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Superintendent's Office, 
Salt Lake City, U, T., Feb. 16, 1869. 

To the Honorable the Legislative Assembly of Utah Territory. 

Gentlemen:— In making his annual report to your honorable 
body, the Superintendent of Schools takes occasion to present such 
features and make such suggestions as during the past year have 
come under his notice and been presented to his mind, in relation 
to the educational interests of the Territory. 


The collection of school returns, which hitherto has been at- 
tended with much difficulty, has this season been almost impossi- 
ble, in consequence of the absence of so many of the Trustees, who 
have been engaged directly or indirectly in the construction of the 
great national railroad. Returns have, however, at a very late 
date, been obtained, which, in several counties, are incomplete. 
From Summit County there is no report whatever. The import- 
ance however, of obtaining and forwarding reports punctually, 
must not be forgotten, as it forms a valuable feature in connection 
with our school interests, and one which has not been overlooked 
by your honorable body: 


The Superintendent has taken much pleasure in visiting and 
inspecting the schools in most of the leading counties of the Ter- 
ritory. While on these visits he has enjoyed many opportunities 
of advising with County Superintendents and Trustees in relation 
to their respective sectional school interests, and is happy to note 
that unanimity generally characterizes the efforts of the school 
authorities. He has also enjoyed many opportunities of intro- 
ducing and canvassing the subject of education before the people, 
and feels conscious that his feeble efforts in that direction will 
bring forth fruit which will be productive of good to our school 
interests. The morality and manners of the pupils have not been 
orgotten. These have been placed in the foreground as, in many 
instances, he found that little interest had beon manifested by 
school teachers in relation thereto, and where these arc neglected 
the educational picture must be defective. To educate the intel- 
lect and to neglect the heart would be to introduce a state of things 

to be deplored ratherthan to be admired. The school teacher who 
d«es not appreciate the importance of moral training, and pays 
little or no attention to the subject in his school, fails to produce 
that good to the commonwealth for which his position in life so 
eminently qualifies him. On the other hand, the teacher who 
makes this one of his specialities, will have occasion in afterlife 
to feel the truth of that scriptural passage: Whatever ye sow that 
ye shall reap. 

^ When the plastic nature of the infant mind is taken into con- 
sideration, who can estimate the amount of good a few words 
spoken on appropriate occasions may do, in admonishing 
the youth and forewarning them of those snares in lite to which 
all are subject? Mathematics furnish no rule by which it can bo 
estimated, nevertheless the immutable law of ethics can be im- 
plicitly relied on, that the good we do to others shall return to us. 


The Superintendent urges upon the Legislative Assembly the 
importance of establishing and maintaining a Normal School, in 
which the youth of the Territory can be qualified for acting in. the 
important sphere of school teacher. There is not anything con- 
nected with the educational interests of the Territory which de- 
mands attention more than this. The universal interrogatory by 
.School Trustees from every part of the Territory, who are attend- 
ing to their duties, is: can you send us a qualified teacher*? Were 
there a provision in the School Code requiring a per centage from 
the money realized from the sale of estrays in each county, to be 
applied towards the maintenance of such a school, the same might 
be established forthwith. There should be some statute regula-" 
tions pertaining to the government of such school. The inaugur- 
ation of the same would involve a considerable amount of means 
in the procuring of a lot and the erection of a suitable building 
aud school furniture. This school, and the furniture connected 
therewith, should be a model, and its Professors and Teachers of 
superior ability. 

The establishment of such a school by law, under such liberal 
regulations as would enable the diligent student (whose parents 
might be unable to afford him the opportunity of prosecuting his 
studies}, to qualify himself for the dutiesof teacher is, in the opinion 
of your humble servant,-the best step that could be taken by your 
honorable body to promote educational interests. 


The subject of free schools has been recommended by the acting 
Governor and many influential citizens. In a few of the counties 
this desirable status in relation to schools might be attained by 
the assessment of a very high tax ; but legislators from other 
counties represent that it would involve the assessment of such a 
heavy tax as but few of their constituents would be willing to pay. 

