shows that Alabama, out of a population of 1,262,505, had 433,447 over the age of 10 years who could not write, while Michigan, with her splendid school system, out of a population of 1,648,690, had only 63,723, and Arkansas, out of a population of 802,525, had only 202,015, and Tennessee, out of a population of 1,542,359, nearly 300,000 larger than Alabama, had only 410,722 illiterates.

"This difference may, it is true, be accounted for in some measure by the large illiterate negro population of the State, but it must be admitted by every one not blinded by prejudice that our meagre appropriations for public schools causes in no small degree this difference so disparaging to Alabama, when compared even with other Southern States.

"One of our wisest statesmen recently said 'that no State in the Union is more deeply interested in the cause of popular education than Alabama.' After citing the fact that more than 96,000 voters in the State could not read the ballots which, as freemen, they are empowered to cast for the weal or woe of their country, he asks with pertinency and much force, 'How can we, with such a mass of ignorance exercising the great privilege of suffrage, hope to perpetuate the life and continued prosperity of our free institutions?' "How to dispel this dark cloud of illiteracy that hangs over our State, shrouding all in gloom and obscuring our prospects for the future, is the practical question that should engage the mind and stir the heart of every patriot and lover of humanity. There is no better way of rifting this cloud of illiteracy than by letting in the rays of intellectual light into the minds of the young, or of dispelling the gloom that it engenders than by instilling in their young hearts correct principles and habits of living, which can and should be done by every teacher of our public schools. These schools are the available means for the intellectual and moral training of our young, and it is the highest duty of the State to sustain them, but to do this as it should be done, more money is necessary. "Upon the imperative duty of the State to provide the means for the education of her children, I hope to be excused for making the following apt quotation from a speech of Lord Macaulay, one of the greatest historians, most brilliant writers, and ripest scholars of the past century:

"I say, therefore, that the education of the people ought to be the first concern of a state, not only because it is an efficient means for promoting and obtaining that which all allow to be the main end of government, but because it is the most efficient, the most humane, the most civilized, and in all respects the best means of obtaining that end. This is my deliberate conviction, and in this opinion I am fortified by thinking that it is also the opinion of all the great legislators, of all the great statesmen, of all the great philosophers of all ages and of all nations, even including those whose general opinion is and has ever been to restrict the functions of government.'

"Strong as the foregoing is, it is not stronger than the following from that peerless orator and wise statesman, Seargeant S. Prentiss, of Mississippi, taken from a speech delivered in New Orleans in 1846:

"The principle that society is bound to provide for its members' education as well as protection (protection of person and property), so that none need be ignorant except from choice, is the most important that belongs to modern philosophy. It is essential to a republican government. Universal education is not only the best and surest, but the only sure foundation for free institutions. True liberty is the child of knowledge; she pines away and dies in the arms of ignorance.'

LOCAL TAX RECOMMENDED.

"In my former reports I have frequently expressed the hope that a sentiment favorable to local taxation for school purposes might be awakened in the minds of the people of the State, and earnestly urged its importance as the best available means of securing sufficient funds to make a public school system efficient. But in this my hopes were blasted by a decision of our Supreme Court in a case brought up from the separate school district of Cullman, in which the Supreme Court held that such a tax was in violation of our constitution. The only chance to increase our school fund by means of local taxation is to have our fundamental law amended. This should be done, as we can not hope to make our school system what it ought to be without local taxation. As may be above seen, Michigan derives more than one-half of her ample school fund from local taxation. But a change of our fundamental law is not only uncertain, but at best its accomplishment requires time, and we can not afford to wait for this to be done."

In addition to the district of Cullman, mentioned by Superintendent Palmer, many communities, small towns, and country neighborhoods, says the Montgomery Advertiser, asked and obtained from the Legislature a special act authorizing them to levy a local tax for schools. These special acts were declared unconstitutional by the Supreme Court, as above stated; but the fact that they were called for is conclusive evidence of the strong public sentiment in favor of free schools, and of the willingness to support them by voluntary local taxes, in addition to the State apportionment.

A STATE TAX PREFERABLE TO AN APPROPRIATION.

