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Neither Alabama, Delaware, Nebraska, Tennessee, Montana, New Mexico, Utah, Wyoming, nor Indian Territory can tell the amount derived from taxation for school purposes; while Delaware, Tennessee, Montana, New Mexico, Utah, Wyoming, and Indian Territory show no total of income for school purposes from any source. And as regards expenditure, neither Alabama, Delaware, Florida, Georgia, Kentucky, New Hampshire, Tennessee, Montana, New Mexico, Wyoming, nor Indian Territory can give any details; and Delaware, Florida, Georgia, North Carolina, Oregon, Tennessee, Montana, New Mexico, Utah, Washington, and Wyoming Territory can not give the total amount expended.

The total income from taxation in all the States and Territories, from which it is reported, is $55,889,790.31; and the total income from all sources is $72,630,269.83. The total expenditure for all educational objects is $70,891,981.83... Assuming that the States reporting the total aid expend the amount raised for school purposes, the total expenditure Fould be $71,810,304.27.

In the 31 States, having a permanent school-fund, the total amount is reported at $65,850,572.93.

As a deduction from the material in Tables I and II, it appears that the public-school expenditure in the several States and Territories per capita of population of legal school age is as follows:

Public-school expenditure in the several States and Territories per capita of population of legal school age.

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The expenditure in Rhode Island is assumed to be for a school population from 5 to 15 years old.

The average monthly wages of public-school teachers in the United States are as follows:

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In connection with these statistics of State school-systems, reference is also made to the abstract of State and city reports on education in the first part of the appendix to this report.

Only the briefest notice can be given here of the progress upward or downward of the systems of public instruction in the various parts of the Union.

Maine has abolished county supervision, but increased the tax-levy for schools. Massachusetts has not yet effected a levy of a tax by the State, nor is there any school supervision, save that in the cities and larger towns, subordinate to that of the secretary and other agents of the State board of education. In Connecticut a compulsory school-law has been enacted, and this is believed to be producing a favorable effect upon school attendance. The abolition of tuition fees in New Jersey has continued to add greatly to the efficiency of public instruction. In Delaware there has been increased agitation upon the subject of education; but this State has not yet effected any change in legislation, and has no State supervision, nor as yet any legal provision for the edu cation of colored children. Maryland appropriated, by her last legisla

ture, $50,000 for the education of colored children in the State, outside of Baltimore, leaving Delaware and Kentucky the only States that have no provision for the education of this class of children. The progress in Virginia has been great in the majority of counties, and deserves careful study by all the States in the South still laboring under similar difficulties. In North Carolina,t South Carolina, Georgia, and Tennessee the inaction in country districts is deplorable. In the towns and centers of population some important progress has been made; that in Atlanta, Georgia, Knoxville, Tennessee, and Jacksonville, Florida, being especially noteworthy.

Correspondence with this office indicates a very considerable increase of individual interest upon the whole subject of education, especially in regard to those features looking toward universal elementary instruction. In Tennessee‡ it is hoped that the agitation of this subject will pro. duce more satisfactory legislation, probably restoring the State system, and the means of State and county supervision, and some measure of State aid to county effort. In Kentucky the increase in educational interest has been very great. Special acts have been passed by the legislature providing for the education of colored children in Louisville and some of the other cities. Alabama has remained in about the same condition as for several previous years; but, as there is no authority for sufficient local taxation, there seems to be no adequate provision even for elementary instruction. In Arkansas | the school-system has not maintained the encouraging auspices with which it was inaugurated. Mississippi has made good progress.

The State superintendent stimulates to still greater effort, informing the people that they spend about twenty millions a year for whisky and dogs, while only one million is asked for education.

tRev. N. B. Cobb, in an address at an educational convention in Raleigh, North Carolina, February 12, quoting from a report of the State superintendent, Hon. Mr. Melver, gave the amount of $155,393.96 as expended for public instruction in that State during the year ended September 30, 1872; and stated that the estimated number of dogs in the State was 200,000, or, as some thought, 153,000, whose average cost was fifty cents per month, or $6 per year, making a total expense of $918,000, or about six. times the entire expenditure for education in the public schools of the State.

Education in Tennessee has met with a great loss in the departure from the State of Rev. C. F. P. Bancroft, principal, and Mr. C. C. Carpenter, superintendent, of the Lookout Mountain institution.

The "Jubilee Singers," a company of colored students of the Fisk University, led by Mr. White, treasurer of the institution, have cleared by their concerts in the past two years $40,000, which is for the erection of college buildings; they go to Europe to prosecute their labors.

As this report goes through the press, information is received that the legislature has passed a new school-law, containing the provisions above referred to, and that Hon. J. Fleming has been appointed State superintendent of public instruction.

A bill has been under consideration in the legislature providing for the education of the colored children throughout the State, but its passage is considered doubtful. Hon. A. P. Searle, Arkadelphia, Arkansas, superintendent of the eighth judicial.district (comprising seven counties) of the State of Arkansas, writes: "There is a marked

In Louisiana, for a considerable portion of the year, progress was favorable. Texas, the last of the Southern States to act, in spite of appalling obstacles, has made great advancement; but the opponents of universal education threaten to overthrow all that has been done. In Florida, while nothing has been accomplished in some sections of the State, in several localities excellent schools have been sustained and considerable progress has been made in educational sentiment. The revised school-law is successfully going into effect in Illinois, and the State school superintendent has advised a check upon the tendency to large investments in school-buildings, counseling moderation.

