education in the 
 north Atlantic states from 1830 to 1865, 176 
 Services of Doctor Curry in connection with the Peabody fund, 401 
 Southern women in the x*ecent educational movement in the South, 638 
 William Preston Johnston's work for a new South, 243 
 
 Work on certain northern churches in the education of the freedmen, 1861-1900, 348 
 Mead, E. D., Old South work, 278 
 
 Means for spreading hygienic knowledge among the people (Burgerstein) 172 
 Measure of a teacher’s efficiency (Seaver) 475 
 
 Mechanical colleges, see Agricultural and mechanical colleges ; see Technical education 
 Medical education, 165, 679, 696, 705, 709 
 See also Professional education 
 Medical inspection of schools, 191 ; foreign, 354 
 Mental fatigue in school, 100 
 
 Meriwether, Colyer, History of higher education in South Carolina, 616 
 Merriam, L. S., Higher education in Tennessee, 644 
 
64 
 
 LIST OF PUBLICATIONS. 
 
 Metallurgy, 139 
 
 Mexico, education, 91 
 
 Michigan, higher education, 632 
 
 Military schools, see Virginia military institute 
 
 Mining engineering, 341 
 
 See also Technical education 
 Minnesota, education, 661 
 
 Minor mental abnormalities in children (Krohn) 225 
 Miscellaneous educational topics, 150, 226, 286, 356, 420 
 Mississippi, education, 654 
 Missouri, higher education, 651 
 Missouri university, 717 
 
 Modern language association of America, Committee of twelve, report, 187 
 Monroe, W. S., Progress of education in Italy, 514 
 Morality, 711 
 
 Morgan, H. H., Justification of the public high school, 273 
 
 Morgan, T. J., Indian education, 741 
 
 Morrill, J. S., 285 
 
 Mortality, see Teachers, mortality 
 
 Mosely educational commission, 478, 479 
 
 Mount Holyoke college, 687 
 
 Muhlberg, F., Natural science in secondary schools, 714 
 Murray, David, History of education in New Jersey, 653 
 Museums, educational, 581 
 Music, study, 609 
 
 Nashville, Tennessee centennial and international exposition, 140 
 
 National aid to education (Addis) 142; (Blackmar) 626; (Curry) 597; (Eaton) 565; 
 statistics, 727 
 
 National education association of the United States, secondary education, report, 747 
 National education association of the United States, Department of superintendence, 
 190, 270, 384, 544, 547, 555, 561, 579, 586, 593, 598, 610, 613, 619, 623, 680, 731 
 National government and higher education (Walcott) 321 
 National land grants for educational purposes, 26 
 National pedagogic congress in Spain, 713 
 Natural science in secondary schools (Muhlberg) 714 
 Nature study, 671 
 Naval academy, United States, 229 
 Nebraska, education, 662 
 Necrology, 111, 212, 259, 350, 418 
 
 Negroes, education, 118, 208, 240, 254, 299, 338, 346, 348, 381, 431, 505 
 See also Southern states 
 Nervous system, 310 
 
 See also Inhibition ; Physiology 
 Netherlands, education, 557 
 
 Netolitzky, August, Medical inspection of schools abroad, 354 
 New England, education, 143 
 
 New Hampshire, colleges and universities, commencements, 541 ; education, 652 
 New Haven, Connecticut, Hopkins grammar school, 283 
 
 New Jersey, colleges and universities, commencements, 541 ; education, 653 
 New Orleans, World’s industrial and cotton centennial exposition, education, 601, 
 724, 731 
 
 New Prussian school law of 1906, 513 
 
 New York, colleges and universities, commencements, 541 ; higher education, 658 ; 
 
 secondary education, 486 
 New Zealand, education, 170, 440 
 
 Newell, M. A., Contributions to the history of normal schools in the United States, 258 
 Noel, J. V., Report on the Chilean educational congress and exhibit, 417 
 Nohle, Dr. E., History of the German school system, 166 
 
 Normal and training schools, 32, 636, 716; statistics, 114, 156, 203, 252, 295, 334, 378, 
 426, 465, 500 ; United States, 258, 412 ; Virginia, 312 
 
 See also Cook county normal school ; Teachers, training 
 North Atlantic states, public schools, 176 
 North Carolina, education, 453, 615 
 Norway, education, 126, 529 
 
 Nurses, training schools, 380, 430, 469, 504, 518, 585, 560 
 Nutting, M. A., Education and professional position of nurses, 518 
 Nutting, M. O., Historical sketch of Mount Holyoke seminary, 687 
 Obligations and opportunities of scholarship (Alderman) 270 
 Ohio, education, 306 ; higher education, 633 
 
INDEX. 
 
 65 
 
 Old and new methods of teaching (Lopez) 475 
 Old South work (Mead) 278 
 
 Oldrini, Alexander, Bacelli bill for the reform of higher education in Italy, 360 
 Public education in Italy and its reform, 231 
 Olympic games of 1896, 106 
 
 Orcutt, Hiram, Methods of school discipline, 530 
 Organization, school, see School organization 
 
 Organization and reconstruction of state systems of common-school education in the 
 North Atlantic states from 1830 to 1865 (Mayo) 176 
 Orr, G. J., Address on the needs of education in the South, 563 
 Oxford university, 367 
 Pace, E. A., College woman, 475 
 
 Packard, R. L., Education in Cuba, Porto Rico, and the Philippines, 182 
 Talmer, A. F., 421 
 
 Paris exposition, education, 566 ; sociology, 289 
 
 Parochial schools, see Catholic parochial schools of the United States 
 Parker, Francis Wayland, and his work for education, 347 
 Parker, L. F., Higher education in Iowa, 645 
 Peabody, E. P., Kindergarten in Italy, 537 
 Peabody fund, trustees, 401 
 
 Pearne, T. H., Education in the British West Indies, 536 
 Peaslee, J. B., Address on arbor day in the public schools, 599 
 Celebration of arbor day, 728 
 Pedagogy, 713 
 
 See also Teaching 
 
 Pennsylvania, colleges and universities, commencements, 541 : higher education, 663 
 Pennsylvania university, 639 
 
 Pensions, colleges and universities, Germany, 442 
 See also Teachers, pensions 
 
 Periodicals, educational, 237, 281, 324, 372, 414, 456, 521 
 
 Philadelphia centennial exhibition, education, 548, 552, 555, 569, 681, 683, 697 
 Philadelphia normal school for girls, 716 
 
 Philbrick, ,T. D., Address on education at the Paris exposition. 566 
 City school systems in the United States, 604 
 Philippine Islands, education, 182, 327, 385, 436, 499, 517 
 Philosophy and methods of the kindergarten (Biilow) 537 
 Phonography, see Stenography 
 Physical training, 177, 407, 608 ; Sweden, 239 
 Physics, teaching, 575, 603 
 Physiology, 270, 310 
 
 Pitman, Benn, Sir Isaac Pitman and his services to phonography, 475 
 Pitman, Sir Isaac, and his services to phonography, 475 
 Planting trees in school grounds (Hough) 722, 728 
 Play grounds, 277, 391 
 
 Plugge, C. H., Reports on the systems of public instruction in the Netherlands, 557 
 
 Poole, W. F., Construction of library buildings, 577 
 
 Portable schoolhouses, see Schoolhouses, portable 
 
 Porto Rico, education, 182, 266, 374, 492 
 
 Portugal, education, 539, 557 ; statistics, 533 
 
 Powell, L. P., History of education in Delaware, 642 
 
 Practical and industrial education in the Argentine Republic (Zubiaur) 475 
 Present status of the certification of teachers in the United States (Jackson) 400 
 Prisons, congresses, 92, 595, 630 
 Private schools, United States, 83 
 
 Professional education, 65, 144, 272, 376. 425, 464, 499, 527 ; Philadelphia international 
 exhibition, 681 : statistics, 116, 155, 250, 293 
 
 See also Higher education ; Medical education 
 Progress of educational reform in China (Williams) 489 
 Progress of public education in Italy (Suzzara- Verdi) 360 
 Progress of western education in China and Siam, 703 
 Promotions, public schools, 222, 635 
 
 Prussia, agricultural education, 101 ; colleges and universities, women students, 247 ; 
 
 school law, 513 ; secondary education, 30 
 Psychological tendencies, 134 
 Public and private kindergartens, 211. 
 
 Public instruction, see Public schools 
 Public libra*ies, see Libraries 
 
 43488— OS— 5 
 
66 
 
 LIST OF PUBLICATIONS. 
 
 Public schools, 273. 420, GOO ; Bible study, 103 ; courses of study, Germany, 416 ; Dela- 
 ware, 300; District of Columbia, 33, 075; Georgia, 453; grading, 00; Maryland 300- 
 me , d , 1 . cal ,., insp . ection ’ 191 > 354 ’ New England,. 143; North Carolina, 453 ; relation to 
 public libraries, 170, 275; Southern states, 200, 310; South Carolina, 268, 453* sta- 
 tistics, 88, 100; United States, 33, 83, 451; Virginia, 208, 300; Western states, ’ 223 • 
 West Virginia, 300 
 
 See also City school systems 
 Pupil self-government, 307, 530 
 Tupils, classification, 222 
 Quincy method, 347 
 
 Quinn, Daniel, Education in Greece, 130 
 Language question in Greece, 284 
 Railroad service, 232, 300 
 
 Randall, C. D., Fifth International prison congress, 02 
 Fourth International prison congress, 630 
 Randolph-Macon college, 614 
 
 Readjustment of the collegiate to the professional course (Baldwin) 272 
 Recognized medical colleges in the United States, 700 
 
 Reed, Sir Charles Address, 550 
 
 Reform schools, 432, 553 ; statistics, 120, 162, 210, 255, 300, 339, 382, 470, 506 
 Reindeer, Alaska, 200, 290, 330, 435, 454, 491, 520, 743, 751, 753 
 
 Relation of education to industry and technical training in American schools (White) 
 578 
 
 Relation of education to labor, 535 
 
 Relation of manual training and art education (Bennett) 106 
 Relation of manual training to body and mind (Woodward) 624 
 Research, national aid, 321 
 
 Rhode Island, colleges and universities, commencements, 541 ; higher education. 648 
 Rhodes scholarship, 480 
 
 Richards, C. R., Limitations to artistic manual training. 106 
 Richardson, W. G., Latin pronunciation, 44 
 Richmond college, 614 
 
 Rise and growth of the normal-school idea in the United States (Gordy) 636 
 Roanoke college, 614 
 
 Robinson, O. EL, Rochester university library, 570 
 Rochester university library (Robinson) 570 
 Rockwell. .T. E., Shorthand instruction and practice, 640 
 Teaching, practice, and literature of shorthand, 596 
 Role of the school-teacher in the struggle against alcoholism (Sluys) 271 
 Rose, Wyckliffe, Educational movement in the South, 398 
 Royal normal college for the blind, London, 224 
 Royal Prussian industrial commission, 668 
 
 Ruffner, Henry, Proposed plan for the organization and support of common schools in 
 Virginia, 268 
 
 Rules for a dictionary catalogue (Cutter) 689, 691, 692, 693 
 Rural education, 274 
 
 Rural schools, 602 ; architecture, 573 ; English, 574 
 Russia, education, 371, 550 
 
 St. Louis, kindergartens, 138 ; Louisiana purchase exposition, education, 413, 451, 452, 
 458, 459 ; public schools, 234 
 Salaries, see Teachers, salaries 
 Salve, M. de, Education in Turkey, 550 
 Sanitary conditions for schoolhouses (Marble) 631 
 Santiago, Chilian international exposition, education, 682 
 Savings banks, 707 
 School architecture, 31, 573 
 School attendance, 673 
 
 School boards, 89 « 
 
 School discipline, 307, 530 
 School expenditure, 420 
 School gardens, 671 
 School hygiene, 528, 631 
 See also Hygiene 
 
 School law. 196, 344, 392, 594, 669 ; England, 667 ; Prussia, 513 , United States, 77 ; 
 Wales, 667 
 
 School libraries, 279, 408 
 
 School management, see Pupil self-government 
 
 School officials, United States, 684 # 
 
 School organization, 528 
 School savings banks, 707 
 School settlements, 391 
 
INDEX. 
 
 67 
 
 School systems, Argentine Republic, 533; Bolivia, 539; Chile, 533; China, 556; Denmark, 
 557 : Ecuador, 533 ; Egypt, 550 : Finland, 557 : Germany. 166 ; Greece, 533 ; Nether- 
 lands, 557 ; Norway, 529 ; Porto Rico, 492 ; Portugal, 539, 557 ; Spain, 539 ; Sweden, 
 448, 529 : Uruguay, 539, Wiirttemberg, 557 
 
 See also City' school systems; State school systems; names of other countries 
 Schoolhouses, architecture, 31 ; portable, 260 ; sanitary conditions, 631 
 Schoolrooms, decorations, 107 ; diseases, 528 
 Schools, statistics, 384 
 
 See also Private schools ; Public schools 
 Science, advancement, 308 
 
 Scientific schools, sec Agricultural and mechanical colleges 
 Scotland, summer schools, 167 
 
 Seaver, E. P., Measure of a teacher's efficiency, 475 
 
 Secondary education. 29, 83, 99, 273, 402, 747 ; agriculture, 420 : England, 264 ; Ger- 
 many, 546: natural science. 714: New York, 486; Prussia, 30; statistics, 113, 157, 204, 
 296,' 335, 427, 466, 501. 712; Sweden, 715 
 Self-government, see Pupil self-government 
 Servia, education, 550 
 Settlements, school, 391 
 
 Sexton, Samuel, Causes of deafness among school children and its influences on education, 
 583 
 
 Sheedy, M. M., Catholic parochial schools of the United States, 411 
 Sheffield, education, 707 
 
 Sherwood, Sidney, University of the state of New Y’ork, 658 
 Shinn, J. H., History of education in Arkansas, 656 
 Shiras, Alexander, National Bureau of education, 685 
 Shorthand, see Stenography 
 
 Shorthand instruction and practice (Rockwell), 640 
 Shufeldt, R. W., Outlines for a museum of anatomy, 730 
 Siam, education, 703 
 Siberia, Eskimos, 627 
 
 Sluys, A., Role of the school-teacher in the struggle against alcoholism, 271 
 Smart, J. H., Teachers' institutes, 605 
 
 Smith, A. T., Coeducation in the schools and colleges of the United States, 410 
 
 Education bill of 1906 for England and Wales as it past the House of commons, 667 
 
 Education in Canada, 169 
 
 Education in France, 124, 180 
 
 Education in Great Britain and Ireland, 123, 168 
 
 Public education in Australia, New Zealand, and Tasmania, 170 
 
 Rural schools, 602 
 
 Smith, C. F., Honorary degrees as conferred in American colleges, 742 
 Smith, C. L., History of education in North Carolina, 615 
 Smith; L. A., Recent school law decisions, 594 
 
 Smith, Walter, Address on technical education and industrial drawing, 564 
 Snow, M. S., Higher education in Missouri, 651 
 Societies, educational, SO, 542 
 Sociology, 139 
 
 Sociology at the Taris exposition of 1900 (Ward) 289 
 
 Southern states, education, 243, 269, 313, 398, 401, 563, 600, 638, 726 ; history, 278 ; in- 
 dustrial education, 618 ; public schools, 319 
 See also Negroes 
 
 South Carolina, education, 268, 453 ; higher education, 616 
 Southern educational association, Richmond, 313 
 
 Southern women in the recent educational movement in the South (Mayo) 638 
 Spain, education, 539 
 Spelling, reform, 576, 647 
 
 Spencer, D. E., Higher education in Wisconsin, 622 
 State aid to education, 142, 626 
 
 State constitutions, educational provisions, 25, 554 
 
 State legislation respecting establishment of scientific schools, 26 
 
 State school systems, 27, 77, 176, 397, 669 ; Ohio, 306 ; statistics, 164, 215, 262, 343, 390, 
 439, 495, 523 
 
 State supervision of degree-conferring institutions, 189 
 State supervision of public schools, 27 
 Statistics of education (Ficker) 528 
 
 Steiner, B. C„ History of education in Connecticut, 641 
 History of education in Maryland, 649 
 Stenography, 475, 596, 640 
 Steuart, J. H., University of Leipzig, 557 
 Studies, correlation, 95 
 
 Study of art and literature in schools (Harris) 227 
 
 Study of history in American colleges and universities (Adams) 612 
 
68 
 
 LIST OF PUBLICATIONS, 
 
 Study of music in public schools, 609 
 
 Suggestions for a free-school policy for United States land grantees 677 
 Summer schools, England, 167; France, 167; Scotland, 167; Switzerland, 167 
 See also Vacation schools 
 Sunday schools, 131 
 Superintendents, city, 270 
 
 Suzzara-Verdi, Tullio de, Progress of public education in Italy, 360 
 
 Sweden, education, 97, 220, 448, 529; physical education, 239; secondary education, 715 
 
 Swedish gymnastics (Hough) 239 
 
 Switzerland, commercial education, 363 ; indastrial education, 102 ; summer schools, 167 ; 
 
 teaching, civics, 129 
 Tasmania, education, 170 
 
 Teachers, efficiency, 475 ; length of service, 460 ; mortality, 247 ; pensions, 85, 247 ; sal- 
 aries, 247 ; training, 228 ; training, Germany, 558 
 
 See also Examinations; Normal and training schools 
 Teachers’ institutes, 605 
 
 See also Normal and training schools 
 
 Teaching, certificates, 196, 400, 591 ; chemistry, 575 ; England, 247 ; methods, 225, 475 ; 
 physics, 575, 603 ; Wales, 247 
 See also Pedagogy 
 
 Technical education, 174, 232, 309, 423, 452, 463, 497, 525, 564, 606, 674, 735, 736 ; 
 France, 590 ; Italy, 533 ; United States, 409, 578 
 
 See also Agricultural and mechanical colleges ; Engineering colleges 
 Temperance instruction, 320 ; laws, 349 ; public schools, 444 
 Tennessee, higher education, 644 
 Texas, education, 665 
 Text-books, bibliography, 236 
 Textile schools, see Industrial education 
 
 Thomas, W. S., Changes in the age of college graduation, 383 
 
 Thompson, C. O.. Review of the reports of the British royal commissioners on technical 
 instruction, 606 
 
 Thorndike, E. L., Elimination of pupils from school, 673 
 
 Thornwell, Dr. J. H., Letter to Governor Manning on public instruction in South Caro- 
 lina, 268 
 
 Thorpe. F. N., Benjamin Franklin and the University of Pennsylvania, 639 
 Franklin's influence in American education, 345 
 Thwing, C. F.. American universities, 395 
 
 Tolman, W. II., History of higher education in Rhode Island, 648 
 
 Toner, J. M., Contributions to the annals of medical progress and medical education in 
 the United States, before and during the War of independence, 679 
 Facts of vital statistics in the United States, 534 
 Toronto, children, growth, 151 
 Trail of the city superintendent (Gove) 270 
 Training schools, see Normal and training schools 
 Training schools for nurses, 560 
 Training schools of cookery, 568 
 
 Trees, United States, 694 ; in school grounds, 722, 728 
 See also Arbor day 
 Truant schools, 265 
 
 True, A. C., American system of agricultural education and research, 489 
 Turkey, education, 550 
 
 Typical institutions offering manual and industrial training (Boykin), 98 
 Union college, 688 
 
 United States, education, foreign influence, 178 ; German views, 668 ; relation to indus- 
 try, 578 ; statement of theory, 678 
 United States naval academy at Annapolis (Holden) 229 
 Universities and colleges, see Colleges and universities 
 University extension in Great Britain (Adams) 233 
 University of the state of New York (Sherwood) 658 
 University types and ideals, 188 
 Uruguay, education, 184, 539 
 Vacation colonies for sickly school children, 702 
 Vacation schools, 277, 391 
 
 See also Summer schools 
 
 Value of common school education to common labor (Jarvis) 567 
 
 Van Bokkelen, L., Compulsory education, 531 . 
 
 Vermont, colleges and universities, commencements, 541 ; education, 659 
 
 Vessiot, A., Instruction in morals and civil government, 711 
 
 Vienna, International exposition, education, 538 
 
 Viereck, L., German instruction in American schools, 314 
 
 Virchow, Dr. R., School-room diseases, 528 
 
 Virginia, education, 66, 268, 399 ; normal and training schools, 312 
 
INDEX. 
 
 69 
 
 Virginia military institute, 614 
 Virginia university, 614 
 
 Waid. L. F., Sociology at the Paris exposition of 1900, 289 
 
 Walcott, C. D., Relations of the National government to higher education and research, 321 
 Wales, school law, 667 ; teaching, 247 
 Walker, F. A., 135 
 
 Discussion of educational topics, 135 
 
 Warren, Charles, Answers to inquiries about the United States Bureau of education, 721 
 Distribution of college students in 1870-71, 534 
 Illiteracy in the United States in 1870 and 1880, 597 
 Indian school at Carlisle Barracks, 700 
 
 Inquiry concerning the vital statistics of college graduates, 534 
 Warren, Joseph, Schools in British India, 540 
 
 Warren, S. B., Public libraries in the United States of America, 689 
 Washington, D. C., study of children, 183 
 Washington and Lee university, 614 
 
 Waste of labor in the work of education (Chadbourne) 551 
 
 Watson, Foster, Notices of some early English writers on education, 316, 353, 396, 445 
 Wead, C. K., Aims and methods of the teaching of physics, 603 
 Weeks, S. B., Art decorations in school-rooms, 107 
 Confederate text-books, 236 
 
 Preliminary list of American learned and educational societies, 80 
 Wells, Roger, English-Eskimo and Eskimo-English vocabularies, 627 
 Eskimo vocabularies, 145 
 West Indies, see British West Indies 
 West Virginia, education, 399, 660 
 
 Western literary institute and college of professional teachers (Hinsdale, B. A., and 
 Hinsdale, M. L.) 228 y 
 
 Western states, public schools, 223 
 What is education? 34 
 
 What knowledge is of most worth? (Butler) 106 
 White, E. E., 421 
 
 Promotions and examinations in graded schools, 635 
 
 Relation of education to industry and technical training in American schools, 578 
 Whitehill, A. R., History of education in West Virginia, 660 
 Wickersham, J. P., Education and crime, 710 
 Wilcox, S. M., Legal rights of children, 572 
 Will, 359 
 
 Willard, F. H., Grammar and vocabulary of the Hlingit language of southeastern 
 Alaska, 447 
 
 Willard, H. K., Contributions to the history of the Hopkins grammar school. New Haven. 
 
 Connecticut, 283 
 William and Mary college, 611 
 
 Williams, E. T., Progress of educational reform in China, 489 
 
 Winsor, Justin, College library, 570 
 
 Wisconsin, higher education, 622 
 
 Wise, H. A., Address, 268 
 
 Wissler, Clark, Statistics of growth, ^41 
 
 Women, education, 28, 475 
 
 See also Coeducation ; Girls 
 Women and education, 638 
 Women students in Prussian universities, 247 
 Woodburn, J. A., Higher education in Indiana, 629 
 
 Woodward, C. M., Manual, industrial and technical education in the United States, 409 
 Relation of manual training to body and mind, 624 
 Work and influence of Hampton, 443 
 
 Work of certain northern churches in the education of the freedmen 1861-1900 (Mayo) 
 348 
 
 World’s fairs, see Exhibitions 
 Wiirttemberg, education, 557 
 
 Zubiaur, J. B., Practical and industrial education in the Argentine Republic, 475 
 
 o 
 
UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 3 WHOLE NUMBER 386 
 
 BIBLIOGRAPHY OF EDUCATION 
 FOR 1907 
 
 COMPILED BY 
 
 JAMES INGERSOLL WYER, Jr., and MARTHA L. PHELPS 
 OF THE NEW YORK STATE LIBRARY 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1908 
 
CONTENTS. 
 
 Letter of Transmittal. 
 
 Page. 
 
 5 
 
 Introduction 
 
 History 
 
 Plan 
 
 Literature of 1907 
 
 Outline of classification 
 
 Bibliography 
 
 Education — theory, philosophy 
 
 Psychology and education 
 
 Periodicals 2 
 
 Associations and societies 
 
 The study of education 
 
 History of education 
 
 Biography 
 
 Teachers, methods, discipline 
 
 Teachers 
 
 Training of teachers 
 
 Salaries of teachers 
 
 Pensions for teachers 
 
 School organization and administration ; the superintendent 
 
 Vacation schools 
 
 Classification of pupils 
 
 Promotion of pupils 
 
 Methods of instruction 
 
 Manual training 
 
 Government, discipline, punishment 
 
 Attendance 
 
 Corporal punishment 
 
 School buildings and furniture 
 
 School libraries; libraries and schools 
 
 School hygiene 
 
 Physical training, gymnastics, athletics 
 
 Student life, customs, and societies 
 
 Education of special classes (defectives, dependents, delinquents) __ 
 
 Negro education 
 
 Indian education 
 
 Elementary education 
 
 Kindergarten 
 
 Private secondary schools 
 
 8 
 
 10 
 
 12 
 
 14 
 
 16 
 
 17 
 
 17 
 
 19 
 
 19 
 
 23 
 
 25 
 
 25 
 
 25 
 
 27 
 
 28 
 28 
 29 
 29 
 29 
 
 29 
 
 30 
 
 31 
 31 
 31 
 31 
 
 31 
 
 32 
 
 33 
 
 33 
 
 34 
 
 34 
 
 35 
 35 
 
 35 
 
 36 
 
 3 
 
4 
 
 CONTENTS. 
 
 The curriculum : Methods in special branches 
 
 Elective studies . 
 
 Theology 
 
 Sociology .* 
 
 Law 
 
 Language ^ 
 
 Science 
 
 Nature study 
 
 Mathematics 
 
 Technical and industrial education; engineering. 
 
 Medicine 
 
 Agriculture 
 
 Domestic science 
 
 Commercial education 
 
 Art education 
 
 Music 
 
 English language and literature 
 
 Modern languages 
 
 The classics 
 
 History 
 
 Geography 
 
 Education of women 
 
 Coeducation 
 
 Religious and moral education 
 
 Higher education : Colleges and universities 
 
 College entrance requirements 
 
 Academic degrees 
 
 Graduate work ; research 
 
 Public secondary education : The State and education 
 
 School finance, taxation 
 
 School laws 
 
 School supervision 
 
 Compulsory education 
 
 Secondary education in different countries 
 
 Tag®. 
 
 3G 
 
 3G 
 
 3G 
 
 37 
 
 37 
 
 37 
 
 37 
 
 38 
 38 
 •38 
 
 41 
 
 42 
 
 43 
 
 44 
 44 
 44 
 44 
 4G 
 
 46 
 
 47 
 47 
 
 47 
 
 48 
 48 
 50 
 
 55 
 
 56 
 56 
 56 
 
 56 
 
 57 
 57 
 57 
 57 
 
 Index 
 
 61 
 
LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 
 W ashing ton, June J, 1908. 
 
 Sir: I have the honor to transmit herewith the manuscript of a 
 bibliography of education for the year 1907, compiled by James 
 Ingersoll Wyer, jr., and Martha L. Phelps, of the New York State 
 Library. The wide usefulness of these annual bibliographies has 
 been clearly shown in connection with the publications of Mr. Wyer 
 and his associates since the year 1899. It is found especially desirable 
 to have such a publication issued as a part of the plan now in course 
 of realization, of making the library of this office more directly use- 
 ful to the libraries of educational institutions and to individual stu- 
 dents of education throughout the country. I would respectfully 
 recommend the publication of this bibliography, in the belief that it 
 will have such wide and varied use. 
 
 I have the honor to be, 
 
 Very respectfully, Elmer Ellsworth Brown, 
 
 0 ommissioner. 
 
 The Secretary of the Interior. 
 
 5 
 

 
 
 
 
 
 
 
 
 
 ■ 
 
 . 
 
 
 
 
 
 
 
 
 
 
 - 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 INTRODUCTION. 
 
 HISTORY. 
 
 This bibliography is the ninth similar annual summary of the 
 English literature of education. The first eight numbers, covering 
 the years 1899-190G, appeared in the Educational Review for April, 
 1900; April, 1901; June, 1902, 1903, 1904, 1905; September-October, 
 1906, and June, 1907. The publication of the present number is as- 
 sumed by the United States Bureau of Education. 
 
 There is also incorporated into the present annual summary, as the 
 initial group of titles, under the caption “ Bibliography,” the annual 
 list of “ Recent Educational Bibliography,” which has been printed in 
 each October number of the School Review since 1898. Thus the two 
 principal annual guides to the literature of educational topics have 
 been united under new auspices in the present publication. 
 
 PLAN. 
 
 The bibliography is planned to include : 
 
 1. Books on educational subjects printed in the English language in 
 
 1907. 
 
 2. Important articles on the same topic from the periodicals of 1907. 
 
 3. Valuable papers published in the transactions of educational soci- 
 
 eties that bear the imprint date 1907. 
 
 4. All chapters of distinct educational interest from any books bear- 
 
 ing date 1907 and all notable matter of the same sort wherever 
 found. 
 
 It does not include: 
 
 a. Purely local current literature and reports of separate institutions, 
 
 provinces, colonies, or states. For all such material the student 
 is referred to reports of state departments and of the thousands 
 of educational institutions in this country, in Great Britain, and 
 in the colonies. 
 
 b. Unimportant matter, such as is being constantly published in 
 
 journals. 
 
 7 
 
8 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 c. Text-books. 
 
 d. New editions with slight and unimportant changes. 
 
 The distinctive features of the compilation are : 
 
 1. The careful examination of all matter included and the selection 
 
 of only what seems important. 
 
 2. The numerous descriptive annotations. 
 
 3. The classification by subject-matter so that the worker in any line 
 
 may find together the literature of interest to him. The decimal 
 classification has, with a few deviations, been followed, both as 
 being on the whole the most satisfactory classification in use, and 
 as being very widely used by libraries. 
 
 A detailed outline of the classification precedes the bibliography. 
 The student of school hygiene, for example, finding from this outline 
 that the year’s literature on that subject is grouped under section 
 371.7, has but to turn to the section having that number in each of 
 the previous annual lists to bring under his eyes the titles of the most 
 important books and articles of the past nine years on his specialty. 
 An author index of names and a minute subject index, bringing out 
 many topics not mentioned in the classification, are appended. 
 
 Unanimity, or even general agreement, can not be hoped for as to 
 the selection, from the vast range of the annual literature on educa- 
 tional topics, of the articles that are best worth mention in a list like 
 this, a list aiming at selection rather than completeness. Most of 
 the current contributions appear in the proceedings of educational 
 societies, and when the annual volume of papers and addresses of the 
 National Education Association, the most important body of edu- 
 cators in the country, contains so much that, however pertinent and 
 profitable it may have been as originally given, is trivial when con- 
 sidered for the purposes of this bibliography, the task of the bibliog- 
 rapher in examining the annual grist of similar grain is not an easy 
 one. It has, indeed, seemed wisest in case of doubt to include certain 
 titles of apparently indifferent value (with suitable descriptive notes) 
 rather than to risk the omission of articles that might be helpful. 
 
 It is not claimed that all the matter listed here has permanent 
 value. Much of it is but current chronicle, yet as such topics are to- 
 morrow matters of educational history, it seems proper to include 
 some of the most important literature relating to them. 
 
 LITERATURE OF 1907. 
 
 The official and semiofficial literature of the year has been unusually 
 extensive. Two complete annual reports (four volumes) of the 
 United States Commissioner of Education bring the belated series 
 close up to date, and provide statistical summaries covering nearly all 
 phases of American education, while the figures are relatively fresh. 
 The National Education Association, in its interesting fiftieth anni- 
 
INTRODUCTION. 
 
 9 
 
 versarv volume and the usual annual volume of proceedings, covering 
 the Los Angeles meeting, has also given us double measure; the 
 notable papers read before the educational congress at the St. Louis 
 exposition in 1904 at last have been collected and published (No. 61 
 below), while in value and extent the published papers and discus- 
 sions of the constantly increasing number of educational associations 
 have not been less than in past years. The important series of special 
 reports from the British education office, begun under the editorship 
 of Doctor Sadler, is increased by several new volumes (Nos. 81, 84, 
 295 below). An examination of section 375.6 of the bibliography and 
 a comparison with the same section for previous years bring out 
 sharply the marked increase in the attention paid to the subject of 
 industrial education within a single year. Doctor Sadler’s encyclo- 
 pedic volume (No. 264) is easily the most significant contribution to 
 a knowledge of the work done in Europe, while the monograph by 
 Mr. A. J. Jones (No. 255), the formation of a national society for 
 the promotion of this form of education (No. 260), a report of real 
 progress by the new Massachusetts commission (No. 257), the atten- 
 tion paid to the topic on the programme of the Social Education Con- 
 gress in Boston (No. 266), and an excellent synopsis (No. 261) of 
 its importance and possibilities by Mr. H. S. Person, all testify to a 
 new and very lively interest in the subject in the United States. 
 
 The other topic w T hich has received the most unwonted discussion 
 during the year under review is that of teachers’ salaries and pen- 
 sions. The work and reports of the Carnegie Foundation have un- 
 doubtedly stimulated some cities and States to consider and adopt 
 pension plans, and the matter of salaries has shown a “ sympathetic ” 
 interest which has in New York State gone to the point of attempting 
 to secure (see No. 146) “equal pay for equal work” for both sexes 
 through mandatory legislation. 
 
 Among the books dealing with educational theory which challenge 
 attention either by extent, timeliness, or content are Bray — The 
 Town Child (No. 26) ; Chancellor — Motives, Ideals, and Values in 
 Education (No. 29) ; Keatinge — Suggestion in Education (No. 51) ; 
 and Urwick — The Child’s Mind (No. 53). 
 
 In methodology Bagley — Classroom Management (No. 168) deals 
 not with how best to teach the substance of the various branches, but 
 with the principles and technique of the routine of the schoolroom ; 
 De Garmo — Principles of Secondary Education (No. 227) carefully 
 analyzes the content and value of the curriculum, subject by sub- 
 ject; while in MacClintock — Literature in the Elementary School 
 (No. 308), O’Shea — Linguistic Development and Education (No. 
 237), and Young — Teaching of Mathematics in the Elementary and 
 
 47405—08 2 
 
10 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 Secondary School (No. 245) we have interesting or important con- 
 tributions to the methodology of special branches. 
 
 Freeman — Schools of Hellas (No. 91) and Monroe — History of the 
 Pestalozzian Movement in the United States (No. 110) are note- 
 worthy additions to educational history, and in the allied field of 
 biography Compayre’s monographs on Herbart, Rousseau, Pestalozzi, 
 Spencer, and Mann have been published in English translations dur- 
 ing the year. In other directions should be noticed Miss Burstall’s 
 English High Schools for Girls (No. 330) ; the California prize essays 
 on Moral Training in the Public Schools (No. 350) ; and the annual 
 volume from the Religious Education Association (No. 351). 
 
 Dealing with higher education are the two little volumes of re- 
 printed papers and addresses by C. F. Adams (No. 381) and Prof. 
 A. F. West (No. 396), and above all Birdseye — Individual Training 
 in Our Colleges (No. 384), which, while perhaps somewhat over- 
 drawing conditions and unduly magnifying the remedial possibilities 
 of college fraternities, was characterized by a reviewer in the Dial 
 as “ the most important book on education which has appeared in 
 the last ten years.” 
 
 The compilers are indebted to Prof. M. E. Sadler for help in se- 
 lecting the British titles, and he in turn has associated with himself 
 Prof. John Adams, Prof. J. J. Findlay, Mrs. McKenzie, Harrold 
 Johnson, Prof. A. Darroch, Prof. E. P. Culverwell, and Mr. A. E. 
 Twentyman, to whom acknowledgments are also made. 
 
 OUTLINE OF CLASSIFICATION. 
 
 Bibliography. 
 
 370. EDUCATION— THEORY, PHILOSOPHY'. 
 
 370.1 Psychology and education. 
 
 370.5 Periodicals. 
 
 370.6 Associations. 
 
 370.7 The study of education. 
 
 370.9 General histories of education : historical material for different 
 countries arranged alphabetically by countries. 
 
 370.92 Biography. 
 
 371. TEACHERS, METHODS, DISCIPLINE. 
 
 371.1 Teachers. 
 
 371.12 Training of teachers. 
 
 371.16 Salaries for teachers. 
 
 371.17 Pensions for teachers. 
 
 371.2 School organization and administration ; the superintendent. 
 
 371.23 Vacation schools. 
 
 371.25 Classification of pupils. 
 
 371.28 Promotion of pupils. 
 
 371.3 Methods of instruction. (For methods in special branches see 375 
 
 and its subdivisions.) 
 
 371.42 Manual training. 
 
 371.5 Government, discipline, punishment. 
 
 371.52 Attendance, truancy. 
 
 371.55 Corporal punishment. 
 
INTRODUCTION. 
 
 11 
 
 Bibliography — Continued. 
 
 371. TEACHERS, METHODS, DISCIPLINE— Continued. 
 
 371.6 School buildings and furniture. 
 
 371.64 School libraries; libraries and schools. 
 
 371.7 School hygiene. 
 
 371.73 Physical education, gymnastics, athletics. 
 
 371.8 Student life, customs, and societies. 
 
 371.9 Education of special classes (defectives, dependents, delinquents). 
 
 371.94 Negro. 
 
 371.95 Indian. 
 
 372. ELEMENTARY EDUCATION. 
 
 372.2 Kindergarten. 
 
 373. SECONDARY EDUCATION OTHER THAN PUBLIC, arranged alpha- 
 
 betically by countries. 
 
 375. CURRICULUM. 
 
 375.04 Elective studies. 
 
 375.2-375.9 Special subjects of instruction, divided according to 
 decimal classification. 
 
 376. EDUCATION OF WOMEN. 
 
 376.7 Coeducation. 
 
 377. RELIGIOUS AND MORAL EDUCATION. 
 
 378. HIGHER EDUCATION ; COLLEGES AND UNIVERSITIES ; for special 
 
 countries, arranged alphabetically by countries. 
 
 378.01 College entrance requirements. 
 
 378.2 Academic degrees. 
 
 378.3 Graduate work; research. 
 
 379. PUBLIC SECONDARY EDUCATION. 
 
 379.11 School finance, taxation. 
 
 379.14 School laws. 
 
 379.15 School supervision. 
 
 379.23 Compulsory education. 
 
 379.5 Secondary education in different countries, arranged alphabetically. 
 
 A minute subject index of topics not brought out in the aboA T e out- 
 line is found incorporated with the author index at the end of the 
 bibliography. 
 
 The abbreviations used are ordinary ones and easily comprehended. 
 Volume and page are separated by the colon. Thus 6 : 386-407 means 
 vol. 6, pages 386 to 407. X. E. A. Proc. is, of course, National Edu- 
 cation Association, Journal of Proceedings. The reports of the 
 United States Commissioner of Education, Dr. E. E. Brown, are 
 entered as a whole and each important article appears also under its 
 appropriate subject. An excellent summary of contents in the intro- 
 duction makes the use of the volumes easier and more profitable. No 
 date beyond the month is given in the references, as 1907 is always 
 understood. 
 
BIBLIOGRAPHY OF EDUCATION, 1907 
 
 BIBLIOGRAPHY. 
 
 ♦ 
 
 1. Agricultural education. Jewell, J. R. Agricultural education including 
 
 nature study and school gardens. (U. S. — Education Bureau. Bulletin 2, 
 1907, p. 128-32.) 
 
 One hundred and twenty-three titles classified under the headings, Nature 
 study and school gardens ; Elementary instruction ; Secondary instruction ; Col- 
 legiate instruction. 
 
 2. Attendance. References to publications relating to school attendance 
 
 and the welfare of children. (U. S. — Education, Comm’r of. Report 
 for 1906. 2:1288-90.) 
 
 Sections on Compulsory education ; truancy ; school hygiene ; juvenile courts. 
 
 3. Auxiliary schools. Maennel, B. Fiihrer durch die Literatur des Hilfs- 
 
 schulwesens (in Kinderfehler, Oct., 1906, and following numbers). 
 
 A comprehensive and systematically classified bibliography. A selection is 
 appended to No. 3 of the Bulletin for 1907 of the U. S. Bureau of Education. 
 
 4. Canada — Education. Coleman, H. T. J. Public education in upper Can- 
 
 ada. p. 118-20. 
 
 5. Child study. Smith, T. L. Bibliography of articles relating to the study of 
 
 childhood and adolescence which have been published in the Pedagogical 
 seminary and American journal of psychology. (Ped. sem. Sept., 14: 
 355-65.) 
 
 Two hundred and three items listed by author with minute subject index. 
 
 6. Washburne, Mrs. M. F. Study of child life. 1907. p. 170-74. 
 
 7. — — — Wilson, L. N. Bibliography of child study for the year 1906. (Ted. 
 
 sem. 1 4 : 329-354. ) 
 
 This 10th similar annual summary shows 362 titles, most of them on some 
 near or remote phase of the subject. It is followed by a list of 203 articles on 
 child study which have appeared within 15 years in the Pedagogical Seminary. 
 
 8. Colleges and universities. Snow, L. F. The college curriculum in the 
 
 United States, p. 184-86. 
 
 9. Continuation schools. Jones, A. J. The continuation school in the United 
 
 States. (U. S. — Education Bureau, Bulletin 1, 1907.) 
 
 A considerable bibliography is appended. 
 
 10. Sadler, M. E. ed. Continuation schools in England and elsewhere. 
 
 See No. 264 for full entry. List of books and papers relating to the continu- 
 ation school in France is found on p. 641-42 ; in Germany, p. 534 ; in the U. S., 
 p. 655 and 673 ; in Denmark, p. 512 ; in Great Britain, p. 750-54. 
 
 12 
 
BIBLIOGRAPHY. 
 
 13 
 
 11. Denison university. Hines, Mrs. K. S. Denison bibliography. (Denison 
 memorial volume. 1907. p. 151-61.) 
 
 12. Education. Loos, Joseph. Enzyklopadisches Handbuch der Erzie- 
 hungskunde. 2 v. 1906-8. Leipzig. 
 
 A wealth of bibliographical references, almost wholly to German books, ap- 
 pears at the end of each important article. 
 
 13. Tyler, J. M. Growth and education, p. 271-91. 
 
 Five hundred and twenty-five titles grouped according to the titles of chap- 
 ters forming the book. The references on some of the minor topics should be 
 especially useful. 
 
 14. Wyer, J. I. Recent educational bibliography. (School rev. Oct., 
 
 15: 608-14.) 
 
 In this tenth similar annual list, 37 items are noted and reviewed. 
 
 15. Wyer, J. I., and Brown, M. G. Bibliography of education for 
 
 1906. (Educ. rev. June, 34:47-93.) 
 
 Eighth similar annotated list of educational literature in English. Discon- 
 tinued in the Educational Review and the list covering the year 1907 taken over 
 by the Bureau of Education. 
 
 16. Education — History. Anderson, L. F. A study of mediaeval schools and 
 school work. ( Ped. sent. 14 : 223-82. ) 
 
 Seventy-four titles, German, Latin, French, and English, including many 
 unusual books of rather collateral but very vital relation to the subject. 
 
 17. Industrial education. Richards, C. R. Selected bibliography on industrial 
 education. 32 p. O. (Nat. soc. for the promotion of industrial education, 
 Bulletin 2.) 
 
 Twenty-seven books and 88 briefer articles, all in English, are listed. The 
 descriptive and critical notes are full. Nearly all material has appeared since 
 1892, relates mainly to the United States, and excludes matter on manual 
 training and higher technical education. A subject index is prefixed. 
 
 18. Manual training. Pierce, Louisa. Bibliography of the manual arts, Sep- 
 tember, 1905 to September, 1907. (In Council of supervisors of the manual 
 arts. Yearbooks 1906, p. 203-35 ; 1907, p. 139-59. Sec’y of the Council, 
 E. D. Griswold, Yonkers, N. Y.) 
 
 This list is an annual feature. It is an annotated author list with a subject 
 index and is of importance to any who follow the literature of the subject. 
 
 19. Mathematics. Young, J. W. A. The teaching of mathematics in the 
 elementary and the secondary school. 351 p. D. Longmans, $1.50. 
 
 The bibliographies at the heads of the chapters form an extensive and useful 
 collection of titles on the various phases of the pedagogy of mathematics. 
 
 20. Play. Johnson, G. E. Education by plays and games. p. 223-28. 
 
 Ninety English titles, classified under the following headings : Periods of 
 growth ; Meaning of play ; Play in education ; Play and games. 
 
 21. Reform schools. Snedden, D. S. Administration and educational work 
 of American juvenile reform schools. 
 
 Brief bibliographies appear at the ends of chapters. 
 
 22. West Virginia university. Leonard, P. W. Bibliography of West Vir- 
 ginia university, its faculty and graduates, 1867-1907. 62 p. O. The Univ., 
 Morgantown, W. Va. 
 
14 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 370 . EDUCATION— THEORY, PHILOSOPHY. 
 
 23. Allen, A. W. Home, school and vacation. 220 p. D. Houghton, $1.25. 
 
 Counsel and suggestion to parents by a mother who believes that sincere, edu- 
 cated, and conscientious fathers and mothers who can provide good homes 
 should do much more of the education of their children in these homes than is 
 contemplated in the prevalent conception of the function of the public school. 
 
 24. Baker, J. H. American problems; essays and addresses. 222 p. Long- 
 
 Part 3 comprises 6 brief articles on educational topics : The teacher taught. — 
 Evolution and education (a review of Hall : Adolescence). — The culture element 
 and economy of time in education. — Electives in secondary schools. — The Ameri- 
 can university. — A national university. The pieces are thoughtful comments 
 on current problems by a practical educator. 
 
 25. The basis of an effective education culture or vocation. (School 
 
 rev. May, 15: 333-74.) 
 
 Symposium by R. A. Woods, A. E. Kennelly, and A. W. Roberts at meeting of 
 Harvard Teachers’ Association. 
 
 26. Bray, Reginald. The town child. 333 p. D. Fisher Unwin, 7s. 6d. 
 
 Advocates State intervention and regulation throughout the whole of the up- 
 bringing of a child. The first part of the books contrasts city and country 
 environments as to their psychological effects upon the child body and mind. 
 
 The second part describes the nature, object, and method of the ideal edu- 
 cation which should develop the child ; not only treating its general phases but 
 discussing many specific topics, such as “ feeding school children,” the “ religious 
 question,” the “ feeding of mothers,” etc. 
 
 27. Brown, E. E. Are we an inventive people in the field of education? 
 (Science, 9 Aug., n. s. 26:161-70.) 
 
 Address delivered before Phi Beta Kappa at Vassar College, June, 1907. 
 
 A short list is given of what may be called distinctively American contribu- 
 tions to education, but to support the author’s statement that “ our educational 
 invention still lags far behind our invention in the domain of mechanism ” a 
 longer list appears of “ points where our educational invention has thus far 
 failed to do its work.” The three following “ problems now calling for con- 
 structive leadership” are discussed at some length: (1) Combination of the 
 methods of the literary school with the methods of apprenticeship; (2) differ- 
 entiation of woman’s education ; (3) international organization of education. 
 
 28. Burbank, Luther. The training of the human plant. 99 p. S. Century, 60c. 
 
 Contents. — The mingling of races. — The teachings of nature. — Differentiation 
 in training. — Sunshine, good air, and nourishing food. — Dangers. — Marriage of 
 the physically unfit. — Heredity — predestination — training. — Growth. — Environ- 
 ment the architect of heredity. — Character. — Fundamental principles. 
 
 Thoughts and speculations as to the application of principles of plant cul- 
 ture to the education of children. Also in Century, May 1906. 
 
 29. Chancellor, W. E. A theory of motives, ideals, and values in education. 
 543 p. O. Houghton, $1.75. 
 
 A discussion of education as an integral part of civilization. Shows wide 
 reading and is furnished with bibliographies and a good index. Is reviewed at 
 length in the Dial for May 1, 1908. 
 
 30. Cole, P. R. Herbart and Froebel : An attempt at synthesis. 116 p. O. 
 
 Columbia Univ. $1. (Teachers coll. cont. to educ. no. 14.) 
 
 A review of the educational theories of Hei’bart and Froebel in the, light of 
 the philosophies which they imply. A comparison and interpretation of the 
 theories of both which concern reality, consciousness, and character. An at- 
 tempt to adjust certain differences of emphasis in their respective theories. 
 
 man’s, $1.20. 
 
EDUCATION — THEORY, PHILOSOPHY, 
 
 15 
 
 32. 
 
 v/ 
 
 33. 
 
 / 
 
 34. 
 
 38. 
 
 Coursault, J. H. The learning process ; or educational theory implied in 
 theory of knowledge. 99 p. O. Columbia Univ. $1. (Teachers coll. cont. 
 to educ. no. 10.) 
 
 Another attempt to get hold of and delimit the fundamental theory of educa- 
 tion by detaching it from the great body of speculative philosophy. The theo- 
 ries of a dozen or more philosophic systems are considered, their educational 
 implications indicated, and the resultant theory summarized. 
 
 Cox, C: F. What education is of most worth? (Bibliotheca sacra, Oct. 
 64 : 638-60.) 
 
 Darroch, Alexander. (The) children; some educational problems. 133 p. 
 O. Jack, Is. 
 
 “ This little book seeks to emphasize that the aim of all education is to secure 
 the social efficiency of the future members of the state, and that this involves 
 an endeavor to secure the physical, economic, and ethical efficiency of the chil- 
 dren of the nation.” 
 
 Draper, A. S. Addresses and papers. 132 p. O. N. Y. State Education 
 dep’t. Gratis. 
 
 Contents. — Appointing officers and civil service regulations. — The nation’s 
 responsibilities concerning dependent peoples. — What next about Union Uni- 
 versity? — The schools and international peace. — The American type of uni- 
 versity. — New York’s obligations to her history. — Illiteracy in the United 
 States. — A Federal educational plan needed. — National systems of education. — 
 What the women’s clubs may do for the schools. 
 
 Hadley, A. T. Economy in education. (N. Y. Associated academic prin- 
 cipals. Proc. twenty-second ann. conference, p. 10-21.) 
 
 Harnack, Adolf, and Herrmann, AVilhelm. The moral and social signifi- 
 cance of modern education. (In their Essays on the social gospel. Putnam, 
 $1.25. p. 92-141.) 
 
 An address by Dr. Harnack in 1902 before the Evangelical Social Congress 
 in Dortmund. 
 
 Harper, J. W. Education and social life. 315 p. D. Pitman, 4s. 6d. 
 
 This book emphasizes the effect which judiciously organized and adminis- 
 tered education may have on social progress, and indicates that this most im- 
 portant educational result is sometimes minimized by too much attention to 
 utilitarianism. 
 
 Harris, W. T. Social culture in the form of education and religion. (Con- 
 gress of arts and sciences. Houghton, v. 8, p. 1-16.) 
 
 “ The perennial continuance of the world-view of Christianity through the 
 special form of social culture which belongs to the church is a necessary con- 
 dition presupposed by the forms of social culture intrusted to the school.” 
 
 Hayward, F. H. (The) meaning of education as interpreted by Herbart. 
 217 p. D. Ralph, Holland & Co., 2s. 
 
 Jolly, William. Ruskin on education ; some needed but neglected elements. 
 167 p. S. Geo. Allen, Is. 
 
 “A hortatory preachment, not a philosophical essay ; a fervent and persuasive 
 exposition.” — London Journal of Education. 
 
 Lockyer, Norman. Education and national progress : essays and ad- 
 dresses, 1870-1905. 282 p. O. Macmillan, 5s. 
 
 The chapters have nearly all been previously printed in different places. 
 Collected, they form a contribution to British educational history and policy 
 for the period covered. 
 
16 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 42. 
 
 44. 
 
 45. 
 
 46. 
 
 48. 
 
 
 50. 
 
 51 . 
 
 Magnus, Philip. The application of scientific method to education. 
 
 (Nature, 22 Aug., 76:434-9.) 
 
 Also in Science, n. s. 26 : 574-86. 
 
 Opening address before the educational science section of the British Asso- 
 ciation, August 1, 1907. An argument to show that while education itself may 
 not yet fulfill all the conditions which would justify its claim to be classed as a 
 science, the scientific method of investigation is most effective in dealing with 
 educational problems. Illustrates from the reform of English elementary 
 education. 
 
 Matthews, F. H. The principles of intellectual education. 138 p. D. 
 
 Cambridge Univ. press, 2s. 6d. 
 
 A dozen chapters on the theory and aims (exactness and flexibility) of edu- 
 cation and the order in which each curriculum subject should be studied to get 
 the greatest educational value. The point of view is distinctly Herbartian, 
 and the tests constantly applied are interest and adaptability to correlation. 
 The earliest formal education should be through the senses and largely by 
 means of manual activities. Greek should be studied before Latin and modern 
 languages before either. 
 
 Owen, W : B. Social education through the school. (School rev. Jan., 
 
 15: 11-26.) 
 
 Paper read at nineteenth educational conference of the academies and high 
 schools in relations with the University of Chicago. 
 
 The school being a social institution in that it is itself a society, Dean Owen 
 proposes to enlarge the functions of the school to include the general social 
 training of the child so far as his life in the school affords opportunity, and 
 considers the general features of a practical way of going about the work. 
 
 Parker, S. C. Finding the individual. (Jour, of ped. June, 19:193-213.) 
 
 Are individual differences in human beings fundamental? Of what social im- 
 portance are they? How may they be discovered and differentiated in formal 
 education? 
 
 Reich, Emil. The constants of success— education. (In his Success in 
 
 life. Duffield, $1.50. p. 50-123.) 
 
 Comments on the value of education in active life. 
 
 Rooper, T. G. Selected writings; edited with a memoir by It. G. Tatton. 
 
 293 p. O. Blackie, 7s. 6d. 
 
 These 19 papers have all been printed before, most of them in the author’s 
 volumes, School and Home Life, and Educational Studies and Addresses. 
 
 Storms, A. B. Democracy and education. (In N. E. A. Proc., p. 62-70.) 
 
 The function and opportunities of education in a republic. Advantages and 
 dangers from the commercial aspects of education and research. 
 
 Tyler, J. M. Growth and education. 294 p. D. Houghton, $1.50. 
 
 A scientific study of the growth of the child, which argues for physical and 
 moral as well as intellectual efficiency in education. To guide teacher and 
 parent, the important facts of biology, evolution, and physiology are presented, 
 which bear on the development of the child. There is a chapter on manual 
 training. 
 
 370.1. PSYCHOLOGY AND EDUCATION. 
 
 See also No. 237. 
 
 Bennett, C. J. C. Formal discipline. 76 p. O. Teachers college, 50c. 
 
 Some of the psychological bearings and effects of that part of the educa- 
 tional process which makes for mental discipline. 
 
 Keatinge, M. W. Suggestion in education. 202 p. O. A. & C. Black, 4s. 6d. 
 
 A consideration of the practical results obtainable in teaching from the 
 deliberate, extended, and studied use of the same psychological quality of sug- 
 gestion ” that is employed in hypnotism. 
 
EDUCATION THEORY, PHILOSOPHY. 
 
 IT 
 
 52. Schwarz, Hermann. Tlie study of experimental pedagogy in Germany. 
 
 What psychology shows to be the most fruitful hours for class instruction 
 and for study. Studies in fatigue as affecting the assignment of time in the 
 school day. Value and effect of home study. 
 
 Urwick, W. E. The child’s mind; its growth and training, being a short 
 study of some processes of learning and teaching. 269 p. D. Longmans, 
 $1.50. 
 
 An attempt to set forth in simple and, so far as possible, untech'nical 
 language some results already obtained from a study of mind growth as an 
 organic process, and to establish a clear and definite connection between those 
 processes of learning which the mind possesses and the methods by which it 
 should be taught and trained. The author’s object is to found the teaching 
 and training of children on the results of psychology and biology so far as these 
 sciences have explained the development of children’s minds. 
 
 Only new journals are included in this section. The current British journals 
 are listed and characterized in each volume of the Schoolmaster’s Yearbook. 
 
 See also No. 212. 
 
 54. Bardeen, C. W. Educational journalism. (N. E. A. 50tli anniv. vol. 
 p. 50G-514. ) 
 
 Brief notes supplementing earlier and fuller data in N. E. A. Proceedings, 1893, 
 and School Bulletin, volumes 19-20. The journals are named with editors and 
 dates published. Estimates are seldom attempted. 
 
 55. Social education quarterly and proceedings of the Social education con- 
 gress ; edited by C. A. Scott. 6 Kirkland road, Cambridge station, Boston, 
 $2 per year. 
 
 Number one appeared in March, 1907, and the three numbers for that year 
 are filled with the papers read at the Social Education Congress, November 30, 
 1906. 
 
 The volumes of proceedings of certain American educational associations are 
 noted in this section. A list of British societies with officers and brief sketch 
 of each is found in the Schoolmaster’s Yearbook for each year. 
 
 56. Association of American universities. Journal of proceedings, and ad- 
 dresses of the eighth annual conference held in Cambridge, Mass: Nov. 23- 
 24, 1906. Ill p. O. Assoc. No price. 
 
 Association of colleges and preparatory schools of the middle states 
 and Maryland. Proceedings of the twentieth annual convention held at 
 Philadelphia, Nov. 30-Dec. 1, 1906. 144 p. O. A. H. Quinn, Secy., Univ. 
 of Pa. Philadelphia. No price. 
 
 18. Association of colleges and preparatory schools of the southern states. 
 
 Proceedings of the thirteenth annual meeting, Birmingham, Ala. Nov. 7-8, 
 / 1907. 89 p. O. J. H. Kirkland, Sec. Vanderbilt Univ. Nashville, Tenn. 
 
 59. Catholic educational association. Report of the proceedings and ad- 
 dresses of the fourth annual meeting, Milwaukee, Wis., July 8-11, 1907. 
 396 p. O. Rev. F. W. Howard, Sec. 1651 E. Main St., Columbus, O. No 
 price. 
 
 370,5. PERIODICALS. 
 
 370.6. ASSOCIATIONS AND SOCIETIES. 
 
 47405—08 3 
 
BIBLIOGRAPHY OF EDUCATION FOR 190*7 
 
 60. Conference for education in the south. Proceedings of the tenth annual 
 conference, Pinehurst, N. C. April 9-11, 1907. 300 p. O. S. C. Mitchell, 
 Richmond college, Richmond, Ya. No price. 
 
 61. Congress of arts and sciences, universal exposition, St. Louis, 1904 ; 
 edited by Howard J. Rogers. Volume 8, Education and religion. 493 p. O. 
 Houghton, $2.50. 
 
 The most important papers which were not separately published in 1904-5 
 have been entered in this bibliography under their proper subjects. 
 
 62. Educational associations. (N. E. A. 50th anniv. vol. p. 453-506.) 
 
 Brief accounts of the origin, growth, and work of 14 American associations. 
 The information presented has never before been collected, and it is well to 
 have these contributions. 
 
 V 63. 
 
 Michigan schoolmasters’ club. Proceedings at the forty-second meeting 
 held in Ann Arbor, Mar. 27-30, 1907. 150 p. Q. Ann Arbor, 50c. 
 
 64. Monroe, W. S. Recent international congress at Liege. (N. E. A. 50th 
 anniv. vol. p. 351-355.) 
 
 I /m. 
 
 V 
 
 National education association. Journal of proceedings and addresses at 
 
 the forty-fifth annual meeting held at Los Angeles, Cal., July 8-12, 1907. 
 
 1102 p. O. Irwin Shepard, Winona, Minn., $2. 
 
 Certain of the papers are • separately noted under the proper headings in 
 other parts of this bibliography. An account of the important business done 
 at the Los Angeles meeting is found in the October-December number of the 
 Forum, p. 228-33. 
 
 National educational association. Fiftieth anniversary volume 1857-1906. 
 
 949 p. O. Irwin Shepard, Winona, Minn., $2. 
 
 Includes Proceedings and papers of the department of superintendence at 
 Louisville, February, 1906 ; a notable report on instruction in library adminis- 
 tration in normal schools ; 13 important papers specially prepared for this 
 volume by members in America and other lands ; a chapter sketching the his- 
 tory of various educational associations, and a wealth of statistical and biblio- 
 graphical matter relating to the N. E. A. itself. Many of the articles in this 
 volume are indexed separately under proper subject in this bibliography. 
 
 National society for the scientific study of education. Sixth year book. 
 
 2 pts ; O. Univ. of Chic, press, $1.28. 
 
 Pt. 1. — Vocational studies for college entrance. Pt. 2. — The kindergarten. 
 
 69. National union of teachers. Thirty-seventh annual report, 1907 and list 
 
 of members for 1906. 432 p. O. N. U. T. Is. 
 
 A handbook giving statistics and regulations about the N. U. T., list of asso- 
 ciations in the union, names and addresses of members, and much general in- 
 formation relating to English teachers. 
 
 70. N. Y. (state)- — Associated academic principals. Proceedings of the 
 twenty-second annual conference . . . 1906. 98 p. O. Albany, Educ. dept. 
 
 No price. (Secondary education bulletin 36.) 
 
 y/ 71. N. Y. (state)- — Education department. Forty-fourth university convo- 
 cation. 116 p. O. Alb. No price. (Department Bulletin 4.) 
 
 Certain of the papers are entered separately in this bibliography. 
 
 J 72. New York state association of school commissioners and superin- 
 tendents. Proceedings of the 51st annual meeting at Cornell university, 
 Ithaca, Oct. 3-5, 1906. 104 p. O. N. Y. State Education dep’t. Gratis. 
 Concerned with the rural schools of New York State. 
 
EDUCATION THEORY, PHILOSOPHY. 
 
 19 
 
 370.7. THE STUDY OF EDUCATION. 
 
 See also material on normal schools in section 371.12. 
 
 73. Rein, Wilhelm. The place and office of pedagogy in the university. (Con- 
 gress of arts and sciences. Houghton, v. 8, p. 50-63.) 
 
 Examines the nature and contents of the formal science and art of pedagogy, 
 and discusses its relations with other subjects and the function and purpose of 
 teaching it. 
 
 370.9. HISTORY OF EDUCATION. 
 
 History of higher education and of individual colleges and universities is 
 under section 378 and its geographical subdivisions. For matter on systems of 
 secondary education, which is current chronicle to-day but will be history to- 
 morrow, see section 379.5. 
 
 General. 
 
 74. Anderson, L. F. A study of mediaeval schools and school work. *(Ped. 
 sent. June, 14 : 223-82. ) 
 
 Author has brought together and grouped under numerous captions relating 
 to history, curriculum, and methods of work many bits of educational informa- 
 tion dug from books not commonly quoted in such a connection. Bibliography, 
 
 p. 280-282. 
 
 75. Study of the prototypes of the modern non-professional school among 
 
 the Greeks and Romans. (Ped. sem. Mar., 14:1-38.) 
 
 Description of early Greek and Roman education, giving the character and 
 methods of instruction. Bibliography, p. 37-38. 
 
 McEvoy, T. J. Epitome of history and principles of education. 267 p. D. 
 Author, 306 Fulton st., Brooklyn. No price. 
 
 Not a connected narrative or history, but 47 syllabi arranged in approximate 
 chronologic order; apparently designed to help teachers or normal students 
 prepare for examination. 
 
 I 
 
 77. Turner, William. Irish teachers in the Carolingian revival of learning. 
 (Catholic univ. bulletin, July, 13:382-99; Oct. 562-81.) 
 
 An account of the literary activity of the Irish scholars of the ninth and 
 tenth centuries, based upon manuscripts found in the libraries of Germany, 
 France, and Italy. 
 
 78. Walsh, J. J. The thirteenth- 
 summer school press, $2.50. 
 
 greatest of centuries. 436 p. O. Catholic 
 
 Lectures delivered at the school. Chapters 2-7 and 9 discuss mediaeval uni- 
 versities and their work, the arts and crafts, technical schools, popular edu- 
 cation, books, and libraries. 
 
 Alaska. 
 
 79. Jackson, Sheldon. Report on education in Alaska. (U. S. — Education, 
 Comm’r of. Reports for 1905. 1:267-91; 1906, 1:237-55.) 
 
 / 
 
 The usual annual statistical reviews, with chapter on the Government rein- 
 deer herd. 
 
 Canada. 
 
 80. Coleman, H. T. J. Public education in Upper Canada. 120 p. O. Colum- 
 bia Univ. $1. (Teachers coll. cont. to educ. no. 15.) 
 
 A selective, descriptive, and interpretative study of public education only 
 in what is now the Province of Ontario, from 1791 to 1841, with a brief added 
 chapter enumerating tendencies since the latter date. It covers much the 
 same period ; is not so broad in scope as Doctor Ross’s school system of 
 Ontario, but goes more thoroughly into cause, effect, and significance of events. 
 
20 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 82. 
 
 83. 
 
 84. 
 
 '85. 
 
 86 . 
 
 ST. 
 
 90 . 
 
 Europe. 
 
 Great Britain Education, Board of. Schools public and private in the 
 
 north of Europe. 136 p. O. (Special reports on educational subjects, 
 v. 17.) 
 
 • Prepared by J. S. Thornton, as result of fourteen years’ acquaintance with 
 and study of the schools of Norway, Sweden, Finland, and Denmark. As Gil- 
 christ traveling scholar in 1900 and again in 1903 the author visited Scandi- 
 navia and studied the school systems at first hand with this monograph in 
 mind. It discusses secondary education only, and dwells upon the hearty 
 cooperation between public and private schools, the uniform examinations 
 system common to both, and the training of secondary school teachers under 
 masters of selected secondary schools. 
 
 I 
 
 France. 
 
 Education in France. (U. S. — Education, ComwT of. Reports for 1905. 
 
 1 : 57-86 ; 1906, 1 : 19-34.) 
 
 The usual annual surveys of current educational movements, with so much 
 of retrospect as clearness demands. Covers primary, secondary, and higher 
 education and gives many statistics. 
 
 Friedel, V. H. Problems of secondary education in France. (School rev. 
 Mar., 15:169-83.) 
 
 Author is an official in the French education department. An account of 
 the main features of the reforms in the reorganization of secondary education 
 in 1902. 
 
 Great Britain Education, Board of. The education and training of the 
 
 French primary school teacher. 222 p. Q. (Special reports on educational 
 subjects, v. 18.) 
 
 More fully described under No. 141. 
 
 Levasseur, P. E. On the developments and changes in primary teaching 
 in France during the Third Republic (1870-1906). (N. E. A. 50th anniv. 
 
 vol. p. 408-417. ) 
 
 Germany. 
 
 Paulsen, Friedrich. The past and the future of German education. 
 (N. E. A. 50th anniv. vol. p. 430-445.) 
 
 A translation of Book 4, Chapter 3, of Das deutsche Bildungswesen. 
 
 Great Britain. 
 
 Dunraven, Windham, Thomas Wyndliam Quin, Earl of. Educational 
 chaos. (In his The outlook in Ireland. Dutton, $3. p. 111-37.) 
 
 An account of present conditions, prejudices, and denominational feeling 
 about Irish education, with some positive suggestions for betterment. 
 
 Education in Great Britain and Ireland, 1904 — 6. (U. S. — Education, 
 
 Comm’r of. Report for 1906. 1 : 1-17.) 
 
 Godfrey, Elizabeth, pseud. English children in the olden time. 336 p. 
 O. Methuen, 7s. 6d. * 
 
 The chapters on Nurture in king's courts ; Concerning pedagogues ; Educa- 
 tional theories ; The genteel academy and the dame school, and The superior 
 parent offer much information about the English education of the fifteenth to 
 the eighteenth centuries. 
 
 Strong, John. The development of secondary education in Scotland. 
 (School rev. Oct., 15:594-607; Nov., 15:671-83; Dec., 15:718-30.) 
 
 Traces its development from 1100 to the present. Gives a diagrammatic 
 scheme of present Scottish education. 
 
EDUCATION THEORY, PHILOSOPHY. 
 
 21 
 
 Greece. 
 
 See also No. 201. 
 
 91. Freeman, K. J. Schools of Hellas; an essay on the practice and theory 
 of ancient Greek education from 600 to 300 B. C. 299 p. O. Macmillan, 
 $1.90. 
 
 A young Englishman, scholar of Trinity College, Cambridge, senior chancel- 
 lor’s medalist, and who died at the age of 24, prepared this volume with a 
 view to his candidature for a fellowship of Trinity. Competent critics assert 
 that it has a substantive value as presenting results of first-hand research, and 
 that it brings together conveniently and accurately the materials for studying 
 the subject. 
 
 India. 
 
 92. Public education in British India. (U. S. — Education, Comm’r of. Re- 
 port for 1906. 1 : 123-40.) 
 
 Reviewing the years 1902-5. 
 
 Italy. 
 
 93. Monroe, W. S. Progress of education in Italy. (U. S. — Education, 
 
 Comm’r of. Report for 1906. 1:73-90.) 
 
 J apan. 
 
 94. Kikerchi, D. Japanese education. (Nineteenth cent. June, 61 : 1012-23.) 
 
 An explanation of the circumstances which led to the issue of the Imperial 
 rescript on education in 1890. 
 
 Liberia. 
 
 95. Ellis, G. W. Education in Liberia. (U. S. — Education, Comm’r of. Re- 
 port for 1905. 1:111-29.) 
 
 The author is United States secretary of legation at Monrovia. 
 
 Philippines. 
 
 96. Educational problems in the dependencies. (Annals Amer. acad. July, 
 30:65-89.) 
 
 An educational policy for Spanish-American civilization — M. G. Brumbaugh. 
 Education and social progress in the Philippines — D. P. Barrows. Position and 
 work of the Roman Catholic Church in the Philippines — T. B. Lawler. 
 
 Porto Rico. 
 
 97. Lindsay, S. M. Inauguration of the American school system in Porto Rico. 
 
 (U. S. — Education, Comm’r of. Report for 1905. 1:293-344.) 
 
 A resume of social and educational conditions in Torto Rico before American 
 occupation, a brief sketch of the rather discouraging attempts of the military 
 authorities to organize a new system, and a more extended account of the work 
 done under the civil government since 1900. Doctor Lindsay, from his personal 
 experience, reviews the work of Porto Rican and American teachers, the provision 
 for native students in the United States, and the history of educational legisla- 
 tion for the island, and ventures some comments on the future. 
 
 Rome. 
 
 See also No. 201. 
 
 98. Teetgen, A. B. Education in the fifth century. (In her Life and times of 
 the Empress Pulcheria. Sonnenschein, 10s. 6d., p. 37-47.) 
 
 Describes the education of a patrician girl in Rome. 
 
22 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 Russia. 
 
 99. Simkhovitch, V. G. History of the school in Russia. (Educ. rev. May, 
 33 : 486-522.) 
 
 Shows that while some attention has been paid from the end of the 17th 
 century to professional, higher, and secondary education, elementary education 
 is still sadly neglected. 
 
 Servia. 
 
 100. Low, I). H. Education in Servia. (Jour, of educ. (Loud.) Nov., n. s., 
 
 28: 736-39.) 
 
 Outlines the organization of elementary, secondary, and special schools. 
 
 South America. 
 
 101. Baxter, Sylvester. School and college in P>razil and Argentina. (Out- 
 
 look, 10 Aug., 86:780-7.) 
 
 Turkey. 
 
 102. Monroe, W. S. Education in Turkey. (In his Turkey and the Turks. 
 
 Page, $3. p. 161-81.) 
 
 Sketches the present facilities furnished by the Turkish Government and by 
 schools founded and maintained by foreigners or by missionaries. The censor- 
 ship of books and newspapers is described. 
 
 United States. 
 
 See also section 378, subhead United States, section 379.15, and section 379.5, 
 subhead United States. 
 
 103. Brown, E. E. Fifty years of American education. (N. E. A. 50th anniv. 
 
 vol. p. 327-341.) 
 
 A topical review of history, movements, tendencies, and accomplishments. 
 
 104. Burns, J. A. Catholic colonial schools in the French possessions. (Cath- 
 olic univ. bulletin, Apr., 13:175-90.) 
 
 Includes a description of the first parochial school for girls in the United 
 States, founded at New Orleans 1727 by the Ursuline sisters. 
 
 105. Early Jesuit schools in Maryland. (Catholic univ. bulletin, July, 
 
 13 : 361-81.) 
 
 States that the arrival of the Jesuits in Maryland marks the beginning of 
 Catholic educational work in the English colonies. 
 
 106. Early mission schools of the Franciscans. (Catholic univ. bulletin, 
 
 Jan., 13:25-43.) 
 
 An account of the earliest schools in the United States, which preceded by 
 four years the oldest schools in the thirteen original colonies. Includes schools 
 in New Mexico, Texas, Florida, and California. 
 
 107. Gilman, I). C. Five great gifts to education. (Outlook, July, 86 : 648-57.) 
 
 Includes brief description of gifts made by George Peabody, John F 
 John D. Rockefeller, Andrew Carnegie, and Mrs. Russell Sage. 
 
 Slater, 
 
 108. Johnson, Clifton. The country school. 158 p. O. Crowell, $1.50. 
 
 This book is an almost verbatim reprint (with one very short added chapter 
 on schoolhouse entertainments) of the author’s Country School in New England, 
 published by Appleton in 1893. 
 
 109. Meriwether, Colyer. Our colonial curriculum, 1607-1776. 301 p. O. 
 
 Capital pub. co., $2. 
 
 “ Devoted to the study of what was Actually taught then and how it was 
 actually done. All of the subjects, in all grades of Institutions, are taken up 
 in order and treated so as to show as nearly as possible what was the aim, 
 what was the method, and what was the result of teaching then.” 
 
EDUCATION — THEORY, PHILOSOPHY. 
 
 23 
 
 110. Monroe, W. S. History of tlie Pestalozzian movement in the United 
 
 States. 244 p. O. Bardeen, $2. 
 
 “The purpose of the present work is to place on record the labors of a score 
 of men who caught something of Pestalozzi’s insight and enthusiasm and who 
 sought to bring about the adaptation of his reforms to conditions in the new 
 world.” Preface. 
 
 The most important chapters are those on the work of William McClure and 
 Joseph Neef. A useful and extensive bibliography is appended. 
 
 111. U. S. Education, Bureau of. Reports of the commissioner of education 
 
 for the years ending June 30, 1905, and June 30, 190G. 4 v. O. Govern- 
 ment printing office. 
 
 These volumes are smaller than usual and more largely statistical. It is 
 gratifying to note that the statistics are more nearly up to date, and that it 
 is still possible to devote half of volume 1 of each year to the reviews of educa- 
 tional progress in other lands and to the selected articles on current topics 
 which have so long made this report of special interest and value. 
 
 112. Young, E. F. The educational progress of two years, 1905-07. (In 
 
 N. E. A. Proc. 383-405.) 
 
 Deals with American conditions and events only. A more informal chronicle 
 of current educational happenings is furnished by O. H. Lang to each number of 
 the Forum. 
 
 Iowa. 
 
 113. Abernethy, Alonzo. History of Iowa Baptist Schools. 340 p. D. Wool- 
 
 verton pub. co., Osage, la. $1.25. 
 
 The author writes at first hand from a life of over 50 years in Iowa and per- 
 sonal acquaintance with the schools and workers described. 
 
 114. Buffum, H. S. Federal and state aid to education in Iowa. (Iowa jour- 
 
 nal of history and politics. Oct. 190G, 4 : 554-98; Jan.-July, 1907, 5 : 3-45, 
 147-92, 311-25.) 
 
 Michigan. 
 
 115. The beginnings of the educational system. Educational progress. 
 
 (Utley, H. M., and Cutcheon, B. M., eds. Michigan as a province, terri- 
 tory and state. $20 for 4 v. vol. 3, chap. 15 and vol. 4, chap. 20.) 
 
 Pennsylvania. 
 
 116. Burns, J. A. Catholic colonial schools in Pennsylvania. (Catholic univ. 
 
 bulletin, Oct., 13: 582-GOO.) 
 
 A description of some of the most prominent schools and teachers from the 
 time of their establishment by Jesuit missionaries from Maryland. 
 
 /, 
 
 Texas. 
 
 117. Hartmann, C. G. A study in school supervision with special reference 
 
 to rural school conditions in Texas. 180 p. Q. (Bulletin of the Univ. of 
 
 Texas, no. 90.) 
 
 370.92. BIOGRAPHY. 
 
 Who’s Who in America is a current directory of living educators ; Who’s 
 Who and the Schoolmaster’s Year Book for English educators. The N. E. A. 
 list of members who have died during each year is printed in each annual 
 volume of Proceedings. 
 
 118. Mellen, G. F. New England college presidents in the south. (New 
 
 Eng. mag. June, 36:468-80.) 
 
 Brief sketches of prominent New Englanders who administered colleges of 
 the old South. 
 
24 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 119. 
 
 121 . 
 
 ^ 125. 
 
 *U 
 
 S 12G. 
 
 Broolcs, Charles. Albree, John. Churles Brooks and his work for nor- 
 mal schools. 31 p. O. Author (Swampscott, Mass.), gratis. 
 
 Reprinted from the Historical Register, vol. 10, no. 1, Jan., 1907, published 
 by the Medford Historical Society. 
 
 Davidson, Thomas. Knight, William. Memorials of Thomas Davidson 
 the wandering scholar, collected and edited by William Knight. 241 p. 
 O. Ginn, $1.25. 
 
 Twenty-one chapters ; recollections, sketches, estimates of Davidson by friends ; 
 selections from his letters, lectures, and writings. 
 
 Guarino de Verona. McCormick, P. J. Two Catholic medieval educa- 
 tors. II. Guarino de A^erona. (In Catholic univ. bulletin, April, 13: 
 232-49.) 
 
 Herbart, Johann Friedrich. Compayre, Gabriel. Herbart and educa- 
 tion by instruction. 142 p. D. Crowell, 90c. 
 
 Translation of a volume in series Les grands educateurs, published in Paris 
 in 1904. Save for a brief biographic chapter and one on the spread and influ- 
 ence of Herbart’s work, the book is a critical synopsis of his systems of psychol- 
 ogy, education, and morals. 
 
 Kriisi, Hermann. Kriisi, Hermann. Recollections of my life. An 
 autobiographical sketch supplemented by extracts from his personal rec- 
 ords and a review of his literary productions together with selected 
 essays, arranged and ed. by Elizabeth Sheldon Ailing. 439 p. O. The 
 Grafton press, $2.50. 
 
 One thousand copies printed. 
 
 Magill, Edward Hicks. Magill, E. H. Sixty-five years in the life of a 
 teacher 1S41-1906. 323 p. D. Houghton, $1.50. 
 
 Record of a long, varied, and interesting career of an ex-president of Swarth- 
 more College and long a prime mover for advancement of higher education in 
 Pennsylvania. Contains an account of the early history of the elective system. 
 
 Mann, Horace. Compayre, Gabriel. Horace Mann and the public school 
 in the United States. 134 p. I). Crowell, 90c. 
 
 A brief biography which may rank with Hinsdale’s Horace Mann and the 
 Common School Revival in the United States. 
 
 Pestalozzi, Johann Heinrich. Compayre, Gabriel. Pestalozzi and ele- 
 mentary education. 139 p. D. Crowell, 90c. 
 
 First published in French in 1902, now first translated. Characterized by 
 sympathetic treatment. 
 
 Hooper, Thomas Godolphin. Tatton, 11. G. Memoir of T. G. Rooper. (In 
 Rooper, Selected writings. Blackie, 7s. Gd. pref. p. 15-94.) 
 
 Rousseau, Jean Jacques. Compayre, Gabriel. Jean Jacques Rousseau 
 and education from nature. 120 p. D. Crowell, 90c. 
 
 Translation of a French monograph first published in 1901. A synoptic and 
 critical sketch. 
 
 Spencer, Herbert. Compayre, Gabriel. Herbert Spencer and scientific 
 education. 119 p. D. Crowell, 90c. 
 
 First published in France in 1901, and in translation forms a most consid- 
 erable critique of Mr. Spencer as an educator only. 
 
TEACHERS, METHODS, DISCIPLINE. 
 
 25 
 
 371 . TEACHERS, METHODS, DISCIPLINE. 
 
 371.1. TEACHERS. 
 
 Material on teachers as distinct from teaching is included in this section. 
 Methods of teaching is section 371.3. 
 
 130. Lang, O. H. The status of the teacher in the United States : Observations 
 
 of a German educational expert. (Forum, July, 39: 60-71.) 
 
 A review of the book Volksschule und Lehrerbildung de r Vereini gten Staaten 
 . . . written by Dr. F. '^TTypers, a member of tbe German educational com- 
 mission that spent seven weeks in this country in 1904. Author discusses femin- 
 ization of our schools, equal pay for equal work, compulsory education, and the 
 fact that there seemed to him to be no real profession of teaching in this 
 country. 
 
 13! . New York City teachers’ association. Report of the committee on the 
 
 promotion of teachers. 75 p. O. The ass’n, gratis. 
 
 A study of the methods of promotion in over 50 cities, with separate accounts 
 of the systems in New York, Chicago, St. Louis, Boston, London, and Baltimore. 
 
 132. Palmer, G: H. The ideal teacher. (Atlantic, Apr., 99:433-42.) 
 
 Declares that “ teaching as a trade is poor and disappointing business, but 
 entered as a profession there are few employments more satisfying.” 
 
 133. Plan for official advisory organization of the teaching force of Chicago. 
 
 (Elem. school teacher, Feb., 7 : 305-10.) 
 
 Report of the subcommittee of the school management committee of the 
 board of education of Chicago, appointed to report upon the whole subject of 
 an advisory organization of the teaching body. The resulting plan provides 
 for a representation of the teachers when educational matters are considered 
 by the Chicago school board. See also editorial in same number, p. 361-367. 
 
 134. Spaulding, F. E. The uuassigned teacher in the schools. (School rev. 
 
 Mar., 15:201-16.) 
 
 Describes the work of the teacher without a class, with special mention of 
 experiences in Newton, Mass. Devotes much attention to a discussion of the 
 evils of rigid grading. 
 
 135. Tuell, H. E. The public school teacher and promotional examinations. 
 
 (Educ. Dec., 28: 217-23.) 
 
 Comments upon the new system of promotional examinations for teachers 
 in Boston and states facts to prove that ability to pass a required examination 
 can not be a satisfactory test of a teacher’s merit. 
 
 136. Van Storm, Ashley. Minimum qualifications of the elementary teacher. 
 
 (In N. E. A. Proc. p. 239-52.) 
 
 371.12. TRAINING OF TEACHERS. 
 
 See also section 370.7. 
 
 137. Bolton, F. E. The preparation of high school teachers: what they do 
 
 receive and what they should receive. (School rev. Feb., 15:97-122.) 
 
 Discusses existing State legislation designed to secure good high school 
 teachers. There is great lack of uniformity in requirements for teaching and 
 of effective laws to eliminate poor teachers. American standards are compared 
 with German. 
 
 47405—08 4 
 
26 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 138. Bolton, F. E. The relation of the department of education to other depart- 
 ments in colleges and universities. (Jour, of ped. Dec. 1906-Mar. 1907, 
 19:137-76.) 
 
 “An attempt is made to show clearly the proportions which the work has 
 assumed, class of students accepted, the kind of work prepared for, the 
 intimate relation which the department hears toward the rest of the insti- 
 tution, the relation to the State, and the distribution of the work within the 
 department.” Many of the data presented were secured by a questionnaire. 
 
 See also No. 145, below. 
 
 \\ 
 
 139. Chabot, Charles. The professional training of teachers in France. (Con- 
 
 gress of arts and sciences. Houghton, v. 8, p. 176-91.) 
 
 Address at the St. Louis exposition, 1904. 
 
 140. Great Britain — Education, Board of. . . . General report on the in- 
 struction and training of pupil-teachers, 1903-1907, with historical intro- 
 duction. Presented to both houses of Parliament. 219 p. Q. ([Gt. Brit. 
 Parliament. Papers by command] Cd. 3582.) 
 
 The 30-page historical introduction is of special value. 
 
 141. The education and training of the French primary school 
 
 teacher. 222 p. O. (Special reports on educational subjects, v. 18.) 
 
 Contents. — Curricula of French higher primary schools, pp. 1-82 ; Life in a 
 French higher primary school, by A. M. Saville, pp. 83—124 ; Summary of official 
 regulations affecting the training and position of teachers in State primary 
 schools in France, by H. E. Matheson ; The French training college system, by 
 B. Dumville, pp. 159-222. 
 
 Farrington : The Public Primary School System of France, 1906, while cover- 
 ing much the same ground, is fuller in historical material than the present 
 volume and less detailed in presentation of curricula and their contents. The 
 professions of primary and secondary teacher in France are entirely distinct, 
 and the slight opportunities for the pupil-teacher contrast strongly with English 
 and American methods. 
 
 142. Ladd, A. J. Ecole normale superieure; an historical sketch. 61 p. O. 
 
 Herald pub. co., Grand Forks, N. D. 50c. 
 
 Doctor’s dissertation, Michigan, 1904. 
 
 143. National education association. Report of the committee of seventeen 
 
 on the Professional preparation of high-school teachers. (In N. E. A. 
 Proc. p. 523-668.) 
 
 The introduction (15 pages) was published in School Review, Sept., 1907, and 
 the entire report is also published separately. 
 
 144. Iiuedeger, W: C. Recent tendencies in the normal schools of the United 
 
 States. ( Educ. rev. Mar., 33 : 271-87. ) 
 
 A comparative study, based chiefly on data obtained from 51 pairs of normal 
 school catalogues, ten years apart, showing changes in normal school work and 
 conditions as to equipment, students, and contents of curriculum. 
 
 145. Sutton, W. S. The organization of the department of education in rela- 
 
 tion to the other departments in colleges and universities. (Jour, of 
 ped. Dec. 1906-Mar. 1907, 19:81-136.) 
 
 An historical survey of the professional education of teachers is followed by 
 a discussion of its present status in America, based upon responses to a ques- 
 tionnaire and disclosing great variety in the plans of organization in 42 insti- 
 tutions. Brief mention is made of the study of education in leading foreign 
 universities. 
 
 Two appendixes are : 
 
 A. Table showing courses in education at German universities, 1905-6. 
 
 B. Historical data concerning evolution of the professional education of 
 teachers in American colleges and universities, with plans for the organization 
 of educational work therein. 
 
TEACHERS, METHODS, DISCIPLINE, 
 
 27 
 
 371.10. teachers’ salaries. 
 
 146. Association of men teachers and principals of the city of New York. 
 
 The grounds of opposition to the White bill. 48 p. 
 
 During its 1907 session the legislature of the State of New York gave much 
 attention to a bill (senate 1218) providing for an increase in the salaries of 
 certain women teachers in the schools of New York City. When the bill 
 reached Governor Hughes he vetoed it, and his objections are printed in full 
 in Educational Review, September, 1907, pp. 211-213. The above pamphlet 
 prints the text of the bill and some arguments against “ equal pay for equal 
 work,” regardless of sex. The hill was reintroduced in the session of 1908, 
 but failed of passage. 
 
 147. The compensation of college teachers. (In Association of colleges and 
 
 preparatory schools of the middle states and Maryland. Proc. of twen- 
 tieth annual convention, 1906. p. 18^4.) 
 
 Papers by J. D. Moffatt, J. B. Fletcher, and E. E. Hale, jr., w r ith discussions 
 by W. A. Lamberton and Thomas Fell. 
 
 148. Cooley, E. G. The basis of grading teachers’ salaries. (In N. E. A. 
 
 Proc. p. 94-103.) 
 
 149. Cotton, F. A. Teachers’ salaries and how affected by the operation of 
 
 the minimum-salary law. (N. E. A. 50th anniv. vol. p. 132-141.) 
 
 The author, State superintendent for Indiana, describes the law in that 
 State and how it works. In the discussion similar laws in Pennsylvania and 
 West Virginia are described. 
 
 • 
 
 150. Fletcher, J. B. The compensation of college teachers. (Educ. rev. Jan., 
 
 33:77-86.) 
 
 Paper read before annual meeting of the Association of Colleges and Pre- 
 paratory Schools of the Middle States and Maryland at Philadelphia, November, 
 1900. 
 
 Shows that the responsibility for reform in the matter of the compensation 
 of college teachers rests with the faculty. 
 
 151. Hutchins, H. B. Should men bearing the same title in any institution 
 
 receive the same pay. , (In Association of American universities. Jour- 
 nal of proceedings and addresses of eighth annual conference, 1907. 
 p. 92-99. 
 
 152. McAndrew, William. Where education breaks down. (Educ. rev. Jan., 
 
 33:11-23.) 
 
 A resume of the salary conditions among teachers, comparing them with 
 those in other callings. The author complains of a lack of professional 
 enthusiasm and on this point is answered by Isabella M. Blake in same volume, 
 pp. 522-526. 
 
 153. Stillman, J. M. Relations of salary to title in American universities. 
 
 (In Association of American universities. Journal of proceedings and 
 addresses of eighth annual conference, 1907. p. 72-91.) 
 
 Also in Science, February 25, pp. 241-259. 
 
 Concludes that a maximum efficiency of university work and a minimum of ad- 
 ministrative difficulty resulting from inequalities in pay in the same grade will 
 be attained by a minimum or normal salary for each grade by reasonable in- 
 creases dependent upon length of efficient service and with freedom to recognize 
 unusual ability or distinguished service as the requirements of the case may 
 demand. Article closes •with quotations from answers to a circular letter sent to 
 presidents and faculty members. 
 
 154. Tanner, A. E. Salaries of women teachers in institutions of collegiate 
 
 rank. (Ass’n of collegiate alumnae. Special bull. Ser. 3, no. 15.) 
 
 Discusses maximum and minimum salaries in 14 American women’s colleges. 
 
28 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907 , 
 
 155. Van Sickle, J. H. What should be the basis for the promotion of teachers 
 and the increase of teachers’ salaries? (N. E. A. 50th anniv. vol. p. 177- 
 183.) 
 
 Describes the new arrangement in Baltimore. 
 
 371.17. PENSIONS FOR TEACHERS. 
 
 150. The best means of introducing the pension system into American 
 universities. Discussion. (In Association of American universities. 
 Journal of proceedings and addresses of eighth annual conference, 1907. 
 p. 64-71.) 
 
 The Carnegie Foundation is the theme. 
 
 157. Carnegie foundation for the advancement of teaching. Papers relating 
 
 to the admission of state institutions to the system of retiring allowances 
 of the Carnegie foundation. 45 p. Q. (Bulletin no. 1.) 
 
 As the Foundation bases the distribution of its pensions on the qualifications 
 of institutions, not individuals, it is necessarily concerned with the organization 
 and curricula of those institutions which wish to share in its funds. This 
 Bulletin is the first of a series which will furnish data as. to entrance require- 
 ments, financial resources, and equipment of many American universities and 
 colleges. 
 
 158. Second annual report of the president and treasurer. 124 p. Q. 576 
 
 Fifth ave., N. Y. No price. 
 
 It is remarkable hSw rapidly and how intelligently the work of this great 
 foundation has progressed in two years. The standardizing of American institu- 
 tions for higher education is a by-product of the financial work of the founda- 
 tion. The statistical and historical material included in this report is of refer- 
 ence value. 
 
 159. Jastrow, Joseph. Advancement of teaching. (No. Amer. rev. 7 Oct., 
 
 186 : 213-24.) 
 
 Commends the spirit of the Carnegie Foundation for the Advancement of 
 Teaching, but opposes the exclusion of State universities. Believes that increase 
 of salary would be more effective in the advancement of teaching than the most 
 liberal of pension systems. 
 
 160. Keyes, C: H. Teachers’ pensions. (In N. E. A. Proc. p. 103-08.) 
 
 Statement of reasons why pensions should be provided for teachers in public 
 schools, and account of sotne ways in which the matter is managed in the 
 United States. 
 
 371.2. ORGANIZATION AND ADMINISTRATION OF THE SCHOOL; THE SUPERIN- 
 TENDENT. 
 
 See also section 379.15 and the papers read at the meeting of the N. E. A. 
 Department of Superintendence, and printed in the annual volume of Pro- 
 ceedings. 
 
 161. Allen, W. H. School efficiency. (In his Efficient democracy. Dodd, 
 
 Mead, $1.50. p. 113-41.) 
 
 A study of the statistical method as basis for intelligent progress in con- 
 ducting the school. -Shows what is lost in school efficiency by lack of proper 
 methods of record and later use of such records as correctives and guides. 
 
 162. Jackman, W. S. Relation of school organization to instruction. (Pop. 
 
 sci. mo. Feb., 70:120-33.) 
 
 Paper read before the Social Education Congress, Boston, November, 1900, indi- 
 cates some of the most important changes needed in present school organization 
 in order that the school may be operated as a social institution, 
 
TEACHERS, METHODS, DISCIPLINE, 
 
 29 
 
 371.23. VACATION SCHOOLS. 
 
 163. Great Britain Education, Board of. School excursions and vacation 
 
 schools. 89 p. O. (Special reports on educational subjects, v. 21.) 
 
 In a brief historical introduction school excursions are traced back to the 
 traveling scholars of the Middle Ages. The French Alpine club and the holiday 
 home at Contrexeville are briefly noticed, after which follow chapters on vaca- 
 tion schools, country schools for backward children, and school journeys. 
 These are mainly descriptions of the methods and work of specific examples, 
 chiefly in England. The volume is the work of J. E. G. de Montmorency. 
 
 371.25. CLASSIFICATION OF PUPILS. 
 
 See also No. 134. 
 
 I 
 
 164. Garber, J : P. A rational system of classification and promotion. ( Educ. 
 
 Jan., 27:288-302.) 
 
 Discusses advantages and disadvantages of several of the commoner methods 
 of classification, states some of the fundamental principles which should underlie 
 a rational system of grading, and notes certain fallacies connected with classi- 
 fication and promotion. 
 
 371.28. PROMOTIONS. 
 
 165. Hartwell, C: S. Liberating tbe lower education. (School rev. June, 
 
 15:436-58.) 
 
 Discusses quality, not quantity, for promotion, and three-year high school 
 courses, giving tabulated statistics, compiled from questionnaires sent to various 
 classes of educators. 
 
 166. Promotion by subject and three-year courses. (School rev. Mar., 
 
 15: 184-96.) 
 
 Shows some of the evils of rigid grading and quotes actual experiences to prove 
 that flexibility in grading is entirely practicable. While the past tendency 
 has been to sacrifice the child to the system, it is being more generally recog- 
 nized that system must yield to the child. 
 
 371.3. METHODS OF INSTRUCTION. 
 
 For methods in special subjects, see section 375 and its subdivisions. See also 
 y Nos. 33, 37, 43. 
 
 167. Adamson, J: W., ed. (The) practice of instruction; a manual of method, 
 
 general and special. 512 p. D. National Society’s Depository, 4s. 6d. 
 
 The “ general ” chapters fill 125 pages, treating the theory of education with 
 emphasis on Herbart’s psychology and discussing the curriculum as a whole. 
 Then 8 chapters as follows : Religious instruction — A. C. Headlam. The mother 
 tongue — .T. W. Adamson. Geography — A. J. Herbertson. History — M. A. How- 
 ard. Mathematics — A. H. Baker. Natural science — T. P. Nunn. Latin and 
 Greek — W. H. D. Rouse. Modern languages — W. M. Poole. 
 
 168. Bagley, W: C. Classroom management; its principles and technique. 
 
 322 p. D. Macmillan, $1.25. 
 
 “ The author intends his work for the student of education in normal schools 
 and colleges who is preparing for elementary teaching. He has gathered his 
 data from observing good teachers, from text-books, from his own experience, 
 and from psychology. The routine factors of class-room management start with 
 the daily programme, punctuality, hygiene, order, discipline, and penalties. At- 
 tention lie treats under several laws and then discusses the technique of class 
 instruction, giving a whole chapter to the Batavia system. He tells how he 
 would test results, dispose of the teacher’s time, treats of the teacher’s relations 
 to the principal, supervisor, and superintendent, and concludes with the ethics 
 of school craft.” Pedagogical Seminary. 
 
30 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 109. 
 
 170. 
 
 171. 
 
 172. 
 
 173. 
 
 177. 
 
 178 . 
 
 Chapin, C: S. Departmental teaching in the grammar grades. (Educ. 
 Apr., 27:505-14.) 
 
 Considers the whole subject still in the experimental stage. Cites the chief 
 arguments, pro and con, followed by a statement of the conditions necessary 
 for success. 
 
 Harris, VV. T. How the superintendent may correct defective classwork 
 and make the work of the recitation teach the pupil how to prepare his 
 lesson properly. (N. E. A. 50th anniv. vol. p. 341-351.) 
 
 Kilpatrick, V. E. The adaptation of departmental teaching to ele- 
 mentary schools. (Educ. rev. Apr., 33:356-67.) 
 
 An examination of the principles underlying departmental teaching is followed 
 by a detailed statement of how it may be undertaken by any elementary school. 
 
 Mahony, J: J. The problem of the poor pupil. (Educ. Dec., 28: 197-212.) 
 
 Describes the Batavia system of individual instruction and flexible grading 
 schemes of several cities, and acknowledges that plenty of valuable experiment- 
 ing has been done, but lack of cooperation has led to no educational doctrine. 
 What is most needed now is an attempt through an intelligent application of 
 pupil study, through a close cooperation between the home and the school, to 
 discover just why the pupil is poor. 
 
 Sachs, Julius. The departmental organization of secondary schools. 
 (Educ. Apr., 27:484-96.) 
 
 The proper conception of departmental organization in the high school involves 
 much more than mere specialization. The hope of a real departmental organi- 
 zation must lie in the broad training and accurate attainments of the teachers. 
 
 Theobald, H. C. (The) Filipino teacher’s manual. 260 p. D. World 
 Book Co., $1.50. 
 
 Winterburn,- R. V. Methods in teaching; being the Stockton methods in 
 elementary schools. 355 p. D. Macmillan, $1.25. 
 
 The Stockton methods are those used in the schools of Stockton, Cal., and 
 attention was called to them by striking exhibits at the St. Louis and Portland 
 expositions. Hundreds of letters to the Stockton school board asking for details 
 determined them to print this book, which is edited by a former supervisor of 
 English and history. “ The Stockton methods seek to employ all the mental 
 faculties of the child simultaneously in order to accomplish their union as soon 
 as possible.” 
 
 371.42. MANUAL TRAINING. 
 
 See also a chapter in No. 49. 
 
 Council of supervisors of the manual arts. Yearbooks 1906-7. v. 6-7. 
 The Sec’y. Hastings-on-IIudson, N. l r . $3 each. 
 
 The papers treat chiefly of the actual work in the school in drawing, design, 
 woodwork, and specific handicrafts or trades. 
 
 The development of an adequate course of study in manual training 
 for elementary grades. (In N. E. A. Proc. 760-78.) 
 
 1. From the point of view of the teacher of manual arts, by A. Ahrens. 
 
 2. From the point of view of child study, by F. B. Dresslar. 
 
 3. From the point of view of the school superintendent, by C : II. Keyes. 
 
 Harvey, L. 11. Manual training in the grades. (Elem^ school teacher, 
 Mar., 7 : 390-407. ) 
 
 Emphasizes and estimates the value of manual training to the individual, and 
 favors its use in all of the 12 grades. 
 
Teachers, methods, discipline. 
 
 •31 
 
 371.5. GOVERNMENT, DISCIPLINE, PUNISHMENT. 
 
 See also No. 210, below. 
 
 179. Griffiths, F. P. Student self-government at the University of California. 
 
 (University of California chronicle, July, 9: 240-55.) 
 
 180. Thompson, W. O. Self-government by students in school and college. 
 
 (Social education quarterly, Mar. 1: 41-53.) 
 
 371.52. ATTENDANCE. 
 
 181. Thorndike, E. li. The elimination of pupils from school. 63 p. O. 
 
 Government printing office. U. S. — Education Bureau. Bulletin 4, 1907.) 
 
 A statistical study, carefully done and accurately grounded, of what pupils 
 stay in school, how long they stay, what grades they reach, and why they 
 leave. The significance of the results for the immediate problems of school 
 administration are briefly suggested. 
 
 • 371.55. CORPORAL PUNISHMENT. 
 
 182. Du Bois, Patterson. The failure and immorality of corporal punishment. 
 
 (In his Culture of Justice. Dodd, Mead, 75c. p. 209-27.) 
 
 371.6. SCHOOL BUILDINGS AND FURNITURE. 
 
 183. Boston — School committee. Report of committee of oculists and elec- 
 
 tricians on the artificial lighting and color schemes of school buildings. 
 
 20 p. O. (Boston School Doc. 1907, no. 14.) 
 
 Gives chart of colors recommended for walls ; of location of lights in stand- 
 ard schoolroom ; cuts and full description of the tungsten-light fixtures 
 recommended. 
 
 184. Olsen, J. W. Rural school architecture. (N. E. A. 50th anniv. vol. 
 
 p. 141-148.) 
 
 Two plans and elevations are given for one and two room buildings costing, 
 respectively, ,$800 and $2,800. 
 
 185. Two recent high schools. (Architects and builders’ magazine, Mar. 
 
 n. s. 8:251-65.) 
 
 Includes description and plans of. the Jersey City high school and the De 
 / Witt Clinton high school, New York City. 
 
 186. Wisconsin — Dept, of education. The school beautiful, by Maud Bar- 
 
 nett. 94 p. Q. C. P. Cary, state superintendent, Madison. 
 
 Minute, practical suggestions and directions for securing more attractive and 
 healthful school buildings and grounds. Helpful plans and pictures. 
 
 371.64. SCHOOL LIBRARIES ; LIBRARIES AND SCHOOLS. 
 
 See also the papers printed in the N. E. A. Proc., pp. 961-982, under the 
 library department. 
 
 187. Axon, W. E. A. The library in relation to knowledge and life. (Con- 
 
 gress of arts and sciences. Houghton, v. 8, p. 203-15.) 
 
 188. Biagi, Guido. The library — its past and future. (Congress of arts and 
 
 sciences. Houghton, v. 8, p. 216-29.) 
 
 After sketching the rise and development of libraries, Doctor Biagi forecasts 
 the future, which, he thinks, will be particularly marked by international co- 
 operation, the use of photography, the gramophone, and a greatly increased use 
 of the card. 
 
32 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 189. Crunden, F. M. The library in education. (Congress of arts and sciences. 
 
 Houghton, y. 8, p. 195-202.) 
 
 190. MacDowell, L. I. A public school library system. (Educ. rev. Nov., 
 
 34: 374-84.) 
 
 Contains practical suggestions for the organization of a successful school 
 library. Describes the systems in New . York City, Utica, Newark, Baltimore, 
 Chicago, and St. Louis. Lays special stress on the advantages of class 
 libraries. 
 
 371.7. SCHOOL HYGIENE. 
 
 An important second triennial congress on school hygiene was held in Lon- 
 don, August 5—10, 1907. Its papers have not been published, but accounts of 
 the meeting are in Pedagogical Seminary, December, 1907 ; Nineteenth Century, 
 September, 1907, pp. 388—394, and London Journal of Education for September, 
 1907, pp. 607-610. 
 
 191. Ainge, T. S. The ventilation of school buildings. (Jour. Mich. med. soc. 
 
 June, 6:271-80.) 
 
 192. Clay, Arthur. School feeding question in England. (Charities, 19 Jan., 
 
 17:699-707.) 
 
 Brief account of the various recent English experiments with this work. 
 Verdict rather against its usefulness. 
 
 193. Cronin, J: J. Doctor in the public school. (Rev. of Rev. Apr., 
 
 35:433-40.) 
 
 Startling results of rigid medical inspection in New York City. 
 
 194. Douglas, C. C. The laws of health ; a handbook on school hygiene. 240 p. 
 
 D. Blackie, 3s. 
 
 Principally physiological. 
 
 195. Elkington, J. S. C. Health in the school ; or hygiene for teachers. 192 p. 
 
 D. Blackie, 2s. 
 
 196. McMillan, Margaret. Labour and childhood. 205 p. D. Sonnenschein, 
 
 3s. 6d. 
 
 Chapter 9, “ The hygiene of instruction," states the case for medical inspec- 
 tion. Chapter 10, “ The school doctor in other lands,” is an account of what 
 has been done in Germany, mainly in Wiesbaden, while chapter 11, “ The school 
 doctor at home,” tells what has not been done in England, and why and how 
 more should be done. 
 
 The hook is not about child labor, hut a study of education through labor, 
 with emphasis upon the part which good health plays in it. 
 
 197. New York committee on physical welfare of school children. An ex- 
 
 amination of the home conditions of 1400 New York school children 
 
 found by school physicians to have physical defects. (Amer. statistical 
 
 ass’n. Quarterly publications. June. 10:271-316.) 
 
 Present the startling conclusion that if the 1,400 children examined are 
 representative American school children there are 12,000,000 children in 
 the United States so defective physically as to need attention. A comprehen- 
 sive plan of medical inspection and instruction in hygiene is given. This 
 investigation is a result of the now famous Associated Press item from Wash- 
 ington in 1905 that 70,000 New York children went breakfastless to school. 
 
 198. Richards, H. M. The medical inspection of school children. (Jour. 
 
 Royal Sanitary Inst. July, 28:251-63.) 
 
 199. Scott, W. D. Sacrifice of the eyes of school children. (Pop. sci. mo. Oct., 
 
 71 : 303-12.) 
 
 Excessive destruction begins several years earlier than was formerly the case 
 in America, and earlier than is still the case in Germany and other foreign 
 
TEACHERS, METHODS, DISCIPLINE. 
 
 33 
 
 countries. Badly lighted schoolrooms come in for their share of blame, but 
 author believes the fact that our infants are reading more books both in and 
 out of school is largely responsible for the poor eyesight of children. 
 
 371.73. PHYSICAL TRAINING ; GYMNASTICS ; ATHLETICS. 
 
 See also papers printed in the N. E. A. Proc., pp. 925-950. 
 
 200. Derby, R. A. College athletics. (Outlook, 5 Oct., 87:254-8.) 
 
 Protests against present conditions, and urges the adoption of a new system 
 which will lessen rivalry in intercollegiate athletics and generalize the interest. 
 
 201. Fuld, L. F. Physical education in Greece and Rome. (Amer. phys. educ. 
 
 rev. Mar., 12:1-14.) 
 
 202. Grant, P. S. Physical deterioration among the poor in America. (No. 
 
 Amer. rev. 1 Feb., 184:254-67.) 
 
 203. Hetherington, C. W. Analysis of problems in college athletics. (Amer. 
 
 phys. educ. rev. June 12:154-81.) 
 
 204 . Johnson, G. E. Education by plays and games. 234 p. D. Ginn, 90c. 
 
 This revision of a “ questionnaire ” study in the Pedagogical Seminary in 
 1894 is a useful and practical contribution from the superintendent of play- 
 grounds, recreation parks, and vacation schools in Pittsburg. 
 
 205. Lowman, G. S. Regulation and control of competitive sport in the sec- 
 
 ondary schools in the United States. (Amer. phys. educ. rev. Sept., 12: 
 
 241-55: Dec., 12:307-23.) 
 
 A summary of the answers to a questionnaire sent to 881 schools. The Sep- 
 tember issue includes public schools and the December issue private schools 
 and academies. Author concludes that athletics in academies are in healthier 
 condition and better managed than athletics in public high schools. 
 
 206. Newcomb, Simon. University athletics. (No. Amer. rev. 21 June, 
 
 185 : 353-64,) 
 
 Condemns present system of athletics. Believes physical development of our 
 students will be best promoted by entirely abandoning intercollegiate contests and 
 making games of strength purely local and personal affairs. 
 
 207. Sargent, D. A. The academic value of college athletics. (Educ. Feb., 
 
 27: 317-25.) 
 
 Advocates the recognition of the educational value of physical training and 
 athletics as a remedy for many of the present abuses and evils. Suggests mak- 
 ing them essential features of the college curriculum with due academic credit. 
 
 208. Stewardson, L. C. Physical training and athletics. (Educ. rev. Nov., 
 
 34:385-97.) 
 
 A plea for reform in college athletics. What is needful at present is not 
 condemnation, but sympathetic treatment of the whole problem by those who 
 know what sport is. 
 
 371.8. STUDENT LIFE, CUSTOMS, SOCIETIES. 
 
 209. Copeland, Arthur. Men and days in Phi Beta Kappa. 143 p. O. 
 
 Du Bois, $1. 
 
 A brief account of the origin and growth of the society, with list of chapters, 
 distinguished members, the constitution, and a more particular account of the 
 chapter at Syracuse University by which this volume is issued. 
 
 47405—08 5 
 
BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 34 
 
 / 
 
 ^ 210. Cronson, Bernard. Pupil self-government; 
 
 107 p. D. Macmillan, 90c. net. 
 
 its theory and practice. 
 
 This work treats first the genesis of the movement and the causes of its suc- 
 cess and failure and its relations to the teachers. Obedience is its means, ap- 
 preciation its method, and life activities its material. As to conditions, there 
 must be a proper ideal, competent principal and teachers, gradual introduction of 
 the scheme, and power to enforce it. One chapter discusses the ethics of the 
 movement, its relations to life, at home, out of doors, in school, and to individual 
 welfare ; its influence in enforcing obedience to law, its relations to citizenship, 
 common welfare, the government, and especially the rise of representative gov- 
 ernment, are treated. There are eight full-page illustrations and plenty of blank 
 sheets for notes. Author is principal of Public School 3, Manhattan, N. Y. 
 
 371.9. EDUCATION OF SPECIAL CLASSES. 
 
 See also papers printed in N. E. A. Proc., pp. 983-999, under the department 
 of special education. 
 
 211. Maennel, B. (The) auxiliary schools of Germany. 137 p. O. Govern- 
 ment printing office. (U. S. — Education Bureau. Bulletin 3, 1907.) 
 
 A free translation of Vom Hilfsschulwesen, a recent German account of the 
 educational provisions in that country for backward, defective, and subnor- 
 mally endowed children. Full statements are given as to admission procedure, 
 health conditions, classification of pupils, the curriculum, and methods of disci- 
 pline and instruction. The monograph should be useful wherever such work is 
 being done or is to be attempted in this country. 
 
 212. The Psychological clinic: A journal for the study and treatment of men- 
 tal retardation and deviation : edited by Lightner Witmer. Published 
 by Psychological clinic press, Philadelphia, $1 per year. 
 
 First number appeared in March, 1907. Published primarily in the interest 
 of a large class of children who manifest different degrees of retardation in 
 mental and moral development. It presents the results of investigation con- 
 ducted mainly through examination and treatment of individual mental and 
 moral peculiarities. It will also take cognizance of all forms of special work 
 for mentally and physically defective children and juvenile delinquents and 
 dependents. Of interest to physicians, social workers, psychologists, and edu- 
 cators. The following important articles appeared in 1907 : 
 
 A method for determining the extent and causes of retardation in a city 
 school system, by J. E. Bryan. The fifteen months’ training of a feeble- 
 minded child, by Lightner Witmer. Public day schools for backward children, 
 by C. H. Town. Need for special classes in the public schools, by J. D. Heil- 
 man. Mental cohdition of juvenile delinquents, by I. H. Coriat. Retardation 
 y through neglect in children of the rich, by Lightner Witmer. 
 
 ^ 213. Snedden, D. S. Administration and educational work of American 
 
 juvenile reform schools. 207 p. O. Columbia Univ. $2. (Teachers coll, 
 cont. to educ. no. 12.) 
 
 Describes the educational ideals, methods, and results of these institutions, 
 which are so distinctly apart from our general system of public or private 
 education. 
 
 214. The public school and juvenile delinquency. (Ednc. rev. Apr., 
 
 33 : 374-85.) 
 
 Urges that “between the parent on the one hand (with the cooperation of 
 his church) and the public school on the other (representing the State in its 
 contribution to the custody and education of children) there should be no 
 middle ground left to the unorganized efforts of charity and voluntary effort, 
 however well-meaning these may be.” 
 
 371.94. NEGRO EDUCATION. 
 
 215. Hampton negro conference. Eleventh annual report. 109 p. O. 
 
 Hampton, The institute press. Published as the Hampton bulletin, vol. 3, 
 no. 3. 
 
 W. T. B. Williams ; Colored public schools, pp. 39-53. 
 
ELEMENTARY EDUCATION. 
 
 35 
 
 371.95. INDIAN EDUCATION. 
 
 See also papers printed in the N. E. A. Proc., pp. 1001-1030, under the depart- 
 ment of Indian education. The annual report of the superintendent of United 
 States Indian schools to the Commissioner of Indian Affairs gives current news 
 affecting the education of the Indian. 
 
 216. Indian rights association. Twenty-fourth annual report for the year 
 1906. 104 p. O. 1305 Arch st., Phil. 
 
 216a. Lake Mohonk conference of friends of the Indian and other de- 
 pendent peoples. Proceedings of the twenty-fifth annual meeting, Oct. 
 23-25, 1907. 207 p. O. H. C. Phillips, Mohonk lake, N. Y. Gratis. 
 
 372 . ELEMENTARY EDUCATION. 
 
 See the N. E. A. Proc., pp. 475-519, for papers read in the department of 
 elementary education. 
 
 For additional material on elementary education see The Elementary School 
 Teacher, published monthly, except during July and August, by the University of 
 Chicago elementary school. 
 
 See also nos. 2G, 53, 13G. 
 
 All material on child study has been omitted, as this subject is thoroughly 
 y covered in the annual bibliography compiled by L. N. Wilson ; that for 190G 
 
 / appears in the Pedagogical Seminary, 14 : 329-354. 
 
 217. Bridgham, Alice. Day by day in the primary school. 3 v. O. Barnes, $4. 
 
 Contents. — v. 1, The autumn months; v. 2, the winter months; v. 3, the 
 spring months. 
 
 A programme of suggestions, hints, and directions for enriching, planning, and 
 carrying out schoolroom work on every day of the year. Prepared by a primary 
 teacher who has proved its value in her own school. Covers all subjects. 
 Accompanied by many simple outline sketches and diagrams for blackboard and 
 paper work. , 
 
 218. Chapin, C. S. Departmental teaching in the grammar grades. (Educ. 
 
 Apr., 27:505-14.) 
 
 A summary of chief arguments pro and eon. 
 
 219. Great Britain Education, Board of. The education and training of 
 
 the French primary school teacher. 222 p. Q. (Special reports on 
 educational subjects, v. 18.) 
 
 More fully described under No. 141. 
 
 220. Horace Mann elementary school. (Teachers coll, record, Jan., 8: 1-104; 
 May, 8 : 167-248 : Sept., 8 : 249-350.) ” 
 
 Continuing articles which appeared in January and September, 1906, and were 
 devoted to a description of the work in the first, second, and third grades. The 
 January number of the present volume covers the fourth and fifth grades, the 
 May number the sixth grade, and the September number the seventh. 
 
 221. Kilpatrick, V. E. The adaptation of departmental teaching to ele- 
 mentary schools. (Educ. rev. Apr., 33:356-67.) 
 
 An examination of underlying principles, with a detailed statement of how it 
 may be undertaken by any elementary school. 
 
 222. Thomas, A. B. (The) first school year; a course of study with selection 
 of lesson material, arranged by months, and correlated for use in the 
 first school year. 208 p. D. Flanagan, 60c. 
 
 372.2. KINDERGARTEN. 
 
 For additional kindergarten material see the files of the Kindergarten Re- 
 view, the Kindergarten Primary Magazine, and the N. E. A. Proc., p. 455-74. 
 
BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 86 
 
 223. International kindergarten union. Proceedings of the fourteenth an- 
 
 nual meeting, New York, April, 1907. 136 p. O. Anna H. Littell, Secy., 
 y 3 Forest ave., Dayton, O. 
 
 224. National society for the scientific study of education. The Kinder- 
 
 garten and its relation to elementary education. 138 p. O. (Yearbook 6, 
 pt. 2.) 
 
 Thoughtful papers containing much cogent argument and admirable state- 
 ment. They are : The psychologic basis of the kindergarten — E. A. Kirkpat- 
 rick ; An interpretation of some Froebelian principles — Maria Kraus-Boeltti ; 
 Conservative and progressive phases of kindergarten education — Patty S. Hill ; 
 Evolution of the kindergarten problem — Harriette M. Mills ; History of kinder- 
 garten influence in elementary education — Nina C. Vandewalker. Reviewed in 
 Kindergarten Magazine, February, 1908, pp. 224-226. 
 
 373. PRIVATE SECONDARY SCHOOLS. 
 
 Great Britain. 
 
 225. Leach, A. F. History of Warwick school. 278 p. O. Constable, 10s. 
 
 226. The public schools from within; a collection of essays on public school 
 education, written chiefly by schoolmasters. 320 p. O. Low, 3s. 6d. 
 
 Thirty-two short chapters on the subjects of instruction, moral and social in- 
 fluences, physical and athletic life, historical and descriptive. Reviewed in 
 Athenaeum, May 4, 1907. 
 
 375. THE CURRICULUM: METHODS IN SPECIAL BRANCHES. 
 
 See also Nos. 109, 392. 
 
 All discussions of special subjects are here, whether they concern university, 
 college, special school, secondary or elementary school, except as they relate 
 to college entrance requirements. For those, see section 378.01. 
 
 227. I)e Garmo, Charles. Principles of secondary education ; a text-book. 
 
 299 p. D. Macmillan, $1.25. 
 
 A separate description and analysis of the content of each secondary school 
 study to determine its inherent and comparative educational value, and upon 
 the basis of the values thus established to further determine the best possible 
 combination of studies into curricula. One-third of the book is filled with 
 representative programmes of the various types of secondary schools in this 
 and other countries. 
 
 The book is planned as a text-book for college and university classes. A 
 second volume is to follow in 1908. 
 
 228. Greenwood, J. M. A seven-year course for elementary schools and a five- 
 
 year course for secondary schools. (Educ. May, 27:550-55.) 
 
 A continuation of the author’s argument in Education for April and May, 
 1903, favoring a seven-year course in the grades. He does not believe that the 
 year thus saved should be added to the high school course. 
 
 / 375.04. ELECTIVE STUDIES. 
 
 229. Adams, C. F. Some modern college tendencies. (In his Three Phi Beta 
 
 Kappa addresses. Houghton, $1. p. 101-47.) 
 
 A summary of objections to the elective system. In a “ Supplementary Note ” 
 added since this address was first printed in Educational Review. 32:132, Mr. 
 Adams replies to his critics. 
 
 375.2. THE TEACHING OF THEOLOGY. 
 
 230. Berle, A. A. The education of a minister. (Bibliotheca sacra, Apr., 
 
 64 : 283-98.) 
 
 The great need is “ real effective training of the minister with some relation 
 to the things he is going to do.” 
 
THE CURRICULUM. 
 
 37 
 
 231. Berle, A. A. Rout of the theological schools. (Bibliotheca sacra, July, 
 64: 566-87.) 
 
 .232. Buckham, J. W. Modern theological education. (Bibliotheca sacra, Jan., 
 64:135-47.) 
 
 Discusses the curriculum of theological seminaries, and states that a com- 
 parison of the courses offered by prominent seminaries of different denomina- 
 tions proves that all theological education is in a state of transition. 
 
 233. Ellwood, C: A. How should sociology be taught as a college or university 
 subject? (Amer. jour, of soc. Mar., 12:588-06.) 
 
 234. American law school review; an intercollegiate law journal, v. 2, Nov. 
 
 1906 to Dec. 1907; 3 numbers. West pub. co. 
 
 Reports the annual meeting of the Association of American Law Schools, and 
 prints short articles of value and interest to law students. 
 
 235. Symposium on the value of humanistic, particularly classical, studies 
 
 as a preparation for the study of law, from the point of view of the 
 profession. (School rev. June, 15:409-35.) 
 
 I. ' Value to the lawyer of training in the classics, by Merritt Starr. 
 
 II. Study of Greek and Latin as a preparation for the study of law, by 
 
 Lyden Evans. 
 
 III. Humanistic, and particularly classical, studies as a preparation for the 
 law, by H. B. Hutchins. 
 
 IV. Discussion of first three papers, by H. P. Davock. 
 
 V. Discussion of the first three papers, by H. E. Spalding. 
 
 VI. Concluding remarks, by L. I. Barbour. 
 
 VII. Appendix to paper of Mr. Merritt Starr. 
 
 Papers read at the Classical Conference at Ann Arbor, Mich., March, 1907. 
 
 236. Vance, W: R. Legal education in the South. (Geo. Washington univ. 
 bulletin, v. 6, no. 3, p. 18-27.) 
 
 Also in Proceedings of the American Bar Association, 1907. An account on 
 present conditions and opportunities. 
 
 ~J7. O’Shea, M. V. Linguistic development and education. 347 p. D. Mac- 
 millan, $1.25. 
 
 A study of the psychology of linguistic development in young children and 
 its relations to and significance in the formal teaching of languages. The 
 study is based upon close observation of several children (the author’s own, 
 we strongly suspect) for a term of years, upon the results of experimental 
 language teaching in model schools, and upon personal investigations of methods 
 of language teaching at home and abroad. 
 
 238. Mann, C. R. The meaning of the movement for the reform of science 
 
 teaching. (Educ. rev.- June, 34:13-25.) 
 
 Read at annual meeting of North Central Association of Colleges and Sec- 
 ondary Schools at Chicago, March, 1907. 
 
 239. New York state science teachers association. Proceedings of the 
 
 eleventh annual conference, N. Y. City. Dec. 26-27, 1906. 185 p. O. 
 
 Albany, Educ. dept. No price. (Secondary education bulletin 34.) 
 
 375.3. THE TEACHING OF SOCIOLOGY. 
 
 375.34. LEGAL EDUCATION. 
 
 375.4. LANGUAGE IN THE CURRICULUM. 
 
 375.5. SCIENCE IN THE CURRICULUM. 
 
88 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 240. Woodhull, J. F. Science for culture. (School rev. Feb., 15:123-33.) 
 
 
 Science can make for humanism instead of, as too often now, for mere 
 information and utility. To do so, however, it should be divorced from sylla- 
 bus and examination. 
 
 375.507. NATURE STUDY. 
 
 v/ 
 
 241. 
 
 For additional material on nature study consult the files of the Nature 
 Study Review. Material on school gardens is found in section 375.63. 
 
 Bigelow, E: F. (The) spirit of nature study; a book of social suggestion 
 and sympathy for all who love or teach nature. 222 p. D. A. S. Barnes 
 & Co., $1. 
 
 375.51. MATHEMATICS. 
 
 242. 
 
 Myers, G: W. The year’s progress in the mathematical work of the 
 University high school. (School review, Oct., 15:576-93.) 
 
 Describes the methods in use at the Chicago University high schools for test- 
 ing a modern curriculum for high school mathematics. 
 
 243. Newcomb, Simon. The teaching of arithmetic. (N. E. A. 50th anniv. 
 
 vol. p. 86-102.) 
 
 244. Tilley, C: E. Accuracy in mathematics and science. (Educ. Apr., 
 
 V 245 . 
 
 27:467-77.) 
 
 How to secure it in greater measure. 
 
 Young, J. W. A. (The) teaching of mathematics in the elementary and 
 the secondary school. 351 p. O. Longmans, Green & Co., $1.50. 
 
 An exposition of the pedagogy of mathematics in elementary and secondary 
 grades. Various distinct methods are described and compared. Many useful 
 miscellaneous points of method and mode are treated. Chapters on the prepara- 
 tion of the teacher and the material equipment are followed by the most exten- 
 sive and important part of the book, the teaching of arithmetic, geometry, and 
 algebra. Full -bibliographies accompany the text. 
 
 375.6. TECHNICAL AND INDUSTRIAL EDUCATION; ENGINEERING. 
 
 x'T 240. 
 
 See also papers printed in the N. E. A. Proc., pp. 1031-1061, under the depart- 
 ment of technical education. See also section 371.42, manual training, and 
 No. 412 below. 
 
 Behrend, B. A. Engineering education. 26 p. Q. B. A. Behrend, 
 S. Norwood, Ohio, gratis. 
 
 Reprinted from the Electrical World, January 5, 1907. 
 
 247. 
 
 / 
 
 Burks, J. D. Democracy in education. (Elem. school teacher, Nov., 
 8: 130-42.) 
 
 An argument for the introduction of vocational training into the public 
 schools. Shows that the loss of pupils in the upper elementary grades is due to 
 the ill-adaptation of our educational organization. Concludes that adequate pro- 
 vision for vocational training, beginning at about the sixth year of school, would 
 tend to prolong the school life and increase the vocational efficiency of the 
 great mass of children. 
 
 Also in N. E. A. Proceedings, 1907, pp. 787-796, with different title. 
 
 * 248. 
 
 Citizens’ trade school convention. Proceedings and addresses given at 
 Indianapolis, June 10-12, 1907. 53 p. O. Winona Technical institute, 
 
 gratis. 
 
 Addresses by Frank Gunsaulus, J. A. Emery, P. M. Kling, Walter II. Page, 
 J. W. Van Cleave, Anthony Ittner, Arthur D. Dean. 
 
THE CURRICULUM. 
 
 39 
 
 249. Draper, A. S. Our children, our schools and our industries. 48 p. O. 
 
 N. Y. State Educational dep’t, gratis. 
 
 A strong showing of the utter inadequacy of American facilities for trade and 
 industrial education, as compared especially with Germany. 
 
 250. Duncan, Ft. K. Temporary industrial fellowships at Kansas University. 
 
 (No. Amer. rev. 3 May, 185:54-02.) 
 
 Established by commercial houses. 
 
 251. Haney, J. P. Vocational work for the elementary schools. (Educ. rev. 
 
 Nov., 34:335^6.) 
 
 Considers the necessity of offering some form of vocational training in the 
 elementary school, and recommends that for certain schools a modified form of 
 the course of study be arranged to permit vocational training in the seventh 
 and eighth years. 
 
 252. Howard, E. D. Cause and extent of the recent industrial progress of 
 
 Germany. 147 p. O. Houghton, $1. 
 
 In . a chapter on industrial education stress is laid upon the intimate relation 
 of school training to vocation. The character and extent of the general and 
 industrial continuation schools are described. 
 
 253. Industrial education. (School rev. May, 15:375-99.) 
 
 Symposium by C. H. Thurber, H. .T. Skeffington, and C. W. Hubbard at Harvard 
 Teachers’ Association. Second paper discusses the attitude of the trade-union 
 and workingman. Third paper outlines effective industrial schools for a small 
 factory community. 
 
 254. Jackson, D. C. Relations of engineering schools to polytechnic industrial 
 
 education. (Science, 2G July, n. s. 26:104-11.) 
 
 255. Jones, A. J. (The) continuation school in the United States. 157 p. O. 
 
 Government printing office. (U. S. — Education Bureau. Bulletin 1, 
 1907.) 
 
 This monograph argues the need of such schools by statistics showing the 
 rapid decline of school attendance after the age of industrial worth is reached. 
 It indicates briefly how much more extensive and efficient German and English 
 schools of this type are than our own. The work of many typical American 
 schools is described, and finally the place and purpose of the continuation school 
 in our system of education are defined. 
 
 256. Kehew, M. M., ed. The movement for industrial education (Charities 
 
 and the commons, 5 Oct., 19 : 803-64. ) 
 
 A survey of present opportunities and immediate and future needs in the 
 •cational training of American boys and girls. 
 
 Contents. — H. S. Pritchett — A national society for the promotion of indus- 
 trial education. S. M. Kingsbury — What is ahead for the untrained child in 
 industry? Ralph Albertson — Decay of apprenticeship. P. H. Hanus — Industrial 
 education in Massachusetts. C. F. Warner — Industrial training in the public 
 schools. C. R. Richards — Private trade schools for boys. M. S. Woolman — Pri- 
 vate trade schools for girls. F. M. Marshall — The public school and the girl 
 wage-earner. R. A. Woods — Industrial education from the social worker’s stand- 
 point. A. G. Bookwalter — Continuation work. 
 
 ^,57. Mass. — Commission on industrial education. First annual report. 
 
 71 p. O. State printers. (Public document 76.) 
 
 Massachusetts appreciates the need for and possibilities in industrial educa- 
 tion, and in providing an effective machinery for moving in the matter. This 
 report of a permanent commission takes as a starting point the conclusions pre- 
 sented by a preliminary commission last year. It covers less than a year,- is 
 inevitably little more than a clearing of the ground and a statement of the 
 most obvious and urgent parts of a programme, chief among which is cooperation 
 
40 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 with local authorities in the founding of schools for technical and industrial 
 education ; yet it is of great interest and suggestiveness as indicating some con- 
 clusions and problems which have been reached by a careful study of the situa- 
 tion in one of our greatest industrial States. 
 
 tion. Report at twelfth annual convention, N. Y. City, May 20-22, 1907. 
 (In Proceedings, p. 110-38.) 
 
 Discusses the necessity for trade schools and the attitude of labor unions 
 toward them, and describes some of the newer American technical schools. 
 
 259. National education association. Report of the committee on industrial 
 education in schools for rural communities. (In N. E. A. Proc. 409-54.) 
 Supplementary to report of July, 1905. Describes some effective and success- 
 ful experiments in industrial education. 
 
 ). National society for the promotion of industrial education. Bulletins 
 1 to 4. 1907. C. R. Richards, Teachers college, N. Y. City. 
 
 261. Person, H. S. Industrial education ; a system of training for men enter- 
 ing upon trade and commerce. 86 p. O. Houghton, $1. 
 
 This volume, which is one of the prize essays in the Hart, Schaffner & Marx 
 series, deals with the training required by young men who would fit them- 
 selves for the higher positions in industry or commerce, and the need of provid- 
 ing such training in the United States. The need is now generally admitted. 
 The author’s opinion clearly is that while commercial training should be offered 
 in high schools, collegiate courses, and professional departments, the ideal 
 conditions can be found only in distinctly professional instruction, open solely 
 to those who have already completed a liberal education. The question here 
 raised is a large one, about which, as is well known, there is serious difference 
 of opinion. 
 
 262. Richards, C. R. The problem of industrial education. (Manual training 
 
 mag. April, 8:125-32.) 
 
 Brief analysis of the economic, social, and educational aspects of the problem, 
 with a statement of the functions and limitations of the various existing agencies 
 for industrial training. 
 
 263. Rollins, Frank. Industrial education and culture. (Educ. rev. Dec., 
 
 34:494-503.) 
 
 Address before Schoolmasters’ Association of New York and Vicinity, Oct., 
 1907. 
 
 4. Sadler, M. E., ed. Continuation schools in England and elsewhere; their 
 
 place in the educational system of an industrial and commercial state. 
 779 p. O. Sherratt & Hughes, 8s. 6d. (University of Manchester publi- 
 cations. Educational ser. No. 1.) 
 
 An important volume, in which are collected careful and competent accounts, 
 of the history and present status in Great Britain, of the various agencies for 
 “ further education,” with 8 brief chapters on such schools in the chief Euro- 
 pean countries and the United States. The contributions of 18 different authors 
 have been carefully edited by Professor Sadler (himself a considerable con- 
 tributor), and the result is a veritable cyclopedia of information hitherto widely 
 scattered or quite inexistent. 
 
 265. Snowden, A. A. The industrial improvement schools of Wuerttemberg. . 
 (Teachers coll, record, Nov., 8:351— 423.) # 
 
 Report presented is the outcome of some weeks spent in Wuerttemberg during 
 an investigation of vocational training in Europe. 
 
 258. National association of manufacturers — Committee on industrial educa- 
 
 1. Proceedings of the organization meetings. 
 
 2. Bibliography on industrial education. 
 
 3. Symposium on industrial education. 
 
 4. Industrial training for women, by Florence M. Marshall. 
 
THE CURRICULUM. 
 
 41 
 
 “ It sets forth briefly the economic conditions which hold in the kingdom of 
 Wuerttemberg, the natural resources of the country, and the system of trans- 
 portation. It then traces the development in this environment of the system of 
 industrial schools and the service which they render in the upbuilding and 
 maintenance of the state.” 
 
 It also includes a brief description of other industrial and commercial 
 schools of the kingdom, and an outline of the activities of the Wuerttemberg 
 central bureau for industry and commerce. 
 
 266. Social education quarterly. June, 1907. 97 p. O. 
 
 Contains the following papers : The place of industrial education in the 
 common school system, by F. P. Fish. Industrial education in a prairie State, 
 by E. B. Andrews. American industrial training as compared with European, 
 by F. A. Vanderlip. The problem of industrial education, by C. R. Richards. 
 The needs from the manufacturers’ standpoint, by M. W. Alexander. The 
 importance of industrial education to the workingman, by John Golden. Bear- 
 ings of industrial education upon social conditions, by R. A. Woods. 
 
 267. Stratton, G: F. Rising industrial problems: the new apprenticeship. 
 
 (Eng. Mag. Dec., 34:401-13.) 
 
 Indicates that the attitude of trade unions is hostile to attempts to recruit 
 industrial workers through trade schools, but that they prefer and encourage 
 shop training. 
 
 268. Vanderlip, F. A. Trade schools and labor unions. (In his Business and 
 
 education. Duffield, $1.50. p. 56-81.) 
 
 Great emphasis is laid upon the need for continuation trade schools to 
 train, not the captains of industry, but the rank and file of the American indus- 
 trial army. The German schools of this sort are cited as good examples. 
 The slight comments on the attitude of labor and labor unions to such train- 
 ing are unimportant and argue that better-trained workmen will change the 
 labor view point. 
 
 375.61. MEDICAL EDUCATION. 
 
 See also section 371.7 for material on school hygiene and medical inspection 
 of schools. A list of American medical schools is in Journal of the American 
 Medical Association, August, 1907, 49 : 576-96. 
 
 269. American academy of medicine. Report of the committee on the value 
 
 of the first degree in our American colleges. (Amer. acad. of med. Bul- 
 letin, Aug., 8: 193-248.) 
 
 Final report presented to 32d annual meeting of the American Academy 
 of Medicine, at Atlantic City, June 1, 1907. A full discussion of the academic 
 problems of medical education. While no conclusions were definitely stated, 
 the tenor of the report indicated opposition to a full college course before the 
 medical school, but favored a combined college and medical course, with sub- 
 jects closely related to medicine begun early in the college work. A conference 
 * was recommended to discuss the subject further, which met . in Pittsburg, 
 January 1-2, 1908, and its discussions appear in the Bulletin for February, 1908. 
 
 270. Armstrong, H. E. The reform of the medical curriculum : a problem in 
 
 technical education. (Science progress in the 20th century, 1 : 544-56.) 
 
 Rejoinder by J. Wade, pp. 635-649. 
 
 271. Conference on the teaching of hygiene and temperance in the univer- 
 
 sities and schools of the British Empire. 129 p. D. John Bale, Sons 
 
 & Danielsson. 2s. 
 
 Held in London, April 23, 1907. The papers discuss the teaching of these 
 subjects in Canada, Australia, New Zealand, France, Scandinavia, and England. 
 
 272. Long, J. H. Preliminary medical education. (Science, 11 Oct., n. s. 
 
 26 : 457-64.) 
 
 Based on a report to the council on medical education of the American Med- 
 ical Association, April 29, 1907, which is in the Journal of the American Med- 
 ical Association for May, 1907. 
 
42 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 273. 
 
 274. 
 
 276. 
 
 278. 
 
 279. 
 
 280. 
 
 ^ 281 . 
 
 283 . 
 
 Medical education in Scotland. (Scottish med. and surg. jour. Oct., 
 21:325-66.) 
 
 Gives curriculum and regulations at Edinburgh, Glasgow, and Aberdeen 
 universities. 
 
 Nutting, M. A. The education and professional position of nurses. 
 U. S. — Education, Corum'r of. Report for 1906. 1:155-205.) 
 
 A monograph prepared in 1904. Considers the subject in the United States 
 only. 
 
 and Dock, L. L. History of nursing. 2 v. O. Putnam, $5. 
 
 Chapters 4, 8, and 9, in volume 2, narrate the founding of the first training 
 schools for nurses in England and America. 
 
 Semon, Felix. English and German education: a parallel. (British med. 
 jour. Nov., 118:1197-1206.) 
 
 Address delivered at opening meeting of medical society of Manchester, October 
 16, 1907. A detailed comparison of the methods of medical education in Great 
 Britain and Germany. Advocates modification of the present English prelimi- 
 nary education. 
 
 Tucker, W. G. Educational democracy. 23 p. O. Albany, no price. 
 
 Reprinted from Albany Medical Annals, November, 1907, and in Science for 
 November 8, 1907. Address delivered at the opening of seventy-seventh session 
 of the Albany Medical College, September 24, 1907. Criticises the tendency 
 toward absolute control of the practice of medicine by State licensing boards, and 
 indicates some of the present tendencies in medical education which call for 
 restraint. 
 
 Williams, W : R. The teaching of medicine. (Educ. rev. Dec., 34 : 466-77.) 
 
 Traces the growth of instruction, beginning with the methods in ancient 
 Greece. Deals with American conditions, showing the present tendency to 
 increase opportunities for gaining practical knowledge. 
 
 375.63. AGRICULTUAL EDUCATION. 
 
 See also papers printed in the N. E. A. Proc. pp. 1063-1084, under the con- 
 ference of national committee on agricultural education. 
 
 Association of American agricultural colleges and experiment stations. 
 Proceedings of the twentieth annual convention held at Baton Rouge, 
 La., Nov. 14-16, 1906, and twenty-first annual convention held at Lansing, 
 Mich., May 28-30, 1907. O. (U. S. — Experiment stations, Office of, Bul- 
 letins 184, 196.) 
 
 Channing, F. A. What agricultural education means to-day. (Fortn. 
 rev. May, 87 : 785-97. ) 
 
 Deals with conditions in England. Shows that the most urgent need is rural 
 secondary schools. 
 
 Crosby, I). J. Exercises in elementary agriculture — Plant production. 
 64 p. O. Government printing office. (Office of experiment stations. 
 Bulletin 186.) 
 
 A laboratory guide for teachers, showing what may be done with simple exer- 
 cises and inexpensive apparatus. 
 
 Davis, C: W. Rural school agriculture. 300 p. D. Orange Judd co., $1. 
 
 Ties, George. Dr. Robertson’s work for the training of Canadian farmers. 
 (Rev. of Rev. Nov., 36:576-84.) 
 
THE CURRICULUM. 
 
 43 
 
 284 . 
 
 \/285. 
 
 286. 
 
 2S7. 
 
 290. 
 
 291. 
 
 292. 
 
 / 
 
 V 293. 
 
 294 . 
 
 Jewell, J. R. Agricultural education, including nature study and school 
 gardens. 140 p. O. Government printing office. (U. S. — Education Bu- 
 reau. Bulletin 2, 1907.) 
 
 “ Presents an unusually comprehensive survey of the provisions for agricul- 
 tural education and for instruction in closely related lines in various parts of 
 the world, but with especial reference to the United States.” 
 
 Latter, L. R. School gardening for little children. 167 p. D. Sonnen- 
 schein, 2s. 6d. 
 
 Aims to show the place of nature teaching in kindergartens and schools and 
 the method by which the subject should be approached with young children. 
 Originally printed in The Practical Teacher. 
 
 Medd, J. C. Agricultural education in the United Kingdom. (Nine- 
 teenth cent. Jan., 61:108-18.) 
 
 Shows the need of national supervision of agricultural education and offers 
 suggestions for improving the present teaching of the subject. 
 
 The Village school. (Nineteenth cent. Nov., 62:758-69.) 
 
 Elementary agricultural education and school gardens in England. 
 
 N. Y. (state) — Education department. Syllabus for secondary schools; 
 Agriculture. 37 p. O. Albany, no price. 
 
 Outline of a 3-period course for one year, preferably in the second year of high 
 school. Reference books are suggested and many laboratory exercises described. 
 
 Roosevelt, Theodore. The man who works with his hands; address at 
 the semi-centennial of the founding of agricultural colleges in the United 
 States at Lansing, Mich., May 31, 1907. 14 p. O. (U. S. Dept, of Agri- 
 culture. Circular 24.) 
 
 Somerville, William. (The) place of rural economy in a university cur- 
 riculum ; an inaugural lecture delivered at the schools on February 1, 1907. 
 2S p. O. Clarendon Press, 35c. 
 
 Mr. Somerville is the present Sibthorpian professor of rural economy at Ox- 
 ford. A review of the creation and development of higher agricultural educa-* 
 tion in England, and a sketch of possible further developments in it as a subject 
 of instruction and research at Oxford. 
 
 The teaching of agriculture in the schools of France and Belgium. 
 (U. S. — Education, Comm’r of. Report for 1905. 1:87-96.) 
 
 Gives outlines of courses in schools of all grades and compares the work in 
 France and England. 
 
 Tormay, Bela de. Agricultural instruction in the kingdom of Hungary. 
 (N. E. A. 50th anniv. vol. p. 445—451.) 
 
 Watkins, W. E., and Lowman, A. School gardening. 103 p. D. Philip, 
 2s. 6d. 
 
 375.64. DOMESTIC SCIENCE. 
 
 Creighton, Louise. Some modern ideas about women’s education. 
 (Nineteenth cent. Oct., 62:578-86.) 
 
 Discusses the proper scope for the teaching of domestic economy in the schools 
 of England. Believes “ there is ground for fear that the higher side of women’s 
 education will not be sufficiently taken into account by the education authori- 
 ties and that utilitarian considerations will be allowed too much scope.” Also 
 in Littell’s Living Age, 255 : 408-16. 
 
 Mainly a protest against what the author would call the new craze or teach- 
 ing domestic science to girls. She questions whether there is any scientific 
 basis for such teaching. 
 
BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 Great Britain — Education, Board of. School training for the home 
 duties of women. Part 3. 121 p. O. (Special reports on educational sub- 
 jects. v. 19.) 
 
 The domestic training of girls in Germany and Austria in elementary, second- 
 ary, technical, and continuation schools. 
 
 375.65. COMMERCIAL EDUCATION. 
 
 See also papers pointed in N. E. A. Proc., pp. 877-903, under the department 
 of business education. 
 
 296. Heelis, F. How to teach business training. 156 p. D. Pitman and sons, 
 
 2s. 6d. 
 
 A guide for the commercial master in day and evening schools. 
 
 297. Jastrow, Joseph. Higher education for business men in the United States 
 
 and Germany. (U. S. — Education, Comm’r of. Report for 1905. 1:97- 
 
 110 .) 
 
 Translated from Berliner Jahrbuch fur Handel und Industrie, 1904, volume 1. 
 The author was sent by the Berlin chamber of commerce to study American 
 methods of preparing young men for business. 
 
 298. Social education quarterly. June, 1907. 97 p. O. 
 
 Contains the following papers : Domestic and international commerce, by W. P. 
 Wilson. The social improvement of grammar school graduates in business life, 
 by E. A. Filene. The effect upon the community consequent upon the thorough 
 training of young women to enter business life, by Henry Lefavour. The func- 
 tions of the university in commercial education, by J. T. Young. 
 
 375.7. ART EDUCATION. 
 
 See also papers printed in the N. E. A. Proc., pp. 821-848, under the depart- 
 ment of art education, and the files of The School Arts Book. 
 
 299. American institute of architects. Committee on education. Report at 
 
 Chicago, Nov. 19, 1907. 9 p. O. 
 
 . 300. Cram, R. A. Architectural education in the United States. (In his 
 
 Gothic quest. Baker and Taylor, $1.50. p. 323-55.) 
 
 Especially during the last decade. 
 
 301. Ives, H. C. Art education an important factor in industrial development. 
 
 (U. S. — Education, Comm’r of. Report for 1905. 1:155-83.) 
 
 375.78. MUSICAL EDUCATION. 
 
 See also papers printed in the N. E. A. Proc., pp. 849-876, under the depart- 
 ment of music education. 
 
 302. Johnson, C. E. (The) training of boys’ voices. 60 p. O. Oliver Ditson 
 
 Co., 75c. 
 
 Author is a choirmaster. One chapter is on “ Music in schools,” and follow- 
 ing the one on “ Selection of music for boys’ voices ” there arc lists of sacred 
 and secular music suited to boys’ voices. 
 
 375.82. ENGLISH LANGUAGE AND LITERATURE IN THE CURRICULUM. 
 
 See also Nos. 411, 414. 
 
 303. Baker, G : P. Travelers’ English. ( Educ. Apr., 27 : 448-57. ) 
 
 Criticises the careless, everyday English of the average undergraduate. Pleads 
 for simple, accurate English. Believes the prevalent inaccurate English of 
 • students could be avoided if each school required that the English of its pupils 
 in translations from French, German, Latin, or Greek, and reports and exercises 
 of all kinds should be regarded in assigning the mark for the course in ques- 
 tion. In an article on pp. 458-466 Doctor Thorndike points out the bearing of 
 psychology on the question of securing accuracy by formal methods. 
 
THE CURRICULUM. 
 
 45 
 
 304. 
 
 305. 
 
 307. 
 
 309. 
 
 310. 
 
 311. 
 
 312. 
 
 313 . 
 
 Course of study in English. Tlie call for it, the character of it and the 
 construction of it. Report of the New England ass'n of teachers of Eng- 
 lish. (School rev. Oct., 15 : 559-75.) 
 
 Concludes that a syllabus in English is needed ; that it should be catholic 
 enough to exercise a steadying and unifying influence over a wide area. 
 
 Greenwood, J. M. Language teaching. (Educ. rev. June, 34:26-36.) 
 
 From report of city superintendent of schools, Kansas City, Mo. Full of 
 practical suggestions.# Believes best results are reached when pupils are so 
 taught that instruction leads them to consecutive thought in expressing them- 
 selves in writing and conversation. 
 
 Hartog, P. J., and Langdon, A. H. The writing of English. 176 p. D. 
 Frowde, 2s. 6d. 
 
 Text of this book is “ The English boy cannot write English ; ” the author 
 points out the almost total lack of effective language training in English 
 schools, and compares it with mother-tongue teaching in France, greatly to the 
 credit of the latter. This book is a distinct contribution to history of style. 
 
 Logan, J. D. Quantitative punctuation ; a new practical method based on 
 the evolution of the literary sentence in modern English prose. 45 p. D. 
 William Briggs, Toronto, 50c. 
 
 MacClintock, P. L. Literature in the elementary school. 305 p. D. Univ. 
 of Chicago Press, $1. 
 
 This book, the central matter of which appeared in Elementary School 
 Teacher in 1902 and a synopsis in 1904, is the fruit of several years’ experi- 
 ence in teaching literature in Prof. John Dewey's laboratory school at the 
 University of Chicago. The book lays special stress on care in choosing mate- 
 rial and in viva voce presentation. 
 
 Mahy, M. C. Aesthetic appreciation of literature in secondary education. 
 ( School rev. Dec., 15 : 731-43. ) 
 
 A protest against the statement that no secondary teacher can hope for more 
 than intellectual appreciation of the masterpieces of literature on the part of 
 pupils. 
 
 Robertson, S. A. The teaching of English in schools which study no for- 
 eign language. (Jour, of educ. (Lond.) Apr., n. s. 28:286-90.) 
 
 Spaulding, F. E., and Bryce, C. T. Learning to read; a manual for 
 teachers. 219 p. D. Newson & Co., 60c. 
 
 Chapter 1 explains the method, which lays special stress on phonetics ; 
 chapter 2 describes books, charts, and other materials, chief among which are 
 phonic and rhyme charts ; chapters 3 and 4 describe in detail the application 
 of the method. 
 
 Tanner, G : W. Report of the committee appointed by the English confer- 
 ence to inquire into the teaching of English in the high schools of the 
 middle west. (School rev. Jan., 15:32^5.) 
 
 Scope of inquiry included the attitude of the high school teacher toward 
 the college-entrance requirements, and outside or home reading of pupils. 
 Tabulates answers to a questionnaire sent 67 schools on the conference list. 
 Summing up the objections and commendations it is shown that a broadening 
 of the college-entrance requirements is what is needed to meet the various 
 conditions in different schools and the different personalities of the teachers. 
 
 Trueblood, T: C. Forensic training in college. (Educ. Mar., 27:381-92.) 
 
 Author is professor of elocution and oratory in University of Michigan. 
 Describes college courses in elocution, oratory, and debating. Shows the 
 opportunities offered for public work and the benefits derived by students. 
 Lays special stress upon the value of intercollegiate debates, and mentions 
 several of the leagues and systems in vogue. 
 
BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 46 
 
 375.84. MODERN LANGUAGES IN THE CURRICULUM. 
 
 314. Benson, A. C. The place of modern languages in the secondary curricu- 
 
 lum. (Jour, of educ. (Loud.) Feb., n. s. 28:117-21.) 
 
 President’s address at annual conference of the Modern Language Association 
 at Durham, January 4, 1907. 
 
 Urges reform in linguistic training, and condemns the old theory of the value 
 of classical education as no longer practical. Claims that for the average boy 
 a single modern language, preferably French, should be made the basis of 
 linguistic instruction. 
 
 315. Brereton, Cloudesley. Idola pulpitorum : the pitfalls of the practical 
 
 teacher — French. (Jour, of educ. (Lond.) Feb.-Mar., n. s. 28:109-11 
 
 and 179-81.) 
 
 Accent, grammar, translation, composition, choice of books, etc. 
 
 316. . The teaching of modern languages in England. (N. E. A. 50th 
 
 anniv. vol. p. 366-377.) 
 
 French should be the first modern language studied, and it may profitably be 
 begun at nine or earlier. 
 
 317. Grandgent, C. H. Is modern language teaching a failure? (School rev. 
 
 Sept., 15:513-34.) 
 
 Address before joint session of the classical and modern language conferences 
 at Ann Arbor, March, 1907. States that the present instruction is still vastly 
 inferior to that of the classics, and as the modern tongues to a considerable 
 extent have replaced Greek and Latin in the secondary school curriculum and 
 in the ordinary college training, no instruction in them can be regarded as 
 satisfactory which does not produce results comparable to those derived from 
 the study of the old humanities. Seeks to discover the obstacles that have up to 
 this time prevented success. 
 
 318. Lawton, W : C. A Hellenist’s view of Italian. (Educ. rev. June, 
 
 34: 37-46.) 
 
 Italian is more suitable, more practical, and more illuminating than French 
 as the first stage toward the serious scholastic mastery of romance languages 
 and literature. It should be widely if not generally taught in secondary schools, 
 and be pushed vigorously to the front in every college. 
 
 319. Why should the teacher of German have a knowledge of phonetics? 
 
 Symposium by A. C. von Noe, Edith Clawson, Paul O. Kern. (School rev. 
 
 Jan., 15: 46-60.) 
 
 375.88. THE CLASSICS IN THE CURRICULUM. 
 
 For further material as to the place and value of Latin and Greek in the 
 school programme, consult the files of The Classical Journal. 
 
 320. Adams, C. F. A college fetich. (In his Three phi beta kappa addresses.) 
 
 (Houghton, $1. p. 5^8.) 
 
 Although delivered and printed twenty-five years ago, this address, denounc- 
 ing the way in which college Greek is taught and questioning the use of com- 
 pulsory teaching of it at all, is still pertinent and worth notice here. 
 
 321. Kelsey, F. W. The position of Latin and Greek in American universities. 
 
 ( Educ. rev. Jan.-Feb., 33 : 59-76, 162-76. ) 
 
 Continuing article in same review for December, 190G ; these installments 
 discuss the value of the classics as educational instruments and the inadequate 
 amount of time accorded them in the curricula of our secondary and higher 
 schools. Professor Kelsey’s papers are, of course, special pleading, and are 
 in turn discussed by Irving King in same review for May, 1907, who shows 
 that some of the common arguments used in support of classical studies are 
 open to serious question, but believes they will continue to have a very definite 
 
EDUCATION OF WOMEN. 
 
 47 
 
 and permanent place in modern civilization, and in the final readjustment will 
 occupy no less dignified position than they do to-day, for they will have 
 definitely allied themselves with modern life and modern needs. 
 
 322. Page, T. E. Classical studies. (Educ. rev. Sept., 34:144-50.) 
 
 Considers the change in the position of classical studies in *the English pub- 
 lic schools during the last fifty years. Shows that the danger of sacrificing 
 and difficulty of retaining are equally clear, and that means for avoiding both is 
 the chief problem of the public school of to-day. Reprinted from the London 
 Times. 
 
 323. Paulsen, Friedrich. Humanistic vs. realistic education. (Educ. rev. 
 
 Jan., 33:36-45.) 
 
 Translation of a chapter in Lexis : Die Reform des hohern Schulwesens in 
 Preussen. Contrasts the value of classical and that of scientific education, 
 with special reference to the schools of Germany. 
 
 324. Rouse, W. H. D., cd. (The) year’s work in classical studies, 1906. 140 p. 
 
 O. Murray, 2s. 6d. 
 
 The first number of a new annual under the auspices of the Classical Asso- 
 ciation, designed to inform teachers of classical subjects of important progress 
 throughout the world. 
 
 325. Symposium on the value of humanistic, particularly classical, studies 
 
 as a preparation for the study of law, from the point of view of the 
 
 profession. (School rev. June, 15:409-35.) 
 
 375.9. HISTORY IN THE CURRICULUM. 
 
 326. Cauchie, Alfred. The teaching of history at Louvain. (Catholic univ. 
 
 bulletin, Oct., 13:515-61.) 
 
 Descriptive sketch of the practical and theoretical, courses in the historical 
 department of Louvain University. 
 
 327. Larned, J. N. The peace-teaching of history. (Jour, of social science, 
 
 no. 45:175-88.) 
 
 The staple of history has always been war. That should be less emphasized 
 and different social lessons drawn from it. 
 
 375.91. GEOGRAPHY IN THE CURRICULUM. 
 
 The Journal of Geography, New York, and the Geographical Teacher, London, 
 are especially devoted to the interests of teachers of geography. 
 
 328. Gibbs, David. The pedagogy of geography. (Ped. sem. Mar., 1,4 : 39-100.) 
 
 Includes an historical review of text-books and methods of teaching the sub- 
 ject in elementary and higher schools in Europe and the United States. Out- 
 lines an elementary course. 
 
 376. EDUCATION OF WOMEN. 
 
 See also Nos. 27, 295. 
 
 329. Beale, Dorothea. Secondary education of girls in England during the 
 
 / past fifty years. (N. E. A. 50th anniv. vol. p. 377-86.) 
 
 330. Burstall, S. A. English high schools for girls: their aims, organization 
 
 and management. 243 p. D. Longmans, $1.25. 
 
 Author is head mistress of the Manchester high school for girls. The book 
 sketches the characteristic aims, organization, and methods of the English high 
 school for girls as it exists to-day. 
 
48 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907 
 
 331. Creighton, Louise. Some modern ideas about women’s education. (Nine- 
 
 teenth cent. Oct., G2 : 578-8G. ) 
 
 Discusses the proper scope for the teaching, of domestic economy in the 
 . schools of England. Believes “ there is ground for fear that the higher side 
 of women’s education will not be sufficiently taken into account by the educa- 
 tion authorities and that utilitarian considerations will be allowed too much 
 
 / scope.” Also in Littell’s Living Age, 255 : ‘408-16. 
 
 332. Girls’ school year book; public schools, 1907. 515 p. D. Sonnenschein, 
 
 2s. Gd. 
 
 Second year. A concise, comprehensive record of all matters of interest to 
 parents, school mistresses, and girls in connection with English secondary edu- 
 cation. 
 
 333. Howe, E. M. The southern girl: a neglected asset. (Educ. rev. Mar., 
 
 33:288-97.) 
 
 States that the supreme need of the South is the better education of the 
 southern girl, and suggests its accomplishment by: (1) Good secondary schools, 
 adequately endowed; (2) establishment of scholarships in northern colleges for 
 southern girls; (3) generous increase in the endowment of their best home 
 colleges. 
 
 334. Marshall, F. M. Industrial training for women. 59 p. O. (Nat. soc. for 
 
 the promotion of industrial education. Bulletin 4.) 
 
 Discusses tEe^hahge'd'prysttiOii "ST“^omen in industry, their opportunities for 
 effective work, and some practical schemes for their training in particular 
 trades. See also Nos. 256, 260, 295, above. 
 
 335. Paine, H. E. The life of Eliza Baylies Wheaton : a chapter in the history 
 
 of the higher education of women, prepared for the aluinme of Wheaton 
 
 Seminary. 286 p. O. $1.25. 
 
 336. Paulsen, Friedrich. The modern system of higher education for women 
 
 in Prussia. (N. E. A. 50th anniv. vol. p. 395-408.) 
 
 337. See, Camille. The secondary education of girls in France. (N. E. A. 
 
 50th anniv. vol. p. 386-95.) 
 
 338. Shields, T f E. The education of our girls. 299 p. D. Benziger, $1. 
 
 The pronoun in the title means Roman Catholic. Under a slender thread of 
 story and dialogue the author brings forward typical views on both sides of the 
 question of coeducation. The conclusion reached is plainly in favor of the 
 higher education of women, but not under coeducational conditions. 
 
 376.7. COEDUCATION. 
 
 339. Sachs, Julius. Co-education in the United States. (Educ. rev. Mar., 
 
 33 : 298-305.) 
 
 Claims that its disadvantages outweigh its advantages. While thoroughly in 
 place in elementary schools, it is of doubtful value in secondary' schools and col- 
 leges. Predicts a change in the general attitude toward the question. Trans- 
 lated by the author from the German in Die Wissenschaften, June, 1906. 
 
 340. Van Hise, C: R. Educational tendencies in state universities. (Educ. 
 
 rev. 34:504-20.) 
 
 This paper is devoted especially to the problem of coeducation, showing that 
 the natural segregation of the sexes is an educational tendency which must bo 
 provided for, otherwise coeducation will be weakened. 
 
 377* RELIGIOUS AND MORAL EDUCATION. 
 
 341. Archibald, E. J. (The) primary department. 91 p. D. Sunday school 
 times, 50c. 
 
RELIGIOUS AND MORAL EDUCATION. 
 
 49 
 
 340 
 
 343. 
 
 344. 
 
 346. 
 
 347. 
 
 . 348. 
 
 349. 
 
 Cabot, E. L. An experiment in the teaching of ethics. (Educ. rev. Dec., 
 34 : 433-47.) 
 
 Author is a teacher of twelve years’ experience in a girls’ school, who believes 
 the study of ethics can be made as outgoing, enlarging, and free from false 
 self-reference as the study of history or literature. 
 
 Coe, G. A. The reason and the functions of general religious education. 
 (Congress of arts and sciences. Houghton, v. 8, p. 271-81.) 
 
 Cope, H. F. The modern Sunday school in principle and practice. 206 p. 
 D. Revel 1, $1. 
 
 Historical and administrative rather than pedagogical. Twenty short 
 chapters on different phases of Sunday-school work. Brief, but full of sug- 
 gestions. The author is general secretary of the Religious Education Asso- 
 ciation. 
 
 Du Bois, Patterson. The culture of justice; a mode of moral education 
 and of social reform. 282 p. S. Dodd, Mead, 75c. 
 
 An argument that neither love nor justice alone, but love and justice are 
 the fundamental moral and social principles. The book elaborates this theory 
 in its first half ; in the concluding chapters it treats of specific applications to 
 the training of children, and considers obedience, punishment, and money as 
 means of moral training. Parents and teachers will find here a restatement 
 of some old ideals. 
 
 Ellis, Havelock. Religion and the child. (Nineteenth cent. May, 
 61: 764-75.) 
 
 Characteristics of the child mind have not been taken into account in deal- 
 ing with the religious instruction problem. “ In the wrangle over teaching of 
 religion in schools we have failed to realize that fundamental notions of 
 morality are a far more essential part of school training.” . 
 
 Hart, M. A. The normal training of the child. 55 p. S. Christian pub. 
 co., 25c. 
 
 Earnest paragraphs on preparation for, method and content of, religious 
 instruction. 
 
 Hervey, W. L. How may the teaching of religion be made potent for 
 morality. (Congress of arts and sciences. Houghton, v. 8, p. 282-93.) 
 
 Lodge, Oliver. Religious education of children. (No. Amer. rev. Aug., 
 185 : 699-710.) 
 
 Discusses proper scope of, and materials for, imparting religious instruction 
 to the young. Also in Contemp. Review, Aug., 92 : 153-64. 
 
 Moral training in the public schools; the California prize essays. 203 p. 
 D. Ginn, $1.50. 
 
 Essays by C. E. Rugh, T. P. Stevenson, E. D. Starbuck, Frank Cramer, 
 G. E. Myers. The traditional American policy of a secular school system and 
 present American conditions are assumed by each writer as a basis. Mr. 
 Stevenson's essay describes several of the strongest plans which have been 
 urged for grafting formal religious or moral instruction on our public school 
 system. 
 
 Religious education association. The materials of religious education; 
 being the principal papers presented at, and the proceedings of the 
 fourth general convention, Rochester, N. Y., Feb. 5-7, 1907. 379 p. O. 
 Rel. educ. assoc., 153 La Salle st., Chicago, $2. 
 
 Over 40 brief papers, most of them by writers whose names challenge attention. 
 The most important are on the large social phases of moral and religious ideals 
 and the efforts to attain them through formal education. 
 
50 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 352. Rogers, C. F. The education question : foreign parallels. (Church quar. 
 
 rev. Oct., 65:1-17.) 
 
 How the religious question is handled in other European countries. 
 
 353. Sisson, E. O. The spirit and value of Prussian religious instruction. 
 
 (Amer. jour, of theol. Apr., 11:250-68.) 
 
 Religious instruction is regarded in Prussia as an indispensable element in 
 any complete school course, but in its present form it stands in need of radical 
 and extensive reform. 
 
 354. Stebbins, F. V. (The) home department of to-day. 128 p. D. Sunday 
 school times, 25c. 
 
 Full of practical suggestions for the conduct of this rather new phase of 
 y Sunday-school work. 
 
 v/ 355. Wenner, G. U.. Religious education and the public school ; an American 
 problem. 163 p. D. Bonnell, Silver, 75c. 
 
 Urging the public school authorities of the country to unite in giving up 
 Wednesday afternoon to permit children to attend formal religious instruction 
 in their own churches. This plan is discussed by S. P. Delany in Education 
 for May, 1907, 28 : 97-112. 
 
 356. Wilde, Norman. The psychology of religion and education. (Edue. rev. 
 Sept., 34:180-95.) 
 
 The problem of religious education is not how to add religion to a nature 
 devoid of it, but how to develop religion in a life already disposed to it. 
 Formal instruction in religion in advance of the child’s need and interests is 
 useless. 
 
 y 378. HIGHER EDUCATION: COLLEGES AND UNIVERSITIES. 
 
 V 357. Eliot, C. W. Academic freedom. An address delivered before the Phi 
 beta kappa society at Cornell university, May 29, 1907. 24 p. O. An- 
 
 drus & Church, Ithaca, N. Y. 
 
 Also in Science, 5 July, 1907, n. s. 26:1-12, and in Journal of Pedagogy, 
 / Sept.-Dee. 1907, 20 : 9-28. 
 
 / 358. Jordan, D. S. College and the man. 78 p. D. Amer. Unitarian Ass’n, 80c. 
 
 Paragraphs addressed to high school students or those in college, presenting 
 the advantages of a college education. 
 
 359. Person, H. S. The college graduate in trade and industry. (Educ. 
 June, 27:589-600.) 
 
 Shows that the changes in the business world have created a demand for new 
 qualifications in young men entering it. While acknowledging that the success 
 of a college man relative to a noncollege man will depend upon the nature of 
 the business undertaken, the conclusion is that of young men endowed with a 
 natural capacity for business, the college trained advance more rapidly to 
 positions of responsibility than those who enter business from the high school. 
 Cites as proof, the development of schools for higher commercial education. 
 
 / 
 
 360. 
 
 Sadler, S. H. The higher education of the young; its social, domestic and 
 religious aspects. Ed. 2. 276 p. D. Dutton, 3s. 6d. 
 
 v 361. 
 
 Vanderlip, F. A. Co-ordination of higher education, 
 and education. Duffleld, $1.50. p. 1-19.) 
 
 (In his Business 
 
 Founder’s day address, Girard College, May 20, 1905. Argues that the men 
 who make great educational gifts might with much profit be more consulted 
 as to using the money, because the qualifies which enable a man to get a 
 million dollars and which move him to give it make him a good adviser. 
 
HIGHER EDUCATION. 
 
 51 
 
 362 . 
 
 363. 
 
 364. 
 
 365. 
 
 »^ 366 . 
 
 367. 
 
 368. 
 
 369. 
 
 370. 
 
 371. 
 
 372. 
 
 / 
 
 V/373. 
 
 Canada. 
 
 Lord, W. F. Degree-granting institutions in Canada. (Nineteenth cent. 
 Aug., 62:262-71.) 
 
 Laval, McGill, Queenas, University of Toronto. 
 
 France. 
 
 Calvet, J. Catholic university education in France. (Catholic univ. 
 bulletin, Apr., 13:191-210.) 
 
 Describes the distinctive features of the free Catholic universities at Paris, 
 Lille, Angers, Lyon, and Toulouse, with a resume of the results accomplished 
 during the thirty years of their existence. 
 
 Du Pouey, Robert. Americans in French universities. (University of 
 California chronicle, Oct., 9:335-53.) 
 
 Gives the American contemplating study at French universities the practical 
 information which will save him time and money. 
 
 Wendell, Barrett. Impressions of contemporary France. Universities. 
 (Scrib. mag. Mar., 41:314-26.) 
 
 Great Britain. 
 
 Headlam, A. C. Universities and the empire. A paper read at the Im- 
 perial conference on education, May, 1907. 24 p. D. Spottiswoode, 6d. 
 
 The part they may play and how it may be done. 
 
 Irish university question. (Quarterly rev. Apr., 206:536-46.) 
 
 Comments on the Report of the Royal Commission on Trinity College, Dub- 
 lin, and the University of Dublin, 1906. 
 
 Jackson, W: W. Some problems of university reform. (Fortn. rev. Oct., 
 88 : 562-74.) 
 
 A partial review of some recent expressions of opinion which appeared as a 
 series of letters in the London Times under the title “ Oxford and the nation,” 
 and comments upon the speech of the Bishop of Birmingham, addressed to the 
 House of Lords, in favor of the appointment of a commission to deal with the 
 universities. A. E. Zimmern replies on several points in same review for 
 November, 1907, 88 : 744-53. 
 
 Aberdeen. Aberdeen university. Record of the celebration of the 
 quarter-centenary, Sept. 25-28, 1906. 656 p. Q. The Univ. of Aberdeen 
 
 press. (Aberdeen univ. studies, no. 29.) 
 
 Cambridge. Fay, C. R. King’s College, Cambridge. 128 p. D. Dutton, 
 75c. (College, monographs, 3.) 
 
 Much more space is given to the architecture and grounds than in other 
 volumes of this series. 
 
 Scott, R. F. St. John’s College, Cambridge. Ill p. D. Dutton, 75c. 
 
 (College monographs, 2.) * 
 
 Two chapters of “ guide-book ” matter are followed by a brief history of the 
 college, with a final chapter on its social life. 
 
 Durham. The future of the university of Durham. (Church quar. 
 rev. July, 64:257-76.) 
 
 London. Record of the visit of the University of Paris to the Uni- 
 versity of London, Whitsuntide, 1906. Murray, 5s. 
 
52 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 374. Oxford. Lawson, W. R. Oxford finance. ( Con temp. rev. Nov., 92 : 622-36.) 
 
 An argument against the proposed increased endowment for Oxford Uni- 
 versity. Charges laxity in the present financial management and includes tables 
 which show that an education at Oxford is more expensive than at German or 
 Scottish universities. 
 
 J: A. Oxford and the nation. (Nineteenth cent. Oct., 
 
 Marriott, 
 
 62: 674-88.) 
 
 Indicates some of the leading reforms which have been the outgrowth of the 
 commission of 1850, and discusses specific suggestions for further reform which 
 would render Oxford more serviceable. 
 
 v/37* 
 
 376. Oxford and the nation, by some Oxford tutors. London Times, Is. 
 
 A reprint of some notable “ Times ” letters as to the present and future of 
 Oxford University. 
 
 377. Prickard, A. O. New College, Oxford. 99 p. D. Dutton, 75c. 
 
 (College monographs, 5.) 
 
 Scholz, R. F., and Hornbeck, S. K. Oxford and the Rhodes 
 
 scholarships. 172 p. D. Oxford univ. press, 85c. 
 
 Contains the Rhodes will, methods through which it has been carried out, 
 such information about Oxford as a Rhodes scholar is presumed to want, list of 
 Rhodes scholars, copies of examination papers, and much other similar matter. 
 More particular information, of interest especially to candidates from the United 
 States, is found in the Report of the U. S. Commissioner of Education for 1905, 
 volume 1, p. 41-55. 
 
 379. Warren, T. H. Magdalen College, Oxford. 135 p. D. Dutton, 75c. 
 
 (College monographs, 4.) 
 
 A brief popularization of the work of Bloxam, Macray, and H. A. Wilson. 
 Unlike the other volumes in this series, this one is wholly historical and not of 
 the “ handbook ” character. 
 
 U. 
 
 380. White, H. J. Merton College, Oxford. 104 p. D. Dutton, 75c. 
 
 (College monographs, 6.) 
 
 A short popular handbook of the college, with a brief prefatory, historical 
 chapter. 14 illustrations. 
 
 United States. 
 
 Full statistical data for American colleges and universities are in the Report 
 of the U. S. Commissioner of Education for 1906, 1 : 445-592. 
 
 381. Adams, C. F. Three phi beta kappa addresses: A college fetich, 1883; 
 
 “ Shall Cromwell have a statue? ” 1902; Some modern college tendencies, 
 1906. 200 p. O. Houghton, $1. 
 
 This collection of pieces contains, besides the three addresses noted on the 
 title-page, “ The journeyman’s retrospect,” “ The Harvard tuition fee,” and 
 “ The fiftieth year 1856-1906.” 
 
 382. Adams, G: B. The college in the University. (Educ. rev. Feb., 33 : 121-44.) 
 
 Historical sketch of the development of the curriculum for higher education 
 in America. 
 
 383. Bascom, John. American higher education. (Educ. rev. Sept., 34 : 130-43.) 
 
 Contrasts college curriculum and life of the present with conditions sixty 
 years ago. States that higher education has caught an artificial haste from 
 the commercial world and its gains have been sporadic. More blame than praise 
 is given to the elective system, fraternity life, and athletics. 
 
HIGHER EDUCATION. 
 
 53 
 
 384. Birdseye, C. F. Individual training in our colleges. 434 p. O. Mac- 
 
 millan, $1.75. 
 
 A portrayal of present American college conditions, which indicates the 
 almost complete disappearance of rugged individual training, development of 
 character, and wholesome, effective intellectual cultivation. The book shows 
 how these conditions have arisen from or have accompanied the brick, mortar, 
 and endowment stage of our university growth, with its enormous numerical 
 increase of students. The author makes some very definite suggestions for 
 betterment, chief of which is the enthusiastic development of the possibilities 
 before the Greek letter fraternities, through their alumni, in supplying the indi- 
 vidual training available through no other college institution. 
 
 385. Canfield, J. H. On “The decay of academic courage.” (Educ. rev. Jan., 
 
 33: 1-10.) 
 
 A protest against the too prevalent criticism of the leaders of educational 
 supervision and administration, illustrated by discussion of present powers 
 and duties of the American college president. 
 
 386. Carpenter, W : H. A plea for a rational terminology. (Educ. rev. Oct., 
 
 34: 259-71.) 
 
 Recommends a stricter distinction between the names “ college ” and “ uni- 
 versity.” 
 
 387. Draper, A. S. American type of university. (Science, July 12, n. s. 
 
 26:33-43.) 
 
 Address delivered at the commencement of Syracuse University, June, 1907. 
 Discusses the distinguishing features of the new type of American university 
 which has developed during the last fifty years. 
 
 388. Foster, W: T. The gentleman’s grade. (Educ. rev. Apr., 33:386-92.) 
 
 Deals with the standard of daily college work. Believes that the fairest and 
 most potent way in which to stimulate students is to count quality as. well as 
 quantity toward the A. B. degree. 
 
 389. Lowell, A. L. American universities. (Science, 28 June, n. s. 25 : 985-96.) 
 
 Annual Harvard address at Yale, April, 1907. Discusses the distribution of 
 students and gives statistics to show that endowed universities are doing a 
 more fully national work than those supported by the State. Suggests plans 
 for effective grouping of students. 
 
 390. The responsibility of the college for the moral conduct of the student. 
 
 (In Association of colleges and preparatory schools of t b ^ middle states 
 
 and Maryland. Proc. of twentieth annual convention, 1906. p. 93-125.) 
 
 Papers by J. H. Harris, J. M. Taylor, J. H. Denbigh. 
 
 391. Salmon, L. M. The encroachments of the secondary schools on the college 
 
 curriculum. (In Association of colleges and preparatory schools of the 
 ^ middle states and Maryland. Proc. of twentieth annual convention, 1906. 
 
 ■ p. 56-63.) 
 
 ^ 392. Snow, L. F. The college curriculum in the United States. 186 p. O. 
 
 Columbia Univ. $1.50. (Teachers coll. cont. to educ. no. 10.) 
 
 An historical study of the growth and development of the college curriculum 
 from 1638 to the present time, based principally on what are termed the five 
 formal documents, namely : President Dunster’s Laws, 1642 ; Provost Smith’s 
 Programme, 1756 ; Report of the Yale faculty, 1828 ; Report of Committee of 
 Ten, 1892 ; Incorporation of Carnegie Institution, 1902. 
 
 * 
 
 393. Tombo, Rudolf. Geographical distribution of the student body at a num- 
 ber of universities and colleges. (Science, 26 July, n. s. 26: 97-104.) 
 
 Seventeen institutions are now represented in these interesting annual tables. 
 
54 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 394. 
 
 395. 
 
 l /396. 
 
 397. 
 
 398. 
 
 401. 
 
 402. 
 
 403. 
 
 405 . 
 
 Tombo, Rudolf. University registration statistics. (Science, 29 Nov., n. s. 
 26: 729-44.) 
 
 Wenley, R. M. Transition or what? (Ed lie. rev. May, 33:433-51.) Can 
 we stem tlie tide? (Educ. rev. Oct., 34: 241-58.) 
 
 The first paper makes observations on the text, “ Whither are our dropsical 
 and anemic universities tending?” The second maintains that unwise pressure 
 of public opinion from without, on our universities, is more to be feared than the 
 fancied internal jarring of the machinery which so often is made the subject of 
 “ reforms.” 
 
 West, A. F. American liberal education. 135 p. D. Scribner, 75c. 
 
 Six papers and addresses on topics pertaining to our higher education. All 
 have appeared in print between 1900 and 1906 and have been noted in previous 
 annual issues of this bibliography in the Educational Review. 
 
 Cincinnati university. Prentis, H. W. Jr. Cincinnati university. (Ohio 
 magazine, Jan., 2:43-53.) 
 
 A popular account, with numerous pictures of buildings. 
 
 College of the city of N. Y. Mosenthal, P. J., and Horne, C. F., editors. 
 The City college; memories of sixty years edited for the associate alumni 
 of the College of the City of New York. 565 p. Q. Putnam, $5. 
 
 A sumptuous memorial volume, made up of brief chapters on various phases 
 of college history and life by former students, many of them now men of 
 distinction. 
 
 Denison university. Memorial volume of Denison university, 1831- 
 1906. Part i. The development of the college. Part n. Seventh gen- 
 eral catalogue. 286 p. O. Pub. by the University, $1. 
 
 Illinois state normal university. Semi-centennial history, 1857-1907; 
 prepared under the direction of a committee of the faculty. 384 p. O. 
 The Univ. Normal, 111., $1.22. 
 
 Leland Stanford university. Alden, R. M. College authority. (Nation, 
 4 July, 85:12-13.) 
 
 An account of the new (since 1904) form of internal university government 
 at Leland Stanford Jr. Univex*sity. 
 
 Maryland university. Cordell, E. F. University of Maryland, 1807-1907, 
 its history, influence, equipment and characteristics, with biographical 
 sketches and portraits of its founders, benefactors, regents, faculty and 
 alumni. 2 v. Q. Lewis pub. co. 
 
 North Carolina university. Battle, K. P. History of the University of 
 North Carolina from . . . 1789 to 1868. 880 p. O. Edwards & Broughton 
 co., Raleigh, $3. 
 
 A second volume is promised, bringing the history to date. 
 
 Otterbein. Garst, Henry. Otterbein university, 1847-1907. 316 p. D. 
 
 United Brethren pub. house, Dayton, O., 75c. 
 
 Union university. Raymond, A. V. V. Union university; its history, 
 influence, characteristics and equipment, with the lives and works of its 
 founders, benefactors, officers, regents, faculty and the achievements of 
 its alumni. 3 v. O. Lewis pub. co. N. Y., $30. 
 
 Volume 1 contains the history, not only of Union College proper, but of 
 Albany Medical College, Albany Law School, Dudley Observatory, and Albany 
 College of Pharmacy, now all parts of Union University. The last two vol- 
 umes are biographical. See also No. 34 above. 
 
HIGHER EDUCATION 
 
 55 
 
 406. Wesleyan university. Celebration of the seventy-fifth anniversary of 
 
 the founding of Wesleyan university 1831 - 1906 . 216 p. O. Wes- 
 
 leyan univ., $1. 
 
 Contains the addresses, programme of the exercises, many portraits of faculty 
 and buildings, and much incidental historical material. 
 
 407. Yale university. Dexter, F. B. Biographical sketches of the graduates 
 
 of Yale college with annals of the college history; vol. 4, 1778-1792. 
 
 752 p. Q. Holt, $5. 
 
 It is twenty-two years since volume 1 appeared, and the author in his preface 
 to the present volume speaks doubtfully of its continuation. 
 
 378.01. COLLEGE ENTRANCE REQUIREMENTS. 
 
 408. Bruce, M. S. College entrance requirements in French. (Educ. rev. 
 
 Apr., 33:406-13.) 
 
 Finds little to criticise with respect to the written examinations now set by 
 the majority of the colleges, but suggests that additional oral requirements be 
 made. 
 
 409. College entrance examination board. Seventh annual report of the sec- 
 
 retary. ( Educ. rev. Oct., 34 : 272-316. ) 
 
 410. Davis, N. F. Is the present method of granting certificate-rights to pre- 
 
 paratory schools satisfactory? (School rev. Feb., 15: 145-52.) 
 
 Author is secretary of New England college entrance certificate board. He 
 describes its methods and answers some of the chief complaints. 
 
 411. Greenough, C. N., and others. A report on the examinations in English 
 
 for admission to Harvard college. June 1906. 41 p. O. Harvard univ. 
 
 15c. 
 
 “ Several years’ experience in reading English entrance examination books 
 has impressed upon us the regularity with which candidates repeat certain ele- 
 mentary errors. To put into the hands of teachers a large number of these 
 errors and to make some suggestions for preventing them are the objects of this 
 report.” Preface. 
 
 A review in the Educational Review, June, 1907, says that the Harvard 
 examiners place far too much stress on the technicalities of punctuation, spell- 
 ing, and capitalization, and are in other ways so narrow and dogmatic in meth- 
 ods of marking as to overlook true proportion and values. The reviewer cites 
 Barrett Wendell in support of his argument. 
 
 412. National society for the scientific study of education. Vocational 
 
 studies for college entrance. 79 p. O. (Yearbook 6, pt. 1.) 
 
 Papers on the history, policy, and possibility of the suggestion, by C. A. 
 Herrick, II. W. Holmes, T. de Laguna, V. Prettyman, and W. J. S. Bryan. 
 
 413. Rollins, Frank. Syllabuses and examinations in physics. (Educ. rev. 
 
 Nov., 34:347-64.) 
 
 Paper read before the Schoolmasters’ Association of New York and Vicinity, 
 1906. Author is principal of the Stuyvesant High School, New York City. Com- 
 pares the syllabuses of the college entrance examination board, New York State 
 education department, and the N. E. A., and prints entrance examination papers 
 from Yale, Harvard, Princeton, Columbia, and the college entrance board. 
 
 414. Tanner, G: W. Report of the committee appointed by the English con- 
 
 ference to inquire into the teaching of English in the high schools of the 
 
 middle west. (School rev. Jan., 15:32-45.) 
 
56 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907. 
 
 415. Wight, J : G. Should college entrance requirements be reduced in quan- 
 
 tity? (In Association of colleges and preparatory schools of the middle 
 states and Maryland. Proc. of twentieth annual convention, 1906. p. 
 
 45- 56.) 
 
 Argues for the affirmative. 
 
 416. Young, W. H. The high schools of New England as judged by the stand- 
 
 ard of the college certificate board. (School rev. Feb., 15:134-44.) 
 
 378.2. ACADEMIC DEGREES. 
 
 417. Carpenter, W: H. The utility of the I*h. D. degree. (Educ. rev. June, 
 
 34: 1-12.) 
 
 Considers many of the recent criticisms as unjust, and presents in a clear 
 fashion the status of the Ph. D. degree in America, showing that it is the man 
 who bears the degree and not the degree he bears that is the end of education. 
 
 418. Doctorates conferred by American universities. (Science, 30 Aug., 
 
 n. s. 26:276-82.) 
 
 Analysis of the statistics of the doctorate degree conferred by nineteen 
 American universities during the past ten years. 
 
 419. Fletcher, J. B. Teachers of literature and the Ph. D. (Educ. rev. Sept., 
 
 34: 175-79.) 
 
 Believes that the highest academic degree in course should not be administered 
 as a “ teacher’s degree,” but as a “ scholar’s degree.” Suggests that the M. A. 
 be extended to meet the teacher’s need, and that it be made the “ teacher’s 
 degree.” 
 
 378.3. GRADUATE WORK: RESEARCH. 
 
 420. Comstock, G: C. The appointment and obligations of university fellows. 
 
 (In Association of American universities. Journal of proceedings and ad- 
 dresses of eighth annual conference, 1907. p. 39-44.) 
 
 421. Hall, G. S. The appointment and obligations of graduate fellows. (In 
 
 Association of American universities. Journal of proceedings and ad- 
 dresses of the eighth annual conference, 1907. p. 16-38.) 
 
 Chiefly devoted to statistics of number, subjects, income, and conditions as to 
 tenure and work. 
 
 379. PUBLIC SECONDARY EDUCATION: THE STATE AND 
 
 EDUCATION. 
 
 422. Judson, H. P. Education by the state and for the state. (In Conference 
 
 for education in the south. Proceedings of tenth conference, 1907. p. 
 
 46- 56.) 
 
 Discussion by F. W. Hinitt, pp. 57—62. 
 
 379.11. SCHOOL FINANCE: TAXATION. 
 
 423. Eliot, C: W: The exemption of educational institutions from taxation. 
 
 (In Association of American universities. Journal of proceedings and 
 addresses of eighth annual conference, 1907. p. 48^19, and Appendix, p. 
 107-11.) 
 
 Anent the recent attempt in Massachusetts to tax property of Harvard Uni- 
 versity. 
 
 424. Page, T. W. The exemption of educational institutions from taxation. 
 
 (In Association of American universities. Journal of proceedings and 
 addresses of eighth annual conference, 1907. p. 49-56.) 
 
SECONDARY EDUCATION STATE AND EDUCATION 
 
 57 
 
 425. Public-school finance: what next? (In N. E. A. Proc. p. 343-60.) 
 
 Includes papers by J. D. Burks and ex-Governor G. C. Pardee, which discuss 
 the need and value of some general and definite administrative standards in the 
 present methods of the distribution of State funds. 
 
 426. Legislation relating to education enacted by the fifty-ninth congress, 
 
 1905 — 7 . (U. S. — Education, Cornm’r of. Report for 1906. 2: 1229-55.) 
 Summaries, not text, in most cases. 
 
 427. The new Prussian school law of 1906 . (U. S. — Education, Comm’r of. 
 
 Report for 1906. 1 : 35-72.) 
 
 428. Rogers, H. J. Educational legislation in 1905. (Educ. rev. Jan., 
 
 33:46-58.) 
 
 A similar review for 1906 appears in Bulletin 113 of the New York State 
 Library, pp. 233-242. 
 
 429. Elliott, E: C. A type of positive educational reform. (Educ. rev. Apr., 
 
 33:344-55.) 
 
 Describes the workings of the county school board conventions with special 
 reference to Wisconsin, and shows them to be valuable factors in public rural 
 education. 
 
 430. Hartmann, C. G. A study in school supervision with special reference to 
 
 rural school conditions in Texas. 180 p. O. (Bulletin of the Univ. of 
 Texas. No. 90. ) 
 
 Author is superintendent of public instruction in Travis County, Tex., and the 
 monograph was prepared while a graduate student at the university. It is a 
 study of the origin, manner, and effectiveness of county supervision of schools, 
 not only in Texas but throughout the country. The writer is a strong believer 
 in the system. 
 
 431. Chrisman, Oscar. Paying children to attend school. (Arena, Feb., 
 
 432. Compulsory school attendance and its relation to the general welfare 
 of the child. (U. S. — Education, Comm’r of. Report for 1906. 
 2: 1263-90.) 
 
 Discusses the relations of child labor, juvenile delinquency, school hygiene, 
 and truancy to compulsory attendance. 
 
 -J3. Sullivan, J. D. A summary of the compulsory attendance and child labor 
 laws of the states and territories of the United States. 112 p. O. (N. Y. 
 state library bulletin 114.) 
 
 434. Compayre, Gabriel. Public instruction in France in 1906. (Elem. school 
 teacher, Mar., 7 : 369-78.) 
 
 Indicates the essential features of the changes which the impulse of repub- 
 lican government has wrought in French education within the past quarter of 
 a century. 
 
 379.14. SCHOOL LAWS. 
 
 379.15. SCHOOL SUPERVISION. 
 
 379.23. COMPULSORY EDUCATION. 
 
 37: 166-71.) 
 
 A new form of compulsory education in opposition to child labor. 
 
 379.5. SECONDARY EDUCATION IN DIFFERENT COUNTRIES. 
 
 France . 
 
58 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907, 
 
 Germany. 
 
 435. The new Prussian school law of 1906 . (U. S. — Education, Comm’r of. 
 
 Report for 1900. 1:35-72.) 
 
 Gives the text of the law, extracts from discussion in Parliament, and 
 domestic and foreign press notices. 
 
 436. Ruediger, W: C. The schools of Hamburg, Germany. (Educ. Dec., 
 
 28: 224-32.) 
 
 Account of a personal visit to a Realschule, a Volksschule, and a Lehrer 
 Seminar, with comments upon the discipline and methods of instruction and a 
 brief statement of teachers’ salaries in Germany. 
 
 437. Findlay, J. J. Churches and the schools. (Educ. rev. Feb., 33:186-92.) 
 
 Discusses the feeling of teachers toward tests for religious beliefs or “ fitness 
 to teach ” as bearing on the educational struggle in England. Reprinted from 
 the Westminster Gazette, London. 
 
 438. Foster, Michael. Education, elementary and secondary. (Nineteenth 
 
 cent. Mar., 61:490-500.) 
 
 Review of a report of the consultative committee of the English board of edu- 
 cation on questions affecting higher elementary schools. 
 
 439. Great Britain Education, Board of. Judgments of the Divisional 
 
 court, Court of appeal, and House of lords in the case of the king v. the 
 
 County council of the West Riding of Yorkshire. 42 p. O. ([Parliament. 
 
 Papers by command] Cd. 3391.) 
 
 A suit to determine whether the county council should pay for denomina- 
 tional religious instruction in voluntary elementary schools. The highest court 
 gives judgment in the affirmative. 
 
 440. Kandall, I. L. The Irish intermediate system. (Jour, of educ. (Loud.) 
 June, n. s. 28:397-99.) 
 
 Shows that the great need of Irish secondary education is relief from the 
 incubus of an examination system. 
 
 -11. Lawson, W. R. John Bull and his schools; a book for parents, rate-payers 
 and men of business. 304 p. D. Blackwood, 5s. 
 
 442. National union of teachers. Handbook of education, prepared by J. H. 
 Yoxall and Ernest Gray. 591 p. D. N. U. T., Bolton House, 67 & 71, 
 Russell Square, London, W. C. 3s. Od. 
 
 Contains particulars respecting the organization and administration of ele 
 mentary and secondary education in England and Wales. With the “ Com- 
 panion to the N. U. T. Code ” and the N. U. T. edition of the code of parlia- 
 mentary statutes and regulations this present volume forms a complete survey 
 of English popular educational machinery. 
 
 443. Sadler, M. E. The educational awakening in England. (N. E. A. 50th 
 anniv. vol. p. 361-366.) 
 
 33 .T45-61.) 
 
 Address delivered at London University, June, 1906. Shows that France 
 gave England much of the form of its ancient university institutions and in- 
 spix*ed Englishmen with the love of scholastic philosophy. Reprinted from 
 Modern Language Teaching, October, 1906. 
 
 Great Britain. 
 
 444. French influences in English education. (Educ. rev. Feb., 
 
SECONDARY EDUCATION — STATE AND EDUCATION, 
 
 59 
 
 445. Sadler, M. E. Influence of the state in English education. (Church quar. 
 rev. Oct., G5 : 166-02.) 
 
 “ The contention 'of this article is that under the conditions which prevail 
 in England the part of the state is to inspect, recognize, encourage, and (when 
 needful) aid every kind of efficient and needed school.” 
 
 446. President’s address, delivered before the Educational science sec- 
 
 tion of the British association for the advancement of science. (In 
 British association for the advancement of science. Report, 1906. 
 p. 764-76.) 
 
 x A review of the general course of events in contemporary English education. 
 
 447. Schoolmasters’ yearbook and directory 1907. 1046 p. D. Sonuen- 
 
 schein, 5s. 
 
 Fifth issue of a most useful current reference book on secondary education 
 in England and Wales. The general scope and character are unchanged, 
 part 2 (about half the book) being a directory of masters and schools. 
 
 India. 
 
 448. Education. (Imperial gazetteer of India. Clarendon press, $2. 4: 407-56.) 
 
 A survey of conditions and facilities for public education ‘as they were in 
 1901-2, with a full account of how the Indian state schools are administered. 
 
 United States. 
 
 This section is meant to include only current discussion relating to present 
 conditions. All history is found in section 370.9, subhead United States. 
 Matter on education in the separate States is arranged at the end of this sec- 
 tion alphabetically under the names of the States. A current chronicle of 
 educational events in the United States is found in each number of the Forum. 
 
 449. Maxwell, W. H. Present needs of the public schools. (Nation, 25 April, 
 
 84:379-81.) 
 
 “ In the present article I shall speak chiefly of the New York City schools 
 with which I am most familiar, but many of my arguments apply to the 
 school systems of all our larger cities.” Topics discussed are : Smaller classes 
 in elementary schools ; changes in compulsory-education law ; high-school 
 administration ; more workshops, kitchens, and kindergartens ; schools for 
 defectives ; physical examinations ; more money. > 
 
 450. Salmon, L. M. The encroachments of the secondary schools on the college 
 
 carriculum. (In Association of colleges and preparatory schools of the 
 
 middle states and Maryland. Proc. of twentieth annual, 1906. p. 56-63.) 
 
 451. Thorndike, E: L. A neglected aspect of the American high school. 
 
 (Educ. rev. Mar., 33:245-55.) 
 
 States that the variability in the size of the teaching staff and size of the 
 student body are not taken into account in the discussion of secondary school 
 problems. Accompanied by tables of comparative statistics arranged by States. 
 
 452. Why is public education in the United States not as successful as it 
 
 is in Germany? (Educ. rev. Mar., 33:217-44.) 
 
 Translated from the German by Prof. Rudolf Tombo, jr., of Columbia Uni- 
 versity. States that American schools are not able to produce the excellent re- 
 sults secured by German schools, and discusses the following causes as respon- 
 sible for this condition : 
 
 (1) Causes beyond the teacher’s control, under which he includes: Compo- 
 sition of our mixed population, inclination of our people to change their abode, 
 local self-government, which excludes national concentration in school organiza- 
 tion ; failure to enforce compulsory attendance laws ; discrepancy between en- 
 rollment and actual attendance ; lack of provision for defectives or backward 
 
60 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907 
 
 children ; short school year ; difficulties of English language ; failure to teach 
 metric system, and introduction of. many specialties into course of study. 
 
 (2) Evils which are remedial in part, under which are mentioned : Waste of 
 time in instruction, poor methods of teaching, foolish and sentimental discipline, 
 insufficient training possessed by American teachers, low salaries, and bad 
 methods of promotion, and the elective system in secondary schools, 
 
 California. 
 
 453. Hershey, A. S. Japanese school question and the treaty-making power. 
 
 (Amer. pol. sci. rev. May, 1:393-407.) 
 
 Did San Francisco’s action infringe Japanese treaty rights? Has the Federal 
 Government the right to interfere with the direction of the public school system 
 of a State or city? Both questions are argued in the negative. 
 
 District of Columbia. 
 
 454. Education in the district of Columbia. (Educ. rev. Feb., 33:109-20.) 
 
 The writer holds that evils and difficulties in effective school administration 
 are inherent in the form of government of the District. The schools are torn be- 
 tween the dual and conflicting powers of Congress and the District board of 
 education. 
 
 Illinois. 
 
 455. Webster, W. G., ed. The Evanston village high school. 128 p. O. Editor, 
 
 702 Rector bldg. Chicago, $2. 
 
 Of interest to the former students or friends of the school. 
 
 Massachusetts. 
 
 456. Spencer, David. School reform in Boston. (Atlantic, July, 100:45-53.) 
 
 Describes the many reforms in administration of the Boston schools which re- 
 sulted from the reduction of the membership of the school committee from 25 
 to 5. 
 
 New England. 
 
 457. Young, W. H. The high schools of New England as judged by the stand- 
 
 ard of the college certificate board. (School rev. Feb., 15: 134-44.) 
 
 Investigates existing conditions in order to determine how successfully the 
 high schools are meeting the college requirements, and expresses the opinion 
 that present methods in New England do not solve the problem of articulation 
 between high school and college. Shows an appalling number of schools below 
 the standard, and suggests that a strongly centralized system of high schools, 
 substituted for the prevalent local autonomy, would remedy present evils. See 
 also No. 458. 
 
 458. The standardization of the New England high schools. ( School rev. 
 
 Apr., 15:278-83.) 
 
 The great defect is lack of uniformity. Recommends State inspection, and 
 shows the advantages which would result from its adoption. See also No. 457. 
 
 Texas. 
 
 459. Hartmann, C. G. A study in school supervision with special reference to 
 
 rural school conditions in Texas. 180 p. Q. (Bulletin of the Univ. of 
 
 Texas, no. 90.) 
 
AUTHOR AND SUBJECT INDEX 
 
 The numbers refer to item, not to page. Anonymous books and 
 articles and periodical titles are not entered, but entries are made 
 for authors of reviews and for the names of persons about whom 
 articles or books are written. References to subjects are printed in 
 small capitals. 
 
 Aberdeen university, 369. 
 
 Abernethy, 113. 
 
 Academic freedom, 357, 385. 
 
 Adams, C. F., 229, 320, 381. 
 
 Adams, G. B., 382. 
 
 Adamson, 167. 
 
 Agricultural education, section 375.63. 
 Ahrens, 177. 
 
 Ainge, 191. 
 
 Albertson, 256. 
 
 Albree, 119. 
 
 Alden, 401. 
 
 Alexander, 266. 
 
 Allen, A. W., 23. 
 
 Allen, W. H., 161. 
 
 American academy of medicine, 269. 
 American institute of architects, 299. 
 Anderson, 16, 74, 75. 
 
 Andrews, 266. 
 
 Apprenticeship, 256, 267. 
 
 Archibald, 341. 
 
 Architectural education, 299-300. 
 Argentina, 101. 
 
 Arithmetic, 243-245. 
 
 Armstrong, 270. 
 
 Art education, section 375.7. 
 
 Association of American agricultural col- 
 
 leges and experiment stations, 279. 
 Association of American universities, 56. 
 Association of colleges and preparatory 
 
 schools of the middle states and Mary- 
 land, 57. 
 
 Association of colleges and preparatory 
 
 schools of the southern states, 58. 
 
 Association of men teachers and principals 
 of the city of New York, 146. 
 
 Athletics, section 371.73. 
 
 Auxiliary schools, 211, 212. 
 
 Axon, 187. 
 
 Bagley, 168. 
 
 Baker, A. H., 167. 
 
 Baker, G. H., 303. 
 
 Baker, J. H., 24. 
 
 Baptist schools, 113. 
 
 Barbour, 235. 
 
 Bardeen, 54. 
 
 Barrows, 96. 
 
 Bascom, 383. 
 
 Batavia system, 168. 
 
 Battle, 403. 
 
 Baxter, 101. 
 
 Beale, 329. 
 
 Behrend, 246. 
 
 Bennett, 50. 
 
 Benson, 314. 
 
 Berle, 230, 231. 
 
 Biagi, 188. 
 
 Bibliography, 1-22. 
 
 Bigelow, 241. 
 
 Biography, 118-129, 335. 
 
 Birdseye, 384. 
 
 Bolton, 137, 138. 
 
 Bookwalter, 256. 
 
 Boston, School committee, 183. 
 
 Bray, 26. 
 
 Brazil, 101. 
 
 Brereton, 315, 316. 
 
 Bridgham, 217. 
 
 Brooks, Charles, 119. 
 
 Brown, E. E., 27. 103. 
 
 Brown, M. G., 15. 
 
 Brumbaugh, 96. 
 
 Bryan, J. E., 212. 
 
 Bryan, W. J. S., 412. 
 
 Bruce, 408. 
 
 Bryce, 311. 
 
 Buckham, 232. 
 
 Buffum, 114. 
 
 Burbank, 28. 
 
 Burns, 104, 105, 106, 116. 
 
 Burks, 247, 425. 
 
 Burstall, 330. 
 
 Business education, section 375.65. 
 
 Cabot, 342. 
 
 Calvet, 363. 
 
 Cambridge university, 370-371. 
 
 Canfield, 385. 
 
 Carnegie foundation for the advancement of 
 teaching, 107, 157, 158. 
 
 Carpenter, 386, 417. 
 
 61 
 
62 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907 , 
 
 Catholic educational association, 59. 
 Cauchie, 326. 
 
 Chabot, 139. 
 
 Chancellor, 29. 
 
 Channing, 280. 
 
 Chapin, 169, 218. 
 
 Child labor, 432-433. 
 
 Child study, 5-7, 26, 28, 33, 49, 53. 
 Chrisman, 431. 
 
 Cincinnati university, 397. 
 
 Citizens’ trade school convention, 248. 
 Classical education, 43, 167, 321-325. 
 Clawson, 319. 
 
 Clay, 192. 
 
 Coe, 343. 
 
 Coeducation, section 376.7. 
 
 Cole, 30. 
 
 Coleman, 4, 80. 
 
 College entrance exam, board, 409. 
 
 College of the city of New York, 398. 
 Compayre, 122, 125, 126, 128, 129, 434. 
 Commercial education, section 375.65. 
 Compulsory education, 431-433, 449. 
 Comstock, 420. 
 
 Conference for education in the south, 60. 
 Continuation schools, 252, 255, 264. 
 Cooley, 148. 
 
 Cope, 344. 
 
 Copeland, 209. 
 
 Cordell, 402. 
 
 Coriat, 212. 
 
 Corporal punishment, 182. 
 
 Cotton, 149. 
 
 Council ot supervisors of the manual arts, 
 176. 
 
 Coursault, 31. 
 
 Cox, 32. 
 
 Cram, 300. 
 
 Cramer, 350. 
 
 Creighton, 294, 331. 
 
 Cronin, 193. 
 
 Cronson, 210. 
 
 Crosby, 281. 
 
 Crunden, 189. 
 
 Curriculum, 24, 109, 227-229, 392. 
 
 Darroch, 33. 
 
 Davidson, Thomas, 120. 
 
 Davis, C. W., 282. 
 
 Davis, N. F., 410. 
 
 Davock, 235. 
 
 De Garmo, 227. 
 
 De Laguna, 412. 
 de Montmorency, 163. 
 
 Dean, 248. 
 
 Debating, 313. 
 
 Delany, 355. 
 
 Denbigh, 390. 
 
 Denison university, 399. 
 
 Denmark, 81. 
 
 Departmental teaching, 169, 171, 173, 
 218, 221. 
 
 Derby, 200. 
 
 Dexter, 407. 
 
 Dock, 275. 
 
 Domestic science, 294-295. 
 
 Douglas, 194. 
 
 Draper, 34, 249, 387. 
 
 Dresslar, 177. 
 
 Du Bois, 182, 345. 
 
 Du Pouey, 364. 
 
 Dublin university, 367. 
 
 Dumville, 141. 
 
 Duncan, 250. 
 
 Dunraven, 87. 
 
 Durham university, 372. 
 
 Electives, 24. 
 
 Eliot, 357, 423. 
 
 Elkington, 195. 
 
 Elliott, 429. 
 
 Ellis, G. W., 95. 
 
 Ellis, H., 346. 
 
 Ellwood, 233. 
 
 Emery, 248. 
 
 Engineering education, 246, 254. 
 
 English language and literature, sec- 
 tion 375.82 and Nos. 167, 411, 414. , 
 
 Evans, 235. 
 
 Evanston high school, 455. 
 
 Fay, 370. 
 
 Feeding school children, 26, 192. 
 Fellows, 250, 420-421. 
 
 Filene, 298. 
 
 Findlay, 437. 
 
 Finland, 81. 
 
 Fish, 266. 
 
 Fletcher, 147, 150, 419. 
 
 Foster, M., 438. 
 
 Foster, W. T., 388. 
 
 Franciscan schools, 106. 
 
 Freeman, 91. 
 
 French, 43, 314-316. 
 
 Friedel, 83. 
 
 Froebel, 30. 
 
 Fuld, 201. 
 
 Garber, 164. 
 
 Garst, 404. 
 
 Geography, 328. 
 
 German, 319. 
 
 Gibbs, 328. 
 
 Gilman, 107. 
 
 Girls’ school yearbook, 332. 
 
 Godfrey, 89. 
 
 Golden, 266. 
 
 Graduate work, 420-421. 
 
 Grandgent, 317. 
 
 Grant, 202. 
 
 Gray, 442. 
 
 Great Britain, Education, Board of, 81, 84, 
 140, 141, 163, 219, 295, 439. 
 
 Greek, 320-325. 
 
 Greenough, 411. 
 
 Greenwood, 228, 305. 
 
 Griffiths, 179. 
 
 Guarino de Verona, 121. 
 
 Gunsaulus, 248. 
 
 Hadley, 35. 
 
 Hale, 147. . 
 
 Hall, 421. 
 
 Hampton negro conference, 215. 
 
AUTHOR AND SUBJECT INDEX, 
 
 63 
 
 Haney, 251. 
 
 Hanus, 256. 
 
 Harnack, 36. 
 
 Harper, 37. 
 
 Harris, .T. II., 390. 
 
 Harris, W. T., 38, 170. 
 
 Hart, 347. 
 
 Hartmann, 117, 430, 459. 
 
 Hartwell, 165, 166. 
 
 Hartog, 306. 
 
 Harvey, 178. 
 
 Hayward, 39. 
 
 Headlam, 167, 366. 
 
 Heelis, 296. 
 
 Heilman, 212. 
 
 Herbart, 30, 39, 43, 122. 
 
 Herbertson, 167. 
 
 Hermann, 36. 
 
 Herrick, 412. 
 
 Hershey, 453. 
 
 Hervey, 348. 
 
 Hetherington, 203. 
 
 Hill, 224. 
 
 Hines, 11. 
 
 Hinitt, 422. 
 
 History, 167 and section 375.9. 
 
 Holmes, 412. 
 
 Horace Mann school, 220. 
 
 Hornbeck, 378. 
 
 Horne, 398. 
 
 Howard, E. D., 252. 
 
 Howard, M. A., 167. 
 
 Howe, 333. 
 
 Hutchins, 151, 235. 
 
 lies, 283. 
 
 Illinois normal university, 400. 
 Illiteracy, 34. 
 
 Indian rights association, 216. 
 
 Industrial education, sections 371.42 
 and 375.6. 
 
 International kindergarten union, 223. 
 Ireland, 87, 88, 367, 440. 
 
 Italian, 318. 
 
 Ittner, 248. 
 
 Ives, 301. 
 
 Jackman, 162. 
 
 Jackson, D. C., 254. 
 
 Jackson, S., 79. 
 
 Jackson, W. W., 368. 
 
 Japanese scholars in California, 453. 
 Jastrow, 159, 297. 
 
 Jesuit schools, 105. 
 
 Jewell, 1, 284. 
 
 Johnson, C., 108. 
 
 Johnson, C. E., 302. 
 
 Johnson, G. E., 20, 204. 
 
 Jolly, 40. 
 
 Jones, A. J., 9, 255. 
 
 Jordan, 358. 
 
 Judson, 422. 
 
 Juvenile delinquents, 212-214. 
 
 Kandall, 440. 
 
 Keatinge, 51. 
 
 Kehew, 256. 
 
 Kelsey, 321. 
 
 Kennelly, 25. 
 
 Kern, 319. 
 
 Keyes, 160, 177. 
 
 Kikerc'ni, 94. 
 
 Kilpatrick, 171, 221. 
 
 Kindergarten, section 372.2. 
 
 King, 321. 
 
 Kingsbury, 256. 
 
 King's College, Cambridge, 370. 
 Kirkpatrick, 224. 
 
 Kling, 248. 
 
 Knight, 120. 
 
 Kraus-Boelte, 224. 
 
 Krusi, 123. 
 
 Ladd, 142. 
 
 Lake Mohonk conference, 216a. 
 
 Lang, 130. 
 
 Langdon, 306. 
 
 Language teaching, 237. 
 
 Larned, 327. 
 
 Latin, 320-325. 
 
 Latter, 285. 
 
 .Laval university, 362. 
 
 Lawler, 96. 
 
 Lawson, 374, 441. 
 
 Lawton, 318. 
 
 Leach, 225. 
 
 Lefavoiy, 298. 
 
 Legal education, 234-236. 
 
 Leland Stanford Junior University, 401. 
 Leonard, 22. 
 
 Levasseur, 85. 
 
 Lexis, 323. 
 
 Libraries and schools, 187-190. 
 
 Lindsay, 97. 
 
 Lockyer, 41. 
 
 Lodge, 349. 
 
 Logan, 307. 
 
 London university, 373. 
 
 Long, 272. 
 
 Loos, 12. 
 
 Lord, 362. 
 
 Low, 100. 
 
 Lowell, 389. 
 
 Lowman, A., 293. 
 
 Lowman, G. S., 205. 
 
 McAndrew, 152. 
 
 MacClintock, 308. 
 
 McClure, William, 110. 
 
 McCormick, 121. 
 
 MacDowell, 190. 
 
 McEvoy, 76. 
 
 McGill university, 362. 
 
 McMillan, 196. 
 
 Maennel, 3, 211. 
 
 Magdalen college, Oxford, 379. 
 
 Magill, 124. 
 
 Magnus, 42. 
 
 Mahony, 172. 
 
 Mahy, 309. 
 
 Mann, C. R., 238. 
 
 Mann, Horace, 125. 
 
 Manual training, 49, 176-178. 
 
 Marriott, 375. 
 
64 
 
 BIBLIOGRAPHY OF EDUCATION FOR 1907 
 
 Marshall, 256, 334. 
 
 Maryland university, 402. 
 
 Massachusetts, Commission on industrial 
 education, 257. 
 
 Mathematics, 242-245. 
 
 Matheson, 141. 
 
 Matthews, 43. 
 
 Maxwell, 449. 
 
 Medd, 286, 287. 
 
 Medical education, section 375".61. 
 Medical inspection, section 371.7. 
 
 Mellen, 118. 
 
 Meriwether, 109. 
 
 Merton college, Oxford, 380. 
 
 Michigan schoolmasters’ club, 63. 
 
 Mills, 224. 
 
 Modern languages, 43, 167, and section 
 375.84. 
 
 Moffatt, 147. 
 
 Monroe, 64, 93, 102, 110. 
 
 Mosenthal, 398. 
 
 Musical education, section 375.78. 
 
 Myers, G. E., 350. 
 
 Myers, G. W., 242. 
 
 National association of manufacturers, 258. 
 National education association, 66, 67, 143, 
 259. 
 
 National society for the promotion of in- 
 dustrial education, 260. 
 
 National society for the scientific study of 
 education, 68, 224, 412. 
 
 National union of teachers, 69. 
 
 National university, 24. 
 
 Nature study, 241, 281, 284-285, 287-288. 
 Neef, Joseph, 110. 
 
 Negroes, section 371.94. 
 
 New college, Oxford, 377. 
 
 Newcomb, 206, 243. 
 
 New York city teachers’ association, 131. 
 New York (state) — Associated academic 
 principals, 70. 
 
 New York committee on physical welfare of 
 school children, 197. 
 
 New York (state) — Education department, 
 71, 288. 
 
 New York state association of school com- 
 missioners and superintendents, 72. 
 
 New York state science teachers’ associa- 
 tion, 239. 
 
 Normal schools, section 371.12. 
 
 North Carolina university, 403. 
 
 Norway, 81. 
 
 Nunn, 167. 
 
 Nursing, 274-275. 
 
 Nutting, 274-275. 
 
 O’Shea, 237. 
 
 Olsen, 184. 
 
 Otterbein university, 404. 
 
 Owen, 44. 
 
 Oxford university, 368, 874-380. 
 
 rage, T. E., 322. 
 
 Page, T. W., 424. 
 
 Page, W. II., 248. 
 
 Paine, 335. 
 
 Palmer, 132. 
 
 Pardee, 425. 
 
 Parker, 45. 
 
 Paulsen, 86, 323, 336. 
 
 Peabody fund, 107. 
 
 Person, 261, 359. 
 
 Pestalozzi, 1-10, 126. 
 
 Phi Beta Kappa, 209. 
 
 Physical education, section 371.73. 
 Physics, 413. 
 
 Pierce, 18. 
 
 Play, 23, 204. 
 
 Poole, 167. 
 
 Prentis, 397. 
 
 Prettyman, 412. 
 
 Prickard, 377. 
 
 Pritchett, 256. 
 
 Psychology, 50-53. 
 
 Public speaking, 313. 
 
 Punctuation, 307. 
 
 Queens university, 362. 
 
 Raymond, 405. 
 
 Reading, 311. 
 
 Reich, 46. 
 
 Rein, 73. 
 
 Rhodes scholarships, 378. 
 
 Richards, C. R., 17, 256, 262, 266. 
 
 Richards, H. M., 198. 
 
 Roberts, 25. 
 
 Robertson, 310. 
 
 Rogers, C. F., 352. 
 
 Rogers, FI. J., 428. 
 
 Rollins, 263, 413. 
 
 Roman catholic schools, 59, 104-106, 
 116, 362-363. 
 
 Rooper, 47, 127. 
 
 Roosevelt, 289. 
 
 Rouse, 167, 324. 
 
 Rousseau, 128. 
 
 Ruedeger, 144, 436. 
 
 Rugh, 350. 
 
 Rusk in on education, 40. 
 
 Sachs, 173, 339. 
 
 Sadler, M. E., 10, 264, 443, 444, 445, 446. 
 Sadler, S. H., 360. 
 
 St. Johns college, Cambridge, 371. 
 Salmon, 391, 450. 
 
 Sargent, 207. 
 
 Saville, 141. 
 
 Scholz, 378. 
 
 School excursions, 163. 
 
 School gardens, 284-285, 287, 293. 
 Schoolmasters’ yearbook, 447. 
 
 Schwarz, 52. 
 
 Science, 238-240. 
 
 Scotland, 90. 
 
 Scott, R. F., 371. 
 
 Scott, W. D., 199. 
 
 SCe, 337. 
 
 Semon, 276. 
 
 Shields, 338. 
 
 Simkhovitch, 99. 
 
 Sisson, 353. 
 
 Slater fund, 107. 
 
AUTHOR AND SUBJECT INDEX 
 
 65 
 
 Smith, 5. 
 
 Snedden, 21, 213, *214. 
 
 Snow, 8, 392. 
 
 Snowden, 265. 
 
 Sociology, 233. 
 
 Somerville, 290. 
 
 Spalding, 235. 
 
 Spaulding, 134, 311. 
 
 Spencer, D., 456. 
 
 Spencer, H., 129. 
 
 Starbuck, 350. 
 
 Starr, 235. 
 
 Stebbins, 354. 
 
 Stevenson, 350. 
 
 Stewardson, 208. 
 
 Stillman, 153. 
 
 Stockton methods, 175. 
 
 Storms, 48. 
 
 Stratton, 267. 
 
 Strong, 90. 
 
 Sullivan, 433. 
 
 Sunday schools, 341, 344, 354. 
 
 Sutton, 145. 
 
 Sweden, 81. 
 
 Tanner, A. E., 154. 
 
 Tanner. G. W., 312, 414. 
 
 Tatton, 127. 
 
 Taylor, 390. 
 
 Technical education, sections 371.42 and 
 375.6. 
 
 Teetgen, 98. 
 
 Temperance teaching, 271. 
 
 Theobald, 174. 
 
 Theological education, 230-232. 
 
 Thomas, 222. 
 
 Thompson, 180. 
 
 Thorndike, 181, 451. 
 
 Thornton, 81. 
 
 Tilley, 244. 
 
 Tombo, 393, 394. 
 
 Tormay, 292. 
 
 Toronto university, 362. 
 
 Town, 212. 
 
 Trade schools, 248-249, 256, 258, 264, 
 268. 
 
 Trinity college, Dublin, 367. 
 
 Trueblood, 313. 
 
 Tucker, 277. 
 
 Tuell, 135. 
 
 Turner. 77. 
 
 Tyler, 13, 49. 
 
 United States Bureau of Education, 34, 111. 
 Union university, 405. 
 
 Urwick, 53. 
 
 Utley, 115. 
 
 Vacation schools, 163. 
 
 Van Cleave, 248. 
 
 Van Hise, 340. 
 
 Van Noe, 319. 
 
 Van Sickle, 155. 
 
 Van Storm, 136, 
 
 Vance, 236. 
 
 Vanderlip, 266. 268, 361. 
 
 Vandewalker, 224. 
 
 Wade, 270. 
 
 Walsh, 78. 
 
 Warner, 256. 
 
 Warren, 379. 
 
 Warwick school, 225. 
 
 Washburn, 6. 
 
 Watkins, 293. 
 
 Webster, 455. 
 
 Wendell, 365. 
 
 Wenley, 395. 
 
 Wenner, 355. 
 
 Wesleyan university, 406. 
 
 West. 396. 
 
 Wheaton, E. B., 335. 
 
 White, 380. 
 
 Wight, 415. 
 
 Wilde, 356. 
 
 Williams, W. R„ 278. 
 
 Williams, W. T. B„ 215. 
 
 Wilson, 7, 298. 
 
 Winterburn. 175. 
 
 Wisconsin, department of education, 186. 
 Witmer, 212. 
 
 Woman’s education, 27, 329-340. 
 Woodhull, 240. 
 
 Woods, 25, 256, 266. 
 
 Woolman, 256. 
 
 Wyer, 14, 15. 
 
 Yale university, 407. 
 
 Young, E. F., 112. 
 
 Young, J. T., 298. 
 
 Young, J. W. A., 19, 245. 
 
 Young, W. H., 416, 457, 458. 
 
 Yoxall, 442. 
 
 Zimmern, 368. 
 
 o 
 

P n o ** *?* n 
 
 Vl u j Vj \ VlVv v 
 
 UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN. 1908: No. 4 WHOLE NUMBER 387 
 
 MUSIC EDUCATION IN THE 
 UNITED STATES 
 
 SCHOOLS AND DEPARTMENTS OF MUSIC 
 
 By ARTHUR L. MANCHESTER 
 
 DIRECTOR OF THE DEPARTMENT 
 OF MUSIC OF CONVERSE COLLEGE 
 SPARTANBURG, S. C. 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1908 
 
1 2>E 'til 
 
 CONTENTS. 
 
 Letter of Transmittal 
 
 Page. 
 
 5 
 
 Foreword 
 
 I. Historical development 
 
 Beginnings of formal music education 
 
 Schools and conservatories of music 
 
 Departments of music in colleges, etc 
 
 Progress made 
 
 Works on the history of music in America 
 
 II. Results of the inquiry 
 
 Incorporation of schools 
 
 Instructors and subjects taught 
 
 Students enrolled 
 
 Nature and scope of subjects 
 
 Illustrative curricula 
 
 Correlation of music and non-music courses 
 
 Manner of advancing students from grade to grade 
 
 Educational qualifications of music students 
 
 Property devoted to musical instruction 
 
 III. Statistical tables 
 
 IV. Past and present tendencies 
 
 V. Conclusion 
 
 References to works on musical education 
 
 7 
 
 11 
 
 11 
 
 14 
 
 15 
 
 16 
 16 
 
 17 
 
 18 
 18 
 19 
 
 40 
 
 41 
 
 42 
 
 42 
 
 43 
 77 
 82 
 83 
 
 Index 
 
 3 
 
 85 
 
I 
 
 LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 Washington , June 23, 1908. 
 
 Sir: I have the honor to transmit herewith the manuscript of a 
 report on the present status of music education in the United States, 
 prepared by Prof. Arthur L. Manchester, of Converse College, South 
 Carolina, and to recommend its publication in the Bulletin of the 
 Bureau of Education. 
 
 This report has been prepared in accordance with an urgent recom- 
 mendation of the Music Teachers’ National Association, conveyed 
 through the president of that organization, Prof. Waldo S. Pratt, of 
 the Hartford Theological Seminary. Professor Manchester, who had 
 been appointed by the executive committee of that association as 
 chairman of the committee to consider the gathering of statistics 
 concerning music education in the United States, kindly consented to 
 edit this report for the Bureau of Education. The detailed informa- 
 tion upon which it is based was collected through the statistical divi- 
 sion of this office in cooperation with Professor Manchester. 
 
 The growing recognition of music as an essential part of our plan 
 of public education, and a peculiarly rich and vital part of our public 
 education, emphasizes the need of such information as is embodied in 
 this report. The latest publication of this kind issued by the Bureau 
 of Education was that which appeared in the year 1886 . The subject 
 is so large that unfortunately it has been found impracticable to 
 include in the paper here submitted an account of music as taught in 
 our public elementary schools. This part of the subject is reserved 
 for later treatment. 
 
 Very respectfully, 
 
 Elmer Ellsworth Brown, 
 
 Commissioner. 
 
 The Secretary of the Interior. 
 
 5 
 

FOREWORD. 
 
 In no profession or field of educational activity is there available so 
 meager an amount of accurate data upon which to base plans for 
 future development or to use in the determination of results achieved 
 as in that of music. There is no coherence in the general scheme of 
 music education, and there can be none while so little is known con- 
 cerning what is done in the field of musical endeavor. To define the 
 status of music education in the United States has been practically 
 impossible. The utter lack of systematic courses of instruction, the 
 widely varying standards of merit, and the absence of cooperation 
 upon the part of those engaged in music teaching not only have made 
 impossible any accurate computation of the results which have 
 accrued from music education, but are serious obstacles in the way of 
 future development. 
 
 Musicians are not yet fully agreed among themselves as to what 
 constitutes music education. The definition still varies according to 
 the standpoint of the definer. The composer, the performer, the 
 theorist, the pedagogue, will each interpret it in the light of his own 
 specialty. It is this lack of system, this indefiniteness of aim, that 
 have repelled those who mold educational opinion, and have caused 
 them to withhold from music that educational value which its vota- 
 ries claim for it, but which has been obscured by the desultory nature 
 of music instruction. Yet, despite this serious defect, its claims have 
 impressed thoughtful investigators. This lack of system could not 
 entirely hide the evidences of good work being done, and the desire 
 for a more complete and exact knowledge of what is really being 
 accomplished, of the real status of music education in this country, 
 has been felt not only by members of the musical profession, but by 
 those interested in educational movements generally. 
 
 It is known that large sums are expended annually for music 
 instruction, that many students and teachers are engaged in it; but 
 what its real proportions are, to what extent it is becoming systema- 
 tized, what attitude independent schools of music and institutions 
 having music departments maintain toward it, just how serious is 
 the purpose of those who are active in the musical profession, what 
 grade of work is demanded by institutions that announce graduate 
 courses of study, and how these grades are determined are questions 
 
 7 
 
8 
 
 FOREWORD. 
 
 to which satisfactory answers are not now to be given. It is to supply 
 data for the determining of these points that the present inquiry is 
 undertaken. It is not the intention of this inquiry to give decisions 
 as to any point at issue; it simply proposes to lay before those 
 interested certain accurate and authoritative information upon which 
 they may base their own judgment. 
 
 The field to be covered is too large to be included in a single inquiry. 
 The scope of this investigation, therefore, is confined to music 
 education in independent schools of music and in institutions 
 maintaining music departments. It is obvious that that largest of 
 all fields, the work of the private teacher, could not be included in 
 this inquiry, and it was thought best to begin the gathering of musical 
 statistics with the work done in the institutions which really dominate 
 educational policies, musical and otherwise. 
 
 The purpose is to secure definite information regarding: 
 
 1. The organization of and manner of conducting these schools and departments. 
 
 2. The number of instructors employed, with branches taught, and number of 
 hours per week devoted by each instructor to instruction in each subject. 
 
 3. Number of students enrolled, with requirements for entrance, and the 
 shortest period for which students are received. 
 
 4. The nature and scope of subjects included in the curriculum, with require- 
 ments as to time devoted to each, requirements for graduation (with or without 
 degree) or for certificate, and the number of students who have received such 
 degrees or certificates within a definite period of years. 
 
 5. The manner of advancing students from grade to grade, with methods of 
 examination and marking. 
 
 6. The correlation of music and nonmusic courses. 
 
 7. Amount expended on music instruction and value of plants devoted to 
 musical purposes. 
 
 8. Existence of libraries, with number of books contained therein, and number 
 of museums of musical instruments, with information as to their size and character. 
 
 Two questionnaires were prepared, and were sent by the Bureau 
 of Education to — 
 
 Independent schools of music, 
 
 Colleges and universities, 
 
 Colleges for women, 
 
 Normal schools, and 
 Secondary schools. 
 
 The lists of these institutions were gathered from various sources, 
 about 3,500 receiving the first questionnaire. The second was sent 
 only to those whose replies to the first indicated that they could 
 satisfactorily furnish certain additional information. 
 
 This inquiry being the first of its kind, difficulties were met for the 
 solution of which no precedents were available. To be authoritative 
 and reliable it must be discriminating, yet it had no power officially 
 to settle the many vexed questions certain to arise during the course 
 
FOREWORD. 
 
 9 
 
 of the investigation. Among the points which came up for settlement 
 at the outset were: 
 
 What shall be the standard of equipment and efficiency demanded to insure 
 listing in the report? 
 
 What really constitutes a “school of music?” a 
 
 What distinction shall be made between schools conducted solely for profit, 
 and those whose aim primarily is educational? 
 
 How shall these standards and distinctions be determined? 
 
 These are important questions. Their settlement affects the value 
 of the inquiry, yet the statistician has no- authority to pronounce 
 judgment. 
 
 It was decided, therefore, that in preparing the questionnaires for 
 the inquiry effort should be made so to frame the questions that the 
 answers to them, if properly given, would practically determine these 
 points, the statistics, when published, furnishing evidence to dis- 
 criminating readers regarding the work done by the institutions 
 replying to the inquiries. To this end, the questions relating to 
 organization and management of finances; to instructors, students, 
 courses of study; to graduation requirements and correlation of 
 courses, musical and nonmusical; to methods of examination and of 
 determining grades, were given particular attention, and have proved 
 to be effective in drawing out the information desired. As was 
 intended, the replies are significant, not only for the precise informa- 
 tion they give, but equally so for indicating the attitude of the 
 institutions toward music education. 
 
 Naturally, a first inquiry expends much of its effort in breaking 
 ground. Indifference, and even positive disinclination to supply 
 information are met; yet it is hoped that the statistics secured not 
 only will supply definite information heretofore lacking, but will also 
 contribute something, at least, toward the coordination of music 
 schools and uniformity in their courses of study, and be of assistance 
 to those who are striving to have music placed on an equal footing 
 in the scheme of education with other subjects in the curriculum. 
 
 Acknowledgment is made to Prof. Waldo S. Pratt, of the Hartford 
 Theological Seminary, and to Prof. F. A. Parker, of the University 
 of Wisconsin, for assistance in securing data. 
 
 Arthur L. Manchester. 
 
 Spartanburg, S. C., June 1, 1908. 
 
 a Illustrative of the complexity of this question is an instance called to my attention in the course 
 of correspondence concerning this phase of the report. A * ‘ Conservatory of Music,” with a title national 
 in character, consisted of one back room on the upper floor of a city building, access to it being had 
 amidst a rather forbidding conglomeration of rubbish. The faculty consisted of one teacher— the 
 proprietor. There was not even an attempt at well-defined, coordinated courses of study. Yet it had 
 taken to itself a high-sounding title, and posed as a school of music. This “institution” is long since 
 dead, but there are many others still in existence, masquerading under similar names. 
 

 
THE STATUS OF MUSIC EDUCATION IN 
 THE UNITED STATES. 
 
 I. HISTORICAL DEVELOPMENT. 
 
 In order to an understanding of the present status of music in the 
 United States a careful study of the different elements which have 
 united to produce present conditions is necessary. Music is complex; 
 it has its scientific, aesthetic, pedagogic, and cultural aspects, each 
 also complex in character and providing material for serious and 
 long-continued study, each influencing the development of the others. 
 And in proportion as emphasis is laid upon one or the other it is 
 given a bent of development having a strong bearing upon the sym- 
 metrical unfolding of the art of music as a whole. So many factors 
 are thus present in the cultivation of music that for the establish- 
 ment of a thoroughly efficient system of music education the utmost 
 care is essential to the preservation of the proper balance between 
 them. Instrumental music, including various instruments and the 
 orchestra; vocal music, including solo singing, choral singing, opera, 
 and oratorio; theory, including grammar, form (architectural struc- 
 ture) , and composition ; the meaning of music as exemplified in these 
 various manifestations; and last, but far from least, the state of 
 musical taste among the people, are factors which must be under- 
 stood, for they are capable of pedagogic treatment. It is readily seen 
 that the teaching of any one phase of music should be conducted with 
 the reciprocal nature of all musical effort clearly kept in view, yet 
 the failure of musicians in this respect is shown in the history of 
 music education from its beginning until within the last ten years. 
 
 It would be well if the historical summary which follows could 
 enter enough into detail to give a more complete view of music his- 
 tory in this country, but the limits of the work forbid, admitting only 
 such facts as bear upon the development of its pedagogic side. In 
 order that those who may wish to pursue the subject further may do 
 so, a bibliography of the history of music in America is subjoined. 
 
 BEGINNINGS OF FORMAL MUSIC EDUCATION. 
 
 Formal music education has been developed chiefly through the 
 activities of private teachers, independent music schools, and the 
 
 11 
 
12 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 teaching of music in the public schools and in colleges and univer- 
 sities. Efforts in all these directions have been influenced and modi- 
 fied by the establishment of orchestras and smaller bodies of instru- 
 mentalists in various cities, and the introduction of opera in a few 
 of the largest cities in the country; but regarding these proceedings 
 present limits forbid the entering into detail. Formal music educa- 
 tion began with the institution of singing schools, whose purpose was 
 the improvement of church music by teaching youths and adults to 
 sing by note. They were doubtless stimulated by an increasing in- 
 terest in church music growing out of the crude psalmody of the 
 Puritans. Their educational value was small, those who conducted 
 them possessing slight musical equipment. Their social features had 
 more to do with their popularity than their educational advantages. 
 They were peripatetic, moving about from place to place. Despite 
 their weaknesses they stimulated desire for better things, and the 
 interest they aroused resulted in the formation of choral societies, 
 which later developed into permanent bodies between which and the 
 music festival a direct relation can be traced. The first of these so- 
 cieties was that at Stoughton, Mass., which had its beginning in 1786 
 and which still exists. In 1815 the Handel and Haydn Society of 
 Boston was founded. This society exerted an increasing influence 
 on musical progress, and is still in existence, its records forming a 
 valuable contribution to the history of musical development. 
 
 Musical conventions, which are still held in various parts of the 
 South, were a combination of the old singing school and the choral 
 society. Held in some convenient center, they attracted participants 
 from quite considerable distances. At the conclusion of a more or 
 less serious series of lessons in note reading and the rudiments of 
 music, a concert was usually given, which the public was invited to 
 patronize — largely for the benefit of the conductor. While the work 
 of these conventions was lacking in finish, greater good was accom- 
 plished by them than we in this day are prone to give them credit for. 
 
 The value of these early efforts lay principally in their direct con- 
 tact with the people. The modicum of musical instruction provided 
 by them broke ground for later and more pretentious instruction and 
 led to the discussion of methods of teaching, but was less influential 
 than the spreading of musical culture among the people which ensued. 
 
 With the growth of interest in music naturally came the effort to 
 train children in the rudiments of music, and a number of pioneers in 
 this field began work early. N. D. Gould, of Boston, organized classes 
 for children in 1824, or earlier, as William Tuckey had previously 
 done in connection with the charity school attached to Trinity 
 Church in New York about 1753. But the title of founder of this 
 phase of music teaching really belongs to Lowell Mason, who went 
 
HISTORICAL DEVELOPMENT. 
 
 13 
 
 to Boston from Savannah in 1827. He was better qualified for the 
 work he undertook, not only by reason of his musical equipment, but 
 also because of his study of the Pestalozzian principles of teaching 
 and his possession of marked zeal and personal magnetism. His 
 ideas as to the place of music in general education were definite and 
 advanced. In 1832 he organized the Boston Academy of Music, out- 
 lining plans for the promotion of music education in various ways, 
 including the instruction of children and the establishment of normal 
 courses for teachers. This institution soon attracted 1,500 pupils, a 
 significant indication of an awakening interest which needed only 
 well-directed efforts for its rapid advancement. His labors culmi- 
 nated in 1836 in permission from the authorities for trial classes in 
 certain public schools in Boston. The results were so satisfactory 
 that in 1838 Mason was placed in charge permanently. He con- 
 tinued in this service, however, only until 1841, when he was suc- 
 ceeded by B. B. Baker. Mason’s normal classes attracted teachers 
 from a wide area, and efforts based upon his methods were initiated 
 in several other States in the East. 
 
 New York was also taking steps in the direction of teaching music 
 to children. In 1835 Darius E. Jones taught for some time in one 
 of the city schools with sufficient success to insure permission to con- 
 tinue at the option of the local board, provided no expense was in- 
 curred and regular studies were not interfered with. Attempts to 
 gain a definite place for musical instruction, however, were not suc- 
 cessful, no effective recognition of music being given until about 1853. 
 The earnestness of its advocates was indicated by their willingness 
 to provide the first pianos introduced in the New York schools by 
 paying for them themselves or by means of concerts given by the 
 children.® Efforts in Cincinnati, where Lowell Mason’s brother, T. B. 
 Mason, organized music classes similar to those in Boston, eventuated 
 in the introduction of regular instruction in the pub he schools under 
 the direction of William Colburn. Pittsburg dates the beginning of 
 its instruction in music about 1840. N. D. Gould, to whom reference 
 has already been made, states in his book, Church Music in America, 
 that he was active in establishing singing schools in Massachusetts, 
 New Hampshire, Rhode Island, New York, and New Jersey from 
 about 1820, and especially after 1830. Of these labors he was very 
 proud, expressing extreme satisfaction that he could look back upon 
 the fact that he was the first to introduce the formal teaching of chil- 
 dren to sing. 
 
 Such were the beginnings of what, after the interruption of the 
 civil war, which seriously retarded efforts of this nature, became the 
 
 a See paper by George F. Bristow in Proceedings of the Music Teachers’ National Association for 
 1885 . 
 
14 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 great public school system of music education. Devoted as these men 
 were to the work they had entered upon, there was sown even at this 
 early date the seeds of that misunderstanding and narrowness of view 
 which have been prominent in music education during all its his- 
 tory in this country. Conflict between these teachers, who based 
 their work on the psalmody of the period, and those professional 
 musicians who cultivated music as an art, began to develop at 
 once, and a mutual depreciation arose. 
 
 With the practice of music, in its earliest stages, largely vocal, there 
 was comparatively little demand for the services of teachers of 
 instruments; but with the growth of musical taste, the making of 
 pianos, and the cultivation of orchestral music, the number of 
 trained musicians engaged in teaching gradually increased in the 
 eastern cities, until there were scattered about in various parts of 
 the country a sufficient number to produce a marked impression 
 upon the art ideals of the country. This number was largely in- 
 creased and its influence strengthened by the settlement in America 
 of refugees from Europe during the decade from 1840 to 1850, and 
 after the civil war it became an important factor in music education. 
 The diversity of interests of those engaged in teaching, the conflict 
 of opinion as to what should hold the most important place in the 
 development of music, and the great increase in the number who 
 took to teaching it as an easy way in which to make a living or secure 
 pocket money, soon resulted in confusion and the setting up of 
 false standards, which exerted a baneful influence on the whole 
 system of music education. 
 
 SCHOOLS AND CONSERVATORIES OF MUSIC. 
 
 The early enterprises which might be dignified by the name of 
 schools were of doubtful character and were devoted solely to the 
 rudiments of music, and, in all probability, were given an impetus by 
 singing classes. The first music school in the true sense was that 
 projected by Eben Tourjee, of Fall River, Mass., and put into opera- 
 tion at East Greenwich, R. I., in 1859. Later, Tourjee started a 
 conservatory at Providence, and, in 1867, founded the institution 
 that, in 1870, was incorporated as the New England Conservatory 
 of Music. Before this (in 1863) he had spent some time in Europe 
 investigating methods there and studying with Haupt and other 
 prominent teachers. His ideas were progressive and sound, and his 
 talent for organization enabled him to carry them out with good 
 effect. He was the first to introduce class instruction in other sub- 
 jects than singing. His perception of the interrelation of the various 
 branches of the musical art was clear, and it was his purpose to 
 work out a well coordinated curriculum. The New England Con- 
 
HISTORICAL DEVELOPMENT. 
 
 15 
 
 servatory has stood for serious music study ever since, and has 
 grown in size and influence until it is probably the best known 
 institution of the kind in America. 
 
 Many institutions, with similar aims and established about the 
 same time or at later periods, have become integral parts of the 
 American musical education system, exerting great influence on 
 American music life. Among them may be mentioned the Boston 
 Conservatory of Music, established by Julius Eichberg (1867); the 
 Chicago College of Music, Ziegfeld (1867); the Cincinnati Conserva- 
 tory of Music, Miss Baur (1867) ; the Oberlin Conservatory of Music 
 (1867), now incorporated with Oberlin College; the Philadelphia 
 Musical Academy (1869); Dana’s Musical Institute at Warren, 
 Ohio (1869); the Cleveland Conservatory of Music (1871); the 
 Detroit Conservatory of Music (1875), and others of later founding. 
 With these have sprung into existence a host of independent schools 
 calling themselves conservatories, local in influence, whose methods 
 of procedure and artistic ideals vary according to the purposes of 
 their founders. Some of them doubtless are sincere in their aims, 
 and strive to do work as thorough as their resources permit; but in 
 too many cases mercenary motives are behind their establishment, 
 and their entire workings are dictated by a commercial spirit. 
 
 DEPARTMENTS OF MUSIC IN COLLEGES, ETC. 
 
 The institution of departments of music in colleges is so inter- 
 mingled with the founding of these independent schools that no 
 sharp line of distinction can be drawn as to their early history. 
 Here, too, the motives animating those concerned have been mixed. 
 While serious educational aims have inspired some, in many instances 
 expediency has ruled the situation, and the treatment of music 
 education in colleges, particularly those for women, and in secon- 
 dary schools has been one of confusion, and, too often, of low stand- 
 ards. The larger institutions are notable exceptions. As early 
 as 1837 a society known as the Harvard Musical Association, com- 
 posed of alumni of Harvard College, announced as its ultimate 
 object — 
 
 The advancement of the cause of music, particularly in this university. We would 
 have it regarded as an important object of attention within its walls, as something 
 which sooner or later must hold its place in every liberal system of education — and 
 that place not accidental or a stolen one, but formally recognized. We that love music 
 feel that it is worthy of its professorship, as well as any other science. 
 
 This statement, quoted by Ritter in his “Music in America,” 
 is a forerunner of many such avowals in recent years. While the 
 object was not immediately realized, nearly thirty-five years elapsing 
 before Harvard fully met the desires of its promoters, the time 
 
16 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 has come when not only in that university but in others such recog- 
 nition is accorded. But it was not until 1860 that a movement in 
 that direction was made, and then it was step by step. First an 
 instructor in music was permitted to do some teaching in certain 
 subjects as an irregular part of the curriculum. Notable instances 
 are Harvard, with John K. Paine, who began his work in 1862, reach- 
 ing a full professorship in 1876; Oberlin College, Fenelon B. Bice, 
 in 1869; Vassar College, Frederic Louis Bitter, in 1867; the Uni- 
 versity of Pennsylvania, Prof. Hugh A. Clarke, in 1875. Then came 
 the granting of credit for certain courses in music toward the degree 
 of A. B., Harvard taking the lead in 1870. Next followed the final 
 step of granting credit toward entrance for musical qualifications, 
 which has been taken only within the past six or eight years. 
 
 PROGRESS MADE. 
 
 The steps in the development of formal music education here 
 concisely stated have occupied more than a century in the taking. 
 If the progress made during that time does not compare favorably 
 with that in other fields of educational effort, it should be remembered 
 that many incentives so prominent in the others have here been 
 lacking. Music has not been considered so vital a part of the political, 
 moral, and social life of the nation as those arts upon which depends 
 the earning capacity of individuals. Not only were its exponents 
 compelled to clarify their own views concerning its purposes and 
 methods, to find themselves, in short, but also to make head against 
 a public opinion dominated by strong utilitarian ideals. The absence 
 of unifying agencies has weakened, and too often nullified, the 
 efforts of musicians, leaving them solitary and unsupported in 
 their attempts to build up an educational music system. Yet, 
 unsatisfactory as are many present conditions, the change from 
 the unmusical psalm singing of the Puritans, the ambitious rather 
 than musically satisfying concert performances of fifty years ago, 
 and the low state of musical taste of a large part of the nineteenth 
 century, to the artistic concerts, the immense attendance upon 
 public performances, and the higher state of musical culture and 
 critical acumen of the people now witnessed, is indicative of a long 
 stride forward. 
 
 WORKS ON THE HISTORY OF MUSIC IN AMERICA. 
 
 Those who wish to investigate more fully the growth of music and 
 music education in the United States are referred to the following 
 publications, and to the list of works on music education on pages 83-84 : 
 Brooks, Henry Mason. Olden-tiine music; a compilation from newspapers and books. 
 With an introduction by Professor Edward S. Morse. . . . Boston, Ticknor and 
 company, 1888. [ix] xx, 283 p., front., ill us. 12°. 
 
 “The design of this work is to give somo account of music in ‘yo olden time’ In New Eng- 
 land.”— Pref. 
 
RESULTS OF THE INQUIRY. 
 
 17 
 
 Elson, Louis Charles. The history of American music. With twelve full-page photo- 
 gravures and one hundred and two illustrations in the text. New York, Lon- 
 don, The Macmillan company, 1904. xiii, 380 p., incl. illus., plates, ports., 
 front. 4°. (The history of American art, ed. by J. C. Van Dyke.) 
 
 “ General bibliography,” pages 367-368. 
 
 [Howe, Granville L.] ed. A hundred years of music in America. An account of 
 musical effort in America during the past century . . . together with historical 
 and biographical sketches of important personalities. W. S. B. Mathews, 
 associate ed. Chicago, G. L. Howe, 1889. ix, 6-715 p., illus. (incl. ports., 
 facsims.). 8°. 
 
 Music Teachers’ National Association. Papers and proceedings, 28th annual meeting, 
 Oberlin, Ohio, June 26-29, 1906. [Hartford, Conn.] published by the associ- 
 ation, 1906. 200 p. 8°. 
 
 29th annual meeting, Columbia University, New York City, Dec. 27-31, 1907. 
 
 [Hartford, Conn.] published by the association, 1908. 284 p. 8°. 
 
 Ritter, Frederic Louis. Music in America. New ed., with additions. New York, 
 C. Scribner’s sons, 1890. xiv, 521 p. 8°. 
 
 “Musical examples,” pages 508-513. 
 
 Ryan, Thomas. Recollections of an old musician. New York, E. P. Dutton & Co., 
 1899. xvi, 274 p., pi., port. 8°. 
 
 Sonneck, Oscar George Theodore. Early concert-life in America (1731-1800). Leip- 
 zig, Breitkopf & Hartel, 1907. 338 p. 4°. 
 
 Bibliographical footnotes. 
 
 II.— RESULTS OF THE INQUIRY. 
 
 The statistical tables contained in this work are based on question- 
 naires sent out by the Bureau of Education in 1907. Replies were 
 received from 1,088 institutions. Of these, 381 gave no information 
 which could be used, or were not organized institutions; 112 colleges, 
 normal schools, and universities reported no music departments 
 maintained; the remaining 595 furnished more or less completely the 
 information desired. Financial statements were not made by 348 of 
 this number. The resulting statistics have been classified so that the 
 tabulations for independent schools of music, colleges and universities, 
 colleges for women, normal schools, and secondary schools appear 
 separately. A study of tables 6, 7, 8, 9, and 10 will show that the 
 most important institutions in each class are represented. With per- 
 haps two or three exceptions, all the leading independent schools of 
 music are included. In each of the other classes institutions most 
 influential in educational work have responded. In the 1906 Report 
 of the Commissioner of Education, 577 institutions of higher education, 
 not including schools of technology, are reported as replying to the 
 inquiries of the Bureau. Two hundred and eight of these institutions, 
 including those of highest rank, have responded to this first specific 
 inquiry for detailed statistics regarding music instruction. It is fair 
 to believe, therefore, that the statistics herein given truthfully reflect 
 the conditions now existing in organized music education. 
 
 50743—08 2 
 
18 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 INCORPORATION OF SCHOOLS. 
 
 It will be noted that of the 595 schools reporting, 281 are incorpo- 
 rated, 170 not incorporated, and 144 do not reply to this question. 
 The following table gives this information in detail : 
 
 Class of institutions. 
 
 Incorpo- 
 
 rated. 
 
 Not 
 
 incorpo- 
 
 rated. 
 
 Not 
 
 report- 
 
 ing. 
 
 Total. 
 
 Independent schools of music 
 
 24 
 
 34 
 
 3 
 
 61 
 
 Colleges and universities 
 
 65 
 
 37 
 
 49 
 
 151 
 
 Colleges for women 
 
 48 
 
 2 
 
 7 
 
 57 
 
 Normal schools 
 
 30 
 
 29 
 
 29 
 
 98 
 
 Secondary schools 
 
 114 
 
 68 
 
 46 
 
 228 
 
 
 
 Total 
 
 281 
 
 170 
 
 144 
 
 595 
 
 
 In schools which are not incorporated the financial management is 
 usually in the hands of the director or proprietor. In the majority 
 of cases the director and proprietor are one. 
 
 INSTRUCTORS AND SUBJECTS TAUGHT. 
 
 The total number of instructors in independent music schools report- 
 ing is 607. The number in each school varies from one to fifty-six. 
 In many schools specialists and lecturers are called upon for special 
 instruction, giving only a few hours a week to the institution. The 
 hours per week devoted to their respective schools by individual 
 instructors range from two to sixty. The average number for each 
 instructor in the schools reporting is twenty. The subjects taught 
 refer mainly to performance and composition and professional train- 
 ing. The various instruments, voice culture and singing, and theo- 
 retical subjects, with more or less attention to esthetics, comprise their 
 curricula. In the largest conservatories modern languages are taught 
 as a part of courses in singing, and dramatic action and operatic rep- 
 ertoire are given considerable attention. Technique, interpretation, 
 and repertoire are the chief desiderata. 
 
 Of 334 universities and colleges for both sexes and colleges for 
 women responding to the inquiry, 95 report no departments of music. 
 In many of these glee clubs and orchestras are maintained by the 
 students, but no specific instruction is given. The number of instruct- 
 ors engaged in 208 of these institutions is 974. The number of hours 
 per week devoted by each to instruction ranges from two to forty. 
 The majority give practically their entire time to the institution with 
 which they are connected. The average number of hours per week 
 for each instructor is twenty and one-half. 
 
 The subjects taught are the same as in independent schools of music. 
 Instruction is given in practical music, from elementary work to 
 concert playing and singing, theoretical subjects, history of music, 
 and esthetics, While each is organically connected with its college or 
 
RESULTS OF THE INQUIRY. 
 
 19 
 
 university, educationally the tie binding them in the majority of 
 cases is elastic, and they are managed as independent music schools, 
 with the same musical aims and ideals. In universities and colleges 
 of the highest grade, however, theoretical subjects, including har- 
 mony, counterpoint, canon, fugue, and composition are the institu- 
 tional courses, practical music being totally ignored in some, and only 
 incidentally cultivated in others. In them, as well as in a consider- 
 able number of smaller institutions, musical appreciation, including 
 form and analysis, is offered as a regular course. 
 
 Replies were received from 130 normal schools, 98 giving statistics 
 which could be embodied in this report. Vocal music, with especial 
 reference to its use in the public schools, is the leading subject, 
 many schools maintaining no regularly organized music departments. 
 In those which do, the subjects and methods and aims of instruction 
 are similar to those in the institutions already mentioned. Two hun- 
 dred and twenty-five instructors are reported as engaged in giving 
 music instruction in normal schools. 
 
 A statement of the work in secondary schools would be a recapitu- 
 lation of what has already been said, with the addition that the 
 standards of excellence and efficiency do not as a rule compare 
 favorably with those in the institutions of higher education. Of 
 the 228 schools reporting, 46 per cent employ one or two instructors 
 whose entire time is given to the institution and whose duties are to 
 give instruction in piano, singing, organ, violin, and theory. There 
 are schools among the number reporting which have well-organized 
 departments and well conceived courses of study. In some mention 
 is made of the advantages accruing from the study of music in con- 
 nection with subjects in the literary departments, and in a few 
 instances the completion of a high-school course of at least three years 
 is required before graduation in music. Attention here, as in many 
 institutions in the other classes, is directed mainly to performance, 
 with some emphasis on theoretical subjects. The number of instruc- 
 tors reported is 700. 
 
 STUDENTS ENROLLED. 
 
 The total number of students enrolled is 77,359. According to 
 the Report of the Commissioner of Education, the enrollment of stu- 
 dents in colleges and universities for 1907 was 149,700. The enroll- 
 ment of music students in 208 of these institutions was 26,743, over 
 17 per cent of the entire number. Entrance requirements exist in 
 very few instances. The shortest period for which students are 
 received is five weeks in certain of the independent schools. The 
 majority of schools do not receive students for a shorter period than 
 ten weeks. In colleges and universities the shortest period is one 
 
20 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 term or semester. The following table gives the number of music 
 instructors and students in 1907, and the number of graduates and 
 students receiving certificates in the last five years: 
 
 Class of institutions. 
 
 i 
 
 Schools 
 
 report- 
 
 ing. 
 
 Instruc- 
 
 tors. 
 
 Students. 
 
 Graduates 
 in last 5 
 years. 
 
 Students 
 receiving 
 certificates 
 in last 5 
 years. 
 
 Independent schools of music 
 
 61 
 
 607 
 
 17, 122 
 18,971 
 7,772 
 18,994 
 
 1,962 
 
 1,652 
 
 1,971 
 
 633 
 
 Colleges and universities 
 
 151 
 
 680 
 
 Colleges for women 
 
 57 
 
 294 
 
 491 
 
 323 
 
 Normal schools 
 
 98 
 
 225 
 
 653 
 
 86 
 
 Secondary schools 
 
 228 
 
 700 
 
 14,500 
 
 634 
 
 636 
 
 
 Total 
 
 595 
 
 2,506 
 
 77,359 
 
 5,392 
 
 3,649 
 
 
 NATURE AND SCOPE OF SUBJECTS. 
 
 An examination of the music courses offered by the institutions 
 replying to this inquiry classifies them into — 
 
 Theoretical and aesthetic courses, 
 
 Practical or applied courses, 
 
 Cultural courses. 
 
 To the first class belong all such subjects as foundation principles, 
 harmony, counterpoint, canon, fugue, composition, form, history of 
 music, and orchestration; to the second, all courses in the mastery 
 of any instrument and of singing, and to the third, those courses 
 offered for the purpose of developing an appreciation of music, 
 including foundation principles, enough of the grammar and form of 
 music to give an understanding of its structure, history, and analysis 
 of compositions. 
 
 The scope of these courses varies with the resources and serious- 
 ness of purpose of the institutions offering them. In those of the 
 highest rank, they are well planned, carefully coordinated, and thor- 
 oughly carried out. In independent schools of music there are no 
 entrance requirements. In a number of leading colleges a knowledge 
 of rudiments is demanded as an entrance requirement. As has 
 already been indicated, in a large majority of institutions the courses 
 in practical music occupy the foremost place in the curriculum. 
 This is so largely the case that it can truly be said that the nature 
 and scope of music education is still chiefly confined to the develop- 
 ment of a greater or less degree of virtuosity in performance, with a 
 considerable amount of attention given to instruction in foundation 
 arid theoretical principles. Many independent schools of music, it 
 is true, and a large number of colleges and universities, and a smaller 
 number of secondary schools demand work of the most exacting 
 nature; their courses are thorough, comprehensive within their 
 limits, and at their completion reach a high standard of artistic 
 excellence. But in the greater number of institutions of all classes 
 
ILLUSTRATIVE CURRICULA. 
 
 21 
 
 the coordination of courses has not reached so satisfactory a stage, 
 and performance overshadows all else, the standards here also differ- 
 ing considerably. 
 
 The time required for the completion of these courses indicates 
 their nature and scope. Some institutions offer certificates at the 
 end of two years of instruction; others on completion of a stated 
 portion of the regular course for graduation. Some schools name 
 from three to seven years as necessary for graduation; others, again, 
 give no time limit, setting instead a standard of accomplishment 
 which must satisfactorily be met before graduation. 
 
 ILLUSTRATIVE CURRICULA. 
 
 It is obvious that the educational value of a course of study does 
 not lie in a statement of its requirements, however comprehensive 
 and systematic that may be. A paper course may be a model of 
 excellence, but unless its provisions are properly carried out and its 
 requirements strictly met, its worth educationally is nil. It is cer- 
 tain that too great differences in standards exist in schools offering 
 practically the same courses. Hence the mere cataloguing of courses 
 is not a criterion as to the educational status of the schools offering 
 them. Yet the following curricula, offered by representative insti- 
 tutions, whose standing is such as to assure intelligent enforcement 
 of course requirements, are significant as showing the care which is 
 being taken by institutions of serious purpose to properly coordinate 
 the various branches of musical instruction into a comprehensive 
 educational scheme. The fact that these curricula are typical is 
 indicative of widespread efforts on the part of musical educators to 
 provide such schemes of music education, and gives evidence of a pur- 
 pose which, in' time, must also bring about a greater uniformity of 
 standards. 
 
 The curricula cited are offered by certain universities and colleges 
 and independent music schools representative of those which have 
 replied to the inquiries of this investigation. They illustrate the 
 purely theoretical courses offered by institutions which do not give 
 instruction in practical music and by those which combine theory 
 and practice. The curricula from independent music schools are 
 from a metropolitan conservatory with ample resources and from a 
 smaller school, located in a small city, which is typical of the larger 
 number of such institutions. Entrance requirements are given 
 where such exist, and the entrance requirements of one institution, 
 which stands almost alone in this particular, are given in full. 
 
 The first two courses are offered by independent schools of music — 
 the first by one with a good endowment and large receipts from 
 tuition; the second from a conservatory which is dependent upon 
 its tuition fees alone for support. 
 
22 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 CURRICULUM NO. 1. 
 
 LIST OF SUBJECTS TO BE TAUGHT. 
 
 Acoustics. 
 
 Conducting. 
 
 Elements of music (notation, rhythm, etc.). 
 
 Ensemble playing. 
 
 History and aesthetics of music. 
 
 Interpretation, instrumental and vocal. 
 
 Languages in their relation to music. 
 
 Music dictation. 
 
 Music form and analysis. 
 
 Music pedagogy in all its branches. 
 
 Opera singing. 
 
 Oratorio singing. 
 
 Organ playing. 
 
 Organ structure. 
 
 Pianoforte playing. 
 
 Score reading and playing from the old clefs. 
 
 Sight singing and sight playing. 
 
 Song singing. 
 
 Stage deportment and dramatic action. 
 
 Stringed-instrument playing (violin, viola, violoncello, double bass, and harp). 
 
 Theory: Harmony, counterpoint, and composition. 
 
 Vocal culture. 
 
 Wind-instrument playing (clarinet, oboe, horn, trumpet, flute, etc.). 
 
 COURSES OF STUDY. 
 
 All regular students will be required to follow a prescribed course of study designed 
 to impart a broad and liberal knowledge of the art. It is not the wish that instruction 
 shall be given only to persons who intend to follow music as a vocation. A thorough 
 musical education is offered to all who desire seriously to learn the art, be their pur- 
 poses what they may. There are regular and special courses in each branch of study. 
 For the former, no formal entrance examination is required. Applicants are examined, 
 but solely with a view to assigning them to the course of study for which they seem 
 best fitted. Nevertheless, should students, in the regular courses, through want of 
 capacity or industry, fail to disclose satisfactory results, they will not be allowed to 
 continue their studies. In order to be admitted to the special or artists’ courses, 
 applicants must satisfy the director as to the deglee of proficiency already attained, 
 and if deemed necessary by him must pass an examination. The institute also 
 provides a course of study for persons who do not play upon an instrument of music, 
 sing, or compose, but who are lovers of music and wish to enhance their enjoyment 
 of it by learning to listen to it discriminatingly, with understanding and appreciation 
 of its beauties. Such listening is also an art capable of cultivation. 
 
 The duration of the courses of study varies according to their nature and the rate 
 of progress made by the student. Instruction is individual, but there is also class 
 work, so that each student has the benefit of the instructor’s criticisms of his fellows. 
 
 The amount of time which a student of any of the principal courses is expected to 
 spend at the school differs according to the nature of the course and the grade of the 
 student. As a rule, he will attend two whole forenoons or afternoons per week, with 
 now and then an additional hour for special lectures, etc. This time would include 
 two half-hour individual lessons in the principal subject. In addition to this, there 
 would be at least one hour of harmony or counterpoint, one hour of ear training and 
 dictation, one hour of sight and choral singing, and one or two hours for lectures. 
 
ILLUSTRATIVE CURRICULA. 23 
 
 Attendance at recitals, rehearsals, etc., would probably add an hour or two per week 
 to those enumerated above. 
 
 Additional lectures instituted from time ta time will be open to all regular students 
 without extra charge. It is the policy of this school to open as many avenues of 
 information as possible to all its students. 
 
 EXAMINATIONS AND DISTINCTIONS. 
 
 Examinations will be held at stated intervals, and students will be rated according 
 to their ability and the progress they have made. To all students who pass satisfactorily 
 the final examinations in the prescribed, or, as they have been termed herein, “ regu- 
 lar,” courses of instruction, diplomas will be issued. Students completing any one of 
 the special courses will receive a certificate. Teachers’ certificates will be bestowed 
 upon all students who shall successfully pass through any one of the teachers’ training 
 courses. Holders of diplomas will form the alumni and alumnse of the institute; 
 holders of certificates will be termed associates. 
 
 The courses have been outlined as follows: 
 
 SINGING. 
 
 REGULAR COURSE. THREE YEARS. 
 
 Vocal culture — tone placing, vocalises, interpretation. 
 
 Ear training — sight singing, music dictation, choral practice. 
 
 Elements of music — notation, intervals, rhythm, etc. 
 
 Theory of music — melody writing, harmony, form, analysis, counterpoint. 
 
 Piano playing — for general musicianship. 
 
 Languages — Italian, German, French. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 ARTISTS’ COURSE FOR CONCERT AND ORATORIO. 
 
 ( Post-graduate .) 
 
 Songs — Italian, German, and French. 
 
 Recitative and aria. 
 
 Study of the standard oratorios. 
 
 Advanced theory. 
 
 Languages — Italian, German, and French. 
 
 Declamation and stage deportment. 
 
 Ensemble singing, with other solo voices, chorus, and orchestra. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 artists’ course for opera. 
 
 ( Post-graduate .) 
 
 Study of the standard operas, old and new. 
 
 Advanced theory. 
 
 Languages — Italian, German, and French. 
 
 Declamation. 
 
 Stage deportment and dramatic action. 
 
 Chorus and ensemble practice. 
 
 special training course for teachers. 
 
 ( Post-graduate .) 
 
 Vocal culture. 
 
 Ear training — sight singing, music dictation, choral practice. 
 
 Advanced theory. 
 
 Languages — Italian, German, and French. 
 
 Pedagogy. 
 
 Anatomy of the vocal organs. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
24 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 PIANOFORTE. 
 
 REGULAR COURSE. THREE TEARS. 
 
 The piano — technic, touch, phrasing, interpretation, etc. 
 
 Ear training — sight singing, music dictation, choral practice. 
 
 Elements of music — notation, intervals, rhythm, etc. 
 
 Theory of music — melody writing, harmony, form, analysis, counterpoint. 
 Sight playing — ensemble practice with two pianos and with strings. 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 ARTISTS’ COURSE. 
 
 ( Post-graduate .) 
 
 The piano — technic, touch, phrasing, advanced interpretation. 
 
 Advanced theory. 
 
 Ensemble playing in chamber music and with orchestra. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 SPECIAL TRAINING COURSE FOR TEACHERS. 
 
 {Postgraduate . ) 
 
 The piano — technic; touch, phrasing, interpretation, etc. 
 
 Ensemble playing. 
 
 Advanced theory. 
 
 History of the pianoforte and its music. 
 
 Pedagogy. 
 
 Practical experience in preparatory teaching. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 ORGAN. 
 
 REGULAR COURSE, THREE TEARS. 
 
 The organ — technic, touch, phrasing, interpretation, registration. 
 
 Ear training — sight singing, music dictation, choral practice. 
 
 Elements of music — notation, intervals, rhythm, etc. 
 
 Theory of music — melody writing, harmony, form, analysis, counterpoint. 
 Organ structure. 
 
 Organ accompaniment. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 STRINGED INSTRUMENTS: VIOLIN, VIOLA, VIOLONCELLO, HARP. 
 REGULAR COURSES, THREE TEARS. 
 
 The instrument — its technic, phrasing, interpretation, etc. 
 
 Ear training — sight singing, music dictation, choral practice. 
 
 Elements of music — notation, intervals, rhythm. 
 
 Theory of music — melody writing, harmony, form, analysis, counterpoint. 
 Piano playing — for general musicianship. 
 
 Ensemble playing. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 ARTISTS’ COURSES. 
 
 ( Postgraduate, .) 
 
 The instrument — advanced technic and interpretation. 
 
 Advanced theory. 
 
 History of the instrument and of its music. 
 
 Study of chamber music. 
 
 Ensemble playing with orchestra. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
ILLUSTRATIVE CURRICULA. 
 
 25 
 
 SPECIAL TRAINING COURSES FOR TEACHERS. 
 
 ( Postgraduate .) 
 
 The instrument — its technic from the normal standpoint. 
 Practical experience in preparatory teaching. 
 
 Advanced theory. 
 
 Pedagogy. 
 
 History of the instrument and of its music. 
 
 Study of chamber music and ensemble playing. 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 ORCHESTRA COURSES. 
 
 Courses for all orchestra instruments and under teachers representative of the best 
 French, Belgian, German, and Italian schools have been established. They include 
 the following instruments: 
 
 Double bass. 
 
 Bassoon. 
 
 Clarinet. 
 
 Flute. 
 
 All percussion instruments. 
 
 Horn. 
 
 Oboe. 
 
 Trombone. 
 
 Trumpet. 
 
 Other wind instruments. 
 
 In each case the prescribed course covers, in addition to the principal subject: 
 Ear training — sight singing, music dictation, etc. 
 
 Elements of music — notation, intervals, rhythm. 
 
 Theory of music — melody writing, harmony, counterpoint, foim, analysis. 
 Ensemble playing — orchestra practice. 
 
 Attendance on lectures, recitals, rehearsals, and concerts. 
 
 POSTGRADUATE COURSE IN THEORY. 
 
 Music form. 
 
 Music analysis. 
 
 Applied counterpoint. 
 
 Practical composition in all forms. 
 
 Double counterpoint. 
 Fugue. 
 
 Instrumentation . 
 
 Score reading, vocal score in the old clefs, orchestra score. 
 
 PREPARATORY CLASSES. 
 
 Under the supervision of the principal teachers, students in the special-training 
 courses for teachers (piano pr strings) will give lessons, designed to familiarize them 
 with the practical work of teaching elementary pupils who are not yet members of the 
 regular or special courses. The preparatory courses are open to persons of all ages 
 and both sexes, and will prepare them for admission to the regular courses. 
 
 LECTURE COURSE. 
 
 Subscribers to the lecture course have the right to attend all the lectures and recit- 
 als given at the institute. 
 
 Following are the subjects for the current year: 
 
 The Beethoven symphonies. 
 
 The development of vocal art. 
 
 How to listen to music. 
 
 The history of music. 
 
 Music as a culture study, its individual and community value. 
 
 This lecture course is specially designed for persons who wish to increase their 
 capacity for musical enjoyment without making a practical study of the art. The 
 
26 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 lectures are illustrated by the performance of music of the highest and most repre- 
 sentative kind. It is not enough to read about music, or hear about it, or even to hear 
 it in a purposeless way. It must be heard intelligently to be fully appreciated ; and 
 it is the purpose of this course to teach students to listen intelligently. 
 
 This curriculum, offered by a school of music well able to carry out 
 its provisions, is a careful attempt to properly coordinate the various 
 subjects germane to the complete music education of teacher, per- 
 former, or composer. 
 
 CURRICULUM NO. 2. 
 
 The following courses are from the catalogue of a conservatory 
 which is a type of many scattered throughout various sections of the 
 United States. Its support is derived solely from its tuition fees. 
 With a still larger number of conservatories whose resources are smaller 
 it represents the predominating class of independent music schools. 
 
 PURPOSE OP INSTRUCTION. 
 
 It will be the constant endeavor of our instructors in music and drama not only to 
 ground pupils thoroughly in the theory of their art but to give them a finish in execu- 
 tion. Whether students take up their work purely from a motive of self-culture or for 
 a professional career, the method of instruction should be the same. The demand 
 to-day is for practical results, and we need public criticism to ascertain our true merit. 
 For this reason our pupils will be called upon often to appear before audiences. 
 
 COURSES OP STUDY. 
 
 The conservatory offers systematic courses of instruction in piano, voice culture, 
 organ, violin, violoncello, and orchestral instruments, in orchestral and ensemble 
 playing; all theoretical branches; art of conducting and history of music, and in 
 the art and science of teaching. They comprise five distinct departments of study, as 
 follows: 
 
 1. Introductory course or general musical instruction. 
 
 2. Advanced course. 
 
 3. Teachers’ course. 
 
 4. Diploma course. 
 
 5. Postgraduate course. 
 
 INTRODUCTORY COURSE. 
 
 This course is open to any student wishing to pursue musical study without reference 
 to graduation, or to prepare for either of the more advanced courses offered. No pre- 
 vious knowledge of music is required. This course includes the elementary classes in 
 which children from seven years upward are taught the principles of music in such 
 a manner as to stimulate true musical appreciation and to lay the foundation for the 
 more advanced work in vocal and instrumental music. 
 
 ADVANCED COURSE. 
 
 This course is especially offered to advanced students. Applicants must have had 
 musical training and evince sufficient ability to insure progress in their work. 
 
 % teachers’ course. 
 
 The preparation of teachers being so important to every successful school, a special 
 course of study calculated to give a thorough training in methods of teaching has been 
 
ILLUSTRATIVE CURRICULA, 27 
 
 introduced. A special teachers’ certificate will be given to those students who have 
 satisfied the following conditions: 
 
 Candidates for graduation are required to have sufficient mastery of some instru- 
 ment or the art of singing to give a private recital ; have pursued studies in the art of 
 teaching, and had practical experience in teaching under the supervision of their 
 teacher for at least one year. The theoretical requirements for this course are the 
 same as in the diploma course. 
 
 DIPLOMA COURSE. 
 
 The diploma course is open to any person who is qualified to pursue more advanced 
 studies. It furnishes thorough training for entrance into professional life, although 
 it is not restricted to students having such an end in view. No prescribed order of 
 study is laid down, as the varied needs of the students demand an elasticity in the 
 course which precludes the possibility of an adequate statement of required work. 
 The student has to pass an examination so arranged as to demonstrate artistic skill in 
 performance and an accurate and thorough knowledge of the theoretical, historical, 
 and critical aspects of music as an art. Candidates must give a creditable and adequate 
 public performance of a programme as required by the mentioned models, also satis- 
 factorily prepare without aid a composition given fifteen days in advance, read at 
 sight a composition of medium difficulty, and pass successfully the required examina- 
 tion in theory and history of music. 
 
 The diploma course may be pursued still further, and for such advanced work a 
 special postgraduate certificate will be issued. 
 
 POSTGRADUATE COURSE. 
 
 The postgraduate department has for its object the more complete development 
 of those who desire to prepare themselves for positions of large responsibility in the 
 higher walks of the musical profession. 
 
 Candidates for admission to the postgraduate course must previously have com- 
 pleted the regular course in the conservatory, and have received its diploma. 
 
 VOICE CULTURE. 
 
 Tone work — physiology, breath control, voice placing. 
 
 Enunciation — attack, release, vibration, legato. (Vowels, diphthongs, and conso- 
 nants.) 
 
 Sight singing — staff notation, rhythm, ear training, harmony. 
 
 Repertoire — interpretation and classification. 
 
 SONG, ORATORIO AND OPERA COACHING. 
 
 Pupils desiring to acquire the true rendition in oratorio solo singing, as exemplified 
 in the interpretation of the great singers and conductors, can secure the necessary 
 knowledge and thus equip themselves for public performances. 
 
 ENSEMBLE CLASSES. 
 
 Students who have acquired fluency and experience in piano, violin, or violoncello 
 playing are most earnestly advised to enter one of the ensemble classes, thus gaining 
 experience in ensemble playing and accompaniments and acquiring a knowledge 
 of the best chamber music and other instrumental compositions. 
 
 SIGHT-READING AND SIGHT-SINGING CLASSES. 
 
 These classes afford to pupils an excellent practice in reading at sight, develop the 
 sense of rhythm, give experience in ensemble work, and familiarize the student with 
 the compositions of the great masters. 
 
28 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 EXAMINATION FOR DIPLOMAS. 
 
 Graduating diplomas are awarded to students who hav.e studied at the conservatory 
 and who successfully pass the examination which the graduating rules of the conserva- 
 tory demand. 
 
 The following examinations will be required : 
 
 Piano . — Performance of a composition given fifteen days in advance and prepared 
 by candidate without assistance. 
 
 Reading at sight. 
 
 Elementary theory. 
 
 Advanced theory (at least one year’s study). 
 
 History of music. 
 
 Acceptable performance of five complete compositions from the works of standard 
 composers, including a concerto. 
 
 Voice . — Rendition of a composition given eight days in advance and prepared by 
 candidate without assistance. 
 
 Rendition at first sight of a composition (words and music). 
 
 Rendition from memory of one or more selections from a repertory of six belonging 
 to the oratorio, opera, or song literature. 
 
 Elementary theory. 
 
 Advanced theory (at least one year’s study). 
 
 History of music. 
 
 Fair piano technique. 
 
 Violin and other orchestral instruments . — Performance of a composition given fifteen 
 days in advance and prepared by candidate without assistance. 
 
 Performance of a composition at sight. 
 
 Elementary theory. 
 
 Advanced theory (at least one year’s study;. 
 
 History of music. 
 
 Performance of a composition from a repertory of six. 
 
 Organ . — Performance of a composition given fifteen days in advance and prepared 
 by candidate without assistance. 
 
 Elementary theory. 
 
 Advanced theory (at least one year’s study). 
 
 History of music. 
 
 The candidate must give an acceptable performance from a repertory of six compo- 
 sitions. 
 
 MODEL FOR GRADUATION. 
 
 PIANOFORTE. 
 
 Bach — prelude and fugue. 
 
 Moscheles — concerto in G minor. 
 
 Beethoven — sonata Op. 26. 
 
 Chopin — nocturne in F sharp, fantasie impromptu. 
 
 Brahms — ballade in D, intermezzo. 
 
 Weber-Tausig — invitation to the dance. 
 
 VOICE. 
 
 Arias from oratorios and operas. 
 
 Group of songs from best German composers. 
 
 Group of songs from best Italian and French composers. 
 
 Group of songs from best English and American composers. 
 
 Candidates are required to be able to accompany songs of medium difficulty. 
 
 Violin and organ models to be decided by the directors of the respective departments. 
 
ILLUSTRATIVE CURRICULA. 
 
 29 
 
 LECTURES ON HISTORY OF MUSIC. 
 
 Our free list further includes a course on history of music. This course comprises a 
 series of lectures in which a full analysis of music in its development from ancient 
 times to the present day will be given. The lectures are both instructive and inter- 
 esting. The following course is scheduled for this year: 
 
 1. The Chinese, Japanese, Hindoos, and Egyptians. 
 
 2. The Hebrews, Assyrians, Arabs, Greeks, and Romans. 
 
 3. Early Christian church music. Efforts at notation and part singing. Popular 
 music in the middle ages: The troubadours, minstrels, minnesinger, meistersinger. 
 
 4. Development of polyphony. The old French and Netherland schools. Luther 
 and the German chorale. 
 
 5. The classic era of Italy. The different schools. Beginning of oratorio and opera. 
 Instrumental music and instruments. 
 
 6. The old French opera. Germany under Italian influence. Bach, the first of the 
 German classicists. 
 
 7. The era of the classic composers in Germany. The development of the pianoforte. 
 
 8. The Romantic school. 
 
 9. French and Italian opera during the last two centuries. Wagner in Germany. 
 
 10. The more modern composers, singers and virtuosi. American music. The 
 status at present. 
 
 The curricula Nos. 3 and 4 are offered by universities of high rank, 
 the first giving instruction in theoretical subjects only, the second 
 having a completely equipped school of music and giving instruction 
 in both theoretical and practical music. The first grants credit in 
 music both at entrance and toward a degree; the second, toward 
 a degree only. 
 
 CURRICULUM NO. 3. 
 
 ENTRANCE REQUIREMENTS (HARMONY). 
 
 The examination will be adapted to the proficiency of those who have studied har- 
 mony in a systematic course of three lessons a week through one school year. In this 
 study some training in pianoforte playing, and the ability to read chorals and moder- 
 ately easy piano pieces at sight are necessary. This course is equivalent to music 1. 
 The work will consist chiefly of exercises written on figured basses in which all the 
 triads and seventh-chords are to be employed progressively. Exercises must be 
 written in a clear and well-formed notation. 
 
 COURSES IN MUSIC. 
 
 The aim of the courses is twofold : 
 
 1. To provide a thorough training for students who intend to follow the musical 
 profession as teachers and composers. 
 
 2. To offer a course of technical study to those who wish to devote themselves chiefly 
 to musical criticism and literature, and for the cultivation of musical taste. 
 
 Course 1 is the necessary introduction to all the other courses, except music 3. 
 Proficiency in playing the pianoforte is of great advantage to the student in all the 
 courses, and in 1, 2, 5, 6, and 7 is required. Advanced players on the violin, violoncello, 
 and other orchestral instruments, and vocalists, may take music 1 , provided they are 
 able to play chord exercises on the piano. 
 
 Courses 1, 2, 5, and 6 must follow each other in regular order. 
 
 Course 3 requires practical knowledge of vocal or instrumental music. 
 
30 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Courses 2, 2a, 2b, and 4 require knowledge of harmony. 
 
 Courses 5 and 7 require knowledge of harmony and counterpoint. 
 
 Students who intend to take only one course in music, for the cultivation of musical 
 taste and general knowledge, are recommended to elect music 3, as best adapted to 
 this end. 
 
 Students who intend to specialize in music, by taking several courses, or to try for 
 honors in music, are required to elect music 1 in their first year in college. Students 
 for honors must take the courses in the following order: 
 
 Freshman year, music 1. 
 
 Sophomore year, music 2 and 4. 
 
 Junior year, music 2 a or 26 and 5. 
 
 Senior year, music 6 and 7. 
 
 Music 3 must be taken either in the sophomore, junior, or senior year. 
 
 Students for honors in music who enter college in the sophomore year must take the 
 courses in the following order: 
 
 Sophomore year, music 1 and 3. 
 
 Junior year, music 2, 2 a or 26, and 4. 
 
 Senior year, music 5, 6, and 7. 
 
 Students who wish to try for honors in music must consult with their instructor in 
 harmony and the head of the department before the end of the first year. 
 
 DESCRIPTION OF COURSES. 
 
 1. Harmony. 
 
 The fundamental principles of the theory of music are embodied in the study of 
 harmony, which treats of the different chords in their natural relations and combina- 
 tions. The subdivisions of the subject are as follows: Intervals, or the measurement 
 of the difference in pitch between one tone and another; triads, seventh, and ninth 
 chords with their inversions and resolutions; chromatically altered chords; augmented 
 chords; cadences; suspensions; passing and changing notes; organ point; modulation. 
 
 The work consists of written exercises on basses (both figured and unfigured) and the 
 harmonization of given melodies in three and four voices. These are. corrected by the 
 instructor out of the class room and subsequently discussed with the students indi- 
 vidually. Many exercises are also worked out on the blackboard by the sudents. 
 
 Modern Harmony, by Foote and Spalding, is used as the basis of the instruction. 
 The treatises of Prout, of Chadwick, and of others are used as reference books, and 
 supplementary illustrations and explanations are given in the class room. The course 
 is open and specially recommended to freshmen. 
 
 2. Counterpoint. 
 
 Counterpoint applies the principles of harmony to the melodious treatment of the 
 several voice parts in combination. The study of this subject naturally follows that 
 of harmony and develops the contrapuntal facility necessary to all forms of composition. 
 
 The work will include the free harmonization of chorals and melodies, the various 
 orders of counterpoint, the contrapuntal treatment of cantus firmus in different voices, 
 and simple forms of free composition. 
 
 Spalding’s Counterpoint will be used as a text-book. 
 
 [2a hf. Vocal counterpoint, with analysis of choral works of the great composers. ( Half 
 course . )] 
 
 This course is supplementary to music 2. Exercises and analyses and short vocal 
 compositions. 
 
 Particular attention will be given to the composition of original pieces in the various 
 styles, i. e., for men’s voices, for women’s voices, for mixed chorus, and also for solo 
 voice with accompaniment. 
 
ILLUSTRATIVE CURRICULA. 
 
 31 
 
 [*2 b hf. Medieval or modal harmony and its application. (Half-course.)] 
 
 The object of this course is to give a clear understanding of modal harmonization as 
 applied to the accompaniment of plain song, and to prepare the student for the intelli- 
 gent study of the contrapuntal master works of Palestrina and other early composers. 
 
 The course is open to students who have a good knowledge of harmony and counter- 
 point, but can be taken only with the consent of the instructor. 
 
 Text-book, Niedermeyer’s Gregorian Accompaniment. 
 
 Reference books, Dickinson’s Music in the History of the Western Church; Haberl’s 
 Magister Choralis, etc. 
 
 3. History of music from the time of Palestrina to the present day. Lectures , reading , and 
 
 reports. 
 
 This is a literary course, which does not require special technical skill; it is open to 
 all students who have practical knowledge of vocal or instrumental music. 
 
 Instruction is given in the form of lectures. The growth of music from ancient to 
 modern times is traced in outline, including the history of early church music, the 
 origin and development of the modern scales and counterpoint, and the choral music 
 of the early Flemish and Italian masters. The history of the opera, cantata, and 
 oratorio is studied in detail. 
 
 Special attention will be given to the compositions of the great masters of the 
 eighteenth and nineteenth centuries, and also to the tendencies in the development 
 of music at the present day. 
 
 Vocal and instrumental works are performed in the class room. An seolian orches- 
 trelle is also used to illustrate the work of the great composers. 
 
 The following text-books are recommended: Dickinson, The Study of the History 
 of Music; Riemann’s Musical History (Augener & Co., London); Ambros, Geschichte 
 der Musik, 4 volumes (Leipsic); Von Dommer, Musik-Geschichte (Hamburg); Fetis, 
 Histoire de la Musique, 4 volumes; Langhans, History of Music (Schirmer, New 
 York); Naumann, History of Music, 2 volumes (London); Bonavia Hunt’s History 
 of Music; Rockstro, History of Music (Scribner & Welford, New York); Ritter’s 
 Student’s History of Music (Ditson Company); Grove’s Dictionary of Music (Mac- 
 millan & Co.); Famous Composers and their Works (J. D. Millet Company, Boston); 
 Life of Mozart, Jahn, 2 volumes (Novello, London); Life of Bach, Spitta, 3 volumes 
 (Novello, London); Finck, Life of Wagner (Scribner, New York); lives of Handel, 
 Haydn, Beethoven, Schubert, Schumann, Wagner, and other great composers (Mac- 
 millan series). 
 
 4. Musical form , with analysis of the works of the great composers , and collateral reading. 
 
 This course requires knowledge of harmony. 
 
 A knowledge of musical form (or thematic construction) is essential to the thorough 
 understanding and appreciation of the works of the great composers, as embodied in 
 their symphonies, overtures, chamber music, sonatas, etc. 
 
 A selection of the most important instrumental works of Haydn, Mozart, Beethoven, 
 Schubert, Schumann, Mendelssohn, Chopin, Liszt, Brahms, Tschaikowski, and other 
 modern masters will be analyzed by the students and played on the pianoforte in 
 the class room by the instructor and others. An seolian is used in the performance 
 of symphonic works. 
 
 The following text-book is used: Prout’s Musical Form. 
 
 Collateral reading is required in these works: Evolution of the Art of Music, Parry; 
 The Sonata Form, Hadow; The Pianoforte Sonata, Shedlock; Beethoven and His 
 Nine Symphonies, Grove. 
 
 5. Canon and fugue. 
 
 Canon and fugue are the most advanced forms of polyphonic composition, and 
 require a thorough knowledge of harmony and counterpoint. 
 
 The object of this course is to perfect the contrapuntal technique of the student, 
 and to prepare him for the study of the larger and freer forms of composition. 
 
32 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 The work will be based largely upon the fugal works of Bach and will consist of 
 practice in writing canons of all varieties, and in the analysis and composition of 
 fugues. 
 
 There will also be practice in the simpler forms of free music for voices and for 
 various instruments. 
 
 Jadassohn’s Canon and Fugue (Breitkopf) and Prout’s Canon and Fugue are recom- 
 mended as text-books. 
 
 6. Instrumentation. 
 
 This course required knowledge of harmony and counterpoint. 
 
 The work of this course consists of: 1. Lectures on the characteristics and tone 
 quality of the various orchestral instruments. 2. Analyses and descriptions of the 
 most important (vocal and orchestral) works of Handel, Bach, Haydn, Gluck, Mozart, 
 Beethoven, Schubert, Schumann, Mendelssohn, Yon Weber, Berlioz, Liszt, Wagner, 
 Brahms, and other modern composers. 3. Exercises in orchestration, with various 
 combinations of instruments, strings, wind, and brass. For this purpose chorals, 
 national airs, and short selections from the works of various masters will be used. 
 
 The services of professional musicians will be employed in the class room to exhibit 
 the tone quality, compass, and technical peculiarities of the string and wind instru- 
 ments of the modern orchestra. Original compositions scored by members of the 
 course will be played in rehearsal by the orchestra of the New England Conservatory, 
 so that students may hear the effects of their orchestration. 
 
 The following text-books are used: Prout’s The Orchestra, 2 volumes; Berlioz’s 
 Instrumentation (Ditson Company). The following authors will also be referred to: 
 Gevaert, Instrumentation and Orchestration (Paris); Marx, Kompositions-Lehre, 
 Volume IV (Leipsic); Lobe, Lelirbuch der Musikalischen Komposition, Volume II 
 (Leipsic); Jadassohn’s Instrumentation. 
 
 7. Free composition. 
 
 This course is intended primarily for those students who are specializing in music, 
 and can only be taken with the consent of the instructor. 
 
 It will consist of the analysis and composition of chamber and orchestral music. 
 As some knowledge of orchestration is required, it must be preceded by, or taken in 
 conjunction with, music 6. Arrangements have been made whereby successful 
 compositions may be performed. 
 
 AUXILIARY SUBJECTS. 
 
 Students of music are strongly advised to strengthen their work in music by pur- 
 suing some of the courses in German, French, and Italian — on account of the im- 
 portant musical literature in these languages — in the history of the fine arts, and in 
 acoustics. 
 
 degrees: the degree of bachelor of arts with distinction. 
 
 The degree of bachelor of arts with distinction will be awarded in two grades, cum 
 laude and magna cum laude. The requirements in music will be as follows: 
 
 1. Eight approved courses, five of which shall be in music (including music 1, 2, 
 5, and 6), and three in modern languages — German, French, or Italian. Those who 
 show that they have acquired outside the college course a thorough knowledge of 
 harmony will not be required to take music 1. The same rule applies to music 2. 
 Students who intend to become candidates should confer with their instructor at 
 the opening of the sophomore year. 
 
 2. One or more special original compositions in large form must be presented to 
 the committee before May 10 of the senior year.. 
 
ILLUSTRATIVE CURRICULA. 
 
 33 
 
 HONORS. 
 
 Honors of two grades — honors and highest honors — are given at graduation for 
 great proficiency in a department. Honors in music are given on the following terms: 
 
 1. The candidate must have taken all the courses and have passed all the exami- 
 nations with distinction. 
 
 2. He must present original compositions in strict and free form. 
 
 The ability to read French and German is required of candidates for honors in 
 music. 
 
 CURRICULUM NO. 4. 
 
 There are two general courses in the school of music, viz, (1) the collegiate course 
 and (2) the academic course. 
 
 I. The collegiate course. — In this course the requirements for admission are the 
 same as for the general courses in the college of letters and science, or for adult special 
 students, together with such proficiency in some department of music as is stated 
 in connection with the outlined courses of study. A graduate’s diploma will be 
 granted on the completion of this course. Four years of study are required, including 
 the courses in musical theory, harmony (one year), and history of music, or their 
 equivalents. 
 
 II. The academic course. — This course is open to persons not members of the uni- 
 versity, and also to university students who do not desire to enter the collegiate 
 course pursuant to graduation. Students of this course may, however, be admitted 
 to the musical classes of the university, but will not be considered candidates for 
 graduation or for a diploma. If, however, at any time, such students should be trans- 
 ferred to the collegiate course, they will, on satisfying other conditions, receive 
 credit for studies previously taken. A certificate of excellence will be granted to 
 worthy students of this course on examination, after not less than three years of study. 
 
 I. COLLEGIATE COURSE. 
 
 PIANO. 
 
 The courses in piano and singing have been arranged to cover a period of four 
 years. 
 
 Applicants for admission will be expected to play music of the grade of Mozart’s 
 Sonata in D major No. 3, Peters edition; Loeschhorn, Op. 52 and Op. 66; Bach, Little 
 Preludes. 
 
 First year. — Heller, Op. 46 and 45; Czerny, Studies in Velocity; Jensen, Op. 32; 
 Bach, Inventions and English Suites. 
 
 Second year. — Bach, Well-Tempered Clavichord; Kullak, Octave School, Books I 
 and II; Cramer, Studies; Czerny, Fingerfertigkeit; Marmontel, Mecanisme. 
 
 Third year. — Tausig, Studies; Kullak, Book III; Gradus ad Parnassum, first half; 
 Czerny, Toccato; Chopin, Preludes. 
 
 Fourth year. — Moscheles, Op. 70; Gradus ad Parnassum, second half; Chopin, 
 Etudes. 
 
 It is not supposed that a rigid course can be given which will meet the requirements 
 of individual students, but the foregoing outline represents, in a general way, the 
 character of each year’s work. Etudes especially are named, because they indicate 
 grade and character of requirements more clearly than can be done otherwise. On 
 the other hand, these studies are supplemented by ample selections from classic and 
 modem authors for use in the parlor or concert room. 
 
 50743—08 3 
 
34 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Upon graduation students will be expected to play acceptably from memory selec- 
 tions of the grade of Chromatic Fantasie and Fugue by Bach, Sonata Op. 90 by 
 Beethoven, Concerto in G minor (one movement) by Mendelssohn, La Fileuse by 
 Raff, and Second Rhapsody by Liszt. 
 
 ORGAN. 
 
