Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1879-03-08
STATE SCHOOLS.
The Report of Superintendent Leon
TrOusdale ON the Public Schools for
the Scholastic Year Ending
August 81, 1878.
An Encouraging and Interesting Exhibit
Cost and Benefits OF the System
Value Of the Industrial Schools
of European Example.

The annual report Of Mr.. Leon Trousdale,
superintendent Of the public schools OF the
State, has Just been received. The report IS
for the scholastic year ending August 81, 1878,
and 1t develops good state OF school bus!-
ness, and large Increase as to the scope and
efficiency OF the State schools. The school
population of the State numbers 448, 9l7;
whites, 1876, 81, and colored, III, 100. The
number CT schools opened throughout the
State Is 5346; for whites, 1865; for colored
children, 114l. The average daily attend
ance has been large and satisfactory, amount
ing to 172, 1913. The number of enrolled pu-
pills Is 26I,l 52. The number of white and
colored teachers employed is $500, or 4457
whites and 1135 colored.
TOTAL COST OF THE SYSTEM.
The total cost of the State school system
for the scholastic year ending 1S77-78, is as
follows:
Expenditures reported by distt clerks, S79423 81
County supeTintendets' salaries. I6.207 45
State superintendent office ...----.... 1902 %
Total cost CT system 1878 ........ SS15,34I 27
The increase of the scholastic population
of the State for the year 1878 over that of
1877 was 6459.
THE PEABODY FUND.
The appropriations from the Peabody fund
for the scholastic year 1878 amount to thir-
teen thousand two hundred dollars, of which
the State normal college receives nine thou
sand dollars.
CHANGES IN THE SCHOOL LAWS.
Superintendent Trousdale, in his report,
states as follows:
The reports of the various county superin-
tendeuts are singularly united III suggesting
certain changes in the law. Viewing its
provisions from a practical standpoint, based
on constant experience, their opinions are en-
titled to much weight. These points may be
ms cd
l. Provision, of a more compulsory charac-
ter, for adopting and enforcing uniformity in
textbooks In counties.
2. The establishment of a county board of
education. or executive committee, III the
counties, to supervise and unity school work,
promote efficiency and secure reports and re-
sponsibility, both in financial and educational
results.
3. The change of the scholastic year, so as
to begin on July lst, and end on June Both,
each year, thus avoiding the division OF the
school year and confusion Of county and dis;
trict reports.
4. A better, safer and cheaper system of
distributing and disbursine school money
than the present one, looking to but one dis
bursting officer in each county.
D. uniform provision OF law to modify
and change school districts, so as to adapt
them to the natural features of counties, and
promote convenience and accessibility.
These suggestions will merit careful and
mature consideration, and are submitted re-
specttully with my hearty approval.
INDUSTRIAL SCHOOLS.
The superintendent, on the above subject,
presents the following views: ''An eminent
educator, Prof. B. G. Northrop, of Connect
cut, truly says: The problem of our State
and of our day is to elevate work by educat
ing and thus elevating the workman The
wealth and welfare of individuals and States,
always dependent on labor, only can be most
fully secured by educated labor. If rightly
conducted, our schools, so far from breeding
discomfort with the humblest pursuits, will
prepare for success in the ordinary calings of
life But 1t is not enough for the prosperity
OF the State that such sound maxims should
be taught. The time has arrived in our his
tory when industrial schools, for the purpose
OF promoting special skill in agricultural and
mechanical pursuits, should be employed |
We have only to look at the advantages
which these schools have conferred on Scot |
land, Ireland and England, as well as upon |
the continental nations, to convince US of |
their utility IN training up master |
and foremen as well |
as good skilled laborers for then |
various avocations of life and for increasing |
the products Of the soil and improving the |
fabrics OF manufacturers, thus enhancing in
dlVldual and national wealth and affording |
employment to all. Belgium, Germany and |
France alone have about eighty thousand |
graduated apprentices from their industrial
schools, besides their agricultural schools and
schools Of forestry. In Ireland agricultural
schools are interviewer with the common
school system. All the trades are learned in
hese schools on the continent, and the girls
ire taught to sew, weave, embrolder, and
make lace, as well as to practice household
luties. In Switzerland there are twenty
sven industrial schools, the most important
# which is a Theological institute, at Geneva,
n which matchmaking is taught, and the re
ult of which is that one million watches are
made per annum, while in ribbon, muslin,
lelaine and wood carving, her fabrics rival
hose of any neighboriag nation. Thus a
mall nation, whose soil is sterile, and which
5 almost destitute of mineral ores, exacts
ribute to her trade from all the world, by
Ter taste, skill and lndustry-the result Of her
Industrial schools