The students of the School of Pedagogy are sent into the elementary schools to observe teaching.

Along with this professional training, some scholastic work is done in the following branches-English, natural science, mathematics, history, drawing and music.

NIGHT SCHOOLS.

The Board of Education establishes each year a number of Night Schools that continue in operation for about five months; in 1898 there were 96 such schools. They are attended by working men and women whose education has been neglected in childhood; and by others who desire instruction in drawing, and some of the higher branches. Classes in dressmaking, millinery and cooking for young women are especially popular.

THE INDUSTRIAL ART SCHOOL.

The object of the Industrial Art School is to give an opportunity to the pupils of the grammar schools who have special taste or talent for art work to take special instruction in these branches. The second object is to give an opportunity to the teachers of the elementary schools to improve themselves in drawing, modelling, etc. The course of instruction embraces drawing, modelling, carving, and several forms of mechanical construction

VACATION SCHOOLS AND PLAYGROUNDS.

The Board of Education has opened a number of summer schools for the instruction of children who remain in the city during the summer months and are willing to attend school during that time. These schools have attracted much attention and command the sympathy and support of the friends of public education. Summer playgrounds have also been opened in the yards of the public schools with games, gymnastic exercises, etc., under the supervision of teachers especially fitted for the work.

MISCELLANEOUS MATTERS.

The elementary and higher schools give instruction in all the subjects usually taught in such schools in any country The physical sciences are taught as nature study in the lower schools, and as sciences in the higher schools with laboratory practice. Civics is taught in the lower schools in connection with history and literature and thus continued in the higher schools. Moral instruction is presented incidentally by precept and example and the committing and reading of extracts of literature that inculcate moral precepts.

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There is no direct religious instruction in the public schools though the Bible is read each morning at opening exercises and the religious nature is trained by the use of literary gems containing religious reflections and sentiments. Gymnastics are taught both in the lower and in the higher schools. The Board of Education does not provide for the education of the deaf or the blind, such instruction being left to State institutions. Vacation schools and summer playgrounds have been established by the Board of Education and have been found to give great satisfaction to our people.

SYSTEM OF SCHOOL ORGANIZATION FOR LARGE CITIES.

The system of school organization in Philadelphia, though admirable in theory, is not altogether satisfactory in its practical application. One source of weakness is that local boards do not exercise expert judgment in the selecting and locating of teachers. Representing sections of the city, considerations of friendship and social and political influences often determine the selection of teachers rather than their merits. Boundary lines between the sections sometimes prevent the proper distribution of children among the schools. On the side of the Central Board an objection is that, being appointed as a representative of a particular ward, a member is expected to give special attention to the needs and interests of that ward rather than to look after the interests of the city as a whole. Another serious defect of our system is that the Board of Education has not the control of finances, but must depend upon Councils for its expenditure on the public schools.

A system better adapted to Philadelphia may be briefly outlined as follows. First, there should be a Central Board, consisting of about 25 members, representing the city at large, rather than particular sections of the city. Second, the members of the Board should be appointed by the judges of the courts rather than by the mayor, or than being elected by the people, as insuring a more complete separation of the schools from political influences and control. This Central Board should have complete control, under State and city laws, of public education in the city. They should organize at least three distinct departments a department of superintendence of schools, a business department, and a department of buildings. They should elect a superintendent of schools and as many assistants as are needed, and the superintendent and his assistants should have the care and oversight of all educational affairs, subject to the rules of the Board of Public Education. The Board of Superintendents should decide upon courses of instruction, examine and certify teachers, make nominations from a list of certified teachers to the Board for appointment to positions, etc. The superintendent of buildings should also be appointed by the Board and he should have charge of the location, erection and care of all the school

buildings under the general direction of the Board. The head of the business department should also be appointed by the Board, and discharge his duties subject to their direction and control.

There should also be a Board of Local Directors or Inspectors, whose duty it would be to visit the schools and look after some of the detail of their condition and working. These might be appointed by the Board of Education, or they might be elected by the people. This latter plan would be the more acceptable to our people, though the first plan would secure more efficient supervision. The functions of the Local Boards should be largely advisory, though they might have a voice in the selection or dismissal of teachers. A system of school control based upon these general principles would be much better adapted to Philadelphia than the present plan of dual control and local representation by Sectional Boards and a Board of Public Education.

EDWARD BROOKS Superintendent of Public Schools.

Board of Public Education,
City Hall, Philadelphia.

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A SKETCH OF THE

DEVELOPMENT AND PRESENT CONDITION

OF THE

SYSTEM OF EDUCATION IN THE STATE OF

MINNESOTA.

TABLE OF CONTENTS.

IDEAS WHICH GOVERN IN THE SYSTEM.

ORGANISATION.

LAND GRANTS FOR THE ENCOURAGEMENT OF EDUCATION.
Grants to Common Schools.

The University Grant.

Industrial Grants.

THE COMMON SCHOOL SYstem.

Rural Schools.

Graded Schools of Cities and Villages.
Support of Common Schools.

HIGH SCHOOLS.

STATE INSPECTION OF ELEMENTARY GRADED SCHOOLS.

STATE SEMI-GRADED SCHOOLS, AND STATE RURAL SCHOOLS.
THE STATE UNIVERSITY.

Agricultural Education.

THE PREPARATION OF TEACHERS.
The State Normal Schools.
Summer Schools for Teachers.

SCHOOLS FOR DEFECTIVES.

The Blind.

The Deaf.

The Feeble-minded.

SCHOOL FOR DEPENDENT AND NEGLECTED CHILDREN.

THE REFORM SCHOOL.

THE REFORMATORY PRISON.

SPECIAL TOPICS.

Education and Religion.

Compulsory Attendance.

Free Education.

APPENDICES.

A. School Law of Minnesota, Chapter 352, 1899.

B. Constitution of the Local Educational Authority in the Cities of Minneapolis and St. Paul.