predecessor, Hon. C. S. Young, made vigorous and persistent efforts to secure through the Legislature reform in county supervision, but without avail, for the session of the Legislature which met in January, 1887, passed an act making district attorneys cx officio conaty superintendents, thus destroying the last vestige of county supervision. Let us hope, if we can, that this retrograde legislation may produce, by its excessive viciousness, a reformation so long deferred."

For other information relating to education in Nevada contained in this Report consult the Index.

NEW HAMPSHIRE.

[From Report for 1886-87 of State Superintendent J. W. Patterson.]

RESULTS OF THE CHANGE TO THE TOWN SYSTEM.

The present State report affords material for a study of the results of the compulsory change from the district to the town system, under the law of 1885. It is found that the number of school districts has been reduced from 1,890 to 275, and that the number of districts organized under special acts is only 46, which is six less than were reported the previous year. There has been a decrease of 494 schools numbering 12 scholars or less,-schools that were not needed, but were necessarily kept up at a wasteful expenditure of public funds under the old system. Included in this number there were a few schools Bambering more than 12 scholars. From the same cause, the average length of the schools for the whole State the past year has been 22.39 weeks, while the previous year we had but 20.37 weeks.

If we multiply this average increase of 2.02 by 2,276, the number of schools in the State, we shall have 4,598, which shows the total number of weeks of increase which the new law has given to the schools of the State.

The length of the village schools has not materially varied from previous years, but the outlying schools have increased, in towns which have united their small schools, from one-third to double their former length.

The number of enrolled scholars given in the report of 1886 is 64,219, while this year we have only 60,770. This apparent decrease has resulted from the opening of parochial schools, and from the more accurate returns of the school boards.

The number of teachers employed in the public schools under the new law is 679 less than under the old. The average wages of male teachers per month the past year has been $41.03. The year previous it was $10.22. The average wages of female teachers the past year has been $24.46 per month, as against $23.55 the year before. There have been 154 towns in which teachers from normal schools have been employed the past year, and only 142 the year previons. The average attendance to each school of the State has increased from 16.16 in 1886 to 18.73 in 1887. These are some of the results. of the new law.

The new school law has run the gauntlet of misrepresentation and abuse for a year, and has come forth stronger in itself and in the number of its friends than when it entered upon its course. No law ever encountered, at the outset, bitterer or more groundless prejudices than this, and none ever disarmed opposition more quickly, and demonstrated its power to benefit the State.

The town reports, with hardly an exception,—and many of them were prepared by bards hostile to the law when elected,-comment favorably upon the results of the new system. There has been a more equitable distribution of educational opportunities than formerly, and, as a rule, better teachers have been employed and more careful supervision given to their work.

FREE TEXT-BOOKS.

By an act passed in 1883, any town or district may, at any lawful meeting, raise money, by taxation or otherwise, for supplying the scholars in the common schools with suitable text-books free of charge. A number of towns and cities in the State have adopted the law, and have been more than satisfied with the results. It has been found that Ehool boards could purchase books for all the schools at less than two-thirds the cost to private parties; that the plan gave to boards an easy method of securing a uniform system of textbooks; enabled them to reduce the number of classes to reasonable limits, and so enhance the educational value of a majority of the schools.

Superintendent Patterson recommends that the free text-book law be made compulsofy instead of permissive, that the schools may become more absolutely free to the poor, and more efficient and beneficial to all.

The law is popular with teachers, parents, and scholars wherever it has been tested, and would seem to be the next step in the line of progress. With this system it will be easier to establish consecutive courses of study, now impossible by reason of a multitude of different books and classes, and the scholars will be ready for work on the first day of school.

SANITARY SURVEY OF SCHOOL-HOUSES.

A sanitary survey of the school-houses of New Hampshire was commenced by the State board of health about 2 years ago. A blank book containing 50 questions was prepared and sent directly to the teachers. In addition to the questions, a sketch of the ground plan of the house was asked for, and a page divided into squares was appended in order that the teacher might be able to draw the plan readily to any given scale.

The questions embraced all the important points connected with school-house sanitation. The size of the school-house, also the size of the different rooms, was obtained by actual measurement, and by a comparison of these in the report their accuracy was in a measure proved. Reports were received from 1,228 school-houses.