 No previous knowledge of organ playing is required. The student must be well 
 grounded in piano playing, be possessed of a correct technique, and be able to read 
 plain four-part music. 
 
 The course of study is continuous, beginning with Stainer’s Organ School or Whit- 
 ing’s First Six Months on the Organ, and following with the larger works of Rink 
 and Best, supplemented by special studies by Thayer, Buck, Ritter, Schneider, 
 Yolckmar, and others. Selections from Bach’s organ works, Mendelssohn’s sonatas, 
 and the compositions of modern composers are used. 
 
 Careful training is given in playing church music and voluntaries, the use of stops, 
 and the mechanism of the instrument. 
 
 VOICE. 
 
 The student must be able to read plain music and must have had an amount of 
 training equal to the first half of Concone’s Fifty Lessons, and comprising the usual 
 technical study for the same period. * 
 
 First year. — Tone placing, breathing, and phrasing; ballad singing and the soste- 
 nuto style; technical and other studies of the grade of Bonoldi’s Six Vocalises, Sie- 
 ber’s Vocalises; Marchesi’s Exercises, Op. 21, Book I. 
 
 Second year. — Concone’s Fifteen Vocalises; Schubert’s Manual of Vocal Technique; 
 Marchesi’s Vocalises, Op. 21, Book II; German and French songs, and easy oratorio 
 and operatic arias, and recitatives. 
 
 Third year. — Schubert’s Special Studies; Bordogni’s Bravura Studies, and operatic 
 and oratorio selections. 
 
 Fourth year. — Studies in bravura by Lamperti and Bordogni; cadenzas and larger 
 forms of execution. 
 
 On graduation the student will be expected to sing acceptably selections (according 
 to voice and school) from such songs and arias as He Was Despised, Angels Ever 
 Bright and Fair, I Know That My Redeemer Liveth, and Thou Shalt Break Them, 
 by Handel; With Verdure Clad, Rolling in Foaming Billows, and In Native Worth, 
 by Haydn; If With All Your Hearts, It is Enough, and 0 Rest in the Lord, by Men- 
 delssohn; Infelice, by Verdi; Roberto, tu che Adoro, by Meyerbeer; Una Voce and 
 Pro Peccatis, by Rossini. 
 
 VIOLIN. 
 
 First year. — Hermann, Scale Studies; Kayser, Violin Instructor, I and II; Herbert 
 Ries, Violin School, Part I; easy melodious solos. 
 
 Second year. — Kayser, Violin Instructor, III; Kayser, f£tudes, Op. 29; Schubert, 
 Violin School, IV; Herbert Ries, Violin School, Part III; solos by Viotti, Rode, 
 De Beriot. 
 
 Third year . — Schradieck, Violin Technic; De Beriot, School, Part II; Etudes by 
 Dont, Kreutzer, and Schubert. 
 
 Solos by De Beriot, Leonard, Vieuxtemps, and Wieniawski. 
 
 THEORETICAL STUDIES. 
 
 MUSICAL THEORY AND CHORAL PRACTICE. 
 
 A one-year course, twice a week, in the general theory of music, including notation, 
 scale construction, intervals, distinctions of rhythm, etc., combined with a practical 
 study of sight reading and choral singing. 
 
ILLUSTRATIVE CURRICULA. 
 
 35 
 
 This course is especially recommended to all students, whether of instrumental or 
 vocal music, as furnishing a substantial foundation for all other work; it will also be 
 found useful for those who contemplate teaching in public or similar schools. 
 
 HARMONY AND COUNTERPOINT. « 
 
 The student must be able to read and play simple four-part music. 
 
 First year . — Review of scales, and intervals, triads, seventh chords, augmented 
 sixth chords, modulation, synopsis of suspension and appoggiatura. 
 
 Second year . — Detailed treatment of modulation, suspension, appoggiatura, etc.; 
 harmonizing melodies; simple strict counterpoint. 
 
 Third year . — Double counterpoint, canon, and fugue. 
 
 HISTORY OF MUSIC. 
 
 A course of lectures twice a week, extending through the year. In the first semester 
 the lectures give a general survey of music before the Christian era and down to the 
 eighteenth century. 
 
 The second semester is devoted to the eighteenth and nineteenth centuries. 
 
 MUSICAL COMPOSITION. 
 
 A year course, twice a week. One year of harmony is required as preparation. 
 
 H. ACADEMIC COURSE. 
 
 There are no requirements for entrance. Students are received and graded accord- 
 ing to ability and amount of previous study. This course in all departments leads 
 up to and overlaps the collegiate course. Students after reaching the proper stage 
 of preparation may be transferred to the collegiate course, or may remain in the 
 academic course, the work of the last three years being identical in both courses. 
 But no certificate of excellence will be issued to any student who is not thoroughly 
 fitted to enter the third year of the collegiate course. 
 
 CURRICULUM NO. 5. 
 
 Curriculum No. 5 is offered by a college for young women which 
 maintains a well-equipped School of music in connection with its 
 collegiate department. Credit is given in music toward the A. B. 
 degree for work in practical music. Students are advanced from one 
 course to the next higher only after examination before the full music 
 faculty. It will be noted that in the course leading to the degree of 
 associate in music subjects in the collegiate department are corre- 
 lated with the music courses. These subjects must be passed by 
 examination in the collegiate department. 
 
 ENTRANCE REQUIREMENTS. 
 
 For unconditioned admission to the freshman class in the course leading to the 
 degree of associate in music (A. Mus.) the applicant must offer the entrance require- 
 ments in music, and seven units of preparatory work, as follows: English (3), mathe- 
 matics (3), and history (1). 
 
 For conditioned admission to the freshman class in the courses leading to the asso- 
 ciate in music degree, students must offer five units in the literary subjects outlined 
 above. Every condition, however, must be removed by the end of the junior year. 
 
 a The courses in counterpoint, etc., and in musical composition are inserted here under their proper 
 headings, because they are frequently taken as electives, but they represent graduate work for the 
 students of the school of music. 
 
36 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Entrance requirements in music apply only to those registering for the degree of 
 associate in music. The preparatory course in piano, voice, violin, and organ, needed 
 in order to enter the freshman class in the associate in music course, is described in 
 course 1, and this preparation can be given at the college to such students as have 
 not had it before coming. 
 
 CURRICULUM FOR THE DEGREE OF ASSOCIATE IN MUSIC. 
 
 FRESHMAN YEAR. 
 
 Hours. 
 
 Mathematics 3 
 
 English 3 
 
 Piano or organ or violin or voice 6 
 
 Theory 1 
 
 Harmony 1 
 
 Ear training 1 
 
 Total 15 
 
 JUNIOR YEAR. 
 
 French or German 3 
 
 Piano or organ or violin or voice 8 
 
 History of music 1 
 
 Theory 1 
 
 Harmony 1 
 
 Theme 1 
 
 Total 15 
 
 SOPHOMORE YEAR. 
 
 Hours. 
 
 English 3 
 
 Physics 3 
 
 Piano or organ or violin or voice 6 
 
 Theory l 
 
 Harmony l 
 
 Ear training l 
 
 Total 15 
 
 SENIOR YEAR. 
 
 French or German 3 
 
 Piano or organ or violin or voice 8 
 
 Counterpoint 1 
 
 History of music 1 
 
 Ensemble 1 
 
 Theme l 
 
 Total 15 
 
 COURSES OF STUDY. 
 
 Courses are offered in pianoforte, violin, organ, and voice, leading to the degree of 
 associate in music (A. Mus.) and a purely theoretical course is offered to candidates 
 for the degree of bachelor of music. 
 
 Candidates for the degree of associate in music must take — 
 
 (a) Courses 1, 2, 3, 4, 6, 7 in theory, 
 
 (b) Courses in academic department, and 
 
 (c) One of the following: Courses 1, 2, 3, 4, 5, 6 in pianoforte, or violin; 1, 2, 3, 4, 5 
 in solo singing; 1, 2, 3 in organ. 
 
 Candidates for the bachelor of arts degree may be given credit for six hours of music 
 provided they complete courses 1 and 2 in theory and one of the following in practical 
 music: Courses 1, 2, 3 in pianoforte; 1, 2, 3 in solo singing; 1, 2, 3 in violin; or 1, 2 
 in organ. 
 
 PIANOFORTE. 
 
 Course 1 .® — Technical studies: Easy Etudes, Faelten and Porter. Kinder Ubungen, 
 Book 1, Kohler. Czerny, Op. 599, Books 1 and 2, Kohler, Op. 190. Kohler, 157. 
 Czerny, Op. 139. Duvernoy, Op. 176. Burgmuller, Op. 100. Loeschhorn, Op. 
 65, Books 1, 2, and 3. Loeschhorn, Op. 38, Book 1. Kohler, Op. 50. Le Couppey, 
 Op. 26. Bertini, Op. 100. Sonatinas by Clementi, Diabelli, Merkel, Lichner, 
 Handrock, Kuhlau. Pieces at discretion of teacher. 
 
 Course 2 . — Technical studies: Kohler, Op. 242. Czerny, Op. 299, Books 1 and 2. 
 Czerny, Op. 279. Berens, Op. 61, Books 1 and 2. Heller, Op. 46 and 47. Krause, 
 Op. 2 and 6. Octave studies by Vogt, Wilson G. Smith, Czerny, and Turner. 
 ^ Bach’s Little Preludes and Fugues. Sonatinas, Easy Sonatas and Variations of 
 Haydn, Beethoven, and others. Schumann Album, Op. 68. Lyrical pieces, 
 Op. 12, Grieg. Selections from Reinecke, Gade, and others. Mendelssohn’s 
 Songs without Words. 
 
 a This course is preparatory to entrance into the course for the associate in music degree. 
 
ILLUSTRATIVE CURRICULA. 
 
 37 
 
 Course 3. — Technical studies: Czerny, Op. 299, Books 3 and 4. Berens, Op. 61, 
 Books 3 and 4. Heller, Op. 45 and 46. Duvernoy, Op. 120. Octave studies 
 continued. Bach Inventions (2 parts). Haberbier, Op. 53. Lebert and Stark, 
 Part II. Sonatas by Haydn, Mozart, Beethoven, and others. Mendelssohn’s 
 Songs Without Words. Field’s Nocturnes. Selections from other composers. 
 
 Course 4. — Technical studies: Cramer, Lebert, and Stark, Part III. Czerny, Op. 
 740 and 40 Daily Studies. Gradus ad Pamassum. Kullak Octave Studies. 
 Bach Inventions (three-part). Sonatas. Selections from Chopin, Mendelssohn, 
 Grieg, Raff, and otheft. 
 
 Course 5. — Continuation of studies of course 4. Moscheles, Op. 70. Mendelssohn, 
 Preludes and Studies. Bach, 48 Preludes and Fugues. Kessler Studies. Chopin, 
 Etudes. Sonatas and selections from different composers. 
 
 Course 6. — Interpretation: This course is devoted to the perfecting of work done in 
 previous courses and the preparation of a public recital which is required for 
 graduation. 
 
 A postgraduate course is also offered, in which the higher and more difficult works 
 
 of the great masters are studied. 
 
 SOLO SINGING. 
 
 Course 1. — Rules for Breathing and their Practical Application; Formation of Tone; 
 Tecla Vigna Studies; Exercises by Concone, Book I and II, Op. 9 and 10; Sieber, 
 Op. 92-97; Simple English Songs. 
 
 Course 2. — Tecla Vigna Studies; Slow Trill Portamento, etc.; Exercises, Concone, 
 Book III and IV; Panofka Book I, II; Lutgen Daily Exercise; Songs of Medium 
 Difficulty from English and German composers. 
 
 Course 3. — Difficult exercises in vocalization, musical embellishments; exercises, 
 Panofka, Book III, IV; Nava, Aprile, Vaccai; song studies from the English, 
 German, Italian, and French schools. 
 
 Course 4. — Finishing studies by Paer, Marchesi, Righini; studies of oratorio and stand- 
 ard opera. 
 
 Course 5. — Interpretation: This course is devoted to the acquirement of repertoire 
 and the preparation of a public recital which is required before graduation. 
 
 All pupils who are prepared to do so are required to attend regularly the choral 
 
 society rehearsals and to take part in occasional public performances. 
 
 VIOLIN. 
 
 Course 1 . — Elementary exercises. Scales in first position. Bowing exercises. 
 
 Studies: Ch. de Beriot, Violin School, Part I. Tours Elementary Violin 
 School. Kayser, Op. 20, Book I. Sevcik, Method for Beginners, Op. 6. 
 
 Course 2. — Finger and bowing exercises. Scales. Kayser, Op. 20, Books II and III. 
 Dont, Op. 37, Wohlfahrt. Hans Sitt, one hundred studies, Book I. Solos: Dan- 
 cla, Airs Varies. Duets by Dancla, Mazas, etc. 
 
 Course 3. — Bowing exercises. Scales. Studies: Dont, Mazas, Casorti, Sevcik, Sitt. 
 Solos: Alard, Dancla, de Beriot. Duets: Dancla, Pleyel. 
 
 Course 4. — Scales (three octaves). Arpeggios. Thirds. Sevcik, Violin School. 
 Kreutzer Etudes. Fiorillo Etudes. Solos: de Beriot, Airs Varies. Concertos 
 by Viotti, Rode. Sonatas by Handel, Mozart, and Haydn. 
 
 Course 5. — Scales (three octaves, in thirds and octaves) Arpeggios. Sevcik Violin 
 School. Fiorillo Etudes. Rode Caprices. Solos: Svendsen, Wieniawski, Bee- 
 thoven, Alard, Ries, etc. Concertos: Rode, de Beriot, Mozart, Kreutzer. Sona- 
 tas: Tartini, Mozart, Nardini, etc. 
 
 Course 6. — Scales in thirds, octaves and. tenths. Arpeggios in the higher positions. 
 Rode Caprices continued. Kreutzer Etudes continued. Campagnoli, seven 
 divertissements. Solos: Wieniawski, Saint-Saens, Lalo, Vieuxtemps, Sarasate, 
 Hubay, Brahms, and others. Concertos: de Beriot, Bach, Spohr, Bruch, Mendels- 
 sohn. Sonatas: Bach, Beethoven, etc. 
 
38 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 ORGAN. 
 
 Thorough and systematic courses are given, no student being allowed to graduate 
 until she is a thoroughly competent organist. The history and construction of the 
 organ is taught. 
 
 For entrance to the associate in music courses in the organ department, students 
 must have completed courses 1, 2, 3 in pianoforte, passing the examination therein. 
 
 The following courses outline the work required for graduates and include the Italian, 
 French, German, English, and American schools of composition: 
 
 Course 1 . — Schneider Pedal Studies, Bach, First Preludes and Fugues (Book VIII of 
 Peters Edition), Mendelssohn Sonatas, Easier Concert and Church Compositions 
 by Cappocci, Mailly, Gounod, Guilmant, Du Bois, Faure, Lemaigre, Salome, 
 Merkel, Rheinberger, Kroeger, Foote, Hammerel, Fink, Carl, and Smith. 
 
 Course 2. — Bach, Concert Preludes and Fugues, Guilmant and Widor Sonatas, Rhein- 
 berger Sonatas, and the more advanced works of the composers named in Course 1. 
 Course 3. — Advanced technical work and the preparation of concert repertoire. 
 
 In addition to the courses outlined above, special attention is given to accompany- 
 ing, hymn playing, and the performance of all forms of church and concert music. A 
 public recital is required before graduation. 
 
 THEORY AND HISTORY. 
 
 Course 1 . — Music as a language; analogy between music and language; notation of 
 pitch, duration, force, timbre or color; the scales; tempo, rhythms; accents; 
 physical basis of music; vibration of strings; overtones; tempered scale; pitch; 
 classification of vibrations. 
 
 Course 2. — The orchestra and its instruments; the string section; the wood wind; the 
 brass; instruments of percussion; the orchestral score; musical groups; embellish- 
 ments; musical form; figures and their treatment; thematic development; pre- 
 cursors of the sonata; the sonata; other sonata forms; symphony; contrapuntal 
 forms; monophony, homophony, polyphony. 
 
 Courses 1 and 2 aim to give a knowledge of the structure of music and develop an 
 appreciation of its content. 
 
 Course 3. — The scale, elements of melody; exercises in melody writing; intervals; 
 harmonic structure; tonality; principal triads of the scale; distribution of parts; 
 four-part harmony; connection of principal triads in four-part harmony; close and 
 dispersed harmony; inversion of triads; chord of dominant seventh; chord of ninth 
 and inversions; harmonizing melodies. 
 
 Course 4- — Continuation of work of course 3; minor and diminished seventh on leading 
 tone; diminished triad; secondary triads; modulation; passing notes; suspensions; 
 chromatically altered chords. The aim of courses 3 and 4 is to give thorough 
 understanding of the grammatical structure of music and to enable students to 
 harmonize themes with facility. 
 
 Course 5. — Counterpoint: The study of contrapuntal forms; contrapuntal treatment 
 of voice parts; practical work at keyboard and written exercises. 
 
 Course 6. — Music of antique races; first Christian centuries — Hucbald, Guido, Franco, 
 etc.; minnesingers, meistersingers, etc.; epoch of the Netherlands; Palestrina and 
 the Roman schools; Orlando di Lasso and the Northern Italian masters; the 
 Renaissance and rise of opera and oratorio; the German chorale; English madrigal 
 writers; instruments and instrumental music in sixteenth and beginning of seven- 
 teenth centuries. 
 
 Course 7. — Bach and Handel, Haydn, Mozart, and Beethoven; the romantic com- 
 posers; dramatic music in Italy, France, and Germany; Wagner and his music 
 dramas; composers of last twenty-five years. 
 
ILLUSTRATIVE CURRICULA. 
 
 39 
 
 FOR DEGREE OF BACHELOR OF MUSIC. 
 
 Evidence must be produced of — 
 
 (a) Having received a good general education. 
 
 ( b ) Having employed at least four years in the study and practice of music. 
 
 The candidate will be required to pass three examinations, separated by intervals 
 of not less than one year. 
 
 The first examination will consist of harmony in not more than four parts. The 
 second examination will be in harmony and counterpoint in not more than five parts, 
 canon and fugue in not more than four parts. Before entering for the third examina- 
 tion, the candidate must compose an exercise containing five-part harmony and fugue 
 (in at least four parts), and canon, with an accompaniment for organ, piano, or string 
 band, sufficiently long to require twenty minutes in performance, and this exercise 
 must be approved by the faculty in music. 
 
 The third (final) examination will consist of harmony, counterpoint, canon, fugue 
 (in five parts), with double counterpoint, history of music, form in composition, 
 instrumentation, figured bass reading at sight, and the analysis of the full score of 
 some selected work. 
 
 ENTRANCE REQUIREMENTS. 
 
 The following entrance requirements, announced by a leading col- 
 lege for women, which grants credit, under restrictions, in both 
 practical and theoretical music at entrance and toward a degree, 
 illustrate the demands made by colleges which view music as a proper 
 subject for inclusion in the general educational scheme. 
 
 ELEMENTARY REQUIREMENT. 
 
 The elementary in music may be either, A, harmony, or B, a combination of a less 
 advanced requirement in theory, with a practical study — piano, voice, violin, or 
 other orchestral instrument. 1 
 
 A. Harmony . — The examination will be adapted to the proficiency of those who 
 have had one year’s systematic training, with at least three lessons a week or its 
 equivalent. The candidate should have acquired — 
 
 (1) The ability to harmonize, in four vocal parts, simple melodies of not fewer than 
 eight measures, in soprano or in bass. These melodies will require a knowledge of 
 triads and inversions, of diatonic seventh chords and inversions, in the major and 
 minor modes; and of modulation, transient or complete, to nearly related keys. 
 
 (2) Analytical knowledge of ninth chords, all nonharmonic tones, and altered chords 
 (including augmented chords). [Students are encouraged to apply this knowledge in 
 their harmonization.] 
 
 It is urgently recommended that systematic ear training (as to interval, melody, 
 and chord) be a part of the preparation for this examination. Simple exercises in 
 harmonization at the pianoforte are recommended. The student will be expected to 
 have a full knowledge of the rudiments of music, scales, intervals, and staff notation, 
 including the terms and expression marks in common use. 
 
 B. The following requirement in theory combined with piano, voice, violin, or 
 other orchestral instrument: 
 
 The examination in theory will be adapted to the proficiency of those who have had 
 one year’s systematic training, writh at least one lesson a week or its equivalent. The 
 candidate should have acquired : 
 
 (1) A knowledge of the rudiments of music, scales, intervals, and staff notation, 
 including the terms and expression marks in common use; (2) the ability to analyze 
 the harmony and form of hymn tunes and simplest pieces for the pianoforte, involving 
 triads and the dominant seventh chord and their inversions, passing tones, and modu- 
 
40 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 lation to nearly related keys; (3) the ability to harmonize, on paper, in four vocal 
 parts, melodic fragments involving the use of triads and the dominant seventh chord 
 and their inversions, in major keys. 
 
 After 1906 the candidate must also meet the following requirements in ear training. 
 To name, as played by the examiner, intervals involving tones of the major scale, the 
 three principal triads and the dominant seventh chord in fundamental position, and 
 the authentic, plagal, and deceptive [v (or v 7 ) to vi] cadences; to write a diatonic, 
 major melody of not more than four measures in simple time, involving half, quarter, 
 eighth, and dotted notes (the melody to be played, in its entirety, three times by the 
 examiner). 
 
 1. Piano . — A practical knowledge of various kinds of touch; the ability to play 
 scales, major and minor, in simple and canon forms, in sixteenth notes (at metronome 
 speed, J' =100), and three-toned and four-toned arpeggios in sixteenth notes (at 
 metronome speed ^=75), the ability to play, with due regard to the tempo, fingering, 
 phrasing, and expression, the studies by Hasert, Op. 50, Book 1; Haydn’s Sonata in E 
 minor (Peter’s Edition, No. 2; Schirmer Edition, No. 2), the Theme and Variations 
 from Mozart’s Sonata in A major (Peter’s Edition, No. 12; Schirmer Edition, No. 9), 
 Mendelssohn’s Songs without Words, Nos. 19 and 49, and Schumann’s Romance in 
 F sharp major (Op. 28, No. 2); the ability to play at sight chorales and such pieces 
 as the first twelve numbers of Schumann’s Jugend- Album (Op. 68). [A candidate 
 may offer equivalents for the studies and pieces mentioned, on the approval of the 
 department.] 
 
 2. Voice . — The ability to sing, with due regard to intonation, tone quality, expres- 
 sion, and enunciation, the vocalises of Concone, Op. 9, and not fewer than six of the 
 following songs (preferably in the English version): Schubert, Who is Sylvia? and 
 Hark, Hark, the Lark; Mendelssohn, Morgengruss; Schumann, An den Sonnenschein; 
 Brahms, Der Sandmann; Franz, Widmung; Grieg, Das alte Lied; Chopin, Madchens 
 Wunsch; Massenet, Ouvre tes beaux yeux; Paine, Matin Song; the ability to play 
 pianoforte accompaniments of the grade of Concone, Op.°9; the ability to sing at sight 
 music of the grade of hymn tunes by Barnby, Dykes, aijd Stainer, and of the studies 
 in Abt’s Vocal Tutor, Part III. The student must als(^ give evidence of having an 
 accurate ear and of having laid a good foundation in the development of the voice. 
 [A candidate may offer equivalents for the songs mentioned, on the approval of the 
 department.] 
 
 3. Violin . — The ability to play, with due regard to bowing, fingering, tone, intona- 
 tion, and expression, such studies as those by Dont (Op. 37), Mazas (Op. 36), and 
 Kreutzer, and such pieces as the moderately difficult solos of Spohr, Wieniawski, 
 Godard, and Ries; the ability to read at sight such music as the second violin parts 
 of the string quartets of Haydn and Mozart. 
 
 4. Students wishing to be examined in the playing of other instruments should 
 correspond with the music department. 
 
 Note. — Students considering submitting music for entrance to college are advised 
 to correspond with the department, stating in detail what their preparation has been 
 in theory and especially in the practical subjects. In the latter students must give 
 evidence of thorough foundation work in the technique of the piano, voice, violin, 
 or other instrument, in addition to being able merely to play or sing the actual require- 
 ment mentioned. 
 
 Certificates will not be accepted in music. 
 
 CORRELATION OF MUSIC AND NONMUSIC COURSES. 
 
 In the correlation of music and nonmusic courses, colleges and 
 universities lead. The attitude assumed by independent schools of 
 music appears to be similar to that taken by schools of technology 
 
RESULTS OF THE INQUIRY. 
 
 41 
 
 in general education; they take the position that they are profes- 
 sional training schools, and naturally concentrate their efforts on 
 turning out composers, pianists, singers, theorists, and pedagogues. 
 They do not consider nonmusical subjects to be an essential part of 
 their curricula. Yet in the best of these schools there is shown a 
 recognition of the value of broader culture and an inclination to 
 include such subjects as will increase the efficiency of their graduates. 
 The New England Conservatory of Music has recently established a 
 reciprocal relation with Harvard University, through which students 
 in the conservatory can attend courses in English, French, and 
 German literature, English composition, fine arts, physics (especially 
 acoustics), and public speaking. In college and university music 
 departments gratifying progress has been made in the correlation of 
 courses with those of other departments, demanding, in a very con- 
 siderable number of institutions, a greater or less amount of collegiate 
 work as a part of the graduate course in music. Reciprocally, music 
 as an elective is receiving credit as a subject in baccalaureate courses. 
 
 MANNER OF PROMOTING STUDENTS FROM GRADE TO GRADE. 
 
 The manner of grading students and of determining their advance- 
 ment from one grade to the next is significant as indicating to what 
 extent system and accuracy in determining the standing of music 
 students are attained. This has been a decided obstacle in the way 
 of the admission of music to courses leading to the baccalaureate 
 degree. Perhaps no single disclosure by the investigation is more 
 encouraging than this. While the advancement of students still 
 rests in many cases with the instructor, or with the instructor and 
 director of the department jointly, the development of a system of 
 accurate grade marks, based on examination and recitation, gives 
 promise of the eventual setting up of such standards as will result in 
 the unifying of educational effort. 
 
 The following tables give the per cent of schools giving examina- 
 tions in theoretical and practical music; of schools giving written, 
 oral, and actual performance tests; of schools recording by marks 
 the grade or quality of a student’s work; and of schools in which the 
 instructor or faculty determines passing grade : 
 
 Per cent of institutions giving examinations yearly or oftener. 
 
 Class of institutions. 
 
 In theo- 
 retical 
 subjects. 
 
 In prac- 
 tical 
 music. 
 
 Written. 
 
 Oral. 
 
 Perform- 
 ance test. 
 
 Independent schools of music 
 
 71 
 
 65! 
 
 66f 
 
 50 
 
 55! 
 
 Colleges and universities 
 
 75 
 
 66| 
 
 50 
 
 25 
 
 20 
 
 Colleges for women 
 
 100 
 
 70 
 
 70 
 
 33J 
 
 50 
 
 Normal schools 
 
 82 
 
 70 
 
 76§ 
 
 66§ 
 
 56! 
 
 Secondary schools 
 
 80 
 
 20 
 
 66! 
 
 50 
 
 50 
 
42 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Per cent of institutions having a system of marks for recording grades and determining 
 
 passing grade. 
 
 Class of institutions. 
 
 Recorded 
 in all 
 subjects. 
 
 Passing gi 
 mined 
 
 Instructor. 
 
 •ade deter- 
 by— 
 
 Faculty. 
 
 Independent schools of music 
 
 58 
 
 27 
 
 73 
 
 Colleges and universities 
 
 80 
 
 60 
 
 24 
 
 Colleges for women 
 
 70 
 
 50 
 
 50 
 
 Normal schools 
 
 76§ 
 
 77 
 
 23 
 
 Secondary schools 
 
 80 
 
 50 
 
 50 
 
 These figures are based on 207 replies to the second questionnaire. 
 From the per cent of schools giving actual performance tests, it 
 would appear that the opinion that a sufficiently accurate and 
 systematic grading of work in practical music can not be done is 
 losing ground, and encouragement is given the belief that there may 
 develop a system of grading in practical music which will satisfy 
 educators and remove one of the great obstacles to the admission of 
 applied music to general educational courses. 
 
 EDUCATIONAL QUALIFICATIONS OF MUSIC STUDENTS. 
 
 There appears to be a growing purpose upon the part of depart- 
 ments of music in colleges and universities to demand a certain amount 
 of general educational qualification from those who wish to enter 
 graduate courses in music. In this connection, the following table 
 gives the per cent of music students in 595 institutions who have 
 completed a high school course of at least three years: 
 
 Class of institutions. 
 
 Per cent. 
 
 Independent schools of music 43 
 
 Colleges and universities 56 
 
 Colleges for women 57 \ 
 
 Normal schools 56-f 
 
 Secondary schools 22f 
 
 The time devoted to the study of music (not including preparation) 
 is shown in the following table, which gives the per cent of students 
 devoting less than five hours, more than five hours but less than ten, 
 and more than ten hours per week to recitation. 
 
 Class of institutions. 
 
 Less than 
 5 hours. 
 
 More than 
 5 but less 
 than 10 
 hours. 
 
 More than 
 10 hours. 
 
 T ndependent schools of music 
 
 Per cent. 
 66$ 
 
 Per cent. 
 221 
 +32 
 
 Per cent. 
 11 J 
 
 Colleges and universities 
 
 52 
 
 + 14 
 
 Colleges for women 
 
 61x3 
 
 65 
 
 06^ 
 
 32x3 
 
 +24 
 
 6j$j 
 
 Normal schools 
 
 + 9 
 
 Secondary schools 
 
 25 
 
 + 7 
 
 
 
 
 PROPERTY DEVOTED TO MUSICAL 
 
 INSTRUCTION. 
 
 
 The questions relating to finances were not answered by 348 of the 
 595 schools returning statistics, hence the statements of amount of 
 
STATISTICAL TABLES. 
 
 43 
 
 property devoted to musical purposes and of yearly expenditures for 
 music instruction are far from complete. They are significant, never- 
 theless, and if increased in proper proportion by a full statement 
 would show a very large investment in music education. It should 
 be remembered also that these figures refer only to organized schools, 
 the immense sums expended on private instruction being unknown. 
 
 Libraries and museums . — In all, 39,538 volumes, valued at $62,120, 
 are reported by the 595 institutions. In several instances private 
 libraries are reported as at the service of students. No museums are 
 reported. 
 
 Property devoted to musical instruction. 
 
 Class of institutions. 
 
 Value of build- 
 ings and 
 grounds. 
 
 Value of in- 
 struments, 
 apparatus, 
 and furni- 
 ture. 
 
 Permanent 
 
 endowment. 
 
 Volumes in 
 library. 
 
 Value of 
 library. 
 
 Expense 
 for rent. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Number. 
 
 i Schools re- 
 ! porting. 
 
 Amount. 
 
 Schools re- 1 
 | porting. 
 
 Amount. 
 
 Independent schools 
 
 
 
 
 
 
 
 
 
 
 
 
 
 of music 
 
 Colleges and univer- 
 
 10 
 
 $578, 110 
 
 29 
 
 $159,700 
 
 4 
 
 $827,000 
 
 21 
 
 23, 188 
 
 18 
 
 $22,925 
 
 26 
 
 $53, 346 
 
 sities 
 
 31 
 
 1,281,600 
 
 64 
 
 319,902 
 
 1 
 
 46,000 
 
 35 
 
 18, 164 
 
 33 
 
 19,222 
 
 19 
 
 13,243 
 
 Colleges for women . . . 
 Normal schools 
 
 9 
 
 243,000 
 
 23 
 
 163,609 
 
 2 
 
 17, 500 
 
 15 
 
 16,088 
 
 13 
 
 13,225 
 
 3 
 
 1,840 
 
 Secondary schools 
 
 8 
 
 153,750 
 
 51 
 
 208,865 
 
 1 
 
 100,000 
 
 22 
 
 3,348 
 
 20 
 
 3,523 
 
 4 
 
 9,675 
 
 Total 
 
 58 
 
 2, 256, 460 
 
 167 
 
 852,076 
 
 8 
 
 990, 500 
 
 93 
 
 60,788 
 
 84 
 
 58,895 
 
 52 
 
 78, 104 
 
 Annual receipts from instruction in music. 
 
 Class of institutions. 
 
 Interest 
 and rents. 
 
 Public ap- 
 propria- 
 tion. 
 
 Private 
 
 gifts. 
 
 Concerts. 
 
 Other 
 
 sources. 
 
 Students’ 
 
 fees. 
 
 Total. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- | 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 porting. 
 
 Amount. 
 
 Schools re- 
 1 porting. 
 
 Amount. 
 
 Independent schools 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 of music . 
 
 6 
 
 $47, 053 
 
 
 
 3 
 
 $5, 578 
 
 9 
 
 $8, 375 
 
 5 
 
 $7, 000 
 
 28 
 
 $529,563 
 
 $597,569 
 
 Colleges and univer- 
 
 
 
 
 
 
 
 
 sities 
 
 8 
 
 18,825 
 
 4 
 
 $5, 890 
 
 1 
 
 200 
 
 30 
 
 19,426 
 
 10 
 
 14,972 
 
 82 
 
 440,380 
 
 499,693 
 
 Colleges for women. . 
 
 3 
 
 1,450 
 
 
 
 3 
 
 4,550 
 
 7 
 
 2,410 
 
 1 
 
 140 
 
 28 
 
 185, 456 
 
 194,006 
 
 Normal schools 
 
 
 
 
 
 
 
 
 
 
 
 Secondary schools.. . 
 
 6 
 
 1,979 
 
 4 
 
 10, 050 
 
 2 
 
 176 
 
 8 
 
 1,322 
 
 4 
 
 1,448 
 
 53 
 
 111,848 
 
 126,823 
 
 Total 
 
 23 
 
 69, 307 
 
 8 
 
 15,940 
 
 1 
 
 9 
 
 1 10, 504 
 
 1 
 
 54 
 
 31,533 
 
 20 
 
 23, 560 
 
 r 
 
 1,267,247 
 
 1,418,091 
 
 III.— STATISTICAL TABLES. 
 
 Statistics of the institutions replying to the first questionnaire are 
 given in the tables which follow. Tables 1, 2, 3, 4, and 5 summarize 
 Tables 6, 7, 8, 9, and 10, which give in detail the number of schools, 
 instructors, and students, and the number of graduates and of 
 students receiving certificates during the last five years. The 
 geographical distribution of the institutions is also shown. 
 
44 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
 Table 1 . — Summary of the statistics of independent schools of music, showing the 
 number of instructors, students, and graduates, and number of students receiving 
 certificates. 
 
 
 Schools 
 
 report- 
 
 ing. 
 
 Instructors. 
 
 Students enrolled. 
 
 Gradu- 
 ates in 
 last 5 
 years. 
 
 Students 
 not grad- 
 uates re- 
 ceiving 
 certifi- 
 cates in 
 last 5 
 years. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 
 61 
 
 306 
 
 271 
 
 607 
 
 2,527 
 
 10,850 
 
 17,122 
 
 1,962 
 
 1,971 
 
 North Atlantic Division. . . 
 South Atlantic Division . . . 
 
 South Central Division 
 
 North Central Division 
 
 28 
 
 1 
 
 4 
 
 27 
 
 1 
 
 133 
 
 20 
 
 8 
 
 145 
 
 115 
 
 28 
 
 14 
 
 114 
 
 248 
 
 48 
 
 22 
 
 289 
 
 1,218 
 
 3,911 
 
 6,329 
 
 1,200 
 
 409 
 
 8,874 
 
 310 
 
 662 
 
 1,033 
 
 49 
 
 1,230 
 
 30 
 
 362 
 
 6,297 
 
 280 
 
 30 
 
 1,270 
 
 20 
 
 918 
 
 North Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 11 
 
 6 
 
 17 
 
 243 
 
 822 
 
 1,065 
 
 42 
 
 20 
 
 Rhode Island 
 
 
 1 
 
 16 
 
 1 
 
 8 
 
 2 
 
 90 
 
 5 
 
 25 
 
 5 
 
 59 
 
 7 
 
 149 
 
 5 
 
 70 
 
 18 
 
 564 
 
 20 
 
 373 
 
 109 
 
 1,294 
 
 60 
 
 1,626 
 
 127 
 
 2,558 
 
 80 
 
 2,499 
 
 
 
 New York 
 
 414 
 
 644 
 
 New Jersey 
 
 Pennsylvania 
 
 45 
 
 206 
 
 369 
 
 South Atlantic Division: 
 Delaware 
 
 
 1 
 
 20 
 
 28 
 
 48 
 
 
 
 1,200 
 
 
 
 District of Columbia. . . 
 
 
 
 
 
 Virginia 
 
 
 
 
 
 
 
 
 
 
 West Virginia 
 
 
 
 
 
 
 
 
 
 
 North Carolina 
 
 
 
 
 
 
 
 
 
 
 South Carolina 
 
 
 
 
 
 
 
 
 
 
 Georgia 
 
 
 
 
 
 
 
 
 
 
 Florida 
 
 
 
 
 
 
 
 
 
 
 South Central Division: 
 Kentucky 
 
 
 
 
 
 
 
 
 
 
 Tennessee 
 
 2 
 
 2 
 
 2 
 
 4 
 
 15 
 
 55 
 
 68 
 
 9 
 
 
 Alabama 
 
 
 Mississippi 
 
 
 
 
 
 
 
 
 
 
 Louisiana 
 
 
 
 
 
 
 
 
 
 
 Texas 
 
 2 
 
 6 
 
 12 
 
 18 
 
 34 
 
 307 
 
 341 
 
 21 
 
 20 
 
 Arkansas 
 
 Oklahoma 
 
 
 
 
 
 
 
 
 
 
 Indian Territory 
 
 
 
 
 
 
 
 
 
 
 North Central Division: 
 Ohio 
 
 6 
 
 1 
 
 11 
 
 3 
 
 1 
 
 1 
 
 38 
 
 12 
 
 50 
 
 30 
 
 113 
 
 40 
 
 19 
 
 18 
 
 216 
 
 1,382 
 
 1,598 
 
 199 
 
 90 
 
 688 
 
 106 
 
 80 
 
 102 
 
 32 
 
 30 
 
 472 
 
 69 
 
 305 
 
 Indiana 
 
 Illinois 
 
 61 
 
 16 
 
 11 
 
 9 
 
 52 
 
 24 
 
 8 
 
 9 
 
 484 
 
 203 
 
 200 
 
 10 
 
 2,786 
 
 1,302 
 
 400 
 
 250 
 
 4,617 
 
 1,505 
 
 600 
 
 260 
 
 Michigan 
 
 Wisconsin 
 
 Minnesota 
 
 Iowa 
 
 
 Missouri 
 
 2 
 
 6 
 
 6 
 
 12 
 
 95 
 
 93 
 
 188 
 
 
 
 North Dakota 
 
 
 
 South Dakota 
 
 
 
 
 
 
 
 
 
 
 Nebraska . . 
 
 
 
 
 
 
 
 
 
 
 Kansas 
 
 1 
 
 4 
 
 3 
 
 7 
 
 22 
 
 84 
 
 106 
 
 5 
 
 10 
 
 Western Division: 
 Montana 
 
 W y oming . 
 
 
 
 
 
 
 
 
 
 
 Colorado. . 
 
 
 
 
 
 
 
 
 
 
 New Mexico 
 
 
 
 
 
 
 
 
 
 
 Arizona 
 
 
 
 
 
 
 
 
 
 
 Utah 
 
 
 
 
 
 
 
 
 
 
 Nevada 
 
 
 
 
 
 
 
 
 
 
 Idaho 
 
 
 
 
 
 
 
 
 
 
 W ashington 
 
 
 
 
 
 
 
 
 
 
 Oregon 
 
 
 
 
 
 
 
 
 
 
 California 
 
 1 
 
 
 
 
 30 
 
 280 
 
 310 
 
 
 
 
 
 
 
 
 
STATISTICAL TABLES, 
 
 45 
 
 Table 2. — Summary of the statistics of music departments of universities and colleges , 
 showing the number of instructors , students, arid graduates in music , and number of 
 students receiving certificates in music. 
 
 
 
 Instructors in music. 
 
 Students enrolled in 
 departments of music. 
 
 Gradu- 
 ates in 
 music in 
 last 5 
 years. 
 
 Students 
 not grad- 
 uates re- 
 ceiving 
 certifi- 
 cates in 
 music in 
 last 5 
 years. 
 
 
 Insti- 
 
 tutions 
 
 report- 
 
 ing. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 United States 
 
 151 
 
 336 
 
 344 
 
 680 
 
 5,257 
 
 12,788 
 
 18,971 
 
 1,652 
 
 633 
 
 
 North Atlantic Division. .. 
 South Atlantic Division . . . 
 
 South Central Division 
 
 North Central Division 
 
 23 
 
 15 
 
 16 
 78 
 19 
 
 88 
 
 15 
 
 21 
 
 173 
 
 39 
 
 34 
 
 25 
 
 50 
 
 192 
 
 43 
 
 122 
 
 40 
 
 71 
 
 365 
 
 82 
 
 1,253 
 
 356 
 
 144 
 
 3,005 
 
 499 
 
 2,063 
 
 496 
 
 987 
 
 7,866 
 
 1,376 
 
 3,316 
 
 912 
 
 1,584 
 
 11,284 
 
 1,875 
 
 353 
 
 73 
 
 137 
 
 969 
 
 120 
 
 45 
 
 6 
 
 29 
 
 538 
 
 15 
 
 
 
 
 North Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 4 
 
 
 4 
 
 88 
 
 
 88 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4 
 
 9 
 
 
 9 
 
 300 
 
 90 
 
 390 
 
 
 
 
 
 
 
 
 
 
 1 
 
 10 
 
 
 10 
 
 34 
 
 58 
 
 92 
 
 40 
 
 33 
 
 New York 
 
 6 
 
 27 
 
 8 
 
 35 
 
 536 
 
 938 
 
 1,474 
 
 51 
 
 6 
 
 
 
 
 
 10 
 
 38 
 
 26 
 
 64 
 
 295 
 
 977 
 
 1,272 
 
 262 
 
 6 
 
 South Atlantic Division: 
 
 
 Maryland 
 
 2 
 
 2 
 
 1 
 
 3 
 
 23 
 
 10 
 
 33 
 
 2 
 
 
 District of Columbia 
 
 
 
 
 
 
 Virginia 
 
 3 
 
 2 
 
 7 
 
 9 
 
 114 
 
 44 
 
 218 
 
 13 
 
 0 
 
 West Virginia 
 
 1 
 
 1 
 
 
 2 
 
 6 
 
 43 
 
 49 
 
 24 
 
 1 
 
 North Carolina 
 
 5 
 
 8 
 
 5 
 
 13 
 
 174 
 
 165 
 
 339 
 
 14 
 
 1 
 
 South Carolina . . . 
 
 1 
 
 
 2 
 
 2 
 
 6 
 
 32 
 
 38 
 
 3 
 
 
 Georgia 
 
 1 
 
 
 2 
 
 2 
 
 2 
 
 39 
 
 41 
 
 0 
 
 4 
 
 Florida 
 
 2 
 
 2 
 
 7 
 
 9 
 
 31 
 
 163 
 
 194 
 
 17 
 
 
 South Central Division: 
 Kentucky 
 
 1 
 
 
 5 
 
 5 
 
 3 
 
 90 
 
 93 
 
 4 
 
 Tennessee 
 
 4 
 
 3 
 
 10 
 
 13 
 
 58 
 
 267 
 
 325 
 
 23 
 
 13 
 
 Alabama 
 
 
 
 Mississippi 
 
 
 
 
 
 
 
 
 
 
 Louisiana 
 
 1 
 
 2 
 
 
 2 
 
 42 
 
 
 42 
 
 
 
 Texas 
 
 4 
 
 9 
 
 14 
 
 23 
 
 16 
 
 271 
 
 697 
 
 15 
 
 12 
 
 Arkansas 
 
 4 
 
 3 
 
 14 
 
 17 
 
 16 
 
 331 
 
 390 
 
 54 
 
 Oklahoma 
 
 1 
 
 2 
 
 5 
 
 7 
 
 45 
 
 
 Indian Territory 
 
 1 
 
 2 
 
 2 
 
 4 
 
 9 
 
 28 
 
 37 
 
 
 North Central Division: 
 Ohio 
 
 14 
 
 25 
 
 28 
 
 53 
 
 271 
 
 1,363 
 
 389 
 
 1,634 
 
 245 
 
 26 
 
 Indiana 
 
 7 
 
 12 
 
 14 
 
 26 
 
 343 
 
 732 
 
 40 
 
 1 
 
 Illinois 
 
 13 
 
 42 
 
 43 
 
 85 
 
 596 
 
 1,442 
 
 248 
 
 2,451 
 
 250 
 
 416 
 
 Michigan : 
 
 4 
 
 7 
 
 11 
 
 18 
 
 47 
 
 295 
 
 32 
 
 7 
 
 Wisconsin 
 
 5 
 
 13 
 
 18 
 
 31 
 
 111 
 
 507 
 
 618 
 
 78 
 
 
 Minnesota 
 
 3 
 
 4 
 
 3 
 
 7 
 
 43 
 
 170 
 
 213 
 
 12 
 
 
 Iowa 
 
 9 
 
 20 
 
 19 
 
 39 
 
 313 
 
 1,007 
 
 439 
 
 1,320 
 
 647 
 
 82 
 
 1 
 
 Missouri 
 
 8 
 
 11 
 
 14 
 
 25 
 
 208 
 
 47 
 
 6 
 
 North Dakota 
 
 
 South Dakota 
 
 3 
 
 6 
 
 3 
 
 9 
 
 70 
 
 230 
 
 300 
 
 25 
 
 16 
 
 Nebraska 
 
 5 
 
 18 
 
 20 
 
 38 
 
 245 
 
 992 
 
 1,237 
 
 1,837 
 
 88 
 
 100 
 
 46 
 
 Kansas 
 
 7 
 
 15 
 
 19 
 
 34 
 
 758 
 
 1,079 
 
 58 
 
 19 
 
 Western Division: 
 
 Montana, _ 
 
 2 
 
 3 
 
 3 
 
 6 
 
 26 
 
 62 
 
 8 
 
 
 Wvoming 
 
 
 
 
 
 
 Colorado 
 
 2 
 
 2 
 
 3 
 
 5 
 
 6 
 
 109 
 
 115 
 
 
 
 New Mexico 
 
 1 
 
 
 2 
 
 2 
 
 17 
 
 42 
 
 59 
 
 6 
 
 
 Arizona 
 
 
 
 
 
 
 
 Utah 
 
 1 
 
 4 
 
 1 
 
 5 
 
 138 
 
 187 
 
 325 
 
 
 
 Nevada 
 
 1 
 
 
 1 
 
 1 
 
 20 
 
 20 
 
 57 
 
 
 Idaho 
 
 1 
 
 3 
 
 2 
 
 5 
 
 9 
 
 59 
 
 68 
 
 4 
 
 
 W ashington 
 
 3 
 
 9 
 
 12 
 
 21 
 
 90 
 
 406 
 
 496 
 
 11 
 
 6 
 
 Oregon 
 
 4 
 
 8 
 
 10 
 
 18 
 
 78 
 
 243 
 
 321 
 
 9 
 
 4 
 
 California 
 
 4 
 
 10 
 
 9 
 
 19 
 
 135 
 
 248 
 
 383 
 
 25 
 
 5 
 
 
 
 
 
46 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
 Table 3. — Summary of statistics of music departments in colleges for women , showing 
 the number of instructors, students, and graduates in music, and number of students 
 receiving certificates in music. 
 
 
 
 Instructors in music. 
 
 Students enrolled in 
 departments of music. 
 
 
 Students 
 not grad- 
 uates re- 
 
 
 
 
 
 
 
 
 
 Gradu- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ates in 
 
 ceiving 
 
 
 report- 
 
 ing. 
 
 
 
 
 
 
 
 music in 
 
 certifi- 
 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 last 5 
 years. 
 
 cates in 
 music in 
 
 
 
 
 
 
 
 
 
 last 5 
 years. 
 
 
 United States 
 
 57 
 
 86 
 
 208 
 
 294 
 
 210 
 
 7,562 
 
 7,772 
 
 491 
 
 323 
 
 
 
 North Atlantic Division. . . 
 
 9 
 
 20 
 
 24 
 
 44 
 
 84 
 
 1,547 
 
 1,631 
 
 74 
 
 1 
 
 South Atlantic Division . . . 
 
 18 
 
 25 
 
 72 
 
 97 
 
 29 
 
 2,077 
 
 2,106 
 
 121 
 
 227 
 
 South Central Division 
 
 16 
 
 13 
 
 57 
 
 70 
 
 49 
 
 1,833 
 
 1,882 
 
 91 
 
 12 
 
 North Central Division 
 
 13 
 
 21 
 
 52 
 
 73 
 
 48 
 
 1,325 
 
 1,373 
 
 205 
 
 83 
 
 Western Division 
 
 1 
 
 7 
 
 3 
 
 10 
 
 
 780 
 
 780 
 
 
 
 
 
 
 
 
 
 
 North Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 Maine 
 
 1 
 
 1 
 
 3 
 
 4 
 
 80 
 
 141 
 
 221 
 
 11 
 
 
 New Hampshire 
 
 
 
 
 
 
 Vermont.? 
 
 
 
 
 
 
 
 
 
 
 Massachusetts 
 
 4 
 
 14 
 
 12 
 
 26 
 
 
 572 
 
 572 
 
 4 
 
 1 
 
 Rhode Island 
 
 
 
 
 
 Connecticut 
 
 
 
 
 
 
 
 
 
 
 New York 
 
 2 
 
 4 
 
 3 
 
 7 
 
 
 677 
 
 677 
 
 30 
 
 
 New Jersey 
 
 
 
 
 
 
 
 Pennsylvania 
 
 2 
 
 1 
 
 6 
 
 7 
 
 4 
 
 157 
 
 161 
 
 29 
 
 
 South Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Maryland 
 
 3 
 
 6 
 
 8 
 
 14 
 
 3 
 
 255 
 
 258 
 
 17 
 
 
 District of Columbia... 
 
 
 1 
 
 1 
 
 
 14 
 
 14 
 
 
 Virginia 
 
 5 
 
 6 
 
 20 
 
 26 
 
 13 
 
 633 
 
 646 
 
 41 
 
 127 
 
 West Virginia 
 
 
 
 North Carolina 
 
 3 
 
 5 
 
 13 
 
 18 
 
 9 
 
 499 
 
 508 
 
 21 
 
 14 
 
 South Carolina 
 
 3 
 
 5 
 
 14 
 
 19 
 
 4 
 
 318 
 
 322 
 
 13 
 
 5 
 
 Georgia 
 
 3 
 
 3 
 
 16 
 
 19 
 
 
 358 
 
 358 
 
 29 
 
 81 
 
 Florida . . 
 
 
 
 
 South Central Division: 
 
 
 
 
 
 
 
 
 
 
 Kentucky 
 
 4 
 
 3 
 
 10 
 
 13 
 
 24 
 
 275 
 
 299 
 
 18 
 
 
 Tennessee 
 
 3 
 
 5 
 
 11 
 
 16 
 
 20 
 
 358 
 
 378 
 
 13 
 
 
 Alabama 
 
 2 
 
 2 
 
 13 
 
 15 
 
 0 
 
 375 
 
 375 
 
 28 
 
 lb 
 
 Mississippi 
 
 1 
 
 
 9 
 
 10 
 
 5 
 
 470 
 
 475 
 
 Louisiana. . . 
 
 3 
 
 0 
 
 5 
 
 5 
 
 
 95 
 
 95 
 
 5 
 
 
 Texas 
 
 2 
 
 2 
 
 6 
 
 8 
 
 
 195 
 
 195 
 
 15 
 
 
 Arkansas 
 
 1 
 
 
 3 
 
 3 
 
 0 
 
 65 
 
 65 
 
 12 
 
 2 
 
 Oklahoma 
 
 
 
 
 
 
 
 Indian Territory 
 
 
 
 
 
 
 
 
 
 
 North Central Division: 
 
 
 
 
 
 
 
 
 
 
 Ohio 
 
 3 
 
 6 
 
 12 
 
 18 
 
 7 
 
 257 
 
 264 
 
 26 
 
 0 
 
 Indiana 
 
 
 
 
 
 
 
 
 Illinois 
 
 3 
 
 5 
 
 9 
 
 14 
 
 23 
 
 274 
 
 297 
 
 20 
 
 1 
 
 Michigan 
 
 
 
 
 
 
 
 Wisconsin 
 
 
 
 
 
 
 
 
 
 
 Minnesota 
 
 
 
 
 
 
 
 
 
 
 Iowa 
 
 
 
 
 
 
 
 
 
 
 Missouri 
 
 7 
 
 10 
 
 31 
 
 41 
 
 18 
 
 794 
 
 812 
 
 159 
 
 82 
 
 North Dakota 
 
 
 
 
 
 
 South Dakota 
 
 
 
 
 
 
 
 
 
 
 Nebraska 
 
 
 
 
 
 
 
 
 
 
 Kansas 
 
 
 
 
 
 
 
 
 
 
 Western Division: 
 
 
 
 
 
 
 
 
 
 
 Montana 
 
 
 
 
 
 
 
 
 
 
 W yoming . 
 
 
 
 
 
 
 
 
 
 
 Colorado 
 
 
 
 
 
 
 
 
 
 
 New Mexico . . . 
 
 
 
 
 
 
 
 
 
 
 Arizona . 
 
 
 
 
 
 
 
 
 
 
 Utah 
 
 
 
 
 
 
 
 
 
 
 Nevada. . . 
 
 
 
 
 
 
 
 
 
 
 Idaho 
 
 
 
 
 
 
 
 
 
 
 Washington 
 
 
 
 
 
 
 
 
 
 
 Oregon 
 
 
 
 
 
 
 
 
 
 
 California 
 
 1 
 
 7 
 
 3 
 
 10 
 
 
 780 
 
 780 
 
 
 
 
 
 
 
 
 
STATISTICAL TABLES. 
 
 47 
 
 Table 4. — Summary of the statistics of the music departments of normal schools, showing 
 the number of instructors , students , and graduates in music, and number receiving cer- 
 tificates in music. 
 
 
 Schools 
 
 report- 
 
 ing. 
 
 Instructors in music. 
 
 Students enrolled in 
 departments of music. 
 
 Gradu- 
 ates in 
 music in 
 last 5 
 years. 
 
 Students 
 not grad- 
 uates re- 
 ceiving 
 certifi- 
 cates in 
 music in 
 last 5 
 years. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 United States 
 
 98 
 
 87 
 
 138 
 
 225 
 
 3,215 
 
 12,385 
 
 18,994 
 
 653 
 
 86 
 
 North Atlantic Division... 
 
 28 
 
 21 
 
 39 
 
 60 
 
 342 
 
 3,878 
 
 6,860 
 
 249 
 
 25 
 
 South Atlantic Division . . . 
 
 15 
 
 6 
 
 28 
 
 34 
 
 507 
 
 1,848 
 
 2,355 
 
 12 
 
 15 
 
 South Central Division 
 
 12 
 
 8 
 
 22 
 
 30 
 
 388 
 
 1,143 
 
 1,531 
 
 18 
 
 
 North Central Division 
 
 38 
 
 49 
 
 41 
 
 90 
 
 1.701 
 
 4,967 
 
 7,422 
 
 336 
 
 46 
 
 Western Division 
 
 5 
 
 3 
 
 8 
 
 11 
 
 '277 
 
 549 
 
 826 
 
 38 
 
 
 North Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 1 
 
 2 
 
 3 
 
 66 
 
 260 
 
 326 
 
 
 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 102 
 
 103 
 
 
 
 
 1 
 
 1 
 
 1 
 
 2 
 
 2 
 
 68 
 
 70 
 
 
 
 
 4 
 
 2 
 
 3 
 
 5 
 
 10 
 
 245 
 
 255 
 
 
 
 
 1 
 
 1 
 
 
 1 
 
 
 60 
 
 60 
 
 
 
 
 2 
 
 1 
 
 2 
 
 3 
 
 2 
 
 258 
 
 260 
 
 
 25 
 
 New York 
 
 9 
 
 5 
 
 15 
 
 20 
 
 116 
 
 2,253 
 
 5,009 
 
 199 
 
 
 
 1 
 
 1 
 
 
 1 
 
 
 100 
 
 100 
 
 
 
 
 
 8 
 
 16 
 
 24 
 
 145 
 
 532 
 
 677 
 
 50 
 
 
 South Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Maryland . . 
 
 
 
 
 
 
 
 
 
 
 District of Columbia 
 
 
 
 
 
 
 
 
 
 
 Virginia .... 
 
 2 
 
 1 
 
 3 
 
 4 
 
 465 
 
 890 
 
 1,355 
 
 
 
 West Virginia 
 
 2 
 
 
 2 
 
 2 
 
 7 
 
 47 
 
 54 
 
 
 
 North Carolina. . 
 
 4 
 
 2 
 
 6 
 
 8 
 
 4 
 
 413 
 
 417 
 
 
 
 South Carolina 
 
 3 
 
 1 
 
 10 
 
 11 
 
 6 
 
 260 
 
 266 
 
 
 
 Georgia. 
 
 4 
 
 2 
 
 7 
 
 9 
 
 25 
 
 238 
 
 263 
 
 12 
 
 15 
 
 Florida 
 
 
 
 
 
 
 
 
 
 
 South Central Division: 
 
 
 
 
 
 
 
 
 
 
 Kentucky 
 
 1 
 
 1 
 
 1 
 
 2 
 
 3 
 
 13 
 
 16 
 
 
 
 Tennessee 
 
 1 
 
 1 
 
 
 1 
 
 36 
 
 126 
 
 162 
 
 
 
 Alabama 
 
 4 
 
 1 
 
 7 
 
 8 
 
 74 
 
 203 
 
 277 
 
 1 
 
 L 
 
 Mississippi 
 
 
 
 
 
 
 
 
 
 
 Louisiana... 
 
 2 
 
 
 7 
 
 7 
 
 
 188 
 
 188 
 
 
 
 Texas 
 
 1 
 
 
 1 
 
 1 
 
 164 
 
 371 
 
 535 
 
 
 
 Arkansas 
 
 
 
 
 
 
 
 
 
 
 Oklahoma . 
 
 3 
 
 5 
 
 6 
 
 11 
 
 111 
 
 242 
 
 353 
 
 17 
 
 
 Indian Territory 
 
 
 
 
 
 
 
 
 
 
 North Central Division: 
 
 
 
 
 
 
 
 
 
 
 Ohio 
 
 6 
 
 5 
 
 7 
 
 12 
 
 62 
 
 598 
 
 660 
 
 79 
 
 
 Indiana 
 
 4 
 
 10 
 
 6 
 
 16 
 
 325 
 
 880 
 
 1,205 
 
 18 
 
 0 
 
 Illinois 
 
 5 
 
 5 
 
 2 
 
 7 
 
 195 
 
 623 
 
 1,148 
 
 
 
 Michigan 
 
 2 
 
 7 
 
 5 
 
 12 
 
 26 
 
 234 
 
 260 
 
 119 
 
 
 Wisconsin 
 
 6 
 
 3 
 
 4 
 
 7 
 
 203 
 
 594 
 
 1,221 
 
 
 
 Minnesota 
 
 3 
 
 4 
 
 2 
 
 6 
 
 52 
 
 257 
 
 309 
 
 26 
 
 
 Iowa 
 
 1 
 
 1 
 
 1 
 
 2 
 
 12 
 
 35 
 
 47 
 
 
 16 
 
 Missouri 
 
 6 
 
 7 
 
 8 
 
 15 
 
 743 
 
 1,269 
 
 2,012 
 
 74 
 
 30 
 
 North Dakota 
 
 
 
 
 
 
 
 
 
 
 South Dakota 
 
 1 
 
 
 1 
 
 1 
 
 2 
 
 57 
 
 59 
 
 
 
 Nebraska 
 
 2 
 
 4 
 
 1 
 
 5 
 
 45 
 
 245 
 
 290 
 
 
 
 Kansas 
 
 2 
 
 3 
 
 4 
 
 7 
 
 36 
 
 175 
 
 211 
 
 20 
 
 
 Western Division: 
 
 
 
 
 
 
 
 
 
 
 Montana 
 
 
 
 
 
 
 
 
 
 
 Wyoming 
 
 
 
 
 
 
 
 
 
 
 Colorado 
 
 
 
 
 
 
 
 
 
 
 New Mexico 
 
 
 
 
 
 
 
 
 
 
 Arizona 
 
 1 
 
 3 
 
 3 
 
 6 
 
 13 
 
 43 
 
 56 
 
 38 
 
 
 Utah 
 
 
 
 
 
 
 
 
 
 
 Nevada 
 
 
 
 
 
 
 
 
 
 
 Idaho 
 
 1 
 
 
 1 
 
 1 
 
 15 
 
 93 
 
 108 
 
 
 
 Washington 
 
 2 
 
 
 3 
 
 3 
 
 229 
 
 273 
 
 502 
 
 
 
 Oregon 
 
 
 
 
 
 
 
 
 
 
 California 
 
 1 
 
 
 1 
 
 1 
 
 20 
 
 140 
 
 160 
 
 
 
 
 
 
 
 
 
 
 
 
 
48 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
 Table 5. — Summary of the statistics of the music departments of secondary schools, show- 
 ing the number of instructors, students, and graduates in music, and number of students 
 receiving certificates in music. 
 
 
 Schools 
 
 report- 
 
 ing. 
 
 Instructors in music. 
 
 Students enrolled in 
 departments of music. 
 
 Gradu- 
 ates in 
 music in 
 last 5 
 years. 
 
 Students 
 not grad- 
 uates re- 
 ceiving 
 certifi- 
 cates in 
 music in 
 last 5 
 years. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 United States 
 
 228 
 
 230 
 
 470 
 
 700 
 
 3,597 
 
 10,903 
 
 14,500 
 
 634 
 
 636 
 
 North Atlantic Division . . . 
 
 87 
 
 102 
 
 182 
 
 284 
 
 1,658 
 
 4,473 
 
 6,131 
 
 193 
 
 187 
 
 South Atlantic Division ... 
 
 34 
 
 32 
 
 69 
 
 101 
 
 274 
 
 1,769 
 
 2,043 
 
 108 
 
 78 
 
 South Central Division 
 
 35 
 
 23 
 
 49 
 
 72 
 
 329 
 
 1,370 
 
 1,699 
 
 89 
 
 45 
 
 North Central Division 
 
 61 
 
 61 
 
 136 
 
 197 
 
 1,207 
 
 2,771 
 
 3,978 
 
 218 
 
 177 
 
 Western Division 
 
 11 
 
 12 
 
 34 
 
 46 
 
 129 
 
 520 
 
 649 
 
 26 
 
 149 
 
 North Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 Maine 
 
 4 
 
 5 
 
 4 
 
 9 
 
 65 
 
 85 
 
 150 
 
 4 
 
 39 
 
 New Hampshire 
 
 8 
 
 5 
 
 10 
 
 15 
 
 132 
 
 405 
 
 537 
 
 5 
 
 
 Vermont.! 
 
 2 
 
 1 
 
 2 
 
 3 
 
 17 
 
 58 
 
 75 
 
 11 
 
 
 Massachusetts 
 
 17 
 
 29 
 
 38 
 
 67 
 
 270 
 
 787 
 
 1,057 
 
 40 
 
 
 Rhode Island 
 
 2 
 
 3 
 
 1 
 
 4 
 
 25 
 
 19 
 
 44 
 
 
 
 Connecticut 
 
 8 
 
 5 
 
 20 
 
 25 
 
 13 
 
 92 
 
 105 
 
 37 
 
 
 New York 
 
 23 
 
 27 
 
 54 
 
 81 
 
 341 
 
 1,357 
 
 1,698 
 
 45 
 
 91 
 
 New Jersey 
 
 8 
 
 7 
 
 22 
 
 29 
 
 80 
 
 461 
 
 541 
 
 9 
 
 20 
 
 Pennsylvania 
 
 15 
 
 20 
 
 31 
 
 51 
 
 715 
 
 1,209 
 
 1,924 
 
 42 
 
 37 
 
 South Atlantic Division: 
 
 
 
 
 
 
 
 
 
 
 Delaware 
 
 
 
 
 
 
 
 
 
 
 Maryland 
 
 4 
 
 3 
 
 2 
 
 5 
 
 64 
 
 234 
 
 298 
 
 25 
 
 
 District of Columbia. . . 
 
 5 
 
 12 
 
 11 
 
 23 
 
 
 243 
 
 243 
 
 9 
 
 3 
 
 Virginia 
 
 9 
 
 3 
 
 18 
 
 21 
 
 54 
 
 330 
 
 384 
 
 9 
 
 32 
 
 West Virginia 
 
 5 
 
 5 
 
 13 
 
 18 
 
 78 
 
 448 
 
 526 
 
 34 
 
 10 
 
 North Carolina 
 
 3 
 
 5 
 
 11 
 
 16 
 
 47 
 
 223 
 
 270 
 
 2 
 
 33 
 
 South Carolina 
 
 1 
 
 
 2 
 
 2 
 
 3 
 
 30 
 
 33 
 
 3 
 
 
 Georgia 
 
 4 
 
 3 
 
 6 
 
 9 
 
 3 
 
 115 
 
 118 
 
 20 
 
 
 Florida 
 
 3 
 
 1 
 
 6 
 
 7 
 
 25 
 
 146 
 
 171 
 
 6 
 
 
 South Central Division : 
 
 
 
 
 
 
 
 
 
 
 Kentucky 
 
 8 
 
 
 10 
 
 10 
 
 19 
 
 299 
 
 318 
 
 3 
 
 
 Tennessee 
 
 4 
 
 1 
 
 3 
 
 4 
 
 15 
 
 133 
 
 148 
 
 
 
 Alabama 
 
 5 
 
 4 
 
 12 
 
 16 
 
 45 
 
 289 
 
 334 
 
 20 
 
 10 
 
 Mississippi 
 
 3 
 
 
 4 
 
 4 
 
 4 
 
 67 
 
 71 
 
 2 
 
 
 Louisiana 
 
 
 
 
 
 
 
 
 
 
 Texas 
 
 6 
 
 11 
 
 8 
 
 19 
 
 162 
 
 242 
 
 404 
 
 31 
 
 13 
 
 Arkansas 
 
 5 
 
 3 
 
 5 
 
 8 
 
 42 
 
 126 
 
 168 
 
 32 
 
 18 
 
 Oklahoma 
 
 2 
 
 3 
 
 5 
 
 8 
 
 25 
 
 167 
 
 192 
 
 0 
 
 4 
 
 Indian Territory 
 
 2 
 
 1 
 
 2 
 
 3 
 
 17 
 
 47 
 
 64 
 
 1 
 
 
 North Central Division: 
 
 
 
 
 
 
 
 
 
 
 Ohio 
 
 8 
 
 15 
 
 17 
 
 32 
 
 190 
 
 377 
 
 567 
 
 22 
 
 14 
 
 Indiana 
 
 2 
 
 1 
 
 2 
 
 3 
 
 5 
 
 31 
 
 36 
 
 2 
 
 
 Illinois 
 
 12 
 
 8 
 
 32 
 
 40 
 
 55 
 
 468 
 
 523 
 
 23 
 
 2 
 
 Michigan 
 
 4 
 
 
 17 
 
 17 
 
 20 
 
 405 
 
 425 
 
 33 
 
 
 Wisconsin 
 
 10 
 
 15 
 
 12 
 
 27 
 
 268 
 
 288 
 
 556 
 
 28 
 
 
 Minnesota 
 
 2 
 
 3 
 
 7 
 
 10 
 
 53 
 
 82 
 
 135 
 
 
 
 Iowa 
 
 6 
 
 3 
 
 18 
 
 21 
 
 69 
 
 351 
 
 420 
 
 34 
 
 12 
 
 Missouri 
 
 10 
 
 12 
 
 16 
 
 28 
 
 128 
 
 348 
 
 476 
 
 45 
 
 
 North Dakota 
 
 
 
 
 
 
 
 
 
 
 South Dakota 
 
 2 
 
 1 
 
 3 
 
 4 
 
 136 
 
 88 
 
 224 
 
 
 
 Nebraska 
 
 2 
 
 
 5 
 
 5 
 
 28 
 
 71 
 
 99 
 
 8 
 
 131 
 
 Kansas .' 
 
 3 
 
 3 
 
 7 
 
 10 
 
 255 
 
 262 
 
 517 
 
 23 
 
 IS 
 
 Western Division: 
 
 
 
 
 
 
 * 
 
 
 
 
 Montana 
 
 
 
 
 
 
 
 
 
 
 Wyoming 
 
 
 
 
 
 
 
 
 
 Colorado. . 
 
 1 
 
 2 
 
 1 
 
 3 
 
 17 
 
 18 
 
 35 
 
 
 
 New Mexico 
 
 
 
 
 
 
 
 
 
 
 Arizona 
 
 
 
 
 
 
 
 
 
 Utah 
 
 
 
 
 
 
 
 
 
 
 Nevada 
 
 
 
 
 
 
 
 
 
 
 Idaho 
 
 
 
 
 
 
 
 
 
 
 Washington . . 
 
 2 
 
 3 
 
 2 
 
 5 
 
 59 
 
 54 
 
 113 
 
 
 
 Oregon 
 
 1 
 
 1 
 
 5 
 
 6 
 
 
 72 
 
 72 
 
 
 
 California 
 
 7 
 
 6 
 
 26 
 
 32 
 
 53 
 
 376 
 
 429 
 
 26 
 
 149 
 
Table 6. — Statistics of independent schools of music. 
 
 STATISTICAL TABLES, 
 
 49 
 
 •Ajijjqq jo ani^A 
 
 
 
 
 : N | » i i j i 
 
 
 •AjRjq 
 
 -q ut sauirqoA jo laqum^ 
 
 
 
 
 50 
 
 25 
 
 
 •sa'BaA q 
 m saj^oijijjao SuiAiao 
 -ai sai'Bnp'BjS :jou sjtiapnjs 
 
 
 
 430 
 
 4 
 
 38 
 
 
 •sjRaA q j.s'Bi ui sa^np^io 
 
 
 
 230 
 
 22 
 
 3 
 
 5 
 
 408 
 
 20 
 
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 sinoq oi Sut'joAap juao jaj 
 
 
 
 
 
 
 •oisnui oj. qaaM. jad 
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 u^qj. ajoui Snt'joAap ^uao laq 
 
 
 
 
 M M ! s i M 
 
 
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 *o © © • • -0*0 Oh O 
 
 © 
 
 •aiora jo sj^aA g jo 
 asjnoo iooqos q§iq fimjaid 
 -uioo sjuapnts jo iuao jaj 
 
 
 
 
 
 
 50 
 
 60 
 
 50 
 
 20 
 
 60 
 
 6 
 
 10 
 
 Shortest 
 period for 
 which stu- 
 dents are 
 received. 
 
 •4- 
 
 ! 
 
 c 
 
 £ 
 
 a 
 
 1 
 
 * 
 
 ) a 
 
 1 M 
 
 a 
 
 5 1 
 
 c 
 
 3 months . 
 
 10 weeks . . 
 do 
 
 do 
 
 5 weeks . . . 
 
 10 weeks . . 
 
 1 term 
 
 10 weeks . . 
 
 10 weeks . . 
 do 
 
 Students 
 enrolled in 
 department of 
 music. 
 
 T*V>J, 
 
 310 
 
 127 
 
 1,900 
 
 43 
 
 650 
 
 350 
 
 60 
 
 90 
 
 647 
 
 700 
 
 30 
 
 72 
 
 75 
 
 •ajemaj 
 
 280 
 
 109 
 
 1,760 
 
 10 
 
 550 
 
 250 
 
 20 
 
 85 
 
 (?) 
 
 (?) 
 
 10 
 
 51 
 
 50 
 
 •ai'BK 
 
 
 Instructors 
 in music. 
 
 T»WL 
 
 
 
 ^ t-h © O 00 *0 ION (M ^ L- 
 
 HH rH (NW 
 
 •aiBuiaj 
 
 
 *o 
 
 <N «KO rH <N rH OOgj rH rH »T5 
 
 •ai^K 
 
 
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 <N 00 ^ 0)0^ rH CO (M 
 
 In- 
 
 cor- 
 
 pora- 
 
 ted. 
 
 a 
 
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 >- 
 
 Yes. 
 
 Yp.s. 
 
 Yes. 
 
 Yes. 
 No . 
 
 No . 
 
 Yes. 
 
 No . 
 
 Yes. 
 
 No.. 
 
 No.. 
 
 No.. 
 
 No.. 
 
 Director of music. 
 
 ti 
 
 p 
 
 u 
 
 c 
 
 tr 
 
 Willis E. Bacheller. . . 
 
 John J. Hattstaedt.. . 
 
 C. Frederick Kellogg. 
 
 Kenneth M. Bradley. 
 Dr. W. W. Hinshaw. . 
 
 W. W. Leffingwell 
 
 Joseph Vilm 
 
 Walter Spry 
 
 Walton Perkins 
 
 Charles E. Watt 
 
 G. Guttenberger 
 
 Hyland E. Wilson 
 
 Name of institution. 
 
 King Conservatory of Mu- 
 sia, 
 
 American Conservatory of 
 Music. 
 
 Chicago Conservatory of 
 Fine Arts. 
 
 Bush Temple Conservatory. 
 
 Hinshaw Conservatory 
 
 Leffingwell Violin School. .. 
 
 Joseph Vilm American Vi- 
 olin School. 
 
 Walter Spry Piano School. . 
 
 Chicago Conservatory 
 
 Chicago Piano School 
 
 G. Guttenberger’s Violin 
 School. 
 
 Prof. Oscar Tunk’s School 
 of Music. 
 
 Zion City Conservatory of 
 Music and Art. 
 
 i— 
 
 CALIFORNIA. 
 
 CONNECTICUT. 
 Hartford 
 
 ILLINOIS. 
 
 Chicago 
 
 Chicago (523 S. West- 
 ern avenue) . 
 
 Chicago (Clark street) 
 
 Chicago (Kimball 
 Hall). 
 
 Chicago (243 Wabash 
 avenue) . 
 
 Chicago (243 Wabash 
 avenue) . 
 
 Chicago (203 Michigan 
 boulevard) . 
 
 Chicago 
 
 Chicago (Kimball 
 Hall). 
 
 Chicago (Lake View) . 
 
 Chicaeo 
 
 Zion City 
 
Table 6. — Statistics of independent schools of music — Continued. 
 
 50 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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 30 
 
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 31 
 
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 57 
 
 49 
 
 102 
 
 
 
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 106 
 
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 125 
 
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 855 
 
 500 
 
 260 
 
 63 
 
 125 
 
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 STATISTICAL TABLES. 
 
 51 
 
 
 $ 5,000 
 
 
 
 
 
 
 
 500 
 
 150 
 
 500 
 
 
 500 
 
 3,000 
 
 
 500 
 
 3,000 
 
 
 2,000 
 
 
 
 
 
 1,500 
 
 200 
 
 100 
 
 100 
 
 
 250 
 
 
 
 3,500 
 
 1,000 
 
 5,600 
 
 14 
 
 630 
 
 
 
 
 
 (M 
 
 
 
 
 
 
 
 
 
 32 
 
 
 354 
 
 
 
 
 
 
 
 
 
 
 
 
 
 20 
 
 118 
 
 8 
 
 5 
 
 15 
 
 8 
 
 45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 ’ '• 
 
 
 10 : 8 
 
 
 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 40 
 
 
 
 
 70 
 
 20 
 
 
 
 
 
 
 
 
 8 
 
 
 100 
 
 100 
 
 100 
 
 100 
 
 20 
 
 100 
 
 60 
 
 100 
 
 100 
 
 25 
 
 100 
 
 100 
 
 100 
 
 100 
 
 
 
 50 
 
 
 90 
 
 25 
 
 
 
 25 
 
 80 
 
 10 
 
 50 
 
 20 
 
 40 
 
 
 10 weeks . _ 
 
 do 
 
 1 session . . 
 
 20 weeks . . 
 
 
 
 fH 
 
 GC 
 
 < 3 J 
 
 > 
 
 10 lessons 
 
 5 weeks . . . 
 2 lessons . . 
 No limit. . 
 
 10 weeks . . 
 
 do 
 
 do.... 
 
 10 weeks. . 
 Term 
 
 10 weeks 
 
 3 months . 
 10 weeks . . 
 do 
 
 50 
 
 214 
 
 45 
 
 29 
 
 50 
 
 /665 
 
 97 
 
 700 
 
 41 
 
 115 
 
 110 
 
 200 
 
 106 
 
 95 
 
 41 
 
 610 
 
 165 
 
 200 
 
 82 
 
 406 
 
 135 
 
 40 
 
 146 
 
 35 
 
 29 *. 
 
 35 
 
 488 
 
 71 
 
 24 
 
 80 
 
 73 
 
 100 
 
 69 
 
 80 
 
 24 
 
 570 
 
 150 
 
 170 
 
 54 
 
 356 
 
 82 
 
 10 
 
 68 
 
 10 
 
 15 
 
 177 
 
 26 
 
 17 
 
 35 
 
 37 
 
 100 
 
 37 
 
 15 
 
 17 
 
 40 
 
 15 
 
 30 
 
 28 
 
 50 
 
 53 
 
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Table 6 . — Statistics of independent schools of music — Continued. 
 
 52 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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Table 7. — Statistics of departments of music in colleges and universities. 
 
 STATISTICAL TABLES, 
 
 53 
 
 •jfi'Biqn jo onjBA 
 
 
 
 
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 . . O 
 
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 ! ^ 
 
 8 • ! 1 
 
 •Ajtfjq 
 
 -i[ ui saumiOA jo laqranK 
 
 
 
 
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 63 
 
 500 
 
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 00 • 
 
 O 40 • 
 
 40 
 
 11 
 
 6 
 
 •oisnui oj 3[oo w rod ojoui jo 
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 •oisnui oj ^oom 
 jod smoq 9 u-eqj ssaj Sui 
 -joAap sjuapnjs jo juao jaj 
 
 100 
 
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 100 
 
 95 
 
 50 
 
 100 
 
 94 
 
 90 
 
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 -uioo sjuapnjs jo juao jaj 
 
 0 0 
 
 00 © © • O 00 40 0 
 
 rH 40 CS '40 0 05 05 
 
 Shortest 
 period for 
 which stu- 
 dents are 
 received. 
 
 1 term 
 
 1 month . . 
 
 1 month . . 
 
 1 month . . 
 1 lesson. . . 
 
 5 months . 
 
 18 weeks. . 
 
 6 months . 
 
 1 term 
 
 6 weeks... 
 
 Students 
 enrolled in 
 department of 
 music. 
 
 •pnox 
 
 90 CO £-<N O ^ t-h t-4 CO <M 4005 
 
 05 ^ OOO rH 00005 *00 05 hN 
 
 •aimuaj; 
 
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 88 0 Sog : 88 28 
 
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 c,< ° ^ 28 S % «« 55 S 3 00 
 
 Instructors 
 in music. 
 
 'I'BIOX 
 
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 In- 
 
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 Yes. 
 
 Yfis. 
 
 i 
 
 1 
 
 £ 
 
 No.. 
 
 No.. 
 
 Yes. 
 
 
 Director of music. 
 
 William L. Thick- 
 stum. 
 
 Mrs. Jewello H. Cren- 
 shaw. 
 
 Miss Mildred Bryant. 
 
 Madam Otto Blank- 
 hart. 
 
 Dwight C. Rice 
 
 Walter F. Skeele 
 
 Prof. Sehorcht 
 
 Oeore'p. M. ChadwiVk. _ 
 
 Edward D. Hale 
 
 Horatio Parker 
 
 Orwin A. Morse 
 
 Gertrude M. Leeper . . 
 
 Name of institution. 
 
 1 
 
 Ouachita Conservatory of 
 Fine Arts. 
 
 Arkansas Cumberland Col- 
 lege. 
 
 Philander Smith College 
 
 Occidental School of Music. . . 
 University of So. California . . 
 St. Mary’s College 
 
 Universitv of Colorado 
 
 Colorado College 
 
 Yale University 
 
 John B. Stetson University. . 
 Rollins College 
 
 A © 
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 5 ° S 
 
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 D >H 
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Table 7 . — Statistics of departments of music in colleges and universities — Continued. 
 
 54 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
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STATISTICAL TABLES, 
 
 55 
 
 
 *o 
 
 l> 
 
 
 
 
 
 
 88 
 
 | | 
 
 
 
 
 O 
 
 © 
 
 TJ1 
 
 100 
 
 
 
 
 
 
 
 
 2,500 
 
 
 o 
 
 co 
 
 
 
 
 
 
 :8 
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 - 
 
 
 
 
 
 
 
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 13 
 
 27 
 
 15 
 
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 100 
 
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 8 
 
 100 
 
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 75 
 
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 is 
 
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 1 
 
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 if 
 
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 11 weeks. . 
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 A nv timfi 
 
 No limit .. 
 10 weeks . . 
 Nn limit 
 
 No limit. . 
 
 10 weeks . . 
 9 weeks . . . 
 3 months . 
 
 5 months . 
 
 1 quarter . 
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 1 term 
 
 1 vfiflr 
 
 do 
 
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 £££ 
 
 «n 
 
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 R-H 
 
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 be 
 
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Table 7. — Statistics of departments of music in colleges and universities — Continued. 
 
 MUSIC EDU( 
 •Ajuiqil jo onjuA 
 
 > 
 
 H 
 
 M 
 
 o 
 
 fej 
 
 
 IN THE 
 
 Q 
 
 O 
 
 © CM 
 
 UNITED 
 8 8 • 
 
 STA 
 
 T1 
 
 3S 
 
 
 
 •AjBiqxi 
 
 ui soxunjoA jo aoquin^ 
 
 
 
 00 *0 
 
 ^ cm 
 
 00 rH 
 
 CO 
 
 O O • 
 
 *o CO • 
 
 
 
 
 
 
 •sjboA g jsiq ui oisnui 
 ui saj'BOijijjao Suiaioo 
 - oi soj'Bnp'BjS jou sjxiopnjg 
 
 
 
 : 
 
 
 
 
 
 CO 
 
 
 •siboA s 
 
 jsbj ux oisnxu ui saj'Bnp'BJO 
 
 ! 
 
 00 -HH • • CO • 1 
 
 SO «5<N 00 
 
 •oisnui oj ^oom. jod oioui jo 
 sinoq OX Suijoaop juoo ioj 
 
 
 
 3 : 
 
 
 
 
 
 
 
 •oisnui oj qooM. jod 
 sinoq oi UBqj seal ;jnq g 
 UBqj ojoui SuijoAop juaoaaj 
 
 • o 
 
 O CO 
 
 CM CM 
 
 
 
 • o 
 
 
 8 
 
 •oisnxu oj qaaAV 
 jad sinoq g ireqj. ssaj Sux 
 -joAap sjuapnjs jo juao ioj 
 
 100 
 
 90 
 
 48 
 
 77 
 
 100 
 
 100 
 
 100 
 
 100 
 
 88888 88 
 
 •oioui jo siboA g jo 
 asjnoo iooqos qSiq Sux jajd 
 -xnoo sjuapnjs jo juao ja<j 
 
 O 
 
 o 
 
 
 O *OOCM ■ O O COO^O 
 
 00 O CM -©CO CO r-H CM 
 
 8 • 
 
 
 Shortest 
 period for 
 which stu- 
 dents are 
 received. 
 
 3 months . 
 
 i 
 
 i 
 
 9 weeks . . . 
 
 9 weeks . . . 
 5 months . 
 No limit. . 
 
 5 months . 
 9 weeks . . . 
 4 months . 
 
 No limit.. 
 
 12 weeks. . 
 10 weeks . . 
 
 > co a 
 
 Jr^ 
 
 !S S 
 
 ;* ^ 
 
 \ 2 a 
 
 i 
 
 1 
 
 ) 
 
 ) 
 
 ) 
 
 Students 
 enrolled in 
 department of 
 music. 
 
 ‘IBJOX 
 
 lO io 
 
 05 o 
 
 00 CM CO ONN *Ot^CMI>CM O 00 
 
 C5 CO CO i — 1 CM CO CO ^ ‘O CO CO 00 t}i 
 
 •aiBiua^ 
 
 00 o 
 00 00 
 
 O CM CO CM 05 CO • CM CM rH O CM 
 
 00 COCM00 tH CM CM -050HCO CM ^ 
 
 •aiBj\[ 
 
 CM 
 
 CO c OH H H CM lOiOOOH O CO 
 
 rH CO rH rH ^ CO CO CM CM CM 
 
 Instructors 
 in music. 
 
 •IBjox 
 
 (NWCOOO CO CM CM rHrHCM CO CM *0 *0 CO ^ (M 
 
 •aiBiuaj 
 
 N •«!£) <M ! t-H j j <N • rH eo « »0 NH 
 
 •aiBK 
 
 • CM CO CM HWH HH 
 
 CO ?H cs ca HH 
 
 In- 
 cor- 
 po ra- 
 ted. 
 
 
 
 ui • • m m • a 
 
 a> • O a) a> • a 
 
 >h \y>* > 
 
 ) 00 CQ • 00 GQ • 
 
 ) 0) 0) O CD <D O 
 
 * y 
 
 Director of music. 
 
 Miss Louise Freyhofer 
 Melville W. Chase 
 
 £ 
 
 a 
 
 • > 
 
 ■y 
 
 jpc 
 • c 
 
 i§ 
 
 Elizabeth Bintliff, 
 A. M. 
 
 William L. Gray 
 
 Prof. J. M. Pearson. . . 
 
 Charles Hall 
 
 Fritz Kroull 
 
 Miss M. Elizabeth 
 Watkins. 
 
 R. P. Rider 
 
 Edgar S. Place 
 
 William C. Chalfant. . 
 
 Zeno Nagel 
 
 Blanche Whitaker I 
 
 Name of institution. 
 
 Michigan Agricultural College 
 Hillsdale College 
 
 O 
 
 ! CL 
 ;| 
 ! c 
 ! c 
 Is 
 
 ! c 
 
 IK 
 
 Olivet College 
 
 Carleton College 
 
 Parker College | 
 
 Clarksburg College 
 
 University of Missouri 
 
 Pritchett. College 
 
 William Jewell College 
 
 <p 
 
 t 
 
 o 
 
 'J 
 
 >> 
 
 2 a 
 -r tx 
 cs a 
 
 1 1 
 W p 
 
 ip 
 
 Tarkin College 
 
 Central Wesleyan College 
 
 Montana Agricultural College 
 University of Montana 
 
 State and post-office. 
 
 I 
 
 MICHIGAN. 
 
 Agricultural College . 
 Hillsdale 
 
 Holland 
 
 Olivet 
 
 MINNESOTA. 
 
 Northfield 
 
 Minneartolis 
 
 Winnebago 
 
 MISSOURI. 
 
 Clarksburg 
 
 Columbia 
 
 Glasgow 
 
 Liberty 
 
 • x 
 z 3 a; 
 
 ii 
 
 SI 
 
 Tarkio 
 
 Warrenton 
 
 MONTANA. 
 
 Bozeman 
 
 Missoula 
 
STATISTICAL TABLES. 
 
 57 
 
 O Q O O 
 
 s§ 
 
 100 
 
 OOOO 
 
 oo-^o 
 
 is 
 
 CO 
 
 CO 
 
 100 
 
 
 o 
 
 GO 
 
 100 
 
 100 
 
 iO 
 
 *0*0 0*0 
 NCOOW 
 
 *0 o 
 
 
 S 
 
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 o> 
 
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 3 a 
 
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 31 
 
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 3+^ 
 
 a 
 
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 • • CO H|N 
 
 CDi-H 
 
 CO 
 
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 CO T-H 
 
 
 r Ji m 
 
 sa 
 
 168 
 
 62 
 
 560 
 
 317 
 
 130 
 
 o 
 
 tB 
 
 LC 
 
 CN 
 
 I S 
 
 448 
 
 80 
 
 200 
 
 56 
 
 40 
 
 650 
 
 § 
 
 § 
 
 o 
 
 00 
 
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 150 
 
 80 
 
 160 
 
 56 
 
 
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Table 7 . — Statistics of departments of music in colleges and universities — Continued. 
 
 58 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
 •Aj'Biqn jo oni'BA 
 
 •Ai-Biqii 
 
 tn sannqoA jo laquin^ 
 
 88 
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 tn sapeogijiao Su’iAiao 
 -at sairnipuiS jou e^uQpnjg 
 
 CO iO ■ O 
 
 •si'eaA 9 
 
 q.stq tn oisnui tit sajunpuio 
 
 ®tf>OiONO«0>0 
 MH *0 W H i-( 
 
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 sinoq oi SuijOAap juao jaj 
 
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 sinoq oi nuqj ssa] jnq g 
 nt?qj ai oui guijOAap juaoiaj 
 
 •oisntn oj qaaAt 
 lad sinoq g ireqj ssaj Stq 
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 •aiotn io si'eaA g jo 
 asinoo looqos qSxq Sui^ajd 
 -moo sjuapnjs jo juao laj 
 
 OO CD O O Oi 
 
 ;88 
 
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 GO r* • GO • • ri 
 
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STATISTICAL TABLES. 
 
 59 
 
 CO HN 
 
 88 8 
 
 88 
 
 88 
 
 8 
 
 50 
 
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 co 
 
 
 OO 
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 50 
 
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 75 
 
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 14 weeks. . 
 
 12 weeks. . 
 
 1 lesson... 
 
 No limit. . 
 5 months . 
 
 1 month. . 
 5 months . 
 
 3 months . 
 do | 
 
 1 term 
 
 No limit. . 
 
 3 months . 
 
 1 month. . 
 9 weeks. . . 
 
 
 18 weeks. . 
 
 1 term 
 
 ■ 
 
 6 weeks . . . 
 3 months . 
 9 weeks . . . 
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 5 weeks . . . 
 
 8 
 
 100 
 
 97 
 
 103 
 
 ->fO 
 co oo 
 
 156 
 
 25 
 
 OJIOOCO 
 
 CONHN 
 
 325 
 
 00 O O O 
 
 ^cooo S 
 
 iOH 
 
 o »o 
 
 49 
 
 75 
 
 100 
 
 310 
 
 100 
 
 33 
 
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 o ^ oco 
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 CO 
 
 00 
 
 CO 00 »ON 
 
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 CO co 
 
 00 
 
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 TJ« 
 
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 00 
 
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 36 
 
 4 
 
 lO CO 
 
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 138 
 
 34 
 
 09 
 
 08 
 
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 5 a -* 3 
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Table 8. — Statistics of departments of music in colleges for women. 
 
 60 
 
 MUSIC EDUCATION IN THE UNITED STATES, 
 
 •Ainiqq jo 
 
 
 © © 
 
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 cm' t-T 
 
 
 
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 ui saunqOA jo joqum^; 
 
 
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 1,000 | 
 
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 00 
 
 S ~ : 
 
 
 
 
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 g jsb[ ui oisnui ui soj'Bnp'Bjf) 
 
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 © 
 
 20 
 
 20 
 
 
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 sinoq oi SuiJOAdp juao iaj 
 
 
 
 
 
 ! ° ’ 
 
 
 
 
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 sinoq ot u^qj ssaj jnq g 
 
 U’Bqj 01 OUT SuiJOAOp JU80 18J 
 
 
 40 © 
 
 
 
 40 © I 
 
 CM rH • 
 
 
 
 8 : 
 
 •oisnui oj 
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 40 © © © © 
 
 t- © © © © 
 
 8 j 
 
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 25 
 
 0 
 
 100 
 
 23 
 
 ooo o © o o 
 
 05 O Oi «5 »0 T ^ 
 
 
 Shortest 
 period for 
 which stu- 
 dents are 
 received. 
 
 . .. 
 
 
 18 weeks . . 
 No limit. . 
 
 I 
 
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 4 months . 
 1 month . . 
 
 No limit. . 
 3 months . 
 1 term 
 
 ; c 
 j 'C 
 
 > 
 
 • • 
 GQ * 
 ^ : 
 
 > $ u 
 ! « <S 
 ^ 0) 
 
 2^ 
 
 Students 
 enrolled in 
 department 
 of music. 
 
 ■JBJOJj 
 
 ioo io o ^ o o oo o o r- coiooh 
 
 0500 CO 00 rH HO - ^ 00 NTPHh* 
 
 CM. rH r-i rH t-H rH 
 
 •a[euiaj 
 
 ICO 40 O ^ O O 00 00 © O 05 40 © rH 
 
 0500 CO 00 rH rHOTJi rH t>- 00 CD ^ 0> N 
 
 CM rH rH rH rH 
 
 •aii?H 
 
 • © • • • • • ’ CM • rH TJH ! 0_©_ 
 
 * ; ; ; ; ; ; cm • • cm 
 
 Instructors 
 in music. 
 
 *m9x 
 
 40© CO © rH 40 t'- t^^CO ^ CM ^ CO. 
 
 •apmia^ 
 
 •^o> co co .-I cocoeo (N<Ncoca_ 
 
 •ainpf 
 
 : t- 
 
 
 ! 
 
 ^ : 
 
 A i 
 
 
 
 Yes. 
 
 Yes. 
 
 Yes. 
 
 Yes. 
 
 Yes 
 
 | Yes. 
 
 Yes. 
 
 Yes. 
 
 Yes. 
 
 Yes. 
 
 GG W_ 
 
 a? a? 
 
 • 
 
 Director of music. 
 
 a 
 
 a 
 
 a 
 
 C 
 
 (Z 
 
 c 
 
 a 
 
 j l 
 
 * • a3 
 
 |B (* S 
 
 if 1 1 
 
 ■a 5 i 
 
 |h5 m Z 
 
 :w s £ 
 
 Sister Helen Loyola . . . 
 J. Lewis Browne 
 
 K A . .Inst. 
 
 Alwyn M. Smith 
 
 Ferdinand naberkom . 
 Wm. EL Sherwood 
 
 i * 
 
 0 g 
 
 m P 
 
 h ^ 
 
 H * 
 
 >5 § 
 
 1 S 
 
 9 c 
 
 i 
 
 ) 
 
 i 
 
 ) 
 
 1 
 
 > 
 
 p 
 
 > 
 
 > 
 
 s 
 
 Henry W. Pearson 
 
 Name of institution. 
 
 § 
 
 a 
 
 'c 
 
 c 
 
 a 
 
 1= 
 
 a 
 
 .C 
 
 < 
 
 Judson College 1 
 
 Central College 
 
 Mills Pnllecrp, 
 
 § 
 
 « 
 
 P c 
 
 ! C. 
 
 ! $ 
 
 1 p 
 
 1 l 
 
 Southern Female College 
 
 La Grange Female College 
 
 Illinois College 
 
 St. Mary’s School 
 
 © 
 
 tuo a 
 
 t 
 
 i ? 
 
 0 4 
 
 1 1 
 
 § C 
 
 8 
 
 a 
 
 C 
 
 >C 
 
 1 « 
 
 * 
 
 : a 
 
 >pc 
 
 Owensboro College 
 
 : Logan Female College 
 
 State and post-office. 
 
 ALABAMA. 
 
 Marion 
 
 ARKANSAS. 
 
 Conway 
 
 CALIFORNIA. 
 
 DISTRICT OF COLUM- 
 BIA. 
 
 GEORGIA. 
 
 College Park 
 
 La Grange 
 
 ILLINOIS. 
 
 Jacksonville 
 
 Knoxville 
 
 ’ H 
 
 : w 
 
 • u 
 
 • p 
 
 ’ H 
 
 S 'A a 
 
 s M 
 
 8 5 
 
 A P 
 
 a 
 
 P 
 
 !i 
 
 II 
 
 Owensboro 
 
 Russellville 
 
STATISTICAL TABLES, 
 
 
 
 125 
 
 50 
 
 
 2,000 
 
 
 
 
 
 
 • O 
 
 :S 
 
 1,200 
 
 
 
 
 103 
 
 30 
 
 
 1,000 
 
 8 8 
 
 
 
 
 :8 
 . io 
 
 006 
 
 
 
 
 
 
 
 
 
 7-1 
 
 
 HON 
 
 8 
 
 19 
 
 • CM 
 
 Ol 
 
 
 iO 
 
 11 
 
 17 
 
 
 
 
 
 
 
 MOOO^CO O • ^ • 
 
 H H (N <N t- H CO • t-4 • 
 
 
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 • iO 
 
 
 
 
 
 • o 
 
 . TJ< 
 
 
 
 
 
 o 
 
 »o 
 
 
 100 
 
 50 
 
 7 
 
 
 
 
 O tH CO 
 
 TT CO 
 
 
 
 is 
 
 • O 
 
 ! °* 
 
 
 
 o 
 
 50 
 
 88 
 
 70 
 
 
 100 
 
 60 
 
 99 
 
 
 
 88 
 
 100 
 
 33 
 
 100 
 
 100 
 
 10 
 
 100 
 
 50 
 
 
 25 
 
 30 
 
 75 
 
 B8 888 8 8 
 
 C0*000»0*0 IP O O 
 
 CONON(NN T-I o a> 
 
 8 
 
 H 
 
 a 
 
 > 
 
 r* 
 
 Z J - - - 
 
 18 weeks . . 
 
 3 months . 
 | term 
 
 i term 
 
 6 months . 
 
 U 
 
 I 7 
 
 *>> 
 4 H( 
 
 t- 
 
 3 c; 
 ) a 
 
 Nr- 
 
 ! • l 
 
 ) ; C 
 
 *> ; p 
 
 4 • r- 
 
 ) 
 
 10 months 
 J hour 
 
 5 months . 
 
 1 year 
 
 1 semester 
 
 6 months . 
 
 1 semester 
 10 weeks. . 
 
 l year 
 
 3 88 a 888 322 8 s 
 
 CM HH CO ^ 
 
 OiOCO^OO lO (M OOO^ 
 
 15 8 ^^8 
 
 2 88 5! 888 823 8 R 
 
 rH HH CO ^ 
 
 MWN^OOO lO (M CM iO OJ 
 
 !5 8 ^^8 
 
 ! ! ! o co • • ! ! ! ! *o 
 
 • « . 00 • • .... 
 
 SMO j |N • • OHN 
 
 T-i CMCM ^ 10*0^ WOO t-H o NOWOOKCN T-J O 
 
 rH CM CM CO cocoes 'COCO O O lOOWiO^l'iO • CO ^(NN 
 
 £ ££ 
 
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 £ :£ £ 
 
 w m a) w 
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 DO CO 
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 © © o 
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 a P5 k 
 
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 S^'Sx, 
 
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 >3 
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 3 k 
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 53 O 
 
 ~ d & 
 
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 "6 
 
 I p o 
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 11 
 
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 ow®o 
 
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 MS 
 
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 hWh 
 
 boce k~ 
 
 pO rH O) 
 
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 3 8 
 
 gisIf&.sS 
 
 3 2 * ► 
 
 6££Sas* 
 
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 ODtf 
 
Table 8. — Statistics of departments of music in colleges for women — Continued. 
 
 62 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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 ui saunqoA jo jaqum_M 
 
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 CO lO 
 
 •oisnui oj qaaM lad ajora jo 
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 •oisnui oj 2 jaaAi jad 
 sinoq ot uBqj ssaj jnq g 
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Table 9. — Statistics of departments of music in normal schools. 
 
 STATISTICAL TABLES. 
 
 •si'BaA g ist?i ui ois 
 -nui ui sai'BOtjiiaao SuiAiao 
 -ai saq'Bnp'Big iou sitiapnig 
 
 •sjrBaA 9 
 
 g.STJi ui oisnui ui saiBnprcif) 
 
 •oisnui 5[aaAi jad ajour io 
 
 sinoq oi SuiiOAap iuao laj 
 
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 sjnoq oi u«m ssaj inq g 
 mqi ajoui SuiiOAap iuao ja j 
 
 •oisnui oi qaaAi 
 jad smoq g ui?m ssaj 3ui 
 -lOAap siuapnis jo iuao jaj 
 
 •ajoui io siuaA g jo 
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Table 9. — Statistics of departments of music in normal schools — Continued. 
 
 64 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 •sj'BoA g js^j ui ois 
 -nui ui sgjBoyijjgo Suiaioo 
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 •sjb 9A g 
 
 ^sbi ui oisnui ui sg^np'BJO 
 
 •Oisnui OJ 3[99M J9d 9JOUI JO 
 sjnoq 01 SuijOA9p juoo J9J 
 
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 U13qj 9JOUI SuiJOAOp JU90 J9<J 
 
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 -JOA9p SJU9pn}S JO JU90 J9<J 
 
 '8nS8 
 
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 osjnoo jooqos qSjq Suijojd 
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STATISTICAL TABLES, 
 
 65 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 28 
 
 8 
 
 i ^ 
 
 
 CO 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 OJ 
 
 
 
 
 o 
 
 
 
 
 
 
 
 
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 CO 
 
 CO 
 
 
 
 
 
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 [288 ‘°§§°§§ 
 
 8 8 
 
 
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 o o o o o 
 
 rH O O O 
 
 ! K 
 
 1 t- 
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 ! ^ 
 
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 iO 
 
 8 828282 
 
 888 8888 
 
 
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 20 weeks. . 
 
 2 years 
 
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 12 weeks. . 
 
 3 months . 
 
 a 
 
 cc 
 
 c 
 
 3 months . 
 
 1 week 
 
 No limit. . 
 12 weeks. . 
 
 10 weeks. . 
 
 18 weeks. . 
 
 2 years 
 
 2 years 
 
 20 weeks . . 
 2 years 
 
 217 
 
 109 
 
 107 
 
 143 
 
 5 
 
 
 260 
 
 202 
 
 57 
 
 50 
 
 400 
 
 41 
 
 1,160 
 
 100 
 
 231 
 
 80 
 
 8 8 8 
 y-i rH 
 
 882 
 
 ^ 
 
 200 
 
 60 
 
 102 
 
 143 
 
 
 onc oojoioh^ 
 
 rc O lO COCN^rt^cOcO 
 
 CN <N WON 
 
 245 
 
 102 
 
 100 
 
 (M CD 00 
 288 
 
 r>- © io • io 
 
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 CD C^OO OWOO -CO 
 
 (N NH(N(N • rH 
 
 rH lO 
 
 3 - 1 
 
 2532 
 
 HN hhhm COO ^(NCQHH^ CO (M t-H t-H 
 
 WHH 
 
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 1-1 • • |HH rH CO . Tji • (NHINH ’h CO rH H H 
 
 - : : 
 
 Edward E. Philbrook . .1 
 
 Miss May Brown 1 Yes. 
 
 Clara C. Prince No.. 
 
 Elizabeth D. Perry 1 
 
 T. W. Archibald 
 
 E. E. Sumner ! 
 
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 Frederick H. Pease 
 
 Helen H . Mason 
 
 John Schaller 
 
 Miss Elsie M. Shawe 
 
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 E. II. Williams 
 
 D. R. Gebhart 
 
 P. O. Landon 
 
 Miss Mabel E. Bray 
 
 E. H. Williams 
 
 C. W. Meeks 
 
 Miss Mary W. Bailey j„. 
 
 Irving W. Jones 
 
 Douglas H. Snyder 
 
 Edith V. Shame. 
 
 Kate Fowler 
 
 Miss Minnie M. Alger. . . 
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 50743—08 5 
 
Table 9. — Statistics of departments of music in normal schools — Continued. 
 
 66 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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 qs'Bi ur oisnui ur saqunpBJO 
 
 •oisnui oq 5[aaM jad ajoui jo 
 sj'noq oi SuiqoAap quao jaj 
 
 •oisnui oq qaaM jad 
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 •ajoiu jo sjuaA £ jo 
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STATISTICAL TABLES, 
 
 67 
 
 5! • *"* 
 
 
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 99 
 
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 100 
 
 25 
 
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 do 
 
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 12 weeks. . 
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 do 
 
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 20 weeks . . 
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Table 10 . — Statistics of departments of music in secondary schools . 
 
 
 68 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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STATISTICAL TABLES. 
 
 69 
 
 
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Table 10 . — Statistics of departments of music in secondary schools — Continued. 
 
 70 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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STATISTICAL TABLES, 
 
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Table 10. — Statistics of departments of music in secondary schools — Continued. 
 
 72 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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Table 10 . — Statistics of departments of music in secondary schools — Continued. 
 
 74 MUSIC EDUCATION IN THE UNITED STATES. 
 
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Table 10 . — Statistics of departments of music in secondary schools — Continued. 
 
 76 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
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PAST AND PRESENT TENDENCIES. 
 
 77 
 
 IY. PAST AND PRESENT TENDENCIES. 
 
 It already has been noted that the development of music educa- 
 tion has moved along four lines, namely, in the public schools, by 
 private teachers, in colleges and universities, and in independent 
 music schools. The impulse given by the old singing school, with its 
 crude attempts to teach the reading of music by note to adults, 
 naturally led to efforts in the same direction with children, and 
 music in the public schools was the result. The activity of individ- 
 uals resulted in a constantly increasing body of private teachers of 
 various instruments and musical theory. This body received many 
 accessions of trained musicians whom the unsettled social and 
 political conditions of Europe sent to this country, and who gained 
 their livelihood by teaching music. The gradual establishment of 
 schools of music and of departments of music in connection with 
 colleges followed, and the movement toward a formal music educa- 
 tion was fully launched. Undoubtedly, among these agencies there 
 were many with high ideals and more or less definite educational 
 purposes, but influences were quickly at work which were to give a 
 decidedly wrong bent to music instruction. Composition and per- 
 formance were the goals toward which all efforts were directed, and ^ 
 with no educational precedents existing for the guidance of those \ 
 engaged in it, music teaching rapidly became imbued with false ideals, / 
 and, in time, the affected virtuoso, the specialist, flourished, finding 
 many disciples, and the purpose of music education steadily narrowed. 
 
 It is not surprising, however, that the pedagogic development of 
 music in its earlier stages, under the conditions dominant in a country 
 whose energies were chiefly employed in the expansion of commerce 
 and manufactures, should be lacking in system. When the progress, 
 in the United States, of educational movements generally is con- 
 sidered, it is not remarkable that in an art so elaborate and complex 
 as music confusion should exist and much pioneer work be necessary, 
 and that mistakes both of commission and omission would be made 
 before music education should be fully understood, and the prin- 
 ciples on which it should be based be clearly formulated. While the v 
 historical statement may indicate the absence of a guiding principle, 
 a lack of unity in effort, and confusion of opinion as to what consti- 
 tuted the true office of music and the real nature of music education, 
 it also supplies evidence that there has been a demand for musical 
 culture, and that those who took upon them the labors of the pioneer 
 perceived this, and, realizing the need for a better education of the 
 people in music, were not astray in their estimate of what that need 
 was. The projectors of the old singing school builded better than 
 they knew when they attempted to initiate the people into the 
 mysteries of musical notation, and gave impetus to an impulse which 
 
78 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 ( 
 
 was to bear good fruit. Despite their slight musical equipment and 
 the crudity of their instruction, they were keen enough to perceive 
 that music was an important part of the life of the people and could 
 be made more productive of good by educating them in the essentials 
 of music culture. It was the departure from this purpose by those 
 who followed that gave rise to the confusion which so quickly devel- 
 oped as the cultivation of music increased, and that circumscribed 
 the scope of music education, limiting it for many years almost j 
 entirely to the field of professional training. 
 
 The practice of music, rapidly developing into well-defined opecial- 
 ties, each possessing its own peculiar technique and requirements of I 
 instruction, attracted a constantly increasing body of students ( 
 whose entire attention became more and more absorbed by the form 
 in which they were specially interested. This absorption in some 
 particular manifestation of music produced sharply drawn lines of 
 separation, and caused formulators of methods of instruction to lose !* 
 sight of two truths which underlie music education equally with 
 other forms, and which must be taken into account by those who 
 would place music where it rightfully belongs in the scheme of public 
 education: First, that to be educationally valuable music must speak 
 a message to the people at large, Who must be prepared to understand 
 and appreciate its utterances; and, second, that while there are , 
 
 various forms of musical manifestation they are all branches of the J 
 
 parent music trunk, their fruitfulness depending upon the proper ' 
 
 cultivation of the stem from which they derive their life; and ( 
 
 whether music be viewed from the standpoint of the creator, theorist, 1 
 
 performer, or pedagogue; whether it be taught in the public school, 
 the college, the university, the conservatory, or by private teacher, 
 underlying all instruction are basic educational principles requiring ^ 
 recognition and logical development; and however divergent the 
 activities of the different exponents of music eventually may become, { 
 there is a point where their specialization emerges from the parent art. 
 
 The failure of musicians to apprehend these truths has constituted I 
 the weakness of the educational activities of the past forty years. 
 
 /•It was the excessive emphasis placed on the vocational aspect of 
 r music, exalting it unduly, which relegated to the background and 
 ultimately obscured that view which sees in music a close connection 
 with social and national life, and opens up a vast field of cultural 
 v education in which the people can participate. This restriction of 
 the office of music has come to pass despite the fact that history is 
 replete with illustrations of the intimacy existing between it and 
 personal, social, and national life in the expression of the deeper 
 feelings of human nature. Dominated by this narrow view, the aim 
 ^ of music teaching has been the making of players and singers or the 
 development of composers, and back of the activities of those who 
 
PAST AND PRESENT TENDENCIES. 
 
 79 
 
 have dictated methods of instruction has been the conviction that 
 peculiar and pronounced talent must determine the advisability of 
 music instruction, those only who are so fortunate as to possess this 
 God-given ability being worthy of serious attention, while for the 
 less fortunate majority music is a sealed book. 
 
 This narrowness of outlook and the absence of definite standards 
 of instruction naturally have made themselves felt in music teach- 
 ing. Specialized forms of study have been thrust upon students 
 almost with the first lesson. Technique became the sine qua non of 
 all effort. No provision was made for foundational prepaTation, and 
 the necessity for any breadth of culture was entirely ignored. Music 
 departments and conservatories became technical training schools, 
 \^and private teachers emulated their example. Well-defined courses 
 of study, progressing logical^ and systematically from grade to grade 
 to the point where specialization could properly begin and specific 
 professional preparation be entered upon to advantage, were so rare 
 as to be a negligible quantity in estimating the status of music educa- 
 tion, and the correlation of music and nonmusic courses was prac- 
 tically unknown. The status of music in universities and colleges 
 was also unsatisfactory, on account of the reason for its installation 
 being in doubt, some holding that it should be for the purpose of 
 supplying a music education on a somewhat higher level than that 
 furnished by the primary grades, others seeking to secure for it 
 recognition as a professional specialty in common with other special- 
 ties of the university system, while the college authorities them- 
 selves looked upon it as a good thing for the treasury but of little or 
 no moment in the general scheme of education. Sharp distinctions 
 were drawn between the advocates of music as a part of the public 
 school work and those who, by right of their training and standing 
 as professional musicians, considered themselves the true exponents 
 of music. Lack of coordination and cooperation left a wide chasm 
 between the more elementary work, as carried on in the primary 
 grades, and the advanced courses outlined in colleges and univer- 
 
 sities. 
 
 The result of these conditions was the complete separation of 
 music from general educational thought. Trained educators natu- 
 rally were quick to perceive the lack of standardization in methods 
 and the pedagogic inefficiency of those to whom the development of 
 v. music education was intrusted, and of course gave music a valuation 
 Vo higher than that at which it was appraised by the majority of its 
 exponents. The unscientific character of music teaching, the preva- 
 lence of haphazard systems of instruction, and the undue emphasis 
 (placed upon the personal equation repelled educators, who accepted 
 /the statement of musicians themselves that temperament and natu- 
 ( ral endowment are indispensable in music education. The fact that 
 
80 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 not only the average teacher of music, whatever might be his or her 
 sincerity, was of restricted education and intellectual ambition, but 
 that too frequently music's most prominent exponents were of 
 equally narrow intellectual horizon, strongly militated against music 
 as an educational force. What has been the attitude of organized 
 educational forces toward music is significantly expressed in the oft- 
 repeated story of the principal of a girl's school, who asked a pros- 
 pective student, “Do you come here to study, or to take music?" 
 However unfair this attitude may be considered by those who, sound- 
 ing the depths of musical science and art, realize its potentialities, it 
 is apparently abundantly justified by the conditions which have 
 prevailed until within recent years. 
 
 Turning from this contemplation of past conditions and tendencies 
 to those of the present, we find many of the evils named still existing. 
 -The misapprehension of years is not easily removed, and the segre- 
 gation of teachers, the absence of standards, and the spirit of speciali- 
 I zation arising from the excessive cultivation of music as a vocation, 
 i which has dictated the various schemes of instruction for so many 
 V years, are conditions not to be quickly overcome. Yet there are 
 abundant indications that influences are now at work which have 
 leavened the lump and are already making themselves strongly felt. 
 /There has grown into appreciable proportions a class of musicians 
 I who decidedly deprecate the narrowness and inefficiency of the past, 
 yand are making strenuous and well-directed efforts to broaden the 
 character and improve the efficiency of music teaching. In the 
 meetings of their associations, in their studios and class rooms, and 
 in print they are carrying on a propaganda which strikes at the root 
 ^of the evils which have existed for so long a time. Earnest attempts 
 are made by exponents of music education in the public schools, con- 
 servatories, and colleges, and among private teachers to get together, 
 \ to establish standards, to unify courses of study, and to supply miss- 
 ing links in the educational chain. The day of the pretentious 
 virtuoso is past; there is a growing conviction that the long-cherished 
 belief that music teaching should be confined to those who are tem- 
 peramentally endowed is a serious mistake. The importance of 
 foundational work is being realized, and the beneficent effects upon 
 the musician of a broad culture are becoming more and more appre- 
 ciated. 
 
 Teachers of various instruments and of voice are making system- 
 atic efforts to prepare curricula which will be uniform in standard, 
 
 * doing away with the desultory and unregulated methods of the past. 
 Theorists are discussing questions the solutions of which will make 
 for uniformity. Teachers in public schools are steadily seeking to 
 / improve both the matter and the method of their phase of music 
 ^education, rectifying inaccuracies of grading and bridging over the 
 
PAST AND PRESENT TENDENCIES. 
 
 81 
 
 chasm between elementary and advanced grades. The cultivation 
 of music in its foundational aspects and as a part of the life of the 
 people is being given intelligent consideration. Pedagogic principles 
 as a basis for further development are being given attention, and the 
 trend is strongly toward efficiency, uniformity, coordination, and 
 cooperation. 
 
 The body of musicians to be inoculated with sound pedagogic 
 principles and breadth of view is large, many of its members are 
 isolated, commercialism is still strong, and many are yet too much 
 inclined to be satisfied with methods with which they are familiar 
 and too indifferent to take the trouble involved in improvement; but 
 the germ has been implanted, and although it may take time it will 
 do its work. 
 
 Perhaps the most significant fact which an investigation of present 
 tendencies shows is the marked change in their attitude toward music 
 of the dominating forces in educational movements to-day, namely, 
 the colleges and universities. While music is still made to feel that 
 it is only tolerated in some institutions, there has come to pass what 
 may rightfully be esteemed a remarkable change of heart upon the 
 part of many institutions of the highest grade and influence. It is 
 clear that the separation between music and general educational 
 thought is not only being rapidly lessened, but that it will completely 
 disappear in a much shorter time than past conditions would warrant 
 one in predicting. The report of an investigation of the present 
 status of music in colleges, conducted by a committee appointed by 
 the Eastern Educational Music Conference,® gives some exceedingly 
 interesting information on this point. A list of questions concerning 
 the granting of credit for the study of music, both for entrance and 
 during the college course, was sent to a number of leading universi- 
 ties and colleges in various parts of the country, but particularly in 
 New England and the Middle States, where educational precedent is 
 most strong. One hundred and twenty-three replies were received. 
 Fifty-eight institutions do not maintain music departments. Of these, 
 15 give the following reasons for the absence of such departments: 
 No means, 8; no demand, 3; music not a collegiate study, 3; lack of 
 time, 1. New York University replies: “If we were given an endow- 
 ment for such courses, we should offer them gladly. ” Of the remain- 
 ing 65 institutions, 58 give credit for the study of music, either at 
 entrance or during the course leading to a degree, or both. Among 
 the institutions granting credit in music both for entrance and toward 
 a degree are Amherst, Barnard, Beloit ; College of St. Angela, Colorado ; 
 Columbia University, Cornell University, Harvard University, Oberlin, 
 
 a The full report can be obtained by addressing Prof. Leonard B. McWhood, Columbia University, 
 New York City, N. Y. 
 
 50743—08 6 
 
82 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Radcliffe, Smith, State College of Washington, Syracuse University, 
 Tufts, Westminster, and Wilson. 
 
 Those that grant entrance credit but not toward a degree are 
 Leland Stanford University, University of North Dakota, and Uni- 
 versity of Tennessee. The first of these has no department of music, 
 and its recognition (August, 1907) of the value of entrance credit in 
 music to the amount of three points out of fifteen required is 
 significant. 
 
 Among the institutions that grant credit toward a degree but not 
 at entrance are the Universities of Arkansas, Colorado, Idaho, Illi- 
 nois, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Okla- 
 homa, Oregon, South Dakota, Washington, West Virginia, and Wis- 
 consin; Dartmouth and Mount Holyoke colleges, Northwestern 
 University, Ohio Wesleyan University, University of Nashville, 
 Vassar and Wellesley colleges, Yale University, and Converse College. 
 
 The subjects for which credit is given, and the number of colleges 
 granting such credit, are as follows: 
 
 Branches in which credit is allowed. 
 
 At en- 
 trance. 
 
 Toward 
 a degree 
 
 Musical appreciation, including history of music, etc 
 
 9 
 
 42 
 
 Harmony 
 
 18 
 
 47 
 
 Counterpoint, including fugue, etc 
 
 9 
 
 33 
 
 18 
 
 21 
 
 Composition, including form, etc 
 
 0 
 
 Practical music (performance) 
 
 10 
 
 
 The significance of these figures lies in the fact that these credits 
 are for the degree of bachelor of arts or its equivalent, and not for 
 professional courses. 
 
 V. CONCLUSION. 
 
 It is clear that the present status of formal music education is one 
 of transition. With many independent schools of music, colleges, 
 and universities offering well-conceived music courses of high stand- 
 ard, there is still lacking the unity and complete coordination of effort 
 that should characterize a well-grounded scheme of education. The 
 courses of each institution follow each other sequentially, but no 
 uniform standard is maintained by which their relative merit and 
 adaptability can be assured, and which will unify the work of all 
 institutions offering such courses into a thoroughly organized system. 
 Each school is a law unto itself; hence when a student presents credits 
 from one to another there is no basis of agreement as to the value of 
 such credits. Secondary schools, which in general education take 
 care to have their courses closely articulated with those of institu- 
 tions of higher education, attempt the same grade of music instruction 
 
WORKS ON MUSIC EDUCATION. 
 
 83 
 
 as the best equipped conservatory or college. There are no second- 
 ary music schools. A well-defined, properly regulated development 
 of music education from its most elementary to its highest grades 
 does not yet exist. 
 
 Music needs the college atmosphere, its spirit of culture, and its 
 well-directed effort. It needs the application to its methods of the 
 system and orderliness that characterize college work. These need 
 not, and will not, check its artistic attributes, but they will bring 
 to it system in classification and thoroughness and accuracy in the 
 coordination of its elements. That such a consummation will be 
 reached present conditions give basis for belief. 
 
 If this investigation of present conditions in formal music educa- 
 tion reveals weaknesses in organization and misdirection of effort, it 
 also shows decided gains in many essentials of future development. It 
 discloses great musical activity in colleges and universities, and by its 
 revelation of the critical attention now paid to the preparation of 
 music courses and their correlation with other subjects of the cur- 
 riculum, it gives encouragement to musicians to redouble their 
 efforts for the elevation of standards of musical scholarship in all its 
 phases. 
 
 WORKS ON MUSIC EDUCATION BY AMERICAN AUTHORS. 
 
 [A list of works on the history of music in America is given on pp. 16-17.] 
 
 Apthorp, William Foster. The opera past and present; an historical sketch. New 
 York, Charles Scribner’s Sons. 1901. 238 p. 12 mo. 
 
 Bartholomew, E. F., Ph. D., D. D. Relation of psychology to music. Rock Island, 
 111. , The New Era Publishing Company. 1902. 286 p. 12 mo. 
 
 Cutter, Benjamin. Harmonic Analysis; a course in the analysis of the chords of the 
 non-harmonic tones to be found in music, classic and modem. Boston, Oliver 
 Ditson Company. 1902. 130 p. 12 mo. 
 
 Dickinson, Edward, A. M. Guide to the study of musical history and criticism. 
 Oberlin, Ohio, Pearce and Randolph. 1895. 95 p. 12 mo. 
 
 Elson, Louis Charles. The national music of America and its sources. Boston, Mass., 
 L. C. Page & Co. 1900. 326 p. 16 mo. 
 
 Finck, Henry T. Songs and song writers. New York, Charles Scribner’s Sons. 1900. 
 249 p. 12 mo. 
 
 Goepp, Philip H. Symphonies and their meaning. 2 vols. Philadelphia, Pa., 
 J. B. Lippincott Company. 1898. 1902. 407 p. , 498 p. 12 mo. 
 
 Goetschins, Percy, Mus. Doc. Lessons in music form; a manual of analysis of all the 
 structural factors and designs employed in musical composition. Boston, Mass., 
 Oliver Ditson Company. 1904. 146 p. 12 mo. 
 
 Gow, George Coleman. The structure of music; an elementary text-book on notation 
 and harmony. New York, G. Schirmer. 1895. 200 p. 8vo. 
 
 Henderson, William James. The orchestra and orchestral music. New York, Charles 
 Scribner’s Sons. 1899. 238 p. 12 mo. 
 
 What is good music; suggestions to persons desiring to cultivate a taste in 
 
 musical art. New York, Charles Scribner’s Sons. 1898. 205 p. 12 mo. 
 
 Krehbiel, Henry Edward. How to listen to music; hints and suggestions to untaught 
 lovers of the art. New York, Charles Scribner’s Sons. 1896. 361 p. 12 mo. 
 
84 
 
 MUSIC EDUCATION IN THE UNITED STATES. 
 
 Manchester, Arthur L. Twelve lessons in the fundamentals of voice production. 
 
 Boston, Mass., Oliver Ditson Company. 1907. 92 p. 12 mo. 
 
 Mees, Arthur. Choirs and choral music. New York, Charles Scribner’s Sons. 1901. 
 251 p. 12 mo. 
 
 Merz, Karl, Mus. Doc. Music and culture; comprising a number of lectures and 
 essays. Philadelphia, Pa., Theodore Presser. 1890. 206 p. 8vo. 
 
 Russell, Louis Arthur. The commonplaces of vocal art; a plain statement of the 
 philosophy of singing. Boston, Mass., Oliver Ditson Company. 1907. 74 p. 
 
 12 mo. 
 
 White, William Alfred. Harmony and ear training. New York, Silver, Burdett & 
 Co. 1907. 207 p. 8 vo. 
 
SUBJECT INDEX. 
 
 [Titles of chapters and subchapters are printed in italics.] 
 
 Bibliography: 
 
 Works on the history of music in America, 16. 
 Works on music education by American au- 
 thors, 83. 
 
 Boston Academy of Music, 13. 
 
 Boston Conservatory of Music, 15. 
 
 Chicago College of Music, 15. 
 
 Cincinnati Conservatory of Music, 15. 
 
 Cleveland Conservatory of Music, 15. 
 
 Colleges and Universities: 
 
 Detail statistical table, 53. 
 
 Summary of statistics of music departments, 
 45. 
 
 Colleges for women: 
 
 Detail statistical table, 60. 
 
 Summary of statistics of music depart- 
 ments, 46. 
 
 Correlation of music and nonmusic courses, 40. 
 Courses of study in music offered by typical mu- 
 sical schools, 21-40. 
 
 Credit toward degree for music study in universi- 
 ties and colleges, 81. 
 
 Curricula of typical musical schools, 21-40. 
 
 Dana’s Musical Institute, 15. 
 
 Departments of music in colleges, etc., 15. 
 
 Detroit Conservatory of Music, 15. 
 
 Eastern educational music conference, 81. 
 Educational qualifications of music students, 42. 
 Entrance requirements of typical musical schools, 
 29, 35, 39. 
 
 Examinations for diplomas given by typical musi- 
 cal schools, 23, 28. 
 
 Handel and Haydn Society of Boston, 12. 
 Harvard Musical Association, 15. 
 
 Harvard University, 41. 
 
 Historical development of music study in the 
 United States, 11. 
 
 Independent schools of music: 
 
 Detail statistical table, 49. 
 
 Summary table of statistics, 44. 
 
 Libraries and museums, 43. 
 
 New England Conservatory of Music, 14, 41. 
 
 New York University, 81. 
 
 Normal schools: 
 
 Detail statistical table of music depart- 
 ments, 63. 
 
 Summary of statistics of music depart- 
 ments, 47. 
 
 Oberlin Conservatory of Music, 15. 
 
 Organ, outline of illustrative courses of study, 24 
 34, 38. 
 
 Philadelphia Musical Academy, 15. 
 
 Pianoforte, outline of illustrative courses of study, 
 24, 28, 33, 36. 
 
 Promotion of students, 41. 
 
 Receipts of music schools from instruction in mu- 
 sic, 43. 
 
 Schools and Conservatories of music, 14. 
 
 Singing, outline of illustrative courses of study, 23, 
 27, 28, ,34, 37. 
 
 Singing schools in early days, 12. 
 
 Secondary schools: 
 
 Detail statistical table of music depart- 
 ments, 68. 
 
 Summary of statistics of music depart- 
 ments, 48. 
 
 Violin, outline of illustrative courses of study, 24 
 34, 37. 
 
 NAME INDEX. 
 
 [The names given in the statistical tables are excluded.] 
 
 Apthorp, William Foster, 83. 
 Baker, B. B., 13. 
 
 Bartholomew, E. F., 83. 
 
 Baur, Miss, 15. 
 
 Brooks, Henry Mason, 16. 
 Clarke, Hugh A., 16. 
 
 Colburn, William, 13. 
 
 Cutler, Benjamin, 83. 
 Dickinson, Edward, 83. 
 Eichberg, Julius, 15. 
 
 Elson, Louis Charles, 17, 83. 
 Finck, Henry T., 83. 
 
 Goepp, Philip H., 83. 
 Goetchins, Percy, 83. 
 
 Gould, N. D., 12, 13. 
 
 Gow, George Coleman, 83. 
 Henderson, William James, 83. 
 Howe, Granville L., 17. 
 
 Jones, Darius E., 13. 
 
 Krehbiel, Henry Edward, 83. 
 
 Manchester, Arthur L., 84. 
 
 Mason, Lowell, 12, 13. 
 
 Mason, T. B., 13. 
 
 Mathews, W. S. B., 17. 
 
 Mees, Arthur, 84. 
 
 Merz, Karl, 84. 
 
 Morse, Prof. Edward S., 16. 
 
 Paine, John K., 16. 
 
 Parker, Prof. F A., 9. 
 
 Pratt, Prof. Waldo S., 5, 9. 
 
 Rice, Fenelon B., 16. 
 
 Ritter, Fr^d^ric Louis, 15, 16, 17. 
 Russell, Louis Arthur, 84. 
 
 Ryan, Thomas, 17. 
 
 Sonneck, Oscar George Theodore, 17. 
 Tourgde, Eben, 14. 
 
 Tuckey, William, 12. 
 
 Van Dyke, J. C., 17. 
 
 White, William Alfred, 84. 
 
 Ziegfeld, 15. 
 
 o 
 
 85 
 

 ‘I 
 
 I 
 
UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 5 
 
 WHOLE NUMBER 388 
 
 EDUCATION IN FORMOSA 
 
 By JULEAN H. ARNOLD 
 
 AMERICAN CONSUL 
 TAMSUI, FORMOSA 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1903 
 
TABLE OF CONTENTS. 
 
 Page. 
 
 Letter of Transmittal 5 
 
 Preface 7 
 
 I. Education under the Dutch (1624-1661). 
 
 1. The Dutch East India Company 9 
 
 2. Description of the inhabitants of South Formosa 9 
 
 3. Beginnings of Dutcli missionary work 11 
 
 v 4. Schools for the aborigines; methods of instruction 11 
 
 5. Rules for imparting religious instruction 12 
 
 6. Proposed college for training native clergy 13 
 
 7. Results of the labors of the Dutch 14 
 
 II. Education under the Chinese (1661-1683 and 1683-1895): 
 
 1. Koxinga and his successor 15 
 
 2. Conditions in Formosa when it became a Chinese possession 15 
 
 3. Education of the Chinese 16 
 
 (а) Object of education 16 
 
 (б) System of control 17 
 
 (c) Establishment of prefectural and district schools 17 
 
 (d) The Imperial examinations 18 
 
 (e) Work of Governor Liu Ming Chuan 19 
 
 (/) Private schools 19 
 
 4. Schools for the aborigines 21 
 
 (а) First attempts 21 
 
 (б) Schools established in 1735 22 
 
 (c) Educational work among the tribes in the East and South 23 
 
 ( d ) Aboriginal education under the progressive governor, Liu Ming 
 
 Chuan 24 
 
 5. Summary of education under the Chinese 26 
 
 III. Education under the Japanese (from 1895) 28 
 
 1. Status of education in Japan , 28 
 
 2. Conditions in Formosa 29 
 
 3. Establishment of an educational system 29 
 
 4. Census returns having to do with education 31 
 
 5. Schools for natives (Chinese) 31 
 
 (a) Elementary public schools 32 
 
 Administration, establishment, and maintenance 32 
 
 Buildings and equipments 33 
 
 Teachers 33 
 
 Course of study and text-books 35 
 
 Pupils 38 
 
 (b) Secondary public schools 41 
 
 The Language School 41 
 
 The Girls’ School 43 
 
 The Medical School 44 
 
 3 
 
4 
 
 TABLE OF CONTENTS. 
 
 III. Education under the Japanese (from 1895) — Continued. 
 
 5. Schools for natives (Chinese) — Continued. 
 
 (6) Secondary public schools — Continued. Page. 
 
 The Agricultural School 46 
 
 The Industrial Sugar School 48 
 
 (c) Private schools *. 49 
 
 6. Schools for the Japanese 51 
 
 (а) Elementary schools 51 
 
 (б) Secondary schools . 53 
 
 The Middle School 53 
 
 The normal department 57 
 
 The Girls’ Higher School 57 
 
 7. Schools for aborigines 57 
 
 8. Summary, contrasting education under the Japanese with education 
 
 under the Dutch and under the Chinese 59 
 
 Appendix: Missionary schools 65 
 
 (а) The Spanish Mission 65 
 
 (б) The English Presbyterian Mission 66 
 
 (c) The Canadian Presbyterian Mission 67 
 
 Index 69 
 
 ILLUSTRATIONS. 
 
 To face page. 
 
 Plate I. The Shirin Public School , 32 
 
 II. Class Room in the Language School 42 
 
 III. A Class in Physical Culture 44 
 
 IV. A Class in Reading in the Shirin Girls’ School 44 
 
 V. A, Taihoku City Elementary School for Japanese; B, Teachers and 
 
 Pupils of a School for Aborigines 52 
 
LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 
 Washington , June 25, 1908. 
 
 Sir: The manuscript which I am transmitting herewith, on Edu- 
 cation in Formosa, was prepared by Mr. Julean H. Arnold, American 
 consul at Tamsui, Formosa, and was sent by him to the Department 
 of State. Through the courtesy of the Smithsonian Institution, to 
 which office the paper had been transmitted by the Department of 
 State, I have secured it for publication in the Bulletin of the Bureau 
 of Education, and have the honor to recommend that it be published 
 as one of the numbers of that Bulletin for the current year. 
 
 The special interest attaching to this report of Mr. Arnold’s arises 
 from th*e fact that the educational campaign of the J apanese Govern- 
 ment in Formosa, which he describes with careful attention to essen- 
 tial details, offers a significant parallel to the educational campaign 
 which our Government is conducting, at no great distance from 
 Formosa and under somewhat similar conditions, in the Philippine 
 Islands. 
 
 Very respectfully, Elmer Ellsworth Brown, 
 
 G ommissioner. 
 
 The Secretary of the Interior. 
 
 5 
 
PREFACE. 
 
 With Japan and America entering the ranks of the colonizing 
 powers, the question of colonial education becomes particular^ im- 
 portant, especially so in view of the fact that education in both 
 Japan and America occupies a commanding position. It is rather 
 significant that the two great Pacific powers should have become 
 colonizing nations within three years of each other. 
 
 It is the purpose of this monograph to set forth the results of 
 Japan’s efforts to establish an educational system in Formosa, her 
 first colonial possession. In order that we may fully understand the 
 nature of the problem with which she has to contend, I have at- 
 tempted to describe somewhat fully the work of her predecessors in 
 the island, the Dutch and the Chinese. Thus the monograph has 
 naturally resolved itself into a history of education in Formosa. 
 While I have touched upon the subject of education in both China 
 and Japan, I have made no effort to describe conditions as they ob- 
 tain in those countries. For such a description the reader is referred 
 to Mr. Robert E. Lewis’s admirable book, The Educational Conquest 
 of the Far East. 
 
 For much of my material I have to acknowledge my indebtedness 
 to the Rev. William Campbell’s work, entitled “ Formosa under the 
 Dutch,” and to the official publications of the Formosan government. 
 I am especially indebted to Mr. Mochiji, director of education in 
 Formosa, and to Mr. Ogawa, his very able assistant, for their extreme 
 kindness in affording me every possible opportunity to study condi- 
 tions at first hand. 
 
 Julean TI. Arnold. 
 
 American Consulate, 
 
 Tamsui (Daitotei ) , Formosa. 
 
EDUCATION IN FORMOSA 
 
 I. — EDUCATION" UNDER THE DUTCH. 
 
 1. THE DUTCH EAST INDIA COMPANY. 
 
 To Holland the island of Formosa is indebted for its first schools. 
 In the early part of the seventeenth century, when the Dutch West 
 India Company was establishing trading posts and appropriating to 
 itself lands upon the American continent, the Dutch East India Com- 
 pany, unsuccessful in its efforts to drive the Portuguese from Macao 
 or to secure trading privileges upon the China coast, established itself 
 without opposition in the southern part of Formosa. This company 
 claimed the island by virtue of an agreement with China and pro- 
 posed to make it a valuable trading post. Instead of laboring to gain 
 the friendship of twenty-five or thirty thousand Hakka Chinese resi- 
 dents in the island, or that of a handful of wealthy Japanese traders, 
 already there, they wisely courted the good will of the aborigines who 
 owned the territory upon which they settled. They began to trade 
 with these natives and to colonize the country. They soon discovered 
 that their influence with the aborigines could be rendered more ef- 
 fective and their trade relations extended by converting them to 
 Christianity. Accordingly, in 1627 George Candidius, under ap- 
 pointment from the Dutch Government, joined the Dutch Company 
 in south Formosa to engage in religious and educational work among 
 the native tribes. 
 
 2. THE INHABITANTS OF SOUTH FORMOSA. 
 
 In his account of the inhabitants, Candidius describes the natives 
 as a savage and barbarous people, the men tall and robust and the 
 women short and stout. The color of their skin resembled that of 
 the East Indian. The men went about in the summer naked, while 
 the women, upon certain occasions, exhibited no shame in going about 
 in a similar state. Different villages often spoke different dialects and 
 were at continual warfare one with another. The people were as a 
 rule peacefully disposed toward foreigners and often very hospitable. 
 They showed no desire to cultivate their fields further than was neces- 
 48813—08 2 9 
 
10 
 
 EDUCATION IN FORMOSA. 
 
 sary to gain a meager subsistence, although their lands were ex- 
 tremely fertile. The women did most of the farming, while the 
 younger men seldom or never engaged in tilling the soil, their only 
 work consisting in hunting and fishing. The older men worked in 
 the fields, but not in the same fields with their wives, until after their 
 fiftieth year, nor did they live with their wives after having attained 
 that age. Adult males, until their fiftieth year, lived in villages, 
 separate from the women, stealing over at night to visit their wives. 
 Although a woman married young, yet it was considered a sin for her 
 to give birth to a child before her 37th year. 
 
 The men married after attaining the age of 21, and as a rule 
 married but one wife, although fornication and adultery were not 
 considered sins. According to Candidius, a village had no head- 
 man or chief, but was ruled by a set of 12 councilors, chosen from 
 among the male members of the tribe of upward of 40 years of age. 
 Contemporaneous records, however, point to the fact that custom in 
 the different villages varied in this particular, for instances are cited 
 in which villages had their chiefs and headmen. The councilors 
 w T ere in reality little more than police officers, their duties consisting 
 in seeing that the customs and ceremonies of the village were prop- 
 erly observed and that the commands of the priestesses were respected. 
 Theft, murder, manslaughter, and adultery were not punishable by 
 law, but custom decreed that the offended party or his relatives might 
 seek personal revenge by taking possession of certain property of the 
 offender in retribution. For instance, should a man have discovered 
 another in adultery with his wife, he was entitled to take from the 
 offender two or three pigs. 
 
 Candidius further states that, although these aborigines were un- 
 able to read or write, yet they had a form of religion which had been 
 handed down through successive generations. They acknowledged 
 many gods, among which were two principal ones. Priestesses acted 
 as interpreters for their gods and performed the sacrificial rites. 
 These priestesses also assisted in the burial ceremonies, which were 
 very elaborate and which lasted many days. The bodies of the de- 
 parted were submitted to a slow process of toasting for a period of 
 nine days, during which time the relatives indulged in much feasting. 
 After three years the skeletons were buried. According to common 
 belief, the soul after death met with either punishment or reward. 
 
 In warfare these natives were treacherous and cruel. Their weap- 
 ons consisted of swords, spears, and shields. They avoided open war- 
 fare, preferring to secure by stealth or cunning as many of the heads 
 of the enemy as possible. The securing of a head was an occasion 
 for great rejoicing, and after the flesh was boiled off the skull was 
 preserved as a trophy. Although the member of the tribe who could 
 display the greatest number of these trophies was held in high esteem 
 
EDUCATION UNDER THE DUTCH. 
 
 11 
 
 by his fellow-tribesmen, yet the only mark of respect recognized by 
 all was that to which one was entitled by virtue of seniority. 
 
 These tribes were, according to most writers, of Malay type, and 
 undoubtedly related to tribes inhabiting the Philippines. The Dutch 
 describe them as being superior to the Chinese with whom they came 
 into contact, but these opinions were, without doubt, influenced by a 
 prejudice against the Chinese resident in the island. 
 
 3. BEGINNINGS OF DUTCH MISSIONARY WORK. 
 
 After Candidius had learned the language of the natives, he ap- 
 plied himself assiduously to the task of bringing them into touch 
 with the doctrines of Christianity. Meanwhile helpers were sent 
 from Holland to assist in the missionary work. All educational work 
 undertaken by the Dutch in Formosa was done in the interests of 
 the Dutch church. Instruction was based upon the catechism, the 
 Lord’s prayer, and certain sermons. As the natives were divided 
 into many tribes* no two under the same chief or headman, and as 
 they had no literature or teachers to propagate their creeds, it was 
 deemed a comparatively easy matter to replace their religion by that 
 of Christianity. Naturally schools became a necessity, in order that 
 the people might learn to read and write their own language, that it 
 might serve as a medium for the propagation of the tenets of the 
 Christian faith. 
 
 4. SCHOOLS FOR THE ABORIGINES ; METHODS OF INSTRUCTION. 
 
 It is recorded that a school of 70 boys was opened in the year 1635 
 under a Dutch instructor who endeavored to teach the natives to read 
 and write their own language in roman letters. By the year 1645 
 there were schools established in seven or eight different villages. 
 About 600 boys and girls were in attendance in these schools, com- 
 mitting to memory a prescribed catechism, the Lord's prayer, and 
 other religious texts. It appears that but few were taught to write, 
 for in a school of 80 pupils only 17 were being taught to write, in 
 order that they might be trained as native teachers. Attendance in 
 the schools was compulsory, although this was contrary to the wishes 
 of the parents, who preferred that their children be permitted to 
 work in the fields. For this reason it was often necessary to distrib- 
 ute food and clothing among the pupils, in order to compensate for 
 their attendance at school. During one year 471 garments and about 
 385,000 pounds of rice were distributed among 500 pupils. The 
 Dutch teachers complained that the use of the ferule only tended to 
 encourage the pupils to run away from school; in fact, in the Rev. 
 M. Junius’s recommendation that a number of native students be sent 
 to Holland for training as clergymen, one of the reasons he assigned 
 
12 
 
 EDUCATION IN FORMOSA. 
 
 was that it was difficult to keep the pupils in the schools sufficiently 
 long to make them of any value to the church, while in Holland they 
 might be chastised without fear of their running away. Besides the 
 subjects above mentioned, pupils were also instructed in singing. 
 Schools for adult instruction were maintained, and attendance at 
 church was made compulsory. The Sabbath was observed with 
 strictness. All instruction was carried on in the native dialect, 
 although it was proposed from time to time to introduce the Dutch 
 language into the schools. 
 
 The school-teachers were for the most part Dutch ex-soldiers, who 
 after teaching for a short period were elevated to the position and 
 rank of schoolmaster. It appears that a mistake was made in elevat- 
 ing these soldiers to such positions, for the Formosa Consistory itself 
 admitted that little confidence could be reposed in the Dutch school- 
 masters. In the council for Formosa’s report to the president and 
 councilors of the government of India, in October, 1645, it was stated 
 in criticism of the conduct of the ex-soldier schoolmasters that “ the 
 greater number were guilty of drunkenness, fornication, and adul- 
 tery; in fact, led most scandalous lives, so much so that hardly a 
 fourth came up to our expectations.” By 1644 there Were 50 trained 
 native school-teachers, who received from the treasury of the com- 
 pany 1 real each a month, in addition to rations of rice which the vil- 
 lagers were in duty bound to contribute. It is said that the majority 
 of these were able to read and write. In 1645 it was deemed wise to 
 decrease the number of native schoolmasters to IT, and to advance 
 their pay fourfold, in order that they might be free to give all of 
 their time to their work, instead of being obliged to devote a portion 
 of it to work in the fields. 
 
 5. RULES FOR IMPARTING RELIGIOUS INSTRUCTION. 
 
 Up to 1651 the clergy and judiciary were linked together, the 
 latter being subservient to the former. By order of the governor- 
 general and councilors in 1651 the clergymen were discharged of all 
 civil and judicial services, in order that they might devote them- 
 selves more uninterruptedly to the conversion of the heathen ; but the 
 schoolmasters still remained under tlio, direct control of the clergy 
 and beyond the jurisdiction of the judicial functionaries, which fact 
 led to considerable friction between the civil and ecclesiastical 
 authorities, the former contending that a bad schoolmaster often 
 found shelter and protection under the wings of the clergy, thus 
 evading punishment. In the year 1657, by recommendation of the 
 consistory of Batavia, the consistory in Formosa drew up a set of 
 rules intended to establish a more concise and more uniform method 
 of imparting religious instruction. These rules were as follows: 
 
 First. That in the school for adults and young people the following only need 
 be learned by heart, namely, the two well-known catechisms, the smaller con- 
 
EDUCATION UNDER THE DUTCH. 
 
 18 
 
 tabling tliirty-nine and the larger sixty-nine questions and answers; the Lord’s 
 Prayer ; the Creed ; the Ten Commandments ; the prayers to be used before and 
 after meals, as also the morning and evening prayers. In connection with this 
 it should he observed that in no case whatsoever shall anyone be obliged to 
 learn both catechisms by heart, but only one; adults the lesser one, as they 
 know it only ; and the younger natives the larger catechism, as they till now 
 have learned from it and have already committed the greater part of it to 
 memory. 
 
 Secondly. That no scholar shall be obliged to learn more than the things 
 which have just been mentioned, and that none of them need be burdened with 
 any explanations or expositions in connection with the larger or the lesser 
 catechism, except it be out of school hours. 
 
 Thirdly. That all clergymen, catechists, and schoolmasters shall do what 
 they can to promote the knowledge of saving truth by giving proper instruction 
 from the catechism both to old and to young, not only in the churches and 
 schools, but also in the dwellings of the natives. 
 
 6. PROPOSED COLLEGE FOR TRAINING NATIVE CLERGY. 
 
 During the same year it was also proposed to establish a college 
 for the training of a select number of native clergymen. In pro- 
 posing a site for the building, one of the important considerations 
 appears to have been the selecting a place hedged in by the junc- 
 tion of two rivers of “ rapid current and great depth,” in order that 
 these might act as a barrier to prevent the escape of the students. 
 It was intended to select the thirty prospective students from as 
 many of the different villages as possible. It was desirable that they 
 should be of good character, and possess good memories and quick- 
 ness of apprehension ; be between 10 and 14 years of age, well 
 acquainted with reading and writing, and preferably from among 
 the children of the poor. As to the plan of instruction, it was pro- 
 posed that they be taught in the Formosan language in the morning 
 and in the Dutch language in the afternoon. For the Dutch language 
 a book written by Comenius, called the “ Door or Portal to Language,” 
 was recommended. As to the internal management of the seminary, 
 the following rules were proposed by the consistory: 
 
 1. That the subdirector shall have all the young people up in the morning 
 before sunrise; see that they properly dress, wash, and comb themselves, and 
 then arrange for morning prayers being read, all present reverently kneeling. 
 
 2. That before and after the usual lesson prayers shall be said or read. 
 
 3. That at meals — breakfast, dinner, and supper — a blessing shall first be 
 asked and afterwards thanks returned. 
 
 4. That while dinner and supper are being partaken of a chapter from the 
 Bible shall be read aloud. 
 
 5. That the young people in rotation shall read a chapter during dinner and 
 supper, and observe the same order with the prayers before and after meals and 
 lessons. 
 
 6. That no young person shall be allowed to leave the seminary without the 
 special permission of the director. 
 
 7. That the subdirector shall not be allowed to give more than a blow with 
 the ferule by way of punishment in case of misbehavior. 
 
14 
 
 EDUCATION IN FORMOSA. 
 
 8. That the young people who remain out longer than the time permitted 
 shall be punished as the director thinks fit. 
 
 9. That every day two monitors shall be appointed from among the young 
 people by turn, whose duty it will be to note those who speak any other language 
 than Dutch during college time, or who do not behave properly, and report 
 their names to fhe subdirector. 
 
 10. That the subdirector shall take special care in having the clothes of the 
 children kept neat and clean, the building itself properly cleansed, and all 
 things looked after that may tend to the advantage and well-being of the insti- 
 tution and its inmates. 
 
 Although this institution never became a reality, owing to the 
 impending conflict with the Chinese, yet these proposed regulations 
 serve to show the Dutch methods of dealing with the native pupils 
 after thirty years of experience. 
 
 Although thousands did “ give their names to Christ,” and hun- 
 dreds were enrolled in the schools as a result of the labors of the 
 Dutch missionaries and teachers, yet it appears that but few under- 
 stood the meaning of the religious formulae which they had com- 
 mitted to memory, and that the number who had remained in school 
 sufficiently long to learn to write was comparatively small. The 
 remarkably large attendance at both church and school was in re- 
 sponse to aggressive methods and was undoubtedly inspired by fear 
 of the Dutch authorities. But in the light of that day, the methods 
 of the Dutch w T ere not unusually severe. 
 
 T. RESULTS OF THE LABORS OF THE DUTCH. 
 
 As for results, one must be impressed by the extent of the achieve- 
 ments of these missionaries, especially when one considers the diffi- 
 culties under which they labored. They were obliged to conquer a half 
 dozen different Malay-Polynesian dialects. They were not free to give 
 their entire attention to ecclesiastical and educational work, for they 
 had come out primarily to serve the Dutch East India Company. This 
 company, owing to lack of funds and scarcity of men, pressed them 
 into service in civil and judicial capacities in addition to their other 
 duties. As soon as the Dutch missionaries and teachers had learned 
 the language and customs of the natives, they became especially use- 
 ful to the company as collectors of taxes, interpreters, judicial func- 
 tionaries, and even as tradesmen. Furthermore, they were obliged 
 to serve as pastors to the Dutch colony. It appears that the Dutch 
 comj^any spent something like 20,000 guilders a year on missionary 
 and educational work, and as they zealously guarded their own inter- 
 ests, they made religion and trade go hand in hand, the one serving 
 the other. Furthermore, the clergy were often at the mercy of the 
 caprices of the civil authorities, for the proposals of the consistory 
 were subject to rejection by the Formosan council. There were also 
 external causes which tended to interfere with the labors of the mis- 
 
EDUCATION UNDER THE CHINESE. 
 
 15 
 
 sionaries, principal among which was the opposition offered by the 
 Japanese resident in the island. 
 
 In spite of these difficulties and in spite of their own shortcomings, 
 their thirty-five years’ labors among the natives had a beneficent 
 effect. They found the people ignorant of letters and addicted to 
 many evil practices, and the}' left them a written language and im- 
 proved social customs. But the rapid influx of Chinese into the 
 island, following the departure of the Dutch, gradually obliterated 
 many of the good effects of the Dutch influence. According to Rev. 
 William Campbell, one of the leading present-day authorities upon 
 matters pertaining to the descendants of these tribes, the practice of 
 abortion appears to have died out entirely. “As to religion, indica- 
 tions were found among several tribes of a belief in evil spirits, and 
 in one supreme spiritual father, but no stated rites seem to be ob- 
 served.” The Reverend Campbell further states that about twenty- 
 five years ago he was told by a Chinese friend in Ivagi city of an 
 aboriginal tribe in the east which practiced a kind of baptism of 
 infant children, and the report appeared to him so trustworthy and 
 circumstantial that he Avas led to conclude that this must be some 
 genuine survival of the missionary work of tAvo hundred and tAventy 
 years ago. Of equal interest is the fact, as cited by the same author- 
 ity, that numerous manuscripts in romanized Formosan lately found 
 in the island are dated about the beginning of the nineteenth century, 
 thus proving that the art of reading and writing Avas handed doAvn 
 through successh'e generations by the people themselves. Mr. OgaAva, 
 acting superintendent of education for Formosa, states that there 
 exist to-day descendants of these tribes Avho still employ the roman 
 characters in writing. 
 
 II. — EDUCATION UNDER TIIE CHINESE. 
 
 1. KOXINGA AND HIS SUCCESSOR. 
 
 With the downfall of the Ming dynasty in China, a large influx of 
 Ming loyalists into Formosa made possible the passing of the island 
 into the hands of the famous Chinese pirate chieftain, Ivoxinga, avIio 
 had scarcely established himself as ruler of Formosa when he died. 
 It is recorded of Cheng Cning, his son and successor, that he ordered 
 schools to be established in every district throughout the island. 
 Examinations for civil positions Avere part of Cheng Ching's educa- 
 tional programme. As he ruled for but a feAV years, it is not to be 
 supposed that his educational measures were effectAely carried out. 
 
 2. CONDITIONS IN FORMOSA AVHEN IT BECAME A CHINESE POSSESSION. 
 
 When in 1683 China took possession of Formosa, instead of setting 
 up a colonial government she made it an integral part of the Chinese 
 
16 
 
 EDUCATION IN FORMOSA. 
 
 Empire, and for upward of two centuries governed it as a prefecture 
 of Fukien Province. The influx of Chinese into the island was so 
 rapid that by the middle of the eighteenth century the Chinese 
 population was estimated at more than 1,500,000. This population 
 was made up of discordant elements. The first Chinese to settle in 
 the island were the Hakkas, a courageous and industrious people. 
 They were treated in China as barbarians, hence a number of them 
 had sought refuge in Formosa before the Dutch came to the island. 
 The Fukienese Chinese, who since the beginning of the eighteenth 
 century had made up the bulk of the island’s Chinese population, 
 were never peacefully disposed toward the Hakkas. The so-called 
 Ming loyalists, whom the establishment of the Manchu dynasty had 
 driven from the coast of South China to Formosa, never seemed to 
 miss an opportunity to assist in setting up an independent govern- 
 ment in the island. Bands of brigands and pirates infested the 
 country during the whole of the Chinese regime. The official classes 
 in the coast towns of China found Formosa a splendid dumping 
 ground for undesirables. The savage tribes inhabiting more than 
 one-half of the island had always to be taken into account. Some of 
 the peaceful lowland tribes, including a number of those who had 
 come under the influence of the Dutch, were gradually absorbed by 
 the Chinese and adopted Chinese customs. But the greater portion 
 of the savage population never, during the whole of the Chinese 
 occupation, relinquished control of the entire eastern half of the 
 island, where they remained a constant menace to the peaceful ex- 
 ploitation of the lands in proximity to their territory. That the 
 Chinese rule had not succeeded in reconciling these discordant ele- 
 ments or in putting down brigandage or piracy, is evidenced by an 
 almost unbroken series of insurrections, rebellions, interclan feuds, 
 and depredations of bands of brigands and pirates during the whole 
 of the Chinese regime. 
 
 In the face of these disturbing elements it is not to be expected that 
 much was done in the way of establishing schools and affording the 
 masses opportunities for education. In fact, up to the time that 
 Formosa was made a separate province and placed under the rule of 
 the progressive governor, Liu Ming Chuan, in 1885, the educational 
 administration on the island, as well as the general civil administra- 
 tion, was indeed lax. 
 
 The educational problem with which the Chinese administration 
 had to contend naturally divides itself under two heads, namely, 
 (1) education of the Chinese, and (2) education of the aborigines. 
 
 3. EDUCATION OF THE CHINESE. 
 
 (a) OBJECT OF EDUCATION. 
 
 The object of education in Formosa, as in China, was to prepare 
 candidates for imperial examinations. As these examinations always 
 
EDUCATION UNDER THE CHINESE. 
 
 17 
 
 presupposed a knowledge of the Chinese classics and Chinese ancient 
 history, the government and private schools shaped their courses 
 accordingly. 
 
 (&) SYSTEM OF CONTROL. 
 
 The Chinese system placed education under the control of the 
 provincial authorities. In making Formosa a prefecture of Fukien 
 Province the question of furnishing educational facilities to the 
 Chinese was greatly simplified. Local conditions naturally made cer- 
 tain departures from the regular system obtaining in Fukien Province 
 proper inevitable. Being divided from the mainland by an inter- 
 vening channel 100 to 200 miles in width, it was found to be incon- 
 venient to place the control of educational matters in the island with 
 the governor of Fukien, who was ex officio director of education for 
 his province. At first the taotai of Amoy was made ex officio di- 
 rector of education. In 1728 the inspector of the administration of 
 the island of Formosa added to his other duties that of director of 
 education, but in 1752 the office passed to the control of the taotai 
 of Tainan (Formosa). In 1875 the governor of- Fukien established 
 the custom of spending a portion of the spring and autumn of each 
 year in the island, and from that time the duties of director of educa- 
 tion devolved upon him. 
 
 The system of government education, if it might be called a system, 
 included prefectural, district, and elementary schools. In propor- 
 tion to the population these were few indeed, and the greater portion 
 of the work done remained for the private school. The efficiency of 
 the system, judged from a Chinese view point, depended upon the 
 character of the local administration. The history of the island, while 
 a prefecture of Fukien Province, shows little evidence of enlightened 
 and public-spirited service on the part of the local officials. 
 
 (C) ESTABLISHMENT OF PREFECTURAL AND DISTRICT SCHOOLS. 0 
 
 In 1686 the Taiwan-fu Prefectural School, afterwards known as 
 the “Head School of Formosa,” was opened, the governor having 
 repaired for that purpose the old district school established by Cheng 
 Ching. This building was in reality a Confucian temple, with two 
 rooms set aside for school purposes. The number of students was 
 limited to 20, and the teacher’s salary fixed at 45 taels per year. 
 About the same time there were established two district schools, one 
 in the city of Tainan and the other at Kyuzo (about 8 miles north- 
 west of the present Hozan). The number of students allowed in these 
 two schools was 10 and 15, respectively. The prefectural and district 
 
 ® For a detailed list of schools established during the Chinese regime, see Table 1, page 
 27. We are not to suppose that all of the schools enumerated in. this list were maintained 
 until the coming of the Japanese, for local disturbances were of too frequent occurrence to 
 make such probable. 
 
 48813—08 3 
 
18 
 
 EDUCATION IN FORMOSA. 
 
 schools were supported by the house tax and by revenues from ad- 
 joining lands belonging to the schools. Repairs and building im- 
 provements were met from time to time by subscriptions from official 
 and private sources. 
 
 The duties of the teachers were described as follows: 
 
 1. To have control of the Temple of Sages connected with the 
 school. 
 
 2. Instruction, examination, and promotion of pupils. 
 
 3. Inspection of private schools. 
 
 In 1725, after a severe rebellion had been put down, Governor Lu 
 Chow issued a proclamation recommending the establishment of free 
 schools throughout the island, contending that they would be of 
 great assistance in teaching the people obedience and in exerting a 
 beneficent influence in checking tendencies to rebellion. Although no 
 substantial improvement resulted from the governor’s well-inten- 
 tioned proclamation, yet its issuance shows a recognition of the pos- 
 sibilities of a general education. 
 
 ( d ) THE IMPERIAL EXAMINATIONS. 
 
 Probably a still better token of the recognition of the efficacy of 
 learning is shown in the attitude of the authorities in securing for 
 the island proper recognition in the imperial examinations. As a 
 prefecture of Fukien Province, Formosa was entitled to the pre- 
 liminary examination which was held by the provincial literary 
 chancellor once each year. The successful candidates were entitled 
 to appear for the triennial examination at the provincial capital, 
 Foochow, where, owing to the fact that but a limited number of 
 degrees were to be conferred, the few candidates from Formosa stood 
 a very poor chance among the vast number from all over Fukien 
 Province proper. In 1688 the commander, of the army in Formosa, 
 by representations to the Throne, secured for the island the opening 
 of a special list of candidates, whereby one degree was allowed, but 
 in 1692 this special favor was withdrawn. In 1730, as a result of 
 representations from the inspection of education, an imperial decree 
 provided a special list of candidates for the island and one degree. 
 Six years later the number was increased to two. In 1808 the Em- 
 peror Chia Cheng conferred upon the residents of Formosa a special 
 favor by extending the number of degrees to three. This favor was 
 the result of overtures made by the governor after a tour of inspec- 
 tion throughout the island, in which he represented that it was due to 
 the patriotic motives of the rich residents of the plains that a volun- 
 teer force was raised in Formosa capable of putting down the pirat- 
 ical bands which up to that time had ravaged the coast towns. In all 
 probability the rich merchants were inspired by motives of self-pro- 
 tection rather than patriotism ; but this was an easy method of re- 
 
EDUCATION UNDER THE CHINESE. 
 
 19 
 
 warding them for their services, as the favored sons of these rich 
 residents might thus rise to positions of influence and power. In 
 1829 the Emperor Tao Kuang, upon a similar pretext, increased the 
 the number of degrees to four. Between the years 1874 and 1894 
 nine Formosan students received the third degree in the imperial 
 examinations in Peking. 
 
 The Emperor Tao Kuang had undoubtedly been greatly impressed 
 by the lawlessness existing in Formosa, for during his reign he 
 ordered that the Sacred Edict (the sixteen moral maxims of the Em- 
 peror Kang Hsi) be read upon the 1st and 15th days of each month 
 throughout the towns and the country districts of the island, instead 
 of being read simply in the larger cities, as formerly obtained. He 
 hoped thereby to instill in the minds of the inhabitants obedience and 
 reverence for learning. 
 
 It was not until the year 1875 that China gave to Formosa any 
 serious consideration. From that time the governor of Fukien was 
 ordered to reside in the island a certain portion of each year, that he 
 might, render to the island more effective service. By 1884 matters 
 in Formosa assumed sufficient importance to entitle the island to a 
 separate provincial administration, and upon Liu Ming Chuan was 
 conferred the honor of being the first governor of Formosa. 
 
 (e) WORK OF GOVERNOR LIU MING CHUAN. 
 
 During the entire history of the Chinese administration in For- 
 mosa all that is worthy of the name of education was the work of one 
 man, namely, the enlightened Governor Liu Ming Chuan. In 1885 
 this progressive official, quite in advance of his colleagues in similar 
 posts in China, inaugurated a system of reforms which bade fair to 
 place Formosa in advance of China proper in administrative meas- 
 ures. Among his reforms was the establishment in Taihoku, the 
 capital city, of a school for western learning. An Englishman, a 
 Dane, and a Chinaman educated abroad were retained as teachers, 
 and modern educational methods substituted for the old fossilized 
 system of instruction. As the wholesome effect of the administration 
 of one progressive official in China is often obliterated by the reac- 
 tionary measures of a nonprogressive successor, so in this case the 
 good beginnings made by Governor Liu Ming Chuan toward institut- 
 ing modern education in Formosa came to naught through the indif- 
 ference of his successor a few years later. 
 
 (/) PRIVATE SCHOOLS. 
 
 As the public and prefectural schools did very little for education, 
 it was the private school upon which in Formosa, as well as in China 
 proper, education really depended. A glance at the list of so-called 
 government schools (Table 1) and their student enrollments will 
 
20 
 
 EDUCATION IN FORMOSA. 
 
 readily convince one that these schools did not pretend to reach the 
 masses. Accurate statistics as to the number of private schools and 
 the student enrollment in such schools during any period of the 
 Chinese regime are unobtainable. It is to be presumed that there 
 was in Formosa a less proportionate number of children receiving 
 an education than in China proper. 
 
 Private schools in Formosa, as in China, were opened in the fol- 
 lowing ways: (1) Several families or members of a community com- 
 bined, rented quarters, and hired a teacher; (2) individuals or so- 
 cieties, philantliropically disposed, hired a teacher and opened a 
 school; (3) wealthy individuals retained tutors for their children; 
 (4) a scholar established himself in a village and received pupils for 
 such fees as their families could afford to pay. The private schools 
 aimed either to give a knowledge of reading and writing the 
 characters or to prepare pupils as candidates for the government 
 examinations. Those who attended for the first purpose studied from 
 two to eight years, while those who w r ere destined to prepare for the 
 examinations remained in school for upward of ten years. The 
 course of study included reading from the Chinese classics and the 
 Four Books, writing Chinese characters, composition, and versifica- 
 tion. 
 
 The pupils had no definite school hours, it being understood that 
 the services of the teacher were to be devoted to teaching from sun- 
 rise until sunset. Those retaining a teacher seemed to be bent upon 
 securing as much of his time in actual schoolroom work as the light 
 of day would permit, while those sending children to be instructed 
 were equally inconsiderate in the demands made upon these children. 
 A pupil’s daily schedule was something after the following manner : 
 
 6 to 7 a. m. Recitation (recite lesson of previous day). 
 
 7 to 8.30. Breakfast at home. 
 
 8.30 to 10. Read and recite portions of classics wliile teacher paraphrases. 
 
 i0 to 12. Writing. 
 
 12 to 1.30 p. m. Luncheon at home. 
 
 1.30 to 3. Writing. 
 
 3 to 4 or 5. Reading. 
 
 The more advanced pupils worked by themselves, the teacher 
 acting merely as guide. 
 
 The ordinary private school provided for 10 to 20 pupils and was 
 managed by one teacher. There were no classes, each pupil constitut- 
 ing a class by himself. The class room served also as the teacher’s 
 private quarters and he was responsible for its upkeep. The room 
 was provided with a tablet to Confucius or an image which was 
 placed at the front. Desks and chairs were furnished by the pupils, 
 who took them away at their departure. The private schools were 
 supported by entrance fees, tuition fees, presents on festival days, 
 
EDUCATION UNDER THE CHINESE. 
 
 21 
 
 and presents in kind. The entrance fee ranged from 5 cents to 50 
 cents and was sent to the teacher as a present. The tuition fee was 
 no fixed amount, but varied according to the ability of the parents to 
 pay. This fee increased with the number of years’ attendance of the 
 pupil. Ordinarily the fee was about 50 cents a year for new pupils 
 and 75 cents for more advanced students. The presents made upon 
 the four festival occasions were about equal in amount to the entrance 
 present. When the tuition fees were not paid in full, it was the 
 custom to make presents in kind, consisting of vegetables, charcoal, 
 peanut oil, and tea. Thus the income of the private teacher depended 
 upon the number of his pupils and the financial status of their 
 parents. This income ranged from $15 or $20 to $100 a year. 
 
 The greater portion of the pupils who attended the private schools 
 dropped their schooling after two or three years of study, the parents 
 being contented if their children had gained a superficial knowledge 
 of the Chinese characters, as this was, in reality, rather serviceable. 
 One of the features of the Chinese school which brought it into favor 
 with the parents was the fact that each pupil was a class unto him- 
 self ; hence the parents were privileged to utilize the services of their 
 children whenever they wished, as taking them out of school did not 
 interfere with the work of the other pupils. In fact, so long as the 
 teacher received the pupil’s tuition fee he was not particularly anx- 
 ious to encourage regular attendance at school. 
 
 It is worthy of note here that neither the public nor private schools 
 made any provision for female education, while the private schools 
 were established only for the Chinese, the savages being entirely 
 dependent upon the government schools especially provided for them. 
 
 4. EDUCATION OF THE ABORIGINES. 
 
 (a) FIRST ATTEMPTS. 
 
 A Ming loyalist, Chen Lao Wen, came to Formosa in 1662 to avoid 
 living in China under a Manchu dynasty. For twenty years he lived 
 with the Mekawan savage tribe and taught their children to read and 
 write Chinese, also administering Chinese medical treatment to the 
 elders of the tribe. 
 
 It was not until thirty-four years later, 1696, that the Chinese 
 administration in Formosa took up the work of educating the sav- 
 ages. We have already noted the remarkable work done by the Dutch 
 missionaries toward Christianizing the aborigines of southern For- 
 mosa. Up to the year 1875 the educational work of the Chinese 
 among the savages was confined to those tribes whose ancestors had 
 been under Dutch influence. In 1696 there was established in the 
 vicinity of Taiwan City by the Taiwan prefect a school for savages. 
 
22 
 
 EDUCATION IN FORMOSA. 
 
 There was one teacher appointed to this school, and the Three Char- 
 acter Classic and the Four Books were introduced as text-books. 
 The course of study was similar to that pursued in^the Chinese pri- 
 vate schools — that is, reading and writing the Chinese characters was 
 the main consideration. Food and books were supplied free to the 
 pupils to encourage their remaining in school, and they were provided 
 with calendars that they might become familiar with the Chinese 
 New Year and feast days. In 1728 it was recorded that the condition 
 of the savage children who were brought under the influence of this 
 school had greatly improved by virtue of their Chinese acquisitions. 
 
 (&) SCHOOLS ESTABLISHED IN 1735. 
 
 It was not until the year 1785 that any serious attempts were 
 made to educate any number of savage children. In that year, ac- 
 cording to record, about 50 schools were opened among tribes whose 
 ancestors had a century before received instruction from the Dutch. 
 Many of the children, even at that date, had been taught by their 
 parents to write their own language in roman characters. These chil- 
 dren naturally found it difficult to familiarize themselves with the 
 Chinese characters, and often used the roman letters to aid them in 
 memorizing the pronunciation. The authorities, fearing that the use 
 of the roman letters might militate against the acquirement of Chi- 
 nese, actually prohibited their use. 
 
 A Chinese scholar was appointed for each of the 50 schools. 
 Trained teachers were unknown under the Chinese system, as it was 
 presumed that any one with the attainments of a scholar was able to 
 impart his knowledge to others. The course of study prescribed for 
 these schools was quite similar to that which obtained among the 
 Chinese. The assistant teacher in the Taiwan Prefectural School 
 was made inspector of savage schools, and it was his duty to report 
 each season upon the progress of savage education. At the end of 
 the year 1736, this inspector reported that “ each savage child in these 
 schools is able to read the Four Books and simple poems without any 
 provincialisms, and their writing is proper.” This report was un- 
 doubtedly too sweeping in its generalizations, yet it is evident that 
 the educational work among the savage children at that time made 
 far more progress than at any other period during the whole of the 
 Chinese regime, with the possible exception of that under Governor 
 Liu Ming Chuan, one hundred and fifty years later. The remarkable 
 progress of savage education in the early half of the eighteenth cen- 
 tury was undoubtedly due to the fact that the savage tribes with 
 which the Chinese came into contact were at that time more peace- 
 fully disposed toward them than at any subsequent period. The chil- 
 dren had voluntarily adopted the Chinese dress and wore the queue. 
 
EDUCATION UNDER THE CHINESE. 
 
 23 
 
 Like many things Chinese, this educational work among the savage 
 tribes, so well begun in 1735, was destined through the lack of proper 
 attention to deteriorate and lapse. By 1751, its efficiency had been 
 reduced to such an extent that when the Kamaran tribe, near Gilan, 
 north Formosa, came under Chinese influence that year, no efforts 
 were made to establish schools among them. From 1736 to 1875, 
 there appears to have been little or nothing done to extend the educa- 
 tion^ the savage tribes. Many of the Pepohuans (peaceful savages) 
 had, during this time, through continuous intercourse with the Chi- 
 nese, gradually become “ Chinesed,” adopting the Chinese dress, man- 
 ners, and language. The savage schools in south Formosa lapsed. 
 
 (C) EDUCATIONAL WORK AMONG THE TRIBES IN THE EAST AND SOUTH. 
 
 In 1875 when the opening up of the southern and southeastern por- 
 tions of Taito Prefecture was undertaken, a plan for the education 
 of the savages of this district was drawn up. A special text-book, 
 Proverbs for the Instruction of Savages, was compiled, and, after 
 inspection by the viceroy of the Liang Min Provinces and the gov- 
 ernor of Fukien, adopted. The establishment of schools to carry out 
 this plan marks the first attempt upon the part of the Chinese to 
 educate the “ untamed ” tribes. The policy of the Chinese adminis- 
 tration up to that time had been to regard the eastern half of the 
 island, the portion inhabited by the untamed savage tribes, as beyond 
 the administrative area, and to prohibit their own people from cross- 
 ing the border line separating the savage territory from the rest of 
 the island. Taito Prefecture extended along the greater portion of 
 the east coast, and contained about 51,000 savages, or* one-half of the 
 entire savage population. The tribes in the southern and southeast- 
 ern parts of the prefecture belonged to the nonheadhunter groups, 
 and thus were less dangerous than those farther north. It was 
 planned to establish in this district 44 schools to afford proper facil- 
 ities for the instruction of these savages, but only 7 were actually 
 opened, 1 each at Pian, Baranyosha, Bakyseki, Kyaku, Suibi, Ba- 
 shisho, and Karenko. These schools aimed to teach reading and 
 writing. The Proverbs for the Instruction of Savages was adopted 
 as a text-book for reading. After two years of instruction the ma- 
 jority of the pupils attending these schools were, according to report, 
 able to understand and speak Formosan Chinese. Owing to an in- 
 creasing lack of interest on the part of both teachers and pupils, and 
 to a too frequent recourse to the infliction of corporal punishment, 
 the attendance in these schools gradually dwindled, and by 1886 they 
 existed in name only. 
 
 In 1876 the savage district in Koshun, the southernmost district in 
 the island, was opened, and Chinese were induced by grants of funds 
 
24 
 
 EDUCATION IN "FORMOSA. 
 
 to settle therein for agricultural purposes. District schools were 
 opened here, and for the first time in the history of the island Chinese 
 and savage children were educated together. Schools were estab- 
 lished as follows: 
 
 Location of school. 
 
 Attendance. 
 
 Chinese. 
 
 Savages. 
 
 Bun Ri Ho 
 
 2 
 
 8 
 
 Ko-to-zan 
 
 0 
 
 12 
 
 Sha Ma Ri 
 
 9 
 
 7 
 
 Rin ran 
 
 0 
 
 13 
 
 Korin 
 
 0 
 
 3 
 
 Shijukei : 
 
 0 
 
 7 
 
 Total 
 
 11 
 
 50 
 
 F or each savage child in attendance 500 cash a a month Were allowed 
 for food and stationery. The course of study was similar to that 
 prescribed for the Taito schools, and the final results were also much 
 the same, for by 1891 the attendance had dwindled to 13. 
 
 (d) SAVAGE EDUCATION UNDER GOVERNOR MING CHUAN. 
 
 In 1886, shortly after Formosa had become a separate province of 
 the Chinese Empire, the enlightened governor, Liu Ming Chuan, 
 established a department for the control of the training of savages 
 and the cultivation of their territory. Of particular interest is the 
 school which this department established among the Namakama tribe 
 of the Tsou group in Nanto Prefecture. This school was located at 
 the beginning of a road which had been opened in this prefecture, 
 through the savage country to thp east coast, this being the only road 
 that was ever opened through the savage territory in central Formosa. 
 This school was supposed to be the forerunner of others to be built 
 along the road directly to the east coast, and it was hoped by run- 
 ning this line of schools through the heart of the savage territory 
 that the tribes in that region would gradually be brought under 
 Chinese influence. The idea was without doubt an excellent one and 
 worthy the progressive attitude of the enlightened governor. But 
 Chinese educational methods were not adapted to an alien and savage 
 race, and when the Cantonese teacher in charge of the school at- 
 tempted to instill into the minds of his pupils a respect for Chinese 
 learning by free use of the rod, he soon found himself obliged to 
 resign because of the nonattendance of his pupils. 
 
 In the Gilan district (northeast Formosa) a number of the Kiloli 
 tribe of the Atayal group of head-hunters were, in 1889, induced by 
 the Chinese authorities to take up their abode in the vicinity of 
 Getsuibi Hill, where opportunities for education and training could 
 be accorded them. Owing to the prevalence of disease among this 
 tribe in their new location, they became superstitious and returned to 
 their old home. A second worthy project thus ended in failure. 
 
 “ 1 cash=l to 1.4 mills. 
 
EDUCATION UNDER THE CHINESE. 
 
 25 
 
 Governor Liu’s most elaborate scheme for the education and civili- 
 zation of the savages was contained in a proposition to found in 
 Taihoku City a school for the instruction of the children of the head 
 men of the various savage tribes. It was proposed to select the more 
 intelligent children of the savage chieftains and educate them in the 
 Chinese language and in the Chinese manners and customs; in a word, 
 to mold them into Chinese. After having accomplished this, they 
 were to be returned to their respective tribes, and in course of time 
 succeed their fathers as head men, when their influence would extend 
 throughout the tribes and result in civilizing, to some extent at least, 
 their fellow tribesmen. This scheme also involved the training of a 
 certain number of savages as Chinese interpreters to take the places 
 of the incompetent Chinese occupying those positions. Undoubtedly 
 the latter idea was a step in the right direction, for the Chinese who 
 had acquired a sufficient knowledge of the savage dialects to act as 
 interpreters were a notoriously corrupt class, and used their positions 
 to extort from the savages as much as possible. 
 
 According to these proposals, a school was opened in Taihoku in 
 March, 1888, with 20 pupils selected from among tTie sons of the 
 head men of the various tribes of the Atayal group in North Formosa. 
 A year later 10 more pupils were added to this number. The teach- 
 ing staff in this school consisted of one head teacher, who received a 
 salary of $15 a month, and three assistants, each of whom received $6 
 a month. Added to thi£ staff there was one interpreter. The stu- 
 dents ranged from 10 to IT years of age. Their course of study was 
 quite similar to that of the ordinary private school, and included the 
 following subjects: Chinese reading and writing; conversational les- 
 sons in the native dialect, as well as in Mandarin, the former in 
 order that they might not forget their own language; versification 
 and composition, for the advanced pupils. The books used were the 
 Three Character Classic, the Four Books, and the Five Ceremonial 
 Books. The children were all obliged to dress in Chinese clothes, 
 wear Chinese hats, shoes, and queues, and eat Chinese food. It is 
 said that they did not take kindly to the wearing of the queue. The 
 teachers were obliged to instruct them in Chinese manners and cus- 
 toms, and to escort them every three days on journeys about the city in 
 order that they might become familiar with the habits and customs 
 of the Chinese people. The pupils were allowed 4 cents a day for 
 food and 5 cents a month for stationery. Prizes not exceeding in 
 amount 15 cents a month were given for meritorious work. Living 
 quarters were provided for the pupils and a cook and coolie attended 
 them. In 1891 the first graduates were sent out from the school. 
 During the same year Governor Liu resigned his post, and his suc- 
 cessor, not in sympathy with his progressive measures, refused to 
 support the school, and the pupils were obliged to return to their sav- 
 age homes, where they discarded their Chinese dress, queues, and 
 48813—08 4 
 
26 
 
 EDUCATION IN FORMOSA. 
 
 manners, and proceeded promptly to forget all that had been taught 
 them. 
 
 Although Governor Liu s experiment in winning the savage tribes 
 to Chinese influence deserves naught but words of praise for the 
 spirit in which it was undertaken and for the thorough manner in 
 which it was carried out, especially when we contrast this work with 
 the shabby attempts of his predecessors toward bringing a savage 
 population under Chinese control, yet it must be conceded that he 
 was making a dreadful mistake in presuming to saddle upon these' 
 savage children an education and training which was out of all har- 
 mony with their native surroundings and could scarcely have had any 
 other effect than to alienate them from the members of their respective 
 tribes. The entire educational system of the Chinese was based upon 
 the imperial examinations for its objective point. Take away the 
 objective point and the system has little or nothing to recommend it. 
 This is doubly apparent when an attempt it made to fit the system 
 to an alien people. Governor Liu is hardly to be blamed for this. 
 During his time China had not yet come to recognize the futility of 
 her antiquated methods of education. 
 
 5 . SUMMARY OF EDUCATION UNDER THE CHINESE. 
 
 i 
 
 By way of summary, we may say for the Chinese educational ad- 
 ministration in Formosa that, while it appears that those in authority 
 generally recognized the fact that education might do much to in- 
 culcate in the minds and hearts of the people obedience and respect 
 for learning, there was a universal mistaking of instruction for edu- 
 cation. This fact was as true in China as in Formosa, hence it carried 
 with it no distinguishing traits by which we may contrast education 
 under the Chinese in Formosa with that under the Chinese in China. 
 But there did exist in Formosa conditions which militated against 
 progress in educational work of any sort. The discordant elements, 
 the local disturbances, the constant presence of undesirable characters, 
 and the political isolation from China proper, have all been touched 
 upon as forces combining to make unfavorable conditions for a strong 
 administration in educational matters and need no further comment 
 here. 
 
 The only thing which seems to have kept the spark of educational 
 effort burning in Formosa during the whole of the two centuries of 
 Chinese rule was the Government imperial examinations, which nom- 
 inally offered much, but in reality offered little or nothing, although 
 they did result in impressing upon the minds of the masses a sense of 
 the exalted position of the scholar, and undoubtedly kept private edu- 
 cation at a higher standard than would have obtained otherwise. 
 
 The name of Governor Liu Ming Oman might well be engraven 
 upon tablets of stone in commemoration of his work in the cause of 
 
EDUCATION UNDER THE CHINESE, 
 
 27 
 
 education in Formosa, when we contrast his work with that done by 
 his fellow-countrymen. His attempts at introducing into Formosa 
 western schools and western education at a time when the Chinese 
 Empire had manifested but a spasmodic sympathy toward institu- 
 tions of western learning will always mark him as one of China’s 
 more enlightened leaders, especially when it is considered that his 
 progressive measures were in reality opposed by those upon whom he 
 had to depend for their execution. His efforts toward solving the 
 savage problem by educating the sons of tribal head men in Chinese 
 manners and customs and molding them into a Chinese people that 
 they might return to their tribes and in turn civilize them, are de- 
 serving of commendation for their sincerity of purpose. Although 
 he erred in misjudging the adaptability of the Chinese civilization of 
 his day to an alien and savage race, yet the fact remains that he did 
 more toward opening up the savage territory and bringing the sav- 
 ages into closer communication with the Chinese than any of his 
 predecessors. 
 
 Table 1. — Public schools established during the Chinese regime. 
 
 Location. 
 
 Year 
 
 estab- 
 
 lished. 
 
 Pupils. 
 
 Teachers. 
 
 How supported. 
 
 1. Tainan 
 
 1686 
 
 20 
 
 2 
 
 Subscriptions and property belonging 
 to school. 
 
 2. Tainan 
 
 1686 
 
 10 
 
 2 
 
 Do. 
 
 3. Anping 
 
 1686 
 
 15 
 
 2 
 
 House tax and school property. 
 
 4. Tainan 
 
 1705 
 
 24 
 
 2 
 
 Do. 
 
 6. Kagi 
 
 1707 
 
 10 
 
 2 
 
 Local revenues and properties belong- 
 ing to school. 
 
 6. Ensuiko 
 
 1708 
 
 Unknown. 
 
 1 
 
 Do. 
 
 7. Tainan 
 
 1721 
 
 94 
 
 2 
 
 Contributions. 
 
 8. Tainan 
 
 1727 
 
 Unknown. 
 
 2 
 
 Government. 
 
 9. Shoka 
 
 1727 
 
 15 
 
 2 
 
 Do. 
 
 10. Shoka 
 
 1746 
 
 Unknown. 
 
 1 
 
 Properties of school. 
 
 11. Gilan 
 
 1753 
 
 17 
 
 1 
 
 Do. 
 
 12. Toroku 
 
 1754 
 
 Unknown. 
 
 1 
 
 Do. 
 
 13. Hozan 
 
 1755 
 
 Not fixed. 
 
 2 
 
 Do. 
 
 14. Kagi 
 
 1760 
 
 Unknown. 
 
 1 
 
 Do. 
 
 15. Pescadores 
 
 1767 
 
 Unknown. 
 
 2 
 
 Properties of school, contributions, and 
 subsidy from district office. 
 
 16. Shinchiku 
 
 1782 
 
 Unknown. 
 
 2 
 
 Properties of school. 
 
 17. Kagi 
 
 1821-51 
 
 Unknown. 
 
 1 
 
 Do. 
 
 18. Shinchiku 
 
 1825 
 
 10 
 
 2 
 
 Unknown. 
 
 19. Banka 
 
 1848 
 
 Unknown. 
 
 1 
 
 Government. 
 
 20. Kagi 
 
 1868 
 
 Unknown. 
 
 1 
 
 Properties of school. 
 
 21. Banka 
 
 1880 
 
 4 
 
 1 
 
 Government. 
 
 22. Taihoku 
 
 1881 
 
 20 
 
 2 
 
 Do. 
 
 23. Taihoku 
 
 24. Horisha 
 
 1881 
 a 1884 
 
 Unknown. 
 
 2 
 
 Properties of school. 
 
 25. Shinshin 
 
 1883 
 
 Unknown. 
 
 Unknown. 
 
 
 26. Tainan 
 
 1887 
 
 80 
 
 2 
 
 Do. 
 
 27. Taihoku 
 
 1887 
 
 
 2 foreigners 
 and sev- 
 eral Chi- 
 nese. 
 
 Government. 
 
 28. Bioritsu 
 
 1888 
 
 Unknown. 
 
 1 
 
 Unknown. 
 
 29. Taichu 
 
 1890 
 
 Unknown. 
 
 Unknown. 
 
 Partly by Government. 
 
 30. Taichu 
 
 1890 
 
 20 
 
 2 
 
 Unknown. 
 
 31. Taitotei 
 
 1891 
 
 Unknown. 
 
 1 (a Dane). 
 
 Government. 
 
 32. Taihoku 
 
 1894 
 
 Unknown. 
 
 Unknown. 
 
 Unknown. 
 
 33. Kelung 
 
 1894 
 
 Unknown. 
 
 Unknown. 
 
 From certain tax funds. 
 
 a School not completed. 
 
 Note. — N os. 1, 2, 5, 9, 18, and 21 are district schools. No. 27 is the school for western 
 learning. No. 31 is a school designed for training telegraph operators. 
 
28 
 
 EDUCATION IN FORMOSA. 
 
 Table 2. — Private and quasi-public schools established during the Chinese 
 
 regime. 
 
 Anping (Tainan) 
 
 Hozan 
 
 Kagi 
 
 Pescadores 
 
 Taiwan (Taichu) 
 
 Shoka 
 
 Toroku 
 
 Bioritsu 
 
 Horishaa 
 
 Tamsui 
 
 Shinchiku 
 
 Kelung 
 
 Total 
 
 District. 
 
 Private 
 
 schools. 
 
 226 
 
 Quasi- 
 
 public 
 
 schools. 
 
 1 
 
 2 
 
 1 
 
 8 
 
 2 
 
 4 
 
 b 26 
 4 
 8 
 
 Total. 
 
 22 
 
 232 
 
 9 
 
 4 
 
 4 
 
 20 
 
 10 
 
 4 
 26 
 
 5 
 8 
 1 
 
 345 
 
 ° For savages. h Estimated, 1876. 
 
 Table 3. — Schools for savages established by the Chinese. 
 
 Date of 
 estab- 
 lish- 
 ment. 
 
 1682. 
 
 1735.... 
 
 1875.... 
 
 1876.. .. 
 
 1887.. .. 
 
 1888.. .. 
 1888. . . . 
 
 Location. 
 
 Tribe or group. 
 
 Teach- 
 
 ers. 
 
 Subjects taught. 
 
 
 Mekawam 
 
 1 
 
 Reading and writ- 
 ing. 
 
 do 
 
 South Formosa (Tai- 
 
 Same as came un- 
 
 1 
 
 nan and Hozan). 
 
 Shora, Kagi, Ensui- 
 ko, Koroku, Shin- 
 chichu. 
 
 Traito Prefecture, 
 along east coast. 
 
 Koshun 
 
 der influence of 
 Dutch. 
 
 do 
 
 50 
 
 do 
 
 Amis, Paiwan 
 
 7 
 
 do 
 
 Payuma 
 
 16 
 
 do 
 
 Nanto 
 
 Kamakama 
 
 1 
 
 do 
 
 Gilan 
 
 Keiloh ( Atayal) 
 
 Atayal tribes 
 
 1 
 
 do 
 
 Taihoku city 
 
 4 
 
 Versification, com- 
 
 
 
 
 position , and con- 
 versation. 
 
 Text-books used. 
 
 Chinese classics. 
 Do. 
 
 The Four Books 
 a - n d simple 
 poems. 
 
 Proverbs for in- 
 struction of sav- 
 ages. 
 
 Do. 
 
 Classics. 
 
 Do. 
 
 Notes. — The school established in 1862 was a private institution, all others being 
 Government schools. 
 
 As a rule there was but one teacher to a school. 
 
 The student enrollments in the above schools are for the most part unknown ; however, 
 in the case of the Koshun schools there were 61 pupils enrolled ; in the Nanto school, 13 
 enrolled ; in the Taihoku city school, 30 enrolled. 
 
 III. — EDUCATION UNDER THE JAPANESE. 
 
 1. STATUS OF EDUCATION IN JAPAN. 
 
 When Japan in 1895 took possession of the island of Formosa 65.4 
 per cent of her children of school age were under instruction. Her 
 national school system, established in 1870, had by the year 1895 suc- 
 ceeded in enrolling so great a proportion of her children. The Em- 
 peror’s decree of 1871, “ It is intended that henceforth education shall 
 be so diffused that there may not be a village with an ignorant family 
 nor a family with an ignorant member,” is in Japan well on the way 
 to realization, for returns for the year 1906 show 97 per cent of the 
 
EDUCATION UNDER THE JAPANESE. 
 
 29 
 
 boys and 91 per cent of the girls of school age under instruction. We 
 are now to note the extent to which this decree is to be interpreted as 
 embracing her first colonial possession. 
 
 2. CONDITIONS IN FORMOSA. 
 
 In June, 1895, when Japan took formal possession of Formosa, she 
 found conditions in the island distinctly unfavorable to an immediate 
 peaceful occupation. At that time the native (Chinese) population 
 numbered about 2,600,000. There were also 100,000 aborigines, who 
 occupied the mountainous eastern half of the island. As mentioned 
 in the previous section, the Chinese had never succeeded during the 
 two centuries of their occupation in effectively pacifying the island. 
 When the Japanese made an effort to take possession they were met 
 on all sides by armed opposition, and were obliged to carry on actual 
 warfare against a rebel population. 
 
 3. ESTABLISHMENT OF AN EDUCATIONAL SYSTEM. 
 
 Within six weeks from the date of the formal cession of Formosa 
 to Japan, and three months before the occupation of the island had 
 been completed, the department of education for Formosa was estab- 
 lished at Shirin, a small town in the vicinity of the capital city and 
 an old center of learning under the Chinese regime. A few days later 
 a language school for the training of teachers was opened under the 
 instruction of the educational staff, and 20 native Chinese were 
 enrolled as students. After three months’ study, the progress made 
 by these students had been so rapid as to warrant their being sent 
 out as teachers in the elementary schools. In January, 1896, Shirin 
 was attacked by rebels, six Japanese on the educational staff were 
 killed, and the records and books of the department of education 
 destroyed. Temporary headquarters for the department were estab- 
 lished in Tokyo, and in March of the same year moved back to 
 Shirin. The language school was again opened. Naturally the 
 greatest difficulty with which the educational authorities had at first 
 to contend was the lack of sufficient educated Japanese speaking 
 Chinese and Chinese speaking Japanese to carry on the work of 
 teaching a people who spoke but Chinese. On the 13th of April, 
 1896, Mr. Izawa, director of education for Formosa, brought from 
 Japan 45 teachers of elementary schools and placed them in the 
 Shirin training school, from which, after a special course of three 
 months, they were sent out as teachers in the native schools. Simul- 
 taneously with the training of these Japanese teachers in Shirin, 
 a number of educated natives had been sent to Tokyo for the study 
 of Japanese. 
 
 In April, 1896, when the civil administration superseded the 
 military rule, the department of education was transferred to the 
 
30 
 
 EDUCATION IN FOKMOSA. 
 
 offices of the civil administration in Taihoku City. Until July, 1898, 
 the entire educational work in the island was under the direct con- 
 trol and supervision of the Formosan government, and all expendi- 
 tures were met from the government funds. From that time forth 
 it was decided that the expenses of the public schools should be borne 
 by local taxes, and that such schools should only be established in 
 those districts in which provision was first made for their support. 
 This rule applied only to the public schools; that is, the elementary 
 schools for the natives (Chinese). As we shall see later, special 
 provision is made for elementary schools for the Japanese and for 
 secondary schools. Before July, 1898, schools had been established 
 in 15 districts, as follows: Kelung, Tamsui, Taihoku, Shinchiku, 
 Bioritsu, Taichu, Horisha, Rokko, Unrin, Kagi, Tainan, Hozan, 
 Koshum, Taito, and the Pescadores. In these schools there were 
 enrolled 1,606 pupils under 72 teachers; 65 of the latter were Japa- 
 nese. The Japanese language had been made the principal subject 
 of study, for the idea of assimilating the native population was the 
 predominant idea in educational work up to that time. 
 
 It might thus be said that the preliminary work in establishing 
 a school system required three years. The system as established in 
 July, 1898, is, with but a few subsequent alterations, the same as 
 that now in vogue. The position which the administration of educa- 
 tional affairs occupies in the civil administration is set forth in the 
 following plan: 
 
 The governor-general nominally occupies a position in educational 
 administration analogous to that of the minister of education in 
 Japan. In reality, however, he delegates the greater portion of his 
 functions in this field to the educational section of the bureau of 
 general affairs of the civil administration. The educational section 
 has, however, no jurisdiction, delegated or otherwise, over the 
 medical school, the industrial sugar school, or the agricultural 
 schools, special provision being made for these, institutions. The 
 educational system provides three distinct classes of public schools — 
 one for the education of the natives (Chinese), one for the Japanese, 
 and one for the aborigines. That for the education of the natives 
 includes local elementary schools and government secondary and 
 special schools; that for the education of the Japanese includes 
 government elementary, secondary, and special schools; that for the 
 education of the aborigines local elementary schools only. Besides 
 the schools provided for by this system, there exist also a number of 
 private schools. The maintenance of all government schools is pro- 
 vided for in each annual budget of the civil administration of the 
 island, while that of all local schools is defrayed by the local districts. 
 
EDUCATION UNDER THE JAPANESE. 
 
 31 
 
 4. CENSUS RETURNS HAVING TO DO WITH EDUCATION. 
 
 According to the census returns for the year 1905 the population 
 in the island was as follows : 
 
 Nationality. 
 
 Males. 
 
 Females. 
 
 Total. 
 
 Natives (Chinese) 
 
 1,558,420 
 
 32,064 
 
 57,323 
 
 1, 357, 564 ' 
 21,304 
 55,872 
 
 2,915, 984 
 53, 368 
 113, 195 
 
 Japanese 
 
 Aborigines 
 
 Total 
 
 1,647,807 
 
 1,434,740 
 
 3,082,547 
 
 
 The returns for the children of school age were as follows : 
 
 9 
 
 Nationality. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 N atives 
 
 321,871 
 2, 079 
 
 266,915 
 
 1,749 
 
 588, 786 
 3,828 
 a 17, 000 
 
 Japanese 
 
 Aborigines 
 
 Total 
 
 
 
 
 
 609, 614 
 
 
 
 
 a Approximately. 
 
 The number of children of school age under elementary instruction 
 during the year 1906 was as follows : 
 
 Nationality. 
 
 Public schools. 
 
 Private schools. 
 
 Public 
 
 and 
 
 private 
 
 (both 
 
 sexes.) 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Natives (Chinese) 
 
 Japanese 
 
 27, 862 
 1,684 
 996 
 
 3,961 
 
 1,601 
 
 92 
 
 31,823 
 
 3,285 
 
 1,088 
 
 19, 584 
 281 
 
 331 
 
 19, 915 
 281 
 
 51, 738 
 3,566 
 1,088 
 
 Aborigines 
 
 
 Total 
 
 
 
 
 30, 536 
 
 5,654 
 
 36, 190 
 
 19, 865 
 
 # 331 
 
 20, 196 
 
 56, 392 
 
 Thus 5.5 per cent of the native (Chinese) children of school age 
 were during the year 1905 enrolled in public elementary schools, and 
 3.4 per cent in private schools, or about 9 per cent under instruction. 
 Of the Japanese children of school age, 86 per cent were in Govern- 
 ment elementary schools and 7 per cent in private schools, or 93 per 
 cent under instruction. Of the children of the aborigines, about 6 
 per cent were under instruction during that year. 
 
 5. SCHOOLS FOR NATIVES. 
 
 The term “ native ” is applied to the Chinese population. As the 
 natives represent about 95 per cent of the island’s total population, 
 the question of their education is of prime importance. The system 
 of native public schools comprises local schools for elementary edu- 
 cation, and Government schools x for advanced instruction. In addi- 
 tion to these there are a number of private schools. 
 
32 
 
 EDUCATION IN FORMOSA. 
 
 (a) ELEMENTARY PUBLIC SCHOOLS. 
 
 Administration , establishment , and maintenance . — For administra- 
 tive purposes the island of Formosa is divided into twenty prefec- 
 tures. The public schools are under the control of the local prefects, 
 subject to instructions from the governor-general. Each prefect ap- 
 points a superintendent of education for his respective prefecture. 
 As no administrative positions under the Formosa government can 
 % be held by natives, both the prefect and the superintendent of educa- 
 tion must be Japanese. For each school in his prefecture the prefect 
 appoints an educational committee, consisting of not less than three 
 nor more than nine members, chosen from among the influential na- 
 tives resident in the district in which the school is located. It is the 
 duty of this committee to assist the prefect and the superintendent 
 of education in matters pertaining to the school, and, when called 
 upon to do so, to give its opinion upon matters relating to the at- 
 tendance and selection of pupils, equipment of the school, and esti- 
 mates for the school budget. This committee also collects school 
 moneys and assists in financing the school. 
 
 The establishment, consolidation, and abolition of public schools 
 are made by application from the natives resident in the district con- 
 cerned, through the prefect to the governor-general. In the appli- 
 cation for the establishment of a public school, the amount subscribed 
 by the property holders must be stated. This amount must be equiva- 
 lent to nine-tenths of the cost of establishing the proposed school be- 
 fore the petition may be granted. Tire prefect reports to the gov- 
 ernor-general the circumstances and conditions surrounding the sup- 
 port of a school in the district concerned, and recommends certain 
 action. The governor-general is at liberty to reject or accept the ap- 
 plication. Generally speaking, no school is established unless an en- 
 rollment of at least 60 pupils can be guaranteed. 
 
 The expenses for the maintenance of public schools are met from 
 the revenues accruing from certain lands belonging to the schools, 0 
 from contributions, tuition fees, and special tax levies. Tax levies are 
 assessed against the property owners of the district in which any 
 school is located at a rate fixed b}^ the governor-general. This rate 
 varies in different districts. In the case of the Banka public school 
 the Government pays the teachers’ salaries and traveling expenses, 
 while in all other cases these items are met from the local revenues. 
 Tuition fees are assessed at a rate not less than 25 cents or more than 
 $1 a year a pupil, the amount in each district being determined by the 
 local prefect. Nonresidents may be assessed an extra fee. The items 
 of expenditure for education for the year 1906 are given on page 62. 
 
 ° During the Chinese regime, the expenses for the maintenance of public schools were 
 met in a great measure from the revenues of farm lands belonging to the schools. These 
 lands have remained public property, and thus are in many cases available for educational 
 purposes at present. 
 
BUREAU OF EDUCATION 
 
 THE SHIRIN PUBLIC SCHOOL. 
 
dMAri? 
 f !■ 
 
EDUCATION UNDER THE JAPANESE. 
 
 38 
 
 Buildings and equipments . — Instead of the damp, dingy structure 
 crowded into a densely populated Chinese village, which during the 
 Chinese regime served the purpose of a school, we find the public 
 school of to-day a well-constructed red brick building, properly venti- 
 lated and lighted, and located on an open piece of ground surrounded 
 by playgrounds and athletic fields. Wherever possible the school- 
 house is located without the limits of the village and surrounded by 
 open fields. The schoolhouses which are gradually springing up in 
 the native villages throughout the island are modern up-to-date struc- 
 tures. Xor are they small, for the ordinary country school is planned 
 to accommodate from 200 to 300 pupils, and contains from five to eight 
 class rooms. Formosa is well populated, as the civilized half of the 
 island contains 400 people to the square mile, hence schoolhouses must 
 be built to accommodate large numbers of pupils. One of the par- 
 ticularly commendable features in regard to the establishment of a 
 public school is the fact, that ample facilities for playgrounds, ath- 
 letic fields, and gardens are provided. Many of the country schools 
 are equipped with tennis courts and out-door gymnastic apparatus. 
 The most recently constructed public school is that located at Banka, 
 a suburb of the capital city. In planning the construction of this 
 school, the authorities have had the benefit of twelve years experience 
 in public school construction, hence we find represented here the latest 
 ideas in that direction. Like all other schools in the island, this 
 institution is a group of one-story buildings, which cost $30,000, and 
 is arranged to accommodate 800 pupils. 
 
 Public school buildings are often utilized for social purposes, for 
 public meetings, and as barracks for Government troops. The policy 
 of the Government is gradually to extend the building of public 
 schools as fast as the people are able to pay for them. At present, 
 the Government grants a subsidy equal to one-tenth of the cost of con- 
 struction. A public schoolhouse is distinctly an ornament to the vil- 
 lage to which it belongs; in fact, one winders how it is possible to 
 raise sufficient money for its construction from among a people who, 
 to judge by appearances, seem to have little or nothing. The charac- 
 ter of the public school building erected in any district is determined 
 by the amount of the subscriptions from the residents of the district. 
 In the country districts the cost of the buildings ranges from $500 to 
 $6,000. There are at present in the island 180 public schools and 29 
 branch schools for the elementary education of natives. 
 
 Teachers . — In the Government regulations it is stated that the 
 public schools aim to give moral culture and practical knowledge to 
 the native pupils in such a manner that their character may be molded 
 into that of the nation and that they may acquire the national lan- 
 guage (Japanese). The administration has in view the gradual sup- 
 planting of Chinese by Japanese as the language of the island, and 
 48813—08 5 
 
34 
 
 EDUCATION IN FORMOSA. 
 
 the aim of the educational authorities is gradually to mold the native 
 child into a loyal Japanese subject. As 95 per cent of the island’s 
 population is Chinese, it is quite apparent that the administration has 
 taken upon itself no small task. 
 
 In this connection the question of securing teachers for the public 
 schools becomes one of prime importance. The old Chinese idea that 
 any person who had been under instruction for a certain number of 
 years could in turn instruct others does not obtain with the Japanese. 
 In Formosa, as in Japan, those appointed to the position of teacher 
 must have had a special training in schools provided for that pur- 
 pose. There are, however, in Formosa a number of hired assistants, 
 formerly teachers in private schools who have not graduated from a 
 normal course, but these are being gradually displaced by graduates 
 from the normal department of the Language School. Statistics for 
 the year 1906 show that there were 392 Japanese and 470 native 
 teachers in the public schools. The head teachers are Japanese, and 
 while Japanese occupy also many of the subordinate positions, the 
 educational authorities are making an effort to fill as many as possible 
 of these latter positions with native teachers. The statistics for the 
 year 1901 show 246 Japanese and 255 native teachers; these figures 
 contrasted with those for the year 1906 show a substantial increase in 
 the proportion of native teachers. 
 
 When teachers are desired for a new school the prefect applies to 
 the educational section, which secures from the Language School a list 
 of possible candidates with their recommendations. This list is for- 
 warded to the prefect, who recommends to the governor-general a 
 certain person for appointment as head teacher. The head teacher 
 in turn recommends the appointment of certain assistants. 
 
 The native teacher can be secured at less than one-third the cost of 
 the Japanese teacher, for the latter receives, upon an average, a salary 
 of $300 a year in addition to living quarters, while the former re- 
 ceives about $8 a month and provides his own living quarters. The 
 pay of the Japanese teacher in Formosa is very much higher than 
 that received by his colleague in Japan. The women teachers, of 
 whom there were in 1906 48 Japanese and 38 native, are paid from 
 $10 to $20 a month for the Japanese and from $3 to $10 a month for 
 the natives. The salary paid to the native male teacher is at present 
 too low r to induce the better class of young men to remain with the 
 work for many years. Many of these after completing their three 
 years’ agreement take positions in other fields at higher pay. 
 
 The Japanese and native teachers appear to work well together. 
 Naturally the Japanese teacher is handicapped by reason of his 
 superficial knowledge of the native dialect and native customs, while 
 on the other hand the native teacher finds it difficult to adapt himself 
 to modern class-room methods. But these difficulties succumb to 
 
EDUCATION UNDER THE JAPANESE. 
 
 35 
 
 experience, so that it is only a matter of time until they will have 
 entirely disappeared. The efficiency of the native teacher, though 
 not equal to that of the Japanese, is gradually improving. Many 
 facilities are afforded teachers for advanced study. Summer 
 schools for advanced training are opened each year in Taihoku City, 
 and arrangements are made whereby the Government defrays the 
 traveling expenses of teachers in attendance at these sessions in such 
 a manner as to permit each teacher to attend once every three years. 
 Besides summer schools, teachers’ conferences are held once each 
 month in each prefecture, the local prefect presiding. 
 
 The number of hours a day devoted to teaching averages five and 
 the number of pupils to the class averages sixty. But the teacher’s 
 labors are not necessarily finished with his class-room work. He is 
 often obliged to go among the parents of the children and exert 
 his efforts toward keeping the pupils in regular attendance at school. 
 This, as will be noted later, is no small task. If a principal is asked 
 what he finds to be his greatest difficulty in educating the native, he 
 will invariably reply that it is the indifference of the parents. 
 
 Course of study and text-books . — -The regular prescribed course of 
 study embraces six years. This course, which is 'fairly uniform 
 throughout the island, includes the following branches : Morals, 
 national language, arithmetic, Chinese composition, music, and gym- 
 nastics. Sewing is added for the girls, and agriculture, commerce, 
 or manual training may be added for the boys. Table 4 shows the 
 number of hours given to each branch and subject. By examining this 
 tabulation the prominent position assigned to the study of Japanese 
 becomes apparent. As already stated, it is the desire of the author- 
 ities to make Japanese the language of the island. The study of 
 Chinese is carried no further than is necessary, for the allotment of 
 four or five hours a week to this subject is only in response to a 
 demand on the part of the parents that Chinese be studied in the 
 schools to which they send their children. Another branch which 
 appears throughout the programme is that termed “ morals.” In 
 all of the elementary schools of Japan morals is a prescribed branch 
 of study.® The educational authorities in Formosa contend that the 
 
 “ Instruction in morals in the schools of Japan is based on the imperial Rescript on 
 Education issued in 1890. The following English version was made by a number of 
 scholars convoked especially for the purpose by the Japanese educational department : 
 
 The Department of Education, Japan, 
 
 June, JjOlh year of Meiji (1907). 
 
 Know ye, Our subjects : 
 
 Our Imperial Ancestors have founded Our Empire on a basis broad and everlasting and 
 have deeply and firmly implanted virtue ; Our subjects ever united in loyalty and filial 
 piety have from generation to generation illustrated the beauty thereof. This is the glory 
 of the fundamental character of Our Empire, and herein also lies the source of Our 
 education. Ye, Our subjects, be filial to your parents, affectionate to your brothers and 
 sisters ; as husbands and wives be harmonious, as friends true ; bear yourselves in modesty 
 and moderation ; extend your benevolence to all ; pursue learning and cultivate arts, and 
 thereby develop intellectual faculties ard perfect moral powers ; furthermore, advance 
 public good and promote common interests ; always respect the Constitution and observe 
 the laws ; should emergency arise, offer yourselves courageously to the State ; and thus 
 guard and maintain the prosperity of Our Imperial Throne coeval with heaven and earth. 
 
36 
 
 EDUCATION IN FORMOSA. 
 
 Chinese pupil is particularly in need of instruction in morals, and 
 that the teachers find it very difficult to teach it effectively. The 
 surroundings of the native child in the island have, without doubt, 
 been most unfavorable, and it is not strange that the standard of 
 morals is said to be low among them. 
 
 Table 4. — Study schedule for public elementary schools for the native Chinese. 
 
 
 First year. 
 
 Second year. 
 
 Branch of study. 
 
 Hours 
 
 per 
 
 week. 
 
 Subject or topic. 
 
 Hours 
 
 per 
 
 week. 
 
 Subject or topic. 
 
 Morals 
 
 2 
 
 Principles of morality 
 
 2 
 
 Same as first year. 
 Do. 
 
 Japanese 
 
 9 
 
 Story telling, reading”, com- 
 position, writing. 
 
 12 
 
 
 4 
 
 4 
 
 Same, but up to 100. 
 Same as first year. 
 
 Do. 
 
 
 5 
 
 Simple words, phrases, and 
 sentences. 
 
 Physical culture and play.. 
 
 5 
 
 Gymnastics 
 
 2 
 
 2 
 
 Music a 
 
 1 
 
 1 
 
 Do. 
 
 Sewing 
 
 0 
 
 
 
 
 
 
 
 Total 
 
 23 
 
 
 26 
 
 
 
 
 
 
 Third year. 
 
 Fourth year. 
 
 Branch of study. 
 
 Hours 
 
 per 
 
 week. 
 
 Subject or topic. 
 
 Hours 
 
 per 
 
 week. 
 
 Subject or topic. 
 
 Morals 
 
 2 
 
 Same as first year 
 
 2 
 
 Same as first year. 
 Do. 
 
 Japanese 
 
 13 
 
 do 
 
 13 
 
 Arithmetic 
 
 5 
 
 Through division 
 
 5 
 
 Decimals and fractions. 
 
 Chinese 
 
 &5 
 
 Reading and composition . . 
 Physical culture 
 
 b 4 
 
 Same as third vear. 
 Do. 
 
 Gymnastics 
 
 2 
 
 2 
 
 Music 
 
 1 
 
 Same as first vear 
 
 ] 
 
 Same as first year. 
 Simple sewing. 
 
 Sewing 
 
 3 
 
 Use of needle* 
 
 3 
 
 
 
 
 
 Total 
 
 31 
 
 
 30 
 
 
 
 
 
 
 Fifth year. 
 
 Sixth year. 
 
 Branch of study. 
 
 Hours 
 
 per 
 
 week. 
 
 i 
 
 Subject or topic. 
 
 Hours 
 
 per 
 
 week. 
 
 Subject or topic. 
 
 Morals 
 
 Japanese 
 
 Arithmetic 
 
 2 
 
 14 
 
 5 
 
 Principles of morality 
 
 Reading, writing, composi- 
 tion. 
 
 Decimals and fractions 
 
 2 
 
 14 
 
 5 
 
 Same as fifth year. 
 Do. 
 
 Do. 
 
 Chinese 
 
 c 4 
 
 Reading and composition . . 
 Physical culture 
 
 4 
 
 Do. 
 
 Gymnastics 
 
 2 
 
 2 
 
 Do. 
 
 Music** 
 
 1 
 
 Singing 
 
 1 
 
 Do. 
 
 Sewing e 
 
 4 
 
 Making and repairing 
 clothes. 
 
 Simple processes 
 
 4 
 
 Do. 
 
 Manual training/ 
 
 
 
 Do. 
 
 Agriculture/ 
 
 
 Elementary work 
 
 
 Do. 
 
 Commerce/ 
 
 
 Elements .. 
 
 
 Do. 
 
 
 
 
 
 Total 
 
 . 28 
 
 
 28 
 
 
 
 
 
 So shall ye not only be Our good and faithful subjects, but render illustrious the best 
 traditions of your forefathers. 
 
 The Way here set forth is indeed the teaching bequeathed by Our Imperial Ancestors, 
 to be observed alike by Their Descendants and the subjects, infallible for all ages and true 
 in all places. It. is Our wish to lay it 1o heart in all reverence, in common with you, Our 
 subjects, that we may all thus attain to the same virtue. 
 
 The 30th day of the 10th month of the 23rd year of Meiji. 
 
 (Imperial Sign Manual. Imperial Seal.) 
 
 " Music increased at teacher’s discretion. 
 
 b In the third and fourth years girls are given but two hours a week in Chinese. 
 
 c In the fifth year girls are given but two hours a week in Chinese. 
 
 d Music increased at discretion of teacher. 
 
 e Sewing is given to girls only, and the time devoted to it is deducted from the study 
 of language. 
 
 f Manual training, agriculture, and commerce given at discretion of teachers in charge 
 of schools. 
 
EDUCATION UNDER THE JAPANESE. 
 
 37 
 
 The Chinese parent finds it difficult to understand the usefulness of 
 music and physical culture in the school curriculum, and if he had his 
 way he would have more Chinese and less music and gymnastics. 
 But one has only to visit a class of native pupils engaged in their 
 singing exercises to appreciate the usefulness of the subject as a part 
 of the daily programme. The Chinese child is fond of singing and 
 has a better ear for music than the Japanese lad. He enters into his 
 singing with a spirit of enjoyment far in excess of that which he ex- 
 hibits in any of his other work, and for this reason much good lan- 
 guage instruction may be imparted through this medium. Language 
 is also taught by means of object lessons. Upon one of the. writer’s 
 visits to a public school he found a teacher of second-year pupils 
 holding before his class a .live fish and drilling them in words and 
 phrases descriptive of the object. Pictorial charts are likewise used 
 in language instruction. These methods are a pleasing contrast to 
 the old Chinese idea of forcing attention by a liberal use of the rod. 
 
 As for physical culture and gymnastics, three hours a week are 
 given to the former, and school yards are provided with tennis courts, 
 playgrounds, and gymnastic apparatus for the use of the pupils. 
 The old Chinese system did not recognize the necessity for physical 
 culture, as the ideal of the Chinese scholar was opposed to physical 
 exertion of any kind. When the Japanese educational authorities 
 placed physical culture in the public school curriculum they were 
 criticised by the Chinese parent, who contended that it was done 
 with the intention of training his children as soldiers for the Japa- 
 nese army. Hence it w r as necessary to avoid giving any work in 
 physical culture which bore the semblance of military drill. One of 
 the admirable features of the exercises in physical culture is that 
 they are given out of doors, at least so far as the weather will permit. 
 The native child likes the work and is certainly benefited by it. 
 Every one familiar with the Chinese knows his tendency to con- 
 sumption and lung troubles. The teachers in the public schools attest 
 the fact that the pupils are profiting much from the work in physical 
 culture, for their general health is improved and they have become 
 more active in their class-room work as a result. 
 
 Upon one of the writer’s visits to a public school he found a class 
 of sixth-grade pupils busily engaged in unraveling the apparently 
 tangled skeins of world trade routes as depicted upon a commercial 
 map. The Japanese instructor was making an effort to impress upon 
 the minds of the pupils the position occupied by Formosa in the 
 markets of trade. 
 
 To a westerner one of the peculiarities of the methods used in the 
 East in the study of arithmetic is the place assigned to the abacus, 
 or counting board. All pupils in arithmetic learn to count upon this 
 instrument, and those familiar with the Chinese or Japanese account- 
 
38 
 
 EDUCATION IN FORMOSA. 
 
 ant can bear witness to the remarkable speed and accuracy of his 
 methods involving the use of the abacus, which to a foreigner is an 
 incumbrance. A number of public schools include in their courses 
 of study elementary agriculture and commerce and a certain amount 
 of manual training. During the year 1906, 26 schools with 493 pupils 
 included agriculture in their curricula; 3 schools with 333 pupils 
 included courses in manual training; 2 schools with 35 pupils in- 
 cluded the elements of commerce. But the work in these courses is 
 still in an experimental state, and the department of education will 
 be obliged to improve and extend it before it will amount to anything. 
 
 As for text-books, among the boards under special organization 
 one has to do with the compilation of text-books. The public schools 
 have been furnished with the products of the work of this board, 
 which are sold to the pupils at a price which simply covers the cost 
 of printing. The series of readers includes illustrated primers and 
 more advanced books containing much the same kind of material 
 as that found in Western readers, with the exception that the read- 
 ing matter has to do with things Chinese and Japanese as well as 
 things Western. For the study of Chinese, in the place of the ab- 
 struse Chinese classic, the illustrated primers and readers which have 
 been introduced deal with various phases of Chinese life, and must be 
 infinitely more interesting to the Chinese child. However, as the 
 Chinese classic is being rapidly ousted from the elementary schools 
 of China, it is scarcely fair any longer to contrast the Japanese 
 introduction of simple readers with the Chinese use of the ancient 
 Three Character Classic. The Japanese readers provided by the 
 board include ten books arranged upon a progressive basis. The 
 Chinese readers number six. The Sixth Reader, which is used for the 
 fourth and fifth year pupils, contains forty lessons, the majority of 
 which contain information dealing with Formosa and Japan. An 
 interesting feature connected with the lessons in the Japanese primer 
 is that many of them deal with matters pertaining to personal clean- 
 liness and to the importance of bathing. In passing, it might be 
 said that the Japanese authorities are doing much to encourage clean- 
 liness on the part of a people who are, in this respect, the direct 
 antithesis of themselves. Foreign residents who have lived in For- 
 mosa for some years notice, on the part of the natives, considerable 
 improvement in cleanliness, which improvement is due to the labors 
 of the Japanese. 
 
 Pupils . — Pupils to be admitted to the public schools must be at 
 least 7 and not more than 20 years of age. Of the 31,823 Chinese 
 children enrolled in the elementary public schools during the year 
 1906, 10,318 were between the ages of 7 and 10, 11,929 between the 
 ages of 10 and 13, 7,102 between the ages of 13 and 16, and 2,474 
 upwards of 16. According to grades, 14,484 were enrolled in the first 
 
EDUCATION UNDER THE JAPANESE. 
 
 39 
 
 grade, 7,643 in the second, 4,528 in the third, 2,751 in the fourth, 
 1,577 in the fifth, and 815 in the sixth. The average daily attendance 
 of the pupils for 1906 was 66 per cent of the enrollment, an increase 
 of 1 per cent over the figures for the previous year. Contrasted with 
 this, it is of interest to note that the average daily attendance of the 
 Japanese in elementary schools for the same year was 90 per cent of 
 the enrollment. This is hardly a fair comparison, for school attend- 
 ance with the Japanese children is compulsory, and, moreover, there 
 are not among the J apanese population the same reasons for keeping 
 the children out of school as obtain among the natives. The bulk of 
 the native population is engaged in farming, thus during certain 
 seasons the parents find it to their interest to take the children out 
 of school for work in the fields. The J apanese population is centered 
 in the cities, and, with the exception of a small colony on the east 
 coast engaged in the growing of peppermint, none of the Japanese 
 are farmers. But aside from these facts there is a tendency on the 
 part of the Chinese parent to take his child out of school for trivial 
 causes. Chinese festivals and feast days are numerous, and, more- 
 over, the Chinese boy who really desires to find an excuse for absence 
 from school has a long list of relatives among whom marriage and 
 funeral ceremonies, not to mention cases of illness, are bound to occur. 
 
 As already mentioned, the teacher, or more especially the principal 
 of the school, finds the most difficult part of his labor that of persuad- 
 ing the parents to send their children to school regularly. Various 
 measures are adopted to encourage regular attendance. Individual 
 prizes are awarded and class banners are given, but where the 
 Japanese would be content to work merely for a class banner the 
 money-loving Chinese prefer a reward which may be transferred into 
 cash for personal use. 
 
 Native pupils are selected from among the middle and wealthier 
 classes, for only the children of those who are in a position to con- 
 tribute toward the support of a school are admitted. In addition to 
 the tax levied upon the property of the parents, each child in attend- 
 ance at the public schools must pay a tuition fee which averages 
 about 35 cents a year. 
 
 While the Chinese parents are gradually beginning to send their 
 daughters to the public schools, they are far behind the Japanese 
 parents in this regard. During the year 1906 the enrollment of 
 Chinese girls in the public schools was equal to but one-seventh of that 
 of boys, while among the Japanese the number of boys and girls in 
 the elementary schools was about equal. In the lower classes and in 
 the smaller country schools boys and girls are taught in the same 
 classes, while in the larger schools they are separated after the first 
 year. One of the commendable features of the work prescribed for 
 girls is the sewing class. 
 
40 
 
 EDUCATION IN FORMOSA. 
 
 Intellectually, the native boy seems to be the equal of the Japanese. 
 While he does not take as readily to instruction in mathematics as 
 the Japanese and is criticised by the teacher for his lack of reasoning 
 power, yet his linguistic abilities are undoubtedly superior to those 
 of the Japanese lad. He is possessed of a wonderfully retentive 
 memory and learns Japanese so readily that after his fourth or fifth 
 year it is possible to give all of this instruction in Japanese. In 
 music the native boy appears to be specially gifted, if one is to judge 
 from the enthusiasm with which he enters upon his singing exercises. 
 Upon one of the writer’s visits to public schools, individual mem- 
 bers of the second grade were called upon to sing Japanese verse 
 before the class. The teacher’s requests were met with enthusiastic 
 responses, and the children upon whom he happened to call rose with- 
 out the least hesitancy and. with or without an accompaniment, sang 
 the exercise. 
 
 The native pupil is criticised for his lack of appreciation of moral 
 instruction ; in fact, it is said that he appears to be scarcely affected 
 by the teacher’s exhortations to a better sense of morals. 
 
 One of the most hopeful features in the education of the Chinese 
 native lies in the interest which he manifests in athletic games. The 
 public school yard, during the fifteen minutes’ recess at the end of 
 each hour, presents as animated a scene as does that of any western 
 school. The Chinese child loves play and takes a keen delight in 
 all games. Already interclass and interschool athletic meets have 
 been held, and not only do the pupils delight in them, but the parents 
 exhibit a surprising amount of pleasure at seeing their children par- 
 ticipate in these sports. 
 
 As for adopting Japanese customs, the native pupil exhibits no 
 perceptible signs in that direction. He still wears the queue and 
 dresses in true Chinese styltf, for home influence is bound strongly 
 to assert itself, especially among a people whose family ties are so 
 strongly interwoven as are those of the Chinese. The home influences 
 and surroundings of the native child are distinctly Chinese, and 
 as the native pupil does not associate with the Japanese boys, who 
 have special schools provided for them, it will undoubtedly be years 
 before he shows any signs of adopting customs other than those of 
 his own race. 
 
 The number of pupils who have been graduated from the elemen- 
 tary Chinese public schools during the past seven years includes 
 1,803 boys and 50 girls. In other words, about 3 per cent of the 
 children who enter the public schools graduate therefrom. This low 
 proportion is accounted for in part by the fact that graduation does 
 not entitle students to admission to secondary schools, for, in order 
 to enter these institutions, they must submit to examination, and a 
 fifth-year pupil is eligible to this. 
 
EDUCATION UNDER THE JAPANESE. 
 
 41 
 
 (&) SECONDARY SCHOOLS. 
 
 For the secondary education of the native Chinese there are pro- 
 vided the following schools: (1) The Language School, including a 
 normal department and a special school for girls; (2) the Medical 
 School; (3) the Agricultural School; (4) the Industrial Sugar 
 School. During the year 1906 there were graduated from the public 
 elementary schools 502 boys, an increase of 130 over the previous 
 year. During the same year 350 boys applied for admission to the 
 Language School, of which number it was only possible to accept 90 ; 
 60 of these were assigned to the normal and 30 to the academic de- 
 partment. To the Medical School over 300 applied for admission, 
 and only 35 could be accepted. The Agricultural Experimental Sta- 
 tion accepts 80 new students each year, while the Industrial Sugar 
 School takes about 12. Thus the secondary schools for native Chinese 
 boys accommodate about 200 new students each year. 
 
 The Language School . — The Language School is under the direct 
 control of the civil administration and is supported by Government 
 funds. It contains a normal and an academic department. Students 
 are admitted to either department upon an examination covering the 
 first five years’ work of the public elementary school. Applicants 
 must be at least 14 and not over 23 years of age. The number of 
 students admitted to the normal department is limited to from 60 
 to 80 a year, which at present is about one-third of the number that 
 apply. This department aims to equip Chinese natives for work as 
 public school teachers. The students live in dormitories and their 
 expenses are met by the Government. In return for this, they are 
 bound to give their services to the educational department for a 
 period of three years following their graduation. The prescribed 
 course of study embraces four years, and includes morals, pedagogy, 
 Japanese, Chinese, history, geograph}", natural science, music, manual 
 training, commerce, and physical culture. The following table 
 (Table 5) shows the number of hours given to each subject : 
 
 Table 5. — Study schedule for the normal department ( for Chinese ) of the 
 
 Language School. 
 
 Subject. 
 
 First year. 
 
 Second year. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Morals 
 
 Morality and etiauette 
 
 q 
 
 1 
 
 Same as first year . . . 
 
 1 
 
 Japanese 
 
 
 9 
 
 
 9 
 
 Chinese 
 
 Beading and composition.. 
 
 3 
 
 Same as first year 
 
 3 
 
 History and geography . . . 
 
 Geography of Japan 
 
 2 
 
 History of Japan 
 
 2 
 
 Arithmetic 
 
 
 3 
 
 Algebra added 
 
 3 
 
 Natural science 
 
 
 4 
 
 
 4 
 
 Writing and drawing 
 
 
 2 
 
 
 2 
 
 Music 
 
 Vocal .. 
 
 2 
 
 Same as first year . 
 
 2 
 
 Gymnastics and sports 
 
 
 
 4 
 
 
 4 
 
 Total 
 
 
 30 
 
 
 30 
 
 
 
 
 
 
 
42 
 
 EDUCATION IN FORMOSA. 
 
 Table 5. — Study schedule for the normal department ( for Chinese) of the 
 Language School — Continued. 
 
 
 Third year. 
 
 Fourth year. 
 
 Subject. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Division of the subject. 
 
 • 
 
 Hours 
 a week. 
 
 Morals 
 
 
 1 
 
 Same as first year 
 
 1 
 
 Education 
 
 Pedagogy and elementary 
 metaphysics. 
 
 2 
 
 School management and 
 methods of teaching. 
 
 ,6 
 
 Japanese 
 
 6 
 
 6 
 
 Chinese 
 
 
 2 
 
 
 2 
 
 History 
 
 Japan 
 
 2 
 
 
 Mathematics 
 
 Algebra and geometry 
 
 3 
 
 Geometry 
 
 1 
 
 Natural science 
 
 
 4 
 
 
 2 
 
 Writing and drawing 
 
 
 1 
 
 Blackboard drawing 
 
 1 
 
 Music 
 
 Use of musical instruments. 
 
 2 
 
 Same as third year 
 
 2 
 
 Manual training 
 
 2 
 
 
 4 
 
 Agriculture 
 
 Practice 
 
 2 
 
 
 
 Commerce 
 
 Elements 
 
 2 
 
 Same as third vear 
 
 2 
 
 Gymnastics 
 
 Sports and military gym- 
 nastics. 
 
 3 
 
 do 
 
 2 
 
 
 
 
 Total 
 
 
 32 
 
 
 29 
 
 
 
 
 The Banka Public School is utilized as a special practice school for 
 upper-class men, who in the presence of normal school instructors 
 carry on work as teachers. Upon graduation, the Chinese students 
 are eligible to appointment as assistant teachers only. During the 
 year 1906 there were graduated from the normal department 44 
 Chinese natives, making a total of 152 since the establishment of the 
 school ten years ago. 
 
 The academic department of the Language School aims to prepare 
 a certain number of young men to fill positions as Government 
 clerks and interpreters, besides affording to others an opportunity for 
 advanced schooling. It accepts students upon examination only, and 
 a limited number are admitted each year. Applicants for admission 
 are presumed to have completed at least five years in the public ele- 
 mentary school, and to be not less than fourteen nor more than 
 twenty-three years of age. The school is located in the same com- 
 pound with the normal department in Taihoku City. Dormitories are 
 provided for the students, a certain number of whom are supported 
 at Government expense, pledging in return their services for three 
 years following their graduation. The course of study embraces four 
 years and includes morals, Japanese, Chinese composition, history, 
 geography, arithmetic, natural sciences, writing, drawing, music, 
 manual training, commerce, elementary law, and gymnastics. The 
 following table shows the number of hours given to each subject: 
 
BUREAU OF EDUCATION 
 
 CLASS ROOM IN THE LANGUAGE SCHOOL. 
 
 These natives are being trained as teachers for public school: 
 
EDUCATION UNDER THE JAPANESE. 
 
 43 
 
 Table 6. — Study schedule for the academic department of the Language School. 
 
 Subject. 
 
 First year. 
 
 Second year. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Morals 
 
 
 1 
 
 
 1 
 
 Japanese. . 
 
 
 9 
 
 
 9 
 
 Chinese . 
 
 Reading and composition.. 
 
 3 
 
 Same as first year 
 
 3 
 
 Geography and history ... 
 
 Japanese geography 
 
 
 Japanese history added 
 
 2 
 
 Mathematics 
 
 Arithmetic 
 
 3 
 
 Algebra 
 
 3 
 
 Natural science 
 
 Zoology and botany 
 
 4 
 
 Same as first year 
 
 4 
 
 Drawing 
 
 
 2 
 
 
 2 
 
 Music 
 
 Vocal 
 
 2 
 
 Same as first year 
 
 2 
 
 Gymnast.ins (military) 
 
 
 4 
 
 
 4 
 
 Total 
 
 
 30 
 
 
 30 
 
 
 
 
 
 1 
 
 Subject. 
 
 Third year. 
 
 Fourth year. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Morals 
 
 
 1 
 
 
 1 
 
 Japanese 
 
 
 6 
 
 
 6 
 
 Chinese 
 
 Same as first vear 
 
 2 
 
 Same as first year 
 
 2 
 
 History and geography . . . 
 
 ! History of Japan 
 
 2 
 
 Same as third year 
 
 2 
 
 Mathematics 
 
 1 Geometry ... 
 
 3 
 
 do 
 
 3 
 
 Gymnastics (military)... 
 
 
 4 
 
 
 3 
 
 Manual training 
 
 
 2 
 
 Theory 
 
 2 
 
 Agriculture 
 
 Theory and practice 
 
 2 
 
 Same as third vear 
 
 4 
 
 Law and political econ- 
 
 
 
 Legal forms and bookkeep- 
 
 4 
 
 omy. 
 
 
 
 ing. 
 
 
 Drawing 
 
 
 2 
 
 Instrumental 
 
 1 
 
 Music 
 
 i Same as first year 
 
 2 
 
 Same as first year 
 
 1 
 
 Natural science 
 
 
 4 
 
 
 2 
 
 
 
 
 
 
 Total 
 
 
 30 
 
 
 31 
 
 
 
 
 
 
 Tennis courts, athletic fields, and gymnastic apparatus are pro- 
 vided. Owing to the interest taken by the native students in 
 athletics, their physical condition is being much improved. Athletic 
 and bicycle meets between the different schools are held each year 
 and prove to be of great benefit. 
 
 There were enrolled 76 students during the year 1906. The num- 
 ber of graduates from this department for the same year was 6. 
 Since the establishment of the school 113 students have been 
 graduated. 
 
 The girls’ school . — For the education and industrial training of 
 girls there was established in 1898 at Shirin a school which, for 
 administrative purposes, is dependent upon the Language School. 
 This school is intended solely for the education of girls and provides 
 two courses, namely, course A, for common education; course B, for 
 domestic sciences. Course A requires three years for completion and 
 prescribes the following studies: Morals, Japanese, arithmetic, writ- 
 ing, music, and sewing. Pupils entering this course must be at least 
 8 years and not over 14 years of age. Course B provides for 
 six years’ work and prescribes the following studies : Morals, 
 Japanese, reading, writing, arithmetic, music, sewing, knitting, arti- 
 ficial flower making, and embroidering. Students in this course 
 range from 12 to 18 years of age. There are three Japanese teachers, 
 
44 
 
 EDUCATION IN FORMOSA. 
 
 one of whom is a woman, and one native Chinese woman teacher. 
 The native teacher instructs the younger pupils in sewing, for which 
 she receives $3.50 a month. Students are admitted by examination 
 and but a limited number are accepted each year. At present there 
 are 26 pupils enrolled in course A and 24 in course B. Since 1898 
 there have been enrolled in the school 350 pupils, of whom 50 have 
 been graduated. Of these graduates, 30 are engaged as teachers in 
 the public schools at salaries ranging from $2.50 to $5 a month, and 
 the remainder have married and live at home. 
 
 The school is at present housed in poor quarters, two of the class 
 rooms having earth floors. But a new building is planned for the 
 school* when it is moved to Taihoku, and a proper normal department 
 for the training of women teachers will then be added. The work 
 done by this school is indeed creditable, and when it is removed to 
 more spacious and better equipped quarters it may be expected to fill 
 a prominent position among the schools for the education of the 
 natives. 
 
 The Medical School . — When the Medical School was opened eight 
 years ago the instructors were obliged to go among the Chinese and 
 labor to secure students, and, in spite of the fact that the Government 
 provided free schooling and a liberal allowance to cover the students’ 
 living expenses, their efforts were not at first crowned with much 
 success. But when a few students were graduated and the parents 
 discovered the splendid opportunities that a medical training offered 
 for liberal financial returns, they were no longer hesitant about send- 
 ing their children to the school. There are in Formosa 1,700 native 
 Chinese physicians practicing according to old Chinese methods. 
 The object of the Medical School is to replace these by trained 
 physicians. The demand for the trained native physician is indeed 
 good if we are to judge from the money compensation which the 
 graduates of the Medical School now receive. The graduates, 
 numbering 75, earn from $25 to $150 a month each. The wage of 
 the Chinese laborer in the island averages $6 a month. In face 
 of the splendid incomes of these graduates, it is no little wonder that 
 the money-loving Chinaman is anxious to have his son become an 
 M. D. 
 
 The Medical School accommodates but 35 new students a year. 
 Although the regulations of the school provide that the students’ en- 
 tire living expenses and tuition are to be defrayed by the institution, 
 yet of the 300 applicants for admission at the beginning of the pres- 
 ent year 30 offered to pay their own expenses. So long as the regula- 
 tions remain as they are, admission will be determined entirely upon 
 the basis of competitive examinations. Of the 158 students at pres- 
 ent enrolled in the school, 10 pay their own way, while on the other 
 hand there are a number who entered without a penny to their credit. 
 
BUREAU OF EDUCATION BULL. NO. 
 
 CLASS IN PHYSICAL CULTURE IN THE NORMAL DEPARTMENT OF THE LANGUAGE SCHOOL FOR 
 
 CHINESE NATIVES. 
 
BUREAU OF EDUCATION 
 
 CLASS IN READING IN THE SHIRIN GIRLS’ SCHOOL. 
 
EDUCATION UNDER THE JAPANESE. 
 
 45 
 
 To take the examination one must have the equivalent of five years’ 
 training in the public schools. 
 
 The Medical School is conducted in connection with a Japanese 
 Red Cross Hospital which was established in the capital city several 
 years ago. At that time the Red Cross Society contributed $25,000 
 for the erection of a building and $2,500 a year for its maintenance, 
 provided that the hospital would be conducted in connection with 
 the medical training school. The Government has since taken the 
 matter up, and is now erecting in the vicinity of this hospital build- 
 ings which, when completed, will have cost $150,000. The Govern- 
 ment sanitary bureau is also erecting in proximity to the Medical 
 School and hospital, at a cost of $150,000, a laboratory which, when 
 # completed, will undoubtedly be the best of its kind in the East. Be- 
 sides these institutions, there is a 'Government hospital directly oppo- 
 site the Red Cross Hospital. This building is being completed in 
 sections, and when entirely finished will have cost about $250,000. 
 Hence the island is being furnished with splendid facilities for a 
 medical education. 
 
 The school provides two courses, a preparatory and a regular 
 course. The preparatory course covers one year and embraces the 
 following subjects: Morals, Japanese, natural science, geography, 
 history, arithmetic, and gymnastics. The regular course presupposes 
 the satisfactory completion of the preliminary course and prescribes 
 a course of study extending over four years. While this course does 
 not presume to be of as high a standard as that which obtains in 
 medical schools in Japan, yet it is, so far as circumstances will per- 
 mit, fashioned after such. A postrgraduate course of one year is of- 
 fered and all are encouraged to take it. Patients in the hospital are 
 treated free of charge, which affords advanced students practical 
 work under competent instructors. There are two wards, each of 
 which accommodates about 40 patients. Chinese and Japanese men 
 and women occupy the same wards. The writer was surprised to note 
 that about one-third of the students had cut their queues because 
 they had found them to be in the way. 
 
 Upon a student’s graduation he is presented with a certificate 
 signed by the governor-general permitting him to practice medicine 
 in the island. No one is permitted to practice here without a certifi- 
 cate from the Formosan government, although a certain proviso was 
 made when the Japanese took possession of the island whereby 1,700 
 native physicians were granted privilege to continue their practice 
 under certain limitations. When the new buildings are completed 
 the school will be able to graduate 60 students a year. The number 
 at present is 25. Of the 73 students already graduated, 43 have taken 
 the post-graduate course, involving a training in the hospital. When 
 the graduate begins the practice of medicine he is obliged to serve a 
 
46 
 
 EDUCATION IN FORMOSA. 
 
 probationary period of several years, during which time he is watched 
 closely by the Medical School authorities and every possible assistance 
 rendered him. The institution is doing a splendid work and deserves 
 high commendation. 
 
 The Agricultural School . — Formosa is and undoubtedly always 
 will remain an agricultural colony. The soil is rich, rainfall abun- 
 dant, and climate conducive to vegetation. Up to the time that the 
 island became a possession of Japan nothing was done toward the 
 application of science to agriculture. But now an agricultural ex- 
 periment station under the supervision of the bureau of productive 
 industries of the Formosan government retains a corps of specialists 
 and does a splendid work toward improving agricultural conditions 
 in the island. This institution is located about 3 miles south of the^ 
 capital city and covers an area of 58 acres. The station is in charge 
 of a superintendent, assisted by 2 expert teachers, 2 special clerks, 
 IT regular teachers, 12 regular clerks, and 12 laborers. Three of the 
 teachers hold degrees as bachelors of agriculture from agricultural 
 colleges in Japan. 
 
 The station provides a training school for Chinese natives. There 
 are three courses of study offered — agriculture, veterinary science, 
 and forestry. A student to be admitted to these courses must be a 
 member of a family owning 2J acres of land, and must hold a certifi- 
 cate showing the completion of the fifth-year class of the public 
 school, which means that he must have a working knowledge of the 
 Japanese and Chinese languages. He must be upward of 17 years 
 of age, physically able, and of good character. He must be in a 
 position to be able to attend regularly for two successive years to the 
 work as prescribed in the course of study. Candidates for entrance 
 must make application through the prefect of the district, who is 
 responsible for the examination and certification of the candidates. 
 The course of study in the agricultural department covers two years 
 and embraces the following subjects: Science of agriculture, ento- 
 mology, pathology, cattle feeding, manual training, and methods of 
 teaching. The students live in dormitories provided for them; food, 
 clothing, and stationery are provided at their own expense, while 
 bedding and mosquito nets are rented to them by the station. Dur- 
 ing the period of their attendance they receive 10 cents a day as a 
 remuneration for their labor. It is said that a majority of the stu- 
 dents are self-supporting, some even doing their own cooking. Their 
 daily programme is something after the following manner: 5.30 a. m. 
 in the summer (6 in the winter), rise; 6, inspection; 6.30, breakfast; 
 forenoon, study; afternoon, practical work; 9 p. m., inspection; 9.30, 
 lights out. Athletic fields are provided the students and a room is 
 set aside for medical attendance, which is furnished free of charge. 
 
EDUCATION UNDER THE JAPANESE. 
 
 47 
 
 For student experimental purposes 1 acre of land is set aside for rice 
 fields, 3J acres for vegetable and plant garden*?, and 1.2 acres for an 
 orchard. Here the students practice cultivation. The habits of 
 harmful insects an‘d methods of extermination are studied. A num- 
 ber of imported cattle are kept at the station, and the feeding and 
 treatment of cattle in general studied. 
 
 The practical work is in charge of two teachers, who are reserve 
 commissioned officers in the Japanese army, and the students are kept 
 under military discipline. 
 
 Once each year the students are taken on exploring tours for ob- 
 servation and study, and whenever officers from the station go on 
 lecture tours among the farmers in the island, corps of students ac- 
 company them to assist in the magic-lantern exhibitions as well 
 as in other ways. Once every week the students assemble together 
 with the officers and teachers of the station, and general discussions 
 upon topics connected with the work are carried on in Japanese. 
 Here the students have an opportunity to practice their Japanese, 
 as they are obliged to speak in turn before the assembly, setting forth 
 the results of their observations and study. In impromptu speaking, 
 and in making an appearance before a public assembly, the Chinese 
 student surpasses the J apanese. On holidays and dujv ng spare hours 
 they are encouraged to collect insects. 
 
 There are now 84 students admitted to the agricultural school each 
 year. Up to the present 106 students have been graduated from the 
 agricultural course, the majority of whom are engaged in work con- 
 nected with the station. 
 
 The products under experimental cultivation and study in the 
 grounds of this station are rice, sugar cane, peanuts, China grass, 
 jute, indigo, tobacco, tumeric, sesame, peppermint, and silk. A spe- 
 cial experimental garden for tea culture is conducted at An-pei-ching, 
 while another for tobacco culture is established at Bioritsu. 
 
 Up to the present the station has compiled the following reports : 
 
 1. Investigations on the principal farm products of Formosa. 
 
 2. Agricultural experiments. 
 
 3. Neat cattle in Formosa, with some notes on the Indian buffalo. 
 
 4. The Java potato. 
 
 5. Elephant-trunk worms which grow on rice. 
 
 6. Description of farm implements used in Formosa. 
 
 7. Results of experiments in sericulture. 
 
 8. The six varieties of harmful rice worms. 
 
 Numbers 4, 5, 6, 7, and 8 have been translated into Chinese and dis- 
 tributed among growers. 
 
 As a result of the station’s experiments in the growing of pepper- 
 mint in Formosa, a Japanese colony has been founded on the east 
 
48 
 
 EDUCATION IN FORMOSA. 
 
 coast and the cultivation of this plant undertaken on a large scale. 
 The station is also experimenting in sericulture, and hopes to add the 
 growing of the silk worm to the industries of the island. 
 
 The veterinary course is open to students who have completed the 
 agricultural course. Applicants must be of at least 19 years of age 
 and of good health. The course of study extends over six months, and 
 the rules pertaining to students and instruction are similar to those 
 of the agricultural course. At present 16 students are enrolled. 
 
 The course in forestry is just being instituted, hence little can be 
 said about the work which it is intended to cover. Formosa is rich 
 in forest products and there is an excellent opportunity for the 
 student of forestry. 
 
 The Industrial Sugar School . — Since the island became a Japanese 
 possession much has been done by the administration to improve and 
 extend the cane-sugar industry. At present about 20 per cent of 
 Japan’s consumption of sugar is furnished by Formosa. Improved 
 sugar cane has been introduced from Hawaii and Java, and modern 
 crushing mills are being erected. This industry furnishes an excel- 
 lent opportunity for the operation of industrial schools in connection 
 with it. The administration has not overlooked this fact. Under 
 the supervision of a Government sugar bureau there was opened 
 in February, 1905, an industrial sugar school in connection with an 
 experiment station for the training of apprentices for work in sugar ‘ 
 mills. In July, 1906, the Industrial Sugar School and the analytical 
 and experiment stations were consolidated in an experimental depart- 
 ment of the sugar bureau. 
 
 In this department native and Japanese students are trained as 
 apprentices. Those who are admitted to the school are expected to 
 have had an elementary education. In this school there are two de- 
 partments, a sugar manufacturing department and a sugar engineer- 
 ing department. The students in the engineering department num- 
 ber 15, while those in the manufacturing department number 26. 
 The branches of study include agriculture, physics, chemistry, 
 arithmetic, national language, engineering, sugar manufacture, analy- 
 sis of sugar, management of stationary engines, implement manu- 
 facture, management of sugar machinery, and the cultivation of 
 sugar. The number of hours per week devoted to each subject is 
 given in Table 7. The course is the same for both departments dur- 
 ing the first year, but in the second special courses are given. At 
 present no suitable text-books have been found for the use of the 
 pupils, hence the instructors are obliged to have them take notes 
 from lectures each day. 
 
EDUCATION UNDER THE JAPANESE. 
 
 49 
 
 Table 7. — Number of hours per iceelc allotted to each subject at the Industrial 
 
 Sugar School. 
 
 COURSE IN SUGAR MANUFACTURE. 
 
 Subject. 
 
 First year. 
 
 Second year. 
 
 First 
 
 period. 
 
 Second 
 
 period. 
 
 Third 
 
 period. 
 
 First 
 
 period. 
 
 Second 
 
 period. 
 
 Third 
 
 period. 
 
 Agrirvnlt.nrp _ 
 
 3 
 
 3 
 
 3 
 
 5 
 
 5 
 
 
 Physics : 
 
 4 
 
 4 
 
 4 ' 
 
 
 
 
 
 Chemistry 
 
 4 
 
 4 
 
 4 
 
 4 
 
 
 
 Arithmetic 
 
 5 
 
 5 
 
 5 
 
 3 
 
 3 
 
 3 
 
 Japanese 
 
 ' 4 
 
 4 
 
 4 
 
 
 
 
 Sugar manufacturing 
 
 
 
 3 
 
 
 
 3 
 
 Sugar analysis 
 
 
 
 
 16 
 
 16 
 
 16 
 
 Cultivation of sugar 
 
 
 
 
 
 4 
 
 
 2 
 
 2 
 
 Total 
 
 20 
 
 20 
 
 1 27 
 
 28 
 
 i 26 
 
 | 
 
 
 ENGINEERING COURSE. 
 
 Agriculture 
 
 3 
 
 3 
 
 3 
 
 
 
 
 Phvsics 
 
 4 
 
 4 
 
 4 
 
 
 
 
 Chemistry 
 
 4 
 
 4 
 
 4 
 
 
 
 
 Arithmetic 
 
 5 
 
 5 
 
 5 
 
 3 
 
 3 
 
 3 
 
 Japanese 
 
 4 
 
 4 
 
 4 
 
 
 
 
 Engin eeri ng 
 
 3 
 
 3 
 
 
 
 5 
 
 5 
 
 Boiler and engine management 
 
 
 
 18 
 
 
 8 
 
 Manufacture of implements 
 
 
 
 9 
 
 9 
 
 9 
 
 Management of sugar machinery. . 
 
 
 
 is 
 
 9 
 
 
 
 
 
 
 
 
 Total 
 
 23 
 
 23 
 
 29 
 
 39 
 
 26 
 
 26 
 
 
 ! 
 
 1 
 
 Prior to the opening of a sugar mill by the station, student appren- 
 tices in both courses were engaged in the cultivation of cane each day 
 from 1 to 5 p. m. (Saturdays and Sundays excepted) ; but when the 
 sugar plant was installed, students in the engineering course were 
 assigned as assistants in the installation and operation of machinery, 
 while those in the manufacturing course were assigned to work on 
 the analysis and manufacture of sugar. Their work is carried on 
 under the guidance of competent teachers, who take the students on 
 inspection tours to native and improved mills. Recently the entire 
 corps of students has been engaged in work in one of the large modern 
 mills under the supervision of an instructor, and this has proved very 
 beneficial to them. 
 
 (c) PRIVATE SCHOOLS FOR CHINESE NATIVES. 
 
 During the Chinese regime the Chinese youth had for the most 
 part to depend upon private schools for his instruction. The part 
 which these schools played in the educational system during that 
 period is fully set forth in the previous section on “ Education under 
 the Chinese.” The independent position occupied by the private 
 schools prevented them from being affected by the coming of the 
 Japanese, and up to the year 1898 they occupied much the same po- 
 sition with the native masses as before. In that year, when the pub- 
 lic school system was formally established, certain regulations were 
 
50 
 
 EDUCATION IN FORMOSA. 
 
 made to bring the private schools under Government control and 
 supervision. As long as a complete system of public schools was 
 not established throughout the island the administration deemed it 
 wisest to permit the private schools to continue, but, if possible, to 
 place them under such supervision and control as might result in 
 eventually bringing them up to a standard approaching that of the 
 public schools. 
 
 The important position still occupied by the private schools is 
 attested by the fact that, during the year 1906, 20,142 native pupils 
 were under instruction in them. These figures as compared with 
 those for the year 1901 show a decrease of 8,000, but still represent 
 a number equivalent to about two-thirds of the enrollment in the 
 public schools. On the other hand, compared with the figures for 
 the year 1905 there is a slight increase. In 1906 there were 986 
 teachers in the private schools as compared with 1,543 in 1901. 
 
 The regulations pertaining to Chinese private schools prescribe 
 that such schools shall be under the supervision of the respective 
 local prefects; that the course of study as prescribed under the old 
 procedure shall be gradually altered so as to include the Japanese 
 language and arithmetic; that reports shall be made each year to 
 the office of the prefect setting forth full particulars as to the work 
 of the school, student enrollment, and other matters; and that cer- 
 tain sanitary precautions shall be observed. The governor-general 
 may prescribe the use of such text-books as he may deem necessary, 
 and in cases in which the schools are properly managed certain 
 subsidies may be granted by the administration. In obedience to 
 the above regulations, by the year 1906 arithmetic had been intro- 
 duced into 187 private schools, Japanese into 112, and both arithmetic 
 and Japanese into 80. A regulation more recent than these pre- 
 scribes that private schools shall cease to be conducted in districts 
 in which public schools are established. There were 927 private 
 schools in operation during the year 1906. 
 
 These figures tend to show that the private school is still popular 
 with the Chinese. A parent may send his children to such a school 
 upon payment of about $5 a year for tuition, which is all he 
 need pay toward the support of the school. The average na- 
 tive private school makes provision for about twenty pupils. As 
 each child is a class unto himself, the parent can withdraw him from 
 the school at any time and for as many days as he may please without 
 interfering with his work. Furthermore, the pupil may give the 
 bulk of his time to the study of Chinese in accordance with the 
 wishes of the native parent. 
 
 But for all this the native private school has little to commend it. 
 It is housed in poorly lighted, poorly ventilated quarters, and under 
 the instruction of poorly trained teachers. The best that can be said 
 
EDUCATION UNDER THE JAPANESE. 
 
 51 
 
 for it is that it is distinctly Chinese, and naturally in favor on that 
 account with those who criticise the public school as teaching too 
 much Japanese and too little Chinese. As the establishment of pub- 
 lic schools means the displacing of the private schools, it will un- 
 doubtedly not be many years before the native private school will no 
 longer find a place in the educational system of the island. 
 
 G. SCHOOLS FOR THE JAPANESE. 
 
 The Japanese in Formosa number less than 2 per cent of the 
 island’s population. That comparatively few Japanese have settled 
 in Formosa can not be imputed to a lack of educational facilities. 
 The 3,850 children of school age are being well cared for; in fact, 
 the schools provided for them are in many respects superior to cor- 
 responding institutions in Japan. The system conforms to that of 
 the mother country and consists of elementary and secondary schools. 
 
 (a) ELEMENTARY SCHOOLS. 
 
 That 93 per cent of the Japanese children of school age in Formosa 
 are under instruction is due, in part at least, to the fact that ele- 
 mentary education is with them compulsory. Elementary schools 
 are established throughout those portions of the island inhabited 
 by the Japanese and are under the supervision of the local pre- 
 fects, as are the public schools for the Chinese natives; the ex- 
 penses of maintenance are defrayed from the prefectural treasuries, 
 although a tuition fee of 15 cents a month for the primary and 25 
 cents a month for the intermediate course is assessed against each 
 pupil enrolled. The total amount of such tuition fees during the 
 year 1906 was about $5,000. The expenditures for the maintenance 
 of these elementary schools during the same year amounted to about 
 $35,000, which sum includes an item of $5,000 for buildings. In 
 districts in which the Japanese population is so sparse as not to war- 
 rant the establishment of elementary Japanese schools, arrangements 
 are made whereby separate classes for the instruction of Japanese 
 children are provided in the public schools for the Chinese. During 
 the year 1906 fourteen native Chinese schools were giving special 
 courses for Japanese pupils, the 221 pupils in these schools paying 
 the regular tuition fee. 
 
 The smallest regular elementary Japanese school in the island is 
 that at Toen, which provides for 41 pupils. The largest is the Tai- 
 hoku City School, which has an enrollment of about 700 pupils. The 
 Taihoku school cares for nearly one- fourth of the pupils in the ele- 
 mentary Japanese schools, and is a model institution. The buildings 
 were erected at a cost of $40,000 and are remarkably well adapted to 
 school purposes, in addition to being distinctly ornamental. Like all 
 schools erected by the Japanese authorities in the island, the buildings 
 
52 
 
 EDUCATION IN FORMOSA. 
 
 are so arranged that each room occupies the entire width of the build- 
 ing, thus providing excellent lighting and ventilating facilities. 
 There are ten class rooms, a large assembly room, a sewing room for 
 girls, a room for scientific apparatus and natural history specimens, 
 and proper office accommodations for principal and teachers. The 
 grounds are spacious enough to provide flower gardens, playgrounds, 
 and athletic fields. The site was well chosen, being the most favor- 
 able location in the outskirts of the capital city. There is not in the 
 whole of Japan an elementary school of a similar size as well housed 
 as is this. 
 
 The teachers in the elementary Japanese schools of Formosa re- 
 ceive much higher pay than those in similar schools in Japan. The 
 average monthly salary of the Japanese elementary school teacher in 
 Formosa is $25, while that of the teacher in Japan is less than one- 
 third of this amount. Women teachers are paid less. Owing to the 
 splendid inducements in the way of good salaries, the educational 
 authorities in the island experience no difficulty in securing excellent 
 material as teachers in the elementary Japanese schools. In Japan 
 the salaries of the elementary school teachers depend very often upon 
 each annual budget in a school district, and, if the district is poor, the 
 teacher is often obliged to suffer a reduction in his allowance. The 
 teacher in the elementary Japanese schools in Formosa is not thus 
 inconvenienced. For the most part, the lower grades in these ele- 
 mentary schools are taught by women, who receive an average salary 
 of about $8. a month. 
 
 The course of study prescribed for the elementary Japanese schools 
 in Formosa is similar to that for schools in Japan. It is quite neces- 
 sary that it should be thus, for a large number of children are con- 
 stantly returning to or coming from Japan, and naturally wish to 
 continue their schooling with as little inconvenience to themselves as 
 possible. Furthermore, graduates of elementary Japanese schools in 
 the island are received in Japan on an equal standing with the gradu- 
 ates of the elementary schools there. As in Japan, the elementary 
 gives a primary course of four years and an intermediate course of 
 two years. In the primary course morals, Japanese, arithmetic, mu- 
 sic, and physical culture are taught, with sewing lessons added for 
 girls. In the intermediate course Japanese history and geography, 
 natural science, and drawing are taught in addition to the subjects 
 already enumerated. The text-books used are similar to those in use 
 in Japan. These, however, are to be supplemented by books espe- 
 cially adapted to Formosa. 
 
 Children are admitted to the elementary Japanese schools between 
 the ages of 6 and 14 years. There were 3,064 pupils enrolled in these 
 schools during the year 1906, about one-half of whom were girls. 
 Fourteen native Chinese schools were, during that year, giving 
 
BUREAU OF EDUCATION 
 
 BULL. NO. 5, 1908 PL. V 
 
 A. TAIHOKU CITY ELEMENTARY SCHOOL FOR JAPANESE. 
 
 This is a model institution. 
 
 B. TEACHERS AND PUPILS OF THE ENZANNO PUBLIC SCHOOL 
 FOR ABORIGINES, IN KOSHIN PREFECTURE. 
 
EDUCATION UNDER THE JAPANESE. 
 
 53 
 
 special courses for Japanese children, who numbered 115 boys and 
 10G girls. The average daily attendance of pupils enrolled in the 
 elementary Japanese schools during 1906 was 2,763. When a school 
 is sufficiently large to permit, boys and girls are taught in separate 
 classes. 
 
 One of the particularly interesting features of the Japanese school 
 is the system of class captains, who are selected, one for each class, 
 on a basis of scholarship. When a visitor enters a class room, the 
 class captain rises from his seat, calls the class to attention, and the 
 members in obedience to his orders rise and, as one person, salute the 
 visitor. When the class is to be dismissed, it is done at the orders 
 of its captain, who assembles them on the school grounds in company 
 formation and, when they are at attention, gives the command u fall 
 out.” Likewise when the school session is called the boys fall in* under 
 their respective class captains and march to their class rooms. Phys- 
 ical culture in the Japanese school involves considerable military 
 drill, which, whenever the weather w T ill permit, is carried on out of 
 doors. The Japanese pupil in Formosa demands more recreation 
 and play than he would were he in a school in Japan, for climatic 
 conditions in the island are conducive to fevers and epidemics. 
 Moreover, the pupil in Formosa finds that he can not study so 
 effectively as he could in Japan, hence he must have more exercise 
 and recreation to keep in good physical condition. 
 
 Another disadvantage to the Japanese child in Formosa is the in- 
 ferior social conditions which surround him. The first Japanese to 
 come to the island were not from the better classes and their moral 
 standards were not high, hence the children of the better classes are 
 often thrown among evil associates. . The educational department is 
 doing everything possible to counteract these unfavorable conditions, 
 and, so far as the elementary schools are concerned, the Japanese 
 pupil is receiving excellent care from the educational authorities in 
 the island. 
 
 (&) SECONDARY SCHOOLS. 
 
 The facilities furnished the Japanese student for secondary educa- 
 tion are quite equal, in point of excellence, to those for elementary 
 training. After completing his six years of primary and interme- 
 diate school training, the Japanese boy who would remain in For- 
 mosa has the choice of entering the Middle School or the normal 
 department of the Language School. For the girls there is a girls’ 
 high school. 
 
 The Middle School . — A 15-acre piece of ground has been secured 
 by the Formosan government in proximity to Taihoku City for the 
 erection of buildings and dormitories for a new middle school for 
 the Japanese. The completion of these buildings will involve an ex- 
 
54 
 
 EDUCATION IN FORMOSA. 
 
 penditure of $250,000 and will give to the island a middle school 
 superior to any in Japan. The cost of this project will be defrayed 
 from the government treasury. The school is at present housed in 
 temporary quarters in the city. The students, who number 104, are 
 required to pay a tuition fee of 80 cents a month. The school pro- 
 vides two departments, which may be styled A and B. 
 
 Department A makes English the major subject and proposes to 
 train a limited number of students in English manners, customs, and 
 ways of living, besides affording to them an academic training. 
 Baron Goto, late civil governor in the island, who is responsible for 
 the founding of this department, said that it was his purpose in 
 recommending such a course to afford a means whereby Japanese 
 boys may be so thoroughly trained in the English language, manners, 
 and customs as to be able, at the completion of their studies, to move 
 about in foreign society with ease and comfort ; in a word, to produce 
 Japanese gentlemen conversant with foreign customs. This course 
 is a noteworthy innovation in Japanese methods of training students 
 in a foreign language and foreign customs, there being nothing to 
 correspond with it in Japan, with the possible exception of a private 
 institution in Tokyo under foreign management. In light of the 
 many criticisms which have during the past six months appeared 
 throughout the Japanese press on the superficial methods of foreign- 
 language instruction in the middle schools of Japan, this experiment 
 in Formosa will undoubtedly be watched with the closest attention 
 by Japanese educationists. 
 
 The number of students in this course to enter each year is limited 
 to 30, who are to be selected by competitive examination. Applicants 
 must be at least 11 years of age, must have a training equal to that 
 given in the elementary Japanese schools, and must be able to defray 
 their living expenses in a dormitory provided in the school. These 
 expenses, from a Japanese standpoint, are high, being at least $15 a 
 month. Students are required to live and dress' in foreign style. 
 The course will extend over six years, and it is planned to have a 
 separate dormitory for each class, which is to be composed of 30 
 members. Each dormitory will be presided over by the head teacher 
 of the corresponding class or form. The first class of 30 students 
 was admitted this year, but dormitory accommodations for them will 
 not be in readiness until next April. The course of study includes 
 Japanese, English, Chinese, history, geography, mathematics, natural 
 history, physics, chemistry, drawing, music, manual training, and 
 gymnastics. The number of hours per week devoted to each subject 
 is given in Table 8. 
 
EDUCATION UNDER THE JAPANESE. 
 
 55 
 
 Table 8. — Middle School study schedule — Department A. 
 
 FIRST TERM (3 YEARS). 
 
 Subject. 
 
 First year. 
 
 Second year. 
 
 Third year. 
 
 Division of the 
 subject. 
 
 Hours per 
 week. 
 
 Division of the 
 subject. 
 
 Hours per 
 week. 
 
 Division of the 
 subject. 
 
 Hours per 
 week. 
 
 National patriot- 
 
 Requirements of the 
 
 1 
 
 Same as first year. 
 
 1 
 
 Same as first year. 
 
 1 
 
 ism. 
 
 nation. 
 
 
 
 
 
 
 .Tn pnnp.se 
 
 Reading, composi- 
 
 4 
 
 do 
 
 4 
 
 Grammar added. . 
 
 4 
 
 
 tion, conversation, 
 
 
 
 
 
 
 
 and writing. 
 
 
 
 
 
 
 English 
 
 Easy conversation, 
 
 9 
 
 Translation and 
 
 7 
 
 Same as second 
 
 7 
 
 
 pronunciation, 
 
 
 grammar added. 
 
 
 year. 
 
 
 
 spelling, and writ- 
 
 
 
 
 
 
 Mathematics 
 
 ing. 
 
 Arithmetic 
 
 4 
 
 Algebra added 
 
 4 
 
 Arithmetic, alge- 
 
 4 
 
 
 
 
 
 bra, and geom- 
 
 
 
 
 
 
 
 etry. 
 
 
 History 
 
 Historical tales 
 
 1 
 
 Japanese history.. 
 
 2 
 
 Same as second 
 
 2 
 
 
 
 
 
 year. 
 
 
 Geography 
 
 Elements 
 
 1 
 
 Japan and east 
 
 2 
 
 West Asia and 
 
 2 
 
 
 
 
 Asia. 
 
 
 Japan. 
 
 
 Natural history 
 
 do 
 
 1 
 
 Plants, animals, 
 
 1 
 
 Same as second 
 
 2 
 
 
 
 
 and minerals. 
 
 
 year. 
 
 
 Total 
 
 
 21 
 
 
 21 
 
 
 22 
 
 
 
 
 
 
 
 
 SECOND TERM (3 YEARS). 
 
 
 Fourth year. 
 
 
 Subject.. 
 
 Division of the 
 subject. 
 
 Hours per 
 week. 
 
 National patriot- 
 
 Samp as first year 
 
 1 
 
 ism. 
 
 
 
 Japanese 
 
 Same as third year . . . 
 
 3 
 
 English 
 
 Translation, para- 
 
 5 
 
 Chinese 
 
 phrase, conversa- 
 tion, composition, 
 and grammar. 
 
 Same as English 
 
 5 
 
 Mathematics 
 
 Algebra and geome- 
 
 4 
 
 History 
 
 try. 
 
 Oriental 
 
 2 
 
 Geography 
 
 World 
 
 1 
 
 Natural historv 
 
 
 2 
 
 Chemistry and 
 
 
 2 
 
 physics. 
 
 
 
 Total 
 
 
 25 
 
 
 
 Fifth year. 
 
 Division of the 
 subject. 
 
 Political science. . . 
 
 Same as third year. 
 
 Same as fourth 
 year. 
 
 do 
 
 do 
 
 Western 
 
 Geology 
 
 Physiology 
 
 OJ 
 
 1 
 
 3 
 
 5 
 
 5 
 
 4 
 
 2 
 
 1 
 
 2 
 
 2 
 
 25 
 
 Sixth year. 
 
 Division of the 
 subject. 
 
 Same as fifth year. 
 
 Same as third 
 year. 
 
 Same as fourth 
 year. 
 
 do 
 
 Trigonometry 
 
 added. 
 
 Universal 
 
 Physical geogra- 
 phy. 
 
 a; 
 
 ro ' 
 
 3 
 
 O 
 
 n 
 
 2 
 
 3 
 
 5 
 
 3 
 
 4 
 
 2 
 
 2 
 
 '4 
 
 25 
 
 An advanced course covering two years will be provided for grad- 
 uates. This latter course is designed especially to fit young men for 
 positions in the Government service, particularly the colonial service. 
 In speaking with Mr. Hoinjo, the principal of the Middle School, 
 the writer was informed that the new Middle School is to be pat- 
 terned, to a certain extent at least, after Abbott’s Hall, England, 
 which he had occasion to visit a year ago. The Middle School re- 
 tains at present two foreigners as teachers of English, one a Cana- 
 
56 
 
 EDUCATION IN FORMOSA. 
 
 dian woman and the other an American, the former of whom is to 
 have charge of the dormitories to be opened next April. 
 
 Department B, which is in reality the Middle School proper, 
 requires five years for its completion, and corresponds to the regular 
 middle schools in Japan. The students registered in this department 
 do not live in dormitories. The course of study includes morals, 
 Japanese, Chinese, English, history, geography, mathematics, nat- 
 ural history, physics, chemistry, elements of law and economics, 
 drawing, music, and gymnastics. The number of hours allotted to 
 each subject is shown in Table 9. An advanced course covering one 
 year supplements the one just described. Military drill forms an 
 important feature of the prescribed work for the students of both 
 departments of the Middle School, and is conducted under the direc- 
 tion of a former army officer. 
 
 Table 9. — Middle School study schedule — Department B. 
 
 Subject. 
 
 First year. 
 
 Second year. 
 
 Third year. 
 
 Division of the sub- 
 ject. 
 
 Hours a 
 week. 
 
 Division of the sub- 
 ject. 
 
 Hours a 
 week. 
 
 Division of the sub- 
 ject. 
 
 Hours a 
 week 
 
 Morals 
 
 
 1 
 
 
 1 
 
 
 1 
 
 Japanese and Chi- 
 
 Reading, grammar, 
 
 
 Same as first year . 
 
 7 
 
 Same as first year. 
 
 7 
 
 nese. 
 
 composition, and 
 
 
 
 
 
 
 
 writing. 
 
 
 
 
 
 
 English 
 
 Elementary . . . 
 
 6 
 
 do 
 
 6 
 
 Grammar added 
 
 7 
 
 History and ge- 
 
 Japan 
 
 3 
 
 Asia and Australia 
 
 3 
 
 Oriental history 
 
 3 
 
 ography. 
 
 
 
 added. 
 
 
 and European 
 
 
 
 
 
 
 
 geography. 
 
 
 Mathematics 
 
 Arithmetic 
 
 4 
 
 Algebra added 
 
 4 
 
 Geometrv added 
 
 5 
 
 Natural history 
 
 Minerals 
 
 2 
 
 Botany 
 
 2 
 
 Physiology, zo- 
 
 2 
 
 
 
 
 
 ology, and sani- 
 
 
 
 
 
 
 
 tation. 
 
 
 Drawing 
 
 Free-hand 
 
 1 
 
 Mechanical added 
 
 1 
 
 Free-hand 
 
 1 
 
 Music 
 
 Singing 
 
 1 
 
 Same as first year . 
 
 1 
 
 Same as first year. 
 
 1 
 
 Gymnastics 
 
 Military 
 
 3 
 
 ... .do 
 
 3 
 
 do 
 
 3 
 
 Total 
 
 
 28 
 
 
 28 
 
 
 30 
 
 
 
 
 
 
 
 
 Fourth year. 
 
 Fifth year. 
 
 Subject. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Division of the subject. 
 
 Hours 
 a week. 
 
 Mora.ls 
 
 
 1 
 
 
 1 
 
 6 
 
 Japanese and Chinese .... 
 English 
 
 Advanced work . 
 
 6 
 
 Same as fourth year 
 
 Same as third year 
 
 7 
 
 Same as third year . . . 
 
 7 
 
 History and geography . . . 
 Mathematics. . 
 
 America and Africa 
 
 3 
 
 Universal history and ge- 
 ology. 
 
 Geometry and trigonom- 
 etry. 
 
 3 
 
 4 
 
 Algebra and geometry .... 
 
 4 
 
 Natural history 
 
 Zoology . . 
 
 
 
 Physical sciences 
 
 Chemistry 
 
 3 
 
 Physics 
 
 4 
 
 Law and political econ- 
 omy. 
 
 Drawing 
 
 
 2 
 
 Mechanical 
 
 1 
 
 
 Military drill 
 
 
 3 
 
 
 3 
 
 
 
 
 
 Total 
 
 
 30 
 
 
 30 
 
 
 
 
 The officers of the Middle School consist of 1 principal (Shonin 
 rank), 7 teachers of Shonin rank and 17 of Hannin rank, a super- 
 intendent of dormitories, and a clerk. The foreign English teacjiers 
 
EDUCATION UNDER THE JAPANESE. 
 
 57 
 
 receive $900 and $1,800, respectively. Living quarters are furnished 
 to all of the above teachers. The school has not been established 
 sufficiently long to graduate many students, but during the year 1900 
 19 were graduated. 
 
 The normal department . — There is connected with the Language 
 School a separate normal department for the training of Japanese 
 young men as teachers for the public schools. Students to be ac- 
 cepted in this course must be at least 18 and not over 25 years of 
 age, and must have completed a course of study equal to that of the 
 fourth year of the Middle School. The course of study extends over 
 one year and includes the following subjects: Morals, pedagogy, 
 Japanese, Formosan Chinese, history, geography, natural science, 
 music, manual training, agriculture, commerce, and physical culture. 
 Manual training, agriculture, and commerce occupy but a small part 
 of the study schedule. This department graduates about twenty 
 students a year, and since its establishment about ten years ago it has 
 furnished 145 teachers for the public schools of the island. 
 
 The Girls ’ Higher School . — There are more girls in attendance in 
 the elementary Japanese schools, in proportion to the number of 
 school age, than there are boys. Girls to be admitted to the Higher 
 School must be not less than 12 years of age and must have had an 
 elementary school education. The course of study prescribed for 
 this institution is similar to that which obtains in like schools in 
 Japan. The admirable feature of its curriculum is that it attaches 
 great importance to the domestic sciences. Graduates from this school 
 are received in Japan on the same status as graduates of Girls’ Higher 
 Schools there. There were 149 girls enrolled in this school during 
 the year 1906, which was 64 less than the number of boys enrolled 
 in the Middle School, and 125 more than the number of native Chi- 
 nese girls enrolled in the Shirin Girls’ Higher School. 
 
 Japanese students completing the courses prescribed in the second- 
 ary' schools above enumerated are in a position to enter upon ad- 
 vanced work in schools in Japan. The facilities which the Formosan 
 government offers to the Japanese youth for a first-class common- 
 school education are indeed good, and when the new middle school 
 is completed the island will have a high school superior to any in 
 Japan. 
 
 7. SCHOOLS FOR ABORIGINES. 
 
 The savage tribes in Formosa still occupy and control the eastern 
 (mountainous) half of the island. Their population is estimated at 
 103,000. The question of bringing this population under control and 
 opening their lands to exploitation is one which is receiving much 
 attention from the administration. A military police force, made up 
 of 3,500 Japanese police, 1,500 Chinese native police, and 5,000 native 
 
58 
 
 EDUCATION IN FORMOSA. 
 
 coolies, has succeeded, under the direction of the superintendent of 
 police, in establishing a guard line along the savage frontier. This 
 line has been advanced from time to time, but recently it was forced 
 back by a combined attack on the part of the savages in the northern 
 part of the island and much territory regained to savage control. 
 The difficulties with which the police have to contend are many. The 
 country is mountainous and covered with a dense jungle well adapted 
 to the sort of guerrilla warfare which the savages indulge in. 
 
 The tribes in the northern part of the island belong to the Atayal 
 group of head-hunter savages and are the most difficult with which 
 to deal, while the Amis, Taiwan, and Payuma groups in the eastern 
 and southern districts are comparatively peaceful. It is among these 
 latter groups that the administration is attempting to establish 
 schools. Up to the present twelve schools have been opened in Taito 
 prefecture in villages along the east coast and three in Koshun in the 
 southernmost part of the island. It is worthy of note that these 
 schools have been established in the same villages and among the 
 same tribes as those opened by Chinese thirty-five years ago. In fact, 
 as a result of the work of the Chinese school in one of the villages 
 in Koshun, many of the members of one of the tribes of the Paiwan 
 group still wear the queue and dress in Chinese style. 
 
 The regulations provide that no tuition fees shall be charged, in 
 the savage schools. The expenses of maintenance are defrayed from 
 the prefectural treasuries. During the year 1906 the sum of $12,000 
 was spent on savage education. The course of study extends over 
 four years, and aims to teach the children to read and write the 
 Japanese kanna (alphabet) and perform the simple operations in 
 arithmetic. Their course of study naturally includes much conver- 
 sational work in Japanese. Music, manual training, and agriculture 
 are added as local conditions permit. The pupils are rewarded for 
 faithful work by prizes consisting of clothing and food. The teach- 
 ers assigned to these schools number 40, of whom 25 are Japanese, 8 
 Chinese natives, and 7 savages. They are paid $272 a year for the 
 Japanese, $44 a year for the Chinese native, and $35 a year for the 
 savage teachers. The Japanese teacher in a savage village is recog- 
 nized by the members of the tribe in that place as an important per- 
 sonage. He has succeeded in winning the good will of the chieftain 
 and headmen, for many instances are cited of these chieftains and 
 headmen calling upon the village school-teacher to act as arbiter in 
 their controversies. 
 
 There were 996 boys and 92 girls enrolled in the fifteen savage 
 schools during the year 1906. Of these pupils, 167 were between the 
 ages of 7 and 10 years; 565 between the ages of 10 and 15; 280 be- 
 tween the ages of 15 and 20; 29 upward of 20 years, and 43 of ages 
 unknown. The average daily attendance during the year was 577 
 
EDUCATION UNDER THE JAPANESE. 
 
 59 
 
 for the boys and 56 for the girls. The low average daily attendance 
 is probably due to the fact that, owing to the poverty of these tribes, 
 they are obliged to utilize the services of their children as much as 
 possible in the fields which they till. These schools have thus far 
 graduated 47 boy's and 1 girl. One of the graduates subsequently 
 entered the medical school in Taihoku City and did very creditable 
 work. The other graduates are employed as interpreters and police 
 in the districts in which they live. 
 
 These tribes prove themselves capable of being affected by civiliz- 
 ing influences. The children make good progress in their studies, but 
 appear to be lacking in mathematical ability. The parents seem to be 
 anxious to have their children learn to read and write. Indications 
 at present seem to point to a successful issue in the educational work 
 among these tribes. 
 
 8. EDUCATION UNDER THE JAPANESE CONTRASTED WITH THAT UNDER 
 THE DUTCH AND CHINESE. 
 
 In contrasting education under the Japanese with that under the 
 Dutch and that under the Chinese we should measure each in light 
 of its peculiar aims and accomplishments. 
 
 The Dutch aimed to convert to Christianity the savage tribes among 
 whom they settled, hoping thereby to better their trade relations. 
 Their missionaries came to Formosa and found a people (or peoples) 
 savage and addicted to vile practices. As a result of the thirty years’ 
 labors of these missionaries the savage tribes were given a written 
 language and improved social customs, which were carried down 
 through successive generations, remnants of which are to be found 
 even to the present day. Measured in the light of their day or, in 
 fact, in the light of to-day, the achievements of the Dutch mission- 
 aries can not be judged otherwise than as remarkable. 
 
 Education during the Chinese regime in Formosa naturally fol- 
 lowed the trend of education in China proper. The Imperial exam- 
 inations dragged all that flavored of educational effort through the 
 same ruts year after year until one administrative officer, bolder and 
 more enlightened than his predecessors, attempted to lift it upon a 
 higher plane — that of usefulness — only to have his work so well begun 
 suffer at the hands of a reactionary successor. But so far as the 
 masses were concerned the private school met their wants, which 
 fortunately were few. 
 
 ♦ The really interesting phase in educational effort under the Chinese 
 was that which had to do with the establishment of schools among the 
 aborigines. As early as the beginning of the eighteenth centur}" the 
 Chinese recognized the utility of the public school in Formosa as a 
 means of bringing an alien race under subjugation. The schools 
 
60 
 
 EDUCATION IN FORMOSA. 
 
 established among the tribes which had previously come under the 
 influence of the Dutch assisted to hasten the adoption of Chinese cus- 
 toms by these tribes. It was not, however, till 1875 that the Chinese 
 seriously attempted to subjugate any of the untamed savages through 
 the medium of the public school. When, in that year, special text- 
 books for- the instruction of the savages were adopted, it appeared as 
 if the Chinese had begun to realize the fact that the Three Character 
 Classic was doubly meaningless when placed in the hands of a savage 
 child. But such was not the case;* for, ten years later, when the 
 enlightened Liu Ming Cliuan attempted to subjugate the tribes of 
 the headhunter Atayal Group of savages by giving them schools, he 
 adhered to the old custom and prescribed the Chinese Classic. Despite 
 the apparent crudeness of their methods, the fact remains that the 
 Chinese had accomplished, during the years 1875 to 1891, much in 
 the way of assimilating the savage tribes throughout the island. 
 
 The fact that when Japan took possession of Formosa she found 
 but the fragments of an antiquated Chinese school system, should 
 not be interpreted to mean that had China continued in the posses- 
 sion of the island that system would have been perpetuated. The 
 educational revolution which has swept over China during the past 
 few years could not but have affected Formosa. 
 
 When Japan annexed Formosa she already had the advantage of 
 twenty-five years’ experience in modern educational administration. 
 Before the island had been pacified she set to work to establish a 
 system of public instruction. Now after twelve years’ labors we 
 find 5.5 per cent of the native Chinese children of school age enrolled 
 in public schools, or about 9 per cent under instruction in both public 
 and private schools. Statistics of education in the Philippines for the 
 year 1906 show 20 per cent of the children of school age enrolled in 
 public schools, and about 25 per cent under instruction in both public 
 and private schools. 
 
 Public instruction in Formosa aims to convert the native child into 
 a loyal Japanese subject. It attempts, however, to reach only that part 
 of the native Chinese which is able to contribute toward the financial 
 support of the schools. The people are given schools as they are able 
 to pay for them. But when a district gets a school, it is a splendidly 
 constructed, well-equipped building, set upon a si?e which allows of 
 plenty of room for playgrounds. The teachers provided for these 
 schools are well trained and apparently devoted to their work. Sta- 
 tistics for the years 1900 to 1907 show that the enrollment in the 
 public schools is gradually increasing. (See Tables 10 and 11, page^ 
 G3, 64.) 
 
 The facilities for the secondary education of the native Chinese are 
 apparently insufficient. A Chinese parent, a man who pays in taxes 
 several hundred dollars a year toward the support of the public ele- 
 
EDUCATION UNDER THE JAPANESE. 
 
 61 
 
 mentary school in his district, when asked why he did not send his 
 boy to it, said, “ What’s the use? If I send him to the public school 
 he learns Japanese, and when he has finished what use is it to him? 
 11 is chances of entering a higher school are very few.” Those sec- 
 ondary institutions which are provided are good, snd so soon as they 
 are in a position to accommodate much larger numbers than possible 
 under the present conditions, they will assist greatly in the cause of 
 native Chinese education. 
 
 The public schools established by the Japanese are doing infinitely 
 more for the native Chinese girl than any Chinese school ever at- 
 tempted to "do. But the number of native girls in attendance in the 
 public schools in proportion to the population is still exceedingly low. 
 The Chinese parent is only beginning to give to his daughter the op- 
 portunities which a few years ago he deemed appropriate for his son 
 only. 
 
 The administration has not neglected to furnish to the Japanese 
 children resident in the island splendid facilities for both elementary 
 and secondary education. Ninety-three per cent of the Japanese 
 children of school age in Formosa are under instruction. The schools 
 and the instruction provided are, on an average, better than those 
 furnished in Japan. As for secondary education, the new middle 
 school will eclipse anything of a like nature in the mother country, 
 and will afford the graduates of the elementary schools splendid facil- 
 ities for advanced education. 
 
 As regards the aborigines, schools are being provided for the chil- 
 dren of the peaceful tribes only. According to the policy of the ad- 
 ministration, subjugation must precede education. This is perhaps 
 the safest policy. The savage problem in Formosa is one which pre- 
 sents great difficulties, and it will undoubtedly be some years before 
 the administration will have succeeded in placing the savage tribes 
 under control. 
 
 Thus it may be said for education under the Japanese that the 
 quality of the facilities furnished is excellent. It may, however, be 
 criticised in that it does not pretend to reach the native masses. The 
 Emperor’s decree of 1871 in regard to education does apply to the 
 Japanese resident in the island, but it can not yet be said that it is 
 intended to embrace the native Chinese population. To convert 
 3.000,000 Chinese into loyal Japanese subjects — in a word, to “ Ja- 
 panize ” them, is indeed an ambitious aim. Formosa’s proximity to 
 China and the overwhelming preponderance of Chinese in the island 
 are factors which, combined with the strong racial characteristics of 
 the Chinese, make one hesitate to express a favorable opinion upon 
 the subject. The Japanese in official positions in the island are by 
 no means unanimous in an assertion of Japan’s ability to Japanize 
 
62 
 
 EDUCATION IN FORMOSA. 
 
 the natives. It is a question which time alone can answer. In the 
 meanwhile, other nations will watch with interest Japan’s labors in 
 that direction. 
 
 Expenditure for education for the year 1906. 
 
 FOR THE LANGUAGE SCHOOL, INCLUDING THE EXPENSES OF THE MIDDLE SCHOOL, THE 
 SCHOOL FOR NATIVE GIRLS, THE GIRLS’ HIGHER SCHOOL, AND TEACHERS’ SALARIES 
 IN THE BANKA PUBLIC SCHOOL. 
 
 Yen. 
 
 Teachers’ salaries 52, 852. 14 
 
 Traveling expenses of teachers 2, 050. 75 
 
 Foreign teachers (English) . 4,821.33 
 
 Students at government expense 30, 201. 07 
 
 Expenses of maintenance 10, 048. 07 
 
 Repairs _• * 3, 599. 95 
 
 Miscellaneous expenses 6, 963.30 
 
 Total 110,626.61 
 
 ELEMENTARY SCHOOLS FOR JAPANESE. 
 
 Teachers’ salaries 34, 492. 80 
 
 Traveling expenses of teachers 1, 907. 93 
 
 Maintenance expenses 9, 859. 36 
 
 Repairs 4, 305. 15 
 
 Miscellaneous expenses , 7, 368. 91 
 
 Total 57, 934. 15 
 
 PUBLIC SCHOOLS FOR CHINESE NATIVES. 
 
 Teachers’ salaries 1 244, 752. 38 
 
 Teachers’ traveling expenses 12, 176. 06 
 
 Total a : „ 256,928.44 
 
 PUBLIC SCHOOLS FOR SAVAGES. 
 
 Teachers’ salaries 13, 430. 45 
 
 Traveling expenses of teachers 868. 90 
 
 Maintenance and repairs 5, 642. 20 
 
 Miscellaneous expenses 3, 404. 85 
 
 Total 23, 346. 40 
 
 SUMMARY. 
 
 Language school 110, 626. 61 
 
 Elementary schools for Japanese 57, 934. 15 
 
 Public schools for Chinese natives 256, 928. 44 
 
 Public schools for savages 23, 346. 40 
 
 Grand total 448, 835. 60 
 
 Note. — T he Japanese yen exchanges at the rate 1 yen = $0,498 United States gold. 
 
 Of the above items, the expenditures for the Language School, 
 which include, besides the Language School proper, the Middle 
 School, the Girls’ Higher School, and the Shirin Girls’ School, are 
 
 All other expenses are met from the district funds for the purpose. 
 
EDUCATION UNDER THE JAPANESE. 
 
 63 
 
 met from the insular treasury; the expenditures for the elementary 
 schools for Japanese are met from the prefectural treasuries; those 
 for the public schools for Chinese natives are met from local taxes 
 (for teachers’ salaries and traveling expenses), revenues from school 
 properties, and contributions; those for the public schools for savages 
 from the prefectural treasuries. Tuition fees in all cases go toward 
 the support of the schools from which they are collected. 
 
 It is to be noted that in the items set forth under the head of expend- 
 itures for public schools for Chinese natives there are included but 
 the two items, “ teachers’ salaries ” and “ teachers’ traveling ex- 
 penses.” These items are met from the local prefectural treasuries, 
 while those for the maintenance, repair, and upkeep of the school are 
 defrayed from the local tax assessments and properties belonging to 
 the school. 
 
 Table 10 . — School statistics for the year 1906. 
 
 Kind of school. 
 
 Number of 
 schools. 
 
 Teachers. 
 
 Pupils. 
 
 Pupils entered dur- 
 ing the year. 
 
 Graduates 
 during the 
 year. 
 
 Male. 
 
 | Female. 
 
 Total. 
 
 3 
 
 Female. 
 
 Total. 
 
 Male. 
 
 Female. 
 
 Total. 
 
 Male. 
 
 Female. 
 
 Total. 
 
 Public schools for 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Chinese natives... 
 
 180 
 
 681 
 
 57 
 
 738 
 
 27,862 
 
 3,961 
 
 31,823 ; 
 
 12, 920 
 
 2,149 
 
 15,069 
 
 519 
 
 16 
 
 535 
 
 Public schools for 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 savages 
 
 15 
 
 40 
 
 
 40 
 
 996 
 
 92 
 
 1,088 
 
 362 
 
 55 
 
 417 
 
 47 
 
 1 
 
 48 
 
 Banka Public 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 School a 
 
 1 
 
 13 
 
 1 
 
 14 
 
 324 
 
 134 ! 
 
 458 
 
 175 
 
 74 
 
 249 
 
 16 
 
 4 
 
 20 
 
 Shirin Girls’ School.. 
 
 1 
 
 1 
 
 3 
 
 4 
 
 
 24 | 
 
 24 
 
 
 5 
 
 5 
 
 
 6 
 
 6 
 
 Elementary schools 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 for Japanese 
 
 14 
 
 55 
 
 29 
 
 84 
 
 1,684 
 
 1,601 1 
 
 3,285 
 
 1,074 
 
 1,051 
 
 2, 125 
 
 239 
 
 252 
 
 491 
 
 Higher Girls’ School. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 for Japanese 
 
 1 
 
 5 
 
 6 
 
 11 
 
 
 149 
 
 149 
 
 
 81 
 
 ’ 81 
 
 
 
 
 Middle School, for 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Japanese 
 
 1 
 
 
 
 
 213 
 
 
 213 
 
 109 
 
 
 109 
 
 19 
 
 
 19 
 
 Language School: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Normal depart- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ment — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Chinese na- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 tives 
 
 1 
 
 
 
 
 197 
 
 
 197 
 
 99 
 
 
 99 
 
 44 
 
 
 44 
 
 Japanese 
 
 
 41 
 
 
 41 
 
 20 
 
 
 20 
 
 20 
 
 
 20 
 
 20 
 
 
 20 
 
 Academic depart- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ment— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Chinese na- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 tives 
 
 
 
 
 
 76 
 
 
 76 
 
 31 
 
 
 31 
 
 6 
 
 
 6 
 
 Miscellaneous 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 schools b 
 
 13 
 
 55 
 
 8 
 
 63 
 
 430 
 
 78 
 
 508 
 
 455 
 
 • 30 
 
 485 
 
 36 
 
 17 
 
 53 
 
 Private Chinese 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 schools 
 
 914 
 
 916 
 
 
 916 
 
 19, 584 
 
 331 
 
 19,915 
 
 15,214 
 
 24*2 
 
 '15,456 
 
 
 
 
 Total 
 
 1,141 
 
 1,807 
 
 104 
 
 1,911 
 
 51, 394 
 
 6, 370 
 
 57,764 
 
 30, 459 
 
 3,687 
 
 34, 146 
 
 963 
 
 296 
 
 1,259 
 
 a Banka School is in reality a public Chinese school, and the figures given above for 
 this school may well be included in those for public schools for Chinese natives. 
 