It is to be hoped that, soon,Utah will emerge from Territorial de- 
pendency into the full enjoyment of her rights as a State, when the, 
lands appropriated by the general government will be accorded to 
her citizens, and a fund realized, from which free schools can be 
sustained in the midst of tbe inhabitants of these mountains, who 
penetrated the Great American Desert and reclaimed it from the 
barrenness and sterility of nature, and rendered it the desirable 
abode of civilization. 


When the child goes to school it commences with the letters of 
the alphabet and builds these into words; when further advanced 
if spells and defines the important words in its lesson; soon a spell- 
ing book is in its possession, and when sufficient progress is-made^ 
a grammar is used as a text book, the first part of which treats of 
Orthography. It may therefore truthfully be asserted that the 
subject of orthography underlies an English education. To 
affirm that the orthography of our language is defective, contra- 
dictory and absurd, is to reiterate a truism admitted by the best 
English scholars. 

In this century, to go no further back, societies have been 
formed in England as wellas in America,for the avowed purposeof 
correcting the orthography of our language;many new alphabets have 
been invented and published to the world. The phonetic alphabet, 
invented by Mr. Isaac Pittman, of Bath, England, has enlisted the 
most disciples, and is an accredited reform of the age; though its 
friends are but few, and the circle of its operations limited, when 
compared with the millions that speak the English tongue, the ex- 
tent which it is spread over the world, and the learning and means 
of those who use it as a vehicle of communication. 

The inhabitants of these mountains are pre-eminent for reform. 
They hail every invention and discovery as a blessing from 
Heaven to man, and fail not to acknowledge the Source whence all 
blessings emanate. 

When Pittman's system of phonetics was introduced in Illinois 
by Mr. Geo. D. Watt, in the year 1845, the leading men of this 
community immediately adopted it, and the same has been taught 
in almost every nook and corner of these mountain settlements. 

It has been asserted that English orthography is defective; 
wherein will be readily observed, when it is remembered that there 
are only twenty-six letters in the alphabet, to represent the forty 
elementary sounds, philologists affirm, there are heard in speaking 
the English tongue. To supply this defect it becomes necessary 
that some letters represent more than one sound; and letters are 
combined to represent sounds for which there are no single repre- 
sentatives. For instance: In Appleton's new American Encyclo- 
pedia, it is asserted that the letter a "represents at least seven dis- 
tinct simple sounds of the voice" which "are heard in the words 
mate, mat, mare, mart, ball, many, what. Other distinct sounds 
are denoted by this letter when used in proper names, a remarka- 
ble instance of which is the famous street in London, spelled Pall 
Mall, which is pronounced Pell Mell. The letter a is also frequent- 
ly coupled with other letters to represent the same simple elemen- 
tary sound that it does when standing alone — as in the words maid, 
pear and straight. It is often found united with other letters, also, 
when it represents no sound at all, or has, in fact, lust its local 
value entirely, as in the words boat, beat and beauty. In proper 
names the use of a in combination with other vowel letters is some- 
times quite ludicrous; as in the distinguisbed English name spelt 
Beaucbamp, and pronounced Beechanu The primary sound of the 
letter a (as in mate) is also represented in thirty-three different 
ways, by combinations of nine other letters. These various uses of 
this letter, together with other similar incongruities, tend to render 
the acquisition of the English language very difficult to foreigner*." 

Dr. Worcester affirms that the vowels e and i have five sounds 
each, o and u six sounds each, and y four sounds. 

