in a few instances. As a general rule the law has met with but little opposition. In my judgment the terms of the first section of the act are too severe, and if a strict constraction be put upon the language thereof, it will be impossible to comply literally with the law. Strictly construed, it requires a child to study hygiene and the nature and effects of alcoholic drinks and narcotics by the use of text-books before the child can read.

"By Act of the last Legislature every parent or guardian is required to send his child to school for at least twelve weeks in each school year, eight weeks of which must be consecutive. This act applies only to children between the ages of 8 and 14 years who reside within 2 miles of the school-house by the nearest travelled road. A failure to comply with said law subjects the parent or guardian to a fine of not less than $5 nor more than $50. There are many exceptions made in the law, and the board of trustees in each district is permitted to excuse the parent from complying with the provisions of the law. As a fair test of its efficiency can not be made at present, it is impossible to say whether or not its effects will be beneficial.

**Sections 16 and 36 in each surveyed township are reserved for public school purposes. There being no record kept in the surveyor-general's office of the number of surveyed townships in this Territory, I am not able to state the number of acres or sections now reserved."

BENEFITS OF A MORE RIGID SUPERVISION.

"The separation of the office of Territorial superintendent from that of the comptroller occurring but a few months ago by enactment of the Fourteenth Legislative Assembly, has afforded opportunities for a more rigid inspection and supervision of the schools generally. I have visited nine of the fifteen counties. A detailed report at this time is not feasible, but I would remark in general that I am satisfied that the effects of such visitations are good, and that they tend to a renewed interest on the part of parents and teachers and all school officers. Thus far I have discovered escheated estates amounting to about $3,000, and proceedings are being taken by which the Territorial treasury will soon receive the benefit of that sum.

"It is a difficult matter to impress upon school trustees, as well as upon county superintendents, the necessity of complying strictly with the law regarding our school system. Many of the trustees are illiterate, and too often the business of the district is neglected. I do not hope, after affairs have run so many years without supervision worth mentioning, to at once correct all mistakes, but trust that a gradual improvement may take place and eventually reach the point already attained in the Eastern States of the Union."

MORE MONEY NEEDED.

"The Territory needs money to perfect the work of education and to extend aid to the poorer districts. With the school lands not available and with no national assist ance, we can only rely upon the assistance of the people and await the time when by reason of increased taxable wealth we can better help ourselves.

For other information concerning education in Idaho consult the Index.

ILLINOIS AND INDIANA.

No school reports for 1883-87 are issued by either Illinois or Indiana. For what statistical or other information concerning education in these States is in the possession of the Bureau, consult the Index.

IOWA.

[From Report of Superintendent J. W. Akers, 1884-85 and 1885-86.]

GENERAL REMARKS.

"It is gratifying to be able to report a most satisfactory and prosperous condition of education throughout the State. The past two years have been years of increased interest, activity and growth. This applies to no particular county or locality, but is general. The number of school-houses has been increased by about five hundred, and their aggregate value by more than $550,000. The number of teachers is increased by about five hundred, while our school population is ten thousand greater than the same se reported two years ago.

"The total number of teachers attending normal institutes in 1884 was 14,794. This report shows 18,026.

"Our report for 1884 shows $4,962,276 raised by district taxation. For 1886 the amount is $5,200,807; showing an increase of $233,531. This does not represent our entire receipts for 1886, that being, for the three funds, $6,514,639.56. The aggregate dis

bursements of the three funds for 1884 were as follows: School-house fund, $1,182,544.15; contingent fund, $1,329,459.91; teachers' fund, $3,724,966.54; making a total of $6,236,847.82. For the year 1886 these amounts are as follows: Total disbursements of the school-house fund, $952,540.03; contingent fund, $1,361,749.39; teachers' fund, $4,008,883.54; making the total disbursements of the three funds for 1886, $6,323,172.42; leaving on hand in all funds, $2,091,028.29.

Since 1884 there has been quite a decrease in the amount of money expended for school-houses and sites. The years 1883 and 1884 were remarkably active in this respect, as compared with earlier and later years. The explanation of the falling off of the last two years is, of course, to be found in the hard times and the general depression in business enterprise."

In connection with a tabulated statement of receipts and expenditures for the past six years, the superintendent remarks: "These tables will reward a careful study. It should be remembered that thousands of boards of directors, acting entirely independent of each other, contribute to these grand totals; that while they represent millions of dollars received and disbursed, they vary but a few thousands from year to year; and these variations usually represent an increase in the current expenses, consequent upon the growth of the system. There could be no more satisfactory showing that boards of directors as a rule are honest and regular in the transaction of business and in disbursing the people's money, than is to be found in the regularity of these annual totals."

TEMPERANCE INSTRUCTION.

