activity in its elemental connections, and when thoroughly accomplished, succeeds in establishing standards; the latter takes educational activity in terms of its largest relations and endeavors to give significance to all its details as a part of the system. The earlier school surveys stand in marked contrast with later surveys, because the standards and scales were not available for application to the situation discovered in the field of the particular study. A topical study of the scope of the surveys reveals a steady progress in the important matter of utilizing conclusions of scientific investigations in estimating the comparative value of a system of schools.

The complex character of both the individual and social situations in which education is always found is well indicated by the difficulty which was experienced in defining the exact character of an educational survey. Of the score or more school surveys that have been made, it is found that some are primarily financial, others hygienic, others vocational and industrial, and some primarily educational. The most serviceable definition of the characteristics of a genuine educational inquiry will probably have to be left to the cumulative decisions and experiences of many different trials.

This report on educational inquiries and surveys made up to the close of the year covered by this annual report presents a statement of the place and time, the authorization, the details of the staff, the situation leading to the inquiry, its method and scope, the fundamental problems investigated, with a statement of the more important particular discoveries concerning the school or system, and the recommendations. No attempt is made in the present chapter to report on the results of the effectiveness of the surveys.

BOISE, IDAHO.

Upon invitation of the board of education, C. N. Kendall, superintendent of schools of Indianapolis, reported on his inspection of the public schools of Boise, Idaho, during one week in November, 1910. The report appeared in the Idaho Statesman December 18, 1910. The guiding principles of the investigation were—

that the efficiency or value of a system of schools is determined by five factors: First, the school plant; second, the teacher; third, the course of study; fourth, the organization of the schools; fifth, the attitude of the community.

To these is added "the question as to what the schools are doing for the individual children." The report gives no indication of any statistical or other quantitative study. The surveyor was impressed with the general excellence of the school system. Recommendations were made with regard to: The addition of properly equipped playgrounds; library facilities for the high schools; securing greater continuity in the teaching staff; a need of more provision for adequate

industrial and manual training; attention to physical training; systematic medical inspection; and the addition of special teachers for ungraded classes of retarded pupils. In the separate pamphlet publishing the report, the superintendent of schools announces as a direct result of the survey

the addition of seven teachers, a playground director, and a school nurse; the purchase of a 40-acre playground and athletic field; the addition of an ungraded room; and an increase in the salaries of elementary teachers.

These enlargements added 25 per cent to the budget, without any complaint from the taxpayers.

MONTCLAIR, N. J.

A report on the work in the public schools of Montclair, N. J., was made by Prof. P. H. Hanus to the board of education in May, 1911. The condition leading to the survey was a desire to modernize the course of study, which had received no essential modification since 1903. The scope of the inquiry included a personal investigation of all the schools, a comparative study of school grades, and of the age and grade distribution of pupils. The topics of the report are: (1) General survey of the schools; (2) teacher and teaching; (3) the program of the studies (a) of the elementary schools, (b) of the high schools. Four days seems to have been the time given for the personal inspection of schools and classes.

This inquiry was characterized by a manifest desire to present clearly the educational responsibilities of the board of education by a careful study of the "present conception of the educational opportunities the city should offer" to its children. There is an effort, accordingly, to determine "the nature of the social environment of each school, and hence of the pupils." The report is also characterized by a statement of the difficulties and limitations of the schools, and not by an overemphasis of their special merits. Criticisms and recommendations are therefore scattered throughout the report of 21 pages. This survey is also characterized by the utilization of the method of comparing what was found in the Montclair schools with other selected schools. The tables are as follows: 1. The distribution of scholarship grades in the Montclair high schools; 2. The distribution of time allotment to subjects in the elementary schools compared with Newton and the average of 10 American cities; 3. A study of retardation and elimination based upon the office records; 4. Distribution of ages by grades; 5. Nationality according to grades.

The findings and recommendations emphasize the following points: The hygienic and educational defects of the several school buildings, which seem to be many, are pointed out, including the need of gymnasium, playground, and school garden facilities.

While the program of elementary studies is the conventional program throughout the country, certain difficulties are pointed out. According to the report more time should be given to history and there should be less emphasis on grammar and arithmetic in the lower grades. Omissions of some topics in the subjects in the seventh grade, redistribution of the time allotted to literature and reading, elimination of the drills in reading and spelling after the sixth grade, and a more careful differentiation of the program in the several clementary schools are recommended in order to meet the educational needs of these rather distinct social groups. The last two years of the program of studies should differentiate by offering groups of studies intended, first, for those pupils who go to work in the industries at an early age; second, for those who go to work in business houses after the elementary school is finished; and, third, primarily for prospective high-school pupils. The high-school recommendations include an extension of the scope of the instruction by certain additions in physical science, biology, physical geography, geology, astronomy, agriculture, and manual and domestic arts, foreign languages, and commercial subjects. The program of studies should be so constructed as to make all the instruction accessible to all the pupils by means of outlining suggested schedules of studies which pupils might follow.

BALTIMORE, MD.

