I would recommend the following additions to and modifications of the school laws: 1st. That as the new rules and regulations look to obligatory school attendance, the board of education be authorized to employ a special policeman to enforce attendance at each settlement where a public school exists and at which there is no other policeman to perform the duty; said policeman to be paid from the educational fund.

2. That the supervision of the schools of the Territory be divided into the eastern and western division.

The eastern division shall comprise southeastern Alaska and the western division the remainder of the Territory.

That a superintendent of public instruction be appointed by the United States Commissioner of Education for each of these divisions.

That the superintendent of the eastern division shall have his headquarters at Sitka, and be ex officio secretary of the board of education.

That the superintendent of the western division shall have his office at the Bureau of
Education, Washington, and spend that portion of the year in which vessels are plying
between the different ports of western Alaska in visiting the schools in his district.
This division of the superintendence is rendered necessary-

(a) Because there is no means of transportation between eastern and western Alaska. The one section is reached by sea from Puget Sound, and the other section by sea from San Francisco. This is such a barrier to jurisdiction, that although the civil government bas been in existence over three years, not one of the civil officials has been able to visit any portion of the Territory outside of southeastern Alsaka, except the general agent of education, and he only succeeded by chartering a special vessel. There have been several murders in southwestern Alaska, but the guilty parties are at large because the cart has no means of reaching them.

(b) This division is rendered necessary by section 4 of rules and regulations, which directs that the general agent "shall visit each school district and each school in the district at least once a year."

This is a physical impossibility. With the present means of communication no one person can visit each school in the Territory once during the same year. If he gives his attention to the schools in southeastern Alaska he can not reach those in western Alaska the same season. And vice versa, if he attempts to visit the schools in western Alaska it will keep him away from southeastern Alaska the entire season. In the forming state of the schools it is important that a yearly visit should be made, but this can only be accomplished by a subdivision.

31. I would again renew my recommendation that the Honorable Secretary of the Interior be requested to ask Congress for $50,000 for the school fund for the year ending June 30, 1889.

4th. I would further recommend that the annual reports of the several teachers, the special report of Miss Alice C. Fletcher to the Honorable Secretary of the Interior on the need of schools in western Alaska, and the proceedings of the Territorial board of education be printed in the appendix to this report.

5th. I would still further recommend that legislation be asked from Congress setting apart one-fourth of the gross revenues of Alaska annually as a fund for the education of the children of Alaska without distinction of race.

In the Western States and Territories Congress has granted sections 16 and 36 in each township for the use of the schools in said States and Territories.

In Alaska the lands are unsurveyed, and when in course of time the general land laws are extended over it, the nature of the country and the requirements of the population will prevent the laying out of the land to any great extent in sections of a mile square. While no school fund is practicable for years from the lands, the General Government derives a regular revenue from the Seal Islands, a portion of which can be used in the place of the proceeds of the sale of the school lands.

The present method of supporting the schools by an annual appropriation prevents the feeling of pernianence. A failure on the part of Congress any one year to make provision for the support of the schools will close them up, causing a loss of public property and a serious drawback to the success of the schools.

Very truly, yours,

SHELDON JACKSON,

United States General Agent of Education in Alaska.

For other information relating to education in Alaska consult the Index.

ARIZONA.

[From Report of Governor C. M. Zulick, 1887.]

PUBLIC SCHOOL SYSTEM.

The public school system of Arizona is a subject of pride to all of her citizens. School advantages are freely offered to every child in every part of the Territory. Paying higher salaries than any State or other Territory, it also requires a higher standard of ability in the teacher. The public schools are supervised by a Territorial superintendent of public instruction, who is elected biennially. There is also a Territorial board of education, consisting of the superintendent of public instruction, Territorial treasurer, and the Governor, whose duty is to adopt rules and regulations for the government of the public schools and libraries, devise plans for the increase and management of the Territorial school fund, prescribe and enforce the use of uniform series of text-books and course of studies, grant educational diplomas, and revoke for immoral conduct or evident unfitness for teaching Territorial diplomas. The probate judge of each county in the Territory is made ex officio county superintendent of the public schools for his county. His duty is to apportion the school moneys to each district of his county, to draw the necessary warrants on the county treasurer for expenses against the school fund, enforce the course of study, the use of text-books, and the rules and regulations for the examinations of teachers as prescribed by the proper authority. The Territory is divided into school districts, which are presided over by three school trustees, who are elected at a special election, and whose duties are to generally superintend all school matters within their district. The public schools of the Territory are maintained by the levy of a tax of 3 cents upon each $100 value taxable property, collected and paid into the Territorial treasury as a special fund for school purposes, and then apportioned to the respective counties. The school year begins on the 1st day of July and ends on the last day of June. The Territory has also in successful operation a normal school, located at Tempe, Maricopa Courty, and has endowed a university at Tucson, Pima County, which is not yet constructed. .

