year. The falling off is mainly in the two largest libraries, those of Providence and Pawtucket, while in the smaller libraries the circulation was fairly well maintained. It is impossible to explain these fluctuations in the circulation of the libraries, but unless they are of a much more serious character than any yet noticed, they afford no cause of apprehension. It is probable that any series of years will show a gain, either for the whole number, or in the case of any individual library, unless some special circumstances have intervened to bring about a different result.

The number of new patrons enrolled during the year was 6,422, about 400 more than last year. This shows that the libraries are interesting more and more of the people each year. To be sure they may not hold them all steadily, but having once availed themselves of the privileges, they will ever and again return.

SCHOOL ACCOMMODATIONS.

In connection with the subject of the enforcement of the Truant and Absentee Law, there has frequently arisen that of accommodations for the children. In a number of instances it has been openly claimed that the school-houses would not hold all that would seek admission if the law were to be thoroughly enforced, and that, therefore, there was nothing to do but let it go. Again, it not infrequently happens that a school-house becomes utterly unfit for use, and still the majority of the voters will refuse to make any provision for better accommodations, claiming that it is "as good as they had," or that they have no use for it and they don't care whether there is any school or not. It has happened that there was but one voter in a district where there were over fifty children, and if he declined to move, it was absolutely impossible to raise the necessary funds to make the school-house fit for occupancy.

If the State is to make provision as she does for the education of all the children of suitable age within her borders, it would seem as though they should be furnished with the opportunity to obtain that education; that no false policy of economy on the part of a town, or selfish indifference on the part of a few persons who happen for the time to be in a majority in a district, should stand in the way of providing fit and abundant accommodations for them.

From the beginning, the law of Rhode Island has recognized the importance of this point and has made partial provision for securing its proper care. Where the district

system prevails, the town school committee are made the judges of the fitness of the school accommodations to the extent of determining whether they are suitable, but not as to their extent. If in their judgment a school-house is unfit for use by a school, they have power to condemn it, whereupon the district can no longer draw any portion of the "public money" for the support of its school. In this way the State has sought to compel districts to live up to their responsibilities, and it has unquestionably in many cases, both directly and indirectly, accomplished its purpose.

But there are instances where even the alternative of the loss of the school would not move the hard-hearted tax-payer. Moreover, under the town system there is no such opportunity for compulsion, as there is no one between the committee and the town. It is therefore necessary, in order to carry out the ideas of the founders of our system, that the laws be so amended that in case of obdurate municipalities or districts refusing to conform to the demands of the properly constituted authorities in these matters, they may be compelled to give heed thereto.

GENERAL CONDITION OF THE SCHOOLS.

The general condition of the schools, in spite of many exceptions and some glaring ones, is probably better than at any previous time. The last two examinations for en-trance to the Normal School have shown that the general standard of scholarship is rising in the State, the last one in particular being remarkable for the excellent showing made by pupils from the ungraded schools.

Evidences of a more thorough and scientific teaching are to be found on every hand. The graduates of the Normal School are being more generally employed in the district or ungraded schools. The new teachers are not so much superior to the old ones in extent and character of acquirements oftentimes, as they are in methods of teaching, and in plans for classifying and systematizing the work of the school. Economy of time and labor is introduced, and results are secured that are very gratifying.

For other information relating to education in Rhode Island contained in this Report, consult the Index.

11 ED

SOUTH CAROLINA.

[From Report for 1886-57 of State Superintendent James H. Rice.]

Superintendent Rice visited every county in the State during the year, and delivered addresses upon the subject of free schools. He reports that the people are more thoroughly aroused than ever to the duty of elementary training for their children. More money is devoted to this object than to any other department of the State government. The public school system in its present form has been the growth of a decade. Ten years ago a 2-mill property tax and a poll-tax were imposed. Since then much good work has been accomplished; the foundations for a system of universal education have been laid broad and deep. Such systems are a growth, however; they must take into account the genius of the institutions, and be accommodated to the habits, resources, and hopes of a people. They cannot be forced except into an unhealthy development. Time must be given for adjustment. On this account progress has been slow, and hasty legislation avoided. The situation, however, is now clear, and the time has arrived to give to the children a good elementary school in every neighborhood in the State. superintendent recommends the following legislation in order to accomplish this:

The

(1) An annual voluntary district tax, sufficient to give 10 months' school and free tuition to every child. Many school districts have been already formed under special Acts among the more thickly populated communities, and large sums of money raised for buildings and other purposes. A general law is now desired, to enable all the people of the State to organize into school districts and to tax themselves.