"Our only hope, so far as the State is concerned, is to increase the direct appropriation from the State. The people of the State have manifested a willingness to do this, as has been repeatedly expressed by their representatives in the Legislature by an increase of the appropriation for schools within the past few years from $130,000 to $250,000. It is confidently hoped that by the time our next Legislature convenes that the values of the taxable property of the State will have so increased that an additional appropriation for school purposes may be made without risk of impairing the State's credit. A better plan still, in my judgment, would be to levy a special tax of say three mills on taxable values, to be used exclusively for public schools. I believe in this way the people would more willingly pay this tax, knowing that it could never be diverted from the sacred purpose for which it was raised, and that it would be returned to them ten-fold in the enhanced valuation of their property, and better still, in the education of their children free of cost."

POLL TAX.

"There was no material difference between the school funds of the two preceding years' except in the amount of poll tax collected. There has been a very decided falling off in the poll tax, both in the amount of assessments and collections, but especially in the latter. The poll tax collected for the year ending September 30, 1886, was $144,962.37, while that for the past year was only $135,572.34, a falling off of $9,390.03. There was a failure on the part of the collectors in Elmore and in Sumter Counties to pay over to the county superintendents all the poll tax due the school fund in these counties, but this only amounts to a few hundred dollars and will not account for this difference. *** By an examination of preceding reports it will be seen that the collections of poll tax are no more than they were several years ago. It is true that this failure to collect polls is chiefly in the 'black belt,' as it is sometimes termed, where the colored race are most numerous; but I feel sure that by greater vigilance on the part of collectors, and more rigid scrutiny on the part of commissioners' courts, much more poll tax could be collected to increase the school revenues of the State than has been done the past year. By an act of the last Legislature the collector is charged with the collection of the insolvent polls of the preceding year, a much better plan than that of turning the lists over to the justices of the county, as required by the old law. The aggregate of errors and insolvencies allowed the past year amounts to $72,782.63, nearly one-third of the entire assessment, and more than half as much as was collected. This is not creditable

to our people and does not manifest the interest in education that should be shown by those who so sorely need the blessings of a public school system.

SCHOOL LANDS.

"It will be seen that there has been collected, during the year, on claims for school lands, the sum of $8,855.79. It is to be regretted that the records of this office are so defective, caused, no doubt, by the confusion resulting from the Civil War, that it is impossible to ascertain, with any degree of certainty, what particular subdivisions of school lands were purchased by those persons against whom the State holds claims; and, in many cases, parties claim that they have made full payment for school lands when the record fails to show any payments; and in some cases, lands were sold before the war, and there is no evidence in this office of any such sales. It is very desirable both for the State and for the persons claiming these lands that the question of title should be settled, and patents issued to those entitled to them, and the claim of the State enforced against those who have not paid for the school lands claimed and used by them. During the year there has been constant inquiry about title to school lands, caused, no doubt, by the fact that these lands are becoming more valuable. It is to be hoped that county and township superintendents will take advantage of the favorable opportunity offered by the demand for these lands to secure settlements of these old claims held by the State. In many cases parties have been in the adverse possession of these lands for twenty and thirty years, claiming that the purchase money has all been paid, and yet there is no pretence that the State has been divested of her legal title to them. In such cases the interest of the claimants demands that they should have these questions settled, and should secure a patent from the State under compromise act, approved March 1, 1881. Quite a number of ttlements under this act have been effected during the year, and considerable money certified into the State treasury to the credit of the school fund of the townships in which the land lies."

ARBOR DAY.

"In compliance with a request made by the Southern Forestry Congress, and in accordance with a beautiful custom that is prevailing in well nigh every State in the Union, I requested the schools of the State to observe the 22d of February, George Wash

ington's birth-day, as Arbor Day, by planting shade trees and shrubbery on their schoolgrounds, and dedicating them with appropriate ceremonies to the memory of those they love.

"Notwithstanding the fact that the appointed day was most unfavorable, by reason of heavy rains, hundreds of schools observed the day, and thousands of trees were planted and dedicated amid the songs of the joyous children."

66

That the day may continue to be observed until such results are obtained, I hereby designate the 22d of February as Arbor Day, and request its proper observance by all the schools of the State."

For other information relating to education in Alabama consult the Index.

ALASKA.

The following rules and regulations were issued by the Secretary of the Interior on June 15, 1887:

RULES AND REGULATIONS FOR THE CONDUCT OF PUBLIC SCHOOLS AND EDUCATION IN THE TERRITORY OF ALASKA.

By virtue of the power conferred upon the Secretary of the Interior by the Act of Congress of May 17, 1884, authorizing him to make needful and proper provision for the education of children of school age in the Territory of Alaska, without reference to race, until such time as permanent provision shall be made for the same, the following rules and regulations for the government of the public schools in Alaska are hereby promulgated:

I.-General Management.

