conception of the human mind, working upon the problems which elevate and ameliorate the condition of men, and which bear upon their relations to each other.

To this system Texas is dedicated and consecrated. Imperial in her domain, she is yet more imperial in her citizenship, and holding the banner of popular education high aloft, she points with a mother's pride to her magnificent University and College, her normal, her industrial, her manual, her high and her common schools, as the proof of the integrity of her intentions and the fulfillment of the pledges made for her by the fathers who placed her in the Union of States, where her Lone Star will ever shine in imperishable glory.

[ABSTRACT OF PAPER.]

REPORT OF PROGRESS—TEXAS.

SUPT. R. B. COUSINS.

I.-SCHOOL LEGISLATION IN 1909.

In the general election of November, 1908, an amendment to Section 3 of Article 7 of the State Constitution was adopted, which amendment raised the limit of local school district tax from 20 cents to 50 cents on the $100 valuation of taxable property, and provided that a local school tax might be authorized by a majority vote instead of the two-thirds majority vote which previously had been required to carry these elections. Early in 1909 the Legislature gave effect to this amendment by appropriate enactment (Chapter 12, General Laws of 1909). Other school legislation of the year may be enumerated as follows:

Provision was made for State aid in the introduction of the subjects of agriculture, manual training, and domestic science into the State Normal schools, the summer sessions of the State educational institutions, and the public schools (General Laws, Chapter 113).

The establishment of the West Texas State Normal College was provided for (General Laws, Chapter 119).

II. DEVELOPMENT DURING THE FIVE-YEAR PERIOD FROM 1905 TO 1909.

In 1905 the census rolls showed 782,693 names; in 1909 there are 949,006. This includes the increased number that is due to including in the enumeration children that are seven years old. In 1905 the schools enrolled 692,708 pupils; the last report shows 754,586. In 1905 the daily attendance was 457,510; while the last report shows 496,361.

COST OF MAINTENANCE.—In 1905 the expense account for maintenance was $7,470,825.58; the last report shows $9,511,240.81 as having been expended, representing an increase of 27 1-3 per cent. Five years ago the schoolhouse and grounds were valued at $10,704,003.11; now they are worth $15,680,365.19, an increase of nearly 47 per cent. The value of school libraries has increased from $119,395.58 to $198,413.66, an increase of 66 per cent. Other equipments have increased from $1,056,355.31 to $1,490,575.14, 41 per cent.

TEACHERS' CERTIFICATES.-In 1905 certificates as follows were held: Third grade, 850; second grade, 9,297; first grade, 4,586; permanent, 2,155. The latest report shows: Third grade, 611; second grade, 10,426; first grade, 4,977; permanent, 2,618. It is gratifying to note that the third grade certificates are decreasing and the permanents are increasing.

SALARIES.-In 1905 the rural teachers were paid $250; last year they were paid $289. And I doubt not that the next report will show that they were paid more than $300 for the cur rent year. The annual salaries of teachers in independent districts for the last year averaged $468. The salaries of all teachers, white and colored, male and female, throughout the State averaged $320. I believe the next report will show for the current year an average annual salary of $370.

LENGTH OF TERM.-In 1905 the schools ran an average of 114.9 days; last year they ran 124.7 days. The schools in the independent districts have been running eight or nine months for eight or ten years. The increase has been almost entirely in the rural schools. For the first time in the history of the State, the schools have exceeded the constitutional length of six months.

LOCAL TAXES.-In 1905 there were 2,916 districts levying local taxes for the benefit of the schools. That year the dis

tricts raised $1,661,392.15. In 1907 the latest completed statistics show that 2,854 districts levy local school taxes, an increase of 40 per cent in two years, and they raise $2,624,665.95, an increase of $286,000 per year.

COUNTY SUPERVISION.-The law establishing the office of County Superintendent has increased the number of professional school men in this office from 43 to 112, and has placed more than two-thirds of the school children of the State under professional direction and supervision.