(2) The amendment of the law relating to county school commissioners, requiring them to stand an examination conducted by the State board of education before being appointed. Hitherto the office has been too often bestowed as a reward for party service, and as a consequence has fallen into disrepute. The county commissioner should either be a teacher, or one who has mastered the details and fundamental laws of the profession.

It is also recommended that his salary should be raised to $1,000, and that he should be required to devote every day to his duties.

(3) The establishment of a State normal school or schools, at the same time fostering existing institutions.

(4) The restoration of their pay to the examining boards.

The statistics show a falling off in enrolment and average daily attendance as compared with the preceding year. This decrease is more apparent than real. There was an error in the return of Berkeley County for 1885-86, doubling the figures; moreover, the schools of Georgetown County were closed during the scholastic year 1886-87 by an Act of the Legislature. Superintendent Rice says that the returns for the next school year will demonstrate the fact that there has been an increase in enrolment and attend

ance.

[From the message of the Governor to the General Assembly.]

THE PUBLIC SCHOOLS.

There is an apparent decrease in the enrolment, and, therefore, in the average attendance of the public schools for the year 1886-87. This is due to the closing of the schools of Georgetown County during the year, under the authority of an act of the General Assembly, and to an error in the last return from Berkeley County. There is beyond question in the schools generally throughout the State a gradual and constant annual increase in the number enrolled and a corresponding increase in the average attendance. This desirable result has been reached notwithstanding the short crops and the low prices of the past few years. The people of the State are more aroused upon this important subject of education than ever before in their history, and the next report of the superintendent will, in his opinion, vindicate this assertion. They demand longer terms and more thoroughly trained teachers. There should be a general act providing for local taxation to supplement the school fund wherever the tax-payers of a community desire the establishment of schools of a higher grade; and liberal efforts should be made by the Legislature to give greater facilities for the training of teachers in schools specially adapted to that end. The constitution enjoins this, and the people demand it. The report of the superintendent urges the passage of an act to provide for more efficient superintendence, and the argument he advances is so clear and complete as to carry conviction with it. A large amount of money is expended by the State for this most important object-education-and it is the duty of the representatives of the people to see that the greatest possible amount of good is accomplished, and that a return in some degree commensurate with the sacrifices made by the tax-payers is secured. Nothing makes such a handsome return to a State as the provision made for the elementary train

ing of her children, and this subject should always demand our most thoughtful and earnest attention and our wisest and most progressive legislation.

The superintendent of education has been most active in his efforts to enkindle in the public mind a due conception of the vital importance of popular education to the safety and well-being of society, and has visited every county in the State, addressing audiences and giving his personal supervision to the conduct of the public schools. It is hoped that these efforts will create new and increased interest in this important department of the Government.

For other information concerning education in South Carolina consult the Index.

TENNESSEE.

Reference is made to the Index for the statistical and other information contained in this Report concerning education in Tennessee.

TEXAS.

[From Report for 1886-87 of State Superintendent Oscar II. Cooper.]

GENERAL CONDITION.

While there are some serious defects in the public school system of Texas, it is still accomplishing much in the cause of education, and is making steady advances in the number of schools and the number of children attending them. With its large endow ment in bonds and lands, half a million acres, it should become one of the most successful school systems in the United States.

The entire number of schools maintained in the State during the year 1886-87 was 8,987, an increase over the previous year of 267, or 3 per cent. The number of white children enrolled was 295,510, the number of colored children 113,150; total, white and colored, 408,660, an increase of about 3 per cent. The number of teachers employed was 11,123, about three-fourths of whom were white. The average monthly salary ofWhite teachers:

In counties.

In cities.....

Colored teachers:

In counties..................................................

In cities................................

The entire amount expended for schools during the year was $2,016,745.

