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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web at|http: //books .google .com/I I*) U-. i HARVARD UNIVERSITY UBRARY OF TBE GRADUATE SCHOOL OF EDUCATION v^ V «^i^ /?. /. ' v^/ DEPARTMENT OF EDUCATION. O REI*ORT or THE COMMISSIONER OF EDUCATION. WITH CIRCULARS AND DOCUMENTS ACCOMPAKYING THE SAME; SUBBnTT£D TO THE SENATE AND HOUSE OF REPRESENTATIVES JUNE 2, 1868. u WASHINGTON: OOYERNMEKT PBINTING OFFICE. 1868. . IBMUAII SCHOOL ^ «=DUCilff0* \ t Dbpartmbnt op Educatfon, Washington, D, C, May 30, 18G8. Sir : I have the honor to submit herewith to the Senate the report required of the Commissioner of Education bj an act to establish the Department of Education, approved March 2, 1867. Very respectfully, your obedient servant, HENRY BARNARD, » Commissioner. Hon. B. F. Wadb, President of the Senate. In the Senate op the United States, July -27, 1868. Resolved, That 3,000 copies of the annnal report of the Commissioner of Educa- tion be printed for the use of the Commissioner; and that 1,500 copies of the accompanying documents, or so many of them, not exceeding 1,500, as he may deem proper, be printed and furnished to the Commissioner, either separately er together, as he may elect; and that 3,000 copies of his report upon educational interests of the District of Columbia be printed separately for the use of the Senate. Attest: GEO. C. QORHAM, Secretary. CONTENTS. Page. Report of Commissioner of Educatiov, ] 867-'6S ix-lx Official circulars, with illustkatit e documents 1-856 Number O.NE 1-6 Plan of Monthly Circular 2 Memorial of State and citj superintendents of schools 3 Act to establish the Department of Education 5 Schedule of information sought bj the Commissioner 6 Kcmbertwo 7-64 Plan for collecting and disseminating information 7 Classified index to subjects already investigated 17 Education a national interest — Washington's views 41 N13IBER three 65-78 Educational Land Policy of the United States 65 Tables exhibiting national land grants for educational purposes ... 77 Numbers four and five 7^128 Constitutional provision of the several States respecting Education. . R 1 Number six ^., 129-310 National grants of land for Agricultural and Mechanical Arts Col- leges 129 National Legislation 133 State Legislation 135 Institutions established up to March, 1868 215 Number seven y 311-368 The State and Educatidn 311 The American doctrine luid practice of taxation for public schools . . 311 Opinions of European edu&itors and statesmen 331 Practice of European repubn^s 337 School system of the canton of the Senate, a Commissioner of Education, who shall be intrusted with the management of the Department herein established, and who shall receive a salary of four thousand dollars per annum, and who shall have authority to appoint one chief clerk of his depart- ment, who shall receive a salary of two thousand dollars per annum, one clerk who shall receive a salary of eighteen hundred dollars per annum, and one clerk who sliall receive a salary of sixteen hundred dollars per annum, which said clerks shall be subject to the appomting and removing power of the Com- missioner of Education. Sec. 3. And be it further enacted, That it shall be the duty of the Commis- sioner of Education to present annually to Congress a report embodjring the results of his investigations and labors, together with a statement of such facts and recommendations as will, in his judgment, subserve the purpose for which this Department is established. In the first Report made by the Commissioner of Education under this Act, there shall be presented a statement of the several grants of land made by Congress to promote education, and the manner in which these several trusts have been managed, the amount of (\inds arising therefrom, and the annual proceeds of the same, as far as the same can bo determined. Sec. 4. And be it further enacted. That the Commissioner of Public Buildings is hereby authorized and directed to fiimish proper offices for the use of the Department, herein established. Approved, March 2, 1867. After consalting State and City Snperintendents of Public Schools, X REPORT OF COBIMIS8IONER OF EDUCATION. and otber friends, of education who had taken an active interest in the establishment of the Department, so &r as they coald be reached by letters, or call, within the first month, a general plan of opera- tions was formed, the roonas famished by the Conomissioner of Pablic Buildings were occupied, the three clerks provided for were appointed, and about the middle of April the special work assigned to the Department was begun. The general and fecial work of this Department, as defined in the Act of March 2, 1867, are, J^ir«/. — *' To collect such statistics and facts as shall show the condition and progress of edu^caiion in the several States and Terri- tories " — ^and Second. — ^'To difiuse such information respecting the oiganizsr tion and management of schools and school systems, and naethods of teaching, as shall aid the people of the United States in the e^ tablishment and maintenance of efficient school systems, and other* jnae promote the cause of education throughout the country." Third, — ^Besides giving his attention to these general subjects, the Commissioner is directed to present in his first report to Con- gress, ''a statement of the several grants of land made by Congress to promote education, the manner in which these several trusts have been managed, the amount of funds arising therefrom, and the annual proceeds of the same, as jhr as the same can be determined.*' Fourth, — By a Joint Resolution, approved March 29, 1867, the Commissioner is farther directed to ascertain the condition of the pablic schools in the District of Columbia, and submit a Report on the relative efficiency of the system now in force, and on such addi- tional legislation as he may deem necessary to secure the advantages of said system to all the children of the District The magnitude and delicacy of the work assigned to this Depart- ment both in the general and the specific provisions above recited, are such as to compel the Commissioner to invoke in advance a charitable judgment on any apparent deficiency in his plans, or in any delay in reaching, or in making public the results of his first year's labors. None save those who have had personal expe- rience in this field of labor can appreciate fully the difficulty of obtaining complete statistics, or even general information, of the organization and operation of systems and institutions, located in forty-six different States and Territories occupying half of the American Continent — these systems, where they do exist, differing from each other in organization, management, and returns ; and these institutions, whether in or out of the general system of the State, EBPORT OP OOmnSSKMIBK OF SDDCATlOff. ^i differing from each other in all the greitt ceattes of population. This difficulty of obtaining precise and aniform statistics, not incon- sideTable eyen where th^re is legal aothority for requiring the in- formation, and fi>rfeitQre of some kind, or pecuniary advaittage is attached to withholding or giving the same, becomes almost insuperable, when, as with this Department, there is no oiganic con- nection with systems or institutions in the several States; no authority to reqnire, no pecuniary advantage- for furnishings no for- feiture for declining or neglecting to fbrnidli the information sought, and no means to supply the deficiency of written returns by per- sonal inspection. If a comprehensive and exhaustive inquiry, on flome general plan, was instituted every year in each State, into itt educational condition and progress, including institutions of every land and grade, a compilation and comparative view of the results would be very easy and satisfbetory ; and it is hoped that one of the results of the labors and publications of this Department, and of the annual Conferences of State and City Superintendents already inan* guraCed, will be the adoption of some uniform plan of gathering annually the statistics of schools of every land, both in States, and in all laige cities. At the present time, there are no two States or cities, in which the statistical returns as published, include the same particulars, or between which a rigid comparison as to schools can be instituted ; in naore than one half of the States the returns are so incomplete as to institutions, or omit so many vital points in the con- dition of the schools returned, as to be worthless, as indications of the real work attempted, or done, in individual schools, or by all the schools of the State ; in nearly all of the States, no attempt is made to secure inspection or returns of private, denominational, or incorporated institutions ; in nearly one half of the States no effi- cient system of public schools is in operation, and no sufficient number of good private or denominational schools exists ; and of those which have a precarious existence, not even their locality, or the name of the teachers and the number of pupils are known to any public officer; and with a single exception, no efficient measures are enforced by State or municipal regulations as to the non-attend- ance of children at some school, public of private, to stop the growth of absolute illiteracy, or diminish, by evening and adult schools, the still larger amount of practical ignorance of letters and books, which abounds, even in States where the most attention is paid to educar tion. It is only when a searching inquiry is instituted by the National Census, or under State or municipal authority in the same form, or by societies and individuals in restricted portions of laige ^ RfePORT OF COHMlBaiONER OF EDUCATION. . cities, for some ecclesiastical purpose, or the antecedents of the vic- tims of vice, paaperism, and crime, are investigated, that the amazing deficiencies in oar systems, means, and methods of universal educa- tion appear. The startling and humiliating statistics of the National Census of 1840, 1850, and 1860, as to the number of the white adult population unable to read and write, in certain States, and for the whole country, will be found in Official Circular, No. XIII. In the present condition of the educational statistics of each State, and in the full occupation of the clerical force at his command in other directions hereinafter set forth, the Commissioner has not attempted, beyond the statistics of public schools in the principal oities of the country, in reference to the practical efficiency of the systems in operation in the District of Columbia, to exhibit by any statistical summary, the condition and progress of education in the several States and Territories. If he has been reasonably successful in indicating the method by which a national agency, like this De- partment, can obtain a record of the educational systems and institu- tions of the several States, and put himself into communication with their managers and teachers — can throw light on the deficiencies as well as excellencies of our systems, and impart greater activity to all the agencies which determine the education of a people — can con- tribute in the experience of States, systems, and institutions, and in the views of eminent teachers and educators, the material for a thor- ough discussion and wise solution of educational problems — ^he has done all that he has thus far attempted, or that could reasonably be expected. Should it be his privilege to continue the investigations already instituted — should he be authorized to get, by personal in- spection, the material for a comparative view of the same class of in- stitutions in different States — he believes that in a subsequent Report he can submit, with a comprehensive view of the organization and op- erations of systems and institutions, such reliable facts and statistics, and the generalizations authorized by the same, '^ as shall show the condition and progress of education in the several States and Terri- tories," shall aid the people in those States in which, for the first time, systems of public schools are established, ''and otherwise pro- mote the cause of education throughout the country." I. PLAN OF OPERATIONS FOB 1867-68. The first step taken was to make known the provisions of the Act, by which and the avowed purposes for which, the Department was established ; and at the same time, to map out the field of inquiry into which the Commissioner was about to enter — specifying the REPORT OF COMMISSIONER OF EDUCATION. ^111 sabjects on which &cts, informatioD, and saggestions, were desired, and the portions of the field which had been already partially explored by him ; as well as the subjects which had been, to some extent, discussed by prominent teachers and educators, and on which valuable information could be given, and indicating at least the sources of such information. {.Official Circulars /, and IL) SCHEDULE OF INFORMATION SOUGHT* X. OKRXKAL TXSW OF ■TITKHI, IITflTITUTIOHl, AHD AOKHCXKil OF KDrCATION. A. General Condition {of District, ViQage^ City, County y State.) (Territoruil Extent, Municipal Organization, Population, Valuation, Receipts. and Expenditures for all public purpoaes.) B. System of Public Instruction. G. Incorporated Instttutions and other Schooi^ and Agencies ov Education. 11. DrrAiLs. 1. Elementary or Primary Education. (Public^ Private, and Denominational ; and for hojn or girls.) 2. Academic or Secondary Education. (Institutions mainly devoted to studies not taught in the Elementary Schools, and to preparation for College or Special Schools.) 3. GOLLEGLITE OR SUPERIOR EDUCATION. (Institutions entitled by law to grant the degree of Bachelor of Arts or Science.) 4. PROFESSIONAL, SPECIAL, OR GLASS EDUCATION. (Institutions having special studies and training, such as — 1, Theology. 2, Law. 3, Medicine. 4, Teaching. 5, Agriculture. 6, Architecture, (Design and Construction.) 7, Technology — Polytechnia 8, Engineering, (Civil or Me- chanical.) 9, War, (on land or sea.) 10, Business or Trade. 1 1, Navigation. 12, Mining and Metallury. 13, Drawing and Painting. 14, Music. 15, Deaf- Mutes. 16, Blind. 17, Idiotic. 18, Juvenile Offendero. 19, Orphans. 20, Girls. 21, Colored or Freedmen. 22, Manual or Industrial. 23, Not specified above — such as Chemistry and its applications — Modem Languages — Natural History and Greology— Steam and its applications — Pharmacy — Veterinary Sur- gery, Ac.) 5. Supplementary Education. I, Sunday and Mission Schoola 2, Apprentice Schools. 3, Evening Schools. 4, Courses of Lectures. 6, Lyceums for Debates. 6, Reading Rooms— Period- icals. 7, Libraries of Reference or Circulation. 8, Gymnasiums, Boat and Ball Clubs, and other Athletic Exercises. 9, Public Gardens, Parks and Concerts. 10, Not specified above. 6. Societies, iNSTtruTES, Museums, Cabinets, and Galleries for the Advancement of Education, Science, LrrsRATURE, and the Arts. 7. Educational and other Periodicals. 8. School Funds and Educational BBNEPACTioNa 9. Legislation (State or Municipal) rbspectinq Education. 10. School Architecture. 11. Penal and Charitable Instttutions. 12. Churches and other Agencies of Religious Instruction. 13. Reports and other Publications on Schools and Education. 14. Memoirs of Teachers, and Promoters op Education. 