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the same qualifications required of every other individual receiving the same kind of certificate.

     Following are the principal facts leading to the inter-state conference on certification and to the action thereat:

     At the Indianapolis meeting of the Department of Superintendence of the N. E. A., in March, 1910, the state superintendents of Iowa, Missouri, Minnesota, and Nebraska met and considered a plan by which reciprocity relations governing the recognition of first grade county certificates was agreed to between three states, Minnesota, Iowa and Nebraska. This was the first step.

     At the time of the Nebraska State Institute, May 30 to June 4, 1910, the state superintendent of Nebraska invited the state superintendents of the central states to meet at Lincoln in a second conference on interstate certification.

     The National Bureau of Education was represented at this conference by Dr. Harlan Updegraff, Specialist in School Administration.

     After a discussion of the subject for two days the Lincoln conference adopted three resolutions bearing upon the following subjects:

     1. Recognition of state life certificates secured by uniform state examinations.
     2. Recognition of state certificates based upon graduation from a standard college or university; and defining a standard college or university.
     3. Recognition of certificates based upon completion of two year and four year courses in standard normal schools; and defining a standard normal school.

     The following named states, represented at the conference agreed to the resolutions: Iowa, Kansas, Montana, Minnesota, Nebraska, Ohio, South Dakota, and Utah. Others not represented at the conference sent letters showing interest in the movement and expressing the wish that a later conference might be held so as to offer opportunity for the attendance of those who were unable to be at the Lincoln conference.

     The conference appointed a committee consisting of the state superintendents of Nebraska and Minnesota, and Dr. Updegraff, to arrange program for the next conference. The conference then adjourned to meet, on the invitation of State Superintendent A. C. Nelson, of Utah, at Salt Lake City, November 17-19, 1910.

     The committee arranged a program and announced the object of the Salt Lake conference to be:

     "First--To discuss plans for reaching some agreement whereby there may be a uniform standard for interstate recognition of teachers' certificates.
    "Second--To consider the changes in existing law that may be necessary by the various states interested, in order to adjust their respective requirements to an interstate standard of recognition.

     "Third--To consider standards of examination by which Interstate certification may be on a uniform basis.
     "Fourth--To secure a standard for measuring normal schools, colleges and universities whose courses of study, requirements for admission and for graduation constitute a proper basis for the recognition of their diplomas, in the certification of teachers.
     "Fifth--Other questions not directly relating to certification, but which are of general interest to the states participating in the conference, will be considered to such extent as time permits."

     Each superintendent was requested to bring to the conference definite information setting forth:

     1. Exactly what certificates issued in other states will be recognized by his office under present laws;
     2. What laws in his state, if any, prevent further desirable recognition;
     3. Definite information as to the higher educational institutions of his state which are (a) recognized as maintaining a standard four year college course, (b) accredited for the granting of certificates.

     The Commissioner of Education co-operated with the conference by preparing a bulletin especially for the use of the conference in its deliberations. This bulletin set forth the present conditions governing certification in the various states. The announcement of the committee stated further:
     "This conference will endeavor to work out a plan whereby a qualified and successful teacher may receive recognition in any of the states represented at this meeting. Present conditions seem to demand that schools be safeguarded against incompetent or unworthy persons claiming the right to teach, and, on the other hand, teachers of merit and with an established reputation should he able to receive proper recognition in any state where they may seek employment,"

     From the bulletin prepared by the Bureau of Education the following interesting facts were taken:

 

1.	Total number of certificates issued by all states:	542.
	By state agencies	349
	By county agencies	141
	By local agencies	52

     2. The largest number issued by any state is 34, in Wisconsin; the smallest number issued by any state is 2, in Massachusetts; the medium number is 10.

     Of the 349 certificates issued by central agencies, 319 are valid throughout the state; 104 are valid for life, and 71 are valid only in city schools.

     Following is the classification for terms for which certificates are valid:

     Classified by schools in which certificates are valid, of the 319 valid over the state, the following applies:

     As to basis of issuance, the following is of interest:

     1. Questions prepared, papers examined and certificates issued.

           (a) By state entirely: 11.