A study of these reports proves conclusively that the school-houses of the State were constructed without any reference to the amount of air space which science and experience have proved necessary for the welfare of the pupil. The average cubic air space per seat for all the schools reported upon is 173.8 feet, whereas 250 is the smallest tolerated by any standard authority, and then should be accompanied by suitable provisions for ventilation, a condition not fulfilled by the school-houses of New Hampshire. The average cubic air space per seat does not reach 250 feet in a single county in the State, the nearest approach to it being in Hillsborough County, where it is 244 feet.

The amount of lighting or window area necessary for a school-room has been variously estimated at from one-sixth to one-third of the floor space. In 1,068 school-rooms in New Hampshire, however, the lighting area is less than 163 per cent. of the floor area, and in 488 rooms it does not exceed 10 per cent., and in 26 rooms it is 5 per cent. and under. Moreover, the windows are badly placed. If it had been the direct object to destroy the eyesight of the pupils, better plans could not have been produced than evidently exist in regard to location of windows in these rooms. The arrangement in most of the rooms is abominable, and can not fail to have an exceedingly bad effect upon the eyesight of the scholars. In 402 rooms there are windows directly in front of the pupils, a condition which should be prohibited by the strictest law. In 271 rooms light is admitted from all sides, and in 781 from three sides.

It is universally conceded, continues Superintendent Patterson, by all experts in school hygiene that, whenever possible, light should be admitted from one side only, and in no case from more than two sides of the room. In the latter case it must be in such a manner as not to produce cross lights.

Under the circumstances, then, it is no wonder that 600 near-sighted pupils are reported.

The condition of the public school-houses with regard to water supply, privies, cellars, heating, and drainage is equally unsatisfactory; in short, it may be said without exaggeration that the revelations of these reports are well calculated to excite alarm in the minds of persons sensible of the importance of good sanitary surroundings for school children.

Reference is made to the Index for other information concerning education in New Hampshire contained in this Report.

NEW JERSEY.

NEW LEGISLATION.

Consolidation of school districts.-The State board of education, upon the application of a majority of the trustees of each of the school districts of a township, not exceeding 4 square miles in area, may consolidate such districts into one school district. In each consolidated township district there are to be elected six school trustees, or two from each ward if divided into wards. Such trustees are to be subject to all the provisions of the law relating to district trustees now in force.

Loans to cities.-Any city may borrow money, not exceeding in the aggregate $30,000, for the purchase of land and buildings for schools, and give bonds therefor.

Expenditures by cities.-Any city may raise by taxation and expend annually for current purposes a sum which, together with the State apportionment, shall be equal to $15 per capita of average number enrolled.

Industrial education. Whenever in any school district there shall have been raised, by special tax or by subscription, or by both, not less than $1,000 (instead of $3,000, as heretofore), for the establishment of a school or schools for industrial education, or for the purpose of adding industrial education to the course of study pursued in the public schools, there shall be appropriated by the State a like amount; also the State shall appropriate annually for the maintenance of such school or study a sum equal to that appropriated by the district, not exceeding $5,000 in any one year.

Eight of women to vote.-Women shall have the right to vote at any school meeting in any school district where they may reside.

School district bonds.-The bonds of the several school districts shall be a lien upon the real and personal estates of the inhabitants of said districts, as well as upon the property of the districts. District clerks shall report to the State superintendent each year the condition of the district indebtedness.

For other information contained in this Report concerning education in New Jersey consult the Index.

NEW MEXICO.

[From Educational Report of Trinidad Alarid, Territorial Auditor, for 1886-87.]

No complete statistics of education in New Mexico have been collected since the United States census of 1830. Those given in the educational report of the Territorial auditor for 1886-87, a summary of which appears below, are not only very defective as regards the number of counties reporting, but bear internal evidence of unreliability. The school population (five to twenty years) is less than that reported by the census of 1880, one county reporting a school population of only one-fourth of the enrolment. Sierra County reports an average daily attendance more than three times as large as the enrolment.

Superintendent Parker, of that county, makes some very pertinent suggestions tending to more complete and accurate reports by teachers and school officials.

