THIRTY-SECOND ANNUAL REPORT FROM THE Department of Education TO THE GENERAL ASSEMBLY OF THE STATE OF GEORGIA FOR THE SCHOOL YEAR ENDING DECEMBER 31, 1903. ATLANTA, GA. THE FRANKLIN PRINTING AND PUBLISHING COMPANY GEO. W. HARRISON, STATE PRINTER 1904 OFFICE OF STATE SCHOOL COMMISSIONER, ATLANTA, GA., June 15, 1904. His Excellency Joseph M. Terrell, Governor of Georgia: DEAR SIR :-In accordance with the requirements of the law, I have the honor to submit to you the Thirtysecond Annual Report from the Department of Education of the State of Georgilf. Respectfully, WM. B. MERRITT, State School Commissioner, THE THIRTY-SEOOND ANNUAL REPORT FRO:lI THE DEPARTMEN1' OF EDUCATION TO THE GENERAL ASSElUBLY OF THE STATE OF GEORGIA. Gentlemen of The Geneml Assembly: I have the ,honor to submit to you the annual report, required of the State School Commissioner by law, for the year ending December 31, 1903. I Allow me to call your attention to several important questiOIis of educational interest before considering the statistical matter of this report:- The year's work throughout tlv'! State has been reasonably and fairly successful. There are many reasons for congratulations to Boards of Education, County School Commissioners, patrons and teachers, for the uniform and general illterest manifested. The greatest work schools can do is to create impressions and arouse sentiment, and they act thus more widely than upon the school children. They affect for good the whole body, assisting physically, intellectually and morally, thus conserving and promoting the well-being of society by developing powers, imparting noble tendencies and activities, and forming right habits of feeling, thinking and acting. Bismarck's precept is undyingly true, "\Vhatever you would have the State be, that be sure to put into the schools." This we are endeavoring to carry out by educating the whole child. G THE UNIVERSITY SYSTEM. The State University and its branches, which make up the University SyFJtem, have passed through another successful year. The large attendance and the progress of the work in the several institutions which make up the U ni. versity System are shown by their reports, which will be found on other pages of this volume. With a limited number of copies of this report intended for members of the General Assembly, a full catalogue of the University is bound. A splendid library building for the State University has recently been completed. The building is anuther donation to the cause of education from Mr. George Foster Peabody, a generous friend of education, whose interest extends from rural school librarieFJ to institutions of higher learning. The able president of the North Georgia Agricultural Oollege, Dr. E. S. Avis, was removed by death in the midst of the school term. The faculty of the school cheerfully assumed heavier duties and successfully completed the work of the term. The school has a bright future under the direction of its new president, Dr. G. R. Glenn. The University Summer School oilers to the teachers of the State many excellent courses of study and some of the best lecturers that could be secured. The attendance is large and the benefits derived from this school will be most helpful to the cause of education in Georgia. This school deserves encouragement at the hands of the General Assembly. THE BOOK ADOPTION. The State School Book Commission, composed of the State Board of Education, organized as required by law, and sent out the following circular letter on August 2.5th to publishers, eailing for bids on common school textbooks for the schools of the State: 7 DEPARTMENT OF EDUCATION. ATLANTA, GA., August 25, 1903. To Author.s and Publishers of Text-Book.s .. I enclose herewith a copy of the Act recently passed by the Legislature of Georgia, providing for a uniform system uf text-books for certain schools in the State of Georgia, more particularly described in the enclosed bill. In accordance with the provisions of said Act the following named gentlemen compose the School Book Oommission of the State of Georgia by virtue of their several offices: Gov. Joseph M. Terrell, President of the Oommission. Philip Cook, Secretary of State. William A. Wright, Comptroller-General. John O. Hart, Attorney-General. W m. B. Merritt, School Commissioner and Secretary of School Book Oommission. The subcommission provided for by the Act will be elected later by the School Book Commission. The School Book Commission after organizing according to law, issues the following notice to those to whom it may concern: Notice is hereby given that on or before October 5tl1, noon, 1903, the School Book Commission of Georgia, created by the Act of the Legislature, approved 13th day of Angust, 1903, wi II recei ve bids for contracts to furnish for use in certain of the public schools of the State, for a period of five years and no longer, through depositories or agencies in each county of the State, a uniform series of text-books em braced in section 2 of said Act. Said bids shall be sealed and deposited with the Secretary of State and shall conform ill all respects with the provisions in the Act aforesaid. Each bidder shall be required to deposit with the Treasurer of the State $500.00 for each branch of study upon which the bid is offered, .--------;: 8 the sum of such deposits for all branches not to exceed $2,500.00, and such deposit shall be forfeited to the State if the bidder;shall fail to execute his proposed contract on or before January 1st, 1904, unless the time is extended sixty days at the discretion of the School Book Commission. Bids must be secret and state specifically and definitely the price at which books will be furnished and the exchange price paid for books displaced, and must be accompanied by at least five specimen copies of each book proposed to beJurnished. I am, Yours very truly, VV. B. MERRITT, Secretary School Book Oommission. A subcommission was elected composed of the following gentlemen: E. W. Child~, County School Commissioner of.Randolph county; J. W. Frederick, Principal of the Marshallville school; C. B. Gibson, Superintendent of Schools, Columbus, Ga.; J. D. Smith, Principal Martin Institute,(Jefferson, Ga., and T. J. \Voofter, Professor of Pe.dagogy and Philosophy in the State University. When the first bids were opened, the Commission beHeved ithey could secure better prices on some or all ot these books, and new bids were requested for the purpose of obtaining better prices. Calling for new bids proved to be a wise step, as the Oommission secured on many ot the books much better prices-prices more favorable, I believe than haveIbeen secured by any other State. After.considering very carefully the report of the subcommission, the prices of the books, and the subject-matter in these books, the School Book Commission, on the 8th of December, 1903, adopted a series of books to be used in the common schools of Georgia. As soon as the contracts were all signed by the Governor, he issued a proclamation and announced the list of books. I give below the state- 9 ment of the Book Commission in regard to the adoption which was given to the press December 8th, 1903, and the proclamation of the Governor in announcing the book-list. With his permission, I have added to the price-list the former retail prices of these books. With the exception of spellers, whicb were formerly bound only in boards, these retail prices are based on doth bindings: STATE OF GEORGIA, EXECUTIVE DEPARTMENT. ATLANTA, GA., January 7, 1904. A Proclamation by His Excellency Joseph frI. Terrell, Governor. WHEREAS, 'rhe General. Assembly passed an Act, approved August 13, 1903, creating a State School Book Commission, and providing for use in the public free schools of this State a uniform series of text-books, and WHEREAS, The said State School Book Commission, in pursuauce ot the duties and powers conferred upon it, did adopt, and through its duly constituted authority contracted with the publishers to supply, for the period of five years, certain text-books, to wit: Books Adopted for the Common Schools of Georgia. 0: B0.\.RDS. CLOTH. -.~ . I I .. Ex. Retail El<. Retail 'O"J Pr ceo Price. Price. Price 0 I"< Readers I I Graded Literature, 1st Reader, MaynarJ, Merrill & 00. ... .- ... . . . . . .I 0.10 0.20 *0 2:) " 'I 2d H 4' 4> " . . .. ... O.I~ 0.2;') *0 40 Lee's Third Reader, American Book 00 . . 0.12 0.25 0.15 0.30 0.40 ,~ Fourth " .. "" . 0.15 0.30 0.17 0.35 0.50 "Fifth" " ,'" . . 0.15 0.30 0.17 0.35 0.60 Arithmetic Bacon's Intermediate Arithmetic. Ginn & Co . .. ... ...... 0.11 0.22 0.40 Wentworth's Practical Arithmetic . .... .... -. 0.20 O.~O 0.65 Milne's Standard Arithmetic, new edition, Amer,Book 00 .. .. ... 0.22 0.45 1*0.65 ..... 0 Grammar , I (To be used in the 8th and subseq uent grades.) Hyde's Oourse in English, Hook I., D. O. Heath & 00 . 0.11 0.22 o 12 0.2.5 0.35 Reed & Kellogg's Graded Lessons in English, Maynard, MerriJl & 00. (New edition, 1901) Buehler's Modern English Grammar, Newson & 00 Geography. . . . . .. . . . .. Frye's Elementary Geograry, Ginn & 00 . 0.15 . 0.23 . 0.18 o0.3405 o 36 0 17 0.25 0.20 0.35 I 0.40 o0.5400 0.60 0.65 History .. Higher .. " " . .. 0.40 0.80 0.44 0.88 1.25 Beginner's History of Our Country, Southern Pub. Co . .... ,. . . . . . 0.20 0.40 O.tiO Field's United ~tates History, American Book 00 Evans' History of Georgia, University Pub. 00 o . . '" . ... 0.32 0.65 LOG . ..... - ... 030 60 1.00 Agriculture Hunnicutt's Agriculture, Oultivator Pub. 00 . ., .. . .... 0.27 0.55 1.25 Physiol\gyand Hygiene Hutcheson's Lessons in Physiology and Hygiene, Book I , Maynard. Merrill & 00 . . ..... . .' ... 0.17 0.35 0.40 Oonn's Elementary Physiology, Silver, Burdatt & 00 . ... . u25 o 0 ..50 0.60 (To be used in the 7th grade) 'Style of Illnding slIghtly changed. Civics Primers Spelling _ Writing Writing System Writing System Writing Tablets. Writing Tablets .. _ '(loieman;s Elements of Physioiogy, MacmiiIan Co 0.34 0.68 0.3', 0.70 0.90 (To be used in the 8th and subsequent grades.) Peterman's Civil Government(Ga. Edit'n)Amer. Book Co 0.~5 0.50 0.27 0.54 0.60 Wheeler's Graded Primer, Wheeler & Co 0.07 0.22 0.10 0.30 '" ... Holton's Primer, Southern School Book Pub. Co . 0.09 0.19 0.25 Branson's Speller, 1st Book, B. F. Johnson Pub. Co 0.06 0.13 0.15 Swinton's Word Book of English Spelling, Amer. Book Co 0.06 0.12 0.18 Roudebush Copy Books, Central School Supply House .. With 40 pages writing tablet . With 30 pages writing tablet _. . With 70 pages writing surface __ . ::: :l 06 .05 .05 ~: ~~: With 50 pages writing surface . .04 . ..... 0.05 ------'------'----'-----'---~ 12 Therefore, I, Joseph M. Terrell, Governor of Georgia, in performance of the duty imposed upon me by said Act, announce and proclaim to the people of this State that the contracts for supplying the aforesaid books ha ve been duly made and signed, the same being for the period of five years, commencing on .January 4, 1904, and ending on December 31, 1909, inclusive. Given under my hand and the seal of the Executive Department, at the capitol, in the city of Atlanta, on this, .January 6, in the year of our Lord 1904, and of the In- dependence of the United States of America, the one hun- dred and twenty-eighth. By the Governor: J. M. TERRELL, Governor. BENJAMIN M. BLA~KBURN, Secretary Executive Department. STATEMENT OF COMMISSION. Following is a statement of the State School Book Commission relative to the books adopted: The State School Book Commission deems it proper to perpetuate with its report adopting a uniofrm system of text-books for the common schools of Georgia, the reasons ,which actuated each and every adoption. The two and a half millions of people in Georgia affected thereby have a right to know and it 'is our pleasure that they should. The commission recognized from the start the delicacy and importance of the work which the legislature of the State had thrust upon it, and we are cognizant of the difficulties and the embarrassments sure to be encountered in its execution. Of equal importance to good personal associates for our children is the companionship of good books. Sensible of this truth, we have undertaken this important work and if we have not done it wisely, it has at least been faithfully done. In pursuance of the act creating the School Book Commisssion, ,we elected a subcommission. Realizing that the success of the radical change about to be enacted depended largely upon the integrity and intelligence of the subcommission, we selected a committee of 13 o-entlemen of universally recognized integrity, conspicuous as edu- ~ators, and devoted friends to the cause of education. vVe have, as the ]a,w directs, given' great weight and due consideration to the reports and recommendations of the subcommission. The individual reports of the subcommission are thorough, able and exhaustive. If we have acted wisely in the selection of books credit is due largely to the work and report of the subcommission, In the selection of books we have not thought it wise to sacrifice quality for price, and yet we have not thought it proper to ignore price altogether, ,where books were of the same class. We have shown a preference for Southern authors, where 'the competitive books offered were substantially of equal merit, but we have not taken the liberty to indulge thl~ ~entiment when to do so involved an injury to the children of Georgia, or unduly added to the burdens of the taxpayers who support the common schools of the State. No book that is partisan in character or unfair to the South and her traditions has found, or could for a moment find favor in our eyes. It has been our aim to get the best books at the least possible pnce. There were many books inspected and rej ected of necessity, both by the subcommission and the commission. This does not mean that the books so rej ected were all inferior. Some were rej ected because not adapted to our conditions, while others of equal merit with those selected were rejected because disproportionately expensive. We have finally adopted, almost without exception, the books in the order of merit named by the subcommission, and wherever we' have selected a different book it was because the price of the book recommended made it advisable. In no' instance have ,we adopted a book which in the opinion of the subcommission was unworthy of adoption. vVe may add, upon the whole, that we have been' delighted with the books submitted, and we note with genuine pleasure the improvement of school-books over those rwe, as boys, studied. The books adopted, we think, are the best, a'nd they have been secured at a price ranging from 20 to 50 per cent. of the former retail prices. This means a saving of hundreds of thousands of dollars annually to the people of Georgia. We have also arranged for a further reduction in the price of books adopted, to such county boards of education as will undertake to distribute these bJoks for their respective counties, in lieu of requiring depositories to be established by the contractors ill said alignment counties. 14 vVe are aware that the practical enforcement of the report of this commission must of necessity be attended with more or less friction, for uniform adoption necessarily means the displacement of many books already purchased and owned by the children of the State. This is incident to the law, and was duly considered by the Legislature when they enacted it. We have arranged in every instance for an exo:hange of old books on the same subject for new ones, the old books being accepted in payment at from 50 to 66 2-3 per cent. of the contract price of the new ones. If our labors in this behalf shall prove of benefit to the children of the State, we shall consider this liberal compensation. The accompanying list shows the books adopted; some of said books subj ect to revision in particulars specified. JOSEPH M. TERRELL, Governor, President. PHILIP COOK, Secretary of State. \VILLIAM A. WRIGHT, Comptroller-General. JOHN C. HART, Attorney-General. W. B. MERRITT, State School Commissioner. On account of the excellent quality of theEe books and the unusually low prices, they have received the hearty indorsement of the people of the State. The few counties that had book contracts already and the independent local systems have nearly all rescinded their contracts to take the list of books adopted by the State. It is fortunate indeed that the books selected are of such high quality as to have the indorsement of the best educators of the State. The great danger of a State adoption of books is that inferior books on account of the cheapness may sometimes get on the State list. THE OPERATION OF UNIFORM BOOK LAWS IN OTHER STATES. HOUSE OF REPRESENTATIVES, ATLANTA, GA., July 28,1903. Han. W. B. Merritt, State School Commissioner, Atlanta, Ga. DEAR SIR: Feeling that you are in a better position to understand the needs of the public school system in Georgia than the 15 majority of us, and feeling that you have a deep interest in all legislation affecting the school system, we would be glad if you would briefly give us the benefit of your views on the bill now pending before the legislature providing for a uniform system of text-books in the public schools. Yours very truly, . W. S.WEST, FONDREN MITCHELL. Commissioner Merritt's reply is as follows: ATLANTA, GA., July 28, 1903. Messrs. W. S. West and Fondren Mitchell, Atlanta, Ga. GENTLEMEN: I have received your letter asking me to state briefly my views on the text-book uniformity bill which is now pending in the General Assembly. In 1897 I had the honor to be a member of the book commission appointed by Governor Atkinson for the purpose of investigating the methods of supplying school-books in other States and making recommendations to the Governor and General Assembly as to what would be best for the State of Georgia. I signed the majority report of that commission, which recommended a continuation of the county uniformity law in Georgia, with certain amendments to same j these amendmen ts were chiefly for the purpose of preventing frequent and unnecessary changes by county boards. The recommendations of the commission of 1897 were almost without llxception embodied in the bill passed by the legislature and approved by the Governor on the 16th of day of December, 1897. If conditions were the same to-day throughout the country as they were in 1897, I would still take the same position that I took in 1!l97-that is, I would be unwilling for Georgia to make an experiment with no better prospect of success in getting cheaper prices than there then seemed to be in 1897. At that time a large number of States had so-called uniform laws, but not a single one of them had reduced prices for standard editionil of the best school-books. In fact, many of the States claiming to have uniformity did not have uniformity at all, but the State boards of those States selected elective lists of books from which the local boards could select. I did not then consider that system and do not now consider it as good as our Georgia system. The only State in 1897 that really got reduced prices on schofllbooks was the State of Indiana, and I could not indorse the law of that State. The Inediana law arbitrarily put a maximum price for each book used in the schools, these prices being very low. The result was that either inferior books had been taken or abridged editions of regular text-books were in use and were not equal to those in use in -Georgia. In Louisiana, South Carolina and some other States 16 where a system of State uniformity was in use, there had been no reduction in prices in any of the books adopted-the prices being the same as those paid in Georgia under the county adoption system. There were then, to my mind, strong arguments for State uniformity, but they were not sufficient to cause me to vote for it unless there was some hope of gaining a reduction in price, which, up to that time, had not been done by any State; and it also seemed to me at that time that the publishers were in some kind of combination or agreement whereby prices of existing text-books could not be reduced, for no publisher 80 far as I know, up to that time, had ever made any reductions on any of their standard textbooks in any State adoption. Within a few weeks, however, after the book commission of 1897 made its report to the Governor, the Texas State. School Board made a State adoption at largely reduced prices-the reduction of the retail prices of the different books adopted in Texas being from 20 to 30 per cent., and practically all the books adopted in Texas were standard editions, many of them used in Georgia. In 1899 Tennessee enacted a State text-book law, under which a State adoption was made, and the prices obtained by Tennessee were even lower than those obtained by' Texas. Since that time Louisiana and South Carolina, both of which had previously had State adoptions, but had not secured reduced prices, have made new adoptions at greatly reduced prices, similar to those secured by Texas and Tennessee. The State of Alabama has this year passed a State uniformity law and made an adoption for the entire State, which has greatly reduced the price of books for the State of Alabama, many of the books adopted in Alabama being the same as are used in quite a number of our Georgia counties; for instance, Baldwin's Readers, one of the most popular series in Georgia, have been adopted for Alabama; the well-known and popular Maury's Geographies were also adopted by the State of Alabama at greatly reduced prices; Hansell's History, which is largely used in Georgia and sold at $1, will retllil in Alabama at 70 cents. As it has been demonstrated beyond any doubt that Georgia could greatly reduce the prices of books by State adoption, it seems to me that we can not afford to force the children of this State to pay more for the same books than is paid for them by the children of Alabama, Tennessee, North and South Carolina. North Carolina had State adoption for twenty years prior t(} 1896. When the Republicans and Populists captured that State in 1896 they repealed the State uniformity law. One of the first general acts passed by the Democrats when they regained control 17 of the State in 1900, was to re-enact the State uniformity book law. A majority of the books adopted in the State adoption were those already in use in the State almost exclusively, and the great reduction in prices that were secured by the State adoption showed the wisdom. of the legislature of North Carolina in enacting the law. As I stated at the outset, my own mind has been made up for more than two years that State uniformity is not only right, but the best thing for the people of Georgia, and I believe that a large majority of the people of Georgia want a uniform school-book law. I w~s perfectly willing, however, for those who wished information on the subject to have an investigation and have a commission appointed to investigate and report. I believe that they would have been fully justified in having another commission, because conditions have changed so greatly since the report of the commission of 1897, that another commission would have brought out many facts of which the public generally are not aware. I was fully conversant with the .changed conditions in many other States, but many others seemed to doubt the truth of the facts, and I, therefore, recommended to the legislature in my report that this commission should be appointed and report to the next General Assembly. The commission, however, could not do more than establish the facts I have named above, except to go into greater detail. Many of the most popular and best school books used in Georgia to-day are being bought by the children of Tennessee, North Carolina, South Carolina, Alabama, Louisiana, Texas and Virginia, at prices much less than those paid by the children of Georgia. For instance, Baldwin's Readers are adopted at a reduced price in Alabama; Maury's Geographies and Hansell's History are adopted at greatly reduced prices in Alabama, Louisiana and North Carolina j Wentworth's Arithmetics are adopted at greatly reduced prices in Tennessee and South Carolina; Hyde's Grammars are adopted in North Oarolina and Louisiana and some other States at much less prices than those paid by the children of Georgia. I could go on and enumerate other books which are well known and popular in Georgia, that are used in surrounding States and sold at much cheaper prices than the children of Georgia have to pay. Some of the books adopted in these States are special editions, or perhaps have special bindings, but very many of them are the regular standard editions of the text-books, page for page, word for word, with exactly the same binding and same paper as those used in the State of Georgia; and the State boards in these States have, in every instance, I believe, had the option of adopting books bound in cloth or hoards, and when they have taken board bindings it has 2880 18 been because of the fact that they could get them much cheaper~ and tbat tbe books were practically as good. I wish to say bere, however, that I do believe tbat it is just and rigbt for your bill to exempt the local systems in tbe State tbat levy a local tax for tbe support and maintenance of their scbools,_ and tbis should apply equally to cities, towns and counties. In tbe county system of scbools all the money they receive to operate the scbools comes from tbe State. 'rbe county boards of edu-cation are commissioned by tbe State, the county school commissioner stands an examination prepared by tbe State and is commissioned by the State; every teacher in tbe county scbools stands an examination given by the State, and receives his license from tbe State. This is not true of tbe cities and counties tbat levy a local tax. The boards of education in the local systems are purely under local control. The board members do not get tbeir commission from the State, the superintendents do not stand examinations prepared by the State, but are elected by local boards on such examinations as they may choose to give ,them, if any; theteachers in the local systems are examined by the local superintendents and licensed by thffin and the State has nothing to do with;it. The bulk of the money used for supporting the schools of these local:systems)s raised by local taxation,land the State should not dictate to them in these matters. The local systems of Georgia, however, should have the advantage of the prices of the State adopted books, if they choose to use them. Any community that has sufficient mterest in the cause of education to levy a local tax to support a local system of schools for eight months in the year, as provided for in your bill, should have special privileges and should be exempt from the operations of a general la w on this subject. State uniformity will not only greatly cheapen prices of schoo I books in Georgia, but will confer many other benefits. It will do more to unify the work of the schools in the State than any oth~r one thing. It is impossible for the Department of Education to make out or recommend a course of study suitable to the different counties or sections of the State. because of the fact that thedifferent counties use different books; and it is impossible to make out a course of study tbat could be followed, unless it is, based on certain specific text-books. State uniformity would be of untold advantage to the teachers of the State. The Department ofEducation in preparing questions. for the examination of teachers finds great difficulty in preparing questions that will be suited to teachers in the different counties. As is well known, teachers standing the examination prepared for it, and tries to frame their answers from the books used in, 19 their respective counties. As the various counties have differ- ent books, you can see what great disadvantage a majority of the teachers in the Atate have in standing these examinations. If one series of books could be used throughout the entire State the questions for examinations would be uniform, and no teacher could fail in the examination because of not understanding the question, for the teachers' examinations and the general course of study for all the schools in the State would be based on the same books and better results would be secured all round. There are a number of other reasons in favor of the passage of your bill, but most of these have been developed in the discussion of this question and are well known to you and to the people of the State. I have read the bill which is pending, and I believe it contains the best features which I find in the laws of other States where conditions are similar to the conditions in Georgia. I am yours very truly, W. B. MERRITT, State School Commsssioner. COURSE OF HTUDY. The order in which the common school text-books should be taken up, the exact number of pages each class should master, and some suggestions for supplementary work are given in the Course of Study which is printed on pages 34 and 35. This definite plan of work has been eagerly received by the county superintendents and teachers. It enables us to make the work more systematic, gives teachers and parents a standard to measure the progress of pupils and makes it possible for the school officials of the county to keep a record not only of attendance but al90 a record of the studies and the standing of eV8ry child enrolled in each county. Teachers and pupils, knowing that a definite task has been assigned and that the work at each school will be compared with the other schools, will be stimulated to do their best work. In rural schools which do not have a Course of Study it often happens that some studies are stressed too much, while other branches which the law requires to be taught are neglected. Certificates will be given to all pupils who complete the 20 , Common School Course in all studies a:nd make an average of 80 per cent. in their examination. These pupils will then be prepared to enter a high school, and such welltrained students will eagerly continue their studies if a high school is accessible to them. SCHOOL LIBRARIES. Any legislation that encourages the establishment of school libraries will greatly aid in arousing interest of pupils and parents not only in regular school work but in other subjects which tend to awaken thought, develop character and make high types of citizens. At the recent meeting of the County School Commissioners in Dublin the following committee was appointed to select a list of books for rural school libraries: L. B. Evans, Richmond county; J. M. Collum, Schley county; J. M. Pound, Bibb county; B. S. Fitzpatrick, Twiggs county, and J. T. Smith, I ..aurens county. THE SCHOOL CENSUS. In accordance with the law requiring an enumeration of the school population once every five years, the school census was taken in 1903, the census prior to tbis having been taken in 1898. The Jaw permitted an estimate to be made for the census of 1903, but careful estimates based on the United States census of 1900 showed that it would be impossible to make estimates that would prove satisfactory to the school systems of the State, and that would provide a just basis for the distribution of funds for the five years ending in 1908. As you are aware, the funds for the next five years will be apportioned in accordance with the census taken during 1903. This census shows that the growth of the school population of the State was not so large as for the five years from 1893- to 1898. The total school population as shown by 21 tables printed elsewhere in this Report is 703,133. Of this number 365,570 are whites and ~37,563 are colored. The whites have increased in number since 1898, 24,019 ; and the colored, 18,214; the per cent. of increase being 7.3 per cent. for the whites, 5.7 per cent. for the colored and 6.3 per cent. for both. From 1893 to 1~98 the per cent. of increase was 8 per cent. for the whites, 10 per cent. for the colored, and 9 per cent. for both. You will note that the per cent. of increase among the whites for the period of five years ending 1903 is larger than the per cent. of increase (orthe colored; for the five years ending in 1898 the per c!