iaries, then crossed the lake to attack Makanjira. After two days' fighting his chief town was burned and his forces were driven from the other places on the lake. A strong fort at his chief town was built and garrisoned by Sikhs, and the operations were continued from it against Makanjira and his allies, who on Jan. 6, 1894, made a determined assault upon the fort with 2,000 men. A strong force was sent out against him, and after he was repeatedly defeated and all his villages were burned he surrendered, on March 28, to the Imperial Commissioner. The other hostile chiefs then made their submission.

German East Africa.-The German sphere of influence, as defined in the treaties of 1886 and 1800, has an area of about 400,000 square miles and 2,900,000 inhabitants. The administration is in the hands of an imperial governor, Baron von Schele, while the German East Africa Company, founded in 1885, is now restricted to commercial operations, in which it is aided by subsidies granted by the German Government for a steamship line, steamers on the lakes, a railroad, etc. The principal exports are ivory, gum copal, coffee, caoutchouc, and sesame. Cotton goods, rice, spirits, and iron goods are imported. The German Government has decided on the gradual extermination of slavery, and now permits slaves to purchase their liberty. The local administration is confided to native or Arab chiefs, who have co-operated loyally in advancing the commerce and prosperity of the country. The 10-mile strip of coast belonging to the Sultan of Zanzibar within the German sphere was purchased in 1890 for the sum of $1,000,000. Portuguese East Africa. The colony of Mozambique was constituted into the State of East Africa by the decree of Sept. 30, 1891. The head of the administration is a royal commissioner, A. J. Ennes in 1894. The Rovuma river was fixed on December 1, 1886, as the boundary between the Portuguese possessions and German East Africa. South of the mouth of this river the district of Kionga formerly belonged to the Sultan of Zanzibar, and when the Germans acquired his territory they claimed this coast, extending to Tunghi Bay, asserting that the Portuguese treaty dealt only with the Hinterland. The Portuguese Government in 1891 and 1892 protested against such a construction. No customhouse was established there, and the Germans complained that arms and powder were smuggled into their territory by way of the Rovuma. In July, 1894, German war ships occupied the mouth of the Rovuma, and the German flag was raised there. The Portuguese sent officers forthwith from Cape Delgado, and it was arranged that the German and the Portuguese flags should float side by side in Kionga pending a settlement of the question of sovereignty, which Portugal was willing to refer to an arbitrator. This proposition was rejected by Ger

many.

ECUADOR, a republic in South America. The Congress consists of a Senate of 32 members, elected for four years, and a House of Representatives, elected for two years, on the basis of 1 member for every 30,000 inhabitants. All are elected by direct limited suffrage, as also is the President, who holds office for four years.

The Vice-President, who is President of the Council of State, is elected by the people at an interval of two years from the election of the President. Dr. Luis Cordero is President for the term ending June 30, 1896. Dr. P. Herrera was elected Vice-President in 1890. The Cabinet in the beginning of 1894 was composed of the following ministers: Interior and Foreign Affairs, P. J. Lizarzaburu; Finance, V. L. Salazar; Justice and Public Instruction, R. Espinoso; War and Marine, J. M. Savasti; Public Works, F. A. Marin.

Area and Population.-The area is about 120,000. The population is estimated at 1,400,000, including wild Indians. The civilized population is 1,271,860. Quito, the capital, has about 50,000 inhabitants.

Commerce and Production.-The staple exportable product is cacao, besides which coffee, sugar, and rice are grown. Alluvial gold is obtained by native enterprise, and mines are exploited at Playa de Oro, Cachavi, and Uimbi by American companies. Silver, lead, copper, iron, and coal deposits are not worked to any considerable extent, nor are the oil wells that exist near Guayaquil. The total value of the imports in 1892 was 7,241,095 sucres (1 sucre = 82 cents), and of the exports, 7,351,800 sucres.

Boundary Dispute with Peru.-Incensed at the rejection of the provisional boundary treaty by the Peruvian Congress at the end of 1893, the people of Quito attacked the Peruvian consulate. The Peruvians retaliated, and the Ecuadorian minister sought refuge on board a British man-of-war. He was recalled by his Government, which demanded reparation for insults its representatives had received from several companies of Peruvian soldiers, armed and under command. The offers of Great Britain, the Pope, and Colombia to mediate were refused by Ecuador, and the Ecuadorian troops were placed on a war footing. Public subscriptions were raised to equip the army and buy a fast cruiser. Peruvians left Ecuador by thousands, and Ecuadorians settled in Peru returned home. New fortifications were erected at the entrance to Guayaquil harbor, and were mounted with Hotchkiss and Maxim guns. Petitions were circulated urging Congress to nullify the GarciaHerrera boundary convention. A Peruvian plenipotentiary was sent to Quito, but he effected nothing. Finally the friendly intervention of Colombia was accepted, and after long negotiations a protocol was signed at Lima on Dec. 12. 1894, submitting the boundary dispute to the arbitration of Spain.

