to their taste and capacity." This was the beginning of industrial education in Utah. It was further declared that it should be the purpose of the church schools to

make of the students and graduates worthy citizens and true followers of Jesus' Christ, by fitting them for some useful pursuit, by strengthening in their minds a pure attachment to the Constitution of the United States, and to our republican institutions by teaching them the lessons of purity, morality, and upright conduct.

The church schools at Provo and Logan proved of such great worth to the people that during the next 10 to 20 years a system of schools developed. Academies, or high schools, were established in the larger and more populous divisions of the church, and seminaries, or elementary schools, in the larger and wealthier wards. By 1890 the church schools had become so numerous and the school work so extensive that Dr. Karl G. Maeser, who had been principal of the Brigham Young Academy since its establishment, was appointed general superintendent of church schools. Under his direction and supervision the church schools grew in importance and efficiency.

ADMINISTRATION AND REVENUES.

For the advancement of its educational interests, the Mormon Church has developed a splendidly organized system. First, to superintend and control the educational policy of the church there is a general church board of education. The authority of this board extends in matters educational throughout the entire church. Secondly, as the immediate agent of the general board and supervisor of the schools there is a general superintendent. Thirdly, to consider all matters pertaining to courses of study and to certification of teachers there is a board of examiners consisting of the general superintendent and the principals of the largest three schools. Finally, each school has its own board of trustees to supervise all matters purely local.

The revenues of the church school system are derived almost wholly from the tithes voluntarily paid by the members of the church. During the school year 1911-12 the Mormon Church expended for the maintenance of its American schools alone $105,180. For 1912-13 the expenditure amounted to $410,634.

SCHOOL BUILDINGS AND FURNITURE.

The Mormon Church maintains in the United States of America 20 schools of secondary and college grade. Each one of these schools has an educational plant and equipment fully adequate to care for the community in which it is located. In some cases the school buildings have cost upward of $100,000 each. The financial report for 1911-12 shows that in that year the value of American school

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buildings and real estate owned by the church was $1,512,589, while the value of furniture was $176,432. For 1912-13 the land and building value is $1,525,579, while the furniture value is $205.992.

GRADES OF SCHOOLS.

The seminaries, or elementary schools, begun in the late seventies and the eighties, were discontinued after a few years. This was for two reasons. First, it was found to be too expensive an undertaking to educate the great number of children of elementary school age. Secondly, the public schools had themselves been very much improved, and, moreover, they had been made free. In the United States, therefore, the Mormon Church concluded to maintain schools. of secondary and higher grade only. There is at present a school located at Provo, Utah, the Church Teachers' College of the Brig ham Young University. The Brigham Young University gives also a two-year normal course, open to high-school graduates, to prepare teachers for elementary schools. Two other church schools, the Brigham Young College, at Logan, and the Snow Academy at Ephraim, Utah, offer the same two-year normal course. The other church schools in the United States offer only the standard high-school courses.

ATTENDANCE.

The total attendance for the year 1912-13 in the church schools located in the United States was 6,292. Of this number 3,423 were males; 2,869 females. All but 301 were of high-school grade. Boys to the number of 1,314 and girls numbering 1,835 were pursuing industrial courses. At the end of the year there were 600 graduates from standard high-school courses.

TEACHERS.

It has been found to be true in the church schools, as in the public schools, that buildings and equipment are of less importance than the character and qualifications of the teacher. Recently, therefore. the standards required of teachers have been considerably raised. In the first place, every teacher in a church school must give satisfactory evidence of high moral character and of faithful activity in the church. In the second place, every teacher must meet the requirements of scholarship prescribed by the law of the State in which he is teaching. In this way there has been assembled in the Mormon Church schools a corps of teachers unexcelled in integrity and in scholarly accomplishments. The total number of teachers is 309males, 222; females, 87.

Schools operated by the Mormon Church in the United States.

CHAPTER XIX.

THE METHODS AND MEANS OF HEALTH-TEACHING IN THE UNITED STATES.

By FLETCHER B. DRESSLAR,

Special Agent of the Bureau of Education, Peabody College for Teachers.

CONTENTS.-Origin and purpose of this chapter-Methods of health instruction-Federal health service-State boards of health-City health departments-Schools and colleges-The campaign against tuberculosis-Cleanliness-Sex hygiene - School hygiene-Mouth hygiene-Hygiene of infancy-Health teaching through nurses-Rural sanitation-Hookworm disease.

ORIGIN AND PURPOSE OF THIS CHAPTER.

In reply to a general request sent out about the middle of August by the Commissioner of Education a splendid amount of material in both printed and typewritten form was received from the various voluntary societies and organizations which are engaged throughout the country in general health propaganda. In his request for information the Commissioner stated that the material was desired for a chapter on health teaching in his Annual Report. When the material was gathered, digested, and organized it was found that there was a great deal more of it than could be included within the bounds of an ordinary chapter. It was decided, therefore, that instead of detracting from this material by reducing it to the limits of a chapter, it should be published separately, and that a general analysis of the methods employed and the topics presented should be prepared for this Report. This statement seems desirable to reassure those who kindly gave their time and service to preparing special reports and to sending material. Therefore it seems only fair to say to those who read this review that a completer and fuller account of the healthteaching work of the societies reporting will be found in a bulletin. which will be published by the bureau for distribution at an early date.

The main purpose of this chapter, therefore, will be to set forth in a general way the methods and means employed by these societies and organizations to educate the people along the specific lines for which each was organized. For example, the various societies organized for the purpose of helping to rid the country of tuberculosis