10th Annual Report of the State Superintendent of Public Instruction

TEN·TH ANNUAL REPORT OF THII

STATE SUPERINTENDENT OF

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PUBLIC- INSTRUCT-ION TO THB

GOVERNO:V, OF NEBRASKA, POB TRB

YEAR ENDING DECEMBER 31, 1878.

LINCOLN, NEB.: JOURNAL COMP.A.NY1 STATE PRINTERS.

1878.

L - - - - - - · - · - - - ·--·---------

TENTH ANNUAL REPORT .

OF THE

STATE SUPERINTENDENT OP

PUBLIC INSTRUCTION TO THE

GOVERNOR OF NEBRASKA, • ll'OB THE

fiAR EN'DING DECEMBER ~' i878:

LINCOLN, NEB. : JOURNAL COMPANY, STATE PRINTE RS.

18Z8.

CONTENTS .

PAGE.

L etter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 R eport . .. . ... . ......... .... .. . . . .. . . .. . . ... ........ . . .. . . .. .... .... . . . . 7 Reports and Blanks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Revision of the School L aw ......... . ..... ... .. .... . . .. . ·.... ... .. ....... ... 8 Division of Districts ...... .. .. .. ..... ... .. . .. . .. . . . . . ........... ... .. .... . . 10 Fraudulent School Districts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ..... 11 District School Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . ... . 14 A State T ax for Public Schools .. .. . ....... . ....................... . .. .. . .. . 15 The School Fund and School Lands . .. .............. ... . .. . . ... . .. .. . . .. .. . 19 Teaching of Foreign Lang uages in our Public Schools .. . . . . .......... . ... . . 21 The Text-Book Question ............. . . .. . ....... ... .. .............. . ...... 22 Free Text Books . .. . . ... . ... . . .. .. .. .... .... .. ... . .......... . . ... . .. . .. . . . 24 District Indebtedness ..... . .. . .. ...... ..... ..... . . .. ..... ... ... ........... 27 An Omission to be Supplied . .. .......... ... . ........... ... ................. 28 Teachers' Institutes ... .. . . . .. ...... . .. . ........................... ........ . 29 Nebraska State University . ... ...... .. ... ..... .. . ..... . .. ..... . . ... .... . . . . 31 State Normal School. . ..... .. . . .. . ...... . . . .. . ....... . , . .. .. .............. . 33 Nebraska Institute for D eaf and Dumb .... ...... .. . .. ... ...... ... .... . . . . .. 34 N ebraska Institution for the Blind ............ ... . .. .. . ... .. ... .. ..... .. .. .. 35 A Stttte R eform School ... . . . . . .. .. . ........ . ...... .. ..... .. . ... ... . .... .. .37 The Value of Education to Working Men . . ...... ... ..... .... .... . ... . . ... . 41 Tabuhu Statistics .... ...... . .. . ........ . .•. ... ..•• . . . •.. . .... ... . ... .. . .. .. 45

DEPARTME NT OF PUBLIC INSTRUCTION. OFFICE OF S TATE SUPERINTENDENT, LrcNOLN, Nebraska, Dec.31,

} 1878.

Hon. Silas Garber, Governor of Nebraska: SIR : -Herewith I transmit to you the Tenth Annual Report of the State Superintendent of Public Instruction for the year ending Dec. 31, 1878.

Very Respectfully, Your obedient servant, S. R . THOMPSON, State Superintendent of Public Inst:ructi<m.

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REPORT.

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The school year for which this r eport is made, closed with the month of D ecember, 1878. The general statistics compiled from the reports of the county superintendents, enrollment of children in school, r eceipts and expenditures, compensation of teachers, graded schools and the like, are for the year ending April 1, 1878.

The general summary of statistics for the :first . decade of the system is as complete as it is possible to make it. It shows very clearly the general growth and progress of the system, and will repay careful study.

As our system is now organized I think it impracticable to obtain a very elaborate range of statistics, and even if they were r eceived from the districts, without clerical help, the superintendent could not find time to compile them. On this account I have cut down the statistics in this r eport to a minimum, with the hope of interesting the general public in them and thus in time being able get reports that will be entirely"reliable in all respects.

In making up the statement of r esources and liabilities of the several districts, heretofore no account has been taken of the money in the hands of the county treasm¡er to the credit of the several districts. ;rt appears from the returns made to t his office that on April first, 1878, the several county treasurers held $134,077.20 of money belonging to the districts. The district t~eas­ urers, at the same date held $208,872.26, making a total of $342,949.46, a large amount of money; and this, too, at a time when there is n o special r eason for large accumulations.

REPORTS AND BLANKS.

At the beginning of my term of office certain changes in the plan of obtaining district reports were introduced. The principal one was making the teacher's report to the director in such a form that without r e-arrangement it can be sent on to the county

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REPORT OF THE

sup~rintendent as a part of the report of the distri ct. B y this deVIce the complexity of the director's r eport is dim inished more than a half. This plan seeming to be an improvement it is proposed to modify it_ sti~ furtbe~ so as to remove the pri~cipal difficulty now met With ill carryillg it out, viz: that t eachers fail to make a report to the dire ct or as reqmre · d by law or the r eport 1s · m_ade _a~d lost. I t is now proposed to · furnish the t eacher w ith a sh~ SliDllar to the "summary," on the outside of the "monthly an term reports," and let him fill this out and send it directly to the county superintendent, and then file his r eport with the director as a~ Pti:esent. In J anuary, 1877, at the time the estimate of .appropna on needed to carry on thi d d there was an s epartment was ma e, . unexpended balance of over $ 500 in the treasury, fr om a preVIous ap · · expected to use th"propnation to pay for printing blanks. It was Is sum to pay £ · · d · the spring of 1 877 d $ or prmting the blanks issue 1n 1 print two more setsa~ bl • :0 . was asked and appropriated to the supreme court d 0 . d an lll the years of 1878, 1879. :But thus this departm t ~ci ~d that this $500 could not be used, and should be issued :n ;s Without means of printing blanks, which propriate sufficie::t an~ary 1 879. I t will be necessary to ap81 as that numb 0 pnnt three sets of blanks, for 79, 80, and le~islature in 188 ~~ must be ou t before the adjournment of the

SUPERINTENDENT OF PUBLIC INSTRUCTION

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REVISION OF THE SCHOOL LAW.

The act V:hich still forms the principal part of our S?~o?l Law was. passed ill 1869: This act contained no general drvlBions by subJects, but was SliDply divided into sections numbered consecutiv..ely from 1 to 95.

At every session of the Legislature since 1869, changes h . b een made in the School Law; sections have been repealed av~ n ew ones added; provisions have been added to certain sect" an Ions and removed from others; and the new constitution has . .

Piacti. . cally abrogated severaI sectiOns and modified other s. To k rna . h h . h h these c anges Wit out c ang mg t e numbers of the old s t " e . d h . . d h ec Ions h as reqm~·e muc mg~nmty, an as ~eel to the adoption of m any cu~wus and sometimes ~ot very satisfactory expedients.

The effect of these changes IS, that the law is much less easily

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understood than it ought to be, and the same subj ect being treated of in different parts of the law, it is not easy of r eferen ce. Under our separate district system, with n early 8,000 school officers, m any of them uneducated and unused to the forms oflaw, ther e is no use in trying to h ave a complicated and obscure law carried into effect. To be observed by men so circumstanced, it must be as plain and plainly written as it is possible to m ak e it.

The work of doing this was committed to the ~ndersigned by the committee on Revision of the Statutes, and was arranged as follows: First, the whole law was separated into subdivisions, headed respectively : I. School Districts.

II. District Meetings. ill. District Officers. Election.

IV. District Offices. Powers and Duties .

V . District Board.

VI. High School Districts.

VII. The County Superintendent.

VIII. The State Superintendent.

IX~ The Teachers.

X. Teachers' Institutes. ::g:I. School Funds.

XII. Miscellaneous. xm. The State Normal School.

XIV. The State University.

XV. Schools in Cities.

These subdivisions will be numbered separ ately in sections, so that amendments to any one of them can be made at any time by adding new sections, without deranging the old numbers of the sections of that subdivision, or any other. The following ar e some of the principal changes made in the law as it now stands : 1. R equire a petition to be signed by two-thirds of the voters in a district to compel a division, instead of one-half as now.

Also, to require two-thirds from each part of the district, as it will be wh en divided, instead of as it is now, wher: a majority in one end of a district can cut off a minority at the other end, whether such minority wish it or not. Many instan ces of gross

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REPORT OF THE SUPERINTENDENT OF P UBLI C INSTRUCTION.

injustice in the operation of the present law have come to the knowledge of the D epartment.

2. To forbid the formation of new districts between the first of Januar y_ an~ the first of August of an y year. This is to prevent com~lH~ations about tax levies and the distribution of the State apportiOnment. · 3. Under . the law ' as it now 1"s, th e uper1ntendent 1s r equire d to determme w~at is justly due from an old a· t .· t t b t the manner of doin th" . .

IS n c o a new' u IS, specified m the law will in many cases . . . g work great tn)UStice T he r e · · . ' . t" h · VISIOn giVes the Superintendent more d 1scr e wn, so t at he m ay k . · th · . rna e m many cases a fairer award a4n IsWhnow possible without violating the letter of the law. erever th eli · · . is n ot satisfactor e . '?~10n. of property by the Superintendent terested parties uyn, pdiOVlSlO.cn IS made for an arbitration by disin. , er set .torms · by hi h h be adjust ed fairly to all. ' w c t e whole matter rnay 5. Requires persons to ·d · :D t days before allowin th resl e m a school district at l east or :y . g em to vote.

6. R estncts the school t t 1 d . building t ax to 10 mills. ax 0 5 rmlls on the dollar, an 7. Provides that elected or . the unexpired t erm. appomted officers shall bold for

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8. Allow the Director and Moderat or t o requ1.re · a n ew b on d when they have r eason to think that the Treasurer ' s bond is invalid.

It will b e observed that in these ~mendments care h as b t ak en to av01·a r a a·ICa1 ch anges. The changes made are srneen I and m ostly on matters of detail which need h armonizing a _I, r esp ect to which experien ce shows that changes ar e necess~~r 111 make the law w ork sm oothly. The n ew legislation 1·s 1·n Y to . pro · ding a fund for d efraymg the e.Arpenses of teachers institute \11.providing for State cer tificates. P erhaps th e provisions fi ~' an~ 0 1 arb1trating district disputes may be of this char acter.

DIVISION OF DISTRICTS.

Serious evils h ave arisen fr om that provision of law h " h · ·t y o f t h e voters m · a m J · • Iows a maJon stnct to divide th w t Ic. al . . . . e Is net at pleasure. The prmc1ple that a m aJonty should rule is d agoo one,

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but unless some provis~on is made to protect the rights of the minority, g ross injustice is sometimes done to them by a grasping and irresponsible majority. Under the operation of our present law, districts have been divided and sub-divided till nearly every county h as districts too small to maintain a good school, even with the highest rate of taxation that the law allows.

The most common motive in this division is to get the school house location changed. Sometimes it is done with the h ope of avoiding the payment of bonds issued by the district. A case of this 1..--ind is r eported where a district was divided so as t o leave the school house on one forty acre tract, without a single inhabitant. In another case the superintendent was compelled to for m a district with four sections. This was done four years ago, yet the district has n ever organized and has had no school, though it contains children who ought to go to school. T he apparent object in this case was to escape all taxation for school purposes.

So many cases of this k ind were reported that the matter was reported to the Attorney General, who r endered the following important decision : ·FRAUDULENT SCHOOL

DIST~ICTS .

OP I NION OF ATTORNEY- GENERAL ROBERTS.

April 5, 1878.

