because too many are crowded into one room. Not more than 40 children can be seated and instructed in one room, if due regard is paid to health and efficient teaching. Especially do young children form bad habits and fail in the special work of early years, if they can not receive adequate attention.

School libraries.--In the last few years the interest in libraries and books for schools has greatly increased. The number of school libraries has increased in 4 years from 219 to 322. The number of districts drawing money, from 195 to 287, and the amount drawn, from $3,025 to $5,000, the limit of the State appropriation.

There were more applications at the close of the last fiscal year than could be paid out of the appropriation for the year.

These libraries have everywhere been of advantage to the schools. They have stimulated the scholars and aided the teachers. There is need of legislation which will make the benefits received from this library money permanent. There are many districts which have in years past drawn this money from the State and to-day have not a remnant of a book or of any apparatus. There are well-known cases of misappropriation, while the cases of neglect and loss because of changing offices are very numerous.

The gratifying advance shown in the matters of buildings and libraries is not universal. There are still poor school-houses and 300 districts which have never drawn library money. The following statement, verified by personal inspection, describes a school-house in a district which will neither repair nor build: "The appearance of the inside of the room is bad. The floor is dirty, the desks cut and unpainted, some of the seats broken so that they are hardly 6 inches wide, most of the plastering is off the walls and ceiling, and the windows are loose and dirty. The outhouse was in an awful condition. * * * The door was off its hinges, and the building faced the road."

PERMANENT SCHOOL FUNDS.

The town deposit fund-An illustration of the result of unconditional gratuities to edu cation. The amount of fund as reported for 1887 was $753,326.87:

In the amount ($528,593.88) reported as invested in town securities is included a large sum upon which towns do not make any pretence of paying interest; other considerable suins which the town officers never heard of; other sums invested in town farms, public buildings, etc. The reports from officers charged with the care and legal application of this fund unmistakably indicate that not a dollar' thus invested in any sense promotes education in the common schools, as the condition of the trust requires. It follows that this large trust fund given upon plain conditions has been to the extent of these town orders and bonds entirely estranged, if not illegally diverted, from its original purpose.

Of the notes secured by mortgage, a large part not accurately ascertained are worthless. A few towns hold some unproductive real estate taken on foreclosure.

In fine, five-sevenths of this fund devoted by the State and received in trust by the towns, if not dead, is in a profound and very unhealthy sleep.

The interest is not a substantial sum of money which can be devoted to schools, but a fiction, legal or illegal, which appears on the books or not, as the town desires.

Local funds.-The amount of interest on local funds is reported to be $7,723.20. While no investigation has been made, it is probable that these funds have been absorbed and have practically disappeared in the same manner as the town deposit fund, that this showing of interest is merely a method of book-keeping, and that there accrues therefrom no real addition to the amount appropriated to public schools.

TEMPERANCE INSTRUCTION.

Text book on physiology.-The-text book of physiology and hygiene, with whose preparation the board of education was charged in 1886, was, after numerous and somewhat troublesome delays, issued in September last.

It was at first intended that the book should consist of two parts, one for the teacher and the other for the scholar. This was, for the present at least, abandoned, and the work was issued in a duodecimo cloth cover of 53 pages, with a series of charts for each school using the book.

'A considerable sum, perhaps $20,000, is held by town officers, awaiting investment. This, when invested, would be really productive.

In reference to the purpose of the book, one view regards the law as mainly requiring the teaching of "the effects of alcoholic liquors, stimulants, and narcotics on the human system." If this is correct, there should only be enough physiology and hygiene in the book to furnish a peg on which to hang such teaching. Precisely this idea obtains in some quarters and finds public expression. Another view regards the law as requiring primarily the teaching of physiology and hygiene, but with the effects of alcoholic liquors, etc., more fully dwelt on than in the usual text-books for the teaching of that study. This view was entertained by the board in the belief that it was correct and that it expressed the intention of the General Assembly, which during its deliberations on the subject struck the word "evil" from the bill, which originally provided for teaching concerning "the evil effects of stimulants and narcotics." It was the purpose of the board to follow faithfully the law in the preparation of the book (which duty was far from the desires of the members of the board) and to the best ability to set forth

only the truth.

The call for books has been voluntary on the part of school officers. Thus far the board has not prescribed its book to the exclusion of any other. It is a noteworthy and gratifying fact that without such prescription the books have gone into all the towns and independent districts except six. This general distribution of the book is due largely to the fact that it costs nothing; but it is presumed that if the book were a had one it would not be accepted.