"In the common Romanic alphabet,says Pitman, the child istaught 
to call the letter O owe, as in so, and it innocently supposes this 
pretty oval mark "O" to be called owe, as invariably as this mark 
"8" is called eight. The teacher presents the little word to to the 
notice of his pupil; but the instruction of yesterday must be con- 
tradicted to-day, as O is no longer owe but oo. This is an anomaly 
which the child may perceive, but which the teacher can neither 
explain nor remove. The difficulty, however, is mastered— the 
fact that to is not toe but too is committed to memory — it is not 
understood, and the teacher proceeds. N-o-t may be the next word; 
but will the knowledge that has been imparted enable the child to 
decipher this simple word? The teacher must now explain, if he 
can, that O is neither owe nor oo, but short aw, and that the 
word is pronounced not. The child, if he be an intelligent one, 
will not fail to wonder at being taught one day that which proves 
to be untrue the next. The next word may be 1-o-v-e; again the 
letter O occurs; but will either of the three names by which it has 
been called, enable the child to pronounce this word? No! The 
teacher must begin anew, deny all he has said respecting this let- 
ter, and inform his little charge that this word must be pronounced 
as if spelled 1-u-v. Proceeding further it is discovered that O has 
another sound, as in women, and still another, as in woef, 
woman, etc. 

"These anomalies and contradictions, which belong more or less 
to every letter of the alphabet, do greater violence to the moral per- 
ceptions of the child than is commonly imagined. The Persians 
said, the first thing to teach a child is to speak the truth; the first 
thing we teach children seems to be not unlike a mass of literal 

But here the absurdities of English orthography do not end, for 
there is not only a multitude of sounds for the same sign, but the 
same sound has a multitude of signs as is very clearly shown in the 
list of dipthongs, digraphs, trigraphs, double consonants and 
substitutes published in Harvey's English Grammar: * 

* A dipthong consists of two vowels sounded togetherin the same syllable. 
There are two diptlion^al sounds, represented by lour dipthongs, viz.: ow, 
ow, oi, oy, as in foul, now, boil, cloy, 

A digraph consists of two vowel letters written together 1q tbe same syl- 
lable, one only being pronounced, or both representing a single elementary 

Tnere are twenty-four digraphs, viz.: aa, Canaan; ai, gain; ao, gaol; an, 
maul; aw, maw; ay, may; ea, meat; ee, need; ei, ceiling; e >, people; eu, feuo; 
ew, new; ey, they; ie, lief; oa, coat; oe, foe; oi, avoirdupois; oo, moon; ou, tour; 
ow, flow; ua, guard; ue, sue; ui, guise; uy, buy. 

A trlgraph consists of three vowel letters written together in tbe same syl- 
lable, one only being pronounced, or tbe three together representing a single 
vowel sound, or dipthong 

There; are seven trigraphs, viz. : aye, aye; awe, awe; eau, beau, beauty; eou, 
gorgeous; eye, eye; ieu, lieu; iew, view; 

Iu such words as Christian, alien, union, i does not form a digraph with the 
following vowel, but is a substitute for y. In tbe unaccented U rmlnation cean, 
cial Hon, lion, the combinations ce, ci, si, ti, are substitutes for sh. 

In sucn words as hurb'iceous, grac out, precious, e and i do not. form trigraphs 
With the following vowels, but the combinations ce, ci are substitutes for sh. 

Double consonants consist of two consonant letters written together in the 
6 &ine syllable, representing a single elementary soun J. 

which renders the task of acquiring the present system, of English 
orthography one of the most difficult of human attainments to a 
native scholar, and so great to a foreigner as nearly to preclude the 
possibility of ever expecting to acquire it perfectly, thus "restrict- 
ing the influence of English literature on the mind of the world." 

The design of the Deseret system is to teach the spelling and 
reading of the English language in an easy manner. The princi- 
pal feature is to reduce to simplicity English orthography, and to 
denude the words used of every surperfluous character. In this 
system the child is taught the thirty-eight letters which represent 
ihe number of rounds heard in speaking the English language. 
Each letter of the alphabet represents a definite sound, as fixed 
as any one of the digits' which invariably represents the same 
power. The acquirement of reading, therefore, is divested of the 
uncertainty, contradiction, and difficulty which attend the acqui- 
sition of the present system. 

