intendent of public instruction, who prepares copies of the lists, and sends them, as well as forms of contracts, through the (elected) county superintendents to all districts.

All text-books purchased by district boards are held as the property of the district and loaned to pupils free of charge, the pupils being held responsible for any damage, loss, or failure to return the books in due time, and to the person designated by the board.

Any parent or pupil may purchase from the board necessary books at cost price. The board may designate a local dealer to handle the books for the district, with such increase above contract price to pay cost of transportation and handling as may be agreed upon.

New Hampshire, 1898.—Each town constitutes a single district for school purposes. The school board prescribes the studies. The board is required to purchase textbooks at the expense of the city or town, and loan them to the pupils free of charge, under such rules as it prescribes, making provision for sale at cost to such pupils as wish to purchase them for their own use.

New Jersey, 1895.-Each township constitutes a school district; each city, borough, and incorporated town constitutes a school district separate and distinct from the township school district.

It is the duty of the local board of education to provide text-books and loan the same free to all the pupils, subject to orders and regulations of the board. The purchase is made from a free text-book fund raised by special school tax.

Any school officer accepting any consideration for promoting the sale of any books, or violating the provisions of the act, is deemed guilty of a misdemeanor, punishable by removal from office.

New York, 1898.-In common school districts the inhabitants at an annual or special school district meeting may appropriate money for the purchase of free textbooks for indigent pupils. This is the extent of their power, and even this is rarely exercised. There are about 12,000 common-school districts.

The inhabitants of union free-school districts are authorized by statute to appropriate money for the purchase of free text-books for all the pupils residing in their districts. The proposition to be submitted to the meeting must be given and served upon every inhabitant prior to the meeting. This power is rarely exercised. There are about 700 union free-school districts and probably scarce 100 of them provide free text-books for all pupils.

The cities of the State by their charters are authorized to provide free text-books for all resident pupils. The books are loaned to be returned at the end of the term. No reports on the subject are made to the State department by districts or cities, but the belief is that about one-half the cities avail themselves of the provisions of their charters for free text-books. 1

North Dakota, 1893.-The school board of any city, town, or district is empowered to select, adopt or contract for text-books, also to purchase them and provide for the loan, free of charge, or sale at cost to the pupils.

On petition of a majority of the qualified electors the board must submit the question of providing free text-books to the next annual meeting, and on a majority vote it is the duty of the board so to provide.

Pennsylvania, 1897.-Immediately after the annual election of teachers in each school district and before the opening of the next term there must be a meeting of the directors and teachers of each district, at which the directors decide upon a series of schoolbooks for exclusive use for the year. The school directors or controllers purchase text-books as required out of the school fund and furnish them free of cost for use in the schools, subject to the orders and provisions of the directors or controllers. No change in text-books must be made more than once in three years.

The statement regarding New York is partly of items not in the law, but it rests upon a letter of the State superintendent, June 13, 1898.

"The Scriptures come under the head of text books and they should not be omitted from the list." (Page 146.)

It is unlawful for anyone officially connected with the school system to promote the sale of any book or have an interest in such sale, under penalty of fine or imprisonment.

Rhode Island, 1896.-The school committee of each town prescribes the studies and purchases the text-books to be loaned to the pupils free of charge, subject to rules of the committee. A change may be made in the schoolbooks in any town by a twothirds vote of the whole committee, and, in the city of Providence, by a majority vote, provided that no change shall be made oftener than once in three years, unless by consent of the State board of education.

South Dakota, 1897.-The county board of education-consisting of the (elected) county superintendent, the superintendents of cities or towns, the county state's attorney, the board of county commissioners, and one person from each commissioner's district, selected by the school board of such district-selects and adopts all text-books for a term of five years, after receiving proposals and guaranties from publishers. The board of county commissioners contracts with publishers, designating a depository in the county where books shall be sold at not more than 10 per cent advance on cost. A provision is inserted in the contract that it becomes void as to any book when the State has published a corresponding book. Each depositary is put under bond and must make returns to the county auditor monthly.

On a written petition of the electors of any school corporation the board shall arrange to furnish free use of books. A safe bookcase is required. The books are to be the property of the school corporation, used only on order of the board. No school officer must have any interest in supplies.

Utah, 1896.—The State superintendent of schools, county superintendents, and the principal of the State normal school, or a majority of them in convention, decide what text-books shall be used, except in cities of the first or second class, not to be changed for five years, except for sufficient cause, to be decided at a special convention called for that purpose.

Proposals are invited and contracts for furnishing books are made with bonds. In cities of the first or second class the board of education decides upon text-books. The mode of procedure is essentially the same in cities and in the State at large. In cities of the first and the second class the boards of education have power to furnish and loan to pupils all text-books used by them.

The refusal or neglect of the trustees of any district, or the board of education of any city to enforce the use of the books adopted is deemed a misdemeanor on the part of any trustee so refusing or neglecting, punishable by a fine not exceeding $100, and removal from office.

Vermont, 1893.—The text-books are selected by county authority, publishers contracting to furnish them for sale in the towns. The chairman of the board is required to arrange with one or more persons in each town to keep the books for sale, to receive not more than freight and express charges and 10 per cent advanco on contract prices. The use of other books, if furnished without expense to pupils, is tolerated.

Any town or district may purchase and hold text-books for use in its schools, if it so votes in a meeting named for that purpose.

Any school official receiving anything for promoting use or sale of any book is finable $20 to $100.