15. Examinations (coMPETrnvB, or otherwise) for Admission to Na- tional OR State Schools, or to Public Service of any kind. The main objects aimed at by this Schedule are, (1) to show in the national aggregate, the magnitude of this great interest of education ; 2iy RSPORT OF COMMiaBIONfiR OF EDUCATION. the nnmber and variety of institutioiis and agencies which are at work in every neighboiiiood, municipal organisation, and State ; to determine not only the formal instruction and training of children and youth, but to affect the health, opinions and habits, intellect- ual, moral and political, of every member of a community ; (2) to ascertain the name, residence, and special work of every person in the administration, instruction, and management of institutions and agencies of education, as material, with the official school doc- uments of a State, to exhibit their condition and progress, and as the basis of a Register — ^which shall be to this branch of the State social service, what the Army and Navy Register is to those specially organized departments of the national service ; and (3) to find, among the many thousands engaged as officers or teachers, the correspondents, who from a heartfelt interest, and a life conse- cration to the work, will gladfy furnish, from time to time, desired information ; contribute to the discussion of educational problems, and disseminate among those who would profit by their consultation or perusal in the preparation of addresses and reports, such docu- ments and statistics as shall be issued by the Department for the advancement of any branch of the subject. A brief explanation of the details of the Schedule will show the direction and method of the labors of this Department. As the ground of a proper understanding and use of the returns made, it is deemed essential to know the conditions of the community from which they come, or to which they refer ; ( Schedule A) the territorial extent, the number, occupation, and pecuniary condition of the people; the municipal organization, valuation, and public expenditures, as well as other particulars of the locality. Many of our State systems of public instruction are defective in not admitting, under regulation of a State Board or Superintendent, of adaptations in administration, to the peculiar circumstances of a city or a sparsely- populated district, to a longer or shorter experience in public schools, and to the introduction or omission of certain studies, ac- cording to the occupations of the people. While the public school in cities admits of expansion so as to embrace nearly the whole range of secondary instruction, in the rural districts it must be restricted to a few fundamental branches, and must have within itself a certain completeness, although restricted to a few subjects and to one teacher ; and the branches taught and the methods must contain the elements and instruments of self-culture, because a majority of the pupils will attend no other school, and their progress in mental development and self-formation will depend on the thoroughness REPORT OF OOHmanONBR OF EDUCATION. ^ ftod vividness wiUi which they are taught in these elementary and intermittent schools. In snch schools, scattered over the most sterile portions of everj country, with the favoring circumstances of good homes, simple manners, healthy occnpation, and a wise use of small advantages, have been trained, or at least started in their career of mental discipline and acquisition, a larger proportion not only of useful business men, but of statesmen, scholars and profes- sional men, than in the same number of city schools, enjoying every advantage of scientific classification, prolonged sessions, and well qualified teachers. Before coming to a just understanding and an intelligent discus^ sion of particular institutions, the Commissioner deems it advisable to know something of the system to which they belong, as well as of the histoiy and condition of existing legislation, both State and municipal, on the subject, as well as the habits of the people in this regard. {Schedule^ B. C.) It is much easier to bring a majority of the legal voters of any town or city to provide liberally for public schools, in States which have by force of law and habit recognized the High School as part of its system of public instmction ; and on the other hand, the practice of incorporating and endowing by public or private liberality, special institutions under the name of Academies and Seminaries, will account for the multiplication of this class of institutions, and the slow introduction of public schools of the same grade. The extent to which different religious socielies provide schools for the children of their several connections, is an important element in the existing means of education in any com- munity, and will determine in no small measure the direction in which improvements can be made. Having gained a full understand- ing of the general condition of society and education in any com- munity, we can justly appreciate the information given respecting the schools of that locality, be it large or small. In giving the results of this information, and in any suggestions which the Oom- sioner may make, founded on the same, the following classification, substantially, will be adopted. 1. EUfmeniary Sdioob, By elementary education — (we use the words education and instruc- tion here to express the aim and results of the same process, although, whether regarded as expressing either process or result, the means or the end, the words have a widely difierent meaning) — is understood, that formal instruction, first in point of time, simple in quality, small, it may be, in amount, but the most important in reference to mental habits and future progress, which can be given in schools open to all jy{ REPORT OF COAIMlflSlONER OF BDUOATION. children. On the number and character of these schools, whether public, private, or denominational, more than on any other grade of schools, no matter how organized or conducted, depends the suc- cessful solution of the problem of universal education. Its solution has been attempted in past times, as well as in the present — and never so strenuously and so universally in all countries, as at this very time — and in a variety of ways: (1) by the State ; (2) by the Church ; (8) by the State and Church; (4) by the State, Church, and parents ; (5) by parents, with or without the aid of legal asso- ciation, and governmental grants, and with and without the powerful cooperation of religious bodies ; and (6) by the State as a whole, acting with the people in their municipal organizations, by which the school is brought near to parents, and maintained in sympathy with their wishes, yet subjected to State inspection, and sustained out of the common property of the whole community. In no coun- .try, by any of these systems or modes, has education, even in its lowest elementary form, been made universal ; in no country has this State interest and parental duty, this civil and religious obliga- tion, been fully met. How far, and by what systems and agencies, the several States are engaged, or have succeeded, in the solution of this great and difficult problem, the Commissioner is gathering the material to show, as well as to aid, so far as making known the ex- perience of the most advanced communities, and the suggestions of the most eminent educators at home and abroad, can do so. There is much of encouragement in the liberality and popular favor with which the public school system, which is distinctively American — that in which State and municipal authority are both recognized, and the wishes of parents, so far as is consistent with a general system, respected — is sustained. There is ground of congratulation, that religious societies which withhold theif sympathy from the public system, and in some cases denounce it, succeed so well in enlisting parental contributions to support denominational schools. But the statistics of school attendance, in all the great centres of population in every State — and no where more clearly than in this District, as is shown in the Special Report from this Department — prove that the problem of universal elementary education is not yet satisfactorily solved in this country, under the combined operation of public, denominational, incorporated, and private schools. In several States, the work is yet to be begun by imperative constitu- tional ordinance ; in others by the adoption of an efficient school system; and in all, by securing a better attendance of children of the proper school age, the more permanent employment of qualified teachers, and the thorough inspection and fullest publicity of the REPORT OF COMMI8SIONBR OF EDUCATION. xy{[ working of the system of public schools and other means of popu- lar education. 2. Secondary SchooU, Under the heading of secondary schools, the Commissioner de- sires to obtain information respecting that class of institutions gen- erally known as Academies, Seminaries, and High Schools, in which the work of formal instruction is taken up at the point where it is left by the elementary school, and carried on with a double purpose, viz.: (1) a general educational discipline, with special attention to studies which are preparatory to the next highest grade of our Amer- ican system, the College in some of its forms ; or (2) the same dis- cipline with special attention to certain studies, considered of prac- tical importance to the ordinary business into which a large majority of the pupils of these institutions enter on graduation. Although, historically, the first established, and found in every State under some name, and of the highest importance in reference to the schools below and above them, there is less system (except in the Public High School) in the establishment, management, and instruction of institutions of this cUss than in any other. Lefl now to the prosely- ting zeal and rivalry of each denomination, or to the real or fiincied wants of a few families, they are started in too near proximity, without endowments, and without a definite educational purpose ; frequently in antagonism and to the injury of the public school, and without sufficient reference either to the schools above, or to the pursuits of the community. The whole subject of secondary edu- cation, its institutions, studies and methods, needs investigation and discussion ; and to the material already gathered or which may be contributed, the Commissioner is prepared to show how the prob- lems of organization, management, studies, teachers, and inspection are solved in other countries, where the subject has received more attention than either elementary or superior instruction. 3. GoUege8j or Superior SchooHa, Under the head of Colleges, the Commissioner includes all insti- tutions of a superior grade, which have been empowered by the State to confer the usual academic degrees of bachelor and master in the liberal arts or studies, and whose course of general mental discipline and instruction, though superior to the Secondary schools, does not include special professional teaching and training. The needs of society have called this class of institutions into existence in every country and in every age, but with us, their real or sup- posed connection with religious and local interests have multiplied them beyond any demand for higher scholarship, and it is feared, not only to the injury of each other, but to the great detriment of XViii REPORT OF COMMISSlOKeR OF CDUCATU»r. the very highest culture, which is only possible under the conces- tration, in a few centres of a large extent of country, of a numerous body of learned and eloquent men, representing all the great depart- ments of literature, science and art, aided by cabinets, Hbraries, laboratories, and other means of original and exhaustive investiga- tion and demonstration. But whatever the &cts may be, be is en- gaged in ascertaining their number in each State ; the circumstances of their origin, the conditions of admission, courses of study, equip- ment of libraries and material aids of instruction, their students, professorships, graduates, and endowments — ^what they profess and what they really accomplish — as well as their relation to the schools below, and to the professional and special schools of the country. To this knowledge of the condition of superior education in the different States, contributions will be made of information respecting similar institutions in other countries, which have done so much for the advancement of literature, science, and civilization generally. Although most of them are the growth of ages, under conditions quite different in many respects from ours, a knowledge of the con- stitution, endowments, curriculum, and lectures of the Universities of Oxford, Cambridge and London, of Edinbuigh and Dublin, of Germany, France and Holland, and of changes proposed and advo- cated in them, can not but aid the intelligent discussion of the whole subject of College and University education among ourselves. 4. Professional and Special Schools. The obvious needs of society have led to the establishment of various institutions for professional and special education, such as schools of theology, law, medicine, teaching ; of agriculture, manu- factures, engineering, mining, and the like ; — also for certain classes of persons whose instruction can not be as well provided for in a gen- eral system, such as the deaf, the blind, juvenile offenders, orphans, etc. All the statistics and facts going to show the number, condition, and efficiency of this class of schools, have been called for; and those which relate to schools for teachers, and colleges of agriculture and mechanic arts, have been collected, edited, and made ready for publi- cation in such way as Congress may authorize. 6. Supplementary Schools and Agencies, Besides the formal instruction given by institutions for Element- ary,'Secondary, Collegiate, Professional, and Special Schools, there are other institutions and agencies which in the aggregate influence very largely the education of the national mind and character. These have been grouped under the head of Supplementary Education — such as Sunday schools, mission schools, and other special religious RBPOET OF ooamueiCHaER or bducation. ^ik schook under the control of partienlar denomiDations ; evening Bchools for the adalt as well as the young, Msoeiatione for lectures, debates, etc ; libraries of reference aiad circulation, gymnasiains and dabs for athletic exercises and sports, galleries of art and science, public groonds for popular health and recreation. On all these topics inqoities hare been instituted. 6. SocUtiea for the Advancement of Education^ Science, LUerature^ and (he Arts. Passing beyond the institutions already mentioned for the devel- opment and discipline of the mind by the communication of existing knowledge, the Department has extended its inquiries to those whose special aim is the enlargement of knowledge by new contri- butions, and new discoveries in science, art, &c. 7. The Preaa. Hie object here had in view is not only to ascertain the number, particular objects and circulation of special educational journals and periodicals, but also the number and circulation of all the period- icals published in every State throughout the country. This is done on the ground that the press of the country is one of the most powerful among the educational agencies by which the character of the nation is acted upon, and on which this Department must rely for the dissemination of information as to the actual condition of schools, and the discussion of questions affecting their improvement. 8. School Ihmds and Ed*u)ational Endoumients, With the extension of the population of the country into its vast Western domain, the National government has not only provided for the territorial development of the new States, bat more munifi- cently, and with more of a parental providence than any government has ever done, for the growing educational and social needs of the people. Many States have likewise established funds for school purposes, besides making, from time to time, liberal grants to partic- ular institutions, which have funded the same for the benefit of suc- cessive generations. To individual beneficence does the country owe the foundatioh and development of nearly all its higher institu- tions ; and the aggregate amount of such donations and bequests, it is estimated, exceeds a hundred millions of dollars. To ascertain the amount and object of all these funds and endowments, the man- ner in which the capital is secured, and the annual income is applied, and draw practical lessons for future guidance, the Department has instituted the most comprehensive inquiries. 