H on. S. R. T hompson, Superintendent of P ublic I nstruction, State of .LV ebmslea : Yours of even date r eceived. In r eply will say : That wh enever a certain a:rea of land embraced within one or more school districts is set apart, upon petition of the requisite number of voters in said district or districts · and wh en it becomes manifest ' ' that th e intention of said p etitioners is not to k eep and maintain a school, to hire t eachers, etc., but, on the contrary, the manifest intention of said petition ers and residents in said n ew district is to abolish in that district the system of common schools and common school instruction g uaranteed by the constitution and provided for by statute law, which is in effect compulsory- whenever , I say, such intent is apparent, as in the instance of a r efusal of electors in said district to qualify and perform the duties of the various school offices to which they have been elected, in said LINCOLN,

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ltEPORT OF THE

SUPERINTENDENT OF PUBLIC I NSTRUCTION.

c9.se or parallel cases, it becomes the duty of the School Superintendent ?f ~he co:mt;y to set back the ter.r itory into the original school distnctor distncts-such setting apart having been obtain d by fraud, and with the intent to defeat that clause of the constitution, and the l aws made thereunder, which o·u arantees to a ll 0 • · P.ersons . b etween the ages of :five an d tvventy-one years free InstructiOn m the common schools of this State.

With high regard, your 'obedi ent servant,

GEO. H. ROBERTS. Another case is reported w h er e the county · sup erintendent was 11e d to £orm a district compe th a· . h , or r a er to cut off' territory from a b~~~~\~ er; t~~ota~ assessed valuation of the part cut off was . d th' £ . y s high-handed outrage- for thouo·h done uner e orms of law it i s noth·mg else-a numbero of fan:nhes · · .h 1 ft were e Wit .no school ho d d bl use, an no money to build one; an . th t Wl ld a~aldethpropberty which at the highest r ate the l aW allows w~u yie em ut $67.50 a year.

To show that I am not overstati 1 th . extracts fr ~g e eVIls . of this matter , I . g ive below . om 1etters wntten b c t .· t d ents In various parts of th S y oun y supenn en • · • o c tate· These extracts might be greatly rncreased · fr om · . rn number did space perm1·t., The firs t rs the county supermtendent of Dodge county, Mr. G . W. Simpson: "Two p etitions were presented to the county supeti.ntendent asking for the formation of a n ew district, the interested partie claiming majorities on both 1 which they doubtless had. But ho~ were these majorities obtained?. Upo~ examin_i~g into the matter, it appears that those who signed ertber p etttlon were wholl ignorant of wha~ the res~lt ":'ould b e. ~o. shoW: that they not what they chd, we Will g1ve the conclitwn of t h e districts before and after the. change.

"District No.1 contained taxable property-real- to the am ount of $27:0?~· 50, and No. 2, ~26, 766, m aking a total of $53,7 88 _50 _ d The diVISIOn asked for g1ves No. 3, $18,3?4.50 from No. 1 $12,806 from No. 2, making a total of $31,140.50. Cert~i:~ property enough to support a good school. But what is the y · l ef't nearly 3f sections wh· con'dition of No. 1; l et us see. N o. 1 IS h taxable property valued at $8,688 ! with a school popula~ion 1 ~

kne";

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small that our records fail to n otice any at all. The old school house and furniture wer e carefully steered against in casting up the boundaries, and of course they are in the sacred precincts of the pauperized No. 1. The school house in No. 1 is valued at $450. No. 3 receives 67 per cent of this, or $301. This indebtedness is certified to the county commissioners and assessed ao·ainst No.1 in favor of N o. 3.

0 " No. 1 must not give up h er accustomed school privileges, and she casts up the amount necessary to r un the school ne:;.,.'t year$300 is a low estimate; this added to the indebtedness gives us the handsome little sum of $601, which makes the rate of taxation in that district nearly 7 per cent! I s this right? is this just?"

County Superintendent Newell, of Clay county, writes: "There are six districts in my county that are too small. Four of thes() are composed of only fo.ur good sections each, and two of only two and a half."

Supt. Smith, of Saunders, says: "Ther e are in this county at present . . . . at least ten districts that are too smal~. " .

Supt. Martmdale, of Cass : " T here are about seven d1stncts in this county that are too small to support schools without heavy taxation."

Supt. Ewing, of Hall : "Sometimes I am compelled by maj ority petitions to organize new districts and leave the old ones so small that they can scar cely support school for three months in the year. We have perhaps a dozen districts that are too small, considering the p resent population."

Supt. Drury, of Burt : "Thirty-one of our fifty-two are too small as to population to k eep up a good school. This is a vital question. If the districts can be kept as they are, even now we shall soon grow up to the possibilities of good schools."

Again, in many cases the law works badly by enabling a majority to prevent the division of a district when such division is both proper and just: As new counties ar e organized into districts, sometimes a district is formed with a sr;nall settlement in one end while the other reaches several miles from the school house into land owned by non-residents, b ut which the district wishes to tax. By-and-by, when that end settles up, .the people are too far from the school house for their children to go to

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REPORT OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION.

school. They apply for a division, but not being able to secure the r equisite one-third to sign their petition, the division cannot be made· and thus the minority continues to be taxed to pay for ' . a school from which they derive n o advantage.

But enou gh has been written to show the nature and extent of the· evil; it only remains to point out the r emedy.

(1) The law should be changed so as to require a two-thirds majority petition before the county superintendent is compelled to divide a district. (2) Require two petitions to be signed, one for each -part into which it is proposed to divide the district. This would prevent a majority at one end of a district cut6ng off a small number at the other end. (3) Fix a minimum district by taking into account three things: territory, number of pupils, and valuation. That is, allow no new district to be formed w ith less than- sections, unless the popu,lation and the assessed v-alua.t ion hav~ r eached a .? ertain figure. It may be necessary to l odge discr etlOn somewhere, by which exceptional cases may be arranged, but this could eaaily be done.

. The ma~er o~ school ~o~~ indebt:dness is of great importan ce m c~nnect10n With the diVISIOn of districts, and unless some well considered legislation be h ad soon, hundreds of districts will soon plunged into interminable and costly litigation. Large distncts are formed and then bonded to build a school h After a time the district is divided, and part of it joined wi~~s~~her territory is formed into a district which is bonded in tu Thus part of the land in the latter district is bonded twice. Ar~. tt t .

-=.p. a emp . h t hi s perp1eXIng has been made to. d ea 1 w1t subi ect 1·nth · . . .., e reVIsion of the code. It IS a matter of great importance a d . h . f h , one that should receive t e attention o t e legislature at a n 1y n ear day.

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DISTRICT SCHOOL FUNDS.

The aggregate amount of money handled by our several school district boards is quite large: and every reasonable precautiob. should be taken to prevent its loss or illegal u se. A few additional safeguards may be thrown around these funds without much additional cost or trouble. Some of these may be rnentioned:

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1. Forbid the other school officers becoming the sureties of the treasurer.

2. Allow the moderator and director, if they discover that ~or any reason the bonds of the treaaurer are not sufficient, to reqmre additional security.

3. Require the director to make his r eport to the count~ superintendent under oath, stating that a bond with good security has been taken of the treasurer, and forbid the cou~ty tre~urer to pay over the J nne apportionment till this r epor t IS rece~:ed. .

These additions t o our present law would r emove a g:eat part of the present liability to loss of our school funds. B es1.de these amendments looking to the security of onr funds, certam other additions to our law are desirable : .

1. When money bas been raised to pay b onds, or to bmld a school house, and of this a surplus is left, the district should be thorized at the annual meeting to transfer these surplus funds :: some other purpose. Perhaps they n ow . have by implication this authority, but it would be well to ha:ve .It expre~sly stated.

2. A number of county treasurers perSISt m chargmg ~ P.er cent for the disbursement of the state ~pportionment. This IS now illegal but should be distin ctly forbidden. . .

3. In regard to the formation of a sinking fund to . pay distriCt b onds: The act approved February 25, 1875, provides that ~ll money belonging to a sinking fund.in school dist:·icts shall remam · the county treasm;er's hands till the matunty of the bonds.

Ill .

Under this provision a district may be compelled to raise money ei ht or ten years b efor e it can be paid, and let it lie in the county tr:asurer's hands all this t ime. It is absurd to h.ave m~ney beto the district lving idle so long and drawm g n o mter est. l on gl·nao J d' . t Instead of this, as fast as the money ac~umul ates, the. Istnc officers should b e authorized to buy up their own bonds I~ open market and cancel them, or when this cannot .be done .to mve~t their sinking fund in some other good bonds till su ch time as It can be used.

A STATE TAX FOR P UBLIC . SCHOOLS.

The State should foster public instruction for both political and economical reasons.

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REPORT OF THE

1. The prosperity, stability and p erpetuity of the State are matters of supreme concern.

T o secure these are needed skilled law-makers intelli o·ent voters and law abiding citizens. Public education is ~he mo~t effectiv~ means yet devised to promote general intelliO"ence · and thus be' comes a practical necessity in every free Stat:.

2.. G~neral int~lligence, r esulting from popular education, is effective · t"we, an d . . m preservzng property by the act ua1·1zat"wn o f JUS zncr_easmg property by productive industry. This is the economic basts of free schools.

Our school system is not benevolent, but economical. School moneys properly expended are not a gift in charity but an investment fo~· profit. The property of the State is ~ade to educate the ch1ldren of the State, because this is the best way to promote b~_th :he accumulation of wealth and its safe enjoyment. rr;ese pn~c1ples are the foundation, and in s~ch considerations w;, n~the J:sti:fication, of every system of public instruction. . thur er; t e fwealth and intelligence of a self:.Q"overninD" sta.te 0 0 IS e average o the wealth d · ll" is also equally true that th ~n . mte tgen~e of its citizens. It e d1gmty, enterprtse, and proD"ress of a . state are but the average of the ma,n1·.tes .!.' t a t"tons of th o 1. . . .. ese qua 1t1es 1n the several subordinate communities of which the state is composed.

The vice or ignorance of one community produces injuri effects in other parts of the state. The whole state is taxedous · · b m"ld t h estate pemtenbary.

When great expense is incurred to . convicting a murderer, every tax payer in the county must b ln his part of the expense. The state is an organic whole m l ear ace up of p arts so mutually related that the welfare of each is t 0 extent the welfare of all. some Thus each individual has a pecuniary, a social and a .. . ' po1Ibcal interest m the welfar e of the state as a whole; but a gr t . . d l" . f h ea er Interest m a vancement or cone 1tron o t e subordinate co . in which he dwells. This indicates that a state tax f,o~muhlllty ' I sc ool purposes should not be as great as the local tax; a princi 1 th .IS carn. e d out m . near 1y, or qm"t e, every state in the un · n p e f, at 10 pro ess.

I~g a schoo_l system worthy of the name. As a question of nght, there I S no more reason why one man's property sho~ ld be

SUPERINTENDENT OF PUBLIC INSTRUCTION.

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taxed to educate the children of other men, than that the property of one community in one part of a state should be taxed to provide education for the children of another community. Each is simply a means of promoting the general welfare. that local school tax should exceed that I t is bo-enerally ao-reed b levied by the state, but what ratio they should sustain to each other, is a vexed question.

E:,:perience has shown that, under our institutions, it is detrimenta.l to popubr interest in education to have it furnished .almost entirely by the state, either through a school fund or otberwi~e. On the other hand, ex-perience teaches with equal clearness that it is impossible to organize an effective school system vvithout any state aid. T he ri ght adjustment of these two- state and local contribution- to the support of education, is an important matter, and deserves attentive consideration. Its solution involves principles of the highest statesmanship and the soundest poli tical economy.

Some of the things to be considered in determining the proper relation of stn.te to local taxation for the support of schools may be mentioned.

1. A state that assumes to direct the m anagement of a school system should provide means for its support in some degree commensu rate with the eJ~.'tent of its control. I mportant educational and pecuniary advantages are derived from systematizing the educational work of the state. It 'vould be easy to prove that our present system of district ancl county repo rts, by the safeguards they throw around school funds, and the difficulties they put in the wn.y of illegal or unwise expenditure, has saved the stn.te fivefold the cost of all the agencies used in procuring them. A school system is like an army, it is more efl:"ective when well But th~re is no other wa.)' of bindinotoo-ether the O ro·anizcd. b b b parts -of a school system to be compared in simplicity and efficiency with the an nual distribution of a respectable state fund, whether derived from state tn.x or otherwise.

