didactic work as he prepares any other work assigned him in the institute. Particular attention is to be given the elements of mental science and the application of its principles to the work of education. Criticisms upon the institute work of the State.-1. The general tendency of institutes, as shown by their courses of study, is to furnish academic, rather than didactic, instruction. Too much attention is given to the "What to teach"; too little to the "How to teach." It may be said, and truly, that there is great need of the academic work. But, while admitting that fact, we should not lose sight of the true design of the institute, nor relax our efforts to limit it to its own proper sphere. 2. A course of reading in full harmony with the institute course of study should be prepared. Evidence that one has done the reading required should constitute part of the basis upon which a normal certificate of promotion is issued. SCHOOL-HOUSES. Construction.-Nearly all the school-houses in the county are one-story frame buildings. The material used in building is medium in quality. The workmanship is very ordinary. Heating and lighting.—Every country school-house is heated by a stove located near the middle of the room. In cold weather, those seated near the stove are uncomfortably warm, while those in more remote parts of the room are suffering from cold. The light is, in most cases, admitted through three windows on each side of the room. In some instances, the degree of light may be modified by means of shutters, and in others by means of curtains or shades. Ventilation.-In the construction of country school-houses, no provision has been made for ventilation Many teachers who appreciate the importance of pure air contrive ways and means by which to secure it. Many others can tell how to ventilate, but fail to ventilate. Comfort and convenience.—Aside from the features of discomfort already noted, many rooms are comfortable and convenient. In many ample provision is made for the proper disposition of maps and lunch-baskets; and the seats are comfortable. In many others, no adequate conveniences are provided. GROUNDS. General condition.-A few grounds are well cared for; very many are greatly neglected. With few exceptions, the grounds are well located for the general purposes of the school, and would admirably serve those purposes if properly cared for. Out-houses.-Not one in the county properly constructed. In many districts, there are no such things; and in many districts pretending to have them, the moral and physical results are manifold worse than if there were no such pretentions. Again and again, the attention of patrons and officers has been called to the importance of properly constructed, and properly cared for out-houses. Some seem convinced, but none have as yet acted up to the necessities of the case. True, some have moved in the right direction, and the future may reveal a bountiful harvest from the seed sown. Fences -Some grounds are not fenced; many are poorly fenced, and a few are nicely and substantially fenced. Trees.-Quite a number of grounds are adorned by native groves. In about one-third of the districts, trees have been planted and cared for. In some districts, trees have been planted and allowed to die; and in others, no attempt has been made to comply with the requirements of the law concerning tree-planting, although the attention of officers has frequently been called to the matter. SCHOOLS. Length of term.-The average school year is less than seven months. A few districts keep school open eight or nine months each year, but many others would keep open less than six months annually if they could devise any reasonable excuse for so doing. Teachers' salaries.-The discussion of this topic furnishes a key to the whole situation, deplorable as it is in this county. The wages of teachers are so low-less than $200 annually-that men and women cannot secure a livelihood in the business. Let the advocates of, and the apologists for, low wages writhe under this statement; they cannot figure out of $200 a year a decent living for any one person, to say nothing about the support and education of a family. Young persons who cannot understand the situation on the basis of a mathematical calculation, after a few terms' experience, realize it upon the basis of a practical demonstration. And about the time they become valuable as teachers, they are forced to abandon the occupation and to seek a business that will afford a livelihood. As a result, our schools are constantly in the hands of those who have had little if any experience. A young person without experience has little influence in moulding public opinion in matters pertaining to the best interests of the schools. Because of their inexperience and consequent weakness, much property is destroyed and irreparable loss is sustained by the children entrusted to their care. But looking no farther than to the property loss, patrons and officers excuse themselves from their obligations to furnish, and keep in repair, conveniences, upon the plea that "it's no use to provide, they'll only be destroyed." Too true, too sadly true; they'll only be destroyed if entrusted to the care of inexperience and incompetency. But is there not a wiser economy? Is there not a remedy for these ills? Certainly; employ as teachers men and women of mature minds; persons of successful experience and consequent power in controlling and instructing. But, it may be said, no such persons are applying for the schools. True; but because there is no demand for them. Let such salaries be offered as will enable live, wide-awake men and women to live decently and comfortably, and keep abreast the times in educational thought and methods; and plenty of good, unselfish, zealous, enthusiastic teachers of experience will offer them selves, glad of the opportunity to devote themselves unreservedly to the work that transcends every other in importance, and in its influence for good to the race. Let this line of economy be pursued and see what a transformation will take place in our schools! A few districts in the county have tried this policy in a measure, and it has worked charmingly. Branches taught.