XX. TEXAS.

Capital, Austin. - Area, 274,356 square miles. - Population, 1850, 212,592.

TEXAS, as a province of Mexico, had no public school history. After independence had been secured, and as soon as the young republic came to act for itself, in 1836, it accepted the prevailing policy of the United States respecting education. In the Constitution then adopted occurs this provision: "It shall be the duty of Congress, as soon as circumstances will permit, to provide by law a general system of education." When the State Constitution was framed, prior to admission to the Union, in 1845, the duty above named was yet more distinctly recognized; and it is provided that free public schools shall be maintained throughout the State by the appropriation of the avails of the public lands and taxation. "One tenth of the annual revenue of the State derived from taxation shall be set aside as a permanent fund for the support of free public schools. All public lands granted for such schools shall not be alienated in fee, or leased for more than twenty years. And no law shall ever be made to divert said fund to any other use." This provision forecloses the sale of these lands, from the proceeds of which a permanent invested fund might be realized, as in some other States, yielding a regular income to be distributed; the annual rental is, therefore, now the sole source of income. And, practically, it has thus far happened that, with such vast ranges of unoccupied lands at hand, belonging to the United States, and offered to settlers on such advantageous terms for purchase, the public school lands have remained for the most part untenanted, and of course unimproved. This difficulty is prospective for a long time to come, unless remedied by a repeal of the provision forbidding the alienation of the fee.

The general fund, accumulated from the tenth part of the revenue, already amounts to $150,000. Of the money guaranteed in bonds by the United States, $2,000,000, bearing five per cent interest, is appropriated to constitute a special School Fund. The prospective value of the public lands is very great; it has been estimated as high as $15,000,000; but one half of that sum would be nearly double the largest School Fund in the United States. The amount annually distributed to assist public schools is about $125,000.

But further than a provision of funds, Texas has not much advanced. A sparse population, habits unaccustomed to educational arrangements, and the immature character of the State, are sufficient reasons why a common school system will take root but slowly, and grow but little, for a while. Then it is something, a great thing, that the tendencies are in the right direction. There is, however, no uniform and efficient general school system organized or in operation; and no general school laws have been adopted.

In the chief towns and populous counties, public schools have been maintained for some time. But the instruction, such as it is, in Texas, is chiefly given in private schools. In 1854, there were 65,463 white persons between the ages of six and sixteen years, as returned to the Secretary of State. By the United States census of 1850, it appears that there were 446 academies and public schools, with 497 teachers and 11,325 pupils. The number of persons returned by their families as attending some school was 19,369.Am. Ed. Year-Book, 1857.

The number of scholars between the ages of six and eighteen returned to the Secretary of State for 1857, was 86,782, showing an increase of 13,956 over the number reported in 1856.

Superintendent of Schools.

JAMES H. RAYMOND, Austin.

XXI. ARKANSAS.

Capital, Little Rock. Area, 52,198 square miles. - Population, 1854, 247,112.

THE General Assembly, in 1853, passed an act revising the school system of this State. At that time, the Secretary of State was made, ex officio, State Commissioner of Public Schools; and it was made his duty to "report to the Governor the condition of the common schools in the several counties in the State; the number of schools in each county; the number taught by males, and the number taught by females; the whole number [of pupils] at school, and the number of free white children under eighteen and over five years of age; the amount of State, county, and township funds; the amount annually expended for common schools; the amount collected by taxation, if any; the number of teachers employed, and [at] what price per month, quarter, or session of five months; the number of school-houses; together with such other information and suggestions as he may deem important in relation to the school laws, and the best means of promoting and disseminating education throughout the State." The same act provides for County Commissioners, who are required to report to the State Commissioner the facts and details needful to him in making up his report. And there are three Trustees in each township, who have the charge of the schools, and make their report to the County Commissioners. But a singular inadvertence in the wording of the law made it utterly inoperative for one year, at least, inasmuch as power was given to the townships to elect the trustees under conditions which could happen only in a very few counties. Great complaint is made in the County Commissioners' reports of the frequent changes in the laws respecting schools.

