ford, since institute workers, the successful ones, demand high wages. So we have heretofore worked in two divisions, uniting in some of our work and adapting our work to what seemed to be the most pressing needs. This year, however, we shall try the State course, working two divisions at a time, and alternating them. I see no reason why such an arrangement would not work. Yet I cannot say that I am enthusiastic over the State course, or very hopeful of great good to accrue from it. So far as knowledge of the branches taught in the common schools is concerned, those intending to teach should have that before they apply for certificate or school. The end and aim of the institute is not, in two or three weeks, to do the work of years in the schools, but to teach something of the philosophy and the history of education, and to exemplify the best methods of teaching, using the common branches as the means and the instruments for the accomplishment of this work.

The best teachers, I observe, go to the institute every year, as the tribes of Israel were wont to go up to the annual feasts at Jerusalem, to renew their spiritual strength for the struggles of life before them.

But I am not disposed to criticize our institute work at all. I see nothing better that we can do than to go right on with it, as we are doing, until we can get training schools enough to serve the purpose. Just now it seems to supply a pressing need, and we cannot dispense with it. This is what we are trying to accomplish by the institute, to teach where teaching is needed, but, in all cases, to give inspiration and uplift for the great work of training the youth, and so determining the future of the race, to hold up a higher standard of professional excellence, and to exhibit the most approved methods of the best teachers.

JACKSON COUNTY.

BY W. M. WELCH.

I CONDITION.

a. In general.

The schools are far from my ideal. As a rule they are fair; many would be termed good Weak spots are found occasionally. These are due to (a) indifferent patrons, (b) indifferent school officers, and (c) incompetent teachers, licensed under protest for lack of better material and occasionally in deference to the wishes of communities that ask "a teacher of their kind." While the foregoing is true compared with what my ideal of what they

ought to be even in this "conditional age of imperfect work," yet I believe our schools will compare quite favorably with those of the leading counties of Iowa.

b. System and supervision.

All the rural schools of this county are pursuing a uniform course of study. Every teacher leaves a record of the amount of work accomplished by each pupil during the term, together with a complete report of the organization and plans of her school to her successor. At the close of the first week of each term the teacher sends a complete report of the organization and classification of her school to the county superintendent, showing him what every pupil is doing, the programme of study and recitation, the number of classes, and the number of minutes for each recitation, etc. The superintendent is thus enabled to have supervision over the organization of each school and the work of each pupil. On receipt of this report the superintendent immediately notifies the teacher of defects in organization of school, suggests combinations to lessen number of classes, names of pupils who are not pursuing the proper studies, and has generally a close supervision over the work of each school. All defects are noted by pencil marks on these reports, and are referred to by the superintendent when he visits the school. This work is surely reducing the country school work to system, increasing the efficiency of the work and leading the people to realize that the county superintendent has really something to do with the supervision of each school, of each teacher's work, and of each pupil's work. The process is slow but sure. We have graduated classes from a few schools, and we hail the dawn of a better day for our country schools.

II. TEACHERS' NORMAL INSTITUTE.

Here; as in the country school work, we have classified and graded. We have an institute course of study of four years, based upon the outline of the State department. We follow the same course from year to year with only slight modifications. Teachers are thereby enabled to study the work of their respective divisions during the year and come to the institute prepared on the work of their respective grades. Every teacher in this county knows the division of the institute course to which she belongs. Their names, as classified, are published two or three times each year, and changes and promotions are made known to each teacher interested.

It must not be inferred from the above that each division is promoted in toto each year. On the contrary, all promotions are individual, the best advancing, the poorest remaining. Neither must it be supposed that each teacher is confined to the work of her grade. Every teacher's peculiar needs are considered and large range for selection of particular work in other divisions is permitted after first consulting the superintendent and deciding that such outside selection is for the best interest of the teacher. Here, too, as in country school work, an institute record of classification and work is kept, and the entire institute is classified and organized and

ready to begin work at eight o'clock A. M. on the first morning of the institute. There is no day or so to organize and get things to running.

It took the first year to get this plan matured, so we had no graduating class in 1884. In 1885 we graduated eleven professional teachers, and in 1886 we graduated twenty-one. Instead of ceasing to attend institutes these graduates are among the most progressive teachers we have. They even exercise an influence for better work over the whole teaching force and tend to improve it. I call the alumni my "Home Guard.”

ПI.-SCHOOL-HOUSES.

a and b. We have the average country school-house, which is about the same thing all over the State.

c. Since we cannot secure improved methods of ventilation we are pushing for having windows hung on weights so as to ventilate easily from top of window, a few inches of aperture in each window.

d. School seat men are fast improving the comfort and convenience of school-houses.

e. The chief lack in country school-houses is an insufficiency of blackboard. There should also be more closets for apparatus, as hundreds of dollars worth is lost annually because tossed about, no place being provided for it.