All moneys accruing to the Territory by the sale of personal or real property of an escheated estate, or from the rents or profits of lands or tenements held as escheated, are payable into the school fund, as also all moneys arising from fines, forfeitures, and gambling licenses.

By her liberal and progressive system of public schools Arizona is diffusing knowledge among her rising generation and preparing her youths to intelligently assume the duties of American citizenship when clothed with its cares and responsibilities.

SCHOOL LANDS.

By act of Congress there have been seventy-two sections of public lands within the Territory granted for the purposes of a university, also the sixteenth and thirty-sixth sections of every township for a school fund. The Territory is deprived of the use of these lands until it becomes a State. If the sixteenth and thirty-sixth sections in every township could be sold and the money arising from the same appropriated to defraying the school expenses of the Territory, it would prove a great benefit to the cause of education and greatly relieve our overburdened tax-payers. Arizona needs the benefits to accrue from these lands now more than when she becomes a State, and should enjoy the privilege of their disposal the same as is granted the States. Not having any control over these lands they are fast being denuded of timber, so that when we do enter statehood and control them they may practically prove valueless. Again, many of these sections are being occupied by settlers who innocently and from want of information are wasting time, labor, and money in clearing the land, erecting buildings, and making improvements which will in the future prove a total loss to them.

I respectfully recommend that Congress be asked to give the Territories the same privileges as the States now enjoy in this matter and authorize the absolute transfer of these lands to the respective Territories for the immediate benefit of the cause of public education.

For other information relating to education in Arizona consult the Index.

ARKANSAS.

For the statistical and other information in the possession of the Bureau relating to education in Arkansas consult the Index.

CALIFORNIA.

NEW LEGISLATION.

State text-books.-In addition to the books heretofore directed, the State board of education shall compile or cause to be compiled an elementary arithmetic, an elementary grammar or language lessons, an elementary geography, and a physiology and hygiene, including a system of gymnastics and instruction as to the nature and effects of alcoholic drinks and narcotics.

All orders for text-books shall be made upon the superintendent of public instruction, and shall be accompanied by cash at the price fixed as the cost price at Sacramento. The following persons are entitled to order: (1) County superintendents of schools, (2) principals of State normal schools, (3) secretaries and clerks of school districts, (4) retail dealers who make affidavits not to sell any books of the State series at a price to papils exceeding that fixed for them.

All State text-books shall be furnished to pupils at the cost of printing, publishing, and postage.

For other information relating to education in California consult the Index.

COLORADO.

NEW LEGISLATION.

State superintendent to construe laws.-The State superintendent is to decide all points touching the construction of the school laws, and his decision shall be held to be correct and final until set aside by a court of competent jurisdiction or subsequent legislation. School year. The beginning of the school year has been changed from September 1 to July 1.

Maps of counties.-Each county superintendent is required to have prepared a map of his county, showing the correct boundaries of the district.

Penalty of failure to make reports.-Whenever any district shall fail to make the annual report required by law, or to maintain a school for one year, or keep up its organization of officers, the county superintendent may declare such district annulled, and annex its territory to adjoining districts.

Term of school directors.-One school director is to be elected annually, to serve for five years, instead of two for three years, as heretofore.

Qualification of voters in the matter of contracting a school debt.—At all elections held for reting upon a proposition to create or contract a debt by loan for the purpose of erecting ar farnishing school buildings, or purchasing school grounds, only such qualified electers of the district shall vote thereat as shall have paid a school tax in such district in the year next preceding such election..