 6 The item ‘‘miscellaneous schools” includes private schools for Japanese, a night 
 school, a special law school (private), and missionary schools. 
 
64 
 
 EDUCATION IN FORMOSA, 
 
 Table 11. — School statistics for the years WOO to W06, inclusive. 
 
 Y ear. 
 
 Num- 
 ber of 
 schools. 
 
 Teachers. 
 
 Pupils enrolled. 
 
 Male. 
 
 Fe- 
 
 male. 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 1900 
 
 1,624 
 
 1,993 
 
 42 
 
 2,035 
 
 40,050 
 
 1,906 
 
 41,916 
 
 1901 
 
 1,712 
 
 2, 203 
 
 47 
 
 2, 250 
 
 46, 386 
 
 2,682 
 
 49, 068 
 
 1902 
 
 1,800 
 
 2, 337 
 
 65 
 
 2,402 
 
 50, 200 
 
 3, 221 
 
 53, 421 
 
 1903 
 
 1,550 
 
 2, 195 
 
 71 
 
 2,266 
 
 48, 662 
 
 3,881 
 
 52, 543 
 
 1904 
 
 1,270 
 
 1,861 
 
 77 
 
 1,938 
 
 45, 095 
 
 4,490 
 
 49,585 
 
 1905 
 
 1,259 
 
 1,892 
 
 92 
 
 1,984 
 
 46, 476 
 
 5,444 
 
 51,920 
 
 1906 
 
 1,140 
 
 1,807 
 
 104 
 
 1,911 
 
 51,394 
 
 6,370 
 
 57, 764 
 
 Year. 
 
 
 
 Students entered during 
 year. 
 
 Graduates during the 
 year. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 1900 
 
 8,478 
 
 1,258 
 
 9,736 
 
 208 
 
 45 
 
 253 
 
 1901 
 
 9,040 
 
 1,501 
 
 10, 541 
 
 112 
 
 38 
 
 150 
 
 1902 
 
 12,497 
 
 2, 012 
 
 14, 509 
 
 451 
 
 69 
 
 520 
 
 1903 
 
 10,199 
 
 2, 058 
 
 12, 257 
 
 302 
 
 87 
 
 389 
 
 1904 
 
 27, 133 
 
 2, 681 
 
 29, 814 
 
 638 
 
 237 
 
 875 
 
 1905 
 
 25, 686 
 
 3, 261 
 
 28,947 
 
 737 
 
 230 
 
 967 
 
 1906 
 
 30, 549 
 
 3,687 
 
 34, 146 
 
 963 
 
 296 
 
 1,259 
 
 The figures above include all classes of schools entered in Table 10, 
 but do not include the Medical School, the Agricultural School, or 
 the Industrial Sugar School. These are considered separately. 
 
APPENDIX 
 
 MISSIONARY SCHOOLS. 
 
 A report upon education in Formosa would be incomplete without a descrip- 
 tion of the splendid work done by the foreign missionary societies. 
 
 (a) THE SPANISH MISSION. 
 
 Considering the proximity of Formosa to the Philippine Islands, it is not 
 strange that Spain should have sent her missionaries to the island as early 
 as 1626. From 1626 to 1642 Dominican friars carried on missionary work 
 among the Pepohuans, or peaceful savages of the plains, in the vicinity of 
 Kelung. The field of their labors embraced the country lying within a radius 
 of 20 miles from Kelung. Churches were established in ten different vil- 
 lages, and during the sixteen years which the mission operated in Formosa 
 ten fathers and three brothers of the Dominican order had come to the island. 
 A school was opened on Palm Island, in Kelung Harbor, about the year 1630, 
 and enrolled at one time as many as 400 pupils. This school aimed to teach 
 the savages to read and write their own language in romanized characters, 
 with the object in view of preparing them for work in the church. The edu- 
 cational work of the mission was confined to this one institution. 
 
 During the year 1642 the Dutch drove the Spanish from the island, and it 
 was not until the year 1710 that any of the Spanish missionaries returned. 
 During that year Father Manilla visited North Formosa, and reported finding 
 one of the descendants of the Pepohuans, who had come under the influence 
 of the Spanish mission prior to the year 1642, who was able to read and write 
 the romanized native language. It was not, however, until the year 1850 that 
 the Spanish mission was reestablished in Formosa. By that time all vestiges 
 of the labors of their early missionaries had been entirely obliterated. During 
 the year 1850 two Dominican fathers settled at Takao, South Formosa, and 
 opened there a church and school. 
 
 Up to the present churches have been established in 20 villages throughout 
 the island. Twelve Dominican fathers are in charge of these churches. At 
 Cheng King, in the vicinity of Takao, there was established, in 1S94, a girls’ 
 school and orphanage, which was placed in charge of a nun who was sent from 
 Manila for that purpose. Since then two more nuns have come from Manila to 
 assist at this girls’ school. Chinese girls of poor parents or without parents 
 are cared for in this institution. They are trained as housewives and married 
 to members of the church, or as teachers for the school. There are at present 
 50 girls in the school. About 10 miles south of Taichu there is a school for the 
 training of young men for positions in the church. This institution has an 
 enrollment of 28 students, and is under the charge of two fathers, assisted by 
 two Chinese teachers. The course of study extends over five years. These 
 two schools are the only educational institutions at present conducted by the 
 , Spanish mission. 
 
 65 
 
66 
 
 EDUCATION IN FORMOSA. 
 
 (7>) THE ENGLISH PRESBYTERIAN MISSION. 
 
 As for Protestant missions, tlie English Presbyterian Mission considers South 
 Formosa its field of labor, while the Canadian Presbyterian Mission cares for 
 North Formosa. The English Presbyterian Mission was established in South 
 Formosa during the year 1865. Its native chapels now number about 80. 
 Up to the year 1883 all educational work in this mission was confined to train- 
 ing young men for the ministry. During that year Mr. George Ede came to 
 Formosa to take charge of mission schools. After two years’ training in the 
 native Chinese dialect, he opened a school in Tainan, which was named the 
 Tainan High School. In 1894 a special building was provided for the school. 
 It accommodated 50 pupils. This school is at present under the direction of 
 Mr. F. It. Johnson, assisted by three Chinese and one Japanese, who give half 
 their time to the school. Instruction is given in Chinese, history, geography, 
 arithmetic, and Japanese, the latter subject being taught in response to the 
 Formosan government regulations pertaining to private schools under foreign 
 management. English is taught to those only who pay a special fee in addi- 
 tion to the regular fee of $10 a year. The school has at present an enrollment 
 of 48 resident male students. It accepts graduates of elementary schools pro- 
 vided by the mission. These elementary schools, or “ local congregational 
 schools,” aim to reach the children of the local congregations. There are at 
 present 10 of these schools. The curriculum provides a six-year course em- 
 bracing the following subjects: Chinese (reading of the classics), reading and 
 writing of the romanized Chinese, arithmetic, geography, and the Scriptures. 
 Each of these schools has one Chinese teacher, and there are between 300 and 
 400 children under instruction. 
 
 The mission also provides a girls’ school, which was established in 1887. 
 It accommodates 50 resident students. At present there are 49 living at the 
 school. The English women connected with the mission have charge, assisted 
 by native women teachers. The curriculum covers the following subjects: 
 Chinese, reading and writing romanized Formosan Chinese, arithmetic, Japan- 
 ese, history, geography, Scriptures, and domestic science. A Chinese and a 
 Japanese teacher give a few hours a week to teaching in this school. 
 
 In addition to the girls’ school there is a women’s school, where Christian 
 women can live for a year or two for the purpose of receiving instruction in 
 reading the Scriptures. There are at present 10 women living in this institution. 
 
 The training of young men for the ministry has received the attention of 
 the mission from the time of its establishment in the island. In 1880 the 
 first building for that purpose was erected. It accommodated 13 students 
 and 1 tutor. During the year 1903 the present building was opened. It 
 accommodates 40 students, but the number in actual attendance averages about 
 25. This school is under the charge of the Rev. Thomas Barclay, who came 
 to Formosa in 1874 to join the mission. Besides a Chinese tutor, one Chinese 
 and one Japanese teacher give half of their time in teaching in this institu- 
 tion. The curriculum includes the Bible, theology, church history, etc., and 
 arithmetic, Chinese, Japanese, and singing. The course extends over four 
 years. For practical training the students preach each Sunday at stations in 
 proximity to the school. They are allowed $2.25 a month each to cover their 
 expenses; married students are allowed a trifle more. 
 
 There are connected with the mission three hospitals, each of which is 
 under the charge of a foreign physician. These hospitals accept a certain 
 number of native young men for training. Classes are provided for theoret- 
 ical instruction. Many of the graduates of these hospitals are doing splendid 
 work as practicing physicians among the natives. Now that the Government 
 
APPENDIX. 
 
 67 
 
 authorities permit only the graduates of the Government Medical School to 
 become practitioners, there are fewer openings for the students trained in these 
 hospitals. 
 
 For many years the mission has been publishing a monthly paper in roman- 
 ized Formosan, which circulates among the native members of the church and 
 undoubtedly exerts a beneficent educating influence. 
 
 (C) THE CANADIAN PRESBYTERIAN MISSION. 
 
 The Canadian Presbyterian Mission established itself in Tamsui, North For- 
 mosa, in 1872. It has now, distributed throughout the northern half of the 
 island, 60 chapels with medical dispensaries attached. It maintains, at 
 Tamsui, a school known as Oxford College, where native young men are 
 trained as clergymen. A course of study similar to that prescribed in the 
 Tainan theological school obtains here. In addition to the theological college, 
 the mission also conducts a girls’ school and a hospital. It is at present prepar- 
 ing to extend the scope of its educational work by the erection of a building 
 for school purposes in the vicinity of the capital city. 
 
 From an educational point of view, the missionary societies in Formosa 
 have been responsible for teaching thousands to read and write their own lan- 
 guage, besides affording to many a modern common school education. The 
 British societies have, in addition to their educational work, given to the 
 natives free medical attendance. Now that the Japanese are establishing 
 modern schools and hospitals throughout the island, it would appear that 
 the labors of the missionaries in educational work would be less pronounced 
 in the future than in the past ; but, as the public school is at present designed 
 to reach only those who are in a position to pay for its privileges, there is 
 still room for the mission school. 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
INDEX 
 
 Aborigines, of Formosa, education of, 21; schools 
 for, 11, 57. 
 
 Academic department of language school, time- 
 table, 43. 
 
 Administration of schools in Formosa, 32. 
 
 Agricultural school in Formosa, 41, 46. 
 
 Agriculture, taught in schools of Formosa, 36; 
 in the industrial sugar school, 49. / 
 
 Algebra taught in language school, 42; in middle 
 school, 55, 56. 
 
 American consulate, Tamsui, Formosa, 7. 
 
 Arithmetic, taught in schools of Formosa, 36; in 
 language school, 41; in middle school, 56; in the 
 industrial sugar school, 49. 
 
 Arnold, Julean H., 1, 5, 7. 
 
 Banka Public School, Formosa, 42. 
 
 Bookkeeping taught in language school, 43. 
 
 Botany, taught in academic department of lan- 
 guage school, 43; in middle school, 56. 
 
 Bulletins, published by Bureau of Education, 3. 
 
 Building and equipment of schools in Formosa, 33. 
 
 Bureau of Education, bulletins published, 3. 
 
 Canadian Presbyterian mission, 67. 
 
 Census returns, in Formosa, 31. 
 
 Chemistry, taught in middle school, 55; in the in- 
 dustrial sugar school, 49. 
 
 Chen Lao Wen, 21. 
 
 Children, enrolled in schools, 31; of school age, in 
 Formosa, 31. 
 
 Chinese, the, summary of their educational work, 
 26. 
 
 Chinese, taught in schools of Formosa, 36; in lan- 
 guage school, 41; in middle school, 55, 56. 
 
 Chinese natives, private schools for, 49; training 
 
 ' of, 46. 
 
 Clergy, native, proposed college for, 13. 
 
 College, for training native clergy, 13. 
 
 Commerce, taught in schools of Formosa, 36; in 
 language school, 42. 
 
 Comparison, between education under the Dutch, 
 the Chinese, and the Japanese, 59. 
 
 Condition of Formosa, under the Dutch, 9; under 
 the Chinese, 15; under the Japanese, 28. 
 
 Conquest, educational, of the Far East, 7. 
 
 Course of study, in schools of Formosa, 35; for 
 elementary schools, 52. 
 
 District schools in Formosa, 17. 
 
 Dutch East India Company, 9. 
 
 Drawing, taught in language school, 41; in middle 
 school, 56 
 
 Dutch, the, results of their labors in Formosa, 14. 
 
 Education, among the tribes in Formosa, 23. 
 
 Education, in Formosa, under the Dutch, 9; under 
 the Chinese, 15; under the Japanese, 28; of girls, 
 in Formosa, 43; of the Chinese, (a) object. 16; 
 (b) system of control, 17; district schools, 17; 
 savage, under governor Ming Chuan, 24; under 
 the Dutch, Chinese, and Japanese compared, 59. 
 
 Elementary schools, in Formosa, 31; for Japa- 
 nese, 51. 
 
 English, taught in middle school, 55, 56. 
 
 English Presbyterian mission, 66. 
 
 Enrollment in schools of Formosa, 31. 
 
 Establishment, of district schools in Formosa, 17; 
 of educational system, by the Japanese, 29. 
 
 Etiquette, taught in language school, 41. 
 
 Examinations, imperial Chinese, 18. 
 
 Expenditure, for education in Formosa, in 1906, 
 62; for schools for aborigines, 62; for schools for 
 Chinese, 62; for schools for Japanese, 62; for the 
 language school, 62. 
 
 Formosa, aborigines of, 11; education in, under 
 the Dutch, 9; under the Chinese, 15; under the 
 Japanese, 28; educational system, 7; inhabit- 
 ants of, 9. 
 
 Geography, taught in language school, 41; in 
 middle school, 55, 56; physical, taught in middle 
 school, 55. 
 
 Geology, taught in middle school, 55. 
 
 Geometry, taught in language school, 42; in mid- 
 dle school, 55, 56. 
 
 Girls’ higher school, 57. 
 
 Girls’ language school, 43. 
 
 Graduates, in Formosan schools, in 1906, 63; from 
 Chinese schools in Formosa, 40. 
 
 Grammar, Japanese, taught in middle school, 55, 
 56. 
 
 Gymnastics, in schools of Formosa, 36; in lan- 
 guage school, 41 ; in middle school, 56. 
 
 Higher schools, for girls, 57. 
 
 History, taught in language school, 41; in middle 
 school, 55, 56. 
 
 Industrial Sugar School, in Formosa, 41, 48. 
 
 Inhabitants of Formosa, 9. 
 
 Instruction, religious, in Formosa, 12. 
 
 Japan, status of education in, 28. 
 
 Japanese, taught in schools of Formosa, 36; in the 
 industrial sugar school, 49; in language school, 
 41; in middle school, 55. 
 
 Japanese customs, adopted by native pupils, 40. 
 
 Japanese history, taught in language school, 43; in 
 middle school, 55, 56. 
 
 Japanese Bed Cross Hospital, in Formosa, 45. 
 
 Koxinga and his successor, 15. 
 
 69 
 
70 
 
 INDEX, 
 
 Language school, in Formosa, 41. 
 
 Law, a study in academic department of language 
 school, 43; taught in middle school, 56. 
 
 Lewis, Robert E., 7. 
 
 Letter of transmittal, 5. 
 
 Liu Ming Chuan, Governor, 19. 
 
 Location, of schools in Formosa, 24, 27. 
 
 Maintenance of schools, 32. 
 
 Management, of boiler and engine taught, 49; of 
 sugar machinery taught, 49. 
 
 Manual training, in schools of Formosa, 36; in lan- 
 guage school, 42. 
 
 Mathematics, taught in language school, 42; in 
 middle school, 55, 56. 
 
 Medical school, in Formosa, 41, 44. 
 
 Metaphysics, taught in language school, 42. 
 
 Methods of instruction, in Formosa, 11; taught in 
 language school, 42. 
 
 Middle school, for Japanese in Formosa, 53. 
 
 Missionary schools, in Formosa, 65. 
 
 Missionary work, Dutch, in Formosa, 11. 
 
 Morals, taught in schools of Formosa, 36; in lan- 
 guage school, 41; in middle school, 56. 
 
 Music, taught in schools of Formosa, 36; in middle 
 school, 56. 
 
 Natural history, taught in middle school, 55, 56; 
 taught in language school, 41. 
 
 Normal department, of middle school, 57. 
 
 Patriotism, taught in middle school, 55. 
 
 Pedagogy, taught in language school, 42. 
 
 Physics, taught in the industrial sugar school, 49; 
 taught in middle school, 55, 56. 
 
 Physiology, taught in middle school, 55, 56. 
 
 Political economy, in academic department of lan- 
 guage school, 43; in middle school, 55, 56. 
 
 Presbyterian mission, English, 66; Canadian, 67. 
 
 Private schools, in Formosa, 19; for Chinese na- 
 tives, 49. 
 
 Public schools, established by the Chinese in For- 
 mosa, 27. 
 
 I Pupils, in Formosa, statistics, 63; of elementary 
 schools, 52; in public schools of Formosa, 38. 
 
 Results, of the labors of the Dutch in Formosa, 14. 
 
 Rules, for religious instruction, 12; for the training 
 of native clergy, 13. 
 
 School age, children of, 31. 
 
 School management, taught in language school, 42. 
 
 School statistics of Formosa for 1906, 63. 
 
 Schools, for aborigines in Formosa, 57; for Japan- 
 ese, in Formosa, 51; for natives, in Formosa, 31; 
 for savages, established by the Chinese, 28. 
 
 Schools in Formosa, in 1735, 22; language school, 
 41; medical school, 44; agricultural school, 46; 
 industrial sugar school, 48; girls’ school, 43. 
 
 Secondary schools for Chinese in Formosa, 41; for 
 Japanese, 53. 
 
 Sewing, taught in schools of Formosa, 36. 
 
 Singing, taught in middle school, 56. 
 
 Spanish mission, in Formosa, 65. 
 
 Sports, in language school, 41. 
 
 Statistics, of the schools in Formosa in 1906, 63. 
 
 Study schedule, for native Chinese, 36; for normal 
 department of language schools, 41; of middle 
 school, in Formosa, 55. 
 
 Subjects, taught in agricultural school, in For- 
 mosa, 47. 
 
 Sugar, analysis, cultivation, manufacture of, 
 taught, 49. 
 
 Summary of education under the Chinese, 26. 
 
 Teachers of elementary schools, 33; Japanese, 34, 
 52; statistics, 63. 
 
 Text-books, in the schools of Formosa, 35. 
 
 Time-tables of schools in Formosa, 20, 36; of lan- 
 guage schools, 41. 
 
 Trigonometry, taught in middle school, 55, 56. 
 
 Tuition, free in schools for aborigines, 58. 
 
 Writing, taught in language school, - 41. 
 
 Zoology, taught in academic department of lan- 
 guage school, 43; in middle school, 56. 
 
UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 6 WHOLE NUMBER 389 
 
 THE APPRENTICESHIP SYSTEM 
 
 IN ITS RELATION TO 
 
 INDUSTRIAL EDUCATION 
 
 By CARROLL D. WRIGHT 
 
 PRESIDENT OF CLARK COLLEGE 
 WORCESTER, MASSACHUSETTS 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1908 
 
CONTENTS. 
 
 Page. 
 
 Letter of transmittal 5 
 
 Introductory note 7 
 
 A combination of apprenticeship and academic education needed 9 
 
 Description of the systems which have developed 12 
 
 Origin of the modern apprenticeship system 14 
 
 Extent of the apprenticeship system 17 
 
 The United States 17 
 
 Austria 19 
 
 Belgium - 21 
 
 Germany 22 
 
 Switzerland 23 
 
 France 23 
 
 Hungary 24 
 
 Statutory regulations relating to apprentices 25 
 
 The attitude of trade unions to the apprenticeship system and to in- 
 dustrial education „ 25 
 
 Types of systems 28 
 
 I. Type in which shop and school are intimately connected 28 
 
 General Electric Company, Lynn, Mass 28 
 
 Fore River Shipbuilding Company, Quincy, Mass 32 
 
 New York Central Lines 34 
 
 Morgan’s Louisiana and Texas Railroad and Steamship 
 
 Company and Western Louisiana Railroad Company r_ 42 
 
 Grand Trunk Railway 43 
 
 Other railroads 43 
 
 Ludlow Manufacturing Company, Ludlow, Mass 44 
 
 Westinghouse Air Brake Company, Pittsburg, Pa 46 
 
 D. A. Tompkins Company, Charlotte, N. C 46 
 
 Cincinnati Milling Machine Company, Cincinnati, Ohio 47 
 
 David Lupton’s Sons Company, Philadelphia, Pa 47 
 
 Southern Bell Telephone Company, Atlanta, Ga 48 
 
 International Harvester Company, Chicago, 111 48 
 
 The William Tod Company, Youngstown, Ohio 48 
 
 Western Electric Company, Chicago, 111 49 
 
 R. K. Le Blond Machine Tool Company, Cincinnati, Ohio 50 
 
 George Y. Cresson Company, Philadelphia, Pa 51 
 
 Yale and Towne Manufacturing Company, Stamford, Conn 51 
 
 The Allis-Chalmers Company, Cincinnati, Ohio 52 
 
 Other Cincinnati companies 54 
 
 The cooperative courses of the University of Cincinnati, 
 Cincinnati, Ohio 54 
 
 3 
 
4 
 
 CONTENTS. 
 
 Types of systems — Continued. Page. 
 
 II. Type under which apprentices are controlled to some extent 
 
 outside of working hours 57 
 
 North End Union, Boston, Mass 57 
 
 R. Hoe & Company, New York City GO 
 
 Brown-Ketcham Iron Works, Indianapolis, Ind 61 
 
 Laidlaw-Dunn-Gordon Company, Cincinnati, Ohio 61 
 
 III. Mixed types of apprentice systems;. 61 
 
 Baldwin Locomotive Works, Philadelphia, Pa 61 
 
 Brown and Sharpe Manufacturing Company, Providence, 
 
 R. I 63 
 
 Bullard Machine Tool Company, Bridgeport, Conn 65 
 
 Reed & Barton, Taunton, Mass 67 
 
 Gorham Manufacturing Company, Providence, R. I., and 
 
 other concerns 67 
 
 General considerations and conclusions 67 
 
 List of references relating to the education of apprentices 87 
 
 Appendix : Digest of apprentice laws in the United States 98 
 
 Index 113 
 
LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 
 W ashing ton, September 17 , 1908. 
 
 Sir: The interest in industrial education which has arisen in this 
 country has brought into new prominence the whole system of train- 
 ing for trades by a regular course of apprenticeship. Education by 
 apprenticeship and education by schools have gone on for many 
 generations side by side as two entirely distinct and unrelated forms 
 of education. The newer movements are concerned with bringing 
 these two kinds of education together and making of them a new 
 kind of education which shall train equally for skill and for intelli- 
 gence. 
 
 This new movement is attended with obvious difficulties. It is clear 
 that among other things a better knowledge of the apprenticeship 
 system as it is to-day is urgently needed. With a view to meeting 
 this need, Dr. Carroll D. Wright, who is known everywhere as a 
 foremost authority in matters relating to trade education, has pre- 
 pared at my request an account of the apprenticeship system, which 
 I have the honor to transmit herewith. I beg to recommend that 
 it be published as the sixth number of the Bulletin of the Bureau of 
 Education for the current year. 
 
 There can be no doubt that the desired combination of schooling 
 and apprenticeship must be approached from many sides and will 
 be accomplished in many ways. The treatment of apprenticeship 
 presented by Colonel Wright describes certain ways in which this 
 combination may be effected, as shown by recent experience in a few 
 of our leading industries. It will throw light also upon the subject 
 as a whole, and will doubtless be of value even in those undertakings 
 in which the problem is approached by altogether different ways. 
 
 Very respectfully, 
 
 Elmer Ellsworth Brown, 
 
 Commissioner. 
 
 The Secretary of the Interior. 
 
 5 
 
I 
 
INTRODUCTORY NOTE. 
 
 The bulk of the information or material on which this bulletin is 
 based is the result of correspondence with parties throughout the 
 country and of personal investigation of concerns employing the 
 various types of apprenticeship systems. This original material has 
 been supplemented in some degree by the meager information already 
 to be found in publications and addresses. 
 
 In this work I wish to acknowledge the assistance I have received 
 from Mr. Arthur D. Dean, a gentleman fully acquainted with all the 
 elements of industrial education. He has made many personal inves- 
 tigations for this publication. 
 
 Carroll D. Wright. 
 
 Clark College, 
 
 Worcester , Mass., July 11, 1908. 
 
 7 
 
THE APPRENTICESHIP SYSTEM IN ITS RELATION 
 TO INDUSTRIAL EDUCATION. 
 
 A COMBINATION OF APPRENTICESHIP AND ACADEMIC EDUCATION 
 
 NEEDED. 
 
 There are three well-known methods of securing greater skill in our 
 industries. First, the apprenticeship system; second, trade schools; 
 third, industrial schools. The first means the indenturing of appren- 
 tices in any given trade for the purpose of giving instruction to young 
 men in the art and mystery of the trade involved. This system, 
 which is very old, reaching back to ancient times, was developed 
 very largely in mediaeval times in connection with the old guilds, 
 and under various modifications extends to the present. 
 
 Nearly all writers and speakers on industrial education state 
 broadly and definitely that the system is dead. In one sense this is 
 true. Yet the old type of apprenticeship is not quite dead, because it 
 exists very largely in this and in other countries, but it is decadent, 
 while what may be called the modern system, involving very broad 
 lines of general instruction, has largely taken its place, and is being 
 developed in such a way that its influence in general industrial edu- 
 cation must be recognized. Yet the propagandism for industrial edu- 
 cation which now occupies the thought of the public is likely to 
 obscure to some extent the advantages of the apprenticeship system. 
 This is quite natural, because that system, as it occupies the public 
 mind, does not play a very great part in industrial training. This is 
 because it is not the subject of public indorsement through legisla- 
 tion and other movements to secure modern industrial schools. 
 
 As intimated, when this system is mentioned one is apt to think of 
 the old apprenticeship system as it existed prior to the introduction 
 of the modern factory or the aggregated system of labor and the sub- 
 division of labor ; yet credit must be given to the old system, even as 
 it grew up during the middle ages, because it really produced work- 
 men in various branches possessing the highest skill. 
 
 The old guild fostered the apprenticeship system, for it was diffi- 
 cult for anyone to become a member of a guild who had not passed 
 through all stages of development ; and while the guild itself became 
 
 9 
 
10 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 unjust and arbitrary and gradually declined, the apprenticeship sys- 
 tem which had furnished the skill lived, for the laws and customs 
 of western Europe especially required that any person desiring to 
 exercise certain branches of skilled labor must serve an apprentice- 
 ship. During the continuance of the apprenticeship the labor of the 
 apprentice belonged to the master, and he received oftentimes no 
 wages during the first years of his indenture, and very meagre wages 
 until he became a journeyman, when he was expected to reimburse 
 himself for the years spent in learning his trade. 
 
 The industrial revolution which took place in the latter part of 
 the eighteenth century, resulting in the introduction of labor-saving 
 machinery and the subdivision of labor, was the beginning of the 
 decline of the apprenticeship system. From that time to this the 
 need of apprentices has not been felt in such powerful degree as 
 it had been previously ; but with the modern development of industry 
 there comes the absolute necessity of securing skilled workmen in 
 all branches of labor, and this necessity has brought to the attention 
 of the public the desire for industrial education; for the evidence is 
 overwhelming from all parts of the country that the demand for 
 skilled labor is not met by the supply. It is this demand, the facts 
 concerning which are strong enough to induce any State to secure by 
 appropriation and authorization public industrial education. The 
 schools have been devoted almost entirely until within a very few 
 years to cultural training. Now the demand comes that vocational 
 studies shall be introduced, and that separate industrial schools shall 
 be organized for the purpose of instructing young persons in various 
 trades. 
 
 The old apprenticeship system did not comprehend this idea, nor, 
 conversely, do the advocates of industrial education fully appre- 
 ciate the advantages to be gained through some adherence to or the 
 perpetuation of the virtues of the old system. This old system, as 
 intimated, has largely become obsolete. Its essence remains, but it 
 is unwarrantable to argue that the apprenticeship system answers the 
 whole demand for industrial education. It does not, but it may do 
 so to a large degree. It is also thought needless to argue that the 
 industrial schools furnish everything in the way of vocational equip- 
 ment that can be gained by a thorough apprenticeship system. What 
 is needed in regard to this system is some coordination that shall 
 secure nearly all that can be gained from the apprenticeship system 
 and much that can be gained from modern schools for trade and 
 industrial education generally. 
 
 Herein lies the problem, for it is generally conceded by educators 
 who are interested in industrial education that the industrial school 
 per se does not and can not result in turning out a full-fledged skilled 
 mechanic ready to take up his trade. 
 
A COMBINATION OF THE TWO NEEDED. 
 
 11 
 
 It is also recognized that the apprenticeship system on the whole, 
 especially as it was conducted formerly, possesses many features that 
 are unjust and uneconomic, and some features that may be called 
 unmoral. That is, the ethical side of the apprenticeship system of 
 the olden times is now a satisfactory one. Under it the apprentice 
 found that he was doing quite as good work after a while as the 
 journeyman ahead of him, but must be tied to an apprentice’s wages 
 a term of years. This was an immoral situation in itself and helped 
 to demoralize the apprentice. He became, when he graduated, a man 
 who would slight his work because he had been unjustly treated 
 economically. At least this was the case in many instances, and this 
 tended to make a bad workman as well as a man given to loafing. 
 
 Now, the modern idea is to perfect him in the theory, and, to a 
 large extent, the practice of his trade in the shortest possible time 
 commensurate with efficiency and adequate skill. If he could serve 
 as an apprentice for such time as might be absolutely required to per- 
 fect himself as a journeyman, and at the same time acquire the rudi- 
 ments of an education, that system might be applauded. 
 
 Employers therefore looked the field over broadly and carefully, 
 and those engaged in great industries are recognizing not only the 
 difficulties of the old system, but some of the difficulties of the new, 
 while recognizing also the advantages of both. They are therefore 
 establishing their own apprenticeship schools, where a youth is not 
 only taught all that he would be taught in an independent industrial 
 institution, but where he is given the equipment he would have ac- 
 quired under the old apprenticeship system, with the faults and ob- 
 jections of that system quite fully eliminated. 
 
 The apprenticeship system pure and simple would not teach the 
 apprentices, as would the industrial school properly equipped, all the 
 science and art of the trade in which they were enlisted. In order to 
 become a thoroughly skilled mechanic a young man ought to under- 
 stand not only the science and mathematics of his work, but something 
 of the art itself. This knowledge of the art he would gain as an 
 apprentice in one of our great modern manufacturing establishments, 
 so that he would secure from his apprenticeship system and from the 
 industrial school, or from the two combined, the very best possible 
 equipment that would lead to the greatest efficiency. This is the need 
 of the day and the work that is progressing. 
 
 The propagandism that is being carried to all parts of the country 
 will sooner or later, and the sooner the better, produce a unified, 
 coordinated system of apprenticeship work and industrial education 
 that will give the United States the standing it needs, and which it 
 must have to preserve its industrial supremacy. The development of 
 
12 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 the apprenticeship system, however, will not take from the influence 
 of other methods any of their peculiar and important work. a 
 
 DESCRIPTION OF THE SYSTEMS WHICH HAVE DEVELOPED. 
 
 The trade school as it is now carried on is a school to provide 
 instruction in the mysteries and technique of special trades. Thus 
 we have trade schools for carpenters, brick masons, machinists, etc. 
 These trade schools supplement the trade instruction with the rudi- 
 ments of an education, if the pupil does not already have them. He 
 is taught reading, writing, arithmetic, and how to apply his knowl- 
 edge of elementary mathematics to the particular trade which he 
 is studying. He may get some other instruction which involves 
 practice in a shop connected with the trade. Such schools flourish 
 in Europe and America. 
 
 Trade unionists object to them because they do not and can not, 
 in their estimation, turn out the full-fledged artisan, the man ready 
 to go to work on his graduation. They also fear that the trade 
 school will in many instances furnish recruits to take the places of 
 strikers, thus aiding in the breaking of strikes. Unfortunately for 
 this attitude, some prominent manufacturers have stated that this 
 would be the result of any extended system of trade-school instruc- 
 tion. It is purely and simply an apprehension, but an apprehension 
 has great weight until the minds of those holding it are disabused of 
 their fear. 
 
 Those who believe in broad industrial education are also of the 
 opinion that the trade school pure and simple is inadequate, that 
 it does not go far enough, that it often teaches a single trade, and 
 that adequate teaching of trades can only be fostered in large schools 
 devoted to mechanical instruction. Nevertheless, the power and in- 
 fluence of the trade school must be recognized, and the fact that it 
 has taken its place as one of the modern means of securing that skill 
 which is overwhelmingly demanded everywhere, especially as a means 
 of training our own boys how to work and training them in the best 
 possible way. 
 
 The best equipped public industrial schools have all the machinery 
 and appliances necessary for the instruction of the students, and * 
 teachers competent to instruct them in the branches of general edu- 
 cation. Probably, too, often in large degree, they help to bridge 
 over that dangerous period in the lives of young persons before they 
 are old enough to enter upon an apprenticeship. This age is, accord- 
 
 ° The foregoing section has been taken, with some alterations, from The Apprenticeship 
 System as a Means of Promoting Industrial Efficiency. An address by the writer before 
 the National Society for the Promotion of Industrial Education, Chicago, 111., Jan. 24, 11)08. 
 
THE SYSTEMS WHICH HAVE DEVELOPED. 
 
 13 
 
 ing to the laws of most of the States, from 14 to 16. Fourteen is the 
 usual limit of the compulsory school age for those who are at work. 
 Boys, and in many instances girls, coming out of school at that age 
 are in a peculiar position. They are not old enough to enter upon 
 specific trade education, either in trade schools or industrial schools, 
 nor are they old enough to be desirable as apprentices under the 
 apprenticeship system. They therefore take the line of least resist- 
 ance in the nonskilled vocations and work from hand to mouth, and 
 are too apt to remain as unskilled workers throughout their lives. 
 
 The report of the Massachusetts Commission on Industrial and 
 Technical Education, known as the Douglas Commission, in its ex- 
 haustive investigations, found that in the State of Massachusetts 
 alone there were at least 25,000 children between 14 and 16 who were 
 in this precarious condition. This is undoubtedly true, and must be 
 true throughout the country. Thus there are many, many thousands, 
 reaching into the hundreds of thousands, that are in adverse con- 
 ditions and must remain therein, because there is no adequate means 
 for their entering upon well organized and fairly skilled trades. Here 
 elementary industrial training in the public school has a large field 
 for most useful activity. 
 
 The industrial school, so called, can not be definitely differentiated 
 from the trade school, yet it is in fact distinct. It is not designed 
 to teach any one trade, but groups of trades, plus rather advanced 
 work on academic lines. 
 
 The industrial school must be equipped with machinery, tools, 
 and all the appliances of the trades it undertakes to teach. It must 
 have well organized class-room work, so that the students can secure 
 all the results of education necessary for the practical working of 
 their trades. It helps also to fill the gap between 14 and 16 years 
 of age in rather a better way than does the trade school pure and 
 simple. The industrial school or industrial education involves not 
 only separate schools for the purpose, but industrial courses in the 
 common schools, the idea being that by this method boys and girls 
 will be kept in high school work longer in many instances than they 
 would be under the public school system without vocational training. 
 
 It is also asserted and thoroughly proved that in industrial schools, 
 as distinguished from pure and simple trade schools, the academic 
 work will be all the more valuable because allied to industrial train- 
 ing. The advocates of this system also believe that it is practically 
 an extension of the manual-training idea which spread over the 
 country so rapidly a few years ago. It is not aimed under manual 
 training to teach boys or girls any definite line of work, but to 
 familiarize them with the use of tools and some of the art of mechan- 
 ical work. 
 
14 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 The industrial school advances this proposition and makes it a 
 practical means of developing skill along specific, practical, and 
 useful lines, and it is this idea that is holding the public attention at 
 the present time. As already intimated, it combines shop work with 
 academic work. Thus the graduate of an industrial school is in a 
 position to enter upon the trade selected with a degree of equipment 
 that could not be obtained by the trade-school method alone, although 
 the two forms are very closely connected and associated. Whether 
 the apprenticeship system can under certain conditions and in par- 
 ticular localities take the place of either of these depends upon the 
 development of the modern apprenticeship idea, as will be shown. 
 This work, therefore, will deal specifically with the apprenticeship 
 system in its relation to other systems of industrial training and 
 education, but it must be understood that in this consideration there 
 will be no effort made to belittle the trade school or the more ad- 
 vanced industrial school in any respect whatever. The writer is a 
 warm advocate of industrial training and education, but it has 
 seemed to him that the time has come to consider the apprenticeship 
 system in relation to these other methods as one that should be 
 brought to the attention of the public. 
 
 ORIGIN OF THE MODERN APPRENTICESHIP SYSTEM. 
 
 The old legal indentures of 1840 and before in England and 
 America have very generally passed away in this country. In 1864, 
 at a convention of employing printers, the apprenticeship system was 
 generally spoken of as in disuse for twenty years; some insisted that 
 it was entirely gone, and all writers and speakers of that period made 
 similar statements. Excepting the case of isolated employers who 
 used it for dishonest purposes in the acquiring of boy labor under 
 conditions of practical contract slavery, it may be said that the 
 English legal indenture system had at that time quite disappeared. 
 So at that time also the apprenticeship system of America was in a 
 state of chaos. Individual trades or individual employers attempted 
 to meet the situation in varying ways as best subserved their private 
 interests, but of established, permanent, and general apprentice sys- 
 tems it is quite true that they were nearly gone, certainly obsolescent. 
 
 All parties then agreed as to the evils of the situation. Employers 
 and employees alike bewailed the general decline of mechanical skill 
 and the flooding of skilled trades with half-skilled labor. The em- 
 ployees insisted, and with bitter voice, against the competition of half- 
 skilled, cheap labor, which was reducing wages. The labor papers 
 discussed the low standard of mechanical skill, the advantages of the 
 European form of apprenticeship, and the danger to the American 
 
ORIGIN OF THE MODERN SYSTEM. 
 
 15 
 
 industrial world of a decline in the quality of American workman- 
 ship in the face of the maintained quality of European workmanship. 
 These conditions were intimately connected with the transition in 
 various trades due to the introduction of machinery and the division 
 of American labor. So the period of the sixties found the country 
 with the old American system either in disuse or seriously depreciated, 
 while the modern system was yet unborn. But it is in the struggles 
 of the sixties that there is to be found something of the origin of the 
 modern system. 
 
 It was found in the hide and leather trade that there was one sub- 
 ject connected with the industrial interests of the United States which 
 needed to be considered, debated, and studied over to a greater degree 
 than any other subject pertaining to domestic wealth creation, and 
 that was the apprentice system. The Daily Evening Voice, Boston, 
 January 29, 1867, voiced the sentiment of that time when it ventured 
 the assertion that there was not a single tradesman or master mechanic 
 in Europe who would employ a journeyman at the age of 21 who had 
 been allowed to stride through his apprenticeship in two or three 
 years, and in that time had been under the instruction of perhaps 
 three or four masters. 
 
 The employing printers came quite near to the desires of the labor 
 unions, and they felt (1) that the decline in the quality of printing 
 skill must be stopped; (2) that under such excessive competition as 
 existed it could only be stopped by a legal system of apprenticeship 
 which would prevent the competition of partly trained workmen with 
 the journeymen, and compel thorough training of apprentices. They 
 favored quite generally a five-year apprenticeship. 
 
 Employers in other trades took a different position, opposing rather 
 than favoring a binding system of apprenticeship, and favoring 
 rather than opposing the introduction of partially skilled labor into 
 the various trades. By u partially skilled ” they meant labor skilled 
 in a single part of a trade, i. e., a division of labor system. They felt 
 that this kind of labor took less time to train and could in many 
 instances take the form of boys, and was much cheaper than journey- 
 man labor. 
 
 The employing plasterers, iron founders, glass manufacturers, 
 leather manufacturers, and others contended for unlimited appren- 
 ticeship. The printers and the Illinois Central Railroad officials, who 
 were most favorable at that time to regular apprenticeship, made no 
 specifications as to limiting the number of apprentices. The em- 
 ployers were profiting by the cheap labor incident to wage competi- 
 tion in the skilled trades through a flooding of those trades by men 
 and boys who had picked up a single line of the trade, and so they 
 opposed any established system of apprenticeship which compelled 
 
 1 
 
16 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 them to thoroughly teach the boys and limited the number of ap- 
 prentices. 
 
 The position of the laborers upon the question of apprenticeship 
 was such that it has seemed advisable to divide the whole matter into 
 two parts, (1) the general labor attitude with regard to apprentice- 
 ship, and (2) the position of certain trades with regard to appren- 
 ticeship. 
 
 In regard to the general labor attitude, there^were four main prin- 
 ciples upon which the laborers of the sixty period seemed almost 
 unanimous, and these were: (a) The limitation of the period of ap- 
 prenticeship, in almost every case, to not less than five years. The 
 strength of this five-year movement may be judged from the fact that 
 in at least four States they attempted to make a legal limit of five 
 years. (Z>) The limitation of the number of apprentices. The unani- 
 mous feeling among mechanics was that the cause of low wages, 
 lack of work, and powerlessness of workers to withstand oppression 
 by employers was due to an excessive number of workers in the vari- 
 ous skilled trades, and that the outlook for the future was getting in- 
 creasingly darker because of the continual pouring in of more boys, 
 (c) The compelling of the employer to teach the whole trade to the 
 apprentice. The workers continually complained, and the employing 
 printers at least acknowledged the justice of their complaint, that at 
 the end of the apprenticeship period a boy no longer knew his trade, 
 but had been specialized upon some one part of it. (d) That a legal 
 system of indenturing, very similar to the decadent system but puri- 
 fied of its abuses and adapted somewhat to modern conditions, was 
 the only remedy for the situation. In Massachusetts, Pennsylvania, 
 New York, Illinois, and Ohio efforts were made toward apprentice 
 laws, and in Massachusetts a law was actually passed. The laws 
 urged in Massachusetts, Pennsylvania, and New York were prac- 
 tically, if not quite, identical, the Pennsylvania agitation of 1864 
 being the first, Massachusetts following in 1865, New York and Illi- 
 nois in 1869. The law of Illinois differed from the others in allowing 
 a three to five year instead of a five-year period, and in requiring the 
 consent of any minor over 15 years of age to his indenture. 
 
 The petitions which were presented to legislators in various parts 
 of the country demanded, (1) that the apprentice should be legally 
 bound for five years; (2) that the master should be compelled to teach 
 him the entire trade and provide necessary schooling; (3) that the 
 master should be responsible for his moral training; (4) that the 
 number of apprentices should be limited. 
 
 The labor papers of the time had much to say upon the whole sub- 
 ject. The Chicago Workingmen’s Advocate, Fincher’s Trade Re- 
 view, and the Daily Evening Voice, perhaps three of the most rep- 
 resentative labor papers of the sixties and seventies, were thoroughly 
 
EXTENT OF THE APPRENTICESHIP SYSTEM. 
 
 17 
 
 in favor of the system of apprenticeship established by law, rigidly 
 controlling master as well as boy, and sjtrictly limiting the number of 
 apprentices in accord with the actual needs of the trade and at a num- 
 ber that would enable the maintaining of a good scale of wages. 
 
 The position of individual trades at the time is interesting. The 
 hatters and granite cutters found the conditions in those trades were 
 the same as in others, and the general attitude to the apprentice 
 question was the same. The National Railroad Engineers were not 
 working for an apprenticeship system of the nature of that demanded 
 by the other trades, but they demanded what amounted to the same 
 thing, namely, a State board to oversee the training of and to examine 
 engineers. The machinists, blacksmiths, stove molders, shoemakers, 
 cigar makers, printers, bricklayers, plasterers, and stone cutters all 
 stood for a definite time limit, for the limitation upon one basis or 
 another of the number of apprentices, and the prevention of com- 
 petition between journeymen and boy helpers. The machinists, 
 blacksmiths, and stove molders favored a law upon the subject, and 
 so far as ascertained all the above-named organizations backed the 
 petitions in various States for laws regulating apprentices.® 
 
 It will be seen from the foregoing very brief summary that in the 
 period from 1860 to perhaps 1872 the seeds of the modern appren- 
 ticeship system were planted. That system has been of slow growth 
 comparatively, and yet its growth has effected a revolution in the 
 form of apprenticeship, clearly marking the present aspect of it in 
 all its elements from the old system which prevailed for so many 
 hundred years. 
 
 EXTENT OF THE APPRENTICESHIP SYSTEM. 
 
 THE UNITED STATES. 
 
 In round numbers there are 225,000 manufacturing establishments 
 n the United States. It is impossible, without taking a census of 
 he whole number, to ascertain how many have adopted any form 
 of apprenticeship, but from all that can be learned there must be 
 many, many thousands. It would be well if at the next (13th) cen- 
 sus of the United States, there could be introduced into the manufac- 
 turers’ schedule one or two simple questions that would bring out 
 facts as to the extent of the application of the apprenticeship system. 
 The census need not go into details, but an inquiry as to the exist- 
 ence of such system would furnish the Bureau of Education, or any 
 other instrumentality, the opportunity to examine into the methods, 
 character, and elements of the system as it now prevails. Undoubt- 
 
 a This information as to the attitude toward the apprenticeship system in the sixties was 
 prepared by Mr. Lescohier for the Bureau of Economic Research. 
 
 56560 - 08 - 2 
 
18 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 edly such an inquiry would show that while the old system, which is 
 now objected to, exists in large degree, it is very quietly but quite 
 rapidly giving way to what may be known as the modern system of 
 apprenticeship. There are a few facts, however, which entirely 
 disabuse the mind of the idea that the apprenticeship system as 
 such is dead. These facts are quite meager, but they are indicative. 
 
 The report of the apprenticeship committee of the National Ma- \ 
 chine Tool Builders’ Association throws some light upon this ques- 
 tion. This report, printed in the American Machinist of November ! 
 22, 1906, states that in order to make a thorough analysis of the ' 
 apprenticeship systems now in use throughout the United States the ^ 
 committee addressed 100 representative concerns throughout the 
 country. Fifty-nine of these letters were addressed to machine tool 
 builders, and 41 to other manufacturing concerns, such as electrical 
 manufacturers, engine builders, automobile manufacturers, etc., who 
 represented what the committee termed the “ allied trades.” 
 
 Replies were received from 51 machine-tool builders and from 26 
 concerns engaged in other lines. Eighty-two per cent of the concerns 
 replying who had apprentices under the indenture system were ma- 
 chine-tool builders, and 18 per cent were from allied trades. The 
 replies from various sections of the country showed that a large per- 
 centage of the concerns employing apprentices were located in New 
 England, the Middle Atlantic States, and the Central Western States, 
 and the majority of them enter into formal agreements to properly 
 instruct the apprentices during a stated period of service. 
 
 In the Twenty-seventh Annual Report of the Massachusetts Bureau 
 of Statistics of Labor there is a very excellent part devoted to the aj^ 
 prenticeship system. From replies to an inquiry sent to employ® 
 and officers of trade unions asking if there were a system of appr® 
 ticeship in the trade represented it was found that out of 58 emplo® 
 ers engaged in different industries 31 had a system of apprentice* 
 ship and 27 had no such system, while from 104 officers of tradJ 
 unions 55 represented trades in which the system was applied ancl 
 44 trades where it was not applied. These trades represented boot?! 
 and shoes, carriage and wagon builders, clocks, watches, clothing,] 
 cotton goods, electrical apparatus and appliances, food preparations, 
 furniture, hosiery and knit goods, jewelry, machinery, metals and 
 metallic goods, paper, printing, railroad construction, rubber goods, 
 scientific instruments, shipbuilding, and other trades. 
 
 President Charles S. Howe, of the Case School of Applied Science, 
 Cleveland, Ohio, in 1907, sent a letter to 400 manufacturers in the 
 State of Ohio making certain inquiries relative to the apprenticeship 
 system, and received replies from 124, including nearly all the large 
 concerns among the 400 addressed. Of the 124 who answered 44 
 had no apprenticeship system and were not especially interested in 
 
EXTENT OF THE APPRENTICESHIP SYSTEM. 
 
 19 
 
 it; 24 had no sj'stem, but were interested. The superintendents of 
 these 24 stated that they had no apprenticeship system because they 
 had very few men employed, but they hoped, as soon as their facil- 
 ities increased and their work expanded, to establish such a system, 
 at least to a limited extent. Fifty-six companies answered that they 
 had apprenticeship systems more or less complete, but most of them 
 gave the apprentices nothing more than was absolutely necessary 
 to enable them to do their work in the particular trades engaged in 
 with fair success. 
 
 The results of an inquiry by Messrs. Cross and Kussell, of the New 
 York Central lines, as to how far the large railroads have adopted 
 apprenticeship systems, are given on p. 43. 
 
 The present investigation, undertaken in view of the magnitude of 
 the subject, the great number of manufacturing concerns in the coun- 
 try, and other conditions, took into account the actual extent to 
 which the apprenticeship system is applied, and information was 
 received from nearly every State in the Union that the system was 
 in vogue. The descriptions of the system show that it varies as local 
 conditions vary and as conditions accompanying industry vary. The 
 object of the investigation was not so much to ascertain the number 
 of manufacturing concerns adopting some form of apprenticeship 
 system as to determine the kind of system which is prevailing, with 
 the point always in view of the relation of such system to industrial 
 education, broacjly speaking; but incidentally the investigation has 
 developed the fact that the apprenticeship system is a power to be 
 reckoned with, and that it exists in all parts of the Union, and not 
 only that, but that law protects to some extent the employment of 
 apprentices, although in many instances, of course, such laws are 
 practically dead letters. But the conclusion that the system does pre- 
 vail in all parts of the Union and under varied conditions, and to an 
 extent that has not been realized, is thoroughly warranted. 
 
 Not only here in the United States is the apprenticeship system in 
 process of being resuscitated along expansive lines, in order to meet 
 modern conditions of production in great manufacturing establish- 
 ments, but many countries in Europe have for some years been per- 
 fecting this process, coordinating the apprenticeship system with 
 general trade and industrial instruction. 
 
 AUSTRIA. 
 
 Austria, while perfecting her system of industrial schools, has not 
 abandoned the apprenticeship system as a valuable means for impart- 
 ing trade training. On the contrary, the effort has been made to 
 perfect this system, and this effort constitutes one of the most im- 
 portant and interesting phases of the modern movement for the 
 
20 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 making or developing of skilled workmen. It has been shown in 
 that country that the chief means by which the apprenticeship 
 system can be preserved and brought into harmony with existing 
 industrial conditions is through the formation of trade associations 
 after the models of the old guilds. 
 
 These guilds, for many years declining in importance, had, at 
 the time of the enactment of the industrial code of 1859, reached 
 the last stages of decay. This code, as one of its main purposes, 
 attempted to restrict the power of these associations. But it made 
 it obligatory upon employers to maintain their relations, or to 
 restore them when they had been discontinued. Further efforts 
 to reorganize the guilds, so as to bring them more in harmony with 
 the change in industrial conditions, were made in the laws of 1883 
 and February 1897. The first of these laws is of special impor- 
 tance. It established the guilds upon a new basis, which exists at the 
 present time, as the law of 1897 introduced but slight modifications. 
 
 The most important feature of the law of 1883 was that whereby 
 the fundamental difference between conditions in the large indus- 
 trial establishments or factories and those in the handicraft trades 
 was recognized. The functions of these guilds show to how large an 
 extent they are bodies to look after the training of apprentices. 
 Their duties are, (1) to maintain harmonious relations between 
 employers and their employees, especially in respect to the organiza- 
 tion of the labor force, the provision of guild shelters or lodges, and 
 the securing of employment for persons out of work; (2) to pro- 
 vide for a satisfactory apprenticeship system by the preparation of 
 regulations regarding the technical and moral instruction of appren- 
 tices, the length of their terms of service, their examinations, etc., 
 and watch over the compliance with these regulations; also to de- 
 termine the conditions required for the keeping of apprentices, and 
 the number of apprentices in proportion to the number of other 
 employees; (3) to create arbitration committees for the adjustment 
 of disputes between members of the guilds and their employers aris- 
 ing out of their relations; (4) to further the establishment of, and 
 themselves to establish and maintain trade schools; (5) to care for 
 sick employees through the creation of new or the support of exist- 
 ing sick funds; (6) to care for sick apprentices; and (7) to make an 
 annual report of the work of the guild which may be of use in the 
 preparation of trade statistics. \ 
 
 They have other duties of a general character. The employer, 
 under a contract made in accordance with the code, must interest 
 himself in the industrial education of the apprentice and must not 
 deprive him of the time and opportunity necessary for this purpose 
 by using him for other purposes. The employer or his representa- 
 
EXTENT OF THE APPRENTICESHIP SYSTEM. 
 
 tive must look after the morals and deportment of the minor 
 prentices both inside and outside the workshop. He must see that the 
 apprentices are not required to perform work, such as transporting 
 burdens, etc., which is beyond their physical strength. He is fur- 
 ther required to allow apprentices who have not yet been absolved 
 from the obligation to attend an industrial continuation school the 
 necessary time for attendance at the existing general industrial con- 
 tinuation schools, as well as the trade continuation schools, and also 
 to see that they do attend such schools. 
 
 These provisions are by no means a dead letter. They set forth 
 the actual conditions under which most of the handicraft trades are 
 learned at the present time. 
 
 BELGIUM. 
 
 In Belgium there are several apprentice shops for girls. They are 
 perhaps the least important of all the classes of institutions for girls, 
 but they have a direct bearing upon the relation of the apprentice- 
 ship system to general industrial education. 
 
 An apprenticeship workshop for girls was created at Jemelle in 
 1877 through the joint action of the commune, the province, and the 
 State. In 1890 a housekeeping school was annexed to it. In this 
 school are taught hand and machine sewing, garment making, knit- 
 ting, the washing, mending, and ironing of linen goods, culinary 
 operations, and all the accessory work which must be done by a good 
 housekeeper or working woman in this country. 
 
 In 1873 the communal council of Ecaussines-d’Enghien, upon the 
 solicitation of the master quarrymen, decided to open a shop in which 
 young boys could receive instruction in the trade of stonecutting. 
 This action was taken because there was a distinct lack of workmen 
 capable of doing other than the most ordinary work of stonecutting. 
 The apprentices in this shop worked on stone brought in by the 
 various master quarrymen who adhered to the shop idea. There were 
 some grave defects in this institution, as, for instance, the great diffi- 
 culty found in securing continuous work for the apprentices, which 
 caused a change of system. Until 1890 there was but one shop of this 
 kind. In that year, however, a thorough reorganization was effected 
 and the multiple shop system was adopted. Shops belonging to 
 employers were established in the quarries and the time formerly 
 lost in transporting the stone was thus saved. The apprentices were 
 brought into immediate touch with quarrying and cutting operations 
 of all kinds. The work executed by the boys is paid for according 
 to the rate prevailing in the quarry. 
 
 The effort is made to bring the apprentices to a higher perfection 
 of skill rather than to exploit them in their labor. 
 
APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 GERMANY. 
 
 In Germany there have been considerable development and super- 
 vision of the apprenticeship system, but to understand this there must 
 be some knowledge of the great efforts that have been put forth for 
 the preservation of that system in those trades in which it has been 
 adopted, and it must be remembered that in Germany, as in no other 
 country, the people have been unwilling to break with the past. 
 
 Nowhere else, with perhaps the exception of Austria, has the contest 
 between the two systems, namely, that of handicraft, or production 
 upon a small scale, and that of the factory, or production upon a large 
 scale, been more bitterly fought. The attempt to preserve the handi- 
 craftsman and the small trades is one of the features of labor legis- 
 lation in Germany during recent years. It has had as its result the 
 formulation of two distinct industrial systems — the handicraft and 
 the factory — and the enactment of labor codes for each. The legis- 
 lation regarding the factory trades follows in all essential particulars 
 that of other industrial countries. The legislation regarding the 
 handicraft trades is utterly unlike that of England and the United 
 States, and is closely followed only by the Austrian system, the cen- 
 tral feature of which is the restoration to power and influence of the 
 old guilds, and through them of the apprenticeship system, with all 
 the features of training of boys by masters for whom they are work- 
 ing. The history of this legislation in relation to apprenticeship, the 
 guilds, and the handicrafts generally may be very briefly summarized. 
 
 During the early years of the nineteenth century the main purpose 
 of the industrial legislation of Germany was the freeing of industry 
 from the many restrictions that had been imposed upon it in the past. 
 In 1845 this legislation culminated in the enactment of a general 
 labor code. In removing many restrictions, however, the effort was 
 made to maintain the old guilds. The reason for this action was 
 chiefly the desire to preserve the apprenticeship system. It was 
 thought that the education of apprentices was a matter that should 
 not be left to the hazard of purely private contract. At the same 
 time the Government was not ready to introduce a system for the 
 official examination and regulation of apprentices. The law there- 
 fore defined anew the duties and rights of guilds, and assigned to 
 them the care of the interests of their trades, the regulation of ap- 
 prenticeship, and the establishment and maintenance of relief funds 
 for their members. 
 
 Though many years of agitation accompanied the movement in 
 Germany, the agitation was not productive of any results until 1881. 
 While failing to establish the principle of compulsory guilds, the 
 law of July of that year gave voluntary guilds a privileged position. 
 It made them organizations of employers and journeymen carrying 
 
EXTENT OF THE APPRENTICESHIP SYSTEM. 
 
 23 
 
 on a trade on their own account, with an authority of their own, and 
 power to enact certain regulations, especially as regards apprentice- 
 ship, which should have all the force of law, even in respect to jour- 
 neymen not affiliated with the guilds. Finally, after a long series of 
 laws, the efforts culminated in the very important law of July 26 , 
 1897 , in which were consolidated all the legal provisions regarding 
 guilds, journeymen, and apprentices. 
 
 The constitutions of nearly all guilds provide that the members 
 of the guild obligate themselves to require of their apprentices at- 
 tendance upon a trade school recognized by the guild, and to encour- 
 age them to arrive promptly at the school and to apply themselves 
 with sustained zeal. As regards the instruction given, everything 
 is subordinated to making it as practical as possible. The courses 
 are in no sense those of institutions preparing for secondary tech- 
 nical schools. Their purpose is solely that of making the students 
 more efficient workmen in the trades in which they are at the time 
 apprenticed. These schools are thus trade schools in the fullest 
 sense of the word, and accordingly show the alliance between the 
 apprenticeship system and the broader industrial education. 
 
 SWITZERLAND. 
 
 In Switzerland there is provision for the supervision of the ap- 
 prenticeship system. The regulations are quite minute but very 
 comprehensive. Their aim is to elevate apprenticeship and develop 
 the professional value of workmen in the various arts and trades, etc. 
 Among other things apprentices must be given instruction; the em- 
 ployer either himself instructs or causes the apprentice to be otherwise 
 instructed in a gradual and complete way in the profession, art, 
 trade, or branch of trade which is the object of the apprenticeship 
 contract; for each apprentice must be allowed during the work 
 period such time as is necessary for the performance of his religious 
 duties and the scholastic instruction required by law. 
 
 The laws of the different cantons provide for the supervision of 
 apprentices, their examination, penalties for breach of contract, duties 
 of the master, duties of the apprentice, civil duties, etc. 
 
 FRANCE. 
 
 In France much progress has been made in the resuscitation of the 
 apprenticeship system. Evidence of this is observable in the appren- 
 ticeship school of the Industrial Society at Nantes. Practical work 
 in this school is all done in the shops where the apprentices are em- 
 ployed, while the studies are both technical and general. The sub- 
 jects taught are free-hand, linear, and ornamental drawing, French 
 language, arithmetic, algebra, geometry, descriptive geometry, book- 
 
24 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 keeping, physics and chemistry, and mechanics. The society pos- 
 sesses a library of several hundred volumes relating to industrial and 
 economic subjects, apparatus for physical and chemical demonstra- 
 tions, and a collection of designs and models for the use of pupils. 
 This school is supported by contributions from the State, from the 
 department in which located, from the city, from the chamber of 
 commerce, from trade unions, and from various individuals. 
 
 There is at Paris a school for cabinetmaking maintained by the 
 Association for the Protection of Apprentices, in which the modern 
 idea of the development of the apprenticeship system is clearly 
 marked. The aim of the association is to give the apprentices a the- 
 oretical training which they do not obtain in the shops, to further the 
 progress of the industry by creating through manual competitions a 
 rivalry among apprentices and young workmen, and also to stimu- 
 late designers through competitions to the development of new ideas 
 in decoration, etc. The courses are open for ten months each year, the 
 programme of theoretical work comprising drawing from relief, 
 technical drawing, elementary geometry, descriptive and applied 
 geometry, perspective, and modeling. 
 
 HUNGARY. 
 
 In Hungary industrial education is organized in a complete sys- 
 tem, all the parts of which are organically connected. Its organiza- 
 tion is uniform, though it makes allowance for local conditions and 
 needs. It is divided into two parts — apprentice schools and technical 
 schools proper. The former are under the control of the depart- 
 ment of education, the latter under that of the department of com- 
 merce, this department having a special bureau for industrial educa- 
 tion. Teachers of apprentice schools are usually teachers of common 
 elementary and high schools, who teach in these evening and holiday 
 schools for a small additional salary. The complete system of indus- 
 trial schools consists of (1) apprentice schools; (2) journeymen’s 
 schools; (3) trade schools; (4) industrial technical schools; (5) 
 higher industrial schools ; (6) women’s industrial schools; (7) indus- 
 trial drawing schools, or schools of design; (8) one public lower in- 
 dustrial school; (9) schools of general culture, in which some indus- 
 trial branches are taught; (10) industrial museums. 
 
 From this classification it is seen that the lowest step of the system 
 is the apprentice school, under the control of the minister of educa- 
 tion. The branches of instruction are (1) the mother tongue; (2) 
 geography, history, and nature study; (3) penmanship; (4) arith- 
 metic and bookkeeping; (5) drawing and sketching. Thus the Hun- 
 garian schools are in direct line with modern efforts to secure general 
 industrial education. 
 
THE ATTITUDE OF TRADE UNIONS. 
 
 25 
 
 In England there has been no such development of the apprentice- 
 ship system as is found in the United States and in the countries to 
 which reference has been made. In these countries many more exam- 
 ples might be cited, but the above seem sufficient to indicate the course 
 of events. It will be seen, when descriptions and types of appren- 
 ticeship systems existing in this country are given, that we are quite 
 up in line with the foremost endeavors of educators elsewhere in the 
 field of industrial methods. 
 
 STATUTORY REGULATIONS RELATING TO APPRENTICES. 
 
 Forty-three of the 46 States in the Union have laws relating to the 
 employment of apprentices. The three States having no such laws 
 are Idaho, Nebraska, and Wyoming. The District of Columbia, 
 governed by Federal legislation, has laws relating to the subject. 
 Nearly all these laws protect the minor apprentices, and all require 
 that masters shall teach the apprentices the trades in which they are 
 engaged, while 38 States provide that in addition to the trade, its art 
 and mysteries, the apprentice must be taught the common English 
 branches of education in some public or other school, or through such 
 other means as the employer may provide. Thus these laws in 38 
 States result in an alliance between pure trade education and such 
 schooling as every youth entering business should have. 
 
 As a rule the branches to be taught are reading, writing, and the 
 rules of arithmetic to a certain degree. The States that have no 
 schooling provision in their apprenticeship laws are Connecticut, 
 Maine, New Jersey, Oklahoma, Pennsylvania, South Carolina, Ver- 
 mont, and Washington. While the apprentice laws of the different 
 States are somewhat voluminous and it is not worth while in this 
 work to print them in full, a very brief digest appears in the 
 appendix. 
 
 THE ATTITUDE OF TRADE UNIONS TO THE APPRENTICESHIP 
 SYSTEM AND TO INDUSTRIAL EDUCATION. 
 
 As already stated, trade unionists are as a rule opposed to trade 
 schools, and for the reasons stated. They do not oppose broad gen- 
 eral industrial education and are very favorable to night or continu- 
 ation schools, the latter furnishing opportunities for men already in 
 trades, journeymen and others, to acquire information concerning the 
 science and art of the trades in which they are working. The resolu- 
 tions adopted at the last annual convention of the American Federa- 
 tion of Labor were most encouraging in this respect, and indicated 
 clearly that there was no deep-seated prejudice on the part of the 
 unions. Everywhere they are beginning to understand that indus- 
 trial education does not injure those already engaged in industry. 
 
26 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 The limitation of the number of apprentices in each trade is some- 
 thing of a bugbear. So far as the facts are concerned, it is quite true 
 that the number of apprentices agreed to by the unions is ordinarily 
 in excess of the number that the trade could absorb. Up to about 
 1840 no attempt had been made by any local union to limit the 
 number of apprentices other than the mere requirement that appli- 
 cants seeking membership must have completed their terms of service, 
 nor is any regulation of apprenticeship found in the written consti- 
 tution adopted by any of the unions prior to 1840 or thereabouts. 
 
 The Typographical Society of New Orleans was the first local 
 printers’ union to place a limit upon the number of apprentices, and 
 this practice by the New Orleans union was extended to other local 
 unions, and finally adopted as a fixed policy by the International 
 Typographical Union. 
 
 The president of the International Union of Bricklayers, at its sec- 
 ond annual convention, announced its policy as follows : u The 
 system of apprenticeship is the very cornerstone of our institution, 
 and it received the earnest attention of the previous convention, and 
 if the article in our constitution is carried out, it will be a monu- 
 ment that we will be proud of.” 
 
 Following the organization of international unions the apprentice- 
 ship question was developed along distinctive lines. So in the cigar 
 making and building trades and others rules were adopted, while 
 in other trades, such as iron molding and glass blowing, the inter- 
 national union early formulated detailed apprenticeship regulations 
 which every local union in any way connected with the international 
 organization was bound to accept and enforce.® 
 
 As a rule apprenticeship is very largely determined by trade agree- 
 ments, i. e., by agreements between the employer and employees. 
 Doctor Motley in his excellent work, Apprenticeship in American 
 Trade Unions, just quoted, in concluding a chapter on apprentice- 
 ship determined by trade agreement, says : 
 
 The general purpose of the apprenticeship system, namely, to provide an 
 adequate supply of competent workmen, has been practically the same from 
 the beginning of the trades in this country to the present time, but special 
 phases of it have been emphasized at different periods. During the early 
 period the master was not restricted in employing apprentices, and often en- 
 gaged a large number in order to receive the benefit of their low wages. The 
 opposite tendency was emphasized by the union ; for the interest of the journey- 
 men was largely considered, and a rigid limitation made of the number received. 
 The feature greatly emphasized at the present time, especially in those trades 
 in which the finished product enters into keen competition, is the uniform ratio 
 for all competing shops. In securing this object, conciliation has been the 
 method most generally adopted. 
 
 « See Apprenticeship in American Trade Unions, by .Tames M. Motley, Ph. D. Johns 
 Hopkins University Studies in Historical and Political Science, Series XXV, Nos. 11-12 
 (Nov.-Dee., 1907), 
 
THE ATTITUDE OF TRADE UNIONS. 
 
 27 
 
 Doctor Motley states that of the 120 national and international 
 trade unions, with a total of 1,676,200 members, affiliated in 1904 with 
 the American Federation of Labor, 50 unions, with a membership of 
 766,417, did not attempt to maintain apprenticeship systems. The 
 remaining national unions, i. e., about 70 of the 120, with a member- 
 ship of 900,000, together with some half dozen unaffiliated national 
 unions, attempted more or less successfully to enforce apprenticeship 
 regulations. 
 
 It is quite true that in many trades the union regulations relative 
 to the employment of apprentices are disregarded wholly or in part 
 by both the unionists and their employers. The prejudice against 
 any form of industrial education, which still exists, as has been said, 
 toward the trade schools, is disappearing, and in many instances 
 boards of management of local schools have upon them representa- 
 tives of the unions involved. Unionists are also beginning to under- 
 stand that in increase in skill, as well as increase in numbers of 
 skilled workmen, is to be found that stability of wage and other 
 conditions to be desired, rather than in the reverse. 
 
 In Massachusetts, where the State has already been committed to 
 the subject of industrial education by positive statutory provision, 
 the antagonism of the unionist is rapidly fading away, and he is 
 taking an honorable part in the projects for industrial schools and 
 industrial training in the public schools. 
 
 The relation of the apprenticeship system to industrial education 
 must be considered in the light of the attitude of trade unions, for 
 without thorough cooperation between employer and employee, as 
 reciprocally interested in industrial training, there can be little prog- 
 ress. Manufacturers desire industrial education for many reasons. 
 They demand skilled workmen more and more, and wish to see the 
 industries of the country put upon a strong, solid basis so far as skill 
 is concerned. The employee, on the other hand, should, or ought to, 
 desire the same results, and at the same time have in view for his 
 children the opportunity of securing a higher place than he himself 
 has been able to attain. 
 
 It is a reciprocal question; it does not belong wholly to the em- 
 ployer or wholly to the employee, but to both of them; but, more 
 than all, it belongs to the great public ; and as the agitation proceeds 
 and the establishment of industrial schools and trade schools and the 
 expansion of the apprenticeship system become more effectual, all 
 prejudice will cease and the great work will be harmonized. When 
 the wage receiver learns that increased skill means increase in wages 
 and thus enhanced consuming power, by which demand for goods 
 will increase, he will be an ardent advocate of general industrial 
 education. 
 
28 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 TYPES OF SYSTEMS. 
 
 I.— TYPE IN WHICH SHOP AND SCHOOL ARE INTIMATELY 
 CONNECTED. 
 
 Each establishment that has some form of apprenticeship system 
 has its own type, although the general features are the same for all. 
 As already stated, there are a great many concerns in this country 
 that still adhere to the old form of apprenticeship, with indentures 
 specifying all the conditions under which the apprentices are em- 
 ployed. This type is not dead but is going out of use. The second 
 type, which exemplifies modern conditions, is that which makes pro- 
 vision for the education of apprentices both in the shops and in the 
 class rooms. The third type is where manufacturers control the in- 
 dividual apprentices, to some extent, outside of working hours. 
 
 It does not seem necessary to describe the old type of apprentice- 
 ship system, but the new types should be described, and this can best 
 be done by giving an account of a few typical concerns, or concerns 
 that have made the most of the various educational features connected 
 with the employment of apprentices. 
 
 THE GENERAL ELECTRIC COMPANY, LYNN, MASS. 
 
 Seven years ago or more this company established an apprentice- 
 ship system based on new methods of procedure, with a view of ac- 
 complishing the very best results. - The system comprehends a ma- 
 chine shop, tool making, pattern making, and a foundry. Four 
 years of apprenticeship are required. Apprentices are paid 9 cents 
 per hour the first year; 12 cents the second year; 14 cents the third 
 3 ^ear, and 16^ cents the fourth year, and a cash bonus of $100 is given. 
 Graduates of high schools, or those who have completed a three-year 
 course in such schools, may have their apprenticeship period reduced 
 one year. 
 
 The significant feature in the General Electric Company’s system 
 is the practical training of apprentices in large “ training rooms.” 
 The boys are in these rooms for two years, after which they are 
 placed in different departments of the factory. This is considered 
 the great point of advantage in the General Electric Works. Educa- 
 tional courses are provided by the company in academic branches 
 which will assist the apprentices to obtain a better understanding of 
 machines and machine parts, and will make them acquainted with 
 the problems and calculations connected with the reading and com- 
 prehension of mechanical drawings, and with the sketching and de- 
 signing of auxiliary tools needed in modern manufacture. The 
 school sessions are held during the working hours, and the appren- 
 tices are paid the same wages during these hours which they would 
 receive if they were working in the shops. 
 
TYPES OF SYSTEMS. 
 
 29 
 
 Of course some foremen object to this method, because, as they say, 
 it interferes with production, but the company insists that on the 
 whole it is for the best interests of all. The course of study in the 
 school sessions comprises arithmetic, elementary algebra, mensura- 
 tion, elementary trigonometry, elements of machines, power trans- 
 mission, strength of materials, mechanism, elementary electricity, 
 mechanical drawing, machine designing, and jig and fixture design- 
 ing. 
 
 Mr. Magnus W. Alexander, the engineer in charge of apprentices, 
 General Electric Works, at Lynn, Mass., emphasizes the importance 
 of having the leaders of industries more interested in the question 
 of the insufficient supply of skilled mechanics, and he believes that 
 manufacturers should be more thoroughly aroused to the necessity 
 of reviving the apprenticeship system and adapting it to meet the 
 new industrial conditions. 
 
 Great care is exercised in selecting applicants, as well as in the 
 weeding-out process during the trial period. The company insists 
 that instruction in the class room is a necessary part of the appren- 
 ticeship system. Six hours a week of this instruction are given for 
 ten months of the year. About one-fifth of the apprentices at the 
 works are at. school at one time, and the services of one man are 
 required to give them the academic instruction. The plan of paying 
 the boys while receiving this education makes them feel the impor- 
 tance of the education, as well as being an inducement for those who 
 might otherwise not be willing to* obtain it at the sacrifice of wages. 
 
 The teacher in the school must be a man who has had engineering- 
 experience and has the pedagogical qualities of a good teacher 
 besides. He must be acquainted with the needs of the factory indus- 
 tries in general, and know how to adapt theoretical school training 
 to the educational needs of the machine trades. The work in science 
 and mathematics is very concrete, and applies to the factory condi- 
 tions of the General Electric Company. The problems are carefully 
 selected and are based upon actual occurrences in the factory. This 
 method has the double advantage of initiating the apprentice into 
 the technicalities of the business, making him acquainted with the 
 various kinds of apparatus manufactured and the different material 
 used for each, and at the same time familiarizing him with the solu- 
 tion of the same class of problems which he will meet later on as 
 journeyman and foreman. 
 
 Mechanical drawing is not taught for the purpose of developing 
 mechanical draftsmen, but as a means of teaching designing of tools, 
 jigs, and fixtures needed for manufacturing on a large scale. The 
 boys are taught to sketch out special tools, jigs, and fixtures which 
 may be required from time to time for labor-saving purposes. This 
 is not considered a question of executing fine drawings, but rather of 
 
30 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 sketching quickly for the immediate use of the machinist and tool- 
 maker a required tool, which, when once made, is liable to remain in 
 use for a long period. The teaching of mechanical drawing in this 
 respect differs from instruction in reading mechanical drawings. 
 
 A feature which belongs to the General Electric Company alone, 
 so far as ascertained, consists in examinations in the school work, 
 which are held frequently during the year, with a final examination 
 at the end of the course to determine to some extent the standing* of 
 each apprentice and the wages which the company considers commen- 
 surate with his value as a journeyman. 
 
 Mr. Alexander considers that the methods of training employed 
 are of paramount importance in considering the degree of skill which 
 will be acquired by the apprentice through his shop work, and that 
 here there is naturally a conflict between the purpose of the apprentice 
 and that of the foremen in shops which have an apprenticeship sys- 
 tem different from the one carried out at Lynn. 
 
 Usually, under the old system, the boy comes for shop training, 
 and wants to procure all possible information in the shortest time, 
 and desires a variety of work in a department and an opportunity 
 to work in all departments. The foreman, on the other hand, repre- 
 senting the company, strives for economy, for cheapness of produc- 
 tion, and feels that he can better further his ends by keeping the 
 apprentice on one class of work and in one department for a long 
 time. Few foremen combine a legitimate care of their own interests 
 with a proper appreciation of the boy’s objective. 
 
 As an illustration, the average foreman utilizes the apprentice at 
 first for an errand boy or for some such nonskilled labor. He then 
 gives him simple work at the bench, such as chiseling and plain filing, 
 cleaning of small castings, or assisting the stockkeeper in the handling 
 of small tools and stock materials. While there may be a certain value 
 in this class of work — for it makes a boy familiar with factory life 
 and system, accustoms him to the factory atmosphere, and gives him 
 an elementary knowledge of his trade — the General Electric people 
 feel that after a time the bend in the efficiency curve is reached, and 
 any further expenditure of time gradually becomes more and more 
 disproportionate to the additional advantage gained. Bright, ambi- 
 tious boys realize when this point in the curve is reached, and begin 
 to press the foreman for a higher grade of work, especially work at 
 machines. 
 
 This position of the General Electric Company is borne out by 
 nearly all concerns whose systems were investigated for the purpose 
 of this bulletin. The result of this condition is that the apprentice 
 is forced to push himself forward in order to learn the different classes 
 of work, while the foreman is usually slow to respond and give him 
 the advantage of a variety of training, because if the boy is inefficient 
 
TYPES OF SYSTEMS. 
 
 31 
 
 in some particular branch of work he will naturally be held at that 
 work for improvement, and, on the other hand, if he is efficient, the 
 foreman is likely to keep him for an undue length of time in order, 
 to get the greatest commercial advantage from him. 
 
 So the General Electric Company has attempted to equalize the 
 opportunities for all apprentices and to offer them expert instruction 
 in the practical work of the trade, especially during the first part of 
 their course, through what is called the “ apprentice training room.” 
 This feature makes the apprenticeship system of the company unique, 
 and a far different proposition from that of any other concern so far 
 as known. 
 
 Where teaching is carried on in connection with shop work, many 
 manufacturers have gone no further than to employ a suitable man 
 to look after the apprentices and to assist the foreman in giving the 
 boys industrial training. This superintendent of apprentices jointly 
 represents the interests of the employer and the apprentice. He may 
 go so far as to inaugurate classes for the study of mechanical drawing, 
 mechanics, and kindred subjects, but the apprentice in his shop train- 
 ing is a pupil of whoever happen to be foreman and assistant fore- 
 man, or leading journeyman in the department to which he has been 
 assigned. These men are skilled, but may not have any special fitness 
 for imparting instruction. Moreover, the boy may be handicapped 
 by being assigned to a department which has only a small amount of 
 work on hand, and this of such a nature as not to add to his skill and 
 knowledge, while other departments may be crowded with work of 
 instructive and interesting character, and so the boy who happens to 
 be assigned to the first department is put at a decided disadvantage 
 with respect to the apprentices of the other departments, where pro- 
 ductive conditions offer a fine opportunity for further advancement. 
 
 The mechanician of the General Electric Company in charge of the 
 training room possesses the ability and patience to instruct beginners, 
 and during the trial periods studies each boy’s mental and moral 
 make-up and his native ability for a chosen trade. The instructor 
 emphasizes the need of developing in his training room the best and 
 most efficient methods, and this can be done in such a room better than 
 in the regular shops, because the boys will not be hampered by the 
 hostile attitude which may be encountered in factory departments on 
 the part of regular workmen. For example, the boy may be shown 
 the highest practical cutting speeds of modern steel without any 
 reference to the traditions which may exist in the mind of an old 
 workman. Moreover, those in charge at the General Electric Com- 
 pany’s works believe in having an apprentice who has thoroughly 
 learned a certain operation impart that knowledge to a new appren- 
 tice before he himself is taught another operation. In this way 
 apprentices are pupils to-day and teachers to-morrow. This develops 
 
32 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 in the apprentice the faculty to impart the knowledge he has already 
 received and thus brings out the best efforts of the individual. 
 
 The product of the training room is of commercial value. The 
 psychological influence of commercial work is of great importance. 
 It takes a boy out of the sphere of theory and into that of practice. 
 It clinches his interest, and makes him realize that the product of his 
 work is to be a part of some interesting machine. 
 
 The “ training room ” is primarily for the machinist apprentices. 
 The smaller number of students in pattern making and foundry work 
 do not permit of so elaborate a system. 
 
 After the students have spent from one and a half to two and a 
 half years in the training room they are given an opportunity to 
 specialize in die making, tool making, or laying out machine work. 
 The apprentices are then under the charge and discipline of the 
 respective shop foremen. 
 
 This feature obtains in some other cases, especially in the system as 
 carried out by the Yale & Towne Company, at Stamford, Conn., as 
 will be seen later on. 
 
 Of course the General Electric Company encourages graduate 
 apprentices to remain in its service. The number who do remain in 
 the service of the company is fairly satisfactory, but the temptation 
 of the graduate apprentice with $100 in his possession to see some- 
 thing of the world is not uncommon, though a number of them, after 
 seeking employment elsewhere, sooner or later return to the company. 
 
 Brown & Sharpe, at Providence, R. I., have had a similar ex- 
 perience. 
 
 The efforts of the General Electric Company to establish a new, 
 up-to-date apprenticeship system have met with results satisfactory 
 to the company, and the system has been copied in some degree by 
 others. Certainly the company has shown its desire to connect the 
 science of apprenticeship with the science of industrial education and, 
 so far as this investigation shows, they have succeeded. 
 
 FORE RIVER SHIPBUILDING COMPANY, QUINCY, MASS. 
 
 The apprenticeship course of this company has been laid out on a 
 solid basis. The apprentices have a special man to look after them 
 and a special academic teacher to give them instruction. There is no 
 special instructor in mechanical drawing, but the method of teaching 
 mathematics brings out the subject, one or two boys being taken at a 
 time and given instruction in the drawing room. 
 
 The work of the boys in the different trades connected with ship- 
 building is varied by giving them a working knowledge of all 
 branches, although there is no definite time schedule arranged before- 
 hand, except in the yearly division of work. Boys have a school 
 
TYPES OF SYSTEMS. 
 
 33 
 
 period covering twenty-two weeks, from October to April. Those 
 selected are required to attend two hours a day each for two days a 
 week, this time being accounted for in that of the regular time of 
 service, the service time of the boys being shortened if they stand well 
 in their class or do outside studying. The superintendent of appren- 
 tices visits each boy daily to see that he gets proper instruction, and 
 keeps all records of his time and efficiency. The general manager 
 reports that the apprenticeship system has given them an efficient 
 basis for a corps of skilled workers. 
 
 The applicants to become indentured must not be less than 16 years 
 of age and are not wanted when more than IT years old. They must 
 be graduates of public schools. The first forty-eight days constitute 
 the term of trial. Apprentices are not expected to work overtime, but 
 when they do they are credited with the number of hours of such time 
 in their service. This is very popular with the boys. They are 
 allowed to do piecework, and are given the difference between the 
 regular wage per hour and their piecework earnings reduced 20 per 
 cent. At the present time the apprentice force employed by the com- 
 pany is about 5 per cent of the whole. In some departments the 
 employees are 40 per cent apprentices, while in others they constitute 
 only about 1 per cent. 
 
 The boys are anxious to enter apprenticeship in the machinist and 
 carpenter trades, for they can make use of this knowledge in other 
 places than the Fore River Company. The superintendent of appren- 
 tices does not feel that industrial education could meet the needs of 
 the company, in that there could never be a special school for ship- 
 building in Quincy, so they must always give the training themselves. 
 There are at the works in Quincy 14 apprenticeship departments, 
 chiefly those of blacksmiths, coppersmiths, electricians, foundrymen, 
 carpenters, pattern makers, joiners, machinists, etc. 
 
 As a rule the course runs for four years. Taking the apprentice- 
 ship machinist course as an example, it is found that during the 
 first six months work is given on the bolt machine, milling machine, 
 and other small tools, the second six months on general bench work, 
 such as shaping and filing; the third six months the boys are as- 
 signed to the different machinists and work under their direction 
 on drills, planers, grinders, lathes, and boring mills. The fourth 
 , six months they are given work on slotters, planers, and shapers. 
 
 At the beginning of the third year the apprentice is placed at what- 
 l ever tool he has shown himself to be most efficient and is given 
 work which will develop his special ability. If apprentices are 
 particularly well qualified, they may specialize in laying out, setting 
 up, and finishing work in the tool room, or in erecting and installing 
 engines and auxiliary machinery on ships. 
 
 56560—08 3 
 
34 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 After the first six months school work is required of the apprentice, 
 unless he shows that he is already proficient therein. The company 
 always selects a few boys for the engineering and electrical drafting 
 rooms each year, and this encourages the brighter ones to study up 
 on mechanical drawing and mathematics, and to do well in their 
 book work, in order that they may become draftsmen. Some of the 
 apprentices attend the Y. M. C. A. classes in addition to the regular 
 class-room work. 
 
 During the first two months of probation the apprentices are 
 required to serve as messengers, in office work, or helping in any 
 miscellaneous service. 
 
 A fine feature of the system in force by this company consists in 
 a set of blanks furnished by it and the method of recording the 
 advancement of apprentices. This shows that they intend to carry 
 the apprentice through a regular shop system. The quarterly ap- 
 prentice report, which the foreman is obliged to make to the super- 
 intendent of apprentices, also shows that the apprentice is followed 
 closely in regard to his improvement, etc. The company also pub- 
 lishes a special text-book, called a note book of arithmetic and ge- 
 ometry, for the apprentices. This is a testimony to the high grade of 
 apprenticeship system which the company is attempting to carry 
 out, and exemplifies not only the possibility of coordination, but tes- 
 tifies to the efficiency and good results of the attempt. 
 
 NEW YORK CENTRAL LINES. 
 
 The New York Central lines have established what is called by 
 those responsible for it “ a rational apprentice system.” Their 
 efforts parallel the methods of the General Electric Company, 
 already described, but they reverse the process. While the Gen- 
 eral Electric Company has training rooms or class rooms where 
 theory is taught for the first year or two of the apprentices’ expe- 
 rience, and then transfers the apprentices to the shops for the prac- 
 tical results of their class-room studies, the method of the New York 
 Central lines reverses this. Instead of working from theory to prac- 
 tice, they work from practice to theory, as illustrated by Mr. Cross, 
 of the New York Central lines. They take an old steam pump, run 
 it by compressed air in the school room, and let the apprentices see 
 the way it works, take it apart and examine into the valve motion, 
 make drawings of the various parts, calculate the cubical contents 
 of the cylinders, study the various mechanism, and then go out into 
 the shop and grind the valves. In other words, starting with the 
 pump, they work down through the various subjects of arithmetic, 
 geometry, mechanical drawing, mechanics, etc., as applied to the 
 action of the pump. 
 
TYPES OF SYSTEMS. 
 
 35 
 
 The authorities of the railway lines interested in this unique experi- 
 ment do not feel that trade schools meet their needs. They claim that 
 the technical requirements of a railroad position are such that no 
 special trade school could meet them. They even go so far as to 
 minimize the value of the railway engineering courses in technical 
 colleges. They feel that the trade school graduate comes into the 
 shops with a more or less exalted opinion of his capacities, that they 
 would have to spend a couple of years making him over, and that 
 those years would be more or less wasted. 
 
 This experience of the New York Central lines is of so great im- 
 portance as illustrating the most advanced type of apprentice systems, 
 that considerable space is here given to a description of it.® 
 
 Prior to the inauguration of the new plan there had been some ap- 
 prentice schools established by the New York Central, but these 
 schools for some time had been carried on by the local management 
 at four points — Elkhart, Ind. ; Jackson, Mich.; Oswego, N. Y., and 
 McKees Rocks, Pa. 
 
 About three years ago an apprentice school was started at the Elk- 
 hart, Ind., shops of the Lake Shore and Michigan Southern Railway. 
 Sessions were held in the evening ; the school was intended primarily 
 for the apprentices, although anyone in the employ of the company 
 was eligible to membership. In 1886 evening class work for the 
 apprentices had been started at the Jackson shops of the Michigan 
 Central Railroad, and in 1904 an apprentice school was organized at 
 the Oswego shops of the New York Central Railroad. Attendance in 
 this and the previously mentioned school was compulsory for the ap- 
 prentices, and they were paid for their time in the class, thus making 
 it possible to enforce somewhat rigid discipline. About three years 
 ago an evening school was organized at the McKees Rocks shops of 
 the Pittsburg and Lake Erie Railroad, where classes met twice a 
 week, and the attendance of the apprentices was made compulsory. 
 
 The new plan now in operation was not put in force until March 
 1906; under it the first apprentice class was started at the West 
 Albany shops in May of that year. 
 
 The apprentice department of the New York Central lines is under 
 the direction of Mr. C. W. Cross, superintendent of apprentices, 
 having an office at the Grand Central station in New York. He is 
 assisted by Mr. W. B. Russell, who has charge of the educational 
 features. The central organization deals with the general problems 
 affecting the apprentice work, outlines the different courses, looks 
 
 ® The writer is greatly indebted to Mr. R. V. Wright for his various articles on the New 
 York Central lines, which appeared as a reprint from the American Engineering and Rail- 
 road Journal for June, July, September, October, and November, 1907, in a pamphlet 
 entitled “A Rational Apprentice System,” which is used by his permission. Mr. Wright’s 
 descriptions have been supplemented by personal investigation of the work of the New 
 York Central lines. 
 
36 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 after the educational features, organizes new schools, and keeps in 
 close touch with all of the schools. 
 
 Thus far apprentice schools have been established at nine points on 
 the system, including West Albany, Depew, East Buffalo, and Oswego 
 on the New York Central; Elkhart and Collinwood on the Lake 
 Shore and Michigan Southern; Brightwood on the “Big Four;” 
 Jackson on the Michigan Central, and McKees Rocks on the Pitts- 
 burg and Lake Erie. 
 
 The system adopted may be summed up under the following three 
 heads : ( 1 ) It provides for a close supervision and instruction of the 
 apprentices in the shop by the apprentice instructor; (2) a school 
 is conducted by the company during working hours, the apprentices 
 being paid for attendance, at which mechanical drawing is taught 
 in a practical way; (3) a course of problems carefully arranged to 
 suit the needs of the apprentices has been prepared, which they are 
 expected to work out during their own time. This system, which 
 differs radically in many respects from anything that has been done 
 in this country, follows more or less closely the general principles 
 governing the educational system of the British Admiralty, which 
 has been in operation more than sixty years, and, according to Sir 
 William H. White, has produced the majority of the men who are 
 now occupying the most prominent positions in the shipbuilding 
 industries of Great Britain. Sir William White has said : “ It has 
 given to private shipbuilding its leaders, who have risen from the 
 ranks, while it has produced men holding many important and influ- 
 ential positions in all parts of the world.” 
 
 So the New York Central authorities hope that through their 
 expanded apprentice system they will train up the men who will be 
 the leaders in railroad work on their lines. Their work, therefore, 
 and that of the General Electric Company, already described, must 
 stand as the two great systems on a large scale for the purpose of 
 securing general industrial training. While the two systems have 
 the same end in view, they find it essential to proceed from different 
 points of initiative. They thus constitute together most interesting 
 experiments. 
 
 Under the New York Central system boys come into contact with 
 actual shop conditions from the very first. The chief special features 
 of the system are that the apprentices are instructed in drawing and 
 in shop problems by a man already in the service of the company, 
 on the shop property, during working hours, and while under pay. 
 This, it must be observed, is an important element in the modern 
 apprenticeship systems, without which there probably would not be 
 satisfactory results. The apprentices are instructed in the trade in 
 the shop by a special instructor, who gives the whole or part of his 
 time to this work and who is responsible to the local shop manage- 
 
TYPES OF SYSTEMS. 
 
 37 
 
 ment. This is an important feature. Under the old apprenticeship 
 system the apprentices lacked instruction, as foremen and others 
 were not willing to give their own time in the interest of the appren- 
 tices. Instruction in the trade is given in the shop on the regular 
 tools and in the regular line of shop work. Apprentice schedules 
 are followed, assuring a thorough training in the trade and giving 
 the necessary variety of work. 
 
 The drawing and the problem courses are arranged to allow each 
 apprentice to progress as rapidly as he desires, but so as to enable a 
 single instructor to handle classes with as many as 24 students in a 
 class. The character of the courses is such as to fit the standards of 
 the road, to read in the language of the shop, and to suit the special 
 conditions existing locally. The method of instruction differs radi- 
 cally from the ordinary method in the following points: Text-books 
 are not an essential part, of the plan; there is no subdivision into 
 subjects; all principles are clothed in problem form; there is no arbi- 
 trary standard of the amount of ground to be covered ; no examina- 
 tions are held. The progress and marks of the apprentices are based 
 on the close personal touch maintained between the instructors and 
 the apprentices. 
 
 The apprentice work can be installed at a greater number of the 
 shops than would be otherwise practicable, by using talent already 
 in the service of the company. 
 
 There are other interesting features connected with the system, 
 especially the arrangement for evening classes for employees other 
 than apprentices. The men in the shops, both foremen and work- 
 men, have evinced considerable interest in the apprentice schools, 
 and there has been a demand for evening schools to give them the 
 same advantages. In response to this sentiment on the part of 
 employees evening schools have been started at McKees Rocks, 
 | Elkhart, Jackson, West Albany, Brightwood, Oswego, and Collin- 
 I wood. These classes are open to all the employees. At all of the 
 ' points except Elkhart and McKees Rocks the men meet for an hour 
 and a half or two hours directly after the shop whistle blows in the 
 evening. The men are more regular in attendance and take a deeper 
 interest in the work when the meeting is held directly after the 
 shop closes. The make-up of these classes is very interesting. At 
 several of the schools where there is a full quota of apprentices and 
 a waiting list, the boys take places as helpers until there is an open- 
 ing for them in the apprentice department. These boys usually 
 enroll in the evening classes, and boys who have finished their appren- 
 ticeship also follow up their studies in connection with the evening 
 classes. The men who attend them take the same course as the 
 apprentices, but if they desire may skip the easier portions. As a 
 
38 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 rule they prefer to take all the work, reviewing that part with w r hich 
 they are familiar. These classes give the more ambitious men an 
 opportunity to become more proficient and to fit themselves for better 
 positions. They are especially valuable for foremen and assistant 
 foremen who may desire to brush up their knowledge of drawing 
 and mathematics. As a result of the classes the shop men are 
 becoming more familiar with the company standards and being 
 drawn into closer touch with the shop draftsmen. 
 
 The advantages thus far apparent from the brief experience of the 
 New York Central lines are that a better class of boys is secured. 
 With the greater opportunities that are being offered this is the 
 natural result. Formerly it was difficult to keep up the full quota 
 of apprentices at most of the shops. Now there is a waiting list for 
 some of the trades at several of the shops, and apprentices are being 
 secured for trades formerly without them. In many instances high 
 school graduates have enrolled themselves as apprentices. At shops 
 where there is a waiting list, as just stated, the boys frequently take 
 places as helpers or wipers and enter the evening classes until an 
 opening occurs in the apprentice department. This service is a sort 
 of probation period, and those who are unsatisfactory are sifted out. 
 
 The boys under this system take a greater interest in their work, 
 and because of the principles learned in connection with their educa- 
 tional studies, are better able to understand the instructions given 
 them and carry them out intelligently. Their earning power is thus 
 increased. 
 
 From a productive point of view the work of the shop instructor 
 is especially satisfactory. There is a greater output when the 
 apprentice is shifted to a new class of work. The instructor stays 
 right with him until he understands it thoroughly. Under the old 
 system of apprenticeship the foreman was supposed to instruct the 
 apprentices. He would almost invariably be interrupted a number 
 of times, and would probably hurry off after he had half instructed 
 the boy, expecting perhaps to return shortly. The chances were 
 that he would forget all about it and the boy would be left to shift 
 for himself. As one shop superintendent tersely put it, under the 
 old system a boy, after working on a machine for two or three 
 weeks, might get to a point where he could produce one-half of a 
 mechanic’s output, now he can on an average turn out seven-eighths 
 of a mechanic’s output after three or four days. Wh en a workman 
 does not report for duty an apprentice can be put on the job under 
 the direction of the instructor, and the output does not suffer to any 
 great extent. The increase in the apprentice’s output due to the 
 cause mentioned more than offsets the loss of time due to class work, 
 which amounts on an average to forty minutes a day for each boy. 
 
TYPES OF SYSTEMS. 
 
 89 
 
 Another advantage is that the amount of spoiled work has been 
 very greatly reduced, a saving due to the advent of the shop in- 
 structor. 
 
 At the end of each year the instructors draw up an estimate of 
 the personality and progress of each apprentice. This is made up 
 of answers to the following questions. 
 
 1. Does he work overtime on drawing or problems? 
 
 2. Is he the type of boy we wish to have in our employ ? 
 
 3. Is his attitude toward his employers good ? 
 
 4. Does he spend his time well outside of shop hours ? 
 
 5. Have you, or has the shop instructor, succeeded in gaining his 
 confidence; i. e., would he come to you first in trouble of any kind? 
 
 6. Can you recommend him at present to start in the company 
 drafting room, or will he qualify during the next year? (Give 
 probable date.) 
 
 7. What is his strongest point, or for what type of work is he best 
 fitted ? 
 
 8. What is his weakest point, or for what type of work is he least 
 fitted ? 
 
 9. Does he live at home or board ? 
 
 10. What is his address? 
 
 There are many incentives to encourage the apprentice in his work. 
 The drawing and problem courses are made as interesting as possible ; 
 they deal with no abstract theories, but all the exercises and prob- 
 lems are in connection with the practical work in the shop. In most 
 instances there is more or less rivalry among the apprentices as to 
 their progress in this work. 
 
 It is quite probable that after the schools have been established for 
 a period long enough for the apprentices to have had time to com- 
 plete the course in drawing and problem work, a few of the brighter 
 graduate apprentices will, as an additional incentive, be sent, at 
 the company’s expense, to a technical school for a year to finish off 
 their course. Such men will then be admirably prepared for work in 
 the motive power department. This is a most encouraging feature un- 
 der modern apprenticeship methods. If students can only have the ex- 
 perience of a technical school after all their training as apprentices, 
 the problem of industrial education will, to a very large degree, not 
 only be simplified, but placed on a footing no other method would 
 secure. 
 
 The New York Central is also adopting another method in this 
 very direction. At two of the shops the apprentices have been taken 
 in a body, under the direction of instructors, to visit neighboring 
 shops or large manufacturing establishments; as, for instance, the 
 apprentices at West Albany have visited both the American Loco- 
 motive Works and the General Electric Company’s works at Schenec- 
 
40 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 tady. At some of the smaller shops, where the boys are not able 
 to round out their courses to advantage, they will be assigned to 
 larger shops for their fourth year; as, for instance, the company 
 contemplates giving the boys in the car department at East Buffalo 
 an opportunity of spending a year at the West Albany shops, in 
 order to get experience in repairing passenger cars. This is an added 
 incentive. 
 
 The shop superintendents encourage the boys by occasionally as- 
 signing them to special work where they can apply the knowledge 
 in drawing or mathematics which they have gained in the class room. 
 One shop superintendent, who is very much interested in the appren- 
 tices, makes a point of occasionally stopping and asking an apprentice 
 something about the work which he is doing that will make him ap- 
 preciate the application of what he is learning in the class room, his 
 aim being to attract the attention of the apprentice and induce him to 
 put his very best efforts into his work. 
 
 The experience of the New York Central lines under their unique 
 system answers a few questions which advocates of industrial educa- 
 tion might advance ; as, for instance, What is the attitude of the men 
 under this system? Those who have charge of the system under the 
 New York Central answer through their experience, and the facts 
 gained through inquiry are that their workmen are taking a great 
 deal of interest in the new development and that they look upon it 
 with considerable favor. There has been very little incentive dur- 
 ing the past few years for boys to enroll themselves as apprentices, 
 and the men are glad to have an opening for their sons by which they 
 can be assured of a thorough training, which will make them first- 
 class mechanics, and which, if properly followed up, w T ill fit them for 
 positions of authority and responsibility. On account of the neg- 
 lect of a proper system for recruiting men the percentage of skilled 
 mechanics has very sadly decreased, and the good all-round mechanic 
 has almost been lost sight of. A system, therefore, that will build 
 up men of this kind, and thus add dignity and importance to the 
 position of the mechanic, is to be welcomed. 
 
 As to the attitude of the officers of the road, they, from the gang 
 boss to the superintendent of motive power, seem to be much pleased 
 with the new system. It means from their point of view and obser- 
 vation that they are going to have more efficient men under them, 
 and that the problem of issuing and executing orders will be simpli- 
 fied. The boys, coached by the shop instructor, are doing better work 
 and more of it, and the amount of spoiled work, which is always an 
 item where there are many boys in the shop, is being reduced to a 
 minimum. The problem of securing and holding apprentices has 
 been solved, and in a few years the problem of securing good all : 
 round mechanics will, to some extent at least, also be solved. A point 
 
TYPES OF SYSTEMS. 
 
 41 
 
 blank question addressed to various officers as to whether such a sys- 
 tem was worth while and really paid, was met by a very enthusiastic 
 response that of course it did, and in most cases they were ready to 
 advance good reasons as to why this was so. 
 
 It is interesting to note the attitude of the different officials as they 
 enter the schoolroom when a class is in session. One superintendent 
 of motive power always promptly removes his hat, as he considers 
 that the schoolroom is on the same plane as a college recitation room 
 and deserving of the same respect and dignity. 
 
 At every point questioning brought out the fact that the higher 
 officials quite often stop in at the schoolroom, and usually examine 
 the work the boys are doing, occasionally asking questions or in some 
 way showing their interest in the work. 
 
 An extension of the system is contemplated relative to the car de- 
 partment. It has usually been considered impossible to maintain an 
 apprenticeship system in this department, and recruit the force other 
 than the laborers and helpers on the repair track from its ranks. It 
 was said to be impracticable to introduce such a system, but there were 
 last year five regular apprentices at East Buffalo, and the indications 
 are that this number will be considerably increased in the near future. 
 
 With this expanded system in successful working order on the New 
 York Central lines, the question may be asked, What is the attitude 
 of other roads to it? The general criticism has been made that 
 the New York Central is educating apprentices for other roads, and 
 this statement is probably true to some extent. The awakening of 
 interest, however, in industrial education and the inquiries and ob- 
 servations from all directions indicate that other railroads are now 
 giving this matter the consideration it deserves, and in some instances 
 have taken action with a view to inaugurating some phase of the plan. 
 The fact is being appreciated that no outside system of instruction, 
 such as trade schools, correspondence schools, or even the Y. M. C. A. 
 classes, can fully meet the needs of the apprentice, and that the con- 
 trol and direction of the instruction must be coincident with the con- 
 trol and direction of the shop. The indications point to a day not far 
 distant when each railroad will have a fully equipped apprentice sys- 
 tem organized as an integral part of its motive-power department. 
 Before such work can start, the management must be convinced that, 
 for its own safety in the future, it must be provided with skilled, 
 intelligent, native workmen, men w T ho can stand on their own merits 
 and do the work which is needed to keep this country commercially 
 ahead of the world ; men who command the respect of their employ- 
 ers; men who can and will bring skill and judgment to their work, 
 so that they may command compensation commensurate with their 
 increased ability. 
 
 Thus the New York Central lines are contributing largely to the 
 advancement of the purest forms and methods of industrial education. 
 
42 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 Morgan’s Louisiana and texas railroad and steamship company, 
 
 AND LOUISIANA WESTERN RAILROAD COMPANY. 
 
 The apprenticeship system of these lines is practically the result of 
 many years’ experience, and, in addition to the necessity of providing 
 skilled labor, has been largely due to a desire to assist in the practical 
 education of the sons of employees of the companies, thereby assisting 
 them in securing the proper means of livelihood, and giving them the 
 opportunity of learning a useful trade and fitting them for the battle 
 of life. 
 
 The chief element which warrants a description of the system of 
 these lines' at this place is the establishment of class-room work. 
 When an apprentice has served one year he is permitted to enter the 
 class of mechanical drawing, which is taught two nights each week by 
 a competent instructor from the drafting department. The course of 
 instruction begins with the first elements of mechanical drawing and 
 simple geometry, gradually followed by a more difficult quality of 
 work with descriptive geometry, which is continued in an ascending 
 grade until the apprentices or students are fairly good draftsmen, 
 and able not only to read a drawing intelligently, but also to make 
 their own series of drawings from the first rough pencil sketch to the 
 finished print. 
 
 In this connection it may be said that it is required by the com- 
 panies that when the apprentice once enters the drawing class he shall 
 be constant in his attendance, and this requirement is one of the con- 
 ditions of his apprenticeship. This school of drawing is regarded as 
 one of the most important and essential features of the lines men^m* 
 tioned. Aside from its undoubted value to the graduates in provid^Bng 
 for their future career, it enables the companies to turn out of tfHtair 
 own apprentice schools strictty first-class mechanics and young rHhen 
 who are far above the average of those who ordinarily seek the cWass 
 of employment involved. Many of the very best men that the ct»in- 
 panies have had in their shops and of those who still remain be Jhm 
 with them as apprentices, and a number of those who have left Bare 
 now occupying responsible positions with other lines which, not pur- 
 suing a similar system, are glad to take advantage of the opportuni- 
 ties these lines provide. « 
 
 In addition to the opportunities which the companies provide mor 
 their own regular apprentices who have not had the advantages# of 
 college or manual training schools, they are encouraged to tfeke 
 courses in mechanics, special or general, with correspondence scholols 
 of recognized standing, as the technical information and instruction 
 thereby gained can be illustrated and fixed in their minds by the c»e- 
 tails of daily work in the shops. 
 
TYPES OF SYSTEMS. 
 
 43 
 
 GRAND TRUNK RAILWAY." 
 
 The Grand Trunk Railway has had an efficient apprentice system 
 in force in its shops for several years and with very satisfactory re- 
 sults. It includes a thorough shop training and a course in mechan- 
 ical drawing, simple mathematics, and applied mechanics. The 
 applicant must be not less than 15 nor more than 18 years of age. 
 After successfully passing his entrance examinations, both physical 
 and other, the apprentice may be assigned to either the blacksmith 
 shop, boiler shop, or any shop other than the machine and erecting 
 shop, where he is required to remain for a period of from six to nine 
 months. He is given a text or instruction book which covers his en- 
 tire apprenticeship and contains the questions which he will be re- 
 quired to answer correctly before being promoted from one class of 
 work to another. There are quite elaborate rules for examinations, 
 and general rules relative to marking, etc. 
 
 Apprentices in machine work and fitting are required to serve 
 five years; others serve only four years. All are required to attend 
 evening classes twice a week from October to April. These are in 
 charge of competent instructors, and the course includes a thorough 
 training in mechanical drawing, arithmetic, and applied mechanics. 
 This instruction, together with the necessary material (excepting 
 the drawing instruments, which must be provided by the appren- 
 tices) , is furnished free of charge by the company. The boys are not 
 paid for the time spent in the class room. Apprentices who do not 
 attend the classes regularly and who do not have a good excuse for 
 being absent are discharged. 
 
 While the system on the Grand Trunk works satisfactory, it is 
 not as broad, comprehensive, and expansive as that in vogue on the 
 New York Central lines. 
 
 OTHER RAILROADS. 
 
 Messrs. Cross and Russell, of the New York Central lines, have 
 recently been making an investigation of the apprenticeship systems 
 the large railroads of the United States, and as a result have 
 found that 55 railroads have 7,053 apprentices in 368 shop plants, 
 while 67 plants answering have no apprentices. Thirteen railroads 
 pay apprentices to attend school, 15 make attendance compulsory; 
 on 13 railroads the schools are held in working hours, while on 5 
 the school is held in the evening. 
 
 The Santa Fe Railroad system now has 10 schools in operation 
 with 347 apprentices. The Pittsburg and Lake Erie has a school at 
 McKees Rocks with 36 apprentices. The Minneapolis, St. Paul and 
 Sault Ste. Marie has a school at Minneapolis, with 29 apprentices. 
 
 a American Engineering and Railroad Journal, January 1908. 
 
44 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 The Union Pacific has two schools, -one at Omaha with 71 and one at 
 Cheyenne with 12 apprentices. The Delaware and Hudson has two 
 schools, one at Green Isle with 25 and one at Oneonta with 33 
 apprentices. 
 
 Schools mean in this connection the number of branches of an 
 apprenticeship system on the various divisions of a railroad where 
 apprentices work in the shop and also work in the schoolroom. 
 
 LUDLOW MANUFACTURING COMPANY, LUDLOW, MASS. 
 
 This company maintains a school for the purpose of training 
 apprentices in the special branch of the textile trade concerned with 
 the manufacture of jute goods. It has a purpose outside of this, 
 for an attempt is made to develop desirable, law-abiding citizens. 
 The conditions prevailing in the village which makes this school 
 possible are peculiar, the manufacturing company having built the 
 sewer, constructed the streets, and supplied the village with water, 
 light, and power. This varied activity of the company offers a 
 very particular field of work for boys educated in the company’s 
 school. 
 
 The school was started on the discovery that of the fifty or more 
 overseers and second hands employed by the company, not one had 
 in forty years been educated in the village schools, and most of 
 them had received their technical training in Scotch mills. This 
 discovery made it evident that the company must depend upon men 
 trained abroad or else give boys growing up in the village an educa- 
 tion which would fit them for responsible positions in their mills. 
 
 The instruction is of two kinds — the practical part, which is given 
 in the mill, and the theoretical part, given in the school. Each boy 
 spends five hours every working day caring for some machine or 
 performing such work as is assigned to him in the mill. The mill 
 work the first year consists in sewing trolley bands, doffing, tending 
 creels, supplying different machines with bobbins of the proper kind 
 of yarn, packing cans, running lappers, running calendar, making 
 reels of twine, taking care of finished card, and making tests of 
 yarn for weight and strength. Every three months every apprentice 
 is transferred to another machine or to other duties representing 
 additional stages in the process of manufacture. 
 
 The mill work of these apprentices is under the supervision of the 
 regular mill overseers, some of whom are members of the evening 
 classes in the textile school, which fact has an important bearing on 
 their treatment of the apprentices, in that they feel themselves to be 
 a part of the school and thus more interested in the welfare of the 
 school while in the mill overseeing the work of the boys. The ap- 
 prentices attend school three hours each day and receive three- 
 fourths of what they would receive if they worked that time in the 
 
TYPES OF SYSTEMS. 
 
 45 
 
 mill; in other words, each apprentice is paid for his mill work at the 
 regular rate per hour, amounting to one-half day, and in addition 
 receives one-fourth pay for ,his school attendance. 
 
 The boys are divided into two classes, so arranged that the work 
 performed in the mill in the morning by one class is continued by 
 the other class m the afternoon. The class which attends the morn- 
 ing session of the school and works in the mill in the afternoon dur- 
 
 o 
 
 ing one week reverses this arrangement the following week. The 
 results show that better work is done in the school by the morning 
 class. 
 
 The boys must be between the ages of 14 and 16, in good physical 
 condition, and of good moral character when entering. They must 
 possess a fair knowledge of English and arithmetic. The appren- 
 tices do not sign a contract, but leaving the employ of the company 
 means severing their connection with the school ; thus there is a bond 
 which holds the apprentices. The school work, conducted in a sepa- 
 rate building devoted to school purposes, commences in September 
 and continues for eleven months, with a short recess at Christmas. 
 All expenses are paid by the Ludlow Manufacturing Associates. 
 The majority of the pupils are of Scotch descent. A large propor- 
 tion of the workers in the mills are Poles and Italians, but none of 
 them attend the school. 
 
 The moral influence of the school is already apparent, although it 
 has been but a short time in operation. In personal appearance and 
 cleanliness the boys have greatly improved. They have learned that 
 soiled hands mean soiled drawings, and they have thus seen the bene- 
 fit of soap and water. It is a common remark about the beautiful 
 town of Ludlow that the increased interest and intelligence shown by 
 the boys in the textile school have to some extent spread to other boys, 
 and it is believed that, apart from turning out foremen, the school 
 will in this way be a benefit to the village as well as of practical value 
 to the company. 
 
 The outline of the course of study at present is tentative, but it will 
 probably embrace four years’ work. Some special features projected 
 are of interest. A special shop arithmetic, covering all the operations, 
 calculations, and duplications performed in the mills, is provided. 
 This book has been prepared by the mill overseers and the director of 
 the school. In manual training the boys make parts of looms and 
 other models which have reference to the machinery. Jute and hemp 
 seeds have been planted near the school; it is proposed to study the 
 plants at different stages of their growth, making sketches of the parts 
 and attempting to extract the fiber. 7n ge^tfflp^ particular refer- 
 ence is made to the United States and^fc|^Hfin;ries where fibers are 
 produced. 
 
■\ 
 
 46 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 In the history work the boys study the history of the textile indus- 
 try; the savage and semicivilized beginnings, developing into 
 modern textile machinery and the steam engine; industrial develop- 
 ment in the United States and in England ; the growth of the factory 
 system and the factory acts of England, etc. In connection with 
 their studies in physics they examine and grade fibers, use the cali- 
 brating scales, measure and weigh rove and yarn, test the strength of 
 fibers, make tests for moisture, tabulation, etc. In English they have 
 a certain amount of required reading, writing of business letters, 
 study of business forms, writing of shop English, etc. Special em- 
 phasis is placed upon that side of each subject which is related to 
 mill work. 
 
 They are solving at Ludlow a peculiar problem, and one which 
 belongs emphatically within the realm of industrial education of a 
 high order. 
 
 WESTINGHOUSE AIR BRAKE COMPANY, PITTSBURG, PA. 
 
 This company combines shop and school work. The only require- 
 ments for entrance are that the applicant must be 16 years of age or 
 over, of good moral character, mentally bright, and have completed 
 his school studies through decimals in arithmetic. In connection 
 with its system the company has a day school at which attendance 
 on the part of the apprentices is compulsory, the time devoted to 
 educational work averaging about seven and one-half hours weekly, 
 the apprentice being paid the regular rate per hour for the time 
 spent in school. The school period extends from the middle of 
 September to the middle of June. 
 
 In connection with the day school the company has a night school, 
 at which the attendance of the apprentices is not compulsory. The 
 courses, other than those directly concerned with the trade itself, 
 are, for the first year, arithmetic, algebra, business English, indus- 
 trial composition, freehand perspective and mechanical drawing; for 
 the second year, algebra, mechanics of physics, industrial composi- 
 tion, shop problems, mechanical drawing; for the third year, algebra, 
 geometry, chemistry, mechanical drawing, shop problems; for the 
 fourth year, geometry, electricity, shop problems, mechanical 
 drawing. 
 
 D. A. TOMPKINS COMPANY, CHARLOTTE, N. C. 
 
 This company feels disposed to reduce the age of the apprentices 
 as much as pc' sil!®fc^the kindergarten plan. Their experience 
 shows that an apprein^B^K years will make a better machinist 
 at 16 or 17 than an appiS^^fcf 16 can make by 20 or 21 years. In 
 the case of young apprenti^Bke company appoints a journeyman 
 
TYPES OF SYSTEMS. 
 
 47 
 
 workman as a sort of foster father, with instructions that the young 
 apprentice shall not be worked for profit, nor at all except in a sort 
 of kindergarten way. The company finds that this requires a well- 
 balanced judgment for the proper result, but that 'the undertaking 
 is not too difficult. It is trying to work out the problem of school 
 and shopwork coordinated. 
 
 CINCINNATI MILLING MACHINE COMPANY, CINCINNATI, OHIO. 
 
 This company has an apprenticeship system where they take boys 
 16 years of age or older, employ them for a probation period of 
 several months, and then if they are willing and have shown them- 
 selves willing, they are taken under a full apprenticeship contract. 
 
 In addition to the training in one of the three or four branches of 
 the machinist trade, to be decided on by agreement between the em- 
 ployer, the apprentice, and his guardian, the boys have an oppor- 
 tunity of attending an apprentice school established by the company. 
 They are formed into classes of 18 or 20 each, and meet with a special 
 instructor one evening a week for two hours. Their schedule of work 
 consists chiefly of shop arithmetic and the solution of those problems 
 with which they come in contact in their shop work. There is no 
 €lass work and the boys are not asked to recite, the entire object of 
 the company being to teach the boys to use things and to think. 
 
 This school has been in operation for over a year, and the results 
 have been highly satisfactory; the boys take an intense interest in 
 their school, with the immediate result of a greater interest in their 
 shopwork, and the mental development which they acquire, coinci- 
 dent with their shop manual training, has resulted in marked im- 
 provement in their everyday work. 
 
 DAVID LUPTON S SONS COMPANY, PHILADELPHIA, PA. 
 
 This compan}^ is engaged in the manufacture of architectural 
 sheet-metal work. It has an apprenticeship system established in 
 1900. During the first two years of its experience each apprentice 
 was requested to register with some institution of learning where he 
 could study the technical branches of the trade, but this effort proved 
 to be an absolute failure. While the boys would register, they would 
 not attend and apply themselves; but in the fall of 1907 the com- 
 pany made arrangements with the Philadelphia North-East Branch 
 of the Young Men’s Christian Association, under which the com- 
 pany pays the boys’ membership fee of $5 and $1 for class fee for 
 each apprentice, the branch employing instructors suggested by the 
 company and furnishing a class room two nights a week for a term 
 of twenty-six weeks. The company has in its employ two foremen, 
 eminently fitted for the position, and they have worked as instructors. 
 
48 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 At the close of this investigation, in May 1908, the company had 
 just concluded the first school term under the above arrangement, 
 and stated that it was more than pleased with the results, both as 
 to instructors and apprentices. The instruction was confined to 
 arithmetic, geometry, and drawing pertaining to the sheet-metal 
 trade in all its various branches. 
 
 Of course, the curriculum is peculiar to the work done. The com- 
 pany insisted at the inception of the class that it was just as neces- 
 sary for an apprentice to be punctual in attendance and diligent in 
 his studies as to report every day for work, and that any violation of 
 this requirement would be sufficient cause for dismissal. By sus- 
 pending a number, with the understanding that they could not report 
 for work until their home tasks were submitted satisfactorily, it 
 broke up a concerted action to defeat the purpose of the school work 
 of the company. Now the general results are not only satisfactory, 
 but extremely gratifying. The company has succeeded in getting 
 apprentices interested, so that they are, by the information they 
 have acquired, enabled to get better results. 
 
 SOUTHERN BELL TELEPHONE COMPANY, ATLANTA, GA. 
 
 This company maintains at Atlanta an operators’ school, com- 
 pletely equipped with all the apparatus necessary for giving local and 
 long-distance service. The school is conducted by an instructor and 
 two assistants. While in the school the students are paid 50 cents 
 per day and are at no personal expense whatever, as the company fur- 
 nishes all charts, books, apparatus, etc. It also furnishes regular 
 work for the graduates of the school. 
 
 INTERNATIONAL HARVESTER COMPANY, CHICAGO, ILL. 
 
 This company has equipped a special machine shop as a technical 
 school for evening classes in shop practice, and the results during the 
 past two or three years warrant it in continuing the plan. There are 
 carried on three or more lines of work in which lads may enter for 
 training, the company teaching some classes in elementary mathe- 
 matics, reading, and writing during the working-day period, which 
 classes the boys are expected to attend, they being paid for the time 
 so employed. 
 
 THE WILLIAM TOD COMPANY, YOUNGSTOWN, OHIO. 
 
 This company, engine builders, has an apprenticeship system on a 
 progressive basis. It starts a boy on the first of every month. For 
 the first year he is moved from one tool to another every month, 
 working on small tools which are regularly devoted to apprentice 
 work. He serves here a sufficient length of time to acquire some 
 
' TYPES OF SYSTEMS. 
 
 49 
 
 knowledge of the various operations, such as drilling, turning, and 
 planing; then for eighteen months he is put on the floor as a fitter, 
 or on such work as he can do satisfactorily and efficiently, the idea 
 being that he will acquire a knowledge of the various operations and 
 a general idea of the trade. The last eighteen months he is again 
 put on machine tools, being moved every two months from one tool 
 to another, and he is expected to acquire considerable accuracy and 
 speed. This is rather a novel plan, but it works satisfactorily. 
 
 The company states that, by planning exactly where each appren- 
 tice is to be during his entire apprenticeship, it is able to work a 
 large number of apprentices without requiring an extraordinary 
 amount of attention from the foreman, as it is expected that each boy 
 will do considerable toward breaking in the boy who follows him. 
 
 The company is also doing something in the way of school educa- 
 tion. It is its practice to offer to pay half the expense incurred by 
 any of the apprentices in an approved night school bearing on the 
 apprentice’s trade, provided he does satisfactory work. Under these 
 conditions about a third of the boys are taking up various lines of 
 educational work. 
 
 WESTERN ELECTRIC COMPANY, CHICAGO, ILL. 
 
 This company has an apprenticeship system combining shop and 
 class-room work. Applicants for apprenticeship are required to pass 
 an examination in arithmetic before their names are placed on the 
 list of eligible candidates. Every apprentice attends tw T o classes a 
 week, one in mathematics and one in drawing. The class work comes 
 the last working hour of the day, and the apprentices are paid for 
 the hour at their regular shop rate. Apprentices are divided into 
 two classes: First class, mathematics 1, drawing 1; second class, 
 mathematics 2, drawing 2. Mathematics 1 consists of arithmetic 
 problems, attention being given to their application to shop problems. 
 Four or five problems for home work are given each week. Mathe- 
 matics 2 includes algebra and plane geometry. Drawing 1 takes up 
 geometrical problems, drawing 2 orthographic projection and the 
 making and reading of shop drawings. 
 
 In the class of mathematics the boys are furnished small note- 
 books, in which they are expected to keep definitions, rules, etc. 
 The company has decided to give two lectures a month to all in- 
 dentured apprentices; these lectures are given by heads of depart- 
 ments, the subject-matter to be elementary in character, and as far 
 as possible to consist of Western Electric methods of manufacture, 
 illustrated by examples of the work and by blackboard sketches. It 
 is proposed to have each speaker, whether he speaks on manufactur- 
 o6560 — 08 4 
 
50 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 ing or other work, bring out clearly the relation between the depart- 
 ment with which he is connected and the department in which the 
 apprentice is employed. The idea is to teach the apprentice to see 
 the relationship between the work he is engaged in and that of other 
 departments. If he is repairing a jig or fixture he should, by virtue 
 of his knowledge of where and how the tool is used, be able to exer 
 cise the necessary judgment in making the best possible job of repair- 
 ing. He must be taught to place himself in the position of the man 
 who is to use the tool, and look at it from the other man’s view point. 
 In short, he must be taught the value of good judgment. It is im- 
 portant that he recognize the necessity for such requirements as the 
 keeping of his time on each job, and keeping it accurately, it not 
 being possible to determine the cost of a job without this information. 
 
 By giving the apprentice thorough instruction in the trade he is 
 learning and a general knowledge of other branches of the business, 
 the company hopes to obtain far better workmen than has been pos- 
 sible heretofore. ^ 
 
 R. K. LE BLOND MACHINE TOOL COMPANY, CINCINNATI, OHIO. 
 
 This company has an apprenticeship system which has been run- 
 ning under the universal contract approved by the National Metal 
 Trades Association. It has had various kinds of apprenticeship sys- 
 tems in its plant, but as a rule they have not proven entirely satis- 
 factory. The company thinks that the old method of apprenticeship 
 has not proved to be just what is needed; that the best method of in- 
 structing young men in the machinist trade, in which this company 
 is engaged, is to establish a separate department for this purpose, 
 where the young men can be taught the trade in an atmosphere that 
 is removed from the rush and hurry of the shop, and also where they 
 can receive instruction in mathematics, mechanical drawing, and 
 kindred subjects. The company is of the opinion, and stated it as a 
 fact, that if to instruct a young man be the sole object, more can be 
 accomplished by such a system in one year than in three years by the 
 old method of apprenticeship. The company also believes that a 
 school department would relieve the shop foremen of the trouble, 
 labor, and expense of instructing the apprentices, and place it in the 
 hands of one man. This man would have to be one of the best men 
 employed in the plant and of a high order of intelligence, and its 
 opinion is that, after the apprentice had spent about three years in 
 the school department, he could be taken into the shop and put at 
 regular manufacturing operations as a journeyman. This, it believes, 
 would be a far cheaper method, as well as more efficient and fairer to 
 the apprentices than the old one. 
 
TYPES OF SYSTEMS. 
 
 51 
 
 GEORGE V. CRESSON COMPANY, PHILADELPHIA, PA. 
 
 This concern, which manufactures iron work, such as hoisting 
 engines, cranes, etc., and thus has an excellent opportunity of utiliz- 
 ing the apprenticeship system, employs a supervisor of apprentices, 
 who engages the boys throughout the works. The system in vogue 
 here is in a way along the same lines as that in vogue at the General 
 Electric Company. 
 
 In the machine shop the apprentice is placed for two years in what 
 is called the manual training school, which forms a special depart- 
 ment planned for this particular purpose, under the sole charge of 
 one instructor. The boys are moved from machine to machine, but 
 before being assigned to a new machine they are, if required, to in- 
 struct a new boy coming on. After two years the apprentice is as- 
 signed to the main shop and placed under a regular foreman. He is 
 transferred from position to position in the shop, and if he shows a 
 liking for any particular machine or work he is allowed to finish his 
 term on that. The works have a school connected with the shops. 
 In this school are taught mathematics and drawing during working 
 hours. The boys are divided into two classes, with mathematics in the 
 morning for one class, drawing in the afternoon for the other, alter- 
 nating each day during the week. The term in this school lasts from 
 September 1 to May 1. The company encourages outside study by 
 giving the boys home work, which counts in their general average at 
 the end of the term. The superintendent, in the course of this inves- 
 tigation, stated very frankly that he had adopted the General Electric 
 Company’s idea, with certain modifications. He is very particular in 
 the sort of entrance examination which he gives. There is also re- 
 quired a physical examination. The shop instructor is a practical 
 man who was himself an old-time apprentice; the school instructor 
 is taken from the engineering department. In order not to break into 
 the regular factory work the school classes are held the last hour of 
 the morning and the first hour of the afternoon. 
 
 The company has taken great pains to study carefully the various 
 apprenticeship systems, and believes that the one which has been 
 adopted is the best for its business. It believes that a better public 
 school system w r ould result from a return to fundamentals, including 
 the teaching of subjects in a more practical way. 
 
 YALE AND TOWNE MANUFACTURING COMPANY, STAMFORD, CONN. 
 
 For a number of years this company has educated apprentices in the 
 trades of tool-making, metal-pattern making, and blacksmithing. In 
 addition to .this it has given a few young men an all-round mechan- 
 ical business training. Up to quite recently they were educated in the 
 shops, working along as regular journeymen and being under the 
 
52 
 
 APPRENTICES HIP AND INDUSTRIAL EDUCATION. 
 
 charge of various foremen, which was a method similar to the old 
 apprenticeship system, except that an apprentice instructor was dele- 
 gated to have general oversight of the work of the apprentices. This 
 plan did not prove satisfactory to the company, as the boys did not 
 receive the amount of education which was believed to be necessary 
 to obtain the best results. y 
 
 The company makes a “ specialty ” and must have skilled men, so 
 recently it has installed a “ training room,” where apprentices are 
 under the immediate supervision of the director, who devotes his en- 
 tire time to the work. This idea was taken from the General Electric 
 Company’s training room. 
 
 Each apprentice is required to pass a preliminary examination in 
 order to ascertain his fitness and general education. He then enters 
 the training room on three months’ probation, and during this time 
 his habits and aptitude are very carefully watched. The term of 
 apprenticeship is four years, two of which must be spent in the train- 
 ing room. At the end of the second year the apprentice is transferred 
 to the shop, and remains under the supervision of the director until 
 the end of his term of apprenticeship. 
 
 Parts of machinery from the regular shops are sent to the training 
 room and the boys work on them there. This means that the boys are 
 engaged on the regular product and receive varied training. The 
 company has found it impracticable to lay out a definite time schedule 
 in advance for each kind of machine for each apprentice. This is due 
 to the fact that the boys differ considerably in aptitude, some requir- 
 ing nearly double the time that others take in learning a given 
 operation. 
 
 THE ALLIS -CHALMERS COMPANY. 
 
 The Allis- Chalmers Company, at its Bullock Works, Cincinnati, 
 Ohio, conducts a graduate student system, the purpose of which is 
 to educate young men to successfully fill positions which develop 
 from time to time in its sales, erecting, and engineering departments. 
 The company cooperates with the University of Cincinnati, as de- 
 scribed hereafter. 
 
 This system embraces three different courses, namely, mechanical 
 engineering, electrical engineering, and mining engineering. Each 
 course covers a period of two }^ears (5,500 shop hours) and the stu- 
 dents’ work is so arranged as to give them the best possible experience 
 and training which the large facilities at hand afford. 
 
 The company are builders on a very large scale of a complete mod- 
 ern line of machinery as follows: Steam engines, pumping engines, 
 gas engines, blowing engines, hoisting engines, air compressors, steam 
 turbines, hydraulic turbines, air brakes, electrical machinery of all 
 kinds; flour mill, sawmill, and transmission machinery; crushing 
 
TYPES OF SYSTEMS. 
 
 53 
 
 and cement machinery, mining machinery, etc. This scope of manu- 
 facture offers exceptional opportunities to the student who desires 
 to procure the necessary shop training to qualify for the higher posi- 
 tions that are offering in the engineering field. 
 
 To be eligible to the graduate course an applicant must be a gradu- 
 ate of a school of technology. The rates of wages paid to the stu- 
 dent are as follows: For the first 1,375 hours, 15 cents per hour; for 
 the second 1,375 hours, 18 cents per hour; for the second 2,750 hours, 
 20 cents per hour. 
 
 In addition, at the end of the entire term of service, for the faithful 
 performance of his duties throughout the course, the student is paid 
 a bonus of $100, which is prorated in case the student is permitted 
 to shorten his course to enter the company’s regular employ. No 
 bonus is paid to the student who, before the end of his course, leaves 
 the company’s employ, either on his own volition or at the instigation 
 of the company for misconduct or unsatisfactory progress. 
 
 The students ordinarily serve the regular shop time of the com- 
 pany’s works, which consists of fifty-four hours per week. All overtime 
 actually worked by the students is counted on the course and paid for 
 at the same rate proportionately as journeymen employees are paid 
 for overtime, i. e., for every hour overtime served by students they are 
 paid in wages for an hour and a half. 
 
 The students are subject at all times to all shop and office rules. 
 They are required to provide themselves with the ordinary tools neces- 
 sary for mechanics, such as rules, scales, calipers, etc., or if employed 
 in the drawing office, with a reasonable supply of drawing instru- 
 ments. If the students so elect, the company will furnish these neces- 
 sary tools and instruments to them at cost to the company, and deduct 
 such cost from the wages of the students in installments. 
 
 The courses involve work progressing at intervals in the various de- 
 partments as follows: 
 
 Mechanical engineering . — Iron foundry, Corliss engine machine 
 and erecting shops, steam turbine machine and erecting shops, gas 
 engine machine and erecting shops, hydraulic turbine machine and 
 erecting shops. 
 
 Also when opportunity affords, the mechanical students are, toward 
 the latter part of their course, sent out in the field with experienced 
 erecting engineers to assist in the erection of machinery, during which 
 time a reasonable allowance is made by the company for traveling 
 and living expenses; and such students as qualify for the responsi- 
 bility are sometimes given full charge of erecting work in the field 
 before completion of their course. 
 
 Mining engineering . — Iron foundry, mining department machine 
 and erecting shops, Corliss engine machine and erecting shops. 
 
54 APPRENTICESHIP AND INDUSTRIAL EDUCATION. . 
 
 Electrical engineering . — Commutator department, controller de- 
 partment, assembling department, shop erecting department, testing 
 department. 
 
 Students in all three courses engage in the actual work of the 
 various departments mentioned under experienced machinists, and in 
 this way learn to perform the various classes of shop and erecting 
 work in a competent and skillful manner. They at the same time 
 apply their theoretical knowledge to actual practice and become thor- 
 oughly familiar with the lines of machinery on which they work. 
 
 OTHER CINCINNATI COMPANIES. 
 
 The Houston, Stanwood & Gamble Company has an apprentice 
 system with a school of its own, and cooperates with the University 
 of Cincinnati in its cooperative courses, as do several other Cincin- 
 nati concerns. These illustrate the system, however. 
 
 THE COOPERATIVE COURSES IN ENGINEERING AT THE UNIVERSITY OF 
 
 CINCINNATI. 
 
 The experience of the great manufacturing concerns and railroad 
 companies as given above exemplifies most emphatically the types of 
 modern apprenticeship systems in which shop work and class-room 
 work are coordinated in such a way as to secure the very highest re- 
 sults in industrial training. Other examples could be given, but 
 enough systems have been described to illustrate the trend in the re- 
 suscitation of apprenticeship. 
 
 It will be noticed that in nearly all the cases cited the concerns pay 
 the apprentices while in the schoolroom the same as while in the 
 shop. This is an essential feature of the whole modern arrangement 
 and offers an inducement to a high grade of apprentices that does 
 not enter into any other method. 
 
 There is going on in the city of Cincinnati, Ohio, an experiment 
 that is being watched with great interest by educators, whether they 
 are simply interested in academic work or in industrial training. 
 That experiment is known as the “ cooperative courses in engineer- 
 ing ” at the University of Cincinnati, established in that university 
 by Prof. Herman Schneider, of the department of civil engineering, 
 and dean of the college of engineering in that institution. 
 
 In an address before the Fifteenth Annual Convention of the So- 
 ciety for the Promotion of Engineering Education, in July, 1907, 
 Professor Schneider stated that he began what might be called a peda- 
 gogical research into the problem of engineering education six years 
 before the time of his address ; that in due course he sifted the prob- 
 lem to three questions: (1) What requirements should the finished 
 product of an engineering school fulfill? (2) Where and how shall 
 we get the raw material to make the required finished product? (3) 
 
TYPES OF SYSTEMS. 55 
 
 Through what processes shall we put the raw material in order to 
 obtain the required finished product ? 
 
 Professor Schneider carried on his investigations for six years 
 through visits to the largest manufacturing concerns in the Eastern 
 and Middle States in order to obtain from employers of engineers 
 their views on the subject, and he still considers his investigation in 
 progress. The results of all his study, observation, and inquiry cul- 
 minated in an attempt to make an actual demonstration of a system 
 of education which should be the natural outgrowth of his investi- 
 gations. 
 
 Fortunately for him, opportunity was offered for the experiment at 
 the University of Cincinnati, resulting in cooperative courses in me- 
 chanical, electrical, and chemical engineering, now in operation at 
 that institution. The courses adopted are so planned that the students 
 taking them work alternate weeks in the engineering college of the 
 university and at the manufacturing shops of the city. Each class 
 is divided into two sections, alternating with each other, so that when 
 one class is at the university the other is at the shops. In this way 
 the shops are always fully manned, and thus the manufacturers suffer 
 no loss and practically no inconvenience by the system. 
 
 The length of these courses is six years. The entrance requirements 
 are precisely the same as for the regular four-year courses, and the 
 university instruction under the cooperative plan is just as com- 
 plete, thorough, broad, and cultural as that in the regular courses; 
 indeed, the university people feel that, as a matter of fact, it is 
 broader and more cultural. 
 
 The cooperative students work alternate weeks in the shops of the 
 city throughout the scholastic year, and in the summer full time, 
 but are given several weeks’ vacation. The practical work of the 
 shops is as carefully planned as the theoretical work at the univer- 
 sity, and in all cases the students follow as near as possible the path 
 of the machine manufactured, from the raw material to the finished 
 product sold. At the Bullock Electric Company, Cincinnati, the 
 students spend the first year in the foundry, the next two years in 
 the graduate apprentice course. A contract is signed in triplicate 
 by the student, the university, and the firm. In all cases the dean 
 of the engineering college and the professor of electrical, chemical, 
 or mechanical engineering, as the case may be, confer with the manu- 
 facturers in planning the course of shopwork, so that the young men 
 get a logically and carefully planned shop and business training. 
 
 The students are paid for their services on a scale of wages be- 
 ginning at 10 cents an hour and increasing at the rate of 1 cent 
 an hour every six months. A student’s total earnings in the six years 
 will amount to about $11,000. 
 
 A comparison of the work of the four-year freshmen who did not 
 take the alternate shopwork with that of the six-year freshmen who 
 
56 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 did during one year is significant. The six-year cooperative stu- 
 dents, although working but half the time, did three-quarters of the 
 work of the regular students, including all the mathematics and 
 sciences of the freshman year, and their average grades were 25 per 
 cent higher than those of the four-year freshmen. As a matter of 
 fact, the cooperative students have taken all the university work 
 excepting three hours of English and three periods of shopwork, 
 but, of course, they have received more shopwork at the city plants 
 than they would have covered at the university. 
 
 The question is sometimes asked relative to this plan in vogue 
 at Cincinnati, How do the manufacturers themselves view it ? 
 The fact that they enter into the cooperation is sufficient evidence that 
 they believe in it. But the evidence is positive, through the Cincin- 
 nati Milling Machine Company, in a paper presented by Mr. Charles 
 S. Gingrich, mechanical engineer of that company, at the Fifteenth 
 Annual Convention of the Society for the Promotion of Engineer- 
 ing Education, J uly 3, 1907. Mr. Gingrich stated in his address : 
 
 It is our good fortune to have the University of Cincinnati centrally located 
 among us. When it proposed to us Professor Schneider’s plan of a coopera- 
 tive engineering course, it appealed at once to the business sense of each 
 individual manufacturer. The plan looked attractive from the business stand- 
 point. It promised us an immediate supply of boys of a much higher grade than 
 those who take up the regular apprenticeship. It held out the prospect of our 
 getting in a few years engineering graduates with a practical shop experience. 
 We have all tried to give a shop training to young men from the colleges, but 
 it is never entirely successful. * * * The cooperative engineering course 
 
 plan practically brings the school into the shop. Our present schedule of 
 half time during the school year and full time in the shop during vacations 
 puts the boy in the shops eight months out of the twelve. In other words, 
 during the six years that he is taking the course we have him in the shop 
 four years, the same length of time that is served by our regularly indentured 
 apprentices. The fact that these students are capable of taking the university 
 course is in itself proof of their high quality, and men of their class will grasp 
 the principles, as well as the details of shopwork, very much more quickly 
 than our regular apprentices. We expect, therefore, to give them a very 
 broad shop training in the four years they will be with us. 
 
 This university is demonstrating the wisdom of the suggestion now 
 made by various educators, that the ordinary college student would 
 be greatly benefited by breaking a year out of his college course and 
 entering upon some actual practical labor. 
 
 In this connection Mr. Frederick W. Taylor, consulting engineer, 
 Philadelphia, has had some experience, and contributes valuable evi- 
 dence. He has been very much interested in endeavoring to so educate 
 young engineers who graduate from technical schools that they may 
 be more useful immediately after graduation than they have been in 
 the past. His personal observation has been that those young men 
 who, either from necessity or otherwise, ha> T e had a year or two of 
 practical work before graduating from college are a great deal more 
 
TYPES OF SYSTEMS. 
 
 57 
 
 useful than those who have not. They profit much more by their col- 
 lege course and are much better developed by such treatment. 
 
 Mr. Taylor has made a start in attempting to demonstrate the use- 
 fulness of this type of education by having young men leave the col- 
 lege at the end of their freshman year, take a year in a machine shop, 
 and then return to the college for the balance of their course. His 
 experiments in this line with young men of his city are most encour- 
 aging, all the young men giving the greatest satisfaction to their em- 
 ployers, and they decide themselves that they are getting great benefit 
 from their practical work. Mr. Taylor therefore calls the experiment 
 a distinct success. 
 
 These experiments open the way to a new feature of coordinate 
 work, and they will be watched with great interest. 
 
 II.— TYPE OF INDUSTRIAL EDUCATION UNDER WHICH APPRENTICES 
 
 ARE CONTROLLED TO SOME EXTENT OUTSIDE OF WORKING 
 
 HOURS. 
 
 There are some establishments having a peculiar form or type of 
 apprenticeship where the manufacturer or employer controls the in- 
 dividual apprentice, to some extent, outside of working hours. This 
 system has both the elements of the old apprenticeship system and 
 the elements of the type involving school and shop work, or that 
 which has just been described and exemplified. There are not many 
 examples of this third type, nor can it be ascertained to what extent 
 it is being carried out, but the experience under it is interesting, for 
 it shows a method of industrial education which may have some im- 
 portant bearings in the future on the whole subject of industrial 
 training. 
 
 NORTH END UNION, BOSTON, MASS. 
 
 This organization is peculiar in its nature. It undertakes to teach 
 the art of printing, and at the same time secure some employment for 
 its apprentices. The apprenticeship indenture at the school carried 
 on by the union consists of an agreement by three parties, the master 
 printer, the pupil apprentice, and the North End Union School of 
 Printing. 
 
 The boy is bound to the master printer for a term of four years, 
 with the express understanding that one year of the term shall be 
 devoted to school training, and if the apprentice fails to perform the 
 work of the school of printing in a satisfactory manner, or proves 
 idle, unteachable, or disobedient, the master printer has a right to be 
 released from all obligations under the apprenticeship contract. 
 
 The school of printing, which has been in operation about nine 
 years, is under the supervision of a board of master printers. This 
 board consists of some of the best-known printers in the country. 
 The pupils at the start were young men who were at work in printing 
 
58 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 offices during the day, the school being in session three evenings each 
 week, the object being not to make more but better printers. This 
 method did not work satisfactorily, because the average boy, after 
 laboring in a printing office all day, was not an ambitious student at 
 night. His term of employment and prospect of advancement 
 seemed to him so uncertain that the extra effort on his part was not 
 by him deemed to be worth* while, and so his enthusiasm, if he ever 
 had any, soon waned. 
 
 After four years’ trial of the evening school it was decided to turn 
 it into a day school and make the term one year. Its prospectus 
 stated that the aim was simply to give the pupil an intelligent start 
 in his trade and instruct him in the essentials of good printing, so 
 that with subsequent practice he could become a successful workman. 
 To give him some training in the school and then set him adrift to 
 find his place in the trade was not considered as fair to him, or of 
 any benefit to the trade itself. Consequently an indenture form was 
 adopted, drawn up along modern lines, with terms and conditions 
 such as would attract any ambitious boy who wished to learn the 
 printing trade. 
 
 This apprenticeship agreement covers a term of four years, the 
 first year of the term being spent in the school of printing. No 
 wages are paid the first year, while a tuition fee of $100 is charged, 
 and a close scrutiny of a boy’s qualifications for the work is con- 
 stantly exercised. At the beginning of the second year the apprentice 
 enters his employer’s workroom and receives $9 a week for the first 
 six months, then $10 a week for the next six months, and is gradually 
 advanced until the last half of the fourth year he receives $16 a 
 week. The working time of the school is the same as in the regular 
 workshop, and the apprentices are responsible to their employers for 
 regular attendance and faithful performance of the work in the 
 school. 
 
 The superintendent of the union school emphasizes the direct con- 
 nection which this school has with the employing class, and states 
 that the exploitation of a boy in the interest of the employer, or vice 
 versa, has never actuated the conduct of the management, and that 
 the gentlemen who constitute the advisory board give much time and 
 thought to the problem of the apprentice trade school. The superin- 
 tendent also made strong statements, in the course of this investiga- 
 tion, relative to an apprenticeship system of the right sort, to the 
 effect that it was an agreement between two persons to perform cer- 
 tain acts which are of mutual advantage, and that an apprenticeship 
 indenture is essential to the success of trade training, if the shop is 
 to supplement in any large measure the school training. j He believes 
 that the problem of trade training is made very complex by the 
 system of specialization and that the shorter the time required for 
 a beginner to learn a process the quicker he is apt to be made a pro- 
 
TYPES OF SYSTEMS. 
 
 59 
 
 ductive unit in the factory, so that unless an apprenticeship system 
 had some indenture scheme guaranteeing to the boy an opportunity 
 to learn his trade as a whole at a fixed wage with steady increase, 
 resulting in more rapid advancement in trade training, it would not 
 be, after all, a proper system. This is also the view of the General 
 Electric Company. 
 
 The peculiar indenture at the North End Union, in the opinion of 
 the directors of that interesting scheme, will guarantee to the em- 
 ployer continuous service of a boy for a definite time, and a better 
 grade of boys (for an employer will not enter into a contract cover- 
 ing several years with a boy not selected with care), while the em- 
 ployer will get more faithful service, because the boy realizes that his 
 interests are bound up with those of his employer, and that his ad- 
 vancement depends upon how he improves his opportunity. 
 
 Mr. Samuel F. Hubbard, the superintendent, states that it de- 
 pends largely upon the employing class to provide facilities in the 
 shop so that a boy can utilize the education which he received in the 
 training school, and that, on the other hand, when he enters the 
 school he ought tp get into some relationship with the trade. This 
 is the principle carried out at the North End School. Mr. Hubbard 
 doubts the value of a part time idea, on the ground that employers 
 have informed him that they could not be bothered by such a scheme, 
 yet we see that on an advanced basis such a scheme works well in 
 Cincinnati. 
 
 An apprentice at the North End School is allowed to give a note 
 for $100 for his tuition, the superintendent not believing in having 
 an outside party pay the boy’s tuition fee. 
 
 The following data are interesting as showing the practical work- 
 ings of the union from a money point of view : 
 
 North End Union, Boston. 
 
 INCOME FOR FIVE YEARS, ORDINARY APPRENTICESHIP, WITHOUT THE SCHOOL. 
 
 First year : 
 
 26 weeks at $4 $104 
 
 26 weeks at $5 130 
 
 Second year : 
 
 26 weeks at $6 J. 156 
 
 26 weeks at $7 182 
 
 Third year: 
 
 26 weeks at $8 208 
 
 26 weeks at $9 234 
 
 Fourth year: 
 
 26 weeks at $10 260 
 
 26 weeks at $11 286 
 
 Fifth year: 
 
 26 weeks at $13 338 
 
 26 weeks at $15 390 
 
 2, 288 
 
60 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 INCOME FOR THE SAME TIME, ONE YEAR OF WHICH IS SPENT IN THE SCHOOL. 
 
 First year in the school 000 
 
 Second year : 
 
 26 weeks at $9 $234 
 
 26 weeks at $10 260 
 
 Third year: 
 
 26 weeks at $11 286 
 
 26 weeks at $12 312 
 
 Fourth year : 
 
 26 weeks at $14 364 
 
 26 weeks at $16 416 
 
 Fifth year : 
 
 26 weeks at $18 468 
 
 26 weeks at $18 468 
 
 2, 808 
 
 Income, five years, one year in school 2, 808 
 
 Income, five years, shop apprenticeship 2, 288 
 
 520 
 
 Less tuition 100 
 
 Net advantage of one year in school 420 
 
 R. HOE & CO., NEW YORK CITY. 
 
 Another interesting example of this third type of apprenticeship is 
 the school established about thirty-six years ago in New York City by 
 Messrs. R. Hoe & Co., manufacturers of printing presses. The need 
 for a school of this kind grew out of the fact that the constantly in- 
 creasing demand for improved machinery made it necessary to have 
 a more intelligent class of workmen in the construction department in 
 order to bring about the desired results, and the company decided to 
 establish a school where the boys and young men employed in the 
 shops during the day might spend a portion of the time in the evening 
 in acquiring a knowledge of such things as would enable them to 
 better understand the work in which they were engaged, and which 
 might ultimately result in training up a superior class of workmen. 
 
 Admission to the school is restricted to the apprentices who are 
 serving their time with the company, and tuition in the school is 
 entirely free. The course of instruction covers a period of four 
 years, and is carried on in conjunction with practical work in the 
 shop during the day. It includes English, mathematics, geometry, 
 and free-hand and mechanical drawing, opening the first week in 
 September and closing the last week in May ; sessions are held three 
 nights each week, and the school is under the general management 
 of the company. As the course of instruction is arranged to continue 
 during and terminate with the regular period of apprenticeship in 
 the shops of the company, all the graduates are competent to do prac- 
 
TYPES OF SYSTEMS. 
 
 61 
 
 tical work as full-fledged journeymen. The school has proved satis- 
 factory in every respect, and has fully attained the end for which 
 it was established.® 
 
 BROWN-KETCHAM IRON WORKS, INDIANAPOLIS, IND. 
 
 The directors of this company have decided that all boys taking 
 advantage of the special night school organized by the Y. M. C. A. 
 during the term of their apprenticeship shall receive credit on the 
 last day of their apprenticeship for six months’ time. The boys them- 
 selves pay the expenses of the special night drawing class, but this 
 is only $6 a year. 
 
 LAIDLAW-DUNN-GORDON COMPANY, CINCINNATI, OHIO. 
 
 This company employs apprentices at the age of IT on a four-year 
 contract. While its system has no special educational features out- 
 side of shop instruction, it encourages apprentices as far as possible 
 to attend the night classes of the Ohio Mechanics’ Institute in Cin- 
 cinnati. A limited number of special apprentices who are students 
 at the University of Cincinnati are also employed, these apprentices 
 working in pairs and alternating each week between the University 
 and the shop. This particular feature, which is unique and of great 
 importance, will be referred to later on. 
 
 III.— MIXED TYPES OF THE APPRENTICESHIP SYSTEM. 
 
 The two types of apprenticeship just illustrated, (1) that where 
 school and shop are intimatety connected, and (2) that where the 
 management has some control outside of the shop, are those where 
 the elements of industrial education in the broader sense are most 
 conspicuously emphasized. There are man}^ other examples, where 
 there is no connection between the works (or shops) and the schools, 
 that give valuable information relative to the extent and importance 
 and real influence of the apprenticeship system as such, and also 
 plainly show the ^friendliness of the managers of such concerns to 
 general education along industrial lines. A few of the more promi- 
 nent and characteristic types are therefore given. 
 
 BALDWIN LOCOMOTIVE WORKS, PHILADELPHIA, PA. 
 
 Under the system at these works the apprentices are divided into 
 three classes. The first class is composed of those who have had a 
 grammar school education and who are not over 16 years of age. 
 They serve four years, or until they are 21, at wages of 5, 7, 9, and 
 
 ® Seventeenth Annual Report of the United States Commissioner of Labor. 
 
62 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 11 cents per hour for each respective year of their term, and receive 
 a bonus of $125 at the end of their term. They are obliged by the 
 terms of their indenture to attend night school three evenings a week 
 during three years of their term, and study geometry, arithmetic, 
 elementary mechanical drawing, and shop practice, in order to be- 
 come familiar with the technical language used in the shops and be 
 able to readily interpret the working drawings in daily use. 
 
 The second-class apprentice serves three years. This class includes 
 those who are at least 18 years of age and have had a more advanced 
 education than those of the first class. They are paid 7, 9, and 11 
 cents per hour for each respective year, and receive a bonus of $100 
 at the end of their term. They also attend night school for the 
 first two years of their term. Many of them take up advanced studies, 
 such as chemistry, higher mathematics, and mechanical drawing. 
 
 The company provides for changing them from one shop to an- 
 other, and from machine to machine, once every three months, or 
 oftener if necessary, until they have been all over the works, thus 
 giving them a thorough knowledge of the entire plant. The firm is 
 also bound by the indenture to retain the apprentice in service until 
 he has completed his term. They retain the right, however, to dis- 
 miss him for good and sufficient reasons. 
 
 The third class of apprentices is composed of young men, 21 years 
 of age and over, who are graduates of colleges, technical schools, or 
 other advanced institutions, and who have taken courses in higher 
 mathematics, natural sciences, and mechanical drawing. They are 
 not indentured as are the boys of the first and second classes. They 
 serve two years, receiving 13, 16, 18, and 20 cents per hour for each 
 respective six months of service. They are not required to attend 
 school, although many of them do so, but instead must read a techni- 
 cal journal and turn in a synopsis of all the articles in it, which mat- 
 ter is used for indexing the articles in the publication. 
 
 The course for the first-class apprentices is likely to develop men 
 who will be first-class mechanics and fitted for positions of minor 
 responsibility; the second grade is likely to develop men who will 
 graduate into the positions of subcontractors and foremen; and the 
 men of the third class are likely to become foremen and heads of 
 departments and members of the executive staff of the company. # 
 
 There is also another class of apprentices called “ specials.” This 
 class is composed of young men who, on account of their age, can not 
 be placed in either of the three regular classes. Their term of service 
 is voluntary and they have no fixed rate of wages, this being ar- 
 ranged by the particular foreman under whom they may be working. 
 
 Of the 399 apprentices in the works at the end of 1906, 204 attended 
 various night schools, as follows: 126, Central High School; 32, 
 Spring Garden Institute; 11, Drexel Institute; 1, Franklin Institute; 
 
TYPES OF SYSTEMS. 
 
 63 
 
 17, Young Men’s Christian Association schools, and 17, various dis- 
 trict public schools. This shows that about 89 per cent of the boys 
 attend formal schools. In addition to the apprentices who are obli- 
 gated by their indentures to attend school, there is a large attendance 
 at various schools and institutions of specials and other young men 
 who attend voluntarily. The superintendent of apprentices of the 
 Baldwin Locomotive Works, Mr. Semple, who furnished the informa- 
 tion for this investigation, stated that while the boys are expected, 
 and, as far as possible required, to attend evening schools, there is no 
 way of finding out how well they do attend, or how they progress, 
 except through the return blanks of the principals of the schools ; but 
 these blanks do not furnish the exact information the works desire. 
 Nor is the work which the boys do in the public evening school satis- 
 factory, because of the large size of the classes. Some of the teachers 
 have as many as 60 students in a room at the beginning of a term, 
 and by the time the roll has been called half an hour has been lost. 
 A good many boys wish to drop out because they are not getting 
 enough individual attention. 
 
 The instruction in the public evening school is free, but of such a 
 character that those boys who can afford it take up work in private 
 schools, such as the Spring Garden Institute, Drexel and Franklin 
 institutes, and the Young Men’s Christian Association schools. The 
 average attendance of the boys taking the public school work was 84 
 per cent. The average attendance taking private school work was 
 89 per cent, showing that where these boys had to pay for instruction 
 themselves they did better work than where instruction was fur- 
 nished free. 
 
 The feeling at the works is that there must be better elementary 
 schools and better evening schools ; the first for a more efficient prepa- 
 ration for the apprenticeship system, and the second for better oppor- 
 tunity for working boys to supplement their daily experience through 
 evening study. The superintendent has a system of blanks to show 
 the progress of the apprentices in the shops and the quality of their 
 work, their conduct, and the statements of the foremen. At the Bald- 
 win Locomotive Works they do not believe in lectures, outside socials, 
 or any of those features which prevail at the General Electric Works. 
 The company is conservative and has made a success in a conservative 
 way, but it believes in the thorough training of its boys, and its belief 
 has been strengthened by the fact that many of the men in directory 
 positions at the works have come up from the ranks. 
 
 BROWN & SHARPE MANUFACTURING COMPANY, PROVIDENCE, R. I. 
 
 This company, engaged in the manufacture of machinists’ tools, has 
 at present about 150 apprentices. Applicants must not be less than 
 16 or more than 18 years of age, and have had a grammar school 
 
64 
 
 APPRENTICESHIP ANI) INDUSTRIAL EDUCATION. 
 
 education. They are required to serve for a term of four years. The 
 company believes in evening instruction for the boys, and that the 
 more outside instruction they can get the better for them on general 
 principles, and if the young man is getting ready for work as an 
 engineer it is necessary for him to have this instruction. The firm 
 recommends and helps young men to the evening schools, but does 
 not require attendance. The superintendent states that some of the 
 young men have gone for a short period to evening schools, others 
 have gone for the whole four years of their term of service. He says 
 also that the boys make good use of the Rhode Island School of 
 Design, where the chief draftsman of the company is on the advisory 
 board of some of the courses of instruction. The superintendent is 
 of the opinion that the only way of furnishing good all-around 
 workmen is to have boys indentured for four years to some well- 
 conducted, up-to-date concern, where they may learn their trade, for 
 in this way they are not only bound to the concern, but the concern 
 also becomes bound to them; accordingly no foreman, on account of 
 some ill feeling or spite against a boy, can discharge him, as the whole 
 matter must be brought before the manager, by whom the case is 
 investigated thoroughly before being decided. 
 
 Mr. Luther D. Burlingame, chief draftsman of the Brown & Sharpe 
 Manufacturing Company, who has written on the subject of ap- 
 prentices, stated in the course of this investigation that he felt there 
 should be a careful selection of boys fitted for the work, with a period 
 of trial, during which they may be tested as to their intelligence, 
 application, accuracy, interest, and other desirable qualifications, and 
 w 7 here candidates were found lacking they should be weeded out ; that 
 the work given to the boys should be so diversified as to give the most 
 varied training possible. The apprentice and his future should be 
 considered, as well as the profit to be derived from his services. If 
 possible, outside study and auxiliary training should supplement the 
 work in the shop and be a part of every boy’s training. When even- 
 ing schools are not available or suitable, private instruction or home 
 study should be resorted to, as such study, in addition to the knowl- 
 edge gained, gives confidence to the boy, and enables him to take for 
 himself that social position that some claim is not accorded to the 
 mechanic or other manual workman. 
 
 Mr. Burlingame emphasizes the fact that apprentices should be in 
 charge of a competent man, whose duty it should be to see that a 
 proper selection is made in hiring new boys. This man should look 
 after their general wel^ire, both inside and outside the shop, encour- 
 aging, correcting, and teaching them, without showing a paternalism 
 which would take away the boy’s self-reliance, but working in sym- 
 pathy with him and keeping such watchfulness over him as to see 
 
TYPES OF SYSTEMS. 
 
 65 
 
 that he gets a fair deal. This is especially essential in large works, 
 where a great number of apprentices are employed. 
 
 One of the faults of the old apprentice system, when employed in 
 modern times, is that there is no one to care anything for the appren- 
 tice. The journeymen can not stop to instruct him, and he is, as has 
 already been shown, largely dependent upon chance for learning any 
 of the art or skill required. Every shop, however small, should be 
 looking to the future in the training of boys by a system of appren- 
 ticeship, and it is through the wide extension of such a policy that we 
 can anticipate a great future development of skill. 
 
 The Brown & Sharpe Manufacturing Company considers that the 
 apprenticeship system is not a mere detail incident to the conduct of 
 the business, but is one of the corner stones on which its prosperity and 
 permanence rest. Some of the most important positions in the fac- 
 tory are held by men who have been apprentices in it. They have 
 learned the company’s methods of doing work, and are interested in 
 the welfare of the business as well, and while technical and manual 
 training schools are of great importance, the management believes 
 that nothing can take the place of the boy indentured to some first- 
 class concern. 
 
 Mr. Burlingame emphasizes the value of apprenticeship over that 
 of the trade school, especially where the apprentice adds to his experi- 
 ence in the shop school knowledge which he gets by evening study. 
 The boy coming from the school shop, no matter how good his train- 
 ing, must start as an unknown quantity with his new employer and 
 win his way from the beginning. A boy already four years in the 
 service of an employer may have won his confidence and esteem, and 
 developed such ability and loyalty as to place himself in line of pro- 
 motion even before he completes his apprenticeship. 
 
 This firm is an advanced one, broad and liberal, and believes in all 
 forms or methods which will produce an increased amount of skill 
 and skilled labor, and its experience is that this can be done better 
 through a modern up-to-date apprenticeship system than by any other 
 method. 
 
 BULLARD MACHINE TOOL COMPANY, BRIDGEPORT, CONN. 
 
 The experience of this company leads to conclusions opposite to 
 those drawn from the experience of the General Electric Company, 
 the New York Central lines, and others adopting their type of ap- 
 prenticeship, yet it is carefully considering them and in a friendly 
 spirit. 
 
 The conditions which led to the attitude of this company are those 
 which are universal, namely, an apparent lack of skilled workmen, 
 and the difficulty of procuring boys who wanted to learn the trade 
 a6560 — 08 5 
 
66 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 of machinist. There were other contributing circumstances, such as 
 the differentiation of machine processes, the low wages paid appren- 
 tices, which were not sufficient to encourage a boy to elect a four years’ 
 apprenticeship, and other economic elements. 
 
 Mr. Bullard, the head of the company, is chairman of the appren- 
 ticeship committee of the National Association of Machine Tool 
 Builders, and that association is adopting his ideas. The general 
 terms of the apprenticeship system recommended by this association 
 are practically the same as those that characterize the systems in use 
 by firms and manufacturers generally. A distinctive feature, how- 
 ever, is what is known as a “ special apprenticeship ” contract, for 
 boys IT years of age, providing for a trial period of two hundred and 
 forty hours, with pay at a rate ranging from 12 to 15 cents an hour, 
 then a term of service ranging from one to two years, depending upon 
 the department; that is, the specialization of work by apprentices 
 is emphasized. This system has been in operation about two years, 
 and already over 150 diplomas have been given out by the association. 
 
 While the firm does not in any way antagonize the methods de- 
 scribed under the school and shop type, it feels that some of the firms 
 that take up that method can afford to do it, while the machine-tool 
 builders as a whole can not bear the expense. The association has 
 many small shops where they have not many apprentices, and so must 
 adopt a system suited to their needs. Where the number of appren- 
 tices is large enough and the financial resources are ample, Mr. 
 Bullard and the association he represents would have a broader plan 
 than the one he now advocates. 
 
 This company has an excellent scheme for following out the prog- 
 ress of the apprentices. Records are kept of individual work, the 
 piecework and the time work of every boy, which give the quality 
 of work done, productiveness, and punctuality of every boy. These 
 records go to show whether a boy’s judgment is good. His person- 
 ality and character are determined by observation. 
 
 Before Mr. Bullard recommended this special form of apprentice- 
 ship to the association he made a thousand trials in all departments 
 to determine whether apprentices w^ere worth while, commercially 
 speaking. He would give a job to a journeyman and then the same 
 job to an apprentice, keeping account of material spoiled, time, and 
 inspectors’ reports, etc. The result was that he found apprentices’ 
 work paid. 
 
 The company is very much interested in the matter of trade schools. 
 It would like to see the public schools .fit for something besides col- 
 lege. It does not care to employ a boy until he is IT and has reached 
 the age of discretion, and it thinks that the schools ought to teach 
 more practical subjects, which would fit in with the industrial life which 
 an apprentice is bound to meet, and while strongly favoring and 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 67 
 
 advocating special apprenticeships, it is also a strong advocate of in- 
 dustrial schools. Probably the action of Mr. Bullard through the Na- 
 tional Association of Machine Tool Builders in advocating the train- 
 ing of specialists, will do much to call the attention of the public to 
 the needs of industrial education. Moreover, this action, represent- 
 ing nearly 100 prominent firms which control the machine-tool output 
 of the United States, so directly in the interest of this form of edu- 
 cation, offers strong evidence that the apprenticeship system and in- 
 dustrial education are allied forces. 
 
 REED & BARTON, TAUNTON, MASS. 
 
 Among the other well-known manufacturers of the country adopt- 
 ing a liberal apprenticeship system, and proving by their experi- 
 ence under it that such a system must be dealt with when considering 
 industrial education in any form, is the firm of Peed & Barton, Taun- 
 ton, Mass., silversmiths, which is uniting its shop work with a course 
 in mathematics, mechanical drawing, etc., conducted during the regu- 
 lar hours. Such instruction is in addition to the regular instruction 
 in mechanical drawing which it has been giving its apprentices. The 
 “ training room ” has been in operation but a short time. 
 
 GORHAM MANUFACTURING COMPANY, PROVIDENCE, R. I., AND OTHER 
 
 ESTABLISHMENTS. 
 
 The system of this concern comes into the category under considera- 
 tion. So does that of John A. Gledhill, patternmaker, Providence, 
 R. I., although here the boys must take mechanical draAving and 
 arithmetic during two or three evenings a week in some of the even- 
 ing schools of Providence. They are also sent on visits to different 
 shops and factories. 
 
 Pratt & Whitney, Hartford, Conn., the Underwood Typewriter 
 Company, Hartford, Conn., and many, many others in the whole 
 country might be cited to show that the apprenticeship system is not 
 dead, that it exists not only in its old-fashioned type, but in its 
 modern up-to-date type, and is constantly progressing toward the 
 highest form of trade and technical instruction. 
 
 GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 If industrial education means the sort of education which relates 
 to the industries and attempts to prepare our workers for them, it 
 is proper to examine the needs of these industries and the manner 
 in which they are endeavoring to meet these needs. 
 
68 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 One of the greatest needs is for skilled workers. This has been a 
 Very acute problem in days of prosperity and a serious phase of the 
 labor question at all times, due to the rapid development in pro- 
 cesses of manufacture, which has required an adaptability on the 
 part of the workers that has been hindered in its development by the 
 very nature of the evolution of manufacturing methods. 
 
 Advocates of industrial education, in their presentation of the 
 needs of such education, have overlooked some very important de- 
 velopments in factory management along the very lines of the im- 
 provement in labor conditions which they so strenuously urge upon 
 the general public. These advocates claim that* the apprenticeship 
 system has passed away, and that some form of public education 
 must be provided in order that the workers in our industries may be 
 trained for their work. 
 
 It is fortunate for these workers that the old form of apprentice- 
 ship is passing away. It does not meet the present industrial con- 
 ditions. It may be very picturesque to look back upon olden times, 
 and think of the boy who was indentured to a master craftsman as 
 binding himself for a term of seven years, of living in his master’s 
 house, of sitting at his master’s table, and attending his master’s 
 church, and being started out at the completion of his term of service 
 on life’s road with a new suit of clothes and a word of God speed. 
 
 There is another side to the picture, however. The boy served a 
 term of seven years, when it would have been possible, through a 
 more definite training, to have taught him his trade in much less 
 time. Although he lived in his master’s house, he performed many 
 times certain domestic duties. “ Learning the trade ” meant a long 
 period of shop sweeping, running errands, and other labor which 
 bore little or no relation to the trade itself. 
 
 To be sure, he had the opportunity of working under one master 
 craftsman, and eventually absorbed all of the skill and knowledge 
 of his master. But the shop conditions of that time were different 
 from what they are, to-day. The master knew the whole of his trade 
 and practiced it every day. There was little subdivision of labor, 
 little differentiation of the industry into subdivisions, no elaborate 
 factory system such as exists to-day. 
 
 Fortunately there can be no general return to the old apprentice- 
 ship system. The present industrial conditions will not allow of it, 
 and it would be absurd to consider present social conditions meeting 
 the old relations between apprentice and employer. No one with 
 a right understanding of present industrialism, its spirit, purpose, 
 and methods would advocate for a moment a return to the old system 
 of manufacturing. Without a return to this older industrialism 
 one could not expect 1 to have any regard for the experience of the 
 former apprenticeship system. 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 69 
 
 The proprietors of industrial establishments at the present time 
 are not blind to the necessity of training labor in their own works. 
 There is hardly a manufacturing firm to-day, especially in machine 
 trades, in jewelry trades, in shipbuilding trades, which does not have 
 some form or other of apprenticeship system whereby the boys are 
 indentured for a term of years to the trade. 
 
 As in olden times some boys were fortunate in living and working 
 for good employers, who cared for them physically and ethically 
 and taught them the trade in which they promised to serve, so to-day 
 one finds varying phases of apprenticeship agreements and fulfill- 
 ments. The present systems range from those which merely inden- 
 ture the boy for a term of years, with a gradual increase of wages, 
 but without a very definite system of shop training, which is so 
 necessary for the keeping of the agreement made by the employer 
 that the “ boy shall be taught the art and mysteries ” of the trade, 
 to the system employed by some of the best industrial establishments 
 in the country, where definite facilities are given for the boy to learn 
 the trade, and where he may go to a school connected w T ith the factory, 
 and where his daily trade work and his personal life are carefully 
 supervised by a salaried officer whose special business is to look after 
 the apprentices. 
 
 The point for consideration by the student of industrial education 
 is, to what extent do these modern apprenticeship systems meet the 
 arguments advanced for the introduction of industrial education as 
 a part of the public school system. All employers realize the impor- 
 tance of this kind of education. Those who can afford it prefer 
 their own system. More, not able to maintain schools in connection 
 with their works, are in favor of the public supply of the facilities. 
 But it is very rare to find an employer opposed to some scheme of 
 industrial education. 
 
 In the careful investigation of the apprenticeship systems of the 
 country for the purposes of this publication, it has been found that 
 there is a wide variance in their procedures. For example, in the 
 machine trades, very few industrial concerns have no system; the 
 majority have a system of indenture for a term of years, while a few 
 have a very elaborate scheme, whereby they give a trade training 
 which will compare favorably with the best public industrial training 
 which can be offered. The building trades have a system of trade 
 training more like that of former times, due to the nature of the trade, 
 as their materials are still put into position by hand, and boys can be 
 assigned to work under master mechanics as of old. On the other 
 hand, any apprenticeship system which may have formerly existed in 
 the textile industry would be entirely out of question under modern 
 factory conditions. 
 
70 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 In the shoe industry there has been such an enormous growth in the 
 use of machinery and such a consequent subdivision of labor, that no 
 apprenticeship system worthy of the name can be introduced. This 
 will be clearly recognized by the statement that there are over 100 
 operations in the making of a shoe, while the industry itself has keen 
 subdivided into last making, leather working, shoe making, shoe 
 machinery manufacture, shoe fixings, finishes, etc. 
 
 The printing and book-making trades have an apprenticeship sys- 
 tem in common with other less important industries. 
 
 It is readily seen that some industries have great possibilities in 
 their own works for the proper training of employees, while other 
 industries must look to public industrial education to meet their needs 
 for skilled and intelligent workers. The point to bear in mind in this 
 connection is that industrial education must be adjusted to the labor 
 requirements of these various industries. In some cases the public 
 school system must actually supply, as far as any such system can 
 supply it, the demand for skilled workmen. In other cases training 
 in a school must be supplemented by the training in the shop; and 
 finally, the public school may have as its function simply the proper 
 preparation of boys and girls for the practical and efficient training 
 received under an excellent apprenticeship system. 
 
 It is worthy of note in this connection that an intelligent compre- 
 hension of the needs of a modern apprenticeship system exists in a 
 great majority of those industries where such a system is possible. 
 The last ten years of unprecedented prosperity have made the need 
 for skilled workers so acute that every industrial concern of note is 
 alive to the necessity of some plan of training industrial workers 
 through a factory system. Instead of a decadence of the practice of 
 indenturing apprentices there is a marked revival of a definite sys- 
 tem of training labor, and it is but a question of time before indus- 
 trial education as it exists in theory will confront the apprenticeship 
 system as it exists in fact. 
 
 The tendency toward the general adoption of some form of appren- 
 ticeship is decidedly marked in all trades and industries where such 
 a system is practicable; indeed, it is but a question of time when all 
 concerns will have as good a system as a few now have, and these few 
 will have a system far superior to the one now existing. In view of 
 this fact it is worth while to examine the principles and methods of 
 some of the best of these systems. 
 
 A careful selection is made of boys fitted for the particular work in 
 view. They pass a physical, mental, and moral examination, which 
 corresponds to a school-entrance examination. Allowance is made for 
 previous shop experience or academic training. Graduates of manual 
 training schools and technical colleges have their period of appren- 
 ticeship shortened. 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 71 
 
 Their rate of pay is determined beforehand and increases fre- 
 quently enough to make the boys feel that they are getting ahead. 
 Some firms advocate a deposit as a guarantee of good faith and to 
 assist the parent in taking the matter of indenture more seriously. 
 Other firms retain the money earned during the trial service until the 
 term of indenture has been completed. The majority of firms give a 
 bonus varying from $50 to $150 at the completion of the term of 
 service to those boys whose conduct, both moral and technical, warrant 
 it. This procedure has the same effect as school ranking and 
 certificates. 
 
 The length of service is definitely agreed upon when the indenture 
 papers are signed, and usually "is four years, depending, however, 
 upon the particular trade and the age at which the candidate enters 
 it. The older the boys, the less time is available for this service. 
 
 The kind of work the boys do is varied, and in this way the future 
 of the apprentice is considered, as well as the profits to be derived 
 from his service. A schedule is arranged beforehand, so that the boy 
 may know how much time he will be expected to give to certain proc- 
 esses and machines. In brief, it is a shop course of study such as any 
 industrial school would be expected to have. At least three large 
 concerns have special shops set aside for the first two years of train- 
 ing of apprentices, which practice guarantees to every boy an equality 
 of opportunity, and affords him expert instruction in the practical 
 work during the most important part of his course. 
 
 This plan makes a close approach, in its spirit and purpose, to in- 
 dustrial education, in that there is a special shop instructor qualified 
 to teach a definite shop course — a man who teaches the boys the best 
 principles of manufacturing, and prepares them for the other work 
 which comes in the regular shops in the last two years of service. 
 
 There can be no question raised as to the value of the instruction 
 received in such a training room. The shop methods are up-to-date, 
 and the learning of them is not dependent upon master workmen in 
 the regular shops, whose methods may be more or less obsolete or who 
 may be indifferent to imparting knowledge. 
 
 Nearly all of the best concerns which have the modern apprentice- 
 ship system “ arrange for ” academic work to supplement the work 
 in the shop. They recognize that the object of the system is to teach 
 the boy a trade, and that the trade can not be learned unless the boy 
 knows the mathematics, mechanics, and business methods which ac- 
 company the trade. This instruction is given by some establishments 
 in a schoolroom connected with the factory. When the teacher of 
 these subjects is a master of pedagogical principles, and has an in- 
 terest in boys and a knowledge of the industry, it is readily seen that 
 this supplemental academic instruction, combined with shop training, 
 is a very strong competitor of- the best industrial education under 
 public auspices that could be devised. 
 
72 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 The phrase “ arranged for ” has been used advisedly, for no two 
 concerns agree as to the method they employ for this academic in- 
 struction, and unfortunately the methods adopted sometimes lack in 
 definiteness. The public industrial or trade school will always be a 
 better place for a boy to receive the proper academic instruction, un- 
 less the industrial establishments make an effort to arrange means of 
 imparting more definitely this instruction. 
 
 A few manufacturing concerns, such as the General Electric Com- 
 pany at West Lynn, Mass., the Fore Fiver Shipbuilding Company at 
 Quincy, Mass., the Yale & Towne Manufacturing Company at Stam- 
 ford, Conn., and the George V. Cresson Iron Works at Philadelphia, 
 together with three large railroads, have each provided definite in- 
 struction in the theory as well as the practice of the trade it repre- 
 sents. In each case one of the engineering staff has been chosen as 
 the academic instructor, and through special text-books and notes the 
 boys are shown the reason for shop processes and the application of 
 principles of mathematics and science. None of these concerns give 
 instruction in English or history except such as may incidentally be 
 called for in class discussion. The special text-books and notes on 
 mathematics and mechanical drawing which are used are exceedingly 
 practical, and furnish an object lesson for any student of industrial 
 education. In cases of advanced apprenticeships the boys are taught 
 on “ company time,” being paid for the time consumed. This is an 
 essential feature of modern apprenticeship systems. 
 
 The majority of the concerns having an apprenticeship system fail 
 to provide in their works definite instruction in the related subjects 
 of mathematics and science. An investigation shows that they “ en- 
 courage ” boys to attend public evening schools, mechanics’ institutes, 
 and the Young Men’s Christian Association classes. Careful investi- 
 gation shows that this encouragement lacks definite results. The 
 effort of the boys is not followed by definite reports from the school 
 authorities, and in only one instance, the Baldwin Locomotive Works, 
 do the factory managers know definitely how many boys attend the 
 evening schools. The Baldwin Locomotive Company require those 
 apprentices who are deficient in school training to attend the public 
 evening schools, and last year 143 out of 338 who were serving their 
 time were required to attend. 
 
 To “ encourage ” boys to take correspondence school work and 
 evening school instruction without following them up or offering 
 definite inducements for so doing by a shortened apprentice course, 
 while it may show a tendency on the part of employers to recognize 
 the efficiency of education, will not bring the results that public in- 
 dustrial education would produce where book instruction was a 
 required part of the course for every boy. In this respect the appren- 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 73 
 
 ticeship system as now carried on is in marked contrast to the work 
 which would be done in the regular industrial or trade school. 
 
 In all the better apprenticeship systems the boys are in charge of 
 a competent man, whose duty in whole or in part is to see that a 
 proper selection is made in engaging new boys and in looking after 
 their general welfare. He is expected to encourage clean personal 
 habits, inculcate right ideals of work, and exert a wholesome influence 
 on the boy both inside and outside the factory. 
 
 There are certain well-defined advantages of a proper apprentice- 
 ship system over almost any industrial school system which is likely 
 to be devised. A good shop system assures the boy a practical train- 
 ing in actual shop processes and methods, for every apprentice is 
 employed on the regular factory product. The psychological value 
 of commercial work is of great importance. It takes a boy out of 
 the sphere of theory and into that of practice. It clinches the boy’s 
 interest, and makes him realize that the product of his work is to be 
 a part of some useful machine. It makes him familiar with factory 
 life and system. It may save the time of the boys, for the boy coming 
 from the school shop, no matter how good his training, must start 
 as an unknown quantity with his new employer and win his way 
 from the beginning, while a boy already four years in the service of 
 the company may have won their confidence and esteem, may have 
 developed ability and a spirit of loyalty, so as to put himself in line 
 for promotion even before he completes the apprenticeship term of 
 service. 
 
 The apprenticeship system of a large factory which is the chief 
 industrial concern of a city, will naturally be considered by the 
 public as the substitute for a trade school, as both parents and boys 
 will argue that as long as the boy is eventually going to work for 
 the concern, it would be just as well to start at once after leaving the 
 grammar school and not “ waste ” time by attending a special school, 
 in view of the fact that the concern would not recognize the prepara- 
 tion of the trade school graduate by deducting more than a year or 
 two from his term of indenture. 
 
 The apprenticeship course gives a boy a chance to earn as well as 
 learn. This has an important bearing upon industrial education, 
 for the class of boys which will be attracted, in the minds of the 
 advocates of apprenticeship, are just the ones who can not afford to 
 spend four years in a trade school where no opportunity is presented 
 to earn money. The idea of earning money is strongest in a boy in 
 his early teens, and in his desire to be a producer the apprenticeship 
 course will appeal to him. 
 
 In so far as the apprenticeship system does not overemphasize 
 academic instruction, and there is no evidence that it ever will, it 
 will offer great inducements to the boy who does not want to study. 
 
74 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 Those who favor industrial schools make a special point of the ap- 
 peal which schools of this character will make to boys of this type. 
 Indeed, every industrial school programme published at the present 
 time places less emphasis on academic instruction than now exists 
 in our manual training high schools, but at the same time the school 
 side overshadows the shop side. The apprenticeship system stands 
 for shop first and the school afterwards. 
 
 The apprenticeship appeals to the parents of boys as being very 
 practical. The prevailing opinion among the majority of people 
 that a trade can only be learned in a shop, is one that a trade school 
 will have difficulty in meeting in the face of definite shop training 
 presented in the form of the modern apprenticeship system. It is 
 not intended to convey the impression that the parents are correct 
 in their assumption, but merely to point out that such an impression 
 exists and will have a marked bearing on the problem of trade-school 
 education. 
 
 Apprenticeship systems appeal to the employer because he can 
 train boys in processes and methods peculiar to his business, or in 
 what, rightly or wrongly, he considers as being peculiar to him. 
 Even in the case of the best of trade schools the employer would have 
 to adjust his methods to those employed in the school, or else the 
 school would have to fit its courses to meet the needs of the manu- 
 facturer, and the latter would be impossible where a large number of 
 concerns of similar character existed in the same city. Moreover, 
 the employer can afford to teach a boy who is inexperienced if he is 
 an apprentice, as he can make a profit on him. If the boy were a 
 trade-school graduate, he would want more pay at the start than 
 the employer could afford to pay him, in view of the fact that the 
 boy would require time to adjust himself to shop conditions. 
 
 The apprenticeship system most certainly appeals to the majority 
 of workingmen, in that it starts the boy at the bottom round of the 
 industrial ladder, and through a natural process of the “ survival of 
 the fittest” eliminates the undesirable elements. The trade school 
 might give its graduates an impression that they were predestined to 
 be foremen, and aside from causing hard feelings on the part of shop- 
 trained boys, would tend to close the door of advancement to those 
 who were not graduates of trade schools. It is of social and industrial 
 significance that our head workers should rise from the ranks if we 
 are to get the best results from the mass of industrial workers. On 
 the other hand, the apprentice would advance through a deserved 
 promotion gamed by experience to positions of responsibility. His 
 personal contact with the rank and file would leaven the entire mass 
 of his fellow employees. The experience of men now foremen and 
 superintendents who have risen from being apprentice boys points 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 75 
 
 out that they get along better with those under them because they 
 were “ one of them.” 
 
 A proper apprentice system is the only way to give trade training 
 in lines of industry located in small cities and towns where there 
 are not enough industrial workers to warrant a special public trade 
 school, or in those industries, located in large cities, which have a 
 special line of manufacturing which no public school would be war- 
 ranted in teaching to boys, because of the expense of special courses 
 of instruction for one industry which was not typical of the majority 
 of the other industries. 
 
 The impression must not be given that all apprenticeship systems 
 are a substitute for the trade school, for there are at the present time, 
 as has been pointed out, but a few concerns which carry on an appren- 
 ticeship system that meets the entire social and trade problems as 
 would a good trade school. Given a practical sort of trade school 
 with the emphasis on the shop side and a system of academic instruc- 
 tion well correlated with the shop instruction, and, on the other hand, 
 a first-class apprenticeship system with thorough shop training and 
 a reasonable amount of academic instruction, it might be hard to see 
 which would be the better for the boy. With a poor apprenticeship 
 system, with the exploitation of the boy at the expense of shop and 
 academic training, there would be no question of the advantage of 
 the public trade school. 
 
 It is to be noted that not all the boys of a community work in a 
 shop which has a complete apprenticeship system such as has been 
 outlined. There are some shops which have merely an indenture 
 system without definite shop training, 'and no academic training. 
 There are others which are engaged in a line of work where no ap- 
 prenticeship would be possible, and still others which are too small 
 to have more than a half a dozen apprentices and in which it would 
 not be feasible to have any elaborate shop and school training in their 
 works. Under such conditions these industries must look to public 
 trade schools to supply their need for skilled labor. Investigation 
 shows that there are few cities where there would not be need for pub- 
 lic industrial education which would have two purposes in view, one 
 the preparation of boys for the advanced type of apprenticeship sys- 
 tem, represented in a few of the local factories, and the other a trade 
 training which would be a substitute for the lack of first-class shop 
 training which might exist in the remaining shops. 
 
 There is still a large number of shops in which there is a so-called 
 apprenticeship system that exists in name only, and this condition is 
 worthy of more than a passing notice. 
 
 The apprenticeship system should have as its basis a mutual agree- 
 ment between two persons, the employer and the boy, to perform cer- 
 tain acts which are of mutual advantage, the employer agreeing to 
 
76 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 teach the boy a trade, and the boy in return agreeing to be faithful in 
 the performance of his duties and to continue his services for a cer- 
 tain definite time. No contract can be worthy of the name if it is 
 one-sided, and no apprenticeship system will succeed where the inter- 
 ests of the boy are not bound up with those of his employer. 
 
 The problem of trade training is made very complex by the present 
 system of specialization, and owing to the short time required for a 
 beginner to learn a single process and become a productive unit in the 
 factory. A proper apprentice system will guarantee to the boy the 
 opportunity of learning his trade as a whole, at a fixed wage with a 
 steady increase. 
 
 The employer must provide shop facilities so that the boys can re- 
 ceive this all-round training, and so avoid the exploitation of the boys. 
 Unless great care is exercised such exploitation is very probable, for 
 the foreman and the boy are working at cross purposes. The boy ex- 
 pects definite shop training, wants to procure all possible information 
 in the shortest time, and desires a variety of work and opportunity to 
 work in all departments. The foreman, on the other hand, represent- 
 ing the company, strives for economy, for cheapness of production, 
 and he can better further his ends by keeping the apprentice on one 
 class of work and in one department for a long time. 
 
 Few foremen combine a legitimate care of their own interests with 
 a proper appreciation of the boy’s objective. The average foreman 
 utilizes the apprentice at first for an errand boy. Then he gives him 
 simple work at a bench, such as chiseling and plain filing, cleaning of 
 small castings, or assisting the stockkeeper in handling small tools 
 and stock materials. While* this procedure accustoms the boy to the 
 factory atmosphere and gives him an elementary knowledge of his 
 trade, it does not take long before the bend in the efficiency curve is 
 reached, and any further expenditure of time gradually becomes more 
 and more disproportionate to the additional advantage gained. 
 
 This forces the apprentice to push himself forward in order to 
 learn different classes of work, and the foreman is usually slow to 
 respond by giving him the advantage of a variety of training, because 
 if the boy is inefficient at some particular work he will naturally be 
 held at that work for improvement, and, on the other hand, if the boy 
 is efficient, the foreman is likely to keep him for an undue length of 
 time on it in order to get the greatest commercial advantage from 
 him. 
 
 Sweeping floors, piling castings, and running errands may try out 
 the boy and test his ability to stick to his job, but these qualities would 
 be tested just as well by assigning him to definite bench or machine 
 work, for the shop management ought to be ascertaining the boy’s 
 ability to make a good mechanic. 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 77 
 
 When the shops are in control of narrow-minded workmen the 
 apprentice labors under a great disadvantage, in that the workmen 
 fail to show the boy anything. Either through ignorance or malicious- 
 ness the workmen fail to point out to the boy the best method of doing 
 the shop work. They would have him “ pick it up ” as they did. In 
 some cases the workmen themselves do not know the latest principles 
 in shop work. Through special shop training rooms the General Elec- 
 tric Company has been able to develop a standard of labor-skill which 
 would not have been possible if the boys had been thrown in contact 
 with the mass of mechanics. When these boys graduate from the 
 apprentice course they set a standard for the whole factory organi- 
 zation. 
 
 Another disadvantage of some apprenticeship systems is that cer- 
 tain establishments are so large, have so many departments and so 
 many operations and processes, that the capacity and time of the boy 
 are fully employed in mastering the details of one department to the 
 exclusion of all other departments. This tends to keep the boy in 
 that department after he has finished his term of apprenticeship 
 service, and prevents him from working in any other department in 
 another factory should he desire to leave the employ of the firm. 
 Public industrial or trade schools should never become so narrow in 
 their scope as to prevent an all-round shop training. 
 
 Up to this point the argument has concerned itself with two phases 
 of the apprenticeship system, one a definite and complete system, 
 which may or may not be a substitute for the trade school, depending 
 upon conditions both civic and industrial ; the other an indefinite and 
 incomplete system, which lacks the fulfilling of a mutual obligation, 
 which is very essential to a properly conducted apprenticeship course. 
 There is yet another form of apprenticeship system now in existence 
 which has a very important bearing on the whole subject of industrial 
 education. It represents just as definite and complete a system as the 
 one first referred to, except that it indentures apprentices to one de- 
 partment, and one department only, for a term varying from one to 
 two years. It is called the special apprenticeship system. It has 
 been adopted by the National Association of Machine Tool Builders. 
 This system takes into account the changing conditions in the ma- 
 chinery manufacturing business with regard to the increasing spe- 
 cialization which runs through the industry. It assumes that, if the 
 vast majority of workmen are to be specialists, the apprenticeship 
 system should recognize the fact and train boys for the work which 
 they are going to do. The managers in these concerns state that it is 
 a condition and not a theory which confronts them. They state that 
 it is difficult to obtain boys for the general shop courses through the 
 low rate of wages which can be offered them, because when boys are 
 transferred from one department to another there is for the time 
 
78 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 being a loss of efficiency as far as output is concerned. High enough 
 wages to attract boys can not be paid without a loss in profit. 
 
 Under the special apprenticeship plan boys attain a good degree of 
 efficiency in a comparatively short time, deliberate instruction in one 
 department being reflected in an immediately increased efficiency, and 
 the plan is furthered because it is found to be immediately profitable 
 to the employer to give it. 
 
 These manufacturers have been hindered in their production by 
 the lack of skilled men and the difficulty of procuring boys to learn 
 the trade of machinist, for these boys could go right into the shop as 
 machine hands and earn good wages at automatic machines. 
 
 The only way these firms could meet the problem was to give the 
 boys, as special apprentices, the sort of work which paid a definite 
 profit to the firm from the start. Phis plan appeals especially to boys 
 from the country who, away from home, can not live on the small 
 wages paid the general apprentice. 
 
 The special apprenticeship contract covers a trial period of two 
 hundred and forty hours, and then an indenture to one of 11 depart- 
 ments — turning, vertical boring mill, horizontal boring mill, planing, 
 milling, drilling, grinding, erecting, turret, vise, scraping. Not less 
 than 12 cents an hour is paid the beginner, and at the end of one and 
 one-half years he can earn as much as 20 cents per hour. The general 
 apprentice course in many factories has frequently a maximum wage 
 at the end of four years of service not approaching what is paid 
 under the special apprenticeship plan at the end of a year’s service. 
 
 As a rule, specialization limits capacity and narrows the mind. It 
 is right as it secures special skill, but there should be something more 
 in order to train the broad man. 
 
 Careful investigation shows that the demand for trade schools 
 comes from employers who have no systematic, definite method of 
 training their apprentices. These men are of the opinion that 
 a public trade school would furnish them with a supply of skilled 
 mechanics. Generally they have no more realization of the probable 
 results of a public trade school, as far as producing skilled mechanics 
 is concerned, than they have of the possibilities of a first-class appren- 
 ticeship system in their own works. 
 
 Those managers of industrial concerns who have now in operation 
 a broad, comprehensive form of apprenticeship are in favor of trade 
 , schools, not because they will meet their special needs, but rather 
 because they are in favor of all forms of industrial education, and 
 the success of iheir apprenticeship system has proved to them that 
 trade instruction can be made practical and effective. Moreover, 
 these men desire to see the general introduction of trade schools 
 to meet the needs of concerns which do not and can not have a system 
 of apprenticeship as elaborate as their own. 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 79 
 
 In general it may be said that the superintendents of those indus- 
 trial organizations which have this advanced type of apprentice- 
 ship, combining shop and academic training, do not feel that local 
 schools will meet the needs of their own factories. They claim that 
 the technical requirements of their business are such that no special 
 public trade school could ever fill the requirements. This feeling 
 exists very strongly among the managers of the various railroads 
 which have adopted an apprenticeship system. Some of these men 
 feel that the trade-school graduate would come into the shop with a 
 more or less high opinion of his economic value, and the company 
 would have to spend a couple of years making him over, and those 
 years would be. somewhat wasted as far as both parties were 
 concerned. 
 
 Moreover, they feel that it is far better to train boys right in the 
 shops in such a way that they can eventually become foremen and 
 superintendents, than to train them outside the shops and then expect 
 them to have the same influence on their shopmates that they would 
 have if they had been taught in the same manner as the other boys. 
 It is not to be understood that any of the industrial managers are 
 opposed to trade schools “ per se.” They simply do not see the 
 need for them in connection with their own concerns, but they do 
 wish to have them for the “ other fellow,” who has no definite system 
 of training skilled mechanics. 
 
 The Douglas Commission on Industrial Education emphasized 
 the need for industrial schools which would provide for the boy and 
 girl of from 14 to 16 years of age, who leave the grammar school 
 and “waste two years” before they are wanted in the industries. 
 This statement is reenforced through recent interviews with manu- 
 facturers. The terms of the indentures which these men have 
 adopted do not provide for a boy before he is 16 or 17 years of age. 
 These men find that many of the applicants have left school as soon 
 as the law allowed, that they have been in all sorts of work, and that 
 they have not improved mentally or morally and have forgotten 
 many of the precepts taught ^jn school. While they emphasize the 
 fact that they prefer to give trade instruction to these boys in their 
 own way, they would like to have boys better prepared in the lines 
 of general intelligence, in hand training, with a better mental grasp 
 of industrialism, a better understanding of practical mathematics, 
 simple mechanical drawing, etc., and hence believe firmly in public 
 industrial education. 
 
 While the question may arise as to the value of the trade school 
 as compared with a first-class apprenticeship system, there is no 
 doubt of the need for industrial training in our public schools as a 
 definite preparation for the special shop training which is being 
 
so 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 generally adopted in all modern shops, as well as for employment in 
 those concerns which have only a mediocre system of training. 
 
 The unwillingness of manufacturers to employ a boy until he is 16 
 or 17, and so has reached the age of discretion as well as more physical 
 maturity, makes it imperative that public education provide facilities 
 for meeting this condition. The recent developments of the special 
 apprenticeship system in the machine tool builders’ trade only empha- 
 size the need for this type of school. The tendency is toward speciali- 
 zation. There is no getting away from the fact. The rapid increase 
 .in the number of divisions of the various industries into related 
 industries, the ever-increasing subdivision of processes and operations 
 within a single department of an industry, mean that no worker can 
 master the whole of an industry unless extraordinary effort is made, 
 either by trade schools or by manufacturers through complete appren- 
 ticeship systems, to offset the prevailing tendency. 
 
 Specialization tends to narrow the field of vision of the worker. 
 If this condition is likely to continue, and there is no reason to think 
 this will not be the case, it means that the boy must receive some all- 
 round academic and hand training before he goes to work, for it will 
 be impossible for the majority to rise above the conditions imposed 
 by the prevailing industrial organization. It is the common experi- 
 ence that few boys who enter upon the special apprenticeship system 
 ever take up the full apprenticeship course afterwards. The pay at 
 the end of the special apprenticeship service is too large in proportion 
 to that which a boy would receive if he started over again in another 
 department, to make it a sufficient inducement for him to continue a 
 scheme of training which would make him a master of the details of 
 all departments, of which there are as many as 11 in the machine tool 
 industry. 
 
 The action of the National Tool Builders’ Association in boldly 
 stating that they expect to train specialists will do more to call to the 
 attention of the public the necessity for broad industrial training 
 before the age of 17 than any other procedure. The public must face 
 the question as it stands. 
 
 There is a need for more practical application of mathematics and 
 science in our public schools, whether they be the regular public 
 schools as now conducted or the special industrial schools to come. 
 The excellent work being done by the superintendents of apprentices 
 in the large industrial establishments along lines of practical teach- 
 ing, by shop problems bearing upon the formal subjects of arithmetic, 
 algebra, geometry, mechanics, and chemistry, will have a great in- 
 fluence on the courses of study in the regular and special schools 
 conducted under public auspices. It is a revelation to see the manner 
 in which the teachers in these apprentice courses approach the prob- 
 lem of the application of theory to practice. Each example is a 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 81 
 
 concrete illustration of some mechanical or other principle of the 
 daily shop practice. In some instances the teaching covers arith- 
 metic, elementary algebra, mensuration, elementary trigonometry, 
 elements of machines, power transmission, strength of materials, ele- 
 mentary electricity, mechanical drawing, and machine design. The 
 apprentice learns a valuable lesson of the monetary value of such a 
 training by the mere fact that the company is willing to pay his 
 regular wage during the period that he is receiving this academic 
 instruction. 
 
 No provision is made by many firms for academic teaching in con- 
 nection with the apprenticeship system. Many firms do not feel that 
 they can afford to do it, and express the conviction that either the 
 public day school ought to meet this requirement or else the appren- 
 tices should attend a good evening school. But whenever a concern 
 can have the boys engaged on productive work and at the same time 
 give them academic training, all on a profit-paying basis, it is to be 
 hoped that it will adopt the scheme of combined shop and school 
 training. 
 
 As the matter now stands, the public evening schools and other 
 agencies of supplemental education are the only ones to provide 
 facilities for this school instruction for boys who have not received 
 sufficient training to enter the trades. A few managers do not favor 
 the evening school plan, as they believe that the boys are not in a 
 physical and mental condition to do the best work. The majority 
 are in accord with supplementary evening instruction, and believe 
 that the principle of the survival of the fittest will serve to eliminate 
 the boy who has not sufficient perseverance and patience, and leave 
 the boy who is worthy of promotion to a higher position. 
 
 It appears that evening schools will have an important bearing 
 on the future apprenticeship system. Doctor Balliet states that the 
 problem of efficient evening school instruction is to-day one of the 
 most serious educational questions. It is interesting to note that 
 the apprentices themselves oftentimes prefer to attend evening 
 schools conducted under private auspices rather than take public even- 
 ing courses. In one concern which compels apprentices to attend some 
 evening school, 42 per cent go to private schools where they are 
 obliged to pay a fee and furnish their own text-books. They state 
 that they receive more individual attention in these schools, and that 
 the courses of instruction are more closely adapted to their needs. 
 
 Such a statement is seen to be undoubtedly true, if one considers 
 that the majority of public school-teachers are regularly employed 
 in the day schools and naturally use the methods and texts prescribed 
 for day students. Private educational institutions which are avail- 
 able to these apprentices are usually open only nights, and have a 
 56560—08 6 
 
82 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 special corps of teachers selected from the various factories. While 
 this is done for the sake of economy, as no institution could afford 
 to pay a teacher at the rate of a full day’s work for a few hours in 
 an evening, it serves a pedagogical and industrial purpose by pro- 
 viding competent men who are fully alive to the requirements of 
 modern industry. 
 
 It is but a question of time before public evening schools will offer 
 opportunity for all classes of workers. Much of the instruction at 
 the present time is adjusted to meet the needs of the commercial class. 
 The time must come when the facilities of our manual training high 
 schools and technical schools will be open to the apprentices of the 
 community. The excellent example of the Springfield Technical 
 High School in throwing open its doors to the mechanics of the city, 
 whereby they can use the shops and drawing room, is worthy of emu- 
 lation by other cities. The well-equipped Stuyvesant Technical High 
 School in New York City will be open soon to the mechanics of the 
 city. Other cities are contemplating a similar course. In this way 
 whatever evils result from shop specialization can be met. 
 
 A differentiation in the teaching of the various subjects will even- 
 tually come about. In the German continuation schools one finds 
 that there is “ arithmetic for the machinist,” “ arithmetic for the car- 
 penter,” “ chemistry for the textile worker,” etc. There is no reason 
 why a group of 75 apprentices now divided into three sections in our 
 public evening schools without regard to occupation should not be 
 formed into the same number of sections, but with each section made 
 up of men in allied trades. Moreover, the teacher could be selected 
 for his knowledge of that particular phase of the subject which his 
 section was concerned with. It would not cost the school department 
 any more to employ a man outside the corps of regular teachers, and 
 the result would be more efficient service. 
 
 The varied experiences of manufacturers under the different types 
 of apprenticeship which have been described lead to certain general 
 considerations and conclusions regarding the relation of apprentice- 
 ship systems to general industrial education, including of course in 
 the latter term trade schools. 
 
 Facts that have been given prove without question that the appren- 
 ticeship system, as is the case with trade schools and the more general 
 industrial schools, is designed to train for a trade and to develop the 
 mind. Thus the aim and purpose of all three methods are the same, 
 each to be applied and developed in accordance with the conditions 
 of industry and the opportunity of securing pupils or apprentices. 
 
 The facts also show conclusively that it can not be assumed that a 
 trade or industrial school of some kind is the only agency by which 
 an increased amount of skill can be obtained or secured. In the 
 opinion of all educators who are advocating some system of education 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 83 
 
 by which there shall be secured this increased amount of skill, the 
 apprenticeship system in its modern form must be reckoned with as 
 a powerful element. The apprenticeship trade school and the half 
 time trade school should not be neglected. 
 
 The main difference between these types of school and the general 
 apprenticeship system of the better order lies in the former placing 
 upon a separate department of industrial organization the duty of 
 training apprentices in those features of a trade which can be best 
 taught in a school. There are nearly as many expressions of these 
 types of school as there are firms or industries in which an attempt is 
 made to conduct them. These schools approach closely the supposed 
 purpose of trade schools, and are at the same time closely allied to 
 the apprenticeship system for two reasons: (1) in some cases they 
 bear a direct relation to an apprenticeship system, as in the case of 
 the North End Union, where one year is deducted from the regular 
 indenture of the boy who attends the school; (2) because in other 
 cases they are carried on by the concern itself as a part of the regular 
 apprenticeship system. 
 
 The main difference between the public trade school and the schools 
 that have been described is that the first is initiated by the public 
 and may bear but little relation to the specific needs of employers, and 
 may also have little direct supervision by them, while the second 
 depend upon the initiative and oversight of the employing class. This 
 class does not delegate its duties and attempt to place the responsi- 
 bility of training efficient workmen upon the public. The advocates 
 of these schools claim that it is not possible to teach trades well with- 
 out virtually carrying on the business which each trade represents. 
 Furthermore, they solve the perplexing questions raised by trade 
 unions, whether trades should be taught to others than those already 
 actually at work in the trades represented. 
 
 The North End Union School, an account of which has already 
 been given, is an illustration of one kind which has a definite con- 
 nection with the practical work outside of the school, even before the 
 school instruction has commenced. It is a very marked example of 
 the connection which may exist between school authorities and the 
 employing class. It is unique in that a number of employers are 
 interested. It is the training room for a number of printing offices, 
 and is devoted to a single idea — a school of printing. But the prin- 
 ciple of this school might be easily applied in other trades. It is a 
 type of school for communities where there are many small concerns 
 in the same line of work. 
 
 The Ludlow Textile School is of another order, embodying, how- 
 ever, the same general principles. It is controlled by one set of em- 
 ployers; it is an excellent illustration of the half-time school, and 
 deals with a class of people who would never be encouraged to enter 
 
84 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 a trade school where no opportunity was given to earn while learn- 
 ing. Again, the composition of the population at the Ludlow works 
 must be considered, they being largely Poles, Italians, etc. The 
 school is of a type for an isolated factory village having a large 
 number of workers all engaged in one industry, and that of such a 
 nature that a general textile school like those at Lowell and Philadel- 
 phia would not serve its ends. 
 
 Still another type, yet embodying some of the essential principles 
 under discussion, is exemplified in the school of R. Hoe & Co., al- 
 ready described in detail; this school is conducted at the expense 
 of the company, but after working hours ; or perhaps more accurately 
 stated, the apprentices stop work at 5 o’clock, wash up, have a lit- 
 tle supper provided at the company’s expense, then go to the school 
 room, and for an hour and a half study those subjects which fit them 
 to become expert machinists. 
 
 Educators can learn much from these three experiments. While 
 the apprenticeship system, or the several systems, have a direct bear- 
 ing upon industrial education, broadly speaking, there are some dis- 
 advantages as well as the great advantages that have been specified. 
 Among the disadvantages there may be considered the following: 
 
 (1) Boys are hired by the employment department and not by 
 specialists who understand boys. After selection, boys assigned to 
 shop foremen are too often utilized as errand boys, to sweep floors, 
 pile castings, and for other work having no relation to the processes 
 of manufacture. It is claimed that this is done to “ try out ” a boy, 
 yet it is for nothing more than to test his ability to “ hang on,” his 
 neatness, promptness, politeness, etc. All these qualities could just 
 as well be tested by assigning him to definite bench or machine 
 work, or to the tool room or stock room, where he would become fa- 
 miliar with the stock, organization, etc. 
 
 (2) The apprenticeship ideal and the action of the foreman are 
 often at cross purposes. The apprentice desires to learn a trade, 
 while the foreman wants to cheapen the cost of production, and has 
 a tendency therefore to exploit the boy. The placing of boys under 
 the direct charge of journeymen and their acting as helpers to men 
 who are on piece work are examples of this practice. The assign- 
 ing of boys to automatic machinery and holding them there from the 
 beginning of their course discourages them. 
 
 (3) In some shops where the foremen and workmen are some- 
 what narrow-minded, the apprentice labors under an enormous dis- 
 advantage, in that the workmen will not show him or teach him 
 methods. Some of the older men have served their seven years, and 
 they say : “ Let the kid pick it up as I did.” In one shop it was re- 
 lated during this investigation that a workman, when asked why he 
 
GENERAL CONSIDERATIONS AND CONCLUSIONS. 
 
 85 
 
 did not show a young apprentice how to do a piece of work, replied, 
 “ Do you think I am a teacher?” It would seem as though it would 
 be possible in every shop, no matter how small, to place the boys under 
 the best workmen, those who would have the greatest interest in boys, 
 even if these men were paid 25 cents a day more for special service. 
 Of course the systems that have been described above provide for 
 special instructors, and this sort of thing with them is entirely 
 eliminated. 
 
 (4) In the departmental system which prevails in very large 
 concerns to a considerable extent, the boys are apprenticed to one 
 department and can not obtain knowledge of any other. These 
 departments are so large in themselves and have so many operations 
 that they can easily employ all the capacity of a boy for the full 
 term of his indenture. This is all right as long as the boy remains 
 in the company’s employ, but if he leaves and does not enter a 
 competing company dealing in the same product he finds his being 
 unsuited for general work a bar to further employment. 
 
 Some of the specific advantages and disadvantages of apprentice- 
 ship training and trade school training have been very briefly but 
 positively summarized by a writer in The Apprenticeship Bulletin, 
 published by the North End Union, Boston, Mass., for March 1907. 
 They are brought in here because this work is an advocate of 
 trade schools and modern indenture apprenticeship, and the state- 
 ments are perfectly fair-minded. Some of the reasons why a trade 
 school can render better service than the shop in developing a com- 
 petent compositor are stated to be: (1) The school can help to make 
 a profitable workman in a shorter time by giving him at once, under 
 instruction, legitimate shop practice in the work of the trade, while 
 in the shop a period of weeks, usually months, is devoted to sweep- 
 ing, running errands, and similar work, and there is little or no 
 opportunity given to practice the work of the trade. (2) The school 
 can give a series of graded lessons, general and fundamental, upon 
 which other work may be based and further efficiency more certainly 
 developed, while in the shop there is no sequence in the kinds of 
 work given to the learner, in that it is all alike routine work, or it 
 is all so radically unlike to his untrained mind that he gets lost and 
 flounders around in a maze of uncertainty. (3) The school can 
 give the opportunity to do a task over and over again until it is done 
 right, the opportunity to study each problem closely and deliberately, 
 while in the shop there can be little or no chance to try again. The 
 work must be thrown away or allowed to go imperfect. (4) The 
 school can give a broader, more intelligent idea of the relation of 
 parts to the whole. Where there is an opportunity to practice all 
 the usual operations of production, the beginner learns the depend- 
 
86 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 ence of each part upon the others. When he locks up a form on 
 the stone he learns why it is important that the composition in the 
 stick or on the galley should be accurately justified. When he puts 
 a form on the press he learns why the work on the stone should be 
 done so that the lock-up is firm and square. In the shop, on the 
 other hand, the tendency to make him do one thing may permit him 
 to become a tolerably good workman, but he is helpless in emer- 
 gencies and can not grasp any unusual problem. (5) In the school 
 the instruction is direct and personal, given by one who is selected 
 not only because of his superior qualities as a craftsman, but because 
 of his ability to teach. In the shop the instruction is haphazard 
 and accidental, given by a foreman who is already harassed by a 
 multiplicity of details, not to mention his temptation to exploit the 
 boy for the sake of profit toJiis department. 
 
 The same writer gives a few reasons why the school can never take 
 the place of the shop. The shop emphasizes the value of time, on 
 which cost of production is based. A clear perception of how a 
 piece of work should be done is necessary at the outset in order to 
 avoid waste of time and a consequent money loss. Also while a 
 degree of skill and efficiency can be acquired in a school, it needs the 
 incentive of the commercial demands of the shop to develop them 
 to a higher degree. The writer closes by saying that on the whole 
 the shop gives opportunities of putting into practice the principles 
 which have been learned in the school. 
 
 These points are apropos not only to the printing trade, but to all 
 others, and the wisdom of the reasons for and against any particular 
 form of trade education, must appeal to all who are looking for the 
 best results of industrial training. With a wise coordination all 
 these various elements lead to the most satisfactory results. It is too 
 late to advocate any particular form of industrial education as the 
 only one. As already intimated, the point should be emphasized 
 in closing this study, that the broad-minded educator on industrial 
 lines must reckon with them all if he hopes to win the public, or 
 gain the great objects sought both by educators and by manufac- 
 turers. Narrowness, jealousy of systems, special advocacy of one 
 or the other are prejudicial. 
 
 The advocates of the trade school pure and simple must be broad 
 enough to see the benefit of the wider industrial training, and the 
 advocates of this kind of training must acknowledge the great results 
 secured by trade schools and by a modernized up-to-date apprentice- 
 ship system. 
 
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 APPRENTICES . 0 
 
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88 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
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 Bemis, Edward Webster. Relation of labor organizations to the American boy 
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 APPRENTICESHIP OF GIRLS. 
 
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90 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
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 Kreuzpointer, Paul. What can our schools do for our foundry apprentices? 
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 Plan for a school for foundry apprentices. 
 
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 Massachusetts. Commission on industrial education. Industrial continuation 
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 Apprenticeship in machine construction. Engineering magazine, 12 : 852, Febru- 
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 Brocklehurst, Frederick. What Manchester is doing for engineering appren- 
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 One hundred and sixteen letters from representative machine-building estab- 
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LIST OF REFERENCES. 
 
 91 
 
 Vauclain, Samuel M. The system of apprenticeship at the Baldwin locomotive 
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 [Hoe apprenticeship school] A successful factory school. Review of reviews, 
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 EDUCATION IN FOREIGN COUNTRIES. 
 
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92 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 Tolain, H. Rapport sur la creation d’ecoles d’apprentissage. Paris, 1883. 
 
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 Germany. 
 
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 Scheven, P. Die lehrwerkstatte. Tubingen, H Laupp, 1894. xxx, 570, 143 s. 
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 Great Britain. 
 
 Howell, George. Trades unions, apprentices, and technical education. Con- 
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 Sanger, C. P. The fair number of apprentices in a trade. Economic journal, 
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 What should replace the apprenticeship system? Saturday review, 101:227- 
 28, February 24, 1906. 
 
APPENDIX. 
 
 DIGEST OF APPRENTICE LAWS. a 
 
 In the following digest, the apprentice laws are considered by States, the 
 statutory provisions in all States being considered as nearly as possible in uni- 
 form order and not in the order in which they appear in the statute books. 
 
 ALABAMA. 
 
 A minor may be bound out by the parents, and when parents are unable to 
 provide for his support, by the probate judge of a county. 
 
 A male may be bound out until he is 21 and a female until she is 18 years 
 of age. 
 
 The master is required to see that the apprentice is taught his trade and to 
 read and write, to provide him with good and wholesome provisions, necessary 
 clothing, washing, lodging, and medical attendance, and at the expiration of the 
 term of service, to furnish him with two new suits of clothes. He may enforce 
 obedience and good behavior by such moderate corporal punishment as at com- 
 mon law a father or guardian is allowed to inflict. 
 
 It is unlawful to entice, decoy, or persuade an apprentice to leave the service 
 of his master, to employ him, to furnish him food or clothing, or to give or sell 
 him ardent spirits, without the written consent of the master. 
 
 Source : Code of 1897, sections 496 to 507, 5504 to 5509. 
 
 ARKANSAS. 
 
 A minor may be bound out by the father with the written consent of the 
 mother ; by the guardian if an orphan without sufficient estate for its mainte- 
 nance, and by the mother if the father is dead and no guardian has been 
 appointed. In any case the indentures must be approved by the judge of the 
 county court. A minor may also be bound out by the judge of the county court 
 in case the parents have not the means, or neglect to maintain said minor. 
 
 A male may be bound until 21 and a female until 18 years of age. 
 
 The master is required to teach the apprentice a trade and to send the appren- 
 tice to school at least one-fourth of his time after he is 7 years old, and the 
 apprentice must be taught reading, writing, and arithmetic to the rule of three, 
 inclusive. 
 
 It is unlawful to entice, persuade, or induce an apprentice to leave the service 
 of the master or to conceal him after leaving such service. 
 
 Source : Digest of 1894, sections 249 to 258, 1463, 4950. 
 
 CALIFORNIA. 
 
 A minor of 14 years of age or over may be bound by his father, or by his 
 mother or guardian in case of the father’s death or incompetency, or where he 
 has willfully abandoned his family for one year without making suitable pro- 
 vision for their support, or is habitually intemperate or is a vagrant ; by an 
 executor who by the will of the father is directed to bring up the child 
 to a trade or calling ; by the mother alone if the child is illegitimate ; and by the 
 judge of the superior court if the minor is poor, homeless, chargeable to the 
 county or State, or an outcast who has no visible means of obtaining an honest 
 
 “From Tenth Special Report of U. S. Commissioner of Labor (1904). An examination 
 of recent legislation has failed to reveal any changes of importance to be made in the 
 statutory provisions there given. 
 
 93 
 
94 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 livelihood. If a minor has no parent or guardian competent to act he may, with 
 the approval of the superior court, bind himself. The minor’s consent must be 
 expressed in the indenture and testified to by his signing the same. 
 
 A male may be bound until 21 and a female until 18 years of age. 
 
 The master must cause the apprentice to be taught reading, writing, and the 
 ground rules of arithmetic, ratio, and proportion, must give him the requisite 
 instruction in the different branches of his trade, and, at the expiration of his 
 term of service, must give him $50 in gold and two new suits of clothes to be 
 worth in the aggregate at least $60. In all cases the master must pay and de- 
 liver to the apprentice the money, clothes, and other property to which he is 
 entitled under the indenture. 
 
 It is unlawful to entice, counsel, or persuade an apprentice to run away, or to 
 employ, harbor, or conceal him, knowing him to be a runaway. A master may 
 not remove his apprentice out of the State, but he may be discharged from the 
 indenture by the superior court, if he wishes to leave the State. 
 
 Source : Acts of 1901, chapter 157, sections 51 to 63. 
 
 COLORADO. 
 
 A minor may be bound out by his father, or by his mother or guardian if the 
 father is dead, incompetent, has willfully abandoned his family for six months 
 without making suitable provision for their support, or has become a habitual 
 drunkard ; by the mother alone if the child is illegitimate, but subsequent mar- 
 riage defeats her power to bind a child during marriage, whether illegitimate 
 or not. In the above cases the consent of the minor, who is over 14 years of 
 age, is necessary, and must be expressed in the indentures and testified to by 
 his signing the same. A minor may also be bound out by a superintendent of 
 the poor of the county if either the minor or his parents are, or may be, charge- 
 able to the county or shall beg for alms ; if the parents are poor and the father 
 a habitual drunkard, and if the father is dead and the mother is of a bad 
 character or suffers the minor to grow up in idleness, etc. A minor may bind 
 himself if he has no parents competent to act and no guardian. 
 
 A male may be bound until 21 years and a female until 18 years of age or 
 until marriage within said age. 
 
 An apprentice must be taught his trade and must be instructed in the common 
 English branches of education, in some public or other school, at least three 
 months in every year until he shall have arrived at the age of 14 years, and 
 until he shall have received a common school education. He must be furnished 
 with suitable clothing, food, and attention in sickness and health. Upon the 
 expiration of his term of service, the master must furnish him a new Bible, and 
 two new suits of clothes, to be worth, respectively, $15 and $25. 
 
 A master may not remove an apprentice out of the State, but the court may 
 dissolve the indenture and again bind out the child, if the master wishes to 
 leave the State. The death of the master discharges the apprenticeship. 
 
 Source : Statutes of 1891, chapters 6 and 26. 
 
 CONNECTICUT. 
 
 A minor may be bound out by the father or guardian, in which case the con- 
 sent of a minor who is over 14 years of age is necessary ; this must be expressed 
 in the indentures and testified to by his signing the same. The selectmen of a 
 town may, with the consent of a justice of the peace, bind out the children of 
 any person who, having had relief from said town, allows his children to mis- 
 spend their time and neglects to employ them in some honest calling, and of 
 any person who does not provide competently for his children, whereby they 
 are exposed to want; also any poor children who live idly or are exposed to 
 want and have no one to take care of them. The trustees of the State Reform 
 School may, with the consent of the boy or his parents or guardian, bind out any 
 boy who is committed to said school during his minority. The directors of the In- 
 dustrial School for Girls may bind out any girl committed to said school. The 
 overseers of an Indian tribe may, with the consent of two justices of the peace, 
 bind out children of said tribe who are poor, idle, and unprovided for. A 
 minor, when of the age of 14, may, with the consent of the selectmen of his 
 town, bind himself if he has no father or guardian within the State. 
 
 Males may be indentured as apprentices until 21 and females until 18 years 
 of age, or until their marriage within that age. In the case of Indian children, 
 males may be indentured until 18 and females until 16 years of age, or until 
 
DIGEST OF APPRENTICE LAWS. 
 
 95 
 
 married within that age. Inmates of the Connecticut Industrial School for 
 Girls may be indentured only for the terms of their commitment. 
 
 It is unlawful to eloign or entice any lawfully bound minor from the service 
 or custody of his master. 
 
 Source : General Statutes of 1902, sections 1250, 2828, 2829, 2841, 4427, 4684 to 
 4690. 
 
 DELAWARE. 
 
 A minor may be bound out by the father; by the guardian if there be no 
 father residing in the State; by the mother if there be no father residing in 
 the State and there is no guardian ; by any two trustees of the poor if the 
 minor is living in the almshouse, and by any two justices of the peace acting 
 together if the minor has no parents residing in the State and has not sufficient 
 property for his maintenance, or if his parents are not able to maintain and 
 bring him up to industry and suitable employment. A minor when of the age 
 of 14 may also bind himself if he has no parents and no guardian residing in 
 the State, and in this case the consent of a justice of the peace is necessary. 
 
 The term for which apprentices may be bound is until 21 years of age in the 
 case of males, and until 18 years of age in the case of females. Immigrants of 
 full age may be bound out for a period of not more than five years. 
 
 Apprentices must be given a reasonable education in reading and writing, and 
 must be furnished with proper support and clothing. Upon the expiration of 
 the term of service the master must provide his apprentice with two new suits 
 of clothing. The master has power to enforce obedience and good behavior by 
 moderate correction and by suitable and sufficient means. 
 
 It is unlawful knowingly to harbor, conceal, or employ an apprentice who has 
 run away from service; to deal with an apprentice without the consent of his 
 master, or knowingly to encourage him to disobey his master’s lawful orders or 
 to neglect his business. An apprentice may be assigned from person to person 
 by assignment executed under seal by both assignor and assignee, with the 
 approbation of any judge of the State or any two justices of the peace, whose 
 approval must appear on the assignment, if bound to a person and his executors, 
 administrators, and assigns. An assignee, executor, or administrator must 
 take a minor upon the terms of the original agreement and be liable for all 
 unperformed covenants. 
 
 Source: Revised Code, edition of 1893, chapter 79. 
 
 DISTRICT OF COLUMBIA. 
 
 A minor child may be bound as an apprentice by his guardian ; or, if he has 
 none, by his father ; or if he has neither father nor guardian, by his mother, 
 with the consent, entered of record, of the probate court, or without such con- 
 sent if the minor, being 14 years of age, agree in writing to be so bound. The 
 probate court may bind out an orphan child or any child abandoned by its 
 parents or guardian ; any child of habitually drunken, vicious, or unfit parents, 
 when such child is not in the custody of a person who is providing for its main- 
 tenance and education ; also any child habitually begging or kept in vicious or 
 immoral associations. 
 
 The utmost term of apprenticeship is until the apprentice attains the age of 
 21 if a boy, and 18 if a girl. The term of a child bound out by the probate court 
 is in the discretion of the court. 
 
 The master is required to teach the apprentice a trade, and also reading, 
 writing, and common arithmetic; to supply him with suitable clothing and 
 maintenance, and to pay such amount, if any, as may be agreed upon in the 
 contract. 
 
 It is unlawful for any person to conceal, harbor, or facilitate the running 
 away of an apprentice, or for a master, except in the case of mariners, to send 
 or carry his apprentice out of the District. The contract of apprenticeship 
 may, with the approbation of the court, be assigned by the master, or after his 
 death by his personal representatives on such terms as the court may prescribe. 
 
 Source : Code of 1901, sections 173, 402 to 411. 
 
 FLORIDA. 
 
 A minor may be bound out by any court or by a guardian. If the minor is 
 under 16 years of age the approval of the judge of the county court of the 
 county of which his parent or guardian is a resident is necessary, and if said 
 
APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 96 
 
 minor is of the age of 16 or over, his own assent, evidenced by his signature to 
 the indentures, is required. Poor orphans, without estate sufficient for their 
 maintenance out of the profits, shall be bound out by order of the judge of the 
 county court. When a person having control of a child under 16 years of age 
 is adjudged a vagrant, said child shall be bound out by the court rendering the 
 judgment. When a person applies to be placed on the pauper list of a county, 
 the board of county commissioners, in granting said application, may in their 
 discretion require that the children of such applicant under the age of 16 be 
 bound out. When a child under the age of 16 is abandoned by the father, who 
 fails to provide it with support and maintenance, it may be bound out by the 
 judge of the county court, but not without the assent of the mother, unless she 
 is unable or neglects to provide for its support and maintenance. 
 
 Male apprentices may be bound until they arrive at the age of 21 and females 
 at the age of 18 years. 
 
 The master is required to teach the apprentice, in addition to his trade, the 
 elements of reading, writing, and arithmetic. He must give the apprentice a new 
 suit of clothes, shoes, and a blanket immediately upon the expiration of the term. 
 
 It is unlawful for any parent, guardian, or other person to entice, take, carry 
 away, or harbor a child duly apprenticed to another, or to cause the same to be 
 done. 
 
 Source: Revised Statutes of 1891, sections 2112 to 2116, 2404. 
 
 GEORGIA. 
 
 Minors may be bound out by their parents, and those whose parents are dead 
 or residing out of the county and whose estates yield profits insufficient for 
 support and maintenance, or those whose parents, from age, infirmity, or poverty, 
 are unable to support them, shall be bound out by the judge of the county court 
 or the ordinary. 
 
 Minors may be bound out until they are 21 years of age, or for a stated period. 
 A person of full age may bind himself for a valuable consideration for a limited 
 number of years, not exceeding five. 
 
 It is the duty of the master, in addition to teaching the apprentice a trade, to 
 teach him to read English, to furnish him with protection, wholesome food, suit- 
 able clothing, necessary medicine and medical attendance, and to teach him 
 habits of industry, honesty, and morality. The master is permitted to use any 
 such degree of force to compel obedience as a father may use with a minor child. 
 At the expiration of the term of service the master must give the apprentice a 
 small allowance with which to begin life, the amount to be left to the master's 
 generosity. If he offers less than $100, the apprentice may decline it, and cite 
 the master before the judge of the county court or the ordinary, who, after a 
 hearing, fixes the sum to be paid. 
 
 The master has a right of action against any other person who, after notice, 
 employs his apprentice. 
 
 Source: Code of 1895, Volume II, sections 2542, 2598 to 2609; Volume III, 
 sections 119 to 122. 
 
 ILLINOIS. 
 
 Only a minor under the age of 16 years may be bound out as an apprentice. 
 Such a minor may be bound out by the father with the consent of the mother, 
 or, in case of her death, habitual drunkenness, prostitution, imprisonment in 
 the penitentiary, incapacity, or willful desertion of the family for six months, 
 without her consent ; by the mother, in case of the death, habitual drunkenness, 
 imprisonment in the penitentiary, or incapacity of the father, and by the 
 guardian in case neither father nor mother is living and free from above objec- 
 tions. An illegitimate minor may be bound by his or her mother. A minor 
 may also be bound out by the executor or executors who are directed by the 
 father’s last will and testament to bring the child up to some trade or calling. A 
 minor who habitually begs for alms, who is or whose parents are chargeable 
 to the county or town, or who is supported in whole or in part at the charge 
 of the county or town, may be bound out by the county board or overseers of 
 the poor, as the case may be, with the approval of the judge of the county or 
 circuit court. A boy committed to a training school for boys, or a girl committed 
 to a girls’ industrial school or to the State Home for Juvenile Female Offenders, 
 may be bound out by the officers of said institution. 
 
 Apprentices may be bound out until they arrive at the age of 16 years. 
 
DIGEST OF APPRENTICE LAWS. 
 
 97 
 
 An apprentice must be taught reading, writing, and the ground rules of 
 arithmetic. Upon completing the apprenticeship the master must give the 
 apprentice a new Bible, two complete suits of wearing apparel suitable to the 
 condition in life of the apprentice, and $20 in money. The above must be given 
 only in case the apprentice has served one year or more, and they must be 
 secured to and for the sole use and benefit of the apprentice. 
 
 It is unlawful for any person to counsel, persuade, or entice an apprentice to 
 run away or absent himself from the service of his master, or for an apprentice 
 to rebel against or assault his master. The master may not remove an appren- 
 tice out of the State without the consent of the county court. The death of the 
 master discharges the apprenticeship. 
 
 Source: Annotated Statutes of 1896, chapter 9, sections 1 to 19; chapter 23, 
 sections 121, 135, 136. 
 
 INDIANA. 
 
 A minor may be bound out by the father ; by the mother, if there be no father, 
 or if he be incompetent ; by the guardian, if there be neither father nor mother. 
 If the minor is over 14 years of age his consent is necessary, and must be ex- 
 pressed in the indentures and attested by his signature. The overseers of the 
 poor (township trustees) may, with the consent of the county judge, indorsed 
 on indentures, bind out the child of any pauper supported in whole or in part by 
 the county, and any child whose parents abandon or neglect or are unable to 
 support it. They may also bind out a child having neither father, mother, nor 
 guardian, and having no sufficient means of support or education ; and any white 
 child taken from any asylum in any other State and brought into the State of 
 Indiana to be bound. Children so bound out by the overseers of the poor must 
 be under 16 years of age. The superintendents of county asylums may bind out 
 such poor children as from time to time fall under their care and charge. The 
 board of children’s guardians of a county may, by leave of the circuit court of 
 the county, bind out children abandoned, neglected, or cruelly treated by their 
 parents ; children begging on the streets ; children of habitually drunken or 
 vicious or unfit parents ; children kept in vicious or immoral associations ; chil- 
 dren known by their life and language to be vicious and incorrigible, and juve- 
 nile delinquents and truants. Any association for the purpose of establishing 
 and maintaining an asylum and home for the care, support, discipline, and edu- 
 cation of orphan children may bind out any inmate who has neither father, 
 mother, nor guardian, or one whose parents have granted to the corporation the 
 authority to bind the child. A minor may be bound out by manual-labor schools 
 organized and incorporated under the laws of the State. The superintendent of 
 the female reformatory of the State may bind out a girl committed there during 
 her minority, but only with her consent. The superintendent of the Reform 
 School for Boys may bind out a boy during minority, but only with his consent. 
 A minor over the age of 14, having no father, mother, nor guardian, may bind 
 himself, but the consent of the probate judge of the county, to be indorsed on the 
 indentures, is necessary. 
 
 Children may be bound for a term not extending beyond the age of 21 years if 
 males and 18 if females, but the marriage of a female annuls her indenture. 
 
 The indenture is not assignable. 
 
 An indenture binding a white apprentice who has more than three years to 
 serve must contain an agreement on the part of the master to cause the appren- 
 tice to be taught reading, writing, and the rules of arithmetic to the double rule 
 of three, inclusive, if practicable. All valuable agreements on the part of the 
 master must be for the benefit of the apprentice and may be sued on and recov- 
 ered in his name. 
 
 It is unlawful for a master to compel an apprentice to work more than ten 
 hours per day without additional compensation. An absconding apprentice may 
 by order of court be returned to the master or if he refuses may be committed to 
 jail. Tlie master’s death discharges the apprentice. In case the master removes 
 from the State the discharge is optional with the apprentice. 
 
 Source : Annotated Statutes of 1901, sections 3186a, 3186e, 3188, 7299 to 7317, 
 8168, 8285, 8319. 
 
 IOWA. 
 
 A minor may be bound out, with a written consent appended to or indorsed 
 on the indentures by the father ; if the father is dead, has abandoned his family, 
 or is for any cause incapacitated, then by the mother; if she is dead, or inca- 
 pacitated, then by the guardian ; or, if there be no guardian, then by the clerk 
 56560 — 08 7 
 
98 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 of the circuit court. If the minor is more than 12 years of age, the indentures 
 must be signed by him of his own free will. A pauper minor may be bound out 
 by the clerk of the circuit court without obtaining his assent. Poor children 
 under 1G years of age in a poor house or house of refuge may be bound out by 
 the board of supervisors of the county until 18 years of age or such earlier time 
 as may be fixed, or until married before that time. Children in the State Reform 
 School may, with the written consent of their parents or guardians, if any, be 
 bound out by the trustees thereof until the end of their term or an earlier time. 
 
 The terms of apprenticeship, except as above indicated, may continue until the 
 attainment of the age of majority, which is 21 years in the case of males, and 18 
 years in the case of females, or until marriage. 
 
 It is the duty of the master to send the apprentice who is 6 years old or over, 
 to school, if there is one in the district, at least four months in each year, and he 
 must clothe him in a comfortable and becoming manner and provide him with 
 suitable and sufficient food. 
 
 The death of the master or his removal from the State dissolves the in- 
 denture unless otherwise provided or unless the apprentice elects to continue in 
 his service. 
 
 Source: Code of 1897, sections 2704, 3229 to 3249. 
 
 KANSAS. 
 
 A minor may bind himself with the consent of the father, indorsed on the 
 indentures, or, if he is dead, has no legal capacity to give consent, has willfully 
 abandoned his family for six months without making suitable provision for 
 their support, or has become an habitual drunkard, then of the mother or guar- 
 dian, and if there is no parent or guardian, then of the probate court. An 
 orphan or minor who has no estate sufficient for his maintenance may be bound 
 out by his guardian with the consent of the probate court. An executor who is 
 directed by the last will of a father to bring up a child to some trade or calling, 
 has the power, with the consent of the mother, if living, to bind the child out. 
 A poor child who is or may be chargeable to the county or shall beg for alms, 
 whose parents are poor and the father an habitual drunkard, or, if there be no 
 father, whose mother is of a bad character, or suffers her children to grow up 
 in habits of idleness without any visible means of obtaining an honest livelihood, 
 may be bound out by the probate court. Overseers of the poor of townships and 
 cities and superintendents of county asylums may bind out such poor children 
 as fall under their care and charge. The trustees of the State Reform School 
 may bind out any boy committed thereto with his consent. An inmate of the 
 Industrial School for Girls may be bound out by the trustees of said school. 
 
 Male apprentices may be bound until they reach the age of 18 years and 
 females 16 years. Inmates of the State Reform School and of the State Indus- 
 trial School for Girls may be bound out during their minority or for a shorter 
 period. 
 
 An apprentice must be taught reading, writing, and the ground rules of arith- 
 metic, the compound rules, and the rule of three. At the expiration of his term 
 of service, the master must give him or her a new Bible, two new suits of clothes 
 of the value of $40, and $10 in currency. 
 
 It is unlawful to counsel, persuade, entice, or assist any apprentice to run 
 away or absent himself from the service of his master, or to harbor or conceal 
 such an apprentice, knowing him to be a runaway. The master may not take 
 his apprentice out of the State, but the probate court may discharge the appren- 
 tice from the service of such master, and again bind him, if necessary, to some 
 other person. 
 
 Source : General Statutes of 1901, sections 295 to 318, 6988, 7129, 7130, 7151. 
 
 KENTUCKY. 
 
 A poor orphan and any other child whose relatives or parents, in the judgment 
 of the court, will not bring them up in moral courses, may be bound out by the 
 county court. Any orphan minor may be bound out by his guardian, or, if he 
 has no guardian, by his mother, with the consent of the county court. Children 
 of a man sentenced to the penitentiary may be bound out by the courts in their 
 discretion. The board of trustees of the State House of Reform for Boys and 
 the State House of Reform for Girls may also bind out inmates of these 
 institutions. 
 
DIGEST OF APPRENTICE LAWS. 
 
 99 
 
 The term of apprenticeship is until the apprentice attains the age of 21 years 
 if a boy, and 18 years if a girl. 
 
 The master is required to furnish the apprentice proper medical attention, 
 food, and clothing, and to treat him humanely. At the end of the term of 
 service the master must pay the apprentice, if a boy, $100, and if a girl, $50, but 
 if the master has taught the apprentice to read and write he is not bound to pay 
 any money at the end of the term. 
 
 It is unlawful to entice an apprentice from his master or knowingly to con- 
 ceal, harbor, or employ an apprentice who has left the service of his master. A 
 runaway apprentice may, by order of the county court, be arrested and returned 
 to his master or confined in jail for not more than twenty days. It is unlawful 
 to take or send an apprentice out of the State, or to sell his term of service or 
 any part thereof, to any person, or to give another person the right to control 
 such child. If the master dies the apprentice may be bound again to another 
 by order of the county court. 
 
 Sources : Statutes of 1894, sections 2591 to 2610 ; Acts of 1896, chapter 33, 
 sections 11, 18. 
 
 LOUISIANA. 
 
 A minor may bind himself as an apprentice. The consent of a parent, tutor, 
 or curator is necessary, or, if there be no such person in the parish where the 
 minor resides, then the consent of the mayor of New Orleans, in the parish of 
 Orleans, or of the parish judges of their respective parishes throughout the 
 State. 
 
 The term of apprenticeship expires at the age of 21 years in the case of males 
 and of 18 years in the case of females, unless an earlier period is stipulated. 
 Persons who have attained the age of majority may bind themselves to service 
 for a term of five years. 
 
 Apprentices under 21 years of age must be taught reading, writing, and the 
 fundamental principles of arithmetic. 
 
 The death of the master or his removal from the State dissolves the contract 
 of apprenticeship. 
 
 Source : Revised Laws of 1897, page 16, sections 70 to 84. 
 
 MAINE. 
 
 A minor may be bound out by the father, if living ; if not, by the mother or legal 
 guardian. The consent of a minor, who is over 14 years of age, is necessary, and 
 if a minor is bound out prior to that age the indenture will not continue in force 
 beyond that age unless the minor upon reaching it shall give his consent. A 
 minor, having no parent or guardian, may bind himself out with the approba- 
 tion of the municipal officers of the town w’here he resides. Overseers of the poor 
 of a town may bind out the minor children of parents chargeable to the town or 
 of those who, in the opinion of the overseers, are unable to maintain them, and 
 minor children who are themselves chargeable. The trustees of the State Reform 
 School may bind out boys committed thereto, and the trustees of the Industrial 
 School for Girls, girls committed thereto, for a period not exceeding the term of 
 confinement. 
 
 Males may be bound until the age of 21 years and females until 18 years or 
 until married. 
 
 All considerations allowed by the master or mistress in any contract of 
 apprenticeship must be secured by the indenture to the sole use of the minor. 
 
 The master may not transfer the apprentice to another person or remove him 
 out of the State. The death of the master dissolves the contract of apprentice- 
 ship. 
 
 Source: Revised Statutes of 1903, chapter 27, sections 22 to 29; chapter 64, 
 sections 1 to 7 ; chapter 143, sections 1, 10, 11, 23, 24. 
 
 MARYLAND. 
 
 The orphans’ courts in the several counties and the city of Baltimore, or any 
 two justices of the peace, or in Somerset County a single justice of the peace, 
 may bind out any orphan child, the increase or profits of whose estate is not 
 sufficient for his maintenance, support, or education, children who are suffering 
 through the indigence or poverty of their parents, children of beggars, illegiti- 
 mate children, and children of persons out of the State to whom sufficient sus- 
 
100 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 tenance is not afforded. The trustees of the poor in any county may, in the recess 
 of the orphans’ court, bind out the child or children of any pauper or vagrant, 
 but the indentures must within two months thereafter be approved by the 
 orphans’ court by indorsement thereon. A minor may be bound out by his father. 
 The directors of the penitentiary and the managers of the house of correction, 
 or any three of them, may bind out the children of female convicts who are 
 brought to or born in said institutions. The House of the Good Shepherd of the 
 city of Baltimore may, with the children’s consent, bind out such white female 
 children as are committed to the institution. The managers of the House of Refor- 
 mation, the managers of the House of Refuge, and those of the Industrial Home 
 for Colored Girls may, with similar consent, bind out the minors committed to 
 these respective institutions. In Baltimore city the president and board of 
 managers of the Children’s Aid Society and the managers of the Home for the 
 Friendless may apprentice male and female minors committed to their care. In 
 Allegany County the trustees of the almshouse may bind out any minor child 
 under their charge and dependent on the county for support. 
 
 Male apprentices may be bound until 21 and female apprentices until 18 years 
 of age. 
 
 The master or mistress is required to give the apprentice a reasonable educa- 
 tion in reading, writing, and arithmetic, to teach the apprentice a useful trade, 
 and to supply suitable clothing and maintenance. 
 
 It is unlawful for any person to entice an apprentice from the service of a 
 master or knowingly to harbor any apprentice so enticed. 
 
 Sources: Public General Laws, 1903, article 6, sections 1 to 30; article 27, 
 section 454; Public Local Laws, 1888, article 1, sections 3, 4; article 20, sections 
 29 to 31 ; Acts of 1898. chapter 123, sections 891, 898. 
 
 MASSACHUSETTS. 
 
 A minor may be bound out by the father ; if he is dead or incompetent, by the 
 mother or legal guardian, and if illegitimate, by the mother. If the minor is 
 over 14 years of age and is bound out by his parent or guardian, his consent is 
 necessary and must be expressed in the indentures and testified by the signa- 
 ture of the minor. A minor child who is, or either of whose parents is, charge- 
 able to a town, may be bound out by the overseers of the poor. A minor who 
 has no parent competent to act and no guardian, may, with the approbation of 
 the selectmen of the town where he resides, bind himself out. 
 
 A child under 14 years of age may be bound as an apprentice until that age. 
 A minor over that age or a child of any age bound by the overseers of the poor 
 may be apprenticed to the age of 18 years if a female or to the time of her 
 marriage within that age, and to the age of 21 years if a male. 
 
 A minor bound out by the overseers of the poor must be taught reading, writ- 
 ing, and arithmetic, and must be given such other instruction, benefit, or allow- 
 ance, either within or at the end of the term, as the overseers, in the contract 
 of apprenticeship, may require. All considerations of money or other things 
 paid or allowed by the master upon a contract of apprenticeship must be paid 
 or secured to the sole use of the minor. 
 
 The death of the master discharges the apprenticeship. 
 
 Source: Revised Laws of 1902, chapter 155, sections 1 to 20. 
 
 MICHIGAN. 
 
 A minor may bind himself out with the consent of the father indorsed on the 
 indentures, or, if the father is dead, not in legal capacity to give his consent, or 
 shall have abandoned and neglected to provide for his family, then of the 
 mother; or, if she is dead or not in legal capacity to give or refuse such consent, 
 then of the guardian ; or, if there is no guardian, then of any two justices of 
 the peace of the township, o.f the recorder of the city, or of the circuit or pro- 
 bate judge of the county. The county superintendents of the poor may bind out 
 a child who may be sent to any county poorhouse, who is, or who may become, 
 chargeable in whole or in part, to the county, or whose parent or parents may 
 become so chargeable. Minors may also be bound out by officers of State in- 
 stitutions acting under the provisions of law authorizing them to place children 
 in families by indenture, etc. ; by officers of incorporated asylums or institutions 
 authorized by law to receive, care for, and dispose of minor children ; by the 
 father and mother residing in the State, and if either be dead, or of legal in- 
 capacity, or has abandoned the child, then by the other, and if the child be 
 
DIGEST OF APPRENTICE LAWS. 
 
 101 
 
 illegitimate, then by its mother; and by the guardian duly appointed if there 
 be no father or mother of legal capacity. 
 
 A male may be apprenticed until 21 years and a female until 18 years of 
 age, or until her marriage within that age, or for a shorter time. 
 
 A pauper minor bound by the county superintendent of the poor must be 
 given a suitable education. All considerations of money or other things paid 
 or allowed by the master must be paid or secured to the sole use of the ap- 
 prentice. 
 
 The death of the master discharges the apprentice. 
 
 Source : Compiled Laws of 1897, sections 2026, 2199, 2213, 2261, 2262, 5559 to 
 5562, 5568 to 5570, 8292, 8748 to 8775. 
 
 MINNESOTA. 
 
 A minor may be bound out by the father ; if the father is dead or incompetent, 
 by the mother or legal guardian, and if illegitimate, he may be bound out by 
 the mother. The consent of a minor who is over 14 years of age is necessary 
 and must be expressed in the indentures and testified by his signing the same. 
 If there is no parent competent to act and no guardian, a minor may bind him- 
 self, but must have the approbation of the county commissioners of the county 
 where he resides. A minor chargeable upon a county for support may be bound 
 out by the board of county commissioners of said county. The managers of 
 the State Reform School may, with his consent, bind out a minor committed 
 to their care. 
 
 Children under 14 years of age may be bound as apprentices until that age. 
 Minors above the age of 14 years may be bound as apprentices, males to the 
 age of 21 and females to the age of 18 years or to the time of their marriage 
 within that age. 
 
 Provision must be made in the indenture for teaching the apprentice reading, 
 writing, and the general rules of arithmetic. All considerations of money or 
 other things paid or allowed by the master must be paid or secured to the 
 sole use of the apprentice. 
 
 The death of the master discharges the apprentice. 
 
 Source : General Statutes of 1894, sections 1966, 3523, 4750 to 4762. 
 
 MISSISSIPPI. 
 
 The law provides only for the binding out of poor orphan children and 
 children whose parents are unable to support them. They may be bound out 
 by the supervisor of the proper district under the direction of the board of 
 supervisors of the county. 
 
 Males may be bound out until 21 and females until 18 years of age. 
 
 The person to whom the apprentice is bound is required to provide the latter 
 with sufficient good and wholesome food, necessary clothing, washing, and lodg- 
 ing ; to treat him humanely, and to send him to school until he learns to read, 
 write, and perform the ordinary calculation incident to the business of the 
 master. At the expiration of the apprenticeship he is to furnish the apprentice 
 with two suits of new clothing, including hats and shoes. 
 
 Source : Annotated Code of 1892, sections 3159 to 3163. 
 
 MISSOURI. 
 
 A minor may be bound out by the father, or, in case of the father’s death, 
 incompetency, or willful abandonment of his family for six months without 
 making suitable provision for their support, or if he has become an habitual 
 drunkard, then by the mother or legal guardian. If illegitimate, a minor may 
 be bound out by the mother. When a minor who is over 14 years of age is 
 bound out by a parent or guardian the consent of said minor is necessary and 
 must be expressed in the indentures and testified by his signing the same. An 
 executor who is directed in the will of the father to bring up a child to some 
 trade or calling may bind said child out in like manner as the father could 
 have done. A poor child who is, or may be, chargeable to the county, or who 
 shall beg for alms, or whose parents are poor and the father is an habitual 
 drunkard, or whose father is dead and the mother is of bad character or suffers 
 her children to grow up in habits of idleness without any visible means of 
 obtaining an honest livelihood, may be bound, out by the probate court. An 
 orphan minor who has not estate sufficient for his maintenance may be bound 
 out by his guardian under direction of the probate court. 
 
102 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 Males may be bound as apprentices to the age of 21, and females to the age of 
 18 years, or until marriage within that age. 
 
 The master is required to cause the apprentice to be given a common school 
 education, and at the expiration of the apprenticeship he is to give the appren- 
 tice a new Bible, two new suits of clothes worth $50, and $20 in money. Ap- 
 prentices are to be defended by those who bound them, from cruelty, neglect, 
 and breach of contract on the part of their masters. 
 
 It is unlawful for any person to counsel, persuade, entice, or assist an ap- 
 prentice to run away or absent himself from the service of his master, or to 
 entertain, harbor, or conceal an apprentice knowing him to be a runaway, or 
 for an apprentice to rebel against or assault his master. It is unlawful for a 
 master to remove an apprentice out of the State. The death of the master 
 discharges the apprenticeship. 
 
 Source: Revised Statutes of 1899, sections 4794 to 4821. 
 
 MONTANA. 
 
 Every minor may bind himself in writing to serve as an apprentice provided 
 he obtains the consent, indorsed on the indenture, of the following person or 
 persons: The father and mother; the mother, if the father lacks capacity to 
 consent, has abandoned or neglected to provide for his family, or is dead and 
 no testamentary guardian or executor has been appointed by him ; the father, 
 if the mother is dead or lacks capacity to consent; the testamentary guardian 
 or executor, if the father is dead. If there is no parent of capacity to consent 
 and no such executor or guardian, then consent must be given by the county 
 commissioners of the county, by any two justices of the peace of the town, or 
 by the district judge. The county commissioners may bind out minors who 
 have become chargeable to the county. 
 
 Apprentices may be bound out until their majority, which is 21 years in the 
 case of males and 18 years in the case of females. 
 
 The master must agree in the contract of apprenticeship that he will cause 
 the apprentice to be instructed to read and write, to be taught the general rules 
 of arithmetic, or in lieu thereof that he will send the apprentice to school three 
 months each year of the period of indenture. The indenture may be annulled 
 for cruelty or maltreatment of the apprentice by the master. 
 
 It is unlawful willfully and knowingly to aid, assist, or encourage an appren- 
 tice to run away or to harbor or conceal him. 
 
 Source : Codes and Statutes, Sanders’s Edition, 1895, Civil Code, sections 360 
 to 369; Penal Code, section 1154. 
 
 NEVADA. 
 
 A male person under the age of 18 years and a female person under the age 
 of 15 years may be bound out until they arrive at these ages respectively, or for 
 a shorter period, by the father, or, in case of his death or inability, by the 
 mother or guardian. An orphan or destitute child may be bound out by the 
 board of county commissioners of the county or by the district judge of the 
 district in which the child resides. The board of directors of the State Orphan 
 Asylum may also indenture apprentices, and reserve the power to cancel the 
 indenture at any time. 
 
 A male apprentice, being bound to serve five years or more, must be taught 
 reading and writing, the rules and principles of common English grammar, and 
 arithmetic to and including the single rule of three. A female apprentice, 
 being bound to serve four years or more, must be taught reading and writing, 
 and the first four rules of arithmetic. The master must furnish substantial 
 food and decent wearing apparel to a male minor bound to serve five years or 
 more, and an ample supply of decent clothing and wholesome food to a female 
 minor bound to serve four years or more. 
 
 Upon completion of the term of apprenticeship the master must give two suits 
 of clothing, each suit being of the value of not less than $25, and $100 in money 
 to a male bound to serve five years or more; and two full suits of wearing 
 apparel and $50 in money to a female bound to serve four years or more. All 
 money and property stipulated to be delivered or paid by the master or mistress 
 must be secured to and for the sole use and benefit of the minor. 
 
 It is unlawful to counsel, persuade, entice, aid, or assist any apprentice to run 
 away or absent himself from the service of his master, or to harbor or to con- 
 ceal an apprentice, knowing him to have run away. 
 
 Source : Compiled Laws of 1899, sections 620 to 635, 1492. 
 
DIGEST OF APPRENTICE LAWS. 
 
 103 
 
 NEW HAMPSHIRE. 
 
 A minor may be bound out by the father, or, if he be dead, by the mother or 
 guardian. If the minor is over 14 years of age his consent is necessary and 
 must be expressed in the indentures and testified by his signing the same. If 
 a minor has no parent or guardian he may bind himself out, with the appro- 
 bation of the selectmen or overseers of the poor of the town where he resides. 
 Overseers of the poor in any town may bind out all children who are not em- 
 ployed in some lawful business and whose parents are unable or neglect to 
 maintain them. The county commissioners may bind out any minor charge- 
 able or likely to be chargeable to the county. Trustees of the Reform School 
 may bind out any scholar of said school. 
 
 Males may be bound until 21 years, and females until 18 years of age or 
 until their marriage within that age. Children under 14 years may be bound 
 out without their consent until that age. Inmates of the State Industrial 
 School may be bound out for the term for which they were committed to the 
 institution. 
 
 The master is required to teach his apprentice the art or trade for which he 
 was bound. Pauper minors bound out by the overseers of the poor must be 
 taught to read, write, and cipher, and must be given such other instruction as 
 the overseers may deem reasonable. 
 
 It is unlawful to entice or persuade away an apprentice from the service of 
 his master, or to secrete, convey, or send off an apprentice or in any way to 
 cause him to leave such service. The master may recover damages against 
 the parents or guardian of an apprentice for leaving his service without suffi- 
 cient cause, or if an apprentice uses violence toward him. No indenture is 
 binding after the death of the master, except that if the apprenticeship has 
 nearly expired, the apprentice may choose to complete his term of service with 
 the widow, executor, or administrator of his master, in which case he is entitled 
 to all the benefits of the indenture. 
 
 Source: Public Statutes of 1891, chapter 84, sections 5, 6; chapter 180, sec- 
 tions 1 to 13; chapter 284, section 20. 
 
 NEW JERSEY. 
 
 A minor may bind himself out of his own free will and accord with the consent 
 of the father or, if he is dead, of the mother or guardian. The consent of the 
 mother is necessary also where the consent of the father or guardian is obtained. 
 Said consent must be expressed in the indentures and testified by the party 
 signing and sealing the same. The overseers of the poor or any two of them, 
 with the approbation of two justices of the peace of any county or township, 
 may bind out any poor child, children who have no parents, children whose 
 parents shall apply to the overseers for relief, and the child or children of any 
 poor parents who shall bring up their said children in sloth, idleness, and igno- 
 rance, and who, upon advice and direction given by the overseers, shall for three 
 months after said advice and direction refuse or neglect to bind out their chil- 
 dren. The trustees of the Reform School may bind out boys committed to said 
 school. The trustees of the Industrial School for Girls may bind out girls 
 therein. The president of a board of trustees of a poorhouse, with the consent 
 of a majority of the board, or, where no trustees are appointed, the director 
 of the board of chosen freeholders, with the consent of a majority of said 
 board, may bind out poor children who are chargeable upon the county. An 
 orphan asylum association may bind out any child under its care for more than 
 one year, but if the parents pay anything toward its support their consent must 
 first be obtained. 
 
 Males may be bound out until the age of 21 and females until the age of 18 
 years. 
 
 It is unlawful for any person knowingly to counsel, persuade, entice, aid, or 
 assist an apprentice to run away, or absent himself from the service of his 
 master, or to harbor or conceal an apprentice knowing him to have run away. 
 
 Sources : General Statutes of 1895, page 65, sections 1 to 16 ; page 2505, sec- 
 tions 12, 29, 51, 70 ; page 2525, sections 107 to 110 ; page 2721, section 8 ; page 
 2728, sections 79, 81, 100 ; Acts of 1898, chapter 181, section 10. 
 
104 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 NEW MEXICO. 
 
 A minor may be bound out by the father, or, if the father is dead and no 
 guardian has been appointed, by the mother. Guardians, under direction of the 
 probate court, may bind out orphan minors who have not sufficient estates for 
 their maintenance and education nor friends or relatives willing to incur the 
 expense of the same. In the above cases the indentures must be approved by 
 the probate court. The judge of probate may bind out children who are poor 
 orphans or whose parents have not the means of maintaining them or who 
 willfully neglect to support and educate them, and children who are poor and 
 whose parent or parents shall have been sentenced to confinement in jail or 
 prison for a term of five years or more. 
 
 Males may be bound out until 21, and females until 18 years of age. 
 
 The master is required to teach the apprentice some useful and reputable art 
 or trade, to send him to school at least three months each year after the age of 
 9 years, to clothe, feed, and lodge him, and to treat him humanely. 
 
 Source : Compiled Laws of 1897, sections 1472 to 1475, 1478 to 1487. 
 
 NEW YORK. 
 
 A minor may bind himself out as an apprentice for a term of not less than 
 three nor more than five years. The indenture must be signed by the minor; 
 by the father of the minor unless he is legally incapable of giving consent or 
 has abandoned his family ; by the mother of the minor unless she is legally in- 
 capable of giving consent ; by the guardian of the minor, if any ; in the absence 
 of either parent or guardian, by the county judge of the county or a justice of 
 the supreme court of the district, whose consent is also necessary to the ap- 
 prenticing of a minor coming from a foreign country, or of the child of an 
 Indian woman ; and by the master. The poor officers of a municipal corporation 
 may apprentice any minor whose support has become chargeable to such corpo- 
 ration, in which case the indenture is signed by the officer apprenticing the 
 minor, by the master and by the county judge if the support of the child was 
 chargeable to the county, by two justices of the peace if chargeable to the town, 
 or by the mayor and aldermen or any two of them if chargeable to the city. 
 Orphan asylums and charitable institutions may apprentice dependent or in- 
 digent children committed to their charge, in which case the indenture must be 
 signed and sealed in the corporate name of such institution by the officer or 
 officers thereof authorized by the directors, and by the master, and it may be 
 signed by the child if over 12 years of age. A county court may authorize the 
 county superintendent or overseer of the poor to apprentice any disorderly per- 
 son until of age ; or if of age, to contract for his services as an apprentice for 
 not more than one year. The superintendent of State and alien poor may ap- 
 prentice males under 21 and females under 18 years, committed to any State 
 almshouse, until they become of age. The managers of State reform schools 
 may apprentice inmates during the term for which they have been committed. 
 
 The master must agree in the indenture that he will teach the apprentice, or 
 cause him to be taught, every branch of the business to which the apprentice is 
 indentured, and that at the expiration of the term he will give him a certificate 
 in writing that such apprentice has served the full term at such trade or craft. 
 If the minor is indentured by the poor officers of a county, city, or town or by 
 the authorities of an orphan asylum, penal, or charitable institution, the inden- 
 ture must contain an agreement that the master will cause such child to be 
 instructed in reading, writing, and the general rules of arithmetic, and that at 
 the expiration of the term he will give him a new Bible. The indenture must 
 in all cases contain a statement of every sum of money agreed to be paid in 
 relation to the service and an agreement that suitable and proper board, lodging, 
 and medical attendance shall be provided either by the master or by the parent 
 or guardian. The master may use reasonable and moderate force or violence to 
 restrain or correct an apprentice. 
 
 It is unlawful for a master to accept from an apprentice any agreement or to 
 cause him to be bound by oath that, after his term of service expires, he will not 
 exercise his trade, profession, or employment in any particular place, or to exact 
 from him, after his term of service expires, any money or other thing for exer- 
 cising his trade, profession, or employment in any place. It is unlawful to take 
 a person as an apprentice without having obtained the consent of his legal 
 guardian, or unless a written agreement has been entered into as prescribed by 
 law. On the death of a master to whom a person is indentured by the poor 
 
DIGEST OF APPRENTICE LAWS. 
 
 105 
 
 officers of a municipal corporation, the personal representatives of the master 
 may, with the written consent of such person, assign such indenture; or if 
 such consent is refused, the assignment may be made by the county judge of the 
 county after fourteen days’ notice to the person indentured. 
 
 Source: Revised Statutes of 1901, page 150, section 7; page 982, section 18; 
 page 1055, sections 70 to 77; page 2694, section 98; page 2773, section 250; 
 page 3274, section 126. 
 
 NORTH CAROLINA. 
 
 A minor above the age of 14 and under 21 years being a male, and under 18 
 being a female, whether indigent or not, may be apprenticed to learn any trade 
 or craft by the father, or, if he is dead, incompetent, has willfully abandoned 
 his family for six months without making suitable provisions for their support, 
 or has become an habitual drunkard, by the mother or legal guardian. If ille- 
 gitimate, such child may be bound by the' mother. If said minor has no parents 
 competent to act and no guardian, he may bind himself, with the approbation 
 of a superior court clerk of the county where he resides. The consent of such 
 minor is necessary and must be expressed in the indenture and testified to by 
 signing the same. A minor over 14 may also be apprenticed to learn a trade or 
 craft by orphan asylums or charitable institutions organized and incorporated 
 for the purpose of taking care of indigent children. Indigent children, among 
 which are included all orphans whose estates are of so small value that no 
 person will educate and maintain them for the benefits thereof ; all infants whose 
 fathers have deserted their families and been absent six months, leaving them 
 without sufficient support ; poor children who are or may be chargeable to the 
 county or shall beg alms; any child who has no father and the mother is of bad 
 character or suffers her children to grow up in habits of idleness without visible 
 means of obtaining an honest livelihood, and all children whose parents do not 
 habitually employ their time in some honest, industrious occupation, may be 
 bound out by the superior court clerk of the county where they reside. 
 
 Apprentices may be bound for a period of not less than three nor more than 
 five years, except in the case of indigent children bound out by the clerks of the 
 superior courts, whose terms continue until majority, which in the case of males 
 is 21 years and in the case of females 18 years of age. 
 
 Masters are required to teach apprentices their trade or calling, and in the 
 case of indigent children, the masters must cause them to be taught reading, 
 writing, and the rules of arithmetic to the double rule of three. Apprentices 
 must be furnished with medical attendance, lodging, and clothing. At the end 
 of the term of apprenticeship the master is required to give the apprentice a 
 certificate in writing stating that he has served a full term at the specified trade 
 or calling. 
 
 It is unlawful for any person to entice or persuade an apprentice to leave the 
 service of his master, or knowingly to harbor, conceal, or employ an apprentice 
 who has run away from his master. 
 
 Source : Acts of 1889, chapter 169, sections 1 to 26. 
 
 NORTH DAKOTA. 
 
 A minor may bind himself out. The consent is necessary of both the father 
 and. mother; if the father is dead,- of the testamentary guardian or executor, or, 
 if no such guardian or executor has been appointed, then of the mother ; if the 
 father lacks capacity to consent or has abandoned or neglected to provide for 
 his family, of the mother ; if the mother is dead or lacks capacity to consent, of 
 the father ; if there is no parent of capacity to consent and no executor, of the 
 guardian ; if there is no such parent, executor, or guardian, then of the officers 
 of the poor of the town or county, of any two justices of the peace of the county, 
 or of the probate judge. A child who is, or whose parents are, chargeable to a 
 county or city poorhouse, or who is in such poorhouse, may be bound out by the 
 proper officers of the poor with the written consent of a justice of the peace. No 
 child of an Indian woman can be bound except in the presence of and with the 
 consent of a justice of the peace. 
 
 Male apprentices may be bound until 21 years and female apprentices until 18 
 years of age, or for a shorter time. A minor capable of becoming a citizen of 
 the State and coming from any other country, State, or Territory, and binding 
 himself out for the purpose of paying his passage, may be bound for a term not 
 exceeding one year, although such term extends beyond his majority. 
 
106 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 An apprentice must be taught reading, writing, and the general rules of arith- 
 metic, or must be sent to school three months in each year for the period of the 
 indenture. At the expiration of his term the master must give him a new Bible. 
 
 It is unlawful to accept from an apprentice any contract or agreement, or to 
 cause him to be bound by oath or otherwise that, after his term of service ex- 
 pires, he shall not set up his trade, profession, or employment, in any particular 
 place, shop, house, or cellar, or to exact from an apprentice, after his term of 
 service expired, any money or other thing, for using and exercising his trade, 
 profession, or employment in any place. 
 
 In case of the death of the master the executors or administrators may assign 
 the indenture with the written consent of the apprentice, acknowledged before a 
 justice of the peace. If the apprentice refuses such consent, the probate or dis- 
 trict court may authorize such assignment without his consent. 
 
 Source : Revised Codes of 1899, sections 2837 to 2849. 
 
 OHIO. 
 
 A minor may be bound out by the father, or, in case of his death or inability, 
 by the mother or guardian. An orphan or destitute child may be bound out by 
 the trustees of a township or by the officers of an orphan asylum wherein he is 
 placed. 
 
 Males within the age of 21 years and females within the age of 18 years may 
 be bound out as apprentices until they arrive at these ages, respectively. 
 
 The master is required to send the minor to a common school for at least 
 twelve weeks in each year during the apprenticeship, and at the expiration of 
 the term of service he must furnish the apprentice with a new Bible and two 
 good suits of clothes. All money or property stipulated to be paid by the master 
 must be secured to and for the sole use and benefit of the apprentice. 
 
 It is unlawful for any person to counsel, persuade, entice, aid, or assist an ap- 
 prentice to run away or absent himself from the service of his master, or to 
 harbor or conceal any such apprentice, knowing him to have run away. 
 
 Source: Annotated Statutes of 1900, sections 757, 781-11, 950-2, 3118 to 3135. 
 
 OKLAHOMA. 
 
 Minors committed to any reform school may, with their own consent, be bound 
 out as apprentices during minority, or for a shorter period, by the management of 
 such school to learn such trade or employment as may tend to their future 
 benefit. 
 
 Source: Acts of 1895, chapter 28, section 5. 
 
 OREGON. 
 
 A minor may be bound out by the father, or, if he is dead or incompetent, by 
 the legal guardian ; if illegitimate, by the mother ; and if there is no parent com- 
 petent to act and no guardian, he may bind himself out with the approbation of 
 the county court of the county where he resides. The consent of the minor who 
 is above 14 years of age, bound out by a parent or guardian, is necessary and 
 must be expressed in the indentures and testified by his signing the same. The 
 county court may bind out a child who is, or whose parents are, chargeable to 
 the county. The superintendent of the reform school may, with the consent of 
 the minor, bind out any minor committed to said institution. 
 
 Apprentices may not be bound for a longer term than until majority, which in 
 the case of males is 21 and of females 18 years of age. Children under 14 years 
 of age may be bound out until that age without their consent. 
 
 A pauper minor bound out by the county court must be taught to read, write, 
 and cipher, and must be given such other instruction as the court may deem 
 reasonable. 
 
 The death of the master discharges the apprentice. 
 
 Source : Annotated Codes and Statutes of 1902, sections 5291 to 5315. 
 
 PENNSYLVANIA. 
 
 Minors may be bound out with the assent of a parent, guardian, or next 
 friend. The justices of the orphans’ court in the respective counties shall have 
 full power, at the instance and request of executors, administrators, guardians, 
 or tutors, to order and direct the binding out of minors. The overseers of the 
 
DIGEST OF APPRENTICE LAWS. 
 
 107 
 
 poor may, with the approbation and consent of two or more magistrates of the 
 same county, bind out any poor child whose parents are dead or are found by 
 said magistrates to be unable to maintain it. All corporations organized for 
 the purpose of providing homes for friendless or destitute children may bind 
 out a child committed to their charge, whose maintenance is unprovided for by 
 its parents or guardians. The directors of almshouses may bind out any child 
 in their charge. The managers of the House of Refuge of Philadelphia and of 
 the House of Refuge of Western Pennsylvania may bind out, with his consent, 
 any minor committed to their care. The courts of common pleas and the 
 orphans’ court of any county may decree, to officers of any benevolent or char- 
 itable institution that may have cared for and maintained a minor child for a 
 period of one year either wholly or partly at its expense, power to bind out the 
 same, provided that due notice must first be given to the parent, guardian, or 
 next friend. 
 
 Males may be bound out until 21 and females until 18 years of age. 
 
 It is unlawful for any person knowingly to harbor and conceal for more than 
 twenty-four hours an apprentice who has run away from the service of his 
 master. 
 
 Sources : Brightly’s Purdon’s Digest, 1895, page 95, section 6 ; page 117, sec- 
 tions 1 to 15 ; page 998, sections 8, 25 ; page 1704, section 45 ; Brightly’s Digest, 
 1903, page 55, sections 1, 2. 
 
 RHODE ISLAND. 
 
 A minor may be bound out by the father, or, if he is dead, by the mother 
 when sole ; or, being under the age of 14, by the legal guardian. A minor, if he 
 is 14 years of age and has no parent, may bind himself out with the approbation 
 of his guardian, or, if he has no guardian, by and with the approbation of the 
 town council of the town where he resides. The overseers of the poor of a 
 town, with the advice and consent of the town council, may bind out children 
 of parents who are lawfully settled in and have become chargeable to the town ; 
 children of parents so settled whose parents, whether they receive alms or are 
 chargeable or not, shall be deemed by said overseers unable to maintain them ; 
 children of parents residing in the town who are there supported at the charge 
 of the State; children of parents or a parent, residing in a town, who have no 
 legal settlement in the State and are adjudged by the town council to be unable 
 to maintain them, and children in a town without estate sufficient for their 
 maintenance, who have no parents residing therein, and who have no legal set- 
 tlement in the State. Such children may be bound out to any citizen or to any 
 incorporated institution for the care of children within the State or within the 
 States of Massachusetts or Connecticut, to the Providence Children’s Friend 
 Society, to the Home for Friendless Children in Newport, or to the Providence 
 Shelter for Colored Children. 
 
 Minors may be apprenticed until 21 years of age in the case of males and 18 
 years in the case of females, or until married within that age. 
 
 The master must obligate himself to cause the apprentice to receive instruc- 
 tion in reading, writing, and ciphering, and such other instruction as may be 
 fit and reasonable. All considerations of money, clothes, etc., must be given to 
 or secured to the sole use of the apprentice. 
 
 The death of the master discharges the apprenticeship. 
 
 Source: General Laws of 1896, chapter 79, section 14; chapter 198, sections 
 1 to 20. 
 
 SOUTH CAROLINA. 
 
 A minor may be bound out with the approbation of the father, mother, or 
 guardian, or, if the minor has neither father, mother, nor guardian, of the 
 grandfather, grandmother, or brother, sister, uncle, or aunt of mature age, in the 
 order as above, or, if the minor has none of the above relatives, of the trial 
 justice. Said approbation must be certified on the indentures by a trial justice 
 under his hand and seal. A poor child chargeable to a county, and an illegiti- 
 mate child likely to become chargeable to a county or to become demoralized 
 by the vicious conduct and evil example of its mother or other person having 
 charge of it, may be bound out by the county commissioners. 
 
 Males may be bound as apprentices until the age of 21 and females until 18 
 years of age or until married within that age. Poor children bound out by the 
 county commissioners may be apprenticed until the age of 16 years in the case 
 of males and 14 years or until married within that time in the case of females. 
 
 Source : Civil Code of 1902, sections 788, 2705 to 2714. 
 
108 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 SOUTH DAKOTA. 
 
 A minor may bind himself out. The consent is necessary of both the father 
 and mother ; if the father is dead, of the testamentary guardian or executor, or, 
 if no such guardian or executor has been appointed, then of the mother ; if the 
 father lacks capacity to consent, or has abandoned or neglected to provide for 
 his family, of the mother; if the mother is dead or lacks capacity to consent, 
 of the father ; if there is no parent of capacity to consent and no executor, of 
 the guardian ; if there is no such parent, executor, or guardian, then of the 
 officers of the poor of the town or county, of any two justices of the peace of 
 the county, or of the probate judge. A child who is, or whose parents are, 
 chargeable to a county or city poorhouse, or who is in such poorhouse, may be 
 bound out by the proper officers of the poor with the written consent of a justice 
 of the peace. The State board of charities and corrections may bind out in- 
 mates of the State Reform School for Juvenile Offenders. 
 
 Male apprentices may be bound until 21 and femaie apprentices until 18 years 
 of age, or for a shorter time. A minor capable of becoming a citizen of the 
 State and coming from any other country, State, or Territory, and binding him- 
 self out for the purpose of paying his passage, may be bound for a term not 
 exceeding one year, although such term extends beyond his majority. 
 
 An apprentice must be taught reading, writing, and the general rules of 
 arithmetic, or must be sent to school three months in each year for the period 
 of the indenture. At the expiration of his term the master must give him 
 a new Bible. 
 
 It is unlawful to accept from an apprentice any contract or agreement, or to 
 cause him to be bound by oath or otherwise that, after his term of service has 
 expired, he shall not set up his trade, profession, or employment in any par- 
 ticular place, shop, house, or cellar, or to exact from an apprentice, after his 
 term of service has expired, any money or other thing, for using and exercising 
 his trade, profession, or employment in any place. Upon the death of the 
 master, the executors or administrators may assign the indenture with the 
 written consent of the apprentice, acknowledged before a justice of the peace. 
 If the apprentice refuses such consent, the probate or district court may author- 
 ize such assignment without his consent. 
 
 Source : Revised Codes of 1903, Civil Code, sections 163 to 181 ; code of crim- 
 inal Procedure, section 705. 
 
 TENNESSEE. 
 
 The county court may bind out, in the name of the State, an orphan whose 
 estates are of such small value that no person will educate or maintain him 
 for the profits thereof, a base-born child, and any child totally abandoned by the 
 father and for whom he fails to provide support and maintenance. In the last 
 case above, the consent of the mother must be given in open court unless she 
 is unable to provide for the maintenance of the child. 
 
 Orphan children may be bound out until the age of 21 years if males and 18 
 years if females. In the case of base-born children the age limit is 21 years 
 for either sex. 
 
 Masters are required to teach orphan apprentices, or cause them to be taught, 
 to read and write and cipher as far as the rule of three, and to make fit and 
 necessary provision for their diet, clothes, lodging, and accommodations. Upon 
 the completion of the apprenticeship the master is required to pay his ap- 
 prentice $20 in addition to the stipulations in the contract, and to furnish him 
 with one good suit of clothes. 
 
 A master is not permitted to remove an apprentice out of the State without 
 the assent of the court. 
 
 Source : Code of 1884, sections 2129, 3422 to 3437. 
 
 The county court may bind out an orphan who is without sufficient estate for 
 his maintenance and education, a child whose parents have suffered him to 
 become a charge upon the county, and a child whose parents, not being a charge 
 on the county, shall consent in writing to his apprenticeship, which consent 
 shall be signed by them and filed and entered of record in such court. 
 
 Males may be bound out until 21 and females until 18 years of age or until 
 married within that age. 
 
 An apprentice must, if practicable, be sent to school at least three months in 
 each year during the continuance of the apprenticeship and while he is within 
 the scholastic age. Sufficient food and clothing and the necessary medicine 
 
DIGEST OF APPRENTICE LAWS. 
 
 109 
 
 and medical attention must be furnished. Moderate chastisement, as may be 
 necessary and proper, may be inflicted upon the apprentice by the master. 
 
 It is unlawful for a master to take an apprentice out of the county without 
 the order of the county judge. 
 
 Source : Revised Civil Statutes of 1895, articles 23 to 46. 
 
 UTAH. 
 
 A minor may be bound out by a parent or guardian, and if the minor is over 
 12 years of age the indentures must also be signed by him. The probate court 
 or selectmen may bind out an idle, vicious, or vagrant minor child without its 
 consent and without the consent of its parents or guardian, if said parents or 
 guardian neglect, refuse, or otherwise fail in properly controlling the actions 
 and education of such child, and do not train it up in some useful avocation ; 
 also a child whose parents, from habitual drunkenness and vicious and brutal 
 conduct, etc., are not deemed suitable persons to retain the guardianship or 
 control the education of it. The board of trustees of the State Industrial School 
 may bind out children as apprentices with their consent or the consent of their 
 parents or guardians. 
 
 Apprentices may be bound until the attainment of the age of legal majority, 
 which is 21 years in the case of males and 18 years in the case of females. 
 
 The master is required to send the apprentice to school while between the 
 ages of 8 and 14 years, at least twenty weeks in each year, and to clothe him 
 in a comfortable and becoming manner. 
 
 The removal of the master from the State discharges the apprenticeship. 
 
 Source : Revised Statutes of 1898, sections 74 to 83. 
 
 VERMONT. 
 
 A minor may be bound out by the father, or, if he is dead or incompetent, 
 by the mother or legal guardian ; or, if there is no parent competent to act and 
 no guardian, he may bind himself, with the approbation of the selectmen of 
 the town where he resides. If illegitimate, he may be bound by his mother, 
 but the power of a mother to bind out her children, whether legitimate or 
 illegitimate, shall cease upon her subsequent marriage. The overseers of the 
 poor may bind out the minor children of a poor person who has become charge- 
 able to a town, or who is supported in whole or in part at the charge of such 
 town, and minor children who are themselves chargeable to the town. The 
 trustees of the reform school may bind out children committed to said school. 
 
 Children under 14 years of age may be bound out until that age. A minor over 
 14 years of age, whose consent is expressed in writing in the indenture, may be 
 bound during minority, or if a girl, until married before becoming of age. 
 The age of majority is 21 years for males and 18 years for females. Inmates 
 of reform schools may be bound only for the terms for which they were com- 
 mitted. 
 
 Considerations of money or other things paid or allowed by the master upon 
 a contract of apprenticeship must be paid or secured to the sole use of the ap- 
 prentice. Parents, guardians, selectmen, and overseers are required to inquire 
 into the treatment of apprentices bound by them respectively, and defend them 
 from cruelty, neglect, and breach of contract on the part of the master. 
 
 No indenture of apprenticeship is binding upon the minor after the death 
 of the master. 
 
 Source : Statutes of 1894, sections 2829 to 2854, 3187 to 3189, 5189. 
 
 VIRGINIA. 
 
 A minor may be bound out by the guardian, or, if there is no guardian, by 
 the father, or, if there is neither guardian nor father, by the mother. The con- 
 sent, entered of record, of the court of the county or corporation in which 
 the minor resides is necessary unless the minor, being 14 years of age, gives 
 his consent in writing. An incorporated association, asylum, or school instituted 
 for the support and education of destitute children, may bind out such children 
 as have been placed in its charge. Overseers of the poor of a county or cor- 
 poration may, if allowed by order of a court thereof, bind out any minor found 
 begging in such county or corporation, or who is likely to become chargeable 
 thereto. 
 
110 
 
 APPRENTICESHIP AND INDUSTRIAL EDUCATION. 
 
 The term of apprenticeship must continue until the apprentice attains the age 
 of 21 years if a boy and 18 years if a girl. In the case of a minor placed in an 
 asylum, school, etc., he can only be bound for the period for which he was 
 placed in such institution. 
 
 An apprentice must be taught, in addition to his trade, reading, writing, and 
 common arithmetic, including the rule of three. The money which the master 
 is to pay for any year except the last, must at the end of the year for which 
 it is payable, be paid to the father or mother, or part to each as the court may 
 direct, or it may be reserved to be paid to the apprentice at the end of the term 
 With interest. The money which the master is to pay for the last year must 
 be paid at the end thereof to the apprentice. 
 
 It is unlawful for any person to entice, take, or carry away an apprentice, 
 or knowingly to employ, conceal, or harbor an apprentice who has deserted 
 the service of his master. No apprentice may be taken out of the county by 
 the master without the leave of the county court. If a master takes an ap- 
 prentice out of the county and remains more than one month, the apprentice 
 ceases to be bound by the indenture. 
 
 Source: Code of 1888, sections 2581 to 2596. 
 
 WASHINGTON. 
 
 The county commissioners may bind out a minor likely to become chargeable 
 to the county, either because of its being an orphan or because its parents or 
 other relatives are unable or refuse to support it. 
 
 Source : Codes and Statutes of 1897, section 379. 
 
 WEST VIRGINIA. 
 
 A minor may be bound out by the father; if there be no father, by the 
 guardian, or, if there is neither father nor guardian, by the mother. The con- 
 sent, entered of record, of the county court of the county where the minor 
 resides is necessary, unless the minor, being 14 years of age, gives his consent 
 in writing. The clerk of a county may bind out any minor who is found beg- 
 ging therein or who is likely to become chargeable thereto. Male inmates of 
 the reform school may be bound out by the directors of said school. 
 
 The term of apprenticeship must be until 21 years of age in the case of a boy 
 and 18 years in the case of a girl. 
 
 Besides teaching the apprentice a trade the master is required to instruct him 
 in reading, writing, and common arithmetic. The money which a master is to 
 pay for any year except the last must, at the end of the year for which it is 
 payable, be paid to the father, the mother, or part to each as the court may 
 direct, or it may be reserved to be paid to the apprentice at the end of liis term 
 with interest. The money for the last year must be paid to the apprentice. 
 
 It is unlawful to conceal or harbor an apprentice who has deserted his 
 master. The master is not permitted to take the apprentice out of the county 
 without the leave of the county court, and if he does so without leave and keeps 
 the apprentice out of the county for more than one month, the continuance of 
 the apprenticeship is optional with the apprentice. 
 
 Source : Code of 1899, chapter 81, sections 1 to 14. 
 
 WISCONSIN. 
 
 A minor may bind himself out of his own free will with the consent of the 
 father, or, if he is dead or not in legal capacity to give consent or shall have 
 abandoned and neglected to provide for his family and such fact be certified by 
 a justice of the peace of the town and indorsed on the indentures, then of the 
 mother ; if she is dead or not in a legal capacity to give consent, then of the 
 guardian ; if there are no parents living or none in legal capacity to give con- 
 sent and no guardian, then of the supervisors or any two justices of the peace 
 of the town where the minor resides. If a minor is illegitimate the consent of 
 the mother is necessary whether its putative father is living or not. Minors 
 who have become or are likely to become chargeable to any town may be bound 
 out as apprentices by the supervisors. The managers of the industrial school 
 for boys may bind out those committed to their care with the consent of their 
 parents or guardians, if they have any. 
 
 An apprentice may be bound, if a male, until the age of 21 years, and if a 
 female, until the age of 18 years, or until her marriage within that time, or 
 for any shorter period. 
 
DIGEST OF APPRENTICE LAWS. 
 
 Ill 
 
 The master must obligate himself, in the indenture, to provide for instructing 
 the apprentice in some trade or profession, for teaching him to read and write, 
 for instructing him in the general rules of arithmetic, and for such other 
 instruction, benefit, and allowance as may be agreed upon. At the end of the 
 term he must give the apprentice a new Bible. All considerations of money 
 or other things paid or allowed by the master upon any indenture of apprentice- 
 ship must be paid or secured to the sole use of the minor. 
 
 It is unlawful to accept from an apprentice any contract or agreement, or to 
 cause him to be bound by oath or otherwise that, after his term of service has 
 expired, he shall not set up his trade, profession, or employment in any par- 
 ticular place, or to exact from an apprentice, after his term of service has 
 expired, any money or other thing for using and exercising his trade, profession, 
 or employment in any place. No indenture is binding upon the minor after the 
 death of the master. 
 
 Source : Annotated Statutes of 1898, sections 1511, 2377 to 2394, 4961, 4964. 
 
 UNITED STATES. 
 
 A Federal act passed January 12, 1895, authorizes the Public Printer to em- 
 ploy such number of apprentices, not to exceed 25 at any one time, as in his 
 judgment is consistent with the economical service of the office. 
 

INDEX 
 
 Academic instruction, over-emphasized, 73; con- 
 nected with shopwork, 71. 
 
 Admission to apprentice school, 60. 
 
 Advantages, of apprenticeship system, specific, 85; 
 well-defined, 73. 
 
 Advocacy of one or the other apprenticeship system 
 prejudicial, 86. 
 
 Advocates of industrial education, 68. 
 
 Age of apprentices, 14 to 16, 45. 
 
 Agreement between employer, apprentice, and 
 guardian, 47. 
 
 Alabama, digest of apprentice laws, 93. 
 
 Alexander, Magnus W., 29. 
 
 Alis-Chalmers Company, Cincinnati, graduate stu- 
 dent system, 52. 
 
 American Federation of Labor, number of mem- 
 bers, 27. 
 
 American Locomotive Works, 39. 
 
 Apprentice, may act as substitute of workman, 38; 
 must push himself forward, 76. 
 
 Apprentice classes in railroad shops, 37. 
 
 Apprentice education, bibliography, 87. 
 
 Apprentice laws passed in several States of the 
 Union, 16. 
 
 Apprentice school, for railroad men, 35; students 
 learn during work hours, 36. 
 
 Apprentices, attend night schools, 62; at 12 years of 
 age preferred, 46; controlled outside of working 
 hours, 57; forced to push forward, 30; in Baldwin 
 Locomotive Works divided into three classes, 62; 
 in machine work serve five years, 43; must be 
 graduates of public schools, 33; must impart 
 their knowledge to others, 31; not having had col- 
 lege or high school training, 42; not to work over- 
 time, 33; paid “on company time,” 72; required 
 to pass an examination, 52; shifted from one ma- 
 chine to another, to get experience, 44; taught by 
 skilled laborers under pay, 36; visiting neighbor- 
 ing shops, 39. 
 
 Apprentices’ work pays, 66. 
 
 Apprenticeship, determined by trade agreements, 
 26; in American trades unions, 26; of girls, books 
 relating to, 89; types of, 9. 
 
 Apprenticeship agreement, covers a term of four 
 years, 58. 
 
 Apprenticeship laws in France, 88; Germany, 89; 
 Great Britain, 89; United States, 89. 
 
 Apprenticeship system, a legal, 15; appeals to em- 
 ployers, 74; appeals to workingmen, 74; attitude 
 of trade unions toward, 25; can not meet problems 
 as can a trade school, 75; description of, 12; extent 
 of, 17; in Austria, 19; in Belgium, 21; in France, 
 23; in Germany, 22; in Hungary, 24; in Switzer- 
 land, 23; in United States, 17; its basis of mutual 
 agreement, 75; mixed types, 61; old compared 
 with new system, 50; old, does not meet present 
 conditions, 68; old, no return to, 68; old, replaced 
 by public education, 68; origin of, 14; relation to 
 industrial education, 1, 9; special, 66, 77; substi- 
 tute for a trade school, 73; w r hich controls the stu- 
 dents, outside of work hours, 57. 
 
 Arbitration committees to adjust labor disputes, 20. 
 
 Arithmetic for the machinist, 82. 
 
 Arkansas, digest of apprentice laws, 93. 
 
 Art and mysteries of trade, 69. 
 
 Association, national, of machine tool builders, 66; 
 for protection of apprentices in France, 24. 
 
 Attendance, faithful, a condition of apprenticeship, 
 42; of apprentice classes, 37. 
 
 Attitude of labor toward apprenticeship, 16; of 
 manufacturers toward the trade schools, 12; of 
 railroads toward the apprentice schools, 41; of 
 trade unions toward apprenticeship, 25. 
 
 Austria, apprenticeship system, 19. 
 
 56560—08 8 
 
 Baldwin Locomotive Works, apprenticeship sys- 
 tem, 61, 72. 
 
 Balliet, Dr., on evening schools, 81. 
 
 Beginner, paid 12 cents an hour, 78. 
 
 Belgium, apprenticeship system, 21. 
 
 Bend in the efficiency curve, 30. 
 
 Bibliography of apprentice education, 87. 
 
 Bonus given at completion of term of service, 71. 
 
 Bookbinders, apprentices, 89. 
 
 Book-making trades have apprenticeship systems, 
 70. 
 
 Boys, ability “to hang on,” 84; anxious to enter 
 apprenticeship, 33; fitted for particular work, 70; 
 for general shop courses, 77; given work to “try 
 them out,” 84; hired by the employment depart- 
 ment, not by specialists, 84; in apprentice classes 
 of the railroad companies, 38; indentured to mas- 
 ter craftsman, 68; when apprentices, not paid, 43. 
 
 Breaking a year out of the college course, 56. 
 
 Brown, Commissioner Elmer Ellsworth, letter of 
 transmittal, 5. 
 
 Brown & Sharpe Manufacturing Company, appren- 
 tices, 32, 64. 
 
 Brown-Ketcham Iron Works, apprenticeship sys- 
 tem, 61. 
 
 Building trades, apprentices, 90. 
 
 Bullard Machine Tool Company, apprenticeship 
 system, 65. 
 
 Bulletins of the Bureau of Education, 3. 
 
 Bullock Works, Cincinnati, graduate student sys- 
 tem, 52. 55. 
 
 Bureau of Education, 17; bulletins, 3. 
 
 Bureau of statistics and labor, Massachusetts, 18. 
 
 Burlingame, Luthej D., 64. 
 
 California, digest of apprentice laws, 93. 
 
 Care for interests of apprentices, 76. 
 
 Case school of applied science, Cleveland, 18. 
 
 Chance to earn as well as learn, 73. 
 
 Chemistry for the textile worker, 82. 
 
 Chicago Workingmen’s Advocate, 16. 
 
 Cincinnati Milling Machine Co., apprenticeship 
 system, 47, 56. 
 
 Class-room instruction part of apprenticeship sys- 
 tem, 29. 
 
 Class-room work for apprentices of railroad shops, 42. 
 
 Code, industrial, in Austria, 20. 
 
 College course, breaking a year out, 56. 
 
 Colorado, digest of apprentice laws, 94. 
 
 Combination of apprenticeship and academic edu- 
 cation, 9. 
 
 Commission on industrial and technical education, 
 Massachusetts, 13. 
 
 Commissioner of Labor, 10th special report, 93. 
 
 Common schools, industrial courses in, 13. 
 
 Comprehension of needs of apprenticeship system, 
 70. 
 
 Compulsory school age in the United States, 13. 
 
 Concerns do not agree in methods for academic in- 
 struction, 72; having a system of apprentices, 
 arrange for academic work, 71. 
 
 Conclusions concerning apprenticeship systems, 67. 
 
 Conditions, changing, in machine manufacturing, 
 77; which make shops look for trade schools, 75. 
 
