ifest," says the superintendent, "that the public school system has taken a deep hold upon the hearts of the people; and while advancement, improvement, and proficiency have characterized the efforts and results of the last decade, no single year's work has been marked by a greater degree of progress than the one under review." Among the most prominent features of the present educational status he notes the readiness with which the law is complied with in all matters pertaining to school affairs; the promptness with which the obligations of the district are met; the determination of boards to make the receipts of the year pay the year's expenses; the constant demand for more experienced teachers; the willingness with which longer terms and better salaries are voted by the people; the large number of successful county teachers' institutes held during the summer; and the general awakening to the importance of securing the greatest amount of good and substantial results as a compensation for the millions of dollars annually expended in the education of the youth of the State.

ADMINISTRATION.

A board of education composed of the governor, secretary of state, an attorneygeneral, with a superintendent of public schools elected by the people for 4 years, have general supervision of public school affairs. Each county has a school commissioner, elected by the people for 2 years; and each district a board of 3 directors, elected for 3 years, one being changed each year, also a district clerk appointed by the board. The district clerk keeps a record of the proceedings of the board of directors, and of all school meetings held in the district, and he must report annually to the county commissioner the district school statistics, as found in the teachers' reports, which must be sent him every month and every term, on penalty of forfeiture of the last month's pay. County commissioners report annually to the State superintendent and the latter to the legislature when it is in session, otherwise to the governor. Boards of directors, among other duties, employ legally qualified teachers, visit schools, and take the school census annually. They must establish separate schools for colored children in all districts which have more than 15 such children, these schools to have the same advantages as those for white children and to be managed by the same school officers. The public schools are free to all resident youth of 6 to 20 years; non-residents who attend are credited towards their tuition with such amount of public money as may be their share in their own district. County uniformity of text books is secured by the adoption of a series by majority vote at a meeting of school officers held once in 5 years at the county seat of each county. Provision is made in the system for normal schools, teachers' institutes, a State university, and institutions for the education of the deaf and dumb and the blind. The appropriation of public funds to any private or sectarian institution is absolutely forbidden.

FINANCES.

The public schools are sustained from 25 per cent. of the State revenue; from the proceeds of lands granted by the United States and not otherwise appropriated, and also of any available educational funds; from the net proceeds of the State tobacco warehouse; of sales of escheats, estrays, etc.; from fines, penalties, etc., and from the sales of any public lands which may be paid over to the State, provided Congress consent to such appropriation; also from all other grants or gifts to the State not otherwise appropriated. In case such fands should be insufficient to sustain a free school at least 4 months in every year in each school district, additional funds may be raised by taxation. The rate allowed to be levied depends in counties on the value of property therein and in cities on the number of their inhabitants, that in districts being limited to a maximum of 40 cents on $100 (unless such districts be formed of cities and towns), except that a majority of district taxpayers may by vote increase the rate to 65 cents. These rates may be further increased, when necessary, for building purposes by a two-thirds vote of the qualified voters of the county, city, or school district, as the case may be.

NEW LEGISLATION.

By an act of 1885, instruction in physiology and hygiene, with reference to the effects of alcoholic drinks, stimulants, and narcotics on the human system, was made lawful in the case of children whose parents desired such instruction to be given, but was not to be forced on any others. After September 1, 1886, the same act provided that no certificate should be given any person to teach in the public schools of Missouri, and no teacher be authorized to teach in such schools, without having passed a satisfactory examination on the points above indicated.

SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS.

ADMINISTRATION.

Any city, town, or village, may organize as a school district, and elect a board of 6 directors for a term of 3 years, with a president, secretary, and treasurer chosen from

their own members. This board shall establish primary schools of a grade similar to other public schools; also schools of a higher grade, where studies not provided for in the other schools may be pursued.

Hannibal presents an increase of 232 in school youth, of 136 in enrollment, of 29 in average attendance, and an expenditure of $1,155 more for public schools than in 1883-84. In its 7 school buildings were 1,600 sittings. The primary schools were accommodated in 17 rooms, the grammar schools in 12, and the high school in 3; all taught by 3 men and 31 women teachers. Thirty-four per cent. of children of school age were in average daily attendance. Of the 2,296 enrolled only 100 were over 16, the remainder, 2,196, being between 6 and 16. Private schools enrolled 250. Public schools were in session 173 days. School property was valued at $58,700.