The above figures, incomplete and unsatisfactory as they are, establish the fact that there has been within a few years a notable improvement in educational affairs in New Mexico. The enrolment in nine counties during the past year was nearly three times as great as that of the whole Territory in 1889, and a corresponding advance in other respects may be noted. Seven years ago there existed scarcely anything deserving the name of a public school system; only about 4 per cent. of the population were enrolled in the public schools against an average of over 20 per cent. for the United States. There are now probably about 12 per cent. enrolled, and a well-defined school law in operation which will serve as a stimulus to the further development of an organized and unified system.

PRESENT CONDITION.

In regard to the present condition of the schools Governor Ross says in his annual report: There has been a marked improvement in the educational affairs of the Territory during the past year. There is a growing appreciation among the native people of the necessity and advantages of acquiring an education in the English language, and in the American methods of thought and of business and general affairs.

"A compulsory school law was enacted by the last Legislative Assembly, which, though crude, is a step in the right direction, and its general effects will be good. The number of public schools has been largely increased throughout the Territory, and the attendance improved correspondingly, as has also the general morale of the system. The public

school system is assuming a condition of coherency which has not characterized it here. tofore. The superintendents are generally intelligent, educated gentlemen, with good capacity for organization, and devoted to their work, and the good results of that work are manifest in the reasonably rapid improvement, often under adverse circumstances, which is observable."

One of the most encouraging signs is the increased interest in education noted in the reports of the county superintendents. In San Miguel County "the attendance is two times, and in many places three times as much as in previons years." In Sierra County the superintendent visited a school, and "before the close of the afternoon session, not less than fifteen persons, parents, relatives, or friends of the pupils, visited the school. */ * With such sentiments prevailing among the people a proper enforcement of a good school law must produce great resuits for good in the near future."

*

COMPULSORY ATTENDANCE.

The compulsory school law contains no requirement as to age, leaving all the "school population," i. e., those from 5 to 20 years of age, to come within its scope. With regard to the character and effect of this law Superintendent De Baun, of Socorro County, writes: "The new compulsory (?) school law, although imperative, is having a good effect in some districts where it is thoroughly understood, and at least has proven that a proper compulsory law would have the desired effect and cause a better attendance. In many of the native districts it has been customary for parents to keep their children away from school for frivolous reasons, such as doing small chores, etc., and the teachers and directors have heretofore been unable to put a stop to the abuse; but now a threat to resort to the so-called compulsory law has the desired effect quite frequently, and compels a better attendance. While it is true that many of these people are very poor and almost unable to live without the work of their children, especially of those who have reached an age when their labor is of some value, yet even the parents in many instances are beginning to appreciate the fact that in at least an ordinary education lies all hope for an improvement of their condition. It is possible that in the near future a compulsory law, not quite as crude as the last attempted legislation, will be passed, in which case the lawmakers might conclude that five years is too tender an age to compel children to regularly attend school. They will learn more at home, devoting even less than one hour a day to their simple studies; and when it is considered that some districts are miles in extent and but sparsely settled, such a law is not only cruel, but impossible of enforcement."

TEMPERANCE INSTRUCTION.

Superintendent Parker also reports: "Only one pupil in the county has been instructed in physiology during the year. Instruction in this subject and in the effects of alcohol and tobacco on the human system, I deem of the greatest importance, and in compliance with the recent act of Congress on this subject I have determined to require of teachers a thorough knowledge of these branches."

PRIVATE SCHOOLS.

The public school system continues to be supplemented largely by private schools in which all the branches of a good English education are taught. The Catholic Church supports fifteen such schools in different parts of the Territory. According to Governor Ross the capacity of these schools ranges from 40 to 300 pupils. and they are generally well patronized and successful.

The value of private school property in Santa Fé County is $150,000 against $27,100 for public school buildings.

SCHOOL LANDS.

"The usual provision for school lands," says Governor Ross, "applies to this Territory as to all others. But they, being in no sense the property of the Territory or under its jurisdiction, no steps have been taken or can be taken for their utilization. Ordinarily the Territory on admission into the Union would be entitled to 4,305,920 acres for school purposes, but this amount will of course be materially diminished by the appropriation of some millions of acres to the satisfaction of grants made by the Spanish and Mexican Governments prior to the acquisition of the country by the United States. There will still be left, however, over 3,000,000 acres to the school fund of the Statesufficient for the very handsome endowment of schools, even after discarding from the estimate the worthless and inaccessible lands lying in mountain ranges, if the trust shall be honestly and properly administered."

