CHAPTER VIII.

EDUCATION IN THE VARIOUS STATES.

ALABAMA.

AN EDUCATIONAL CAMPAIGN.

In the spring of 1893 an organized and systematic effort was made by the State superintendent of public instruction, Hon. J. G. Harris, to interest more fully the people of Alabama in the subject of general and popular education. Under his energetic lead a vigorous campaign was inaugurated. A programme was arranged for the holding of five public meetings in each county in the State by the county superintendent of education, to which meetings all the white people were invited. The meetings were designed to be emphatically nonpolitical and nonsectarian. The design was to gather together all classes and creeds and political parties, for the purpose of exchanging views and opinions in reference to the public school question. The 1st of September was appointed as a day for holding a mass meeting at the court-house of each county, to close up the canvass.

"I suggest," said State Superintendent Harris, in a circular to the county superintendents, "that you enlist, at an early day, every teacher in your county in behalf of this movement. In consultation with the teachers and citizens, select the most suitable places for holding these meetings, and insist on the people providing a basket dinner, that they may spend the entire day in considering the various educational interests. Encourage all the people to come out and join in the important work. You will call on your editors and newspaper men, and secure their cooperation." These meetings were for the white people. It is proposed to hold at another time, conventions for the colored people.

In order that those who took part in the campaign might have some idea of the scope and nature of the subject to be treated, the State superintendent prepared the following list of topics for discussion:

(1) The duty of the State to provide ways and means for the support of the public schools.

(2) The obligation of the citizens to the State in promoting and sustaining public schools.

(3) The education of the people the surest protection to constitutional government. (4) The natural and moral duty of the parent to educate the child to the extent of his ability.

(5) The right of the child to an education commensurate with his surroundings. (6) The character of the teacher socially, morally, and intellectually.

(7) Male and female teachers, their success in the schoolroom.

(8) The right and duty of the teacher to govern and discipline his pupils.

(9) The importance of good school buildings with the modern improvements. (10) Coeducation; should it be encouraged?

(11) Ought the State to provide by law for local or general taxation, or either, for the support of public schools.

(12) Is it the State's duty to see that the children are educated?

(13) What should be the qualifications of a State and county superintendent of education?

(14) Duties of the county board of education as to the examination and licensing of teachers, and its vital importance.

(15) Duties of township trustees and the responsibilities resting upon them; ought there to be one or more for each township?

(16) The importance and beneficial results of well-regulated teachers' institutes. (17) The duty of parents to supplement the public fund, thereby lengthening the school term.

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(18) Should the State adopt a uniform series of text-books for public schools for either State or county?

(19) Ought not the salaries of county superintendents be increased, that they may give more time to school work?

(20) Do the public school laws of the State need revising and should the constitution be amended in reference thereto?

(21) Ought industrial departments for both sexes be attached to public schools? The following address of the State superintendent was read at every meeting in connection with the other exercises:

AN ADDRESS TO THE PEOPLE OF ALABAMA, BY HON. JOHN. G. HARRIS, STATE SUPERINTENDENT OF EDUCATION,

"LADIES AND FELLOW CITIZENS: Though absent in person, I am with you in spirit and interest.

"The occasion that has called you together is one of supreme importance. You have left your homes and come to this gathering for a purpose. It is a social, friendly, business mass meeting, composed of our own citizens, who love their country, and whose aim and object is to improve the condition of our people and promote the welfare of this grand old Commonwealth, by discussing important educational questions, which pertain to our future prosperity and happiness.

Profoundly impressed with the educational necessities and demands of Alabama, and believing as we do that all children in the State should be to some extent educated, you have come to talk over these matters, take a full survey of the situation, discuss the various duties and responsibilities resting upon the State, the parent, the people, and set in motion as best you can such measures as will, in your judgment, better our condition, augment our educational facilities, and add to our progress and higher development in government, in morals, and in mind.