Vermont, Rhode Island, Virginia, West Virginia, Iowa,. Arizona, Nevada, Minnesota, South Dakota, North Dakota,. Wyoming.

           (b) By state and county: 20.

Maryland, North Carolina, South Carolina, Georgia, Florida, Kentucky, Tennessee, Mississippi, Louisiana, Arkansas, Oklahoma, Indiana, Illinois, Michigan, Missouri, Montana, Nebraska, Colorado, Idaho, Oregon.

     Nebraska and Idaho belong in group (a) with the exception that the certificates are issued in these two states by the county superintendent. The states named in group (a) are considered as having the system which can receive the highest consideration in interstate recognition. To be entitled to this classification all that is necessary in Nebraska's system is that the county certificates be issued by state authority rather than by county authority.

     A number of states could not be enumerated under (a) or (b) on account of one or more variations from the provisions under heading 1.

     At the close of a three-day session the Salt Lake conference adopted definite resolutions, among which are the following:

     "A -- Recognition of diplomas from standard colleges and universities.

     "A diploma from a standard college or university granted upon the completion of a 120-hour course, including 15 hours in education shall be recognized.

     "Definition of a standard college or university:

     "To be considered a standard college, all of the following conditions must be fully met:

     "1. The completion of a four-year secondary course above the eighth grade shall be required for college entrance.

     "2. The completion of 120 semester hours shall be required for graduation.

     "3. The number of class hours for the heads of departments and for students shall not exceed 20 a week.

     "4. A faculty properly qualified shall consist entirely of graduates of standard colleges and each head of department shall hold at least a master's degree from a standard college or have attained eminent success as a teacher, which success shall be determined by the chief state school officer of the state in which the institution is located.

     "5. The library shall consist of at least 5,000 volumes, selected with reference to college subjects and exclusive of public documents.

     "6. The laboratory equipment shall be sufficient to establish efficient laboratories in all laboratory courses offered.

     "7. The means of support is defined as requiring a permanent endowment of not less than $200,000, or an assured fixed annual income exclusive of tuition of at least $10,000; provided, that this requirement shall not be mandatory until five years after the institution has been organized. The college must maintain at least seven separate departments or chairs in the arts and sciences, In case the pedagogical work of the institution is to be accepted for certification, the college must maintain at least eight chairs, one of which shall be devoted exclusively to education or at least to philosophy, including psychology and education. The head of each department shall, in no case, devote less than three-fourths of his time to college work."

     "B.--Recognition of diplomas or certificates from standard normal schools.

     "By a standard normal school is meant a school meeting the following requirements:

     "1. For entrance, four years' work above the eighth grade in an accredited secondary school.

     "2. For graduation therefrom two years' additional work, including a thorough review of the common branches and training in a practice school.

     "3. The maintenance of a well equipped training school for observation and practice, such school to cover work in the eight elementary grades.

     "4. The total attendance in the secondary school and in the normal school shall be 216 weeks above the eighth grade, provided, that any normal school may accept satisfactory credits covering twenty weeks' work above the eighth grade."

     "C--Recognition of credits secured upon examination by state authorities.

     "Credits shall be accepted when secured in accordance with the following requirements:

     "1. Credits obtained by examination for the corresponding grade of certificate, provided the examination questions are prepared and answer paper graded by the state department of education, shall be accepted subject for subject. Provided, that the passing standing shall not be less than 80 per cent in any subject; provided further, that in determining the corresponding grade of certificate this recognition of credits shall apply to any certificate regardless of territorial restrictions In the state wherein the certificate was issued.

     "2. Equivalent credits for any subject or subjects may be accepted at the discretion of the proper authority of the state wherein recognition is sought.

     "3. Credits for successful experience may be allowed in accordance with the regulations in force in the state where recognition is sought."

     "D.--Recognition of diplomas and certificates.

     "Diplomas or certificates subject to interstate recognition shall enjoy the same privileges as similar certificates or diplomas in the state wherein recognition is sought."