SEC. 1. The general supervision and management of public education in Alaska is hereby committed to the Commissioner of Education, subject to the direction and control of the Secretary of the Interior.

SEC. 2. There is hereby organized in the Territory of Alaska a board to be known as the Territorial Board of Education, to whom shall be committed the local management of the schools in that Territory, subject to the general management and supervision of the Commissioner of Education.

The Governor of the Territory, the judge of the United States court for the time being, and the general agent of education in Alaska shall constitute this Board of Education, and the general agent shall be secretary of said board and shall keep a record of its proceedings.

SEC. 3. The regular meetings of the Board of Education shall be held, at such times as said board may appoint, in the town of Sitka, in said Territory.

SEC. 4. The Territorial Board of Education shall have power, subject to the approval of the Commissioner of Education

(a) To select and appoint the teachers of the public schools, to prescribe their duties, and to fix their salaries;

(b) To provide general rules for the government of the schools and the attendance of the children;

(c) To prescribe the series of text-books to be used in the public schools and to require all teaching to be done in the English language;

(d) To select the location and supervise the erection of the school-houses, to provide plans for the same, and to lease houses for school purposes.

SEC. 5. Requisitions for all materials for the erection of school buildings, articles of school furniture, supplies of books, stationery, and other necessary materials for the use of the schools must be made by the Territorial Board of Education upon the Commissioner of Education, and when such requisitions are approved by the Commissioner they will be transmitted to the Secretary of the Interior for his approval, and, when approved by him, the supplies will be purchased by the Commissioner of Education, and paid for as hereinafter provided.

SEC. 6. The Board of Education, at least three months in advance of the close of the scholastic year, shall submit to the Commissioner of Education detailed estimates of the probable necessary expenses for the support of the Territorial schools for the next fiscal year, including therein the erection of school buildings, the pay of school officers and teachers and other employés, travelling expenses of the general agent and the district superintendents, rents, fuel and lights, furniture, school books, apparatus, and all other necessary expenses for the maintenance of the schools.

SEC. 7. All salaries, expenditures, and other claims for the payment of educational expenses in Alaska must be audited by the Territorial Board of Education, approved by the Commissioner of Education, and, when approved by him, transmitted to the Secretary of the Interior for his approval, and when so approved, will be paid out of the funds appropriated by Congress for the education of the children of the Territory.

SEC. 8. In cases of special emergency the Board of Education may incur expenditures for immediate necessary school purposes in advance of the approval of the Commissioner of Education, but such liabilities shall be only for unforeseen and necessary purposes, and shall in no case exceed $100.

SEC. 9. Whenever such extraordinary expense is incurred the Board shall make an immediate report thereon, in writing, to the Commissioner of Education, setting forth the reasons for incurring said expense, and transmitting properly signed and audited vouchers for the payment thereof.

SEC. 10. In the preparation of estimates, vouchers, and other official forms and papers the blanks approved by the Treasury and Interior Department will be used by the Board of Education.

SEC. 11. For his services each member of the Territorial Board of Education hereby established shall receive the sum of $200 per annum.

SEC. 12. At the close of the school year the Territorial Board shall make a report to the Commissioner of Education, transmitting the hereinafter-mentioned report of the general agent, and containing their opinions and recommendations respecting the subjects thereof, and such other topics as shall be deemed by them proper for the general welfare of education in Alaska.

II.-The General Agent.

SEC. 1. A superintendent of education, to be known as the general agent of education in Alaska, shall be appointed by the Secretary of the Interior, and shall hold the position during the pleasure of the Secretary, and until his successor is appointed.

He shall receive from the Government for his services as general agent an annual salary of $1,200.

SEC. 2. The general agent of education shall reside at Sitka, and shall be provided with an office, with the necessary furniture, stationery, fuel, and lights. He shall not leave the Territory without the written permission of the Secretary of the Interior.

SEC. 3. It shall be the duty of the general agent to exercise general supervision and superintendence over the public schools and teachers in the Territory, subject to the approval of the Territorial Board of Education.

SEC. 4. He shall visit each school district and each school in the district of Sitka at least once a year. He may, once a year, in each district hold a teachers' association at such time and place as in his judgment will best promote the interests of the public schools. The schools in the district of Sitka shall be under his immediate supervision. SEC. 5. The general agent shall make a report at the end of the school year to the Territorial Board of Education, which report shall embrace

(a) The number and general condition of the schools in the Territory.