"The county superintendents are entitled to great credit for the general success which has attended our law requiring that scientific instruction in physiology having special reference to the influence of stimulants and narcotics upon the human system, should be taught in all public schools. The law has been very generally obeyed. Owing to the fact that while the law went into effect on the 1st day of July, 1886, and the provision that teachers should be examined on the subject after July, 1887, many boards of directors, supposing that the law would not come into full force and effect until July, 1887, failed to make immediate preparation for teaching the subject as early in the year as should have been done. There were those, no doubt, who, being unfriendly to the law, intentionally neglected making the required provisions, and subsequently claimed not to have understood that they were required to do anything in the matter before July, 1887.

"These cases were not numerous, however, and it is to be hoped that hereafter the law will be honestly and faithfully carried out in all schools.

"In all county superintendents' conventions held in the spring and summer following the enactment of this law, the subject was very generally and thoroughly discussed, and an earnest desire manifested by the great majority of superintendents to secure an observance of all its provisions in their several counties. It soon became apparent, however, that the construction and execution of the law was attended with many difficulties. For the purpose of clearing the subject of these difliculties, so far as possible, a circular letter containing notes and suggestions of an advisory character was issued by the superintendent. In accordance with the views of the superintendent therein expressed, (1) the influence of alcohol, etc., should be taught in each division of the subject,' such as nutrition, digestion, circulation, etc., and that text-books that did not so teach it did not conform to the law; (2) 'regular' teaching should be construed to mean daily teaching; (3) the subject should be studied by all pupils, from the primary classes through the high school; this must continue until satisfactory examinations have been passed; (4) it is made the duties of boards of directors not only to provide that certain instruction shall be given, but to see that it is given; (5) the duty of reporting the manner and extent to which the law has been complied with is made mandatory upon the county superintendent.

"One of the principal difficulties experienced in carrying out the provisions of this law has been the unwillingness of many parents to purchase text-books for their children. To avoid trouble where any considerable number of parents have shown an unwillingness to provide the necessary books, boards have simply directed their teachers to teach the subject orally.

"While under some circumstances such teaching amounts to a compliance with the law, in many cases it is simply an evasion. Where boards of directors have secured the preparation of a complete outline, covering the entire subject of physiology, and having special reference to stimulants and narcotics, and containing information either by statement or reference, and where such outline has been formally adopted and the teachers officially notified that they are required to teach the subject regularly, and where it is so taught from such outlines, it has been held that this is a compliance with the law. But where boards have simply requested their teachers to teach the subject orally and have not provided for and regularly adopted an outline or course of instruction, it is

not a compliance with, but an evasion of, the law. Boards are required to make all necessary provisions,' and to see that the subject is regularly taught. Owing to the fact that sources of information on this special phase of physiology are scarce, and that many of our teachers are young and comparatively inexperienced, a text-book in the hands of both teacher and pupils is a great advantage if not a necessity."

TEXT-BOOKS.

The superintendent renews his recommendation in favor of a law permitting the electors of any school district to authorize the board of directors to purchase text-books, the use of which is to be free to the children of the district.

ARBOR DAY.

In regard to Arbor Day, Superintendent Akers says: "Chapter 23, Laws of 1882, makes it the duty of boards of directors to plant shade trees upon school-house sites, and authorizes payment from the contingent fund. In obedience to this law, thousands of young trees have been planted; but this necessary improvement has so far been neglected in many districts. For the purpose of encouraging tree planting, and investing the exercise with all possible interest, I issued a circular letter, under date of April 4, 1887, designating the 4th day of May to be generally observed by all the schools of Iowa as Arbor Day. The day was very generally observed, and many interesting and delightful exercises were held. Owing to the early opening of the season, May 4th proved a little late for many varieties of trees, but it is believed that May 4th will be early enough for the average season. The hard-wood trees should be selected, and the planting of such trees may safely be deferred to May 4th."

For additional information concerning education in Iowa consult the Index.

KANSAS.

REPORT ON THE KANSAS SCHOOL SYSTEM BY A COMMITTEE OF THE KANSAS STATE TEACHERS' ASSOCIATION.

To the Kansas State Teachers' Association:

The committee appointed at the last annual meeting of this association to report on the desirability of a change from our present district system to either the township or county system, early in September sent a circular of inquiry to every county superintendent in the State. More or less complete reports were received from about forty counties, and these faithfully represent the condition of all parts of the State, as will be found in perusing the tabular statements embodied in this report.

In the first place, let us ask attention to the fact that the present system results in a choice of three school oflicers from a very small community, and from a very limited Dumber of men.

They may be (perhaps generally are) as good men as can be found in that community; bat this fact does not relieve them from being only too often very poor school officers. Now the county superintendents referred to, in making their special reports, answered very generally this question: "How many school officers in your county visit their schools?" A careful compilation of the replies shows that out of nearly 8,000 officers only some 1,300 (or less than one-sixth) discharge this very plain duty. In other words, the result is the same as though in all the odd-numbered districts the officers never visit their schools, and in the even-numbered districts only one member of the board knows by personal observation the conditions and needs of the weighty matters intrusted to him! This would seem bad enough, and might well cause us to look more carefully into district affairs; but there is worse than this. Another question was: "What proportion of your school officers thoughtfully and intelligently discharge their duties?" It is quite possible that some school officers are busy men, with no time for visitations-and yet ve much thought to their work. It is not impossible that excellent teachers make veits from the board almost unnecessarry. But there can be no excuse for carelessness, thoughtlessness, or incapability. Yet answering for more than 7,000 officers, but 2,000 were reported favorably. On an average, then, in each district about seven-eighths of a man thoughtfully and intelligently discharges his duties" as a school officer! And de education of our children, and intelligent citizenship, and the future of this State, depend largely on the results of this two-sevenths management! Is it not time to investigate, to see whether the system or the men are to blame; to see what remedies are useded, and what can be applied?