TRAINING OF TEACHERS.-The faculties of the three normal schools, located at Huntsville, Denton, and San Marcos, have been increased, and the West Texas State Normal College, at Canyon City, has been begun. A science building and a library building have been built at San Marcos, a new science building at Denton, and a manual training building at Huntsville. The Canyon City normal has $150,000 for buildings and equipment-the largest of any normal school in the State.

The teaching of agriculture, manual training, and domestic science has been introduced into the normal schools upon a respectable basis.

[ABSTRACT OF PAPER.]

RELATION OF THE PUBLIC LIBRARY AND THE PUBLIC SCHOOL.

MISS MARY HANNAH JOHNSON.

ONE of the most significant movements of modern education is the close coöperation of public libraries and schools. The coöperation is such now that the school goes to the library and the library goes to the school. But the pity is that this system is well established in only a few cities, and that many cities do not make proper efforts to bring about this coöperation which means so much to the child while at school and particularly when school days are over.

The child should be taught that the public library is the "University of the People;" that it is an institution for his benefit; that though he may leave school at a very early age he has the opportunity to work out an education by his own efforts, books and information being served him free of charge by the free library.

It is quite certain that educators are realizing this fact more and more and are recommending it as necessary to the broadest education. It is now conceded among the most progressive educators that the text book alone for educative purposes has heard its death knell. "The ancient notion that all a teacher needs is to know his text book remains as a persistent supersition." The consequence of such investigation is that the textbook must be supplemented by some good reading along the line of study, whether it be history, literature or science.

First the modern library is an educational institution, well equipped, systemized and organized. It should be broad enough in its scope to meet the demands of the scholar, the desire of the moderate reader, the requests of the indifferently educated, and to render the proper service to the child both in the library and through the school.

The children are the nation's glory and should have the most assiduous attentions as our future men and women. The assistance the public library can give to advance the progress of the child is remarkable in its scope and is a direct contribution to education and social advancement. One of the means which has brought the most speedy results is close coöperation with the public schools. Every available means should be employed to encourage the children to visit the library, even if upon some of their visits they do not read, but occupy their time looking about and enjoying picture books.

The Young People's Department of the public library should be to the public schools what the university library is to the university student.

In Nashville, Tenn., the teachers were invited to bring their classes to the library. The librarian meets each class and shows them through explaining every department. This has been done that the child might better understand that the public library was to be an important part of his educational resources while at school, and to appreciate the possibility of it meeting his needs when schools days are over.

Another way to coöperate with the school is by preparing fists of books for study both for teachers and children.

The story hour is another most potent means by which the children are brought to the library and made to become interested in the institution.

The most important method of coöperation of library and school is that of lending books to the schools by grades.

It is important that the smallest children as well as those in advanced grades should be taught the value of reading and imbued with a love of it. Many children must needs leave school at an early age for work, and at whatever time that may be, they should know that they can pursue their work and yet continue their education at the public library. The best way to accomplish this result is to send books from the public library directly to the schoolroom and let the teachers have charge of distributing them, there being no doubt that the teachers can use them to the best advantages both to child and library.

The system of circulating these books used in Nashville has been very satisfactory and continues to grow in usefulness. It is in brief as follows: Books are selected by a committee of teachers and the librarian, twenty-five copies of each title for each section of the grade making fifty books to a grade; this plan is carried from the first to the seventh grade inclusive, making three hundred and fifty books sent to every school. These are sent in heavy boxes and remain nine weeks at a school, when they are returned to the library to be mended and checked and then sent to another school. By this system four boxes are sent to every grade during the year and each child is permitted to read eight books, suitable to his years, during a session. At the end of the session the boxes are stored in the library after having been checked and mended for the next year's work. One of the great advantages of having a new box of books every nine weeks is the awakening of interest in the child for a new book, an unexplored pleasure. The books are sent back to the library at intervals that both institutions may keep in closer touch. The children are taught that the books come from the library and that there are many more there like them in worth and better, and that the library is there free for their use, and that it is their university to which they are never too old to go.

In conclusion I desire to say that in every city and town there should be a public library, and there must be for the greatest breadth and advancement of education and culture very close coöperation of library and school. They should be one in purpose.