(b) The rules and regulations prescribed by the Board of Education for the government of the schools and the duties of the teachers.

(e) The number of children between the ages of six and twenty-one years in the Territory, the number of children attending the public schools, the number attending other schools, and the number not attending any school.

(d) The names, ages, residence of the teachers and other officers employed in the schools, and the amount of their respective salaries.

(e) The time spent by the general agent in the Territory and the time spent by him in visiting the schools.

(f) And any and all information and suggestions that may be useful for the advancement of education in the Territory, or that may be required by the Commissioner of Education.

SEC. 6. It shall be the duty of the general agent to keep an inventory of school books, school furniture, and other property received by him from the Government, and at the end of his term of office he shall deliver to his successor all of the books and papers of his office, taking a receipt therefor.

III-School Districts.

The Territory of Alaska is divided into three school districts, which shall conform to the geographical divisions known as Sitka, Kadiak, and Unalashka, as follows: SEC. 1. Sitka, comprising all Southeastern Alaska, with an area of 28,980 square

SEC. 2. Kadiak, comprising the region from Mount Saint Elias westward to Zakharoff Bay, with an area of 70,884 square miles.

SEC. 3. Unalashka, comprising the region from Zakharoff Bay westward to the end of Aleutian Islands, and northward to the Arctic Ocean, with an area of 431,545 square miles.

SEC. 4. In the districts of Kadiak and Unalashka the district superintendent, the United States deputy collector of customs, and the United States commissioner at Kadiak and Unalashka shall constitute and are hereby appointed a school committee. The supervision of the schools in these districts shall be under these committees, and all reports of the progress and condition of the schools, with recommendations for the location of new schools, and for the erection and repair of school buildings, shall be made to the general agent by said committees, and for their services as members of such committees the deputy collectors and commissioners shall be allowed $100 each per annum. SEC. 5. In each of these two last-named districts or divisions the Territorial Board of Education shall appoint one of the teachers to act as district superintendent. These superintendents shall visit the schools of their districts at least once a year, and keep the general agent informed of their condition and wants as to school buildings, the manner in which the teachers perform their duties, and all reports shall be made to the general agent by the superintendents through the committees of their districts. The district superintendent, in addition to his salary as teacher, shall be paid the sum of $200, which shall be in full payment of his services and travelling expenses as such superintendent.

SEC. 6. The children shall be taught in the English language, and the use of school books printed in any foreign language will not be allowed. The purpose of the Government is to make citizens of these people by educating them in our customs, methods, and language. The children are primarily to be taught to speak, read, and write the English language. Vocal music may also be taught in the schools.

SEC. 7. The Sitka training school should teach the primary branches of industrial education. The boys should be taught shoemaking, carpenter and cabinet work, printing, and such other trades as are of use in the Territory, while the girls should be instructed in intelligent housekeeping and household industries.

SEC. 8. A common school should be established in every settlement where there are children in sufficient number, and at least one school in every tribe of Indians or native settlement.

Comfortable school-houses must be provided. These schools must be open to all children without reference to race.

L. Q. C. LAMAR,
Secretary of the Interior.

The organization of the board of education provided for in the above rules and regulations has already been referred to in Chapter. I (see p. 32). The board met at Sitka July 14, 1887. Judge Lafayette Dawson was chosen president of the board, and Dr. Sheldon Jackson, general agent of education for Alaska, secretary.

Following is the report of the general agent to the Territorial board of education, together with the letter of the board transmitting the report, with recommendations, to the Commissioner of Education.

LETTER TRANSMITTING REPORT OF GENERAL AGENT.

SITKA, ALASKA, November 17, 1887.

SIR: We have the honor to transmit to you the annual report of the educational agent for Alaska, with our approval, except the recommendation, on page 571, of a division of the field.

We consider a division of the district unnecessary-that it would only complicate and retard the educational interests of Alaska.

But we would recommend one superintendent or general agent for the whole district, at a salary of not less than $2,500 per annum, and that he be compelled to remain in the Territory and give his undivided personal attention to the Government schools. Action of the Territorial board of education in Alaska.

To HON. N. H. R. DAWSON,

United States Commissioner of Education,

Washington, D. C.

1 Page 111 of this Report.

SHELDON JACKSON, Secretary.