years to establish the foundation of a system. When the first Superintendent of Education made his annual report, it showed but a few more than 500 teachers and about 16,000 children in the public schools of the State. The second report shows about twice as many. The Legislature, in 1868, passed an Act providing for the temporary organization of the educational department of the State. This Act provided for a few educational officers and for their salaries, but did. not provide sufficient means for running the schools. The total funds did not exceed the appropriations which had been made for the "free schools" in earlier years. In 1870 a fuller Act was passed, which defined the duties of the State Superintendent of Education and of the County School Commissioners. It, also, provided for the establishment of school districts; for the making of reports; for a course of study, and for the enumeration of school children. In 1871 this Act was amended so as to provide for a State Board of Education; for the adoption of the uniform series of school books, for the examination of teachers and for the apportionment of such meager appropriations as had been made from time to time. The State Superintendent of Education, at that time, complained because of the inefficiency of teachers, and also because of the scarcity of funds.

It was not until after reconstruction that the schools began to show marked progress and development. In 1877 the State Superintendent of Education reported the employment of more than 3,000 teachers, and the attendance of more than 100,000 children. The reports for several succeeding years speak frequently of marked increase and continued progress. It soon became clear that some definite arrangements must be made for more funds, consequently, a penalty was provided in order to enforce the collection of the poll tax, and in 1878, an amendment of the Constitution was adopted which provided for a two-mill tax for school purposes. This measure was adopted by an overwhelming popular vote. This vote is, in itself, a tribute to the courage and hopefulness of our people. Times were not prosperous then. It was also during this same year that local taxation began. The town of Winnsboro secured the privilege of voting an additional two-mill tax for the support of its schools. This was the beginning of the development of an excellent system of city and town schools throughout the State. This period, also, witnessed the reopening of the State University, of the State Military Academy, and several of the denominational colleges.

One of the most interesting items in the history of this department is to be found in the first and second annual reports of Supt.

H. S. Thompson, who assumed the duties of this office in 1877. He called together several of the most prominent men of the State for the purpose of revising the school law. The expenses of the Commission were paid by the Peabody Board. This committee consisted. of "Prof. J. H. Carlisle, Prof. Charles Petty, R. W. Boyd, Esq., R. Means Davis, Esq., Prof. William Hood and H. P. Archer, Esq., These gentlemen prepared a school code which included the best features of the school law then in force, and also a great many improving, amendatory features. This bill was submitted to the Legislature and enacted into law practically without change. It is interesting to note how much of our present school law is in the exact language of this bill, as it was prepared more than thirty years ago. Not since that time has the school law been considered and revised as a whole. It has been changed and amended by piecemeal.

One of the most striking developments in our school progress from 1880 to 1885 is to be found in the improvement of the teachers. An impetus was given to this work by the system of examinations, which had been inaugurated by the State Board of Education. Perhaps an even greater source of inspiration was found in the great conventions of teachers known as "Teachers' Institutes." This work was conducted by some of the most prominent educators of the State, and also a few leaders from other States. These meetings were held in different parts of the State, and did much to unify the school forces, as well as to arouse enthusiasm.

The last decade of the last century witnessed some very important developments in connection with our educational system. Perhaps the most important ones were the establishment of Clemson and Winthrop Colleges, and the provisions in the Constitution of 1895. allowing more school funds. The emphasis placed upon industrial education in these two great colleges has greatly influenced the welfare of the State. The good results are but fairly begun, however. For several years the demand outside of the State for Clemson graduates has been so great that insufficient numbers have returned to help develop our own resources. Our own demand is increasing now, and some of these graduates will give their trained intelligence and skill to the upbuilding of South Carolina. Large numbers of boys are now taking the agricultural course. There is a growing demand all over the country that elementary agriculture be taught in the schools. If enough men can be secured to teach in agricultural high schools, a great forward step will be taken. In addition to the demand from the schools, there is a great work for these

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young men to do in improving the methods of farming of our people who are out of school and in active work.

The normal and industrial training given at Winthrop College very quickly began to show beneficial effects in the schools and homes throughout the State. The State early got a return upon its investment in this institution. The needs and demands of our State for women trained along these lines have not decreased, but have rather increased. It is very encouraging that Winthrop College is growing and developing at the same time with the increased demands upon her.