It is too early to pronounce a confident opinion upon the experiment. Some like the hook and some do not. So far as can be learned, and the investigation has been impartial, those who like it are more than those who do not. It is not in purpose, nor in methods suggested, an ordinary text-book, but many who are interested in good teaching approve its plan.

TOWN MANAGEMENT.

A bill was introduced at the last session of the General Assembly providing for the control by every town of the schools within its limits.

ARBOR DAY.

In 1836 the State Legislature passed an act directing the Governor to designate annually an Arbor Day to be observed in the schools, and for economic tree planting. April 29, 1887, was so designated. Returns have been received from 412 out of 1,424 school districts in the State, showing that on that day 3,432 trees and 727 shrubs were planted.

NEW LEGISLATION.

Child labor.-The agents appointed by the State board of education under the act of 1996 (which forbids the employment of children under 13 years of age) are authorized to enforce the provisions of the law as they may be directed by the State board. Eight of women to hold office.-No person shall be deemed ineligible to serve as a member of any board of education, school visitor, or school committee by reason of sex. Compulsory attendance.-Children under 13 years of age who have attended school 24 erks of the preceding 12 months, and children between 13 and 14 who have attended school 12 weeks within the preceding 12 months, and children over 14 years of age shall not be required to attend school during all the school year, provided they are lawfally employed to labor at home or elsewhere.

Any parent who fails to have his children attend school regularly during the entire whool year, except when they are excused as above, and except when the child is destitate of suitable clothing, or is mentally or physically unfit to receive instruction, shall be subject to a penalty of $5 for each week's failure.

Attendance at private schools shall not be regarded as compliance with the provisions of the law requiring attendance at school unless the person in charge of such school shall make reports to the State board of education similar in form to those required from the public schools.1

For other information concerning education in Connecticut consult the Index.

DAKOTA.

[From Report of Superintendent E. A. Dye, 1886-87.]

"Dakota has passed the time of phenomenal growth, as shown in a more numerous population and increasing number of school-houses and an enlarged taxation for the support of the schools. She must now be content with a slower growth than has characterized

It has been difficult for many years to obtain full statistics of private schools, and the method ated in this statute, while perhaps displeasing to many, is yet one brought about by necessity, order that the authorities may get more accurate notions as to the amount of schooling which is being given to the children of the State."-(Hartford School Report, 1886-87, p. 31.)

her progress in the decade closing with 1885, as shown in these tangible results; but though slower in these directions, it does not argue that there is not a substantial and certain growth in the educational affairs of the Territory. The statistics herewith reported present a very healthful growth, but the most important results of school work can not be tabulated nor presented in statistics. As the excitements that usually attend rapid settlements and material development in a measure subside, men are disposed to attend more and more to the immaterial affairs of life. We already have ample evidence of this change in the rapidly multiplying private and sectarian schools; in the anxiety which men manifest to secure the establishment of these schools near to their homes, and in an awakening interest in the real progress and work of the school. The past year has been fruitful in new schools, and we may safely assert that education has shared fully in the general prosperity, and in the steady development of the Territory it has more than held its own. The people of Dakota generally have a lively, if not an enthusiastic, interest in the schools and education. They are demanding better schools and are liberally voting taxes upon themselves for the purpose of providing and supporting them. The children are kept more continuously and regularly at school, the best teachers are being sought and employed, and the length of terms is gradually increasing. In many of the counties it is with the greatest difficulty that a teacher without a special training for her work can find employment. Normal schools are increasing in number and efficiency. The demand for more numerous opportunities to obtain a professional training for the work of teaching was met by the last Legislature in an act authorizing the appointment of certain schools to give a normal training at the expense of the Territory. The creation of the Territorial board of education, by increasing the number of persons in the educational department, has made that department more prompt and efficient, and enables it to perform all of its duties and to have more time to unify and systematize the educational work. The county supervision is becoming very efficient. The increase of school interests has, in the first place, made it necessary to secure capable men for the office of county superintendent, and the increasing wealth of the people has, in the second place, made it possible to secure them. There are numerous instances where men of eminent ability and of extended experience in the school work of our Eastern States are now superintendents of some of our counties. School men are being sought for these positions and are generally chosen."

