Lm m LIBRARY OF CONGRESS 021 526 725 8 Hollinger Corp. pH 8.5 / it 158 ■B148 Mcopy 1 [Dociimenl i —I """ • BY THE SENATE, January 24tli, H 2,000 copies ordered to be printed, 200 of which \L I German language. FIRST REPORT OF THE STATE SUPERINTENDENT V OF PUBLIC INSTRUCTION, TO THE / GOVERNOR OE'MARYLAND, WITH AN APPENDIX CONTAINING REPORTS OF THE ^xmUmU at §om&^ of ^tUol fymmmmux^ TO THE j STATE SUPERINTENDENT. i r ANNAPOLIS: ^>^Z^ HAVERSTICK & LONaNECKERS, PRINTERS. 1866. .^ \ >^. / REPORT. BALTrMORK, December dO , 1865. To His Excellency, A. Y BRADFORD, Governor: Your proclamation convening the G-eneral Assembly in Special Ses- sion, January 10, 1866, suggests the propriety of presenting a report of my work, as State Superintendent of Public Instruction, and of the con- dition of the important interests committed to my supervision. That this may be of practical value and embrace the views of those who come into direct official relation with the details of the School Law, and can judge of it as a working system, 1 present, in an Appendix, the reports of the Presidents of the School Boards of the several Counties, to which special attention is invited. In response to a request for a similar report from the School Board of Baltimore City, I was furnished with the printed School Statistics of 1864, which, having been em- braced in my report of February, 1865, are of no present importance. To the Boards of School Commissioners for the Counties, and specially to their Presidents, 1 am greatly indebted By wise and efficient co- operation The Uniform System of Public Instruction is being rapidly or- ganized, and the Schools are securing the good will and confidence of the citizens. To the fortunate selection of such competent and zealous Assistants, the success which has thus far attended my efforts is to be mainly attributed. In accordance with the requirements of the Law, I have, since April 1st, visited and delivered addresses in each County, except Calvert. I attended the State Convention of Teachers at Elmira, New York ; and the National Convention of Teachers at Harrisburg, Pennsylvania. I have twice visited Philadelphia and New York on official business; have traveled in the discharge of these duties 4, '275 miles, and deli- vered 75 addresses, chiefly explanatory of the School System. Wherever I went I was cordially received and hospitably entertained ; with one exception, I found the people anxious to procure information and enjoy the benefits which the system of Public Instruction is designed to impart. The Convention reHolved itself into an association known as "The Association of the Commissioners of Public Schools of Maryland/' and will meet again in Annapolis, Wednesday, January 17th. The purpose of the Lieut. Governor in convening the Convention at Annapolis, is to bring the School authorities of the Counties and Balti- more City into direct communication with the General Assembly, that after full conference and interchange of opinion, and a thorough exhibit of the wants of the State, such legislation may be secured as will place our School system upon a secure and self-sustaining basis. Legislation is needed to provide for the per diem of the Lieut Gov- ernor and Speaker of the House of Delegates, when acting as members of the Board of Education. As 1 understood the law, the amount allowed for incidental expenses (Title I. Chap. 11. Sec. 4, J was designed to include this per diem The Attorney General thinks otherwise, and there'fore the accounts of these gentlemen have not been paid. I pro- pose to add after the words "official duties," in the third line, the words "and per diem of Lieut. Governor and Speaker of the House of Dele- gates, when attending meetings of the Board," an as amendment, which will remove all doubt as to the meaning of the section. IL— STATE NORMAL SCHOOL. Early in September the organization of this important institution re- ceived the attention of the State Board of Education. I was directed to address a communication to the Mayor and Common Council of the City of Baltimore, in accordance with the section of the law which locates the JSormal School in Baltimore, in such buildings as the City Council may provide. This duty was performed. The communication was laid upon the table, where it remains. This has caused some delay in opening the School. I thought it prudent to wait the next meeting of the Board before taking any further action. In the mean time, Profes- sor Newell, who had been elected Principal, entered upon his duties. His time was usefully employed in devising, under my direction, a systematic plan of operations, including a complete curriculum for the Normal School proper, and^ the ''Model and Experimental Schools," which are to be connected with it. He has visited the most prominent institutions for the education of teachers in Pennsylvania, New Jersey, New York, Massachusetts and Connecticut. His report of this tour of observation is here presented. I ask attention to it, as it not only gives a succinct statement of the operation of the Normal Schools visited and examined, bur conveys to our own minds a clear idea of what a Normal School is designed to accomplish, and the important relation it bears to a thorough system of Public Instruction. The importance cannot be exaggerated,,, Without such an institution, liberally sus- tained and efficiently conducted, no State can establish and maintain Public Schools which will be of any real advantage to the community. The subject no longer needs argument. It is a maxim universally received that "as is the teacher, so is the school;^' and we may add, the teacher is what his training makes him. What the Military Acad- emy at West Point and the Naval B<3hool at Annapolis do for the army 7 ^nd navy of the nation, the Normal School will aooomplish for public instruction in Maryland. Tuition and the use of text books will be furnished free of charge. In addition to this it is desirable that some plan be adopted to aid meri- torious young men and women to pay their board while preparing them- selves for their work. This might be done by a loan, to be repaid in instalments from their salaries when engaged as teachers in the Schools. At the meeting of the State Board, December 27, I was directed to rent suitable rooms for the school, and to arrange for immediate work. This has been done. The apartments procured are not well adapted to the purpose, but such is the scarcity of buildings of every description in the City of Baltimore, that it may be considered fortunate that we have been even partially successful. It is hoped that the City Council at its next session will decide to co-operate with the State Board, and hasten the thorough organization of the Normal School, which will be of incalcu- able benefit to the Schools of the City as well as of the Counties. The first session will commence January 15, 1866, of which notice has been given by advertisement in the leading journals of Baltimore and of each County. REPORT OF PROF. NEWELL. In compliance with an order of the State Board of Education, I visited, in the months of November and December, the principal Normal Schools of Pennsylvania, New Jersey, New York, Massachusetts and Connecti- cut. My object was to ascertain, by personal observation and inquiry, the history and organization of these Schools ; their methods of instruc- tion and government ; the difficulties they have met with, and the results they have attained. It is now about forty years since some bold thinkers in the Eastern States began to preach a new and startling doctrine respecting Educa- tion : — that a person reqiftres special training to make him a good teacher, just as a man needs special training in order to become a good lawyer, a good physician, or a good mechanic. This truth, so obvious and so important, met with such a reception as the world generally accords to great and simple truths, when first presented. Some derided it as a truism, some branded it as false ; many accepted it in theory and re- jected it in practice. Fourteen years afterwards, in the year 1839, the State of Massachusetts, urged by one of her private citizens who offered to defray half the expense, set on foot, as an experiment, three Schools for the training of teachers. These were the pioneer Normal Schools of the United States. Five years afterward, the example thus set by Massachusetts was followed by New York. A State Normal School was established by Connecticut in 1849, by Michigan in 1850, by Rhode Island in 1852, by New Jersey in 1855, by Illinois in 1857, by Pennsylvania and Minnesota in 1859, by Wisconsin in 1862, and by Maine in 1863. Of the thirteen original States, Maryland is the seventh that has engaged in this enterprise, and in point of time she is not far behind some of her sisters. The Normal School in its highest development, embraces three lead- ing features : first, an academical department where the students have the opportunity of reviewing the elementary studies, as well as of pursu- ing an advanced course; second, a professional school, where they learn theoretically how to organize, classify, teach, and govern a school ; third, the model school, and school of practice, where they see the various operations of a school conducted after the best methods, and begin themselves to teach and govern under the direction of competent instructors. Some institutions give greater prominence to one, and some to another of these departments, but all agree that the co-existence and co-operation of the three are necessary to a Normal School in its highest state of efficiency. Though I did not find exactly the same methods of instruction pre- vailing in all the schools, nor even in all the departments of the same school, yet a striking family likeness could be noticed among them all. The teaching is, generally speaking, of a high intellectual order. The system of learning by rote, and reciting to a teacher whose eye is fixed on his text book, is entirely discarded. I never saw a teacher in one of these schools use a text book (other than a spelling or reading book) except for occasional reference. I was present at recitations on history in several schools, and in none did the teacher use a book. Every lesson seemed to be thoroughly mastered, and systematically arranged in the teacher's mind before coming to class ; and I have no doubt that many of the teachers spent as much time in preparation as their scholars did. The "topical" mode of recitation is employed more than the cateche- tical. The teacher suggests a "topic," and the Ftudent proceeds, with- out interruption, to tell all he knows on the subject. It is then thrown open to the class for criticism ; one corrects an error, another supplies an omission, a third suggests an additional illustration, till finally the subject is exhausted, and another student takes hold of the next topic. This custom of mutual criticism is very valuable ; it keeps alive the attention of the class, and stimulates the person reciting to use the utmost care to give fulness and accuracy to his answers. " Teaching exercises" furnish a method of recitation peculiar to Nor- mal Schools. The student who is to recite takes his stand in front of the class, and proceeds to instruct and catechise them as if they were entirely ignorant of the subject. This exercise requires great self-pos- session on the part of the student personating the teacher, complete mas- tery of the subject, good powers of comprehension and analysis, and con- siderable talent for illustration. Yet even this difficult task is, generally, satisfactorily performed. The cultivation of the power of expression is another of the speciali- ties of the Normal School. Many subjects are taught not so much for the sake of the information gained, as for the purpose of accustoming the student to express fully, clearly, and logically, what he knows. The black-board is here called in to the aid of the tongue ; and, as far as possi- ble, the students are expected to present every subject to the eye as well as to the ear. In studying Phylosophy, Natural Physiology, Chemistry and Greography, they reproduce on the black-board every diagram and map in the text book. In this way they acquire a wonderful facility in the use of the crayon ; it is no unusual thing for a student to draw a correct outline of the map of the United States in three minutes, and to fill in the State boundaries and the rivers in seven minutes more. The diffi^culties encountered by the Normal Schools may be very briefly stated. 1st. Students enter without adequate preparation. This difficulty will be severely felt in Maryland because our District Schools are not of the highest order, and public High Schools (outside of the City of Baltimore) are almost unknown. The only remedy is the formation of a prepara- tory class in the Normal School This compels the Normal School to do double duty ; not only to give professional training, but also that elementary instruction en which the professional training is based. But the evil is, in our case, unavoidable ; a person must know something before he can learn the methods of teaching it. 2nd. Students do not remain long enough at the Normal Schools to obtain the full benefit of the training. Not more than ten per cent, on an average, of those who enter, remain to graduate. This is caused partly by the facility with which students can obtain schools after attend- ng the Normal School for one or two terms ; and partly by the students being unable to afford the expense of a prolonged residence. 