Chapter XVII, Vol. 1, 1913 DEPARTMENT O F THE INTERIOR BUREAU OF EDUCATION PROGRESS ' AND CONDITION OF LUTHERAN PAROCHIAL SCHOOLS DURING THE CURRENT YEAR BY J' W. H. T. DAU Profeamr, Coneordia Seminary, St. Louis,. Mo. [Reprint from the Report of the Commissioner of Education for the year ended June 30,19131 37878"-14 WASHINGTON : GOYEENMENT F E I N T I N G OFFICE : lSl4 E .-V, ,y;.;<.$>; .,,,: , ~ .., .. . . , 3'-. I,.' t ' . .; - ,, $5 z+ ,"/ ,.. ,I _, CHAPTER XVII. I'ROGRESS AND CONDITION O F LUTHERAN PAROCHIAL SCHOOLS DURING THE CURRENT PEAR. BY m. H. T. IJAU, Professol; Concordicr ~ Y e n ~ i ~ i c r ~ ! ~ , &St. Louis, KO. The progress of the Lutheran parochial schools during the year 1012-13 has been normal, and no change has occurred to alter their condition in any essential point. The fundamental ideas that enter into a definition of the Lutheran parochial school were expressed two generations ago by Prof. Lin- dermann, who was a t that time principal of the largest Lutheran teachers7 seminary in the United States (at Addison, Ill.). He helped to educate hundreds of Lutheran parochial school-teachers, and his book " Amerikanisch-Lutherische Schulpraxis " is still the standard book on pedagogy in the Lutheran Missouri Synod, which conducts 2,216 out of a total of 5,883 Lutheran parochial schools in the United States and Canada. He says on page 3 of the second edition of his book: An Evangelical Lutheran congregational school is formed by the voluntary agreement aud resolution of a Lutheran parish, or local church organization, t o gather i ts children of n prescribed age in a locality, properly fitted up for the purpose, to the end of having them thoroughly instructed, within certain pre- scribed hours, by a common teacher, chiefly and primarily, in the wholesome doctrine of the Divine Word according to the Lutheran Confessions, and t o 2drance them in true godliness; next, to give them instructio~l and training, a s f a r a s practicable, in such knowledge and accomplishments a s are necesssary for all men in their ciril status. This definition has become somewhat cumbersome, because the author, struggling to embrace every necessary feature in one state- ment, had to resort to the involved sentence. The definition, however, being genetic and descriptive, is quite serviceable for conveying a correct idea of what, in the judgment of Lutherans, constitutes a parochial school. Nothing has occurred during the current year that would necessitate a revision of this definition. The Lutheran parochial school, wherever it exists in our country, is still regarded as a voluntary enterprise of a Lutheran congregation. The favorite name applied to this school by the church bodies which chiefly foster it in the United States is " congregational school " (Ger- 395 396 EDUCATION REPORT, 1913. man, " ~emeindes;hule " ; Norwegian, " Menigheds skole " ; Swedish, " Fijrsamlings skola "). There is no constraint practiced in the erec- tion and maintenance of these Lutheran congregational schools on1 side of that which the personal religious convictions of the members of a Lutheran congregation exercise on them individually. The origin of the schools, in nearly every case, is as follows: The members of a congregation vote to establish a congregational school, agree to send their children to it, appoint a teacher or teachers, and assess them- selves for the support of the school. I n some cases congregational schools have been organized, not by the entire congregation, but by a "school society" within the congregation. There have also been instances where several congregations have united in maintaining a parochial school, or certain grades of it. Thus, e. g., the Lutheran congregations of Oakland, Cal., and vicinity have combined their school interests and provide for the teaching of the lower grades in cach of the cooperating congregations, while the higher grades are taught at a school that is centrally located. The Lutheran congrega- tions of Milwaukee some time ago began to discuss a plan by which the entire city was to be divided into Lutheran school districts, regard- less of parish boundaries, and a school for the teaching of the lower grades was to be provided in each school district, while the higher grades were to be taught in centrally located scllools commanding a wider territory. The plan has not yet been put into practice. I n some of the larger Lutheran communities another plan is being con- sidered, viz, to induce the ~ a r i o u s congregations in the community to unite in the erection of Lutheran high schools, to be conducted either in connection with the leading Lutheran school of the coinmu- nity or as a separate cooperative enterprise of the various congrega- tions. These efforts also are voluntary in the sense indicated above. The means