Kansas City reports an increase in school youth of 2,865, of 826 in enrollment, of 496 in daily attendance, and of 10 in teachers. To accommodate this large increase, the city issued bonds to the amount of $60,000, which, being at a premium, sold for $62,850, thus enabling it to erect 2 new school buildings, together containing 14 rooms, and add 11 rooms to other buildings, making a total of 174 rooms in the district. The public schools enrolled none under 6 years of age, and only 225 over 16, leaving 10,324 between the ages of 6 and 16. Forty-one per cent. of the school youth were enrolled. Schools were taught 180 days, by 19 men and 128 women. School property was valued at $546,510.

St. Joseph, while gaining 669 in school youth, lost 111 in enrollment, 230 in average daily attendance, and expended $16,483 less for public schools than in 1883-84. This unusual falling off was occasioned by a deficiency in school funds, and an outbreak of small-pox, causing great irregularity of attendance, and making the year one of the most discouraging in the history of the public schools. There were 19 school buildings, with 2,365 sittings for primary, 1,450 for grammar, and 240 for high school grades, the entire school property being valued at $196,375. The average daily attendance was 23 per cent. of children of school age. Of school youth over 16 years of age, only 105 were enrolled in the public schools. Private schools enrolled 700. Public schools were in session 198 days, under 11 men and 67 women teachers. Music and drawing were taught by special teachers. Including the 700 in private schools, the enrollment in all schools was a little over 40 per cent. of school youth, one-third of whom may be counted off as beyond ordinary school life, and usefully employed.

St. Louis reported 66 schools for white youth and 14 for colored, occupying 836 rooms, with a seating capacity of 47,810. The cost of erecting new buildings during the year was $59,926, for apparatus $94,644, and for rent and repairs $54,621, while for libraries the city expended $14,000. Public school property had advanced in value, since 1882-'83, from $836,120 to $3,109,329. The receipts for public schools from all sources aggregated $1,066,524.

Sedalia enrolled in its public schools 74 per cent. of its school youth, 300 in private schools advancing the attendance for the year to 80 per cent. This school record is high. As to tests of school work, a little over 48 per cent. of children of school age were in daily attendance in the public schools. The 9 school buildings, with 2,340 sittings, afforded abundant room for the attendance. Four men and 40 women taught the schools for an average term of 179 days. School property was rated at $110,000.

PREPARATION AND QUALIFICATIONS OF TEACHERS.

STATE REQUIREMENTS FOR CERTIFICATES.

Teachers of public schools must hold certificates of qualification from their county commissioner or from the State superintendent. County certificates are given after an examination which must show the holders to be capable of teaching the ordinary

common school branches. This examination is usually made by the county commissioner, although the State superintendent is also authorized to examine candidates. Certificates are in force only in the county for which they are granted, and are valid from one to two years, according to the character of the examination sustained, but for not more than one year unless the person be qualified to teach the elements of the natural sciences and physiology.

STATE NORMAL TRAINING.

The State is divided into 3 normal school districts, each under the management of a board of 7 regents appointed by the governor, the State superintendent being, ex officio, a member of each board. Under this system 3 schools are in operation, designated respectively first, second, and third district normal schools. All have a uniforin course of study, arranged with special reference to fitting teachers for the common and high schools. The full 4-years course leads to a diploma and the degree of bachelor of scientific didactics. Students who complete the elementary course requiring 2 years, receive a certificate which entitles them to teach 2 years without further examination.

The State provides normal training in two other institutions, the University at Columbia, and Lincoln Institute, Jefferson City. The normal department of the university graduates students in two distinct normal courses, one academic, the other elementary. The work of the academic, including that of one of the collegiate courses, supplemented by 2 semesters of professional instruction, leads to the degree of bachelor of pedagogics, and prepares for positions in the secondary or higher schools of the State or to superintend the work of others. The elementary course, extending over 2 years, is arranged to meet the requirements of the school law in the preparation of teachers for district schools. Lincoln Institute, for the normal training of colored students, originated in 1866 in a fund given by two regiments of colored troops, was a few years after transferred to the State, from which it has since received annual appropriations. Tuition is free. Both preparatory and normal departments are provided, the latter requiring 4 years for completion, the former 1 to 5 years, according to preparation.

OTHER NORMAL TRAINING.

The St. Louis Normal School, maintained by the city as a part of the school system, is intended for the preparation of young women to teach in the public schools. High school graduates complete the course in 1 years; others require 24.

Preparation for teaching is also offered in 3-years courses at the Southwest Baptist College, Bolivar; Lewis College, Glasgow; La Grange College, La Grange; William Jewell College, Liberty; in 2-years courses at Stewartsville and Central Wesleyan Colleges (Stewartsville and Warrenton); and in a full 5-years course at Sedalia University, Sedalia.

