the Lutherans are actually achieving at the present time in their parochial school work.

In the synods composing the Synodical Conference there has been an increase in schools, teachers, and pupils.

In the Missouri Synod, which now numbers 949,771 baptized or 575,299 communicant members, the number of schools has increased from 2,216 to 2,259, of male teachers from 1,069 to 1,097, of female teachers from 252 to 274, and of pastors serving as teachers from 1,166 to 1,192. Hence the teaching force in this body has risen from 2,487 to 2,563. The number of pupils has increased from 94,167 to 96,287.

The 290 schools and 32,825 pupils of the Wisconsin Synod have increased to 318 schools and 35,875 pupils. The number of teachers (118) has remained the same. This body now numbers 190,217 bap

tized or 175,624 communicant members.

The Minnesota Synod, which now numbers 97,271 baptized and 48,114 communicant members, has reduced its 155 schools by 1. The number of its teachers (26) has remained the same, while the number of its pupils has increased from 15,940 to 16,121.

The District Synod of Michigan, now numbering 21,673 baptized and 15,514 communicant members, reports the old number of schools, 75, but has increased its teachers from 7 to 9 and its pupils from 2,933 to 3,021.

In the District Synod of Nebraska, with a baptized membership of 20,105 and a communicant membership of 11,108, the increases are as follows: Schools, from 25 to 30; teachers, from 4 to 5; pupils, from 995 to 1,085.

The baptized membership of the Slovak Synod at present is 20,285 and its communicant membership 15,631. This synod reports the same number of schools (25) as in the last report, but has added 2 teachers (in the last report there were none), and its 1,530 pupils have increased to 8,821.

For the entire Synodical Conference the present totals are 2,861 schools, 2,723 teachers, including pastors who teach school, and 154,210 pupils. The increases are 75 schools, 55 teachers (not counting pastors teaching school), and 5,820 pupils.

The grand total for the Lutheran Church in the United States is 4,881 schools, a decrease of 1,002 schools, including the omission in the report from the United Norwegian Church, 3,825 teachers, an increase of 67, and 259,467 pupils, a decrease of 13,447.

The baptized membership of the Lutheran Church in the United States is now given at 3,638,951 (increase of 105,541), and the communicant membership at 2,376,769 (increase of 59,592). The difference between these two figures, 1,262,182 (increase of 46,159), shows approximately the number of Lutheran children from infancy to the

age of their admission to communion, about the age of 14 or 15. Accordingly the 259,467 pupils of the Lutheran parochial schools represent 20.55 per cent of the child population of the Lutheran Church, a loss of 1.89 per cent. In other words, out of 100 Lutheran children 20 attend a parochial school, while 80, including infants and children up to the age of 6, do not.

For the various general bodies these averages are: United Synod in the South, 0.63 per cent; General Council, 9.53 per cent; independent synods, 19.21 per cent; Synodical Conference, 33.66 per cent.

PRESBYTERIAN CHURCH SCHOOLS.

By Marshall C. Allaben, Superintendent, School Department, Board of Home Missions of the Presbyterian Church.

A complete account of the educational work of the Presbyterian Church would include the tasks committed to its board of education (for ministerial students) and to its college board. The present report has to do with the church's schools for children in the primary and secondary schools maintained and administered, save in rare instances, by the woman's board of home missions, and established only among exceptional populations shut out by some barrier of race, language, or environment from ordinary means of education.

The school curriculum keeps in view the development of community leadership, with the belief that the spiritual, industrial, and cultural phases of education are all essential to this end. The general program emphasizes vocational training, although from lack of facilities this part of the work has not yet reached the high standard set for it.

Mission day-school work began in 1877, soon to be supplemented by boarding schools in which the pupils could be continuously under Christian influence and training.

A frequent result of mission school work is a general awakening of intelligence that raises the standards of the community, thus leading to the development of the public school and the consequent discontinuance of the mission day school. Efforts are then concentrated upon boarding school or community work. The desire is to cooperate with the public-school authorities, and when for reasons given above the mission school is withdrawn the community service continued by the board is planned to supplement the regular work of the public school.

Alaska.-Presbyterian work in Alaska is represented by the Sheldon Jackson School at Sitka, with its six well-equipped buildings, providing an all-round Christian education for Alaskan youth of all tribes. The course of study covers eight grades, including systematic Bible instruction. There are departments of domestic science, domestic art, carpentry and boat building, electric and machine work.

