ject, he says: "My own convictions, strengthened by the observations of another two years, are that the township district system recommended by Horace Mann, in 1856, should have been adopted; that the system recommended by the Code commissioners, and by the school committees of both branches of the general assembly in 1873, was far better than the present law, and that the adoption of that system now would best subserve the school interests of the State." Hon. C. W. von Coelln also took an active and honorable part of what has been an united and earnest endeavor to convince the lawmaking powers that a change in our plan of organization is imperatively demanded. As has been remarked, this matter has been again and again urged upon the general assembly, for the past twenty-five years. Every statement made by educational men has been verified, and it should not be thought necessary to offer further argument, to convice rational person that the mistakes of the early years of our history, with relation to district organization, should now be corrected. any I would therefore recommend that all district townships be constituted school districts, with boundaries coincident with civil township lines, except, in case of natural obstacles, as now provided for under Sec. 1797, S. L. 1880. The subdistrict feature should be dropped entirely. Incorporated towns of five hundred inhabitants, and all cities, should be made independent districts, with at least four sections of land. The boundaries of such independent districts, as should be created in future, should be established by the board of the school district from which they are taken. It is admitted that this would be a radical change; but a radical change is needed. It would meet with opposition at first, but would soon commend itself to the people and be by them heartily approved. Two years might be given in which to effect the new organizations, which, however, might be done at any time. In furtherance of this plan of simplifying the school law some action should be taken toward the consolidation of SCHOOL FUNDS. The three fund system is too complex and troublesome. The law is not generally observed. Borrowing from one fund for the benefit of another is indiscriminately practiced; and in many districts a candidate for the office of treasurer is required to pledge himself to violate the law in this regard or fail of election. Many treasurers are unable to keep the necessary accounts with the three separate funds, and the result is endless confusion and trouble. By the united effort of the county superintendents, and other county officers, reports can be made that appear well, but in many instances they are extremely inaccurate. If all moneys were included in one or at most two funds it would greatly simplify reports, and render them much more accurate. It would also diminish the labor and annoyance of county officials, and lift a great burden from the State department. COMPULSORY EDUCATION. This subject has received a great deal of attention in our State, and there seems to be a public sentiment in favor of a compulsory law. While I would not cast any obstacles in the way of an experiment, I am compelled to say that in my judgment we have little to hope for in this direction. To render such a law effectual, or any more than a dead letter, it would be necessary to strengthen it with efficient police regulations, which, however reasonable and necessary, would be very distasteful to our people. No doubt much good would result in towns and cities were a compulsory law enacted and enforced by truant laws, and other stringent penal regulations, designed to secure regularity of attendance. It has always seemed reasonable to me that the apportionment of the interest on the permanent school fund should be apportioned on the average daily attendance, rather than on entire enrollment. This would operate to create a competition between school districts, which would exert a direct and powerful influence to fill our schools from the ranks of vagrant children now allowed to frequent the streets and alleys of our towns, while the State pays liberally for their education. It would make a distinction in favor of those localities where the greatest attention is given to education, and in my judgment would accomplish more good than any compulsory law we could enforce. NORMAL INSTITUTES. These short schools, while they are by no means all that is needed for the training of teachers, have been the means of accomplishing a great deal to improve our schools, and to raise the grade of our teachers. They are held, as a rule, during the summer months, and continue from two to four weeks. The course of study prepared by a committee appointed several years ago by the State Teachers' Association is quite generally used. The result is that there is a good degree of uniformity in the work throughout the State. The fact that so many young men and women are fitting themselves for institute conductors has had an excellent influence upon all the schools of the State. Within the past few years we have given more attention to didactics than in the earlier years of these schools. This is as it should be, and it is to be hoped that in time they will come to be in a still larger and higher sense, normal schools, having for their first aim the teaching of methods of instruction and general school man agement. COURSE OF STUDY FOR NORMAL INSTITUTES OF 1880. The course of study, for 1880, together with the excellent suggestions of the committee appointed to prepare it, are herewith republished, for the benefit of county superintendents, who desire to continue the plan therein laid down. To County Superintendents: The committee having charge this year of the preparation of a course of study, consisting of Supt. D. W. Lewis, of Washington, Supt. W. W. Speer, of Marshall county, and the Superintendent of Public Instruction, have thought best to give county superintendents the opportunity to choose their own course of study, with such suggestions to them as are herein made. We recommend the course of study in didactics prepared for the normal institutes of 1877, which will be found in the biennial report of the Superintendent of Public Instruction for 1876-77, a copy of which will be sent you. A general outline in history has been prepared by Mr. Lewis of the committee, from which you may choose such portion as is most adapted to your county. Supt. Speer has prepared a pretty full outline of physical geography, which might be used profitably in place of the ordinary course in geography. His brief outlines in geology and astronomy are intended to furnish teachers with the elements of these sciences, if they are sufficiently advanced to make good use of such preparation in the school room. Some elementary text-books on these subjects should be used in connection with these outlines. It is advisable that you print such parts of the course of study as you wish to use in your institutes, and place a copy in the hands of each teacher. The former outlines have been used at too great an extent as a skeleton merely, and too little work has been done to bring out the facts which really constitute the body of the subjects under consideration. Our advice, therefore, is to take but a limited portion of the outline on any subject, and insist upon full details and proper methods of instruction. General suggestions, with regard to programme, course of study, and other matters of interest, are found in the course of study for UNITED STATES HISTORY. L. THE ABORIGINES. A. The Mound Builders. B. The Indians: 1, their government; 2, religion; 3, civilization; 4, character; 5, present condition. II. PERIOD OF DISCOVERY AND EXPLORATION. A. The Spanish. B. The French. D. The English. Who, what, where, when, and why, for each. III. THE COLONIAL PERIOD. A. St. Augustine. B. Port Royal. C. Quebec. D. Thirteen English colonies. Who, where, when, and why, regarding the settlement of each, with a brief history of subsequent events. IV. THE KIND OF GOVERNMENT. A. Charter. B. Proprietary. V. THE COLONIAL. A. Claybornes's Rebellion. B. Pequod War. C. Maryland Civil War. F. King William's War. I. King George's War. J. French and Indian Wars. Causes, events, results, and a few dates of each. VII. CONSTITUTIONAL PERIOD. A. Weakness of the Confederation. B. Convention to amend Articles of Confederation. D. Provisions of the Constitution; three departments in the gov- |