of our educational funds. The total amount of land so granted amounts to 2,884,398 acres; of this amount 162,051 acres have been deeded, leaving 2,722,347 acres still held by the State; of this number of acres, with the title still vested in the State, there are under contract of sale 655,431 acres, and under lease 1,427,460 acres, leaving 655,431 acres not yet leased or contracted for sale.

"The present condition of the educational funds of the State is quite unsatisfactory, from the fact that a large part of the permanent school fund is lying in the treasury and producing no income for the support of education."

There has been an increase of over a million dollars in the school fund during the last two years, but of this amount $270,633.79 is lying idle in the treasury, bringing no income, as the Constitution of the State limits the investment of school funds to United States, State, and county bonds; but these are no longer available. The school district bonded indebtedness of the State is $5,947,724.30, most of it bearing interest at the rate of seven per cent. per annum and held by Eastern capitalists. "No better securities can be found in this State than registered school district bonds. Would it not be a part of the duty of the State to the school districts to invest its permanent school funds in these district bonds? The interest paid by these districts would be returned by way of apportionment to the school districts, to the great good of the schools and at no loss to the State."

The income received from the leasing of school lands amounts to $153,276.62. The law required an appraisement of school lands to be made in 1888, and that another appraisement shall be made every five years thereafter. According to the appraisement of 1888 the value of the lands has greatly increased, and as rents are determined by these values, the income to the schools from this source will now be increased more than two hundred per cent.

GRADING OF SCHOOLS.

The work accomplished by the graded schools is very thorough. Especially is this true of the city schools, which are generously supported by the public, and may be regarded as the striking feature of our educational system. But the excellent work of the graded schools should not encourage us to overlook any defects which can be eradicated.

"In our reaction from the 'no-system' methods and plans of the early days, we have swung well over to the other side of the arc, the 'all-system' plan. In our efforts to repair the waste of the former unorganized activity, we have, I fear, developed so much organization in some directions as fairly to give rise to the query whether we have not lost sight of the original idea upon which the whole theory of our education was founded. For one, I am persuaded that the criticisms frequently made, that our graded schools are arbitrary in their organization and tyrannous in their administration, that the system is placed first and education second, and hence that the system is maintained often at the expense of the material for whose welfare and general advantage it was created, are to a certain extent true."

"It would seem that the inevitable existence, even in the best cities, of broad differences in the pupils of the public schools in their social, moral, and intellectual attainments, in their environments, render a degree of elasticity necessary both in the matter of gradation and classification, and also in that of instruction. We should proceed in these things upon the theory of providing equally for all. This principle is often violated by demanding external conformation in organization and course of study.

The courses of study in the graded schools are arranged with the expectation that the children will continue to attend school for ten or twelve years, and the pupils remain in each grade for one year; no provision being made for advancing during the year pupils who show higher attainments or better talents than the rest of the class; but the whole number are chained together, the brighter pupils being held back and the dull ones dragged along in studies which they cannot master. A great many children are required to leave the schools by the time they become twelve years of age, and conse quently they desire to advance as rapidly as possible in those studies which they will specially need in the practical pursuits of life. Superintendent Lane thinks that the needs of such children should be considered more, and provision made by which pupils of greater proficiency can be advanced to higher grades at least oftener than once a year.

COUNTY SUPERINTENDENCY,

The importance and advisability of having competent and energetic men to superintend the schools of the different counties is very generally admitted in Nebraska. Their influence is seen in awakening a public interest in schools, and thereby securing a larger, more punctual, and regular attendance, in selecting better qualified and experienced teachers, in better classification of pupils, in the introduction of new methods, etc.

In the schools of cities and towns an efficient superintendent is always employed; but in these schools the pupils are well graded and classified; they attend more regularly than in the country, the teachers are the best to be obtained, and every thing is

calculated to make the schools a success. In the country schools, however, the opposite conditions too often prevail; hence the greater necessity for a competent and faithful county superintendent.

COMPULSORY EDUCATION.

By a recent act of the Legislature of Nebraska all children in the State between the ages of eight and fourteen years inclusive are required to attend a public or private school for twelve weeks or more each year, unless prevented by illness, poverty, inability, or by reason of being already proficient.