NEW LEGISLATION.

$43.27

69.39

38.65

49,78

Teachers' examinations.-By enactment of the last Legislature, examinations of teachers are to be conducted wholly in writing, and the county boards of examiners are required to report on oath the results of the examinations. These regulations have had very gratifying effects and have given universal satisfaction. Sets of questions for these examinations were made out by the State superintendent and forwarded to the county examiners. The use of them, however, is entirely optional with the examiners. order to secure uniformity in the examinations throughout the State, the use of the questions prepared by the State superintendent should be required by law.

In

County superintendents.—Provision was made by the Twentieth Legislature for supervision of the county schools by county superintendents, and about twenty counties have availed themselves of the privilege. The county superintendents discharged their duties faithfully and efficiently, and, as the result of their work, the schools have been much improved, the teachers have been encouraged and enabled to perform their work more satisfactorily. Many of the counties did not appoint a superintendent because of their inability to secure a thoroughly competent one for the salary allowed.

Children not enumerated.-The provision of the law that all children whose names had been omitted from the census rolls by the county assessors should be permitted to attend school in the district or community in which they live, has proved to be an eminently wise one. By this measure, a large number of children, who otherwise would have been deprived of all school privileges, through no fault of their owu but on account of the carelessness of the county assessors, have been allowed to attend school. The number of names omitted from the census rolls was quite large, amounting in one county alone to about 1,000.

UNIFORMITY OF TEXT-BOOKS.

There is a strong demand throughout the State for uniformity of text-books. In about 25 counties much has already been done in this direction by the voluntary efforts of

teachers and trustees. It is desirable, however, that uniformity be secured by law; at least in each district.

FINANCIAL EMBARRASSMENT.

The most unpleasant feature connected with the school operations for the year was the great deficiency of funds, or rather delay in the receipt of the funds. This deficiency amounted at the close of the year to more than $1,000,000. As a result, teachers were compelled, either to wait for weeks or months not knowing when their claims would be paid, or else to sell them at a heavy discount,-from 5 to 50 per cent. This was a heavy drain upon a class poorly paid at best, and who, as a rule, were dependent upon their salaries for a support, and therefore could ill afford either to hold their claims or to have them discounted.

The causes assigned for this deficiency were as follows:

(1) The annual apportionment is required by law to be made about the middle of July for the scholastic year beginning September 1, not of money already in the treasury, but of money which is expected to be received during the year, and which, therefore, must necessarily be a very uncertain quantity. The receipts from one source especially-from school lands-is an exceedingly variable one.

(2) Only a small portion of the available school fund is received before December, three months after the beginning of the school year.

(3) County collectors are allowed either to pay over the school tax to the county treasurer or to remit it to the State treasurer. The amount of school money collected in some counties far exceeds their apportionment, and consequently, if it were in the hands of the State treasurer, the excess could be used in paying the claims in other counties where the school receipts are less than the apportionments.

(4) The postponement of the collection of the interest on land sales from January 1 to August 1 is partly responsible for the deficiency.

(5) There was no cash balance to the credit of the schools in the treasury at the beginning of the scholastic term.

(6) The receipts from school lands for the last two years were less than in previous years.

Superintendent Cooper recommends as a remedy for the financial difficulty either a loan from the general State revenue, which was considerably in excess of the immediate necessities of the State government, or else a direct appropriation from the State funds.

DEFECTS OF THE SYSTEM.

I. One of the greatest defects in the operation of the school system of the State is the careless and unbusinesslike management of the school funds. This is shown by the discrepancies in the annual reports of the county treasurers and by the conflicting statements in the reports of the county treasurers and county judges. The amount brought forward on the books of the county treasurer at the beginning of the school year, September 1, should correspond exactly with the amount carried forward the day before, August 31, the close of the last school year. But instead of being the same, it will be found different in eighty-one counties. In some counties this difference is quite large, and for all the counties it aggregates about $75,000. The amount paid to teachers, according to the county treasurers' reports, is found to differ by $30,000 from the same amount as reported by the county judges.