     On comparing the number of certificates issued by the various states, which would come within the requirements of the conference resolutions adopted, we learn that 10 out of Nebraska's 13 certificates can be recognized. This is a very large proportion compared with that. of some other states. The three not coming under the provision for recognition are:

     Emergency certificate; Special conditional certificate; City certificate.

     The conference also adopted the following resolutions which are of interest:

     "1. To the United States Bureau of Education, we express our most sincere appreciation of the exceedingly valuable and practical help received in furnishing this conference with specific and accurate information respecting the present status of certification of teachers throughout the United States by publishing statistics on "Teachers' Certificates issued under General State Laws and Regulations," and by sending to our conference Dr. Harlan Updegraff whose investigation of this subject formed the basis of the work of the conference.

     "2. Owing to the fact that our states are not isolated communities but rather intimately connected parts of a great nation, we need as never before an adjustment and co-ordination in the administration of the various state educational systems. These have developed independently and without any reference to the interests of our country as a whole, causing confusion and waste in our education work and a sectional narrowness in educational administration. The only agent through which this work of adjustment and co-ordination can be done effectively is the United States Bureau of Education. We recognize in this Bureau a national clearing house for the collection and dissemina-

tion of valuable information bearing upon the school systems of the various states.

     "3. We heartily commend the Bureau for its present work in outlining plans for uniform accounting by city boards of education; uniform statistics, reports from village and rural schools, and the prompt dissemination of information touching proposed school legislation. We urge that at the very earliest possible time the Bureau undertake the standardization of certification of teachers in the states, thus facilitating the interstate recognition of certificates.

     "4. We deplore the fact that the Bureau is hampered in its efforts to encourage the advancement of education by reason of Inadequate appropriations; and we strongly urge upon congress the necessity of appropriating $75,000, and such additional amount as may be necessary to enable the Bureau to employ a field force of specialists to be engaged in the extension of the type of work herein mentioned.

     "5. Resolved, that the United States Bureau of Education be requested to prepare a standard scheme of certification of teachers. for adoption by each state as opportunity may offer; said scheme to be submitted to the next meeting of the conference.

     "6. Resolved, that the United States Bureau of Education be requested to undertake the compilation of a list of educational institutions meeting the requirements prescribed by the conference of the chief school officers of the north-central and western states for standard colleges and normal schools."

     Additional states joining the conference at this session, and agreeing to the resolutions, are as follows: Oregon, Washington, New Mexico, North Dakota, Oklahoma, and Louisiana.

     The following letter was sent by the chairman of the conference to all state superintendents:

     "In compliance with the instruction of the conference of chief school officers of the north-central and western states, I have the honor to send you herewith a copy of the resolutions adopted by the conference at the meeting held in Salt Lake City, Utah, November 17-19, 1910, and to invite you to join the conference in its endeavors to promote a wider and freer recognition of teachers' certificates among the various states, by carrying out these resolutions in your own state in so far as your laws and regulations will permit.

     "I am of the opinion that co-operation among the various state officers in this regard will remove the embarrassments and injustice which often follow when teachers remove from one state to another, and will at the same time increase the dignity and permanence of the teaching profession. It will give worthy high class certificates a much wider validity, thus increasing their worth, and will also furnish more accurate criterions for the determination of the value of credentials issued by other states.

     "As you will note by the resolutions, our plans will be worked out in greater detail at the next conference to be held at San Francisco,.

in July, 1911. A uniform standard of certification will be presented also for consideration as a guide in the shaping of future legislation upon this subject by the various states. The question of permanent organization of the conference will also receive attention.

     "May I ask you to kindly inform me, not later than December 15, to what extent your office will join us in carrying out the provisions of the conference resolutions."

     In response to this letter a large number of state superintendents not represented at the conference have written stating that their offices will join in carrying out the provisions of the conference resolutions.

     It is expected that at the next conference, to be held at San Francisco, further definite steps will be taken which will result in the establishment of standards of certification and interstate recognition of certificates which will be of great value to the school systems of the various states and to the teaching profession.