8rd. The high price of boarding, in connexion with the comparatively low salaries paid to teachers, prevents many from attending, who would otherwise gladly avail themselves of the advantages of a Normal School. This is a matter which deserves the serious attention of the State Board of Education. It is indeed the crying evil of the times, as regards Normal Schools ; and will be felt in Maryland even more severely than elsewhere, because our people are hardly awake as yet to their vast im- portance. "There are" says Dr. Hart in his last report, "in the State of New Jersey, more persons anxious to attend our Normal School than would fill our ample buildings twice over, were it not for the ex- pense of residence away from home." I would respectfully suggest that the Legislature might authorize the State Board or the County Boards to lend to a limited number of student-teachers a s nail sum of money to assist them in defraying the expense of their maintenance at the Normal School; such money to be repaid in two or three annual instalments, out of the earnings of the teachers after graduation. Notwithstanding many drawbacks, Normal Schools have proved a decided success. They are no longer doubtful experiments ; they are established institutions. Occupying, at first, hired rooms, they have now their permanent homes in handsome and spacious edifices. The most attractive and, in some respects, the most convenient Normal School buildings that I have seen are at Trenton, New Jersey. They were originally erected by private liberality, but have lately been purchased by the State. There are two buildings, situated in an inclosure of twenty acres in the most fashionable quarter of-the city ; one is used exclusively by the Normal School proper, and the other, principally by the Model School. The cost of the two, including the ground, was about $72,000. The houses alone couid not be built, at the present time, for less than $100,000. The buildings are three stories high, and combine beauty and simplicity 2 10 of architectural style, with n high degree of oonvenieQce and adaptation 10 school purposes. The Normal School building contains a Study-room with desks for two hundred and forty scholars, a Lecture-room with seats for about four hundred, a Keception-room, a Library, seven Recita- tion-roon)s, seated for forty pupils each, two Drawing-rooms, one room for models of drawings, two rooms for Philosophical and Chemical Apparatus, six Cloak-rooms, two Toilet-rooms for scholars, and two Toilet-rooms for teachers. The Model School building contains a large hall calculated to seat about five hundred persons ; six school-rooms for girls, forty pupils each ; six school-rooms for boys of the same size; a Library, a Laboratory, a Drawing room; three Cloak-rooms for girls, and four for boys. The rooms in both buildings are large, airy and com- modious, well heated and lighted, and thoroughly ventilated. The .study-rooms and recitation-rooms are amply provided with black-boards; no less than fifteen hundred square feet of slate being attached perma- nently to the walls. The State Normal School of New York went into operation, at first, in a temporary building provided gratuitously by the City of Albany. After five years of probation, the school was removed to the spacious and commodious structure which it now occupies, built for the purpose at the expense of the State. There are now in attendance two hundred and forty students at the Normal School proper; one hundred and twenty at the Model Grammar School, and fifty at the Model Primary School. The Model Schools are supported mainly by the fees of the Pupils. The teaching is done by the students of the Normal School, under the super- intendence of the Principal and permanent assistants. The results are very satisfactory The schools are so popular that no difficulty would be found in filling the rooms if they were twice the size ; the children are well taught, and the student- teachers have an excellent opportunity of learning their profession. The student-teachers meet the Superin- tendent every morning before the schools open for advice and consulta- tion ; at this time they receive explanations of any difficulties they may present, and directions for their guidance during the day. At the close of their period of practice, they make a report, according to a printed form, of the subjects they have taught, their methods of teaching, and the progress made by the scholars. These reports are bound and kept for reference. The Training School at Oswego was organized mainly for the pur- - pose of furnishing the City Schools with Teachers competent to carry out the Objective or Pestalozzian System of Teaching. The Publie Schools of Oswego are divided into four grades: The Primary, the Junior, the Senior, and the High School. Each School is divided into three classes ; and the course of each class lasts for one year. Pupils are admitted at five years of age, and if they pass regularly and witiiout interruption through the whole course, they graduate at the age of seventeen. New classes are formed only once a year. Scholars pre- senting themselves after the new classes have been formed are admitted, provided their attainments correspond exactly with the standard of any particular class. If they are found defective in particular studies, or if they are much older than the average of their class, they are sent to 11 what is called the "Ungraded School," an ingenious contrivance to pre- vent the uniformity of the classes from being broken by the influx of unprepared scholars. For the first four years of the child's school life he is taught without books, reading-books of course excepted. The elements of Language, Number, 'Place, Color, and Form ; lessons on "Objects," Drawing, Singing, as well as Reading, Spelling, 'Arithmetic and G-eography are taught by the living voice of the Teacher, aided by Maps, Charts, Pictures, real "objects" wherever they can be introduced, and an unremitting use of the black-board. The same proo-ramme, both in matter and time, is followed by all the Schools in the City of like grade. The work for every two weeks in the Primary Schools, and the order of exercises for every half hour in the day, are prescribed in printed instructions, and are, I believe, strictly adhered to. In the other schools the work of every quarter is definitely arranged. Thus all the schools of similar grade are in exact correspondence with each other, and scholars can be transferred from one to another without chano-ing their rank in school. I am unable to say from personal observation how this uniform system works in practice ; but I am inclined to form a very fa- vorable opinion of it. It must be a great assistance to both teacliers and scholars to know exactly what they are to accomplish within certain short intervals of time; and it facilitates very much the intelligent su- pervision of the schools. Of the "Objective" system of teaching pursued in these Primary Schools, I cannot speak too highly. I have examined it very closely, and do not hesitate to say that it is not only a good system, but the only good system that I have seen, for the rational education of young child- ren. I cannot give a better idea of the character of the instruction given under this system rightly conducted, than by recounting what I wit- nessed at a short visit to the lowest class in one of the Primary Schools of Oswego. The children were from five and a-half to six years of affe. They had not been at School longer than six months, and had had no instruction previous to entering. The School was opened by the cliild- ren singing a short hymn, accompanied by some simple and not un- graceful gestures. The Teacher then read a story from the Bible, ask- ing a great many questions as she proceeded, in order to keep up the attention and to make sur(i that they understood her. After repeating in concert the Lord's Prayer, the Hundredth Psalm, the Seventy-third, and the Hundred and Twenty-second, the Teacher asked, "Has any one a text V' And one after another repeated a text of Scripture, until every one of the sixty children had recited ; and no text was given twice. A series of physical exercises was then performed by the children, after which the Teacher went to the black-board and printed rapidly a' num- ber of the letters of the alphabet in Roman capitals. They seemed to me to be very good letters, considering the rapidity with which they were made, but they did not satisfy the critical eyes of the children One objected that the legs of the A were unequal ; another that the lower curve of the B was too large ; a third that the vertical line of the D was a little curved; and so on, criticising minutely the form and pro- portions of every letter. After these exercises, the class separated into sections, each under the charge of a student-teacher from the Training 12 School, for lessons in spelling, reading and arithmetic. Intelligent teachers and parents can easily judge of the merits of a system which can produce such results in so short a time. The Training School is intended to prepare Teachers for conducting the exercises of the "Oswego System," and is admirably fitted to accom- plish this result. It is divided into two sections, whose time is divided equally between learning and teaching. One section "recites" in the morning, and teaches in the practice school in the afternoon. The other section teaches in the morning, and recites in the afternoon. They are not permitted to give any lesson to the children until they have recited the same -lesson themselves, and have written out a careful analysis of it. The success of the system has been so marked that it is now about to be carried out on a more extensive scale. The City authorities have purchased a house and lot in the most improving section of the City ; and are now making additions and alterations to prepare it for the accommodation of the largest Normal School in the United States. When finished, it will be handed over to the State as a gift; and the State undertakes to appropriate Jl 5,000 a year to its support. The build- ing will accommodate about a thousand scholars ; three hundred in the Normal Department proper, and seven hundred in the Model and Practice Schools. ***** *** ** ** All of which is respectfully submitted, M. A. NEWELL. m.—SCHOOL HOUSES. No provision is made by law for erecting and furnishing School Houses, If done at all, it must be either by special appropriation of funds by the Board of Commissioners, or by the voluntary subscriptions of citizens interested in the School. The entire School money being needed to pay Teachers' salaries and incidental expenses, it is unreason- able to expect any improvement in our School accommodations unless there be some local tax. or our people are aroused to the importance of erecting comfortable houses. From every County we hear the same complaint — badly built houses, no furniture, no apparatus for' instruc- tion. Something must be done, and speedily, to remedy the difficulty which now stands in the way of successful effort. A plan of district taxation must be provided, that suitable edifices may be erected with the least practicable delay. It concerns not only the efficiency of instruction, but the physical condition of the children. In many Schools the injury to the health of the young, by imperfect ventilation and uncomfortable seats, more than balances the benefit derived from what is taught as book learn- ing. After visiting many portions of the State, and gathering informa- tion by conference and personal observation, T made the following state- ment of the condition of our "Temples of Science " {Extract from Preface to By-Laws.^ "Our School Houses, with few exceptions, are inconveniently located; badly built, out of repair. 13 We have not two hundred suitable School Houses in the State. The furniture is of the rudest kind. No maps or black-boards have been provided . " In these badly built, rudely furnished, and inconveniently located houses. Teachers are placed to instruct from twenty to fifty children, with none of the comforts or conveniences of a decent School. " We need not be surprised at the result. The public money has been spent and no good accomplished. "My advice most emphatically is, to give all possible attention to this subject and secure all attainable means for building the Teachers' work-shop — provide the requisite working tools — put every thing in good order for successful work, and then with competent workmen, under vigilant supervision, begin the work. " Enlist mothers and sisters in the good cause. If men will not pay taxes, then by contributions, fairs, pic nics and similar plans, let funds be raised, and neat School Houses built all over the State, which will be the pride of each neighborhood, and attract the attention of strangers to the zeal of the people in Educational progress, and the determination of parents to give their children reasonable personal com- forts while they are acquiring useful knowledge," • As relevant to this subject, T venture to appropiiate an editorial from the Baltimore un, which, since the uniform system of Pu' lie Instruc- tion was announced, has been earnest in advocating General Educa- tion on the most liberal basis. After speaking of the importance of convenient buildin.2:s to the com- fort and health of children, the Editor continues: "But there is somethino; more than t'hese to be effected - the tastes and habits of the children are to be formed, their ideas of the beautiful, their whole moral nature are to be influenced in the school room — and all these are colored by external objects. If the boy looks for years upon ill-shaped apartments and gloomy walls, upon the externals and the interior of a school room from which harmony of proportion, bright- ness of coloring and variety of outline have been banished, his character will proportionately become impervious to the amenities which the con- stant presence of the beautiful imparts to all, even those apparently insensible to its efi'ects When the boy grows up, the desire of having a pleasant, cheerful home, surrounded by flowers, where the sunlight kisses the -gay petals, and the birds carol their sweetest songs, will not move his efforts if he has been habituated at school to satisfy his ideas of comfort in the dreariness of a neglected, forlorn apartment. We would have the walls of the interior, not bare as they now are, but cheerful with maps, engravings and drawings ; even the bright land- scapes which the paper-hanger can, for a few dollars, put upon the walls, all afford food for thought, subjects of study, means of moral and mental improvement to be taken in through the silent urchins' restless eyes, and to be impressed upon their quick beating hearts Flowers, and trees, too, ought to be properly distributed about the huildintrs, with a view to shade a,nd ornament. How much will they effect towards the softening and refining of the taste ; besides, under the judicious direction of teachers, affording means of innocent and healthful recrea- 14 tion to the children, in their care and cultivation. Men do not think of these things as they ought; but as a part of our improvement in education, we expect women to be extensively employed in our primary schools. The instincts of women take hold of and appreciate such influences more readily than the colder impulses of the other sex. Their humanizing sympathies, if allowed development, will eagerly avail of all those accessories we have mentioned, to aid them in training the hearts and minds of the pupils. Is any one so obtuse as not to recognize the fact that the teacher who places a rose or any other flower on her desk every day, exercises a silent power for the development of the good and the beautiful, which other teachers do not possess. Allow our teachers, in the arrangement of their schools, to avail of all the accessories we have hinted at, and the next generation will witness a refinement of taste and manners, an improvement in morals, an eleva- tion of thought and feeling in the every day life of society, the absence of which in the American character is so painfully noticeable to strangers." Thanks to the Editor for these genial sentiments. I am sure he must or will be a happy father in a pleasant home. The reports from the Counties set forth most emphatically the ne- cessity of action on this subject They reveal a condition of things' unreasonable and even disgraceful. We express the earnest desire of every friend* of education, and every person who regards the physical and moral welfare of children that the Legislature will not omit, at its special session, to devise plans by which funds can be secured for erecting school houses. They cannot err if they adopt verbatim