To discuss further this matter in an annual report would be in- 
appropriate, but as the subject of orthography meets us at every 
step in the school-room, and as laudable efforts are being put forth 
to introduce this important and indispensable reform, the Super- 
intendent could not do less than endorse a movement which augurs 
so much good to the cause of education. Could sufficient reasons 
be assigned for following in the footsteps of the fathers in this false 
system of orthography, we might forbear an innovation which 
completely upsets the present system, but to hold on to the same, 
and weave the web of inconsistency and falsehood around the feet 
of the present and future generations, which tradition and learned 
bigotry have woven around the past, would be to allow our children 
to turn round and have it truthfully to say of us as we can of our 

"Surely our fathers have inherited lies, vanity, and thing* 
wherein there was no profit." 

liespectfully submitted by, 

Rob't. L. Campbell, 
Territorial Superintendent of Schools. 

They are ch, chord; gh, laugh; ph, physic; sh, hush; th, thin, this, wh, when 
ng, sing. 

A substitute represents a sound usually represented by another letter or 
combination of letters. 

A long ha.s four substitutes: tete, &; ei, feint; ey, they; ao, gaol. 

A midd'e has two substitutes: e, there; ei, heir. 

A broad bus two substitutes: o, cord; ou. sought. 

E long has three substitutes: i, marine; ie, fiend; ay, quay. 

E short has four substitutes: ay, says; w, bury; i, irksome; ie, friend. 

I long has three substitutes: y, thyme; ei, Stem way; oi, choir. 

I short has six substitutes; y, hymn; e, England; u, busy; o, women; ee 
been; ai, captain. 

O long has three substitutes: eau, beau; etv, sew; oa, goal. 

O short has two substitutes: a, what; ow, knowledge. 

U long has Ave substitutes: eau, beauty; ieu, lieu; iew, view; ew, new; t*i, 

U short has three substitutes: e, her; i, sir; o, son. 

F has two substitutes: gh, lautib; ph, philosophy. 

J has two substitutes: g, rage; <ii, seldier. 

M has two substitutes: c before e, i, and y; z, quartz. 

T has one substitute: ed final, a ter any aspli ate except t, 

V has two substitutes: f, of; ph, Stephen. 

W has one substitute: u, quick. Id is understood before o In one, once. 

X Is used as a substitute lor ks, as in wax; gz, as in exact; ksh, as in noxious. 

Salt Lake City, Utah Territory, April 3, 1864. 

!To Utah Merchants and Importers of School Books: 

The Superintendent of Common Schools desirous of securing and 
establishing a uniformity of text books in our schools, and having 
consulted with the principal teachers in Salt Lake City, in relation 
thereto, unites with them in recommending the following: 

Wilson's series of Readers. 

Wilson's Speller. 

Colburn's Mental Arithmetic. 

Ray's Arithmetic — third part and higher. 

Pinneo's Grammar — primary and analytical. 

Monteith's Geography. 

Goodrich's History — late edition. 

Robekt L. Campbell, 
Superintendent of Common Schools. 






A. M. Farns worth 


Box Elder 

Wm. L. Watkins 

Brigham City 


Wm. Budge 



Arthur Stayner 



Christopher J. Arthur 

Cedar City 


Thomas Ord 



Sextus E. Johnson 



John Kelly 



John Seaman 

Piute * 


Jas. H. Hart 


Salt Lake 

R. L. Campbell 

Salt Lake City 

San Pete 

Wm. T. Reid 

Manti City 

Sevier * 


Alonzo Winters 



A. Galloway 



David John 

Provo City 


Thos. H. Giles 

Heber City 


Geo. A. Burgon 

St. George 


Wm. W. Burton 

Ogden City 

* Counties ab* 

mdoned in consequence of Ind 

ian difficulties. 

Y has one substitute: t, alien. It is frequently understood before u, as in 

Z has three substitutes: c, sacrifice; s, his; x, Xenia. 

CH has one substitute: ti, question* 

SH has six substitutes: ce, ocean; ci, facial; si, losion; «,m otion; ch, chaise 
* , supar. 

ZH has four substitutes: si, fusion; zi, brazier; z, azure; *, rasure. 