"The main purpose of this meeting is to excite a deeper interest in the minds and consciences of our people regarding general education, and to exchange and interchange views, impressions, and opinions on the various questions that pertain to our public-school system. In order to determine intelligently and accurately what are the best measures to adopt in carrying out any department or policy of government, it is proper that the whole people be consulted, and every conflicting argument and opinion given its proper weight, that a just conclusion may be reached. "There is scarcely any question of ethics, of science, or government but what has two sides to it, and each side its supporters and adherents. Men may differ very widely in their conclusions of what is right, and the proper remedies to correct a wrong, and at the same time be conscientious and patriotic in their differences.

This is a government which guarantees to every man an undisturbed right to form his own opinions and express his own views. Men may indorse the theory and principle of any system of government, and at the same time differ as to the prac tical operations of such government, the machinery that controls and directs. To simplify this assertion, we say, individuals and parties may be strictly conscientious in their views and convictions of this or that policy, and maintain such views with vehemence and unswerving fidelity, and at the same time be in error. Neither men, parties, nor governments are infallible. There is an admixture of error running through all human plans. Hence, as citizens, honestly and earnestly striving to arrive at just conceptions of law, and system, and duties, and the best means through which the greatest, highest, and most beneficial results may be accomplished, it is eminently proper that all classes and professions and vocations should be heard, and have their opinions duly weighed and considered.

"Every citizen in this Commonwealth, however obscure or humble, has rights that must be scrupulously regarded and respected. Every voter is a component part of the State government, and has some part in the control and management of the coordinate branches of the same. He has a right to his opinions, and may maintain them in argument or at the ballot box. Such being the form of govenment under which we live, and the people being the support and maintenance of it, it is but the part of wisdom that every citizen should have the privilege to express his views in coming to a proper solution of all disputed questions of State or Federal policy. Acting upon this principle, and guided by a sense of justice and right, meetings have been called all over this State to discuss the public-school question and education in general, and to get our people fully aroused and enlightened on these subjects. All politics, partisanship, and sectarianism must be severely ignored. The good of the children, the good of the State, the well-being of society, and the perpetuation of our Government are the aims and purposes of your meeting to-day.

"It is said, "that in the multitude of counsel there is safety.' If this wise maxim be true, it occurs to me that in no way can we better secure safety and protection from error and mistakes, than in a free, full, fraternal, and patriotic discussion of the various questions submitted for your investigation.

"Let no one be criticised for holding to this or that theory, but in proper respect let argument answer, not harsh denunciation. My views may be impracticable and totally at variance with the spirit of our public schools, yet they are my views, my convictions, and if I am in error, let solid argument, uttered in kindness and generousness, be invoked to convince me of such error." Let us hear every side, every argument, that we may finally arrive, if possible, at a just conclusion of every question, every theory.

"No sane man will deny this fact, that our children are the central thought and object of our secular and social life, and of right ought to be. God in his wisdom has intrusted them to our care, and the highest duty we owe to humanity is to care for, properly train, and educate these God-given jewels. To disregard these solemn obligations, parental care and sacred devotion to our loved ones, is to fall below the beasts of the field and the fowls of the air; for they care for and nurture their young, and carry out the instincts which God planted in their breasts. If this be true of the lower animals, how much more should it be true of man, created as he is in the image and likeness of his Maker.

"In view of this fact, when all nations fostering the principles of civilization are more or less demanding the development of the human mind of all the people, would it not be the part of wisdom, patriotism, and statesmanship for ns to pause and ask the vital question, What are we doing to educate the children of our land, the children of the State?' I do not advocate compulsory laws. Our people can not be driven, but they can be persuaded by legitimate argument. I have but little respect for that people who have to be forced by pain and penalties to perform so great a moral and natural duty. While it is true twenty-seven States of this Union have on their statute books compulsory laws requiring every parent to educate his child to a certain degree in the elementary branches, the State paying for the tuition, yet I am not sure this system is in keeping with the character, the temper, the genius of the genuine American citizen, or the principles of our system of government. I sincerely trust that the people of Alabama will never so far forget their duty to their children as to require penal statutes to force them to comply with parental duties. I have an abiding confidence in the integrity, patriotism, and loyalty of the people of this State. All we demand is to show us our duty and we will faithfully discharge it.