tiie bill which will be presented by the Convention of School Commissioners. This body comes direct from the people — is well informed as to their wants, and represents most strictly the enlightened popular sentiment upon all subjects connected with education. It will be wise legislation to make it a penal ofi^ence to crowd School rooms, thus depriving children of pure air for their lungs Why should the National Congress pass an Act to prevent emigrant ships from being crowded, and we permit 60 children to be kept in a room 2U feet square, with a low ceiling ? Ascertain the number of cubic feet of air required for healthful respiration of each child, and thus fix the number of pupils which may be safely admitted to a School room. Teaciiers, as well as parents, will hail with joy such an act of the General Assembly. IV. —SCHOOL REVENUES — NEW ASSESSMENT —STATE CENSUS. The reports of the Presidents of County Boards convey the unani- mous opinion that the revenue derived from the State tax of 15 cents per hundred dollars, will support the Schools no longer than six months each year. During the current School year, sessions will be prolonged only in those Counties in which a local tax has been levied. If this local tax be not renewed by popular vote, then the working power of the Schools under the new system will, in many Counties, be no stronger than under the old 15 local law, which in addition to the County tax, permitted tuition fees to be collected from the papils. The revenue from this source was larger. In Baltimore County 1 13,000 was paid by the pupils, being equal to an additional tax of 6J cents. In Cecil, the same per centum; in Washington County 5 cents, and in Harford County 7 cents per hundred dollars. These rates, added to the local tax, gave Cecil what was equivalent to 26 cents, Harford 19 cents, Baltimore 18J- cents, and Washington 17 cents. When the local tax is withdrawn, the rate bill having been repealed, the Schools will receive a smaller revenue than under the local law. ■ We look, therefore, with great anxiety to the ac- tion of the Counties in this particular, for upon that action will depend the su(?cess of the noble effort we are making to establish Free Public Schools. The whole amount of School money apportioned to the Counties is $300,763.14, which, divided among the 1300 ;Schools now in opera- tion, gives the average of $230.88 "for each School, or less than $200 for the Teacher's salary, after deducting the necessary amount for inci- dental expenses. Each parent can, from these figures, calculate how long Schools will be open to the children if there be- no additional revenue from local tax. To meet this emergency, I recommend the repeal of Section 9, Chap- ter I, entitled "Sources of Income," (page 340 of laws of 1865,) retain- ing all existing taxes by local law until the people ask their repeal; instead of repealing them, that they may be re-enacted by popular vote. Or, as an alternative, repeal all local laws relative to levying taxes for School purposes, raise the direct State School tax to 20 cents on the hundred dollars, and order a new assessment of the property of the State. This will yield ample revenue for the support of the Schools at least ^ nine months in the year and make the sessions uniform over the whole ^ State. Such action by the General Assembly, and a law by which district taxation can be ordered by the voters for erecting School Houses, will mpet the difficulties which now not merely threaten but are certain to i/fipede progress. V The argument against increasing the direct tax, to be divided ac- cording to population without reference to color, is that it will give Counties containing a large population of colored children an amount of money beyond their present need. This objection, however, can be honestly removed by providing Schools for the colored children, as the Constitution designed. Of grave importance, as connected with the distribution of School money, is some method of ascertaining the population of the City of Baltimore and of the several Counties. Knowing that since the United States Census of i860, there had been great relative change in the pop- ulation of different sectiojis of the State, and especially in Baltimore City, I asked advice of the Attorney G-eneral, who instructed me that the United States Census of 1860 must be my guide, as the only official exhibit of our population aad the basis of the apportionment of School money, "^j this course I am satisfied that the City of Baltimore loses 16 many thousand dollars a result nhich ought, if possible, to be pre- vented. The City already contributes, and will under the Constitu- tional provision continue to contribute, most munificently towards the .. School Fund of Counties where the ratio of population is in excess of wealth. Justice can be dono only by toe Greneral Assembly ordering a State Census to be made, and declaring it to be the basis of distribution until the United States Census of 1870 is published. The census could be made at very small cost by the officers who are employed for the new assessment. With a revised assessment of property, an increase of the State School tax to 20 cents, or the continuance of local laws until repealed by popular vote, and a State Census which will furnish a just basis of distribution of the School Fund, the sources of income will be ample, and each section receive the proportion of money to which it is justly entitled. v.— THE SCHOOLS AND SCHOOL AUTHORITIES OF BALTIMORE CITY. The relation of the State Board of Education to the Schools of Balti- more, and the duties of the State Superintendent therewith, have been the subject of much concern and discussion both to the Council and School Commissioners of the City. While the intent of the law was evident to the minds of the State Board, and they had no doubt as to the meaning of the 8th Article of the Constitution and the Act of Assem- bly of March, 1865, they preferred not to enter into a controversy with the municipal authorities or enforce compliance to the requirements of the law, thinking that upon mature reflection wis(^ counsels would pre- vail and the Schools of the City take a permanent position as part of the "Uniform System of Free Public Schools provided for each County in the State and for every City now incorporated, or which may hereafter be incorporated." The sober second thought, however, has not yet come and the subject is now referred to the lieneral Assembly for such action as in their judgment may seem best The State Superintendent has also carefully avoided all discussion, although at times his own name has been most discourteously introduced into the Council and School Board debates. If it be the intention of the G-eneral Assembly to separate the Schools of Baltimore City from all connexion with the Uniform System of Pub- lic Instruction, and to relieve the State Superintendent from all respon- sibility concerning them, that intention ought to be clearly stated. If, on the contrary, it is determined to have one system of Schools for the whole State; let that decision be made so plain, that all caviling will cease. The General Assembly which enacted the Law is most competent to declare its meaning. As far as I can ascertain by conference with in- telligent citizens, some of whom have in previous years been School Commissioners, a decisive declaration is desired. At present the Schools of Baltimore City are conducted in direct opposition to the Act of Assembly. The uniform senes of Text Books 17 is not used — teachers are not examined according to requirements of the law~a tuition fee of ^1 is exacted—and in every particular the School Sys- tem is as disconnected from the State Board of Education, as if Baltimore were in Virginia. The action of the late City Council has been equally de- monstrative. A resolution offered by the Chairman of Committee on Edu- cation, was passed with only one dissenting voice, to effect: "That the Board of Commissioners of Public Schools, be and they are hereby directed not to make or allow any change to be made in the Public School System in the City/' The effect of this resolution would have been to fossilize the School System of Baltimore, with all its provisions, good, bad- or indifferent; putting a dead lock on the wheels of progress. But the Second Branch refused to concur and thus checked the process of fossilization by adopting the following substitute: "Resolved, That a Joint Special Committee, consisting of three members of each Branch, be appointed to inquire as to the difficulties existing between the State Board of Education and the Board of Public School Commissioners of the City of Baltimore, and report as early as possible." This reasonable plan of adjustment was allowed by the First Branch to lay upon the table. The opinion of the City Counsellor and City Solicitor was invoked. Of the legal points raised, it does not become me to speak, but it is worthy of remark that while it is thought that the framers of the Constitution intended to recognize for Baltimore a separate and distinct School System as organized and existing prior to the adoption of the law, and therefore not to come within the purview of the new system of Public Schools; yet the opinion proceeds to show wherein the law does affect the City Schools and invests the State Board of Education and even the State Superintendent with certain powers, and imposes upon them duties connected therewith, thus placing the Baltimore Schools, at the same time, both in and out of the law. The Baltimore School Board it was argued is relieved from obedience to the law requiring the use of a uniform series of Text Books, because the City Schools were organized antecedent to the Act of Assembly of March, 1865; overlooking another section of the law which says 'the uniform series of Text Books shall be used in every Public School and High School established or aided under this Act." The Baltimore Schools are certainly aided, receiving their proportion of the State Free School Fund, and of the 15 cent direct State tax as appropriated by the Superintendent. These questions need not be discussed in detail. The members of the Committee on Education will remember the response given to the delegation from Baltimore City asking to be relieved from the operation of the General Law. The Senate will remember the unanimous refusal to en'tertain a similar proposition presented in a letter from the President of the Baltimore School Board. The House of Delegates will remember the signal defeat of the effort of one of their number to amend every section of the school law so as to exclude Baltimore City. Under these circumstances it is astonishing that any doubt exists as to the intent of the act, or that there should be any effort to attach to words other than their natural meaning. The Constitution requires the Geu- 8 18 eral Assembly to provide a Uniform System of Free Public Schools for the State of Maryland, and the General Assembly enacted that there shall be such a system "in each County and every City now incorpo- rated or which hereafter may be incorporated." In this view of the binding force of the law, and its applicability to the Schools of the City of Baltimore, the State Board of Education unanimously concur. But, far more important to the State and to the citizens of Baltimore, than a narrative of these unamiable doings and the refusal of the School Commissioners to extend the right hand of fellowship to the Sfcate Board of Education, is the condition of the School System of the City as it is now administered. This concerns the welfare of the children whom it is designed to serve, and the tax paying citizens who provided during the year 1865 over ^350,000 for the support of public instruction, adding to the direct tax of 15 cents a municipal tax of 18 cents, making a total of 33 cents in the hundred dollars for scliool purposes. With such munificent resources we ought to have better school houses, with comfortable furniture, more liberal salaries to teachers, and at least such ordinary apparatus of education as may be found in every Primary and Grammar School of other cities According to my judgment, Baltimore, strictly speaking, has no well defined Educational System, she has a congregation of schools regulated in external matters by a system of by- laws, many highly competent and zealous teachers, but no Educational System. There is no central educational authority; no provision for active supervision beyond that which a Commissioner without a recom- pense, voluntarily bestows; in fact nothing that is uniform, unless it be the uniform rejection of the Spelling Book and the consequent absence of all uniformity of pronunciation. The opinion expressed in my first report has been strengthened by closer observation, increased experience, and consultation with many citizens whose views are entitled to the highest respect. I do not hesitate to advise that the term of office of the Baltimore School Commissioners be extended to four years, and that they be appointed by the *State Board of Education. I also advise the appointment of a City Superin tendent of Schools, selecting for this responsible office a gentleman of large educational experience, a practical teacher, well acquainted with prevailing modes of instruction, and accustomed to the use of educational apparatus. A man who will devote his whole time to the work, inspire the teachers with confidence in his ability and with enthusiasm for their duties. This office should be separate from the management of finances, procuring school supplies, and other duties which appertain to the posi- tion of treasurer and actuary. The Commissioners should be gentlemen of liberal education and sufficient leisure to give time and attention to the duties of super- Tision and conference. They ought to be selected without reference to partizan politics, and not be subjected to the perturbations of popu- lar elections. Chosen for their interest in Public Instruction, zeal- ous in the cause of Universal Education, competent to discharge their duties, they should be retained while their, interest^ zeal and compe- tency lasts. One of the grave objections to the present system of appointment is, that every year the whole Board may be changed. 