GEORGIA.

In Georgia the State superintendent has been active in pushing the organization of the school system, and has received the support of the wisest educators of the State. Local officers have been generally provided. But now many fear all that has been gained will be lost by adverse legislation. In Savannah, Columbus, and other points, there have been excellent white schools. The colored people have hardly been permitted to do what they would for themselves freely.

FLORIDA.

The State system in Florida has made little or no progress, notwithstanding the ability and utmost endeavors of the newly appointed superintendent. St. Augustine, under the stimulus of the aid rendered by the Peabody fund, has shown a disposition to adopt a system of free public schools.*

KENTUCKY.

Kentucky is very far from establishing a sufficiently efficient system of schools for the education of the whites, and apparently refuses to recognize the desirableness or necessity of the education of the colored children. The late able superintendent made an earnest plea in their behalf, but the most that appears likely to be done, is setting apart the taxes collected from the colored people for school purposes for the edu cation of their children. The schools of Louisville are taking a very good position.

fore, the duty of those to whom is intrusted the education of the youth of a country, to foster and encourage among them a love for that country-not to emasculate them of so high and noble a sentiment by vain twaddle about the brotherhood of man,' and all that kind of true but meaningless phrases-but to instill into them that true idea of patriotism which teaches them to cling with supreme devotion to the particular land of their birth."

The Colonel used the following forcible illustration of the benefits of popular education: "The result of the late Franco-Prussian war is not difficult to understand when we remember that Prussia has long had the best educational system in the world, and that it is a maxim with them that what you would have appear in the life of a nation you must put into its schools.'"

In speaking of the status of the public-school system in North Carolina previous to the late war, the Colonel stated that in the nineteen or twenty years during which the common-school system had been in operation in the State, (established in 1840,) “ the colleges had increased in number from 2 to 16, the academies from 140 to 350, the primary schools from 632 to 3,500, and the number of scholars from 20,000 to 150,000, or two-thirds of the white children in the State between the ages of five and twentyone. I find further that the productive school fund had increased to more than $2,000,000, exclusive of swamp lands, and was yearly increasing, and that it was larger than the school fund of Massachusetts by $500,000; larger than the school fund of New Jersey by three times that amount, ($1,500,000;) larger than that of Georgia-the Empire State of the South, as she was called-by $1,600,000; larger than that of Virginia by $600,000; and much larger than the school fund of Maine, or New Hampshire, or Maryland."

"These are facts of which we had a right to be proud, and the recollection of them, though it sharpens our regret at the present state of our educational interests, ought to stimulate us to renewed efforts in their behalf. Causes, which it is unprofitable to discuss, have reduced our means of educating our youth, but an enlightened people will always be ready to appropriate the larger portion of the public revenue to that purpose.'

From a report by Hon. Charles Beecher, State superintendent, but recently received, we learn that there are in the State 66,045 children between the ages of 4 and 21, of whom only 12,032 are enrolled in the public schools, leaving 54,013 never registered. There were in 39 districts (each county being a district) 322 schools, which were taught, on an average, 4.6 months.

TENNESSEE.

Tennessee during the year has been considerably agitated upon the subject of general education. The legislature, dissatisfied with the destruction of the system of free schools which had been previously inaugurated, made repeated efforts to revise satisfactorily the laws which prevailed up to 1860.

Acknowledging the need of a central head to the system, and yet unwilling to meet adequately the demands for such an officer, they created an office of superintendent of public instruction, and thrust its duties upon the already overburdened State treasurer.

The effort to organize by counties resulted in some action in 23 out of the 94 counties of the State. In several instances the need of county supervision of schools has been recognized by the election of a superintendent.

The State treasury has been too much embarrassed to disburse any large amount of money for school purposes.

Many prominent men in the State are earnestly preparing for more vigorous action, asking the legislature to provide for the appointment and payment of a State superintendent, and for a fuller discharge of the State obligations in aid of general education, though with little chance of success. The colored people are most emphatic in the statement of the difficulties encountered by them in their efforts to educate their children.

ALABAMA.

Alabama, notwithstanding all the activity of her State superintendent, has, on account of lack of funds, suffered from the closing of schools prematurely in different portions of the State. The State tax is far from being adequate to the support of an efficient system, and few localities levy a special tax upon themselves.

The schools in Mobile, in spite of great difficulties, are making progress. The "Swayne" school at Montgomery, and the "Emerson" institute at Mobile, and other like institutions in the State, are doing good service for the colored people of the State, but they complain in many of the counties of great difficulty or of the impossibility of securing any school privileges.