9. Legialation m0i respect to Schoob. Prom the mode in which the attempt to solve the problem of popular education in this country has been made, namely, by Na- XX REPORT OF COlCMIOSIONfiR OF EDUCATION. tional and State, by municipal and aAsociated action, a vast amount of legislation has been rendered necessary, a history and digest of which constitutes an important part of the investigations now in progress, with a view of making the experience of each available to the benefit of all. To ascertain and note the changes in this legisla- tion will of course constitute an important feature in the annual work and reports of the Department. 10. School Archibectwrt, The immense amount expended in the construction and equip- ment of buildings for educational purposes, amounting to fifty mil- lions within the last ten years, and the great importance of a wise expenditure of the still larger sum that will be necessary in the coming ten years, with reference to the health and successful labor of both pupils and teachers, (numbering each year probably not less than four millions of persons,) makes a comprehensive investigation into the condition and needs of this department of architecture a matter of the first importance. 11. ChoHiable^ Reformatory^ and Penal InstihUions. Independent of the regular system of education, and growing to a considerable extent out <>f the neglect, defect or perversion of a good early training, is a class of institutions whose establishment and support devolves a heavy expense upon the community, and renders an inquiry into their statistics and working very important, in a pecuniary, educational, or moral point of view. With all our State, municipal, and voluntary efforts for education, both secular and religious, there is an immense amount of absolute illiteracy, and of corrupting influences growing out of parental neg- lect and vice. The diminution of this illiteracy, vice, and crime, has not kept pace with our increased means of education, and the many undoubted improvements in the systems of instruction. In this connection properly comes the inquiry how far any thing has been done by public authority for the enforcement of the duty of parents to send their children to some schools, public or private, and how far the right of suffrage is denied to persons thus uneducated, or forfeited by the parents or guardians who neglect their duty in this regard. 12. Churches and other means of Religious Instruction, With a view to meeting the objection made in some quarters against our systems of public education, viz., that they contain no sufficient provision for imparting religious instruction, it has been thought fit to institute inquiries into the means of religious instruc- tion existing in our country, additional to the general religious instruction and moral influences of the public schools, and it is REPORT OF COMMISSIONER OF EDUCATION. ^xi believed the result will show that the amonDt of salutary religions instniction actually received by the young in our country in the schools and at home, and from special religious institutions, though of course capable of great increase, is not inferior to that in coun- tries where religious instruction is enforced by the State. 13. School Documents, As a contribution to the library of the Department, and as the basis of a system of distribution as well as of exchange of official documents, copies of all reports and other publications issued by State and municipal authority and by institutions, have been re- quested, and the inquiry made of superintendents and schoolmen generally, how far they are disposed to come into such a system, conducted without expense to the parties after the documents have reached this office. The documents are important to the Depart- ment— ^an analysis of the suggestions made, and a summary of the statistics contained in them will form an important part of the monthly Circulars, as well as constitute much of the authority for the generalizations of the annual reports of the Commissioner. 14. Memoirs of Teachers and Benefactors of Education, Among the noblest benefactors of their race are to be numbered those men who have founded institutions of good learning or devoted their lives to the vocation of teaching, especially in public schools ; and the country which fails to do honor to the memory of such benefactors, exposes itself to the charge of ingratitude, and with- holds a powerful encouragement to the continued succession of such services. To preserve the memory of such men and women as have devoted themselves or their means to these objects, materials for a record in some appropriate document of this Depaitment have been solicited. 16. Open Competitive Examinations, Believing that Government — State, National, and municipal — can in no other way so well promote the cause of sound education and efficient official service, as by opening the career of public employ- ments within its gift, to such persons only as shall present an au- thorized diploma of school attendance, and evince, in an open com- petitive examination, the possession of the requisite qualifications, an inquiry has been made how &r a provision exists in any of the States for such diploma, or examination with reference to employ- ment in its service of any kind, or for nomination for admission to our national military and naval schools. On all these aBd other rellited topics, the results of inquiries car- 2xit BSFORT OF GOMiaflSIONBR OF KDirC AHON. lied on b^ the ConnniflMoner for the last fifteen years will be made available without cost to the Department ; and if supplemented by prompt and hearty codperation on the part of school officers and friends of education in the different States, a body of inibrmation, fiicts, and suggestions will be. formed, such as can not elsewhere be found, the importance of which, in their bearing on the develop- ment of our educational systems and agencies, can scarcely be over- estimated. MODS OF OBTADmrO IVlOBlCAnOV. 1. The main reliance for full and authentic information respecting^ public institntions must be the annual reports, and special replies of officers charged with their administration, supplemented for por- poses of comparison and generalization by opportunities of personal visitation and conference by the Commissioner, or inspectors selected with special reference to their knowledge and experience of the sub- ject on which information is sought. From superintendents, both State and municipal, from presidents of institutions, and professor* devoted to special branches, the most cordial cooperation has been promised, and the strongest desire expressed to give the fullest pub- licity to the aims, means, methods, and results of their work, and to obtain an account of similar work done by others. 2. The annual meetings of national societies devoted to general or special educational objects, and similar meetings of State Teach- ers' Associations, as well as occasional conferences of persons inter- ested in particular allotments of the great field of popular educa- tion, afford important opportunities of making inquiries widely and in a short time, and of meeting individuals who have devoted years to the investigation of subjects under consideration. Several of these meetings the Commissioner has attended, having been specially in- vited, and every opportunity of communicating with them opened. 3. From a long connection with the administration of systems of public instruction, and fk^uent personal visits to different States and countries, for the inspection of schools, an extensive correspond- ence vrith the active schoolmen of the day, both at home and abroad, has been established, which has been made immediately available in collecting information respecting the present condition of systems of public instruction, and institutions of learning of every kind in nearly every civilised country ; the results of which will be made public as rapidly as possible, and the sooner, and in the most sat- isfactory manner, if the Commissioner u authorized to employ the necessary clerical and editorial help. 4. As a great central repository of the results of the experience BBFOIT OF OOHKISaiOiaR Of SDUCiflmHT. ^ziii of States^ institotionay and indmdiiala^ i& thi« work of edacation, on the basis of a collection commenced thirty years ago, of text-books, school docnments and inatmetional appliances^ and in exchange of his own publications for similar works^ a library and cabinet of edu- cation haa been began by the CommisBioner, and is already accom- plishing the purpose of the law, by ''collecting such statistics and hctM as shall show the condition and progress of education in the several States and Territories.** 5. Ap the main reliance both for collecting information of all im- portant educational movements and discussions, as well as for dis- seminating information, the daily and weekly press of the country, both secular and religious, must be resorted to ; and with such pub- lishers and editors as have already expressed, or may hereafter ex- press a desire to receive circulars and documents issued by the Commissioner, a system of exchange will be established which, it is believed, will greatly promote the objects of the Department MODBS OF DISSXMINATIKG INFORMATIOK. The aeveml agenoiea relied on for collecting information, the annual meetings of educational associations, national, state, and mu- nicipal ; correspondence daily growing in volume and detail, with officers, teachers, and friends of educational improvement ; the press, as well as personal interviews, have all been resorted to, to dissemi- nate information as to the objects and needs of the Department. In addition to these, the following plan of publication, after such consultation as could be had, was adopted, and inaugurated, but will depend for its full development on the sanction and aid of Congress. It was set forth in Special Circular, No. 2, which is here introduced with slight verbal modifications, suggested by the experience of the Department TLAM 09 rUBUCATIOll. As at present advised, the following plao of pablicatton will be purnied: 1. MatUhJy Oircular. To be issaed monthlj— each number to be devoted to sach special subjeet as the oorrespondenoe or investigations of the Department may require; and if the reqaisite cleriad labor can be devoted to its preparation, to a monthly mimmaiy of Educational lotelligenoe and Statistics in different States and Countries. These Circulara will not be printed for general distribution, and as a general rule will be mailed, in answer or inquiry, to correspondents, or to permns known to be, or who may write, that they are specially interested in the subject The matter contained in them, in addition to the official, will not always be new, hot such articles will be introduced from former publications of the Cora- mi89ioner, or of others, as he may thhik iUnstrative of the special subject to which the Circular is devoted. 2. A Quarlerly PubHieation. It is proposed to begin a National Series of the American Journal of Educa- tion, with a view of completing the encydopediac view of Education— its His- Xxiv REPORT OF QOBUOSSIONER OF EDUCATION. tory. System, Institutions, Principles, Methods, and Statistics ; b^nm several years since, and prosecuted thus &t vnih a special reference to the condition and wants of our own schools, and with a studious avoidance of all matters foreign to the main object The range and exhaustive treatment of subjects can be seen by the Classified Index, which will be forwarded if desired. Although the Journal will remain for the present under the editorial super- vision of the Commissioner, who will receive no compensation for this service, it will be entirely the private enterprise of its publisher, who will soon announce his plan and terms. The Department will be in no way responsible for the matter or the expense, but will avail itself of this mode of printing documents prepared by, or at the request of tiie Commissioner, which it may be desirable to issue. in advance or aside of any other form of publication. The Numbers will be sent only to subscribers, or to special orders addressed to the Publisher, Hartford, Conn. 3. Educational Documents and Tracts. Tlie Commissioner, with such cooperation as he can enlist, will at once begin the preparation or rather the revision and completion of a series of Educational Documents (A) begun several years ago, after consultation with several of the most eminent educators of the country ; each of which will be devoted to an exhaustive treatment of a particular subject, and at the same time be so pre- pared as to give a brief summary of the general principles and statistics con- nected with the same for circulation by itself. The plan of publication (B,) will be set forth in his first Annual Report. 4. An Annual Report As is provided for in the Act establishing this Departments a Report wil] be submitted to Congress annually, in which, after the preliminary arrangements have been completed for obtaining full and reliable information, the progress and condition of Education in different States and countries during the year will be presented. The following is the series of Educational Docaments referred to above (A) : 1. A Catalogue of the best publications on the oi^nization, instruction and discipline of schools, of every grade, and on the principles of education, in different language which can be consulted in the Library of tlie Department of Education at Washington. 2. A History of Education, ancient and modem, with reference to original authorities, where the systems and institutions of each country can be more fully Investigated. 3. An Account of Elementary Instruction in Europe. 4. National Education in the United States ; or contributions to the history and improvement of common or public schools, and other institutions, means and agencies of popular education in the several States. 6. School Architecture ; or the principles of construction, ventilation, warm- ing, acoustics, seating, Ac. ; applied to school rooms^ lecture halls, and class rooms, with illustrations. 6. Normal Schools, Training Schools, Teachers' Institutes, and other institu- tions, means, and agencies, for the professional training and improvement of teachers. I. System of Public Education for large cities and villages, with an account of the schools and other means of popular education and recreation in the prin- cipal cities of Europe and in this country. 8. System of Popular Education for sparsely populated districts, with an ac- count of schools in the agricultural portions of different countries. 9. Schools of Agriculture, and other means of advancing the special instruo- tion of persons engaged in agriculture. 10. Schools of Science applied to the mechanic arts, civil engineering, fta II. Schools of Trade, Navigation, Commerce, &c, 12. Female Education, with an account of differentsystems and seminaries in this country, and in Europe. REPORT OF COMMISSIONER OF EDUCATION. x^V 13. iDStitutioDS for Orphans. 14. Schools of Indastry, or institutions for truant, idle, or neglected children, before they have been convicted of crime. 15. Reform Schools, or institutions for young criminals. 16. Houses of Refuge, for adult criminals. 17. Secondary Education, including a, institutions preparatory to college, and h, institutions preparatory to special schools of agriculture, engineering, trade, navigation, Ac IS. Colleges and Universities. 19 Schools of Theology, Law, and Medicine. 20. Military and Naval Schoola 21. Supplementary Education, including adult schools, evening schools, courses of popular lectures, debating classes, mechanic institutes, &c. 22. Libraries, with hints for the purchase, arrangement, catalogueing, draw- ing, and preservation of books, especially in libraries designed for popular use. 23. Institutions for the Deaf and Dumb, Blind, and Idiots. 