Na has one substitute: n, generally before palatal sounds; as in ink, uncle 



si mm , 

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No. of Districts In County. 

No of Districts reported. 

No. of schools. 

Grade of Schools. 

No. of male Teachers. 

No. of female Teachers. 

>*-. O -1 CO, CO CO 
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coi-.oic^MM» I No. of boys in county between 

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No. of girls in county between 
4 and 16 years. 

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Total children retween 4 and 
10 years. 

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en ►— » to _ to 4- co co M 

Cc — cc ~ cc cc ■ cc — - ' ~. Co -J 
CO -l CC CC i— X ■— t c x. cc cc CO 

No. of male scholars enrolled. 

g e» g fcg | 


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No. of female scholars enrolled, 

s a cc to cm c C/i ci cc ci _^k-._— — i^ w ° 

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cc cc cc to cc — 

5 CI 4-CC 10 — t_C C. CC 

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Total enrolled. 

Per cent age of nanvs enrolled, 

Average daily attendance. 

Per centre of school population 
act nail v attend Ir.u school. 

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Amount paid to male teachers. 

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Amount paid female teachers. 


cc to CC CO cc 

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O 4* CJ y. I- ir — '.- .-- r-. 1 

gg gSBSBBio 

Total amount paid to 

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Nu.m mouths schools have oeen 
taught during t tie year. 

Preseuicon"iiiin of school 

cc — 
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Amount of building funds 

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Amount of taxes appropriated 
to the use of scuools. 


An ACT providing for the estabbshmemt and support of Common 


Sec. 1. — Be it enacted by the Governor and Legislative Assem- 
bly of the Territory of Utah. That any School District heretofore 
established pursuant to any law of this Territory, shall remain as it 
now exists, until altered as hereinafter provided. 

Sec. 2. — The County Courts, at their regular or special sessions, 
shall divide their respective counties into School Districts, where 
not already done, and number the same, and prescribe such limits 
as will promote education and the convenience of the people. 

Sec. 3. — The County Courts are hereby empowered to change 
the boundaries of School Districts, or consolidate two or more into 
one, if the public good require: Provided, that where School Dis- 
tricts have built school houses by a tax on the whole District, said 
District shall not be divided, until equitable provision has been 
made for school houses in the new Districts to be organized. Set- 
tlers on or near county lines of two or more counties, may be 
formed into a School District, by the mutual agreement of the 
County Courts of such counties. 

Sec. 4. — In each School District there shall be three Trustees, 
residents and householders in their Districts, who shall be elected 
by a majority of the votes given at a meeting held for that purpose; 
and shall have power to appoint a Clerk, an Assessor, Collector 
and Treasurer, who may be of their own number or be selected 
from citizens of the District. 

Sec. 5. — The Trustees now in office, or who shall be elected or 
appointed, shall qualify, by taking an oath of office and giving 
bonds to the County Court of the county where they reside, in such 
sums and with such securities as the Clerk of the County Court 
may approve, conditioned for the faithful performance of their du- 
ties; and shall continue in office for two years, and until their suc- 
cessors are elected and qualified. 

Sec. 6. — The Trustees shall be elected by the voters, residents 
and owners of taxable property in their respective School Districts. 
For the election of Trustees and for the vote on the rate per cent, 
on the taxes to be assessed, notice shall be given, at least one week 
before the time appointed, by notifying each tax-payer, either in 
person or by leaving a written notice at his residence, of the time, 
place and object of the meeting; said notice shall be given by at 
least five permanent residents of the District; but if the District be 
organized, then said notice shall be given by the Trustees. At 
such meeting Trustees may be elected or a tax levied viva-voce, or 
by ballot, as the meeting may determine. 