=lnt. of increase of colored children was greater than the per cent. of increase of white children. During the past five years the number of illiterates has decreased. The total number of illiterate children in Georgia, between ten and eighteeu years of age, is 13,539 whites, and 38,262 colored, making a total of 51,801. The decrease for the whites was 9,378, 7.3 per cent.; for the colored 22,437, 11.3 per cent. ; the total decrease for the State being 31,815, 7.3 p~r cent. For the five years ending in 1898, the !decrease for the whites was 6.7 per cent. and for the colored 18.9 per cent., the total being 12.6 per cent. Of the school population of the State 7.3 per cent. are illiterate, the percentage in)898 being 11 per cent. It is hoped that the number of illiterates will be considerably reduced during the next five years, and that the next school census and the next census by the United States Government will make a gratifying showing regariling the decrease in number of illiterate children and illiterate adults. The cost of taking the census was $23,618.89, the cost in 1898 being $22,019.00. I call your attention to the statistical tables relative to the N um ber of Schools, Location and Value of Schoolhouses, Infirmities, and Attendance. Under the last head it would appear that there were in Georgia only 126,_ 22 039 children who attended school more than five months during 1903. This is a little less than ] 8 per cent. of the school population and one of the problems that confronts the people of Georgia to-day is that of offering:to more children of the State a school term covering more than 100 of the 365 days in the year. ANNUAL MEETING OF COUNTY SCHOOL COMMIS SIONERS. I reget that the stenographer's report of the Annual Convention of the County School Officials has not reached me in time to be inserted in this report. Gredt interest was taken in this meeting by the citizens of Laurens county. Each session of the Convention was well attended by them, they took part in the discussions, and in many ways showed their kindly interest and hospitality. I print elsewhere in this report the program of the Convention. The subjects discussed were well haudled, and the interest manifested by our County School Officials proved that the meeting was a very profitable one to them. The Convention approved unanimously the, proposed amendment which the General Assembly enacted last year in regard to a modification of onr present law in regard to local taxation in counties and school districts. AMENDMENT TO CONSTITUTION ENDORSED. Mr. Jas. T. Smith, of Laurens, offered the following resolution, which was adopted: " WHEREAS, Atthe general election in October, 1904, the question of tile ratification of the local taxation amendment for school purposes is to be submitted to a vote of the people of the State; and "WHEREAS, In our opinion the ratification of said amendment would be of incalculable advantage to the cause of education in our State; therefore be it 23 " Resolved, That every County School Commissioner in Georgia -and every Board of Education in the State be reqnested to use -every legitimate and just means in their power to inform the masses in their respective counties in reference to the ratification -of said amendment, and to urge the people to go to the polls and vote for the ratification of the same." Mr. Duggan, of Hancock, offered a resolution, which was ;adopted, to petition the next General Assembly of Georgia to amend the law so as to allow the districts or 'Counties to vote on the amendment immediately after it passed, should it pass. The following extracts from the annual address of the State .school Commis5ioner are printed as reported in the Macon Telegraph: Commissioner Merritt, after discussing the local tax amendment, congratulated the County Superintendents on the progress of the school work as shown by recent reports from the several counties. There were 237 schoolhouses built last year. This does not include the school buildings ereoted in the territory of the local school systems. The average value of these 237 schoolhouses is $409.64. Local systems built 14 school build;iogs; average cost, $7,415.50. The number of illiterates has been decreased in five years 31,815, yet we have 51,801 illiterates between 10 and 18 years of age. About one-third of these are white children. This total number of illiterates is nearly equal to the entire school population of seven counties as large as Laurens; our illiterates number more than the entire school population in sixteeen counties the size of Twiggs county (and TwiVgs seems to be a county of average size); the school population of the Fifth Congressional District, exclusive of the school population of local systems, is about one-half the Dumber of illiterates in Georgia. Do not these figures appeal to you? Let us resolve to work with renewed energy, let us bring to our assistance all the forces at our command, and if we are impressed with the great need of the work, all these forces will be harmonious and effective. The recent school census shows an increase in school population '0' 42,237. We now have a school population of 703,177, with an apportionment of only $2.258 per capita. The school census of 1898 showed a decrease in illiteracy of 30,911 ; the recent school census give the decrease in illiteracy as .31,815. Since the school population has increased 42,263 there is a 24 decrease in the per cent. of illiteracy. Reducing the per cent. of illiteracy !s a result upon which the school officials, teachers and patrons may congratulate themselves, but we have been inclined to attach undue value to the work merely of reducing' or eliminating illiteracy. One of the best tests of the efficiency of the common schools is the number of pupils who have advanced far enough to secure education sufficient to be of some real value in their life-work. The comparative number of pupils who pass through the common-school studies will best show what work the counties are doing in the way of common school education. In several counties reports indicate that very few pupils have passed beyond the fourth reader classes. Let us not only cOJ;igratulate ourselves the decrease in illiteracy, but let each county set to work and have as many pupils as possible complete the course of study. The wise farmer will not content himself to know that the seed of his planting have germinated and the tiny plants have peeped np above the soil, but he cultivates carefully until he is sure of the harvest. The County Superintendent's books should show not only the number of days each pupil has attended school, but also his standing in every study. This record is kept in local systems. The work of the rural schools will never be done on business principles till this record is kept. When parents, teachers, school officials and grand juries can see the record of each pupil's work, the revelation to some will be painful. Some one has suggested publicity as a cure for the evils inflicted by trusts. Such publicity as indicated above will arouse teachers, parents and pupils. Our uniform examinations for the schools of the State will test and stimulate the work of pupils. We must be able to show thetaxpayers of the State that we are getting definite results and the best results possible for the children of the ~tate. Records: should be accessible which show the progress of every child in every study, and when he has completed the common-school course he should have a certificate which will admit him to any high school. Dr. .T. M. Rice, editor of The Fbrum, has done a great service to education in the United States by his researches in educational work. He has found that there was waste of time and poor results in certaiuschools and in certain studies in schools where the Superintendents and Boards of Education did not know the actual conditions. We must raise our standards and get good results. The future citizens of the State and of the United States should have nothing less than the best that we can give them, and for their sake we must keep up with the progress of education in other States. The 25 standards of school work everywhere are being raised. Courses of study in high schools, colleges and technical schools are moving along similar lines of progress. Let us carefully waVch the educational progress of the day, let us prepare our pupils not only for high schools'and colieges, but let us see that their elementary training is such that it will help them in the battle of life. A Georgia congressman recently told me that when he was trying to secure government positions for applicants from this State, he visited the heads of departments at Washington to urge these appointments, and was humiliated by finding that the examination papers of so many were miserably deficient. I shall try to ascertain from him what counties these applicants li'!:e in, and report to the County School Commissioners. Such facts may help him stimulate the interest of his pupils in school work. I have recently had the privilege of attending a meeting of the State Superintendents of Schools of the ~outhern l::ltates. The discussions at this meeting and the reports of the Superintendents hav.e been an inspiration to me. I have sent copies of the school laws of many States to the Legislative Committee which meets May 11th to consider some revisions in the school laws of this State. I have requested this committee to meet on a date succeeding this convention. I hope to take your suggestions for the consideration of this committee. There has been a recent increase in the appropriation for common schools in all of our Southern States. In Tenuessee the term has been lengthened one month. Mississippi and North Carolina, appreciating the value of supervision, have increased the salaries and enlarged the duties of County Supervisors. Georgia must be more liberal in the matter of salarit's of County School Commissioners. About 25 per cent. of these officials have recently retired from service. Nearly all of these have expressed to me a deep and abiding interest in the schools and continued loyalty and co-operation to the cause of education, but the salaries in other lines of work have induced them, I might say compelled them, to accept other work. The County Treasurer in North Carolina now relieves the County Superintendent from paying out school fnnds. The County Superintendent in North Carolina must have experience in teaching, and have a liberal education. In Tennessee the County Superintendent who has made an average of 90 per cent. in the examination is exempt from subsequent examinations. A woman 21 years of age and otherwise eligible may be elected to the office of County Superintendent of Schools. In several Southern States there is a great library movement. South Carolina has recently secured an excellent library law, and has 26 one of the best library lists I have seen. The I::ltate library fund contributes $10 to any school library when the patrons have contributed $10. Several States are doing some work in the matter of consolidation. In Tennessee the, minimum school population of a district is 70, yet schools must be located so that no pupil is required to walk more than two and one-half miles. Superintendent Mynders states that this new law has discontinued 1,200 small and unnecessary schools. The Alabama law for the examination of teachers' papers by a State committee, and their excellent district agricultural schools are worthy of our study. We sometimes have trouble in securing grounds for school buildings.. North Oarolina has solved this problem in permitting county boards to have the same right which we give railroads of securing the location most suitable, and paying for such location a reasonaLle price. It gives me great pleasure to state to you that the uniform textbook laws which are enforced in nearly every Southern State, are highly satisfactory so far as I have been able to learn, to patrons, teachers and school officials. We are glad to have with us Superintendent O. B. Martin, of South Oarolina. His report of the work of that State will be an inspiration to us. Our State as a whole compares most favorably with her sister States. S.everal communities in Georgia are planning advanced work. They need not only money with which to build, but they need guidance, co-operation and sympathy. I hope you will get many suggestions from this meeting that you may carry home and use in your work. Then, too, I trust you will take home a greater zeal for your work. Several institutions of learning in the West have hesitated to accept gifts from wealthy donors. I have not heard of any of these symptoms in any of our Georgia schools. We want donors to know that we will accept all donations. While you may not be able to contribute large sums of money, you can give what is better-consecrated service to the ,training of the children of Georgia. Do not be discouraged. No love, no labor, no good deed is ever lost. Its influence abides on the earth, and ascends heavenward as vapor from a fountain which will return some day, somehow j perhaps as water, purified drops of rain; perhaps we may behold it in the bow of promise, ()r wafted bark to earth in the transformed and beautiful crystals ()f snow. 27 AROU.::lING SENTIMENT. The Educational Campaign Committee, whose work is somewhat indicated by the "Address to the People of Georgia," published in this volume, has succeeded in aroueing interest in education by issuing educational literature, educational rallies, and by sending speakers to address the people on court days and on other occasions. It is gratifying to know that our most thoughtful citizens will consent to turn aside from their urgent business and talk to the people about the education of their children. All these speakers are advocating the necessity of ratifying the local tax amendment to our Constitution. When the people of a community are united, and the sentiment of the community is favorable to good schools, such communities will have good school facilities even though the burden, falls heavily on a few. There are some rural districts and towns in Georgia which gives us shining examples of what a community can do when its people are united on the school question, and value good schools, and want their children to have an education. Some e"xcellent work is being done in rural schools by means of consolidation. Several County School Commissioners report that the work is greatly retarded in their {Jounties because schoolhouses are located too close together, sometimes within a mile and a half or two miles of each other. Permit me to call your attention to the circular printed eleewhere in this report, "T he Boys' Industrial School in Floyd County." The curriculum of this school, like that of the other model schools of the State, the schools of Hancock county, aud many of the local systems, provides excellent courses in manual training. This school is a great power for good throughout many counties of North -Georgia. Boys who otherwise have no opportunity are here receiving excellent training, and are going out from 28 this school to create among parents of their respective communities an appreciation of the value of education, and to inspire in hundreds of other boys, who are now hopeless and indifferent, a desire to have such training as will fit them for the duties of life. REVISION OF SOHOOL LAWS, A special committee from the General Assembly wae appointed last year to consolidate and suggest some revisions of onr School Laws. This committee is as follows: From the SenateHon. P. H. Comas. Hon. E. H. McMichael, Hon. Paul Turner, From the HouseHon. J. N. Holder, Hon. Julian B. McCurry, Hon. W. L. Bell, Hon. Emmett B. Owen, Hon. W. E. Steed, and the State School Commissioner. This committee have carefully studied the laws of other States, and tried to harmonize the present school laws that are conflicting and inadequate, and will present their report in the form of a general and complete bill, including all recommendations that seem proper to be made at this time to the General Assembly. OONCLUSION. In conclusion I would say that the greatest force we have to wield must be expended in the cultivation of the moral nature of the child. It is a great truth well expreseed that" there are greater obstacles to be overcome than those created by the necessities of the earth and the fetters of social life, and the amelioration of outward cir- 29 cumstances will: be the effect but never can be the means, of mental and moral improvement." In the French Revolution all the trammels which had been considered as the causes of human degradation were removed,. and the eman cipated slave combined the vices of the tyrant with those of his former condition. The power to rule one's self must be imparted from without, and the teachers of our land have the honor to become forceful agents in this regeneration of mankind. Respectfully, W. B. MERRETT, State School Commissioner. 30 TO THE PEOPLE OF GEORGIA. AT AN EDUCATIONAL CONFERENCE HELD IN AT'LANTA, AT WHICH GOVERNOR JOSEPH M. TERRELL PRESIDED, THE UNDERSIGNED COMMIT'rEE W AS APPOINTED TO PREPARE AND PUBLISH THE FOLLOWING ADDRESS. To the Peuple of Georgia: It is self-evident that in a democracy the intelligence of the people is a necessary condition of good government. For this reason the State undertakes as a means of self- protection the work of public education. Our forefathers accepted and acted on these principles. Immediately fol. lowing the Declaration of Independence and the institu- tion of a democratic gov~rnment, they provided in the first Constitution of the State, that of 1777, for the estab- lishment of a public-school system. In 1785, speaking through their legislature, they declared that the" prosperity and even the existence of the State" can be secured only i by "religion and education." During the 127 years that have elapsed since our first Constitution, the record of Georgia in behalf of public education, considered in the light of conditions that have existed, has been honorable; but the time has now come when a forward movement is imperatively demanded by our interest and by our duty. It is not more certain that in past ages Force was domi- nant than that in these latter times Intelligence rules. In the competition among inations, the most intelligent will have the mastery; in the competition between sec- tions, the best educated will have pre-eminence; in the 31 competition llmong individuals, the man most highly trained will be the most sure of success and the best equipped for usefulness. For these reasons the intelligence and conscience of the State will be satisfied with nothing less than a perfected system of public schools where all the children of the commonwealth, regardless of condition in life or circumstance of fortune, may have an opportunity {or the development and the training of the capacities with which their Creator has endowed them. In comparing the status of public education in Georgia with that of other States in the South, it is pleasant to escape the humiliation of being at the bottom of the list in the matter of illiteracy, and in the inadequacy of resour0es we have provided for what Thomas Jefferson called the" crusade against ignorance"; but we are too near the bottom of the list to satisfy a just and worthy State pride, and it is regretable (to say nothing of negro illiteracy) to know that the white illiterates in Georgia exceed the total. aggregate white population of Atlanta, Savannah, and Augusta combined. In contrasting the status in Georgia with the expenditures for public education in the North and West, the partial self-congratulation of the first comparison disappears in the tremendous advantage which those States maintain. Elaborate statistics are wearisome, but it is well for Georgians to ponder the facts suggested in a single condensed statement: In schools in Georgia taught by teachers whose averagesalary is only $27.00 per month, we are teaching only sixty-one per cent. of the enrolied school population; giving the children in actual attendance less than six cents wortp of education per day for an average of only one hundred and twelve days in the year. In the State which gives most largely to public education, the productive wealth of each inhabitant is $260 per annum. In Georgia. it is less than half of this snm. 32 How are these conditions to be improved? We believe that the people of Georgia are both patriotic and intelli- gent enough to improve them, if they are free to do so; but they are not free. The resource for the betterment of our inadequate educational system is in local taxation sup- plementing the general State fund; but the Oonstitution of 1877 abridges and virtually denies to the people the right of local taxation. So many restrictions are thrown around the procedure, so oppressive are the requirements, so une- qual are the terms of submission of the question to the people that their hands are tied. Under the existing law the recommendations of two grand juries must be obtained, and in the elections it is necessary to the success of the local measure to secure two-thirds of the qualified voters of the county. The effect of this is to count against the measure all the absent voters, all the voters providentially hindered from voting, and even those who may have removed from the county but whose names appear on the qualified list. The proposed amendment relieves the procedure of these oppressive requirements, but it is important to note that the amendment is itself highly conservative in that it require~ a two-thirds majority of the persons voting in the election. This amendment will be submitted to the people at the next general election in October, 1904. We believe that the people can be trusted; most of all, they can be trusted not to tax themselves too heavily. The amend- ment in effect merely restores to the people the right of local option in taxation. In view of t.hese plain propositions and the momentous importance of the public interests involved, the educational conference held at Atlanta as above stated makes, through the committee, the following declarations: (In rural schools the average length of the school term for each child enrolled is about 62 days; and for each child of school age ,the average is about 42 days.-Ll\test Annual Report S. S. C.) 33 1. We appeal to the people to adopt the Constitutional amendment reclaiming for themselves the right of supplemen tary local taxation to be exercised in those communities that desire it in accordance with the democratic pIincipIe of home rule. 2. We declare ourselves in favor of advancement in our educational system; better training and payment of teachers; expert school supervision; lonp;er terms; the consolidation (where practicable) of weak and scattered Echools into strong and more efficient organizations; the improvement of schoolhouses and grounds. 3. Realizing the strong devotion of the women of the State to the welfare of the children, we appeal to them to organize S0hool Improvement Societies in every county and locality, and to aid by their influence in the accomplishment of the obj.ects outlined in this address. 4. We invoke the aid of the great agencies, the pulpit and the press; we recommend that the friends of the school hold educational rallies in all the counties of the State, an~ we invite the co-operation of all good citizens in this effort for the intellectual, industrial, and moral elevati,on of the citizenship of the future. WALTER B. HILL, WARREN A. CANDJ,ER, HOKE SMITH, W. B. MERRITT, W. J. NORTHEN, M. L. DUGGAN, Committee. Ssse 34 COURSE OF STUDY FOR THE Books Adopted by the State School Book Commis- - READING. WRITING. ARITHMETIC. ENGLISH LESSONS AND GRAMMAR. FIRST READER CLASSES. Wheeler Primer, Holkln Primer. (Primers optional.) Graded Literature First Reader. Graded SECOND READER Literature Second Reader. CLASSES. (Supplementary readinr optiona .) Copying Words and Sentences on Tablet or Slate. Counting and writing num- bers to 100. Simple work in Addition and Snbtraction. Errors in Speech corrected. . Roudebush Writing System: Book 1. Bacon's Primary and Sentence writing. Intermediate Errors in Speecll Arithmetic corrected. to page 81. THIRD READER CLASSES. Lee Reader: Book Three. (Supplementary reading optional.) Roudebush Writing System: Book 1. Hyde'S Bacon's English Lessons: Primary and Part One. Intermedia te to page 71; Arithmetic Part Third, to page 143. beginning on page 185. Lee Reader: FOURTH READER Book Four. (Supplemen tary CLASSES. reading optional.) Roudebush Writing System: Book II. Bacon's Primary and Intermediate Arithmetic completed. Hyde's English Lessons: Part Second, Part Third. FIFTH READER CLASSES. Lee Reader: Book Five. (Supplemen tary readlDlI: optional.) Roudebush Writing System: Book II. Wentworth's Practical Arithmetic to page 148. Reed & Kellogg's Graded Lessons in EngliSh (Edition of1901) to page 157. SIXTH GRADE CLASSES. Evans' History 01 Georgia completed. (supplementary readin~ optiona .) Roudebush Writing System: Book III. Reed & Kellogg's Wentworth's Practical Arithmetic to page 223. Graded Lessons in English (Eaition 1001) completed; review entire book. Peterman's Civil SEVENTH GRADE Goverment. Part I. CLASSES. (Supplemen tary reading optiona1.) Roudebush Writing System: Book III. Wentworth's PractIcal Arithmetic completed. Review above book, or Buehler's Modern English Grammar. EIGHT;H GRADE. In schools having High Scbool departmen ts studen ts sbould now ology, Latin, Algebra, PhysIcal Geogra- The Roudebush System 01 Penmanship includes three styles of writing: Vertical, ThIs Course of Study indicates the order in which the text-books should be studied. each of the Fourth, Fifth, Sixth and Seventh divisions may require eight, nine or ten 35 COMMON SCHOOLS OF GEORGIA. sion for Five Years, beginning January J, J904. HISTORY AND CIVICS. SPELLING. GEOGRAPHY. PHYSIOLOGY. AGRICULTURE. Stories told by the Teacher. Words from thp Reading Lessons. Oral Reproduction of Stories. Branson's 8ppller, Book I. to page 40. Written ReproDuction of Stories. Branson's Speller, Book 1. to page 70. Oral Work in Nature Study. - Oral Work in Nature Study, Home Geography, etc. Training of the Five Eenses. Beginner's History of Our Country. Evans' History of Georgia to page 180. Field's History of United States to page 214. Branson's Speller, Book I. completed. Swinton's WordBook. to page 43. Frye's Elementary Geography to page 87. Frye's Elementary Geography completed. Lessons on Solls, Proper Care and Training of the Body; Food and Digestion. Rocks and Mineralso Germination of Seed; Varieties, Growth, Care and Uses of Trees. Habits and Treat- ment of Animals. Fruit Trees: Budding andGrafting. Hutchison's Insects of Field, Lessons in Orchard and GarPhysiology den. Have pupils and Hygiene. display models and draWings of farm implements. Swinton's Word Book to page 91. Frye's Higher Geography to chapter 68, pafie 106 and eorgi .. Supplement. Application of Laws of Hygiene. Physical CUltUre. Hunnicutt's Agriculture for the Common Schools_ Field's History of United States completed. Peterman's Civil Government (Georgia Edit'n) Part 1. and II. SwInton' WordBook completed. Frye'" Higher Geography Completed. Review pages . 1 toS3. Use TopIcal Index page v. Conn's Elementary Physiology. SlmpIe Experiments in Physics and Chemistry. Chemistry of Cooking. take up Rhetoric, English Literature,Milne's Standard Arithmetic, Coleman's Physiphy, General Hbtory, etc, and review Buehler's Grammar. Semi-slant and Slant. Anyone of these styles may be used. 'l'he time required to complete each division of the work will vary. The work in months. 36 PROGRAM OF ANNUAL MEETING OF COUNTY SCHOOL OFFICIALS OF GEORGIA. DUBLIN, GEORGIA, MAY 3, 4, 5, 1904. Executive Committee. W. B. Merritt, Chairman, Atlanta. T. H. Dozier, Athens. J. W. Henley, Jasper. J. H. Gary, Nashville. M. L. Duggan, Secretary, Sparta. TUESDAY, MAY 3D. 4:30 P. M. 1. Devotional Exercises-Rev. E. H. McGehee. 2. Song: America. 3. Address of Welcome-C. A. Weddington, Esq. 4. Response-John W. Henley, C. S. C., Pickens County. 5. Annual Address of State School Commissioner- W. B. Merritt. 8:00 P. M. 1. Address-County School Administration-Superintendent O. B. Martin, of South Carolina. 9:00 P. M. 2. Reception by Citizens of Dublin at New Dublin Hotel. Local Committee. Dublin Board of Trade-H. G. Stevens, J. S. Simons, Jr., and J. M. Outler. City Council-W. P. Schaufele, J. J. Jordan and W. JJ. Stanley. 37 City Board of Education-A. P. Hilton, J. T. Smith and W. R. Lanier. County Board of Education-J. T. Smith. WEDNESDAY, .MAY 4TH. 8:00 A. J\I. 1. Devotional Exrrcises-J. W. Smith, C. S. C., Tattnall Uounty. 2. Song-Joy to the World. 3. Co-operation of Superintendent, Teachers and Pa- rents-Wade H. Wood, U. S. C., Washington County; E. W. Childs, C. S. C., Randolph County. 4. Some Hindrances to School Work Found by Superintendent While Visiting Schools, and His Suggestions for Removing or Overcoming These Hindrances-R. C. Sanders, C. S. C., Pulaski Connty; G. W. Smith, C. S. C., Houston County; B. S. Fitzpatrick, C. S. C., Twiggs County.; F. L. Florence, C. S. C., Morgan County. 5. County High Schools-J. S. Stewart, Agent University System. 6. The Ratification of the Local Taxation AmendmentW. H. Cobb, U. S. C., Franklin County; Robt. L. Paine, C. S. C., Walton County; Stanley S. Bennett, C. S. C., Brooks County; Geo. W. Williams, Esq., Dublin, Ga. 7. Revision Needed in Schools Laws-General Discus- SiOn. 3:00-6:00 P. M. 1. Boat Ride on Oconee River. 