MISSISSIPPI.

This office was notified by the State superintendent of the forwarding of a report somewhat in detail of the progress of education in the State of Mississippi, but it failed to arrive in time for insertion. He has put forth the most arduous and unremitting efforts for the success of the system of free schools, which have won the favor of many of the ablest men of the State. The opposition sometimes arising from indifference or lack of information, or a willingness to see the experiment carried on by others while taking no responsibility for it, has in other instances been violent, and not satisfied with using legal interposition to embarrass its progress and success, has taken on the form of direct assault, resorting to the whipping of teachers and burning of school-houses. It is believed, however, there have been not less than three thousand schools in operation.

LOUISIANA.

In Louisiana, the energy and zeal of the superintendent and those co-operating with him in labors for universal education are meeting with increased success, though there is hardly less opposition than formerly in the country parishes of the State. Some seven hundred

schools, it is believed, are in operation outside of New Orleans. That city has been specially embarrassed in the conduct of its schools, on account of the lack of funds. The able city superintendent, under the direction of the board of education, has with rare skill guided the educational work of the city successfully forward in spite of threatening evils.

The State University, under President Boyd, is steadily gaining in excellence of scholarship and training, and the confidence of the public.

Straight University and other well-conducted private institutions for the benefit of the colored people of the city of New Orleans are attended by large numbers of students.

TEXAS.

Texas, the darkest field, educationally, in the United States, at the close of the last report, has passed an act to organize and maintain a system of public free schools for the State, which was approved April 24, 1871. May 9, a State superintendent was appointed.

How hard was the struggle for the introduction of the system, how violently it is opposed by its enemies, and warmly and strongly sustained by its friends, will appear in the accompanying papers. The governor, we are assured, is giving every aid in his power toward its success, recognizing the fact that education must underlie every permament improvement in the State, whether material, social, or civil. In addition to the hostile sentiment against free schools, Texas encounters, to a greater extent than most States, the difficulties arising from sparseness of population.

ARKANSAS.t

Arkansas, though in some respects leading the majority of the States in which slavery has recently been abolished, in its manifestations of educational activity, has suffered from the reduction of the tax for school purposes, and has yet to make prolonged, energetic, and welldirected efforts before the final triumph of universal education in the State.

MISSOURI.

In Missouri the system of free schools has passed beyond the period of special peril. One county in the southern portion of the State was, up to a late date, reported without a single school sustained under the State system, and the prejudice against the education of colored children in that quarter is reported most unyielding in its opposition. The establishment of State normal schools and the progress of the State University, are particularly encouraging. Perhaps no city with so many elements opposed to progress has advanced so rapidly in educational development within the past few years as St. Louis.

The vacancy created in the office of State superintendent of public instruction by the death of the Hon. Ira Divoll, so widely and favorably known as an educator, has been filled by the appointment of Hon. John

*The board of school directors of the city of New Orleans asked the city council to levy a tax for $350,000, and they declined to do so, and were sustained by the courts, as there is no provision for it in the State revenne law. They look to the coming session of the legislature for the necessary provisions with which to maintain the public schools of the city.

+ General Albert W. Bishop, of Little Rock, informs us that the town of Fayetteville, Washington County, has been selected as the site of the State Agricultural College. The county gave $100,000 and the town $30,000, in bonds, to secure its location. The State gave an additional appropriation of $50,000 for its benefit. The college is to have a normal department, and is to open on the fourth Monday of January, 1872.

Monteith, who is zealously pressing the various instrumentalities of education toward higher success.

The Missouri School of Mines,* at Rolla, on the Atlantic and Pacific Railroad, one hundred and thirteen miles from St. Louis, was formally opened on the 23d of November with 20 students.

STATES ON THE PACIFIC SLOPE.t

The wild rush to the Pacific slope for gold has ceased, but a more abiding and no less earnest interest centers in all that pertains to that part of our country, territorially in itself an outlying empire. My recent visit afforded me special opportunities for an acquaintance with the facts in respect to the condition of education there. With an area of 365,704 square miles, it is nearly six times as large as all New England. Though traveling about 3,000 miles in passing within these limits, I could hardly secure more than an outline, a bird's-eye view, of a country presenting within its borders such varieties of climate and soil, such diversities of population. No brief general description can fully give the facts, and a statement of the exceptions cannot be undertaken.

CALIFORNIA.‡

California, with an area of 188,891 square miles and a population of 560,247, has already accomplished much and has done many things well, in the work of education, though much still remains to be done. The abstract of information in regard to this State has the merit of being prepared up to date, by Mrs. S. B. Cooper, a well-known writer, resident in San Francisco, who received every aid in her work from the State superintendent and other school officers.