For other information concerning education in New Mexico, consult the Index.

NEW YORK.

[From Report for 1833-88 of State Superintendent Andrew 8. Draper.]

The total expenditure for common schools excee led that of last year by nearly half a million dollars; nearly 97 per cent. of this increase belongs to the cities. Or the increase in the value of school property, less than 1 per cent. is reported from the towns.

CONDITIONS OF EDUCATIONAL WORK IN DIFFERENT PARTS OF THE STATE.

In the cities. As would be expected, the greatest energy and vigor are manifest in the cities and larger villages. Here extensive buildings, with such modern appliances as experience has shown to be most essential to school purposes, are provided; and instructors, who enjoy what amounts to a life tenure of office with fair compensation paid at regular and stated intervals, are employed. The terms cover about forty weeks each year. The text-books are uniform in all the schools subject to the same management, and are the latest and best in the world. The courses of study are systematically arranged. There are incentives to promotion and graduation. The schools are commonly supervised by competent superintendents, who perform their work intelligently and thoroughly. These superintendents form a sort of enthusiastic and progressive educati nal brotherhood; they are in frequent communication, either directly or through educational journals; they hold conferences at least annually for the discussion of matters involved in their work; and they are quick to seize upon suggestions which give promise of good results. The outcome of this is that in the schools under their supervision there is very general similarity in the methods and system employed, and these are ordinarily of proved and acknowledged excellence.

Yet school work in great cities is encompassed with innumerable perplexities. The conditions of life among the people are widely different in all localities, but these differences are multiplied and intensified in great and thickly settled communities. All classes meet in the public schools. The schools are large. The grading and classification of pupils are necessarily close and arbitrary. Individuality disappears, and there is small opportunity to bestow special care upon those personal traits of character and genins which in smaller and less mechanical schools are developed and cultivated so advantageously. The exactions and controversies of politics unfortunately encroach more apon the administration of school affairs in large places than in small ones. The people are farther removed from the schools, and they manifest less interest in them because they have less responsibility and power in managing and directing them. It not infrequently happens, also, that the law gives the granting of appropriations for the extension or even the maintenance of a city school system with the common council, or some board which, in either case, was chosen without any reference to the schools, and which seems bound to offset its extravagances in other directions with severe parsimony towards the schools.

In the country.—But nearly half the children of the State are in the rural districts. Here the schools are very much smaller, and of course there are many more of them. There are 11,253 school districts in the State outside of the cities. Of these there are in which the entire property of the district has an assessable valuation of less than $5,000. There are 457 districts in which the valuation is under $10,000; 1,578 districts are under $20,000; 2,423 districts have a valuation above $20,000 and under $40,000; and 7,252 districts have a valuation above $10,000. It necessarily follows that in a great many districts the tax rate must be large or the receipts must be excessively small and the people very commonly feel poorer than they really are. In many cases the schoolhouses are cheerless and entirely unfit for use, but it seems as though the legislation of last year must work a reform in this direction. In these rural schools the work done depends almost exclusively upon the character and capability of the teacher. There is no "system" to fall back upon, no machine which will turn out passable work, whether or no. If the teacher is discerning and bright and enthusiastic, results will frequently be attained which surpass any accomplished in the great schools; if indifferent, the results are of no consequence, Good teachers will of course soon find places in the larger and wealthier districts. All teachers are entitled to consideration, for their work is trying and exacting; but this is more strikingly so of those in the cross-roads districts than elsewhere. Their pay is small; prior to the legislation of last year it was received only after many months of labor, and the wrong is not yet altogether set right. Their work is not confined to a single grade; they must meet the requirements of all grades and all classes. They must lay out their own course of study, if they have any. Textbooks are frequently antiquated; there is no uniformity, even in the same school, and frequently not in the same class, and the teacher finds it impossible to work an improvement. The school is very likely maintained only twenty-eight weeks in the year, just long enough to share in the public moneys. Attendance is irregular. Trustees drive