It is surprising that the school-system in Missouri should still remain in peril after all it has already accomplished for the State; but its friends are hopeful that none of the efforts to secure legislation which shall destroy its efficiency can finally prevail.

A lack of means is an obstacle universally encountered by the friends of education in the South, and some of the most successful enterprises there, like that at Wilmington, North Carolina, and the various institutions aided by the American Missionary Association and other benevolent organizations, are due to outside, northern liberality.

Among the effective coöperative instrumentalities is the Peabody fund, disbursed under the wise supervision of that eminent educator, Rev. B. Sears, D. D., LL. D.

It is gratifying to observe, on the far-off Pacific coast, the signs of excellent progress. The course of education in California is steadily forward. Oregon has put its school-fund in better shape, and created a State board of education, and provided for a State superintendent of public instruction. Hon. S. C. Simpson has been appointed to this office. This leaves Delaware the only State in the Union without any provision for State supervision of education.*

change in the people of these mountain-counties during the last two or three years in regard to schools. Until 1868 free schools were almost unknown. They are now established in every county of the district, and the interest manifested by the people is far beyond my most sanguine expectations. They have raised funds to carry on schools; and, in some of the more remote portions of the district, where the population is not sufficient to maintain a school, children travel several miles, carrying provisions with them, and return at the end of the week. The scholastic population of the district is 17,639. Of this number about 15,000 attend schools. The attendance of 1872 is double that of 1871. The number of teachers is 323. One of the greatest difficulties encountered in the organization of schools is the distinction that is made between white and colored children.

"Owing to the prejudice on the part of the whites, separate schools have to be maintained in some districts, doubling the expense; while, if this distinction were not made, one teacher would be sufficient for the whole number of pupils. The prejudice of the people against free schools is fast dying out. Where, a year ago, it was almost impossible to find teachers willing to take charge of them, the best teachers are now offering their services. This has had a marked effect upon the people. Public examinations of teachers are held twice a year, and teachers' institutes have been held with success." * While this report is going through the press, this office is notified of the passage of a compulsory school-law in the State of Nevada.

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THE TERRITORIES.

In the District of Columbia there has been no change in the form of school organization. The same inconvenient and illogical division of authority between four independent boards of trustees (having jurisdiction respectively over the white schools of Washington and the white schools of Georgetown, the colored schools of both cities, and all the schools for the rest of the District) yet remains. It is true that some of the evils of administration as regards the white schools in the two cities have been obviated by the wise appointment of one superintendent for both systems. By this arrangement, for which Hon. Henry D. Cooke, governor of the District, should receive credit, the schools of Georgetown have for the past year received the able supervision of Hon. J. Ormond Wilson, superintendent of the Washington schools. But the benefits of efficient supervision should be guaranteed by law to this compactly-settled, small territory, and should not depend on the good-will of independent authorities.

The second biennial report of the superintendent of public instruction for the State of Nevada was received too late for insertion in its proper place.

The report states that during the biennial term just closed there has been a notable increase in the permanent fund, an addition of nearly 1,000 to the school population, and in several respects a proportionate improvement in school accommodations. In several counties there has been unusual activity in educational matters, resulting in the building of new school-houses, the purchase of new furniture, and the employment of better qualified teachers. The great defect of the present school system is presented in these words: "Not one-half of our schools approximate excellence in either the extent or quality of instruction furnished." This is ascribed not to a lack of qualified applicants, but to the fact that school trustees are entirely irresponsible in the matter of making appointments. "With a maximum of taxable property and a minimum of school population; with less than 5,000 children of school age and a distributive fund amounting during the past year to nearly $100,000, the ability of Nevada to provide for her schools exceeds that of all other States; and there ought to be more tuition, and of a better quality, than is enjoyed elsewhere on the continent."

The State school fund amounted December 31, 1872, to $104,000. The apportionment from this fund was, for 1871, $17,823.70; for 1872, $22,613.74. The total expenditure for school purposes for the school year ending August 31, 1872, amounted to $98,468.82; leaving a balance on hand of $12,493.86. The number of children in the State between 6 and 18 years of age is 4,950. The whole number enrolled in public schools is 3,372, of whom 135 are under 6 years of age. The number attending private schools is 439. Number between 6 and 18 reported as not attending any school, 1,410. Average duration of schools, 8 months and 10 days. Twenty-six schools were maintained over 9 months. Number of male teachers employed, 29; female teachers, 59; total, 88. The highest monthly compensation paid to any male teacher is $175; to female teachers, $150; lowest monthly compensation of male teachers, $75; of female teachers, $40. Number of school districts, 58; number of school-houses, 50; number of schools 76, including 1 high school, 8 grammar, 6 intermediate, 9 primary, and 52 unclassified. Value of school property, $69,413.

Only two counties maintained schools for a full school year, (10 months;) three Counties gave 8 months and less than 10; six counties 6 months and less than 8; and two counties less than 6. Short terms are invariably occasioned by want of funds. This occurs only in thinly-settled districts, and is the necessary result of the pro-rata

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