TEXT-BOOKS AND PUBLIC SCHOOLS.

EDMUND J. VERT, YANKTON, S. DAK.

ANY cities and towns have been struggling with the problem of supplying text-books in the public schools, but probably in no place has it been worked out to finer points and tested more thoroughly than in Yankton, S. Dak. Advanced educational ideas require that children be furnished with an abundance of subject-matter rich in those things which the progressive changes in their mental life require. This subject-matter cannot be found in any single set of books. The problem is to furnish a larger number of books at reasonable cost, and, at the same time, to meet all other conditions connected with school administration. The expense of the plan employed in the Yankton schools is not only reasonable, but it is practically only nominal. It possesses the advantage of being adaptable to any city or town of any size whatsoever, and of being hygienically safe. To appreciate its merits it is necessary to contrast it with the other plans generally employed.

Under the private ownership system the patron may purchase his books from the local book dealer at the lowest price offered individual purchasers; or he may purchase them of some public board that is authorized by law to purchase books at the best wholesale prices, pay for them out of the public treasury (school, county or state treasury) and sell them to the patron at actual cost. It should be observed that the only advantage in purchasing them from a public board is to escape paying the local dealer or middleman for his investment and trouble in handling the books. The direct purchase of books from the local dealer does not meet the demands of education, nor does the purchasing of them from a public board meet these demands, except to the extent of the local dealer's profit. It may be assumed that what is saved in purchasing from a public board will be used in purchasing a large number of books by each pupil. The important point constantly overlooked in considering this system is that under proper conditions the full life-value of a book is not to be had by a single pupil. This point is shown clearly in the Yankton schools. Even in the first and second grades, the grades in which, on account of the immaturity of the pupils,

the books are used most severely, a single set of books has been used three years or more. Under no form of management can private ownership have this advantage. To this extent the private ownership system, as a system, requires the throwing away of from twenty to eighty per cent of purchase money of text-books.

But the quality of books is being improved. The best in the market to-day may be a fourth-rate book four or five years hence. Under private ownership the patron must either keep an inferior book in the hands of his child, or make a sacrifice in order to avail himself of the best in the market. Still again, under this system, if a patron moves to a place where a different kind of book is in use he must again make a large sacrifice. In a word, the private ownership system at its best is the system for the patron of abundant means only. But no school has such a patronage exclusively. As a system it cannot, therefore, meet the needs of modern education.

The free text-book system has a smack of democracy in its very name. It is safe to say that there are more people deluded and entrapped by the word "free" prefixed to a proposition than any other word in the English language. It is a rule for the solicitor to attack his victim at his weakest point. To get something for nothing is the point of points at which the unthinking man is weak. It is assumed that the thing that is described as "free" is in reality free. If it is described, it is because it has value to an assumed purchaser; if it has value, value must have been put into it; if value was put into it, value must be had for it. A few moments' thought discloses the error in the case of the free text-book system. In reality there is no such system. Text-books are not, and cannot be free. The author and publisher put value into their books, and they must get value out of them. People often think that when they do not pay for a thing directly they do not pay for it at all. Books must be paid for, even though the money be raised by taxation. Taxation is only an indirect method of paying for them; yet there is a vague notion in the minds of many persons that books purchased in this way are free.

Another fallacy connected with the so-called free text-book system is that it is assumed that because the books are free "

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more of them can be provided. But a little reflection shows that in this system, as contrasted with that of private ownership, the burden is merely shifted from the patron, as a patron, to the taxpayer, as a taxpayer. To the patron who has no taxable property are the books free, and to him alone. In the case of some of this class there is a lurking suspicion that there is a premium on a large family; for the larger the family, the more will he get for nothing. With the same class there exists the same vague notion that so far as education in the schools provided with "free" text-books is concerned there is a premium on not having taxable property, for what they get for nothing would be reduced by the amount of the tax. It is a perversion of the fundamental principles of democratic government to offer an inducement to indolence or improvidence in any form.