     The assembling in close quarters of children for so many hours during the day, as is required in the public schools, demands that the best hygienic conditions prevail in public schools. Provision should be made by the state for medical inspection of schools. The interests of the defective as well as the interests of the normal child demand that authority outside the home learn of the actual conditions pertaining to the child's welfare when he comes under the control of the public school. The movement for modern school buildings providing proper facilities for ventilation, heat and light, should be supplemented by medical inspection. Physical education, playground equipment and regulations, dental inspection and general medical inspection of schools must receive the attention of the state if the best interests of the people are to be safeguarded.

     The great interest now manifested in agricultural education, is not a temporary interest. Not only educators, but business men, professional men and men interested in the study of social, political and industrial economics; but men and women from practically every vocation and section of the country are beginning to feel the importance of education in agriculture, as a necessary part in the general education of the people in the country so largely agriculture in its interests. This applies especially in Nebraska, the most purely agricultural state in the Union.

     In every country where the people and authorities are alive to the educational needs, the course of study in the public school is formulated with the direct interests of the people, as a basic center around which, are gathered the lines of general culture, which should have a part in the education of every individual. That schooling which finds response in the childs mind and heart and which finds application in those

things in which he is concerned, in the home life, are the foundations of real education and the means by which the child is led to the greatest development of all his powers.

     It is for this reason that the idea of education in agriculture has worked its way to the front and commands the attention of those who look to the future and the present, rather than to the past for direction in educating those who are living in the present and are to live in the future. Even the people of China are beginning to utilize the knowledge of the past and the theories originating therefrom, as useful for reference purposes only; and as impractical in the unmodified form for present and future application to the interests of a developing world and its people.

     Education in agriculture means more than a study of farm crops and farm animals by farmers.

     Education in agriculture, includes not only the study of those things pertaining to the field and the animal life of the farm but all direct associations that have to do with farm and home life in an agricultural community. This means that domestic science, and manual training have a strong place in agricultural education. The girls and boys should have education in all those things which have a direct relation to the home life, whether it be on the farm or in the city; hence domestic science and art, dealing with the problems of the home as concerned in cooking, needle work, household arts, gardening and then application in manual training should become a part of every girls education.

     The homes in every community in both town and country in Nebraska are dependent upon agriculture, either directly or indirectly, as a means of maintenance and as a foundation for building the social structure. The individual who is not interested directly in agriculture should have at least, such general knowledge of agriculture that he can intelligently analyze the relations of the social, industrial and political conditions governing his own interests and those of his associates.

     For this reason agriculture, domestic science, and manual training, should have a part in the general education of every boy and girl in Nebraska. It should vary in kind and extent according to the interest of the community and the individual, but every child should have an elementary general knowledge of the subject. This has been provided for in Nebraska by the establishment of a very elementary course of study in agriculture in high school and in the rural schools.

     But there are hundreds of young people in the state who desire more than this first very limited training in agriculture. These young people in attendance at our strong high schools all over the state, after completing the high school work, go back to the farm and to the home and into the rural schools as teachers in great numbers.

     A very limited number of high school graduates whose interest in these subjects is intense and whose finances will permit, come to our

state schools of agriculture and domestic science, for the work in these subjects; but while there is one such young person coming to the state school of agriculture, there are, at least, nine others unable to take advantage of the work offered there.

     The state school and college of agriculture are fitted with proper equipment and a large and efficient teaching corps to give instruction in agriculture, domestic science and manual training, which satisfies those who wish to specialize in these lines. But if we are to reach the great body of young people in the state with these phases of education we must establish elementary courses of instruction in the high schools where students can take advantage of such courses in connection with the regular high school work.

     An appropriation by the state of $100,000 will bring to more young people the desired elementary course in agriculture, domestic science and manual training, than ten times that amount in centralized courses in separate schools where the student must leave home in order to get it.