8:00 P .M. 1. Memorial Exercises: (a) In Memory of S. E. Lewis, late C. S. C. of Clay County-Eo R. King, C. S: C., 38 Clay County; J. J. Beck, C. S. C., Calhoun County. (b) In Memory ot F. J. Johnson, late C. S. C. of Muscogee County-J. M. Moon, C. S. c., Mus- cogee County; C. N. Howard, C. S. C., Chattahoochee County. 2. Supervision-Lawton B. Evans, Supt. Richmond County. THURSDAY, MAY 5TH. 8:00 A. M. 1. Devotional Exercises-F. J. Dodd, C. S. C., Campbell County. 2. Song-Guide Me, 0 Thou Great Jehovah. 3. The Newspaper as an Aid in Supervision-Jas. A. Bagwell, C. S. C., Gwinnett County; Geo. D. Rucker, C. S. C., Milton County; Melvin Tanner, C. S. C., Coffee County. 4. Grading the Rural Schooh:-W. T. DickerE'on, C. S. C., Clinch County; J. M. Clement, C. S. C., Fannin County; H. A. Wilkinson, C. S. C., Terrell County; T. H. Robertson, C. S. C., Hall County. 5. Manual Training and Domestic Science in Rural SchoolE-Miss Emily Wilburn, Director Manual Training, Hancock County; Miss G. L. Thursby, Model School, Danielsville. 6. Wholesome Culture-Mrs. G. A. Alexander, Teacher of Philosophy and Pedagogy, Brenau College. "r 7. Address-Rev. M. A. Jenkins, Dublin, Ga. 8. Song-God Be With You Till e Meet Again. It will add much to the interest and profit of the session if the members of the convention will bring for exhibition some samples of school work. [Tbe &tenographer's report of the Annual Convention of 'County School Officials has not been received and can not be printed in full.] 39 CONDENSED REPORT OF THE SPEECH OF JOSEPH S. STEWART OF STATE UNIVERSITY AT COMMISSIONERS' MEETING. I believe in Georgia and in the education of all her people. So great is the work of educating a generation, fitting it to shoulder the burdens and solve the problems of life, that no State can leave this greatest duty to chance, or private generosity or the enthusiasm of the few. These may initiate an institution, but law, organization and endowment can alone make it permanent. It must not be the work of a part of the people, but all must share equally in the responsibility. Through their representat~ves laws must be enacted, a well rounded-system of education devised and permanent support provided. Public education is not charity but the highest expression of civic duty. Georgia was the first of the States to embody in a charter to its university the principle of the necessity of the proper education of its citizens in order to preserve a democratic state. The plans outlined over a hundred years ago have never been completed. We have a common-school system extending over a course of seven years and a university system ,fnrnishing higher training, but between the two there is a gap of at least three years training. 40 ~ J s { i ! J ! '~" . ~ .~ r~ 1 '<" j u ....... <::> <::> ~ C.> (J) ->::: ~ ~ "'" ....; c:i Z Eo< ~ -< ~ 0 ~o ~~ o V Chart number one is designed to show this gap. Thousands of boys complete the common-school course and seenothing ahead are satisfied and begin life poorly prepared for its duties. Others, having heard of the college and its valuable training, seek its doors only to find a great gap of unpreparedness between, with no school in the county J 41 to help them. The majority become discouraged and take some short cut into business. Much has been done on the part of the various denominations to establish sectarian high schools; private high schools are doing what they can, and the cities under local taxation have done well; but all these have proved wholly inadequate. Chart number two shows the high school situation in Georgia for the year 1902. It was made from statistics obtained from advanced sheets of the report of Commissioner W. T. Harris. It shows that the non-sectarian schools are teaching 85 per cent. of the high school students, -and the local systems, which are confined to the larger towns, 58 per cent. of the entire enrollment. It shows that the females are in majority, coeducation is the rule, and that only 16 per oent. are taking a regular classical or scientific course. Only 8 per cent. graduated in 1902. While 161 per cent. of the entire population was enrolled in the common schools, only one-half of one per cent. attended a high school. The courses pursued were generally of a nondescript character, preparing well for nothing. This is shown by chart number three. It is a very interesting exhibit and clearly shows the need of properly grouping the studies for a high school course. The experience of other States and countries and of our own state shows that we must look to public high schools to furnish secondary education to the people. Chart number four shows the growth of public high schools since 1865. At that time there were about forty such schools. In 1903 there ,were nearly 7,000, with an enrollment of over 550,000 pupils, while the private high schools have not increased during the same period. I am convinced that there should be at least one public high school in each county to which the students complet- Pub/IC Pnvale and S~tanon f/;r;h Schools NSonedS'eocnlaannoSncShcohoolosls~. !Von-Sedorlan PupIls PublIC b12S Pm/ote :2.885 Oec!orlonhpl)s 1.<"1 Bap'lIst 700 .- MdHC S.ovth Presbyterian .- -_.- Con'lreyatlonal /Iorlhem Methodls! ... Calholtc female hjJlls Mole PII}J;/S Co.- educo/IOIlO! Boys Only Girls Only Class/ca I ..I SClentlpc I Gradl/ates I a be. a-!l] ComomSchools "I>" IJI!.rt),S/,oo)s (l{)5% r.c;q)kC7e .002? d PO/II/alton Of CeorflCl OHART No.2. d- Oul of ochool 82.81- 43 ing the seven-year common-school course, as prepared by Commissioner Merritt, may go. These schools should be supported largely by the community in which they are 10chool selected by the commis::lion which will best meet the requirements of the commission in curriculum, equipment, management, provision for boarding students from the conntry and scholarship of the faculty. The selected high school would become an accredited high school of the University system, subject to inspection. The plan would assure a high school in each county; it would prevent loss of time in the rural schools and concentrate the high-school work so that it could be done successfully. The sum would be sufficient inducement for acceptance by 46 any progressive Icommunity, when the prestige and added boarding students are taken into consideration. It will develop self-help on the part of the communities and knit the parts of our educational system together, carrying out the original plans of our fathers. May the next five years see the development of our high-school system. Show [ n 9Of Grow t h Pubhc and Prwate Hzgh Scoots )foschoolsllS '7000 1865-1901: 135; t"ncrea Sf VSO'bII S udents. 6nnn I <'nnn / V "nM ,j 'nnn )JV ------- ?nnn ~ Innn V V __ 7 Prl ~ L... ~... 18&5 70 75 80 B> 90 .............~1690 students 00 ". "-1' CHART No.4. Coll~ e Ind.lJstri ,L ~~4=\;==~=d===""IndlJstrlal. OHART No.5. 48 PROGRAMME GEORGIA EDUCATIONAL ASSOCIATION. MONDAY, JUNE, 20, 1904, 8: 30 P.M. Music by Orchestra. Annual Meeting of the Board of Directors. Annual Meeting of the Board of Trustees. Social Session. TUESDAY, JUNE 21, 1904, 9: 30 A 111. Devotional Exercises. Music by Orchestra. Appointment of Committees. Paper-" I\.griculture in Public Schools," Prof. M. M. Park, Milledgeville. Paper-Supt. C. K. Henderson, Jr., Carrollton. Music. "The Ratification of the Local Taxation Amendment "-Discussion led by M. L. Brittian, Atlanta; W. B. Merritt, Atlanta, and others. Paper-" The Place of Technical English in a Course of Study," Miss Pearl Stephens, Macon. 3: 30 P.M. Paper-Subject selected, Miss Celestia Parrish, Athens. DEPARTMENTAL MEETINGS. Department of Supervision,W. F. Slaton, Atlanta. Department of Manual Training, M. L. Duggan, Sparta. Department of Colleges and High Scbools, Chancellor Walter B. Hill, Athens. Department of Pbysical Culture, Dr. Theodore Toepel, Atlanta. Department of Primary Schools, Miss Jessie M. Snider, Milledgeville. TUESDAY, 8: 30 P.lII. Music by Orchestra. Paper-Dr T. E. Oertel, Augusta. Address-Hon. Pope Brown, Hawkinsville. WEDNESDAY, JUNE 22, 9:30 A.M. Exhibition of School Work, in charge of Miss Emily Wilburn, Sparta, Miss G. L. 'rhursby. Danielsville. Class Work by Pupils, C; G. Looney, Fairburn. "Correlation of Higher Education to Lower Education," W. H. Kilpatrick, Mercer University. "Why Should we :::ltudy History'?" Edgar H. Johnson, Emory College. "County High Schools," J. S. Stewart, University of Georgia. WEDNESDAY, 3: 30 P.M. Music. H Should the Supervisors of Schools be Elected for One Year or Five Years?" General discussion. Report of Committees. . Election and Installation of Officers for the Ensuing Year. 8:30 P.M. Music by Orchestra. Address-"' The Weather Bureau and its Relation to Agriculture," Hon. J. B. Marbury, Weather Bureau Department, Atlanta. 49 tlUPREME COURT DECISION REGARDING SCHOOL DISTRICT. BARBER et. at. v. ALEXANDER et. at. (Supreme Court of Georgia, May 12, ]904.) School Districts-Uniformity-Extent-Constitutional Law. 1. The Constitution preserves local school systems as they existed in 1877, and permits municipal corporations and counties to establish and maintain public schools in their respective limiti'. Uiv. Code 1895, e 5910. 2. These provisions form necessary exceptions to the uniformityotherwise required by the Constitutiou'( Uiv. Code 1895, e 5906,) but do not apply to schools in ruraL districts. 3. Whatever may be the right of towns and counties to establish and maintain public schools, the Constitution requires that in other respects the public school system shall be as nearly uniform as practicable. Civ. Gode 1895, e5906. 4. The general law declares that each county shall compose one school district. The Act incorporating the Olive Springs school district, approved August 18, 1903 (Acts 1903, p. 273), creates a district within a district, destroys territorial uniformity, and sets apart one locality of the State in which an existing general la w is not longer to be of force. Civ. Code 1895, e 5732; Pol. Code 1895, e 1353. 5. This special Act interferes with the general school law contained in Pol. Code 1895, ee 1338-1408, and is violative of that provision of the Constitution (Civ. Code 1895, e5732) which prOVides that" laws of a general nature shall have uniform operation throughout the Htate, and no special law shall be enacted in any case for which provision has been made by an existing genelal law. " (Syllabus by the Court.) Error from Superior Court, Cobb county;; Geo. F. Gober, Judge. Suit for injunction by T. T. Alexander and others against J. W. Barber and others. There was a decree for plaintiffs, and defendants bring error. Affirmed. Bya special Act approved August 18, 1903 (Acts lil03, p. 273), the General Assembly incorporated the Olive Springs school district in Cobb county, providing that the schools therein should not be under the control of the county board of education, but" shall be controlled by the trustees of said district, who shall report direct to the State School Cummissioner." The trustees were to be elected by the voters of the district, and were to have control of 4ssc 50 the schools therein, employ teachers, fix their compensation and duties, cause a school census to be taken and to receive their pro rata of the school fund direct from the State. Alexander and others, alleging themselves to be taxpayers, freeholders and pa- trons of the Douglas Chapel School, filed ian equitable petition against the Olive Springs trustees, alleging that Douglas Chapel Academy was in the new district j that the trustees proposed to abandon it, and establish another school far less convenient for the attendance of petitioners' children. They prayed for an in- junction restraining the new trustee from enforcing the provisions of the new act, and also for a decree declaring the Olive Springs as unconstitutional and void, as being It special law enacted in a case for which proviRion has been made by an existing general law (Civ. Code 1895, 95732), and, further, because it was ill vio- lation of the uniformity in the public school system required by the Constitution (Civ. Code 1895, e5906). The Chancellor granted the inj unction, and the defendants excepted. . N. A. Morris and Z. D. Harrison for plaintiff in error. W. E. Talley for defendant in error. Lctmar, J. The general law contained in Pol. Code 1895, e1353, provides that each county in the State compose one school dis- trict. 'fhe special Act approved August 18, 1903 (Acts 1903, p. 273), creates a di:ltrict within a district, destroys territorial un i- formity, and sets apart one locality of the State in which the gen- erallaw is not longer to he of force. If there can be one such in- dependent school district in Cobb county, there may be a dozen. If one or more in Cobb, then so likewise in every county in the State. Each special act might differ in its terms, with the result of variety, where the Constitution requires uniformity. Uiv. Code 1895, e 5906. The Olive; Springs school district act not only creates a district different from all others existing under the gen- erallaw, bnt it abrogates all of the provisions of the act regulat- ing public schools, codified in Pol. Code 1895, eeI334-1408. It takes from the present county board of education control of the schools in existence in the newly created district, and allows them to be managed by local tru'ltees, under new terms, and without the supervision to which all other public school in the State are sub ject contrary to the prohibition contained in the Constitution against special le,.islation. Civ. Code 189'), e 573:? Nor is the Act saved by the provisions of Civ. Code 189.), e591O. Smith v. Bohler, 72 Ga. 546. The Constitution pre:lerved the local systems as they existedin 1877. It also permitted municipal corporations and coun- ties to establish and maintain pub lie schools in their respective limits. Civ. Code 1895, e5909; Pol. Code 189.'), e 1394; Irwin v. Gregory, 86 Ga. 605, 13 S. E. 120; Brand v. Lawranceville, 104 Ga. 486, 30IS.:E. 954. These provisions form necessary exceptions to the ., 51 uuiform system of public schools otherwise required by the Constitution. Civ. Oode 1895, e5606. And, whatever may be the right of a county, city or town to establish special or local systems, the Constitution (Civ. Oode 1895, e591O) grants no power to the General Assembly to authorize the establishment and maintenance of a special or local school system in a rural district On that subject the constitution is not silent. It declares that" There bhall be a thorough system of common schools for the education of children ill the elementary branches of an English education only, as nearly uniform as practicable, the expenses of which shall be provided by taxation or otherwise" Oiv. Code 1895, ?.~!)06. This uniformity has been provided for in the Act of 1887. PO,L Code 1895, e1354 et seq. The Constitution prohibits the de- struction of this uniformity and the chancellor }Jroperly held that the Olive Springs school act was void. Judgment affirmed. All the Justices concurring except Oandler .I" disqualified. 52 OFFICIAL CIRCULAR LETTERS. DEPARTMENT OF EDUCATION. ATLANTA, GA., September 10, 1903. To the County School Commissioner: The questions for the teachers' examination last June did not reach one county. The set of questions directed to the County School Commissioner of Twiggs county were sent, by mistake of postal clerk, to Cordele and did not reach the County School Commissioner in time for him to hold the regular examination. His Board of Education has ordered a special examination October 3rd, and he asks me to prepare questions so that he may issue the regular licenses to his teachers as their papers may deserve. Several County School Commissioners have asked for copies of these questions for the purpose of holding an examination on October 3rd. Please let me know if you want these questions sent to you. The same professional books will be used as basis for questions. Yours very truly, W. B. MERRITT, State School Commissioner. OFFICE OF STATE SCHOOL COMMISSIONER. ATLANTA, GA., October 3,1903. To thf County Superintendent: During this week I sent you questions to be used in the examination set for October 3rd. These questions were sent to all the County School Commissioners. In marking this examination please use the same gradings for the several grades of license that you used in the J nne examination. These gradings are: for third grade license, a general average of at least 75 per cent., 53 and not less than 40 per cent. in anyone study; for second grade license, a general average of at least 8.5 per cent., and not less than 60 per cent. in anyone study, and for first grade license a general average of at least 90 per cent., with not less than 70 per cent. in anyone study. Applicants for State licenses must have taught at least five years, and must make a general average in their examination of 95 per cent., with not less than 80 per cent. in anyone study. No answers to the questions of this examination will be sent you. I enclose herewith a blank form on which to make to my office a report of the re3ults of the examination. Respectfully, W. B. MERRITT, State School Commissioner. . OFFICE OF STATE SCHOOL COMMISSIONER. ATLANTA, GA., October 10, 1903. To the County Superintendent: DEAR SIR :--You doubtless know that the General Edu- cation Board has given Georgia, for the purpose of conducting a c3.mpaign on the subject of Local Taxation, a sum of money with which to secure speakers to arouse an interest in this cause. It is of paramount importance that, in the general election next year, a proper majority of votes be cast favoring the amendment to our Constitution as embodied in the McMichael Bill. The ratifying of this amendment will affect only those counties which desire L()cal Taxation, a number probably reaching twenty or thirty, while those counties which do not desire such taxation will be entirely unaffected. This is simply a question of allowing local option in this matter to those who are willing to tax themselves, and of leaving the way open for those who may wish to do so in the future. 54 We desire to continue the good work already done in the educational rallies which have been held in different parts of the State by making these rallies general and far-reaching. In order for these rallies to accomplish the greatest good they must be held at points where the largest number of people can be reached. Will you aid this important movement by arranging for at least one such rally in your county during the fall? I would suggest as an auspicious occasion either the openirg of your large schools, or your court day, and as the best expedient, in my opinion at least, the comhining of several of your large school communities. I am interested in having a special rally throughout the State on Thanksgiving Day. For this purpose I am compiling appropriate material and programs which will be sent to all who desire thus to observe the day. I hope that you will co-operate with me in this work, as a brief program rendered by the school children, and an address on an educational subject by some good speaker may be made most effective and interesting. Please answer the following questions, and return to me at your earliest convenience. I shall be glad to have you make any suggestion that you may think helpful. I am yours in the cause of higher and better education for all the people, W. B. MERRITT, State School Commissioner. 1. When will your schools open? 2. Please give me the dates of your next court days. 3. Will you arrange tor at least one rally in your county this fall ? 50 4. Which occasion will suit best for holding an edu- cational rally? 5. Do you ask that a speaker be sent to address the rally? 6. Will your county probably vote for local taxation for schools within the next few years? 7. Can you arouse a general interest in Thanksgiving Rallies, if I send you programs and material for such work? 8. Please give me a list of names from which you can draw additional speakers for these rallies. School Superintendent, _. County. OFFICE OF STATE SCHOOL COMMISSIONER. ATLAN.TA, GA., January 20,1904. To the President of the County Board of Education: You have already been notified that the examination of applicants for the office of County Scoool Commissioner will be held February 6th, prox. In due time the questions will be sent to you by mail to the county seat. The p:wkage of questions, aFl usual, will be opened in the presence of the applicants. A member of the County Board of Education should supervise the examination. The law authorizes the Board to employ a competent person to assist in holding the examination and in grading the papers. 56 I suggest that applicants should make an average of 75 per cent. at least, for while scholarship is only one of the several qnalifications, it is a very important qualification. Several years ago the State Board of Education decided that an applicant, to be legally eligible to the office of County Selwol Commissioner, shall have resided in the county six months previous til election. If any member of the County Board of Education applies for the office of County School Commissioner he should resign his eommission as a member of the County Board of Education before the election for County School Commissioner is held. The County School Commissioner may be elected at any time after applicants have taken the examination, and before the present officer's commisfiion expires. It will be well not to hold the election until all vacancies in your board are filled, if any exist. Yours truly? W. B. MERlUTT, State School Commissioner. OFFICE OF STATE SCHOOL CmUnSSIONER. ATLANTA, GA., February 2, 1904. To the President of the County Board of Education: You will find in registered letter sent to county seat the questions to be given l!pplicants for the office of County School Commissioner. These questions are divided into twenty-five topics. The value of each topic is four. As stated in my circular letter of January 20, 1904, the election may be held at any time after applicants have taken the examination, etc. The date of the election should be duly advertised; and there should be a full attendance of the Board of Education if possible. You will find enclosed a blank form on which to report the result of the election. 57 On account of some uncertainty and inconvenience in some counties in the matter of proper form, etc., of the bond of the County School Commissioner, I have asked the Att~rney-Gell(ral to prepare a form for these bonds. You will find this form inclosed. Please report the amount of the bond you fix and the names of the bondsmen, or surety. I will suggest that one of the best bonds is made by any surety company that has complied with the laws of the State and is doing business in the State. The work in the office of the County School Superintendent is increasing. There never wa"l a time when efficient leadership and supervision could accomplish more for the schools of your county. It is wisdom and economy not only to elect a competent man, but to require and pay for enough of his time to properly supervise the schools. Our schools need competent supervision, and the people want it. I call your attention to a timely editorial which appeared last week in one of our leading weekly papers published in a county whose very efficient and experienced County School Commissioner retires against the protest of his Board and his people to engage in a more profitable business: The County School Commissioner. "The important duty of selecting a Oounty flchool Commissioner will soon devolve upon the County Board of Education. ,I No thoughtful man will for a moment challenge the statement that it is a matter which deserves the most serious consideration, and one ill which political favoritism and jugg-lery ought not to play any part. " Upon the competency and adaptability of the Commissioner depend the success and efficiency, of our public schools. The selection of the wrong man would be fatal to the highest interest of the children and the people of our county. " While a liberal education is necessary for a man holding the office of School Commissioner, it is by no means the only requisite. In addition, he should be a man of large common sense, a competent business man, practical, social, a good judge of 58 human nature, and possessing executive ability of a superior sort. A man who does not combine in his make-up these qualifications, would be predestined to failure." Trusting that you will eject the proper executi ve officer to put in operation the plans of your Board, and assuriug you of my earnest desire to co-operate with you in advancing the work of education in your county, I am, Yours very truly, W. B. MERRITT, State School Commissioner. OFFICE OF STATE SCHOOL COMMISSIONER, ATLANTA, GA., March 10, 1904. To the Oounty School Oommissioner : Iu many counties of the State the present session of the common schools will close the latter part of this month. The progreso of school work III your county should be kuown to you in detail as fully as possible. The patrons and other citizens would like to have some report of the result of the teaching in each ot your county schools, and a comparative statement showing which counties are making the most creditable progress in educational work.. For the purpose of indicating this progress and results of your teachers' work, I will send examination questions to you next week for every pupil who has been enrolled dnring the term in the fourth, fifth, sixth, and seventh grades. Please urge teachers to cond.uct the examination on the 24th inst. in accordance with the "Instructions" and send report of the examinations to you promptly. Specimens of the examination papers might accompany the reports. All the papers written by the seventh grade should be sent to the office of the County School Commissioner that he may approve the grading, All pupils of the seventh grade whose average standing in the examination is 80 per cent. or higher, and 59 wh'lse standing in all studies is not below 60 per cent., will be entitled to a certificate indicating that they have satisfactorily completed the common school course. The usual summer examination of applicants for licenses to teach will be held on the 17 th and 18th of June. I suggest that teachers study as basis for this examination the following: Page's Theory and Pmctice 01 Teaching, Roark's Method in Education,some historyofeducation, the common school boob adopted by the State School Book Commission, and some special topics to be announced a fpw days later for study in the Annual Institutes. These special topics will be largely based on the common school books. A few authors whose selections appear in the Lee Readers will be studied each year. In the annual institutes of this year, I will suggest special study of the writings of Longfellow, Irving, Scott, Macauley, and Grady. In nearly every county it has been necessary to hold one or several special examinations. Many of the schools whose teachers do not have opportunity to take the June examination, begin in January. :For the convenience of these teachers and of the Connty School Commissioners, I will give another general examination December 16th and 17th. More topics have been added to the examination in recent years, and it is too hard on the teachers to write creditable papers on all topics in one day. All other States in this section give two or three days for the examination of teachers. In packages of supplies sent you this year illustrated charts of the U uiversity System of Georgia have been included. This chart, which was prepared by Prof. J. S. Stewart, contains information that will be interesting and ini;piring to the pupils of your county. Please let me know if you need more of these to place in your schoolR. 60 The next annual meeting of the Couuty School Commissioners will be held at Dublin on the 3rd, 4th, and 5th of May. The program of this meeting will be mailed to you at an early date. . The State Treasurer will he able to issue a check for the claims in your second itemized statement the latter part of A pri!. I shall be pleased to include in my Annual Report to the Legislature a brief report from you in regard to the progrel"s of school work in your county. Report of the educational conditions in your county, the progress of the work, supply of teachers, attendance of pupils, interest of parents, educational meetings, new buildings, high schools and model schools, plans fot the improvement of the teaching force, etc" may be included in this supplementary report. Please let me hear from you at an early date. Trusting that you are fi nding satisf3ctory conditions in your schools, and that you cau visit them all befure the session closes as the law directs, I am, Yours very truly, W. B. MERRITT, State School Commissioner OFFICE OF STATE SCHOOL COMMISSIONER. ATLANTA, GA., June 14, 1904. '1'0 the County School Commi8.~80ner: The examination questions for the 17th and 18th have been sent to you in two packages carefully sealed. Open these packages on the proper days in the presence of the applicants. Examine the package carefully, and if there is any indication that it has been tampered with, please report the matter to me at once. A few applicants for license to teach have requested the privilege of taking all the examination on Saturday, the 61 18th inst. Such requests cannot come from one who has known or given any thought to proper rules governing exal1linations. I send you enclosed some "Rilles for Examinations," which I advise you to adopt and read to applicants. Next week I will send answers to arithmetic and will indicate where you will find answers to some other q uestions. Answers to many questions will vary. In order to seCU1'e licenses of the several grades, applicants should make the following- averages: Third grade license, 70 per cent.; second grade license, 80 per cent.; first grade license 90 per cent.; and permanent license, 95 per cent. Please call the attention ot your teachers to the advantages offered to them in the University Summer School, which will be in ses3ion in Atnens from July 5th to Augu.-t 6th. At our recent annual meeting in Dublin, the County School Commissioners indorsed the Southern Educational Journal, and pledged their best efforts to secure subscribers. During the time of your teachers' institute and teachers' examination, it will be well for you to explain to your teachers the advantages of a state educational periodical, and take the names of those who subscribe. Yours very truly, W. B. MERRITT, State School Commissioner. 0:2 EXAMIN ATIO~ FOR APPLICANTS FOR OFFICE OF COUNTY SCHOOL COMMISSIONER, FEBRUARY 6, 1904. (The value of each question is 4.) SPELLING, GEOGRAPHY, ETC. 1. Applicants will write the eight words dictated from list 011 another sheet. 