MISSOURI TEACHERS' READING CIRCLE.

A State teachers' reading circle, intended to promote the improvement of its members in literary, scientific, and professional knowledge, and to inculcate habits of self-culture, was organized during the summer of 1885. This action was taken in response to a call issued in May, 1855, by the Missouri School Journal, suggesting the election of officers by postal card vote. The board thus elected held its first meeting during the session of the State Teachers' Association, June 25th, when a definite plan of organization was adopted and a course of reading arranged for the first year.

SCHOOL OF SCIENCE AND PEDAGOGY.

A school of science and pedagogy was organized at Sweet Springs immediately following the meeting of the State Association for 1885, and in pursuance of a resolution adopted at the preceding annual meeting of that association. The school commenced June 29th and continued in session three weeks. Only 30 regular members were enrolled, but these were of the best quality, representing city superintendents, town principals, presidents of private schools, and members and professors of the university and the normal schools. The subjects included in the daily programme were mental science, pedagogics, English language, chemistry, geology, astronomy, and elocution. The success attending the school was such as to justify its continnance, and arrangements were made for another session in 1886, immediately after the meeting of the State Association.

TEACHERS' INSTITUTES.

Normal institutes, according to law, are to be held in all counties which vote to employ the whole time of the county commissioner, and it is made the duty of teachers to become members of such institutes and attend them, as far as possible. Notwithstanding the largely voluntary character of this work, institutes were held in a majority of the counties during the summer of 1885, the sessions lasting from two to four weeks. These institutes were vigorously encouraged, cheerfully patronized, and

liberally supported by the best and most progressive teachers of the counties. In some counties, as a first effort, the institute was held for only a few days, in the hope of doing better in the future; and in a few such cases arrangements were made for a longer term with a good conductor for the following year.

Many of the leading educators of the State have made the conducting of institutes a study, and every year the signs of improvement multiply. Among these are noted a better attendance by the teachers, a presence of school boards, a prominence given to methods of primary instruction, a support and encouragement of the institutes by the public, and a noticeable improvement of teachers wherever institutes have been held. In the summer of 1885 such institutes were held in 55 counties. Some held 2, Nodaway 6, Pettis 11. The aggregate number of days of these institutes was 636. Total number of teachers attending, 3,235.

EDUCATIONAL JOURNALS.

The American Journal of Education, St. Louis, the oldest educational paper in the State, was in its 18th volume in 1885, and was still full of life, strongly urging the fostering of the public schools, and national aid to education.

The Missouri School Journal, Jefferson City, was in its second volume in 1884–65, is well edited, and presents in its monthly issues during the school year the reports of graded schools made by school officers.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

High schools are maintained in all the principal cities of the State; but only Hannibal, Kansas City, St. Joseph, and Sedalia report them for 1884–85.

Hannibal High School enrolled 160 pupils, had an average attendance of 126, and graduated 8. The course includes the regular high school studies, special attention being paid to reading. By a series of entertainments, the pupils secured 100 books to carry out a special reading course. In a new building which was about ready for occupancy, it was proposed to arrange the schools in separate departments.

Kansas City has 2 high schools. The Central offers academic and classical courses of 4 years each. A business course was in contemplation. Sixteen students were graduated in 1885. Lincoln High School for colored pupils graduated its first class of 4 in the same year.

St. Joseph High School has a well organized course of 3 years, following a preparatory year. Throughout the course music and Latin are required, and drawing is optional. German is optional in the preparatory, junior, and middle years. In the middle and senior years French is optional, and Greek may be substituted for science. Twenty students were graduated in 1885, one less than in the preceding year.

Sedalia High School occupied 3 rooms, but no further information has been received.

OTHER SECONDARY SCHOOLS.

Statistics of business colleges, private academies, independent preparatory schools, and preparatory departments of colleges and scientific schools may be found, as far as reported to this Bureau, in Tables IV, VI, VII, IX, and X of the Appendix to this Report; summaries of them, in corresponding tables in the report of the Commissioner preceding.

SUPERIOR INSTRUCTION.

COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES.