     The well balanced course of study in agriculture and domestic science provides in addition to the work in the special subjects education in mathematics, language, history and other regular high school subjects. By placing a competent instructor in these branches in our accredited high schools, the state can bring elementary courses in these subjects to thousands of young people by utilizing the teaching and equipment in the high schools already established. This is the plan of procedure by which agricultural education is being made possible for all the people.

     Two thousand teachers are required each year to fill the vacancies in the rural schools in Nebraska. These rural teachers come nearly altogether from the high schools. If the courses of study in such high schools provided training in agriculture, domestic science, and manual training, the state will at once receive into its rural schools this great body of beginning teachers who have a sufficient knowledge to enable them to adopt the work essential in rural schools.

     In view of the foregoing and the demands of the time for such encouragement and assistance in the work as will bring back to the state most gratifying returns in the education of its youth in those things which are of great importance in the development of citizenship and service to the state, I most earnestly recommend legislation through which the state will provide for instruction in agriculture, domestic science, and manual training in the public high schools of Nebraska. Among others the following principles will be observed:

     STATE AID FOR THE MAINTENANCE OF COURSES OF INSTRUCTION IN AGRICULTURE, DOMESTIC SCIENCE AND MANUAL TRAINING IN THE PUBLIC SCHOOLS OF NEBRASKA.

     A. Purpose: To provide for instruction in agriculture, domestic science and manual training in the public schools of Nebraska.

     B, The following conditions should govern:

     1. Such courses should he given in high schools accredited to the University of Nebraska and in schools maintaining a regular four-year course of study.

     2. The schools should be required to provide available, separate, suitable and well equipped rooms for instruction in the following subjects: Agriculture, domestic science and manual training.

     3. A suitable tract of land not less than five (5) acres should be available for agricultural experimentation, which tract of land should be acquired by the high school district, or, if leased, the Board of Education should have optional control of same for a period of not less than six (6) years.

     4. The schools in which such courses are to be maintained by the state should be designated by the State Superintendent of Public Instruction, or other proper authority, which authority, upon locating same, should have regard to the location and character of the high school in order that such instruction may be generally diffused throughout the state. Provided, no school should be located in any county in which the state already maintains a permanent educational institution which gives instruction in agriculture. The conditions of admission to the courses in agriculture, domestic science and manual training, the courses of study and the rules and regulations under which such. Instruction shall be given shall be prescribed and approved by the University of Nebraska and the State Superintendent of Public Instruction.

     5. No individual shall be employed as an instructor in agriculture, domestic science and manual training except such person has shown proper qualifications and has been approved by the University of Nebraska and the State Superintendent of Public Instruction.

     6. Each high school should employ regularly at least three teachers, exclusive of the city superintendent, who shall give their entire time to the instruction of high school branches.

     7. The proper proportion of the instructor's time should be devoted to the study of agriculture, industrial and natural science.

     8. The high schools recognized should maintain a course of study In normal training for training teachers for service in the rural schools. An inspector of agricultural education should he provided. Such inspector should be approved by the University of Nebraska and appointed by the State Superintendent of Public Instruction. Re should devote his entire time to inspection of such high schools as are approved for the above named courses and such other schools in the state as are giving instruction in agriculture. The salary and traveling expenses and needed equipment should be paid out of an appropriation made by the state on vouchers certified by the State Superintendent of Public Instruction. No less than ten (10) nor more than twenty-five (25) of such schools should be established in the beginning.

     9. The sum of $2,500.00 per year should be paid by state appropriation to each school approved for carrying the above named courses.

     10. The conditions of admission to the courses in agriculture, domestic science and manual training, the courses of instruction and the rules and regulations under which such instruction be given, shall be prescribed by the University of Nebraska and the Superintendent of Public Instruction.

     11. The courses of study in agriculture, domestic science and manual training should be without cost for tuition to any student of school age and resident of the state of Nebraska who possesses the proper entrance qualifications.

     12. Any school approved for these courses and failing to maintain the conditions that are prescribed should be discontinued as an approved school, and another school selected when, in the judgment of the locating authority, such action will better serve the state.