The year has been marked by the erection of valuable school-houses in some of the leading points in the State, as in San Bernardino, Yreka, and Oakland. The high-school house at the latter place is a model of taste, convenience, and economy.

The State owes a debt that will never be paid to those who early undertook the educational work, especially to Hon. John Swett, for the adaptation of the school law to the diverse and peculiar necessities of its people. Its provisions are not optional with the communities, but mandatory. It requires the levying of certain taxes and their appropriation for specific educational purposes. It requires the election of certain officers, and of them the performance of specified duties. If there is a failure to carry out these provisions in any particular in any community, a few friends of popular intelligence may take the question to the courts and enforce the law. The result is the establishment and maintenance of schools in counties the most sparsely populated, and where the people

The opening of this institution was an occasion of much congratulation among the educators of the State. Addresses were delivered by Daniel Reed, LL. D., President of the State University and director of the school, Professor C. P. Williams, and Hon. John Monteith, State superintendent of public schools.

The building is placed on the site of old Fort Wyman, and its cost will amount to about $75.000, which were given by the people of the county, together with $60,000 for its operation. In 1861 the site of Rolla was an unbroken forest; now it contains 3,000 people. The county possesses great mineral deposits, among which are over sixty varieties of iron ore.

+ I am indebted to Rev. John Kimball, of San Francisco, for special aid in gathering information in regard to the Pacific coast.

A recent letter from Hon. J. W. North, of Riverside, San Bernardino County, Cali fornia, states that a rapid and salutary change in regard to educational matters is taking place in Southern California. In San Bernardino a fine, large brick building has been erected for a public graded school. At Riverside a fine school-bouse has been erected; Professor Payne, formerly principal of the high school at Columbus, Ohio, is to have charge of the school. A square of land has been set apart in the town for school purposes.

are largely of a descent and antecedents from which indifference or hostility to universal education may generally be expected. Even in the most backward counties there has been progress. Teachers, school officers, and others, have sought for better results, while in the centers of population the schools come into the closest competition with the best in any of the older portions of the country.

The statute provides for an exact system of supervision over the whole State, and subordinate supervision for counties and cities. This has been the source of infusing life into all parts of the system. A small fraction of the school tax, set apart in every district, constitutes a fund for library purposes, and has multiplied these sources of intelligence in communities where otherwise there would have been almost an entire dearth of reading for the young. The library feature of the school law in California has been a success.

The present State superintendent has wisely refrained from interfering with the excellencies of the law, and the communities have the increased advantage from the non-interruption of its effect.

A State normal school has been located at San José, for which a new building has been erected. The State University, located at Oakland, is already doing an excellent work. Its preparatory department is full and prosperous, and, together with the high schools, academies, and institutions for secondary instruction elsewhere in the State, assures at an early day the preparation of a large number of young persons who will undertake and complete the highest courses of instruction provided. In the busy life of new communities, where speculation is rife, superior education has often had to struggle for recognition and success; but the University of California has some problems presented, for its immediate solution, of the most practical and vital importance to the people of the State, and calculated to bring it at once into the most intimate popular relations. It has received the advantage of the national grant in aid of instruction in agriculture and the mechanic arts, and when the funds from this source are available, will have the means of organ izing these departments.

The agriculture and horticulture of the State differ very widely from those pursuits in the older and Eastern States, and make special deinands upon science to meet the new conditions and solve them successfully. Irrigation in many parts-a system which requires broad and intelligent treatment-must supply the moisture elsewhere furnished by abundant

rains.

In addition, the differences of climate, both general and local, and the consequent effects upon stock-raising, resulting often disastrously to those who come from the older States, make an urgent demand upon the State for the general diffusion of scientific knowledge upon facts so vital to the prosperity of so many of its citizens.

So far, in the matter of irrigation and husbandry generally, all has gone, as it happened, according to the intelligence or whim of the individual farmer, acting without scientific knowledge, and wholly without reference to the general welfare. The university, leading the men of science, can well demand of the State ample aid in making observations upon the soil, climate, fruits, and stock, the bearings of mountains, and direction of river-courses, and the fitness of the different localities for the several industries, until the facts are sufficiently in hand and a philosophical solution is reached, thus preventing many of the evils resulting from ignorance or monopolies. The same is true of mining.

Science would thus illustrate its friendship for man, and superior education vindicate its demands upon public attention by a practical demonstration of its usefulness.