The corresponding statistics for the year 1910-11 indicate marked increase for the country as a whole under all the heads above presented. When the complete returns are received and sifted, it will undoubtedly appear that the two Southern divisions have made decided advance in the length of the school term, in the average attendance of pupils, and in the amount of school income, especially that portion of the income derived from local taxes. This item in particular marks the aroused interest of the people, generally, in the diffusion of knowledge. In this connection it should be noted that the public-school idea has been of late development in the South, and that public contributions to private schools and the extension of brief terms of public schools by private subscriptions still prevail in many localities, at the same time these amounts are not included in the financial statements. Anomalous conditions such as these and the lack of uniformity in the financial accounts of the different states vitiate comparisons to some extent, but not materially when entire sections are considered.

UNIFYING AGENCIES

The Bureau of Education.-Never before in the history of the nation were such strenuous efforts put forth as at present to raise the general level of public intelligence and to equalize the school provision throughout the country. In this effort the federal government, which has no direct control of schools, excepting those for Indians and for the natives of Alaska, bears an important part. The chief agent of the government in this activity is the national Bureau of Education, which greatly increased its equipment for this particular function during the brief but vigorous administration of Commissioner Brown. The policy of appointing specialists to deal exhaustively with particular phases of education, initiated by Commissioner W. T. Harris, was extended by his successor. The new position of this order authorized by Congress during the year under review, is that of

specialist in higher education. The post was filled by the appointment of Dr. Kendric C. Babcock, President of the University of Arizona, and long identified with university affairs in this country. Dr. Babcock has developed important plans looking toward the common interests of the higher institutions, and particularly toward an impartial valuation of their diplomas. In this effort he is supported by the cordial coöperation of the principal universities and technical schools. Commissioner Brown also secured appropriations for two special investigations, one pertaining to school hygiene, the other to rural education. Before the plans for this dual work were developed, however, he resigned from the Bureau to accept the Chancellorship of New York University, and Dr. P. P. Claxton, of Knoxville, Tenn., was appointed by President Taft to the vacant commissionership. Dr. Claxton, who is widely known as an inspiring leader in the renaissance of education in the South, has proved his hearty support of the recent expansive policy of the Bureau by the selection of Dr. Fletcher B. Dresslar, late of the University of Alabama, for the conduct of the special investigation into school hygiene. The bulletin on "American Schoolhouses," prepared by Dr. Dresslar, forming No. 5 of the Bureau series for 1910, has had unprecedented circulation in this country and also in Canada and Mexico.

Congressional Appropriations.-The appropriation for the current expenses of the Bureau of Education for the present year was $77,800. For the education of natives in Alaska, including the reindeer service, $212,000. This fund is also administered by the Bureau. The unifying influence of the government is also shown by the system of appropriations for agricultural education. The continuing appropriation for the colleges of agriculture and the mechanic arts amounted to $2,250,000 for the current year. (See XXII, Agriculture.)

National Education Association.The National Education Association at its 49th annual meeting, held at San Francisco, July 8 to 14 of last year, registered 11,480 members

or Vocational Education.) The Illinois Education Commission submitted its final report last year and recommended important measures which are awaiting legislative action, and a similar result was reached by the South Carolina commission. The General Assembly of Indiana, in March, 1910, approved a bill providing for a commission to investigate the subject of industrial and agricultural education.

LEGISLATION

Important legislative measures have been passed in several states either as a direct result of the recommendations of the respective state commissions, or with a view to the reorganization of the system of public instruction.

Pennsylvania has adopted a revised code which sweeps away the outworn anomalies of its old organization and places it in the front rank for administrative simplicity and uniformity. New Jersey has created the office of state school commissioner at a salary of $10,000, and called to its large responsibilities Dr. C. N. Kendall, under whose supervision the public schools of Indianapolis have gained enviable distinction. The Georgia legislature passed a law which, although restricted in its application, reaches the schools whose need is greatest. The specially incorporated districts are not interfered with excepting in the matter of licensing teachers. This power entrusted to the state board of education, which must also prescribe the course of study, list of authorized text-books, provide for teachers' institutes in each county and compel attendance. The title of state school commissioner is changed to state school superintendent, and the county commissioners become county superintendents, with higher qualifications and increased pay.