for maintaining the congregational school used to be and in inany instances still are secured by tuition fees, payable monthly as a rule. This fee may be graded according to the class or grade which the child enters. The tuition fees, usually very low, have hardly ever sufficed to defray the expenses of the school, and the deficit is made up by the members of the congregation through voluntary contributions. There is a growing tendency, however, to abolish all tuition fees and conduct the congregational school as a '' free school." During the present year this tendency has continued to strongly assert itself. The cost of maintaining a congregational free school is borne by all members of the congregation alike, \rhether they send cl~ildren to the school or not. The congregational school is open also to children whose parents are not members of the congregation. Such children, even where the school is a free school, may be required to pay a tuition fee, a t the discretion of the congregation or its officers. LUTHERAN PAROCHIAL SCHOOLS. 397 The members of a Luthe~an congregation conducting a congrega- tional school are expected to send their children to that school in preference to ally other school ; or if for sufficient reasons they do not do so, to provide for the religious instruction of their children in a private way. I t is granted by all Lutherans that the Lutheran con- gregational school does not exist by divine right, but is a human device to meet an acknowledged need of the church. As such, how- ever, it js declared the best means to the proposed end that has yet been discovered. Instances have occurred-none during the current year-where attendance at the congregational school was made con~pulsory upon children of members, but such attempts have always been abandoned after a short time. Moral suasion is the only recognized method for dealing with indifferent members to indnce them to send their children to the congregational school. The same method is employed to secure the means for the main- tenance of the school. Interest in the congregational school is kept alive by special sermons, usually preached about the time of the opening of the scllools in fall, by papers on the subject which are read before teachers' and pastors7 conferences, and by articles in the official organs of the church. The present year has witnessed a strong literary campaign in behalf of congregational schools among the Norwegians. An epochal event in the history of congre- gational school enterprise is the erection, at a cost of over $200,000, of a new teachers' seminary at River Forest, Ill., by the German Missouri Synod. The dedication and opening of this institution is set for October 12, 1913. The Lutheran congregational schools are popularly known as . " German schools," or " Swedish schools," or " Norwegian schools," etc. I t is plain from the definition cited above that the use of the German language-and this applies with equal force to the Nor- wegian, Swedish, Finnish, or any other foreign language-is not considered essential, while the teaching of the Lutheran faith is. As a matter of fact, there have been, and still are, Lutheran congrega- tional schools in which the English language is the sole medium of instruction. True, these English congregational schools are pro- portionately few in number. But even in German schools English is the language used by teachers and pupils in nine-tenths of the studies pursued. I n fact, the German language is used only in teaching German reading, grammar, and composition, and Bible history and Luther's Small Catechism. Even in religious study, which really forms the raison d'etre of these schools, the use of English as the medium of instruction is increasing, as the German (or Norwegian, Swedish, etc.) congregations are becoming English. So-called "parallel catechisms," e. g., have been prepared wliich c o ~ t a i n the German (or other) text and i ts English equivalent on 398 EDUCATION REPORT, 1913. opposite pages, and thus facilitate the understanding of the cate- chism by children who are better versed in the vernacular of the country than in the native tongue of their parents. The statement at the head of this article, viz, that the progress of the Lutheran parochial schools in the country during the year 1912-13 has been normal, takes into consideration the working of certain natural causes which have always operated in the direction of retarding that progress. As long as Lutheran immigrants still speak their native language a t their homes and in their churches, they naturally have a stronger interest in a school which teaches that language to their children. Their interest in the paro&hial school frequently wanes when they begin to limit or discard the use of their native language in their domestic and churchly