2. Name four common mistakes in Reading and suggest methods which teachers should use to correct them. 3. Suggest four strong and tactful expwlients for teacher to tryon a bad boy before re~orting to corporal punish men t or expulsion. 4. In what topics may the lessons in Geography and Agriculture be correlated? 5. Name five circumstances upon which climate depends. 6. Give four suggestions which you think would be most helpful to teachers in teac,hiug Geography. in an ungraded school. 7. In what way should a schoolroom be ventilated? Why is it dangerous to get ventilation through the floor? W rite brief reply to teacher who asks for information on topics 8 and 9. 8. Name the contagious diseases to which pupils should not be exposed. How long before and after these diseases have developed on a pupil, may he safely mingle with other pupils? 9. A few suggestions on teaching Physiology. HISTORY. 1. To become " naturalized" in the United States, what is required of a foreigner? 63 2. Give the date, author and provisions of the" Omnibus Rill." 3. Recount, briefly, the services of Wm. H. Crawford to the State and to the nation. 4. Name four battles in which Gen. Gordon had prominent part. GRAMMAR. 1. (a) 'Vrite a sentence containing every part of speech. (b) State the advantages and disadvantages of using diagrams ill teaching grammar. 2. (a) Give the meaning and proper use of shall and will, should and wottld. (b) Write the plural or plurals of the following: Wife, die, index, knight-errant, spoonful, genius. 3. (a) PUlJctuate: As Ccesar loved me 1 weep for him as hg was fortunate I reJoice at it as he was valiant I honor him but as he was ambitious 1 slew him. (b) PUlJctuate: The sermon closed with this sentence God said let there be light. 4. Make four important suggestions to teachers as to composition work in school. ARITHMETIC. 1. (a) A man sold a horse for $94.50, which :was 0.05 more than he paid for it. What did he pay for it? (b) A lunar month is 29 days 12 hours 44 minutes 3 seconds. Express a lunar month in days and decimal fractions of a day. 2. (a) How much money must be invested in 7 per cent. stock at 168 to obtain an annual income of $1,400 ? (;4 (b) Water weighs 62t pounds a cubic foot and milk 64t pounds. The specific gravity of water is reckoned at 1. Find the specific gravity of milk. 3. (a) If a miller takes ~ for toll, and a bushel of wheat produces 40 pounds of flour, how many bushels must be carried to the mill to obtain one barrel of flour? (b) A and B together can do a piece of work in 12 days. If A can do only! as much as B, how long will it take each of them to do the work? 4. (0) A merchant sold a quantity of goods at a gain of 20 per cent. If, however, he had purchased the goods lor $60 less than he did, his gain would have been 25 per cent. What did the goods cost? (b) A teacher agrees to teach a school 9 months for $562.50 and his board. At the end of the term, on account of two months' absence caused by sickness, he received only $409.50. What was his board per month? SCHOOL LAW. 1. Give a synopsis of laws bearing on "Licenses to Teach." 2. Give synopsis of law bearing on "Teachers' Insti- tutes." 3. '''hat is our present law in regard to local school tax in counties and school districts? What change in the matter of local school tax is proposed in the "Lo- cal Taxation Bill" which was passed at the last ses- sion of the General Assembly? 4. What important work, touching the county school sys- tem, is intrusted to the Grand Jury and Judge of the Superior Court? . t-5 LIST OF WORDS. To be dictated to applicants for office of Oounty School Oommissioner, February 6, 190i. l. analysis. 2. discipline. ~. eligible. 4. integer. 5. sheriff. 6. census. 7. supplementary. 8. synthesis. EXAMINATION OF TEAOHERS JUNE 17-18. RULES FOR EXAMINATION: 1. Applicants for license to teach will not be admitted after examination begins, except by special permission of superintendent for unavoidable cause of tardiness. 2. No person will be allowed in the room where this examination is being held, except the applicants, the superintendent and his assistants. 3. All papers and tablets used must firE't be inspected by the examiner. All paper on which calculations, or any temporary work, has been done must be handed in with the examination papers. 4. Write only on one side of paper. 5. There must be no communication between applicants during the examination, nor with other parties, by words or signs. 5ssc 66 6. It is best to clip and hand to applicants the questions on one subject at a time. If llpplicant should desire to leave the room in the midst of work on the subject in hand, the examiner will take up the papers and allow no further writing on this subject. 'When a subject is begun it should be finished without interruption. Applicants should not go out at recess and communicate with those who have seen questions in advance of their own work. Itis best to give out to all only certain sets of qllestions before recess. 7. Applicants hav> the right to have constant and thorough supervision while takiug the examination. The superintendent should be able to certify that applicants did not receive any aid. 8. The superintendent is not allowed to answer auy questions, or gi ve any information, or express any opinion in regard to the questions furnished for this examination, or omit any quPstions. '9. Each applicant must write his or her name on the back of tablet, or on each page of paper, with post-office address; and when the work is completed, each page of paper should be numbered. 10. If applicants desire to have their papers sent to other counties for review, they must so state in writing, and present written consent of County School Commissioner to whom the paper is to be sent, and deposit postage. 67 JUNE 17. ARITHMETIC . In all the Problems Show Work in Fltll. 1. (a) Multiply 0.05 by 0.0025. ( b) Divide O.Ot by o.oat. 2. Bronze consists of 1 part of tin to 4.25 parts of copper. What weight of copper must be added to 330.7 Ibs. of tin to make bronze? 3. Two pecks and three quarts are what per cent. of 5 bushels and 3 quarts? 4. A boy lost two-thirds of his kite string, and then added 40 feet. He found then that his string was just three-fourths of its original length. What was its original length? 5. Find the length of a board containing 22k feet ot lumber, the two ends of which are 16 inches and 13! inches respectively. 6. How many loads of gravel averaging one cubic yard will be required to grade 2 miles of road, the gravel to be laid 12 feet wide and 6 inches deep? 7. Define simple, annual and compound interest, and illustrate each by a simple problem. 8. If 97 bushels and 12 quarts of wheat are raised from 7 acres and 40 square rods of land, what is the average yield per acre? 9. If A can do a piece of work in 6 days, and B can do the same work in 8 days, how long will it take B to finish after they have worked together two days? 10. A cistern has three pipes. The first can empty it in 9 hours. The other two pipes are inflowing and equal in 68 size. If the three pipes are left open, the cistern will be filled in 6 hours. How loug would it take one of the lllflowing pipes alone to fill the cistern? SPELLING. 1. Give five general rilles for spelling. 2. State five devices which may be used to aid the spelling book lessons. 3. In a good academic dictionary, a pupil Rhould be taught to find five interesting [facts in regard to each word; name these facts. State how often you would have pupils use the dictionary. 4. (a) Illustrate the several sounds of all the vowels and diphthongs by placing diacritical marks on words of your own selection. (b) Write two words in which w is useu as a consonant; two in which y is lIsed as consonant; two in which w is used as a vowel; tWI) in which y is used as a vowel. 5. List of words to be dictated and spelled: LIST OF WORD~ TO m~ DICTATED Jmm 17, 1904. 1. emphasizing 2. czar 0. changeable 4. architect 5. pitiful 6. filibuster 7. preferred 8. biennial 9. iceberg 10. Connecticut 11. wharves 12. etiquette 13. coercIOn 14. manikir. 15. almanac 16. rudimentary 17. vault 18. heiress 19. hustings 20. financier (The examiner should collect the spelling papers as soon as he has completed the dictation.) HISTORY. 1. (a) Name five strong historical poems which pupils might properly memorize. (b) Name five historical story-books or historical book" of fiction which you would suggest for pupils to read in connection with United States history. 2. Give a plan for an occasional combining of your history classes so that both beginners and advanced pupils may receive mutual benefit in the combined recitation. 3. During what years of our common school course would you teach biography? How? 4. 'Vhat position in the Cabinet has lately been created, and who is the Secreta,'y of the new Department. 5. Give some account of the colonists who made the several settlements of,Georgia. 6. Give an outline of the topic, "Georgia in the Revolutionary War," showing the events that occurred in Georgia, and the part that Georgians took in the war in other sections. 7. What was the attitude of each of the two political parties oetween 1830 and 1850 on each of the following questions: (a) Internal improvements. (b) United States banks. (c) Protective tariff. 8. (a) What official position did Aaron Burr hold at the time of his duel with Hamilton? (b) For what treasonable scheme was Burr afterwards brought to trial? 9. Write a briet essay on "The Territorial Growth of the United States." Give some account of the area, time, conditions, reasons and methods of the transfers, and the value of each accession of territory. 10. Write a brief sketch of Thomas Jefferson. 70 PHYSIOLOGY. 1. What is the value of the study of physiology. 2. How may the presence of mineral matter in a bone be determined. 3. Draw a diagram of the heart and describe the action of its valves. 4. Describe briefly five interesting experiments III teaching physiology. 5. Write a brief essay on the hygiene of respiration. PENMANSHIP. 1. State ten important suggestions to a class beginning to use a copy-book. 2. Give three suggestions which will aid in attaining speed and legibility. 3. How can you prevent the pupil acquiring bad habits in forming letters while taking dictation or writing other routine exercises. 4. How can you use blackboards or charts to advantage in teaching writing. 5. 'What advantages are there in giving movement drills? JUNE 18. GEOGRAPHY. 1. Define (a) erosion; (b) detritus; (c) dune; (e) moraine; (f) flood plain. 2. Give outline of a lesson on "Water"-its forms, uses and work on the earth, etc., etc. 3. (a) In what section~ of the United States are both curn and wheat produced? Corn only? Wheat only? (b) Compare corn and wheat as to required soil, cultivation, yield and food value. 71 4. Name the chief imports of the following countries: France, Belgium, Brazil, India and England. 5. What is the principal port, and what are the most important exports (a) of the Philippine Islands; (b) of the Ha waiian Islands; (c) of Porto Rico. 6. Name and locate ten colleges in Georgia. (Include in your list some colleges for each sex, and for each race.) 7. Name five navigable rivers in Georgia, and name the extreme poiuts between which they are navigable. . 8. What physical features has Europe that favored its early civilization? 9. Give five illustrations of the effects of the physical formation of the earth upon history. 10. Give an outline of the topics you would gLve your geography class when studying" Plant Life." READING. 1. Name five defects which you have noticed in the reading of pupils, and give your suggestions for correcting them. 2. Quote four or more lines from Longfellow; under- score the words which should be emphasized in reading, and place a short vertical line after each word where a rhetorical pause is required. 3. Give five suggestions for the selection of supplementary reading. 4. Name some of the serious difficulties in teaching. reading to primary classes aud give suggestions for over- coming these difficulties. ' 5. In preparing and reciting a reading lesson can you call into activity all the faculties of the pupil's mind? How? GRAMMAR. 1. (a) 'Define English Grammar; (b) give outline of the' several topics it includes; (c) indicate the two m05t im- portant topics. 72 2. Write a sentence of not more than 15 words containing every part of ~peech, and indicate each. 3. Write one sentence in which both the subject and predicate are modified by a word modifier, a phrase modifier, and a clause modifier. 4. Use in s{'ntences the following words first as an adjective, then as an adverb, and as a verb: better, long, still, fast. 5. In sentences use the relative pronoun who as a subject, as a possessive modifier, as an object complement, and as principal word in a prepositional phrase. 6. State the general rule for the use of who, which and that. 7. In sentences give examples of phrases and clauses that are restrictive; also phrases and clauses that are not restrilltive. Give rule for punctuation ot these sentences. H. How is the participle ending in ing distinguished from the gerund, or abstract verbal noun? Illu-trate. 9. "I could hear my friend chide him for not finding work, but at the same time saw him put his hand in his pocket and give him sixpence." Parse the words in italics. 10 Give a full outline for a composition on "Cotton" for pupils 15 years old. THEORY AND PRACTICE. 1. State five or more general principles of methods (Roark). 2. Compare the educational methods of to-day with the methods of former years and former centuries as we learn them from the history of education. 3. Describe briefly the methods and influence of Froebel's work. 4. Discuss briefly the assigning of lessons, exciting lllterest in study and incentives. 5. Discuss the purpose and forms of the recitation, showing the special advantages derived from a recitation which can not be secured from a study of the book alone. 73 TEST QUESTIONS. INSTRUCTIONS. The teacher will please give all these questions to every pupil on March 24, ] 904, and require pupils to answer in writing. The words for spelling test are on other sheets. These should be dictated. The other questions may be placed in the hands of the pupils. Do not permit pupils to give or receive help, FlO that the teacher may certify that the examination is a fair test. After grading each paper the teacher will please enter on the blank, which is sent with these questions, each pupil's mark in each subject, his average and the average of the dass in each subject, and the average of the class in all subjects combined. If a }JU pil is not studying one of these subjects belonging to his grade and cannot answer a question in it, mark him zero. FOR FOURTH READER CLASSES. ARITHMETIC. 1. A miller put 3,400 pounds of flour into 136 bags, putting the same quautity into every bag; how many pounds did he put into each bag? :l.Mr. Jones owed $124i and paid 25!; how much of his debt remained unpaid? 3. If 16.24 acres of land be divided into 8 equal lots, how many acres will there be in each? 4. A man paid $43.00 for a hhd. of molasses (63 gallons) aud sold it at 60 cents a gallon. Find his gain. 5. A jeweler paid $50.00 for a watch, $10.75 for a ring, and $3.50 for a scarf pin. He sold them so as to gain $32.12. What did he get for them? 74 GEOGRAPHY. 1. Explain how deltas are formed. 2. In what part of the United States is most of the wheat raised? The corn? The cotton? Where is coal mined? Gold? 3. Name and locate the four largest lakes of the United States. 4. What part of the United States has the most mountains? Name three mountain ranges. 5. Name and locate six important cities in the sonthern section of the United States. LANGUAGE. 1. (a) Give two rules for the use of the period. (b) Give one rule for the use of the comma. 2. copy these sentences, inserting proper words in the blanks. (a) ____ ____ _____ ____ _____ burns. (b) Indians __ ___ . _ (c) ____ ____ ___ ___ ____ ____ ______ bites. (d) Dew ____ ___ _ _ _ _ __ ___ __ _ . _ (e) , . __ and blos- sam in early spring. 3. Supply capitals wherever necessary in this sentence: henry and mary have gone to philadelphia. 4. Write sentences containing the following words: (a) wrwes, (b) idle, (c) carefully, (d) woman, (e) women. 5. Write a description of your school grounds. FOR FIFTH READER CLASSES. ARITHl\IETIC. 1. Write (a) an integral number, (b) a concrete number, (c) a prime number, (d) a mixed number. 75 2. (a) Write in figures: Four thousand, sixty-three. (b) Write in words: 800,ROO. (c) Write in figures: LVIII. 3. Two ships, 2,500 miles apart, are sailing toward each other, one at the rate of 87 miles a Atlanta, Ga 90 FACULTY. Lyman Hall, LL.D .. T. P. Branch, B.E . J. S. Akers . W. A. Jackson, Jr., M.D. S. S. Wallace, A.M. Miss Madge Flynn. . . President Secretary .Treasurer . .Physician . . Superintendent of Dormitories . Librarian l\IATHEMATICS. Lyman Hall, LL.D . W. H. Ferguson, A.B O. T. Geckler, A.B .. A. B. Morton, A.M. C. J. Kicklighter, M.E .. Geo. H. Light, A.M A. Bramlet, B.S . . . . . . . . . Profesi'lor .Junior Professor .Junior Professor . . . . . Adjunct Professor . Adj unct Professor Adjunct Professor . Adj unct Professor CHEl\IISTRY. Wm. H. Emerson, Ph.D H. V. Black, A.B., Ph.D .. G. H. Boggs, Ph.D . . . . .....Professor . Junior Professor Adjunct Professor MECHANICAL ENGINEERING AND DRAWING. J. S. Coon, M.E . . . F. C. Turner, M.E . R. H. Lowndes, M.E .... Professor . Junior Professor Adjunct Professor ENGLISH. K. G. Matheson, A.M . S. S. Wallace, A.M . William Gilmer Perry, A.M Elbert W. G. Boogher, M.A J. F. Johnson, A.B . J. M. Stephenson, * . Howard Brown Merrell, A.B. * Resigned DecemLJer, 1903. ..... Professor . Junior Professor .Adjunct Professor .Adjunct Professor .Adjunct Professor . Adj unct Professor . ...Adjunct Professor ELECTRICAL ENGINEERIKG. Arthur H. Ford, E.E. . . . . . . . . . ....... Professor 91 CIVIL ENGINEERING. T. P. Branch, B.E. . ... Professor EXPERIMENTAL ENGINEERING. J. N. G. Nesbit, A.M . .. Professor PHYSICS . J. B. Edwards, E. and M. E .. U. J. Kicklighter, M.E . . . . ...Professor Adjunct Professor PHYSICAL CULTURE. W. A. Jackson, Jr., M.D . . . . . . . . . . . . Director MODERN LANGUAGES. . .... Professor TEXTILE ENGINEERING. W. N. Randle (Graduate Philadelphia Textile School) ..Director E. W. Camp, T.E., in charge Carding and Spinning Department. H. Hebden, in charge Warp Preparation, Weaving and Finishing Departments. J. G. Swanson, T.E in charge Bleaching and Dyeing Depart- ments. W. J. West, in charge Knitting Department, and Assistant In- structor in Weaving. T. S. Thomas, Assistant Instructor in Carding and Spinning. SHOPS. J. S. Coon, M.E Superintendent E. B. Martindale .. General Foreman, Foreman Machine Sho~ Horr!tce A. Thompson. . .Foreman Rmith Shop T. O. Jones. . . . . . .. Foreman Wood Shop Wm. Van Houten. . .. Foreman of Foundry H. H. Norman. . . Instructor in Wood Shop. W. F. Griffin. . . .Instructor in Machine Sho~ John H. Henika . . . Instructor in Wood Shop J. Shepherd. . . . .Instructor in Machine Shop. 92 STUDENTS. SENIOR CLASS. Acker, W. H . . . Fulton. Albury, U. E .. Florida. Anderson, J. R .. Florida. Blackburn, B. M. Fulton. Brandon, W. W. Thomas. 'Campbell, W. C . Muscogee. Davis, W. M ... Bibb. Davenport. F. B .Fulton. Dobbs, Z. T. . . Fulton. Edmondson. C.H. Chattooga. Emery, A. R ... Fulton. Estes, J. W. . . Clayton. Evans, H. O. . Texas. Ful'low, S. D ... Sumter. -Glenn, G. R. . . Fulton. Hall, J. A .... DeKalb. Harbour, G. A .. Fulton. Hilliard, C. M .. Hart. Holtzclaw, R. C .. Houston. Hunnicutt, L. L.Fulton. ,Jones, C. A Cobb. Jordan, R. K Jackson. Lamar, T. B, .. Stewart. Lambert, T. B .. Fulton. Maddox, F. R . Floyd. Mathews, C. W . Talbot. Mathewson, S. B.Richmond. McCamy, C. C .. Whitfield. Mitchell, R. A.. Fulton. Montsalvatge, A.Fulton. Moore, B.. . . . Clayton. Moore, J. E .. Sumter. Morton, F. C. . . Fulton. Neeley, F. H Burke. Pringle, D. R Thomas. Redwine, L. S .. Coweta. Reid, I. Roo Taliaferro. Sanders, M. T Greene. Scales, H. J. . . Fulton. Shepherd, J .... DeKalb. Stephens, P. V .. Florida. Strauss, H. M .. Fulton. Stribling, T. E, . Cobb. Strickland, N. H. Gwinnett. Strong, C. H Chatham. Sutker, S Chatham. Thrash, J. L Meriwether. VanVorst, J. P .. Ware. Vaughan, J. H .. Fulton. Whitner, H. F .. Fulton. Wright, A. H .. Gordon. MIDDLE cr,Ass. Baird, L. G ... Fulton. :Basch, E. B. . . Chatham. Bayard, N. R .. Floyd. Beane, J. S ... Habersham. 'Blackford, A. L . Fulton. Brogdon, J. S. . Gwinnett. Burns, W. C Banks. Bussey, E. H Randolph. Calloway, H.!.. Bibb. Collier, L. S . . Fulton. {Jollins, J. D . . Fulton. {Jook, J. E.. . Pulaski. Crane, C. L . . DeKalb. Daniels. L. C. Fulton. Dunn, E. C. . Florida. Eagan, H. E ... Fulton. Fain, H. G. . . . Fulton. Fenn, F. L DeKalb. Gann, G. K Fulton. Ginsberg, S. I.. . Fulton. Gregg, R. . . . " Fulton. Hartz, M. A . . . Bibb. Hodgson, W. B. Clarke. Houseal,J. W .. Polk. Howard, J. H. . Florida. Kroner, E. A ... Clarke. 93 Loyd,J. C .... Troup. Mays, S. W. . . . Fulton. McConnell, J. H . Bartow. McGhee, E. P. . Floyd. McLarty, J. W ..Carroll. Montgomery,W.F.Floyd. Morton, T.W .. Clarke. Parker, G. W. . Richmond. Paulsen, G. C . . Chatham. Pringle, W. A . . Thomas. Smith, S. K . . Irwin. Spence, 'J. R . . Mitchell .. Stanton, T. D . . Walton. Tatum, C. S . . . Dade. Thompson, P. W.Fulton. Walden, F. J Jefferson. Watson, J. G Cobb. Weeks, J. E . . Chatham. Wynn, V. H .. Floyd. JUNIOR CLASS. Allen, J. K .... Putnam. Hartridge, E. M . Glynn. Anderson, J. H . Newton. Head., J. . . . Spalding.. Anderson, R. A . Cobb. Hills, G. B.. Fulton. Appleby, W. C .. Jackson. Holt, V. P.. Gilmer. Armitage, G. . . Pierce. Hoyt, C. A. _ . Florida. Bagwell, W. N. . Gwinnett. Hull, H. H.. . Olarke. Barrett, J. B ... Virginia. Hunt, R. A. Polk. Beck, L. H. . . Spalding. Brandon, E. R .. Thomas. Ingle, J. P.. . Fulton. James, E. R. DeKalb. Broomhead, E. B.Fulton. Jerger, J. .. . Thomas. Charlton, J. F . . Chatham. Lowe, G. 0.. . Fulton. Chestney, B. R .. Bibb. Lozier,1. N. Washington_ Coburn, L. S Chatham. Marshall, D. S .. Putnam. Collier, J. Z Fulton. McClean, M. R .. Chatham. Connally, H. P .. Paulding. McCord, C. M . . Fulton. Courtney, H. B. '. Colquitt. Meckell, A. W .. Fulton. Davies, F. C . . Tennessee. Newton, G. S . . Habersham. Davis, Grier Newton. Noyes, E. P Camden. Day, C. C Pickens. Orr, S. M South Carolina. Donaldson, C.. Fulton. Parker, F. K Fulton. Dumas, W. C .. Hancock. Platt, J. C ... Richmond. Edwards, A. M.. Baldwin. Prather, A . . . . Muscogee. Edwards, G. A .. Taliaferro. Purdom, A. B . . Pierce. Emerson, L. A.. SouthCarolina.Raht, T. E Tennessee. Epstein, E.. . Fulton. Ralls, S. J Fulton. Fagan, F. J. . Fulton. Roberts, E. E. G . DeKalb. Fuller, T. " . Glynn. Roberts, S. N .. . DeKalb. Gilbert, S. L . . Bartow. Rowan, F. M. . . Bartow. Glenn, M. T . . Rockdale. Sims, H. H.. . . Wilkes. Goodhart, C. R .. Manila. Smith, B. H . . North Carolina .. Greene, H. G ... Fulton. Smith, C. Hall .. Bibb. Greer, L. B.. . Fulton: Smith, C.Harmon.Fulton. Haines, G . . . . Chatham. Smith, D. D . . . Decatur. 94 Smith, F. H. . J;'ulton. Smith, J. O ... Fulton. Strickland, G. R. Gwinnett. Sweet, C. A. . . Fulton. Thompson, L. M.Fulton. Tidwell, R. F. . . Fulton. Tigner, C. H ... Meriwether. Vaughan, H. R . Fulton. Warfield, W ... Chatham. Wells, A. . . . . Texas. Whitner, C. S . Fulton. Wilcox, A. L .. Chatham. Winship, G. . . Fulton. Witman, J. M .. Bibb. Woodruff, J. L .. Tattnall. Wolf, T. L ... Laurens. Woolfolk, A. R. Fulton. APPRENTICE CLASS. Adams,W. H. . Fulton. Adamson, C Carroll. Frix. W. A.. . Gordon. Gable. F. R . . Fulton. Adler. B Angas, R. M I;alhoun. Fla. Gager. C. B. . Tenn. Gann, R. M . . . Fulton. Apple. J. J.. . Chatham. Guerry, D. . . . Bibb. Arnold, C. A. . Elbert, Hallman, J. F. . Fulton. Baker, J. E. . . Fulton. Hamilton, C. L .. Whitfield. Baker, V. G . . Fulton. Hard wick. S. G .. Tex. Barge, R. 1.. . Fulton. Hegner. W. R. . Fulton. BaJ;,Iles, S. L . Beach. L. D . Bell, W. S.. . Fulton. . Fulton. . Furton. Heidt, H. V. . . Fulton. Heyward, R. B .. Fulton. Hicks, E. O. . . Laurens. Blunn, W. S ... Chatham. Hodgson, G. O.. Fla. Brooks, C. J. . . Muscogee. Holtzclaw. J.G .. Houston. Brown, L. B. S .. Pulaski. Cheney, G. W. H.Floyd. Holtzendorf, C. B.Floyd. Hynds, W. G ... Hall. Clarke, L. C . . Meriwether. Hutchinson, T. G ..Fulton. Cook, J. R.. . Newton. Hutchinson,W. J.Fulton. Corley, C... . Bartow. Ison, W. F Fulton. Corse, H. M . . Florida. Crawley, R. C . . Ware. Jackson. R Jay, W. W Monroe. Randolph. Crittenden, A. M. Randolph. Crumbley, J. J .. Quitman. Crumley, W. G.. Fulton. Johnson, W. H .. Uhattahoochee. Kelley, C. S. . . Carroll. Kenner, E. R .. Murray. Davis, C. K Chatham. King, J. A.... Webster. Dean. J. F Mississippi. Dean, J. F. . . Mississippi. Demar, R. A .. Fulton. Downing, H. C.. Fulton. Draper, J. H Fulton. Dupre, W. E Fulton. Edmondson. F .. Chattooga. Edwards, P. S. . Bibb. Epstein, M.. . Fulton. Ford, S. I. . Berrien. Klein, R. V . Fulton. Knight, A. C . . . Bartow. Kreigshaber. V.W. Fulton. Laboon, B Walton. Lafkowitz, S Muscogee. Leonard,R.E S. C. Longino, B. T. . Campbell. Longino, O. H .. Fulton. Lovett, J. A. . Fulton. Lycett, E. C. . . Fulton. 95 Mann, L. B. . . Telfair. Marchmont, G. T. Fulton. McCandless, S. a.Chatham. McCord, J. R ... Fulton. McDaniel, J. S.. Stewart. Moore, W. I Sumter. Mullin, F Fulton. Murphy, F. E .. Ware. Murray, C. F Cobb. Murray, F Muscogee. ' Myrick, J. D. . . Baldwin. Newell, C. E Cobb. Parker, H. E Fulton. Parrish, C. R. . Bulloch. Pease, J. N. . Muscogee. Peck, W. H ... Fulton. Pierce, E. L. . . Fla. Pittard, C. W. . Clarke. Plant, R. H Bibb. Polak, A. V Fulton. Read, H Fulton. Richards, G. . . Richmond. Riley, R. A. . . Fulton. Russell, G. E. . Talbot. Sanders, S. . . . Tenn. Schultz, C Chatham. Schwab, R Fulton. Simons, W. L. . 8. C. Simonton, A. A . Carroll. Sims, J. E. . . DeKalb. Sparks, A. H .. Washington. Stevens, V. E .. Lowndes. Stiles, J. C ....Bartow. Stout, G. M. . . Tenn. Subers, W. R .. Decatur. Summers, E. S. S. C. Swann, T. C ... Newton. Talley, C. R. . . Brooks. Thomas, W. R .. Ware. Thompson, H. F Jasper. Thompson, R. Y.Jasper. Thomson. M ... Chatham. Thomson, R. S. Fulton. Thornton, C. N . Fulton. Trapnell, J. M.. Bulloch. Underwood, E. H.Mitchell. Wallace, W. L . Rockdale. Weathers, G. P. Pike. Weeks, J. R ... Chatham. Wilburn, W. E. Jasper. Wilcox, L. B ...Bibb. Wilkinson, H. K. Lowndes. Willatowski, A. F.Fulton. Wilson, W. A. . Henry. Winchester C. M.Mitchell. Wood, W. E. . . S. C. Yeates, W. S .. Fulton. SUB-APPRENTICE CLASS. Armor, W. N .. Dodge. Butler, E. G ...Chatham. Atkinson. S. R .. Fulton. Cannon, H. L. . Bartow. Beaullieu, C. B . Hinds. Chadwick, L. S . Douglas. Blakeman, S. R. Miss. Chastain, G. M. Macon. Block, 1. H. . . Fulton. Clarke, A .... McIntosh. Branch, C. H . . DeKalb. Clarke, T. H .. Webster. Brannon, G.R .. Coweta. Cobb, A. J . . . Clarke. Brown, C. S . . DeKalb. Cohen, R. J ...Fla. Britt; M. E.. . . Gwinnett. Colville, F. A . . Fulton. Brown, L. . . . Franklin. Combs, E. S ...Henry. Brown, R. M... Fulton. Cothran, J. R .. Fulton. Burch, A. A. . . Mont~omery. Cromer, L. C . . Greene. Burke, J. G. . . Fulton. Dalgarn, S. S . . W. Va. Burnett, T ....Lowndes. Davenport, J. E . Fulton. 96 Day, A. J . . . . S. U. Lanier, R. B .. Emanuel. Day, J. F. . . . S. C. Lawson, F ....Thomas. Derrick, E. D . Sumter. L'Engle, P. E .. Fulton. Dessau, W. G .. Bibb. Lester, W. F ... Decatur. Dickey, E. . . . Fulton. Levi, W. . . . .Ala. Dillard, R. B. . Clarke. Lipshutz, J. . . Chatham. Dudley, W. W .. Fulton. Maddox, W. E .. Milton. Dunn, W. L . . . Fulton. Mann, E. T ... Meriwether. Everett, C. H. . Twiggs. Marshall, J. L ..8. C. Ezell, T. M Jasper. Martin, O. D . Pike. Felder, C. W Sumter. Mathews, Ike .. Pike. Fields, H. L Henry. McArthur, P. A . Fla. Floersh, M. E . . Fulton. McCauley, J. H . Tenn. Frazier, J. D ...Fulton. McClure, H ... Floyd. Furlow, J. W .. Butts. McCook, W. G .. Chattahoochee George, C. P ....Fulton. McIntyre, D. 8 .. Fulton. George, W. H .. Fulton. McKey, W. H . . Lowndes. Gill, G. C . . . . Meriwether. McManus, Y. H . Fulton. Graves, H. A .. Miss. McMillan, T. L . Fulton. Hammond, J. P . Spalding. Merrill, W. J .. Florida. Hargrove, S. J .. Dodge. Milner, L. P ... Pike. Harris, L. H. . . Fla. Mitchell, J . . .Thomas. Hatcher, J. W .. Twiggs. Mitchell, J. M .. Decatur. Haynes, C ....Fla. Mitchell, J. P .. Decatur. Henderson, C. H.Houston. Mosley, W. L Emanuel. Henley, J. B ... Pickens. Moore, J. F Kentucky. Hill, H. D. . .. Quitman. Morris, O. R. . . Floyd. Holleman, H. I. Macon. Morton, T. C ...Jones. Horton, E. R . Gwinnett. Mundy, H. B .. Columbia. Howe, G. O . . . Hall. Murdock, R. J .. S. C. Hudson, D. C .. Sumter. Murph, B. B . . . Houston. Ison, R. D . . . Fulton. Neal, H. . . .. Harris. James, L. P ... Fulton. Nisbet, J. O ... Dade. Johnson, T. F. . Chatham. Osborne, J. D . Chatham. Jones, A. P. . Cobb. Palin, W. E .. Thomas. Jones, A. V . . . Cherokee. Paramore, H. H . Sumter. Jones, J. p .. Ooweta. Peebles, W. H .Hinds. Kehoe, D. E Chatham. Perry, G. S . . . Gwinnett. Kelley, F. L Effingham. Philips, P. C ..Muscogee. Kenney, J. J .. Fulton. Poo, O Cuba. King, B ..... Bibb. Pope, H Coweta. King, G. . . . . ChattahoocheeRainey, E. C. . . Putnam. King, J. O ....Fulton. Rainwater, E. M.Fulton. King, R. L .. Webster. Roberts, L. W .. Jasper. Kollock, E. C. . Habersham. Roberts, O. F. . Fla. Lane, R .... Fulton. Robinson, F ...Fulton. 97 Rodriguez, C. . .Cuba. Rogers, F '" .. Dodge. Rogers, E. H Milton. Ro"ser, L. Z Fulton. Rurnph, S. C .. Macon. Simmons, C. M . Floyd. Simpson, E. P .. Habersham. Simpson, ""V. C . Habersham. Smith, E. M . . Thomas. Smith, F. A Fulton. Smith, P. B Floyd. :Snow, P. S Wilcox. Snow, R. A .. Walker. f.;nyder, W. R. . Fulton. Spencer, E. . ..Fulton. Spivey. T. W .. Meriwether. Squires, O. G . . Cobb. Stewart, R. J . . Jones. Stiles, H. G. . . Bartow. Stovall, J. B ...Fulton. Tanner, H. M. . Fulton. Taylor, R. D . Spaulding. Thomas, J. D .. Glynn. Thornton, P. H. Greene. Thrash, J. M. . .Meriwether. Townsend, J. A .. Fulton. Trawick, J. I Floyd. Turner, J. S Putnam. Twiggs, P. E Chatham. Underwood, F. C. Pike. VanDyke, R. C . Fulton. Vining, J. O Newton. Vittur, C Fultoll. Walker, F. M .. Putnam. Walsh, R. E. L. S. C. Ware, H. . . . .Pulaski. Welch, F. M ...Colquitt. Wilcox, L. B. . . Bibb. Wilkinson, F .. TDoup. Williams, A. L . Fulton. ""Villiams, C. A. White. Williams, E. L. Colquitt. Wise, L. H. . . Thomas. Witcher, C .... Clarke. Woodall, J. H .. Talbot. Wood, R. V. . . Polk. Yarbrough, J. E. Pike. Yow, H ..... Franklin. SPECIAL lIIECHANICALS-SECOND YEAR. Bayard, N R. .. Floyd. Boyd, G. M Bartow. Edge, Dexter Muscogee. Fowler, W. C. . Clarke. Hughes, B. 1. . . Floyd. Kuker, L. C. South Carolina Moses, M. M. Muscogee. Poole, D. T.. Douglas. Strauss, L. 1. .. South Carolina SPECIAL lIIECHANICALS-FIRST YEAR. Bristow, J. L Kentucky. Hastey, J. B Meriwether. Ison, J. G.. . . . Fulton. Moore, J. W. . . Brooks. Pierpont, W. J .. Chatham. Seals, W. 0.. . Fulton. Smith, C. Z . . Meriwether. Wells, G. K . . Effingham. Woodward, S. D.Butts. Yarbrough, C A..Spaulding. Dean, J .. Ellis, C. D. 7 sse IRREGULAR SPECIALS. . Floyd. . Chatham. Pierce, J. 1. Texas. Steele, B. W. Fulton . 