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"A short while ago, I think in May last, at a meeting of the Farmers' Alliance in Shelby County, the committee on education made a report in which they used these significant words: We must earnestly insist upon the necessity of educating the masses of the people, believing that the uneducated are always at the mercy of the better informed, and we insist that the brotherhood should take more interest in the cause of education, so that by means of their own efforts they secure to their children the blessings of education.'

"The amendment to the constitution, as proposed by the last general assembly, and will be submitted to the voters at the next general election, provides for local taxation for public schools. Before we can have such taxation, this amendment, or one similar to it, must be passed. It makes ample provision for the passage of such laws as will give the relief desired by our people. In the cities, towns, and villages under municipal regulations the authorities have power to raise revenue for the support of public schools. The people in the townships, in the county, have no such power, and can not have it unless the constitution is amended so as to delegate this authority to them. This done, and they can raise a revenue by which their schools will be kept in operation for nine months. Such is the aim and purpose of the Hundley amendment, and which, if passed, will secure all the advantages that can be desired.

"Our system is a good one, with some exceptions that can be easily corrected by legislation. More money, longer school period, more trained teachers, and better schoolhouses, with proper equipments, and we will soon be in the forefront of progress. The day dawn of a new educational era is breaking in upon us, and the time is near at hand when illiteracy will be a thing of the past and our civilization will continue to rise higher in the scale of enlightenment."

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In a report made to the governor of Alabama, under date of November 13, 1893, the State superintendent announces that more than 100,000 people attended the meetings, and over 800 speeches were made on the subject of education. In one county alone six mass meetings were held. More general interest was manifested in the country districts than ever before, and the schools of the State opened with a larger attendance than in any previous year, notwithstanding the pressure of hard times; also more school buildings were erected than at any previons period.

To reap the fruits growing out of this enterprise the State superintendent intimates that "it is necessary that the campaign, so auspiciously inaugurated, be carried on annually in some form or other, opening new avenues of thought, creating new methods and systems by which to reach a greater degree of success. It is the most important work in the State. It is not routine work, as some suppose, it

demands progress and development. To accomplish the proper results will require zeal, energy, and constant labor of every school officer. Means and agencies must be invented or discovered or formulated through which to reach the masses of the people, hence, constant watchfulness, study, and labor is necessary."

CONNECTICUT.

REPORT OF THE STATE BOARD OF EDUCATION ON THE CONDITION OF THE SCHOOLS OF NEW HAVEN COUNTY,

[The following report calls attention to some of the results of an investigation into the true condition of the schools of New Haven County, Conn This report may be considered as a noteworthy document. The investigation was of the most searching, methodical, and thorough character, the methods of procedure admirable, and the results calculated to put the public on their guard against reposing too great confidence in the conduct of the schools. The facts disclosed are of value in bringing to notice the ineffectiveness of the instruction in many schools, and the causes of the same, while the methods by which more satisfactory results are to be obtained are indicated. The detailed record of the investigation, with numerous facsimiles of examination papers, is contained in the 1893 report of Hon. C. D. Hine, secretary of the board.]

The first legal duty of this board is to "ascertain and keep informed as to the condition and progress of the public schools in the State;" its second and correlated duty is to "apprise the general assembly of the true condition, progress, and needs of public education."

It is the obvious intention of these provisions of law to charge the board with constant oversight of the working of the common school system, in order that they, and through them the legislature and the people of the State, may know whether said system is producing the results for which it is maintained. It is not the business of the board to make out a case for the common school system, neither should we be justified in maintaining silence concerning faulty buildings or bad instruction. If it was proclaimed that everything is hopeful and prosperous, without a close examination of the facts, a delusion might be prolonged as to the real character of the schools, from which the children would be the sufferers.