Sec. 7. — The Trustees shall provide a suitable school house or 
school houses and keep the same in repair, for which purpose they 
are hereby empowered to assess and collect annually a tax on all 
taxable property within their District, not exceeding one-fourth of 
one per cent.; should more than one-fourth of one percent, be need- 
ed per annum to build and repair school houses, or for other school 
purposes, an estimate of the approximate cost thereof shall be made 
by the Trustees, and the rate may be increased to any sum not ex- 
ceeding three per cent., as shall be decided by a vote of two-thirds 
of the tax payers voting at a meeting called for that purpose, 


which tax shall be levied upon the taxable property in the District; 
and by a similar vote a tax may be assessed and collected, of any 
sum not exceeding one per cent, per annum, to pay Teachers and 
furnish fuel, books, maps and other suitable articles for school pur- 
poses. The Trustees shall have power to remit taxes, to prescribe 
the manner in which schools shall be conducted, to establish out- 
houses, play grounds and other appurtenances. 

Sec. 8. — The Assessor shall, within such time as the Trustees 
may direct, make an assessment of the taxable property in his 
District and report the same to the Trustees, and when appealed to, 
the Trustees shall have power to examine said assessment, and, if 
necessary, correct the same; and their decision shall be final. 

Sec. 9.— The Collector shall pay all "moneys or property, received 
on taxes, to the Trustees or to the Treasurer, as the Trustees may 
direct, and the Assessor, Collector and Treasurer, before entering 
upon the duties of their office, shall respectively qualify and give 
bonds, conditioned for the faithful performance of their duties, to 
the acceptance of the County Court, to be tiled with the Clerk of 
said Court. 

Sec. 10. — Whenever taxes shall have been assessed in accordance 
With this Act, and the tax payers shall have been duly notified of 
the amount due, the Board of Trustees, or any one of its members, 
or the qualified Collector, shall have power to commence suits at 
law, in any Court having jurisdiction, against any tax payer who 
shall neglect or refuse to pay said tax, or levy upon and sell his 
property, as upon executions at law; and any conveyance of such 
property made by the Trustees shall be valid. There shall be no 
appeal from any judgment rendered as presciibed in this section, 
unless the amount exceeds twenty dollars, when sued in the Courts 
of the Justices of the Peace, or fifty dollars, when sued in the Pro- 
bate or District Courts. 

Sec. 11. — The County Court of each County shall appoint, in 
their respective counties, where not already done, a Board of Ex- 
amination, to consist of three competent persons, who shall judge 
of the qualifications of School Teachers applying for schools; and 
all aj^plicants of a good moral character, considered competent shall 
receive a suitable certificate signed by the Board. 

Sec. 12. — The Trustees shall visit, officially, each school in their 
respective districts at least once during each term; and, on or before 
the second Monday in October in each year, take a census of the 
children between the ages of four and sixteen years, residing in 
their Districts; and within ten days thereafter, shall make a report 
to the County Superintendent, stating the condition of the school 
or schools under their supervision, and particularly the items con- 
tained in the following form: 






















J No. of district. 

No. of schools. 

Grade of schools. 


Branches taught. 

1 | No. of male teachers. 

| No. of male teachers. 

No. of male children in the district be- 
tween the ages of 4 and 16 years. 

No. of female children in the district be- 
tween the ages of 4 and 16 years. 

| No. of male scholars enrolled. 

No. of female scholars enrolled. 

| Average daily atteu dance. 

Amount paid to teachers. 

To male. 

| To female. 

No. of months schools have been taught 
during the year. 

| No. of school libraries. 

| No. of volumes in each. 

| Present condition of school buildings,&c. 

| Amount of building funds raised. 

j Amount of taxes appropriated to the use 
of schools. 





Sec. 13.— Teachers of schools shall furnish their respective Trus* 
tees with a quarterly report of their schools, in the following form: 

a A 
►o © > 

M W ►> 

£ 6 

















! ! Age. 

Total number of males. 

! Total nuriiber of females. 

| Daily attendance. 

Average daily attendance. 

| Alphabet. 

Branches Taught. 

| Spelling. 
| | Reading. 

| | Writing. 

: | Geogr 
| Grammar. 
| Arithmetic. 

| Alge a. , 

I | Geometry. 

j | Astronomy. 

| ixisLory. 
| Languages. 
| Music. 

j | Drawing. 

| Painting. 