Congress apportioned 886,460 acres of land for the support of schools in Arkansas. These lands are now very valuable; they are held in the counties; some of them have been sold, and large and adequate funds derived from the sales. These funds, and the unsold section lands, the saline lands, and the revenue from fines and other sources, will yield an aggregate fund of not less than $2,000,000.

In means, Arkansas is well off. But the State Commissioner says: "The condition of common schools in the State presents a gloomy picture; but the friends of education should not be disheartened. The same difficulties experienced by Arkansas in their establishment, have been more or less felt in all new and sparsely-settled States. The great obstacle in the organization of common schools is not so much a deficiency in the means to sustain them; but it is attributable to the indifference that pervades the public mind on the subject of education."

The State Commissioner urges the separation of the two offices held by one person, and the creation of a separate department for public education,

with ample pecuniary provision for its maintenance. A State Superintendent of Schools, a man of ability and education, should have it as "his duty to go amongst the people; and, by his intercourse with them, by public lectures and otherwise, he could facilitate the organization of school districts. An enlightened and zealous Superintendent would be able, not only to arouse the public lethargy on the subject of education, but he could create a public sentiment in its behalf."

The utter inadequacy at present of the system to meet its own demands, is seen in the fact that only forty schools were reported in the whole State, with but thirty-one teachers, and eight hundred and thirty-three pupils, with an aggregate of more than $100,000 expense. Such incomplete returns are valueless for comparison. The attention of the Legislature has recently, 1854, been called to the claims and wants of the common schools by the new Governor. Am. Ed. Year-Book, 1857.

A Report of the State Commissioner of Common Schools, (Hon. David B. Greer,) dated November 24, 1856, gives a very discouraging account of the progress of education in this State. Referring to the returns made by the County Commissioners, Mr. Greer says:

"These reports have been received from about one half of the counties; but in nearly every instance they are vague, inexplicit, and unsatisfactory; in many cases failing entirely to touch the inquiry upon which information was sought.

"I am enabled, however, to collect from the reports of the County Commissioners, that there are in the State about twenty-five common schools, organized and sustained by the common school fund. This exhibits a state of things which all must deplore, and is a discouraging commentary upon our common school system,' if system it may be called, under its present practical operation.

"The Commissioners, in some of the counties, state that they cannot tell the precise condition of their school fund; that they have received from their predecessors in office obligations upon persons indebted for the school fund, whom they believe to be insolvent, and that the fund is in such a confused condition, that they are unable to make any definite statement upon the subject. The sacred obligation to preserve the school fund is recognized by all, and the General Assembly should protect it by every possible legislative guard within the scope of their authority."

Again, after speaking of the ruinous sacrifices of the public lands, and the difficulty of establishing common schools in a State so sparsely inhabited, he says:

"Considering the almost entire failure, successfully to organize and establish common schools in Arkansas, at present, I am inclined to believe that the interests of education would, in the end, be promoted by a suspension of the sales of the school lands. If the Legislature, in its wisdom, does not deem this step expedient, the imperative duty is imposed upon them to enact every precautionary guard for the preservation of the fund devoted to the noble cause of education.

"Although required by law to make such recommendations on the subject of 'education throughout the State' as may be deemed beneficial, yet I do not consider that any general remarks of mine, in relation thereto, would tend to arouse the public lethargy on the subject. The vital importance and necessity of popular education are felt and acknowledged by every citizen, and to maintain a proposition so self-evident would, at this period of the world, be a reproach to the public intelligence. Until the people are awakened from the general sleep on the subject of education, no hope for its advancement can be realized. Every man will admit, individually, the importance of public schools, but what we want is a general, diffused, and active public sentiment in their behalf. This sentiment at the present time does not pervade the public mind in Arkansas, and until it be developed, all we can do is to foster our infant beginnings, and sacredly guard and preserve the educational resources that have been intrusted to the State. In good faith and for a noble purpose this trust has been confided to the State of Arkansas, and may we not hope, that in good faith it will be sacredly protected, and devoted to the great cause of popular education?"

State Commissioner of Common Schools.

Hon. DAVID B. GREER, Little Rock.