For several years in South Carolina, and elsewhere, the demand for industrial training and for vocational schools has been very tangible. In fact, the demand has far exceeded the supply. The main reason for this condition of affairs is, that it has been impossible to secure enough teachers for this work. Our colleges and universities must be the pioneers in this line, because upon them rests the responsibility of preparing these teachers. It is significant, therefore, when a College like Clemson establishes a textile department and begins to turn out young men who will diversify and improve our manufactures. Before many years these young men will be teaching in textile schools located in manufacturing centers. It is gratifying, also, when a college like Winthrop develops an excellent course in domestic science, or in manual training, or in library methods, or in business training, because the graduates from these departments will soon find abundant labors for their trained and willing hands to do. There is yet room in some of our colleges for departments of commerce, and for the extension and enlargement of mechanical, agricultural and other industrial courses. The trend of our training has been away from the life of the people. The tide is turning rapidly in the opposite direction. The demand for trained workers and teachers, in the above named lines, will increase rapidly within the next few years. Vocational schools of this kind are just as necessary as those in law and medicine.

The Constitutional Convention of 1895 provided for a three-mill tax to be levied upon all property in the various Counties. It also allowed any district to vote a tax not exceeding four mills. The poll tax was continued a district tax as before. Thus, provision was made for a county tax, for a mandatory district tax, and for an optional district tax. State Superintendent of Education Mayfield strongly recommended to the Convention, at that time, that a one-mill state tax should be required. He argued that it would be impossible

to develop our school system with any degree of equality and regularity unless we had a state tax, and unless the State Board of Education had the power to help weak counties. As is well known, the Convention did not provide the state tax. Consequently we will continue to have some very poor schools. For some years the dispensary fund was used as a state school fund. A provision was then made to give aid to weak schools. As this fund will no longer be available, I hope the Legislature will soon see the necessity of making an additional state tax, or state appropriation, and of giving the State Board of Education the power to distribute this money in proportion to the most urgent needs. The per capita amounts of school funds, in some counties, are twice and even three times as much as those in other counties. It will always be difficult to develop a school system under such conditions. I do not think that the Legislature could make a mistake by giving State and County Boards of Education more means and facilities for proper school administration. I am sure that I appreciate the importance of local initiative and of individual effort, but I really believe that these. influences are made more effective when outside stimulation and encouragement are offered. In some states, educational commissions, boards, and other officers have accomplished wonderful results, because they have been furnished with authority and facilities.

Until recent years, the tendency in this State has been to dissipate educational influence and authority to the utmost limit. The time has come when we should "swing away" from this extreme. It is not necessary that we go to the other extreme of greatest concen-* tration.

During the administration of my immediate predecessor, there were some notable gatherings of teachers, especially in summer schools. These meetings brought together teachers from all of our different kinds of schools and colleges. In addition to the improvement and inspiration which the teachers received, much good was done in harmonizing the educational forces of the State.

To my mind, one of the most significant things in the recent history of our school system is the adoption, by the Legislature, of the idea of the encouragement to self help. This was begun by the enactment of the library law. More than 1,200 libraries have been established in less than five years. If there had been no inducement to encourage the schools to help themselves, it would have been impossible to have established one-fourth of these libraries. The same thing might be said of the school building law, which was

enacted but four years ago.

Inasmuch as the funds distributed under this law will soon be no longer available, I hope that some other provision will be made for the continuation of this aid. It means a great deal to be able to offer aid to a weak community which needs a new school house. This same idea has been applied in the High School Act. It would have been impossible to have enlarged, or improved one hundred high schools in less than two years without state aid and state inspection. If we had sufficient taxes, or appropriations, to secure equality of opportunity in the fundamental organization of our schools, the Legislature and school officers could carry. forward a succession of improvements such as the state has never witnessed.

At the close of forty years of effort in building an educational system, we are now expending about one million and a half dollars annually upon our public schools. We have an enrollment of considerably more than three hundred thousand children. We have more than five thousand school buildings. We have more than six thousand teachers. We have more than one hundred high schools doing very good work. The State is spending more than three hundred thousand dollars annually upon its colleges. The situation is far brighter now than it was in the beginning of this period. Of course, a great many adjustments and changes are necessary, but I believe that the outlook is full of promise. A great deal should be accomplished within the next ten years.

COUNTY SUPERVISION.

During the past forty years South Carolina has had seven different State Superintendents of Education, as follows: J. K. Jillson, H. S. Thompson, A. Coward, J. H. Rice, W. D. Mayfield, J. J. McMahan and O. B. Martin. Every one of these Superintendents has urged the Legislature to make improvements in our system of county supervision. The net results of these appeals have been a change in the name of County School Commissioner to County Superintendent of Education, a slight increase in the salaries in some counties, and an increase in the length of term from two years to four years in eighteen counties. This condition affords another striking illustration of the necessity of a general revision of our school law in the interest of system and uniformity. The people of the state are evidently dissatisfied, in a large measure, with the existing method of county school supervision. As an evidence of that fact, it should be noted that nearly one-half of the Superintendents were