Sec. 14. — There shall be elected annually, by a vote of the Legis- 
lative Assembly of the Territory of Utah, a Superintendent of Com- 
mon S hools for said Territory; and said Superintendent shall 
make his report annually to the Legislative Assembly, during the 
fir.-t week of its session; before entering upon the duties of bis office, 
he shall qualify, by taking and subscribing an oath to faithfully 
perform the duties <>f his office. 


Sec. 15. — The Territorial Superintendent shall keep a record of 
the condition of common schools throughout this Territory, as re- 
ported to him by the County Superintendents; and he shall fur- 
nish each County Superintendent with a blank record headed ac- 
cording to form for Trustees' reports, and also forms of said reports, 
together with forms of School Teachers' reports, as contemplated 
in this Act; and he shall cause to be printed such a number of 
blanks, after the forms described in this Act, as will be necessary 
for distribution to the Trustees and Teachers throughout the Terri- 
tory, and distribute the same. 

Sec. 16. — The Territorial and County [Superintendents shall de- 
cide what text books shall be adopted in the schools; and the 
County Superintendents, with the Trustees in their respective Dis- 
tricts, may regulate in their respective counties the school terms, 
allowing such holidays and vacations as may be advisable. 

Sec. 17. — At the general election held on the first Monday of 
August, each county shall elect, for the term of two years, a County 
Superintendent of Common Schools, who shall hold his office until 
his successor is elected and qualified; and he shall qualify, by tak- 
ing and subscribing an oath to faithfully perform the duties of his 

Sec. 18. — The duties of the County Superintendent shall be: 
First, to take the general supervision of schools in his county, and 
visit officially, at least once in each year, the schools under his su- 
pervision, and see that the School Trustees are diligent in the dis- 
charge of their duties: Second, to superintend, in the manner and 
to the extent to be prescribed by law, all business matters con- 
nected with Public School Domain within his jurisdiction: Third, 
to keep a correct account, with the County Treasurer and with the 
Trustees of School Districts, of all funds received or disbursed for 
school purposes, arising from the General Government or by Legis- 
lative enactment of the Territory: Fourth, to audit all school 
accounts against the County Treasury, and deliver his warrants for 
the payment thereof: Fifth, to make an annual report to the Ter- 
ritorial Superintendent of Common Schools, on or before the first 
Monday in November in each year, and said report shall be in the 
following form: 



Names of Districts. 

Annual report of County, ending first Monday in November, 188—, County Superintendent. 


■< 1 













No. of Districts in county. 

No. of Districts reported. 

No. of. schools. 


Grade of schools. 

I No. of male Teachers. 

No. of female Teachers. 


No. of boys in county between 4 and 16 

No. of girls in county between 4 and 16 

| Total children between 4 and 16 years. 

No. of male scholars enrolled. 

No. of female scholars enrolled. 

| Total enrolled. 

| Per centage of names enrolled. 

| Average daily attendance. 


Per centage of school population actually 
attending school. 

| Amount paid to male Teachers. 

| Amount paid to female Teachers. 

Total paid to Teachers. 

No. of months schools have been taught 
during the year. 

| Present condition of school buildings. 

Amount of building funds raised. 

Amount of taxes appropriated to the use 
of schools. 


g EC< i9, — The County Superintendent shall enter in his records 
everv official return made to him by School Trustees and Teachers, 
and keep the same in his office, subject to the inspection of the Ter- 
ritorial Superintendent and the County Court of his County. 

Sec. 20.— A majority of the Board of/frustees shall have power 
to transact business; and in case of a- vacancy in the Board in any 
School District, by death, resignation or otherwise, the remaining 
Trustees shall have power to fill such vacancy, until the next gen- 
eral election. 

g FCi 21. — The Territorial Superintendent of Common Schools is 
hereby authorized and required to proceed against all delinquent 


parties, on their bonds, who fail to pay the per centage to common 
schools prescribed by their grants or charters; and the said Super- 
intendent shall pay all moneys obtained under the provisions of 
this Act to the Territorial Treasurer, and annually report his doings 
to the Legislative Assembly. 