     In accordance with the foregoing and in consideration of other needs, I am pleased to submit the following recommendations relative to legislation in the interests of the public schools of Nebraska:

     1. Interstate recognition in certification. We should have legislation which will enable Nebraska to enjoy fully the benefits of interstate recognition in certification.

     2. Better facilities in rural schools. We should have legislation pertaining to rural schools which will enable those in authority to better promote the educational interests of rural communities.

     3. Rural school inspector. The state department of public instruction should be provided by law with an inspector of rural schools, who should devote his entire time to the inspection and upbuilding of the rural schools of the state.

     4. High school inspector. The state department of public instruction should be provided with a high school inspector, whose entire time should be occupied in inspecting high schools under the provisions of the free high school law, and in the interests of the small high schools and graded schools of the state.

     5. Consolidation of schools. We should have a change in the law which will permit consolidation of schools by a vote of the people of the districts concerned at a properly called meeting for that purpose.

     6. Sanitary school buildings. We should have legislation leading to the following:

     (a) New buildings: No new buildings should be constructed which do not provide modern facilities in heating, lighting and ventilation.

     (b) Buildings already constructed: Provision should be made by which all school buildings now constructed and in use should be remodeled so as to secure sanitary conditions and provisions for modern heating, lighting, and ventilation.

     7. Library law. The school library law should be modified so as to provide for a better selection of books and for facilitating use of the same by the school and by patrons of the district.

     8. Pupils' reading circle. Provision should be made by which the pupils' reading circle will become a legal part of county and district school administration; and the selection, use, and distribution of books regulated so as to be handled with greater convenience and with better effect by county and local authorities.

     9. Teachers' reading circle. Provision should be made by which the expenses of the teachers' reading circle board may be paid by the state, and by which the distribution of reading circle books may be better facilitated through county and local agencies.

     10. Teachers' and school officers' associations. School teachers' and school officers' meetings and associations should be recognized by law and provision made for the closing of schools and the attendance of teachers and school officers without loss of time to teachers and with provision for payment of actual expenses to teachers and to school officers who represent the district at such meetings.

     11. Better support for county superintendent's office. Better salaries; more office assistance, better provisions for equipment and supplies; and traveling expenses for the county superintendent should be provided by law.

     The county superintendents' traveling expenses should be paid on the same basis as other state officials when absent from the office on official duties. The county superintendent should be provided with sufficient clerk hire to handle the clerical work of the office and to keep the office open at all times; and he should be provided with whatever assistance is necessary to supervise and carry out special work developed in rural schools in the line of agriculture, domestic science and manual training and other subjects which require special supervision for effective results.

     Our rural schools will never reach the degree of efficiency they should until provision is made for better supervision.

     The city school with modern buildings, proper equipment for instruction, and well trained teachers in centralized buildings, is directed by a superintendent who 'is chosen because of his education and successful experience which makes him fit director of the city school system, and he is paid a salary which will attract and hold educators of recognized ability.

     The rural schools of the county generally, include a far greater number of teachers than the largest city school in the county. A great majority of our rural teachers are teaching in inferior buildings with inferior equipment and under adverse conditions. The salaries offered are, with exceptional cases, insufficient to induce the best trained teachers and teachers of established experience to come to or remain teaching in the rural schools. The county superintendent must supervise the work, on an average, of 100 teachers, scattered about

over the entire county and under the adverse conditions above named. He is dealing with a large proportion of inexperienced and immature teachers. He is confined to the office by clerical work and problems of 300 school officers. He must conduct county examinations and see to the enforcement of the compulsory education law. His time for supervision is very limited. His traveling expenses are considerable. The salary paid does not justify him to draw to it and hold to it for the length of time it should, for the best talent in supervision. The frequent resignations of efficient county superintendents who have learned this after getting into office is an indication of the need of better salaries for county superintendents.