relations. Sunday schools, which provide only religious instruction, Saturday schools, or afternoon schools, which provide for religious instruction and instruction in the mother tongue of the children's parents, are then usually substituted for the regular congregational school. Another cause that sometimes cuts down attendance at Lutheran congregational schools is the double tax that Lutherans pay for school purposes: First, the tax levied by the State; and, second, the amount with which they have to assess themselves for the support of their own congregational school. A mo~~ement was begun within the German Missouri Synod two years ago to attempt to amend the school-tax laws so as to make it possible for Tlutheran taxpayers to divert the amount, or a part of the amount, which they pay into the State treasury to their own schools. The plan is still under discus- sion. The manifest purpose of this plan is to relieve Lutheran tax- payers. Lastly, the general retrogression of the birth rate througl~out the country has begun to affect the numerical strength of Lutheran con- gregational schools. Upon the whole i t can be said, however, that the Lutheran Church of our country still cherishes the congregational school. Applying the motto, " Our fathers' faith in our children's language," the Lutherans who have heretofore maintained congrega- tional schools are making strenuous efforts to take these schools over into their English future, as they are gradually moving away from their German, Norwegian, or Swedish past. A t an exhibit of the work of the various schools in the city of St. Louis, i n 1912, a pamphlet inscribed " Why Lutheran schools? " was distributed to visitors. For several reasons this ~arnphle t is valuable to the historian and the sociologist. I t shows that the old definition of the Lutheran congregational school, which we cited near the head of this article, has not been lost sight of in two generations; it ex- hibits well the spirit that is back of the Lutheran congregational schools; it sets forth the cardinal feature of these schools which was L U T H E R A N PAROCHIAL SCHOOLS. 399 emphasized in the definition of Prof. Lindemann; and there is in this pamphlet a fine apologetic spirit, which reveals the determination of Lutherans to repel an attack upon their congregational schools by raising the charge that they are an un-American and unpatriotic institution. The pamphlet says: Many people, misunderstanding the policy of the Lutherans in this direction, consider i t an unnecessary expenditure of money. They notice that the Luther- ans, too, a re annually paying high taxes for the maintenance of the public schools, and yet they make little or no use of them, but rather erect their own schoolhouses and support their own educators. Why is this? I s i t because of stubborn opposition and hostility to the public-school system? No. The Luther- ans are not enemies of the public school; no American citizen can be an enemy of the common schools. They are a necessity. Without them our Republic would be in great danger of losing i ts capability for self-government, and the lapse into ignorance and barbarism would be only a question of time. The public schools a re an important factor for good, rendering splendid assistance toward the perpetuation of our governmental institutions, the advancement of nntional life. and the progress of society. Or is i t perhaps the propagation of the German language that accounts for the existelice of these schools? Not exactly; the study of German is, however, emphasized, because this language up to the present time affords the best mediunl ill order to reach the Lutherans, who are largely German, in a religious way. There is indeed a far weightier reason that induces Lutherans to support their own schools. The parochial school system is based on the principle that religion is the most important object of human interest and concern. And true religion has a special application to children. They are endowed with immortal souls and created for eternity. I t is of-the highest importance, therefore, that they be given a thorough and complete religious training. Children with im- mortal souls must not be educated for this world only, but especially and prin- cipally for eternity. I n view of this, they must be daily and diligently instructed in the saving truths of Christianity. That is the foremost aim of the Lutheran parish schools. In these schools the fear of God, which is the beginning of wisdom, i s daily imparted to the children. The Lutherans believe that every education making any claim to completeness must include religious training; that education without religion i s like a ship without a compass. A mere moral trnining will not suffice them. Moral education, dealing with the theories of right and