19 This uncertainty of tenure causes Commissioners to take but little interest in their work and frequently leads to their resignation, be- fore they have served many months. Of the School Board, of 20 members appointed February, 1865, one-fourth had resigned before December 31st. These suggestions are made because of the prevalent opinion that reform is needed — because I wish to see the Public Schools of Bal- timore progress, not stand still — because I am sure the citizens who have investigated the subject feel the necessity of change — because some of the Commissioners and many of the prominent Teachers are convinced that the time has come for a revival, which will infuse new life into the System, and by extending all possible facilities and encouragement^ Teachers, enable them to do what they are eminently qualified to accomplish, make the Schools of Baltimore equal to the wants of the citizens, and inferior to none in any Metropolis. VI— THE MARYLAND AGRICULTURAL COLLEGE. By the Act of Assembly which made this Institution the recipient of the income from the sale of Public Lands donated by the National Congress for the encouragement of Art, Science and Literature, I became, ex-officio, a member of the Board of Trustees. Having felt a deep personal interest in this College from the day its plan was announced, and convinced of the importance of sustaining every agency for imparting Higher Education, I determined to become thoroughly acquainted with its condition. The necessity of such investi- gation was evident. Prejudice against the College was growing strong. Influential members of the General Assembly had proposed the with- drawal of the State donation. Rumors, with much apparent reason, were afloat^ concerning the mismanagement of the Farm and finances, and the failure of the Faculty to comply with the requisitions of the Charter relative to certain agricultural experiments and reports. The prevailing opinion was that the Institution had been a failure, and the best way of dealing with it was to leave it alone ; to let it stand or fall according to its own ability ; which was practically saying that the attempt to establish a Scientific Institution under the fostering aid of the State should be abandoned Sincerely desirous to prevent this result, and to continue this Institu- tion, that through it the United States donation of Lands might be availa- ble at the least possible cost to the Treasury of the State; I sought in- formation concerning its past history, present condition and future pros- pects. For this purpose every facility was granted by the Faculty, the Trustees and the Register. I was made a member of the Executive Committee, and by my invi- tation visited the College for conference with the Faculty and the Register. I attended meetings of the Trustees once at the College, and once in Baltimore From these and other opportunities I am able to state, accu- rately, the past working and present financial and educational status of the Institution, and will frankly express the opinion I have formed and the plans which 1 advise for realizing the intention of the subscribers 20 to the fund by which the farm was purchased and the buildings erected ; and also for making available the National Endowment. This subject is eminently worthy of careful consideration. If wisely disposed of, it will save the State from the old experience of failure, so discouraging to the friends of education, and give us a College liberally endowed and providing that practical and scientific culture which is earnestly sought by the majority of our young men. The College, unless aided by the State, will sink under its burden of debt. The State, unless co-operating with the College, cannot retain the United States donation of lands without an expenditure of at least 75,000 dollars. >^ome plan of co-partnership is therefore to the interest of both parties, if in a question of this nature, we can imagine any divi- sion or difference of interest to exist. ^ The difficulties that now threaten disaster, are entirely of a financial character. The debt of the College is nearly $40,00U, part of it a floating debt, which embarrasses the Faculty and subjects them to morti- fication and annoyance, and is a positive disgrace to the Trustees and to the State. The chief cause of dissatisfaction, and the potent argument for withdrawing the State donation, has been this debt. The general opinion is that it results from bad management, and it is very justly argued that if with the State bonus of $6,000 annually, the College is not self-sustaining, there must be very inefficient or corrupt administra- tion. I so thought, until by investigation, the origin of this debt was ascertained. The simple fact is that the College started in 1858 with a debt, and has never been able to do more than meet its current expenses and pay the interest on its indebtedness. The original cost of the Farm, Buildings, Furniture, Stock, and im- provement of the Campus and Garden was $98,554. The entire amount of money collected from subscribers to stock was $43,472, making with two years State donation thp total receipts $55,472, thus leaving an original debt of $43,000. The present debt after the sale of a portion of the Farm (leaving 300 acres to the Trustees) is $40,000 The estimated value of the Farm, as improved, the building and furni- ture, is over $100,000, Thus the Institution has not accumulated a debt. It has, on the contrary, kept the debt from increasing, and that during the four years of war, when every educational interest felt the de- pressing influence of the times, and many Colleges closed their doors If the College be required to pay the interest on its debt, and create a sinking fund for its gradual liquidation, no progress can be made in procuring educational apparatus or improving the budding and grounds. It will remain a Poor College, struggling against debt, and closing its history by the Sheriff's advertisement. This is inevitable. I therefore advise that the State either furnish the requisite means to make success attain- able, or withdraw its annual donation of $6,000, repeal the Bill, entitled, "An Act to establish and endow an Agricultural College in the State of Maryland," and let the history of the Agricultural College end. But if this be done what is the result? Either the United States donation of public lands must be restored to the Secretary of the Interior, or the Legislature, during the next three years, must appropriate at least 1,000 to erect and furnish buildings suitable for the Institution which 21 this donation is designed to create. The Act of Congress stipulates that "any State which may take and claim the benefit of the provisions of this act, shall provide within Jive years, at least not less than one Col- lege as described in the fourth section of this act, or the grant to such State shall cease." Under these circumstances I recommend such legislation as will give the State an interest in the property, as a member of the Corporation, the affairs of the College to be directed by a body of Trustees consisting of the State Board of Education, and seven gentlemen selected by the Stockholders. The detail of this plan will be presented in the meniitiial of the Stockholders, a memorial which has the hearty approval of the members of the State Board. VIL— SCHOOJ.S FOR COLORED CHILDREN, // ^ By the friends of Universal Education, our system of Public Instruc- tion will not be recognized as such, unless it provides for all the children in the State. Knowledge is better than ignorance, and virtue is better than vice, and therefore it is wise that the opportunity of instruction shall be proffered to all whojiave minds to be cultivated or moral sen- timents to be developed. If ignorance leads to idleness, and crowds our Almshouses with paupers — if vice tends to crime, and fills our Jails and Penitentiaries with wretched convicts — then it is good policy to open the School House to every child whom ignorance may degrade or vice corrupt. It matters not what may be the color of the skin or the land of nativity, the shape of the cranium or the height of the cheek bones, whether the child be of Indian or African, European or (Asiatic descent; his ignorance will be a blight and his vice a curse to the community in which he lives. ^ Whether the pauper be white or black, the tax to support him is equally great, and it costs as much to conduct the trial by which an Americo- African or a Chinese is convicted of crime, as it would were he of the superior race. All the economic arguments, therefore, which are advanced for the education of the white child are equally applicable to the black. They are even more forcible, because the colored race, having been so long degraded by ignorance, need education the more. We cannot reconcile it to sound judgment that any portion of our thinking population be deprived of instruction; if knowledge be good for any, it is good for all. Yet we record the fact, that Maryland, while devising a uniform system of what is termed Public Instruction, closed the School door against one-fourth of her people, they represent- ing one-half of her laboring population. We all know that the prosperity of our State and the development of her vast resources depend upon the skill and intelligence of the indus- trial classes. The labor of Maryland is her wealth. The more perse- vering and expert the labor, the greater and more valuable its product. The virtue of the laboring class is the strongest incentive to persoverina industry, and the only certain assurance that the gains of diligence will be well applied and frugally consumed. 22 What then must be the result if, through prejudice or because of a short-sighted policy, we cramp the minds and thus pervert the morals of one-half of our laborers? What, if instead of energizing this mass of muscle by an active brain, we withhold the influences of education? What, if instead of developing those moral sentiments which counsel tem- perance and frugality, we give the low vices a chance to grow in the rank soil of ignorance ? Will the State become any richer by such a course ? Will it be more desirable as a home ? Will the poor- tax and jail-tax be lessened? Will property be more valuable, or shall we be more honored because we have kept a portion of our people down? These are questions for citizens of Maryland to ponder. They have a very significant claim upon our thoughts. They involve our interests and even our dignity as a civilized and progressive community of intelligent and liberal-minded men. They are directly, intimately connected with the education of the colored persons who are among us, who intend to remain with us, and whose services we need; the services of every one of them, and even of more; for the cry from all sections of the State is that labor is scarce, and industrious workmen can find prompt and abundant work. Other reasons may be urged why Schools ought to be opened for colored children. These people for many years have been to us faithful servants, they have tilled our fields, and worked in our dwellings, per- forming acceptably all those duties which increase the convenience and comfort of social life. They have been our hewers of wood and drawers of water. Generation after generation has followed our bidding and helped to earn for us what we possess. In our homes their kind hearts have attracted the love of our children, and the faithful nurse is remem- bered with affection and treated even jHfitL respect. Now that they are free and provide for themselves; and this by no act of theirs, but by our will; our duty is to educate them, to give them knowledge enough to know how to provide for themselves. Grant them at least this much of the inheritance, that they may be able to take care of themselves and their families, and become valuable members of the community. This we owe to the colored people. To educate them is our duty as well as our interest. The Constitutional provision by which the School money is divided according to population, without regard to color, I think imposes upon us a legal obligation to educate all children, without reference to caste, class or condition: and therefore in framing the bill which was presented to the General Assembly, I considered it my duty, as under the Consti- tution, to provide separate Schools for colored children, just as [ would for any other class that I found in the State which could not mingle with the white children. Money is appropriated and therefore ought to be used for colored Schools. According to the Constitution, all the money received from the 15 cent State tax is divided by the total number of persons between five and twenty years, white and black. Thus, one dollar and sixty- eight^cents per year was apportioned to each person, and that sum mul- tiplied by the total population between five and twenty years, gave the amount received byeach County. Charles County, for instauce, has 23 6,466 persons between five and twenty. She, therefore, receives $10,883.47. But by act of Legislature she is released from the re- sponsibility of educating 4,384 of those persons, they being black, and uses the entire School money for the education of 2,082, thus receiving $5 for each. |/0n the other hand. Allegany County receives $18,264.24 for a population of 10,851, nearly all of whom have to be educated; there being only 464 colored children in the County, thus receiving only $1,94 for each nupil. This is an unjust discrimination in favor of certain Counties. It alone would furnish sufficient reason for requiring separate Schools to be opened for colored children, even were there no arguments upon eco- nomic and general grounds. *^ If the money is given for a specific purpose, it is the duty of legisla- tors to require its faithful application. While the State is holding back, an association of citizens, influenced by philanthropic motives, is endeavoring to make up our lack of duty. Their report shows thirty-four Schools in the different parts of the State, maintained by private liberality The plan of operations for 1866, embraces 116 Schools, at an expense' of $56,000. If nothing more can be done, this Association ought at least be authorized to draw from the Treasury the amount paid for each colored child, but I trust the General Assembly will put into the law the sections reported by me last February, directing that separate Schools shall be established for the instruction of youth of African descent, whenever as many as forty claim the privileges of Public Instruction; these Schools to be under the control of the Board of School Commissioners. No person of intelligence pretends to doubt the capacity of colored children to acquire knowledge. The experience of the past three years settles this point very satisfactorily;, not only in our midst, but even in those portions of the South where slavery was more exacting, and the negroes were worked in large bodies upon the rice and cotton plantations, having very little intercourse with persons of any degree of intelligence. Our labor then will not be in vain, and I invoke the General Assembly to manifest its wisdom and philanthropy by proffer- ing the blessings of education to a class of children long neglected, whose parents have rendered faithful service and by whose labor millions of dollars have been added to our wealth. I leave politicians to discuss the question of suffrage, but this much may be asserted, that while it is very doubtful whether the colored man is fit to be trusted with the ballot, there can be no doubt that he ought to have the Spelling Book. VIII.— PROPOSED AMENDMENTS TO THE SCHOOL LAW. The amendments proposed, do not change the character of the School System?, and with one exception embrace those sections which were reported by the Joint Committee on Education, but failed to receive the sanction of the Senate when the bill was under debate. They embrace: 1st. Certain verbal alterations which will remove that obscurity of expression which is claimed to furnish some reason for the diff"erence of 24 opinion relative to the position and duty of the Baltimore City School Commissioners under the law. 2nd. Authority for payment of per diem to the Lieutenant Governor and Speaker of the House when acting as members of the State Board of Education. 