     The county superintendent should be an individual qualified by education and successful experience equal to if not superior to the superintendent of the city school of the county seat of most counties. This would draw to the county superintendency those among the strongest of our educators and would offer sufficient inducement to encourage such persons to remain in the work so long as their services are satisfactory. In view of the foregoing, I am recommending that the following standard of salaries should be established:

     In counties of 4,000 population and less, a per diem of not less than five dollars ($5.00) per day, total compensation not to exceed $1,000; the number of days to be determined by the county superintendent, but not to be less than two times the number of districts in each county. The county board should be permitted to allow further salary if desired. The salaries should be based upon the last official census.

     In counties exceeding 4,000 population and not exceeding 7,000 population, should be a minimum of $1,000.

     Counties of more than 7;000 and not exceeding 10,000 population, should be a minimum of $1,300.

     Counties of more than 10,000 and not exceeding 15,000 population should be a minimum of $1,600.

     Counties of more than 15,000 and not exceeding 20,000 population, should be a minimum of $1,900.

     Counties of more than 20,000 and not exceeding 35,000 population, should be a minimum of $2,200.

     Counties of more than 35,000 should be $2,500.

     12. Term of office of county superintendent. Provision should be made for lengthening the term of county superintendent to four years.

     13. Three months' winter course. Provision should be made for holding a special three months' course of study in each county for farm boys and girls and others who are able to attend school only during the winter months. This course should be fitted to the needs of the community and those in attendance. It should provide elementary work in agriculture, domestic science, and manual training,

and such other academic subjects as will round out a proper cultural course.

     14. State aid to weak districts. The appropriation for state aid to weak districts should be extended to include aid to students entitled to free high school privileges in districts unable to hold the minimum requirement of school and at the same time provide high school education for such pupils as are ready under the high school law for high school work.

     15. Normal training in high schools. The appropriation for normal training in high schools should be increased to $500 per school for each year.

     16. Compulsory education. The compulsory education law should be so amended that superintendents, principals, and teachers are not obliged to act as police officers. Truant officers and other officers of the law should carry out the previsions of the compulsory education law on information from the school authorities as to what cases need attention.

     17. Child labor law. The child labor law should be se amended that children, especially boys under fourteen years of age, in towns and cities, who have no home occupation should be permitted to engage in properly regulated labor by employed agencies. Under the present provisions, the boy under fourteen years of age in the city, unless employed in the home, is left largely to roam the streets and alleys when he might better be engaged in some activity which is in keeping with his age, strength, and ability. His moral, as well as his intellectual and physical development should thus be better safeguarded.

     18. Agricultural high schools. The state should assist in the establishment of courses of study and practice in agriculture, domestic science, and manual training in accredited high schools, which will provide the necessary equipment as to experimental plot and laboratory facilities. These should not be separate schools, but should be courses of study maintained in the regular high school, where all students In attendance may have an opportunity to take advantage of them. The work in mathematics, language, history, general science and ether branches required in the course in agriculture, home economics, and manual training can thus be provided without extra expense to the state for instruction and equipment. On the other hand, students in the high school carrying the regular high school course may take as electives the special work in agriculture, domestic science and manual training without extra expense to the school district. All high schools. assisted by the state in maintaining such courses should provide a course in normal training for preparing teachers for rural schools. The courses in agriculture, domestic science, and manual training, and normal training should be open to all students of the state who are properly qualified for entrance. The state can thus bring to thousands of young people each year training in these courses, which are in-

tensely practical, have community and home value, and at the same time have equal cultural value with other courses. Those who desire to continue their work as a specialty in agriculture, domestic science, or manual training, after completion of the high school course, may secure advanced training in the state school of agriculture or college of agriculture, which are properly equipped for advanced work.

     19. Qualification of city superintendent of schools. There should be established by legislation a standard requirement for persons employed as superintendent of twelve-grade high schools. The minimum academic requirement should be the completion of a four-year course In a standard college. This requirement should not apply to persons now holding positions as superintendents of twelve-grade schools.

     20. Practice school in normal schools. We should have legislation authorizing and directing the establishment of a practice school in each of the state normal schools from the kindergarten to the tenth grade, inclusive.