This law will likely be the means of securing the attendance at school of many children who otherwise would remain at home. The desire for an education arises from external circumstances and surroundings, not from within; for, as a rule, the less education the people possess, the less desire do they have for it, the law of supply and demand not holding good in this case.

ARBOR DAY.

"The statutes of Nebraska designate the 22d day of April as Arbor Day. This day was originated in Nebraska in 1872. It has since been established in twenty-eight of our States and two of our Territories. The people of the United States realize the importance of forest culture. In no part of the country is it of more importance than in this State. Statistics show there have been planted in Nebraska since Arbor Day was institated 355.560,000 forest, shade, and fruit trees.

Let

On this day, above all others, the pupils of our public schools should be educated to care for the material prosperity of the country and to foster the growth of trees. teachers, parents, and school officers urge and encourage the children in every school district, town, and city in the State to plant trees on that day in the school yard. Let the child understand that he has a special interest in the tree he plants; that it is his; that upon him devolves the responsibility of protecting and cultivating it in coming years. In every yard there should be system and regularity in arranging the trees, and in cities and towns they should be planted according to artistic designs. The school yards of the State beautified with trees would educate the aesthetic taste of the children and be a material blessing to the country."

The State superintendent sent out a circular letter to each school district in the State with reference to the observance of this day. He reports that it meets the hearty indorsement of teachers and school officers.

COURSE OF STUDY FOR COUNTRY SCHOOLS.

By request the department of education prepared a teacher's guide and course of study for country schools, showing the amount of work which should be attempted and giving such suggestions as to school methods and management as experience showed to be useful. It received much attention at the different meetings of teachers and has been adopted in more than half the counties of the State.

NEVADA.

[From Report for 1886-87 and 1887-88 of State Superintendent W. C. Dovey.}

GENERAL STATEMENTS.

He visited during the year a ma

The State superintendent was enabled by personal observation to familiarize himself jority of the schools of all the counties but three, making two hundred and fifty school with the condition of the public schools of the State. ihes of the rural districts: the schools of the cities and towns are doing excellent work; in a fairly prosperous condition, when it is considered how widely scattered are the famthe teachers are well qualified and acquainted with the latest methods of instruction.

twelve in the number of children of school age.

According to the school census of 1888 there has been a decrease of one hundred and

is really true.

It is doubtful, however, whether this

HIGH SCHOOLS.

The high schools of Virginia, Gold Hill, Carson, Reno, and Eureka are worthy of Many graduates from them have each year entered the teacher's profession, and, although special mention, and have been doing much to supply the place of a normal school. lacking practical experience in teaching, their interest and enthusiasm have done much to secure their success. The instruction in the high schools was designed somewhat to prepare the students for teaching. The Legislature passed a bill, however, which was approved February 7, 1887, providing for the establishment in the State University of

a school for the instruction of teachers. This school has been established and quite a number of students have been enrolled.

SCHOOL FUNDS.

The Constitution of the State forbids the investment of the school funds in any other than the bonds of the United States and of the State of Nevada, both of which sell at such a high premium and bear so low a rate of interest that the State board of education thought best not to invest in either, but to wait till the Constitution could be so amended as to permit the investment of school funds in other bonds. The amount of the school moneys awaiting investment December 31, 1888, was $359,083.02.

SCHOOL LIBRARIES.

Very few school libraries have been established, and none of them in rural districts. A large number of schools, however, have been supplied with Yaggy's Geographical Study and Yaggy's Anatomical Study. Both of these will prove of great value in the school-room. The Anatomical Study will be of great assistance in the instruction of physiology and hygiene, which is now required.

Three hundred maps of the State of Nevada were purchased with the appropriation made by the Legislature for the purpose and were distributed among the schools.

COUNTY SUPERVISION.

"The act consolidating the office of county school superintendent with that of district attorney is, to say the least, a measure of doubtful expediency, and is generally so regarded by the friends of education. It may be that the district attorneys are well qual ified, yet the fact remains that the duties of the two offices are foreign to each other, and it may often happen that the duties as attorney would require his entire time when most needed in the supervision of school affairs. The reason advanced in favor of the measure was that it was a measure of economy. The average monthly salary of the county superintendents of schools is twenty-eight dollars. It is not reasonable to suppose that there is a county that can not afford to pay this paltry stipend when it is remembered that there are nearly ten thousand children of school age in the fourteen counties of the State, that there are 238 teachers employed, and that there was expended in 1888 the sum of $168,852.39 by the State and the several counties for the maintenance of our public schools. This expenditure, far too small, must annually increase. It is clearly manifest that intelligent and well-paid county or district supervision is the urgent need of the State to-day, and until that is provided our school system cannot take that high rank to which it is entitled."