wrong, considers personal conduct in i ts effects upon the welfare of self and others, whether good or evil. But moral teaching, apart from religion, is like n tree separated from i ts roots. The moral education, therefore, must be founded on and issue out of a religious training, because the latter supplies the oiilg real basis for true morality. Religious instruction is the only safe and solid foundation of an education, because i t trains the child to know when its behavior is beneficial or harmful to himself and his neighbor. The public schools do not and can not offer a religious education. Indeed, they must be kel~t from all religious influence and be entirely independent of it. The Gov- ernment of our country should do all in i t s power to inculcate and promote a high standard of civic righteousness, but the subject of Christian righteousness is clearly outside of i t s sphere and beyond its ability. Because of the peculiar religious complexion of our people, the State can not be commissioned 'with the religious instruction of our youth. As loyal citizens of our country we must keep church and state distinctly separate. Thomas Jefferson, in a letter to the Dan- bury Baptist Association, wrote: " Believing with you that religion is a matter 400 EDUCATION REPORT, 1913. which lies solely between man and his God; that he owes account to none other for his faith or his worship; that the legislative powers of government reach actions only, not opinions, I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should ' make no laws respecting an establishment of religion or prohibiting the free exercise thereof,' thus building a wall of separation between church and state." The principle of American democracy a s here declared guarantees all i ts citizens religious liberty and the separation of church and state. Since it is impossible to bring any kind of religious trailling into our public schools under a com- mon head (because of the peculiar religious characteristics of the various church denominations), i t is the solemn duty of the home and the church to provide for h e religious training necessary for our youth. This, then, is the true situa- tion: The public-school system must not meddle with religion in any form. I t is the exclusire duty of the church to teach religion. This conviction has im- pelled Lutherans to establish their own school system and support it with their own money, without any financial support of the State. The Lutherans believe and know t11at if they succeed in making their children true citizens of the kingdom of Christ, they rrill a t the same time hare made them good citizens of the United States. Daniel Webster said in his famous Plymouth oration: " Whatever makes men good Christians makes them also good citizens." Glad- stone often said: " Try to make good, conscientious Christians out of your chil- dren, and Great Britain will be well satisfied with them a s citizens." Patrick Henry said in his last ~v i l l and testament: " I have now disposed of all my worldly property to my family. There i s one more thing I wish I could give them, and that is the Christian religion. If they had this and I had not given them a shilling, they would be rich; but if they hare not the Christian religion and I had given them all the world, they would be poor." Lutherans want their children to l i re happily in Christir~n homes, to be and remain faithful members of their church, and to be the best America11 citizens, who can be trusted in every walk of life because they fear and love God. The Lutheran schools are therefore not a menace but a blessing to the liberty of our country. The Lutheran congregational schools, as defined by Prof. Linde- mann, are religious day schools conducted on the five customary school days of the week. The majority of the Lutheran congregational schools now in operation in the United States are conducted as regu- lar day schools; but irl mission parishes, sometimes embracing many miles of territory and thinly populated, or in congregations which for one reason or another have never installed a parochial school in their church work, the children of a congregation may be taught on four, three, two, or even one day of the week only, in the last case usually on Saturday. There are even schools of this kind to which the children come only for certain hours each week, and for the pur- pose of receiving religious instruction only, or this and instruction in reading and writing the mother tongue of their parents. I t i s neces- sary to note this fact, because these schools, though few in number compared with the rest, are still regarded as congregational schools, distinct from the Sunday school, and are numbered in the statistical tables which the various Lutheran church bodies publish from time to time. LUTHERAN PAROCHIAL SCHOOLS. 