2. There arc now great ineCJualitics in the burdens which different districts have to bear in sustainin g the school system.

A state tax tends to remove this inequality. The extent of the variation in the amount of ~1.x paid in diftcrent districts ' vill sur-

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REPORT OF THE

prise any one who bas not given attention to the subj ect. I cite a few examples taken at random from the last r eports : In Dodge County the r ate of school tax varies in different districts fr om 2 to 25 mills; in Valley County, from 5 to 35 mills; in Harlan, from 4 to 25 mills, and in Douglas from 3 to 25 mills. H er e w e see that in some districts a man will p ay on a hundred dollars seventeen times as much as in others. Two farms of equal value lying side by side, but in separate districts- the owner of one pays six times as much school tax as the other.

When we take into account the l ength of time school is kept open in the year, the disparity is still greater. For example : ~i s­ trict No. 37, in Douglas County, with 5 mills tax, has nme months of school; while district No. 44, in the same Coun~y, though paying a tax of 16 mills, has but four months of school m .a year. Again, many counties are heavily taxed to pay inter:st on bonds given in aid of railroads. The districts through whi.cb the road passes have compensation for this in the opportunity ~o tax the road b ed for school purposes; l)ut districts elsewhere m the county pay heavy taxes on railroad bonds, but have no such compensating advantage. An increase of state tax, by diminishing the necessity for local taxation would tend to equalize this disparity.

3. The whole amount of state tax for school purposes apportioned to the different counties in 1877 was $ 66 .684.09 . The -vvhole amount from the state fund and other sources Was $102,503.79 or $169,287.88 in all. .

The amount raised by local school taxatwn was about ten tim .c • h es t he amount of state tax, and about .tour times t e amount distributed by the state. Of the whole amount expended for school purposes last year, amounting to $841,062.58, the state furnished $169.287.62, and the districts $671,776.06.

4. Good schools in the newer counties are a strong inducement to immigration. The reputation of Nebraska schools has had its effect in encouraging settlers to come among us. But it is impossible to keep up good schools in the frontier counties without considerable aid from the state. Help given to these poorer counties now will be returned many fold in the near future.

19

SUPERINTENDENT OF PUBLIC INSTRUCTION.

By r eferring to the summary of statistics it will be seen that from 1874 to 1877, the amount apportioned from the state to the districts steadily increased. In 1878, the a.mount is somewhat increased, being a littl e more than 1876, but less than in 1874 and 1875. I am convinced that the r eduction of the state tax from two mills to one was a mistake. It stopped m any schools altogether and discouraged and crippl ed others. For the considerations urged above, and from a careful study of the r esults, I am clearly of the opinion that the state tax for schools should be increased at least one-half mill.

THE SCHOOL FUND AND SCHOOL LANDS, /;;;

THE TEMPORARY FUND.

,

During tbe ,yef; ending Dec. 31, 1878 , there have been placed to the credit of the temporary school fund, and distributed to the counties, by them to the school districts, as follows : Interest on lands sold .. .... ............. .......... ............. $129,033.50 " leased lands....................................... 62,633.93 . " private loans........ ......... ... .. .. .......... .....

2,540.00 " state and county bonds.. .. ....... .... ...... .... 73,572.25 School t ax collected................. ...... ..... ........ ......... 170,185.81 From other sources................... . ............. .... ...... ..

349.63 The total amount distributed in 1877 was $169,281.88, and in 1878 $205,637.88, and in crease of $36,356.00. The rate per pupil in 1877 was $1.83; in 1878, $1.99 per pupil. The amount apportioned in 1878 hom the state funtl to the several counties was increased by the sum of $5,655, derived from fines, licenses, etc., making a g rand total distributed by the county superintendents to the districts, of $211,293.81.

THE PERMANENT FUND.

The exact amount of this fund cannot be told; we can only approximate to it. In fact its productive value within moderate limits is constantly changing; more land is leased; leases are thl·own up; land is sold; or contracts are abandoned.

The whole amount of land leased prior to 1877 was 80,381 acres; the amount leased since 1877 is 100,918 acres; making a

20

REPORT OF TilE

SUPER IN TEN DENT OF PU BLIC I NSTRUCTION.

total of 181,299 acres at an average price of $4.45 per acre. Pri or to 1877, 110,362 acres were sold at an averag-e price of $ 0.~6 p er a cr e. Since January, 1877, 26,819 acres h ave b ee n sold at a n averag e price of $7. 54. 181,299 acres at $4.45 p er a cre gives a valuation of $806,758, which is at 8 per cent.

The value of th e unpai<l pt路incipal of sch ool land s sold can b e estimated by t aking th e income from this source , in 18 78- $--1: 6,635.43-and calling it 6 p er cent of productive fund, wl1i ch " 路ill give a sum very n ear the true am ount. 路 The in come in 18 78 fr om inte rest on unpai<l pt路incipal of school lan<ls, was $4 6,63 5.43, which indicates a valuation on which it is pai<l of $ 777, 25 7.1 6.

The total productive school fund at this date, as nearly as it can be ascertained, is as follo>vs: Im;ested in State bonds ...................... $426,267.35 " COLmty " . . . . . .. . . .. . . . .. . . .. . . 52,500.00 " school district bonds...........

7,800.00 " private securities................ 49,600.00

21

th e accreti ons t o the distributa,ble school fund from state tax is mu ch less t Lnn before that time.

Th e state tax for scbools was chang ed from two Inills t o one in 1875, but the chauge did not m ak e itself felt much till 1877 and 1878.

B ut th ese vari ous drawback:s no longer operate, and h en ceforth we m ay expect th e perman ent fund steadil y to in cr ease. Its investm ent is n ow as safe and good as it is p ossible to make it.

Th e only excep tion to this is the $49,600 of private loans m ade many years ag o. Umler the new constitution, no such doubtful investm ent can be m ade.

There still r emain t o be disposed of n early two and a half millions of acres of land, which , if properly cared for, will in time give us one of the noblest school fuu<ls in the W est.

TEACHING FOREIGN LANGUAGES IN OUR PUBLIC SCIIOOLS.

Estimated as e-:..:pln.ined above ............................. $ 536,167.35 Unpaid. principal of school lands .......... $777 ,257.16 Leased land.s (valuation) 806,758.00

-$1,584,015 .16

Total amount of productive permanent fund .......... $2,120,182.51

B y tl1c constitution this is made a trust fun<.l; if any p art is lost the $tate m t1st replace it; the interest of it can ue used for the payment of teachers' wages, and for no other purpose.

It will be seen that d.uri g the last two years the permanent school fund has incrcase<l faster than the income from it. This bas been brought about uy several causes. First, wit1 1in two years the investment of a large part of the fund. has been clJanrrcd. from state certificates, bearing ten per cent interest, to state uo 1~cls paying but eight per cent. Second, all unpaid balances on schooi land.s sold previous to 1877 paid ten per cent interest, si ncc tlmt time but six per cent. Another circumstance wl1ich hn.s rrivcn rise to the opinion that the income from the school fu1Hl h~s diminished more relatively to the fund itself, is that for two years

Inquiries have frequ ently been made of this department as to the propriety or legali ty of the teaching in our public schools of other lang uages th an English. To these inquiries I have replied suustantially as follows: 1. The Jaw contempl at es that, in general, instruction shall be given in our schools in the English language. This is the prevailing language; our laws are published in it; ninety-nine-hundredths of all newspapers, books, reports, and other sources of puulic information are printed in English. On this account, it is desirable that foreign ers and their children born here should learn the English language as fast as possible.

But it must not be forgotten that there are in the State a large number of p eople who do not understand the English language; and in many cases these families live in "neighborhoods," "colonies," or "settlements," where they seldom hear the English lan(Tuage spoken. In such places, the children learn English slo\~'lY or not at all. .Any instruction in the sciences they get for some time to come, must be in their own vernacular. Yet it is just as important for the safety and welfare of the State that these children should be educated as any others. They are to be our future citizens ; if we wish them to b e in tclli gent and useful, we must see to it that they h ave school privileges, and are not

22

•

REPOR T OF THE

left to grow up in ignorance. Most of these people are str ongly attached to their mother tongue; their early recollections are bound up in it; their memories of their old home in fatherl and are inseparable from the language they have spoken. This affection for their mother tongue is natural , inevitable, commendabl e.

But still the necessity of learning English exists. The safety and p erp etuity of the State must b.e cared for, the high and use- , ful function of the free public school to blend all nationalities into one- the American-must not be abrogated.

With the desire of meeting the wants of this class of nonEnglish speaking citizens, and of making our schools secure the greatest good to the greatest numb er, I have advised: 1. That in districts where a large part of the children cannot speak English, a t eacher should be employed who can speak both English and the vernacular of the children. I think it better that this teacher should use the English as his n ative tongue and have learned the la nguage of the pupils. But if a foreigner has a good use of English, and will carefully endeavor to make it the leading language of the school, he may well be licensed to t each.

As regards instruction, it should be given in English in all cases except where the pupils cannot read English; and then the main business should be to t each the pupils to understand English as fast and as far as possible. Where this arrangement is carried out in good faith the children will all soon l earn to use English and may continue their education in it. I find that n early all intelligent foreigners with whom I have talked on this subject, approve of this manner of dealing with it. Most of them are anxious to have their children learn English, but at the same time they do not wish them to forget their n ative tongue.

I have advised that a teacher must have a good knowledge of and ability to use the English language before receiving a certificate, no matter what his acquirem ents in other langu ages may be.

We cannot afford ~o lower the standard of English teaching in order to allow formgn ers to t each. Let them learn the language o£ the country and then we welcome them.

THE TEXT- BOOK QUESTION.

The enactment of 1869, designed to secure state uniformity of text-books, was well intended and has done good. But as n o

SUPERIN'l'ENDENT OF P UBLIC I NSTRUC'l'IO .

way of enforcing its observance was provided, it h as been disregarded in many distJ.'icts, and we are but little if any n earer state uniformity to-day than when the law was passed.

Persons have made complaint to the Superintendent that frequent chano-es of text-books were made, entailing great expense · on par ents 0 without adequate compensating advantages. Such complainants have b een informed that almost every change in text-books for the last five years has been made without authority of law.

The list made by Mr. Beals in 1869, and slightly increased (but not changed otherwise) by Mr. McK enzie in 1872, is still the leo·al list, and no other books can be used but in violation of law.

1877, 1,065 districts were reported as u sing the state list ; and in 1878 the number reported was 1,114. But as in both these years no report of this item was made from a number of counties, the figures indicate no more than that about one-half of the districts in the State are using the prescribed list. It is to be presumed that a good many districts have a uniformity of books other than those on the state list, bnt of these I have no report.

UnijoTmity of text-books in a single school is necessary, because where there is a diversity of text-books good classification is impossible, and instruction is not so easily or profitably given.

With uniformity and the best classification possible our country schools have too many classes; but when various kinds of textbooks are used the evil is greatly increased, and the t ime of the teacher is frittered away among a multitude of classes without time enough to do much for any one of them.

But uniformity of books in all the schools of a city, county, or state is desirable on entirely different grounds. Here it is needed to lessen the expense of persons who move from one part of the county or state to another. It is also of advantage in this, that where certain kinds of books are used throughout a considerable section of country, dealers will be more likely to k eep a supply constantly on h and, and thus persons .wishing to obtain books may do so with certainty at any time. · Undoubtedly many pupils in this State have been kept out of sch ool b ecau se their par ents, on coming into a new district, felt themselves unable to purchase the kind of books there in use.

In

,

23

24

REPORT OF THE

â&#x20AC;˘

Uniformity in each school, then, b eing necessary for the most economical use of our school machinery, should be secured at once and in some way; state, county, or precinct uniformity, though desirable perhaps, is not such a pressing n ecessity as the other; and we may well pause before we undertake to require one-half the districts in the State to change their text-books at a total cost to the State of $30,000 to $40,000.