IV.—OUT-HOUSES.

a. Often in bad condition, even in districts where one would not expect it. Repeated circulars to several officers are calling their attention to this matter and many are improving things.

b. No fences usually.

d. Trees enough as a rule.

V.-SCHOOLS.

a. Length of term, three or four months.

b. Wages $20 to $35.

c. The common branches; German also in a few schools.

d. Penmanship, drawing, hygienic physiology. We are doing something with all these studies, but only in a crude, rudimentary way.

VI.-IMPROVEMENTS SUGGESTED.

1. Give us the township system, with a board of three to five members acting for the whole township, as city board acts for city.

2. Fewer school officers, elected for at least three years and properly paid for the services they render to the public.

3. Extend superintendent's term to at least four years, as is now the case in Illinois. Elect him in the spring with other school officers, because he is a professional educator (not because he is a professional politician), or let him be elected in a manner similar to that of the superintendent of

city schools, by a board of education consisting of the presidents of the various township boards.

4. Let us have a normal school in every county, or a normal department in every graded school, to educate the material we have in the county. 5. Let the school-books be owned by the district.

6. Let teachers be allowed pay for one day each month, or at least two days each term, for attending teachers' associations called by the county superintendent, provided teachers attend. A similar law has passed the present Illinois Legislature on second reading.

JEFFERSON COUNTY.

BY 8. N. HOPKINS.

E lucation is known to be a most prominent feature in the progress of a people. The common school is the foundation of intellectual development. Among the things which contribute to the welfare of society, the school receives its share of attention by the average citizen of Jefferson county. It is viewed as the "channel" through which the child is guided to useful manhood. Yet, our tax-payers look well to money expended in this direction. "Schools are expensive," they say, and in too many cases the motive which prompts the stand taken is the saving of dollars and cents, and for this the schools suffer.

Jefferson county is not the rule in this matter, neither is it the exception. Notwithstanding the above hindrance, we are pleased to say that our schools show a marked change for the better in many things with each succeeding year. Our teachers are willing, and each in her way contributes her mite toward the general welfare of the school. To show this growth of interest one needs only to mention the gradual increase in the promptitude and regularity of attendance; however, special interest has been taken in this feature during the last five or six years. The per cent of attendance for each year was greater than the preceding year. At the close of the last spring term, three reports from country schools were sent to this office showing that there had been none absent nor tardy during the term, and a good number showing the average attendance to be less than two below the total enrollment. On comparing the total report in the county of the winter terms closing March, 1883, with that closing March, 1887, we find an increase in the average attendance of 7.43 per cent. These facts give some idea of school work in the county.

NORMAL INSTITUTE.

The records in this office show that the first normal institute was held August, 1874. The enrollment that year being 91, and the following year 139; this latter number being an average institute for the county up to 1882. I have no personal knowledge of the work in the county until 1879.

In 1882 the graded plan was first begun in our county normal institute by N. Rosenberger, county superintendent at that time. The measure met with the approval of the teachers and many of our people from first introduction; it has steadily gained and now meets with universal sanction. The plan has done much to improve the educational interests of the county. Before taking this step, 140 was an average institute for Jefferson county. Since its adoption, our numbers have increased with each succeeding year. Last year our enrollment was 261; being 120 more than the average institute before the introduction of the graded plan. All concerned, are impressed with the importance and necessity of the plan. Our course of study consists of four years or grades, with rules of promotion from grade to grade. A number of teachers have graduated from our institute for each of our last four years; making an alumni of thirty-nine. Members of the alumni are entitled to a professional certificate on application without taking the teachers' examination, after once having complied with the requirement for a first-class certificate.

It has been our purpose to employ the very best available instructors, and to insist upon the practice of the best methods in all class work.

Each member of the institute is required to keep a book for recording notes and suggestions of the instructors; the matter to be of a nature that will aid the teacher in practical school.room work. These books are collected, marked and returned to the owners at the close of the institute; the marking being made a part of the institute record. A normal certificate is given to each member at the close, showing their standing in all work done at the institute.

SCHOOL-HOUSES.

There are six brick and ninety-one frame school-houses in the county. As a rule, they are in fair repair. Two or three are built each year to take the place of buildings that have become unfit for use. The average schoolhouse of Jefferson county is 24x26 feet, with three windows of twelve lights each, on each side of the room, a door in the center of the end of the building, a black-board across the entire end of the building opposite the door, seats facing the black-board, a twelve-foot ceiling and a coal stove at or near the center of the room. The ventilation being only such as is afforded by the windows and door. The room being comfortable and conveniently arranged.