The importance of education was recognized by the “fathers.” The quotation of President Roberts which we have given above voiced the feelings of the more thoughtful of the settlers. Yet it must be admitted that the educational situation is far from perfect. There is a recently established Department of Education, the Secretary of which holds a Cabinet position. In 1912 Dr. Payne had under his direction ninety-one public schools in different parts of the Republic. Most of these schools were housed in buildings totally unsuited to their purpose; they were small, badly built, and unsupplied with even the barest equipment. There are no book-stores in Liberia, and there is a notable lack of suitable text-books for the children’s use; there are few black-boards and those of poor quality; the desks, seats, and other furniture are conspicuous either for their absence or poor quality. Teachers are frequently badly prepared; they not infrequently neglect their duties; the number of days of teaching is uncertain--as often the teachers will be occupied with other work than that to which they are supposed to devote their time and attention. Salaries are very low and badly paid. Mr. Deputie, once Superintendent of Education, in his report of 1905, appealing to the legislature, said: “Lend a hand by your official acts that will tend to ameliorate the condition of the teachers in the public schools, that they may receive a just recompense of reward. Some of these teachers, after serving faithfully during the quarter, receive only ten shillings on their bills, while many others of them receive not a shilling.” In 1910 Mr. Edwin Barclay was General Superintendent of the Schools. He made a careful study of the situation and in his report presents interesting statistics and facts with reference to the condition. He made a series of thoughtful recommendations for the future, and drew up an entire scheme of proposed legislation. Much of that which he suggested has been approved and theoretically put in practice. In regard to the matter of teachers’ salaries, he makes an interesting statement in tabulated form, comparing the average salaries of teachers with those of clerks in the department of the Government and in mercantile establishments. He shows us that the average salary of public school teachers at that time was $143.95 per year; that this salary was stationary and without increment of any kind. At that same time, clerks in government departments received an average salary of $321.29 per year with definite chance of promotion and a career before them. Clerks in mercantile establishments did even better, receiving an average annual salary of $365.90 a year with contingent increment annually of from twenty to fifty per cent on net profits. It is hardly strange under the circumstances that good teachers are rare and that promising young men should look to other fields than that of teaching. Three grades of