"The foregoing table shows somewhat of the remarkable growth make by Dakota and her school system during the twelve years beginning with 1875 and ending with 1887. Not only do these figures show a vast increase in the school population, and a consequent increase in the number enrolled, but it shows that in proportion to the whole number a larger per cent. of the children are enrolled in the schools, and further that those enrolled are attending more regularly than in the forepart of the period covered by these statistics. In 1875 only 53 per cent. of the children of school age were enrolled in the schools and the same per cent. in 1879. In 1883 the per cent. had increased to 62, while the report of 1887 shows that 79 per cent. of the school population attended school for the whole or part of the year. During the year 1879 only 25 per cent. of the school population were in regular attendance at school. The per cent. of the population attending regularly in 1883 increased to 37, while in 1887 we make the magnificent showing of 53 per cent. attending every day for the whole term of 112 days. In this respect Dakota leads nearly all of the States.

"The whole number of teachers has increased from 208 in 1875 to 4,924 in 1887, but the average wages for the same period show a slight decrease for the male teachers, while the wages of the female teachers have increased from $25 in 1875 to $30.36 in 1897.

"The school population multiplied thirteen times during the period from 1875, and at the same time the number of schools multiplied twenty times. In 1875 there was one school

for every 40 pupils of school age, and in 1887 there is one school for every 28 of the children of school age. These figures explain in part the more general and regular attendance during the last years of the period, but only in part. Much of the increase in the attendance is doubtless due to the increase in the wealth of the people. Many parents in the early days were compelled to keep their children at home to work in various capacities on the farm. The steady prosperity of these years has given many more of the comforts of life, and has enabled parents not only to do without the service of the children, but to provide them with books and clothing necessary to attend the schools. The real object and best results of the public school will be most nearly realized in that community where the largest proportion of the population comes most directly under the influence of the school. In these items Dakota bears comparison with any of the older States of the East, which surely argues that she has accomplished much in the few years since the organization of her school system.

COMPARISON WITH OTHER STATES.

"Probably no State or Territory in the Union has had such a remarkable growth as Dakota Surely none have accomplished so much in the same period of time; indeed, may have not accomplished as much in much longer time. What we have done is shown in our growth; what we are is best shown in comparison with other States. In school population Dakota leads Colorado, Delaware, Florida, Nevada, New Hampshire, Oregon, Rhode Island, Vermont, and all of the Territories.

"In the number of her teachers Dakota is ahead of Arkansas, California, Connecticut, Delaware, Florida, Georgia, Louisiana, Maryland, Nevada, New Jersey, New Hampshire, Oregon, South Carolina, Tennessee, Vermont, and West Virginia.

"Dakota has more days of school than Colorado, Florida, Kentucky, Louisiana, Maine, New Hampshire, North Carolina, Oregon, South Carolina, Tennessee, West Virginia, or any of the Territories, except Arizona and Utah.

"In the value of her school property Dakota exceeds all of the States and Territories, except California, Connecticut, Illinois, Indiana, Iowa, Kansas, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New York, Ohio, l'ennsylvania, and Wisconsin. In the amount of expenditures for the support of the public schools Dakota is in the lead of the same list, including Connecticut."

"When it is considered that Dakota's population is scattered over such a wide area, that she is supposed to be more unfavorably situated as to her climate, and that her soil hu, until a few years ago, been useless as maintaining civilized life, this feature of the report is perhaps the most surprising to those unfamiliar with the work of education in tis Territory, and the most satisfactory to those interested in the educational progress of Dakota.

RECENT SCHOOL LEGISLATION.

"There has been for some time a demand for a new school law or a considerable revision of the ones in force in the past. The Legislature of 1887 undertook to revise the law, or rather to make a new law. The main features of the law are good and quite satisfactory to the people, but the same may be said of the law of 1883, which was repealed by this act. The demand for a change was more for a change in a few of the minor features of the law, and for harmony in the territorial system. It may be doubtful whether, in these respects, the new law has accomplished what it was intended to Tomplish. Heretofore, seventy-one of the counties were operated under the township #ystem, and were known as the township counties; fifteen counties were operated under the district system; and besides these two systems there were many towns, cities, and villages operated under special or general acts passed by various Legislatures. The new law does not aim to harmonize these systems, but simply takes the place of the Law of 1583 in the seventy-one counties to which the latter applied. It does, however, provide a general law for the organization of towns and cities as independent schools. "The law of 1887 has made considerable change in the organization and administration of the school system of the Territory. The general supervision and control of public instraction is vested in a Territorial board of education consisting of three members appointed by the Governor. The Territorial superintendent is a member of the board and its chairman, and when the board is not in session the other members are assistant superintendents. The members of this board at present are Eugene A. Dye, of Mellette, perintendent; George A. McFarland, of Scotland, secretary; and Frank A. Wilson, of Bathgate, vice-president. This board prescribes the rules for all institutes and examinations, prepares all examination questions, grants Territorial certificates, provides for the printing of the law and of all blanks and reports, directs the superintendents of counties in their work, and makes annual report to the Governor. The township organization is somewhat changed. Each school has a representative upon the township school board, and each school district has definite fixed boundaries. The township school board is by law required to grade teachers' wages according to the grade of certificate held. The county superintendent of schools is now to be elected in June instead