24. Societies for the Encouragement of Science, the Arts, and Education. 25. Schools and Academies of Art, Public Museums and Galleries. 26. Public Gardens, and other arrangements for popular recreation. 27. Educational Tracts, or a series of short essays on topics of immediate practical importance to teachers and school officers. 28. Educational Biography, or the lives of distinguished educators and teach- dTB. 29. Educational Benefactors, or an account of the founders and benefactors of educational and scientific institutiona 30. Self- Education ; or hints for self-formation, with examples of the pursuit of knowledge under difficulties. 31. Home Education; with illustrations drawn fVom the Family Training of different countries. 32. Educational Komendature and Index ; or an explanation of words and terms used in describing systems and institutions of education in different countries, with reference to the books where every educational subject of im- portance is discussed and treated of. The Commissioner has no partiality for this classification of sub- jects, nor does he wish to restrict the inquiries or' contributions of others to them. The series embraces, in his judgment, the most important institutions and agencies by which the education of the country is secured ; and the careful preparation of a special document on each, giving its present condition and the suggestions of experi- enced and thoughtful men, on the improvement of the same, will in the end greatly abridge the correspondence of the Department, and "promote the cause of education throughout the country." The plan of publication alluded to (6) in the above Circular, is as foUows : 1, The publication of such special documents or reports, in con- nection with the Annual Report of the Commissioner, as Congress • shall authorize to be printed, to be circulated in the usual way, or as is suggested in paragraphs (4 and 6,) below. 2, The printing of such special documents, so far as shall be au- thorized by Congress, in the same way as special documents are now prepared and printed in the different departments. 3, The printing of special reports or documents by the Commis- XXvi REPORT OF COfilMISSIONER OF EDUCATION. sioner, on any of the subjects enumerated above, (A,) as they shall be prepared, to the extent (not to exceed a speciiied number of copies) and manner as shall be approved by the Congressional Com- mittee on Printing, to be distributed as suggested below. 4. Authority to furnish any person interested in the circulation of a particular document, with any number of copies, at the cost of press-work and paper. 6. The distribution by mail of single copies of any document to any State, incorporated or school library, or to any editor or school officer who shall apply for the same. 6. An exchange with any publisher, or others, for an equivalent contribution to the Library or Cabinet of the Department. WORE DONE OB IK PB0ORES& Having laid out the plan, by which to collect the fullest and latest information — legislative, administrative, and statistical — *Ho show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organi- zation and management of schools and school systems, and methods of teaching as shall aid the people of the United States in the estab- lishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country," the Com- missioner has labored diligently, with such force as he was author- ized to employ, and such cooperation as he could enlist, to accom- plish as early tfnd thoroughly as practicable, the specific work assigned him to do, and at the same time to inaugurate measures by which the larger and wider results contemplated should, in a rea- sonable time, be realized. 1. National Land Grants for Educational Purposes, In pursuance of the requirement of the Act establishing the De- partment, that "in the first Report made by the Commissioner, there shall be presented a statement of the several grants of land made by Congress to promote education, and the manner in which these several trusts have been managed, the amount of funds arising therefrom, and the annual proceeds as far as the same can be deter- mined," the first step taken after organizing the Department, was to authorize and direct the chief clerk to begin at once an investigation into the history of these grants, and to ascertain what material, printed or otherwise, was to be found in Washington. Application was made, through the Secretary of the Interior, to the Commis- sioner of the General Land Office, and letters were addressed to the Governors of the several States and Territories, to the State officer REPORT OF COMMISSIONER OF EDUCATION. xxvii or board having charge of the sales, and the investment and man- agement of the proceeds, to Superintendents of Public Schools, and Presidents of Colleges and other institutions founded or aided by the income of these proceeds — ^for such printed documents or sta- tistics as woald enable the Commissioner to present the results of this beneficent policy of the National Government, both for its his- torical importance, and for the ' guidance of States which have systems and institutions yet to establish or develop on the basis of these grants. But from all these official sources of information, and from special efforts made in a few of the States, the requisite mate- rial has not been gathered within the year, to enable him to comply in a satisfactory manner with the requirements of the law, except in aspect to "the public lands donated to the several States to pro- vide Colleges for the benefit of Agriculture and the Mechanic arts." As a full account of the legislation of such States as had accepted the conditions of the grant, and of the institutions which had been organized under such legislation, was the most satisfactory answer which could be made to letters of inquiry from States and institu- tions which had not yet acted, the information was printed as soon as collected, and edited, in Official Circular, No. VI, and the Sup- plement. To the report on Colleges of Agriculture and the Mechanic arts, will be added a notice of similar institutions not aided by the national grants, together with a comprehensive survey of the whole field of realistic and special scientific education in the principal States of Europe — much of the material for which has been already collected without any expense to the Department. 2. Condition of Public Schools in (he JHalrid of OqlwmJna, In pursuance of a Joint Resolution of Congress, approved March 29, 1867, the Commissioner instituted an exhaustive inquiry as to the number of children of the ordinary school age ; the number of the same in ^ny school, public or private ; the number and character of each grade of school, with the condition of the places where the schools were kept, the number and character of teachers, text-books and other material aids of instruction ; and to form an intelligent opinion of the relative efficiency of the school systems in force in the District, and what additional legislation was necessary to secure the advantages of the best system to all the children, as he is in- structed to do ; he has had conference with school officers, and obtained by correspondence information respecting the organization, regulation, courses of instruction, mode of employing and training teachers, school-houses, and system of inspection, in nearly all the capitals and other principal cities of the several States. xxyiii report of commissioner of education. Id explanation of the delay in presenting this docament to Con- gress, the Commissioner would give not simply the magnitude, as well as the variety of details, embraced in the investigation and dis- cussion, but the condition of his own health, which at the time he hoped to complete his work, became seriously impaired. As the information called for in the Resolution required a visit to every family and every school in the District, and at the same time made no provision for collecting and collating such information beyond the small clerical force provided for the general purposes of the Depart- ment in the Act; and as further information respecting the present population, and its distribution in different parts of the District, not expressly called for, was desirable for any intelligent legislation by Congress in respect to a system of public schools, application was made to the municipal authorities of Washington and Geoi^etown, and the county, for their cooperation in taking a complete enumer- ation of the inhabitants, including tbe statistics required by Con- gress, and a small appropriation in aid of the work was asked for. This cooperation and aid to the extent specified was extended, as is duly acknowledged in the Report referred to ; but the expense of taking the enumeration was not fully met by such aid, and for the balance (about 1600) an appropriation is respectfully asked. 3. ConstUtUionai Provisions respecting Schools and EduccAUm, Owing to the fact that Conventions to revise or frame the Consti- tution or fundamental law, were to be held in thirteen States within the* year, numerous letters were received from delegates and others, for information respecting the operation of provisions already ex- isting in the Constitutions of other States, and for suggestions on the subject. In answer to these inquiries, and to give the fullest in- formation as to the action of every State, a document was prepared, intended to embrace every provision found in the successive Consti- tutions of each State respecting Education, Literature and Science. This document was printed in Official Circulars, Nos. IV and V, with a circular addressed to the Superintendent of Education in each State, inviting his attention to any omission, and asking his views on the operation of the existing educational clause in the Constitution of his State, in giving authority, direction, stimulus or restriction to legislative or municipal action, as well as on the desirableness of se- curing any or all of the following features (7 and 8 are slightly mod- ified) of a school system in any future revision of the same. 1, The authority and duty of the Legislature to establish, aid, support, and supervise schools of every grade, and all institutions and agencies of Education, Science, and the Arts. REPORT OP COMMISSIONER OP EDUCATION. ^xix 2, The security against diminntion or diversion of all edocational funds and benefactions. 3, The certainty of a minimum rate of taxation, increasing with the population, su£Scient every year to secure the elementary in- struction of all children within the State who shall apply, by teach- ers professionally trained, and in schools legally inspected and approved. 4, The distribution of all State appropriations derived from taxa- tion or funds, on such conditions and in modes as will secure local taxation or individual contributions for the same purpose, a lively municipal or public interest in the expenditure of both sums, the constant cooperation of parents at home in realizing the work of the school, and the regular attendance of pupils. 5, A State Board of Education, having supervision of all educa- tional institutions incorporated or aided by the State, and constituted in such way as to secure literary, scientific, and professional attain- ment and experience, freedom from denominational or party prepon- derance, sympathy with the wants of different sections and occupa- tions, and independence of local or special influence. 6, A system of inspection, administered by the State Board, intel- ligent, professional, frequent, and independent of local or institutional control, with the widest and fullest publicity of results. 7, State Scholarships, securing free instruction in any higher in- stitution incorporated or aided by the State, conditioned on fitness to enter and profit by the same, ascertained by open competitive examination. 8, A Retiring Fund, for teachers of public schools, made up of an annual allowance by the State, and an equal payment by those who register to secure its benefits, conditioned on prolonged service in the business of teaching. 9, An obligation on parents and guardians not to allow children to grow up in barbarism, ignorance and vagrancy ; and the exercise of the elective franchise, or of any public office, conditioned on the ability of the applicant to read understandingly the Constitution and the laws, and forfeited by any parent or guardian of children who neglects to secure the formal instruction of such children between the ages of 6 and 14 years, for at least eight months in the year, or to pay for their maintenance, if sent to a prison or reformatory, while minors. 4. Legislation respecting Systems of Elementary Instruction. In answer to inquiries from abroad respecting the legal organiza- tion of our public schools, and from States in our own country engaged in framing new laws or revising old ones on the subject, a X,^^ REPORT OF COMMISSIONER OF EDUCATION. collection of the school codes of the several States has been pre- pared, embracing the earliest law of each State, and a brief notice of all subsequent modifications, and the last revision. This docu- ment, so far as relates to its historical portion, was prepared without any expense to the Department and mainly before its establishment, but will be placed at its disposal in case the publication of it is de- sired and authorized by Congress. 6. European Systems of Public Instruction. Although not to serve as models or guides, as a whole, for our country, yet advantage may be derived from a knowledge of the manner in which attempts have been made to solve the problem of public instruction in other countries. In some features — the extent to which teaching is regarded as an art, whose methods are to be studied and practiced, the legal recognition of the professional char- acter and public services of the teacher, the importance attached to frequent, iatelligent, and independent inspection, the enforcement of parental obligation in the matter of the regular attendance of children at school, the extension of opportunities of thorough gen- eral culture by public institutions of secondary and superior educa- tion— we have much to learn from the experience of several of the European States. From most of these States the Commissioner is in possession of the fullest and latest information, gathered during a series of years ; and for all, the material can readily be completed to the present time, if its publication is authorized and provided for. In connection with a series of articles on the relations of the State to Education, an account of the school system of the little republic of Zurich was published in the Journal of Education, and in Official Circular, No. VII, to illustrate the manner in which this question of the authority and duty of the State in popular education, has been met by leading statesmen and educators in diflferent countries, as well as practically solved by a republican government of the old world. 