 Connecticut, digest of apprentice laws, 94. 
 
 Considerations concerning apprenticeship system, 
 67. 
 
 Continuation schools in Germany, 82. 
 
 Contract for special apprenticeship, 78. 
 
 Control of apprentices outside of working hours, 57. 
 
 Convention, 15th annual, of Society for Promotion 
 of Engineering Education, 54. 
 
 Cooperative courses in engineering, 54. 
 
 Cooperative student work, 55. 
 
 113 
 
114 
 
 INDEX. 
 
 Correspondence school work for apprentices, 72. 
 
 Course of apprentice training, four years, 33. 
 
 Course of study, in apprentice school of Ludlow’s, 
 tentative, 45; in apprentice school of R. Hoe & 
 Co., GO; in apprentice school of Westinghouse Co., 
 40. 
 
 Courses in engineering, Cincinnati University, 54. 
 
 Courses of problems, and drawing for apprentices, 37. 
 
 Cresson (Geo. V.) Co., apprenticeship system, 51. 
 
 Cross, C. W., 35. 
 
 Cross and Russell, investigation of apprenticeship 
 system, 43. 
 
 Daily Evening Voice, Boston, 15. 
 
 Day school of the Westinghouse Co., 46. 
 
 Decadence of practice of indenturing apprentices, 
 70. 
 
 Decline of mechanical skill, 14. 
 
 Delaware, digest of apprentice laws, 95. 
 
 Delaware and Hudson R. R. apprentice school, 44. 
 
 Demand for trade schools, 78. 
 
 Description of apprenticeship systems, 12. 
 
 Difference, between factory and handicraft trades, 
 20; between trade school and half-time trade 
 school, 83. 
 
 Digest of apprentice laws, 93. 
 
 Disadvantages of apprentice schools, 84, 85. 
 
 Discharge for nonattendance of apprentice school, 
 43. 
 
 District of Columbia, digest of apprentice laws, 95. 
 
 Douglas Commission, Massachusetts, 13, 79. 
 
 Drawing, a chief study in apprentice school, 49; 
 mechanical, taught to apprentices, 29. 
 
 Drexel Institute, Philadelphia, 63. 
 
 Economy, foreman’s aim, 76. 
 
 Education, academic, 9; engineering, promotion of, 
 54; industrial, 1, 9; in special trades, books relat- 
 ing to, 89; of apprentices, bibliography, 87; of ap- 
 prentices in France, 91 ; in Germany, 92; in Great 
 Britain, 92; public, replacing apprenticeship, 68. 
 
 Efficiency of education recognized, 72. 
 
 Efficiency curve, bend in, 30. 
 
 Efforts made in Belgium to aid the apprenticeship 
 system, 21. 
 
 Elements of mechanical drawing, 42. 
 
 Employers, compelled to teach the whole trade, 16; 
 in favor of skilled labor, 15; opposed to industrial 
 education, rare, 69. 
 
 Engineering, electrical, 54; mechanical, 53; mining, 
 
 53. 
 
 Engineers, electrical, apprentices, 90; mechanical, 
 90. 
 
 England, lack of apprenticeship system, 25. 
 
 Establishments, industrial, have schoolrooms, 71; 
 industrial, proprietors of, not blind, 69. 
 
 Estimate of apprentice’s personality and progress, 
 39. 
 
 Europe, apprenticeship system, 19. 
 
 Evening school, instruction for apprentices, 72; 
 public, agency of supplemental education, 81. 
 
 Examinations of apprentices, 30. 
 
 Expense of special courses, 75. 
 
 Experiences of manufacturers, in apprenticeship 
 systems, 82. 
 
 Experiment of cooperative courses in engineering, 
 
 54. 
 
 Exploitation of a boy by employer, 58. 
 
 Extent of apprenticeship system, 17. 
 
 Factory, can not give graded lessons, as school does, 
 85; introduction of modern, 9. 
 
 Faculty to impart knowledge developed, 32. 
 
 Faults of the old apprentice system, 65. 
 
 Features of the apprentice courses in railroad shops, 
 37. 
 
 Fincher’s Trade Review, 16. 
 
 Firms, some, make no provision for academic in- 
 struction, 81. 
 
 Florida, digest of apprentice laws, 95. 
 
 Foreman, represents the company, 76; strives for 
 economy and cheapness of production, 76. 
 
 Foremen, object to training apprentices, 29; risen 
 from apprentice boys, 74; utilize apprentices as 
 errand boys, 30; and workmen, sometimes nar- 
 row-minded, 84. 
 
 Fore River Shipbuilding Co., 32, 72. 
 
 Foundrymen, apprentices, 90. 
 
 France, apprenticeship system, 23; association for 
 protection of apprentices, 24. 
 
 Gardeners, apprentices, 90. 
 
 General Electric Co., 28, 34, 36, 65, 72. 
 
 General Electric Co.’s system adopted by other 
 companies, 51. 
 
 Georgia, digest of apprentice laws, 96. 
 
 Germany, apprenticeship system, 22; continuation 
 schools, 82; law concerning apprenticeship, 23; 
 legislation to free industry of restrictions, 22. 
 
 Gingrich, Chas. S., 56. 
 
 Girls as apprentices, books relating to, 89. 
 
 Gledhill, John A., 67. 
 
 Gorham Manufacturing Co., Providence, 67. 
 
 Grand Central station at New York, 35. 
 
 Grand Trunk Railway, apprenticeship system, 43. 
 
 Growth of shoe industry enormous, 70. 
 
 Guilds, the old, fostered apprenticeship, 9; in 
 Austria, declining, 20. 
 
 Habits, clean personal, encouraged, 73. 
 
 Head workers should rise from the ranks, 74. 
 
 High school, technical, at Springfield, Mass., 82; 
 Stuyvesant, N. Y., 82. . 
 
 History of textile industry studied by apprentices, 
 46. 
 
 Hoe, R., & Co., New York, apprenticeship system, 
 60, 84. 
 
 Houston, Stan wood & Gamble Co., apprenticeship 
 system, 54. 
 
 Howe, Charles S., 18. 
 
 Hubbard, Samuel F., 59. 
 
 Hungary, apprenticeship system, 24. 
 
 Idea of earning money strong in boy, 73. 
 
 Ideal of apprenticeship and foreman’s action at 
 cross purposes, 84. 
 
 Illinois, digest of apprentice laws, 96. 
 
 Illinois Central Railroad, officials of, 15. 
 
 Income of apprentices in five years, 59; of which one 
 year in school, 60. 
 
 Indenture, for one department only, 77; form 
 adopted by school of printing, 58; guarantees con- 
 tinuous service of the boy, 59. 
 
 Indentures, book relating to, 89; old legal, 14. 
 
 Indiana, digest of apprentice laws, 97. 
 
 Industrial education, in Austria, 19; in Belgium, 
 21; in France, 23; in Germany, 24; in Hungary, 
 24; in Switzerland, 23; in United States, 17; ap- 
 prenticeship system, 1, 9; books relating to, 87; 
 prejudice against, 27; which controls appren- 
 tices outside of working hours, 57. 
 
 Industrialism, no return to, 68. 
 
 Industrial schools, distinguished from trade schools, 
 13; equipment, 13. 
 
 Industries located in small cities, 75. 
 
 Influence, moral, of apprentice school, 45. 
 
 Inquiries relative to apprenticeship, 18. 
 
 Instruction in apprentice scnool, of two kinds, 44. 
 
 Instructors in workshops, 38. 
 
 International Harvester Co., technical school, 48. 
 
 International Typographical Union, 26. 
 
 International Union of Bricklayers, 26. 
 
 Introduction of industrial education, 69. 
 
 Introductory note by Carroll D. Wright, 7. 
 
 Investigation of apprenticeship systems by in- 
 quiries, 19; by Messrs. Cross A Russell, 43. 
 
 Iowa, digest of apprentice laws, 97. 
 
 Jewelers, apprentices, 90. 
 
 Judgment, value of good, 50. 
 
 Kansas, digest of apprentice laws, 98. 
 
 Kentucky, digest of apprentice laws, 98. 
 
 Kid, “let him pick it up as we did,” 84. 
 
 Labor, skilled, one of the greatest needs, 68 
 
 Laborers, their position upon the question of ap- 
 prenticeship, 16. 
 
 Lack of skilled stone cutters in Belgium, 21. 
 
 Laidlow-Dunn-Gordon Co., apprenticeship sys- 
 tem, 61. 
 
 Lake Erie Railroad, 35. 
 
 Laws, apprentice, in the United States, 93; appren- 
 tice, passed in several States, 16; in Austria, to 
 aid guilds and the apprenticeship system, 20; in 
 Germany, concerning apprenticeship, 23; in 
 Switzerland, concerning apprenticeship, 23. 
 
 Learning a trade formerly meant shop sweeping, 68. 
 
 Lo Blond, R. K., Machine Tool Company, Cincin- 
 nati, apprenticeship system, 50. 
 
INDEX. 
 
 115 
 
 Legislation regarding handicraft trades in Ger- 
 many, 22. 
 
 Length of service of apprentices, 71. 
 
 Limitation of number of apprentices, 16, 26. 
 
 List of books relating to education of apprentices, 87. 
 Louisiana, digest of apprentice laws, 99. 
 
 Louisiana and Texas R. R. Co., apprenticeship sys- 
 tem, 42. 
 
 Louisiana Western R. R. Co., apprenticeship sys- 
 tem, 42. 
 
 Ludlow Manufacturing Co., apprentice school, 
 44, 45. 
 
 Ludlow Textile School, 83. 
 
 Lupton’s (David) Sons Co., apprenticeship system, 
 47. 
 
 McKees Rocks shops, 35. 
 
 Maine, digest of apprentice laws, 99. 
 
 Manufacturers desire apprentices, 27. 
 
 Maryland, digest of apprentice laws, 99. 
 Massachusetts, Commission on Industrial and 
 Technical Education, 13; digest of apprentice 
 laws, 100; State committed to industrial educa- 
 tion, 27. 
 
 Master craftsman, boy indentured to, 68. ) 
 
 Mathematics a chief study in apprentice school, 49. 
 Methods of training apprentices, 78; recording ap- 
 prentices’ advancement, 34. 
 
 Michigan, digest of apprentice laws, 100. 
 
 Minneapolis, St. Paul, and Sault Ste. Marie, ap- 
 prentice school, 43. 
 
 Minnesota, digest of apprentice laws, 101. 
 
 Mississippi, digest of apprentice laws, 101. 
 
 Missouri, digest of apprentice laws, 101. 
 
 Money earning, the idea of boy in his teens, 73. 
 Montana, digest of apprentice laws, 102. 
 
 Motley, Dr. James M., 26. 
 
 National Association of Machine Tool Builders, 18, 
 66,80. 
 
 National Railway Engineers, 17. 
 
 Nevada, digest of apprentice laws, 102. 
 
 New Hampshire, digest of apprentice laws, 103. 
 
 New Jersey, digest of apprentice laws, 103. 
 
 New Mexico, digest of apprentice laws, 104. 
 
 New York Central R. R., 19, 34, 36, 65. 
 
 New York, digest of apprentice laws, 104. 
 
 Night school of the Westinghouse Co., 46. 
 
 North Carolina, digest of apprentice laws, 105. 
 
 North Dakota, digest of apprentice laws, 105. 
 
 North End Union, Boston, apprentice education, 
 57; apprentice school, 83. 
 
 Object to teach the boy a trade, 71. 
 
 Officers of railroad showing their interest in ap- 
 prentices, 41. 
 
 Officials of Illinois Central Railroad, 15. 
 
 Ohio, digest of apprentice laws, 106. 
 
 Oldahoma, digest of apprentice laws, 106. 
 
 Operations in making a shoe, 70. 
 
 Opinion that trade can only be learned in shop, 74. 
 Opportunities equalized for all apprentices, 31; to 
 specialize given to apprentices, 32. 
 
 Oppression by employers cause of limiting num- 
 ber of apprentices, 16. 
 
 Oregon, digest of apprentice laws, 106. 
 
 Origin of modern apprenticeship system, 14. 
 
 Pedagogical principles in teaching apprentices, 71. 
 Pennsylvania, digest of apprentice laws, 106. 
 Performance, faithful, of duty on part of appren- 
 tice, 76. 
 
 Petitions asking for apprenticeship system, 16. 
 Philadelphia N. E. Branch of Y. M. C. A., 47. 
 Pittsburg and Lake Erie R. R., apprentice schools, 
 43. 
 
 Possibilities for training employees, 70. 
 
 Power and influence of trade schools, 12. 
 
 Practice in all operations of production, 85; in 
 shops in school, 12. 
 
 Pratt & Whitney, Hartford, 67. 
 
 Prejudice against any kind of industrial education, 
 27. 
 
 Principles of manufacturing taught, 71. 
 
 Printers, apprentices, 91. 
 
 Printing trades have apprenticeship systems, 70. 
 Problem, of evening schools, 81; of industrial educa- 
 tion, 10; of securing and holding apprentices, 40. 
 
 Problems arranged for apprentices, 36. 
 
 Product, of an engineering school, 54; of the training 
 room is of value, 32. 
 
 Production, cheap, the foreman's aim, 70. 
 
 Programmes of industrial schools, all emphasize aca- 
 demic study, 74. 
 
 Proprietors of industrial establishments not blind, 
 69. 
 
 Prosperity of recent years, 70. 
 
 Provisions, statutory, for apprenticeship, 93. 
 
 Public most interested in question of apprentice- 
 ship, 27. 
 
 Questionnaire concerning apprentices’ progress, 39. 
 
 Questionsanswered by the system ofthe N. Y. Cen- 
 tral lines, 40. 
 
 Railroad men, apprentices, 91. 
 
 Rate of pay of apprentices, 71. 
 
 Reed and Barton, apprenticeship system, 67. 
 
 References relating to the education of apprentices, 
 87. 
 
 Regulations, regarding technical and moral instruc- 
 tion of apprentices, 20; statutory, for apprentices, 
 in the U. S., 25. 
 
 Relations, of apprenticeship to industrial education, 
 27; harmonious, between employers and em- 
 ployees, 20. 
 
 Report of Mass. Bureau of Statistics and Labor, 18. 
 
 Requirements, entrance, for engineering courses, 55. 
 
 Return, no, to old apprenticeship system, 68; no, to 
 , older industrialism, 68. 
 j Revival of system of training labor, 70. 
 
 I Revolution, industrial, in 18th century, 10. 
 
 , Rhode Island, digest of apprentice laws, 107. 
 
 Running errands may try out a boy, 76. 
 
 Russell, W. B., 35. 
 
 Santa Fe Railroad, apprenticeship system, 44. 
 
 Schneider, Hermann, 54. 
 
 School, gives graded lessons, the factory does not, 
 85; gives ideas of relation of parts to the whole, 85; 
 gives opportunity to ask questions, 85; its instruc- 
 tion is direct and personal, 86; of printing, in Bos- 
 ton, 57; produces a profitable workman by giving 
 him shop work to do, 85. 
 
 School and shop intimately connected, 28. 
 
 Schoolroom of apprentices on a plane with recita- 
 tion room in college, 41. 
 
 School training supplemented by shop training, 70. 
 
 Semple, Mr., superintendent of apprentices, 63. 
 
 Shoe, operations needed to make one, 70. 
 
 Shoe industry, its enormous growth, 70. 
 
 Shop conditions of former times, 68. 
 
 Shop course of study, 71. 
 
 Shop instruction is haphazard and accidental, 86. 
 
 Shop management, ascertaining boy’s ability, 76. 
 
 Shop superintendents assign work" to apprentices, 
 40. 
 
 Shop training, all around, 77; supplements school 
 training, 70. 
 
 j Shop and school intimately connected, 28. 
 
 ! Shops, in school, practice in, 12; where apprentice- 
 ship system is impossible, 75; with apprenticeship 
 system in name only, 75; with indenture system 
 but no school training, 75. 
 
 South Carolina, digest of apprentice laws, 107. 
 j South Dakota, digest of apprentice laws, 108. 
 j Southern Bell Telephone Co., Atlanta, operators’ 
 school, 48. 
 
 Special schools preferred to grammar schools, 73. 
 
 Specialization, limits capacity, 78; tends to narrow 
 field of vision, 80. 
 
 Spring Garden Institute, Philadelphia, 63. 
 
 Student courses, cooperative, 54. 
 
 Students paid for services, 55. 
 
 Stuyvesant Technical High School, 82. 
 
 Subdivision, of labor, 68. 
 
 Subjects taught to apprentices, 81. 
 
 Superintendent of apprentices, 33, 80 
 
 Supervision of apprenticeship system in Germany, 
 
 22 . 
 
 Supervision and instruction of apprentices in shops, 
 36. 
 
 Switzerland, apprenticeship system, 23. 
 
 System, departmental, of apprenticeship, 85; com- 
 plex, of industrial schools in Hungary, 24; of 
 recruiting skilled labor, 40. 
 
116 
 
 INDEX. 
 
 Taylor, Frederick W., 56. 
 
 Teachers, of- apprentices, 29; should be masters of 
 pedagogical principles, 71; of evening schools, 81; 
 of public schools, 81 
 
 Teaching connected with shop work, 31. 
 
 Tennessee, digest of apprentice laws, 108. 
 
 Text-books for apprentices, 34, 72. 
 
 Textile branch, former apprenticeship system im- 
 possible, 69. 
 
 Tompkins Company, Charlotte, N. C , apprentice 
 school, 46. 
 
 Trade, art and mysteries of, 69; learning it as a 
 whole, 76. 
 
 Trade agreements determine apprenticeship, 26. 
 
 Trade schools, do not meet railroad men’s needs, 35; 
 graduates, 74; meet problems better than ap- 
 prenticeship system, 75; never so narrow in scope 
 as special apprenticeship, 77; supplementing 
 trade instruction, 12; their power and influence, 
 12; train for trade and develop the mind, 82 
 
 Trade training in shop, 69. 
 
 Trades unions and apprenticeship, books relating 
 to, 89; their attitude toward apprenticeship sys- 
 tem, 25. 
 
 Trade unionists object to trade schools, 12. 
 
 Training rooms, for apprentices, 28; in factory, 52. 
 
 Tuition paid by a promissory note, 59. 
 
 Type of industrial education which controls appren- 
 tices outside of working hours, 57. 
 
 Types, of apprenticeship system, 28; advanced 
 type, 35. 
 
 Typographical Society of New Orleans, 26. 
 
 Underwood Typewriter Co., Hartford, 67. 
 
 Union Pacific R. R. apprentice school, 44. 
 
 United States, digest of apprentice laws, 93, 111; 
 extent of apprenticeship system, 17: its standing 
 in industry, 11; statutory regulation of appren- 
 tices, 25. 
 
 University of Cincinnati, cooperating with the Bul- 
 lock Works, 52; dept, of civil engineering, 54. 
 
 Unwillingness to employ boys under 16 or 17, 80. 
 
 Utah, digest of apprentice laws, 109. 
 
 Value, of industrial instruction, 71; of time taught 
 in shop, 86; of trade school compared with that 
 of apprenticeship system, 79. 
 
 Vermont, digest of apprentice laws, 109. 
 
 Views of manufacturers on cooperative student 
 work, 56. 
 
 Virginia, digest of apprentice laws, 109. 
 
 | Visits to neighboring shops made by apprentices, 39. 
 
 j Wage, maximum, at end of four years, 78. 
 
 Wages, good, earned at automatic machines, 78; of 
 apprentices, 58; gradual increase, 69. 
 
 Washington, digest of apprentice laws, 110. 
 
 Western Electric Company, Chicago, apprentice- 
 ship system, 49. 
 
 Westinghouse Air Brake Co., apprentice school, 46. 
 
 Westinghouse Electric Company, apprenticeship 
 system, 90. 
 
 West Virginia, dig st of apprentice laws, 110. 
 
 White, Wm. FI., 36. 
 
 William Tod Company, Youngstown, apprentice- 
 ship system, 48. 
 
 Wisconsin, digest of apprentice laws, 110. 
 
 Woodworkers, apprentices, 91. 
 
 Work, expected of apprentices, 34; spoiled, greatly 
 reduced in amount, 39. 
 
 Workmen refuse “to be teachers,” 85. 
 
 Workshop instructor, his work, 38. 
 
 Workshops for girls in Belgium, 21. 
 
 Wright, Carroll D., 1, 5, 7. 
 
 Yale and Towne Manufacturing Co., Stamford, 
 apprenticeship system, 32, 51, 72. 
 
 Young Men’s Christian Association, classes for ap- 
 prentices, 34, 72; classes can not meet the need 
 of apprentices, 41: night school at Indianapolis 
 61 ; schools in Philadelphia, 63. 
 
 o 
 
UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 7 
 
 WHOLE NUMBER 396 
 
 STATE SCHOOL SYSTEMS: 
 
 ii • 
 
 LEGISLATION AND JUDICIAL DECISIONS RELATING 
 TO PUBLIC EDUCATION, OCTOBER 1, 
 
 1906, TO OCTOBER 1, 1908 
 
 By EDWARD C. ELLIOTT 
 
 PROFESSOR OF EDUCATION IN 
 THE UNIVERSITY OF WISCONSIN 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1909 
 
 Fka n s as 
 
 STATE 
 
SPECIAL NOTE. 
 
 The citations and digests of the legal decisions relating to public education 
 contained in this number of the Bulletin have been derived, excepting as other- 
 wise indicated, from the American Digest, and the National Reporter System, 
 published by the West Publishing Company, of St. Paul, Minn., and copyrighted 
 by that company, which retains and reserves its exclusive rights to such mat- 
 ter. Citations and digests from the following publications are specifically copy- 
 righted : 
 
 American Digest, 1905A, Copyright 1905 by West Publishing Company. 
 
 American Digest, 1905B, Copyright 1906 by West Publishing Company. 
 
 American Digest, 1906A, Copyright 1906 by West Publishing Company. 
 
 American Digest, 1906B, Copyright 1907 by West Publishing Company. 
 
 American Digest, 1907A, Copyright 1907 by West Publishing Company. 
 
 American Digest, 1907B, Copyright 1908 by West Publishing Company. 
 
 American Digest, 1908A, Copyright 1908 by West Publishing Company. 
 
 American Digest, 1908B, Copyright 1908 by West Publishing Company. 
 
CONTENTS. 
 
 Page. 
 
 Letter of transmittal 5 
 
 Prefatory note 7 
 
 General explanations 9 
 
 Table of legislative sessions 9 
 
 Plan of classification 14 
 
 Bibliography 16 
 
 Legislation relating to public education: 
 
 A. Administrative control and supervision of elementary and secondary 
 
 education 21 
 
 B. State finance and support 73 
 
 C. Local finance and support 95 
 
 D. Buildings and sites 116 
 
 E. Teachers in elementary and secondary schools 128 
 
 F. Teachers: Employment, etc 138 
 
 G. Teachers: Professional training and education 171 
 
 H. School population and attendance 180 
 
 I. School discipline 203 
 
 J. Health regulations 208 
 
 K. Text-books and supplies 213 
 
 L. Subject-matter of instruction 226 
 
 M. Special types of school 231 
 
 N. Secondary education: High schools and academies 238 
 
 O. Technical and industrial — Elementary and secondary 245 
 
 P. Higher educational institutions 260 
 
 Q. Professional and higher technical education 272 
 
 R. Private and endowed higher institutions 281 
 
 S. Libraries # 284 
 
 T. Education of defectives 286 
 
 U. Education of dependents and delinquents 291 
 
 Recent decisions of federal and state supreme courts: 
 
 Explanatory statement 299 
 
 Jurisdiction of state departments of education: 
 
 I. New York: People ex rel. Walrath v. O’Brien 299 
 
 II. New York: Harris v. Draper 303 
 
 Status of evening high schools: 
 
 III. California: San Francisco Board of Education v. Hyatt 306 
 
 Status of kindergartens: 
 
 IV. California: Los Angeles County v. Kirk (state superintendent). 310 
 Sectarian instruction — Bible reading : 
 
 V. New York: O’Connor v. Hendrick (school trustee) et al 313 
 
 VI. Texas: Church v. Bullock et al 316 
 
 3 
 
4 
 
 CONTENTS. 
 
 Recent decisions of federal and state supreme courts — Continued. 
 
 Health regulations — vaccination : Page. 
 
 VII. Illinois: People v. Chicago Board of Education 320 
 
 VIII. North Carolina: Hutchins v. Durham School Committee 322 
 
 IX. New York: Viemeister v. White (president of board of educa- 
 tion) et al 324 
 
 X. Pennsylvania: Stull v. Reber et al 326 
 
 Discipline — rules and regulations: 
 
 XI. Illinois: Wilson v. Chicago Board of Education 329 
 
 XII. Wisconsin: State v. Board of School District No. 1 333 
 
 Teachers’ salaries: 
 
 XIII. Pennsylvania: Houston v. Central Board of Education of Pitts- 
 
 burg 336 
 
 Teachers’ licenses — revocation : 
 
 XIV. Indiana: Stone (county superintendent) v. Fritts 339 
 
 Transportation of pupils: 
 
 XV. Massachusetts: Interstate Consolidated Street Railway Co. v. 
 
 Commonwealth of Massachusetts 342 
 
 Index 345 
 
 % 
 
LETTER OF TRANSMITTAL. 
 
 Department of the Interior, 
 
 Bureau of Education, 
 
 IF ashing ton, November 10, 1908. 
 
 Sir: I have the honor to transmit herewith a manuscript entitled 
 “State School Systems: Legislation and Judicial Decisions relating 
 to Public Education, October 1, 1906, to October 1, 1908,” which has 
 been prepared by Prof. Edward C. Elliott, of the University of Wis- 
 consin, and to recommend its publication in the Bulletin of the 
 Bureau of Education. 
 
 Two years ago Professor Elliott prepared a similar digest, cov- 
 ering the two-year period from October 1, 1904, to October 1, 1906. 
 This was intended particularly for the use of state education offices 
 and the education committees of the state legislatures then about 
 to convene. Abundant evidence has been received of the usefulness 
 of that publication to the officials for whose use it was primarily 
 intended, and also to many other persons engaged in the compara- 
 tive study of educational legislation and administration. The digest 
 herewith presented has been prepared in a more leisurely and thor- 
 ough manner than was possible in the case of the earlier publica- 
 tion, and will, it is believed, be found still more serviceable in many 
 directions. The object chiefly in view in offering it for publication 
 is the same as that set forth above in the case of the legislative 
 number of the Bulletin of 1906. It is believed that it will answer 
 numerous inquiries which are likely to arise in the course of legis- 
 lative procedure affecting education in the several States, and that 
 in this way it will contribute in no small measure to the end pro- 
 posed for the Bureau of Education in the act of March 2, 1867, estab- 
 lishing this office, that of “ diffusing such information respecting the 
 organization and management of schools and school systems * * * 
 
 as shall aid the people of the United States in the establishment and 
 maintenance of efficient school systems, and otherwise promote the 
 cause of education throughout the country.” 
 
 Very respectfully, 
 
 Elmer Ellsworth Brown, 
 
 Commissioner. 
 
 The Secretary of the Interior. 
 

PREFATORY NOTE. 
 
 The following work, relating to current educational legislation 
 and judicial decisions in the United States as generally affecting the 
 organization and administration of the state school systems, was 
 undertaken at the instance of the Commissioner of Education of the 
 United States, Dr. Elmer Ellsworth Brown. It is in continuation of 
 the plan inaugurated two years ago, which resulted in a similar pub- 
 lication covering the period 1904-1906 (Bulletin, 1906: No. 3). The 
 very evident wide usefulness of that publication, together with its 
 cordial reception by those for whom it was intended, seem to justify 
 its successor at this time. 
 
 The work of preparation of the present number has been carried 
 forward principally in the Wisconsin state library and the law library 
 of the University of Wisconsin, at Madison. To the members of 
 the staff of each of these libraries I am indebted in the largest measure 
 for their continued and courteous assistance in placing the necessary 
 facilities at my disposal. In this connection I desire especially to 
 mention Mr. Gilson G. Glazier, librarian, and Mr. William H. 
 Orvis, assistant librarian, of the state library. Dr. Charles McCarthy, 
 librarian of the Wisconsin legislative reference library, has by his 
 advice and continued helpfulness furthered in numerous ways the 
 progress of my task. Mr. W. L. Bailey and Miss Elizabeth McKee, of 
 the University of Wisconsin, have rendered much timely and valuable 
 aid in the correction of the manuscript and proof. 
 
 The conditions under which this work was undertaken would have 
 made impossible the incorporation of those portions dealing with judi- 
 cial decisions relating to education had not Mr. H. E. Randall, editor- 
 in-chief of the West Publishing Company, generously granted per- 
 mission to make use of invaluable copyrighted material. 
 
 With but one or two exceptions the various state superintendents 
 of public instruction, or the corresponding state educational officers, 
 have responded to a request for information regarding the character 
 and importance of the legislation enacted in their several States dur- 
 ing the period under consideration. The assistance of these officers 
 has added much to the value and quality of the results I have 
 attempted to set forth, and I take this opportunity of expressing my 
 appreciation of sjich assistance. 
 
8 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 Throughout, the spirit of hearty cooperation, characteristic of the 
 attitude of all those upon whom I have had to depend, and especially 
 so of the various members of the staff of the Bureau of Education, 
 has contributed to make my work far less arduous and far more 
 profitable than it otherwise would have been. 
 
 In spite of the care in preparation, a piece of work of this kind 
 contains possibly some minor errors. For these, and perhaps larger 
 ones, I alone am responsible. 
 
 The University of Wisconsin, 
 
 November I, 1908. 
 
 Edward C. Elliott. 
 
STATE SCHOOL SYSTEMS: LEGISLATION AND 
 JUDICIAL DECISIONS RELATING TO PUBLIC 
 EDUCATION, OCTOBER 1, 1906, TO OCTOBER 1, 
 1908. 
 
 GENERAL EXPLANATIONS. 
 
 Scope and plan . — In the following pages an attempt has been made 
 to classify and to analyze the changes wrought in the public school 
 systems of the various States and Territories by the legislative meas- 
 ures enacted during the past two years, October 1, 1906, to October 
 1, 1908. Supplementary to this legislative material, there are also 
 included digests of or citations to those decisions of the state supreme 
 courts containing important interpretations of statutes relating to 
 public education, or defining in a significant way the status of the 
 public schools. 
 
 Legislative sessions are biennial in all the States and Territories 
 except in Georgia, Massachusetts, New Jersey, Ne\v York, Rhode 
 Island, and South Carolina, where they are annual, and in Alabama, 
 where they are quadrennial. Consequently, the period selected 
 includes the enactments of one session of the legislature in most of 
 the States and all of the Territories, and of two sessions in the case 
 of the States holding annual sessions.® In addition, the acts of extra 
 legislative sessions held in several of the States have been examined 
 for measures relative to the public school system. 
 
 The following table displays the time of meeting of those legisla- 
 tures the enactments of which have been presented : 
 
 Table of legislative sessions, October 1, 1906, to October 1, 1908. 
 
 Alabama 
 
 Jan. 
 
 8, 1907, to Mar. 
 
 6, 1907 
 
 Alabama (adjourned) 
 
 July 
 
 12, 1907, to Aug. 
 
 12, 1907 
 
 Arizona 
 
 Jan. 
 
 21, 1907, to Mar. 
 
 21, 1907 
 
 Arkansas 
 
 Jan. 
 
 14, 1907, to May 
 
 14, 1907 
 
 California 
 
 Jan. 
 
 7, 1907, to Mar. 
 
 12, 1907 
 
 Colorado 
 
 Jan. 
 
 2, 1907, to Apr. 
 
 1, 1907 
 
 Connecticut 
 
 
 9, 1907, to Aug. 
 
 1, 1907 
 
 Delaware 
 
 Jan. 
 
 1, 1907, to Mar. 
 
 25, 1907 
 
 “ The acts of the 1908 session of the legislature of Georgia have been excluded, owing 
 to the delay in printing. The acts of the 1906 session, excluded on this account from 
 the bulletin issued in 1906, have been included here. 
 
 9 
 
10 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 Florida 
 
 Apr. 
 
 2, 1907, to May 
 
 31, 1907 
 
 
 [June 
 
 27, 1906, to Aug. 
 
 16, 1906 
 
 Georgia 
 
 < June 
 
 26, 1907, to Aug. 
 
 17, 1907 
 
 
 [June 
 
 24, 1908, to Aug. 
 
 13, 1908 
 
 Idaho 
 
 Jan. 
 
 7, 1907, to Mar. 
 
 8, 1907 
 
 Illinois 
 
 Jan. 
 
 9, 1907, to May 
 
 16, 1907 
 
 Indiana 
 
 Jan. 
 
 10, 1907, to Mar. 
 
 11, 1907 
 
 Indiana (extra) 
 
 Sept. 
 
 18, 1908, to Sept. 
 
 30, 1908 
 
 Iowa 
 
 Jan. 
 
 14, 1907, to Apr. 
 
 9, 1907 
 
 Kansas 
 
 Jan. 
 
 8, 1907, to Mar. 
 
 14, 1907 
 
 Kansas (extra) 
 
 Jan. 
 
 16, 1908, to Feb. 
 
 4, 1908 
 
 Kentucky 
 
 Jan. 
 
 7, 1908, to Mar. 
 
 17, 1908 
 
 Louisiana (extra) 
 
 Nov. 
 
 11, 1907, to Dec. 
 
 5, 1907 
 
 Louisiana 
 
 May 
 
 11, 1908, to July 
 
 9, 1908 
 
 Maine 
 
 Jan. 
 
 2, 1907, to Mar. 
 
 28, 1907 
 
 Maryland 
 
 Jan. 
 
 1, 1908, to Apr. 
 
 9, 1908 
 
 
 f Jan. 
 
 2, 1907, to June 
 
 28, 1907 
 
 Massachusetts ' 
 
 Ijan. 
 
 1, 1908, to June 
 
 13, 1908 
 
 Michigan 
 
 Jan. 
 
 2, 1907, to June 
 
 29, 1907 
 
 Minnesota 
 
 Jan. 
 
 8, 1907, to Apr. 
 
 24, 1907 
 
 Mississippi 
 
 Jan. 
 
 7, 1908, to Apr. 
 
 21, 1908 
 
 Missouri 
 
 Jan. 
 
 2, 1907, to Mar. 
 
 16, 1907 
 
 Missouri (extra) 
 
 Apr. 
 
 9, 1907, to May 
 
 13, 1907 
 
 Montana. 
 
 Jan. 
 
 7, 1907, to Mar. 
 
 7, 1907 
 
 Nebraska 
 
 Jan. 
 
 1, 1907, to Apr. 
 
 4, 1907 
 
 Nevada 
 
 Jan. 
 
 21, 1907, to Mar. 
 
 21, 1907 
 
 New Hampshire 
 
 Jan. 
 
 2, 1907, to Apr. 
 
 5, 1907 
 
 New Jersey 
 
 Jan. 
 
 8, 1907, to Apr. 
 
 13, 1907 
 
 New Jersey (extra) 
 
 June 
 
 18, 1907, to Oct. 
 
 12, 1907 
 
 New Jersey 
 
 Jan. 
 
 14, 1908, to Apr. 
 
 14, 1908 
 
 New Mexico 
 
 Jan. 
 
 21, 1907, to Mar. 
 
 21, 1907 
 
 New York 
 
 Jan. 
 
 2, 1907, to June 
 
 26, 1907 
 
 New York (extra) 
 
 July 
 
 8, 1907, to July 
 
 26, 1907 
 
 New York 
 
 Jan. 
 
 1, 1908, to Apr. 
 
 23, 1908 
 
 New York (extra) 
 
 May 
 
 11, 1908, to June 
 
 11, 1908 
 
 North Carolina 
 
 Jan. 
 
 9, 1907, to Mar. 
 
 11, 1907 
 
 North Carolina (extra) 
 
 Jan. 
 
 21, 1908, to Feb. 
 
 3, 1908 
 
 North Dakota 
 
 Jan. 
 
 8, 1907, to Mar. 
 
 8, 1907 
 
 Ohio 
 
 Jan. 
 
 6, 1908, to May 
 
 11, 1908 
 
 Oklahoma 
 
 Dec. 
 
 2, 1907, to May 
 
 26, 1908 
 
 Oregon. 
 
 Jan. 
 
 14, 1907, to Feb. 
 
 23, 1907 
 
 Pennsylvania 
 
 Jan. 
 
 1, 1907, to May 
 
 16, 1907 
 
 i 1 
 
 Jan. 
 
 1, 1907, to Apr. 
 
 23, 1907 
 
 Rhode Island \ 
 
 Jan. 
 
 7, 1908, to May 
 
 26, 1908 
 
 ( 
 
 Jan. 
 
 8, 1907, to Feb. 
 
 16, 1907 
 
 South Carolina \ 
 
 Jan. 
 
 14, 1908, to Mar. 
 
 7, 1908 
 
 South Dakota 
 
 Jan. 
 
 8, 1907, to Mar. 
 
 8, 1907 
 
 Tennessee 
 
 Jan. 
 
 5, 1907, to Apr. 
 
 16, 1907 
 
 / 
 
 Jan. 
 
 8, 1907, to Apr. 
 
 12, 1907 
 
 Texas \ 
 
 Apr. 
 
 12, 1907, to May 
 
 11, 1907 
 
 Utah 
 
 Jan. 
 
 14, 1907, to Mar. 
 
 14, 1907 
 
 Vermont 
 
 Oct. 
 
 3, 1906, to Dec. 
 
 20, 1906 
 
 Virginia 
 
 Jan. 
 
 8, 1908, to Mar. 
 
 27, 1908 
 
GENERAL EXPLANATIONS. 
 
 11 
 
 Washington Jan. 14, 1907, to Mar. 14,1907 
 
 /Jan. 9, 1907, to Feb. . 22, 1907 
 West Virginia \Feb. 2 3, 1907 ? to Mar 5j 1907 
 
 West Virginia (extra) Jan. 28, 1908, to Mar. 3,1908 
 
 Wisconsin Jan. 9, 1907, to July 16,1907 
 
 Wyoming Jan. 8, 1907, to Feb. 16, 1907 
 
 To accomplish the purposes for which the bulletin is immediately 
 intended in as direct and brief a manner as possible, legislative 
 enactments of the following specific character pertaining to state 
 school systems have been included : 
 
 (1) All general permanent laws, whether new enactments or 
 amendments to general permanent laws already in force. 
 
 (2) Constitutional amendments, adopted or proposed, whether 
 general or local in their effect. 
 
 (3) Laws resulting in significant changes in the organization and 
 administration of public education in the larger and more impor- 
 tant cities of each State,® even when general in form and special in 
 application; provisions of new municipal charters, and amendments 
 to existing charters. 
 
 (4) Laws authorizing special appropriation for the establishment 
 of a new educational institution or class of institutions, and extraor- 
 dinary appropriations of wide general interest. 
 
 (5) Laws relating to the general administration, control, and 
 management of particular state educational institutions. 6 
 
 The following classes of legislation have been excluded from con- 
 sideration : 
 
 (1) . Laws providing for general appropriations. 
 
 (2) Special acts relating to particular individuals or minor 
 localities. 
 
 (3) Special and temporary acts, unless of more than local or 
 transitory concern.® 
 
 (4) Federal and local legislation relating to education in the Dis- 
 trict of Columbia, Alaska, Hawaii, Porto Rico, Philippine Islands, 
 and other insular possessions. 5 
 
 ° Such laws are, however, with few exceptions, m«-ely classified and digested in the 
 briefest possible manner. They have been reserved for complete analysis and treatment 
 in a separate bulletin dealing with city school systems, which is in preparation and to be 
 issued later. 
 
 b Legislative measures relating to certain classes of reformatory, charitable, and quasi 
 educational institutions have generally been omitted ; for complete explanation see foot- 
 note under section T, “ Education of defectives.” 
 
 c For instance, the appointment of the commission on industrial education in New 
 Jersey (see enactment No. 1284) ; or the appointment of the Collinwood School fire relief 
 commission in Ohio (see enactment No. 37) ; or the joint resolution of the Wisconsin 
 legislature (enactment No. 55) concerning a national system of education are included. 
 
 d The legislation relating to education enacted by the 59th Congress (1905-7) was sum- 
 marized in the Report of the Commissioner of Education for 1906, vol. 2, pp. 1229-55 ; 
 that by the 1st session of the 60th Congress (beginning Dec. 2, 1907) in the Report for 
 1908, vol. 1, pp. 109-120. 
 
12 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 In addition to the legislation above noted, digests of and citations 
 to recent decisions of the highest state courts of the following general 
 character have been likewise included : 
 
 (1) Those relative to the constitutionality of important statutes 
 concerning public education. 
 
 (2) Those presenting special interpretations of measures enacted 
 during the biennium 1906-1908. 
 
 (3) Those touching upon interests and principles of direct and 
 vital importance to our social policy in public education.® 
 
 Method of 'presentation . — With respect to the legislative material, 
 the aim has been to present in a concise and serviceable manner 
 the meaning and contents of each particular enactment, classified 
 in accordance with the writer’s best judgment. As a general thing 
 but one entry has been made for each of those laws treating of but 
 one particular topic or title. Frequently, where an enactment pos- 
 sesses a relation to two subjects, according to the scheme of classifi- 
 cation, a method of cross reference has been resorted to. Thus, for 
 example, enactment No. 133 (Kentucky) contains several important 
 items. In order to classify properly, several cross references are 
 given. (See enactments Nos. 19 and 1239.) 
 
 In a number of cases wherein a single law treats of a number of 
 diverse subjects or titles, or wherein the amendments to the educa- 
 tional code are grouped together in a single act or chapter, an effort 
 has been made to distribute the particular portions of such measures 
 so that the alterations produced in different directions would be evi- 
 dent. Such distribution has been indicated in an appropriate man- 
 ner, either by indicating a particular section of an individual chapter 
 or act, or otherwise. 
 
 Each law or separate title has been treated in one of three ways : 
 
 (1) Unimportant new laws and amendments have been indicated 
 as briefly as possible by title or otherwise. Where the title of the law 
 presents its import in a clear and concise manner it has been used, 
 sometimes by quotation and sometimes by such modifications of the 
 wording as would convey its significance in the best possible manner. 
 
 (2) Frequently, and esptcially in the ease of amendments to exist- 
 ing statutes, besides reference to the particular subject, more or 
 less explanatory matter has been added to bring out the exact change 
 produced. 
 
 (3) With important and far-reaching measures, in addition to the 
 title and digest of the subject-matter of the enactment, either the 
 whole or the most significant portion has been printed. * 
 
 a As, for example, the decision of the United States Supreme Court upholding the con- 
 stitutionality of the Massachusetts act requiring * street-railway companies to carry 
 school children for half fare. The text of this decision is given at the end of this bulletin. 
 
GENERAL EXPLANATIONS. 
 
 13 
 
 With respect to the judicial decisions, the method of simple citation 
 has been employed in the case of those of minor importance. Gen- 
 erally, however, a brief digest of pertinent points has been included. 
 In a few instances a complete syllabus of the decision has been pre- 
 sented. Appended to the main body of classified legislative and 
 judicial material, there has been included the complete text of a 
 number of recent court decisions, which are thought to be of more 
 than passing interest to those engaged in the work of administration 
 of public education. 
 
 Still further, by way of evaluation of the importance of laws and 
 decisions in the respective States, use has been made of the informa- 
 tion furnished by the various state superintendents and educational 
 officers. Laws and decisions which they have regarded as of the first 
 importance in the development and progress of the state’s educational 
 activities and system have been indicated by an asterisk (*). 
 
 Method of classification and arrangement . — In order to facilitate 
 presentation and to render this bulletin of ready service for reference, 
 the whole mass of the special class of educational legislation, together 
 with the digests of and citations to related judicial decisions, has 
 been carefully classified according to what seems to be a logical and 
 consistent scheme. At the sanje time, throughout, the effort has been 
 to avoid such complexity of classification as would tend to defeat its 
 purpose. L T nder each of the headings indicated has been placed all 
 of the matter properly belonging thereto, arranged alphabetically by 
 States. In addition, the enactments and decisions have been numbered 
 consecutively, thereby contributing to ease and readiness in discover- 
 ing matter of a particular type. Citations to and digests of judicial 
 decisions have been distinguished from legislative enactments by pre- 
 fixing a capital “ D ” before the reference number. The index at the 
 close of the bulletin further insures the discovery of legislation bear- 
 ing upon any single topic. 
 
 Typography . — In the case of each legislative item, the title of the 
 measure, whether given verbatim or in modified form, is printed in 
 the smaller type (8 point), leaded. Comments following the title of 
 the measure, or a brief summary of its provisions are printed in the 
 same type without leads. Direct quotations from the text of the 
 measure are printed in 8-point type without leads, and are inclosed 
 within quotation points. 
 
 The material taken from judicial decisions has been treated in the 
 same general way. 
 
 The reviews found in connection with each classified group of legis- 
 lation and decisions have been printed in the larger (10-point) type, 
 leaded. 
 
14 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 PLAN OF CLASSIFICATION.® 
 
 A. General Administrative Control and Supervision of Elementary and 
 
 Secondary Education. 
 
 a. General. 
 
 b. State boards and officers. 
 
 c. County boards and officers. 
 
 d. District, township, and municipal boards and officers. 
 
 e. School meetings; elections; qualifications for voters. 
 
 /. Administrative units: Districts, townships, municipalities, etc.; 
 formation ; division ; consolidation. 
 
 B. State Finance and Support. 
 
 a. General. 
 
 b. State school lands. 
 
 c. Permanent state school funds : Composition and investment. 
 
 d. State taxation for school purposes. 
 
 e. General apportionment of state school funds; special state aid 
 
 for elementary education. 
 
 f. Special state aid for secondary education. 
 
 C. Local (County, District, Municipal) Finance and Support. 
 
 a. General. 
 
 b. Local (county, district, municipal) finance and support; bonds 
 
 and indebtedness. 
 
 c. Local (county, district, municipal) taxation for school purposes. 
 
 D. Buildings and Sites. 
 
 a. General. 
 
 b. Buildings and sites ; State aid ; approval of plans. 
 
 c. Buildings and sites: Decoration; care; sanitation; inspection. 
 
 d. Buildings and sites : Prohibition districts. 
 
 e. U. S. flag in schools. 
 
 E. Teachers in Elementary and Secondary Schools. 
 
 a. Teachers: Qualifications; general. 
 
 b. Teachers’ examinations and certificates : General. 
 
 c. Teachers’ examinations and certificates: Special. 
 
 d. Teachers’ certificates; validity; indorsement; registration; revo- 
 
 cation. 
 
 e. Teachers’ certificates ; recognition of normal school, and college or 
 
 university diplomas. 
 
 /. Teachers’ associations. 
 
 F. Teachers : Employment ; Contract ; Appointment ; Dismissal. 
 
 a. General. 
 
 b. Teachers’ salaries. 
 
 c. Teachers’ pensions. 
 
 G. Teachers : Professional Training and Education. 
 
 a. University departments and schools of education. 
 
 b. State normal schools. 
 
 c. County and local normal and training schools. 
 
 d. Teachers’ institutes and summer schools. 
 
 “ This plan of classification is, with the addition of one or two minor subdivisions, 
 identical with that followed in the previous legislative bulletin (Bulletin, 1906: No. 3). 
 The advantages for comparative purposes are obvious. 
 
GENERAL EXPLANATIONS. 
 
 H. School Population and Attendance. 
 
 a. General. 
 
 * b. School census. 
 
 c. School year ; month ; day. 
 
 d. School holidays. 
 
 e. Place of attendance; transportation of pupils; consolidation 
 
 schools. 
 
 /. Compulsory attendance; child labor; truancy. 
 
 I. School Discipline. 
 
 a. General. 
 
 &. Corporal punishment. 
 
 c. Suspension and expulsion. 
 
 d. Fire drills. 
 
 J. Health Regulations. 
 
 a. General. 
 
 &. Physical examination and medical inspection. 
 
 K. Text-Books and Supplies. 
 
 a. General. 
 
 &. Free text-books, 
 
 c. Uniformity of text-books. 
 
 L. Subject-Matter of Instruction. 
 
 а. General. 
 
 б. History, civics, and patriotism. 
 
 c. Physical education. 
 
 d. Physiology ; hygiene ; alcohol ; narcotics. 
 
 e. Moral and ethical education. 
 
 /. Humane treatment of animals. 
 
 g. Music. % 
 
 h. Drawing. 
 
 i. Technical, manual, and industrial education. 
 
 j. Days of special observances. 
 
 k. Other special subjects. 
 
 M. Special Types of School. 
 
 a. General. 
 
 &. Kindergartens. 
 
 c. Evening schools. 
 
 d. Vacation schools and playgrounds. 
 
 e. University extension ; public lectures. 
 
 /. Farmers’ institutes, etc. 
 
 g. Private and endowed schools. 
 
 N. Secondary Education : High Schools and Academies. 
 
 O. Technical and Industrial : Elementary and Secondary. 
 
 P. Higher Educational Institutions. 
 
 а. General. 
 
 б. Finance; lands; support. 
 
 c. State universities and colleges. 
 
 Q. Professional and Higher Technical Education. 
 
 a. Teachers’ colleges and normal schools. 
 
 &. Agricultural colleges. 
 
 c. United States grant. 
 
 d. Mining schools. 
 
 e. Military schools. 
 
 f. Miscellaneous technical. 
 
16 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 R. Private and Endowed Higher Institutions: State Control. 
 
 S. Libraries. 
 
 a. Public-school libraries. 
 
 T. Education of Defectives. 
 
 а. General. 
 
 б. Deaf and dumb. 
 
 c. Blind. 
 
 d. Crippled and deformed. 
 
 e. Feeble-minded. 
 
 U. Education of Dependents and Delinquents. 
 
 a. General. 
 
 b. Truant and detention schools. 
 
 Method of citation. — At the end of each legislative entry will be 
 found the proper citation to the section: chapter, number of act, or 
 page (in the case of those States whose session laws are not numbered 
 consecutively) ; year, day, and month of approval or passage. In a 
 number of instances where enactments became operative at some date 
 after passage or approval, the date of operation follows in paren- 
 theses the date of passage or approval. 
 
 In the case of digests of and citations to judicial decisions the usual 
 method of reference to reports has been employed.® 
 
 An especial effort has been made to avoid arbitrary and technical 
 abbreviations in making citations. Consequently, but few have been 
 used and these only the most common and easily recognized ones. It 
 is thought that the resulting absence of ambiguity and confusion for 
 the lay and nontechnical reader more than compensates for the slight 
 increase in the volume of matter presented. 
 
 Reviews of legislation. — An effort has been made to characterize 
 briefly and to indicate the significant features of the legislation 
 included under each of the principal and important subjects as indi- 
 cated by the plan of classification. These reviews and decisions 
 (printed in large type) will be found immediately preceding the 
 classified list of enactments of each section. 
 
 BIBLIOGRAPHY OF RECENT EDUCATIONAL LEGISLATION. 
 
 The following titles relate to recent publications which have a 
 bearing upon some of the subjects with which this number of the 
 bulletin deals : 
 
 SCHOOL LAW. 
 
 Allen, Charles R. Educational progress for 1907. School review, 1G : 296-319, 
 May, 1908. 
 
 Thompson, William Oxley. A review of certain features of the year in school 
 administration. Ohio educational monthly, 57 : 392-398, September, 190S. 
 R6sum€ of legislation, revision of courses of study, new academic degrees. 
 
 a See p. 2 for note concerning use of copyrighted material. 
 
BIBLIOGRAPHY. 
 
 17 
 
 United States. Fifty-ninth Congress. Legislation relating to education enacted, 
 1905-1907. In United States. Bureau of Education. Report of the com- 
 missioner for the year 1906. Washington, Government Printing Office, 
 1908, v. 2, p. 1229-1255. 
 
 Vandewalker, Nina. Kindergarten legislation in the United States. American 
 school board journal, 37 : 3, 20, October, 1908. 
 
 History of public school kindergarten laws, States that have passed them, 
 and a discussion of the threatened elimination of the public school kinder- 
 garten in Wisconsin, by passage of law raising school age from 4 to 6 years. 
 
 Indiana. Recent school legislation in Indiana. School and home education, 
 28:113-115, November, 1908. 
 
 “ Seven of the laws passed by the sixty-fifth general assembly of Indiana in 
 1907 were formulated by an educational commission.” 
 
 Kansas. Educational commission. Recommendations as to needed legislaation 
 for the public schools of Kansas, proposed by the educational commission. 
 December, 1908. Topeka, State printing office, 1908. 47 p. 8°. (Bul- 
 letin no. 4) 
 
 Ohio. Heiermann, F., and others. Educational legislation in Ohio in relation 
 to Catholic interests * * * In Cathplic Educational Association. 
 
 Report of the proceedings and addresses, 1907. Columbus, Ohio. Pub- 
 lished by the association [1907], p. 66-99. 
 
 In Pennsylvania, p. 71-84 ; in New York, p. 84-89 ; in Illinois, p. 89-94 ; in 
 California, p. 94-99. 
 
 Mardis, S. K. The minimum salary law and state aid for weak school dis- 
 tricts. Ohio teacher, 28 : 538-534, July, 1908. 
 
 The Duval law of 1906 ; given in full. 
 
 The “ Small school board act.” American school board journal, 36 : 4, June, 
 1908. 
 
 Wilson, E. S. Enlarged powers and responsibilities of the state commissioner 
 of common schools. Ohio teacher, 28 : 387-389, April, 1908. 
 
 Zeller, J. W., chairman. Report of the committee on rural schools. Ohio 
 teacher, 28 : 389-91, April, 1908. 
 
 Report made to the Ohio school- improvement league. For a “ state system 
 of mandatory county supervision, coupled with optional township supervision and 
 centralization.” 
 
 Pennsylvania. Hamilton, Samuel. Some desirable features of a new school 
 code. Pennsylvania school journal, 56 : 390-95, March, 1908. 
 
 The State appointed a commission “ to revise and codify the school laws of the 
 State.” The article is a virile discussion of changes that should be made. 
 
 Norris, J. M. Revision of the school laws. Pennsylvania school journal, 56 : 483- 
 87, May, 1908. 
 
 Washington. Washington (State) Code Commission. Preliminary report, 
 Northwest journal of education, 20 : 10-12, September, 1908. 
 
 Commission created by the legislature in 1907 to revise the school laws. 
 
 Wisconsin. Kindergartens. Wisconsin. The proposed constitutional amend- 
 ment and the Wisconsin schools. Milwaukee, Wisconsin, 1908. 14 p. 8°. 
 
 (Milwaukee normal school. Bulletin, v. 5, no. 2, October, 1908.) 
 63470—09 2 
 
18 
 
 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 SCHOOL ADMINISTRATION. 
 
 Fairchild, Edward T. Bulletin of information regarding consolidation of rural 
 schools. Issued 1908. Topeka, State Printing Office, 1908. 48 p. 8°. 
 
 Hartman, Carl. A study in school supervision with special reference to rural 
 school conditions in Texas. Austin, Tex. [1907], 180 p. 8°. (Univer- 
 sity of Texas. Bulletin no. 90. General series, no. 16, March 1, 1907.) 
 
 Illinois. Educational commission. A tentative plan for a state board of edu- 
 cation. Springfield, 111., Phillips Brothers, 1908. 38 p. 8°. (Bulletin 
 no. 1.) 
 
 A tentative plan for a county board of education. With some 
 
 suggestions in regard to the county superintendency. Springfield, 111., 
 Phillips Brothers, 1908. 53 p. 8°. (Bulletin no. 2.) 
 
 A tentative plan for the certification of teachers. Springfield, 
 
 111., Phillips Brothers, 1908. 32 p. 8°. (Bulletin no. 3.) 
 
 A tentative plan for making the township the unit of school 
 
 organization. Springfield, 111., Phillips Brothers, 1908. 47 p. 8°. (Bul- 
 letin no. 4.) 
 
 Tentative recommendations concerning county teachers’ institutes 
 
 * * * Springfield, 111., Illinois State Journal Company, State Printers, 
 
 1908. 57 p. 8°. (Bulletin no. 5.) 
 
 Indiana. State education commission. Report of Indiana State Educational 
 Commission. Educator- journal, 7 : 289-96, February, 1907. 
 
 B. F. Moore, Marion, Ind., chairman. 
 
 Missouri. The 1907 fight for county school supervision. Missouri school jour- 
 nal, 24:146-52, April, 1907. 
 
 SCHOOL FUNDS. 
 
 Eliot, Charles William. The exemption of educational institutions from taxa- 
 tion. In Association of American Universities. Journal of proceedings 
 and addresses, 1906 [Chicago, University of Chicago Press] 1907, p. 48- 
 49, 107-108. 
 
 Tables, p. 107, 109-111. 
 
 Martin, O. B. School funds in the South. In Conference for education in the 
 South. Proceedings, 1908. Nashville, Tenn. Published by the executive 
 committee [1908], p. 56-63. 
 
 Ohio State Teachers’ Association. School revenue commission. Report. Colum- 
 bus, Ohio, 1907. 100 p. 8°. 
 
 Vermont. Special commission on permanent common-school fund. Report 
 [1906] Montpelier, Vt., Argus and Patriot press, 1906. 40 p. 8°. 
 
 TEACHERS. 
 
 Cubberley, Ellwood P. The certification of teachers. National society for the 
 scientific study of education. Fifth yearbook, part 2. Chicago, The 
 University of Chicago press, 1906. 93 p. 8°. 
 
 National Association of State Universities. Committee. Report upon the appli- 
 cation of the Association of State Universities for Recognition by the 
 Carnegie Foundation for the Advancement of Teaching. In its Trans- 
 actions and proceedings, 1907. Bangor, Me. Bangor Cooperative Print- 
 ing Company, p. 214-243. (Special session, January 22-23, 1908.) 
 
 Sies, Raymond W. Comparative study of minimum salary legislation. Educa- 
 tional review, 35 : 285-299, March, 1908. 
 
 Legal regulation of minimum salaries for teachers. 
 
 Same, 35 : 10-21, January, 1908. 
 
BIBLIOGRAPHY. 
 
 19 
 
 INDUSTRIAL EDUCATION. 
 
 [Connecticut] trade schools. Report of commission appointed in 1903 and pro- 
 posed law. 1907. 15 p. (Connecticut School Document. 1907, no. 3.) 
 
 [The Davis industrial bill] Western journal of education, 13 : 321-325, June, 
 1908. 
 
 Draper, Andrew Sloan. Our children, our schools, and our industries. In 
 New York. State Teachers’ Association. Proceedings, 1907. Albany, 
 University of the State of New York, 1908. p. 32-78. (Education de- 
 partment. Bulletin no. 424, May, 1908.) 
 
 Hays, Willet Martin. Agriculture, industries, and home economics in our 
 public schools. In National education association. Department of super- 
 intendence. Proceedings, 1908 [Chicago, 111., University of Chicago press], 
 p. 65-78. 
 
 A discussion of present status of agriculture and domestic economics in 
 public education, and the Davis bill for government aid to secondary schools. 
 
 CHILD LABOR. 
 
 Child labor legislation. Schedules of existing statutes and the standard child- 
 labor law. Handbook, 1907-8. Philadelphia. American academy of 
 political and social science, 1907-8. 2 v. 8°. 
 
 Sullivan, James D. A summary of the compulsory attendance and child-labor 
 laws of the States and Territories of the United States. Albany, 1907. 
 112 p. 8°. (New York State library bulletin, 114.) 
 
LEGISLATION AND JUDICIAL DECISIONS 
 DELATING TO PUBLIC EDUCATION. 
 
 [Enactments which have been reported by the chief officers of the several state educa- 
 tional systems as of the first importance in the development of those systems are 
 indicated by an asterisk (*).] 
 
 A. ADMINISTRATIVE CONTROL AND SUPERVISION OF ELE- 
 MENTARY AND SECONDARY EDUCATION. 
 
 (a) General.® 
 
 Of the legislation relating to the general administrative control and 
 supervision of public education, the several enactments creating 
 special commissions: Illinois (12), Iowa (14), Kentucky (20), North 
 Dakota (35), Pennsylvania (47), Tennessee (50), Virginia (52), and 
 Washington (53), for the purpose of revising the laws pertaining 
 to the public-school systems, or proposing plans of reorganization 
 to succeeding legislatures, are especially worthy of note. The spirit 
 of this movement for a better adaptation of the educational organi- 
 zation v to modern needs is well indicated by the duties assigned to 
 the Illinois commission — “ to make a thorough investigation of the 
 common-school system of Illinois, and the laws under which it is 
 organized and operated; to make a comparative study of such other 
 school systems as may seem advisable and to submit to the forty- sixth 
 general assembly a report, including such suggestions, recommenda- 
 tions, revisions, additions, corrections, and amendments as the com- 
 mission shall deem necessary.” In this connection, also, the general 
 revision of the educational code effected in Nevada (79), New Mexico 
 (32), West Virginia (54), and South Dakota (100), may be men- 
 tioned. 
 
 The recently adopted constitution of Oklahoma (42) , and the pro- 
 posed new constitution for Michigan (27), contain evidence of the 
 modern progressive educational sentiment. The resolution in Wis- 
 consin (55), requesting Congress to bring about an amendment to 
 
 a Several States, among others Mississippi and Vermont, compiled and adopted a revised 
 code of general laws during the biennium. These new codes contain numerous changes 
 in the school laws, which, however, have not been included in this analysis of legislation. 
 In several instances, notably Maryland, the complete volume of session laws for 1903 
 has not been available for the purposes of this publication. In such instances, what- 
 ever legislative material has been included has been derived from incidental sources of 
 information, and consequently omissions of probably important material have been 
 unavoidable. 
 
 21 
 
22 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 the Federal Constitution providing for an harmonious system of edu- 
 cation throughout the country, is concrete evidence of what seems to 
 be a growing popular feeling that the scope of the educational activity 
 of the Federal Government should be greatly extended. The proposal 
 in Wisconsin (57) to raise the lower limit of school age from four 
 years to six years, has provoked considerable discussion by reason of 
 a possible interference with the conduct of kindergartens as a part 
 of the public-school system. The somewhat comprehensive Okla- 
 homa (43) measure, providing against nepotism in educational affairs, 
 is not without significance. The creation of the “ Collinwood fire 
 commission ” in Ohio (37) is a reminder of the extraordinary respon- 
 sibility that public-school officials must assume, in order properly to 
 discharge their duties and fully to safeguard the lives of public-school 
 children. 
 
 Of the supreme court decisions classified in this section those of 
 Arkansas (3), New York (34), and Ohio (41), relative to the vacci- 
 nation of school children; those of Kansas (7), (18), Kentucky (21), 
 and Oklahoma (45), relative to separate schools for white and col- 
 ored children, and that of Montana (28), relative to county high 
 schools, seem to possess more than passing interest. 
 
 1. Alabama: Directing an examination to be made of the affairs of the Tuske- 
 gee Normal and Industrial Institute. Report to be made to legislature. 
 
 H. Jt. Res. No. 21, p. 75, Jan. 28, 1907. 
 
 D2. Alabama (1906) : Laws, 1903, p. 290, relating to the redistricting of public 
 schools, is a restatement of the entire law on the subject, and iff regard 
 to the management and control of the same, and was intended to set 
 up a new system, so that whatever power any school officer may have on 
 these subjects must be derived from the act. — Gibson v. Mabrey, 40 So., 
 297. 
 
 D 3. Arkansas (1907) : A rule of a school board of a city, providing that pupils 
 before admission to the schools shall be vaccinated, adopted to prevent 
 the spread of smallpox, and pursuant to the orders of the board of health 
 of the city and advice of physicians is not an unreasonable regulation, 
 and will not be set aside by the courts. — Auten v. Board of Directors of 
 Special School Dist. of Little Rock, 104 S. W., 130. 
 
 4. California: Proposing amendment to sec. 6, art. 9, constitution, 1879, as 
 amended Nov. 4, 1902, relative to the public-school system. 
 
 Defining status of evening, elementary, and secondary schools as parts 
 of the public-school system. — Adopted, November, 1908. 
 
 Jt. Res., chap. 21, p. 1275, Mar. 6, 1907. 
 
 D 5. California (1905) : General laws regulating public schools control, con- 
 flicting provisions of city charters. — McKenzie v. Board of Education of 
 City and County of San Francisco, 82 P., 392. 
 
 The charter of a city and the general law should be construed together 
 by the court, and made to harmonize, so as to give effect to each, if pos- 
 sible. — McKenzie v. Board of Education of City and County of San Fran- 
 cisco, 82 P., 392. 
 
 D 6. Colorado (1904) : The decisions of the state board of education which 
 Mills’ Ann. St., sec. 3966, conferring on it power to decide questions of 
 law and fact, provides shall be final, are not final in the sense that they 
 are not reviewable by the courts; otherwise the statute would violate 
 constitution, art. 6, sec. 1, vesting the judicial power in the courts there 
 enumerated. — People v. Vanhorn, 77 P., 978. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 23 
 
 7. Connecticut: Authorizing secretary of state board of education to compile 
 and cause to be printed for distribution 2,500 copies of the laws relating 
 to education. 
 
 Special acts No. 20, Mar. 14, 1907. 
 
 S. Connecticut: Continuing the joint standing committee on education with in- 
 structions to inquire into the conditions and progress of common-school 
 education. 
 
 S. Jt. Res. No. 887 (No. 465, special acts), July 31, 1907. 
 
 9. Delaware: Authorizing the secretary of state to have printed for distribu- 
 tion, 1,000 copies of the school laws. 
 
 Jt. Res. chap. 270, Mar. 9, 1907. 
 
 D10. Florida (1905) : Laws 1905, chap. 5384, establishing the state board of 
 control, is not in conflict with constitution, art. 12, sec. 3, providing that 
 the state board of education shall have supervision of schools of higher 
 grades. State v. Bryan, 30 So., 929. 
 
 Laws 1905, chap. 5384, is not a revision of all the statutes of the State 
 on the subject of the various colleges and schools of the State above 
 the grade of common free schools, but is an independent act covering a 
 general and comprehensive subject. — State v. Bryan, 39 So., 929. 
 
 Dll. Georgia (1907) : An act approved Aug. 23, 190d (acts, 1905, p. 425), as 
 amended by act Aug. 21, 1906 (acts, 1906, p. 61), known as the “Mc- 
 Michael School Law,” is not subject to the objection that it violates the 
 constitution or civ. code 1895, sec. 5779, declaring that no law or section of 
 the code shall be repealed or amended unless the act making such amend- 
 ment or affecting such repeal distinctly describes the act to be amended 
 or repealed ; this provision of the constitution having no application to 
 repeals by implication. — Edalgo v. Southern Ry. Co., 58 S. E., 846. 
 
 12*. Illinois: Creating an educational commission, defining its powers and du- 
 ties, and making an appropriation therefor. 
 
 Authorizing governor to nominate, and by and with advice of senate, 
 appoint six persons representing the various phases of educational work 
 within the State, who, together with the superintendent of public instruc- 
 tion, shall constitute a commission to investigate the common-school 
 system of the State and compare it with other systems. Defining powers 
 and duties and making appropriation. 
 
 H. B. 742, p. 24, May 25, 1907. 
 
 D 13. Indiana (1907)®: The establishment and regulation of public schools 
 rests primarily with the legislative department. — Stone v. Fritts, 82 N. E., 
 792. 
 
 14*. Iowa: 6 Creating a commission to examine, review, and codify the laws 
 relating to public schools. 
 
 Providing for the organization, expenses, powers, and compensation 
 of commission. Report to be made on or before Nov. 1, 1908. 
 
 Chap. 222, Apr. 13, 1907. 
 
 D 15. Iowa (1905) : Acts twenty-seventh general assembly, p. 48, chap. 84, is 
 entitled “ An act to amend secs. 2728, 2730, 2731, and 2732, and repeal 
 sec. 2733 of the code, and enact a substitute therefor in relation to county 
 schools,” and sec. 4 of the statute provides that, should there be more 
 applicants for admission to a county high school from any school corpora- 
 tion than the corporation’s proportionate number of pupils the school 
 corporation from which they attend shall pay their tuition out of its 
 contingent fund. Held, that the statute is not invalid on the ground that 
 the legislature had no power to compel a school corporation to pay for the 
 education of pupils attending the high school without the corporation’s 
 consent. — Boggs v. School Tp. of Cass, Guthrie County, 102 N. W., 796. 
 
 ° The complete text of decision is given in the closing division of this bulletin. 
 
 6 Through the courtesy of the chairman, Prof. Frederick B. Bolton, of the University 
 of Iowa, I have had an opportunity of reading the manuscript of the report of this 
 commission. It is in the form of a carefully drawn bill, which introduces a number of 
 far-reaching changes in the educational organization of that State. 
 
24 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D16. Iowa (1906): Under code, secs. 2743, 2745, 2772, conferring on school 
 boards discretion to adopt and promulgate rules for the proper govern- 
 ment of schools, a rule so adopted will not be interfered with by the 
 courts, unless it is so far unreasonable as to amount to an abuse of 
 discretion. — Kinzer v. Directors of Independent School Dist. of Marion, 
 105 N. W., 686. 
 
 Whether a rule adopted by a school board, for the violation of which a 
 pupil was expelled, was reasonably within the jurisdiction of the board 
 conferred by code, secs. 2772, 2782, authorizing the board to make rules 
 and regulations for the government of schools and to expel students for 
 a violation of regulations, etc., was a question which was reviewable by 
 the courts and as to which the party aggrieved was not limited to an 
 appeal to the county superintendent.— Ibid. 
 
 The remedy for review of proceedings of a school board, either as 
 to law or fact, with reference to a subject within the board’s jurisdiction 
 and as to which it is vested with a discretion, is by appeal to the county 
 superintendent of schools, provided for by code, sec. 2818. — Ibid. 
 
 D17. Kansas (1906) : In the absence of a statute granting such power, a board 
 of education of a city of the second class has no right to establish sepa- 
 rate schools for white and colored children, and has no right to exclude 
 a colored pupil from any public school on the ground alone that such 
 pupil is colored.— Cartwright v. Board of Education of City of Coffey- 
 ville, 84 P., 382. 
 
 D 18. Kansas (1907) : Laws, 1889, p. 329, Chap. 227, is a special act providing 
 for the government of the public schools of the city of Wichita, a city 
 of the first class. Held to render all other provisions of the statutes 
 relating to the public schools inapplicable to the public schools of 
 Wichita, and, as it has not been amended or repealed, does not authorize 
 the maintenance of separate schools for the education of white and 
 colored children. — Bowles v. Board of Education of City of Wichita, 91 
 P., 88. 
 
 In the absence of statutory authority the board of education of the city 
 of Wichita has no right to exclude a child by reason of its color from 
 any public school of the city. — Ibid. 
 
 19. Kentucky: See enactment No. 133. 
 
 20*. Kentucky: Creating an educational commission, defining its powers and 
 duties, and providing for its expenses. 
 
 “ Sec. 2. Said commission shall consist of the governor, the superin- 
 tendent of public instruction, one member of the senate to be chosen by 
 the senate, upon the passage and approval of this act, one member of 
 the house of representatives to be chosen by the house of representatives 
 upon the passage and approval of this act, one woman to be chosen by 
 the Kentucky Federation of Women’s Clubs, the president of the State 
 University, the president of the Eastern State Normal School, the presi- 
 dent of the Western State Normal School, one representative of the 
 colleges of Kentucky, one superintendent of city schools and one super- 
 intendent of county schools. The three members last named shall be 
 appointed by the governor upon the passage and approval of this act. 
 The superintendent of public instruction shall ex officio be chairman of 
 the commission. All vacancies that may occur by resignation or other- 
 wise shall be filled by the governor.” 
 
 “ Sec. 4. It shall be the duty of the educational commission to make 
 a thorough investigation of the whole school system and all the educa- 
 tional interests of Kentucky and the laws under which the same are 
 organized and operated ; to make a comparative study of such other 
 school systems as may seem advisable and to submit to the next general 
 assembly a report embracing such suggestions, recommendations, re- 
 visions, additions, corrections, and amendments as the commission shall 
 deem necessary.” 
 
 Chap. 65, Mar. 17, 1908. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 25 
 
 D 21. Kentucky (1906) : Act March 22, 1904, p. 181, chap. 85, prohibiting main- 
 tenance of institution of learning for white and negro races, held within 
 police power, and valid. — Berea College v. Commonwealth (94 S. W.), 623. 
 
 Act March 22, 1904, p. 181, chap. 85, prohibiting branches of institution 
 of learning within 25 miles of each other for white and colored persons, 
 held not within police power. — Ibid. 
 
 Act March 22, 1904, p. 181, chap. 85, prohibiting maintenance of insti- 
 tutions of learning for both white and colored persons, held not a depri- 
 vation of equal protection of law, or of due process of law. — Ibid. 
 
 The right to teach white and negro children in a private school at the 
 same time and place is not a property right. — Ibid. 
 
 The Supreme Court of the United States, in the case of Berea College v. 
 The Commonwealth of Kentucky, in error to the court of appeals of the 
 State of Kentucky, gave judgment as follows (1908) : “The act of 1904 
 forbids ‘ any person, corporation, or association of persons to maintain or 
 operate any college,’ etc. Such a statute may conflict with the Federal 
 Constitution in denying to individuals powers which they may rightfully 
 exercise, and yet, at the same time, be valid as to a corporation created 
 by the State. 
 
 “ It may be said that the court of appeals sustained the validity of this 
 section of the statute, both against individuals and corporations. It 
 ruled that the legislation was within the power of the State, and that 
 the State might rightfully thus restrain all individuals, corporations, and 
 associations. * * * 
 
 “ The statute is clearly separable and may be valid as to one class 
 while invalid as to another. Even if it were conceded that its assertion 
 of power over individuals can not be sustained, still it must be upheld so 
 far as it restrains corporations. * * * 
 
 “ We need concern ourselves only with the inquiry whether the first 
 section can be upheld as coming within the power of a State over its own 
 corporate creatures. We are of opinion * * * that it does come 
 
 within that power, and on this ground the judgment of the court of ap- 
 peals of Kentucky is affirmed.” — 89 U. S., Ct. Rep., 33. 
 
 D 22. Kentucky ( 1907 ) : The determination of the cases of extreme emergency 
 within Ky. St. 1903, sec. 4428, providing that no school district established 
 shall include less than 45 pupil children, except in cases of extreme 
 emergency, is confided, in the first instance to the county superintendent, 
 who acts judicially, and, in case he errs, an appeal may be prosecuted 
 to the superintendent of public instruction, and, when these officials 
 have determined that an extreme emergency exists, the courts can not 
 interfere unless the power to act did not exist for want of notice re- 
 quired by sec. 4472, or unless the power was manifestly abused. — Gividen 
 v. Trustees of Common School Dist. No. 54, 102 S. W., 1191 ; 31 Ky. Law 
 Rep., 633. 
 
 23. Louisiana: Preventing school officials and public school teachers from act- 
 
 ing as agents for or receiving gifts, rebates, commissions, or fees from 
 individuals or companies that manufacture, handle, or sell any kind of 
 school books, school supplies, school furniture, or school building mate- 
 rial, and providing penalties for same. 
 
 Act No. 287, July 9, 1908. 
 
 24. Massachusetts: Providing for the printing of 1,200 additional copies of the 
 
 report of the commission on industrial education. 
 
 Resolves, chap. 75, May 3, 1907. 
 
 25. Massachusetts: Amending sec. 173, chap. 102, Revised Laws, 1902, as 
 
 amended by sec. 5, chap. 460, acts, 1904, relative to licenses and municipal 
 regulations of exhibitions, shows, and amusements. 
 
 Adding clause exempting entertainments given in public school build- 
 ings by and for the benefit of the pupils and under the supervision of 
 the school authorities from the requirement for license. 
 
 Chap. 309, Apr. 18, 1907. 
 
26 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8, 
 
 D26. Massachusetts (1906) : Where a school committee determined to close a 
 school because of lack of pupils, it would be presumed, in the absence 
 of evidence to the contrary, that the committee acted in good faith, and 
 that their judgment was correct. — Morse v. Ashley (79 N. E.), 481. 
 
 27. Michigan: Provision concerning education in proposed new constitution 
 (Adopted, November 3, 1908) : 
 
 Article XI. 
 
 EDUCATION. 
 
 “ Section 1. Religion, morality and knowledge being necessary to good 
 government and the happiness of mankind, schools and the means of edu- 
 cation shall forever be encouraged.” 
 
 “ The above preamble is a quotation from the Ordinance of 1787. It is 
 deemed a fitting introduction to this article.” 
 
 “ Sec. 2. A superintendent of public instruction shall be elected at the 
 regular election to be held on the first Monday in April, nineteen hundred 
 nine, and every second year thereafter. He shall hold office for a period 
 of two years from the first day of July following his election and until 
 his successor is elected and qualified. He shall have general supervision 
 of public instruction in the state. He shall be a member and secretary 
 of the state board of education. He shall be ex-officio a member of all 
 other boards having control of public instruction in any state institution, 
 with the right to speak but not to vote. His duties and compensation 
 shall be prescribed by law.” 
 
 “ This section takes the place of sec. 1, art. XIII of the present constitu- 
 tion, and includes certain provisions of sec. 1, art. VIII, and sec. 1, art. IX. 
 The propositions to make the office of superintendent of public instruction 
 elective at the April election, to make him a member of the state board of 
 education and other educational hoards are not found in the existing consti- 
 tution. The first change is designed to place his selection on the same basis 
 as the selection of regents and judges, and the second is a recognition of 
 certain present statutory provisions.” 
 
 “ Sec. 3. There shall be a board of regents of the university, consisting 
 of eight members, who shall hold the office for eight years. There shall 
 be elected at each regular biennial spring election two members of such 
 board. When a vacancy shall occur in the office of regent it shall be 
 filled by appointment of the governor.” 
 
 “ No change is made from sec. 6, art. XIII of the present constitution, 
 except to improve the phraseology and to eliminate obsolete matter.” 
 
 “ Sec. 4. The regents of the university and their successors in office 
 shall continue to constitute the body corporate known as ‘ The Regents of 
 the University of Michigan.’ ” 
 
 “ No change from sec. 7, art. XIII of the present constitution, exeept to 
 improve the phraseology.” 
 
 “ Sec. 5. The regents of the university shall, as often as necessary, 
 elect a president of the university. The president of the university and 
 the superintendent of public instruction shall be ex-officio members of 
 the board of regents, with the privilege of speaking but not of voting. 
 The president shall preside at the meetings of the board and be the prin- 
 cipal executive officer of the university. The board of regents shall have 
 the general supervision of the university and the direction and control of 
 all expenditures from the university funds.” 
 
 “ No change from sec. 8, Art. XIII of the present constitution except to im- 
 prove the phraseology and make the superintendent of public instruction an 
 ex-officio member of the board of regents with the power of speaking but not 
 of voting. It was deemed desirable that the superintendent be given the 
 same relation to the board of regents as he now occupies to the other educa- 
 tional boards of the state.” 
 
 “ Sec. 6. The state board of education shall consist of four members. 
 On the first Monday in April, nineteen hundred nine, and at each suc- 
 ceeding biennial spring election, there shall be elected one member of such 
 board who shall hold his office for six years from the first day of July 
 following his election. The state board of education shall have general 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 27 
 
 supervision of the state normal college and the state normal schools, and 
 the duties of said board shall be prescribed by law.” 
 
 “ No change from sec. 9, Art. XIII of the present constitution, except to 
 provide for the election of members of said board at the spring election, and 
 to improve the phraseology. Reference to the superintendent of public 
 instruction is omitted, but by the provisions of section 2 of this article he is 
 made one of the members of said board.” 
 
 “ Sec. 7. There shall be elected on the first Monday in April, nine- 
 teen hundred nine, a state board of agriculture to consist of six members, 
 two of whom shall hold the office for two years, two for four years and 
 two for six years. At every regular biennial spring election thereafter, 
 there shall be elected two members whose term of office shall be six years. 
 
 The members thus elected and their successors in office shall be a body 
 corporate to be known as ‘ The State Board of Agriculture.’ ” 
 
 “ This is a new section making the state board of agriculture a constitu- 
 tional board, elected by the people, instead of a statutory board appointed by 
 the governor as it has existed since 1861. The object of the change is to 
 make it a non-partisan board as near as may be and secure its permanence.” 
 
 “ Sec. 8. The state board of agriculture shall, as often as necessary, 
 elect a president of the agricultural college, who shall be ex-officio a 
 member of the board with the privilege of speaking but not of voting. 
 He shall preside at the meetings of the board and be the principal execu- 
 tive officer of the college. The board shall have the general supervision 
 of the college and the direction and control of all agricultural college 
 funds ; and shall perform such other duties as may be prescribed by law.” 
 
 “ This is also a new section, supplementary to the preceding one. Its 
 purpose is to define the organization, power and duties of the state board of 
 agriculture.” 
 
 “ Sec. 9. The legislature shall continue a system of primary schools 
 whereby every school district in the state shall provide for the educa- 
 tion of its pupils without charge for tuition; and all instruction in such 
 schools shall be conducted in the English language. If any school dis- 
 trict shall neglect to maintain a school within its borders as prescribed 
 by law for at least five months in each year, or to provide for the educa- 
 tion of its pupils in another district or districts for an equal period, it 
 shall be deprived for the ensuing year of its proportion of the primary 
 school interest fund.” 
 
 “ This section covers secs. 4 and 5, Art. XIII of the present constitution. 
 The change made is to the effect that if any school district does not maintain 
 a school for five months in each year, instead of three months as now provided, 
 such district shall forfeit its proportion of the ‘ primary school interest 
 fund.’ instead of the ‘ income of the primary school interest fund and of all 
 funds arising from taxes for the support of schools,’ as now provided. The 
 purpose of the increase from three to five months is to provide for the better 
 education of the young, and the provision as to forfeiture is changed so as to 
 exclude everything except the primary school interest fund. The provision 
 for the education of pupils in another district than that of their residence is 
 to accommodate sparsely populated school districts.” 
 
 “ Sec. 10. The legislature shall maintain the university, the college 
 of mines, the state agricultural college, the state normal college, and 
 such state normal schools and other educational institutions as may be 
 established by law.” 
 
 “ This is a new section and renders it mandatory upon the legislature to 
 maintain the educational institutions therein specified.” 
 
 “ Sec. 11. The proceeds from the sales of all lands that have been or 
 hereafter may be granted by the United States to the state for educa- 
 tional purposes and the proceeds of all lands or other property given by 
 individuals or appropriated by the state for like purposes shall be and 
 remain a perpetual fund, the interest and income of which, together with 
 the rents of all such lands as may remain unsold, shall be inviolably 
 appropriated and annually applied to the specific objects of the original 
 gift, grant or appropriation.” 
 
 “ No change from sec. 2, Art. XIII of the present constitution.” 
 
 “ Sec. 12. All lands, the titles to which shall fail from a defect of heirs, 
 shall escheat to the state, and the interest on the clear proceeds from the 
 sales thereof shall be appropriated exclusively to the support of the 
 primary schools.” 
 
 “ No change from sec. 3, Art. XIII of the present constitution.” 
 
28 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ Sec. 13. The legislature shall appropriate all salt spring lands now 
 unappropriated, or the money arising from the sale of the same, where 
 such lands have already been sold, and any funds or lands which may 
 hereafter be granted or appropriated for such purpose, for the support 
 and maintenance of the agricultural college.” 
 
 “ Certain obsolete provisions relative to the establishment of an agricul- 
 tural college, which appear in sec. 11, Art. XIII of the present constitution, 
 are omitted in the revision of said section. The italicized words ‘ funds or ’ 
 are inserted to secure appropriated funds as well as lands to the purpose 
 named.” 
 
 “ Sec. 14. The legislature shall provide by law for the establishment 
 of at least one library in each township and city; and all fines assessed 
 and collected in the several counties, cities and townships for any breach 
 of the penal laws shall be exclusively applied to the support of such 
 libraries.” 
 
 “ This section takes the place of sec. 12, Art. XIII of the present constitu- 
 tion, the only change being the insertion of the word ‘ cities ’ and the elimi- 
 nation of the following : 4 unless otherwise ordered by the township board of 
 any township or the board of education of any city : Provided, That in no 
 case shall such fines be used for other than library or school purposes.’ The 
 purpose of such elimination being to require the use of such funds for library 
 purposes exclusively.” 
 
 “ Sec. 15. Institutions for the benefit of those inhabitants who are deaf, 
 dumb, blind, feeble-minded or insane shall always be fostered and sup- 
 ported.” 
 
 “ No change from sec. 10, Art. XIII of the present constitution, except to 
 insert the word 4 feeble-minded ’ for the piirpose of making a constitutional 
 provision for the care of this class of unfortunates as well as the others 
 named.” 
 
 D28. Montana (1907) : Session Laws, 1907, p. 50, authorizing the establish- 
 ment of county free high schools, held not objectionable as delegating 
 legislative power to the voters of the counties. — Evers v. Hudson, 92 p., 
 462. 
 
 Constitution, art. 11, secs. 1, 11, held a mandate to the legislature to 
 establish free common schools, etc., not a limitation on legislative power 
 to provide for county free high schools. — IMd. 
 
 29*. Nevada: Providing for the reorganization of the system of school super- 
 vision and maintenance and repealing all conflicting acts. 
 
 Numerous amendments to existing statutes. Among important ones 
 may be noted the following : Abolishing office of county superintendent 
 and establishing office of deputy superintendent of public instruction, one 
 for each of the supervision districts into which the State is divided ; re- 
 organizing the plan of examination and certification of teachers, such to 
 be under the direction of state board of education and the board of edu- 
 cational examiners, created; creating office of city superintendent of 
 schools for certain districts; increasing state school tax from 5 cents to 
 6 cents; modifying method of apportionment of state school moneys, 
 using number of teachers as partial basis. 
 
 Chap. 182, Mar. 29, 1907. (Aug. 1, 1907.) 
 
 30. New Jersey: Amending sec. 126, chap. 1, acts, 1903 (sp. sess., Oct. 15), 
 relating to schoolhouses, facilities, and accommodations. 
 
 Defining suitable school facilities and accommodations to mean, “ proper 
 school buildings, together with furniture and equipment, convenience of 
 access thereto, and courses of study suited to the ages and attainments 
 of all pupils between the ages of 5 and 20 years.” Provision for within 
 school district or by transportation of pupils. 
 
 Chap. 123, May 7, 1907. 
 
 D31. New Jersey (1905): On a controversy between a citizen and a local 
 board of education respecting the public school to which the children of 
 the citizen should be assigned, the remedies provided by school law, 1903 
 (P. L., 21), by application to the state superintendent of public instruc- 
 tion, must be exhausted before mandamus will issue.— Stockton v. Board 
 of Education of City of Burlington, 59 A., 1061. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 29 
 
 32. New Mexico: Revising and systematizing the school laws. Repealing and 
 reenacting with amendments sundry sections. Compiled Laws, 1897, and 
 sundry chapters, laws, 1901, 1903, and 1905. 
 
 Providing for the reorganization and compensation of the territorial 
 board of education ; prescribing its general powers and duties with refer- 
 ence to teacher’s certificate, uniform text-books, course of study, teachers’ 
 institutes, etc. 
 
 Providing, also, for the appointment, term, salary, etc., of superintend- 
 ent of public instruction and prescribing his general powers and duties. 
 
 Providing, also, for the election, qualifications, salary, etc., of county 
 superintendents; for the creation and alteration of school districts; for 
 tax levies for school purposes; for care of school lands. Prescribing 
 certain conditions relative to payment of teachers’ salaries (see enact- 
 ment No. 859). 
 
 Chap. 97, Mar. 21, 1907. 
 
 D 33. New York (1905) : Charter city of Buffalo (laws, 1891, p. 210, chap. 
 105), sec. 334, in defining the duties of the school examiners, provides 
 that they shall hold at least one stated meeting each month. Sec. 337 
 (p. 211) provides that the examiners shall hold stated examinations at 
 such of their regular meetings as they may designate, and at least as 
 often as once every three months, of all applicants, etc. Held that, there 
 being no statute prohibiting the holding of such examinations on Sat- 
 urday, or requiring the board to refrain from examining on that day 
 persons who observe it as a day of worship, or to grant such persons a 
 special examination on some other day, a Jewish applicant is not deprived 
 of the -equal protection of the law and discriminated against because of 
 her race by being denied such examination on some day other than Satur- 
 day. — Cohn v. Townsend, 94 N. Y. S., 817. 
 
 D 34. New York (1908) : 0 Laws, 1893, p. 1495, chap. 661, as amended by laws, 
 1900, p. 1484, chap. 667, sec. 2, being sec. 210 of the public health law, 
 excluding children not vaccinated from the public schools, is not a viola- 
 tion of constitution, art. 1, secs. 1, 6, guaranteeing the citizen the pro- 
 tection of his rights, privileges, and liberties. — Viemeister v. White, 72 
 N. E., 97. 
 
 Laws, 1893, p. 1495, chap. 661, as amended by laws, 1900, p. 1484, 
 chap. 667, sec. 2, being sec. 210 of the public health law, excluding chil- 
 dren not vaccinated from the public schools, is not in violation of the 
 constitution, art. 9, sec. 1, providing for free common schools wherein 
 all children of the State may be educated. — Ibid. 
 
 35*. North Dakota: Providing for the revision and compilation of the school 
 laws. 
 
 Authorizing attorney-general to revise, compile, arrange, simplify, and 
 classify school laws. Report to legislature of 1909. 
 
 Chap. 102, Mar. 12, 1907. 
 
 36. North Dakota: Providing for a uniform system of accounting by state in- 
 
 stitutions, prescribing the books, forms, duties of the accounting officer, 
 the state auditor, and institution treasurers with regard to such uniform 
 system of accounting; also prescribing the form of checks and receipts 
 to be used and the manner of accounting to the state auditor and the 
 state treasurer. 
 
 Chap. 232, Mar. 13, 1907. 
 
 37. Ohio: Providing for the relief of sufferers from fire at a public school in 
 
 Collinwood, Ohio. 
 
 Creating “ Collinwood School Fire Relief Commission.” Appropriating 
 $25,000. 
 
 H. B. 1224, p. 597, Mar. 6, 1908. 
 
 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
30 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D 38. Ohio (1904) : New code, sec. 217 (96 Ohio Laws, p. 91), in so far as it 
 provides for the mode or system of government of the Toledo University, 
 who the directors shall be, and how they shall be appointed, necessarily 
 abrogates so much of Rev. Stat., sec. 4105, as contains the provision 
 that the matter shall be committed to the control of the board of educa- 
 tion of the city school district, but it does not abrogate that portion of 
 such section providing for the levy of taxes by the board of education.— 
 Waddick v. Merrell, 26 Ohio Cir. Ct. R., 437. 
 
 D39. Ohio (1904) : Act Apr. 25, 1904, attempting to re-create and legalize spe- 
 cial school districts theretofore existing, was violative of constitution, 
 art. 2, sec. 25, providing that all laws of a general nature shall have a 
 uniform operation throughout the State— State v. Hickman, 27 Ohio Cir. 
 Ct. R., 216. 
 
 D 40. Ohio (1905) : Rev. Stat., 1892, sec. 3891, and Rev. Stat., 1892, sec. 3891- 
 3928, as amended by act April 25, 1904 (97 Ohio Laws, p. 334), being an 
 act to provide for the organization of the common schools and to amend, 
 repeal, and supplement certain sections of the Revised Statutes, are un- 
 constitutional, in so far as they declare to be legal and valid special 
 school districts; special districts which have been created under the pro- 
 visions of invalid special acts of the general assembly. — Bartlett v. 
 State, 75 N. E., 939 ; 73 Ohio Stat., 54. 
 
 D41. Ohio (1907) : Whether a rule or regulation adopted by a board of educa- 
 tion under Rev. Stat., sec. 3986, empowering the board of education of 
 any schodl district to make and enforce such rules and regulations to 
 secure the vaccination of, and to prevent the spread of smallpox among, 
 the pupils attending, or eligible to attend, the schools of the district, as in 
 its opinion the safety and interests of the public require, is a reasonable 
 rule or regulation, is to be determined in the first instance by the board of 
 education, and the courts will not interfere unless it be clearly shown 
 that there has been an abuse of its discretion. — (1907) State v. Board of 
 Education of Village of Barberton, 81 N. E., 568; 76 Ohio Stat., 297, 
 affirming judgment (1905) 29 Ohio Cir. Ct. R., 375. 
 
 42. Oklahoma: Constitutional provisions ® concerning education (adopted Sept. 
 17, 1907) : 
 
 Article XIII. 
 
 EDUCATION. 
 
 “Section 1. The legislature shall establish and maintain a system of 
 free public schools wherein all the children of the State may be educated. 
 
 “Sec. 2. The legislature shall provide for the establishment and support 
 of institutions for the care and education of the deaf, dumb, and blind of 
 the State. 
 
 “Sec. 3. Separate schools for white and colored children with like ac- 
 commodations shall be provided by the legislature and impartially main- 
 tained. The term ‘ colored children,’ as used in this section, shall be con- 
 strued to mean children of African descent. The term ‘ white children ’ 
 shall include all other children. 
 
 “Sec. 4. The legislature shall provide for the compulsory attendance 
 at some public, or other school, unless other means of education are pro- 
 vided, of all the children in the State who are sound in mind and body, 
 between the ages of eight and sixteen years, for at least three months in 
 each year. 
 
 “Sec. 5. The supervision of instruction in the public schools shall be 
 vested in a board of education, whose powers and duties shall be pre- 
 scribed by law. The superintendent of public instruction shall be presi- 
 dent of the board. Until otherwise provided by law, the governor, secre- 
 tary of state, and attorney general shall be ex-officio members, and with 
 the superintendent, compose said board of education. 
 
 “Sec. 6. The legislature shall provide for a uniform system of text 
 books for the common schools of the State. 
 
 See p. 78 for provision concerning school lands. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 31 
 
 “Sec. 7. The legislature shall provide for the teaching of the elements 
 of agriculture, horticulture, stock feeding, and domestic science in the 
 common schools of the State.” 
 
 43. Oklahoma: Making it an offense punishable by fine and removal from office 
 for any executive, legislative, ministerial, or judicial officer of this State, 
 district, county, city, or other municipal subdivision of the State, to 
 appoint or vote for the appointment of any person related to him by 
 affinity or consanguinity within the third degree, to any clerkship, office, 
 position, employment, or duty in any department of the government of 
 which such executive, legislative, ministerial, or judicial officer may be a 
 member; or any person so related to any other such officer in considera- 
 tion of the appointment or vote for the appointment by such other officer 
 of any person so related to the officer making or voting for such appoint- 
 ment; prohibiting the payment of any such ineligible person out of any 
 public funds, and providing for suitable punishment and removal from 
 office for the violation of this act. 
 
 Including public-school trustees, officers, and boards of managers of 
 the State University and its several branches, and state normal schools 
 within the enumerated list of officials to whom act applies. 
 
 Chap. 60, S. B. 300, p. 573, May 8, 1908. 
 
 44*. Oklahoma: Providing for separate schools and school officers for the white 
 and colored races, and fixing a penalty for the violation thereof. 
 
 Defining “ white ” and “ colored ” schools. Providing for separate 
 boards of school officers for each, and prescribing penalties for teachers 
 violating provisions for separate schools. Prescribing maintenance of 
 private schools on separate basis, and prohibiting white persons from 
 attending colored schools or colleges. 
 
 Chap. 77, H. B. 365, p. 694, May 5, 1908. 
 
 D45. Oklahoma (1904) : Act March 8, 1901 (acts, 1901, p. 205, c. 28, art. 
 9), providing for separate schools for white and colored children, and 
 that schoolhouses shall be built by the county, but that it shall be 
 at no expense on account thereof, but the school district shall keep such 
 in repair, and the county shall be at no expense where districts at the 
 passage of the act have schoolhouses for that class of children, white or 
 colored, that are fewer in number in the district, is not unconstitutional 
 because of interference with property rights without just compensation. — 
 Board of Education of City of Kingfisher v. Board of Commissioners of 
 Kingfisher County, 78 P., 455, 14 Okl., 322. 
 
 School districts which include cities of the first class may, without 
 special authority, erect in the district such buildings as may be deemed 
 advisable for the separate use of white and colored children, regardless of 
 the question whether or not they had the legal right to prohibit colored 
 children from attending a white school. — Board of Education of City of 
 Kingfisher v. Board of Commissioners of Kingfisher County, 78 P., 455, 
 14 Okl., 322. 
 
 46. Oregon: Authorizing superintendent of public instruction to annotate and 
 
 compile the school laws of the State. 
 
 H. Jt. Res. No. 17, p. 504, Feb. 20, 1907. 
 
 47. Pennsylvania: Providing for the appointment of a commission by the gov- 
 
 ernor, for the purpose of amending, revising, and collating the laws 
 touching upon the public schools of the State, and for the further purpose 
 of suggesting new legislation for the welfare of said schools, and making 
 an appropriation of $5,000 to meet the expenses of said commission. 
 
 Jt. Res. No. 140, May 8, 1907. 
 
 48. Pennsylvania: Appropriating $1,750 for the payment of the expenses of the 
 
 senatorial committee appointed Mar. 15, 1907, for the purpose of making 
 
32 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 an investigation of the school system of the first school district of Pennsyl- 
 vania upon complaints of the citizens thereof. 
 
 Act No. 368, June 13, 1907. 
 
 D 49. Pennsylvania (1905) : A decision of school directors that certain chil- 
 dren are not residents of the district and entitled to attend school therein 
 can not be reviewed by a court and jury. — Commonwealth v . Wenner, 
 61 A., 247 ; 211 Penn., 637. 
 
 50. Tennessee: Creating a joint legislative committee of seven to report on 
 
 legislation with reference to a uniform system of public schools. 
 
 p. 2237, Feb. 2, 1907. 
 
 51. Virginia: Amending and reenacting sec. 1472, code, 1904, as amended, rela- 
 
 tive to school officers and teachers not having any pecuniary interest in 
 schoolbooks, appliances, furniture, or supplies ; exceptions ; neither school 
 or corporation officers to discount warrants. 
 
 Excepting merchants selling in the regular course of business books 
 selected and adopted by the state board of education. 
 
 Chap. 196, Mar. 12, 1908. 
 
 52. Virginia: Providing for a commission to devise a stable method for the 
 
 maintenance, management, and expansion of the educational institutions 
 of the State. 
 
 Commission of seven, including four experienced educators, to be ap- 
 pointed by governor. Report next session. 
 
 Chap. 272, Mar. 13, 1908. 
 
 53. Washington: Creating a commission to revise and recodify the code of 
 
 public instruction, defining its powers and duties, and making an appro- 
 priation. 
 
 Report to legislature of 1908. Maximum expenditure, $500. 
 
 Chap. 141, Mar. 12, 1907. 
 
 54. West Virginia: Amending and reenacting chap. 45, code, 1906, relative to 
 
 education.® 
 
 Chap. 27, Mar. 6, 1908. 
 
 55. Wisconsin: Relating to greater harmony between state and national edu- 
 
 cation. 
 
 “ Whereas, Education is at the basis of all progress in our country ; 
 
 “ Whereas, We have in the States not yet touched upon the great prob- 
 lem of universal education ; 
 
 “ Whereas, The cooperation of the State and nation is more needed now 
 than ever because of the great mass of immigration flowing into this 
 country ; 
 
 “ Be it resolved, That our representatives in Congress be hereby memo- 
 rialized that they use their best efforts to bring about an amendment to 
 the Federal Constitution empowering Congress to pass proper legislation 
 establishing a harmonious system of education and to establish and 
 maintain conjointly with the States a national system of education.” 
 
 Joint Res. No. 36, p. 1295, 1907. 
 
 D56. Wisconsin (1908) : 6 The discretion of school authorities in government 
 and discipline of pupils is very broad, and the courts will not interfere 
 with the exercise of such authority, except when illegally or unreason- 
 ably exercised. — State v. District Board of School Dist. No. 1, 116 N. W., 
 232. 
 
 “This measure revises the entire school law of the State. It contains 270 separate 
 sections, and owing to its great length it has been found to be inexpedient to analyze and 
 present in classified manner the numerous and, in many instances, important changes 
 brought about. According to the estimate of the state superintendent, Mr. Thomas C. 
 Miller, the following items represent the most important modifications introduced : 
 (a) District supervision; (b) consolidation of schools; (c) increased salaries for teach- 
 ers; ( d ) a state board of education; (e) state aid to weak school districts; ( f ) more 
 rigid compulsory education. 
 
 6 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 33 
 
 57. Wisconsin: Proposing amendment to sec. 3, art. 10, of the constitution, 
 relating to the school age. 
 
 Fixing school age 6 to 20 ( formerly 4 to 20 ) . 
 
 Jt. Res. No. 23, p. 1288, 1907. 
 
 (b) State Boards and Officers. 
 
 The legislation of the biennium concerning state boards and officers 
 continues to display a continued endeavor to increase their efficiency 
 and expand their influence, especially so in the case of the state super- 
 intendent of public instruction. In evidence of this may be pointed 
 out the enactments in Arizona (59), Louisiana (72), Maine (74), 
 Mississippi (79), Montana (81), Pennsylvania (96), Utah (105), 
 Virginia (107), Washington (109), providing for considerably in- 
 creased salaries for this officer, as well as the enactments in Arizona 
 (60), (61), Connecticut (65), North Dakota (89), Rhode Island (98), 
 (99), Utah (104), Vermont (106), Washington (110), and Wisconsin 
 (114), (115), providing for increased sums for clerical expenses and 
 increased compensation for assistants, deputies, and inspectors. 
 
 The new code of West Virginia (54) provided for a state board of 
 education. California proposed a constitutional amendment rela- 
 tive to the constitution of the state board of education, so as to permit 
 of the wider representation of the several educational interests of the 
 State. Massachusetts (76) amended the act creating the commission 
 on industrial education, passed in 1906, so as to admit the appointment 
 of one woman. 
 
 Even a brief review of the legislation of this group would include 
 specific mention of the organization of state text-book commissions 
 in Idaho (68), Montana (80), Nevada (82), and Oklahoma (93). 
 
 The interpretations placed by the highest courts of Maryland 
 (D 75) and New York (D 87), (D 88), upon the statutes regulat- 
 ing the powers of state boards and state superintendents will have 
 a tendency to dignify as well as increase the responsibility of these 
 officers. The decision in the case of the State of Florida v. Bryan 
 (D 67) was of much importance to the higher educational interests 
 of that State. • 
 
 58. Alabama: See enactment No. llJ/Jf. 
 
 59. Arizona: Amending sec. 19, act No. 89, acts, 1903, relative to the office and 
 
 salary of superintendent of public instruction. 
 
 Increasing annual salary from $1,800 to $2,000. 
 
 Sec. 8, chap. 67, Mar. 21, 1907. (July 1, 1907). 
 
 60. Arizona: Amending subdiv. 6, sec. 17, act No. 89, acts, 1903, relative to 
 
 duties of superintendents of public instruction. 
 
 Increasing allowance for printing annual report from $350 to $500. 
 
 Sec. 9, chap. 67, Mar. 21, 1907. (July 1, 1907). 
 
 63470—09 3 
 
34 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 61. Arizona: Amending subdiv. 4, sec. 17, act No. 89, acts, 1903, relative to 
 the duties of the superintendent of public instruction. 
 
 Defining in greater detail duties regarding the preparation, printing, 
 and furnishing of blank forms, registers, certificates, courses of study, 
 examination questions, etc. Increasing annual allowance for same from 
 $800 to $1,000. 
 
 Sec. 14, chap. 67, Mar. 21, 1907. (July 1, 1907). 
 
 D 62. Arkansas (1907) : Under constitution, 1874, art. 19, sec. 19, making it the 
 duty of the general assembly to provide by law for the support of insti- 
 tutions for the education of the deaf, dumb, and blind, and for the treat- 
 ment of the insane, the legislature had power to make the superintendent 
 of the Arkansas School for the Blind a public officer, notwithstanding 
 sec. 9, forbidding the general assembly to create any permanent state 
 offices not provided for in the constitution. — Lucas v. Futrall, 106 
 S. W., 667. 
 
 63. California: Proposing amendment to sec. 7, art. 9 (constitution, 1879, as 
 
 amended Nov. 6, 1894), relative to state and county boards of education. 
 
 Changing composition of state board of education so as to provide for 
 wider representation of the several educational interests of the State. — 
 
 Jt. Res., chap. 43, p. 1369, Mar. 14, 1907. 
 
 Defeated, November, 1908. 
 
 64. California: Amending sec. 1532, political code, 1906, relative to the duties 
 
 of the superintendent of public instruction. 
 
 Report of total number of children in State between 5 and 17 years of 
 age to be made to the controller in August (formerly July). 
 
 Chap. 53, Mar. 1, 1907. 
 
 65. Connecticut: Amending sec. 4811, statutes, 1902, as amended by chap. 251, 
 
 public acts, 1905, concerning the salary of the chief clerk of the state 
 board of education. 
 
 Increasing maximum salary allowed from $1,800 to $2,500. 
 
 Chap. 7, Mar. 20, 1907. 
 
 66. Connecticut: Repealing sec. 134, statutes, 1902; chaps. 7 and 55, acts, 
 
 1903; and chaps. 26 and 29, acts, 1905, concerning the printing of public 
 documents. 
 
 Fixing number of printed reports of all state officers and boards. 
 Commissioner of the school fund, 1,000 copies; state board of education, 
 6,000 copies ; Connecticut Agricultural Experiment Station, 12,000 ; 
 Agricultural College, 1,000 ; Storrs Agricultural Experiment Station, 
 7,000. 
 
 Chap. 133, June 21, 1907. 
 
 D 67. Florida (1905) : Laws, 1905, chap. 5384, abolishing the Florida Agricul- 
 tural College, officially designated as the University of Florida, and other 
 schools, and providing for the creation of a board of control to manage 
 •all of the several institutions created and provided to be supported and 
 maintained by the act, does not conflict with act of Congress July 2, 1862, 
 chap. 130, 12 Stat. 503, which donated lands for the support of a college 
 where the leading objects should be instruction in agriculture and the 
 mechanic arts and military tactics. — State v. Bryan, 39 So., 929. 
 
 68. Idaho: See enactment No. 1146. 
 
 69. Iowa: Amending sec. 168, code supplement, 1902, concerning the furnishing 
 
 of supplies and postage to state officials by the executive council. 
 Including among such the educational board of examiners. 
 
 Sec. 1, chap. 6, Apr. 4, 1907. 
 
 70. Iowa: Amending sec. 2634a, code supplement, 1902, relative to compensation 
 
 of members and officers of the board of educational examiners. 
 
 Sec. 4, chap. 6, Apr. 4, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 35 
 
 71. Kansas: Amending sec. 6457, statutes, 1901, relative to state text-book com- 
 
 mission. 
 
 Not more than five (formerly three) of the eight members to be of one 
 political party. 
 
 Chap. 328, Mar. 9, 1907. 
 
 72. Louisiana: Proposing an amendment to art. 249, constitution, relating to 
 
 the office of the state superintendent of public education. 
 
 Increasing annual compensation from $2,000 to $5,000. Removing limi- 
 tation imposed on office expenditures. — Adopted, November, 1908. 
 
 Act No. 28 (Jt. Res.), June 20, 1908. 
 
 73. Louisiana: Amending and reenacting sec. 3, act 214, acts, 1902, relative to 
 
 powers of state board of education. 
 
 Striking out provisions relative to appointment of parish school direct- 
 ors, and the making of rules and regulations for the government of 
 public schools. Preference to be given to Louisiana publications in adopt- 
 ing text-books. 
 
 Act No. 231, July 8, 1908. 
 
 74. Maine: Increasing the salary of state superintendent of schools and further 
 
 defining his duties. 
 
 Annual salary fixed at $2,500 (formerly $1,500, chap. 307, acts, 1889; 
 sec. 1, chap. 116, Revised Laws, 1903). Actual cash expenses incurred 
 in the performance of official duties to be paid out of specific appropria- 
 tion. Official duties to be performed at the seat of government. 
 
 Chap. 171, Mar. 27, 1907. 
 
 74a. Maryland: Amending sec. 17D, chap. 356, acts, 1906, relative to assistant 
 superintendent of public instruction. 
 
 Increasing annual compensation from $1,500 to $2,000. 
 
 Chap. 494, p. 225, Apr. 8, 1908. 
 
 D 75. Maryland (1906) : Code Pub. Gen. Laws, 1904, art. 77, sec. 11, providing 
 that the state board of education shall, to the best of their ability, cause 
 the provisions of the article to be carried into effect, that they shall 
 explain the true intent and meaning of the law, and shall decide, with- 
 out expense to the parties concerned, all controversies and disputes 
 arising under it, and that their decisions shall be final, constituted a 
 valid exercise of legislative power, and conferred visitorial powers on 
 such state board of education over school matters in the State. — Under- 
 wood v. Board of County School Commissioners of Prince George County, 
 63 A. 221, 103 Md., 181; Nally v. Underwood, id. 
 
 76. Massachusetts: See enactment No. 1280. 
 
 77. Minnesota: Providing for a board for the investment of the permanent 
 
 school, permanent university, and other permanent trust funds. 
 
 Defining membership and powers. 
 
 Chap. 340, Apr. 23, 1907. 
 
 78. Minnesota: Establishing a state board of visitors for the public institutions 
 
 in the State. 
 
 Providing for constitution of board. Applies to charitable and cor- 
 rectional institutions. 
 
 Chap. 441, Apr. 25, 1907. 
 
 79. Mississippi: Fixing the salary of the state superintendent of education. 
 
 Increasing annual salary from $2,000 to $2,500. (Amending chap. 
 134, laws, 1904, sec. 4476, code, 1906.) 
 
 Chap. 145, Feb. 26, 1908. 
 
 80. Montana: See enactment No. 11^8. 
 
36 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 81. Montana: Amending sec. 1716, political code, 1895, relative to salary of 
 superintendent of public instruction. 
 
 Increasing annual salary from $2,500 to $3,000. 
 
 Chap 116, Mar. 6, 1907. (Jan., 1909.) 
 
 82. Nevada: See enactment No. llJf9. 
 
 S3. New Jersey: Creating a department of public reports. 
 
 Providing for a commissioner, and prescribing salary and duties. All 
 official reports to be examined, edited, and indexed. Approval of reports 
 before printing. 
 
 Chap. 211, Apr. 13, 1908. 
 
 D 84. New Jersey (1905) : Under acts, 1902, p. 72, sec. 10, the state superin- 
 tendent of schools has power to decide all controversies under the school 
 laws as to the election of members of the board of education of certain 
 municipalities, subject to appeal to the state board of education. — Du 
 Four v. State Supt. of Public Instruction, 61 A., 258. 
 
 85. New Mexico: See enactment No. 11^9. 
 
 86. New York: See enactment No. 1595. 
 
 D 87. New York (1906) : a While no express authority was given the state 
 superintendent of public instruction under Consolidated School Law, 
 Laws, 1894, p. 1181, chap. 556, to establish regulations as to the manage- 
 ment of public schools, he has the power to make such regulations as are 
 consonant with the general purpose of the statute and not inconsistent 
 with the laws of the state. — O’Connor v. Hendrick, 77 N. E., 612. 
 
 A regulation of the superintendent of public instruction prohibiting 
 teachers in public schools from wearing a distinctly religious garb while 
 teaching therein is a reasonable and valid exercise of the powers con- 
 ferred upon him to establish regulations as to the management of public 
 schools, because the influence of such apparel is distinctly sectarian, and 
 the prohibition is in accord with the public policy of the state, as declared 
 in constitution, art. 9, sec. 4, forbidding the use of property or credit of 
 the state in the aid of sectarian influences. — Ibid. 
 
 D88*. New York (1908) : a The jurisdiction of the commission of education 
 applies to the common schools of cities of the second class, including the 
 city of Troy, so that an appeal from an order dismissing a proceeding to 
 remove a superintendent of schools of such city was properly taken to 
 such commissioner, under laws, 1894, p. 1181, chap. 556, as amended by 
 laws 1904, p. 94, chap. 40, conferring on the commissioner of education 
 the powers and duties of superintendent of public instruction previously 
 exercised by such superintendent, including the power to determine such 
 appeals. — Harris v. Draper, 109 N. Y. Sup., 983. 
 
 Under laws, 1894, p. 1181, chap. 556, as amended by laws, 1904, p. 94, 
 chap. 40, conferring on the commissioner of education authority to hear 
 appeals of any person considering himself aggrieved in consequence of 
 any decision of a board of education with reference to the common 
 schools of the state, it is the duty of the appellant to establish before the 
 commissioner that he is in fact a party aggrieved by the decision appealed 
 from. — Ibid. 
 
 89. North Dakota: Providing for the payment of the necessary expenses of 
 state officers. 
 
 Allowing state superintendent among other state officers $500 for ex- 
 penses incurred in discharge of duties. To be paid quarterly without 
 filing itemized statement. 
 
 Chap. 30, Mar. 4, 1907. 
 
 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 37 
 
 90. North Dakota: Amending sec. 747, Revised Codes, 1905, relative to quali- 
 
 fications of state superintendent of public instruction. 
 
 Must be the bolder of a state certificate of the highest grade issued in 
 the state (formerly, some state). 
 
 Sec. 1, chap. 95, Mar. 19, 1907. 
 
 91. North Dakota: Requiring the governor to furnish each legislative assembly 
 
 a financial and statistical report on state institutions. 
 
 Prescribing items of such reports, requiring trustees of institutions to 
 furnish data demanded by the governor, and providing for payment of 
 clerical and printing costs. 
 
 Chap. 233, Mar. 19, 1907. 
 
 92. Ohio: Providing for an investigation of charges against members of the 
 
 board of state school examiners and the state commissioner of common 
 schools. 
 
 S. Jt. Res. 55, p. 620, Feb. 6, 1908. 
 
 93. Oklahoma: See enactment No. 1151. 
 
 94. Oklahoma: Converting to the use of the state board of education all funds 
 
 in the hands of the state treasurer from territorial funds now placed to 
 their credit. 
 
 Fixing salary and mileage of members. 
 
 Chap. 5, S. B. 352, p. 101, May 23, 1908. 
 
 95. Oregon: Amending sec. 3449, Bellinger and Cotton’s Annotated Codes and 
 
 Statutes, 1901, relative to sessions of board of state text-book commis- 
 sioners. 
 
 Changing sextennial sessions from July to June. 
 
 Chap. 13, Feb. 8, 1907. 
 
 96. Pennsylvania: Fixing the salary of the superintendent of public instruc- 
 
 tion and of the deputy superintendents of public instruction. 
 
 Raising salary of state superintendent from $4,000 to $5,000, and fixing 
 that of deputies at $2,000 per year. 
 
 Act No. 71, Apr. 15, 1907. 
 
 97. Pennsylvania: Amending par. X, sec. 1, No. 130, acts, 1905, regulating the 
 
 publication, binding, and distribution of public documents. 
 
 Authorizing the publication annually of 5,000 additional copies of the 
 report of the superintendent of public instruction, and 15,000 additional 
 copies, biennially, of school laws and decisions. 
 
 Act No. 201, May 28, 1907. 
 
 98. Rhode Island: Amending sec. 1, chap. 978, acts, 1891 (sec. 2, chap. 52, 
 
 General Laws, 1896), relative to clerical assistance for the commissioner 
 of public schools. 
 
 Chap. 1473, Apr. 23, 1907. 
 
 99. Rhode Island: Amending sec. 14, chap. 51, General Laws, 1896, relative to 
 
 state board of education. 
 
 Members and secretary of board to be paid necessary expenses incurred 
 in discharge of official duties. 
 
 Chap. 1534, Apr. 21, 1908. 
 
 100. South Dakota: Repealing chap. 22, Revised Political Code, 1903 (chap. 
 
 113, laws, 1901), chaps. 75, 126, 127, 128, 129, 130, 131, 132, and 133, 
 laws, 1903, and chaps. 68, 99, 100, 102, 103, 158, and 162, laws, 1905, relat- 
 ing to public education ; and establishing a uniform system of education 
 for the state. 
 
 Prescribing the powers and duties of the superintendent of public in- 
 struction, and providing for the issuance, renewal, validation, and 
 
38 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 revocation of state certificates and life diplomas to teach by such officer. 
 Providing for the election, qualifications, and graded compensation of 
 county superintendents of schools; prescribing the general and special 
 powers and duties of such officers. Providing for the organization and 
 government of school districts, for the election, qualifications, compensa- 
 tion, officers, powers, and duties of district school boards. Defining the 
 school year, month, and day, and providing for the conditions of employ- 
 ment and general duties of teachers. Providing for the compulsory 
 education of children ; for the issuance of school bonds, for the organiza- 
 tion and government of independent school districts in cities, towns, and 
 adjacent territory, for school libraries, and for township high schools. 
 
 Providing also for the organization of a county board of education for 
 the purpose of selecting and adopting uniform text-books. Sundry other 
 provisions. 
 
 Chap. 135, Mar. 13, 1907. 
 
 101. Tennessee: Amending subsec. 12, sec. 7, chap. 25, acts, 1873, relative to 
 
 the duties of the state superintendent. 
 
 Providing for biennial (formerly annual) reports to the governor. 
 Statistical tables to be printed annually. 
 
 Chap. 153, Mar. 21, 1907. 
 
 102. Texas: See enactment No. 1153. 
 
 103. Utah: See enactment No. 1160. 
 
 104. Utah: Amending sec. 1774, Revised Statutes, 1898, as amended by chap. 
 
 54, Laws, 1901, relative to the election of state superintendent of public 
 instruction, his qualifications, and the appointment and compensation of 
 his deputy. 
 
 Deputy superintendent to be paid traveling expenses (formerly $400 
 per annum) ; to represent superintendent at teachers’ institutes. 
 
 Chap. 41, Mar. 14, 1907. 
 
 105. Utah: Amending sec. 1, chap. 73, Laws, 1901, relative to the salaries of 
 
 certain state officers. 
 
 Increasing annual salary of state superintendent of public instruction 
 from $1,800 to $2,400. 
 
 Chap. 92, Mar. 14, 1907. 
 
 106. Vermont: Amending in a minor manner sec. 4, act No. 9, acts, 1888 (sec. 
 
 597, chap. 32, Public Statutes, 1894), relative to expenses of superintend- 
 ent of education. 
 
 Sec. 3, No. 43, Dec. 18, 1906. (Apr. 1, 1907.) 
 
 107. Virginia: Appropriating the public revenue for the two fiscal years end- 
 
 ing Feb. 28, 1909, and Feb. 28, 1910. 
 
 Increasing annual compensation of state superintendent from $2,800 to 
 $3,500 (p. 423). Increasing authorized annual amount for summer 
 normal institutes from $5,000 to $15,000. Appropriating $100,000 annu- 
 ally for high schools; $20,000 annual maximum for establishment of 
 departments of agriculture, domestic economy, and manual training in 
 at least one high school in each congressional district. 
 
 Chap. 284, p. 431, Mar. 14, 1908. 
 
 108. Virginia: Amending and reenacting secs. 1433 and 1438, Code, 1904, as 
 
 amended, relative to the duties of the state board of education. 
 
 Providing for the establishment of school divisions so as to insure an 
 annual salary of not less than $900 for division superintendents. 
 Exceptions. Requiring division superintendents of schools to devote them- 
 selves exclusively to discharge of duties of office. Exceptions. Modifying 
 conditions relative to the adoption and change of text-books. 
 
 Chap. 292 (in part), Mar. 14, 1908. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 39 
 
 109. Washington: Fixing the annual salaries of the several state officers and 
 
 providing the manner of payment. 
 
 Salary of superintendent of public instruction fixed at $3,000. 
 
 Chap. 94, Mar. 9, 1907. 
 
 110. Washington: Amending sec. 22, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to the powers and duties of the superintendent of 
 public instruction. 
 
 Annual reports; traveling expenses. Making superintendent ex officio 
 member of state board of higher education. County superintendent to 
 attend annual convention; mileage. Basis of apportionment of school 
 funds. 
 
 Sec. 1, chap. 240, Mar. 18, 1907. 
 
 111. Washington: Amending sec. 24, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to the state board of education. 
 
 Deputy superintendent to be secretary of board. 
 
 Sec. 2, chap. 240, Mar. 18, 1907. 
 
 112. Washington: Amending sec. 27, chap. 118, Laws, 1897 (Code of Public 
 Instruction), relative to the powers and duties of the state board of 
 education. 
 
 Striking out clause relative to adoption of uniform text-books. Provid- 
 ing for investigation of standards of schools outside of the State, and 
 the preparation of a list of accredited certificates and diplomas for the 
 granting of certificates and diplomas without examination. 
 
 Sec. 3, chap. 240, Mar. 18, 1907. 
 
 113. Washington: Amending sec. 28, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to state board of higher education. 
 
 Making deputy superintendent secretary of board ; defining his duties. 
 Deputy superintendent to act as inspector of accredited schools. Meet- 
 ings of board. 
 
 Sec. 4, chap. 240, Mar. 18, 1907. 
 
 114. Wisconsin: Appropriating $500 for library, and material and apparatus 
 
 for lectures in the office of the state superintendent of public instruction. 
 
 Chap. 103, May 15, 1907. 
 
 115. Wisconsin: Amending sec. 170, Statutes, 1898, relating to the salaries of 
 
 persons employed in the office of state superintendent of public instruc- 
 tion ; amending sec. 11, chap. 439, Laws, 1901 ; amending chap. 499, Laws, 
 1905; repealing sec. 3, chap. 297, Laws, 1899. 
 
 Providing for two additional stenographers in the state superintendent’s 
 office. 
 
 Chap. 472, July 2, 1907. 
 
 (c) County Boards and Officers. 
 
 The legislative enactments relating to county boards and officers 
 may be roughly divided into three groups. First, are those relative 
 to the qualifications: Minnesota (139), New Mexico (145), North 
 Dakota (150), (151), and Virginia (173), and those relative to the 
 increased compensation: Florida (125), Missouri (141), South Caro- 
 lina (158), Virginia (108), and West Virginia (180), of county 
 superintendents of schools. Within this subdivision might properly 
 come those relating to increased traveling expenses and clerical assist- 
 ance for that officer: Minnesota (136), Montana (142), New Jersey 
 (144), and North Dakota (152). 
 
40 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 Second, are those enactments relative to the organization and super- 
 vision of education on the basis of the county as a unit. Arkansas 
 (120) and Texas (166) adopted a permissive plan of county super- 
 vision. Kentucky reorganized the system of common schools, making 
 the county the basal unit. North Carolina (148) and Tennessee 
 (162) provided for the organization of county boards of education. 
 
 Third, are those providing for the organization of so-called county 
 school-board conventions: Oregon (155) and Washington (179). 
 The enactments of these two States increase to seven the number of 
 States that have established these annual meetings of the officers 
 and the members of the boards of the various school districts in every 
 county, with the significant provisions of obligatory attendance and 
 nominal compensation. No movement in public-school organization 
 and administration seems to promise so much for the future develop- 
 ment of the efficiency of the rural school as does this one relative to 
 the school-board conventions. 
 
 116. Alabama: Amending sec. 10, act No. 365, p. 289, Laws, 1903, providing 
 
 for the redistricting and management of the public schools. 
 
 Defining eligibility for membershp on county board of education. 
 Providing for payment of incidental expenses of county board of educa- 
 tion. 
 
 Sec. 3, act No. 358, p. 480, July 17, 1907. (Sec. 1712, Code, 1907.) 
 
 117. Alabama: Amending sec. 17, act No. 365, p. 289, Laws, 1903, providing 
 for the redistricting and management of the public schools. 
 
 Changing method of filling vacancies in county boards of education 
 and district boards of trustees. 
 
 Sec. 5, act No. 358, p. 481, July f7, 1907. (Sec. 1714, Code, 1907.) 
 
 D118. Alabama (1906) : Under Laws, 1903, p. 292, sec. 11, relating to the re- 
 
 districting of public schools, providing that the county boards of education 
 shall have the entire control of the public schools within their respective 
 counties unless otherwise provided by law, and shall make rules and 
 regulations for the government of the schools, see that the teachers per- 
 form their duties, and exercise such powers consistent with the law, as, 
 in their judgment, will best subserve the cause of education, the matter 
 of the location of schools in the several districts does not come within 
 the powers conferred on the district trustees, but such power belongs 
 to the county board. — Gibson v. Mabrey, 40 So., 297. 
 
 119. Arizona: Amending subdiv. 13, par. 2149 (sec. 20), chap. 4, tit. 19, Re- 
 
 vised Statutes, 1901, relative to duties of county superintendent of 
 schools. 
 
 Providing that county superintendent must visit and examine each 
 school in the county at least twice each year (formerly twice each year 
 for counties of the first class and once each term for others). Ten 
 dollars deduction from salary for failure to visit any schools. 
 
 Providing for visitation by deputy in certain cases. Increasing maxi- 
 mum allowance for traveling expenses from $150 to $250. 
 
 Sec. 7, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 120. Arkansas: Creating the office of county superintendent. 
 
 Providing for referendum vote in counties upon question of county 
 supervision. Providing for the election, qualifications, salaries, powers, 
 and duties of county superintendents. County superintendent to super- 
 sede present county examiner. 
 
 Act No. 399, May 27, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 41 
 
 121. California: Amending sec. 1770, Political Code, 1906, relative to duties of 
 
 county boards of education. 
 
 Providing that county boards of education shall meet semiannually 
 instead of annually. Examination of applicants for certificates to teach 
 to be held at the semiannual meetings. 
 
 Chap. 156, Mar. 9, 1907. 
 
 122. California: Repealing and reenacting with amendments tit. 2, part 4, 
 
 Political Code, 1906, relative to the establishment of a uniform system 
 of county and township governments. 
 
 Chap. 7, pp. 410-411 . — Department of education. The superintendent 
 of schools and board of education to have the powers and perform the 
 duties prescribed by law. The school department to comprise such pub- 
 lic schools as are established and provided for by the Political Code.. 
 
 Chap. 10, p. 415 ff. — Salaries. Prescribing, among those of other county 
 officers, salaries of county superintendents of schools and county boards 
 of education, for the several (57) classes of counties. 
 
 Chap. 282, Mar. 18, 1907. 
 
 123. Delaware: Providing a fund for county superintendents of schools to pay 
 
 necessary expenses of visiting schools. 
 
 Annual appropriation of $300 to each county superintendent. 
 
 Chap. 37, Mar. 21, 1907. 
 
 124. Florida: Amending sec. 344, Statutes, 1906, relative to the compensation 
 
 of the members of county school boards. 
 
 Increasing compensation from two to four dollars per day, for each 
 day’s service. 
 
 Chap. 5656 (No. 61), May 27, 1907. 
 
 125. Florida: Regulating salaries of county superintendents of public instruc- 
 
 tion. 
 
 Salaries to be based upon the total annual receipts of each county for 
 school purposes including special school district taxes, and excepting bor- 
 rowed money. 
 
 Chap. 5658 (No. 63), June 3, 1907. (July 1, 1907.) 
 
 326. Idaho: Amending sec. 14, H. B. No. 164, Laws, 1899, establishing the office 
 of county superintendent of public instruction and prescribing the duties 
 thereof. 
 
 Allowing county superintendent, for the examination of teachers, not 
 to exceed two assistants, who shall receive four dollars per day. 
 
 S. B. No. 30, p. 323, Mar. 13, 1907. 
 
 127. Illinois: Amending sec. 21, art. 2, p. 267, acts, 1889, relative to powers and 
 duties of county superintendent. 
 
 Modifying method of apportionment and distribution of principal, in- 
 terest, and profit on public funds. 
 
 H. B. 860, p. 521, May 17, 1907. 
 
 D 128. Indiana (1907):® Burns’ Ann. St. 1901, sec. 5905f, empowering the 
 county superintendent of schools to revoke a teacher’s license for desig- 
 nated grounds, held not in conflict with constitution, art. 1, sec. 12. — 
 Stone v. Fritts, 82 N. E., 792. 
 
 Statutes conferring on a ministerial officer power to issue and to revoke 
 licenses are not invalid, and do not clothe such officer with judicial 
 power. — Ibid. 
 
 Burns’ Ann. St. 1901, sec. 5905f, empowering county superintendents 
 of schools to revoke teachers’ licenses, held not to confer on the super- 
 intendent judicial power in violation of constitution, art. 3. — Ibid. 
 
 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
42 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D129. Iowa (1906) : Where a board of high school directors had power to 
 adopt and promulgate a rule prohibiting the playing of football by pupils 
 of the high school, finding by the board that petitioner had violated the 
 rule and that his apology tendered was insufficient to purge his offense 
 were reviewable only by appeal to the county superintendent, as provided 
 by Code, Sec. 2818. — Kinzer v. Directors of Independent School Dist. of 
 Marion, 105 N. W., 686. 
 
 D 130. Iowa (1907): Under acts, Thirty-first General Assembly, p. 87, chap. 
 122, enacted April 5, 1906, taking effect October 1, following, expressly 
 repealing Code, secs. 2735-2737, relating to teachers’ certificates issued 
 by the county superintendent, etc., and prescribing that the county 
 superintendent shall be the holder of a first-grade certificate or a state 
 certificate or a lawful diploma, and providing for the issuance of first- 
 grade certificates to persons complying with specified conditions, and for 
 the renewals of a first-grade certificate issued prior to the taking effect 
 of the act on the holder thereof complying with specified conditions, etc., 
 one holding a two-years’ certificate issued August 30, 1906, under sec. 
 2737, is not eligible to the office of county superintendent. — State v. 
 Huegle, 112 N. W., 234. 
 
 131. Kansas: Repealing and enacting a substitute for sec. 1, chap. 202, Laws, 
 
 1903, relative to county superintendents of public instruction. 
 
 Omitting holders of a second-grade certificate from among those eligible. 
 
 Chap. 167, Mar. 9, 1907. 
 
 132. Kansas: Repealing and reenacting with amendments sec. 3, chap. 432, 
 
 Laws, 1903, relative to the compensation of county high school trustees. 
 
 Payment to be made from county high school fund instead of from 
 county treasury. 
 
 Chap. 334, Mar. 8, 1907. 
 
 133. Kentucky: Relative to the government and regulation of the common 
 
 schools. 
 
 Making the county the unit of school organization and government. 
 Providing for the division of counties into educational divisions and the 
 further subdivision of the latter into subdistricts, subdistricts not to in- 
 clude, except in cases of emergency, fewer than 50 white children of 
 school age, nor in any case fewer than 40 such children. Providing for 
 the election of one trustee for each subdistrict, for the organization of 
 division boards therefrom and the duties thereof. Constituting the chair- 
 men of the several educational division boards in each county, together 
 with the county superintendent of schools, as a county board of education, 
 and prescribing the powers, duties, compensation, etc., thereof. Providing 
 for the establishment and support of county high schools. 
 
 Chap. 56, Mar. 24, 1908. 
 
 134. Michigan: Amending sec. 2, act No. 147, acts, 1891 (sec. 4809, Compiled 
 
 Laws, 1897), as amended by No. 35, acts, 1901, and by No. 169, acts, 1905, 
 relative to the election of county commissioner of schools. 
 
 Making special provision for Lake County. 
 
 Act No. 115, May 28, 190 7. 
 
 135. Michigan: Amending sec. 8, act No. 147, acts, 1891 (sec. 4815, Compiled 
 
 Laws, 1897), relative to the duties of the county commissioner of schools. 
 
 Prescriptions concerning records of meetings and hearings of the board 
 of examiners; calls for special meetings; reports of school visitation. 
 Providing in districts of over 120 schools for the appointment of visiting 
 assistants by commissioner; in other districts appointment with consent 
 of board of supervisors. 
 
 Authorizing examinations and auditing of books and records of any 
 school district at any time when so directed by the superintendent of 
 public instruction or upon application of any school board. Other minor 
 revisions. 
 
 Act No. 127, June 5, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 43 
 
 136*. Minnesota: Authorizing county boards to audit and allow traveling ex- 
 penses of county superintendents of schools and assistants. 
 
 Chap. 33, Mar. 8, 1907. 
 
 137. Minnesota: Creating county boards of education for unorganized territory 
 and defining scope and powers. 
 
 Chap. 76, Mar. 28, 1907. 
 
 138. Minnesota: Amending sec. 1396, Revised Laws, 1905, relative to examina- 
 tions by the state high school board. 
 
 Providing for the appointment of not to exceed one assistant to the 
 county superintendent for each township (formerly, one for each four 
 townships). 
 
 Chap. 341, Apr. 23, 1907. 
 
 139*. Minnesota: Proposing an amendment to sec. 7, art. 7, state constitution 
 (1857), relative to eligibility to office. 
 
 Excepting county superintendents and prescribing such qualifications 
 as may be required by the legislature. 
 
 Chap. 480, Apr. 24, 1907. 
 
 Defeated, November, 1908. 
 
 140. Missouri: See enactment No. lllfl. 
 
 141. Missouri: Amending sec. 9813, art. 1, chap. 154, Revised Statutes, 1899, 
 
 relative to compensation of county superintendent of schools. 
 
 Increasing annual compensation in counties wherein the number of 
 children of school age is 9,000 and less than 14,000, from $900 to $1,000 ; 
 in counties wherein the number of children of school age is 14,000 or 
 more, from $1,000 to $1,500. 
 
 H. B. No. 631, p. 432, Mar. 20, 1907. 
 
 142. Montana : Allowing traveling expenses of county superintendent of schools. 
 
 Authorizing annual allowance of $300. 
 
 Chap. 27, Feb. 21, 1907. 
 
 143. Nevada: See enactment No. 29. 
 
 144. New Jersey: Providing and furnishing an office for county superintendents 
 
 of schools at the county seats. 
 
 Authorizing annual appropriation of $500 in each county for clerical 
 assistance to said officer. 
 
 Chap. 317, Apr. 16, 1908. 
 
 145. New Mexico: See enactment No. 32. 
 
 146. New Mexico: Amending sec. 1527, Compiled Laws, 1897, relative to the 
 
 duties of county superintendents of schools in respect to new school 
 districts. 
 
 Providing for the selection of school directors by county superintendent 
 in certain cases. 
 
 Chap. 99, Mar. 21, 1907. 
 
 147. North Carolina: Appointing certain persons as members of the county 
 
 board of education in the several counties of the State. 
 
 Chap. 260, Mar. 11, 1907. 
 
 148. North Carolina: Constituting school committees and prescribing powers, 
 
 duties, and qualifications. 
 
 Defining duties of county board of education and prescribing qualifica- 
 tions and minimum salary ($40) of high school teachers. 
 
 Providing for attendance of pupils upon existing high schools and 
 for the payment of tuition from school funds. State aid equal to amount 
 of local appropriation ; maximum aid $500. Schools not to be established 
 in towns. 
 
44 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 Establishing East Carolina teachers’ training schools for the training 
 of young white men and jwomen. Providing for location, board of trus- 
 tees, and powers and duties thereof. Appropriating $15,000 for buildings 
 and equipment for the biennium, 1907 and 1908. 
 
 Special appropriation of $50,000 for purposes of high school instruction 
 and teachers’ training. 
 
 Chap. 820, Mar. 8, 1907. 
 
 149. North Carolina: Amending sec. 4134, chap. 89, Revisal, 1905, relative to 
 
 county boards of education. 
 
 Providing that annual reports of officers shall be forwarded to the 
 State superintendent within thirty days after meeting in July. 
 
 Sec. g, chap. 835, Mar. 9, 1907. 
 
 150. North Dakota: Amending sec. 778, Revised Codes, 1905, relative to the 
 
 qualifications of county superintendents of schools. 
 
 Prescribing two years successful experience, one in the State (formerly, 
 three years experience in the State). 
 
 Sec. 2, chap. 95, Mar. 19, 1907. 
 
 151. North Dakota: Amending sec. 799, Revised Codes, 1905, relative to quali- 
 
 fications to vote at school elections and eligibility to school offices. 
 
 Adding provisions that county superintendents must possess educational 
 qualifications prescribed in sec. 778, Revised Codes, 1905. (Amended by 
 sec. 2, chap. 95, Mar. 19, 1907.) 
 
 Sec. 3, chap. 95, Mar. 19, 1907. 
 
 152*. North Dakota: Amending sec. 777, Revised Codes, 1905, relative to sal- 
 ary and deputy of county superintendents. 
 
 Making special provision for additional deputies in counties having a 
 population of thirty thousand and over. 
 
 Chap. 105, Mar. 12, 1907. 
 
 153. Ohio: Repealing and reenacting with amendments sec. 4029-2, Revised 
 
 Statutes (1905), relative to the compensation of the clerks of the boards 
 of county school examiners. 
 
 Compensation of clerks to be the same as that fixed by sec. 4070, Re- 
 vised Statutes. 
 
 II. B. 933, p. 116, Apr. 15, 1908. 
 
 154. Ohio: Repealing and reenacting with amendments sec. 4075, Revised Stat- 
 
 utes (1905), relative to compensation of county school examiners. 
 
 Regrading compensation as based upon number of applicants for ex- 
 amination. 
 
 S. B. 415, p. 240, Apr. 30, 1908. 
 
 155. Oregon: Providing for district school board conventions, for representa- 
 
 tion at such convention, and for compensation of delegates. 
 
 “ Sec. 1. The county school superintendent may, at his discretion, hold 
 annually a school board convention or conventions for a terra of not 
 less than one day for the discussion of questions pertaining to the im- 
 provement of the public school system. 
 
 “ Sec. 2. The chairman of the school board shall be the delegate to 
 the convention. If he is unable to attend he shall appoint a member 
 of his board or the clerk to represent the district. Each delegate 
 attending the convention during the entire session shall be entitled to 
 receive two dollars out of the general fund of the county. But no such 
 expense shall be paid until approved by the county superintendent. 
 
 “ Sec. 3. No school district shall be entitled to compensation for rep- 
 resentation for attendance at more than one convention held in the 
 county during any one year.” 
 
 Chap. 35, Feb. 16, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 45 
 
 156. Oregon: Repealing secs. 3360, 3361, 3362, 3377, and 3395, Bellinger and 
 
 Cotton’s Annotated Codes and Statutes, 1901, and repealing H. B. No. 
 126, p. 99, Laws, 1903, relative to school officers and school funds, and 
 enacting substitute. 
 
 Sundry minor amendments relative to education providing for the 
 distribution of the school funds within the counties, defining the 
 powers and duties of county school superintendents and their relations 
 with teachers and district, county, and state officers, creating district 
 boundary boards and county boards of examiners, fixing the qualifica- 
 tions of teachers, etc. 
 
 Special provisions concerning disorganization of districts failing to 
 maintain a public school for two years, or containing less than six 
 children of school age. 
 
 Chap. 116, Feb. 23, 1907. 
 
 157. Pennsylvania: Repealing and reenacting with a more comprehensive title 
 
 act No. 166, acts, 1903, as amended by act No. 105, acts, 1905, provid- 
 ing for the establishment of county associations of school directors and 
 for the payment of certain expenses incident thereto, by the respective 
 school districts and counties of the commonwealth. 
 
 Removing question of constitutionality by adding to the title. 
 
 Act No. 24, Mar. 22, 1907. 
 
 158. South Carolina: Fixing the amount of the compensation to be paid to the 
 
 county officers of the various counties. 
 
 Providing for a scale of compensation for the county officers of the 
 several counties, including county superintendents. 
 
 Act No. 270, p. 592, Feb. 18, 1907. 
 
 159. South Carolina: Further amending sec. 1239, Civil Code, 1902, relative to 
 
 the sale of books by county superintendents. 
 
 Adding certain towns and counties to the excepted list. 
 
 Chap. 517, Feb. 26, 1908. 
 
 160. South Carolina: Amending sec. 1200, Civil Code, 1902, relative to county 
 
 boards of education. 
 
 Increasing for the county of Dorchester the number of days for which 
 a per diem may be allowed for the county board of education from seven 
 to ten. 
 
 Chap. 528, Feb. 18, 1908. 
 
 161. South Dakota: See enactment No. 100. 
 
 162. Tennessee: Creating in each county a county board of education and dis- 
 
 trict advisory boards, and prescribing their duties, and abolishing the 
 office of district directors. 
 
 Providing for the division of each county into five school districts, each 
 to be composed of whole civil districts ; for the creation, powers, and 
 duties of a county board of education, composed of one representative from 
 each of the five districts ; county superintendent to be secretary of county 
 board. Providing for local or advisory boards of three members for each 
 civil district and prescribing powers and duties. Exempting city schools 
 and certain counties from operation of act. 
 
 Chap. 236, Apr. 6, 1907. (July 1, 1907.) 
 
 163. Tennessee: Amending secs. 2 and 3, chap. 234, acts, 1905, relative to the 
 
 county board of education (applies to Lauderdale County alone — popula- 
 tion 21,971.) 
 
 Minor amendment regarding time until which district clerk shall act 
 as member of board. Removing provision concerning ineligibility of jus- 
 tices of the peace as members of county board of education. 
 
 Chap. 348, Apr. 11, 1907. 
 
46 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 164. Tennessee: Amending sec. 10, chap. 25, acts, 1873, establishing and main- 
 
 taining an uniform system of public schools. 
 
 Creating in counties having a population of not less than 29,250 nor 
 more than 29,300, a county board of education. Prescribing the constitu- 
 tion and powers and duties thereof ; the qualifications and compensation 
 of members. 
 
 Chap. 391, Apr. 12, 1907. 
 
 165. Tennessee: Creating and establishing a board of education for Davidson 
 
 County ; providing for the election and removal of members ; prescribing 
 their powers, duties, qualifications, and compensation; establishing and 
 maintaining a uniform system of public schools throughout said county; 
 and abolishing the office of district school director. 
 
 County board of education of seven members to be appointed by 
 county court for term of three years. This board to have full and com- 
 plete control of the public schools of the county. 
 
 Chap. 447, Apr. 12, 1907. (June 30, 1907.) 
 
 166. Texas: Amending secs. 36, 37, and 40, chap. 124, acts, 1905, relative to the 
 
 county supervision of schools. 
 
 Providing for the election of county superintendents in counties having 
 a scholastic population of 3,000. Defining procedure for establishment of 
 office in other counties. Prescribing qualifications. Provisions concern- 
 ing teachers’ institutes. Regulating and increasing compensation of 
 county superintendents. 
 
 Chap. Ill, Apr. 16, 1907. 
 
 167. Utah: Amending sec. 13, chap. 107, Laws, 1905, relative to the compensa- 
 
 tion and traveling expenses of members of boards of education in county 
 school districts of the first class. 
 
 Fixing annual compensation at $300 each (formerly $300). Fixing 
 annual allowance for traveling expenses at $100 each (formerly $50). 
 
 Chap. 43, Mar. 14, 1907. 
 
 168. Utah: Amending sec. 1785, Revised Statutes, 1898, as amended by chap. 
 
 64, Laws, 1905, relative to the duties of county superintendents. 
 
 Striking out duty of prescribing course of study for district schools 
 (see chap. 57, enactment No. 1160). 
 
 Chap. 58, Mar. 14, 1907. 
 
 169. Utah: Amending secs. 1 and 4, chap. 107, Laws, 1905, relative to county 
 
 school districts of the first class. 
 
 Providing where an entire county is constituted into one school dis- 
 trict it shall be a county school district of the first class. Amending man- 
 ner of election of members of the board of education. 
 
 Chap. 113, Mar. 13, 1907. 
 
 170. Virginia: See enactment No. 108. 
 
 171. Virginia: Repealing sec. 1508, Code, 1904, relative to division superin- 
 
 tendents indorsing and depositing warrants with the treasurer. 
 
 Chap. 155, Mar. 10, 1908. 
 
 172. Virginia: Amending and reenacting secs. 613 and 614, Code, 1904, relative 
 
 to the compensation of city and county treasurers for receiving and dis- 
 bursing funds. 
 
 Chap. 244, Mar. 13, 1908. 
 
 173. Virginia: Amending and reenacting sec. 1437, Code, 1904, relative to divi- 
 
 sion superintendents of schools. 
 
 May not engage in any other business or employment, unless excepted 
 under provisions of sec. 1433. 
 
 Chap. 292 (in part), Mar. 14, 1908. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 47 
 
 174. Virginia: Amending and reenacting sec. 1438, Code, 1904, as amended, 
 
 relative to salary of division superintendents of schools. 
 
 Striking out minimum limitation of $200. Special provisions. 
 
 Chap. 292 (in part), Mar. 14, 1903. 
 
 175. Virginia: Amending and reenacting sec. 1518, Code, 1904, relative to 
 
 county treasurers’ accounts of school funds. 
 
 Chap. 309 (in part), Mar. 14, 1908. 
 
 176. Virginia: Amending and reenacting chap. 137, acts, 1906, requiring the 
 
 several county and district school boards to make and publish annually 
 a statement of receipts and disbursements, and providing penalty for 
 failure. 
 
 Modifying conditions as to publication and form of report. Report 
 to be by districts. 
 
 Chap. 310, Mar. 14, 1908. 
 
 177. Virginia: Providing the commissions that shall be allowed county treas- 
 
 urers upon funds handled by them that are raised by the issuance and 
 sale of county bonds and school district bonds. 
 
 Fixing commission at one-fourth of 1 per cent. Minimum compensa- 
 tion $15, maximum $250. 
 
 Chap. 312, Mar. 14, 1908. 
 
 178. Virginia: Amending and reenacting sec. 1447, Code, 1904, relative to 
 
 powers and duties of county school boards. 
 
 Property vested in and managed by county boards to include property 
 for district school purposes. Provisions regarding use of funds below 
 $ 2 , 000 . 
 
 Chap. 393, Mar. 14, 1908. 
 
 179*. Washington: Supplementing the Code of Public Instruction (chap. 118, 
 Laws, 1897) by adding sec. 33|, relative to duties of county superin- 
 tendents. 
 
 Providing that each county superintendent shall each year hold one 
 or more directors’ meetings, the expense of which shall be paid by county 
 commissioners. Maximum expenditure, $100. 
 
 Sec. 1, chap. 163, Mar. 13, 1907. 
 
 180. West Virginia: Amending and reenacting sec. 53, chap. 45, Code, 1906, 
 relative to the qualifications and salary of county superintendents. 
 
 Raising the graduated scale of annual salaries. Maximum $1,200, 
 striking out clause relative to county superintendents engaging in teach- 
 ing. 
 
 Chap. 58, Feb. 20, 1907. 
 
 181. Wisconsin: See enactment No. 115 4. 
 
 (d) District, Township, and Municipal Boards and Officers. 
 
 Aside from the few enactments relative to the qualifications, tenure, 
 and powers of superintendents of schools, Louisiana (203), (204), 
 Missouri (223), Rhode Island (249), and Vermont (265), this group 
 contains but little of general interest. By the creation of a “ service 
 fund,” Ohio (236) made a definite and important provision for the 
 expenses of members of boards of education actually* incurred in the 
 performance of their duties; this service fund may equal 5 cents 
 
48 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 for each child enrolled in the public schools. Of equal importance 
 are the somewhat similar measures, Ohio (239), providing compensa- 
 tion at the rate of “ two dollars for each meeting actually attended 
 for not more than ten meetings in any one year,” for members of 
 township boards of education, and West Virginia (277). 
 
 While local and particular in their application, the several special 
 acts relative to the reorganization of the educational systems of some 
 of the medium-sized cities are of concern to those interested in the 
 solution of the problems of the political control of public schools as 
 presented by our modern municipalities. The charter revisions or the 
 special educational acts for Alameda (185), Bridgeport (189), 
 Augusta, Me. (208), Cambridge (210), Syracuse (229), Knoxville 
 (258), Nashville (259), San Antonio (261), Dallas (262), and Mil- 
 waukee (283) , may be selected for special mention. The school-board 
 act for Milwaukee was made necessary by the declared unconsth 
 tutionality of the act of 1905, Wisconsin (D 287), (D 288). 
 
 The decisions of the Arkansas (D 184) and Ohio (D 244) supreme 
 courts, as to the right of local boards of education to demand that 
 children be vaccinated as a condition for entrance to the public 
 schools, and the decision of the Illinois (D 195) supreme court as 
 to the right of the board of education of the city of Chicago to make 
 rules and regulations prohibiting high-school fraternities, call also 
 for special mention. 
 
 182. Arizona: Amending subdiv. 4, par. 2206 (sec. 77, chap. 8, tit. 19), Revised 
 
 Statutes, 1901, relative to school district clerks. 
 
 Providing for the annual allowance of not to exceed $100 for compensa- 
 tion in districts having an average attendance of 500 or more pupils. 
 
 Sec. 18, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 183. Arizona: Amending subdiv. 8, par. 2179 (sec. 50, chap. 6, tit. 19), Revised 
 
 Statutes, 1901, relative to the powers and duties of boards of school 
 trustees. 
 
 Empowering boards of trustees of districts having 1,000 census children 
 or more to employ supervising principal. Providing, also, for the em- 
 ployment of supervising principals by districts jointly. 
 
 Sec. 19, chap. 67, Mar. 1907. (July 11, 1907.) 
 
 D 184. Arkansas (1907) : The part of the rule of a school board requiring the 
 vaccination of pupils before admission to the schools, which provides 
 that the pupils shall present a certificate of a reputable physician show- 
 ing that they have been successfully vaccinated, is not unreasonable, 
 and will not be set aside by the courts. — Auten v. Board of Directors of 
 Special School Dist. of Little Rock, 104 S. W., 130. 
 
 185. California: Approving charter of the city of Alameda, voted on and 
 ratified by the qualified electors of said city at a special election held 
 July 18, 1906. 
 
 Reorganizing board of education. Board to consist of five members 
 appointed by mayor subject to approval by council; term of office five 
 years, one member retiring each year. 
 
 Prescribing powers and duties of board. Providing for superintend- 
 ent of schools and defining his duties. Providing for teachers’ annuity 
 fund. 
 
 Sen. Con. Res. No. 2, chap. 7, Feb. 7, 1907 (art. 6, pp. 1080-1084). 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 49 
 
 D186. California (1905): A superintendent of schools is a county officer, 
 whose duties are prescribed by Pol. Code, sec. 1543, and additional duties 
 can not be imposed upon him by a city charter. — McKenzie v. Board of 
 Education of City and County of San Francisco, 82 P., 392. 
 
 Pol. Code, sec. 1543, held not to make it the duty of the county school 
 superintendent to prefer charges against teachers. — McKenzie v. Board of 
 Education of City and County of San Francisco. — Ibid. 
 
 The board of education of the city and county of San Francisco has 
 jurisdiction to hear testimony against a teacher, although no formal 
 charges have been presented against her by the county superintendent. — 
 McKenzie v. Board of Education of City and County of San Francisco. — 
 Ibid. 
 
 D 187. California (1906) : The municipal corporation act confers on cities the 
 power to employ a superintendent of schools, which power has in effect 
 been affirmed in Pol. Code, secs. 1533, 1550, 1560, 1616, 1617, 1714, 1788, 
 1858, 1874, and Stat. 1903, p. 388, chap. 270, secs. 3, 5, 8.— Davidson v. 
 Baldwin, 84 P., 238. 
 
 St. 1905, p. 918, chap. 11, amending the city charter of San Diego, by 
 providing generally for the school system of the city, and for the consti- 
 tution of a board of education, in which “ the government ” of the school 
 district shall be vested, authorizes the school board to elect a city super- 
 intendent of schools, whose salary may be fixed as authorized by Pol. 
 Code, sec. 1793. — Davidson v. Baldwin, 84 P., 238. 
 
 188. Connecticut: Concerning election of members of town school committees 
 
 and school visitors. 
 
 Providing for the election and term of office of said school officers 
 whenever the number shall have been changed to three. 
 
 Applying provisions of sec. 2, chap. 97, Acts, 1905. 
 
 Chap. 39, Apr. 17, 1907. 
 
 189. Connecticut: Revising the charter of the city of Bridgeport. 
 
 Sec. 13, p. 500, provides for the annual election at large of four members 
 of the board of education for a term of three years. 
 
 Sec. 84, p. 527, provides that the board of education shall be composed 
 of 12 members and prescribes the general powers and duties of such 
 board. 
 
 Sec. 85, p. 527, provides for the furnishing of free text-books and sup- 
 plies to pupils below the high-school grade. 
 
 Act No. 461, Special Acts, Aug. 1, 1907. 
 
 190. Florida: Amending sec. 270, art. 2 (primary election law), chap. 1, tit. 4, 
 
 Statutes, 1906, in so far as it relates to the nomination of county com- 
 missioners and members of the boards of public instruction of the 
 different counties. 
 
 Providing that such officers shall be nominated by districts instead of 
 by the county at large. 
 
 Chap. 5697 (No. 102), June 3, 1907. 
 
 D 191. Georgia (1907) : Where a school district was legally laid out and an 
 election of trustees was held therein under act of Aug. 23, 1905 (acts, 
 1905, p. 425), the fact that the portion of that act relating to local taxa- 
 tion by districts for school purposes was unconstitutional did not oust 
 the trustees from office, nor did Acts, 1906, p. 61, amending the act of 
 1905, being a curative act, have such effect. — Griffin v. Brooks, 59 S. E., 
 902. 
 
 192. Idaho: Amending sec. 1, act of Feb. 4, 1881 (p. 369, Laws, 1881), creating 
 the independent school district of Boise City, and providing for estab- 
 lishing and maintaining a graded school therein (sec. 158, Special and 
 Local Laws of Idaho, Feb. 10, 1887) ; and providing for the organization 
 and government of the independent school district of Boise City, and for 
 
 63470—09 4 
 
50 
 
 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 establishing and maintaining high and graded schools therein and a 
 superintendent therefor ; and providing for changing the boundary lines 
 of and enlarging said district and assessing and collecting the taxes 
 therefor. 
 
 S. B. No. 16, p. 7, Feb. 15, 1907. 
 
 193. Idaho: Amending sec. 45, H. B. No. 42, Laws, 1899, establishing and main- 
 taining a system of free schools, and relating to powers and duties of 
 boards of school trustees. 
 
 Requiring that teacher shall exhibit certificate to board of trustees 
 before contract can be legally signed; requiring also that copy of con- 
 tract be filed with county superintendent. 
 
 Providing for transfer of funds by county superintendents on account 
 of tuition of nonresident pupils attending high schools. 
 
 Prohibiting trustees from compelling teachers to make up time while 
 attending any annual county or joint institute. Provisions concerning 
 removal of schoolhouses, purchase of school sites, furnishing of janitor 
 service. Providing for the maintenance and care of school libraries. 
 Prescribing duties of clerks with reference to form and matter of 
 records. 
 
 School census to be taken first Tuesday in September instead of first 
 Monday in July. 
 
 Minimum school age raised from five years to six years. 
 
 H. B. No. 106, p. 341, Mar. 13, 1907. 
 
 D 194. Illinois (1907) : The board of school inspectors is a branch of the city 
 government of the city of Peoria. — People v. City Council of Peoria, 82 
 N. E., 225; 229 111., 225. 
 
 D 195. Illinois ( 1908 ) : ° The exercise of the power conferred on the board of 
 education of Chicago by constitution, art. 8, sec. 1, and the legislation 
 adopted pursuant thereto to establish rules and regulations for the 
 government of the schools, will not be interfered with by the courts 
 in the absence of a clear abuse of discretion. — Wilson v. Board of Educa- 
 tion of Chicago (111.), 84 N. E., 697. 
 
 D 196. Indiana (1906) : Acts, 1905, p. 257, chap. 129, sec. 54, provides that the 
 common council of every city may supervise and investigate all depart- 
 ments, officers, and employees of the government of such city, and exam- 
 ine into any charge preferred against them, or any of them, and into the 
 affairs of any corporation, firm, or person in which the city may be 
 interested, etc. Held, that the officers of the board of school trustees of 
 a school city, who were statutory trustees, entrusted with the manage- 
 ment of the prudential affairs of their respective political districts, as 
 provided by Burns’ Ann. Stat., 1901, sec. 5917 et seq., were not “ officers 
 and employees of the government of ” a civil city within such sec- 
 tion. — Agar v. Pa gin, 79 N. E., 379. 
 
 D 197. Indiana (1906) : A school corporation or the board of school trustees 
 of a school city is not a “ corporation ” within acts, 1905, p. 257, chap. 
 129, sec. 54, authorizing the common council of every city to investigate 
 the affairs of any “ corporation ” in which the city may be interested or 
 with which it may have entered into a contract or may be about to do 
 so. — Agar v. Pagin, 79 N. E., 379. 
 
 198. Iowa: Amending sec. 2771, Code Supplement, 1902, relative to the filling 
 
 of vacancies on school boards. 
 
 County superintendent to call special election if there be no secretary 
 of the board. 
 
 Chap. 150, Apr. 4, 1907. 
 
 199. Kansas: Ratifying the official acts and proceedings of boards of education 
 
 in cities of the second class of over 10,000 inhabitants. 
 
 Chap. 243, Feb. 15, 1907. 
 
 ° See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 51 
 
 200. Kansas: Amending secs. 9 and 10, art. 7, chap. 122, Laws, 1876 (secs. 
 6782, 67S3, Statutes, 1905), relative to union or graded-school districts. 
 
 Providing that boards of directors of single districts establishing 
 graded schools shall have the management of such schools. Changing 
 time of annual meeting. 
 
 Chap. 331, Mar. 9, 1907. 
 
 D201. Kentucky (1905) : The school board of a city may not insist that, on 
 grounds of public policy, it can not be sued because it is an agent of the 
 State; Ivy. St., 1903, sec. 2949, authorizing it to be sued. — Oberdorfer v. 
 Louisville School Board, 85 S. W., 696; 27 Ky. Law Rep., 508. 
 
 202. Louisiana: Authorizing parish boards of school directors to donate to the 
 United States of America right of way for the purpose of constructing, 
 operating, and maintaining canals for transportation purposes or to fa- 
 cilitate the public waterways. 
 
 Act No. 14, June 15, 1908. 
 
 203*. Louisiana: Amending and reenacting sec. 8, act No. 167, acts, 1904, as 
 amending and reenacting sec. 8, act No. 214, acts, 1902, relative to the 
 power of parish boards of school directors. 
 
 Prescribing certificate of eligibility for parish superintendents. Giving 
 such superintendents power to nominate teachers, and to recommend 
 number of schools, repairs, etc. Striking out provision concerning com- 
 pensation of members of board. 
 
 Act No. 49, June 20, 1908. 
 
 204*. Louisiana: Amending and reenacting sec. 65, act No. 214, Acts, 1902, 
 relative to school treasurers. 
 
 Parish superintendent of schools (formerly parish treasurer) to be 
 . school treasurer. 
 
 Act No. 232, July 8, 1908. 
 
 D205. Louisiana (1907) : Where the governor removed the members of a par- 
 ish school board from office and appointed a new board the old board, 
 being unwilling to surrender possession of their office, could not be dis- 
 possessed by the exercise of the power of removal and the appintment 
 of their successors, but onlv by an intrusion into office suit. — Jackson v. 
 Powell, 44 So., 689; 119 La., 882; In re Powell.— Id. 
 
 Where the members of a parish school board were sought to be re- 
 moved from office by the exercise of the governor’s removal power and 
 the appointment of a new board as their successors, the members of 
 the old board were entitled to protect their possession of the office by 
 injunction. — Jackson v. Powell. — Ibid. 
 
 206. Maine: See enactment No. \66. 
 
 207. Maine: Amending sec. 2, chap. 465, Private and Special Laws, 1868, pro- 
 
 viding for the election of a superintending school committee and superin- 
 tendent of schools in the city of Lewiston. 
 
 Adding provision for the appointment of truant officers by the superin- 
 tending school committee, and empowering this committee, instead of city 
 council, to fix the term and salary of the superintendent of schools and 
 the truant officers. 
 
 Chap. 129, Private and Special Laws, Feb. 26, 1907. 
 
 208. Maine: Establishing a board of education in the city of Augusta and pro- 
 
 viding for a uniform system of schools therein. 
 
 Creating a board of education, consisting of nine members, one from 
 each of the eight wards and the president of the trustees of the Cony 
 Female Academy ex officio. Providing for their election (general ward 
 meeting), term (three years), qualifications, powers, and duties of the 
 members for the annual town meeting for the consideration of school 
 matters and for the discontinuance of existing school offices and districts. 
 Providing for submission of act to city for approval. Repealing and 
 amending sundry acts. 
 
 Chap. 416, Private and Special Laws, Mar. 26, 1907. 
 
52 STATE SCHOPL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 209. Massachusetts: Relative to janitors of public schoolhouses in the city of 
 
 Lawrence. 
 
 Giving to school committee full and exclusive authority to appoint, re- 
 move, and control janitors of public schoolhouses. 
 
 Chap. 187, Mar. 12, 1907. 
 
 210. Massachusetts: Amending sec. 4, chap. 364, acts, 1891, as amended by 
 
 chap. 357, acts, 1902, and amending sec. 31, chap. 364, acts, 1891, relative 
 to the school committee of the city of Cambridge. 
 
 Reducing membership of school committee from fifteen to five. City 
 divided into three districts; one member from each district elected for 
 three years ; two members elected from city at large for three years. 
 
 Modifying provisions relative to powers and duties of school committee. 
 Annual expenditures limited to $5 per thousand dollars of taxable prop- 
 erty. School .committee to have complete charge of school buildings 
 and authority to appoint and remove janitors. 
 
 Act to be submitted for approval to qualified voters of city. 
 
 Chap. 566, June 28, 1907. 
 
 210a. Massachusetts: Amending sec. 31, chap. 364, acts, 1891, as amended by 
 sec. 2, chap. 566, acts, 1907, relative to the school committee of the city 
 of Cambridge. 
 
 Extending power of expenditure. 
 
 Chap. 362, Apr. 7, 1908. 
 
 211. Michigan: See enactment No. 296. 
 
 212. Michigan: See enactment No. 297. 
 
 213. Michigan: Amending sec. 2, chap. 3, act No. 164, acts, 1881 (sec. 4667, 
 
 Compiled Laws, 1897), relative to vacancies in school district offices. 
 
 Adding provision that an office shall be vacant when incumbent ceases 
 to be a taxpayer in said district ; or upon the expiration of twenty days 
 after failure of district to elect successor at annual meeting, at which 
 time board of school inspectors shall appoint successor. 
 
 Sec. 1, p. 101, act no. 91, May 15, 1907. 
 
 214. Michigan: Amending secs. 1, 2, 3, 5, chap. 10, act No. 164, acts, 1881 
 
 (secs. 4746, 4747, 4748, 4750, Compiled Laws, 1897), relative to the 
 organization of graded school districts. 
 
 Authorizing transfer of organization to graded school district upon 
 majority vote (formerly two-thirds). Providing for board of education 
 in place of board of trustees. Defining eligibility. Providing for treas- 
 urer’s bond. Providing for financial management; for employment of 
 superintendent of schools whose powers and duties are prescribed. 
 
 Act No. 247, June 27, 1907. 
 
 D215. Michigan (1905): Under Detroit city charter, Comp., 1904, sec. 596, 
 providing the school inspectors shall be a body corporate known as 
 “ Board of Education of the City of Detroit,” and in that name may sue 
 and be sued, and hold and convey real and personal property, such board 
 is a municipal corporation, and not liable for the negligence of its em- 
 ployees and agents. — Whitehead v. Board of Education of City of Detroit, 
 112 N. W., 1028 ; 11 Detroit Leg. N., 923. 
 
 D216. Michigan (1908): Comp. Laws, sec. 4810, prescribes certain qualifica- 
 tions as requisite to eligibility to the office of commissioner of schools, 
 but provides that persons who have held the office under the provisions 
 of act No. 147, p. 183, pub. acts, 1891, of which the section is amenda- 
 tory, shall be eligible. Sec. 3 (p. 184) of the original act provides that no 
 person shall be eligible to the office unless he possesses certain specified 
 qualifications, or has held the office under the act. Held, that the origi- 
 nal act indicates an intention to provide that, once elected, a person is 
 to be always eligible to the office, and the same intent is shown by the 
 amendment, and hence a former holding of the office, whether before or 
 after the amendment, is a sufficient qualification. — Attorney-General v. 
 Lewis, 114 N. W., 927 ; 14 Detroit Leg. N., 840. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 53 
 
 217. Minnesota: Amending secs. 5 and .6, chap. 289, Laws, 1903, relative to the 
 
 reorganization of school districts in cities having a population of 10,000 
 inhabitants or less, in which the city council or common council performs 
 the duties of a board of education. 
 
 Providing that school inspectors shall be elected at the same time and 
 in the same manner as city officers. 
 
 Authorizing board of inspectors to employ and compensate clerks, 
 physicians, attorneys, truant officers, etc. 
 
 Chap. 50, Mar. 16, 1907. 
 
 218. Minnesota: Amending sec. 1328, Revised Laws, 1905, relative to school 
 
 district treasurers’ bonds. 
 
 Requiring that treasurer’s bond be in a sum equal to twice the 
 amount that will probably come into his hands during any one year; 
 excepting bonds furnished by surety companies, -which shall be equal to 
 the probable amount of money. 
 
 Chap. 95, Apr. 4, 1907. 
 
 219. Minnesota: Providing for an inspector of the books, papers, accounts, 
 
 bills, vouchers, and other documents or property of townships, villages, 
 cities, and school districts in counties having at any time a population 
 of more than 100,000 and an area of more than 5,000 square miles. 
 
 Prescribing method of appointment, qualifications, compensation, 
 powers, and duties of such “ public examiner.” 
 
 Chap. 131, Apr. 9, 1907. 
 
 220. Minnesota: Providing for the examination of the books of accounts and 
 
 all records of township, village, and school district officers throughout the 
 State. 
 
 Prescribing annual examination by public examiner. Providing for 
 reports and compensation of examiner. 
 
 Chap. 344, Apr. 23, 1907. 
 
 221. Minnesota: Amending sec. 1330, Revised Laws, 1905, relative to chairman 
 
 of school board. 
 
 Authorizing chairman to draw orders in the absence, inability, or refusal 
 of the clerk. Office of clerk may be declared vacant. 
 
 Sec. 3, chap. 445, Apr. 25, 1907. 
 
 D 222. Minnesota (1905) : Laws, 1906, p. 459, chap. 289, providing that in 
 cities containing 10,000 inhabitants or less, where the city council acts as 
 a board of education, it may be relieved from its duties and a board of 
 school inspectors elected, is not unconstitutional, as special legislation in 
 violation of Constitution, art. 4, secs. 33, 34, in that the classification as 
 adopted is arbitrary and founded on no substantial distinction, and is an 
 attempt to regulate the internal affairs of a single school district. — 
 State v. Henderson, 106 N. W. 348, 97 Minn., 369. 
 
 223. Missouri: See enactment No. 843. (Extending tenure of office of city 
 
 superintendents and principals.) 
 
 224. Nevada: Amending sec. 24, act of March 20, 1865 (chap. 145, Statutes, 
 
 1865 — as amended; sec. 1293, Compiled Laws, 1900), relative to board of 
 school district trustees. 
 
 Modifying organization by providing for the election of a president. 
 Increasing compensation of clerk. 
 
 Chap. 160, Mar. 29, 1907. 
 
 225. New Hampshire: Relating to the time of the election of the superintend- 
 
 ent of schools in the city of Portsmouth. (Amending chap. 203. Laws 
 1885.) 
 
 Election to be held in May instead of in July. 
 
 Chap. 176, Feb. 5, 1907. 
 
54 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 226. New Jersey: Amending secs. 85 .and 91, chap. 1, Acts, 1903 (sp. sess., 
 
 Oct. 15), relative to boards of education. 
 
 Providing that boards of education shall organize on the first Monday 
 in April instead of within ten days of the annual meeting; for the ap- 
 pointment and compensation of district clerks, requiring district clerk 
 to give a bond ; and prescribing additional duties. 
 
 Chap. 119, May 7, 1907. 
 
 227. New Jersey: Amending sec. 73, chap. 1, Acts, 1903 (sp. sess., Oct. 15), 
 
 relative to boards of school estimate. 
 
 Adding provision regarding the filling of vacancies. 
 
 Chap. 276, Oct. 28, 1907. 
 
 D 228. New Jersey (1906) : The provisions of P. L., 1904, sp. sess., p. 21, sec. 
 53, requiring a municipal board of education to award contracts for 
 school supplies to the lowest responsible bidder, limits the power of the 
 board, which must make the award to such bidder. — Jacobson v. Board of 
 Education of City of Elizabeth, 64 A., 609. 
 
 229. New York: Amending secs. 174-183, chap. 26, Laws, 1885, as amended by 
 sec. 16, chap. 368, Laws, 1887, as amended by chap. 18, Laws, 1889, as 
 amended by sec. 5, chap. 626, Laws, 1892, as amended by chaps. 524 and 
 531, Laws, 1893, as amended by secs. 23-27, chap. 950, Laws, 1895, as 
 amended by chap. 752, Laws, 1897, and as amended by chap. 48, Laws, 
 1898, providing for a department of public instruction in the city of 
 Syracuse. 
 
 “ Sec. 1. A department of public instruction in and for the city of 
 Syracuse is hereby established. There shall be a board of education, 
 composed of seven members, to be called commissioners of education, 
 who shall be elected by the electors of the city at large. Said board shall 
 be the head of the department of public instruction, and the representa- 
 tive of the school system of the city in its entirety. The terms of office 
 of said commissioners shall be four years, to commence January first 
 following their election. The first commissioners of education shall be 
 those holding office at the time this act takes effect, and who shall con- 
 tinue to hold their offices until the expiration of the terms for which 
 they were severally elected. Their successors shall be elected at the 
 biennial city election next preceding the expiration of their respective 
 terms of office, in the same manner as other city officers. Said commis- 
 sioners shall serve without compensation. 
 
 “ Sec. 2. The board shall appoint one of its members president, who 
 shall exercise all of the powers usually incident to such office. It shall 
 appoint, to hold office for a term of four years, unless sooner removed, 
 a clerk who shall perform the duties hereinafter specified and shall 
 receive such compensation for his services as shall be determined by the 
 board of estimate and apportionment. It shall also appoint to hold office 
 for a term of four years, unless sooner removed, a suitable person, to 
 be superintendent of schools, who shall exercise the powers and dis- 
 charge the duties hereinafter defined, and shall receive such compensa- 
 tion for his services as the board of estimate and apportionment may 
 determine. It may also appoint a superintendent of repairs, and such 
 other subordinates, including principals, teachers, attendance or truant 
 officers, and janitors or custodians of schools as the public school system 
 of the city may require, and, subject to the approval of the board of 
 estimate and apportionment, shall fix and determine the salaries or com- 
 pensation of all such officers, and subordinates within the appropriation 
 made therefor. The present officers, appointees and employees of the 
 board of education shall continue to hold their respective offices during 
 the terms for which they have been respectively appointed. All appro- 
 priations of public moneys made for the payment of salaries and com- 
 pensation of officers and subordinates of the department of public in- 
 struction shall be paid monthly, after certification by the president of 
 the board of education, by the city treasurer upon the warrant of the 
 city comptroller, in the same manner as the salaries of the other city 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 55 
 
 officers. The commissioners and subordinates shall be deemed to be city 
 officers of the city, and shall be subject to all the provisions of law appli- 
 cable to such city officers. 
 
 “ Sec. 3. The superintendent of schools and the clerk shall each, before 
 entering upon the discharge of the duties of his office, execute and file 
 with the city clerk an official undertaking conditioned upon the faithful 
 discharge of the duties of his office, in such sum as shall be prescribed 
 by the common council; such undertakings to be approved as to form 
 and validity by the corporation counsel, and as to the sufficiency of the 
 sureties by the mayor. 
 
 “ Sec. 4. The board of education shall have the sole and exclusive 
 government, management, care and control of the public school system 
 of the city, subject only to the general statutes of the State relative to 
 public schools and public school instruction not inconsistent with the 
 provisions of this act. It shall have the sole and exclusive care, cus- 
 tody, control, management and safe keeping of all property owned or 
 used for school purposes. It shall have full power and authority to 
 approve all plans for new school buildings ; to make rules and regula- 
 tions for the government of the schools; prescribe courses of study and 
 text-books ; provide the schools with necessary apparatus, equipment, 
 furniture and supplies; supply the requisite text-books and stationery 
 for the use of the pupils, when required by law; exchange old text- 
 books for new ; change the grades of schools and classes therein ; dis- 
 continue or consolidate schools and classes therein, and establish new 
 schools; license and fix standards of qualification as necessary require- 
 ments for service of all principals and teachers in the schools, which 
 requirements may be higher, but not lower, than the minimum qualifi- 
 cations required by the general laws of the state; assign and transfer 
 principals, teachers and pupils to schools and from one school to 
 another, and provide for the graduation of all pupils from all grades 
 of schools; allow teachers extra pay for extra work, and employ and 
 fix the compensation of such extra teachers as may be required, within 
 the appropriation made for teachers’ wages; prescribe rules and regula- 
 tions for the admission of nonresident pupils to the schools of the city 
 and fix the tuition to be paid therefor; and shall have all the powers 
 and discharge all the duties conferred or imposed by law upon commis- 
 sioners of common schools and trustees of the several school districts of 
 the State, so far as the same are applicable to the schools of the city and 
 are not inconsistent with the provisions of this act. In the execution of 
 the powers and authority vested in it the board may establish such rules 
 and regulations as it may deem necessary for the promotion of the wel- 
 fare and best interests of the public schools and the public school system 
 of the city. The board shall administer all moneys appropriated or avail- 
 able for educational purposes, provided that all purchases or expendi- 
 tures made, or expenses or indebtedness incurred by said board, or in said 
 department, shall be made, audited and paid in the same manner and 
 subject to the same conditions and limitations as are provided by law for 
 expenditures made by other city departments. The enumeration of spe- 
 cific powers herein shall not be deemed to exclude or limit the exercise 
 of powers not so enumerated. 
 
 “ Sec. 5. It shall be the duty of the superintendent of schools, under the 
 general supervision and direction of the board of education, to visit the 
 several schools of the city at frequent intervals ; to inquire into, the char- 
 acter of the instruction, management and discipline ; to advise and encour- 
 age the pupils and teachers; to enforce the rules and regulations of the 
 board of education; to maintain and enforce proper discipline in the 
 management and conduct of the schools, and in connection therewith may 
 suspend any pupil alleged to be guilty of misconduct or insubordination, 
 and may likewise suspend any teacher, principal or employee, but shall 
 immediately report such discipline with his reasons therefor to the board 
 of education ; to report to the board of education any inefficiency or mis- 
 conduct on the part of principals, teachers and employees; to supervise 
 the enforcement of the compulsory education law and direct truant of- 
 ficers in the discharge of their duties; to have charge of the school libra- 
 ries; and to perform such other duties as shall be prescribed by or 
 delegated to him by the board of education. 
 
56 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8, 
 
 “ Sec. 6. The clerk shall keep all records of the board and shall have 
 charge, custody and control of the rooms, books, papers, documents and 
 records of the department and shall perform such other duties as shall be 
 required by the board of education. He is hereby authorized to administer 
 oaths and take affidavits in all matters appertaining to the schools or 
 school system of the city and for that purpose shall possess all the pow- 
 ers of a commissioner of deeds but shall not be entitled to any of the 
 fees or emoluments thereof. 
 
 “ Sec. 7. The superintendent of repairs shall, under the direction of the 
 board, have charge of keeping in repair the school buildings, school furni- 
 ture and equipment, heating and other apparatus and appliances for 
 carrying on school work ; and for such purposes may, subject to the 
 approval of the board, and within the appropriation made therefor, employ 
 such assistants as may be necessary. 
 
 “ Sec. 8. The salaries of all principals and teachers shall be regulated 
 so far as practicable, according to merit, grade of class taught, length of 
 service in teaching or by a combination of these considerations, in accord- 
 ance with a uniform of a schedule. 
 
 “ Sec. 9. The board of education shall be the sole trustee of the several 
 school libraries in said city. It shall provide for the safe-keeping of the 
 same and all the provisions of law relative to district school libraries 
 shall be applicable thereto. It shall be vested with the same discretion 
 as to the disposition of all moneys appropriated by any laws of the state 
 for the purchase of school libraries as is conferred by law upon the 
 inhabitants of school districts. 
 
 “ Sec. 10. All appointments to positions of teachers in the public schools 
 of the city, except principals and vice principals of schools, heads of de- 
 partments of high schools, and special teachers of drawing, music, 
 physical culture, writing, sloyd, stenography and domestic science, shall 
 be made from a merit list to be ascertained and established in accordance 
 with such rules and regulations as the board of education shall prescribe. 
 The applicants on said list shall be graded and classified according to a 
 combination of qualifications which shall include scholarship, ability to 
 teach, experience and ability in school and class room discipline and 
 management, and general merit and fitness. No person shall be appointed 
 to the position of principal of a high school or of a grammar school, or 
 teacher in a high school who is not a graduate of a normal school, college 
 or university recognized by the regents of the university of the State of 
 New York, and has not had at least two years’ successful experience in 
 teaching, and no person shall be appointed as teacher in a grammar school 
 or kindergarten who is not a graduate of a normal school or who has not 
 pursued a course in pedagogy in a state training school for at least one 
 year. The provisions of this section as to qualifications or eligibility 
 shall not apply to any principal or teacher now in the employ of the city. 
 
 “ Sec. 11. Text-books shall be furnished free of expense to all the 
 pupils of the common schools of said city of all grades below that of 
 high school. Such books shall be and remain the property of the city 
 and the board of education shall provide for the care and preservation of 
 the same. No text-book of which any officer or subordinate of the 
 department is the author, or in the publication or sale of which any such 
 officer or subordinate is in any way interested, shall be adopted for use 
 in any of the schools of the city unless the same shall have been adopted 
 and shall be in use in the public schools of at least five other cities of 
 the state. 
 
 “ Sec. 12. Whenever the city clerk shall receive notice from the 
 state commissioner of education of the amount of moneys apportioned 
 to said city for the support and encouragement of common schools therein 
 he shall immediately lay the same before the city comptroller and 
 treasurer and the treasurer shall apply for and receive the moneys appor- 
 tioned to the said city as soon as the same become payable and place 
 the same in the city treasury and the same shall be applicable for the 
 reduction of general taxation. 
 
 “ Sec. 13. The commissioner of public works shall have the power, 
 when authorized so to do by the board of estimate and apportionment 
 
 So in the original. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 57 
 
 for, on behalf of and in the name of the city of Syracuse to acquire 
 by purchase or condemnation or to lease such real property as may be 
 required for school purposes; to superintend the planning and construc- 
 tion of new school buildings; and to dispose of such real property owned 
 and used for school purposes as shall no longer be required therefor. 
 No school building or addition to a school building shall hereafter be 
 erected until the plans, specifications and detailed drawings for the same 
 shall have been approved by the superintendent of public works and 
 board of education and their respective approvals endorsed thereon. 
 Such plans and specifications shall show in detail the ventilation, heat- 
 ing, lighting, plumbing and sanitary arrangements of such buildings. No 
 plan or specifications for the erection of any school building or addition 
 to a school building shall be approved unless the same shall provide at 
 least fifteen square feet of floor space and two hundred cubic feet of 
 air space for each pupil to be accommodated in each study or recitation 
 room therein, nor unless provision be made therein for assuring at least 
 thirty feet of pure air every minute per pupil and the facilities for 
 exhausting foul or vitiated air therefrom shall be positive and inde- 
 pendent of atmospheric changes. All such school buildings shall have 
 at least two separate and distinct stairways located as far remote from 
 each other as practicable. All stairs, stairways and stair halls shall 
 be constructed of absolutely fireproof material. All stairways and stair 
 halls shall be enclosed on all sides with walls of solid masonry, self sup- 
 ported and carried from the foundations. All doorways opening therein 
 shall be protected by fire doors and all window openings, except from the 
 outside, shall have fireproof or wired glass set in metallic frames. All 
 halls, doors, stairways, seats, passageways and aisles, and all lighting 
 and heating appliances and apparatus shall be so arranged as to facili- 
 tate egress in case of fire or accident, and to afford the requisite and 
 proper accommodations for public protection in such cases. Existing 
 school buildings shall, as far as practicable, be improved so as to comply 
 with the foregoing requirements. 
 
 “ Sec. 14. This act is intended to be and shall be deemed and held in all 
 courts and jurisdictions to be a public act, of which the courts shall take 
 judicial notice. This act shall be construed not as an act in derogation 
 of the powers of the State, but as one intended to aid the State in the 
 execution of its duties, and shall be liberally construed so as to carry 
 into effect the objects and purposes hereof.” 
 
 Sec. 15. Saving clause. 
 
 Sec. 16. Construction of provisions. 
 
 Sec. 17. Laws repealed. 
 
 Consolidates previous sundry provisions and modernizes powers and 
 duties of boards of education in accordance with the needs of the city 
 school system. 
 
 Chap. 543, June 21, 1907. 
 
 230. New York: Reenacting with amendments the charter of the city of 
 
 Rochester (secs. 381-382, art. 14, Education). 
 
 Chap. 755, July 25, 1907. 
 
 231. New York: Amending the charter of the city of Buffalo relative to the 
 
 board of examiners in the department of public instruction in such city. 
 
 Chap. 336, May, 1908. 
 
 232. New York: Providing for a department of public instruction in the city 
 * of Schenectady. 
 
 Chap. 481, May, 1908. 
 
 D 233. New York (1905) : Plaintiff’s principal made an official report to the 
 city school superintendent that plaintiff was “ careless ” in blackboard 
 work, and thereafter such superintendent, in replying to the letter written 
 to him by W. at plaintiff’s request and in her interest, calling attention 
 to alleged conflict between such report and one made shortly before by 
 the same principal, stated that he never had any doubt that the prin- 
 cipal’s estimate of plaintiff was “ pretty nearly correct.” Held, that 
 such reports were not libelous per se. Walker v. Best, 95 N. Y. S., 151, 
 107 App. Div„ 304. 
 
58 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 234. North Carolina: Amending sec. 4029, chap. 85, Rev i sal, 1905, relative to 
 
 application of chapter on education. 
 
 Requiring the superintendents and the treasurers of all district schools 
 receiving any part of the public school fund to make reports to the state 
 superintendent and county superintendent. 
 
 Sec. la, chap. 835, Mar. 9, 1907. 
 
 235. North Dakota: Amending sec. 819, Revised Codes, 1905, relative to the 
 
 powers of district school boards. 
 
 Providing that no relative of any member of a board shall be employed 
 without unanimous consent of the board. 
 
 Sec. 4, chap. 95, Mar. 19, 1907. 
 
 236*. Ohio: Providing for the expenses of members of boards of education in 
 school districts of the State. 
 
 “ Sec. 1. That a service fund for members of the board of education 
 of any city school district be authorized and that it be operated as 
 follows : 
 
 “ Upon the passage of this act and upon the third Monday of every 
 January thereafter the clerk of the board of education shall certify to the 
 board of education of which he is clerk, the number of pupils enrolled 
 in the public schools of that district, whereupon the board of said city 
 school district may by resolution set aside from the contingent fund a 
 sum not to exceed five cents for each child so enrolled, said sum of money 
 to be known as the ‘ service fund ’ to be used only in paying the expenses 
 of said members actually incurred in the performance of their duties; 
 such payments to be made only on statement of the several members 
 furnished at the last meeting held in each month.” 
 
 S. B. 305, p. 322, May 9, 1908. 
 
 237. Ohio : Repealing and reenacting with minor amendments sec. 3897, Revised 
 
 Statutes (1905), as amended April 25, 1904 (S. B. 57,' p. 338, Laws, 
 1904), relative to boards of education in city school districts. 
 
 S. B. 455, p. 585, May 20, 1908. 
 
 238. Ohio: Amending sec. 1, H. B. 44, p. 120, Laws, 1906, providing for the re- 
 
 lease and discharge of county, city, village, and school district treas- 
 urers and their sureties in certain cases. 
 
 S. B. 546, p. 388, May 9, 1908. 
 
 239*. Ohio: Repealing, and reenacting with amendments, sec. 3920, Revised 
 Statutes (1905), as amended April 25, 1904 (S. B. 57, p. 342, Laws, 1904), 
 relative to the organization of township boards of education. 
 
 Providing for compensation of members of boards — “ two dollars, for 
 each meeting actually attended, for not more than ten meetings in any 
 year.” 
 
 H. B. 678, p. 105, Apr. 15, 1908. 
 
 240. Ohio: Repealing, and reenacting with amendments, sec. 3969, Revised 
 
 Statutes (1905), relative to the action of the county commissioners when 
 a board of education fails to provide proper school facilities. 
 
 Proper school facilities to include the continuance of school for thirty- 
 two weeks (formerly seven months). Adding the payment of teachers’ 
 salaries, the payment of money needed in school administration, and the 
 filling of vacancies in board within thirty days, to list of the duties of 
 boards of education. 
 
 H. B. 1003 (in part), p. 51, Mar. 31, 1908. 
 
 241. Ohio: Repealing, and reenacting with amendments, sec. 3981, Revised 
 
 Statutes (1905), relative to vacancies in boards of education. 
 
 Constituting absence from meetings of board for ninety days cause for 
 declaring vacancy. 
 
 H. B. 1003 (in part), p. 51, Mar. 31, 1908. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 59 
 
 242. Ohio: Repealing, and reenacting with amendments, sec. 2834b, Revised 
 Statutes (1905), relative to restrictions as to contracts, agreements, obli- 
 gations, appropriations, and expenditures. 
 
 Striking out provisions excepting boards of education in cities of the 
 first class, of first, second, or third grade, from operation of section. 
 
 H. B. 1279, p. 520, May 9, 1908. 
 
 D 243. Ohio (1904) : Rev. Stat., sec. 4105, providing that the administration of 
 all estates or funds given or transferred in trust to any municipality for 
 the promotion of education and accepted by the council, and any institu- 
 tion for the promotion of education heretofore or hereafter so founded, 
 other than a university as defined by such act, shall be committed to the 
 board of education of the school district including such municipality, did 
 not authorize the transfer from the trustees appointed by the mayor of 
 Toledo of the control of the property of the Toledo University to the 
 board of education. — State v. City of Toledo, 26 Ohio Cir. Ct., R. 628. 
 
 D244. Ohio (1907) : Rev. Stat., sec. 3986, empowering the board of education of 
 any school district to make and enforce such rules and regulations to 
 secure the vaccination of, and to prevent the spread of smallpox among, 
 the pupils attending, or eligible to attend, the schools of the district, 
 as in its opinion the safety and interests of the public require, is not 
 repugnant to the constitution of this State, nor violative of the Four- 
 teenth amendment of the Constitution of the United States, and under 
 the power thereby conferred a board of education may exclude from 
 the public schools children who have not been vaccinated. — (1907) State 
 v. Board of Education of Village of Barberton, 81 N. E., 568; 76 Ohio 
 Stat. 297, affirming judgment (1905) 29 Ohio Cir. Ct. R., 375. 
 
 245. Oklahoma: Providing for boards of education in cities of the first class 
 
 holding over until the next regular election, and defining their powers 
 and duties. 
 
 Chap. 12, S. B. 114, p. 187, Apr. 11, 1908. 
 
 246. Pennsylvania: Prohibiting the board of directors or controllers of any 
 
 school district from taking by condemnation or otherwise for public 
 school purposes, without the owner’s consent, any land owned and used 
 by any church, religious society, college, or educational institution. 
 
 Act No. 99, Apr. 25, 1907. 
 
 247. Pennsylvania: Repealing No. 17, Laws, 1850, relative to the establishment, 
 
 maintenance, management, and nature of the public schools of the city 
 of Lancaster. 
 
 Act. No. 158, May 14, 1907. 
 
 248. Pennsylvania: Amending sec. 50, No. 610, acts, 1854, regulating and con- 
 
 tinuing the system of education by common schools. 
 
 Excluding the exception whereby the common schools of the city of 
 Lancaster are exempted from said act. 
 
 Act No. 245, May 31, 1907. 
 
 249*. Rhode Island: Amending, by adding to chap. 1101, Public Laws, relative 
 to the better management of the public schools of the State. 
 
 Superintendents of schools to hold certificates of qualification issued 
 by state board of education. 
 
 Chap. 1560, May 1, 1908. 
 
 D 250. Rhode Island (1906) ; Under Pub. Laws, 1902, p. 67, chap. 989, sec. 1, 
 providing that the school committee of each town shall elect a superin- 
 tendent of schools thereof at the first regular meeting of the committee 
 succeeding the annual election thereof, and Gen. Laws, 1896, chap. 26, 
 sec. 8, declaring that the word “town” shall include a city, the school 
 committee of a city consisting of three members, one elected at the 
 November election of each year for a term beginning in January fol- 
 
60 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 lowing, can not elect a superintendent to serve under the committee as 
 it will be constituted after the election in November, though the committee 
 from the time of the adoption of the charter, requiring an annual elec- 
 tion of a superintendent, had elected a superintendent at any time 
 during the year at its discretion. — In re School Committee of Pawtucket, 
 65 A. 301, 27 R. I. 596. 
 
 251. South Carolina: Providing for annual reports by the city board of school 
 commissioners of Charleston. 
 
 Requiring annual report to be submitted to general assembly and to 
 mayor of city. 
 
 Act No. 605, Feb. 24, 1908. 
 
 252. South Dakota: See enactment No. 100. 
 
 253. South Dakota: Providing for the incorporation of cities under com- 
 
 mission. 
 
 Creating a class of cities entitled “Cities under commission,” to be 
 governed according to the so-called “commission” plan. Secs. 116, 117, 
 and 125-134 provide for the educational organization of such cities as 
 independent school districts, to be governed by general laws applicable 
 to such districts except as otherwise provided. 
 
 Providing for the election of a board of education of five members, one 
 of whom to be elected annually for a term of five years. Prescribing 
 powers and duties of the board of education, particularly with reference 
 to its finance. 
 
 Chap. 86, Mar. 12, 1907. 
 
 254. South Dakota: Relating to public schools in cities, towns, and adjacent 
 
 territory, organized as independent school districts. 
 
 Providing for adoption of article by voters, for the constitution, elec- 
 tion, organization, powers, and duties of boards of education. 
 
 Art. XI, chap. 135, Mar. 13, 1907. 
 
 255. South Dakota: Relating to the organization and government of inde- 
 
 pendent school districts. 
 
 Art. XVII, chap. 135, Mar. 13, 1907. 
 
 256. Tennessee: Amending chap. 17, acts, 1883, as amended by chap. 59, acts, 
 
 1891, providing for the more efficient management of the public schools 
 and taxing districts where there is an incorporated system of public 
 schools. 
 
 Increasing the maximum annual compensation of school commissioners 
 from $200 to $480 ; of the president of the board from $500 to $600. Pro- 
 viding for a maximum annual compensation of $600 for the chairman of 
 the committee on buildings and grounds. 
 
 Providing that the tax levied for school purposes shall be a special 
 tax, not to be embraced within any limitation of the taxing power. 
 
 Increasing maximum annual salary of superintendent of schools from 
 $2,500 to $3,600. 
 
 Chap. 87, Feb. 15, 1907. 
 
 257. Tennessee: Repealing chap. 8, acts, 1885 (sp. sess.), relative to the in- 
 
 corporation of the city of Knoxville, and all acts amendatory to said act 
 and all laws relative to the charter of the city of Knoxville. 
 
 Chap. 206, Apr. 1, 1907. 
 
 258. Tennessee: Incorporating the city of Knoxville and defining the rights, 
 
 powers, and liabilities of the same. 
 
 Fixing maximum tax levy for municipal purposes, including schools, 
 at 11 per cent (sec. 21). Authorizing special school tax of 10 cents on 
 each $100 of assessed valuation, under conditions imposed by chap. 254, 
 Acts, 1899 (sec. 25). 
 
 Providing for a board of education of five members, to be elected, each 
 for five years, by the board of mayor and aldermen. Continuing mem- 
 bers of existing board (secs. 60-63). 
 
 Chap. 207, Apr. 1, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 61 
 
 259. Tennessee: Amending sec. 12, chap. 204, acts, 1899, relative to boards of 
 education in cities having a population of thirty-six thousand and up- 
 ward according to the Federal census of 1880. 
 
 Five instead of seven members of board to constitute a quorum. Pre- 
 scribing certain powers and duties of boards of education, and defining 
 the relationship of any such board to the city council with reference 
 to the control of the public schools. Applies to city of Nashville. 
 
 Chap. 400, Apr. 12, 1907. 
 
 D 260. Tennessee (1907): Act of March 27, 1907, acts, 1907, p. 564, chap. 
 184, art. 1, sec. 3, empowering the city of Memphis to establish and main- 
 tain public schools, is not as to that provision unconstitutional. — Malone 
 v. Williams, 103 S. W., 798, 118 Tenn., 390. 
 
 261. Texas: Amending in sundry particulars chap. 128, Laws, 1903, providing 
 
 for the incorporation of the San Antonio board of trustees, as amended 
 by chap. 96, Laws, 1905. 
 
 Special Laws, chap. 29, Mar. 19, 1907. 
 
 262. Texas: Granting a new charter to the city of Dallas. 
 
 Providing for taxation for school purposes, art. 2, sec. 2, par. 2, p. 574. 
 Providing for the organization of the board of education and defining 
 its powers and duties, art. 5 (pp. 608-610). 
 
 Special Laws, chap. 71, Apr. 13, 1907. 
 
 263. Texas: Amending sec. 93, chap. 124, Acts, 1905, relating to duties and 
 
 qualifications of school trustees. 
 
 Striking out provisions concerning white and colored trustees. Pre- 
 scribing qualifications for trustees, and providing for procedure for re- 
 moval from office. 
 
 Chap. 106, Apr. 16, 1907. 
 
 264. Utah: Amending sec. 1899, Revised Statutes, 1898, relative to the board 
 
 of education in cities of the first and second class. 
 
 Providing for the filling of vacancies by the mayor and council when 
 board of education fails to do so within thirty days. 
 
 Chap. 134, Mar. 23, 1907. 
 
 265. Vermont: Repealing, and reenacting with numerous amendments, secs. 
 
 622, 623, 624, 625, Public Statutes, 1894, relative to supervision of schools 
 of two or more towns. 
 
 Defining in greater detail the conditions and methods for the union 
 of towns for the purpose of employing a superintendent of schools. Pro- 
 portion of state aid increased. Qualifications, powers, and duties of 
 superintendent defined. Special provision for Grand Isle County. 
 
 Act No. 45, Nov. 7, 1906. (Apr. 1, 1907.) 
 
 266. Vermont: Providing for the punishment of public officers for neglect of 
 
 duty. 
 
 Penalty of a fine of not more than $1,000, imprisonment for not more 
 than a year, or both. Includes school district officers. 
 
 Act No. 190, Dec. 14, 1906. 
 
 267. Vermont: Amending charter of city of Burlington as approved by act 
 
 No. 98, Acts, 1864, amended, reenacted, and approved by act No. 255, 
 acts, 1872, and act No. 148, acts, 1896. 
 
 Changing term of school commissioners from two to three years, and 
 providing for the election by wards of two each year ; increasing number 
 of elected members from five to six. Superintendent of schools no longer 
 to be ex officio member and president of board. Providing for appoint- 
 ment of truant officer. 
 
 Secs. 4, 155-171, act No. 261, Dec. 15, 1906. (Jan. 1, 1907.) 
 
62 
 
 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 2G8. Vermont: Amending act No. 110, acts, 1892, as amended by sundry suc- 
 cessive acts relative to the charter of the city of Rutland. 
 
 Secs. 211-228 relate to schools. School commissioners hereafter to be 
 elected at large instead of by wards. Provision for appointment of truant 
 officers. 
 
 Secs. 211-228, act No. 280, Dec. 19, 1906. (Feb. 6, 1907.) 
 
 269. Virginia: Amending and reenacting sec. 1459, Code, 1904, relative to eligi- 
 
 bility to office of district school trustees. 
 
 Making deputies of federal, state, and county officers ineligible. 
 Adding certain minor officers to the list of exceptions. 
 
 Chap. 147, Mar. 5, 1908. 
 
 270. Virginia: Amending and reenacting sec. 1526, Code, 1904, relative to the 
 
 jurisdiction and powers of school boards in cities and to the clerks of 
 said boards. 
 
 Extending provisions of section to towns constituting separate school 
 districts. Salary of clerk to be fixed by board. 
 
 Chap. 153, Mar. 10, 1908. 
 
 271. Virginia: Amending and reenacting sec. 1485, Code, 1904, relative to 
 
 penalties for failure of county treasurer or district school clerks to make 
 annual reports to county board. 
 
 Increasing fine from $5 to $25. No remission of fines imposed unless 
 such is approved by the state board of education. 
 
 Chap. 309 (in part), Mar. 14, 1908. 
 
 272. Virginia: Amending and reenacting act of May 21, 1887 (sec. 1466a, 
 
 Code, 1904), relative to the sale or exchange of public-school property 
 by county or city school boards. 
 
 Extending provisions of act to district school boards. 
 
 Chap. 350, Mar. 14, 1908. 
 
 273. Virginia: Repealing secs. 1468 and 1500, Code, 1904, relative to the cor- 
 porate powers and designation of school districts. 
 
 Duplicate of sec. 1482, Code. 
 
 Chap. 396, Mar. 16, 1908. 
 
 274. Washington: Amending secs. 75, 78, 89, 97, and 98, chap. 118 (Code of 
 
 Public Instruction), Laws, 1897, relating to schools in cities of 10,000 
 inhabitants and over. 
 
 Vesting board of directors of districts regularly employing 40 or more 
 teachers with same powers and duties as boards of such cities. 
 Provisions concerning elections and registration of voters. Fixing grad- 
 uated limit of expenditures by boards of directors for sites and buildings. 
 Boards by unanimous vote may fix tax not exceeding 2 per cent for all 
 school purposes. 
 
 Chap. 31, Feb. 21, 1907. 
 
 275. Washington: Amending sec. 165 (Code of Public Instruction), relative to 
 
 failure of school officers to deliver property. 
 
 Providing for the disposition of fines inflicted. 
 
 Sec. 16, chap. 240, Mar. 18, 1907. 
 
 276. West Virginia: Amending and reenacting and reducing to one the sev- 
 eral acts creating the Parkersburg independent school district. 
 
 Providing for board of education ; election, qualifications, salary, of- 
 ficers, powers and duties, tax levies ; superintendents and teachers. 
 
 Chap. 6, Mar. 6, 1907. (Sp. sess.) 
 
% 
 
 ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 63 
 
 277. West Virginia: Amending and reenacting sec. 6, chap. 45, Code, 1906, 
 
 relative to the salaries of teachers and the compensation of the members 
 of the boards of education. 
 
 Raising minimum monthly salary limit for the holders of different 
 grades of certificates; grade one, from $35 to $40; grade two, from $30 
 to $35; grade three, from $25 to $30. 
 
 Increasing compensation of members of boards of education from 
 $1.50 to $2.50 for not to exceed ten days for any one year in case of 
 commissioners, and fifteen days in case of the president. 
 
 (Not approved by the governor.) 
 
 Chap. 26, Feb. 18, 1908. 
 
 278. Wisconsin: Amending subdiv. 18, sec. 430, Statutes, 1898, relative to 
 
 salaries of school-district treasurers. 
 
 Authorizing compensation to treasurer and director in addition to 
 clerk. 
 
 Chap. 71, May 3, 1907. 
 
 279. Wisconsin: Amending in a minor manner sec. 463, Statutes, 1898, rela- 
 
 tive to the annual report of town clerks to the county superintendent. 
 
 Chap. 185, June *6, 1907. 
 
 280. Wisconsin : Amending sec. 1, chap. 421, Laws, 1905, by adding thereto 
 
 subdiv. lm, relative to school-district boards. ( Sec. 493b, Statutes, 
 1898.) 
 
 Prescribing procedure for increase in number of members of a school 
 board to seven. 
 
 Chap. 198, June 12, 1907. 
 
 281. Wisconsin: Adding subdiv. la to and amending sec. 467, Statutes, 1898, 
 
 relating to duties of town clerks. 
 
 Chap. 322, June 21, 1907. 
 
 282. Wisconsin : Amending sec. 462a, Statutes, 1898, relative to duties of school- 
 
 district clerks with respect to annual school-district reports. 
 
 Chap. 441, June 27, 1907. 
 
 283. Wisconsin: Relating to school boards and common and high schools in 
 
 cities of the first class. (Milwaukee.) 
 
 Chap. 459, June 29, 1907. 
 
 284. Wisconsin: Repealing and reenacting sec. 925 — 113, Statutes, 1898, rela- 
 
 tive to the election or appointment of boards of education in cities under 
 general charter law. 
 
 Providing conditions for reorganization of school system of rein- 
 corporated cities ; special elections. 
 
 Chap. 480, July 9, 1907. 
 
 285. Wisconsin: Adding sec. 430n to Statutes, 1898, relative to the powers of 
 
 the electors of school districts. 
 
 Authorizing school district with a board of seven members to vote to 
 return to the district system of school government with board of three 
 members. Procedure. 
 
 Chap. 588 (in part), July 12, 1907. 
 
 D 286. Wisconsin (1907): Where a city of the third class, operating under 
 a special charter containing no provisions relating to schools governed 
 by the general statutes relating to public schools, adopts St. 1898, chap. 
 40a, secs. 925 — 113 to 925 — 119, providing for the appointment of boards 
 of education for the management of the schools in cities, the city may 
 maintain mandamus against the school board of a district existing under 
 the general statute to compel it to turn over to the board of education of 
 the city the records and property in its possession as such board. — 
 State v. Green, 111 N. W., 519, 131 Wis., 324. 
 
64 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D287. Wisconsin (1907) : Laws, 1905, p. 403, chap. 273, sec. 1, provides that 
 the public schools in every city of the first class shall be under the general 
 management and supervision of a board of school directors consisting of 
 twelve members from the city at large, selected as provided in the act. 
 Sec. 3 provides that before a date named the circuit judges of the judicial 
 circuit in which such a city is situated shall meet and appoint twelve 
 members of the board of school directors, to hold their respective offices 
 for the periods therein prescribed. Constitution, art. 13, sec. 9, declares 
 that all city, town, and village officers whose election or appointment is 
 not provided for by the constitution shall be elected by the electors of such 
 cities, towns, and villages, or appointed by such authorities thereof as 
 the legislature shall designate for that purpose. Held, that the act was 
 unconstitutional as being in contravention of constitution, art. 13, sec. 9, 
 in that it not only undertook to take from the electors of the city the 
 right to elect members of their school board, but also took from the 
 authorities of the city the right to appoint the members of such board. — 
 State v. Lindemann, 111 N. W., 214. 
 
 D 288. Wisconsin (1907): Laws, 1905, p. 403, chap. 273, relating to school 
 boards and common and high schools in cities of the first class, and pro- 
 viding that the public schools in every city of the first class shall be 
 under the general management and control of a board of school directors, 
 consisting of twelve members from the city at large, selected as provided 
 in the act, is not unconstitutional, as being special legislation. — State v. 
 Lindemann, 111 N. W., 214. 
 
 289. Wyoming: Amending and reenacting secs. 530, 563, and 1192, Revised 
 Statutes, 1899, relating to school districts and levy of school taxes. 
 
 Fixing April 13th as end of fiscal year. Changing time for submission 
 of reports of district clerks and county superintendents. 
 
 Chap. 15, Feb. 13, 1907. 
 
 (e) School Meetings; Elections; Qualifications for Voters. 
 
 The enactments classified under this section relate principally to 
 minor and local administrative changes concerning the time and 
 manner of publication of notices of general and special school elec- 
 tions, the conduct of such elections, and the general powers and 
 authority of district school meetings. The definition of the qualifi- 
 cations of women voting at school elections in Vermont (311), the 
 Oregon (D 303) decision as to the right of property owners to vote in 
 school districts, and the Wisconsin (D 313) decision as to the right 
 of women to vote on the proposition to issue bonds for the construc- 
 tion of school buildings, touch matters of more than local significance. 
 
 290. Alabama: Amending sec. 6, act No. 365, p. 289, Laws, 1903, providing for 
 
 the redistricting and management of the public schools. 
 
 Providing for publication of notices of meetings for election of district 
 trustees, for procedure, for certificate of election, and for contests. 
 
 Sec. 1, act No. 358, p. 478, July 17, 1907. (Sec. 1697, Code, 1907.) 
 
 291. Connecticut: Amending in a minor manner secs. 1795 and 2190, General 
 
 Statutes, 1902, relative to the notices of town, city, borough, school 
 society, school district, and other meetings. 
 
 Chap. 138, June 21, 1907. (July 1, 1907.) 
 
 292. Delaware: Fixing the time for holding school meetings in Kent County. 
 
 Meeting to be on first Saturday in June. 
 
 Chap. 129, Feb. 25, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 65 
 
 293. Idaho: Amending sec. 81, H. B. No. 42, Laws, 1899, establishing and 
 
 maintaining a system of free schools, as amended by S. B. No. 8, Laws, 
 1903, relative to election of members of boards of school trustees. 
 
 Election to be held on first Tuesday in September, instead of first 
 Monday in September. 
 
 S. B. No. 92, p. 316, Mar. 13, 1907. 
 
 294. Idaho: Amending sec. 42, H. B. No. 42, Laws, 1899, as amended by sec. 1, 
 
 S. B. No. 98, Laws, 1903, relative to election of boards of school trustees. 
 
 To be held on first Saturday in April instead of first Monday in 
 June. 
 
 H. B. No. 96, p. 343, Mar. 13, 1907. 
 
 295. Illinois: Enabling school districts acting under special charters to hold 
 
 elections for choosing school directors, members of boards of education, 
 and members of boards of school inspectors at the time provided for the 
 election of school directors under the general school law of the State. 
 Applies especially to Peoria. 
 
 S. B. 318, p. 525, Apr. 8, 1907. 
 
 296. Michigan: Amending sec. 2374, Compiled Laws, 1897, relative to the 
 
 powers and duties of township officers. 
 
 Authorizing annual township meeting by majority vote to increase 
 compensation of officers from a dollar and a half to two dollars per day. 
 (Applies to school inspectors.) Special provisions for supervisor. 
 
 Act No. 98, May 22, 1907. 
 
 297. Michigan: Amending secs. 3, 4, 5, chap. 32, act No. 215, Acts, 1895 (secs. 
 
 3340, 3341, 3342, Compiled Laws, 1897), relative to annual election of 
 school trustees in cities. 
 
 Requiring said election to be conducted similar to annual township 
 elections (formerly graded school district elections). Notice of elections 
 to be given fifteen (formerly ten) days previous to election. Providing 
 for the appointment of three election commissioners; for the manner 
 of nomination of trustees and the forms of ballot. Trustees, candidates 
 for election, ineligible as inspectors of election. Prescribing qualifica- 
 tions of voters, and authority and duties of inspectors. 
 
 Act No. 110, May 22, 1907. 
 
 298. Minnesota: Fixing the hours during which the polls shall be open for the 
 
 holding of school elections in certain independent school districts. 
 
 From 6 a. m. to 7 p. m. in independent districts containing a popula- 
 tion of 50,000 or over. 
 
 Chap. 278, Apr. 22, 1907. 
 
 D299. Montana (1907) : Session Laws, 1907, p. 50, authorizing the establish- 
 ment of county free high schools on a majority of the votes cast at an 
 election on the proposition favoring the establishment of such a school. 
 Held, not in conflict with constitution, art. 9, sec. 2, giving to qualified 
 voters the right to vote on all questions that may be submitted to the 
 vote of the people. — Evers v. Hudson, 92 P., 462. 
 
 300. Nebraska: Repealing, and reenacting with amendments, sec. 7457, Cob- 
 
 bey’s Annotated Statutes, Supplement, 1905, relative to fees for election 
 officers. 
 
 Prescribing fees for joint county, city, and school elections in counties 
 having a population of over 125,000. 
 
 Chap. 4, Feb. 26, 1907. 
 
 301. Ohio: Repealing, and reenacting with minor amendments, sec. 14 (H. B. 
 
 1007, p. 242, Laws, 1894) act of May 15, 1894. Revised Statutes, relative 
 to the conduct of elections to pay the expense of elections. 
 
 H. B. 794, p. 84, Apr. 9, 1908. 
 
 63470—09- 
 
 5 
 
66 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 302. Oklahoma: Amending sec. 1, art. 3, chap. 33, Sess. Laws, 1905, and amend- 
 ing sec. 1, art. 3, chap. 72 (73?), Statutes, 1893, relating to annual school 
 meetings and to district officers. 
 
 Changing date of annual district meetings from May to June. Special 
 provision for 1908 (July) in order to permit new assessment under con- 
 stitutional provisions. Defining powers and duties of district boards 
 prior to annual meetings of 1908. 
 
 Chap. 34, H. B. 570, p. 398, May 19, 1908. 
 
 1)303. Oregon (190G) : B. & C. Comp. sec. 3386, providing that any citizen 
 who has property in a school district on which he or she is liable to pay 
 a tax shall be entitled to vote at any school district election, is not invalid 
 as prescribing a property qualification in contravention of Const, art. 2, 
 sec. 2, defining the qualifications of voters, it not applying to school 
 district elections. — Setterlum v. Keene, 87 P. 763, 48 Or., 520. 
 
 304. Pennsylvania: Repealing sec. 2, act No. 17, Laws, 1850, as supplemented 
 
 and amended by act No. 289, acts, 1868, relative to the time and manner 
 of electing school directors in the city of Lancaster, and defining the 
 qualifications of voters for the same. 
 
 Act. No. 159, May 14, 1907. 
 
 305. Pennsylvania: Supplementing act No. 3, acts, 1903, relative to school 
 
 districts in townships, and boroughs created therefrom. 
 
 Providing manner of certifying and returning votes cast in such dis- 
 tricts. 
 
 Act No. 178, May 23, 1907. 
 
 306. South Carolina: See enactment No. 658. 
 
 307. South Dakota: Prescribing the qualifications of voters in school districts 
 situated in two counties. 
 
 Chap. 141, Feb. 20, 1907. 
 
 308. Tennessee: Amending sec. 2, chap. 17, acts, 1883, providing for a more 
 efficient management of public schools and taxing districts where there 
 is an incorporated system of public schools. 
 
 Changing time for the election of school commissioners from January 
 to November. 
 
 Chap. 376, Apr. 11, 1907. 
 
 D 309. Texas (1908): If at an election to determine whether territory em- 
 bracing parts of different counties should be incorporated as an inde- 
 pendent school district, under act of 1st sess., twenty-seventh legislature, 
 sec. 2 (Laws, 1901), p. 29, chap. 15, or at an election after incorporation 
 to determine whether bonds should be issued, polls should have been 
 opened in each county instead of but one, the failure to open polls in each 
 county is without prejudice to taxpayers in a county in which polls were 
 not opened, where it does not appear that, excluding all the votes of those 
 counties in which polls were not opened or counting them against the 
 measures voted on, the result would have been different. — Parks v. West, 
 108 S. W., 466. 
 
 310. Utah: Amending in a minor manner sec. 1883, Revised Statutes, 1898, 
 
 relative to elections for district school bonds. 
 
 Chap. 141, Mar. 25, 1907. 
 
 311. Vermont: Amending sec. 704, chap. 36, Public Statutes, 1894, relative to 
 
 school elections. 
 
 Defining more accurately qualifications of women voting at school 
 elections. Must be 21 years of age ; may vote at all school elections and 
 hold appointive as well as elective offices. 
 
 Sec. 5, act No. 43, Dec. 18, 1906. (Apr. 1, 1907.) 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 67 
 
 312. Wisconsin: Amending sec. 402, Statutes, 1808, as amended by chap. 345, 
 Laws, 1003, as amended by chap. 320, Laws, 1005, relative to the election 
 of free high school district officers. 
 
 Chap. 438, June 27, 1007. 
 
 D313. Wisconsin (1006) : Rev. Stat., 1808, sec. 043, as amended by Laws, 1003, 
 p. 480, chap. 312, provides that no bonds shall be issued by any city until 
 the proposition shall be submitted to the “people” of the municipality, 
 and adopted by a majority voting thereon, and that when any such bond 
 issue is contemplated, a special election for the purpose of submitting 
 such question to the “ electors ” shall be called and held. Held, that the 
 term “ electors ” referred to all persons legally entitled to vote on the 
 proposition submitted, and therefore did not exclude women from voting 
 on a proposition to issue bonds for the construction of a schoolhouse; 
 such election being an election at which women are authorized to vote, 
 under Rev. Stat., 1808, sec. 428a. — Hall v. City of Madison, 107 N. W., 31. 
 
 (f) Administrative Units; Districts, Townships, Municipalities, etc.; 
 
 Formation, Division, Consolidation. 
 
 (See Section H, enactments 984-1020.) 
 
 The legislative activity relating to the consolidation of school dis- 
 tricts was at its height several years ago. Most of the enactments 
 in this direction during the past biennium are amendatory to previ- 
 ous measures, and seek to improve the details of the methods already 
 prescribed so as to remove obstacles, administrative and judicial, 
 that have developed, and to provide for the more complete protection 
 of the interests of the consolidated districts. It has been found more 
 convenient to discuss the more important of these consolidation acts 
 under the head of transportation (Section H, subdivision e). Arizona 
 (317) passed a new act relative to the consolidation of school dis- 
 tricts. Ohio (348), (349), gave evidence of confidence in her plans 
 for the centralization of rural schools by passing several important 
 amendments to the existing laws upon this subject. The revision of 
 the educational code of West Virginia incorporated a number of very 
 important sections calculated to further the development of consoli- 
 dation and transportation. The redefinition of depopulated school 
 districts (331), and of partially depopulated school districts (332), 
 in Kansas, is indicative of the tendency to eliminate that class of 
 rural schools containing too small a number of pupils for efficient 
 operation. 
 
 The Georgia decision (D 324) as to the operation of the acts of 
 1905 and 1906 concerning the creation of local tax district schools 
 is of interest to those who are watching the development of the senti- 
 ment in the Southern States for increased local support for the com- 
 mon schools. 
 
 314. Alabama: Amending secs. 16, 10, 20, act No. 365, p. 280, Laws, 1003, pro- 
 viding for the redistricting and management of public schools. 
 
 Modifying, in minor manner, method of changing district lines and 
 boundaries. Minor provisions concerning application of act to certain 
 counties and municipalities. 
 
 Secs. 4, 6, 7, act. No. 35S, p. 478, July 17, 1007. (Secs. 1691-1603, 1701, 
 Code, 1007.) 
 
68 
 
 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 315. Arizona: Amending pars. 2165, 2166, 2167, 2170 (cliap. 6, tit. 19, secs. 36, 
 
 37, 38, and 41), Revised Statutes, 1901, relative to the creation and re- 
 arrangement of school districts in certain cases. 
 
 Special provisions concerning the creation of new school districts which 
 shall be coterminous with the boundaries of towns. 
 
 Chap. 36, Mar. 14, 1907. 
 
 316. Arizona: Amending par. 2155 (sec. 26, chap. 4, tit. 19), Revised Statutes, 
 
 1901, relative to the formation of new school districts. 
 
 Boundaries of school districts may be changed only between July 1 
 and September 1. Prescribing conditions. 
 
 Sec. 17, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 317. Arizona: Authorizing the consolidation of school districts. 
 
 Providing for procedure for consolidation; petition to county super- 
 intendent of parents or guardians of majority of school-census children 
 of districts ; approval by county superintendent ; board of supervisors 
 may then consolidate. Provisions regarding finances of the several dis- 
 tricts consolidated, for the appointment of school trustees, etc. 
 
 Chap. 88, Mar. 21, 1907. 
 
 318. California: Amending sec. 1581, Political Code, 1906, relative to the forma- 
 
 tion of new school districts. 
 
 Order of board of supervisors creating new school district null and 
 void unless school is opened not later than second Monday of September 
 following date of order. 
 
 Chap. 43, Feb. 28, 1907. 
 
 319. California: Providing for the change of name of high school districts and 
 
 union high school districts and the manner of making such change. 
 
 Chap. 516, Mar. 23, 1907. 
 
 D 320. California (1905) : A school district is a corporation of quasi municipal 
 character, and, though its territorial limits may be actually coterminous 
 with those of a city, the identity of the school district as a corporate 
 entity is not lost or merged in that of the city. — Los Angeles City School 
 Dist. v. Longden, 83 P. 246 ; Los Angeles City High School Dist. v. Same, 
 Id., 248. 
 
 321. Delaware: Authorizing the county school commissioners to alter, divide, 
 
 consolidate, or unite school districts for colored people. 
 
 Chap. 123, Mar. 29, 1907. 
 
 322. Georgia: Amending act No. 159, p. 425, acts, 1905, as amended by act No. 
 
 549, p. 61, acts, 1906, relative to the creation and operation of local-tax 
 district schools, for the levying and collection of local tax by districts or 
 counties for educational purposes, for the election of school trustees, etc. 
 
 Providing for modifications in the boundaries of school districts an- 
 nually (formerly, biennially) ; for the right of hearing before grand jury 
 by members of the county board of education charged with neglect of 
 duty; for the election of five trustees in school districts containing in- 
 corporated towns; and for local taxation by “any school district.” 
 
 Act No. 266, p. 100, Aug. 22, 1907. 
 
 D 323. Georgia (1907) : Act of Aug. 22, 1905 (Laws, 1905, p. 469), incorporating 
 a school district in a certain county, is unconstitutional as being a spe- 
 cial act, interfering with Pol. Code, 1895, secs. 1338-1408 (Gen. School 
 Law), and a violation of the constitution (Civ. Code, 1895, sec. 5732), 
 providing that laws of a general nature shall have a uniform operation 
 throughout the State, and no special law shall be enacted in any case for 
 which provision has been made by an existing general law. — (1907) Sel- 
 lers v. Cox, 56 S. E., 284, 127 Ga., 246; (1906) Houseworth v. Stevens, 56 
 S. E., 288, 127 Ga., 256. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 69 
 
 D 324. Georgia (1907) : Act of Aug. 23, 1905 (acts, 1905, p. 425), as amended 
 by act of Aug. 21, 1906 (acts, 1906, p. 61), providing for the creation of 
 local-tax district schools, is a valid law of uniform operation, and repeals 
 all laws, general or special, which are so inconsistent that prior laws and 
 the new law can not stand together. — Edalgo v. Southern Ry. Co., 58 S. 
 E., 846. 
 
 325. Idaho: Amending sec. 35, p. 93, Laws, 1899, as amended by sec. 5, p. 220, 
 
 Laws, 1901 (sec. 1055, Political Code, 1901), as amended by sec. 1, p. 
 218, Laws, 1905, relative to the formation of school districts. 
 
 Vote to change boundaries of an organized district to be taken only at 
 regular April meetings of board of county commissioners (formerly, quar- 
 terly meetings) ; change not to take effect before close of school year. 
 
 Districts of less than 9 square miles area may be divided only on the 
 approval of county superintendent and by unanimous vote of board of 
 county commissioners. 
 
 Special provisions concerning attendance of pupils upon schools of 
 other districts. 
 
 H. B. No. 31, sec. 1, p. 16, Feb. 15, 1907. 
 
 326. Illinois: Providing for the annexation, for township high-school purposes, 
 
 of any school township, or part of such township, not having an estab- 
 lished township high school, to any adjacent school township having 
 an established township high school. 
 
 Prescribing mode of procedure and manner of holding election. 
 
 H. B. 285, p. 534, Apr. 22, 1907. 
 
 327. Iowa: See enactment No. 682. 
 
 328. Iowa: Providing for the consolidation and change of boundaries of school 
 
 districts in cities of the first class. 
 
 Authorizing cities having a population of 50,000 or over to consolidate 
 all the territory into one school district. Providing for procedure before 
 and after consolidation. 
 
 Chap. 155, Mar. 13, 1907. 
 
 D 329. Iowa (1908) : The day of a school election falls within the provisions 
 of Code, sec. 2448, par. 9, providing that saloons shall not be open on 
 “ any election day.” — Hammond v. King, 114 N. W., 1062. 
 
 The fact that a liquor dealer has been advised by the county attorney, 
 the city attorney, and the chief of police that he may sell liquor on a day 
 prohibited by Code, sec. 2448, par. 9, is no defense to a prosecution for 
 the violation of the section ; intent not being an element of the offense. — 
 Hammond v. King, 114 N. W., 1062. 
 
 330. Kansas : Providing for the manner in which territory, outside, but adjacent 
 
 to, the limits of cities in the first class having a population of not more 
 than 30,000, may be attached to such cities for school purposes. 
 
 Territory may be attached by a city board of education upon appli- 
 cation of a majority of electors of adjacent territory. 
 
 Chap. 31, Jan. 30, 1908. 
 
 331. Kansas: Repealing, and reenacting with amendment, sec. 6137, General 
 
 Statutes, 1901 (sec. 4, chap. 135, Laws, 1893), relative to the definition of 
 of a depopulated school district. 
 
 Substituting “ fewer than five legal voters therein and fewer than 
 seven persons between the ages of five and twenty-one years,” for “less 
 than three legal voters.” 
 
 Chap. 322, Mar. 7, 1907. 
 
 332. Kansas: Repealing, and reenacting with amendments, sec. 6139, General 
 
 Statutes, 1901, relative to the definition of a partially depopulated school 
 district. 
 
 School districts having less than twelve persons between 5 and 21 
 years of age, to be deemed partially depopulated (formerly, seven per- 
 sons). 
 
 Chap. 323, Mar. 7, 1907. 
 
70 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 333. Kansas: Repealing, and reenacting with amendments, sec. 6112, General 
 Statutes, 1901, relative to the formation and alteration of school district 
 boundaries. 
 
 Providing that restrictions imposed as to school population and assessed 
 valuation shall not prevent desirable changes in school district bound- 
 aries when the proposed alteration of boundaries is approved by the 
 board of county commissioners. 
 
 Chap. 329, Mar, 9, 1907. 
 
 D 334. Kansas (1908) : Chap. 244, p. 384, Laws, 1907, purporting to legalize and 
 validate the steps taken in the matter of the disorganization and con- 
 solidation of certain school districts, is not a curative or confirmatory 
 act. It is creative in its nature, and attempts to originate a union dis- 
 trict from separate districts which it attempts to disorganize. 
 
 The statute last referred to is a special act relating to the voluntary 
 disorganization and consolidation of school districts. Under the power 
 conferred upon it by sec. 17 of art. 2 of the constitution, this court 
 decides that a general law can be made applicable to that subject, and 
 therefore that the special act is void. — Gardner et al. v. State ex rel. 
 Burch, County Atty., 95 P., 588. 
 
 D 335. Massachusetts (1908) : Rev. Laws, chap. 44, sec. 1, requires children 
 of a certain age to attend school. Petitioner lives on an island, which is 
 a part of defendant town, lying some 4 miles from a larger island upon 
 which the main part of the town is situated, there being no regular means 
 of communication between the two islands, and communication being often 
 difficult or impossible ; and the town maintains no school upon petitioner’s 
 island, but has upon the main island a sufficient number of schools. 
 Petitioner has five children, of the ages of 24, 19, 17, 12, and 4 ; owns the 
 greater part of the island on which he resides, and pays taxes thereon; 
 his family being the only one residing thereon, and his children the only 
 ones who would attend the school there, and only one of them being within 
 the compulsory school age. Held, that petitioner could not insist, under 
 the circumstances, that the town maintain a school on his island for his 
 sole benefit ; he having chosen to establish himself on the island, and only 
 two of his children being under fourteen years of age, and one of those not 
 being of school age. — Davis v. Inhabitants of Chilmark. 85 N. E. 107. 
 
 336. Minnesota: See enactment No. J/68. 
 
 337. Minnesota: Amending sec. 1282, Revised Laws, 1905, relative to the for- 
 
 mation of school districts. 
 
 Providing for approval and disapproval of petitions by county super- 
 intendent. 
 
 Chap. 110, Apr. 5, 1907. 
 
 338. Minnesota: Amending sec. 1286, Revised Laws, 1905, relative to change 
 
 of boundary lines of school districts and the formation of new school 
 districts. 
 
 Prescribing procedure for the alteration of the boundaries of school 
 districts containing or contained by any incorporated borough, village, or 
 city. 
 
 Chap. 188, Apr. 15, 1907. 
 
 339. Missouri: Adding sec. 9875a, to art. 2, chap. 154, Revised Statutes, 1899, 
 
 relative to changes of boundary lines of school districts. 
 
 Prescribing procedure. Providing for notices, board of arbitration and 
 record. 
 
 H. B. No. 179, p. 426, Mar. 29, 1907. 
 
 340. Montana: Amending sec. 1770, art. 4, Political Code, 1895, as amended by 
 
 sub. S. B. No. 56, p. 136, Laws, 1897, and as amended by H. B. No. 63, p. 
 57, Laws, 1899, relative to the election of school trustees. 
 
 Reclassifying districts on the basis of population. 
 
 Chap. 69, Mar. 4, 1907. 
 
ADMINISTRATIVE CONTROL AND SUPERVISION. 
 
 71 
 
 341. Nebraska: Providing for the equitable adjustment of school district 
 
 boundaries when any school district has only three sections of land or less 
 than three sections. 
 
 Chap. 116, Apr. 5, 1907. 
 
 342. Nebraska: Repealing and amending sec. 5422, chap. 79, Compiled Statutes, 
 
 1905 (sec. 11024, Cobbey’s Annotated Statutes, 1903), relative to dissolu- 
 tion of school districts. 
 
 District must have failed to maintain organization for two consecutive 
 years, in addition to other causes, before dissolution is lawful. 
 
 Chap. 117, Mar. 2, 1907. 
 
 343. New Jersey: Permitting certain boards of education to convey school- 
 
 houses and lands to the boroughs or other municipalties in which they 
 are situate. 
 
 Provided the lines of the municipality are coextensive with the lines 
 of the school district. 
 
 Chap. 158, May 10, 1907. 
 
 344. New Jersey: Enabling adjoining municipalities, other than cities, lying 
 
 in the same county, to consolidate and form a city. 
 
 Prescribing procedure, elections, etc. Providing that the term of 
 teachers in service shall be added to the time devoted to teaching under 
 new city government, in all legal computations of the time spent by said 
 teacher in teaching in said new city. 
 
 Chap. 178, Apr. 11, 1908. 
 
 345. New York: Amending chap. 556, Consolidated School Law, 1894, relative 
 
 to changing school districts. 
 
 Chap. 609, July 18, 1907. 
 
 • 346. North Dakota: Amending in a minor manner sec. 949, Revised Codes, 
 1905, relative to attaching adjacent territory for school purposes. 
 
 Chap. 106, Mar. 14, 1907. 
 
 347. North Dakota. Amending secs. 938, 939, 940, 941, 943, Revised Codes, 1905, 
 
 relative to the creation of special school districts in incorporated cities, 
 towns, and villages, constituting a part of a school district, and to 
 dividing the property and indebtedness of such school districts. 
 
 Chap. 223, Mar. 13, 1907. 
 
 348. Ohio: Repealing, and reenacting with amendments, sec. 3923, Revised 
 
 Statutes (1905), as amended Apr. 25, 1904 (S. B. 57, p. 344, Laws, 1904), 
 abolishing joint subdistricts. 
 
 Providing for control of territory of subdistricts forming a part of 
 two townships, both of which have centralized schools. 
 
 H. B. 682, p. 105, Apr. 15, 1908. 
 
 349. Ohio: Repealing and reenacting with amendments, sec. 3893. Revised 
 
 Statutes (1905), relative to the annexation of territory to municipalities 
 affecting school districts. 
 
 Providing for procedure for transfer of property of annexed territory. 
 
 H. B. 938, p. 117, Apr. 15, 1908. 
 
 350. Oklahoma: Amending sec. 1, art. 1, chap. 33, Laws, 1905, relative to the 
 
 consolidation of school districts and transportation of pupils to and from 
 school. 
 
 Requiring three-fourths vote instead of majority vote to effect con- 
 solidation. 
 
 Chap. 77, S. B. 237, p. 670, May 2, 1908. 
 
72 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 351. Oregon: See enactment No. 1258. 
 
 D 352. South Carolina (1907) : Constitution, art. 9, sec. 2, providing that no 
 charter of incorporation shall be granted, changed, or amended by special 
 law, relates to private or quasi public corporations, and not to school 
 districts.— State v. McCaw, 58 S. E. 145, 77 S. C. 351. 
 
 D 353. Texas (1908) : No express provision of the constitution of the State 
 inhibits the legislature to authorize the incorporation of independent 
 school districts having territory in more than one county, nor can such 
 a limitation be implied from any of its provisions. — Park v. West, 108 
 S. W., 466. 
 
 D 354. Texas (1908) : Under constitution, art. 7, sec. 3, as amended in 1883, 
 providing that the legislature may provide for the formation of school 
 districts within the counties of the State by general or special law, with- 
 out the local notice required in other cases of special legislation, the 
 legislature has power to create independent school districts without the 
 notice of an intention to apply for the passage of such an act being given, 
 as required by const., art. 3, sec. 57. — Snyder v. Baird Independent School 
 Dist., 109 S. W., 472. 
 
 355. Utah: Relating to cities of the first, second, and third class, providing for 
 
 the settlement between a school district or a part of a school district 
 and a city when annexed by extension of city limits. 
 
 Chap. 56, Mar. 14, 1907. 
 
 356. Vermont: Providing for the union of town and incorporated school dis- 
 
 tricts. 
 
 No. 58, Dec. 12, 1906. 
 
 357. Vermont: Extending the laws relating to the maintenance of schools in 
 
 towns to school districts in unorganized towns and gores and to incor- 
 porated school districts. Repealing sec. 1, act No. 2, Acts, 1898 ( secs. 656, - 
 826, 828, 829, 851, Statutes, 1904). 
 
 Act No. 60, Dec. 18, 1906. (Apr. 1, 1907.) 
 
 358. Virginia: Providing for the organization and government of incorporated 
 
 communities which have no corporation courts, contain less than 10,000 
 inhabitants, and are hereafter declared to be cities of the second class. 
 
 Constituting such second-class cities as separate school districts, pro- 
 viding for one superintendent of schools for city and county. Manner of 
 levying taxes. 
 
 Sec. 15, chap. 2, Jan. 23, 1908. 
 
 359. Virginia: Amending and reenacting subsec. 2, chap. 240, acts, 1906, as 
 
 amending sec. 1470, Code, 1904, relative to the division of school districts 
 and subdistricts, etc. 
 
 Striking out clauses providing for approval by state superintendent. 
 
 Chap. 42, Feb. 15, 1908. 
 
 360. Washington: Amending sec. 75 (Code of Public Instruction), relative to 
 
 school districts of cities of 10,000 or more inhabitants. 
 
 Providing for annexation of adjacent or contiguous territory. Pro- 
 cedure. 
 
 Sec. 17, chap. 240, Mar. 18, 1907. 
 
 361. West Virginia: Enlarging the boundaries of the independent school dis- 
 
 trict of the city of Charleston. 
 
 Providing for special election. 
 
 Chap. 17, Feb. 22, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 73 
 
 B. STATE FINANCE AND SUPPORT. 
 
 (a) General. 
 
 The comparatively large number of enactments relating to finance 
 and support exhibits clearly the continued and increasing importance 
 of the financial aspects of public education. Of the fiscal legislation 
 of a general character, that pertaining to the use of the “ Forest 
 Reserve Fund” is most prominent. California (362), Idaho (364), 
 Montana (366), Nebraska (367), Nevada (369), Oregon (374), Penn- 
 sylvania (375), Utah (378), Washington (380), and Wyoming (382) 
 provide that a certain proportion of this fund shall go into the 
 public-school fund. 
 
 The two decisions, Kentucky (D 365) and Texas (D 377), upon 
 the question of sectarian instruction, and the consequent right of 
 schools to participate in the distribution of public-school funds, are 
 noteworthy additions to the decisions already rendered in a number 
 of States upon this point. 
 
 362. California: Creating the “United States Forest Reserve Fund” and regu- 
 lating the manner of apportionment. 
 
 Fund to be composed of 10 per cent of moneys received from forest 
 reserves in pursuance of act of Congress June 30, 1906. Fifty per cent 
 of the apportionment received by any county to be placed to the credit 
 of the unapportioned county school fund. 
 
 Chap. 277, Mar. 18, 1907. 
 
 D 363. Florida (1905) : The legislature has the power to prescribe what college 
 or colleges shall be the recipient or recipients of the interest on the fund 
 derived from the sale of lands donated by act of Congress July 2, 1862, 
 chap. 130, 12 Stat., 503, for the maintenance of one college at least for 
 instruction in agricultural and mechanic arts. — State v. Bryan, 39 So., 
 929. 
 
 364. Idaho: Providing for the disposition of the forest reserve funds received 
 and that may be received from the United States, for the benefit of the 
 public schools, and public roads of the counties in which forest reserves 
 are situated. 
 
 State treasurer to apportion the distributive share of such funds 
 among the several counties in which such reserves are situated in pro- 
 portion to the area of such reserve in such county. Twenty-five per cent 
 thereof to be paid to the general school fund of the county for use in 
 the construction, support, and maintenance of public-school houses and 
 schools. 
 
 S. B. No. 33, p. 162, Mar. 5, 1907. 
 
 D 365. Kentucky (1905) : A prayer offered at the opening of a public school, im- 
 ploring the aid and presence of the heavenly Father during the day’s 
 work, asking for wisdom, patience, mutual love, and respect, looking 
 forward to a heavenly reunion after death, and concluding in Christ’s 
 name, is not sectarian, and does not make the school a “ sectarian 
 school,” within const., sec. 189, prohibiting the appropriation of educa- 
 tional funds in aid of sectarian schools. — Hackett v. Brooksville Graded 
 School Dist., 87 S. W., 702 ; 27 Ky. Law Rep., 1021 ; 69 L. R. A., 592. 
 
74 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 36G. Montana: Providing for the distribution among the various counties en- 
 titled thereto of the money derived from forest reserves under act of 
 Congress, June 30, 1906. 
 
 One-half of amount to go to general school fund. 
 
 Chap. 127, Mar. 6, 1907. 
 
 367. Nebraska: Providing for the distribution of the United States forest 
 reserve fund established under act of Congress, June 30, 1906. 
 
 Four-fifths of fund to go to public schools. Prescribing method of 
 distribution and apportionment. 
 
 Chap. 143, Mar. 29, 1907. 
 
 D 368. Nebraska (1908) ; Under unconstitutional acts of the legislature, the 
 county board levied taxes ostensibly for the high-school district, which 
 the taxpayers voluntarily paid. Held, that the taxes may be distributed 
 to the high-school district of the county under the provisions of subse- 
 quent legislation. — School Dist. No. 30, Cuming County v. Cuming County, 
 116 N. W., 522. 
 
 369. Nevada: Providing that 10 per cent of proceeds of fees which issue to the 
 
 counties from national forest reserves be paid into the county-school 
 fund of the county. 
 
 Chap. 191, Mar. 29, 1907. 
 
 370. New Jersey: Amending sec. 1, chap. 277, Laws, 1907, as amending chap. 
 
 235, Laws, 1898 (Revision, 1898), relative to punishment of crimes. 
 
 No contract by any State institution or department exceeding $1,000 
 (formerly $500) without due advertisement and bond, except by state- 
 house commission. 
 
 Chap. 23, Mar. 25, 1908. 
 
 371. North Dakota: Amending secs. 926, 928, and 935, Revised Codes, 1905, 
 
 relative to deposits of school funds and the interest thereon. 
 
 Chap. 103, Mar. 13, 1907. 
 
 372. Oklahoma: Conferring jurisdiction on the supreme court to hear and 
 
 determine actions brought to equitably divide and apportion the property, 
 assets, and liabilities between certain counties in the State of Oklahoma, 
 fixing basis of such divisions and apportionment, and providing a penalty 
 for unlawfully withholding money belonging to counties, school districts, 
 municipal townships, cities, and towns, and declaring an emergency. 
 
 Chap. 26, S. B. 169, p. 280, Apr. 10, 1908. 
 
 373. Oklahoma: Providing for and regulating proceedings in cases of escheats 
 
 of property as enjoined by art. 22, Constitution. 
 
 Proceeds of such escheated property to go to public-school fund of 
 county in which situated. Prescribing procedure. 
 
 Chap. 32, H. B. 613, p. 387, May 27, 1908. 
 
 374. Oregon: Providing for disposal of 10 per centum received from the United 
 
 States Government for forest reserve rentals. 
 
 Money to be divided equally between school and road funds. 
 
 Chap. 160, Feb. 25, 1907. 
 
 375. Pennsylvania: Appropriating $80,000 for payment of annual fixed charge 
 
 for school and land purposes on land held for forest reserves. 
 
 According to No. 81, acts, 1905. ( See enactment 186, Bureau of Educa- 
 
 tion Bulletin, No. 3, 1906, p. 41.) 
 
 376. South Carolina: Authorizing state treasurer to receive from the United 
 
 States Government a certain fund and to hold the same subject to the 
 uses declared by an act of Congress. 
 
 Act No. 345, p. 760, Feb. 20, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 75 
 
 D 377. Texas (1008) The holding of certain exercises in the public schools. 
 Held, not to violate constitution, art. 1, sec. 7, and art. 7, sec. 5, prohibit- 
 ing the drawing from the treasury of money for the benefit of sects, re- 
 ligious societies, etc. — Church v. Bullock, 109 S. W., 115. 
 
 It is the purpose of the constitution to forbid the use of public funds 
 for the support of any particular denomination of religious people, 
 whether they be Christians or of other religions. — Ibid. 
 
 378. Utah: Creating “the county road and school fund from forest reserve,” 
 and providing for the apportionment and distribution thereof. 
 
 One-half of apportionment to be devoted to school districts. 
 
 Chap. 145, Mar. 25, 1907. 
 
 D 379. Virginia (1907) : Acts 1869-70, p. 165, chap. 122, sec. 10, relating to 
 taxation of the Hampton Normal and Agricultural Institute, held only 
 to protect such institution against higher or different taxes than are 
 levied against other educational institutions within the State. — Common- 
 wealth v. Trustees of Hampton Normal and Agricultural Institute, 56 
 S. E., 594. 
 
 Land, houses, etc., belonging to an educational institution, rented out 
 to third persons for profit, held not used exclusively for educational pur- 
 poses, within constitution, 1869, art. 10, sec. 3, exempting such property 
 from taxation. — Commonwealth v. Trustees of Hampton Normal and Agri- 
 cultural Institute. — Ibid. 
 
 380. Washington: Providing for distribution and expenditure of moneys re- 
 ceived from forest reserves. 
 
 To be expended for public schools and roads. 
 
 Chap. 185, Mar. 15, 1907. 
 
 D 381. Wisconsin (1908) : Laws, 1901, p. 234, chap. 188, as amended by Laws, 
 1903, p. 525, chap. 329, requires a free high school board, if facilities war- 
 rant, to permit persons of school age residing in any town or incorpo- 
 rated village not within a free-high school district to attend such high 
 school; and Laws, 1903, p. 525, chap. 329, sec. 2, authorizes the board to 
 charge a tuition fee against the city, town, or village from which the 
 person has been admitted, showing the amount of tuition which the “ dis- 
 trict ” is entitled to recover, which amount is to be entered on the tax 
 roll against the part of the town or city not within the high school dis- 
 trict from which the tuition is due. Held, that such tuition is payable to 
 the high school district in which instruction is afforded, and not to the 
 city containing such district, so that an action to recover the same must 
 be brought by the district, which is a quasi corporation, and not by the 
 city. — City of Columbus v. Town of Fountain Prairie, 115 N. W., 111. 
 
 382. Wyoming: Regulating distribution of funds received out of United States 
 forest reserve fund. 
 
 Apportioning fund to counties in proportion to reserve acreage con- 
 tained, one-half to school districts and one-half for betterment of public 
 roads. 
 
 Chap. 7, Feb. 9, 1907. 
 
 (b) State School Lands. 
 
 The legislation relative to state school lands is characterized by- 
 providing for additional safeguards of this endowment of public 
 education so as to prevent as far as possible the dissipation of these 
 lands through the various forms of unwise disposal. North Dakota 
 (397) proposed a constitutional amendment relative to the sale of 
 school lands; Oregon (403), South Dakota (405-^08), and Washing- 
 ton (414-417) enacted protective measures. 
 
 ° See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
76 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 The constitutional provisions in Oklahoma (400), and the several 
 enactments with reference to the care of the school lands of that 
 State, have a considerable contemporary interest. In lieu of sections 
 16 and 36, and other lands in Indian Territory, Congress appropri- 
 ated to Oklahoma (432) $5,000,000, which sum is diverted to the use 
 and benefit of the public schools of the State. 
 
 383. Iowa: Repealing secs. 2808 and 2855, Code Supplement, 1902, and secs. 
 
 2809 and 2850, Code, 1897, and reenacting substitutes with amendments, 
 relative to the permanent school fund. 
 
 Sundry amendments concerning procedure in the sale and resale of 
 school lands; reports by county officials; apportionment of interests and 
 rents; compensation of county auditor. 
 
 Chap. 151, Apr. 10, 1907. 
 
 384. Kansas: Relative to forfeiture of right and interest of certain purchasers 
 
 in and to school lands, prescribing manner in which such forfeiture 
 may be shown, and limiting time within which actions may be brought 
 by such purchasers to recover such lands, or for the determination of 
 their interest therein. 
 
 Chap. 373, Jan. 24, 1907. 
 
 385. Kansas : Providing for the sale of islands in navigable streams for benefit 
 
 of permanent school fund. 
 
 Chap. 378, Mar. 7, 1907. 
 
 386. Louisiana: Amending and reenacting sec. 2962, Revised Statutes (1904), 
 
 relative to leasing of school lands. 
 
 Providing for election to determine upon sale of timber or lease of 
 mineral rights. Procedure. 
 
 ' Act No. 129, July 2, 1908. 
 
 387. Louisiana: Memorializing Congress for a bill granting to the State the 
 
 public lands of the United States situated in the State, the proceeds of 
 the sale thereof to be used in the support of the common schools. 
 
 Act No. 272, July 9, 1908. 
 
 388. Montana: Relating to selection of indemnity school lands and lands 
 
 granted to all state institutions of learning and for public buildings in 
 Montana! 
 
 No further selections to be made in counties in which State has already 
 selected 100,000 acres or more. 
 
 Chap. 50, Feb. 27, 1907. 
 
 389. Nebraska: Amending sec. 9865, Cobbey’s Annotated Statutes, 1903, relative 
 
 to certificates of purchase of lands heretofore sold, and repealing sec. 
 9870b, Cobbey’s Annotated Statutes, Supplement, 1905. 
 
 Fixing rate of interest on sale contracts heretofore issued; providing 
 for the issuance of sale contracts for lands hereafter sold, and fixing 
 rate of interest on same, and providing for interest on interest and rental 
 after due. 
 
 Chap. 133, Apr. 5, 1907. 
 
 390. Nebraska: Repealing, and reenacting with amendments, sec. 9870, Cob- 
 
 bey’s Annotated Statutes, Supplement, 1905, relative to the sale of edu- 
 cational lands, and repealing secs. 9870a, 9870b, 9870c, Cobbey’s Annotated 
 Statutes, Supplement, 1905 (chap. 144, Laws, 1905). 
 
 Sundry amendments relative to whom sales of educational lands may 
 be made 
 
 Chap. 134, Apr. 9, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 77 
 
 391. Nebraska: Repealing, and reenacting with amendments, sec. 9872, Cobbey’s 
 
 Annotated Statutes, 1903, relative to taxation of certain public lands. 
 
 Providing for taxation of educational and saline lands held on sale 
 contract. 
 
 Chap. 135, Apr. 4, 1907. 
 
 392. New Mexico: Refunding to territorial institutions moneys used for ex- 
 
 penses in selection and location of public lands, and providing for pay- 
 ment of future expenses in the selection and location of public lands. 
 
 Concerns, among others, Blind Asylum, Military Institute, normal 
 schools, School of Mines, Deaf and Dumb Asylum, Agricultural College, 
 university and. common school income fund. 
 
 Chap. 79, Mar. 21, 1907. 
 
 393. New Mexico: Providing for the leasing, sale, management, and control of 
 
 all lands now owned or hereafter acquired by the Territory; creating a 
 territorial land office, a commissioner thereof, and prescribing the duties 
 of such officer; providing for the care, custody, disposition, and invest- 
 ment of moneys derived from all territorial lands by leasing, sale, or 
 otherwise. Repealing chap. 74, Laws, 1899 ; chap. 69, Laws, 1901 ; chaps. 
 78 and 81, Laws, 1903, and chaps. 90 and 111, Laws, 1905. 
 
 Relating to the disposition of revenues derived from land sections 
 16 and 36, the crediting of the same to the common school fund, and the 
 apportionment and distribution to the several counties. 
 
 Secs. 31, 32, and 39, chap. 104, Mar. 21, 1907. 
 
 394. North Dakota: Authorizing holders of state or school land contracts for 
 
 lands over which railroads have been or may be located and established 
 subsequent to the issuance of such contracts, to surrender such contracts 
 and obtain new contracts for the land less the rights of way required 
 for such railroad, and providing for the payment to the State of the 
 balance of the purchase price of the land required for such rights of 
 way and the issuance of deeds therefor. 
 
 Chap. 225, Mar. 19, 1907. 
 
 395. North Dakota: Amending sec. 183, Revised Codes, 1905, relative to the 
 
 surrender of state or school land contracts and the division of the land 
 covered thereby, and the issuance of new contracts for such subdivisions. 
 
 Chap. 226, Mar. 19, 1907. 
 
 396. North Dakota: Amending sec. 182, Revised Codes, 1905, relative to assignee 
 of purchasers of school lands. 
 
 Chap. 227, Mar. 8, 1907. 
 
 397. North Dakota: Agreeing to amendment, proposed by legislature of 1905, 
 
 to sec. 158 of the constitution relative to the sale of state lands. 
 
 Modifying conditions for nullification of contracts for sale for non- 
 payment of taxes. (Vote Nov., 1908.) > 
 
 Con.' Res., p. 457, Mar. 23, 1907. 
 
 398. Ohio: Supplementing sec. 1418, Revised Statutes, by adding sec. 1418a, 
 
 legalizing defects in proceedings for the sale of all lands in sec. 16, and of 
 all lands in any other section in lieu thereof, granted for school purposes, 
 in all townships within the State. 
 
 S. B. 472, p. 359, May 9, 1908. 
 
 399. Oklahoma: See enactment No. 432. 
 
78 
 
 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 400. Oklahoma: Constitutional provisions concerning state and school lands 
 (adopted Sept. 17, 1907). 
 
 Article XI. 
 
 STATE AND SCHOOL LANDS. 
 
 “ Section 1. The State hereby accepts all grants of land and donations 
 of money made by the United States under the provisions of the enabling 
 act, and any other acts of Congress, for the uses and purposes and upon 
 the conditions, and under the limitations for which the same are granted 
 or donated ; and the faith of the State is hereby pledged to preserve such 
 lands and moneys and all moneys derived from the sale of any of said 
 lands as a sacred trust, and to keep the same for the uses and purposes 
 for which they were granted or donated. 
 
 “ Sec. 2. All proceeds of the sale of public lands that have heretofore 
 been or may be hereafter given by the United States for the use and 
 benefit of the common schools of this State, all such per centum as may 
 be granted by the United States on the sales of public lands, the sum of 
 five million dollars appropriated to the State for the use and benefit 
 of the common schools in lieu of sections sixteen and thirty-six, and other 
 lands of the Indian Territory, the proceeds of all property that shall 
 fall to the State by escheat, the proceeds of all gifts or donations to the 
 State for common schools not otherwise appropriated by the terms of the 
 gifts, and such other appropriations, gifts, or donations as shall be made 
 by the legislature for the benefit of the common schools, shall constitute 
 the permanent school fund, the income from which shall be used for the 
 maintenance of the common schools in the State. The principal shall be 
 deemed a trust fund held by the State, and shall forever remain inviolate. 
 It may be increased, but shall never be diminished. The State shall reim- 
 burse said permanent school fund for all losses thereof which may in any 
 manner occur, and no portion of said fund shall be diverted for any other 
 use or purpose. 
 
 “ Sec. 3. The interest and income of the permanent school fund, the 
 net income from the leasing of public lands which have been or may be 
 granted by the United States to the State for the use and benefit of the 
 common schools, together with any revenues derived from taxes author- 
 • ized to be levied for such purposes, and any other sums which may be 
 added thereto by law, shall be used and applied each year for the benefit 
 of the common schools of the State, and shall be, for this purpose, appor- 
 tioned among and between all the several common school districts of the 
 State in proportion to the school population of the several districts, and 
 no part of the fund shall ever be diverted from this purpose, or used for 
 any other purpose than the support and maintenance of common schools 
 for the equal benefit of all the people of the State. 
 
 “ Sec. 4. All public lands set apart to the State by Congress for chari- 
 table, penal, educational, and public building purposes, and all lands taken 
 in lieu thereof, may be sold by the State, under such rules and regulations 
 as the legislature may prescribe, in conformity with the regulations of 
 the enabling act. 
 
 “ Sec. 5. Section thirteen in every portion of the State, which has been 
 granted to the State, shall be preserved for the use and benefit of the 
 University of Oklahoma and the University Preparatory School, one- 
 third; of the normal schools now established, or hereafter to be estab- 
 lished, one-third ; and of the Agricultural and Mechanical College and 
 Colored Agricultural and Normal University, one-third. The said lands 
 or the proceeds thereof as above apportioned to be divided between the 
 institutions as the legislature may prescribe: Provided, That the said 
 lands so reserved, or the proceeds of the sale thereof, or of any indemnity 
 lands granted in lieu of section thirteen shall be safely kept or invested 
 and preserved by the State as a trust, which shall never be diminished, 
 but may be added to, and the income thereof, interest, rentals, or other- 
 wise, only shall be used exclusively for the benefit of said educational 
 institutions. Such educational institutions shall remain under the ex- 
 clusive control of the State and no part of the proceeds arising from the 
 sale or disposal of any lands granted for educational purposes, or the in- 
 come or rentals thereof, shall be used for the support of any religious or 
 sectarian school, college, or university, and no portion of the funds arising 
 
STATE FINANCE AND SUPPORT. 
 
 79 
 
 from tlie sale of sections thirteen or any indemnity lands selected in lieu 
 thereof, either principal or interest, shall ever be diverted, either tem- 
 porarily or permanently, from the purpose for which said lands were 
 granted to the State. 
 
 “ Sec. 6. The permanent common school and other educational funds 
 shall be invested in first mortgages upon good and improved farm lands 
 within the State (and in no case shall more than fifty per centum of the 
 reasonable valuation of the lands without improvements be loaned on any 
 tract), Oklahoma state bonds, county bonds of the counties of Oklahoma, 
 school district bonds of the school districts of Oklahoma, United States 
 bonds ; preference to be given to the securities in the order named. 
 
 “ The legislature shall provide the manner of selecting the securities 
 aforesaid, prescribe the rules, regulations, restrictions, and conditions 
 upon which the funds aforesaid shall be loaned or invested, and do all 
 things necessary for the safety of the funds and permanency of the 
 investment.” 
 
 401. Oklahoma: Providing for appraisement of lands granted to the State for 
 
 educational and other public building purposes; authorizing the commis- 
 sioners of the land office to procure geographical and statistical informa- 
 tion concerning the same ; providing for renewal of certain leases thereon 
 pending such appraisement, and authorizing the commissioners of the 
 land office to make leases thereafter. 
 
 Chap. 49, H. B. 414, p. 484, Apr. 8, 1908. 
 
 402. Oklahoma: Authorizing commissioners of the land office to lease public 
 
 lands for oil and gas purposes. 
 
 Income from school lands leased to go to proper school fund. 
 
 Chap. 49, S. B. 338, p. 490, May 26, 1908. 
 
 403. Oregon: Repealing chaps. 2 and 3, tit. 32, Bellinger and Cotton’s Anno- 
 
 tated Codes and Statutes, 1901, relative to public lands, and repealing 
 S. B. No. 154, p. 308, Laws, 1903, relative to the selection of indemnity 
 school land, and repealing S. B. No. 80, Laws, 1905, relative to land 
 clerk’s salary, and repealing H. B. No. 46, p. 21, Laws, 1903, relative to 
 investment of the surplus of the irreducible school fund, etc., and enact- 
 ing substitutes. 
 
 Providing for the acquisition, classification, management, control, leas- 
 ing, sale, and disposition by the State of all lands inuring to the State 
 from any and all sources, and for the management and investment of 
 moneys arising therefrom, constituting all necessary officers therefor, 
 specifying their duties and salaries, giving them full powers for the per- 
 formance thereof, protecting said lands from trespass and injury, and 
 providing penalties. 
 
 Chap. 117, Feb. 23, 1907. 
 
 D 404. Oregon (1907) : Constitution, art. 8, sec. 5, provides that the governor, 
 secretary of state, and state treasurer shall constitute a board of com- 
 missioners for the sale of school and university lands and for the invest- 
 ment of the funds arising therefrom, and their powers and duties shall 
 be such as may be prescribed by law. Held, that such board was the 
 state’s instrument for the sale and disposition of state school lands, and 
 its decisions with reference to who should be entitled to a patent prior to 
 the issuance thereof were not subject to review by the courts. — De Laittre 
 v. Board of Com’rs, 149 F. 800. 
 
 405. South Dakota: Amending sec. 393, art. 1, chap. 6, Revised Political Code, 
 1903, relating to fees derived from the lease and sale of school and pub- 
 lic lands. 
 
 Chap. 225, Mar. 6, 1907. 
 
80 
 
 STATE SCHOOL SYSTEMS*. LEGISLATION, ETC., 1906-8. 
 
 406. South Dakota: Providing for the classification and sale of indemnity, 
 
 common school, and endowment lands. 
 
 Providing for classification into agricultural, timber, and grazing lands, 
 and for the annual sale,, beginning with the year 1908, of 50,000 acres 
 until one-fourth of such lands is sold. 
 
 Chap. 226, Mar. 6, 1907. 
 
 407. South Dakota: Promoting the sinking of artesian wells upon school and 
 
 public lands. 
 
 Chap. 227, Mar. 7, 1907. 
 
 408. South Dakota: Amending sec. 385, Revised Political Code, 1903, as 
 
 amended by chap. 145, Laws, 1905, relative to patents to state lands. 
 
 Chap. 228, Feb. 8, 1907. 
 
 409. Texas: Validating certain sales of school lands. 
 
 Chap. 18, Mar. 14, 1907. 
 
 410. Texas : . Authorizing the commissioner of the general land office, with the 
 
 consent and approval of the governor and attorney-general, to sell the 
 guayule, lechuguilla, and other vegetation on school land, and to enter 
 into contracts for the purpose of determining the commercial value of 
 substances found upon public free school land. 
 
 Chap. 135, Apr. 18, 1907. 
 
 411. Texas: Providing for the survey of mineral bearing school lands. 
 
 Chap. 147, Apr. 19, 1907. 
 
 D 412. Texas (1908) : The policy of the State in the disposition of its school 
 lands is to sell only to those who will actually settle on them and occupy 
 them as homes. — Bourn v. Robinson, 107 S. W., 873. 
 
 413. Utah: Appropriating $5,000 to the state board of land commissioners for 
 
 the employment of counsel and costs and expenses of witnesses in the 
 prosecution or defense of suits, action, or proceedings, wherein the title or 
 right of the State to school lands is brought into question. 
 
 Chap. 11, Feb. 28, 1907. 
 
 414. Washington: Amending sec. 25, chap. 66, Laws, 1901, as amended by sec. 1, 
 
 chap. 127, Laws, 1905, relating to assessments of state, school, granted, 
 and other lands for drainage purposes. 
 
 Chap. 91, Mar. 9, 1907. 
 
 415. Washington: Relative to the board of state land comissioners. 
 
 Providing for an investigation and report to the legislature upon the 
 management of and laws concerning public lands. 
 
 Chap. 114, Mar. 11, 1907. 
 
 416. Washington: Amending sec. 14, chap. 89, Laws, 1897, relative to the sale 
 or lease of state lands. 
 
 Chap. 152, Mar. 13, 1907. 
 
 417. Washington: Amending sundry sections of Annotated Codes and Statutes 
 
 relating to the selection, survey, management, reclamation, lease, and 
 disposition of state lands. 
 
 Chap. 256, Mar. 20, 1907. 
 
 (c) Permanent State School Funds: Composition and Investment. 
 
 The most important item of legislation under this heading is that 
 of Vermont (435), providing for the management, investment, and 
 distribution of the permanent school fund created in 1904. This 
 
STATE FINANCE AND SUPPORT. 
 
 81 
 
 legislation was the direct result of the plan formulated by the special 
 commission appointed in 1904. It is thought to be of sufficient gen- 
 eral interest to warrant the presentation of the measure in full. The 
 use of the federal payment of $5,000,000 to the State of Oklahoma 
 (432) for the benefit of the common schools of that State has 
 already been noted. Nebraska (425) and North Dakota (430) each 
 proposed amendments to their constitutions relative to the extension 
 of the investment of educational funds. 
 
 417a. California: Providing for the loan from the school-land fund to the 
 State of $250,000, and providing for the transfer, repayment with inter- 
 est, etc. 
 
 Exempting money so loaned and transferred from the provisions of 
 sec. 680, Political Code, 1906, relative to the conversion of school funds 
 into bonds. 
 
 Chap. 409, Mar. 20, 1907. 
 
 418. Delaware: Authorizing and directing the state treasurer to transfer the 
 
 sum of $5,900 from the general fund to the school fund. 
 
 Made in order to observe provision of sec. 4, art. X, of state consti- 
 tution, concerning the inviolability of the school fund. 
 
 Jt. Res., Chap. 263, Jan. 17, 1907. 
 
 419. Indiana: Directing the distribution of certain special funds, as a part of 
 
 the common school fund, and providing for the adjudication of “un- 
 claimed estates ” funds for payment into common school fund. 
 
 Special funds known as “ common school fund balance, ” “ old sinking 
 fund, ” “ surplus revenue fund, ” “ excess bid sinking fund, ” “ sales com- 
 mon sohools lands,” and “ sales swamp land,” total, $99,628.95, to become 
 part of common school fund. Also unclaimed estates funds remaining in 
 state treasury for five years. 
 
 Chap. 43, Feb. 25, 1907. 
 
 420. Indiana: Concerning the publishing for loan of the common school fund. 
 
 Providing for quarterly advertisement by county auditor of amount 
 subject to loan; maximum publication fee of $1.50. Loan funds of $1,000 
 to be posted in auditor’s office. Special provision for publication in cities. 
 Penalty for noncompliance by auditor. 
 
 Chap. 50, Feb. 25, 1907. 
 
 421. Kansas: Repealing, and reenacting with amendments, chap. 473, Laws, 
 
 1905, relative to the exchange of bonds held by the permanent school fund. 
 
 Chap. 377, Mar. 9, 1907. 
 
 422. Massachusetts: Repealing, and reenacting with amendments, chap. 109, 
 
 acts, 1903, relative to the technical education fund, United States grant. 
 
 Chap. 121, Feb. 16, 1907. 
 
 423. Minnesota: Amending sec. 2435, Revised Laws, 1905, relative to the board 
 
 of investment of permanent school and university funds. 
 
 Sundry amendments regarding investment and interest. 
 
 Chap. 348, Apr. 23, 1907. 
 
 424. Minnesota: Relating to the swamp-land fund of the State of Minnesota. 
 
 Providing for the transfer of certain funds arising from the sale of 
 swamp lands to the “ swamp-land fund.” Allotting one-half of the annual 
 interest therefrom to the “ general school fund ” and one-half to the 
 “ revenue fund.” “ Revenue fund ” to go to the several educational and 
 charitable institutions. 
 
 Chap. 385, Apr. 24, 1907. 
 
82 
 
 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 425. Nebraska: Proposing an amendment to sec. 9, art. 8, constitution, 1875, 
 
 relative to the investment of educational funds. 
 
 Extending power of investment so as to include registered school dis- 
 trict bonds of the State and such other securities as the legislature may 
 from time to time direct. (Adopted, November, 1908.) 
 
 Jt. lies., Chap. 201, Mar. 5, 1907. 
 
 426. New Mexico: Relative to the sale of intoxicating liquors on trains. 
 
 Funds derived from licenses and fines to be paid into territorial school 
 fund. 
 
 Sec. 5, chap. 8, Mar. 6, 1907. 
 
 427. North Dakota: Amending sec. 105, Revised Codes, 1905, providing for the 
 
 appointment of a deputy commissioner of university and school lands. 
 Substituting deputy for chief clerk. 
 
 Chap. 163, Mar. 13, 1907. 
 
 428. North Dakota: Amending sec. 155, chap. 4, Revised Codes, 1905, and 
 
 amendatory acts, relative to investment of permanent school funds by 
 the board of university and school lands (see chap. 228). 
 
 Extending power of investment so as to include bonds of counties and 
 townships within State. Providing for compensation of members of 
 board. Sundry amendments concerning conditions of investment in farm 
 mortgages. 
 
 Chap. 224, Mar. 19, 1907. 
 
 429. North Dakota: Amending sec. 155, chap. 4, Revised Codes, 1905, relative 
 
 to investment of permanent school funds by the board of university and 
 school lands (see chap. 224). 
 
 Chap. 228, Jan. 16, 1907. 
 
 430. North Dakota: Agreeing to amendment proposed by legislature of 1905, to 
 
 sec. 162 of the constitution, relative to investment of permanent school 
 funds. 
 
 Extending investment so as to include county, township, municipal, and 
 ■ drainage bonds of State, and bonds of other States that have never 
 repudiated any indebtedness. 
 
 Con. Res., p. 456, Mar. 23, 1907. 
 
 431. Oklahoma: Conferring on the commissioners of the land office, consisting 
 
 of the governor, secretary of state, state auditor, superintendent of public 
 instruction, and president of the board of agriculture, authority to 
 manage, loan, invest, and regulate investment and deposit of the per- 
 manent school funds. 
 
 Chap. 76, IT. B. 8, p. 664, Dec. IS, 1907. 
 
 432. Oklahoma: Authorizing payment to the state treasurer of $5,000,000 and 
 
 interest thereon, appropriated to the State of Oklahoma by an act of 
 Congress, June 16, 1906, for the use and benefit of the common schools 
 of the State, In lieu of sections 16 and 36 and other lands, in Indian 
 Territory. 
 
 Chap. 76, H. B. 643, p. 662, Dec. 17, 1907. 
 
 433. Oregon: Memorializing Congress to enact a law to give to the State, to 
 
 become a part of the principal of the irreducible school fund, the net 
 receipts of the Government of the United States from all the forest 
 reserves within the State. 
 
 S. Jt. Mem. No. 5, p. 518, Feb. 14^ 1907. 
 
 434. South Dakota: Authorizing the commissioner of school and public lauds 
 
 to sell pine timber grown upon such lands. 
 
 Proceeds to go to permanent school fund. 
 
 Chap. 224, Feb. 25, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 83 
 
 435. Vermont: Providing for a permanent public-school fund,® creating a board 
 
 of trustees to manage the same, and directing the investment and dis- 
 tribution thereof. Amending sec. 740, Public Statutes, 1894, and repealing 
 secs. 737, 738, 741, 742, 743, 744, 749, 750, 751, 753, and all amendments 
 thereto, Public Statutes, 1894. Repealing act No. 42, Acts, 1904. 
 
 “ Section 1. The sum of two hundred forty thousand dollars returned 
 by the National Government to the State in settlement of the civil war 
 claims, the Huntington fund, the United States deposit money, and such 
 other additions as may hereafter be made to the fund hereby established 
 shall be forever held intact and in reserve as a permanent public school 
 fund. 
 
 “ Sec. 2. A board to be known as trustees of permanent school fund is 
 hereby constituted, consisting of the governor, lieutenant-governor, state 
 treasurer and superintendent of education, ex officio, and three persons 
 to be appointed biennially by the governor, whose term of office shall 
 continue until the first day of November of the next biennial year and 
 until their successors are appointed and qualified, unless sooner removed 
 by the governor. Said trustees shall invest the permanent public school 
 fund in the following-named securities only : United States bonds, state 
 bonds, bonds of cities and school districts located in the United States, 
 excluding Territories, and having a population of over twenty thousand, 
 and bonds of towns, cities and villages in this state, whose total indebted- 
 ness does not exceed five times the amount of the grand list. Said board 
 of trustees is empowered to receive gifts, bequests or additions to such 
 permanent public school fund, and all purchases and sales of securities 
 shall be made by, and all securities shall be taken in the name of. and 
 so far as possible made payable to the trustees of permanent school fund. 
 
 “ Sec. 13. The income only from said permanent school fund shall be 
 covered into the state treasury, fifteen thousand dollars of which shall 
 annually be divided among the towns, cities, and unorganized towns and 
 gores entitled thereto, in the same manner as the forty-five thousand 
 dollar reserve fund is divided, and the remaining portion of the income 
 shall be divided by the state treasurer among the towns, cities, and un- 
 organized towns and gores according to the number of legal schools 
 maintained the preceding year, and such division shall be made at the 
 same time the moneys derived from the state school tax are now divided. 
 The income thus distributed shall be used solely for the support of public 
 schools, and shall, in unorganized towns and gores, be divided equally be- 
 tween the several school districts which have maintained a legal school 
 the preceding year, and in towns having a district incorporated by a 
 special act of the general assembly, as is provided for the division in 
 such towns of money received from the State school tax.” 
 
 Act No. 54, Dec. 14, 190G. 
 
 436. Vermont: Directing the payment for printing 500 copies of the report of 
 
 the special commission on permanent school fund. 
 
 Jt. Res. No. 494, Dec. 7, 1906. 
 
 437. Washington : Providing for investment of the permanent school fund and 
 
 permanent funds of the normal schools, state university, scientific school, 
 agricultural college, and charitable, educational, penal, and reformatory 
 institutions. 
 
 Creating a state board of finance to be composed of governor, state 
 treasurer, and state auditor. Prescribing mode and conditions of in- 
 vestment of funds. 
 
 Chap. 12, Feb. 11, 1907. 
 
 438. AVasliington: Relating to escheats. 
 
 All escheats to belong to permanent school fund. 
 
 Chap. 133, Mar. 12, 1907. 
 
 a Created in accordance with recommendations of commission provided for by act No. 
 42, Acts, 1904. (See enactment No. 209, Bureau of Education Bulletin, No. 3, 1906.) 
 
84 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (d) State Taxation for School Purposes. 
 
 The legislation of the biennium with respect to state taxation for 
 public school purposes contains several important enactments. Those 
 of Arkansas (439), Indiana (441), Maine (443), Oklahoma (446), 
 (447), Texas (448), Utah (449), and of Washington (451), are se- 
 lected as indicative of the marked trend to provide for a more gen- 
 erous support of the public elementary and secondary schools. Of 
 the foregoing list, the increased school revenue provided in Indiana 
 is perhaps worthy of special mention. 
 
 439*. Arkansas: Amending act No. 266, acts, 1905, relative to rate of taxation 
 for general state purposes. 
 
 Increasing state tax for support of common schools from 2 to 3 mills. 
 
 Sec. 1, act No. 189, Apr. 17, 1907. 
 
 440. Illinois: Providing for the necessary revenue for state purposes. 
 
 Providing that there be raised for state school purposes, to be desig- 
 nated as “ state school fund," the sum of $1,000,000 upon the assessed 
 taxable property for each of the years 1907 and 1908, in lieu of the 2 
 mill tax. 
 
 S. B. 546, p. 498, May 27, 1907. 
 
 441*. Indiana: Amending sec. 1, chap. 32, Laws, 1905, providing for the levy of 
 an annual tax for a state common school tuition fund. 
 
 Increasing the annual tax from 11 cents and 6 mills to 13 cents and 6 
 mills, and providing in addition thereto a poll tax of 50 cents upon each 
 legal voter. [See enactment 221, p. 48, Bureau of Education Bulletin 
 No. 3, 1906, State School Systems.] 
 
 Chap. 249, Mar. 11, 1907. 
 
 D442. Louisiana (1908) : The school tax authorized by constitution, art. 232, to 
 be levied in aid of public schools, is not a special assessment, and property 
 exempted from taxation by the constitution is not subject to it. — Louis- 
 iana & N. W. It. Co. v. State Board of Appraisers, ,45 So., 394. 
 
 443. Maine: Amending sec. 124, chap. 15, Revised Statutes, 1903, relative to the 
 
 mill tax. 
 
 Increasing state tax for support of common schools from 1 mill to 1£ 
 mills. 
 
 Sec. 2, chap. Ill, Mar. 26, 1907. (Jan. 1, 1908). 
 
 444. Nebraska: Repealing sec. 11,156, Cobbey’s Annotated Statutes, 1903, 
 
 relative to special state tax levy of li mills for the state common school 
 fund. 
 
 Chap. 125, Apr. 5, 1907. 
 
 445. Nevada: See enactment No. 29. 
 
 446. Oklahoma: Providing for a tax on gifts, inheritances, bequests, legacies, 
 
 devices, and successions in certain cases. 
 
 One-half of proceeds of tax to be used for the public schools of the 
 State as other available state common school funds. 
 
 Chap. 81, H. B. 492, p. 733, May 26, 1908. 
 
 447. Oklahoma: Providing for the levy and collection of a tax on income. 
 
 Proceeds from graduated income tax to be for the benefit of available 
 common school fund of the State. 
 
 Chap. 81, H. B. 557, p. 730, May 26, 1908. 
 
 448. Texas: Amending art. 5047, chap. 1, tit. 304, Revised Civil Statutes, 1895, 
 
 relative to ad valorem taxes for free-school purposes. 
 
 Increasing state levy from 18 to 20 cents per $100. 
 
 Chap. 66, Apr. 5, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 85 
 
 449. Utah: Proposing an amendment to sec. 7, art. 13, of the constitution 
 
 relative to revenue and taxation. 
 
 Fixing the proportion of the maximum tax rate (S mills) to be devoted 
 to the enumerated purposes: 4b mills for general state purposes; 3 
 mills for district-school purposes ; one-half mill for liigh-school purposes. 
 
 S. J. R. No. 2, p. 272 (to be effective Jan. 1, 1909). 
 Defeated, November, 1908. 
 
 450. Vermont: Exempting real and personal property of college fraternities and 
 
 societies from taxation. 
 
 Excepting that held for investment purposes. 
 
 Act. No. 27, Dec. 6, 1906. 
 
 451. Washington: Amending sec. Ill, chap. 118 (Code of Public Instruction), 
 
 Laws, 1897, relative to state levy of taxes for school purposes. 
 
 Increasing amount of annual state tax from $6 to $10 for every child 
 of school age. Maximum, 5 mills. Manner of apportionment. 
 
 Chap. 102, Mar. 11, 1907. 
 
 452. West Virginia: Amending and reenacting sec. 100, chap. 35, Acts, 1905, 
 
 relative to the payment of taxes upon property assessed by the board of 
 public works. 
 
 Duty of state auditor in cases of overpayment of taxes. Certificate to 
 county courts, school districts, and municipalities. 
 
 Chap. 48, Jan. 25, 1907. 
 
 (e) General Apportionment of State School Funds; Special State Aid for Ele- 
 mentary Education. 
 
 Of the means for the extension and development of public educa- 
 tion none possesses more widespread influence than that of the general 
 financial support by the State as a unit. To this end systems of 
 general state taxation have been inaugurated and permanent state 
 school funds have been established. By the income derived from 
 these two sources the States have aimed to reduce the burden of the 
 support of public schools by local taxation alone, to stimulate the 
 growth of local endeavor for the provision of adequate educational 
 opportunities, and to equalize the frequently varying advantages for 
 education among the different communities in the same State. 
 
 The most important problem in this connection is that of an equi- 
 table and just form of distribution or apportionment of the state edu- 
 cational revenues in order that the ends above mentioned may be 
 accomplished in the best manner possible, and in order that the 
 support provided through the State may become a real and positive 
 force in the provision of adequate school facilities for all the children 
 in the State. Distributions to the various school communities of the 
 State on the basis of taxes paid, property valuation, number of chil- 
 dren of school age, total school enrollment for a certain definite 
 period, average daily membership, average daily attendance, or 
 aggregate days of attendance may be indicated among the methods 
 that have been devised and utilized, singly or in combination, at 
 various times by different States. In general, it may be said that 
 
8G STATE SCHOOL SYSTEMS! LEGISLATION, ETC., 1906-8. 
 
 distribution on the basis of the school population or census has been, 
 and is, the prevailing method at the present time. 
 
 The very evident aim of this latter method of distribution is to 
 diminish the burdens of local support and to equalize the educational 
 opportunities within the State upon the presumption that the school 
 population is the best index of the local educational needs. How- 
 ever, in certain States, during recent years, the weakness of this 
 conclusion has been recognized, and attempts have been made to 
 formulate some single or combination method of distribution which 
 would not merely preserve an equality in the amount of assistance 
 given by the State to the different school communities, but which 
 would in reality give help where help was most needed. The 
 methods of distribution on the basis of school enrollment or attend- 
 ance belong to this class of efforts. More recently, it has come to be 
 recognized that the number of teachers employed gives a far better 
 basis for distribution than either the school census or school attend- 
 ance, and that a combination basis of the number of teachers and the 
 amount of school attendance represents perhaps the most equitable 
 method for the utilization of the state school fund. 
 
 Any reasonable estimate of comparative importance would place a 
 number of the items of this group in the front rank of progressive 
 legislation. More and more each year the different States are 
 endeavoring to extend financial assistance to the least wealthy school 
 communities by making direct appropriations for the expansion and 
 improvement of the various grades of elementary schools. Con- 
 necticut (459, 460), Florida (461, 462), Maine (466), Maryland 
 (467), Minnesota (468), Nebraska (469), Ohio (476), Utah (484), 
 Virginia (486), West Virginia (489), and Wisconsin (491, 492), 
 may be selected as typical of what is being accomplished to raise 
 educational standards by wisely directed financial assistance. In- 
 diana (631) amended her noteworthy enactment of 1905 establishing 
 a reserve fund to be distributed to those communities which had 
 made the maximum local effort permitted bj^ law for the support of 
 public schools and yet were unable to meet the minimum educational 
 demands and standards established by the State. 
 
 The decision of the California supreme court (D 457) as to the 
 status of kindergartens as a part of the public-school system is 
 included under this head because of the present da}^ widespread 
 interest in the establishment of kindergartens as an integral part of 
 public-school system. 
 
 458. Alabama: See enactment No. 7 06. 
 
 454. Arizona: Amending subdivs. 1, 2, and 3, par. 2258 (sec. 128, chap. 16, tit. 
 19), Revised Statutes, 1901, relative to apportionment of school funds. 
 
 Fixing more definitely classification of districts: increasing amount 
 of apportionment to districts of each class. No district to share in 
 
STATE FINANCE AND SUPPORT. 
 
 87 
 
 apportionment unless teachers employed hold legal certificates or diplo- 
 mas in force, and unless school has been maintained at least six months 
 during the next preceding school year. 
 
 Sec. 5, Chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 455. Arizona: Amending par. 2246 (sec. 116, chap. 14, tit. 19), Revised Statutes, 
 
 1901, relative to territorial school tax. 
 
 Simplifying method of paying out territorial school revenues by ter- 
 ritorial treasurer. 
 
 Sec. 6, Chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 456. Arizona: Amending par. 2260 (sec. 130, chap. 17, tit. 19), Revised Statutes, 
 
 1901, relative to apportionment of school funds. 
 
 Providing for procedure in cases of districts discontinued by reason 
 of an average attendence of less than eight pupils for three months. 
 
 Sec. 21, Chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 D 457. California (1905) : a Constitution, art. 9, sec. 5, requires the legislature 
 to provide for a system of “ common schools ” by which a free school shall 
 be kept up and supported in each district. Sec. 6 provides that the 
 “public-school system” shall include “primary and grammar schools,” 
 and such high schools, evening schools, etc., as may be established by 
 legislative or local authority, and further provides that the entire rev- 
 enue derived from the state school fund shall be applied exclusively to the 
 support of “primary and grammar schools.” Pol. Code, secs. 1622, 1861, 
 reiterate the requirement that the revenue of the state school fund 
 shall be applied solely to primary and grammar schools. Sec. 1532 
 requires the superintendent of public instruction to apportion the balance 
 of the state school fund which remains after providing for teachers to 
 the several counties according to their “ average daily attendance,” as 
 shown by reports of the county superintendents for the preceding year. 
 Secs. 1617, 1662, and 1663 recognize, and make certain provisions in 
 relation to, the adoption of kindergartens as part of the “ public primary 
 schools” in cities and towns. Held, that, notwithstanding the legis- 
 lative designation of kindergartens as “ primary ” schools, such insti- 
 tutions are not primary and grammar schools ” within the meaning of 
 the constitutional and statutory provisions for the distribution of the 
 state school fund, and the kindergarten attendance is not to be com- 
 puted in ascertaining the proportion of the school fund to which a county 
 is entitled. — Los Angeles County v. Kirk, 83 P., 250. 
 
 458. Connecticut: Amending sec. 3, chap. 102, acts, 1903, concerning state aid 
 
 for support of schools. 
 
 Requiring, as a condition of state aid, a certification that schools have 
 been taught by teachers legally examined and qualified and not dis- 
 approved by state board of education. 
 
 Chap. 135, June 21, 1907. 
 
 459. Connecticut: Amending sec. 1, chap. 102, acts, 1903, concerning state aid 
 
 for support of schools. 
 
 Extending provisions of act so as to include towns having a valuation 
 of less than $1,000,000 (previously, less than $500,000). 
 
 Appropriating $60,000 for this purpose for the two fiscal years ending 
 September 30, 1909. 
 
 Chap. 216, July 17, 1907. 
 
 460. Connecticut: Amending sec. 5, chap. 195, acts, 1903, concerning state aid 
 
 for the supervision of schools. 
 
 Extending provisions of act so as to include towns having not more 
 than 20 teachers (previously, 10). 
 
 Chap. 259, July 31, 1907. 
 
 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
88 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 461. Florida: Amending sec. 12, chap. 5382, acts, 1905, defining grades of 
 
 instruction which shall be taught in the uniform system of public schools, 
 and aiding and encouraging the establishment of public high schools and 
 rural graded schools. 
 
 Increasing annual appropriation for State aid from $50,000 to $65,000 
 for 1907 and 1908. 
 
 Chap. 5653 (No. 58), May 22, 1907. (July 1, 1907.) 
 
 462. Florida: Providing for state aid for public schools, prescribing conditions, 
 
 and making appropriations therefor. 
 
 Granting state aid to every public school maintaining average daily 
 attendance of 80 per cent of the average monthly enrollment sufficient to 
 maintain school two months in addition to regular term, excepting 
 schools receiving state aid under provisions of chap. 5382, acts, 1905. 
 
 County superintendent to file reports of attendance with state board 
 of education as a condition for obtaining aid. Appropriating $60,000 
 annually for the years 1907 and 1908. 
 
 Chap. 5654 (No. 59), May 22, 1907. 
 
 463. Florida: Providing state aid further than the 1 mill state school tax, 
 
 and prescribing duty of county school boards, its chairman and county 
 treasurer, for certain common schools, not otherwise receiving state aid. 
 
 Appropriating $40,000 annually for the school years beginning July 1, 
 1907 and July 1, 1908, to be apportioned among the several counties upon 
 the basis of taxable value of property. Said money to be expended in 
 lengthening by one month term of schools receiving no state aid other 
 than 1 mill tax. Surplus to be used only for equipping, repairing, and 
 furnishing such schools. Funds to be paid out only upon affidavit of 
 chairman of county school board that money will be used for no purposes 
 other than those specified in act. 
 
 Chap. 5657 (No. 62), June 3, 1907. 
 
 464. Georgia: Amending act No. 479, p. 65, Acts, 1903, relative to securing to 
 
 the several counties of the State the public school fund to which they are 
 legally entitled. 
 
 Providing for apportionment of the public school fund whenever new 
 counties are created. 
 
 Act No. 489, p. 117, Aug. 18, 1906. 
 
 465. Kentucky: Amending sec. 4375, Statutes, 1903, relative to apportionment 
 
 of the school fund. 
 
 Minor amendment concerning use of excess of apportionment by school 
 districts. 
 
 Chap. 71, Mar. 19, 1908. 
 
 466. Maine: Amending secs. 2-4, chap. 296, Public Laws, 1897 (secs. 41-^3. 
 
 chap. 15, Revised Statutes, 1903), relative to district superintendents of 
 schools and union of towns for school purposes. 
 
 Requiring joint school committees to certify to state superintendent of 
 schools as well as to the treasurers of the respective towns the amounts 
 apportioned for payment by the several towns. Omitting provision 
 regarding proportional vote in selection of superintendent of schools. 
 
 State aid for supervision increased from one-half to two-thirds of the 
 salary of the superintendent of schools. Payment to be made direct to 
 superintendent instead of to towns. Maximum aid increased from $750 
 to $800. 
 
 Adding provision that union of towns shall continue three years unless 
 dissolved by a two-thirds vote of the joint committee. 
 
 Chap. 101, Mar. 22, 1907. 
 
 467. Maryland: See enactment No. 111/1. 
 
 467a. Maryland: Paying to the school commissioners of Garrett County a sum 
 of money out of the State school tax. 
 
 Special assistance of $4,000 per annum for two years to enable minimum 
 school term of seven and one-half months. 
 
 Chap. 352, p. S47, Apr. 8, 1908. 
 
STATE FINANCE AND SUPPORT. 
 
 89 
 
 468. Minnesota: Providing for state aid for establishment of consolidated rural 
 
 schools. 
 
 “ Teacher and assistant. — Sec. 1. From any moneys hereafter appro- 
 priated from the state treasury to carry out the provisions of this act 
 to be distributed to the first fifty consolidated rural schools established, 
 equipped and conducted so as to meet the following named conditions, 
 to wit : 
 
 “(«) Said consolidated rural school district shall contain not less 
 than sixteen nor more than thirty-six square miles of territory. 
 
 “ (&) There shall be a continuous tract of 10 acres of land secured 
 as the property of the district, upon which there shall be erected a 
 substantial building containing not less than four rooms, including one 
 practice room. 
 
 “(c) There shall be employed a principal teacher, who is qualified to 
 teach the elements of agriculture as determined by such tests as shall 
 be required by the state superintendent of public instruction, in addi- 
 tion to the requirements for the teacher of a state graded school. There 
 shall also be employed at least one assistant teacher who shall be qualified 
 to teach home economics, as determined by such tests as shall be pre- 
 scribed by the state superintendent of public instruction, in addition to 
 the requirements for an assistant teacher in a state graded school. 
 Such other assistants shall be employed as are necessary to properly 
 instruct the pupils in the school. 
 
 “(d) Adequate provisions for conveying the pupils to and from said 
 school shall be provided by said district. 
 
 “(e) Said lands shall be properly divided into areas for playgrounds, 
 for the planting of trees, crops, and ornamental plants, and shall be so 
 used and managed as to best serve as a means of instructing the pupils 
 of said schools in farming and home making, and shall be under the 
 immediate management of the principal, with such supervision as may 
 be given by the county superintendent of schools and the state superin- 
 tendent of public instruction. 
 
 “(/) The said schoolhouse shall be outside of any incorporated village 
 or city. 
 
 “ Superintendent to certify. — Sec. 2. No money shall be paid under 
 the provisions of this act until the state superintendent, after due 
 examination, shall certify that the conditions of the act have been fully 
 complied with. 
 
 “ Limitations. — Sec. 3. The aid provided by this act shall be granted to 
 not more than one school district in any one county. 
 
 “ Sec. 4. This act shall take effect and be in force from and after its 
 passage.” 
 
 Chap. 304, Apr. 22, 1907. 
 
 469. Nebraska: Providing at least seven months of school in the first eight 
 
 grades for all youth of the State whose parents or guardians live in school 
 districts whose funds are not sufficient to maintain school for seven 
 months. 
 
 Providing for annual state aid not to exceed $120 to be applied to pay- 
 ment of teachers’ wages. Maximum local tax must be levied. Prescribing 
 procedure for awarding aid. Appropriating $50,000. 
 
 Chap. 119, Apr. 10, 1907. 
 
 470. Nevada: See enactment No. 29. 
 
 471. New Hampshire: Appropriating an additional sum of money to aid in 
 
 carrying into effect the provisions of sec. 3, chap. 77, Laws, 1899 (sec. 27, 
 chap. 89, Public Statutes, 1901), entitled “An act to equalize the school 
 privileges of the cities and towns of the State.” 
 
 Special appropriation of $10,000 for the year 1908. 
 
 Chap. 115, Apr. 4, 1907. 
 
 472. New Jersey: Supplementing chap. 146, Laws, 1906, as supplementing chap. 
 
 1, Laws, 1903 (sp. sess.), relative to distribution of school moneys. 
 