98 SPECIAL TEXTILES-SECOND YEAR. Oarlock, P. S ... Douglas. Richardson, F. H.Hart. Stacey, E. H ... Glynn. SPECIAL TEXTILES-FIRST YEAR. Anderson, R. Monroe. McGhee, Edward.Troup. Bennett, J. K. Troup. Reynolds, C. F .. Hancock. Bradley, G. T . Fulton. Smith, H. C .. ,South Carolina Day,D. R ... SouthCarolinaVerdery, E. F .. Richmond. Everett, M. E . Houston. Vinson, I. B... Alabama. Inglis, W. L.. . Florida. Total .. . . . . . 509 99 REPORT STATE NORMAL SCHOOL. ATHENS, GA., March 28, 1904. Han. W B. Merritt, State School Commissioner, Atlanta, Ga. In accordance with the provisions of the last General Appropriations Act of the General Assembly, and in compliance with your recent request, I make a report upon the State Normal School for the year 1903-4, that is to say, for the first seven months of the school to April 1. The session opened on the first day of last September, with one hundred and twenty-five more students present than ever before upon an opening day. There are now four hundred and sixty-six students registered, representing ninety-eight counties of the State. Three hundred of these students are in the school dormitories; the others are, or have been, in the homes of the city or immediate neighbor. hood, of course at a greatly increased expense and inconvenience to them. Three weeks before the school opened every place in the school dormitories had been promised to applicants, and since that time we have been obliged to deny admission to one hundred and sixty-seven applicants. The average number ot student" in attendance has been about three hundred and fifty. IMPROVEMENT IN THE STUDENT-BODY. The scholarship and culture of the student-body are immensely improved; one hundre.d and twenty-nine have come to us with diplomas from reputable high schools and colleges; seventy-three have first grade licenses; sixty-nine second grade licenses; torty-six third grade licenses; two hundred have had experience in teaching before coming here. About 50 per cent. of our students are the sons and daughters of farmers. One hundred and seventy-one have earned all the money they are spending here. 100 nAIN IN STABILITY OF STUDENT-BODY. In 1899 the school registered seven hundred and twel ve students; barely 5 ~ per cent. of these were able to stay throughout the school year; this year nearly 60 per cent. of our student-body are here for the full ten months. This means, of course, an enormous gain in the value of the war k of the school. Heretofore our students have not been with us sufficiently long to get all that the school had for them, or fairly to represent the school when they went away to teach. Sometimes they made a sorry reputation for the State Normal School; but now the school is coming to a point in its history when it can recommend its students and graduates with confidence, and point to their work throughout the State with pride. ENRICHMENT OF THE CURRICULUM. Within the last three years Elementary Agriculture, Nature-Study, the Domestic Arts and Sciences, Manual Arts, Physical Culture, Child-Study, French, German and Greek have all been added to the course. Civics has been in the course for many years. The school has a new Practice School building with four teachers, including a kindergartner regularly at work in it, while Manual Arts, Physical Culture, Domestic Arts and Sciences are taught to the children by the regular teachers of these subjects. DEMAND ON THE SCHOOL FOR TEACHERS. Since the beginning of the session one hundred and forty-five calls have been made upon us for teachers in the common schools of the State. It is significant that the majority of these calls have been for young men who have had a full course of training in this school. We dare say that no other profession in this State has called AO mightily and so constantly for young men well equipped in their profession, or has offered remuneration so ample. The de- 101 mand, however, is steadily a demand for young men who are graduates of this school. URGENT NEEDS. The school must have a commodious and well-equipped college building. This need is instant and urgent. The dining-hall of the school at present seats one hundred and sixty-eight students; and since the first day of the present session we have had to set two breakfasts, two dinners, and two suppers, with the dining-room crowded at every meal. This means, of course, that the school ought to have a new building devoted to kitchen and dining-hall purposes There is also urgent need for an infirmary, and for steam heat in the men's dormitory, in the auditorium, and in such new building-s as we hope to have at the hands of the State. These necessities call for a building fund of at least $45,000; and, even then, this school will be equipped for four hundred students only. NOT A BIG SCHOOL,. BUT A GREAT SCHOOL. Last year the school might have registered more than eight hundred students if it had been able to accommodate them. It is, however, the policy of the management to have here, not a larg-e school, but a good school-the best possible school for four hundred students. If the Legis-> lature will equip this school for thoroughly efficient work with this number of students, the time will come, and come very shortly, when a similar school will need to be established in North Georgia and another in South Georgia. It will be wise, however, to concentrate upon this school at first, until the school is ready to set a high-water mark for all other similar schools established elsewhere in the State. Our call for money is not an unlimited call; the school needs $45,000 for buildings, ana for the next half century it will, perhaps, need no more for this purpose. The addi- 102 tional normal training needed in Georgia ought to be satisfied by similar schools located elsewhere. THE :XORl\lAL SCHOOL AND 'fHE COMMON SCHOOLS. We feel that the State can afford to equip this school for efficient work with. four hundred students because it is a school established for the preparation of teachers for the common schools of the State, and every dollar spent here multiplies the value of every dollar appropriated to common school education in Georgia. The State may not be able to give more for common schools, but it can afford to give a comparatively small sum for the better preparation of teachers for these common schools. Every lover of common-school education in Georgia is bound by every tie of patriotism to the fortunes of this school. Respectfully yours, E. C. BRANSON, President. STATEMENT OF RECEIPTS AND DISBUSEMENTS BY STATE NORMAL SCHOOL, ATHENS, GEORGIA, JANUARY 1, 1904, to MARCH 28,1904. 1904. January 1. :6. 6. 18. March 7. RECEIPTS. Balance $ 866 01 State appropriation, first quarter 5,625 00 Gilmer Fund, half year.. . . . . . . . . . . . . . . . . . 500 UO Tuition Susie and Lucy Smith....... ..... 50 00 George Foster Peabody for completion of Practice School Building. . .. . . . .. . . . . .. 1,082 67 Total. . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . .. . $ 8,123 68 Pratice School Building , , , . 16 18 Salary account for January and February, 1904 ......... 3,99992 Commission meetings , 21 01 Expense account... . . . . .. . . . .. . . 52 25 Supplies and Equipments.................. 94 88 Repairfl and Improvements.................... 326 29 Stationery and Postage " . . . . 25 03 Cash balance in bank '. . . . . . . . . . . . . . . . . . . . . . . 3,588 12 TotaL , $ 8,123 68 103 Cash balance as above Amount to Credit of Peabody Equipment Fund Amount to Credit of Practice School Fees account . 3,588 12 . 46 96 . 66 18 Total sum in bank this day Respectfully submitted. Athens, Georgia, March 28, 1\)04. , $ 3,701 26 G,. A. MELL, Treasurer, STATEMENT OF FACULTY AND EMPLOYES OF STATE NORMAL SCHOOL, ATHEN::l, GEORGIA, SHOWING POSITION OCCUPIED AND ANNUAL SALARY PAID EACH PERSON. E. E. Branson, President-Geography $2,500 00 E. B. Smith, Dean-English , 2,000 00 D. L. Earnest-Chemistry and Physics ,. 1,500 00 Miss E, S. Harrison-Literature , 1,000 00 Fred. J. Orr-Manual Arts 1,800 00 Miss Annie Linton-.hsistant Manual Arts, 1,000 00 D. Q. Abbott-Mathematics 2,000 00 Miss Ida A. Young-Latin 1,10000 Miss H. L. Sprout-German and Greek. . . . . . . . . . . . . . . 600 00 Joseph Lustrat-French. 30009 Miss S. Newton-History '" 1,200 00 Alexander Rhodes--EI. Agriculture 1,000 00 Miss J. E. Taylor-Domestic Science ' Miss C. S. Parish-Psychology and Pedagogy 1,200 00 2,000 00 Miss Lucy L. Davis-Principal Practice School. 1,200 00 Miss L. M. Smith-Teacher Practice School......... 5!0 00 Miss Mary Creswell-Teacher Practice School ... , ..... 480 00 Miss Daisy 1. Dorando--Kindergartner.................. 600 00 Miss Maude C. Kathan--Physical Culture.. . . .. . . . .. 600 00 Miss B. M. Richards--Stenographer. '" 540 00 G. A. Mell-Treasurer.......... . .. 600 00 J. J. Green-Watchman.......................... 24000 Total. . Athens, Georgia, Barch 28, 1904. $24,000 00 104 REGISTRATION OF STATE NORMAL SCHOOL, 1903-4, TO APRIL 1ST. Adams, Bessie D..... . Putnam. Aiken, Annie E. .. . . . . . . . . . . . . MorgaI:!' Aiken, Crawford. . . . . . . . . . . . . . Morgan. Aiken, Samuel. . . . . . . . . . . . . . . . . . . .Butts. Allen, Chloe............... . Hancock. Allen, Louise Fulton. Anderson, Ruth. . . . . . . . . . . . . . Morgan. Anueberg, Sophie. . . . . . . Richmond. Archer, Grace.. . . . .. , Fulton. Arline, Melissa. . . . . . . . . Decatur. Ash, Julia............. . .. Olarke. Askea, Gertrude................. .Fulton. Askew, Daisy. . . . . . . . . . . . . . .. Clarke. Autry, Cleo...... . .. Clarke. Bailey, Annie. .. . . . . .. .. . . . , . Whitfield. Baker, Eva Walton. Balckom, Inez............. . Twiggs. Barnes, Lottie L. . . . . . . . . . . . . . . . . . . .Muscogee. Barrentine, Ida Twiggs. Barrow. Susie C Clarke. Bartlett, Sarah Ruth. . . . . . Muscogee. Barstow, Grace E. . Clarke. Battle, MaryB......... . Jefferson. BeaU, N obie T. . . . . . . . . . . . . . . . Wilkinson. Bennett. Sallie J Morgan. Benson, Bertha........ . Fulton. Berry, Myrtle Jackson. Binns, Leila N Harris. Bird, Lena..... . Clarke. Blankenship, Leila.. . . . . . . . . . . Henry. Bloomfield, Marion. . Clarke. Booth, Norma... . . . . . . . . . . . . . .. Clarke. Boynton, Julian H Spalding. Bradberry, Ellie Clarke. Brady, Mary......... . Chatham. Bramlett, Mary A Clarke. Branson, W. A Liberty. Brinson, Eloise Burke. Brinson, l\fadeline Burke. Brinson, ""V. D Decatur. 105 Brown, Luella Upson. Brock, Alice Jackson. Brock, Clara Jackson. Brooks, Edna , Decatur. Bruce, Ada Wilcox. Bruce, Ida Wilcox. Brundage, Ellen Jones. Bryan, Ada L DeKalb. Bryan, Louise Greene. Bryan, Vir.ginia .. " Greene. Bunn, Henri Bertha Henry. Bunn, J ettie Carl.. Henry. Burch, Alice Burson, Mahl~n Clarke.. Walton. Burroughs, Lettie Madison. Burton, Stella Walton. Bussey, L. Ella Fulton. Bussye, Mattie. .. . . . . . Harris. Byrd, William Francis : Pierce. Campbell, Fannie. .. . Paulding. Campbell, Jas. P Paulding. Campbell, Mrs. Marcy H Olarke. C:;,ldwell, Fannie J Chatham. Carpenter, Fannie Ruth Elbert. Carswell, Hattie M Richmond. Carswell, Thos. J , Richmond. Cartledge, Willie '" , Richmond. Cavender, Maud Coweta. Chaffin, Ina Jasper. Chambers, W. M Carroll. Chambless, Sallie Gus c ........... Stewart. Chapman, MaryE Jackson. Chapman, Tallie , Liberty. Cheney, Maud Clarke. Cheshire, Ellie C Fulton. Chestnut, Lettie , .Berrien. Choate, Florine , " .Bibb. Clower, Mary V Coweta. Coleman, Stella Randolph. Cole, Woffird Paulding. Collins, Mary B Muscogee. Cone, Lillie Muscogee. Cook, Annie Baldwin. Copeland, Addie Greene. Corn, May 'fowns. 106 Cown, S. M Crawford, Clyde Crawford, H. S Creswell, Edith , Crutchfield, Laurie. '" " , Cunningham, G. V Daniel, Vashti. Davis, Ada L Davis, J. W Davis, Robert Dawson, Carrie A Dean, Louis A' DeMore, Alam : DeVore, Annie Derrick, Claude L Dillard, Lizzie Hattie , Dimon, Evelyn,. . .. .. Dillard, 'Vinnie Doellman, Marie B. . Dorsey, Asenath Dorsey, Fannie Dozier, Mattie R Dunagan, Jessie B Dwelle, Mary , Dyer, Lizzie ," Eagerton, Minnie , Edwards, Annie Edwards, Tallulah E............. Elder, Annabelle Eidson, D.Jisy. . . . . .. . . . . . . . . . . . . . Ellington, Ethel R Estes, Lowe Everett, Annie .. '" . . .. . . . . Farmer, Margaret Farris, Inez Faulkner, Alma Fort, Susan Fowler, Vashti. Foy, Ella Franklin, Lena Freeman, Mrs. Gertrude Friesleben, Johanna Frierson, Nettie Ward, Fryer, Mabel. ., . '" , Galloway, Thomas O , Walton. Columbia. Elbert. Jackson. Greene. Lowndes. Morgan. Richmond. Bulloch. Thomas. Emanuel. Coweta. Richmond, Milton. Rabun. Oglethorpe. Muscogee. Marion. Clarke. Clarke. Clarke. Dougherty. Hall. Chatham. Randolph. Decatur. Oglethorpe. .Laurens. Clarke. .Clarke. Taliaferro. Lincoln. .Washington. Chatham. Henry. Jasper. Clarke. Clarke. Taylor. Richmond. Randolph. Troup. Taylor. 'l'albot. Elbert. 107 Gaissert, Louise. . . . ..Hancock. Gerdner, Bernard C.... . Thomas. Garner, Florrie.. . . . , Washington. . Garnett, Christine.. ., Chatham. Gaskin, Gertrude.... .ThomaR: Gaulding, Pearl. Oglethorpe. Gholston, Susie............ .Madison. Gibbs, Coliene. . .Morgan. Glenn, Mary. . . . . . . . . .DeKalb. Gordon, Evie , .. . .Stewart. Godbee, Lena B Burke. Gordy, Nernie...... .. . Muscogee. Granttham, Mrs. C. M . . Mitchell. Green, Hattie.......... .Clarke. Green, Lucile..... . .....Troup. Green, Mattie M......... .Troup. Greenway, Aurelia... , . . . . Elbert. Greer, Bertha. . . . . . . . Clarke. Granttham, Jesse L. . Clarke. Haddock, Leila. . . . Clarke. Hale, Florence. ... . . . . . .. . . .Clarke. Harbin, Ruby M. . Clarke. Hardy, Ina... .Jasper. Harkness, Lillian. . Butts. Harris, Florence. . .. : Richmond. Hartley, L. Clyde..... .Pike. Harvard, Alice... .Laurens. Harvey, Mary. .Early. Hauser, Jessie. .Jefferson. Harrell, P. C. . . . .Decatur. Harnesberger, Henrietta. .Lincoln. Hanks, Lummie Lou. . .... Mitchell. Hays, Evie............ . .Newton. Harris. Alice. . . . . . . .Houston. Hall, 'V. C. . . . . . . . .. Montgomery. Harley, Sara. . . . . .Thomas. Hammond, Mattie May. . Clarke. Harris, W. L..... . Gordon. Harrison, Maud Clay. Head, Josie , Morgan. Heard, Maggie. . . . . . Greene. Henderson, Jennie. . Berrien. Henderson, Sallie. . Berrien. Henderson, Dessie. . .Washington. Herndon, Marion. .. .. . Oglethorpe. 108 Henley, Eva......... . Madison. Hines, Mamie ,. . '" Jefferson. Hines, Mittie.. . . . . . . . . . . .. . Jefferson, Hipkins, Livy.... , . . . . . . . . . , .Ularke. Hitchcock, T. H........... . Paulding. Hilsman, Isabel.. " . . . . . . . , Clarke. Hollinshed, Mrs. M. A, . Fulton. Hough, Jessie....... . Morgan. Houze, Cora. . . . . . . . . . , , , .. Milton. Hornhuckle, C. C.. . . . Gwinnett. Holman, Margaret.. . , Clarke. Hodgson, Florence. .. , , .' Clarke. Hodgson, May. . . . . . . . Clarke. Holstead, Kate B .. , . . .. .. . . Muscogee. Hunt, Georgia M......... . Cobb. Hunt, Vannie ', Pike. Hubbard, H. H. . . . Hall. Hubbard, Talmadge , Hall. Huff', lola......... , Oglethorpe. Huff, Rosa D. . . . . . . . . Clarke. Hunnicutt, Eleanor. . . . . . . . . . . .. . Clarke. Hunnicutt, Martha , , Clarke. Hunnicutt, Mary D Clarke. Hunnicutt, Sarah U. . Clarke. Hyer, E~sie............ . Newton. Iverson, Julia. . . . . . . .. . . . . Clarke. Iverson, Lottie. . . .. .. . . . . . Clarke. '\ Jackson, Annie Mae... . Oconee. Jackson, Susie E, , , Morgan. Jarrett, Addie Jackson. Jarrett, Anna , , Jackson. Jester, W. L , Clarke. Jobnson, Anna Kate ,Richmond. Johnson, Eiver " .,., Muscogee. Johnson, Elliece , Madison. Johnson, Julia. , , , , , ..Jefferson. Johnson, Maggie Lee , Warren. Johnson, Maud ,............. . .. Morgan. Johnson, Sophie C , , .Jefferson. Johnston, Helen Love Fulton. Johnston, Nellie Twiggs. Jones, Corrie Floyd. Jones, Iula ,., , .Coweta. Jones, Ruth .. , , .. , , Clarke. Jordan, Isabella C , Richmond. 109 Johnson, Howard H Madison. Jordan, Wm. C Washington. Jossey, Annie Marion. Johnson, Sadie , Jefferson. Kelly, Lizzie. . . . .. . Clarke. Kidd, Mary L. . . Kidd, AlIa..... . . . . . . . . . . .Webster. Kidwell, Annie 'r _ Chatham. King, Alice Franklin. Knox, Frances ' Chattooga. Lumpkin, Annie . .. Clarke. Lange, Johanna. . . . .. . Muscogee. Leake, Zoudie Morgan. Leathers, Charlie K Paulding. Lester, Estelle.. . . .. . Clarke. Lively, Linnie .. . Burke. Lingo, Rebecca..... . Marion. Long, Marie........... . _ Coweta. Loyd, Chloe Newton. Loyd, Ida Newton. Loyd, Janie Troup. Loyd, Sarepta .. . Troup. Luther, P. Y. . . . .. . Hall. Lumpkin, Mamie B Clarke. Martin, Claude. ... .. . . . . . . . Floyd. Matthews, Annie. _ , Oglethorpe.. Mattox, Texas Elbert. Matthews, Mary Clarke. Maddox, Rosa _. . . .. . Clarke. Meiere, Pattie L Oglethorpe. Melton, Bell Greene. Michael, Nellie C Walton. Miller, May....... ." DeKalb. Miller, Bessie E Clarke. MiIlrr, Julian Clarke. Mitchell, Essie Dooly. Mitchell, Carrie Dooly. Moore, Emmie , ' .. . . . .. Jackson. Mosely, Ethel. ' Early. Morgan, S. E Fulton. Moore, Pansy Clarke. Morse, Lillian _ Monroe. Montfort, PansJ 'raylor. Moore, Covie Elbert. Moss, Sarah H , Clarke. Motes, Eva Clarke. 110 Murray, Sadie........ . Clarke. Murray, Cora....................... .Wilkes. Muse, Thalia............... . Dougherty. McAlpine, Helene .. ' ClarKe. McBride, Mary Lou. .. . . Jefferson. McCleskey, Jas. L. . Cobb. McElreath, Sallie May. . . . . . .. Clarke. McGriff, Alma. . . . . . . . Pulaski. McGee, Mattie. . . . . . . . Harris. McKoy, Fannie. . . . . . . . . Coweta. McKoy, Maud........ . Coweta. McKoy, Th6s. D Coweta. McLeroy, Odelle. . . . . . . . Clarke. McLeroy, Oriole. . . . . . . . . . . .. Clarke. McNair, Mary..... .Jefferson. McNorrill, Lizzie Lou. . .Burke. Nalley, Vina B........ .Douglas. Neal, Katie .... ' . . . .Harris. Nesbitt, Madge........ . . .. Baker. Nesbitt, May...... . Baker. Nichols, Clyde. . . . .. Clarke. Nolen, Clara. . . . . . . . . . . .. . Butts. Oates, Angie.:..... . .Jefferson. O'Connor, Clare.. . .. . Glynn. O'Neal, Amy..... . Harris. O'Neal, Willie.. .Harris. Osborne, May " .. . Towns. Park, Frances Addie................. DeKalb. Parker, Addie , . . . . Harris. Patton, May................. . .. Hart. Peacock, Kate............. .. . .Morgan. Peavy, Hattie , Fulton. Pace, Addie. . . . . . . . . . . . . . . . .. . Forsyth. Pendrey, Florence Jefferson. Perry, Emma ; Laurens. Phillips, Anderson Q......... .. '" .Hart. Phillips, Lena K Ware. Pharr, H Lovick McRae. Pittard, Fannie , Clarke. Pittman. J. T , Bryan. Powell, Florence Clarke. Porter, Virgie '. . Hall. Power, Edith B Cobb. Poss, Una Clarke. Prater, Ina Bell Clarke. 111 Pritchard, Alice Proctor, Loraine Quillian, Nonie. " , .. " Ragsdale, Emma E " Rash. W. C Raymond, Florence Redfearn, Dan H Redfearn, J A Reaves, Mozelle Reid, Ruth Reid, Stella Renfroe, Annie May. . . . . . .. . Reynolds, Jennie '" Rice, Emma Richardson, Annie Richardson, Osie Robinson, Leone Rogers, Eula L Ross, Bonnie S Rushing, Dolphus Sale, Fannie " Sale, Louise " '" , Hale, Ruth Sandeford, Mamie L Sands, Nora ............ , , Sanner, Minnie Scarlett, Meta T Sewell, Cynthia Sewell, Grace Scott, Birdie Scott, Gertrude Scott, T. E. . Shaw, Mamie Shockley, Nelle SimmR, Mary Melson Simmons, Young J Simmons, Irby. " , Simpson, Hattie T Slaton, Annie Slaton, Mattie B , Smith, Bessie " , Smith, Effie Smith, Eula Smith, Jennie Myrt Smith, Laura Spalding. Chatham. Morgan. Paulding. Walker. Clarke. Brooks. Thomas. , .Clarke. Putnam. Putnam. Muscogee. Baldwin. Hart. Harris. Harris. Fulton. Wilcox. Glynn. Bulloch. Wilkes. Wilkes. Wilkes. Burke. Harris. Fulton. Glynn. Floyd. Franklin. Warren. Greene. Emanuel. Berrien. Morgan. Floyd. llall. Paulding. , .Greene. Harris. Harris. Jones. Upson. Wilkes. Oglethorpe. Butts. 112 Smith, Lollie E. Jefferson. Smith, Mamie Lee Greene. Smith, Maud Butts. Smith, W. 0 Gwinnett. Smith, Emma Wilcox. Smith, Mamie..... . Jackson. Bmith, Lucy W Clarke county, Virginia. Smith, Susie B. . Clarke county, Virginia. Smoak, Nelle Upson. Snead, Emma 'l'erry Coweta. Snelling, Effie......... . Dooly . Snead, Dora.. .. .. .. .. . , Fayette. Snow, Sarah K... . Carroll. Sorrells, Eunice Paulding. Speights, Olifford " .. , '" . ,Baldwin. Spillers, G. C , ,' .. ,Upson. Standley, Louise , . , . . , , Terrell. Steedman, Cornelia ,., Olarke. Stephens, IsabeL .. , , .. , .. , ,Clarke. Stephenson, Margaret , Clarke. Stevens, Eliz. L , , .. , .Webster. Stewart, Tyree, , Calhoun. Stillwell, Laura , ,Elbert. Stuart, Janie , Screven. Strickland, Merle,., , Jackson. Sutton, Carrie Lee .. , , Clay. Talmadge, Mrs. J. E., Clarke. Taylor, Nannie May, , Randolph. Taylor, Hugh W , Meriwether. Thomas, Mary , Hancock. Thomas, Hallie , .. " ." Morgan. Thompson, Rubye , , Greene. Thornton, Annie Love Clarke. Thornton. Oordelia , , Clarke. Thornton, Mrs. O. H , , ,.. Lincoln. Thrasher, Annie Oconee. Thurmond, Pope , Walton. Ticknor, Daisy E Muscogee. Tribble, J. H ,. , DeKalb. Truitt, Reba , , Wilkes. Tuck, Lilla .. , '... . Clarke. Tuck, Lillian....... . Clarke. Tuck, Sallie , Clarke. Tucker, Bertha , Wilkes. Turner, Ethel Rockdale. Turner, Lena Turner, Nina Todd, Clara E Underwood, Ona Waldrep, Allie May Waldrop, Annie Walker, Susie Walker, Sarah Walker, Nina May Wallace. Chloe Walters, Nobie _ Walters, Troice Walton, Fannie Bell Ward, Lavilla Ward, 8arah .. , , Ward, Queen ' Warnock, C. A " , Warnock, Esther Wash, Leila Washington, Esther Watson, I. F Waits, Mittie E Webb, Josie Weatherly, Addie Welch, Ola ' Wesley, Amy Wesley, Essie May West, Lillie S.. . .. . White, Ethel White, Nancy White, Edyth White, Walter Wilburn, Velma Williams, Edwina ~ Williams, Nathilee E Williams, Sydney E Willingham, Willie Wilson, Flora , Wilson, Jennie - Wilt, Etter , , Wickam, Bessie Winter, Lillian Witcher, Annis , Witcher, Bennie 8ssc Henry. Henry. Clarke. Greene-. Monroe. Butts. Houston. Houston. Jasper. Gwinnett. Hart. Clarke. Putnam. Lincoln. Butts. Elbert. Bulloch. Bulloch. Clay. Columbia. Worth. Fulton. Newton. Clarke. Habersham. DeKalb. DeKalb. Chatham. Coweta. Madison. Madison. Muscogee. Jasper. Clarke. McIntosh. McIntosh. Newton. Gwinnett. Gwinnett. Muscogee. Mu-scogee. Oglethorpe. Madison. Greene. Witcher, Loise Womack, Rosa Wood, Pauline Woodall, Lucy F Woodfin, Miss Jos. W Woodward, Bertha Woodward, Estelle Wrench, Frances Wright, Willie Joe Wynn, MaL ,, Yearwood, Madeline York, Henry Young, Addie Young, Estelle Young, Mary L Young, Olivia. . .. . Young, Susie Zetterower, Lillie C 114 Clarke : .. Bulloch. Polk. Muscogee. Chatham. , Bryan. Butts. Glynn. Taliaferro. Madison. Clarke. Rabun. Clarke. Clarke. Ware. Coweta. Clarke. Bulloch. 115 GEORGIA NORMAL AND INDUSTRIAL COLLEGE, MILLEDGEVILLE, GA. Thirteenth Annual Report. MILLEDGEVILLE, GA., June 2, 1904. Hon. W. B. Merritt, State School Oommissioner, Atlanta, Ga. D~AR SIR-I have the honor to present the following report of the Georgia Normal and Industrial College for the past year, the same being the thirteenth annual session of the institution. ATTENDANCE. During the past session we have enrolled three hundred and fifty-six (3~6) regular matriculate students, coming from ninety-six counties in the State. Most of them have lived in the College dormitories; a few have been compelled to board in private families for want of room in the' dormitories. Besides the three hundred and fifty-six regular students, there were sixty-three children, from six to thirteen years old, in our Normal Practic~ School, making a total attendance offour hundred and nineteen pupils. CLASSIFICATION. These four hundred and nineteen pupils were divided among the different departments of the College as follows :; Practice School ,. Preparatory Class '., ._ .. Normal-Collegiate Departll1ent Collegiate-Industrial Department- Special Department 63 52 .140 124 . 40 Total Attendance __ ,_ _ _ 4 19 116 The following is the number of pupils instructed in each (jne of the Industrial arts taught in the Institution: Stenography and Typewriting 25 Bookkeeping . 36 Dressmaking 120 Millinery ____ ___ ___ ____ __ ___ _ __ _______ 18 Cookery , 94 Nearly every student in the College pursued one or more of the above-named branches in addition to her regular literary studies. The number of graduates and of proficients for the session was as follows: Normal-Collegiate Graduates Collegiate-Industrial Graduates Music Graduates . 13 . ___ 1 1 Proficients in Stenography 9 Proficients in Bookkeeping ,_ _ 3 Proficients in Dressmaking_ ___ _ __ ____ __._ 5 Proficients in Domestic ScienQe (Cookery, etc.) 1 Proficients in Music _ _ 1 COST OF ATTEI\DANCE. The entire cost of attendance on the Institution for the full session of nine months, including living expenses in the dormitories, matriculation fee, books and stationery, is about $112:00 This is a liberal estimate; the actual cost is apt to fall below the amount named, will certainly not go beyond it. NEEDS OF THE INSTITUTION. The College is greatly in need of an additional building for class-rooms. The present main College building is very inadequate for the purpose. Much of the most important work of the Institution has to be done under great disadvantages on this account. This is specially true of 117 the Practice Teaching in the Normal Department and of several branches of the Industrial Department. The Board of Directors of the College will ask the State Legislature at its session this summer to make a special appropriation of $20,000 to supply this urgently needed building. Much of the furniture and fixtures ot the present College buildings, both of the main building and of the dormitories, are in very bad condition, practically worn out from constant use, extending over from ten to thirteen years. A special appropriation of $5,000.00 will be asked of the Legislature for these refurnishings and rrpairs. Yours truly, J. HARRIS CHAPPELL, President Georgia Normal aod Industrial College. 118 NORTH GEORGIA AGRICULTURAL COLLEGE, DAHLONEGA, GEORGIA. NORTH GEORGIA AGRICULTURAL COLLEGE, DAHLONEGA GA., February 20, HI04. Hon. W. B. Merritt, Stnte School Commissioner. SIR: I have the honor to report as follows: The total enrollment to date is 161 males and 22 females, representing 52 counties. Prof. Gaillard reports of his classes: "They have in the main done good work." Prof. Vickery reports of his classes: "With very few exceptions the students in this department have done excellent work, in fact, all have made fair progress-no one failing to pass the intermediate examinations. The interest of the studeuts seems to have been keener than usual." Prof. Boyd reports: "The enrollment in this department embraces the entire student-body with the exception of two or three students who are taking special courses." Of the classes under his immediate charge he reports satisfactory progress with few exceptions. Prof. Clarke reports: "I am glad to say that most of these students are doing good work and seem to appreciate their opportunities for study." - Prof. Steed reports: "I have no hesitation in saying that the general character of work done by the classes under my charge this seEsion has been more E'atisfactory than at any other time during my connection with the college. I attribute this condition to the systematic attention to duty on the part of the student-body generally." Prof. Hiller's report shows generally fair work in French and the necessity for increased facilities in the Business Department. 119 Mr. Barnes reports: "The study-hall has been in operation whenever the different professors saw fit to send students to same." Ml'. Byers reports: "The progress of my several classes is quite satiefactory, taken collectively." Prof. Davis finds the work in practical and theoretical agriculture good. Major Tillson reports: "As very few military schools are equipped to do the work required by the War Department we can make honest claim to having one of the best mili~ary departments in the United States." .There has been no serious breach of disci pline during the year. The absence of student loafers about the town, and the absence of rowdyism and boisterous demonstrations have been as noticeable and as gratifying as have been the general good conduct and the stndious habits of the student bouy. I heartily concur in this unanimous expression of gratification at the excellent conduct and studions habits of the student-body. It is superior to anything I have ever seen. The work in my classes has been satisfactory in general. This college, which has donp, such good work in the past, well merits the coufidence and support of the State. Very respectfully, E. S. AVIS, President. 120 GEORGIA SOHOOL FOR THE DEAF, AT OAVE SPRING, GEORGIA. In the United States the first attempt at the education of the deaf was made at Cobbs, the residence of 001. William BolIing, near Petersburg, in Goochland county, Virginia, in 1712. In 1818 Col. Bolling established a school at Manchester, Virginia, but this enterprise soon fell through. The first successful school for the deaf in America, however, was opened at Hartford, Oonnecticut, on April 15th, 1817, by Rev. Thomas H. Gallaudet. The first appropriation of public funds in aid of the education of the deaf in America waH $5,000.00, made by the Legislature of Oonnecticut, in October, 1816. In the year 1833 a memorial was presented to the Legislature of Georgia, by John J. Fluurnoy, a semi-mute of Jackson county, praying for the establishment of an institution for the education of the deaf and dumb, which was referred to the Governor, Hon. Wilson Lumpkin, with the request that he obtain full information and report to the next meeting of the General Assembly; so in November 1834 the Governor, who had become much interested in the subject, laid before the Legislature all the information he had secured, expressing himself as particularly indebted to Governor Fort, of Oonnecticut, and to Lewis Weld, Principal of the American Asylum tor the Deaf and Dumb, Hartford, Oonnecticut. In December, 1834, Mr. Weld, with two deaf mutes, Edmund Booth of Massachusetts, one of the assistant teachers, and Thomas S. Perkins of Oonnecticut, one of his pupils, visited Georgia and gave an exhibition before the Legislature in the Representative Hall of the capitol at Milledgeville, on Monday evening of December 15th. Following this exhibition an appropriation of $3,000.00 121 was made to aid in the education of the deaf and dumb of Georgia. On Saturday, December 20th, 1834, Hon. John W. Burney, of Jasper county, introduced into the House of Representatives a series of resolutions, prescribing the method by which to carry into effect the purposes sought to be obtained by the above mentioned appropriation, which were immediately agreed to, and the Rev. Elijah E. Sinclair was the first commissioner appointed by Governor Lumpkin, in March, 1835, to gather up and convey to the American Asylum at Hartford, Connecticut, the deaf mutes of Georgia. This office was filled in succession by Rev. S. G. Hillyer and Rev. JeRse H. Campbell, both efficient officers, but only a few of the deaf were induced to accept the beneficence of the State. In the years 1842 and '43, five deat mutes, children of Asa Prior of Paulding county, two of whom had spent several years in the American Asylum, were sent as day pupils to the <;edar Valley Academy, which stood near the large spring in Cedartown, presided over by Benjamin Mosley, a noted edecator of that day; which may be considered as the first attempt in Georgia to impart instruction to the deaf and dumb. In December, 1845, an act was passed authorizing the Governor to remove the deaf mutes that were attending school at Hartford, provided the means of a proper education could be supplied at Cedar Valley Academy or elsewhere, on the same terms of economy to the State as was done at Hartford. After the passage of this Bill, Mr. Campbell opened a correspondence with the trustees of several institutions, among them that of the Hearn Manual Labor School at Cave Spring, in Floyd county, by which an arrangement was made for the openinf]; of a department tor the reception of de~f mute pupils. 