Free text-books.-District school boards are required to furnish free text-books for the e of all pupils when authorized to do so by a majority vote of the district as expressed at any regular or special meeting.

Expurgation of school libraries.—School boards are directed to exclude from school and school libraries all books, tracts, papers, and other publications of an immoral or pernicions tendency.

Library tax.-The board of any district may order the levy of not to exceed one-tenth of 1 mill, the proceeds of which shall be used exclusively in the purchase of books for a library, to be open to the public under such rules as the district board may deem needfal for the proper care of the said library.

Forfeiture of school funds.—Any school district failing to maintain a public school at least three months of any school year shall not be entitled to receive any portion of the school fand for that year.

Schools taught in the German and Spanish languages.-Whenever the parents or guardians of twenty or more children of school age of a district shall so demand, the district board may procure efficient instructors to teach the branches required by law in the German and Spanish languages, or in either.

Temperance instruction.-SEC. 1. The nature of alcoholic drinks and narcotics, and pecial instructions as to their effects upon the human system, in connection with the several divisions of the subject of physiology and hygiene, shall be included in the branches of study taught in the public schools of the State, and shall be studied and taught thoroughly and in the same manner as other like required branches are in said schools by the use of text-books, designated by the board of directors of the respective school dstricts, in the hands of pupils where other branches are thus studied in said schools, and by all pupils in all said schools throughout the State.

SEC. 2. It shall be the duty of the proper officers in control of any school, described to the foregoing section, to enforce the provisions of this act; and any such officer, schoo

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director, committee, superintendent, or teacher, who shall refuse, fail, or neglect to comply with the requirements of this act, or shall neglect, refuse, or fail to make proper provis ions for the instruction required, and in the manner specified by the first section of this act, for all pupils in each and every school under his or her jurisdiction, shall be removed from office, and the vacancy filled as in other cases.

Rents of school lands.—The law requiring rents of school lands to be applied to the increase of the permanent school fund has been repealed.

For other information relating to education in Colorado consult the Index.

CONNECTICUT.

[From Report of Board of Education for 1886-87-Charles D. Hine, Secretary.]

ENUMERATION AND ATTENDANCE.

Of the 153,260 children enumerated as between four and sixteen years of age, 126,426 were reported as having attended school. This attendance may have been for one day or a few days only. It includes those who attended private as well as public schools, but does not include any over sixteen years of age.

Of the whole number enumerated, 26,834 are reported as having attended no school. Of these non-attendants, 10,203 were reported to be under five, and 8,891 were between five and eight years of age. Thus 19,094 were either too young to attend or were below the compulsory limit; 5,556 were reported to be over fourteen and had passed the compulsory limit.

We have left 2,184 non-attendants between eight and fourteen, the limit of compulsory attendance. This is larger than last year by 268.

Causes of falling off in attendance.-In 1879, 86 out of every 100 children enumerated were enrolled in public schools, and 53 out of every 100 enumerated were in regular attendance. In 1887, 82 and 49 out of every 100 were enrolled and in attendance respectively. The fact which deserves attention is that a decreasing proportion of the persons enumerated attend school.

Among the causes of this falling off are:

1. The large towns exclude all children under five, and everywhere there is little disposition to send very young children.

2. The limit of sixty days has become in many places the standard, and instead of long periods of attendance there have been long periods of work with intervals of school. The law prohibiting employment of children under thirteen would naturally increase the number in attendance; but so many advanced with a bound from eleven or twelve to fourteen that in few schools has any increase from this cause been noted. The difficulties encountered in ascertaining the ages of children, whether by reference to town or school records, are very great. Without doubt many children under thirteen are today escaping the provisions of the law relating to employment and attendance through false statements of parents.

Effect of private schools upon attendance.-The average attendance in all the schools was 853 less than last year.

This contraction is in part explained by the opening in several large towns of private schools. This special cause can not long operate, because the number which can be withdrawn from public to private schools is limited, and the limit will soon be reached. Moreover, private schools can not exist in competition with public schools as long as the latter maintain a clear superiority. This superiority has thus far been easily maintained, and no considerable number of people can be enticed or compelled to diminish the privileges of their children. So long as the best education is found in public schools these schools will attract the great body of children.