6. FeTnale EdiLcation. In no department of American Education has greater advance- ment been made within a quarter of a century, or is there now greater activity, than in the education of girls and young women ; and to the discussion of the problems yet unsolved in many States and cities, and yet undetermined in the minds of many parents, of the coeducation of the sexes in public or private schools of every grade, and the limitations and modifications of courses of instruction required by the peculiarities of constitution and occupation of women, the Commissioner proposes to bring the experience of systems, in- stitutions, and individuals in different States and countries. Sources f REPORT OF COXMISaONER OF EDUCATION. jx^l of infonnation on the subject now in the Department, and the ex- perience of one leading institation, are given in Circular, No. V UI. 7. Academic or Secondary Education, On the important subject of institutions for Secondary Education — ^including Public High Schools and Academies for either or both sexes — although the means for exhibiting their present condition in every State are not sufficiently collected, yet to aid in the further collection of materials and in the discussion of the subject, the Com- missioner has already published a general view of the system as it exists in New England, (Circular IX,) as well as a full account of the system of several of the principal countries of Europe, one of which (Prussia) is printed in Official Circular, No. X. 8. School ffotuee. Having received numerous inquiries in personal calls and in cor- respondence, respecting school-houses, and having given for many years his attention to the subject, and being also in possession of a large number of plans, and receiving valuable accessions to his collec- tion of designs, the Commissioner, as an expeditious and economical mode of answering these inquiries, has commenced the preparation of a document, a portion of which is now ready for the press, con- taining plans of buildings recently erected for graded schools. A selection from these will be found in the official Circular, No. XL 9. Professional Training and Improvement of Teachers. It is obvious that neither constitutional provisions, legislative en- actments, nor the existence of the most perfect school-Houses, will secure the right education of the children of the nation, without a body of teachers devoted to the work of public instruction, possess- ing in a sufficient degree, the requisite qualifications of character, attainments, and skill. To help teachers in their work, and to con- tribute to the highest improvement of special institutions for this object, as well as to advance in every possible way, the public appre- ciation of their services, a document has been prepared showing what has been done, or is now doing in the different States in this direction — ^portions of which will be found in Official Circular, No. XH. REOOIOCXNDATIONS. In closing this statement of the preliminary operations of this Department, the Commissioner avails himself of the provisions of the law requiring this Report to be mad^ to recommend I. The continued prosecution of the investigations already begun to their earliest practicable conclusion ; and to this end, that au- thority to employ temporarily the assistance of persons specially XXxii REPORT OF COAfMlSfilONER OF EDUCATION. qualified, be granted, and that some appropriation for the expense of such personal visits as may be deemed needful to complete and verify the work in hand, be made. 2. That authority be given to publish, with such limitations as to expense and copies as Congress may impose, such documents as may be called for in aid of the establishment of public schools in States where they do not now exist, and to visit such States by him- self, or others whom he may specially commission, and such educa- tional conventions in other States, as be may think will subserve the purpose for which the Department is established. 3. With the strongest desire to keep the expenses of the Depart- ment within the narrowest limits consistent with its efficiency, the Commissioner feels compelled, in consideration of the increasing cor- respondence, the regular publication of the Monthly Circular, the prompt dispatch of documents, the proper collating and editing of the information and returns received, the use of the books and doc- uments in the library, to ask for authority to employ one additional clerk of each class now allowed. The want of such help has delayed ^ the preparation of the special reports required to be made, and thrown on the Commissioner, in addition to correspondence and studies which he cannot delegate, an amount of clerical work inconsist- ent with his highest usefulness, besides seriously impairing his health. 4. Thus far, the entire expense of obtaining information from abroad ; all additions to the library of books and pamphlets, except the official documents of State and City Superintendents ; all en- graving of designs and plans for school structures ; a large item in obtaining the educational statistics of the District of Columbia, and making the same ready for Congress ; all the printing, and much of ^ the editorial work on the Monthly Circulars, except Numbers III, IV, and V, besides no inconsiderable sums for the necessary inci- dental expenses of the Department, has been borne by the Commis- sioner, and for only a portion of which, an appropriation was asked in a letter to the Secretary of the Treasury submitting an estimate of expenses for the current year. Whatever action Congress may deem just in reference to the past, the Commissioner would respect* fully ask, that in any future appropriation some allowance be made for the class of expenses above named, including a messenger and the necessary care of the rooms, which, not being specified in the appropriation for 1867, have been disallowed in the settlement of the accounts of this Department. Respectfully submitted, HENRY BARNARD, Commissioner of Education. REPORT OP COMMlaSIONCR OF EDUCATION. XXXiil APPENDIX. Appended to a few copies of this Report, and not to the entire edition, are the Official Circulars referred to, together with a portion of the accompanying matter which was distributed with each, in some cases as specimens of the information desired in the Circular ; and in others, to enforce the importance of the subject on which dis- cussion was invited ; and in their present form, to embody a portion of the returns received. CONTENTS. PAOB. OPHCIAL CIRCULABS WITH ILLUSTRATIVE DOCUMENTS, i-eie 1VI71IIBEH ONE. Hmitlftlr Circular off thm Department of Edncatioiif 1 Gbmkai. Plan, March, 1867, 1 SeeoDil Edition, 1 Act to Ei tabli«h tbb Dkpartmbmt of Educatiom, 9 Appointment of Comminioner, 8 Eddcatiok. a National lNTBRBST^A'r«< ArticU, 3 HoDorial of National AMoeiation of School Soperintendrati, 3 Circular of Commleeloner of Edttcsatiouv No* 1$ 5 Sehednle of Information louf hti • • ^ NI7MBEH TWO. Circular of Commlraloner of Edncatlonf No. 2$ 6 Plan or Pitvlication, 6 J. Monthly Official Circalar, 0 S. Quarterly Journal of Education, 0 3. Educational Doeuments and Tracti, 0 4. Anhual Review of the Progren of Edocation, 6 Plan op iNVBSTieATioN and Pcblication adoptbd in 1855, 7 Central Agency 9 Amertean Library of Edncation, JO Ambkican Journal op Education, 9 Original Annoaneeifwnt and Plan in 1855 and 1856, 9 New Series in 1882, 15 CLABSiriBD InDBX. List of Sabyctf already inTestigated and discussed, 17 L General Principles and History of Education, 18 8. Individttal Views and Special Systems of Education 19 3. Studies and Methods of Teaching ; School Organtxation and Government, 27 4. Teachers and their Training ; Normal and Model Schools ; Teachers' Institutes, .... 30 5. State and National Systems of Instruction 31 8. Secondary, Intermediate, Academical, and High Schools, 3S 7. Univenity and Collo|riate Education 33 8. Special Schools and Depaitments of Science, Arts, Agricultnra, Museums, &o., 34 9. Military and Naval EdocaUon 34 10. Preventive and Reformatory Education 34 11. Education of the Deaf and Dumb, Blind, Idiots, &c., 34 12. Moral anH Religions Education ; Sectarian Behoois and Instruction 84 13. Female Education, 35 M. Physical Education, 35 16. Sopplementury, 8e'f, find Home Ednf^atlon ; Librnries, 35 16L EdacRtional Societies and Teachers* Associations, 35 REPORT OP COMMISSIONER OF EDUCATION. Pi 17. Pbilolo|7 and Bibliofrftphy ; School-books and Poriodicals, frCy. 36 ja School Arcfaitectare, 36 19. Edoeational EodowmeDti aod Beoefacton...... 37 90. Miscellanaott*, 37 81. Edacataonal Biography and Lift of Portfaits, 38 ED0CATIO1I, ▲ National iRTBRsaT— Steraif JtrtUU, 40 Ordioanceof 1786, 41 Ord inance of 1787, 41 CoQTantioo and Coostitutioa of 1787, 41 Opinion* of Geoige Washington,. 43 Mesaaga, Janoary 8, 1701, 4S Manage, December 7. 1796, 4S Letter to Alexander Hamilton, Sept 1, 1796, 43 Farewell AddreM, Sept. 17, 1796, 44 Letter to Coromiasionen of the Federal District, 44 Plan of a National University, 45 Pronsion of Last Will , 46 Educatioii, a Natioiial iMTBRKaT — Third Article^ 49 Speech of Hon. James A. Gdrfield, J uoe 8, 1866, 49 Act to Establish a Department of Edocation, 63 NVmBEH THREE. Circular off Commissioiier off Edncsationv No. 89 65 National Land Grants for Edncatioual Purposes, 65 EODCATIOICAL LaRD PoLICY OF THB ITinTKD SxATca, 65 DraftofOrdioance, May 17, 17B4, 66 Bill for sale of Western Lands, March 4, 1785, 66 Votes by States and Members, April 33, 1785, 66 Ordinance, passed May 90, 1785, 68 UiriTBD Statbs Land Gr ants for Education in Minnbsota. 69 Eddcational Intbluobncb, 77 National Sbribs of Ambricam Journal of Education 78 Announcement of Prof. Camp as Publisber,. 78 NVniBERS FOITR AND FIVE. Circular of CommiMioner of Edncatioiif 79 Educational Clause in State Constitution, 79 School Codes of the Un ited States, 79 School Documents, .....: 80 Historical Development of Education, 80 School Architecture, 80 Library and Cabinet of Edocation, * • 80 System of Educational Exchange, 80 Public Schools in Cities, 80 InDBZ to CONTBNTfl OF CIRCULAR, 81 CoNaTITUTIDNAL Pr07I8ION8, 83 Massachusetts, 83 Connecticut, , 88 New Hampshire, 90 Vermont, 90 Maine, 91 Rhode Island, 91 New York, 99 New Jersey, 93 Pennsylvania, 93 Delaware, 94 Maryland, , 97 Virginia, 94 North Carolina, 98 South Carolina,... 99 Georgia, 99 REPORT OF COaiMISSIONER OF' EDUCATION. ^XXV Paab* Keotocky, 1(10 100 Ohio, 101 Louisiana, lOS Indiana, 104 Miwttippi, 100 niinoi*, ....107 Alabama, 104 Mi»oari, 108 Arkanwi, 110 M JchifaD, 1 10 Florida, lis Taxoi, 113 Iowa. 115 Wtaoooaio, 117 California, 1 JO M ioneiotat 116 OwfOD, 120 K«Ma*, 121 Wert Virginia, 122 Norada 123 Nabnska, 124 SUPPI^EIHENT. Constitutiont revUtd m J867-68. Alabama, 135 Arkaniea 126 Florida, 126 Georgia 156 Loaivtana, 127 North Carolina, 127 Bonth Carolina, 127 MiniHippi, 128 Virginia, , 128 Circular of Commlflflioner of Education) 139 National Grant of Jjandi for State Colleges of Agricalture, 129 Bchoob of Science applied to the Industrial Arts, 130 1. Natioxal Lkomlation,. 133 Acts of Congress, July 2, 188a-July 23, 1866-Feb. 28, 1867, 133 2. Lboulatioh of thk skvbral Statbs, 135 California, 135 Conneetieot, 141 Delaware, 143 IlliDois, 145 Indiana, 158 Iowa, 154 KanMU, 161 Kentucky, 164 Maine, 168 Maryland, 172 Maseachosetts, 173 M icbgian, 179 Minnesota, 188 New Hampshire, 185 New Jersey, 187 New York, 189 Ohio. 104 Pennsylvania, 197 XXX vi REPORT OF COMMISSIONER OF EDUCATION. Pa«c. Rhode blAnd, 199 Vermont, 301 Wert Virginift, 907 WiKuaain 2Jl SVPPJLESIfiNT TO If UniBER SIX. 3. State Collkoki amd Schools of Scismcb appubd to Aoricoltitrb ahd the Mbchajcic Arts, 317 conhecticut, 317 Sheffield Scientific School of Yale College, New HaTen, 317 MAaSACHUSKTTS, 336 MaMachusetts Institute of Technology, Botton, 337 Maisaehusetta A^lcultural College, Amhent, 549 New Yorr, ;. 333 Cornell Univeraity, Ithaca, 353 FENHaTLVAXIA, 250 State Agricultnral College, Centre County, 5259 Michigan 367 State Agricultural College, Laming, 367 Mart laud, 373 State Agricultural College, Hyattsville, Prince Geoige County, 373 New Hampshire, 877 State College of Agriculture and the Mechanic Arts, Hanover, 377 Vermoitt, 279 State University and A^eultural College, Burlington, 379 Iowa, a?2 State Agricultnral College and Model Farm, Story County, 383 WiscoRsiif, 383 College of Arts— State Univenity, Madiion, 383 West Viroinia 386 State Agricultural College, Morgantown, 386 New Jersey, 387 State Agricultural and Mechanical Arts College, New Brunswick, 5287 Kbhtuckt, 391 State Agricultural and Mechanical College, Lexington, 291 California, 297 State Agricultural, Mining and Mechanical Arti College, 397 Maine, 399 State College of Afrienlture and the Mechanic Aria, 399 Rhode Island, 301 Brown Univenity Providence, 301 Kansas, 301 State Agricultural College, Manhattan, 301 Illinois, 305 State Industrial Un i venity, Urbana, 305 IfmBJER SEVEN. Circular of Commiuloner of Education) 3II National Education at Home and Abroad, 311 The State and Education, Firtt ArtieU, 311 The American Doctrine of Taxation for Pttblic Schools, 311 Report to the Legislature of the State of New York—Barnard 314 I Early Prnetiee of New England— Mann, Webster, 315 1 Colony of Massachusetts, 1647, 315 Colony of Connecticut, 1650, 316 Colony of New Haven, 1666, 317 Colony of Plymouth, 1659, 318 The State and EourATioN, Second Jirtiele, 319 Address to the People of New Jersey — Bishop Donne 319 American Authorities— Penn, Washington, John Adams, Jefferson, Madison, 396 REPORT OF COMMISSIONER OF EDUCATION. XXXvli Paob. Ruli, Jay, De Witt ClintoD, Kent, J. O. Adams, Everett, Cuabing, Biuhaell, Mann,. .. %27 The Stats ahd Education, TlUrd Article, 331 Eoglish Autborities — Macaulay, Carlyle, Brougham, Smith, Mill, 331 French Autborities — Montesquieu, Guizot, 336 PUBUC IliaTRUCTION IN TBK CaNTON Or ZURICH, 337 Territory. Po|)ulatioD, GoTeroment, 337 School Organization, Compubory Attendance, 339 1. Primary Schools, 341 Elementary, Real Schools, Repetition Schools, 343 Seminary for Teachers of Primary Schools, 345 Teachers' Certificate, Chapters, Synod, 346 Annual Meeting of the Cantonal Synod, 347 Sources of School raTenue 348 S. Secondary Schools 351 Aims, and Completeness of their Annual Courses, 3Sfi City Schools of Zurich and Winterthur, 363 3L Superior and Professional Schools, 354 Cantonal Schools, 354 Teachers' Seminary, 355 Gymnasium — Upper and Lower, 357 School of Industry — Upper and Xiower, .• 358 Veterinary School, 358 Agricultural School, 359 4. The Univenity of Zurich, , « . . . . 360 Private Schools, 360 Federal Polytechnic School, 360 Normal School at KiraaNACHT, 361 CoussBS or LcrTURBa in Univbkbitt, 1866-67, 366 NUMBER BIGHT. Circnlmr of Commlvvioner of Educsatiouf 369 Female Education at Home and Abroad, 379 Suggestions by various authors, 381 CoBorcATioN or thk Skzbs, 385 Experience of Oberlin College, Ohio, 385 NI7MBEB NINE. Circular of Gommlsflloner of Educatioiif 401 Incorporated Academies, 401 Nbw England System or Sbcondaxt Education, 403 Mabsachubetts Ststbm or Acadbmibs 431 NUMBER TEN. Report of Commleslonerv 433 Secondary or Academic Education, 433 SrrTBM or Sbcondart Schools in Prussia 435 1. Historical Dbvblopmbnt — School Administration, 435 a. State or Central Authority, 435 Decree ofl55a, 1573, 1662 1687 435 Establithroent of Third Section in Ministry of Interior, 1806, 440 Humboldt, Nicolovius, Suvem, 440 Special Minister of Education and Worship, 441 Baron Ton Altenstein, Eichhom, Von Raumer, 441 b. ProTineial A uthorities, 447 1. Province of Prussia, .• 449 2. Prorinoe of Posen 449 3. Silesia, 451 4. Pomerania,..'. 453 5. Saxony,.. 453 6. Westphalia, 454 7. Rhine and Hohenzollem, 455 XXXViii REPORT OF COMMISSIONER OF EDUCATION. 8. Brandenboiy, 450 c. Municipal Authoritiea, 460 d, MtMolUoeoiu, 462 8. TKACHKR8 — their qaalificatiom aod appointment, 463 Director — Object, import and official position, 466 Conferences of DIrecton, 468 Claw-aystem and Profenon, 460 Title, hours of work, leave of abteoce, 470 3. Rkoul^tions for Ezamihatiom, 474 Examen pro facoltate— Ezamen pro loco, 476 Trial Lenons, 478 Degrees of Proficiency, ,.....■ 479 Conditional facultate docendi, 481 Examination for teaching Drawing, Gymnastics, Surveying, 483 4. Prbparation op Tk achbri for Svprrior Schools, 484 Philological Seminaries, 484 Pedagogic Seminaries, 487 Pedagogic Trial Year, 4BD Travel to visit Foreign Schools, 492 5. Study Plans 492 Degrees of Instruction— 1810, 1812,1816, 1831,1837, 495 Latin, Greek, Mathematics, 185G, 496 Mental Philosophy, Religion, Gymnastics, Stenography, 498 6b Rkal-Schools akd Hiohkr Burohbr-Schools, 501 Progressive Development, : 501 Plan of Study in 1850 502 7. Gbnkral Matters, 503 Establishment of New Institutions, School Year, 503 Size of Classes, Vacations, School Programme, 504 Books of References, Discipline, Order of rank, 505 Privileges of Graduates, 506 8. ClASBIFICATIOIT of IhBTITUTIONS by DATS OF BSTABLISHMBICT, 508 0. Arramgbmbmt OF Ihstitutions by Provimcbs, 515 Special Circular of €oiiimiflsloner of Education) 513-440 School Architecture— Plan of Publication on the Subject 513 Index to Plans already published 514 Plans of BmLsiNos rbcbktlt brbctbd for Graded School, 515 Boston, Mass., 580 Latin School and English High School 590 Grammar Elehools, 582 Name and Dedicatory Exercises, 524 Bowdoin School, 586 Quinoy School 528 Lincoln School, 530 Everett School, 536 Piescott School, ! 