Financial Difficulties.-In July the Minister of Finance resigned in consequence of a vote of censure accusing him of manipulating the accounts in order to conceal a deficit. Both houses of Congress voted to suspend the payment of interest on the foreign debt. The suppression of the legations of Ecuador abroad was resolved upon. A currency scheme was approved by which silver is to be replaced by paper notes based on gold.

EDUCATION, UNITED STATES BU REAU OF, created as a department March 2, 1867, and made an office of the Interior Department July 1, 1869, is in a plain, fire-proof brick building on the corner of G and Eighth Streets,

N. W., Washington, D. C. It exercises no more control over education in the United States (except in the case of a few Government schools in Alaska) than do the Departments of Labor and Agriculture over the conditions or industries with reference to which they have been organized; but, like them, its object is to collect and diffuse information with regard to the best systems to be followed by making the successful experiments of one State or individual available to all. It had its origin in a memorial to Congress of the Superintendence Department of the National Educational Association in convention at Washington in February, 1866, the association itself having been organized in 1857 by teachers from all sections of the country. In 1888 the association represented more than 300,000 teachers and persons interested in public schools and higher education.

The first investigation of education by the Government was made in the census of 1840, and more attention has been paid to it with each successive decade. The exhibit of illiteracy in the census of 1860, and the conditions resultant on the vast upheavals of the civil war, with the introduction of new and foreign elements into the national life, led to the discussion of remedies, and finally to the petition to Congress presented to the House of Representatives, Feb. 14, 1867, by Gen. James A. Garfield, with a bill, for the establishment of a national bureau, which stands at present as its law. Its purpose and duties are defined as follow:

To collect statistics and facts showing the condition and progress of education in the several States and Territories, and to diffuse such information respecting the organization and management of schools and school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education through

out the country.

The office of Commissioner of Education (salary, $3,000) has been held by Henry Barnard (March 14, 1867, to March 15, 1870), John Eaton (March 16, 1870, to Aug. 5, 1886), Nathaniel H. R. Dawson (Aug. 6, 1886, to Sept. 12, 1889), and is at present filled by William T. Harris, of Concord, Mass.

The appropriations for 1867 were $13,000, and, though heavy reductions were made in 1868 and 1870, they have gradually increased. Those for the fiscal year 1894-'95 are $84,320, inclusive of $30,000 for education in Alaska, which is under the control of the bureau. Since its foundation to June 30, 1894, the cost of the bureau, exclusive of printing, has been $1,232.800.

Forty-four persons are employed in 5 divisions, viz., of Records and Correspondence, of Statistics, of the Library and Museum, of Alaska, and of International Exchanges, the last for study and comparison of foreign educational systems. In 1892 Congress created the office of specialist in education as a preventive of pauperism and crime, which has been filled, and is at present held, by Dr. Arthur MacDonald. The unique feature of the bureau is that information is supplied to it gratuitously by educators throughout the country, whereas in Europe similar information for official reports is obtained by paid subordinates.

The correspondence of the bureau has grown into direct communication with all the nations of the world that have Departments of Education or higher institutions of learning, and at home it includes the heads of all State and Territorial school systems, the larger cities, and all public and private institutions that are known to be in operation, the number of addresses on the lists being upward of 25,000. Applications for information with regard to education are answered, and inquiries from abroad in regard to American methods and the public-school system having largely increased of late years, the necessity of a central agency to receive and reply to such is urged as a reason for the bureau's existence. During the year ending June 30, 1894, 29,634 letters, 11,652 acknowledgments, and 7,887 documents were received, and 9,915 letters were sent out, in addition to 299,477 documents distributed.

The publications of the bureau, which are its most important work, include annual reports of the condition of education in our own country, with a summary of its progress abroad, special reports, circulars of information issued yearly, and bulletins on matters of current educational interest. Twenty-three annual reports have been issued, 19 special reports, and 143 circulars of information. Forty thousand copies of the annual reports are printed for distribution by the bureau and Congress, and about 20,000 each of the circulars of information, which are distributed by the bureau only. Among the special Public Libraries in the reports is that on United States," published in 1876, giving their history, condition, and management, the first full presentment ever made, which grew from tables of the principal libraries as purveyors of instruction, supplied in the annual reports of the bureau as early as 1870. of "Rules for a Library Catalogue," prepared Part II, consisting by Charles A. Cutter, of the Boston Athenæum, was reprinted in 1889, and in 1892 in second and third editions. It was "the first attempt to present the rules in a systematic manner, or to investigate what might be called the first principles of cataloguing." and the whole work is regarded as the text-book of the library profession. A supplemental report on "Public Libraries in the United States and Canada" was published in 1893. The "Report on Fine and Industrial Art in the United States," by I. Edwards Clarke, is also valuable in view of the necessity of art education to American industries. Part I, issued in 1885, covered “Drawing in the Public Schools"; Part II, published at the close of 1890, was on "Industrial Training"; and Part III, devoted to "Technical Education," will soon be issued. "Educational Exhibits and Conventions at the World's Industrial and Cotton Centennial Exposition, New Orleans, 1884-'85" forms another volume of special reports; and deserving of note is the "Report on Indian Education and Civilization," prepared by Miss Alice C. Fletcher, under direction of the Commissioner of Education, which has been made a Senate document. But what has been pronounced "the most important educational document ever published in this country" was the report of the socalled "Committee of Ten" appointed by the National Educational Association to take up the