FREE TEXT- BOOKS.

The plan of furnishing text-books by the district as other school apparatus of instruction is furnished, is rapidly gro,ving into favor in both east and west. For this plan is claimed: 1. The necessary books are ready at the beginning of the term and no pupil is kept back by waiting till he can send to the store for his books.

2. Every pupil has the right kind of books and enough of them.

3. Absolute uniformity is secured at once and can be kept up without difficulty.

4. Needed changes in books can be made without additional cost; since when one lot is worn out a different kind can be bought without additional expense above what the same kind would cost.

5. More pupils come to school where books are free, and thus the benefits . of the school are extended to a larger number.

Pupils stay longer in school where they do not have to buy books.

6. It is much cheaper. The books can be bought in quantitiEs at wholesale, at a reduction of from 20 to 40 p er cent b elow retail prices. Also, experience shows that books last l onger when owned by the district than when they are the property of individual pupils; partly, because they are kept in the school house and free from the wear and tear of home use, and of carriage to and fro; and p artly because the books are used till worn out ' bein()' 0 used by several pupils in succession. A careful collation of several hundred experiments shows that when text books are furnished by the district, the whole expense for books for a series of years will be l ess than half of what it would have been under the plan of individual own ership.

SUPERINTENDENT OF PUBLIC IN STRUCTION.

25

7. Wher e free text books are furnished, if a ma.n moves into the district :rus children can go into the school at once, without additional expense, and when he leaves for a different locality he does not carry with him a large number of te:A't books, for which he will find no use in his new place of residence.

These and other th.ings ar e claimed by the friends of free text books, and I must say that the e:<..rperience of districts that have tried the plan in this State, goes far to confirm them.

In the reports for 1877, SL"\.-ty districts wer e r eturned as h aving this plan on t rial. As nearly as can be ascertained at the present time, about seventy-five districts ¡are furnishing free tc:A-t books. In tbe month of" May a circular of inquiry was aduressed to a number of these districts, asking the follO\ving questions : 1. How long have you been furnishing free te:A-t books?

2. , What reduction from r etail prices did you get when you purchased your books ?

3. What is the average cost to the district per annum, per pupilJ 4. How does the plan work?

5. What difficulties do you meet?

To the first question the answers varied from "one" to "five years."

To the second question, the answers show that an average deduction from retail p rices was made of about 25 per cent; but some received 40 p er cent off.

To the third question, the answers varied from 50 cents per pupil, per year, to $1.25.

To the fourth question, one reports" a failure," another" badly," the remaining eighteen of the twenty reporting, speak of the plan as working " admirably," "well," "popular with teachers not opposed by patrons," "grea.t advantage," "works very satisfactorily," "perfect success," "could not have had a school without it," etc., etc.

To the fifth query, one answers, "pupils do not like soiled books, and do not take care of them"; others answer, "no serious difficulty," "principal difficulty is the choice of books, and perhaps the total depravity of some pupils," "to induce teachers to

26

REPORT OF THE

feel r esponsible for the care of th e book s ; this ought t o b e stipul at ed in th e contract ," "no difficulties," etc., et c.

Of the two districts th at r eport " failure and dissatisfact ion," one furnished b ooks only t o th ose t oo p oor to b uy them; an d b oth ar e unable to t ell t h e ex.rpense of the ex.'1)eriment, showin g th at the matter was n ot car efull y m an aged. A s it is, 90 p er cent of all districts r ep orting ar e highly pleased with t he plan .

Suggestions.- (1) Districts th at now furni sh, or contem pl ate furnishing free t ext books, should present the qu estion at the annual meeting , and h ave a tax voted for the purpose.

(2) Buy all book s n eeded at the same tim e an d fr om the same dealer, and thus get the best r eduction from r etail prices possible ; this sh ould n ot be less than 25 per cent, and in some cases m ay be more.

(3) Provide a strong book case or closet in the school house, one that can be lock ed up and in which the b ooks can b e stor ed for safe keeping. A case with as m any compa~tments as ther e are pupils in the school, is very convenient, to prev ent mixing the books in ch arge of differ ent pupils, when the books are. temporarily stored away.

(4) H ave all the books number ed and l ab el ed as soon as bought, with a lab el something like the following : TEXT BOOK LIBRA R Y NO .• . . ••

This B ook belon gs to SCHOOL DISTRICT 87, LA N CAST E R COUN TY.

1. Books must n ot be taken from th e sch ool r oom with out the expr ess permi ssion of the teacher to each case.

2. B ooks must be acco unted for to the Director , by th e teacher, at the end of each term.

3. In case of .th e loss or materi al injury of a book by a pupil , th e book m ust be r eplnced by th e p upil.

4. The teach er w ill keep a stri ct account of wha t books ar e loa ned , and to whom.

5. T o mar k u pon or oth erw ise deface any b ook furnish ed by the D istr ict , m ust be r egarded as a seri ou s offence.

6. T h e teacher h as fu ll authority to enforce th ese rules.

SUPERINTENDENT OF PUBLIC INSTRUCTION.

27

(5) Provide a book in which to keep a catalogue of books, and a r ecord of those loaned to pupils.

(6) Mak e the t eacher responsible for all losses that follow from want of care by him.

(7) K eep an accurate accolmt of all expenditures for books, 80 that it may b e p ossible for i he district t o judge intelligently from year to year whether it pays to continue the plan.

DISTRICT INDEBTEDNESS.

The entire amount rep orted to this office was $1,036,245.02, on the first Monday of April, 1878. This was $3,000 or more less th an the amount r eported in 1877. Of the whole amount , $199,061.02 was floating, and $837,184.00 bonded. .At the same elat e, there was of m on eys in the h ands of district treasurers the sum or $208,872.26, or something m or e than the whole amount of flo ating indebtedness. Ther e was also in the hands of county treasurers the sum of $134,077.20, m aking a total of available cash r esources of all the districts of $342,959.46.

Taking this from the whole amount of indebtedness leaves still the enormous sum of $693 ,286.56.

But this showing , bad as it is, does not exhibit the worst features of this unfortunat e business.

In averaging the whole State in this way, we cover up the fact that districts which h ave the large amounts on h and ar e not those which ar e in debt. It is only a minority of the districts that have any h eavy indebt edness. Looking through the count y r eports at r andom I find such things at this: A county with $7,700 bonded debt, and $1,196.96 flo ating. In this county, the total income from all sources for the year was $857,38. The whole ex.13en se paid was $689.67; the whole expense incurred $1,358.10, m aking an incr~ase i~ the :f:l.oa~ng debt of . $668.43, or about two-thirds of the1r entire expenditure. In this county the inter est on the debts of the districts is m or e than four times the whole amount of m oney r aised by school t ax in the year.

H er e is a district in which the total indebtedness is t en times the whole income for th e last sch ool year, and sixteen times the whole amount r aised by a district tax.

SUPERI NTEN DE NT OF P UBLIC INSTRUCTION. ·

28

29

REPO R T OF THE

H ere is an other whlch has a total indebtedn ess of $ 2,554.00, all but $54.00 being bonded. T he tot.1.l expenditur e of the di strict was $81.00; the t ota.l r eceipts $92.00. I n this case the inte rest on the deb_t, at 10 p er cent, is a.bout three t im es as m u ch as the entire e;q)enditru·es for school p urposes.

And these are not isolated cases, but a.re typ es of a l arge n u m ber. I n view of su ch facts, is it not pla.in that distr icts sh ould be r estrict ed in r egard t o th eir power to incur indebtedness. T his has been done in the case of bonded indebtedness, and shoul d be d one as regards the other.

B ut th er e is a feature of the bonded debt which d em ands special att ention at this time. B efor e th e p r esent r est r iction s on b onding districts wer e adopted, m any districts p l uno-ed reckl essly in to debt, and the bonds are b eg inning to b ecome 0 due. In several cases the court -b as issu ed a mand amu s comp elling t h e auth orities to l evy a tax sufficient to pa.y off the bon ds du e at once. It is r ep orted that in one insta nce this r equired a tax of t~- enty per cent (two h unch·ed mills). S uch a t ax means r ui n a.ncl distress for n~arly every one who lives in the district, an d ther e is ~rgent n eed for some plan wh ereby th is necessity may b e obVIated. P erhaps the only feasible way will b e for the district, by a~ agreement with the bon dhold er s, to t ak e up the old b on ds an d 1ssu e new ones. This will enable the district to l evy a t ax y early , so as to for m a sinking fund, and thus pay the b onds by inst a.llments running th r ough several year s, instead of all at once.

This h as b een d on e in several cases, and I am informed by high leg al auth orities is strictly legitimat e.

b e comp elled to carry on the public business at ill~ ~rivate expense. It is respectfully suggested t hat a.n appropnah on should be made out of which this sum can b e refun ded.

TEA CHERS' INSTITUTES.

T he sch ool la.w enacted in 1869 provided for both county and dist rict institutes, and ever sin ce that time th ese gatherings of t eachers have increased in numb ers, popularity, and usefuln ~ss .

Their influ ence on the improvement of our sch ools h as b een Important and valuable. . . .

During the year 1877 county m sb tutes were h eld m rather more than h alf the counties of the State; an d three Normal institutes during th e summer vacati on, one at Grand I sland, one at Plattsmouth, and one at Pa.wnee City . .A county institute of four days duration does n ot afford much time for system atic instruction, and is chiefl y valuable as a means of awak ening the zeal of teach ers and inspiring them with a <lesire to excel. .At the b eginning of 1878, th ere seem ing to b e a dem and for a greater number of . normal institutest ban ever before, it was det ermined to orgamze th em on a m ore e::-..' tended scale than bad hitherto b een tried. The general pla.n of the campaig n wa.s agreed upon at the county st~p e rintende n t~' convention, in April, nd in time successfull y earned out, as w1ll ·appear from the sta:· stics gi.ven b elow. I give the place wh ere h eld, the length of ~me, and the names of the principal and instrnctors:

1.

D. E. Sanders, Principal.

Pawnee City, six weeks. { D. S. Dusenberry.

AN OMISSION TO BE SUPPLIEb.

The legislature of 1875 failed to m ak e any approprjation for postage, st ation ery , or any contingent office expenses wha t ever for the school dep artment. In consequence, the superintendent, my p r edecessor, was com p elled to p ay these exp enses from his own pocket . The am ount p aid out in th is way-and the pub lic business could n ot h ave b e.e n carried on without it-was $18 7.26 , a bill of the items of which, with proper vouch ers, is on file in th is office. It seems unjust that a faithful public officer should

2. Blair, Six

3. L incoln, four

" "

W. E. Wilson, Principal.

I. N. Jon es.

13. II. Rollin son.

L. C. Cat.h erwo od. l\fiss N elli e H annon.

Miss V esta N oyes.

8 . G. Lamb, Co. Superintendent. { \V. \V. \V. J ones.

F . L . Snodgrass.

30

REPORT OF TH E

f~ur

4.

Fremont,

5.

Columbus, four

6. H astings, four

"

A. R. Wightmen. { Mrs. J ennie Wolcott.

Geo. L. Simpson, Co. Supt.

"

{ S. L. Barrett, Co. Supt.

C. D. R ak estraw.

"

J. M . McK enzie. { F. P. Olmstead.

C. J. D avis. { D. D. Martindale, Co. Supt.

F. L. Snodgr ass.

7.

Weeping Water, four "

8.

Seward, four

"

J. D. Messenger, Co. Supt.

9.

Wilber, four

"

Thos. L. Dixon, Co. Supt. { H. N. Blake.

Mrs. H. N. Blake.

"

John Sprecher, Co. Supt.

11. Omaha, two

"

{ J. J. Points, Co. Supt.

J. B. Bruner.

12. Ashland, two

"

·{A. L. Vandeman.

Fern Pierce.

13. Fairbury, two

"

{ John L. Goehring.

G. A. Critchet.

10. Schuyler, two

The state superintendent divided his time among these institutes giving instruction for about a week at each.

The instruction consisted in reviews of the differ ent common school branches with r eference to methods of t eaching them.