—Reading—including spelling and language, writing, arithmetic, geography, English grammar, physiology-in compliance with school laws of 1886, and United States history are the regular studies pursued in the country schools. Drawing is taught the primary pupils in many schools. Vocal music is not taught scientifically in any school in the county. GENARAL REMARKS AND SUGGESTIONS. To the educator with high ideals of common school work, Monroe county is, along with many of her sister counties, in a truly deplorable condition. There are, it is true, some bright spots, and these encourage to continued, persevering effort. The general stringency in monetary affairs, and local shortage of crops for a series of years, are, in many instances, made the pretext for that economy in school expenditures that is properly denominated niggardliness. Whenever the necessity for economy-retrenchment—is felt, the pruning knife is first applied to the school branch of government. Teachers' wages are cut down; contingent expenses are reduced below the point of providing conveniences; school-houses are allowed to crumble to uselessness; and the little that is expended in the school work is largely wasted because of the weakness of the force it secures. Nearly all the teachers are earnest, and willing beyond their capabilities, to serve the public good in their respective spheres. But in very many instances they do not receive that sympathetic co-operation from officers and patrons that would enable them to work with lighter hearts and stronger hands, and consequently produce better results. Brief, pointed, pungent tracts from the department of public instruction, distributed through county superintendents and by them through the schools to officers and patrons would certainly be productive of good. Let each tract discuss some one phase of the common school problem. Let two or three be sent out during each month that schools are generally in session. This course would greatly strengthen the county superintendent and render his work much more efficient The law should be so amended as to provide for the election of the county superintendent at the meeting of district, township and independent district electors on the second Monday of March of every alternate even-numbered year. Qualification, certified to by the State Board of Examiners, should be the only test of the eligibility of a candidate for the county superintendency. Such provisions would remove the office from the arena of politics, and would make the term four years instead of two. The law should be further amended to abolish the office of district treas urer, and provide that district orders be drawn upon the county treasurer, who shall keep a fund account with each district and shall pay all district orders from the funds belonging to the districts severally. This would prove, in Iowa, an annual saving of thousands of dollars in the shape of salaries, to say nothing of other losses that are annually occurring under the present plan. The foregoing facts, criticisms and suggestions are submitted in the hope that they may prove of value in showing the educational standing of Monroe county. MONTGOMERY COUNTY. BY J. F. SAYLOR. INSTITUTE. Our institute has been organized upon the State course of study for three years. This graded work meets with much favor among the teachers, yet it must be admitted that it is yet an experiment and will require time and experience to bring it to a standard where it will be thoroughly practical. The interest in the teacher's training school in this county has always been especially marked. We have endeavored as much as possible to make it a training school as against the strictly "review" school, i. e., a review of text-books. We make professional principles a prominent factor, and especially that period covering the first six or seven years of the child's school life. In our rural schools we find this work—oral teaching—too much neglected. Hence we proceed on the principle that the institute should supplement the demands of the public school. CRITICISMS. 1st. Not uniformity enough throughout the State. 2d. Too many of the so-called graded institutes are only so in name. 3d. There is no way to guide and control inexperienced superintendents. 4th. Rules for promotion are often very untrustworthy. 5th. They are frequently too much of a "review" school 6th. The attendance should be compulsory. 7th. Too fancy prices are paid for instructors. 8th. There should be more legislation touching the control and conduct of our institutes. SCHOOL-HOUSES. We have the one type of school-houses familiar to all. They are loosely constructed too often, cold, and with little attention paid to ventilation. But little thought is given to light, cloak room, convenience, nor blackboard accommodations. We speak more particularly of the rural schools. The buildings in our towns have been constructed with special care and thought as to the above points. Nature has given us good school-house sites as a rule, but out-houses, fences and trees and the school building itself does not always receive the care that it should. We have no more reason to complain than our neighbors in this respect, in fact the patrons of Montgomery county are thoroughly alive to their educational interests in the usual acceptation of that term, but we feel that too much money is spent without a full knowledge of the ends to be obtained. SCHOOLS. We are liberal in the number of months allotted to school work, ranging from seven to nine. Teachers' salaries, however, are not as encouraging as one would wish. A very general compliance has been observed in the matter of teaching narcotics and stimulants. GENERAL REMARKS. Notwithstanding the fact that our district organization, and the haphazard way of runring our rural schools have been exposed and condemned by school men generally, yet it seems to be so thoroughly rooted in the customs of the people that it is a most difficult task to uproot it. The people are aware that their childreu do not progress as rapidly nor as thoroughly as they should, yet they fail to diagnose the case thoroughly. The failure is usually ascribed to inefficient teachers, etc., where in fact the failure must be placed primarily upon the board of education. The importance of a fully officered board is not generally understood. Our rural boards stop when they have elected a president, secretary and a treasurer. The most important officer is left out. The people place the schools in the keeping of the boards, and hold them responsible for knowing what the schools are doing and knowing what to do for them. The above two functions have never been fully met by rural boards because lack of experience on the part of their members, and lack of time to visit schools. Experience has given us but one successful way to accomplish this, viz.: school boards find it necessary to elect a fourth officer, usually called a principal, upon whom these responsibilities are placed. This man is usually selected because of his experience in these matters. By his meeting with the board making regular and frequent visits to the schools it is impossible; (a) to keep the board informed as to the workings of the schools; (b) efficiency of teachers; (c) to put in a course of study; (d) rules and regulations; (e) records; (f) conduct promotions; (g) keep uniform books, in fact meet any and all needed improvements and changes. Until our rural boards employ this principal or super |