Sec. 22. — Nothing in this Act shall be so construed as to inter- 
fere with any assessment heretofore made or contract entered into 
by parties under the former law, or suits pending that have origi- 
nated under any former Acts of this Legislature. 

Sec. 23. — "An Act authorizing the Territorial Superintendent of 
Common Schools to collect certain moneys," "approved Dec. 20, 
1864," and any provision in "An Act consolidating and amending 
the school laws," "approved Jan. 18, 1865," conflicting with this 
Act, are hereby repealed. 

Approved Jan. 19, 1866. 

An ACT defining the meaning of the term Common Schools, and 

in relation to the further duties of County and Territorial 

Superintendents of Common Schools. 

Sec. 1. — Be it enacted by the Governor and Legislative Assem- 
bly of the Territory of Utah, that all schools organized by the di- 
rection of the Board of Trustees in the respective School Districts 
of this Territory, which are under the supervision of said Trustees, 
shall be known, in law, by the name and title of Common Schools, 
and shall be entitled to a just and equitable proportion of any pub- 
lic School fund, arising from the General Government or by Legis- 
lative enactment of the Territory. 

Sec. 2. — The County Superintendents of Common Schools, now 
in office, and their successors, before entering upon the duties of 
their offices, shall respectively give bonds with approved security 
in such sums as shall be approved by the County Court, which, 
bonds shall be riled with the Clerk of said Court. 

Se-5. 3. — The Territorial Superintendent of Common Schools, 
now in office and his successor, before receiving or disbursing any 
public School Fund, shall give bonds with approved security, in 
the sum of ten thousand dollars to the Auditor of Public Accounts, 
who shall file the same in his office and the said sum may be in- 
creased or diminished by the Legislature, according to the magni- 
tude of the Public School Funds entrusted to said Superintendent. 

Sec. 4. — The Trustees of Common Schools shall be elected by the 
voters, residents and owners of taxable property in their respective 
School Districts. For the election of Trustees and for the vote on 
the rate per cent, on the taxes to be assessed, notices shall be given, 
at least ten days before the time appointed, by advertising in some 
newspaper having a general circulation, or by posting up notices 
in three of the most public places in the District, of the time, place 
and object of the meeting, said notice shall be given by at least five 
permanent residents of the District, but if the District'be organized 


then shall notice be given by the Trustees. At such meeting Trus- 
tees may be elected or a tax levied viva voce or by ballot, as the 
meeting may determine. 

Sec. 5.— The County Superintendents of Common Schools are 
hereby authorized and required to proceed against all delinquent 
County Pound Keepers or other parties who have failed or shall 
fail to pay into the respective County Treasuries the School Funds 
due to said Treasuries, or which may hereafter become due arising 
from the sales of estray cattle or from any other sources and shall 
pay all amounts thus collected into said Treasuries. 

Sec. 6.— The personal property of any resident in a School Dis- 
trict which may be without the bounds of any School District shall 
be taxed by the Trustees of the District in which he resides. 

Sec. 7.— It shall be the duty of the Territorial Treasurer to report 
to the Territorial Superintendent of Common Schools, on the first 
of December annually, the amounts received for school purposes. 

Sec. 8.— It shall be the duty of County Superintendents to report 
annually to the Territorial Superintendent the amount of moneys 
received and how disbursed, who shall embody these items to him 
so returned, and all other receipts and expendetures of School 
Funds in his annual report to the Legislature. 

Sec. 9.— Nothing in this Act or in any former Act shall be con- 
strued so as to appropriate any part of the public School Funds to 
any private, select or high school or any boarding school or acade- 
my, or any school whatever not under the immediate control and 
direction of the School District Trustees. 

Sec. 10.— That section sixth, of an Act entitled "An act provid- 
ing for the establishment and supjjort of Common Schools," ap- 
proved January nineteenth, one thousand eight hundred and sixty 
six, is hereby repealed. 

Approved, February 21, 1868.