ARBOR DAY.

The language of the act leaves no doubt that it was the intention of the Legislature "to establish Arbor Day as a holiday for the public schools for no other purpose than to afford the teachers, children, parents, and friends time and opportunity to engage, during a portion of the day at least, in planting trees, shrubs, and vines. A respectable number of the schools of the State so employed a good portion of the day, sufficient at least to comply with the letter of the law. There were, however, several schools, some of the largest in the State, that entirely ignored the essential provisions of the act and simply gave a vacation.”

"At the State University the day was observed with appropriate exercises and ceremonies by the faculty and students. The board of regents, the faculty, students, and citizens of Reno marched in procession to the grounds already prepared for tree-planting and took part in the planting and naming of many hard-wood trees in honor of prominent citizens, members of the board of regents and faculty, and friends of education generally. When the trees were planted the audience listened to an address by the State superintendent of public instruction and dispersed much pleased with the exercises. "Arbor Day is becoming very popular throughout the Western States, and has already been instrumental in planting hundreds of groves in what was formerly known as the treeless regions of the West."

SCHOOL TEXT-BOOKS.

As the State of California has adopted the plan of preparing and publishing its own text-books, the question is likely to arise in Nevada also. Superintendent Dovey thinks that, even if the measure should prove successful in California, it would be exceedingly doubtful as to its success in Nevada, where there are only 9,716 school children, while California has 280,000.

LEGISLATION RECOMMENDED.

(1) A law should be passed forbidding the employment of any teacher under eighteen years of age.

(2) The law relating to the apportionment of county school funds should be amended so as to reduce the number of pupils assigned to one teacher from one hundred to not more than seventy-five.

(3) Teachers should receive compensation for the time spent in attendance upon institutes and educational meetings.

(4) Members of the county boards of examiners should be paid for their services. (5) School boards should be required to expend from fifteen to fifty dollars of the school money apportioned to each district in the purchase of books of reference, maps, charts, and apparatus necessary for the proper furnishing and equipment of the schools.

(6) "The office of county superintendent of schools should be re-created, and salaries commensurate with the duties of the office in the several counties should be allowed. If this cannot be done, the State should be formed into at least three educational districts, and a salary of at least two thousand dollars a year allowed to each of the three district superintendents."

(7) One thousand dollars should be appropriated for the travelling expenses of the State superintendent of public instruction to enable him to visit all the school districts

in the State.

(8) "The State superintendent of public instruction should be authorized to make contracts at Berkeley, Cal., for the education of all deaf and dumb and blind children in the State of school age."

(9) "An appropriation of at least five hundred dollars should be made for the purpose of holding State Teachers' Institutes during the years 1889 and 1890."

(10) "The May election law should be made general throughout the State so that it would apply to all districts, and the maximum levy of taxes should be raised to seventyfive cents on one hundred dollars' valuation, instead of fifty, and the minimum should be placed at forty cents. This change is greatly needed in many counties in the State and

would prove a benefit to all."

NEW HAMPSHIRE.

[From Report for 1887-88 of State Superintendent J. W. Patterson.]

GENERAL STATEMENTS.

duration of schools, enrolment and average attendance, and in the expenditures for The report shows progress to have been made along the whole line-in the number and school the teachers have done faithful and successful work in the schools, but that their efforts have been crippled very much by the irregular attendance and tardiness of pupils. Twenty-eight new school-houses were built, and there was an increase of twenty-two in the number of graded schools, which resulted from the union of a number of small schools. In of 6,159, showing the extent to which private schools have drawn from public schools. while during the same time there has been an increase in the private school enrolment But the total enrolment of private schools is yet only 7,652, or about one-tenth of the

school population of the State.

THE TOWN SYSTEM.