401 The Lutheran congregational school, wherever i t is fnlly consti- tuted in all its branches of study, embraces both secular and religious studies. The former class of studies engross the greater portion of the schooltime of each day. Religious studies are confined to the firbt hour in the morning. The rest of the clay is devoted to the studies which are pursued at our public school.;, and to the stud;? of tlie lan- gllage of the children's parents, if these are imifiigrants from foreign countries. The larger Lutheran synods publish their own textbooks, prepared by their own pedagogues. 111 arithmetic, geography, and rn i t ed States history the textbooks in use in the public schools of the Ptates have been adopted in many initances. Many of the pupils of Lutheran congregational schools, after completing their courses at thece schools, enter the eighth grade of the public grammar schools, or even tlie high schools. Tlie teachers at Lutheran congregational schools are inostly males, though nearly 500 fernales are einployed as teachers. With few ex- ceptions the teachers are college-bred men, or have had a special course of training a t a normal school or teachers' seminary. At the beginning of 1913 the following ~cliools which train teachers for congregational schools were reported in operation: Evangelical Luth- eran Kormal School, a t Tl'oodville, Ohio (Ohio Synod), n i t h 5 teach- ers aiid 65 st~tdents; Evangelical Lutheran Teachers' Seminary, a t Addison, Ill., nom7 a t River Forest, Ill. (operated by the Missouri Synod), with 10 teachers and 172 students; Immanuel Lutheran Kornial, at Greensboro, N. C. (colored; operated by the Synodical Conference), with 3 teachers and 3 students; Lutheran Norinal School, at Sioux Falls, S. Dak. (Norwegian Synod), with 9 teachers and 203 students; Lutheran Normal School, at Madison, Rlinn. (United Xorwegian Church), with 7 teachers and 150 students; Lutheran Teachers' Seminary, at Sewlard, Nebr. (Missouri Synod), ~ ~ i t h 8 teachers and 123 students; TTTartburg Teachers' Seminary, a t TTTaverly, Iowa (Iowa Synod), with 7 teachers and 117 students. There are, howel-er, many student; preparing for parochial school work at the many Lutheran colleges, academies, and theological semi- naries of the country. I n small and poor congregations the pastor often assumes charge cf the scllool if he can arrange his other work in the parish so as t o permit him to do so. There are probably 2,000 Lutheran pastors in our country engaged in congregational school worlr. But the airn of Lutheran congregations that have become firmly wedded to the prin- ciples outlined before is to obtain a special teacher for their children, though the teacher is frequently aided in his work by the pastor. r: Larger congregations grade their schools and appoint two, three, P - - four, and eren as iriany as eight teachers. 1 7 5 2 6 " - ~ ~ 1913-v~~ 1-26 - --- - - - 402 EDUCATION REPORT, 1913. The school buildings are governed by the same natural laws that govern the appointment of teachers. There are instances in which the church building serves also as a school. As a rule, however, there is ,z separate school building, and some of the L ~ ~ t h e r a n congrega- tional schools of the country are well-appointed modern structures, affording every convenience found in the best schools of the land. St. Paul Lutheran congregation of For t TTTayne has a school under construction now which will cost about $75,000. I t remains now to exhibit the progress and condition of the Lutheran congregational school statistically. The figures available for this purpose are deficient in a few cases, and we have refrained from substiluting an arbitrary figure gained by estimating the prob- able progress or condition. From all the larger bodies statistics are at hand up to, and in one case inclusil-e of, the year 1912. The figures for 1913 will not be published until March, 191-2, and later. A few of the smaller synods have not since 1911 published in accessible form the statistics of their school work. Beginning with the poorest showing, there are still portions of the Lutheran Church of our country where the congregational school is unknown or of rare occurrence. The United Synod in the South, a federation of smaller Lutheran synods that was effected in 1886, did not report any parochial schools at the beginning of the present year. This body is entirely English and numbers alllong its con- stituent parts some of the oldest Lutheran synods in the country, such as the North Carolina synod, founded in 1820; the South Carolina synod, founded in 1804; the Virginia synod, founded in 1829; the synod of southwest Virginia, founded in 1812 ; the Mississippi synod, founded in 1855 ; the Georgia synod, founded in 1860; and the Hol- ston synod (operating in eastern Tennessw), founded in 1861. The official names of these synods sufficiently indicate the territories to which their labors am confined. They are the Southeastern States, south of Pennsylvania and Maryland and east of the Mississippi River. The synods above named reported a t the beginning of the current year a baptized membership of G9,19G souls and a confirmed or communicant membership of 50,354 persons above the age of 15 years. I n another large federation of synods, the General Synod, founded in 1820, the parochial school is likewise an almost unknown insti- tution. Only the German Wartburg Synod, founded in 1876, and affiliated with this body, reports 30 parochial schools, with 500 pupils and only 2 teachers. It is not stated how many pastors serve as teachers. The General Synod is overwhelmingly English. I t has its strongest representation in the Eastern and Central States, but extends its operations into the Western States, even as f a r a s the Pacific coast. I t err~braces, besides the one synod already named, I LUTHERAN PAROCHIAL SCHOOLS. 403 1 the Maryland synod, founded in 1820; the West Pennsylvania synod, founded in 1825; the East Ohio synod, founded in 1836; the Alle- gheny synod and the East Pennsylvania synods, both founded in 1842; the Miami synod, founded in 18M; the Pittsburgh synod, founded in 1845; the Wittenberg synod, founded in 1847; the Olive Branch synod, founded in 1848; the Northern Illinois synod, founded in 1850; the Central Pennsylvania synod, founded in 1853; the Iowa synod and the Northern Indiana synod, both founded in 1855; the Central Illinois and the Susquehanna synods, both founded in 1867; the Kansas synod, founded in 1868; the Kebraska synod, founded in 1873; the California synod, the Rocky Mountain synod, and the Nebraska German synod, all founded in 1891; the Southern Illinois synod, founded in 1901, and the New Pork synod, the latest addition since 1908. There is, then, a large contingent of Lutherans, with representation in a majority of the States in the Union, that does not conduct congregational schools. This body reported a t the beginning of 1913 a baptized membership of 405,939 and a communi- cant membership of 307,679. The third large federation of Lutheran synods, the General Coun- cil, founded in 1867, was at the beginning of the current year com- posed of 13 synods. Of these, 6 reported no parochial schools, viz, the Pittsburgh synod, founded in 1843; the District synod of Ohio, founded in 1857; the Chicago synod, founded in 1871; the English A synod of the northwest, founded in 1891; and the Nova Scotia synod, founded in 1903. The last-named synod, and the Central Canada syncd, founded in 1909, operate outside the United States. The seven synods in this body which reported congregational schools were: The Ministerium of Pennsylvania, the oldest Lutheran body in the United States, founded in 1748, which reported 36 schools, with 75 teachers and 2,170 pupils; the Ministerium of R'ew Pork, the second oldest Lutheran society in the Union, founded in 1773, which re- pcrted 84 schools, with 45 teachers and 3,471 pupils; the Swedish Augustana synod, founded in 1860, which is credited with 444 schools, 594 teachers, and 18,602 pupils; the Pacific synod, founded in 1901, reporting 2 schools, 2 teachers, and 35 pupils; and the synod of R'ew York and New England, founded in 1902, which reports 3 schools, 19 teachers, and 143 pupils. Two synods reporting parochial schools and affiliated with this body operate outside the United States, namely, the Lutheran synod of Canada, founded in 1861, with 34 schools, 21 teachers, and 954 pupils, and the Manitoba synod, founded in 1895, with 20 schools and 781 teachers. The General Council is largely an English body, operating in the Eastern, Northern, and Northwestern States, and in the Canadian Provinces. The larger representation, proportionately, of the parochial school in this body is due partly to the Swedes and partly to the fact that the two 404 EDUCATION REPORT, 1913. oldest synocls h a ~ e maintainccl parcchixl schcols probably from the time that those synods were org'~nized. The sun1 total of congre- gational schools in tlle General Co~ulcil at the beginning cf the cnr- rent year was G"3. v i th 733 teachers and 26,136 l3upils. Deducting the schools located outside of the lTnitecl States we obtain for this body 379 schools, 72.5 teachers, and 24,421 p~lpils. The baptized memLel*ship cf this body at the same date was 751,373, and the com- m~~nican t membership 405,468. There are in the United States 14 independent Lutheran synods- i. e., synods which are riot federated ~ ~ i t h any of the general bodies already named and yet to be named. Two of these report no par- ochial schools, I iz, the Xormegian synod, founded in 18532, and