Instances can be found where children have to go two and a half miles to a school which is only kept twenty-four weeks in the year when within a quarter of a mile of their house is another public school kept thirty-six weeks in the year which they are not allowed to attend.

If the splitting-up of the towns into these half-way-independent districts were done away with, each town then could and should be held strictly to the duty of organizing a proper school system such as would afford to all the children within its limits an equal chance of a good common school education. Unless it fulfilled this duty the State money should not be distributed to it. There is many a town which, if it had to contract for the conveying of some remote children to and from school, could even then save money by rightly locating a judicious number of schools, while also rendering it possible to give the children a proper education, such as can never be afforded in the too numerous and feeble schools on which the public money is now squandered. Moreover, if the schools belonged to a single united system, it would be possible, as it is in many towns desirable, to establish a central common school of somewhat higher grade, to which the primary schools scattered about the town would be tributary, and in which all the children of the town would be offered that full education in the studies required by law, which is now practically and wrongfully denied many of them. It would in some cases be a further advance in salutary organization to constitute the principal of the central school superintendent of all the schools of the town.

to

Lastly, under a town management of schools, the repair of school houses, and the furnishing of fuel and school supplies, would be more systematically, thoroughly and economically conducted; 1st, because the business would be on a somewhat larger scale; 2d, because with the whole town to choose executive talent from, and with a better method of filling what would

be also a more responsible office, a more devoted and capable administrator than the average district committee-man would probably get entrusted with the work; 3d, because the administrative authority would be a continuing board with a permanent policy; 4th, because for slight but needed repairs, it would no longer be necessary to borrow money or go to the expense and trouble of a special school-district tax.

In connection with the question of economy of expenditure, it is worth while to mention one fact. New Haven has a single management for all its city schools. Hartford retains the old district system. It would hardly be claimed that the average standards of teaching are higher in the Hartford schools than in New Haven, but the cost per pupil in attendance in Hartford was $33.68; in New Haven, $23.34.

The union of school districts into one organic whole, and the merging of their separate existence in the fuller public life of the town involve, as has been before suggested, no changes that are either sweeping or alarming. Indeed in one point of view the changes are so slight that it might seem hardly worth while to make so much talk about them. Their chief importance arises from the fact that they amount to a substitution of coördination and organization for separatism, confusion and paralysis.

We have the honor to transmit herewith the report of the Secretary of this Board.

HENRY B. HARRISON,

LORRIN A. COOKE,

WILLIAM G. SUMNER,

EDWARD D. ROBBINS,

ANTHONY AMES,

GEORGE M. CARRINGTON.

REPORT OF THE SECRETARY.

To the Board of Education of the State of Connecticut :

Your Secretary respectfully submits his third annual Report. In this Report the following subjects are referred to or discussed:

3. Enumeration of 1885, by Districts.

4. Amounts Paid for Libraries.

5. Expense of Smaller

Schools.

6. Districts never having

drawn Library Money.

10. Science in Public Schools, by A. B. Morrill.

11. Notes on Geography, by J. A. Graves.

12. Report of Council of Education.

13. Report of State Teachers' Association.

7. Extracts from Reports of 14. Circular of Normal School.

School Visitors.

8. Questions Used at State and 15. List State Reports in LibraNormal Examinations. ry of Board of Education.

9. Normal Schools, by C. F. 16. List of School Visitors.

Carroll.

In reporting the doings of the State Board of Education as the law [Acts of 1883, Chapter LXXIII, Section 2] requires, it can be said:

1. The Board has held five meetings in the past year. At each of these meetings a quorum was present and business transacted.

2. From the office of the Board have been sent the annual reports, registers for every school in the State, blanks for reports of school visitors, district committees, and for names of teachers, circulars relating to examinations, teachers' meetings, the compulsory law and annual returns, many copies of the laws relating to education, and pamphlets containing questions used at examinations.

There is constant call for information on school affairs and many inquiries demand investigation and examination of records. There results a very large and constantly widening correspondence on a great variety of topics. By this means among others the Board has performed the duty imposed by the statute of obtaining information "as to the condition and progress of the public schools in the State."

3. The funds which are entrusted to the Board amounting in all to more than $25,000, require the payment of many small bills and the keeping of books in which the accounts. shall be fully set out. To the Comptroller is semi-annually made a statement of these accounts, which are by him audited.

4. From the town reports rendered by school visitors, the statistical tables in the appendix have been compiled. It is right in this connection to recognize and commend the careful and thorough work of Mr. A. J. Wright, the clerk in this office. To him is entirely due the accuracy and completeness of this showing of the condition and progress of the public schools, pages 102-182.

From the reports of school visitors have been gathered information concerning educational practice and system and the needs of particular localities. The topics treated are found on pages 183-221.

5. To the Normal School the Board has given constant and careful attention. The members are familiar with its organi zation and working; have considered and approved the efforts looking to the enlargement of the training department, and in addition to ordinary, indirect oversight have ordered and inspected the repairs and changes which the incomplete and unsatisfactory condition of the building thrust upon them.

A full account of the School together with the Report of the Principal will be found on pages 66–81.

6. Very frequently in the year and especially in connection with teachers' meetings, and public meetings, schools in all parts of the State have been visited and examined to ascertain their condition and needs.

The agent has labored constantly in behalf of neglected and truant children and those employed contrary to the statute. His report will be found on pages 35-54.

7. There have been held numerous meetings of teachers and school officers for the purpose of instructing in the best modes of administering, governing and teaching in the public schools. The number of meetings organized and conducted since the last Report is 147, and of these meetings a more particular account is given on pages 54-59.

8. State Examinations have been held in 25 places. Of the candidates who presented themselves 45 were successful. In two years 406 have been examined and 66 certificates are now in force.

It has been the purpose and endeavor of the Board to so follow and observe the holders of the certificates given for one