Then it follows that in the so-called free text-book system, which merely shifts the burden of the patron, as such, to the taxpayer, as such, the meeting of the demand for a larger supply of text-books at reasonable expense is, in large measure, defeated. It is a universal principle that the strongest supporters of a cause are those who receive benefits from it. Usually the strength of support is measured by the directness of the benefit. The patrons, as patrons, are, therefore, under ordinary conditions, the strongest supporters of the public schools; the converse of this principle makes the taxpayer who is not a patron, under ordinary conditions, opposed to the expense-aspect of the school. He may reason that he has children who have had the benefit of the schools, or that the school is an important social factor, and it hereby makes his property more valuable; yet such persons generally oppose the levying of taxes for school purposes. To the extent to which this is true, the free textbook system defeats itself by thus creating an enemy. The evil effects are seen not only in this way, but also in the general reactions that arise when people think their taxes excessive. The increase of expense due to providing text-books free to the patrons turns public attention to the schools as burdens of expense, resulting frequently in a general insane attack upon them. Such a condition is the opportunity for a person who thinks that he has a grievance, and for the demagogue who always has an axe to grind."

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The so-called free text-book system is, therefore, a disguised enemy of education. Sooner or later it will inevitably create irresistible opposition, and thus fail to furnish a more liberal supply of standard texts at a reasonable outlay. It provides for getting the full life value of the books; but the expense of the first purchase and of repairing and handling them falls upon the taxpayer, as such, causing opposition, and consequently limiting the supply to that of private ownership.

In contrast with the two systems thus briefly and inadequately described is the rental system. In view of what has been said, it will be sufficient merely to enumerate the features of distinct advantage in this system, and then to outline the way the system works in the Yankton schools. 1. Books are purchased at wholesale prices. 2. The system is self-sustaining so far as the taxpayer, as such, is concerned. 3. The expense to the patron is merely nominal as compared with the private ownership system. 4. The best books in the market can be had without ground for opposition. 5. Books may be changed, when old ones are worn out, without extra expense. 6. A practically unlimited supply of books can be furnished at no additional ultimate expense except that of interest on the money invested.

At the Yankton schools the system is managed as follows: The books are labeled on the inside of the front cover. The labels are printed especially for the Yankton schools, and contain the rules of the Board governing the renting and use of the books. In blank spaces on these labels are entered the name and number of the book, each series having a separate series of numbers. After the books are labeled and numbered they are covered with strong paper covers and placed in the text-book room ready for use.

In the grades the rent is paid by the year, no allowance being made if the pupil enters late. This rule has seemed necessary on account of the complications that would arise, if it were reduced for a shorter period. This rule, however, appears the more reasonable when considered in connection with the rent rates, which are as follows: first grade, 20 cents; second grade, 25 cents; third grade, 35 cents; fourth grade, 55 cents; fifth grade, 55 cents; sixth grade, 80 cents; seventh grade, 85

cents; eighth grade, 85 cents. These several sums entitle the pupils to the use of all the books in the respective grades for one year. Any book in the text-book library may be used in any grade where it can be used to advantage. The rent fee for a given grade does not entitle the pupil merely to any given set of books, but to all the books available for his grade. In this way, in most grades, the pupils at some time during the year have the use of from two to three times as many books as they would under the private ownership or free text-book system.

During the summer vacation all the books are re-covered and repaired, if injured in any way. The principal injuries that require repairing are torn leaves and loosened backs. For the torn leaves transparent gummed paper is used, and for the loosened backs a heavy gummed cloth with "laps" for proper

attachment.

In the high school the same general plan is carried out, except that the rent is charged by the book, and not for all the books used during the year.

The plan was adopted in the fall of 1895. Since that time 6,415 books have been purchased to meet the needs of a total enrollment of 850 pupils. The total expense, including first cost, freight, preparing the books for use and re-covering and repairing for this period, was $3,317.54. The total amount received as book rent during this period was $1,818.39. Up to the present time less than two dozen books have been discarded because of wear. When the plan was adopted it was thought the average length of the time during which the books would last would be from three to four years, but experience has shown that most of them will last from five to seven years. This whole discussion points to the fact that the question of text-books is a question of education and economy. Neither one of these factors can be disregarded. The teacher may see the need of more text-books in order that the child be truly and broadly educated, but he should also see that these books can not be procured without expense. The patron, influenced by older ideas, is likely to see this need only vaguely. The strength of this support is measured by the clearness with which he sees the need, and his means of meeting it. The preceding discussion is an attempt to show that in responding to this need the real point is often missed. It shows also that co-operation is necessary, if the most is to be had from the money invested. But mere co-operation is not enough; it must be co-operation that is definitely and wisely planned.