and 1 for female pupils, which contained 120 seats. The school commenced and was continued to 1852. It was supported against earnest opposition, occasioning much discussion. In 1852 the schools were reconstructed under a special act. The city council appropriated $10,000 annually. New schoolhouses were built and in 1861 there were 8 in use in the city. In 1857 the whole number of pupils in the public schools was 1,800; in 1898, 10,769. In 1859 there were 39 teachers; in 1898, 245. Up to 1859 there was no considerable grammar school for boys. In that year the first high school class was organized, in 1872 numbering 40. In 1898 the enrollment in the high school was 622. Up to the opening of school No. 1 in 1871 no advance beyond ordinary branches with algebra, geometry, natural philosophy, and physiology had been made.

In 1898 all the pupils below the high school were taught music, drawing, and other branches usually taught in primary and grammar schools. Girls in the grammar schools were taught sewing, and kindergarten methods were used in the primary schools.

In 1901 the faithful superintendent, Mr. David W. Harlan, retired and his place was supplied by Mr. George W. Twitmyer. The board of education at this time consisted of 24 members, representing 12 wards of the city. Miss Mary C. I. Williams was assistant superintendent of schools. The total population of Wilmington in 1900 was 76,508. There were 29 schoolhouses, with 238 schoolrooms, with sittings for 10,862 pupils. A high school for boys and girls was provided. Four grammar schools-one combined high, grammar, and primary, for colored— and 23 primary. The number of teachers in the day schools was 270, 245 being women. The whole number of pupils enrolled was 11,019, the average daily attendance 8,476. The colored schools represented an enrollment of 1,560, with 1,114 the average number. During the twenty-nine years previous to 1901 the number of schoolhouses had increased from 15 to 29; number of sittings from 4,502 to 10,862; whole number of pupils enrolled from 5,920 to 11,019, average attendance from 3,555 to 8,476, and number of teachers from 82 to 270. The total expenditure in 1900 was $189,676.08; cost per capita on total number enrolled, $15.76; on average number attending, $20.48. In 1901 $205,293.27 was paid for new buildings and furniture. The school tax had increased from 34 mills in 1885-86 to 4 mills in 1901. From this $162,792.17 was received from the city council, $22,515.75 from the State fund, $4,369.16 from other sources, making a total of $189,676.08. The new high school building, dedicated in 1901, was regarded as one of the most complete in the country. Manual training had been introduced in the different departments of the schools. An interesting feature of the educational condition of the city was the interest shown in the school system by the New Century Club, composed of the leading ladies of the city. The new superintendent recommends an extension of the high school course to four years, with a liberal provision for electives, the addition of sewing into the upper primary grades, the extension of manual training in the form of constructive work in all of the grades below the high school, the establishment of a pedagogical library in connection with the Principal's Round Table Library and the establishment of a nongraded school for the children requiring special care and instruction. The new superintendent pays a deserved tribute to the work of his predecessor, Mr. David W. Harlan: "His devotion to his work, his honesty of purpose, with ability to organize, and his personality can be felt in every department of the schools."

CHAPTER X.

THE PRESENT STATUS OF THE CERTIFICATION OF TEACHERS IN THE UNITED STATES.

By WILLIAM ROBERTS JACKSON,

Professor of Education and Principal of Normal School, Nebraska Wesleyan University.

[The following chapter has been prepared for this Report by Professor Jackson (formerly State superintendent of public instruction of Nebraska) from data collected by himself, the results being submitted by him to the different State superintendents for criticism. It answers numerous inquiries made to this Office from week to week. The tabular arrangement of the legal provisions is well designed to facilitate reference and afford systematic information on any of the chief particulars concerning the different grades of teachers' certificates in the several States. -Commissioner of Education.]

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TABLE NO. 1.-Required subjects for State certificates.

* See supplementary notes, also the more explicit tabulation for the State.

NOTES SUPPLEMENTARY TO TABLE 1.

A COMPARISON OF SUBJECTS REQUIRED FOR STATE CERTIFICATES.

The following are required in practically all of the States: Reading, orthography, writing, physiology and hygiene (including scientific temperance instruction), arithmetic, geography, United States history, and grammar.

In most of the States the following are required: Algebra, geometry, general history, civics, physics, theory and art of teaching, literature, botany.

In a large portion of the States the following are required: Bookkeeping, school law, composition, rhetoric, zoology, pedagogy, psychology, physical geography, geology, history of education, drawing.

Chemistry is required in 11 States, Latin and school management in 10, method in 9, trigonometry in 7, music, agriculture, and a thesis in 6, astronomy and political economy in 5.

TABLE NO. 2.---Number of subjects required for State certificates compared in

Maine

North Atlantic Division:

New Hampshire.

Vermont

Massachusetts

Rhode Island

Connecticut

groups of States.

From the above it will appear that the North Central Division of States requires on the average the largest number of subjects-approximately 25. The North Atlantic and the Western divisions of States have about the same average require-. ments of subjects—approximately 21. Next in order is the South Central Division-approximately 18. The smallest number of subjects required is in the South Atlantic Division, where the approximate average of subjects is 15.

States requiring the larger number of subjects almost uniformly require that a higher grade be maintained in the various subjects. Thus, the above variations are even more marked than would appear from a comparison of the number of subjects alone.