As a result of "controversies" which were "a matter of common knowledge," the board of school commissioners of Baltimore, Md., on January 25, 1911, invited Dr. Elmer E. Brown, United States Commissioner of Education, "to organize a commission of three disinterested and competent persons to investigate and report upon the system of instruction now in force in the public schools of Baltimore City." The commission as organized included, in addition to the United States Commissioner of Education, Dr. E. P. Cubberley, of Leland Stanford Junior University, California; Supt. C. N. Kendall, of Indianapolis, Ind.; and Dr. H. Updegraff and Mr. M. B. Hillegas, of the United States Bureau of Education, as assistants. The well-arranged and fully indexed report (112 pp.) was published as Bulletin 1911, No. 4, Whole No. 450, of the United States Bureau of Education.

The time devoted to personal examinations and inquiries in Baltimore was the month of March. The two following months were occupied by the treatment of this material by the historical and comparative methods of study which were employed in the preparation of the report. The aim of the investigation was to study the Baltimore elementary system as a whole, excluding the secondary

system and for the most part the special problems of the colored schools. While attention was paid to the historical development of the system and to a detailed analysis of the administrative functions, the teaching staff, and the courses of study, the most striking feature of the survey was the comparison which it made of the Baltimore findings with other larger cities. The report consists of five chapters. Chapter I details the organization and methods of the inquiry. Chapter II forms a history of the Baltimore system, including its social, legal, and financial features. Chapter III (44 pp.), the body of the report, gives detailed consideration to the following topics: (a) System of supervision; (b) the teaching force and its training; (c) the elementary school curriculum. Chapter IV considers the school plant and the attendance, health, and discipline of pupils. Chapter V brings together the educational views and suggestions. The descriptive material of the report is well supported by 25 tables, 13 figures, and 2 analytical charts.

According to the census of 1910, Baltimore was the seventh of the 13 larger cities in the country having a population of over 350,000, thus occupying a middle point in this list of 13. The population basis of comparison is utilized throughout the study. The total expense of the schools was $3.32 per capita of population (1908), Baltimore thus ranking next to the last of the 13 cities. School expenses were 24 per cent of total city expenses (1908), Baltimore ranking ninth in this respect. For every dollar spent on police Baltimore was spending $1.47 for schools, ranking eleventh. In carrying on the general and special services in all municipal affairs it was found that Baltimore expended $13.29 per capita, ranking eleventh in this particular also. Its per capita cost of total expense of elementary schools, based on enrollment, was $18.71, which ranked it the lowest on the list. The same situation obtained in the per capita cost of salaries in the elementary schools, which was $13.95.

In the study of the training and instruction in the elementary day school, which takes up more than one-third of the report, it was found that one of the most pressing needs of the schools of Baltimore was a very material increase in the supervisory force.

It is recommended that there be an increase in the number of assistant superintendents in the staff of special supervisors, the creation of a staff of primary school supervisors, and that in all elementary schools having 20 or more teachers with all of the grades represented all of the time of the principal should be devoted to supervision.

The preparation of the teaching force was criticised, and it was recommended that there be secured "more academic and broader scholarship, as well as professional attainments on the part of teachers," and that "increased attention be given to securing teachers

who have had training and experience outside of the schools of Baltimore." The serious condition of the schools was traced in large part to the "decidedly low" salaries paid to elementary teachers. In spite of the absence of a definite time allotment for the various subjects in the course of study, it was found that in practice such an allotment is made. This practice receives the unqualified approval of the commission, because it is in agreement with the prevailing practice elsewhere. A detailed study is made of the following subjects: English, mathematics, geography, nature study, drawing, physiology and hygiene, handwork, and industrial subjects. The prevailing practice in the teaching method receives criticism because "not enough use is made of the principle of apperception." The subsidiary topics making up Chapters IV and V are presented, as it were, in passing, and do not enter into a vital part of the inquiry.

The summary of its findings and recommendations is presented in the report (pp. 8-15). It is found that the system shows elements both of strength and weakness, although its conditions have changed for the better since the adoption of the charter of 1898, under which the schools are being improved. Emphasis is placed upon the fact that the administration of a system of schools must be directed "toward the interests of the whole community quite apart from private and factional interests." It is recommended that the expenditures for schools should at least be brought approximately to the level of other cities of the same population. While finding much to criticise, the inquiry resulted in an opinion favorable" regarding the system. Special endeavor is made to keep entirely clear of the recent controversies which seemed to have checked the forward movement in the improvement of the system. It is recommended that the system of organization of the elementary schools which "provides for supervision by vertical divisions" be supplemented by an increased amount of "horizontal supervision in the case of special subjects." The difficulties of administration due to the charter provisions under which teachers have permanent tenure of their positions receives extended attention. The commission regarded "promotional examinations as a proper and serviceable method looking to the improvement of a body of teachers, many of whom are below a reasonable standard for the present day as regards general and professional education." While the elementary course of study was regarded as moderately conservative, it was found to compare favorably with that of other large cities and is especially commended because of its general policy of cooperation with the teachers in its elaboration. The objections to coeducation were found to be a purely local situation. The unsatisfactory condition of many of the schoolhouses was a final fault which should be remedied.