 Providing for distribution by state comptroller of taxes not paid in 
 1907, by reason of litigation on part of certain railroad companies. Such 
 
90 
 
 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 moneys to be used for support and maintenance of public schools for year 
 ending June 30, 1909. 
 
 Chap. 2G7, Apr. 14, 1908. 
 
 473. New York: Amending sec. 12, art. 1, tit. 2, chap. 55G, Laws, 1894 (con- 
 
 solidated school law), as amended by sec. 1, chap. 16G, Laws, 1904, rela- 
 tive to the apportionment and distribution of state and other school 
 moneys. 
 
 Chap. 3G5, May 19, 1908. 
 
 474. North Dakota: See enactment No. 96.1. 
 
 475. North Dakota: Amending sec. 847, Revised Codes, 1905, relative to school 
 
 districts entitled to tuition fund. 
 
 Empowering county superintendent to withhold apportionment of state 
 and county school moneys from districts failing to make census and 
 other annual reports; also from districts other than new districts fail- 
 ing to maintain school for six school months. Withholding funds made 
 mandatory with reference to schools failing to maintain school for four 
 months. 
 
 Sec. 6, chap. 95, Mar. 19, 1907. 
 
 47G. Ohio: Appropriating $45,000 for assistance of weak school districts. 
 
 In accordance with provision of act of April 2, 1906. 
 
 H. B. 1302, p. 523, May 9, 1908. 
 
 477. Oklahoma: Amending sec. 175, art. 13, chap. 77, Wilson’s Revised An- 
 
 notated Statutes, 1903, relative to the apportionment of school fund. 
 Extending time for making apportionment thirty days. 
 
 Chap. 76, S. B. 141, p. 667, Jan. 17, 190S. 
 
 478. Oklahoma: Repealing chap. 76 (S. B. 141, p. 667), Laws, 1907-8, and 
 
 providing for apportionment of income of state school fund and annual 
 taxes collected by the State for support of the public schools, to counties 
 of the State, and for apportionment of the federal appropriation. 
 
 Chap. 76, S. B. 259, p. 666, Mar. 21, 1908. 
 
 479. Oregon: Amending sec. 3371, Bellinger and Cotton’s Annotated Codes and 
 
 Statutes, 1901, relative to districts not entitled to school fund. 
 
 Providing that districts must report to county superintendent within 
 fifteen days after annual meeting, and providing also that school must be 
 taught at least four months in each year (formerly three). 
 
 Chap. 96, Feb. 23, 1907. 
 
 480. Pennsylvania: Amending secs. 3, 5, 6, No. 215, Laws, 1897, providing a 
 
 more just and equitable method of distributing school appropriation 
 to common schools, and specifying duties of officers in connection there- 
 with. 
 
 Changing time of enumeration and enrollment. Adding provision for 
 enumeration of taxables and enrollment of school children in cities of 
 the first and second classes by officers appointed by the boards of edu- 
 cation, and for distribution of school funds to said cities on the basis 
 of such list of taxables. 
 
 Act No. 38, Apr. 4, 1907. 
 
 481. Pennsylvania: Authorizing and requiring the superintendent of public 
 
 instruction to use the return of the number of children between the ages 
 of 6 and 16 years in the several school districts in each county, now re- 
 quired to be made by the county commissioners to the superintendent of 
 public instruction, as the basis for distribution of one-third of the state 
 appropriation to schools. 
 
 Act No. 144, May 8, 1907. 
 
STATE FINANCE AND SUPPORT. 
 
 91 
 
 482. Tennessee: Repealing chap. 105, Acts, 1903, and chap. 213, Acts, 1905, 
 relative to disposition of the surplus remaining in the state treasury 
 at the end of each year by appropriating it to use for scholastic purposes. 
 Providing for appropriation of money for public schools of the State, to 
 be estimated on a per capita basis and distributed to the several counties 
 in proportion to their scholastic population, and appropriating a fixed 
 sum annually for the purpose of equalizing the length of the school terms 
 in the several counties, and providing for the distribution of the same. 
 
 Chap. 537, Apr. 15, 1907. 
 
 D 483. Tennessee (1905) : Prior to 1873 the legislature incorporated the city 
 of Knoxville, with express power to establish and regulate public schools. 
 Acts, 1873, p. 39, chap. 25, entitled “ An act to establish and maintain a 
 uniform system of public schools,” provided that the public school system 
 should be administered by the state superintendent, county superin- 
 tendents, and district school visitors; and sec. 51 (p. 50) enacted that 
 none of the provisions of the act should be construed to interfere with 
 the schools or systems already estaDlished, but that they should receive 
 their pro rata shares of moneys raised under the statute according to 
 their scholastic population. Acts, 1885 (ex. sess.), p. 48, chap. 8, entitled 
 “ An act to reduce the acts incorporating the city of Knoxville and 
 amendments to one act,” recognized the existence of the Knoxville schools 
 by secs. 63, 64 (p. 68), wherein it was provided that the mayor and 
 aldermen should elect five citizens, who should constitute a board of 
 education. Under authority of such sections and ordinances passed pur- 
 suant thereto the board of education was put in charge of the Knoxville 
 schools and the board appointed enumerators from time to time to take 
 a census of the scholastic population. Held that, such enumerators 
 having made false reports as to the scholastic population whereby the 
 city of Knoxville and its schools received moneys in excess of the amount 
 to which they were entitled, the State was entitled to recover the moneys 
 so received and expended by the city, the board of education and the 
 enumerators having been the agents of the city. — State v. City of Knox- 
 ville, 90 S. W., 289 ; 115 Tenn., 175. 
 
 484. Utah: Amending chap. 121, Laws, 1905, relative to revenue for common 
 school districts where the revenue from the state, county, and district 
 school taxes is insufficient. 
 
 Changing dates for making reports. Prohibiting employment of addi- 
 tional teachers in aided districts without recommendation of county 
 superintendent and approval of state superintendent. Increasing appro- 
 priation from $6,000 to $8,000. 
 
 Chap. 24, Mar. 11, 1907. 
 
 485. Utah: Amending sec. 1775, Revised Statutes, 1898, relative to apportion- 
 
 ment of the school fund. 
 
 Abstracts of apportionment to be furnished to the treasurer of the 
 board of education in cities of the first and second classes (formerly 
 city superintendent). 
 
 Chap. 45, Mar. 14, 1907. 
 
 486. Vermont: Promoting the centralization of small schools, and equalizing 
 
 school advantages ; also amending sec. 763, Public Statutes, 1894, relative 
 to definition of “ legal school.” 
 
 “ Sec. 1. A school performing the work prescribed in a nine years’ 
 course of study, or part thereof, prepared by the superintendent of educa- 
 tion for ungraded schools, shall be considered an elementary school. 
 
 “ Sec. 2. The sum of twenty thousand dollars is hereby set aside in the 
 state treasury for the purpose of aiding towns which have furnished, 
 during the preceding school year, transportation and board for their 
 resident pupils in attendance upon the elementary schools. A board of 
 
92 
 
 STATE SCHOOL SYSTEMS! LEGISLATION, ETC., 1906-8. 
 
 division, composed of the governor, state treasurer and superintendent of 
 education, shall, on or before the first day of July annually, apportion the 
 sum herein provided among the various towns which have furnished 
 such transportation and board, and which have raised by taxation and ex- 
 pended fifty per cent, or more, on their respective grand lists for school 
 purposes, not including interest on the United States deposit fund, the 
 state school tax and money for new schoolhouses, in the following ratio : 
 To towns having raised and expended fifty per cent and more, one share 
 per dollar expended for transportation and board; to towns having raised 
 and expended sixty per cent and more, one and one-half shares; and to 
 towns having raised and expended seventy per cent and more, two shares. 
 Upon the completion of the apportionment the board of division shall 
 forthwith transmit the same to the state treasurer, who shall, on or before 
 the tenth day of July annually, pay the various towns in the State accord- 
 ing to the portion assigned by the board of division. 
 
 “ Sec. 3. On or before the second Tuesday of April, annually, the board 
 of school directors shall furnish the town clerk, on a blank furnished said 
 board by the superintendent of education, a sworn statement of the actual 
 expenditure by said board for transportation and board of resident 
 pupils in attendance upon the elementary schools, and the town clerk shall, 
 upon a blank furnished him by the superintendent of education, certify 
 to said superintendent on or before the first day of June, annually, the 
 sum expended by the board of school directors, for transportation and 
 board of resident pupils, and the per cent actually raised and expended 
 for school purposes, not including interest on United States deposit fund, 
 state school tax and money expended for new school buildings, and no 
 town shall be entitled to any portion of the sum herein set aside for trans- 
 portation and board unless such certificate is made as required. 
 
 “ Sec. 4. Section 763 of the Vermont statutes is hereby amended so as 
 to read as follows, viz : 
 
 “ ‘Section 763. A legal school for the purposes of this chapter shall be 
 one which, during the preceding school year, has been maintained for at 
 least twenty-eight weeks, during which time the average daily attendance 
 of pupils has been not less than six ; and which has been taught by a 
 duly qualified teacher, whose register has been kept and returned as 
 required by law.’ 
 
 “ Sec. 5. This act shall take effect April 1, 1907.” 
 
 No. 53, Nov. 22, 1906. (Apr. 1, 1907.) 
 
 487. Virginia: Amending and reenacting sec. 1520 (1521), Code, 1904, relative 
 
 to disposal of unexpended school funds. 
 
 Unexpended funds to go to general fund for redivision, unless other- 
 wise directed by state board of education. 
 
 Chap. 309 (in part), Mar. 14, 1908. 
 
 488. Virginia: Amending and reenacting sec. 1507, Code, 1904, relative to ap- 
 
 proximate apportionment and disbursement of state funds. 
 
 Modifying conditions of payment. Providing for semiannual instead 
 of annual distribution. 
 
 Chap. 330, Mar. 14, 1908. 
 
 489. West Virginia: Regulating rate and manner of laying levies for taxation 
 
 in counties, magisterial and school and independent school districts, and 
 municipal corporations, and providing penalties for illegal expenditure 
 of public moneys, incurring of illegal obligations, and laying of illegal 
 levies by any tax-levying body, and for the distribution of a portion of 
 the school fund. 
 
 Levy by boards of education for building fund limited to 15 cents for 
 1908 and to 12| cents thereafter. Teacher’s fund levy limited to 25 cents. 
 Cities of less than 10,000 population may levy tax of 10 cents for high 
 school. Additional tax for payment of bonds. 
 
 When maximum local levy for teachers’ fund is insufficient to main- 
 tain schools for six months, at the minimum salary fixed by law, State 
 to make up deficiency. Fifty thousand dollars to be set aside by state 
 
STATE FINANCE AND SUPPORT. 
 
 93 
 
 superintendent for distribution. Prescribing conditions for payment of 
 more than minimum salary to teachers. (Sec. 3.) 
 
 Chap. 9, Feb. 26, 1908. 
 
 490. Wisconsin: See enactment No. 1020. 
 
 491. Wisconsin: Amending sec. 10, chap. 439, Laws, 1901, as amended by chap. 
 
 332, Laws, 1905, and making said section 496e, of the Statutes, 1898, 
 relative to the amount of state aid for graded schools. 
 
 Increasing annual state aid to graded schools of the second class from 
 $100 to $200. 
 
 Increasing maximum annual state aid to all graded schools from $80,000 
 to $120,000. 
 
 Chap. 375, June 24, 1907. 
 
 492. Wisconsin: Creating secs. 560f to 560m, inclusive, Statutes, 1S98, relative 
 
 to betterment of rural schools, and making an appropriation therefor. 
 
 “ Sec. 560f. Every school district which shall have maintained a school 
 for eight months the previous year, supplied needful apparatus and text- 
 books, and kept the schoolhouse and outbuildings in proper condition and 
 repair, shall, for the purposes of this act, be deemed to have maintained a 
 rural school of the second class. 
 
 “ Sec. 560g. Every school district not composed wholly or in part of an 
 incorporated village or city, nor containing a state graded school, which 
 shall have maintained a school for eight months the previous year, pro- 
 vided a suitable school building and outbuildings, needful apparatus, 
 supplementary readers, and installed an adequate system of ventilation, 
 and done efficient work, shall, for the purposes of this act, be deemed to 
 have maintained a rural school of the first class. 
 
 “ Sec. 560h. Any district maintaining a rural school of the second class 
 shall be entitled to a share in all state and county school moneys. Any 
 district maintaining a rural school of the first class shall be entitled, in 
 addition to the moneys specified for rural schools of the second class, to 
 special state aid to the amount of fifty dollars per year for three years 
 to be paid from the state treasury. 
 
 “ Sec. 560i. The state superintendent shall inform the county and 
 district superintendents as to what shall be considered needful apparatus 
 and proper equipment and an improved system of ventilation for rural 
 schools ; and in case of disagreement between the school district and the 
 county or district superintendents as to whether a school has the proper 
 equipment, his judgment shall be final. 
 
 “ Sec. 560j. Any school district which desires special state aid as pro- 
 vided in section 5601i of this act, shall make out an application in writing 
 to the county or district superintendent on a blank furnished by him set- 
 ting forth the condition of the buildings, the amount and nature of the 
 apparatus in the school and a description of the system of ventilation 
 used or in use. If a defect in the building or ventilating system or a 
 deficiency in apparatus is in process of repair, the county superintendent 
 may consider it, for the purposes of this application, as having been com- 
 pleted ; subsequent neglect, however, to complete such repairs or to make 
 such purchases as the board have previously certified to be in process of 
 making, shall be ground on which the county or state superintendent may 
 revoke the approval of the application. 
 
 “ Sec. 560k. If the county superintendent shall approve of the applica- 
 tion, he shall indorse the same and remit it to the state superintendent 
 of public instruction who shall act upon the applications in the order of 
 their reception. 
 
 “ Sec. 5601. To each district which shall comply with all the provisions 
 of this act, and whose application for aid shall have been approved by 
 him, the state superintendent shall apportion the sum of fifty dollars 
 which shall be paid in the same manner as other forms of special state 
 aid are now paid. 
 
 “ Sec. 560m. To carry out the provisions of this act there is hereby 
 appropriated annually out of the moneys assessed and collected under the 
 provisions of chapter 313, laws of 1903, amending section 1072a of the 
 statutes of 1898, a sum sufficient to meet all the approved claims coming 
 under the provisions of this act.” 
 
 Chap. 600, July 12, 1907. 
 
94 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8, 
 
 (f) Special State Aid for Secondary Education. 
 
 Adequate provision for elementary schools is rightly accounted of 
 first importance in the educational economy of the state and city or 
 school districts. More and more, however, secondary or high schools 
 are coming to be regarded as essential parts of a unified state system. 
 The encouragement and assistance for the growth of these schools 
 afforded directly by the State have been among the interesting educa- 
 tional phenomena of the last decade or two. In practically all the 
 States in which notable progress in public education has been made, 
 some form of special state aid for high schools has been established. 
 The enactments classified under this head are indicative of no new 
 tendency; on the contrary, they bear evidence of the continued special 
 interest evinced by the States for the care of this particular portion 
 of their educational systems. AVith but one or two evident excep- 
 tions, each one of the enactments of the following group is worthy 
 of special mention. Any comparative estimate, however, would give 
 special attention to the legislative activities in the Southern States 
 for the extension and betterment of the opportunities for secondar}^ 
 education. 
 
 493. Alabama: See enactment No. 1215. 
 
 494. Maine: Amending sec. 4, chap. 148, acts, 1901 (sec. 79, chap. 15, Revised 
 
 Statutes, 1903), relative to time of incorporation of academies receiving 
 state aid. 
 
 Date of incorporation, as a condition for state aid, extended from Feb. 
 26, 1901, to May 1, 1907. 
 
 Chap. 91, Mar. 20, 1907. 
 
 495. Maine: Amending secs. 1 and 5, chap. 148, acts, 1901 (secs. 76 and 80, 
 
 chap. 15, Revised Statutes, 1903), relative to state aid for academies. 
 
 Removing requirement of attendance by nonresident pupils as a condi- 
 tion for state aid. Permitting average daily attendance to be based upon 
 five years next preceding. 
 
 Chap. 102, Mar. 22, 1907. 
 
 496*. Maryland: Adding secs. 122A-122D', Public General Laws, 1904, relative 
 to state aid for the inauguration of commercial courses in certain 
 approved high schools. 
 
 Annual state aid of $1,000 to each approved school. Conditions. 
 Special provisions concerning certain high schools in Baltimore. 
 
 Chap. 635, p. 227, Apr. 6, 1908. (Aug. 1, 1908.) 
 
 497. Massachusetts: Supplementing sec. 1, chap. 200, acts, 1906, as amending 
 
 chap. 433, acts, 1902, as amending sec. 3, chap. 42, Revised Laws, 1902, 
 relative to state aid for high schools. 
 
 Relating to special annual state aid of $500 to towns of less than 50U 
 families maintaining a high school having at least two teachers. No town 
 the valuation of which averages a larger sum for each pupil in the 
 average membership of its public schools than the corresponding average 
 for the Commonwealth to receive aid. No school to receive aid unless 
 approved by state board of education. 
 
 Chap. 427, Apr. 21, 1908. 
 
 498. Mississippi : Sec enactment No. 1291. 
 
 499. North Carolina: See enactment No. 11/8. 
 
LOCAL FINANCE AND SUPPORT. 
 
 95 
 
 500*. North Dakota: Amending secs. 1034, 1035, and 1036, Revised Codes, 1905, 
 relative to high school board, and to state aid to high schools. 
 
 Permitting high school board to designate some person to make inspec- 
 tions. Increasing annual aid to three-year high schools from $500 to 
 $600, and granting annual aid of $300 to two-year high schools. Provid- 
 ing that no more than 40 per cent of annual appropriation may be used 
 for libraries and equipment. Increasing maximum amount of annual aid 
 from $25,000 to $45,000, and the number of aided schools in each county 
 from three to five. 
 
 Chap. 99, Mar. 4, 1907. 
 
 501. South Carolina: See enactment No. 1261. 
 
 502. Vermont: Amending sec. 3, act No. 37, acts, 1904, relative to high schools. 
 
 Section rewritten with several minor amendments. 
 
 Provision added excluding interest on United States deposit fund and 
 expenditures for new buildings from amount raised by local taxation 
 as basis for state aid. 
 
 Sec. 1, act No. 50, Dec. 19, 1906. (Apr. 1, 1907.) 
 
 503. Virginia: See enactment No. 107. 
 
 504. West Virginia: See enactment No. 672. 
 
 505. Wisconsin: See enactment No. 1181. 
 
 506. Wisconsin: Amending sec. 496, Statutes, 1898, as amended by chap. 214, 
 
 Laws, 1899, as amended by chap. 345, Laws, 1901, relative to state aid 
 for free high schools. 
 
 Increasing required length of annual school session from three to 
 eight months. 
 
 Authorizing state superintendent to withhold state aid under certain 
 conditions — failure of school to maintain approved standard of instruc- 
 tion, to provide suitable and sanitary buildings and grounds, or to furnish 
 adequate equipment. 
 
 Chap. 527, July 9, 1907. 
 
 507. Wisconsin: Amending sec. 491b, Statutes, 1898, as amended by chap. 214. 
 
 Laws, 1899, as amended by chap. 345, Laws, 1901, relative to state aid 
 for free high schools. 
 
 Increasing from $25,000 to $50,000 the maximum annual limit of such 
 state aid. 
 
 Chap. 571, July 11, 1907. (July 13, 1907.) 
 
 C. LOCAL (COUNTY, DISTRICT, MUNICIPAL) FINANCE AND 
 
 SUPPORT. 
 
 (a) General. 
 
 The enactments relating generally to local school finance are mostly 
 concerned with the minor details and management of educational 
 funds. There is a continuation of the tendency to require more care- 
 ful auditing of accounts and a greater publicity of the local financial 
 affairs of the public schools. The Louisiana measure (515), making 
 the parish superintendent of schools treasurer of school funds in place 
 
96 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC.,* 1906-8. 
 
 of the parish treasurer, is regarded in that state as being of very con- 
 siderable importance to the educational interests of the parishes. 
 
 508. California: Amending sec. J.543, Political Code, 1906, relative to general 
 
 duties of county superintendents. 
 
 Providing for the transferring of funds of lapsed school districts to 
 the district into which they are merged. 
 
 Chap. 57, Mar. 1, 1907. 
 
 509. Colorado: Relating to duties of county treasurers and district boards of 
 
 school directors. Repeal. 
 
 Providing for the cancellation of warrants paid for quarterly financial 
 reports, and for the preservation of all reports and cancelled orders for 
 a period of six years. 
 
 Chap. 218, Apr. 15, 1907. 
 
 510. Connecticut: Concerning the appraisal of school property of consolidated 
 
 school districts. 
 
 Constituting a committee of appraisement. 
 
 Chap. 14, Mar. 21, 1907. 
 
 511. Connecticut: Amending chap. 14, acts, 1907, concerning the appraisal of 
 
 school property of consolidated school districts. 
 
 Extending to towns already consolidated the provisions for appraisement. 
 
 Chap. 93, May 27, 1907. 
 
 512. Indiana: Amending chap. 204, Laws, 1901, relative to the transfer of 
 
 children from one school corporation to another and the price of tuition. 
 
 Previous method of direct payment by school corporations replaced 
 through equalization of tuition fund by county auditor. 
 
 Chap. 189, Mar. 9, 1907. 
 
 513. Indiana: Authorizing transfer and use of certain funds collected for spe- 
 cific purposes, which purposes have been abandoned. 
 
 Authorizing township trustee of township collecting fund for con- 
 structing a school building to transfer such fund to township fund. 
 
 Chap. 200, Mar. 9, 1907. 
 
 515*. Louisiana: Amending sec. 65, act No. 214, acts, 1902, relative to the 
 treasurer of parish school funds. 
 
 Making superintendent of public schools of parish treasurer of fund 
 in place of parish treasurer. No compensation as treasurer. Provisions 
 for bond. 
 
 Act No. 17, Dec. 2, 1907. (Feb. 1, 1908.) 
 
 516. Louisiana: Fixing the compensation of tax assessors of each parish. 
 
 Four per cent of first $50,000; 2 per cent of second $50,000; 1 per cent 
 of over $100,000 ; maximum of 1 per cent on special school taxes. 
 
 Act No. 22, Dec. 3, 1907. (Jan. 1, 1908.) 
 
 517. Michigan: Amending sec. 6, act No. 48, Laws, 1901, providing for a tax 
 
 upon dogs, and creating a fund for the payment of certain damages for 
 sheep killed or wounded by them in certain cases. 
 
 Authorizing township board or city council to retain not to exceed $300 
 of said fund; balance to be apportioned to the several school districts. 
 
 Act No. 43, Apr. 11, 1907. 
 
 518. Michigan: Amending sec. 25, chap. 3, act No. 164, acts, 1881 (sec. 4691 
 
 Compiled Laws, 1897), relative to duties of assessor. 
 
 Substituting “ treasurer ” for “ assessor,” and prescribing requirements 
 for surety bond. Providing for deposit and care of school moneys in 
 excess of $3,000. 
 
 Sec. 1, pp. 112-113, act No. 91, May 15, 1907. 
 
LOCAL FINANCE AND SUPPORT. 
 
 97 
 
 519. Michigan: Amending sec. 6, act No. 48, Laws, 1901, as amended by act 
 
 No. 43, acts, 1907, providing for the payment of certain damages for 
 sheep killed by dogs or wounded by them in certain cases. 
 
 Providing for procedure in case of deficit in fund. 
 
 Act No. 331, June’ 28, 1907. 
 
 520. Minnesota: Relating to the organization of school districts. 
 
 Providing for the distribution of moneys, funds, and credits in cases 
 of the formation of new districts, either by change of boundary, divi- 
 sion, or union. 
 
 Chap. 109, Apr. 5, 1907. 
 
 521. Minnesota: Providing that officers of school districts may designate de- 
 
 positories for school district moneys, and requiring the deposit of 
 school district moneys in such depositories, and exempting school dis- 
 trict treasurers from liability for such deposits. 
 
 Chap. 133, Apr. 9, 1907. 
 
 522. Minnesota: Permitting investment of the sinking funds of school districts 
 
 in certain securities, and relieving the treasurers of such districts and 
 the sureties upon their official bonds from liability for any losses 
 incurred by reason of such investments. 
 
 Permitting investments in state bonds, and in bonds of any county, 
 school district, city, town, or village of the State. 
 
 Chap. 354, Apr. 23, 1907. 
 
 523. Missouri: Repealing, and reenacting with amendments, sec. 9850, art. 1, 
 
 chap. 154, Revised Statutes, 1899, relative to settlements of county or 
 township treasurers. 
 
 Sundry minor amendments concerning procedure of settlement. County 
 or township treasurer to make detailed financial statement to school dis- 
 trict clerks. 
 
 H. B. No. 218, page 426, Mar. 20, 1907. 
 
 524. New Jersey: Providing for recovery of money, funds, or other property 
 
 wrongfully converted, disposed of, or misappropriated, or damage or 
 other compensation for wrongfully converting, disposing of, or misappro- 
 priating money, funds, or other property belonging to townships and 
 school districts. 
 
 Prescribing procedure. 
 
 Chap. 162, Apr. 10, 1908. 
 
 525. New Jersey: Regulating and providing for government of cities. 
 
 A general charter; sec. 24, par. VI, authorizes tax for the support of 
 public schools and for erecting and maintaining public schoolhouses : 
 “ Provided, however, That the sum to be raised for school purposes shall 
 be first fixed and determined by the board of school estimates as pro- 
 vided by law, and not by the board of estimates appointed under this act.’’ 
 
 Chap. 179, Apr. 11, 1908. 
 
 526. New Jersey: Amending sec. 185, chap. 1, Laws, 1903 (sp. sess.), relative 
 
 to custodian of school moneys. 
 
 Providing for the appointment of a custodian in joint school districts, 
 and for a collector in certain instances. 
 
 Chap. 223, Apr. 13, 1908. 
 
 527. North Dakota: Amending sec. 1016, Revised Codes, 1905, relative to re- 
 
 ports by city treasurer of receipts and disbursements of moneys of inde- 
 pendent school districts. 
 
 Chap. 222, Mar. 14, 1907. 
 
 83470—09 7 
 
98 
 
 STATE SCHOOL SYSTEMS! LEGISLATION, ETC., 1906-8. 
 
 528. Ohio: Supplementing sec. 4042, Revised Statutes (1905), authorizing 
 
 boards of education of districts having depositories for school moneys 
 to dispense with a treasurer of such funds. 
 
 Clerk to perform duties of treasurer in such cases. 
 
 H. B. 830, p. 205, Apr. 27, 1908. 
 
 529. South Dakota: Amending secs. 1, 3, and 5, chap. 156, Laws, 1905, relative 
 
 to the investment of sinking funds of school districts in certain securities. 
 
 Chap. 101, Mar. 6, 1907. 
 
 530. Texas: Amending sec. 94, chap. 124, Acts, 1905, relative to apportionment 
 
 of school funds among the different school districts in each county. 
 
 Removing distinctions between white and colored school districts as 
 such. 
 
 Chap. 106, Apr. 16, 1907. 
 
 531. Vermont: Repealing sec. 851, Statutes, 1894, relative to minimum ex- 
 
 penditures of district school moneys. 
 
 See act No. 60, Dec. 18, 1906. (Enactment No. 357.) 
 
 Act. No. 46, Dec. 19, 1906. 
 
 532. Virginia: Amending and reenacting sec. 1449, Code, 1904, relative to the 
 
 duties of county treasurer as to school funds, and his compensation. 
 Including funds under control of district school boards. 
 
 Chap. 309 (in part), Mar. 14, 1908. 
 
 533. Virginia: Amending and reenacting sec. 1517, Code, 1904, relative to audit- 
 
 ing and paying claims against school districts. 
 
 Providing for payment of treasurers’ commissions. 
 
 Chap. 325, Mar. 14, 1908. 
 
 534. Virginia: Amending in a minor manner and reenacting sec. 1509, Code, 
 
 1904, relative to payment of warrants upon state school funds by city 
 or county treasurer. 
 
 Chap. 329, Mar. 14, 190S. 
 
 535. Washington: Amending sec. 95, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to sale of school property in cities having a popu- 
 lation of 10,000 and over. 
 
 Authorizing sale without vote of electors, under certain conditions. 
 
 Chap. 143, Mar. 13, 1907. 
 
 536. Washington: Amending sec. 88, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to treasurers of school districts. 
 
 Providing, in certain instances, for the issuance of one general certifi- 
 cate authorizing county treasurer to pay warrants for monthly bills of 
 school districts. 
 
 Sec. 8, chap. 240, Mar. 18, 1907. 
 
 537. Wyoming: Providing for regulating the deposit and safekeeping of all 
 
 public money belonging to the State, or to any county, city, town, school 
 district or other subdivision therein; creating boards of deposit; pro- 
 hibiting the making of profit out of public funds by any state, county, 
 municipal, or other officer; prescribing penalties and appropriating money. 
 
 Chap. 30, Feb. 15, 1907. 
 
 (b) Local (County, District, Municipal) Bonds and Indebtedness. 
 
 The volume of legislation relating to the creation and payment of 
 bonded and other forms of indebtedness incurred for educational pur- 
 poses for local units is indicative of the recognized importance of 
 
LOCAL FINANCE AND SUPPORT. 
 
 99 
 
 this element of support and of the increasing pressure developed by 
 reason of the constantly growing demands, both qualitative and quan- 
 titative, made upon the public schools. Exclusive of the large num- 
 ber of special and local acts dealing with this subject, the following 
 list contains oven TO legislative measures and judicial decisions 
 of greater or less importance. Aside from those legislative enact- 
 ments which undoubtedly arose from conditions of administrative ex- 
 pediency, the following seem worthy of special attention: Massachu- 
 setts (568) ; Minnesota (570), (571) ; New York (581) ; South Caro- 
 lina (591), (592) ; Tennessee (594) ; Texas (596), and West Virginia 
 (606). 
 
 538. Arizona: Amending par. 2194 (sec. 65, cliap. 6, tit. 19), Revised Statutes, 
 1901, relative to the use of territorial and county apportionment of 
 school moneys. 
 
 Authorizing the expenditure of unexpended balances for repairing and 
 improving school property and purchasing school furniture; prohibiting 
 use of, for payment of interest or principal of bonded debts or for pur- 
 chase of land for school purposes. 
 
 Sec. 11, chap. 67, Mar. 21, 1907. (Jan. 1, 1907.) 
 
 D 539. Arkansas (1906) : The act of 1905 (Acts, 1905, p. 154), authorizing 
 the special school district of Little Rock to borrow money and mortgage 
 the real property of the district therefor, empowers the district to 
 mortgage all or part of the real property of the district as the school 
 board mav deem advisable. — Schmutz v. Special School Dist. of Little 
 Rock, 95 S. W., 438. 
 
 D 540. Arkansas (1906) : A special school district is not within the constitu- 
 tional provisions declaring that no county, city, town, or municipality 
 shall issue any interest-bearing evidence of indebtedness. — Schmutz v. 
 Special School Dist. of City of Little Rock, 95 S. W., 438. 
 
 541. California: Adding sec. 1888a to Political Code, 1906, relative to the levy 
 of taxes for the payment of school district bonds. 
 
 Providing for proportional liability of indebtedness in cases of merged, 
 annexed, new, and joint districts. 
 
 Chap. 508, Mar. 23, 1907. 
 
 D 542. California (1905) : Constitution, art. 11, sec. 6, provides that city 
 charters adopted by authority of the constitution shall be subject to and 
 controlled by general laws, except in municipal affairs. Art. 4, sec. 25, 
 subdiv. 27, prohibits the passage of local laws for the management of 
 common schools. Art. 9, sec. 5. requires the legislature to provide for 
 a system of common schools. Pol. Code, sec. 1576, provides, in effect, 
 that a city, together with territory annexed thereto for school purposes, 
 shall constitute a separate school district. Secs. 1880-1887 authorize 
 the board of trustees of a school district to issue bonds to raise money 
 for purchasing school sites or building and improving school houses, etc., 
 and prescribe the procedure for the issuance of such bonds. Held, that 
 while the city may, when authorized by its charter, issue municipal bonds 
 for school purposes, yet its power so to do is not exclusive, and the 
 school district, embracing the city and territory attached thereto for 
 school purposes, may, independently of the city, issue district school 
 bonds in the manner prescribed by the Political Code. — Los Angeles City 
 School Dist. v. Longden, 83 P., 246 ; Los Angeles City High School Dist. v. 
 Same, id., 248. 
 
 543. Connecticut: Authorizing the Northwest School District of Hartford to 
 issue bonds. 
 
 Permitting issuance not to exceed $200,000 at 4 per cent interest for 
 fifty years, for payment of debts. 
 
 Act No. 59, Special Acts, Mar. 26, 1907. 
 
100 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 544. Connecticut: Amending sec. 1, chap. 137, Acts, 1905, concerning payment 
 
 of debts of joint school districts. 
 
 Extending provisions to school districts which have already become 
 indebted. 
 
 Chap. 80, May 21, 1907. 
 
 545. Connecticut: Authorizing the Washington School District of Hartford 
 
 to issue bonds. 
 
 Permitting issuance not to exceed $100,000, at no more than 4 per cent 
 interest, for no more than twenty-five years. 
 
 Act. No. 82, Special Acts, Apr. 11, 1907. 
 
 546. Connecticut: Authorizing the Arsenal School District of Hartford to 
 issue bonds. 
 
 Permitting maximum issuance of $200,000 ; interest, 4J per cent ; time, 
 fifty years. 
 
 Act No. 135, Special Acts, May 1, 1907. 
 
 547. 
 
 Connecticut: Authorizing the city of New London to issue school bonds. 
 Permitting maximum issue of $175,000; interest, 4 per cent; time, 
 thirty years. 
 
 Act No. 194, Special Acts, May 14, 1907. 
 
 548. Delaware: Authorizing and empowering the board of public education in 
 Wilmington to issue bonds for the purpose of erecting, furnishing, and 
 equipping new sehoolhouses. 
 
 In reality an amendment to chap. 92, Laws, 1905, providing for the 
 organization and control of the public schools of Wilmington, so as to 
 permit the board of education to borrow’ not to exceed $20,000 in any one 
 year for building purposes. 
 
 Chap. 93, Apr. 6, 1905. 
 
 549. Delaware: Prescribing the method by which school districts may borrow 
 money for the purpose of building and furnishing or improving and en- 
 larging sehoolhouses. 
 
 Prescribing procedure — special election called upon petition of ten or 
 more freehold taxables. Providing for issuance and redemption of bonds. 
 
 Chap. 122, Apr. 4, 1907. 
 
 550. Delaware: Repealing and reenacting secs. 1 and 2, chap. 93, Law 7 s, 1905, 
 authorizing and empowering “The Board of Public Education in Wil- 
 mington ” to issue bonds for the purpose of erecting, furnishing, and 
 equipping new sehoolhouses in the city of Wilmington. 
 
 Increasing amount of immediate issue to $160,000, and providing for 
 method of payment. 
 
 Chap. 126, Mar. 4, 1907. 
 
 D 551. Georgia (1908) : Act of Dec. 18, 1900 (acts, 1900, p. 405), established 
 the public-school system in the town of R., giving exclusive management 
 to a board of school commissioners. The act provided that the funds 
 supporting the school should be derived from four sources, one of which 
 was a tax not to exceed one-half of one per cent by the council of the 
 town, on recommendation of the school board. Such board recommended 
 the levy of a tax of one-half of one per cent for the maintenance of a 
 school for the scholastic year. The council refused to levy the tax. Act 
 of Aug. 21, 1905 (acts, 1905, p. 514), repealed the former act. Held not 
 to have a retrospective effect so as to impair the obligation of a contract 
 made by virtue of the repealed law.— Dennington v. Town of Roberta, 
 61 S. E., 20. 
 
 1)552. Illinois (1904): Since under the direct provisions of constitution, art. 
 9, sec. 12, no school district has power to become indebted for any pur- 
 pose to an amount, including its existing indebtedness, in the aggregate 
 exceeding 5 per centum on the value of the taxable property therein, 
 Laws, 1901, p. 296, amending the school law (Laws, 1899, p. 277), secs. 41, 
 
LOCAL FINANCE AND SUPPORT. 
 
 101 
 
 42. providing that any school district having a population of at least 
 2,000 inhabitants is authorized to establish and maintain a high school, 
 and authorizing the election of a board of education therefor, are in- 
 effectual to authorize a district to incur a debt beyond 5 per centum of the 
 taxable property in a school district. — Russell v. High School Board of 
 Education of School Dist. No. 131. 72 N. E., 441; 212 111., 327. 
 
 D 553. Illinois (1906) : Constitution, art. 9, sec. 12, provides that no municipal 
 corporation shall be allowed to become indebted to exceed 5 per cent of 
 the value of the taxable property. Hurd’s Rev. St., 1905, p. 1823, chap. 
 122, sec. 202, provides that city authorities may levy for school purposes 
 a tax “not to exceed two and one-half per cent for building purposes.” 
 Held, that a city can levy a 2£ per cent tax to complete a school building 
 for which it is already indebted to the constitutional limit. — People v. 
 Chicago & T. R. Co., 79 N. E., 151 ; 223 111., 448. 
 
 554. Indiana: Transferring to the special school revenue of school towns taxes 
 
 in the possession of but which have been illegally levied by boards of 
 school trustees of incorporated towns for the payment of bonds illegally 
 issued by such boards for money with which to repair and improve school 
 buildings. 
 
 Chap. 55, Feb. 25, 1907. 
 
 555. Indiana: Empowering the board of school trustees in cities of the second 
 
 class (45,000-100,000) to issue, negotiate, and sell bonds of the school 
 city or corporation (maximum, $150,000) to procure means to erect 
 school buildings in such school city or corporation, or to pay for the cost 
 of buildings already erected therein, or any other indebtedness of the 
 school city or corporation; to levy and collect special taxes for the pay- 
 ment of such bonds. 
 
 Chap. 107, Mar. 5, 1907. 
 
 556. Indiana: Amending sec. 4, chap. 200, Laws, 1903 (sec. 5915y, Burns’ Anno- 
 
 tated Statutes, Supplement, 1905), relative to additional bond issues for 
 school purposes. 
 
 Chap. 224, Mar. 9, 1907. 
 
 557. Indiana: Authorizing and empowering boards of trustees of school cities 
 
 of all cities incorporated under the-general laws of this State and boards 
 of trustees of school towns of all incorporated towns of this State to 
 issue bonds for the purpose of funding or refunding their indebtedness, 
 reducing the rate of interest on preexisting obligations, or taking up or 
 canceling bonds, notes, or other obligations already due or which shall 
 hereafter become due, and making it the duty of the board of trustees 
 of such school cities or school towns to levy taxes for the payment of 
 the interest, and authorizing the board of trustees of such school cities 
 and school towns to provide sinking funds for the liquidation of the 
 principal of such bonds. 
 
 Chap. 263, Mar. 12, 1907. 
 
 558. Indiana: Providing for the raising of funds for the purchase of school 
 sites and erection of buildings thereon in incorporated towns having a 
 population of not more than two thousand. 
 
 Authorizing board of school trustees, by and with the consent of board 
 of trustees of town, to issue bonds not to exceed $6,000 in amount ; pro- 
 viding for refunding, sale of property, special tax levy, and application 
 of surplus revenue. 
 
 Chap. 268, Mar. 12, 1907. 
 
 559. Indiana: Authorizing the board of school trustees in incorporated towns 
 or cities of a certain population (less than 5,000) to negotiate and 
 sell the bonds of school towns or cities (maximum, $40,000) to procure 
 
102 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 the means with which to erect school buildings, by and' with the consent 
 of the board of trustees of any incorporated town or the common council 
 of any city in which such school town or city is located, and authorizing 
 the levy and collection of an additional special school tax and the appli- 
 cation of the surplus special school revenue for the payment of such bonds. 
 
 Chap. 285, Mar. 12, 1907. 
 
 560. Iowa: Repealing chap. 140, Laws, 1906, relative to school district bonds, 
 
 and enacting a substitute. 
 
 Sundry minor amendments concerning procedure for issuance, desig- 
 nation, and redemption. 
 
 Chap. 152, Apr. 4, 1907. 
 
 561. Kansas : Authorizing board of education of the city of Lawrence to increase 
 
 rate of interest upon certain bond issue. 
 
 Applies to bond issue of $40,000 (Apr., 1907) for the erection of a man- 
 ual-training high-school building, which bonds can not be sold. Author- 
 izing board of education to increase rate of interest from 4 to 5 per cent. 
 Providing for submission to electors. 
 
 Chap. 72, Jan. 21, 190S. 
 
 562. Kansas: Enabling school districts to issue bonds to pay outstanding 
 
 warrants. 
 
 Applicable to districts having a valid indebtedness exceeding $5,000. 
 Issuance of refunding bonds not to exceed 10 per cent of assessed valua- 
 tion of taxable property. Must conform to secs. 517-528, General Stat- 
 utes, 1901, and sec. 9, chap. 472, Laws, 1905. 
 
 Chap. 324, Mar. 5, 1907. 
 
 563. Kansas: Relating to issue of bonds to erect, furnish, and equip county 
 
 high-school buildings by counties that have already established county 
 high schools under the provisions of chap. 180, Laws, 1897, as amended 
 by chap. 433, Laws, 1903. 
 
 Relating to counties having a population of less than 2,500. Providing 
 for issuance of bonds and prescribing conditions therefor. 
 
 Chap. 332, Mar. 12, 1907. 
 
 564. Massachusetts : Authorizing the city of New Bedford to incur indebtedness 
 
 for school purposes. 
 
 Permitting city of New Bedford, for the purpose of purchasing sites 
 and erecting three new school buildings and an addition to a fourth, to 
 incur indebtedness beyond the limit fixed by law to an amount not ex- 
 ceeding $225,000. 
 
 Chap. 185, Mar. 12, 1907. 
 
 565. Massachusetts: Authorizing the city of Lynn to incur indebtedness for 
 
 school purposes. 
 
 Permitting the city of Lynn to borrow money to the amount of $150,000 
 in excess of the debt limit fixed by law, for the purchase of a site and the 
 erection of a building for the classical high school. 
 
 Chap. 192, Mar. 12, 1907. 
 
 566. Massachusetts: Authorizing the town of Revere to incur indebtedness for 
 
 a new high school building. 
 
 Permitting the town of Revere to borrow money beyond the debt limit 
 fixed by law to an amount not exceeding $125,000, for the purchase of a 
 site and the erection of a new high school building. 
 
 Chap. 230, Mar. 20, 1907. 
 
 567. Massachusetts: Authorizing the city of Fall River to incur indebtedness 
 
 for school purposes. 
 
 Permitting city of Fall River to incur indebtedness beyond the debt 
 limit fixed by law to an amount not exceeding $200,000, in order to 
 acquire land for school purposes and to build schoolhouses. 
 
 Chap. 338, Apr. 24, 1907. 
 
LOCAL FINANCE AND SUPPORT. 
 
 103 
 
 568. Massachusetts: Relative to tlie construction of school bouses in the city 
 
 of Boston. 
 
 Providing for the annual issuance of bonds not exceeding $1,000,000 
 for 1007 and 1008 and not exceeding $500,000 thereafter, for the con- 
 struction of sclioolhouses in the city of Boston. School committee to 
 estimate need of school accommodations and board of sclioolhouse com- 
 missioners to certify cost. 
 
 Chap. 450, May 24, 1907. 
 
 569. Michigan: Amending sec. 1, chap. 6, act No. 164, acts 1881 (sec. 4717, 
 
 Compiled Laws, 1897), authorizing school districts to borrow money. 
 
 Requiring majority (formerly, two-thirds) vote at district meeting. 
 Providing for estimate by board of education of amount necessary to be 
 borrowed. Substituting for graded limitation of indebtedness a general 
 limitation applicable to all school districts. Special proviso for school 
 districts having one hundred or more children. 
 
 Act No. 256, June 27, 1907.’ 
 
 570. Minnesota: Authorizing cities having a population of more than 50,000 
 
 inhabitants to issue and sell bonds for public high school buildings and 
 sites. 
 
 Maximum issue $800,000. Authorization by city council before Janu- 
 ary 1, 1910. Excepting such bonds from debt limit. Prescribing term 
 and method of issuance. 
 
 Chap. 20, Feb. 27, 1907. 
 
 571. Minnesota: Authorizing cities having a population of more than 50,000 
 
 inhabitants to issue and sell bonds for public graded school buildings 
 N and sites. 
 
 Maximum issue $300,000. Authorization by city council before Janu- 
 ary 1, 1910. Excepting such bonds from debt limit. Prescribing term 
 and method of issuance. 
 
 Chap. 21, Feb. 27, 1907. 
 
 572. Minnesota: Authorizing municipalities to issue bonds to the State of 
 
 Minnesota. 
 
 Municipality to include school districts. Prescribing procedure for 
 issuance. 
 
 Chap. 122, Apr. 6, 1907. 
 
 573. Minnesota: Amending sec. 1327, Revised Laws, 1905, relative to powers 
 
 and duties of school boards. 
 
 Providing for issuance of orders for the payment of indebtedness which 
 can not be paid for want of funds. 
 
 Sec. 2, chap. 445, Apr. 25, 1907. 
 
 D 574. Minnesota (1906) : Gen. Laws, 1905, pp. 93, 94, chaps. 76, 77, legalizing 
 school bonds theretofore voted upon by cities for high schools and graded 
 schools under the provisions of Gen. Laws 1893, p. 333, chap. 204, and 
 acts amendatory thereto, are curative acts, and not special legislation, in 
 conflict with Const, art. 4, secs. 33, 34, because the classification is arbi- 
 trary, in that all bonds are not included therein, and the acts are limited 
 to cities wherein at the election a two-thirds majority of the votes of 
 those voting on the proposition was obtained in favor of the bonds, and 
 the cities to which the law applies are those that voted for the issuance 
 of bonds under the law of 1893 as amended. — State v. Brown, 106 N. W., 
 477 ; 97 Minn., 402. 
 
 575. Montana: Validating the acts of boards of county commissioners in estab- 
 lishing and locating county free high schools, and of boards of county 
 free high-school trustees in issuing bonds for the erection of high-scliool 
 buildings. 
 
 Chap. 61, Mar. 1, 1907. 
 
104 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1900-8. 
 
 576. Nebraska: Repealing, and reenacting with amendments, secs. 4, 5, and 6, 
 
 subdiv. 15, chap. 79, Compiled Statutes, 1905 (secs. 11822-11824, Cob- 
 bey’s Annotated Statutes, 1903), relative to bonds for school purposes. 
 
 Excepting districts having over 150 (previously, 200) school children 
 from 5 per cent limitation. Permitting such districts to issue bonds not 
 to exceed 10 per cent of assessed valuation. 
 
 Chap. 130, Apr. 5, 1907. 
 
 577. Nevada: Enabling the several school districts of the State to issue bonds 
 
 for the purpose of erecting and furnishing school buildings, or for pur- 
 chasing ground, or for refunding floating funded debts, and providing for 
 the payment of the principal and interest. 
 
 Chap. 59, Mar. 12, 1907. 
 
 578. New Jersey: Authorizing counties, cities, towns, townships, boroughs, 
 
 villages, school districts, committees, commissioners, and all other mu- 
 nicipalities to fix the rate of interest on bonds hereafter issued pursuant 
 to the authority of any general or special law or laws of the State at not 
 exceeding 5 per cent per annum. 
 
 Chap. 19, Mar. 18, 1908. 
 
 579. New Jersey: Repealing chap. 277, Laws, 1906, as supplementing secs. 103, 
 
 104, 105, chap. 1, Laws, 1903 (sp. sess., Oct. 15), relative to bonds issued 
 by consolidated school districts existing previous to the passage of chap. 1, 
 Laws, 1903, establishing a thorough and efficient school system, etc. 
 
 Chap. 86, Apr. 17, 1907. 
 
 580. New Jersey: Authorizing municipalities to borrow money to meet the 
 
 necessities of public schools. 
 
 Special provision to meet needs for March, April, May, and June of 
 1908. 
 
 Chap. 271, Apr. 14, 1908. 
 
 581. New York: Authorizing the city of Buffalo to issue bonds to the amount 
 
 of $600,000 for the purchase of school sites and the erection and enlarge- 
 ment of school buildings. 
 
 Chap. 53, May 19, 1908. 
 
 582. New York: Legalizing certain bonds for high school in the city of Syra- 
 
 cuse as authorized by chap. 659, Laws, 1905, as amended by chap. 58, 
 Laws, 1907. 
 
 Chap. 592, July 16, 1907. 
 
 D583. North Carolina (1906) : School districts are public quasi corporations, 
 included in the term “ municipal corporations ” as used in art. 7, sec. 7, of 
 our constitution, and so come within the express provisions of sec. 7, 
 that “no county, city, or other municipal corporation, shall contract any 
 debt, pledge its faith, or loan its credit, etc., nor shall any tax be levied 
 unless by a vote of the qualified voters.” And the principle of uniform- 
 ity is established and required by sec. 9 of this article. — Smith v. Board 
 of Trustees of Robersonville Graded School, 53 S. E., 524. 
 
 584. North Dakota: Amending sec. 912, Revised Codes, 1905, relative to the 
 
 issuance of school bonds. 
 
 Reducing interest rate from 7 to 5 per cent, and fixing maximum limit 
 of issue at 5 per cent of assessed valuation for all districts. 
 
 Sec. 9, chap. 95, Mar. 19, 1907. 
 
 585. Oklahoma: Authorizing boards of education of cities and school districts 
 
 to issue bonds. 
 
 Expenditure for sites and buildings. Limit of indebtedness, 5 per 
 cent of assessed valuation. 
 
 Chap. 77, S. B. 458, p. 673, May 29, 1908. 
 
LOCAL FINANCE AND SUPPORT. 
 
 105 
 
 5S6. Pennsylvania: Repealing act No. 225, Laws, 1871, empowering court of 
 common pleas to authorize school directors to borrow money. 
 
 Bonds issued in noncompliance with said act to be valid. 
 
 Act No. 154, May 10, 1907. 
 
 587. Pennsylvania: Providing for the payment of the premiums on bonds of 
 
 county, city, borough, school district, and township employees. 
 
 Allowing municipality to pay premium if bond is required to be in- 
 dorsed by surety company. 
 
 Act No. 173, May 23, 1907. 
 
 588. Pennsylvania: Supplementing act No. 260, Acts, 1903, relative to the an- 
 
 nexation of any city, borough, township, or part of a township, to a con- 
 tiguous city, and providing for the indebtedness of the same. 
 
 Providing for the preservation of the rights of creditors and liens, 
 and for funding the debt of the municipality or school district annexed. 
 
 Act No. 271, June 1, 1907. 
 
 589. Pennsylvania: Proposing to amend sec. 8, art. 9 of the constitution, al- 
 
 lowing counties, cities, boroughs, townships, school districts, or other 
 municipal or incorporated districts to increase their indebtedness. 
 Increasing lawful indebtedness from 7 to 10 per cent. 
 
 Jt. Res. No. 2, 1907 (p. 834). 
 
 590. Rhode Island: Authorizing the city of Pawtucket to issue bonds ($100,- 
 
 000) for school construction purposes. 
 
 Chap. 1611, Apr. 10, 1908. 
 
 591*. South Carolina: Providing for the issuing of bonds in public school 
 districts. 
 
 Act No. 246, p. 522, Feb. 19, 1907. 
 
 592*. South Carolina: Exempting from taxation all bonds issued by school 
 districts for erection of school buildings, for equipment, for maintaining 
 public schools, or for paying indebtedness. 
 
 Chap. 473, Feb. 14, 190S. 
 
 593. South Dakota: Relating to issuance of bonds by boards of education in 
 
 cities of the first class, and bonds for school districts created by special 
 act. 
 
 Arts. IX and X, chap. 135, Mar. 13, 1907. 
 
 594. Tennessee: Authorizing incorporated boards of education of public schools 
 
 in cities and taxing districts of 100,000 inhabitants or over, according 
 to the federal census of 1900, or any future census, to issue bonds for 
 certain school purposes. 
 
 Fixing maximum issue at $300,000, and providing for payment of inter- 
 est and for redemption. 
 
 Chap. 41, Feb. 12, 1907. 
 
 595. Texas: Amending the charter of the city of Dallas and amendatory acts 
 
 thereto, by adding sec. 120b, confirming, ratifying, and validating cer- 
 tain series of municipal coupon bonds issued by the city of Dallas. 
 Among others, bonds issued for high and other school buildings. 
 
 Special Laws, chap. 25, Mar. 16, 1907. 
 
 596. Texas: Amending sundry sections of the charter of the city of Galveston. 
 
 Authorizing issuance of bonds for the construction, maintenance, and 
 repair of public schoolhouses. (Sec. 7-71b.) 
 
 Special Laws, chap. 63, Apr. 5, 1907. 
 
 D597. Texas (1908) : The inherent power of a legislature to pass laws not 
 prohibited by the constitution can not be invoked to render a special act 
 
106 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 of the legislature valid, creating an independent school district (Sp. 
 Laws, 1907, p. 139, chap. 8), and transferring a preexisting indebtedness 
 of a municipality included therein to the new district, where the act 
 was passed as a special or local law, contrary to constitution, art. 3, 
 sec. 57, requiring notice of intention to apply for the passage of the 
 act, and could only have been passed under the special power granted 
 in sec. 3, art 7, of the constitution, providing that the legislature may 
 provide for the formation of school districts within counties of the State 
 by general or special law, without the local notice required in other 
 cases of special legislation, which section did not authorize the transfer 
 of a bonded indebtedness to the new district created, and hence a law 
 passed pursuant thereto, which attempted to transfer such indebtedness, 
 was void. — Cummins v. Gaston, 109 S. W., 476. 
 
 598. Utah: Amending sec. 35, chap. 107, relative to the bonded indebtedness 
 
 of taxable property in school districts. 
 
 Fixing maximum total indebtedness at 4 per cent of the value of the 
 taxable property. 
 
 Chap. 81, Mar. 14, 1907. 
 
 599. Utah: Amending sec. 1944, Revised Statutes, 1908, relative to issuance, 
 
 etc., of bonds in city school districts. 
 
 Chap. 133, Mar. 23, 1907. 
 
 600. Virginia: Authorizing county school boards to loan to the district school 
 
 boards of their respective counties funds belonging to said county school 
 boards derived by gift or devise, taking the obligation of the district 
 school boards for the same. 
 
 Maximum loan, $1,000 ; to be used for the erection of schoolhouses. 
 
 Chap. 223, Mar. 12, 1908. 
 
 601. Washington: Amending secs. 117, 119, 121, chap. 118, Laws, 1897 (Code of 
 
 Public Instruction), relative to the issuance of bonds by school districts. 
 
 Including joint school districts within operation of act. Decreasing 
 rate of interest on bonds from 10 to 6 per cent. Defining necessary school 
 expenses. Providing for investment of sinking funds ; tax levies in joint 
 districts. 
 
 Chap. 101, Mar. 11, 1907. 
 
 602. Washington: Amending sec. 117, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to limit of bonded indebtedness of school districts. 
 
 Lowering rate of interest from 10 to 6 per cent. Defining necessary 
 school expense. 
 
 Sec. 71 chap. 240, Mar. 18, 1907. 
 
 603. Washington: Amending sec. 120 (Code of Public Instruction), relative to 
 
 sale of bonds of school districts. 
 
 Sec. 9, chap. 240, Mar. 18, 1907. 
 
 604. Washington : Amending sec. 121 (Code of Public Instruction), relative to 
 
 payment of bonds. 
 
 Providing for investment of sinking fund. 
 
 Sec. 10, chap. 240, Mar. 18, 1907. 
 
 605. West Virginia: Authorizing the board of education of the school district 
 
 of Wheeling to borrow money and issue bonds for the purchase and con- 
 struction of property and buildings. 
 
 Maximum total issue, 2 per cent of assessed valuation of property. 
 Submission to vote. 
 
 Chap. 7, Mar. 3, 1908 (sp. sess.). 
 
 606. West Virginia: Providing for investment of sinking funds established for 
 
 the purpose of paying off the bonded indebtedness of any county, district, 
 school district, independent school district, city, town, or village. 
 
 Chap. 11, Feb. 21, 1908. 
 
LOCAL FINANCE AND .SUPPORT. 
 
 107 
 
 607. Wisconsin: Creating sees. 553n and 553o, Statutes, 1898, authorizing any 
 
 village to bear a part of the cost of county schools of agriculture and 
 domestic economy, and to issue bonds therefor. 
 
 Limiting expenditure to one-fifth of the cost of such school. 
 
 Chap. 11, Mar. 16, 1907. 
 
 608. Wisconsin: Amending subdiv. 3, sec. 926-11, Statutes, 1898, relative to 
 
 the power of the common councils of cities under special charters to 
 issue bonds for school purposes. 
 
 Authorizing issuance of bonds for site and buildings for parental 
 school. 
 
 Chap. 114, May 20, 1907. 
 
 609. Wisconsin: Legalizing certain bonds heretofore issued by school districts 
 
 organized under the township system and authorizing issue of bonds by 
 such districts for other purposes. 
 
 Chap. 199, June 12, 1907. 
 
 610. Wisconsin: Amending sec. 261, Statutes, 1898, as amended by chap. 129, 
 
 Laws, 1899, as amended by chap. 123, Laws, 1901. relative to school dis- 
 trict loans. 
 
 Requiring two-thirds of assessed valuation to be on real estate. 
 
 Chap. 216, June 14, 1907. 
 
 (c) Local (County, District, Municipal) Taxation for School Purposes. 
 
 As noted in the review of the legislation concerning local taxation 
 for school purposes during 1904-1906, there is a decided tendency on 
 the part of the States to give to local school jurisdictions a consider- 
 ably wider authority in the provision of adequate support for public 
 schools. This tendency is, in fact, but a part of the larger and more 
 inclusive one which is slowly, but certainly, becoming characteristic 
 of the attitude of the American people toward their public schools; 
 that is, to utilize, in as large manner as is consistent with wise public 
 economy, all of the available means which may properly be directed 
 toward the increase of the material resources available for meeting 
 the educational necessity. The enactments in Arkansas (439), (613), 
 Georgia (618), Indiana (631), Louisiana (636), and Washington 
 (670), are typical of the larger movement represented by this legisla- 
 tion to increase the limit of local taxation for school. purposes. 
 
 611. Arizona: Amending par. 2256, sec. 126, Revised Statutes, 1901, relative 
 
 to special school district tax. 
 
 Adding provisions regarding tax levy for construction, repairing, 
 equipment, etc., of school buildings; for additional school lands; and for 
 water for irrigation. 
 
 Chap. 60, Mar. 21, 1907. 
 
 612. Arizona: Amending par. 2256 (sec. 126, chap. 15, tit. 19), Revised Statutes, 
 
 1901, relative to the levying of a special school district tax. 
 
 Section modified so as to accord with the new provision regarding mini- 
 mum length of school term — six months. (See enactment No. 968.) 
 
 Sec. 20, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
108 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 613*. Arkansas: Amending sec. 7590, Kirby’s Digest, 1904, relative to powers of 
 annual school meetings. 
 
 Raising maximum limit of local tax levy for school purposes from one- 
 half of 1 per cent to seven-tenths of 1 per cent. 
 
 Sec. 2, act No. 189, Apr. 17, 1907. 
 
 614. California: Amending sec. 1576, Political Code, 1906, relative to forma- 
 
 tion of school districts, providing for the addition of territory thereto and 
 taxaton thereof. 
 
 Providing that last assessment roll of county assessor shall be basis of 
 taxation of annexed district. 
 
 Chap. 83, Mar. 4, 1907. 
 
 615. Delaware: Amending sec. 11, chap. 92, Laws, 1904-5, relative to determi- 
 
 nation and appropriation of school taxes in the city of Wilmington. 
 
 Appropriation for general expenses for 1907-8 to be not less than 
 $188,000 (not to exceed $182,000 in 1905-6), with annual increase for any 
 succeeding year not to be less than 2 per cent (formerly not to be 
 greater than 1| per cent). Adding provision that council shall have 
 power to designate what proportion of any appropriation above the mini- 
 mum shall be used to adjust, equalize, and increase teachers’ salaries. 
 
 Chap. 125, Mar. 1. 1907. 
 
 616. Delaware: Directing county treasurer of Newcastle County to pay to 
 
 “ The Board of Public Education in Wilmington ” all sums received or to 
 be received from colored school taxes assessed against real estate in the 
 city of Wilmington for the years 1902, 1903, 1904, and 1905, and providing 
 for the distribution of the same. 
 
 Chap. 127, Mar. 4, 1907. 
 
 D 617. Florida (1908) : Under Laws, 1907, p. 3, chap. 5596, the general power 
 is conferred on county commissioners to determine the amount to be 
 raised for all county purposes, and by chap. 5606, p. 84, Laws, 1907, they 
 are required to ascertain and determine the amount to be raised for 
 county purposes, including current expenses, etc., and are authorized to 
 levy a tax of not more than 5 mills on the dollar on the property in the 
 county, and it is further provided that the county commissioners shall 
 levy a tax not to exceed 7 mills nor less than 3 mills on the property in 
 the county for county school purposes. Held not to authorize county 
 commissioners to revise the decision of the county board of public in- 
 struction under Gen. Stat., 1906, sec. 347, as to the millage required 
 for the maintenance of the county schools, when it is within the constitu- 
 tional limits, and the estimates include no illegal items. — Tomasello v. 
 Board of Public Instruction for Santa Rosa County, 45 So., 886. 
 
 618. Georgia: Amending act No. 59, p. 425, acts, 1905, relative to creation and 
 operation of local tax district schools, for levying and collection of local 
 tax by the counties for educational purposes, for laying off of counties 
 in school districts, and for other purposes. 
 
 Amending ’caption of the act so as to provide for its proper enforce- 
 ment, for laying off of counties into districts of reasonable size, for 
 election of district trustees, whether a local tax is levied and collected or 
 not. Providing also a correct method of assessing and collecting taxes 
 for school purposes in local districts; making corporate property subject 
 to local taxation. 
 
 Act No. 549, p. 61, Aug. 21, 1906. 
 
 D 619. Georgia (1906): The third and fourth sections of the act approved 
 August 23, 1905 (acts, 1905, pp. 427, 428), providing for the levying and 
 collection of a local tax by school districts laid off in the maimer pre- 
 scribed, are inoperative, inasmuch as the method provided for the assess- 
 ment of the tax is antagonistic to art. 7, sec. 2, par. 1 of the constitution, 
 because an ad valorem tax is imposed only upon the property of those 
 taxpayers required by law to make return of their property to the county 
 tax receiver, and not upon the property of another class of taxpayers, 
 such as railroad companies, who are required to make returns to the 
 comptroller-general. — Brown v. Southern Ry. Co., 54 S. E., 728. 
 
LOCAL. FINANCE AND SUPPORT. 
 
 109 
 
 D 020. Georgia (1906) : The act approved August 23, 1905 (acts, 1905, p. 425), 
 entitled “An act to provide for the creation and operation of local tax 
 district schools, for the levying and collection of local tax by counties 
 for educational purposes, for the laying off of counties in school districts, 
 and for other purposes,” is not unconstitutional because of the proviso 
 in the second section of the body of the act, whereby incorporated towns 
 operating a public-school system are not, without the consent of the 
 municipal authorities, included in the election held in the county for the 
 purpose of determining whether a school tax shall be levied. The sub- 
 ject-matter of the proviso is germane; and is not at variance with the 
 title of the act. — Georgia R. and Banking Co. v. Hutchinson, 54 S. E., 
 725. 
 
 D 621. Georgia (1907) : Act of Aug. 23, 1905 (acts, 1905, p. 425), as amended 
 by act of Aug. 21, 1906 (-acts, 1906, p. 61), providing for the creation of 
 local tax district schools, is not a violation of the uniformity rule of 
 the constitution as to taxation for the reason that the scheme of taxation 
 as to amount and method of collection is different when taxes are levied 
 and collected for district schools from what it is when collected for 
 county schools. — Edalgo v. Southern Ry. Co., 58 S. E., 846. 
 
 622. Idaho: Amending sec. 84, H. B. No. 42, Laws, 1899, as amended by sec. 2, 
 S. B. No. 98, Laws, 1903, relative to the powers and duties of boards of 
 school trustees. 
 
 Increasing maximum levy of special taxes from 15 to 20 mills. 
 
 H. B. No. 201, p. 304, Mar. 13, 1907. 
 
 623*. Illinois: Amending sec. 1, art. 8, acts, 1889, as amended by acts, 1899, 
 p. 350, sec. 202, chap. 122, Hurd’s Revised Statutes, relative to taxation 
 for the establishment. and maintenance of a system of free schools. 
 
 Adding proviso that in cities of less than 100,000 inhabitants the 
 expense of improvement, repair, or benefit of school buildings or property 
 shall be paid from that portion of tax levied for building purposes. 
 
 Adding further proviso that no election nor petition is necessary to 
 levy tax for repair or improvement or to pay any special tax or assess- 
 ment upon the property. 
 
 H. B. 186, p. 519, May 20, 1907. 
 
 624. Illinois: Repealing acts, 1893, p. 176, relative to boards of school in- 
 spectors elected under special acts, as amended by p. 292, acts, 1897 ; 
 and p. 99, Acts, 1895, relative to increasing the number of school inspect- 
 ors elected under special acts from six to seven members; and repealing 
 and reenacting a substitute, p. 381, acts, 1905, relative to election of 
 boards of inspectors in certain cases.® 
 
 H. B. 394, p. 525, May 25, 1907. 
 
 D625. Illinois (1904) : Where taxes have been paid for school purposes with- 
 out objection or protest, their use for the purposes for which they were 
 levied and designed will not be prevented by any mere technical objec- 
 tions as to the manner in which the levy was made. — Trustees of Schools 
 v. Board of School Inspectors of City of Peoria, 115 111. App., 479. 
 
 1)626. Illinois (1905) : Priv. Laws, 1857, p. 219, chap. 11, divides the city of 
 Joliet into school districts, provides for the election of school inspectors, 
 and gives the city council power to levy taxes for school purposes. 
 Hurd’s Rev. Stat. 1903, p. 1714, chap. 122, increases the powers of the 
 school inspectors, giving them authority to employ teachers and to fix 
 the amount of their compensation, and to build or purchase buildings, etc., 
 but provides that all moneys necessary for school purposes shall be raised 
 as “ now provided by law,” and that they shall be held by the treasurer 
 
 " The taxing power should not he held to exist in a body seeking to exercise such power 
 unless the power is conferred upon such body in clear and unequivocal terms. — People v. 
 Mottinger, 215 111., 256. (Refers to city of Joliet; see School Laws of 1907, special 
 edition of 1907, p. 8.) 
 
110 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 subject to the order of the school inspectors on warrants to be counter- 
 signed by the mayor and city clerk. Held , that the latter statute did not 
 give the board of school inspectors authority to levy taxes by repealing 
 the former statute by implication. — People v. Mottinger, 74 N. E., 160; 
 215 111., 256. 
 
 The provisions of Priv. Laws, 1857, p. 219, chap. 11, giving the city 
 
 council of Joliet the right to levy taxes for school purposes, are not 
 
 repealed by implication by the incorporation act of 1872 (Laws, 1871-72, 
 p. 218), under which the city was incorporated, the subject of taxes not 
 being mentioned in the statute, and art. 1, sec. 6, providing in express 
 terms that all laws not inconsistent with the provisions of the statute 
 should continue in force. — Ibid. 
 
 The provisions of Priv. Laws, 1857, p. 219, chap. 11, giving the city 
 
 council of Joliet authority to levy taxes for school purposes, were not 
 
 repealed by the general school law. — Ibid. 
 
 D 627. Illinois (1906) ; A taxpayer is entitled to enjoin a contract between 
 the public-school board and the state board of education providing for 
 the employment of critic teachers to be paid in part by the school dis- 
 trict. — Linblad v. Board of Education of Normal School District, 77 N. E., 
 450; 221 111., 261; reversing judgment (1905), 122 111. App., 617. 
 
 D 628. Illinois (1906) : A levy by a school district for building purposes is 
 illegal unless the building has first been authorized by a vote of the peo- 
 ple.— St. Louis, A. & T. H. R. Co. v. People, 79 N. E., 664. 
 
 Boards of education have authority to levy taxes only for educational 
 and building purposes. — St. Louis, A. & T. H. R. Co. v. People. Ibid. 
 
 A board of education held authorized to levy a tax to pay for a heating 
 plant to be installed in a school building the board had been authorized 
 to construct by a vote of the people. — St. Louis, A. & T. H. R. Co. v. Peo- 
 ple. Ibid. 
 
 D 629. Illinois (1906) : A certificate signed by all the members of the board 
 of education of a city, to the effect that they require a certain sum “ to 
 be levied as a special tax for school purposes, and $8,500 for building 
 purposes on the taxable property of our district ” for a certain year, is 
 sufficient to authorize the levy and extension of such building tax by the 
 proper officers. — People v. Chicago and T. R. Co., 79 N. E., 151 ; 223 111., 
 448. 
 
 D 630. Illinois (1907): Peoria city charter (Priv. Laws, 1869, pp. 169, 170) 
 declares that the board of school inspectors shall appoint trustees who 
 shall raise all moneys under control of the school board, and keep a true 
 and accurate account of money paid out on the board’s order. The board 
 is also required to determine the amount to be raised by taxation for the 
 support of the schools, and to notify the city council of such amount', and 
 the rate to be levied ; the city council then being required to levy and col- 
 lect the amount with other city taxes. Held that, no discretion being 
 given to the city council as to the amount to be levied, such board was a 
 “ school authority,” authorized to issue warrants in anticipation of taxes 
 for ordinary and necessary expenses by Hurd’s Rev. St. 1905, chap. 146a, 
 sec. 2. — Gray v. Board of School Inspectors of Peoria, 83 N. E., 95; 231 
 111., 63. 
 
 631. Indiana : Amending and adding to sec. 5, chap. 32, Laws, 1905, and amend- 
 ing sec. 8, chap. 32, Laws, 1905, relative to the distribution of the special 
 reserve portion of the state common school tuition fund.® 
 
 Reducing required local tuition tax from 40 to 25 cents per hundred 
 dollars, excepting in cases of school corporations maintaining seven 
 months term of school. 
 
 Providing for the transfer of unused surplus to the common school 
 fund. 
 
 Chap. 237, Mar. 11, 1907. 
 
 " See enactment 221, pp. 48-49, Bureau of Education Bulletin, No. 3, 190G, State School 
 Systems. 
 
LOCAL FINANCE AND SUPPORT. 
 
 Ill 
 
 032. Kansas: Repealing, and reenacting with amendments, chap. 381, Laws, 
 1905, as amending sec. 6127, Compiled Laws, 1901, relative to the powers 
 of electors at school meetings. 
 
 Granting authority to all districts to levy an annual tax of 2£ per cent 
 (formerly, only districts having more than 500 population; others, 2 per 
 cent). Authorizing payment of floating indebtedness from tax levy. 
 
 Chap. 318, Mar. 9, 1907. 
 
 633. Kansas: Repealing chaps. 406 (local act, Coffey ville), 409 (local act, 
 
 Fort Scott), and 421 (local act, Pittsburg), Laws, 1905, and amending 
 sec. 1, chap. 252, Laws, 1899, relative to regulation, support, and main- 
 tenance of public schools and erection of buildings in cities of the first 
 class. 
 
 Limiting tax levy for support of public schools in cities of the first 
 class to 20 mills; excepting in cities having population of more than 
 38,000, 17 mills. Such levies exclusive of levies for payment of interest 
 on bonds or for sinking funds. Sundry minor amendments. 
 
 Chap. 330, Feb. 18, 1907. 
 
 634. Kentucky: Amending sec. 2969, Statutes, 1903, relative to taxation for 
 
 common schools in cities of the first class. 
 
 Increasing required minimum levy from 33 cents to 36 cents. (Per- 
 tains to Louisville only ; see chap. 52, Mar. 18, 1908, relative to classifi- 
 cation of cities.) 
 
 Chap. 61, Mar. 24, 1908. 
 
 D 635. Kentucky (1907): Common School Law, sec. 78 (Ivy. St. 1903, sec. 
 4440), provides, when the county superintendent notifies the trustees that 
 a schoolhouse or the inclosures thereof have been condemned and need 
 repairing or additions, or that the furniture, etc., is insufficient, or when 
 it becomes necessary to purchase a new schoolhouse site, if there are no 
 funds available the trustees shall levy a capitation or ad valorem tax, 
 or both, to be applied to the purposes required. Held , that the section 
 requires the trustees to make the levy when notified by the county super- 
 intendent that he has condemned the district's school facilities, and that 
 they must make the levy when necessary to purchase a new schoolhouse 
 site; or they, in their discretion, may make it without an order from the 
 superintendent, when necessary to purchase a site, or erect, equip, repair, 
 or add to a schoolhouse. — Creech v. Board of Trustees of Common School 
 Dist. No. 15 of Harlan County, 102 S. W., 804, 31 Ky. Law. Rep., 379. 
 
 636. Louisiana: Amending and re-enacting sec. 63, act 214, Acts, 1902, relative 
 to the tax for the support of public schools. 
 
 Removing certain limitations. Fixing minimum local levy at 3 mills 
 (formerly, 1£ mills). Exceptions. 
 
 Act No. 27, June 20, 190S. 
 
 D637. Louisiana (1908) : The estimate furnished to the city by the school 
 board of amount needed to meet expenses of maintenance of schools for 
 the year was not controlling on the city except to the minimum amount 
 provided by the statute (No. 36, of 1873, p. 73). 
 
 Over and above the minimum amount, it was left to the discretion of 
 the city council to determine whether an amount would be added. — State 
 ex rel. Gasquet et al. v. Mayor, etc., of city of New Orleans, 46 So., 798. 
 
 638. Maine: Amending sec. 13, chap. 15, Revised Statutes, 1903, relative to tax 
 
 for schools. 
 
 Decreasing per capita town school tax from 80 to 55 cents. 
 
 Sec. 1, chap. Ill, Mar. 26, 1907. (Jan. 1, 1908.) 
 
 639. Michigan: Amending sec. 20, chap. 2, act No. 164, Acts, 1881 (sec. 4665, 
 
 Compiled Laws, 1897), relative to powers of district school meetings. 
 
 Giving district meeting additional power to establish and support new 
 district libraries, to pay premiums on surety bonds required of officers, 
 to pay for transportation of pupils to and from school, and to devote 
 
112 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 funds derived from 1-mill tax for said transportation. Providing that no 
 legal subdivision of land more than 2$ miles from schoolhouse site shall 
 be taxed for building said schoolhouse. 
 
 Sec. 1 (pp. 109-111), act No. 91, May 15, 1907. 
 
 040. Michigan: Amending sec. 9, chap. 3, act No. 164, acts, 1881 (sec. 4674, 
 Compiled Laws, 1897), relative to school-district taxation. 
 
 Including item of payment of district officers in estimate of amount to 
 be raised by taxation. Limiting compensation of said officers under cer- 
 tain conditions. 
 
 Removing limitation of tax in certain districts. 
 
 Sec. 1 (p. Ill) act No. 91, May 15, 1907. 
 
 641. Minnesota: Amending sec. 1415, Revised Laws, 1905, relative to levy 
 
 of additional taxes for school purposes in school districts having 50,000 
 inhabitants or more. 
 
 Raising maximum limit of additional levy from 3 to 4 mills; 3£ 
 (formerly 2£) mills for general maintenance. 
 
 Chap. 308, Apr. 22, 1907. 
 
 642. Mississippi: Authorizing municipalities constituting separate school dis- 
 
 tricts to issue bonds to build and repair school buildings, to maintain 
 schools, to pay expenses, and to levy taxes. 
 
 Maximum levy 3 mills unless more authorized by majority of tax- 
 payers. 
 
 Chap. 101, Mar. 11, 1908. 
 
 643. Mississippi: Authorizing any municipality not composing a separate school 
 
 district to levy an annual tax to aid in the education of children within 
 such municipality limits. 
 
 Maximum tax, 3 mills. 
 
 Chap. 127, Mar. 18, 1908. 
 
 644. Montana: Amending secs. 1940a, 1940b, Political Code, as enacted by S. B. 
 
 No. 44, p. 129, Laws, 1897, and as amended by H. B. No. 191, p. 12, Laws, 
 1901, relative to levy of taxes for support of common schools. 
 
 Increasing maximum special county tax levy for schools from 2 to 4 
 mills, and maximum special district tax levy from 5 to 10 mills. 
 
 Chap. 51, Feb. 27, 1907. 
 
 645. Nebraska: Providing for an equitable division of taxation for school 
 
 purposes in joint school districts. 
 
 Chap. 118, Apr. 6, 1907. 
 
 646. New Hampshire: Relating to taxation and expenditures in village dis- 
 
 tricts, precincts, school districts, highway districts, fire districts, and 
 other like subdivisions of towns. 
 
 Requiring vote by ballot for raising and appropriating money at a spe- 
 cial meeting ; number of votes cast to be at least half those cast at the 
 next preceding regular meeting; check list to be used if same was used 
 at preceding regular meeting. 
 
 Chap. 121, Apr. 4, 1907. 
 
 647. New Hampshire: Relieving the town of Roxbury relative to taxation 
 
 for school purposes. 
 
 Exempting selectmen, during 1907 and 1908, from requirements rela- 
 tive to assessment of taxes for school purposes. 
 
 Authorizing board to contract with other districts for proper schooling 
 of children and to pay for the same out of school money. 
 
 Chap. 185, Feb. 20, 1907. 
 
 648. New Jersey: Supplementing chap. 116, Laws, 1906, reducing and limiting 
 rate of taxation into several taxing districts. 
 
 Providing for a maximum increase for county, school, district, and 
 local taxes of 30 cents per hundred dollars of valuation. 
 
 Chap. 182, Apr. 11, 1908. 
 
LOCAL. FINANCE AND SUPPORT. 
 
 113 
 
 649. North Carolina: Amending sees. 4109 and 4110, chap. 85, Revisal, 1905, 
 
 relative to form of tax lists. 
 
 Secs. Id and le, chap. 835, Mar. 9, 1907. 
 
 650. North Carolina: Amending sec. 4115, chap. 85, Revisal, 1905, relative 
 
 to elections for special school tax. 
 
 Providing for enlargement of special tax districts and elections 
 therefor. 
 
 Sec. If, chap. 835, Mar. 9, 1907. 
 
 D651. North Carolina (1906): The legislature can create a specific school 
 district within the precincts of a county, incorporate its controlling 
 authorities, and confer upon them certain governmental powers, and 
 when accepted and sanctioned by a vote of the qualified electors within 
 the prescribed territory, as required by constitution, art. 7, sec. 7, may 
 delegate to such authorities power to levy a tax in furtherance of the 
 corporate purpose. — Smith v. Board of Trustees of Robersonville Graded 
 School, 53 S. E., 524. 
 
 D 652. North Carolina (1907) : Constitution, art. 9, sec. 1, declares that schools 
 and the means of education shall be forever encouraged, and commands 
 in sec. 3 that one or more public schools shall be maintained for four 
 months in every year in each school district in each county of the State, 
 and that the school commissioners shall be liable to indictment for failure 
 to comply with this requirement. Constitution, art. 5, sec. 1, directs the 
 levying of a capitation tax by the general assembly, which shall be equal 
 on each to the tax on property valued at $300, and the state and county 
 capitation tax combined shall never exceed $2 on the head. Sec. 6 pro- 
 vides that the taxes levied by the commissioners for county purposes shall 
 never exceed the double of the state tax, except for a special purpose and 
 with the special approval of the general assembly. Revisal, 1905, sec. 
 4112, authorizes the board of county commissioners, if the tax levied by 
 the State for the support of the public schools is insufficient to maintain 
 one school in each school district for four months in each year, to levy 
 a special tax to supply the deficiency. Held, that the county commission- 
 ers may, where the tax levied by the State for the support of the public 
 schools is insufficient, levy a special tax, observing the equation between 
 property and the poll fixed in the constitution, sufficient to maintain a 
 public school in each school district for four months in each year, though 
 it exceeds the limitations fixed in constitution, art. 5. — Collie v. Commis- 
 sioners of Franklin County, 59 S. E., 44. 
 
 653. Ohio: Authorizing school boards to levy tax to support universities and 
 
 colleges located in village school districts. 
 
 Maximum annual levy of 2 mills. Free tuition for two years for high- 
 school graduates. 
 
 H. B. 1274, p. 519, May 9, 1908. 
 
 654. Oklahoma: Authorizing school district boards to contract for construction 
 
 of schoolhouses to be paid for on the rental plan. 
 
 Maximum tax, 3 mills. Maximum total tax for all purposes, 31£ mills. 
 (Sec. 9, art. X, Const.) 
 
 Chap. 77, S. B. 341, p. 671, May 5, 1908. 
 
 655. Oregon: Amending sec. 3372, Bellinger and Cotton’s Annotated Codes and 
 
 Statutes, 1901, relative to percentage of school tax to be applied to 
 salaries, and repealing sec. 3377, relative to the unexpended balance of tax. 
 
 Chap. 18, Feb. 13, 1907. 
 
 656. Oregon: Amending sec. 3374, Bellinger and Cotton’s Annotated Codes and 
 
 Statutes, 1901, as amended by H. B. No. 264, p. 214, Laws, 1903, and 
 repealing sec. 3086, relative to county courts levying taxes for school 
 purposes. 
 
 Increasing maximum amount of levy from 5 mills on the dollar to $7 
 per capita of children within the county between the ages of 4 and 20 
 years. Per capita levy not to be less than levy for 1903. 
 
 Chap. 99, Feb. 23, 1907. 
 
 63470—09 8 
 
114 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 657. Rhode Island: Exempting from taxation real estate of the Hope Street 
 
 High School Athletic Association. 
 
 Chap. 1605, Apr. 16, 1908. 
 
 658. South Carolina: Amending sec. 1208, Code, 1902, as amended by act No. 
 
 71, acts, 1906, providing for the voting of special taxes for school pur- 
 poses. 
 
 Fixing time for holding elections. 
 
 Act No. 292, p. 631, Feb. 20, 1907. 
 
 659. South Carolina: Providing a special fund for the purchase of property, 
 
 erection of buildings and their equipment, providing additional school 
 facilities for educational purposes in the city of Charleston, or any one 
 or more of said purposes. 
 
 Providing for a special tax levy of one-half of 1 mill for six succes- 
 sive years, commencing with 1907. 
 
 Act No. 327, p. 732, Feb. 7, 1907. 
 
 660. South Carolina: Amending sec. 1246, Civil Code, 1902, relative to the city 
 
 schools of Charleston. 
 
 Increasing annual levy for schools from 1 mill to 2 mills. 
 
 Act No. 465, Feb. 25, 1908. 
 
 661. Tennessee: Amending chap. 8, acts, 1885 (sp. sess.), incorporating the 
 
 city of Knoxville. 
 
 Authorizing special levy of 30 cents on each $100 of valuation for erect- 
 ing and enlarging certain schools. 
 
 (Error in dates in title corrected by chap. 389, Apr. 12, 1907.) 
 
 Chap. 91, Feb. 15, 1907. 
 
 662. Texas: Amending constitution, sec. 3, art. 7, 1876, increasing the amount 
 
 of tax that may be voted on school districts and providing for a majority 
 vote of the property tax-paying voters of such districts to vote such tax. 
 
 Increasing maximum limit of local tax levy in school districts from 20 
 to 50 cents. 
 
 H. J. R. No. 7, p. 413, Mar. 20, 1907. 
 
 Adopted, November, 1908. 
 
 663. Texas: Amending sec. 58, chap. 124, Laws, 1905, relative to special local 
 
 school tax. 
 
 Application for such tax may be made by 20 or a majority of qualified 
 property taxpaying voters. 
 
 Chap. 83, Apr. 6, 1907. 
 
 D 664. Texas (1906) : Acts, 1900, p. 19, chap. 7, sec. 6, provides that in cities 
 constituting independent school districts, and where a special tax for 
 school purposes has been voted by the people or fixed by special charter 
 not exceeding one-half of 1 per cent, the board of trustees shall determine 
 the amount of such taxes, within the limit voted by the people or fixed 
 by special charter, which shall be necessary for the maintenance of the 
 schools for the current year, and it shall be the duty of the city council, 
 on the requisition of the school board, to actually levy and collect such 
 tax. Such provision was reenacted in express terms in Acts, 1905, p. 308, 
 chap. 124, sec. 168, and other provisions of the act provide for an election 
 by the voters of an incorporated city to determine whether the city public 
 schools shall be under the control of the city council or board of trustees, 
 and in express terms confers on the board of trustees, when that method 
 of administration is adopted, full control of the public schools within 
 the city. Held, that where a city’s schools were under the control of a 
 board of trustees, and such board determined in its discretion the amount 
 of taxes, within the authorized limit, which should be levied for the 
 ensuing year, the city council had no discretion but to levy that amount 
 certified. — City Council of City of Crockett v. Board of Trustees for In- 
 dependent School District of City of Crockett, 98 S. W., 889. 
 
LOCAL FINANCE AND SUPPORT. 
 
 115 
 
 665. Utah: Amending sec. 1936, Revised Statutes, 1898, as amended by chap. 
 
 127, Laws, 1901, relative to the estimate, levy, rate, and collections of 
 taxes for city school purposes. 
 
 Increasing maximum limit of tax levy for support and maintenance 
 from 5£ mills to 6£ mills, at least 3 mills of which shall be for the pay- 
 ment of teachers. 
 
 Chap. 89, Mar. 14, 1907. 
 
 666. Virginia : Amending and reenacting sec. 833, Code, 1904, adding new sec. 
 
 833a, prescribing powers and duties of boards of supervisors in relation 
 to county and school levies. 
 
 Chap. 177, Mar. 11, 1908. 
 
 667. Virginia: Amending and reenacting sec. 1506, Code, 1904, as amended 
 
 relative to school funds. 
 
 Increasing minimum limit of levy for public school purposes by county 
 board of supervisors from 7 % cents to 10 cents; maximum limit from 20 
 to 40 cents. Exceptions. Minor amendments. 
 
 Chap. 210, Mar. 12, 1908. 
 
 668. Virginia: Amending and reenacting sec. 1514, Code, 1904, relative to 
 
 assessment of school taxes. 
 
 Adding minor provision concerning form of record book. 
 
 Chap. 309 (in part), Mar. 14, 1908. 
 
 669. Washington: Authorizing and empowering cities of the first class to 
 
 include within local improvement districts tide lands and land in school 
 sections the title to which remains in the State, and to assess such land 
 for the cost of local improvements and authorizing the sale of such lands. 
 
 Chap. 73, Mar. 5, 1907. 
 
 670*. Washington: Amending sec. 112, chap. 118, Laws, 1897 (Code of Public 
 Instruction), relative to special local tax levies for school purposes. 
 
 Removing limitations of tax to be imposed (5 mills) without vote of 
 electors. Providing for special levies in union school districts. 
 
 Sec. 5, chap. 163, Mar. 13, 1907. 
 
 671. West Virginia: Amending and reenacting sec. 38, chap. 45, Code, 1906, 
 
 as amended and reenacted by chap. 67, acts, 1905, relative to tax levies 
 for school building and supply fund. 
 
 Fixing maximum annual local tax levy for such purpose at 15 cents, 
 and at 25 cents in case of construction of new buildings. Conditions of 
 levy and payment of indebtedness. 
 
 Chap. 70, Feb. 27, 1907. 
 
 672. West Virginia: Amending and reenacting sec. 40, chap. 45, Code, 1906, as 
 
 amended and reenacted by chap. 67, acts, 1905, relative to tax levy for 
 support of primary free schools. 
 
 Tax levy to be sufficient to support schools for six (formerly five) 
 months each year. Maximum levy 25 cents, except in cases where such 
 is insufficient to provide six months term. Authorizing special high 
 school tax of 10 cents. 
 
 Chap. 70, Feb. 27, 1907. 
 
 673. Wisconsin: Amending sec. 926, subdiv. 145, Statutes, 1898, as amended 
 
 by chap. 81, Laws, 1899, as amended by chap. 387, Laws, 1901, relative 
 to taxation for school purposes in cities of the third and fourth class. 
 
 Extending provisions of act to school districts including within their 
 limits all or any part of such cities. Tax to be levied and collected as 
 other school taxes. 
 
 Chap. 67, Apr. 30, 1907. 
 
116 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 674. Wisconsin: Amending subsec. 7, sec. 430, Statutes, 1898, relative to the 
 
 powers of school district meeting. 
 
 Authorizing levy of a tax to pay fee for surety bond of district treas- 
 urer. 
 
 Chap. 81, May 4, 1907. 
 
 675. Wisconsin: Amending sec. 471, Statutes, 1898, as amended by chap. 307, 
 Laws, 1905, relative to equalization of taxes in joint school districts. 
 
 Relative valuation of taxable property in several parts of joint dis- 
 trict to be equalized only upon petition of three freeholders, prior to 
 July 10 of any year (formerly annually). Other minor amendments. 
 
 Chap. 90, May 10, 1907. 
 
 D. BUILDINGS AND SITES. 
 
 (a) General. 
 
 A very large proportion of the general legislation having to do with 
 school buildings and sites has already been included under the head- 
 ing of Local Bonds and Indebtedness. The special enactments in 
 Massachusetts (685), Minnesota (688), and New York (581) are 
 here again referred to as evidences of the pressure felt by the public 
 schools of our larger American cities to supply proper school accom- 
 modations. The amendment in Wisconsin (506) relative to the equip- 
 ment of free high schools as a condition for state aid, the Indiana 
 decision (D 681), and the Wisconsin measure (705) as to the use of 
 school buildings for other than strictly school purposes, are not with- 
 out significance and interest. 
 
 676. Arizona: Amending sundry secs, of tit. 21, Revised Statutes, 1901, relative 
 
 to eminent domain. 
 
 Extending right of eminent domain to “ any educational, reformatory, 
 or penal institution.” Provisions concerning costs. 
 
 Chap. 91, Mar. 21, 1907. 
 
 677. Colorado: Amending sec. 1, Acts, 1883, p. 263, providing for condemning 
 
 sites for public-school buildings. 
 
 Adding special provision ; permitting districts of the first class to take 
 three acres (others, one acre) of land if unplatted, and not exceeding 
 one block if platted. 
 
 Chap. 217, Apr. 9, 1907. 
 
 678. Illinois: Enabling trustees, boards of education, and other corporate 
 
 authorities of universities, colleges, township high schools, and all other 
 educational institutions established and supported by the State, or by a 
 township, to exercise the right of eminent domain. 
 
 S. B. 550, p. 522, May 24, 1907. 
 
 679. Indiana: Repealing, and reenacting with sundry amendments, chap. 87, 
 
 Laws, 1881 (secs. 6006-6008, Burns’ Annotated Statutes, 1901), provid- 
 ing for the appropriation of real estate for school purposes. 
 
 Chap. 87, Mar. 1, 1907. 
 
BUILDINGS AND SITES. 
 
 117 
 
 680. Indiana: Providing for the sale of school property. 
 
 Authorizing the school trustee upon petition of two-thirds of the quali- 
 fied voters of school district to sell unused school property. Minimum 
 price, two-thirds of appraised value. 
 
 Requiring appraisement by three disinterested householders and pub- 
 lication of notice of sale. 
 
 Chap. 267, Mar. 12, 1907. 
 
 D681. Indiana (1905) : Burns’ Ann. St. 1901, secs. 5920a-5981, relative to the 
 duration of school terms in school townships; and sec. 5999 grants the 
 right to use a public school building for other than school purposes when 
 “ unoccupied for common school purposes.” Held, that the term “ un- 
 occupied for common school purposes ” had reference only to the time 
 intervening between terms of school, and did not authorize a religious 
 organization to use a schoolhouse on Sundays and evenings during a 
 school term, when the school was not actually in session. — Baggerly v. 
 Lee, 73 N. E., 921. 
 
 682. Iowa: Repealing sec. 2814, Code, 1897, concerning the acquisition of school 
 sites and enacting a substitute. 
 
 Making special provision concerning size of site in the case of con- 
 solidated districts. 
 
 Chap. 153, Apr. 5, 1907. 
 
 D 683. Iowa (1908) Code, sec. 2814, as amended by Laws, 1907, p. 152, chap. 153, 
 authorizes school corporations to hold, within certain limitations, land for 
 schoolhouse sites, which must be upon public roads, and, except in cities, 
 etc., at least 30 rods from the residence of any owner who objects to a 
 site being placed nearer. Sec. 2815 provides for condemnation of a site 
 if the owner refuses or neglects to convey, etc. Sec. 2773 authorizes 
 ■* boards of directors to fix schoolhouse sites. Held, that the term “ owner,” 
 used in sec. 2814, refers to the owner of a residence within 30 rods 
 of a schoolhouse site, and not to the owner of the site, and that the 
 prohibition against locating a site within 30 rods of a residence applies 
 to schoolhouse sites whether acquired by purchase, devise, gift, or con- 
 demnation. — Mendenhall v. Board of Directors of Independent School 
 Dist. of Leighton, 115 N. W., 11. 
 
 D684. Kentucky (1906) : Ky. Stat. 1903, secs. 3588-3606, authorize cities of 
 the fourth class to create boards of education, provide that the title 
 to the school property shall vest in the board, etc. A city of the sixth 
 class, constituting a part of a graded school district, was made a city of 
 the fourth class, and the city council created a board of education. 
 Held, that the board of education was entitled, as against the trustees 
 of the graded school district, to possession of the property of the school 
 district within the city. — Trustees of Latonia Graded School Dist. No. 
 12 v. Board of Education of Latonia, 93 S. W., 590 ; 29 Ky. Law Rep., 391. 
 
 685. Massachusetts: See enactment No. 568. 
 
 686. Massachusetts: Authorizing the city of Springfield to acquire Long Hill 
 
 Cemetery for school purposes. 
 
 Authorizing the city council, upon the removal of the bodies interred 
 to other suitable places and the replacement of tombstones upon the new 
 graves, to take Long Hill Cemetery for school purposes. 
 
 City to pay all damages to property. 
 
 Chap. 342, Apr. 29, 1907. 
 
 D 687. Michigan (1907) : Comp. Laws, sec. 4665, subdiv. 4, gives the qualified 
 voters of a school district authority to designate a school site as there- 
 after provided; subdiv. 5 gives such voters authority to direct the pur- 
 chase of sites lawfully determined on; and subdiv. 6 confers authority 
 to vote a tax therefor. Held, that since secs. 4728 and 4729, prescribing 
 the method referred to in sec. 4665, subdiv. 4, for designating school 
 sites, contain no authority for purchase or condemnation by a board 
 of education of a city without prior action by the voters of the district, 
 proceedings by such officers to condemn a school site without such vote 
 were unsustainable. — Board of Education of City of Detroit v . Moross, 
 114 N. W., 75; 14 Detroit Leg. N., 683. 
 
118 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 688. Minnesota: See enactment No. 570. 
 
 689. Minnesota: Authorizing cities having a population of over 50,000 to con- 
 
 demn lands under the right of eminent domain for sites and grounds for 
 public school buildings, and for all other municipal or public buildings 
 for such cities, or for any of the departments of its government. 
 
 Power and authority to be exercised under the authority of chap. 41, 
 Revised Laws, 1905. 
 
 Chap. 291, Apr. 22, 1907. 
 
 690. Nebraska: Amending, and reenacting with amendments, secs. 1, 2, 3, and 
 
 4, subdiv. 12, chap. 79, Compiled Statutes, 1905 (secs. 11166 to 11169, 
 Cobbey’s Annotated Statutes, 1903), relative to appraisement of property 
 for school sites. 
 
 Adding provisions relative to procedure for the exercise of eminent 
 domain by school districts in cities. 
 
 Chap. 126, Apr. 3, 1907. 
 
 691. New Jersey: Authorizing the board of education of any township, upon 
 
 two-thirds vote of its members, to transfer any unused school building 
 to the township in which said board of education is located and to em- 
 power the township committee to use said building for municipal purposes. 
 
 Chap. 49, Apr. 12, 1907. 
 
 D692. New Jersey (1908) : A resolution of the board of school estimate, fixing 
 and determining the amount of money necessary for the erection of a 
 schoolhouse at the sum of $175,000, on condition that a school building 
 containing 20 units shall be erected, is not such a determination of the 
 amount necessary for the purpose of building as is required by School 
 Law, 1903, sec. 76 (P. L., 1903, 2d sp. sess., p. 28). — Board of Education 
 of Montclair v. Town Council of Montclair, 68 A., 795. 
 
 693. New York: See enactment No. 581. 
 
 694. New York: Authorizing the city of New York to acquire certain lands as 
 
 sites for public buildings and to provide for the establishment and main- 
 tenance of public educational institutions. 
 
 Chap. 515, June 17, 1907. 
 
 695. New York: Authorizing the city of Utica to issue bonds in the amount of 
 
 $20,000 to enable the commissioners of common schools of such city to 
 equip, remodel, and repair school buildings so as to safeguard the pupils 
 in case of fire. 
 
 Chap. 244, May 11, 1908. 
 
 696. North Dakota: Providing for a site for the statue of Sakakawea, the 
 
 Indian guide of the Lewis and Clark expedition. 
 
 Statue erected by women, students, and school children of the State 
 upon the initiative of the Federation of Women’s Clubs. Appropriat- 
 ing $1,000. 
 
 Chap. 12, Mar. 2, 1907. 
 
 697. North Dakota: Amending sec. 831, Revised Codes, 1905, relative to the 
 
 organization of schools on petition. 
 
 Increasing maximum expenditure for schoolhouse and furniture from 
 $700 to $1,200. 
 
 Sec. 5, chap. 95, Mar. 19, 1907. 
 
 698. Rhode Island: Authorizing the city of Providence to build and maintain 
 
 conduits and carry steam pipes therein in, under, and across Pond and 
 Summer streets, and providing for installing a central heating plant on 
 the technical high school premises in said city. 
 
 Chap. 1476, Apr. 5, 1907. 
 
119 
 
 BUILDINGS AND SITES. 
 
 699. Rhode Island: Amending, by adding to, act of May, 1827, confirming an 
 
 act of the town of Newport for establishing a public-school fund. 
 
 Public-school fund may be used for the erection of a new schoolhouse. 
 
 Chap. 1618, May 13, 1908. 
 
 700. South Dakota: Providing for the protection of State, county, and munici- 
 
 pal corporations and school districts and of persons furnishing material 
 and labor for the construction or repair of public or school buildings. 
 
 Providing that surety bonds for the performance of contracts shall 
 contain obligation of contractor to make payments promptly to all persons 
 supplying labor and materials. Authorizing suit for recovery. 
 
 Chap. 138, Mar. 4, 1907. 
 
 701. Washington: See enactment No. 535. 
 
 702. Wisconsin: See enactment No. 506. 
 
 703. Wisconsin: See enactment No. 1202. 
 
 704. Wisconsin: Creating sec. 926 — 17, Statutes, 1898 (sec. 926 — 104m), rela- 
 
 tive to the powers of boards of education in cities of the third class. 
 
 Relieving boards, authorized to purchase sites and erect high-school 
 buildings, from restrictions as to territorial limitations imposed by city 
 charter. 
 
 Chap. 69, May 1, 1907. 
 
 705. Wisconsin: Creating subsec. 70, sec. 925 — 52, Statutes, 1898, relating to 
 
 the powers of cities. 
 
 Schoolhouses may bemused for public meetings for social and educa- 
 tional purposes. 
 
 Chap. 244, June 19, 1907. 
 
 (b) Buildings and sites: State aid; approval of plans. 
 
 The legislation of each biennium clearly demonstrates that the 
 State is concerning itself more and more in the matter of properly 
 erected and planned school buildings. As the extent of this state 
 supervision increases there is certain to be a decrease in the present 
 waste of funds through the erection of ill-adapted buildings, and an 
 increase in the number of those buildings in which have been in- 
 corporated the features demanded by a proper regard for the health 
 of children and the requirements for efficient teaching. The tendency 
 to require that the plans of school buildings be approved by some 
 competent authority, and the tendency to place in the hands of local 
 school authorities plans of properly constructed and hygienically 
 arranged schoolhouses, are illustrated in the principal enactments 
 brought together under this head: North Dakota (TOT), Tennessee 
 (T08), Virginia (T09), Washington (Til), and Wisconsin (T12). 
 The presence of these measures in the legislation of the period is 
 decidedly encouraging. 
 
 706. Alabama: Making annual appropriation to aid rural school districts to 
 erect and to repair public schoolhouses. 
 
 Annual appropriation of $67,000, and prescribing conditions and meth- 
 ods of payment of state aid ; 
 
 “ Provided further that no appropriation shall be made for the build- 
 ing of a schoolhouse unless said schoolhouse is built in accordance with 
 
120 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 the plans and specifications either furnished by or endorsed by the super- 
 intendent of education of the state.” 
 
 Maximum aid for any schoolhouse, $200; maximum aid in any one 
 county, $1,000. 
 
 Act No. 163, p. 238, Mar. 2, 1907. (Secs. 1975-1993, Code, 1907.) 
 
 707*. North Dakota: Amending sec. 829, Revised Codes, 1905, relative to school- 
 houses and sites. 
 
 Providing that county superintendent of schools and county superin- 
 tendent of health shall be consulted by district school boards purchasing, 
 erecting, or constructing schoolhouses, with reference to proper construc- 
 tion, lighting, heating, and ventilation. State superintendent to furnish 
 plans for one and two room schoolhouses. Constituting county super- 
 intendent of schools, county superintendent of health, and chairman of 
 board of county commissioners as board of inspection for schoolhouses. 
 
 Chap. 96, Mar. 14, 1907. 
 
 708. Tennessee: Providing for the preparation and distribution to local school 
 
 authorities of plans of school buildings costing from $300 to $5,000. 
 
 Chap. 234, Apr. 1, 1907. 
 
 709. Virginia: Amending and reenacting chap. 255, Acts, 1906, relative to the 
 
 issuance of bonds by school districts for the purpose of erecting and fur- 
 nishing schoolhouses. 
 
 Removing three-year limitation as to. the sufficiency of school funds. 
 Plans of schoolhouse to be approved by superintendent of public instruc- 
 tion, in addition to division superintendent. Bonds as lien on property 
 of district or a part thereof. 
 
 % Chap. 82, Feb. 25, 1908. 
 
 710. Virginia: Amending and reenacting chap. 252, Acts, 1906, relative to the 
 
 borrowing of money belonging to the literary fund by district school 
 boards for the purpose of erecting schoolhouses. 
 
 Extending provisions of act to cities. Increasing maximum loan limit 
 for any one building from $3,000 to $10,000. Special provisions regarding 
 loans in excess of $3,000. Authorizing the state board of education to 
 convert securities of literary fund into cash, not to exceed $100,000 per 
 annum. 
 
 Chap. 83, Feb. 25, 1908. 
 
 711*. Washington: Supplementing the Code of Public Instruction (chap. 118, 
 Laws, 1897), by adding sec. 47£, relative to approval of plans of school- 
 houses by county superintendent. 
 
 Excepting districts having a population of 10,000 or more. 
 
 Sec. 2, chap. 163, Mar. 13, 1907. 
 
 712*. Wisconsin: Creating sec. 524L, Statutes, 1898, relative to plans and 
 specifications for school buildings. 
 
 Authorizing state superintendent of public instruction to procure plans 
 and specifications for buildings not exceeding four rooms; to loan same 
 to school districts. Appropriating $500. 
 
 Providing for the approval of plans and specifications of buildings by 
 county superintendent when plans of state superintendent are not used. 
 
 Chap. 425, June 26, 1907. 
 
 (c) Buildings and sites: Decoration, care, sanitation, inspection. 
 
 The following enactments are in their evident purpose supplemen- 
 tary to those noted in the previous section. Each of them bears 
 characteristic evidence of progress in a needed direction. That of 
 Indiana (713) relative to the employment and payment of janitors 
 will undoubtedly result in an improvement in the schools of rural 
 
BUILDINGS AND SITES. 
 
 121 
 
 districts. The decision in Indiana (D 714) as to the authority of 
 the state board of health over public-school buildings is noted in con- 
 nection with the present-day movement to place the sanitary super- 
 vision of school buildings in the hands of competent persons. The 
 enactment of Massachusetts (719) relative to the inspection of school 
 buildings is of particular interest in this connection. 
 
 The three most important items of this group are that of Ohio 
 (721), providing for the inspection of school buildings; that of Vir- 
 ginia (727), regulating the construction of school buildings, and 
 those of Wisconsin (729), (730), (731), relative to the conditions for 
 state aid to rural schools. 
 
 713*. Indiana: Amending sec. 3, chap. 192, Laws, 1899, relative to duties of 
 school trustees. 
 
 Adding provision that “ said trustees shall provide such janitor help 
 as may be deemed necessary to properly care for the schools and prem- 
 ises under their control, and such janitors shall be paid from the special 
 school funds of the township.” 
 
 Chap. 218, Mar. 9, 1907. 
 
 D 714. Indiana (1908) : The state board of health may only require that the 
 public school buildings be made sanitary, the means of securing proper 
 sanitation being left to the local authorities. — Advisory Board of Coal 
 Creek Tp., Montgomery County, v. Levandowski, 84 N. E., 346. 
 
 D 715. Kentucky (1905) : Under Ky. Stat. 1903, sec. 2954, providing that the 
 school board of a city shall apply the funds annually coming into its 
 hands for educational purposes to certain objects, including salaries, and 
 sec. 2956, providing that it shall elect teachers and regulate and fix their 
 salaries, and the term of office of teachers and employees of the board, 
 it may employ a janitor; and, having done so, it is its duty to pay his 
 salary from the fund for educational purposes. — Oberdorfer v. Louis- 
 ville School Board, 85 S. W., 696 ; 27 Ky. Law Rep., 508. 
 
 D 716. Kentucky (1905) : A city is not liable for injury to a pupil from a 
 defect in a building furnished by it for a public school, it being owned 
 by it not for private or municipal purposes, but for a public purpose. — 
 Clark v. City of Nicholasville, 87 S. W., 300 ; 27 Ky. Law Rep., 974. 
 
 717. Louisiana: Prescribing the way in which doors to public buildings and 
 
 factories shall be hung; determining to what buildings act shall apply; 
 and fixing a penalty for the violation thereof, or failure to comply 
 with the provisions thereof. 
 
 Act No. 73, June 30, 1908. (Dec. 30, 1908.) 
 
 718. Maine: Requiring steam plants in school buildings, churches, and other 
 
 public buildings to be in charge of competent persons. 
 
 Requiring persons in charge of steam-heating plants to hold a certifi- 
 cate of competency to be issued by municipal authorities. Providing 
 for the form, content, and revocation of certificate. 
 
 Chap. 82, Public Acts, Mar. 20, 1907. (Sept. 1, 1907.) 
 
 719*. Massachusetts: Providing for the establishment of health districts and 
 the appointment of inspectors of health. 
 
 Transfers inspection of factories and public buildings from inspection 
 department of the district police to state inspectors of health. 
 
 Enforcement of secs. 54-55, chap. 106, Revised Laws, 1902, relating to 
 the inspection of school buildings by state inspectors of health. 
 
 Chap. 537, June 19, 1907. 
 
122 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 719a. Massachusetts: Relative to janitors of public schoolhouses in the city 
 of Worcester. 
 
 Janitors to be under the control of the school committee. 
 
 Chap. 258, Mar. 23, 1908. 
 
 720. North Carolina: Providing for pure and adequate water supplies for the 
 public and private schools of the State. 
 
 Granting to constituted school authorities power to condemn land for 
 water supply and prescribing procedure for condemnation. 
 
 Chap. 671, Mar. 6, 1907. 
 
 721*. Ohio: Enlarging the powers of the chief inspector of workshops and 
 factories in the matter of public schools and other buildings, and increas- 
 ing the number of district inspectors. 
 
 “ Sec. 1. In addition to the powers now vested in the chief inspector 
 of workshops and factories it shall be his further duty to cause his dis- 
 trict inspectors to inspect all schoolhouses, colleges, opera houses, halls, 
 theaters, churches, infirmaries, children’s homes, hospitals, medical 
 institutes, asylums, and other buildings used for the assemblage or better- 
 ment of people in any municipal corporation, township or county in the 
 State of Ohio with special regard to the precautions taken for the pre- 
 vention of fires, and the provision of fire escapes, exits, emergency exits, 
 hallways, air space, and all other matters which relate to the health 
 and safety of those occupying or assembling in such structures. 
 
 “ Sec. 2. The district inspectors shall file with the chief inspector of 
 workshops and factories a written report of every inspection made of any 
 of the aforesaid structures, stating the condition in which such building 
 was found, and if it is found that necessary precautions for the preven- 
 tion of fire or other disaster have not been taken, nor means provided for 
 the safe and speedy egress of the persons who might be assembled therein, 
 said report shall specify such appliances, additions or alterations as are 
 necessary to provide such precautions and protection, and it shall then 
 be the duty of the chief inspector of workshops and factories to notify 
 in writing the owner or person having control of such structure of the 
 appliances, additions or alterations necessary to be added to or made in 
 such structure. 
 
 “ Sec. 3. A copy of said notice shall be mailed to the mayor of the 
 municipality, if such structure is located therein, and if not, then to the 
 prosecuting attorney of the county wherein it is located, and it shall be 
 the duty of the mayor of the municipality, with the aid of the police, 
 or the prosecuting attorney, with the aid of the sheriff, upon receiving 
 such notification, to prohibit the use of said structure for the assemblage 
 of people until the appliances, additions or alterations required by said 
 notice have been added to or made in such structure. 
 
 “ Sec. 4. Upon receiving said notice it shall be the duty of the owner 
 or person in control of such structure to comply with each and every 
 detail embodied therein, and it shall be his further duty, upon the com- 
 pletion of every such detail, to report the fact in writing to the chief 
 inspector of workshops and factories and the mayor of the municipality 
 or the prosecuting attorney of the county as the case may be. 
 
 “ Sec. 5. The plans for every such structure aforesaid which may be 
 hereafter erected in the State of Ohio, and the plans for any alterations 
 in or additions to any such structure aforesaid that is now erected shall 
 be approved by the chief inspector of workshops and factories, except 
 that in municipalities having regularly organized building inspection 
 departments the plans shall be approved by said municipal departments. 
 
 “ Sec. 6. Any architect, builder or other person who shall alter the 
 approved plans, or fail to construct or alter the building in accordance 
 with said approved plans without the consent of the department that 
 approved them shall be deemed guilty of a criminal offense, and, upon 
 conviction, shall be fined in any sum not less than five hundred dollars 
 ($500) nor more than one thousand dollars ($1,000), or imprisoned in 
 the county jail no less than thirty days nor more than one year, or both 
 such fine and imprisonment at the discretion of the court. 
 
 “ Sec. 7. For the purpose of carrying out this provision of this act the 
 chief inspector of workshops and factories shall, with the approval of the 
 
BUILDINGS AND SITES. 
 
 123 
 
 governor, appoint one assistant chief inspector who shall be a competent 
 and practical architect, and whose duty it shall be to examine carefully the 
 plans and specifications of such buildings, alterations, and additions, and 
 perform such other duties as the chief inspector may direct. The salary 
 of said assistant chief inspector shall be two thousand five hundred dol- 
 lars a year, which salary and all necessary traveling expenses incurred 
 by said inspector in the discharge of his official duties shall be paid out 
 of the treasury of the state on the warrant of the auditor from any 
 fund therein not otherwise appropriated. 
 
 “ Sec. 8. For the purpose of carrying out this act the chief inspector 
 of workshops and factories is authorized to appoint, with the approval 
 of the governor, ten additional district inspectors who shall be compe- 
 tent and practical mechanics, with a knowledge of building construction, 
 and who shall receive the same compensation, be clothed with the same 
 powers, and whose terms of office shall be the same as is now provided 
 by law for the district inspectors of workshops and factories. 
 
 “Sec. 9. Any person, firm, board or corporation, being the owner or 
 in control of any building mentioned in this act, who shall use or permit 
 the use of such building, in violation of any order prohibiting its use, 
 issued in accordance with this act or who shall fail to comply with the 
 requirements of any order so issued relating to the change, improvement 
 or repair of such building, shall be fined not less than ten, nor more than 
 one hundred dollars, and each day that such use or failure shall continue 
 shall CQnstitute a separate offense.” 
 
 H. B. 1225, p. 232, Apr. 28, 1908. 
 
 722. Oklahoma: Providing certain buildings, public and private institutions, 
 and places of public assemblage, and places of public resort, hotels, 
 lodging, apartment, and other public houses, with fire escapes, and pro- 
 viding penalties for valuation thereof. 
 
 Including schoolhouses. 
 
 Chap. 38, S. B. 100, p. 427, Apr. 28, 1908. 
 
 723. Pennsylvania: Providing for better sanitation of school rooms, relative to 
 heating and ventilation. 
 
 Act No. 240, May 29, 1907. (Dec. 1, 1907.) 
 
 D 724. Pennsylvania (1905) : The city of Philadelphia, which is coterminous 
 with the first school district of Pennsylvania, and has legal title to the 
 public school buildings therein, is not liable in damages for injuries to a 
 pupil in a public school by a fall of a part of the plastering from the 
 ceiling of a schoolroom, although the board of education and its architect 
 had several weeks’ notice of the defect in the ceiling before the accident 
 occurred. The ground for the city’s exemption in such a case is that 
 the school buildings are in the actual possession and control of the sec- 
 tional school board and board of public education, and that the city has 
 no voice in the selection of the officers, agents, or architects of the school 
 district, and no power to remove them. — Rosinblit v. City of Philadel- 
 phia, 28 Pa. Super. Ct., 587. 
 
 725. 
 
 Rhode Island: Authorizing the city of Providence to borrow money to 
 provide sanitary furnishings and equipment for schoolhouses. 
 
 Maximum amount, $110,000. 
 
 Chap. 1478, Apr. 17, 1907. 
 
 726. Rhode Island: To diminish danger in case of fire. 
 
 Making general provisions for safety in all buildings used for public 
 purposes, including schools. Doors and windows to swing outward ; not 
 to be locked during occupancy of building. Inspection. Penalties. 
 
 Chap. 1536, Apr. 22, 1908. 
 
 727*. Virginia: Regulating the construction of public school buildings in order 
 that the health, sight, and comfort of all pupils may be properly pro- 
 tected. 
 
 “Whereas, it is of great importance to the people of this Commonwealth 
 that public school buildings hereafter erected by any school board shall 
 be properly heated, lighted and ventilated; therefore, 
 
124 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ 1. Be it enacted by the general assembly of Virginia, That the State 
 board of inspectors for public school buildings shall not approve any 
 plans for the erection of any school building or room in addition' thereto 
 unless the same shall provide at least fifteen square feet of floor space and 
 two hundred cubic feet of air space for each pupil to be accommodated in 
 each study or recitation room therein, and no such plans shall be approved 
 by said board unless provision is made therein for assuring at least thirty 
 cubic feet of pure air every minute per pupil, and the facilities for ex- 
 hausting the foul and vitiated air therein shall be positive and independ- 
 ent of atmospheric changes. All ceilings shall be at least twelve feet in 
 height. 
 
 “ 2. All schoolhouses for which plans and detailed statements shall be 
 filed and approved by said board, as required by law, shall have all halls, 
 doors, stairways, seats, passageways, and aisles, and all lighting and heat- 
 ing appliances and apparatus, arranged to facilitate egress in cases of 
 fire or accidents, and to afford the requisite and proper accommodations 
 for public protection in such cases. All exit doors in any schoolhouse of 
 two or more stories in height shall open outwardly. No staircase shall 
 be constructed except with straight runs, changes in direction being made 
 by platforms. No doors shall open immediately upon a flight of stairs, 
 but a landing at least the width of the doors shall be provided between 
 such stairs and such doorway. 
 
 “ 3. All schoolhouses, as aforesaid, shall provide for the admission of 
 light from the left, or from the left and rear of the pupils, and the total 
 light area must be at least twenty-five per centum of the floor space. 
 
 “4. Every school board shall provide at least two suitable and con- 
 venient outhouses or water-closets for each of the schoolhouses under 
 its control ; unless the said schoolhouses have suitable, convenient and 
 sanitary water-closets erected within same, said outhouses or water-closets 
 shall be entirely separated, each from the other, and shall have separate 
 means of access. School boards shall see that said outhouses or water- 
 closets are kept in a clean and wholesome condition.” 
 
 Chap. 187, Mar. 11, 1908. 
 
 D 728. Washington (1907) : Under Ballinger’s Ann. Codes and Stat., secs. 
 5673, 5674, providing that an action may be maintained against a school 
 district for an injury to plaintiff’s rights, arising from its act or omis- 
 sion, such a district is liable for the scalding of a child rightfully in at- 
 tendance at school, through the overturning of a large metal bucket of 
 boiling water, which was negligently kept upon a register in the middle 
 of the schoolroom, wholly unguarded and unprotected ; and it was error 
 to sustain a demurrer to her complaint showing such negligence and her 
 freedom from contributory negligence. — Redfield v. School Dist. No. 3, 
 Kittitas County, 92 P., 770. 
 
 729. Wisconsin: See enactment No. 492. 
 
 730. Wisconsin: Amending sec. 436, Statutes, 1898, authorizing school boards, 
 
 to provide maps, charts, globes, books, supplementary readers, and other 
 equipment for schools. 
 
 Adding supplementary readers, dictionaries, library catalog cards and 
 card cases, heating and ventilating apparatus, to the list of apparatus 
 board has authority to buy. Maximum annual limit of expenditure 
 increased from $75 to $100. 
 
 Chap. 39, Apr. 10, 1907. 
 
 731. Wisconsin: Creating sec. 435a, chap. 27, Statutes, 1898, relative to the 
 
 duties of school boards in providing and maintaining suitable outbuild- 
 ings. 
 
 Requiring separate outhouses for boys and girls. Making provisions 
 as to sanitation, distance, and screening. Providing for tax levy to carry 
 out provisions. 
 
 Chap. 232, June 18, 1907. 
 
BUILDINGS AND SITES. 
 
 125 
 
 (d) Buildings and Sites: Prohibition Districts. 
 
 The enactments presented under this heading do not, strictly 
 speaking, belong to the special class of educational legislation. They 
 do, however, present some conclusive evidence of a movement, already 
 a part of the established policy of many States, for the protection of 
 the educational as well as the broader social interests. 
 
 732. Arizona: Providing for the refusal and revocation of any license for the 
 
 sale of intoxicating liquors. 
 
 Proof that holder of license has sold, bartered, furnished, or given 
 away intoxicating liquors to any minor person, pupil, or student in any 
 public school, academy, seminary, normal school, university, or other 
 institution of learning among the several causes enumerated for the 
 revocation or refusal of license. 
 
 Chap. 25, Mar. 12, 1907. 
 
 733. Arkansas: See enactment No. 1363. 
 
 734. Connecticut: Amending sec. 2647, General Statutes, 1902, concerning the 
 
 granting of licenses in certain places. 
 
 Adding clause prohibiting in cities the granting of a license for the 
 sale of spirituous and intoxicating liquors “within two hundred feet 
 in a direct line from any church edifice or public or parochial school- 
 house or the premises pertaining thereto. ” 
 
 Chap. 200, July 11, 1907. 
 
 D735. Georgia (1907) : The fact that a school formerly taught in a building 
 designated as the center of a 3-mile area in which a local prohibition 
 act became effective is no longer taught in the original building, but in a 
 new building, a short distance away, does not invalidate a conviction 
 under that act of one guilty of selling intoxicating liquor within 3 miles 
 of both the original and the subsequent location of the school. — Mason v. 
 State, 58 S. E., 139 ; 1 Ga. App., 534. 
 
 736. Illinois: Prohibiting the sale, distribution, or gift of malt, spirituous, 
 
 vinous, or intoxicating liquors near the United States naval training 
 schools or military posts, and providing a penalty fbr the violation 
 thereof. 
 
 H. B. 410, p. 306, May 17, 1907. 
 
 737. Louisiana: Prohibiting gambling with cards, dice, and all manner of 
 
 banking games, or. gambling in any form whatsoever for money or any 
 representative of money within 5 miles of the Haynesville High School 
 located at Haynesville, Claiborne Parish, and fixing penalties for vio- 
 lation. 
 
 Act No. 33, June 20, 1908. 
 
 See also the following additional special acts of similar nature : 
 
 Act No. 34, June 20, 1908. Act No. 218, July 8, 1908. 
 
 Act No. 36, June 20, 1908. Act No. 257, July 8, 1908. 
 
 Act No. 58, June 24, 1908. Act No. 273, July 9, 1908. 
 
 Act No. 123, July 2, 190§. 
 
 738. Louisiana: Prohibiting the sale of any spirituous, vinous, malt, or intoxi- 
 
 cating liquors, or substitutes therefor within 5 miles of Benton High 
 School, located at Benton, in the Parish of Bossier, and providing a pen- 
 alty therefor. 
 
 Act No. 46, June 20, 1908. 
 
 See also the following additional special acts of similar nature : 
 
 Act No. 47, June 20, 1908. Act No. 290, July 9, 1908. 
 
 Act No. 121, July 1, 1908. Act No. 302, July 9, 1908. 
 
 Act No. 259, July 8, 1908. 
 
126 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 739. Louisiana: Prohibiting the sale or offering for sale of vinous, malt, or 
 
 spirituous liquors within a radius of 6 miles of the State Normal School 
 at Natchitoches, and prescribing penalties for the violations. 
 
 Act No. 193, July 8, 1908. 
 
 740. Minnesota: See enactment No. 1J/20. 
 
 740a. Missouri : Prohibiting the granting of a license to keep a dramshop within 
 five miles of any state educational institution which now has enrolled fif- 
 teen hundred or more students. 
 
 H. B. 53, p. 257, May 10, 1907. 
 
 I) 740b. Missouri (1908) : Act May 10, 1907 (Laws, 1907, p. 257), providing that 
 “ no dramshop license shall hereafter be granted to any person to keep a 
 dramshop within five miles of any state educational institution which now 
 has enrolled fifteen hundred or more students,” was violative of Const. 
 1875, art. 4, sec. 53 [Ann. St. 1906, p. 197], prohibiting special or local 
 legislation; it appearing that the State University at Columbia was the 
 only state educational institution which had the designated number of 
 students at the time the act went into effect. — State v. Turner, 107 S. W., 
 1064. 
 
 741. Nevada: Regulating the location, equipment, and maintenance of hospitals. 
 
 Prohibiting hospitals within 300 feet of public school buildings. 
 
 Chap. 206, Mar. 29, 1907. 
 
 742. Oregon: Prohibiting the locating of any saloon or place where liquor is 
 
 sold at retail within 2 miles of any school where tuition, lodging, food, 
 and clothing are furnished at the expense of the United States. 
 
 Chap. 107, Feb. 23, 1907. 
 
 743. Rhode Island: Amending sec. 2, chap. 102, General Laws, 1896, as amended 
 
 by sec. 1, chap. 543, Public Laws, 1898, and as amended by chap. 1355, 
 Public Laws, 1906, relative to the granting of liquor licenses. 
 
 Containing provision (p. 208) that no license shall be granted for a 
 plac^ of sale within 200 feet of any public or parochial school. 
 
 Chap. 1583, May 22, 1908. 
 
 744. South Dakota: Amending sec. 2859, Revised Political Code, 1903, relative 
 
 to the sale of intoxicating liquors in the proximity of public or private 
 schools. 
 
 Changing limits of prohibited districts from “ in the same block with, 
 or in any block adjacent to, any public or private school, ” to “ within 
 three hundred (300) feet of the grounds of any public or private school.” 
 
 Chap. 175, Feb. 25, 1907. 
 
 745. South Dakota: Forbidding the sale of intoxicating liquors within one- 
 
 third of a mile of any college or academy providing regular classical and 
 scientific courses. 
 
 Excepting schools and colleges “ devoted simply to instruction in 
 business methods. ” 
 
 Chap. 177, Mar. 7, 1907. 
 
 746. Tennessee: Amending chap. 114, acts, 1883, relative to the creation, 
 
 organization, and powers of municipal corporations embracing territories 
 of cities having a population of 36,000 and upward according to the 
 federal census of 1880, whose charters have been abolished (charter 
 of the city of Nashville). 
 
 Prohibiting sale of intoxicating liquors within 4 miles of any public or 
 private schoolhouse. Excepting certain described territory, and sales of 
 liquors in wholesale package or quantities. 
 
 Chap. 34, Feb. 6, 1907. (July 1, 1907.) 
 
 D 747. Tennessee (1907) : Under Shannon’s Code, sec. 991, declaring the right 
 to sell liquors is a taxable privilege within the constitution, and sec. 
 
BUILDINGS AND SITES. 
 
 127 
 
 6795, prohibiting the sale of intoxicating liquors within 4 miles of a 
 schoolhouse, and Acts, 1899, p. 309, chap. 161, sec. 1, prohibiting the sale 
 of intoxicating liquors without a license, the ignorance of accused of the 
 intoxicating properties of liquors sold is no defense, and if he sells he 
 must know at his peril whether it is intoxicating or not, and his belief 
 that it was not resulting from a guaranty under which he bought the 
 liquor is no excuse. — Haynes v. State, 105 S. W., 251. 
 
 748. Wisconsin: Creating sec. 566m, prohibiting the building of a lock-up or 
 temporary place of confinement in villages or cities of the third or fourth 
 class within 300 feet of a public, private, or parochial school. 
 
 Chap. 339, June 22, 1907. 
 
 (e) United States Flag in Schools. 
 
 The seven enactments in this group are indicative of the spirit of 
 patriotism and Americanism with which it is sought to surround the 
 public school. Even a casual observer of the legislative activity with 
 reference to schools can not fail to detect this as a species of the 
 general variety of efforts to give to the public school as an institution 
 a character of abiding loyalty. 
 
 749. California: Adding sec. 1617a to Political Code, 1906, requiring that the 
 
 United States flag shall be hoisted on all public schoolhouses and dis- 
 played in each schoolroom. 
 
 Chap. 225, Mar. 15, 1907. 
 
 750. Indiana: Providing under certain circumstances for the purchase of 
 
 United States flags by school corporations, and fixing times for the dis- 
 playal thereof on school buildings; providing a penalty for mutilation of 
 flag or appliances. 
 
 Flags to be purchased from funds privately donated. 
 
 Chap. 253, Mar. 12, 1907. 
 
 751. Kansas: Providing for the display of United States flag on public schools, 
 
 and for flag exercises and observance of holidays. 
 
 Chap. 329, Mar. 6, 1907. 
 
 752. Maine: Providing schools with flags. 
 
 Requiring municipal officers, upon report of the superintendents of 
 schools, to furnish flags to schools not already provided. 
 
 Chap. 182, Public Laws, Mar. 28, 1907. 
 
 753. Oregon: Providing for the public display of the United States flag upon 
 
 or near each public school building and authorizing the payment of ex- 
 penses in connection therewith. 
 
 Chap. 37, Feb. 16, 1907. 
 
 754. Tennessee: Requiring that the flag of the United States of America be 
 
 displayed from all county and municipal public schoolhouses in counties 
 having a population of 70,000 and less than 90,000 by the federal census 
 of 1900, or that may have that number of inhabitants by any subsequent 
 federal census, and providing penalties for failure to comply with the pro- 
 visions of the act. 
 
 Chap. 480, Apr. 15, 1907. 
 
 755. Utah: Requiring every board of education or school trustees to provide 
 
 each schoolhouse or the grounds thereof with an American flag, and to 
 cause the said flag to be displayed thereon during daylight on legal holi- 
 days, Feb. 12, and “ Flag Day ” of each year. 
 
 Chap. 32, Mar. 11, 1907. 
 
128 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 E. TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 
 
 (a) Qualifications: General. 
 
 756. Kansas: See enactment Ao. 1103. 
 
 757. Washington: Amending sec. 141 (Code of Public Instruction), relative to 
 
 requirements for teachers’ certificates. 
 
 Raising lower age limit from 17 years to 18 years. Providing for first 
 grade primary certificates. 
 
 Sec. 13, chap. 240, Mar. 18, 1907. 
 
 758. Wisconsin: Amending sec. 9, chap. 439, Laws, 1901, as amended by chap. 
 
 285, Laws, 1903, and chap. 289, Laws, 1905, and making said section 
 sec. 496d, Statutes, 1898, relative to state aid for graded schools. 
 
 Requiring principals of state graded schools of second class, holding 
 first grade county certificates or state certificates, to have not less than 
 one year’s successful experience; or such principal may hold a second 
 grade county certificate, in which case he must have had not less than 
 two years’ successful experience. 
 
 Chap. 374, June 24, 1907. 
 
 (b) Teachers’ examinations and certificates: General. 
 
 By reason of their volume, and of their many evidences of educa- 
 tional progress, the enactments concerning the standards of qualifi- 
 cation for teachers in the public schools represent one of the most 
 interesting phases of the legislative activity of the biennium, espe- 
 cially when considered together with those dealing with normal 
 schools and other institutions set up for the purpose of the profes- 
 sional education and training of teachers. ( See Section G, enactments 
 898-946.) 
 
 In general it may be said that the legislation of the current bien- 
 nium does not present such notable illustrations of progress as did 
 that of the biennium 1904-1906. The tendency to continue the proc- 
 ess of centralizing the right of examination and the powers of 
 certification of teachers in state boards and officers is continued, 
 although not in such a marked manner as in the previous biennium. 
 The revised school codes of Nevada (774) and South Dakota (780) 
 contain evidences of the tendencies of the present day progress. The 
 establishment of the state board of examiners in North Carolina 
 (777), the amended act in Ohio (779) relative to the granting and 
 revocation of teachers’ certificates, the Washington act (786) creating 
 city boards of examiners, and the amended Wyoming act (788), rela- 
 tive to the state board of examiners, may be regarded as the more 
 important enactments of this group. 
 
 759. Alabama: Repealing sec. 16, act No. 395, p. 217, Laws, 1899, as amended 
 by act No. 316, p. 114, Laws, 1901 (act No. 393, p. 309, Laws, 1903), rela- 
 tive to a uniform system for examination and licensing of teachers of 
 the public schools. 
 
 Removing prohibition that teachers shall not be granted second-grade 
 certificates more than twice. 
 
 Act No. 343, p. 452, Mar. 13, 1907. 
 
TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 129 
 
 760. Alabama: Amending sec. 17, act No. 395, p. 217, Laws, 1899, as amended 
 
 by act No. 316, p. 114, Laws, 1901, relative to a uniform system for 
 examination and licensing of teachers of public schools. 
 
 After six years (formerly ten) in teaching under first-grade certifi- 
 cates, teachers may be granted life certificates. 
 
 Act- No. 361, p. 483, July 17, 1907. (Sec. 1741, Code, 1907.) 
 
 761. Arizona: Amending par. 2238 (sec. 108, chap. 12, tit 19), Revised Stat- 
 
 utes, 1901, relative to teachers’ certificates. 
 
 Providing that holders of Arizona Normal School or life diplomas, 
 upon the presentation thereof, may be absolved from the requirement of 
 filing certificate with county superintendent. 
 
 Sec. 3, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 762. Arizona: Amending par. 2144 (sec. 15, chap. 2, tit. 19), Revised Statutes, 
 
 1901, relative to territorial board of examiners. 
 
 Providing for the payment of a fee of $2 for the issuance of certifi- 
 cates to holders of state normal school and life diplomas of other States. 
 
 Sec. 12, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 763. Arizona: Repealing subdiv. 4, par. 2149 (sec. 20, chap. 4, tit. 19), Revised 
 
 Statutes, 1901, relative to duties of county superintendents with respect 
 to teachers’ examinations. 
 
 Providing for the collection of an examination fee of $2 from appli- 
 cants. Superintendents violating rules established for conducting exami- 
 nations of teachers, guilty of misdemeanor. 
 
 Sec. 15, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 764. Idaho: Amending sec. 4, p. 86, Laws, 1899 (sec. 1009, Political Code, 1901), 
 
 as amended by p. 83, Laws, 1905, relative to state certificates and 
 diplomas. 
 
 Increasing term of validity of state certificates from five to eight 
 years. 
 
 H. B. No. Ill, p. 56, Feb. 22, 1907. 
 
 765. Indiana: See enactment No. 922. 
 
 766. Iowa: Amending sec. 2629, Code Supplement, 1902, relative to the board 
 
 of educational examiners. 
 
 Minor amendment regarding the persons to conduct examinations. 
 
 Sec. 2, chap. 6, Apr. 4, 1907. 
 
 767. Iowa: Amending sec. 2631, Code, 1897, relative to state certificates and 
 
 diplomas. 
 
 Reducing fee for state certificates from $3 t© $2. Striking out clause 
 concerning return of fees to applicants failing in examination. 
 
 Sec. 3, chap. 6, Apr. 4, 1907. 
 
 768. Kansas: Repealing, and reenacting with amendments, secs. 3 and 4, chap. 
 
 424, Laws, 1903, relating to county boards of examiners and providing for 
 professional certificates to be issued by county boards of examiners. 
 
 Modifying period of validity of different grades of certificates. Minor 
 changes concerning the granting of professional certificates. 
 
 Chap. 341, Mar. 9, 1907. 
 
 769. Kentucky: See enactment No. 909. 
 
 770. Mississippi: Authorizing the state board of examiners in cases where 
 
 examination papers of teachers have been destroyed by the burning of 
 the court-house to transfer their licenses to other counties ; and authoriz- 
 ing the granting of a state license to teachers of such counties, exempt 
 from examination, where their examination papers have been burned. 
 
 Chap. 133, Mar. 21, 1908. 
 
 
 63470—09 9 
 
130 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 771. Mississippi : Amending sec. 4555, Code, 1906, relative to the issuance of 
 professional teachers’ licenses. 
 
 Adding physics to the list of examination subjects. 
 
 Chap. 201, Feb. 14, 1908. 
 
 D772. Mississippi (1908) : Code, 1906, sec. 4539, provides that school exami- 
 nations shall be held on questions prepared by the state superintendent 
 of education and sent sealed to the county superintendent, to be opened 
 by him in the presence of the teachers, after they have assembled, and 
 after the seals have been inspected by the examiners; and sec. 4546 
 provides that any person who sells or offers to sell or give away the 
 examination questions or answers to the same prepared by the proper 
 authorities for the examination of teachers of public schools, before the 
 date of the examination, shall be guilty of a misdemeanor. Held , that a 
 conviction for offering to sell examination questions under such sections 
 could not be sustained where the proof did not show that the questions 
 offered for sale were prepared by the state superintendent of education 
 and sealed and sent to the county superintendent of education, as pro- 
 vided. — Bryant v. State, 46 So., 247. 
 
 773. Nebraska: See enactment No. 922b. 
 
 774. Nevada: See enactment No. 29. 
 
 D775. New York (1905) : Laws, 1901, p. 1774, chap. 718 (revised amended 
 Greater New York charter, sec. 1089), declaring that at the close of the 
 third year of continuous successful service of a teacher the city super- 
 intendent may make a temporary license permanent, does not require the 
 superintendent to make a license permanent under such circumstances. — 
 People v. Board of Education of City of New York, 94 N. Y. S., 61; 106 
 App. Div., 101. 
 
 Under Laws, 1901, p. 1774, chap. 718 (revised amended Greater New 
 York charter, sec. 1089), providing that at the close of the third year of 
 continuous successful service of a teacher the city superintendent may 
 make a temporary license permanent, the issuance of a special license to 
 a teacher who has served three years under a temporary license is not 
 a determination by the superintendent that the teacher is entitled to a 
 permanent license. — Ibid. 
 
 D776. New York (1905) : Laws, 1892, p. 1485, chap. 677, sec. 24 (statutory 
 construction law), as amended by Laws, 1897, p. 759, chap. 614, sec. 1, 
 declaring that Saturday afternoon shall be deemed a public half holiday 
 “ for all purposes whatsoever as regards the transaction of business in 
 the public offices of this State or counties of this State,” does not, as 
 construed by the court of appeals, prohibit an officer from voluntarily 
 performing an official act on public holidays, or render such act void or 
 voidable, unless it is such as to create an unlawful preference under the 
 recording act, or is prohibited by some other statute. Ordinances City 
 of Buffalo, chap. 3, sec. 20, provides that all offices in all departments 
 and bureaus of the city government shall be open for the transaction of 
 business on every day, excepting Sundays and holidays, from 8.30 o’clock 
 a. m. until 4.30 o’clock p. m., and excepting on Saturday, when the same 
 shall be open from 8.30 o’clock a. m. until 12 o’clock m. Held, that in 
 view of such construction of the statute, the city board of school exam- 
 iners were not prohibited under the ordinance from continuing beyond 
 noon of Saturday an examination of applications for positions as public 
 school teachers. — Cohn v. Townsend, 94 N. Y. S., 817. 
 
 The courts have no power to control the exercise of the judgment and 
 discretion reposed by law in an executive officer as part of his official 
 functions, and hence can not control the action of the board of school 
 examiners of a city as to fixing the day for holding teachers’ examina- 
 tions, or as to granting special examinations to persons observing Satur- 
 day as a Sabbath. — Ibid. 
 
 111. North Carolina: Amending sec. 4162, chap. 85, Revisal, 1905, relative to 
 teachers’ certificates. 
 
 Providing for state certificates and prescribing the conditions therefor. 
 Creating state board of examiners and prescribing composition, compen- 
 
TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 131 
 
 • 
 
 sation, and duties. Providing that teachers holding state certificates 
 shall be paid minimum salary of $30 per month. 
 
 Sec. 11, chap. 835, Mar. 9, 1907. 
 
 778. North Carolina: Amending sec. 4163, chap. 85, Revisal, 1905, relative to 
 qualifications of teachers. 
 
 Inserting provision relative to recognition of state certificates. 
 
 Sec. lj, chap. 835, Mar. 9, 1907. 
 
 779*. Ohio: Repealing, and reenacting with amendments, secs. 4073 and 4081, 
 Revised Statutes (1905), relative to the granting and revocation of teach- 
 ers’ certificates, age limit, and hearing on revocation of certificates in 
 counties and in city school districts. 
 
 Minor modifications of the conditions of renewal of certificates without 
 examination. Professional certificates — i. e., those issued for five or eight 
 years — to be valid in any county in the State; when granted by a city 
 board of examiners, in any city in the State. Providing for certificates 
 without formal examination, except in theory and practice of teaching 
 and in the science of education, to graduates of schools for training of 
 teachers and colleges and universities. Providing also for temporary 
 certificates. 
 
 H. B. 453, p. 350, May 9, 1908. 
 
 780. South Dakota: See enactment No. 100. 
 
 D 781. Texas (1906) : In prosecution for fraudulently using questions prepared 
 by the state superintendent of public instruction for the examination of 
 teachers for certificates, evidence examined, and held insufficient to sus- 
 tain a conviction. — Felder v. State, 97 S. W., 701; Fulsom v. Same, 98 S. 
 W., 853. 
 
 Evidence held insufficient to sustain a conviction for fraudulently pro- 
 curing and using questions prepared by the superintendent of public 
 instruction for teachers’ examinations. — Felder v. State, 97 S. W., 701. 
 
 An instruction authorizing a conviction of defendant if he unlawfully 
 procured and used the questions prepared by the superintendent of public 
 instruction for teachers’ examinations was erroneous for failure to charge 
 that the questions must have been fraudulently used. — Ihid. 
 
 Acts, twenty-ninth legislature, p. 296, chap. 124, sec. 124a, making it a 
 penal offense for an applicant for a teacher’s certificate, prior to examina- 
 tion, to procure or fraudulently use the questions previously prepared 
 by the state superintendent to be used in the examinations, is not in- 
 valid because it does not eliminate in terms county superintendents of 
 public instruction and boards of examiners from having and using the 
 questions prepared by the superintendent of public instruction. — Felder v. 
 State, 97 S. W., 701. 
 
 D 782. Texas (1906) : Acts, twenty-ninth legislature, p. 296, chap. 124, sec. 
 124a, making it a penal offense for an applicant for a teacher’s certificate, 
 prior to an examination, to procure or use the questions previously pre- 
 pared by the state superintendent and forwarded to the board of exam- 
 iners, to be used by them in examination, is included in the title to the 
 act, which is, “ Schools — providing for a complete system of public free 
 schools in Texas,” and in the phrase in the caption, “ providing for board 
 of examiners and the issuance of teachers’ certificates,” and is in com- 
 pliance with constitution, art. 3, sec. 35, relating to the title and caption 
 of acts.— Felder v. State, 97 S. W., 701. 
 
 783. Vermont: Amending sec. 660, Statutes, 1894, as amended by sec. 6, act 
 No. 19, Acts, 1896, and by sec. 7, act No. 25, Acts, 1902, relative to the 
 issuance of teachers’ certificates. 
 
 “ Sec. 660. A certificate which shall be valid until revoked by the offi- 
 cers granting the same may be issued by the concurrent action of the 
 superintendent of education and the examiner of teachers in the county 
 where the teacher last taught, to a person who has taught in the public 
 schools five hundred weeks; or to a person who is a graduate of an 
 approved college and who has devoted at least eight years to teaching 
 
132 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 in or superintending public schools in the State; also to a person who 
 has taught in the public schools of the State for two hundred weeks, 
 and has held certificates of the first grade for ten years, or certifi- 
 cates of the first and second grades for twelve years, or certificates of 
 the second or third grade, or their equivalents, for fourteen years, pro- 
 vided that in no case special certificates are included.” 
 
 Act No. 47, Nov. 9, 1906. 
 
 784. Washington: Amending sec. 2407, Annotated Codes and Statutes, 1897, 
 relative to the classification and issuance of teachers’ certificates. 
 
 Providing for permanent certificates under specified conditions to 
 holders of certain certificates. Providing also for the issuance of tem- 
 porary certificates by the superintendents of schools of certain cities. 
 
 Chap. 58, Mar. 4, 1907. 
 
 785. Washington: Providing for the holding of state certificates and life 
 diplomas. 
 
 Chap. 81, Mar. 7, 1907. 
 
 786. Washington: Relative to the certification of teachers in cities employing 
 400 or more teachers in the public schools thereof. 
 
 Creating a city board of examiners, prescribing their powers and duties, 
 and the conditions for granting the several grades of certificates. 
 
 Chap. 239, Mar. 18, 1907. 
 
 787. Washington: Amending sec. 139 (Code of Public Instruction), relative 
 to the issuance of state certificates without examination. 
 
 Sec. 12, chap. 240, Mar. 18, 1907. 
 
 788*. Wyoming: Amending and reenacting sec. 629, Revised Statutes, 1899, 
 as amended by sec. 3, chap. 90, Laws, 1903, relative to a state board of 
 examiners. Repealing sec. 631, Revised Statutes, 1899, as amended by 
 sec. 4, chap. 57, Laws, 1901, relating to the examination of teachers. 
 
 Providing for the issuing of teachers’ certificates by state superintend- 
 ent of public instruction ; also for the compensation of the members of the 
 state board of examiners. 
 
 Providing that state board of examiners shall recommend annually list 
 of books for the state reading circle for teachers and list of books suitable 
 for genera] reading by pupils. 
 
 Repealed sections relate to conduct of teachers’ examinations and the 
 issuing of certificates by county superintendent. 
 
 Chap. 65, Feb. 16, 1907. 
 
 (c) Teachers’ examinations and certificates: Special. 
 
 Aside from the two Wisconsin amendments (795) and (796), the 
 enactments of this group contain nothing of large interest. 
 
 789. Kansas: Authorizing county superintendents to issue temporary teachers’ 
 
 certificates. 
 
 Certificates to be valid until next quarterly examination. 
 
 Chap. 342, Mar. 7, 1907. 
 
 790. Vermont: Amending sec. 1, act No. 33, Acts, 1904, relative to the issuance 
 
 of special teachers’ certificates. 
 
 Sec. 1, act No. 43, Dec. 18, 1906. (Apr. 1, 1907.) 
 
 791. Vermont: Amending sec. 1, act No. 24, Acts, 1898, as amended by sec. 1, 
 
 act No. 26, Acts, 1900, relative to the issuance of special certificates to 
 kindergarten and primary teachers. 
 
 Sec. 2, act No. 43, Dec. 18, 1906. (Apr. 1, 1907.) 
 
TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 133 
 
 792. Vermont: Amending sec. 662, chap. 35, Statutes, 1894, as amended by 
 
 sec. 3, act No. 20, Acts, 1898, and by sec. 8, act No. 25, Acts, 1902, and by 
 sec. 1, act No. 35, Acts, 1904, relative to discretionary permits to teach. 
 
 Giving discretionary power to county examiner in the issuance of per- 
 mits to teach based upon examinations by town superintendents. 
 
 Act No. 48, Nov. 7, 1906. 
 
 793. Washington: Amending sec. 51, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to qualification of teachers. 
 
 Providing for recognition of temporary certificates granted by certain 
 city superintendents. 
 
 Sec. 6, chap. 240, Mar. 18, 1907. 
 
 794. Washington: Amending sec. 137 (Code of Public Instruction), relative to 
 
 teachers’ diplomas and certificates. 
 
 Providing for the issuance of temporary certificates by superintendents 
 of city schools in certain instances. 
 
 Sec. 11, chap. 240, Mar. 18, 1907. 
 
 795. Wisconsin: Amending sec. 458g, Statutes, 1898, and sec. 1, chap. 69, Laws, 
 
 1903, and making the said sec. 458q, Statutes, 1898, relative to legal quali- 
 fications of kindergarten teachers. 
 
 Giving diplomas from normal kindergarten training schools value as 
 certificates to teach in the first three years of the primary grades. Con- 
 struing “ primary grade ” as in sec. 1, chap. 248, Laws, 1905. 
 
 Chap. 317, June 21, 1907. 
 
 796. Wisconsin: Repealing, and reenacting with amendments, secs. 458a, 458b, 
 
 458d, 458g, and 458h, Statutes, 1898, as amended by chap. 171, Laws, 
 1901, and sec. 1, chap. 64, Laws, 1903, relative to the granting of state 
 teachers’ certificates and licenses by the state superintendent of public 
 instruction. 
 
 Providing for two years’ successful teaching experience within the 
 State as a condition for the issuance of unlimited state certificates to 
 holders of state certificates granted in other States; providing also for 
 special temporary licenses in such cases. 
 
 Providing for licenses and state certificates after one year of successful 
 experience to graduates of kindergarten training, or manual training, 
 and of domestic-science courses of normal schools, to graduates of the 
 full and elementary courses of the state normal schools, and to graduates 
 of the University of Wisconsin. University and normal-school diplomas 
 no longer to be countersigned by state superintendent. 
 
 Chap. 579, July 12, 1907. 
 
 (d) Teachers’ certificates: Validity; indorsement; registration; revocation. 
 
 The enactment in Iowa (798) relative to the validation of teachers’ 
 certificates issued in other States is of interest in connection with the 
 developing movement for increased reciprocity and a juster comity 
 between States in the matter of the certification of teachers. The step 
 taken by North Dakota (802), for the very evident protection of 
 school boards from teachers willfully violating contracts, reflects in a 
 striking way both ethical and economic circumstances. This enact- 
 ment is similar in intent to those of Oklahoma and Oregon in 1905. 
 The decision in the case of Stone v. Fritts, in Indiana (D 797), may 
 be regarded as one of the most interesting of the recent interpreta- 
 tions of the legal aspects of the issuance and revocation of teachers’ 
 certificates. 
 
134 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D 797. Indiana (1907) : °The statute authorizing the granting of a license to 
 teach in a public school may provide for its revocation under designated 
 contingencies. — Stone v. Fritts, 82 N. E., 792. 
 
 Burns’s Ann. Stat., 1901, sec 5905f, authorizing the county superin- 
 tendent of schools to revoke teachers’ licenses, held to justify the superin- 
 tendent to revoke only for the statutory causes, and if he acts on other 
 grounds, equity may intervene. — Ibid. 
 
 The utmost the holder of a teacher’s license may ask, as to proceedings 
 to revoke the license, is that they shall conform to the law authorizing 
 revocation. — Ibid. 
 
 Where a county superintendent has jurisdiction of a proceeding to 
 revoke a teacher’s license, his bias and want of judicial capacity are not 
 grounds for interference b^ the courts. — Ibid. 
 
 798*. Iowa: Empowering the board of educational examiners to validate 
 teachers’ certificates issued in other States. 
 
 Requirements for such certificates must be equal to requirements im- 
 posed within the State. 
 
 Chap. 149, Feb. 23, 1907. 
 
 799. Michigan: Amending sec. 15, act No. 194, Acts, 1889 (sec. 1826, Compiled 
 
 Laws, 1897), relative to life certificates to teach. 
 
 Minor provision concerning indorsement of certificates from other 
 States. 
 
 Act No. 125, June 5, 1907. 
 
 800. Michigan: Amending sec. 7, act No. 147, Acts, 1891 (sec. 4814, Compiled 
 
 Laws, 1897), relative to the suspension and revocation of teachers’ cer- 
 tificates. 
 
 Providing for procedure in revoking certificates by board of school 
 examiners and for temporary suspension of certificate by county com- 
 missioner of schools. Providing also for appeal to probate court. 
 
 Sec. 1, act No. 127, June 5, 1907. 
 
 801. Montana: Amending sec. 1520, Political Code, 1895, relative to the revoca- 
 
 tion of state and life diplomas by the state superintendent of public 
 instruction. 
 
 Providing for revocation for any cause that would require the state 
 board of education to refuse to grant it if known at time diploma was 
 granted. Providing for the issuance of temporary state certificates by 
 state superintendent. 
 
 Chap. 9, Feb. 8, 1907. 
 
 802. North Dakota: Amending sec. 872, Revised Codes, 1905, relative to ex- 
 
 aminations and certificates of teachers. 
 
 Providing for revocation of certificate of teacher willfully violating 
 contract with school board. 
 
 Chap. 104, Mar. 12, 1907. 
 
 803. Oklahoma: Relative to teachers’ certificates. 
 
 Designating conditions of validity, indorsement, and revocation. 
 
 Chap. 77, H. B. 46, p. 668, Mar. 20, 1908. 
 
 804. Vermont: Amending sec. 4, act No. 25, Acts, 1902, relative to special 
 teachers’ certificates. 
 
 Authorizing issuance by examiner of teachers of special third instead of 
 special second grade certificates to holders of certificates from other 
 States. Adding provision that a “second special third grade certificate 
 shall not be issued until the applicant has received another first or second 
 grade certificate issued on examination.” 
 
 Sec. 2, act No. 44, Nov. 8, 1906. 
 
 See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 135 
 
 805. Vermont: Amending sec. 657, Statutes, 1894, as amended by sec. 5, act 
 
 No. 25, Acts, 1902, relative to the continuance of teachers’ certificates. 
 
 Sec. 1, act No. 47, Nov. 9, 1906. 
 
 806. Washington: Amending secs. 144 and 145 (Code of Public Instruction), 
 
 relative to renewal of teachers’ certificates. 
 
 Secs. 14 and 15, chap. 240, Mar. 18, 1907. 
 
 807. Wisconsin: Amending sec. 450a, Statutes, 1898, as created by sec. 2, 
 
 chap 439, Laws, 1901, relative to examinations and to transfer and re- 
 newal of teachers’ certificates. 
 
 Chap. 445, June 27, 1907. (July 1, 1907.) 
 
 (e) Teachers’ certificates; recognition of normal school and college or 
 
 university diplomas. 
 
 The enactments giving certification values to normal school and 
 college or university diplomas are in accord with well-established 
 educational practice. The enactments in Iowa (815), Kansas (816), 
 Louisiana (818), Maryland (819), Nebraska (821), Ohio (822), 
 Texas (823), and West Virginia (826-828) are representative. 
 
 The action taken by the State of Illinois (810-813), granting to 
 the normal schools of the State the right to confer degrees, is not 
 without great significance to all those who discern possible grounds 
 of controversy between normal schools and universities in the matter 
 of the training of teachers, especially for secondary schools. 
 
 808. Arkansas: See enactment No. 903. 
 
 809. Idaho : Empowering state board of <eduqation to authorize county superin- 
 
 tendents to grant teachers’ certificates to graduates of state normal 
 schools and to graduates of colleges and universities. 
 
 Requiring, in addition, successful teaching experience of twenty- 
 seven months. 
 
 H. B. No. 202, p. 255, Mar. 12, 1907. 
 
 810*. Illinois: Amending sec. 6, p. 299, Acts, 1857, providing for the establish- 
 ment and maintenance of a normal university. 
 
 Adding provision empowering the board of education, upon recom- 
 mendation of the faculty, to issue diplomas and confer professional 
 degrees 
 
 S. B. 390, p. 527, June 1, 1907. 
 
 811*. Illinois: Amending sec. 12, p. 63, Acts, 1895, relative to the establish- 
 ment and maintenance of the Eastern Illinois State Normal School. 
 
 Adding provision empowering board of trustees, on the recommendation 
 of the faculty, to issue diplomas and confer professional degrees. 
 
 “And the said board shall have the further power, on recommen- 
 dation of the faculty of said Eastern Illinois State Normal School, 
 to issue diplomas to such persons as shall have satisfactorily com- 
 pleted the required studies, and to confer such professional degrees 
 as are usually conferred by other institutions of like character for 
 similar or equivalent courses of study.” 
 
 S. B. 452, p. 522, June 1, 1907. 
 
 812*. Illinois: Amending sec. 12, p. 71, Acts, 1895, relative to the establish- 
 ment and maintenance of the Northern Illinois State Normal School. 
 
 Adding provision empowering board of trustees, on the recommenda- 
 tion of the faculty, to issue diplomas and confer professional degrees. 
 
 S. B. 454, p. 524, June 1, 1907. 
 
136 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 813. Illinois : Amending sec. 12, Acts, 1869, ' relative to the establishment and 
 maintenance of the Southern Illinois Normal University. 
 
 Adding provisions empowering board of trustees, upon recommendation 
 of the faculty, to issue diplomas and confer professional degrees. 
 
 S. B. 455, p. 527, June 1, 1907. 
 
 D 814. Indiana (1908) : An act approved March 7, 1905 (Acts, 1905, p. 492, 
 sec. 1; Burns’ Ann. Stat., 1905, sec. 5902a), provides that no person shall 
 be eligible to the office of county superintendent of schools unless he 
 shall hold a thirty-six months’ license, a sixty months’ license, or a life 
 or professional license to teach in the common schools of the State. The 
 act concerning common schools, approved March 6, 1899 (Acts, 1899, p. 
 488, chap. 214, sec. 1 ; Burns’ Ann. Stat., 1901, sec. 5905b ) , provides for 
 the issuance of a thirty-six months’ license and a sixty months’ license 
 by the state superintendent of public instruction. The act of 1899 
 (Acts, 1899, p. 243, chap. 143, sec. 7; Burns’ Ann. St., 1901, sec. 5905a) 
 provides for the issuance of a professional license on such examination 
 held by the county superintendent as may be prescribed by the state 
 board of education, and that such license shall issue only on the approval 
 of the state board. The school law of 1865 (Acts, 1865, p. 34, chap. 1, 
 sec. 155; Burns’ Ann. Stat., 1901, sec. 5851) provides for the issuance 
 of state certificates of qualification by the state board of education, 
 which shall entitle the holders to teach in any of the schools of the State 
 without further examination and be valid during the lifetime of the 
 holders. The act approved March 5, 1873 (Acts, 1873, p. 199, chap. 86, 
 sec. 3; Burns’ Ann. Stat., 1901, sec. 6049), in amendment of and supple- 
 mental to the original act creating the State Normal School, authorizes 
 the board of trustees to grant certificates of proficiency to teachers com- 
 pleting the prescribed courses of study, and provides that two years 
 after graduation, satisfactory evidence of professional ability to instruct 
 having been received, such teachers shall be entitled to diplomas appro- 
 priate to such professional degrees as the trustees shall confer on them, 
 which diplomas shall be considered sufficient evidence of qualification 
 to teach in any of the schools of the State. Held, that a post-graduate 
 diploma, granted pursuant to the act approved March 5, 1873 (Acts, 
 1873, p. 199, chap. 86; Burns’ Ann. Stat., 1901, sec. 6049), to a graduate 
 of the State Normal School of two years’ standing, was not a life license 
 within the act approved March 7, 1905 (Acts, 1905, p. 492, chap. 163, 
 sec. 1 ; Burns’ Ann. Stat., 1905, sec. 5902a ) . — Benham v. Bradt, 84 
 N. E., 1084. 
 
 815. Iowa: Empowering state board of educational examiners to issue state 
 
 certificates to graduates of higher institutions of learning. 
 
 Certificates to be issued upon evidence of fitness required by sec. 2629, 
 Code Supplement, 1902; valid for five years; renewal. (Additional to 
 chap. 2, tit. 13, Code, 1897, and chap. 122, Laws, 1906.) 
 
 Chap. 148, Apr. 13, 1907. 
 
 816. Kansas: Relative to qualifications of teachers in common school districts 
 
 employing ten or more teachers. 
 
 Providing for examining committee and prescribing qualifications of 
 teachers. “ And no person except one who holds a diploma or a certifi- 
 cate from the state board of education or a diploma from the state 
 normal school shall be elected by such [district] board as a teacher who 
 can not produce a certificate from the examining committee, and setting 
 forth that such person is competent to teach in such department of said 
 school as may be stated in the certificate and is a person of good moral 
 character ; and provided, that a person holding such state diploma, state 
 certificate or state normal school certificate or a certificate granted by 
 the aforesaid examining committee shall not be required to take any 
 county teachers’ examinations.” Chap. 340, Mar. 9, 1907. 
 
 817. Louisiana: Fixing the status of diplomas and degrees granted by the 
 
 Louisiana State University and Agricultural and Mechanical College. 
 
 Entitling holders to same rights, immunities, and privileges in the 
 State as holders of diplomas and degrees of any other institution of 
 learning whatsoever. Act. No. 93, July 1, 1908. 
 
TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. 137 
 
 818. Louisiana: Amending and reenacting sec. 59, act No. 214, Acts, 1902, as 
 amended by act No. 133, Acts, 1906, relative to the recognition of certain 
 diplomas as teachers’ certificates. 
 
 Providing for recognition of diplomas of Teachers’ College, Tulane 
 University, and of teachers’ training departments having an approved 
 curriculum. Act No. 174, July 3, 1908. 
 
 819*. Maryland: Adding sec. 122E, Public General Laws, 1904, relative to the 
 granting of teachers’ certificates to holders of diplomas from approved 
 colleges and universities. 
 
 Chap. 635, p. 228, Apr. 6, 1908. (Aug. 1, 1908.) 
 
 820. Michigan: Amending sec. 1, No. 126, Acts, 1893 (sec. 4805, Compiled 
 Laws, 1897 ) , relative to granting of teachers’ certificates. 
 
 Empowering state board of education to grant teachers’ certificates 
 (formerly “shall grant”) without examination to holders of bache- 
 lors’, masters’, or doctors’ degrees from four-year colleges in State. 
 Prescribing, in addition to the previous requirement of instruction in 
 science and art of teaching, that such students “ shall have had oppor- 
 tunity for observation of the actual work done in the grades of and 
 high schools of public schools.” Annulment of certificate by state 
 board of education only for cause after a personal hearing of the case. 
 
 Act No. 112, May 28, 1907, 
 
 821*. Nebraska: Repealing and reenacting with amendments secs. 11141, 
 11142, 11143, 11144, and 11145, and repealing sec. 11146, chap. 51, Cobbey’s 
 Annotated Statutes, 1903, relative to state teachers’ certificates. 
 
 Providing that colleges or universities in the State shall from year 
 to year maintain entrance requirements, degree requirements, and pro- 
 fessional study requirements equivalent to those of the University of 
 Nebraska before graduates shall be entitled to receive certificates to 
 teach. State superintendent of public instruction to satisfy himself 
 by personal inspection or by personal inspection of the state board of 
 
 . examiners for life certificates that said requirements have been main- 
 tained. Providing for signing of certificates by authorities of institutions. 
 All such certificates subject to the provisions for lapsing prescribed in sec. 
 11114c, Cobbey’s Supplement, 1905. 
 
 Making similar provisions for the recognition of the graduates of 
 colleges, universities, and normal schools maintaining courses equiva- 
 lent to the courses given in state normal schools. Provisions concern- 
 ing inspection, entrance requirements, and so on. 
 
 Prescribing sundry other conditions for institutions designated. 
 
 Chap. 123, Apr. 8, 1907. 
 
 822. Ohio: See enactment No. 77 9. 
 
 823. Texas: Validating the diploma of the “Texas Industrial Institute and 
 
 College for the Education of White Girls of the State of Texas in the 
 Arts and Sciences,” as a first grade state teacher’s certificate ; providing 
 for the validation or extension of such diploma as a permanent state 
 teacher’s certificate ; and authorizing school trustees to employ the hold- 
 ers of such diplomas as teachers, and to pay them from the state, county, 
 and local funds. 
 
 Chap. 68, Apr. 5, 1907. 
 
 824. Utah: Amending sec. 3, chap. 71, Laws 1905, relative to the issuance of 
 teachers’ temporary certificates by the state board of education. 
 
 Permitting board to grant certificates valid for two years, without 
 examination, to graduates of normal training schools of high standard. 
 
 Chap. 42, Mar. 14, 1907. 
 
 825. Washington: See enactment No. 112. 
 
138 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8, 
 
 826. West Virginia: Amending and reenacting sec. 85, chap. 45, Code, 1906, 
 
 relative to the West Virginia University and the value of a diploma 
 issued from said institution. 
 
 Giving to such diploma a value equivalent to a first-grade certificate 
 for a period of five years. “ Provided, that the person obtaining such 
 diploma shall have completed not fewer than six courses in the depart- 
 ment of education of said institution.” 
 
 Chap. 24, Feb. 11, 1908. 
 
 827. West Virginia: Amending and reenacting sec. 58, chap. 45, Code, 1906, 
 
 relating to the state normal school and its branches and the value of a 
 diploma issued therefrom. 
 
 Diploma to be equivalent to first-grade certificate for a period of five 
 years; graduates of branch normal schools to have same rights and 
 privileges as graduates of Marshall College (West Virginia State Normal 
 School). 
 
 Chap. 24, Feb. 14, 1908. 
 
 828. West Virginia: Amending and reenacting subsec. 11, sec. 98b, chap. 45, 
 
 Code, 1906, relative to the West Virginia colored institute. 
 
 Providing for diplomas for pupils completing course of study in the 
 normal department. Diploma equivalent to first-grade certificate in 
 duplicate for a period of five years. 
 
 Chap. 25, Feb. 25, 1908 
 
 (f) Teachers’ Associations. 
 
 829. Wisconsin: Amending sec. 335e, Statutes, 1898, as amended, relating to 
 printing the proceedings of the Wisconsin Teachers’ Association. 
 
 3,000 [formerly 1,500] copies of proceedings to be printed. 
 
 Chap. 184, June 6, 1907. 
 
 F. TEACHERS: EMPLOYMENT, ETC. 
 
 (a) Employment; contract; appointment; dismissal. 
 
 The enactments grouped under this heading vary apparently in 
 wide degree as to their aim, yet all possess the common characteristic 
 which justifies their classification in this manner. The amendment 
 in Alabama (830) as to the contracts of teachers is typical of a move- 
 ment wherever the county has become the unit of school organization 
 and a county board of education organized. The legislative sanction 
 for the extension of the tenure of office of principals and superin- 
 tendents in Missouri (843) is one that will admit of imitation 
 throughout the country. The provision of the Louisiana (838) 
 amended statute providing that the marriage of a woman teacher at 
 any time shall ipso facto vacate her position, will be read with interest 
 in connection with the former decision of the New York court of 
 appeals, to which reference is made in New York (847). Michigan 
 (841) followed the example of Massachusetts by enacting a measure 
 establishing a bureau of information and employment for school 
 officers and teachers. Massachusetts (840) amended her original act 
 
teachers: employment, etc. 
 
 139 
 
 upon this topic so as to remove the requirement for the payment of 
 a registration fee. 
 
 The North Carolina (850) provision relative to the dismissal of 
 teachers without hearing, and the Maryland decision (D839), will 
 have a wholesome result in establishing more reasonable relations 
 between employing boards and employed teachers. The decisions 
 in California (D834), Indiana (D836, D837), and Illinois (D835), 
 offer interesting commentaries upon some current practices. 
 
 830. Alabama: Amending sec. 9, act No. 365, p. 289, Laws, 1903, providing for 
 the redistricting and management of the public schools. 
 
 Providing that teachers’ contracts shall be made by county board of 
 education upon nomination of district trustees. County board of educa- 
 tion to perform duties of district trustees whenever latter fail to act. 
 
 Sec. 2, act No. 358, p. 478, July 17, 1907. (Sec. 1699, Code, 1907.) 
 
 D 831. Alabama (1906) : As sec. 10 of the act (Laws, 1903, p. 292) makes it 
 the duty of the district trustees to employ teachers subject to the approval 
 of the county board, sec. 11 does not deprive the trustees of the right to 
 employ a teacher subject to such approval, nor authorize the board to em- 
 ploy one. — Gibson v. Mabrey, 40 So., 297. 
 
 D 832. California (190^) : Under Stat., 1907, p. 621, chap. 15, art. 9, sec. 5, 
 authorizing the board of education of a city to employ, pay, and dismiss 
 teachers, and sec. 14, p. 624, of said article, providing that teachers 
 elected to permanent positions, who are reported upon favorably 
 by a majority of the committee on classification, shall retain their posi- 
 tions for the ensuing year without reelection, and shall be removed 
 only for cause; the board of education has the right to remove any 
 teachers, including those elected to permanent positions, at will, except 
 such teachers holding permanent positions as have been favorably re- 
 ported upon by the committee on classification. — Stockton v. Board of 
 Education of City of San Jose, 78 P., 730; 145 Cal., 246. 
 
 Nor does the further provision of sec. 5 of said article and act to the 
 effect that no election of a teacher shall be construed as a contract, 
 either as to the duration of time or amount of wages, give the teacher 
 any great right or security from removal, but the object of such pro- 
 vision is to protect the city against a claim that a teacher is entitled 
 to serve for any particular time or at any particular compensation. — Ibid. 
 
 Under Stat., 1897, pp. 621, 624, chap. 15, art 9, secs. 5 and 14, empower- 
 ing the board of education of a city to dismiss teachers, but providing 
 that teachers elected to permanent positions and reported upon favorably 
 by a majority of the committee on classification shall be removed only 
 for cause, any irregularity in the proceedings of the classification com- 
 mittee can not avail a teacher who has not been favorably reported by 
 that committee, in proceedings to regain her position. — Ibid. 
 
 D 833. California (1905) : Under Pol. Code, secs. 1791, 1793, and the charter 
 of San Francisco, the board of education may investigate charges and 
 remove a teacher thereon, although such charges are not preferred by the 
 superintendent. — McKenzie v. Board of Education of City and County of 
 San Francisco, 82 P., 392. 
 
 D 834. California (1907) : Where school trustees in their individual capacity 
 agree with one to employ him as a teacher and afterwards in regular ses- 
 sion as a board repudiate or disregard the agreement, such person is 
 without redress, since the agreement was void, as against public 
 policy. — McGinn v, Willey, 91 P., 423. 
 
 D835. Illinois (1906) : A contract between the board of education of a school 
 district, authorized by 3 Priv. Laws, 1867, p. 321, to manage and control 
 the common schools and employ and discharge teachers, and fix their 
 salaries, and the state board of education, whereby the State Normal 
 
140 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 University is permitted to furnish teachers not having the usual legal 
 qualifications for certain classes, and critic teachers are to be employed 
 by the state board and public school board acting concurrently, who are 
 paid in part by the school district, is void. — Lindblad v. Board of Educa- 
 s tion of Normal School Dist., 77 N. E., 450; 221 111., 261, reversing judg- 
 ment (1905), 122 111. App., 617. 
 
 D836. Indiana (1904) : Burns’ Ann. Stat., 1901, sec. 5989a, provides that all 
 contracts with school-teachers shall be in writing, and that no action shall 
 be brought on any contract not made in conformity with the act. Held 
 that, where services were rendered by a school-teacher under an oral 
 employment, he could not recover therefor on a quantum meruit, not- 
 withstanding the services were necessary, acceptable, and beneficial to 
 the school corporation. — Lee v. York School Tp. of Elkhart County, 71 
 N. E., 956. 
 
 D 837. Indiana (1904) : The provision of Burns’ Ann. Stat., 1901, sec. 5989a 
 (Acts Gen. Assem. 1899, p. 173, chap. Ill), requiring all contracts for 
 the employment of school-teachers to be in writing and signed by both 
 parties, is mandatory. — Taylor v. School Town of Petersburg, 72 N. E., 
 159. 
 
 838. Louisiana: Amending and reenacting sec. 74, act No. 81, Acts, 1888, rel- 
 ative to free public schools in the city of New Orleans. 
 
 Teachers and principals now or hereafter employed to be considered 
 permanent employees and removable only for cause: “ Provided , That 
 the marriage of a female teacher at any time shall ipso facto vacate 
 her position.” 
 
 Act No. 166, July 2, 1908. 
 
 D 839*. Maryland (1906) : Code Pub. Gen. Laws, 1904, art. 77, sec. 53, authorizes 
 the board of school trustees to remove teachers at their election after 
 notice in writing, giving, when required by the teacher so notified, the 
 reasons for dismissal. Held, that letters notifying a teacher that the 
 trustees believed it for the best interests of the school that her services 
 be dispensed with did disclose the reasons for her dismissal and were 
 insufficient. — Underwood v. Board of County School Commissioners of 
 Prince George County, 63 A., 221 ; 103 Md., 181. 
 
 840. Massachusetts: Amending sec. 1, chap. 399, Acts, 1906, relative to the 
 
 registration of teachers with the state board of education. 
 
 Removing requirement for payment of fee of two dollars. 
 
 Chap. 213, Mar. 16, 1907. 
 
 841. Michigan: Providing for the establishment in the office of the superin- 
 
 tendent of public instruction of a bureau of information for the benefit 
 of school officers, superintendents, and teachers. 
 
 Providing that teachers desiring employment may register in the 
 bureau of information. Fee, $1. Information bureau to be free to school 
 officers, superintendents, and teachers. Recommendation of teacher not 
 obligatory. 
 
 Act No. 251, June 27, 1907. 
 
 D 842. Michigan (1906) : A provision in a contract between a school district 
 and a teacher, authorizing the teacher’s dismissal at any time on thirty 
 days’ notice, was not beyond the power of the district. — Dees v. Board 
 of Education of City of Detroit, 109 N. W., 39 ; 146 Mich., 64 ; 13 Detroit 
 Leg. N., 696. 
 
 843*. Missouri: Amending sec. 9864, art. 2, chap. 154, Revised Statutes, 1899, 
 relative to city, town, and village schools. 
 
 Providing that the board of directors of a city, town, or village school 
 district by “ unanimous vote may elect a principal or a superintendent for 
 a term of two years, providing such principal or superintendent has 
 previously been annually elected to said position and has served in said 
 capacity for at least two successive years.” 
 
 S. B. No. 164, p. 427, Mar. 6, 1907. 
 
teachers: employment, etc. 
 
 141 
 
 844. New Jersey: See enactment No. 3 M. 
 
 D845. New York (1906) : The board of education of the city of New York 
 may dispense with the services of a teacher or any of its clerical force, 
 if they are unnecessary, without the preferment of charges against the 
 incumbent and without passing a resolution formally abolishing the 
 position. — People v. Board of Education of City of New York, 99 N. Y. S., 
 737 ; 114 App. Div., 1. 
 
 D846. New York (1906) : Under Greater New York charter, Laws 1901, p. 
 483, chap. 466, sec. 1101, providing that all school officers or other em- 
 ployees appointed by the board of education before the act took effect 
 should continue to hold their respective positions, etc., subject to change 
 of title, etc., and subject to the right of the board of education to abolish 
 unnecessary positions, the board has power, if a position becomes 
 unnecessary, either to abolish it or to transfer the incumbent to some 
 other position in the department; and hence the board had power, after 
 creating the position of additional auditor, to remove an appointee thereto 
 and transfer him to another department at a reduced salary, as fixed 
 by the board of estimate and apportionment. — People v. Board of Educa- 
 tion of City of New York, 99 N. Y. S., 737 ; 114 App. Div., 1. 
 
 D 847. New York (1906) : The by-laws of the board of education of the city 
 of New York provided that the marriage of a female teacher vacated 
 her position and that she could be removed therefor. The attention of 
 a teacher who had recently been married was called to this regulation by 
 the principal of the school in which she was teaching, and also by the 
 district superintendent. Upon their assurance that it would be necessary 
 for her to do so, she resigned. Held, that such resignation was not 
 obtained by fraud or duress, though the regulation in question was sub- 
 sequently held by the court of appeals illegal and void. — Grendon v. 
 Board of Education of City of New York, 100 N. Y. S., 253 ; 114 App. Div., 
 759. 
 
 D848. New York (1907) : The board of education of the city of New York 
 may dispense with the services of a teacher or any of its clerical force, 
 if they are unnecessary, without the preferment of charges against the 
 incumbent and without passing a resolution formally abolishing the posi- 
 tion. Order (1906) 99 N. Y. S., 737; 114 App. Div. 1, affirmed. — People 
 v. Board of Education of City of New York, 80 N. E., 1116 ; 187 N. Y., 535. 
 
 D 849. New York (1907) : The board of education of the city of New York 
 appointed a teacher to the position of teacher in an evening school. The 
 notice of appointment merely fixed the time of service. The teacher 
 accepted the appointment. Held, that both parties entered into the con- 
 tract with knowledge of the powers of the board, and the teacher could 
 not complain of the board reducing her compensation in the manner pre- 
 scribed by its by-laws. — Morris v. Board of Education of City of New 
 York, 104 N. Y. S., 949; 54 Misc. Rep., 605. 
 
 A teacher in an evening school is not a public officer, nor is he within 
 Laws, 1900, p. 1605, chap. 751, fixing the minimum salary of a day school- 
 teacher ; but he is employed to perform services for such compensation as 
 is fixed in the contract, and in the absence of any agreement as to com- 
 pensation, he can only recover what his services are reasonably worth. — 
 Ibid. 
 
 850. North Carolina: Amending sec. 4161, chap. 85, Revisal, 1905, relative to 
 
 the employment and dismissal of teachers. 
 
 Providing that school committee shall not dismiss teachers without 
 hearing. Sec. lh, chap. 835, Mar. 9, 1907. 
 
 851. North Dakota: Amending sec. 879, Revised Codes, 1905, relative to the 
 
 opening and closing of school. 
 
 Requiring teachers to exhibit certificates to clerk of the district school 
 board prior to receiving salary for the first month. 
 
 Sec. 7, chap. 95, Mar. 19, 1907. 
 
 D852. Ohio (1904) : Under Rev. Stat., sec. 4017, a board of education can not 
 lawfully employ a teacher for a term which would expire after the term 
 
142 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 of office of every member of the board employing him had expired by 
 law. — Board of Education of Canton v. Walker, 72 N. E., 898; 71 Ohio 
 St., 169. 
 
 853. Virginia: Repealing sec. 1500, Code, 1904, relative to employment of more 
 than one teacher in district schools when enrollment reached 40 pupils. 
 
 Chap. 396, Mar. 16, 1906. 
 
 (b) Teachers’ Salaries. 
 
 The movement for better salaries through the provision of more 
 adequate supporting funds, and through the establishment of mini- 
 mum salary schedules, gains headway each biennium. The provision 
 in California (855) fixing a minimum proportion of school funds to 
 be applied exclusively for the payment of teachers’ salaries, the re- 
 vised minimum salary laws of Indiana (857), of Pennsylvania (869), 
 and of West Virginia (54), and the new minimum salary schedules 
 of Maryland (858) and North Carolina (777), will be noted as posi- 
 tive evidences of the current trend of this matter. It has been 
 thought advisable to present in full the several minimum salary meas- 
 ures of Indiana in order to display the development of the idea in 
 that State. 
 
 The provision of the revised school code of New Mexico (859) 
 fixing a maximum salary for teachers presents a new aspect of the 
 matter of compensation as it seems to have developed in some quar- 
 ters. Undoubtedly this provision was rendered necessary by some 
 peculiar local situation. 
 
 854. Arizona: Amending par. 2240 (sec. 110, chap. 12, tit. 19), Revised Statutes, 
 1901, relative to payment of teachers’ salaries. 
 
 Providing that only holders of legal certificates or diplomas in force 
 for the full term for which payment is demanded shall be entitled to the 
 same. County superintendent made liable for illegal warrants. 
 
 Sec. 4, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 855*. California: Amending sec. 1622, Political Code, 1906, relative to use of 
 state and county school moneys for the payment of teachers’ salaries. 
 
 Extending application of section to city boards of education ; providing 
 that 40 per cent only of county school money shall be used for purposes 
 specified and all of state school money and at least 60 per cent of county 
 school money shall be applied exclusively for the payment of teachers’ 
 salaries in primary and grammar schools. 
 
 Chap. 86, Mar. 5, 1907. 
 
 856. Delaware: See enactment No. 615. 
 
 857*. Indiana: Classifying and regulating the minimum wages of teachers in 
 the public schools. 
 
 “ Section 1. Be it enacted * * * That the daily wages of teachers 
 
 for teaching in the public schools of the State shall not be less, in case 
 of beginning teachers, than an amount determined by multiplying 2£ 
 cents by the general average given such teacher in his highest grade of 
 license at the time of contracting. For teachers having had a successful 
 experience for one school year of not less than six months, the daily 
 wages shall not be less than an amount determined by multiplying 3 cents 
 by the general average given such teacher on his highest grade of license 
 
teachers: employment, etc. 
 
 143 
 
 at the time of contracting. For teachers having had a successful ex- 
 perience for three or more school years of not less than six months each, 
 the daily wages shall not be less than an amount determined by mul- 
 tiplying 3£ cents by the general average given such teacher on his highest 
 grade of license at the time of contracting. All teachers now exempt 
 or hereafter exempt from examination shall be paid, as daily wages for 
 teaching in the public schools, not less than an amount determined by 
 multiplying 3 cents by the general average of scholarship and success 
 given such teacher: Provided, That the grade of scholarship accounted 
 in each case be that given at the teacher’s last examination, and that 
 the grade of success accounted be that of the teacher’s term last pre- 
 ceding the date of contracting : And, providing, further, That 2 per cent 
 shall be added to the teacher’s general average of scholarship and success 
 for attending the county institute the full number of days, and that said 
 2 per cent shall be added to the average scholarship of beginning teachers. 
 
 “ Sec. 2. The qualifications required for teaching for the different 
 classes shall be as follows : 
 
 “ (a) A teacher without experience: Shall be a graduate of a high 
 school or its equivalent. Shall have had not less than one term of 
 twelve weeks’ work in a school maintaining a professional course for 
 the training of teachers. Shall have not less than a twelve months’ 
 license. 
 
 “ (6) A teacher with one school year’s experience: Shall be a graduate 
 of a high school or its equivalent. Shall have had not less than two 
 terms or twenty-four weeks’ work in a school maintaining a professional 
 course for the training of teachers or the equivalent of such work. Shall 
 have not less than a two years’ license. Shall have a success grade. 
 
 “(c) A teacher with three or more years’ successful experience: Shall 
 be a graduate of a high school or its equivalent. Shall be a graduate 
 from a school maintaining a professional course for the training of 
 teachers, or its equivalent. Shall have a three years’ license or its 
 equivalent. Shall have a success grade. 
 
 “ Provided, That for teachers already in the service, successful ex- 
 perience in teaching shall be accepted as an equivalent for high school 
 and professional training, as required by all the above classifications. 
 
 “ Sec. 3. If any school officer shall pay to any teacher for school serv- 
 ices at a rate less than that fixed by this act, he shall be fined in any 
 amount not exceeding $100 and shall be liable in a civil action for wages 
 to such teacher at the rate provided in this act, which may be recovered 
 by such teacher, together with an attorney’s fee of $25, in any court of 
 justice of competent jurisdiction. 
 
 “ Sec. 4. It shall be the duty of the state board of education, from 
 time to time, to provide regulations which shall define the words ‘ high 
 school ’ and ‘ equivalent ’ in this act, it being the intent hereof that only 
 such schools be recognized as high schools as maintain a standard of 
 scholarship and efficiency and course of study to the approval of the 
 state board of education, and that the word * equivalent ’ as used in this 
 act shall mean such a course of study or training or the ability to pass 
 such an examination as in the judgment of the state board of education 
 would as fully qualify the applicant for teaching as the qualification of 
 high school or normal school work and the license respectively named 
 above requires.” a 
 
 Chap. 101, Mar. 2, 1907. (Aug. 1, 1908.) 
 
 ° For the purpose of exhibiting the development of the minimum salary law in Indiana, 
 the original law of 1901, together with the law as modified in 1903, is also presented : 
 
 INDIANA MINIMUM SALARY LAW OF 1901. 
 
 Section 1. Be it enacted * * *, That the daily wages of teachers for teaching in 
 
 the public schools and attending county and township institutes shall not he less than 
 an amount determined by multiplying ‘2J cents by the general average of scholarship 
 and success given the teacher on his highest grade of license at the time of contracting : 
 Provided, That only the general average of scholarship shall be used in determining the 
 wages of beginning teachers. 
 
 Sec. 2. School officers who shall be adjudged guilty of violating any of the provisions 
 of this act shall be fined in any amount not exceeding one hundred dollars ($100) for 
 each offense. Chap. 245, Mar. 12, 1901. 
 
 (Footnote continued on succeeding page.) 
 
144 
 
 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 858*. Maryland: Adding sec. 122$, Public General Laws, 1904, relative to mini- 
 mum salaries for public school teachers. 
 
 “ Section 122$. That all white teachers holding a first-class teachers’ 
 certificate and having taught for a period of three years in any of the 
 Public Schools of the State of Maryland, shall receive as a salary not 
 less than $350 per annum, and provided further that if such teacher 
 holds a first-class certificate and has taught in the public schools of 
 Maryland for a period of five years, he or she shall receive as a salary not 
 less than $400 per annum; and provided further that if a teacher holds 
 a first class certificate and has taught in the public schools of Maryland 
 for a period of eight years he or she shall receive as a salary not less 
 than $450 per annum, and provided that if a teacher holds a second 
 class certificate and has taught in the public schools of Maryland for 
 a period of eight years he or she shall receive as a salary not less than 
 $350 per annum and the County Commissioners of the several Counties 
 shall levy a sufficient amount to meet the increase of salaries provided 
 for in this Act.” 
 
 Chap. 635, p. 226, April 6, 1908. (Aug. 1, 1908.) 
 
 859*. New Mexico: Revising and systematizing the school laws. 
 
 “ Teachers’ wages . — From and after September 1, 1907, the maximum 
 salary that shall be paid to any teacher employed to teach in the public 
 schools in this Territory holding a certificate not higher than the third 
 grade shall be fifty ($50) dollars per month; the maximum salary 
 that shall be paid to a holder of a certificate not higher than a second 
 grade shall be seventy-five ($75) dollars per month: Provided, That 
 permits shall in no case be classed as higher than a third grade certifi- 
 cate, but if a holder of a permit shall secure a regular teachers’ certifi- 
 cate during the term for which he is engaged, the salary for the entire 
 term may be fixed in accordance with the grade of said certificate; 
 Provided, further, That a teacher employed in any of the public schools 
 of this Territory shall be entitled to full pay for a period not to exceed 
 one month during which the school may be closed by the board of 
 school directors, board of education, or board of health, on account of 
 loss by fire, danger from contagious disease, or other similar cause; and 
 that every teacher employed in the public schools of this Territory shall 
 be entitled to full pay for every legal holiday that may occur during 
 the school term on any regular school day, and for the entire period 
 of the Christmas holiday vacation not to exceed fifteen days when 
 such vacation shall occur during the school term covered by the 
 contract. These provisions shall apply to the public schools in cities, 
 towns, and villages as well as in rural districts. Any school director, 
 member of board of education, or other person violating the terms of 
 
 (Footnote — Continued. ) 
 
 INDIANA MINIMUM SALARY LAW AS MODIFIED IN 1903. 
 
 Section 1. Be it enacted, * * * That the daily wages of teachers for teaching in 
 
 the public schools of the State shall not be less in the case of beginning teachers than 
 an amount determined by multiplying 2\ cents by the scholarship given said teacher 
 on his highest grade of license at the time of contracting; and after the first school term 
 of any teacher, said teacher’s daily wages shall not be less than an amount determined 
 by multiplying 21 cents by the general average of scholarship and success given the 
 teacher on his highest grade of license at the time of contracting ; and after three years 
 of teaching said wages shall not be less than an amount determined by multiplying 2? 
 cents by the general average of scholarship and success given the teacher on his highest 
 grade of license at the time of contracting : Provided, That 2 per cent shall be added to 
 a teacher’s general average of scholarship and success for attending the county institute 
 the full number of days and that said 2 per cent shall be added to the average scholarship 
 of beginning teachers. 
 
 Sec. 2. All teachers now exempt, or hereafter exempt from examination, shall be paid 
 as daily wages for teaching in the public schools of the State not less than an amount 
 determined by multiplying 2% cents by the general average of scholarship and success 
 given said teachers : Provided, That the grade of scholarship counted in each case be that 
 given at the teacher’s last examination, and that the grade of success counted be that of 
 the teacher’s term last preceding the date of contracting. 
 
 Sec. 3. All school officers shall comply with the provisions of this act and shall pay 
 the teachers employed by them no less than such au amount as shall be determined by 
 sections 1 and 2 of this act. School officers who shall be adjudged guilty of violating 
 any of the provisions of this act shall be fined in affiy amount not exceeding $100 for such 
 offense. The state superintendent of public instruction is hereby authorized to bring 
 action against any school officer violating any of the provisions of this act. 
 
 Chap. 242, Mar. 11, 1903. 
 
teachers: employment, etc. 
 
 145 
 
 this Section shall, upon conviction in a court of competent jurisdiction, 
 he fined in the sum not less than ten ($10) dollars nor more than one 
 hundred ($100) dollars, or imprisonment for a term not less than ten 
 days nor more than ninety days, and may be removed from office by 
 proper procedure.” 
 
 Sec. 26, chap. 97, Mar. 21, 1907. 
 
 D860. New York (1906) : 0 Where teachers in a public school refuse to comply 
 with the regulations forbidding the use of religious dress in the schools 
 after notice thereof, they forfeit their right to further compensation 
 under their contract of employment. — O’Connor v. Hendrick, 77 N. E., 
 612. 
 
 D 861. New York (1907): Greater New York Charter, Laws, 1897, p. 392. 
 chap. 378, sec. 1086, provided that all yearly contracts of school-teachers 
 should be continued until the expiration of the yearly term named therein. 
 Sec. 1091 (p. 394) continued the salaries as fixed and paid at the date of 
 the consolidation of the different boroughs under the charter until new 
 schedules should be adopted by the borough boards. Sec. 1117 (p. 404) 
 provided that all public-school teachers in any part of the city of Greater 
 New York should continue to hold their positions and be entitled to such 
 compensation as was then provided by the various school boards, sub- 
 ject to reassignment or to removal for cause. Laws, 1900, p. 1607, chap. 
 751, sec. 4, amending its charter of 1897 (Laws, 1897, p. 394, chap. 378, 
 sec. 1091), provided that no female teacher of a girls’ graduating class 
 should after ten years’ service receive less than $1,440 per annum. Held 
 that, after ten years of service, a female teacher who taught a girls’ 
 graduating class, both before and after the consolidation, as well as at 
 the time of the going into effect of chap. 751, became entitled by such 
 act to a salary of $1,440 per annum, and upon retirement to a pension 
 of half that amount ; and the fact that during part of the time she taught 
 in connection with a graduating class a class not so far advanced did 
 not affect her right. — Moore v. Board of Education of City of New York, 
 106 N. Y. S., 983. 
 
 862. North Carolina: See enactment No. 148. 
 
 863. North Carolina: See enactment No. 777. 
 
 864. North Dakota: Making an appropriation to pay school-teachers teaching 
 
 under contract in school districts in unorganized territory, which school 
 districts were not lawfully organized, and providing manner of submitting 
 claims. 
 
 Appropriating $1,000. 
 
 Chap. 101, Mar. 5, 1907. 
 
 865. Ohio: See enactment No. 1435. 
 
 866. Ohio: Repealing, and reenacting with amendments, sec. 4091, Revised 
 
 Statutes (1905), relative to the compensation of teachers while attending 
 county institutes. 
 
 Including superintendents of schools. Providing rate of compensation 
 to be paid when institutes are held when schools are not in session. 
 
 H. B. 892, p. 451, May 9, 1908. 
 
 867*. Ohio: Appropriating $45,000 for assistance in the maintenance of weak 
 school districts. 
 
 To make minimum salary law effective. 
 
 H. B. 1302, May 9, 1908. 
 
 D868. Ohio (1906) : Where a board of education has employed teachers for 
 the district for the next ensuing school year, and such teachers, during 
 vacation and after their employment, attend the county institute during 
 
 “ See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
 63470—09 10 
 
146 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 the week, such board is authorized by Rev. Stat. 1906, sec. 4091, to pay 
 them for the institute week as an addition to their first month’s salary, 
 as fixed by the terms of their employment, and at the same rate, on pre- 
 sentation of the certificates prescribed by said section. — Beverstock v. 
 Board of Education of Bowling Green City School Dist. of Wood County, 
 78 N. E., 1007 ; 75 Ohio St., 144. 
 
 869. Pennsylvania: Fixing the salaries of common-school teachers, in districts 
 receiving state appropriation, at no less than $40 per month where 
 teacher holds a provisional certificate, and at not less than $50 per month 
 in all cases where the teacher holds a professional, permanent, or normal- 
 school certificate and has had two years’ experience and obtained a cer- 
 tificate of proficiency in practice from the superintendent in charge of said 
 teacher, and providing payment by the State for the increase in salary. 
 
 “ Section 1. Be it enacted, etc., That from and after the passage of 
 this act, the salary of common-school teachers, in districts of this Com- 
 monwealth receiving State appropriation, shall be no less than fifty dollars 
 per month in all cases where the teacher holds a professional, permanent, 
 or normal school certificate, and has had two years practice, and presents 
 a certificate of proficiency in said practice, for said time, from the 
 superintendent in charge of said teacher. 
 
 “ Sec. 2. That the minimum salary shall be forty dollars for all 
 teachers holding certificates of less grade than required under section one 
 of this act. And that the State shall pay the amount of increase in all 
 salaries that are provided for under this act, and over the amount of 
 salary paid in each school district in this Commonwealth in one thousand 
 nine hundred and six, and said increase shall be paid out of the increased 
 appropriation for the common schools. 
 
 “ Sec. 3. The president and secretary of school districts, where the 
 prescribed salary is greater than that paid for the school year beginning 
 June, one thousand nine hundred and six, shall certify under oath to the 
 State Superintendent of Public Instruction, on blanks prepared by him, the 
 number of teachers, with the salary paid to each, in one thousand nine 
 hundred and six ; the number of teachers, with the salary paid each, for 
 the year for which the report is made ; also the number of months in the 
 school term for said year. In order that any district may participate in 
 this additional appropriation its report must be filed in the Department 
 of Public Instruction on or before the first Monday of October, one thou- 
 sand nine hundred and seven, and at the same time annually thereafter. 
 The total amount payable to all the school districts in the State, on 
 account of the increase of teachers’ salaries as provided for in this act, 
 shall first be deducted from the total annual school appropriation, and 
 the balance of said appropriation shall be apportioned and distributed 
 among the several school districts, as provided for under existing laws. 
 The State Superintendent of Public Instruction shall, at the usual time of 
 paying the regular appropriation, pay to those districts, from the annual 
 school appropriation, an excess equal to the difference between the sal- 
 aries of the teachers for the school-year one thousand nine hundred and 
 six and the minimum salaries prescribed by this act. 
 
 “ Sec. 4. This act shall take effect the first of June, one thousand nine 
 hundred and seven.” 
 
 Amending act No. 118, Oct. 5, 1903. 
 
 Act No. 249, May 31, 1907. (June 1, 1907.) 
 
 D 870. Pennsylvania (1908) : a Act Feb. 12, 1869 (P. L. 150), creating the 
 central board of education of Pittsburg, gives no power to such board 
 to appoint a salary commission and delegate to it the power to examine 
 teachers and fix their salaries. — Houston v. Central Board of Education 
 of Pittsburg (Pa.), 68 A., 1036. 
 
 871. West Virginia: See enactment No. 277. 
 
 a See “ Recent decisions,” at the close of this bulletin, for complete text of decision. 
 
TEACHERS: EMPLOYMENT; ETC, 
 
 147 
 
 (c) Teachers’ pensions. 
 
 No phase of the practical as well as the professional side of educa- 
 tion seems to have received more widespread attention during the 
 biennium than that of teachers’ pensions. It has been thought desir- 
 able and advantageous to present in full a number of these new 
 pension measures ; both those relating primarily to certain cities, and 
 those contemplating a state wide application. For purposes of gen- 
 eral information, the incorporation of the existing retirement- fund 
 law of New York City has been thought justified. 
 
 The enactments in Louisiana (877) and Massachusetts (878) rela- 
 tive to the benefits of the retiring fund of the Carnegie Foundation 
 for the Advancement of Teaching are in all likelihood the forerunners 
 of similar enactments in other States during the coming biennium. 
 
 872. Connecticut: Making appropriation for the Connecticut Teachers’ An- 
 
 nuity Guild for the two years ending Sept. 30, 1909. 
 
 Special acts, No. 373, July 11, 1907. 
 
 873. Illinois: Providing for the contribution from interest on public school 
 
 funds to the public school-teachers’ and public school employees’ pension 
 and retirement funds in cities having a population exceeding one hundred 
 thousand inhabitants. 
 
 Providing that interest contributed shall not exceed, in any year, one 
 per cent of sums so levied for such purposes. 
 
 H. B. 842, p. 528, May 24, 1907. 
 
 874. Illinois : Providing for the formation and disbursement of a public school- 
 
 teachers’ pension and retirement fund in cities having a population 
 exceeding one hundred thousand inhabitants. 
 
 “ Section 1. Be it enacted, etc.. That hereafter in cities having a popu- 
 lation exceeding 100,000 inhabitants, there shall be created, established 
 and maintained, in the manner provided by this act, a public school- 
 teachers’ pension and retirement fund, under the management and control 
 of a board of trustees, to be elected as hereinafter provided. 
 
 “ Sec. 2. There shall, in every city in this State having a population 
 exceeding 100,000 inhabitants, be elected a board of trustees to have the 
 administration and control of a public school-teachers’ pension and retire- 
 ment fund, to be created and maintained in the manner provided by this 
 act. Such board of trustees shall consist of nine members, who shall each 
 hold office until his successor is elected as herein provided. The secre- 
 tary of the board of education of such city shall be ex officio a member of 
 said board of trustees ; in addition thereto there shall be elected annually 
 at the first meeting of the board of education in the month of October of 
 each year from said board two of its members to said board of trustees ; 
 and on the date of the first meeting of the said board of education held 
 in October, A. D., 1907, there shall be elected six members to said board 
 of trustees from the teachers’ force employed in said city; two for the 
 term of one year, two for the term of two years and two for the term of 
 three years, and on the date of the first meeting of said board of educa- 
 tion in the month of October of each year thereafter there shall in like 
 manner be elected two members to said board of trustees, who shall hold 
 their office for a term of three years. The election of the members of 
 said board of trustees by the board of education shall be by a majority 
 vote in such manner as they, the board of education, shall provide. The 
 election of the members to said board of trustees by the teaching force of 
 such city shall be by ballot at an election held by the board of education, 
 which shall conform as near as may be to the provisions of the law in 
 relation to school elections, and each person being a member of the teach- 
 
148 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 ing force of such city, and a contributer to said pension and retirement 
 fund shall be entitled to cast, at such election, one vote for each trustee 
 to be elected. Elections to fill vacancies may be held and called by the 
 board of education at the annual election : Provided , that the board of 
 education may fill vacancies occurring in the membership of said board of 
 trustees elected from said board of education at any regular meeting of 
 the board of education. 
 
 “ Sec. 3. Said board of trustees shall have charge of and (sic) admin- 
 istration of the public school-teachers’ pension and retirement fund of 
 such city, and shall have power to invest the same in such manner as it 
 shall deem most beneficial to said fund, but in the same manner and 
 subject to the same terms and conditions as township trustees are per- 
 mitted to invest school funds under the laws now in force or such as 
 shall hereafter be enacted and shall have power to make payments from 
 said fund of pensions or annuities granted in pursuance of this act ; and 
 shall from time to time make and establish such by-laws, rules and regu- 
 lations for the administration of said fund, as they shall deem advisable 
 and shall have power to employ such assistance and service as may, in 
 their judgment, be necessary for the proper enforcement of the pro- 
 visions of this act and carrying into effect valid by-laws, rules and regu- 
 lations enacted by them, and they shall have power to fill any vacancies 
 occurring in said board of trustees of members elected from the teaching 
 force of said city, until the next annual election, when said vacancies 
 shall be filled as provided by this act. 
 
 “ Sec. 4. The public school-teachers’ pension and retirement fund of 
 such city shall consist of moneys paid into said fund by persons desiring 
 the benefits thereof, under the provisions of this act ; of moneys received 
 from donations, legacies, gifts, bequests or otherwise on account of said 
 fund and of moneys paid into said fund in pursuance of any law now in 
 force or hereafter to be enacted. 
 
 “ Sec. 5. Any person who shall be employed to teach in the public 
 school of any such city, after this act shall take effect, shall be entitled 
 to the benefits of said fund upon complying with the provisions of this 
 act, and for the purposes of this act such persons shall be divided into 
 the following classes: 
 
 “ 1. Those who have taught five years or less. 
 
 “ 2. Those who have taught more than five years and not more than 
 ten years. 
 
 “3. Those who have taught more than ten years and not more than 
 fifteen years. 
 
 “4. Those who have taught more than fifteen years. 
 
 “And after this act shall take effect, there shall be set apart from 
 the salaries of all persons hereafter entering for the first time the 
 employ of the board of education of such cities $5 per annum, while they 
 remain in the first class ; $10 per annum while they remain in the second 
 class; $15 per annum while they remain in the third class, and $30 per 
 annum while they remain in the fourth class, which amounts shall be 
 deducted by the board of education in equal installments from their 
 respective salaries at the regular times for the payment thereof, and be 
 paid into and constitute a part of the public school-teachers’ pension 
 and retirement fund of such city. 
 
 “ Sec. 6 . All persons who have heretofore been contributors to a pub- 
 lic school-teachers’ pension and retirement fund of cities having a popu- 
 lation exceeding 100,000 inhabitants, under any law now in force but 
 who have withdrawn from such participation, may, if the (they) shall 
 exercise the option within six months from the time this act shall become 
 effective renew their right to participation in a fund to be created in 
 said city under the provisions of this act, by paying into said fund the 
 full amount of any moneys they may have withdrawn from such previous 
 fund and the full amount they would have contributed had they not 
 withdrawn therefrom together with interest thereon at the rate of 4 
 per cent per annum from the time such moneys were withdrawn and 
 from the time such payments w T ould have become due to the date of 
 their acceptance of the provisions of this section ; and thereafter such 
 persons shall contribute to said fund upon the same terms as teachers 
 who shall hereafter be employed and become contributors to and bene- 
 ficiaries of said fund. 
 
TEACHERS : EMPLOYMENT, ETC. 
 
 149 
 
 “ Sec. 7. All teachers who are now in the service of the board of edu- 
 cation of any such city, other than those described in the previous section, 
 may, if they shall exercise the option within six months from the time 
 this act becomes effective become contributors to and beneficiaries of the 
 public school-teachers’ pension and retirement fund created under the 
 provisions of this act, upon the same terms as teachers who shall here- 
 after be employed and become contributors to and beneficiaries of said 
 fund under section 6 of this act. 
 
 “ Sec. 8. Those teachers in the employ or hereafter to be employed 
 by the board of education of any such city, who shall become contribu- 
 tors to and beneficiaries of a public school-teachers’ pension and retire- 
 ment fund, under any provision of this act, may count past service as a 
 part of the period of twenty-five years hereinafter specified, by paying 
 into said fund a sum equal to that which he or she would have con- 
 tributed under the provisions of this act, had he or she been a regular 
 contributor to said fund, during said period of past service, together 
 with interest thereon at the rate of 4 per centum per annum from the 
 time such payments would have been made to the time such persons 
 shall by making such payment become entitled to the benefit of such 
 past service. 
 
 “ Sec. 9. Such board of trustees shall have the power and it shall be 
 its duty to pass a resolution declaring the maturity of service and right 
 to the immediate benefits of said fund in favor of persons entitled to the 
 benefits thereof in the following cases : 
 
 1. When any such persons shall have taught in the public schools or 
 rendered service therein for a period of twenty-five years within the 
 meaning of this act. 
 
 2. When any contributor to the said fund shall have taught fifteen 
 years in the public schools within the meaning of this act and shall by 
 three competent physicians, who have made a physical examination of 
 the teacher, at the request of a majority of such board of trustees, have 
 been declared to be suffering from a permanent disability : Provided, 
 that neither said board of trustees nor said board of education shall 
 declare any contributor entitled to the immediate benefits of said fund 
 until he or she shall have taught in the public schools of such city three- 
 fifths of the term of service of twenty-five or fifteen years as the case 
 may be ; and no person shall be entitled to the benefits of said fund until 
 he or she shall have retired from service as a teacher in said city. 
 
 “ Sec. 10. Each teacher so retired or retiring after twenty-five years 
 of service shall thereafter be entitled to receive an annuity of $400 and 
 each teacher so retired because of permanent disability after fifteen years 
 of service shall receive as an annual pension such proportion of the full 
 annuity of $400 as the sum contributed by such teacher so retired bears 
 to the total contribution required for a full annuity. Said pensions and 
 annuities shall be paid monthly during the school year by said board of 
 trustees out of the fund created in accordance with the provisions of 
 this act in the manner provided by law for the payment of teachers’ 
 salaries. 
 
 “ Sec. 11. The board of trustees in any such city, created by the pro- 
 visions of this act, shall succeed to the administration of any like fund 
 established under any law now in force in this State and such board is 
 hereby given the power to use both the principal and income of all funds 
 for the payment of the pensions or annuities in this act provided for, 
 and shall have the power to reduce from time to time all pensions and 
 annuities, provided such reduction shall be at the same rate on all classes 
 and be rendered necessary by the condition of said fund. Any public 
 school teacher who has heretofore retired from service and is entitled 
 to a pension or annuity from like fund created under any law now in 
 force to the administration of which such board of trustees has suc- 
 ceeded, or as a recipient of a pension or annuity thereunder, shall hence- 
 forth be entitled to participate in right of the present law on the same 
 basis as members of the teaching force contributing to said pension and 
 retirement, fund, and to receive a graduating pension ranging from four- 
 fifths to five-fifths 'of pensions paid under the provisions of this act, 
 dependent upon time of service, and $30 per annum shall be withheld 
 from such pensioner or annuitant as his dr her additional contribution to 
 said pension and retirement fund until he or she shall have paid the 
 
150 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 aggregate contribution of $450, provided this clause shall not be operative 
 until pensions shall be payable under the provisions of this act. 
 
 “ Sec. 12. The president and the secretary of said board of education 
 shall certify monthly to the city treasurer all amounts deducted from the 
 salaries of teachers, special teachers, principals and superintendents of 
 the board of education in accordance with the provisions of this act, 
 which amounts, as well as all other moneys contributed to said fund shall 
 be set apart and held by said treasurer as a special fund for the purposes 
 hereinbefore specified, subject to the order of said board of trustees herein 
 created, and shall be paid out upon warrants signed by the president and 
 secretary of said board of education, and countersigned by the president 
 of the said board of trustees. 
 
 “ Sec. 13. The city treasurer ex officio shall be the custodian of said 
 pension fund, and shall secure and safely keep the same, subject to the 
 control and direction of said board of trustees and shall keep his books 
 and accounts concerning such fund in such manner as may be prescribed 
 by said board, and said books and accounts shall always be subject to 
 the inspection of said board or any member thereof. Said city treasurer 
 shall be liable on his official bond for the proper performance of his 
 duties and the conservation of the fund created by this act. Any legal 
 proceedings which may be necessary for the enforcement of the provi- 
 sions of this act, shall be brought by and in the name of the board of edu- 
 cation for the use of the board of trustees of the public school teachers’ 
 pension fund. 
 
 “ Sec. 14. No teacher who has been, or who shall have been, elected by 
 said board of education, shall be removed or discharged, except for 
 cause, upon written charges, which shall upon said teacher’s written re- 
 quest, be investigated and determined by said board of education, whose 
 action and decision in the matter shall be final. If at any time a teacher 
 who is willing to continue is not reemployed or is discharged before the 
 time when he or she would, under the provision of this act, be entitled 
 to a pension, then such teacher shall be paid back at once the money he 
 or she may have contributed under this law. Any teacher who shall 
 retire voluntarily from the service, prior to entering the aforesaid fourth 
 class, shall receive a refund of one-half of the money he or she shall 
 have contributed under this law. 
 
 “ Sec. 15. All persons who shall hereafter be employed for the first 
 time as teachers by the board of education of any such city shall by such 
 employment accept the provisions of this act and thereupon become con- 
 tributors to said pension fund in accordance with the terms hereof. 
 And the provisions of this act shall become a part of and enter into any 
 such contract of employment. 
 
 “ Sec. 16. The money and property now in any such pension fund in 
 any such city, under any law now in force in this State, shall be subject 
 to the control of a board of trustees to be elected under the provisions of 
 this act. 
 
 “ Sec. 17. All pensions or annuities granted under the provisions of 
 this act and every portion thereof shall be exempt from attachment or 
 garnishment process and shall not be seized, taken, subjected to, detained 
 or levied upon by virtue of any execution, or any process or proceedings 
 whatsoever issued out of or by any court of this State for the payment 
 or satisfaction in whole or in part of any debt, claim, damage, demand 
 or judgment against any pensioner hereunder, and no annuitant or 
 pensioner shall have the right to transfer or assign his or her pension or 
 annuity or any part thereof either by way of mortgage or otherwise. 
 
 “ Sec. 18. This act is intended to succeed and take the place of all 
 previous acts on the subject of public school teachers’ pension and retire- 
 ment fund in cities having a population exceeding 100,000 inhabitants. 
 And all acts and parts of acts in conflict herewith are hereby repealed.” 
 
 H. B. 843, p. 529, May 24, 1907. 
 
 D 875. Illinois (1907) : Hurd’s Rev. Stat., 1903, p. 381, chap. 24, sec. 12, pro- 
 vides that no employee in the civil service of any city who shall have been 
 appointed under the rules of the commission shall be discharged except 
 for cause, etc., after investigation by the commission or a board ap- 
 pointed by the commission. Hurd’s Rev. Stat., 1903, p. 1725, chap. 122, 
 sec. 8, making provisions for a pension fund for the public school em- 
 
TEACHERS: EMPLOYMENT, ETC. 
 
 151 
 
 ployees in certain cities, provides that no employee elected by the board 
 of education shall be discharged except for cause upon written charges, 
 which shall be investigated by said board of education, whose decision 
 shall be final. In 1903 the public school employees’ pension act was 
 amended (Hurd’s Rev. Stat., 1903, p. 1728, chap. 122, sec. 16), providing 
 that all appointments of employees by the board of education shall be 
 made pursuant to the civil service act, and that no employee who has 
 contributed to such fund shall be discharged except for cause, upon writ- 
 ten charges, determined by the board of education, etc. Held, that the 
 amendment does not limit the power of the board of education to dis- 
 charge those who have contributed to the pension fund, but it is given 
 full authority to discharge any employees upon a proper hearing, but in 
 all other respects the civil service laws are applicable to such em- 
 ployees. — People v. City of Chicago, 81 N. E., 370, 227 111., 445. 
 
 S76. Indiana: Concerning pensions for aged, infirm, disabled, diseased, or re- 
 tired teachers in cities having a population of 100,000 or more, accord- 
 ing to the last preceding United States census; providing for a fund 
 out of which said pensions shall be paid ; providing for a board of trus- 
 tees for the management and distribution of such fund, and prescribing 
 regulations relative to the mode of obtaining, preserving, using, and dis- 
 bursing such fund. 
 
 “ Section 1. Be it enacted by the General Assembly of the State of 
 Indiana, That in every city in the State of Indiana having a population 
 of 100,000 or more, according to the last preceding United States census, 
 there shall be, and is hereby, created a teachers’ pension fund, which 
 shall be governed and managed by a board of trustees, to be composed 
 of seven members, as follows: Three members of the board of school 
 commissioners of such city, to be selected or appointed annually by such 
 board, the superintendent of public schools, one principal and two 
 teachers regularly employed in the public schools of such city. Said 
 principal and teachers shall be selected at a meeting of the public school 
 teachers of such city on the third Saturday of March, 1907, in such 
 manner and at such place or places as shall be determined and des- 
 ignated by the board of school commissioners of such city; and there- 
 after there shall be selected on the third Saturday of March of each 
 year one principal and two teachers as members of such board of 
 trustees. The trustees shall hold their offices until their successors shall 
 be selected or elected as above set forth. In the event of a vacancy 
 upon said board occasioned by the death, resignation or disability of 
 either of said principal or teachers, then the public school teachers of 
 said city shall, within a reasonable time, upon the call of the president 
 of said board of trustees, hold a special meeting and elect a successor 
 or successors. A majority of said trustees shall constitute a quorum 
 for the transaction of business pertaining to said pension fund. Said 
 trustees shall receive no pay for their services as such, except the secre- 
 tary and assistant treasurer, each of whom may be paid such sum for 
 services as may be fixed by the board of trustees : Provided, however, 
 That if anyone shall act as such secretary or assistant treasurer who 
 shall receive any of the benefits of said pension fund, as hereinafter pro- 
 vided, the amount of the salary so received by such secretary or assistant 
 treasurer shall be deducted from the amount to which he or she would 
 otherwise be entitled as a beneficiary under said fund. 
 
 “ Sec. 2. Said board of trustees shall elect from among its number a 
 president, vice-president and secretary. The president shall preside at 
 the meetings of the board and perform all other duties usual to such 
 office. The vice-president shall perform the duties of the president in his 
 absence. It shall be the duty of the secretary to keep a true and 
 accurate account of the proceedings of such board of trustees and of the 
 teachers of such city, when acting upon matters with relation to said 
 fund, and to turn over to his or her successor all books and papers per- 
 taining to such office. The secretary of the board of school commis- 
 sioners of such city shall act as assistant treasurer, and it shall be his 
 duty to keep a true and correct statement of the account of each member 
 with said pension fund, to collect and turn over to the treasurer of said 
 
152 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 board all moneys belonging to said fund, and to render to the board a 
 monthly account of his doings. He shall furnish bond in such amount 
 as shall be determined and required by said board of trustees, and the 
 board of school commissioners of such city shall allow him such com- 
 pensation for his services as it may deem proper. The treasurer of such 
 city shall be ex officio the treasurer of said board of trustees, and he 
 shall receive and hold all moneys belonging to such teachers’ pension 
 fund; he shall have the custody of all notes, bonds and other securities 
 belonging to said fund, and shall collect the principal and interest of 
 the same and shall be liable on his bond as such city treasurer for the 
 performance of all the duties imposed upon him by this act and for the 
 faithful accounting of all moneys and securities, including both principal 
 and interest, which may come into his hands and which shall belong to 
 such pension fund. And he shall keep a separate account which shall 
 show at all times the true condition of such fund. Said treasurer shall, 
 upon the expiration of his term of office, account to said board for all 
 moneys, notes, bonds and other securities coming into his hands, and 
 for the interest, income, profits, rentals and proceeds of and from the 
 same, and he shall turn over to his successor all moneys, notes, bonds 
 and other securities belonging to said fund. The secretary, treasurer 
 and assistant treasurer shall make a full, true and accurate report of 
 their offices and trusts at each annual meeting of such teachers in March 
 of each year. Their books shall at all times be open to inspection or 
 examination by any member of said board of trustees. 
 
 “ Sec. 3. Such board of trustees shall have full charge and control of 
 the teachers’ pension fund of such city with power to adopt and enforce 
 all needful regulations governing the same, not inconsistent with this act. 
 Said fund shall be derived from the following sources : 
 
 “ First. All moneys that may be given to said board of trustees or to 
 said fund or to the board of school commissioners of such city, for the 
 use of said board of trustees of teachers’ pension fund, by any person 
 or persons. Such board of trustees may take by gift, grant, devise or 
 bequest, any money, choses in action, personal property, real estate, or 
 any interest therein, and any such gift, grant, devise or bequest may be 
 absolute, or upon the condition that only the rent, profits and income 
 arising from the same shall be applied to the uses and purposes of said 
 fund. Such board of trustees shall be authorized to take such gift, grant, 
 devise or bequest under and by the style of the board of trustees of the 
 teachers’ pension fund, Of such city, and to hold the same, or assign, trans- 
 fer or sell the same, whenever proper and necessary, under and by such 
 name. 
 
 “ Second. Every teacher shall be assessed upon his or her salary as 
 follows: One per centum per annum (but not more than $10) upon the 
 salary of every teacher who shall not have taught in excess of fifteen 
 (15) years; and two per centum per annum (but not to exceed $20) upon 
 the salary of every teacher who shall have taught longer than fifteen (15) 
 years; Provided, however, that such assessment shall not be made prior 
 to the first day of September, 1907. And the assistant treasurer of such 
 board of trustees shall prepare a roll of each of said assessments and 
 place opposite the name of every teacher the amount of assessment 
 against him or her, and shall furnish a copy of such roll to the treasurer, 
 and the treasurer of said board shall, in November and April of each 
 school year, deduct and retain out of the salary going to such teacher the 
 amount of such assessment, and shall give him or her credit for the same 
 and place the same to the credit of said teachers’ pension fund. Every 
 teacher of such city receiving a salary of four hundred fifty dollars 
 ($450) a year or more shall pay such assessment, and in becoming a 
 teacher he or she shall be conclusively deemed to undertake and agree to 
 pay the same, and to have such assessment deducted from his or her 
 salary as hereinbefore provided. 
 
 “ Third. The board of school commissioners of such city shall levy each 
 year, in addition to all other taxes authorized by law, a special tax of 
 one cent upon each one hundred dollars of taxable property in the city, 
 which sum shall be collected as other taxes are collected by law, and 
 which shall be credited by the treasurer of such city to the said teachers’ 
 pension fund, and shall not be used or devoted to any other than the pur- 
 poses of said fund. And nothing in this act shall be deemed to take from 
 
teachers: employment, etc. 
 
 153 
 
 said board of school commissioners the powers now given to said board 
 in relation to the levy of taxes under existing statutes. 
 
 “ Sec. 4. The board of trustees of such teachers’ pension fund shall 
 determine what part of said fund may be safely invested, and how much 
 shall be retained for the immediate needs, demands and exigencies of 
 said fund. Such investment shall be made: (1) In interest bearing 
 bonds of the United States, or of the State of Indiana, or in any bond 
 lawfully issued by any state or by any county, township, city or other 
 municipal corporation, either within or without the State of Indiana ; 
 (2) loans secured by mortgage upon real egtate within the county wherein 
 such city is located, which loans shall not be in excess of fifty per centum 
 of the appraised value of such real estate. All bonds, mortgages -and 
 other securities shall be deposited with and remain in the custody of the 
 treasurer of said board, who shall collect all interest due thereon and 
 all the income therefrom, as the same shall become due and payable. 
 
 “ Sec. 5. The board of trustees of such teachers’ pension fund shall 
 establish a sinking fund, to the credit of which shall be put and deposited 
 all gifts, grants, devises and bequests, and the unexpended balance re- 
 maining at the expiration of each fiscal year. And such sinking fund 
 shall be and remain a permanent fund, and no part thereof shall be ex- 
 pended except the interest and income thereof and therefrom ; provided, 
 however, that one-half of the amount added to such sinking fund during 
 any year may be used, if necessary, during the year immediately fol- 
 lowing. 
 
 “ Sec. 6. Said teachers’ pension fund shall be used and devoted in 
 the manner and for the purposes following : 
 
 “ First. The maximum pension to be paid any teacher shall be six 
 hundred dollars ($600) per annum, which amount shall be based upon 
 a service of forty (40) years as such teacher, and every pensioner and 
 beneficiary of said fund shall be entitled to and shall receive such per- 
 centage of said sum of $600 as the number of years of teaching of said 
 pensioner and beneficiary shall bear to the term of forty years, subject, 
 however, to all the provisions of this act. 
 
 “ Second. Any aged, infirm, diseased or disabled teacher, who is now 
 or hereafter may be teaching in the public schools of such city, having 
 served as such teacher for not less than fifteen (15) years, shall be en- 
 titled to receive a disability pension; provided said board of trustees 
 shall find that he or she is entitled to the same by reason of such age, 
 disease, infirmity or disability, and after such applicant for a pension 
 shall have been examined by a physician selected for such purpose by 
 said board of trustees, the examination fee or charge of such physician 
 to be paid by the applicant ; and provided further, that no such pension 
 shall be paid until any sick pay allowed or provided for by the board of 
 school commissioners of such city shall have ceased. 
 
 “ Third. Any teacher who is now or hereafter may be teaching in the 
 public schools of such city, and shall have taught for not less than 
 twenty-five (25) years, may be pensioned upon application to said board 
 of trustees, or may be pensioned by such board without such application 
 and shall thereafter receive a pension during the remainder of his or 
 her life, subject, however, to all the conditions contained in this act; 
 provided, that such pensioner shall have paid into said fund, by way 
 of assessment or otherwise, not less than one-third (1-3) of the amount 
 to which he or she shall be entitled per annum as a pensioner. And 
 in order to make up such one-third, the board of trustees may order 
 the treasurer to deduct one-half thereof each of the first two years from 
 the amount of such pension. 
 
 “ Sec. 7. In computing the years of service as provided in this act, 
 the board of trustees may include services as a public school teacher 
 rendered outside of such city, not, however, in excess of five (5) years, 
 as a portion of such services necessary before any teacher shall be en- 
 titled to any of the benefits of this act; provided, however, that such 
 teacher shall pay assessments based upon the first annual salary re- 
 ceived by him or her in the schools of such city for the said years of 
 service elsewhere, in addition to the assessments paid by such teacher 
 while in the services of such schools before receiving any retirement 
 pension; and, provided, further, that nothing in this section shall affect 
 the amount or amounts to be paid into such pension fund by school 
 
STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 teachers before being entitled to become a pensioner. And any teacher 
 may be given a leave of absence for study, professional improvement or 
 temporary disability, not exceeding one year at any one time, and shall 
 be regarded as a teacher and entitled to the benefits of this act; pro- 
 vided that during such absence he or she continues to pay into such 
 fund the amount of assessment payable by such teacher the last year 
 preceding such leave of absence. 
 
 “ Sec. 8. After any teacher shall have been pensioned by reason of 
 injury, disability or disease, the board of trustees shall have the right 
 at any time to cause such teacher again to be brought before such board 
 and examined by its physician, and also to examine other witnesses, for 
 the purpose of ascertaining whether said injury, disability or disease 
 shall still continue and whether such teacher shall remain on the pen- 
 sion roll. Such teacher shall be entitled to notice and to be present at 
 the hearing of any such evidence ; shall be permitted to propound any 
 question pertinent or relevant to such matter, and shall also have the 
 right to introduce evidence upon his or her own behalf. Such teacher 
 and all witnesses shall be examined under oath, and any member of 
 such board of trustees is hereby authorized and empowered to admin- 
 ister such oath. The decision of such board of trustees shall be final 
 and conclusive, and no appeal shall be allowed therefrom, nor shall 
 the same be reviewable by any court or other authority ; provided, how- 
 ever, that every pensioned teacher shall report to the superintendent of 
 public schools of such city whenever required so to do. And said super- 
 intendent may assign such teacher to such service or employment as 
 may be within his or her power to perform, in the judgment of such 
 superintendent of public schools and of the examining physician employed 
 by the said board of trustees. And during the time of such employ- 
 ment such teacher shall receive the regular salary therefor, which shall 
 be credited to and deducted from the amount payable to such teacher 
 from said pension fund. And should any pensioned teacher recover from 
 his or her injury, disease or disability, and again be fit for regular duty, 
 then such teacher may again be regularly employed, and during the time 
 of such employment, he or she shall cease to be entitled to any payment 
 out of said pension fund because of the injury, disease or disability on 
 account of which such teacher was originally retired. 
 
 “ Sec. 9. Any teacher applying to be pensioned by reason of length of 
 time of service as in this act provided, shall be pensioned and retired 
 without any medical examination, nor need he or she be under any 
 physical disability, and from the time of such pension and retirement 
 such teacher shall not be required to render further services as such 
 teacher, nor shall he or she be deprived of the benefits herein provided, 
 except for any cause contained in section 16 of this act. 
 
 “ Sec. 10. In computing time under the provisions of this act, such 
 time shall include services rendered before, as well as after, the taking 
 effect of this act. 
 
 “ Sec. 11. The board of trustees shall have power and authority to 
 make all necessary by-laws providing for the manner of the election of 
 such trustees, to be elected as in this act provided, the counting and can- 
 vassing of the votes for the same, their meetings, for the collection of all 
 moneys and other property coming or belonging to said fund, and all 
 other matters connected with the care, preservation and disbursement 
 of the same, and the proper execution of the purposes and provisions of 
 this act. And any pension authorized by the board under this law shall 
 be subject to reduction by said board of trustees whenever in its judg- 
 ment the condition of the pension fund, the financial or other conditions 
 of the pensioner or any other circumstances render such reduction ad- 
 visable, proper or necessary, and any pension so reduced may thereafter 
 be restored or increased, as such board may deem best. 
 
 “ Sec. 12. Any teacher who shall cease to teach in the public schools 
 of such city before receiving any benefit from the fund, shall be en- 
 titled to the return of one-half of the amount, without interest, which 
 shall have been paid into said pension fund by such teacher; pro- 
 vided, however, should such teacher thereafter again teach in the 
 public schools of such city, he or she shall refund to said pension fund 
 the amount so returned to such teacher within one year from the date 
 of his or her return to service in the schools. And should any teacher 
 
TEACHERS: EMPLOYMENT, ETC. 
 
 155 
 
 die before receiving any of the benefits or pensions by this act provided, 
 the board of trustees shall pay to such teacher’s heirs or estate, or either 
 or any of them, as it shall see fit, one-half the amount, without interest, 
 which shall have been paid into said pension fund by said teacher. 
 
 “ Sec. 13. If at any time there should not be sufficient money in or 
 to the credit of said teachers’ pension fund to pay all claims against 
 it in full, then and in such event, an equal percentage shall be paid upon 
 all of such claims to the full extent of the funds on hand, until such 
 pension fund shall be sufficient to pay all claims against it in full. 
 
 “ Sec. 14. All pensions herein provided for shall be paid by the treas- 
 urer of the board of school commissioners at his office at the same time 
 and in such installments as the teachers of such city shall be paid; pro- 
 vided, however, that no pension of any kind whatsoever provided for in 
 this act shall be paid prior to October 1, 1908. 
 
 “ Sec. 15. All pensions granted and payable out of said teachers’ pen- 
 sion fund shall be and are exempt from seizure or levy upon attachment, 
 execution, supplemental process, and all other process, whether mesne 
 or final; and such pensions or any payment of the same shall not be 
 subject to sale, assignment or transfer by any beneficiary, and such 
 transfer shall be absolutely void. 
 
 “Sec. 16. Whenever any person who shall have received any benefit 
 from said fund shall be convicted of any felony, or of any misdemeanor, 
 for which he or she shall be adjudged to be imprisoned, or shall 
 fail to report for examination for duty as required herein, unless 
 excused by the board of trustees of such city, or shall disobey the 
 requirements of said board of trustees in respect to said examination 
 for duty, or shall fail to perform such duty as may be required of him 
 or her if found able to perform such duty, then such board shall order 
 that the pension allowed and paid to him or her shall cease, until the 
 further order of such board. 
 
 “ Sec. 17. The term teacher as used in this act shall mean and include 
 any principal, assistant principal, assistant superintendent, supervisor, 
 assistant supervisor, person in charge of any special department of in- 
 struction, and any teacher or instructor regularly employed as such by 
 the board of school commissioners of such city. 
 
 “ Sec. 18. Whereas an emergency exists for the immediate taking effect 
 of this act, the same shall be in force from and after its passage.” 
 
 Chap. 170, Mar. 9, 1907. 
 
 877. Louisiana: Authorizing the Louisiana State University and Agricultural 
 
 and Mechanical College to accept the offer of the board of trustees of 
 the Carnegie Foundation to admit state universities to benefits of the 
 retiring allowance system of said foundation. 
 
 Act No. 219, July 8, 1908. 
 
 877a. Maryland: Adding secs. 102A-102S, art. 4, Acts, 1898, relative to the 
 city of Baltimore. 
 
 Providing for a retirement fund for public school teachers of Baltimore. 
 
 Chap. 78, p. 595, Mar. 12, 1908. 
 
 877b. Maryland: Repealing, and reenacting, with minor amendments, sec. 58, 
 art. 77, Public General Laws, 1904, relative to teachers’ pensions. 
 
 Chap. 605, p. 226, April 6, 1908. 
 
 878. Massachusetts: Relative to the Massachusetts agricultural college. 
 
 Authorizing and directing board of trustees to use their best efforts 
 to secure and accept for the college the benefits of the retiring fund of 
 the Carnegie Foundation for the Advancement of Teaching. 
 
 Resolves, chap. 138, June 12, 1908. 
 
 879*. Massachusetts: Authorizing cities and towns to establish pension funds 
 for teachers in the public schools. 
 
 “ Section 1. In any city or town, except the city of Boston, which 
 accepts the provisions of this act a pension fund shall be established 
 for the retirement of teachers in public schools. The fund shall be 
 derived from such revenues as may be devoted to the purpose by the 
 
156 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 city council of a city or by direct appropriation by a town. The treas- 
 urer of the city or town shall be the custodian of the fund and shall 
 make annual or semi-annual payments therefrom to such persons and 
 of such amounts as shall be certified to him by the school committee. 
 
 “ Sec. 2. The school committee of any city or town which shall accept 
 the provisions of this act may retire from active service and place 
 upon the pension roll, any teacher of such city or town who is sixty 
 years old or over, or is, in the judgment of said committee, incapaci- 
 tated for useful service, and who has faithfully served such city or 
 town for twenty-five years. The amount of the annual pension allowed 
 to any person under the provisions of this act shall not exceed one-half 
 of the annual compensation received by such person at the time of such 
 retirement and in no case shall exceed five hundred dollars. 
 
 “ Sec. 3. Upon the petition of not less than five per cent of the legal 
 voters of any city or town, this act shall be submitted, in case of a city, 
 to the voters of such city at the next city election, and, in case of a 
 town, to the voters of such town at the next annual town meeting, and 
 the vote shall be in answer to the question to be placed upon the ballot : 
 Shall an act passed by the general court in the year nineteen hundred 
 and eight, entitled ‘An Act to authorize cities and towns to establish 
 pension funds for teachers in the public schools,’ be accepted? And if a 
 majority of the voters voting thereon at such election or meeting shall 
 vote in the affirmative this act shall take effect in such city or town, 
 
 “ Sec. 4. So much of this act as authorizes its submission to the 
 voters of a city or town shall take effect upon its passage, but it shall 
 not take further effect in any city or town until accepted by the voters 
 thereof as herein provided.” 
 
 Chap. 498, Apr. 30, 1908. 
 
 880. Massachusetts : An act to provide for the payment of pensions to teachers 
 in the public day schools of the city of Boston. 
 
 “Be it enacted, etc., as follows: 
 
 “ Section 1. The school committee of the city of Boston shall forthwith 
 establish a permanent school pension fund for the payment of pensions 
 as hereinafter set forth to the members of the teaching or supervising 
 staff of the public day schools of the said city at a rate not exceeding 
 one hundred and eighty dollars a year. 
 
 “ Sec. 2. The care and investment of said fund and of any gifts or 
 legacies thereto are hereby vested in a board of three trustees, of whom 
 one shall be the chairman of the board of commissioners of sinking funds 
 of the city of Boston, ex officio, and another shall be chosen by said school 
 committee, and the third shall be chosen by the board of trustees of the 
 Teachers’ Retirement Fund in the city of Boston, established under the 
 provisions of chapter two hundred and thirty-seven of the acts of the year 
 nineteen hundred. The said trustees shall serve without compensation. 
 At the first regular meeting of the school committee of the city of Boston, 
 after the adoption of this act, and in each fifth year thereafter, at one 
 of the regular June meetings, or at some subsequent regular meeting of 
 the said committee, it shall elect one member of the said board of trustees 
 who shall hold office for the term of five years beginning with the first 
 day of July in the year of his election. The board of trustees of the said 
 Teachers’ Retirement Fund shall elect one of the trustees of the said per- 
 manent school pension fund for the term of four years beginning with the 
 first day of July of the current year, and shall, at the expiration of such 
 term and shall in each fifth year thereafter, elect a member of said board 
 of trustees for the term of five years beginning with the first day of July 
 in the year of his election. Every such trustee shall subscribe, in a book 
 kept for that purpose in the office of the city clerk in said city, a state- 
 ment that he accepts the said office subject to the provisions of this act, 
 and any elected member of said board of trustees whose term of office 
 has expired shall continue to serve as a member of said board until his 
 successor is duly elected and qualified. In case of a vacancy in the 
 elected members of said board of trustees by reason of death, resignation 
 or other cause, the body which elected the person whose place thus be- 
 comes vacant shall fill the vacancy by an election for the unexpired term. 
 
 “ Sec. 3. Said board of trustees shall have charge and control of said 
 permanent school pension fund and of all amounts contributed thereto, 
 
teachers: employment, etc. 
 
 157 
 
 and shall invest and reinvest the same in securities in which the funds of 
 savings banks in the commonwealth of Massachusetts may by law be 
 invested, excepting personal securities, and said trustees may, from time 
 to time, sell such securities and shall invest and reinvest the proceeds 
 thereof, and any and all unappropriated income of said pension fund. 
 The city treasurer of said city shall be the custodian of all securities and 
 money belonging to the said permanent school pension fund and shall be 
 responsible for the safe custody thereof; shall, whenever any of such 
 securities are sold by the said trustees for the purpose of reinvestment, 
 deliver the securities so sold upon receiving the proceeds thereof; shall, 
 on such conditions and at such rates of interest as the trustees may 
 approve, deposit temporarily in national banks doing business in Boston, 
 or in trust companies organized under the laws of this commonwealth 
 and doing a banking business in Boston, any money belonging to said fund 
 which, in the opinion of the said trustees, it is inexpedient for the time 
 being to invest in securities authorized by this act; and shall forthwith 
 invest any money belonging to said pension fund in such securities author- 
 ized by this act as the said trustees may direct, and upon such terms as they 
 may specify. The said trustees shall keep a record of their proceedings, 
 and shall annually on the first day of February, or as soon thereafter as 
 may be, make a written report to the school committee of the amount and 
 condition of said fund and of the income thereof for the preceding munici- 
 pal financial year, as established from time to time by said city. Their 
 records and the securities belonging to said fund shall at all times be 
 subject to the inspection of the school committee. The secretary of the 
 school committee shall be the secretary of the said board of trustees and 
 shall have the custody of all records, documents and papers belonging to 
 them. The expense of such additional clerical assistance as may be 
 needed in the office of said secretary for the purposes of this act shall be 
 paid from the annual appropriations for the expenses hereinafter provided 
 for. 
 
 “ Sec. 4. In addition to the amount which the school committee is 
 now authorized by law to appropriate for the support of the public 
 schools of the city, and for other purposes, it shall annually appropriate 
 for the purposes contemplated by this act, and in the same manner in 
 which it makes appropriations for other school purposes, the sum of five 
 cents upon each one thousand dollars of the valuation on which the 
 appropriations of the city council of the city are based, and shall from 
 time to time pay to the treasurer of the permanent pension fund such 
 portions of the proceeds of said five cents upon each one thousand dollars 
 of the valuation aforesaid as, in the opinion of the school committee, will 
 not be needed for the purpose of paying pensions to teachers during that 
 year. 
 
 “ Sec. 5. Section fifty-four of chapter twelve of the Revised Laws is 
 hereby amended by striking out the words ‘ ten and one half dollars ’, 
 in the twentieth line, and inserting in place thereof the words : — ten 
 dollars and fifty-five cents, — so as to read as follows : — Section 54. The 
 taxes assessed on property exclusive of the state tax, county tax and 
 sums required by law to be raised on account of the city debt shall not 
 in any year exceed twelve dollars in any city on every one thousand dol- 
 lars of the assessors’ valuation of the taxable property therein for the 
 preceding year, said valuation being first reduced by the amount of all 
 abatements allowed thereon previous to the thirty-first day of December 
 in the year preceding said assessment, subject to the following provi- 
 sions : — If the city council of a city which contains less than one hundred 
 thousand inhabitants according to the last preceding national or state 
 census so determines, the average of the assessors’ valuation of the taxa- 
 ble property therein for the preceding three years, said valuation for each 
 year being first reduced by the amount of all abatements allowed thereon 
 previous to the thirty-first day of December in the year preceding said 
 assessment, shall be used to determine said limit of taxation instead of 
 said assessors’ valuation of the preceding year. In the city of Boston, 
 and in all cities which contain one hundred thousand inhabitants or more 
 according to the census aforesaid, said average shall be so used. In the 
 city of Boston, said taxes shall not exceed ten dollars and fifty-five cents 
 instead of twelve dollars as aforesaid. Any order or appropriation re- 
 
158 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 quiring a larger assessment than is herein limited shall be void. The 
 provisions of this section shall not affect any existing exemption from 
 the operation of the corresponding provisions of earlier laws. 
 
 “ Sec. 6. The total amount of pensions payable hereunder in any one 
 year shall not exceed the proceeds of the said five cents upon each one 
 thousand dollars of the valuation aforesaid, together with the income 
 accruing during that year from the investment of the permanent pension 
 fund. 
 
 “ Sec. 7. The school committee of said city, by a majority vote of all 
 of its members, may retire with a pension any member of the teaching 
 or supervising staff of the public day schools of the city of Boston who, 
 in the opinion of said committee, is mentally or physically incapacitated 
 for further efficient service, subject however to the limitations herein- 
 after set forth. If the person so retired has attained the age of sixty- 
 five years or has been engaged in teaching or supervising in the public 
 day schools for a period aggregating thirty years, twenty of which shall 
 have been in the public day schools of the city of Boston, such person 
 shall be paid a pension at the rate of one hundred and eighty dollars 
 per annum. If a person so retired shall be less than sixty-five years of 
 age and shall have been engaged in teaching or supervising in the public 
 day schools in Boston and elsewhere for a period aggregating less than 
 thirty years, the annual pension paid to such person shall be such per- 
 centage of one hundred and eighty dollars as the total number of years 
 of service of such person is of thirty years : provided, however, that if 
 the annual pension of such person so determined shall be a larger per- 
 centage of one hundred and eighty dollars than the number of years 
 which such person has taught in the public day schools in the city of 
 Boston is of twenty years, then the annual pension paid to such person 
 shall be such percentage of one hundred and eighty dollars as that per- 
 son’s length of service in the public day schools of said city is of twenty 
 years ; and provided, further, that the pension of any teacher retired 
 under the provisions of this act shall terminate if and when, in the judg- 
 ment of the school committee, the person’s incapacity shall have ceased. 
 In determining the aggregate length of service of any person retired in 
 accordance with the provisions of this act any period of leave of absence 
 under salary shall be considered as equivalent to an equal amount of 
 actual teaching service. The city treasurer of the city shall pay pensions 
 to teachers retired under this act in accordance with monthly payrolls 
 prepared and certified to by the school committee. 
 
 “ Sec. 8. All acts and parts of acts inconsistent herewith are hereby 
 repealed. 
 
 “ Sec. 9. This act shall take effect upon its acceptance by the city 
 council of the city of Boston, with the approval by the mayor. 
 
 “(The foregoing was laid before the Lieutenant Governor, Acting Gov- 
 ernor, on the twenty-ninth day of May, 1908, and after five days it had 
 * the force of a law ’, as prescribed by the Constitution, as it was not 
 returned by him with his objections thereto within that time.)” 
 
 Chap. 589, June 3, 1908. 
 
 Accepted in November by the Boston city council, with approval by 
 the mayor. 
 
 S81. New Jersey: Amending chap. 103, Laws, 1906, relative to pensioning of 
 school teachers. 
 
 Permitting board of education or other body (formerly, board of 
 education) to retire with pension, teachers, principals, or superintendent. 
 
 Chap. 121, May 7, 1907. 
 
 882. New Jersey: Amending secs. 213-224, art. 25, chap. 1, Acts, 1903 (sp. 
 sess.), as amended by chap. 314, Acts, 1906, relating to teachers’ retire- 
 ment fund. 
 
 Modifying provisions concerning constitution, membership, and duties 
 of board of trustees. Increasing annual annuity from one-half to six- 
 tenths of average annual salary for five years next preceding, raising 
 maximum annuity from $600 to $650 ; enumerating the securities in which 
 the fund may be invested. Numerous minor changes. 
 
 Chap. 139, May 7, 1907. 
 
teachers: employment, etc. 
 
 159 
 
 883. New York: Establishing a retirement fund for pensioning teachers of the 
 public schools in the city of Elmira, and regulating the collection, man- 
 agement, and disbursement thereof. 
 
 “ Section 1. The general care and management of the public school 
 teachers’ retirement fund is hereby given to the board of education, who 
 shall, from time to time, establish such rules and regulations for the 
 administraton of said fund as it may deem best, and said board shall 
 make payments from said fund of annuities granted in pursuance of this 
 act when so directed by the board of retirement. The chamberlain of 
 the city of Elmira shall hold and invest all money belonging to said fund 
 in such investments only as are legal for savings banks in the state of 
 New York and by direction of said board of education shall pay out the 
 same, and he shall report in detail to the board of education of the city 
 of Elmira, annually in the month of May, or oftener if required by the 
 board of education, the condition of said fund and the items of receipts 
 and disbursements of the same. 
 
 “ Sec. 2. The retirement fund shall consist of the following, with 
 interest and income thereof : 
 
 “ 1. All money, pay, compensation or salary, or any income thereof 
 forfeited, deducted, reserved or withheld for any cause from any teacher 
 of the public schools of the city of Elmira, in pursuance of rule estab- 
 ished or to be estabished by the board of education of the city of Elmira. 
 The board of education shall certify monthly to the chamberlain the 
 amounts so forfeited, deducted, reserved or withheld during the previous 
 month. Such amounts shall be turned into the said retirement fund. 
 
 “ 2. All money received from donations, legacies, gifts, bequests or 
 otherwise for or on account of said fund. 
 
 “3. The sum of two thousand dollars yearly as provided for by the 
 common council of the city of Elmira. 
 
 “ 4. One per centum of the salaries of all teachers of the public schools 
 of the city of Elmira, except that the amount deducted from the salary 
 of any teacher shall not exceed twelve dollars in any one year. The 
 board of education shall after September first, nineteen hundred and 
 seven, deduct from each and every payroll of teachers, said one per 
 centum of each and every amount earned in the period covered by said 
 payroll, except that the amount deducted from any one salary shall not 
 exceed twelve dollars for any one year. The board of education shall 
 certify monthly to the -city chamberlain, the amounts so deducted, and 
 said amounts shall be turned into said retirement fund. Each contract 
 made by the board of education with teachers, shall specify that one 
 per centum shall be deducted as provided in this paragraph. Any teacher 
 who shall have been a contributor to the retirement fund and who shall 
 retire from the service, not being in receipt of an annuity shall, if 
 application be made within three months after the date of his or her 
 retirement, receive three-fourths of the total amount paid by him or 
 her into the retirement fund. 
 
 “ 5. All such other methods of increment as may be duly and legally 
 devised for the increase of said fund. 
 
 “ Sec. 3. The board of retirement shall consist of the president of the 
 board of education, the chairman of the teachers’ committee, the chair- 
 man of the finance committee, the superintendent of schools and three 
 members of the teaching staff to be chosen by ballot at a meeting of the 
 teachers, called sometime during the month of May of each year by the 
 superintendent of schools. At this meeting any vacancy in the members 
 of the retiring board to be chosen from the teachers, shall be elected by 
 ballot. The three members chosen the first year from the teachers shall 
 determine by lot one member who shall serve for three years, one mem- 
 ber who shall serve for two years, and the remaining member shall 
 serve for one year and thereafter one member shall be elected each year. 
 
 “ Sec. 4. On the recommendation of the board of retirement the board 
 of education shall have power to retire any of the teachers of the public 
 schools of the city of Elmira who, in the discretion of the board of 
 education, is incapacitated for the performance of duty, and who has 
 been engaged in the work of teaching for a period aggregating twenty 
 years, fifteen of which shall have been in the public schools of the city 
 of Elmira. The board of education may retire any teacher who shall 
 
160 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 have attained the age of sixty-five years and shall have been engaged 
 in the work of teaching for a period aggregating thirty years. On the 
 recommendation of the board of retirement, the board of education shall 
 retire upon his or her own application any teacher of the public schools 
 of the city of Elmira who has been engaged in the work of teaching for 
 a period aggregating thirty years, fifteen of which shall have been in the 
 public schools of the city of Elmira. 
 
 “ Sec. 5. Upon such retirement, whether voluntary or otherwise, the 
 person retired shall be entitled to receive an annuity out of the retire- 
 ment fund of one-half of the average annual salary paid to such person 
 for the five years immediately preceding retirement, but no annuity 
 shall exceed the sum of four hundred dollars. Any person retired after 
 twenty years of service, but with less than thirty years of service, shall 
 receive an annuity which bears the same ratio to the annuity provided 
 for on retirement after thirty years of service as the total number of 
 years of service of said person bears to thirty years. No annuity shall 
 be paid to any teacher who has not paid into the retirement fund at 
 least twenty per centum of his or her annual salary at the time of 
 retirement. Any teacher who teaches in any public school after being 
 retired shall receive no benefit from said fund while so teaching. The 
 annuities provided for by this act shall be payable in monthly install- 
 ments. If the moneys in the retirement fund be inadequate at any time 
 to fully carry out the provisions hereinabove mentioned, the board of 
 education shall then distribute said moneys pro rata to the persons enti- 
 tled to participate in said fund, and such distribution shall be in full 
 of all annuities then due. 
 
 “ Sec. 6. The term ‘ teacher ’ shall include : 
 
 “1. All persons regularly employed to teach in the public schools of 
 the city of Elmira, except male teachers employed in the high school of 
 Elmira. 
 
 “ 2. Those principals who have served as grade teachers in the public 
 schools of the city of Elmira for at least ten years.” 
 
 Chap. 86, Mar. 27, 1907. (Sept. 1, 1907.) 
 
 884. New York: Amending sec. 1092, of charter of Greater New York, as 
 amended by chap. 530, Laws, 1902, as amended by chap. 177, Laws, 1903, 
 as amended by chap. 661, Laws, 1905, relative to the public school teach- 
 ers’ retirement fund. 
 
 “ Section 1. * * * The general care and management of the public 
 
 school teachers’ retirement fund created for the former city of New 
 York by chapter two hundred and ninety-six of the laws of eighteen 
 hundred and ninety-four, and of the public school teachers’ retirement 
 fund created for the former city of Brooklyn, by chapter six hundred and 
 fifty-six of the laws of eighteen hundred and ninety-five, is hereby given 
 to the board of education, and the said funds are hereby made parts of 
 the retirement fund of the board of education of the city of New York 
 created by this act. The board of education shall from time to time, 
 establish such rules and regulations for the administration of said fund 
 as it may deem best, which rules and regulations shall preserve all rights 
 inhering in the teachers of the city of New York and the city of Brook- 
 lyn as constituted prior to the passage of this act; and said board shall 
 make payments from said fund of annuities granted in pursuance of this 
 act. The comptroller of the city of New York shall hold and invest all 
 money belonging to said fund, and by direction of said board of educa- 
 tion shall pay out the same ; and he shall report in detail to the board of 
 education of the city of New York, annually, in the month of January, 
 the condition of said fund and the items of the receipts and disbursements 
 on account of the same. The said retirement fund shall consist of the 
 following, with the interest and income thereof: (1) All money, pay, 
 compensation or salary, or any income thereof forfeited, deducted, re- 
 served, or withheld for any cause from any member or members of the 
 teaching or supervising staff of the public day schools of the city of New 
 York or of the normal college and training department of the normal 
 college of the city of New York, or of schools or classes maintained in 
 institutions controlled by the department of public charities or by the 
 department of correction, in pursuance of rules established or to be estab- 
 
TEACHERS : EMPLOYMENT, ETC. 
 
 161 
 
 lished by the board of education, or by the board of trustees of the 
 normal college of the city of New York, or by the commissioner of public 
 charities, or by the commissioner of correction for schools or classes 
 maintained by such commissioners respectively. The auditor of the board 
 of education, the auditor of the board of trustees of the normal college, 
 the commissioner of public charities, and the commissioner of correction 
 shall certify monthly to the comptroller the amounts so forfeited, de- 
 ducted, reserved or withheld during the preceding month. Said amounts 
 shall be turned into the said retirement fund. (2) All moneys received 
 from donations, legacies, gifts, bequests, or otherwise for or on account 
 of said fund. (3) Five per centum annually of all excise moneys or li- 
 cense fees belonging to the city of New York, and derived or received by 
 any commissioner of excise or public officer from the granting of licenses 
 or permission to sell strong or spirituous liquors, ale, wine, or beer in 
 the city of New York, under the provisions of any law of this state au- 
 thorizing the granting of such license or permission. (4) One per centum 
 of the salaries of all members of the teaching and supervising staff of 
 the public day schools of the city of New York, and of the normal college 
 and training department of the normal college of the city of New York, 
 and of schools or classes maintained in institutions controlled by the 
 department of public charities or by the department of correction of the 
 city of New York, except that the amount deducted from the salary of 
 any teacher or principal of the public day schools of the city of New 
 York or of schools or classes maintained in institutions controlled by the 
 department of public charities or by the department of correction of the 
 city of New York, in this manner, shall not exceed thirty dollars in any 
 one year, and the amount deducted from the salary of any supervising 
 official, in this manner, shall not exceed forty dollars in any one year. 
 And the board of education, the board of trustees of the normal college, 
 the commissioner of public charities, and the commissioner of correction 
 shall, after the passage of this act, deduct on each and -every payroll of 
 the said teaching and supervising staff said one per centum from each 
 and every amount earnable in the period covered by the said payroll, not- 
 withstanding the minimum salaries provided for by section ten hundred 
 and ninety-one of the charter shall be thereby reduced, and shall certify 
 monthly to the comptroller the amounts so deducted; and said amounts 
 shall be turned into the said retirement fund. All deductions made under 
 the provisions of this clause from the salary of any person who may be 
 dismissed from the service for cause, before said person shall have be- 
 come eligible for retirement, under the provisions of this act, shall be 
 refunded to said person upon such dismissal. (5) All such other methods 
 of increment as may be duly and legally devised for the increase of said 
 fund. The moneys standing to the credit of the retirement fund on the 
 thirty-first of .December, nineteen hundred and four, after subtracting 
 therefrom any amounts forfeited, deducted, reserved or withheld from 
 salaries for absences prior to that date, which may, on excuse of absence, 
 be refunded after that date, all excise moneys of nineteen hundred and 
 four which may have been credited to said fund on or before that date, 
 and all interest for nineteen hundred and four on said fund, which may 
 have been credited to said fund on or before said date, shall be set apart 
 by the comptroller as a permanent fund. The unexpended balances of 
 the income of the teachers’ retirement fund for the year nineteen hun- 
 dred and five, and for all subsequent years shall be added to the said 
 permanent fund. The comptroller shall invest the said permanent fund, 
 and the income thereof may be used for the payment of annuities, but 
 if necessary, in order to carry out the provisions of this act, the board 
 of education may use any portion of the permanent fund in excess of 
 eight hundred thousand dollars in the same manner as the income thereof. 
 The president of the board of education, the chairman of the committee 
 on elementary schools of said board, the chairman of the committee on 
 high schools of said board, the city superintendent of schools, and three 
 members to be selected from the principals, assistants to principals and 
 teachers of the public day schools shall constitute a board of retirement. 
 The three last-named members shall be chosen as follows : Oil the second 
 Thursday of May in each year the principals, assistants to principals and 
 
 63470-09- 
 
 -11 
 
162 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 teachers in each district shall meet at the call of the district superin- 
 tendent, which call he shall issue at least one week before said meeting, 
 and at a place within the district designated by him, to select by ballot 
 one of their number as district representative to serve for one year. At 
 the close of said meeting, the presiding officer shall transmit to the 
 secretary of the board of education the name and address of the district 
 representative so chosen. The district representatives shall meet at four 
 o’clock in the afternoon on the third Thursday of May at the hall of the 
 board of education and choose by ballot one of their number to serve 
 on the board of retirement for three years from the first day of the 
 following June. At the first meeting of the district representatives after 
 this law takes effect, they shall choose by ballot three of their number 
 to serve on the board of retirement, and the three so chosen shall by lot 
 fix and determine their terms of office as one, two, and three years re- 
 spectively. Should a vacancy occur among the members of the board of 
 retirement so chosen, the district representatives shall meet and choose 
 by ballot one of their number to serve on the board of retirement for the 
 unexpired term. On the recommendation of the board of retirement, said 
 board of education shall have power, by a two-thirds vote of all its mem- 
 bers, to retire any member of the teaching or supervising staff of the 
 public day schools of the city of New York, or of schools or classes main- 
 tained in institutions controlled by the department of public charities 
 or by the department of correction who is mentally or physically inca- 
 pacitated for the performance of duty, and who has been engaged in the 
 work of teaching or of school or college supervision, or of examination of 
 teachers for licenses, or any two or more of the several kinds of work, 
 for a period aggregating twenty years, fifteen of which shall have been 
 in the public day schools in the city of New York, or in schools or classes 
 maintained in institutions controlled by the department of public chari- 
 ties or by the department of correction. And the board of education 
 may retire from active service any member of the said teaching or super- 
 vising staff who shall have attained the age of sixty-five years and shall 
 have been engaged in the work of teaching or school supervision for a 
 period aggregating thirty years. On the recommendation of the board 
 of retirement, the board of education shall have power, by a two-thirds 
 vote of all its members, to retire upon his or her own application any 
 member of the teaching or supervising staff of the public day schools of 
 the city of New York, or of schools or classes maintained in institutions 
 controlled by the department of public charities or by the department of 
 correction who has been engaged in the work of teaching or of school 
 or college supervision, or of examination of teachers for licenses, or any 
 two or more of these several kinds of work, for a period aggregating thirty 
 years, fifteen of which shall have been in any of the said institutions. 
 The said board of education shall also have power, by a two-thirds vote 
 of all its members, and after recommendation to that effect shall have 
 been made by the board of trustees of the normal college stating that the 
 member of the supervising or teaching force is mentally or physically 
 incapacitated for the performance of duty, to retire any member of the 
 teaching or supervising force of the normal college or of the training 
 department of the normal college who shall have been engaged in said 
 normal college or training department or elsewhere in the public school 
 system of the city of New York for ten years and shall have been en- 
 gaged in the work of teaching or of school or college supervision or of 
 examination of teachers for licenses, or any two or more of said several 
 kinds of work, during a period aggregating twenty years. The said 
 board of education, upon the recommendation of the trustees of the 
 normal college, may also, in its discretion retire any member of the teach- 
 ing or supervising force upon his or her own application who shall have 
 been engaged in the work of teaching or school or college supervision or 
 examination of teachers for licenses, or any two or more such occupa- 
 tions, for a period aggregating thirty years. Upon such retirement, 
 whether voluntary or otherwise, the person retired shall be entitled to 
 receive an annuity out of the teachers’ retirement fund of not less than 
 one-half of the annual salary paid to such person at the period of retire- 
 ment; and in case of the president or of a professor to such an additional 
 sum per annum as will increase such one-half of the salary previously 
 paid if not an even multiple of one thousand dollars to an even multiple 
 of one thousand dollars. Any person retired under the provisions of this 
 
teachers: employment, etc. 
 
 163 
 
 act after thirty years of service, except as hereinbefore in this section 
 provided in the case of the president or of a professor of the normal col- 
 lege, shall receive as an annuity one-half the annual salary paid to said 
 person at the date of said retirement, not to exceed, however, in the case 
 of a teacher or principal, the sum of fifteen hundred dollars per annum, 
 and in the case of a supervising official, two thousand dollars per annum. 
 And in no case shall the annuity of any person already retired or here- 
 after to be retired after thirty years of service, be less than six hundred 
 dollars. Any person retired after twenty years of service, but with less 
 than thirty years of service, shall receive an annuity which bears the 
 same ratio to the annuity provided for on retirement after thirty years 
 of service as the total number of years of service of said person bears to 
 thirty years. The annuities provided for by this act shall be payable 
 in monthly installments. All retirements made under the provisions of 
 this act shall take effect either on the first day of February or on the 
 first day of September. The number of persons retired in any one year 
 shall be so limited that the entire amount of the annuities to be paid for 
 that year shall not be in excess of the estimated amount of the retire- 
 ment fund applicable to the payment of annuities for that year. The 
 words ‘ teaching and supervising staff of the public day schools of the 
 city of New York ’ as used in this section, shall include the city superin- 
 tendent of schools, the associate city superintendents, the district super- 
 intendents, the members of the board of examiners, directors and assist- 
 ant directors of special branches, the supervisor and assistant supervisor 
 of lectures, all principals, vice-principals, assistants to principals, heads 
 of departments, and all regular and special teachers of the public day 
 schools of the city of New York. Nothing in this act shall be construed 
 as prohibiting the reappointment to active service, on his or her own 
 application, of any person who has been retired under the provisions of 
 this act. Upon the reappointment of such person the payment of the 
 annuity of said person shall be discontinued. Teachers "hereafter ap- 
 pointed in schools or classes maintained in the institutions controlled by 
 the department of public charities or by the department of correction, 
 shall be appointed by the commissioner of the appropriate department 
 upon the nomination of the city superintendent of schools and shall be 
 licensed by the board of examiners of the board of education. The de- 
 partment of education through such representatives as it may designate 
 shall maintain an effective visitation and inspection of all such schools 
 and classes.” 
 
 Chap. 167, Apr. 18, 1907. 
 
 885. New York: Establishing a retirement fund for the pensioning retired 
 
 school teachers, superintendents, supervisors, and heads of high school 
 departments of the public schools of the city of Schenectady, and regu- 
 lating the collection, management, and disbursement thereof. 
 
 Chap. 306, May 6, 1907. 
 
 886. New Y r ork: Establishing a retirement fund for teachers, principals, and 
 
 supervisors of the public schools in the city of Albany, and regulating 
 the collection, management, and disbursement thereof. 
 
 Chap. 414, June 4, 1907. 
 
 887. New York: Establishing a retirement fund for pensioning retired school 
 
 teachers, superintendents, supervisors, and heads of high school depart- 
 ments of the public school system of Schenectady. 
 
 Chap. 116, Apr. 13, 1908. 
 
 888. New York: Establishing a retirement fund for pensioning teachers, super- 
 
 visors, superintendents, etc., in the school system of Watervliet. 
 
 Chap. 140, Apr. 16, 1908. 
 
 D 889. Ohio (i906) : One whose name was on the teachers’ roll of a city school 
 district for twelve years, but who was not actually engaged in teaching 
 therein during all of such period, a substitute having taken his place 
 at one time, will not be entitled to a pension under the act of 1900 (94 
 
164 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 Ohio Laws, p. 305), providing for a teachers’ pension fund for those who 
 have taught for twenty years, and for twelve years in such district. — 
 Venable v. Schafer, 28 Ohio Cir. Ct. R., 202. 
 
 D 890. Ohio (1906) : Equity will endeavor to restore everybody who has acted 
 under favor of the provisions of an unconstitutional act of the legislature, 
 to his rights and their former statu quo; hence, the teachers’ pension 
 fund law of 1900 having been declared unconstitutional, one who had 
 paid assessments under its provisions can recover the same, with in- 
 terest, although he has no redress in the way of enforcing the provisions 
 of such act. — Venable v. Schafer, 28 Ohio Cir. Ct. R., 202. 
 
 D 891. Ohio (1906): In construing a statute a word should not be given a 
 limited or specialized meaning unless such meaning is made by legislative 
 enactment; hence, in the act of 1900 (94 Ohio Laws, p. 305), relative 
 to the teachers’ pension fund, the word “ teacher,” not being specifically 
 restricted in its meaning, will comprehend within its purview such in- 
 structors as shall have spent a part of the time required in teaching 
 in schools not supported in whole or in part by public taxation. — Venable 
 v. Schafer, 28 Ohio Cir. Ct. R., 202. 
 
 892. Pennsylvania: Empowering boards of school directors, boards of school 
 controllers, and central boards of education, in school districts of the 
 second and third class, to establish and administer a teachers’ retire- 
 ment fund. 
 
 “ Section 1. Be it enacted , etc., That the Boards of School Directors, 
 Boards of School Controllers, and Central Boards of Education, in school 
 districts of the second and third class, are hereby authorized and em- 
 powered to establish and administer a teacher’s retirement fund. The 
 said fund shall consist of all funds available for like purposes at the 
 time of the enactment of this law, together with such additions thereto 
 as the Boards of School Directors, Boards of School Controllers, or 
 Central Boards of Education may, from time to time, prescribe, and such 
 moneys as may be donated or bequeathed for such purposes. 
 
 “ Sec. 2. Any teacher, principal, or supervising official, retiring with 
 the consent of the Boards of School Directors, Boards of School Con- 
 trollers, or Central Boards of Education, shall receive from the said 
 fund such annuity as the Boards of School Directors, Boards of School 
 Controllers, or Central Boards of Education may prescribe.” 
 
 Act No. 169, May 23, 1907. 
 
 893*. Rhode Island: Providing for the pensioning of school teachers. 
 
 “ Section 1. Any person of either sex who on the passage of this act or 
 thereafter shall have reached the age of sixty years, and who for thirty- 
 five years shall have been engaged in teaching as his principal occupation 
 and have been regularly employed as a teacher in the public schools or 
 in such other schools within this state as are supported wholly or in part 
 by state appropriation and are entirely managed and controlled by the 
 state, twenty-five years of which employment, including the fifteen years 
 immediately preceding retirement, shall have been in this state, may at 
 the expiration of a school year, unless his private contract with his 
 employer shall otherwise provide, be retired by his employer or volun- 
 tarily retire from active service, and on his formal application shall 
 receive from the state for the remainder of his life an annual pension 
 equal to one-half of his average contractual salary during the last five 
 years before retiring, but in no case shall such annual pension be more 
 than five hundred dollars : Provided , however , that no such employment 
 as teacher within this state after this act shall be included within its 
 provisions, unless the teacher shall hold a certificate of qualification 
 issued by or under the authority of the state board of education. 
 
 “ Sec. 2. The state board of education shall make all needful regula- 
 tions for issuing certificates of qualification and carrying into effect the 
 other provisions of this act not inconsistent with the act itself, and shall 
 examine into and determine the eligibility of each and every applicant 
 to receive a pension under the provisions of this act. 
 
 “ Sec. 3. For the purpose of carrying this act into effect the sum of ten 
 thousand dollars or so much thereof as may be necessary is hereby appro- 
 priated out of any money in the treasury not otherwise appropriated, 
 
165 
 
 teachers: employment, etc. 
 
 and the state auditor is hereby directed to draw his orders on the general 
 treasurer in favor of such persons and for such sums as shall be certified 
 to him by the state board of education, according to the provisions of 
 this act. 
 
 “ Sec. 4. This act shall take effect on the first day of January, 1908.” 
 Chap. 1468, Apr. 23, 1907. (Jan. 1, 1908.) 
 
 894. South Carolina: Amending secs. 1 and 5, act No. 544, Acts, 1898, relative 
 
 to the creation and disbursement of a public school teachers’ retirement 
 fund in the city of Charleston. 
 
 Providing for a reservation of 8 per cent of the gross income of the 
 special school fund paid on the 1 mill tax on and after January 1, 1907. 
 Providing for use of surplus fund. 
 
 Act No. 335, p. 745, Feb. 7, 1907. 
 
 895. Utah: Providing for the retirement of public school teachers. 
 
 “ Section 1. That upon the written request of a majority of the teach- 
 ers in any city of the first or second class, or of any county, exclusive 
 of cities of the first and second class, the Board of Education or the 
 County Superintendent , shall authorize the organization of a Public 
 School Teachers’ Retirement Commission. 
 
 “ Sec. 2. Said commission shall be composed of seven members, 
 viz: (a) Three members selected by the petitioning teachers or by the 
 members of the Retirement Association after organization is perfected ; 
 (&) The Superintendent of the city or county, and the (c) Clerk of the 
 Board of Education, if in a city, or the (c) County Clerk in county 
 organizations, and ( d ) two members selected by the Board of Education 
 from their members in districts of the first or second class, or (d) 
 two members appointed by the county superintendent from boards of 
 trustees within the county. 
 
 “ The elective and appointive members of the Retirement Commission 
 chosen by the Board of Education or appointed by the Superintendent 
 shall serve for two years, except in organizing, w r hen one shall be chosen 
 or appointed for one year and one for two years, dating the term of 
 office from the first Monday of the preceding February; and the mem- 
 bers chosen by the petitioning teachers or the members of the Retire- 
 ment Association shall be chosen for a term of three years, except in 
 organizing, when one shall be chosen for one year, one for two years, 
 and one for three years, the term of office dating from the first Mon- 
 day of the preceding February, except when first organized, which 
 may occur at any time during the year; the elective members shall be 
 chosen between the first and twentieth days of January and shall take 
 office on the First Monday of the succeeding February. 
 
 “ Sec. 3. The members of the Retirement Commission who are 
 chosen from the teaching body shall be elected at a meeting called by 
 the Superintendent of the district or of the county, who shall cause 
 each teacher serving within said district or county to be notified in 
 writing of the time and place of such an election. 
 
 “ Sec. 4. The officers of the Retirement Commission shall qualify by 
 taking and subscribing the oath of office and filing the same with the 
 county clerk. In cases of a vacancy in the elective membership of the 
 said commission the vacancy shall be filled for the unexpired term by 
 the commission choosing a member from the body that elected the out- 
 going member. 
 
 “ Sec. 5. The Retirement Commission shall organize by election from 
 their number a President and Secretary, who shall serve for one year 
 and until their successors are chosen and qualified. The Commissioners 
 shall serve without compensation, except the Secretary, who may, in the 
 discretion of the Retirement Commissioners, receive not to exceed fifty 
 dollars per annum for his services. 
 
 “ Sec. 6. The Treasurer of the Board of Education in cities of the first 
 and second class or of the county shall be the ex-officio treasurer of the 
 funds of the Retirement Association, and his official bond as fixed by the 
 Board of Education or County shall cover the moneys in said fund. 
 
 “ Sec. 7. The funds of the Retirement Association shall be of two 
 classes: (a) Permanent and (b) Current Fund. The treasurer shall 
 
166 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1006-8. 
 
 pay out money on warrants signed by the president and secretary of the 
 commission. He shall have charge, under the direction of the commis- 
 sioners, of the investment and management of the Permanent Fund, but 
 the Permanent Fund shall be invested only in State, County, school dis- 
 trict or municipal improvement securities within the State of Utah. 
 
 “ Sec. 8. The Retirement Commission shall keep a record of all the pro- 
 ceedings and a record of all money received and paid out, all of which 
 records shall be open for public inspection. It shall also make such re- 
 ports from time to time to the state superintendent of public instruction 
 or board of education or board of trustees as may be required. 
 
 “ Sec. 9. When a board of Retirement Commissioners has been duly 
 organized in any district or county, the superintendent of schools who 
 has charge of said district or' county shall cause each teacher within 
 said district or county to be notified of the fact, and he or she shall, 
 within thirty days, thereafter, reply in writing, accepting or declining 
 membership in said Retirement Association. In case a teacher declines 
 to become a member, he or she may only become a member thereafter by 
 a two-thirds vote of all the commission and payment of all back dues, 
 dating from the organization of said Retirement Association. All new 
 teachers accepting employment under the board of education or trustees 
 in any county subsequent to the organization of a Retirement Associa- 
 tion within the district or county may contract and agree to the provi- 
 sions governing membership in said association. 
 
 “ Sec. 10. The income of the Public School Teachers’ Retirement Asso- 
 ciation shall be from the following sources: 
 
 “ (a) All teachers in the employ of the Board of Education or Boards 
 of Trustees at the time of the organization of said Retirement Associa- 
 tion and who have become members thereof, and all new teachers 
 entering the employment of the Board of Education or Board of Trus- 
 tees, shall have deducted from each and every payroll in payment for 
 services one per cent of the face of said payroll, and the amount of said 
 deduction shall be certified by the Clerk of the Board of Education or 
 Board of Trustees monthly to the treasurer of the Association. 
 
 “(b) All amounts deducted from teachers’ salaries on account of 
 absence through sickness not to exceed five days in any one year for a 
 teacher : Provided, that by a special resolution the Board of Education 
 or Board of Trustees may, on account of a shortage of funds, withhold 
 the payment of said deductions out for a period not to exceed one year at a 
 time. All deductions belonging to this fund shall be certified to monthly 
 by the Board of Education or Board of Trustees to the treasurer of the 
 Association. 
 
 “(c) All moneys received from donations, legacies, gifts, bequests, or 
 otherwise for or on account of said fund. 
 
 “ Sec. 11. The first two sources of income, viz, * a ’ and ‘ b ’ shall con- 
 stitute the Current Fund, and the third source viz : ‘ c ’ shall consti- 
 tute the Permanent Fund, unless specifically stipulated for the Current 
 Fund in the donation, legacy, gift or bequest. No portion of the Perma- 
 nent Fund shall be available for current expenditure, but the interest 
 thereon shall become a part of the Current Fund. 
 
 “ Sec. 12. There shall be two classes of beneficiaries under the Retire- 
 ment Fund, viz, Class ‘A’ and Class ‘ B.’ 
 
 “ Class A. On the recommendation of the Retirement Commission, the 
 Board of Education or Board of Trustees shall have power by two-thirds 
 vote to retire any member of the Association who is mentally or physically 
 incapacitated for the performance of duty : Provided, said teacher has 
 taught in the district or county in which said district is located for at least 
 five years, and whose term of service shall aggregate thirty years, whether 
 before or after or partly before or after, the passage of this act. Each 
 teacher so retired shall be entitled to receive as pension an annual salary 
 equal to one half of the average annual salary drawn by said teachers for 
 the five years preceding retirement, but in case his or her years of teaching 
 shall not aggregate thirty years, he or she may be temporarily retired 
 and shall be entitled to as many thirtieths of the half-salary as his or 
 her years of service are a part of thirty. Any teacher who has been 
 retired under this class and who recovers his or her mental or physical 
 powers sufficiently to teach or earn a livelihood in some other manner, 
 in the opinion of the Medical Inspector of the Board of Education, or 
 
167 
 
 teachers: EMPLOYMENT, ETC. 
 
 Board of Trustees, or of a physician selected by the Retirement Com- 
 missioners in case there is no Medical Inspector designated, shall cease 
 to draw an annuity under this classification. 
 
 “Class B. Any member of the Retirement Association who has taught 
 thirty years, one-third of which time has been in the district or county 
 in which said district is located and who has reached the age of sixty 
 years, shall, upon his or her request, or upon the recommendation of the 
 Retirement Commissioners and a two-thirds vote of the Board of Educa- 
 tion or Board of Trustees, without option, be placed upon the retired list, 
 and shall be entitled to annual salary equal to one-half of the average 
 annual salary of the five years preceding retirement. 
 
 “ Sec. 13. Provided that any teacher who is retired under the pro- 
 visions of either class ‘A’ or ‘ B,’ and who at the time of retirement 
 has not paid into the Retirement Fund a sum equal to one per cent of 
 the entire salary received for the previous years of service claimed, shall 
 have such an amount deducted from his or her annuity as shall equal 
 the amount still due. This deduction may, in the discretion of the Re- 
 tirement Commissioners, be distributed over a period not to exceed three 
 years. Any teacher may, at the time of becoming a member of the 
 association, be credited in full for all back payment covering previous 
 years of service claimed by paying one-half of one per cent of all 
 salaries earned during time of service claimed. Any teacher who is a 
 member of a Retirement Association in the State of Utah and who ac- 
 cepts employment in a district or county outside of the bounds of his or 
 her association shall, within thirty days thereafter, select which of two 
 ways he or she prefers to continue his or her membership. 
 
 “ 1. A transfer of membership, or 
 
 “ 2. An absent membership. 
 
 “ If the first mentioned is selected the secretary of the commission 
 shall fill out on a paper form a report covering the necessary data con- 
 cerning said teacher, which report, with the one-half of the amount of 
 the money paid into the fund by or on account of said teacher as herein- 
 after provided, shall be accepted by any commission in the State as a 
 complete record and payment of back dues of such teacher. 
 
 “ If the second method is chosen a teacher may continue his or her 
 membership by voluntarily sending annually to the secretary of the 
 association the one per cent of his or her salary as certified to by the 
 clerk of the board where he or she is employed. 
 
 “ Sec. 14. Any teacher dismissed from the service of the Board of Educa- 
 tion or Board of Trustees for cause shall be entitled to a refund of all 
 money, without interest, paid into the retirement fund by said teacher. 
 
 “ Any teacher voluntarily withdrawing from the services of the 
 Board of Education or Board of Trustees shall be entitled to a refund 
 of one-half the amount paid into said fund by said teacher, provided , 
 he or she makes application in writing within three months for the 
 refund. 
 
 “ Sec. 15. In case of the death of a member of the Retirement Associa- 
 tion the estate of said teacher shall be entitled to a refund of the total 
 amount paid into said fund by said teacher. 
 
 “ Sec. 16. If at any time the funds of the Retirement Association are 
 not sufficient to meet the annuities and refunds hereinbefore specified, 
 each annuitant and claimant shall be paid pro rata his or her proportion 
 of the funds that are available. 
 
 “ Sec. 17. The term “ teacher ” as used throughout this bill shall in- 
 clude superintendent, supervisors, principals, and teachers. 
 
 “ Sec. 18. The Retirement Commission is empowered to adopt such ad- 
 ditional rules and by-laws for the carrying out of the provisions of this 
 bill as are in harmony with its intents and purposes.” 
 
 Chap 111, Mar. 14, 1907. 
 
 896. Virginia: Providing a retirement fund for public school teachers. 
 
 “ 1. Be it enacted by the general assembly of Virginia, That whenever 
 any person, not including superintendents, has taught in the public 
 schools of this State an aggregate of twenty years, if said person has 
 maintained a good record and by reason of physical or mental infirmity 
 or old age is incapable of rendering efficient service as a teacher, or 
 if said person has taught for twenty-five years in this State, and desires 
 
STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 to be retired, as herein provided, he or she may make application to the 
 State board of education to be retired and pensioned as hereinafter 
 provided. If the state board of education shall find the facts as above 
 stated it shall place the name of- the said person upon a list to be known 
 as ‘ the retired teachers’ list,’ and the said board may, of its own motion, 
 place any teacher on said list who has served for twenty years if said 
 board shall deem it best for the good of the school system to take such 
 action. A careful record shall be kept by the said board of the names of 
 the teachers retired and pensioned under the provisions of this act, and 
 every person so placed upon said list shall receive a pension as herein- 
 after provided. 
 
 “ 2. The fund ; whence derived. — In order to provide a fund to pen- 
 sion said retired teachers all contracts with teachers shall provide that 
 the chairman and clerk of the school board or other officers whose duty 
 it is to pay public school teachers, shall deduct monthly from the salary 
 of each teacher in the State a sum equal to one per cent, of his or her 
 salary. Each teacher shall be furnished a statement showing the 
 amount so deducted. The sum so deducted shall be promptly remitted 
 by the officers deducting the same, through the office of the second auditor 
 of Virginia, to the State board of education which shall immediately 
 deposit the same with the State treasurer. All amounts so received 
 shall be placed by the State treasurer to. the credit of a fund to be 
 called * the retired teachers fund,’ and an accurate account shall be kept 
 of all funds so received. 
 
 “ 3. Appropriation. — The sum of five thousand dollars per annum, or 
 so much thereof as may be necessary to carry out the purposes of this 
 act, is hereby appropriated out of any moneys in the treasury not other- 
 wise appropriated, to carry into effect the provisions of this act. The 
 said sum shall be turned over to the State board of education and 
 deposited as aforesaid ’with the State treasurer to be placed to the credit 
 of the fund created by section two of this act. 
 
 “ 4. Legacies, bequests, et cetera. — All legacies, bequests, and funds 
 derived from devises for the benefit of teachers under this act shall be 
 paid over to the State board of education and shall be by it transferred 
 as aforesaid to the treasurer of Virginia, to be placed to the credit of 
 the fund provided for in section two of this act. 
 
 “ 5. The State board of education shall be permitted to invest the 
 capital and unappropriated income of said ‘ retired teachers’ fund,’ as 
 provided in the eleventh subdivision of section fourteen hundred and 
 thirty-three of the Code with all the powers of investment or reinvest- 
 ment granted by said section, and all securities belonging to said fund 
 shall be deposited with the second auditor for safekeeping, who shall 
 return with his annual report a list thereof with a statement of their 
 value. 
 
 “ 6. What pensions to be paid. — The State board of education shall 
 quarterly, on the first day of January, April, July, and October in eacji 
 year issue its warrant on said fund signed by the president and secretary 
 of said board as follows : A warrant shall be issued to the second 
 auditor of Virginia for the benefit of each person whose name has been 
 placed on said list for the quarter immediately preceding the time of 
 payment for a sum equal to one-eighth of the annual salary earned by 
 such person at the time he or she was placed on such list. And the 
 second auditor shall issue his warrants to said persons accordingly. 
 In no event, however, shall any quarterly pension exceed the sum of one 
 hundred dollars, except that principals of schools may receive as a 
 quarterly pension as much as one hundred and twenty-five dollars. In 
 the event that the available funds shall, in the judgment of the State 
 board of education upon a prudent and equitable appropriation of the 
 same for any quarter, be insufficient to pay all pensions due for the 
 quarter to the full amount thereof, then the same shall be paid pro rata, 
 according to the amount of money that is available as aforesaid. 
 
 “ 7. The State board of education shall see that proper arrangements 
 are made for keeping an accurate account of all moneys received, in- 
 vested or disbursed under this act, and the superintendent of public 
 instruction shall include a full statement of all the transactions of said 
 fund in his annual or his biennial report. The State board of education 
 shall require proper and sufficient bonds from the person, or persons, 
 
teachers: employment, etc. 
 
 169 
 
 charged with the management or custody of said funds, except in the 
 cases of the State treasurer and second auditor, whose official bonds shall 
 cover the said funds, for the proper application of which they and the 
 sureties on their official bonds shall be liable.” 
 
 Chap. 313, Mar. 14, 1908. 
 
 S97. Wisconsin: Creating sec. 925 — xx, Statutes, 1898, providing for a public 
 school teachers’ retirement fund in cities of the first class (Milwaukee). 
 
 “ Section 925 — xx. 1. Two female teachers, two male teachers and 
 four members of the board of school directors, in cities of the first class 
 shall constitute in their respective cities, a board of trustees for the 
 purpose herein set forth. The teachers who shall elect to come under the 
 provisions of this act shall hold their first annual meeting on the first 
 Saturday of October, 1907, and shall elect by ballot one female teacher 
 who shall hold office for a term of one year, one female teacher who 
 shall hold office for a term of two years, one male teacher who shall 
 hold office for a term of one year, and one male teacher who shall hold 
 office for a term of two years ; and a majority of all the votes cast shall 
 be necessary in each case for an election. Such meeting shall be called 
 by the secretary of the school board by giving due notice to all such 
 teachers of the hour and place where the meeting shall be held. 
 Annually, thereafter, at a meeting duly called by the board of trustees 
 on the first Saturday of October, one female teacher and one male 
 teacher shall be elected in the same manner for a term of two years. 
 The boards of school directors of cities of the first class shall, at their 
 regular meeting in October, 1907, elect two of their number to be mem- 
 bers of the board of trustees for a term of one year, and two of their 
 number to be members of the board of trustees for a term of two years ; 
 and annually thereafter, at their regular October meetings, the boards 
 of school directors shall elect one of their number to be a member of 
 the board of trustees for a term of two years. The board of trustees 
 shall organize within ten days after the regular October meeting of the 
 board of school directors by the election from their members of a pres- 
 ident and a secretary, and may adopt rules of order not inconsistent 
 with this act. In case of vacancy, the board of trustees shall, within 
 ten days after its occurrence, fill the same for the unexpired term. 
 
 “ 2. A teachers’ retirement fund is hereby created in cities of the first 
 class, and the fund shall consist of: A permanent and a general fund. 
 
 “ The permanent fund shall be made up of gifts and legacies specific- 
 ally given to said permanent fund, and the sums set apart by the board 
 of trustees. 
 
 “ The general fund shall be made up of : 
 
 “ (a) Gifts and legacies not specifically given to said permanent fund. 
 
 “ (b) All amounts retained from salaries of teachers under the provi- 
 sion of this act, and the interest derived from said permanent fund. 
 
 “(c) The board of school directors in cities of the first class may pay 
 out of the school fund into the teachers’ retirement fund a sum not to 
 exceed one per cent, of the gross receipts raised by taxation for school 
 purposes. 
 
 “(d) All moneys obtained by such other methods of increment as may 
 be duly and legally devised for the increase of said fund. 
 
 “ The general fund may be drawn upon for the purpose of this act by 
 said board of trustees. 
 
 “ 3. Said board shall have control of the retirement fund, investing the 
 same only in such securities as savings banks are authorized by law to 
 invest in. The board shall receive and consider all applications for 
 annuities under this act, and when in their opinion the best interests of 
 the school are served by the retirement of the applicants, shall determine 
 and direct payment of the annuities. The board shall keep full and com- 
 plete records of the receipts and disbursements of this fund and a 
 complete list of all annuitants, and shall make a report of the same at 
 each annual meeting of the teachers in October. All necessary expenses 
 incurred by the board in carrying out the provisions of this act shall be 
 paid out of the retirement fund, in accordance with the votes of the board. 
 The members of the board shall serve without compensation. Whenever 
 any member of the board shall cease to hold a position as member of the 
 
STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 board of school directors, or as teacher in the public schools, his or her 
 membership in the board shall thereupon cease. 
 
 “ 4. The city treasurer shall be the custodian of the retirement fund, 
 and shall make payments therefrom as ordered by the board of trustees. 
 
 “ 5. Beginning with the monthly payments in November, 1907, the board 
 of school directors shall reserve from the salary of each teacher who has 
 come under the provisions of this act the sum of four dollars ($4.00), and 
 from every monthly payment thereafter for a period of twenty-five years, 
 shall reserve the sum of two dollars ($2.00), and shall pay the sums 
 so reserved into the school teachers’ retirement fund, as herein pro- 
 vided. 
 
 “ 6. The city treasurer upon the order of the board of trustees, shall 
 pay out of said retirement fund, in monthly payments, sucS an annuity to 
 any teacher who shall retire from the service of the city, as the fund 
 will allow, and said board of trustees shall determine ; but in no case 
 shall a teacher receive such annuity unless such teacher has taught for 
 twenty-five years, and for at least fifteen years in the public schools of 
 the city or cities to which this act applies, except as hereinafter pro- 
 vided. 
 
 “ 7. All annuities granted by the board of trustees under the provi- 
 sions of section six shall be uniform in amount except as provided in 
 section eight of this act. 
 
 “ 8. No annuity shall be paid to any teacher until such teacher shall 
 have contributed to the general fund a sum equal to all the assessments for 
 twenty-five years, to-wit ; five hundred dollars. Should any teacher 
 retire under section six and be unable to pay the full amount of assess- 
 ments as above specified, the board of trustees shall pay to such retiring 
 teacher an annuity directly proportionate to the amount of money paid 
 by such retiring teacher into the public school teachers’ retirement 
 fund. 
 
 “ 9. Any teacher who shall have been a contributing member, who 
 shall retire from the service, not being in receipt of an annuity, shall, 
 if an application is made within three months after date of his retire- 
 ment, receive one-half of the total amount paid by him into the retire- 
 ment fund. 
 
 “ 10. All annuities granted under the provisions of this act shall be 
 exempt from attachments and garnishment process, and no annuitant 
 shall have the right to transfer or assign his or her annuity, either by 
 way of mortgage or otherwise. 
 
 “ 11. All elections or appointments of teachers by the board of school 
 directors shall be subject to the provisions of this act, and all such 
 elections and appointments shall be on probation ; but on a successful 
 probation of four years the election or appointment shall become per- 
 manent during efficiency and good behavior. No teacher who is a con- 
 tributor of said fund, and whose position has become permanent by 
 virtue of successful probation, shall be removed or discharged by the 
 board of education except for cause upon written charges. The teacher 
 shall receive a copy of such written charges at least three days before the 
 hearing thereof. 
 
 “ 12. This act shall be binding on all teachers employed in cities of 
 the first class at the time of its enactment, who shall thereafter elect 
 to come under its provisions. Notice in writing to the superintendent 
 of schools shall constitute such election. All teachers not employed in 
 cities of the first class at the time of the enactment of this law, who may 
 be elected or appointed subsequent thereto, shall be bound by the pro- 
 visions of this act, when their respective appointments shall have become 
 permanent as herein provided. 
 
 “ 13. The term ‘ teacher ’ in this act shall include all superintendents, 
 principals, and regular instructors employed in the public schools of 
 cities of the first class, provided, however, that the election or appoint- 
 ment of the superintendent, the assistant superintendents, and special 
 supervisors shall not be affected by paragraph eleven of this act.” 
 
 Chap. 453, June 25, 1907. 
 
teachers: professional training. 
 
 171 
 
 G. TEACHERS: PROFESSIONAL TRAINING AND EDUCATION. 
 
 (a) University Departments and Schools of Education. 
 
 For the biennium 1904-1906 legislation indicated a growing in- 
 terest in those institutions and activities established for the higher 
 educational instruction and training of teachers. The record for 
 the present biennium displays little of a positive or constructive char- 
 acter. Kentucky (898) and North Dakota (898a) each organized the 
 department of education of the state university upon a collegiate 
 basis. Tennessee (898b) passed a necessary amendment to the act of 
 1905, providing for the establishment of the George Peabody College 
 for Teachers. 
 
 898. Kentucky: See enactment No. 1397. 
 
 898a. North Dakota: See enactment No. 11^00. 
 
 898b. Tennessee: Repealing chap. 211, Acts, 1905, relative to establishment of 
 a college for the higher education of teachers and enacting a substitute. 
 
 Appropriating $250,000 (formerly $25,000 annually for ten years) for 
 the establishment, support, maintenance, and use of the George Peabody 
 College for Teachers, an institution for the higher education of teachers 
 for the Southern States, the successor of the Peabody Normal College. 
 This appropriation one of the conditions of the endowment of $1,000,000 
 to be provided by the trustees of the Peabody Education Fund. 
 
 Chap. 19, Jan. 29, 1907. 
 
 (b) State Normal Schools. 
 
 The legislation with reference to the establishment of state normal 
 schools in the Southern States comprises the most important part 
 of such legislation during the two years covered. The enactments in 
 Alabama (899-902), Kentucky (909), North Carolina (912, 913), 
 and Virginia (919) are the chief ones of these. The establishment 
 of a state normal school in Arkansas (903) marks a new epoch in 
 the educational history of that State. The organization of a single 
 board of regents for the normal schools of Oregon (917) and the 
 institution of an investigation of the normal schools of Vermont 
 (918) are worthy of special note. Wisconsin (921) continued her 
 legislation of 1905 with reference to the new normal school at La 
 Crosse by making a large appropriation for the erection of a building. 
 
 899. Alabama: Amending sec. 2 of an act establishing a state normal school 
 
 for the education of white female teachers and students at Livingston. 
 Relating to appointments, composition, duties, etc., of board of 
 
 frn cfppG 
 
 Act No. 95, p. 167, Feb. 23, 1907. 
 
 900. Alabama: Amending sec. 3602, Code, 1896, as amended by act No. 187, 
 
 p. 233, Laws, 1903, relative to apportionment of school fund. 
 
 Increasing appropriations for designated normal schools from $10,000 
 to $15,000. 
 
 Act. No. 120, p. 187, Feb. 28, 1907. (Sec. 1761, Code, 1907.) 
 
172 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 901. Alabama: Establishing a normal school for the education of white male 
 
 and female teachers at Daphne. 
 