It is quite probable that districts do as well as they can in selecting officers. Further, the superintendents in question have doubtless understated rather than overstated the evils prevalent in their own counties. This last should be constantly in mind. Men speak as favorably as possible of their constituents, even in confidential and privileged communications. We may be sure that the case is worse than actually reported, rather than better.

To proceed: Superintendents having within their jurisdiction over 7,000 officers report 2,000 of these as "wholly unfit for their positions." It might be questioned as to the respects in which these officers were unfit, but on one point the returns are painfully explicit. It is with much hesitation that we quote the figures. As Kansans and citizens we are ashamed of the showing. But we believe that the evil will never be remedied till the facts are brought to the public eye, ear, and conscience.

Asked, "How many officers are virtually illiterate?" the gentlemen interrogated say more than one fifth-1,600 in 7,200 (round numbers)!

We wish to pause right here to ask careful consideration of the facts thus made prominent. As business men, as practical men, it is time citizens carried to school matters practical and business sense. If taxes are not a good investment, then taxes had better come to an end. They can not be a good investment, however, when expended by a body of men a large per cent. of whom have no knowledge of the business, while still a larger per cent. give it no attention whatever. If of any 70 hired men only 13 gave the business in hand the benefit of their presence and personal effort, 21" thought about it," and 36 knew nothing about it at all, how long could the employers of such laborers keep out of bankruptcy? Suppose that Superintendent Parnham, at the capitol building, should report to the commissioners: Total number of men employed and paid, 70; average reporting for duty, 13; number who say "they are thinking about it," 21; cripples, blind, and wholly unfit" for work, 36; about how long before Superintendent Parnham would be on his journey to Lawrence?

Yet this is precisely what we seem to be doing all over this State-partly because we are wedded to precedent (the district system), and largely because we are so very busy making money that we can not stop to see that it is wisely expended.

For our children's sake, if not for our own, we should seek a remedy for the prevailing inefficiency of a large per cent. of our rural schools.

There is another paase of our present system which is almost as disheartening as the wretched showing made in official zeal and ability. That is, the limitations, inequalities, and rank injustice of the resulting taxation. We are generally so alert to perceive that which touches our pockets, that it is remarkable that this inequality of burdens has not made itself felt before.

From part of the reports referred to the following contrasts have been drawn. The figures may speak for themselves. They are said to be confined to districts in which one teacher only is exaployed:

Remember, these are communities within the same county limits, in some cases side by side, engaged in the same struggle for existence and for education, as one of the essentials to an enjoyable existence. By a purely artificial division of territory, by lines

Why

which can not be seen but can be most severely felt, for reasons that are frequently inscrutable and are often those of some little clique with political influence, these people find themselves under the most unequal system of taxation that can be devised. should Atchison County be so divided that one community has over $1,600 assessable values for every child of school age, while another has but $150? Why has one district in Chautauqua $725 assessable for each child, and another but $125? What thoughtfulness, or justice, or equity can be claimed for a system that produces such results as can be seen through the entire list.

The showing ought to arouse public indignation. The least it can do is to promote discussion.

It will, perhaps, be objected, that the contrasts exhibited in the statistical tables were exaggerated in this respect; that they touched extreme cases only. It is impossible, of course, to make a minute showing of every phase of the present slovenly, unjust, and inequitable system of managing and providing for our schools. But, in order that the question may be wisely discussed, and the presentation of facts as fair as possible, the following table has been prepared. Again the reports are made for districts employing but one teacher. The counties are taken, without selection, from the alphabetically-arranged list, as far as complete returns have been made:

We cannot see the use of pursuing these comparisons further. The result is the same from Alpha to Omega, from A to Izzard! Any one can see the existing inequalities at a glance.

We venture the assertion, that if these inequalities and disabilities were political rather than educational-if they affected the political interests or prospects of parties as they do the educational of communities-there would be a redistricting or a revolution, and that before next spring.

What is a fair estimate of the annual cost of a good school? We do not mean the very hest; but the least that we have a perfect right to demand and expect in every district, if our system is to be more than a farce.

Something as follows:

A good teacher six months, at $50.
Janitor

Bepairs, improvement of grounds, etc.

Additions to library, apparatus, etc...

$300

50

20

25

30

425

We do not care to discuss this state ment by even one printed line of argument. Any one whose opinion is worth anything knows that this is really a minimum, and by Do means all that can be desired.