of at the general election in November. The number of subjects upon which teachers are examined has been increased by the addition of physiology and hygiene for all grades of certificates, and of algebra, geometry, natural philosophy, civil government, physical geography, book-keeping, and theory and practice for those who desire the first-grade certificate. The Territorial board of education is authorized to designate ten auxiliary normal schools, and provision is made whereby the township school board may establish and maintain a high school for the township at its expense.

FINANCES.

"The financial condition of most of our school corporations is very good. The amount of outstanding warrants is not large, and they are good for their face value and are easily sold at a small discount. The school bonds find ready sale at their par value, and in many instances are sold above par. The unpaid warrants draw interest at 8 per cent., and the bonds vary from 7 to 8 per cent. The interest on bonds is usually paid promptly

when due, and the bonds are in most counties cancelled at maturity.

"Taxation for the support of common schools is of four kinds: (1) The county clerk at the time of making the annual assessment levies a tax of $1 upon each elector; (2) at the same time he levies an additional tax of 2 mills upon each dollar of taxable property in the county, and the fund raised by these two is apportioned to the children of school age resident thereof as shown by the last school census; (3) a township tax not exceeding 3 per cent. of the taxable property of the township is levied by the township board for the support of the schools of the township; (4) the patrons of any given school may meet in what is known as a subdistrict meeting and vote an additional tax upon their own property for the support of the school of their own subdistrict. The tax levied for schools is spread upon the tax list by the county clerk the same as levies for other purposes, and the taxes are collected by the county treasurer. The funds raised by county taxation are apportioned by the county superintendent to the several corporations in the county in the proportion before mentioned. The money is drawn from the county treasury by the several township treasurers, and is by them paid out upon orders from the township clerk."

SCHOOL LANDS.

"The subject of the school lands is one of great interest to the people of Dakota, but owing to the fact that these lands are still held in trust by the National Government, there is very little definite information concerning them among the people. The educational department not having any authority in cases in which they are involved has not taken the time from numerous other duties to make inquiry about their condition or value. The reports have often come to the Department, and complaints have been made that the school lands were being quite generally cultivated in some parts of the Territory, that valuable timber was being taken from those sections where it is growing, and that the lands were otherwise being despoiled. The complainants have been informed that the Department has no jurisdiction, but the complaints becoming more frequent of late, the Department determined to send out circulars of inquiry concerning school lands, and so far reports have been made from seventy counties, and from these reports the following information has been gleaned: It shows that in several localities there are persons that care more for present gain than for the future of the school fund. The danger is that if the tendency to cultivate and occupy these lands is not checked, there will be so strong a sentiment in certain parts of the Territory in favor of the settler on school lands, that it will have a controlling influence in State legislation on this important question of the disposal of the lands--an influence that will be to the advantage of the settler and in favor of a great public wrong. Every crop removed from the land diminishes the value when put upon the market, and the cultivation of them ought to be in some way regulated if Dakota is to receive her generous gift in all its fair proportions. The seventy counties reporting have a total of 3,684 sections of school land, or 2,347,760 acres, The average value of the land, if put upon the market at the present time, is $5.50 per acre, as estimated in the different counties. At this rate a fund of $12,912,680 would be realized from the sale of lands in seventy of the counties."

For other information concerning education in Dakota consult the Index.

ress.

DELAWARE.

[From Report of State Superintendent T. N. Williams, 1884-86.]

GROWTH OF THE FREE SCHOOL SYSTEM.

A survey of the educational work in Delaware reveals the undeniable fact of real prog No State in the Union, according to the belief of Superintendent Williams, is developing more rapidly its educational interests than is Delaware. "Gladly we survey the results of patient years of growth and look hopefully to the future. Our district