AUXILIARY AGENCIES

OF PROMOTION

An important event in the recent history of education in this country is the rise of agencies external to the public-school systems and to the higher institutions, but which are exercising a powerful influence upon them all. It is estimated that $100,000,000 have been given from private fortunes during the last decade to promote education, and generally with most large and liberal provisions as to uses.

Board.- The

General Education chief of the agencies thus created is the General Education Board, which administers the Rockefeller funds for education. The activities of the board are directed to three main purposes: (1) the improvement of agriculture in the southern states; (2) the development of high schools in that section; (3) the promotion of higher education throughout the country. So far as possible the board works through existing institutions and agencies. The funds at the disposal of the board and disbursements for the past year were as follows:

The tendency to raise the professional standard of county supervision and increase the compensation is shown by the action in several states and, also, the requirement of uniform standards and certificates for teachers.

in

Special Fund. Disbursements in 1911: Gift to University of Chicago (Jan. 1, 1911), $9,912,540.74; to Rockefeller Institute for Medical Research, June 7, $924,707.63.

The wise discrimination exercised in the choice of objects adds immensely to the value of these large appropriations.

The Carnegie Foundation for the Advancement of Teaching administers the pension fund appropriated by the founder, originally $10.000,000 but increased to $15,000,000 in 1908, at which time state universities were admitted to the benefit. For the 12 months ending Sept. 30, 1910, 64 retiring allowances

were

granted; the total number of beneficiaries borne on the list at the date named was 364; the general average of allowances for that year was $1,898.65; the total grant in force was $521,000.

In pursuance of the standardizing policy by which the Foundation has determined the admission of institutions to the pension list, a recent report discusses the "College and University in Relation to Medical Education," continuing the attack upon outworn and inadequate courses of instruction, which was begun in the Flexner bulletin issued last year.

Incidental to the main work of the Foundation is the conduct of the exchange of teachers of secondary schools between the United States and Prussia. During the present year 8 American teachers were assigned to Prussian schools and 5 teachers from Prussia to schools in the United States.

Carnegie Endowment for International Peace. A non-academic movement for general education is illustrated by the Carnegie Endowment for International Peace. Its Division of Intercourse and Education is intended to supplement the work of the two coördinate scientific divisions by carrying forward the educational work of propaganda. In other words, this division will make practical application of the teachings and findings of the divisions of international law and of economics and history.

The Carnegie Institution of Washington endowed April 28, 1904, with a gift of $10,000,000, to which $2,000,000 was added in 1907, received from the founder an additional gift of $10,000,000 in January of last year. The functions of the Institution are the promotion of coöperative research requiring prolonged effort, and of research undertaken by men of marked originality, and the publication of important outcomes of these extended or brilliant efforts.

The Southern Education Board organized in New York City, Nov. 3, 1901, is an outgrowth of conferences on the needs of the South, and although not incorporated is a permanent association. The chairman is Robond Ogden of New York, and

executive secretary, Wickliffe Rose, Washington, D. C. The annual conference on education in the South elsewhere referred to is maintained by this body.

During the year the funds of the Southern Board and the Peabody Education Fund have been administered in coöperation with state and county authorities in building up state systems of rural schools in the South. Campaigns have been conducted and contributions collected for this cause in 12 states, and in 11 a system of supervision of rural schools has been maintained.

John F. Slater and Anna T. Jeanes Funds.-Efforts of the same general nature, but pertaining to the colored race, are fostered by the John F. Slater Fund, from which $80,000 was allotted last year. A plan of cooperation with the Anna T. Jeanes Fund was also adopted with a view to economy of effort and means. The latter fund, although relatively small, the original gift not exceeding $1,000,000, has by wise administration achieved great results. The central idea of its work is also that of expert aid in the conduct of rural schools. For this purpose the Fund maintains a competent corps of visiting teachers who make the round of schools in the counties and districts to which they are assigned, aiding the teachers by counsel, model lessons, etc. A competent man is also employed as a supervisor of rural schools in each county. These instructors and supervisors, although paid by the Jeanes Fund, are chosen and appointed by the county superintendents. It is estimated that about 2,000 rural schools and 100,000 colored children in the South have been reached by this instrumentality.

The Russell Sage Foundation was organized in 1907 with an endowment of $10,000,000, devoted to the broad social mission of discovering and eradicating so far as possible "the causes of poverty and ignorance." Its efforts in behalf of child welfare are referred to elsewhere. (See infra, Child Welfare.)

The educational work of these princely endowments is supplemented and aided by the "social centers" or