hundred and ninety-eight are listed in the State Superintendent's report for 1910; and of this number one hundred and eightythree have been established since 1860. Statistics of defunct institutions which flourished at that time are not obtainable and comparisons are, therefore, impossible, but the largest of the private schools of the present time have been established within the last forty or fifty years, and their success is a factor in the progress of the period under discussion. They are a vital part of the educational system of this State, and they are rendering a patriotic service, especially those properly classified and maintaining respectable educational standards. Last year they reported about 35,000 students and 1,700 teachers. Some of them are well endowed and the total value of their property is approximately fifteen million dollars. CONCLUSION. "The facts and figures herein set forth indicate fair educational progress. They show beyond question that the educational opportunities which to-day are offered to the youth of the State are far superior to what they were a generation ago, and yet present conditions furnish no unfavorable criticism of those earlier days; but for the endeavors of the school pioneers the present situation could not have been attained. To them all honor is due for the foundation they laid, for the success their efforts made possible. "It will do no good to speculate as to whether our educational progress has been entirely satisfactory, but it can certainly do no harm to admit that the present status is far from gratifying. There is so much illiteracy in the State, so many of our boys and girls cut off from educational advantages, so short a term, such poor instruction, such inadequate material comfort for those who do attend that we find little to boast of or glory in. Indeed, the most hopeful sign educationally in Tennessee to-day is the realization that our public school system is not what it ought to be. Our ideals, our aims, thank Heaven' are far in advance of our present attainments. "And of all our school agencies that which is most backward is the rural elementary school. The shortness of term, the poor salaries of teachers, the consequent inexperienced and untrained teaching force, the inadequate supervision, the unsanitary school conditions, the small school unit, the isolation, the antiquated course of study, the general inefficiency-all are counts in the indictment which can be truthfully drawn against the rural schools. Here is our vital educational problem in Tennessee. It is not peculiar to us, however; the whole South, indeed, the whole nation, is confronted with the same situation and the educational leadership of the country is now concerned with its solution. Too long it has been neglected and other phases of our school work have been so completely in the thought of educators that only recently have they awakened to the fact that the rural school is far behind; and with this rude awakening comes the realization of the tremendous importance of this institution and the absolute necessity for resuscitating it-not for educational purposes alone, but also because of its great significance in current moral and economic questions. "We do not mean to neglect other phases of educational work, but we do mean, if possible, to focus attention on this weakest spot of our school system and enlist the co-operation of every patriotic citizen of the State in its betterment. This is not the time to set forth in detail a definite program for its improvement; indeed, further study of the situation is needed before there is sufficient knowledge to justify a complete and satisfactory program. But we do know that in all our planning we must seek to give a rural coloring to the whole rural school process to the end that the tendency among country boys and girls will be to remain on the farm. We know that we must have teachers especially prepared for rural school work, that our country high schools must be strengthened and demonstration farms provided in connection with them in order that vocational training may be given in the occupations peculiar to the South; that the whole course of study must be vitalized, made to grow out of, be more intimately related to and function for country life; that we must have a larger school unit for teaching and supervision purposes, which means consolidation and transportation. By doing these and other necessary things we shall so increase the efficiency of the rural schools that terms will be lengthened, better building. and equipment provided and the schools will make more valuable contribution to the economic, industrial and social life of the people as well as to their intellectual life." In conclusion, permit me to thank your Excellency for the cordial support which you have accorded to the department during these two years. We have endeavored to administer the affairs of this great office to the best interests of the school children as well as to the older citizens of Tennessee, and we would not have had even the success which this report indicates without the cordial and sympathetic co-operation which you have always given us. Respectfully submitted, J. W. BRISTER, State Superintendent of Public Instruction. |