"It will be observed that the number of school districts reported is only two hundred and seventy. This is five less than last year, some districts having given up their special orfor the whole State, is 22.9. For 1885, under the old system, it was only 19.95. Thus, it ganization and gone into the town system. The average length of the schools in weeks, will be seen that the new law gives, on the average, within a small fraction, three weeks as all enrolled are educated in these schools. This makes an aggregate of 6,826.3 addiadditional to every school of the State, or in other words to every scholar of the State, cial value or the intellectual and moral power involved in this."

In some of the towns where there was strong opposition to the system, no district taxes were voted, and every other means used to prevent its success.

But the success of the

system is already assured. In some instances inconvenience was caused by it, but the Rame was true under the former system.

ened, the schools have had better supervision and the quality of work done has been

Where the school term has not been length

better.

EDUCATION BY THE STATE.

welfare of the people, that they may fully understand their rights and duties as citizens of the American Republic and be enabled to secure their accomplishment, so it is also As the education of the successive generations is necessary to the national and social

necessary that they should be educated in accordance with the spirit and genius of the institutions which it will be their duty to maintain. "A company of anarchists can not be allowed to school their children into hatred and disloyalty to the republic, nor any religious organization to teach polygamy or the subordination of civil to ecclesiastic authority in affairs purely temporal." While it is necessary to exclude from the public schools the inculcation of the doctrines of any particular sect or religion, it is equally necessary that the pupils should have implanted in them a love and admiration for those cardinal virtues which constitute an honorable character.

IRREGULAR ATTENDANCE.

The main obstacle to the progress and prosperity of the schools is the great irregu larity and tardiness of pupils. This is a cause of complaint in quite a large number of the reports from the towns. In this matter à large part of the blame attaches to the parents who not only allow their children frequently to stay at home to play, but in many cases keep them at home to go on errands or to perform some piece of work, thinking that the loss of a day or two from school is of no importance. This is an evil, however, that is with difficulty eradicated.

TEXT-BOOKS.

The State superintendent thinks that the free text-book system should be adopted, but has not urged it so far, fearing that it might be put into operation in such an unbusiness-like way as to cause dissatisfaction. He claims, however, that as the State furnishes the school with a house, seats, stove, fuel, charts, desks, etc., because it is for the public welfare, it should for the same reason furnish all the scholars with text-books, not simply the children of the poor. A child does not wish to be singled out as an object of charity, nor does it tend to develop a feeling of manliness and equality to which the children of the poor are entitled; but, on the contrary, when free text-books are furnished the poor, it develops in the other children an idea of superiority and arrogance which should not be encouraged.

An act to furnish free text-books came before the last Legislature, and was passed by the House by an enthusiastic majority, but the Senate concluded not to pass the bill at that time. It is a noteworthy fact as soon as the bill had passed the House immediately a large body of book-agents and book-sellers hastened to Concord to give the Legislature of the State instructions on the subject of free text-books.

NEW JERSEY.

[From Report for 1886-87 of State Superintendent Edwin O. Chapman.]

GENERAL STATEMENTS.

The report was rather late in being finished as the State superintendent was anxious that the statistical tables should be absolutely correct, and returned for correction several district reports in which errors had been made. All of the county superintendents whose terms expired were reëlected by the State board of education except two, one of whom died. The schools throughout the State were in operation nine months and ten days at a cost of $2,074,692, or $9.21 for each child that attended, besides about a half million dollars expended for new buildings and repairs. The total value of the school property of the State is seven and a half millions of dollars. "The decrease in the State school tax was caused by the decrease in the census taken the previous year, and this, as explained in my last report, was due to technical errors made in previous years, because of a misunderstanding of the law."

TEACHERS AND SALARIES.

"The most encouraging facts to be noted are the increased zeal and efficiency of the teachers, and these cannot be shown by statistics. They are the direct results of the faithful labor of the county and city superintendents in the local associations, of the work done in the institutes, and of the honest efforts of the teachers themselves. The teachers' Reading Circle has contributed in no small degree to this improvement. It has opened new fields for thought and investigation, stimulated professional zeal and made the work of the school-room less irksome to the teacher and more profitable to the pupil."

Of the entire number of teachers employed, which was 4,002, only 825, or less than 21 per cent., were men; while in the cities the proportion of men was still smaller, being only about 12 per cent. "While nothing is to be said against the faithfulness and efficiency of our female teachers, it is to be regretted that more men do not find employment in the schools, especially in the large schools of the cities."