122 Mr. O. P. Fannin, the associate principal of the Hearn :School, was deputized to proceed to Hartford to learn the method of teaching the deaf and dumb, and to bring home the Geor~ia pupils. Upon his return, after an absence of several months, this department was opened May 15th, 1846, with Mr. Fannin in charge, in a log cabin which stood directly in the rear of the present Hearn School building, with four pupils in attendance, Thomas Mims, of "Thomas county, Murdock McDuffie, of Pulaski county, Temperance L. Jordan, of Oglethorpe county, and Elmira Pugh, of Upson county. At the session of the Legislature in 1847, an act was passed locating the Georgia Asylum for the Deaf and Dumb in Cave Spring, and making the necessary appropriation for support and for school purposes, and for the erection of a suitable building. This act provided for the appointment, by the Governor, of five commissioners, one of whom must be the teacher in charge of the deaf mute department of the Hearn School, under whose supervision 'and control the institution should be conducted. A tract of eight and a half acres ot land was purchased from the trustees of the Hearn School, for which $252.00 was paid. The first building constructed was forty feet wide by seventy feet long and two stories high. The halls, running east and west on each floor, divided the building into four large rooms, two above and two below. Everything having been made ready, Friday, June 29th, 1849, and the Sunday followin~ were set apart for public examination of the pupils, and for the dedicatiou of the building. Hon. Augustus R. Wright, of Cassville, Georgia, delivered the dp.dication address, and Rev. N. G. Foster, of Madison, Georgia, the dedication sermon. On Sunday, the first day of July, 1849, the Georgia Asylum for the Deaf and Dumb began its first legitimate work, and continued without any break to March, 1862, 123 the number of pupils having increased to about sixty, when on account of the turbulent and exciting times incident to the war between the States, as well as from the fact that the two teachers upon whom the Principal relied most had resigned and gone into the Confederate army, the trustees thought best to close the doors of the institution, which was accordingly done. The pupils, with the exception of two orphan girls, were sent home, and a family selected to live in the building both to care for the two girls and to endeavor to protect the property. During the whole four years of war, although the village was first in the hands of the Confederate and then of the Federal troops, the institution premises escaped without material injury. At the session of the Legislature in November, 1866, an appropriation was made for the reopening of the school, ~nd a Board of Trustees appointed. The Board of Trustees met as soon as was practicable after this appointment and called Mr. W. O. Connor to the principalship. Mr. -Connor, after his return from his four years' service, went to farming in Cherokee county, Alabama, with the intention of makin~ it his life business, and had not only not intimated to anyone that he had any desire of re-entering the work of instructing the deaf and dumb, but had given the subject no thou~ht. From that time to the present, the exercises have continued without interruption. A number of additions have been made from time to time, but the equipment is sufficient to accommodate only about one-half of the number of deaf mutes in the State. In the year 1882 a department was opened for the negro deaf, in a building purchased for the purpose, situated about three hundred yards from that for the white chil.oren. The teachers and matrons are all negroes. 124 B:>ard of Trustees. PRESIDENT: W. J. Griffin. SECRETARY AND TREASURER: D. W. Simmons. TRUSTEES: William J. Griffin James C. Harris . James W. Taylor T. J. Dempsey __ . . P. M. Hawes __. .. J. H. Sanders . __ ... B. M. Davis _.. __ .. ._ _ Floyd County. . Floyd County. .Meriwether County. Butts County. Elbert County. Polk County. Bibb County. Officers of the School. PRINCIPAL: Wesley O. Connor. IKSTRUCTORS: u. W. Wright, Mrs. E. F. Connor, S. M. Freeman, Miss S. J. Posey, Mi8s M. A. Harris, Miss Louise Robinson, Miss A. MeD. Ervin, Miss E. F. Freeman. TEACHER OF ART AKD PHYSICAL CULTURE: Miss Annie May Clark. MATRON: Miss Minnie C. Moore. ASSISTANT MATRON: Miss R. E. Summers. PH YSICIAK: I. Sewell, M.D. 125 EYE, EAR AND THROAT SPECIA;LIST: R. P. COX, M.D. SUPERVISOR OF GIRLS: Miss Nina Gilliland. SUPERVISOR OF BOYS: R. A. Asbury. INDUSTRIAL DEPARTMENT: H. S. Morris, Expert Shoemaker, J. B. Huff, Expert Printer, T. P. McKoy, Expert Wood-worker, E. T. Penny, Expert Metal-worker. Negro Department. INSTRUCTORS: F. M. Gordon, Miss Carrie Colclough, Monroe Ingraham. MATRON: Mrs. F. M. Gordon. The enrollment for the year ending September 30, 1903, was, in the White Department, 163, and in the Negro Department, 47, distributed among the counties as fo llows : White. Negro. Tots,l. White. NeJro. Total. Appling.......... 1 0 1 Cherokee........ 3 0 3 Banks........... 3 0 3 Clayton.......... 1 0 1 Bartow. . .. .. 2 0 2 Cobb............. 3 0 3 Bibb.. .. .. 4 1 5 Colquitt.......... 6 0 6 Butts. . . . . . . . . . .. 4 1 5 Coweta. . . . . . . . . .. 5 0 5 Bulloch.. 1 0 1 Decatur.......... 1 0 1 CampbelL.. . 2 0 2 DeKalb .... 505 Carroll .. " .. 4 1 5 Dodge...... 303 Chatham......... 3 3 6 Dooly............ 3 0 3 Chattooga... . . . . . 1 1 2 Emanuel......... 1 0 1 126 Fannin White. Negro. Total. 1 o 1 M uscogee.. White. Negro. Total 213 Fayette.......... 0 1 1 Newton 314 Floyd Forsyth 11 6 17 Oglethorpe....... 1 o 1 3 (j 3 Pickens... 2 o2 Franklin. 0 3 3 Polk............. 3 o 3 Fulton 13 7 20 Pulaski.. 0 11 Gordon..... 7 o 7 Putnam 011 Gwinnett........ 1 o 1 Rabun........... 1 o 1 Habersham. . . . .. 4 o 4 Richmond........ 3 2 5 Hall 5 o 5 Screven.......... 2 1 ;{ Hancock Haralson 0 1 1 Spalding......... 0 1 1 2 o 2 Stewart,......... 1 o 1 Harris.... 4 o 4 Sumter 0 11 Henry 1 1 2 Talbot ,2 o 2 Irwin........... 1 1 2 Tattnall.......... 2 o 2 Jackson 3 o 3 Terrell........... 1 2 3 Johnson......... 1 1 2 Telfair........... 1 o 1 Laurens 2 o 2 Thomas......... 1 o 1 Liberty........... 3 2 5 Troup..... ... 2 o 2 Lowndes......... 1 o 1 Walker..... 1 o1 Lee 1 1 2 Ware 2 o2 Lincoln......... 1 o 1 Warren.......... 1 o 1 Lumpkin 1 o 1 Washington...... 0 1 1 Macon 1 o 1 Whitfield........ 2 1 3 Milton , 2 o 2 Wilcox......... 0 1 1 Mitchell.... 1 o 1 Worth 2 o2 Monroe 123 Montgomery. . . 1 o 1 Total. 163 47 210 The cost of maintenance was $28,666.59. CHARACTER OF THE SCHOOL. The Georgia School for the Deaf, as its name implies, is strictly a School for the education of those persons who are TOO DEAF to receive instruction in the common schools. Those persons who are DUMB but not DEAF are not entitled to the benefits of the School, as they can be educated by the methods nsed in the common schools, if they can be educated at all. The methods here are adapted for DEAF PERSONS and not for the HEARING. 127 The School is neither an ASYLUM nor a charitable insti-tution, unless other public schools, and the various branches of the State University rank as such. LOCATION. The School is located at Cave Spring, in Floyd county,.. and is easily accessible from all parts of the State. It has a department for White people and one for Negroes, which are entirely separate and distinct, except as to superintendence. THE SCHOOL NON-SECTARIAN. Sunday-school is held for an hour each Sunday morning, in which the International Sunday-school Lessons are used as far as practicable, and in the afternoon a lecture of 31: half hour's duration is delivered in the chapel, in the signlanguage, the subject of the lecture being the lesson for the next Sunday. Every pupil is required to attend these exercises. Should any officer be found trying to inculcate the peculiar doctrines of his particular church, it would be considered sufficient cause for dismissal, if persisted in. OBJECT OF THE SCHOOL. The primary object of the School is to give to the deaf such a knowledge of the English language as will enable them to use it in pursuing the usual avocations of life. The next most important object is to give them instruction in one or more branches of handicraft, as the great majority of them must of necessity, on account of their affliction, rely on something of this kind for earning a livelihood. Along with these, they are given instruction in Geography, Grammar, History, Natural Philosophy, Arithmetic and Pen. manship, or in other words, it is endeavored to give them a practical common school education. 128 Articulation and lip-reading are taught to those pupils, who after a prolonged trial, are found to possess the requisite ability to warrant its continuance. INDUSTRIES. Boys are given instruction in printing, wood-working, wood-carving, painting, shoe-making, blacksmithing and gardening. Girls are taught plain sewing, cutting and fitting, and it is intended to introduce other suitable industries as soon as the Legislature can be prevailed upon to provide the means. A given number of both boys and girls are given lp.ssons in drawing in charcoal, crayon, water-color, pencil, and pen and ink sketching, in designing, and in modeling in clay, as well as in wood-carving. Of course the degree or progress made on these lines depends almost entirely upon the individual effort made by the pupil. CLOTHING. A uniform of neat appearance, and of substantial material has been adopted by the Board of Trustees for both the male and female pupils, which they are req uired to wear at all times, not only at school, but in coming to and in going therefrom, and as no deviation will be allowed from this rule, parents will save themselves the useless trouble and expense of furnishing other outer clothing than that prescribed by the Board of Trustees. Pupils must bring with them and keep on hand, the number of articles of each kind prescribed in a list, which will be sent upon application, and a list of the articles sen t with the pupil, upon entering school at the beginning of each term, should always be placed iu the trunk, so that the Matron can check them up and enter them in a book kept for the purpose. 129 OVERSIGHT. While all reasonable oversight will be exercised at all times, the Institution is not a place of confinement, and can not be responsible for the safety of truant pupils, nor for injuries received during the infraction of the rules, neither is it responsible for the safety of pupils in transit to and from home. WHO ARE ENTITLED TO ADMISSION. All persons in the State between the ages of seven and twenty.five years, who are TOO DEAF to be educated in the common schools, and who are otherwise in a condition mentally and physically to receive instruction profitably, and free from any immoral conduct or contagious disease, shall be entitled to admission as pupils to all the privileges of the respective departments of the Georgia School for the Deaf, free of cost, to re~ain such a number of school terms or portions thereof as the Board of Trustees, upon recommendation by the Principal, shall see proper to grant; PROVIDED, no pupil shall be allowed to remain more than twelve terms. In case parents or guardians are unable to furnish the pupil with such clothing as may be prllscribed by the Board ot Trustees, such clothing may be supplied by the authorities of the school free of cost, upon certificate of the Ordinary of the county from which the pupil comes, with his official seal attached, that said parent or guardian is not in a pecuniary condition to furnish said clothing. All pupils may be furnished shoes from the shop free of cost. In cases of great destitution, which fact may be made to appear by certificate of the Ordinary of the county, under seal, from which the pupil comes, the railroad fare of such pupil, coming to and from school, may be paid from the support fund of the school. 9ssc 130 In cases where pupils have no homes to which they can be sent for the .vacation, the Board of Commissioners of the county from which they come, or other proper authority, shall make the necessary provision for their care during vacation. HOW TO OBTAIN ADMISSION. It is necessary that applications for the admission of pupils be made in form, and any person who desires to enter a child as a pupil, will be furnished the necessary blanks for this purpose, together with all necessary information, when the Principal is asked to do so. All communications should be answered by return mail, or as promptly as circumstances will admit. GENERAL INFORMATION. School opens usually about the middle of September and closes about the middle of the following June, and it is very important that pupils SHOULD ENTER PROMPTLY AT THE OPENING AND REMAIN TO THE CLOSE OF THE TERM. Except in cases of serious sickness or death in the immediate family it must be distinctly understood that the pupils will not be allowed to visit their homes during the session. Of course parents HAYE THE POWER to remove their children at any time they see proper to do so, but in case this is done, they will not be allowed to return until the opening of the next term in the September following. This rule has been rendered necessary from the fact that, several times, epidemics have been introduced by returning pupils, and this means a demoralization ot the school for at least two months and sometimes longer. Respectfully, W. O. CONNOR, Principal. 131 THE GEORGIA ACADEMY FOR THE BLIND. This establishment is, as its name indicates, a school for the blind. It is a boarding-school exclusively; it is supported by the State, and is for the benefit of those who are sightless, or nearly so, of Georgia, without distinction as to race or color, between the ages of seven and seventeen years, who are, under the by-laws of the Institution, eligible to membership. With the exception of clothing and railroad fare, everything is furnished free of cost to the pupil. Aud yet it is not a home or asylum, because it is dosed, like all boarding-schools, for the three months of summer. The pupils are graded into ten classes, and the curriculum embraces all that is common to the primary, secondary and high schools of our State. Music and simple mechanical trades are taught. The main purpose is to give the inmates intellectual education, and then to furnish, if possible, such knowledge of handicraft suited to their capabilities as will equip them to spend industrious and self-sustaining lives. The State has furnished handsome grounds and buildings for the Institution, which occupy a commanding position in the heart of Macon. The Tru;tees, the Principal and the Faculty endeavor to accomplish the purposes of the General Assembly in regard to the blind of the State. They have enjoyed uninterruptedly the encomiums of visiting committees from the Legislature and from the State at large, as well as of the citizens who visit the Academy from time to time. One hundred and twenty-five is the average enrollment of pupils. The Trnstees all reside in Macon; this facilitates the "presence of a quorum at meetings, and admits of their con- ".--....... 132 'ltant personal supervision of the school. The present constituents of the Board are: Mr. Ben C. Smith Judge A. L. Miller- __ . Mr. T. D. Tinsley . Judge John L. Hardeman, Mr. G. B. Jewett, . __ President. . __ . Vice-President. . Treasurer. Mr. R. A. Nisbet, Judge W. H. Felton Jr. Mr. T. U. Conner is the Principal, and to him all applications for admission of pupils should be addressed. Respectfully, T. U. CONNER, Principal. 133 GEORGIA INDU6TRIAL SCHOOL FOR COLORED YOUTHS. COLLEGE, GA., June 6, 1904. Hon. Tv. B. Merritt, State School a ommissioner, Atlanta, Ga. SIR: I have the honor to submit to you a report giving an account of the work of the Georgia State Industrial College for Colored Youths. The school year ending June 1, 1904, has been a most successful one. The Legislative Committee, of which Judge J. H. Hall was chairman, visited our school during the year, and pronounced it one of the best conducted in the State. A brief history of the school may not be out of order. By an act of the Georgia Legislature, approved November 26, 1890, it was enacted that there should be " established in connection with the State University, and forming one of the departments thereof, a schoolfor the education and training of colored students." By the same act the Governor was enpowered tu appoint" five fit and discreet persons, residents of the State, to be known as the Commission of the School for Colored Students." This Commission was to secure the ground and the buildings necessary for the establishment of the school; to prescribe a course of training to be provided for all the students in said school which would embrace the studies required by the Act of Congress of the United States, approved July 2, 1862, and August 30, 1890, making donations ot public lands and the proceeds thereot to the States and Territories for educational purposes. The control and management of the school were vested in the Board of Trustees of the University of Georgia. As soon as the school was located, established and turned over to the Board of Trustees of the University of Georgia, the 134 Commission named in the Act and appointed by the Governor was to constitute the local Board of Trustees for the school, who, with perpetual succession, should be charged with the control, supervision and management of the school, subject to the general Board of Trustees of the U niversity of Georgia. The Chairman of said local Eoard of Trustees is made ex-officio member of the Board of Trus~ tees of the University. In the summer of 1891, from .June 1 to August 1, by direction of the Commission, Chancellor Boggs lllaugurated in Baxter Street School Building at Athens, Ga., a preliminary session of the school, which was conducted by Mr. Richard R. Wright as principal, with three other instructors. Later, this school was styled by the Commission" The Georgia State Industrial College for Colored Youths," and located near Savannah, Ga., about five miles from the courthouse, southeast of the city, near Thunderbolt. For the permanent organization, the Commission seleded a faculty consisting of a President, Instructor in English, Instructor in Natural Science, Superintendent of the Mechanical Department, and Foreman of the Farm. The school began with an enrollment of eight students. At present it has an enrollment of abont six hundred. The instruction may be said to be literary, mechanical and agricultural. Under mechanical, there are Blacksmithing, Carpentry, Shoemaking, Tailoring, Painting, Brickmasonry, Dressmaking and Cooking (to be established.) The aim is to give the students such training as will prepare them to be useful citizens. The E'tudents of the Mechanical Department are required to do all the repair work, and to assist in doing other work. The courses are open to both sexes. Since the organization of the school it has had more than 3,000 different students under i'ts instruction, and has given its diplomas to one hundred and thirteen 135 graduates. A list of the graduates is kept, and it is known that they are usefully employed. The College owns eighty-six acres of land; thirty-five are used for a campus, and fifty-one acres for a farm. All the departments are fairly well provided with the neces- sary equipment for their work. There are nine buildings; four Professors' cottages, a blacksmith and carpentry-shop, three dormitory buildings-one of them a large three-story brick building used mostly for dormitory purposes-and one large two-story frame building (Meldrim Auditorium) used al"o for school recitation purposes. Most of these buildings were erected, in the main, by student-labor. The College Library consists of a small collection of books, which is being added to as funds permit. 'l'he College farm of fifty-one acres is practically adjacent to the College campus. Thirty acres of this are under cultivation, and from it sufficient vegetables are raised by the labor ot the students to supply the tables of the board- ing students. The income of the school is $16,335t. No tuition fee is charged. vYe. have no scholarships, and have received Jess than $500 aid from outside parties. The courses at present are the Industrial, Preparatory, Normal and Collegiate. For admission into the college the applicant should not be less than fourteen years of age, and of good moral char- acter. He should be qualified to pass satisfactorily an en- trance examination. Students should make it a point to be present on the opening day of the College. For special reasons students may be admitted at any time of the school year. Very truly, R. R. WRIGHT, President. Outlines for Teachers' Institutes ----~ GEORGIA, 1904 W. B. MERRITT, STATE SCHOOL COMMISSIONER QUaTATIONS. "That is the best government which desires to make the people happy, and knows how to make them happy."-Macaulay. " Breathes there the man with soul so dead Who never to himself hath said, This is my own my native land I Whose heart hath ne'er within him burned As home his footsteps he hath turned From wandering on a foreign strand? If such there breathe, f!0 mark him weIll For him no minstrel raptures swell; High though his title, proud his name, Boundless his wealth as wish can claim,Despite those titles, power and pelf The wretch concentered all in self, Living, shall forfeit fair renown, And, doubly dying, shall go down To the vile dust from which he sprung Unwept, unhonored and unsung." -Scott. "Let us then be up and doing, With a heart for any fate; Still achieving, still pursuing, Learn to labor and to wait." -Longfellow. " vVhen'er a noble deed is wrought, Whene'er is spoken a noble thought, Our hearts in glad surprise To higher levels rise." -Longfellow. " Oh! there is an enduring tenderness in the love of a mother to ller son that transcends all other affections of the hpart. It is neither to be chilled by selfishness, nor daunted by danger, nor wt'akened by worthlessness, nor stifled by ingratitude. She will sacrifice every comfort to his enjoyment; she will glory in his fame, and exult in bis prosperity; and if misfortune and disgrace settle upon his name. she will still love and cherish him in spite of his disgrace; and if all the world besides cast him off, she will be all the world to him."-hving. " The New South is enamored of her nt'w work. Her sou! is stirred with the breath of a new life. The light of a grander day is falling fair 139 on her face. She is thrilling wi th the consciousness of growing power and prosperity." * * * * " It is a rare privilege to have had part, however humble, in this work. Never was nobler duty confided to human hands than the uplifting and upbuilding of the prostrate and bleeding South."-Grady. GENERAl:. DIRECTIONS. These suggestions are arranged on the theory that Instituteil will hold two sessions daily. The illustrative class work should be based largely on the textbooks adopted for use in the common schools of the State. The members of the Annual Institute should make thorough preparation for the illustrative recitations. One or more teachers may be appointed to write on each subject for Essay. A ruled line will be found below each subject for essay on which may be written the name of the teach:lr who is to write the essay. These outlines may be used for guidance in individual home study and in monthly institutes. Suggestions for systematic study will be given by the instructor and the County School Commissioner. The teachers' examination for June and December, 1904,. will be based partly on topics suggested in this outline. Have exercises of interest to the public at 11 A. M. and 3 :00 P. M. Invite the public to be present. The following subjects are suggested for debate: Resalred, That the reading of fiction is not beneficial to the young. Resalred, That compulsory education is needed in Georgia. (References: Report of Commissioner of Education, U. S., 1901, P. 2409, P. 1014, P. 944. Proceedings and Addresses of the Thirty-third Annual Meeting of the Georgia Educational Association, 1899, P. 92. Proceedings and Addresses of the Thirty-fifth Annual Meeting of the Georgia Educational Association, 1901, 1'. 87.) MEMORY GEMS. Favorite quotations by members of the Annual Institute, in response to the daily roll call. A brief introductory statement touching the beauty, strength and value of the quotation, the author's name, char- 140 acter, influence and probable purpose in writing the quotation, add much to its interest. 1. Great educational thoup;hts: Definition, purpose, or value of -education. 2. Patriotic selections: Love of home, school and state', 3. Science and nature study: The" Teachi ngs of Nature;" the wond~rful and priceless lessons of science. 4. Quotations from American or English literature. 5. Quotations from the Bible. OUTLINES FOR TEACHERS' INSTITUTES, ARITHMETIC. Manual of Methods. Miscellaneous examples from Wentworth's Practical Arithmetic. Examples from Teachers' Examination, 1903. Practice teaching, one lesson. The instructor may select the topic to be taught. Have all teachers make examples for all grades from same material, as from dimensions of box. READING AND LITERATURE. Manual of Methods. Drills in reading. Prosody. ' Practice teaching, one lesson. The instruct,or may select the topic to be taught. Make special study of the writings of Longfellow, Irving, Scott, Macaulay and Grady. (There are many pditions of the selections suggested as basis for -study in literature. The editiuns named are recommended on account {)f,thoughtful'questions, explanations and notes,) Develop on blackboard an outline of life and work of some author. Study the selections from the above authors found in the Lee Readers. " The Legend of Sleepy Hollow," ., The Widow and Her Son," "Rip Van Winkle," In the Sprague edition of Irving's Sketch Book. (Ginn & 00.) "Selections from Longfellow," "Evangeline," (University Pub. 00.) "Studies in Longfellow, Whittier, etc." (Houghton, Mifflin & 00., Riverside Literature Series No. 12). Scott's "Lady of the Lake," (Two Oantos, University Pub. 00.; or Six Oantos, Scott, Foresman 00.) "Ivanhoe," (American Book 00.) 141 Macaulay's Essay on "Pilgrim's Progress," (Maynard, Merrill &00.) Essay on "Milton," "Olive," and Poems. Any edition. Grady's Addresses, (Maynard, Merrill & 00.) (A larger book is" Life and Labors of Henry W. Grady," H. O. Hudgins & 00.) Essay: Southern Literature in Our Schools. (References: Miss Manley's Southern Literature, B. F. Johnson & Co., or Miss Clarke's Songs of the South, J. B. Lippincott & Co.) PEDAGOGY AND PSYCHOLOGY. School Management: Manual of Methods. Page: Lectures and quines. Roark: Lectures and quizzes. History of Education: Lectures and quizzes. (References: Allen's History of Education, E. L. Kellogg & Co. $0.15. Seely's History of Education, American Book Co. $1.25. Painter's History of Education, D. Appleton & Co. $1 50.) Psycholo~y: Lectures and quizzes. INTELLECT. 1. Presentative. (1) Consciousness, (2) Sense-perception, (3) Intuition. 2. Representative. (1) Simple representative, (2) Memory, (3) Imagination. 3. Thought. (1) Conception, (2) Judg-ment; (3) Reason. EMOTIONS. (I) Esthetic, (2) Ethical, (3) Religious WILL. (1) Desire, (a) Intellectual elements, (b) Motives. (2) Volitional Action. (1) Conduct, (a) Intellectual elements, (b) Emotional element, (c) Inhibition as element. (2) Habit. Essay: Our Educational Doctrines. (References: Report of State School Commissioner of Georgia, 1002, P. 297. Educational Oreeds of the XIXth Century, E. L. Kellogg & 00.) Essay: Advantages of a Graded Oourse of Study. 142 Lecture: Teacher's Self-Improvement During the School Term. County Sch~ol Commissioner. Essay: Manual Training in a State Oourse of Study for the Oommon Schools. (References: Proceedings and Addresses of the Thirty-second Annual Meeting of the Georgia Teachers' Association, 18118, P. 93. Proceedings and Addresses of the Thirty-third Annual Meeting of the Georgia Teachers' Association, 1899, Pp. 83,203. Proceedings and Addresses of the Thirty-fourth Annual Meeting of the Georgia Teachers'. Association , 1900, P. 110. Proceedings and Addresses of the Thirty-fifth Annual Meeting of the Georgia Teachers' Association, 1901, P. 77.) Essay: Teachers' Reports. Lecture: The Arrangement of the School-room for Convenience, Hygiene, etc. Instructor. Essay: Opening Exercises. Public Exercises, Oomposition Work, etc. Essay: The Proposed Amendment to the Constitution Providing for Local Taxation Explained and Contrasted with the Present Law Regarding Local Taxation. (Report of State School Oommissioner of Georgia, 1902, P. 87.) (Oopy of the Bill can be obtained from the C. S. C. or S. S. C.) Lecture: Ad vantages of Rural High Schools; How Oan they be Established in Georgia? Instructor. Essay: Advantages of County Oontests in Spelling, Reading, Declamation. etc. Essay: The Library as an Aid to School Work. (Rererences: Report of State School Commissioner of Georgia, 1896. P. 181; 1900, P. 37. 143 Proceedings and Addresses of the Thirty-fourth Annual Meeting of the Georgia Teachers' Association, 1900, P. 120. Report of Commissioner of Education, U. S. 1897-8, P. 680, 684; W01, P, 92.) Lecture: Hindrances to Successful Work and Suggestions as to How to Overcome Them. County School Commissioner. Essay: Advantages to Teacher of Being Able to Read Music. and to Teach Pupils to Sing. Essay: How to Secure Regular and Prompt Attendance. Essay: Moral Instruction. (References: Report of Commissjoner of Education, U. S., 1901, P.1123. Report of State School Commissioner, Georgia, 1897, P. 170.) Outline of Course in History of Education. FIRST LECTURE OR STUDY.