3rd. Requiring the reading of some portion of Holy Scripture at the opening of School. i 4th. A plan by which a district tax can be ordered and collected for building school-houses 5th. Vesting the State Board with discretion in appointing professors of the Normal School; to select men or women as they may think best instead of requiring the faculty to consist of two of each sex. 6th Establishing separate schools for colored children. 7th. Power for continuance of local tax until repealed by popular vote, or an increase of direct tax to twenty cents. TITLE I. Chap. 1, Sec 3. Add after the word "County," "appointed by the State Board of Education." Chap. 2, Sec. 2. Second clause amended so as to read "They shall select a uniform series of Text Books for use in all Public Schools and High Schools of the State." Sec 2, Fourth clause, after appoint insert "The Principal and." Sec. 2, Fifth clause, strike out of first line the word "County," and after Commissioner in second line insert "Appointed by them." Sec. 5. After "Duties," in the third line, insert "And the per diem of the Lieutenant Grovernor and Speaker of the House of Delegates when acting as members of the State Board of Education." Chap. 3, Sec. 7. Third line strike out "Schools established by this act," and insert '^Public Schools of the State." Chap. 4. After section nine insert the Sec. 11 as in Superintendent's Report, page 31, amend second line by striking out "New Testament," and insert "Holy Scripture " TITLE II. Chap. 1. Insert the sections reported by the Joint Committee pro- viding a plan by which the voters can decide what, if any, tax shall be imposed upon the School District for erecting and furnishing a School- House. Chap 2. Sec. 6. In Fourth line strike out "District Commissioners," and insert "Board of School Commissioners." Chap 3. §ec. 2. Fourth line after word "Same," insert "Or may purchase." Chap 4. Sec. 6. Line 7th strike out "Forfeit," and insert "On con- viction before a Justice of the Peace pay." Chap. 7. Sec. 1. Third line strike out "County," and insert ''Sec- tion of the State." Sec. 1. Last line insert "Public" before Schools, and strike out •^Organized under this law." 25 TITLE III. Chap. 4, See. 3. Second line, after "of" strike out **Two male and two female Professors," and insert "A Principal and three Pro- fessors." Sec. 7. Strikeout "Be ex-officio the Principal," insert "Supervise." Sec. 8. Second clause, last line, add "Exclusive of the amount paid for rent." TITLE v.— MISCELLANEOUS. Chap. 1. Strike out the whole chapter, and insert sections 1, 2, 3, and 6 of the bill as reported by Superintendent. SOURCES OF INCOME. Strike out section nine. Section 10. Add to last line, "Except such articles as refer to the levying taxes for School purposes." These sections to stand if the State tax is increased from fifteen to twenty cents. The other alterations are verbal, and designed to correct errors in phraseology. I cannot close this report to your Excellency without reference to our pleasant conferences in the cause of Universal Education. Your zeal, intelligence and devotion to the best interests of the State appear in the development of The Uniform System of Public Instruc- tion. Among many eminent and patriotic acts, none shine with rilore lustre than the advocacy of Free Public Schools, open to children of every class and condition. In your Messages, this subject has been eloquently and wisely pre- sented to the General Assembly. You enjoy the privilege of seeing your philanthropic sentiments take the form of Constitutional provision, and thus, during your Executive, become the fixed policy of the State. As the connexion of Schools with the best interests of Maryland become manifest, and by liberal appropriation their work is efficiently accom- plished, our citizens will gratefully remember that by your counsel the great reform commenced. - 4 26 To be permitted to labor in this cause is to me the source of great Batisfaction. The toil of thirty years, by which I have gained experience as a teacher, will be amply repaid if it enable me to carry to successful issue the system which has been inaugurated. By all my reading and daily observation, T am deeply impressed with the importance of this trust. As the work of the Christian Ministry, it is the subject of meditation and prayer. While writing these lines I have before me the statistics of the State Penitentiary. The report says *'out of 400 inmates only 206 can read and write, and only one is well educated." Let Economists and Philanthropists consider this, and ask : * * Had the privileges of Education been extended to these unfortunates, how many might have been saved from degradation and crime ?" L. VAN BOKKELEN, State Superintendent of Public Instruction. 27 o CO oo r—t V. ■e. '« ^ i o g o ^>.i « £^cq 11 ^ ^ 1«S OS J^ to Cj =0 ^ %^- CO oo 5^ MO ^ § l:-r-HCO«00»OOOt-i>-a>0«t-i— (OlOOiMOjOeDQO "^OOiO^OTt-t-OCOOOmOJrJHCO-HOC^— icoooscoin CO'-<^004hy3CO'^00-^t-CiOOOiOr-Hcqc.10'*'^CD (MCOOCOOiOOOiOOO— iCOl— iCOiMCOoqC^ICOiOC^IOiCO CO lO f— I I— I t— ICO r-li— (!— Ii— ieq.— I ,— |,_|r— «,— I i-Hl— I o ^ "5 C^lOC-OOCY500'<^f-lTj r— ■— "I^-<^^(^^cOrHo:l00O5'T<^C''5«)>— io>— lOiP^osoo oo»no:iQOO-^'*';oc^cDOiou:imooaiiO'- TtliOi-iX>00>— iCOC00005Gi?OOCO'0-^OiMt-t-0'*'^0'-^G5^0 in c^ a^ iS <:£' 'S (S ^ oo -^ aT •^ ■^OiOiOiMOiiocooi-o— ic£)<:o-— it-cq^oocD'*<-^ OCV^-— I— ,050C<^.t-C0 ^ CO -> m cQ a o -2^ So i-HOOOO— (CDt-CO^OOiOrOi— iCOi<100*OiOi-t-'y3'^I:--<*iCO-<*(Mr-li>-cOC-'c^-^'^:o'co'c^Tjrcio"c^»o'c— t •— ' t— ( E-t p o o >» O) _ ■ o a <5 o o V ^ r=: ^- o a a> O; rt o ^ §3 -: -^ -g i^ S S fl 2 S S 5 a 2 ^ SS o '* ^ ^ TEXT BOOKS. Adopted hy the State Board of Education for the use of the Public Schools and High Schools of Maryland. FOR PRIMARY AND GRAMMAR SCHOOLS. ^ Sargent's Standard Speller, Cornell's Primary Geography, Sargent's Pronouncing Spelling Book, Cornell's Grammar School Geography, Lynd's Etymology, Goodrich's Child's History of the U. S. Webster's School Dictionary, " Goodrich's Pictoral History of the U. S. Willson's Primer, Phelps' Philosophy for Beginners, Willson's Readers, Nos. 1, 2, 3, 4, Phelps' Chemistry for Beginners, Sargent's Reader, No. 4, Phelps' Botany for Beginners, Willson's School and Family Charts, Northend's Little Orator, Quackenbos' 1st Book inEng. Grammar, Northend's Entertaining Dialogues, Quackenbos' English Grammar, Sargent's Standard Intermediate Speaker, Davies' Primary Arithmetic, Pay son, Dunton&Scribner's Penmanship, Davies^ Intellectual Arithmetic, Payson, Dunton & Scribner's Book-Keep- Davies' Elements of Written Arithmetic, ing, Double and Single Entry, Davies' Praciical Aritmetic, Bond's Copy Books, Nos. 1 and 2, Davies' Elementary Algebra, Bond's Copy Slips, Walton's Arithmetical Cards and Key, School Boys' Infantry Tactics, Cornell's First Steps in Geography, Wells' Science of Common Things. FOR HIGH SCHOOLS. In addition to those Text Books of the Grammar School List, which may be used for High School Classes Webster's High School Dictionary, Smith's Student's History of Greece. Scholar's Companion, Liddell's Student's History of Rome, Willson's Reader, No. 5, Worcester's Elements of Universal History Sargent's Reader, Part II. No. 5, Wells' Natural Philosophy, Quackenbos' First Lessons in English Wells' Elements of Chemistry, Composition, > Wells' Elements of Geology, Quackenbos' Composition and Rhetoric, Lincoln's Botany, Davies' University Arithmetic, Brockelsby's Elements of Astronomy, Davies' University Algebra, Emerson's Manual of Agriculture, Davies' Elements of Geometry and Trigo- Hart's Constitution of the United States,. nometry, Philbrick's Union Speaker, Davies' Legendre's Geometry, Spalding's History of English Literature, Davies' Surveying and Navigation, Northend's Dictation Exercises, Davies' Differential & Integral Calculus, *'Wayland's Moral Science, Cornell's High School Geography and *Wayland's Political Economy, Atlas, -j'Wayland's Intellectual Science, Warren's Physical Geography, Boyd's Milton's Paradise Lost, Burritt's Geography of the Heavens and Boyd's Cowper's Task, Atlas, Boyd's Thompson's Seasons. *The Abridged Bditions of Professor Wayland's Works may be used, if desired. CLASSICAL SERIES. Brooks' Firs. Latin Lessons, Brooks' First Greek Lessons, Brooks' Historia Sacra, Brooks' Collectanea Evangelica, Brooks' Viri lUustres Americse, Bullion's Greek Lessons, Brooks' Caesar's Commentaries, Bullion's Greek Grammar, Brooks' Ovid, Bullion's Greek Reader, Harkness' Latin Grammar, Johnson's Herodotus, Hanson's Book of Latin Prose, Ovs^en's Homer's Iliad, Hanson's Book of Latin Poetry, Arnold's Greek Prose Composition, Arnold's Latin Prose Composition, Cleveland's Grecian Antiquities, Dillaway's Roman Antiquities, Tooke's Pantheon of Heathen Gods. No Latin or Greek Lexicon has been adopted, because the Text Books are pro- vided vrith ample Vocabularies. Students wishing larger Lexicons may use such Editions as they have at home, or purchflse eueh as the High School ProfeEsor recommends. APPENDIX. APPENDIX. The following letter was addressed to Presidents of the School Boards of the State of Maryland, by th*- State Superintendent, Dec. 1, 1865. The replies, or extracts from them, are here pre- sented : — Dear Sir : ' ■ I wish to incorporate, in my Report to the Governor, so much statistical information as may be practicable, concerning the Schools organized under our new system. Although the Law does not require from you a detailed report until the close of the cur- rent School year, June 30th, 1866, it is important that some exhibit be made of the condition of public instruction in vour County, and the opinions entertained by the citizens upon the sub- ject of general education. I therefore ask for such facts as you may be able to communicate, and suggest the following topics : 1. The condition of the Schools under the old local law; the School-Houses, Teachers and mode of supervising. 2. ^y what funds supported, and what degree of efficiency the Schools attained. 3. Your opinion of the general intelligence of the people of the County, and whether there are many who cannot read and write. 4. Whether there is evidence of zeal in sustaining Public Schools, and a willingness to erect and furnish School-Houses. 5. The action of your Board relative to Teachers' salaries — the rule adopted for the distribution of Text- Books — the number of boys and girls who attended School during the Term ending Nov. 15, 1865 — the aggregate amount paid for salaries, and the amount paid for incidental expenses. 6. How long will you be able to continue the Schools with the present income 1 7. Your opinion of the School Law. Is it a good working sys tem and adapted to your wants? What additions, alterations, or amendments would you advise? Your views on these and any other points are solicited, that I may make my report of practical value. I am the more desirous to have 3'our suggestions because the General Assembly will meet in special session January, 1866, when, 32 if nvember 15, 1865, - . - - • ^ 1,248 Number of girls, - - 1,347 Total, .... 2,595 Aggregate amount paid for Teachers* salaries, - $6,327.49 Amount paid for incidental expenses, - - 708.85 M26.34 Number of pupils paying book and stationery fee, 2,184 Number supplied without charge, ... 401 2,595 In this connection it may be proper to remark, that the introduc- tion of a new series of Text Books has subjected us to heavy out- lay to supply the Schools. It is believed, however, that the receipts on this account for the current and following term, will reimburse the treasury the amount withdrawn from it for books and station- ery, if a vigilant supervision is exercised. In reply to the interrogatory which forms the sixth topic sug- gested, I may say that we cannot keep the Schools open more than three terms during the year with our present revenue ; and it is now manifest that we can only do that for the present year, by continu- ing a floating indebtedness incurred by the late County Board The efforts of that Board to gratify the many demands upon them for building and repairs, and for other outlays in that direction, which should have been provided for to a greater or less extent by local contributions, involved them in obligations amounting to some 52 • $4,500, which remained unliquidated when the revenues and assets of that Board passed into the hands of the present Board upon its organization. This state of the finances may be thus accounted for. Although the local tax authorized by the County law, (still in iorce in that particular,) was twenty cents on the $100 of the assessable property of the County, the rate levied for the current year, under that law. was but twelve cents on the $100, this being all that the County Board asked for at the time the County Commissioners were making out their levy list in Jane last, Vjefore the present Board was organized. This moderate demand was doubtless made by the old Board with a view to lessen the local tftx as much as possible, so that the introduction of the State tax micrht be less perceptibly felt, and less objectionable to the people. But this has proved to be a mistaken policy, as their floating debt was thereby left unprovided for ; whereas, if the whole twenty cents, authorized by the local law had been asked for, there would have come to the hands of the present Board some $6,350, more than can be received under the rate actually levied — a sum not only sufficient to pay off the debt of $4,500, but leaving a margin of some $1,850 for the thousand and one contingencies that in the administration of such a system as this are continually arising. The suspension of the Schools, at this critical period, would seem to be a very hazardous and unwise proceeding, and the Board, at its adjourned meeting on the 2d of January next, will, 1 doubt not, determine to continue the floating debt, and prepare to meet it by a call for the full twenty cents on the $100, under the local law, in the levy of 1866. Whenever the floating debt is removed, if the local tax is con- tinued or left unrepealed, as in our judgment it should be, unless its repeal be called for by the people of the County themselves, the resources of the Board will, I think, be equal to the demands upon them, with such local aid in the erection and furnishing of houses as a proper and judicious presentation of the subject will secure. If, however, the local tax is repealed, and the singular provision in the Constitution forbidding the passing of any law providing a local tax is enforced, the State tax must necessarily be increased, and largely increased, or the system must fail. In reference to the seventh and last topic suggested in your com- munication, viz : the opinion entertained of the School law by our Board; our experience as to its practical workings, and the additions, alterations or amendments that are deemed advisable, I would re- mark, that the modifications of the law, suggested at the State Con- vention of School Commissioners in August last, and entrusted to a committee who will doubtless report at the adjourned meeting of that Convention, or Association, on the 17th proximo, in a great degree, if not entirely, coincided with our views. The practical workings of the State system is so similar to that of the local system previously in operation, that its introduction was exceedingly easy ; and we believe it to be well adapted to the wants of our people. The increased number of Schools under the care of 53 each Commissioner, will of course render his labors more arduous, but as increased compensation is provided for, the service, it is believed, will be better performed; while the general supervsioa provided for in the duties of the President of the Board, if that officer be faithful to his trust, cannot fail to be productive of the best consequences. The benefits of this feature of the system, are already seen in the manifest interest exhibited by both Teachers and Schol- ars in the visits of that officer. The instrumentalities provided in the law for rearing up a supply of well-trained Teachers, and for aiding those already employed to improve themselves in the duties of the important profession they have chosen, are regarded with especial favor. The High School continues to be well attended, and is doing a good work. Its organization, how^ever, remains as originally estab- lished under the County system, unchanged. My desire is that it shall be re-organized at an early day, under the auspices of the State Board of Education, as the law requires. At present the whole responsibility of its management rests upon my shoulders, and as my dudes are in other respects sufficiently onerous, I am anxious to have such relief in that direction as the law provides. All which is respectfully submitted. J. A. ELLIS, President. CHARLES COUNTY. Sir, — The Board of School Commissioners for Charles County, organized July 11th, 1865 and appointed Daniel W. Hawkins, Esq., Secretary and Treasurer. The State Board not having issued, at that time, a Code of By- Laws for the government of the Schools, the County Board deter- mined that the Schools should be opened the first of September, prepared temporary rules for their government, and advertised accordingly. Applicants for Schools were examined by me. Commissioners appointed Teachers holding my permits. 1 was careful not to give permits when the applicants did not come up to the standard required by the law. 'Almost the whole of August, and a part of September were devoted to examining applicants, The result is, we have had twenty-seven Schools taught during the Fall term, and eleven applicants for permits have been rejected. There are thirty-five School Houses in the County, all of which I think, will soon have Teachers. In attending to the duties of my office pre- vious to November l5th, I have travelled in private conveyance two hundred and eighteen miles, and have held public examina- tions in every School of the District of which I am Commissioner. As President of the Board, I have visited every District, but have not been able to visit all the Schools. The different Commissioners have been holding examinations in their respective Districts. 54 Almost every School House in the County needs repairs; some of them are in a dilapidated condition; but situated as t;hey are, not much has been done, or can be done to improve them before the spring. The Teachers under the old local laws were generally well qualified, having to undergo a rigid examination before a com- petent Board of Examiners. The School law in operation imme- diately before the present, passed in January session, 1854, chap- ter 278, — an Act to amend and modify the previous Primary School System of Charles County — appointed five School Commis- sioners, who examined Teachers, and appointed five local Trustees; which Trustees appointed Teachers for their respective Schools. No one could be appointed who did not hold a certificate of quali- fication from the School Commissioners, The local Trustees could discharge the Teacher whenever they wished to do so. The Schools were supported by the "Free School Fund," the "Academic Fund," and additional County taxation to make the Teacher's salary amount to three hundred dollars. Private contri- butions generally increased the salary. The County was taxed to build and repair School Houses. Under the Primary School System, the standard of Education, intelligence, and general information, has been very perceptibly and considerably elevated among our people. The poorer classes can generally read and write. How many are not able to do so I can- not inform you. I believe there is a willingness on the part of our people to build and furnish School Houses; but, with some exceptions, their ability is not commensurate with their inclinations, owing to losses sus- tained by war. During the Fall Term, when we had no By-Laws to govern us, we agreed to pay the Teachers in the following way. The mini- mum salary per term was seventy-five dollars; the maximum, one • hundred. The Schools were divided into four classes: First class having less than twenty scholars. Second " " between twenty and thirty scholars. Third *' *' between thirty and forty scholars- Fourth " " over forty scholars. In the first class, eight pupils, or less, entitled the Teacher J;o seventy-five dollars per term, and for every additional pnpil three dollars and twelve and a half cents were paid. ($3.12|^.) In the second class, eighteen pupils, or less, made the minimum, and for each additional pupil $3.12|. In third class, twenty-five pupils, or less, increased the same way. In fourth class, thirty-three pupils, or less, entitled the Teacher to $75.00, &c., &c. The object of the Board was to protect the smaller Schools, but I am not pleased with the practical working of our plan; and our Board is well pleased to adopt the mode directed by the State Board. Before seeing the By-Laws, however, we had changed for the present term the foregoing plan, to one identical in every 55 respect with yours, except sixteen pupils being the minimum, in the place of fifteen. Mode of distribution of books: Each Commissioner is supplied with books for his District. He supplies the demands of Teachers, and each Teacher supplies his School. I collect from the Com- missioners, the Commissioners from the Teacher, and the Teacher requires the cash from the pupil. Number of boys who attended School during the term ending November 15th, 302. Number of girls, 272. Amount paid for salaries, . - . - $2,500.00 Our income enables us to continue the Schools throughout the scholastic year. The System, I think, is admirable if every officer performs his full duty. I am satisfied that it is a good working System, and adapted to our wants. Your Obedient Servant, WM. R. WILMER, 'President of the School Board ^ for Charles County. DORCHESTER COUNTY. The Board of School Commissioners of Dorchester County, was organized August 21st, and elected Mr. Robert F. Thompson, one of the Commissioners, Secretary and Treasurer. The County was divided into five Districts, called Commissioner Districts, and numbered 1, 2, 3, 4, 5, and one District assigned to each one of the Commissioners. Some of the Schools were opened on the 1st of September, and the others as soon as Teachers could be procured. The School System, under the local laws establishing free schools in the Coun- ty, was so defective as to be almost useless. The funds received from the State Free School Fund and the County levy were not suf- ficient to afford educational facilities to the children entitled to instruction, and in many of the School Districts no effort had been made to increase the fund by private donations. The Schools in many of the School Districts were open only three months of the year for want of funds. No system of supervision had been adopted, no order or system in the course of instruction, no uniformity in text-books. The School Houses in the great majority of the Dis- tricts were totally unfit for school work — small, badly constructed and uncomfortable, without furniture, or any of the appliances necessary for successful Teaching. The Board found that the whole educational edifice had to be reconstructed: — the foundation stone even to be laid, and the superstructure built. The work is immense. School Houses to build. Teachers to prepare for their duties 56 order and system to be brought out of chaos and confusion The work has only commenced, but it is a great thing that it lias com- menced. Years of patient, unremitting- labor will be required to accomplish it; but by the blessing of God, with wise and judicious legislation and the co-operation of the people it can be done. The consequences of our defective system of Public Education are painfully apparent in the large number of persons in the County who can neither read nor write. A great interest is felt in some^ sections of the County in the success of the present system of Pub- lic Instruction, and the people are willing to aid in sustaining it; in other sections they are indifferent to its success, but as its supe- riority over the old Common School System becomes more appa- rent, the interest will increase, and I hope soon to see a gratifying change in public sentiment. Forty-five schools have been opened and are in successful operation; we will require from eight to ten more to supply the wants of the people, and these will be opened as soon as we can procure Teachers, build houses, and make other necessary preliminary arrangements. In the schools during the term ending November 15th, were taught 1,000 pupils. Twenty- nine males and sixteen females are employed as Teachers. The Board paid as salaries of Teachers for the term, the sum of $3,021.37, and for incidental expenses $403.22. The Board adopted a system of graded salaries. Fixing the minimum at $75 per term, the maximum at $115. For fifteen scholars or less down to twelve, $75 per term. For each additional scholar between 15 and 25, $1 50 per term extra. Between 25 and 35, $1 per term extra. Between 35 and 45, 75 cents per term extra. Between 45 and 60, 50 cents per term extra. The text-books are ordered by each Commissioner for his District from the State Board of Education, and distributed by him to the schools as they are required, charging the Teacher with all books delivered, and at the end of each term he is credited with all books returned to the Commissioner, The schools are supported by the State tax of 15 per cent, on the ^100 of taxable property authorized by the Act of Assembly passed January, 1865, and the County levy authorized by the local law for the support of Free Schools in the County, which will be repealed from and after the 1st day of January, 1867. The State tax appropriated to this County amounts to $13,145 67 The County levy to 4,000 Total $17,145 67 Deduct from this, appropriations to School Houses, 4,000 00 $13,145 67 Deduct estimated insolvencies, - - - : 300 00 Estimated balance to be appropriated to Schools, $12,845 67 The Schools can be continued with the present income, a little more than two terms. 57 Estimated salaries of 53 Teachers for two terms $9,540 00 " incidental expenses, .... 1,000 00 *' total expenses for two terms, . . . $10,540 00 " bal. after paying expenses of two terms, $2,305 6> To this amount add the Free School Fund. . . 3,601 75 Estimated bal. after adding Free School Fund, $5,907 42 If this Free School Fund is permanent, the School can be con- tinued three terms with the present income. Tlie Board has resolved to build, early in the Spring of 1866, ten School Houses, two in each Commissioner's District; to do this the County levy has been wilhdrawn from the general School Fund, and made the basis of a School House Fund to which such addi- tions will be made as the Board can afford to make. The first duty of the Board is to construct good, comfortable, and convenient houses adapted to school-work, and furnish them with good desks and other appropriate furniture. The Board hopes to be able to build anuually several houses, and in a lew years to supply to every district a n*eat, comfortable, well built School House, furnished with black-boards, outline maps, and other educa- tional apparatus. The Schools are suffering greatly in consequence of the impossi- bility of obtaining good and efficient Teachers, The salaries the Board can offer will not induce good Teachers to come from abroad, and until the Normal School can supply home Teachers, 1 suppose this difficulty will be felt to a greater or less extent. I think the system will work well. A larger appropriation should be made, so as to secure money enough to continue the Schools throughout the year. There are two amendments or addi- tions I would like to see made. 1st. The County levy made per- matient, until the value of the property of the State increases suffi- ciently to give us enough funds to continue the schools four terms. 2nd. Authorize and compel the County Commissioners of each County to levy a sum every year to build and furnish School Houses. I would suggest that a greater number of Commissioners be appointed for this County. I think a more active supervision of the work will be secured by increasing the number. The County is large, and the Commissioners cannot visit the Schools as often as is necessary, without too much neglecting their private duties. I would not assign any district to the special care of the President of the Board. In the large counties he has work enough; and fre- quently the care of his own district interferes with his other duties. Very respectfully, yours, &c. E. F. SMITHERS, President, Board of School Co?mnissioners, Dorchester County. 58 FREDERICK COUNTY. On the 30th of November I transmitted to your office an abstract of the Reports furnished by the Teachers of this County, for the ^all Term ending November 15, 1S65. Since the transmission of that abstract I have received your circular dated December 1st, asking that a report be made on certain topics furnished in the same. I shall endeavor, in this communication, to furnish the information desired. 1. The Public Schools of the County were conducted with very little spirit under the old law, and in accordance with no very well defined general rules. The peculiarities of the system may be stated in a few words: The County Commissioners appointed annually "a Board of Inspectors of Primary Schools, consisting of one person from each Election District." It was the duty of this Board to divide the County into School Districts, to examine all persons offering themselves as candidates for Teachers, to visit the Schools for the purpose of inspection, to apportion such funds as might come into their hands among the Districts, and to audit the accounts of the Trustees. Each School District elected three Trustees, who were charged with the duty of erecting and repair- ing School-Houses, of employing Teachers from among those approved by the Inspectors; of expelling refractory pupils, and of imposing other punishments. Excepting a very superficial exami- nation of Teachers, the apportionment of the School funds, and the auditing of the Trustees' accounts, the Inspectors did very little of what would be called inspection under the present law. The Trustees rarely visited the Schools, and the people took very little interest in them. Indeed the annual elections were attended by very few of the citizens, and these were sometimes collected together by the Teacher, who was zealous in his efforts to secure the election of Trustees favorable to his own retention in office. This state of affairs produced carelessness as regards the qualifica- tion of Teachers, the character and condition of School Houses and School Furniture, and everything indeed connected with the Public Schools. To illustrate the carelessness shown, even by Inspectors, con- cerning the fitness of Teachers for their duties, I may state that the Board, at one time, excused certain Teachers from examination on English Grammar, because the children attending their schools were not sufficiently advanced to take up that study. And Teachers, finding that neither Trustees nor patrons took sufficient interest in the work of education to secure a visit to the Schools or a kind and cheering word to them, became careless, dispirited and mechanical in their teaching. This reacted on the scholars, who looked upon their lessons as tasks, grievous and oppressive in their very nature, and of doubtful utility. There v^ere some teachers who kept themselves au courani with the branches they were ex- pected to teach, and their scholars were mostly studious and ambi- 59 tious. All honor to such Teachers ! They were striving manfi>Ily against the eiFects of a deadly lethargy which was seizing the en- ergies of the people and threatening to destroy even the idea of Public Education. There w-ere others, however, following the Teachers' calling with insufficient preparation for the same. Un- able to spell correctly, blundering readers of plain English com- position, ignorant of the outlines of Geography and History, and intiocent of all knowledge of English Grammar, they rashly assumed the important task of educating the young citizens of a Republic in which intellectual strength is the surest passport to station and power. There were others, however, who had allowed their armor to become rusted, although originally well prepared for all the duties of their chosen calling. In order to make the examination required by the law fair and just to all, and to obtain, through its means, such knowledge of the qualifications of our Teachers as would enable me to separate the qualified Teacher from the unqualified, I issued in the month of September, a series of Rules for Examination, accompanied by a Circular Letter ad- dressed to each Teacher. Having completed an examination of one-half of our Teachers, I find that the per centage of failures is thirty-three, and I presume that it will be between that and twenty when the whole number shall have been examined. These failures are not always indicative of absolute unfitness, but most frequently of such inattention to the rudimentary branches as would make the Teachers unfit to give proper instruction in the same. Some of those w^ho have been rejected have commenced a course of genuine preparation, which will make them ready for another examination. A uniform plan for all our School-Houses was at one time adopted by the Board of Inspectors, but it was not used throughout the County. The houses were mostly constructed in accordance with the peculiar ideas of the Trustees. In fact they are generally square or rectangular buildings, of stone, brick or logs, f'-ee from all attempt at architectural adornment, furnished with desks and benches of the most primitive character, and but rarely supplied with proper out-bouses. Such of these School-Houses as were located in the country were frequently used for other than school purposes. Itinerant ministers of religious denominations, who were too weak pecuniarily to erect churches for their own use, most frequently used them as preaching places. Then they were etnployed also for political meetings, debating societies, and for exhibitions of a miscellaneous character, ranging from moral and religious down to comic, and it may be, even worse. The general feeling pervading some parts of the County was something of this nature, "the School-House is public property, therefore I have the right to use it as I please." There are and were some good School-Houses, neatly arranged with reference to comfort and convenience — and such indicated always careful Trustees, good Teachers, and intelligent neighborhoods. 2. The Schools were supported from the School Fund appor- tioned to Frederick County, and an additional sum obtained through 60 a levy made by the County Commissioners, in accordance with section 5 of a law passed March 20, 1837. The latter varied from five to eight thousand dollars: the Commissioners were authorized to levy the maximum if the Inspectors requested them to do so. The whole amount obtained from these sources was divided amonjr • • • ^ the Districts in proportion to their respective population between the ages of five and eighteen, and was paid to the Trustees. By the Act of February 21, 1840, the latter were empowered to apply the fund to the erection of School-Houses, the purchase of sta- tionery, fuel, &c, the payment of Teachers' salaries, or to the gen- eral purposes of the School, as in their discretion they might deem best. Additional funds were secured by a charge for every child, whose parent was considered able to pay, of twenty-five cents (and in some Districts, fifty, or even seventy-five cents) per month. This charge was styled monthage. The efficiency of the Schools depended entirely upon the ability and zeal of the Teachers. Where one of great mental activity and enthusiasm was found, whether in a mountainous district or in a town, the children generally manifested diligence and enthusiasm in their studies. Furthermore, it may be stated that the country Schools were generally better than those belongmg to town dis- tricts. The citizens, being absolutely dependent upon the former' for the education of their children, were constrained to exercise some kind of supervision: in towns, however. Subscription Schools were always to be found, to which the children could be sent when the Public Schools proved inefficient, and hence inefficiency was frequently tolerated. 3. As regards "the general intelligence of the people of this County," I may say that there is as much *'good, hard, solid, com- mon sense^* to be found within its limits as anywhere in the State. There are but few white citizens who cannot read and write. Newspapers are read throughout the County, and very clear ideas of the principles involved in the late fratricidal war are. possessed by all classes, from the ^vealthiest to the humblest. The people have submitted to poor Teachers, because better could not be secured, but they are now anxious to secure 'the best possible Teachers for their children. . 4. The Public Schools are largely attended at present, and but few of the people offer objection to purchasing the new School Books. The interest in Public Schools has been steadily increasing since the beginning of the Fall Term. This is the case especially in those districts where the Schools have been opened. In conse- quence of the great want of good Teachers, we have been able to open Schools in ninety- four districts only, leaving fourteen unpro- vided with Teachers. Our people do not manifest their interest in an enterprise by attendance upon public meetings, called with ref- erence to the same, nor are they influenced by statements made at such meetings, but true to the customs of their forefathers, they are always disposed to look at the fruits — the practical results — and by these to determine for or against. My engagements have kept me . 61 from visiting all the districts of the County, but I have had frequent opportunities for conferring on School subjects with gentlemen from all parts of the County, and I believe that the people would be willino to submit to a local district tax for the erection, repair- ing and furnishing of School-Houses, rather than to a County tax. And if School-Houses should be built, furnished and kept in repair by taxation on the districts to which they belonged, these districts would guard them from injury with more care than under any other arrangement. There wouhi also bo rivalry as regards comfort- able houses, proper furniture, and suitable ornamental surroundings. 5. Our Board adopted, in the Fall, a species of sliding scale for the determination of Teachers' Salaries; one-third of the children, between the ages of six and nineteen, in each School District, as reported in the School census of 1864, was assumed as attending school, (this was the proportion in attendance under the old system,) and salaries were then made to range from $60 to $125 per term, as minimum and maximum respectively, in accordance with the number indicating this thiid. But as more than one-third of the children are now attending s.chool, this mode of calculation is defective. We feel that this scho- lastic year will furnish us with data which will make the determination of salaries hereafter comparatively easy ; and these data will consist in a knowledge of the number of children actually attending school in the County, and of the amount of funds which will come into our possession for defraying the salaries of Teachers. Then there are certain collateral circumstances, such as the ex- pense of living in the different districts, &c., &c., which must also be taken into consideration. With these data in their possession, the Board will be able to fix specific salaries for each School in the County, and they believe that such an arrangement will prove more acceptable than any which may regulate salary by the num- ber of children in attendance. The distribution of Text Books was placed in the hands of the Pre.sident of the Board. After carefully considering the subject, it was concluded that it would be better to sell the books to the scholars, and with the view of simplifying the whole business, cash sales were only made by the Treasurer. The amount of sales, at the reduced prices, from September to this date is about $4,400. The following Table will exhibit the number of boys and girls attending school, the aggregate of salaries, with the amounts ex- pended in repairs and the so-called incidentals for each separat-e Commissioner District. Boys. Gitls. Total. Salaries. Incidentals. Repairs. First Comm'r Dist. 477 309 786 $1,372.12 $315 64 $51.70 Second " " 191 197 388 684.42 10186 83.87 Third ''' " 349 365 714 1,185.34 235.68 Fourth '' " 262 291 553 744.38 32.88 116 49 Fifth " " 456 500 956 1,532.45 127.97 Sixth " " 281 288 569 844.52 27 88 74.72 Seventh " " 222 228 450 644.25 107.50 2238 2173 4416 $7,007.48 $949.41 $326.78 62 6. The Scliools can be continued three terms with the present income, and may be kept open for four, if the last quarterly pay- ment of School Tax be equal in amount to the first. 7. The law is on the whole a very good one. Some amendments and additions are needed. The District should be taxed for the erection and repairs of School- Houses, for furniture, and for repairs done the same. At present there is no fund from which these can be secured. There must be some provision looking towards en- forcing regular attendance upon Schools. The Presidents of the larger Counties are overworked; and, with all the zeal and energy they may possess, it will not be possible for them to perform fully all the duties devolving upon (hem. No man, fitted for such a position, would be attracted by the salary offered — yet there is no reason why his labor of love should be one so wearisome and exhausting. Chapter IV. of the law might be so modified as to leave it discretionary with the State Superintendent to assign a smaller number than fifteen School Districts to the President, and indeed to relieve him altogether from the practical duties of a Com- missioner District, if he were to ask such relief. My report has been thrown very hastily together, after two weeks hard work in examining Teachers. It may not be what you wajit. It is not such as I wished to send. I designed in it to say, that the new system is a great improvement on the old — that a spirit of interest in the Schools has been making itself more and more prominent every day in our County — that the Schools are largely attended — that the people have made very little objection to purchasing the Text Books selected by the State Board — and that some fruit has already been secured as a reward for hard and earnest labor: — and, on the other hand, that we want School- Houses, School-furniture, and ornamental appliances for the out- side and inside of our Schools — more time at the command of the President to visit his Schools — and more Teachers imbued with an enthusiastic love of their calling — men to whom Fichte's expres- sion — "TAe Teachers, they shall shine like the starsT* might be applied. Sir — Allow me to append the following paragraphs to my report of 23d instant. State Normal School. — The first section of the Chapter regarding the Normal School, provides that "it shall be located in the City of Baltimore until the Board of Education otherwise direct." I pro- pose to give some reasons why the Board of Education should "otherwise direct." 1. The City Council of Baltimore have refused to take action with reference to providing a suitable building for the uses of this School. This will matie it necessary for the Superintendent to rent buildings for the purpose. 2. The expense of living in Baltimore will be so great as to con- fine the advantages of the School to citizens of that city, whose 63 families being there resident, may make such expense less onerous than it would be to strangers. Teachers are needed mostly in the Counties, and they generally come from families in moderate cir- cumstances, or from those that are fighting a constant battle with poverty. To such the high price of boarding would constitute an insuperable obstacle to their availing themselves of the benefit of the proposed School. 3. The attractions of a city life to those brought up in the coun- try, are calculated to destroy, rather than to build up habits of care- ful stud^? and laborious research. This is so frequently the case with medical students, and others whose professional studies require attendance upon lectures in cities, that home habits of industry and morality are often entirely destroyed. The quiet retirement necessary for a Training School, has been so generally recognized by other States that have been establishing Schools of this kin I, that they have avoided the Metropolis of the Stale, and sought out locations in county towns, remote from the noise of cities. If these arguments have any value as directed against Baltimore, they are also possessed of force as pointing towards some other place in the State more suited for the location of the proposed Nor- mal School. I take the liberty of naming Frederick, for several reasons which I hope may be considered by yourself and the State Board sufficiently strong to secure a careful consideration of the proposition. 