 Providing for appointment and constitution of board of six trustees, 
 and prescribing duties. Prescribing conditions of admission of students. 
 Making annual appropriation of $2,500. Baldwin County to furnish 
 building and grounds. 
 
 Act No. 264, p. 327, Mar. 4, 1907. 
 
 902. Alabama: Establishing normal school for education of white male and 
 
 female teachers at Moundville. 
 
 Providing for constitution, powers, and duties of board of trustees; 
 admission of students; annual state appropriation, $2,500. Local com- 
 munity to provide building and grounds. 
 
 Act No. 720, p. 656, Aug. 13, 1907. 
 
 903*. Arkansas: Providing for the establishment and maintenance of a state 
 
 normal school. 
 
 Creating the Arkansas State Normal School; providing for a state 
 normal school board; fixing the term of office of appointed members; 
 making state superintendent of public instruction chairman of board ; 
 defining powers and duties of board; providing for free scholarships in 
 each county; making tuition free to citizens of the State only and fix- 
 ing certain fees; authorizing board to issue diplomas having the value 
 of a professional license good for six years; requiring board to report 
 biennially to the legislature ; appropriating $15,000. Board to receive 
 propositions and to decide upon location of school. Offers of location to 
 include at least twenty acres of land for a site and $15,000 for buildings. 
 
 Act No. 317, May 14, 1907. 
 
 904. California: Authorizing transfer of moneys from the salary fund of the 
 
 state normal school at San Francisco to the printing fund of said school. 
 
 Transferred funds to be available during 1907 and 1909 for the pur- 
 pose of replacing such pamphlets and other materials, destroyed by the 
 fire of April, 1906, as were prepared and used by the faculty of said 
 school in the training of teachers. 
 
 Chap. 366, Mar. 19, 1907. 
 
 905. Connecticut: Providing for the erection of a building for the state normal 
 
 school at Willimantic and making an appropriation therefor. 
 
 Building for model and practice school ; cost, $50,000. Town of Wind- 
 ham to provide site and one-third of cost. 
 
 Special acts No. 500, Aug. 1, 1907. 
 
 D 906. Florida (1905) : Laws, 1905, chap. 5384, in expressly providing for a 
 colored normal school and also for a normal department to the Uni- 
 versity of the State of Florida, and conferring on the state board of 
 education and state board of control, acting jointly, authority to estab- 
 lish and maintain a normal department for the instruction of white 
 female teachers in the Florida Female College at any time it may be 
 deemed necessary, sufficiently complies with Const., art. 12, sec. 14, 
 relating to such normal schools. — State v. Bryan, 39 So., 929. 
 
 907. Georgia: See enactment No. 1396. 
 
 908. Illinois: See enactment No. 115 7. 
 
 909*. Kentucky: Repealing, and reenacting with amendments, secs. 1, 14, 20, 
 and 26, chap. 102, Laws, 1906, relative to the establishment of a system 
 of state normal schools, etc., and adding two new sections. 
 
 Fixing the boundaries of the eastern and western normal school dis- 
 tricts. Defining grades of teachers’ certificates to be granted. Requir- 
 ing the president of each normal school to make annual report (formerly 
 the president of the board of regents). Making county, instead of legis- 
 lative district, the unit of choosing pupils for gratuitous instruction, 
 and modifying the conditions of such. 
 
teachers: professional training. 
 
 173 
 
 Granting to boards of normal schools power to lease and purchase 
 real estate or acquire the same by condemnation. Authorizing the exam- 
 ination of normal-school students for teachers’ certificates in counties 
 in which normal school is located, and providing for the transmission of 
 examination papers and the granting of certificates in another county. 
 
 Chap. 62, Mar. 24, 1908. 
 
 909a. Maryland: Adding sees. 189 and 190 to art. 77, Public General Laws, 
 1904, relative to a normal school for colored teachers. 
 
 Accepting for the state buildings, equipment, etc., of the Baltimore 
 normal school. Appropriating annually $5,000 for support. 
 
 Chap. 599, p. 230, Apr. 8, 1908. 
 
 910. Massachusetts: Providing for agricultural education in the state normal 
 
 school at North Adams. 
 
 Conditioned upon contribution of suitable land by city for free use 
 for ten years. Appropriating $2,500. 
 
 Chap. 257, Mar. 23, 1908. 
 
 911. Nebraska: Repealing, and reenacting with amendments, sec. 11186, Cob- 
 
 bey’s Annotated Statutes, 1903, relative to admission of pupils to state 
 normal schools. 
 
 Pupils must possess at least a two years’ high-school education or its 
 equivalent. Exceptions as to junior normals and Hhe summer sessions 
 of the normal schools. 
 
 Chap. 127, Apr. 5, 1907. 
 
 912. North Carolina: See enactment No. lJf8. 
 
 913. North Carolina: Amending secs. 4182 and 4186, Revisal, 1905, relative 
 
 to state normal schools for the colored race. 
 
 Increasing number of directors from five to six, and prescribing terms 
 of office, conditions of vacancy, and organization. Providing for super- 
 intendent of colored normal schools, fixing his salary and defining his 
 duties. Making special annual appropriation of $10,000 for buildings, 
 equipment, and repairs. 
 
 Chap. 856, Mar. 9, 1907. 
 
 914. North Dakota: Amending sec. 1082, Revised Codes, 1905, relative to the 
 
 objects of normal schools. 
 
 Course of study shall not extend more than two years beyond the 
 course of study prescribed in a high school of the first class. 
 
 Chap. 100 (in part), Mar. 19, 1907. 
 
 915. North Dakota: Amending sec. 1172, Revised Codes, 1905, relative to the 
 
 industrial school and school for manual training. 
 
 Name of school changed to State Normal and Industrial School. Ob- 
 ject extended so as to include preparation of teachers with special 
 reference to manual training. 
 
 Chap. 241, Mar. 23, 1907. 
 
 916. North Dakota: Referring to next legislature amendment to sec. 216, 
 
 Const., 1889. 
 
 Normal school established at Minot. 
 
 P. 453, Mar. 11, 1907. 
 
 917. Oregon: Repealing secs. 3471 to 3489, secs. 3491 to 3500, secs. 3500 to 3507, 
 
 relative to state normal schools, and enacting substitutes. 
 
 Abolishing the several existing normal-school boards and creating a 
 board of regents of normal schools ; defining powers and duties of boards. 
 Prescribing uniform course of study for normal schools. Creating board 
 of visitors for each normal school. Authorizing establishment of model 
 schools. 
 
 Chap. 189, Feb. 25, 1907. 
 
174 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 918. Vermont: Relating to investigation of normal schools. 
 
 “ That a commission consisting of five members, to be appointed by 
 the governor, is hereby created and empowered to consider the present 
 status and equipment of the normal schools of the State, to compare the 
 same with the normal school facilities of other States, and to report 
 to the general assembly at the biennial session of 1908 their findings and 
 recommendations by bill or otherwise. Said commission is empowered 
 to call for and examine persons, books and papers, in relation to the 
 normal schools. 
 
 “ Said commission shall serve without pay but the auditor of accounts 
 shall draw orders on the state treasurer for the necessary expenses of 
 the members of said commission in pursuance of the purposes of this 
 resolution.” 
 
 Jt. Res. No. 500, Dec. 14, 1906. 
 
 919. Virginia: Relating to the establishment of state normal and industrial 
 
 schools for women at Harrisonburg and Fredericksburg. 
 
 Appropriating $75,000, and providing for supervision, management, 
 and government by boards of trustees. Prescribing powers and duties, 
 conditions of admission of pupils, etc. 
 
 Chap. 284 (Gen. Approp.), p. 428, Mar. 14, 1908. 
 
 920. Washington: Relating to the model training school departments of normal 
 
 schools, authorized by sec. 2550, Annotated Codes and Statutes, 1897. 
 
 Providing for the attendance of pupils upon such schools, for reports 
 of attendance, and for apportionment of state school funds. 
 
 Chap. 97, Mar. 11, 1907. 
 
 921. Wisconsin: Appropriating a certain sum of money to the normal school 
 
 fund income to build a normal school at La Crosse. 
 
 Regents to erect a normal school at La Crosse ; appropriation, $210,000 ; 
 plan and contract subject to approval by the governor. 
 
 Chap. 299, June 21, 1907. 
 
 (c) County and Local Normal and Training Schools. 
 
 In all grades of public schools the greatest demand of the present 
 is for more and better trained teachers. The demand for qualified 
 teachers in villages and cities has in the great majority of States 
 greatly exceeded the supply of graduates from the state normal schools 
 and other schools for the professional training of teachers. But no- 
 where is the need more pressing than in the case of the schools of rural 
 districts. Even without this excess of demand, the difficulty of 
 making the teachers’ position in the rural school, under the existing 
 conditions of meager compensation and social isolation, desirable 
 to those completing the longer and more complete training courses 
 of the state normal schools, has long been recognized. Certain States 
 have attempted to meet directly the need for better rural school- 
 teachers through the establishment of “ county normal schools ” or 
 “ county normal-school training classes,” where the students, who 
 otherwise would go directly into the work of teaching, are given 
 one year, more or less, of special training calculated to fit them for 
 more effective service in the rural schools. Wisconsin has been one 
 of the leaders in this movement, and the success of the plan in that 
 
teachers: professional training. 
 
 175 
 
 State is borne out by the recent enactment (927) increasing the num- 
 ber of these schools from twelve to twenty. Nebraska (922b) has a 
 somewhat different plan for supplying a minimum amount of pro- 
 fessional training. The amended measure in that State is testi- 
 mony of the effectiveness of the so-called “ junior normal schools.” 
 The several acts relative to professional training of teachers in 
 high schools — Nebraska (923), Vermont (925), and Virginia (926) — 
 are clearly indicative of the character of the demands in those States 
 for more skillful teachers, especially for the rural schools. 
 
 The Indiana measure (922) is easily the most important one of 
 this group. Its presentation in full seems to be warranted. 
 
 922*. Indiana: Concerning normal schools and the training and licensing of 
 teachers. 
 
 “ Section 1. Be it enacted * * *, That the state board of educa- 
 
 tion, in addition to its present powers and duties, shall be and is hereby 
 constituted a state teachers’ training board, and, as such, is authorized 
 and directed to arrange for a regular system of normal school instruction 
 throughout the state; to designate what schools and what professional 
 departments in schools shall be accredited in the state system of normal 
 school instruction ; to fix conditions upon compliance with which present 
 and future schools and departments may become accredited as a part of 
 such system ; to establish, inspect, pass upon and approve, reject, alter, 
 amend, or enlarge courses of study and teaching in the several accredited 
 normal schools and the accredited professional departments in schools 
 of the state ; and to determine upon credits to be allowed for the work of 
 accredited schools and departments, and equivalents, if any, to be ac- 
 cepted for such work or any part thereof. Said board shall make no 
 rule, regulation or requirement applying to any accredited school or 
 department which shall not under like circumstances apply to each and 
 every accredited school and department in the state, nor shall any 
 requirement be in excess of the requirements of the Indiana state normal 
 school ; it being the purpose and intent of this act that all schools and 
 departments for normal instruction and the training of teachers shall 
 maintain as nearly as possible like standards of excellence and efficiency. 
 
 “ Sec. 2. The state teachers’ training board shall have power and 
 authority to prescribe courses of study upon completion of which graded 
 certificates of work done may be granted by any such accredited school, 
 which certificate shall be recognized by the Indiana state normal school 
 so far as such certificates meet the requirements of said school’s course. 
 
 “ Sec. 3. In order to encourage trained teachers to teach in the district 
 schools and in the grades in the small towns of the state, each accredited 
 school and the state normal school may, subject to the rules and regula- 
 tions of the state teachers’ training board, establish a two-year course 
 open to high school graduates, the completion of which will be accepted 
 in lieu of a license and will entitle one to teach in the district schools and 
 the grades in the small towns for three years without examination. 
 
 “ Sec. 4. After two years from graduation, upon satisfactory evidence 
 of professional experience and ability to instruct and manage a school, 
 under rules and regulations therefor to be established by said state 
 teachers’ training board, graduates of any accredited school or depart- 
 ment shall be entitled to diplomas to be issued by said accredited school, 
 stating the character and amount of work completed. 
 
 “ Sec. 5. Said state teachers’ training board shall grant to each school 
 and department accepting the provisions of this act and agreeing to be 
 bound by the rules and regulations of said board the right to use the 
 word ‘ accredited ’ as a part of the title or name of such school or 
 department, which right shall be revoked by said board at any time upon 
 the refusal of any such school or department to abide by any rule or 
 regulation of said board. 
 
176 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ Sec. 6. It shall be unlawful for any school or department for normal 
 instruction and the training of teachers which has not accepted the pro- 
 visions of this act or whose authority under this act has been revoked to 
 use the word ‘ accredited ’ as a part of its name or title or to state that 
 such school or department has been accredited. If any officer, employee, 
 agent, owner, or part owner, or instructor or teacher in any school or 
 department for normal instruction and the training of teachers which has 
 not been accredited as provided herein or whose authority hereunder has 
 been revoked as herein provided, shall use the word ‘ accredited ’ as a 
 part of the name or title of such school or department, or shall publish, 
 advertise, announce or say that such school or department is accredited, 
 upon conviction of the same, he shall be fined in any sum of not more 
 than five hundred dollars.” 
 
 Chap. 239, Mar. 11, 1907. 
 
 922a. Maine: Making special appropriation to Lee Normal Academy. 
 
 Appropriating $1,000 for each of the years 1907 and 1908 for the pay- 
 ment of instruction, provided that special and systematic instruction in 
 the science and art of teaching is given. State superintendent of public 
 schools to be ex-officio a member of board of directors. Additional ap- 
 propriation for repairs. 
 
 Resolves, chap. 56, Feb. 26, 1907. 
 
 922b*. Nebraska: Repealing, and reenacting with amendments, secs. 20, 21, 
 22, 23, and 24, subdiv. 13, chap. 79, Compiled Statutes 1905 (secs. 11193 
 to 11196, Cobbey’s Annotated Statutes, 1903), relative to junior normal 
 schools. 
 
 Increasing minimum number to be established from three schools to 
 five, and maximum number from five schools to eight. Fixing annual 
 term at not less than six nor more than eight weeks (formerly, not less 
 than ten weeks). Providing for relocation of institutes in cases of 
 emergency. Providing for use of three-fourths of institute fund of county 
 in which junior normal school is established, and for the designation of 
 one week of the junior normal school as institute week. Providing for 
 courses of study, and authorizing elementary state certificate to those 
 completing prescribed elementary course of study of the state normal 
 school in the junior normal school. 
 
 Chap. 128, Mar. 27, 1907. 
 
 923*. Nebraska: Providing for normal training in high schools. 
 
 Authorizing state superintendent to designate the schools in which 
 such training shall be given, to prescribe the conditions of admission to 
 normal training classes, the course of instruction, and the rules and reg- 
 ulations under which such instruction shall be given. 
 
 “ In approving a high school for normal training as contemplated in 
 this act, the state superintendent shall be governed by the following 
 general requirements : 
 
 “ 1. A high school in order to be approved for normal training must 
 be a school accredited to the University of Nebraska. 
 
 “2. At least two teachers exclusive of the city superintendent shall 
 give their entire time to instruction in high school branches. 
 
 “3. Normal training as provided in this act shall be given in the 
 eleventh and twelfth grades. Credit for such training shall be given 
 upon the completion of the prescribed course in normal training and the 
 regular high school course of study. 
 
 “ 4. The course in normal training shall be elective, and shall consist 
 of the three following lines of study : 
 
 “(a) A review for at least nine weeks in each of the following sub- 
 jects — reading, grammar, arithmetic, and geography — to be given not 
 earlier than the tenth grade. This work shall include subject matter, 
 underlying principles and methods of teaching, and should enable the 
 student to approach the subject from the standpoint of the teacher as 
 well as that of student. It shall be given by well-trained, experienced 
 teachers. 
 
teachers: professional training. 
 
 177 
 
 “(ft) A study of American history for at least one semester in the 
 eleventh or twelfth grade. 
 
 “(c) At least seventy-two periods of professional training to include 
 a study of methods, school management, observation work, etc., etc., to 
 be given in the senior year by the city superintendent of schools or by a 
 member of the high school faculty recommended by him and approved 
 by the state superintendent of public instruction. 
 
 “5. Schools offering this course shall have a reference library of at 
 least three volumes on each of the following fields of professional study — 
 history of education, principles of education, methods, and special train- 
 ing in industrial education, including agriculture. 
 
 “ 6. In case elementary agriculture is not in the regular course of 
 study it shall be required in the course in normal training. 
 
 “ 7. Every high school approved for normal training shall instruct a 
 class of not less than ten, and every scholar admitted to such class shall 
 continue under instruction not less than eighteen weeks in order to be 
 counted in such class.” 
 
 Appropriating $50,000 for the biennium ending March 31, 1909; pro- 
 viding biennial state aid of $700 to each district organizing and conduct- 
 ing a class of not less than ten. 
 
 Chap. 129, Apr. 10, 1907. 
 
 D 924. North Carolina (1908) : The issuance of county bonds to aid in the 
 establishment of a training school for teachers in accordance with the 
 provisions of chap. 820, p. 1165, Acts, 1907, and carried out by Acts, 
 1907, p. 733, chap. 493, is for a “ public purpose,” and not violative of the 
 constitution, as not within the scope and purpose of a municipal cor- 
 poration. — Cox v. Commissioners of Pitt County, 60 S. E., 516. 
 
 925. Vermont: Repealing sec. 643 (relative +o training departments for teach- 
 
 ers in incorporated graded schools) and sec. 656 (defining graded school). 
 Statutes, 1894. 
 
 See act No. 60, Dec. 18, 1906 — enactment act No. 357. 
 
 Act No. 46, Dec. 19, 1900. 
 
 926. Virginia: Providing for normal instruction in certain public high schools 
 
 to be designated by the state board of education, and appropriating 
 money therefor. 
 
 Appropriating annually $15,000 for the payment of teachers in normal 
 departments of approved high schools. Maximum annual amount to any 
 one school $1,500; state board of education to designate schools, and 
 prescribe normal course of study, qualifications of normal teachers, etc. 
 Chief object of work to instruct teachers in the best, methods of organi- 
 zation, teaching, and management of primary schools in rural districts. 
 
 Chap. 67, Feb. 25, 1908. (July 31, 1908.) 
 
 927. Wisconsin: Amending chap. 373, Laws, 1901, as amended by sec. 4, chap. 
 
 338, Laws, 1903; amending chap. 373, Laws, 1901, as amended by sec. 
 5, chap. 338, Laws, i.903, as amended by sec. 5, chap. 509, Laws, 1905, 
 and adding sec. 6, relative to the number of county training schools for 
 teachers that may be organized, and the duties of the state superin- 
 tendent in relation to such schools. 
 
 Taking from state superintendent power to determine qualifications 
 of all teachers employed in such schools. 
 
 Increasing maximum number of schools that may be established from 
 twelve to twenty. 
 
 Prohibiting any member of county training school board from teaching 
 in any such school during term of office; and requiring every teacher to 
 be legally qualified for position of principal of a free high school having 
 a four-year course of study. 
 
 Chap. 601, July 12, 1907. 
 
 63470—09 12 
 
178 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (d) Teachers’ Institutes and Summer Schools. 
 
 The number and character of the enactments on this subject clearly 
 show that the teachers’ institute and the summer school are to be 
 developed in a larger way by no small number of States. The en- 
 actments in Florida (931), (932), relative to teachers’ summer train- 
 ing schools, in Idaho (933) providing for summer normal schools, 
 in Indiana (935) providing for annual teachers’ institutes in each 
 county, in Minnesota (936) providing for summer sessions at the 
 state normal school, in New Jersey (939) establishing summer courses 
 in elementary agriculture, manual training, and home economics for 
 teachers, and in Utah (944) providing for the better organization 
 and control of teachers’ institutes, seem to offer abundant evidence 
 of the trend of educational practice in this one particular. 
 
 928. Arizona: Amending subdiv. 3, sec. 17, act No. 89, Acts, 1903, relative to 
 duties of state superintendent of public instruction. 
 
 Adding provision that 5 per cent of the apportionment of the terri- 
 torial school fund to the several counties shall be placed to the credit 
 of the institute fund by the county treasurer. 
 
 Sec. 13, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 929 Arizona: Amending pars. 2158-2163 (secs. 29-34, chap. 5, tit. 19), Revised 
 Statutes, 1901, relative to teachers’ institutes. 
 
 Minor amendments regarding institute funds, payment of institute ex- 
 penses, record of attendance, etc. 
 
 Annual institutes must be held in all counties having twenty or more 
 (formerly ten) school districts. 
 
 Sec. 16, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 930. Arkansas: Amending act No. 311, Acts, 1905, relative to the improvement 
 
 of the character of teaching. 
 
 Providing for appointment, by county examiner, of conductor for an- 
 nual institute for negro teachers. Providing that all the time of the 
 institutes be devoted to work in the common branches; for reports from 
 teachers in accordance with requirement of state superintendent of public 
 instruction ; for indorsement of certificates. Requiring attendance for 
 full time of Institute. Special provisions for teachers attending Peabody 
 institutes or other institutes or summer normal schools. 
 
 Act No. 367, May 23, 1907. 
 
 931. Florida: Requiring teachers’ summer training schools and making appro- 
 
 priations therefor. 
 
 Appropriating $4,000 annually for 1907 and 1908 for the purpose of 
 maintaining such schools, provided impartially for teachers of both races: 
 at the University of Florida and the Florida Female College for white 
 teachers, and at the Colored Normal School for colored teachers; by 
 such instructors as the state superintendent of public instruction may 
 appoint and at such time as he may designate. 
 
 Chap. 5652 (No. 57), May 7, 1907. 
 
 932. Florida: Making an appropriation to secure a better attendance upon 
 
 teachers’ summer training schools. 
 
 Appropriating $2,500 annually for years 1907 and 1908 to pay the 
 traveling expenses, one way, to the nearest teachers’ summer training 
 school, of teachers or prospective teachers, living in the State but out- 
 side the county in which the school is held. Requiring such teachers to 
 make affidavit in writing to state superintendent that they intend to 
 teach in Florida at least one year. 
 
 Chap. 5655 (No. 60), May 25, 1907. 
 
teachers: professional training. 
 
 179 
 
 933*. Idaho: Providing for summer normal schools, creating a commission for 
 the management thereof, and making appropriation therefor. 
 
 Providing for three summer normal schools under the control of a 
 commission consisting of the state board of education and the principals 
 of the Lewiston and Albion state normal schools. Prescribing powers 
 and duties of commission, location of schools (three), terms and fees of 
 admission, length of session, etc. ; appropriating $6,000 for the biennium 
 1907 and 1908. 
 
 H. B. No. 55, p. 225, Mar. 12, 1907. 
 
 934. Indiana: See enactment No. 814. 
 
 935. Indiana: Providing for annual teachers’ institutes in each county. 
 
 Chap. 51, Feb. 25, 1907. 
 
 936*. Minnesota: providing for summer sessions at each of the state normal 
 schools. 
 
 Sessions to be for twelve weeks. Arrangements to be such as to con- 
 serve most fully the Welfare of rural schools. Appropriating $30,000 
 annually for the biennium 1907-1909. Appropriations under section 1435, 
 Revised Laws, 1905, not to be used. 
 
 Chap. 164, Apr. 12, 1907. 
 
 937. Montana: Amending secs. 1900, Political Code, 1895, art. 12, chap 6, tit. 3, 
 
 part 3, Political Code, 1895, Ann. Sec. 1904, Political Code, 1895, as 
 amended by S. B. No. 44, page 129, Laws, 1897, relative to county teachers’ 
 institutes. 
 
 Providing for joint institutes. Increasing appropriations for institutes 
 by county commissioners. 
 
 Chap. 148. Mar. 7, 1907. 
 
 938. Nebraska: Repealing, and reenacting with amendments, sec. 11149, Cob- 
 
 bey’s Annotated Statutes, 1903, relative to teachers’ institutes. 
 
 Annual institutes to be held during the months of June, July, and 
 August. 
 
 Chap. 124, Mar. 11, 1907. 
 
 939. New Jersey: Establishing summer course in elementary agriculture, 
 
 manual training, and home economics. 
 
 State board of education to prescribe rules and regulations, and desig- 
 nate places. Providing for certificates to teachers upon completion of 
 courses. Appropriating conditionally, annually, $2,000. 
 
 * Chap. 55, Apr. 1, 1908. 
 
 940. North Dakota: Amending in a minor manner sec. 892, relative to institute 
 funds. 
 
 Sec. 8, chap. 95, Mar. 19, 1907. 
 
 941. Ohio: See enactment No. 866. 
 
 942*. Oklahoma: Repealing art. 9, chap. 73, Statutes, 1893, and art. 10, chap. 
 33, Laws, 1905, relative to county institutes, and enacting a substitute, 
 incorporating sundry amendments. 
 
 Prescribing general character of course of study of institutes. Provid- 
 ing for the renewal of teachers’ certificates under certain conditions of 
 attendance upon institutes. Providing for separate institutes for negro 
 teachers. Prescribing duties of conductors and county superintendents. 
 
 Chap. 77, H. B. 103, p. 675, May 12, 1908. 
 
 943. Pennsylvania: Amending act No. 164, Laws, 1905, regulating the time of 
 holding city teachers’ institutes. 
 
 Extending provision of act so as to include boroughs. Limiting time 
 for holding such institutes to school year. 
 
 Act No. 40, Apr. 4, 1907. 
 
180 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 944. Utah: Amending sec. 1793, Revised Statutes, 1898, relative to annual 
 
 teachers' institutes. 
 
 Creating a governing board for the holding of county teachers’ insti- 
 tutes, composed of the state superintendent of public instruction, the 
 principal of the state normal school, and the county superintendent. Pro- 
 viding for instruction and instructors*; also for union institutes. 
 
 Chap. 121, Mar. 23, 1907. 
 
 945. Vermont: Amending sec. 602, chap. 32, Public Statutes, 1894, as amended 
 
 by sec. 2, act No. 29, Acts, 1902, relative to educational meetings. 
 
 Removing provision that such meetings may be held only when no in- 
 stitute or summer school is held. Daily and annual expense not to ex- 
 ceed allowance for summer school. 
 
 Sec. 1, act No. 44, Nov. 8, 1906. 
 
 946. Washington: Amending sec. 100, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to county institutes. 
 
 Authorizing city superintendents in districts employing more than 100 
 teachers to hold institutes. 
 
 Sec. 4, chap. 163, Mar. 13, 1907. 
 
 H. SCHOOL POPULATION AND ATTENDANCE. 
 
 (a) General. 
 
 947. Ohio: Repealing, and reenacting with amendments, sec. 4002-9, Revised 
 
 Statutes (1905), relative to relief to enable children to attend school. 
 
 Relief cases to be cared for by board of education, instead of authori- 
 ties charged with care of the poor. 
 
 H. B. 1172, p. 477, May 9, 1908. 
 
 948. Pennsylvania: Regulating the entrance of beginners into the public 
 
 schools. 
 
 Authorizing school boards to confine the admission of beginners into 
 the public schools to certain periods, at least two of not less than one 
 week each, during the school year. Defining term “beginner.” 
 
 Act No. 246, May 31, 1907. 
 
 (b) School Census. 
 
 Two factors — the apportionment of school funds on the census basis 
 and the enforcement of compulsory education laws — continue to con- 
 tribute to the increasing importance of an accurate and complete 
 school census as a basis for many features of effective educational 
 administration. Of the enactments here grouped together, that of 
 New York (959), establishing a permanent census board in the city 
 of New York, will perhaps be of the widest interest. To the stu- 
 dents of the compulsory education problem in cities the plan pro- 
 posed by this measure seems to afford an effective means for the 
 enforcement of the coiYipulsory education law. The enactments in 
 Alabama (949), in Connecticut (951), in Louisiana (953), in Mon- 
 tana (957), in North Dakota (961), in Ohio (962), and in Washing- 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 181 
 
 ion (905) are representative of the persistence of the effort to make 
 the school census serve a real purpose. 
 
 949. Alabama: Providing for school census. 
 
 Providing for school census by local authorities during July, 1908, and 
 biennially thereafter; for reports, for compensation of enumerators, and 
 for penalties for false enumeration. 
 
 Act No. 771, p. 754, Aug. 14, 1907. (Secs. 1717, 1718, Code, 1907.) 
 
 950. California: Adding sec. 1641 to Political Code, 1906, defining ‘“census 
 
 children.” 
 
 Children between the ages of 5 and 17 years, including children of In- 
 dian parents who pay taxes and who are not living in tribal relations, 
 declared to be census children for all school purposes. 
 
 Chap. 85, Mar. 5, 1907. 
 
 951. Connecticut: Amending secs. 2252, 2255, and 2167, General Statutes, 1902, 
 
 concerning the enumeration of children. 
 
 Requiring enumeration in districts and towns to include number of 
 children not in school, together with reasons for nonattendance, and 
 number employed, together with name of employer. 
 
 Chap. 31, Apr. 11, 1907. 
 
 952. Idaho: See enactment No. 153\ \. 
 
 953. Louisiana: Amending and reenacting sec. 2, act No. 129, Acts, 1898, pro- 
 
 viding for the enumeration of the educable children in the parish of 
 Orleans. 
 
 Enumeration to include deaf, dumb, and blind children. 
 
 Act No. 48, .Tune 20, 190S. 
 
 954. Michigan: See enactment No. 1552. 
 
 955. Mississippi: Amending sec. 4579, Code, 1906, relative to the enumeration 
 
 of educable children. 
 
 Changing time of taking census from “ during 1902 and every four 
 years thereafter,” to “ during 1908 and every four years thereafter.” 
 
 Chap. 202, Feb. 14, 1908. 
 
 956. Montana: Amending art. 2, chap. 6, part 3, tit. 3, Political Code, 1895, 
 
 relative to the duties of the county superintendent of schools, by adding 
 sec. 1745, regarding school census. 
 
 Requiring county superintendent to prepare and transmit copy of 
 school census of children under 17 years of age to the commissioner of 
 the bureau of agriculture, labor, and industry. Providing penalties. 
 
 Chap. 17, Feb. 18, 1907. 
 
 957. Montana: Amending par. 3, sec. 1830, chap. 6, art. 6, part 3, tit. 3, Political 
 
 Code, 1895, as amended by H. B. No. 177, p. 121, Laws, 1901, relative to 
 the taking of the school census. 
 
 Prescribing that census shall include age and date of birth of child. 
 
 Chap. 97, Mar. 5, 1907. 
 
 958. New Jersey: Authorizing 
 every five years. 
 
 school district boards to take school census 
 Chap. 118, May 7, 1907. 
 
 959*. New York: Relative to a school census. Repealing chap. 550, Laws, 
 1895. 
 
 “ Section 1 A permanent census board is hereby established in each 
 city of the first class. Such board shall consist of the mayor, the super- 
 intendent of schools, the police commissioner or officer performing duties 
 similar to those of a police commissioner. Such board shall have power 
 to make such rules and regulations as may be necessary to carry out the 
 
182 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 provisions of this act. Such board shall have power to appoint a secre- 
 tary and such clerks and other employees as may be necessary to carry 
 out the provisions of this act and to fix the salaries of the same. Such 
 board shall ascertain through the police force, the residences and employ- 
 ments of all persons between the ages of 4 and 18 years residing within 
 such cities and shall report thereon from time to time to the school 
 authorities of such cities. Under the regulations of such board during the 
 month of October, 1909, it shall be the duty of the police commissioners 
 in the cities of the first class to cause a census of the children of their 
 respective cities to be taken. Thereafter such census shall be amended 
 from day to day by the police, precinct by precinct, as changes of resi- 
 dence occur among the children of such cities within the ages prescribed 
 in this act and as other persons come within the ages prescribed herein 
 and as other persons within such ages shall become residents of such 
 cities, so that said board shall always have on file a complete census of 
 the names and residences of the children between such ages and of the 
 persons in parental relation thereto. If in the taking of the first census 
 in any city of the first class during the month of October, 1909, additional 
 policemen shall be required, such additional policemen shall be appointed 
 by the police commissioner of said city from the civil service lists of per- 
 sons eligible for appointment as such policemen, and said additional 
 policemen shall be allowed in addition to the number now allowed by law. 
 It shall be the duty of persons in parental relation to any child residing 
 within the limits of said cities of the first class to report at the police 
 station house of the precinct within which they severally reside, the fol- 
 lowing information : 
 
 “ 1 Two weeks before any child becomes of the compulsory school age, 
 the name of such child, its residence, the name of the person or persons 
 in parental relation thereto, and the name and location of the school to 
 which such child is sent as a pupil. 
 
 “ 2 In case a child of compulsory school age is for any cause removed 
 from one school and sent to another school, or sent to work in accordance 
 with the child-labor law, all tne facts in relation thereto. 
 
 “ 3 In case the residence of a child is removed from one police precinct 
 to another police precinct, the new residence and the other facts re- 
 quired in the two preceding paragraphs. 
 
 “ 4 In case a child between the ages of 4 and 18 becomes a resident of 
 one of said cities of the first class for the first time the residence and 
 such other facts as the census board shall require. Such census shall 
 include all persons between the ages of 4 and 18 years, the day of the 
 month and the year of the birth of each of such persons, their respective 
 residences by street and number, the names of their parents or guardians, 
 such information relating to illiteracy and to the enforcement of the child 
 labor and the compulsory education law as the school authorities of the 
 State and of such cities shall require and also such further information 
 as such authorities shall require. 
 
 “ Sec. 2 A permanent census board may be established in any city not 
 of the first class, in accordance with the provisions of this act. If a 
 census board shall not be established in such cities, then, during the 
 month of October, 1909, and in the month of October every fourth year 
 thereafter, the school authorities of every city, not a city of the first class, 
 shall take a census of the children of their respective cities. Such census 
 shall include the information required from the cities of the first class as 
 provided in section 1 of this act. 
 
 “ Sec. 3 The board of trustees of every school district shall annually 
 on the 30th day of August cause a census of all children between the 
 ages of 5 and 18 years to be taken in their respective school districts. 
 Such census shall include the information required from cities as pro- 
 vided in this act. 
 
 “ Sec. 4 A parent, guardian or other person having under his control 
 or charge a child between the ages of 4 and 18 years who withholds or 
 refuses to give information in his possession relating to such child and 
 required under this act, or any such parent, guardian or other person 
 who gives false information in relation thereto, shall be liable to and 
 punished by fine not exceeding $20 or by imprisonment not exceeding 30 
 days. 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 183 
 
 “ Sec. 5 The money required for the purpose of carrying this act into 
 effect shall be paid by the cities and school districts respectively, included 
 in the provisions of this act, but, in cities in which a permanent census 
 board as provided under section 1 of this act is not established and main- 
 tained, and in school districts, such moneys shall be paid for the services 
 rendered in the taking of the school census on the certificate of the State 
 Commissioner of Education that such census has been satisfactorily 
 taken. 
 
 “ Sec. 6 It shall be the duty of the State Commissioner of Education 
 to enforce the provisions of this act. 
 
 “ Sec. 7 Chapter 550 of the laws of 1895 is hereby repealed. 
 
 “ Sec. 8 This act shal] take effect immediately.” 
 
 Chap. 249, May 11, 1908. 
 
 960. North Carolina: See enactment No. 1556. 
 
 961. North Dakota: Amending sec. 835, Revised Codes, 1905, relative to school 
 
 census and annual school report. 
 
 School census to be taken between the 1st and 20th of June (formerly, 
 at the close of the school year). Empowering county superintendent to 
 withhold apportionment of state and county funds to districts where the 
 number of persons of school age attending school for a period of sixty 
 days during the school year is less than 50 per cent of the total enumer- 
 ation. 
 
 Chap. 97, Mar. 12, 1907. 
 
 962. Ohio: Repealing, and reenacting with amendments, sec. 4030, Revised 
 
 Statutes (1905), relative to yearly enumeration of school youth. 
 
 Providing for the enumeration of feeble-minded, physically disabled, 
 blind, deaf, and mute children. 
 
 H. B. 88S, p. 80, Apr. 9, 1908. 
 
 963. Texas: Amending chap. 124, Laws, 1905, relative to a complete system of 
 
 public schools, by adding sec. 91a, relative to census enumeration and 
 transfers of children under certain conditions to other districts. 
 
 Chap. 130, Apr. 18, 1907. 
 
 964. Virginia: Adding sec. 1463a to Code, 1904, authorizing a new school 
 
 census to be taken whenever the boundaries of a district are changed. 
 
 Chap. 161, Mar. 11, 1908. 
 
 965. Washington: Amending sec.. 49, chap. 118, Laws, 1897 (Code of Public 
 
 Instruction), relative to duties of district clerks. 
 
 School census to be taken in June instead of May. Date of birth to be 
 included. Reports upon children failing to attend school as prescribed 
 by law to be made to county superintendent (formerly, superior judge). 
 
 Sec. 3, chap. 163, Mar. 13, 1907. 
 
 966. Wisconsin : See enactment No. 57. 
 
 (c) School Year; Month; Day. 
 
 Several of the following enactments are of interest in exhibiting 
 the continuance of the effort to equalize educational opportunity and 
 to secure the fullest educational privileges to the children of all com- 
 munities. Arizona (968), Missouri (970), North Dakota (971), Ohio 
 (972), Oregon (973 ), and Wisconsin (1085), all took steps to lengthen 
 the legal school year. 
 
 967. Arizona: See enactment No. 454- 
 
184 STATE SOFTOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 968. Arizona: Amending par. 2192 (sec. 63, chap. 6, tit. 19), Revised Statutes, 
 
 1901, relative to equality of school privileges. 
 
 Fixing minimum length of school term at six months ; when funds are 
 sufficient, eight months. 
 
 Sec. 10, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 969. California: Amending sec. 1697, Political Code, 1906, defining the length 
 
 of the school month. 
 
 Legal holidays to be included within. 
 
 Chap. 18, Feb. 19, 1907. 
 
 970*. Missouri: Amending sec. 9751, art. 1, chap. 154, Revised Statutes, 1899, 
 relative to length of school term. 
 
 Increasing required length of school term from six months to eight 
 months. 
 
 H. B. No. 89, p. 433, Feb. 18, 1907. 
 
 971. North Dakota. See enactment No. Ip5. 
 
 972. Ohio : Amending sec. 3969, Revised Statutes, 1905, relative to the action of 
 
 the county commissioners when a board of education fails to provide 
 proper school facilities. 
 
 Extending minimum school year from seven months to thirty-two weeks. 
 
 H. B. 1003, Mar. 31, 1908. 
 
 973. Oregon. See enactment No. Ip 9. 
 
 974. Wisconsin: Amending sec. 459, Statutes, 1898, as amended by chap. 326, 
 
 Laws, 1903, relative to what shall constitute a school month. 
 
 Excluding day of primary election and of any general election, also 
 legal holidays, and providing that a teacher’s time of attendance at the 
 meeting of a teachers’ association may be included. 
 
 Chap. 92, May 10, 1907. 
 
 (d) School Holidays. 
 
 975. Colorado: Designating the 12th day of October of each year as a public 
 
 holiday, to be known as “ Columbus Day.” 
 
 Chap. 190, Apr. 1, 1907. 
 
 976. Indiana: Amending sec. 1, chap. 118, Laws, 1905, relative to legal holidays. 
 
 Adding the 12th day of February, commonly called “ Lincoln’s Birth- 
 day,” to the list of legal holidays. 
 
 Chap. 229, Mar. 9, 1907. 
 
 977. Maine: Amending chap. 202, Public Laws, 1901 (sec. 88, chap. 15, Revised 
 
 Statutes, 1903), relative to school holidays. 
 
 Removing fast days from list of school holidays and adding Patriot’s 
 Day, April 19th, thereto; holidays falling on Sunday to be observed on 
 Monday following. 
 
 Sec. 1, chap. 48, Mar. 11, 1907. 
 
 977a. Maryland: Amending sec. 9, art. 13, Public General Laws, 1904, relative 
 to legal holidays. 
 
 Making September 12th, “ Defenders’ Day,” a legal holiday. 
 
 Chap. 181, p. 7, Apr. 1, 190S. 
 
 978. Minnesota: Amending par. 6, sec. 6514, Revised Laws, 1905, relative to 
 
 holidays. 
 
 Making Good Friday a legal holiday. 
 
 Chap. 254, Apr. 19, 1907. 
 
SCHOOL population and attendance. 
 
 185 
 
 970. New Hampshire: Amending chap. 11, Laws, 1899 (secs. 1 and 2, tit. 27, 
 chap. 202, Public Statutes, 1901), concerning holidays. 
 
 The day on which biennial elections are held not a school holiday. 
 
 Chap. 7, Feb. 20, 1907. 
 
 980. New Jersey: Creating a public holiday to be known as “ Good Friday.” 
 
 Chap. 244, June 12, 1907. 
 
 981. Oklahoma: Creating an annual holiday to be known as “Labor Day.” 
 
 Chap. 53, S. B. 437, p. 518, May 23, 1908. 
 
 982. South Dakota: Amending secs. 2458 and 2459, Revised Civil Code, 1903, 
 
 relative to legal holidays. 
 
 Adding February 12, Lincoln’s Birthday, and the first Monday in 
 September, Labor Day, to list of legal holidays; Monday to be observed 
 whenever February 12th, or 22d, or July 4th falls on a Sunday. 
 
 Chap. 181, Feb. 12, 1907. 
 
 983. Washington: Amending sec. 56, Code of Public Instruction, Laws, 1897, 
 
 relative to holidays in the public schools. 
 
 Enumerating the several school holidays upon which teachers may not 
 be required to teach. 
 
 Chap. 59, Mar. 4, 1907. 
 
 (e) Place of Attendance; Transportation of Pupils; Consolidation of Schools. 
 
 Supplementary to the legislation for the furthering of the consoli- 
 dation of school districts (Section A, enactments 314-361) is that 
 providing for the transportation of pupils to and from school. Indi- 
 ana (988) passed a most noteworthy act in this connection. Other 
 measures of seeming great importance may be enumerated : Kansas 
 (992), Maine (993), Missouri (1002), New Jersey (1008), Ohio 
 (1010, 1012), Vermont (1015), Washington (1018), and Wisconsin 
 (1019, 1020). The majority of these acts are of self-evident impor- 
 tance to the educational interests of either isolated or unprovided 
 communities of the several States concerned. 
 
 The revised act of Massachusetts (995) relative to the transporta- 
 tion at half rate, by street and elevated railway companies, of pupils 
 of public and private schools, in connection with the decision of the 
 Massachusetts supreme court (D 996) and the decision of the United 
 States Supreme Court (D 998), is of more than passing interest and 
 significance. 
 
 984. Arizona: Amending par. 2211 (sec. 82, cbap. 9, tit. 19), Revised Statutes, 
 
 1901, relative to tbe admission of children to public schools. 
 
 Providing for the admission of children of nonresidents upon payment 
 of reasonable tuition fee. 
 
 Sec. 1, chap. 67, Mar. 21, 1907. (July 1, 1907.) 
 
 985. Connecticut: Concerning the transportation of high school pupils. 
 
 Authorizing the transportation to and from the high school of any pupil 
 residing within the limits of the town, and the payment therefor, whole 
 or in part. 
 
 Chap. 36, Apr. 17, 1907. 
 
state school systems: legislation, etc., 1906-8. 
 
 186 
 
 086. Idaho: Amending sec. 66, page 102, Laws, 1899 (sec. 1103, Political Code, 
 1901), relative to nonresident pupils. 
 
 Permitting trustees to determine whether pupils outside their counties 
 (formerly districts) may attend school within their districts. 
 
 Sec. 2, H. B. No. 31, p. 17, Feb. 15, 1907. 
 
 9S7. Indiana: Amending sec. 2, chap. 204, Acts, 1901, concerning transfers of 
 school children. 
 
 Requiring officials of school corporations to which transfer is made to 
 file with the county auditor and with the debtor corporation a statement 
 of number of children transferred and cost of tuition. Previous method 
 of direct payment by school corporations replaced through equalization 
 of tuition fund by county auditor. 
 
 Chap. 189, Mar. 9, 1907. 
 
 988*. Indiana: Concerning the discontinuance of public schools and providing 
 for the transportation of pupils. 
 
 “ Section 1. Be it enacted * * *, That the township trustees shall 
 
 discontinue and abandon all schools under their charge at which the aver- 
 age daily attendance during the last preceding school year has been 
 twelve (12) pupils or fewer; and said trustees may discontinue and 
 abandon all schools at which the average daily attendance during the last 
 preceding school year has been fifteen (15) pupils or fewer: Provided, 
 The conditions as to roads, streams and bridges permit of such discon- 
 tinuance. 
 
 “ Sec. 2. It shall be the duty of the township trustees to provide for 
 the education of such pupils as are affected by such or any former dis- 
 continuance in other schools, and they shall provide and maintain means 
 of transportation for all such pupils as live at a greater distance than 
 two miles, and for all pupils between the ages of six (6) and twelve (12) 
 that live less than two miles and more than one mile from the schools to 
 which they may be transferred as a result of such discontinuance. Such 
 transportation shall be in comfortable and safe conveyances. The drivers 
 of such conveyances shall furnish the teams therefor, and shall use every 
 care for the safety of the children under their charge, and shall maintain 
 discipline in such conveyances. Restrictions as to the use of public high- 
 ways shall not_apply to such conveyances. The expenses necessitated by 
 the carrying into effect the provisions of this act shall be paid from the 
 special school fund.” 
 
 Chap. 233, Mar. 11, 1907. 
 
 D 989. Indiana (1907) : Acts, 1873, p. 68, chap. 24 (Burns’ Ann. Stat., 1901, 
 sec. 5953), provides that the trustees of the several townships, towns, and 
 cities shall have the power to levy a special tax in their respective town- 
 ships, towns, and cities for the construction, renting, or repairing of 
 schoolhouses, for providing furniture, school apparatus, and fuel there- 
 for, and for the payment of other necessary expenses of the school, etc. 
 Held, that the clause “ for the payment of other necessary expenses of 
 the school ” did not authorize the levying of a tax to provide free trans- 
 portation for the pupils of a consolidated school district to and from the 
 school. — State v. Jackson, 81 N. E., 62. 
 
 D 990. Iowa (1907) : Code, sec. 2774, authorizes a school board to arrange for 
 the transportation of children to school in certain cases, “ when there will 
 be a saving of expense, and children will thereby secure increased advan- 
 tages.” Held, that though, if a board which refused to provide trans- 
 portation for petitioner’s child found that a saving of expense would be 
 effected and increased advantages secured by the transportation, it might 
 have been its duty to provide it, where a petition to compel the board to 
 furnish transportation fails to show that the board made such finding or 
 that such saving and advantage would be effected, petitioner fails to show 
 himself entitled to the benefit of the statute. — Queeuy v. Higgins, 114 
 N. W., 51. 
 
School population and attendance. 
 
 187 
 
 991. Kansas: Repealing, and reenacting with amendments, sec. 2, chap 386, 
 
 laws, 1905, concerning the attendance of children upon schools of other 
 districts. 
 
 Decreasing monthly per capita payment for tuition from $10 to $4 and 
 striking out limitation imposed concerning total monthly expenditure 
 of $45. 
 
 Chap. 321, Mar. 7, 1907. 
 
 992. Kansas: Repealing, and reenacting with amendments, sec. 6149, General 
 
 Statutes, 1901 (sec. 12, chap. 307, Laws, 1901), relative to the conveyance 
 of pupils to and from school. 
 
 Granting district school boards authority to allow compensation to 
 parents for conveyance of children living not less than 2 miles and not 
 more than 3 miles from the schoolhouse. 
 
 Chap. 327, Mar. 8, 1907. 
 
 993. Maine: Amending sec. 3, chap. 216, Acts, 1893, as amended by chap. 203, 
 
 Acts, 1901 (sec. 2, chap. 15, Revised Statutes, 1903), relative to school 
 districts and the conveyance of pupils. 
 
 Designating common-school pupils in place of public-school pupils for 
 conveyance. 
 
 Chap. 90, Public Laws, Mar. 20, 1907. 
 
 994. Massachusetts: Providing that the town of Dighton shall not be required 
 
 to maintain a high school. 
 
 Providing that the town shall pay the tuition of every child attending 
 the high school of another town or city, and also the railway transporta- 
 tion to and from such high school. 
 
 Chap. 149, Feb. 27, 1907. 
 
 995. Massachusetts: Repealing sec. 99, pt. Ill, chap. 463, and chap. 479, Acts 
 
 of 1906, relative to the transportation, by street and elevated railway 
 companies, of pupils of the public day and public evening schools and 
 private schools, and enacting a substitute. 
 
 Chap. 530, May 19, 1908. 
 
 D 996. Massachusetts (1905) : Rev. Laws, chap. 112, sec. 72, requiring street 
 railway companies to carry pupils of the public schools when going to 
 and returning from school at rates not exceeding one-half of the regular 
 fare and leaving unchanged the previous laws exempting the Boston 
 Elevated Company from the operation of chap. 112, is not objectionable 
 as class legislation, the promotion of education being a sufficient reason 
 for the discrimination in favor of pupils. — Commonwealth v. Interstate 
 Consol. St. Ry. Co., 73 N. E., 530 ; 187 Mass., 436. 
 
 Citing Gulf, etc., Ry. Co. v. Ellis, 165 U. S., 150, 156 ; 17 S. Ct., 255 ; 41 
 L. Ed., 666. Lake Shore, etc., Ry. Co. v. Smith, 173 U. S., 684 ; 19 S. Ct., 
 565; 43 L. Ed., 858. Wisconsin, etc., Ry. Co. v. Jacobson, 179 U. S., 287, 
 301 ; 21 S. Ct., 115 ; 45 L. Ed., 194. Opinion of Justices, 166 Mass., 589 ; 44 
 N. E., 625 ; 34 L. R. A., 58. Pacific Express Co. v. Seivert, 142 U. S., 339 ; 
 12 S. Ct., 250 ; 35 L. Ed., 1035. American Sugar Refining Co. v. Louisiana, 
 179 U. S., 89, 92 ; 21 S. Ct., 43 ; 45 L. Ed., 102. 
 
 D 997. Massachusetts (1905) : Rev. Laws, chap. 112, sec. 72, requiring street 
 railway companies to carry pupils of the public schools when going to 
 and returning from school at rates not exceeding one-half of the regu- 
 lar fare, is not a taking of property without due process of law, as there 
 was reason for the legislature to believe that the enforcement of the 
 statute would not result in a loss to the street railway company. — 
 Commonwealth v. Interstate Consol. St. Ry. Co., 73 N. E., 530 ; 187 
 Mass., 436. 
 
188 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1) 998. Massachusetts (1907): a United Stales Supreme Court. A street rail- 
 way company whose charter subjects it to “all the duties, liabilities, and 
 restrictions set forth in all general laws now or hereafter in force re- 
 lating to street railway companies,” is bound by the requirement of a 
 statute previously enacted, that street railway companies shall trans- 
 port school children at a reduced rate, although such statute may be 
 unconstitutional as to already existing corporations. — Judgment, Com- 
 monwealth v. Interstate Consol. St. Ry. Co. (1905), 73 N. E., 530; 187 
 Mass., 430, affirmed. Interstate Consol. St. Ry. Co. v. Commonwealth, 
 28 S. Ct., 26 ; 207 U. S., 79 ; Adv. S. U. S., 26 ; 52 L. Ed. 
 
 D 999. Massachusetts (1906) : A vote of a town to reopen a school which had 
 been closed by the school committee held to require a reassignment 
 to such school of pupils who had previously attended the same. — Morse 
 v. Ashley, 79 N. E., 481. 
 
 Under Rev. Laws, chap. 42, sec. 27, a school committee of a town 
 held authorized to close a school and transfer the pupils, regardless of 
 a vote of the town to the contrary.— Ihid. 
 
 1000. Minnesota: Amending sec. 1321, Revised Laws, 1905, relative to the 
 powers and duties of school boards as to nonresident pupils. 
 
 Providing for cases wherein a person holds property and pays taxes in 
 a district other than the one in which he resides. 
 
 Sec. 1, chap. 445, Apr. 25, 1907. 
 
 1001. Missouri: Amending sec. 9764, chap. 154, art. 1, Revised Statutes, 1899, 
 relative to rules and regulations and admission of nonresident pupils. 
 
 Making special provision that a child with only one parent living shall 
 have the privilege of attending school in any district in the State without 
 the payment of a tuition fee. 
 
 H. B. No. 550, p. 425, Mar. 20, 1907. 
 
 1002*. Missouri: Amending sec. 9741, chap. 154, Revised Statutes, 1899, rela- 
 tive to school districts. 
 
 Providing that districts having fewer than 25 children may arrange for 
 admission of school children to schools of other districts. Authorizing 
 payment for tuition and transportation. 
 
 H. B. No. 615, Mar. 19, 1907. 
 
 1003. Nebraska: Repealing, and reenacting with amendments, sec. 5477, chap. 
 79, Compiled Statutes, 1905 (sec. 11297, Cobbey’s Annotated Statutes, 
 1903), relative to attendance of children in school districts other than 
 the one of residence. 
 
 Providing that parents or guardians of transferred pupils shall have 
 the right to vote in the district to which such pupils are transferred on 
 all school matters except that of issuing bonds. 
 
 Chap. 120, Apr. 6, 1907. 
 
 1004. New Hampshire: Relating to the transportation of school children on 
 street railroads. 
 
 Authorizing special rates for children traveling to and from school. 
 
 Chap. 131, Apr. 5, 1907. 
 
 D 1005. New Hampshire (1906) : Laws, 1903, p. 13, chap. 13, requiring every 
 person residing in a school district in which a public school is annually 
 taught and having the custody of a child between the ages of 8 and 14 
 years, to cause the child to attend public school all the time the school 
 is in session, when construed in the light of Laws, 1871, p. 511, chap. 2, 
 sec. 1, making only persons residing within 2 miles of a school amenable 
 to the requirement, Laws, 1878, p. 183, chap. 55, and Laws, 1885, p. 253, 
 chap. 43, sec. 6, reenacted in Pub. Stat., 1901, chap. 92, sec. 1, authorizing 
 the expenditure of a certain portion of the school money for the purpose 
 of conveying scholars residing not less than 1^ miles from school, and 
 
 a See p. 242 for complete text of decision. 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 189 
 
 Pub. Stat., 1901, cliap. 93, sec. 14, omitting the 2-mile limitation contained 
 in the law of 1871, required the person having the custody and control of 
 the child to send it to school whenever conveyance was provided, but did 
 not require a person, living at a distance from the school unreasonable 
 for the child to walk, to convey the child to school either at his own 
 expense or for a sum thought reasonable by the school board. — State v. 
 Hall, 64 A., 1102; 74 N. H., 61. 
 
 1006. New Jersey: See enactment No. 30. 
 
 1007. New Jersey: See enactment No. 1051\. 
 
 1008. New Jersey: Amending sec. 182, chap. 1, Laws, 1903 (sp. sess. Oct. 15), 
 as amended by chap. 241, Acts, 1906, relative to apportionment of state 
 school fund by county superintendents. 
 
 Providing, in addition to existing apportionment, for the payment of 
 75 per centum of cost of transportation of pupils to school in district 
 other than that in which they reside, provided their own school be not 
 closed thereby. 
 
 Chap. 122, May 7, 1907. 
 
 D 1009- New Jersey (1907) : Failure of a board of education to provide for the 
 transportation of children living remote from the schoolhouse, under 
 P. L. 1902, p. 108, sec. Ill, is not a failure to provide suitable school 
 facilities and accommodations within sec. 120 of the same act. Judgment 
 (Sup., 1906 ) 62 A., 1130, affirmed. — Board of Education of Frelinghuysen 
 Tp. v. Atwood, 65 A., 999. 
 
 School law (P. L., 1902, p. Ill, sec. 120), providing a penalty against 
 a board of education failing to provide suitable school facilities and ac- 
 commodations, being highly penal in its consequences, must be construed 
 with reasonable strictness. Judgment. — Ibid. 
 
 1010. Ohio: Providing for transportation of pupils in village school districts 
 with attached territory. 
 
 Authorizing transportation to be paid for from school funds of village 
 district. Transportation of pupils living within 1 mile of schoolhouse 
 optional with board of education. 
 
 H. B. 716, p. 234, Apr. 29, 1908. 
 
 1011. Ohio: Repealing, and reenacting with amendments, sec. 3922, Revised 
 Statutes (1905), relative to the suspension of schools in subdistricts, and 
 the conveyance of pupils to other districts. 
 
 Subdistrict schools having an average daily attendance of 12 not to be 
 suspended under certain conditions. Providing for sixty days’ notice for 
 centralization of township schools. 
 
 H. B. 723, p. 203, Apr. 24, 1908. 
 
 1012. Ohio: Repealing, and reenacting with amendments, sec. 3934, Revised 
 
 Statutes (1905), relative to transportation of pupils in special school 
 districts. 
 
 Authorizing transportation to school of adjoining district. Changing 
 residence limit for transportation from one-half to 1 mile. 
 
 H. B. 797, p. 265, May 1, 1908. 
 
 D 1013. Ohio (1907) : Rev. Stat., sec. 4022a, authorizing children living more 
 than 14 miles from their assigned school to attend a nearer school in the 
 same district, or in another district, does not require the board of educa- 
 tion of a school district to admit children to a school outside of a district 
 in which they reside, unless the school in their own district is more than 
 14 miles from their residence and more remote than the school to which 
 admission is sought. — Boyce v. Board of Education of Mount Carmel 
 Special School Dist., 81 N. E., 437 ; 76 Ohio St., 365. 
 
190 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1014. Pennsylvania: Relative to attendance of pupils at more convenient 
 schools outside district of residence. 
 
 Permitting children residing \\ miles or more by public road from the 
 nearest school in the district of residence to attend any more convenient 
 school in any other district without the consent of the directors or con- 
 trollers of the district where they reside or where they may attend, for 
 the cost of tuition. 
 
 Act No. 121, May 2, 1907. 
 
 1015. Vermont: See enactment No. 1/86. 
 
 1010*. Vermont: Determining the qualifications of pupils attending schools in 
 other towns. 
 
 Requiring pupils, demanding payment of tuition in schools of another 
 town under provisions of act No. 37, Acts, 1904, to pass an entrance 
 examination. 
 
 Act No. 51, Dec. 18, 1906. (Apr. 1, 1907.) 
 
 1017. Virginia: Amending and reenacting secs. 1492 and 1493, relative to per 
 sons who shall be admitted to the public schools. 
 
 Modifying conditions relative to admission of children of nonresident 
 taxpayers. 
 
 Chap. 400, Mar. 16, 1906. 
 
 1018. Washington: Amending sec. 40, chap. 118, Laws, 1897 (Code of Public 
 Instruction), relative to powers and duties of boards of directors. 
 
 Providing for teachers’ contracts ; for transportation of pupils to and 
 from school. 
 
 Sec. 5, chap. 240, Mar. 18, 1907. 
 
 1019. Wisconsin: Creating secs. 430 — 1 to 430 — 8, inclusive, Statutes, 1898. 
 relative to state aid to school districts furnishing transportation for 
 pupils. 
 
 Empowering electors of school district to authorize school board or 
 town board of school directors to enter into agreements to compensate 
 parents or guardians for transportation of pupils. Providing for rate of 
 compensation, and in certain cases reimbursement of school districts by 
 the State of half the expenditure. 
 
 Chap. 496, July 9, 1907. 
 
 1020. Wisconsin: Creating secs. 496q, 496r, 496s, and 496t, Statutes, 1898, 
 relative to state aid to rural schools. 
 
 “ Section 496q. Whenever the electors of any rural school district or 
 subdistrict shall direct the board to close the district or subdistrict school 
 and provide transportation and tuition for all persons of school age who 
 may attend any state graded school or the grades below the high school 
 in the free high school district, each such rural district or subdistrict 
 shall receive aid in the sum of seventy-five dollars annually upon com- 
 plying with the following conditions : 
 
 “(1) Transportation shall be provided for at least thirty-two weeks, 
 including legal holidays. 
 
 “(2) The average daily attendance of the pupils transported from any 
 district or subdistrict to any state graded school or free high school dis- 
 trict, under the provisions of this act shall be eighty per cent of the entire 
 number enrolled for transportation during each term of school. 
 
 “(3) Each driver contracted with shall be of excellent moral character, 
 trustworthy and responsible, and shall furnish a safe team with suitable 
 and comfortable conveyance, well supplied with protections against stormy 
 and inclement weather. 
 
 “(4) The clerks of each district or subdistrict taking advantage of this 
 act shall make a special report to the state superintendent of public in- 
 struction showing that the above conditions have been complied with. 
 
 “ Sec. 496r. The school district board shall embody in the notices of 
 every annual or special meeting at which any or all of the above matters 
 are to be considered, a statement to that effect, that the question of trans- 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 191 
 
 portation of children will be voted upon, said notices to be posted as pro- 
 vided for in sections 426 and 427 of the statutes. 
 
 “ Sec. 496s. The sum of five thousand dollars is hereby appropriated 
 annually from the general fund of the state treasury to enable the state 
 superintendent to meet the provisions of this act; the above sum, or so 
 much of it as may be necessary, to be apportioned in a special apportion- 
 ment on or before the first of November of each year. 
 
 “ Sec. 496t. Each district taking advantage of this act, shall receive the 
 same apportionment of the state and other taxes as provided by law, as 
 would have been received had school been maintained in the district.” 
 
 Chap. 553, July 10, 1907. 
 
 (f) Compulsory Attendance; Child Labor; Truancy. 
 
 No portion of the entire mass of legislation affecting public educa- 
 tion points more definitely to progress than the body of enactments 
 relating to compulsory attendance and child labor. The mere num- 
 ber of these enactments is full of meaning and clearly indicative of 
 the determination of the States to protect themselves by safeguard- 
 ing the educational and social rights of children. A review and 
 comparison of the principal features of the enactments bring to light 
 unmistakable tendencies to widen the age limitations, to increase the 
 length of the annual school attendance, to require certain degrees of 
 educational advancement as an essential condition of exemption from 
 attendance, to give to school officials far greater authority in the 
 determination of what constitutes satisfactory compliance with the 
 law, and to bring defective children (deaf, dumb, blind, and feeble- 
 minded) within the scope of operation of the compulsory attendance 
 requirements. 
 
 Along with the laws regulating compulsory attendance is also pre- 
 sented in generally briefer form those regulating child labor. These 
 latter have come to be regarded as a necessary complement of the 
 former. Not only has there been during the past biennium a very 
 noticeable activity throughout the country in providing for more 
 effective laws than those now existing, both as regards the labor and 
 the education of children, especially in cities, but certain new enact- 
 ments are representative of a wider recognition of the positive social 
 values inherent in these protective measures for children. The child- 
 labor laws of Arkansas (1022), of Florida (1027), of Georgia (1029), 
 of Kentucky (1034), (1035), of Louisiana (1036), of Mississippi 
 (1047), of Missouri (1048), of Montana (1050), of Nebraska (1051), 
 and of Virginia (1078) are representative of the effort of the South- 
 ern States to protect their children from the deteriorating influences 
 of early labor. These measures, in spite of evident weaknesses, are 
 hopeful forerunners of more comprehensive ones. 
 
 Of the compulsory education laws, those of Delaware (1026), 
 Illinois (1031), Michigan (1041), Missouri (1049), New Jersey 
 (1054), New York (1056-1058), North Carolina (1060), North Da- 
 kota (1064) , Oklahoma (1068), Virginia (1079), Washington (1082), 
 
1 ( J2 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 and Wisconsin (1085) may be selected as illustrating the several 
 phases of the modern movement of guaranteeing that every child 
 shall have at least a minimum of education. 
 
 1021. Arizona: Amending par. 2231 (sec. 101, chap. 11, tit. 19), Revised Stat- 
 utes, 1901, relative to the school attendance of children. 
 
 Prohibiting the employment of children under 14 years of age and pro- 
 viding penalty for violation. 
 
 Lengthening period of compulsory school attendance from “ at least 
 twelve weeks in each year, six weeks of which time shall be consecutive,” 
 to “ six school months, of w r hich twenty school weeks shall be consecu- 
 tive.” Attendance to begin within two weeks after opening of school. 
 Providing for compulsory attendance of children between 14 and 16 un- 
 ,able to read and write English language. Further limiting exceptions. 
 
 Sec. 2, chap. 67. Mar. 21, 1907. (July 1, 1907.) 
 
 1022. Arkansas: Regulating the employment of children in factories and manu- 
 facturing establishments. (Amending secs. 1947 and 1952, Kirby’s 
 Digest, 1904.) 
 
 Prohibiting employment of children under 12 years of age; exempting 
 canneries during school vacation period. 
 
 Prohibiting on and after Sept. 1, 1907, employment of children under 
 14 years of age; excepting orphans, and children of widowed mothers, 
 and aged and disabled fathers ; requiring certificates of dependency. 
 
 Prohibiting, also, on and after Sept. 1, 1907, employment of any child 
 under 14 years of age, “ unless he or she can write his or her name, 
 and simple sentences and shall have attended school for twelve weeks of 
 the preceding year, six of which school attendance shall be consecutive; 
 and no such child as aforesaid between the ages of 14 and 18 years 
 shall be so employed unless such child shall have attended school for 
 twelve weeks of the preceding year, six weeks of which school attend- 
 ance shall be consecutive; and at the end of each year, until such child 
 shall have passed the public school age, an affidavit certifying to such 
 attendance, as is required by this section, shall be furnished to the em- 
 ployer by the parent or guardian or person sustaining parental relations 
 to such child. 
 
 “ The provisions of this section shall apply only to children entering 
 such employment at the age of 14 or less.” 
 
 Providing penalties for violations of regulations. 
 
 Act No. 456, May 29, 1907. • 
 
 1023. California: Amending secs. 3, 4, 5, and 6, chap. 270, Laws, 1903, relating 
 to the enforcement of the educational rights of children and providing 
 penalties for violation; adding sec. 7| thereto. 
 
 Extending provisions to include school districts having at least 600 
 census children, and providing for truants in districts and counties 
 having no parental school. 
 
 Authorizing school district trustees to raise money for establishment of 
 parental school. 
 
 Chap. 77, Mar. 4, 1907. 
 
 1024. California: Amending sec. 5, chap. 18, Statutes, 1905, regulating the 
 employment and hours of labor of children. 
 
 Defining the term “ horticulture ” so as to include the curing and 
 drying, but not canning, of fruit. 
 
 Sec. 5 places horticultural labor during time schools are not in session 
 among the exempt classes. 
 
 Chap. 322, Mar. 19, 1907. 
 
 1025. California: Amending sec. 2, chap. 18, Statutes, 1905, regulating the 
 employment of children. 
 
 Providing that attendance officers shall have right to enter places of 
 employment for the purpose of investigating violations of child labor or 
 compulsory education act. 
 
 Chap. 524, Mar. 23, 1907. 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 193 
 
 1026*. Delaware: Relating to the compulsory attendance of children at the 
 public schools of the State. 
 
 Providing that children between 7 and 14 years of age must attend pub- 
 lic or private day school at least five months annually, unless excused by 
 school officers. School district to have power to reduce time to not less 
 than three months. 
 
 Method of prosecution for violations, and penalties. 
 
 Authorizing establishment of truant schools or commitment to Ferris 
 Reform School. 
 
 Authorizing employment of attendance officers, and providing for duties 
 and compensation. 
 
 Compelling assessors to take school census and report same to county 
 superintendent, lattef to forward to school-teacher a list of children in 
 district. Teacher to report every month absent children to county superin- 
 tendent and truant officer. 
 
 Providing that the state treasurer shall withhold one-fourth the state 
 dividend from any school neglecting to enforce this act. 
 
 Chap. 121, Mar. 15, 1907. 
 
 1027. Florida: Prohibiting the employment of minors under a certain age in 
 certain places and occupations. 
 
 Prohibiting employment of children under 12 years of age in factories 
 and in certain occupations. Providing that children under 12 may be em- 
 ployed under certain conditions when public schools are not in session ; 
 providing for certificates authorizing such employment ; limiting hours of 
 labor; providing for records, and prescribing penalties. 
 
 Excepting household or agricultural work. 
 
 Chap. 5686 (act No. 91), May 29, 1907. (June 28, 1907.) 
 
 1028. Georgia: Amending act No. 339, p. 456, Local and Private Laws, 1872, 
 regulating public instruction in the county of Richmond. 
 
 Establishing under certain conditions a system of compulsory education 
 for children between the ages of 7 and 12. Excepting those exempted by 
 provisions of child-labor act (act No. 399, p. 98, Aug. 1, 1906). Authoriz- 
 ing county board of education to compel attendance of such children “ for 
 the majority of the school days in each school month of seven months of 
 the school year as established by said board.” 
 
 Providing for attendance of indigent children, for attendance upon ap- 
 proved private schools, for the appointment of truant officers. Desig- 
 nating violation of the act by parent or guardian as misdemeanor. Pro- 
 viding for submission of act to qualified voters of Richmond County for 
 approval, Oct., 1908. 
 
 Act No. 74, p. 327, Aug. 16, 1907. 
 
 1029. Georgia: Regulating the employment of children in factories and manu- 
 facturing establishments, and providing for the punishment of violations 
 of the regulations prescribed. 
 
 No child under 10 years of age to be employed in any factory or manu- 
 facturing establishment under any circumstances. No child under 12 
 to be employed excepting orphans and children of widows or disabled 
 fathers. (Jan. 1, 1907.) 
 
 No child under 14 years of age to be employed “ unless he or she can 
 write his or her name and simple sentences, and shall have attended school 
 for twelve weeks of the preceding year, six weeks of which school at- 
 tendance shall be consecutive; and no such child aforesaid between the 
 ages of 14 and 16 years shall be so employed unless such child shall have 
 attended school for twelve weeks of the preceding year, six weeks of 
 which school attendance shall be consecutive; and at the end of each 
 year until such child shall have passed the public school age, an affidavit 
 certifying to such attendance as is required by this section, shall be fur- 
 nished to the employer by the parent or guardian or person sustaining 
 parental relation to such child. The provisions of this section shall 
 apply only to children entering such employment at the age of 14 or less.” 
 (Jan. 1, 1908.) 
 
 Act No. 399, p. 98, Aug. 1, 1906. 
 
 63470—09 13 
 
194 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1030*. Idaho: Prescribing and regulating the employment of minors in certain 
 occupations. 
 
 Children under 14 years of age not to be employed during hours in 
 which public schools are in session ; children above 12 may be employed 
 during regular vacation of two weeks or more of the public schools. 
 Illiterate minors under 16 not to be employed during hours in which pub- 
 lic schools are in session. 
 
 “ Sec. 2. No minor who is under 16 years of age shall be employed or 
 permitted to work at any gainful occupation during the hours that the 
 public schools of the school district in which he resides are in session, 
 unless he can read at sight and write legibly simple sentences in the 
 English language, and has received instruction in spelling, English gram- 
 mar, and geography and is familiar with the fundamental operations of 
 arithmetic up to and including fractions, or has similar attainments in 
 another language.” 
 
 Providing for records of minors employed; limiting time and hours of 
 employment; providing penalties for violation. 
 
 H. B. No. 134, p. 248, Mar. 12, 1907. 
 
 1031*. Illinois: Amending secs. 1, 4, and 5, p. 296, Acts, 1897, as amended, p. 
 308, Acts, 1903 (secs. 313, 314, and 316, Hurd’s Revised Statutes, 1905), 
 relative to promotion of attendance of children in schools and prevention 
 of truancy. 
 
 Lengthening period of required attendance, in place of 7 to 14, to 7 to 
 16, excepting children between 14 and 16 necessarily and lawfully em- 
 ployed during school hours. Defining penalty for false statements con- 
 cerning children employed. 
 
 S. B. 237, p. 520, May 25, 1907. 
 
 1032. Iowa: Amending sec. 2823f, Code, 1897, relative to the enforcement of the 
 compulsory education law. 
 
 Granting county superintendents authority to serve notice upon school 
 officers neglecting to enforce provisions of act. 
 
 Chap. 154, Apr. 13, 1907. 
 
 1033. Kansas : Amending sec. 2, chap. 423, Laws, 1903, relative to attendance of 
 pupils in schools, to truancy, and to truant officers. 
 
 Making special provisions for the appointment of truant officers in 
 cities of the first and second classes. Providing for method of notifica- 
 tion of parents or guardians of violation of attendance requirements, and 
 also procedure for prosecution. 
 
 Children between 8 and 14 years of age not to be employed during 
 school sessions. Exemptions. Penalties for violations. 
 
 Chap. 317, Mar. 5, 1907. 
 
 1034. Kentucky: Repealing chap. 16, Laws, 1902, making it unlawful to employ 
 a child less than 14 years of age in workshops, mines, mills, or factories, 
 and repealing chap. 52, Laws, 1906, as amending the foregoing act, and 
 regulating the employment, use, and protection of child labor in mills, 
 mines, factories, etc., and enacting a substitute. 
 
 Children under 14 not to be employed during school term. Children 
 between 14 and 16 may be employed under certain conditions. Provid- 
 ing for employment certificates, and defining the character and conditions 
 of issuance thereof. Prescribing duties of truant officers. Defining cer- 
 tain conditions oT employment of children under 16, and prohibiting 
 certain employments in their case. Effective Sept. 1, 1908, and for 
 certain children already employed Sept. 1, 1909. 
 
 Chap. 66, Mar. 18, 1908. (Sept. 1, 1908.) 
 
 1035. Kentucky: Repealing chap. 94, Laws, 1904, relative to school attendance 
 of children between the ages of 7 and 14 in cities of the first, second, 
 third, and fourth classes. Enacting a substitute to promote and compel 
 attendance of children in schools and to prevent truancy in cities of the 
 first, second, third, and fourth classes, and to enable boards of education 
 or boards of school trustees of cities of the first and second classes to 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 195 
 
 establish and maintain parental or truant schools for the care and disci- 
 pline of truant children and for the purpose of reducing truancy. 
 
 Increasing penalty for failure to comply with provisions of act. Pro- 
 viding for proofs and records of age of children : for the qualifications 
 • and compensation and powers and duties of truant officers, and for better 
 means of enforcing attendance of children within prescribed age limits. 
 
 Chap. 68, Mar. 19, 1908. 
 
 1036. Louisiana: Regulating the employment of children, young persons, and 
 women of the State ; providing for the issuance of age certificates ; pro- 
 viding necessary regulations for sanitary conditions and mechanical 
 devices in mills, factories, mines, and packing houses, manufacturing 
 establishments, workshops, laundries, millinery or dressmaking stores, 
 or mercantile establishments in which more than five persons are em- 
 ployed, or in any theater, concert hall, or in or about any place of 
 amusement where intoxicating liquors are made or sold, or in any 
 bowling alley, bootblacking establishment, freight or passenger elevator, 
 or in the transmission or distribution of messages, either telegraph or 
 telephone, or any other messages, or merchandise, or in any other occu- 
 pation not herein enumerated which may be deemed unhealthful or 
 dangerous, and providing for the appointment of a factory inspector, and 
 fixing penalties for any violation. 
 
 Act No. 301, July 9, 1908. 
 
 1037. Massachusetts: Amending sec. 31, chap. 106, Revised Laws, 1902, as 
 amended by chap. 432, Acts, 1904, and by chap. 213, Acts, 1905, relative 
 to the approval of age and schooling certificates of minors. 
 
 Adding provision that the certificate of the superintendent of the 
 Lyman School for Boys or of the State Industrial School for Girls shall 
 be sufficient evidence as to the age and ability to read at sight and to 
 write legibly simple sentences in the English language of a child who has 
 been an inmate of such school. 
 
 Chap. 224, Mar. 20, 1907. 
 
 D 1038. Massachusetts (1907) : Attendance on any one of the schools required 
 to be maintained by Rev. Laws, chap. 42, secs. 10, 11, 12, 15, and 16, can 
 not take the place of the compulsory attendance on public schools estab- 
 lished under secs. 1 and 2. — Commonwealth v. Connecticut Valley St. 
 Ry. Co., 82 N. E., 19. 
 
 1039. Michigan: Providing for the conpulsory education of deaf children. 
 
 Requiring attendance of every deaf child between the ages of 7 and 
 18 at some day school for the deaf. Providing for the transportation to 
 the Michigan School for the Deaf of children of indigent parents, and, in 
 case of children under 12 years of age, of parent also. 
 
 Making application of the provisions of act No. 200, Acts, 1905 (compul- 
 sory education), relative to enforcement and penalties. 
 
 Act No. 48, Apr. 17, 1907. 
 
 1040. Michigan: Amending sec. 2, act No. 260, Acts, 1881 (sec. 5554, Compiled 
 Laws, 1897), as amended by act No. 236, Acts, 1905, relative to protec- 
 tion of children. 
 
 Including bowling alleys in list of places prohibited to minors under 17. 
 
 Act No. 55, Apr. 25, 1907. 
 
 1041*. Michigan: Amending secs. 1, 2, 3, and 4, act No. 200, Acts, 1905, pro- 
 viding for the compulsory education of children, and for penalties for 
 failure in compliance. 
 
 Raising upper limit of compulsory attendance from 15 to 16 (formerly 
 7 to 15, inclusive). Defining more accurately conditions for exemption; 
 special provision for children 12 to 14 years of age while in attendance at 
 confirmation classes. Defining more accurately manner of enforcement, 
 and prescribing in greater detail duties of enforcing officers. Numerous 
 minor amendments, 
 
 CMp. 74, May 2, 1907, 
 
196 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D 1042. Michigan (1906) : Pub. Acts, 1895, p. 203, act No. 95, provided for the 
 compulsory education of children between the ages of 8 and 14 years, and 
 in cities between the ages of 7 and 16 years. Pub. Acts, 1901, p. 119, 
 act No. 83, provided for such education between the ages of 8 and lb’ 
 and in cities between 7 and 15. Acts, 1905, p. 296, act No. 200, provided 
 for such education of children “between and including” the ages of 7 
 and 15 years. Held , that the latter statute does not apply to children 
 during the 15th year and until they become 16; the intent being to fix 
 the same age limit for all children at such a time in their lives, and for 
 such a term between the extremes of the former acts, as experience had 
 shown to be most satisfactory. — Jackson v. Mason, 108 N. W., 697, 13 
 Detroit Leg. N., 469. 
 
 1043. Michigan: Amending sec. 4, act No. 144, Acts, 1901, relative to the 
 powers of boards of trustees of township high schools. 
 
 Authorizing admission of pupils above the sixth (formerly eighth) 
 grade. Extending compulsory education laws to said schools. 
 
 Authorizing special elections or meetings. 
 
 Act No. 126, June 5, 1907. 
 
 1044. Michigan: Amending sec. 2, act No. 113, Acts, 1901, as amended by act 
 No. 171, Acts, 1905, relative to employment of children. 
 
 Raising age of employment of children in places of amusement where 
 liquors are sold from 14 to 21 years. 
 
 Sec. 1, pp. 223-224, act No. 169, June 18, 1907. 
 
 1045*. Minnesota: Repealing secs. 1804, 1805, 1806, 1807, 1S08, 1809, 1810, 
 and 1811, Revised Laws, 1905, relative to the employment of children, 
 and enacting a more comprehensive measure. 
 
 Prohibiting employment of children under 14 years of age during 
 any part of the term during which the public schools are in session. 
 Providing for employment certificates for children between 14 and 16 
 years of age, to be issued by superintendent of schools; describing cer- 
 tificate. 
 
 Limiting hours of labor for children under 16. Providing penalties 
 for violation, and prohibiting certain occupations to children. Pro- 
 viding for physicians’ certificates in certain cases. 
 
 Chap. 299, Apr. 22, 1907. 
 
 1046. Minnesota: Amending chap. 26, Revised Laws, 1905, relative to schools 
 for the deaf and the blind, by adding sec. 1937a, requiring the attendance 
 upon school of deaf children. 
 
 Requiring attendance of deaf children between 8 and 20 years of age 
 upon the State School for the Deaf. Providing exceptions, penalties, 
 and partial census. 
 
 Chap. 407, Apr. 25, 1907. 
 
 1047. Mississippi: Regulating the employment of children in mills, factories, 
 and manufacturing establishments, and providing for inspection of work- 
 ing places, and for the punishment of violations. 
 
 Children under 12 not to be employed in any mill, factory, or manu- 
 facturing establishment. Prescribing maximum number of hours of 
 labor, and other conditions of employment, for children under 16. In- 
 spections to be made by sheriffs and county health officers. Penalties. 
 
 Chap. 99, Mar. 21, 1908. 
 
 1048*. Missouri : Regulating the employment of children in gainful occupations 
 and providing penalties for violation. 
 
 Prohibiting employment of children under 14 years of age, and limit- 
 ing hours of employment of children under 16 years of age; applying 
 only to cities of 10,000 or more inhabitants. Prescribing duties of em- 
 ployees; providing for age certificates to be issued by state factory 
 inspector ; prohibiting certain employments to children under 16 years of 
 age, and placing enforcement of act under control of state factory 
 inspector. Providing penalties. 
 
 S. B. No. 8, p. 86, Mar. 20, 1907. 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 197 
 
 1040. Missouri: Enforcing in cities of 500,000 inhabitants or over the con- 
 stitutional right of every child in the State to an education, and pro- 
 viding for truant and parental schools and attendance officers, and pro- 
 hibiting the employment of children during school hours. Repealing, so 
 far as applicable to such cities, act of Apr. 11, 1905 (p. 146). 
 
 Compulsory attendance for all children between 8 and 14 years, and 
 for children between the ages of 14 and 16 years not actively and regu- 
 larly employed, for a period of at least six hours each day. Providing 
 for exemptions, for attendance officers, and for the establishment of 
 parental and truant schools. Prohibiting employment of children be- 
 tween the ages of 8 and 16, unless provided with prescribed certificates. 
 
 (Applies to the city of St. Louis.) 
 
 S. B. No. 364, p. 428, Mar. 19, 1907. 
 
 1050. Montana: Prohibiting the employment of children in certain occupations 
 under the age of 16 years ; providing for the registration of the age of all 
 children, and for the issuance of an age certificate and the disposition of 
 the same; forbidding the employment of children in certain occupations 
 without such certificate; providing for the enforcement of the act, and 
 providing penalties for violations. 
 
 Employment under 16 years of age prohibited. Age certificates to be 
 issued by commissioner of the bureau of agriculture, labor, and industry. 
 
 Chap. 99, Mar. 5, 1907. 
 
 1051. Nebraska: Regulating the employment and use of child labor, and pro- 
 viding for enforcement of provisions and penalties for violations. 
 
 Prohibiting employment of children under 14 years of age in specified 
 occupations during hours when public schools are in session. Requiring 
 employment certificates to be issued by superintendent of schools for 
 children between 14 and 16 years employed. Prescribing conditions of 
 certificate. Limiting hours of labor and prohibiting certain occupations 
 to children between 14 and 16 years of age. Providing penalties and pro- 
 cedure in violations. 
 
 Chap. 66, Mar. 30, 1907. 
 
 1052. Nebraska: Repealing, and reenacting with amendments, sec. 1, subdiv. 16, 
 chap. 79, Compiled Statutes, 1905 (sec. 11293, Cobbey’s Annotated Stat- 
 utes, Supplement, 1905), relative to compulsory attendance. 
 
 Providing that in city and metropolitan city school districts children 
 between 7 and 16 years of age shall attend a public day school for the 
 full period each school year in which the public day schools are in ses- 
 sion. Defining more accurately conditions of attendance upon evening 
 schools. 
 
 Chap. 131, Apr. 5, 1907. 
 
 1053. New Jersey: Supplementing chap. — , Laws, 1896 (Revisal of 1896), 
 relative to the punishment of crimes. 
 
 Prohibiting unaccompanied minors under 16 years of age from attend- 
 ing dance halls, theaters, shows. Excepting school and pier entertain- 
 ments. Prohibiting sale of liquor to minors under 18 years; also prohib- 
 iting such minors from frequenting billiard halls. 
 
 Chap. 185, Apr. 13, 1908. 
 
 1054. New Jersey: Amending sec. 153, chap. 1, Laws, 1903 (sp. sess.), relative 
 to school attendance. 
 
 Raising upper limit of compulsory attendance from 14 to 17. Pre- 
 scribing subjects to be taught. Exempting children above 15 completing 
 the grammar school, when regularly and lawfully employed; those not 
 employed to attend high or manual training school. Transportation of 
 such children residing in districts not provided with such schools. 
 
 ^ Chap. 231, Apr. 13, 1908. 
 
198 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 1055. New York: Amending sec. 3, tit. 16, chap. 556, Laws, 1894 (Consolidated 
 School Law), as added to by chap. 671, Laws, 1894, as amended by chap. 
 606, Laws, 1896, and by chap. 459, Laws, 1903; amending sec. 5, tit. 16, 
 chap. 556, Laws, 1894, as amended by chap. 459, Laws, 1903, and chap. 
 280, Laws, 1905, relative to compulsory education. 
 
 Inserting definite provision concerning school record certificates. 
 
 Chap. 103, Apr. 3, 1907. 
 
 1056. New York: Amending sec. 71, chap. 415, Laws, 1897, as amended by chap. 
 184, Laws, 1903, and chap. 518, Laws, 1905; amending sec. 73 of said 
 chapter, as amended by chap. 184, Laws, 1903; amending sec. 163 of 
 said chapter, as amended by chap. 255, Laws, 1903, and chap. 518, Laws, 
 1905; and amending sec. 165 of said chapter, as amended by chap. 255, 
 Laws, 1903, relative to issuance of employment certificates for children 
 in factories and mercantile establishments. 
 
 Distinguishing the different kinds of age evidence and prescribing 
 order of consideration. Provisions regarding a physician’s certificate 
 added. Number of days of required attendance to be during the twelve 
 months, instead of the school year, preceding 14th birthday. 
 
 Chap. 291, May 6, 1907. (Oct. 1, 1907.) 
 
 1057. New York: Amending sec. 3, tit. 16, chap. 556, Laws, 1894 (Consolidated 
 School Law), as added by chap. 671, Laws, 1894, and amended by chap. 
 606, Laws, 1896, chap. 459, Laws, 1903, and chap. 103, Laws, 1907 ; 
 amending sec. 4 of said title, as added by chap. 671, Laws, 1894, as 
 amended by chap. 606, Laws, 1896, and by chap. 459, Laws, 1903 ; inserting 
 sec. 4a into said title; and amending sec. 5 of said title, as added by 
 chap. 671, Laws, 1894, and amended by chap. 459, Laws, 1903, chap. 280, 
 Laws, 1905, and chap. 103, Laws, 1907, relative to compulsory education 
 of children. 
 
 Harmonizing, with respect to cities of the first and second classes, 
 provisions of compulsory education and labor laws relative to employ- 
 ment certificates, and increasing requirements and data for school record 
 certificates for children between 14 and 16 years of age. 
 
 “ Section 4a. Any principal or chief executive officer of a school to 
 whom application shall have been made for a school record required 
 under the provisions of the labor law shall issue such school record to 
 said child as follows : Such school record shall be issued and signed by 
 the principal or chief executive officer of the school which such child 
 has attended and shall be furnished, on demand, to a child entitled 
 thereto or to the board, department or commissioner of health. It shall 
 contain a statement certifying that the child has regularly attended the 
 public schools or schools equivalent thereto or parochial schools for not 
 less than one hundred and thirty days during the twelve months next 
 preceding his fourteenth birthday or during the twelve months next pre- 
 ceding his application for such school record and is able to read and 
 write simple sentences in the English language, and has received during 
 such period instruction in reading, writing, spelling, English grammar 
 and geography and is familiar with the fundamental operations of arith- 
 metic up to and including fractions. Such school record shall also give 
 the date of birth and residence of the child as shown on the records of 
 the school and the name of its parent or guardian or custodian.” 
 
 Chap. 585, July 15, 1907. (Sept. 1, 1907.) 
 
 1058. New York: Amending art. 12, chap. 415, Laws, 1897, as added to by chap. 
 151, Laws, 1903, as amended by chap. 519, Laws, 1905, relative to chil- 
 dren working in streets and public places in cities of the first and second 
 classes. 
 
 Adding prohibition relative to sale of magazines and periodicals. 
 Providing that the district superintendent or other official appointed by 
 t.he board of education, before issuing a permit or badge, “ shall also 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 199 
 
 have received, examined and placed oil file the written statement of the 
 principal or chief executive officer of the school which the child is attend- 
 ing, stating that such child is an attendant at such school, that he is of 
 the normal development of a child of his age and physically fit for such 
 employment, and that said principal or chief executive officer approves 
 the granting of a permit and badge to such child.” Principals must also 
 keep complete lists of all children in their schools possessing permits 
 and badges. Changing date of expiration to the first day of January, 
 and requiring change of color for badge each year. Adding provision 
 “ before six o’clock in the morning ” to section relating to limit of hours. 
 Providing for revocation and surrender of permits and badges. 
 
 Chap. 588, July 16, 1907. (Oct. 1, 1907.) 
 
 1059. North Carolina: Relative to compulsory attendance in Goldsboro Town- 
 ship, Wayne County. 
 
 Providing for compulsory attendance of children between 7 and 16 
 years. Provisos, exemptions, penalties, etc. (Refers to city of Golds- 
 boro. ) 
 
 Amended by chap. 778, Mar. 8, 1907, making act effective Jan. 15, 1909. 
 
 Chap. 375, Feb. 25, 1907. 
 
 1060*. North Carolina: Requiring attendance upon public schools. 
 
 Providing for the submission of the question of compulsory attendance, 
 upon petition of any township or school district, by the county board of 
 education. Prescribing procedure for such elections. 
 
 In townships and districts adopting compulsory attendance, and upon 
 order of county board of education, children between 8 and 14 years of 
 age must attend public school for sixteen weeks each year, excepting 
 children over 12 years, lawfully employed. Other exemptions : Indigency 
 of parent or guardian, and abnormal mental or physical condition of 
 child. 
 
 Constituting the employment of children under 12 a misdemeanor ; 
 proviso. Provisions concerning census lists, reports of attendance by 
 teachers, and prosecutions for violations. 
 
 Excepting eleven specified counties from the application of the act. 
 
 Chap. 894, Mar. 11, 1907. 
 
 1061. North Carolina: Compelling white deaf children to attend school. 
 
 Prescribing school attendance of forty-five months for white deaf 
 children between the ages of 8 and 35 years. Provisos and exceptions. 
 
 Chap. 1007, Mar. 11, 1907. 
 
 D 1062. North Carolina (1907) : Laws, 1905, p. 227, chap. 213, requiring certain 
 Indian children to attend school, is not unconstitutional as class legisla- 
 tion. — State v. Wolf, 59 S. E., 40. 
 
 1063. North Carolina: Amending sec. 2, chap. 213, Laws, 1905, relative to the 
 compulsory attendance of Indian children at school. 
 
 Increasing period of required attendance from nine to ten months. 
 Modifying application of act relative to proportion of Indian blood — one- 
 seventeenth instead of one-eighth. 
 
 Chap. 59, Jan. 31, 1908 (sp. sess.). 
 
 1064*. North Dakota: Amending sec. 894, Revised Codes, 1905, relative to 
 compulsory education. 
 
 Striking out clause concerning eight months’ period of attendance for 
 deaf or feeble-minded child. Extending enforcement of act to all chil- 
 dren residing within 3 miles of schoolhouse (formerly 2£). Parents and 
 guardians not to be prosecuted without ten days’ notification to comply 
 with law. 
 
 Chap. 98, Mar. 14, 1907. 
 
 1065. North Dakota: Amending sec. 8983, Revised Codes, 1905, relative to pro- 
 hibiting minors in certain public places. 
 
 Prohibiting “ any person attending a local high school ” from playing or 
 being employed in any pool or billiard hall, bowling alley, etc. 
 
 Chap. 128, Mar. 19, 1907. 
 
200 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1006. Ohio: Repealing, and reenacting with amendments, secs. 1, 2, and 3, 
 S. B. 58, p. 321, Laws, 1904 (sec. 6986-7, Revised Statutes, 1905), and 
 sec. 4, H. B. 34, p. 123, Laws, 1898 (sec. 6986-10, Revised Statutes, 1905), 
 relative to the employment of minors. 
 
 Sundry amendments. Age and school certificate provisions strength- 
 ened. 
 
 H. B. 714, p. 30, Feb. 28, 1908. 
 
 D 1067. Ohio (1905) : Rev. Stat., sec. 4022a, relating to the attendance of 
 children of school age on the public schools, is violative of constitution, 
 art. 2, sec. 26, in conferring a privilege on a portion of the children of 
 school age who reside farther than 1J miles from the school where they 
 have a legal residence, and not on others, though similarly situated. — 
 Cincinnati School District v. Oakley Special School Dist. No. 11, 27 Ohio 
 Oir. Ct. R., 824. 
 
 1068*. Oklahoma: Providing for the compulsory attendance in the public 
 schools of children between the ages of 8 and 16 years. 
 
 Providing for exemptions ; procedure for enforcement. Prescribing 
 that necessary books shall be furnished to needy children. Establishing 
 scholarships. 
 
 “ Sec. 4. If any widowed mother shall make affidavit to the effect 
 that the wages of her child or children, under 16 years of age, are neces- 
 sary to the support of such widowed mother, then the county superin- 
 tendent of public instruction may after careful investigation, in his dis- 
 cretion, upon the recommendation of the school district board, or board 
 of education of cities of the first class, furnish such child or children a 
 certificate called a “ scholarship,” stating the amount of wages such 
 child or children are receiving, or so much of such wages as shall be 
 deemed necessary so long as such child or children shall attend the public 
 school in accordance with the provisions of this act ; which aid may be 
 allowed and paid upon the certificate of the county superintendent of 
 public instruction to the child or children holding such scholarship, by 
 the board of county commissioners of the county in which such child or 
 children reside.” 
 
 Chap. 34, H. B. 31, p. 393, April 10, 1908. 
 
 1069. Oregon: Repealing secs. 3423, 3424, and 3425, B. and C., 1901, relative 
 
 to compulsory education. 
 
 Compulsory attendance for children 9 to 14 years of age, and children 
 between 14 and 16 years of age not regularly and lawfully employed. 
 Attendance for entire period of public-school sessions. Exceptions. Pro- 
 viding for the appointment and compensation of truant officers. Pro- 
 viding also for procedure for enforcement. (See also p. 79, Laws, 1903, 
 and chap. 208, Laws, 1905.) 
 
 Chap. 79, Feb. 23, 1907. 
 
 1070. Pennsylvania: Amending sec. 1, act No. 335, Acts, 1901, relative to 
 school attendance and certificates. 
 
 Providing for the issuance of school certificates by a superintendent of 
 schools, notary public, or anyone who can administer oaths in cities 
 and boroughs, and by secretary of school board in rural districts. Rais- 
 ing age of exemption of working children who can read and write (from 
 13 to 16) to 14 to 16. 
 
 Act No. 237, May 29, 1907. 
 
 1071. Pennsylvania: Amending secs. 2, 3, and 5, act No. 335, Acts, 1901, re- 
 lating to school attendance, and providing attendance officers. 
 
 Providing penalty of fine of $10 to $30 for employment of a child not 
 in attendance at school as stipulated. Authorizing attendance officers to 
 enter any place of employment to inspect the records required by law. 
 Providing penalties for refusal to permit such inspection. Authorizing 
 the dismissal of children illegally employed and providing penalty for 
 violation. Extending the police power of attendance officers to incorri- 
 gible children ; and providing for proceedings against persons violating 
 the provisions of the act. 
 
 Act No. 241, May 29, 1907. 
 
SCHOOL POPULATION AND ATTENDANCE. 
 
 201 
 
 1072. South Dakota: Providing for the compulsory education of Indian chil- 
 dren at schools when tuition, lodging, and board are furnished at the 
 expense of the United States. 
 
 Compulsory period 6 to 18. Prescribing penalties. 
 
 Chap. 13G, Mar. 8, 1907. 
 
 1073. South Dakota: Providing for the compulsory education of the deaf and 
 blind. 
 
 Defining duties and authority of county judges and county superin- 
 tendents of schools. Providing for payment of expense. 
 
 Chap. 137, Mar. 4, 1907. 
 
 1074. Tennessee: Providing for and enforcing the education of all children 
 between the ages of 8 and 16 years in counties having a population of not 
 less than 11,000 nor more than 11,100, according to the federal census 
 of 1900, or any subsequent federal census, and a population of not less 
 than 17,300 and not more than 17,400 by the last or any subsequent fed- 
 eral census. 
 
 Minimum period of attendance fixed at sixteen consecutive weeks. 
 Providing for exemptions and for the care of indigents. Prohibiting the 
 employing of children of compulsory age during school sessions unless 
 provision concerning minimum school attendance has been complied with. 
 Prescribing conditions for enforcement and penalties for violation. 
 
 (Became law without governor’s signature.) 
 
 Chap. 603, Apr. 2, 1907. (June 30, 1907.) 
 
 1075. Tennessee: Providing for and enforcing the education of all children 
 between the ages of 8 and 16 years in counties having a population of 
 not less than 17,300 and not more than 17,400, according to the federal 
 census of 1900, or any subsequent federal census. 
 
 (Similar act to preceding. Became law without governor’s signature.) 
 
 Chap. 604, Apr. 4, 1907. (June 30, 1907.) 
 
 1076. Vermont: Amending sec. 712, chap. 38, Statutes, 1894, as amended by 
 sec. 1, act No. 155, Acts, 1904 ; sec. 715, chap. 38, Statutes, 1894 ; sec. 1, 
 act No. 155, Acts, 1904 ; sec. 716, chap. 38, Statutes, 1S94, as amended by 
 sec. 2, act No. 39, Acts, 1904 ; sec. 71S, chap. 38, Statutes, 1894, as amended 
 by sec. 1, act No. 26, Acts, 1898, relative to truancy and child labor. 
 
 Extending provisions so as to include quarries and railroad companies. 
 Providing for school certificates for children under 16 years of age who 
 have not completed the elementary course of study of nine years. 
 
 Act No. 52, Dec. 19, 1906. 
 
 1077. Vermont: Providing educational privileges for children of school age 
 in unorganized towns or gores. 
 
 Authorizing the commissioner of taxes of unorganized town or gore to 
 assess a tax, not exceeding 50 per cent, for payment of expenses, not to 
 exceed $1.50 a week. Granting to commissioner of taxes the powers and 
 duties of school directors and truant officers of organized towns ; and ex- 
 tending provisions of attendance laws to unorganized towns and gores. 
 
 Act No. 59, Nov. 21, 1906. (Apr. 1, 1907.) 
 
 1078. Virginia: Regulating the employment of children in factories, mercan- 
 tile establishments, workshops, and mines on and after Mar. 1, 1909. 
 
 Fixing minimum age limit at 13 years after Mar. 1, 1909, and at 14 
 years after Mar. 1, 1910. Providing for exceptions and penalties. (No 
 educational provisions.) 
 
 Chap. 301, Mar. 13, 3908. 
 
202 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1079. Virginia: Providing, in certain cases, for the compulsory attendance of 
 children between the ages of 8 and 12 years upon the public schools, and 
 providing penalty for failure, and designating the manner of collecting 
 such penalties. 
 
 Requiring attendance for twelve weeks in each school year, six of 
 which to be consecutive. Numerous causes for exception. Act to become 
 operative within any county, city, or town only after submission and 
 adoption by qualified electors. Prescribing election procedure. 
 
 Chap. 364, Mar. 14, 1908. 
 
 1080. Washington: Repealing chap. 136, Laws, 1903, relative to child labor, 
 and enacting a substitute. 
 
 Prohibiting employment of persons under 19 years of age as messen- 
 gers. Providing for permits to labor to be issued by judge of juvenile 
 court to male children over 14 years of age. 
 
 Chap. 128, Mar. 11, 1907. 
 
 1081. Washington: Relating to the compulsory education of children between 
 the ages of 8 and 15 years, forbidding the employment of children during 
 the session of the public schools, providing penalties, and repealing con- 
 flicting acts. 
 
 Chap. 231, Mar. 16, 1907. 
 
 • 
 
 1082*. Washington: Amending sec. 71, chap. 118, Laws, 1897 (Code of Public 
 Instruction), relative to compulsory attendance. 
 
 Extending annual period of compulsory attendance from three months 
 to the entire session of the public schools. 
 
 Sec. 7, chap. 240, Mar. 18, 1907. 
 
 1083. Wisconsin: See enactment No. 15^6. 
 
 1084. Wisconsin: Amending sec. 558, Statutes, 189S, as amended by chap. 450, 
 Laws, 1901, relative to the apportionment of the school fund. 
 
 Requiring the maintenance of an eight (formerly, seven) months’ 
 session. 
 
 Chap. 108, May 16, 1907. 
 
 1085*. Wisconsin: Amending secs. 439a and 439b, Statutes, 1898, as amended 
 by chap. 189, Laws, 1903, and adding secs. 439cb, 439cc, and 439cd, rela- 
 tive to attendance at school. 
 
 Requiring attendance of children between the ages of 7 and 14, and 
 of those between 14 and 16, unless employed in accordance with chap. 
 349, Laws, 1903, during entire annual session of school in cities of first 
 class, eight months in other cities, and six months (formerly, five) in 
 towns and villages. Defining “ regular attendance.” Fixing time of 
 enrollment. Prescribing compulsory attendance without exemption on 
 account of distance from school in districts furnishing transportation. 
 Providing for exemptions of children completing course of study of 
 common schools. 
 
 Requiring ten (formerly, three) or more truant officers in cities of 
 the first class, and one or more in cities of over 2,000 (formerly, 10,000) 
 inhabitants. Making sheriff, undersheriff, and deputies truant officers 
 in smaller cities, towns, and villages. 
 
 Providing for census lists, reports of attendance and nonattendance of 
 pupils, and for procedure for enforcement of act. Providing also for 
 compensation of truant officers and sheriffs. 
 
 Chap. 446, June 29, 1907. 
 
 1086. Wisconsin: Amending secs. 1 to 10, inclusive, chap. 274, Laws, 1899, as 
 amended by chap. 182, Laws, 1901, as amended by chap. 349, Laws, 1903, 
 and making them secs. 1728a to 1728j, Statutes, 1898, relative to child 
 labor. 
 
SCHOOL DTSOTPLTNK. 
 
 203 
 
 Granting to register of probate same power as officers already desig- 
 nated in issuance of child labor permits. Forbidding delegation of such 
 power, and requiring that child must be able to read and write simple 
 sentences in the English or his native language as a condition for grant- 
 ing permit. 
 
 Enumerating in greater detail places where children under the age 
 of 16 years may not be employed. Making maximum number of work- 
 ing hours in one week fifty-five. Changing hour limits from 9 at night 
 and 6 in the morning to G at night and 7 in the morning, except for 
 children working in stores, or newsboys. 
 
 Leaving to person issuing permit decision as to physical ability of child. 
 
 Increasing minimum fine of employer violating law from $10 to $25, 
 and providing that employer or parent may be imprisoned in county jail 
 thirty days. , 
 
 Chap. 523, July 9, 1907. 
 
 1087*. Wyoming: Repealing secs. 554 and 555, Revised Statutes, 1899, relating 
 to compulsory education, and enacting substitutes. 
 
 Fixing period of compulsory attendance; children between 7 and 14 to 
 attend school each year for the first six months during which the public 
 schools are in session. Exceptions. Providing for enforcement by sher- 
 iffs, constables, and truant officers. Clerks of school districts to furnish 
 officers with enumeration lists. 
 
 Chap. 93, Feb. 21, 1907. 
 
 I. SCHOOL DISCIPLINE. 
 
 The most significant legislative event of the biennium has been 
 the decisive manner in which a number of States have acted against 
 the so-called high school fraternity. The extent of this legislative 
 activity is indicative of the importance that these organizations 
 have assumed in the life of the secondary schools of certain States. 
 Owing to the widespread interest in this legislation, it has been 
 thought desirable to present in full several of these enactments. 
 
 (a) General. 
 
 1088. California: Adding section 367b to the Penal Code, providing against the 
 offense of hazing. 
 
 “ Whosoever being a student, or being a person in attendance at any 
 public, private, parochial, or military school, college or other educational 
 institution, conspires to haze or engages in hazing or commit any act 
 that injures, degrades or disgraces, or tends to injure, degrade, or dis- 
 grace any fellow student or person attending such institution shall be 
 guilty of a misdemeanor, and upon conviction shall be fined not less 
 than fifty nor more than five hundred dollars, or imprisoned in the 
 county jail not more than six months, or both.” 
 
 Chap. 483, Mar. 22, 1907. 
 
 1089. Colorado: Providing for the prevention of “hazing” and other vicious 
 practices in state institutions, and for the punishment thereof. 
 
 Requiring officers of state institutions to punish, dismiss, or expel 
 teachers, employees, or students found guilty of hazing. 
 
 Chap. 154, Apr. 4, 1907. 
 
204 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 ]> 3090. Illinois (1908) : a A rule adopted by the board of education of the 
 city of Chicago adverse to secret school societies held neither unreason- 
 able nor unlawful. — Wilson v. Board of Education of Chicago (111.), 84 
 N. E., G97. 
 
 1> 1091. Illinois (1908) : “Per curiam. This was a bill in chancery filed by 
 the plaintiffs in error in the circuit court of Cook County to enjoin the 
 defendant in error from enforcing a rule adopted by the defendant in 
 error known as the “ antifraternity rule.” A demurrer was interposed 
 to the bill and sustained and the bill dismissed for want of equity. The 
 decree of the circuit court was affirmed by the appellate court for the 
 first district, and this writ of error has been sued out from this court 
 to the appellate court to review the judgment of that court in affirming 
 the decree of the circuit court. 
 
 “ The questions raised upon this record are identical with those raised 
 in the case of Wilson v. Board of Education of Chicago, 233 111., 464 ; 
 
 84 N. E., 697, and the decision in that case is decisive of this case. In 
 accordance, therefore, with the holding of this court in that case, the 
 judgment of the appellate court affirming the decree of the circuit court 
 will be affirmed.” 
 
 Judgment affirmed. — Favorite et al. v. Board of Education of Chicago, 
 
 85 N. E., 402. 
 
 1092. Indiana: Enlarging the powers of boards of school commissioners, boards 
 of trustees, township trustees, superintendents of schools, and others 
 having the government of such schools, prohibiting secret societies and 
 fraternities, and declaring an emergency. 
 
 “ Section 1. Be it enacted * * *, That the common schools of the 
 
 State of Indiana, both elementary and high schools, shall be open to all 
 children until they complete the courses of study in said common schools, 
 subject to the authority of the teachers therein and to all the rules and 
 regulations provided by the proper authorities for the government of 
 such schools. It shall be unlawful for the pupils in any of the ele- 
 mentary or high schools of this State to form secret societies, fraternities, 
 or other similar organizations in such schools ; and the board of school 
 commissioners or board of trustees of any school town or city, and the 
 trustee of any school township, and the superintendent of any school, 
 are hereby required to enforce the provisions of this act by suspending, 
 or, if necessary, expelling a pupil in any elementary or high school who 
 refuses or neglects to obey such rules or regulations or any of them. 
 
 “ Sec. 2. An emergency exists for the immediate taking effect of this 
 act, and it shall be in force from and after its passage.” 
 
 Chap. 278, Mar. 12, 1907. 
 
 D 1093. Iowa (1906) : Under Code, sec. 2772, authorizing school directors to 
 make rules and regulations for the government of pupils, the board of 
 directors of a high school had authority to prohibit pupils of such school 
 from playing football in a game purporting to be played under the 
 auspices of the school by a team purporting to represent the school, 
 though the game was not played in school hours nor on or near the 
 school grounds. — Kinzer v. Directors of Independent School Dist. of 
 Marion, 105 N. W., 686. 
 
 1094*. Kansas: Making it unlawful for high school pupils to belong to any 
 secret organization in any way connected with public schools. 
 
 “ Section 1. It shall be unlawful for the pupils of any high schools to 
 participate in or be members of any secret fraternity or secret organiza- 
 tion whatsoever that is in any degree a school organization. 
 
 “ Sec. 2. Any boards of education or board of trustees of county high 
 schools are hereby authorized and empowered to deny to any student regu- 
 larly enrolled in such high school, who shall violate section 1 of this act, 
 any or all of the privileges of such high school or to expel such student 
 for failure or refusal to comply with the requirements of this act. 
 
 “ Sec. 3. This act shall take effect from and after its publication in 
 the statute-book.” 
 
 Chap. 320, Mar. 9, 1907. 
 
 a See p. 329 for complete text of decision. 
 
SCHOOL DISCIPLINE. 
 
 205 
 
 1095. Minnesota: Prohibiting secret fraternities and societies being formed in 
 the public schools of the State, empowering and making it the duty of 
 school directors to adopt rules and regulations relating thereto and to 
 enforce the same, and making it an offense to solicit pupils to join them, 
 and prescribing the penalty therefor. 
 
 “ Prohibits secret fraternities in the public' schools. — Section 1. That 
 from and after the passage of this act it shall be unlawful for any pupil, 
 registered as such, and attending any public high school, district, primary 
 or graded school, which is partially or wholly maintained by public funds, 
 to join, become a member of, or to solicit any other pupil of any such 
 school to join, or become a member of any secret fraternity or society 
 wholly or partially formed from the membership of pupils attending any 
 such schools or to take part in the organization or formation of any such 
 fraternity or society, except such societies or associations as are sanc- 
 tioned by the directors of such schools. 
 
 “ Directors to establish rules and regulations. — Sec. 2. The directors 
 of all such schools shall enforce the provisions of section 1 of this act, 
 and shall have full power and authority to make, adopt and modify all 
 rules and regulations which in their judgment and discretion may be 
 necessary for the proper governing of such schools and enforcing all the 
 provisions of sec. 1 of this act. 
 
 “ Directors shall have power to suspend or dismiss. — Sec. 3. The 
 directors of such schools shall have full power and authority, pursuant 
 to the adoption of such rules and regulations made and adopted by them, 
 to suspend, or dismiss any pupil or pupils of such schools therefrom, or 
 to prevent them, or any of them, from graduating or participating in 
 school honors when, after investigation, in the judgment of such directors, 
 or a majority of them, such pupil or pupils are guilty of violating any of 
 the provisions of sec. 1 of this act, or who are guilty of violating any 
 rule, rules or regulations adopted by such directors for the purpose of 
 governing such schools or enforcing sec. 1 of this act. 
 
 “ Soliciting a misdemeanor , by persons , not pupils — municipal and 
 justice courts to have jurisdiction. — Sec. 4. It is hereby made a misde- 
 meanor for any person, not a pupil of such schools to be upon the school 
 grounds, or to enter any school building for the purpose of ‘ rushing ’ or 
 soliciting, while there, any pupil or pupils of such schools to join any 
 fraternity, society, or association organized outside of said schools. All 
 municipal courts and justice courts in this State shall have jurisdiction 
 of all offences committed under this section, and all persons found guilty 
 of such offences shall be fined not less than two dollars nor more than 
 ten dollars, to be paid to the city or village treasurer, when such schools 
 are situated inside of the corporate limits of any city or village, and to 
 the county treasurer, when situated outside of the corporate limits of 
 any such city or village, or upon failure to pay such fine, to be impris- 
 oned for not more than ten days. 
 
 “ Sec. 5. All acts and parts of acts inconsistent herewith are hereby 
 repealed. 
 
 Chap. 149, Apr. 11, 1907. 
 
 1096. Minnesota : Prohibiting the manufacture, sale, or use of adulterated 
 cigarettes, and prohibiting the use of tobacco by persons under 18 and by 
 all minor pupils of the public schools. 
 
 Defining age limits, penalties, etc. 
 
 Chap. 386, Apr. 24, 1907. 
 
 1097*. Ohio: Abolishing fraternities, sororities, and other like societies among 
 pupils of the public schools. 
 
 Section 1. It shall be unlawful for any pupil of the public schools of 
 the state of Ohio in any manner to organize, join or belong to any frater- 
 nity or sorority or other like societies composed or made up of pupils of 
 the public schools. 
 
 “ Sec. 2. It shall be the duty of every teacher, principal, or superintend- 
 ent having knowledge or reason to believe that such fraternity, sorority, 
 or like society is being organized or maintained in any of the schools of 
 the state, or that any of the pupils attending said schools are organizing 
 
206 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 or belonging to such fraternity, sorority or like society, to advise imme- 
 diately the president or secretary of the board of education in charge of 
 such schools of such facts. Upon receipt of such notice, it shall be the 
 duty of such board of education, within thirty days after the receipt 
 thereof, and after not less than ten days’ written notice to the persons 
 charged with violating this act, or to their parents or guardians, to investi- 
 gate the charges therein contained, and if such board of education find 
 the same to be correct and true, it shall be the duty of the secretary of 
 such board to notify immediately, in writing, any and all pupils organiz- 
 ing, joining or belonging to such fraternity, sorority or like society to 
 disband and discontinue the same and to withdraw therefrom within 
 five days from the receipt of said notice. 
 
 “ And if within such time any pupil guilty of organizing, joining or 
 belonging to any such fraternity, sorority or like society shall fail to 
 obey said notice, said pupil shall have violated the rules of the school and 
 be immediately suspended from the public schools of this state by the 
 superintendent or principal in charge of the same in cities or districts 
 having such superintendent or principal, or by the clerk of the board of 
 education in villages, special and township districts not having such su- 
 perintendent or principal, until such pupil shall comply with the order of 
 the board. 
 
 “ Sec. 3. Any officer, teacher, principal, superintendent or other persons 
 mentioned in this act neglecting to perform any duty imposed upon him 
 by this act, upon conviction thereof, shall be fined not less than ten dol- 
 lars ($10) nor more than twenty-five dollars ($25) for each offense. 
 
 “ Sec. 4. This act shall take effect and be in force from and after the 
 first day of July, 1908.” 
 
 H. B. 1120, p. 253, Apr. 30, 1908. (July 1, 1908.) 
 
 D 1098. Washington (1905) : Laws, 1903, p. 328, chap. 156, sec. 12, pro- 
 hibiting “ any person ” from disturbing a public school, is sufficiently 
 broad to include an enrolled pupil of the school disturbed. — State v. Pack- 
 enham, 82 P., 597 ; 40 Wash., 403. 
 
 D 1099. Washington (1906) : Ballinger’s Ann. Codes and Stat., sec. 2334, pro- 
 vides that every common school shall be open to all children between the 
 specified school ages. Sec. 2339 provides that all pupils shall comply 
 with the regulations established for the government of the schools and 
 submit to the authority of teachers, and sec. 2362, subdiv. 5, authorizes 
 school directors to adopt and enforce such regulations as may be deemed 
 essential to the well-being of the school, and subdiv. 6 authorizes them 
 to suspend or expel the pupils w T ho refuse to obey the rules. Held, that 
 the directors of a school district had authority to deny to those pupils 
 belonging to a secret fraternity contrary to the rules of the school par- 
 ticipation in athletic, literary, military, and similar school organizations, 
 constituting no part of the school work, though the meetings of the 
 fraternity were held at the homes of the members, after school hours, 
 and with parental consent. — Wayland v. Board of School Directors of 
 Dist. No. 1, Seattle, 86 P., 642. 
 
 1100. Wisconsin: Creating secs. 4608v and 4608w, Statutes, 1908, prohibiting 
 the use of cigarettes, cigars, and tobacco by persons under sixteen years 
 of age. 
 
 Providing fine of not more than $10 or imprisonment for not more 
 than thirty days for any person under sixteen found using tobacco in any 
 public place when not accompanied by parent or guardian. Providing 
 same punishment with increase to $25 for second offense, or for anyone 
 allowing such a person to use tobacco in or .upon premises occupied 
 by him. 
 
 Chap. 463, July 1, 1907. 
 
SCHOOL DISCIPLINE, 
 
 207 
 
 (b) Corporal Punishment. 
 
 D 1101. North Carolina (1904) : Where a school-teacher exercises his judg- 
 ment in whipping a pupil, the presumption is that he exercised it cor- 
 rectly.— State v. Thornton, 48 S. E., 602 ; 136 N. C., 610. 
 
 Within the sphere of his authority, the school-teacher is the judge 
 as to when the correction of a pupil is required, and of the degree of 
 correction necessary. — Ibid. 
 
 When the correction administered by a school-teacher is not in itself 
 immoderate, and therefore beyond the authority of the teacher, its 
 legality or illegality must depend entirely on the quo animo with which 
 it is administered.— Ibid. 
 
 Where a school has not been well managed prior to defendant’s em- 
 ployment as teacher, and he was specially requested to be more strict 
 in compelling obedience to the rules, he has no more authority by reason 
 thereof than he would otherwise have possessed. — Ibid. 
 
 1) 1102. Texas (1907) : The jury, in determining whether a teacher, who 
 punished a scholar, was guilty of assault, must consider his acts and 
 the acts of the scholar, and the teacher’s guilt must not be measured 
 alone by severity of the punishment, but by his intention in inflicting it ; 
 and if the punishment was inflicted in good faith, without intention to 
 injure the scholar, but only to enforce the rules of the school, the teacher 
 was not guilty, though he used more force than was necessary. — Greer v. 
 State, 106 S. W., 359. 
 
 Where a teacher corrects a scholar and inflicts corporal punishment, 
 the presumption is that the same is done in the exercise of lawful 
 authority, and it does not devolve on the teacher to show his innocent 
 intention ; and, if the punishment is inflicted without any intent to 
 injure the scholar, the teacher is not guilty of assault, though the punish- 
 ment is more severe than necessary. — Ibid. 
 
 (c) Suspension and Expulsion. 
 
 1103. Kansas: Repealing, and reenacting with amendment, sec. 14, chap. 147, 
 Laws, 1886, relative to county high schools in counties having a popula- 
 tion of 6,000 or over. 
 
 Defining authority of principal over pupils and granting power to sus- 
 pend such. Providing for committee to examine teachers. Prescribing 
 qualifications of teachers. 
 
 Chap. 335, Mar. 9, 1907. 
 
 D 1104. Wisconsin (1908) A school board has no power to require the pay- 
 ment of money as a condition of reinstatement of pupils under suspen- 
 sion. — State v. District Board of School Dist. No. 1 (Wis.), 232. 
 
 A school board may, under the express provisions of Stat., 1898, sec. 
 439, make all rules needful for the government of the school, and may 
 suspend any pupil for noncompliance with rules made by it or by the 
 teacher with its consent. — Ibid. 
 
 A pupil may be punished for misconduct, although no rule has been 
 promulgated in regard to such conduct. — Ibid. 
 
 Power of school authorities to suspend pupils stated. — Ibid. 
 
 a See p. .‘>33 for complete text of decision. 
 
208 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (d) Fire Drills. 
 
 The single enactment indicated under this heading is a reminder of 
 the greatest disaster to school children which has ever happened in 
 this country. The compulsory fire drill will, perhaps, serve a valu- 
 able purpose, yet it will not take the place of safely and honestly 
 constructed school buildings. The example set by Ohio in respect to 
 these fire drills is one that will probably be followed by other States 
 in which there is a full appreciation of the danger to which thousands 
 of American school children are exposed each day. 
 
 1105*. Ohio: Providing for tlie protection of the lives of school children by 
 an adequate compulsory fire drill. 
 
 “ Section 1. It shall be the duty of the principal or other person in charge 
 of every public or private school or educational institution within the 
 state, having an average daily attendance of fifty or more pupils, to instruct 
 and train the pupils by means of drills, so that they may iu sudden emer- 
 gency be able to leave the school building in the shortest possible time 
 and without confusion or panic. Such drills or rapid dismissals shall be 
 held at least once for each month when said schools are in session and 
 all doors of exit shall be kept unlocked during school hours. 
 
 “ That every teacher or instructor in every public, private or parochial 
 school shall devote not less than thirty minutes in each month during 
 which the school is in session, to instruction of pupils between the ages 
 of six and fourteen years, in fire dangers. 
 
 “ For the purpose of such instruction it shall be the duty of the state 
 fire marshal to prepare a book conveniently arranged in chapters, or les- 
 sons, such chapters or lessons to be in number sufficient to provide a dif- 
 ferent chapter or lesson for each week of the maximum school year, oue 
 of such lessons to be read by the teachers in such schools each week. 
 The books shall be published at the expense of the state under the direc- 
 tion of the state school commissioner and shall be distributed in quanti- 
 ties sufficient to provide a copy for each teacher required by the provi- 
 sions of this act to give the instruction herein provided for ; the distri- 
 bution to be made by the state school commissioner. 
 
 “ Sec. 2. Willful neglect by any principal or other person in charge of 
 any public or private school or educational institution to comply with 
 the provision of this act, shall be a misdemeanor, punishable, each offense, 
 by a fine of not more than twenty nor less than five dollars. 
 
 “ Sec. 3. It shall be the duty of the members of school boards, school 
 directors, trustees, or other body of persons having control of the schools 
 of any township, town or city, to cause a copy of this act to be printed in 
 the manual or handbook prepared for the guidance of teachers, where 
 such manual is in use or may hereafter come in use. 
 
 “ Sec. 4. The provisions of this act shall not apply to colleges and uni- 
 versities.” 
 
 II. B. 1166, p. 231, Apr. 28, 1908. 
 
 J. HEALTH REGULATIONS. 
 
 Among the comparatively few enactments in this section are to 
 be found several which, when taken in connection with the judicial 
 interpretations cited, may easily be regarded as of eminently pro- 
 gressive rank. That of Connecticut *(1120) concerning the appoint- 
 ment of school physicians, that of Louisiana (1121) relative to 
 physical examination of children, that of Massachusetts (1123) 
 relative to the appointment of school nurses in Boston, and that of 
 
HEALTH REGULATIONS. 
 
 209 
 
 Virginia (1125) providing for the testing of the sight and hearing 
 of pupils of public schools represent a new and growing movement 
 to increase the effectiveness of the efforts of the public school. 
 
 The several judicial decisions cited, Arkansas (1106), Illinois 
 (1108), Massachusetts (1111), New York (1112), North Carolina 
 (1113), Ohio (1115), and Pennsylvania (HIT, 1118), while not per- 
 haps of wide general interest, are clearly indicative that the prac- 
 tice of vaccination has become firmly fixed as a part of our general 
 American protective social policy. 
 
 The Massachusetts act (1110), adding instruction as to tuberculosis 
 and its prevention to the prescribed list of subjects to be taught in 
 the public schools, is classified here in spite of its very obvious mis- 
 placement. 
 
 (a) General. 
 
 D 1106. Arkansas (1907) : A child of school age, seeking to compel the school 
 board to admit him to a school without first complying with a rule of 
 the board requiring a pupil before admission to the school to be 
 vaccinated, can not complain that the rule makes a certificate of a 
 reputable physician showing that the pupil has been successfully 
 vaccinated conclusive evidence in favor of the pupil that he has com- 
 plied with the rule. — Auten v. Board of Directors of Special School Dist. 
 of Little Rock, 104 S. W., 130. 
 
 1107. California: Providing for the preservation of the public health, and em- 
 powering state board of health to enforce provisions, and providing 
 penalties for violation. 
 
 Providing for the protection of schools by the exclusion of those 
 affected with any contagious, infectious, or communicable disease. 
 
 Sec. 17, chap. 492, Mar. 23, 1907. 
 
 D 1108. Illinois (1908) :® The general police powers of a city authorizing 
 ordinances for the promotion of health or the suppression of disease do 
 not include the passage of an ordinance making vaccination a condition 
 precedent to the right of education. — People v. Board of Education of 
 City of Chicago (111.), 84 N. E., 1046. 
 
 A city ordinance prohibiting any child not vaccinated within seven 
 years from attending school held unreasonable and void. — Ibid. 
 
 1109. Massachusetts: Amending sec. 6, chap. 44, Revised Laws, 1902, as 
 amended by chap. 371, Acts, 1906, relative to certificates of exemption 
 from vaccination of children attending public schools. 
 
 Providing that physician’s certificate contain statement of cause for 
 which granted. 
 
 Chap. 215, Mar. 16, 1907. 
 
 1110. Massachusetts: Amending sec. 1, chap. 42, Revised Laws, 1902, relative 
 to instruction in public schools. 
 
 Adding instruction “ as to tuberculosis and its prevention ” to the pre- 
 scribed list. 
 
 Chap. 181, Mar. 6, 1908. 
 
 a See p. 320 for complete text of decision. 
 63470—09 14 
 
210 STATE SCHOOL SYSTEMS*. LEGISLATION, ETC., 1906-8. 
 
 D 1111. Massachusetts (1907) : Rev. Laws, chap. 42, sec. 27, gives the school 
 committee of a town general charge and superintendence of all public 
 schools. Chap. 44, sec. 3, gives children the right to attend the public 
 schools, subject to such reasonable regulations as to qualifications of 
 pupils and other school matters as the school committee shall from time 
 to time prescribe. Sec. 6 provides that a child who has not been vac- 
 cinated shall not be admitted to a public school except on presentation 
 of a certificate signed by a regular physician that he is not a fit subject 
 for vaccination. During an epidemic of smallpox a school committee 
 enacted a regulation excluding from attendance all unvaccinated chil- 
 dren. Held, that the town was not liable for excluding a pupil under 
 such regulation, though she presented the certificate that she was not a 
 fit subject for vaccination, as the exception contained in sec. 6 has no 
 application when there is particular reason to apprehend danger from 
 an epidemic of smallpox. — Hammond v. Town of Hyde Park, 80 N. E., 650. 
 
 D 1112. New York (1904) : Laws, 1893, p. 1495, chap. 661, as amended by 
 Laws, 1900, p. 1484, chap. 667, sec. 2, being sec. 210 of the public health 
 law, excluding children not vaccinated from the public schools until 
 vaccinated, is a health law enacted in the reasonable exercise of the 
 police power. Judgment (Sup. 1903) 84 N. Y. S., 712, affirmed. — Vie- 
 meister v. White, 72 N. E., 97 ; 179 N. Y., 235. 
 
 D 1113. North Carolina (1904) :® Rule of school board of city making a 
 scholar’s vaccination prerequisite to attendance held authorized, and ap- 
 plicable to a child, though her health would not admit vaccination. — 
 Hutchins v. School Committee of Town of Durham, 49 S. E., 46. 
 
 1114, North Dakota: Providing for the creating of a public health laboratory, 
 for the control of such laboratory, and for the appointment and duties of 
 a director. 
 
 Laboratory to be established at the state university. Professor of 
 bacteriology in the medical college to be director and ex officio state 
 bacteriologist. 
 
 Chap. 238, Mar. 7, 1907. 
 
 D 1115. Ohio (1905) : Rev. Stat., sec. 3986, empowering the board of educa- 
 tion of any school district to make and enforce such rules and regulations 
 to secure the vaccination of, and to prevent the spread of smallpox 
 among, the pupils attending, or eligible to attend, the schools of the dis- 
 trict, as in its opinion the safety and interests of the public require, is a 
 reasonable exercise of the police power of the State, and the validity of 
 a resolution passed by a board of education under the power thereby con- 
 ferred, excluding from the public schools all children not vaccinated, or 
 who did not furnish a physician’s certificate excusing them from vac- 
 cination, does not depend upon the actual existence of smallpox in the 
 community, nor upon an apprehended epidemic of that disease. — (1907) 
 State v. Board of Education of Village of Barberton, 81 N. E., 568; 76 
 Ohio St., 297, affirming judgment 29 Ohio Cir. Ct. R., 375. 
 
 1116. Oregon: Providing for the establishment and enforcement of quarantine 
 regulations. 
 
 Prohibiting the attendance at school of persons from quarantined places. 
 
 Sec. 7, chap. 70, Feb. 23, 1907. 
 
 D 1117. Pennsylvania (1906) : 6 Act June 18, 1895 (P. L., 203), requiring ex- 
 clusion from public schools of children who have not been vaccinated, 
 is a valid exercise of the police power. — Stull v. Reber (Pa.), 419. 
 
 Act June 18, 1895 (P. L., 203), relating to vaccination of children in 
 public schools, held not a violation of constitution, art. 10, sec. 1, requir- 
 ing maintenance of public schools. — Ibid. 
 
 a See p. 322 for complete text of decision. 
 b See p. 326 for complete text of decision. 
 
HEALTH REGULATIONS. 
 
 211 
 
 Act June IS, 1895, secs. 13, 12 (P. L., 206, 207), considered and held 
 that the fact that there has been no smallpox in a certain locality for 
 forty years does not prevent application of sec. 12, excluding unvac- 
 cinated children. — Ibid. 
 
 Act June 18, 1895, sec. 12 (P. L., 207), excluding unvaccinated children 
 from the public schools, held not a trespass on the reserved rights of an 
 individual beyond the police power. — Ibid. 
 
 D 1118. Pennsylvania (1907) : Act June 18, 1895 (P. L., 203), provides that 
 persons in charge of schools shall refuse admission to children except on 
 certificate of a physician that they have been successfully vaccinated or 
 had smallpox. Held, that such duty is imposed upon superintendents, 
 principals, and teachers in charge of schools, and mandamus will not lie 
 to compel school directors to exclude a child from school who has failed 
 to obtain a certificate. — Commonwealth v. Rowe, 67 A., 56; 218 Pa., 168. 
 
 1119. Wisconsin: Creating secs. 14131, 1413m, and 1413n, Statutes, 1898, pro- 
 viding for the control of smallpox in school districts. 
 
 Requiring local board of health to prohibit attendance at school for 
 twenty-five days of all persons not recently vaccinated whenever small- 
 pox is present in the district. Providing for renewal of prohibition for 
 another twenty-five days if necessary ; and for payment for vaccination 
 of children of indigent parents, or, if necessary, for free vaccination of all 
 children. 
 
 Chap. 113, May 20, 1907. 
 
 (b) Physical Examination and Medical Inspection. 
 
 1120. Connecticut: Concerning the appointment and duties of school physi- 
 cians. 
 
 “ Section 1. The board of school visitors, board of education, or town 
 school committee of any town, or the board of education or committee 
 of any school district, may appoint one or more school physicians and 
 assign one to any public school within the limits of such town or school 
 district, and shall provide such school physicians, when so appointed, 
 with proper facilities for the performance of their duties. 
 
 “ Sec. 2. Every school physician so appointed shall make a prompt 
 examination of all children referred to him as hereinafter provided, and 
 such further examination of teachers, janitors, and school buildings as in 
 his opinion the protection of the health of the pupils may require. 
 
 “ Sec. 3. The superintendent, principal, or teacher of any school to 
 which a school physician has been assigned as hereinbefore provided 
 shall refer to such physician every child returning to school without a 
 permit from the health officer or board of health, after absence on ac- 
 count of illness or from unknown cause, and every child attending such 
 school who appears to be in ill health, or is suspected of being sick with 
 any contagious or infectious disease, unless such child be immediately 
 excluded from such school under the provisions of the general statutes 
 or the sanitary regulations in force in said town or district; provided, 
 that in the case of schools in remote and isolated locations the school 
 committee may make such other arrangements as may be advisable to 
 carry out the purposes of this act. 
 
 “ Sec. 4. The school authorities of any town or school district which 
 has appointed a school physician in accordance with the provisions of 
 this act shall cause every child attending the public schools therein to 
 be separately and carefully tested and examined at least once in every 
 school year, to ascertain whether such child is suffering from defective 
 sight or hearing, or from any other physical disability tending to prevent 
 such child from receiving the full benefit of school work, or requiring a 
 modification of such school work in order to prevent injury to the child 
 or to secure the best educational results. 
 
 “ Sec. 5. Notice of the disease or defects, if any, from which any child 
 is found by such school physician to be suffering shall be given to the 
 
212 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 parent or guardian of such child with such advice or order relating 
 thereto as said physician may deem advisable, and whenever any child 
 shows symptoms of any contagious or infectious disease notice shall also 
 be given to the health officer or board of health and such child may be 
 excluded from attendance at such school in accordance with the pro- 
 visions of the general statutes or the sanitary regulations in force in 
 the town or district. 
 
 “ Sec. 6. Whenever the board of school visitors, board of education, 
 or town school committee of any town, or the board of education or dis- 
 trict committee of any school district shall have appointed a school phy- 
 sician as provided in section one of this act, said board or committee 
 may also appoint a matron or nurse who shall take such action, under 
 the direction of the school physician, as may be necessary for safeguard- 
 ing the health of the pupils and teachers of the schools. Such matron 
 or nurse shall also act, under the direction of the school physician, as a 
 visiting nurse in the town or school district, shall visit the homes of 
 pupils in the public schools, and shall assist in executing the order of 
 the school physician. 
 
 “ Sec. 7. The expenses incurred under the provisions of this act shall 
 be paid in the same manner as are the ordinary expenses for the support 
 of schools in the several towns and school districts.” 
 
 Chap. 207, July 11, 1907. 
 
 1121*. Louisiana: Requiring the state board of health and superintendent of 
 education to, prepare or cause to be prepared suitable test cards, blanks, 
 and record books, and all necessary appliances to be used in testing the 
 sight and hearing of pupils in public schools. 
 
 Act No. 292, July 9, 1908. 
 
 1122. Massachusetts: Amending sec. 6, chap. 502, Acts, 1906, relative to 
 medical inspection in public schools. 
 
 Increasing authorized annual expenditure by state board of education 
 to $800 (formerly, $500). 
 
 Chap. 189, Mar. 10, 1908. 
 
 1123. Massachusetts: Relating to the appointment of nurses by the school 
 committee of the city of Boston. 
 
 “ Section 1. The school committee of the city of Boston shall appoint 
 one supervising female nurse and so many district female nurses as in 
 their opinion are necessary. The said nurses shall hold office for such 
 terms as the school committee may determine and shall perform such 
 duties as the committee may designate, but more particularly they shall 
 assist the medical inspectors in their work in the public schools of the 
 city, seeing that the directions given by the inspectors are carried out, and 
 giving such instruction to the pupils as will promote their physical 
 welfare. 
 
 “ Sec. 2. No person shall be appointed as one of the said nurses unless 
 she has taken a course of instruction in, and has graduated from, some 
 hospital or similar institution giving a course of instruction in nursing 
 at least two years in length, and has presented to the school committee 
 satisfactory evidence that she possesses good character and health, nor 
 unless, in addition, she shall have passed an examination given under the 
 direction of the school committee and designed to test the applicant’s 
 training, knowledge, character, experience and aptness for the work. 
 
 “ Sec. 3. To meet the expense incurred under this act the school commit- 
 tee of the city may appropriate, in addition to the amounts allowed by 
 chapter four hundred and forty-eight of the acts of the year nineteen hun- 
 dred and one, and in the same manner in which other appropriations for the 
 support of the public schools of the city are made by the school com- 
 mittee, a sum not exceeding ten thousand dollars in the current financial 
 year, and in each year thereafter two cents upon each one thousand dol- 
 lars of the valuation upon which the appropriations of the city council 
 of the city are based.” 
 
 Chap. 357, May 3, 1907. 
 
TEXT-BOOKS AND SUPPLIES, 
 
 213 
 
 1124. Massachusetts: Repealing sec. 7, chap. 502, Acts, 1906, limiting ex- 
 penditures for medical inspection in the public schools. 
 
 Chap. 412, Apr. 17, 1908. 
 
 1125. Virginia: Providing for the testing of the sight and hearing of pupils 
 in public schools. 
 
 Directing state superintendent to prepare, with the advice and ap- 
 proval of state board of health, suitable test cards, blanks, record books, 
 instructions, etc. Principal or teacher to make examinations. Reports 
 to state superintendent. Appropriating $400 for 1908 and $300 annually 
 thereafter. 
 
 Chap. 377, Mar. 14, 1908. 
 
 K. TEXT-BOOKS AND SUPPLIES. 
 
 Of the legislation grouped under the general heading of text-books 
 and supplies, those enactments having to do with the creation and 
 organization of special text-book commissions for the purpose of 
 securing uniform text-books occupy the more important position. 
 Several of the States amended in a more or less important manner 
 existing laws with reference to these text-book commissions. Idaho 
 (1146), Montana (1148), Nevada (1149), Oklahoma (1151), and 
 Texas (1153) each created state text-book commissions; Missouri 
 (1147) provided for county uniformity and the creation of a county 
 text-book commission; Wisconsin (1154) attempted to secure county 
 uniformity in a manner which precluded success. 
 
 The four enactments having to do with free text-books are of un- 
 doubted importance to the communities to which they apply. 
 
 The two enactments in Indiana (1128, 1129) relating to the sale 
 of schoolbooks and the enactment in Louisiana (1132) giving pref- 
 erence to Louisiana text-books may be noted in passing. 
 
 (a) General. 
 
 1126. Arizona: Amending subdivs. 2 and 3, par. 2264 (sec. 134, chap. 18, tit. 
 19), Revised Statutes, 1901, relative to the time and manner of adopting 
 text-books. 
 
 Changes to be made only in May or June, instead of in July or August. 
 
 Requiring thirty instead of sixty days’ notice of proposed changes. 
 Repealing provision that no change shall be made without the recom- 
 mendation of a majority of the county superintendents. 
 
 Sec. 22, chap. 67, Mar. 21, 1907. (Apr. 1, 1907.) 
 
 1127. California: Amending sec. 1874, Political Code, 1906, relative to the 
 
 duties of state text-book committee. # 
 
 Repealing provision concerning supplementary books. Modifying man- 
 ner of payment for text-books for school-district libraries. Omitting 
 provision concerning secretary of committee (already provided for by 
 chap. 582, Statutes, 1905). Sundry minor alterations. 
 
 Chap. 515, Mar. 23, 1907. 
 
214 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1128. Indiana: Relating to sale of schoolbooks. 
 
 Requiring that contracts for schoolbooks, entered into by state board 
 of education, shall provide for distribution and sale through local trades- 
 men. Maximum commission of 10 per cent. 
 
 Township trustees or board of school trustees to distribute and sell 
 books only after failure to secure local tradesman. Governor to issue 
 proclamation. 
 
 [See secs. 5853-5899, Burns’ Annotated Statutes, 1901.] 
 
 Chap. 99, Mar. 2, 1907. 
 
 1129. Indiana: Relating to the sale of schoolbooks. 
 
 County superintendent to appoint some dealer or merchant to act 
 as depository for sale and distribution of schoolbooks contracted for by 
 state board of schoolbook commissioners. Providing for contracts, bonds, 
 prices, discounts, payments, etc. Proclamation by governor. 
 
 [See secs. 5853-5899, Burns’ Annotated Statutes, 1901.] 
 
 Chap. 273, Mar. 12, 1907. 
 
 1130. Kansas: Repealing and reenacting with amendments sec. 6467, General 
 Statutes, 1901, relative to the establishment of agencies at the county 
 seat in each county. Providing for agencies in cities of the first, second, 
 and third classes for the handling, sale, and exchange of schoolbooks. 
 
 Chap. 68, Jan. 30, 1908. 
 
 1131. Louisiana: See enactment No. 23. 
 
 1132. Louisiana: See enactment No. 73. 
 
 D 1133. Missouri (1908) : A majority of the patrons of a school district have 
 no authority, after the repeal by Laws, 1905, p. 302, of Rev. Stat., 1899, 
 chap. 154, art. 7, creating a school-book commissioner, to determine what 
 books the children in the school shall use in opposition to the will of 
 the teacher of the school where the directors, if possessing the "power, 
 under sec. 9764 (Ann. Stat., 1906, p. 4478), to select books, failed to do 
 so. — State ex rel. Moore v. Millsap, 108 S. W., 1133. 
 
 1134*. Ohio: Repealing, and reenacting with amendments, sec. 5 (S. B. 249, 
 p. 282, Laws, 1896), act of Apr. 22, 1896 (sec. 4020-14, Revised Statutes, 
 1905), relative to supplying the schools with good and sufficient school 
 books at the lowest possible priced. 
 
 Making it unlawful for superintendents, supervisors, or principals to 
 act as sales agents, directly or indirectly, of text-books. Other minor 
 amendments. 
 
 H. B. 1052, p. 460, May 9, 1908. 
 
 1135. South Carolina: Amending sec. 1239, vol. 1, Code, 1902, relating to the 
 sale of books by county superintendents of education. 
 
 Provisions of section made permissive for Newberry County. 
 
 Act No. 227, p. 4S1, Feb. 13, 1907. 
 
 D 1136. South Carolina (1906) : Civ. Code, 1902, sec. 1175, providing that the 
 state superintendent of education shall have general supervision over all 
 the school funds and shall secure, under advice of the state board of 
 education, uniformity in the use of text-books, and sec. 1184, conferring 
 on the state board of education power to prescribe and enforce the use 
 of a uniform series of text-books, and requiring publishers, in the discre- 
 tion /A the board, to establish in each county one or more depositories 
 of their books within the State, do not prevent the state board of educa- 
 tion from providing by contract with publishers of school text-books 
 that they shall maintain at the state capital a central wholesale deposi- 
 tory from which its agencies and county depositories may be supplied 
 at a discount of not less than 10 per cent. — Duncan v. Heyward, 54 
 S. E., 760. 
 
TEXT-BOOKS AND SUPPLIES. 
 
 215 
 
 1137. Tennessee: Amending sec. 8, chap. 205, Acts, 1899, creating a state text- 
 book commission, and procuring for use in the public free schools a uni- 
 form series of text-books, etc. 
 
 Providing that depositories of text-books shall only appoint agents or 
 merchants who are citizens and residents of the county, and that said 
 agents shall sell and exchange books only in the State of Tennessee. 
 
 Chap. 67, Feb. 12, 1907. 
 
 D 1138. West Virginia (1907) : A publisher of schoolbooks having a contract 
 with the schoolbook board for furnishing books can not compel the 
 board to continue or renew its contract for five years after its expira- 
 tion on the ground that the board changed books without a sufficient 
 vote. — Ginn & Co. v. School Book Board of Berkeley County, 59 S. E., 177. 
 
 D 1139. Wisconsin (1906) : Where a school board, acting without authority, 
 orders a change in text-books, mandamus will lie to compel the granting 
 of school privileges to a child not complying with such regulation. — 
 Harley v. Lindemann, 109 N. W., 570, 129 Wis., 514. 
 
 (b) Free Text-Books. 
 
 1139a. California: See enactment A T o. 1568. 
 
 1140. Connecticut: Amending sec. 2135, General Statutes, 1902, concerning 
 text-books and supplies. 
 
 Adding provision that upon the petition of 20 legal voters the vote to 
 direct school officers to provide free text-books and supplies shall be by 
 ballot. 
 
 Chap. 40, Apr. 17, 1907. 
 
 1141*. Maryland: Amending in a minor manner sec. 67, art. 77, Public General 
 Laws, 1904, relative to annual state appropriation of $150,000 for text- 
 books. 
 
 Chap. 635, p. 227, Apr. 6, 1908. (Aug. 1, 1908.) 
 
 1142. New York: Providing for free text-books in the public schools of the city 
 of Schenectady. 
 
 Text-books to be furnished free of expense to all pupils of the public 
 schools only after submission of question to electors. 
 
 Chap. 174, Apr. 19, 1907. 
 
 (c) Uniformity of Text-Books. 
 
 1143. Alabama: Amending sec. 22, act No. 312, p. 474, Laws, 1903, creating a 
 state text-book commission and providing for a uniform series of text- 
 books. 
 
 Exceptions to act in case of counties having previously adopted a uni- 
 form system of text-books limited to Sept. 1, 1908. 
 
 Act No. 312, p. 474, July 11, 1907. 
 
 1144. Alabama: Creating a text-book commission and procuring for use in 
 public schools a uniform series of text-books; defining duties and powers 
 of said commission ; making appropriation for carrying the act into effect ; 
 and providing for penalties for violations. 
 
 Reenacting with numerous amendments act No. 164, p. 167, Laws, 
 1903. 
 
 Act No. 778, p. 762, Aug. 13, 1907. (Secs. 1805-1850, Code, 1907.) 
 
 J 
 
216 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D 1145. Alabama (1904) : The provisions of the uniform text-book law (act 
 Mar. 4, 1903, p. 167), being germane and complementary to the subject 
 expressed in the title, constitution, art 4, sec. 45, requiring every law to 
 contain but one subject, which shall be clearly expressed in the title, is 
 not contravened thereby. — Dickinson v. Cunningham, 37 So., 345, 140 
 Ala., 527. 
 
 1140*. Idaho: Providing for the appointment of a state board of text-book 
 commissioners for the purpose of selecting a uniform series of text- 
 books and making contracts for same; defining duties of said board of 
 text-book commissioners and making an appropriation for carrying out 
 the purposes of the act. 
 
 Providing for the appointment of a board of text-book commissioners 
 consisting of seven members, one of whom shall be the state superintend- 
 ent of public instruction. Prescribing organization, powers, and duties 
 of board. 
 
 S. B., No. 84, p. 476, Mar. 14, 1907. 
 
 1147*. Missouri: Creating a county text-book commission, providing for county 
 uniformity and city adoptions, licensing school text-book publishers, regu- 
 lating prices of school text-books, prohibiting changes of text-books 
 oftener than once in five years, providing for the sale of books to pupils 
 at cost, preventing loss to families that move, prohibiting combinations of 
 publishers of school text-books, and providing penalties for violations. 
 
 “ Section 1. There is hereby created a county school text-book com- 
 mission, which shall be the county board of education, in all counties 
 in which such a board exists. In counties where there is no county 
 board of education the school text-book commission shall consist of the 
 county superintendent of schools and two teachers, who shall be selected 
 in the same manner and at the same time as the two members of the 
 county board of education that are appointed in those counties that have 
 a county commissioner of schools: Provided, that no person shall be 
 appointed to serve on the said commission who has been in the employ, 
 as a traveling salesman or otherwise, in this state, of any publisher of 
 school text-books within the period of two years prior to this act. Va- 
 cancies on the commission resulting from death, resignation, removal 
 from the county, disqualification, or otherwise, shall be filled as pre- 
 scribed by law. A majority of the commission shall constitute a quorum 
 for the transaction of all business of the commission. 
 
 “ Sec. 2. The county text-book commission shall meet at the county 
 seat to organize within thirty days from the date of the taking effect of 
 this act. The county superintendent or county commissioner (s) shall 
 be ex-officio president of the commission, and a secretary shall be elected 
 from its own membership. Said commission shall meet annually there- 
 after, and special meetings may be called by the president, or on the 
 written request of the otljer two members. The president shall preside 
 at all meetings of the commission, and the secretary shall keep the 
 records of the meetings, and all contracts shall be signed by both the 
 president and secretary. Members of said commission that do not re- 
 ceive an annual salary from the county shall receive five dollars per day 
 for their services, with such additional amount as shall be necessary to 
 cover their actual traveling expenses : Provided, that they shall receive 
 pay for not to exceed six days in any one year, the same to be audited 
 and paid by the county court. 
 
 “ Sec. 3. Said commission shall adopt from the authorized state list, 
 as hereinafter provided, a uniform series of text-books for use in the 
 schools of all the districts of the county, except that in cities having 
 more than one thousand children of school age, as shown by the last 
 enumeration, and in towns having high schools affiliated with the state 
 university, the board of directors of said cities and said towns may select 
 from the aforesaid list such books as in their opinion are best suited to 
 the local conditions, and may contract for the same. 
 
 “ Sec. 4. Before the publisher of any school text-book shall offer the 
 same for sale to any county text-book commission or board of school 
 directors in the state of Missouri, said publisher shall file a copy of said 
 
TEXT-BOOKS AND SUPPLIES. 
 
 217 
 
 text-book in the office of the state superintendent of public schools with 
 a sworn statement of the list price and the lowest net price at which 
 said book is sold anywhere in the United States under like conditions 
 of distribution. Said publisher shall file with the state superintendent a 
 written agreement to furnish said book or books to the county text-book 
 commissions or boards of directors of Missouri at the price so filed. 
 Said publisher must further agree to reduce such prices in Missouri if 
 reductions are made elsewhere in the country, so that at no time may 
 any book be sold in Missouri at a higher price than is received for the 
 same book elsewhere in the country where like methods of distribution 
 prevail. Said publisher shall further agree that all books offered for 
 sale in Missouri shall be equal in quality to those deposited in the office 
 of the state superintendent as regards paper, binding, print, illustration 
 and all points that may affect the value of said books. 
 
 Sec. 4a. Before the publisher of any school text-book shall offer the 
 same for sale to any county text-book commission or board of school 
 directors in the state . of Missouri, and at the time of the filing of such 
 text-book in the office of state superintendent of public schools, said 
 publisher shall pay into the treasury of the state of Missouri a filing 
 fee of ten dollars for each book offered by said publisher. A series of 
 books by the same author and upon the same subject shall constitute one 
 book for this purpose. The fees thus received shall constitute a fund 
 out of which upon requisition made by the state superintendent of public 
 schools shall be paid the expenses of publishing lists and other informa- 
 tion for the use of the county' school text-book commissions, clerk hire 
 and other necessary expenses in connection with the filing of all text- 
 books submitted for adoption in the state of Missouri. Any balance re- 
 maining in such fund shall be, upon the first of January of each year, 
 placed to the credit of the general revenue fund of the state. 
 
 “ Sec. 5. To insure compliance with the aforesaid conditions under 
 which school text-books may be sold in the state of Missouri, said pub- 
 lisher shall file with the state superintendent a bond of not less than two 
 thousand dollars nor more than ten thousand dollars, said bond to be 
 approved by the state superintendent and the amount to be fixed by him ; 
 upon compliance with this and the preceding section, said publisher shall 
 thereupon be licensed to sell school books in this state. 
 
 “ Sec. 6. If in any case said publisher shall furnish books inferior in 
 any particular to the samples on file with the state superintendent, or 
 shall require higher prices than those listed with the state superintendent, 
 then it shall become the duty of the county text-book commission, or 
 board of directors, to inform the state superintendent of the failure of 
 said publisher to comply with the terms of his contract. The state super- 
 intendent shall thereupon notify the publisher of said complaint, and, if 
 said publisher shall disregard the notification and fail to immediately 
 comply with the terms of his contract, then the state superintendent shall 
 institute legal proceedings for the forfeiture of the bond of said publisher. 
 
 “ Sec. 7. During the month of April, 1907, and thereafter annually, dur- 
 ing the month of January, it shall be the duty of the state superintendent 
 to furnish each county superintendent or county commissioner with a list 
 of publishers who shall have conformed to the requirements hereinbefore 
 set forth relating to sample books, prices and bond. 
 
 “ Sec. 8. Before seeking to enter into contract with any county text- 
 book commission, or board of directors, for the schools covered by this 
 act, the publisher shall furnish the county superintendent or county com- 
 missioner or secretary of the board of directors with a duplicate printed 
 list of the books and prices filed with the state superintendent.- When 
 any book or series of books in such list shall have been adopted by the 
 county commission or by the board of directors in said county, it shall be 
 the duty of said publisher of said book or books to furnish each county 
 superintendent or county commissioner with a sample of the same, to 
 remain in the office of said county superintendent or county commissioner, 
 and to be the property of said county. 
 
 “ Sec. 9. The county text-book commissions are hereby empowered to 
 adopt text-books for all subjects that may be taught in the public schools 
 of their respective counties, and to enter into contract for the same for a 
 period of five years in the manner hereinafter provided. All books 
 adopted by the county commission shall be used exclusively in the schools 
 
218 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 of the county, except in such towns and cities as are exempt in section 3 
 of this act; and, further, except that all books introduced into the public 
 schools since May 1, 1905, either through the action of boards of directors 
 . or on the recommendation of county superintendents or county boards of 
 education, may be continued in use for a period of five years from the 
 date of the introduction of said books : Provided, that publishers of said 
 books shall comply with all the requirements of sections 4 and 5 of this 
 act prior to August 1, 1907. 
 
 “ Sec. 10. Said commissions shall make no changes until they shall 
 have advertised for bids for at least two successive weeks in one or more 
 county papers, and the adoption of such books shall not be made until 
 the expiration of at least fourteen days from the date at which such 
 advertisement first appeared. Such advertisement shall specify subjects 
 in which changes will be considered and the probable number of books 
 of each kind required. 
 
 “Sec. 11. In selecting books the text-book commission shall carefully 
 consider the price, character of the subject matter, binding, illustrations, 
 print and paper, the adaptability to local conditions, and all points that 
 affect the value of the book. 
 
 “ Sec. 11a. In all counties where the county court does not elect to pur- 
 chase text-books and sell the same to pupils at cost, as hereinafter pro- 
 vided, the publisher making contracts under this act shall sell and fur- 
 nish to all dealers or merchants of said county, or to dealers or merchants 
 in contiguous territory, all adopted text-books at the net contract price. 
 No dealer shall sell said books at more than fifteen per cent advance on 
 said net contract price. 
 
 “ Sec. 12. When any county text-book commission or board of directors 
 shall adopt books and enter into contracts with the publishers thereof 
 such contracts shall provide a reasonable exchange price for the books 
 displaced by adoption. 
 
 “ Sec. 13. Any teacher or school director who, within eight months 
 after the county board of education shall have adopted a list of text- 
 books for such county, shall sanction or permit the use of any book not 
 in accordance with the provisions of this act shall be guilty of a misde- 
 meanor, and, upon conviction, shall be fined not less than twenty-five 
 dollars no(r) more than one hundred dollars. If any county text-book 
 commission or board of directors shall attempt to change any text-book 
 before the expiration of a contract for the same, made under this act any 
 member of such commission or board, who votes for such unlawful 
 change, shall be guilty of a misdemeanor, and upon conviction, shall be 
 fined not less than twenty-five dollars nor more than one hundred dollars. 
 Any publisher, or agent of said publisher, who shall connive at or seek 
 to procure such unlawful change, shall be guilty of a misdemeanor, and 
 subject to a like penalty. 
 
 “ Sec. 14. Nothing in this act shall be construed to prevent the use of 
 supplementary books as shall be furnished at the expense of the school 
 district, provided such supplementary books shall not displace books regu- 
 larly adopted under the provisions of this act. 
 
 “ Sec. 15. The boards of directors of each school district shall have au- 
 thority to purchase all necessary books for indigent pupils and pay for 
 the same out of the incidental funds of the district. 
 
 “ Sec. 16. Boards of directors of cities and towns exempt from county 
 uniformity under section 3 of this act, who may not accept county uni- 
 formity, may adopt and contract for books from the state list under the 
 same restrictions and in the same general manner as herein provided for 
 the adoption of books by the county text-book commission. 
 
 “ Sec. 17. When any publisher of school text-books shall file with the 
 state superintendent the samples and lists provided for in section 4 of 
 this act, said publisher at the same time shall be required to file a sworn 
 statement that he has no understanding or agreement of any kind with 
 any other publisher, or interest in the business of any other publisher, 
 with the effect, design or intent to control the prices on such books or to 
 restrict competition in the adoption or sale thereof. 
 
 “ Sec. 18. Before being licensed to sell school text-books in this state, 
 the publisher thereof shall file with the state superintendent of public 
 schools a sworn statement, showing the ownership of such publishing 
 house with interest, names and addresses of such owners, and specific- 
 
TEXT-BOOKS AND SUPPLIES. 
 
 219 
 
 ally stating whether or not the said publisher, or the owner of any inter- 
 est or shares in such publishing house, is the owner of any interest or 
 shares in any other publishing house and if so giving the name and 
 address tlieieof. 
 
 “ Sec. 19. If at any time any publisher shall enter into any understand- 
 ing, agreement or combination to control the prices or to restrict compe- 
 tition in the adoption or sale of school books, or if the statements required 
 of said publisher by the two preceding sections shall be untrue in any re- 
 spect then the attorney-general shall institute and prosecute legal pro- 
 ceedings for the forfeiture of the bond of said publisher and for the 
 revocation of (his) authority to sell school books in this state, and all 
 contracts made by said publisher under this act shall thereupon become 
 null and void at the option of the other parties thereto. 
 
 “ Sec. 20. Any publisher who shall sell, or offer for sale or adoption in 
 this state, school text-books of any kind without first obtaining license 
 therefor under this act, shall be guilty of a misdemeanor, and, upon con- 
 viction shall be fined not less than five hundred dollars, and not more than 
 five thousand dollars. 
 
 “ Sec. 20a. Any member of any county board of education who shall 
 accept or receive any money, gift or any property, or favor whatsoever, 
 from any person, firm or corporation selling or offering for sale any text- 
 books, or any agent thereof, or from any person in any way interested 
 in the sale of text-books, shall, upon conviction, be punished by a fine not 
 exceeding one thousand dollars or by imprisonment in the county jail for 
 not more than six months, or by both such fine and imprisonment. 
 
 “ Sec. 21. All acts or parts of acts in conflict with this act are hereby 
 repealed. 
 
 “ Sec. 22. There being no law, now providing for the selection and adop- 
 tion of text-books creates an emergency within the meaning of the Consti- 
 tution ; therefore this act shall take effect and be in force from and after 
 its passage.” 
 
 (Appropriating $4,000 for expenses, sec. 70a, H. B. No. 34, p. 1G, May 
 13, 1907.) 
 
 P. 434, Mar. 19, 1907. 
 
 1148. Montana: Creating a state text-book commission, for the purpose of 
 adopting and maintaining a uniform series of text-books for the public 
 schools; regulating the price of the same; defining the duties and powers 
 of said commission ; and making an appropriation. 
 
 Commission to consist of seven members appointed by governor. Adop- 
 tions to be made for five years. Prescribing conditions of contracts and 
 agreements. Free text-books. 
 
 Chap. 132, Mar. 7, 1907. 
 
 1149. Nevada: Creating a state text-book commission and authorizing the com- 
 mission to adopt a uniform series of text-books for the public schools of 
 the State. 
 
 Chap. 112, Mar. 22, 1907. 
 
 1150. North Carolina: Amending sec. 4063, chap. 85, Itevisal, 1905, relative 
 to text-book commission. 
 
 Providing for the payment of per diem of $4 per day, not to exceed 
 thirty days, and payment of expenses of members of subcommission. 
 
 Sec. lb, chap. 835, Mar. 9, 1907. 
 
 1151. Oklahoma: Carrying into effect sec. 6, art. 13, of constitution by creat- 
 ing a text-book commission for the purpose of preparing for use in the 
 common schools of the State a uniform system of text-books, registers, 
 records, and school apparatus ; defining the duties of bidders and certain 
 officers and prescribing penalties for violations. 
 
 “ Section 1. There is hereby created a commission to be composed of 
 seven members, to be known as the ‘ Text-Book Commission,’ consisting 
 of the governor and six other persons of recognized ability, residents of 
 this State, a majority of whom shall be experienced educators, who shall 
 be appointed by the governor and approved by the senate, to serve for 
 
220 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 a term of five years and until their successors are appointed and quali- 
 fied, unless sooner removed. Any vacancy occurring upon the commission 
 from any cause shall be filled by appointment by the governor as in the 
 first instance. A majority of said commission shall constitute a quorum 
 for the transaction of all business of the commission. Before transacting 
 any business relating to the duties of the commission, they shall each, 
 in addition to the oath prescribed by the constitution, take an oath before 
 some person authorized to administer same, to faithfully discharge all 
 the duties imposed upon them as members of the Text-Book Commission 
 and that they have no interest, directly or indirectly, in any contract 
 that may be made under this act, and will receive no personal benefit 
 therefrom, that they will examine all books submitted carefully and 
 faithfully, as herein directed and prescribed, and said oath shall be filed 
 in the office of the secretary of state. The secretary of said commission 
 shall keep a correct record of all proceedings, votes and actions of the 
 commission, which said records shall be deposited in the office of the 
 secretary of state, at the time when said commission is not in session. 
 All votes upon any proposition submitted to the commission shall be yea 
 and nay, and recorded in the journal of the day’s proceedings. No per- 
 son shall be appointed to serve on said commission who has been in the 
 employ, directly or indirectly, as traveling salesman, or otherwise, for 
 any publisher of school text-books. 
 
 “ Sec. 2. The Text-Book Commission shall be called together by the 
 governor, within thirty days after the passage and approval of this act, 
 and said commission is hereby empowered to select and adopt a uniform 
 system or series of school text-books, registers, records, maps, charts, 
 globes, and other school apparatus, for use in all the common schools of 
 Oklahoma, and the series so selected shall include all the studies taught 
 in the common schools of the State up to and including the twelfth grade. 
 
 “ Provided, that none of said text-books shall contain anything of a 
 partisan or sectarian character. Each bidder presenting books for 
 adoption shall state at what price the books are offered, as basic books, 
 and as supplementary books; 
 
 “ Provided, that the commission may adopt supplementary readers, 
 but such readers shall not be used to the exclusion of basic readers. 
 The duly constituted authorities in charge of any private school, or other 
 educational institution, desiring to use any of the books selected by said 
 commission in such school shall have the privilege of buying said books 
 at the same price and on the same terms at which they are furnished to 
 the common schools. 
 
 “ Sec. 3. As soon as practicable, at the time fixed in the notice and in 
 such manner as the commission may deem best, the commission shall 
 advertise for at least thirty days, for sealed bids on proposals from pub- 
 lishers of said text books for furnishing books, registers, records, and 
 apparatus to the common schools of this State as heretofore provided. 
 The bids or proposals shall be for furnishing the books, registers, records, 
 and apparatus for a period of five years, commencing August first, nine- 
 teen hundred eight. Each bid shall state specifically and clearly the 
 retail price .at which each book, register, record and apparatus shall be 
 furnished. Each bid or proposal shall be accompanied with specimen 
 copies of each and all books offered in said bid, which specimen copies 
 of books shall be sent, by express or mail to the governor, and it shall 
 be required that each bidder deposit with the treasurer of the State of 
 Oklahoma, such sum of money as the commission shall require, not less 
 than five hundred dollars nor more than twenty-five hundred dollars, 
 according to the value of the books, registers, records, and apparatus, 
 each bidder may propose to supply. Such deposit shall be forfeited to 
 the State if such bidder so depositing shall fail to make and execute such 
 contract and bond as provided in this act within such time as the com- 
 mission may require, which time shall be specified in the notice adver- 
 tised. Each bid shall be accompanied with a sworn statement, showing 
 the ownership of such publishing house, with the interest, names and ad- 
 dresses of such owners and specially stating whether or not the said 
 publishers or the owners of any interest or share of any such publishing 
 house is the owner of any interest or share of any other publishing 
 house, and if so, give the name and address thereof and further state in 
 said affidavit that no member of the commission is in any manner inter- 
 
TEXT-BOOKS AND SUPPLIES. 
 
 221 
 
 ested, directly or indirectly, in such firm or corporation submitting such 
 bid. If the fact shall be disclosed that any member of the commission is 
 so interested, it shall work a disqualification of such member of the 
 commission, and he shall not be permitted to serve on such commission, 
 or if it should further appear or be disclosed that a member of the com- 
 mission is interested in any book or series of books as the author or 
 associate author or that any member of the commission is interested in 
 any such book or series of books in any manner, such fact shall likewise 
 work a disqualification of such member and he shall not be permitted to 
 serve on the commission. Each member of the commission, after a 
 called session of the commission, at which any books are adopted shall 
 make out and file with the secretary of state an affidavit that he is not, 
 and has not been, directly or indirectly interested in or related to any 
 publishing house, person, firm or corporation submitting any book, 
 register, record, manuscript, or school apparatus for adoption, or in any 
 book, register, record, manuscript, or school apparatus offered for adop- 
 tion, nor is he related to any person or agents representing such house, 
 person, or firm or corporation, and that he will not accept any position as 
 agent or representative of any person, firm, or corporation to whom any 
 contract may be awarded by said commission during the term and dura- 
 tion of said contract, and that he is not related to any person, or agents, 
 representing such house, firm or corporation. Any contract entered into 
 under the provisions of this act with any publishers who may hereafter 
 become a party to any combination or trust for the purpose of raising 
 the price of school text books, registers, records or school apparatus 
 used in this State, at the wish of the commission, shall become null and 
 void. 
 
 “ Sec. 4. All bids shall be sealed and deposited with the chairman of the 
 commission, to be by him delivered to the commission in executive ses- 
 sion for the purpose of considering the same. When any person, firm or 
 corporation has been awarded a contract and the contract and bond re- 
 quired has been filed with the commission, it shall make an order on the 
 treasurer of the State, reciting such fact, and thereupon the treasurer 
 shall return the deposit of such bidder, but if any successful bidder shall 
 fail to make the contract and bond as heretofore provided, the treasurer 
 shall place the deposit of such bidder in the state treasury to the credit 
 of the available school fund, and the commission shall re-advertise for 
 other bids to supply such books or school apparatus which said bidders 
 may have failed to supply. All unsuccessful bidders shall have their 
 deposits returned to them as soon as the commission has decided not to 
 accept their bids. All books adopted by the commission shall be printed 
 in English, except such text-books as may be adopted for the teaching 
 of any foreign language. The commission shall stipulate in the contract 
 that where a change shall have been made from the books now in use 
 in this State, the contractor or contractors shall take in exchange the 
 respective books and receive the same in exchange for new books at a 
 price not less than fifty per cent of the contract price. Such exchange 
 period shall not continue longer than one year from the date of contract. 
 
 “ Sec. 5. The bidder or bidders to whom any contract may have been 
 awarded shall make and execute a good and sufficient bond payable to 
 the State of Oklahoma in the sum of not less than ten thousand dollars 
 to be approved by the governor, such bond to be conditioned that the 
 contractor or contractors shall faithfully perform all conditions of the 
 contract. The contract and bond shall be prepared by the attorney- 
 general and shall be made to conform with all the requirements of this 
 act, and shall be payable in the county where the seat of government of 
 this State is located, which shall be deposited in the office of the secretary 
 of state. The bond shall not be exhausted by a single recovery thereon but 
 may be sued upon from time to time until the full amount thereof is recov- 
 ered, and the commission may, after twenty days notice* require a new 
 bond to be given, and in the event the contractor or contractors shall fail 
 to furnish such new bond; the contract of the contractor or contractors 
 may, at the option of the commission, be forfeited. 
 
 “ Sec. 6. It shall be the duty of the commission to meet at the time 
 and the place mentioned in the notice and advertisement and it shall 
 adopt such rules and regulation as may be necessary to the transaction 
 of its business not contrary to the provisions of this act, and shall then 
 
222 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 and there open and examine the sealed proposals received, and it shall 
 be the duty of the commission to make a full and complete investigation 
 of aJl books, registers, records and school apparatus and bids accompany- 
 ing the same. Each person, company, or corporation submitting bids or 
 proposals shall be permitted to file a written statement as to the merits 
 of any book or books, register, record, or school apparatus offered by such 
 bidder, or they may be permitted to appear in person, or by a duly 
 authorized agent, before said commission, and the party so appearing or 
 representing the claims of any bidder, shall deposit with the commission 
 his proper credentials or authority to represent such bidder. Every per- 
 son who appears before the commission in advocacy of the adoption or 
 rejection of any book, register, record, manuscript, or any school appara- 
 tus shall file an affidavit showing fully in what capacity he appears and 
 whether he is representing as agents or otherwise, any bidder or whether 
 he has received or has a contract to receive pay for his services in appear- 
 ing before said commission ; 
 
 “ Provided, that no state official of this State shall be allowed to 
 appear as the agent or representative of any text-book company, firm or 
 corporation. 
 
 “ Sec. 7. The literary merits and historical accuracy of all books shall 
 be the main point to be considered in their adoption, and the books shall 
 be selected after a careful examination and consideration of all the books 
 presented, and books selected shall be those which, in the opinion of the 
 commission, are most acceptable for use in the various schools of the 
 State, quality, mechanical construction, paper, print, price, authorship, 
 and any other relevant matter being given such weight in making its 
 decision as the commission may deem advisable; 
 
 “ Provided, that books by Oklahoma authors shall have preference, 
 merit and price being equal. The commission shall proceed without 
 delay to adopt, for use in the common schools of this State, text-books in 
 the schools hereinbefore mentioned, and shall notify publishers to whom 
 contracts are awarded. Each contract shall be duly signed by the pub- 
 lishing house or its authorized officers or agents, and if it is found to 
 be in accordance with the award and all of the provisions of this act, 
 and if the bond herein required is presented and duly approved, the com- 
 mission shall approve said contract and order it to be signed on behalf 
 of the State by the governor. All contracts shall be made in duplicate 
 and one copy shall remain in the custody of the secretary of state and 
 be copied in full in the minutes of the meeting of the commission in a 
 well bound book, and the other copy to be delivered to the publisher or 
 agent thereof. All the books, registers and records furnished under such 
 contract shall be equal in all respects to the specimen or sample copies 
 furnished with the bids; and it shall be the duty of the state superin- 
 tendent of public instruction to preserve in his office, as the standard 
 of quality and excellence to be maintained in such books, registers and 
 records, during the continuance of such contract, the specimen or sam- 
 ple copies of all books, registers and records which have been the basis 
 of any contract, together with the original bid and proposal. The con- 
 tract and exchange price of each book shall be plainly printed on the 
 back of each book, together with the following notice: 
 
 “ ‘ The price marked hereon is fixed by the State, and any deviation 
 therefrom should be reported to the state superintendent of public 
 instruction.’ 
 
 “ Sec. 8. The commission shall not, in any case, contract with any 
 publisher of any book or books, registers and records, or any person, 
 firm or corporation, submitting bids for furnishing charts, maps, globes 
 or other school apparatus to be used in the common schools in this State, 
 at a price in excess of the lowest price at which such publisher or bidders 
 furnishes and distributes the same book or books, registers, records or 
 school apparatus under contract with any other state, county or school 
 district in the United States, under like conditions of distribution. 
 
 “ Sec. 9. The publishers or bidders shall file with each proposal a 
 sworn statement of the lowest price at which each book, chart, map, 
 globe or other apparatus offered is sold anywhere in the United States, 
 under like conditions of distribution. Said publishers or bidders must 
 further agree to reduce the price of any book or apparatus adopted by 
 
TEXT-BOOKS AND SUPPLIES. 
 
 223 
 
 the commission, if reductions are made below such contract price any- 
 where in the United States, so that at no time may any book or appa- 
 ratus be sold in Oklahoma at a higher price than is received for the 
 same book, register, record or apparatus elsewhere in the United States 
 where like conditions of distribution prevail. 
 
 “ Sec. 10. Any publisher, person, firm or corporation submitting bids, 
 or agent of such publisher, person, firm or corporation, who shall con- 
 nive at or seek to procure a change of the series of text-books, regis- 
 ters, records or any school apparatus by the commission before the expi- 
 ration of the period in which a uniform system of text-books is estab- 
 lished in this State, shall be guilty of a misdemeanor, and, upon con- 
 viction, shall be fined not less than twenty-five dollars and not more than 
 one hundred dollars for such offense. 
 
 “ Sec. 11. It shall be unlawful for any teacher, trustee or school board 
 of any common school in this State to purchase or contract for any chart, 
 map, 'globe or other school apparatus, unless the same shall have been 
 submitted to the text-book commission of this State at a regular or 
 special session, and by them approved and a maximum price thereof 
 fixed by said commission. 
 
 “ Sec. 12. Any person who shall sell to any teacher, trustee or school 
 board of any common school of this State, any chart, map, globe or other 
 school apparatus, which have not been approved by the text-book com- 
 mission of this State, and any person who shall request or endeavor to 
 persuade any such teacher, trustee or school board, or any member 
 thereof, to purchase any chart, map, or globe or other school apparatus, 
 the sale of which is hereby prohibited, shall be deemed guilty of a mis- 
 demeanor and liable to a fine of not less than fifty nor more than two 
 hundred dollars. 
 
 “ Sec. 13. It shall be a part of the terms and conditions of every con- 
 tract made in pursuance of this act that the State of Oklahoma shall 
 not be liable to any contractor thereunder for any sum whatever, but all 
 such contracts shall receive compensation solely and exclusively from 
 the proceeds of the sales of school books as provided in this act, and it 
 is hereby provided that the State shall have the right to terminate said 
 contract whenever the law is repealed or amended, altered or qualified 
 as to make necessary or expedient that such contract should be revoked, 
 or as to such book or books, registers and records as may be published 
 by or at the cost of the State; 
 
 “ Provided, further, that the commission shall have the pow T er, by a 
 majority vote, to discontinue the use of unsatisfactory books, registers 
 and records at the end of any school year during the continuance of this 
 contract, and to make another adoption, and all contracts shall contain 
 a stipulation to that effect. The State may, at its election, cancel any 
 contract entered into by virtue of the provisions of this act for fraud or 
 collusion upon the part of either party to the coutract or any member 
 of the commission, or any person, firm, corporation or their agents mak- 
 ing said bond or contract ; and for the cancellation of any such contract, 
 the attorney-general is hereby authorized to bring suit in any court of 
 competent jurisdiction in the State, and in case of the cancellation of 
 any contract as provided in this act, the damages are fixed at not less 
 than the amount of said bond to be recovered as liquidated damages in 
 the same suit cancelling such said contract. And on account of the 
 difficulty in determining the damage that might accrue by reason of 
 such fraud and cancellation of such contract, the full amount of the 
 bond given by any contractor shall be considered as liquidated damages 
 to be recovered out of said bond by the State at the suit of the attorney- 
 general, and every contract shall contain a clause to this effect. 
 
 “ Sec. 14. The text-book commission shall have and reserve the right 
 to reject any and all bids or proposals if said commission be of the 
 opinion that any or all bids should, for any reason, be rejected; and in 
 case they fail, from among the bids or proposals submitted, to select any 
 book or books, registers, records and apparatus upon any of the branches 
 of study provided for in this act, they may advertise for sealed bids or 
 proposals under the same terms and conditions as before, and proceed in 
 their investigation in all respects as they did in the first instance and 
 as required by the terms and provisions of this act. 
 
224 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ Sec. 15. The party or parties with whom the contract shall be made 
 shall place their books, registers, records and school apparatus on sale 
 at as many places in each county of the State as the commission may 
 direct for the distribution of the books to the patrons, and the contractor 
 shall be permitted to make arrangements with the merchants or other 
 persons for the handling and distribution of the books. All books shall 
 be sold to the consumer at the retail price fixed by the commission. 
 Upon the failure of any contractor, under the provisions of this act, to 
 furnish the books, registers, records or apparatus as provided in this 
 contract, the county superintendent of public instruction of such county 
 shall immediately report the fact to the attorney-general, and he shall 
 bring suit on account of such failure, in the name of the State of Okla- 
 homa, in any court of competent jurisdiction in the State, and shall 
 recover on the bond given by such contractor for the full value of the 
 books, registers, records and apparatus not furnished as required, and 
 in addition thereto the sum of one hundred dollars, and the amounts so 
 recovered shall be placed to the credit of the available school fund of the 
 State. 
 
 “Sec. 16. As soon as the State shall have entered into the contract for 
 furnishing of the books and apparatus for use in the common schools of 
 this State, under the provisions of this act, it shall be the duty of the 
 governor to issue his proclamation of such fact to the people of the State, 
 and immediately thereafter the state superintendent of public instruction 
 shall address a circular letter to the county superintendents, trustees and 
 school boards of the various schools of the State, which circular letter 
 shall contain a list of the books, registers, records and apparatus 
 adopted, with their respective prices, together with such other informa- 
 tion as he may deem advisable. 
 
 “ Sec. 17. If any local agent, dealer, clerk or other person handling or 
 selling the books, registers, records, maps, charts, globes or other appara- 
 tus adopted under this act, shall demand or receive for a copy of any of 
 the books, registers, records, or for any chart, map, globe or other appa- 
 ratus adopted under this act, more than the contract price, he shall be 
 guilty of a misdemeanor, and upon conviction shall, for each offense, be 
 punished by a fine of not less than fifty dollars nor more than five hun- 
 dred dollars. 
 
 “ Sec. 18. The trustees and school boards of the various schools of 
 the State using books, registers, records and apparatus adopted by the 
 commission shall hold annual meetings and make an estimate of the 
 number of school text-books, registers, records and apparatus needed 
 in said school for the term next commencing therein, and a report thereof 
 shall be made to the county superintendent of public instruction in said 
 county immediately, and not later than the first day of August next there- 
 after, and the county superintendent shall, as soon as possible, and not 
 later than the tenth day of August of each year, and oftener, if the 
 necessity of a school requires it, make out his requisition from the report 
 so received, and from any other source, and send it to the state superin- 
 tendent, when such books are printed by the State or the school book 
 publisher or publishers having contracts under the provisions of this act, 
 stating therein the number of books, registers, records and apparatus of 
 each kind needed for the schools of his county. 
 
 “ Sec. 19. The books and apparatus adopted by the commission under 
 the provisions of this act, shall be introduced and used as text-books, 
 registers, records and apparatus to the exclusion of all others in the 
 common schools of this State as hereinbefore provided, but nothing in 
 this act shall be construed to prevent or prohibit the patrons of the 
 common schools in the State £rom procuring books, registers, records and 
 apparatus in the usual way in the event that the State does not publish 
 such books, registers, records, or manufacture such apparatus, in the 
 event that no contracts are made, or in the event that the contractor or 
 contractors fail or refuse to furnish the books, registers, records or 
 apparatus provided for in this act, at the time that said books or appa- 
 ratus are required for use in the schools. 
 
 “ Sec. 20. Any school trustee who shall prevent or aid in preventing the 
 use in any common school in this State of the books, registers, records 
 and apparatus, or any of them, as adopted under the provisions of this 
 act, or any teacher in this State who shall wilfully fail or refuse to use 
 
TEXT-BOOKS AND SUPPLIES. 
 
 225 
 
 the books, registers, records and apparatus adopted under the provisions 
 of this act, shall be guilty of a misdemeanor, and upon conviction shall 
 be fined any sum not less than twenty-five dollars nor more than fifty 
 dollars for each offense, and each day of such wilful failure or refusal 
 of said teachers or wilful prevention of the use of the books, registers, 
 records or apparatus by said school trustee, shall constitute a separate 
 offense. 
 
 “ Sec. 21. The commission may, from time to time, make any necessary 
 regulations, not contrary to the provisions of this act, to secure the 
 prompt distribution of the books, registers, records and apparatus herein 
 provided for and for the prompt and faithful execution of all contracts ; 
 and it is now expressly provided for that said commission shall maintain 
 its organization during the continuance of the contracts to be entered into 
 during the year nineteen hundred and eight, and after the expiration 
 of same, to reorganize the commission for a period of five years as in 
 the first instance, and enter into such other contracts in pursuance of 
 this act as they may deem for the best interests of the patrons of the 
 common schools of the State: Provided, That said commission shall be 
 discontinued at such time when the efficiency for the publication of such 
 books, registers and records provided for in this act, by the State, makes 
 the continuance of said commission unnecessary. 
 
 “ Sec. 22. If, when the proposals to furnish text-books are submitted 
 to the text-book board, it shall appear that publishers have combined 
 upon prices and that the proposals are unreasonable, said board is 
 hereby empowered, with the approval of the state board of education, 
 to do any and all acts that may be necessary for the purpose of procuring 
 a meritorious uniform system of text-books, registers and records for 
 use in the common schools of Oklahoma. They may, with the approval 
 of the state board of education, offer prizes for manuscripts of books or 
 employ suitable persons to prepare or compile the same, and contract 
 with printing concerns for publication, purchase or hire plates, maps and 
 engravings of copyright matter ; contract for or lease copyrights for 
 the purpose of being used in compiling and printing such books, provide 
 for the payment of royalties or for the leasing of plates for printing of 
 the whole or any part of said books. Provided, that the entire cost of 
 any book or books so furnished shall not exceed the price of any 
 standard book or books of like character which was proposed to be 
 furnished by publishers. 
 
 “ Sec. 23. An itemized statement of all necessary expenses of the com- 
 mission, together with a sworn itemized statement of the necessary 
 expenses of the individual members of the commission, shall be filed with 
 the secretary of state, and the members thereof shall be allowed to 
 receive as their only compensation for their services, the sum of six 
 dollars per day wdiile on duty, and their actual traveling expenses going 
 to and returning from the place of meeting, to be paid by the state 
 treasurer, under the direction and approval of the governor; provided, 
 that no per diem shall be allowed to any member of the commission who 
 shall, at the time of service thereof, be receiving a stated salary from the 
 State; provided further, that the members of said commission shall not 
 draw pay during the year nineteen hundred eight for more than thirty 
 days, nor more than ten days for any following year. 
 
 “ Sec. 24. It shall be unlawful for any member of the text-book com- 
 mission to accept as a gift, or at a reduced price, any books, registers, 
 records or school apparatus or anything of value from any person, firm 
 or corporation interested, directly or indirectly, in any bid filed with said 
 commission or in the adoption of any book, register, record or apparatus 
 by said commission, and any person violating this section of this act 
 shall be punished by a fine of not less than one hundred dollars, nor more 
 than five hundred dollars, and by imprisonment in the county jail not 
 less than thirty days. 
 
 “ Sec. 25. The words ‘ common schools,’ as used in this act, shall be 
 construed to mean all the schools of this State receiving aid from the 
 State out of the common school fund. 
 
 “ Sec. 26. Any nonresident person or firm or foreign corporation with 
 whom a contract has been entered into under the provisions of this 
 
 63470—09 15 
 
226 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 act, shall designate the secretary of state of Oklahoma as its or their 
 agent on whom citation and other writs and process may be served, in 
 the event that any suit shall be brought against such person, firm or 
 corporation. 
 
 “ Sec. 27. The sum of twenty-five hundred dollars, or so much thereof 
 as may be necessary, is hereby appropriated for the purpose of carrying 
 into effect the provisions of this act. 
 
 “ Sec. 28. All acts and parts of acts in conflict with this act be, and 
 the same are hereby repealed. 
 
 “ Sec. 29. For the preservation of the public peace and safety, an 
 emergency is hereby declared to exist, by reason whereof this act shall 
 take effect and be in force from and after its passage and approval.” 
 
 Chap. 77, H. B. 331, p. 680, May 18, 1908. 
 
 1152. South Dakota: See enactment No. 100. 
 
 1153. Texas: Creating a state text-book board and procuring for use in the 
 public free schools of the State for a period of five years, beginning 
 Sept. 1, 1908, a series of uniform text-books, defining the duties of cer- 
 tain officers named, making appropriation therefor, defining certain mis- 
 demeanors, providing for a bond for the faithful performance of contracts 
 and to cover liquidated damages for fraud or collusion, and authorizing 
 the atttorney-general to bring suit therefor, and providing penalties for 
 violation of the provisions of this act. 
 
 Chap. 9, May 14, 1907 (sp. sess.). 
 
 1154. Wisconsin: Creating secs. 553m — 1 to 553m — 25 inclusive, Statutes, 1898, 
 providing for county uniformity in school text-books and for a county 
 board of education in each county. 
 
 Providing for submission of question of county uniformity to annual 
 county school-board convention (chap. 105, Laws, 1905), vote of majority 
 of districts to determine. Providing for the election, qualifications of 
 members, organization, and proceedings of a county board of education 
 to select and adopt uniform series of text-books. Prohibiting changes of 
 any book within five years of time of adoption. Authorizing adoption 
 of supplementary books. 
 
 Exempting cities and districts maintaining a free high school and all 
 state graded schools of the first class from using prescribed books unless 
 so desired. Exempting districts having adopted the free text-book sys- 
 tem from using prescribed books until some change is made in books 
 used therein. 
 
 Chap. 561, July 10, 1907. 
 
 L. SUBJECT-MATTER OF INSTRUCTION. 
 
 It is difficult to classify with great accuracy the legislation affecting 
 in a definite way the content of the instruction given in the public 
 schools. This is especially true with those enactments having to do 
 with the establishment of elementary or secondary technical and 
 industrial courses or schools. Of the enactments of a general nature 
 the following may be mentioned as deserving of especial attention: 
 California (1155), relative to postgraduate courses of study in gram- 
 mar schools; Idaho (1156) , providing for uniform eighth-grade exam- 
 inations; Utah (1160), creating a “state school committee;” and 
 Vermont (1162), providing for instruction in special subjects. 
 
SUBJECT-MATTER OF INSTRUCTION. 
 
 227 
 
 Of the remaining enactments in the group, the following may be 
 specially mentioned: Rhode Island (1169), Utah (1173), Massa- 
 chusetts (1170), Arkansas (1176), California (1177), Texas (1178), 
 Virginia (1180), and Wisconsin (1181). 
 
 (a) General. 
 
 1155*. California: Adding sec. 1779 to Political Code, 1906, relative to gram- 
 mar grade postgraduate course of study in public schools. 
 
 Permitting the establishment of such courses of study requiring one 
 or more years for completion. 
 
 Chap. 67, Mar. 1, 1907. 
 
 1156*. Idaho: Providing for a final, uniform, eighth-grade examination which 
 shall admit pupils to the first year of the high school, and prescribing 
 rules and regulations. 
 
 Questions to be prepared under the direction of the state superintend- 
 ent of public instruction. Defining conditions of passing. Eighth-grade 
 diploma necessary for entrance to high school. 
 
 S. B. No. 120, p. 168, Mar. 12, 1907. 
 
 1157. Illinois: Amending sec. 3, p. 379, Acts, 1905, providing normal-school 
 scholarships for graduates of the eighth grade. 
 
 Changing time of holding annual examination from second Saturday 
 of May to any Saturday between the 1st of March and the 15th of May. 
 
 H. B. 332, p. 523, Apr. 19, 1907. 
 
 1158. Montana: Creating a county board of educational examiners, providing 
 for their appointment, fixing their compensation, and prescribing their 
 qualifications and duties. 
 
 Board to conduct also eighth-grade examinations upon request of state 
 board of education. 
 
 Chap. 47, Feb. 27, 1907. 
 
 1159. Utah: See enactment No. 168. 
 
 1160. Utah: Creating a state school committee, defining its powers and duties, 
 providing for the preparation of a state course of study, and further 
 providing for the payment of the necessary expenses of the county super- 
 intendents on the committee. 
 
 Constituting the state superintendent of public instruction, the prin- 
 cipal of the state normal school, the principal of the state normal training 
 school, and two county superintendents a committee to prescribe a 
 course of study for the schools of the State not included in county school 
 districts of the first class or in cities of the first and second classes. 
 
 Chap. 57, Mar. 14, 1907. 
 
 1161. Vermont: Amending sec. 1, act No. 30, Acts, 1894 (sec. 607, chap. 32, 
 Public Statutes, 1894), relative to courses of study in the elementary 
 schools. 
 
 Extending authority of the superintendent of education to prepare 
 when necessary (formerly annually) a course of study for elementary 
 (formerly ungraded) schools. Adding provision concerning distribution. 
 
 Sec. 4, Act No. 43, Dec. 18, 1906. (Apr. 1, 1907.) 
 
 1162. Vermont: Amending sec. 686, chap. 36, Public Statutes, 1894, relative to 
 special branches in the public schools. Adding provision for instruction 
 in physical culture, drawing, and the industrial arts and sciences. 
 
 Act No. 49, Nov. 23, 1906, 
 
228 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1163. Wisconsin: Amending sec. 447, Statutes, 1898, as amended by chap. 158, 
 Laws, 1905, relative to branches taught in public schools. 
 
 Providing that the teaching of a foreign language shall not at any 
 time prevent the offering of the regular common school branches in 
 English. Requiring every pupil to devote at least half the school day to 
 the study of English branches. 
 
 Chap. 200, June 12, 1907. 
 
 (b) History, Civics, and Patriotism. 
 
 [See enactments under subdivision (j) : “ Days for Special Observance.”] 
 
 1164. Delaware: Requiring that the constitution of the State be taught and 
 explained to all public school pupils. 
 
 Chap. 124, Apr. 9, 1907. 
 
 1165. Kansas: Providing for the display of the United States flag on school- 
 houses, and encouraging patriotic exercises in schools. 
 
 Providing also that state superintendent shall prepare form of flag 
 salute and programme of exercises for the observance of special days — 
 Lincoln’s Birthday, Washington’s Birthday, Memorial Day (May 30), 
 and Flag Day (June 14). 
 
 Chap. 319, Mar. 6, 1907. Unsigned by the governor. 
 
 1166. Maine : Encouraging the compiling and teaching of local history and 
 local geography in the public schools. 
 
 Providing for the appointment of a state historian, who shall compile 
 historical data of the State and encourage the teaching of the same in the 
 public schools ; who shall also encourage the compiling of town histories, 
 combined with local geography, suitable for use in the grammar and high 
 schools, and approve the same for publication. Constituting the superin- 
 tending school committee, the superintendent of schools, and a citizen of 
 the town selected by them a board to compile and to secure the publica- 
 tion of the history and local geography of the town. Providing for ex- 
 penses of state historian (annual maximum, $500) and for state aid to 
 towns (maximum, $150). 
 
 Chap. 88, Mar. 20, 1907. 
 
 1167. New Jersey: Encouraging the celebration of Flag Day in the public 
 schools. 
 
 Requiring appropriate exercises on June 14 of each year as the day of 
 the adoption of the American flag by the Continental Congress. 
 
 Chap. 84, Apr. 17, 1907. 
 
 1168. North Carolina: Amending sec. 4087, chap. 85, Revisal, 1905, relative 
 to branches to be taught in the public schools. 
 
 Removing ambiguity of phrase concerning the teaching of the history 
 and constitution of North Carolina and the history and Constitution of 
 the United States. Providing for the teaching of the elements of civil 
 government and for text-book instruction in physiology and hygiene. 
 
 Sec. lc, chap. 835, Mar. 9, 1907. 
 
 1169*. Rhode Island: Providing for the observance of May 4 as Rhode Island 
 Independence Day. 
 
 May 4 of each year to be observed with patriotic exercises in all public 
 schools. Commissioner of public schools to prepare and distribute 
 programme. 
 
 Chap. 1591, May 26, 1908. 
 
 (c) Physical Education. 
 
 j. See under Section M, subdivision d: ‘‘Vacation Schools and Playgrounds.”] 
 
SUBJECT-MATTEft OE INSTRUCTION. 
 
 229 
 
 (d) Physiology; Hygiene; Alcohol; Narcotics. 
 
 1170. Massachusetts: See enactment No. 1110. 
 
 1171. North Carolina: See enactment No. 1168. 
 
 1172. North Carolina: Providing for scientific temperance instruction in the 
 public schools. 
 
 Prescribing character and amount of such instruction, and providing 
 for its enforcement in the schools of the State. 
 
 Chap. 957, Mar. 11, 1907. 
 
 1173*. Utah: Providing for the establishment of a course of instruction in the 
 public schools on the subjects of sanitation and the cause and preven- 
 tion of disease. 
 
 “ Section 1. Sanitation and the cause and 'prevention of disease shall 
 be taught. — That there shall be established in the Normal Schools of the 
 state, and in the public schools, beginning with the eighth grade, a 
 course of instruction upon the subjects of sanitation, and the cause and 
 prevention of disease. 
 
 “ It shall be the duty of the state board of education and state board 
 of health, acting conjointly, to prepare a course of study to carry out the 
 provisions of this act.” 
 
 Chap. 96, Mar. 14, 1907. 
 
 (e) Moral and Ethical Education. 
 
 D 1174. Kentucky (1905) : A public school opened with prayer and the read- 
 in without comment of passages from King James’s translation of the 
 Bible, during which pupils are not required to attend, is not “ a place of 
 worship,” nor are its teachers “ ministers of religion,” within the mean- 
 ing of constitution, sec. 5, providing that no person shall be compelled to 
 attend any place of worship or contribute to the support of a minister 
 of religion. — Hackett v. Brooksville Graded School District, 87 S. W., 792. 
 
 The King James translation of the Bible, or any edition of the Bible 
 is not a sectarian book, and the reading thereof without comment in 
 the public schools does not constitute sectarian instruction, within the 
 meaning of Ky. Stat., 1903, sec. 4368, providing that no books of a sec- 
 tarian character shall be used in any common school, nor shall any 
 sectarian doctrine be taught thereiu. — Ibid. 
 
 D 1175. Texas (1908) : ° The holding of certain exercises in the public schools 
 held not to convert the schools into a place of worship, in violation of 
 constitution, art. 1, sec. 6. — Church v. Bullock, 109 S. W., 115. 
 
 Notwithstanding constitution, art. 1, secs. 6, 7, and art. 7, sec. 5, one 
 or more individuals held not entitled to have the courts deny the people 
 the privilege of having their children instructed in the public schools in 
 the moral truths of the Bible. — Ibid. 
 
 (f) Humane Treatment of Animals. 
 
 (g) Music. 
 
 (h) Drawing. 
 
 (i) Elementary Technical, Manual, and Industrial Training. 
 
 [See also Section O: “Technical and Industrial Education — Elementary and Secondary.”] 
 
 o See p. 316 for complete text of decision. 
 
230 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 117G. Arkansas: Authorizing the teaching of elementary agriculture in the 
 public schools. 
 
 Act No. 455, May 29, 1907. 
 
 1177. California: Amending sec. 1665, Political Code, 1906, relative to course 
 of study in primary and grammar schools. 
 
 Nature study to be taught with special reference to agriculture. Man- 
 ual training and domestic science added and made optional. 
 
 Chap. 52, Mar. 1, 1907. 
 
 1178. Texas: Amending sec. 100, chap. 124, Acts, 1905, relative to subjects to 
 be taught in the public schools. 
 
 Providing for the teaching of elementary agriculture, excepting in 
 independent school districts containing a scholastic population of three 
 hundred and more. 
 
 Chap. 169, Apr. 24, 1907. 
 
 1179. Utah: Urging Congress to adopt the Burkett-Pollard bill (providing for 
 appropriations to the several States for advancing instruction in elemen- 
 tary agriculture and manual training). 
 
 Sen. Jt. Mem. No. 2, p. 275, Mar. 14, 1907. 
 
 1180. Virginia: See enactment No. 107. 
 
 1181. Wisconsin: Amending sec. 496b, Statutes, 1898, and sec. 496c, Statutes, 
 1898, as amended by chap. 278, Laws, 1899, and creating sec. 496c — 1, 
 relative to manual training and state aid therefor in free high schools. 
 
 Authorizing extension of manual training so as to include the three 
 upper grades below the high school. Authorizing assistance of inspectors 
 of graded schools in the supervision of manual training departments. 
 Annual state aid to equal one-half the cost of instruction ; not to exceed 
 $350 if in high school and three upper grades, or $250 if in high school 
 alone (formerly $250 to high school). Authorizing two or more districts 
 to unite in engaging manual training teachers and providing aid there- 
 for. Increasing maximum limit of annual state aid from $5,000 to 
 $25,000. 
 
 Chap. 503, July 9, 1907. 
 
 (j) Days for Special Observances. 
 
 [Seo enactments under subdivision (b) : “History, Civics, and Patriotism;" also under 
 Section H, subdivision d : “ School Holidays.”] 
 
 1182. Montana: Amending secs. 1990 and 3280, Political Code, 1895, relative to 
 Arbor Day. 
 
 Changing Arbor Day from second Tuesday of May to third Tuesday of 
 April. 
 
 Chap. 11, Feb. 13, 1907. 
 
 1183. New Hampshire: Making May 13, 1907, a legal holiday. 
 
 Making May 13, 1907, the three hundredth anniversary of the landing 
 of the first English colonists at Jamestown, Virginia, a legal holiday. 
 
 Chap. 66, Mar. 20, 1907. 
 
 1184. New r Jersey: Relative to Arbor Day. 
 
 Designating first Friday in May. Exercises in schools. 
 
 Chap. 187, Apr. 13, 1908. 
 
 (k) Other Special Subjects. 
 
 1185. Arizona: Providing for instruction in commercial branches in the public 
 schools of Arizona. 
 
 Authorizing the introduction of commercial subjects by boards of 
 school trustees, and providing for the employment and licensing of 
 teachers. 
 
 Chap. 58, Mar. 21, 1907. 
 
SPECIAL TYPES OF SCHOOL. 
 
 231 
 
 M. SPECIAL TYPES OF SCHOOL. 
 
 The legislation relating to special types of school reveals a con- 
 tinued tendency to extend greatly the activities of public education. 
 While some of the enactments here included are not applicable 
 strictly to schools, they are brought forward in evidence of this wid- 
 ening tendency of public education. This is particularly true of 
 those of New Jersey (1186), Ohio (1187), Massachusetts (1197a, 
 1197b), Oregon (1199), and Wisconsin (1200). 
 
 The special schools for adults established in Pennsylvania (1188), 
 and the special evening schools established in New Jersey (1196), 
 are of peculiarly large contemporary interest. 
 
 The establishment of kindergartens by Kansas (1191) and by 
 Texas (1192) are features of the widening scope of the public-school 
 system. In connection with these two enactments, the decision of 
 the California supreme court (D 1190) is pertinent. 
 
 The Massachusetts act (1197) enlarging the powers of the school 
 committee of the city of Boston with reference to physical education 
 stands out as a prominent example of the progressive and far-reach- 
 ing legislation affecting the schools of the large cities. 
 
 The several enactments in Wisconsin (1201-1204) are deserving 
 of special mention in connection with this general topic of the exten- 
 sion of the activities of the school as a social institution. 
 
 (a) General. 
 
 1186. New Jersey: Amending chap. 69, Laws, 1904, as supplemented by chap. 
 106, Laws, 1905, authorizing cities of the first class to provide annual 
 excursions for children of the same. 
 
 Increasing authorized limit of annual appropriation from $5,000 to 
 
 $ 10 , 000 . 
 
 Chap. 130, Apr. 9, 1908. 
 
 1187. Ohio: Repealing, and reenacting with amendments, sec. 4007, Revised 
 Statutes (1905), relative to elementary schools. 
 
 Authorizing city school districts to establish and maintain normal 
 schools, summer or vacation schools, school gardening, and playgrounds. 
 
 H. B. 887, p. 85, Apr. 9, 1908. 
 
 1188. Pennsylvania: Establishing schools for adults, including foreigners, 
 and providing for instruction, and employment of teachers for same. 
 
 “ Section 1. Be it enacted, etc., That whenever an application shall be 
 made to the school-directors of any school district of this Commonwealth, 
 requesting the said board to provide means for the instruction of any 
 colony, camp, or settlement of adults, including foreigners, who may re- 
 side temporarily or permanently within the boundaries of said school 
 district, it shall be the duty of said board to arrange a suitable and con- 
 venient place wherein any such persons desiring to attend may be in- 
 structed in the several branches now taught in the common schools of this 
 Commonwealth. 
 
STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8, 
 
 232 
 
 “ Sec. 2. The application or petition shall be signed by at least twenty 
 persons of said school district, who may either be taxable residents of 
 said district, or aliens desiring such tuition : Provided ', That any alien, 
 so signing, must accompany his request by the statement that he desires 
 to avail himself of the said instruction. 
 
 “ Sec. 3. The said school may be discontinued, at any time, at the dis- 
 cretion of the said school board, whenever the average daily attendance 
 for any month is less than fifteen. 
 
 “ Sec. 4. It shall be in the discretion of the school board to use any one 
 or more of the schoolhouses established for ordinary and usual school 
 purposes, or to erect or provide such suitable building or buildings, port- 
 able or permanent, as may be necessary. 
 
 “ Sec. 5. That, upon receipt of such application or petition, the school 
 board shall at once proceed to provide a suitable location for such school, 
 hire the necessary teachers, and make all needful expense to open and 
 continue said school : Provided, That any two or more school districts 
 may unite in the establishment, support, and maintenance of said schools : 
 Provided, however, That the establishing and maintaining of such schools 
 shall be optional with the school boards of the several districts, except 
 such years as a State appropriation is made for this purpose. 
 
 “ Sec. 6. The school board may prescribe the hours at which the school- 
 house may be open for instruction, which shall be between the hours of 
 nine o’clock in the forenoon and nine o’clock in the evenings. 
 
 “ Sec. 7. The instruction in said school shall be in the English lan- 
 guage, except when necessary to translate the same into the original 
 language of the scholars : Provided, That no sectarian instruction shall be 
 allowed.” 
 
 Act No. 60, Apr. 15, 1907. 
 
 1189. Virginia: Establishing a public free school on the grounds of the prison 
 association of Virginia at Laurel, Henrico County, making an appropria- 
 tion for the erection and equipment of the schoolhouse, and providing for 
 the conduct and maintenance of same. 
 
 Chap. 404, Mar. 16, 1908. 
 
 (b) Kindergartens. 
 
 D 1190. California (1905) : a Pol. Code, secs. 1617, 1662, 1663, which recognize 
 and make provision for the establishment of kindergartens in cities and 
 towns, do not, when construed so as not to entitle kindergartens to partici- 
 pate in the state school fund, conflict with constitution, art. 9, sec. 5, 
 requiring the legislature to provide a system of common schools by which 
 a free school shall be kept up and supported in each district, and sec. 6 of 
 the same article, requiring the state school fund to be applied exclusively 
 to the support of primary and grammar schools. — Los Angeles County v. 
 Kirk, 83 P., 250. 
 
 1191*. Kansas: Empowering school boards to establish and maintain free 
 kindergartens for the instruction of children between 4 and 6 years 
 of age. 
 
 Nothing in the act to be construed to change law relating to the taking 
 of the census of the school population or the apportionment of state and 
 county school funds. Cost of establishing and maintaining to be paid 
 from school fund of districts. Prescribing qualifications of teachers. 
 
 Chap. 325, Mar. 1, 1907. 
 
 1192. Texas: Empowering the trustees of any school district to establish and 
 maintain free kindergartens for the training of children between 4 and 7 
 years of age and to provide for trained teachers for same. 
 
 Providing that such establishment shall not affect laws governing 
 school census or apportionment of school funds. Support by special tax. 
 Providing for kindergarten teachers’ certificates. 
 
 Chap. 149, Apr. 20, 1907. 
 
 a See p. 310 for complete text of decision. 
 
SPECIAL TYPES OE SCHOOL. 
 
 233 
 
 (c) Evening Schools. 
 
 1193. California: See enactment No. Jj. 
 
 D 1194. California ( 1907 ) : ° Constitution, art. 9, sec. 6, held not to prevent 
 the maintenance of evening high schools as a part of the public school 
 system. — Board of Education of City and County of San Francisco v. 
 Hyatt, 93 P., 117. 
 
 1195. Georgia: Amending the charter of the city of Macon so as to authorize 
 and direct the mayor and council to appropriate certain fixed sums of 
 money for the support of a night school to be kept at one or both of the 
 Macon public libraries. 
 
 Act No. 100, p. 786, Aug. 17, 1907. 
 
 1196. New Jersey: Providing for the establishment of evening schools for 
 foreign-born residents. 
 
 “1. The board of education of any school district may establish and 
 maintain a public evening school or evening schools for the instruction 
 of foreign-born residents of said district over fourteen years of age in the 
 English language and in the form of government and the laws of this 
 State and of the United States. Every teacher employed in such a school 
 shall hold a special teacher’s certificate, valid as a license to teach in such 
 schools. The state board of education shall prescribe rules for the proper 
 control and management of such schools, for the inspection thereof, for 
 the granting of certificates to teach therein, and for carrying into effect 
 the purposes of this act. The course of study in each of such schools and 
 any changes therein shall be submitted to and shall be approved by the 
 state board of education. 
 
 “ 2. Whenever in any school district there shall have been raised by 
 special appropriation or special tax, or by subscription, or both, such 
 sum as, in the judgment of the state board of education, shall be sufficient 
 for the maintenance in such district of an evening school or schools as 
 aforesaid, there shall be paid for such purpose to the custodian of the 
 school moneys of said district, on the order of the state superintendent 
 of public instruction, an amount equal to that raised therein as aforesaid, 
 ’which amount shall be paid by the state treasurer on the warrant of the 
 state comptroller : Provided, said order shall not be issued until the 
 course of study in such school or schools or any changes therein shall 
 have been approved by the state board of education. The moneys appro- 
 priated by the State as aforesaid to any school district shall not exceed 
 in any year the sum of five thousand dollars. The custodian of the school 
 moneys of the school district shall be the legal custodian of any and all 
 funds appropriated, raised or subscribed for the maintenance of such 
 evening schools. He shall keep a separate and distinct account thereof, 
 and shall disburse said moneys on orders signed by the president and 
 district clerk or secretary of the board of education. 
 
 “3. The board of education of any school district receiving an appro- 
 priation from the State for the purpose mentioned in this act shall annu- 
 ally, on or before the first day of August, make a special report to the 
 state superintendent of public instruction in the manner and form pre- 
 scribed by him. 
 
 “ 4. The state board of education may from time to time appoint suit- 
 able persons to assist in carrying out the provisions of this act and to en- 
 courage the establishment of such evening schools. The persons so 
 appointed shall receive no compensation for their services, but shall be 
 paid the necessary expenses incurred by them under the provisions of 
 this act. 
 
 “ 5. The expenses incurred in carrying out the provisions of this act 
 shall be paid by the state treasurer on the warrant of the state comp- 
 troller, but no expense shall be incurred nor payment made for any of 
 the purposes named in this act until an appropriation therefor shall have 
 been made in a regular appropriation bill. 
 
 “6. This act shall take effect immediately.” 
 
 Chap. 36, Apr. 11, 1907. 
 
 a See p. 306 for complete text of decision. 
 
234 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (d) Vacation Schools and Playgrounds. 
 
 1197. Maryland: Authorizing contract between the city of Baltimore and the 
 Children’s Playground Association of Baltimore for the maintenance of 
 playgrounds in said city. 
 
 Chap. 511, p. 587, Apr. 8, 1908. 
 
 1197a. Maryland: Adding sec. 93A to art. 4, Code of Public Local Laws, 1904, 
 authorizing the board of park commissioners of Baltimore to establish 
 athletic fields and playgrounds for the use of the students of the public 
 schools of the city. Chap. 106, p. 594, Mar. 19, 1908. 
 
 1197b. Massachusetts: Enlarging the powers of the school committee of the 
 city of Boston in respect to physical education. 
 
 “ Sec. 1. The school committee of the city of Boston, within the limit 
 of the appropriations for such purposes made by it as hereinafter author- 
 ized or under existing authority of law, shall, during the summer vaca- 
 tion and such other part of the year as it may deem advisable, organize 
 and conduct physical training and exercises, athletics, sports, games, 
 and play, shall provide proper apparatus, equipment and facilities 
 for the same in the buildings, yards and playgrounds under the control 
 of said committee, or upon any other land which it may have the right 
 to use for this purpose. 
 
 “ Sec. 2. The said committee shall use for the purpose aforesaid such 
 of the playgrounds, gymnasia or buildings under the control of the park 
 commission of said city as the school committee may deem suitable 
 therefor, such use to be subject however to such reasonable regulations 
 and conditions as the park commission may prescribe: Provided, also, 
 that such use shall not extend to any playground, gymnasium or build- 
 ing under the control of the park commission which said commission 
 shall by vote approved by the mayor declare to be unsuitable for 
 such use. 
 
 “ Sec. 3. Appropriations for the above named purposes shall be made 
 by the school committee in the same manner in which it makes appro- 
 priations for the support of the public schools, and the total amount of 
 the appropriations which said committee is authorized by law to make 
 is hereby increased for the current financial year of the city by two 
 cents upon each one thousand dollars of the valuation on which the ap- 
 propriations of the council are based, and by two cents additional, or four 
 cents in all, for each subsequent year ; but the amount of said increase 
 shall be appropriated solely for the purposes mentioned in this act.” 
 
 Chap. 295, Apr. 13, 1907. 
 
 1197c. Massachusetts: Authorizing the board of park commissioners of the 
 city of Lowell to establish and maintain parks and playgrounds. 
 
 Chap. 148, Feb. 27, 1908. 
 
 1197d. Massachusetts: Providing* for public playgrounds in certain cities and 
 towns. 
 
 Adoptive by cities of more than 30,000. At least one public playground 
 to be maintained after July 1, 1910. 
 
 Chap. 513, May 12, 1908. 
 
 3198. New Jersey: Amending the title, and secs. 2, 3, 4, 5, and 6, chap. 117, 
 Laws, 1907, relative to public playgrounds in cities. 
 
 Title to read “An act concerning playgrounds and recreation places in 
 cities of this State, and providing for the establishment, equipment, con- 
 trol, use and regulation thereof.” 
 
 Amending so to read throughout “ playgrounds and recreation places ” 
 (formerly, “ playgrounds and recreation places for children ” ) ; authorizing 
 the use of playgrounds for exhibitions, etc. ; admission free. Other minor 
 amendments. 
 
 Chap. 308, Apr. 7, 1908. 
 
SPECIAL TYPES OF SCHOOL. 
 
 235 
 
 1100. Oregon: Creating a public playgrounds board for the city of Portland. 
 
 Authorizing said board to acquire by purchase, gift, or condemnation, 
 lands for public playgrounds and gymnasium, and to equip, maintain, and 
 manage the same, and to provide rules and regulations for the manage- 
 ment thereof. 
 
 “ Section 1. That there be and is hereby created a board of five persons 
 to be known as the public playground board, whose duty it shall be to 
 provide, equip, and maintain public playgrounds and gymnasiums for 
 the use of children within the city of Portland, Multnomah County, 
 Oregon, as hereinafter provided. 
 
 “ Sec. 2. Such public playgrounds board shall consist of the mayor of 
 the city of Portland, and the judge of the juvenile court of Multnomah 
 County, Oregon, the superintendent of the public schools of school dis- 
 trict No. 1, Multnomah County, Oregon, the president of the Multnomah 
 Amateur Athletic Club, and the librarian of the public library of the 
 city of Portland, Oregon, and their successors in their respective offices. 
 
 “ Sec. 3. Said public playgrounds board shall organize at a meeting 
 thereof, to be called by the mayor of the city of Portland, not more than 
 sixty days after the date on which this law shall take effect and elect 
 a chairman from among their number, and a secretary, who need not be 
 a member of the board. None of said board shall receive any compensa- 
 tion for their services as such. Regular meetings of said board shall be 
 held monthly at such times as may be prescribed by the board, and 
 special meetings may be held upon call of the chairman or of three 
 members of the board, and at all such meetings three members of said 
 board shall constitute a quorum. 
 
 “ Sec. 4. The secretary of said board shall keep an accurate record of 
 all the proceedings of said board, including all rules and regulations 
 adopted for the government or use of the playgrounds or gymnasium, and 
 shall perform such other duties as may be prescribed by the said board. 
 He shall receive in full compensation for all his services such salary as 
 may be determined by the board, not exceeding the sum of $100 per 
 month. 
 
 “ Sec. 5. The treasurer of the city of Portland shall be treasurer of 
 the board and shall keep an accurate account of all moneys received and 
 paid out on account of said board apart from all other accounts, and 
 shall pay out no moneys on account of such board, except upon a warrant 
 drawn upon him by the chairman or acting chairman, countersigned by 
 the secretary or acting secretary of the said board. 
 
 “ Sec. 6. Said public playgrounds board at any regular meeting thereof 
 shall have power to assess a tax, not exceeding one-quarter of one mill 
 on the dollar in any one year during the first five years after this act 
 takes effect, and, thereafter, one-eighth of one mill on the dollar during 
 any one year upon the taxable property of the city of Portland, which 
 tax shall be collected like other city taxes, and when so collected shall 
 be exclusively under the control of said public playgrounds board, and 
 shall be exclusively used for public playgrounds and gymnasium pur- 
 poses, according to the judgment of said board, and said board shall 
 have full and exclusive control of all public playgrounds and gym- 
 nasiums within the city of Portland, including all those parts of the 
 public parks or grounds of said city which had been or may hereafter 
 be set aside for playgrounds or gymnasiums, and shall have power to 
 lay out, improve, and equip such public playgrounds and gymnasiums, to 
 appoint all necessary employees, including watchmen or keepers, who 
 shall have the power and authority of police officers, and fix the com- 
 pensation of all such employees, and shall disburse all moneys appro- 
 priated, received, or collected for the improvement or use of said play- 
 grounds and gymnasiums, and generally shall have power to do all acts 
 needful or proper for the protection, care or improvement of said play- 
 grounds and gymnasiums, and to make all necessary rules or regulations 
 for the use or government thereof, and for breaches of such rules and 
 regulations to affix penalties thereto, not exceeding $20 for any one 
 offense, to be collected as other fines and penalties are collected in the 
 said city of Portland, Oregon. 
 
 “ Sec. 7. The said public playgrounds board is hereby empowered to 
 acquire title by purchase, gift, devise, and condemnation or otherwise to 
 any land it may deem desirable for public playgrounds or gymnasiums, 
 
286 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 the title thereto to be taken in the name of the city of Portland, Multno- 
 mah County, Oregon, and to pay for the same from the tax collected 
 as herein provided, or from any other funds given or received for said 
 purpose, and the park board of the city of Portland shall have authority 
 to turn over to the said public playgrounds board such parts of the 
 parks and other grounds belonging to the city of Portland and within 
 the control of said park board as shall be suitable and desirable for 
 public playgrounds and gymnasiums, and when so designated and turned 
 over to said public playgrounds board the same shall be under the 
 jurisdiction of said public playgrounds board as other property it might 
 acquire for said purpose. Said public playgrounds board shall have 
 power and authority to sell any lands or other property acquired for 
 playgrounds or gymnasium purposes whenever in the judgment of said 
 board such land or property shall have become undesirable for such pur- 
 poses, and all money received on such sale shall be turned into and be- 
 come part of said playgrounds fund. It shall be the duty of the water 
 board of the city of Portland to furnish whatever water may be neces- 
 sary for drinking fountains, water closets, sprinkling or other legitimate 
 purposes for the playgrounds and gymnasiums which may be established 
 under this act, free of charge. 
 
 “ Sec. 8. If the said public playgrounds board desires to acquire any 
 land for use in accordance with this act and cannot agree with the 
 owners as to the amount to be paid therefor, said public playgrounds 
 board may proceed in the circuit court of Multnomah County, Oregon, 
 as provided in chapter 2, title 41, of Bellinger and Cotton’s compilation 
 of the laws of Oregon, for the appropriation of such land for public 
 playgrounds and gymnasium purposes. 
 
 “ Sec. 9. No land shall be purchased unless authorized at a regular 
 meeting of said public playgrounds board and concurred in by at least 
 three members of said board. It shall be a crime for any member of 
 said board to be interested in any contract to which the board of 
 which he is a member shall be a party or in which it is interested, and 
 such crime shall be prosecuted and punished as a misdemeanor. 
 
 “ Filed in the office of the secretary of state, Feb. 25, 1907.” 
 
 Chap. 159, Feb. 25, 1907. 
 
 1200. Wisconsin: Amending secs. 1, 3, and 4, chap. 181, Laws, 1899, and mak- 
 ing the same secs. 926 — 17, 926 — 19, and 926 — 20, respectively, of the 
 statutes, and creating sec. 776n, providing for the creation of park 
 districts in cities of the third and fourth classes and in towns, and 
 providing for levying and collecting a district tax to procure lands for 
 parks and playgrounds, and to improve and maintain parks and play- 
 grounds therein. 
 
 Chap. 585, July 12, 1907. 
 
 (e) University Extension; Public Lectures. 
 
 1201. Wisconsin: Amending secs. 1 and 2, chap. 336, Laws, 1901, as amended 
 by secs. 1 and 2, chap. 125, Laws, 1905 (creating secs. 515a and 515b, 
 Statutes, 1898), relative to the use of public schools and libraries for 
 public lectures. 
 
 Providing for lectures (formerly, evening lectures). The further 
 education of adults to be cared for in particular. Empowering boards 
 to delegate management and control of lectures. 
 
 Chap. 75, May 3, 1907. 
 
 1202. Wisconsin: Amending sec. 435, Statutes, 1898, relative to powers and 
 duties of school district boards and the care of school property. 
 
 Authorizing use of school buildings for lectures, public entertainments, 
 etc., under the auspices of the school authorities for the benefit of the 
 schools. Permitting admission fees. 
 
 Chap. 270, June 19, 1907. 
 
SPECIAL TYPES OF SCHOOL. 
 
 237 
 
 1203. Wisconsin: Creating sec. 1494j of the statutes, relating to university 
 extension. 
 
 Regents may carry on extension and correspondence teaching; $20,000 
 annually. Chap. 413, June 26, 1907. 
 
 1204. Wisconsin: Amending sec. 933 of the statutes, as amended, relating to 
 the use of public libraries. 
 
 Free library may employ lecturers; cooperation with University of 
 Wisconsin and free library commission to encourage wider use of educa- 
 tional books. Chap. 307, June 21, 1907. 
 
 (f) Farmers’ Institutes, etc. 
 
 1205. Alabama: Appropriating annually $4,000 for the purpose of holding 
 farmers’ institutes, conducting experiments, gathering statistics, etc., for 
 the betterment of the agricultural interests of the state. 
 
 Act No. 767, p. 751, Aug. 9, 1907. 
 
 1206. California: Authorizing the regents of the University of California to 
 hold farmers’ institutes. 
 
 Making appropriation of $1,200 for the biennium 1907 and 1908. 
 
 Chap. 136, Mar. 8, 1907. 
 
 1207. Colorado: Making a special appropriation of $10,000 for 1907 and 1908 
 for farmers’ institutes and agricultural extension work by the state 
 board of agriculture and the State Agricultural College. 
 
 . Sec. 4, chap. 76, Apr. 15, 1907. 
 
 1208: Indiana: Supplementing chap. 134, Laws, 1889 (secs. 2809-2811, Burns’s 
 Annotated Statutes, 1901), relative to the encouragement of farmers’ 
 institutes. 
 
 Authorizing additional annual expenditure of not to exceed $100 for 
 each county institute. Providing for recognition of woman’s auxiliary. 
 Penalty for false reports. Chap. 117, Mar. 8, 1907. 
 
 1209. Louisiana: Authorizing the commissioner of agriculture and immigration 
 to employ a farmers’ institute conductor, providing for payment of his 
 salary, his expenses, and the expenses incurred in conducting said farm- 
 ers’ institutes, and for holding institutes for the instruction of the citi- 
 zens of the state in the various branches of agriculture. 
 
 Act No. 162, July 2, 190S. 
 
 1210. Oklahoma: See enactment No. 1436. 
 
 1211. Wisconsin: Amending sec. 486c, Statutes, 1898, relative to the method 
 of placing farmers’ institute bulletins in the public schools. 
 
 To be distributed by superintendent of agricultural institutes directly 
 to town clerks (formerly, through state superintendent). 
 
 Chap. 66, Apr. 30, 1907. 
 
 1212. Wyoming: Authorizing the several boards of county commissioners to 
 
 appropriate annually $100 to defray expenses of holding farmers’ insti- 
 tutes under the supervision and with the cooperation of the University 
 of Wyoming. Chap. 77, Feb. 20, 1907. 
 
 (g) Private and Endowed Schools. 
 
238 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 N. SECONDARY EDUCATION: HIGH SCHOOLS AND ACADEMIES. 
 
 The volume of legislation and judicial decisions upon the ques- 
 tion of high schools would seem to indicate that this school was 
 occupying a larger and larger place within the scheme of public edu- 
 cation. Aside from the question of direct state aid, the attitude of 
 the various States toward the development of secondary education is 
 well illustrated by the following: Alabama (1215), providing for 
 the establishment of county high schools; California (1220), per- 
 mitting the establishment of postgraduate courses of study in high 
 schools; California (D1224), relative to the status of evening high 
 schools; Illinois (1227), providing for high-school privileges for all 
 graduates of the eighth grade; Indiana (1230), relative to the classi- 
 fication of high schools; Kansas (1233-1235), relative to county high 
 schools; Montana (1245), relative to the status of the county high 
 school; Nebraska (1246), providing free public high school educa- 
 tion for all the youth of the State; Nebraska (1247), providing for 
 the establishment of county high schools; North Carolina (1255), 
 providing for the establishment of county high schools ; South Caro- 
 lina (1261), providing for the establishment of county high schools. 
 Throughout this group of legislation and judicial interpretation it 
 is easy to detect the growing importance in popular favor of the 
 county, township, and joint high schools. 
 
 1213. Alabama: Providing for county high school for Dale County. 
 
 Providing for annual state appropriation of $5,000; for board of trus- 
 tees, and duties and powers thereof. 
 
 Act No. 703, p. 641, Aug. 9, 1907. 
 
 # 
 
 1214. Alabama: Providing for state appropriation to high school at Planters- 
 
 ville. " 
 
 Appropriation, $4,000. Constitution of board of trustees. 
 
 Act No. 705, p. 642, Aug. 9, 1907. 
 
 1215. Alabama: Providing for the establishment of high schools in the counties 
 of the State and making appropriations therefor. 
 
 Creating a commission composed of the governor, auditor, and super- 
 intendent of education for location of such high schools. Providing for 
 annual state appropriation of $2,000 for each school. County to provide 
 site and building. Provisions regarding board of trustees, qualifications 
 of teachers, eligibility of students, course of study. 
 
 Act effective, providing appropriations can be made from treasury. 
 
 Act. No. 757, p. 728, Aug. 7, 1907. (Secs. 1861-1868, Code, 1907.) 
 
 1216. California: See enactment No. J/. 
 
 1217. California: See enactment No. 1155. 
 
 1218. California: Amending sec. 1669, Political Code, 1906, relative to the 
 establishment and maintenance of high schools. 
 
 High school districts may be maintained with one or more high schools 
 in the manner provided for by secs. 1670 and 1671, Political Code. 
 
 Chap. 14, Feb. 15, 1907, 
 
SECONDARY EDUCATION. 
 
 239 
 
 1220. California: Adding new section to the Political Code, to be numbered 
 1681, relative to postgraduate courses of study in high schools. 
 
 “ 1681. The board of trustees of any city, district, union, joint union, 
 or county high school may prescribe postgraduate courses of study for 
 the graduates of such high school, or other high schools, which courses 
 of study shall approximate the studies prescribed in the first two years 
 of university courses. The board of trustees of any city, district, union, 
 joint union, or county high school wherein the postgraduate courses of 
 studies are taught may charge tuition for pupils living without the bound- 
 aries of the district wherein such courses are taught.” 
 
 Chap. 69, Mar. 1, 1907. 
 
 1221. California: Adding sec. 1671a to Political Code, 1906, relative to issuance 
 of bonds for support of county high schools. 
 
 Providing for the submission to electors of the county of the question 
 of issuance of bonds for county high-school purposes. 
 
 Chap. 197, Mar. 12, 1907. 
 
 1222. California: Amending sec. 1670, Political Code, 1905, relative to estab- 
 ing and maintaining high schools. 
 
 Providing for the establishment and maintenance of high-school dis- 
 tricts (formerly high schools) in any city, incorporated town constituting 
 one or more common school districts (formerly incorporated town), or 
 any school district having a school population of 200 (formerly 300) or 
 more. 
 
 Decreasing powers of county superintendents relative thereto. 
 
 Chap. 519, Mar. 23, 1907. 
 
 D 1223. California (1906) : Pol. Code, secs. 1669-1674, regulating the govern- 
 ment of high schools, are not to be controlled by provisions of the Code 
 applicable to common schools. — Bancroft v. Randall, 87 P., 805. 
 
 D 1224. California (1907) : a A high school being a part of the public school 
 system, as provided by constitution, art. 9, sec. 6, such a school estab- 
 lished by the board of education of San Francisco under Pol. Code, sec. 
 1616, and Stat. 1871-72, p. 846, chap. 576, if otherwise qualified, was 
 entitled to share in the state high school fund, under act March 6, 1905, 
 p. 59, chap. 65, sec. 5, though not established pursuant to an election un- 
 der Pol. Code, sec. 1670. — Board of Education of City & County of San 
 Francisco v. Hyatt, 93 P., 117. 
 
 A high school having been organized in October, 1897, any defects in 
 its organization were cured by Stat., 1901, p. 299, chap. 140, and by Acts, 
 1905, amending Pol. Code, chap. 1671, so that the school was “ organized 
 under the laws of the state,” within Stat., 1905, p. 58, chap. 65, sec. 5, 
 providing for the distribution of the high school fund. — IMd. 
 
 The fact that the sessions of an evening high school were limited to two 
 hours a day did not prevent it from participating in the benefits con- 
 ferred on regularly established high schools by act March 6, 1905, p. 58, 
 chap. 65. — IMd. 
 
 Under Pol. Code, sec. 1670, subdiv. 12, and Stat., 1905, p. 58, chap. 65. 
 sec. 5, a high school maintaining two courses of study, only one of which 
 complied with university admission requirements, held entitled to state 
 high-school funds only in case it maintained in such course not less than 
 two high-school teachers, and had a daily average attendance of twenty 
 or more pupils. — IMd. 
 
 Under Pol. Code, sec. 1670, subdiv. 12, the fact that an evening high 
 school course intended to comply with university requirements extended 
 for five years did not affect school’s right to participate in distribution 
 of state high school fund, as prescribed by Stat., 1905, p. 58, chap. 65, 
 sec. 5. — IMd. 
 
 a See p. 306 for complete text of decision. 
 
240 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1225. Colorado: Amending chap. 100, Laws, 1899, relative to the establish- 
 ment and support of high schools in counties of the fourth and fifth 
 
 classes. 
 
 Extending act so as to include counties of second and third classes. 
 Providing for the issuance of bonds for the purpose of school buildings 
 and sites, or for funding floating debts. 
 
 Chap. 219, Apr. 9, 1907. 
 
 1226. Connecticut: Amending chap. 187, Acts, 1903, concerning tuition of 
 children in high schools and academies in towns and cities other than 
 those in which they reside. 
 
 Towns in which a high school is not maintained (previously, high 
 school or academy ) to pay whole or part of tuition fees of scholars at- 
 tending approved school or academy. 
 
 Chap. 90, May 27, 1907. 
 
 1227*. Illinois: Providing free high school privileges for graduates of the 
 eighth grade. 
 
 Providing that graduates of the eighth grade in districts where there 
 is no high school shall be allowed to attend any four-year high school 
 in the same or any adjoining county upon payment of tuition not to 
 exceed cost per capita for instruction in said school. 
 
 District of residence to pay tuition of children of indigent parents. 
 
 Pupils from districts maintaining work of ninth and tenth grades 
 must complete work of these grades. 
 
 H. B. 857, p. 523, May 25, 1907. 
 
 D 1228. Illinois (1904) : Under the school law (Laws, 1889, p. 239), providing 
 for organization of school districts and maintenance therein of free 
 schools in which the children of the State may receive a good common 
 school education, and constitution, art. 8, sec. 1, providing that the general 
 assembly shall provide a thorough and efficient system of free schools, 
 whereby all children of the State may receive a good common school edu- 
 cation, any school district may establish and maintain a high school de- 
 partment. — Russell v. High School Board of Education of School Dist. 
 No. 131, 72 N. E., 441 ; 212 111., 327. 
 
 1229. Idaho: See enactment No. 1156. 
 
 1230. Indiana: Relating to high schools. 
 
 “ Section 1. Be it enacted * * * , That the public schools of the 
 
 State shall be and are defined and distinguished as (a) elementary 
 schools and (b) high schools. The elementary schools shall include the 
 first eight (8) years of school work, and the course of study for such 
 years that which is now prescribed or may hereafter be prescribed by 
 law. The commissioned high schools shall include not less than four (4) 
 years’ work following the eight years in the elementary schools. The 
 high school course in non-commissioned high schools shall be uniform 
 throughout the State and shall follow a course to be established and 
 amended or altered from time to time as occasion may arise, by the 
 state board of education. 
 
 “ Sec. 2. The following enumerated studies shall be taught in all com- 
 missioned high schools throughout the State, together with such addi- 
 tional studies as any local board of education may elect to have taught 
 in its high school : Provided, That such additions shall be subject to 
 revision of the state board of education. Mathematics: Commercial 
 arithmetic, algebra, geometry. History : United States, ancient, medieval 
 or modern. Geography : Commercial or physical, physical. English : 
 Composition, rhetoric. Literature: English, American. Language (for- 
 eign) : Latin or German. Science: Biology, physics or chemistry. Civil 
 government: General, state. Drawing. Music.” 
 
 Chap. 191, Mar. 9, 1907. 
 
 1231, Iowa: See decision No, D 15, 
 
SECONDARY EDUCATION. 
 
 241 
 
 L) 1232. Iowa (1905) : Acts, twenty-seventh general assembly, p. 48, chap. 84, 
 is entitled “An act to amend sections 2728, 2730, 2731, and 2732 and 
 repeal section 2733 of the code, and enact a substitute therefor, in rela- 
 tion to county schools,” and sec. 4 of the statute provides that, should 
 there be more applications for admission to a county high school from 
 any school corporation than the corporation’s proportionate number of 
 pupils, the school corporation from which they attend shall pay their 
 tuition out of its contingent fund. Held , that the statute is not violative 
 of constitution, art. 3, sec. 29, as embracing more than one subject, but 
 one of which is expressed in its title, on the ground that sec. 4 is an 
 attempt to amend code, sec. 2803, the latter relating to ordinary school 
 corporations, and not being intended to regulate, nor in effect regulating, 
 high schools. — Boggs v. School Tp. of Cass, Guthrie County, 102 N. W., 
 796. 
 
 1233*. Kansas: Repealing, and reenacting with amendments, secs. 4 and 10, 
 chap. 397, Laws, 1905, providing for the maintenance and regulation of 
 county high schools in districts or cities under 16,000 population. 
 
 Apportionment of high-school fund to be made according to estimated 
 cost of maintaining high schools, in place of according to average daily 
 attendance. 
 
 Providing for the submission to electors of counties of the question 
 of adoption of the provisions of the high-school act of 1905, as amended 
 by laws of 1907 and 1908. 
 
 Chap. 69, Jan. 27, 1908. 
 
 1234*. Kansas: Repealing, and reenacting with amendments, sec. 6, chap. 397, 
 Laws, 1905, relative to the regulation and maintenance of high schools 
 in districts or cities under 16,000 population. 
 
 Relating to county high schools. Providing for the certification of 
 the amount necessary for maintenance of such schools by county super- 
 intendent. Maximum levy, 3 mills. County superintendent to make 
 levy in case county commissioners fail to do so. 
 
 Chap. 333, Mar. 9, 1907. 
 
 1235*. Kansas: Repealing, and reenacting with amendments, sec. 6455, General 
 Statutes, 1901 (sec. 1, chap. 250, Laws, 1899), authorizing and enabling 
 school districts in certain counties to levy a tax and pay the high-school 
 tuition of all scholars actually residing in said district. 
 
 Relating to school districts located in counties not maintaining a 
 county high school. Provisions concerning tax levy for the payment of 
 tuition of pupils in other high schools not to apply to any county adopt- 
 ing provisions of chap. 397, Laws, 1905. 
 
 Chap. 336, Mar. 5, 1907. 
 
 D 1236. Kansas (1904) : Laws, 1889, p. 326, chap. 224, sec. 1 (Gen. Stat., 1901, 
 sec. 6305), authorizing cities of second class to maintain high schools in 
 whole or in part by collection of a tuition fee from each pupil, is a vio- 
 lation of constitution, art. 6, sec. 2, providing for the establishment of a 
 uniform system of common schools and schools of higher grade. — Board 
 of Education of the City of Lawrence v. Dick, 78 P., 812. 
 
 The term “ common schools,” as used in constitution, art. 6, sec. 2, pro- 
 viding for their establishment, means “ free common schools.” — Ibid. 
 
 The high school grade of a city system of schools is a part of the com- 
 mon school system. — Ibid. 
 
 D 1237. Kansas (1906) : Laws, 1905, p. 676, chap. 414, authorizing boards of 
 education to separate colored and white children in high schools, and to 
 maintain separate high schools for white and colored children, is a 
 special act amendatory of sec. 6290, Gen. Stat., 1901, relating to the 
 regulation and support of public schools, and is not in violation of any 
 provision of the constitution. — Richardson v. Board of Education of Kan- 
 sas City, 84 P., 538, 72 Kan., 629. 
 
 63470—09 16 
 
242 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 D 1238. Kansas (1908) : Per Curiam. This case involves the constitutionality 
 of chap. 368, p. 534, Laws, 1907, entitled “An act providing for a special 
 tax levy for the construction and equipment of a county high school 
 building for Scott County, Kansas.” The act is special, and under the 
 authority of the case of Anderson v. Board of County Commissioners of 
 Cloud County (just decided), 95 Pac., 583, is held to be repugnant to 
 the provisions of sec. 17, art. 2, of the constitution, and therefore void 
 for the reason that a general law could plainly be made applicable. 
 
 The judgment will be reversed, and the cause remanded for further 
 proceedings. Deng et al. v. Lamb et al., 95 P., 592. 
 
 1239. Kentucky: See enactment No. 133. 
 
 1240. Maine: Amending sec. 1, chap. 68, Public Laws, 1903 (sec. 63, chap. 15, 
 Revised Statutes, 1903), relative to high school tuition of nonresidents. 
 
 Adding provision that such tuition shall constitute a part of the high 
 school fund of town receiving same. 
 
 Chap. 73, Mar. 20, 1907. 
 
 1241. Maine: Amending sec. 6, chap. 148, Acts, 1901 (sec. 81, chap. 15, Revised 
 
 Statutes, 1903), relative to state aid for academies. 
 
 Adding provision concerning additional state aid for academies main- 
 taining a training school for teachers, a course in manual training, domes- 
 tic science, or agriculture approved by state superintendent of schools. 
 
 Chap. 78, Mar. 20, 1907. 
 
 1242. Massachusetts: Relative to the maintenance of a high school in the 
 town of Leicester. 
 
 Authorizing agreement between trustees of Leicester Academy and 
 school committee for conducting a high school in the academy. 
 
 Chap. 496, June 12, 1907. 
 
 1243. Massachusetts: Providing for a high school building commission for the 
 city of Haverhill. 
 
 Prescribing powers and duties of commission ; limiting expenditures for 
 building and grounds to $350,000. 
 
 Chap. 498, June 12, 1907. 
 
 1244. Montana: Repealing, and reenacting a substitute for an act to establish 
 county free high schools and to provide for their maintenance, substitute 
 for LI. B. No. 69, p. 59, Laws, 1899, as amended by S. B. No. 37, p. 6, 
 Laws, 1901, as amended by chap. 59, Laws, 1903, validating everything 
 done under said laws of 1899, 1901, and 1903. 
 
 Sundry minor amendments. 
 
 Chap. 29, Feb. 25, 1907. 
 
 D 1245. Montana (1907) : Sess. Laws, 1907, p. 50, authorizing the establish- 
 ment of county free high schools, held not to violate constitution, art. 5, 
 sec. 23, providing that no bill containing more than one subject shall be 
 passed. — Evers v. Hudson, 92 P., 462. 
 
 1246*. Nebraska: Providing four years of free public high school education 
 for all youth of the state whose parents or guardians live in public-school 
 districts which maintain less than a four-year high school course of study. 
 
 Defining conditions of admission of such pupils to high school privi- 
 leges. Fixing tuition charge at 75 cents per week and providing for com- 
 pulsory tax levy by district of residence to pay such tuition. 
 
 Chap. 121, Mar. 6, 1907. 
 
 1247. Nebraska: Pioviding for and establishing county high schools. 
 
 Providing for elections for such establishment. Constituting county 
 board of commissioners or supervisors as board of trustees for county 
 high school. Defining powers and duties of board of trustees and of its 
 officers. Authorizing the issuance of certificates and diplomas to students 
 and making tuition free to all pupils residing in the county. Providing 
 for the location of the school and authorizing the issuance of bonds. 
 
 Chap. 122, Apr. 5, 1907. 
 
SECONDARY EDUCATION. 
 
 243 
 
 1248. Nevada: Amending secs. 3, 4, 5, and 6, chap. 31, Statutes, 1895, permit- 
 ting the establishment of county high schools, and providing for their 
 construction, maintenance, and management. 
 
 Providing for election to determine location of school, for deferring the 
 tax levy, and for the erection of a county high school building and recon- 
 stituting county boards of education. 
 
 (See chap. 154, Mar. 28, 1907, authorizing county commissioners of 
 Churchill County to issue bonds for county high school building in 
 Fallon. ) 
 
 Chap. 86, Mar. 15, 1907. 
 
 1249. New Hampshire: Enabling certain school districts to make contracts 
 with certain towns or institutions outside of the state for furnishing 
 instruction to pupils of high school grade. 
 
 Chap. 122, Apr. 4, 1907. 
 
 D 1250. New Hampshire (1906) : Under Laws, 1901, p. 588, chap. 96, secs. 1 
 and 2, and Laws, 1903, p. 117, chap. 118, sec. 1, authorizing the recovery 
 from a school district for tuition of its residents in a high school where 
 the school district does not maintain a high school, and Laws, 1905, p. 
 505, chap. 90, sec. 1, authorizing the school district to contract for the 
 tuition of its residents in a high school or academy in another district, 
 where a school district voted to contract with a certain academy and to 
 pay the tuition of pupils then in a certain high school, parents paying 
 tuition of their children then in the high school are entitled to recover 
 from the district the money paid, whether the vote of the district was 
 valid or not. — Burbank v. School Dist. of Pembroke, 64 A, 17 ; 73 N. H., 
 540. 
 
 D 1251. New Hampshire (1907) : Laws, 1901, p. 588, chap. 96, sec. 2, providing 
 that a town, not maintaining a high school, which refuses to pay for 
 tuition of any child attending a high school or academy, shall be liable 
 therefor to the parent of the child paying or the town furnishing the 
 tuition, gives parents and school districts maintaining approved schools 
 an action against school districts which refuse to pay the tuition for 
 which they are liable, but does not give an action to academies and ap- 
 proved schools as such. — New Hampton Institution v. Northwood School 
 Dist., 68 A, 538. 
 
 D 1252. New Hampshire (1907) : Under Laws, 1901, p. 588, chap. 96, as 
 amended by Laws, 1903, p. 117, chap. 118, providing that any town not 
 maintaining a high school shall pay for the tuition of any child 
 attending a high school or academy, and defining a high school or 
 academy as a school having at least one four-year course required for 
 admission to college, etc., and Pub. Stat., 1891, chap. 89, secs. 9-13 ; Laws, 
 1899, p. 318, chap. 77 ; and Laws, 1905, pp. 411, 505, chaps. 19, 90, author- 
 izing the maintenance of high schools, etc., a district maintaining a high 
 school with one course of instruction is not liable for the tuition of chil- 
 dren who, having taken that course, attend an approved school in another 
 district, and a district not maintaining a high school is not liable for the 
 tuition of children attending an approved school after having graduated 
 from an approved school. — New Hampton Institution v. Northwood 
 School Dist., 68 A, 538. 
 
 1253. New York: Amending sec. 4, chap. 659, Laws, 1905, as amended by chap. 
 258, Laws, 1906, relative to the erection of a new high school in the city 
 of Syracuse. 
 
 Increasing total bond issue from $200,000 to $275,000. 
 
 Chap. 58, Mar. 20, 1907. 
 
 1254. North Carolina: See enactment No. 1^8. 
 
 1255*. North Carolina: Stimulating high-school instruction in the public 
 schools of the State. 
 
 Authorizing county high schools to be established and maintained by 
 county boards of education with consent of state board of education. 
 
 Chap. 820, Mar. 8, 1907. 
 
244 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1256*. Ohio: Repealing, and reenacting with amendments, sec. 1 (H. B. 171, 
 p. 281, Laws, 1898), act of April 25, 1898 (sec. 4009-15, Revised Statutes, 
 1905), empowering township boards of education to establish township or 
 joint township high schools, and to discontinue subdistrict schools when 
 too small to justify their continuance, as amended April 25, 1904 (S. B. 
 57, p. 359, Laws, 1904), providing for joint high-school districts. 
 
 Providing that such joint high school shall be under the control of a 
 joint high-school committee. Authorizing special tax, not exceeding 5 
 mills in any year, for such school. 
 
 H. B. 1023, p. 462, May 9, 1908. 
 
 1257. Oregon: Providing for the choice by an election of the location of the 
 county high school in counties which have heretofore voted in favor of a 
 county high school. 
 
 Chap. 80, Feb. 23, 1907. 
 
 1258. Oregon: Providing for the establishment of union high-school districts 
 and for the maintenance and government of the same. 
 
 Providing for procedure for consolidation of districts for high-school 
 purposes. Defining the constitution of union high-school board; powers 
 and duties. 
 
 Chap. 101, Feb. 23, 1907. 
 
 1259. Pennsylvania: Amending act No. 23, Laws, 1905, permitting children 
 residing in school districts in which no public high school is maintained 
 to attend a high school in some other district, located near their homes, 
 and providing for the payment of cost of tuition and schoolbooks. 
 
 Requiring attendance at the nearest or most convenient township or 
 borough high school. Defining more clearly the method of calculation 
 and payment of the cost of tuition and schoolbooks. 
 
 Act No. 163, May 23, 1907. 
 
 1260. Pennsylvania: Supplementing act No. 293, Acts, 1895, regulating the 
 establishment, classification, and maintenance of high schools, the distri- 
 bution of appropriations in aid of high schools, and the employment of 
 teachers in high schools receiving state aid. 
 
 Authorizing the directors of adjacent townships or school districts to 
 purchase real estate and erect buildings for joint high schools, and to 
 issue bonds for said purpose ; and providing for formation of high school 
 boards to control .and manage said schools. 
 
 Act No. 239, May 29, 1907. 
 
 1261*. South Carolina: Providing high schools for the state. 
 
 Authorizing the establishment of high schools by counties, townships, 
 adjoining townships, or school districts, and incorporated towns or cities 
 of not more than 1,000 inhabitants. Providing for adoptive elections, 
 boards of trustees, special tax levies, and bond issues, for the classifica- 
 tion of high schools, and for state aid. Appropriating annually $50,000. 
 
 Act No. 245, p. 518, Feb. 19, 1907. 
 
 1262. Tennessee: Amending sec. 9, chap. 254, Acts, 1903, relative to county 
 boards of education. 
 
 Adding new subsection authorizing contracts with city boards of edu- 
 cation or with private schools for the instruction of high school pupils 
 and payment of the tuition thereof. 
 
 Chap. 520, Apr. 15, 1907. 
 
 1263*. Utah: Amending sec. 1831, Revised Statutes, 1898, relative to the union 
 of school districts to form a high school district. 
 
 „ Constituting a county district of the first class a high school district, 
 and endowing its board of education with all powers and duties pro- 
 vided for in sec. 1833, Revised Statutes, 1898. 
 
 Chap. 51, Mar. 14, 1907. 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 245 
 
 1264*. Vermont: Amending sec. 5, act No. 37, Acts, 1904, relative to high 
 schools. 
 
 Defining and fixing authority of superintendent of education regarding 
 standards for high schools and qualifications for pupils. Decision of, 
 final. 
 
 Sec. 2, act No. 50, Dec. 19, 1906. (Apr. 1, 1907.) 
 
 1265. Vermont: Revising and continuing in force the act of Nov. 6, 1805; 
 act No. 53, Acts, 1824; act No. 94, Acts, 1836; act No. 106, Acts, 1852, 
 relative to the Essex County grammar school at Guildhall. 
 
 Providing for the establishment, revival, and management of the 
 school. 
 
 Act No. 346, Dec. 12, 1906. 
 
 D 1266. Vermont (1906) : Under Acts, 1904, act No. 37, p. 61, requiring towns 
 to establish and maintain a high school or furnish higher instruction for 
 advanced pupils, and authorizing the board of school directors to provide 
 for the instruction of advanced pupils in a high school or schools of the 
 town, in the high school of an incorporated school district or academy 
 within the town, or in the high schools or academies of other towns, the 
 board of school directors has a discretion in determining which of the 
 modes of furnishing high school instruction they will follow, and so long 
 as they select one mode they can not be compelled by mandamus to 
 select another mode in its place. — Sampson v. Town of Grand Isle, 63 A. 
 180 ; 78 Vt., 383. 
 
 1268. West Virginia: Amending and reenacting secs. 1, 3, 4, and 7, chap. 31, 
 Acts, 1905, relative to the establishment of a high school in Tyler County. 
 
 Chap. 23, Feb. 22, 1907. 
 
 1269. Wisconsin: Creating sec. 490a, Statutes, 1898, relative to the powers of 
 electors of school districts. 
 
 Authorizing vote to discontinue free high school organization. Pro- 
 cedure. 
 
 Chap. 588 (in part), July 12, 1907. 
 
 D 1270. Wisconsin (1908) : Laws, 1901, p. 234, chap. 188, as amended by Laws, 
 1903, p. 525, chap. 329, authorizing persons of school age who may reside 
 in any town or incorporated village not within a free high school district 
 to attend a free high school, and making the municipality or part of the 
 municipality having no high school in which such persons reside liable 
 for high school tuition at a specified rate, is a valid exercise of legisla- 
 tive power. — City of Columbus v. Town of Fountain Prairie, 115 N. 
 W., 111. 
 
 1271. Wyoming: Amending in a minor manner and reenacting secs. 2, 9, 10, 
 
 13, and 20, chap. 67, Laws, 1905, relative to county high school districts. 
 
 Chap. 57, Feb. 16, 1907. 
 
 1272. Wyoming: Providing for extending the territory of high school districts 
 
 provided for in chap. 67, Laws, 1905. 
 
 Providing for incorporating therein school districts within the same 
 county. 
 
 Chap. 58, Feb. 16, 1907. 
 
 O. TECHNICAL AND INDUSTRIAL EDUCATION— ELEMENTARY 
 
 AND SECONDARY. 
 
 The vocational and industrial trend of public education finds no 
 better evidence than in the enactments of this group, which group it 
 was found desirable to create in order that due prominence might be 
 
246 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 given to the latest legislative efforts to further the development of 
 elementary and secondary technical training. Practically all of these 
 enactments are worthy of special mention ; that of Connecticut 
 (1274), that of Georgia (1277), that of Michigan (1281), that of 
 Mississippi (1282), that of New York (1287), that of Oklahoma 
 (1291), and that of Wisconsin (1295), however, may be selected as 
 representing efforts of various sorts. 
 
 The establishment of a commission on industrial education in New 
 Jersey (1284) and also in Maryland (1278), following the example 
 of Massachusetts several years ago, is an event in the future develop- 
 ment of industrial and technical education in that State. 
 
 1273. Alabama: Amending sec. 12, act No. 988, p. 182, Laws, 1901, granting a 
 new charter to the Alabama Girls’ Industrial School and conferring ad- 
 ditional powers upon the board of trustees. 
 
 Modifying appointment of free students. Providing for condemnation 
 proceedings to secure land. Making trustees ineligible for election to 
 any office by board of trustees. 
 
 Act No. 642, p. 579, Aug. 6, 1907. Secs. 1913, 1924, and 1928, Code, 1907. 
 
 1274. Connecticut: Concerning the establishment of free public schools for 
 instruction in the principles and practice of trades. 
 
 “ Section 1. Any town or school district may, by vote of such town or 
 district, establish and maintain a free public school for instruction in 
 the principles and practice of such distinct trades as may, with the 
 approval of* the state board of education, be designated by the board of 
 school visitors, town school committee, or board of education of such 
 town, or the district committee of such district. Such school shall be 
 open, under such rules as may be prescribed by said school officers, to 
 all residents of this state ; but no child under sixteen years of age shall 
 be admitted to any such school who has not completed the studies of the 
 eighth grade in the public schools of the town in which said school is 
 located, or an equivalent course of study approved by said school officers. 
 Said school officers shall make rules and regulations with reference to 
 the management of said school not inconsistent with the provisions of 
 this act. The instructors in any such schools shall be experts in the 
 trades respectively taught by them. 
 
 “ Sec. 2. Two or more towns may, by vote of each of said towns, unite 
 for the purpose of forming a trade school district and establishing schools 
 under the provisions of this act, and the school officers of the towns so 
 united may make all arrangements, agreements, and regulations neces- 
 sary to the organization and maintenance of such trade school district. 
 The said school officers of each of the towns constituting such district 
 shall appoint one of their number to be a member of the trade school 
 committee of such district, and the committee so appointed shall be a 
 joint committee on behalf of the several towns constituting the district. 
 Each town shall be entitled to one vote in said committee. Every district 
 organized under the provisions of this section shall continue for at least 
 five years, but at the end of said period of five years any town may dis- 
 solve said district by withdrawal therefrom, by vote of such town; pro- 
 vided, that notice of the intention to so withdraw shall be given in writ- 
 ing to each of the other towns comprising said district at least three 
 months before the termination of said period. 
 
 “ Sec. 3. The buildings, equipment, and courses of study, and the quali- 
 fications of the teachers of every trade school established as hereinbefore 
 provided shall be subject to the approval of the state board of education ; 
 and the attendance at each such school, together with special reports 
 upon the specific work done and the actual results of instruction therein 
 shall be annually certified under oath on or before the first Monday in 
 July by the secretary of the board of school visitors, town school com- 
 mittee, board of education, district committee, or trade school district 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 247 
 
 committee, as the case may be, to said state board of education ; and no 
 payments shall be made by the state on account of such school, as here- 
 inafter provided, unless said certificate has been filed with and approved 
 by said state board of education, and unless application for state aid for 
 said school has been made to the board of control by said secretary and 
 approved by said board of control. 
 
 “ Sec. 4. The board of education or board of school visitors of any 
 town, or the committee of any town, school district, or trade school 
 district wherein a trade school has been established under the pro- 
 visions of this act shall, annually, on the first Monday in July, certify 
 to the comptroller the amount expended within said school year for the 
 maintenance and support of said school and the comptroller shall, upon 
 application of the state board of education, draw his orders on the 
 treasurer in favor of said board of education, board of school visitors, 
 or committee for a sum equivalent to one-half the amount so certified 
 as having been expended for such support and maintenance; provided, 
 that the amount so paid by the state under the provisions of this section 
 shall not, in any one year, exceed, in the aggregate, fifty thousand 
 dollars; and provided, further, that said sum shall be expended toward 
 the support and maintenance of not more than two such schools, and, if 
 application is ‘made in behalf of more than two such schools, the board 
 of control shall designate the two such schools for the support and main- 
 tenance of which such payments shall be made.” 
 
 Chap. 250, July 30, 1907. 
 
 1275. Florida: See enactment No. 1^61. 
 
 1276. Georgia: Recommending appropriations by Congress for industrial in- 
 struction. 
 
 “ Whereas, Several bills have been introduced in Congress which pur- 
 pose to furnish means of enlarging existing high schools devoted to, 
 instruction in agriculture and other industrial subjects, it is hereby: 
 
 “ Resolved by the Senate, the House of Representatives concurring, 
 that we respectfully urge upon Congress the wisdon of thus extending to 
 the many the class of industrial instruction so well supplied to the few 
 in our State College of Agriculture and Mechanic Arts, as founded by 
 Congress through the land grant act of 1862. 
 
 “ Resolved, further, that such legislation be passed that will establish 
 such schools of secondary grade in agriculture, the mechanical trades 
 and industries and home making suited to all country and city youth, 
 and that there be provided for agricultural high schools farms such 
 as these in Georgia, means with which to carry on such agricultural 
 investigations as the local conditions may require : 
 
 Resolved further, That a copy of these resolutions be transmitted by 
 the secretary of state of Georgia to the President of the United States, 
 and to our Senators and Representatives in Congress, to the end that 
 they may encourage the passage of this measure known as the Davis 
 bill (H. R. 24575) introduced at the close of the Fifty-ninth Congress, 
 entitled: ‘A bill to provide an annual appropriation for industrial edu- 
 cation in agricultural high schools and in city high schools and for 
 branch agricultural experiment stations, and regulating the expenditure 
 thereof.’ ” 
 
 Con. Res. No. 6, p. 994, Aug. 22, 1907. 
 
 1277. Georgia: Providing for the establishment and maintenance of schools of 
 agriculture and mechanic arts in the respective congressional districts 
 of the State. 
 
 “ Section 1. Be it enacted, * * * That the governor is hereby 
 
 authorized to establish and cause to be maintained in each congressional 
 district of the State an industrial and agricultural school in accord- 
 ance with further provisions of this act. Said schools shall be branches 
 of the State College of Agriculture, a department of the University of 
 Georgia. The general board of trustees of the University shall exercise 
 such supervision as in their judgment may be necessary to secure unity 
 of plan and efficiency in said schools. 
 
248 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ Sec. 2. Be it further enacted, That all fees received from inspection 
 of fertilizers, oils, and all other inspection fees received by the depart- 
 ment of agriculture in this State, after the present year, over the ex- 
 penses of such inspection, and after any portion of said fund otherwise 
 appropriated, shall be used as a fund for the purpose of establishing and 
 maintaining such shools, and, as far as practicable, be equally divided 
 between such schools, and the said governor is authorized to pay to the 
 trustees of said schools, from time to time, their respective portions of 
 said fund. 
 
 “ Sec. 3. Be it further enacted, That the governor is authorized and 
 directed to appoint from each county in the respective congressional 
 districts one trustee for the school to be established in such districts; 
 such trustee to hold office for the term of six years from his appointment 
 and until his successor is appointed, and that the trustees so selected in 
 each district shall constitute a board of trustees for the school in said 
 district, with power to control the management of said school, and make 
 rules and regulations for the same, subject to the provisions of this act. 
 
 “ Sec. 4. Be it further enacted, That the governor shall be authorized 
 to receive from any county, or any of the citizens thereof, a donation of 
 a tract of land in such county, not less that two hundred acres, on which 
 to locate a school for the district in which such county is situated, to- 
 gether with any additional donation in the way of buildings or money; 
 and if there are two or more offers of such donations, the governor, 
 with the aid of the trustees of such school, shall select which to accept, 
 taking into consideration the title, value, the centralness of location, 
 accessibility and suitableness in any respect for the purpose intended, 
 and upon the acceptance of any such donation, and the execution of 
 proper deeds vesting title in the trustees, within a reasonable time, the 
 school for said district shall be established on the tract selected, with 
 the right to select another locality should such deeds not be made to 
 the satisfaction of the governor. And if no such donation is made or 
 perfected in any district within one year from passage of this act the 
 pro rata share of the fund going to said district shall go into and be 
 prorated in the regular common school fund in said district. 
 
 “ Sec. 5. Be it further enacted, That the principal of said schools 
 shall, under the direction of the trustees, keep an account of all receipts 
 from the sale of the products of the farm or shops which are not con- 
 sumed in said school, and one-half of said receipts for each year shall 
 be set aside as a fund to pay the students. That each pupil, having per- 
 formed to the satisfaction of the principal his duties for an entire school 
 year, shall receive his pro rata of said fund, the amount going to each 
 pupil not to exceed one hundred dollars, and the balance, if any, to be 
 replaced in the general fund of the school. 
 
 “ Sec. 6. Be it further enacted, That the course of studies in said 
 schools shall be confined to the elementary branches of an English edu- 
 cation, the practical treatises or lectures on agriculture in all its branches, 
 and the mechanic arts, and such other studies as will enable students 
 completing the course to enter the freshman class of the State College of 
 Agriculture on certificate of the principal. 
 
 “ Sec. 7. Be it further enacted, That the faculty of such schools shall 
 consist of the principal, who shall be an intelligent farmer; one superin- 
 tendent and instructor in farm work, one intelligent mechanic, who shall 
 direct and instruct in all mechanical work in and out of the shops; one 
 practical instructor in care of stock and dairying, one instructor in 
 English, and such other instructors and assistants as the funds of the 
 college may permit. That the trustees may dispense with and combine 
 the duties of any of the above, as necessity may require, and it shall be 
 the duty of said instructors in said schools to cooperate in conducting 
 farmers’ institutes and farm and stock demonstrations in the several 
 counties of their respective districts. 
 
 “ Sec. 8. Be it further enacted, That after the first buildings are 
 erected, before the opening of such schools, which shall be only such as 
 are absolutely necessary for temporary use, all work on, in and about 
 said schools, or on the farm, or on or in the barns and shops connected 
 with said schools, whether it be farming, building, care of stock, or work 
 of whatever kind, shall be performed exclusively by the students of said 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 249 
 
 schools, under such regulations for the proper division and alterations 
 in such work as may be provided by the trustees. 
 
 “ Sec. 9. Be it further enacted, That tuition in said schools shall be 
 free, and the trustees may limit the number of students, from time to 
 time, according to the capacity and means of the institution, and shall 
 make such rules of admission so as to equalize, as far as practicable, the 
 privileges of the school among the counties according to population. And 
 the trustees may defer the actual opening of the school until such time 
 as may be necessary to prepare reasonably proper facilities and equip- 
 ment for beginning the same, in the meantime accumulating for said pur- 
 pose the funds going to said school which may be received from the rent 
 of any portion of the property, but it is made the duty of the trustees to 
 open said school, even though it may have to be done at first on a limited 
 scale, as early as practicable, and afterwards extend its operations as cir- 
 cumstances may permit; and the trustees are authorized to rent to the 
 best advantage, from time to time, any portion of the property of said 
 school not required for the purpose of said school. 
 
 “Sec. 10/Be it further enacted, That all laws and parts of laws in 
 conflict with this act be, and the same are, hereby repealed.” 
 
 Act No. 448, p. 72, Aug. 18, 1906. 
 
 1278. Maryland: Authorizing the governor to appoint a commission on indus- 
 trial education. 
 
 Five members. Report to next legislature. Appropriating $300. 
 
 Chap. 367, p. 298, Apr. 6, 1908. 
 
 1279. Massachusetts: Providing for an inquiry by the commission on indus- 
 trial education into the organization and methods of the textile schools 
 of the Commonwealth. 
 
 Resolves, chap. 64, Apr. 24, 1907. 
 
 1280. Massachusetts : Relative to the commission on industrial education. 
 
 (Amending chap. 505, Acts, 1906.) 
 
 Extending term of commission from three years to five years. Provid- 
 ing for the appointment of a woman as an additional member. Specify- 
 ing further the powers of the commission with reference to independent 
 industrial schools. 
 
 “ Sec. 4. Any resident of Massachusetts may, with the approval of the 
 commission on industrial education, attend an independent industrial 
 school, as provided for in this act, located in any city or town other than 
 that in which he resides, provided there is no such school supported in 
 whole or in part by the city or town in which he resides, upon payment 
 by the city or town of his residence of such tuition fee as may be fixed 
 by said commission ; and the commonwealth shall repay to any city or 
 town one half of all such payments. If any city or town neglects or 
 refuses to pay for such tuition it shall be liable therefor, in an action of 
 contract, to the legally constituted authorities of the school which the 
 pupil attended under the approval of said commission.” 
 
 Chap. 572, June 2, 1908. 
 
 1281*. Michigan: Providing for the establishment of free county schools of 
 agriculture, manual training, and domestic economy. 
 
 “ Section 1. The board of supervisors of any county is hereby author- 
 ized to appropriate money for the organization, equipment and main- 
 tenance of a county school of agriculture and domestic economy. The 
 board of supervisors of two or more counties may unite in establishing 
 such a school, and may appropriate money for its organization, equip- 
 ment and maintenance: Provided , That whenever the board of super- 
 visors of the county shall by a two-thirds vote of all members elect, 
 resolve to contract indebtedness or issue bonds to raise money for the 
 organization, equipment and maintenance of such school, the question 
 shall be submitted to the vote of the electors of the county at a general 
 or special election to be called for that purpose. Notice of the submis- 
 sion of such resolution to the vote of the electors and in case a special 
 election is called, notice of the calling of such special election shall be 
 
250 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 given in the same manner and for the same length of time as is now 
 prescribed by law for general elections. If a majority of the electors of 
 each county, voting on such resolution, shall vote in favor thereof, it shall 
 be deemed to have carried. The returns of the election herein provided 
 for shall be canvassed and the results declared in the same manner and 
 by same officers as is provided by general law for canvassing the returns 
 of and declaring the results in city, county and district elections. The 
 manner of stating the question upon the ballots shall be prescribed by 
 the resolution of the board of supervisors. 
 
 “ Sec. 2. A board to be known as the county school board is hereby 
 created, which shall have charge and control of all matters pertaining to 
 the organization, equipment and maintenance of such schools, except as 
 otherwise provided by law. Said board shall consist of five members, 
 one of whom shall be the county commissioner of schools of the county 
 or district in which the school is located. The other members of the 
 board shall be elected by the board of supervisors, one for one year, one 
 for two years, one for three years and one for four years, and thereafter 
 one member of the board shall be elected annually for the full term of 
 four years from the date of the expiration of the term about to become 
 vacant, but no member of the board of supervisors shall be eligible. 
 Vacancies existing in the board from whatever cause, except in the case 
 of the county commissioner, shall be filled by appointment made by the 
 chairman of the board of supervisors, if the board of supervisors is not in 
 session when such vacancy occurs. If the board of supervisors is in ses- 
 sion, vacancies shall be filled by election by said board for the unexpired 
 term. Appointments made by the chairman of the board of supervisors, 
 as hereinbefore specified, shall be for the period of time until the next 
 regular meeting of the board of supervisors. Each person appointed or 
 created a member of the county school board shall, within ten days after 
 the notice of such appointment, take and subscribe an oath, to support 
 the Constitution of the^United States and the constitution of Michigan, 
 and honestly, faithfully and impartially to discharge his duties as a 
 member of said board to the best of his ability, which oath shall be filed 
 in the office of the county clerk. He shall also, within the same time, file a 
 bond in such sum as may be fixed by the board of supervisors, which 
 bond shall be filed in the office of the county clerk. Within fifteen days, 
 after the appointment of said board, the members thereof shall meet and 
 organize by electing one of their number as president. The county com- 
 missioner of schools shall be ex officio secretary of the said board. The 
 board hereafter created shall prescribe the duties of the several officers 
 except as fixed by law. 
 
 “ Sec. 3. Whenever two or more counties unite in establishing such a 
 school, the provisions of section two of this act shall apply to the organi- 
 zation of the county school board, and to filling vacancies therein : Pro- 
 vided, That the county commissioner of the county in which the school 
 is located shall be a member of the board and ex officio its secretary; 
 and two members shall also be elected from each county by the board of 
 supervisors thereof, one for one year and one for two years, and there- 
 after one member of the board shall be elected annually in each county 
 for the full term of two years, but no member of the county board of 
 supervisors shall be eligible. 
 
 “ Sec. 4. Whenever two or more counties shall unite in establishing 
 and maintaining a school under the provisions of this act, the county 
 school board herein provided shall, on or before the first day of October 
 in each year, determine the amount of money necessary for the equipment 
 and maintenance of said school for the ensuing year, which said amount 
 they shall apportion among the counties in proportion to the assessed 
 valuation of each county as last fixed by the state board of equalization 
 and shall report their estimate and apportionment to the county clerk 
 of each county, who shall lay said report before the board of super- 
 visors at its annual meeting. The amount so apportioned to each county 
 shall be levied by the board of supervisors of such county, as a portion 
 of the county tax for the ensuing year, for the support of the said 
 school. 
 
 “ Sec. 5. The county treasurer of the county in which said school is 
 located shall be ex officio treasurer of said board; all moneys appropri- 
 ated and expended under the provisions of this act shall be expended by 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 251 
 
 the county school board, and shall be paid by the said county treasurer 
 on orders issued by said board or in counties having a board of county 
 auditors, by such auditors, and all moneys received by said board shall 
 be paid to the said county treasurer for the fund of the county school 
 board. 
 
 “ Sec. 6. In the county schools of agriculture and domestic economy 
 organized under the provisions of this act, instruction shall be given in 
 the elements of agriculture including instruction concerning the soil, the 
 plant life, and the animal life of the farm ; a system of farm accounts shall 
 also be taught; instructions shall also be given in manual training and 
 domestic economy and such other related subjects as may be prescribed. 
 
 “ Sec. 7. Each such school shall have connected with it a tract of land 
 suitable for purposes of experiment and demonstration, of not less than 
 ten acres in area. 
 
 “ Sec. 8. The schools organized under the provisions of this act shall 
 be free to the inhabitants of the county or counties contributing to their 
 support, who shall be qualified to pursue the course of study as pre- 
 scribed by the school board. Whenever students of advanced age de- 
 sire admission to the school during the winter months in sufficient num- 
 ber to warrant the organization of special classes for their instruction, 
 such classes shall be organized and continued for such time as their 
 attendance may make necessary. 
 
 “ Sec. 9. The state superintendent of public instruction shall give such 
 information and assistance and establish such requirements as may 
 seem necessary for the proper organization and maintenance of such 
 schools, and, with the advice of the president of the Michigan State 
 Agricultural College, determine the qualifications required of teachers 
 employed in such schools : Provided, That no person shall be eligible to a 
 position as superintendent of any school established under this act, who 
 is not a graduate of a state college of agriculture. The state superin- 
 tendent of public instruction shall have the general supervision of all 
 schools established under this act ; shall from time to time inspect the 
 same, make such recommendations relating to their management as he 
 may deem necessary, and make such report thereon to said schools as 
 shall give full information concerning their number, character and 
 efficiency. * * * ” 
 
 Act No. 35, Apr. 3, 1907. 
 
 1282*. Mississippi: Providing for the establishment of county agricultural 
 high schools, and providing for their organization, equipment, and 
 maintenance. 
 
 Authorizing one school in each county. Maximum tax, 2 mills. One 
 thousand dollars annual state aid. 
 
 Chap. 102, Mar. 21, 1908. 
 
 1283. Mississippi: Authorizing county boards of supervisors to offer prizes to 
 corn clubs of the public schools. 
 
 Maximum total sum to be allowed annually not to exceed $50. 
 
 Chap. 104, Mar. 16, 1908. 
 
 1284*. New Jersey: Authorizing the governor to appoint a commission to in- 
 quire into the subject of industrial education and report thereon to the 
 next legislature. 
 
 Appropriating $3,000 for expenses. No compensation to commissioners. 
 
 Jt. Res. No. 9, Apr. 14, 1908. 
 
 1285. New Jersey: Amending sec. 203, chap. 1, Laws, 1903 (sp. sess., Oct. 15), 
 relative to appropriations for the manual training and industrial school 
 for colored youth. 
 
 Increasing annual amount due under provisions of the supplement to 
 the act of Congress, Aug. 13, 1890, from $5,000 to $12,000. 
 
 Chap. 120, May 7, 1907. 
 
252 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1280. New Jersey: Relating to schools for industrial education in cities of 
 the second class. 
 
 Authorizing the trustees of the school for industrial education in any 
 such city, with the consent of the governing body of the city, to erect 
 suitable buildings for an industrial school ; providing the cost of the land 
 and buildings shall not exceed $50,000 ; authorizing the issuance of bonds 
 therefor. 
 
 Chap. 222, May 27, 1907. 
 
 1287*. New York: Amending secs. 25-28, art. 10, tit. 15, consolidated school law 
 (chap. 556, Laws, 1894), by providing for the establishment and main- 
 tenance of general industrial and trade schools in cities and in union free 
 school districts, and making an appropriation therefor. 
 
 “ * * * Sec. 25. General industrial and trade schools may "be estab- 
 
 lished. 1. The board of education of any city, and in a city not having 
 a board of education the officer having the management and supervision 
 of the public school system, may establish, acquire, conduct and main- 
 tain as a part of the public school system of such city general industrial 
 schools open to pupils who have completed the elementary school course 
 or who have attained the age of 34 years, and trade schools open to 
 pupils who have attained the age of 16 years and have completed either 
 the elementary school course or a course in the above mentioned general 
 industrial school or who have met such other requirements as the local 
 school authorities may have prescribed. 
 
 “ 2. The board of education of any union free school district shall also 
 establish, acquire and maintain such schools for like purposes whenever 
 such schools shall be authorized by a district meeting. 
 
 “ Sec. 2. Section 25a is hereby added to article 10, title 15, of the con- 
 solidated school law and to read as follows: 
 
 “ Sec. 25a. 1. Appointment of an advisory board. The board of edu- 
 cation in a city and the officer having the management and supervision 
 of the public school system in a city not having a board of education 
 shall appoint an advisory board of five members representing the local 
 trades and industries. In the first instance two of such members shall 
 be appointed for a term of one year and three of such members shall be 
 appointed for a term of two years. Thereafter as the terms of such 
 members shall expire the vacancies caused thereby shall be filled for a 
 full term of two years. Any other vacancy occurring on such board shall 
 be filled by the appointing power named in this section for the remainder 
 of the unexpired term. 
 
 “ 2. It shall be the duty of such advisory board to counsel with and 
 advise the board of education or the officer having the management and 
 supervision of the public school system in a city not having a board of 
 education in relation to the powers and duties vested in such board or 
 officer by section 26 of this act. 
 
 “ Sec. 3. Section 26 of article 10 of title 15 of the consolidated school 
 law is hereby amended to read as follows : 
 
 “ Sec. 26. Authority of the board of education over such schools. The 
 board of education in a city and the officer having the management and 
 supervisign of the public school system in a city not having a board of 
 education and the board of education in a union free school district which 
 authorizes the establishment of a general industrial or a trade school is 
 vested with the same power and authority over the management, super- 
 vision and control of such school and the teachers or instructors em- 
 ployed therein as such board or officer now has over the schools and 
 teachers under their charge. Such boards of education or such officer 
 shall also have full power and authority: 
 
 “ 1. To employ competent teachers or instructors. 
 
 “ 2. To provide proper courses of study. 
 
 “ 3. To purchase or acquire sites and grounds and to purchase, acquire, 
 lease or construct and to repair suitable shops or buildings and to prop- 
 erly equip the same. 
 
 “ 4. To purchase necessary machinery, tools, apparatus and supplies. 
 
 “ Sec. 4. Section 27 of article 10 of title 15 of the consolidated school 
 law is hereby amended to read as follows: 
 
TECHNICAL. AND INDUSTRIAL EDUCATION. 
 
 253 
 
 “ Sec. 27. State aid for general industrial and trade schools. The com- 
 missioner of education in the annual apportionment of the state school 
 moneys shall apportion therefrom to each city and union free school dis- 
 trict the sum of $500 for each independently organized general industrial 
 or trade school maintained therein for 40 weeks during the school year 
 and employing one teacher whose work is devoted exclusively to such 
 school, and having an enrollment of at least 25 pupils and maintaining 
 a course of study approved by him. He shall also make an additional 
 apportionment to each city and union free school district of $200 for each 
 additional teacher employed exclusively in such schools for 40 weeks 
 during the school year. All such moneys apportioned by the commis- 
 sioner of education shall be used exclusively for the support and main- 
 tenance of such schools in the city or district to which such moneys are 
 apportioned. But the commissioner of education may in his discretion 
 apportion to a district or city maintaining such schools or employing 
 such teachers for a shorter time than 40 weeks, an amount pro rata to 
 the time such schools are maintained or such teachers are employed. 
 This section shall not be construed to entitle manual training high 
 schools or other secondary schools maintaining manual training depart- 
 ments, to an apportionment of funds herein provided for. 
 
 “ Sec. 5. Section 28 is hereby added to article 10, title 15, of the con- 
 solidated school law and to read as follows : 
 
 “ Sec. 28. Annual estimate by board of education and appropriations 
 by municipal and school districts. 1. The board of education of each city 
 or the officer having the management and supervision of the public school 
 system in a city not having a board of education shall file with the com- 
 mon council of such city within 30 days after the commencement of the 
 fiscal year of such city a written itemized estimate of the expenditures 
 necessary for the maintenance of its general industrial and trade schools 
 and the estimated amount which the city will receive from the state 
 school moneys applicable to the support of such schools. The common 
 council shall give a public hearing to such persons as wish to be heard 
 in reference thereto. The common council shall adopt such estimate and 
 after deducting therefrom the amount of state moneys applicable to the 
 support of such schools shall include the balance in the annual tax budget 
 of such city. Such amount shall be levied, assessed and raised by tax 
 upon the real and personal property liable to taxation in the city at the 
 time and in the manner that other taxes for school purposes are raised. 
 The common council shall have power by a two thirds vote to reduce or 
 reject any item included in such estimate. 
 
 “ 2. The board of education in a union free school district which main- 
 tains a general industrial or trade school shall include in its estimate of 
 anticipated expenses pursuant to the provisions of sections 9 and 18 of 
 title 8 of this act the amount that will be required to maintain such 
 schools after applying toward the maintenance thereof the amount ap- 
 portioned therefor by the commissioner of education. Such amount shall 
 thereafter be levied, assessed and raised by tax upon the taxable prop- 
 erty of the district at the time and in the manner that other taxes for 
 school purposes are raised in such district. 
 
 “ Sec. 6. Powers and duties of Commissioner of Education. .The com- 
 missioner of education shall have general supervision of such schools : 
 he shall prescribe regulations governing the licensing of the teachers 
 employed therein ; and he is hereby authorized, empowered and directed 
 to provide for the inspection of such schools, to take necessary action 
 to make effectual the provisions of this act, and to advise and assist 
 boards of education in the several cities and school districts in the estab- 
 lishment, organization and management of such schools. The sum of 
 $7,000, or so much thereof as may be necessary, is hereby appropriated 
 to the education department for the enforcement of this act, and the 
 commissioner of education is hereby empowered to create such positions, 
 to make such appointments and to fix the salary of employees as may be 
 necessary for the purposes of this act for the period of one year. 
 
 “ Sec. 7. This act shall take effect immediately.” 
 
 Chap. 263, May 18, 1908. 
 
 1288. North Dakota: See enactment No. 1430. 
 
254 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1289. North Dakota: Amending sec. 1092, Revised Codes, 1905, relative to the 
 object of the North Dakota Academy of Science. 
 
 Object of school to be “ the training of skilled workmen in the prac- 
 tical phases of applied science.” 
 
 Chap. 100 (in part), Mar. 19, 1907. 
 
 1290. Ohio: See enactment No. 653. 
 
 1291*. Oklahoma: Putting into force sec. 7, art. 13, of the constitution re- 
 quiring the teaching of the elements of agriculture, horticulture, stock 
 feeding, and domestic science in the common schools; creating a harmoni- 
 ous system of agriculture and industrial education for Oklahoma ; pro- 
 viding for the establishment of departments of agricultural instruction 
 in the state normal schools and for the chair of agriculture for schools in 
 the agricultural and mechanical college; and providing for the establish- 
 ment and maintenance of agricultural schools of secondary grade in each 
 supreme court judicial district, with branch agricultural experiment 
 stations and short courses for farmers in connection therewith. 
 
 “ Section 1. That for the purpose of carrying out the requirements of 
 the state constitution relating to the teaching of the elements of agri- 
 culture, horticulture and stock feeding, and domestic science in the com- 
 mon schools of the State, there is hereby created a state commission of 
 agricultural and industrial education, consisting of the state superin- 
 tendent of public instruction, who shall be chairman thereof; the 
 president of the state board of agriculture, and the president of the 
 agricultural and mechanical college, each of whom shall serve without 
 additional pay. Said commission shall conform to the rulings of the 
 state board of education, shall cooperate with all state normal schools, 
 the agricultural and mechanical colleges, and the state board of agri- 
 culture, and said boards and institutions are hereby required to cooperate 
 with the state commission of agricultural and industrial education as far 
 as practicable, and without interfering with the more immediate duties 
 of said boards and institutions. Said commission shall make a report in 
 writing to the governor at least thirty days prior to the regular sessions 
 of the legislature including the work done under its supervision and a 
 complete account of all funds and their disbursements made in pursuance 
 of this act, together with such recommendations as may, by said board, 
 be deemed advisable. 
 
 “ Sec. 2. The elementary principles of agriculture, horticulture, animal 
 husbandry, stockfeeding, forestry, building country roads, and domestic 
 science, including the elements of economics, shall be embraced in the 
 branches taught in all the public schools of this state, receiving any part 
 of their support from this state, and these branches shall be as thor- 
 oughly studied and taught by observation, practical exercises, and the 
 use of text and reference books, and in the same manner as are other 
 like required branches in said public schools. 
 
 “ Sec. 3. The state superintendent of public instruction shall investi- 
 gate and determine the character, extent and cost of courses of instruc- 
 tion in the branches provided for in this act, including manual training 
 adapted to the different schools; and through bulletins and public 
 addresses give information to school boards and communities as to the 
 courses and character of instruction which have proved most satisfactory 
 and best adapted to various schools. He shall determine and give infor- 
 mation as to where the most thoroughly trained and best equipped 
 teachers of subjects named in this act may be found, and shall formulate 
 and recommend plans for the organization of training and normal 
 schools for the preparation of teachers of said subjects. lie shall, in all 
 proper ways, seek to awaken an active interest among teachers in the 
 subjects required to be taught in this act and shall, in all proper ways, 
 awaken public sentiment to the importance of teaching said subjects in 
 the common schools and all public schools with efficiency and success, 
 and shall make such investigations as may be necessary for the proper 
 performance of his duties as prescribed in this act. 
 
 “ Sec. 4. All county superintendents of education shall file a written 
 report with the president of the state board of education annually at 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 255 
 
 such time as the president of said board may require, concerning the 
 cost, character and extent of such courses of instruction in the branches 
 provided to be taught in this act, in their respective counties, together 
 with such reports on work done and suggestions in relation thereto as 
 the president of the state board of education may require. 
 
 “ Sec. 5. After July 1st, 1909, no person shall teach and no certificate 
 will be granted to an applicant to teach, in the public schools receiving aid 
 from this state, who has not passed a satisfactory examination in the 
 elements of agriculture and allied branches mentioned in this act. It 
 shall be the duty of teachers in all schools receiving aid from the state 
 to file quarterly, or at such times as the county superintendent may 
 require, a written report from the county superintendent of public instruc- 
 tion of their respective counties, in full detail, of any progress or work 
 done in the different branches required to be taught under the terms of 
 this act, together with such recommendations as they may deem advisable, 
 and such other information as the county superintendent may require. 
 Any teacher, whose duty it is to instruct in branches required to be 
 taught by this act, who fails or neglects to comply with the provisions of 
 this act, shall be discharged. 
 
 “ Sec. 6. The state normal schools, and like schools to be hereafter 
 created, shall lend specific assistance in carrying out the work of instruc- 
 tion in the elements of agriculture and allied branches named in this act, 
 in the same manner as teachers are prepared for other required subjects 
 and shall render such cooperation and active support through their 
 respective presidents, officers, and teachers as will best contribute to the 
 successful introduction and support of a successful system of agricul- 
 tural and industrial education for the schools of the state. There shall 
 be established in each of the state normal schools, located or to be here- 
 after located, a department to be known as the department of agricul- 
 tural and industrial education, with a professor in charge, which shall 
 give such instruction in the regular course or courses, as may be deemed 
 necessary for the instruction of teachers in the public schools of the 
 state. For the purpose of establishing such departments there is hereby 
 appropriated out of the treasury for the maintenance, support, and equip- 
 ment of said departments the sum of two thousand five hundred dollars, 
 or so much thereof as may be necessary, for each of said departments 
 established in pursuance of this act in the three existing normal schools. 
 
 “ Sec. 7. The agricultural and mechanical college shall be the technical 
 head of the agricultural, industrial, and allied science system of education, 
 and its president, professors and employees shall lend such assistance in 
 carrying out the objects, aims, and purposes of the state constitution 
 requiring the teaching of agriculture and allied practical subjects as 
 shall not conflict with the immediate duties incumbent on them in said 
 institution. 
 
 “ Sec. 8. There is hereby created the chair of agriculture for schools, 
 who shall be a member of the faculty of the agricultural and mechanical 
 college, whose duty shall be to direct and advise in all matters relating 
 to the teaching of agriculture and allied subjects in the common schools, 
 under the supervision of the president of the agricultural and mechanical 
 college, and he shall be paid from the funds of the agricultural and 
 mechanical college. He shall visit the schools, the teachers’ institutes, 
 the summer normal schools, and the state normal schools, advise with 
 the teachers and officers concerned, and plan such means of cooperation 
 in the improvement of methods, appliances, the use of seeds, plants, and 
 trees as may from time to time be necessary, and shall prepare, print 
 and distribute such leaflets and other literature as may be helpful to 
 teachers and pupils concerned or engaged in teaching industrial, prac- 
 tical, and scientific subjects bearing on technical and practical agriculture 
 and its allied branches. 
 
 “ Sec. 9. It shall be the duty of the agricultural and mechanical col- 
 lege, under the board of agriculture, (ex officio board of regents of said 
 institution) to carry on all natural history surveys, soil surveys, mineral 
 and forestry surveys that are now provided for by the laws of the state, 
 or that may hereafter be provided for, and it shall be the duty of said 
 agricultural and mechanical college to cooperate with the National De- 
 partment of Agriculture in carrying out the surveys herein mentioned, 
 and in the construction of country roads, and in all ways and by all 
 
256 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 means to supply the schools and the people with agricultural, industrial, 
 and technical facts demanded by the spirit of this act. 
 
 “ Sec. 10. Any student having completed the regular four years’ course 
 of study of the agricultural and mechanical college and receiving a 
 diploma from said college, shall be granted a permanent teachers’ certifi- 
 cate of fiist grade by the state superintendent of public instruction, when 
 application for such certificate has been duly made and approved by the 
 state commission of agricultural and industrial education. 
 
 “ Sec. 11. The state commissioners of agricultural and industrial edu- 
 cation, with the assistance of such experts in agricultural education as 
 may be secured from the State and National Departments of Agriculture, 
 shall have the authority and it shall be their duty to prepare a detailed 
 course of study in the elements of agriculture and allied subjects, domes- 
 tic science, and economics adapted to the needs of instruction in the 
 elementary and secondary schools of the State. The commission shall 
 prepare a syllabus of the course of study in each subject, in such detail 
 and with such elaboration of the body of knowledge to be considered as 
 may be necessary for the organization and administration of the proper 
 courses of instruction in said branches. In preparing the courses of 
 study required to be taught by this act, any of said subjects may be 
 combined in one text-book so they will be adaptable to the various schools 
 in which they are taught, at the same time, so far as possible, giving 
 practical educational values to each subject. Upon the satisfactory com- 
 pletion of said course of study, as evidenced by a diploma or certificate 
 signed by the county superintendent, pupils shall be admitted to the sub- 
 freshman or higher class of the agricultural and mechanical college with- 
 out further examination. It shall be the duty of the president of the 
 agricultural and mechanical college each year to send to each school in 
 this State, where such branches as required by this act are taught, a 
 catalogue, and upon application to furnish said schools such other infor- 
 mation as may be desired relative to said college. Such catalogues and 
 other information shall be kept in each school for reference. 
 
 “ Sec. 12. It shall be the duty of the state superintendent of public 
 instruction to secure at least twice a year, a set of examination questions 
 in all the studies required for admission to the agricultural and mechan- 
 ical college, and he shall send a printed list of same to each county 
 superintendent, which shall be used in examining candidates who may 
 desire to enter said college. 
 
 “ Sec. 13. It shall be the duty of the county superintendent to give 
 public notice of the examination provided for in the preceding section at 
 the time of all regular teachers’ examinations, and to submit such ques- 
 tions to any candidate who may desire to enter the agricultural and 
 mechanical college. The examinations shall be conducted in the same 
 manner as are regular teachers’ examinations of the county. The work 
 of each and every candidate, together with the name and address, shall 
 be forwarded by the state superintendent within ten days from the date 
 of the examination, and by him to the president of the college, who shall 
 examine and grade the answers, and report to the candidate as soon as 
 possible, after the receipt of the paper, the result of the examination. 
 An average grade of seventy per cent in each branch will admit the can- 
 didate to the agricultural and mechanical college without further exami- 
 nation. 
 
 “ Sec. 14. There shall be established in each of the supreme court judi- 
 cial districts a district agricultural school of secondary grade for instruc- 
 tion in agriculture and mechanics and allied branches, and domestic sci- 
 ence, and economics, with courses of instruction leading to the agricul- 
 tural and mechanical college, and the state normals. At least two of 
 said agricultural schools shall be located and established, beginning July 
 nineteen hundred eight, and every two years thereafter, until one of said 
 agricultural schools shall have been provided for in each supreme court 
 judicial district; provided, that each of said agricultural schools shall be 
 provided with not less than eighty acres of land without cost to the state 
 and deeded in perpetuity to the state. The location, operation, and equip- 
 ment of said agricultural schools shall be under the administration of the 
 state commission of agricultural and industrial education, subject to the 
 approval of the board of agriculture. 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 257 
 
 “ Sec. 15. There shall be an experimental farm, operated by each of said 
 agricultural schools, on which careful trials shall be made of the best 
 fruits, vegetables, flowers, field and forage crops, fertilizers, and stock 
 feeds for that section, as well as the systems of dairying, drainage, irriga- 
 tion and farm management that may be considered of practical value and 
 adapted to the needs of the people in such supreme court judicial dis- 
 tricts ; provided that each district agricultural school shall make at least 
 one report annually to the governor of the State covering all work done, 
 its cost, the results, and the probable value of such experiments, which 
 report shall be published for free distribution to farmers, fruit and 
 vegetable growers and stockmen in the supreme court judicial district 
 in which said school is located. 
 
 “Sec. 16. There shall be held annually by each of said agricultural 
 schools a farmers’ short course extending over at least one week and 
 embracing practical and elementary scientific instruction in those branches 
 of agriculture that may be deemed most important in the supreme court 
 judicial district in which any such agricultural school is located at the 
 time such course of instruction is to be provided, including a course in 
 domestic economy, canning, preserving and cooking. There shall be no 
 fees charged for attendance on these practical courses of instruction 
 and no entrance examinations may be required ; provided, that all citizens 
 of the white race over fifteen years of age shall be entitled to admission 
 to such courses. 
 
