Superintendent Brown, of Minnesota: Have always managed our manufacturing on the State-account plan and with special reference to the benefit of the children. I believe purely technical instruction to be feasible. We have not been able to lengthen the time, because of limited accommodations, but believe the time of detention should be increased when accommodations will permit. Superintendent Shaffer, of Missouri: No change during the last ten years. Teaching habits of industry simply is not of so much importance as teaching them a trade by which they can earn their living after leaving institutions. Superintendent Otterson, of New Jersey: A printing office has been established, where 8 to 12 boys are taught all parts of the work. We issue a paper to enable them to have regular work. We also printed our last annual report and do all our job printing. Boys are taught in all trades that can be made useful to the institution, though none are purely technological. To be of value there should always be a purpose. All boys committed were committed during minority, but by good conduct could earn their release in 14 months. The trustees have just had an act passed which requires that all boys should remain not less than three years. This to the end that we may do more trade-teaching as well as school work.

Superintendent Mrs. McFadden, of New Jersey: Shirt work was carried on to some extent, but we give our girls instruction in all branches of housework. They are also advantageously employed on the farm in weeding, harvesting, etc. The time of maximum detention has been changed from 18 years of age to 21.

Director Round, of New York: We pay each boy 1 cent each day, providing he earns his 3 mills for education work, 3 mills for morals, 2 for deportment, 1 for care of person, and 1 for care of clothing. His failure to earn 70 per cent of his mills for any month puts him down one month. He is compelled to go through three grades of six months each before being released. The boy really controls the time that he remains at the institution after eighteen months.

Superintendent Carpenter, of New York: Our older children make all the shoes and clothing of the inmates and do all house and farm work. Nothing is sold. Much like a boarding school, where the children work for their board and clothing and go to school. Thirty years' experience has taught us that children should seldom be discharged in less than one year or be retained longer than about two years; hence children are retained here from one to two years. Superintendent Jones, of New York: They have established all the industries on State account. The object of labor in the institution is regarded for its disciplinary power rather than for profit in money values. No change in length of commitment. All commitments are during minority, though at the discretion of the managers the pupil may be discharged before he has reached his majority.

Brother Leontine, of New York: We have no contract system here. We manufacture the material for the employés, and are the sole masters of the labor of our inmates, which labor is more for the benefit accruing to them than for the gain to the institution. Rather than deprive a girl or boy of learning a trade or business that will be of use to him after leaving the institution, we make it a rule to retain such inmates at our own cost. In addition, we pay or put by for them a sum each month, so that on leaving they will have something to rely on for support. Within the last five years many have had as much as $50, $75, or $100 to their credit on leaving.

Superintendent Hite, of Ohio: Since 1884 a polytechnic building has been erected and has shown that it would be better to discontinue such industries as brush-making, knitting by machinery, cane-seating chairs, etc., and adopt manual training instead, even in view of its unproductiveness. There has been no law compelling an inmate to remain a definite length of time. The rule adopted at this institution is that no inmate will be sent home under one year from the time he enters. All the courts commit during minority or until reformed.

Superintendent Laverty, of Pennsylvania: Technological instruction has not been adopted to any extent. When we have reestablished ourselves at the new location in Delaware County rudimentary instruction in standard trades will be introduced. We believe a more lengthened period of detention is important. The managers have been unable to adopt it, owing to the overcrowded condition of the boys' departments.

Superintendent Nibecker, of Rhode Island: In 1885 printing was introduced and has been successfully prosecuted. Many competent printers have been turned out, who have always found good places. In May, 1890, $25,000 was appropriated for the introduction of other trades in the school. Technological instruction is feasible. It is improper to consider that children should be made a source of revenue.

Division and State.

Superintendent C. W. Ainsworth, of South Dakota: The contract system is a political move more than anything else. Our time is mostly spent on the farm and in the garden, aside from the three and one-half hours a day in the schoolroom. We have a small printing office, in which are nine boys. Boys take care of stock and assist in the household duties, etc. No child should be released until the rudiments of a good education have been obtained and a knowledge of some kind of industry that will enable him to obtain an honest livelihood. Superintendent McCulloch, of Texas: Only have the farm.

Superintendent Andrews, of Vermont: Yes; I do consider purely technical instruction feasible.

Superintendent Sleep, of Wisconsin: I think that we never have had the contract system. Ten years ago this winter the law changed the system of releasing from 21 to 18 years of age, but after 6 years it was restored to 21 years. Supervisors have authority to remove at any time.

TABLE 1.-Summary of statistics of reform schools for 1889-90.

United States...

N'th Atlantic division. 27 577 5,729 1,656 7,385 6,665

54 1,113 11,668 3,066 14,734 12, 283 1,404 6,911 7,660 ($369,043 $2,322, 498

658 4,712 4,683 178,833 1,454, 735

Support.

Expenditures.

TABLE 2.-Statistics of reform schools for 1889–90, or thereabout.

Scholastica.

W. C. Staunton.
Joseph R. Farrington.
Brother Dominic.

3

4

10

11

12

TABLE 2.-Statistics of reform schools for 1889-90, or thereabout-Continued.

CHAPTER XIII.

EDUCATION OF THE COLORED RACE.

I. -THE COMMON SCHOOLS.

The former slave States have a white population of 15,493,323, and a white school enrollment of 3,422,785, or 22.1 per cent of the white population.

The same States have a colored population of 6,954,840, and a colored school enrollment of 1,289,944, or 18.5 per cent of the colored population.

The colored form 30.98 per cent of the total population, but colored pupils form only 27.37 per cent of the total school enrollment.

These figures show that the colored school enrollment is not relatively equal to the white. It exceeds the white, as compared with the population, in the District of Columbia, North Carolina, and Texas; in the remaining States it falls behind the white-in Alabama, Georgia, Louisiana, and West Virginia far behind.

The ratio of average attendance to enrollment is 63.3 for white and 62.4 for colored in twelve States.

ED 90-68

1073