537 Norcross School, 547 Norwich, Conn., 553 Free Academy, 553 New Haven, Conn., 556 Skinner School, .,. 556 Winona. Minnesota, 560 Public High School, 560 San Francisco, California, 561 Lincoln School, 565 Denroan School 561 New Orleans, Louisiana, 568 St. PhUip School, 6C8 REPORT OF COMMISSIONER OF EDUCATION. ZXxiz LouisTiLLB, KsirrucxT^ 560 PaUie Gramnwr School, 5fl9 St. Loma, Mmiouki,. 578 City High School, 573 Chicago, Illirois, 677 WeBi School 577 Cottage GroTO School, 580 City University, 580 SpRINOnSLD, iLLIHOta, 583 Public High School , 583 MAm8HAI.L, HiCBlOAll, 584 Public High School, 584 Ypsilaiitx, Michisak, 586 Union Public School, '. 585 Aim AmsoR, Michioak, 588 Union PubKe School 588 CiMcnnvATi, Ohio, 503^ Hoghea City High School, 563 Woodward City High School, 596 PmLAOBLPHlA, PBXlf., 6U1 Hollingaworth School 604 Morris Street School— SOth Section, 614 Hesterville School— 24th Section, 615 Fsgen School— 4th Section , 610 Melon Street School— 14th Section, 617 RoTondt School— 1 3th Section , 690 Rntledge School— 30th Section OS I Wyoming School— 34th Section 633 A. D. Baebe School- 15th Section, 634 Forest School— 81st Section 635 Keystone Gramnwr School— 15th Section, 636 Wood Street School— 1 7th Section, 038 Reynolds School— SOth Section, 630 Pine School, 631 GlremlAr of Gommtsflloner of Educationv 641 Institutions for the Profewional Training of Teachers \ . . 643 MMSACBuanTS Statk Normal Schooli, 657 FRAjfxicaBAM State Normal School, 650 Historical Discourse, Quarter Centennial Celebration, 663 Inauguration of the first Female Principal of a Normal School 671 Wbstpikld Statb Normal School, 661 Plan of Building 683 Philosophy and Method of Teaching, 685 Beiiwkwatbr Statk Normal School, 680 Plan of Study and Instruction, 600 Remarks at Dedication of Normal School-house, %.... 603 Salbm State Normal School, 607 Dedicatory Discourse, Got. G. S. Bontwell, 701 New York State Normal Schools, '^63 Albawt State Normal School, 703 OawBoo State Training School, 713 MicnxoAN State Normal School, 710 Historical Development, 710 YpaiLANTi State Normal School, "736 Iowa Normal Ststem, ^^ State Univenity •••• 735 Ix REPORT OF COMMISSIONER OF EDUCATION. Niw Jbrset, '. ... 729 Historical Developroeat, , 799 Trenton State Normal School 731 Famum Preparatory School, 738 Plan of Building, ! 739 iLLINOlg, 745 Normal University, 743 Plan of Building, 746 Pbmnbyltania, 753 Miilersville Normal School, 758 Edinboro Normal School, 753 Mansfield Normal School, 753 Kutztown Normal School, 754 Wiscoif Bill, ; 755 Historical Development, , 755 Platteville Normal School, 758 Minn B80TA, 761 Winona State Normal School, 761 Plan of B uild i ng, 795 CALirORNIA. 709 San Francisco State Normal School, 709 Kanbas, 77] Emporia State Normal School, 771 Maine, . . . .* 773 Historical Development, 773 Farmiogton State Normal School, 773 Castine State Normal School 776 Maryland, 777 Baltimore State Normal School 778 Indiana 781 Terre Haute State Normal School, 781 South Carolina, 785 Charleston State and City Normal School, 785 Vermont, 789 Randolph State Normal School, 790 Johnson State Normal School, 793 Nebraska, 791 Pera State Normal School 79S Obio, 793 Histbrical Development 793 Report on Professional Training of Teachers, by Hon. £. E. While, 795 Wbbt Virginia, 806 West Liberty State Normal School, 806 Guyandotte State Normal School, 806 Delaware, 807 Wilmington State Normal School, BHf7 LomsiANA, 806 New Orleans BUte Nonnal School 808 CiTT Training Schools, 800 St. Louis TrainJDg School, JlfMftfKr*, 800 Davenport — Ottnmwa, Towa^ 819 Indianapolis— Fort Wayne — EvansviUe, Indiana^ 813 New Haven, Conneetieut, 817 San Francisco, Califomiaf 819 Circulars of CommlBsloner of Edncatioiif 821 Museums of Natural History, ^ . . . 821 Schools, Academies, and Galleries of Art, 822 Public Grounds and other Means of Popular Recreation, 823 Educational TracU, 831 Speeimm. Education, De6oed by Eminent Authorities ,«.... .^. « 833 CIRCULARS AND DOCUMENTS BBFERBED TO IN REPORT OF COMMISSIONER OF EDUCATION. 1867-68. CIRCULAR. U. S. Depabtment of Educatio^t, Washififftofif March, 1867. For conyenience of communication with many individuals interested in the same subject, (either of inquiry, or of reply,) in different parts of the country, the Commissioner of Education has adopted the publication of a Monthly Cir> cular. Each number, as issued, will be forwarded by mail to persons supposed to be interested in the subject to which it is devoted. In addition to such Circulars, and information relating thereto, as the Commissioner may find it necessary or convenient to issue in these monthly numbers, he proposes to g^ve, from time to time, as he may find space : 1. Acknowledgment of the receipt of aU books, documents, and donations, of any kind, forwarded for the use of the department. 2 The contents of all educational, literary, and scientific periodicals which the publishers may send regularly to this office. 8 Notice in advance of the anniversaries or special meetings of educational associations, when authoritatively advised of the same. 4. Abstract of the proceedings of educational meetings when officially com- municated. 5. Discussion and action of constitutional conventions, legislatures, munici- pal bodies, boards of education, and school committees, relating to schools and education. 6. Statistics, benefactions, and reliable items of educational moTcments in different States and countries. HENRT BARNARD, Commusionier. Second Edition. Having occasion to re-issue the original Circulars, giving information of the "Act to establish the Department of Education,*' and the Schedule of Informa- tion sought by the Commissioner, together with the first of a series of articles on the successiTe efforts to secure from Congress the recognition of Education as a great national interest, the Conunissioner adds a documentary history of the American Journal of Education, with a Classified Index of its contents, with a view of eliciting an expression of opinion as to his continuing his editorial charge of the same, until the original purpose of its publication is more fully attained, and as a repository of.such official papers as may be in har- mony with its original plan. H. B. I. EDUCATION:-A NATIONAL INTEREST. KATIOXAL ASSOCIATION OF SCHOOL SUPERINTENDENTS. VnORIAL TO m BORORABLK THB BKNATK A!«1> BOI78I OF KBFRE8BNTATIVBB OT THC UMITBD IITATKa. At a meetinj? of tho National A.^pociation of State and City School Superin- tendents, recently held in the City of Washington, D. C, the undersijjned were appoiDted a cominittee to memorialize Congress for the establishment of a Na- tional Bureau of Edu(!ation. It was the unanimous opinion of the Association that the interests of educa- tion would be greatly promoted by the organization of such a Bureau at tlie present time; that it would render needed assistance in the establishment of school systems where they do not now exist, and that it would also prove a potent means for improving and vitalizing existing systems. This it could aocomplUh : 1. By securing greater uniformity and accuracy in school statistics, and so interpreting them that they may be more widely available and reliable as edu- cationaj tests and me^i-sures. 2. By bringing together the results of scJiaol systems in different communi- tier!, Stated, and countries, and determining their comparative value. 3. By collecting the results of all important experiments in new and special methods of school instruction and inanwjeineni, and making them the common property of school ofBtxjrs and teachers throughout the country. 4. By diflfa^mg among the people information respecting the school Inws of the different Suites; the various modes of providing and disbursing school funds; the different classes of school ofiBcers and their relative duties; the quali- iications required of teachers, tho modes of their examination, and the agencies provided for their special training; the best methods of classifying and grading schools ; improved plans of school-houses, together with modes of heating and ventilation, etc.. — information now obtained only by a few persons and at great expense, but which is of the highest value to all intrusted with the manage- ment of schools. 6. By aiding communities and States in the organization of school systems in which mischievous errors shall be avoided and vital agencies and well-tried improvements be included. 6. By the general diffusion of correct ideas respecting the value of education as a quickener of intellectual activities; as a moral renovator; as a multiplier of industry and a consequent producer of wealth ; and, finally, as the strength and flhield of civil liberty. In the opinion of your memorialists, it is not possible to measure the influ- ence which the faithful performance of tliese duties by a National Bureau would exert upon the cause of education throughout the country ; and few persons who have not been intrusted with the management of school systems can fully realize how wide-sprend and urgent is the demand for such aasLstance. Indeed, the very existence of the Association which your memorialists represent ia itself positive proof of a demand for a national channel of communication between the school officers of the different States. Millions of dollars have been thrown away in fruitless experiments, or in stolid plodding, for tlie want of it. Your memorialists would also submit that the assistance and encouragement 4 EDUCATION :-A NATIONAL INTEREffT. of the General Goyernment are needed to secure the adoption of school systems throughout the country. An ignorant people have no inward unpulse to lead them to self-education. Just where education is most needed, there it is always least appreciated and valued. It is, indeed, a law of educational progress that its impulse and stimulus come from toithouL Hence it is that Adam Smith and other writers on political economy expressly except education from the opera- tion of the general law of supply and demand. They teach, correctly, that the demand for education must be awakened by external influences and agencies. This law is illustrated by the fact that entire school systems, both in this and in other countries, have been lifted up, as it were bodQy, by just such influences as a National Bureau of Education would exert upon the schools of the several States; and this, too, without its being invested with any official control of the school authorities therein. Indeed, the highest value of such a Bureau would be its quickening and informing influence, rather than its authoritative and directive control. The true function of such a Bureau is not to direct officially in the school affiEiirs in the States, but rather to cooperate with and assist them in the great work of establishing and maintaining systems of public instruction. All experience teaches that the nearer the responsibility of supporting and directing schools is brought to those immediately benefited by them, the greater their vitel power and efficiency. Your memorialists beg permission to suggest one other special duty which should be intrusted to the National Bureau, and which of itself will justify its creation, viz., an investigation of the management and results of the frequent munificent grants of land made by Congress for the promotion of general and special education. It is estimated that these grants, if they had been properly managed, would now present an aggregate educational fund of about five hun- dred millions of dollars. If your memorialists are not misinformed. Congress has no official information whatever respecting the manner in which these trusts have been managed. In conduaion, your memorialists beg leave to express their earnest belief that universal education, next to universal liberty, is a matter of deep national con- oem. Our experiment of republican institutions is not upon the scale of a petty municipality or State, but it covers half a continent, and embraces peoples of widely diverse interests and conditions, but who are to contmue "one and in- separable." Every condition of our perpetuity and progpress as a nation adds emphasis to the remark of Montesquieu, that " it is in a republican government that the whole power of (education ia required.*^ It is an imperative necessity of the American Republic that the common school be planted on every square mile of its peopled territory, and that the instruction therein imparted be carried to the highest point of efficiency. The creation of a Bureau of Education by Congress would be a practical recognition of this great truth. It would impart to the cause of education a dignity and importance which would surely widen ita influence and enhance its success. All of which is respectfully submitted. E. E. WRITE, State Coinminion«r of Common Schools of Ohio. NEWTON BATEMAN, Stnte 8upt. Pub. InsL, Illinois. J. S. ADAMS, Secretary of State Board of Education, Vermont WASHiNaTOV, D. C, February 10th, 1866. The memorial, with a bill, was placed in the bands of tbe Hon- Mr. Garfield, of Ohio, wbo, on leave, February 14, 1866, intro- daced tbe bill in tbe House of Representatives, and it was read twice, and referred to a select committee of seven, consisting of Messrs. Garfield, of Obio, cbairman; Boutwell, of Massachusetts; Moulton, of Illinois ; Patterson, of New Hampshire ; Donnelly, of Minnesota; Goodyear, of New York; Randall, of Pennsylvania. Both the memorial and bill were ordered to be printed. AN ACT TO ESTABLISH A DEPARTMENT OF EDUCATION. f On the 14th of Feb., 1866, Gen. Gabvikld, in the House of Representatives, presented the Memorial of the National Association of School Superintendents, which met in Washington, Feb. 6th, 7th and 8th, asking the establishment of a National Bureau of Education, and at the same time a bill providing for such a Bureau in the Department of the Interior, and both memorial and bill, on his motion, were referred to a Select Committee of seven. The Committee, consist- ing of Gartield, of Ohio, Pattkbsom, of New Hampshire, Boutwkll, of Mas- sachusetts, Donnelly, of Minnesota, Moulton, of Illinois, Goodteab, of New York, and Randall, of Pennsylvania, reported back the bill on the 6th of June, with an amendment in the nature of a substitute, by which an independent Department, instead of a Bureau of Education, was created. The bill thus amended, was advocated, on the 5th and 8th of June, by Mr. Donnelly, of Min- nesota, Moulton, of Illinois, Mr. Banks and Mr. Boutwell, of Mass., and Mr. Garfield, of Ohio, and opposed by Mr. Rogers, of N. Jersey, Mr. Randall, of Penn., and Mr. Pike, of Maine ; but final action was not reached till June 19th, when the question being taken by yeas and nays, it was passed as reported by tiie Committee, by a vote of 80 yeas to 44 nays. Tlie Bill, in the Senate, was referred to the Standing Committee on the Ju- diciary, who recommended its passage without amendment ; and, ailer a debate on the 26th oV Feb., 1667, on a motion to substitute Bureau for Department, was passed as received from the House, without division, on the 1st of March, and signed by the President on the 2d. Be it enacted by the iienaie and HwiHe of Representatives of the United States of America in Uongress assembled^ That there shall be established, at the city of Washington, a Department of Education for the purpose of collecting such statistics and facts as shall show the coudition and progress of education in the several States and Territories, and of diffusing 