A t nearly all, much attention was paid to principles and m ethods of organizing and managing schools. In some cases classes were taught in presence and under the criticis~ . of the instructors.

In all cases the work done was such as teachers could profit by, though, of course soine institutes were better in this respect than others.

The chief drawback to these institutes was the expense attending them. The instructors had to be paiu by the teachers present, which was in some cases a heavy tax, even though the instructors were poorly paid. In fact, though many of the very best teachers in the state took part in the instruction, the average

SUPERINTENDENT OF PUBLIC INSTRUCTION.

31

compensation would not exceed that paid common school teachers in the most backward district in the state.

I earn estly m ge that the legislature be asked _to _provide a 11 fund by which instructors at these normal mstitutes may sma .

'11 b be paid. P erhaps the most. fea~ii1le way to do th1s >Vl • e to charge a small fee for exammatwn of teachers, and let. this be lto pay institute ei'..1)enses. To the amount thus r msed the usee . \Vlse . po1'1cy t te could well afford to add a small sum. I t h'm k 1t s a the part of the state to encourage this disposition of the teach~;s to improve themselves. A state that expends nearly a million dollars a y ~ar on her schools,_can afford to spend a thousand more, to secure the better e21.'"Penditure of the larger sum.

T

NEBRASKA STATE UNIVERSITY.

Located at Lincoln, opened in 1871, Rev. E. B. F airfield, D.D. LL.D.,Ohancellor. Professors, eight; Tutors, six; ot her employees, two. Appropriation made by the legislature in 1877: for instruction $21,500.00, per annum; for current expenses, $5 ,750.00, per annum; permanent improvements $1500, per annum; repairs $2,000.00.

The following brief statement furnished by the Chancellor cont ins some items of general interest : a By the act of the legislature the Regents are authorized to es. tablish five colleges, as follows: 1. A college of Literature, Science, and the Arts.

2. An Industrial college, embracing Agriculture, Practical Science, Civil Engineering, and the Mechanic Arts. of Law. 3• A colleO"e 0 of Medicine.

4 • A colleO"e 0 A college of the Fine Arts.

5 As yet only the first t wo have bee~ estab:ish~~' wi~h reg~·ses of study as follows: classiCal, sc1entlfic, plnlosophilar co ul '. . . al literary, civil engmeenng, agncultural, longer and shorter. c ; rteen instructors devote their time to the University. The libr:;y contains 2100 volumes, well selected. The cabinet consists of many thousand specimens in the various departments of

32

REPORT OF THE

Natural history. Extensive and well selected apparatus for illustration of chemistry and physics.

For accommodatino· those who wish to prepare for entering the ~ . d Freshman Class, a preparatory department has been orgamze · Those seeking admission to it must pass satisfactory examination in Practical Arithmetic, English Gramar, D escriptive Geography, ancl history of the United States.

Tuition free to all, exceptfor music, painting, and drawing. An extra charge of $30 a year for each of these branches. The attendance in all departments of the University for the past two years has averaged over 250. In the University proper, it is sixty per cent more than two years ago.

This account, by the Chancellor, of the liberal support and able management of the Scientific and Classical departments of our State University, will be a source of satisfaction to every friend of higher education in the State.

It is to be reo-rotted that as much cannot be said of the Industrial department. The general government made to the State a . donation of 90,000 acres of land, worth to-day, not less than $300,000.00,for the promotion of industrial education. This grant with its conditions the State accepted, and simple good fa.ith requires that we should perform our part of the ~o utract. It is plain that the expenditures in connection with the Agricultural department have not been at all commensurate, either with the importance of the department, or with the solemn engagements · of the State, when it accepted the land grant.

We arc slow to accept the truth that industrial education is the demand of the times. Our future wealth and power must conle from the devclopmeut of our manufacturing · and prouuctive energies.

The State University may be made a great power in carr:ying on this work.

One enterprise undertaken by the Agricultural d epartment of the University deserves especial mention. This is the holding of Farmers' Institutes in clifrcrent parts of the ' State, for the collection and dissemination of in£ormation on agricultural an d. kindred subjects. A meeting of this kind in Lincoln last winter was well attended and most profitable. A considerable number of ~

SUPERINTENDENT OF PUBLI C INSTRUCTION.

33

such meetings, under the management of Prof. Culbertson, ~re to be held the coming winter, and will undoubtedly be productive of much good. .

STATE NORMAL SCHOOL.

Located at Peru, Nemaha county. Opened in 1867. Robert Curry, A.M., Ph.D., Principal. A~sistant teachers, e~ght! other employees, one. Students enrolled m 1878, 332. Leg1slatlve appropriation in 1877: For teachers' wages, $8,00? per annum; current expenses, $2,100 per annum; permanent Improvements, $200.

This institution, during the past year, has moved steadily on with increased prosperity and usefulness. All changes made in ·ts course of study and g eneral m anagement have been with the ~urpose of making it more exclusively a school for the training of teachers. More than half of those who enter have already been engaged in teaching from one term to several years; and nearly all that attend it will engage in teaching. In June last, thirty-seven students g raduated, four of them in the hiO'her course . t h e e1ementary. ~ • and thirty-three m The classes which expect to g raduate next June contain respectively, eighteen in the five years course, and fifty in the ele:rnentary or two years course.

I am :firmly convinced that no one of our state institutions . e1ds a greater r eturn t~ the public than theNormal School. I ts J1 lents are usually earnest and successful teachers, proud of stUC .(' Its. . a dvancement Durin O' · callinoand w1.11.mg to work 10r then· ' <::> • o t wo years just passed, the board of m anagement have twice the it necessary to emp1oy an a dd.1tlona · 1 teacher to meet the founcl d ts of the increased attendance; an the only way these addi';anal teachers could be paid was by cutting down the salaries of t 100' ther teachers. This ought not to be necessary, and it is 0 the · 1ature Wl·11 mcrease · the appropna· to be hoped that the n:xt 1eg1s . for teachers' salanes. uo;t the close of the last year, the school of practice, which had kept ur) for two years without expense to the State, was disbeen. ed I think such a school a val uable aUXI·1·1ary to a norcont 1nu ·

34

REPORT OF THE

mal school, but without state aid it is difficult to k eep it up in such a shape as to b e profitable to th e school.

In the way of aids to instruction the school greatly n eeds a supply of chemical and philosophical apparatus. As the sciences are now studied, first-class instruction cannot be g iven without such apparatus.

NEBRASKA INSTITUTE FOR DEAF AND DUMB.

SUPERINTENDENT OF PUBLIC INSTRUCTION.

I venture to suggest that the Russian system of teaching mechanic arts seems well adapted to the wants of such a school. By this system a pupil is taught the fundamental manual arts which underlie the trades, leaving the learner to acquire the constructive part of his trade in a shop. The necessary ex.rpense of fitting up a shop for teaching many kinds of trades is so great that it is difficult to secure the means. By the Russian system the necessary outfit is comparatively small. Why should not the e-irls be tau<>'ht 0 as well as boys. The grrls could also learn scr oll sawin<>' Printin<>' 0 0) fret work, and various kinds of light handicraft, which in time could be made to aid them in obtaining a livelihood.

0

Located at Omaha. Opened in 1869. J. A. Gillespie, Princi-pal. Assistant teachers, three ; other employees, nine. Pup~ls, fifty-two. Appropriation made by legislature in 1877: · For m.struction, $2,930 per annum; for current ex.rpenses, $9,500 per annum; for permanent improvements, $1,437.

Tbis institution aims to give to its pupils a good common school -education, and especially to give them a command of the English language. The high est branches now taught are Physiology, Universal History, Geography, and Arithmetic.

The Principal, in a letter just r eceived from him, says: "We ·t each articulation as a branch of our work. We do this by means of B ell's Visible Speech, a system founded up on the p ositions the vocal organs assume to produce sounds. As to tTades we have but one, printing. We have now twelve boys l earning this.

They print the 'Mute Journal of Nebrask a,' and I think do very cr editable work. The smaller boys ar e trained in gaTdening and farm work. The girls are taught housework and sewing."

The Principal suggests that an appropriation for the erection of shops should be made, a suggestion in which I heartily join.

It is highly important that the pupils of this institution shoul d as soon as possible be made able to support themselves. This they cannot, as a rule, hope to do by any form of literary work. A few may b ecome teachers in other institutions, and a few, perhaps, find employment in other lines of work where their scholastic training can be directly used; but the great m ass of the pupils must learn to support themselves by some form of manual h andicraft, or be always a burden on their friends and the State.

D eaf mutes being active, keenly observant, are naturally well fitted for learning such manual arts as do not need the use of the sense of h earing.

35

~

NEBRASKA INSTITUTION FOR THE BLIND.

L ocated at . Nebraska City; opened in 1875 ,· J . B . p arm1ee, .

Principal; ass1stant teachers, three '· other emr)loyees , fi ve; pupr-1s ,., December, 1_8 I 8, tw~nty-one ; appropriations made by leo·islature 0 in 1877, for mstructwn, $3,000 p er annum.' .1"'"' or· curTen t expenses $6,00? per annum; fo~· pe~·manent improvements, $9,357.38. ' Tlns worthy chanty I S well manao·ed and dor·n 11 t .. . o ' g exce en servrc~. The f?ll?'NI~g _clea.r statement of the condition and operatrons of thrs mstltutwn rs made by the P rincipal.

The statute creating a.nd governing this institution wisely contemplates the education of the blind in all those ar ts and sciences which will in practical life assist them in gaining a Iivehood and fit them for society and citizenship To secure this end the school has been divided into three departments, viz: Th~ literary, musical, and industrial, separate in themselves, yet formmg one complete course of instruction.

The school proper is conducted upon the same general principles and with a course of study identical with that of our best graded schools. . . . * * * The studres pursued are arrthmehc, algebra, gramroar and analysis, physical and descriptive geography, rhetoric, J!hysiology, history, reading, spelling, and p enmanship. * * * The musical department is r apidly advancing under the efficient management of Jacob Niermeyer, who is himself blind, and was educated at the I owa College for the Blind. The choirs and

37

REPORT OF TilE

SUPERINTENDENT OF PUBLIC INSTRUCTION.

band meet every afterno.on on alternate clays, while practice and lessons on the different instruments arc in progress continuously throughout the day. . .

Two pianos, an organ, flutes, and violins, make up the cqmpment and are in almost constant use by the pupils. The bliud ' as a class readily acquire a knowledge of music.

Few but can master some department of it, and statistics concerning the graduates of the olucr institutions of onr country have proven that they can and do use their musical education to greater advantage than any of their other acquit·c~1cJ:ts. Some, especially proficient, are able to take charge of smular departments in our public schools and acauemics, othct·s secure employment as organists in our churches, and others still contribute largely to their support by giving lessons on the diftcrcnt instruments at their homes, while all use the knowledge acquire<! to relieve the dreary monotony anu ennui which fitll to their lot, and are able to contribute vastly to their own happiness an<l that of their friends.

In the industrial department the boys and young men arc required to spend a certain number of hou1·s eaeh ui:ty at the trades taught. Besides the making of brooms, we arc this term teaching cane-seating. The pupils experience no difficulty in acquirknowledge of either trade, a11u arc able in a comincr o a thorouo-h 0 parati vely short time to do first-class >vork.

As soon as the number of pupils will admit, we intend to introduce other trades.

The girls and young ladies 'arc instruct~d in all kinds of scwi ug klll tting, croeheting, bead-work, anu so forth . Several have learned to operate the sewing machine with remarkable case and facility, being able to perform all kin<ls of wod..: upon it with but slight assistance, and take -necessary care of the machine. Much of the seamstress work, such as the hemming of towels, sheets, etc., is all done by them. * * * Having accommodati.ons for a much larger nurpber than are now in attentlance, and there be ing many blind in the State who a1·c not in the school, means should be taken to secure their attcnuancc.

The Principal desires the people to interest themselves in behalf of the blind and the success of this institution, and will

gladly receive information concerning any who are entitled to the benefits and privileges of the school.