Wisconsin, 1897.-At the annual meeting of every school district the question of providing free text-books must be submitted to popular vote.

The boards are required to determine what books shall be used in their respective districts.

No change in text-books shall be made for three years, and then only by majority vote at an annual meeting duly notified of the vote on a change.

Every member of a board, where a list has been law fully adopted, who shall order a change within three years shall forfeit the sum of $50.

The districts and cities furnishing free text-books are not subject to the time limit and the law as to changes.

CHAPTER XX.

EDUCATION IN CUBA, PORTO RICO, AND THE

PHILIPPINES.

By R. L. PACKARD.

I. CUBA AND PORTO RICO.

The statistics of the institutions of public instruction, and those of private elementary schools, in Cuba, taken from official and other authentic sources, are placed at the beginning of the following compilation for the convenience of those who already know the history and understand the general social condition of affairs in the island. To others they can have, however, little significance without knowledge of the colonial history and of the kind of instruction which is given in the institutions represented. To supply this information the statistical review is followed by a historical sketch of the relations between the colonies and Spain-the origin and growth of the separatist tendency— which is taken from a German authority, and this is followed by a history of the educational, literary, and scientific movement in Cuba, from a Cuban source, together with plans of studies in the university and other institutions; then the testimony of competent judges as to the condition of education in the island at different periods from Humboldt's time down to 1890 is given, and a summary of the whole evidence con cludes the paper.

The educational system of the Spanish colonies has always been a subordinate part of that of the Peninsula, the same laws governing both, and the royal orders and decrees have so coordinated the two that the professorate in both has come to form essentially one body. The universities of the colonies were modeled upon the famous ones of Spain, and, until recently, education retained its aristocratic or university character, no attention being paid to the general and public education of the masses.

The educational system of Cuba consisted of the University of Havana and institutes of secondary instruction (colleges and seminaries) in the capitals of the provinces and in Porto Rico. The rector of the university was the immediate head of this system under the CaptainGeneral of the island, as representative of the King. Royal orders and

decrees regulated the conduct of education, appointed teachers, created or changed the plan of studies, and managed all the other details of the institutions of public instruction, which alone could grant degrees. The degrees of the private institutions (colleges of the religious orders) required verification before they could be accepted as valid and identified with those of the public institutions. Degrees of the University of Havana were valid in Spain, and the degrees of bachelor of the secondary institutions in Cuba and Porto Rico were sanctioned by the university.

STATISTICS OF SUPERIOR AND SECONDARY INSTRUCTION.

The university.-According to the annual report for 1888-89 the Royal University had 1,046 students for that year, of whom 167 were inscribed in the faculty of philosophy and letters; 187 in that of the natural sciences; 240 each in the law and medical faculties, and 214 in pharmacy. In the three following years there were 1,009, 1,059, and 1,083, respectively, showing little change. The expenditures for the first-named year were 126,859 pesos, of which 121,209 pesos were for salaries and 5,650 pesos were for material. The income, largely from fees, was 77,638 pesos, leaving a deficit of 49,221 pesos. A full account of the university will be given below.

By the law of 1880 an institute of secondary instruction was established in the capital of each province, each of which comprises a number of colleges and seminaries in the vicinity. Thus the Institute of Havana has 28 colleges incorporated under it; that of Matanzas, S; that of Puerto Principe, 1; that of Santa Clara, 18; that of Pinar del Rio, 3, and that of Santiago de Cuba, 12.

The following tables will show the details of attendance at these institutes by provinces. The plan of studies will be given later on.

The superior normal school for male teachers, created in 1890, had 40 students the first year and 42 in 1891-92; that for females had 85 students the first year and 173 in 1891-92. The "professional" school of the island of Cuba (founded in 1855) had 43 students in 1890-91 and 51

1 According to Department Circular No. 54, issued by the U. S. Treasury April 1, 1898, the Cuban peso $0.926.

2 From La primera enseñanza en la isla de Cuba. Por José Estebán Liras, Secretario de la Junta Provincial de Instrucción Pública de la Habana. Habana, 1893.

the next year. It gives business degrees to superintendents or overseers and surveyors. The professional school of painting and sculpture of Havana had an attendance as follows:

1867 1887-88 1890-91

1891-92

75

502

431

400

The plan of studies of this well-known school will be found in another place. The provincial school for artisans had 115 students in the day school and 316 in the night school in 1890-91.

A large number of "colleges of primary instruction" for boys and girls is given for the province of Havana by Señor Liras, but without statistics, and several charity schools are also mentioned.

Nine Sunday schools for poor girls and servant girls, conducted by women, were established in 1882-1884, and have been attended by over 5,000 young women since they were started, and have an attendance of from 30 to 100.

Province of Matanzas.-The colleges in this province have been established for the most part since 1850, but the statistics for some of them ceased with 1868, the year of the insurrection.

The institute of Matanzas was created in 1863. The attendance and degrees have been as follows:

The expenditures were 13,650 pesos for salaries and 1,000 for material in the latter year; total, 14,650 pesos. There were 16 periodicals and newspapers in the province in 1894.

Province of Santa Clara.—The institute was founded in 1882. Its activity is shown as follows:

The expenditures were 15,900 pesos, 14,900 for salaries and 1,000 for material. There were 30 periodicals, ranging from a medical and scientific journal down to newspapers, in the province.

Province of Puerto Principe.-Besides several private colleges of secondary instruction, the institute proper was founded in 1863, and was supported by the State until recently, but is now maintained by the provincial authorities.