the Icelandic synod, fou~lded in 1865. As regards the formel. of these i t is known to the writer that, notwithstanding the negative report, it zealously fosters the congregational school, and even conducts n seminary for the training of parocllial school-teachers. The baptized nle~ribersliip of this body at the beginning of the current year was 134,017, and tlle comn~unicant membership 94,751. I t is edinlated by others that there are in this synod nearly 200 parocllial schools. This synod is represented in nearly all parts of the United States from New Pork to California and from Minnesota to Texas. This synod also carries on work in the nort l~\~~estern P ovinces of Canada. The Icelandic synod is represented in tlle United States only in the States of North Dslltota and Minnesota. I t s work is done chiefly in the Canadian Provinces of Manitoba, Saskatchewan, and Alberta. I ts baptized nlen~bership is 5.112, and its comn~ullica~it nlembership 3,454. Of the remaining 12 irldependcllt Lutheran synods the Ohio synod, founded in 1818. and operating in most of the States of the Union and in Canada ancl Australia, is credited with 265 schools, 116 teachers, and 9,334 pupils. This synod numbers 191,460 baptized or 131,9.23 commuliicant members. The Buffalo synod, founded in 1645, and consibting of a small num- her of i5olated congregations in Sew Yorl;, Michigan, Ohio, and Canada, reports 20 scllools and 7 teachers. The baptized membership of this body is 8,600, tlie co~lllnu~iica~lt membership 5,200. The h'or~vegian Eielson synod, founded in 1846, and consisting of only six congregations in Minnesota, Iowa, l17isconsin, and North Dalrota, leports 6 schools and 4 teachers. This synod numbers 1,500 baptized or 1,100 communicant members. IIauge's Norwegian synod, founded in 1846, and operating in 11 Centrill States, reports 181 parochial schools, and 6,000 pupils. I t s rne~iibership is given at 50,000 baptized, or 36,200 comnlunicant members. Tlle Ger~llan 'l'esas \ynocl, founded in 1831, aild operating in central Texas, reports 12 ~cl~ools , 12 teaclxrs, and 230 pupils. I t nuillbers 6,000 baptized or 4,.';00 conlmunicaiit menibers. Tlle Gernlan Iowa synod, foui~led in 1854, has most of its con- gregations in 14 Central, 3 TVestern States, ~ n d a few in Canada. It i5 credited 11-it11 731 parochial schools, 36 teachers, and 11,910 pupils. I t s baptized n~embersllip is 188,191, its coillmul~icant membership 112,830. The Dai~isll Lutheran Church, a synod foundecl in 1871 ancl having a. scattered rneii~bcrzhip all 01 er the t'nited States, reports 84 schools, 96 teachers, ancl 2,498 pupils. I t s inembersllip is 20,319 baptized and 13,008 communicant members. Thk Gernlan Immannel Synod, fo~~ndecl in 1886 and oper2ting in the Eaatern ancl JZidclle States, is credited with 7 scliools, 7 teachers, a i d 160 pupils. I t nunlbers 5,027 baptized, or 3,390 colninunicailt members. The Finnish Suonli Synod, founded in 1890, is represented in AIichigan, Ninnesota, Massachnsetts, Illinois, Ohio, and Pennsyl- rania. It reports 47 schools, F2 teachers, 2,537 pupils, and has a mem- bership of 27,460 baptized, or 13,660 communicant members. The United Sorn-egian Church, a synod founded in 1890 and oper- ating in €he Uilited States and in western Canada, reports 1,000 schools, 087 teachers, and 50,384 pupils. I t s membership is 275,970 . baptized and 169,710 communicant members. The United Danish Church, founded in 1896 ancl represented in the United States and Canada, reports 111 scl~ools and 5,000 pupils. I t s inembershjp is 19.610 baptized and 10,&23 communicant members. Tlle Norwegian Lutheran Free Church, founded in 1897 and oper- ating in Minnesota, Xorth Dakota, South Dakota, Wisconsin, Michi- gan, Illinois, Iowa, 77'ashington, Oregon, and Canada, reports 118 ~chools, 210 teachers, ancl 9,573 pupils, with a membership of 39,000 baptized and 18,500 communicarit members. - I n all these independent synods the sum total of congregational schools, inclusire of any located in Canada, is 2,644, of teachers 1,5244,1 nncl of pupils 97,868. Sinety Lutheran pastors in the United States, who are n-ithout synodical con~~ection a d serT7e approximately 205 congregations wit11 a baptized membership of 50,000, or a communicant membership of 27.500, report no parochial scllools. The best shov-ing for parochial schools is made by a federation of synods oyern-hclminglj German, which bears the official name of the Synodical Conference of Xorth America. I t \\-as founded in 1872 and consists of six synods. Excepting the lnrgcr bodies among the 1 The pastors serre :IS teachers in m a w instances. 