Connecticut leads in the maiter of compulsory attendance.-The law which requires all children under thirteen years of age to attend 120 days in each year places this State in the lead in respect of compulsory attendance. In districts where school is open not longer than six months in the year comformity to the law will permit no absence not guarded by the recognized legal excuses.

The law now regards each week's absence a distinct offence on the part of the parent, who may be proceeded against at once, and also permits the State board of education more actively to engage in enforcing attendance,

EMPLOYMENT OF CHILDREN.

The record of active work by the agents for the enforcement of the Child-Labor Act of 1886 is summarized for the year as follows:

Few cases of violation of the law have been discovered. These cases range all the way from pure accident to careless and illegal negligence.

The law is plain and simple and easy of administration. None of the evils which were apprehended from its passage have resulted. Business has not been affected; no appreciable number of families have left the State; idleness has not increased; vagabondag is not prevalent, and cases of hardships have not been numerous.

There is no evidence that attendance at school has sensibly increased in consequence of the discharge of 1,173 children from employment. The rapacity of parents has impelled them to false statements concerning the ages of their children. The reports indicate extensive, deliberate, and unqualified lying for the sole purpose of securing the Loney which their children can earn. It is difficult and generally impossible to fix this fisi: cation by evidence admissible in court. The result is that children are employed who ought not to be employed, and are out of school when they ought to be in school. Employés have generally yielded cheerful obedience to the law, assisted in its execution, and approved its form and principle. The exceptions are so few that they are conspicuous. Deliberate and intentional evasion and deception have been found in one case only.

TEACHERS.

Sez of teachers.-The secretary gives a tabular summary of the statistics of teachers since 1-66, from which the following conclusions are drawn:

In the winter of 1555, 31 in every 100, and in summer, 5 in every 100 teachers were men; in 1887, in winter 13, and in summer 11, in every 100 were men. The number of teachers increased about one-third.

In the same period the number of female teachers employed in winter increased 1,111, while the number of male teachers decreased 122. The number of male teachers employed in summer is larger by 230, and the number of female teachers in summer by The number of male teachers in summer shows accurately the number of male teachers continuously employed. It is evident that, so far as permanent situations are concerned, men are not giving place to women; while more and more districts that formerly alternated in winter and summer employ women for the whole year. Moreover, women have entirely superseded men in primary and most grammar schools, leaving open to men only a small number of grammar schools, an insignificant number of high school positions, and substantially all the positions requiring supervisory duties, In ungraded schools few men are employed, either in summer or winter.

Number continuous'y employed.—The number continuously employed has more than doubled, and the number of beginners shows a steady decrease.

Wages of teachers.-The wages of men show fluctuations from year to year, being af fected by the addition or subtraction of two or three large salaries to the small aggregate. The average wages of women have increased, but not very rapidly or largely. There are still about 900 female teachers whose salaries are $30 a month or less, and of these 500 receive $25 or less. This sum is received for six to nine months' service, in most cases for not more than eight months. In fine, 900 teachers receive less than $240 per year, and out of this all expenses must be paid. It will be profitable to those who accept poor teachers and regard poor schools as a necessity to consider the effect of such meagre salaries. There is no encouragement for preparation nor for continuance in the business. There is no chance for a decent living, nor any stimulus, except that of duty, to thoroughness or improvement.

SCHOOLS.

Number of days of session.-There has been a steady advance in the number of days schools are in session. The average for the State is now 150 days, or 9 months in the year. In many towns schools are open 10 months or 40 weeks, and a majority of the children of the State can attend for this longer period. In too many districts there are but 120 days or 6 months in the school year, and children can not and do not make a steady progress.

SCHOOL-HOUSES AND SCHOOL LIBRARIES.

School com nodations.-The number of school-houses built since 1965 is 618, which is more than one-third of the whole number now standing.

While the number of school-houses reported is the same for 1567 as for 1883, there have in 20 years been great charges. New buildings are constantly demanded and erected in cities and large towns, while in declining towns school-houses have been entirely abandoned.

Often two or more contiguous districts have united and occupy one school-house instead of the two or more formerly required.

The number of sittings is greater than the number of scholars who enter the public schools. It can not be said, however, that there are ample accommodations for all children. There are towns and districts where little children are wasting their time,