The State holds no vouchers whatever to show what has become of the school funds, except that so much has been paid to each county treasurer. The county treasurers have practically no check whatever. They are not required by law to report to any one. In many cases in which their attention was called to the discrepancies in their reports, they either gave the matter no attention or else failed to give a satisfactory explanation of it.

Superintendent Cooper suggests three methods by which the disbursements of the public funds could be guarded more effectively.

(1) The State superintendent might be required to inspect annually the records of cach local disbursing officer, either personally or through inspectors appointed to assist him in the work.

(2) All disbursements might be made directly from the State treasury. This plan, however, would necessitate delay and some expense.

(3) The third method is that the county superintendent or judge, at the beginning of each month, send to the Department of Education an estimate of the amount needed for that month, when the money will be forwarded to him, and at the end of the month forward the vouchers of the money paid out.

II. The second defect is want of proper supervision. The town and city schools already have efficient supervision, but the county schools, which need it most and could be most improved by it, have practically no supervision at all. It is one of the duties of the county judges to visit the schools. but only three judges in the entire State vis

ited all the schools in their division during the year; and, even when the duty is performed, it is done in the most perfunctory manner, so that no improvement results from it. It is to be hoped, however, that the legislation already made on this subject will correct this evil.

III. The third defect is lack of uniformity. There are four methods of organization in the county schools, four methods in the city schools, and four methods of taking the scholastic census. As a consequence, endless confusion and mismanagement have resalted, each officer depending upon the other for a performance of the duties.

COMMUNITY PLAN.

This is a feature of the school system peculiar to Texas, and a very objectionable feature it is. In the first place, the community has no definite geographical limits, the prime requisite of a school district. It can not elect its own trustees, and has no power to vote local taxes. It has no permanency about it, but is continually shifting from place to place with the population, and may entirely cease to exist. It has a tendency to foment local strifes and sectarian feelings, which result in the establishment of a number of weak and inefficient schools, where only one strong, progresssive school should be maintained.

GENERAL SUMMARY.

Although we find many defects in the operation of the school system of the State, they are only defects in management and can easily be corrected, so that there is every reason for expecting great progress in educational matters. Says Superintendent Cooper: "Texas has some of the elements of one of the strongest free-school systems in the world. The endowment, in bonds and land notes, is already over $15,000,000. The linded endowment of the schools, if wisely managed, will yield early in the twentieth century $100,000,000. There are nearly half a million children, taught by more than 14,000 teachers, enrolled in the schools during the present year. The State is rapidly advancing in wealth, population, and intelligence. No single element in the life of the people will conduce more to the progress of the State than an efficient system of public free schools."

UTAH.

Reference is made to the Index for the statistical and other information contained in this Report concerning education in Utah.

VERMONT.

NEW LEGISLATION.

Failure to execute compulsory attendance law.-Sheriffs and prudential committees neg leefing to execute the provisions of the compulsory attendance law, after a demand made upon them to do so, become liable to a fine not exceeding $20.

Etara to district system.-A town having abolished its school district system in purstance of law, may at any second annual town meeting thereafter abolish its town system.

Holidays-No teacher in any public school shall be required to teach on any legal holiday, nor be subject to any deduction of pay for not teaching.

Te for school-houses.-If a district neglects to provide a suitable school-house after an ander by the selectmen, the selectmen may provide such school-house and assess a tax upon the district therefor.

Report of town superintendent.—Each town superintendent of schools shall at the close of his term of office make a detailed account of his services, stating the date, time spent, and kind of service, and the number of districts in which a school has been taught during the year; but he shall receive no money for his services until he has made to the State perintendent the statistical returns required by law.

Kindergartens.-Towns and school districts may at any meeting vote to establish or pay the expenses of kindergarten schools.

Amended law relating to temperance instruction.-Instruction shall be given to all pupils in all public schools as to the nature of alcoholic drinks and narcotics, and their effect pon the human system. Such subjects shall be taught as thoroughly as arithmetic and pography, and given orally to pupils not able to read; those able to read shall be taught by text-books, of which at least one-fourth of their space, or twenty pages, shall be given to these subjects.

Each teacher of a public school shall be required to certify that such instruction has been given in the school or grade presided over by him or her, before receiving any pay.