It would be pleasant to dwell upon the excellent schools here and there, whose merits are great and obvious. In these proficiency is attained in the common branches, and what is infinitely more important and satisfactory, the intellectual life of the children is stimulated. But it is those which do not reach a high standard of merit to which attention is above all demanded.

In executing the duties laid upon them by the provisions of law above quoted, the board has caused a thorough investigation to be made of the schools of New Haven County. The results of this investigation are shown in detail in the report of the secretary. Only the most important general results are here indicated.

I. In too many schools, sometimes in all the schools in a town, children at 12 and over do not know more than children at 8 can easily know.

The result in one town having six schools was as follows:

(1) There were 37 children over 10 years of age; the average age of these children was over 12. All had attended public school more than six years.

(2) Ten did not add correctly 9+5; 17+9; 36+9.

(3) Twelve did not subtract correctly 25-8; 11-4.

(4) Ten did not give correctly 7x8; 6×7; 9×8; 7×12.

(5) Twelve did not tell how many 98 in 54; 3s in 27; 6s in 18.

(6) Thirty-five did not add correctly+}; }+\.

(7) Thirteen did not add correctly the following:

245

78

669

75

201

(8) Nineteen did not multiply correctly 604×29.

(9) Fifteen did not divide correctly 546 by 3.

(10) Nineteen did not work correctly the following example: It is now ten minutes after 10, what time was it five minutes ago?

(11) A larger number did not work correctly the following example: A schoolroom is 6 yards and 2 feet long. How many feet long is it?

(12) A still larger number did not work the following example: A man nses 121 envelopes in a month. How many will he use in six months?

In both oral and written work there was practically no time limit and the children could use such helps in counting as they had at hand.

They were asked to write at dictation a few sentences, with the following result:

(1) Thirty did not begin their sentences with capital letters.

(2) Sixteen did not begin proper names with capital letters.

(3) Twelve did not use the capital "I."

(4) Thirty did not use the interrogation point correctly.

(5) Twenty-eight did not use the period.

(6) Thirty-two did not use the apostrophe with the possessive case.

(7) Thirty-seven did not use quotation marks.

Spelling had been taught from a spelling book in which the children were learning words of three to five syllables.

The following ten words were given out to each of the, 37 children. Of the 370 words, 248 were spelled incorrectly.

They had studied spelling, but could not spell in the only place where spelling is useful-on paper.

Not more than five papers exhibited penmanship which was tolerable.

These children had learned their letters and a few words, but could not read. They had been allowed to use one book in a year as a reading book. The younger children could repeat from memory the words of the reading book if it were opened and they were started. They had not gained the ability to read intelligently any book suited to their capacity. The school furnished them no opportunity nor incentive to read.

They had studied arithmetic and could not manage the simplest operations in arithmetic.

They had studied grammar and could not write a single sentence correctly. Not one of the papers in this town showed acquaintance with "the art of speaking and writing the English language correctly."

In the six schools in this town there was not a single book, map, or globe, and not more than 60 square feet of blackboard.

If this were a single or an exceptional case it might be attributed to peculiar circumstances and difficulties. The sole cause here and elsewhere is:

These children have not been well taught.

A pertinent question is:

Has the money of the town been well expended that has produced no greater result than this? The loss of money is quite insignificant in comparison with the loss of time to which these children have been subjected. Six years of their lives have been elaborately thrown away. The school system in operation for six years has turned out children at 12 whose education is not equal to what an ordinary child can acquire at 8.

The misfortune can not be fully estimated until we realize what might have been accomplished in these active years.

In order to show what may be done we give the following case:

In another school the average age is 8 years and 7 months, and most of the children have been in school two years; a few two years and a half. In one year the children have read the following books in school: