more than seventy per cent. This is certainly a good business showing.

But this is wholly the commercial side of the question of improved facilities for education, a larger expenditure for schools. This larger expenditure will result in better schools, which in turn means better trained, and better paid teachers.

Henry Ward Beecher never gave utterance to a greater fact than, when speaking of the lessons of the FrancoPrussian war, in his forcible epigrammatic style, exclaimed: "It was the German school house that smashed the French fort."

The Object of Attack

And what is the object of attack-the strategic point of this great educational army? To move upon the stronghold of ignorance and of vice. This ignorance and this vice is primarily subjective, and found in the individual himself. individual himself. Where it is objective and found in society at large it must be eradicated subjectively.

In the body politic we seek to do the part belonging to the public schools in removing the vices of intemperance; to train citizens that they may vote intelligently; to stamp out gambling; to curb mob law and crimes of violence; to suppress a taste for ephemeral reading matter and a weakness for the unwholesome in literature; to cultivate sufficient reasoning power in employers and employees to prevent strikes, violence and loss. Thus to remove the criticisms against the public schools that have been made by Dr. Eliot and others. At the same time we would raise the inquiry whether the colleges and universities, as well as society at large, are successful in doing their part in stamping out these vices.

What Reward

What shall this great army have as reward? A larger life; a more symmetrical and well rounded being; greater rational enjoyment in all legitimate occupations; more resourceful in the quiet hours of h me and private walks of life, as well as in the busy whirl; better equipment for larger activities; strength to grapple successfully with

practical problems, no matter how intricate; a peace and pleasure born of the consciousness of strength.

In addition to all of this subjective reward, objectively there shall come to this vast army now in training in the public schools of the nation, all the wealth in all the banks; the ownership and management of all the great steel arteries of commerce, threading the territory of the nation with a net-work of railroads, making an arterial system carrying the rich life giving red corpuscles of domestic commerce on mighty lakes and great rivers; the command of the vast commercial fleet, greater by far than the combined war armadas of the world; the mighty agricultural and mineral resources of the nation; the myriad manufacturing industries, sending up their pillars of cloud by day and lighting up the whole country with their blazing fires by night; the marvelous world-startling inventions of steam and electric motor power, of telegraph and telephone, of electric lighting and heating, and the untold undeveloped possibilities of electricity; all these things, together with the rich intellectual life of the nation; and a government the freest and best the sun shines on, under whose benign and fosstering influence all this matchless prosperity has arisen in little more than a hundred years; these, all these are the rewards that await the vast army of the young.

This army of young people shall inherit not only this legacy of inestimable, material wealth; this rich legacy of intellectual life and endowment; not only the life that now is, but the promise of that which is to come, for having fought a good fight, and finished the course and kept the faith, there shall be laid up for us a crown of righteousness which the Lord, the righteous judge shall give us at that day. Huntington, W. Va.

Government must come from within or without. If it comes from without it is a despotism; if from within, liberty.-Lyman Abbott.

An

A Six Months Minimum School Term By reference to the table of comparative statistics from different States given in this report it will be seen that West Virginia stands low in the reckoning given as to length of school term. examination of the report of the Commissioner of Education in the United States for 1900 shows that only thirteen of the states, most of them the southern states, had at that time a shorter term than we had in 1902, thus ranking us, on this basis, thirty-second from the highest. While our average length of term for 1902 was nearly six months, being exactly five months and eighteen days, the distribution of school privileges was so unequel that probably not over thirty per cent. of the school population had more than five months school. The increased length of term in towns, cities and independent districts will account for the general average of one hundred and eighteen days, Just here it may be stated that many districts are unable to have more than a four months term, even when the local levy is laid to the limit of the law, but this question is discussed in another place and need not be further emphasized here.

For many years we have been boasting of our great natural wealth and for the last decade our material development has indeed been phenomenal, but when we look at statistics like those just referred to the blush must come to our cheeks.

No one can study the condition of our schools in the rural districts without having his sympathies aroused in behalf of the thousands of children who have but four or five months school, and these oftentimes under very unfavora'ble surroundings. As a ward of the State the poorest child in the Commonwealth is entitled to such opportunities as will enable him to become an intel

ligent and progressive citizen. The pupil in the country district with only half the school term that the child in the city enjoys is at great disadvantage right at the beginning of his career. The true idea of public education is the enlightenment of all, not of the few.

Horace Mann never uttered a truer sentiment than when he said: "The property of a commonwealth is pledged for the education of all its youth up to such point as will save them from poverty and vice, and prepare them for the adequate performance of their social and civil duties.'

Inspired by this sentiment more and more it is being recognized that public education is a duty that belongs to the State largely, and one which should not be left to the whims and indifference of local conditions. Hence our compulsory laws, uniform courses of study, free text books, and the general regulation of school affairs by the law making body, the representatives of the people. Surely no further argument is needed to show that our school term should be increased, and, to be brief, I recommend that the minimum term be made six months instead of five as it is at present.

It is believed that provision for a six months term as herein suggested would lead to the adjustment of some of the inequalities in our present system of school taxation, of which there is so much complaint and result in a more equitable plan of raising school reve

nues.

The Compulsory Attendance Law

Reference to the statistical tables which form a part of this report will show that for the year 1902 the schoci population of West Virginia was 315,810, and that of this number only 236.015 or 75 per cent. were enrolled in th public schools, the average daily attendance being 152,174. It is true that

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many of our youth are attending academies, the normal schools, the University, and other institutions in this and other states, and that the above statement does not show the exact condition of the school population. Furthermore many young men and women complete the public and high school courses between the ages of 18 and 21 and their names do not appear in the enrollment nor their aggregate number in the reports. But making all proper allowances for these classes, the fact remains that by far too large a number are not in school at all. For nearly 80,000 of our future citizens to be growing up in comparative ignorance is a matter of very serious concern to the State, and one that certainly demands careful consideration. Probably the greatest percentage of this non-attendance is caused by the employment of so many boys and girls in our manufacturing establishments, and of boys and young men under age in the coal mines. It would seem that this one consideration alone would justify the enactment of an efficient compulsory attendance law, so our percentage of illiteracy might be gradually reduced.

While I believe that the present compulsory school law can be enforced when it is properly supported by public sentiment, and especially when its provisions are carried out by school officers and the justice of the peace still, in order that it may be made more effective, I recommend that it be amended so as to provide for a more severe penalty for those who violate its provisions. Probably the weakest feature of the present law is that there is no provision for the costs involved in a prosecution. In a matter of such vital importance to the public it would seem that a small expenditure by a board of education in prosecuting cases to the full extent of the law would be fully justified. If "ignorance is the mother of crime" then we should prevent crime by educating the ignorant.

Another provision that would make the compulsory law much more effective is an amendment providing for a

truant officer. In cities and towns such an officer might be one of the police force, and in country districts the constable might act; but I believe it would be better to have a regular truant officer for each magisterial district. The only part the teacher should have in any proceeding against violators of the compulsory law is to report the absentees to the proper officer.

It is hoped that the legislature in its wisdom may enact such a measure as car and will be enforced, to the end that we may have a more intelligent and enlightened citizenship.

Centralization and Consolidation of Schools

By this term is meant the unifying of two or more schools in a district and the transportation of pupils to a central school at public expense. In many of the states, especially in Michigan, Ohio. and Indiana, this plan of centralizing schools has become quite common. Arguments in favor of it are numerous. among them, better schools, economy of support, a greater degree of interest on part of the patrons, better health among pupils because they are protected from the weather in coming and going, and a demand for better roads. In some communities where centralization was first tried as an experiment with considerable opposition, it is now enthusiastically endorsed and the school patrons would not return to the old custom of single and isolated schools under any conditions. So popular has the plan become that entire districts have consolidated their schools into one graded school with provision for advanced courses. While on account of the scattered population in many parts of the State, together with bad roads, it would not be possible at present to introduce this plan of consolidation, still there are other sections where it could be very successfully carried out. A consideration that would seem to make it desirable to consolidate · some of our schools is the very small attendance that many of them have. From reports received at this office I am le to believe that there are hundreds of

schools in West Virginia with an enrollment of less than twenty, and in many instances the average attendance does not exceed ten. There are many districts in the State in which from three to seven schools could be very advantageously combined into a good graded school under two teachers, and the cost of transportation would not exceed the amount saved by consolidation. But as we have given this plan no trial (in West Virginia) we cannot speak from observation and experience concerning it, and we must therefore depend upon what other states say of its workings. Below will be found some strong arguments in favor of consolidation.

However, I would recommend that a law be enacted providing that where two or more school districts desire to consolidate their schools they be empowered to do so, and from the results in other places I have no doubt such a provision would soon be adopted in many parts of the State.

Teachers' Salaries

It has become very evident that some measure must be devised by which our more efficient teachers can be retained in the school room and others encouraged to prepare for and enter upon such work. I know of no more certain way of attaining this end than by paying larger salaries. In many places salaries are so low that some of our best workers have given up teaching and gone into other vocations and professions. To take their places inexperienced young men and women, scarcely more than boys and girls, have been employed and the schools have suffered thereby. In several counties of the State this year there was quite a scarcity of teachers, and it was with difficulty that some of the schools were opened at all.

While this report shows the average salaries of 1901 and 1902 to have been $30.41 and $32.04, respectively, it must be remembered that this average is reached by including the schools of towns, cities, and independent districts, and that a majority of the teachers in the State did not receive this average,

which in itself is much too low. I would in this connection call attention to a table given in another part of this report showing the annual salaries in several states, and in which West Virginia does not appear to the best advantage. In many counties the salaries do not exceed the minimum fixed by law, namelv, thirty dollars per month, for number one certificates and twenty-five for number two. When we consider the short term in so many districts in connection with the small salaries paid, the wonder is that so large a number of excellent teachers continue in the work, and were it not that many of them have farms and other means of support they could not thus give their services to the public. We should pay fair wages, and until we are willing to do so we cannot hope to secure competent men and women as instructors for our children. I most heartily recommend that the minimum salary for a number one certificate be fixed at not less than forty dollars a month. This is only two dollars a day and does not equal the wages paid many ordinary laborers, while tradesmen and mechanics receive much larger pay.

The County Superintendency

The last Legislature provided for an increase in the salaries of county superintendents and also forbid them from teaching during their term of office. One object of this latter provision was that there should be no suspicion of favoritism in the granting of teacher's certificates. We believe this to be a proper restriction, but as it takes away a source of considerable income to many of the superintendents it would seem but justice that salaries should be correspondingly increased.

In consideration of the above, and the further fact that, as the executive school officer of the county, the superintendent fills a position of dignity and responsibility. I recommend that the annual salaries of county superintendents be fixed as follows: In counties having not more than fifty schools, five hundred dollars: in counties having more

than fifty and not more than seventyfive, six hundred dollars; in counties having seventy-five schools and not more than one hundred schools, seven hundred dollars, and in counties having more than one hundred schools, eight hundred dollars.

The county superintendent should also be given more authority to enforce the provisions of the school law. Amono other things he should have authority to compel teachers to grade and classify their scholars properly, to revoke certificates when teachers fail to com

ply with the law, and to see that they attend the district and county institutes. He should visit all the schools in his county, conduct institutes and educational meetings, encourage the organization of reading circles, help in establishing school libraries, and in brief, become a positive force in the educational upbuilding of his county. To do all this requires a man of culture, character, and ability, and he should be fully supported by the law and encouraged by the public.

District Supervision

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ment providing for such supervision would be a wise measure. In all classes of schools the idea of a proper gradation and classification should be kept in view, and this is especially true with reference to the district schools. Many of our counties are so large that the county superintendent cannot give the necessary attention to such work, and a competent teacher authorized by the board to visit the schools, especially in large districts, and to see that they are properly graded, would, we believe, result in a much more systematic organ ization of school work. This plan is recommended for consideration.

Peabody Scholarships

Under the rules and regulations governing the admission of students to the Peabody Normal College at Nashville, Tennessee, West Virginia is entitled to ten scholarships in this institution. A