Indians.-Instruction for Indians now centers in the boarding schools. These are at Tucson, Ariz., for Pimas and Papagos; at Wolf Point, Mont., for Assinoboines-Sioux; at Dwight and Elm Spring, Okla., for Cherokees; at Ganado, Ariz., for Navajos; and at North Fork, Cal., for Mono girls. Excepting the one last named, these schools are coeducational. The training school at Dwight is the only one with high-school work.

Mexican-Americans.-Day schools in the isolated New Mexico plazas supply a crying need, and from them the more ambitious pupils enter the Menaul boarding school, for boys, at Albuquerque, or the Allison-James, for girls, at Santa Fe. Graduates from these schools become leaders among their own people as citizens or home makers. In Colorado there are two other plaza schools, and at Los Angeles, Cal., a boarding school for Spanish-American girls.

Utah. Some day schools of former days in Utah have been withdrawn. Of the four now maintained, the academy at Ferron is the most promising. Many day pupils are enrolled in the two boarding academies erected at strategic points. New Jersey Academy, for girls, is far north in the Cache Valley; Wasatch Academy (coeducational), at Mount Pleasant, near the center of the State, has been recently enlarged and developed, providing for about 100 boarders.

Mountain field.-We have 2 boarding schools in Kentucky, 5 day schools and 1 boarding school in Tennessee, and 1 boarding school (for girls only) in the Coal River Valley, W. Va. In North Carolina our school work has extended over 35 years, reaching farther back each year into the mountain coves and isolated places. It is represented now by 7 boarding schools, several rural day schools having been recently discontinued or transferred to another department of home mission work. One of these boarding schools, the Normal and Collegiate Institute, Asheville, N. C., as the school of the highest grade in the system, had students during the past year from all but one of the other boarding schools for girls, and at least 70 pupils connected with other mountain boarding or day schools. Of 346 normal and collegiate graduates within 21 years, 240 have become teachers.

Porto Rico and Cuba.-Nine day schools in Porto Rico and Cuba, enrolling about 900 pupils, are the outcome of work begun at the close of the Spanish-American War. In several places there is a gradual transference of emphasis from the day school to industrial and community work.

Immigrant communities.-The Presbyterian schools in immigrant communities are on a different basis from others, the work being administered locally, although the funds pass through the hands of

the board. Organized effort for Slavs, Bohemians, Hungarians, and other foreigners has been recorded, but the day school and community work are so blended that they can not well be differentiated in a brief report.

Presbyterian schools under the Woman's Board of Home Missions.

By Horace H. Cummings, General Superintendent, Latter-day Saints Schools.

The academies of the Latter-day Saints are all high schools, and nearly all of them give a four years' course parallel with that provided for the State high schools. The teachers must have a college degree or equivalent education, and the textbooks used are in most cases the same as those of the respective States in which the schools are located. To be graduated, a student must have at least 15 units of credit, each one representing at least 7,200 minutes of class recitation with appropriate preparation, but in most cases 8,200 minutes of class work are required. Two hours of laboratory work equal one hour of recitation. Most of the schools offer courses in manual training, agriculture, domestic science, domestic art, and commercial work, besides the regular high-school subjects usually given. Three of the schools are doing college work.

To meet the needs of the church of the Latter-day Saints, all the schools giving a full four years' high-school course include work in education, and all of the college work is similarly directed. The church has so many educational organizations, whose teachers are volunteers, that a vast number of teachers are required.

The Latter-day Saints' schools were never in better condition than during the year 1913-14. The following table of statistics will give an idea of the nature and extent of the work:

73226°- -ED 1914-VOL 1-39

Report of the schools of the Latter-day Saints, for year ending June 30, 1914.

By C. F. Hauke, Second Assistant Commissioner of Indian Affairs.

The attached statement gives the mission schools on Indian reservations under the control of the various denominations, and the total enrollment of each denomination, as shown by the records of the Indian Office. This list does not represent all the work done by the different denominations and societies interested in Indians, however; it is estimated that there are probably as many more schools not shown in the records of the office. The Indian Office is glad to receive the assistance of any religious denomination in the education of Indian children, and wherever Indians are receiving all necessary attention from such sources the office does not request reports from them.