University of Missouri, Columbia.--Tuition, except in the professional departments, is substantially free; and, since the enlargement of the university building, for which provision was made by the legislature in 1883, the institution affords facilities for the instruction of over 1,000 youth. The curriculum comprises 20 schools, of which 11 are academic and 9 professional; the academic schools form 4 regular courses of study, which lead to the degrees of bachelor of arts, of science, of literature, and of domestic arts. All are open to girls, but the last named is intended especially for them, comprising instruction in some branches which are considered peculiarly useful to young women. The professional schools of the university, including those of law, medicine, agriculture, engineering, etc., will be more particularly noted under the appropriate heads.

Of 20 other colleges and universities in the State, 17 report statistics for 1884 or 1885. All but 6 are open to both sexes. All present classical courses of study, which, except in one institution, extend over 4 years. A large majority also offer courses leading to the degree of Sci. B.; those which do not, usually offer a choice between the classical and a literary or philosophical course. Ten add instruction in music, 4 in business, 5 in the fine arts, and 7, as already noted, provide facilities for the training of teachers. Five have departments of theology, and one a department of law.

Gifts or bequests were received during 1884-85 by 9 of these colleges, amounting, in the aggregate, to over $83,000 in money. The largest sum given was $55,000 to William Jewell College, Liberty, raised by subscription for purposes of endowment. Washington University, St. Louis, received a gift of real estate from Mr. Henry Shaw, of St. Louis, of which the income, amounting to $5,400 annually, is to be devoted to the foundation of a chair of botany. For further statistics see Table IX of the Appendix, and for a summary see the report of the Commissioner preceding.

SUPERIOR INSTRUCTION OF YOUNG WOMEN.

Besides the opportunities for higher instruction afforded young women in the 15 colleges and universities noted above, there are 13 or more colleges and seminaries for them exclusively. Of these at least 10 are authorized to confer collegiate degrees, 2 do not claim that privilege, and 1 of the 13 does not report on this point. The Academy of the Visitation, St. Louis, not included in the above number, appears still to be in existence, although no catalogue or other report has been received from it for several years. All the above institutions have at least a 4-years course of collegiate study, nearly all including in it German, French, and music, and one of them adding Italian, Spanish, and Anglo-Saxon. For statistics, see Table VIII of the Appendix, and for a summary, see the report of the Commissioner preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

Besides the courses in general science comprised, as already noted, in the undergraduate departments of a number of colleges and universities, more extended and technical training in scientific branches is given in departments of the State university, and in Washington University, St. Louis.

The Missouri Agricultural and Mechanical College, a department of the State university, while maintaining both professional and academic instruction, has for its main object the education of the farmer in a special rather than a general course. The professional course, extending over 2 years, may be taken before the academic or after, at the option of the student, or either may be pursued without the other. By this plan, students desiring a training in agriculture need not be delayed by years of elementary preparation, but may, after the completion of their professional work, add a more extended academic training should they so desire. Both the science and art of agriculture are taught, the former by lectures, supplemented by text books, the latter by actual field work. Among new improvements is an excellent workshop, with power.

The School of Mines and Metallurgy, another department of the State university, located at Rolla, provides 2 courses of study leading to the degrees of mining and civil engineer, and each requiring 3 years for completion. A preparatory course of 2 years is provided for those not fitted to enter on these studies. The design of the school is, in connection with the Agricultural College, to carry out to its amplest extent the intention of the act of Congress to provide for education in the industrial arts. This has been kept prominently in view in arranging the curriculum, in the selection of apparatus, equipment, and faculty. It is a school of technology, with civil and mining engineering and metallurgy as specialties.

The State university School of Engineering, comprising courses in civil, topographical, and military engineering, is designed to furnish a thorough knowledge, theoret ical and practical, of those sciences and arts which are playing the most important part in the development of the resources of the country.

The School of Military Science and Tactics of the university gives instruction in all the branches usually comprised in such courses of study, students going to the school of engineering for training in the military branch of that science.

Washington University, St. Louis, provides a polytechnic school which prepares students for professional work, either as engineers, chemists, or architects. Five courses are offered, viz, in chemistry, mining and metallurgy, building and architecture, civil engineering, and dynamic engineering. The studies during the first two years are the same in all, diverging more or less during the junior and senior years. The Manual Training School of Washington University gives a 3 years course of training in pure mathematics, science and applied mathematics, language and literature (Latin and French being electives), penmanship, free-hand and mechanical drawing, and tool instruction, including carpentry, wood turning, molding, brazing, soldering, forging, and bench and machine work in metals. A large portion of the pupils' time is occupied in shop work, each having during the school day 2 hours of shop practice and 1 of drawing.

For statistics of scientific schools see Table X of the Appendix, and for a summary, the report of the Commissioner preceding.