 “ Sec. 17. No courses of instruction shall be offered in such agricultural 
 schools other than industrial courses, but this shall not exclude teaching 
 the common school branches, the languages, manual training, manufac- 
 ture, the sciences, and other necessary studies as subjects in the industrial 
 courses. 
 
 “ Sec. 18. There is hereby appropriated out of the building fund of 
 the state treasury for the purpose of erecting the necessary building or 
 buildings, for the first two schools, the sum of twenty thousand dollars 
 for each school, and out of the state treasury for the maintenance and 
 support of such school the sum of twelve thousand dollars for each 
 school per annum for maintenance during the first year ; provided, that 
 one-fourth of the sum herein appropriated for the support and mainte- 
 nance of such schools shall be expended in developing agricultural experi- 
 ment in field, barn, orchard, shops, and garden of practical value to 
 students of the school and to farmers of the supreme court judicial dis- 
 trict in which such school may be located. 
 
 “ Sec. 19. The state commission of agricultural and industrial educa- 
 tion is hereby authorized, subject to the approval of the board of agri- 
 culture, to advertise for plans and specifications and to contract under 
 the terms of this act for the construction of such buildings subject to 
 such laws as are in force governing the advertising for plans and speci- 
 fications and the construction of other public buildings. 
 
 “ Sec. 20. All acts and parts of acts in conflict herewith are hereby 
 repealed. 
 
 “ Sec. 21. An emergency is hereby declared, by reason whereof it is 
 necessary for the immediate preservation of the public peace and safety 
 that this act take effect from and after its passage and approval.” 
 
 Chap. 3, S. B. 109, p. 13, May 20, 1908. 
 
 1292. Oklahoma: Establishing an industrial institute and college for girls, 
 and providing for its location and government. 
 
 Chap. 70, S. B. 249, p. 614, May 16, 1908. 
 
 1293. Wisconsin: Creating secs. 926 — 22 to 926 — 30, inclusive, Statutes, 1898, 
 providing for the establishment and maintenance of trade schools. 
 
 “ Section 926 — 22. Any city in the State of Wisconsin or any school 
 district having within its limits a city desiring to establish, conduct and 
 maintain a school or schools for the purpose of giving practical instruc- 
 tion in the useful trades to persons having attained the age of sixteen 
 years, as a part of the public school system of such city, is empowered 
 to do so by complying with the provisions of sections 926—23 to 926 — 30, 
 inclusive, statutes of 1898. 
 
 63470—09 17 
 
258 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ 926 — 23. Such trade school or schools shall be under the supervision 
 and control of the school boards of the respective cities or school districts 
 in which they may be located. 
 
 “ 926 — 24. The school board of every such city or school district is 
 given full power and authority to establish, take over and maintain a 
 trade school or schools, equip the same with proper machinery and tools, 
 employ a competent instructor or instructors, and give practical instruc- 
 tion in one or more of the common trades. Such a trade school shall not 
 be maintained, however, unless there be an average enrollment of at 
 least thirty scholars. 
 
 “ 926 — 25. Whenever any school board shall have established or taken 
 over an established trade school, such school board may prepare the 
 courses of study, employ instructors, purchase all machinery, tools and 
 supplies, purchase or lease suitable grounds or buildings for the use of 
 such school and exercise the same authority over such school which it 
 now has over the schools under its charge. 
 
 “ 926 — 26. Whenever any school board shall have established or taken 
 over an already established trade school or schools it may appoint an 
 advisory committee, to be known as the committee on trade schools, con- 
 sisting of five citizens, not members of the school board, each of whom 
 is experienced in one or more of the trades to be taught in the school 
 or schools, to assist in the administration of the trade school or schools 
 located in that city, which committee shall be appointed by the presi- 
 dent of such school board with the approval of a majority of the board. 
 Such committee shall have authority, subject to the approval and ratifi- 
 cation of the school board, to prepare courses of study, employ or dis- 
 miss instructors, purchase machinery, tools and supplies, and purchase or 
 rent suitable grounds or buildings for the use of such trade schools. 
 When any such committee on trade schools is appointed two of its orig- 
 inal members shall be appointed for the term of one year, another two 
 for the term of two years, and the fifth member for a term of three 
 years, and thereafter, each member of said committee shall be appointed 
 for the term of two years. In case of any vacancy during the term of 
 any member of said committee, said school board shall fill such vacancy 
 by appointment for such unexpired term. 
 
 “ 926 — 27. Students attending any such trade school may be required to 
 pay for all material consumed by them in their work in such school at cost 
 prices or in lieu thereof the school board may establish a fixed sum to be 
 paid by each student in each course which sum shall be sufficient to cover, 
 as nearly as may be, the cost of the material to be consumed in such 
 course ; any manufactured articles made in such school may be disposed 
 of at the discretion of the school board, and the proceeds shall be paid 
 into the trade school fund. 
 
 “ 926 — 28. Whenever any such school board shall have decided to estab- 
 lish a trade school or schools, or to take over one already established, 
 under the provisions of this act, a tax, not exceeding one half of one mill 
 on the total assessed valuation of such city shall 'be levied, upon the requi- 
 sition of the school board, as other school taxes are levied in such city ; 
 the fund derived from such .taxation shall be known as the trade school 
 fund, shall be used in establishing and maintaining a trade school or 
 trade schools in such city, shall not be diverted or used for any other 
 purpose whatsoever, and may be disposed of and disbursed by the school 
 board of such city in the same manner and pursuant to the same regula- 
 tions governing the disposition and disbursement of regular school funds 
 by such boards. 
 
 “926 — 29. Any school board desiring to avail itself of the provisions of 
 this act, may, before the trade school fund herein provided for becomes 
 available, establish, take over, equip and maintain a trade school or 
 schools out of the regular school funds which may be at the disposal of 
 such school board, provided, however, that all moneys used for these pur- 
 poses out of the regular school funds shall be refunded within three years 
 from the trade school fund. 
 
 “926 — 30. 1. When the school board of any city of the second, third 
 or fourth class, or the school board of any school district having within 
 its limits such a city, shall determine to establish, take over, conduct or 
 maintain such trade school, it shall publish notice of its intention so to 
 do with a copy of the resolution or order expressing such determination 
 
TECHNICAL AND INDUSTRIAL EDUCATION. 
 
 259 
 
 once each week for four successive weeks in a newspaper published in 
 said school district and shall take no further steps in said matter until 
 the expiration of thirty days from the date of the first publication. 
 
 “2. If within such thirty days there shall be filed with the clerk of 
 such city a petition signed by a number of electors of the school district 
 equal to twenty per centum of the number of votes cast in said city at the 
 last municipal election praying that the question of the establishment, 
 taking over, conduct and maintenance of such trade school shall be sub- 
 mitted to the vote of the electors of such school district, the city clerk 
 shall at the earliest opportunity lay such petition before the common 
 council. The common council shall thereupon at its next regular meeting 
 by resolution or ordinance direct the city clerk to call a special election 
 for the purpose of submitting such question to the electors of such city 
 and school district. 
 
 “ 3. Such election shall be noticed and conducted and canvassed in ac- 
 cordance with the provisions of section 943, statutes of 1898. All electors 
 within the territory constituting such school district, qualified to vote at 
 any election pertaining to school district matters shall be entitled to vote. 
 
 “4. If any of said school districts shall be beyond the limits of such 
 city, the city clerk shall immediately upon the passage of the resolution 
 or ordinance by the city council ordering such election, transmit a copy 
 thereof to the clerk of the town or towns of which such territory is con- 
 stituted. The clerk or clerks of said towns shall thereupon cause a notice 
 of such election to be given and such election to be held and canvassed as 
 provided in section 943. 
 
 “ 5. If a majority of the ballots cast in such school district shall be in 
 favor of the establishment, taking over, conducting and maintenance of 
 such trade school, then such board shall proceed as heretofore provided 
 to establish, take over, conduct and maintain such trade school. But if a 
 majority shall vote against such proposition to establish, take over, con- 
 duct and maintain a trade school, the board shall take no further steps 
 towards such end. 
 
 “ 6. If no petition to submit such proposition to establish, take over or 
 maintain a trade school to the vote of the electors shall be filed with the 
 city clerk within thirty days after the first publication of the notice of 
 the determination of the school board to take such action, then such 
 school board may proceed as hereinbefore provided without submitting 
 such proposition to the electors of the district.” 
 
 Chap. 122, May 22, 1907. 
 
 1294. Wisconsin: Creating sec. 490m of the Statutes, relating to the establish- 
 ment of technical schools and colleges by cities. 
 
 Cities may establish technical schools ; referendum. 
 
 Chap. 344, June 24, 1907. 
 
 1295. Wisconsin: Amending sec. 10, chap. 288, Laws, 1901, as amended by 
 chap. 143, Laws, 1903 (sec. 5531, Statutes), relative to the number of 
 county schools of agriculture and domestic economy. 
 
 Increasing the maximum number of schools to be established from 
 four to eight. 
 
 Chap. 540, July 10, 1907. 
 
 1296. Wisconsin: Creating secs. 392m to 392t, inclusive, Statutes, 1898, relative 
 to the establishment of a state mining trade school and making an 
 appropriation therefor. 
 
 Providing for the establishment of the Wisconsin mining trade school 
 at Platteville, to teach the science, art, and practice of mining and the 
 application of machinery thereto, said school to be under the control 
 and management of a board of three members, known as the Wisconsin 
 mining school board. Providing for the appointment of members, term, 
 compensation, organization, procedure, powers, and duties of the board. 
 Prescribing branches to be taught. Requiring consultation with dean 
 of college of enginering at University of Wisconsin as to course of study. 
 Prohibiting fees to residents of State and contraction of debt by college. 
 Appropriating $30,000. 
 
 Chap. 573, July 11, 1907. 
 
260 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 P. HIGHER EDUCATIONAL INSTITUTIONS. 
 
 (a) General. 
 
 1297. Florida: Providing for the erection of a statue of Edmund Kirby Smith 
 in the national Statuary Hall in Washington and providing for a com- 
 mission. 
 
 (Formerly chancellor of the University of Nashville and professor of 
 mathematics in the University of the South.) 
 
 Chap. 5714 (act No. 119), May 20, 1907. 
 
 D 1298. Illinois (1908) : A student supporting himself entirely by his own 
 efforts, not subject to parental control, and who regards the place 
 where the college is situated as his home, even though he may at some 
 future time intend to remove, is entitled to vote. — Welch v. Shumway, 
 83 N. E., 549 ; 232 111., 54. 
 
 A student is presumed not to have the right to vote, and, if he at- 
 tempts to do so, the burden is on him to prove his residence. — Ibid. 
 
 The fact that a student has borrowed money from his parents to help 
 him through college weakens his claim to a residence in a college town, 
 unless it be shown to be a purely business proposition between himself 
 and his parents. — Ibid. 
 
 D 1299. Michigan (1908) : A university athletic association representing the 
 students and its officers, in building a stand for a football game on the 
 athletic field belonging to the university, does not represent the uni 
 versity board of regents so as to make such board, rather than the 
 association and its officers, the proper party defendant in an action for 
 injury to a spectator at the game from collapse of the stand, though the 
 graduate director of the association, who, by its constitution, is a member 
 of its finance committee, and who also exercises such powers and per- 
 forms such duties as its board of control may determine and require, is 
 paid for his services as adviser of the association’s athletic policy by the 
 regents, and his position of graduate director is dependent on his en- 
 gagement with the regents, and though he applied to the committee on 
 buildings and grounds for permission to build the stand and received 
 the permission from it ; the stand and all other structures on the field 
 being paid for out of the funds of the association, which receives and 
 disburses its money without control by the regents, except that they 
 require a proper auditing of accounts. — Scott v. University of Michigan 
 Athletic Association et al., 116 N. W., 624. 
 
 1300. Oklahoma: See enactment No. 1/3. 
 
 1301. Virginia: See enactment No. 52. 
 
 1302. West Virginia: Amending and reenacting sec. 57, chap. 29, Code, 1903, 
 as amended and reenacted by chap. 35, Acts, 1905, relating to property 
 exempt from taxation. 
 
 Exempting one-half acre of land, and buildings used by college or 
 university society for literary hall, dormitory, or club room, when not 
 leased for profit. 
 
 Chap. 75, Feb. 20, 1907. 
 
 (b) Finance; Lands; Support. 
 
 The leading characteristic of the legislation relating to the general 
 financial policy of the States toward their higher educational institu- 
 tions is clearly one of increased liberality. The proposed amendment 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 261 
 
 to the constitution of Florida (1307) ; the increased millage for the 
 University of Michigan (1320) ; the increased appropriation for the 
 University of Oregon (1341) are representative. While not classi- 
 fied here, the general appropriation acts of nearly all of the States 
 bear out this conclusion of continued generosity toward the higher 
 educational interests. 
 
 1303. Alabama: Providing for the payment of deferred interest on land fund 
 for the Alabama Girls’ Industrial School. 
 
 Act No. 159, p. 235, Feb. 28, 1907. (Sec. 1932, Code, 1907.) 
 
 1304. Arizona: Amending tit. 65, Revised Statutes, 1901, relative to school 
 lands. 
 
 Amending so as to permit and authorize the board of education of the 
 Tempe Normal School to take possession and control of a certain section 
 of school land. 
 
 Chap. 52, Mar. 18, 1907. 
 
 1305. Colorado: Transferring 10 per cent of the proceeds of the principal of 
 the land fund belonging to the State Agricultural College to the credit 
 of the college fund, and authorizing the expenditure by the state board 
 of agriculture of the said 10 per cent for the purchase of lands for sites 
 or experimental farms in connection with the State Agricultural College. 
 
 Chap. 221, Apr. 3, 1907. 
 
 1306. Delaware: Providing for the purchase of a farm for experimental pur- 
 poses in the interest of agriculture. 
 
 Authorizing the issuance of bonds to the amount of $20,000 ; also creat- 
 ing a special commission. 
 
 Chap. 50, Mar. 29, 1907. 
 
 1307. Florida: Proposing an amendment to art. 12 of the state constitution, 
 1885, relative to education, by adding sec. 16, providing for the levy of 
 a special tax for the support and maintenance of the University of the 
 State of Florida, the Florida Female College, the institute for the blind, 
 deaf, and dumb, and the colored normal school. 
 
 Requiring special state levy of 1 mill. 
 
 Jt. Res. No. 2, p. 768, June 3, 1907. 
 
 1308. Florida: Making appropriation for the construction and repair of build- 
 ings, laying out and maintenance of grounds, and for the support and 
 maintenance of state institutions of higher education created and 
 required to be maintained by chap. 5384, Acts, 1905, known as the 
 University of Florida, the Florida Female College, the institute for the 
 blind, deaf, and dumb, and the colbred normal school ; providing for the 
 payment of any interest deficit on the 3 per cent bonds held for the 
 benefit of any of said institutions under the said act and the act of 
 Congress of July 2, 1862, and for the payment of any unpaid debts of 
 the institutions abolished or established under the act known as chap. 
 5384, Acts, 1905, aforesaid, under the provisions thereof. 
 
 Chap. 5602 (act No. 7), May 30, 1907. 
 
 1309. Florida: Requiring the state board of education to deed to the city of 
 Lake City, for educational purposes, the lands held for and used by the 
 University of Florida, formerly located at Lake City, and making an 
 appropriation of $15,000 to pay to the city of Lake City the amount 
 claimed by the said city under the provisions of chap. 5384, Acts, 1905. 
 
 Chap. 5659 (act No. 64), May 27, 1907. 
 
262 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1310. Idaho: Amending sec. 2, p. 419, Laws, 1905, creating and establishing 
 the scientific school fund, providing that moneys received into the state 
 treasury from certain sources shall be placed in and constitute such fund, 
 and appropriating all of the moneys credited thereto during the years 
 1905 and 1906 for the support and maintenance of the college or depart- 
 ment of arts of the University of Idaho. 
 
 Making perpetual the operation of said act after first Monday of 
 January, 1907. 
 
 S. B. 27, p. 26, Feb. 19, 1907. 
 
 1311. Idaho: Amending sec. 2, p. 420, Laws, 1905, creating and establishing the 
 agricultural-college fund, providing that moneys received into the state 
 treasury from certain sources shall be placed in and constitute such fund, 
 and appropriating all of the moneys credited thereto during the years 
 1905 and 1906 for the support and maintenance of the college or depart- 
 ment of arts of the University of Idaho. 
 
 Extending time of operation of act for two years, or until first Monday 
 of January, 1909. 
 
 S. B. No. 28, p. 27, Feb. 19, 1907. 
 
 1312. Idaho: Providing for the issuance and sale of state bonds for the Uni- 
 versity of Idaho. 
 
 Authorizing issuance of $50,000 bonds for rebuilding and equipment. 
 Providing fund by annual tax levy for payment of interest and principal. 
 
 H. B. No. 65, p. 153, Mar. 7, 1907. 
 
 1313. Idaho: Providing for the issuance and sale of state bonds for the con- 
 struction of additional buildings at the Academy of Idaho. 
 
 Authorizing issuance of bonds to the amount of $21,000 and creating 
 sinking fund. 
 
 H. B. No. 79, p. 135, Mar. 7, 1907. 
 
 1314. Idaho: Providing for the issuance and sale of state bonds for the Uni- 
 versity of Idaho. 
 
 Authorizing issuance of $120,000 bonds for rebuilding and equipment. 
 Providing fund by annual tax levy for payment of interest and principal. 
 
 H. B. No. 218, p. 144, Mar. 7, 1907. 
 
 D 1315. Idaho (1905) : Under act of Congress, Feb. 18, 1881, and the amend- 
 ment thereof, granting to the territory 72 sections of land for university 
 purposes, and under Admission Act of Idaho (act July 3, 1890, 26 Stat., 
 216, c. 656), secs. 5, 8, constitution, art. 9, sec. 4, providing that the public 
 school fund of the State shall consist of the proceeds of such lands as 
 have been granted by the General Government and known as school 
 lands, and lands acquired by gift from other persons, the interest on the 
 proceeds of such lands can not be used for the erection or equipment of 
 university buildings or buildings connected therewith, but can be used 
 only in the support of said university, in the payment of current expenses 
 and charges for conducting the same. — Roach v. Gooding, 81 P., 642. 
 
 1316. Iowa: Making appropriation for the state college of agriculture and 
 mechanic arts, the state university, and the state normal school. 
 
 Making fixed annual appropriations for each of the several institutions. 
 
 Chaps. 212, 213, 214, and 215, Apr. 10, 1907. 
 
 1317. Kansas: Repealing sec. 9, chap. 135, Laws, 1873, and fixing the com- 
 pensation of the board of regents of the university, of the state agricul- 
 tural college, and of the state normal school. 
 
 Providing that the members of such boards shall receive $5 per day of 
 actual employment, and reimbursement for transportation and hotel ex- 
 penses. 
 
 Chap. 208, Mar. 5, 1907. 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 263 
 
 1318. Louisiana: Resolving tliat public boards and officials shall be held to 
 a rigid accountability in the matter of their expenditures, and that in no 
 instance are they authorized to contract indebtedness beyond the amounts 
 appropriated to them or to divert money appropriated by the legislature 
 to one item of expense in order to make up deficiencies in another ; re- 
 solving further that the chairman of the finance committee of the sen- 
 ate and the chairman of the appropriations committee of the house be re- 
 quested and authorized to visit, prior to the next session, the various 
 public institutions, in order to ascertain their needs and whether the 
 letter and spirit of these resolutions have been observed. 
 
 Act No. 303, July 9, 1908. 
 
 1319. Michigan: Authorizing the withdrawal from sale of the agricultural 
 college lands in the counties of Iosco and Alcona, such lands to be held 
 as a forest reserve for the benefit of said college, and defining the perma- 
 nent use thereof. 
 
 Reserve to be used for instruction of students and practice of forestry 
 students. Contracts for timber. Fire protection. (See also act No. 93, 
 May 16, 1907.) 
 
 Act No. 299, June 27, 1907. 
 
 1320. Michigan: Amending sec. 1, act No. 32, Acts, 1873, repealing act of 
 Mar. 15, 1867 (secs. 3506 and 3507, Compiled Laws, 1871), as amended 
 by act No. 102, Acts, 1899, extending aid to the university. 
 
 Increasing mill tax from one-fourth to three-eighths of a mill. 
 
 Act No. 303, June 28, 1907. 
 
 1321. Minnesota: See enactment No. 
 
 1322. Mississippi : Making an appropriation for the support, repairs, additional 
 buildings, improvements, and equipment of the industrial institute and 
 college. • 
 
 Conditions imposed upon appropriation for support fund that the an- 
 nual salary for the president shall not be in excess of $3,500, and that, 
 from and after Sept. 30, 1908, “ the principals of the various chairs and 
 heads of departments shall receive the same salary as paid in 1906.” 
 
 Sec. 1, chap. 7, Mar. 17, 1908. 
 
 1323. Mississippi : Making an appropriation for the support, repairs, additional 
 buildings, improvements, and equipment of the agricultural and mechan- 
 ical college. 
 
 Conditions imposed upon appropriation for support fund that the an- 
 nual salary of the president shall not be in excess of $3,500, and that, from 
 and after Sept. 30, 1908, the principals of the various chairs and the 
 heads of department shall receive the same salary as paid in 1906. 
 
 Sec. 1, chap. 8, Mar. 20, 1908. 
 
 1324. Mississippi: Proposing the reduction of the salaries of the chancellor 
 of the university, the president of the industrial institute and college and 
 the president of the agricultural and mechanical college. 
 
 “ Whereas, the annual salary of the governor of the State of Mississippi 
 is forty-five hundred dollars ($4,500), and 
 
 “ Whereas, the annual salaries of the judges of the supreme court of 
 Mississippi is forty-five hundred dollars ($4,500) and 
 
 “ Whereas, the maximum salary paid to any other state official is 
 thirty-five hundred dollars ($3,500), and 
 
 “ Whereas, the heads of the above three named institutions receive as 
 annual salaries five thousand dollars ($5,000), forty-five hundred dollars 
 ($4,500), and forty-five hundred dollars ($4,500) respectively, and 
 
264 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 “ Whereas, the head of each said institution is furnished by the State 
 an elegant home for himself and family, his salary thereby being in- 
 creased so as to exceed- that paid by the State to any of its public ser- 
 vants, not even excepting the judges of our supreme court, and 
 
 “ Whereas, the salary paid the heads of the said institutions is entirely 
 out of proportion to the responsibility and dignity of the position held 
 when compared to salaries paid other public servants, 
 
 “ Therefore he it resolved, That it is the sense of the house, the senate 
 concurring therein, that the annual salary paid to the heads of said in- 
 stitutions shall be as follows: 
 
 “The chancellor of the university, thirty-five hundred dollars ($3,500). 
 “ The president of the Agricultural and Mechanical College of Missis- 
 sippi, thirty-five hundred dollars ($3,500). 
 
 “ The president of the Industrial Institution and College of Mississippi, 
 thirty-five hundred dollars ($3,500).” 
 
 H. Con. Res. No. 46, chap. 290, Feb. 28, 1908. 
 
 1325. Missouri: Authorizing county courts to establish and maintain agricul- 
 tural experiment stations, with the aid and cooperation of the state agri- 
 cultural experiment station, and authorizing county courts to lease and 
 purchase land for the use of such stations. 
 
 H. B. No. 691, p. 206, Mar. 18, 1907. 
 
 D 1326. Montana (1906) : Constitution, art. 11, see. 12, provides that the funds 
 of all state institutions of learning shall forever remain inviolate, and 
 shall be respectively invested under such regulations as may be prescribed 
 by law, and that the interest from such invested funds, etc., shall be de- 
 voted to the maintenance and perpetuation of such respective institutions ; 
 and laws, 1905, p. 5, sec. 5, provides that the state treasurer shall keep 
 all moneys derived from the sale of timber from lands granted in aid of 
 the state normal school in a separate fund, from which he shall pay the 
 interest on certain normal school bonds as it accrues and the principal at 
 maturity. Held, that as soon as the treasurer receives any money from 
 the sale of normal school lands or timber, payable into the normal school 
 fund, he is required to invest the same, and is authorized only to use the 
 interest and the rents from leased lands for the maintenance of the 
 school. — State v. Rice, 83 P., 874. 
 
 D 1327. Montana (1907) : The Montana legislature must act in subordination 
 to the state constitution in executing the authority intrusted to it by 
 Congress in enabling act Feb. 22, 1889, chap. 180, sec. 17, 25 Stat., 676, 
 which granted certain public lands to the State for a normal school, to 
 be held, appropriated, and disposed of exclusively for that purpose, in 
 such manner as the legislature should provide. Judgment (Mont., 1906) 
 83 P., 874, afiirmed.— State of Montana v. Rice, 27 S. Ct., 281 ; 204 U. S., 
 291 ; 51 L. Ed., 490. 
 
 1328. Nebraska: Appropriating to the use of the state university the proceeds 
 of the 1-mill university tax for the years 1907 and 1908 and so much 
 of the proceeds of the 1-mill university tax for the years 1905 and 1906 
 as was not appropriated by the twenty-ninth session of the legislature. 
 
 Chap. 151, Apr. 9, 1907. 
 
 D 1329. Nebraska (1906) : The money donated by the United States to the 
 University of Nebraska by act of Congress of March 2, 1887, chap. 314, 
 sec. 1, 24 Stat., 440 (U. S. Comp. Stat., 1901, p. 3218), and acts supple- 
 mental thereto, known as the “ experimental-station ” fund, may be ex- 
 pended by the regents for the purposes expressed by the donation with- 
 out any more specific legislative appropriation than that implied by 
 constitution, art. 8, sec. 2, and contained in Comp. Stat., 1905, chap. 87, 
 sec. 19 (Cobbey’s Ann. Stat., 1903, sec. 11215). — State v. Searle, 109 
 N. W., 770. 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 265 
 
 D 1330. Nebraska (1907) : Comp. Stat., 1905, chap. 87, sec. 19, providing that 
 in the year 1899 and annually thereafter a tax of 1 mill on the dollar 
 shall be levied on all of the taxable property in the State, the proceeds 
 to constitute a fund for the maintenance of the university, was not re- 
 pealed by implication of the general revenue law of 1903 (Laws, 1903. 
 1. 135, chap. 73, sec. 134), authorizing the state board to levy a 5-mill 
 tax, if necessary, for the state general fund and 1£ mills for the common 
 school fund. — State v. Searle, 112 N. W., 380. 
 
 1331. New Mexico: See enactment No. 392. 
 
 1332. New Mexico: Providing funds and making appropriations for the fifty- 
 ninth and sixtieth fiscal years. 
 
 Providing that members of the legislative assembly and the boards of 
 county commissioners may select and send indigent pupils to higher edu- 
 cational institutions, prescribing conditions, and appropriating $12,500 
 per annum. 
 
 Secs. 29-36, chap. 89, Mar. 21, 1907. 
 
 1333. North Dakota: See enactment No. 36. 
 
 1334. North Dakota: See enactment No. J/27. 
 
 1335. North Dakota: Repealing secs. 1283 and 1284, Revised Codes, 1905, 
 
 relative to expenditures and transfer of funds of state institutions, and 
 enacting a substitute. 
 
 Making it unlawful for boards of trustees, commissioners, directors, 
 regents, person, or persons having control or management of the state 
 institutions, to expend amounts in excess of appropriation, and provid- 
 ing for monthly financial reports to the governor. 
 
 Chap. 234, Mar. 19, 1907. 
 
 1336. North Dakota: Amending secs. 838, 839, 840, 841, and 842, Revised Codes, 
 1905, relative to maintenance of state educational institutions. 
 
 Adding the academy of science and the industrial school to the list of 
 state institutions. Reapportioning the amount derived from the 1-mill 
 tax among the various institutions : University, thirty-three one-hun- 
 dredths (formerly forty) ; agricultural college, twenty one-hundredths; 
 Valley City normal school, fifteen one-hundreths (formerly twelve) ; 
 Mayville normal school, thirteen one-hundredths (formerly twelve) : 
 school for the deaf, six one-hundredths (formerly thirteen) ; school of 
 forestry, two one-hundredths (formerly three) ; academy of science, four 
 one-hundredths; industrial school, seven one-hundredths. 
 
 Minor amendments of manner of appropriation and time of payment. 
 
 Chap. 107, Mar. 6, 1907. 
 
 1337. North Dakota: Requiring persons in charge of state institutions to make 
 annual inventory of property therein. 
 
 Chap. 235, Mar. 8, 1907. 
 
 1338. Oklahoma: Making an appropriation for the expenses of the regents of 
 the various state institutions. 
 
 Appropriating $5,000. Fixing salary of members of boards of regents 
 of the several state institutions at $3 per diem, while actually engaged, 
 maximum of five days in any month ; mileage, 3 cents. 
 
 Chap. 5, S. B. 353, p. 79, May 22, 1908. 
 
 1339. Oklahoma: Relating to certain tax-levy funds accumulated to the credit 
 of the agricultural and mechanical college. 
 
 Appropriating balance for the payment of premiums for fire insurance 
 on buildings. 
 
 Chap. 5, H. B. 651, p. 84, May 26, 1908. 
 
266 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1340. Oklahoma: To provide for the division and distribution of the income, 
 rentals, interest, and proceeds from certain lands among certain educa- 
 tional institutions, and making appropriations of such funds in pursu- 
 ance thereof; designating a name by which such fund shall hereafter 
 be known. 
 
 Stipulating basis of division of income from section 13 lands among 
 the several state educational institutions. 
 
 Chap. 34, S. B. 232, p. 395, May 10, 1908. 
 
 1341. Oregon: Amending sec. 3529, B. and C., 1901, relative to appropriations 
 for the support of the university. 
 
 Increasing permanent annual appropriation from $47,500 to $125,000. 
 
 Chap. 64, Feb. 20, 1907. 
 
 1342. South Dakota: Directing the board of regents of education to make 
 selections of state or school lands for experimental-farm purposes. 
 
 Chap. 229, Mar. 7, 1907. 
 
 1343. South Dakota: Placing under the control of the board of regents of 
 education the remainder of the educational and charitable lands for the 
 support of substations for prosecuting experiments in agriculture. 
 
 Chap. 230, Mar. 7, 1907. 
 
 1344. Tennessee: See enactment No. 898. 
 
 1344a. Vermont: See enactment No. 4 50 . 
 
 1345. Vermont: Relating to appointment to scholarships in case of vacancy 
 in a senatorship. 
 
 Authorizing other senator or senators of county in which such vacancy 
 exists, or if none, the governor, to appoint and designate persons for 
 scholarships in Norwich University, University of Vermont, and Middle- 
 bury College to the same number and in the same way as if no vacancy 
 existed. 
 
 Act No. 61, Dec. 18, 1906. 
 
 1346. Virginia: Amending and reenacting sec. 1556, Code, 1904, relative to the 
 University of Virginia. 
 
 University may not issue its obligations without consent of general 
 assembly. 
 
 Chap. 257, Mar. 13, 1908. 
 
 1347. Virginia : Requiring all eleemosynary institutions, hospitals, colleges, uni- 
 versities, prisons, and reformatories to report monthly to the auditor of 
 public accounts in detail the manner in which all funds received by said 
 institutions from the Commonwealth are disbursed. 
 
 Chap. 260, Mar. 13, 1908. 
 
 1348. Virginia: Relating to student’s loan fund. 
 
 Permitting State Female Normal School, the Virginia Agricultural and 
 Mechanical College and Polytechnic Institute, the Virginia Military In- 
 stitute, the University of Virginia, and William and Mary College to draw 
 annually for five years from state treasury not to exceed 1 per cent of 
 the annual appropriation to each of said institutions for the establish- 
 ment of a fund to aid needy students. Conditions of aid. 
 
 Chap. 284 (Genl. Approp.), p. 430, Mar. 14, 1908. 
 
 1349. Washington: See enactment No. 481. 
 
 1350. Washington: See enactment No. 920. 
 
 1351. Washington: Amending secs. 1, 3, 4, 5, 6, 7, 9, 11, and 13, chap. 119, 
 Laws, 1901, creating a state board of control, and providing for the 
 government, control, and management of certain public institutions. 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 267 
 
 Providing that the state board of control shall visit annually the state 
 educational institutions (university and normal schools) and examine the 
 systems of accounting and financial management. Power to prescribe 
 uniform system of accounting. Reports to governor (sec. 3). 
 
 Sec. 3, chap. 166, Mar. 14, 1907. 
 
 1352. Washington: Repealing sundry acts relative to the University of Wash- 
 ington, and creating a state university permanent fund and a state uni- 
 versity current fund. 
 
 Chap. 168, Mar. 14, 1907. 
 
 D 1353. Washington (1907) : Act of Congress, March 2, 1867, chap. 150, 14 
 Stat., 426, which provides that “ the legislative assemblies of the several 
 territories of the United States shall not, after the passage of this act, 
 grant private charters or especial privileges, but they may by general 
 incorporation acts permit persons to associate themselves together as 
 bodies corporate for mining, manufacturing, and other industrial pur- 
 suits,” did not deprive a territorial legislature of power in amending an 
 existing charter of an educational corporation to provide that its prop- 
 erty shall be exempted from taxation. — Board of Trustees of Whitman 
 College v. Berryman, 156 F., 112. 
 
 Under U. S. Rev. Stat., sec. 1850, providing that legislative acts of 
 territories “ shall be submitted to Congress, and if disapproved shall be 
 null and of no effect,” where such an act has been on the statute books 
 for many years without any expression of disapproval by Congress, the 
 implication is warranted that it was approved . — I lid. 
 
 1354. West Virginia: Authorizing the appointment of a select legislative com- 
 mittee of five to report on all state institutions. 
 
 Plans to be presented for the grouping of like institutions under one 
 management and for a uniform system of accounting. 
 
 Jt. res. No. 21, p. 430, Feb. 22, 1907. 
 
 1355. Wisconsin: Amending sec. 1, chap. 14, Laws, 1905 (sp. sess.), relative 
 to university fund. 
 
 Authorizing until 1909 temporary transfer of not to exceed $250,000 
 from general fund to university fund. 
 
 Sec. 2, chap. 428, June 27, 1907. 
 
 D 1356. Wyoming (1907) : No particular institutions are entitled to the 
 grants and appropriations made respectively by act of Congress, July 2, 
 1862, chap. 130, 12 Stat., 503, granting lands or land scrip to the several 
 States for the endowment, support, and maintenance of at least one col- 
 lege where the leading object shall be to teach agriculture and the 
 mechanic arts, and by act of Congress, Aug. 30, 1890, chap. 841, 26 Stat., 
 417 (U. S. Comp. Stat., 1901, p. 3214), appropriating annually certain 
 sums to each State and Territory for the more complete endowment and 
 maintenance of such colleges, but the States take the property charged 
 with the duty to devote it to the purpose named. Judgment (1906) 84 P., 
 90, 14 Wyo., 318, affirmed. — State of Wyoming v. Irvine, 27 S. Ct., 613;.206 
 U. S., 278; 51 L. Ed., 1063. 
 
 (c) State Universities and Colleges.® 
 
 Of the legislation relating to state universities and colleges, the 
 following enactments are selected for special mention: Alabama 
 
 “ By the provisions of the will of Col. William F. Vilas, who died at Madison, Wis., 
 August 27, 1908, the University of Wisconsin is to be made the recipient of a fund which 
 will ultimately .amount to an immense sum— according to estimates, $30,000,000. The 
 Vilas bequest to a state institution may be considered as a memorable event in the develop- 
 ment of state institutions of higher education. The conditions of the bequest are subject 
 to acceptance by the legislature. 
 
268 STATE SCHpOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (13(50), providing for the better equipment and support of the uni- 
 versity; Kentucky (1370), reorganizing the state university; Wash- 
 ington (1388), providing for buildings for the university; Wisconsin 
 (1391), abolishing tuition fees in the law school; Wisconsin (1392), 
 establishing a college of medicine; and Wisconsin (1293, 1294), mak- 
 ing appropriations for special construction purposes at the university. 
 
 1357. Alabama: Providing for the sale and other disposition by the board of 
 trustees of the University of Alabama of such lands as have been or may 
 be selected under and by virtue of an act of Congress entitled “An act to 
 increase the endowment of the University of Alabama from the public 
 lands in said State.” 
 
 Approved Apr. 23, 1884, and ratifying and confirming former sales and 
 dispositions. 
 
 Act No. 191, p. 246, Feb. 28, 1907. (Secs. 1886 and 1888, Code, 1907.) 
 
 1358. Alabama: Providing for funds for maintenance, repairs, improvements, 
 apparatus, and additions to the medical college of Alabama. 
 
 Appropriating $45,000. Annual appropriation of $5,000 on account of 
 free students — one from each county. Appropriation not available until 
 control of college becomes vested in board of trustees of University of 
 Alabama. 
 
 Act No. 282, p. 340, Mar. 4, 1907. 
 
 1359. Alabama: Dissolving the Medical College of Alabama and constituting 
 the same as the medical department of the University of Alabama. 
 
 Act No. 289, p. 357, Mar. 6, 1907. (Sec. 1889, Code, 1907.) 
 
 1360. Alabama: Providing for the better equipment and sdpport of the Univer- 
 sity of Alabama. 
 
 “ Preamble : Whereas, reliable statistics disclose the fact that the 
 University of Alabama is poorly equipped materially and inadequately 
 supported financially ; and whereas it is generally conceded that the 
 limit practically of all development has been reached under the present 
 meagre equipment and support; and whereas the State of Alabama can 
 not afford longer to do less for her sons and daughters than is done by 
 other States for theirs; therefore, etc.” 
 
 Making annual extraordinary appropriation of $25,000 to be expended 
 in like manner to regular appropriations. 
 
 Making annual appropriation of $100,000 for four years for improve- 
 ments in buildings. 
 
 Act No. 335, p. 367, Mar, 6, 1907. (Secs. 1890-1892, Code, 1907.) 
 
 1361. Arkansas: Constituting a legislative committee of seven to investigate 
 the affairs of the University of Arkansas. 
 
 H. Con. Res. No. 3, p. 1259, Feb. 12, 1907. 
 
 1362. Arkansas: Amending sec. 4271, Kirby’s Digest, 1904, relative to the 
 board of trustees of the University of Arkansas. 
 
 Making number of members (formerly six) equal to number of con- 
 gressional districts. Superintendent of public instruction to be an ex 
 officio member. 
 
 Act No. 87, Mar. 12, 1907. 
 
 1363. Arkansas: Amending act No. 274, Acts, 1905, relative to the sale of in- 
 toxicating liquors within 5 miles of the University of Arkansas. 
 
 Extending application of act so as to include bartering, so that it shall 
 be “ unlawful for any person to sell, barter, or give away, either for him- 
 self or another, or to procure or purchase for another, etc.” 
 
 Increasing penalty so as to include imprisonment in addition to fine. 
 
 Act No. 278, May 8, 1907. 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 269 
 
 13G4. California: Authorizing city of San Diego to convey a portion of La 
 Jolla Park to regents of the University of California for the purposes 
 of a biological station. 
 
 Chap. 3, Feb. 7, 1007. 
 
 1365. California: Adding art. 7 to chap. 1, tit. 3, part 3, Political Code, 1906, 
 relative to Hastings College of Law. 
 
 Providing for officers and their appointment; for affiliation with the 
 University of California ; for the granting and issuing of diplomas, etc. 
 
 Chap. 335, Mar. 19, 1907. 
 
 1366. Colorado: Amending sec. 3449, General Statutes, 1883, relative to the 
 University of Colorado. 
 
 Removing the requirements for the maintenance of a normal or a pre- 
 paratory department after June 1, 1907. 
 
 Chap. 229, Apr. 15, 1907. 
 
 1367. Georgia: Providing for the meeting of the legislative committees on the 
 University of Georgia and its branches for the purpose of visiting the 
 various branch institutions while the legislature is not in session. 
 
 Con. Res. No. 19, p. 1012, Aug. 22, 1907. 
 
 1368. Georgia: Providing for the appointment of one additional trustee of the 
 University of Georgia, to be a nonresident, native Georgian, and provid- 
 ing for qualifications, etc. 
 
 Act No. 478, p. 77, Aug. 18, 1906. 
 
 D 1369. Idaho (1907) : “The regents of the University of Idaho,” created a 
 corporation by the laws of the Territory and the constitution of the 
 State, is a public corporation and an agency of the State, and as such is 
 not subject to garnishment in the absence of a statute clearly evincing 
 the purpose of the legislature to subject public corporations to such 
 process ; and the general provision that any “ person ” may be garnished 
 is not sufficient for that purpose, although the word “ person ” is ex- 
 pressly defined by the statutes as including a corporation; such pro- 
 visions being generally construed as restricted to private or business 
 corporations. — Moscow Hardware Co. v. Colson, 158 F., 199. 
 
 1370*. Kentucky: Changing the name of the agricultural and mechanical col- 
 lege to state university; amending parts of sundry laws with reference 
 to said college, so as to make the whole apply to said university. 
 
 Providing for the establishment of departments of law and medicine. 
 Modifying conditions of appointment of student beneficiaries. Providing 
 for bipartisan board of trustees after 1910, and also for county teachers’ 
 examinations for students. 
 
 Chap. 3, Mar. 16, 1908. 
 
 1371. Louisiana. Amending and reenacting sec. 1, act No. 152, Acts, 1902, 
 authorizing the board of' supervisors of the state university and agri- 
 cultural and mechanical college to determine the fees of students or 
 cadets. 
 
 Permitting fees for students pursuing special, graduate, or profes- 
 sional courses of study. 
 
 Act No. 227, July 8, 1908. 
 
 1372. Minnesota: Authorizing regents of the university to deed certain land 
 to the United States Government for the purposes of the Weather 
 Bureau of the United States Department of Agriculture. 
 
 Chap. 12, Feb. 8, 1907. Duplicated by chap. 187, Apr. 13, 1907. 
 
270 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1373. Minnesota: Providing for the care and management of Itasca State 
 Park by the state forestry board, and permitting the maintenance 
 therein of demonstration work in forestry under the direction of the 
 board of regents of the state university, and appropriating money 
 therefor. 
 
 Chap. 90, Apr. 4, 1907. 
 
 1373a. Minnesota: Amending sec. 1470, chap. 14, Revised Laws, 1905, relative 
 to the board of regents of the university. 
 
 Fixing the term of office of present appointed regents. Providing that 
 hereafter no appointed member, during the term for which he is ap- 
 pointed, shall hold any other office, elective or appointive, under the 
 State of Minnesota. 
 
 Chap. 105, Apr. 5, 1907. 
 
 1374. Minnesota: Providing for the free education at the University of Minne- 
 sota of soldiers, residents of Minnesota, who enlisted in the United 
 States Army or Navy for the war of 1898 between the United States 
 of America and the Kingdom of Spain, and were honorably discharged 
 therefrom. 
 
 Such persons entitled to pursue any course or courses without ex- 
 pense for tuition. Providing for refund of tuition already paid. 
 
 Chap. 158, Apr. 12, 1907. 
 
 1375. Minnesota. Authorizing board of regents of the university to acquire 
 property and erect an engineering building and laboratory thereon. 
 
 Authorizing expenditure of $250,000, and also a state tax levy of 
 $175,000 annually for four years. 
 
 Chap. 359, Apr. 23, 1907. 
 
 1376. Mississippi: Making an appropriation for the support of the University 
 of Mississippi for the years 1908 and 1909 and for buildings and equip- 
 ment needed. 
 
 Conditions imposed upon appropriation for support fund that the 
 annual salary of chancellor shall not be in excess of $3,500, and that 
 from and after Sept. 30, 1908, “ the principals of the various chairs and 
 heads of departments shall receive the same salary as that paid in 1906.” 
 
 Sec. 1, chap. 5, Mar. 20, 190S. 
 
 1377. Nebraska: Making the state treasurer treasurer of the state university 
 and custodian of its funds, and defining the duties of such treasurer. 
 
 Chap. 147, Mar. 27, 1907. 
 
 1378. Nebraska: Repealing, and reenacting with amendments, sec. 11216, Cob- 
 bey’s Annotated Statutes, 1903, relative to meetings of the board of uni- 
 versity regents. 
 
 All meetings of the board shall be open to the public. Providing for 
 secret meetings and sessions. Public records to be made and kept of all 
 meetings. 
 
 Chap. 148, Mar. 30, 1907 
 
 1379. Nevada: Fixing the name of the state university. 
 
 Legal and corporate name to be University of Nevada. 
 
 Chap. 208, Mar. 29, 1907. 
 
 1380. North Carolina: Amending sec. 4271, Revisal, 1905, relative to vacancies 
 in board of trustees df the University of North Carolina, by reason of 
 nonattendance. 
 
 Failure to be present at the regular meetings of the board for two 
 (formerly four) successive years shall operate to produce vacancy. 
 
 Chap. 828, Mar. 8, 1907. 
 
HIGHER EDUCATIONAL INSTITUTIONS. 
 
 271 
 
 D 1381. Ohio (1904) : The legislature having legislated with respect to the 
 city of Toledo and referred to a certain institution called a “ university ” 
 in the city of Toledo, and the term “ university ” having been used by 
 the citizens generally and by the city legislature as applicable to such 
 institution, New Code, sec. 217 (96 Ohio Laws, p. 91), providing that in 
 any municipal corporation having a university supported by municipal 
 taxation all the authority vested in or belonging to the corporation with 
 respect to the management of the funds transferred to the corporation 
 in trust or otherwise for the university, as well as the government and 
 control of the university, shall be vested in and exercised by a board of 
 directors, was applicable to the city of Toledo, and hence it was proper 
 for the mayor to appoint a board of directors of the so-called “ Toledo 
 University.” — Waddick v. Merrell, 26 Ohio Cir. Ct. R., 437. 
 
 1382. Oklahoma: Making an appropriation for the support and maintenance 
 of the state university for the year July 1, 1908, to July 1, 1909. Other 
 miscellaneous purposes. 
 
 Approving and ratifying act of Congress of Feb. 25, 1907 (34 W. S. 
 Stat., pt. I, p. 932), granting certain section of land to the University of 
 Oklahoma. 
 
 Chap. 5, H. B. 693, p. 86, June 10, 1908. 
 
 1383. Oklahoma: Amending sec. 2, chap. 84, Statutes, 1893, relative to the 
 government of the university. 
 
 Increasing number of members of board of regents from six to ten. 
 
 Chap. 77, S. B. 76, p. 669, Dec. 21, 1907. 
 
 D 1384. Oklahoma (1908) : The term “public schools,” as used in constitution, 
 art. 13, sec. 5, providing that the supervision of instruction in the public 
 schools shall be vested in a board of education, does not include in its 
 meaning the University of Oklahoma. — Regents of University of Okla- 
 homa v. Board of Education, 95 P., 429. 
 
 Wilson’s Rev. and Ann. Stat., 1903, chap. 77, art. 17, providing that 
 the government of the University of Oklahoma should vest in a board of 
 regents, was, by schedule to the constitution (sec. 2) providing that all 
 laws in force in the Territory at the time of its admission as a State not 
 locally inapplicable shall be extended to the State of Oklahoma, extended 
 to and put in force in the State until it expires by its own limitations or 
 is altered or repealed by law. — Ibid. 
 
 There is no repugnancy between constitution, art. 13, sec. 5, providing 
 that the supervision of instruction in the public schools shall be vested in 
 a board of education, and Wilson’s Rev. and Ann. Stat., 1903, chap. 77, 
 art. 17, establishing the University of Oklahoma, and providing that the 
 government of the university should vest in a board of regents. — Ibid. 
 
 1385. Tennessee: Appropriating $100,000 to the University of Tennessee for 
 the biennium 1907-8. 
 
 Prescribing items of expenditure. Providing for three state scholar- 
 ships for each member of the general assembly. 
 
 Chap. 164, Mar. 26, 1907. 
 
 1386. Utah: Amending sec. 2309, Revised Statutes, 1898, relative to instruction 
 in the University of Utah. 
 
 Regulating entrance and tuition fees. 
 
 Chap. 159, Mar. 25, 1907. 
 
 1387. Virginia: Amending and reenacting sec. 1541, Code, 1904, relative to the 
 University of Virginia. 
 
 Granting definite corporate power thereto. 
 
 Chap. 256, Mar. 13, 1908. 
 
 1388. Washington: Providing for buildings for the University of Washington 
 and the use thereof by the Alaska- Yukon-Pacific Exposition. 
 
 Appropriating $600,000 for the erection of an administration and audi- 
 torium, an engineering, and a chemical building. (See also chap. 4, 
 Feb. 4, 1907.) 
 
 Chap. 6, Feb. 4, 1907. 
 
272 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1389. Wisconsin: See enactment No. 1203. 
 
 1390. Wisconsin: See enactment No. 1204. 
 
 1391. Wisconsin: Amending sec. 388, Statutes, 1898, as amended by chap. 344, 
 Laws, 1901, relative to tuition fees at the state university. 
 
 Abolishing tuition fees in the law school. 
 
 Chap. 105, May 15, 1907. 
 
 1392. Wisconsin: Amending sec. 385, Statutes, 1898, relative to the University 
 of Wisconsin. 
 
 Authorizing establishment of college of medicine. 
 
 Sec. 1, chap. 428, June 27, 1907. 
 
 1393. Wisconsin: Amending sec. 2, chap. 320, Laws, 1905, relative to appro- 
 priations for the University of Wisconsin. 
 
 Continuing for five years annual appropriation of $200,000 for construc- 
 tion and equipment. 
 
 Sec. 3, chap. 428, June 27, 1907. 
 
 1394. Wisconsin: Creating and adding sec. 391n, Statutes, 1898, relative to 
 appropriation for the University of Wisconsin. 
 
 Appropriating $100,000 annually for four years for construction and 
 equipment for women’s building. Requiring governor’s approval as a 
 condition. 
 
 Sec. 4, chap. 428, June 27, 1907. 
 
 Q. PROFESSIONAL AND HIGHER TECHNICAL EDUCATION. 
 
 [See enactments under Section O: “Technical and Industrial Education — Elementary and 
 
 Secondary.”] 
 
 (a) Teachers’ Colleges and Normal Schools. 
 
 [See enactments Nos. 898-921.] 
 
 D 1395. Florida (1905) : Laws, 1905, chap. 5384, is not unconstitutional be- 
 cause it authorizes the state board of education and the state board of 
 control in joint session to determine the location of the University of 
 the State of Florida and of the Florida Female College, the powers con- 
 ferred not being a delegation of legislative powers. — State v. Bryan, 39 
 So., 929. 
 
 1396. Georgia: Establishing and organizing an agricultural, industrial, and 
 normal college in South Georgia as a branch of the University of Georgia. 
 
 Providing for the location of the college at Valdosta upon the dona- 
 tion of 50 acres of land by tbe city. Providing also for a board of trustees 
 and for the powers and duties thereof. College to be a branch of the 
 university. 
 
 “ Section 9. * * * That the one purpose of the normal department 
 
 of this college shall be to train and equip teachers for the common schools 
 of Georgia ; Provided, that the general branches incident to and taught 
 in the regular course of the main higher or collegiate course, as well as 
 the general agricultural course, be also taught and with equal strength 
 as the normal branches ; that the said local board of trustees are directed 
 and required to arrange courses of study and select teachers with refer- 
 ence to rendering more efficient the rural teachers now in the schools of 
 Georgia, and such others not now teachers as may be preparing for this 
 work.” 
 
 Act No. 449, p. 75, Aug. 18, 1906. 
 
PROFESSIONAL EDUCATION, ETC, 
 
 273 
 
 1397. Kentucky: Making special appropriation for the benefit of the state 
 university, the eastern state normal school, and the western state normal 
 school. 
 
 For additional buildings, equipment, and grounds, $200,000 for uni- 
 versity and $150,000 to each normal school. Additional annual appro- 
 priations, $20,000 for university, $20,000 for eastern state normal school, 
 and $30,000 for western state normal school. 
 
 Discontinuing normal department of university and establishing depart- 
 ment of education of collegiate rank, entitling holders of degrees from 
 such department to teach in the common and high schools of the State. 
 Providing for teachers’ certificates for those attending for one, two, or 
 three years. Discontinuing subfreshman work. 
 
 Chap. 5, Mar. 16, 1908. 
 
 D 1398. Kentucky (1907) : Constitution, sec. 184, provides that state bonds 
 issued in favor of the board of education and a specified amount of the 
 stock of the Bank of Kentucky shall be held inviolate for the sustenance 
 of the common school system ; that no sum shall be raised for education 
 other than in common schools until the question of taxation is submitted 
 to the voters, provided that “ the taxes now imposed for educational 
 purposes and for the endowment and maintenance of the agricultural and 
 mechanical college shall remain until changed by law.” Sess. Acts, 
 1906, p. 393, chap. 102, establishes a system of state normal schools, and 
 makes an appropriation for the benefit of such schools, the question of 
 the appropriation not having been submitted to the voters. Held , that 
 normal schools being among the institutions for which, under the proviso 
 of sec. 184, the legislature is authorized to make appropriations without 
 submitting the question to the voters, Sess. Acts, 1906, p. 393, chap. 102, 
 is valid. — Marsee v. Hager, 101 S. W., 882 ; 31 Ky. Law Rep., 79. 
 
 1399. Massachusetts: Making appropriations for the Massachusetts Agricul- 
 tural College. 
 
 Appropriating $5,000 for establishing a normal department, for the 
 purpose of giving instruction in the elements of agriculture to persons 
 desiring to teach such elements in the public schools. 
 
 Chap. 28, Jan. 25, 1907. 
 
 1400. North" Dakota: Amending secs. 1050 and 1051, Revised Codes, 1905, 
 relative to University of North Dakota. 
 
 Designating the normal department of the university as “ the teachers’ 
 college,” and prescribing the purpose thereof as “ to qualify for teaching 
 in the common and high schools.” 
 
 Chap. 100 (in part), Mar. 19, 1907. 
 
 1401. North Dakota: Amending secs. 1078, 1079, 1084, 1085, 1086, 1087, and 
 1090, Revised Codes, 1905, relative to state normal schools. 
 
 Substituting “ president ” for “ principal ” to designate the head of 
 each school. Other minor amendments. 
 
 Chap. 240, Mar. 19, 1907. 
 
 (b) Agricultural Colleges. 
 
 [See enactments Nos. 1205-1212.] 
 
 The enactments in this section indicate the further extension and 
 development of this valuable type of educational institution. While 
 in the main the enactments deal with matters of general adminis- 
 trative importance, the following seem to be of larger interest : Illinois 
 (1409), Iowa (1410), Louisiana (1413), Massachusetts (1415a), New 
 Jersey (1422), New York (1426-1428), Ohio (1435), South Carolina 
 (1438), Tennessee (1441), and Washington (1448). 
 
 63470—09 18 
 
274 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1402. Alabama: Amending act No. 187, p. 465, Laws, 1897, relative to appro- 
 priations to and management of agricultural schools and experiment 
 stations. 
 
 Increasing annual appropriation from $2,500 to $4,500 for each of the 
 nine schools and experiment stations. 
 
 Annual expenditures for farm improvements and agricultural experi- 
 ments to be increased from $500 to $750 for each. 
 
 Act No. 146, p. 198, Mar. 2, 1907. 
 
 1403. Colorado: Amending secs. 26 and 53, General Statutes, 1883, relative to 
 state board of agriculture. 
 
 Modifying election, term of office, and bonds of officers. Providing for 
 method of payment of expenses of state board of agriculture, state agri- 
 cultural college, and the experiment station. 
 
 Chap. 222, Apr. 3, 1907. 
 
 1404. Connecticut: See enactment No. 66. 
 
 1405. Connecticut: Amending sec. 4394, General Statutes, 1902, concerning 
 trustees of the Connecticut Agricultural College. 
 
 Modifying qualifications and term of office of alumni representatives 
 on board of trustees and mode of election. 
 
 Alumni trustees to be graduates of ten instead of five years’ standing, 
 and hold office four instead of two years. To be elected by “ graduates of 
 two years’ standing.” 
 
 Chap. 100, May 29, 1907. 
 
 D 1406. Florida (1905) : Laws, 1905, chap. 5384, abolishing the Florida Agri- 
 tural College, does not impair the obligation of the contract made by the 
 State in enacting Laws, 1870, p. 45, chap. 1766, and the acts amendatory 
 thereof, whereby the State accepted the conditions and benefits of the 
 grant contained in act of Congress July 2, 1862, chap. 130, 12 Stat., 503, 
 relating to the maintenance of a college for instruction in agriculture. — 
 State v. Bryan, 39 So., 929. 
 
 1407. Georgia: Making special appropriation of $100,000 to the University of 
 Georgia for the purpose of erecting and equipping buildings to be used as 
 an agricultural college. 
 
 Providing for board of trustees and powers and duties thereof. Five 
 hundred acres of land given by private individuals. 
 
 Act No. 358, p. 10, July 21, 1906. 
 
 1408. Georgia: Abolishing (Oct. 1, 1906) the present board of trustees of the 
 North Georgia Agricultural College ; providing a new board of trustees ; 
 investing such new board with powers for the control and management of 
 the college; prescribing other powers and duties. 
 
 Act No. 544, p. 78, Aug. 21, 1906. 
 
 1409. Illinois: Extending the equipment and increasing the instruction in the 
 college of agriculture of the University of Illinois, and providing for the 
 extension of the agricultural experiment station and making appropria- 
 tions therefor. 
 
 Appropriating $152,500 for special enumerated purposes. 
 
 S. B. 214, p. 11, June 4, 1907. 
 
 1410. Iowa: Providing for agricultural extension work by the state college of 
 agriculture and mechanic arts, and making appropriations therefor. 
 
 Extending and continuing provision of chap. 185, Laws, 1906. 
 
 Chap. 216, Apr. 13, 1907. 
 
 1411. Kansas: Concerning fees to be charged students in agricultural college. 
 
 Chap. 32, Mar. 7, 1907. 
 
PROFESSIONAL EDUCATION, ETC. 
 
 275 
 
 1412. Louisiana: Authorizing the establishment of a branch station of the 
 state experiment station, designating the general character of the work to 
 be done by said branch station, and providing for the management and 
 control of same. 
 
 Such branch station to be controlled by state board of agriculture. 
 
 Act No. 113, July 1, 1908. 
 
 1413. Louisiana: Establishing a chair of forestry in the state university and 
 agricultural and mechanical college at Baton Rouge. 
 
 Act No. 242, July 8, 1908. 
 
 1*414. Massachusetts: See enactment No. 1399. 
 
 1415. Massachusetts: Changing the name of the Hatch experiment station of 
 the Massachusetts Agricultural College to Massachusetts Agricultural 
 Experiment Station. 
 
 Chap. 66, Feb. 5, 1907. 
 
 1415a. Massachusetts: Repealing chap. 414, Acts, 1904, and enacting a sub- 
 stitute relative to free scholarships at the Massachusetts Agricultural 
 College. 
 
 Establishing 120 free scholarships and prescribing conditions therefor. 
 
 Chap. 460, Apr. 28, 1908. (Dec. 1, 1908.) 
 
 1416. Michigan: Authorizing and empowering the state board of agriculture 
 to expend a sum not to exceed $8,000 in celebrating and commemorating 
 the fiftieth anniversary of the founding of the state agricultural college. 
 
 (Occasion of visit of President Roosevelt.) 
 
 Jt. Res. No. 1, Feb. 7, 1907. 
 
 1417. Michigan : • Authorizing state board of agriculture to convey to United 
 States Government a tract of land to be used for the purpose of erecting 
 a weather station observatory, or observatory and post-office. 
 
 Act No. 94, May 22, 1907. 
 
 1418. Michigan: Providing for the establishment of a department of veteri- 
 nary science at the agricultural college. 
 
 Giving authority for establishment to state board of agriculture. Pro- 
 visions for such. Degree of doctor of veterinary science to be granted. 
 
 Act No. 97, May 22, 1907. 
 
 1419. Michigan: Amending sec. 1, act No. 232, Acts, 1901, as amended by act 
 No. 303, Acts, 1905, extending aid to the agricultural college. 
 
 Providing for appropriation of $26,000 during the biennial period to 
 improve, experiment with, and exhibit live stock and poultry. Authoriz- 
 ing experimentation with soils. 
 
 Act No. 266, June 27, 1907. 
 
 1420. Minnesota: Prohibiting the sale of intoxicating liquors and cigarettes 
 within 1 mile of the university farm of the agricultural college of the 
 university and providing penalties. 
 
 Chap. 378, Apr. 24, 1907. 
 
 1421. Nevada: Providing for certain changes in the control and management 
 of the state agricultural experiment station farm. 
 
 Providing for board of control to consist of three members. Prescrib- 
 ing qualifications and compensation. 
 
 Chap. 27, Feb. 28, 1907. 
 
 1422. New Jersey: Supplementing chap. 17, Laws, 1902, relative to the estab- 
 lishment of a course in practical and scientific instruction in the art of 
 clay working and ceramics in the state agricultural college. 
 
 Increasing annual appropriation by $2,500. 
 
 Chap. 7, Mar. 14, 1907. 
 
276 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1423. 
 
 1424. 
 
 1425. 
 
 1426. 
 
 1427. 
 
 1428. 
 
 1429. 
 
 1430. 
 
 1431. 
 
 1432. 
 
 1433. 
 
 1434. 
 
 New Jersey: Supplementing chap. 55, Laws, 1905, providing for short 
 courses in practical and scientific agriculture in the state agricultural 
 college. 
 
 Further appropriation of $50,000. Additional annual appropriation of 
 
 $ 10 , 000 . 
 
 Chap. 43, Apr. 12, 1907. 
 
 New Jersey: Providing for the furnishing and equipment of the engineer- 
 ing building at the state agricultural college. 
 
 Appropriating $20,000. 
 
 Chap. 95, Apr. 6, 1908. 
 
 New Jersey: Amending sec. 1, chap. 99, Laws, 1901, providing for scien- 
 tific investigation of oyster propagation by agricultural experiment sta- 
 tion. 
 
 Providing for equipment and increasing annual appropriation from 
 $200 to $1,200. 
 
 Chap. 189, May 13, 1907. 
 
 New York: Establishing a state school of agriculture at Alfred Uni- 
 versity. 
 
 Chap. 200, May 6, 1908. 
 
 New York: Establishing a state school of agriculture at Morrisville. 
 
 Chap. 201, May 6, 1908. 
 
 New York: Establishing a state school of agriculture at St. Lawrence 
 University. 
 
 Chap. 202, May 6, 1908. 
 
 North Carolina: Amending subdiv. 20, chap. 89 (secs. 4207 to 4220), 
 Revisal, 1905, relative to agricultural and mechanical college (white). 
 
 Defining the corporate rights of the North Carolina College of Agricul- 
 ture and Mechanic Arts. Reconstituting the board of trustees. Repeal- 
 ing sec. 4213, providing for a board of visitors. Sundry minor amend- 
 ments. 
 
 Chap. 406, Feb. 26, 1907. 
 
 North Dakota: Amending sec. 1231, Revised Codes, 1905, relative to the 
 school of forestry. 
 
 Object of school to be “ to furnish instruction and training contem- 
 plated in an agricultural high school, emphasizing those subjects that 
 have a direct bearing on forestry and horticulture.” 
 
 Chap. 100 (in part), Mar. 19, 1907. 
 
 North Dakota: Creating and establishing an agricultural experiment 
 station in Cavalier County, providing for its management, and making an 
 appropriation. 
 
 Chap. 120, Mar. 19, 1907. 
 
 North Dakota: Requiring biennial reports to be made by superintend- 
 ents of subexperiment stations to the president of the agricultural college. 
 
 Chap. 121, Mar. 12, 1907. 
 
 North Dakota: Creating and establishing an irrigation and dry farming 
 experiment station in Williams County, providing for its management, 
 and making an appropriation. 
 
 Chap. 122, Mar. 13, 1907. 
 
 North Dakota: Making an annual appropriation ($7,500) to agricultural 
 experiment station for conducting demonstration farms and cooperating 
 with farmers. 
 
 Chap. 178, Mar. 5, 1907. 
 
PROFESSIONAL EDUCATION, ETC. 
 
 277 
 
 1435. Ohio: Repealing, and reenacting with amendment, sec. 9, act of May 1, 
 1878, as amended Mar. 16, 1894, sec. 4105-44. Revised Statutes, 1905, 
 relative to the agricultural and mechanical college. 
 
 Removing limitation of $2,500 as the maximum annual salary for 
 professors. 
 
 H. B. 928, p. 602, Apr. 15, 1908. 
 
 1436. Oklahoma: Providing for the organization of the board of agriculture, 
 prescribing the manner of selecting the president thereof, defining their 
 duties, fixing their compensation, and making an appropriation. 
 
 Board of agriculture to be board of regents for agricultural and me- 
 chanical colleges. Providing for farmers’ institutes. Appropriating 
 $101,399. 
 
 Chap. 3, S. B. 112, p. 3, Mar. 3, 1908. 
 
 1437. Oregon: Amending sec. 3541, B. and C., 1901, relative to the agricultural 
 college. 
 
 Increasing the continuing fund provided for the annual support of said 
 college fiom $25,000 to $50,000. 
 
 Chap. 233, Feb. 26, 1907. 
 
 1438*. South Carolina: Amending act (Feb. 25, 1904) relative to beneficiary 
 scholarships in the Clemson Agricultural College. 
 
 Increase number of scholarships from 124 to 164. 
 
 Act No. 254, p. 538, Feb. 19, 1907. 
 
 1439. South Carolina: Requiring Clemson Agricultural and Mechanical Col- 
 lege to pay to the board of directors of the state penitentiary hire for all 
 convicts used. 
 
 Act No. 549, Feb. 17, 1908. 
 
 1440. South Dakota: Changing the name of the agricultural college. 
 
 Name changed to “ State College of Agriculture and Mechanic Arts.” 
 
 Chap. 12, Mar. 5, 1907. 
 
 1441. Tennessee: Creating and establishing an agricultural and horticultural 
 experiment station and model farm combined in western Tennessee, 
 providing for the erection of proper buildings, and providing for its 
 equipment, management, and operation. 
 
 Providing that institution shall be under the direction of the agricul- 
 tural department of the University of Tennessee, and for a commission 
 for location. Defining scope of experimental and instructional work. 
 
 Chap. 86, Feb. 12, 1907. 
 
 1442. Utah: Providing that instruction in the agricultural college shall be free 
 to residents of the State, and providing for an entrance fee for residents 
 and nonresidents. 
 
 Chap. 109, Mar. 14, 1907. 
 
 1443. Utah: Providing for investigations and demonstrations of arid land 
 farming in various localities of the State. Repealing chap. 41, Laws, 
 1906. 
 
 Work to be under direction of agricultural college and to be continued 
 for four years. Appropriating annually $5,000. 
 
 Chap. 116, Mar. 14, 1907. 
 
 1444. Vermont: Aiding in the establishment and maintenance of a nursery 
 for forest seedlings at the agricultural experiment station. 
 
 Annual appropriation of $500 for five years. 
 
 Act No. 15, Dec. 16, 1906. 
 
278 
 
 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 1445. Vermont: Changing the name of the state agricultural experiment sta- 
 tion, established by act No. 73, Acts, 1886, to the Vermont Agricultural 
 Experiment Station. 
 
 Act No. 425, Nov. 16, 1906. 
 
 1446. Virginia: Amending and reenacting act of Feb. 18, 1896, as amended by 
 acts of Mar. 6, 1900, and May 20, 1903 (sec. 1599a, Code, 1904), relative 
 to the protection of domestic animals, and authorizing and empowering 
 the board of control of the experiment station of the agricultural and 
 mechanical college to establish live stock quarantine lines, rules, and 
 regulations, and to prescribe penalties for violating the same. Repealing 
 secs. 2214, 2215, and 1599a, Code, 1904, dealing with same subject. 
 
 Chap. 203, Mar. 12, 1908. 
 
 D 1447. Virginia (1907) : Constitution, sec. 183, subsec. “d” [Va. Code, 1904, 
 p. cclxvii], held not to prevent an agricultural institute from selling its 
 surplus agricultural products without depriving itself of its exemption 
 from taxation. — Commonwealth v. Trustees of Hampton Normal and 
 Agricultural Institute, 56 S. E., 594. 
 
 The sale of articles manufactured at the Hampton Normal and Agri- 
 cultural Institute in the market of Newport News held not a sale within 
 the same “ community ” in w T hich the institute was located, within con- 
 stitution, sec. 183, subsection “d” [Va. Code, 1904, p. cclxvii]. — Ibid. 
 
 Neither a dairy farm maintained by the Hampton Normal and Agri- 
 cultural institute, nor the products thereof, held subject to taxation 
 under constitution, sec. 183, subsec. “g” [Va. Code, 1904, p. cclxvii]. — 
 Ibid. 
 
 1448. Washington: Creating the office of state commissioner of horticulture, 
 and providing for the promotion and protection of the fruit-growing 
 and horticultural interests of the state. 
 
 Providing for annual inspectors’ institutes to be held at the state agri- 
 cultural college for improvement and conference (sec. 15). 
 
 Providing for examinations for county horticultural inspectors; tech- 
 nical questions to be prepared at state agricultural colleges (sec. 19). 
 
 Chap. 162, Mar. 13, 1907. 
 
 1449. Wyoming: Transferring the state penitentiary buildings and lands, near 
 Laramie, to the university for the use of the agricultural college. 
 
 Appropriating $5,000 for additions and repairs. 
 
 Chap. 11, Feb. 9, 1907. 
 
 (c) United States Grant. 
 
 1450. Alabama: Assenting to the provisions of the act of Congress of Mar. 16, 
 1906, providing for an increased annual appropriation for agricultural 
 experiment stations. 
 
 H. J. R. No. 349, p. 475, July 13, 1907. 
 
 1451. Arizona: (Ditto.) 
 
 Secs. 1 and 3, chap. 30, Mar. 14, 1907. 
 
 1452. Colorado: (Ditto.) 
 
 Chap. 132, Apr. 3, 1907. 
 
 1453. Connecticut: (Ditto.) 
 
 Special act No. 145, May 1, 1907. 
 
 1454. Delaware: (Ditto.) 
 
 Jt. Res., chap. 259, Mar. 5, 1907. 
 
 1455. Florida: (Ditto.) 
 
 Chap. 5704 (act No. 109), June 3, 1907. 
 
279 
 
 PROFESSIONAL EDUCATION, ETC. 
 
 1456. Georgia: Assenting to the provisions of the act of Congress of Mar. 16, 
 1906, providing for an increased annual appropriation for agricultural 
 experiment stations. 
 
 Con. Res. No. 34, p. 1161, Aug. 18, 1906. 
 
 1457. Idaho: ( Ditto .) 
 
 S. B. 29, p. 22, Feb. 15, 1907. 
 
 1458. Illinois: (Ditto.) 
 
 S. B. 118, p. 30, May 27, 1907. 
 
 1459. Indiana: (Ditto.) 
 
 Chap. 300 (Jt. Res.), Mar. 12, 1907. 
 
 1460. Kansas: (Ditto.) 
 
 Jt. Res., chap. 433, Mar. 7, 1907. 
 
 Chap. 11, Mar. 11, 1908. 
 Chap. 39, Mar. 6, 1907. 
 Chap. 101, Apr. 4, 1907. 
 Chap. 64, Mar. 2, 1907. 
 Chap. 149, Apr. 6, 1907. 
 Chap. 209, Mar. 29, 1907. 
 Chap. 13, Mar. 7, 1907. 
 
 1461. Kentucky: (Ditto.) 
 
 1462. Maine: (Ditto.) 
 
 1463. Minnesota: (Ditto.) 
 
 1464. Montana: (Ditto.) 
 
 1465. Nebraska: (Ditto.) 
 
 1466. Nevada: (Ditto.) 
 
 1467. New Mexico: (Ditto.) 
 
 1468. North Carolina: (Ditto.) 
 
 Chap. 793, Mar. 8, 1907. 
 
 1469. North Carolina: Authorizing agricultural colleges of State to receive 
 moneys appropriated by Uhited States Congress, Mar. 4, 1907. 
 
 Chap. 991, Mar. 11, 1907. 
 
 1470. Ohio: Assenting to the provisions of the act of Congress of Mar. 16, 
 
 1906, providing for an increased annual appropriation for agricultural 
 experiment stations. 
 
 H. Jt. Res. No. 109, p. 634, Apr. 8, 1908. 
 
 1471. Oklahoma: (Ditto.) 
 
 1472. Pennsylvania: (Ditto.) 
 
 1473. Tennessee: (Ditto.) 
 
 1474. Texas: (Ditto.) 
 
 1475. Utah: (Ditto.) 
 
 1476. Vermont: (Ditto.) , 
 
 1477. Virginia: Ditto.) 
 
 1478. Washington: (Ditto.) 
 
 S. Con. Res. No. 45, p. 787, May 5, 1908. 
 
 Act No. 153, May 8, 1907. 
 Chap. 350, Apr. 11, 1907. 
 S. Con. Res. No. 18, p. 433, Apr. 17, 1907. 
 
 Chap. 27, Mar. 11, 1907. 
 Jt. Res. No. 458, Act. 29, 1906. 
 Chap. 26, Feb. 8, 1908. 
 Chap. 198, Mar. 15, 1907. 
 
 1479. Wyoming: (Ditto.) 
 
 Chap. 96, Feb. 21, 1907. 
 
280 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 (d) Mining Schools. 
 
 1480. North Dakota: Fostering the development of mineral and allied in- 
 dustries by providing for experimentation, encouragement, publicity, and 
 practical tests under the direction of the school of mines. 
 
 Chap. 236, Mar. 4, 1907. 
 
 1481. Oklahoma: Creating a state school of mines and metallurgy for the 
 purpose of teaching the scientific knowledge of mining and metallurgy in 
 the State of Oklahoma. 
 
 Locating school at Wilburton, conditioned upon the donation of a site 
 of 40 acres by citizens. Defining purpose of school, granting power to con- 
 fer degrees, providing for control, and appropriating $15,000. 
 
 Chap. 70, H. B. 621, p. 621, May 28, 1908. 
 
 1482. Virginia: Establishing a school of mines as a department of the Virginia 
 Agricultural and Mechanical College and Polytechnic Institute. 
 
 Appropriating $6,000 for equipment. 
 
 Chap. 247, Mar. 13, 1908. 
 
 (e) Military Schools. 
 
 D 1483. Florida (1905) : Laws, 1905, chap. 5384, is not unconstitutional or in 
 conflict with act Congress July 2, 1862, chap. 130 ; 12 Stat., 503, donating 
 to the State a fund for the establishment of a college in which instruc- 
 tion is given in agriculture and the mechanical arts and military tactics 
 are taught, because such chapter provides that the state board of educa- 
 tion and the state board of control shall include military tactics if they 
 deem the same requisite and proper as one of the branches in the uni- 
 versity of the State. — State v. Bryan, 39 So., 929. 
 
 1484. Missouri: Repealing, and reenacting with amendments, sec. 10562, chap. 
 171, Revised Statutes, 1899, relative to the military department of the 
 university. 
 
 Authorizing governor to appoint ten cadets from the State at large. 
 
 H. B. 107, p. 450, Mar. 19, 1907. 
 
 1485. South Carolina: Authorizing and empowering the South Carolina Mili- 
 tary Academy to execute to the United States necessary bond for ord- 
 nance and ordnance stores. 
 
 Act No. 591, Feb. 24, 1908. 
 
 1486. Tennessee: Declaring certain institutions of learning where military 
 science is taught, and which grade the military department equally with 
 others and make proficiency therein a requisite for securing a diploma, to 
 be a post of the national guard. 
 
 Chap. 481, Apr. 15, 1907. 
 
 1487. Vermont: Amending sec. 4373, chap. 186, Statutes, 1904, relative to 
 military organizations of Norwich University. 
 
 Extending to all military organizations of Norwich University pro- 
 visions exempting artillery organization of students from regulations 
 applying to state militia. 
 
 Raising rank of professor of military science and tactics from captain 
 to major. 
 
 Act No. 141, Nov. 22, 1906. 
 
PRIVATE HIGHER INSTITUTIONS, ETC. 
 
 281 
 
 (£) Miscellaneous Technical. 
 
 1488. Alabama: Aiding and encouraging technical education by providing for 
 the erection and equipment of buildings and for increased facilities at the 
 Alabama Polytechnic Institute. 
 
 Making annual appropriation of $56,500 for four years. Specifying 
 expenditure. 
 
 Act No. 162, p. 236, Mar. 2, 1907. 
 
 1489. North Carolina: Establishing a school of technology at Spray, and pro- 
 viding for its maintenance. 
 
 Creating and incorporating board of trustees, designating terms and 
 powers of board. Defining purposes of school ; to be for white pupils 
 only. Providing for annual appropriation for maintenance and the ap- 
 pointment of free students. 
 
 Chap. 858, Mar. 9, 1907. 
 
 1490. Rhode Island: Amending sec. 6, chap. 67, General Laws, 1896, relative 
 to state beneficiaries at the Rhode Island School of Design. 
 
 Fixing annual appropriation for payment of tuition fee at $8,000. 
 
 Chap. 1445, Apr. 19, 1907. 
 
 R. PRIVATE AND ENDOWED HIGHER INSTITUTIONS— STATE 
 
 CONTROL. 
 
 With but one exception the enactments in this section seem to be 
 of minor and local importance. That of Ohio (1506) would seem to 
 be a move for the more efficient control of degree-granting institu- 
 tions, a matter which is certainly deserving of attention on the part 
 of many other legislatures. 
 
 1491. California: Amending sec. 1, chap 9, Statutes, 1901, relative to the ex- 
 emption from taxation of a portion of the property held in trust for the 
 benefit of Leland Stanford Junior University. 
 
 Proviso that no tuition fees shall be charged residents of the State 
 amended so as to exclude professional and engineering courses. 
 
 Chap. 94, Mar. 6, 1907. 
 
 1492. California: Adding sec. 280b, Code of Civil Procedure, 1906, relative to 
 graduates of the University of Southern California college of law being 
 admitted to practice without examination. 
 
 Chap. 438, Mar. 21, 1907. 
 
 1493. Colorado: Providing for the relief of the George W. Clayton College, 
 and extending, adding to, and defining the powers and provisions’ of the 
 will of the founder in order to enable the purposes thereof to be 
 carried out. 
 
 Extending time within which property must be sold five years beyond 
 the limit set in the will. 
 
 Changing provisions to meet new conditions arising from formation of 
 city and county of Denver. 
 
 Chap. 118, Apr. 3, 1907. 
 
282 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906 - 8 . 
 
 1494. Connecticut:- Amending and revising the charter of Wesleyan Uni- 
 versity granted May, 1831, by tit. 12, Special Acts, 1831 ; as amended and 
 revised June 9, 1870; as amended Feb. 20, 1879; as amended by act No. 
 469, Special Acts, May 26, 1893, and as amended by act No. 376, Special 
 Acts, June 29, 1905. 
 
 Number of trustees increased from 40 to 55, and number elected by 
 alumni from 5 to 10. 
 
 Granting privileges and exemptions enjoyed by Yale College. Stipulat- 
 ing that no denominational test be imposed on trustees, officers, teachers, 
 students. Other minor changes. 
 
 Special Acts, No. 326, June 22, 1907. 
 
 1495. Indiana: “Authorizing universities, colleges, or other institutions of 
 learning heretofore organized under general laws of the State of 
 Indiana or created by special charters, or hereafter organized under 
 the laws of the State of Indiana, to provide for the election of their board 
 of trustees, in whole or in part, by church or ecclesiastical bodies, in 
 part by the graduates therefrom and in part by the board of trustees, 
 and to provide for the division of its funds into separate classes under 
 a separate manager, custodian, or treasurer for each fund, and providing 
 a method for effecting such ends.” 
 
 Chap. 79, Feb. 27, 1907. 
 
 1496. Indiana: Permitting the establishment and incorporation of schools, 
 academies, colleges, and other institutions of learning, and providing for 
 the management of the same. 
 
 “ Section 5. Any institution of learning established under this act 
 shall have the power to establish departments of law, medicine, gym- 
 nastics, letters and science, theory and practice of physical training, 
 anatomy, physiology and hygiene, and such other departments as 
 may be appropriate to such institution, and it may confer academical 
 degrees and titles upon the graduates of any course of study provided for 
 in said institution.” 
 
 Chap. 141, Mar. 9, 1907. 
 
 1497. Indiana: Providing for the issuing of bonds for the liquidation and 
 payment of claim of Vincennes University. 
 
 Bonds to the amount of $120,548 to be issued in favor of Vincennes 
 University on account of lands granted by Congress in 1804 and appro- 
 priated by the State in 1820. Vetoed by governor. 
 
 Chap. 244, Mar. 9, 1907. 
 
 1498. Iowa: Amending sec. 1304, Code, 1897, relative to exemptions from tax- 
 ation. 
 
 Providing that real estate owned by an educational institution of the 
 State as part of its endowment fund shall not be taxed. 
 
 Chap. 54, Apr. 1, 1907. 
 
 1499. Kentucky: Amending act of Jan. 15, 1858, changing name of Bacon 
 College to Kentucky University, and amending act of Feb. 28, 1865, con- 
 solidating Kentucky University and Transylvania University under the 
 name of Kentucky University. 
 
 Name of Kentucky University changed to Transylvania University so 
 as to avoid confusion with the State University. 
 
 Chap. 69, Mar. 20, 1908. 
 
 1500. Maine: Repealing chap. 6, Private and Special Laws, 1891, relative to 
 charter of Bates College. 
 
 Removing requirement of membership in the Free Baptist denomina- 
 tion imposed upon the president, the majority of the board of fellows, and 
 board of overseers. 
 
 Chap. 108, Private and Special Laws, Feb. 22, 1907. 
 
PRIVATE HIGHER INSTITUTIONS, ETC. 
 
 283 
 
 1501. Michigan: Amending act No. 72, Acts, 1857, relative to Wesleyan Sem- 
 inary at Albion and the Albion Female Collegiate Institute. 
 
 Incorporating Albion College; providing for organization and powers 
 of board of trustees. 
 
 Act No? 79, May 8, 1907. 
 
 1502. Michigan: Relative to gifts for religious, educational, charitable, and 
 benevolent purposes. 
 
 Validating such gifts, grants, etc., under certain conditions. Providing 
 for jurisdiction of oourt and control through trustee. 
 
 Act No. 122, June 4, 1907. 
 
 1503. Minnesota: Providing for the acceptance and administration of gifts, 
 bequests, devises, and endowments in aid of or for the benefit of educa- 
 tional, charitable, and other institutions maintained by the State. 
 
 Chap. 170, Apr. 12, 1907. 
 
 1504. New Hampshire: Appropriating money to aid Dartmouth CoPege in 
 the education of New Hampshire students. 
 
 Appropriating $20,000 annually for two years. 
 
 Jt. Res. Chap. 158, Mar. 28, 1907. 
 
 1505. New Jersey: Supplementing an act concerning corporations. (Revision 
 of 1896.) 
 
 Providing for the dissolution of certain educational corporations in 
 order for all owners of the property held by them to realize upon and 
 secure the same. 
 
 Chap. 75, Apr. 2, 1908. 
 
 1506*. Ohio: Repealing, and reenacting with amendments and additions, sec. 
 3726, Revised Statutes (1905), relative to the conferring of degrees by 
 colleges and universities. 
 
 Minimum property valuation of institutions authorized to grant de- 
 grees increased to $25,000 (formerly $5,000). Adding provisions that 
 degree-granting institutions must present to secretary of state certificate 
 of state commissioner of common schools as to course of study, equip- 
 ment, number of students, etc. Charter institutions failing to file certifi- 
 cate by June 1, 1908, to have charters revoked. 
 
 S. B. 591, p. 262, May 1, 1908. 
 
 1507. Pennsylvania: Amending act No. 429, Acts, 1905, making an appropria- 
 tion for the erection of a home or school for indigent orphans, to be 
 called the Thaddeus Stevens Industrial and Reform School of Pennsyl- 
 vania, in which school provision shall be made for giving instruction in 
 reading, writing, arithmetic, drawing, duties of citizenship, elementary 
 manual training, the elements of farming, and other requisite branches. 
 
 Changing name from Thaddeus Stevens Industrial and Reform School 
 of Pennsylvania to Thaddeus Stevens Industrial School of Pennsylvania. 
 
 Act No. 76, Apr. 15, 1907. 
 
 1508. Tennessee: Empowering and authorizing boards of trustees of acade- 
 emies and small colleges which no longer are used for the purposes orig- 
 inally intended to transfer the properties of said academies and small 
 colleges to counties and county boards of education or county high school 
 boards. 
 
 Chap. 600, Apr. 15, 1907. 
 
284 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1509. Vermont: Amending sec. 5, act No. 37, Acts, 1834, as amended by sec. 1, 
 act No. 91, Acts, 1866, incorporating and establishing the Norwich Uni- 
 versity at Norwich. 
 
 Adding provision that no rules of a sectarian character either in re- 
 ligion or politics shall be imposed or adopted, and that no student shall 
 be questioned or controlled on account of religious or political beliefs. 
 
 Act No. 350, Nov. 19, 1906. 
 
 1510. Virginia: Authorizing and empowering educational institutions to sell 
 and convey real estate in excess of 1,000 acres under certain conditions. 
 
 Chap 29, Feb. 8, 1908. 
 
 1511. Virginia: Authorizing and empowering the trustees of Ann Smith Acad- 
 emy, a body corporate, by an act of Jan. 7, 1808, to give, transfer, sell, 
 convey, or exchange all of its property, real and personal, for educational 
 purposes. 
 
 Chap. 170, Mar. 11, 1908. 
 
 1512. West Virginia: Amending the charter of Storer College (sec. 3, chap. 
 117, Acts, 1868, as amended Feb. 23, 1883), relative to board of trustees. 
 
 Removing condition that two-thirds of trustees (25) shall be members 
 of Free Baptist denomination. 
 
 Chap. 46, Feb. 20, 1907. 
 
 1513. Wisconsin: Creating sec. 1784m, Statutes, 1898, relative to the estab- 
 lishment of corporations for the maintenance of schools. 
 
 Authorizing any university or college, upon resolution of board of 
 trustees of both institutions, to receive in connection with it, as a branch, 
 any other university or college; also to manage and control the same, 
 and buy its property. 
 
 Chap. 68, May 1, 1907. 
 
 S. LIBRARIES. 
 
 (a) Public School Libraries. 
 
 That the library is an essential part of the equipment and activities 
 of the public school is becoming more and more recognized, and the 
 marked and decided tendency of recent legislation is to provide for 
 the general establishment and the adequate support of public school 
 libraries. This tendency has been particularly evident in recent 
 years in certain of the Southern States, and finds its continuance in 
 the biennium just closed in the legislation of North Carolina (1518), 
 South Carolina (1523), and Virginia (1526). The enactments in 
 California (1514), in Nebraska (1517), in North Dakota (1519, and 
 in Utah (1524, 1525), stand out as bits of constructive library legis- 
 lation. 
 
 1514. California: Amending secs. 1715 and 1716, Political Code, 1906, relative 
 to school libraries. 
 
 Providing for greater accessibility of school libraries. Wherever prac- 
 ticable, to be accessible during vacation and nonschool days. In cities, 
 school library may be kept as part of public library. School libraries 
 to be free to members of all families residing in the district. Libraries 
 to be catalogued, indexed, and classified. 
 
 Chap. 6, Feb. 15, 1907. 
 
LIBRARIES. 
 
 285 
 
 D1515. Indiana (1906) : A school city, exercising its authority over the public 
 library of the city by virtue of law, has no right to complain that the 
 management of the library has been taken over by a board of trustees 
 appointed by a majority vote of the members of the common council as 
 authorized by Acts, 1903, p. 193, chap. 102 (Burns’s Ann. St. Supp., 1905, 
 secs. 49S3h et seq.). — School City of Marion v. Forrest, 78 N. E., 187. 
 
 1516. Iowa: Authorizing boards of trustees of free public libraries to unite 
 with any local county historical association for the preservation and pro- 
 tection of articles of a historical or an educational nature gathered by 
 such association, and to expend money for the proper care of such col- 
 lection. 
 
 Additional to sec. 729, Code Supplement, 1902. 
 
 Chap. 33, Mar. 27, 1907. 
 
 1517*. Nebraska: Providing for a library in every public school district within 
 the State. 
 
 Providing for creation of district library fund equal annually to 10 
 cents per pupil. Excepting school district containing free public library. 
 
 Chap. 132, Mar. 2, 1907. 
 
 1518. North Carolina: Amending sec. 4177, chap. 85, Revisal, 1905, relative 
 to enlargement of public school libraries. 
 
 Providing that appropriations by county board of education shall be 
 made from general school fund instead of from district school fund. 
 
 Sec. Ik, chap. 835, Mar. 9, 1907. 
 
 1519*. North Dakota: Creating a state library commission, defining its duties, 
 and providing for an appropriation for its maintenance. 
 
 Chap. 243, Mar. 2, 1907. 
 
 1520. Ohio: Repealing sec. 3, S. B. 8, p. 8, Laws, 1902, extra sess. (sec. 3998-3, 
 
 Revised Statutes, 1905), authorizing boards of education to provide 
 library privileges for city, village, and special school districts. 
 
 S. B. 334, p. 65, Apr. 7, 1908. 
 
 1521. Pennsylvania: Supplementing act No. 291, Laws, 1895, establishing free 
 public libraries in the several school districts, except in cities of first 
 and second classes. 
 
 Authorizing school districts of townships and boroughs, adjoining 
 cities of third class, to join in establishing and maintaining free public 
 libraries or to join in aiding those otherwise established. 
 
 Act. No. 115, May 1, 1907. 
 
 1522. Pennsylvania: Providing for the establishment and maintenance of free 
 public libraries, on a permanent basis, in all' municipalities throughout 
 the State (except in cities of first, second, and third classes), town- 
 ships, and counties, in same manner as is now provided in case of 
 boroughs. 
 
 Tax limited to 1 mill. 
 
 Act No. 290, June 6, 1907. 
 
 1523. South Carolina: Amending sec. 7, act No. 442, Acts, 1905, relative to the 
 establishment of libraries in the public schools of rural districts. 
 
 Permitting state board of education to use unexpended balances to 
 pay transportation, drayage, etc., in the circulation of traveling libraries 
 and cabinets of museum specimens donated or loaned to the State. Per- 
 mitting also balances to be used for prizes for rural school improvement. 
 
 Act No. 447, Feb. 25, 1908. 
 
286 STATE SCHOOL SYSTEMS*. LEGISLATION, ETC., 1906-8. 
 
 1524. Utah: Amending sec. 2102, Revised Statutes, 1898, relative to the Utah 
 School for the Blind. 
 
 Providing for a circulating library for the blind of the State. 
 
 Chap. 80, Mar. 14, 1907. 
 
 1525*. Utah: Amending sec. 1815, Revised Statutes, 1898, as amended by chap. 
 37, Laws, 1901, and as amended by chap. 83, Laws, 1905, relative to the 
 powers and duties of district school boards. 
 
 Providing for a public school library fund and prescribing the man- 
 ner in which the same shall be expended. 
 
 Chap. 102, Mar. 14, 1907. 
 
 152G. Virginia: Providing for the establishment of libraries in the public 
 schools of rural districts, and appropriating money therefor. 
 
 Providing that private subscriptions in the minimum sum of $15 shall 
 be duplicated by appropriations by district school boards, such ap- 
 propriations for no more than five libraries in any one year. Providing 
 for selection of books, management of library, etc. Appropriating $5,000. 
 State aid of $10 for each library thus established. 
 
 Chap. 316, Mar. 14, 1908. 
 
 1527. Wyoming: See enactment No. 788. 
 
 T. EDUCATION OF DEFECTIVES. 
 
 The development of the spirit of humanitarianism, with its re- 
 sulting influence upon the public school system so as to provide for 
 the education of the defective and delinquent classes of children, is 
 among the interesting phenomena of present day social and educa- 
 tional activity. The following enactments, relating to the educa- 
 tion of the deaf and dumb, blind, crippled and deformed, and feeble- 
 minded are evidence of the continued intent of certain States to 
 leave no child without the. scope of the influences of the public school, 
 and are consequently of a broadly significant character. 
 
 (a) General. 
 
 1528. North Carolina: Amending chap. 89, sec. 4199, Revised Laws, 1905, 
 
 relative to the relief of indigent deaf and blind children attending 
 school. 
 
 Providing for allowance for clothing. 
 
 Chap 69, Jan. 31, 1908 (sp. sess.). 
 
 1529. Vermont: Amending secs. 854 and 856, Statutes, 1894, the latter as 
 amended by sec. 1, act No. 30, Acts, 1898, and sec. 1, act No. 51, Acts, 
 1904, also secs. 858, 860, and 861, Statutes, 1894, relative to the instruc- 
 tion of the deaf, dumb, blind, idiotic, feeble-minded, or epileptic children 
 of indigent parents. 
 
 Including deaf, dumb, blind, and epileptic children of indigent parents 
 within provisions of act. Constituting governor as commissioner for 
 their instruction. Epileptic children included as beneficiaries. 
 
 Act No. 55, Nov. 9, 1906. 
 
EDUCATION OF DEFECTIVES. 
 
 287 
 
 1530. Vermont: Providing for further instruction of the deaf, dumb, blind, 
 idiotic, and feeble-minded. 
 
 Appropriating for expenditure, under the direction of the governor, 
 an additional sum of $2,500 for the care, education, and training of 
 deaf, dumb, blind, idiotic, feeble-minded, or epileptic children of indigent 
 parents who have been discharged from state institutions. 
 
 Act No. 57, Nov. 19, 1906. 
 
 (b) Deaf and Dumb. 
 
 1531. Alabama: Amending sec. 3700, Code, 1896, as amended by sec. 3, act No. 
 15, p. 23, Laws, 1901, as amended by act No. 28, p. 45, Laws, 1903 (sec. 
 1935, Code, 1907), relative to board of trustees of Alabama Institute for 
 the Deaf. 
 
 * Modifying in minor manner size and constitution of board. 
 
 Act No. 801, p. 911, Aug. 9, 1907. (Sec. 1935, Code, 1907.) 
 
 1532. Arkansas: Providing for the support, maintenance, and government of 
 the Arkansas Deaf Mute Institute. 
 
 Defining qualifications of teachers. Prohibiting nepotism. Providing 
 for impartial hearing for discharged employees. 
 
 Act No. 316 (in part), May 14, 1907. 
 
 1533. Delaware: Amending sec. 4, chap. 58, Laws, 1875, as amended by chap. 
 245, Laws, 1899, relative to period of extension of the term of indigent 
 deaf, dumb, and blind in institutions for instruction of such indigents. 
 
 Extending period from five to seven years. 
 
 Chap. 143, Mar. 15, 1907. 
 
 1534. Idaho: Repealing act p. 226, Laws, 1891, and H. B. No. 69, p. 162, Laws 
 1899, and H. B. No. 359, p. 462, Laws, 1899, relative to the education of 
 the deaf, dumb, and blind, and enacting a substitute. 
 
 Empowering and authorizing state board of education to make neces- 
 sary arrangements for the education of the deaf, dumb, and blind of the 
 State at the expense of the State. Providing for census of deaf, dumb, 
 and blind persons. Appropriating $32,000. 
 
 H. B. No. 142, p. 240, Mar. 12, 1907. 
 
 1535. Louisiana: Changing the name of the “ Louisiana Institute for the Deaf 
 and Dumb ” to the “ Louisiana State School for the Deaf.” 
 
 Act No. 239, July 8, 1908. 
 
 1536. Michigan: Amending sec. 8, act No. 116, Acts, 1893 (sec. 1997, Compiled 
 Laws, 1897), relative to the superintendent of the Michigan School for 
 the Deaf. 
 
 Requiring superintendent to have had experience and knowledge in 
 the teaching of deaf children. 
 
 Act No. 202, June 22, 1907. 
 
 1537. Minnesota: See enactment No. 10 46. 
 
 1538. Nevada: Amending act of March 2, 1869 (secs. 1386 and 1388, Compiled 
 Laws, 1900), relative to the education of the deaf and dumb and blind. 
 
 Providing for arrangements with Utah institutions in addition to Cali- 
 fornia institutions for the education of such persons. Sundry minor 
 amendments. 
 
 Chap. 175, Mar. 29, 1907. 
 
288 STATE SCHOOL SYSTEMS: LEGISLATION, EJC., 1906-8. 
 
 1539. North Carolina: Limiting admission of deaf children to the school for 
 the deaf and dumb. 
 
 White deaf children between ages of 8 and 23 years of age, bona fide 
 residents of State for period of two years, eligible to free tuition and 
 maintenance. 
 
 Buies for the admission of nonresidents. 
 
 Chap. 929, Mar. 11, 1907. 
 
 1540. Ohio: Repealing and reenacting with amendments, secs. 659, 660, and 
 
 661, Revised Statutes (1905), and sec. 1, S. B. 87, p. 75, Laws, 1898 (sec. 
 659-1, Revised Statutes, 1905), relative to the education of the deaf and 
 blind. 
 
 Changing name to “ State School for the Deaf,” and extending the 
 time which pupils may remain in said school. 
 
 H. B. 1038, p. 598, Mar. 31, 1908. 
 
 1541. Oklahoma: Creating and establishing a school for the education of the 
 deaf and dumb of the state. 
 
 Providing for name, location, purpose, and management of school. 
 Also conditions of admission of pupils. 
 
 Chap. 70, S. B. 342, p. 617, May 14, 1908. 
 
 1542. Utah: Amending sec. 2104, Revised Statutes, 1898, relative to the Utah 
 
 State School for the Deaf and Dumb. 
 
 Changing name to “ Utah School for the Deaf.” 
 
 Chap. 12, Feb. 28, 1907. 
 
 1543. Utah: Amending sec. 2117, Revised Statutes, 1898, relative to the educa- 
 tion of deaf and dumb or blind children. 
 
 Applying provision of law to any deaf, mute, or blind child between 
 ages of 8 and 18 years (formerly any totally deaf, mute, or blind child 
 between ages of 8 and 18 years). Minor amendments adapting language 
 of law so as to incorporate changed name of school for the deaf (see 
 chap. 12, enactment No. 1542). 
 
 Chap. 62, Mar 14, 1907. 
 
 1544. Utah: Amending secs. 2101 and 2103, Revised Statutes, 1898, relative to 
 the school for the blind. 
 
 Adapting language in accord with chap. 12, Feb. 28, 1908, changing 
 name of school for deaf and dumb (see enactment No. 1542). 
 
 Chap. 101, Mar. 14, 1907. 
 
 1545. Vermont: Amending secs. 863 and 864, chap. 46, Statutes, 1894, relative 
 to the instruction of the deaf, dumb, and blind. 
 
 Extending provisions relative to education of one or more blind chil- 
 dren over 14 years of age in state institutions to include deaf and dumb 
 children. t 
 
 Act No. 56, Nov 13, 1906. 
 
 1546. Wisconsin: Amending sec. 578, Statutes, 1898, as amended by chap. 86, 
 Laws, 1903 ; also, sec. 579a, as created by chap. 422, Laws, 1901 ; creating 
 secs. 579m and 579n, relative to the education of deaf and dumb. 
 
 Applying provisions of acts to deaf persons (formerly, deaf mutes). 
 Requiring officers of school districts maintaining day schools for the 
 deaf to report to state superintendent alone (formerly, state board of 
 control also). Creating surplus fund of unexpended annual balances. 
 
 Providing for compulsory education of deaf children 6 to 16 years of 
 age. Penalties for violation. 
 
 Chap. 128, May 22, 1907. 
 
EDUCATION OF DEFECTIVES. 
 
 289 
 
 (c) Blind. 
 
 1547. Arkansas: Providing for the support and maintenance of, and necessary 
 repairs for the Arkansas school for the blind. 
 
 Sundry provisions regarding employment and discharge of teachers, 
 officers, and employes. Fixing qualifications of teachers (effective Oct. 1, 
 1907). Prohibiting nepotism. 
 
 Act No. 324 (in part), May 14, 1907. 
 
 1548. Delaware: Making provision for the education and training of the in- 
 digent adult blind persons' of the State. 
 
 Providing for the appointment and compensation of an instructor of 
 adult indigent blind persons, and for the manner of application for said 
 instruction. 
 
 Chap. 143, Mar. 9, 1907. 
 
 1549. Louisiana: Changing the name of the “Louisiana Institute for the 
 Blind ” to the “ Louisiana State School for the Blind.” 
 
 Act No. 238, July 8, 1908. 
 
 1550. Maine: Making appropriation for the Maine Institution for the Blind. 
 
 Appropriating $20,000 for 1907 and a like sum for 1908, to be used for 
 maintenance, and particularly for giving to blind persons over 18 years of 
 w age practical instruction in some occupation conducive to self-support. 
 
 Resolves, chap. 14, Feb. 6, 1907. 
 
 1551. Massachusetts : Amending chap. 385, Acts, 1906, relative to the establish- 
 ment of the Massachusetts commission for the blind. 
 
 Providing that a sum not to exceed $5,000 may be advanced to the 
 commission as a working capital for its industries. 
 
 Chap. 173, Mar. 6, 1907. 
 
 1552. Michigan: Amending secs. 7 and 9, act No. 123, Acts, 1893 (secs. 2015 
 and 2017, Compiled Laws, 1897), relative to admission, dismissal, and at- 
 tendance of the Michigan School for the Blind. 
 
 Providing for the transfer of pupils over 18 years of age to the Michigan 
 Employment Institution for the Blind. Providing for enumeration of blind 
 children in school census ; prescribing duties of enumerators. Children 
 between the ages of 7 and 19 years who are blind, or whose vision is so 
 defective as to make it impossible to have them properly educated in the 
 schools for the seeing, to be sent to the Michigan School for the Blind. 
 Exceptions. Provisions for enforcement, for indigent cases, and for vio- 
 lations. 
 
 Act No. 116, May 28, 1907. 
 
 1553. Missouri: Amending sec. 7752, art. % chap. 118, Revised Statutes, 1899, 
 relative to Missouri School for the Blind. 
 
 Changing the age limit of those entitled to admission (formerly 9 to 
 25) to 6 to 20. Extending period of benefits from 8 years to 12 years. 
 
 H. B. No. 450, p. 305, Mar. 19, 1907. 
 
 1554. New Jersey: Authorizing the appointment of a commission to investigate 
 and report upon the condition of the blind residents of the State, to in- 
 vestigate the methods by which other States provide for the blind, and 
 to recommend remedies by which the condition of the blind in the State 
 may be ameliorated. 
 
 Jt. Res. No. 8, Apr. 9, 1908. 
 
 1555. New Mexico: Amending sec. 8, chap. 2, Laws, 1903, relative to admission 
 to the institute for the blind. 
 
 Raising maximum age of admission from 21 to 25 for the four suc- 
 ceeding years. 
 
 Chap. 4, Feb. 21, 1907. 
 
 63470—09 19 
 
290 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1556. North Carolina: Compelling blind children to attend school. 
 
 Blind children between 7 and 17 years of age to attend state school for 
 blind and deaf. Prescribing duties of parents and guardians and fixing 
 penalties for violations. School census to include blind children. 
 
 Chap. 141, Feb. 1, 1908 (sp. sess.). (Sept. 1, 1908.) 
 
 1557. Wisconsin: Creating sec. 579a, Statutes, 1898, relative to the education 
 of the blind. 
 
 Providing for the establishment and maintenance of schools for the 
 blind in a similar manner to schools for the deaf as provided for by 
 secs. 578, 579a, 579m, and 579n, Statutes (Chap. 128, Laws, 1907). Au- 
 thorizing state superintendent to instruct inspector of day schools for 
 the deaf to inspect day schools for the blind without additional com- 
 pensation. 
 
 Chap. 551, July 10, 1907. 
 
 (d) Crippled and Deformed. 
 
 1558. Massachusetts : Changing the name of the “ Massachusetts School and 
 Home for Crippled and Deformed Children ” to the “ Massachusetts 
 Hospital School.” 
 
 Chap. 226, Mar. 20, 1907. 
 
 (e) Feeble-Minded. 
 
 1559. Maine: Providing for the care and education of the feeble-minded. 
 
 Providing for the establishment and maintenance of a school, to be 
 known as the “ Maine School for Feeble-Minded,” for the education and 
 care of the idiotic and feeble-minded, 6 years of age and upward, who 
 are at present supported by towns in the State, and who are capable of 
 being benefited by school instruction. 
 
 Providing for trustees, fixing the compensation, and defining the pow- 
 ers and duties thereof. 
 
 Providing for the mode of committal and admittance of persons to said 
 school. 
 
 Providing for cost and for method of discharge; for the erection and 
 equipment of buildings. Making biennial appropriation of $60,000. 
 
 Chap. 44, Mar. 6, 1907. 
 
 1560. 
 
 Massachusetts : Establishing the name of the “ Wrentham State School ” 
 (school for feeble-minded). 
 
 [See chap. 508, Acts, 1906.] 
 
 Chap. 421, May 16, 1907. 
 
 1561. North Dakota: Amending secs. 1165, 1167, 1168, 1910, 1911, and 1912, 
 Revised Codes, 1905, relative to institution for the feeble-minded. 
 
 Requiring semiannual payment of $50 by persons legally responsible 
 for persons admitted. County to pay in cases of indigence. 
 
 Chap. 237, Mar. 7, 1907. 
 
 1562*. Rhode Island: Providing for the establishment, maintenance, manage- 
 ment, and control of the Rhode Island School for thq Feeble-Minded. 
 
 Placing said school under the control of the state board of education. 
 Appropriating $25,000 for site and building. Prescribing powers and 
 duties of board and condition of admission or commitment. 
 
 Requiring the establishment of a school department for the instruction 
 of persons within school age capable of being benefited and a custodial 
 department for others. 
 
 Chap. 1470, Apr. 23, 1907. 
 
EDUCATION OF DEPENDENTS AND DELINQUENTS. 
 
 291 
 
 U. EDUCATION OF DEPENDENTS AND DELINQUENTS. 
 
 Properly speaking, the enactments of this group do not belong 
 within a classification of strictly educational legislation. They are 
 included here, however, as evidences of the widespread legislative 
 endeavors to meet the social and educational needs of those classes of 
 children who, under other circumstances, not only have the meagerest 
 educational opportunity, but who are most likely to become, without 
 control and education, members of a nonsocial class. Particular at- 
 tention and emphasis should be placed upon the several enactments 
 creating or modifying the juvenile court, which is generally recog- 
 nized as having become a most valuable educational instrumentality. 
 
 (a) General. 
 
 1563. Alabama: Delinquent children and juvenile court act. 
 
 Act No. 340, p. 442, Mar. 12, 1907. 
 
 1564. Arizona : Defining the powers of the several district courts with reference 
 to the care, treatment, and control of dependent, neglected, incorrigible, 
 and delinquent children under 16 years of age. 
 
 Defining “ dependent,” “ neglected,” “ incorrigible,” and “ delinquent ” 
 children. Providing for separate sessions of district courts, for powers 
 and procedure of court, for the appointment of probation officers, for con- 
 ditions and methods of commitment. 
 
 Chap. 78, Mar. 21, 1907. 
 
 1565. Arkansas: Providing for the better maintenance and bringing up of 
 children. 
 
 Authorizing county judges to take charge of certain neglected and de- 
 linquent children between 3 and 15 years of age. 
 
 Act No. 237, Apr. 30, 1907. 
 
 1566. California: Adding sec. 31 to chap. 222, Statutes, 1893, establishing a 
 school for the discipline, education, employment, reformation, and pro- 
 tection of juvenile delinquents, to be known as the “ Whittier State 
 School.” 
 
 Providing for the transfer thereto of certain boys under 18 years of age 
 from the state prison. 
 
 Chap. 4, Feb. 7, 1907. 
 
 1567. California: Amending chap. 43, Statutes, 1903, as amended by sec. 16, 
 chap. 610, Statutes, 1905, relative to the control, protection, and treat- 
 ment of dependent and delinquent children. 
 
 Sundry minor amendments. Provisions concerning establishment, by 
 municipalities or counties, of places for the detention of dependent and 
 delinquent children. Providing also for payment of expenses of main- 
 tenance of such children. 
 
 Chap. 427, Mar. 21, 1907. 
 
 1568*. California: Adding sec. 9 to chap. 19, Statutes, 1880, relative to the 
 support of orphans, half orphans, and abandoned children. 
 
 Providing that the state series of school text-books shall be furnished 
 to state institutions for the support of such children. Appropriating 
 $10,000 annually. 
 
 Chap. 472, Mar. 22, 1907. 
 
292 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 1569. Colorado: Providing for the establishment of a juvenile court in each 
 county and in each municipality known and designated as a city and 
 county within the State in which there are 100,000 or more inhabitants. 
 
 Prescribing the jurisdiction, powers, rights, proceedings, and practice of 
 such courts ; defining the rights, powers, duties, and qualifications of the 
 judges and other officers connected therewith; and providing for the 
 maintenance thereof. 
 
 Chap. 149, Apr. 3, 1907. (May 15, 1907.) 
 
 1570. Colorado: Concerning dependent and neglected children. 
 
 Defining terms “dependent child” and “neglected child.” Providing 
 for trial of cases concerning such children in the county and juvenile 
 courts. Prescribing method of petition for trial, conduct of hearing, and 
 regulations concerning commitment of child to state home or adoption 
 by some family. 
 
 “ Section 9. This act shall be liberally construed to the end that its pur- 
 pose may be carried out, to wit : That proper guardianship may be pro- 
 vided for in order that the child may be educated and cared for, as far as 
 practicable, in such manner as best subserves its moral and physical wel- 
 fare, and as far as practicable in proper cases that the parent, parents, or 
 guardian of such children may be compelled to perform their moral and 
 legal duty in the interest of the child.” 
 
 “ Section 7. Any dependent child committed to the state home for de- 
 pendent and neglected children shall as to its care and disposition by said 
 home be subject to the provisions of the act approved April 10, 1895, or 
 any amendment thereto, establishing said home for dependent and 
 neglected children. This act shall also be subjected to the right of the 
 state bureau of child and animal protection to be appointed guardian of 
 any child neglected or cruelly treated as now or hereafter provided by 
 the laws of this State.” 
 
 Chap. 168, Apr. 2, 1907. 
 
 1571. Colorado: Amending secs. 9, 14, 17, and 35, chap. 15, Laws, 1897, estab- 
 lishing the State Industrial School for Girls. 
 
 Authorizing board of control, upon proper notice, to hold the regular 
 monthly meeting in Denver. Requiring members to personally examine 
 school at least once during any month the meeting is not held at the 
 school. 
 
 Making minor change in method of releasing a girl. Empowering 
 board of control to return to authorities from whom received any girl 
 considered an improper subject for the school and providing other treat- 
 ment for such girl. 
 
 Chap. 225, Apr. 8, 1907. 
 
 1572. Delaware: Amending chap. 42, Laws, 1904-5, authorizing the levy court 
 of Newcastle County to pay for the maintenance of persons committed 
 to the Delaware Industrial School for Girls. 
 
 Increasing amount paid for each person from 25 to 40 cents per day. 
 
 Chap. 136, Mar. 14. 1907. 
 
 1573. Idaho: Amending secs. 8 and 12, H. B. No. 114, Laws, 1905, relative to 
 the care of delinquent children. 
 
 Reducing penalties for violation of act. Providing for the appointment 
 of not more than two probation officers in counties having a school popu- 
 lation of over 5,000; for one in others. 
 
 Boards of school trustees to report cases of truancy, delinquency, and 
 incorrigibility to county superintendent, who shall report such cases to 
 the judge of the probate court. 
 
 H. B. No. 9, p. 231, Mar. 12,. 1907. 
 
 1574. Indiana: Concerning the names, management, and control of the state 
 benevolent, reformatory, and penal institutions, defining the powers of 
 the boards of trustees, prohibiting campaign assessments, and providing 
 penalties. 
 
EDUCATION OF DEPENDENTS AND DELINQUENTS. 
 
 293 
 
 Names of institutions changed : 
 
 “ Section 2. The name of the Indiana Industrial School for Girls is 
 hereby changed to the Indiana Girls’ School; the name of the Indiana 
 Institution for the Education of the Deaf and Dumb is hereby changed 
 to the Indiana State School for the Deaf; the name of the Indiana Insti- 
 tution for the Education of the Blind is hereby changed to the Indiana 
 School for the Blind; and said schools for the deaf and for the blind 
 shall not be regarded nor classed as benevolent or charitable institutions, 
 but as educational institutions of the state conducted wholly as such.” 
 
 Chap. 98, Mar. 2, 1907. 
 
 1575. Kansas : Amending and supplementing chap. 190, Laws, 1905, establishing 
 a juvenile court and providing for dependent and neglected children. 
 
 Providing penalty for parents or other persons responsible for delin- 
 quency, dependency, or neglect. Provision for suspension of sentence and 
 the recovery of forfeited bonds. Providing for the establishment of a 
 detention home or a juvenile farm in counties having a population of 
 more than 20,000. Providing for the conduct and support of such. 
 Providing for reports of juvenile courts. 
 
 Chap. 177, Mar. 1.2, 1907. 
 
 1576. Kentucky: Amending secs. 1, 6, 8, 9, 10, 13, 14, and 29, chap. 18, Laws, 
 1906, creating and establishing a board of commissioners to be known 
 as the “ state -board of control for charitable institutions,” and prescrib- 
 ing its powers and duties. 
 
 Chap. 28, Mar. 21, 1908. 
 
 1577. Kentucky : Repealing chap. 54, Laws, 1906, providing for the punishment 
 of persons responsible for or directly promoting or contributing to the 
 conditions that render a child dependent, neglected, or delinquent; and 
 enacting a substitute. 
 
 Chap. 60, Mar. 19, 1908. 
 
 1578. Kentucky: Repealing chap. 64, Laws, 1906, relative to the powers of the 
 several county courts with reference to the care, treatment, and control 
 of delinquent, neglected, and dependent children, and enacting a sub- 
 stitute. 
 
 Chap. 67, Mar. 19, 1908. 
 
 1579. Louisiana: See enactment No. 953. 
 
 1580. Louisiana: Regulating the care, treatment, and control of neglected and 
 delinquent children, 17 years of age and under, and providing for the 
 trial of adults charged with the violation of laws for the protection of 
 the physical, moral, and mental well-being of children, or with desertion 
 or failure to support wife or children ; organizing the juvenile court in 
 the parish of Orleans, providing a judge and officers therefor, and fixing 
 their qualifications, mode of election and appointment, term of office, and 
 compensation ; providing for separate sessions, as juvenile courts, of the 
 district courts outside of said parish ; defining the jurisdiction of said 
 courts and prescribing the procedure therein ; providing said courts with 
 probation officers of either sex, and fixing their mode of appointment, 
 duties, and powers; providing for indeterminate sentences by said courts 
 and for appeals therefrom ; providing for the investigation of persons 
 and institutions utilized by said courts, and for the compilation of sta- 
 tistics respecting their operations ; and providing penalties for violations. 
 
 Act No. 83, June 30, 1908. (Jan. 1, 1909.) 
 
294 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1581. Louisiana: Proposing an amendment to the constitution ratifying and 
 carrying into effect an act of the legislature regulating the care of neg- 
 lected and delinquent children and for the trial of adults in certain cases, 
 establishing a juvenile court in the parish of Orleans, and providing for 
 separate sessions, as juvenile courts, of the district courts outside of 
 said parish, and making other provisions cognate thereto. 
 
 Act No. 245, July 8, 1908. 
 
 1582. Maine: Amending sec. 31 and repealing sec. 32, chap. 143, Revised 
 Statutes, 1903, relative to the Maine Industrial School for Girls. 
 
 Expenses of clothing and subsistence of girls to be paid by the State 
 rather than city or town of residence. 
 
 Chap. 31, Mar. 6, 1907. 
 
 1583. Maine: Amending secs. 3 and 4, chap. 22, Acts, 1903 (secs. 3 and 4, chap. 
 143, Revised Statutes, 1903), and repealing sec. 5, chap. 143, Revised 
 Statutes, 1903, relative to the State School for Boys. Repealing pro- 
 vision relative to notices of liability to cities and towns and to the 
 recovery of expenses by the State. 
 
 Expenses of boys committed to State School for Boys to be paid by 
 the State instead of the town of residence. Making annual appropriation 
 of $4,000 for two years to defray expenses. 
 
 Chap. 120, Public Laws, Mar. 26, 1907. 
 
 1583a. Maryland: Regulating the importation into the State of actual paupers, 
 vagrant, criminal, incorrigible, insane, or helplessly crippled or diseased 
 children. 
 
 Chap. 42, p. 92, Mar. 3, 1908. 
 
 1584. Massachusetts: Providing for an investigation and report by the state 
 board of charity relative to the establishment of an industrial school for 
 boys. 
 
 Appropriating $500. Board to report not later than Jan. 1, 1908. 
 
 Resolves, chap. 121, June 21, 1907. 
 
 1584a. Massachusetts : Providing for the establishment of the industrial school 
 for boys. 
 
 Chap. 639, June 13, 1908. 
 
 1585. Michigan: Amending secs. 5 and 7, act No. 143, Acts, 1903, providing for 
 the government, management, and control of the state public school at 
 Coldwater. 
 
 Bringing dependent children between 12 and 14 within provisions 
 of act. 
 
 Act No. 301, June 27, 1907. 
 
 1586. Michigan: Providing for the punishment of persons responsible for or 
 contributing to the delinquency of children. 
 
 Authorizing fine not to exceed $100, imprisonment in county jail for not 
 more than ninety days, or both. 
 
 Act No. 314, June 28, 1907. 
 
 1587. Minnesota: Amending chap. 285, Laws, 1905, regulating the treatment 
 and control of dependent, neglected, and delinquent children. 
 
 Providing for the establishment of detention homes and for their con- 
 trol. Defining authority of juvenile courts to place children in such 
 homes. 
 
 Chap. 172, Apr. 12, 1907. 
 
EDUCATION OF DEPENDENTS AND DELINQUENTS. 
 
 295 
 
 1588. Minnesota: Amending secs. 5496, 5497, 5500, and 5501, Revised Laws, 
 1905, relative to juvenile offenders. 
 
 Providing in counties having more than 50,000 inhabitants that a pro- 
 bation officer shall be appointed by district judges (formerly, state board 
 of control). Sundry other amendments concerning powers, duties, re- 
 ports, and compensation of probation officers. 
 
 Chap. 342, Apr. 23, 1907. 
 
 3589. Missouri: Regulating the treatment and control of neglected and delin- 
 quent children, and providing necessary places of detention for such, in 
 counties having a population of 100,000 and less than 150,000 inhabitants. 
 
 Defining “ neglected ” and “ delinquent ” child. Designating a juvenile 
 court, prescribing procedure and authority. Authorizing probation offi- 
 cers, etc. 
 
 S. B. No. 463, p. 217, Mar. 19, 1907. 
 
 1590. Montana: Concerning dependent and neglected children, and concerning 
 the parents, guardians, and other persons responsible for the custody, 
 care, and maintenance and support of such children, and providing pen- 
 alties. 
 
 Defining “ delinquent or neglected child.” Granting jurisdiction to 
 district courts. Prescribing mode of complaint and procedure. Providing 
 penalties for violations. 
 
 Chap. 92, Mar. 5, 1907. 
 
 1591. Montana: Concerning delinquent children or delinquent juvenile persons; 
 providing for their apprehension, custody, and disposition; the jurisdis- 
 tion of courts and proceedings therein ; and concerning the parents, guard- 
 ians, and other persons responsible for the custody, care, education, 
 maintenance, and control of such children; providing for punishments 
 and penalties. 
 
 Chap. 126, Mar. 6, 1907. 
 
 1592. Nebraska: Repealing, and reenacting with amendments, secs. 1, 6, 7, 9, and 
 11, chap. 59, Laws, 1905, regulating the treatment and control of depend- 
 ent, neglected, and delinquent children. 
 
 Raising age limits of such children and making sundry minor amend- 
 ments relative to probation officers and commitments. 
 
 Chap. 45, Apr. 9, 1907. 
 
 1593. New Hampshire: Repealing secs. 24 and 25, chap. 284, Public Statutes, 
 1901, and enacting new sec. 24, relative to industrial schools. 
 
 Making the State instead of the town or county liable for board and 
 instruction of person committed. 
 
 Chap. 133, Apr. 5, 1907. (Apr. 15, 1907.) 
 
 1594. New Jersey: Providing for the establishment of a school and school 
 facilities and accommodations in the state prison. 
 
 Requiring board of inspectors of the state prison to establish said 
 school ; creating a state prison school board and placing school under its 
 supervision and control. Prescribing powers and duties. All teachers 
 but head teacher may be inmates. 
 
 Chap. 65, Apr. 15, 1907. 
 
 1595. New York: Establishing a state probation commission and defining its 
 powers and duties. 
 
 Commissioner of education an ex-officio member of such commission. 
 
 Chap. 430, June 6, 1907. 
 
 1596. North Carolina: Establishing a reformatory or manual training school 
 for the detention and reformation of the criminal youth of the State. 
 
 Chap. 509, Mar. 2, 1907. 
 
296 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 3597. Ohio: See enactment No. 962. 
 
 1598. Ohio: Repealing, and reenacting with amendments, sundry laws regu- 
 lating the treatment and control of dependent, neglected, and delinquent 
 children. 
 
 S. B., 413, p. 192, Apr. 24, 1908. 
 
 1599. Oklahoma. Authorizing and establishing state orphan homes for desti- 
 tute or dependent white and colored children, naming same, and provid- 
 ing for a superintendent and board of four directors for each. 
 
 Chap. 70, H. B. 671, p. 629, May 18, 1908. 
 
 1600. Oregon. Repealing chap. 80, Laws, 1905, and enacting a substitute de- 
 fining and regulating the treatment and control of dependent, neglected, 
 and delinquent children. 
 
 Providing for the disposition, care, education, protection, support, 
 maintenance, and punishment of such children ; for their guardianship 
 and adoption; prescribing the powers and duties of courts with refer- 
 ence thereto. Establishing and providing for the maintenance of juve- 
 nile courts ; prescribing their jurisdiction and powers, and the procedure 
 therein. Providing for the appointment and compensation of probation 
 officers, and prescribing their duties and powers. Providing for the 
 supervision and control of all corporations, institutions, societies, and 
 associations receiving children under the act. 
 
 Chap. 34, Feb. 15, 1907. 
 
 1601. South Dakota: See enactment No. 1073. 
 
 1602. South Dakota. Changing the name of the South Dakota Reform School. 
 
 Name changed to “ South Dakota Training School.” 
 
 Chap. 222, Mar. 7, 1907. 
 
 1603. Tennessee: Amending sec. 12, chap. 516, Laws, 1905, relative to delin- 
 quent children (juvenile court law). 
 
 Applying law to counties of 100,000 inhabitants (formerly 70,000) and 
 over by the Federal census of 1900 or any future census. 
 
 Chap. 110, Mar. 18, 1907. 
 
 1604. Utah: Repealing sec. 4, chap. 124, Laws, 1903, relative to dependent and 
 neglected children, and chap. 117, Laws, 1905, relative to juvenile 
 courts, and reenacting substitute measures. 
 
 Providing for juvenile courts, the title, term of office, and compensa- 
 tion of the judge thereof, for a juvenile court commission and specifying 
 its duties, for clerks of said court; defining the jurisdiction of juvenile 
 courts, and providing for the jurisdiction of district courts in certain 
 cases; defining and specifying the practice and procedure of juvenile 
 courts; providing for appeals to the supreme court; providing for a 
 reporter for the juvenile court ; defining the duties of county attorney ; 
 providing for probation officers and their duties and compensation ; 
 making disposition of fines in said courts, regulating the time and place 
 of holding court and service of process. 
 
 Chap. 139, Mar. 25, 1907. 
 
 1605. Vermont: Instructing joint standing committee on industrial school at 
 Vergennes to visit that institution and inquire into its reformatory 
 methods, sanitary conditions, practical workings, and the repairs needed. 
 
 Jt. Res. No. 513, Nov. 19, 1906. 
 
 1606. Washington: Amending sec. 1, Laws, 1890, providing for the establish- 
 ment and location of a state reform school (p. 271). 
 
 Changing name from “ State Reform School ” to “ State Training 
 School.” 
 
 Chap. 90, Mar. 9, 1907. 
 
EDUCATION OF DEPENDENTS AND DELINQUENTS. 
 
 297 
 
 1607. Wisconsin: Amending sec. 573f, Statutes, 1898, relative to the commit- 
 ment of neglected children to the state public school. 
 
 Chap. 82, May 4, 1907. 
 
 1608. Wisconsin: Amending sec. 4966, Statutes, 1898, providing for the com- 
 mitment of children to the industrial schools. 
 
 Female as well as male children convicted of a criminal offense may 
 be sent to an industrial school. Maximum age limit for so sending fixed 
 at 18 years. 
 
 Vagrant or incorrigible boys between ages of 8 and 16 years (formerly 
 10 and 18) to be sent to Wisconsin Industrial School for Boys. 
 
 Chap. 630, July 13, 1907. 
 
 1609. 
 
 Wyoming: Providing for the care and training of delinquent children. 
 
 Authorizing court in certain instances to commit children to care of 
 certain institutions and societies. 
 
 Chap. 60, Feb. 16, 1907. 
 
 (b) Truant and Detention Schools. 
 
 3610. Colorado: Providing for a detention house in each county, and in each 
 municipality known and designated as a city and county, within the 
 State, in which there are 100,000 or more inhabitants, and providing for 
 the maintenance thereof. 
 
 Detention house to be erected and maintained by the county commis- 
 sioners and conducted in connection with the juvenile court; superin- 
 tendent to be appointed by the judge of juvenile court, and to direct the 
 conduct or discipline and education or care of children placed therein. 
 
 School board, upon request of judge of court, to furnish teachers, 
 books, or appliances for the proper education of children detained and to 
 pay the expense thereof. 
 
 Chap. 170, Apr. 2, 1907. 
 
 1611. Iowa: Amending and adding to chap. 11, Laws, 1904, enlarging the 
 powers of the district court, and regulating the treatment and control 
 of dependent, neglected, and delinquent children. 
 
 Providing for the establishment, in counties having a population of 
 more than 50,000, of a detention home. Providing compensation for and 
 empowering probation officers for such counties. Authorizing tax levy 
 of 1 mill. 
 
 Chap. 7, Mar. 27, 1907. 
 
 1611a. Maryland: Repealing, and reenacting with amendments, sec. 156, art. 77, 
 Public General Laws, 1904, relative to parental schools in the city of 
 Baltimore and Allegany County. 
 
 Chap. 241, p. 229, May 31, 1908. 
 
 1612. Massachusetts: Changing the name of certain truant schools. 
 
 Such schools to be called “ training schools.” 
 
 Chap. 103, Feb. 24, 1908. 
 
 1613. Minnesota: See enactment No. 1587. 
 
 1614. Nebraska: Authorizing county boards to make appropriations for the 
 establishment and maintenance of detention homes in connection with 
 juvenile courts. 
 
 Chap. 46, Mar. 18, 1907. 
 
298 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 1615. New Jersey: Amending secs. 1, 3, and 5, chap. 37, Laws, 1906, establish- 
 ing schools of detention. 
 
 Striking out clause authorizing such establishment only in counties 
 of 150,000 population. Constituting such detention school a special 
 school district. Entitling it to receive apportionment of state school 
 funds, and providing for a board of directors. Extending scope of edu- 
 cational activities so as to include industrial training, training for citi- 
 zenship, etc. Providing for selection and organization of teaching force. 
 Permitting counties under certain conditions to contract with private 
 institutions for the care of such dependent and delinquent children, such 
 private schools not to be regarded as parts of the state school system. 
 
 Chap. 307, Apr. 16, 1908. 
 
 1616. Utah: Providing detention homes for the care and custody of dependent 
 or delinquent children 16 years of age or under, and for the care, educa- 
 tion, conduct, and maintenance thereof. 
 
 Applying to counties containing cities of the first or second class. 
 
 Chap. 144, Mar. 25, 1907. 
 
 1617. Wisconsin: Amending chap. 447, Laws, 1903, authorizing the establish- 
 ment of truant ungraded day schools and parental boarding schools and 
 commitments to such schools in cities of the first class. 
 
 Allowing city to establish such a school within or without (formerly 
 within) the city limits, or to contract with city having such school. Fix- 
 ing age limit of children in school at 18 (formerly 16) years. Board of 
 education to appoint officers, teachers, and agents. Providing for regular 
 oversight of children on parole by parole agents or teachers. Making 
 nature of child’s home a consideration for parole. 
 
 Chap. 186, June 6, 1907. 
 
 
RECENT DECISIONS OF FEDERAL AND STATE SUPREME 
 COURTS UPON TOPICS OF CURRENT INTEREST IN 
 PUBLIC EDUCATION.® 
 
 EXPLANATORY STATEMENT. 
 
 The following decisions of the highest courts of the States con- 
 cerned, including one of the Supreme Court of the United States, 
 have been selected for presentation here primarily by reason of their 
 evident far-reaching influence upon the schools of the States in which 
 the decisions have been rendered, in addition to the fact that they 
 deal with topics possessing more than ordinary interest to those en- 
 gaged in the work of public education. No effort has been made to 
 discuss either the educational or the judicial implications of the 
 decisions. The first would necessitate a fairly accurate knowledge 
 of the local educational circumstances involved, while to attempt the 
 second would not only carry the discussion beyond the present pur- 
 pose, but would perhaps evidence presumption on the part of a 
 layman. It has been deemed sufficient to present the facts and 
 opinion rendered, either in full or by digest, in each case. 
 
 JURISDICTION OF STATE DEPARTMENTS OF EDUCATION. 
 
 I. New York. 
 
 [People ex rel. Walrath v. O’Brien (Supreme Court, New York, appellate division, March, 
 1906), 97 N. Y. Sup., 1115.] 
 
 Cochrane, J, — The purpose of this proceeding is to review the action of the 
 respondents composing the board of education of the city of Troy in removing 
 the relator from his position as principal of the high school in said city, which 
 position he held from about March 1, 1897, until the time of his removal by 
 the respondents as aforesaid, which occurred in December, 1905. 
 
 By chapter 560 of the laws of 1902, which applies only to some of the cities 
 of the second class, including the city of Troy, it is provided among other 
 things that “ all principals shall hold their positions during good behavior 
 and shall be removable only for cause, after a hearing, by the affirmative votes 
 of at least a majority of the board ” of education. 
 
 a For digests of and citations to other decisions relating to public education, see Index, 
 under “ Decisions.” 
 
 299 
 
300 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 The petition of the relator herein shows that charges were preferred against 
 him to the board of education ; that a hearing on such charges was accorded to 
 him by said board; and that after such hearing he was removed as aforesaid. 
 Such hearing constituted a trial, and the action of the board in removing the 
 relator from his position was a decision that such charges were properly made 
 and that they constituted just cause for his removal. The relator, feeling 
 himself aggrieved by such decision, seeks by this proceeding to have it reviewed 
 by the court. 
 
 Title 14 of the consolidated school law (chapter 556 of the laws of 1894) pro- 
 vides that “ any person conceiving himself aggrieved in consequence of any 
 * * * official act or decision concerning any other matter under this act 
 
 or any other act pertaining to common schools may appeal to the superintendent 
 of public instruction, who is hereby authorized and required to examine and 
 decide the same ; and his decision shall be final and conclusive and not subject 
 to question or review in any place or court whatever.” By the same title the 
 superintendent of public instruction is given power in reference to such appeals 
 to make all orders which may in his judgment be proper or necessary to give 
 effect to his decisions. Chapter 40 of the laws of 1904 abolishes the office of 
 superintendent of public instruction, but provides that the powers and duties 
 of his office shall be exercised and performed by the commissioner of education 
 therein provided for, so that appeals may now be taken to the commissioner of 
 education in the same cases where before the enactment of the last-mentioned 
 statute such appeals might have been taken to the superintendent of public 
 instruction. 
 
 The relator herein concedes that the public schools of Troy, including the 
 Troy High School, are common schools and that chapter 560 of the laws of 
 1902, above referred to, relating to cities of the second class, including the city 
 of Troy, is an act pertaining to common schools. 
 
 It thus appears that the relator, if aggrieved, may have complete and ample 
 redress by an appeal to the commissioner of education, and as no statute to 
 which we are referred authorizes a writ of certiorari in a case like this, section 
 2122 of the Code of Civil Procedure applies, which, so far as pertinent to this 
 case, is as follows : “ Except as otherwise expressly prescribed by a statute, a 
 writ of certiorari can not be issued * * * where the determination can be 
 
 adequately reviewed by an appeal to a court or to some other body or officer.” 
 
 The determination of the board of education which the relator complains of 
 can be adequately reviewed by the state commissioner of education, and hence 
 the relator is not at liberty to avail himself of a writ of certiorari, and the 
 order quashing such writ, which had previously been allowed, was properly 
 granted. 
 
 The order must be affirmed, with $10 costs and disbursements. 
 
 Note. — The following decision of the commissioner of education of New York (April 9, 
 1906) in the foregoing case is also presented in order to display the complete circum- 
 stances relating to the above case : 
 
 [New York State Education Department. In the matter of the appeal of Martin H. 
 Walrath v. The Board of Education of the City of Troy.] 
 
 By the Commissioner. — This is an appeal from the action of the board of 
 education of the city of Troy in removing appellant from the position of princi- 
 pal of the high school. The action of the board was based upon charges made 
 by the superintendent of schools. The charges were served upon the appellant 
 November 23, 1905, when he was notified that his trial would be held before the 
 board November 27, 1905. At that time the investigation proceeded; the cor- 
 poration counsel attended and prosecuted the charges and the appellant was 
 attended by counsel; adjournments were had from day to day and the testi- 
 mony was taken at much length. On December 4, 1905, the board voted that 
 the appellant had been found guilty, without specifying the particular offenses 
 of which he was found guilty, and that he should be dismissed from his position 
 forthwith. 
 
 Section 245 of the charter of cities of the second class, of which Troy is one, 
 provides, among other things, as follows : “All principals shall hold their posi- 
 tions during good behavior and shall be removable only for cause, after a hear- 
 ing, by the affirmative votes of at least a majority of the board.” 
 
 The appellant is a graduate of Syracuse University in the class of 1889, and 
 had been principal of the Troy High School since March 1, 1897. 
 
RECENT SUPREME COURT DECISIONS. 
 
 301 
 
 The charges were made by Mr. Edwin S. Harris, the superintendent of the 
 Troy schools since September, 1904. They were made at the instance of the 
 board, although the proceedings clearly show that the superintendent himself 
 was an active agent in preparing and proving them. They were drawn by the 
 corporation counsel upon information supplied by the superintendent, and they 
 were signed and verified by the superintendent. They alleged incompetency ; 
 neglect of duty; disobedience of the rules, requirements, and directions of the 
 board of education and of the superintendent of schools; maladministration 
 and misconduct in office; conduct unbecoming a teacher and principal of a high 
 school ; and asserted that the things complained of were done or omitted inten- 
 tionally, willfully, and maliciously. 
 
 The specifications set forth twelve instances of alleged misdeeds or failure to 
 perform the duties of appellant’s position. Stripped of legal verbiage, these 
 were as follows: 
 
 1. Failure to assign a teacher to the head of the modern-language depart- 
 ment after she had been appointed thereto by the board. 
 
 2. Refusal for some days to assign another teacher to work in mathematics 
 after her appointment thereto by the board. 
 
 3. Criticism of the board for the foregoing appointments. 
 
 4. Hindering the employees of the department of public works from making 
 certain changes at the high school, directed by the board of education. 
 
 5. Failure to report a list of the students of the high school and the number 
 of school credits granted to each, as well as the number claimed by each, not- 
 withstanding the directions of the board. 
 
 6. 7, 8. Failure to maintain discipline of pupils on several named occasions 
 and to report thereupon, although directed to do so. 
 
 9. Failure to keep accurate records of work and credits of students. 
 
 10. Untrue and inaccurate reports of work and credits of students. 
 
 11. Failure to make true and accurate reports of the attendance of nonresi- 
 dent students. 
 
 12. Unjust, improper, and malicious criticism of the board and the super- 
 intendent. 
 
 The answer of the appellant denied, severally and specifically, the charges of 
 the superintendent, adding what the principal claimed were explanations of 
 certain facts brought out by the allegations made against him. 
 
 At the hearing before the board the main witnesses were the superintendent 
 and the principal. Of the 429 pages of the record, their testimony fills 299 
 pages. The proof of the charges rests almost exclusively upon the testimony 
 of Mr. Harris, the superintendent. But one other witness was called to sus- 
 tain the allegations, and he upon but one unimportant matter. The conten- 
 tions of the principal are corroborated here and there by the testimony of 
 several teachers in the high school and by others. 
 
 The commissioner of education has read, and heard able counsel upon, and 
 reflected upon this testimony. Though probably not bound to be limited by the 
 record, he has been. There has been no desire to take over the functions of 
 the board of education or to substitute the discretion of the commissioner for 
 that of the board. If the weight of evidence seemed nearly balanced, and the 
 judges appeared free from bias, and the judgment inflicted a penalty fairly 
 adjusted to a real offense reasonably established, the commissioner would sus- 
 tain the board, even though it might seem to him that they had fallen into 
 some incidental errors and his conclusions upon the facts were not fully in 
 accord with theirs. But he can come to no other conclusion than that the 
 board was of one mind in prejudging the case and intent upon coming to but 
 one end; was biased against the appellant; magnified the small incidents of 
 administration beyond reason ; denied him the fair opportunities of defense ; in- 
 flicted a penalty wholly out of proportion to any apparent delinquency, and so 
 violated the law which they were bound to regard. 
 
 No immoral act is charged against the appellant; no hasty or uncontrollable 
 temper is intimated; nothing to show that he brought dishonor upon his posi- 
 tion is established; no doubt about his scholarship is brought forward. It 
 nowhere appears that he did not enjoy the common respect of the community, 
 of associate teachers, and of his pupils. He certainly carried himself with 
 much steadiness under trying circumstances. The most that is alleged and 
 attempted to be proved is that he failed to do something that he should have 
 done, or talked too freely, and, under the light of all that was brought out 
 before the board, even so much fades pretty nearly to the vanishing point. 
 
302 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 The superintendent had a professional as well as a legal and moral obliga- 
 tion to the principal, and whatever difficulties there were should have been 
 settled between the superintendent and principal, and would have been if the 
 members of the board and the superintendent had been moved by nothing but 
 the good of the schools and regard for a teacher in a responsible place. In- 
 deed, the proceedings unmistakably declare the fact that the difficulties which 
 have set the schools and the people of a city in most regrettable turmoil have 
 arisen out of the solicitude of this principal for the character and the quality 
 of the faculty over which he was to preside, and out of the integrity that could 
 not always bend to even official authority which had some other aims than the 
 exclusive good of the schools. 
 
 The teachers who were appointed to the high school faculty without confer- 
 ence with the principal were assigned to work by him with little delay and no 
 more than was inevitably incident to his surprise and to their lack of adaptation 
 to new and responsible duties. The criticisms against the members of the board 
 sound very differently when repeated by one side from what they do when 
 explained by the other, and, in any event, were not to the public and not beyond 
 what any public officer must expect, without exercising his official power to turn 
 people out of permanent positions. The allegation about interfering with 
 changes in the building grew out of an insignificant and passing episode. 
 Those concerning reports upon the standings of pupils and the number of fail- 
 ures are clearly the result of measuring things by different standards and of 
 differing estimates of personal and official prerogatives. That in relation to 
 the discipline of pupils is not serious in school administration, and is no 
 graver than may be frequently made against principals who have live boys to 
 manage. The one about not reporting nonresident pupils, which looks bad 
 upon its face, because it would seem to indicate that the principal permitted 
 the city to be defrauded, is shown to refer to a student whose father was a 
 resident and a taxpayer at the time referred to, and who was therefore in the 
 school of right. No wrongful intent or malicious purpose appears anywhere. 
 
 But this is not all : The trial was not judicially fair. If any inquiry is unfair 
 it is one in which the tribunal pretends to be governed by legal rules and yet 
 has no real knowledge of them, and so exercises the power to use them, either 
 willfully or ignorantly, in favor of one side and against the other. It can not 
 be expected that a board of education will be familiar with the legal rules 
 governing the taking of evidence, but it is not too much to insist that a board of 
 education shall either show such disposition, even anxiety, to protect the rights 
 of the accused as will lead it to receive and exclude the testimony offered by 
 both sides according to true rules of evidence, or else make no such pretense 
 and get at the facts through whatever both sides can offer. There need be no 
 hesitation in saying that the record plainly discloses that testimony material to 
 the accused was excluded repeatedly when it tended to show that members had 
 prejudged the case or when it would weigh against the preconceived plans of 
 the board. An able young lawyer, favorable to the attitude of the superintend- 
 ent and the board, was allowed to determine what evidence should be taken, 
 and to badger the principal to counsel’s content, while another was kept from 
 analyzing the contents of the superintendent’s mind beyond what seemed to the 
 board to be safely consistent with its point of view. It is not said, as the super- 
 intendent and board allege of the principal, that the board was intentionally, 
 willfully, and maliciously wrong about this. It was wrong, but it may have 
 become infatuated with theories which impelled its course, and it may have been 
 under political pressure which really forced it to think that the exigencies of 
 the situation demanded it. The matter is given place here for the enlighten- 
 ment and guidance of other boards in similar or analogous situations, and in 
 eager anticipation of the time when partizanship shall not dare to obtrude upon 
 the management of the schools. 
 
 It must be understood that a teacher Is entitled to a fair chance for his life, 
 and that a teacher’s place is not to be the football of politics, or partizanship 
 in other form. If a teacher to whom the law gives a permanent tenure through 
 good behavior, and declares that he can only be removed for cause, is to be 
 removed, the cause must be a reasonable one and the proceedings leading up to 
 the determination must be so conducted as to establish the cause and yet protect 
 the teacher’s rights. 
 
 The commissioner of education takes no flabby or indifferent view of the need 
 of organization, of respect for official directions, of obedience to constituted 
 authority. But the organization must rest upon sound fundamental principles, 
 
RECENT SUPREME COURT DECISIONS. 
 
 303 
 
 the directions must square with reason and right, and the authority must be 
 exclusively actuated by the high aims of the educational system and be safely 
 within the law which regulates the schools. When it is so, authority is entitled 
 to honor for any aggressiveness it may show ; and when it is not, he who resists 
 it is also entitled to honor. 
 
 It is hard for anyone to lose employment. It is still harder for one to lose 
 employment as a teacher at a time of the year which practically makes reem- 
 ployment impossible for nine or ten months. It comes pretty close to annihila- 
 tion when a teacher is peremptorily dismissed in the presence of all the people 
 of a considerable city, and with the full knowledge of all teachers in the State 
 and country, from so conspicuous a position as the principalship of the Troy 
 High School, when it is proclaimed that it is done for incompetence, neglect of 
 duty, intentional maladministration, willful misconduct in office, malicious con- 
 duct unbecoming a teacher, and all the other things that come to the mind of a 
 keen young corporation counsel assigned the duty of drawing charges and 
 making a case. 
 
 The teacher in this case was in a conspicuous and responsible position. He 
 was bound to endeavor to work quietly and harmoniously with all others who 
 had the good of the schools in view, and particularly with those in official 
 authority over him. He was bound to be patient, to carry himself with steadi- 
 ness and dignity, and even to suffer much in the interest of the common good. 
 But he was a man of character and education. He had had considerable ex- 
 perience in the place he held. He was not an old man, incapable of further 
 progress and yet better accomplishments. The school over which he presided 
 was upon his heart. He was entitled to be treated like a man, toi be regarded 
 for the public service he had rendered. He was not a mere hired man ; he was 
 entitled to be conferred with about the interests of his school. When the board 
 was honest and sane and deliberate he was bound to act upon their conclusions 
 without cavil, or vacate his place for one who could. If he could not do that, 
 then he was incompetent for such a trust, and if under such circumstances he 
 would not vacate his place, then the board could remove him at a time and in 
 a way which would inflict no more upon him than the circumstances made 
 reasonable and the needs of the school made imperative. An offense against 
 good judgment or disagreements with the board which need not force an open 
 rupture if managed by men of sense, which might be sufficient to warrant a 
 request for his resignation or even a removal from position in the vacation 
 time, might come short of supporting such decisive action at a time when the 
 schools were open and the situation called for toleration and no unnecessary 
 commotion. When the board became possessed of a purpose to oust him in 
 the middle of the school year without substantial cause, he was not bound to 
 acquiesce; the law is against that and it protected him. It was precisely for 
 this purpose that the provisions concerning the tenure of teachers in the uniform 
 charter of cities of the second class was inserted. 
 
 The appeal is sustained, and the action of the respondent removing the 
 appellant from the principalship of the Troy High School is declared to be of 
 no effect. 
 
 It is ordered that the board of education of the city of Troy forthwith recog- 
 nize said Martin H. Walrath as principal of the Troy High School, charged 
 with all the responsibilities and authority, and entitled to all of the prerogatives 
 and emoluments of said position the same as he would have been if the action 
 of said board of education taken December 4, 1905, removing him from said 
 position had not been taken. 
 
 This decision must be filed with the clerk of the board of education of the city 
 of Troy, and notice thereof be by him given to the appellant and respondent, 
 with opportunity to examine the same. 
 
 April 9, 1906. 
 
 II. New York. 
 
 [Harris v. Draper (Supreme Court, New York, special term, Rensselaer County, Febru- 
 ary, 1908), 109 N. Y. Sup., 983.] 
 
 Application of Edwin S. Harris for a writ of prohibition against Andrew S. 
 Draper, as commissioner of education of the State of New York, and Elias P. 
 Mann, individually and as mayor of the city of Troy, to restrain a further 
 prosecution and hearing of an appeal taken by the respondent Mann from a 
 
304 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 decision of the board of education of the city of Troy dismissing charges pre- 
 ferred against relator as superintendent of schools of such city. Writ dis- 
 missed. 
 
 Betts, J. An alternative writ of prohibition has heretofore been granted in 
 this matter restraining the defendant, Andrew S. Draper, as commissioner of 
 education of the State of New York, from hearing a certain appeal taken by 
 Elias P. Mann, individually and as mayor of the city of Troy, from a decision 
 of the board of education of the city of Troy on charges preferred against 
 Edwin S. Harris, the relator, superintendent of schools of said city of Troy, by 
 said Mann, the defendant, which charges were dismissed by the said board of 
 education after a trial thereof. An appeal was taken by said Elias P. Mann 
 from the decision of said board of education to the defendant, Andrew S. 
 Draper, commissioner of education. The question was argued before said com- 
 missioner as to whether he had jurisdiction to hear said appeal, and as a result 
 of said argument the said Draper decided that he had jurisdiction to hear and 
 determine the appeal from the decision of said board of education and to review 
 its decision. An application is now made to make this alternative writ of pro- 
 hibition absolute on the ground that the commissioner of education has no juris- 
 diction to hear this appeal. Elias P. Mann, individually and as mayor, makes 
 a return objecting to the legal sufficiency of the papers upon which the writ of 
 prohibition herein was granted, and alleging that the said Draper has jurisdic- 
 tion of the appeal referred to in the petition herein. 
 
 Practically all the questions submitted here were decided in People of the 
 State of New York ex rel. Martin H. Walrath, appellant, v. Frank E. O’Brien 
 and Others, Acting as Commissioners of Education of and for the City of Troy, 
 respondents (112 App. Div., 97, 97 N. Y. Supp., 1115), except in that case the 
 relator therein conceded (1) that the public schools of Troy were common 
 schools, and (2) that chapter 560, page 1341, of the Laws of 1902, including 
 the city of Troy, is an act pertaining to common schools, which matters are 
 not conceded here by this relator, but are denied. We shall address ourselves 
 then to those two questions. 
 
 We find by chapter 66 of the Laws of 1805 an act passed to raise a fund for 
 the encouragement of common schools. Chapter 32 of the Laws of 1807 is an 
 act further to increase the common school fund. In chapter 246 of the Laws 
 of 1811, entitled “An act for the payment of certain officers of government and 
 for other purposes,” we find section 54 to be as follows : 
 
 “ It shall and may be lawful for the person administering the government to 
 appoint five commissioners to report, at the next meeting of the legislature, a 
 system for the organization and establishment of common schools, and the dis- 
 tribution of the interest of the school fund among the common schools in this 
 state.” 
 
 In the following year (June 19, 1812) chapter 242 of the laws of that year, 
 “An act for the establishment of common schools,” was passed, which provided 
 for an officer within this State, to be known as the “superintendent of common 
 schools,” and in which act provision was made for the distribution of the 
 school fund to be later acquired. By chapter 192, page 229, of the Laws of 1814, 
 “An act for the better establishment of common schools,” which repealed the 
 prior act of 1812, a more elaborate scheme was provided for the establishment 
 of common schools in this State, and provision was made for the general ap- 
 portionment of moneys for the said common schools. Somewhat similar pro- 
 vision for the organization and support of the common schools has continued 
 under statutory authority ever since, and there has been an officer designated 
 as the “superintendent of public instruction,” until the act (chap. 40, p. 94, of 
 the Laws of 1904) was passed which repealed the last act on that subject as 
 to the title of the office, and designated an officer with substantially the same 
 and additional duties as the “ commissioner of education,” which position is 
 now held by the defendant Draper. 
 
 Chapter 131, page 129, of the Laws of 1816 is entitled “An act to incorporate 
 the city of Troy.” Commencing with the preamble of section 40 of that act, 
 and including sections 40 to 47, inclusive, provision is made for school and 
 educational matters in said city. Section 42 thereof provides that the school 
 trustees, whose election is provided for in that statute, shall be required to per- 
 form the duties of inspectors and trustees under the “ act for the better estab- 
 lishment of common schools,” subject to such regulations as the common council 
 of said city shall make. Section 43 provided that the moneys which shall arise 
 • from the distribution of the school fund shall be appropriated to the support 
 of the city’s schools by the commissioners of schools. By chapter 198, page 299, 
 
RECENT SUPREME COURT DECISIONS. 
 
 305 
 
 of the Laws of 1849, the legislature amended the charter of the city of Troy and 
 provided for the establishment of free schools in said city. Section 3 thereof 
 provided, among other things, that the said city in its corporate capacity should 
 he able to hold and dispose of any real or personal estate transferred to it by 
 bequest or devise for the use of the common schools of the said city. Section 
 8 provided that the common council of the said city might make appointment 
 of commissioners of the common schools. Section 9 provided how any commis- 
 sioner of common schools might be removed, and section 10 provided that the 
 commissioners of common schools in said city shall constitute a board, to be 
 styled the “ board of education of the city of Troy.” By subdivision 1 of sec- 
 tion 14 it was provided that said board shall have power, and it shall be their 
 duty to establish and organize in the several wards of said city such and so 
 many schools (including the common schools now existing therein) as they 
 shall deem requisite and expedient ; and by subdivision 9, “ to have in all re- 
 spects the superintendence, supervision, and management of the common 
 schools ” in said city ; and by section 22, all moneys received by said city for or 
 on account of the common schools should be deposited with the chamberlain 
 of the said city to the credit of the board of education, to be used by said board 
 of education in accordance with the provisions of that act. By chapter 186, 
 page 359, of the Laws of 1851 (section 6), provision was made for election of 
 further commissioners of common schools in said city of Troy. By chapter 129, 
 page 284, of the Laws of 1872, which was an act to amend the charter of the 
 city of Troy, it was provided, among other things, that the officers of said city 
 should consist of two commissioners of common schools for each ward, and 
 various other officers therein named. Chapter 80, page 120, of the Laws of 1892, 
 was “An act to organize a board of school commissioners in and for the city 
 of Troy and to provide for the government and support of the public schools 
 of said city.” It provided for a board of seven school commissioners, to be 
 appointed by the mayor of said city, to take the place of the existing board of 
 school commissioners. Said board was given authority to appoint a superin- 
 tendent of schools for the city of Troy, and was given the control and manage- 
 ment of the several public schools of the city of Troy, and shall possess and 
 exercise all the powers now possessed by the present board of school commis- 
 sioners in said city, except as in said act provided. Section 11, subdivision 1, 
 provided that said board shall have power, and it shall be their duty, to es- 
 tablish and organize such and so many schools, including the common schools 
 now existing therein, as they shall deem requisite or expedient, and to alter 
 and discontinue the same, by section 7 thereof to pay the wages of school teach- 
 ers out of moneys appropriated and provided by law for the support of schools 
 in said city as far as the same shall be sufficient, and by section 12 to make and 
 transmit to the state superintendent of public instruction a report in writing 
 annually. 
 
 Article 9, section 1, of the constitution of the State of New York, adopted 
 in 1894, provides as follows: 
 
 “ Common Schools — Section 1. The legislature shall provide for the main- 
 tenance and support of a system of free common schools, wherein all the chil- 
 dren of this State may be educated.” 
 
 Chapter 182, page 371, of the Laws of 1898, was “An act for the government 
 of cities of the second class,” commonly known as the “ white charter.” Troy 
 is a city of the second class. Section 240 of that act, and subsequent sections, 
 were amended by chapter 560, page 1341, of the Laws of 1902, which is entitled 
 “An act to amend chapter 182 of the Laws of 1898 relative to the department of 
 public instruction in cities of the second class.” Section 240 thereof provides 
 for a board of education, composed of three members, to be called “ commis- 
 sioners of education,” which is the board of education now had in the city of 
 Troy, and provides said board shall be the head of the department of public 
 instruction in said cities. Section 242 thereof is as follows: 
 
 “ The board has all the powers and is charged with all the duties of com- 
 missioners of common schools, and of trustees of the several school districts 
 in this State, under the general statutes relating to common schools, so far as 
 such powers and duties can be made applicable to the schools herein provided 
 for, and are not inconsistent with the provisions of this act.” 
 
 Section 243, which is the section under which relator, Harris, holds his office, 
 is as follows : 
 
 “ The superintendent of schools shall hold office during the pleasure of the 
 board. Any person may prefer charges of incompetency, maladministration, or 
 
 63470—09 20 
 
306 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 misconduct against the superintendent, and thereupon the board shall proceed 
 to hear the charges, and in case the same shall be sustained by the affirmative 
 vote of a majority thereof the superintendent shall be dismissed from his office.” 
 I think, from this brief examination of the legislation relating to the schools 
 of this State and the city of Troy, it must be fairly apparent that the schools 
 of said city are common schools, part of the common school system of this 
 State. It must also follow, from an examination of said legislation, that chapter 
 560, page 1341, of the Laws of 1902, is an act pertaining to common schools. 
 The title indicates it, and all the sections refer to matters pertaining to the 
 common schools of the cities of the second class in this State. This supplies 
 what was not determined by the appellate divison in People ex rel. Walrath 
 v. O’Brien, hereinbefore referred to. It seems to me clear that the legislature 
 intended the jurisdiction of the commissioner of education to apply to the 
 common schools of the cities of the second class, including Troy. Hence the 
 appeal herein is governed by subdivision 7, section 1, title 14, chapter 556, 
 page 1181, of the Laws of 1894, as amended by chapter 40, page 94, of the Laws 
 of 1904, which confers upon the commissioner of education the powers and 
 duties of superintendent of public instruction heretofore exercised by the said 
 superintendent, including the power to determine appeals of this kind. 
 
 The point is made by the relator that the defendant, Mann, is not a person 
 aggrieved within the statute. The statute is: 
 
 “Any person conceiving himself aggrieved in consequence of any decision 
 made * * * may appeal.” 
 
 The commissioner being given jurisdiction of the subject-matter of the ap- 
 peal, the burden is on the defendant, Mann, to show before the commissioner 
 that he is aggrieved by the decision of the board of education. 
 
 The same reasoning applies to the further point made, that under a strict 
 reading of the statute applied to the circumstances of this case the commis- 
 sioner of education might attempt to decide this appeal without notifying the 
 relator, Harris, that it was pending. It will be time enough to provide for a 
 contingency of that kind if it should ever arise. 
 
 It follows, therefore, that the writ of prohibition herein should be dismissed ; 
 and an order may be entered vacating or quashing it. 
 
 STATUS OF EVENING HIGH SCHOOLS. 
 
 III. California. 
 
 [Board of Education of the City and County of San Francisco r. Hyatt (Supreme Court 
 of California, December 6, 1907), 93 P., 117.1 
 
 In bank. Application by the board of education of the city and county of 
 San Francisco for a writ of mandamus against Edward Hyatt, as superin- 
 tendent of public instruction. Petition dismissed. 
 
 Sloss, J. Upon an application to this court by the board of education of the 
 city and county of San Francisco for a writ of mandate to compel the state 
 superintendent of public instruction to include the Humboldt evening high 
 school in said city and county among the schools participating in the apportion- 
 ment of the state high school fund, an alternative writ issued. The respondent 
 appeared, and, after filing a demurrer and an answer, entered into a stipulation 
 with the petitioner, agreeing upon the essential facts. By section 1 of the act 
 entitled “An act creating a fund for the benefit and support of high schools 
 and providing for its distribution,” etc., approved March 6, 1905 (Stat. 1905, 
 p. 58, chap. 65), provision is made for the annual levy of a tax for the support 
 of regularly established high schools of the State. The money so collected is to 
 be turned into a “ state high-school fund,” created by the act and is appropriated 
 for the use and support of regularly established state high schools. Sections 
 3, 4. Section 5 of the act directs the superintendent of public instruction to 
 apportion the fund to high schools of the State upon this basis: One-third of 
 the annual amount equally among the county, district, city, union, or joint 
 union high schools of the State, irrespective of the number of pupils enrolled 
 
RECENT SUPREME COURT DECISIONS. 
 
 307 
 
 or in average daily attendance therein, and the remaining two-thirds pro rata 
 according to the average daily attendance for the last preceding school year, 
 “ provided that such high schools have been organized under the law of the 
 State, or have been recognized as existing under the high-school laws of the 
 State and have maintained the grade of instruction required by law for the high 
 schools; and provided that no school shall be eligible to a share in said state 
 high-school fund that has not during the last preceding school year employed at 
 least two regularly certificated liigh-school teachers for a period of not less than 
 one hundred and eighty days with not less than twenty pupils in average daily 
 attendance for such length of time * * * ; and provided that before re- 
 
 ceiving state aid, each school shall furnish satisfactory evidence to the super- 
 intendent of public instruction of the possession of a reasonably good equipment 
 of building, laboratory, and library and of having maintained, the preceding 
 school year, proper high-school instruction for a term of at least one hundred 
 and eighty days * * *.” It appears from the stipulation above referred to 
 
 that the Humboldt evening high school was established and organized by the 
 board of education of the city and county of San Francisco in October, 1897, at 
 a time when said city and county was governed by the provisions of the con- 
 solidation act and the amendments thereto. In the establishment and organiza- 
 tion of said school no election, as provided by sections 1670 and 1671 of the 
 Political Code, was held. The sessions of said school are held in the evening 
 only, and continue during two hours of each of five evenings per week. 
 
 The respondent contends, in the first place, that under the constitution of this 
 State no high school holding evening sessions only can be established. This 
 contention is based upon section 6 of article 9 of the constitution, providing 
 that “ the public-school system shall include primary and grammar schools, 
 and such high schools, evening schools, normal schools, and technical schools 
 as may be established by the legislature, or by municipal or district authority.” 
 The argument is that the constitution, by enumerating the various classes of 
 schools and making evening schools a distinct class in this enumeration, dis- 
 tinguished such evening schools from all other classes enumerated, and that an 
 evening school could not therefore at the same time be a high school, since 
 high schools form a class separately provided for in the section. But this argu- 
 ment proves too much. It would lead equally well to the conclusion that an 
 evening school could not be either a primary, a grammar, a normal, or a 
 technical school, a conclusion which seems on its face to be untenable. We are 
 satisfied that the framers of the constitution, in including in this section the 
 words “evening schools,” intended to obviate any doubt that might exist as to 
 the power to provide for schools which should hold their sessions in the even- 
 ing, and that it was not intended thereby to make a separate class of such 
 schools in the sense that evening schools could not, as to the nature of the 
 course of study pursued, possess the character of primary, grammar, high, nor- 
 mal, or technical schools. 
 
 Further, it is objected that the Humboldt evening high school was not organ- 
 ized pursuant to an election held under the provisions of section 1670 of the 
 Political Code. By section 5 of the act of March 6, 1905, the benefits of the 
 “ state high-school fund ” are limited to high schools that “ have been organized 
 under the laws of the State, or have been recognized as existing under the high- 
 school law of the State.” By this provision the act furnishes its own definition 
 of the phrase “ regularly established high schools of the State,” used in the 
 earlier sections, and impresses the character of regularly established high 
 schools upon schools which comply with either of the last quoted requirements 
 of section 5. As appears from the stipulation, the Humboldt evening high 
 school was established by the board of education of the city and county of San 
 Francisco in October, 1897. Section 1616 of the Political Code reads : “ Boards 
 of education are elected in cities under the provisions of the laws governing 
 such cities, and their powers and duties are as prescribed in such laws, except 
 as otherwise in this chapter provided.” Under section 1 of an act entitled “An 
 act to provide for the support of the common schools of the city and county 
 of San Francisco and to define the powers and duties of the board of education 
 thereof,” approved April 1, 1872 (Stat. 1871-72, p. 846, chap. 576), the board of 
 education of the city and county of San Francisco is given power “ to maintain 
 public schools as now organized in said city and county, and to establish addi- 
 tional ones as required, and to consolidate and discontinue schools, as may be 
 deemed best for the public interest.” That high schools may properly be in- 
 cluded within the term “ public schools ” will hardly be questioned. Indeed, 
 article 9, section 6, of the present constitution, quoted above, expressly makes 
 
308 STATE SCHOOL SYSTEMS : LEGISLATION, ETC., 1906-8. 
 
 them a part of the “ public-school system.” This statute, therefore, in con- 
 ferring upon the board of education of the city and county of San Francisco 
 power to establish public schools, gave to it the power to establish high schools. 
 The act, having been passed before the adoption of the constitution of 1879, 
 was not affected by the restrictions contained in that instrument prohibiting 
 the passing of local or special laws. (Nevada School Dist. v. Shoecraft, 88 
 Cal., 372, 26 Pac., 211.) It would appear clear, therefore, that the Humboldt 
 evening high school is a school that has “been organized under the law of the 
 State.” But, if there were any doubt as to the legality of the original organiza- 
 tion of the school, two curative acts passed after its esablishment, had the 
 effect of obviating any defects existing at the outset, or, at least, of making 
 it a school “ recognized as existing under the high-school laws of the State.” 
 An act of March 15, 1901 (Stat. 1901, p. 299, chap. 140), provides that “ all pro- 
 ceedings for the establishment of high schools heretofore established in incor- 
 porated cities are hereby declared legal ; ” and in 1905 the legislature amended 
 section 1671 of the Political Code, including in said section a subdivision 11, 
 providing that “all proceedings for the formation and organization of high- 
 school districts and the establishment of county, city and county, union, joint 
 union, and district high schools had prior to the passage and approval of this 
 act are hereby validated and declared legal, and said high-school districts 
 and high schools are hereby declared to be legally formed, organized, and estab- 
 lished.” It is well settled that the legislature has power to pass acts curing 
 the failure to comply with statutory requirements that might originally have 
 been dispensed with in the proceedings of municipal corporations. (6 Am. and 
 Eng. Ency. of Law (2d Ed.), 941.) In the recent case of Chase v. Trout, 146 
 Cal., 350, 80 Pac., 81, this court fully expressed its views regarding the validity 
 of curative acts. The statute there in question undertook to validate de- 
 fective proceedings for the collection of taxes, but the principle declared is no 
 less applicable to proceedings of the kind here involved. (See, also, Baird v. 
 Monroe (Cal. Sup.), 89 Pac., 352.) If this school was in all other respects 
 entitled to participate as a high school in the apportionment, these curative 
 acts were clearly sufficient to bring it within the statutory definition of a 
 “ regularly established high school.” 
 
 The further objection is made on behalf of respondent that the shortness of 
 the daily session held in the school in question, i. e., two hours per day, takes 
 the school out of the class of high schools contemplated by the law. While it 
 appears that this session is considerably shorter than that regularly held in 
 day high schools, we find no provision of law regulating the length of the daily 
 sessions, with the exception of section 1673 of the Political Code, which pro- 
 vides that “ no school must be continued in session more than six hours per 
 day.” No statute provides a minimum duration, and if the school complies 
 with all the requirements of law, the fact that its sessions are of shorter dura- 
 tion than those of other high schools does not deprive it of the character of a 
 regularly established high school or prevent it from participating in the benefits 
 conferred upon regularly established high schools by the act of March 6, 1905. 
 But while the facts already set forth do not, in our opinion, tend to show that 
 the school in question is not a “ regularly established high school of the State,” 
 and do not, therefore, furnish any reason for excluding it from the apportion- 
 ment, we think that the stipulation of facts fails to show that the Humboldt 
 evening high school, considered as a high school, complied with the provisions of 
 section 5 of the act of March 6, 1905, as to employment of teachers and average 
 daily attendance. It might be said that the answer, tested by strict rules of 
 pleading, does not raise a clear issue on this point. It may, however, without 
 straining the meaning of words, be construed as raising such issue, and inas- 
 much as this is a controversy between public officers, each of whom is doubtless 
 desirous of ascertaining and performing his exact duty under the law, we are 
 not disposed to allow any technical construction of the pleadings to prevent the 
 consideration of a question whose determination is necessary to a proper under- 
 standing of the rights and obligations arising under the statute in question. 
 The petition alleges, and it is not denied, that during the school year 1905-6 
 the Humboldt' school employed 26 teachers for not less than one hundred and 
 eighty days, and that the average daily attendance was 546 pupils. It appears 
 that graduates of grammar schools have been admitted to said school with- 
 out examination. (Political Code, sec. 1670, subdivision 13.) A course of in- 
 struction, extending over three years, and leading to a high school diploma, is 
 given, but there is no suggestion that this course is such as to prepare graduates 
 for admission to the State University. During the year 1905-6 the school had 
 
RECENT SUPREME COURT DECISIONS. 
 
 309 
 
 a course of study known as “ Course B,” which extended for a period of five 
 years, and which was adopted by the petitioner to comply with the admission 
 requirements of the University of California. As we have seen, the act of 
 March 6, 1905, limits the distribution of its benefits to schools which have 
 maintained the grade of instruction required by law for the high schools. That 
 grade of instruction, as declared by subdivision 12 of section 1670 oE the Polit- 
 ical Code, is “ such as will prepare graduates therein for admission into the 
 State University.” If a school offers two courses, one of which falls short of 
 this standard, it does not, as to such course, maintain the grade of instruction 
 required by law of high schools. Accordingly, in the case at bar, the Humboldt 
 evening high school is to be considered a high school only so far as concerns the 
 instruction given and received in “ Course B.” But the stipulation does not 
 disclose that it has the requisite number of teachers and pupils in this course. 
 It is true that the parties agree that the school, as a whole, has 26 teachers and 
 546 pupils, but it nowhere appears how many of these teachers or pupils are 
 engaged in high school work and how many are occupied in the three-year 
 course, which is not up to the high school standard. Unless that part of the 
 school which can properly be regarded as a high school has two or more regu- 
 larly certificated high school teachers and 20 or more pupils in average daily 
 attendance, no right to apportionment under the statute arises. Here these 
 conditions are not shown to exist. That in determining the right of a school to 
 share in the benefits of this act, only those teachers and pupils engaged in high 
 school work can be considered, is made manifest by the manner of the appor- 
 tionment. Two-thirds of the fund is to go to schools in proportion to the num- 
 ber of pupils in attendance. This must mean the number of pupils who are re- 
 ceiving the grade of instruction required by law. It can not have been intended 
 to distribute a high school fund to schools maintaining a certain grade of in- 
 struction and to base this distribution on the number of pupils to whom a lower 
 grade of instruction is being given. 
 
 For these reasons we conclude that the petitioner has on the record before 
 us failed to show any right in the Humboldt evening high school to participate 
 in the allotment of the high school fund. If, however, it shall furnish to the re- 
 spondent satisfactory evidence of compliance with the requirements of section 5 
 of the act of March 6, 1905, having regard solely to the teachers and pupils en- 
 gaged and the equipment employed in “ Course B ” or any other course prepar- 
 ing pupils for admission to the State University, it will then be entitled to an 
 allotment of the state fund, based, as to two-thirds of the fund, on the average 
 daily attendance in such course or courses. 
 
 We may add that we attach no importance to the fact that “ Course B ” ex- 
 tends over five years. The only provision of law regulating the length of the 
 course is that it “ shall embrace a period of not less than three years.” 
 (Political Code, sec. 1670, subdivision 12.) That it may extend over a longer 
 period than three years is clearly shown by subdivision 13 of section 1670, 
 which contains a provision relating to schools “ where the course of study em- 
 braces a period of four years.” 
 
 The proceeding is dismissed. 
 
 We concur: 
 
 Angellotti, J. 
 
 Henshaw, J. 
 
 Lorigan, J. 
 
 McFarland, J. 
 
 Shaw, J. I concur. I agree that the mere fact that the daily sessions of the 
 Humboldt evening high school are of but two hours’ duration does not deprive 
 it of its character as a high school organized under the law of the State, or as a 
 high school recognized as existing under the high school laws of the State. 
 But I suggest that, in view of the practically universal custom of holding ses- 
 sions of the public schools at least five hours each school day, and the manifest 
 inequality and lack of uniformity in the law if it is held to give the same 
 amount for its support to a school in session only two hours daily as is given 
 to one in session three times as long and during each year imparting pre- 
 sumably three times as much training and instruction at three times the expense, 
 it may be a serious question, if it ever arises, whether the “average daily at- 
 tendance ” for the “ term of at least one hundred and eighty days ” required of 
 high schools to entitle them to receive state aid, under the statute, does not 
 mean a daily attendance for one hundred and eighty days of, at least substan- 
 tially, the same number of hours as is usual and customary. If the aid can be 
 
310 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 secured by two hours’ daily instruction for one hundred and eighty days — 
 that is, by three hundred and sixty hours each year — instead of the customary 
 nine hundred hours each year, why not by means of daily sessions for that 
 period of one hour or less? 
 
 STATUS OF KINDERGARTENS. 
 
 IV. California. 
 
 [Los Angeles County v. Kirk, superintendent of public instruction (Supreme Court of 
 California, December 27, 1905), 83 P., 250.] 
 
 In bank. Application by the county of Los Angeles for a writ of mandate, 
 prayed to be directed against Thomas J. Kirk, superintendent of public instruc- 
 tion. Denied. 
 
 Angellotti, J. This is an application for a writ of mandate compelling the 
 superintendent of public instruction of the State, in making his apportionment 
 of the state school fund to the various counties, to include and consider, as a 
 part of the average daily attendance of the schools of plaintiff, the attendance 
 of children between the ages of 4 and 5 years who have been regularly 
 admitted to the kindergarten classes established by the educational authorities 
 of certain cities of plaintiff county. It appears from the petition that defendant 
 proposes to include the attendance of such classes of children between 5 and 
 G years of age, but, in view of his conclusion as to the effect of certain pro- 
 visions of our codes, has determined that children between the ages of 4 and 5 
 years should not be included. We do not deem it necessary to consider the 
 argument relative to this position of the defendant, for we have concluded that 
 the point made by the attorney-general upon the argument, to the effect that 
 under our law the attendance upon kindergarten classes can not be considered 
 as a part of the attendance for purposes of apportionment of the state school 
 fund, is well made. The rule laid down by the legislature for the guidance of 
 the superintendent of public instruction in the apportionment of the state school 
 fund is to be found in section 1532 of the Political Code, as amended March 18, 
 1905. It is there declared as follows, viz : “ It is the duty of the superintendent 
 of public instruction * * * Fourth. To apportion the state school fund 
 
 * * * ; in apportioning said fund he shall apportion to every county and to 
 
 every city and county two hundred fifty dollars ($250) for every teacher deter- 
 mined and assigned to it on school census by the county or city and county 
 school superintendent for the next preceding school year, as required ; * * * 
 
 and after thus apportioning two hundred fifty dollars on teacher or census 
 basis, he shall apportion the balance of the state school fund to the several 
 counties or cities and counties according to their average daily attendance as 
 shown by the reports of the county or city and county school superintendents 
 for the next preceding school year.” 
 
 The question presented, it will thus be seen, is as to the meaning of the 
 words “ average daily attendance,” as used in this section. It is admitted 
 that in view of the provision of section 6 of article 9 of our constitution, declar- 
 ing that “ the entire revenue derived from the state school fund and from the 
 general state school tax shall be applied exclusively to the support of primary 
 and grammar schools,” the corresponding provisions of sections 1622 and 1861, 
 Political Code, and the decision of this court in Stockton School District v. 
 Wright, 134 Cal., 64; 66 Pac., 34, only the attendance upon the primary and 
 grammar schools is included within the words “ average daily attendance,” 
 as used in this section. It was clearly shown in the case cited, where a similar 
 provision regarding apportionment of state school moneys was construed, 
 that it could never have been intended to include attendance upon other schools, 
 such as high schools or evening schools, for the maintenance of which no 
 part of the state school money could, under the law, be used. Plaintiff’s case 
 must therefore rest upon its claim that the kindergarten classes are, under 
 the law, part and parcel of the primary schools of the State, that state school 
 money may be appropriated to their maintenance, and that attendance thereon 
 is attendance upon “ primary schools ” within the meaning of that term as 
 used in the constitutional provisions quoted above. This is, in fact, the claim 
 upon which plaintiff rests its case. The nature and object of kindergarten 
 
RECENT SUPREME COURT DECISIONS. 
 
 311 
 
 classes were quite fully discussed in tlie case of Sinnott v. Colombet, 107 Cal., 
 187 ; 40 Pac., 329; 28 L. R. A., 594. It was there shown that the term “ kinder- 
 garten ” was devised to apply to a system elaborated for the instruction of 
 children of very tender years, which, by guiding their inclination to play into 
 organized movement and investing their games with an ethical and educa- 
 tional value, teaches, besides physical exercises, habits of discipline, self- 
 control, harmonious action and purpose, together with some definite lesson 
 of fact. It is apparent that the work contemplated by such a system is purely 
 preliminary to, and entirely different in character from, the ordinary work 
 of the common school, and is, in fact, designed to fit very young children, whose 
 minds and bodies are, solely because of their tender age, not yet capable of the 
 instruction contemplated in an ordinary school for such school work. 
 
 It may be conceded that the work contemplated is of such a character that 
 it might, to some extent, be included by the legislature in the general primary 
 school system of the State, just as it may be conceded that the legislature 
 may extend the general grammar school course so as to include some subjects 
 that have hitherto been pursued only in the more advanced schools, such as 
 high schools. But the statutory provisions upon the subject of the kinder- 
 garten make it clear that the legislature has not made the same a part of 
 the “ system of common schools, by which a free school shall be kept up and 
 supported in each district at least six months in every year,” which, by section 
 5 of article 9 of the constitution, the legislature is required to provide, but, at 
 most, has made it only a part of the “ public school system ” described in 
 section 6 of the same article, in the same way that high schools, evening 
 schools, normal schools, and technical schools established directly by the 
 legislature or by municipal or district authority are parts of such public school 
 system. The two constitutional provisions cited, taken together, contemplate 
 (1) the establishment of a uniform system of “common schools,” including 
 solely the primary and grammar schools, which shall be applicable and man- 
 datory in every school district of the State, as to which all local or special 
 laws are expressly forbidden (constitution, subd. 27, sec. 25, art. 4), and to 
 the support of which the entire revenue derived from the state school fund 
 and the general state school tax shall be exclusively applied; and (2) the 
 establishment, either by the legislature or by municipal or district authority, 
 under statutes authorizing the same, of other schools, such as high and tech- 
 nical schools, which, however, can in no degree be supported from the state 
 school fund, but must obtain their whole support from other sources. The 
 intention of the framers of the constitution to devote the whole of the revenue 
 of the state school fund and the general state school tax exclusively to the 
 support of the schools included in the first class mentioned above, viz, those 
 which are known as “ common schools ” and which by the constitution are 
 required to be maintained in every district of the State, is too clear to admit 
 of question. 
 
 Coming to a consideration of the only existing statutory provisions relative 
 to kindergarten schools, we find the following, viz, section 1663, Political Code, 
 provides that “ the public schools of California, other than those supported 
 exclusively by the State, shall be classed as high schools, technical schools, 
 and grammar and primary schools [including kindergarten classes], and no 
 teacher shall be employed to teach in any school if the certificate held by the 
 teacher is of a grade below that of the school or class to be taught: * * * 
 
 Provided, That nothing herein contained shall be construed as prohibiting the 
 employment of any person holding a valid special certificate for kindergarten 
 work heretofore granted * * * as a teacher in any kindergarten class of a 
 
 primary school * * *.” Section 1662, Political Code, provides that “ every 
 
 school, unless otherwise provided by law, must be open for the admission of 
 all children between 6 and 21 years of age residing in the district: * * * 
 
 Provided, That in cities and towns in which the kindergarten has been adopted 
 or may hereafter be adopted as part of the public primary schools, children 
 may be admitted to such kindergarten classes at the age of 4 years.” * * * 
 
 Section 1617, Political Code, provides that “ the powers and duties of trustees 
 of school districts and of boards of education in cities are as follows : * * * 
 
 Ninth. To exclude from schools children under 6 years of age : Provided, That 
 in cities and towns in which the kindergarten has been adopted, or may here- 
 after be adopted, as a part of the public primary schools, children may be 
 admitted to such kindergarten classes at the age of 4 years.” 
 
 These are the only provisions relative to the kindergarten that are to be 
 found in our statutes. They show at most an intention on the part of the 
 
312 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 legislature to authorize the maintenance by any district, at its option, of kin- 
 dergarten classes for the doing of a special work preliminary to the beginning 
 of what is generally designated as primary school work. The fact that it is 
 entirely optional with any district to do or not to do this preliminary special 
 work is alone sufficient to exclude kindergarten classes from the uniform and 
 mandatory system of common schools called for by section 5 of article 9 of 
 the constitution ; and, consequently, from the term “ primary and grammar 
 schools,” as those words are used in section 6 of the same article, in relation 
 to the use which may be made of the general state school funds, and relegate 
 them to that portion of the “ public school system ” which includes schools 
 constituted by municipal or district authority and maintained from other 
 sources. In view of this fact, the fact that the legislature may have declared 
 that when the kindergarten is adopted by any district it shall be a part of 
 the public primary schools, is unavailing, so far as the question under con- 
 sideration is concerned. Such a declaration might make it a part of the public 
 school system, maintainable from other sources than the state fund, but 
 could not operate to bring it within the uniform and mandatory system of 
 common schools applicable in every district, and to the support of which the 
 general state funds must be exclusively applied, any more than could a declara- 
 tion in regard to a technical or high school established by a district, to the 
 effect that the same, if established, shall be a part of the public grammar 
 schools, make such school a part of such system. It must be borne in mind 
 that we are not in any way questioning the power of the legislature to add to or 
 take from the course of study to be pursued in the “common schools” of 
 the State, but are simply discussing the status of a system useful only for 
 the training of children who have not attained the ordinary school age, which 
 it is left optional with a district to adopt or not to adopt, in its relation to the 
 “ common schools ” of the State, to which alone any portion . of the general 
 state fund may be devoted, and our conclusion is that it is no more a part 
 of such common schools than is the high or technical school. Under these cir- 
 cumstances the case of Stockton School District v. Wright, supra, is conclusive 
 against plaintiff’s claim. 
 
 We have no disposition to question the correctness of the decision in Sinnott 
 v. Colombet, supra. That case involved the question as to the right of a 
 teacher holding a special certificate for kindergarten work to be paid for her 
 services in teaching kindergarten classes from the “ grammar and primary 
 school fund ” of the city of San Jose, which fund consisted of money levied 
 and collected by said city for school purposes within its limits other than 
 for the maintenance of high schools. The kindergarten system had been 
 adopted by the city board of education as a special study to be taught in the 
 public schools of said city. There was no question in that case as to whether 
 the kindergarten so adopted had become a part of the “ common school sys- 
 tem ” of the State, for the support of which general state school money could 
 be used, and that question was in no way discussed. The decision, in effect, 
 goes simply this far — that when a city has adopted this special system, the 
 kindergarten becomes a part of the primary schools of such city, to the extent 
 that it may legally be maintained at the expense of the city, just as a high 
 or technical school may be so maintained, and does not compel a conclusion 
 that the adoption by a district of this special system makes it a part of the 
 “ common schools ” of the State, or a part of the “ primary schools ” of the State, 
 within the meaning of those words as used in the constitution. To construe 
 the decision as warranting any such conclusion would, in our judgment, make 
 it clearly opposed to the plain intent of the constitution. We are inclined to 
 the opinion that the language of section 6 of article 9 of the constitution is 
 broad enough to authorize provision by the legislature for the establishment 
 by districts, at their option, of kindergarten schools, as a part of the public 
 school system of the State, supported from other sources than general state 
 school money. At any rate, there is therein no express prohibition of any 
 such provision, and the case of Sinnott v. Colombet, supra, is authority for 
 the proposition that this may be done. 
 
 The conclusion we have reached probably avoids all constitutional objec- 
 tions that may be successfully made to the legislation relative to the kinder- 
 garten. Construed in this way, such legislation does not conflict with the 
 requirements of the constitution for a uniform system of common schools in 
 every district of the State, for which alone the general state school money 
 shall be used. This construction, we think, also overcomes the objection that 
 if the kindergarten law is applicable only to “cities and towns,” it is violative 
 
RECENT SUPREME COURT DECISIONS. 
 
 313 
 
 of other provisions of the constitution relative to local or special laws. Regard- 
 ing the kindergartens as a special mode of education, to be adopted and main- 
 tained at their own expense by such communities as desire them, there appear 
 to be natural and intrinsic reasons which would warrant legislation making 
 provision for their establishment in cities and towns, for we can not conceive 
 that there could be any demand for or any possibility of the successful prac- 
 tical working of such a system outside of the centers of population, such as 
 cities and towns, where there are a sufficient number of children of kinder- 
 garten age near enough to the school to avail themselves of the privilege 
 thereof. 
 
 The alternative writ of mandate heretofore issued is discharged and the 
 application for a peremptory writ is denied. 
 
 We concur: 
 
 McFarland, J. 
 
 Van Dyke, J. 
 
 Henshaw, J. 
 
 Lorigan, J. 
 
 Beatty, J. 
 
 Shaw, J., deeming himself disqualified, does not participate in the foregoing. 
 
 SECTARIAN INSTRUCTION— BIBLE READING. 
 
 V. New York. 
 
 [O’Connor v. Hendrick, school trustee, et al. (Court of Appeals of New York, April 17, 
 
 1906), 77 N. E., 612.] 
 
 Appeal from supreme court, appellate division, fourth department. 
 
 Action by Nora O’Connor against Patrick Hendrick, trustee of school district 
 No. 9, town of Lima, and others. From a judgment of the appellate division 
 (96 N. Y. Supp., 161, 109 App. Div., 361), affirming the judgment in favor of 
 defendants, plaintiff appeals. Affirmed. 
 
 The plaintiff and Elizabeth E. Dowd, being teachers duly licensed to teach 
 in the common schools of this State, entered into contracts with the board of 
 trustees of school district No. 9, in the town of Lima, county of Livingston, in 
 the autumn of 1902, to teach in the public school of said district for a term of 
 thirty-six consecutive weeks at a specified rate of compensation. While so 
 engaged in teaching they wore the distinctive dress or costume of a religious 
 society connected with the Roman Catholic Church, of which they were mem- 
 bers, which society is known as the “ Order of the Sisterhood of St. Joseph.” 
 On May 28, 1903, the state superintendent of public instruction promulgated a 
 decision made by him upon an appeal under the consolidated school law (Laws 
 1894, p. 1278, chap. 556, title 14), in which he declared that the wearing of an 
 unusual dress or garb, worn exclusively by members of one religious denomina- 
 tion for the purpose of indicating membership in that denomination, by the 
 teachers in the public schools during school hours while teaching therein, con- 
 stitutes a sectarian influence and the teaching of a denominational tenet or 
 doctrine, which ought not to be persisted in. The decision further declared it 
 to be the duty of the school authorities to require such teachers to discontinue 
 the wearing of such dress or garb while in the public school room and in the 
 performance of their duties as teachers therein, and it directed Patrick Hendrick, 
 one of the defendants herein, as sole trustee of school district No. 9, in the 
 town of Lima, Livingston County, to notify the plaintiff and Elizabeth E. Dowd 
 forthwith to discontinue, during the school hours of each school day, the wearing 
 of the distinctive dress of the sisterhood to which they belonged, and com- 
 manded him to dismiss them if they refused to comply with this requirement. 
 On May 29, 1903, the said Patrick Hendrick notified the plaintiff and Elizabeth 
 E. Dowd of the contents of the decision. Notwithstanding this notification they 
 continued to teach school wearing the prohibited garb up to June 19, 1903, which 
 was the end of the school year. Mr. Hendrick, the school trustee, does not 
 appear to have made any effort to remove or dismiss them. The present action 
 was brought against him by the plaintiff, in her own behalf and as assignee of 
 
314 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 the claim of Elizabeth E. Dowd, to recover a balance of $79.20 alleged to be 
 due under their contracts with the school district. Mr. Hendrick defended on 
 the ground that the plaintiff and her assignor had lost all right to recover any- 
 thing under their contracts by reason of the fact that they had continued to 
 wear the distinctive costume of the religious sisterhood to which they belonged, 
 while engaged in teaching, after they had received notice of the aforesaid 
 decision of the state superintendent of public instruction. The other defendants, 
 who were taxpayers allowed to intervene at their own instance, also interposed 
 an answer setting up a similar defense. The case was tried by consent without* 
 a jury before a justice of the supreme court, who held that the plaintiff was 
 entitled to recover $25.20, being the amount of the compensation of the two 
 teachers which had been earned, but not paid, prior to the time when they were 
 notified of the superintendent’s decision. He held, however, that the plaintiff 
 and her assignor were not entitled to recover for any services rendered during 
 the three weeks in which they continued to teach after the decision of the 
 superintendent had been brought to their attention. From the judgment ren- 
 dered at the trial term the plaintiff appealed to the appellate division, where 
 that judgment has been affirmed by a divided court. 
 
 Willard Bartlett, J. (after stating the facts). The real question in this 
 case is whether the plaintiff and the plaintiff’s assignor lost their right to any 
 further compensation under their contract of service as teachers by reason of 
 their refusal to comply with a regulation established by the state superintendent 
 of public instruction, which in effect prohibited teachers from wearing a dis- 
 tinctive religious garb while engaged in the work of teaching. The order made 
 by the superintendent on the subject was in form the decision of an appeal. 
 The consolidated school law as then in force provided for certain appeals to 
 the state superintendent of public instruction by any person conceiving himself 
 aggrieved in consequence of any decision made by various officers, including a 
 decision by the trustees of any district in paying any teacher. (Laws, 1894, 
 p. 1278, chap. 556, title 14, sec. 1.) One Alfred K. Bates prosecuted an appeal 
 under the statute to review the action of Patrick Hendrick as school trustee 
 of school district No. 9, in the town of Lima, in employing the plaintiff and 
 Elizabeth E. Dowd as teachers, and allowing them to teach while wearing 
 the distinctive dress of the Roman Catholic religious order known as the 
 “ Sisterhood of St. Joseph,” and it was upon this appeal that the superin- 
 tendent promulgated the order prohibiting teachers from wearing the costume 
 in question while engaged in the actual work of teaching. Neither the plaintiff 
 nor Elizabeth E. Dowd was a party to the proceedings thus brought before the 
 superintendent, nor does it appear that they had any knowledge of it while it 
 was pending. It is plain, therefore, that it could have had no effect upon their 
 rights considered as a judicial decision or prior adjudication. It seems to me, 
 however, that it may be and should be viewed in another light, and, if thus re- 
 garded, that it constituted a rule of conduct which the plaintiff and her fellow- 
 teacher were bound to obey. Although a decision in form, it was in fact a 
 regulation in regard to the management of the common schools which the 
 superintendent had the right to establish, provided, only, that it was reasonable 
 in its character and not in conflict with the laws of the state or public policy. 
 
 While it is true that there is no express grant of authority to the state 
 superintendent of public instruction (now the commissioner of education under 
 unification act, Laws 1904, p. 94, chap. 40) in the consolidated school law 
 to establish regulations as to the management of the common schools, the 
 existence of a general power of supervision on his part over such schools is 
 clearly implied in many parts of the statute. Among other things he was re- 
 quired, so far as he could consistently with his other duties, to visit such of 
 the common schools as he saw fit, and inquire into their course of instruction, 
 management, and discipline, and advise and encourage the pupils, teachers, and 
 officers thereof. (Consolidated school law, Laws 1894, p. 1185, chap. 556, 
 title 1, sec. 8.) The statute further prescribed that he should submit to the 
 legislature an annual report containing, among other things, “a statement of 
 the condition of the common schools of the State, and of all other schools and 
 institutions under his supervision, and subject to his visitation as superin- 
 tendent.” (Laws, 1894, p. 1185, chap. 556, title 1, sec. 9, subd. 1.) It also 
 gave him the power to remove any school commissioner or other school officer 
 whenever it should be proved to his satisfaction that any such school com- 
 missioner had been guilty of any willful violation or neglect of duty under the 
 statute or of “ willfully disobeying any decision, order, or regulation ” of the 
 superintendent. (Title 1, sec. 13.) 
 
RECENT SUPREME COURT DECISIONS. 
 
 315 
 
 The authority to remove an officer for the willful disobedience of a regulation 
 of the superintendent necessarily implies a power on the part of the superin- 
 tendent to make regulations ; and, as £as already been suggested, if the superin- 
 tendent possessed the power to establish regulations in regard to the manage- 
 ment of the common schools, the courts will not pronounce such regulations 
 invalid unless they are unlawful or unreasonable. In arriving at a determina- 
 tion as to its validity a regulation in reference to the management of the com- 
 mon schools established by an officer under statutory authority is to be tested by 
 rules similar to those which would apply in the case of a municipal ordinance, 
 as to which the rule is that “ ordinances passed in virtue of the implied power 
 must be reasonable, consonant with the general powers and purposes of the 
 corporation, and not inconsistent with the laws or policy of the State.” ( I Dil- 
 lon’s Municipal Corporations (4th Ed.), section 319.) The rule which seems 
 to be applicable here was enunciated and applied by the supreme court of 
 Illinois in the case of Rulison v. Post (79 111., 567), where the statutory duties 
 of school directors were under consideration, and it was said : “ In the per- 
 formance of their duty in carrying the law into effect, the directors may pre- 
 scribe proper rules and regulations for the government of the schools of their 
 district, and enforce them. They may, no doubt, classify the scholars, regulate 
 their studies and their deportment, the hours to be taught, besides the per- 
 formance of other duties necessary to promote the success and secure the well- 
 being of such schools. But all such rules and regulations must be reasonable, 
 and calculated to promote the objects of the law — the conferring of such an 
 education upon all, free of charge.” Another case involving a similar question 
 is Trustees of Schools v. People (87 111., 303, 29 Am. Rep., 55), where it was 
 held that a regulation by school trustees excluding a pupil from a high school 
 because his father did not wish him to study grammar therein was arbitrary 
 and unreasonable and could not be enforced. 
 
 We are thus brought to the question whether in this State a regulation is to 
 be deemed unreasonable which prohibits teachers in the common schools from 
 wearing a distinctively religious garb while engaged in the work of teaching. 
 In my opinion it can not justly be so regarded. “Neither the State,” says the 
 constitution, “ nor any subdivision thereof, shall use its property or credit or any 
 public money, or authorize or permit either to be used, directly or indirectly, in 
 aid or maintenance, other than for examination or inspection, of any school or 
 institution of learning wholly or in part under the control or direction of any 
 religious denomination, or in which any denominational tenet or doctrine is 
 taught.” (Constitution, art. 9, sec. 4.) Here we have the plainest pos- 
 sible declaration of the public policy of the State as opposed to the prevalence 
 of sectarian influences in the public schools. The regulation established by the 
 state superintendent of public instruction through the agency of his order in 
 the Bates appeal is in accord with the public policy thus evidenced by the 
 fundamental law. There can be little doubt that the effect of the costume worn 
 by these Sisters of St. Joseph at all times in the presence of their pupils would 
 be to inspire respect, if not sympathy, for the religious denomination to which 
 they so manifestly belong. To this extent the influence was sectarian, even if 
 it did not amount to the teaching of denominational doctrine. A different view 
 was taken by the supreme court of Pennsylvania in the case of Hysong v. School 
 District (164 Pa., 629, 654; 30 Atl. 482; 26 L. R. A., 203; 44 Am. St. Rep., 632), 
 where it was held that school districts might employ as teachers sisters of a 
 religious order of the Roman Catholic Church, and permit them while teaching 
 to wear the garb of their order, provided no religious sectarian instruction 
 should be given, nor any religious sectarian exercises engaged in. There was a 
 dissenting opinion in that case, however, strongly reasoned in support of the 
 conclusion that a school conducted similarly to that in the case at bar was in 
 effect dominated by sectarian influence. The teachers, said Mr. Justice Wil- 
 liams in this dissenting opinion, “come into the schools, not as common-school 
 teachers or as civilians, but as the representatives of a particular order in a 
 particular church, whose lives have been dedicated to religious work under the 
 direction of that church. Now, the point of the objection is not that their 
 religion disqualified them. It does not. Nor is it thought that church mem- 
 bership disqualifies them. It does not. It is not that holding an ecclesiastical 
 office or position disqualifies, for it does not. It is the introduction into the 
 schools as teachers of persons who are by their striking and distinctive eccle- 
 siastical robes necessarily and constantly asserting their membership in a par- 
 ticular church, and in a religious order within that church, and the subjection 
 of their lives to the direction and control of its officers.” 
 
316 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 As to the reasonableness of the regulation prohibiting the use of a distinctive 
 religious garb by teachers in the common schools, some other considerations 
 may be mentioned. It must be conceded that some control over the habiliments 
 of teachers is essential to the proper conduct of such schools. Thus grotesque 
 vagaries in costume could not be permitted without being destructive of good 
 order and discipline. So, also, it would be manifestly proper to prohibit the 
 wearing of badges calculated on particular occasions to constitute cause of 
 offense to a considerable number of pupils, as, for example, the display of 
 orange ribbons in a public school in a Roman Catholic community on July 12. 
 It is suggested in the brief of the learned counsel for the appellant that if the 
 state superintendent could order these teachers to refrain from wearing their 
 distinctive religious costumes he could just as lawfully direct them to don a 
 dress of any other pattern, or compel a teacher to remove a gown because it 
 was too plain or too gay, or that he might order the principal to cut off his 
 beard or color his mustache. The obvious answer to these suggestions and 
 others of a similar character is that no regulation would be valid which was 
 manifestly unreasonable, because it would then be unauthorized by law. 
 
 The views which have already been expressed substantially dispose of all the 
 points argued in behalf of the appellant, as well as those suggested in the dis- 
 senting opinion below, except the proposition that the state superintendent had 
 no right to annul a valid contract between a teacher and the school district by 
 which she was employed. The proposition is correct, but it has no application 
 in the present case, because a contract between the trustees and the teacher 
 of a common school is, by implication, subject to the power of the superintend- 
 ent to make reasonable regulations as to the management of the school. This 
 being the case, the superintendent does not annul a valid contract by insisting 
 that such reasonable regulations shall be observed, for by entering into the 
 contract the teacher assumes the implied obligation to obey such regulations. 
 
 It follows that the judgment appealed from should be affirmed with costs. 
 In reaching this result, however, I do not wish to be understood as acquiescing 
 in that part of the opinion below in which it is asserted that “ these sisters 
 should never be permitted to teach in our public schools.” There is no reason 
 either in morals or in law why they or any other qualified persons should not 
 be allowed thus to teach, whatever may be their religious convictions, pro- 
 vided that they do not by their acts as teacher promote any denominational 
 doctrine or tenet. 
 
 VI. Texas. 
 
 [Church v. Bullock et al. (Supreme Court of Texas, April 8, 1908), 109 S. W., 115.] 
 
 Error to court of civil appeals of fifth supreme judicial district. 
 
 Mandamus by E. H. Church and others against W. L. Bullock and others, 
 board of trustees of an independent school district, to command the trustees to 
 desist from conducting certain exercises in the schools. There was a judgment 
 of the court of civil appeals (100 S. W., 1025) affirming a judgment for defend- 
 ants, and plaintiffs bring error. Affirmed. 
 
 Brown, J., we adopt the following statement of the case and the conclusions 
 of fact made by the honorable court of civil appeals : 
 
 “ This is an action for mandamus brought in the district court by appellees 
 against the board of trustees of the public school of the city of Corsicana, 
 appellees commanding said trustees to desist from conducting certain exercises 
 in said school which are alleged to be religious and sectarian. Defendants 
 answered by general denial and specially, in substance, that said exercises were 
 neither religious nor sectarian in the sense prohibited by the constitution or 
 laws of this State. A trial before the court without a jury resulted in favor of 
 defendants, and the plaintiffs appeal. The evidence shows that E. H. Church 
 does not believe in the inspiration of the Bible, that J. B. Jackson and Mrs. Lita 
 Garrity are Roman Catholics, and that M. Cohen and Abe Levine are Jews. All 
 of said parties have children and are patrons of said school. Mrs. Garrity and 
 E. H. Church had protested to said trustees and teachers against the conducting 
 of said exercises. Jackson, Cohen, and Levine had made no protest. The 
 protest made had been disregarded by said trustees, and their action sustained 
 by the state superintendent of public instruction. Said exercises were con- 
 ducted in pursuance of the following resolution adopted by the board of school 
 
RECENT SUPREME COURT DECISIONS. 
 
 317 
 
 trustees of the city of Corsicana, viz, ‘ Whereas, in the opinion of the board of 
 school trustees of the Independent school district of the city of Corsicana, it 
 would tend to draw the attention of the pupils away from other affairs and 
 concentrate it upon the school work and would also tend toward an uplift of 
 the moral tone of the student body, to have the daily sessions of our schools 
 begin with appropriate “ opening exercises,” therefore be it resolved by said 
 board that the board will view with favor the inauguration by the superin- 
 tendent of a morning “ opening exercise ” in the high school and in all the 
 rooms of the several ward schools, in which a short passage of the Bible may 
 be read, without comment, by the teachers in charge, the Lord’s Prayer recited 
 in concert, and appropriate songs sung by the pupils. It is not intended by the 
 board, however, to herein prescribe the character of such opening exercises, 
 but is simply desired to indicate to the superintendent and teachers that any 
 reasonable regulations in regard to such morning exercises along the lines 
 above indicated, established by the superintendent will have the sanction and 
 approbation of the board.’ The exercises complained of are : ‘ The most of the 
 teachers (but not all of them) read every morning from the Bible to their 
 classes, and the pupils in almost every room are invited to join in the recital 
 of the Lord’s Prayer, and in all the rooms songs are sung by the pupils, usually 
 patriotic songs such as “America,” and the songs usually found in the music 
 books used in the public schools of Texas. These exercises are prescribed by 
 the superintendent of the city schools under and by virtue of the resolution 
 shown above, and constitute a part of the regular order of every day, and all 
 children attending the public schools of Corsicana are expected to be present 
 during such exercises, and are not excused therefrom, and are marked tardy 
 if not present when such exercises begin. No pupil, however, is required by the 
 teacher in charge to take any active personal part in such exercises, though all 
 are invited by the teachers to do so, the pupils are not required by the teacher 
 to repeat the Lord’s Prayer or to join in the songs sung, but are invited to do 
 so, and as a matter of fact as a general thing nearly all pupils join in the 
 recital of the Lords’ Prayer and in the singing. The only requirement made 
 and enforced in the opening exercises of the school is that the pupil shall be 
 present, and during the exercises behave in an orderly manner. The only atti- 
 tude or posture which pupils are requested to assume during the exercises in 
 question is that of bowing the head during the Lord’s Prayer, and this is not 
 required by the teachers of the pupils.’ Since the said opening exercises have 
 been held, beginning with the opening of the schools in September last, the 
 selections from the Bible, which have been read in the several rooms of the 
 schools, have been principally passages from the Old Testament, including 
 selections from Psalms, Proverbs, and some of the old familiar stories from 
 the Old Testament. The selections read from the New Testament are usually 
 the sermon on the mount and passages of like tenor. In all reading the Bible 
 used is King James’s version. Since the practice of reading of the Bible was 
 begun as aforesaid in said schools the reading by the several teachers has been 
 without comment, explanation, or attempt at interpretation whatever. 
 
 “ J. W. Cantwell, superintendent, testified in reference to the character of 
 the exercises, as follows : Some of the teachers, but not all of them, read from 
 King James’s version of the Bible, without comment, select passages from the 
 Old Testament, Psalms, and Proverbs, and also read appropriate Bible stories, 
 also read from the sermon on the mount, in the New Testament, and the teach- 
 ers repeat, in concert with the children, the Lord’s Prayer, and sing appropriate 
 songs. Witness warned the teachers not to read anything that would be objec- 
 tionable from the New Testament. The songs that have been sung are mostly 
 patriotic and selected from the song books used in the schools. The. Bible 
 stories read were such as the life of Moses, Joseph, and the other historical 
 characters of the Bible. It was discretionary with the superintendent (wit- 
 ness) as to what portion of the Bible should be read, and he instructed the 
 teachers w T hat should and should not be read. The children are not compelled 
 to join in repeating the Lord’s Prayer, nor to join in the singing, but are in- 
 vited to do so. The children are invited to join in the exercises, but are not 
 required to do so. They are not required to repeat the Lord’s Prayer or join in 
 singing. They are required to be present, and are marked tardy if absent. 
 The purpose of the exercises is for the moral instruction of the children. They 
 are not sectarian. In preparing for a Christmas celebration in the primary 
 department, in the room of Miss Sallie Evans, some songs were sung which 
 were objected to by Rabbi Stolnitz as being sectarian, and I had it stopped. 
 Witness instructed the teachers that they must not read any sectarian passages 
 
318 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 from the Bible, nor sing any objectionable songs. The children are invited to 
 stand up or bow their heads during the repeating of the Lord’s Prayer, but 
 are not forced to do so. They are expected to be orderly and respectful during 
 the exercises, if they do not join in them. All of the teachers do not have the 
 same exercises. Those teachers who use the Bible do not always do so, but 
 vary by substituting standard works of literature. The reading of the Bible 
 and repeating of the Lord’s Prayer is not compulsory. 
 
 “ The ten assignments of error presented by the appellants will be embraced 
 in three propositions, to wit: (1) The said exercises converted the schoolroom 
 into a place of worship, within the intent and meaning of section G, art. 1, of 
 the constitution. (2) The said exercises rendered the public schools ‘ sectarian ’ 
 within the intent and meaning of section 7, article 3, and of section 5, article 7, 
 of the constitution. (3) The said exercises converted the public schools into a 
 sect, religious society, theological or religious seminary, within the intent and 
 meaning of section 7, article 1, of the constitution. 
 
 “ The sections of the constitution referred to are : 
 
 “ ‘Art. 1, sec. 6. All men have a natural and indefeasible right to worship 
 Almighty God according to the dictates of their own consciences. No man shall 
 be compelled to attend, erect, or support any place of worship or to maintain 
 any ministry against his consent. No human authority ought, in any case 
 whatever, to control or interfere with the rights of conscience in matters of 
 religion, and no preference shall ever be given by law to any religious society 
 or mode of worship. But it shall be the duty of the legislature to pass such 
 laws as may be necessary to protect equally every religious denomination in 
 the peaceable enjoyment of its own mode of public worship. 
 
 “ ‘ Sec. 7. No money shall be appropriated or drawn from the treasury for 
 the benefit of any sect or religious society, theological or religious seminary, 
 nor shall property belonging to the State be appropriated for any such pur- 
 poses.’ 
 
 “ The provisions of article 7, section 5, relate to the school fund, and provide 
 that none of said money shall ‘ ever be appropriated to or used for the support 
 of any sectarian school.’ ” 
 
 We will consider the three propositions upon which the plaintiffs in error rest 
 their case in the inverse order of their statement above. 
 
 First. Did the exercises complained of convert the public schools into a sect, 
 religious society, theological or religious seminary? (1) It is scarcely neces- 
 sary to discuss the proposition that the school was converted into a sect. The 
 word “ sect ” is defined in the Standard Dictionary as “ a body of persons dis- 
 tinguished by particularities of faith and practice from other bodies and adher- 
 ing to the same general system.” The exercises detailed in the testimony in 
 this case did not show that these persons were associated together in any way 
 whatever except in the character of a common public free school. (2) “A reli- 
 gious society is a voluntary association of individuals or families united for 
 the purpose of having a common place of worship and to provide a proper 
 teacher to instruct them in religious doctrines and duties, and to administer 
 the various ordinances of religion.” — (24 Am. and Eng. Ency. Law, 2d ed., 
 327.) The school, under the Evidence, did not come within the definition of a 
 religious society. <3) “A seminary is a place of education * * * specific- 
 
 ally a school for the education of men for the priesthood or ministry.”— (25 
 Am. and Eng. Ency. Law, 286.) A seminary being “a place of education,” the 
 adjectives “ theological or religious ” necessarily give to it the meaning of a 
 place specifically for the preparation of men for the ministry, or at least for 
 the teaching of religious doctrines. The words are commonly so used. The 
 evident intention of the convention which framed the constitution was to pre- 
 vent the legislature from endowing any such religious or theological schools. 
 The school at Corsicana was organized under the laws of the State of Texas, 
 and while it might be perverted in actual instruction to purposes foreign to its 
 organization, it would not be a theological or religious seminary because some 
 acts of worship were performed there. 
 
 Second. The word “ sectarian ” is defined by the Standard Dictionary as 
 “ pertaining to, peculiar to, or devoted to the interest of a sect or sects ; espe- 
 cially, marked by attachment to a sect or denomination.” However improper 
 the exercises may have been, there is nothing in the evidence to show that they 
 were in the interest of or forwarding the views of any one denomination of 
 people. It was the purpose of the constitution to forbid the use of public 
 funds for the support of any particular denomination of religious people, 
 whether they be Christians or of other religions. The school was not rendered 
 
RECENT SUPREME COURT DECISIONS. 
 
 319 
 
 sectarian within the meaning of the constitution by the exercises shown to 
 have been indulged in by the teachers. 
 
 Third. Did the exercises which the evidence shows the teachers engaged in 
 convert the schoolroom into “ a place of worship ” within the intent and mean- 
 ing of section 6, article 1, of the constitution? A brief statement of the condi- 
 tions that existed in Texas under the Mexican Republic will aid us to under- 
 stand the provisions of our constitution. Prior to the revolution of 1836 the 
 Catholic was the established religion of the Republic of Mexico, and all citizens 
 of Texas were required to conform to the teachings of that church. It was sup- 
 ported by the Government, and by taxation the citizens were compelled to con- 
 tribute thereto. One of the charges made against the Republic of Mexico in 
 the declaration of independence was, “ It denies us the right of worshiping the 
 Almighty according to the dictates of our own conscience by the support of a 
 national religion calculated to promote the temporal interest of its human 
 functionaries rather than the glory of the true and living God.” The third 
 division of the declaration of rights in the constitution of the Republic of 
 Texas reads as follows : “ No preference shall be given by lpw to any religious 
 denomination or mode of worship over another, but every person shall be per- 
 mitted to worship God according to the dictates of his own conscience.” The 
 constitution of the State of Texas, framed in 1845, contains practically the same 
 provision as is now embraced in the constitution of this State in these words : 
 “ Sec. 4. All men have a natural and indefeasible right to worship God accord- 
 ing to the dictates of their own conscience ; no man shall be compelled to attend, 
 erect, or support any place of worship, or to maintain any ministry against his 
 own consent.” — (Const. 1845, art. 1, sec. 4.) Thus we see that the pro- 
 vision in our constitution was a protest against the policy of Mexico in estab- 
 lishing and maintaining a church of state and compelling conformity thereto, 
 and was intended to guard against any such action in the future. The primary 
 purpose of that provision of the constitution was to prevent the legislature from 
 in any way compelling the attendance of any person upon the worship of a par- 
 ticular church or in any manner, by taxation or otherwise, cause any citizen to 
 contribute to the support of “ any place of worship.” As used in the constitu- 
 tion the phrase “ place of worship ” specifically means “ a place where a number 
 of persons meet together for the purpose of worshiping God.” ( State v. Swink, 
 20 N. C., 492.) The Century Dictionary gives this definition: “A building or 
 part of a building set apart for any purpose — as a place of worship.” The 
 worship of God is not prohibited in any place, but we are of the opinion that 
 the spirit of the constitution would include any place at which the worship 
 might be indulged in so continuously and in such a manner as to give it the 
 character of “a place of worship.” Buildings and institutions erected and 
 maintained by the State can not be used for such purposes. We do not under- 
 take to state any rule as to what will constitute “ a place of worship.” That 
 must necessarily depend upon the facts of each case. We confine ourselves to 
 the decision of the question, Does the evidence show that the exercises engaged 
 in by the teachers of the school at Corsicana constitute the school building “ a 
 place of worship ” within the meaning of the constitution ? 
 
 To hold that the offering of prayers, either by the repetition of the Lord’s 
 prayer or otherwise, the singing of songs, whether devotional or not, and the 
 reading of the Bible, make the place where such is done a place of worship 
 would produce intolerable results. The house of representatives and the senate 
 of the state legislature each elect a chaplain, who, during the session, daily 
 offers prayers to Almighty God in behalf of the State, and in the most express 
 manner invokes the supervision and oversight of God for the lawmakers. In 
 the chapel of the state university building a religious service, consisting of 
 singing songs, reading portions of the Bible, with prayers and addresses by 
 ministers and others, is held each day. The Young Men’s Christian Association 
 hold their services in that building each Lord’s day, and the Young Women’s 
 Christian Association has a like service in another public building. At the 
 blind institute on each Lord’s day prayers are offered, songs are sung, Sunday 
 school is taught, and addresses made to the children with regard to religious 
 matters. Devout persons visit our prisons and offer prayers for those who are 
 confined. An annual appropriation is made for a chaplain for the penitentiary. 
 In fact, Christianity is so interwoven with the web and woof of the state govern- 
 ment that to sustain the contention that the constitution prohibits reading the 
 Bible, offering prayers, or singing songs of a religious character in any public 
 building of the Government would produce a condition bordering upon moral 
 anarchy. The absurd and hurtful consequences furnish a strong argument 
 
320 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 against the soundness of the proposition. The right to instruct the young in 
 the morality of the Bible might be carried to such extent in the public schools 
 as would make it obnoxious to the constitutional inhibition, not because God 
 is worshiped, but because by the character of the services the place would be 
 made “ a place of worship.” 
 
 There is no difference in the protection given by our constitution between 
 citizens of this State on account of religious beliefs; all are embraced in its 
 broad language and are entitled to the protection guaranteed thereby; but it 
 does not follow that one or more individuals have the right to have the courts 
 deny the people the privilege of having their children instructed in the moral 
 truths of the Bible because such objectors do not desire that their own children 
 shall be participants therein. This would be to starve the moral and spiritual 
 natures of the many out of deference to the few. The cases are in conflict upon 
 the questions discussed in this opinion, but we believe the following sustain 
 our conclusion by sound reasoning: Moore v. Monroe, 64 Iowa, 367; 20 N. W., 
 475 ; 52 Am. Rep., 444. Pfeiffer v. Board of Education, 118 Mich., 560 ; 77 N. W., 
 250 ; 42 L. R. A., 536. Hackett v. Brooksville School, 120 Ky., 608; 87 S. W., 
 792 ; 69 L. R. A., 592 ; 117 Am. St. Rep., 599. 
 
 The judgments of the district court and court of civil appeals are affirmed. 
 
 HEALTH REGULATIONS — VACCINATION. 
 
 VII. Illinois. 
 
 [People v. Board of Education of the City of Chicago (Supreme Court of Illinois, April 23, 
 1908, rehearing denied June 9, 1908), 84 N. E., 1046.] 
 
 Appeal from circuit court, Cook County ; J. W. Mack, judge. 
 
 Petition for mandamus by the people, on relation of Louise Jenkins, against 
 the board of education of the city of Chicago. From a judgment dismissing the 
 petition relator appeals. Reversed and remanded. 
 
 Cartwright, J. Louise Jenkins, by her next friend, filed her petition in the 
 name of the people, in the circuit court of Cook County, against the board of 
 education of the city of Chicago, and therein alleged that she was a resident 
 of the city, 6 years of age, a daughter of D. F. D. Jenkins, a resident and tax- 
 payer of said city, and that on October 29, 1907, she applied for admission as a 
 pupil to the John Fiske School, which she was entitled to attend, and was denied 
 admission to the said school by the board of education because she refused to be 
 vaccinated, and she prayed for a writ of mandamus commanding the board to 
 admit her to the public schools. The board of education answered, making no 
 denial of the averments of fact contained in the petition, which were therefore 
 admitted to be true, but setting up in justification of the exclusion of the relator 
 an ordinance of the city of Chicago and instructions by the health department 
 to enforce such ordinance. The relator demurred to the answer, and the court 
 overruled the demurrer. The relator elected to stand by the demurrer, and 
 judgment was entered against her, dismissing the petition and for costs. An 
 appeal to this court was prayed for, and the trial judge certified that the valid- 
 ity of the city ordinance was involved, and in his opinion public interest re- 
 quired that an appeal should be taken direct to this court, in pursuance of sec- 
 tion 118 of the practice act. (Laws 1907, p. 467.) The appeal was allowed and 
 perfected, and the record has been filed in this court. 
 
 The constitution requires the general assembly to provide a thorough and 
 efficient system of free schools, whereby all children in this State may receive 
 a good common-school education, and the statute provides for establishing and 
 keeping in operation such schools for the accommodation of all children over the 
 age of 6 and under the age of 21 years. The right to attend the public school 
 in the district where the relator resides is therefore given to her by the law, 
 and the duty to admit her and,to maintain the school rests upon the board of 
 education. The legislature have never made it a condition precedent to the 
 exercise of the legal right to attend the public schools that children shall be 
 vaccinated, and the question whether power to do that exists is not involved in 
 this case. The petition alleges, and the answer does not deny, that the de- 
 fendants denied to the relator admission to the John Fiske School, but the 
 
RECENT SUPREME COURT DECISIONS. 
 
 321 
 
 answer sets up as justification for the exclusion an ordinance of the city of 
 Chicago. Not only have the legislature never prescribed vaccination as a con- 
 dition to the enjoyment of the legal right to attend public schools, but they have 
 never conferred upon cities the power to do so. If the city of Chicago has power 
 to pass any ordinance on the subject, the power is derived from the authority 
 conferred upon the city council to appoint a board of health and prescribe its 
 powers and duties, to do all acts and make all regulations which may be neces- 
 sary or expedient for the promotion of health or the suppression of disease, and 
 to pass all ordinances and rules, and to make all regulations proper or necessary 
 to carry into effect such authority. The ordinance set out in the answer was 
 passed on March 20, 1905, and the only section relating to exclusion from 
 schools is section 1255, which is as follows: “No principal or person in charge 
 or control of any school shall admit to such school any child who shall not have 
 been vaccinated within seven years next preceding the admission or application 
 for admission to any such school of such child, nor shall any such principal or 
 person retain in or permit to attend any such school any child who shall not 
 have been vaccinated as provided in this article.” 
 
 The general police powers above enumerated to pass ordinances and make 
 regulations for the promotion of health or the suppression of disease do not in- 
 clude the passage of such an ordinance as this, which makes vaccination a con- 
 dition precedent to the right to an education. An ordinance passed by reason 
 of such authority must be reasonable in its character and rest upon the ground 
 that it is a necessary means of preserving the public health. In the case of 
 Potts v. Breen (167 111., 67 ; 47 N. E., 81 ; '39 L. R. A., 152 ; 59 Am. St. Rep., 262) 
 it was held that the exclusion of a child from a public school because of a refusal 
 to be vaccinated can only be justified where such course is necessary, or reason- 
 ably appears to be necessary, in case of an existing or threatened epidemic of 
 smallpox, and to prevent the spread of the disease. In the case of Lawbaugh 
 v. Board of Education (177 111., 572; 52 N. E., 850) the court adhered to those 
 principles, and declined to further discuss them, although earnestly urged to 
 reconsider the former decision. Section 1255 is null and void and affords no 
 justification for denying relator admission to the John Fiske School, whether 
 the denial of her legal right was at the instance of the health commissioner, the 
 health department, or any other authority. 
 
 The only other section of the ordinance which has any relation to schools, 
 or which purports to give any authority respecting them to the health com- 
 missioner or health department, is section 1253, and it does not purport to give 
 any authority to exclude children from schools. It provides that the commis- 
 sioner of health, or any officer of the health department designated and author- 
 ized to act by such commissioner, shall have power to enter any of certain enu- 
 merated buildings and places, among which are schoolhouses, under certain cir- 
 cumstances, and that such commissioner or officer shall have power to vaccinate 
 any person found in such building or place whom he shall deem it necessary 
 or advisable to vaccinate. It further purports to authorize the commissioner, 
 at any time when smallpox is prevalent or an epidemic of smallpox is or ap- 
 pears to be imminent, to vaccinate any person in the city whom he shall deem 
 it necessary or advisable to vaccinate, provided that such person may be vac- 
 cinated by his own physician in a manner satisfactory to the commissioner. 
 Although this section is set out at length in the answer, it is not alleged that 
 the commissioner was attempting to vaccinate the relator, and no justification 
 under its provisions is attempted. 
 
 Section 1035 of the ordinance purports to give to the commissioner of health 
 power to make such rules and regulations in relation to the sanitary condition 
 of the city and for the prevention and suppression of disease, not inconsistent 
 with the municipal code, as he may deem necessary or advisable, but it provides 
 that such rules and regulations shall not take effect and be in force until ap- 
 proved by the city council, except in cases of emergency. The answer does not 
 allege that the commissioner of health made any rules or regulations or that 
 any were approved by the city council. The section further provides that the 
 commissioner may make rules and regulations for the preservation of the public 
 health in case of an emergency from contagious or epidemic disease or danger 
 from anticipated or impending contagious or epidemic disease, but such emer- 
 gency rules and regulations shall, as soon as may be after the promulgating of 
 the same, be reported to the city council for approval. Here, again, it does not 
 appear that the commissioner acted under any provision of that section, or 
 
 63470—09 21 
 
322 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 made any rule or regulation, or reported any to the city council after promul- 
 gation. 
 
 These provisions of the ordinance are the only ones that could in any event 
 have any relation to attendance upon the public schools, and the only one that 
 was enforced against the relator was section 1255, which is null and void. The 
 answer alleged as a matter of fact, that on October 29, 1907, the disease of 
 smallpox was prevalent in the district in which the John Fiske School was 
 located, within such a radius as to make it dangerous for all persons therein 
 residing who had not been vaccinated ; that the commissioner of health de- 
 clared smallpox to be epidemic in said district, and instructions were given by 
 the health department to exclude all children who had not been vaccinated in 
 accordance with the terms of the ordinance. The terms of the ordinance are 
 that no child shall attend the public schools who has not been vaccinated within 
 seven years, and do not constitute a lawful exercise of any power conferred 
 upon the city. The health commissioner is a purely ministerial officer and has 
 no legislative powers whatever. The ordinance does not purport to give him 
 authority to exercise such powers or to make any rules or regulations, except 
 in cases of emergency, until they can be reported to the city council for ap- 
 proval or rejection. He can only be authorized to perform administrative 
 duties in pursuance of some ordinance of the city, and there was no valid ordi- 
 nance authorizing the exclusion of relator from the public school which she 
 had a legal right to attend. There is nothing in the nature of an emergency in 
 the occasional recurrence of the well-known disease of smallpox in a city like 
 Chicago which may not be provided for by general rules and regulations pre- 
 scribed by the legislative authority of the city. The board of education, which 
 has charge of the public schools, has made no rule or regulation on the subject 
 of such epidemics, and neither has the city council. The answer does not make 
 known any ordinance, rule, or regulation for the exclusion from the schools of 
 children not vaccinated in the event that an epidemic of smallpox exists in the 
 vicinity of a school or is reasonably apprehended, and in our opinion the court 
 erred in overruling the demurrer. 
 
 The judgment is reversed, and the cause is remanded to the circuit court, with 
 directions to sustain the demurrer. 
 
 Reversed and remanded with directions. 
 
 VIII. North Carolina. 
 
 [Hutchins v. School Committee of Town of Durham (Supreme Court of North Carolina. 
 
 November 30, 3904), 49 S. E., 46.] 
 
 Appeal from superior court, Durham County; Bryan, judge. 
 
 Mandamus by J. W. Hutchins to compel the school committee of the town of 
 Durham to admit plaintiff’s daughter to the school. From a judgment for 
 defendant plaintiff appeals. Affirmed. 
 
 Clark, C. J. This is an application for a mandamus to the defendant public 
 school committee to admit the daughter of the plaintiff to the public schools. 
 The sole question presented is whether the following resolution is a reasonable 
 exercise of the powers of the school committee of the city of Durham : 
 “ Whereas from the report and recommendation of Dr. N. M. Johnson, super- 
 intendent of health of Durham County, in the judgment of this committee, gen- 
 eral vaccination of teachers and children attending the schools is desired and 
 required for the public safety: Now, therefore, Be it resolved, That no teacher or 
 pupil be allowed to attend any school of the city of Durham after April 1, 1904, 
 who does not present to the principal of such school a certificate of a physician 
 of the city showing that such teacher or pupil has been successfully vaccinated 
 within three years from that time, unless such person has been vaccinated 
 within ten days preceding the date he or she presents himself or herself for 
 such attendance; and this resolution shall be a permanent regulation of the 
 schools.” An epidemic of smallpox prevailed in the city of Durham and its 
 suburbs last spring, not less than 1,000 persons being attacked, and the above 
 resolution was passed as a protection to the 2,500 children in the schools 
 of that city, the attendance in which had fallen off 40 per cent by reason of the 
 fear of contagion. These facts are averred in the answer and found to be true 
 by the judge. In our judgment, the resolution was a proper and reasonable 
 exercise of the powers of the defendant. 
 
RECENT SUPREME COURT DECISIONS. 
 
 323 
 
 This is not a question of compulsory vaccination under legislative authority — 
 that matter was before us and settled in State v. Hay, 126 N. C. 999, 35 S. E. 
 459, 49 L. R. A. 588, 78 Am. St. Rep. 691 — but simply whether, if a child is not 
 vaccinated, the school board can, as a precautionary measure, exclude all such 
 from the school, by a resolution, under the power given in the charter to “ have 
 entire and exclusive control of the public school interest and property in the 
 town of Durham, prescribe rules and regulations, * * * and do all other 
 acts that may be just and lawful to conduct and manage the public school 
 interests in said town.” A similar resolution passed by the St. Louis board of 
 public schools was held reasonable and valid In re Rebenack, 62 Mo. App., 8; 
 the court saying : “ In the nature of things, it must rest with the boards to 
 determine what regulations are needful for a safe and proper management of 
 the schools, and for the physical and moral health of the pupils intrusted to 
 their care. If said regulations are not oppressive or arbitrary, the court can 
 not or should not interfere.” The same ruling was made as to a similar reso- 
 lution in Duffield v. School Dist., 162 Pa. 476, 29 Atl. 742, 25 L. R. A. 152 ; the 
 court holding: “A school board has power to adopt reasonable health regula- 
 tions for the benefit of pupils and the general public, and has a right to exclude 
 from the schools those who do not comply with the regulations of the city 
 authorities and the school board requiring a certificate of vaccination as a con- 
 dition of attendance.” To the same purport it is said in State v. Zimmerman, 
 86 Minn. 353, 90 N. W. 783, 58 L. R. A. 78, 91 Am. St. Rep. 351 : “ The welfare 
 of the many is superior to that of the few, and, as regulations compelling vac- 
 cination are intended and enforced solely for the public good, the rights con- 
 ferred thereby are primary and superior to the right of any pupil to attend the 
 public schools.” In Blue v. Beach (Ind. Sup.) 56 N. E. 89, 50 L. R. A. 64, 80 
 Am. St. Rep. 195, it is pointed out that the constitutional guaranty that tuition 
 shall be free and the schools equally open to all is necessarily subject to reason- 
 able regulations to enforce discipline by expulsion of the disorderly, and protec- 
 tion of the morals and health of the pupils. The above cases are cited with 
 approval in State v. Hay, 126 N. C. 999, 35 S. E. 459, 49 L. R. A. 588, 78 Am. St. 
 Rep. 691. To same purport is Sherman v. Charleston, 8 Cush. 160, where Shaw, 
 C. J., says : “ The right to attend is not absolute, but one to be enjoyed by all 
 on reasonable conditions.” 
 
 The plaintiff relies upon Potts v. Breen, 167 111. 67, 47 N. E. 81, 39 L. R. A. 
 152, 59 Am. St. Rep. 262, that, in the absence of express legislative power, a 
 resolution requiring vaccination as a prerequisite to attending schools is unrea- 
 sonable when smallpox does not exist in the community and there is no reason- 
 able ground to apprehend its appearance. We are not inclined to follow that 
 authority. With the present rapid means of intercommunication, smallpox 
 may make its appearance in any community at any moment without any notice 
 given beforehand, and incalculable havoc be made, especially among the school 
 children, which can not be remedied by a subsequent order excluding the non- 
 vaccinated. “An ounce of prevention is worth a pound of cure.” Besides, that 
 case is not in point here, where smallpox had been epidemic and was still 
 threatening. The language of the resolution making it “ permanent ” will not 
 prevent its repeal if upon the subsidence of the danger the school board of that 
 day shall deem it proper to repeal. If the action of the board is not satisfac- 
 tory to the public, a new board will be elected who will rescind the resolution. 
 
 The fact that it would be dangerous to vaccinate the plaintiff’s daughter, 
 owing to her physical condition, would be a defense for her to an order for 
 general compulsory vaccination (State v. Hay, supra), but is no reason why 
 she should be excepted from a resolution excluding from the school all children 
 who have not been vaccinated. That she can not safely be vaccinated may 
 make it preferable that she herself should run the risk of taking the smallpox, 
 but is no reason that the children of the public school should be exposed to like 
 risk of infection through her or others in like case. Though the school chil- 
 dren are vaccinated, there are always some whose vaccination is imperfect, and 
 danger to them should not be increased by admitting those not vaccinated at 
 all. Besides, a rule not enforced to all alike will soon cease to be a rule en- 
 forceable at all. 
 
 No error. 
 
824 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 IX. New York. 
 
 [Viemeister v. White, president of board of education, et al. (Court of Appeals of New 
 York, October 18, 1904), 72 N. E., 97.] 
 
 Appeal from supreme court, appellate division, second department. 
 
 Application of Edmund C. Viemeister for writ of mandamus to Patrick J. 
 White, president of the board of education of the borough of Queens, and others. 
 From a judgment of the appellate division (84 N. Y. Supp., 712), affirming an 
 order of the special term denying the writ, relator appeals. Affirmed. 
 
 Vann, J. The relator moved for a writ of mandamus to compel the officers 
 having control of a public school in the county of Queens to readmit his child, 
 a lad 10 years of age, to said school without requiring him to be vaccinated. 
 It appeared from the moving papers that the boy had been in regular attend- 
 ance at the school, and that the principal thereof, pursuant to the instructions 
 of the board of education, had excluded him therefrom, because he refused to 
 be vaccinated. It appeared from the papers read in opposition to the motion 
 that when the relator’s son was excluded from the school there was a regula- 
 tion of the board of education in full force which provided that “ no pupil shall 
 be allowed to attend any school, nor shall any teacher be empoyed in the same, 
 unless such pupil or teacher has been vaccinated.” It further appeared that the 
 lad had never been vaccinated, and that he refused to submit to vaccination ; 
 but it was not alleged that at the time of such exclusion smallpox was preva- 
 lent in the neighborhood, or that there was any special danger, from recent 
 exposure or other causes, of an immediate spread of the disease. 
 
 The constitution requires the legislature to “ provide for the maintenance and 
 support of a system of free common schools, wherein all the children of this State 
 may be educated.” Constitution, article 9, section 1. The public-health law pro- 
 vides that “ no child or person not vaccinated shall be admitted or received into 
 any of the public schools of the State, and the trustees or other officers having 
 the charge, management, or control of such schools shall cause this provision of 
 law to be enforced. They may adopt a resolution excluding such children and 
 persons not vaccinated from such school until vaccinated. * * * ” Public- 
 
 health law, Laws, 1S93, page 1495, chapter 661, section 200, renumbered section 
 210 by Laws of 1900, page 1484, chapter 667, section 2. The same law pro- 
 vides for the free vaccination of children of suitable age who wish to attend 
 the public schools, provided their parents or guardians are unable to procure 
 vaccination for them. This is a reenactment of a statute containing the same 
 provisions in substance, passed in I860, which remained in force until the pas- 
 sage of the public health law in 1893. Laws, 1860, page 761, chapter 438. 
 
 The question presented is whether the legislature is prohibited by the con- 
 stitution from enacting that such children as have not been vaccinated shall be 
 excluded from the public schools. The appellant claims that the public-health 
 law places an unreasonable restriction upon the right of. his child to attend 
 school, and that it violates the section of the constitution already quoted, as 
 well as the general guaranties for the protection of the rights, privileges, and 
 liberties of the citizen. Constitution, article 1, sections 1, 6. The respondents 
 claim that the object and effect of such legislation is the protection of the 
 public health, and hence that it is a valid exercise of the police power. The 
 police power, which belongs to every sovereign State, may be exerted by the 
 legislature, subject to the limitations of the constitution, whenever the exercise 
 thereof will promote the public health, safety, or welfare. The power of the 
 legislature to decide what laws are necessary to secure these objects is subject 
 to the power of the courts to decide whether an act purporting to promote the 
 public health or safety has such a reasonable connection therewith as to appear 
 upon inspection to be adapted to that end. A statute entitled a health law must 
 be a health law in fact as well as in name, and must not attempt in the name 
 of the police power to effect a purpose having no adequate connection with the 
 common good. As we have recently said, it “ must tend in a degree that is 
 perceptible and clear toward the preservation of the * * * health * * * 
 
 or welfare of the community, as those words have been used and construed in 
 the many cases heretofore decided.” Health Department of New York v. Hec- 
 tor, etc., 145 N. Y., 32, 39; 39 N. E., 833; 45 Am. Slat. Rep., 579. When the 
 sole object and general tendency of legislation is to promote the public health, 
 there is no invasion of the constitution, even if the enforcement of the law 
 interferes to some extent with liberty or property. These principles are so 
 well established as to require no discussion, and we cite but a few out of many 
 
RECENT SUPREME COURT DECISIONS. 
 
 325 
 
 authorities relating to the subject. (Matter of Jacobs, 98 N. Y., 98, 108; 50 
 Am. Rep., 636. People v. Marx, 99 N. Y., 377 ; 2 N. E., 29 ; 52 Am Rep., 34. 
 People v. Arensberg, 105 N. Y., 123 ; 11 N. E., 277 ; 59 Am. ltep., 483. People v. 
 (Jill son, 109 N. Y., 389; 17 N. E., 343; 4 Am. Stat. Rep., 4(55. People v. Ewer, 
 141 N. Y., 129; 36 N. E., 4; 25 L. R. A., 794 ; 38 Am. Stat. Rep., 788. People 
 ex rel. Nechamcus v. Warden, etc., 144 N. Y., 529; 39 N. E., 686; 27 L. R. A., 
 718. People v. Havnor, 149 N. Y., 195 ; 43 N. E., 541 ; 31 L. R. A., 689 ; 52 Am. 
 Stat. Rep., 707. People v. Adirondack Ry. Co., 160 N. Y., 225, 236; 54 N. E., 
 6S9. People v. Lochner, 177 N. Y., 145; 69 N. E., 373.) 
 
 The right to attend the public schools of the State is necessarily subject to 
 some restrictions and limitations in the interest of the public health. A child 
 afflicted with leprosy, smallpox, scarlet fever, or any other disease which is 
 both dangerous and contagious may be lawfully excluded from attendance so 
 long as the danger of contagion continues. Public health, as well as the interest 
 of the school, requires this, as otherwise the school might be broken up and a 
 pestilence spread abroad in the community. So a child recently exposed to such 
 a disease may be denied the privilege of our schools until all danger shall have 
 passed. Smallpox is known of all to be a dangerous and contagious disease. 
 If vaccination strongly tends to prevent the transmission or spread of this 
 disease, it logically follows that children may be refused admission to the 
 public schools until they have been vaccinated. The appellant claims that vac- 
 cination does not tend to prevent smallpox, but tends to bring about other 
 diseases, and that it does much harm, with no good. 
 
 It must be conceded that some laymen, both learned and unlearned, and some 
 physicians of great skill and repute, do not believe that vaccination is a pre- 
 ventive of smallpox. The common belief, however, is that it has a decided 
 tendency to prevent the spread of this fearful disease and to render it less 
 dangerous to those who contract it. While not accepted by all, it is accepted 
 by the mass of the people, as well as by most members of the medical profes- 
 sion. It has been general in our State and in most civilized nations for genera- 
 tions. It is generally accepted in theory and generally applied in practice, both 
 by the voluntary action of the people and in obedience to the command of law. 
 Nearly every State of the Union has statutes to encourage or directly or indi- 
 rectly to require vaccination, and this is true of most nations of Europe. It is 
 required in nearly all the armies and navies of the world. Vaccination has 
 been compulsory in England since 1854, and the last act upon the subject, 
 passed in 1898, requires every child born in England to be vaccinated within six 
 months of its birth. It became compulsory in Bavaria in 1807; Denmark, 1810; 
 Sweden, 1814; Wurttemberg, Hesse, and other German States, 1818; Prussia, 
 1835; Roumania, 1874; Hungary, 1876; and Servia, 1881. It is aided, encour- 
 aged, and to some extent compelled, in the other European nations. (24 Enc. 
 Brit., 30.) It is compulsory in but few States and cities in this country, but it 
 is countenanced or promoted in substantially all, and statutes requiring chil- 
 dren to be vaccinated in order to attend the public schools have generally been 
 sustained by the courts. (Abeel v. Clark, 84 Cal., 226; 24 Pac., 383. Bissell v . 
 Davison, 65 Conn., 183; 32 Atl., 348; 29 L. R. A., 251. Blue v. Beach, 155 Ind., 
 121 ; 56 N. E., 89 ; 80 Am. Stat. Rep., 195 ; 50 L. R. A., 64. Morris v. City of 
 
 Columbus, 102 Ga., 792; 30 S. E., 850; 42 L. R. A., 175; 66 Am. Stat. Rep., 243. 
 
 State v. Hay, 126 N. C., 999 ; 35 S. E., 459 ; 49 L. R. A., 588 ; 78 Am. Stat. Rep., 
 691. Hazen v. Strong, 2 Vt., 427. In re Rebenack, 62 Mo., App. 8. Duffield v. 
 Williamsport School District, 162 Pa., 476; 29 Atl., 742; 25 L. R. A., 152. 
 Cooley’s Cons. Lim. (7th ed.), 8S0. Prentice on Police Powers, 39, 132. 1 
 
 Dillon’s Mun. Corp., sec. 355. Parker & Worthington’s Public Health and 
 
 Safety, sec. 123.) 
 
 A common belief, like common knowledge, does not require evidence to estab- 
 lish its existence, but may be acted upon without proof by the legislature and 
 the courts. "While the power to take judicial notice is to be exercised with 
 caution, and due care taken to see that the subject comes within the limits 
 of common knowledge, still, when according to the memory and conscience of 
 the judge, instructed by recourse to such sources of information as he deems 
 trustworthy, the matter is clearly within those limits, the power may be exer- 
 cised by treating the fact as proved without allegation or proof. (Jones v. 
 U. 8., 137 U. S. 202, 216, 11 Sup. Ct. 80, 34 L. Ed. 691 ; Hunter v. N. Y., O. and 
 W T . R. R. Co., 116 N. Y. 615, 623, 23 N. E. 9, 6 L. R. A. 246; Porter v. Waring, 
 69 N. Y., 250, 253 ; Geist v. Detroit City R. R. Co., 91 Mich. 446, 51 N. W. 1112 ; 
 Greenleaf’s Ev. (14th Ed.) sec 5; 1 Wharton’s Ev. (3d Ed.) sec 282; 1 Starkie’s 
 Ev. 211; 17 Am. and Eng. Encyc. (2d Ed.) 894.) Common belief, in order to 
 
326 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 become such common knowledge as to be judicially noticed by us, must be com- 
 mon in this State, although in a matter pertaining to science it may be strength- 
 ened somewhat by the general acceptance of mankind. As was said by Mr. Jus- 
 tice Swayne in Brown v. Piper, 1)1 U. S. 37, 42, 23 L. Ed. 200: “Courts will 
 take notice of whatever is generally known within the limits of their jurisdic- 
 tion, and, if the judge’s memory is at fault, he may refresh it by resorting to 
 any means for that purpose which he deems safe and proper. This extends to 
 such matters of science as are involved in the cases brought before him.” See, 
 also, People v. Lochner, 177 N. Y. 169, 69 N. E. 373. 
 
 The fact that the belief is not universal is not controlling, for there is scarcely 
 any belief that is accepted by every one. The possibility that the belief may 
 be wrong, and that science may yet show it to be wrong, is not conclusive; for 
 the legislature has the right to pass laws which, according to the common belief 
 of the people, are adapted to prevent the spread of contagious diseases. In a 
 free country, where the government is by the people through their chosen rep- 
 resentatives, practical legislation admits of no other standard of action; for 
 what the people believe is for the common welfare must be accepted as tending 
 to promote the common welfare, whether it does in fact or not. Any other basis 
 would conflict with the spirit of the constitution, and would sanction measures 
 opposed to a republican form of government. While we do not decide and can 
 not decide that vaccination is a preventive of smallpox, we take judicial notice 
 of the fact that this is the common belief of the people of the State, and with 
 this fact as a foundation we hold that the statute in question is a health law, 
 enacted in a reasonable and proper exercise of the police power. It operates 
 impartially upon all children in the public schools, and is designed not only for 
 their protection but for the protection of all the people of the State. The 
 relator’s son is excluded from school only until he complies with the law passed 
 to protect the health of all, himself and his family included. No right conferred 
 or secured by the constitution was violated by that law, or by the action of 
 the school authorities based thereon. In view of the opinions below, we regard 
 further discussion as unnecessary, and we affirm the order appealed from, with 
 costs. 
 
 We concur: 
 
 Cullen, C. J. 
 O’Brien, 
 Haight, 
 Martin, 
 Werner, J. J. 
 (Absent) Gray, J. 
 
 Order affirmed. 
 
 X. Pennsylvania. 
 
 [Stull v. Reber et al. (Supreme Court of Pennsylvania, May 7, 1906), 64 A., 419.] 
 
 Appeal from court of common pleas, Franklin County. 
 
 Bill by Edward C. Stull against J. H. Reber and others for an injunction. 
 From a decree dismissing the bill plaintiff appeals. Affirmed. 
 
 The bill, after reciting that the complainant was a resident and taxpayer of 
 the borough of Waynesboro and that Grace Stull was his daughter, of the age 
 of 14 years, continued as follows: “ The said Grace Stull is now and has been 
 since the beginning of the present school year or term, to wit, September 4, 
 1905, properly and justly enrolled as a pupil in and attending the common or 
 public school known as ‘A grammar school,’ conducted in the Snider avenue 
 school building situate in the third ward of the said borough; that she is in 
 good health and is not suffering from any contagious or infectious disease, and 
 is legally and justly entitled to continue to attend the said public school for the 
 remainder of the school term or year and is entitled to remain enrolled as a 
 pupil thereof. J. H. Reber is the superintendent of all the common or public 
 schools of the said borough of Waynesboro; Charles H. Coover is the principal 
 of the said Snider avenue school building and has charge of the schools therein 
 conducted; Chester A. Gessaman is the teacher of said A grammar school in 
 which your orator’s said child, Grace Stull, is enrolled and in attendance as a 
 pupil. There is not, at the time of the filing of this bill, nor lias there been for 
 many years, any person in the said borough of Waynesboro or within many miles 
 
RECENT SUPREME COURT DECISIONS. 
 
 327 
 
 thereof suffering from smallpox (variola or varioloid). Charles H. Coover, prin- 
 cipal of said Snider avenue school, and Chester A. Gessaman, teacher of said A 
 grammar school conducted therein, have by order and direction of said J. H. 
 Iieber, superintendent of the common and public schools of the said borough, 
 notified your orator and the said Grace Stull, his daughter, that she, the said 
 Grace Stull, will be dismissed and excluded from the said A grammar school, 
 conducted in the said Snider avenue school building, in which she is enrolled 
 and in attendance as a pupil, on the 11th day of December, 1905. And the 
 said J. H. Reber, superintendent, Charles H. Coover, principal, and Chester 
 A. Gesseman, teacher, as aforesaid, defendants, in violation of their statutory 
 duty and to the prejudice of the petitioner’s right in the premises, threaten 
 and intend to dismiss and exclude the said Grace Stull from the said school 
 on the 11th day of December, 1905. Your orator avers that unless restrained by 
 your honorable court the said defendants will carry out their said threat 
 and dismiss and exclude the said Grace Stull from the said school, whereby 
 both the said Grace Stull and your orator will suffer great and irreparable 
 injury, for which there is no adequate remedy at law.” The bill prayed for 
 an injunction. The answer admitted the material averments of the bill. 
 
 The court found, inter alia, the following facts : There is not, at the time 
 
 of the filing of this bill, nor has there been for a period of about forty years, 
 any person in the said borough of Waynesboro, or within many miles thereof, 
 suffering from smallpox (variola or varioloid). Occasionally it is beyond the 
 power of children of school age as well as adults to be successfully vaccinated, 
 although they may not previously have had smallpox nor previously been vac- 
 cinated; that even repeated attempts to perform the operation of vaccination 
 upon such children or adults is without effect and vaccination will not take. In 
 such cases vaccination is not successful and the physician can not certify that 
 such child or adult has been successfully vaccinated. Sometimes a child may 
 be suffering from a constitutional weakness or its system may be in such an 
 unhealthy condition as to render the operation of vaccination exceedingly 
 dangerous to said child. The court entered a decree dismissing the bill. 
 
 Mitchell, C. J. The substantial question in this case is whether the act of 
 June 18, 1895 (P. L., 203), requiring the exclusion from the public schools of 
 children who have not been vaccinated, is a valid exercise of the police power 
 of the State. It has been twice so decided by this court. In Duflield v. School 
 District of Williamsport, 162 Pa. 476, 29 Atl. 742, 25 L. R. A. 152, a similar 
 regulation, not even enacted by the legislature, but enforced by the school 
 directors under an ordinance of the city of Williamsport, was held valid. And 
 in Field v. Robinson, 198 Pa. 638, 48 Atl. 873, this very statute of 1875 was held 
 constitutional. It appears to be thought that because the decision was given 
 in a brief opinion per curiam the subject was not fully considered. But the 
 proper inference is precisely the reverse, that the conclusion was so perfectly 
 clear to the whole court that it did not require any extended argumentative 
 support. After these two decisions the question ought to have been considered 
 as closed. But we have it raised again, with small variations of facts and 
 considerations, none of which are at all material. 
 
 On the constitutional question it is said that section 12 of the act contravenes 
 sections 7 and 8 of article 3 of the constitution of 1874, in that it is local and 
 special legislation, regulating the affairs of school districts. The terms of the 
 act apply expressly to the “ several municipalities ” of the State, and it is 
 argued that they do not include school districts in townships, and therefore 
 make an unwarranted distinction in regard to such districts. Whether town- 
 ships are municipalities wdthin the intent of the act it is not now necessary 
 to consider. Even if not, the separate classification of school districts in cities 
 and boroughs with reference to public health where population is dense and 
 the danger of contagion great would not be unconstitutional. Sugar Notch 
 Borough, 192 Pa. 349, 43 Atl. 985. But the act is in no proper sense a regula- 
 tion of school districts. It is an act entitled “ For the more effectual protec- 
 tion of the public health in the several municipalities of the Commonwealth,” 
 and is a general statute on that subject. What bearing it has on schools and 
 school districts is altogether incidental to them as constituents of the com- 
 munity. The constitutional restrictions on special legislation apply to direct 
 legislation, not to the incidental operation of the statutes consitutional in them- 
 selves upon other subjects than those with which they directly deal. Sugar 
 Notch Borough, 192 Pa. 349, 43 Atl. 985. 
 
 It is further said that section 12 contravenes section 1 of article 10 of the 
 constitution of 1874, requiring the maintenance of an efficient system of public 
 
328 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906 - 8 . 
 
 schools wherein all children above the age of 6 years may ne educated. It 
 is sufficient to say that this article, like all others, must be construed and ap- 
 plied in connection with other fundamental governmental powers. The schools 
 and school children, important as they are, are only fractions of the com- 
 munity, and the police power of the Commonwealth in the preservation of the 
 public health must, if necessity arises, sacrifice the less to the greater interest. 
 Salus populi suprema lex. If a child manifestly suffering from smallpox in its 
 contagious stage should be excluded from school, it is hardly conceivable that 
 the propriety of such action should be questioned. At what period before or 
 after the outbreak of the disease the right of exclusion should arise is a legis- 
 lative, not a judicial, question. As said by our late Brother Williams in Duf- 
 field v. School District, 162 Pa. 476, 29 Atl. 742, 25 L. R. A. 152, already cited : 
 “ It is conceded that the board might rightfully exclude the plaintiff’s son if 
 he was actually sick with or just recovering from the smallpox. Though he 
 might not be affected by it, yet if another member of the same family was, the 
 right to exclude him, notwithstanding he might be in perfect health, would be 
 conceded. How far shall this right to exclude one for the good of many be 
 carried? That is a question addressed to the official discretion of the proper 
 officers; and when that discretion is honestly and impartially exercised the 
 courts will not interfere.” These words, it should be remembered, were 
 written with reference to authority exercised under a city ordinance, and a 
 fortiori when the police power of the State intervenes under the authority of 
 a statute its directions are commands that may not be disputed. 
 
 It is further argued that sections 11 and 12 of the act should be read together, 
 and the right under section 12 to exclude unvaccinated children should be 
 confined to the schools in the districts mentioned in section 11, namely, those 
 in which smallpox is actually prevalent. But this is manifestly not the legisla- 
 tive intent. Section 11 deals with a present and immediate danger, with per- 
 sons, dwellings, and places where the disease actually prevails, and its prohi- 
 bition includes adults as well as children, vaccinated or not. Section 12, on 
 the contrary, is a cautionary and prospective regulation, having in view not 
 the actual presence of the disease, but its appearance in the future. The 
 objects of the two sections are distinctly different. In this connection the 
 learned judge below found as a fact “ that there is not at the time of the filing 
 of this bill, nor has there been for a period of about forty years, any person in 
 the said borough of Waynesboro, or within many miles thereof, suffering from 
 smallpox (variola or varioloid).” It is argued that this feature distinguishes 
 the case from those heretofore decided by this court. But the language of the 
 act is general and its intent plain. The legislature may well have had in mind 
 that the good fortune of such a community may not continue indefinitely. 
 Immunity for forty years in the past affords no guaranty of immunity for even 
 forty days in the future if a chance visitor from an infected locality or a bor- 
 ough resident returning from a visit to such locality should bring with him 
 the germs of infection. Section 12 is precautionary and preventive, and it is 
 an old and sound maxim that an ounce of prevention is worth a pound of cure. 
 There is one hardship in the twelfth section that may deserve consideration 
 with a view to a possible remedy. The court below found as a fact “ that 
 occasionally it is beyond the power of children of school age, as well as adults, 
 to be vaccinated, although they may not previously have had smallpox nor 
 previously been vaccinated; that even repeated attempts to perform the opera- 
 tion of vaccination upon such children or adults is without effect, and vaccina- 
 tion will not take. In such cases vaccination is not successful and a physician 
 can not certify that such child or adult has been successfully vaccinated.” The 
 health authorities, state or local, might w r ell consider whether they have power 
 to make a regulation as to what should be deemed a successful vaccination or 
 its equivalent; whether the ratio of such immune children is of sufficient im- 
 portance to justify the exercise of such power if possessed; and whether such 
 regulation would be undesirable as affording opportunity for the evasion of 
 the statute. The latter, however, are medical and administrative, rather than 
 judicial, questions. 
 
 Lastly, it is argued that, construing section 12 as we have done, it authorizes 
 a trespass upon the reserved rights of the individual which are beyond the 
 reach of even the police power. Vaccination, it is said, is the infliction of a 
 disease — cowpox — on the subject, and if that can be done irrespective of his 
 consent, then the next step may be to require submission to inoculation with 
 antitoxin or serum for diphtheria, tuberculosis, cancer, etc., and we have rather 
 a dismal picture of the possible consequences. It will be time enough to consider 
 
RECENT SUPREME COURT DECISIONS. 
 
 329 
 
 such matters when they arise. At present the vast preponderance of opinion 
 among intelligent and educated people, under the guidance of the best medical 
 authority, is that vaccination is a highly useful ameliorative, if not always a 
 preventive, of one of the greatest scourges that have in past times afflicted 
 humanity, and that the regulation of it by statute is not only a justifiable, but a 
 wise and beneficent exertion of the police power over the jjublic health. When 
 the legislature goes beyond that into new or more debatable fields, it will be 
 time enough to consider the limits of its power. 
 
 One expression in the opinion of the court below and in some of the cases 
 cited in the argument requires a passing note. The act is not a penal statute. 
 It is a broad, general act relating to the health of the whole population of the 
 Commonwealth. It is not, therefore, to be construed or administered by the 
 rigid technical rules applicable to penal laws, but fairly according to its intent, 
 neither narrowing it to the letter, to the exclusion of cases clearly within such 
 intent, nor stretching it beyond its legitimate scope to cover matters not clearly 
 meant to be included. It is an act touching very closely common rights and 
 privileges and therefore specially requiring a common-sense administration. 
 
 Decree affirmed. 
 
 DISCIPLINE— RULES AND REGULATIONS. 
 
 XI. Illinois. 
 
 HIGH SCHOOL FRATERNITIES. 
 
 [Wilson v. Board of Education of Chicago (Supreme Court of Illinois, Apr. 23, 1908), 
 
 84 N. E., 697.] 
 
 Error to appellate court, first district, on appeal from superior court, Cook 
 County, W. M. McEwen, judge. 
 
 Bill by Eberle L. Wilson against the board of education of Chicago. From a 
 decree dismissing the bill for want of equity, affirmed by the appellate court, 
 complainant brings error. Affirmed. 
 
 This is a writ of error sued out of this court to review a judgment of the 
 appellate court affirming the decree of the superior court of Cook County sus- 
 taining a demurrer to the bill and dismissing it for want of equity. The bill 
 was filed by four minors, by their next friends, to enjoin defendant in error, 
 the board of education of the city of Chicago, from enforcing a certain rula 
 adopted by said board and to have said rule declared null and void. The rule 
 reads as follows : “ The committee on school management reports that it is in 
 receipt of the following report from the superintendent of schools and recom- 
 mends concurrence therein h^The superintendent of schools respectfully reports 
 that, in accordance with the action of the board of education, taken at; its last 
 meeting, he has considered the matter of secret societies in the high schools, and 
 respectfully recommends that the principals and teachers of the high schools 
 be instructed to deny any secret societies which may now exist in their schools 
 all public recognition, including the privilege of meeting in the school buildings ; 
 that such organizations be forbidden to use the school name ; that no student 
 who is known to be a member of a fraternity or sorority, or other so-called 
 secret society, be permitted to represent the school in any literary or athletic 
 contest or in any other public capacity; that the attention of parents of the 
 pupils who are to attend the public high schools be called to the fact that the 
 board of education, the superintendent and teachers of the high schools unani- 
 mously condemn all such secret societies.’ ” The bill alleges that complainants 
 are all under 21 years of age and are attending the Hyde Park High School, 
 one of the public schools of the city of Chicago, and are pursuing the course of 
 study prescribed by the rules of the board of education, and obeying all lawful 
 rules of said board and of the teachers employed by it; that complainants are 
 members of an organization known as “ Phi Sigma Fraternity,” an organization 
 not connected with, but distinct from, said Hyde Park High School; that the 
 meetings of said organization are held after school hours; that said fraternity 
 is a large association, having various branches and chapters located in various 
 
330 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 States ; that the chapter in Hyde Park was organized in 1897 ; that the aim of 
 the society is to stimulate loyalty and fidelity to the teachers and schools, and 
 a desire for a high scholarship and commendable individual action ; that said 
 society is not opposed or in any manner detrimental to the welfare of the school; 
 that complainants and other pupils belonging to it live with and are under the 
 control of their parents and have their consent to be members of said associa- 
 tion. The bill further alleges that there are 1,200 pupils in attendance at the 
 Hyde Park High School, and that there are a number of associations of the 
 pupils of said school, such as literary, musical, athletic, and class organizations, 
 and that many of the members of said organizations are members also of various 
 fraternities. The bill further alleges that the board of education had recently 
 sent out notice that the rule would be rigidly enforced, and that the complain- 
 ants have, by reason thereof, been prevented, under threat of expulsion, from 
 taking part in any literary or athletic contest held under the auspices of said 
 school, and have been deprived of positions in said associations to which they 
 had been elected by other pupils, and are denied the right to resume the said 
 positions because of their membership in such fraternities; that participation 
 in the exercises of the societies and associations of the said school is beneficial 
 to pupils, and is freely granted to all except complainants and others who are 
 members of secret societies. The bill charges that the adoption of said rule 
 was the exercise of an arbitrary power by the board of education, violative of 
 the natural rights of complainants and an unlawful discrimination against 
 them, and is therefore null and void. The prayer is that the rule be declared 
 void, and that the board of education be enjoined from enforcing or attempting 
 to enforce it. The superior court sustained a demurrer to the bill and dismissed 
 it for want of equity. Plaintiff in error, one of the complainants, prosecuted an 
 appeal from that decree to the appellate court for the first district. That court 
 affirmed the decree of the superior court, and the case is brought to this court 
 for review upon a writ of error to the appellate court. 
 
 Farmer, J. (after stating the facts as above). The constitution of this State 
 provides that “ the general assembly shall provide a thorough and efficient sys- 
 tem of free schools, whereby all children of this State may receive a good com- 
 mon school education.” Section 1, article 8. By act of the general assembly, 
 the public schools of the city of Chicago are under the control of the board of 
 education, and it is given all power and authority required for the proper man- 
 agement of the schools, with power to enact such ordinances as may be deemed 
 necessary and expedient for such purpose; also power to expel pupils who are 
 guilty of gross disobedience or misconduct. It is made the duty of the board of 
 education “ to establish all such by-laws, rules, and regulations for the govern- 
 ment and for the establishment and maintenance of a proper and uniform sys- 
 tem of discipline in the several schools as may, in their opinion, be necessary.” 
 
 Counsel for plaintiff in error does not question the power of the board of 
 education to prescribe all reasonable rules necessary for the conduct and man- 
 agement of the public schools, but insists that the rule here involved was not 
 a reasonable rule; that it was in violation of the natural rights of plaintiff in 
 error, and an unlawful discrimination against him ; and that this is a question 
 of law to be determined by the courts. It is not claimed nor averred in the bill 
 that plaintiff in error was deprived, by the rule in question, from attendance 
 at the school, nor from taking his place in the classes to which he belonged and 
 pursuing his studies and receiving instruction the same as all other pupils in 
 the school in the course of studies taught therein. It appears from the aver- 
 monts of the bill that there were associations permitted to be organized among 
 the pupils of said Hyde Park High School, principally for literary, musical, 
 and athletic exercises and contests; but these were not a part of the course of 
 study required to be pursued by pupils attending said school, and were not 
 within the contemplation of the constitution nor of the act of the legislature in 
 providing a system whereby all the children of the State may receive a good 
 common school education. The power of the board of education to control and 
 manage the schools and to adopt rules and regulations necessary for that pur- 
 pose is ample and full. The rules and by-laws necessary to a proper conduct 
 and management of the schools are, and must necessarily be, left to the discre- 
 tion of the board, and its acts will not be interfered with nor set aside by the 
 courts, unless there is a clear abuse of the power and discretion conferred. 
 Acting reasonably within the powers conferred, it is the province of the board 
 of education to determine what things are detrimental to the successful man- 
 agement. good order, and discipline of the schools and the rules required to pro- 
 
RECENT SUPREME COURT DECISIONS. 
 
 331 
 
 duce these conditions. It was the judgment of the superintendent of schools of 
 the city of Chicago, as well as of the board of education, that membership in 
 secret societies, known as Greek-letter fraternities or sororities, was detri- 
 mental to the best interests of the schools. Whether this judgment was sound 
 and well founded is not subject to review by the courts. The only question for 
 determination is whether the rule adopted to prevent or remedy the supposed 
 evil was a reasonable exercise of the power and discretion of the board. The 
 rule required teachers to refuse to give public recognition to such secret soci- 
 eties, to refuse to allow their meetings to be held in the school buildings, or to 
 allow the name of any school to be used by the organizations. The rule also 
 required teachers to refuse to allow a member of a fraternity or sorority to 
 represent his school in any literary or athletic contest or in any other public 
 capacity; that parents of the pupils be informed that the board of education, 
 the superintendent, and teachers in the high schools unanimously condemned 
 all such secret societies. The rule denied to pupils who were members of secret 
 societies no privilege allowed to pupils not members, except the privilege of 
 representing the schools in literary or athletic contests or in any other public 
 capacity. They were not denied membership in associations of pupils of the 
 schools for literary, social, musical, or athletic exercises, and were not pro- 
 hibited from receiving the same benefits from those organizations that pupils 
 not members of secret societies received. They were only prohibited from 
 representing the schools as members of those associations in public contests 
 and capacities. This was not a denial of any natural right, and neither was it 
 an unlawful discrimination. 
 
 People v. Wheaton College, 40 111., 186, was a mandamus proceeding against 
 the college to compel the reinstatement of a student who had joined the Good 
 Templars in violation of the college rules, and had for that reason been sus- 
 pended from the privileges of the college until he expressed a purpose to con- 
 form to its rules. The court said: “Wheaton College is an incorporated insti- 
 tution, resting upon private endowments, and deriving no aid whatever from 
 the State or from taxation. Its charter gives to the trustees and faculty the 
 power ‘ to adopt and enforce such rules as may be deemed expedient for the 
 government of the institution ’ — a power which they would have possessed 
 without such express grant, because incident to the very object of their incor- 
 poration and indispensable to the successful management of the college. Among 
 the rules they have deemed it expedient to adopt is one forbidding the students 
 to become members of secret societies. We perceive nothing unreasonable in 
 the rule itself, since all persons familiar with college life know that the tend- 
 ency of secret societies is to withdraw students from the control of the faculty 
 and impair to some extent the discipline of the institution. Such may not 
 always be their effect, but such is their general tendency. But, whether the 
 rule be judicious or not, it violates neither good morals nor the law of the 
 land, and is therefore clearly within the power of the college authorities to 
 make and enforce.” Kinzer v. Directors (129 Iowa, 441; 105 N. W., 686; 3 
 L. R. A. (N. S.), 496) was a mandamus proceeding to compel the board of 
 directors of Marion school district, Iowa, to reinstate in the high school a 
 pupil who had been suspended therefrom by the board of directors until he 
 should apologize to the superintendent, before the school, for his willful viola- 
 tion of a rule adopted by the board. The rule prohibited playing football under 
 the auspices of the high school or on the school grounds. The pupil who was 
 suspended, acting with others, caused a poster to be printed advertising a game 
 of football to be played by the west branch of the high school and the high 
 school on a Saturday, for which an admission fee of 25 cents was charged. 
 The authority of the board to adopt the rule was challenged by the petitioner, 
 and it was also contended by him that his conduct was not a violation of the 
 rule. Both these contentions were decided in favor of the board of directors. 
 The court said : “ It was plainly intended, therefore, that the management of 
 school affairs should be left to the discretion of the board of directors and not 
 to the courts, and we ought not to interfere with the exercise of discretion 
 on the part of a school board as to what is a reasonable and necessary rule, 
 except in a plain case of exceeding the power conferred.” In Wayland v. 
 Hughes (43 Wash., 441; 86 Pac., 642; 7 L. It. A. (N. S.), 352) the validity of a 
 rule substantially the same as the one here in question was passed upon by 
 the supreme court of the State of Washington. The board of education of 
 Seattle, after an investigation of the probable effect of Greek letter societies 
 or fraternities upon pupiii in the schools, in 1901 adopted a rule prohibiting 
 
332 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 pupils from becoming members of such societies. George Wayland, while a 
 pupil in the public school, in violation of the rule, became a member of a 
 fraternity, as did also other pupils. In May, 1905, the board of education 
 amended its former rule so as to provide that all pupils who were then mem- 
 bers of any high school secret society, or pledged to become such, who would 
 promise that so long as they remained pupils of said high school they would 
 not become members of any other secret society or give any promise or pledge 
 to become such, or solicit any other pupil to give any promise or pledge to be- 
 come a member of any high school fraternity or secret society, and in good 
 faith kept such promise, would be restored to the privileges of such school, 
 but that all students who thereafter should become members or in any way 
 pledge or bind themselves to join any high school fraternity or secret society, 
 or should initiate or pledge any other student, or in any way encourage or 
 foster the fraternity spirit in the high school should be denied all the privileges 
 of the high school, except those of the schoolroom. Wayland brought suit 
 against the board of education to enjoin it from enforcing this rule. The 
 material allegations in his petition were in substance similar to the allegations 
 of the bill in this case. An answer was filed by the board of education and a 
 hearing had. The trial court refused the relief prayed, and an appeal was 
 prosecuted to the supreme court. That court affirmed the judgment of the 
 trial court, and in an able and exhaustive opinion passed upon every material 
 question here involved, and we agree with the reasoning of the opinion and 
 the conclusion reached by that court. We quote from the opinion the following : 
 “ The board has not excluded the appellant from the Seattle high school, 
 neither has it threatened to expel or suspend him. He can and does attend 
 school, and under our construction of the rules adopted he is at the same time 
 permitted to continue his membership in the Gamma Eta Kappa fraternity, 
 although in doing so he opposes the authority of the board and thereby forfeits 
 certain privileges which are no necessary part of the curriculum or class work, 
 from which he is not excluded. Respondents are only seeking to prevent 
 appellant and his associates from dictating the terms on which they shall enjoy 
 certain privileges which are merely incidental to the regular school work, and 
 this they have authority to do. Appellant further contends that as the fratern- 
 ities meet out of school hours at the homes of members, and at no time in the 
 school building, and, as their parents consent to this action, the board is exceed- 
 ing its lawful authority in entering their homes, in withdrawing from parents 
 the control of their children, and in dictating w r hat the children shall or shall 
 not do out of school hours. We think this contention unreasonable. The board 
 has not invaded the homes of any pupils, nor have they sought to interfere 
 with parental custody and control. They have not said these fraternities shall 
 not meet at the various homes, nor have they attempted to control students 
 out of school hours.” 
 
 What was there said is applicable to this case. The rule adopted by the 
 board of education, and which is set out in full in the bill, shows upon its face 
 that it was not the result of hasty and ill-considered action. At a previous 
 meeting the board had instructed the superintendent of schools to investigate 
 the effect of secret societies upon the schools, and upon his report that he had 
 made the investigation, and upon his recommendation, the rule was adopted. 
 Assuming, as we must, that the adoption of the rule was not an abuse of power 
 or discretion conferred by law upon the board, courts can not, and should not, 
 interfere with its enforcement. Pupils attending the schools may decide for 
 themselves whether they prefer membership in the secret societies, with the 
 disqualification from representing their schools in literary or athletic contests 
 or other public capacities, or whether they prefer these latter privileges to 
 membership in said societies. It is for the board of education, within -the 
 reasonable exercise of its power and discretion, to say what is best for the 
 successful management and conduct of the schools, and not for the courts. 
 
 In our opinion the bill was properly dismissed, and the judgment of the 
 appellate court is affirmed. 
 
 Judgment affirmed. 
 
RECENT SUPREME COURT DECISIONS. 
 
 333 
 
 XII. Wisconsin. 
 
 T State v. District Board of School District No. 1 (Supreme Court of Wisconsin, May 8, 
 
 1908), 1U» N. W., 232.] 
 
 Appeal from circuit court, Polk County; A. J. Vinje, judge. 
 
 Mandamus by the State, on the relation of L. B. Dresser, against the district 
 board of school district No. 1, St. Croix Falls, Polk County, to compel reinstate- 
 ment of relator’s children after suspension from the high school. Writ de- 
 nied, and relator appeals. Affirmed. 
 
 This is an action of mandamus commenced by the relator against the district 
 board and G. J. Baker, principal of the high school of St. Croix Falls, to compel 
 the reinstatement of two of relator’s children who had been suspended by the 
 principal. The petition, after the formal averments, states, in substance, that 
 relator’s two minor children had been continuous in their attendance upon the 
 high school up to and including October 16, 1906, on which date they were sus- 
 pended by the principal ; that said suspension was illegal but had been ratified 
 by the district board and still continued in force ; that said children can not be 
 readmitted to said school “unless they should apologize with a falsehood;” 
 that the alleged cause of suspension of said children was a harmless act by 
 them and three other pupils of the high school, which occurred after the schools 
 had closed on October 10, 1906, and not during school hours, or in the building 
 where the school was maintained, or while said children were under the control 
 of said principal ; that at the request of a member of the senior class, who had 
 written a harmless poem, being a take-off on the rules of the school, the offend- 
 ing pupils, who were younger and less experienced, took the writing to the 
 office of a weekly newspaper published in the same village, and requested the 
 publisher to print the same in his paper if there was nothing wrong in it ; that 
 the publisher, deeming the same harmless, published it in part of the next issue 
 of the paper. The poem was printed as part of the petition, but it is here 
 omitted. It is alleged that the deportment of the children in school had been 
 good, and they had never violated any of the rules prescribed for its manage- 
 ment. An alternative writ was issued on November 7, 1906, based upon the 
 petition, with supporting affidavits. The defendants in the return to the writ 
 state, in substance, their belief that the publication of the poem in question in a 
 public newspaper was detrimental to the interests of the school ; that it not only 
 tended to hold up said school, its discipline, and its teachers to public contempt 
 and ridicule, but it tended toward awakening in the minds of the pupils them- 
 selves a feeling of hostility toward the teachers and a defiance toward the proper 
 control and management of the school ; that after the offense had been com- 
 mitted the children were advised of the harmfulness of their conduct and re- 
 quired to apologize, and upon their refusal they were suspended; that their 
 reinstatement without suitable apology would be detrimental to the interests of 
 the school and subversive of proper discipline therein ; wherefore they ask that 
 the petition be denied. 
 
 The relator demurred to this return on November 14, 1906. Thereupon the 
 court, as appears by recitals in the subsequent findings, appointed a referee 
 with the consent of the attorneys for the respective parties to take and report 
 the evidence relating to the precise grounds of suspension of relator’s daughters, 
 and the substance of what was said between the teachers and said pupils pre- 
 vious to and at the time of their suspension. The referee made his report on 
 the 30th day of November, which contains the testimony of the principal and 
 two of his associates and of three of the pupils, including the relator’s children. 
 The principal testified that after he learned that the relator’s children had taken 
 the poem to the printing office, “ I then told them that their penalty is that you 
 .are suspended until you apologize and pay 40 cents each.” In the apology, 
 “ they were simply to admit that they did a wrong thing, that they were sorry 
 lor it, and if they came back to school they should promise to be obedient 
 students.” The other witnesses gave substantially the same testimony. There- 
 after and on December 24, 1906, the court filed an opinion sustaining the action 
 of the school authorities and in conclusion overruled the relator’s demurrer to 
 the return, and dismissed his motion for a peremptory writ of mandamus, with 
 costs. There was no request made on behalf of the relator to withdraw the de- 
 murrer and to file an answer, and no formal application was made to amend 
 the petition until after the entry of judgment. No further testimony was taken, 
 and on December 28, 1906, the court made and filed its findings in favor of the 
 
334 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 defendants, and directing the dismissal of the petition. From the judgment en- 
 tered thereon, bearing the same date, this appeal is taken. Thereafter and at 
 a special term of said court, and on the .31st day of January, 1907, a petition 
 theretofore tiled on behalf of the relator, based on the evidence taken before the 
 referee, asking leave to amend the petition by adding the words “ and pay forty 
 cents each,” in their proper place, relating to the penalty imposed at the time 
 of the suspension, came on to be heard, and was denied by the court. There 
 was an exception to the order, but no appeal has been taken therefrom. 
 
 Bashford, J. (after stating the facts as above). The procedure adopted in 
 determining the issues presented by the pleadings in this action was informal 
 and irregular and can not be approved. The demurrer to the return raised 
 an issue of law, which should first have been disposed of, and, if overruled, 
 leave should have been given to the relator, if he so desired, to withdraw the 
 same and amend his petition, or to interpose an answer if an issue of fact was 
 to be presented. The court and the attorneys for the respective parties evi- 
 dently treated the demurrer as an answer to the return, as a consent order was 
 entered referring the only controverted issue to a referee to report the testi- 
 mony. There was no material conflict in the evidence, and upon the report of 
 the referee the court filed an opinion determining the issues of law and fact in 
 favor of the respondents, and overruling the relator’s demurrer to the return, 
 and denying his motion for peremptory writ of mandamus. Formal findings were 
 made in accordance with the opinion, upon which the judgment was entered. 
 This summary method of trial has in the opinion of the court met the substan- 
 tial ends of justice, and the relator by consenting thereto is in no position to 
 complain. 
 
 Error is assigned by the appellant upon the refusal of the court to permit an 
 amendment to the petition setting up the requirement of the school authorities 
 that the suspended pupils should pay a penalty of 40 cents each as a con- 
 dition of reinstatement. Formal application to amend was not made until after 
 judgment, and there is no appeal from the order denying the same. The appeal 
 being from the judgment, the subsequent order is not reviewable upon this 
 record. (Bank of Commerce v. Elliott, 109 Wis. 648, 85 N. W. 417.) As there 
 was no conflict in the testimony on this subject, the variance between the plead- 
 ing and the proof was not material, and the court might have found the fact 
 in accordance with the evidence, or have ordered an amendment to the petition. 
 Section 2670, Stat. 1898. The court did consider the proof with respect to this 
 penalty and very properly suggested in the opinion that no such condition should 
 be attached to the reinstatement of the pupils. It has been held that a school 
 board has no power to make or enforce a rule requiring pupils under penalty of 
 suspension to pay damages for school property accidentally or negligently in- 
 jured or destroyed. (Perkins v. School Board, 56 Iowa, 476, 9 N. W. 356; Holl- 
 man v. School District, 77 Mich. 605, 43 N. W. 996, 6 L. R. A. 534.) 
 
 We are not called upon to approve the practical wisdom displayed by the 
 school authorities in dealing with the hasty conduct of thoughtless school chil- 
 dren, prompted by an older mate, and abetted by the publisher of the paper, or 
 to justify the strong resentment that must have prompted the relator in ap- 
 pealing to the courts for redress. The exercise of a little charity, forbearance, 
 and good nature might have avoided the controversy, which must have been at- 
 tended with more or less serious consequence to the suspended pupils as well 
 as to the school, and to the litigants here represented. But the cause is before 
 us for decision, and must be treated like any other lawsuit. 
 
 The remaining assignments of error relate to the power of the school authori- 
 ties to suspend the offending pupils for the misconduct, which was established 
 by the undisputed evidence. The authority to suspend the pupils from the 
 privileges of the school is denied by the appellant, unless the offense was a 
 violation of some rule prescribed by the board, or involved moral turpitude, or 
 w T as committed during school hours in the schoolroom, or in the presence of 
 the master and other pupils. In support of this proposition counsel refer to 
 Board of Education v. Turse, 101 Ga. 422, 28 S. E. 896, 41 L. It. A. 593, 65 Am. 
 Stat. Rep. 312 ; Murphy v. Board of Directors, 30 Iowa, 429 ; and Dritt v. Snod- 
 grass, 66 Mo. 286, 27 Am. Rep. 343. The decision of the Georgia court has no 
 direct application. It was there held that the school board might suspend chil- 
 dren who had not been guilty of any violation of the rules of the school, but 
 whose mother, undertaking to call in question the discipline of the teacher over 
 one of the children, entered the schoolroom during school hours, and in the 
 presence of the pupils there assembled used offensive and insulting language to 
 such teacher. Dritt v. Snodgrass, supra, is readily distinguishable. There the 
 
RECENT SUPREME COURT DECISIONS. 
 
 335 
 
 school board had made a rule that no pupil should during the school term 
 attend a social party, and a pupil by the permission of his parents violated the 
 rule and was expelled. The court held that in prescribing the foregoing rule 
 the board had gone beyond its power and invaded the rights of the parents. 
 Murphy v. Board of Directors, 30 Iowa, 429, is directly in point, and supports 
 the proposition stated by the appellant, but the decision is made to turn upon 
 the extent of the power conferred by statute on boards of school directors. The 
 statute provided that the directors should have power to dismiss pupils from 
 school for gross immorality or for persistent violation of the regulations of the 
 school; and it was also made their duty to aid the teacher in establishing and 
 enforcing rules for the government of the schools. The words italicized are so 
 written in the opinion as manifesting the power which may be exercised by the 
 board. The plaintiff in that case was not charged with immorality or the 
 violation of any regulation of the school. It is said in the opinion : “ The 
 statute does not authorize the board of directors to suspend pupils for acts 
 tending to destroy the peace and harmony of the school, or inciting insubordina- 
 tion in others, or for ridicule of the directors, in the absence of any regula- 
 tion prohibiting such acts.” Section 439, Stat. 1898, confers broader power 
 upon such boards ; it authorizes them to make all rules needful for the govern- 
 ment of the school, and to suspend any pupil for noncompliance with the rules 
 made by themselves or by the teacher with their consent. But it is urged that 
 in the instant case no rule had been prescribed by the board or by the teacher 
 relating to the misconduct complained of. But that contention is fairly met by 
 the decision of this court in State ex rel, Burpee v. Burton, 45 Wis. 150, 30 Am. 
 Rep. 706. 
 
 The case last cited was an action of mandamus to compel the reinstatement 
 of a pupil in the school who had been guilty of misconduct, which was of itself 
 not a violation of any rule prescribed by the board or by the principal. It is 
 said in the opinion : “ While the principal or teacher in charge of a public 
 school is subordinate to the school board or board of education of his district or 
 city, and must enforce rules and regulations adopted by the board for the gov- 
 ernment of the school, and execute all its lawful orders in that behalf, he does 
 not derive all his power and authority in the school and Over his pupils from 
 the affirmative action of the board. He stands for the time being in loco 
 parentis to his pupils, and because of that relation he must necessarily exercise 
 authority over them in many things concerning which the board may have 
 remained silent. In the school, as in the family, there exist on the part of the 
 pupils the obligations of obedience to lawful commands, subordination, civil de- 
 portment, respect for the rights of other pupils, and fidelity to duty. These ob- 
 ligations are inherent in any proper school system, and constitute, so to speak, 
 the common law of the school. Every pupil is presumed to know this law, and 
 is subject to it, whether it has or has not been reenacted by the district board 
 in the form of written rules and regulations. Indeed, it would seem impossible 
 to frame rules which would cover all cases of insubordination and all acts of 
 vicious tendency which the teacher is liable to encounter daily and hourly.” 
 While the offense for which the pupil was suspended is not stated in the Burpee 
 case, itnvas apparently committed in the schoolroom and in the presence of the 
 teacher, and hence it may be urged that the two cases are distinguishable. We 
 have been referred to no decision directly holding that the school authorities can 
 suspend a pupil for misconduct after school hours, unless the offense is a viola- 
 tion of established rules, or is committed in the schoolhouse or upon the 
 school grounds, or in the presence of the master and other pupils. There is 
 abundant authority, however, that the school board or the teacher may make 
 rules to govern the conduct of the pupils after school hours, and punish a viola- 
 tion thereof by suspension from attendance upon school. (Deskins v. Gose, 85 
 Mo. 4S5, 55 Am. Rep. 387 ; Hutton v. State, 23 Tex. App. 386, 5 S. W. 122, 59 Am. 
 Rep. 776; Wayland v. Hughes, 43 Wash. 441, 86 Pac. 642, 7 L. R. A. (N. S.) 
 352; Kinzer v. Directors, 129 Iowa, 441, 105 N. W. 686, 3 L. R. A. (N. S.) 496; 
 Jones v. Cody, 132 Mich. 13, 92 N. W. 495, 62 L. R. A. 160.) 
 
 It is clear, therefore, that a rule might have been adopted by the school 
 authorities to meet the situation here presented. This court in the quotation 
 already made from the opinion in the Burpee case recognizes certain obliga- 
 tions on the part of the pupil, which are inherent in any proper school system, 
 and which constitute the common law of the school, and which may be enforced 
 without the adoption in advance of any rules upon the subject. This court 
 therefore holds that the school authorities have the power to suspend a pupil 
 for an offense committed outside of school hours and not in the presence of the 
 
336 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 teacher which has a direct and immediate tendency to influence the conduct of 
 other pupils while in the schoolroom to set at naught the proper discipline of 
 the school, to impair the authority of the teachers, and to bring them into ridi- 
 cule and contempt. Such power is essential to the preservation of order, 
 decency, decorum, and good government in the public schools. 
 
 The school authorities considered the misconduct for which the pupils were 
 suspended such as to have a direct and injurious effect upon the good order 
 and discipline of the school. The relator’s children were instrumental in caus- 
 ing the publication of the poem in a newspaper, which, supposedly, found its 
 way into the homes of many of the children attending the high school, and who 
 would be as much influenced thereby as if the writing had been printed and 
 posted in the schoolroom, or there circulated and read. The teachers are 
 especially familiar with the disposition and temper of the children under their 
 charge and the effect which such a publication would probably have upon the 
 good order and discipline of the school. The school authorities must necessarily 
 be invested with a broad discretion in the government and discipline of the 
 pupils, and the courts should not interfere with the exercise of such authority 
 unless it has been illegally or unreasonably exercised. The trial court has found 
 that the act complained of does not evince an abuse of discretion on the part of 
 the teachers, but rather an earnest desire to counsel, admonish, and discipline the 
 pupils for their own good as well as for the good of the school. That conclu- 
 sion is supported by the testimony and is here approved. This court is not 
 called upon to decide as to the wisdom of the action of the school authorities, 
 but only as to their jurisdiction within proper limits. 
 
 The judgment of the court below is affirmed. 
 
 TEACHERS’ SALARIES. 
 
 XIII. Pennsylvania. 
 
 {Houston v. Central Board of Education of Pittsburg (Supreme Court of Pennsylvania, 
 January 6, 1908), 68 A., 1036.] 
 
 Bill by James W. Houston against the Central Board of Education of Pitts- 
 burg for an injunction. 
 
 The following is the opinion of Evans, J., in the court below : 
 
 “ The plaintiff, a taxpayer of the city of Pittsburg, files this bill against the 
 Central Board of Education of the City of Pittsburg, alleging that in the ap- 
 pointment of a commission known as the ‘ teachers’ salary commission ’ and 
 the maintenance of said commission and the payment of salaries of certain of 
 the teachers of the said districts of the city of Pittsburg, in accordance with 
 the recommendation of said commission, the defendant has transcended its au- 
 thority, and asking that it be restrained in the premises. 
 
 “ Findings of fact. 
 
 “ The facts in this case are not in dispute. There was no testimony taken 
 at the trial of the case, and all the material allegations of the plaintiff’s bill 
 are admitted in the answer, and we have found the undisputed facts in the case 
 by the approval of the requests of the plaintiff for findings of fact, and refer to 
 them and to the bill for the facts in the case. 
 
 “ Conclusions of law. 
 
 “ In the month of December, 1904, the defendant, the Central Board of Edu- 
 cation of the City of Pittsburg, by resolution, divided the teachers of the sub- 
 district schools below the eighth grade into two classes, to be known as ‘Class 
 A’ and ‘ Class B,’ and fixed the salary of Class A at various amounts, dependent 
 upon the number of years’ experience had by the teacher, making the salary 
 for above seven years’ experience $800 per annum, and fixed the salary of the 
 teachers in Class B at $900 per annum. The requisites of enrollment in Class B 
 
RECENT SUPREME COURT DECISIONS. 
 
 337 
 
 were, first, the teacher shall have taught seven annual terms of ten months 
 each : second, they shall hold a permanent certificate issued by the State of 
 Pennsylvania ; third, they shall be recommended to the commission by the board 
 of directors of the subdistrict in which they are employed at the time of the 
 application, and said recommendation shall have the approval of the principal 
 and shnll be indorsed by a commission known as the ‘teachers’ salary commis- 
 sion ’ upon an investigation and examination made by it. The above is, in sub- 
 stance, the acts of the defendant which the plaintiff alleges are illegal. 
 
 “ The defendant is a creature of the legislature, and, unless the powers as- 
 sumed by it in the premises are authorized by the legislature, then it has no 
 right to expend the public money in the furtherance of the object to be obtained 
 by the exercise of these powers. The act of February 12, 1S69 (P. L., 150), 
 creating the Central Board of Education of Pittsburg, and determining its 
 powers, is very specific, and goes into detail in fixing the powers of the central 
 board, both as respects the high school and tlie subdistrict schools, and the 
 only power or control which the Central Board of Education may exercise with 
 reference to the teachers of the subdistrict schools is found in the twenty-sev- 
 enth section of the act, which provides ‘ That the central board shall have 
 power and- authority to determine upon the number of teachers in the subdis- 
 trict schools, schools for children of color and professors and teachers in the 
 high school, and to fix and pay the salaries of all of said professors and teach- 
 ers.’ Another section gives it the powers to appoint and to dismiss professors 
 and teachers in the high school, but as to the subdistrict schools this authority 
 is given to the local board. 
 
 “ It is under the power to fix and pay the salaries of the teachers of the sub- 
 district schools that the central board of education assumes to maintain the 
 salary commission. The salary commission was appointed by a resolution of the 
 central board of education in the month of December, 1904, and the paragraph 
 which embodies the real work of that commission is as follows : ‘ The com- 
 mission shall have the following powers and duties: * * * (b) To conduct 
 
 such investigation at such times and in such manner as may be decided by the 
 commission and as may be deemed necessary that a just conclusion may be 
 reached on the proficiency and progressive spirit of the applicant in her profes- 
 sion.’ It will be observed that there is no standard fixed by the school board, 
 the attainment of which will determine the question of the salary to be paid to 
 the teacher. There is no direction as to the manner in which the examination 
 of the teacher, in order to determine her proficiency and progressive spirit, is to 
 be conducted. The entire matter is left to the discretion of the commission 
 created by the central board of education, without a rule to guide them or to 
 bind them, and the report of the commission is final and conclusive, both upon 
 the applicant and the central board. 
 
 “ Paragraph ‘ c ’ of the powers of the commission is ‘ to report to the various 
 subdistrict boards from whose corps of teachers applications have been re- 
 ceived the names of the teachers who have been enrolled in Class B ; ’ paragraph 
 ‘ d,’ ‘ to report to the secretary of the central board of education, before the 15th 
 of September in each year, the names of such teachers as have been enrolled in 
 Class B during the year.’ It will be observed that the commission enrolls the 
 teachers in Class B and Class A without reference to the will of the local 
 board or of the central board, without consulting either, and simply reports the 
 result of its conclusion to those boards. The fixing of the salaries of teachers 
 on the basis of the report of this commission is certainly the fixing of those 
 salaries by proxy, which was condemned by the supreme court of our State in 
 Delano Land Company’s appeal, 103 Pa., 347. Mr. Justice Trunkey, in delivering 
 the opinion of the court, said : ‘ Doubtless the directors believed it for the inter- 
 est of the district to employ Noonan to perform many of their own duties and 
 some of the duties of the county superintendent in relation to the fifteen schools 
 widely scattered over a large township. The directors honestly arranged to 
 supervise, grade, and visit the schools by proxy. But their good faith does not 
 stand as authority for employing a superintendent for the district. The pro- 
 visions of the law may be inadequate to the needs of the district because the 
 county superintendent has too much to do and the directors are indisposed to 
 do all that is required of them. If so, the power that made the law alone can 
 remedy its defects.’ We think the decision of that case governs this one. The 
 power to fix the salaries is in the central board of education. It has a discretion 
 
 22 
 
 63470—09- 
 
338 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 which must be exercised by it and can not be delegated to a commission, and 
 the payment of salaries to this commission and the expenses of its maintenance 
 and operation and the payment of salaries based upon the report made by it 
 are without the power of the central board and contrary to law. To the board 
 of directors of the subdistrict schools is given the power to elect the teachers, 
 to supervise their conduct during their incumbency, and to discharge them for 
 reasons specified in the act of assembly. Necessarily connected with these 
 powers is the duty to pass upon their qualifications as teachers before their 
 election, the efficiency of their work during their incumbency, and their term 
 of service in the subdistrict schools. All these are given necessarily to the 
 directors of the subdistrict schools. None of them are given to the central board 
 of education. If we then give to the central board of education power to fix the 
 salary dependent upon its judgment of the qualifications of the individual teach- 
 ers, we take away from the directors of the subdistrict schools the gist of their 
 supervision over the individual teachers and their determination of their quali- 
 fications and efficiency. Of what good would be the power to elect a teacher 
 by the directors of the subdistrict schools if the central board of education 
 might determine that that teacher was unfit for the position and fix her salary 
 at such an inadequate amount that she could not afford to accept the position? 
 