36

.A ST.ATE REFORM SCIIOOL.

It is crcnerally conceded that crime and vagrancy are on the in· crease. bIt is believed, too, that this increase is largely among the young. IIow may t~is increase be checked? -Wha~ ca~ .be done more than we are domg to cut off the sources of thrs nsmg cur_ rent of vice, in the young? Our public schools do much in this direction; and i.f ou_r teachers were all as worthy exam pies of a · true life as many are, much more might be done. But, however scful our public' schools may be as conservators of good morals, :nd as a means· of keeping our youth from turning into the ways of vice, they are not a valuable reformatory agency.

There is a class ·o f vicious boys and girls, especially in our towns, who arc not, cannot be reached by them.

Outside the influence of schools and churches, two distinct JI1Cans of preventing crime and and decreasing the number of criminals are in use; the Penitentiary and the Reformatory, or Reform School. Nebraska has spent many thousand dollars on the former; not a cent on the latter.

In well managed Penitentiaries, at least two points are aimed at: 1, to punish offenders so as to deter others from like offences o-ainst the laws, and 2, to reform the offenders so that when a~ain let loose in society they may be disposed to live an honest ao'

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\

.

In Reform Schools, the reformatwn of the criminal is the great Experience has shown that even when manao-ed with enu.1 souo·ht. o :::. the largest philanthropy, and the most benevolent zeal, the Penitin.ry is not a very successful reformatory agency. The jail is ten . . 1 f 1 uch worse. Young crnmna s are requent y sent to jail several ~ cs for petty offences before they commit a crime of sufficient tliD ' .

Inh , O'Uitudc to send them to th eP emtentlary. t e common ID•l1:1 d f . . l . l . .1 or city prison, all sorts an ages o cnmma s mmg e together, Jill ' d more an d more by assoc1atwn . . and the young are dcmora11ze with the profligate and abandoned.

In the report of the Minnesota Reform School, mention is made of two brothers who were convicted t>f some crime. On account

38

REPORT OF THE

of a difference in age, one was sent to the Penitentiary and one to tbe Reform School. The one sent to the P enitentiary served two years, was discharged, committed a similar offence and was sent up again. The other, who was sent to the r eform school, reformed, learned a trade, and has for years been leading an honest and industrious life. Many instances similar to this are found in the history of juvenile vice and crime. .And there is r eason for it. A person who h as been in the Penitentiary always carries a stigma upon him which it is difficult for him to remove, and which is a great hindrance to his permanent reformation. .And further, persons are not u sually sent to the Penitentiary till they have become pretty harden ed criminals, or have reached an age when reformation is hardly to be expected.

Reformation to be permanent must usually begin in youth.

Experience in reform schools shows that boys under fourteen are nearly all reformed; while above that age the proportionate number of failures rapidly increases.

Reform Schools are essentially a modern institution; yet the results achieved by them are something ·marvellous. The Ohio Reform School, in 18 years, from 1857 to 1875, had 2,200 inmates.

Of this number over 1,800 h d been discharged, and a large part of them were thoroughly reformed. Wllo can compute the crime, loss of property, vice aud misery prevented in the State of Ohio by the reformation of from 1,200 to 1,400 of her most active and energetic youth. Wllo can tell the aggregate moral, social, and political value to the State of this recreation of self-respect, honest purpose, and desire for a better life in these hundreds of young souls going swiftly down to ruin. Take another example from hund.Teds that might be quoted. The Indiana R eform School for girls, in a single year, restored 25 butcasts to their friends. The father of one of these writes to the principal of the school, "accept my et ernal gratitude for what has been done for my daughter.

I never can repay you the debt I owe."

Mrs. Martha Canfield, who a few years ago, under direction of the N ational Bureau of Education, visited all the leading r eform schools in this country, gives it as her deliberate conviction that at least seventy-five per cent of all the youth sent to these institutions had b een reclaimed.

SUPERINTENDENT OF PUBLIC INSTRUCTION.

39

It is well to remember in this connection, that most young criminals are the children of vicious pa1·ents, or have been neglected in youth , brought up among the vicious and criminal, tauo·ht no r eo·ular employment, seldom or never sent to school, 0 w do 5o-enerally shut out from the influen. ces that tend to build up haracter and repress the tendency to v1ce. Take such away from ~heir vicious and degrading associations, surround them with h eerful kindly asso ciates, give them a chance to taste the re~vards of steady industry and earnest applic~tion, wd bring to bear upon their young hearts the powerful mfl.uence of a great heart, warm with a desire to do them good, to save them from themselves, and we begin to see where the power of the true reform school lies.

Nebraska has made a noble beginning in the building of char"table institutions. Our lunatics, our blind, om· deaf and dumb, ~re provided for in institutions broadly plann ed and liberally supported. It r emains to complete this circle of charities by the establishment of a reformatory for juvenile delinquents. But though a reform school may be considered a charitable institution, and is so far as the inmates are concerned, yet its establishment ~ay be defended _o~ grounds of economy to the State. .All e:xpenence shows that 1t 1s cheaper to reform criminals than to punish_them. ~ut we will be compelled to do one or the other.

At the last sessiOn of the legislatme a bill was offered to pro. de a reform school for the State. As it is likely that a similar 'VI ove will be made this winter, this is an appropriate time for Ill . . h b some suggest:ons concerm~g t e est plan for such an institution.

AJUOng the 1mportant thmgs to be considered in building up a successful reform school are the following: l. There should be no ulterior purpose served by its establishment. It should ~ot be built in the inter est of any sect, party, individual, or town; 1ts sole purpose should be to ~o the great est ssible amount of reform atory work. The locatiOn should be ~~ a large farm,· in a h ealthful place, where there is an abundance of pure water. It sho:1ld b e two or three miles from a 1~ailroad . t tion for the convemence of access, but should not be too near 8 a ' town from whiCh · t h e mma.tes · larO'e are 1·1 1 cely to be taken. any · o fu l h ld · h er b e expens1ve · nor 2. TRlj] BUILDINGS ·st erectec s on ne1t

40

REPORT OF THE

showy, but neat, healthful, comfortable, and home like. Room for the Principal and his wife, with one or two assistants, and a dozen pupils, is enough to start with.

It is of the . utmost advantage in building up a school of this kind, to begin with a small number, so that the Principal may be able to bring his personal influence to bear upon each pupil.

Should a large numJ:>er enter the school at once, it would be clifficult-in most cases impossible1 for the Principal to acquire that intimate acqu11intance which will enable him to mould the spirit of the school into the right shape. When once the :first inmates are brought into harmony with the .new order of things, and the greater p art learn to love and respect the Principal, then new pupils may be introduced, but not too rapidly. The sentiment of the school must always be kept on the side of order and good morals. The traditions of school life, the spirit which pervades a school, is a powerful factor in shaping its destiny, and giving new purpose to those who for the fust time are brought within its influence. ~ have known at least one reform school, begun with great hope and at large expense, entirely fail for want of attention to this point.

3. Abundant provision of work for the inmates should b e made. The influence of steady labor as a reforming agency can hardly be overestimated. Mr. Dugdale remarks, as the r esult of a long and careful study of crime and criminals, that the "most conspicuous and uniformly noticeable trait of the true criminal is, that he seems to lack the element of continuity of effort."

This lack is supplied in the reform school by systematic, steady, intelligent labor, to which the pupil is subjected. Of course this labor may be made to some extent remunerative, but its chief value must be found in its reforming influence upon the pupils.

Of the various kinds of labor within reach of such an institution, farm work is by far the best. It is healthful and cheerful, and takes the boys away from the bad influences that are apt to spring 'up where many are congregated.

But trades should also be· taught, so that when the pupils leave the school they may have a means of earning a living. For teaching mechanical arts, the Russian system of shop wor~ may be

SUPERINTENDENT OF PUBLIC INSTRUCTION.

,.·

41

found the most available. It certainly is very much the cheapest yet devised. . . .

4. The intellectual instructiOn should be excellent m quality rather than abundant in quantity. Mental activity, sound judgment, and ability to apply knowledge to business should be sedulously cultivated. . . . . .

5. When the material furmshmg of the school IS proVIded, It hould be put into the hand of a man of large-hearted benevo~ence and love for the work. This is the most important of all.

There is no other reformatory agency so powerful in its effects on vicious children as the personal influence of a true life u~·nestly devoted to their welfare. The loving warmth of a true ~:art projects its s.aving power into the life of the young criminal, as the sun by Its beams burns up the rank mould and stimulates a healthy and natural growt h of plants adapted t o thrive in its beams.

THE VALUE OF EDUCATION TO WORKING MEN.

The school law, in .defini~1g the duties of the State Superintendent, among other thmgs d1rects "that he shall deliver lectures upon t,~pics calcula~ed to. sub~erv~ the interests of P()pular eduIn followmg th1s du·ectwn I have spoken during two cation. ears in more than h alf the counties of the state, and t o many ythousand of o~r Cltiz~ns .. d an teachers. In the course of this work, I have tned to d1scover the .obstacles t~ the progress of our ducational system, and somethmg of avmlable means of ree vi_no· them. My observation l eads me to believe that the IIlO lj • t .h . . . chief difficulties we no": mee w1t m tr~ng to 1mprove our schools are two: 1. An mad:q~ate. or :alse 1dea of the r elations of learning to labor. The opm10n 1s still held by many, that education is desirable, necessary even, for those who ar e to enter fessional life, but not of equal value to those who are to folpro a life of labor. By such persons, education is thought of not ~V:, roeans of fitti!~g young. people fo; a life of manual l abor, but ther as a means of escapmg from 1t . ra 2. The second difficulty is a want of just understanding of what a good education r eally is.

42

SUPERINTENDENT OF PUBLIC INSTRUCTION.

These difficulties can be removed only by a long continued systematic effort to give the general public juster views and sounder opinions. Already we have made some prog r ess in this direction, but much remains to be done.

The teachers' institute, with evening meetings for the general public, furnishes an opportunity for enlightening the people on these and kindred subjects, of which too much cannot be made.

In urging upon working men the value of learning, the following among other considerations have been adverted to. ::{£ we compare an educated with an uneducated man in regard to their ability to make a living and get on in the world we :find: 1. An educated man is easier instructed in any industrial pur suit: Both mental · and bodily exertion are necessary in all kinds of work. .An educated man comprehends better the principles of his trade and acquires a mastery of it sooner than an ignorant one.

Mental activity leads directly to increased dexterity, and gives greater power of concentration upon a given pm·pose.

1J. An educated man can adapt himself to changed circumstances or new employment easier than one not educated. .An educated man is more self directed, not so much the creature of circumstance and accident, as the uneducated. The introduction of new machinery changes in the fashion, the failure of mines, opening of new :fields to the agriculturist--these and :n;:tany other things produce great fluctuations in employments and r ender a change of work or of place, or of both, on the part of large numb ers of workingmen, imperatively necessary. Here it is that the trained intelligence of the educated, well informed man comes in play and enables him to look about him intelligently and when n ecessary, to change his work judiciously.

3. An educated man can do work more economically.

He understands better the materials he uses, the process he empl oys, the end he is working towards, and thus he 'Can work to better advantage. Following no slavish routine, he is on the alert to discover cheaper and better methods of doing work; and in this effort he improves processes and invents machines. Besides, he is more self directed and needs less supervision than an

43

. .

REPORT OF THE

•

· t man , <and on this account his labor is worth more in the 1gnoran market .

4. E 'duca ted men are needed to manage the labor saving machinery now in use. . . . · . o· 1·n OliT industrial condition IS more r emarkable than N oth1n_, .

F1 · · h the rapid spread of the use_of machme:·y. armmg m t e west carried on without machinery.