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 throughout the country. Sec. 2. And be it further enacted^ That there shall be appointed by the Presi- dent, by and with the advice and consent of the Senate, a Commissioner of Education, who shall be intrusted with the management of the department here- in established, and who shall receive a salary of four thousand dollars per annum, and who shall have authority to appoint one chief clerk of his depart- ment, who shall receive a salary of two thousand dollars per annum, one clerk who shall receive a salary of eighteen hundred dollars per annum, and one clerk who shall receive a salary of sixteen hundred dollars per annum, which Bald clerks shall be subject to the appointing and removing power of the Commis- sioner of Education. Skc. 8. And be it further enacted, That it shall be the duty of the Commissioner of Education to present annually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts and recommendations as will, in his judgment, subserve the purpose for which this department is established. In the first report made by the Commissioner of Education under this act there shall be presented a statement of the several grants of land made by Congress to promote education, and the manner in which these several trusts have been managed, the amount of funds arising therefrom, and the annual proceeds of the same, as far as the same can be determined. Sec. 4. And be it further enacted. That the Commissioner of Public Buildings is hereby authorized and directed to fUmish proper offices for the use of the department herein established. On the 11th of March, Hbnry Barnard was nominated by President Jobnson, and on the 16th was confirmed by the Senate, Commissioner of Education. NATIONAL DEPARTMENT OF EDUCATION. The undersigned desires to obtain, as early as practicable, accurate but con- densed information of the designation, history, and present condition of every Institution and Agency of Education in the United States, and of the name, resi- dence, and special work of every person in the administration, instruction, and management of the same. Any response to this Circular in reference to any In- stitution, Agency, or subject included in the following Schedule, addressed to the Department of Fducation, Washington^ D. C.y and indorsed ^^oficialy" is enti- tled, by direction of the Postmaster General, to be conveyed by mail free of post- age, and will be thankfully received by HENRY BARNARD, CommtMumer of Edweaiion^ Washington^ D. O. BCHEDUIiB OF INFORMA.TION SOUOIIT RESPECTINO SYSTEMS, IKSTTTnTIOKS, AlH) AGENCIES OF EDUOATION. A. C^eneral Condition) {of Distriety Village, Gtg, Cmtnty, StaU.) Torritorial Extent, Municipal Organization, Population, Valuation, Receipti, and Expendituret for all public purposes. B. System of Public Instruction* €• Incorporated Institutions) and other Schools and Agen" cles of Education* I. ELEMENTARY OR PRIMARY EDUCATION. (Public, Private, and Denominational ; and for boyaor girli.) n. ACADEMIC OR SECONDARY EDUCATION. (Institutions mainly devoted to studies not taught in the EleoMDtary Scbodt, and to preparation for College or Special Schools.) m. COLLEGIATE OR SUPERIOR EDUCATION. (Institutions entitled by law to grant the degree of Bachelor of Aits or Science.) rV. PROFESSIONAL, SPECIAL, OR CLASS EDUCATION. (Institutions having special studies and training, such as — 1. Theology. S. Law. 3. Medl« cine. 4. Teaching. 5. Apiculture. 0. Architecture, (Design and Construction.) 7. Teohnol* ogy— Polytechnic. 8. Engineering, (Civil or Mechanical.) 9. War, (on land or sea.) 10. Busi- ness or Trade. II. Navigation. 13. Mining and Metallurgy. 13. Drawing and Paintinf. 14. Music. 15. Deaf-mutes. 16. Blind. 17. Idiotic. 18. Juvenile offenders. 19. Orpnans. 20. Girls. 21. Colored or Freedmen. SS. Manual or Industrial. 23. JVot specified above — such as Chemistry and its applications— Modern lAnguages — Natural History and Geology- Steam and its applications,— Pharmacy— Veterinary Surgery, &c.) V. SUPPLEMENTARY EDUCATION. 1. Sunday and Mission Schools. 2. Apprentice Schools. 3. Evening Schools. 4. Courses of Lectures. 5. Lyceums for Debates. 6. Heading Rooms — ^Periodicals. 7. Libraries of Reference or Circulation. 8. Gymnasiums, Boat and Ball Clubs, and other Athletic Exercises. 9. Pub lie Gardens, Parks and Concerts. 10. Jfei specified above, VL' SOCIETIES, INSTITUTES, MUSEUMS, CABINETS, AND GALLERIES FOR THE ADVANCEMENT OF EDUCATION, SCIENCE, LITERATURE, AND THE ARTS. VII. EDUCATIONAL AND OTHER PERIODICALS. Vm. SCHOOL FUNDS AND EDUCATIONAL BENEFACTIONS. IX. LEGISLATION (STATE OR MUNICIPAL) RESPECTING EDUCATION. X. SCHOOL ARCHITECTURE. XIL PENAL AND CHARITABLE INSTITUTIONa Xn. CHURCHES AND OTHER AGENCIES OF RELIGIOUS INSTRUCTION. XUI. REPORTS AND OTHER PUBLICATIONS ON SCHOOLS AND EDUCATION. XIV. MEMOIRS OF TEACHERS, AND PROMOTERS OF EDUCATION. XV. EXAMINATIONS (COMPETITIVE, OR OTHERWISE) FOR ADMISSION TO NATIONAL OR STATE SCHOOLS, OR TO PUBLIC SERVICE OF ANY KINIX 7 5 Sfsciai. CmcvLAJu i No. S. CIBCUIAR RESPECTING PLAN OP PUBLICATION. U. & Depahtment of Education, Washington, D. C, May, 186T. As at present adyised, the following plan of publication will be pursued : I Official Cibgular. To be Issued monthly— each number to be devoted to such special subject as the correspondence or investigations of the Department may require ; and if the requisite clerical labor can be devoted to its preparation, to a monthly summary of Educational Intelligence and Statistics in different States and Coud tries. These Circulars will not be printed for general distribution, and as a general mle will be mailed, in answer or inquiry, to correspondents, or to persons known to be or who may write that they are specially interested in the subject. The matter contained in them will not always be new, but such articles will be introduced from former publications of the Commissioner, as he may think illustrative of the special subject to which the Circular is devoted. n. A Quarterly Publication. It is proposed to begin a National Series of the American Journal of Educa^ tion, with a view of completing the encyclopediac view of Education — its His- tory, System, Institutions, Principles, Methods and Statistics — begun several years since, and prosecuted thus far with a special reference to the condition and wants of our own schools, and with a studious avoidance of all matters foreign to the main object. The range and exhaustive treatment of subjects can be seen by the Classified Index, which will be forwarded if desired. Although the Journal will be for the present under the editorial supervision of the Commissioner, it will be entirely the private enterprise of its publisher, who will soon announce his plan and terms. The Department will be in no way responsible for the matter or the expense, but will avail itself of this mode of printing documents prepared at the request of the Commissioner, which it may be desirable to issue in advance or aside of any other form of publication. The Numbers will be sent only to subscribers, or to special orders addressed to the Publisher, Hartford, Conn. HL Educational Documents. The Commissioner, with such cooperation as he can enlist, will at once begin the preparation or rather the revision and completion of a series of Educational Documents (A) begun several years ago, after consultation with several of the most eminent educators of the country— each of which will be devoted to an exhaustive treatment of a particular subject The plan of publication will be set forth in his first Annual Report. IV. An Annual Report. As is provided for in the Act establishing this Department, a Report will be submitted to Congress annually, in which the progress and condition of Educa- tion in different States and countries during the year will be set forth. HENRY BARNARD, Commissioner* u V PLAN OF THE AMERICAN JOURNAL OF KDUCATION. The American Journal of Education will be found, on examination, to em- brace: 1. A CATAixMauB of the best publications on the organization, insimotion and discipline of schools, of erery grade, and on the principles of education, in the English, French, and Crerman languages. 2. A History of Education, ancient and modem. 3. An Account or Elembntart [nstruction in Eueopb, based on the reports of Baohe, Stowe, Mann, and others. 4. National Education in tub Unitbd States : or contributions to the history and improvement of common or public schools, ana other institutions, means and agencies of popular education in the several States 5. School Architbcturb ; or the principles of construction, ventilatioiij warming, acoustics, seating, &c., applied to school rooms, lecture halls, and class rooms, with illustrations. 6. Normal Schools, and other institutions, means and agencies for the pro fessional training and improvement of teachers. 7. Ststbm of Public Education for largb cities and villages, with an account of the schools and other means of popular education and recreation in the principal cities of Europe and in this country. 8. System of Popular Education fob spabsbdlt populated districts with an account of the schools in Norway and the agricultural portions of other countries. 9. ScHooia OF Agriculture, and other means of advancing agricultural improvement. 10. Schools of Science applied to the mechanic arts, civil engineering, Sso. 11. Schools of Trade, Navigation, Commerce, &c. 12. Femalb Education, with an account of the best seminaries for females in this country and in Europe. 13. iNSTrnrriONs for Orphans. 14. Schools of Industry, or institutions for truant, idle or neglected children, before they have been convicted of crime. 15. Reform Schooib, or institutions for young criminal. 16. Houses of Refuge, for adult criminals. 17. Secondary Education, including 1. institutions preparatory to college, and 2. institutions preparatory to special schools of agriculture, engineering, trade, naviffatioD, &c. 18. Coluboeb and UmvBRsrriEs. 19. ScHooLA OF Theology, Law, and Medicini. 20. Military and Naval Schools. 21. Supplementary Education, including adult schools, evening schools, courses of popular lectures, debating classes, mechanic institutes, &o. 22. Libraries, with hints for the purchase, arrangement, catalogueing, drawing and preservation of books, especially in libraries designed for popular use. 23. Institutions for the Deaf and Dumb, Blind, and Idiots. 24. Societies for the encouragement of Science, the Arts and Edu- cation. 25. Public Museums and Galleries. 26. Public Gardens, and other sources of popular recreation. 27. Educational Tracts, or a series of short essays on topics of immediate oraotical importance to teachers and school officers. 28. Educational Biography, or the lives of distinguished educators and teachers. 29. Educational Benefactors, or an account of the founders and benefiiotors of educational and scientific institutions. 30. Self-Education ; or hints for self-formation, with examples of the pursuit of knowledge under difficulties. 31. Home Education; with illustrations drawn from the Family Tnuning of different countries. 32. Educational Nomenclature and Index ; or an explanation of words and terms used in describing the systems and institutions of education in differ- ent countries, with reference to the books where the subjects are discussed and seated of. The Series, when complete, will constitute an Enoyclopbdia of Education. I. THE AMERICAN JOURNAL OF EDUCATION. DOCUMENTARY HISTOEY. ORIGINAL ANNOUNCEMENT. bned m a Circular in Hny. 1855, and publhhed in August Tollowing, with the firtt number, acd again with a Poalaeript in January, I856u In the great educational movement now going forward on this Continent, and especiallj throughout all the states in which the English language prevails, there has seemed for many years to the undersigned to exist, if not a demand, at least the want, not only of an American association of the friends of universal education, but of a series of publications, which should, on the one hand, embody the matured views and varied experience of wise statesmen, educators and teachers in perfecting the organization, administration, instruction and discipline of schools, of every grade, through a succession of years, under widely varying circumstances of government, society and religion ; and on the other, should harmonize conflicting views, expose real deficiencies, excite to prudent and efficient action, and serve as a medium of free and frequent communication between the friends of education, in every portion of the great field. In furtherance of these objects, a Plan of Central Agency for the increase and diffusion of knowledge on this subject was submitted to the American Association for the Advancement of Education, at its annual meeting in Washington in 1854. One feature of this plan was the publication of a Journal and Library of Education ; the former to be issued in monthly or quarterly numbers, to embrace the current educational intelligence of the world, and the discussion of topics of immediate and pressing interest ; — the latter to consist of a series of independent treatises, each devoted to the develop- ment of an important subject, or department, and embodying the reflec- tions and experience of many minds, and the working and results of m&ny institutions ; and the whole, when complete, to constitute an Encyclopedia of Education. The plan was referred to a committee- considered and approved; and the Standing Committee were authori- zed to carry it into execution as far and as fast as the funds of the Asso- ciation should admit. In the absence of any funds belonging to the Assodaticn, and of any pledge of pecuniary cooperation, on the part of 10 THE ▲MBRICA.K J0I7RNA.L OF RDUCATIOlf. individuals, the Committee have not taken any steps to establish a central agency for the advancement of the objects for which the asso* ciation was instituted, or felt authorized to provide for any publica- tion beyond the proceedings of its last annual meeting. Under these circumstances, the undersigned has undertaken on his own responsi- bility, to carry out the original plan submitted by him, so far as relates to the publication both of the Journal, and the Library — relying on the annual subscription of individuals in different states, and interested in di£Perent allotments of the great field, who desire to be posted up in the current intelligence and discussion of schools and education, to meet the current expenses of the former; and on special contributions in aid ot the latter, by persons or institutions interested in particular treatises, as their preparation shall be from time to time advanced and announced. The First Number of the American Journal of Education will be issued in August, on terms which will be set forth by the pub- lisher. As it will be devoted exclusively to the proceedings of the American Association for 1854, it will not present the usual variety and arrangement of topics, which will characterize the suc- ceeding numbers. The first treatise or volume of the Library of Education will be published in the course of 1856, under the following title, "NA- TIONAL EDUCATION IN THE UNITED STATES; or ContribtUions to the History and Improvement of Common or Pub- lic Schoohy and other means of Popular Education in the several States" on terms which wiU be hereafter announced. Hartford, Conn., May, 1855. HENRY BARNARD. P. S. After mach of the copy for this Number of the American Journal of Education was in type, a conference wna held with the Bev. Absalom Peters, D. D^ in reference to the plan of an Edncational Journal contemplated by him under the title of The American College Reriew and Educational Journal, which has led to the combination of our respective plans, and a joint editorship of The Amsrigan Journal ov Education and Colleob Bevibw. Note to New Edition. — The agreement for the joint proprietorship and editorship of the American Journal of Education and College Review, haying been dissolved by mutual consent and for mutual convenience, the undersigned has resumed the publication of the American Journal of Education on his original plan. A portion of the material intended for the first volume of the American Librarj of Education, will be published in the American Journal of Education. Dr. Peters will continue the publication of an educational periodical to which he has given the joint name. H. B. Hartford, January 7, 1856. PLAN OF CENTRAL AGENCY FOB TIDE ADyiNCEMBMT OF EDUCATION IN THB UNITED ITATEl. The following Plan for " the Increase and Diffusion of Knowledge " of Education, and especially of Popular Education, and plans Ibr Its improvement through the Smithsonian Institution; or the American Association for the Advancement of Education was sub- mitted to the Association by Hon. Henry Barnard. The Institution [or AsBooiation] to appoint a secretary or agent ; with a salary, md to famish a room for an office and depository of educational documents and apparatus, and beyond this not to be liable for any expense. Agenda by the secretary or agent : 1. To devote himself excluffively to the " increase and diffusion of knowledge " on the subject of education, and especially of the condition and means of improv-: ing Popular Education, and particularly 2. To answer all personal or written inquiries on the subject, and collect and make available for use, information as to all advances made in the theory and practice of education in any one State or country. 