-General View of Movement. Oriental, Classic Christian. Early History; Christian Fathers; Monastic education j The Schoolmen j Influence of Chivalry; The Renaissance j The Reformation j The Schools of the Jesuits; Reaction against theological education-19th Century; Education in Germany j French Education j Education in England; Education in the United States. SECOND LECTURE OR STUDY.-Educational Leaders. Comenius; Locke; Rousseau j Pestalozzi; Froebel; Herbart; Horace Mann j Wm. T. Harris. Outline of Page's Theory and Practice of Teaching. FIRST LECTURE OR STUDY.-Life of David Page. The Spirit of the Teacher; Motives j Fitness to teach: By Nature, By Cultivation j Responsibility of teacher: Physical, Mental, Moral, Religious. Illustrations: Peartree and Prison. 144 SECOND LECTURE OR STUDY.-Persona1 habits of teacher; Literary qualifications j Spelling, Writing, etc.; Right views of education; Right modes of Teaching; Pouring in; Drawing out; The more excellent way; Conducting Recitations. THIRD LECTURE OR STUDY. - Exciting interst in Study; Incentive8, Prizes; School government; Means of securing good order: Punishment-proper and improper, Corporal. FOURTH LECTURE OR STUDY.-School Arrangements. Program j Exhibitions j Teacher's relation to parents; Teacher's health; State of profession j Self culture. FIFTH LECTURE OR STUDY.-Miscp,llaneous suggestions j Rewards of the teacher j Review and quiz upon work. Outline of Roark's Methods. FIRST LECTURE OR STUDy.-Introduction. What and how to teach; Education a science j Foundation of Method-Activity, perception, acquisition and assimilation, expression, interest. Principles of Method-Physical and mental education; Assignment and preparation of lessons. SECOND LECTURE OR STUDy.-The Recitation. Purpose j Forms of recitation; Drills. Illustrate from U. S. History Reviews. Examinations; Value of school studies. Acquisitional- Reading, spelling, etc.; Assimilational- Geography, history, etc. j Expressional-Speaking, writing, behaving. Reading-Primary methods; Advanced reading. THIRD LECTURE OR STUDY.-Spelling; Orthography j Orthoepy j Lexicography j Object lessons; Information talks j Nature study; Illustrative lesson upon leaves; Nature in literature; Geography; Centre of correlation; Oral geography; Book geography j Topical method. FOURTH LECTURE OR STUDY.-History-Story Telling. Illustration of lesson on voyage of Columbus j Outlines-History through literature; Civics; Lesson plan on taxation; George Junior Republic j Physiology; Anatomy; Hygiene; GrammarGrammarless tongue; Diagram. Fn'TH LECTURE OR STUDY.-Arithmetic j Concrete at first; Teaching ten fundamental operations; Fractions; Measures; Object teaching; Form; Language training j Oral and written composition; Letter writing j Rhetoric; Literature; Cultivation of taste; Lesson plan upon Tale of Two Cities; Forensics; Parliamentary practice; Character building; Physical- Mental sources of ideals. 145 HISTORY. Manual of Methods. Supplement to Manual of Methods, United States History. Practice teaching, one lesson. The instructor may select topic to be taught. Essay: Territorial Development. (Reference: "Territorial Development," Ainsworth & Co., 378 Wabash Ave., Chicago, Ill., 5c.) Essay: Topics of English History that Should be Taught in Connection with American History. GEOGRAPHY. Teachers' Manual (Frye). Manual of Methods. Questions from Teachers' Examination, 1903. Home Geography with illustrative work. Practice teaching, one lesson. The instructor may select topic to be taught. Essay: Aids to Geography Teaching. Essay: What the Study of Geography Includes. 7 GRAMMAR. Manual of Methods. Discussion of common errors in speech. Arrangement of themes for composition work. Essay: Growth of the English Language. (Base grammar exercises on ~elected classics.) SPELLING. Manual of Methods. Lists of words often mispronounced and misspelled. supplied by the teachers.) 10 sse (Lists to:be 146 Rules of spelling, word analysis and diacritical marks. Use of dictionary. Essay: The Value and Interest of Word Analysis, with illustrations. PHYSIOLOGY. Manual of Methods. LectureE. Experiments. PENMANSHIP. Manual of Methods for Georgia TeacherB. Manual of Methods, Roudebush Writing System. Practice teaching, one lesson. AGRICULTURE. Correlate with nature study. Grafting and budding. Experiments. CIVIL GOVERNMENT. Lectures and quizzes. PHYSICS AND NATURE STUDY. Lectures by instructor. Experiments by instructor and teachers. (References: Woodhull's Easy Experiments, E. L. Kellogg & Co. Any modern text books on nature study and physics.) Practice teaching, one lesson. SUPPLEMENT TO MANUAL OF METHODS. United States History. From Circular for Teacher's Institut,s, Wi8consin. The true subject-matter of Ii nation's history is the record of the deeds of that nation. But deeds are the expression of the thoughts, feelings, and motives of those who do them; consequently any study of the deeds must necessarily concern itself with the study of the motives which led to enactment of the deeds. The emotional element in history must receive due emph'lsis if the backward flight of the student's imagination enables him to live in the deed. The historical fact in itself is the resultant of various forces, and may be the cause of subsequent events. This causal relation must be appreciated by the pupils largely through this study of motive. As the treatment in the text book is largely chronological it becomes necessary to present logical units of study, which, taken as a whole, emphasize some large phase of national ife. 147 It is believed that the following outline on the "Territorial Growth -of the United States" affords excellent material for such a study this year, the time being opportune because of the St. Louis Exposition which commemorates the first addition of territory to the original area of the United States. In tracing this expansion of territory the pupil will note the material -development of the country, and realize the enlarged area over which ,our prized republican institutions find an abiding place. So much of the outline as can be well mastered should be presented in the Institute, the knowledge of the subject matter and method of presentation there obtained enabling the teachers to present the work as a whole in their schools. TERRITORIAL GROWTH OF THE UNITED STATES. I. Original territory of the United States. 1. Boundaries as fixed by Treaty of 1783. 2. See map and determine what parts are natural. Political. 3. Parts of boundary afterwards likely to be disputed. 4. Original area and population. 5. Population and area to-day. 6. Relative area of original and acquired territory. 7. What advantages were secured to United States by this treaty? 8. Peoples bordering original territory. n. Louisiana purchase. 1. Settlements west of mountains at opening of 19th century. 2. Resources of the territory. 3. Markets for products and the relation of the Mississippi thereto. 4. Nations controlling navigation of the river. Right of deposit. 5. Louisiana-its transfer from France to Spain and from Spain to France. 6. Napoleon's motives. 7. Right of deposit under France. S. Haiti and Toussaint L'Ouverture. 9. Alarm in the West and petition to government. 10. Jefferson sends Monroe to France commissioning him to pur- chase West Florida. How would that aid in settling the problem? 11. Sale of entire territory negotiated through Livingston. Terms. 12. Why Napoleon sells. 13. Opposition to purchase on the part of Federalists. Why? 14. Constitutionality. Jefferson's attitude. Consult Constitution of United States and read sections bearing on constitutionality. 15. Area and resources of the territory acquired. 16. The boundaries. Why indefinite? 17. Material development. IS. Name states and territories included in it. 19. Density of population at time of purchase as compared with present. 20. The St. Louis Exposition. iIII. The purchase of Florida. 1. Exact boundaries of Florida. 2. Resources of Mississippi, Alabama, Georgia. 3. Market and means of transportation. Pupils study map of region. 4. Inhabitants of Florida, 1S15-ll0. 148 5. Jackson and Seminole war. Character of Jackson and importance of this war. 6. Treaty with Spain. a. Amount paid for it. b. Trace on map all of the boundaries concerned. c. What territory did we yield? d. How did it affect our claim to Oregon. IV. Oregon. 1. Boundaries and resources. 2. Claimants: Russia, Spain, England, and United States. 3. Grounds of the American title. 4. Elimination of Spanish Claim. 5. Elimination of Russian Claim. 6. Treaty with England, 1818. 7. Meaning of joint occupation. 8. Campaign of 1844,-" 54 degrees 40 minutes or fight." 9. Marcus ~Whitman j Hudson Bay Company. 10. Treaty 1846. Compare boundary of Oregon in 1830 and 1846. V. Annexation of Texas. 1. Independence of Mexico and other Spanish colonies in America. 2. The Monroe Doctrine. 3. Relation of Texas to boundaries of Louisiana. Did the North give Texas away in 1819? 4. Relation of Texas to Mexico. 5. Abolition of slavery by Mexico j its effect upon slave holders in Texas, and in southern United States. 6. Area and resources, and movement of Americans into Texas. 7. Sam Houston and the Texan war for independence. 8. Application for admission into the Union. Attitude of Van Buren and Tyler. 9. Campaign of 1844,-" The reannexation of Texas." 10. Opposition by Whigs in the North. Why? 11. Annexation by joint resolution. Why? See Constitution of U. S. as to making of Treaties, and note reason for this process. Constitutionality. VI. Mexican cession. 1. Disputed boundary of Texas. Student note map. Trace disputed boundary. Estimate area. Resources of region. Would it be wise to arbitrate? Compare Oregon. 2. Occupation of the disputed territory. 3. Declaration of war and .voting supplies by Congress. 4. Leading military operations. 5. Terms of Treaty of Guadalupe-Hidalgo. Area and resources of territory. 6. Motive for prosecution of this war. 7. Questions arising therefrom and the Compromise of 1850. 8. Gadsden Purchase. Location, area, resources, sum paid. VII. Purchase of Alaska. 1. Relations of Russia and United States during Civil War. 2. Questions of its value j area and resources. 3. Would you have favored or opposed its purchase at that time? Why? 4. The boundaries. Recent settlement of boundaries. 5. The annexatlon of non-adjacent territory a new problem in expansion. 6. Present governmental status. 149 VIII. Hawaii. 1. Location, area, resources. 2. Its strategic importance. Note its position, distance, and direc- tion from San Francisco, Tacoma, Yokohama, Manila. 3. Arguments favoring and opposing annexation. 4. Annexation by Joint Resolution. Compare Texas. 5. Present Government. [X. Spanish cession. 1. Causes of war with Spain. Our relation to Cuba. 2. Declaration of war by Congress. D. Territory acquired. a. Porto Rico. Location, area, resources, present status of governmen t. b. The Philippines. 1. Location, area, resources. 2. Provisions in treaty in relation to Spanish subjects, and native inhahitants. 3. How governed now'? 4. Was Monroe Doctrine violated? 5. Division of people of United States into Imperialists and Anti- 1mperialists. X. Panama. I. Our efforts looking forward to ~onstruction of canal. 2. Two routes in question-Panama and Nicaragua. Advantages of each. See map. . 3. Relation of Treaty of 11'46 with New Granada. 4. Recent Treaty with Columbia. 5. Panama Resolution. 6. Treaty with Panama-area over which U. S. will have jurisdic- tion. 7. Cost of canal. When is it to be completed? 8. Probable effect of canal on trade between Eastern United States and the Orien t. XI. Suggestive questions. 1. Political parties as a rule favoring expansion; opposing. Would it be natural for Clay to favor expansion? Polk? Uleveland? Webster? Hamilton? Jefferson? Roosevelt? 2. 'What law does expansion seem to follow? D. ()ur most valuable acquisition in your judgment. W'hy? 4. Rights granted to inhabitants of territory acquired. 5. In how far was slavery a question in expansion? 0. 'When United States acquires territory in whom is title to publie lands vested? How about Texas. ,., Would you favor the newer pos!essions coming into the Union as states? Why? 8. Compare the governments of Al'izona,Hawaii,and the Philippines as to (a) Executive; (b) Legislative powers; (c) Qualifications for voting; (d) Self government, 9. Should we take more or less part in affairs of the East than form- erly? Why? 10. Should the policy of expansion continue? If so, where? Effect on the government. 11. 'What essential differences do you note between the earlier and later annexations? 12. Draw maps showing the territorial growth of the United States. 150 XII. References. 1. Expansion. Pupils will use the text books in U. S. History. Connor: Uncle Sam Abroad, pp. 159-196. Eggleston: Primary History U. S. pp. 186-196. 2. The Louisiana Purchase. Krooks: First Across the Continent, pp. 1-5. Coffin: Building the Nation. p. 120. Drake: Making the Great West, pp. 171-183. Gordy: American Leaders and Heroes, PP' 241-244. Wright: Children's Stories of American Progress, pp. 55"58:. Mowry: First Steps in U. S. History, pp. 177-183. Eggleston: Household History, pp. 238242. 3. 'Florida purchase. Wright: Children's Stories of American Progress, pp. 145-16& Coffin: Building the Nation, p. 243. Eggleston: HouseiJold History, p. 269. Bolton: American Statesmen. Andrew Jackson. 4. Oregon. Brooks: "First Across the Continent. Drake: Making of the Great West, pp. 212-2H. Kingsley: Story of Lewis and Clark. Eggleston: Household History. p. 294. Mowry: First Steps in American History, pp. 228-233. 5. Texas. Wright: Stories of American Progress, pp. 22S-247. Brook, Noah: Abraham Lincoln, pp. 100-108. Drake, S. A.: Making of .. he Great West, pp. 241-249. Eg-gleston: Household History of United States, pp. 284295,. Mowry: lfirst Steps in American History. 6. Mexican cession. Eggleston: Household History of United States, pp. 288-295.. Drake, S. A.: Making of the Great West, pp. 248-263. 7. Gadsden purchase. Drake, S. A.: Making of the Great West, p. 289. Eggleston: Household History of United States. Mowry: First Steps in American History, p. 220. 8. Alaska. Drake, S. A.: Making of the Great West, p. 142. Eggleston: Household History of United States, p. 362; 9. Hawaii. Greater .-\merica, pp. 131-40. Twombly: Hawaii and its People, pp. 363-384. Krout, M. H.: Alice's Visit to Hawaiian Islands. 10. Spanish cession. J:'hilippine Islands and Porto Rico in Greater America, pp. 3~ 120. Spears, John: Our Navy in the War with Bpain. 11. Panama. Oonsult papers and magazines of the current year. PROGRAMS AND SELECTIONS FOR THE OBSERVANCE OF WASHINGTON'S BIRTHDAY IN THE SCHOOLS OF GEORGIA INTRODUCTORY. To lrfy Fellow Teachers oj the State oj Georgia: You will find ill the following pages a program and appropriate selections for the observance of Washington's Birthday. This xcellent ',matter has been arranged by Miss Minnie Quinn, a . teacher in Calhoun School and a well-known contributor to the newspapers and magazines. The best lessons of history will be found in the lives of men who have nobly served their fellow men. A just appreciation of the character of Washington and the principles illustrated by him can come only to those who read thoughtfully and gratefully the accounts of his wonderful career. The pupils of our schools should be able to tell, with enthusiastic interest, the incidents in his life which are most impressive-incidents which illustrate his self-control, his executive ability, his manly gentleness, his courage, his devotion to home and mother, his patriotism, his patience under malicious criticism, his generosity, his hopeful faith in the progress of education and good government, his trust in God. ~ Believing that a careful study of Washington will make your pupils better students, better playmates, and better citizens, and wishing you success in the exercises which you plan for the Twenty-second of February, I am, Yours very truly, W. B. MERRITT, State School Commissioner, SUGGESTED ORDER OF PROGRAM. [To be amended according to number and capacity of pupils.] 1, Song By the School. 'Vashington. 2. Reading By a Boy. Selection from the Declaration of Independence. 3. Concert Recitation " Advanced Pupils. Our Country. 4. Recitation............................. . By a Girl. A Talk With Grandpa. 153 ~. Recitation.................. . Bya Small Boy. John Henry Jones. 06. Song By the School. Hail Columbia. '7. Declamation . Boy. Washington's Greatness (Everett.) 8. Recitation . nirl. Washin~ton. (Eliza Cook.) 9. Recitation........................... . Girl. 'I'he Banner Betsy Made. 1l0. Song................ . By the School. Star Spangled Banner. 11. Quotations about Washington Various Pupils. 12. Recitation Boy. 'VashilJgton. (Paul H. Hayne.) 13. Con()ert Recitation Younger Pupils. The Red, White and Blue. il4. Recitation Boy or Girl. Washington. (Hppe.) 15. Recitation....................... . By a Small Boy. The Young American. ff6. Quotations from Washington . . Pupils. 17. Declamation : . . Boy. as. Song The StarR and Stripes. (Hill.) School. To Washington. 19. Declamation '" Boy. The Character of WashingtolJ. (Vance.) 20. Recitation By Small Boy. Like Washington. 21. Concert Recitation- The Flag. 22. Song School. Three Cheers for the Red, White and Blue. W ASHINGTO~. Tune-Americ:!. SONG BY THE SCHOOL. We celebrate today Another natal day Of Washington. Our country's Father, he Stood firm for Liberty, No nobler Dame can be 'fhan 'Washington! 154 The first in peace or war, Beloved both near and far, Was Washington. Unselfish, true and brave, His gallant service gave ()ur country dear to save, Brave VVashington. Then let us sing to-day On this, the natal day Of Washington. Long may our Nation stand, Free from,oppression's hand, 'Neath Stars and Stripes so grand, For Washington. -Normal Instructor.. CONCERT RECITATION. OUR COU~TRY. Our country! 'tis a glorious land! With broad arms stretched from shore to shore; The proud Pacific chafes her strand, She hears the dark Atlantic roar j And nurtured on her ample breast, How many a goodly prospect lies, In Nature's wildest grandeur drest, Enameled with her loveliest dyes! Rich prairies decked with flowers of gold, Like sunlit oceans roll afar j Broad lakes her azure heavens behold, Reflecting clear each trembling star j And mighty rivers, mountain-born, Go sweeping onward dark and deep, Through forests where the bounding fawn Beneath their sheltering branches leap. And cradled 'mid her clustering hills, Sweet vales in dream-like beauty hide, VVhere love the air with music fills, And calm content and peace abide j 155 For plenty here her fullness pours In rich profusion o'er the land, And, sent to seize her generous stores, There prowls no tyrant's hireling band. Great God! we thank Thee for this homeThis bounteous birth-land of the free j Where wanderers from afar may come, And breathe the air of liberty. Still may her flowers untrampled spring, Her harvests wave, her cities rise j And yet, till time shall fold his wing, Remain Earth's loveliest Paradise! A TALK WITH GRANDPA. " No school to-day! No school to-day!" The children shouted, wild with glee. " But why?" said grandpa.. "Tell me, pray, Why such a thing should be? 'Tis but the middle of the week! 'Twas Christmas lately, and New Year's! Don't hurry off to hide-and-seek; There's some mistake, my dears." " No, no! There's surely no mistake, A holiday we have again; We're sure our ears were wide awake, The teacher said it plain." "But why?" "Grandpa, you ought to know! On such a February morn More than a hundred years ago, George Washington was born." "George Washington? And who was he?" ,. A manly boy that told no lies j He grew to be a general, So brave, and good, and wise! And first in war, and first in peace, First also in a nation's heart, His birthday we shall never cease To love and set apart. 156 " You just pretend! you can't forget!" Said grandpa, "Well, you've found me out! I own I do remember yet, That following him about For freedom's sake, my grandsire won A wooden leg! and proudly wore The trophy when the war was done! You've heard the tale before." JOHN HENRY JONES. " I think I'll be like Washington, As dignified and wise; Folks always say a boy can be A great man if he tries. "And then, perhaps, when I am old, People will celebrate 'l'he birthday of John Henry Jones, And I shall live in state. "John Henry Jones is me, you knowOh, 'twill be jolly fun To have my birthday set apart Like that of Washington." WASHINGTON'S GREATl"ESS. Washington added a new sister to the family of nations. Washington's existence called America into being. It was his character which set her upon her feet and sustained her there through every stage of doubt and disaster. It was the personality of Washington, which, like the white plume of Navarre at Ivry, rallied the people ill the hour of darkness and peril and need. It was the patience, the undaunted courage, the undying hope, the noble generosity, the perfed devotion to rig-ht, the undoubting reliance upon God, that drew men to Washington to get inspiration from his virtues, even as men sought the oracles of old. There are those who will deny Washington's greatness, on the ground that he lacked genius, that he was merely a good, patient, dogged man, who was sustained by the people, and achieved success through the mistakes of his opponents. But he had. to an eminent degree, the genius of the ruler, the gift of control over men; and before this genius men like Franklin and Jefferson and 1 1 157 Adams, themselves born leaders, bowed in submission, and gave' to him their confidence, realizing that in him they had found; one greater than themselves, while the common people felt that he was a born sovereign of mankind.* The year 1786 was the darkest in the history of the nation. The people were broken, bankrupt, disheartened, quarreling among themselves, and the world was fast coming to the conclusion that the new nation was a failure, and would soon become a prey to the great powers beyond the sea. The people had held to the idea of liberty, regardless and to the exclusion of other ideas. They could not understand the necessity for law and restraint, for giving up a part of their individual rights for the good of the whole people. It was the character of Washington that brought the people out of the wilderness, made them willing to accept the Constitution, and made the nation a fact as well as a name.- William Everett. *T,'iS selection may end here, and the remainder be sp)ken separately, WASHINGTON. BY ELIZA COOK. Land of the West! though passing brief the record of thine age" Thou hast a name that darkens all on history's wide page! Let all the blasts of fame ring out,-thine shall be loudest far; Let others boast their satellites-thou hast a planet star. Thou hast a name whose character of light shall ne'er depart'Tis stamped upon the dullest brain, and warms the coldest heart. A war-cry fit for any land where freedom's to be won, Land of the West! It stands alone-it is thy Washington! He stood the firm, the calm, the wise, the patriot and the sage, He showed no deep avenging hate-no burst of despot rage, He stood for liberty and truth, and dauntlessly led on, 'Til shouts of victory gave forth the name of Washington! He saved his land, but did not lay his soldier trappings down To change them for the regal robe, and wear a kingly crown" Fame was too earnest in her joy, too proud of such a son, To let a robe and title mask her noble Washington! 158 THE BANNER BETSY MADE. 'We have nicknamed it " Old Glory" As it floats upon the breeze, Rich in legend, song and story On the land and on the seas; Far above the shining river, Over mountain, glen and glade With a fame that lives forever Streams the banner Betsy made. Once it went from her, its maker, To the glory of the wars, 'Once the modest little Quaker Deftly studded it with stars, And her fingers, swiftly flying Through the sunshine and the shade, Welded colors bright, undying, In the banner Betsy made. When at last her needle rested And her cherished work was done, 'Vent the banner, love invested, To the camps of Washington; And the glorious Continentals In the morning light arrayed 'Stood in ragged regimentals 'Neath the banner Betsy made. How they cheered it and its maker, They the gallant sons of wars, How they blessed the little Quaker And her flag of stripes and stars; 'Neath its folds, the foeman scorning, Glinted bayonets and blade, And the breezes of the morning Kissed the banner Betsy made. Years have passed, but still in glory With a pride we love to see, Laureled with a nation's glory Waves the emblem of the free; From the rugged pines of Northland To the deep'ning everglade, ~In the sunny heart of Southland Floats the banner Betsy made. 1 159 A protection all have found it, And beneath it stands no slave, Freeman brave have died around it On the land and on the wave j In the foremost front of battle Borne by heroes not afraid 'Mid the musket's rapid rattle, Soared the banner Betsy made. N ow she sleeps whose fingers flying With a heart to freedom true Mingled colors bright, undyingFashioned stars and fleld of blue j It will lack for no defenders When the nation's foes invade, For our country close to splendor 'Neath the banner Betsy made. QUOTATIO~S ABOUT WASHINGTON. (BY MEMBERS OF THE SCHOOL.) Washington, whose sword was never drawn but in the cause of 'his country, and never sheathed when wielded in his country's -cause !-John Quincy Adams. As long as human hearts shall anywhere pant, or human tongues anywhere plead, for a true, rational, constitutional liberty, those hearts shall enshrine the memory, those tongues prolong the fame of George Washington !-Robert C. Winthrop. There has been but one Washington-and God, in his goodness, gave him to us. Let us cherish his dust and revere his memory. -J, Tv. Savage. A great and venerated character like that of Washington,which commands the respect of an entire population, however divided on other questions, is not an isolated fact in history, to be regarded with barren admiration-it is a dispensation of Provi-dence for the good of mankind.-8avage. Our first and best! his ashes lie Beneath his own Virginia sky. Forgive, forget, oh! true and just and brave, The storm that swept above thy sacred grave! -J. G. Whittiel'. And still we trust the years to be Shall prove his hope was destiny, I~eaving our flag, with all its added stars, Unrent by factions and unchanged by wars. -John G. Whittier. 160 His mind was great and powerful, without being of the very first order; his penetration strong, tbough not so acute as that of a Newton, Bacon, or Locke; and as far as he saw, no judgment was ever sounder.-17IOmas Jefferson. Washington is the purest figure in human bistory. W. E. Gladstone. It needs no prophet's eye to scan along the line of time, themajestic outline of our nation's destiny, when the fruits of our free government shall be more and more developed, until this vast continent shaH be peopled with freemen from sea to sea j when the fame of the nation shall reach the farthest islands and shores; when our star of empire, radiant with the beams of liberty, shall have grown to such magnitude as to attract the eyes. and guide the steps of all nations; and when some queen of Sheba shall come over seas and continents to behold our greatness, and see the happy results of the wisdom of Washington. -Savage. WASHINGTON BY PAUL HAJlHLTON HAYNE. Bright natal morn! what face appears Beyond the rolling mist of years? A face whose loftiest traits combine All virtues of a stainless line Passed from great sire to son; The face of him whose steadfaf'lt ze!.l Drew harmonies of law and right From chaos and anarchic night; Who with a power serene as Fate's 'Wrought from rude hordes of turbulent States~ The grandeur of our commonweal: All hail! All hail! to Washington! Freedom he wooed in such brave guise Men gazing in her luminous eyes Beheld all heaven reflected shine -Far down those sapphire orbs divine; And worshiped her so chastely won; If still she panted, fre-h from strife, And blood-stains flecked her garments' rim~ They could not, make its whiteness dim j For, shed by hearts sublimely true, Such drops are changed to sacred dew. The chrism of patriot light and life Baptizing first our Washington. 161 She wove for him a civic crown j She made so pure his hale renown, All glories of the antique days, 'Vaned in the clear immaculate blaze Poured from his nature's noontide sun j No slave of folly's catchword school, His instincts proud of blood and race She tempered with sweet human ~race, 'Til his broad being's rounded flow Sea-like embraced the high and low, Swayed hy the golden-sceptered rule, 'l'he equal will of Washington. Through shower and sun the seasons rolled, November's gray and April's gold j They only raised (more calmly grdnd), His genius of supreme command, Whose course, in blood and wrath begun, Grew gentler, as the mellowing lights Of peace made beauteous sky and sod j His evening came j he walked with God;. And down life's gradual sunset-slope He hearkened to the heavenly hope"Look up! behold the fadeless heights 'Vhich rise to greet thee-Washington!" THE RED, WHITE AND BLUE. o flag of a resolute nation, o flag of the strong and free, The.cherished of true-hearted millions 'Ve hallow thy colors three! 'rhree proud, floating emblems of glory, Our guide for the coming time j The red, white, and blue, in their beauty,. Love gives them a meaning sublime. Thy red is the deep crimson life-stream Which flowed on the battle plain, Redeeming our land from oppression, And leaving no servile stain. Thy white is a proud people's honor" Kept spotless and clear as light; A pledge of unfaltering justice, A symbol of truth and right, 11 sse 162 Thy blue is our nation's endurance, And points to the blue above; The limitless, measureless azure, A type of our Father's love. Thy stars are God's witness of blessing, And smile at the foeman's frown; They sparkle and gleam in their splendor, Bright gems in the great world's crown. W ASHIKG'l'OK BY .TAMES BARRON HOPE. Kot Cresar's genius, nor Napoleon's sk,ill Gave him proud mast'ry o'er the trembling earth; But great in honesty, and sense, and will, He was the" man of worth." He knew not North, nor South, nor 'Vest, nor East; Childless himself, Father of States he stood, Strong and sagacious, as a knight turned priest, And vowed to deeds of good. .Compared with all earth's heroes, I may say He was, with even half his virtues hid, Greater in what his hand refrained Than they were great in what they did. And thus his image dominates all time, Uplifted like the everlasting dome \Vhich rises in a miracle sublime Above eternal Rome. On Rome's once blooming plain, where'er we stray, That dome majestic rises on the view, Its cross aglow with every wandering ray That shines along the blue. So his vast image shadows all the lands, So holds forever man's adoring eye, And o'er the Union which hl' left, it standsOur cross against the sky. THE AMERICAK BOY. Look up, my young American! Stand grimly on the earth, Where noble deeds and mental power Give titles over birth. 