1. Healthy location. There is no town in the State, whose repu- tation in this respect is more satisfactory. It is free from diseases peculiar to regions where malarious emanations prevail, as well as from those which arise from overcrowded and filthy cities. Epi- demics of a special character are unknown in this place. 2. Accessibility. The Baltimore and Ohio Rail Road will enable the place to be reached by pupils from the Eastern, Western and Southern portions of the State. In fact it is just as accessible as Baltimore. 3. Economy to Teachers, Boarding in Frederick would cost about one-half or two-thirds as much as in Baltimore. This is a very important item, as has already been stated, and must enter largely into a proper consideration of a suitable location for the Normal School. 4. Economy to the State. The State owns a lot containing about twelve acres, situated on a hill south of Frederick. The situation combines the attractions of beauty and salubrity. Moreover, there are two large stone buildings now on the ground, in admirable condition of repair, which with very little expense could be used for the Normal School. This ground was originally the property of the Colonial Government, and the buildings were erected as barracks for quartering troops. 5. Model Schools. There are now in attendance upon the Pub- lic Schools of Frederick, between five and six hundred scholars. All the advantages derived from having proper Model Primary 64 and Grammar Schools could be fully obtained here, and under cir- cumstances not calculated to distract the pupil-teacher's attention from his work, but rather to call forth all the ability and zeal he might possess. In addition to the above reasons for not selecting Baltimore, and for taking Frederick as the location of the Normal School, allow me to add that justice to Western Maryland would be done by placing the School at Frederick. The new law continues the State donations to St. John's College, Washington College, the Agricultural College and the Baltimore Female College, while it appropriates nothing for Institutions equally as important and quite as well known throughout the land. T refer to the Male and Female Seminaries in Frederick and Hagerstown. Free Scholarships are offered to meritorious scholars among the gradu- ates of the County High Schools, but these Scholarships can only be made available by incurring the expense of living in one or other of the two most extravagant places of residence in the State, viz: Annapolis and Baltimore, or by hunting up an Institution located near Chestertown — or by prosecuting a course of studies in Prince George's County. The Free Scholarships tv youths from Western Maryland will be of no avail, in consequence of the expense attendant upon living where these Institutions are located, or upon their inaccessibility. There seems therefore to be a necessity that some part of the general machinery employed in carry ing out the Free Public School System of Marylan'd should be located in one of the Western Counties. Hoping that this communication may serve at least to attract attention to Frederick as a suitable place for the location of the Normal^ School, and that such examination may be given to the suggestion as its merits and importance may deserve, I have the honor to be your obed't ser'vt, LEWIS H. STEINER, President Board of School Commissioners of Frederick County.. HARFORD COUNTY. In this Report I can do little more than answer the several ques- tions asked in yours of 1st instant. Question 1. Condition of the Schools under old local laws, &c.? The condition of our Schools under the old local law was any- thing but satisfactory. During the past seven years, many persons have said to me that almost any charge in the School law "would be an improvement. Teachers felt themselves accountable to no one but the Board, and as the Board could not visit and examine the Schools, each Teacher was sole judge of his or her own work. Teachers were irresponsible persons, under no supervision or con- trol; and receiving neither instruction, reproof i^ov encouragement. 65 There was no emulation among themselves, no advancement in scholarship, and no inquiries respecting the best methods of instruc- tion. They trod around the old beaten track year in and year out. Many, who have taught for the last ten years, are no better scholars now than when they commenced. They advanced their pupils to a certain grade and there kept them for years in idleness — forming in- dolent habits from which many will probably never recover. The only object in their attendance at School would seem to have been merely to swell the Teacher's report and exhaust the public funds. I make these statements from personal knowledge. In many Districts, too, the School Houses are destitute of everything that looks to comfort or convenience. Ques. 2. By w^hat funds supported ? The Schools were supported by a tax of twelve cents to the one hundred dollars, and the dollar per quarter called "tuition," and. also by the State Fund. Ques. 3. Of the general intelligence, Scc.l The intelligence of Harford County is not what it should be, and yet there are comparatively few who cannot read and write. Ques. 4. Evidences of zeal in sustaining Public Schools 1 I have already received some flattering promises from patrons re- specting Schools. Many have said, that in order to procure a good Teacher, they were willing to supplement hi& salary by private con- tribution. People generally profess great confidence in the new system. They are looking to it for good results, and are anxious to see it carried into successful operation. Ques. 5. Teachers' Salaries — Distribution of Books, &c.'? For Teachers' salaries, see appended notice. Books will be charged to Teachers, and sold by them to pupils for cash on deliv- ery. Experiment has proved this to be the best course for us. The mode of distributing for the present is — each Commissioner receives in Bel Air the Books for his District, and attends to their distribu- tion. This is merely a temporary arrangement for the present term. The amount paid in salary cannot now be stated, from the fact that some of the Reports have been sent back for correction. I may be able before the fifteenth, to send you the correct amount, also the exact number of scholars attending School during "Fall Term." The following circular, which was sent to every teacher, will explain our mode of regulating salaries : 1. All pupils attending School less than thirty days during a Term, will be ignored in calculating Teachers' salaries. 2. Calculating Salaries. — Ascending Grade. Definite salary for 15 pupils, ^60 For every pupil from 15 to 25 an advance of. . . • . ^L.'^O each. «• " " " 25 to 35 ♦' " 1.00 " *♦ " " ♦' 35 to 60 " " 50 " 66 . Descending Grade. For 15 pupils — salary, „ $,Q0. From 15 to 12 deduct $1.50 each. '^ 12 to 10 *' 1.00 '* " 10 downward, 50 " Example. 15 pupils $60.00 11 pupils, $54.50 14 " 58.50 10 " 53.50 13 " 57.00 9 *' 53.00 12 '' 55.50 8 '* 52.50 3. Teachers must collect from their patrons all incidental expenses — Rent, Fuel, &c. 4. Teachers must make their Reports full — even to the number and kind of Books required. Ques. 6. How long can Schools be kept in operation 1 Three Terms. Ques. 7. Opinion respecting the New System 1 My own opinion, which seems to be the opinion of nearly every person who has studied the law and knows anything of the system, is that it is admirably adapted to the wants of the Counties, and we trust of the Cities also. The restrictions and supervision under which Teachers are now* placed will work wonders for them, as M^ell as for their pupils. Already in some parts of this County, evea the older and more experienced Teachers meet in classes at some con- venient School House, on Saturday, for mutual instruction and improvement. Such a course as this I had never heard of before. They are be- ginning to realize that the office of Teacher must be magnified. There is but one suggestion I shall take the liberty to make, and that is to change the law so as to exact a term fee for every pupil who attends School twenty days — say one dollar per term. The law, however, as a whole, is undoubtedly a good one, and rather than risk many changes by special legislation, I would cheerfully submit to it as it stands. The danger is that the Legislature, once induced to alter or amend, may whittle the original entirely out of shape. Very respectfully, your obedient serv't, T. S. C. SMITH, Prest. Board School Commissioners, Harford Co., Md. HOWARD COUNTY. Your letter of the 1st instant, soliciting information in reference to the Schools of the County, and also the former management thereof under the old local laws, has been received. In reply, I will answer your questions in the order in which they are given. The condition of the Public Schools under the old local 67 laws, I have found to be not so good as I would like. The School Houses, with their furniture, in many cases, were wholly unfit for the purpose for which they were used. They were dilapidated, and in many cases out of the way, and inconvenient to be reached. I found two School Houses surrounded by ^private property, and fenced in by 'private fences, and they had the appearance of a desert surrounded by a.n oasis. I found the Teachers in too many cases unsuited to their profession ; yet I found many honorable exceptions, and I give them praise for their proficiency in Teaching. Such changes will be made as the interest of the Schools require. Under the old local laws, on the first Monday of May in each year, three Trustees were elected by the taxable inhabitants of the different School Districts, and they managed the Schools for one year. The poor condition of the School Houses, and the apatliy of some of the Teachers, may be attributed to the fact that some of the Trustees under the old system seldom visited the School room, and left the Teacher to be the sole manager of the School affairs. Parents must share the responsibility with the Trustees, for they have been negligent in visitinof the School rodm, and until children find that their parents are interesting themselves in their behalf by vis- iting them at the School Houses, they will not study, and will not im- prove as they would do if the spirit of pride and emulation was fostered by such parental visits. The funds supporting the Schools are derived from the County ap- propriation of seven thousand dollars, and the State appropriation of about thirty-three hundred dollars, which added to the ^8,000 (I write from memory,) derivable from the fifteen cent tax, will sup- port our Schools during the whole year of 1866. January 1, 1867, the County appropriation of $7, 000 ceases, and it will be incumbent on the people to make other provisions for a County tax. I am pained to say, that in too many cases, the Schools have not attained the eflEiciency that the former appropriation would justify ; but I am glad to say I believe them improving. I believe that in general intelligence the people of this County will favorably compare with any County in the State ; and I think there are few white adults who cannot read and write. I think that with proper management of the Schools, the zeal of the inhabitants will increase, and they will show a willingness to bear the expense of erecting and furnishing School Houses. The Board of School Commissioners of this County have agreed to pay $10U per quarter for 15 pupils; for the next 10 pupils $1.50 each ; and Si. 00 each for all pupils over 25. When the School numbers 60, the salary will reach -$600 per year. For Assistant Teachers the salary has not been arranged, but that must soon be done, as one School now numbers over the 60 pupils required by law. The Teacher has applied for an Assistant. The Text Books are required to be purchased by the pupils, if the parents are able to supply them ; or they can hire them at $1.00 for the School Term. Should any be too poor to purchase or hire the Text Books, the gratuitous use is always allowed, that all pupils of the School District may have the opportunity to attend School 68 Having visited all the Schools by the 16th November, ultimo, I found as having attended School during that Fall Term, 409 boys and 338 girls. The amount of salaries for said Fall. Term, will amount to about $2,300 ; the incidental expenses about $200 ; re- pairs to School Houses about $300, including three stoves furnished to the Schools No. 4, No. 15, and No. 25. Books and Stationery have cost about $700, making the expense of the whole Fall Term $3,500, With our funds, the Schools of the County can be continued during the whole year of 1866. In reference to changes in the School Law, I would suggest that the Presidents of the Boards of School Commissioners should be re- lieved from employing Teachers, and atterding to the repairs of School Houses, &c. The whole duty of the President should be to examine the Teachers and the Schools, and see that everything is in good condition. I would suggest that the Tax Commissioners of the Counties should be empowered to levy such an amount of money, on the School Districts, as the inhabitants shall apply for, to build School Houses, &c. I would further suggest that all children from seven to twelve years of age, should be required to go to School, or the failure to go be deemed a penal offence. I am, very truly, yours, SAM'L K. DASHIELL, President of the Board of School Cormnissioners of Howard County^ M3, KENT COUNTY. In accordance with the wish expressed in your communication of December 1st, 1865, I have the pleasure to report that the New System of Public Schools was inaugurated in this County in Sep- tember last. Under the old law, the Schools had, with very few exceptions, attained but a very slight degree of efficiency, many of them being taught by persons destitute of the necessary qualifica- tions, either of scholarship or aptness to teach. It could not well have been otherw ise, when' it is understood that as a general rule, these Teachers received for their services only the sums levied by the County and appropriated by the State, seldom exceeding in amount two hundred and fifty dollars per annum. In some cases this amount was increased by voluntary contribu- tions, but very rarely so much as to make adequate compensation for a first-class Teacher. The School Houses were mainly old, dilapidated structures, wholly devoid of taste, or even of ordinary comi'ort. There was, I may say, really no supervision. It was the duty of the Trustees, it is true, to examine both Teachers and pupils, but a duty which the majority of them evidently thought "more honored in the breach than in the observance." 69 While a few. alleged the want of time for its performance, the most of them excused themselves on the honest plea of inability ; so that Teachers were generally taken on trust, and the children deprived of the powerful incentive which a systematic course of examinations can alone furnish. 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