     21. County certificates. All county certificates should be issued only on grades earned by applicants through the uniform state examination for county certificates. Our certification law is now sufficiently established. Concessions in granting grades from other source than through the examinations are no longer necessary. The chief value of a certificate to the holder is the evidence that every grade thereon has been secured under impartial and uniform requirements, which remove entirely from the granting authority the local influence which too often results in grades granted more from sympathy or personal relations, rather than merit alone. A teacher's certificate should be issued on qualifications equal in every respect to that of other holders of the same kind of certificate.

     22. Special teachers' certificates. Legislation should make provision for the issuance of special certificates for teachers in city schools and other schools where there is need for the same. This will enable teachers who make special preparation in any particular subject or subjects to receive a certificate recognizing such preparation, and it will enable school districts to choose teachers better prepared for the particular subjects which they are to teach. These special certificates might well include the following: Agriculture, art, biology, commercial branches, domestic science, drawing, English, geography, German, grade department, high school, history, kindergarten, Latin, manual training, mathematics, music, normal training, physical culture, physical science, primary department.

     23. Elementary and second grade state certificates. Elementary and second grade state certificates granted by normal schools approved under the laws of Nebraska for granting state certificates should be issued only to graduates who pass successfully the uniform state examination for a first grade county certificate. Since elementary state certificates on their expiration are generally converted into county cer-

tificates, the grades represented on such certificates should be granted on the same basis as that of county certificates. This will in the end prove of advantage to the holder of the elementary state certificate, and will protect the normal schools against the issuance of certificates to students who are not able to qualify for county certificates.

     24. Practice high school. The practice high schools maintained by the state normal schools should be open, so far as their capacity will permit, to students holding high school certificates issued by county superintendents under the provisions of the free high school law. Such regulation would provide ninth and tenth grade preparatory education for those who expect to enter the normal school, but whose home district is unable to provide free high school privileges, or to pay for the same with district funds in high schools maintained by other districts.

     25. Institute Instructor's certificate. In order to protect county teachers' institutes against applicants whose ability, training and experience are not of the first grade, and in order to aid county superintendents in determining which applicants for county institute work are deemed worthy of employment, I recommend the enactment of a law requiring state certification of all instructors in county institutes. The requirements for such certificate should include (1) satisfactory evidence of sound moral character; (2) a condition of health which is not detrimental to the best interests of an institute; (3) evidence of successful experience as a teacher; (4) possession of a professional life certificate, or graduation from a standard college, university, or normal school, or professional experience and superior ability in educational work warranting the granting of such certificate; (5) evidence of proper professional spirit, and of keeping abreast the times in the various lines of educational activity; (6) attendance at the annual session of the Nebraska State institute, unless excused by the State Superintendent of Public Instruction for good and sufficient reasons.

     26. Degrees by educational institutions. Legislation should prevent the granting of a bachelor's degree or other degree by any educational institution of the state, except on completion of a four-year course above a four-year high school course.

     27. Certification Fees. Legislation should provide that all fees paid to the state superintendent for examination of teachers for certification purposes should go into the state treasury and be audited and paid out through the regular channels by voucher through the state auditor and state treasurer. This recommendation is similar to that made by ex-Superintendent McBrien and approved by myself as the incoming superintendent. Superintendent-elect J. W. Crabtree joins me in the above recommendation.

     28. Distribution of Dissecting Material. Under the present laws of Nebraska, it is the duty of the state superintendent to distribute among the medical colleges of the state, for dissecting purposes, all unclaimed bodies reported to him by the undertakers of the state. This work should be done by the state health inspector under direction of the state board of health. I recommend that sections 4343, 4344, 4345, 4346, and 4348, chapter 55, Cobbey's Annotated Statutes of Nebraska, be amended by striking out the words "state superintendent of public instruction" wherever they appear therein, and substituting therefor the words "state health inspector."

Respectfully submitted,              

E. C. BISHOP,        

Superintendent of Public Instruction.   

     The Governor of Nebraska.

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