163 A hallow'd land thou claim'st, my boy, By early struggles bought, Heaped up with noble memories, And wide, aye, wide as thought! What though we boast no ancient towers Where" ivied" streamers twine, The laurel lives upon our soil, The laurel, boy, is thine. And when thou'rt told of knighthood's shield, And English battles won, Look up, my boy, and breathe one word, The name of Washington. SAID BY WA8HIXGTON. To be prepared for war is one of the most effectual means for presnving peace. Citizens, by birth or choice, of a common country, that country has a right to concentrate your affections. The name of an American must always exalt the just pride Of patriotism. From the gallantry and fortitude of her citizens, under the auspices of heaven, America has derived her independence. Observe good faith and justice toward all nations; cultivate peace and harmony with all. The ever favorite object of my heart is, the benign influence of g\lod laws under a free government. "THE STARS AND THE STRIPES." From the speech which Mr. Hill delivered on the occasion of the presentation of the flag to the city of Atlanta by the people of Ohio is clipped this paragraph. Said he : "My Countrymen, have you studied the wonderful system of free constitutional government? Have you compared it with former systems and noted Ihow our fathers sought to improve their defects? Let me commend this study to every American citizen today. To him who loves liberty it is more enchanting than romance, more bewitching than love, and more elevating than any other science. Our fathers accepted this plan with improvements in the details which can not be found in any other system. With what a noble impulse of patriotism they came together from distant States and joined their counsel to perfect their system, thenceforward to be known as the American system 164 of free constitutional government. 'l'lle snows that nightly fall on Mount Washingwn are not purer than the motives which, begot it. The fresh dew-laden zephyrs from the orange-groves of the South are not sweeter than the hopes which its advent inspired. The flight of our symbolic eagle, though he blow his breath on the sun, can not be higher than its expected destiny. Have the motives which inspired our fathers become all corrupt. in their children? . . . No, no, forever no! Patriots North, patriots South, patriots everywhere! Let us hallow this year of jubilee by burying all our sectional animosities. "-Benjamin H. Hifl. TO W ASIIINGTON. [ADAPTED TO THE AIR OF MARYLAND, ~IY ~IARY'JAND] To-day we meet thy praise to sing, Great Washington, our vVashington! In songs we'll let our voices ring, o Washington, our Washington! !"or when their hearts with freedom swelled, Our fathers foreign rule expelled; 'l'hy leadership was ne'er excelled, Great 'Washington, George Washington. The freedom of our land they gained, With Washington, brave Washington, 'Til not one British foe remained, o Washington, great Washington. You ruled the land from sea to sea, The beauteous birthland of the free, And grateful we will ever be To Washington, wise Washington. For happy homes, for liberty, Great \Vashiggton, dear Washington, Our hearts will ever thankful be To Washington, great Washington. We would thy grateful children be, Unselfish, loyal, brave like thee, For 'twas thy wisdom made us free, Our country's pride-our Washington. 165 THE CHABACTER OF WASHINGTON. BY ZEBUJ,ON B. VANCE. The composition of a man is threefold: physical, intellectual :and moral. It is the justly proportioned composition of these three that constitutes the real excellence of perfect manhood~thatcreature made a little lower than the angels, the noblest work of God. Perhaps no character in history can be pronounced truly great without this combination; certainly not if the moral attribntes be deficient. All these qualities which belong to the" noble family of truth," which engender love of country, and promote the good of mankind and the glory of God, are born and bred in the nature of man, from which likewise spring the evil qualities which afflict and debase the world. That system of ethics, therefore, which best succeeds in developing the excellencies of our moral nature is the one which most commends itself to our race. The noble characters which it prodnces are .i nstly held up as living, practi- cal examples of the excellence of its principles. Viewed with reference to these facts, George Washington may justly be considered one of the greatest men whom the world has produced. Greater soldiers, more intellectual statesmen, and profounder sages have doubtless existed in the history of the English raceperhaps in our own country-but not one who to great excellence in these fields has added such exalted integrity, such unaffected piety, such unsullied purity of soul, and such wondrous control of his own spirit. He illustrated and adorned the civilization of Christianity more than all the dogmas of all the teachers. The youth of America who aspire to promote their own and their country's welfare should never cease to gaze upon his great example, or to remember that the brightest gems in the crown of his immortality, the qualities which uphold his fame upon earth .and plead for him in heaven, were those which characterized him as the patient, brave, courteous, Christian gentleman. In this respect he was a blessing to the whole human race no Jess than to his own countrymen, to the many millions who celebrate the day of his birth. LIKE WASHINGTON. He went to the war with a general's hat, And feathers and sword-I should like to do that. He fought and he fought, till the enemy ran- 166 That's how I shall do it when lam a man. But, perhaps, I had better be thinking how I may be a little like Washington now; For they say that his being a hero began A very long time before he was a man. He learned very early to tell what was true, An excellent think for a hero to do. For every small boy it would be a good plan 'fa learn the same le3son before he's a man. THE FLAG. Unfurl, bright stripes-shine forth, clear stars-swing outward! to the breeze, Go bear your message to the wilds-go tell it on the seas, That poor men sit within your shade, and rich men in their prideThat beggar-boys and statesmen's sons walk 'neath you side by side; You guard the schoolhouse on the green, the church upon the hill, And fold your precious blessings round the cabin by the rill. While weary hearts from every land beneath the shining sun, Find work, and rest, and horne, beneath the Flag of Wash- ington. -Primary Education. GEORGE WASHINGTON. (From "Short History of the English People.) With the rejection of the efforts at reconciliation began the great struggle which ended, eight years later, in the severance of the American colonies from the British crown. The congress of delegates from the Colonial legislatures at once voted measures for general defense, ordered the levy of an army, and set George Washington at its head. No nobler figure ever stood in the forefront of a nation's life. Washington was grave and courteous in address; his manners were simple and unpretending, his silence and the serene calmness of his temper spoke of a perfect self-mastery; but there was little in his outer bearing to reveal the grandeur of soul which lifts his figure, with all the simple majesty of an ancient statue, out of the smaller passions, the meaner impulses of the world around him. What recommended him for command was 167 simply his weight among his fellow landowners of Virginia and the experience of war which he had gained by service in border contests with the French and the Indians, as well as in Braddock's luckless expedition against Fort Duquesne. It was only as the weary fight went on that the coloni~ts learned, little by little, the greatness of their leader, his clear judgment, his heroic endurance, his silence under difficulties, his calmness in the hour of danger and defeat, the patience with which he waited, the quickness and hardness with which he struck, the lofty and serene sense of duty that never swerved from its task through resentment or jealousy, that never through war or peace felt a touch of a meaner ambition, that knew no aim save that of guarding the freedom of his fellow countrymen, and no personal longing save that of returning to his own fireside when their freedom was secured. It was almost unconsciously that men learned to cling to 'Vashington with a trust and faith such as few other men have won, and to regard him with a reverence which still hushes us in presence of his memory,-John Rich'1,rd G,'ccn, (English Historian 183i-S3. ) SELECTIONS FOR THANKSGIVING PROGRAMS FOR THE SCHOOLS OF OUR STATE INTRODUCTORY. To JIy Fellow Twchers oj the Slate oj Georgia,: . In sending out this little pamphlet of Thanksgiving material,. to be worked up into Thanksgiving Programs by individual teach- ers, I am animated by a spirit of sincere thankfulness to the Father of us all for His manifold blessings in the increased school facilities, and in the growing interest of communities as well as teachers in the grand work of enlightening:and instructing the youth of our State. I wish on Thanksgiving Day that all our schools unite in a thanksgiving for all mercies and blessings re- ceived, and above all that there be a concerted effort of every school in Geogia to impress upon the children that they should be grateful for the advantages and blessings which they enjoy. I earnestly beg of you to respond to this request, and I shall be pleased to hear from each of you as to the success of your pro- gram. Wishing you success in this year's work, and praying for us all a more consecrated service than we have yet known, I am" Very truly yours, W. B. MERRITT, State School Commissioner. Nov. 14, 1903. ACKNOWLEDGMENT. Grateful acknowledgment is made to the following sources for' permission to use selections, and for help in procuring material: E. L. Kellogg Publishing Co. A. Flanagan Publishing Co. Educational Papers and Journals of various States and sections. Miss E. C. Denmark, Valdosta, Ga. THANKSGIVING PROCLAMATION ISSUED BY GOVERXOR TERRELL. STATE OF GEORGIA: By His Excellency, Joseph M. Telrell, Governor. THANKHGIVING PROCLAMATION. The people of Georgia have been greatly blessed during the year that is now drawing to a close. The seasons have been such as to protect our husbandmen from disaster; their toil has been rewarded with remunerative prices for all the produets of the field; 171 and a beneficent climate has again saved our population from pestilence and famine. No internal strife threatens the peace of the State, and all classes of our citizens are working in harmony fOT the material, educational and moral advancement of our com- mon country. Therefore, in grateful acknowledgment of the many blessings that have been vouchsafed to UR by an ever-indulgent Providence, I, Joseph M. 'ferrell, Governor of the State of Georgia, do issue thib my proclamation, designating Thursday, the 26th day of No- vember, 1903, as a day of thanksgiving and prayer. On that day I earnestly request that all public and private busi- ness be suspended; that the State institutionR and public schools be closed, and that the people assemble in their houses of wor- ship, and about their family altars, and give thanks to Almighty God for his manifold blessings in the past, and devoutly suppli- cate their gracious continuance in the future. Given nnder my hand and the seal of the executive department at the capitol in the city of Atlanta, on this the 10th day of No- vember in the year of our Lord one thousand nine hundred and three, and of the independence of the United States, the one hun- dred and twenty-eighth. JOSEPH M. TERRELL, By the Governor: Governor. C. M. HITCH, Secretary Executive Department. A MEDITATION. "And I pray to God-who hath led us through sorrow and travail-that on this day of universal Thanksgiving, when every Christian heart is uplifted in praise, that He will open the gates of His glory and bend down above us in mercy and love! And that these people who have given themselves unto Him, and who wear His faith in their hearts, that He will lead them even as little children are led-that He will deepen their wisdom with the amqition of His words-that He will turn them from error with the touch of His Almighty Hand-that He will crown all their triumphs with the light of His approving smile, and into the heart of their troubles, whether of people or of State, that He wil1 pour the healing of His mercy and grace." -Henry W. Grady. 172 A THANKSGIVING SCRIPTURE READING. Bless the Lord, 0 my soul; and all that is within me, bless His 'holy name. Bless the Lord, 0 my soul, and forget not all his benefits; Who forgiveth all thine iniquities; who healeth all thy diseases; Who redeemeth thy life from destructon j who crowneth thee with loving kindness and tender mercies; Who f!latisfieth thy mouth with good thingil; so that thy youth is renewed like the eagle's. B'ess the Lord, ye his angels, that excel in strength, that do ,his commandments, hearkening unto the voice of his word. Bless ye the Lord, all ye his hosts; ye ministers of his, that do ,his pleasure. Bless the Lord;all his works in all places of his dominion; bless the Lord, 0 my souL-Psalm 108: 1-6, 2fJ-!J2, In my dif!ltress I called upon the Lord, and cried unto my God; he heard my voice outof his temple, and my cry before him came into his ears. Then the eaTth shook and trembled, the founda'tions also of the mountains moved and were shaken, because he was wroth. There went up a smoke out of his nostrils, and fire ,out of his mouth devoured; coals were kindled by it. He bowed the heavens also, and came down; and thick darkness was under his feet. And he rode upon a cherub and did fly j yea, he flew swiftly upon the wings of the wind. He made dark~esshis hiding place, his pavilion round about him; darkness of waters, thick clouds of the skies. At the brightness before him his thick ,clouds passed, hailstones and coals of fire. The Lord also thundered in the heavens, and the Most High uttered his voice; hailstones and coals of fire. And he sent out his arrows, and scattered them; yea, lightningil manifold, and discomfited them. Then the channels of waters appeared, and the fouudations of the earth were laid bare, at thy rebuke, 0 Lord, at the blast of the breath of thy nostrils. He sent from on high, he took me; be ,drew me out of many waters. He delivered me from my strong enemy, and from them that hated me; for they were too mighty for me. They came upon me in the day of my calamity; but the Lord was my stay, -From Psalm 18. " 173 THOUGHTS FOR THANKSGIVING TIME. (To be given a8' quotations by the pupils as their names are cnlled,), I. We meet to-day To thank Thee for the era done, And trust Thee for the opening one.-- Whittier. II. He who thanks but with the lips Thanks but in part; The full, the true thanksgiving Comes from the heart.-J. A. Shedd. III. Let never day nor night unhallowed pass, But still remember what the Lord has done.-Shakes]Jeare. IV. God hastw:J dwellings-one in heaven and the other in a meek and thankful heart. V. The still small voice of gratitude.-Gray. VI. Thank God' for friends your life has known, For every dear departed day; 'fhe blessed past is safe alone, God gives but does not take away; He only safely keeps above For us the treasures that we love.-Phcebe Cary. VII. So welcome, thou Thanksgiving Day, Roll all our selfish thoughts away, And make us loving, kind and true, Christ's love our guide in all we do. VIII. Gratitude is the fairest blossom that springs from the soul: and the heart of man knoweth none more fragrant.-IIosea Ballou. IX. After all the best Thank'giving is thanks liviug. li4 x. What a rich world this is to the thoughtful, thankful man. What a harvest of beautiful scenes and sweet sounds are his to garner. XI. For the blessing of earth, and of air, and of sky, 'fhat fall on us all from the Father on high, For the crown of all blessings since blessings begun, For the gift, the unspeakable gift of Thy Son, We praise 'fhee, gracious God. XII. Largely Thou 8'ivest, gracious Lord, Largely Thy gifts should be restored; Freely Thou givest, and Thy word Is " Freely give." He only who forgets to board Has learned to live. XIII. Heart of mine, be glad and gay; \Vear thy festival array; Sing thy song for gathered fruit; Why shouldst thou alone be mute, \Vhen the winds from sea to sea Ring in chords of jubilee? After waiting, after prayer, After pain, and toil, and care, After expectation longLo! the bright fulfilments throng. -lJIargaret E. Sangster. XIV. 'God gives us autumn, that we might have bread, From ripene:i grains, and fruitage of the land; And when we see the year's rich table spread, With all the luscious bounties of his hand, Our hearts, however dull, can understand His love, and give him thanks. xv. Lord of harvest, Thee we praise, Unto Thee our song we raise; Thou art great, and Thou art good; Filling all tile earth with food. 175 For our garners stored with grain, Come we now with thanks again; From the harvest-field we come, To the feast of Harvest-Home. XVI. Stand up on this Thanksgiving Day; stand upon your feet. Believe in man. Soberly and with clear eyes, believe in your -own time and place. 'fhere is not, and never has been, a better time, or a better place to live in.-Phillips Brooks. XVII. Do not wait for a special day in which to be thankful. He who wait,; for 'rhanksgiving Day to be thankful will not be thankful when it comes. XVIII. Let us thank God for books. When I consider what some books have done for the world, and what they are doing; how they keep up our hope, awaken new courage and faith, soothe pain, give an ideal life to those whose homes are hard and cold, bind together the distant ages and foreign lands, create new worlds of beauty, bring down truths from heaven,-I give eternal blessings for this gift, and pray that we may use it aright, and abuse it not.-James Freeman Clarke. XIX. CONCERT RECITATION. "\Ve live for those who love us, For those who know us true, For the heaven that smiles above us, too, For the cau"e that lacks assistance, For the wrong that needs resistance, For the future in the distance And the good that we may do." Teacher: True thanksgiving is thanks living; not on one day, but on every day, let us with the sweet Psalmist of Israel exclaim, "Bless the Lord,O my soul, and all that is within me LIes" His Holy name. 176 SELECTION~ FOR PRIMARY CLASSES~ WE THANK THEE. RALPH WALDO EMERSON. For flowers that bloom about our feet; For tender grass so fresh and sweet; For song of bird and hUill of bee; For all thing's fair we hear or see, Father in heaven, we thank Thee. For blue of stream and blue of sky; For pleasant shade of branches high; For fragrant air and cooling breeze; For beauty of the blooming trees, Father in heaven, we thank 'rhee. LI'rTLE PAUL'S THANKSGIVING. They tossed him and they squeezed him And they kissed him one and all ; They said, "You blessed, blessed boy," And, "Darling little PauL" But they didn't give him turkey Nor any pumpkin pie, And when the nuts and grapes went round,. They slyly passed him by. But he didn't seem to mind it, For in the sweetest way, He sat and sucked his little thumb His first Thanksgiving Day. WHY? I've noticed on Thanksgiving Day, With stranger or my own folks, That little boys can always eat A great deal more than grown folk,_ Of turkey or of pumpkin pieWill some one please to tell me whYi? 177 THE LITTLE PILGRIM MAID. (Recitation with Motion.) ISABELLE C. WOODLAND. There was a little Pilgrim maid Who used to sit up so i1 I wonder if she ever laughed Two hundred years ago. She wore such funny little mitts,' And a dainty cap of silk." She had a little porringer For her brown bread and milk. She was so good, fliO very good, Ah, me, I most despair.' She never tore her Sabbath dress5 A-sliding down the stair. But, then, I really try aud try To. do the best I can ;6 P'r'aps F can be almost as good As little Puritan. And if, when~next 1'hanksgiving comes,. I try to sit up SO,8 Maybe I'll seem from Pilgrim land Two hundred years ago. MOTIONS, 1 Hand folded in a prim manner i body erect. 2 Hands held up to show mitts: 3 Point to cap. Gesture of despair. ~Dress held out at sides. 6 Hands folded. 7 Poin t to self. 8 Prim position, same as (1). Primary Education. THANKSGIVING EXERCISES FOR TWELVE CHILDREN. BY JlIYRTLE BARBER. Each one as he comes upon the stage bringi3 a large letter, the first one T next H, etc., until when all are in order the ietters will spell ttlank'giving. 12 s s c T- We can not count our blessings here Or tell their good, we know, But we can name a few of them Our gratitude to show. 178 HI'm thankful that I was not born In some far heathen land, But live in dear America Among a Christian band. A- I'm glad I have a happy home, Where lives are gay and free, And where we ever live at peace As happy as can be. N- I'm glad for parents kind and true ",Vho love and care for me, Who watch that evil does not come To spoil my liberty. K- I'm grateful for a putlic school, Where I may go and learn To be a better child each day, And all good things discern. sI'm thankful for the churches here Where we may worship well And meet and sing our praise to Him Who doth in heaven dwell. cI'm glad I am well and strong With life and strength to do 'fhe little things that cross my path And always to be true. 1I'm glad for food and clothing too, To shield me from the cold, For he who gives the sparrow food Doth also my life hold. vI'm happy that I have some friends To share my joys with me, For when you can a blessing share 'Tis doubled unto thee. 179 1I'm glad for winter's fun and joy For summer's warmth and sun And happy in the autumn gay And when the spring's begun. N- I'm grateful for the birds and flowers Who brighten up our lives, 'fhe beauty that they give to us Through darkest hours survives. eIf I should take a thousand years I know I could not name Half of the things I'm grateful forI'm thankful just the same. AUTo Him the giver of these gifts We raise our joyous praise And we would ever thankful be Through all our coming days. EXERCISES FOR LITTLE ONES. Have the letters of the word Thanksgiving made of pasteboard and covered with evergreens, fancy paper or red berries. The letters should not be displayed till the twelve have taken place and recited. (Twelve little ones now step on the stage, four in a line.) or The little folks will now appear j They, too, have thanks to give Unto the God whose mercy great Permits them still to live. ~ How many of us are there here, With happy hearts and light, Now helping to give thanks and cheer To our dear friends to-night. 180 .A- " A," do I bring and put in place: Helping a little, see? God is well pleased with little thanks From little girls like me. N" " N l! comes the next and here am I,' Rosy and full of glee, I thank our God that through this year Good health was given me. ~ " K " is for our King and Lord Who made and clothed the earth; To him we offer praise and thanks For all that it brings forth. S Each one of us must do his part, " S " is the letter that I bring; Hang it up so all can see That I, too, thank the King. G- Il C " comes now to do her part And say her little prayer, 'Tis this: "0 Lord, I thn.nk Thee For all thy love and care." x " I" am quile small, but you'll agree Small boys to great men grow; Even now I can thank the Lord For grain which we plant and mow. "V " Y " stands for vines, once graceful and green, That waved in the summer ',breeze; Now they are yellow, but here is the:fruit; My prayer is, " I thank thee for these." X Another" I" now doth appearTenth in the list he ranks; Gladly he does his little part In the evening II g-iving of thanks." 181 N" Now nearly finished is the word That tells why we are here; I hope that all, when we are done, Will thank our Lord so dear. Gr C'od, our Father, Savior, King, Accept our grateful praise For all the good that we have known Of life and length of days. .A.LL. "Thanks~iving" is the motto bright (Letters held in sight.) We have now made for you; Dear friends, lift up your hearts, 'Tis what all men should do. THE MAGIC VINE. A fairy seed I planted, So dry and white and old; There sprang a vine enchanted With magic flowers of gold. I watched it, I tended it, And truly, by and by, It bore a Jack o'lantern And a great Thanksgiving pie. WE THANK THEE. First PupiL For gainful hours of pain and loss, For strength that grew beneath the cross, For gold refined and freed from dross, We thank Thee, Lord. Second Pupil. For cheerful ease and calm content, For hours in gentle gladness spent, So sweet we ask not how they went, We thank Thee, Lord. 182 Third Pupil. For hours o'erlived with bated breath; For victory in the fight with death; For answered prayers that strengthened faith, \Ve thank Thee, Lord. Fourth Pupil. For ties thou hast not torn apart; For glimpses of Thee as thou art; For the" bright weather of our heart," vVe thank 'fhee, Lord. Fifth Pupil. And, oh! for mercies numberlpssFor succor in our soul's distress, In perils we but dimly guess, We thank Thee, Lord. The Five Together. We have no words and little wit To frame such thanks as may befit Thy grace, and yet-thou knowest it - . We thank Thee, Lord. As children, sometimes sudden Run, grateful, to a father's kneeWe dimly feel our debt to Thee, And thank 'fhee, Lord. CONCERT RHCITATIO~ FOR THE LITTLE ONES. For all the blessings we enjoy, Lord, make us truly thankful; Look down on every girl anfl boy, And make us truly thankful. For loving friend and gentle c:lI'e; Lord, make us truly thankful; For fruit and gmin, and flowers so rare, Lord, make us truly thankful. For Jesus and his predous love, Lord, make us truly thankful; For heaven, our bright home above, Lord, make us truly thankful. 183 SELECTIONS FOR ADVANCED 'pUPILS. RECITATION-A CHILD'S WI8DOM. 'Twas the hour of prayer, and the farmer stood, With a thankful heart and a lowly mind, And prayed to the Author of every good, That the Father of all would be very kind And bless His creatures with raiment and food: That His blessing,; each day might be renewed, That every want might find relief, And plenty for hunger, joy for grief, Be measured out by the merciful One, To all who suffered beneath the sun. The prayer concluded, the godly man Went forth in peace to inspect his farm; And by his side, delighted ran, Blooming with every healthful charm, A little son, a sprightly boy, Whose home was love and whose life was joy. And they rambled over the golden fields, And the father said, " The harvest yields A plentiful crop, my SOll, this year, :My barns are too small for the grain, I fear." And they wandered on through row upon row, Of plumy sheaves, till at length the child, With earnest look and a brighter glow On his shining face, looked up and smiled, And said, ., My father, do you not pray For the poor and needy every day, That the good God would give the hungry food ?" ,. I do, my son." .. ,Veil, I think as you plead," His eye waxed bright, for his soul shone through it, "'l'hat God, if he had your wheat, would do it." HISTORY OF THANKSGIVING DAY. The history of the day goeR back to the old Colonial.days in the Puritan colony. On November IH, 1621, Gov. Bradford issued the first 'l'hanksgiving Proclamation. He simply announced that as they had just gathered abundant harvests of grain, and the cold weather had sent plenty of game to their forests, December 13, 1621, would 184 be observed throughout the Plymouth colony, as a day of Thank~giving,and he accordingly appointed four men to ~o fowling that they might after a special manner rejoice together. ,I And unto our feast the sachem shall be bidden, that he may know We worship his own great Spirit, who maketh the harvests grow. At iength-came the day appointed; the snow had begun to fall, But the clang of the meeting-house belfry rang merrily over all, And summoned the folk of Plymouth, who hastened with glad accord To listen to Elder Brewster as he fervently thanked the Lord. In his seat sat Gov. Bradford j men, matrons, and maidens fair, Miles StandiiSh and all his soldiers were there; And sobbing, and tears, and gladness, had each in its turn the sway. And with them the Indian Chief Massasoit sat down with his hundred braves, And ate the varied riches of garden and wood and waves." The next Thanksgiving was held in 1623 in gratitude for rain after a long drought. Then nine yean passed-when in 1632 they celebrated the day in gratitude for supplies of sorely needed food, received by ships. AU of these were in the Plymouth colony. In 1680 there was a proclamation indicating that the feast had become an annual observance. In the Netherlands (New York) a feast of the kind is on record from 1644-1664 j and under English Governors from 17551760. n was recommended annually by Congress during the Revolu- tion; but there was an intermi8sion after that until 1789, when President Washington appointed a day of thanksgiving for the adoption of the Federal Constitution. Subsequently, various days in November were recommended by presidents and governors, until in the third year of the Civil War, under President Lincoln, the regular observance of a National Thanksgiving began, which is annually celebrated on the last Thursday in November. -Extract from Essay-E. G. D. EARLY THAKKSGIVING DAYS. The first recorded Thank~givin~ was the Hebrew feast of the tabernacles. The first national English thanksgiving was on September 8, 1588, for the defeat of the Spanish Armada. 185 There have been but two English thanksgivings in this century. ()ne was on February 27, 1872, for the recovery of the Prince of Wales from illness, and the other, June 21,1887, for the Queen's .Tubilee. The first national thanksgiving proclamations were by Congress during the Revolutionary war. The New England thanksgiving dates from 1633, when the Massachusetts Bay colony set apart a day for thanksgiving. '1'he first great American thanksgiving day was in 1784, for the declaration of peace. There was one more national thanksgiving in 1789, and no other till .1863, when President Lincoln issued a proclamation for a day of thanksgiving. Since that time the president has issued an annual proclamation.-lournal