TWENTY-FIFTH BIENNIAL REPORT

OF THE

Superintendent of Public Instruction.

PREFATORY REMARKS.

The school law in the sections defining the duty of the superintendent of public instruction, requires that officer to report, with other particulars, the condition of the common schools of the state, and such plans as he may have matured for their more perfect organization and efficiency.

While other great questions affecting our material prosperity have received the attention of our people, there has never been a time in the history of Iowa when her educational interests have been either forgotten or neglected. Her schools have made Iowa great, and have given her an honorable renown among her sister states of the union.

In the following report the effort has been made to present a fair view of the educational system of the state, as far as it is connected with this department.

A large majority of the people receive their education in the common schools. The school-houses on the prairies and in the small villages are potent factors in forming the character of future citizens. In these schools over which but little supervision is exercised, we need the most competent teachers that can be obtained. While we have not neglected the interests of our higher schools, we trust it will not be considered amiss that we have devoted so large a space in this report to the wants and interests of the rural schools, and to the improvement of those agencies upon which we depend for their advancement.

The legislation we most need at this present time, is in the direction of closer supervision, more suitable buildings, and teachers better acquainted with the wants of these schools. Those enactments which affect the welfare of the children of Iowa, should be broad and generous, and in accordance with the most enlightened views of the age.

We cannot afford to economize by denying the pupils those opportunities, which once lost, are lost for a lifetime. The school life of the child is less than four years, and when we consider the work which must be done in that short time, we cannot fail to see the necessity for placing at his disposal the best educational advantages.

We should not forget, however, that the school system of the state is a unit, and legislation should be devised so as to strengthen it in its entire length and breadth.

The work done in the higher institutions which are under the care of the state cannot advance far beyond that done in the common schools.

We have endeavored to furnish as accurate statistical information as possible, and trust that the recommendations which our observation has led us to make, will some of them, at least, be found worthy to be incorporated in the school laws of the state.