A few years ago be t ld con no < stock of tools used on a farm of one hundred acres . e t the en u· · would not cost as much as a common mower now does. But we have mowers, r eapers, harvesters, h eaders, shellers, nhow h er·s planters etc., until in some cases the machinery found t res ' ' . . farlil has cost more than the farm Itself. In the old times, ; :blundering mower broke his scythe that cost a dollar, it was which asIll all roatter; but now if he smashes a mowing machine . sts a hundred, that one break may cost the owner more in ~':ne and repa~rs th~n a month's w~rk of the laborer. It requires but little consrderat10n to show the mcreased n eed for intelligence and:cultivated brains which modern labor conditions require. I have no doubt but that a very moderate increase in the amount of education given to our farm h ands, provided that increase is of the right kind, would double the average profits of farming every year, stmply from the saving effected in the wear and tear of machinery .

5. Education helps producers to take advantage of the best markets.

I have in mind a farmer who was for many years engaged in r chandisi.ng where he learned to study closely the markets. ~~11 retaining that habit, w~ch h~s general intelligence r enders 'ly done he usually sells his gram for more than any one of his easl ' neighbors.

6 _ W e need educated labor~r~ to enable us t? hold o:lr own with those who compete with us for the pt~mlege of supplymg fore2gn ma1·kets.

The industrial system of the world has now become so complicated that no nation is independent of the others. We must h our products into as many markets as we can and; our pt~sfits will depend upon making production as ch eap as possible. ~~d as in comp~tition an:ong in_dividuals ~h_e intelligent '~ork­ rnan generally vvins the pr1ze, so m compet1t10n among nat10ns,

44

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REPORT OF THE

S UPElUNTENDENT OF PUBLIC INSTRUCTION.

that nation which h as the most intelligent workmen will usu ally win the day. Mr. F aucet t ells us that m any trades-lock m aking, for example- of which Birmingham once h ad a monopoly, have now come to the United States; b ecause, though h ig her _wages are paid here, the superior intellig ence of the workmen just ifies this high er wages, and still leaves the manufacturer a larger m argin of profit than in Birmingh am.

S'l'ATISTICS OF GR ADED SCHOOLS, YEA R ENDING JULY 1, 1878. ~

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8. E ducation tends to elevate the thoughts of the workingman, to give him m ore 'self-resp ect, and well f ounded self-confidence. These all t end towards th e development of the highest style of manhood. They t end to m ake a m an mor e industrious and more saving, and give him a taste for a higher and more r ational class of amusements.

Such a m an is a more satisfactory m an to employ, and when work is scar ce, is among the first to find employment. Ari. intelligent man r ar ely becomes a pauper. His iutelligence b egets forethought, which in turn becomes the parent of thrift and economy. It is su ch as h e wh o build the happiest homes in this favored land, wh er e ch eerful saving and intelligent industry drive away the fear of want.

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6 ·w; ...ii2 ...9o :::::: s ·4 .... 76.5 ......75 ......so ·9 .. ...... ...... . ... .. ......

85

GO 40-65 ...

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4 i'9o3 "rioa ·354 .. ·a·3 3.fi ·..isoo .... 9oo 70 lO 40 .. .

4 ·2oo ...7.s ...7.2...iii 3 ·5 .... 675 13gg 50 .. .

3 "ii's · --~. !i :::::: ...39 1 ·4 ......so ::::::::: ......i;o ::: 4 . ..

3 4

79 64 41 ...... 2 l 675 40 40 9 112 ........ .... ...... .. ... ......... ................... ..

.. ······ ...... ······ ........ ... ········· ········· .......... ...

...4.8 ...54 ...4.2 1 ..3 ...iaoo ::::::::: ......6.o·io '"iii '"39 :::::: :::::: 1 "i ""46'5 ::::::::: ~g :::

4 ...83

2 •1

124 lli 52 85 1 G 1000 .. ....... 45-50 9 .. .

2 ...:1:1 :::::: ...45 :::::: 1 ·1 .... 5oo ::::::::: 35-40 35 ...

2 45 ...... ...... 25 1 1 450 ....~ ....

30 .. .

4 235 186 12!! 56 l 14 100 SGO 750 .. .

3~8 ·9 4 ... 7.8 '"56 ... ii9 '"4.'6 1 ·3 .... 54.6 ::::::::: 3 107 52 .... .. 56 2 2 750 25 35 10 3 ...... ...... .......... .. ..... ......... ......... .. ....... .. .

.. ..

............ ...... ...... .. ... ········· ......... ········· ... ...... ...... ...... ...... .. ... ......... ········· ········· ... .. ······ ...... ...... ...... .. ... ......... ········· ......... ...

2

1

5

c rete, Snline Co .... ......... ....... ......

3

3

3

5 :::::: :::::: :::::: :::::: 1 ·;; ""765 ::::::::: '""'4'6 ,"9 ...... .. ... .. ... ......... .........

30 ...

2 '2ii~ :::::: ...... .31 2 4 500 50 30 ,10

Wilber, Snline Co .................:......

1

2

2 ... ii7

c Witt , Snline Co...................... .

De!lcvuc, Sa rpy Co.....................

B shlltnd, Snu~;dcrs S?.................

1 1

~'nh~~· c;cwnrd Co ....::::::::::::::::: ~ 1 j~~t,\1\~·g~ll~:ll~~Oll 9.0::::::::::::::::: i

1

4 4

5

51°~~';on: 1·hnycr Co ...............; ......

R ed Cloud, Webster Co...............

•York, York Co............. ................

2 ..

2

2

5 1 3

..

3 4

4 4

s 5

2

...ii2 :::::: :::::: 1 ..i --·:so.i :::::::::

~~:::

::::::.:::::: :::::::::::: ::::: ......~~ ::::::::: ::::::::: ~ so ...... 60 140 1 1 GOO .........

40 10 61 65

157 38

61 46 48 37 57 64 30 ......

164 66 42 ... ...

2 ...

46 1 3

54 .. ...

2 3 23· 1 2 62\ 951 1 5

441

20 ...... .. 2

100 .........

540 .. ...... .

900 00

400 .........

900 .........

405 .. ... ....

1

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4D 9 40 9 401 8 40 9

35 9

~.~ :::::: ...~.~ \:::::: :. .~ ......~ ::::::::: ......~ "6

Table showing names of counties, name and post-o.ffice of county supe1·intendents, nttmbe1· of dist?·icts and total em·ollment on cens~ts list of 1877 and 1878, child1·en attending school in 1878, nwnbc1· of dist1·icts with six months or mo1·e of school; text book statistics, and compensation of county supC?·intendents.

"=.a ~~cl ~ ~ ~-~]2 ~~ ~-~ o o -a ::> o to

DIS- \NO. OFCII!l.TRICTS DR EN DTW 'N <> 0 COUNTIES

COUNTY SUPERINTENDENT

5 and 21

I P . O.ADDR]li;S

21 26

59

33 21 52 61 83 1 26 G4 40

P~elps

Bal~~ce

3

6

26 31 47 62 4'1

62 Counties

500 1571 100-l 475 1763 1926 4260

161 941

1&14 1636 1590 ......

•10-1 1255 1396 2361 6479 2063 794 80

28 27 526 68 87 2333 3 9 78 6 6 40 54 58 1660 72 78 1550 35 40 786 2 1 32 5 5 105 28 so 643

1878

"'_g .!3

&I

121 839

Ke~n

Sewnr~_............

EMP LOYMENT OF COUN·

TY SUPElt!NTENDEN'£

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621 20-13 1354 607 1831 2295 4506 163 1010 2351 1831 1625 50 872 125-1 15-14 S090 7267 2459 1007 95 633 2765 177 103 1863 1798 911

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A

440 8-16 982 486

$.. Q

20

ro Z ii) Z ~ 77 ... ...

5 .....

so ...

39 62 20 26

119 .....

14~0 108 1555 l Sl 3224 129 128 .....

Gn ... 137 1702 20 10·1 1328 11 OG 1044 1 121 37 8 90 232 11 112 08-1 17 105 n s-1 80 99 2174 82 149 4196 89 187 1937 7 112 660 ... 82 47 6 GO 493 41 .....

2196 ... 135 69 ... 59 56 ... 65 ......

6 111 1218 28 99 57•1 8 72 14 ... GO 52 ... ..... ......

8 69

...

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41 50 23 1 26 1 42 41 ...

16 25 ...

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4 1 ... ...

4 ...

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8 ... ...

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11 41

... ...

7

...

65 ... ... o8

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4

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1 ...

2

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2

2

1 ...

1

46 86 51 ...

48 so ..... ...

101 200 83 11•1 59 soo 1 3 13 18 39 129 51 l ol ..... .....

1 .....

28 125 42 67 25 .....

111 201 81 269 83 220 35 89

5 ..... .....

2 21 .....

GO ... ...

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2 ...

12 ... ...

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82 267

0 7 1 4 GO 125 35 136

17 55 1 2 ... 1 ... .....

1 25 70

3.501300.00 3.00 31:10.00 4.00 364.65 3.02 ......... ...... 628.50 3.00 3-11.00 3. 00 1202. 00 4.00 0.00 3.00 101.50 3.00 517.00 4.00 525.00 1 . 00 3.501 .........

8.00 500.00 4.00 187.00 8.50 8.50 74ii.'ii5 8-5 1283.00 4-5 880. 00 4.00 268.50 3.00 ......

8.50 ooi'.'5o 3.00 21.00 3.00 41.00 3.50 375.00 4. 00 54•1.00 3. 50 192.50 8. 00 6.00 3·oo 3.001 210.00

59 16i7 1957~ HOS 3'2 12<1 ... ... 1 31 200 3 60 G4 2047 'l.'l39 1334 23 l Q.I ... 1 1 54 126 · 870.00 1 '1:1 '1:1 ..

4•..... 440.00 18 291 445 "i65 "5 "92 13 ... ... 14 ..... ·00 .........

20 381 490 302 5 83 ... ... 123 33 8..00 134.00 102 56i 3 Si 75 55 114 49 "6 ... 06 37 5.00 93.00 125 7 591 330 5 ...

192 ...... 960.00 46 J.¥3-' 1396 874 9 84 4'9 ::: "i 4.00 .........

1 12110 1368 82 131 8 1 8 81 204.00 ,g 3431 3614 2501 14 128 8 1 3 46 1 .00 402..00 29 30 736 574 17 123 28 1 2 28 160 4..00 1.80.00 81 83 4540 4714 3091 28 1'1:1 81 1 2 1 83 5.00 3-32.00 50 155 S.50 775.00 55 56 2162 1736 S7 127 5 6 1 06 22 9 9 10 121 so 22 .. ll4 ...... 399.00 10 10 179 189 142 7 136 "3 "4 ... 2i ..... 3.00 .........

47 1912 2266 1493 10 90 •0 ...

48 1 &3 144 .00 52 55 1239 1476 1107 24 91 ... ...

57 1:J? 3.20 466.50 15 15 160 186 133 2 53 '4 "2 318 19o 3.00 6211 .00 91 92 4827 5015 3700 40 12 3.00 36.00 98 102 3388 8891 2291 86 "92 ... ·-z ... 70 168 8.90 505 .50 31 34 1467 1533 1072 20 143 00 5 109 248 1.00 994.00 96 101 4134 4523 3169 44 100 90 2 1 61 158 3.00 88 219 8.00 657.00 62 83 '1:122 S078 2081 30 99 83 16 18 210 267 117 29 29 ... ... 70 250 3.00, 750.00 19 20 520 525 395 11 106 22 ... ...

6 3? 5.00 150·00 44 60 1050 1269 897 22 105 12 --0 .. : 3.00 .........

8 14 260 328 267 6 105 4 o8 204 3.50 715 .75 1 44 45 2497 2636 1844 36 183 4 ... ..... 3.00 23.50 8 8 112 1211 70 5 120 ...

1 85 168 1.00 692.00 53 63 1299 1736 1011 11 63 ... ... ... ..... ...... .. .......

74 _ _ 81 _ 2246 2617 _ 1773 36 _:::::_ iii ... ...2 uS 3.00 3'1:1.00 _ __ __ ...

82 109 205 3.00 625.00

58 66 1 11 17 91 5 47

4~5 50~

CentraJ,~Jty...... ~6 ~~'~ Brow~' ~08

R~d

Lang~on

21

77 86

42 ...

