The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1870-12-01

the school fund is divided among the three
counties, on the basis of the population as 1t
was forty years ago. in 1880. Maryland has q
law for the conduct of the white schools, ex-
celleDt in seme of its features. The principal
of the normal school lie the nominal, but pow
erless, head of the system; the county exami-
ners perform, in some measure the work OF
superntendence. The Baltimore schools have
many excellencies, and provide for the educa-
tion of the colored children but In the country
districts of the State the education of any ex-
cepting the whites is utterly ignored, save as
provided for by private enterprise. Kentucky
provides supervision, but the Legislature last
winter, in endeavoring to curb the energetic
efforts of the Superintendent reduced his salary,
and, instead OF adopting the efficient mes-
sures for white schools which he had
recommended, enacted law very
much in accordance with the provisions of
the statutes before the emancipation of slaves.
West Virginia, after having struggled, so far
successfully, in the establishment of free
school system, seems now to be contemplating
its destruction. Virginia is just putting free
school system into operation, but encounters
great difficulties in the lack of means, the want
of correct information, and the lack of school
houses and qualified school officers and teachers.
North Carolina has been struggling for about
two years to put system of free schools into
operation; the obstacles encountered have per-
mitted only partial success, more having been
accomplished by the instrumentality of the
Freedmen's Bureau and the aid Of the Peabody
fund, and other charities, it is believed than by
the expenditures of the State. The friends of
education rather fear defeat than hope success.
In Tennessee the school system was put into
operation and nearly 200, 900 children enrolled,
but reactiorary sentiments save in the cities of
Nashville and Memphis, bid fair to restore the
pauper schools of the days of slavery. Missouri
has free school system fairly established.
Arkansas has secured a greater success than
majority of the Southern States. South Caro-
lima, among the States having the largest per-
centage of iliteracy, is confident of final success
in establishing free common schools. Florida
AZ
the system sought to be established:
Alabama now debates the question of
advancing or retreating. Mississippi is
making efficient progress In the
establishment of a system of free sch oos. The
school code of Louisiana has encountered an
opposition so persistent and fierce that its sue
cess, outside of the city of New Orleans, has
been most unsatisfactory to its friends Georgia
has just passed a school law and appointed
State Commissioner, but must wait year for
funds with which to put the system into full
operation. In Texas no school legislation has
so far succeeded, and no public officers are at
work for the organization of schools.
In the District of Columbia the white public
schools of Washington can accommodate about
one-third of the white school population, and
the colored public school about one half of the
colored school population. Whatever has been
the sentiment OF the people of the District in
the past, it is manifesty growing rapidly in
favor of free public schools, elsewhere so sue
cessful.
Over the vast territorial domain of 1,6l9,353
square miles, already supposed to be occupied
by population of 4953l0 whites and 31S, 042
Indians the National Government has, in edu-
cation as in other matters, exclusive RESPONSE
bility.
A statement, revised in the Indian Bureau, is
to the effect that the first Indian appropriations
for educational purposes were made in 1906.
Since that time $4,000, 600 have been expended
for this object, and at least $500, 600 900 for
Ind ha int ms q
for the relief and civilization of the Indians,
about one dollar in ten is for the purpose of
| education. A most liberal estimate indicates
only one child in ten or eleven receiving even
| the simplest rudiments of an education. The
| retrogradation Of the Pueblo and other Indians
respects intelligence, since their territory has
| been added to the United States, is too shock
ing to American ideas to be longer tolerated.
| The Superintendent of Public Schools in the
| Cherokee Nation, for the year ending July Is,
| 1870, reports As schools for Cherokee children,
8 for colored chlldren with 973 males and 95h
females; total, 1928 enrolled and an average at
tendance of 1924. No information so recent has
| been received from the other civilized nations.
| All have, however, their school system officers,
teachers, and schools, and give most abun-
dant proof of what can be accomplished under
thoroughly excellent educational management
| Exact accuracy is at present impossible, but in
cuding Alaska our total Indian population is
estimated at $50, 500 persons; about $4,000 OF
these are within ages enabling them to re-
ceive instruction. But 153 schools are known
to be in operation, with 1914 teachers
and G204 scholars. The appropriations made al
the last session of Congress for this purpose are
estimated at $246, AIS go of which $780, 900 is il
bulk, and placed under the discretion of the
Secretary OF the Interior for the maintenance o
industrial and other schools. To the above
amount expenditures by religious bodies add
SIG $3.50, and by tribes and individual Indians
S25, 022 90, making a total for the current yea
of $3.50, 927'SS. Under treaty stipulations th
liabilities for educational purposes are estimated
at Sl35, 051 &C. The total liabilities for this pur
pose are given as $663 10000, while the schoo
and orphans funds held in trust by the Unte
States amount to 81 AL 420'69, making the tota
liabilities So 104 920'7l.
WHAT CONGRESS MAY DO FOR EDUCATION.
/. 1t may do all things required for education
in the Territories g 1t may do all things re
quired for education in the District of Colum
bia. g. It may also do all things required b
its treaties with and its obligations to the In
dians. 4. The National Government may ais
do all that its International relations require i
regard TO education 5. The Government shoul
provide national educational Office and an off
Ger, and furnish him clerks and all means fo
the fulflment of the national educational obli
cations. 6. The National Government may us
either the public domain or the money receive
from its sale for the benefit of education.
The National Government may know all aboU
education in the country, and may commun
cate of what it knows at the discretion of Cor
gress and the Executive.
RECOMMENDATIONS.
AS the present opportunities of the bureau al
utterly inadequate to the proper execution
these duties, the Commissioner recommend
fret to increase the clerical force of the bureau
TO enable 1t to extend, subdiyide, and system;
tlze its work, so that the corresponding
domestic and foreign, and the collection
statistics, may each be in charge OF perso