important subject of courses of instruction in the secondary schools of the country, 30,000 copies of which were printed by the Bureau of Education and distributed in 1894. This committee was appointed in July, 1892, and was presided over by Dr. Eliot, President of Harvard University. Nine subcommittees were formed, so that the experience and scholarly thought of 90 persons, representing all parts of the country, were brought to bear upon the great confusion existing in the curricula of secondary schools, with a view to reforms. The edition of this work was rapidly exhausted, and many requests for it have been forwarded from foreign countries, particularly from England and France. The "Report on Legal Education," prepared by a committee of the American Bar Association and the United States Bureau of Education, published in 1893, covered the whole field at home and abroad.

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In the circulars of information, a series of histories of education in the respective States was projected by Commissioner Dawson, with the view of awakening interest and securing co-operation with the bureau. These resulted favorably in the Southern States, which were first undertaken. Nineteen histories have been written since the first. in 1887. This work is performed by persons outside of the bureau, working under the supervision of Prof. Herbert B. Adams, who are paid from sums economized from its appropriations. Among the circulars of recent date is especially to be mentioned that on Abnormal Man," essays on education and crime and related subjects, by Dr. Arthur MacDonald, with digests of literature, and a bibliography. The edition of 20,000 has been exhausted, and a second edition of 3,000 copies has been ordered. The Statement of the Theory of American Education," formulated for the first time, was prepared in 1874 by William T. Harris, of St. Louis, Mo., and Duane Doty, of Detroit, Mich., at the request of the bureau, and received the approval of the majority of educators. Among subjects covered by the bulletins are architecture and hygiene of schools, compulsory education, instruction in special lines, school discipline, and special features of foreign systems.

It is the aim of the bureau to establish at Washington the most complete collection of works on education in the world. At present the total number of volumes is 57.890, and of pamphlets 140,000, while the collection of catalogues and publications of colleges is the largest and most complete in the country. Additions during the past year were 5,100 volumes and 10,000 pamphlets. Many of the foreign works are received in exchange for publications of the bureau. A catalogue of educational subjects is kept, the printing of which by Congress is urged, and it is contemplated that this shall contain an analytical index to the more important sources of educational information, which will be of value to libraries possessing such works. More than 60 foreign journals are taken. At the close of the World's Fair in Chicago in 1893 a gift was made to the bureau of 1,500 bound volumes and 415 manuscripts, drawings, etc., from the French educational exhibit, the duplicates (in all 500 volumes) to be selected and forwarded to other libraries specified by the French officials.

The collection included French classics, official reports, university publications, and complete sets of school exercises showing curricula and methods of instruction. The museum belonging to the bureau contains more than 20,000 articles, or series of articles, arranged in 30 large glass cases; but owing to the extremely crowded condition of the bureau in its narrow quarters this is practically inaccessible. It consists of models of school buildings, appliances of all kinds used in instruction in all parts of the world, specimens of work done by pupils, notably sewing in schools of Japan, Indian work, and casts of antique gems, illustrating classic literature. The erection of a building to be used exclusively by the bureau in place of its present inadequate rented rooms has been petitioned for by the National Educational Association. It is then proposed that the library and museum shall be the depository of every native book, map, chart, apparatus, etc., intended for use in schools, copyrighted or patented, with the aim of forming a valuable collection. The bureau has taken part in all national and international expositions, and in many local ones. It has received awards and acknowledgments, notably at Vienna, Philadelphia, and the two Paris expositions, taking the grand prize in that of 1889. The most important feature of the exhibit made by the bureau at the World's Fair in Chicago was the American Library Association Model Library, representing as nearly as possible the 5,000 books that-a new library ought to obtain first for its collection. Suggestions for these were made by 75 librarians and specialists, and publishers gave the books selected. The Bureau of Education contributed the greater part of the expense of the exhibit, and published the catalogue in an edition of 20,000 copies. The library was put into complete working order, showing the most approved methods of shelving, cataloguing, and issuing books, and at the close of the exposition the whole was deposited permanently with the bureau at Washington, where it furnishes an object lesson of great value; and the catalogue, presenting two complete systems of classification, is the most instructive volume yet printed on the subject of libraries, and where the establishment and support of libraries by taxation is authorized supplies a need of expert advice in making the first purchases. Of almost equal importance was the exhibit of statistical charts prepared to show the condition of education at home and abroad, which furnished graphic representation of the relative illiteracy of European nations from which we receive our immigrants, and affords, in connection with the census charts, an easy means of determining where the greatest exertion must be put forth to raise the standard of education. The exhibit of the work done by the bureau in Alaska possessed special interest also.

In connection with a description of the bureau, the statistics of education in the United States, as given by the last annual report of the commissioner, are of interest. The latest complete returns are for 1892, and show 13,203,877 pupils enrolled in the public schools of our country, out of a school population of 19,192,894-that is, of persons from five to eighteen years of age. This represents an increase of 202,238 over the enrollment of the previous