406 EDUCATION REPORT, 1913. independent synocls named above, the Lutheran parochial school may be said to bc in the most flourishing condition in the Synodical Con- ference. Here, too, Inore elaborate statistics are available than else- where. The Missouri synod, founded in 1847 and represented i n nearly every State of the Union, in Canada, Brazil, and Argentina, reports 2,216 schools, with a teaching force of 1,069 male and 2.52 female teachers and 1,166 pastors teaching in these schools. The number of pupils was 94,167, in a baptized membership of 934,199, and a com- municant membership of 56S7129. The Wisconsin synod, founded in 1850, and operating in TVis- consin, Michigan, Washington, Illinois, and Alabama, reports 290 schools, 118 teachers, and 32,825 pupils. I t nurnbers 185,311. bap- tized and 165,821 communicant members. The Minnesota synod, founded in 1860, and represented in Minne- sota, North and South Dakota, and Wisconsin, reports 155 schools, 26 teachers, and 15,940 pupils, in a baptized membership of 92,185, and a communicant lnerribership of 46,213. The District Synod of Michigan, founded in 1895, and represented in Michigan, Ohio, and Wisconsin, reports 75 scl~ools, 7 teachers, and 2,933 pupils. It numbers 21,224 baptized and 15,211 communicant members. The District Synod of Nebraska, founded in 1904, and represented in Kebraska and South Dakota, reports 25 schools, 4 teachers, and 995 pupils. I t s baptized membership is 17,202, and its communicant membership 10,978. The Lutheran Slovak synod, founded in 1902, and represented in Pennsylvania, Ohio, Illinois, New Pork, New Jersey, Connecticut, and 14Tisconsin, reports 25 schools and 1,530 pupils in a baptized membership of 19,275 and a communicant membership of 13,631. For the entire Synodical Conference the sum total of schools is 2,786; of teachers, 1,476; of pupils, 148,390. The p n d total for the Lutheran Church in the United States is 5,883 schools, 3,758 teachers, and 272,914 pupils. The baptized membership of the Lutlieran Church in the United States is given at 3,533,410, and the communicaiit membership at 2,317,177. Deduct- ing the communicant from the baptized meiilbership we obtain 1,216,023, which is approximately the number of Lutheran children from infancy to the age of 14 or 15, when they leare the congrega- tional school. Sccordingly, the 272,914 pupils of the Lutheran con- gregational school represent 22.44 per cent of the child population of the Lutheran Church; or, in other words, out of 100 Lutheran children, 22 attend a parochial school, or for every 22 children that go to school there are 78, including illfants and children up to the age of 6, that do not go to a parochial school. LUTHERAN PAROCHIAL SCHOOLS. 407 The same average for the Synodical Conference is 32.79, for the General Council 12.2, and for the independent synods 25.04 per cent. Statist ics of Lutheran pcrroci~ial schools. 1 Pastors scrve as teachers in many instances. 2 Estimate. 81,166 pastors teach. Number of schools. -- 30 579 2 UH) ........ .: 265 20 6 181 12 731 84 7 47 1,000 111 118 2,216 290 155 75 26 2i Synods. ................. United synod of the South. General synod .............................. General council.. ........................... Independent synods: ....................... Norwegian synod.. Icelandics od ...................... Ohio synor . . ............................ Buffalo synod ............................. Norwegian Eielson synod.. ............... Haugo's Norwegian synod ................. German Texas synod.. ................... German Iowa synod.. .................... Danish Lutheran Church .................. ............... German Immmuel s od.. Finnish ~ u o m i synor . . .................. United Norwegian Church.. .............. United Danish Church.. .................. Norwegian Lutheran Free Church ......... Synodical Conference of North America: ............................ Missouri,synod Wiscons~n synod .......................... Minnesota synod.. ........................ District synod of Michigan. ............... District synod of Nebraska ................ Lutheran Slovak synod.. ................. Baptized member- ship. - 69,196 405 939 751:373 154,017 5,112 191,460 8 600 1'500 50:000 6,000 183,121 20 519 5:027 27 460 275: 970 19,610 39,000 934,199 185 311 92: 185 21 224 li:202 19,275 Date of foun- dation. - 1886 1820 1867 1853 188.5 1818 18.15 1816 1846 1851 1854 187l 1886 1890 18q0 1996 1897 1817 IS50 1860 1895 1904 1902 Number of teachers.1 - .............................. 2 735 116 7 4 .......... 12 36 96 7 52 987 .......... 210 81,321 118 26 7 4 .......... Cornmu- zz:,"r- ship. - 50,354 307,939 495,468 94,751 3,451 131,923 5 200 1: 100 36,200 4,500 112 830 1 3 : ~ ~ 3,390 13 660 169: 710 10,827 18,500 565,129 16 ,821 46,213 15,211 10.978 13,Ml Number pupils' 500 24,421 .................... .................... 9,354 .......... .......... 6,000 250 11,910 2,498 160 2 537 50:584 5,000 9,575 94,167 32,825 15,940 2,933 995 1,530