Jo~nson

Jol~~ Pat~e1onn 91o~ber

61 43 23 52 G4 81 1

65 51 44 2 25 83 51 G4 48 77 39

J efferson .... W. ll. C~amberlain r,:aubmy .......... ..... Geo. B. Foster ......... 'Iecu roseh.........

K e.tth ......... P . J . La u ery ...... ..... Ogallalla..........

K earney ..... J. H. Sears .............. L9well ..............

Knox ......... T. J. Bu ckmaster ... Nwbrara. ......... ... S. G. Lamb ............. Lincoln............

Lmc!Jl n ...... Chns. !\!cDonn1d ..... North Pla tte .... ..... Geo. S. Hus!.or cl.. .... Battle Cr.e ek.....

Me rnck- ..... ......

Nemaha ..... Ph1hp ........

1lle.......

Nuckolls ..... H . H.\\ 1U.tnms....... Supcnor ....._......

Otoe ........... A. Bowe n ............... Nebraska C1ty..

Pawnee ...... Wm. ......... Pawnee City..... ........ N.C. Chnst.ta nson .. ..._.............

J> 1er ce........ Amos E. Seely ........ Plamv1ew ........

Platte ......... S: L. Barrett........... Columbus.........

Pol k ... _. ....... Sunon Barrows ...... Oscl)oln..... .........

W1llow S. F . McDonald ...... Inruanola.........

Richardson S. S. Jones_. ............. Rulo.................

Saline......... T h os. L. Dwkson ... Crete ....._...........

Sarpy ......... :M. ........... F?rcst City.......

Saunders ... J . A. s.m 1th ............ 'v\ a hoo .............

Sewar d ...... J .D. M,essen_gcr ......

Sherman .... H. A. Gladdmg ...... Loup C1ty.........

Stanton ...... S. B. 11<1u9hmorc ...... Stanton............

Thayer....... James Dmsmorc ..... llebrO!l ............

Valle¥........ M. Combs ...... ......... Arc!Ldta... .........

Was hmgt'n I. N. Jones ...... ....... Blair. ...............

Wayn e ....... D. C. Patterson ....... La Porte...........

Webster...... A. A. Pope .............. Red Cloud........

York ..........

----'~.

- 1J . E. Cochran ......... York.. ..............

L~ncaster :Mad~;>O~l

E{i 3 .

,.C'O- :: ~ ~C),!!?,~

1877118781 1877

Antelope.... H. J. M!ller............ Neli~;h ............ ..

Adams....... L. Dnrhng .............. Hnstmgs ...........

Buft'nlo ...... John S\l'enson ....... Kearney.......... .

Boone......... W. A. Hosford ........ Albion . .......... ..

Burt.. ......... W. E. Drury ........... Decntur.......... ..

Butler ........ A. C. Fenderson ..... David City ...... .

Cass ........... D. D. Martindale.... Lcuisville........ .

Cheyenne .. D. Herlihy .............. Sidney ............ ..

Cedar ...... ... R. 'l'. O'Gam........... St. Peters ........ .

Clay ........... J .D. Newell ........... Glenville ........ ..

Colfu_x ........ J . Sprecher ............ Sehuyle~......... .

Currung ...... }If. J. Hu~hes ......... West Pomt.. ... ..

Custar ........ E. D. Ewoan k ......... Dougil.t~ Grove ..

Dawson ...... W. H. Lengel ......... Plum Creek.... ..

Dakota....... J . Zimmerman ....... Dakota City ......

Dixon ........ A. S. Palmer ........... Ionia .............. ..

Dodge ........ Geo. W. Simpson .... F remont...........

Douglas...... J . J. Points ............. Omaha............ .

Fillmore .... J. B. Lewis ............. Geneva .......... ..

Franklin .... R. F. Miller............ Macon ..............

Frontier ..... Bcnj. Kirby............ Stowe ............. ..

Fumas....... E. N. Allen ............. New Era ...........

Gage.......... M. Weaverling....... Beatrice ...........

Greeley ...... Manse l Davis ......... Scotia...............

Gospcr........ J . E. Chambers ...... Davidsville .... ..

Hall ........... James Ewing ......... Wood River......

Hamilton ... E. B Barton ........... Aurora....: ........

H!lrlnn ...._.. J. H. ~hr .............. RepubliC/ln .... ..

H.ttchcock .. C A.Gcsselma u .... Culbertson ...... .

Holt ........... John P . 0. Mon ell.. Paddock ......... ..

Howard..... H. C. Parker........... Dannebrog...... .

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Table showing by counties 1·eceipts, expendit~wes, value of school prope1·ty, inde~tedness, money paid teache1·s, total wages of teachers, and app ortionment by county sup erintendents, for the year ending Ap1·ill, 1878.

I NDEBTEDNESS

~

00

I'AID TEACHERS

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Lnncnst er ···~ Li.11coln...... :Mnc1ison ...

"Merrick .....

Nemnhn ... .

Nuck olls... .

Otoe ........ ...

56%1 2.7 5Gll51 21 1 8228 98 8228 98 G72ll 13 , 672\l 13 18131 15 · 18131 29582 32) 29869 3S 13379 88 13437 73 3HH 5 76 31G45 76 Pie r ce ········\ 7-151 11 7451 11 P nwnee...... 21158 05 21158 05 Phelps ...... ; 102 05 ... .. ..........

Pollt ........... 14867 85 14867 85 P l n t te .. . .. .... 1 20320 76 20320 76 Rich nrds'n 1 37&16 54 26581 10 Red WillOW! 1006 34.

1006 3-1 Sal ine .. .. . .. . 85273 32 35273 32 Snrpy .... ...... 1 20259 99 20259 99 Sau nders 32102 56 32102 56 Sewnrd ...... 26878 02 26878 02' Sher m a n ... 1' 461 66 461 66 E;tnntou. ..... 11404 02 114!Fl 02 Thaye r ......

23669 9·1 23GG9 ~~ V nlley .. .. ..

8G3 82 837 27 W a s h' ton ... 319&1 38 31974 38 Wa.y n e ......

7356 15 7356 16 Webster .....

6518 15 6518 15 York........... 19454 26 193<13 65

···I

15~

39l'

n5ll51 50 7398.00 11858 70\ SS09 58 14038 84.22 48 14291 70 13568 46 11400 00 480 00 8538 481 2026 45 2796 69 1600 00 2855 00 73-l 82 10529 00 8800 00 2.782. 00 11l42 4S 2177 45 1708 50 8030 18 2718 29 0769 89 S33S 92 36974 45 15932 96 2345 41 5782 35 37fJG 62 8436 07 6580 76 8738 71 49~57 95 10758 60 ll4.'l2 97 6532 61 8650 16 631•1 48 15283 00 4895 00 956 36 2481 76 2.768 20 2480 31 2.779 50 1116 96 8066 25 70'23 44 4531G 00 8128 50 2049 51 7941 85 7648 50 9290 20 1751 11 782 84 SSGl 00 ...............

833 40 lb70 00 86560 432 78 4.-1058 00 200!fl 65 7729 50 3981 56 4668 79 4077 35 6452 50 6108 20 3050 00 ... ... ......... ...... .........

102 55 35 57 96 00 22076 59 3670 00 l GSO 78 3514 37 3546 59 352.5''36 2707 44 1\!082 00 16375 oo 8082 13 41<19 15 41J5 52 4011 00 4903 00 5720 87 867,1 GO 79511 10 28145 00 6318 55 8863 98 9828 85 9512 51 8920 25 430 00 ........ .......

262 01 354 '17 51822 . 390 00 392 00 523 50 37720 90 25735 79 5398 43 7942 68 6&16 24 8202 97 7562 00 9747 27 38021 60 7900 00 4763 38 5210 53 3399 75 3576 •10 8&13 7~ 5740 99 556G2 95 25927 05 7322 16 7778 45 8467 63 8269 72 8671 69 3502 46 37107 40 31016 90 6114 58 4735 02 6455 81 4707 45 7314. 50 5570 10 5935 00 · 20000 00 7592 79 214 49 236 24 367 50 846 00 4.71 66 11221 20 200 00 807 72 3187 21 952 08 3008 65 1166 33 1087 96 22008 45 24490 09 3166 24 4•165 04 8690 87 4246 20 8869 00 20.15 53 3393 00 7700 oo 3994 28 47 67 399 73 715 50 1090 00 581 38 •15675 00 13138 00 8428 13 4513 95 8283 64 •1558 31 7288 14 5320 51 6463 00 ...............

32 00 687 00 773 00 687 00 778 00 207 73 11480 50 .......... .......... .........

1428 40 2991 00 1911 50 8300 00 2619 29 20726 00/........ ....... .. ,,, , , ,., , .,,,, , r , ,,,, ,, , , , , , , , , 3988 31 5167 12 4389 99

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SUMMARY OF STATISTICS. FIRST TEN YEARS OF THE SYSTEM. 1869.

1870.

1871.

1872.

- - - - --- - - --

29 Number of orranlzed counties ...............

Number of sc ool districts .....................

598 Number of school houses .................. ...... ...............

Children of sch ool age...... ...... .................

26407 A.vernge number in each district............

48 Number of childJ·en attending schoo1... .. .. .. .... .......

Per cent of attendance .. ............ ............. 11 .. .............

Number ofmnle teachers ....................... 11...... .. .......

Number of female tenchers .................... . 1, ........ .. .....

Number of clnvs tnurrht bvmnle tench ers .......... ......

1878.

1874.

.I

1876.

I

1877.

81 797 298 82789 41 12791 89 267 269 18931.

~

Value of aJJ school property.... ... ..... ........ .. .. .... ....... , 17860.1 Total receipts .......................................... ,............... 167597 Total .ex~encli tures .................... ......... .... j...............1 163930 Total m e ebtedness ................................. ,........, ...... 31657 Amount apportioned from State fl!!ld ..... 1IS 57982 50i 138&19

34 420936 GG 817163 :i9 1167103 871 1553926 151 18-18239 001 1585736 60

95 871883 841365520 09/ 73<169 •10 l57•195

73 36 G3 ' 11!

537fi80 581095 176075 167493

3U 901189 97 !!15076 85 6-J9307 111 17G4Gl

1878.

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59 60 60 61 35 48 60 2518 2496 1410 1868 2215 2405 1028 2212 1516 2018 2195 553 787 1138 86191 92161 41071 63108 72991 80122 51128 37 34 40 86 38 38 38 59996 56774 23265 87872 47718 55428 28786 • 69 70 61 60 56 56 60 1571 1252 1504 778 1046 560 ~~~ nH•j 1483 1587 739 1176 520 759n6, 111393 001301 41411 1 5tm6 _____ 559011 82796' 1064721 1217281 185971\ 72 74 72' 72 96 95 83 1 ' • . ' 0 1............... ................ 1 , , 211 -· 821 38 ?

561 ?

Total \I Uffes prud male teachers .............. ;:, .............. S - 66o0 13 $ 8126<1 78 5107818 69 1$11051113 1.$ 1717 16. 86 S 222991 -19 5 -19LO 00 S 2-0962 " pnldfcmale teachers ............ " ............... I 31083 SO 65992 7'11 93677 75 140341 77; 171029 40 2107-18 51 1 2301<10 00 286085 28 A~:erage w~ges ~~r m~nth, fe~~es ~ ~~1 ~~ ~1 1 ~ ~· ~~I ~~ ~· ~ ~g ~~ ~ ~

. . ::::::: 1:::·::.:::::::::1

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1870.

94 . 988740 20, 928188 39' 10Q.I\l57 03 105481 7 77, 91 8955 01 1 1051817 981 2U2<171 49 241167

oo 1093275 39 09 109897'1 75 091 10.18058 66 53 188025 80

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1862335 1026538 1027192 10395<16 169281

t;

62 2690 2281 103161 38 62735 60 1609 2121 109347

2089.o7 13 2855<12 97

~~ ~

88 1806466 66 34 swaoo 45 21 936931 fiS 631 1036245 02 88 205014 97

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