 “ It was not intended by the legislature that the power to fix the salaries of 
 the teachers of the subdistrict schools should thus interfere with the powers and 
 duties of the subdistrict board ; but the evident intention is to fix such a sched- 
 ule of salaries that the directors of the various subdistricts may know from 
 their examination of the qualifications of the teacher, her experience, her prob- 
 able efficiency in the school, the position to which they would elect her, the 
 exact salary which she shall get upon the assumption of her duties. And this is 
 the interpretation which the central board of education has placed upon the 
 authority given it to fix salaries from its creation up until December, 1904, and 
 it was in pursuance of this interpretation of the act of assembly that it fixed 
 the salaries of the teachers of the subdistrict schools. 
 
 “(1) The plaintiff has standing to maintain this bill. 
 
 “(2) The creation and maintenance of the commission known as the ‘teach- 
 ers’ salary commission’ by the defendant is without authority of law. 
 
 “(3) The payment of salaries and expenses of said commission by the defend- 
 ant was unlawful. 
 
 “(4) The fixing of the salaries by the defendant of the teachers of the sub- 
 district schools below the eighth grade and above seven years’ experience, in 
 accordance with the resolution of December, 1904, was not an exercise of the 
 power given to it to fix the salaries of the teachers of the subdistrict schools, 
 and was, therefore, unlawful and void. 
 
 “ Decree. 
 
 “And now, September 22, 1906, this cause came on to be further heard at this 
 term and was argued by counsel, and upon consideration thereof it is ordered, 
 adjudged, and decreed as follows, viz: 
 
 “(1) The teachers’ salary commission referred to in the bill in this case is 
 illegal and has no legal right to exercise the powers purporting to be conferred 
 upon it under the resolution adopted by the defendant and referred to in said 
 bill. 
 
 “(2) The defendant, the central board of education of the city of Pittsburg, 
 its officers, members, and agents, are hereby enjoined and restrained from pay- 
 ing out any funds, by way of salary, expense, or otherwise, to the members of 
 or on account of said teachers’ salary commission. 
 
 “(3) The defendant and the members thereof are hereby ordered to resume 
 and exercise the power and duty of fixing the salaries of teachers of the sub- 
 district schools of the city of Pittsburg in accordance with the statute in such 
 case made and provided.” 
 
 Argued before Fell, Brown, Mestrezat, Potter, Elkin, and Stewart, .T. J. 
 
 Per Curiam. The decree entered in this case is affirmed on the findings of 
 fact and conclusions of law by the learned judge of the common pleas. 
 
RECENT SUPREME COURT DECISIONS. 
 
 339 
 
 TEACHERS’ LICENSES— REVOCATION. 
 
 XIV. Indiana. 
 
 [Stone, county superintendent, v. Fritts (Supreme Court of Indiana, November 26, 1907), 
 
 82 N. E., 792.] 
 
 Appeal from circuit court, Owen County ; Joseph TV. Williams, judge. 
 
 Action by Harry Fritts v. William H. Stone, county superintendent. From a 
 judgment for plaintiff defendant appeals. Reversed, with directions. 
 
 Montgomery, J., appellee, brought this action to enjoin appellant, as county 
 superintendent, from revoking his license to teach school. It appears from the 
 complaint: That appellee is a school-teacher of twenty years’ experience, and 
 that on October 16, 1905, while engaged in teaching in Owen County, appellant 
 prepared and filed against him as such teacher the following charge and speci- 
 fications, to wit: “ (1) You have refused without good reason to board in your 
 school community. On this account you are unable to reach your school so as 
 to begin daily school sessions at a reasonable time. (2) You have refused 
 without reason to attend the preliminary township institute and the monthly 
 township institute. (3) You have refused without reason to give regular at- 
 tendance at the teachers’ county institute. (4) You do not make daily prepara- 
 tion necessary for successful teaching.” That appellee appeared in response 
 to notice, and such proceedings were had as resulted in the dismissal of such 
 charge, and, on completion of his school term, appellant issued to him a success 
 grade of 92 per cent as a teacher. That afterwards appellee secured from the 
 state superintendent a license to teach for tw^enty-four months from the 28th 
 day of April, 1906, and on July 5 following appellant notified appellee to appear 
 at his office and make answer to the above charge, and show cause, if any, 
 why his license to teach should not be revoked, and in response thereto appellee 
 appeared in person and by counsel, and caused the hearing to be postponed until 
 July 10th. Appellee further avers that neither of said charges constitutes a 
 cause for the revocation of such license; that appellant has no right or author- 
 ity to hear and determine the same; that conceding the sufficiency of such 
 charge appellant has no power to hear and determine the same over the objec- 
 tion of appellee; that section 9 of the act of March 3, 1899 (Acts, 1899, p. 245, 
 chap. 143), is unconstitutional; that the charges are untrue and false, and ap- 
 pellant is not an impartial magistrate, and will upon such charge revoke 
 appellee’s license to his irreparable damage. The court below overruled appel- 
 lant’s demurrer to the complaint, and the assignment that this ruling was 
 erroneous presents the disputed questions for our decision. 
 
 The statute upon which this proceeding was founded reads as follows : “ That 
 the county superintendent shall (have) the power to revoke licenses heretofore 
 granted by himself or predecessors or hereafter granted by the state superin- 
 tendent of public instruction, for incompetency, immorality, cruelty, or general 
 neglect, by the holder, of the business of his school. Due notice of such revoca- 
 tions shall be given in writing by the county superintendent, and an appeal 
 therefrom shall lie to the state superintendent of public instruction, and if the 
 same be taken within five days after notice is given it shall operate as a stay 
 of proceedings until the state superintendent of public instruction shall have 
 passed upon such appeal. The revocation of the license of any teacher shall 
 terminate his employment in the school in which he may have been employed 
 to teach.” (Burns’ Ann. Stat., 1901, sec. 5905f). It is contended on behalf 
 of appellee that this section of the law contravenes section 12 of article 1 of 
 the state constitution, which provides “ that the courts shall be open ; and 
 every man for injury done to him in person, property, or reputation, shall have 
 remedy by due course of law; ” and also violates section 21 of article 1, which 
 provides that “ no man’s particular services nor his property shall be taken 
 by law without just compensation ; ” and violates the provisions of article 3 
 of the constitution by conferring judicial pow T er upon a ministerial officer. 
 This complaint can be held sufficient only upon the ground that the law in 
 question is unconstitutional, or that the proceeding assailed was wholly void 
 for want of jurisdiction over the subject-matter or the person of appellee. 
 
 The constitutional questions suggested are not of a serious character. It 
 must be remembered that the establishment and regulation of public schools 
 
340 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 rest primarily with the legislative department, and the constitutional pro- 
 visions invoked by appellee were not designed to trammel the State in the 
 exercise of its general political powers, or to impose upon the courts the duty 
 of interposing between the legislature and the citizen in matters of pure govern- 
 mental concern. The legislature, in the proper exercise of its power, has 
 provided a general system of licenses for those who desire to engage in teach- 
 ing, and has authorized the revocation of any such license by county superin- 
 tendents for certain prescribed causes. A license has none of the elements of 
 a contract, and dees not confer an absolute right, but only a personal privilege 
 to be exercised under existing restrictions, and such as may thereafter be rea- 
 sonably imposed. Statutes authorizing the issuance of such licenses are enacted 
 to promote the good order and welfare of the State, and may ordinarily be 
 repealed at the pleasure of the legislature. (Calder v. Kurby, 5 Gray (Mass.), 
 597 ; Freleigh v. State, 8 Mo., GOG ; People v. New York Tax, etc., Commissioners, 
 47 N. Y., 501; State v. Burgoyne, 75 Tenn., 173, 40 Am. Rep., 60.) 
 
 In the case of Doyle v. Continental Insurance Company (94 U. S., 535, 540, 
 24 L. Ed., 148) the Supreme Court of the United States, in speaking of licenses, 
 said : “ The correlative power to revoke or recall a permission is a necessary 
 consequence of the main power. A mere license by the State is always revoc- 
 able.” The statute authorizing the granting of a license may provide for its 
 revocation in certain contingencies, and, by accepting and acting under a license, 
 the licensee consents to all conditions imposed thereby, including provisions for 
 Its revocation. (21 Am. and Eng. Ency. of Law, 826.) In the case of Common- 
 wealth v. Kinsley (133 Mass., 578) the supreme court of Massachusetts said: 
 “A licensee takes his license subject to such conditions as the legislature sees fit 
 to impose, and one of the statutory conditions of this license was that it might 
 be revoked by the selectmen at their pleasure. Such a license is not a con- 
 tract, and a revocation of it does not deprive the defendant of any property, 
 immunity, or privilege within the meaning of these words in the declaration of 
 rights.” The supreme court of Illinois, in discussing the proprietary interest 
 of an individual in a license to retail intoxicating liquors, said : “ He received 
 the license on the condition that it might be revoked if he should sell liquor on 
 Sunday, and he thereby assented to the terms and conditions.” ( Schwuchow v. 
 City of Chicago, 6S 111., 444, 450.) 
 
 It is our conclusion that the act in question does not assume to, and does not, 
 deny appellee access to the courts for any injury done to him in his person, 
 property, or reputation, within the meaning of section 12, article 1, of the state 
 constitution. The enforcement of regulations enacted in the proper exercise of 
 the police power of the State can not be resisted as a taking of private property 
 without compensation in violation of section 21, article 1, of the state constitu- 
 tion. ( State v. Richcreek, 167 Ind., 217, 77 N. E., 1085 ; Levy v. State, 161 Ind., 
 251, 68 N. E., 172; City of Aurora v. West, 9 Ind., 74.) It is equally well set- 
 tled that statutes conferring upon a ministerial officer or board power to issue 
 and to revoke licenses are not invalid and do not clothe such tribunals with 
 judicial power, and in granting, refusing, or revoking any such license such 
 tribunal does not exercise judicial power in violation of constitutional pro- 
 visions. ( Spurgeon v. Rhodes, 167 Ind., 1, 78 N. E., 22S ; State v. Webster, 150 
 Ind., 621, 50 N. E., 750, 41 L. R. A., 212.) We accordingly hold the statute 
 above quoted valid and constitutional as against the attack of appellee. 
 
 The remaining question is whether, in his complaint, appellee has shown suffi- 
 cient ground to invoke the aid of a court of equity. In a kindred case the 
 supreme court of New Jersey denied a teacher’s right to resort to a court of 
 law, using the following language : “ The plaintiff, having accepted an ap- 
 pointment as a teacher under the school law, is bound by all of its provisions, 
 and has barred himself from having the propriety of his dismissal by the local 
 school board reviewed in any tribunal except those specially created by the 
 legislature for the purpose.” (Draper v. Commissioners of Public Instruction, 
 66 N. J. Law, 54, 55; 48 Atl., 556.) The rule of estoppel in this State can not 
 be said to be so strict as the New Jersey doctrine in view of the following 
 provisions: “Nothing in this act, however, shall be construed so as to change 
 or abridge the jurisdiction of any court in cases arising under the school laws 
 of this State; and the right of any person to bring suit in any court in any case 
 arising under the school laws shall not be abridged by the provision of this 
 act.” (Acts, 1899, p. 242, chap. 143, sec. 4; sec. 5903, Burns’ Ann. Stat., 
 1901.) It is generally accepted doctrine that where a statute or ordinance 
 authorizes the revocation of a license for causes enumerated, such license can 
 not be revoked upon any ground other than one of the causes specified. (21 
 
RECENT SUPREME COURT DECISIONS. 
 
 341 
 
 Ain. and Eng. Ency. of Law, 82G.) Tlie court of appeals of Kentucky regards 
 the act of a superintendent in revoking a license under the laws of that State 
 as a judicial proceeding, and expressly holds that, if in any case the superin- 
 tendent is proceeding without jurisdiction, the circuit court has power to re- 
 strain the proceeding. (Supt., etc., v. Taylor, 105 Ky., 387, 390, 49 S. W., 38.) 
 We are not in accord with the Kentucky court in classing the action of a school 
 superintendent in revoking a license as judicial in the technical meaning of 
 that word, but we do hold that he may revoke only for some statutory cause, 
 and, if attempting to proceed upon grounds wholly outside of the statute, his 
 action would be without jurisdiction, and upon a sufficient showing, a court of 
 equity might intervene to prevent the threatened revocation. If the superin- 
 tendent is proceeding to hear a charge fairly within the statute, and upon 
 reasonable notice the accused must follow the procedure provided in the school 
 laws, and, if aggrieved by the decision of the county superintendent, prosecute 
 an appeal to the state superintendent. (Moreland v. Wynnee (Tex. Civ. App.) 
 62 S. W., 1093; Harkness v. Hutcherson et al., 90 Tex., 383, 38 S. W., 1120; 
 Jackson v. Ind. School Dist., 110 Iowa, 313, 81 N. W., 596 ; Kirkpatrick v. Inde- 
 pendent School Dist., 53 Iowa, 585, 5 N. W., 750; St. Joseph v. Levin, 128 Mo., 
 588, 31 S. W., 101, 49 Am. Stat. Rep., 577 ; Carver v. School Dist., etc., 113 Mich., 
 524, 71 N. W,. 859; People v. Board of Education, 17 Barb. (N. Y.), 299; Mo- 
 Crea v. Pine Twp. School Dist., 145 Pa., 550, 22 Atl., 1040; Roth v. Marshall, 
 158 Pa., 272, 27 Atl., 945.) 
 
 Giving appellee’s rights under his license the widest effect allowable, the 
 utmost he could ask or exact of the State is that proceedings to revoke such 
 license be made to conform to the law authorizing such revocation. Township 
 and county institutes for teachers are required to be held, their attendance is 
 commanded, and pay provided. (Sections 6009, 6010, Burns’s Ann. Stat.) The 
 statute quoted authorizes a teacher’s license to be revoked for general neglect 
 of the business of his school. It is manifestly upon this ground that the charge 
 under consideration was predicated. The first specification was not skillfully 
 or aptly phrased, and in itself might not justify the revocation ; but the com- 
 plaint intended, doubtless, was not, as seemingly charged, that appellee, without 
 good reason, refused to board in the school community, but failed to open his 
 school at a reasonable hour because he needlessly boarded at a place remote 
 from the school. This feature of the general charge, so far as we are advised, 
 might have been amended or stricken out upon motion before the county 
 superintendent. A party to a pending proceeding is not entitled to relief by 
 injunction for matter from which he might obtain relief by motion in that 
 proceeding itself. (22 Cyc., 772.) The second and third specifications, as well 
 as the fourth, if true, show a lack of interest in his work and a general neglect 
 of his duty as a teacher and of the business to which his efforts should be 
 directed, and bring the charge within the terms of the statute, and consequently 
 give the appellant jurisdiction over the subject-matter. Jurisdiction over the 
 person of appellee is admitted, by the averments of the complaint. In these 
 circumstances, the conditions under which he accepted his license compelled 
 him to submit to the authority of the school officers, and, if aggrieved by the 
 decision of the county superintendent, seek redress by an appeal to the state 
 superintendent of public instruction. These officers are clothed with special 
 powers and charged with the duty of holding these institutes, and of laboring 
 in every practical way to elevate the standard of teaching and to improve the 
 condition of the schools. Judicial officers, howsoever wise, should not hastily 
 usurp their prerogatives and functions and seek to substitute their opinions 
 for the opinions and judgments of men held accountable for results in educa- 
 tional affairs. Tribunals established by law may not infringe upon the juris- 
 diction of each other; and, as this court said in the case of Board v. Markle, 
 46 Ind., 96 : “ In the present imperfect state of human knowledge, a power to 
 hear and determine necessarily carries with it a power which makes the 
 determination obligatory, without reference to the question whether it was right 
 or wrong. If this were not so, the judgment or determination of any court 
 would be of no particular value. It might be attacked or avoided at pleasure, 
 upon the ground that the court or judge had committed an error.” If questions 
 affecting the competency and general conduct of teachers may be indiscrimi- 
 nately taken from the determination of school tribunals and submitted to 
 courts and juries, learned or unlearned, as they may be, no discipline or 
 harmonious system can be preserved, but the fate of a teacher may be made to 
 depend upon his pronunciation of such words as “ Cuba ” and “ America,” as 
 exemplified in the case of Carver v. School Dist., supra. 
 
342 STATE SCHOOL SYSTEMS I LEGISLATION, ETC., 1906-8. 
 
 Jurisdiction of the county superintendent being shown, the allegations with 
 respect to his bias and want of judicial capacity are without force. He must 
 answer to the body responsible for his election for the manner in which he 
 discharges his duties so long as he keeps within his legitimate sphere. The 
 complaint is insufficient to invoke equitable relief, and appellant’s demurrer 
 thereto for want of facts should have been sustained. 
 
 The judgment is reversed, with directions to sustain appellant’s demurrer to 
 the complaint. 
 
 TRANSPORTATION OF PUPILS. 
 
 XV. Massachusetts. 
 
 [Interstate Consolidated Street Railway Company v. Commonwealth of Massachusetts 
 
 (United States Suoreme Court; ai'gued October 15-16, 1907; decided November 4, 
 
 1907), 207 U. S., 79.] 
 
 In error to the superior court of the State of Massachusetts to review a con- 
 viction of a street-railway company, on appeal from the first district court of 
 Bristol County, in that State, for refusing to transport school children at a 
 reduced rate, exceptions having been heard by the supreme judicial court and 
 overruled. Affirmed. 
 
 Mr. Justice Holmes delivered the opinion of the court. 
 
 This was a complaint against the plaintiff in error for refusing to sell tickets 
 for the transportation of pupils to and from the the public schools at one-half 
 the regular fare charged by it, as required by Massachusetts Revised Laws, 
 chapter 112, section 72. At the trial the railway company admitted the fact, 
 but set up that the statute was unconstitutional, in tlat it denied to the company 
 the equal protection of the laws and deprived it of its property without just 
 compensation and without due process of law. In support of this defense it 
 made an offer of proof which may be abridged into the propositions that the 
 regular fare was 5 cents ; that during the last fiscal year the actual and reason- 
 able cost of transportation per passenger was 3.88 cents, or, including taxes, 
 4.10 cents; that pupils of the public schools formed a considerable part of the 
 passengers carried by it, and that the one street railway expressly exempted by 
 the law transported nearly one-half the passengers transported on street rail- 
 ways and received nearly one-half the revenue received for such transportation 
 in the Commonwealth. The offer was stated to be made for the purpose of show- 
 ing that the plaintiff in error could not comply with the statute without carry- 
 ing passengers for less than a reasonable compensation and for less than cost. 
 The offer of proof was rejected, and a ruling that the statute was repugnant 
 to the fourteenth amendment was refused. The plaintiff in error excepted and, 
 after a verdict of guilty and sentence, took the case to the supreme judicial 
 court. (187 Mass., 436.) The court overrules the exceptions, whereupon the 
 plaintiff in error brought the case here. 
 
 This court is of opinion that the decision below was right. A majority of 
 the court considers that the case is disposed of by the fact that the statute in 
 question was in force when the plaintiff in error took its charter, and confines 
 itself to that ground. The section of the Revised Laws (chap. 112, sec. 72) 
 was a continuation of Statutes, 1900, chapter 197. (Rev. Laws, chap. 226, sec. 
 2, Commonwealth v. Anselvich, 1S6 Mass., 376, 379, 330.) The act of incorpora- 
 tion went into effect March 15, 1901. (Stat., 1901, chap. 159.) By the latter 
 act the plaintiff in error was “ subject to all the duties, liabilities, and restric- 
 tions set forth in all general laws now or hereafter in force relating to street 
 railway companies, except,” etc., section 1. See also section 2. There is no doubt 
 that, by the law as understood in Massachusetts, at least, the provisions of 
 Revised Laws, chapter 112, section 72; Statutes, 1900, chapter 197, if they had 
 been inserted in the charter in terms, would have bound the corporation, 
 whether such requirements could be made constitutionally of an already exist- 
 ing corporation or not. The railroad company would have come into being and 
 have consented to come into being subject to the liability and could not be heard 
 to complain. (Rockport Water Co. v. Rockport, 161 Massachusetts, 279; Ashley 
 
RECENT SUPREME COURT DECISIONS. 
 
 343 
 
 v. Ryan, 158 U. S., 436, 443; Wight v. Davidson, 181 U. S., 271, 377; Newbury- 
 port Water Co. v. Newburyport, 193 U. S., 561, 679.) 
 
 If the charter, instead of writing out the requirements of Revised Laws 112, 
 section 72, referred specifically to another document expressing them, and pur- 
 ported to incorporate it, of course the charter would have the same effect as if 
 it itself contained the words. If the document was identified, it would not 
 matter what its own nature or effect might be, as the force given to it by ref- 
 erence and incorporation would be derived wholly from the charter. The docu- 
 ment, therefore, might as well be an unconstitutional as a constitutional law. 
 See Commonwealth v. Melville (160 Mass., 307, 308). But the contents of a 
 document may be incorporated or adopted as well by generic as by specific ref- 
 erence, if only the purport of the adopting statute is clear. (Corry v. Balti- 
 more, 196 U. S., 466, 477. See Purdy v. Erie R. R. Co., 162 N. Y., 42.) 
 
 Speaking for myself alone, I think that there are considerations on the other 
 side from the foregoing argument that make it unsafe not to discuss the validity 
 of the regulation apart from the supposition that the plaintiff in error has 
 accepted it. See W. W. Cargill Co. v. Minnesota (180 U. S., 452, 468). There- 
 fore I proceed to state my grounds for thinking the statute constitutional irre- 
 spective of any disabilities to object to its terms. The discrimination alleged 
 is the express exception from the act of 1900 of the Boston Elevated Railway 
 Company and the railways then owned, leased, or operated by it. But, in the 
 first place, this was a legislative adjudication concerning a specific road, as in 
 "Wight v. Davidson (181 U. S., 371) ; not a general prospective classification, as 
 in Martin v. District of Columbia (205 U. S., 135, 138). A general law must be 
 judged by public facts, but a specific adjudication may depend upon many 
 things not judicially known. Therefore the law must be sustained on this point 
 unless the facts offered in evidence clearly show that the exception can not be 
 upheld. But the local facts are not before us, and it follows that we can not 
 say that the legislature could not have been justified in thus limiting its action. 
 (Covington & Lexington Turnpike Road Co. v. Sandford, 164 U. S., 578, 579, 598.) 
 In the next place, if the only ground were that the charter of the elevated rail- 
 way contained a contract against the imposition of such a requirement, it 
 would be attributing to the fourteenth amendment an excessively nice operation 
 to say the immunity of a single corporation prevented the passage of an other- 
 wise desirable and wholesome law. It is unnecessary to consider what would 
 be the effect on the statute by construction in Massachusetts if the exception 
 could not be upheld. For, if in order to avoid the Scylla of unjustifiable class 
 legislation the law were read as universal (see Dunbar v. Boston & Providence 
 R. R. Co., 181 Mass., 383, 3S6), it might be thought by this court to fall into the 
 Charybdis of impairing the obligation of a contract with the elevated road, 
 although that objection might perhaps be held not to be open to the plaintiff in 
 error here. (Hatch v. Reardon, 204 U. S., 152, 160.) 
 
 The objection that seems to me, as it seemed to the court below, most serious 
 is that the statute unjustifiably appropriates the property of the plaintiff in 
 error. It is hard to say that street railway companies are not subjected to a 
 lo§s. The conventional fare of 5 cents presumably is not more than a reason- 
 able fare, and it is at least questionable whether street railway companies 
 would be permitted to increase it on the ground of this burden. It is assumed 
 by the statute in question that the ordinary fare may be charged for these 
 children or some of them when not going to or from school. Whatever the 
 fare, the statute fairly construed means that children going to or from school 
 must be carried for half the sum that would be reasonable compensation for 
 their carriage, if we looked only to the business aspect of the question. More- 
 over, while it may be true that in some cases rates or fares may be reduced to 
 an unprofitable point in view of the business as a whole or upon special con- 
 siderations (Minneapolis & St. Louis R. R. Co. v. Minnesota, 186 U. S., 256, 267), 
 it is not enough to justify a general law like this, that the companies concerned 
 still may be able to make a profit from other sources, for all that appears. 
 (Atlantic Coast Line R. R. Co. v. North Carolina Corporation Commission, 206 
 U S., 1, 24, 25.) 
 
 Notwithstanding the foregoing considerations, I hesitatingly agree with the 
 state court that the requirement may be justified under what commonly is 
 called the “ police power.” The obverse way of stating this power in the sense 
 in which I am using the phrase would be that constitutional rights, like others, 
 are matters of degree, and that the great constitutional provisions for the pro- 
 tection of property are not to be pushed to a logical extreme, but must be taken 
 to permit the infliction of some fractional and relatively small losses without 
 
344 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 compensation, for some, at least, of the purposes of wholesome legislation. 
 (Martin v. District of Columbia, 205 U. S., 135, 139; Camfield v. United States, 
 167 U. S., 518, 524.) 
 
 If the fourteenth amendment is not to be a greater hamper upon the estab- 
 lished practices of the States in common with other Governments than I think 
 was intended, they must be allowed a certain latitude in the minor adjustments 
 of life, even though by their action the burdens of a part of the community are 
 somewhat increased. The traditions and habits of centuries were not intended 
 to be overthrown when the amendment was passed. 
 
 Education is one of the purposes for which what is called the “ police power ” 
 may be exercised. (Barbier v. Connolly, 113 U. S., 27, 31.) Massachusetts always 
 has recognized it as one of the first objects of public care. It does not follow 
 that it would be equally in accord with the conceptions at the base of our 
 constitutional law to confer equal favors upon doctors or workingmen or people 
 who could afford to buy 1,000-mile tickets. Structural habits count for as much 
 as logic in drawing the line. And, to return to the taking of property, the 
 aspect in which I am considering the case, general taxation to maintain public 
 schools is an appropriation of property to a use in which the taxpayer may have 
 no private interest, and, it may be, against his will. It has been condemned by 
 some theorists on that ground. Yet no one denies its constitutionality. People 
 are accustomed to it and accept it without doubt. 
 
 The present requirement is not different in fundamental principle, although 
 the tax is paid in kind and falls only on the class capable of paying that kind 
 of tax — a class of quasi public corporations specially subject to legislative 
 control. Thus the question narrows itself to the magnitude of the burden im- 
 posed — to whether the tax is so great as to exceed the limits of the police 
 power. Looking at the law without regard to its special operation I should 
 hesitate to assume that its total effect, direct and indirect, upon the roads out- 
 side of Boston amounted to a more serious burden than a change in the law 
 of nuisance, for example, might be. See further Williams v. Parker (188 
 U. S., 491). Turning to the specific effect, the offer of proof was cautious. It 
 was simply that a “ considerable percentage ” of the passengers carried by the 
 company consisted of pupils of the public schools. This might be true without 
 the burden becoming serious. I am not prepared to overrule the decision of 
 the legislature and of the highest court of Massachusetts, that the requirement 
 is reasonable under the conditions existing there, upon evidence that goes no 
 higher than this. It is not enough that a statute goes to the verge of constitu- 
 tional power. We must be able to see clearly that it goes beyond that power. 
 In case of real doubt a law must be sustained. 
 
 Mr. Justice Harlan is of the opinion that the constitutionality of the act of 
 1900 is necessarily involved in the determination of this case. He thinks the 
 act is not liable to the objection that it denies to the railway company the equal 
 protection of the laws. Nor does he think that it can be held, upon any showing 
 made by this record, to be unconstitutional as depriving the plaintiff in error of 
 its property without due process of law. Upon these grounds alone, and inde- 
 pendent of any other question discussed, he joins in a judgment of affirmance. 
 Judgment affirmed. 
 
INDEX. 
 
 [Figures in italics refer to pages 
 
 A. 
 
 Absence, from board meetings, Ohio, 241; of statute 
 granting power, Kans., D 17. 
 
 Academies, receiving state aid, Me., 494. 
 
 Academies and high schools, 15. See also Second- 
 ary schools and High schools. 
 
 Access to school, convenience of, N. J., 30. 
 
 Accounts, accurate, to be kept of school money, 111., 
 D630; of school funds, Va., 175; uniform, N. Dak., 
 36. 
 
 Accrediting of high schools. See High schools, ac- 
 crediting of; with agricultural and mechanical col- 
 lege, Okla., 1291 (11). 
 
 Acquisition of public lands, Oreg., 403. 
 
 Act, independent, not a revision of statutes, Fla., 
 
 D 10. 
 
 Acts, of Iowa assembly, Iowa, D 15; of boards of 
 education, ratified, Ariz., 199. 
 
 Additional bond issue, Ind., 556. 
 
 Additional territory for school districts, Cal., 614. 
 
 Adjustment of school district, Nebr., 341. 
 
 Administration of estates or funds, Ohio, D 243. 
 
 Administrative control of education, 1-57. 
 
 Administrative units, formation, division, and con- 
 solidation, 314-361. 
 
 Admission, public schools, restricting periods of, 
 Pa., 947; to the school for the blind, Mich., 1552; to 
 the school for the deaf, N. C., 1539. 
 
 Adult indigent blind, instructor for, Del., 1548. 
 
 Ad valorem taxes, Tex., 448. 
 
 Advantages, school, equalizing, Vt., 486. 
 
 Advisory board, district, Tenn., 162. 
 
 Affairs, prudential, management of, Ind., D 196. 
 
 Age limit for admission to school for the blind 
 changed, Mo., 1553; N. Mex., 1555. 
 
 Agent of the State, Ky., D 201. 
 
 Agreements, restrictions as to, Ohio, 242. 
 
 Agricultural and mechanical colleges, appropria- 
 tion, Iowa, 1316; Miss., 1323; Ky., 1370; La., 817; 
 diplomas and degrees, La., 817; establishing dis- 
 trict high schools as branches of, Ga., 1277; 
 fanners’ institutes, Cal., 1206; farmers’ institutes, 
 Colo., 1207; fire insurance, Okla., 1339; funds, 
 Idaho, 1311; head of system of agricultural and 
 industrial education, Okla., 1291 (7); land-grant 
 funds, Wyo., D 1356; for negroes, increasing 
 proportion of federal appropriation, N. J., 1285; 
 retirement of professors, Carnegie Foundation, 
 La., 877; retirement of professors, Carnegie Foun- 
 dation, Mass., 878; surveys, Okla., 1291 (9). 
 
 Agricultural college, Mich., 27 (8); abolished, Fla., 
 
 D 67, D 1406; anniversary, Mich., 1416; ceramics, 
 N. J., 1422; short courses, N. J., 1423. 
 
 Agricultural colleges, 1402-1449. 
 
 Agricultural experiment station, Mass., 1415; 
 N. Dak., 1431. See also Experiment station. 
 
 Agricultural extension work, Iowa, 1410. 
 
 Agricultural, industrial and normal college, Ga., 
 1396. 
 
 Agriculture, county schools of, Mich., 1281; 
 Miss., 1282; Wis., 607, 1295; elementary, urging 
 passage of the Burkett-Pollard bill, Utah, 1179; 
 elements of, taught, Okla., 42; establishing dis- 
 trict high schools of, Ga., 1277; Okla., 1291 (14); 
 establishment of departments of, Va., 107; ex- 
 periment farms, Colo., 1305; Del., 1306; Mo., 1325; 
 Nebr., 1329; S. Dak., 1342, 1343; instruction, 
 public schools, Ark., 1176; Mass., 1399; Okla., 
 1291 (2); Tex., 1178; instruction in, state normal 
 school, Mass., 910; Okla., 1291 (6); instruction, 
 summer schools, N. J., 939; state board of, Mich., 
 27 (7); state director of instruction in, Okla., 
 1291 (8). 
 
 ; others to enactment numbers.] 
 
 Aid, state ( see also Appropriations, state); agricul- 
 tural and mechanical college, Miss., 1323; agricul- 
 tural high schools, buildings and support, Okla., 
 1291 (18); agricultural schools, county, Miss., 
 1282; correspondence teaching, state university, 
 Wis., 1203; county high schools, Ala., 1213, 1214 
 1215; establishment mining trade school, Wis., 
 1296; evening schools, N. J., 1196 (2); farmers’ 
 institutes, Ala., 1205; for George Peabody College 
 for Teachers, Tenn., 898b; for school census in 
 certain districts, N. Y., 959 (5); higher educational 
 institutions, Fla., 1308; high schools, S. C., 1261; 
 high schools giving normal training, Nebr., 923; 
 Va., 926; history, local, for promoting study of. 
 Me., 1166; indigent pupils, higher institutions, 
 N. Mex., 1332; industrial education, Conn., 1274 
 (4); industrial education, N. Y., 1287 (4); Okla., 
 1291 (18); manual training, Wis., 1181; medical 
 inspection, Mass., 1122; normal and industrial 
 schools, Va., 919; normal schools, Ala., 900, 901, 
 902; Ark., 903; Me., 922 (a); Mass., 910; Nebr., 923; 
 normal schools, agricultural education, Okla., 
 1291 (6); normal schools, buildings, Conn., 905; 
 Wis., 921; normal schools, for negroes, Md., 909 (a); 
 normal schools, for negroes, buildings, N. C., 913; 
 normal schools, summer, Idaho, 933; Minn., 936; 
 public schools, buildings, Ala., 706; Sakakawea, 
 site for statue of, N. Dak., 696; salaries of teachers 
 in unorganized districts, N. Dak., 864; State 
 School for Boys, Me., 1583; state universities, 
 Ala., 1360; Minn., 1375; Miss., 1376; Nebr., 1328; 
 Okla., 1382; Oreg., 1341; Tenn., 1385, Wis., 1393; 
 summer courses, N. J., 939; Teachers’ Annuity 
 Guild, Conn., 872; teachers' institutes, Ariz., 928; 
 teachers’ institutes, traveling expenses, Fla., 932; 
 testing sight and hearing, Va., 1125; text-books 
 free, Md., 1141; text-books for state orphan insti- 
 tutions, Cal., 1568; transportation, rural schools, 
 Wis., 1020; to weak school districts, Ohio, 867. 
 
 Air, pure, requirement in school, Ind., 229 (13). 
 
 Alabama: 1, D 2, 58, 116, 117, D 118, 290, 314, 453, 
 493, 706, 759, 760, 830, D 831, 899, 900, 901, 902, 949, 
 1143, 1144, D 1145, 1205, 1213, 1214, 1215, 1273, 1303, 
 1357, 1358, 1359, 1360, 1402, 1450, 1488, 1531, 1563. 
 
 Alabama Girls’ Industrial School, Ala., 1273, 1303. 
 
 Albany, N. Y., teachers’ pensions, N. Y., 886. 
 
 Allowance, for printing, Ariz., 61; to county clerk, 
 Ariz., 182. 
 
 Alteration of school district boundaries, Kans., 333; 
 Nebr., 341. 
 
 Alumni representatives on board of trustees, Conn., 
 1405. 
 
 Amelioration of condition of the blind, N. J., 1554. 
 
 Amendments, state constitutions, special levy for 
 educational institutions, Fla., 1307; to school 
 laws, Iowa, D 15. 
 
 Amusements, exhibitions and shows, licenses of. 
 Mass., 25. 
 
 Annexation of adjacent territory for school pur- 
 poses, 111., 326; Kans., 330; Ohio, 349; Wash., 360. 
 
 Anniversary of founding of agricultural college, 
 Mich., 1416. 
 
 Annual limit of state aid, Wis., 507. 
 
 Apology for offense, insufficient, Iowa., D 129. 
 
 Apparatus, school, adoption by state text-book 
 commission, Okla., 1151; appropriation for, Wis., 
 114; deficiency in, Wis., 492. 
 
 Appeal, from decision of commissioner, N. Y., D 88; 
 to state board of education, N. J., D 84. 
 
 Application, for a special school tax, Tex., 663; for 
 state aid, to be approved, Wis., 492; to state 
 superintendent, N. J., D 31. 
 
 Appointment, of a relative an offense, Okla., 43; 
 of free students, N. C., 1489; of parish school 
 
 345 
 
346 
 
 STATE SCHOOL SYSTEMS: 
 
 [Figures in italics refer to pages 
 
 directors, La., 73; of superintendents of public 
 instruction, N. Mex., 32; of teachers, 14', of 
 teachers, according to merit list, N. Y., 229 (9). 
 
 Apportionment, of appropriation, Okla., 478; of 
 forest reserve fund, Nebr., 307; of income of school 
 funds, Okla., 478; of school funds, 111., D 127; Ga., 
 404; Ky., 405; Utah, 485; Tex., 530; of state school 
 funds,' 453-492; detention schools, N. J., 1015; 
 educational institutions, N. Dak., 1330; forfeit 
 for nonenforcement compulsory education act, 
 Del., 1020; model schools, Wash., 920; teachers’ 
 institutes, Ariz., 928, 929; transportation, N. J., 
 1008. 
 
 Appraisal of school property, Okla., 401; Conn., 
 510, 511. 
 
 Appropriation, by county board made from gen- 
 eral not from district fund, N. C., 1518; federal, 
 Okla., 478; for agricultural college, LI ass., 1399; 
 for benefit of university, Ky., 1397; for college, 
 N. II., 1504; for educational commission, 111., 12; 
 for experiment stations, Ala., 1402; 111., 1409; 
 N. Dak., 1431; for experiment stations, increased, 
 Ala., 1450; Ariz., 1451; Colo., 1452; Conn., 1453; 
 Del., 1454; Fla., 1455; Ga., 1456; Idaho, 1457; 
 111., 1458; Ind., 1459; Kans., 14C0; Ky., 1451; Me., 
 1462; Minn., 14C3; Mont., 1464; Nebr., 14 5; Nev., 
 1466; N. 1467; N. C., 14.8; Ohio, 1470; Okla., 
 1471; Pa., 1472; Tenn., 1473; Tex., 1474; Utah, 
 1475; Vt., 1476; Va., 1477; Wash., 1478; Wyo., 
 1479; for high schools, N. C., 148; for institute 
 for the blind, Me., 1550; for orphan home, Pa., 
 1507; special, to university, Ga., 1407; restrictions 
 of, Ohio, 242. 
 
 Appropriations, state ( see also Aid, state), for 
 preparation of schoolhouse plans, V, is., 712, 
 state, text-book commission, Mo., 1147; state, 
 text-book commission, Okla., 1151 (27). 
 
 Approval, of application for state aid, Wis., 492; 
 of buildings and sites, 70 j- 712; of plans of school 
 buildings, N. Y., 229 (4); of qualified voters of 
 city, L: ass., 210. 
 
 Arbor Day, Mont., 1182; N. J., 1184. 
 
 Arizona: 59, 60, 61, 119, 182, 183, 315, 316, 317, 454, 
 455, 455, 538, 611, 612, 676, 732, 761, 762, 763, 854, 
 928, 929, 9u7, 958, 984, 1021, 1126, 1185, 1304, 1451, 
 1564. 
 
 Arkansas: D 3, D 62, 120, D 184, 439, D 539, D 540, 
 613, 733, 808, 903, 930, 1022, D 1105, 1176, 1361, 
 1362, 13.3, 1532, 1547, 1565. 
 
 Arkansas btate Normal School, establishment, 
 Ark., 903. 
 
 Artesian wells upon school lands, S. Dak., 407. 
 
 Assembly, Iowa, acts of Iowa, D 15. 
 
 Assessed valuation basis of bond issue, Wis., 610. 
 
 Assessing and collecting school taxes, Ga., 618. 
 
 Assessments, for drainage purposes, \vash., 414; 
 of school taxes, change in record book, Va., 
 668; under constitutional provisions, Okla., 302. 
 
 Assignee of purchasers of school lands, N. Dak., 398. 
 
 Assistance, clerical, for commissioner, II. I., 98; 
 to weak school districts, Ohio, 476. 
 
 Assistant county superintendents, Minn., 138. 
 
 Athletic association, Mich., D 1299. 
 
 Athletics, football, right of authorities to prohibit 
 game, Iowa, D 1093. 
 
 Attainments, of pupils, N. J., 30. 
 
 Attendance, at county school conventions, Oreg., 
 155; average daily, Ariz., 456; Cal., D 457. 
 
 Attendance, compulsory, Ariz., 10.il; Cal., 1025; Del., 
 1026; 111., 1031; Iowa, 103 j; Mont., D 1038; Mich., 
 1041, D 1042, 1043; N. J., 1054; N. Y., 1055, 1056, 
 1057; Ohio, D 1067; Okla., 1068; Oreg., 1069; Wis., 
 1085; Wyo., 1087; age certificates certain schools, 
 Mass., 1037; Campbell County, Tenn., 1074; certifi- 
 cates, Pa., 1070, 1071; deaf and blind children, S. 
 Dak., 1073; deaf and feeble-minded, exemption of, 
 N. Dak., 1064; deaf children, Mich., 1039; Minn., 
 1046; N. C., 1061; exemption, N. IT., D 1005; for full 
 term in cities, Nebr., 1052; Goldsboro Township, 
 N. C., 1059; Indian children, N. C., D 1062, 1063; 
 S. Dak., 1072; local option, N. C., 1060; local option, 
 Va., 1079; payment to widowed dependent mothers 
 of children subject to, Okla., 1068; Richmond 
 County (Augusta). Ga., 10 8; St. T ouis, Mo., 1040; 
 Scott County, Tenn., 1074, 1075; unorganized 
 towns, Vt., 1077. 
 
 LEGISLATION, ETC., 1906 - 8 . 
 
 ; others to enactment numbers.] 
 
 Attendance, indigent children, Ga., 1028; nonresi- 
 dents, Ariz., 984; nonresidents, Idaho, 986; of non- 
 residents, Me., 495; officers ( see Truant officers); 
 school, 15; teachers’ institutes, Ariz., 929. 
 
 Attorneys, school, provided for, Minn., 217. 
 
 Audit, of books and records, Mich., 135. 
 
 Audit and payment of claims, Va., 533. 
 
 Auditor, to publish loans from school funds, Ind.. 
 420. 
 
 Authority of school districts to levy taxes, Kans., 
 632; of school inspectors, Mich., 297; statutory, ab- 
 sence of, Kans., D 18; to appoint janitors, Mass., 
 209; to compile school laws, Oreg., 46; to employ 
 teachers, 111., D 6a6; to establish state board of 
 agriculture, Mich , 1418; to levy taxes delegated, 
 N. C., D 651. 
 
 Authorization, of building necessary, 111., D 628, 629; 
 of state treasurer to pay school moneys, Okla., 432; 
 of university to receive as a branch any other uni- 
 versity, Wis., 1513; to borrow money for school 
 purposes, N. J., 580. 
 
 Authors of text-books, N. Y., 229 (11). 
 
 Average daily attendance based upon five preced- 
 ing years. Me., 495; must be no less than six, Vt., 
 486 (4). 
 
 B. 
 
 Balance, of dog tax to go school fund, Mich., 516; 
 unexpended, Ariz., 538. 
 
 Ballot, forms of, Mich., 297. 
 
 Baltimore, playgrounds, Md., 1197, 1197 (a); teach- 
 ers’ pensions, Md., 877 (a). 
 
 Basis, of apportionment of school funds, Wash., 
 110; of distribution of school funds, Pa., 481; of 
 state aid for high schools, Vt., 502; of taxation 
 last assessment roll, Cal., 614. 
 
 Beliefs, religious or political, shall not control, Vt., 
 1509. 
 
 Beneficiary scholarships in agricultural college, 
 S. C., 1438. 
 
 Benefits of grant accepted, Fla., D 1406. 
 
 Benton High School, prohibiting sale of liquors 
 near, La., 738. 
 
 Bequests, legacies, and gifts taxed, Okla., 446. 
 
 Betterment of rural schools, Wis., 492. 
 
 Bible reading, N. Y., 313-816; Tex., 816-320. 
 
 Bibliography of education, legislation, 16. 
 
 Blank forms, registers, courses of study, examina- 
 tion questions, Ariz., 61. 
 
 Blind and deaf children, Utah, 1542-1544. 
 
 Blind children, education of, 1547-1557; compelled 
 to attend school, N. C., 1556; S. Dak., 1073; of the 
 State, condition of, N. J., 1554; provided for, 
 Mich., 27 (15). 
 
 Board, mav contract with boards of other districts, 
 N. II., 647; of agriculture, state, Mich., 27 (7); of 
 arbitration, change of boundaries, Mo., 339; of 
 commissioners for sale of lands, Oreg., D 404; of 
 division or apportionment, Vt., 486 (2). 
 
 Board, state teachers' training, to arrange system 
 of normal instruction, Ind., 922. 
 
 Board of e lucation, city, dismissal of teachers, Cal., 
 D 832; N. Y., 845; created, Me., 2C8; Tenn., 258; 
 W. Va., 276; citv, e ployment of teachers, ( al., 
 831; county, teachers’ contracts, / la., 830; D 831; 
 head of department of public instruction, N. Y., 
 229 (1); in cities, Ohio, 256; levy of ta es, Ohio, 
 D 38; local, authority to control fraternities, 
 Minn., 1095; local, no ination of teachers, / la., 
 830, D 831; local, relief of indigent pupils, Ohio, 
 917; local, tenure of teachers, Ohio, D 852; local, 
 transportation of pupils, D 1009; state, Mich., 27 
 (6); state, certi cates, Kans., 8:6; Mich., 820; 
 state, contracts waiving qualifications of teachers 
 illegal, 111., D 835; state, normal instruction in 
 high schools, Va., 926; state, pension regulations, 
 R. I., 853; state, retirement of teachers, Va., 896; 
 state, to constitute teachers’ training board, Ind., 
 922; to hold over, Okla., 245; to make rules, 111., 
 D 195; to make and enforce rules and regulations, 
 Nev., D 224. 
 
 Board of educational examiners, Nev., 29. 
 
 Board of esti rates, fi cd sum to be raised for school 
 purposes, N. J., 525. 
 
INDEX. 
 
 347 
 
 [Figures in italics refer to pages 
 
 Board of estimates and apportionment, N. Y., 229 
 (13). 
 
 Board of health, state, D 714; state, required to in- 
 spect schoolhouses, Mass., 719. 
 
 Board of inspection for schoolhouses, N. Dak., 707. 
 
 Board of inspectors, in place of city council, Minn., 
 D 222; to employ clerks, Minn., 217. 
 
 Board of regents, of agricultural colleges, Okla., 1436; 
 of university, Mich., 27 (3). 
 
 Board of school trustees, empowered to issue bonds, 
 Ind., 555; statutory, Ind., D 196; incorporated, 
 Tex., 261. 
 
 Board of trustees, of college abolished, Ga., 1408; 
 of institute for the deaf, Ala., 1531; reconstitu- 
 tion of N. C., 1429. 
 
 Board of supervisors, Mich., 135. 
 
 Board of visitors, provided for, N. C., 1429. 
 
 Boards and officers, educational institutions, ap- 
 propriation for salary and expenses, Okla., 1338; 
 state, accountability for expenditures, La., 1318; 
 N. Dak., 1335; annual inventories of property, 
 N. Dak., 1337; University of Arkansas, Ark., 
 1362. 
 
 Boards of school inspectors, 111., D 194, 624; not to 
 levy taxes, 111., D 626. 
 
 Body corporate, board of regents, Mich., 27 (4). 
 
 Bond, for ordnance and ordnance stores, S. C., 
 1485; of district clerk, N. J., 226; of treasurer, 
 Minn., 218; Mich., 518. 
 
 Bond issue for repair of schools, Miss., 642. 
 
 Bonds, county school, Va., 177; exempted from 
 debt limit, Minn., 571; exempted from taxation, 
 S. C., 592; for the liquidation and payment of 
 claim, Ind., 1497; heldby school fund, Kans., 421; 
 illegally issued, Ind., 554; issued for school pur- 
 poses, S. Dak., 100; Tex., D 309; Cal., D 542; 
 Conn., 543-547; Del., 548; Ind., 555, 558, 559; Nebr., 
 576; Nev., 577; N. J., 579; N. Y., 581; N. Dak., 
 584; Okla., 585; R. I., 590; S. C., 591; S. Dak., 593; 
 Tenn., 594; Tex., 596; Utah, 599; Wash., 601, 604; 
 W. Va., 605; Wis., 608, 609; not to exceed 10 per 
 cent of property, Kans., 562; to erect high school 
 building, Kans., 563; Mont., 575; to pay indebted- 
 ness, Kans., 562; Ind., 557. 
 
 Bonds and indebtedness, building bonds for state 
 university, Idaho, 1312, 1314, D 1315; constitute 
 lien on district property, Va., 709; county high 
 schools, Nebr., 1247; county high schools, Cal., 
 1221; county high schools, buildings, and sites, 
 Colo., 1225; experiment farm, Del., 1306; fire pro- 
 tection, Utica, N. Y., 695; University of Virginia, 
 Va., 1346. 
 
 Bonds and notes, canceled, Ind., 557. 
 
 Borrowing money authorized, Ark., D 539. 
 
 Boston, authorizing vacation schools, playgrounds, 
 etc., Mass., 1197 b; school nurses, Mass., 1123; 
 teachers’ pensions, Mass., 880. 
 
 Boundaries of school districts, Oreg., 156; Ala., 314; 
 Ariz., 316; Cal., D 320; Ga., 322; Iowa. 328; Kans., 
 333; Minn., 338; Mo., 339; Nebr., 341; W. Va.,361. 
 
 Branch station of state experiment station, La., 
 1412. 
 
 Buffalo, N. Y., teachers’ examinations, N. Y., 
 D 776. 
 
 Building, for school for the feeble-minded, Me., 
 1559; bonds for payment for labor and materials, 
 S. Dak., 700; fund limited, W. Va., 489; must 
 first be authorized before tax is levied. 111., D 628. 
 
 Buildiifgs and sites, 14 , 676-705; approval of plans, 
 706-712; decoration, sanitation, and inspection, 
 713-731; engineering department, state univer- 
 sity, Minn., 1375, higher educational institutions, 
 Idaho, 1312, 1313, 1314, D 1315; in prohibition 
 districts, 732-748; normal schools, appropria- 
 tions, Conn., 905; state aid. district agricultural 
 high schools, Okla., 1291 (18); state university, 
 Wash., 1388; Wis., 1393. 
 
 Buildings and supplies, local tax levy for, W. Va., 
 
 . 671. 
 
 Burkett- Pollard bill, urging passage of, Utah, 1179. 
 
 C. 
 
 California: 4, D 5, 63, 64, 121, 185, D 186, D 186, 
 318, 319, D 320, 362. 417 (a), D 457, 508, 541 D 542, 
 614, 749, D 832, D 833. D 834, 855, 904, 950, 969, 1023, 
 1024, 1025, 1088, 1107, 1127, 1139 a, 1155, 1177, 
 
 ; others to enactment numbers.] 
 
 D 1190, 1193, D 1194, 1206, 1220, 1221, 1222, D 1223, 
 D 1224, 1364, 1365, 1491, 1492, 1514, 1566, 1567, 1568, 
 306-810 , 310-813. 
 
 Cancellation of warrants paid, Cal., 509. 
 
 Care, of historical collections, Iowa, 1516; of school 
 lands, N. Mex., 32; of school property, duty of 
 board, N. Y.,229(4); of the feeble-minded, Me., 
 1559. 
 
 Carnegie Foundation for the Advancement of 
 Teaching, La., 877; Mass, 878. 
 
 Cases, of e ctreme emergency, Ky., D 22; of indi- 
 gence of feeble-minded, N. Dak., 1561. 
 
 Census, of blind and deaf persons, Idaho, 1534; of 
 children, basis of distribution of funds, Pa., 481; 
 taken by board of trustees, Ariz. 183. 
 
 Census, school, 949-966; Del., 1026; N. Dak., 475, 
 961; Tenn., D 483; Mont., 956, 957; Tex., 963; 
 Wash., 965; biennially, by local authorities, A la., 
 949; changing year of quadrennial, Miss., 955; 
 creating census boards in cities, N. Y., 959; defect- 
 ives, La., 953; defining census child, Cal., 950; 
 enumeration of defectives, Ohio, 962; quinquen- 
 nial, N. J., 958; upon change in boundaries of dis- 
 trict, Va., 964; what to include, Conn., 95. 
 
 Census board, in cities, N. Y., 959. 
 
 Centralization of small schools, Vt., 486. 
 
 Centralized schools, control of, Ohio, 348. 
 
 Ceramics, instruction in, N. J., 1422. 
 
 Certificate, general, to pay warrants, Wash., 536; of 
 election returns, Ala., 290; Pa., 305; of expenses, 
 sworn to, Vt., 486 (3); of necessity by board equal 
 to an authorization, 111., D 629; of qualification, 
 R. I., 249; of vaccination, Ark., D 184. 
 
 Certificates, highest state, N. Dak., 90; of teachers, 
 Nev., 29; N. Mex., 32; S. Dak., 100; Ind., 339-342; 
 Ariz., 454; of teachers, must be shown, Idaho, 193; 
 of teachers repealed, Iowa, D 130; without 
 examination, Wash., 112. See also Teachers’ 
 certificates. 
 
 Certificates and examinations of teachers, 759-796. 
 
 Chair for forestry in state university, La., 1413. 
 
 Chairman, of division boards, Ky., 133; of school 
 board, Minn., 221. 
 
 Change, of boundary of school district, N. Y., 345; 
 Minn.,520;of name, of agricultural college, S. Dak., 
 1440; of name, of college, Ky., 1499; of name, of 
 high school district, Cal., 318; of name, of reform 
 school, Pa., 1507; of name, of school, La., 1535, 
 1549; Ohio, 1540; Utah, 1542; Mass., 1558, 1560. 
 
 Charges against teachers, Cal., D 186. 
 
 Charleston, S. C., teachers’ retirement fund, S. C., 
 894. 
 
 Charter, city, N. Y., D 33, 230, 231; Tenn., 257 
 Tex., 262; not to be granted by special law, S. C„ 
 D 352; special, Tex., D 664. 
 
 Check list used in election, N. H., 646. 
 
 Chicago, 111., high-school fraternities, 111., D 1090, 
 D 1091; pension fund for teachers, 111., 874, D 875. 
 
 Child labor, Ark., 1022; Ariz., 1021; Cal., 1024, 1025; 
 Fla., 1027; Ga., 1029; Idaho, 1030, 1033; Ky., 1034, 
 1035; La., 1036; Mich., 1044; Minn., 1045; Miss., 1047; 
 Mo., 1048; Mont., 1050; Nebr., 1051; N. Y., 1058; 
 N. C., 1060; Ohio, 1066; Pa., 1071; Vt., 1076; Va., 
 1078; Wash., 1080, 1081, 1082; Wis., 1086; Camp- 
 bell county, Tenn., 1074; certificates, Pa., 1070; 
 St. Louis, Mo., 1049; Scott county, Tenn., 1075. 
 
 Child labor and truancy, 1021-1087. 
 
 Children, not vaccinated, excluded from school, 
 N. Y., D 34; on island, cannot beheld uuderthe 
 compulsory attendance act, Mass., D 335; totally 
 deaf or blind, Utah, 1543. 
 
 Church bodies and alumni to elect trustees, Ind., 
 1495. 
 
 Circulating library for the blind, Utah, 1524. 
 
 Cities, of the first class, schools under control of 
 board, Okla., D 45; Wis., D 288; of the second 
 class, Va., 358; reincorporated, Wis., 284; under 
 commission, S. Dak., 253. 
 
 City, included in term town, R. I., 250; may levy 
 a tax to complete a building, 111., D 553. 
 
 City charter, must harmonize -with law, Cal., D 5; 
 subject to general laws, Cal., D 542. 
 
 City comptroller and treasurer, N. Y., 229 (12). 
 
 City council, performing duties of board of educa- 
 tion, Minn., 217; refused to levy tax, Ga., D 551; 
 to act as school board, Minn., D 222. 
 
 City government, branch of, 111., D 194. 
 
 City school board, may be sued, Ky., D 201. 
 
348 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages 
 
 City school districts, condemnation of property for 
 school purposes, Minn., 689; Nebr., 690; loan of 
 literary fund for building purposes, Va., 710; 
 nonliability for damages for pupils’ injuries, Ky., 
 
 D 716; removal of restriction as to location of 
 high schools, Wis., 704; title to property, Ky., D 
 C84. 
 
 City school systems, authority to provide annual 
 school excursions, N. J., 1186; dependent and de- 
 linquent children, Utah, 1616; parental schools, 
 Wis., 1617; permanent census boards, N. Y., 959; 
 teachers’ institutes, Wash., 946; tenure of teach- 
 ers, Cal., D 832; uniform text-books, Mo., 1147 (3). 
 
 City superintendent of schools, Nev., 29. 
 
 City treasurer, compensation, Va., 172; reports of, 
 N. Dak., 527. 
 
 Civil city, government of, Ind., D 196. 
 
 Civil government, instruction, N. C., 1168. 
 
 Civil-war claims, added to school fund, Vt., 435 (1). 
 
 Classification, of public lands, Oreg., 403; of school 
 districts, Ariz., 454. 
 
 Classification and arrangement, method of, 13. 
 
 Clay working and ceramics, instruction in, N. J., 
 1422. 
 
 Clerical assistance to county superintendents, N. J., 
 144. 
 
 Clerk, of school board, Va. , 270; Wis., 282; performs 
 duties of treasurer. Ohio, 528; to keep records, 
 N. Y., 229 (6); not to take fees, N. Y., 229 (6); to 
 administer oaths, N. Y., 229 (6). 
 
 Clerk of school districts, allowance, Ariz., 182. 
 
 Closing a school, for lack of pupils, Mass., D 26. 
 
 Clothing provided for indigent deaf and blind chil- 
 dren, N. C., 1528. 
 
 Code, political, Cal., 122. 
 
 Codification of school laws, Iowa, 14. 
 
 Collection of local school tax, Ga., 322, 618. 
 
 College, agricultural, branch of university, Ga., 1396; 
 of mines, Mich., 27 (10); properties transferred to 
 county boards of education, Tenn., 1508. 
 
 Colleges ( see also Universities and colleges), may be 
 supported by tax, Ohio, 653; recipients of interest 
 of fund from sale of land, Fla., D 363; of agricul- 
 ture and the mechanic arts ( sec Agricultural and 
 mechanical colleges). 
 
 Collegiate course, branches of, in agricultural insti- 
 tution, Ga., 1396. 
 
 Collin wood school fire relief commission, Ohio, 37. 
 
 Colorado: D 6, 509, 677, 975, 1089, 1207, 1225, 1305, 
 1366, 1403, 1452, 1493, 1569, 1570, 1571, 1610. 
 
 Colored children, no exclusion of, Kans., D 17. 
 
 Colored people, school districts for, Del., 321. 
 
 Colored school taxes, Del., 616. 
 
 Columbus Day, declaring legal holiday, Colo., 975. 
 
 Commercial courses in high schools, Me., 495. 
 
 Commission, allowed to county treasurer, Va., 177. 
 
 Commission, agricultural and industrial education, 
 Okla., 1291; educational, created, 111., 12; Ky., 20; 
 for control of summer normal schools, Idaho, 933; 
 for examination normal school facilities, Vt., 918; 
 for the blind, state, Mass. ,1551; high-school build- 
 ing, Haverhill, Mass., 12-h; industrial education, 
 Md., 1278; Mass., 24, 1279, 1280; N. J., 1284; Okla., 
 1291; on state text-books, Kans., 71; school fire, 
 Ohio, 37; text-book, salaries, per diem, Mo., 1147 
 (2); N. C., 1150; Okla., 1151 (23); text-book uni- 
 formity, Cal., 1127; Idaho, 1146; Mo., D 1133, 
 1147; Mont., 1148; Nev., 1149; N. C., 1150; Okla., 
 1151; Tex., 1153; to amend, revise, and collate 
 the laws, Pa., 47; to devise method of expanding 
 school system, Va., 52; to examine and codify the 
 laws, Iowa, 14; to recodify the code of school law, 
 Wash., 53. 
 
 Commission plan, for cities, S. Dak., 253. 
 
 Commissioner, of deeds, N. Y., 229 (6); of educa- 
 tion, city, N. Y., 229 (2); of education, state, his 
 powers, N. Y., D 88; of land office to make leases, 
 Okla., 401; of public reports, N. J., 83; of public 
 works, N. Y., 229 (13). 
 
 Committee of appraisement, Conn., 510. 
 
 Common council, to investigate corporations, Ind., 
 D 197; to supervise and investigate, Ind., D 196. 
 
 Common schools, free, Mont., D 28; income fund, 
 N. Mex., 392; meaning of term, Okla., 1151 (25); 
 Kans., D 1236; organization of, Ohio, D 40; pro- 
 vided for by constitution, Cal., D 457. 
 
 ; others to enactment numbers.] 
 
 Compensation, of board of education, N. Mex., 32; 
 Ohio, 239; W. Va., 277; of clerks of boards, Ohio, 
 153; Nev., 224; of convention members, Oreg., 
 155; of county auditor, Iowa, 383; of county board, 
 I' la., 124; Utah, 167; of county high-school trus- 
 tees, Kans., 132; of county officers, S. C., 158; of 
 county superintendents, Mo., 141; Tex., 166; of 
 district clerks, N. J., 226; of members of board of 
 examiners, Iowa, 70; for school commissioners, 
 Tenn., 256; of school director, Wis., 278; of school- 
 district treasurer, Wis., 278; of state superintend- 
 ent, Mich., 27 (2); La., 72; of tax assessor, La., 
 516; of township officers, Mich., 296. 
 
 Compilation of school law, Dakota, N. Dak., 35. 
 
 Complaints of citizens. Pa., 48. 
 
 Composition, of state board of education. Cal., 63. 
 
 Compulsory school attendance, child labor, tru- 
 ancy, 1021-1087; Okla., 42; N. Y., 229 (5); act 
 interpreted, Tex., D 335; made more rigid, W. 
 Va., 54. See also Attendance, compulsory. 
 
 Compulsory education, S. Dak., 100; of deaf chil- 
 dren, Wis., 1546. 
 
 Condemnation of property for school purposes, Ind., 
 679; Ariz., 676; Cal., 671; 111., 078; Mich D 1687. 
 
 Conditions, of common schools, inquiry, Conn., 8; 
 under which state aid is withheld, W is., 506. 
 
 Congress, memorialized by Wisconsin legislature, 
 Wis., 55; to decide use of fund, S. C., 376. 
 
 Connecticut: 7, 8, 65, 66, 188, 189, 291, 458, 459, 460, 
 510, 511, 543, 544, 545, 546, 547, 734, 772, 905, 951, 
 985, 1120, 1140, 1226, 1274, 1404, 1405, 1453, 1494. 
 
 Connecticut Teachers’ Annuity Guild, state aid. 
 Conn., 872. 
 
 Consolidation, of administrative units. 314-361; of 
 rural school districts, Minn., 468; oi school dis- 
 tricts, W. Va., 54; Ariz., 317; Ga., 322; 111., 326; 
 Iowa, 327, 323; Kans., D 334; N. J., 344; Conn., 
 511; N. J., 579; size of school sites, Iowa, 682 (see 
 also Union school districts); of schools, 984-1020; 
 Ind., 988, D 989; Mo., 1002; Ohio, 1011; Wis., 1020. 
 
 Constitution, contravention of, Wis., D 287; directs 
 the levying of school taxes, N. C., D 652; new, of 
 Michigan, Mich., 27; of Oklahoma, Art. XI, 
 Okla., 400; of Oklahoma quoted, Okla., 42; 
 state, prohibits support of religious denomination, 
 Tex., D 377. 
 
 Construction of schoolhouses, Mass., 568; N. J., D 
 692; paid for on the rental plan, Okla., 654; with 
 reference to lighting, heating, and ventilation, 
 N. Dak., 707. 
 
 Contagious diseases ( see also Medical inspection 
 and vaccination); Cal., 1107; Conn., 1120 (5); 
 prohibiting school attendance from quarantined 
 places, Oreg., 1110; teachers’ salaries during 
 close of school because of, N. Mex., 859. 
 
 Contract, awarded to lowest bidder, N. J., D 228; 
 between district board and state board, 111., D 
 627; for school buildings, to include bond for 
 prompt payment for labor and material, S. Dak., 
 700; for school supplies, N. J., D 228; not impaired 
 by new law, Fla., D 1406; of teachers, 14. 
 
 Contravention, of the state constitution, Wis., D 
 287. 
 
 Control, by board of trustees, Tex., D 664; of public 
 education, 1-57; of public lands, Oreg., 403; of 
 public schools, Oal., D 5; Fla., D 10; Mich., 27; 
 Ala., D 118; Tenn., 259. See also Management 
 and government of schools. 
 
 Controller of taxes, N. J., 472. 
 
 Controversies under school law, N. J., D 84. 
 
 Controversy, between a citizen and school board, 
 N. J., D 31. 
 
 Conveyance, of land to U. S. Government for 
 weatherstation, Mich., 1417; of real estate belong- 
 ing to educational institutions, Va., 1510, 1511; of 
 schoolhouses and lands, N. J., 343. 
 
 Convenience of access to school, N. J., 30. 
 
 Conventions, county school board, Oreg., 155. 
 
 Conversion of the school fund, Cal., 417 (a). 
 
 Convicts, pay for their hire, S. 0., 1439. 
 
 Cooperation, of State and nation, Wis., 55; with 
 farmers for demonstration farms, N. Dak., 1434. 
 
 Corporal ‘punishment, 1101-1103; N. C., D 1101; 
 Tex., D 1102. 
 
 Corporate entity of school district, Cal., D 320 
 
 Corporate powers of school districts, Va., 27" 
 
INDEX. 
 
 349 
 
 [Figures in italics refer to pages 
 
 Corporate property, subject to local taxation, Ga., 
 618. ‘ _ _ „ 
 
 Corporate rights of College of Agriculture, N. C., 
 1429. 
 
 Corporation, a municipal, Mich., D 215; municipal, 
 empowered to employ a superintendent, Cal., 
 
 D 187; for the maintenance of schools, Wis., 1513. 
 
 Correspondence course, University of Wisconsin, 
 Wis., 1203. 
 
 Cost of county schools of agriculture, Wis., 607. 
 
 Counties, division of property between, Okla., 372. 
 
 County, may lend money to district, Va., 6C0; to 
 build schoolhouses, Okla., D 45; unit of school 
 organization, Ky., 133. 
 
 County advisory board, Tenn., 162. 
 
 County board of education ( see also Board of edu- 
 cation, county); S. Dak., 100; Minn., 137; com- 
 pensation, S. C., 158; eligibility, Ala., 116; per 
 diem, S. C., 160. 
 
 County boards and their officers, 116-181. 
 
 County commissioner, of schools, Mich., 134; power 
 of, Fla., D 617; to act where board fails, Ohio, 240. 
 
 County courts, appoint board of education, Tcnn., 
 165; levy taxes for school purposes, Oreg., 656. 
 
 County examiner, superseded, Ark., 120. 
 
 County free hi /T h schools, Mont., D 28. 
 
 County high-school fund, Kans., 132. 
 
 County road and school fund, Utah, 378. 
 
 County school boards, powers and duties, Va., 178. 
 
 County school district of the first c lass, Utah, 169. 
 
 County school examiners, Ohio, 154. 
 
 County superintendency of schools ( see also Super- 
 intendent of schools, county); abolished, Nev.,29. 
 
 County superintendent, 32;” to act in emergency, 
 Ky., D 22. 
 
 County supervision of schools, Tex., 166. 
 
 County taxation for school purposes, 611-D 664. 
 
 County treasurer, compensation, Va., 172. 
 
 Coupon bonds, Tex., 595. 
 
 Course of instruction in ceramics, N. J., 1422. 
 
 Course of study, agriculture, secondary schools, 
 Okla., 1291 (11); commissioner of high schools, 
 Ind., 1230; creating state committee to prepare, 
 Utah, 11C0; district agricultural high schools, Ga., 
 1277; elementary agriculture, Ark., 117<’.; elemen- 
 tary agriculture, Cal., 1177; Tex., 1178; for dis- 
 trict schools, Utah, 168; grammar-grade postgrad-- 
 uate, Cal., 1155; high schools giving normal train- 
 ing, Nebr., 923; high-school postgraduate, Cal., 
 1220; history, state and national, N. C., 1168; 
 industrial branches, Okla., 1291 (2); in schools of 
 N. Mex., 32; local geography and history, Le., 
 1166; public schools, elementary agriculture, 
 Okla., 1291 (2); requiring instruction in English 
 branches at least half day, Wis., 1163; sanitation, 
 Utah, 1173; special studies, Vt., 1162; state, Vt., 
 1161; state constitution, Del., 1164; state normal 
 schools, N. Dak., 914; Oreg., 917; state system of 
 normal instruction, Ind., 922; teachers' institutes, 
 Okla., 942; temperance instruction, N. C., 1172. 
 
 Court of common pleas, authorized school directors 
 to borrow money, Pa., 586. 
 
 Courts, juvenile. See Juvenile courts. 
 
 Courts, levying taxes for school purposes, Oreg., 656. 
 
 Credit, loaned and faith pledged, N. C., D 583. 
 
 Creditors and liens, Pa., 588. 
 
 Crimes, punishment of, N. J., 370. 
 
 Critic teachers paid in part by school district, 111., 
 D 627. 
 
 Custodian, of joint school districts, N. J., 526; of 
 schoolhouses, N. Y., 229 (2); of school moneys, 
 N. J., 526. 
 
 D. 
 
 Damages, dogs killing sheep, Mich., 517, 519; for 
 injuries to pupils, liability of district sustained, 
 Wash., D 728. 
 
 Data, demanded in reports, N. Dak., 91. 
 
 Date of district meetings, Okla., 302. 
 
 Days for special observance, 1182-1185 (see also Holi- 
 days, Columbus Day, Lincoln’s Birthday, etc.); 
 Arbor Day, Mont., 1182; N. J., 1184; Flag Day, 
 N. J., 1167; Jamestown Landing, N. II., 1183; 
 programmes, Kans., 1165; Rhode Island Inde- 
 pendence Day, R. I., 1169. 
 
 Deaf and dumb, education of, 1531-1546. 
 
 ; others to enactment numbers.] 
 
 Deaf, blind, and feeble-minded, instruction for, 
 Mich., 27 (15); Vt., 1530. 
 
 Deaf children compelled to attend school, N. C., 
 1556; Minn., 1046; Mich., 1039; S. Dak., 1073; ex- 
 empted from compulsory act, N. Dak., 1064. 
 
 Decisions of federal and state supreme courts, 299- 
 8U- 
 
 Decisions, of school directors final, Pa., D 49; of 
 state board of education, Cal., D 6; of state su- 
 preme courts (see index numbers preceded by D). 
 
 Decoration of school buildings, 713-731. 
 
 Defective children (see also Blind, Crippled, Deaf, 
 and Deaf and dumb children); enumeration, 
 New Orleans, La., 953; deaf and blind, Ind., 1574; 
 regulating importation into State, Md., 1583a. 
 
 Defective hearing. See Medical inspection, sight 
 and hearing. 
 
 Defective sight and hearing. See Medical inspec- 
 tion, sight and hearing. 
 
 Defectives, education of, 16, 1528-1562; Ark., D 62; 
 Okla., 42; enumeration, Ohio, 962. 
 
 Defects in sale of school lands, Ohio, 398. 
 
 Defenders Day, making legal holiday, Md., 977a. 
 
 Deficiency in apparatus and equipment, Wis., 492. 
 
 Deficit in school fund, Mich., 519. 
 
 Definition, of depopulated school districts, Kans., 
 331, 332; of elementary school, Vt., 486; of grades 
 of instruction, Fla., 461; of membership and 
 powers of board of investment, Minn., 77; of 
 powers and duties of educational commission, 111., 
 12; of provision of founder’s will, Colo., 1493; of 
 school age, Okla., 42; of school status, Cab, 4; of 
 school year, S. Dak., 100; of suitable school facili- 
 ties, N. J., 30; of term “colored children,” Okla., 
 42; of term “electors,” Wis., D 313; of term 
 “town,” R. I., 250; of white and colored schools, 
 Okla., 44. 
 
 Degree-granting institutions, Ohio, 1506. 
 
 Degrees (see also Teachers’ certificates; academic, 
 conferred, Ohio, 1506; Ind., 1406; certificate with- 
 out examination to holders of, Mich., 820; holders 
 of, exempted from examinations, Mich., 820; nor- 
 mal schools, 111., 810, 811, 812, 813. 
 
 Delaware: 9, 123, 292, 321, 418, 548, 549, 550, 615, 
 616, 856, 1026, 1104, 1306, 1454, 1533, 1548, 1572. 
 
 Delinquent children (see also Juvenile courts); Ala., 
 1563; Ariz., 1564; Ark., 1505; Cal., 1566, 1567; 
 Idaho, 1573, 1575; Ky., 1577, 1578; La., 1580, 1581; 
 Mich., 1586; Minn., 1587; Mont., 1590; Nebr., 
 1592; Oreg., 1600; Tenn., 1603; Wis., 1608; Wyo., 
 1609; detention homes, Colo., 1610; Iowa, 1611; 
 Kans., 1575; Minn., 1587; Nebr., 1614; N. J., 
 1615; Utah, 1616; industrial schools, Me., 1582; 
 Mass., 1584, 1584 (a); N. H., 1593; N.C., 1590; re- 
 form schools, Cal., 1566; Colo., 1571; Del., 1572; 
 Ind., 1574; Vt., 1605; Wash., 1606; Wis., 1608; 
 state orphan homes, Okla., 1599; truant and pa- 
 rental schools, Wis., 1617; truant schools, Mass., 
 1612. 
 
 Delinquents and dependents, education of, 16, 
 1563-1617. 
 
 Demonstration farms, experiment stations for, N. 
 Dak., 1434. 
 
 Demonstration of arid land, Utah, 1443. 
 
 Department, of agriculture, appropriation for, Va., 
 107; of education, recognition of graduates from, 
 Md., 818; of education, West Virginia University, 
 validating diplomas from, W. Va., 826; of public 
 instruction, N. Y.; 229, 232; of public reports, 
 N. J., 83. 
 
 Dependent children, Ariz., 1564; Ark., 1565; Cal., 
 1567, 1568; Colo., 1570; Ky., 1577, 1578; La., 1580, 
 1581. 
 
 Dependents and delinquents, education of, 16, 1563- 
 1617. 
 
 Depopulated school districts, Kans., 331, 332. 
 
 Deposit of school moneys, N. Dak., 371; Mich., 518; 
 Wyo., 537. 
 
 Depositories for school moneys, Ohio, 528. 
 
 Deprivation, of equal protection of law, Ky., D 21. 
 
 Deputy, commissioner of school lands, N. Dak., 427; 
 county superintendent, N. Dak., 152; state su- 
 perintendent, secretary of board, Wash., Ill, 113; 
 superintendent, Nev., 29; appointment of, Utah, 
 104. 
 
 Detention schools, 1610-1617. 
 
 Determination of cases of emergency, Ky., D 22. 
 
350 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages 
 
 Difference in tax levy between district and county 
 schools, Ga., D 621. 
 
 Diplomas, agricultural and mechanical colleges, 
 teachers’ certificate, Okla., 1291 (10); eighth-grade 
 pupils, Idaho, 1150; from military department, 
 Tenn., I486; Louisiana State University and Ag- 
 ricultural and Mechanical College, La., 817; nor- 
 mal school and university, 808-828 ( see also 
 Teachers’ certificate); normal schools, 111., 810, 
 811, 812, 813; postgraduate, Ind., D 814; teach- 
 ers’ certificate, Ark., 903; Kans., 816; Md., 818; 
 Nebr., 821; state university, teachers’ certificates, 
 W. Va., 826; universities and colleges, teachers’ 
 certificates, La., 818; Md., 819; Nebr., 821; without 
 examination, Wash., 112. See also Teachers’ 
 certificates. 
 
 Directors, of high schools, Iowa, D 129; of Toledo 
 University, Ohio, D 38. 
 
 Disbursement of state funds, Va., 488. 
 
 Discipline ( see also Government of schools, and 
 Corporal punishment), in school, 15, 1068-1105; 
 111., 329-333; Wis., 333-336; Wash., D 1098. 
 
 Discontinuing school districts, Ariz., 456. 
 
 Discounting warrants, Va., 51. 
 
 Discretion, of school authorities, Iowa, D 16; Wis., 
 D 56; allowed for using tax levy for repairs, Ky., 
 D 635; not given to city council, 111., D 630. 
 
 Dismissal of teachers, 14, 830-853 ( see also Teachers, 
 dismissal). 
 
 Disorganization, of school districts, Oreg., 156; 
 Kans., D 334. 
 
 Disposal, of forest-reserve fund, Oreg., 374; of unex- 
 pended school funds, Va., 487. 
 
 Disposition, of forest-reserve fund, Idaho, 364; of 
 state school lands, Oreg., D 404; Wash., 417; of 
 surplus in state treasury, Tenn., 482. 
 
 Dissolution, of educational corporations, N. J., 
 1505; of school district, Nebr., 342; of union of 
 towns, Me., 466. 
 
 Distinctions between white and colored school dis- 
 tricts, Tex., 530. 
 
 Distribution, of colored school taxes, Del., 616; of 
 forest-reserve fund, Nebr., 367; of reserve of tui- 
 tion fund, Ind., 631; of school funds, N. J., 472, 
 473; Oreg., 156; Utah, 378; of school laws, Del., 9. 
 
 District, boards and their officers, 182-289; clerk, 
 acts as member of board, Tenn., 163; directors, 
 abolished, Tenn., 162; library fund, Nebr., 1517; 
 school boards, N. Dak., 235; supervision, W. Va., 
 54; trustees, federal, state, and comity officers 
 ineligible, Va., 269; system oi school government, 
 Wis., 285. 
 
 Districts, school, boards and officers of ( see also 
 Board of education); classification of, Ariz., 454; 
 school, may be divided, Idaho, 325; state aid to 
 pay minimum salaries, Ohio, 867; teachers’ con- 
 tracts, Ala., 830, D 831; transportation of pupils, 
 Ohio, 1010. 
 
 Division, of administrative units, 314-361; of funds 
 into separate classes, Ind., 1495; of property be- 
 tween counties, Okla., 372; of school districts, 
 Va., 359; Minn., 520; of school lands, N. Dak., 
 395; of taxation, equitable, Nebr., 645. 
 
 Division boards, chairman of. Ky., 133. 
 
 Division superintendents, indorsing warrants, Va., 
 171; to discharge duties exclusively, Va., 108; 
 must not have any other business, Va., 173. 
 
 Doctor of veterinary science, degree granted, Mich., 
 1418. 
 
 Documents, publication of state, Pa., 97. 
 
 Domestic economy, county schools of, Wis., 607; 
 Mich.. 1281. 
 
 Domestic science, taught, Cal., 1177; Okla., 42, 
 1291 (2). 
 
 Drainage purposes, assessment for, Wash., 414; 
 bonds for, N. Dak., 430. 
 
 Drill, fire, in school, 1105. 
 
 Dry-farming experiment station, N. Dak., 1433. 
 
 Duties, of county school board, Cal., 121; N. C., 148; 
 Fla., 463; of county commissioners of schools, 
 Mich., 135; of county superintendent, Ariz., 119; 
 Wash., 179; of county treasurer, Colo., 509; Va. , 
 532; of land-office commissioner, N. Mex., 393; of 
 school examiners, N. Y., D 33; of state board of 
 agriculture, Mich., 27 (8); of state board of educa- 
 tion. Mich., 27 (6); of state library commission, 
 N. Dak., 1519; of state superintendent, Mich., 
 27 (2); Ariz., 60; Cal. ,64; Tenn. ,101; of tax assessor, 
 Mich., 518; of town clerks, Wis., 281. 
 
 ; others to enactment numbers.] 
 
 Duty to prescribe course of study for district schools, 
 U tah, 168. 
 
 E. 
 
 Eastern Illinois State Normal School, power to con- 
 fer degrees, 111., 811. 
 
 Education, basis of progress, Wis., 55; harmony be- 
 tween state and national, Wis., 55; in new con- 
 stitution of Mich., 27; legislation, bibliography, 16; 
 of blind and deaf children, Idaho, 1534; Nev., 1538; 
 Wis., 1546; of collegiate rank, Ky., 1397; of defect- 
 ives, 16, 1528-1562; of dependents and delinquents, 
 1563-1617; of teachers, 14; of the blind, Wis., 1557; 
 of the feeble-minded, Me., 1559; provided for in 
 constitution of Okla., 42; state board of, Mich., 
 27 (6); universal, Wis., 55. 
 
 Educational institutions, maintenance and estab- 
 lishment, New York City, N. Y., 694; special, 
 changing corporate name of certain, Ind., 1574; 
 establishing State Industrial School for Girls, 
 Colo., 1571; establishing Whittier State School for 
 Delinquents, Cal., 1566; establishment, Industrial 
 Institute and College for Girls, Okla., 1292; estab- 
 lishment, mining trade school, Wis., 1296; Indus- 
 trial School for Girls, Del., 1572; Industrial School 
 for Girls, Me., 1582; State School for Boys, Me., 
 1583; Tempe Normal School, Ariz., 1304; uniform 
 accounting, Wash., 1351, W. Va., 1354. 
 
 Educational lands, sale of, Nebr., 390. 
 
 Educational meetings, expenses to equal summer 
 school allowance, Vt., 945. 
 
 Educational supplies, increased expenditure for, 
 Wis., 730. 
 
 Election, not necessary to levy tax for repairs, 111., 
 623; ofboardofregents,Mich.,27 (3); of educational 
 authorities, 290-313; of members of county board, 
 Tenn., 165; of board in independent school dis- 
 tricts, Minn., 298; of free high-school district 
 officers, Wis., 312; of members of board, Conn., 
 188; Idaho, 293, 294; 111., 295; Mich., 297; Utah, 
 310; Vt., 311; of school commissioners, Vt., 268; 
 of school committee of supervision, Me., 207; of 
 school inspectors, 111., D 626: of school officers, 
 expenses, Nebr., 300; Ohio, 301; of state superin- 
 tendent, Mich., 27 (2); Utah, 104; special, to fill 
 vacancy, Iowa, 198; returns, certificates of, Pa., 
 305; to determine sale of school lands, La., 386. 
 
 Electors of school districts, Wis., 285. 
 
 Elementary education, special state aid, 453-492. 
 
 Elementary schools, defined, Vt., 486; proportion 
 of all funds for salaries, Cal., 855. 
 
 Elementary technical training, 1176-1181. 
 
 Elementary and secondary education administra- 
 tive control, 1-57. 
 
 Elements of agriculture, horticulture, stock feeding, 
 and domestic science taught, Okla., 42. 
 
 Eligibility for membership of county board, Ala., 
 116; of commissioner of schools, Mich., D 216; of 
 members of school board, Mich., 214; of principals 
 and teachers, N. Y., 229 (10); of school officers, 
 N. Dak., 151; to office of county superintendent, 
 Minn., 139; to office of district school trustees, 
 Tenn., 269. 
 
 Emergency, cases of, Ky., D 22. 
 
 Elmira, N. Y., teachers’ pensions, N. Y., 883. 
 
 Eminent domain, Ind., 679; acquisition play- 
 grounds, Portland, Oreg., 1199 (8); cities of first 
 class, Colo., 677; cities of over 50,000, Minn., 689; 
 for educational institutions, Ariz., 676; fer educa- 
 tional institutions, 111., 678; exercise of right of, 
 to secure water supply, N. C., 720; state normal 
 schools, Ky., 90'). 
 
 Employees of board of education, to be city officers, 
 N. Y., 229 (2); tenure of office, N. Y., 229 (2). 
 
 Employment of children. See Child labor. 
 
 Employment of teachers, 14, 830-853; of the blind. 
 Ark., 1547. See also Teachers’ employment. 
 
 Employment agencies for teachers, state, Mich., 841. 
 
 Encouragement of common schools, N. Y., 229 (12). 
 
 Endowed higher institutions, 16, 1491-1513. 
 
 Endowment lands, sale of S. Dak., 406. 
 
 Engineering building, equipment, N. J., 1424. 
 
 Engineering courses, excluded from free tuition, 
 Cal., 1491. 
 
 English language, medium of instruction, Mich., 
 27 (9). 
 
 Enlargement of school libraries, N. C., 1518; of 
 schools, special tax levy for, Tenn., 661; ofspccial, 
 tax districts, N. C., 650. 
 
INDEX. 
 
 351 
 
 [Figures in italics refer to pages ; others to enactment numbers.] 
 
 Enrollment of city children, Pa., 480. 
 
 Entrance fee for nonresidents in agricultural college, 
 Utah, 1442. 
 
 Entrance requirements, high schools, Idaho, 1150; 
 for nonresident pupils, Vt., 1010; state normal 
 schools, Nebr., 911 , universities, colleges, and nor- 
 mal schools, teachers’ certificates, Nebr., 821. 
 
 Enumeration, of specific powers of board, N. Y., 229 
 (4); of school children {see Census, schools); of tax- 
 ables, Pa,., 480. 
 
 Epileptic children, instruction for, Vt., 1529. 
 
 Equalization of tuition fund, Ind., 512. 
 
 Equipment, of buildings of Polytechnic Institute, 
 Ala., 1488; of College of Agriculture, 111., 1409; of 
 engineering building, N. J., 1424; school, proper, 
 Wis., 492; increased allowance for, Wis., 730; in- 
 crease in maximum expenditure for, N. Dak., 697; 
 Providence, R. I., authorized to borrow money 
 for, R. I., 725. 
 
 Erection of school-houses, bond issue for, Del., 550. 
 
 Errors in school census, Tenn., D 483. 
 
 Escheats, of property, Okla., 373: to belong to per- 
 manent school fund, Wash., 438. 
 
 Establishment, of agricultural college, Ga., 1396; of 
 a national system of education, Wis., 55; of libra- 
 ries in each township, Mich., 27 (14); of libraries in 
 rural districts, S. C., 1523; of public libraries in 
 school districts. Pa.. 1521; of public schools, Ind., 
 D 13; of school for the blind. Wis., 1557; of school 
 for the deaf, Okla., 1541; of school for the feeble- 
 minded, R. I., 1562. 
 
 Estimate, of expenses of board furnished to the city, 
 La., D 637; required, before borrowing money, 
 Mich. 569. 
 
 Ethical education, 1170-1174. 
 
 Evening high schools, status of, Cal., 806-310; Cal., 
 D 1194; entitled to share state high-school fund, 
 Cal., D 1224. 
 
 Evening lectures. See Public lectures. 
 
 Evening schools, 1193-1196; Macon, Ga., 1195; at- 
 tendance, Nebr., 1052; for adults, including for- 
 eigners, Pa., 1188; status of teachers, New York 
 City, N. Y., D 849; teachers of, New York City, 
 N. Y., D 849; teachers’ certificates, N. J., 1196 (1). 
 
 Examination of applicants for teachers’ position, 
 Mich., 29; Cal., 121; for horticultural inspectors, 
 Wash., 1448; not needed for graduates, Cal., 
 1492; of books, accounts, and records, Minn., 220; 
 of teachers (see Teachers, examinations); of 
 Tuskegee Institute, Ala., 1; physical, of pupils, 
 1120-11.25. See also Medical inspection. 
 
 Examinations, county board, for eighth grade, 
 Mont., 1158; eighth grade, for high school en- 
 trance, Idaho, 1156; for entrance to agricultural 
 and mechanical college, Okla., 1291 (12 and 13); 
 to eighth-grade graduates for normal school 
 scholarships, 111., 1157. 
 
 Examiner, public, his powers, Minn., 219. 
 
 Examiners, board of, Iowa, 766; city board of, ac- 
 ceptance of certificates by other cities, Ohio, 779; 
 board of, Buffalo, N. Y., examinations on half 
 holidays, N. Y., D 776; Buffalo, N. Y., right of 
 fixing date, N. Y., D 776; creation of, Seattle, 
 Wash., 786; county board of, Kans., 768; revoca- 
 tion of certificates, Mich., 800; district board of, 
 certificates, Kans., 816; school, county, Ohio, 154; 
 state board of, Miss., 770; compensation, Wyo., 
 788; creation, N. C., 777; to recommend books for 
 reading, Wyo., 788; validation of certificates of 
 other States, Iowa, 798. 
 
 Excess of apportionment of school fund, Ky., 465. 
 
 Exchange of school property, Va., 272. 
 
 Exclusion, from school for nonvaccination, N. Y., 
 D 34; of colored children from any public school, 
 Kans., D 17. 
 
 Excursions, school, cities authorized to provide, 
 N. J., 1186. 
 
 Exemption, from law, Pa., 248; from taxation of 
 school property, R. I., 657; Cal., 1491; Iowa, 1498; 
 of entertainments from license, Mass., 25; of prop- 
 erty from taxation, Vt., 450; of treasurer from 
 liability, Minn., 521. 
 
 Exemptions enjoyed by Yale, Conn., 1494. 
 
 Exercises, religious, in school not a violation of con- 
 stitution, Tex., D 377. 
 
 Exhibitions, shows, and amusements licenses of 
 Mass., 25. 
 
 Expansion, of school system, Va., 52. 
 
 Expenditure of unexpended balances, Ariz., 538. 
 
 Expenditures, annual, limited, Mass., 210; by board 
 of directors, Wash., 274; in villages, subject tn 
 popular vote, N. H., 646; local school, medical 
 inspection, Conn., 1120 (7); Mass., 1124; local 
 school, nurses, Boston, Mass., 11-3; of forest 
 reserve funds, Wash., 380; restriction of, Ohio, 
 242. 
 
 Expenses, of commission, Pa., 47; of county superin- 
 tendents, Minn., 136; Mont., 142; ofcounty board, 
 Ala., 116; of county superintendent, Del., 123; 
 of directors’ meetings, Wash., 179; of elections 
 Ohio, 301; of members of district school boards 
 Ohio, 236; of school directors, Pa., 157; of state 
 board of education, R. I., 99; of state officers, N. 
 Dak., 89; of state superintendent, Vt., 106; paid 
 without itemized statement, N. Dak., 89; school, 
 appropriation for, Del., 615. 
 
 Experience, of teachers, N. Y., 229 (10); required of 
 county superintendent, N. Dak., 150. 
 
 Experiment farms ( see Agricultural experiment 
 stations); district agricultural high schools, Okla., 
 1291 (15). 
 
 Experiment station, and model farm, Tenn., 1441; 
 change of name, Vt., 1445; management of, Ala.,, 
 1402; of agricultural school, Col., 1403; protection 
 of domestic animals, Va., 1446. W 
 
 Experimentation with soils, provision for, Mich., 
 1419. 
 
 Expulsion and suspension of pupils, 1103-1105. 
 
 Extension of city limits, Utah, 355. 
 
 Extension, of school term for deaf and blind chil- 
 dren, Del., 1533; Ohio, 1540; of time for making 
 apportionment, Okla., 477. 
 
 Extra teachers, compensation, N. Y., 229 (4). 
 
 F. 
 
 Facilities, school, additional, special tax for, S. C.* 
 659. 
 
 Failure to deliver property, Wash., 274. 
 
 Farm improvements, expenditure for, Ala., 1402. 
 
 Farm mortgages, school funds in, N. Dak., 428. 
 
 Farmers’ institutes, 1205-1212; La., 1209; Okla., 
 1436; distrioution of bulletins, Wis., 1211; district 
 agricultural schools, Okla., 1291 (16); state aid, 
 Ala., 1205; Cal., 1206; Colo., 1207; Ind., 1208. 
 
 Federation of Women’s Clubs, appropriation 
 toward statue of Sakakawea, promoted by, N. 
 Dak., 696. 
 
 Feeble-minded, education of, 1559-1562; Mich., 27 
 (15); children, exempted from compulsory act, 
 N. Dak., 1064. 
 
 Fees, for election officers, Nebr., 300; from lease and 
 sale of land, S. Dak., 405; removal of, for registra- 
 tion of teachers, Mass., 840; tuition, in agricultural 
 college, Kans., 1411. 
 
 Finality of decisions, Cal., D 5. 
 
 Finance, school, local, 50&-537. 
 
 Finance and support, state, 14. 
 
 Fines, for any breach of penal laws, Mich., 27 (14);. 
 for failing to deliver property, Wash., 275. 
 
 Fire drill, 1105; Ohio, 1105. 
 
 Fire escapes, inspection of schoolhouses with refer- 
 ence to, Ohio, 721; schoolhouses to be provided 
 with, Okla., 722. 
 
 Fire protection, authorizing bond issue to secure, in 
 Utica, N. Y., 695; construction of schoolhouses 
 with reference to, R. I., 726; Va.,727(2); hanging 
 of doors to public buildings, La., 717; inspection 
 of school buildings, Ohio, 721. 
 
 First-grade certificate, for county superintendents* 
 Iowa, D 130. 
 
 Fixation, of number of reports, Conn., 66. 
 
 Flag, United States, in school, 749-758. See alsa 
 United States flags. 
 
 Flag Day, requiring celebration, N. J., 1167. 
 
 Floor space, of study rooms, N. Y., 229 (13). 
 
 Florida: D 10, D 67, 124, 190, D 363, 462, 463, D 617, 
 D 906, 931, 932, 1027, 1275, 1295, 1307, 1308, 1309, 
 D 1395, D 1406, 1455, 1483. 
 
 Football. See Athletics, football. 
 
 Foreigners, evening schools, N. J., 1196; schools for 
 adult, Pa., 1188. 
 
 Forest reserve fund, United States, Cal., 362; Fla., 
 D 363; Mont., 366; Nebr., 367; Nev., 3C9; Oreg., 
 374; Wash., 380; Wis., 381; to be added to irre- 
 ducible fund, Oreg., 433; used for public schools,. 
 Idaho, 364. 
 
352 
 
 STATE SCHOOL SYSTEMS: 
 
 [Figures in italics refer to pages 
 
 Forest seedlings, nursery of, Vt., 1444. 
 
 Forestry, chair of, in state university, La., 1413; 
 creating reserve, Mich., 1319; school of, N. Dak., 
 1430; University of Minnesota, Minn., 1373. 
 
 Forfeiture of right to school lands, Kans., 384. 
 
 Formation, of administrative units, 314-361; of 
 school districts, Idaho, 325; Mum., 337, 338; Tex., 
 
 D 354, 597. 
 
 Fostering development of mineral industries, N. 
 Dak., 1480. 
 
 Founder’s will, definition of its provisions, Colo., 
 1493. 
 
 Fraternities, common schools (high and elemen- 
 tary), Ind., 1092; high school, 111., 329-333; high 
 school, Kans., 1094; Chicago, 111., D 1090, D 1091; 
 public schools, Minn., 1095; Ohio, 1097; Wash., 
 
 D 1090. 
 
 Free common schools, Mont., D 28; Idaho, 193. 
 
 Free high school districts, Wis., 312. 
 
 Free high schools for counties, Mont., D 299; Wis., 
 312; state aid for, Wis., 506. 
 
 Free public libraries in school districts, Pa., 1521, 
 1522. 
 
 Free scholarships in agricultural college, Mass., 
 1415a. 
 
 Free text-books, 1139a-1143; Conn., 189; N. Y., 229 
 ( 11 ). 
 
 Free tuition, for high school graduates, Ohio, 653; 
 for white deaf children, N. C., 1539. 
 
 Fruit-growing interests, promotion of, Wash., 1448. 
 
 Funds, derived from licenses and fines, N. Mex., 
 426; educational institutions, monthly reports, 
 Va., 1347; for agricultural college, Oreg., 1437; for 
 specific purposes, Ind., 513; for teaching military 
 tactics, r la., D 1483; forest reserve, United States, 
 Cal., 362; permanent school, Iowa, 383; primary 
 school interest, Mich., 27 (9); retirement ( see 
 Teachers’ pensions); state school, apportion- 
 ments, not applicable to kindergartens, Cal., D 
 1190; high schools, county, Kans., 1233, 1234; high 
 schools, San Irancisco, Cal., D 1224; state uni- 
 versity , W ash. , 1351 ; teachers’ institutes, N. Dak. , 
 940; apportionment, Ariz., 928, 929; use of, for 
 junior normal schools, Nebr., 922b, territorial, 
 converted to the use of state board, Okla., 94; 
 transfers from salary to printing, Cal., 904; tuition, 
 use of, for building ; Va., 710; withheld from dis- 
 tricts failing to maintain school for four months, 
 N. Dak., 475. 
 
 Furnishing supplies, Iowa, 69. 
 
 G. 
 
 Gambling, prohibited near certain schools, La., 737. 
 
 General administrative control of education, 14. 
 
 George Peabody College for Teachers,, appropria- 
 tion, Tenn., 898b. 
 
 Georgia: D ll, D 191, 322, D 323, D 324, 464, D 551, 
 618, D 619, D 620, D 621, D 735, 907, 1028, 1029, 1195, 
 1276, 1277, 1367, 1368, 1396, 1407, 1408, 1456. 
 
 Gifts and legacies, taxed, Okla., 446. 
 
 Gifts for benevolent purposes, Mich., 1502. 
 
 Good Friday, declared legal holiday, Minn., 978; de- 
 clared legal holiday, N. J., 980. 
 
 Government, of common schools, Kans., D 18; 
 Wash., 133; of schools, ( sec Control of schools); 
 corporal punishment, N. C., D 1101; Tex., D 1102; 
 exclusive duty of board, N. Y., 229 (4); high 
 schools, Cal., D 1223; rules for, Iowa, D 16; sus- 
 pension, Kans., 1103; Wis., 1104. 
 
 Governor, removing board members, La., D 205; 
 to appoint cadets, Mo., 1484. 
 
 Graded salaries, of teachers, W. Va., 277. 
 
 Graded schools, managed by board of directors, 
 Kans., 200; rural, Fla., 461. 
 
 Grades of instruction, definition of, Fla., 461. 
 
 Graduated income tax, levied, Okla., 447. 
 
 Graduated scale of salaries, W. Va., 180. 
 
 Graduates, admitted to practice without examina- 
 tion, Cal., 1492; exemptions from teachers’ exami- 
 nations, Mich., 820; normal schools, certificates, 
 Idaho, 809; of ten years’ standing, on board of 
 trustees, Conn., 1405; recognition of, from institu- 
 tions conforming with University of Nebraska, 
 Nebr., 821; teachers’ certificates, Ohio., 779. 
 
 LEGISLATION, ETC., 1906-8. 
 
 1 ; others to enactment numbers.] 
 
 Grammar schools, part of common schools, Cal.. 
 D 457. 
 
 Grant of land by the United States, 1450-1479; 
 Okla., 400 (1). 
 
 H. 
 
 Half holidays, Buffalo, N. Y., teachers’ examinations 
 on, N. Y. (D) 776. 
 
 Harmony, between state and national education, 
 Wis., 55. 
 
 Hastings College of Law, affiliation with University 
 of California, Cal., 1365. 
 
 Haverhill, Mass., high school building commission, 
 Mass., 1243. 
 
 Haynesville High School, prohibiting gambling 
 near, La., 737. 
 
 Hazing, penalties, Cal., 1088; state institutions, 
 Colo., 1089. 
 
 Health and sanitation, prohibiting hospitals near 
 school houses, Nev., 741. 
 
 Health, count y superintendent of, N. Dak., 707; 
 law, public, N. Y., D 34; of pupils, construction 
 of school houses with reference to. Va., 727; offi- 
 cers, county, to inspect places where children 
 are employed, Miss., 1047. 
 
 Health regulations, 15, 1106-1125; l\\., 820-322; N. C., 
 322-324; N. Y.. 324-326; Pa., 326-329; required by, 
 safety of public, Ohio, D 41. 
 
 Heating and ventilation, Pa., 723. 
 
 Heating appliances, N. Y., 229 (13). 
 
 Heating, lighting, and ventilation, approval of 
 school houses with reference to, Va., 727 (1). 
 
 High school, appropriation for, Va., 107; attend- 
 ance, no power to compel, Iowa, D 15; board of 
 inspectors, N. Dak., 500; county, Mont., D 28; 
 fraternities, 111., 329-383; tuition fee, Iowa, D 15. 
 
 High schools, accredited, to the University of Ne- 
 braska, Nebr., 923; to agricultural and mechanical 
 college, Okla., 1291 (11); acquisition of property 
 by condemnation, 111., 678; agricultural, Okla*, 
 1291 (14); athletics, Iowa, D 1093; contracts 
 between districts for tuition, Tenn., 1262; N. H., 
 1249, D 1250, D 1251, 1251; county, Ala., 1213, 1214, 
 1215; Colo., 1225; Iowa, 1232; Kans.. D 1238; 
 Mont., 1244, 1245; Nebr., 1247; Nev., 1248; N. C., 
 1255; Wyo., 1271, 1272; county, electors to vote on 
 bonds, Cal., 1221; location, Oreg.. 1257; power of 
 principals to suspend students, Kans., 1103; dis- 
 trict agricultural, Ga., 1277; district (judicial) 
 agricultural, Okla., 1291 (14); districts with one or 
 more, Cal., 1220; establishment by districts, Cal., 
 1222; exempting from county text-book uniform- 
 ity, Wis., 1154; evening ( see Evening high schools); 
 fees, nonresidents, 111., 1227; fees, nonresidents, 
 Me., 1141; free, attended by nonresidents, Wis., 
 D 381; free, for counties, Mont., D 299; govern- 
 ment, Cal., D 1224; in cities of the first class, 
 Wis., D 288; joint township, Ohio, 1256; Pa., 1260; 
 Leicester, Mass., 1242; liability for tuition of dis- 
 trict not maintaining high school, Wis., D 1270; 
 manual training instruction, Wis., 1181; normal 
 instruction, Va., 926; normal training, Nebr., 923; 
 of at least two teachers, Mass., 497; payment of 
 tuition of children from districts without, Pa., 
 1259; postgraduate courses, Cal., 1220; prohibiting 
 students of, from playing or being employed in 
 billiard halls, N. Dak., 1065; removal of limita- 
 tions as to location, Wis., 704; reviving Essex 
 County, N. Y., 1265; right of board to fix course of 
 study, Vt., D 1266; right of districts to main- 
 tain, 111., I) 1228; separate, for negroes and 
 whites, constitutional, Kans., D 1237; special 
 tax for, W. Va., 672; standards, and qualifica- 
 tions of pupils, Vt., i264; state aid, S. C., 1261; 
 Syracuse, N. Y., bond issue for building, N. Y., 
 1253; tax levy, Kans., 1234, 1235; township, ad- 
 mission of seventh-grade pupils, Mich., 1044; 
 township, compulsory attendance, Mich., 1043; 
 transportation of pupils, Conn., 985; tuition fees, 
 Conn., 1226; Tyler County, W. Va., 1268; uniform 
 courses of study, Ind., 1230; union districts, Oreg., 
 1258; universal free four-year course, Nebr., 1247. 
 
 High schools and academies, 15. 
 
 Higher institutions of learning (see also Universities 
 and colleges); under state control, 1491-1513. 
 
INDEX. 
 
 353 
 
 [Figures in italics refer to pages ; others to enactment numbers.] 
 
 Higher technical education, IS. 
 
 Historian, state, creating office, Me., 11CG. 
 
 History, civics, as studies, 1164-1169; instruction, 
 state and national, N. C., 1168; local, creating 
 boards to compile and publish, Me., 1166. 
 
 Holders, of school land contracts, N. Dak., 394; of 
 second-grade certificates ineligible for county 
 superintendent, Kans., D 131. 
 
 Holding an office, sufficient qualification for re- 
 election, Mich., D 216. 
 
 Holidays for schools, 975-983; Columbus Day, 
 Colo., 975; declaring which days are, Wash., 
 983; Defenders’ Day, Md., 977a; examinations 
 for teachers on, Buffalo, N. Y., D 776; Good 
 Friday, Minn., 978; N. J., 980; Labor Day, 
 Okla., 981; S. Dak., 982; Lincoln’s Birthday, 
 Ind., 976; S. Dak., 982; Patriot’s Day, Me., 977; 
 payment of teachers’ salaries, N. Mex., 859; three 
 hundredth anniversary of landing at Jamestown, 
 Va., N. H., 1183. See also Days for special obser- 
 vance. 
 
 Home economics, summer courses, N. J„ 939. 
 
 Horticultural experiment station, Tenn., 1451. 
 
 Horticulture, elements of, taught, Okla., 42. 
 
 Hospital school, for crippled and deformed chil- 
 dren, Mass., 1558. 
 
 Hygiene, alcohol, narcotics, 1170-1174; instruction 
 as to tuberculosis, Mass., 1110. 
 
 Hygienic provisions in school buildings, N. Y., 
 229 (13). 
 
 I. 
 
 Idaho: 68, 126, 192, 193, 293, 294, 325, 364, 622, 764, 
 933, 952, 986, 1030, 1146, 1156, 1229, 1310, 1311, 1312, 
 1313, 1314, D 1315, D 1369, 1457, 1534, 1573. 
 
 Illegal levies, for school purposes, W. Va., 489. 
 
 Illinois: 12, 127, D 194, D 195, 295, 326, 440, D 552, 
 D 553, 623, 624, D 625, D 626, D 627, D 628, D 629, 
 D 630, 736, 810, 811, 812, 813, D 835, 873, 874, D 875, 
 C08, 1031, D 1090, D 1091, D 1108, 1157, 1227, D 
 1228, D 1298, 1409, 1458, 320-822, 329-332. 
 
 Immigration, flowing into this country, Wis., 55. 
 
 Improvement of live stock and poultry, Mich., 1419. 
 
 Inauguration of commercial courses, Md., 496. 
 
 Income from permanent school fund, Okla., 400 (3); 
 Vt., 435 (3); from school lands, Okla., 402. 
 
 Income tax, levied, Okla., 447. 
 
 Incorporation of academies, Me., 494; of cities, S. 
 Dak., 253; Tenn., 258; of college, Mich., 1501; of 
 independent school districts, Tex., D 353; of pro- 
 fessional schools, Ind., 1496; of university, Vt., 
 1509. 
 
 Increase, in number of board members, Wis., 280; 
 in rate of interest on bonds, Kans., 561; of annual 
 tax levy, S. C., 660; of fund for agricultural college, 
 Oreg., 1437; of lawful indebtedness, Pa., 589; of 
 number of school inspectors, 111., 624; of state aid 
 for schools, Wis., 491; of state school tax, Ala., 
 439; Me., 443; Tex., 448; of superintendents’ salary, 
 La., 72; Me., 74; Miss., 79; Mont., 81; Pa., 96; Va., 
 107; of teachers’ salaries, Del., 615. 
 
 Incumbent of office must be a taxpayer, Mich., 213. 
 
 Indebtedness, incurred for school purposes, Mass., 
 564, 565, 566, 567; local, 538-610; of joint districts, 
 Cal., 541; of school districts, W. Va., 606; of school 
 districts, divided, N. Dak., 347; preexisting, Tex., 
 D 597. 
 
 Indemnity lands, sale of, S. Dak., 406; Mont., 388. 
 
 Independent school districts, Idaho, 192; S. Dak., 
 255; Minn., 298; Tex., D 353. 
 
 Indian children, compulsory attendance, N. C., 
 D 1062, 1063; S. Dak., 1072. 
 
 Indiana: D 13, D 128, D 196, D 197, 419, 420, 441, 
 512, 554, 555, 556, 557, 558, 559, 631, 679, 680, D 681, 
 713, D 714, 750, 765, D 797, D 814, D 836, D 837, 
 857, 876, 922, 934, 935, 976, 987, 988, D 989, 1092, 
 1128, 1129, 1208, 1230, 1459, 1495, 1496, 1497, D 1515, 
 1574, 339-342. 
 
 Indianapolis, Ind., pension fund for teachers, Ind., 
 876. 
 
 Indigent blind pupils, Mich, 1552; blind and deaf 
 children clothed, N. C., 1528; defective children, 
 instruction for, Vt., 1529; Del., 1533; feeble- 
 minded provided for, N. C., 1561; pupils, aid for, 
 
 63470—09 23 
 
 in higher educational institutions, Va., 1348; care 
 of, Campbell and Scott counties, Tenn., 1074; free 
 text-books, Mo., 1147 (14); higher educational 
 institutions, N. Mex., 1332. 
 
 Individuals, private, make land grant, Ga., 1407. 
 
 Indorsement of teachers certificates granted by 
 other States. See Teachers’ certificates, indorse- 
 ment. 
 
 Industrial and manual training, 1176-1181. 
 
 Industrial and technical schools, 15. 
 
 Industrial education ( see also Manual training, 
 Domestic economy, Agriculture, Trade schools, 
 etc.); appropriation, industrial institute and col- 
 lege, Miss., 1322; city schools, N. J., 1286; city 
 technical schools, Wis., 1294; city trade schools, 
 Wis., 1293; commission on, Mass., 24; county 
 agricultural schools, Miss., 1282; Wis., 1295; creat- 
 ing system of, Okla., 1291; dependent and delin- 
 quent children, Colo., 1571; Del., 1572; Ind., 1574; 
 Me., 1582, 1583; Mass., 1584, 1584 (a); N. H., 1593; 
 Ohio, 1598; S. Dak., 1602; Vt., 1605; Wis., 1608; 
 establishing county schools of agriculture and 
 mechanic arts, Mich., 1281; establishing institution 
 for girls, Okla., 1292; establishing mining trade 
 school, Wis., 1296; North Dakota Academy of 
 Science, N. Dak., 1289; recommending congres- 
 sional appropriations, Ga., 1276; secondary 
 schools, Ga., 1277; state commission, Md., 1278; 
 Mass., 1219, 1278; N. J., 1284; Okla., 1291; state 
 normal school, N. Dak., 915; textile schools, 
 Mass., 1279; trade schools in cities, N. Y., 1287; 
 transfer of pupils, Mass., 1280; women, establish- 
 ing schools, Va., 919. 
 
 Ineligibility, of justices of the peace, Tenn., 163. 
 
 Injunction, against removal, La., D 205. 
 
 Inquiry, into conditions of common schools, Conn., 
 
 8 . 
 
 Insane, provided for, Mich., 27 (15). 
 
 I Inspection, board of, for schoolhouses, N. Dak., 707; 
 
 ! medical, 1120-1125 (see also Medical inspection); 
 of schoolhouses, 713-731; by state inspectors of 
 health, Mass., 719; county board providing for, 
 N. Dak., 707. 
 
 Inspector of accredited schools, Wash., 113; of books, 
 accounts, bills, etc., Minn., 219; of day schools for 
 the deaf, Wis., 1557. 
 
 Inspectors, medical (see Medical inspection, in- 
 spectors); school, a body corporate, Mich., D 215; 
 schools, number of, 111., 624. 
 
 Inspectors’ institutes, annual, Wash., 1448. 
 
 Institute attendance, teachers need not make up 
 time, Idaho, 193. 
 
 Institutes, farmers’, 1205-1212; teachers (see Teachers’ 
 institutes); teachers’, summer schools, 928-946. 
 
 Institution, for the feeble-minded, N. Dak., 1561; 
 for defectives, Mich., 27 (15); in agricultural col- 
 lege free to residents of state, Utah, 1442; in col- 
 lege of agriculture increased, 111., 1409; in elements 
 of agriculture, Mass., 1399; of deaf, blind, idiotic 
 children of indigent parents, Vt., 1529, 1530; sec- 
 tarian, N. Y., 313-816; Tex., 316-320; subject-mat- 
 ter of, 1155-1185. 
 
 Instructor of adult indigent blind persons, Del., 
 1548. 
 
 Interest, of school fund, N. Dak., 371; Mass., 422; 
 rate of, on sale contracts, Nebr., 389. 
 
 Interest-bearing evidence of indebtedness not to be 
 issued, Ark., D 540. 
 
 Interference, by court, Iowa, D 16. 
 
 Intoxicating liquors, illegal sale in prohibited school 
 districts, Ga., 735; Tenn., D 747; Nashville, Tenn., 
 prohibiting sale in certain areas, Tenn., 746; penal- 
 ties for sale to pupils, Ariz., 732; prohibiting sale 
 near schools, Ark., 1363; Conn., 734; 111., 736; La., 
 738, 739; Oreg., 742; R. I., 743; S. Dak., 744, 745. 
 
 Intrusion, into office suit, La., D 205. 
 
 Investigation, of arid land, Utah, 1443; of charges, 
 Ohio, 92; of oyster propagation, N. J., 1425; of the 
 school system, Ky., 20; Pa., 48. 
 
 Investment, of school funds, Minn., 423; N. Dak., 
 428; Okla., 431; Vt.,435(2); Wash., 437; of school 
 moneys derived from sale of lands, N. Mex., 393; 
 of school moneys in securities, S. Dak., 529; ol 
 school moneys in state bonds, Minn., 522; of per- 
 manent trust funds, Minn., 77. 
 
354 
 
 STATE SCHOOL SYSTEMS: 
 
 •EGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages 
 
 Iowa: 14, D 15, D 16, 69, 70, D 129, D 130, 198, 327, 
 328, D 329, 383, 560, 682, D 683, 766, 767, 798, 815, 
 D 990, 1032, D 1093, 1231, D 1232, 1316, 1410, 1498, 
 1516, 1611. 
 
 Irreducible school fund, Oreg., 433. See also Funds; 
 School fund. 
 
 Irrigation and dry farming experiment station, 
 N. Dak., 1433. 
 
 Islands in navigable streams, Ivans., 385. 
 
 Issuance of certificate to treasurer to pay bills, 
 Wash., 536. 
 
 Issue of deeds for right of way, N. Dak., 394; of dis- 
 trict school bonds, Cal., D 542; Conn., 543, 545, 
 546, 547; Del., 548. 
 
 Items, specified for report, N. Dak., 91. 
 
 J. 
 
 Janitors, control of, by school committee, Worces- 
 ter, Mass., 719a; of schoolho uses, Mass., 209; N.Y., 
 229 (2); salaries, educational funds, Ky., D 715; 
 Ind., 713. 
 
 Joint school committees, Me., 466. 
 
 Joint school districts, custodians of, N. J., 526. Sec 
 also Union school districts. 
 
 Joint standing committee on education. Conn., 8. 
 Joint subdistricts, abolished, Ohio, 348. 
 
 Judges of judicial circuit to appoint the board, Wis., 
 D 287. 
 
 Jurisdiction, of commissioner of education, N. Y., 
 D 88; of State departments of education, N. Y., 
 299-306; of supreme court, Okla., 372. 
 
 Justices of the peace ineligibility, Tenn., 163. 
 Juvenile courts, Ala., 1563; Ariz., 1564; Ark., 1565; 
 Colo., 1569, 1570, 1610; Kans., 1575; La., 1580, 1581; 
 Minn., 1587; Mo., 1589; Mont., 1591; Nebr., 1614; 
 Oreg., 1600; Tenn., 1603; Utah, 1604. 
 
 K. 
 
 Kansas: D 17, D 18, 71, 131, 132, 199, 200, 330, 331, 
 332, 333, D 334, 384, 385, 421, 561, 562, 563, 632, 633, 
 751, 756, 768, 789, 816, 991, 992, 1033, 1094, 1103, 1130, 
 1165, 1191, 1233, 1234, 1235, D 1236, D 1237, D 1238, 
 1317, 1411, 1460, 1575. 
 
 Kentucky: 19, 20, D 21, D 22, 133, D 201, D 365, 465, 
 634, D 635, D 684, D 715, D 716, 769, 909, 1034, 1035, 
 D 1174, 1239, 1370, 1397, D 1398, 1461, 1499, 1576, 
 1577, 1578. 
 
 Kindergartens, 1190-1193; authorizing establish- 
 ment, Kans., 1191; Tex., 1192; held to be primary 
 school, Cal., D 457; nonparticipation in appor- 
 tionment state school funds, Cal., D 1190; Kans., 
 1191; Tex., 1192; part of common schools, Cal., 
 D 457; status of, Cal., 310-313; teachers’ certifi- 
 cates, Vt., 791; certificates, Wis., 795, 796; train- 
 ing schools, certificates to graduates, Wis., 795, 
 796. 
 
 L. 
 
 Labor Day, declared legal holiday, Okla., 981; S. 
 Dak., 982. 
 
 Lack of pupils, close of school, Mass., D 26. 
 
 Land-grant colleges. See Agricultural and mechan- 
 ical colleges. 
 
 Land office, commissioner of, N. Mex., 393. 
 
 Land patents, reviewable by court, Oreg., D 404; 
 S. Dak., 408. 
 
 Lands, agricultural college, forest reserve, Mich., 
 1319; belonging to churches or schools, can not be 
 condemned. Pa., 246; distribution of income 
 among educational institutions, Okla., 1340; ex- 
 periment stations, S. Dak., 1342, 1343; given by 
 private individuals, Mich., 27 (11); Ga., 1407; 
 Girls’ Industrial School, Ala., 1303; normal 
 schools, inviolability of funds arising from, Mont., 
 D 1326, D 1327; reserved for higher education, 
 Okla., 400(5); State Agricultural College, Colo., 
 1305; State university, sale of, Ala., 1357; Okla., 
 1382; Tempe Normal School, Ariz., 1304; without 
 heirs, escheat to the state, Mich., 27 (12). 
 
 Lapsed school districts, Cal., 508. 
 
 ; others to enactment numbers.] 
 
 Law, department of, state university, abolishing 
 fees, Wis., 1391; state university, establishing, 
 Ky., 1370. 
 
 Laws of school maintenance extended, Vt., 357. 
 
 Laying off counties in school districts, Ga., D 621. 
 
 Lease of land for oil and gas, Okla., 402. 
 
 Leases, made by commissioner of land office, Okla., 
 401. 
 
 Leasing public lands, N. Mex., 393; La., 386. 
 
 Lectures, in office of superintendent, Wis., 114: 
 public, 1201-1204. 
 
 Legacies, gifts and bequests, taxed, Okla., 446. 
 
 Legal right to separate schools, Okla., D 45. 
 
 Legalizing school bonds, Minn., D 574; N. Y., 582. 
 
 Legislation for the welfare of schools, Pa., 47; on 
 education, bibliography, 16; reviews of, 16; spe- 
 cial, Wis., D 288. 
 
 Legislature, authorized to make appropriation for 
 normal schools, Ky., 1398; can create special 
 school districts, N. C., D 651; inherent power of, 
 Tex., D 597; no power to compel pay for high 
 school attendance, Iowa, D 15; obliged to main- 
 tain certain educational institutions, Mich., 27 
 (10); to designate college as recipient of land grant, 
 Fla., D 363. 
 
 Length of school term, Ariz., 612. See School term. 
 
 Length of service, to determine salary, N. Y., 229 (8). 
 
 Levy of taxes, by board of education, Ohio, D 38; 
 Wyo., 289; for payment of bond interest, Kans., 
 633. 
 
 Liability for indebtedness proportional, Cal., 541; 
 for losses in investments, Minn., 522. 
 
 Libraries, for school districts, allowed, Mich., 639; 
 for schools in rural districts, Va., 1526; public 
 school, 16, 1514-1527; Cal., 1127; appropriation for, 
 Wis., 114. 
 
 Libraries and equipment of high schools, N. Dak., 
 500. 
 
 Library fund provided for, Nebr., 1517. 
 
 Library privileges for city, village, and special school 
 districts, Ohio., 1520. 
 
 Licenses, of exhibitions, exemption, Mass., 25; 
 teachers’, Ind., 339-342. 
 
 Life certificates. See Teachers’ certificates, life. 
 
 Lighting, heating, and ventilation of schoolhouses, 
 N. Dak., 707. 
 
 Limit of tax levy, Kans., 633; Tex., 664; constitu- 
 tional, Fla., D 617; maximum, Tex., 662; Fla., 
 D 617; raised, Minn., 641; removed, La., 636; 
 Mich., 640. 
 
 Limit set in founder’s will, Colo., 1493. 
 
 Limitation, as to maximum salary of professors 
 removed, Ohio, 1435; of act regarding rural 
 schools, Minn., 468; of bond issues, Nebr., 576, 
 N. J., 578; of indebtedness, Okla., 585; Wash., 602. 
 
 Limits, territorial, of school district, Cal., D 320. 
 
 Lincoln’s birthday, declared legal holiday, Ind., 
 976; S. Dak., 982. 
 
 Lines of municipality coextensive with school 
 district, N. J., 343. 
 
 Liquor selling, a violation of code, Iowa, D 329. 
 
 Liquors, intoxicating, on trains, N. Mex., 426. 
 
 Literary funds. See Funds, tuition. 
 
 Litigation on part of railroad companies, N. J., 472. 
 
 Live stock and poultry, experiment with, Mich., 
 1419. 
 
 Loans from the school fund, Cal., 417 (a); Ind., 420; 
 of school district, limits of, Wis., 610. 
 
 Local bonds and indebtedness, 538-610. 
 
 Local finance, school support, 14, 508-537. 
 
 Local school taxes, maximum, N. J., 648. 
 
 Local school districts, taxlevies, W. Va., 671; Wash. 
 669, 670; Utah, 665; Wis., 673. 
 
 Local tax district schools, Ga., 618, D 620. 
 
 Local taxation, basis of state aid, S. C., 501; for 
 school purposes, 611-D 675; for school purposes, 
 C,a., D 191, 322, D 324. 
 
 Location, of public lands, expenses for, N. Mex., 
 392; of schools, Ala., D 118. 
 
 Louisiana: 23, 72, 73, 202, 203, 204, D 205, 386, 387, 
 D 442, 515, 636, D 637, 717, 737, 738, 739, 817, 818, 
 838, 877, 953, 1036, 1121, 1131, 1132, 1209, 1318, 1371, 
 1412, 1413, 1535, 1549, 1579, 1580, 1581. State 
 University and Agricultural and Mechanical 
 College, diplomas and degrees, La., 817; fees, 
 La., 1371; retiring allowance, Carnegie founda- 
 tion, La., 877. 
 
INDEX. 
 
 355 
 
 [Figures in italics refer to pages 
 
 M. 
 
 McMichael school law, Ga., Dll. 
 
 Maine: 74, 206, 207, 208, 443, 466, 494, 495, 638, 718, 
 752, 922 a, 977, 993, 1166, 1240, 1241, 1278, 1462, 1500, 
 1550, 1559, 1582, 1583. 
 
 Maintenance, of private schools, Okla., 44; of public 
 schools, Tenn., D 260; of schools for white and 
 negro races, Ky., D 21; of schools, cost of within 
 tax levy, Tex., D 664; of schools for the year, La., 
 D 637. 
 
 Majority vote, must apply for special tax, Tex., 663; 
 required for annexation, Okla., 350. 
 
 Management, of agricultural schools, Ala., 1402; of 
 public lands, Oreg., 403; of public schools, Term., 
 256, 308; Ga., D 551; of schools derived from law, 
 Ala., D 2; of schools, regulations, N. Y., D 87; of 
 state lands, Wash., 417. 
 
 Mandamus against school board, Wis., D 286. 
 
 Maimer, of electing school officers. Pa., 304; of levy- 
 ing taxes, Va., 358; W. Va., 489; of selecting pres- 
 ident of board, Okla., 1436. 
 
 Manual training, county schools, Mich., 1281; high 
 schools, Wis., 1181; in every congressional dis- 
 trict, Va., 107; instruction, Cal., 1177; prepara- 
 tion of teachers, N. Dak., 915; summer courses, 
 N. J., 939; urging passage of the Burkett- Pollard 
 bill, Utah, 1179. 
 
 Manual and industrial training, 1176-1181. 
 
 Marriage of teachers, New York City, N. Y., D 847; 
 female, vacates contract, La., 838. 
 
 Maryland: D 75, 467, 467 (a), 496, 819, D 839, 858, 
 1141. 
 
 Massachusetts: 24, 25, D 26, 76, 209, 210, 210 a, D 
 335, 422, 497, 564, 565, 566, 567, 578, 685, 686, 719, 
 719 a, 840, 878, 879, 880, 910, 994, 995, D 996, D 997, 
 D 998, D 999, 1037, D 1038, 1109, 1110, D 1111, 1122, 
 1123, 1124, 1170, 1197, 1197 (a), 1197 (b), 1242, 1243, 
 1280, 1399, 1414, 1415, 1415 (a), 1551, 1558, 1560, 
 1584, 1584 (a), 1612, 3{2-3U. 
 
 Maximum, age for admission to school for the blind, 
 N. Mex., 1555; amount of state aid, N. Dak., 500; 
 limit of bond issue, Conn., 547; Minn., 570; Tenn., 
 594; N. Dak., 584; Utah, 598; W. Va., 605; limit 
 of school tax raised, Minn., 641; salary, increased, 
 Conn., 65; school tax, Ark., 613; Miss., 642, 643, 
 Okla., 654; Tex., 662; school tax increased, Mont., 
 644; N. J., 648; special tax levy, Idaho, 622; tax 
 rate, Utah, 449. 
 
 Mayor, city, appoints board of education. Cal., 185. 
 
 Measures to be voted on, Tex., D 309. 
 
 Medical college, establishing at state university, 
 Ky., 1370, Wis., 1392; state, appropriation, Ala., 
 1358. 
 
 Medical inspection, 1120-1125; contagious diseases, 
 Conn., 1120 (5); expenditures, Mass., 1124; nurses, 
 Conn., 1120 (6); Mass., 1123; sight and hearing, 
 Conn., 1120 (4); La., 1121 ;Va., 1125; state aid, Mass., 
 1122; towns and districts, Conn., 1120; examina- 
 tion of retired teachers, Utah, 895 (12). 
 
 Meetings, annual school, Ark., 613; for school elec- 
 tion, Del., 292; of board, compensation for, Ohio, 
 239; of directors, Wash., 179; of school examiners, 
 N. Y.,D 33. 
 
 Members, of county board, N. C., 147; of county 
 board, appointed, Tenn., 165; of educational com- 
 mission, 111., 12; Ky., 20; of school commission, 
 number, Vt., 267; of state board of agriculture, 
 Mich., 27 (8); of state board of education, Mich., 
 27(6). 
 
 Merchants, excepted from law of pecuniary interest 
 in supplies, Va., 51. 
 
 Method, equitable, of apportionment. Pa. , 480; of ap- 
 portionment of school moneys, Nev., 29; of assess- 
 ing taxes antagonistic to constitution, Ga., D 619; 
 of bond issuance, Minn., 572; of citation in this 
 work, 16; of classification and arrangement, IS; 
 of creating educational co mm ission, 111., 12; Ky., 
 20; of changing district lines, Ala., 314; of paying 
 expenses, Colo., 1403; of paying school revenues, 
 Ariz., 455; of payment of bonds, Del., 550; of pre- 
 sentation, 12. 
 
 Michigan: 27 (1-15), 134, 135, 211, 212, 213, 214, 
 D 215, D 216, 296, 297, 517, 518, 519, 569, 639, 640, 
 D 687, 799, 800, 820, 841, D 842, 955, 1039, 1040, 1041, 
 D 1042, 1043, 1044, 1281, 1299, 1319, 1320, 1416, 1417, 
 1418, 1419, 1501, 1502, 1536, 1552, 1585, 1586. 
 
 ; others to enactment numbers.] 
 
 Mileage, of members of state board, Okla., 94; paid 
 to county superintendents, Wash., 110. 
 
 Military, department of university, Mo., 1484; or- 
 ganizations, Vt., 1487; schools, 1483-1487; science 
 taught, Tenn., 1486; Vt., 1487; tactics taught at 
 college, Fla., D 1483. 
 
 Milwaukee, Wis., teachers’ pensions, Wis., 897. 
 
 Mineral-bearing school lands, Tex., 411. 
 
 Mineral industries fostered, N. Dak., 1480. 
 
 Minimum, expenditure for schools, La., D 637; ex- 
 penditures of district school moneys, Vt., 531; 
 salary for teachers ( see Teachers, salary, mini- 
 mum); salary, monthly, W. Va., 277, 489; school 
 term, Md., 467 (a); of state levy, Wash., 451; tax 
 levy, Ky., 634. 
 
 Mining schools, 1480-1482. 
 
 Mining and metallurgy taught, Okla., 1481. 
 
 Minnesota: 77, 78, 136, 137, 138, 139, 218, 219, 220 
 221, D 222, 298, 336, 337, 338, 423, 424, 468, 520, 521, 
 522, 570, 571, 572, 573, D 574, 641, 688, 689, 740, 936, 
 978, 1000, 1045, 1046, 1095, 1096, 1321, 1372, 1373, 
 1373 (a), 1374, 1375, 1420, 1463, 1503, 1537, 1587, 1588, 
 1613. 
 
 Minors, billiard halls and bowling alleys, N. Dak., 
 1065; penalties for sale of liquors to, Ariz., 732; pro- 
 hibited admittance to bowling alleys, Mich., 1040; 
 prohibiting certain places, N. J., 1053; tobacco, use 
 prohibited, Minn., 1096; Wis., 1100. 
 
 Mississippi: 79, 498, 642, 643, 770, 771, D 772, 1047, 
 1282, 1283, 1322, 1323, 1324, 1376. 
 
 Missouri: 140, 223, 339, 523, D 741, 843, 970, 1001, 
 1002, 1048, 1049, D 1133, 1147, 1325, 1484, 1553, 1589. 
 
 Mode, of election of alumni representatives on board 
 of trustees. Conn., 1405; of government of Toledo 
 University, Ohio, D 38. 
 
 Model farm and experiment station, Tenn., 1441. 
 
 Model schools, attendance, reports, funds, Wash., 
 920; buildings, Conn., 905; establishing, Oreg., 917; 
 Wash., 920; state normal schools, Oreg., 917. 
 
 Modification, of boundaries of school districts, G a., 
 322; of constitution of board of trustees, Ala., 1531. 
 
 Moneys, for the benefit of sects, Tex., D 377; school, 
 administered by board, N. Y., 229 (4); school, 
 wrongfully converted, N. .T., 524. 
 
 Montana: D 28, 80, 81, 142, D 299, 340, 366, 388, 575, 
 644, 801, 937, 956, 957, 1050, 1148, 1158, 1182, 1244, 
 D 1245, D 1326, D1327, 1464, 1590, 1591. 
 
 Month, school. See School month. 
 
 Moral education, 1174-1176. 
 
 Mortgages, first, investment of school funds, Okla. r 
 400 (6); of real property of school districts, Ark., 
 D 539. 
 
 Municipal boards and their officers, 182-289. 
 
 Municipal corporation shall not contract debts, 
 N. C., D 583. 
 
 Municipalities, borrow money for school purposes, 
 N. J., 580. 
 
 Municipality and school district coextensive, N. J., 
 343. 
 
 N. 
 
 National forest reserve fund, Cal., 362; Fla., D 363; 
 Mont., 366; Nebr., 367; Nev., 369; Oreg., 374; S. C., 
 375; Wash., 380; Wis., 381. 
 
 Nature of public schools, Pa., 247. 
 
 Nature study, instruction, Cal., 1177. 
 
 Nebraska: 300, 341, 342, 367, D 368, 389, 390, 391, 
 425, 444, 469, 576, 645, 690, 773, 821, 911, 922 (b), 923, 
 938, 1003, 1051, 1052, 1246, 1247, 1328, D 1329, D 1330, 
 1377, 1378, 1465, 1517, 1614. 
 
 Neglect of duty, penalties for, Vt., 266. 
 
 Negro, and white races not in same schools, Ky., 
 D 21; agricultural and mechanical college fund, 
 increasing proportion, N. J., 1285; normal schools, 
 N. C., 913; state aid to normal school, Md., 909 (a). 
 
 Nepotism in employment of teachers prohibited, 
 Ark. 1547. 
 
 Nevada: 29 j 82, 143, 224, 369, 445, 470, 577, 741, 774, 
 1149, 1248, 1379, 1421, 1466, 1538. 
 
 New Hampshire: 225, 471, 646, 647, 979, 1004, D 1005, 
 1183, 1249, D 1250, D 1251, D 1252, 1504, 1593. 
 
 New Jersey: 30, D 31, 83, D 84, 144, 226, 227, D 228, 
 343, 344, 370, 472, 524, 525, 526, 578, 579, 580, 648, 
 691, D 692, 881, 882, 939, 958, 980, 1006, 1007, 1008, 
 D 1009, 1053, 1054, 1167, 1184, 1186, 1196, 1198, 1284, 
 1285, 1286, 1422, 1423, 1424, 1425, 1505, 1554, 1594, 
 1615. 
 
356 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages ; others to enactment numbers. 
 
 New Mexico: 32, 393, 426, 859, 1331, 1332, 1467, 1555. 
 
 New Orleans, La., enumeration of defective chil- 
 dren, La., 953; permanent tenure of teachers, La., 
 838. 
 
 New York: D 33, D 34, 86, D 87, D 88, D 229, 230, 
 231, 232, D 233, 345, 473, 581, 582, 693, 694, 695, 
 I) 775, D 776, D 845, D 846, D 847, D 848, D 849, 
 860, D 861, 883, 884, 885, 886, 887, 888, 959, 1055, 
 1056, 1057, 1058, D 1112, 1142, 1253, 1287, 1426, 1427, 
 1428, 1595, 299-306, 313-316, 321-326. 
 
 New York City, certificates, N. Y., D 775; dismissal 
 of teachers, N. Y., D 845, D 846, D 847, D 848; 
 establishment and maintenance of educational in- 
 stitutions, N. Y., 695; salaries of teachers, N. Y., 
 D 861; status of evening-school teachers, N. Y., 
 D 849; teachers’ pensions, N. Y., 884. 
 
 Newport, R. I., use of public-school fund for erec- 
 tion of schoolhouses, R. I., 699. 
 
 Nomination of county officers, Fla., 190. 
 
 Nonpayment of taxes, Ohio, 398. 
 
 Nonresident students at academies, Me., 495. 
 
 Nonresidents, admitted to school for the deaf, N. C., 
 1539; to attend high schools, Wis., D 381. 
 
 Normal and training school, county and local, 922- 
 927. 
 
 Normal department of university discontinued, 
 Ky., 1397. 
 
 Normal institute, summer, Va., 107. 
 
 Normal schools, 1395-1401; county, Wis., 927; 
 county, bonds for, legal, N. C., D 924; state, 
 Fla., D 906; agricultural and industrial education, 
 Okla., 1291(6); agricultural education, Mass., 910; 
 appropriation for buildings, Conn., 905; boards, 
 Oreg., 917; appropriation, Tenn., 898 (b); author- 
 izing cities to establish, Ohio, 1187; buildings, 
 appropriation, Wis., 921; course of study, N. 
 Dak., 914; course of study, Oreg., 917; creating 
 general board, Oreg., 917; Eastern Illinois, 
 power to confer degrees, 111., 811: elementary 
 agriculture, Okla., 1291 (6); entrance require- 
 ments, Nebr., 911; establishing, Ala., 901, 902; 
 establishing, Ark., 903; Va., 919; N. Dak., 916; 
 fixed appropriations, Iowa, 1316; for negroes, 
 Md., 909 (a); N. C., 913; increasing appropria- 
 tions, Ala., 900; investigating commission, Vt., 
 918; junior, increasing number, Nebr., 922 (b); 
 land funds, Mont., D 1326, D 1327; manual 
 training, N. Dak., 915; model schools, Oreg., 917; 
 post-graduate diplomas, Ind , D 814: power to 
 confer degrees, 111., 812, 813; summer sessions, 
 Minn., 936; system of, Ky., 909; teachers’ certifi- 
 cates, validating diplomas, Nebr., 821; tempo- 
 rary certificates to graduates of, Utah, 824; trans- 
 fer of funds, Cal., 904; trustees, Ala., 899; validat- 
 ing diplomas, W. Va., 827. 
 
 Normal university, power toconfer degrees, 111., 810. 
 
 North Carolina: 147, 148, 149, 234, 499, D 583, 650, 
 D 651, D 652, 720, 777, 778, 850, 862, 863, 912, 913, 
 D 924, 960, 1059, 1060, 1061, D 1062, 1063, D 1101, 
 D 1113, 1150, 1168, 1171, 1254, 1255, 1380, 1429, 1468, 
 1489, 1518, 1528, 1539, 1556, 1598, 322-324. 
 
 North Dakota: 35, 36, 89, 90, 91, 151, 152, 235, 346, 
 347, 371, 394, 395, 396, 397, 428, 429, 430, 474, 475, 500, 
 507, 584, 696, 697, 707, 802, 851, 864, 914, 915, 916, 940, 
 961, 971, 1064, 1065, 1114, 1288, 1289, 1333, 1334, 
 1335, 1336, 1337, 1400, 1401, 1430, 1431, 1432, 1433, 
 1434, 1480, 1519, 1561. 
 
 Northern Illinois State Normal School, power to 
 confer degrees, 111., 812. 
 
 Notice, given of intention to pass an act, Tex., 
 D 354; of meetings for election, Ala., 290; Conn., 
 291. 
 
 Nullification of land contracts, Ohio, 398. 
 
 Number of members of school board, Conn., 189. 
 
 Nursery for forest seedlings, Vt., 1444. 
 
 O. 
 
 Objects, of gifts for education, Mich., 27 (11). 
 
 Obligations, restrictions of, Ohio, 242. 
 
 Occupation of the blind conducive to self-support, 
 Me., 1550. 
 
 Offense, to appoint a relative, Okla., 43. 
 
 Office, of clerk, declared vacant, Minn., 221; of 
 county superintendent, creative, Ark., 120; va- 
 cant, when incumbent is not a taxpayer, Mich., 
 213. 
 
 Officers, of board of education, N. Y.,229; of board 
 of regents, Mich., 27 (5); of county boards, 116- 
 181; of district boards, 182-289; of municipal 
 boards, 182-289; of state boards, 58-115; of town- 
 ship boards, 182-289. 
 
 Officials, school, not to act as agents, La., 23; not to 
 sell supplies, La., 23. 
 
 Ohio: 37, D 38, D 39, D 40, D 41, 92, 153, 154,236,237, 
 238, 239, 240, 241, 242, D 243, D 244, 301, 348, 349, 
 
 398, 476, 528, 653, 721, 779, 780, 822, D 852, 865, 866, 
 867, D 868, D 889, D 890, D 891, 941, 947, 962, 972, 
 1010, 1011, 1012, D 1013, 1066, D 1067, 1097, 1105, 
 D 1115, 1134,1187, 1256,1290, D 1381,1435,1470, 1506, 
 1520, 1540, 1597, 1598. 
 
 Oil and gas purposes, lease of land, Okla., 402. 
 
 Oklahoma: 42, 43, 44, D 45, 93, 94, 245, 302, 350, 373, 
 
 399, 400, 401, 402, 431, 432, 446, 447, 477, 478, 585, 654, 
 722, 803, 942, 981, 1068, 1151, 1210, 1291, 1292, 1300, 
 1338, 1339, 1340, 1382, 1383, D 1384, 1436, 1471, 1481, 
 1541, 1599. 
 
 Opening school with prayer, Ky., D 365. 
 
 Operations, uniform throughout the State, Ohio, 
 D 39' Ga D 323 
 
 Ordinance of 1787, quoted, Mich., 27 (1). 
 
 Ordnance and ordnance stores, S. C., 1485. 
 
 Oregon: 46, 95, 155, 156, D 303, 351, 374, 403, D 404, 
 433, 479, 655, 656, 742, 753, 917, 973, 1069, 1116, 1199, 
 1257, 1258, 1341, 1437, 1600. 
 
 Organization, of board of agriculture, Okla., 1436; 
 of common schools, Ohio., D 40; of common 
 schools, county the unit, Ky., 133; of incorporated 
 communities, Va., 358; of independent school dis- 
 trict, Idaho, 192; of school districts, S. Dak., 100; 
 Minn., 520. 
 
 Orphan asylums, state, providing text-books for, 
 Cal., 1568. 
 
 Orphans, indigent, house erected for, Pa., 1507. 
 
 Overpayment of taxes, W. Va., 452. 
 
 Oyster propagation, investigation of, N. J., 1425. 
 
 P. 
 
 Parental school, Cal., 1023; Baltimore city and 
 Alleghany County, Md., 1611a; establishment, St. 
 Louis, Mo., 1049; site and building for, Wis., 608. 
 
 Parents, compensation for transportation of chil- 
 dren, Kans., 992; fees from district not maintaining 
 high schools, N. H., 1249, D 1250, D 1251, D 1252; 
 not required to transport pupils, N. H., 1005; 
 payment for transportation, Wis., 1019; right to 
 vote in district to which children are transferred, 
 Nebr., 1003; widowed dependent mothers of 
 children subject to compulsory act, Okla., 1068. 
 
 Parish, board, may donate lands, La., 202; superin- 
 tendent, eligibility, La., 203. 
 
 Part of endowed fund not taxed, Iowa, 1498. 
 
 Partially depopulated school districts, Kans., 332. 
 
 Patriots’ Day, declared legal holiday, Me., 977. 
 
 Pay for hire of convicts, S. C., 1439. 
 
 Payment, of bonded indebtedness. Wash., 604; W. 
 Va., 606; of damages for sheep killed, Mich., 517, 
 519; of debts of joint districts, Conn., 544; of ex- 
 penses, method of, Col., 1403; of expenses of 
 school directors, Pa., 157; of fixed charges from 
 forest-reserve fund, Pa., 375; of floating indebted- 
 ness, Kans., 632; of teachers’ salaries, N. Mex., 32; 
 of teachers’ salaries, increase in tax levy for, Utah, 
 665; of treasurers’ commissions, Va., 533. 
 
 Penalties, for keeping blind and deaf from school, 
 N. C., 1556; for neglect of duty, Vt., 266; for teach- 
 ers violating act prescribing separate schools, 
 Okla., 44; for violation of compulsory-attendance 
 act, Wis., 1546; for violating rules of quarantine, 
 Va., 1446. 
 
 Penalty, for failure to deliver property, Wash., 275; 
 for failure to make statement of receipts, Va., 176; 
 for failure to report, Va., 271; for injury to public 
 land, Ala., 403; for withholding money from 
 counties, Okla., 372. 
 
 Penitentiary transferred to use of agricultural col- 
 lege, Wyo., 1449. 
 
 Pennsylvania: 47, 48, D 49, 96, 97, 157, 246, 247, 
 248, 304, 305, 375, 480, 481, 586. 587, 688, 589,723, 
 I) 724, 869, D 870, 892, 943, 948, 1014, 1070, 1071, 
 D 1117, D 1118, 1259, 1260, 1472, 1507, 1521, 1522, 
 326-329, 336-338. 
 
INDEX. 
 
 357 
 
 L Figures in italics refer to pages; others to enactment numbers.] 
 
 Pensions for teachers, 872-897 (see also Teachers’ 
 pensions): local, Schenectady, N. Y., 885, 887; 
 Albany, N. Y., 886; Watervliet, N. Y., 888; Char- 
 leston, S. C., 894; Chicago, 111., 873, 874, D 875; 
 Indianapolis, Ind., 876; Baltimore, Md., 877a; 
 Boston, Mass., 880; Elmira, N. Y., 883; New 
 York, N. Y., 884; state, Conn., 872; Md., 877b; 
 Mass., 879; N. J., 881, 882; Ohio, D 889, D 890, 
 D 891; Pa., 892; R. I., 893; Utah, 895. 
 
 Per capita of school tax, Oreg., 656; applied to sala- 
 ries, Oreg., 655; decreased, Me., 638. 
 
 Per diem, for county board, S. C., 160. 
 
 Permanent census boards, cities, N. Y., 959. 
 
 Permanent certificates. See Teachers’ certificates, 
 permanent. 
 
 Permanent school fund, 417-438; Iowa, 383; Kans., 
 385, 421: deposited, N. Dak., 430; forest-reserve 
 fund added to, S. Dak., 434; income from, Okla., 
 400 (3); investment of, N. Dak., 428, 429; invested 
 in first mortgages, Okla., 400 (6); provided for, 
 Vt., 435. 
 
 Permission for the establishment of higher institu- 
 tions, Ind., 1496. 
 
 Person, a, once elected, again eligible, Mich., D 216. 
 
 Persons, feeble-minded, of school age, RAL, 1562. 
 
 Petition not necessary to levy tax for repairs, 111., 
 
 623.. 
 
 Petitions by county superintendent, Minn., 337. 
 
 Philadelphia, Pa., nonliability for damages for in- 
 juries to pupils, D 724. 
 
 Physical examinations ( see also Medical inspection, 
 physical examinations); of pupils, 1120-1125. 
 
 Physicians, school, provided for, Minn., 217. See 
 also Medical inspection. 
 
 Physician’s certificate of vaccination, Ark., D 184. 
 
 Physics, added to examination subjects for teachers, 
 Miss., 771. 
 
 Physiology and hygiene, alcohol, narcotics, 1170- 
 1174; instruction, N. C., 1168; temperance instruc- 
 tion, N. C., 1172. 
 
 Pine timber, sale of, S. Dak., 434. 
 
 Pittsburg, Pa., salary commission illegal, Pa. D 
 870. 
 
 Place of attendance, transportation of pupils, 
 984-1020. 
 
 Plan, of classification of the matter, H; of examina- 
 tion and certification of teachers, Nev., 29; of 
 school buildings, N. Y., 229 (13). See also 
 Schoolhouse plans. 
 
 Playgrounds and vacation schools, 1197-1200. 
 
 Playgrounds, authorizing cities to establish, Ohio, 
 1187; in cities of 10,000 and over, Mass., 1197 (d); 
 N. J., 1198; Md., 1197, 1197 (a); Mass., 1197 (b); 
 Portland, Oreg., 1199; third and fourth class 
 cities, Wis., 1200. 
 
 Political code in Cal., 722. 
 
 Poll tax, for school fund, Ind., 441. 
 
 Polls, election, failure to open, Tex., D 309. 
 
 Popular vote to decide taxation for expenditures, 
 N. H., 645. 
 
 Population, school, 15, 947-1087; the basis of classi- 
 fication of school districts, Mont., 340. 
 
 Portland, Oreg., creating playgrounds board, Oreg.. 
 1199. 
 
 Post of the national guard, Tenn., 1486. 
 
 Powers, of board of trustees, Mich., 1501; of county 
 commissioners, Fla., D 617; of district school 
 meeting, Mich., 659; of expenditure, extended, 
 Mass., 210a; of school inspectors, 111., D 626. 
 
 Powers and control of new board of trustees, Ga., 
 1408. 
 
 Powers and duties of board of trustees of university, 
 Ga., 1407, 1408; of city board of education, Cal., 
 185; Me., 208; N. Y., 229 (4); S. Dak., 253, 254; 
 Tex., 262; of city superintendent, N. Y., 229 (5); 
 of county board, Tenn., 164; Va., 177; of county 
 superintendents, Idaho, 125; 111., 127; of district 
 boards, N. Dak., 235; of educational commission, 
 
 111., 12; of educational commission, Ky., 20; of 
 parish boards, La., 203; of public examiner, 
 Minn., 219; of school board, Minn., 573; of school 
 committee, Mass., 210; of state board of education, 
 Wash., 112; of state superintendent, N.Mex.,32; 
 N. J., D 84; S. Dak., 100; Wash., 110; of township 
 officers, Mich., 296; with reference to certification 
 of teachers, N. Mex., 32. 
 
 Practice schools, teachers to have legal qualifica- 
 tions, 111., D 835. 
 
 Prayer, at opening of school, Ky., D 365. 
 
 Premium on bonds provided for, Pa., 587. 
 
 Preparatory departments, State University, abol- 
 ishing, Colo., 1366. 
 
 Presentation, method of, 12. 
 
 Preservation of articles' of historical nature, Iowa, 
 1516; of rights of creditors, Pa., 588. 
 
 President, of normal school, not principal, N. Dak., 
 1401; of State agricultural college, Mich., 27 (8). 
 
 Price of tuition, Ind., 512. 
 
 Primary schools, par t of common schools, Cal. , D 457. 
 
 Primary teachers, certificates, Vt., 791. 
 
 Principals, must be normal graduates, N. Y., 229 
 
 (10) ; pensions, N. J., 881; qualifications, pre- 
 scribing successful experience necessary, Wis., 
 758; supervising, Ariz., 183; tenure of office, Mo., 
 223; term, Mo., 843. 
 
 Printing, of report of commission, Mass., 24; of 
 school laws authorized, Conn., 7; Del., 9. 
 
 , Private higher institutions, 16, 1491-1513. 
 
 Prizes for rural school improvement, S. C., 1523. 
 
 Pro rata shares school moneys, Tenn., D 483. 
 
 Probation officers, Ariz., 1564; Idaho, 1573; Iowa, 
 1611; La., 1580; Minn., 1588; Mo., 1589; Nebr., 
 1592; Oreg., 1600; Utah, 1604. 
 
 Procedure, of alteration of districts, Minn., 338; of 
 bond issuance, Minn. , 572; of consolidation, N. J., 
 344; of treasurer’s settlement, Mo., 523. 
 
 Proceeds, from estates escheat to the State, Mich., 
 27(12); Okla., 373; from sale of lands, Mich., 27 
 
 (11) ; Okla.. 400 (2); La., 387. 
 
 Products of dairy farm of Hampton not subject to 
 taxation, Va., 1447. 
 
 Professional and higher technical education, 15. 
 
 Professional courses excluded from free tuition, Cal., 
 1491. 
 
 Professional education, 1395-1487. 
 
 Professional training of teachers, 14, 898-921. See 
 also Teachers, professional training. 
 
 Progress of the country, basis is education, Wis., 55. 
 
 Prohibition, of branches of institutions, Ky., D 21; 
 of cigarette smoking, Minn., 1420; of condemna- 
 tion of land belonging to churches, Pa. , 246; of 
 football, Iowa, D 129; of sale of intoxicating liq- 
 uors, Minn., 1420; of teaching white and negro 
 races together, Ky., D 21; of using unexpended 
 balances for certain purposes, Ariz., 538; of wear- 
 ing religious garb, N. Y., D 87; of white persons 
 from attending colored schools, Okla., 44. 
 
 Promotion of fruit-growing interests, Wash., 1448. 
 
 Property, belonging to a school, not used for school 
 purposes, Va., D 379; given by individuals, Mich., 
 27 (11); held for the benefit of university exempt- 
 ed from taxation, Cal., 1491; of school districts di- 
 vided, N. Dak., 347; public school, sale of, Va., 
 272; vested in county boards, Va., 178; right, Ky., 
 D 21. 
 
 Prosecution or defense of cases of land titles, Utah, 
 413. 
 
 Protection, of domestic animals, Va., 1446; of fruit- 
 growing interests, Wash., 1448; of land from tres- 
 pass, Oreg., 403. 
 
 Providence, R. I., authorized to borrow money for 
 equipment of schoolhouses, R. I., 725; provision 
 for installation of central heating plant on high 
 school premises, R . I. , 698. 
 
 Provision, concerning creation of new school dis- 
 tricts, Ariz., 315, 316, 317; for accessibility to school 
 libraries, Cal., 1514; for agricultural extension 
 work, Iowa, 1410; for blind and deaf children, 
 Utah, 1543; for board of education in place of trus- 
 tees, Mich., 214; for bond of treasurer, La., 515; for 
 compensation of commission, Iowa, 14; for educa- 
 tion in new constitution of Mich., 27; for educa- 
 tion of defectives extended, Vt., 1545; for election 
 of university trustees, Ind., 1495; for expense of 
 commission, Ky., 20; for indigent blind children, 
 Mich., 1552; for libraries in public schools, Nebr., 
 1517; for management of experiment station, Nev. , 
 1421; for school libraries ; Ohio, 1520; Utah, 1525; 
 for transportation of pupils, N. J., 30. 
 
 Public examiner, powers and duties, Minn. , 219. 
 
 Public institutions, board of visitors for, Minn., 78. 
 
 Public lands, granted by Congress, Okla., 400 (4); 
 management of, Wash., 415. 
 
 Public lectures, 1201-1204; Wis., 1201; employment 
 of lecturers by freelibrary, Wis., 1204; use of school 
 houses, Wis., 1202. 
 
358 STATE SCHOOL SYSTEMS : 
 
 | Figures in italic « refer to pages 
 
 Public school, no exclusion from, Kans., D 17. 
 
 Public school system, part of, Cal., 4; what it in- 
 cludes, Cal., D 457. 
 
 Public schools, nature of, Pa., 247. 
 
 Publishing loans from school fund, Ind., 420. 
 
 Punishment, corporal, 1101-1103; of crimes, N. J., 
 370; of pubilc officers, Vt., 260. 
 
 Pupils, attainments of, N. J., 30; over 18, blind, 
 transferred, Mich., 1552; damages for injuries, Ky., 
 D 716; damages for injuries not recoverable, 
 Philadelphia, Pa., D 724; district liability for 
 damages for injuries, Wash., D 728; nonresident, 
 Minn., 1000; Va., 1017; Vt., 1016; number to a 
 teacher, Va., 853; periods of entrance, Pa., 947; 
 provision for transportation, N. J., 30; relief for 
 indigent, Ohio, 947; revocation of license upon 
 sale of liquors to, Ariz., 732; street railways, trans- 
 portation, Mass., D 996, D 997, D 998; N. II., 
 1004; tobacco, use prohibited, Minn., 1096; trans- 
 portation of, Mass., 342-844. See also Transporta- 
 tion of pupils. 
 
 Purchase of school sites, Ind., 558. 
 
 Purchasers, recover school lands forfeited, Kans., 
 384. 
 
 Pure air, requirement in school, N. Y.. 229 (13). 
 
 Purpose of teachers’ college, N. Dak., 1400. 
 
 Q. 
 
 Qualifications, of county superintendent, Ark., 120; 
 Minn., 139; of city superintendent, Vt., 265; of 
 deputy superintendent, Utah., 104; of principals 
 (see Principals, qualifications); of school commis- 
 sioner, Mich., D 216; of school committees, N. C., 
 148; of school trustees, Tex., 263; of state agricul- 
 tural board, Nev., 1421; of state superintendent, 
 N. Dak., 90; S. Dak., 100; of superintendent of 
 schools for the deaf, Mich., 1536; of teachers, N. 
 Y., 229 (10) (see also Teachers, qualifications); 
 of teachers of the blind, Ark., 1547; of teachers of 
 the deaf, Ark., 1532; of voters, 290-313; Mich., 297; 
 Okla., D 302; S. Dak., 307; of women voters, Vt., 
 311. 
 
 Quarantine lines, for live stock, Va., 1446. 
 
 Quarterly financial reports, Colo., 509. 
 
 Questions, teachers’ examinations. See Teachers’ 
 examinations, questions. 
 
 Quorum, of a school board, Tenn., 259. 
 
 R. 
 
 Railroad companies to make returns of taxable 
 property, Ga., D 619. 
 
 Rank of professor of military science, Vt., 1487. 
 
 Rate of interest, on bonds, Kans., 561; N. J., 578; 
 N. Dak., 584; Wash., 602; on sale contracts, Nebr., 
 389. 
 
 Rate of tax levy for schools, W. Va., 489. 
 
 Reading circles for teachers, list of books for, Wyo., 
 788. 
 
 Reading of Bible, N. Y., 313-316; Tex., 316-320. 
 
 Reclamation of state lands. Wash., 417. 
 
 Reclassification of school districts, Mont., 340. 
 
 Recodification of school laws, Wash., 53. 
 
 Recognition of teachers’ certificates granted by 
 other States. See Teachers’ certificates, indorse- 
 ment. 
 
 Records, of meetings of board of examiners, Mich., 
 135; of school board, Wis., D 286; of school district 
 examined, Minn., 220. 
 
 Recovery of money wrongfully converted, N. J., 
 524. 
 
 Redemption of district bonds, Iowa, 560. 
 
 Redistnction, of public schools, Ala., D 2; of mem- 
 bership of school committee, Mass., 210; of rate 
 of interest on bonds, Ind., 557. 
 
 Reform schools. See Delinquent children, reform 
 schools. 
 
 Regents of the University of Michigan, a body cor- 
 porate, Mich., 27 (4). 
 
 Registered school bonds, Nebr., 425. 
 
 Registration of voters, Wash., 274. 
 
 Regulation, as to school management, N. Y., D 87; 
 for health of pupils, 111., 320-322; N. (’., 322-324; 
 N. Y., 824-326; Pa., 326-829; of distribution of 
 forest reserve fund, Wyo., 382; of investment of 
 
 LEGISLATION, ETC., 1906-8. 
 
 ; others to enactment numbers.] 
 
 school funds, 417-438; of public schools, Ind., D 13; 
 of publication of documents, Pa., 97; of school 
 control, Cal., D 5; regarding health, 1106-1125. 
 
 Relations of superintendent to teachers, Oreg., 156. 
 
 Relatives within third degree must not be ap- 
 pointed, Okla., 43. 
 
 Release of sureties, Ohio, 238. 
 
 Relief, of sufferers from fire, Ohio, 37. 
 
 Religion, morality and knowledge necessary to good 
 government, Mich., 27 (1). 
 
 Religious garb, prohibited, N. Y., D 87, 860. 
 
 Religious instruction, reading Bible at opening 
 school constitutional, Ky., D 1174; Tex., D 1175. 
 
 Religious organizations, use of schoolhouses denied 
 to, during term, Ind., D 681. 
 
 Remedies, provided by law, in cases of pupil’s as- 
 signment, N. J., D 31. 
 
 Remedy, for review of proceedings, Iowa, D 16. 
 
 Remission of fines, Va., 271. 
 
 Removal, of denominational limitations, W. Va., 
 1512; of members of county board, Tenn., 165; of 
 members of parish board, La:, D 205; of superin- 
 tendent, N. Y., D 88. 
 
 Renewals of teachers’ certificates, Iowa, D 180. 
 See alsor Teachers’ certificates, renewal. 
 
 Rental on school lands, Nebr., 389. 
 
 Rental plan for the payment of construction of 
 schoolhouses, Okla., 654. 
 
 Reorganization, of board of education, N. Mex., 32; 
 of school supervision, Nev., 29; of school system, 
 Wis., 284. 
 
 Repairs, of school buildings, N. Y., 229 (7); of school- 
 houses defrayed from building fund, 111., 623. 
 
 Repairs and equipment of schoolhouses, Ky., 
 D 635. 
 
 Repeal, of law, Tenn., 257; of statute by implica- 
 tion, Ga., D 11; 111., D 626. 
 
 Report, financial and statistical, required, N. Dak., 
 91; of city treasurer, N. Dak., 527; of findings of 
 commission, Ky., 20; of total number of children, 
 Cal., 64; on permanent school fund printed, Vt., 
 436. 
 
 Reports, annual, must be submitted, S. C., 251; 
 annual, of townclerks, Wis., 279; of county officers, 
 to be handed in within thirty days, N. C., 149; 
 of district officials to state superintendent, N. 
 C., 234; of state officers, number fixed, Conn., 66; 
 on pupils not libelous per se, N. Y., D 233; re- 
 quired from subexperiment stations, N. Dak., 
 1432. 
 
 Repositories, for school moneys, Minn., 521. 
 
 Representation, of educational interests, Cal., 63. 
 
 Requirement of church membership removed, Me., 
 1500. 
 
 Requirements to secure state aid, Wis., 492. 
 
 Requisition of school board to levy tax, Tex., D 664. 
 
 Reserve portion of tuition fund, Ind., 631. 
 
 Residents, of State, tuition free, Utah, 1442; Cal., 
 1491; of the school district, Pa., D 49. 
 
 Restrictions a? to contracts, Ohio, 242. 
 
 Retirement allowances for college professors, La., 
 877; Mass., 878. 
 
 Retirement board, Utah, 895. 
 
 Retirement funds. See Teachers’ pensions. 
 
 Returns of property by taxpayers, Ga., D 619. 
 
 Revenue for common schools, Utah, 484. 
 
 Revenue fund, transfer of, Minn., 424. 
 
 Review, of proceedings of school board, Iowa, D 16. 
 
 Reviews of legislation, 16. 
 
 Revision of school law, N. Dak., 35. 
 
 Revocation, of charter if failing to file certificate, 
 Ohio, 1506; of teachers’ certificates, 797-807 (see 
 also Teachers’ certificates, revocation). 
 
 Rhode Island: 98, 99, 249, 250, 590, 657, 698, 699, 
 725, 726, 743, 893, 1169, 1490, 1562; Independence 
 Day, exercises, R. I., 1169. 
 
 Right of way through school lands, N. Dak., 394. 
 
 Right to teach both races in private schools, Ky., 
 D 21. 
 
 Rules, for school government, Iowa, D 16; La., 73; 
 Ala., D 118; 111., D 195; N. Y., 229 (4); may be 
 reviewablc, Iowa, D 16; of sectarian character not 
 allowed, Vt., 1.509. 
 
 Rules and regulations concerning discipline, 111., 
 329-383; Wis., 333-336. 
 
 Rural school districts, appropriation for school- 
 houses in, Ala., 706. 
 
INDEX. 
 
 359 
 
 [Figures in italics refer to pages; others to enactment numbers.] 
 
 Rural schools, betterment of. Wis., 492; of the first 
 class, Wis., 492; of the second class, Wis., 492, | 
 state aid, Minn.. 468; for transportation. Wis.; 
 1020. 
 
 Rural teachers, efficiency of, Ga., 1396. 
 
 S. 
 
 Safekeeping of public money, Wyo., 537. 
 
 Safety of the public, requiring certain health regu- 
 lations, Ohio, D 41. 
 
 Sakakawea, statue to, N. Dak., 696. 
 
 Salaries, a percentage of school tax applied to, Oreg. , 
 655; educational institutions, heads of, reducing, I 
 Miss., 1324; janitors ( see Janitors, salaries); text- ' 
 book commission ( see Commission, text-book, 
 salaries). 
 
 Salaries of teachers. See Teachers’ salaries. 
 
 Salary, according to merit, N. Y., 229 (8); assistant 
 chief inspector, workshops and factories, Ohio, 
 721; of city superintendent, Me., 207; Term., 256; 
 of clerk of state board of education, Conn., 65; of 
 county boards, Cal., 122; of county superintend- 
 ent, Cal., 122; Fla., 125; W. Va., 180; of division 
 superintendent, Va., 174; of members of state 
 board, Okla., 94; of professors of agricultural col- 
 lege, Ohio, 1435; of state officers, Utah, 105; 
 Wash., 109; of state superintendent, N. Mex., 32; 
 Ariz., 59; La., 72; Me., 74; Miss., 79; Mont., 81; 
 Pa., 96; Utah, 105; Va., 107; Wash., 109; of tax 
 assessor, La., 516; of teachers, El., 336-338, D 626; 
 of teachers, increased, W. Va., 54; of teachers, 
 minimum monthly, W. Va., 277. 
 
 Sale, of articles manufactured at Hampton, Va., 
 
 D 1447; of books, S. C., 159; of property of educa- 
 tional institutions, Va., 1510, 1511; of school lands, 
 Kans., 384; La., 386, 387; Nebr., 390; Tex., 409; 
 of school lands, proceeds from, Mich., 27 (11); of 
 school lands to actual settlers, Tex., D 412; of 
 school property, Ind., 680; Va., 272; of school 
 property without vote of electors, Wash., 535; of 
 state lands, Wash., 416; of surplus agricultural 
 products, Va., D 1447; of vegetation on school i 
 lands, Tex., 410. 
 
 Sale contract of lands, Nebr., 391. 
 
 Saline lands and school lands, Nebr., 391. 
 
 Saloons, closed on election day, Iowa, D 329. 
 
 Salt spring lands, proceeds from sale of. Mich. 
 
 27 (13). 
 
 San Francisco, Cal., dismissal of teachers, Cal., 
 
 D 833. 
 
 Sanitary arrangements in school buildings, N. Y., 
 229 (13). 
 
 Sanitation of school buildings, 713-731; Ind., D 714; 
 Va., 727 (4); maintenance of suitable outbuildings, 
 Wis., 731; relation to heating and ventilation, 
 Pa., 723. 
 
 Saturday, not a day unsuited for examination, 
 
 N. Y., D 33. 
 
 Schenectady, free text-books, N. Y., 1142; teachers’ ; 
 pensions, N. Y., 885, 887. 
 
 Scholarships, free, at agricultural college. Mass., i 
 1415a; in agricultural college, S. C.,1438; stateedu- 
 cational institutions, Vt., 1345; state normal i 
 schools, Ark., 903; Ky., 909; state university, | 
 Term., 1385; to normal schools, eighth grade I 
 graduates, 111., 1157. 
 
 School, a legal, defined, Vt., 486 (4): for the blind, i 
 Utah, 1544; Mo., 1553; of design, tuition fee, R. I., 
 1490; of forestry, N. Dak., 1430; of mines, created, j 
 Okla., 1481; Va., 1482; of mines to encourage j 
 mineral industries, N. Dak., 1480; of technology 
 established, N. C., 1489; special types of, 15; to 
 which pupil is assigned, N. J., D 31. 
 
 School accommodations defined, N. J., 30. 
 
 School age, children of. Wash., 451; compulsory, 
 Mich., 1041, D 1042; N. J., 1054; defined, Okla., 
 42; Wis., 57; minimum, Idaho, 193. 
 
 School and land purposes, reserve fund for, Pa., 375. ! 
 
 School authorities, discretion of, Wis., D 56. 
 
 School board, appointed by judges, Wis., D 287; 
 district, S. Dak., 100; has discretion, Iowa, D 16; 
 in cities of the first class, Wis., 283; of a city, may 
 be sued, Ky., D 201; superintendent presides, 
 Okla., 42. 
 
 School bonds, issued, S. Dak., 100; registered, Nebr., 
 425. See also Bonds and indebtedness. 
 
 School census, 949-966; Idaho, 193; N. Dak., 475; 
 enumerators agents of the city, Tenn., D 483. 
 See also Census, school. 
 
 School city, not a corporation, Ind., D 197. 
 
 School commissioners, elected at large, Vt., 268. 
 
 School committee, closing a school, Mass., D 26; 
 constituted, N. C., 148. 
 
 School directors, decision of, final, Pa., D 49; selec- 
 tion of, N. Mex., 146. 
 
 School discipline, 15, 1068-1105. 
 
 School districts, consolidation of, Ariz., 317; Ga., 
 322; corporate powers, Va., 273; created and 
 altered, N. Mex., 32; discontinued, Ariz., 456; 
 deprived of appropriation from school fund, 
 Mich., 27 (9); for colored people, Del., 321; forma- 
 tion of, Idaho, 325; independent, S. Dak., 100; 
 may be divided, Idaho, 325; may borrow money, 
 Mich., 569; may establish libraries, Mich., 639; 
 must not exceed legal levy, El., D 552; new, Ariz., 
 315; Ariz., 316, 317; organization, S. Dak., 100; 
 quasi municipal character, Cal., D 320; special, 
 legalized, Ohio, D 39. 
 
 School facilities, defined, N. J., 30; in counties, Ohio, 
 240. 
 
 School fund, accounts of, Va., 175; apportionment, 
 Utah, 485; basis of apportionment, Wash., 110; 
 conversion of, Wash., 417; deposits of, N. Dak., 
 371; derived from four sources, Ga., D 551; 
 distribution of, Oreg., 156; Ind., 419; investment 
 and interest, Mass., 422; loan from, Wash., 417; 
 regulation of investment, 417-438; transfer of, 
 Del., 418; unexpended, disposal, Va., 487. 
 
 School gardens, authorizing cities to establish, 
 Ohio, 1187. 
 
 School holidays, 975-983. See also Holidays, school, 
 and Days for special observance. 
 
 School lands, assessment for taxation in cities, 
 Wash., 669; sale and lease, 383-417. 
 
 School laws, amended and revised by a commission, 
 Pa., 47; compiled by superintendent, Oreg., 46; 
 examined, revised, and codified, Iowa, 14; gen- 
 eral, does not repeal power to levy taxes, 111., 
 D 626; printing authorized, Conn., 7. 
 
 School libraries, catalogued and indexed, Ind., 
 D 1515; free to families of the district, Cal., 1514; 
 public, 16, 1514-1527; S. Dak., 100; trustees of, 
 N. Y., 229 (9). 
 
 School library, exercising authority over the 
 public library, Ind., D 1515; fund, Utah, 1525. 
 
 School management, by board of directors, Kans., 
 200 . 
 
 School meetings, 290-313; time for, Del., 292. 
 
 School moneys, distribution of, N. J., 472; N. Y. 
 473; must be paid on board’s order, El., D 630 
 
 School month, day, year, 967-974; defining, Wis. 
 974; to include legal holidays, Cal., 969. 
 
 School nurses. See Medical inspection, nurses. 
 
 School officers, pecuniary interest in school supplies, 
 Va., 51. 
 
 School physicians, Minn., 217. See also Medical in- 
 spection. 
 
 School population and attendance, 15, 947-1087. 
 
 School population, basis of distribution of surplus 
 Tenn., 482. 
 
 School privileges, equalized, N. H., 476. 
 
 School property, not used by school, subject to 
 taxes, Va., D 379; transfer of unused buildings to 
 townships, N. J., 691. 
 
 School revenues, method of paying, Ariz., 455. 
 
 School system, reorganization of, Wis., 284. 
 
 School tax, appropriation of, Del., 615; not a special 
 assessment, La., D 442; per capita decreased, Me., 
 638; state, increased, Nev., 29. 
 
 School term, at least four months, N. Dak., 475; 
 Oreg., 479; N. C., D 652; at least eight months, 
 Wis., 492; fixing minimum, Ariz., 968; increased 
 tax levy to extend, W. Va., 672; increasing length 
 of, Mo., 970; Ohio, 972; Wis., 1084; length of, 
 Ariz., 612; for primary schools in Mich., 27 (9); 
 to be maintained, Ind., 631. 
 
 School trustees, powers and duties, Idaho, 622. 
 
 School year, defined, S. Dak., 100; month, day, 967- 
 974. 
 
 Schoolhouse plans, appropriation for preparation 
 of, Wis., 712; approval by county superintendent, 
 Wis., 712; approval by county superintendent 
 excepted in districts of 10,000 and over. Wash., 
 
360 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages; others to enactment numbers.] 
 
 711; approval by superintendent of public in- 
 struction, Ala., 706; Va., 709; distribution to local 
 authorities, Term., 708. 
 
 Schoolhouses ( see also Buildings and sites), built 
 by county, Okla., D 45 ( see also Bond issue); 
 construction of, Va., 709; erection of lockups 
 within 300 feet prohibited, Wis., 748; health of 
 pupils, Va., 727; heating and ventilation, Pa., 
 723; increase in maximum expenditure for, N. 
 Dak., 697; license to persons in charge of steam- 
 heating plants, Me., 718; license to sell liquors 
 near, forbidden, Conn., 734; lighting, heating, 
 and ventilation, N. Dak., 707; new, bond issue 
 for, Del., 549; prohibiting hospitals near, Nev., 
 741; sale of, Ind., 680; sanitation, Ind., D 714; use 
 of, during vacation, Ind., D 681; use of, for social 
 and educational purposes, Wis., 705; use of school 
 funds for, in Newport, R. I., 699. 
 
 Schooling of children, proper, N. II., 647. 
 
 Schools and the means of education shall be en- 
 couraged, N. C., D 652. 
 
 Schools, consolidation of, 984-1020; discontinuance 
 of, Ind., 988; for prisoners, N. J., 1594; of educa- 
 tion, 898-921; white and colored defined, Okla., 
 44. 
 
 Scientific knowledge of mining and metallurgy, 
 Okla., 1481. 
 
 Scope and plan of the work, 9. 
 
 Seattle, Wash., certification of teachers, Wash., 786. 
 
 Secondary education, high schools and academies, 
 15, 1213-1272; special state aid, 493-507. 
 
 Secondary schools ( see also High schools); receiving 
 state aid, 494-507. 
 
 Secret societies, school. See Fraternities, high 
 school. 
 
 Secretary of board of education, Mich., 27 (2). 
 
 Sectarian influences, forbidden, N. Y., D 87. 
 
 Sectarian instruction, N. Y., 313-316; Tex., 316-320. 
 
 Section 13 in every portion of the state of Okla., 
 400 ( 5). 
 
 Securities, investment of school funds, Okla., 400(6). 
 
 Selection, of school directors, N. Mex. , 146; of school 
 lands., Mont., 388; of state lands, W ash., 417. 
 
 Selectmen exempted from requirement of assessing 
 taxes, N. H., 647. 
 
 Self-support of the blind, occupation for, Me., 
 1550. 
 
 Separate boards and officers for white and colored 
 schools, Okla., 44. 
 
 Separate school districts, Va., 270; to issue bonds, 
 Miss., 642. 
 
 Separate schools, for white and colored children, 
 Kans., D 17; Okla., 42. 
 
 Service fund, for district boards, Ohio, 236. 
 
 Service of principals and teachers, N. Y., 229 (4). 
 
 Sessions, legislative, table of, 9. 
 
 Settlement, between school districts, Utah, 355; of 
 county treasurer, Mo., 523. 
 
 Settlers, actual, sale of lands to, Tex., D 412. 
 
 Short courses in agriculture, N. J., 1423. 
 
 Shows, licenses of, Mass., 25. 
 
 Sinking funds, common school, Ind., 419; for liqui- 
 dation of bonds, Ind., 557; investment, W. Va., 
 606; of school districts, S. Dak., 529; Minn., 522. 
 
 Sites and buildings, 14; in prohibition districts, 
 732-748. 
 
 Sites for schoolhouses, action of voters to precede 
 condemnation, Mich., D 687; condemnation in 
 cities of over 50,000, Minn., 689; eminent domain 
 Ariz., 676; proximity to residences, Iowa, D 683, 
 size in consolidated school districts, Iowa, 682;; 
 Springfield, Mass., removal of cemetery to pro- 
 vide, Mass., 686. 
 
 Smallpox. See Vaccination. 
 
 Smith, Edmund Kirby, Statue of, Statuary Hall, 
 U. S. Capital, Fla., 1297. 
 
 Sororities. See Fraternities. 
 
 Sources of school fund, Ga., D 551. 
 
 South Carolina: 158, 159, 160, 251, 306, D 352, 376, 
 501, 591, 592, 658, 659, 660, 894, 1072, 1073, 1135, 
 D 1136, 1261, 1438, 1439, 1485, 1523. 
 
 South Dakota: 100, 252, 253, 254, 255, 307, 405, 406, 
 407, 408, 434, 529, 593, 700, 744, 745, 982, 1152, 1342, 
 1343, 1440, 1601, 1602. 
 
 Southern Illinois Normal University, power to con- 
 fer degrees, 111., 813. 
 
 Special county tax levy, Mont., 644. 
 
 Special legislation, Wis., D 288. 
 
 Special observance, days for, 1182-1185 
 
 Special school district, formation of, N. Dak., 347; 
 legalized, Ohio, D 39, tax, Ariz., 611, 612. 
 
 Special school tax, authorized, Ind., 559; local, Tex., 
 663. 
 
 Special state aid, for elementary education, 453-492; 
 for rural schools of the first class, Wis., 492; for sec- 
 ondary education, 493-507. 
 
 Special tax districts, enlargement, N. C., 650. 
 
 Special tax levy, Tenn., 661; S. C., 659; Tex., D 664. 
 
 Special teachers, not on merit list, N. Y., 229 (9); 
 certificates, Vt., 790, 791, 804: certificates (see also 
 Teachers’ certificates, special). 
 
 Springfield, Mass., transfer of cemetery property for 
 school purposes, Mass., 686. 
 
 Stairways, fireproof, N. Y., 229 (13). 
 
 Standard of instruction, approved, Wis., 506. 
 
 Standards, of schools investigated, Wash., 112. 
 
 State aid for elementary schools, Vt.. 486 (2); for 
 graded schools, Wis., 491; for libraries in rural 
 schools, Va., 1526; for rural schools, Minn., 468; for 
 rural schools, conditions, Wis., 492; for school su- 
 pervision, Me., 466; for secondary schools, 494-507; 
 for support of schools, Conn., 458, 459, 460; Fla., 
 462, 463; limit of, Wis., 507; to weak school dis- 
 tricts, W. Va., 54. See also Aid, state. 
 
 State board, of agriculture, Mich., 27 (7); Colo., 1403; 
 of control, Fla., D 10; of education, Mich., 27 (6); 
 created, W. Va., 54; of education shall carry out 
 provisions, Md., D 75; of finance, Wash., 437; of 
 health (see Board of health, state); of higher 
 education, Wash., 110; of visitors, Minn., 78. 
 
 State boards and their officers, 58-115. 
 
 State bonds in favor of board of education inviolate 
 Ky., D 1398. 
 
 State certificates, for county superintendents, Iowa, 
 D 130; minimum salary for holders of, N. C., 777; 
 recognition in other States, Wis., 796. 
 
 State commissioner of horticulture, Wash., 1448. 
 
 State departments of education, jurisdiction, N. Y. 
 399-306. 
 
 State finance and support of school, 14, 362-507. 
 
 State inspectors of health. See Board of health 
 state. 
 
 State library commission, N. Dak., 1519. 
 
 State militia, regulations applying to, Vt., 1487. 
 
 State normal school, Mich., 27 (10); Ky., 1397; 
 Natchitoches La., prohibiting sale of liquors near, 
 La., 739. 
 
 State Normal University, Illinois, contract with 
 state board as to employment of teachers in prac- 
 tice schools, void, 111., D 835. 
 
 State school fund, 111., 440. 
 
 State school lands, 383-417; assessment by cities for 
 local improvements, Wash., 669. 
 
 State school of agriculture, N. Y., 1426, 1427, 1428. 
 
 State school tax, increased, Nev., 29; insufficient, 
 may be supplemented by special tax, N. C., D 652; 
 levy, Nebr., 444; Fla., 463. 
 
 State superintendent of public instruction. See 
 Superintendent of public instruction, state. 
 
 State taxation for school purposes, 439-452. 
 
 State universities. See Universities, state. 
 
 Statement, annual, of receipts and disbursements 
 Va 1 '., 176; sworn, of expenditure, Vt., 486 (3). 
 
 Stationery, supplied, N. Y., 229 (4). 
 
 Statistics, printed annually, Tenn., 101. 
 
 Statute provisions, inapplicable, Kans., D 18. 
 
 Statutory authority, absence of, Kans., D 18. 
 
 Stenographers, instatesuperintendent’s office, Wis., 
 115. 
 
 St. Louis, Mo., child labor and compulsory attend- 
 ance, Mo., 1049. 
 
 Stock feeding, taught, Okla., 42. 
 
 Street railways, required to transport school chil- 
 dren at half rates, Mass., D 996, D 997, D 998. 
 
 Study, comparative, of school systems. Ky., 20. 
 
 Study room, floor space, N. Y., 229 (13). 
 
 Subdistricts, school, Ky., 133. 
 
 Subexperiment stations, report to president of col- 
 lege, N. Dak., 1432. 
 
 Subject-matter of instruction, 1155-1185. 
 
 Substances found on school lands, value of, Tex. 
 410. 
 
 Sum to be raised for school purposes fixed by board 
 of estimates, N. J., 525. 
 
INDEX. 
 
 361 
 
 [Figures in italics refer to pages 
 
 Summer schools, institutes, 928-946, Va., 107; nor- 
 mal, establishment, Idaho, 933. 
 
 Superintendent, a member of state board, Wash., 
 110; authorized to compile school laws, Oreg., 46; 
 election of, duties and powers, Mich,. 27 (2); dep- 
 uty, Nev., 29. See also Superintendent of public 
 instruction, state. 
 
 Superintendent of public instruction, Wis., 712; aid 
 to industrial education, Okla., 1291 (3); state, ex- 
 amination questions, Miss., D 772; state, school- 
 house plans, Ala., 706; N. Dak., 707; Va., 709; 
 state, teachers’ certificates, Nebr., 821; Wis., 796; 
 Wyo.,788. 
 
 Superintendent of repairs, N. Y., 229 (2). 
 
 Superintendent of schools, city, N. Y., 229 (5); 
 county, teachers’ institutes, compensation for at- 
 tending, Ohio, 866; pensions, Milwaukee, Wis., 
 897 (13); pensions, N. J., 881; pensions, N. Y., 885, 
 887, 888; recognition of certificates granted by, 
 Wash., 793; president of school board, Okla., 42; 
 teachers’ certificates. New York City, N. Y., D 
 775; Wash., 784; term, Mo., 843. 
 
 Superintendent of schools, county, liability for ille- 
 gal warrants, Ariz., 854; a county officer, Cal., D 
 186; penalty for violation of examination rules, 
 Ariz., 763; school census, Mont., 956; schoolhouse 
 construction, N. Dak., 707; to act as parish treas- 
 urer, La., 515; to certify, Minn., 468; schoolhouse 
 plans, Wash., 711; teachers’ certificates, Vt., 783; 
 teachers’ certificates, revocation, Ind., D 797; 
 Kans., 789; Wyo., 788; to withhold funds in cer- 
 tain districts, N. Dak., 961. 
 
 Supervising principal, Ariz., 183. 
 
 Supervision, of elementary education, 14; of instruc- 
 tion, Okla., 42. 
 
 Supervisors, board of, Mich,, 135. 
 
 Supplies, furnished, Iowa, 69. 
 
 Supplies and text-books, 1126-1154. 
 
 Support, of county high schools, Ky., 133; of insti- 
 tute for the deaf, Ark., 1532; of institutions for 
 defectives, Ark., 62; of libraries, Mich., 27(14); of 
 public schools, La., 636; of schools, state aid for, 
 Conn., 458, 459, 460; Ha., 462, 463. 
 
 Supreme court decisions, federal and state, 299-344. 
 
 Sureties of treasurer, Ohio, 238. 
 
 Surety companies, bonds for school treasurer, Minn. , 
 218; required to indorse bonds, Pa., 587. 
 
 Surplus in state treasury, disposition of, Tenn., 482. 
 
 Surrender of land contracts, N. Dak., 394, 395. 
 
 Survey, of mineral bearing school lands, Tex., 411; 
 of state lands, Wash., 417. 
 
 Suspension, of pupils, N. Y., 229 (5); of teachers, 
 N. Y., 229 (5). 
 
 Suspension and expulsion of pupils, 1103-1105. 
 
 Sustenance of common school system, Ky., D 1398. 
 
 Swamp-land fund, transfer of, Minn., 424. 
 
 Swamp lands, sale of, Ind., 419. 
 
 Syracuse, N. Y., bond issue for high school build- 
 ings, N. Y., 1253. 
 
 System, of accounting, uniform, N. Dak., 36; of 
 common schools, Pa., 248; Cal., D 542; of educa- 
 tion, uniform, S. Dak., 100; of free public schools, 
 Okla., 42; Idaho, 193; 111., 623; of government of 
 Toledo University, Ohio, D 38; of primary schools 
 in Mich., 27 (9); of public schools, uniform, Tenn., 
 50; ofschool supervision, Nev., 29; ofstate normal 
 schools, Ky., D 1398. 
 
 T. 
 
 Tax, school, increased, Nev., 29. 
 
 Tax levy, annual, increased, S. C., 660; by district 
 or counties, Ga., 322; boards of education, powers 
 and duties, Va., 666; building and supply fund, 
 W. Va., 671; city school districts, Wis., 673; city 
 schools, increasing maximum, Utah, 665; de- 
 pendent and delinquent children, Iowa, 1611; 
 nigh schools, county, Kans., 1234, 1235; for con- 
 struction of school buildings, Ariz., 611; for 
 municipal purposes, Tenn., 258; for public in- 
 struction, Fla., D 617; for school purposes, N. 
 Mex., 32; Wash., 274; for school site, Ky., D 635; 
 high schools, maintenance, W. Va., 672; high 
 schools, township, Ohio, 1256; joint districts, 
 equalization, Wis., 675; objections to manner of, 
 111., D 625; only for educational and building pur- 
 poses, 111., D 628; per capita, Oreg., 656; play 
 
 ; others to enactment numbers.] 
 
 grounds, Boston, Mass., 1197b; Oreg., 1199 (6); 
 Wis., 1200; primary schools, to pro vide six months’ 
 tenn, W. Va., 672; public schools, increasing 
 maximum, Va*, 666; sanitary outbuildings, Wis., 
 731; school term, extension of, W. Va., 672; special, 
 transportation not payable from, Ind., 989; state 
 university, Idaho, 1312; Minn., 1375; Mich., 1320; 
 Nebr., D 1330; to install a heating plant, 111., 
 D 628; to support universities, Ohio., 653; trade 
 schools, Wis., 1293; treasurer’s bond, to include 
 fee for, Wis., 674; union schools, districts, special, 
 Wash., 670. 
 
 Tax lists, form of, N. C., 649. 
 
 Tax on gifts, bequests, and legacies, Okla., 446. 
 
 Tax upon dogs, Mich., 517. 
 
 Taxation, by State for school purposes, 439-452; 
 exemption from, Vt., 450; for school purposes, 
 local, 611-D 664; N. Y., 229 (12); Utah, 449; Wash., 
 451; Wyo., 289; in village districts, N. H., 646; of 
 public lands, Nebr., 391; of school district, limi- 
 tation removal, Mich., 640; of school property not 
 used by school, Va., D 379. 
 
 Taxes, for schools determined by board, Tex., 
 D 664; imposed for educational purposes, Ky., 
 1398; overpayment of, W. Va., 452; paid for high 
 schools unconstitutional, Nebr., D 368; paid 
 without protest. 111., D 626. 
 
 Taxpayers, qualifications for voting, Oreg., D 303. 
 
 Teachers, compulsory retirement, Utah, 895 (12); 
 N. Y., 883 (1 and 4). 
 
 Teachers, free to attend institute, Idaho, 193; in ele- 
 mentary and secondary schools, 14; not to act as 
 agents, La., 23; not to sell supplies, La., 23; num- 
 ber of, basis of apportionment of school moneys, 
 Nev., 29; of the deaf, qualifications, Mich., 1536; 
 professional training, 898-921; qualifications, Ind., 
 857; Kans., 816, 1103; Mich., 820; Oreg., 156; age, 
 Wash., 757; experience, Idaho, 809; moral char- 
 acter, Kans., 816; practice schools 111., D 835. 
 
 Teachers and assistants, Minn., 468. 
 
 Teachers’ appointment and dismissal, 14. 
 
 Teachers’ certificates, Ind., 339-342 ; Ariz., 454; S, 
 Dak., 100; continuance, Vt., 805; diploma, agri- 
 cultural and mechanical college, Okla., 1291 (10); 
 diploma, approved institutions, La., 818; diploma, 
 approved institutions, Nebr., 821; Md., 819; 
 diploma, postgraduate, Ind., D 814; diploma, 
 state normal school, Ariz., 761; diploma, state 
 normal school, Ark., 903; diploma, Texas Indus- 
 trial Institute and College, etc., Tex., 823; diploma, 
 West Virginia University, W. Va.,826; elementary 
 agriculture, examinations, Okla., 1291 (5); fees, 
 Iowa, 767; fees, applicants from other States, 
 Ariz., 762; indorsement, Iowa, 798; N. C., 778; 
 Mich. 799; Okla., 803; Vt.,804; Wis., 796; kinder- 
 garten and primary teachers, Vt., 791; kinder- 
 garten teachers, Tex., 1192; kindergarten training- 
 school graduates, Wis., 795, 796; life, Ala., 760; 
 Ind., D 814; Vt., 783; Wash., 784, 785; minimum 
 age for granting, Wash., 757; normal schools ap- 
 proved, graduates of, Ind., 922; normal schools, ex- 
 amination of students, Ky., 909; normal schools, 
 graduates, Idaho, 809; Wis. ,796; normal school and 
 university diplomas, 808-828; pensions to holders, 
 R. I., 893; permanent, New York City, N. Y., D 
 775; physics, examination in, Miss., 771; primary 
 teachers, Vt., 791; renewal, Ala., 759; Ohio, 779; 
 Okla., 942; Vt., 790; Wash., 806; Wis., 807; 
 repealed, Iowa, D 130; revocation, Ind., D 797; 
 Mich., 800, 820; Mont., 801; N. Dak., 802; Okla., 
 803; salary not payable without, Ariz., 854; N. 
 Dak., 851; Seattle, Wash., 786; special teachers, 
 Vt., 790, 791, 804; Wis., 796; state, Kans., 816; N. 
 C., 777,778; Wash., 787; state, issue upon burning 
 of local records, Miss., 770; summer school courses, 
 N. J., 939; temporary, Kans., 789; Mont., 801; 
 Utah, 824; Vt., 792; Wash., 793, 794; universities 
 and colleges of State, degrees, Mich., 820; validity, 
 Idaho, 764; Kans., 768; Okla., 803; W. Va., 826; 
 validity, indorsement, registration, revocation, 
 797-807. 
 
 Teachers’ College, recognition of diplomas, La., 818. 
 
 Teachers’ colleges, purpose of, N. Dak., 1400; and 
 normal schools, 1395-1401. 
 
 Teachers' contracts, appointment, dismissal, 830- 
 853; Wash., 1018; county board of education, 
 Ala., 830, D 831; evening schools, D 849; must be 
 in writing, Ind., D 836; D 837; revocation, D 832. 
 
362 
 
 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [ Figures in italics refer to page 
 
 Teachers’ dismissal, Cal., D 832, D 833; 111., 874 (14), 
 D 875; Md., D 839; Mich., D 1842; N. C., 850; 
 N. Y., 845, D 840, D 847, D 848. 
 
 Teachers’ education, 14. See also Normal schools 
 and Certificates. 
 
 Teachers’ employment and contract, 14, 830-853; 
 contracts with county board, Ala., 830, D 831; 
 San Francisco, Cal., D 833; state agencies, Mass., 
 840; Mich., 841. 
 
 Teachers’ evening schools, New York City, N. Y., 
 D 849. 
 
 Teachers’ examinations, board for conducting, 
 Iowa, 766; Buffalo, N. Y., on half holidays, N. Y., 
 D 776; county high schools, Kans., 1103; in ele- 
 mentary agriculture, Okla., 1291 (5); exemptions, 
 Kans., 816; Mich., 820; Wash., 787; fees, Ariz., 763; 
 Iowa, 767; graduates, universities and colleges, 
 Ohio, 779; penalty for violating rules, Ariz., 763; 
 physics, Miss., 771; questions, illegal use, Miss., 
 D 772; questions, illegal use, Tex., D 781, D 782; 
 renewal of certificates, Ohio, 779; students, state 
 university, Ky., 1370; temporary certificates, Vt., 
 792. 
 
 Teachers’ examinations and certificates, 759-796. 
 
 Teachers’ institutes, annual in each county, Ind., 
 935; apportionment funds, Ariz., 928, 929; certifi- 
 cates, Okla., 942; city schools, Wash., 946; credit 
 for attending, Ind., 857 (1); for negroes, Ark., 930; 
 joint, Mont., 937; Utah, 944; payment for attend- 
 ing, Ohio, 866, D 867; provided for, Tex., 166; state 
 governing board, Utan, 944; time of holding, Nebr., 
 938; Pa., 943; traveling expenses of teachers, Fla., 
 932. 
 
 Teachers’ institutes and summer schools, 928-946. 
 
 Teachers’ licenses, Ind., 339-342. 
 
 Teachers’ pensions, 872-897; local, Albany, N. Y., 
 886; Baltimore, Md., 877a; Boston, Mass., 880; 
 Charleston, S. C., 894; Chicago, 111., 873, 874, 
 D 875; Elmira, N. Y., 883; Indianapolis, Ind., 
 876; Milwaukee, W is., 897; New York City, N. Y., 
 884; Schenectady, N.Y., 885, 887; Watervleit,N. Y., 
 888; general, Conn., 872; Md., 877b; Mass., 879; 
 N. J., 881, 882; Ohio, D 889, D 890, D 891; Pa., 
 892; R. I., 893; Utah, 895; Va., 896. 
 
 Teachers’ professional training (see also Normal 
 schools, and Teachers’ training schools); agricul- 
 ture, Mass., 910; creating system of normal-school 
 instruction, Ind., 922; manual training, N. Dak., 
 915; state aid to George Peabody College for 
 Teachers, Tenn., 898b. 
 
 Teachers’ salaries, 854-870; Pa., 336-338; W. Va., 
 277; Del., 615; contracts, written, recoverable only 
 under, Ind., D 836, D 837; during epidemics, N. 
 Mex., 859; forfeit of, for use of religious dress, N. 
 Y., D 860; maximum, N. Mex., 859; minimum, 
 Ind., 857; Md., 858; Pa., 869; New York City, N. 
 Y., D 861; minimum for holders of state certifi- 
 cates, N. C., 777; payable only to holders of cer- 
 tificates for full term, Ariz., 854; proportion of 
 funds applicable to, Cal., 855; salary commission 
 can not fix, Pa., D 870; state aid toward payment 
 of minimum, Ohio, 867. 
 
 Teachers’ tenure, Cal., D 832; 111., 874 (14); Ohio, 
 D 852; Wis., 897 (11); permanent, New Orleans, 
 La., 838; position vacated by marriage. La., 838. 
 
 Teachers’ training, appropriation for, N. C., 148; 
 professional, 14. 
 
 Teachers’ training departments, high schools, Ind., 
 922; high schools, Nebr., 923; highschools, Va., 926. 
 
 Teachers’ training schools, certificates upon diplo- 
 mas, La., 818; kindergarten, certificates to grad- 
 uates of, Wis., 795; limited teachers’ examina- 
 tions to graduates of , Ohio, 779. 
 
 Technical and industrial schools, 15. 
 
 Technical education, aided, Ala., 1488; higher, 1395- 
 1487; fund, Mass., 422. 
 
 Technical objections to manner of tax levy, 111., D 
 625. 
 
 Technical schools, miscellaneous, 1488-1490. 
 
 Technical training, elementary, 1176-1181. 
 
 Technology, school of, established, N. C., 1489. 
 
 Temperance instruction. See Physiology and hy- 
 giene, temperance instruction. 
 
 Temporary certificates. See Teachers’ certificates, 
 temporary. 
 
 ; others to enactment numbers.] 
 
 Tennessee: 50, 101, 162, 1(3, 164, 165, 256, 257, 258, 
 259, D 260, 308, D 483, 594, 661, 708, 746, D 747, 754, 
 1074, 1075, 1137, 1262, 1344, 1385, 1441, 1473, 1486, 
 1508, 1603. 
 
 Tenure of office, of superintendent, Mich., 27 (2); 
 Mo., 223; of teaehers, N. J., 344 (see also Teachers’ 
 tenure). 
 
 Term, of office, of school superintendents, N. Mex., 
 32; of school, at least four months, Mich., 27 (9); 
 N. Dak., 475; Oreg.,479; N. C., D652; to be main- 
 tained, Ind., 631; of school commissioners, Vt., 
 267; of teachers’ service, N. J., 344. 
 
 Term “colored children,” defined, Okla., 42. 
 
 Territory, adjacent, attached to school district, N. 
 Dak., 346; annexed, transfer of property, Ohio, 
 349; embracing parts of different counties, Tex., 
 D 309. 
 
 Test, no denominational, imposed on trustees, 
 teachers, and students, Conn., 1494. 
 
 Texas: 102, 166, 261, 262, 263, D 309, D 353, D 354, D 
 377, 409, 410, 411, D 412, 448, 530, 595, 596, D 597, 
 662, 663, D 664, D 781, D 782, 823, 963, D 1102, 1153, 
 D 1175, 1178, 1192, 1474, 316-320. 
 
 Texas Industrial Institute and College for the Edu- 
 cation of White Girls in the Arts and Sciences, 
 validating diplomas, Tex., 823. 
 
 Text-books, Ariz., 1126; Mo., D 1133; S. C., 1135; 
 Wis., D 1139; change of, Va., 108; contracts, Ind. 
 1129; W. Va., D 1138; coimty uniformity, Mo., 
 1147; Wis., 1154; depositories, Ind., 1128, 1129; 
 Kans., 1130; S. C., D 1136; depositories, local 
 agents, Tenn., 1137; free, 1139a-1143; Conn., 189, 
 1140; Mont., 1148; N. Y., 1142: state aid, Md., 1141; 
 officers, illegality of sale by, Ohio, 1134; published 
 in the State preferred, La'., 73; state orphan insti- 
 tutions, Cal., 1568; state uniformity of, 1143-1154; 
 Ala., 1143, 1144, D 1145; N. Mex., 32; Nev., 1149; 
 Okla., 1151; Tex., 1153; S. Dak., 100; supplied, N. 
 Y., 229 (4). 
 
 Text-books and supplies, 1126-1154. 
 
 Theory and practice of teaching, issuance of certifi- 
 cate on examination in, Ohio, 779. 
 
 Time for submission of reports, Wyo., 289. 
 
 Time of election of school officers, Pa., 304; Tenn., 
 308; of superintendent, N. II., 225. 
 
 Time of organization of boards of education, N. I., 
 226. 
 
 Title of school lands in question, Utah, 413. 
 
 Toledo University, board of directors, Ohio, D 1381. 
 
 Topography of the work, 13. 
 
 Town school committees, Conn., 188. 
 
 Towns, union of, Vt., 265. 
 
 Township, boards and their officers, 182-289; high 
 schools, 111., 326. 
 
 Trade schools, state aid, Conn., 1274 (4). 
 
 Training of teachers, professional, 14, 898-921. 
 
 Training schools, county and local, 922-927; for teach- 
 ers, N. C., 148; certificates to graduates of, Ohio, 
 779. 
 
 Transfer, of children to another school, Ind., 512; 
 of funds, collected for abandoned purposes, Ind., 
 513; of funds to municipalities for promotion of 
 education, Ohio, D 243; of penitentiary buildings 
 and lands, Wyo., 1449; of property, Ohio, 349; 
 of pupils, Ind., 987; N. Y., 229 (4); Mo., 1002; of 
 school fund, Del., 418; Minn., 424; Cal., 508; of 
 school property, Tenn., 1508; of unused school 
 fund, Ind., 631. 
 
 Transportation of pupils, 984-1020; Ind., 988; Iowa, 
 D 990; Mass., 342-344; Mo., 1002; N. J., 30; Okla., 
 350; Wash., 1018; to adjoining districts, N. J., 
 1008; Ohio, 1012, D 1013; Pa., 1014; board of edu- 
 cation, unusual distances, N. J., D 1009; common 
 schools, restriction to, Me., 993; day and evening 
 schools, Mass., 995; district funds, payment from, 
 Ohio, 1010; high schools, Conn., 985; high schools, 
 discontinuance, Mass., 994; parents, compensa- 
 tion, Kans., 992; Wis., 1019; parents not re- 
 quired of, N. TL, 1005; special tax levy, not pay- 
 able from, Ind., D 989; state aid, Wis., 1020; 
 street railways, half rates, Mass.,D 996, D 997, D 
 998; special rates, N. II., 1004. 
 
 Traveling expenses, of county superintendents, 
 Minn., 136; Mont., 142; of membors of county 
 board, Utah, 167. 
 
INDEX. 
 
 363 
 
 [Figures in italics refer to pages 
 
 Treasurer, county, commission allowed, Va., 177; 
 of parish school funds, La., 514; of school district, 
 tax levy to include fee for bond, 674. 
 
 Truancy, child labor, 1021-1087. See also Attend- 
 ance, compulsory. 
 
 Truant officers, Cal., 1025; Kans., 1033; Me., 207; 
 Minn., 217; N. Y., 229 (2); Oreg., 1069; Pa., 1071; 
 Vt., 267, 268; Wis., 1085; Wyo., 1087; appointment, 
 Kans., 1033; St. Louis, Mo., 1049. 
 
 Truant schools, 1610-1617; Del., 1026; Mass., 1612; 
 Mo., 1049; changing name to “training” schools, 
 Mass., 1612; St. Louis, Mo., 1049. 
 
 Truants, Cal., 1023. 
 
 Trustees, board of, vacancies, Ala., 117; county 
 high school, Kans., 132; district, to take census, 
 Ariz., 183; number increased, elected by alumni, 
 Conn., 1494; officers, teachers, and students, no 
 denominational test, Conn., 1494; of permanent 
 school fund, Vt., 435 (2). 
 
 Tuition, none charged for primary schools, Mich., 
 27 (9). 
 
 Tuition fees, Ariz., 984; Ind., 512; Kans., 991; 
 agricultural college, Kans., 1411; at school of de- 
 sign, R. I., 1490; exemptions from payment, Mo., 
 1001; for transferred pupils, Mo., 1002; from non- 
 residents, Idaho, 193; high schools, 111., 1227; high 
 schools, Iowa, D 15; high schools, payment by 
 towns not maintaining, Conn., 1226; fees, high 
 schools, unconstitutional, Kans., D 1236; paid for 
 from school fund, N. C., 148. 
 
 Tuition fund, N. Dak. , 475. See also Funds, tuition. 
 
 Tuition tax, reduced, Ind., 631. 
 
 Tulane University, recognition of diplomas, La., 
 818. 
 
 Tuskegee Institute, examination of, Ala., 1. 
 
 Types, special, of school, 15, 1186-1212. 
 
 U. 
 
 Unclaimed estates funds, Ind., 419. 
 
 U nconstitutionality of high -school tax, Nebr., 
 D 368. 
 
 Undertaking, or bond, of superintendent, N. Y., 
 229 (3). 
 
 Uniform operation of law, Ga., D 323. 
 
 Uniform schedule of salaries, N. Y., 229 (8). 
 
 Uniformity, established in contracting debts, N. C., 
 D 583; in accounting, N. Dak., 36; of system of 
 public schools, Term., 50, 164, 208, D 483; of text- 
 books, 1143-1154; N. Mex., 32; Okla., 42; S. Dak., 
 100; Wash., 112; of system of county government, 
 Cal., 122. 
 
 Union, of town and school district, Vt., 356; of 
 towns for school purposes, Vt., 265; Me., 466; 
 school districts, Minn., 520; special tax levies, 
 Wash., 670. See also Consolidation. 
 
 United States flag, display. Cal., 749; Ind., 750; 
 Kans., 751, 1165; Oreg., 753; Tenn., 754; Utah, 
 755; in school, 749-758. 
 
 United States grant, 1450-1479. 
 
 Universal education, Wis., 55. 
 
 Universities, may be supported by tax, Ohio, 653; 
 state, appropriations, Ala., 1360; Fla., 1308; 
 Iowa, 1316; Oreg., 1341; Tenn., 1385; Wis., 1393, 
 1394; biological station, Cal., 1364; board of re- 
 gents, compensation, Kans., 1317; board of 
 regents, increasing members of, Okla., 1383; board 
 of regents, requiring open meetings, Nebr., 1378; 
 board of regents, terms and qualifications of 
 members, Minn., 1373a; board of trustees, N. C., 
 1380; board of trustees, appointment of addi- 
 tional member, Ga., 1368; building bonds, Idaho, 
 1312; chancellor, reducing salary of, Miss., 1324; 
 correspondence courses, Wis., 1203; engineering 
 department, Minn., 1375; farmers’ institutes, 
 Cal., 1206; farmers’ institutes, Wyo., 1212; fees, 
 Utah, 1386; La., 1371; forestry course, Minn., 
 1373; funds, Idaho, 1310; Wash., 1351; funds, trans- 
 fer of, Wis., 1355; granting corporate power, Va., 
 1387; state, health laboratory, N. Dak., 1114; in- 
 demnifying Lake City, Fla., 1309; investigating 
 committee, Ark., 1361; land for Weather Bureau 
 station, Minn., 1372; land sales, Ala., 1357; lands, 
 Okla. , 1382; law and medicine, establishing depart- 
 ments of, Ky., 1370; law, department of, abolishing 
 
 ; others to enactment numbers.] 
 
 fees, Wis., 1391; medicine, constituting state 
 college of, a department, Ala., 1360; medicine, 
 establishing college of, Wis., 1392; name, Nev., 
 1379; nonliability to garnishment, Idaho, 1369; 
 normal departments, abolishing, Colo., 1366; 
 normal department, creating, Fla., 906; relation 
 to state board of education, Okla., 1384; sale 
 of liquors near, Mo., 740a, D 740b; tax levy, Nebr., 
 D 1330; tax levy, increasing, Mich., 1320; tax 
 levy, special, constitutional amendment, Fla., 
 1307; teachers’ certificates upon diploma, W. Va., 
 826; Wis., 796; treasurer, Nebr., 1377; tuition, free, 
 to veterans of Spanish- American War, Minn., 
 1374; Vilas bequest to University of Wisconsin, 
 267; visits of legislative committees, Ga., 1367. 
 
 Universities and colleges, diplomas, 808-828; right 
 of eminent domain, 111., 678; right of students to 
 vote, D 1198; societies, exempting property from 
 taxation, W. Va., 1302; teachers’ certificates, 
 validating diplomas, Idaho, 809; teachers’ certifi- 
 cates, validating diplomas, Iowa, 815; Nebr., 821; 
 Ohio, 779. 
 
 University, board of regents, election, Mich., 27 (3); 
 departments and schools of education, 898-921; 
 extension, 1201-1204; correspondence course, state 
 university, Wis., 1203. 
 
 University of Wisconsin, Vilas bequest, 267. 
 
 Unorganized towns, Vt., 357. 
 
 United States Government funds held subject to act 
 of Congress, S. C., 376. 
 
 Use of school buildings for social and educational 
 purposes, Wis., 705. 
 
 Utah: 103, 104, 105, 167, 168, 169, 264, 310, 355, 378, 
 413, 449 , 484, 485, 598, 599, 665, 755, 824, 895, 944, 
 1159, 1160, 1173, 1179, 1263, 1386, 1442, 1443, 1475, 
 1524, 1525, 1542, 1543, 1544, 1604, 1616. 
 
 Utica, N. Y., providing for bond issue to afford fire 
 protection, N. Y., 695. 
 
 y. 
 
 Vacancies in school board, Ala., 117; Iowa, 198; 
 N. J., 227; Ohio, 240, 241; Utah, 264. 
 
 Vacation schools, authorizing cities to establish, 
 Ohio, 1187; Boston, Mass., 1197b. 
 
 Vacation schools and playgrounds, 1197-1200. 
 
 Vacations, use of schoolhouses during, Ind., D 681. 
 
 Vaccination of pupils, Ark., D 3, 118, D 1106; 111., 
 D 1108; Mass., 1109; N. C., D 1113; N. Y., D 34, 
 D 1112; Ohio, D 41, 1115; Pa., D 1117, 1118; Wis., 
 1119; HI., 320-322; N. C., 322-324; N. Y., 324-326, 
 Pa., 326-329. 
 
 Validating gifts and grants, Mich., 1502. 
 
 Validity of teachers’ certificates, 797-807. 
 
 Value, commercial, of substances found on school 
 lands, Tex., 410. 
 
 Ventilating system, in rural schools, Wis., 492. 
 
 Vermont: 106, 265, 266, 268, 276, 311, 356, 435, 436, 
 450, 486, 502, 531, 783, 790, 791, 792, 804, 805, 918, 
 925, 945, 1015, 1016, 1076, 1077, 1161, 1265, D 1266, 
 1344a, 1345, 1444, 1445, 1476, 1487, 1509, 1529, 1530, 
 1545, 1605. 
 
 Vilas, Col. William F., bequest to University of 
 Wisconsin, 267. 
 
 Violation, of board’s rules by pupils, Iowa, D 16; 
 of code, liquor selling, Iowa, D 329; of constitution 
 or civil code, Ga., D 11. 
 
 Virginia: 51, 52, 107, 108, 170, 171, 172, 173, 174, 175, 
 176, 177, 178, 269, 270, 271, 272, 273, 358, 359, D 379, 
 487, 488, 503, 532, 533, 534, 600, 666, 667, 668, 709, 710, 
 727, 853, 896, 919, 926, 964, 1017, 1078, 1079, 1125, 
 1180, 1189, 1301, 1346, 1347, 1348, 1387, 1446, D 1447, 
 1477, 1482, 1510, 1511, 1526. 
 
 Visitors, state board of, Minn., 78. 
 
 Visits to schools by county superintendent, Ariz., 
 119. 
 
 Vocational training. See Industrial education. 
 
 Vote, for a relative, a punishable offense, Okla., 43; 
 of the people authorized building, 111., D 628; of 
 the people authorized installing a heating plant, 
 111., D 628; on bond issue, Minn., D 574. 
 
 Voters, qualified, approval of, Mass., 210; qualifica- 
 tion of Mich., 297. 
 
 I Voting for special school taxes, S. C., 658 
 
364 STATE SCHOOL SYSTEMS: LEGISLATION, ETC., 1906-8. 
 
 [Figures in italics refer to pages 
 
 w. 
 
 Warrants, discounted, Va., 51; indorsed by division 
 superintendents, Va., 171; upon State paid by 
 city treasurer, Va., 534. 
 
 Washington: 53, 109, 110, 111, 112, 113, 179, 274, 275, 
 360, 380, 414, 415, 416, 417, 437, 438, 451, 535, 536, 
 601, 602, 603, 604, 669, 670, 701, 711, D 728, 757, 784, 
 785, 786, 787, 793 , 794, 805, 825, 920, 946, 965, 983, 
 1018, 1081, 1082, D 1098, D 1099, 1349, 1350, 1351, 
 1352, D 1353, 1388, 1448, 1478, 1606. 
 
 Water for schools, right to secure through condem- 
 nation, N. C., 720. 
 
 Watervliet, N. Y., teachers’ pensions, N. Y., 888. 
 
 Waterways, public, facilitated, La., 202. 
 
 Weather station observatory, Mich., 1417. 
 
 Wells, artesian, on school lands, S. Dak., 407. 
 
 West Virginia: 54, 180, 276, 277, 361, 452, 489, 504, 
 606, 671, 672, 826, 827, 828, 871, D 1138, 1268, 1302, 
 1354, 1512. 
 
 West Virginia Colored Institute, validating diplo- 
 mas, W. Va., 828. 
 
 Whitman College, charter, Wash., D 1353. 
 
 Wisconsin: 55, D 56, 114, 115, 181, 279, 280, 281, 282, 
 283, 284, 285, D 286, D 287, D 288, 312, D 313, D 381, 
 490, 491, 492, 505, 506, 507, 607, 608, 609, 610, 673, 
 
 ; others to enactment numbers.] 
 
 674, 675, 702, 703, 704, 705, 712, 729, 730, 731, 748 
 758, 795, 796, 807, 829, 897, 921, 927, 966, 974, 1019, 
 1020, 1085, 1086, 1100, 1104, 1119, D 1139, 1154, 1163, 
 1181, 1200, 1201, 1202, 1203, 1204, 1211, 1269, D 1270, 
 1293, 1294, 1295, 1296, 1355, 1389, 1390, 1391, 1392, 
 1393, 1394, 1513, 1546, 1557, 1607, 1608, 1617, 833 - 
 336. 
 
 Wisconsin Teachers’ Association, printing proceed- 
 ings of, Wis., 829. 
 
 Withholding moneys from school districts, penalty 
 for, Okla., 372; state school, N. Dak., 475. 
 
 W omen, notexcluded from voting on issue o f bonds, 
 Wis., D 313; qualifications at school elections, 
 Vt., 311. 
 
 Worcester, Mass., control of janitors by school com- 
 mittee, Mass., 719a. 
 
 W or king capital for industries of commission for the 
 blind, Mass., 1551. 
 
 Workshops and factories, chief inspector of, to in- 
 spect schoolhouses, Ohio 721. 
 
 Wyoming: 289, 382, 537, 788, 1087, 1212, 1271, 1272, 
 D 1356, 1449, 1479, 1527, 1609. 
 
 Y. 
 
 Year, school. See School term and Term. 
 
 O 
 
UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1908: NO. 8 WHOLE NUMBER 397 
 
 STATISTICS OF STATE UNIVERSITIES AND 
 OTHER INSTITUTIONS OF HIGHER 
 EDUCATION PARTIALLY SUP- 
 PORTED BY THE STATE 
 
 FOR THE YEAR ENDED 
 JUNE 30, 1908 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1909 
 

 
STATISTICS OF STATE UNIVERSITIES AND OTHER 
 INSTITUTIONS OF HIGHER EDUCATION PAR- 
 TIALLY SUPPORTED BY THE STATE, 
 
 FOR THE YEAR ENDED JUNE 30, 1908. 
 
 The list of 82 institutions included in these tables is not sharply 
 defined. In general it includes, in addition to fully organized state 
 and territorial universities, such other institutions of higher education 
 as are supported, at least in part, by the several States. It does not 
 include state normal schools nor high schools. Of the 82 institutions 
 in the list, 51 receive also federal support under the Morrill Act of 
 1890 and the Nelson amendment of 1907. There are 17 other insti- 
 tutions, not included in the tables, which enjoy the benefit of these 
 congressional appropriations. 
 
 Table 1 presents certain items respecting the student body and the 
 teaching force of the institutions enumerated. Table 2 deals with 
 teachers’ salaries and with the income of the several institutions, dis- 
 tributed according to its chief sources. Table 3 gives other fiscal 
 items concerning which questions are frequently raised. The incom- 
 pleteness of Table 3 is due to the fragmentary character of the reports 
 furnished to this office. 
 
 3 
 
4 
 
 i 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 53 
 
 54 
 
 STATISTICS OF STATE UNIVERSITIES. 
 
 Location. 
 
 Auburn, Ala 
 
 University, Ala 
 
 Tucson, Ariz 
 
 Fayetteville, Ark 
 
 Berkeley, Cal 
 
 Boulder, Colo 
 
 Fort Collins, Colo 
 
 Golden, Colo 
 
 Storrs, Conn 
 
 Dover, Del 
 
 Newark, Del 
 
 Gainesville, Fla 
 
 Athens, Ga 
 
 Atlanta, Ga 
 
 Dahlonega, Ga 
 
 Moscow, Idaho 
 
 Urbana, 111 
 
 Bloomington, Ind 
 
 Lafayette, Ind 
 
 Ames, Iowa 
 
 Iowa City, Iowa 
 
 Lawrence, Kans 
 
 Manhattan, Kans 
 
 Lexington, Ky 
 
 Baton Rouge, La 
 
 Orono, Me 
 
 College Park, Md 
 
 Amherst, Mass 
 
 Ann Arbor, Mich 
 
 East Lansing, Mich. .. 
 
 Houghton, Mich 
 
 Minneapolis, Minn 
 
 Agricultural College, 
 Miss. 
 
 Alcorn, Miss 
 
 University, Miss 
 
 Columbia, Mo 
 
 Bozeman, Mont 
 
 Butte, Mont 
 
 Missoula, Mont 
 
 Lincoln, Nebr 
 
 Reno, Nev 
 
 Durham, N. II 
 
 New Brunswick, N. J. 
 Agricultural College, 
 N. Mex. 
 
 Albuquerque, N. Mex. 
 
 Socorro, N. Mex 
 
 Ithaca, N. Y 
 
 Chapel Hill, N. C 
 
 Greensboro, N. C 
 
 West Raleigh, N. C. . . 
 
 Agricultural College, 
 N. Dak. 
 
 University, N. Dak... 
 
 Athens, Ohio 
 
 Columbus, Ohio 
 
 Table 1 . — Students and teaching force in 
 
 Name. 
 
 Alabama Polytechnic Institute 
 
 University of Alabama 
 
 University of Arizona 
 
 University of Arkansas 
 
 University of California 
 
 University of Colorado 
 
 State Agricultural College 
 
 Colorado School of Mines 
 
 Connecticut Agricultural College 
 
 State College for Colored Students 
 
 Delaware College 
 
 University of the State of Florida 
 
 University of Georgia 
 
 Georgia School of Technology 
 
 North Georgia Agricultural College 
 
 University of Idaho 
 
 University of Illinois 
 
 Indiana University 
 
 Purdue University 
 
 Iowa State College of Agriculture and 
 Mechanic Arts. 
 
 State University of Iowa 
 
 University of Kansas 
 
 Kansas State Agricultural College 
 
 State University 
 
 Louisiana State University and Agricul- 
 tural and Mechanical College. 
 
 University of Maine 
 
 Maryland Agricultural College 
 
 Massachusetts Agricultural College 
 
 University of Michigan 
 
 Michigan State Agricultural College 
 
 Michigan College of Mines 
 
 University of Minnesota 
 
 Mississippi Agricultural and Mechanical 
 College. 
 
 Alcorn Agricultural and Mechanical Col- 
 lege. 
 
 University of Mississippi 
 
 University of Missouri 
 
 Montana College of Agriculture and 
 Mechanic Arts. 
 
 Montana State School of Mines 
 
 University of Montana 
 
 University of Nebraska 
 
 University of Nevada 
 
 New Hampshire College of Agriculture 
 and Mechanic Arts. 
 
 Rutgers College 
 
 New Mexico College of Agriculture and 
 Mechanic Arts. 
 
 University of New Mexico 
 
 New Mexico School of Mines 
 
 Cornell University 
 
 University of North Carolina 
 
 Agricultural and Mechanical College for 
 the Colored Race. 
 
 North Carolina College of Agriculture 
 and Mechanic Arts. 
 
 North Dakota Agricultural College 
 
 State University and School of Mines — j 
 
 Ohio University 
 
 Ohio State University I 
 
 Total enrollment, count- 
 ing none twice. 
 
 I In liberal arts, includ- 
 ing general science. 
 
 1 
 
 2 
 
 617 
 
 232 
 
 573 
 
 247 
 
 237 
 
 42 
 
 1,220 
 
 365 
 
 3,305 
 
 1,453 
 
 961 
 
 532 
 
 478 
 
 95 
 
 349 
 
 
 257 
 
 
 118 
 
 48 
 
 188 
 
 26 
 
 103 
 
 36 
 
 502 
 
 291 
 
 562 
 
 
 253 
 
 105 
 
 419 
 
 90 
 
 4,376 
 
 803 
 
 2,051 
 
 1,750 
 
 1,905 
 
 138 
 
 2,383 
 
 166 
 
 2,315 
 
 712 
 
 2,063 
 
 899 
 
 2,192 
 
 129 
 
 791 
 
 125 
 
 545 
 
 26 
 
 776 
 
 121 
 
 240 
 
 17 
 
 252 
 
 
 4,554 
 
 1,710 
 
 1,191 
 
 
 266 
 
 
 4,421 
 
 1,690 
 
 1,015 
 
 
 542 
 
 103 
 
 360 
 
 249 
 
 2,536 
 
 877 
 
 419 
 
 40 
 
 76 
 
 
 291 
 
 124 
 
 3,237 
 
 1,218 
 
 347 
 
 68 
 
 196 
 
 22 
 
 390 
 
 71 
 
 321 
 
 19 
 
 156 
 
 56 
 
 34 
 
 
 3,734 
 
 820 
 
 790 
 
 467 
 
 194 
 
 40 
 
 470 
 
 
 986 
 
 25 
 
 644 
 
 125 
 
 942 
 
 130 
 
 2,256 
 
 630 
 
STATISTICS OF STATE UNIVERSITIES. 
 
 5 
 
 and other state-aided institutions of higher education. 
 
 Enrollment of students. 
 
 Teaching force. 
 
 In domestic science. 
 
 In training courses for 
 teachers. 
 
 In preparatory depart- J 
 ment. 
 
 In all special courses. 
 
 In graduate studies. 
 
 In professional departments. 
 
 In summer 
 schools. 
 
 Not teaching in profes- 
 sional or preparatory 
 departments. 
 
 Additional in profes- 
 sional departments. 
 
 Additional in prepara- 
 tory department. 
 
 Law. 
 
 Medicine. 
 
 Dentistry. 
 
 Pharmacy. 
 
 Veterinary sur- 
 gery. 
 
 Total. 
 
 Number of these 
 in regular col- 
 lege work. 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 
 
 72 
 
 
 
 
 
 
 
 19 
 
 
 
 45 
 
 7 
 
 1 
 
 
 
 
 
 4 
 
 67 
 
 170 
 
 
 23 
 
 
 
 
 23 
 
 26 
 
 
 
 
 167 
 
 
 6 
 
 
 
 
 
 
 
 
 9 
 
 9 
 
 16 
 
 24 
 
 11Q 
 
 420 
 
 62 
 
 
 55 
 
 175 
 
 
 
 24 
 
 
 
 60 
 
 82 
 
 89 
 
 536 
 
 
 
 319 
 
 69 
 
 26 
 
 69 
 
 45 
 
 
 
 
 180 
 
 81 
 
 
 
 
 
 
 37 
 
 83 
 
 52 
 
 
 
 
 129 
 
 
 73 
 
 67 
 
 
 
 
 75 
 
 162 
 
 
 
 
 
 
 
 
 
 49 
 
 
 9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 18 
 
 
 
 
 27 
 
 
 
 
 
 
 
 
 
 
 94 
 
 1 
 
 21 
 
 
 
 
 8 
 
 62 
 
 
 
 
 
 
 
 
 
 
 4 
 
 
 3 
 
 
 
 
 36 
 
 1 
 
 
 
 
 
 
 
 
 22 
 
 
 
 
 1 
 
 31 
 
 
 3 
 
 
 
 
 
 
 
 
 16 
 
 
 3 
 
 
 
 
 
 
 75 
 
 
 
 15 
 
 
 323 
 
 2 
 
 33 
 
 6 
 
 
 
 
 185 
 
 
 
 
 
 
 
 
 
 
 37 
 
 
 12 
 
 42 
 
 10 
 
 140 
 
 
 
 
 
 
 
 
 
 
 8 
 
 
 6 
 
 8 
 
 46 
 
 174 
 
 
 2 
 
 
 
 
 
 
 
 
 24 
 
 12 
 
 4 
 
 102 
 
 377 
 
 
 203 
 
 186 
 
 476 
 
 76 
 
 259 
 
 
 367 
 
 
 351 
 
 151 
 
 13 
 
 
 
 
 
 92 
 
 204 
 
 68 
 
 
 
 
 729 
 
 
 75 
 
 17 
 
 
 13 
 
 
 
 35 
 
 61 
 
 
 
 
 89 
 
 
 
 
 135 
 
 4 
 
 
 72 
 
 
 232 
 
 
 14 
 
 
 
 
 
 108 
 
 643 
 
 
 120 
 
 4 
 
 20 
 
 
 370 
 
 
 177 
 
 247 
 
 213 
 
 309 
 
 181 
 
 54 
 
 
 344 
 
 344 
 
 78 
 
 72 
 
 
 
 
 
 
 102 
 
 186 
 
 101 
 
 
 94 
 
 
 289 
 
 289 
 
 100 
 
 17 
 
 
 320 
 
 
 662 
 
 
 25 
 
 
 
 
 
 55 
 
 
 
 92 
 
 
 7 
 
 20 
 
 19 
 
 115 
 
 208 
 
 29 
 
 
 
 
 
 
 264 
 
 120 
 
 52 
 
 3 
 
 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 27 
 
 
 11 
 
 
 15 
 
 
 29 
 
 21 
 
 97 
 
 
 
 21 
 
 
 93 
 
 36 
 
 58 
 
 11 
 
 
 
 
 35 
 
 
 3 
 
 
 
 
 
 
 
 
 21 
 
 
 2 
 
 
 
 
 42 
 
 7 
 
 
 
 
 
 
 210 
 
 
 40 
 
 
 
 
 
 
 
 216 
 
 791 
 
 472 
 
 168 
 
 101 
 
 
 1,070 
 
 
 392 
 
 
 
 198 
 
 
 
 206 
 
 6 
 
 
 
 
 
 
 
 86 
 
 
 8 
 
 
 
 
 
 
 
 
 
 
 
 
 
 34 
 
 
 
 
 32 
 
 808 
 
 
 107 
 
 486 
 
 172 
 
 176 
 
 99 
 
 
 1,040 
 
 262 
 
 115 
 
 66 
 
 48 
 
 
 
 326 
 
 64 
 
 4 
 
 
 
 
 
 
 356 
 
 
 37 
 
 
 6 
 
 125 
 
 
 439 
 
 
 
 
 
 
 
 
 
 
 5 
 
 
 16 
 
 
 
 
 
 
 53 
 
 17 
 
 
 
 
 185 
 
 
 19 
 
 6 
 
 
 54 
 
 318 
 
 
 
 118 
 
 237 
 
 65 
 
 
 
 
 452 
 
 142 
 
 92 
 
 94 
 
 
 31 
 
 
 109 
 
 146 
 
 4 
 
 
 
 
 
 
 
 
 31 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 9 
 
 
 
 
 74 
 
 13 
 
 7 
 
 
 
 
 
 
 
 
 30 
 
 
 
 20 
 
 184 
 
 
 136 
 
 130 
 
 183 
 
 127 
 
 33 
 
 
 
 258 
 
 258 
 
 25 
 
 2 
 
 
 40 
 
 19 
 
 161 
 
 
 1 
 
 
 
 
 
 
 
 
 24 
 
 
 10 
 
 
 
 
 
 
 
 
 
 
 
 
 
 30 
 
 
 
 
 
 135 
 
 59 
 
 3 
 
 
 
 
 
 
 
 
 35 
 
 
 11 
 
 5 
 
 
 185 
 
 25 
 
 5 
 
 
 
 
 
 
 
 
 28 
 
 
 3 
 
 
 
 100 
 
 
 
 
 
 
 
 
 
 
 8 
 
 
 6 
 
 
 
 14 
 
 
 
 
 
 
 
 
 
 
 6 
 
 
 1 
 
 
 
 
 
 249 
 
 206 
 
 320 
 
 
 
 82 
 
 841 
 
 372 
 
 208 
 
 340 
 
 
 
 
 
 
 23 
 
 99 
 
 114 
 
 
 47 
 
 
 81 
 
 45 
 
 64 
 
 
 30 
 
 
 38 
 
 80 
 
 
 
 
 
 
 
 
 
 103 
 
 12 
 
 
 1 
 
 
 15 
 
 
 104 
 
 15 
 
 
 
 
 
 
 
 
 42 
 
 
 
 
 
 854 
 
 
 6 
 
 
 
 
 66 
 
 
 
 
 22 
 
 2 
 
 33 
 
 
 94 
 
 213 
 
 
 6 
 
 80 
 
 20 
 
 
 
 
 271 
 
 24 
 
 34 
 
 25 
 
 7 
 
 
 152 
 
 578 
 
 
 6 
 
 
 
 
 
 
 678 
 
 250 
 
 38 
 
 5 
 
 12 
 
 94 
 
 28 
 
 
 
 60 
 
 138 
 
 
 
 63 
 
 
 425 
 
 
 140 
 
 
 20 
 
 l 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 63 
 
 54 
 
6 
 
 STATISTICS OF STATE UNIVERSITIES, 
 
 Table 1 . — Students and teaching force in state universities 
 
 I vocation. 
 
 Oxford, Ohio 
 
 Norman. Okla 
 
 Stillwater, Okla 
 
 Corvallis, Oreg 
 
 Eugene, Oreg 
 
 State College, Pa 
 
 Kingston, It. I 
 
 Charleston, S. C 
 
 Clemson, S. C 
 
 Columbia, S. C 
 
 Brookings, S. Dak. .. 
 Rapid City, S. Dak. . 
 Vermilion, S. Dak. . . 
 
 Knoxville, Term 
 
 Austin, Tex 
 
 College Station, Tex. 
 
 Logan, Utah 
 
 Salt Lake City, Utah 
 Burlington, Vt 
 
 Blacksburg, Va 
 
 Charlottesville, Va. .. 
 
 Lexington, Va 
 
 Williamsburg, Va 
 
 Pullman, Wash 
 
 Seattle, Wash 
 
 Morgantown, W. Va 
 
 Madison, Wis 
 
 Laramie, Wyo 
 
 Name. 
 
 Miami University 
 
 University of Oklahoma 
 
 Oklahoma Agricultural and Mechanical 
 College. 
 
 Oregon State Agricultural College 
 
 University of Oregon 
 
 Pennsylvania State College 
 
 Rhode Island College of Agriculture and 
 Mechanic Arts. 
 
 South Carolina Military Academy 
 
 Clemson Agricultural College 
 
 University of South Carolina 
 
 South Dakota Agricultural College 
 
 South Dakota State School of Mines 
 
 University of South Dakota 
 
 University of Tennessee 
 
 University of Texas 
 
 Agricultural and Mechanical College of 
 Texas. 
 
 Agricultural College of Utah 
 
 University of Utah 
 
 University of Vermont and Agricultural 
 College. 
 
 Virginia Polytechnic Institute 
 
 University of Virginia 
 
 Virginia Military Institute 
 
 College of William and Mary 
 
 State College of Washington 
 
 University of Washington 
 
 West Virginia University 
 
 University of Wisconsin 
 
 University of Wyoming 
 
 Enrollment of students. 
 
 Total enrollment, count- 
 ing none twice. 
 
 In liberal arts, includ- 
 ing general science. 
 
 In engineering. 
 
 In agriculture. 
 
 j In forestry. 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 1,077 
 
 345 
 
 
 
 
 743 
 
 194 
 
 53 
 
 
 
 1,064 
 
 94 
 
 112 
 
 108 
 
 I 
 
 1,156 
 
 
 346 
 
 106 
 
 10 
 
 714 
 
 304 
 
 105 
 
 
 
 1,151 
 
 98 
 
 715 
 
 70 
 
 18 
 
 153 
 
 22 
 
 61 
 
 18 
 
 
 168 
 
 
 
 
 
 690 
 
 13 
 
 333 
 
 262 
 
 
 280 
 
 192 
 
 
 
 
 525 
 
 48 
 
 74 
 
 19 
 
 
 93 
 
 
 48 
 
 
 
 424 
 
 
 41 
 
 
 
 755 
 
 156 
 
 141 
 
 136 
 
 
 1,837 
 
 934 
 
 315 
 
 
 
 623 
 
 539 
 
 84 
 
 
 687 
 
 270 
 
 10 
 
 233 
 
 49 
 
 853 
 
 250 
 
 190 
 
 
 
 497 
 
 130 
 
 179 
 
 34 
 
 
 567 
 
 51 
 
 374 
 
 59 
 
 
 788 
 
 
 117 
 
 
 
 318 
 
 318 
 
 
 
 
 238 
 
 138 
 
 
 
 
 1,244 
 
 253 
 
 478 
 
 122 
 
 
 1,396 
 
 688 
 
 378 
 
 
 
 927 
 
 207 
 
 136 
 
 102 
 
 
 3,585 
 
 1,559 
 
 906 
 
 680 
 
 
 137 
 
 29 
 
 42 
 
 12 
 
 
STATISTICS OF STATE UNIVERSITIES, 
 
 7 
 
 and other state-aided institutions of higher education — Continued. 
 
 Enrollment of students. 
 
 In domestic science. 
 
 In training courses for 
 teachers. 
 
 In preparatory depart- 
 ment. 
 
 In all special courses. 
 
 In graduate studies. 
 
 In professional departments. 
 
 In summer 
 schools. 
 
 Law. 
 
 Medicine. 
 
 Dentistry. 
 
 Pharmacy. 
 
 Veterinary sur- 
 gery. 
 
 Total. 
 
 Number of these 
 in regular col- 
 lege work. 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 
 126 
 
 103 
 
 152 
 
 
 
 
 
 
 
 583 
 
 
 
 251 
 
 263 
 
 3 
 
 
 15 
 
 
 51 
 
 
 
 
 
 135 
 
 163 
 
 401 
 
 
 
 
 
 
 
 
 
 124 
 
 351 
 
 141 
 
 351 
 
 15 
 
 
 
 
 
 
 63 
 
 
 
 
 9 
 
 98 
 
 88 
 
 
 
 
 25 
 
 
 8 
 
 
 81 
 
 156 
 
 5 
 
 
 
 
 
 
 
 
 2 
 
 
 18 
 
 37 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 82 
 
 
 
 
 
 
 
 
 
 
 
 53 
 
 
 
 
 35 
 
 
 
 
 
 
 
 21 
 
 
 183 
 
 152 
 
 8 
 
 
 
 
 20 
 
 
 
 190 
 
 
 
 45 
 
 
 
 
 
 
 
 
 
 
 
 49 
 
 54 
 
 
 3 
 
 56 
 
 3 
 
 
 
 
 
 
 36 
 
 19 
 
 
 140 
 
 5 
 
 49 
 
 131 
 
 46 
 
 17 
 
 
 2,087 
 
 
 
 301 
 
 
 103 
 
 32 
 
 308 
 
 199 
 
 
 48 
 
 
 625 
 
 364 
 
 
 
 
 
 4 
 
 
 
 
 
 
 
 
 100 
 
 
 515 
 
 61 
 
 2 
 
 
 
 
 
 52 
 
 80 
 
 9 
 
 54 
 
 177 
 
 286 
 
 
 4 
 
 22 
 
 32 
 
 
 
 
 
 
 
 
 
 10 
 
 1 
 
 
 152 
 
 
 
 
 
 
 
 
 40 
 
 8 
 
 14 
 
 
 
 
 
 
 21 
 
 
 
 
 
 
 33 
 
 239 
 
 106 
 
 
 
 
 908 
 
 411 
 
 
 
 
 
 
 
 
 
 
 
 340 
 
 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 85 
 
 82 
 
 375 
 
 
 
 
 
 
 51 
 
 
 206 
 
 
 
 91 
 
 
 
 40 
 
 128 
 
 
 
 61 
 
 
 235 
 
 64 
 
 
 
 160 
 
 159 
 
 16 
 
 113 
 
 33 
 
 
 
 
 282 
 
 
 84 
 
 73 
 
 
 150 
 
 232 
 
 157 
 
 25 
 
 
 32 
 
 
 661 
 
 233 
 
 12 
 
 28 
 
 25 
 
 17 
 
 18 
 
 
 
 
 
 
 
 41 
 
 Teaching force. 
 
 h 
 
 flog 
 
 c'i H 
 
 S P< 
 .2 & 
 C/3 r O 
 
 18 
 
 54 
 
 22 
 
 31 
 
 35 
 
 51 
 
 112 
 
 23 
 
 9 
 
 13 
 18 
 39 
 
 14 
 26 
 68 
 62 
 
 16 
 
 45 
 
 43 
 
 56 
 
 48 
 
 21 
 
 11 
 
 66 
 
 88 
 
 44 
 360 
 
 12 
 
 g 12 
 
 CL Cl 
 
 a 
 
 ft 
 
 CD 
 C3 •xj 
 
 2 -a 
 
 31 
 
 <5 
 
 42 
 
 33 
 
 37 
 
 cd a 
 
 o ^ 
 
 •sa 
 
 20 
 
 18 
 
 \ 
 
8 
 
 i 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 53 
 
 54 
 
 55 
 
 56 
 
 57 
 
 STATISTICS OF STATE UNIVERSITIES 
 
 Table 2. — Teachers ’ salaries and income in state universities 
 
 Teachers’ salaries. 
 
 Maximum salaries. 
 
 Name. 
 
 Alabama Polytechnic Institute 
 
 University of Alabama 
 
 University of Arizona 
 
 University of Arkansas 
 
 University of California 
 
 University of Colorado 
 
 State Agricultural College, Colorado 
 
 Colorado School of Mines 
 
 Connecticut Agricultural College 
 
 State College for Colored Students, Delaware 
 
 Delaware College 
 
 University of the State of Florida 
 
 University of Georgia 
 
 Georgia School of Technology 
 
 North Georgia Agricultural College 
 
 University of Idaho 
 
 University of Illinois 
 
 Indiana University 
 
 Purdue University, Indiana 
 
 Iowa State College of Agriculture and Mechanic 
 Arts. 
 
 State University of Iowa 
 
 University of Kansas 
 
 Kansas State Agricultural College 
 
 State University, Kentucky 
 
 Louisiana State University and Agricultural and 
 Mechanical College. 
 
 University of Maine 
 
 Maryland Agricultural College 
 
 Massachusetts Agricultural College 
 
 University of Michigan 
 
 Michigan State Agricultural College 
 
 Michigan College of Mines 
 
 University of Minnesota 
 
 Mississippi Agricultural and Mechanical College.. 
 Alcorn Agricultural and Mechanical College, 
 Mississippi. 
 
 University of Mississippi 
 
 University of Missouri 
 
 Montana College of Agriculture and Mechanic 
 Arts. 
 
 Montana State School of Mines 
 
 University of Montana 
 
 University of Nebraska 
 
 University of Nevada 
 
 N. H. College of Agriculture and Mechanic Arts. . . 
 
 Rutgers College, New Jersey 
 
 New Mexico College of Agriculture and Mechanic 
 Arts. 
 
 University of New Mexico 
 
 New Mexico School of Mines 
 
 Cornell University, New York 
 
 University of North Carolina 
 
 Agricultural and Mechanical College for the Col- 
 ored Race, North Carolina. 
 
 North Carolina College of Agriculture and Me- 
 chanic Arts. 
 
 North Dakota Agricultural College 
 
 State University and School of Mines, North 
 Dakota. 
 
 Ohio University 
 
 Ohio State University 
 
 Miami University, Ohio 
 
 1 diversity of Oklahoma 
 
 Oklahoma Agricultural and Mechanical College. . 
 
 Presi- 
 
 dent. 
 
 21 
 
 83, 200 
 
 3.000 
 
 4.000 
 
 4.000 
 
 10,000 
 
 5.000 
 
 5,500 
 
 3,600 
 
 1,200 
 
 3,000 
 
 2,750 
 
 3,600 
 
 2,600 
 
 4. 000 
 
 10,000 
 
 5.000 
 .5,000 
 
 5.000 
 
 6.000 
 6,000 
 
 4.000 
 
 5.000 
 3,600 
 
 5.000 
 
 3.000 
 
 4. 000 
 
 7.000 
 
 5.000 
 
 7.500 
 
 3.500 
 
 5.000 
 
 6.000 
 
 3.500 
 
 3.000 
 
 4.500 
 
 6.000 
 3,600 
 4,000 
 
 4.000 
 3,600 
 
 2.500 
 
 2.000 
 
 10,000 
 
 4.000 
 1,800 
 
 3.000 
 
 4,800 
 
 4.000 
 
 5.000 
 
 6.000 
 
 5.000 
 
 4.000 
 
 3.000 
 
 Pro- 
 
 fessor 
 
 22 
 
 $2,500 
 
 1,800 
 
 2,100 
 
 2,000 
 
 5,000 
 
 2,500 
 
 3,000 
 
 3,000 
 
 480 
 
 3,000 
 
 1,800 
 
 3,000 
 
 1.500 
 1,800 
 4,000 
 
 2.500 
 4,000 
 
 4.000 
 
 3,400 
 
 2,200 
 
 2,100 
 
 2. 000 
 2, 200 
 
 2,000 
 
 1,800 
 
 2,600 
 
 3.500 
 3,000 
 
 3.500 
 2,000 
 1,200 
 
 2.500 
 
 4.000 
 2, 400 
 
 3.000 
 
 4.100 
 
 3.000 
 2,400 
 
 2.500 
 3,600 
 1,900 
 
 1.500 
 
 1.500 
 
 5.000 
 
 2.000 
 1,200 
 
 2,250 
 
 2,550 
 
 2,250 
 
 2.500 
 2,500 
 
 2.100 
 2,250 
 2,000 
 
 Asso- 
 
 ciate 
 
 pro- 
 
 fessor. 
 
 23 
 
 $1,800 
 
 1,800 
 
 1,400 
 
 2,700 
 
 360 
 
 1,750 
 
 2,000 
 
 1,200 
 
 1,650 
 
 2,300 
 
 2,000 
 
 1,800 
 
 2,000 
 
 1,700 
 
 ‘ i ’800 
 
 1,500 
 1,500 
 2, 100 
 2,200 
 2,050 
 
 3,000 
 
 1,500 
 
 2,000 
 
 'MOO 
 
 1,700 
 
 1,800 
 
 1,800 
 
 1,600 
 
 1,800 
 
 1,300 
 
 1,200 
 
 1,500 
 
 1,700 
 
 1,800 
 
 1,900 
 
 1,900 
 
 2,000 
 
 1,500 
 
 1,400 
 
 Assist- 
 
 ant 
 
 pro- 
 
 fessor. 
 
 24 
 
 $1,600 
 1,500 
 1,500 
 1,000 
 2, 200 
 1,400 
 
 2,000 
 
 1,200 
 
 1,080 
 
 1,500 
 
 2,250 
 
 1,400 
 
 1,500 
 
 1,800 
 
 1,800 
 
 1,300 
 
 1,500 
 
 1,500 
 
 1,500 
 
 1,200 
 
 1,500 
 
 2,000 
 
 1,800 
 
 1,500 
 
 2.500 
 1,200 
 1,000 
 
 1,800 
 
 2,000 
 
 1.500 
 
 2,000 
 
 1,500 
 
 1,500 
 
 1,300 
 
 1,000 
 
 '2,'66o 
 
 720 
 
 1,500 
 
 1,600 
 
 700 
 
 1,500 
 
 1,700 
 
 1,500 
 
 1,200 
 
 In- 
 
 struct- 
 
 or. 
 
 25 
 
 $900 
 
 1,000 
 
 1,200 
 
 750 
 
 1,600 
 
 1,000 
 
 1,400 
 
 1,300 
 
 1,000 
 
 800 
 
 1,200 
 
 650 
 
 1,300 
 
 1,500 
 
 1,200 
 
 1,200 
 
 1,200 
 
 1,000 
 
 900 
 
 1,100 
 
 900 
 
 1,000 
 
 900 
 
 1,300 
 
 1,400 
 
 1,200 
 
 1,800 
 
 1,000 
 
 500 
 
 900 
 
 1,500 
 
 1,200 
 
 1,500 
 
 1,200 
 
 1,300 
 
 900 
 
 1,000 
 
 1,800 
 
 1,200 
 
 800 
 
 1,000 
 
 1,000 
 
 1,000 
 
 600 
 
 1,500 
 
 1,200 
 
 1,500 
 
 1,200 
 
 1,300 
 
 1,000 
 
 1,350 
 
 1,200 
 
 Tutors 
 
 and 
 
 others. 
 
 26 
 
 $300 
 
 200 
 
 600 
 
 400 
 
 900 
 
 900 
 
 600 
 
 650 
 
 333 
 
 500 
 
 800 
 
 500 
 
 600 
 
 500 
 
 600 
 
 800 
 
 600 
 
 900 
 
 500 
 
 1,000 
 
 900 
 
 900 
 
 500 
 
 300 
 
 800 
 
 1,000 
 
 800 
 
 80 
 
 900 
 
 1,000 
 
STATISTICS OF STATE UNIVERSITIES. 
 
 9 
 
 und other state-aided institutions of higher education. 
 
 Teachers’ 
 
 salaries. 
 
 Income. 
 
 Hous 
 
 addit 
 
 sala 
 
 Presi- 
 
 dent. 
 
 es in 
 on to 
 ries. 
 
 Pro- 
 
 fessors. 
 
 From 
 
 productive 
 
 funds. 
 
 Student 
 
 pay- 
 
 ments. 
 
 From the 
 United 
 States, a 
 
 Special 
 state ap- 
 propria- 
 tion. 
 
 Regular 
 state ap- 
 propria- 
 tion. 
 
 1 
 
 From all 
 other 
 sources. 
 
 Grand 
 total for 
 the year. 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 
 
 
 $20, 280 
 
 $4, 112 
 
 $39,825 
 
 $86,500 
 
 $34, 700 
 
 $8,004 
 
 $193, 421 
 
 Yes. 
 
 Yes. 
 
 37,518 
 
 26, 123 
 
 95,273 
 
 78,500 
 
 2,500 
 
 239, 914 
 
 Yes. 
 
 No. 
 
 
 15, 196 
 
 54, 000 
 
 20,000 
 
 33,000 
 
 15,806 
 
 138, 002 
 
 
 
 3,900 
 
 15,950 
 
 61,000 
 
 50,000 
 
 75,000 
 
 
 205, 850 
 
 Yes. 
 
 1 
 
 221,758 
 
 89, 803 
 
 54,000 
 
 174, 797 
 
 483,589 
 
 1,020,286 
 
 2,044,233 
 
 Yes. 
 
 
 
 21,000 
 
 
 100, 000 
 
 145,000 
 
 11,000 
 
 277,000 
 
 
 
 
 61,944 
 
 34, 134 
 
 69, 780 
 
 9,934 
 
 175, 792 
 
 Yes. 
 
 No. 
 
 
 35,701 
 
 35,000 
 
 84,017 
 
 9,364 
 
 164,082 
 
 No. 
 
 No. 
 
 4,800 
 
 30,000 
 
 48, 750 
 
 36,500 
 
 26,800 
 
 21, 103 
 
 167,953 
 
 Yes. 
 
 1 
 
 
 5,000 
 
 6,000 
 
 2,500 
 
 
 
 13,500 ! 
 
 No. 
 
 No. 
 
 4,980 
 
 9’ 252 
 
 48,000 
 
 
 
 62,232 
 
 
 
 8,322 
 
 43, 994 
 
 5,911 
 
 19,329 
 
 
 77,556 
 
 Yes. 
 
 
 26,404 
 
 10,835 
 
 30,000 
 
 50,000 
 
 37,500 
 
 8,306 
 
 163,039 
 
 
 
 
 51,500 
 
 
 
 62,500 
 
 
 114,000 
 
 No. 
 
 No. 
 
 
 lj 500 
 
 2,000 
 
 
 21,500 
 
 
 25,000 
 
 No. 
 
 No. 
 
 27,000 
 
 54, 000 
 
 85,000 
 
 13,850 
 
 2,513 
 
 182,363 
 
 Yes. 
 
 No. 
 
 40,000 
 
 205,961 
 
 86,420 
 
 596,445 
 
 450,000 
 
 29,937 
 
 1,408,763 
 
 
 
 34,943 
 
 14,500 
 
 
 99, 475 
 
 163, 299 
 
 10, 193 
 
 322, 410 
 
 
 
 17 , 000 
 
 64,932 
 
 54, 000 
 
 43, 403 
 
 190, 285 
 
 58,539 
 
 428, 159 
 
 1 
 
 8 
 
 35,375 
 
 52,624 
 
 54,000 
 
 77,545 
 
 376, 838 
 
 60, 110 
 
 656,492 
 
 No. 
 
 No. 
 
 12,629 
 
 70,567 
 
 
 173,500 
 
 264,667 
 
 51,116 
 
 572, 479 
 
 
 
 7,200 
 
 31,325 
 
 
 121,414 
 
 246,000 
 
 
 405, 939 
 
 
 
 27, 110 
 
 14/447 
 
 54, 000 
 
 161,250 
 
 140,000 
 
 
 396, 807 
 
 
 
 8,645 
 
 7,820 
 
 49, 650 
 
 20,000 
 
 70, 818 
 
 3,486 
 
 160, 419 
 
 Yes. 
 
 No. 
 
 13,609 
 
 54,346 
 
 44, 150 
 
 25, 000 
 
 4,072 
 
 141, 177 
 
 Yes. 
 
 No. 
 
 4,000 
 
 53,908 
 
 54,000 
 
 90, 000 
 
 65,000 
 
 12, 862 
 
 279, 770 
 
 
 
 5,797 
 
 28,244 
 
 54, 000 
 
 30,000 
 
 15,000 
 
 11,715 
 
 144, 756 
 
 Yes. 
 
 No. 
 
 14,263 
 
 3,494 
 
 44,000 
 
 47, 400 
 
 37, 838 
 
 22, 742 
 
 169. 738 
 
 Yes. 
 
 No. 
 
 38,487 
 
 322,854 
 
 38,487 
 
 99,000 
 
 520,865 
 
 142, 704 
 
 1, 162, 397 
 
 Yes. 
 
 
 
 29, 667 
 
 123, 712 
 
 15,000 
 
 116, 820 
 
 79, 405 
 
 364, 604 
 
 
 
 
 31,690 
 
 75,000 
 
 60, 000 
 
 166. 690 
 
 
 
 
 140, 000 
 
 110,345 
 
 634,912 
 
 394,500 
 
 145, 227 
 
 1,424,984 
 
 Yes. 
 
 Yes. 
 
 
 91,308 
 
 53,614 
 
 112,250 
 
 65,946 
 
 750 
 
 323, 868 
 
 
 
 12,592 
 
 16, 710 
 
 14,773 
 
 16,000 
 
 8,000 
 
 
 68, 075 
 
 Yes. 
 
 Yes. 
 
 42,000 
 
 10,000 
 
 64,000 
 
 46,000 
 
 5,000 
 
 167,000 
 
 Yes. 
 
 No. 
 
 63,212 
 
 54,399 
 
 52, 125 
 
 60,024 
 
 368,037 
 
 42, 400 
 
 640, 197 
 
 No. 
 
 No. 
 
 
 4,588 
 
 62,000 
 
 63,500 
 
 32, 500 
 
 
 162. 588 
 
 
 
 
 760 
 
 59, 000 
 
 30, 400 
 
 
 90, 160 
 
 No. 
 
 No. 
 
 33, 444 
 
 3,898 
 
 
 30,000 
 
 57,555 
 
 800 
 
 125,697 
 
 
 
 42,000 
 
 55,526 
 
 54,000 
 
 48, 750 
 
 329, 413 
 
 45,000 
 
 574, 689 
 
 
 
 2,800 
 
 54,000 
 
 30,000 
 
 42,500 
 
 3,400 
 
 132,700 
 
 Yes. 
 
 No. 
 
 8,292 
 
 3,696 
 
 54,000 
 
 34,000 
 
 13,000 
 
 66,960 
 
 179,948 
 
 Yes. 
 
 No. 
 
 30,677 
 
 14,899 
 
 54,000 
 
 25,000 
 
 21,460 
 
 36,475 
 
 182,511 
 
 
 
 5,129 
 
 2,051 
 
 54,000 
 
 
 13,586 
 
 10,740 
 
 85,506 
 
 
 
 4,803 
 
 4,376 
 
 
 22,500 
 
 31,679 
 
 No. 
 
 No. 
 
 300 
 
 
 15,000 
 
 15,000 
 
 
 30,300 
 
 Yes. 
 
 
 428,836 
 
 436,035 
 
 52,050 
 
 87,127 
 
 180,000 
 
 317,037 
 
 1,501,085 
 
 Yes. 
 
 No. 
 
 15,485 
 
 51,819 
 
 
 25,000 
 
 70,000 
 
 12,719 
 
 175,023 
 
 
 
 
 5,412 
 
 9,900 
 
 8,925 
 
 10,000 
 
 5,089 
 
 39,326 
 
 No. 
 
 No. 
 
 7,500 
 
 55,459 
 
 44,100 
 
 76,000 
 
 32,000 
 
 7,325 
 
 222,384 
 
 No. 
 
 No. 
 
 
 4,700 
 
 99,935 
 
 
 45,669 
 
 5,649 
 
 155,953 
 
 Yes. 
 
 No. 
 
 37,437 
 
 17,851 
 
 74,000 
 
 79,487 
 
 2,134 
 
 210,909 
 
 No. 
 
 No. 
 
 6,604 
 
 13,949 
 
 92,991 
 
 10,294 
 
 
 5,965 
 
 129,803 
 
 Yes. 
 
 No. 
 
 49,148 
 
 55,991 
 
 30,000 
 
 180,641 
 
 353,023 
 
 64,693 
 
 733,496 
 
 Yes. 
 
 
 6,276 
 
 15,707 
 
 
 72,169 
 
 88,450 
 
 33,663 
 
 216,265 
 
 
 
 9,052 
 
 
 200,000 
 
 100,451 
 
 309,503 
 
 
 
 3,331 
 
 2,060 
 
 51,000 
 
 30,000 
 
 66,089 
 
 152,480 
 
 « Includes all federal aid— income from land grants., the Morrill, Hatch, and Adams funds. 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 53 
 
 54 
 
 55 
 
 56 
 
 57 
 
58 
 
 59 
 
 60 
 
 61 
 
 62 
 
 63 
 
 64 
 
 65 
 
 66 
 
 67 
 
 68 
 
 69 
 
 70 
 
 71 
 
 72 
 
 73 
 
 74 
 
 75 
 
 76 
 
 77 
 
 78 
 
 79 
 
 80 
 
 81 
 
 82 
 
 STATISTICS OF STATE UNIVERSITIES, 
 
 Table 2. — Teachers’ salaries and income in state universities 
 
 Teachers’ salaries. 
 
 Maximum salaries. 
 
 Name. 
 
 Oregon State Agricultural College 
 
 University of Oregon 
 
 Pennsylvania State College 
 
 Rhode Island College of Agriculture and Mechanic 
 Arts. 
 
 South Carolina Military Academy 
 
 Clemson Agricultural College, South Carolina 
 
 University of South Carolina 
 
 South Dakota Agricultural College 
 
 South Dakota State School of Mines 
 
 University of South Dakota 
 
 University of Tennessee 
 
 University of Texas 
 
 Agricultural and Mechanical College of Texas 
 
 Agricultural College of Utah 
 
 University of Utah 
 
 University of Vermont and State Agricultural 
 College. 
 
 Virginia Polytechnic Institute 
 
 University ol Virginia 
 
 Virginia Military Institute 
 
 College of William and Mary, Virginia 
 
 State College ot Washington 
 
 University of Washington 
 
 West Virginia University 
 
 University of Wisconsin 
 
 University of Wyoming 
 
 Presi- 
 
 dent. 
 
 Pro- 
 
 fessor. 
 
 Asso- 
 
 ciate 
 
 pro- 
 
 fessor. 
 
 Assist- 
 
 ant 
 
 pro- 
 
 fessor. 
 
 In- 
 
 struct- 
 
 or. 
 
 Tutors 
 
 and 
 
 others. 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 $5,000 
 
 §2,000 
 
 
 $1,400 
 
 $1,400 
 
 
 4,000 
 
 2,000 
 
 $1,600 
 
 1,400 
 
 1,000 
 
 
 4,000 
 
 3,000 
 
 2,000 
 
 2,000 
 
 1,500 
 
 $1,200 
 
 3,000 
 
 2,200 
 
 
 
 900 
 
 
 2,500 
 
 1,700 
 
 
 1,200 
 
 500 
 
 
 3,500 
 
 1,900 
 
 1,700 
 
 1,500 
 
 1,200 
 
 900 
 
 3,500 
 
 2,000 
 
 1,500 
 
 1,200 
 
 800 
 
 500 
 
 3,200 
 
 1,800 
 
 1,600 
 
 1,200 
 
 1,000 
 
 450 
 
 2,800 
 
 1,800 
 
 
 
 1,200 
 
 
 4,000 
 
 1,860 
 
 
 1,200 
 
 900 
 
 
 4,500 
 
 2,200 
 
 1,600 
 
 1,500 
 
 1,200 
 
 400 
 
 5,000 
 
 3,030 
 
 2,400 
 
 2,250 
 
 1,600 
 
 840 
 
 4.000 
 
 2,500 
 
 1,800 
 
 1,500 
 
 1.200 
 
 
 4 ; 000 
 
 2,000 
 
 1,400 
 
 1,300 
 
 l',200 
 
 900 
 
 5,000 
 
 2,200 
 
 2,000 
 
 1,600 
 
 1,200 
 
 
 3,850 
 
 2,200 
 
 1,800 
 
 1,500 
 
 800 
 
 5,000 
 
 1,800 
 
 1,400 
 
 1.200 
 
 600 
 
 250 
 
 5,000 
 
 3,300 
 
 1,500 
 
 1,800 
 
 1,000 
 
 300 
 
 4,000 
 
 2,000 
 
 
 800 
 
 
 
 2,760 
 
 1.800 
 
 1,200 
 
 1,000 
 
 600 
 
 
 5,000 
 
 2 >00 
 
 1,800 
 
 1,500 
 
 1,200 
 
 800 
 
 5,000 
 
 2,250 
 
 1,800 
 
 1,000 
 
 1,200 
 
 300 
 
 4,200 
 
 2,500 
 
 1,800 
 
 1,600 
 
 1,200 
 
 800 
 
 7,000 
 
 4,000 
 
 2,500 
 
 2,200 
 
 1,400 
 
 1,000 
 
 4,000 
 
 1,900 
 
 
 1,200 
 
 900 
 
 
 
 
 
STATISTICS OF STATE UNIVERSITIES. 
 
 11 
 
 and other state-aided institutions of higher education — Continued. 
 
 Teachers’ 
 
 salaries. 
 
 Income. 
 
 Houses in 
 addition to 
 salaries. 
 
 Presi- 
 
 dent. 
 
 From 
 
 productive 
 
 funds. 
 
 Pro- 
 
 fessors. 
 
 Student 
 
 pay- 
 
 ments. 
 
 From the 
 United 
 States. 
 
 Special 
 state ap- 
 propria- 
 tion. 
 
 Regular 
 state ap- 
 propria- 
 tion. 
 
 
 27 
 
 28 
 
 1 
 
 29 
 
 31 
 
 32 
 
 8 
 
 1 
 
 $11,350 
 
 8,200 
 
 $8,257 
 
 5,000 
 
 95,501 
 
 24,406 
 
 $54,000 
 
 85,020 
 
 56,500 
 
 $130,000 
 
 321,530 
 
 60,858 
 
 $44,750 
 
 125,000 
 
 25,000 
 
 Yes. 
 
 Yes. 
 
 1 
 
 No. 
 
 Yes. 
 
 Yes. 
 
 11 
 
 No. 
 
 9,266 
 
 9,007 
 
 1,363 
 
 4,380 
 
 26,303 
 
 131,903 
 
 13,280 
 
 Yes. 
 
 No. 
 
 Yes. 
 
 Yes. 
 
 Yes. 
 
 3 
 
 No. 
 
 No. 
 
 19,905 
 
 Yes. 
 
 No. 
 
 22,818 
 
 25,000 
 
 65,263 
 
 9,418 
 
 7,887 
 
 2,606 
 
 11,695 
 
 20,583 
 
 20,892 
 
 96,565 
 
 5,570 
 
 16,749 
 
 32,314 
 
 39,000 
 
 72,845 
 
 54,000 
 
 55,250 
 
 61,282 
 
 63,130 
 
 37,500 
 
 10,000 
 
 16,500 
 
 36.000 
 
 26.000 
 
 103,200 
 
 25.000 
 168,115 
 
 53,438 
 
 38.000 
 
 31.000 
 69,500 
 
 24.000 
 105,500 
 
 74,085 
 
 60.000 
 172,299 
 
 6,000 
 
 Yes. 
 
 Yes. 
 
 
 Yes. 
 
 11 
 
 43,681 
 
 Yes. 
 
 Yes. 
 
 3,341 
 
 Yes. 
 
 No. 
 
 6,428 
 
 10,000 
 
 96,369 
 
 78,654 
 
 102,246 
 
 14,652 
 
 12,957 
 
 64,658 
 
 54,000 
 
 Yes 
 
 Yes 
 
 No. 
 
 3 
 
 6,500 
 
 26,912 
 
 4,845 
 
 25,525 
 
 148,919 
 
 1,035 
 
 48.000 
 
 54.000 
 54,000 
 
 34.000 
 
 33.000 
 
 10,000 
 
 370,500 
 
 300,000 
 
 35,200 
 
 139,875 
 
 16,107 
 
 56.667 
 
 76.667 
 36,650 
 36,7l9 
 
 217,254 
 
 202,000 
 
 89,500 
 
 687,657 
 
 28,144 
 
 From all 
 other 
 sources. 
 
 34 
 
 $5,000 
 
 6,721 
 
 7,546 
 
 25,000 
 
 16,137 
 
 935 
 
 4,115 
 
 19,351 
 
 735 
 
 8,359 
 
 3,322 
 
 10,621 
 
 63,398 
 
 40,000 
 
 25,700 
 
 108,206 
 
 Grand 
 total for 
 the year. 
 
 35 
 
 $248,357 
 
 138,200 
 
 507,051 
 
 173,485 
 
 87,500 
 
 289,190 
 
 72,856 
 
 152,739 
 
 51,469 
 
 121,575 
 
 167,023 
 
 259,230 
 
 346,495 
 
 146,203 
 
 209,688 
 
 132,621 
 
 255,016 
 
 242,623 
 
 205,635 
 
 107,799 
 
 664,711 
 
 502,000 
 
 220,425 
 
 1,165,569 
 
 108,420 
 
 58 
 
 50 
 
 60 
 
 61 
 
 62 
 
 70 
 
 71 
 
 72 
 
 73 
 
 74 
 
 75 
 
 76 
 
 77 
 
 78 
 
 79 
 
 80 
 81 
 82 
 
 
12 
 
 STATISTICS OF STATE UNIVERSITIES. 
 
 Table 3. — Other financial statistics of state universities 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 25 
 
 26 
 
 27 
 
 28 
 
 29 
 
 30 
 
 31 
 
 32 
 
 33 
 
 34 
 
 35 
 
 36 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 51 
 
 52 
 
 53 
 
 54 
 
 55 
 
 Name. 
 
 From the State for support. 
 
 From the State for 
 building. 
 
 Mill tax. 
 
 Direct appro- 
 priation. 
 
 Mill tax. 
 
 Rate. 
 
 ! Term 
 of 
 
 j years. 
 
 Total 
 
 yield. 
 
 Term 
 
 of 
 
 years. 
 
 Total 
 
 yield. 
 
 Rate. 
 
 Term 
 
 of 
 
 years. 
 
 1 
 
 I Total 
 j yield. 
 
 36 
 
 1 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 Alabama Polytechnic Institute 
 
 
 
 
 
 
 
 
 i 
 
 University of Alabama 
 
 
 
 
 
 6 $56, 000 
 
 
 1 
 
 University of Arizona 
 
 
 
 
 
 
 
 University of Arkansas 
 
 
 
 
 1 
 
 ( c ) 
 
 2 
 
 125. 000 
 6100,000 
 
 100. 000 
 
 
 
 
 University of California 
 
 TU5 
 
 I 
 
 ( c ) 
 
 ( c ) 
 
 6|259, 621 
 145,000 
 6 69,780 
 6 84, 017 
 
 TUU 
 
 
 
 
 
 
 State Agricultural College, Colorado . 
 
 
 
 
 Colorado School of Mines 
 
 i 
 
 ( c ) 
 
 
 
 
 
 Connecticut Agricultural College 
 
 2 i 53. 000 
 
 
 
 
 State College for Colored Students, 
 Delaware. 
 
 Delaware College 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 
 
 112, 500 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 2 
 
 6 20, 000 
 27,700 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 i 1 u 
 
 ( c ) 
 
 ( c ) 
 
 
 
 
 
 
 
 
 161, 535 
 
 ( c ) 
 
 ( c ) 
 
 ( c ) 
 
 6 28, 750 
 158,000 
 
 6 240,500 
 
 
 
 
 Iowa State College of Agriculture 
 and Mechanic Arts. 
 
 State University of Iowa 
 
 \ 
 
 5 
 
 5 
 
 6$125, 000 
 650,000 
 
 
 
 
 University of Kansas 
 
 
 
 
 Kansas State Agricultural College 
 
 
 
 
 
 
 
 
 
 State University, Kentucky 
 
 ifa 
 
 28 
 
 42,018 
 
 3 
 
 15, 000 
 
 
 
 
 Louisiana State University and Ag- 
 ricultural and Mechanical College. 
 University of Maine 
 
 
 
 
 
 
 
 2 
 
 130,000 
 
 
 
 
 Maryland Agricultural College 
 
 
 
 
 
 
 
 Massachusetts Agricultural College. . 
 
 
 
 
 
 42, 500 
 9,000 
 
 
 
 
 University of Michigan 
 
 i 
 
 
 650,287 
 6 173, 100 
 
 
 
 
 
 129, 422 
 
 Michigan State Agricultural College.. 
 Michigan College of Mines 
 
 
 
 
 
 
 
 
 
 
 
 University of Minnesota 
 
 1U 3 U 
 
 (<=) 
 
 6 220,000 
 
 ( C ) 
 
 6 165, 000 
 65, 946 
 
 
 
 
 Mississippi Agricultural and Me- 
 chanical College. 
 
 Alccrn Agricultural and Mechanical 
 College, Mississippi. 
 
 University of Mississippi 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 University of Missouri 
 
 
 
 
 
 
 
 
 
 Montana College of Agriculture and 
 Mechanic Arts. 
 
 Montana State School of Mines 
 
 
 
 
 2 
 
 82, 000 
 
 
 
 
 
 
 
 
 
 
 University of Montana 
 
 
 
 
 
 57, 555 
 24.875 
 
 95.000 
 
 60.000 
 
 
 
 
 University of Nebraska 
 
 1 
 
 0 C ) 
 
 6 329, 413 
 
 
 
 
 
 University of Nevada 
 
 2 
 
 2 
 
 
 
 
 New Hampshire College of Agricul- 
 ture and Mechanic Arts. 
 
 Rutgers College, New Jersey 
 
 i 
 
 
 
 
 
 
 
 
 
 
 
 
 New Mexico College of Agriculture 
 and Mechanic Arts. 
 
 University of New Mexico 
 
 
 
 
 1 
 
 616,000 
 6 22,500 
 
 
 
 
 
 
 
 
 
 
 New Mexico School of Mines 
 
 
 
 
 
 
 
 
 Cornell University, New York 
 
 
 
 
 1 
 
 6 180,000 
 
 
 
 
 University of North Carolina 
 
 
 
 
 
 
 
 Agricultural and Mechanical College 
 for the Colored Race, North Caro- 
 lina. 
 
 North Carolina College of Agriculture 
 and Mechanic Arts. 
 
 North Dakota Agricultural College... 
 
 State U ni versity and School of Mines, 
 North Dakota. 
 
 Ohio University.... 
 
 
 
 
 
 6 10,000 
 6 32,000 
 
 
 
 
 
 
 
 2 
 
 
 
 
 l 
 
 rh 
 
 run 
 
 5U0 
 
 1 
 
 («> 
 
 ( c ) 
 
 ( c ) 
 
 ( c ) 
 
 45,669 
 6 79,487 
 
 6 93,000 
 6 358,000 
 6 88, 450 
 
 
 
 
 
 29,000 
 
 
 
 
 
 
 
 
 Ohio State University 
 
 
 
 
 
 
 Miami University, Ohio 
 
 ( c ) 
 
 
 1 
 
 
 
 a Census office estimate for 1904. b Yield for 1907-8. 
 
STATISTICS OF STATE UNIVERSITIES, 
 
 13 
 
 and other state-aided institutions of higher education. 
 
 From the State 
 for building. 
 
 Total 
 state aid 
 to the 
 institution 
 since its 
 foundation. 
 
 Direct appro- 
 priation. 
 
 Term 
 
 of 
 
 years. 
 
 44 
 
 Total 
 
 amount. 
 
 45 
 
 46 
 
 
 
 
 
 
 
 2 
 
 $40,000 
 
 
 $2, 000, 000 
 
 1 
 
 d 174,797 
 
 
 
 
 
 
 
 
 2 
 
 52, 500 
 
 595, 195 
 
 
 
 
 1 
 
 1 
 
 5, 911 
 50,000 
 
 
 
 
 
 
 271,500 
 652, 015 
 
 2 
 
 170,000 
 
 
 
 
 
 43. 403 
 123,000 
 
 
 2 
 
 
 4,429,166 
 3, 539, 226 
 
 
 
 
 
 1 
 
 200,000 
 
 1,109, 000 
 
 2 
 
 90,000 
 
 665,000 
 
 
 87, 532 
 
 
 
 4.985, 000 
 2, 193, 375 
 
 
 
 
 
 
 579, 954 
 112, 250 
 
 7,342, 345 
 
 
 
 
 
 
 
 
 100,000 
 
 87,000 
 
 4,147,983 
 
 362,787 
 
 2 
 
 
 30. 000 
 
 25. 000 
 
 40.000 
 
 34.000 
 
 
 
 4. 000. 000 
 1,490,000 
 
 2 
 
 2 
 
 
 
 
 134,608 
 304, 899 
 
 
 
 
 
 2 
 
 30,000 
 
 1,765,309 
 
 
 
 167,500 
 
 536,807 
 665, 546 
 
 2 
 
 50,000 
 
 2 
 
 45,000 
 
 89,500 
 
 
 
 
 1 2, 169 
 
 
 c Continuous. 
 
 Estimated value of the property 
 owned by the institution. 
 
 Grounds. 
 
 47 
 
 $9,000 
 
 190. 000 
 
 29. 000 
 
 15. 000 
 2, 400, 296 
 
 100. 000 
 
 225.000 
 94, 478 
 
 25.000 
 
 6,000 
 
 45.000 
 
 50.000 
 
 216. 000 
 
 300. 000 
 
 3.000 
 
 45. 000 
 
 410.000 
 
 36.000 
 
 110.000 
 
 121, 608 
 
 287, 450 
 
 100, 000 
 
 124. 000 
 465,392 
 151, 040 
 
 50. 000 
 
 30. 000 
 44, 350 
 
 370, 5L5 
 
 50. 000 
 
 58.500 
 1,197,664 
 
 60, 040 
 
 6.000 
 
 50. 000 
 265, 206 
 
 31.000 
 
 4,000 
 
 60. 000 
 
 325. 000 
 
 108.000 
 
 30.000 
 
 155,000 
 
 46. 500 
 
 10.000 
 
 2,500 
 
 279,830 
 
 70, 000 
 27 000 
 
 60,000 
 
 36.000 
 
 20.000 
 
 500,000 
 
 1,540,000 
 
 50,000 
 
 Buildings. 
 
 48 
 
 $187,781 
 
 500. 000 
 
 157. 000 
 
 350. 000 
 2, 191, 144 
 
 408. 000 
 190, 251 
 317,341 
 
 250. 000 
 
 26, 000 
 
 130. 000 
 
 150. 000 
 
 325.000 
 
 300.000 
 
 52. 000 
 177, 830 
 
 1, 893, 500 
 550, 400 
 
 758.000 
 1, 647,006 
 
 1,852,573 
 
 1,025,000 
 594, 388 
 378, 405 
 437, 700 
 
 420. 000 
 
 200. 000 
 
 371,271 
 
 1, 783, 750 
 
 650.000 
 253, 762 
 
 2,325,296 
 
 425,633 
 
 200. 000 
 
 471.000 
 
 1,000, 000 
 
 210. 000 
 
 175.000 
 
 200. 000 
 1,000,000 
 
 319,188 
 
 332.000 
 
 512.000 
 65,900 
 
 106.000 
 
 75.000 
 3,983,575 
 
 602, 601 
 70,530 
 
 269,900 
 
 380.000 
 
 450.000 
 
 500.000 
 
 1.300, 000 
 
 277.000 
 
 Equip- 
 
 ment. 
 
 49 
 
 $111,984 
 
 140. 000 
 
 82,000 
 
 201. 000 
 
 1, 481, 275 
 
 188, 000 
 131,516 
 164, 611 
 
 52. 000 
 1,800 
 
 109. 800 
 
 60. 000 
 
 51. 000 
 507, 500 
 
 7,500 
 
 104,015 
 
 923,309 
 
 173,381 
 
 295.000 
 
 382. 272 
 
 659,968 
 
 230.000 
 
 305.000 
 107,053 
 106, 206 
 
 137. 000 
 
 50. 000 
 
 179. 272 
 675, 788 
 
 300.000 
 226, 300 
 966,324 
 369, 626 
 
 31.000 
 
 160. 000 
 642, 747 
 117, 560 
 
 56. 000 
 
 100, 000 
 
 438. 000 
 100, 585 
 
 85.000 
 
 174,500 
 107, 642 
 
 30.000 
 
 12.000 
 
 1,826,115 
 
 160.000 
 29. 192 
 
 77,052 
 
 68,600 
 
 150.000 
 
 65,000 
 
 640.000 
 91,949 
 
 d Mill 
 
 Valuation of all taxable prop- 
 erty in the State. 
 
 Assessed 
 
 valuation. 
 
 Estimated 
 
 true 
 
 valuations 
 
 50 
 
 51 
 
 
 $965, 014,261 
 
 
 $80, 637, 500 
 249, 779, 108 
 
 306, 302, 305 
 803,907,972 
 
 4.115. 491.106 
 
 1.207.542. 107 
 
 376,000,000 
 
 
 
 696,927,979 
 
 1, 414,635, 063 
 230, 260, 976 
 
 
 131, 436, 593 
 627,532,539 
 
 431,409, 200 
 1,167,445,671 
 
 
 
 115,000.000 
 
 1,082,744,083 
 
 342, 87i, 863 
 8, 816, 556, 191 
 3, 105, 781,739 
 
 
 658, 740, 025 
 
 4,048, 516, 076 
 
 2,451,560,397 
 
 2,253,224,243 
 
 800, 000, 000 
 
 1,527,486,230 
 
 1,032,229,006 
 
 775,622, 722 
 
 410,000,000 
 
 
 4,956,578,913 
 3, 282, 4i9, 117 
 
 1,975,000,000 
 
 
 
 1,090,078,597 
 
 3, 343, 722, 076 
 688, 249, 022 
 
 
 
 
 1,389,690,319 
 234, 000, 000 
 
 3,759,597,451 j 
 746,311,213 
 
 
 
 391,570, 720 
 85,000,000 
 
 2,009,563,633 I 
 220,734,507 1 
 516,809,204 
 
 3,235,619,973 
 
 332,262,650 
 
 
 51,817,788 
 
 
 1 
 
 8,565,379,394 
 
 575,000,000 
 
 il, 769, 042, 207 
 842,072,218 
 
 
 
 213,663,840 
 
 735,802,909 
 
 2,307,934,371 
 
 
 
 5,946,969,466 | 
 
 I... ... I 
 
 tax and special appropriation. 
 
1 
 
 56 
 
 57 
 
 58 
 
 59 
 
 60 
 
 61 
 
 62 
 
 63 
 
 64 
 
 65 
 
 66 
 
 67 
 
 68 
 
 69 
 
 70 
 
 71 
 
 72 
 
 73 
 
 74 
 
 75 
 
 76 
 
 77 
 
 78 
 
 79 
 
 80 
 
 81 
 
 82 
 
 STATISTICS OF STATE UNIVERSITIES. 
 
 Table 3. — Other financial statistics of state universities 
 
 Name. 
 
 From the State for support. * uddhig ^ *° r 
 
 1 
 
 Mill tax. 
 
 Direct appro- 
 priation. 
 
 Mill tax. 
 
 Rate. 
 
 Term 
 
 of 
 
 years. 
 
 Total 
 
 yield. 
 
 Term 
 
 of 
 
 years. 
 
 Total 
 
 yield. 
 
 Rate. 
 
 Term 
 
 of 
 
 years. 
 
 Total 
 
 yield. 
 
 33 
 
 37 
 
 38 
 
 39 
 
 40 
 
 41 
 
 42 
 
 43 
 
 University of Oklahoma 
 
 
 
 
 1 
 
 $100, 451 
 
 
 
 
 Oklahoma Agricultural and Mechan- 
 ical College. 
 
 Oregon State Agricultural College. . . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 University of Oregon 
 
 
 :::::: 
 
 
 
 
 
 
 
 Pennsylvania State College 
 
 
 
 
 2 
 
 I 
 
 463, 530 
 25,000 
 
 
 
 
 Rhode Island College of Agriculture 
 and Mechanic Arts. 
 
 South Carolina Military Institute. . . . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Clemson Agricultural College, South 
 Carolina. 
 
 University of South Carolina 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 South Dakota Agricultural College.. . 
 
 1 
 
 
 
 
 i 
 
 
 
 
 
 South Dakota State School of Mines. . 
 
 
 
 
 
 
 
 
 
 University of South Dakota 
 
 
 
 
 
 
 
 
 
 University of Tennessee 
 
 
 
 
 2 
 
 50,000 
 
 
 
 
 University of Texas 
 
 
 
 
 
 
 
 Agricultural and Mechanical College 
 of Texas. 
 
 Agricultural College of Utah 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 University of Utah 
 
 
 
 
 2 
 
 (a) 
 
 240,000 
 b 6, 000 
 
 
 
 
 University of Vermont and State 
 Agricultural College. 
 
 Virginia Polytechnic Institute 
 
 
 
 
 
 
 
 
 
 
 
 
 
 University of Virginia 
 
 
 
 
 2 
 
 76,667 
 
 
 
 
 Virginia Military Institute 
 
 
 
 
 
 
 
 College of William and Mary, Vir- 
 ginia. 
 
 State College of Washington 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 University of Washington 
 
 
 
 
 2 
 
 404,000 
 
 
 
 
 West Virginia University 
 
 
 
 
 
 
 
 University of Wisconsin 
 
 I 
 
 | 
 
 («) 
 
 2 
 
 b$ 644, 657 
 24,000 
 
 (a) 
 
 b 43,000 
 
 
 
 
 University of Wyoming 
 
 
 
 
 
 
 
 I 
 
 
 
 ^Continuous. b Yield for 1907-8. 
 
STATISTICS OF STATE UNIVERSITIES, 
 
 15 
 
 and other state-aided institutions of higher education — Continued. 
 
 From the State 
 for building. 
 
 Total 
 state aid 
 to the 
 institution 
 since its 
 foundation. 
 
 Estimated value of the property 
 owned by the institution. 
 
 Valuation of all taxable prop- 
 erty in the State. 
 
 Direct appro- 
 priation. 
 
 Grounds. 
 
 Buildings. 
 
 Equip- 
 
 ment. 
 
 Assessed 
 
 valuation. 
 
 Estimated 
 
 true 
 
 valuation. 
 
 Term 
 
 Ol 
 
 years. 
 
 Total 
 
 amount. 
 
 1 44 
 
 45 
 
 46 
 
 47 
 
 48 
 
 49 
 
 ! 
 
 50 
 
 51 
 
 1 
 
 $200,000 
 
 
 $45,000 
 207, 500 
 
 40.000 
 
 75.000 
 
 56.000 
 14,855 
 
 $85,000 
 
 40.000 
 
 313,505 
 
 234.000 
 1,349, 499 
 
 188, 717 
 
 200.000 
 549,344 
 
 220,000 
 
 285.000 
 
 81.000 
 
 308.000 
 281,912 
 631,220 
 
 600.000 
 
 305, 578 
 340,700 
 
 940.000 
 
 476,600 
 
 1,547,000 
 
 360.000 
 
 125.000 
 
 607.000 
 
 935.000 
 
 536.000 
 2, #76, 500 
 
 255.000 
 
 $131,300 
 
 135,241 
 
 21,000 
 
 75.000 
 
 150.000 
 97,908 
 
 60.000 
 361, 779 
 
 120.000 
 94, 150 
 
 96.000 
 
 130.000 
 178, 301 
 200, 592 
 187,850 
 
 58,379 
 159, 755 
 217,618 
 
 110.000 
 
 430.000 
 
 40.000 
 
 35.000 
 
 131.000 
 289, 745 
 
 286.000 
 826,079 
 175,000 
 
 
 $636,013,700 
 
 
 
 
 
 
 $581,000,000 
 
 852,053,232 
 
 
 
 
 2 
 
 2 
 
 162, 169 
 55,000 
 
 $2, 129,227 
 521, 449 
 
 
 11,473,620,306 
 799, 635,601 
 
 585,853,222 
 
 477,354,708 
 
 
 
 1 
 
 
 
 56, 800 
 
 300.000 
 
 65.000 
 
 15.000 
 
 40.000 
 285, 475 
 
 55.000 
 
 55.000 
 
 23.200 
 
 250.000 
 
 38.000 
 
 61.200 
 
 600.000 
 
 95.000 
 
 50.000 
 
 32.000 
 600 000 
 
 400.000 
 1,500,000 
 
 100.000 
 
 249,534,422 
 
 
 
 
 
 
 
 
 
 679,840,939 
 
 
 
 
 
 
 
 
 250,000,000 
 
 
 2 
 
 50,000 
 
 135,000 
 
 4,000,000 
 
 1,511,592 
 
 712,263 
 1, 626, 656 
 
 1, 104,223,979 
 2,836,322,003 
 
 
 
 
 2, 169,584,363 
 166,019, 855 
 
 
 
 487,768,615 
 
 
 
 1 
 
 60,000 
 
 
 360,330,089 
 
 1,287,970,180 
 
 
 
 2 
 
 33,000 
 
 i , 894, 667 
 
 541,456,220 
 
 
 
 
 
 
 
 
 
 
 
 1,051,671,432 
 
 2 
 
 600,000 
 
 3, 132,000 
 
 748,593,542 
 
 
 5 
 
 200,000 
 
 25,000 
 
 8, 473,603 
 
 2,256,300,000 
 
 2,838,678,239 
 
 329,572,241 
 
 
 
 
 56 
 
 57 
 
 58 
 
 59 
 
 60 
 
 61 
 
 62 
 
 63 
 
 64 
 
 65 
 
 66 
 
 67 
 
 68 
 
 69 
 
 70 
 
 71 
 
 72 
 
 73 
 
 74 
 
 75 
 
 76 
 
 77 
 
 78 
 
 79 
 
 80 
 
 81 
 
 82 
 
 o 
 

UNITED STATES BUREAU OF EDUCATION 
 
 WHOLE NUMBER 397 
 
 BULLETIN, 1908: NO. 8 
 
 STATISTICS OF STATE UNIVERSITIES AND 
 OTHER INSTITUTIONS OF HIGHER 
 EDUCATION PARTIALLY SUP- 
 PORTED BY THE STATE l|§ 
 
 FOR THE YEAR ENDED 
 JUNE 30, 1908 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1909 V 
 
BULLETIN OF THE BUREAU OF EDUCATION. 
 
 1906 . 
 
 No.,1. The Education Bill of 1906 for England and Wales, as it passed the House 
 of Commons. By Anna Tolman Smith, of the Bureau of Education. 2d edition, / 
 
 1907. pp. 48. 
 
 No. 2. German views of American education, with particular reference to indus- 
 trial development. Collated from the Reports of the Royal Prussian Industrial 
 Commission of 1904. By William N. Hailmann, Professor of ; the History and 
 Philosophy of Education, Chicago Normal School; 2d edition, 1907. pjo. 55. . 
 
 No. 3.. State school systems: Legislation and judicial decisions relating to public f ; r 
 
 education, October 1, 1904, to October 1, 1906. By Edward G. Elliott, Professor 
 of Education in the University of Wisconsin. 2d edition, revised, 1907. pp. 156. 
 
 1907 . 
 
 *>: 
 
 No. 1. The continuation school in the United States. By Arthur J. Jones, Fellow 
 in Education, Teachers College, Columbia. University, pp. 157. 
 
 No. 2. Agricultural education, including, nature study and school gardens. By 
 James Ralph Jewell, sometime Fellow of Clark University. 2d edition, revised', 
 
 1908. pp. 148. 
 
 No. 3. The auxiliary schools of Germany.. Six lectures by B. Maennel, Rector of 
 Mittelschule in Halle. Translated by Fletcher Bascom Dresslar, Associate Pro- 
 fessor of the Science and Art of Teaching, University of California, pp. 137. 
 
 No. 4. The elimination of pupils from school. By Edward L. Thorndike, Professor 
 of Educational Psychology, Teachers College, Columbia University, pp. 63. 
 
 1908 . 
 
 No. 1. On the training of persons to teach agriculture in the public schools. By 
 Liberty Hyde Bailey, Director of the New York State College of Agriculture, at 
 Cornell University, pp. 53. 
 
 No. 2. List of publications of the Bureau of Education, 1867-1907. pp. 69. 
 
 No. 3. Bibliography of education for 1907. By James Ingersoll Wyer, jr., and Martha 
 L. Phelps, of the New York State Library. pp. ,65. 
 
 No. 4. Music education in the United States: Schools and departments of music. 
 By Arthur L. Manchester, Director of the Department of Music of Converse Col- 
 lege, Spartanburg, S. C. pp. 85. 
 
 No. 5. Education in Formosa. By Julean H. Arnold, American Consul at Tam- 
 sui, Formosa, pp. 70. 
 
 Nq, 6. The apprenticeship system in its relation to industrial education. By Carroll 
 D. Wright, President of Clark College, Worcester, Mass. pp. 116. . : 
 
 No. 7. State school systems: Legislation, and judicial decisions relating to public 
 education, October 1, 1906, to October 1, 1908. By Edward 0. Elliott, Professor 
 of Education in the University of Wisconsin. 
 
 No. 8. Statistics of state universities and other institutions ot higher education par- 
 tially supported by the State, for the year ended June 30, 1908. 
 
 1909 . 
 
 No. 1. Facilities lor study and research in the offices of the U. S. Government at 
 Washington. By Arthur Twining Hadley, President of Yale University.