3. To attend, as far as may be consistent with other requisitions on his time, and without charge to the funds of the institution, [or Association] Educational Conventions of a national and State oharaqter, for the purpose of collecting and disBeminatiog information. 4. To edit a publication, to be entitled the American Journal and Library cf Education, on the plan set forth in the accompanying paper (A.) &. To collect (a) Plans and models of school-houses and furniture. (b) Specimens of maps and other material aids of education. (o) Educational reports and documents from other States and countries. 6. To institute a system of educational exchange between literary institutions in ibis and other countries. 7. To make arrangements, and effect, if practicable, at least one meeting or conference of the friends of educational improvement in Washington [or else- where] every year. 8. To submit annually a report in which shall be given a summary of the progress of education, in each State, and as &r as practicable, in every oonntry PLAN OF PUBLICATION.— A quarterly or monthly issue under the general title of the American Journal and Library of Education. 1. A Journal or Education, to be issued in quarterly or monthly numbers, embracing articles on systems, institutions and methods of education, and the current intelligence of literature and education, and to make an octavo volume annually of at least 600 pages. IL A Library ov Education ; to consist of a series of independent treatises on the following [among other] subjects, to be issued in parts, and to be forwarded with the Journal to subscribers ; the several parts or treatises to make an octavo volume of at least 600 pages per. year. \ 16 AMERICAN JOURNAL OF EDUCATION. 4. Among modem nations as reached by the teachings of Ghristianitj, in the gradual unfolding of the present received ideas of school organi- zation, and of the principles and methods of instruction, — ^through (a) the peculiar organization and distinctive teaching of the early Christiana ; (h) the first popular school of the Christian Fathers, Chrysostom and Basil; (c) the Catechist schools of Clement and Origen; (d) the semi- naries and cloister schools of TertuUian, Cyprian, Jerome and Austin ; {e) the Monastic institutions of Benedict, Dominic and Francis ; (/) the court schools and educational labors of Charlemagne and Alfred ; (g) the mod- ifications wrought by Arabic culture which followed the incursions of the Moors ; (h) the rise and expansion of universities ; (i) the demand of chivalry for a culture for man and woman distinct from that of the clergy, and of incorporated cities for schools independent of ecclesiastical author- ities ; (J) the revival of the languages, and the literature of Greece and Rome ; (h) the long-protracted struggle between Humanism and Realism, or between, on the one hand, the study of languages for the purposes of general culture and the only preparation for professions in which lan- guage was the great instrument of study and influence, and on the other, the claims of Science, and of the realities surrounding every one, and with which every one has to do every day, in the afiairs of peace or war ; (Q and the gradual extension and expansion of the grand idea of univer- sal education— of the education of every human being, and of every fac- ulty of every human being, according to the circumstances and capabil- ities of each. While thus aiming to give in each number, contributions to the History of Pedagogy and the internal economy of schools, we hope in this series to complete our survey of— n. Systems of National Education, and especially an account of Public Schools and other Means of Popular Education in each of the United States, and of all other governments on the American Continent III. The history and present condition of Normal Schools and other special institutions and agencies for the Professional Training and Im- provement of Teachers. lY. The organization and characteristic features of Polytechnic Schools, and other institutions for the education of persons destined for other pursuits than those of Law, Medicine and Theology, including a full account of Military Schools. y. The history and courses of study of the oldest and best Colleges and Universities in different countries. VI. The life and services of many Teachers, Promoters and Benefiic- tors of Education, whose labors or benefactions are associated with the foundation and development of institutions, systems, and methods of in- struction. Hbnet Barnard. Hartford, March, 1862. CLASSIFIED INDEX TO BARNAKD'S AMERICAN JOURNAL OF EDUCATION. VOLUMES I. TO XVI. CliASSIFICATION OF SUBJECTS. L Ocienl Principlci tad History of Edaeation. IL bdividoBl Twws and Spceisl SjiUbm of Edueatioo. ni. Btodifli •nd Methods of TeachJuf } School Orguilsa* tioa sad OorcrBnenk IT. Touhns and ttair Training; Normal and Modal Scboota ; Teaehen' Iiutltntca. ▼. State aod Kational SjtltmM of Inatraetion. TL Iceendary, IntcriMdiate, Acadamiealt and Hl|^ XI. Education oftha Deaf and Dumb, BUnd, Ulota, *o. XII. Moral and BaUsioQi Education ; Sootarian Sehooli and XflMraoCion* XIII. Female Education. Xnr. Phjikal Education. XV. Bupplamcntary, Self* and Home Education ; Lfltfa* riea. XVL Educational ■ocletiaa and Ttaehen' Amociationa. XYII. PhDoloffj and BibUographj { Scbool-booki and Perl- Tn. Daivcnttf and Collegiate Education. odicala, 4c Tni. Special Behoola and Departmcnta of Sciencci Arte, XYIII. School Arehltectnra. Agriculture, Mueeoma, Ac XIX. Educational Endowmenti anJ Beneikcton. n. IQiUry aad Naval Educatioc XX. MiaccUancooc I. Picntttivc and Bcfcrmatory EdoeatJaa. ZXI. Educational Biognpbj and Uit of Fortnitc IQ CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. CHAPTER I. GENERAL PR1IVC1PLB8 AND HISTORY OF EDUCATION. EoucATiON defined by Emioeot Authoritie* ; English, XI. 1 1-30 ; Greek, Roman, French, German, Scotch and American, xiii 7-ld. Educational Aphorisms and SuggeitioM, from Two Hundred Authorities, Ancient and Biodem. — Man, bis Dignity and Dettiny, viii. 9- Nature and Value of Education, YIIL 38. Duties of Parents and Teaclters, Vm. 65. Early Home Trnining, VnL 75-80; YTTr 7V-8S. Female Education YTTT. 232-342. Intellectual Culture in General, X. 1 1& Subjects and Means of Education, X. 141, Religious and Moral Instruction, X. 166. Disci- pline, X. 187. Example, X. 194-aUO. The State and Education, TTTT, 717-ti24. Education, Nature and Objects of— Prize Essay, by John Lalor, XYI. 33-64. Education for the Times, by T. M. Clark, n. 375. Education u State Duty, by D. B. Duffield, m. 81. Education and the State; Aphorisms, XIII. 7l7-*34. Views of Macaulay and Carlyle, JLLV. 4U3. Amer- ican Authoritiei, XL 323; XV. 5. Education Preventive of Crime and Misery, by E. C. Tainsch. XI. 77-93. Home Education— Labors of W. Burton, IL 333. Intellectual Education, by William Runwll.— The Perceptive Faculties. H 113-144, 317-332. The Expressive Faculties, DI. 47-64, 321-345. The Reflective Faculties. IV. 1U9-218, 309-342. Lectures on Education, by W. Knighton, X. 573. Miediracted Education and Insanity, by E. Jarvis, IV. 591-612. Moral and Mental Discipline, by Z. Richards, I. 107. Objects and Methods of Intellectual Education, by Francis Waylnnd, XIII. 801-816. Philosophy of Education, by Joseph Henry) L 17-31. Philosophical Survey of Education, by Sir Henry Wotton, XV. 131-143. Problem of Education, by J. M. Greipory. XIV. 431. Powers to lie Educated, by Thomas Hill, XIV. 81-92. Self-£>]ucation and College Education, by David Mas- ■on, IV, 263-271. Thoughts on Education, by Locke; Physical. TTi 461 ; Moral. TTTT 548; Intellectual. XIV. -05. Views and Plan of Education, by Kriisi, V. 187-197. Unconscious Tuition, by F. D. Huntington, I. 141-163. Schools u they were Sixty Tears Ago in United Stotes, TTTT, 123. 837 ; XVI. 331, 738; XVH Progress ivo Development of Schools and Education in the United States, XVIL History of Education, from the German of Karl von Raumer, IV. 149. History of Education in Italy. VTT, 41^-460. Eminent Teachers in Germany and the Netherlands prior to the Fifleeoth Century. IV. 714. SchletUtadt School. V. 65. School Life in the FiAeenth Century, V. 79. Early School Codes of Germany, VL 426. Jesuits and their Schools, V. 313; VL 615. Universities in the Sixteenth Century, V. 536. Verbal Realism, V. 655. School Reformers at B^inning of Seventeenth Century, VL 450. Thirty Years' War, and the Century Following, Vn. 367. Real Schools, V. €89. Re formatory Philologists, V. 741. Home and Private Instruction, VIL 381. Religious Instruction, VIL 401. Methods ofTeaching Latin, VL 581. Meth- ods of Classical Instruction, VIL 471. Methods of Teaching Real Branches, VIIL JOI-238. German Universities, VL 9-65 ; VIL 47-152. Student So- cieties, vn. 160. Educational Development in Europe, by H. P. Tappan, L347-26a Hebrews, and their Education, by M. J. Rapball, L 343. Greek Views of Education, Aristotle, XTV. 131 ; LycuTgus, and Spartan Education, XTV, 611; Plutarch, XL 90. Roman Views of Education, Quintilian, XL 3. Italian Views of Education and Schools, Acqiiaviva, XTV. 462; Boccaccio. VII. 422; DotU, IIL 513; Dante and Petrarrh, VIL 418; Picuf. Politian, Valla, Vittorino, VIL 442 ; Rosmini. IV. 479. Dutch Views of Education, Agricola. IV. 717 ; Busch and Longe. IV. 726; Erasmus, IV. 729; Hierony- mians, IV. 632; Reuchlin, V. 65; WesseLlV. 714. French Views of Education and Schools, Fenelnn, TTTT, 477; Guizot, XL 354, 357; Marcel, XI. 21; Montaigne, IV. 461; Rabelnis, XIV. 147; Rousseau. V. 450 ; La Salle, in. 437. German Views of Education, Abbenrode, IV. 505. 512; Basedow, V. 487; Comeniiis. V. 357; De*- terweg, IV. 335, 505: Dinter. VIL 153; Felbijrcr, IX. 6(H); Fliedner, m. 487; ^rank€, V. 48J ; Grnser. VI. 575; Gut»inuth8, VIL 191; Hamsn'i. VL 347 ; HenUchel. VIII. 633; Herder, VI. 19.J: Jacobs, VL 613; Jahn, VIII. 196; Luibcr, IV. 431; Meinotto, VI. 609; Melancthon, IV. 74 i; Neander. V. 599; Overberg, ITTTT 3I>5; Raiich, V. 829; Raumer, VII. 300, 381; VIIL 101; X. 327, 613; Ruthardt, VL COO; Sturm, IV. 167, 401 ; Tobler, V. 305; Trotxendorf, V. 107; Von Turk, V. 155; Vogel, IX. 310; WcHf, VL 360. Swiss Views of Education, Fellenberg, TTT, S04; Kriisi. V. 189; Pestalozzi, m. 401; VII. 513; Vehrli, nL 389. English Views of Education, Arnold, IV, 545; As- cbnm.IV. 155; Bacon, XIIL 103; Bell,-X. 467. Colet, XVI, 657; Elyot, XVL 485; Hale, XVH, Hartlib, XI. 191; Goldsmith, TTTT, 347; John- son, TTT, .100; Lolor, XVI. 33; I.«ncaster and Bell, X. 355; Locke VI. 309; XL 461; XHL 548; Mnsson.IV.»B; XIV. 262 ; M ilton, DL 61 ; Mulcaster. XVH. 177; Spencer. XL 445; Sedg- wick. XVn. ; Temple, F-,XVIL ; Whewen,W., xvn. Early Promoters of Realism in England, XIL 476. Bacon. V. 663 ; Cowley, TTTT. 651 ; Hoole, 647 : Petty, XL 199. CLASSIFIED INDEX OF BARNARD'6 AMERICAN JOURNAL OF EDUCATION. 19 n. jniMTIDUAL VIEWS AIVD 8PBCIAL SYBTEMs OF EDVCATfON. Abbaorode. On Teaching Hiatoiy and Geography, iy.505.51SL Abbot, G. D^ and the Ufefol Knowledge Society, ZV. 341. Educational Labon, XYL flOO. Aeklaod, Henry W. Natural Science and Phyaical EiMciae in Schoob, XVIL Acqaavira, and the Ratio Studiorum, XIV, 403. Adams, John. Education and the State, XV. J3. Adam. J. Q. On Normal Schoolt, I, 589. Educa- tion and the State, XV. 18. Educational Reform in Sikria. XVIL Addiion. Joaeph. Education and Sculpture, XL 1<^ Adrluof , J. C. Philological Labon, XL 451. AgaMz, L. Hoaeum ofComparative ZSology , IX. 615. Agrirola, Rudolf. Life and Opintont, IV. 717. Airy. G. B. Mathematic* and Natnral Science in School*, xvn. Akerly, S. Deaf-mute Training, in. 348. Akroyd, E. Uode of Improving a Factory Popula- tioo, VXn. 3Q5t Albert, Prince. On Science and Art, IV. 813. AkoCt, A. Brooion. School-daya, XVL 130. Aleett, William A. Edaeational Viewi, IV. flSd. Plan of Village School, DC. 540. AOyo. Robert. Schools of Rhode Island^ 11. 544. Anderson, H. J. Schools of Physical Science. L 515. Andrews, L W. Educational Labors, XVL 604. Aadresrs, L. Educational Labors, XVI. 604. Andrews, S. J. The Jesuits and their Schools, XIV. 455. Anthony, H. On CompetitiTe Examinations at West Point, XV. 51. Aristotle, and bis ^ucational Views, XIV. 131. Cited. nX 45; IV. 463; V. 673; VH. 415; Vm. 40-79; X 133-195. Arnold. Matthew. Tribute to Gulsot, XI. 381. Schools of HoPand, XIV. 712. Arnold. Thomas, as a Teacher, IV. 54S-58L Aacfaam, Roger. Biographical Sketch, TTf. 93. Toinphilos; the Schoole of Shootinge, TTT, 41. The Sehoolmastrr, IV. 155; XL 57. Ashbarton. Lord. Prize Scheme and Address on Teaching Common Things, I. 699. Anstin, Horah. Ends of a Good Education, XL 90. Arentinaa. Study of German, XL 16S. Bsebe, A. D. On a National University, I. 477. Education in Europe, Vm. 435, 444, 4^ 564, 009; IT. 167, 2J0. 509; XII. !07; TTTT 303, 307. Bacea, Leonard. Li|e of James Htllhonse, VI, 325. Bacon. Lord. His Philosophy and its Influence upon Education, V. 603. Essays on Education, and Stodies. with AnnnUtions by Whately, TTTT 103. Bailer. Ebenewr. Memoir, XII. 499. Girls* High School in Boston in 18S8, TTTT, 2SS. Raker. T. B. L. Reformatory Education, IIL 789. Baker, W. S. Itinerating School Agency, I. 799. Backs. N. P. Museum of ZoDIogy, EL 619. Bard, Samuel. Schools of Louisiana, IL 473. Barnard, D. D. Right of State to establish Schools, XL 323. Memoir of S. Van Rensellaer, VL 223. Barnard, F. A. P. Improvements in American Col- l«gM, L 269. Influence of Yale College, V. 723. Memoir, V. 753-780. Titles and Analysis of Publi- cations, V. 763-769. Value of Classical Studies, V. 763. Open System of University Teaching, V. 765. Post-graduate Department, V. 775. Oral Teaching, V. 775. Barnard, H. Educational Labors in Connecticut from 1637 to 1842, L 669; Speech in Legislature in 1838, 678 ; Address to the People of Connecticut, 670 ; Analysis of First Report in 1830, 674 ; Expenditurea for School Purposes, 679; Measures and Results, 685; Schedule of Inquiries, 686; Topics of School Lecturea, 709 ; Plan of State Institute, 721. Labors in Rhode bland from 1843 to 1849, L 723; XIV. 558; Institute of instruction, 550; Series of Educa- tional Tracts, 567; Educational Libraries, 568; Correspondence with Committee of Teachers, 579. Lnbors in Connecticut from 1850 to 1854, XV. 276; Plan of Public High School, 970; Public and Pa- rental Interest and CoOpemtion, 285 ; Legal Oigani- xatinn of Schools, 289; School Attendance, 293; Agricultural Districts, 303 ; Manufacturing Districts, 305; Cities, 309; Gradation of Schools, 316; Pri- vate vernu Public Schools, 333; Teachers* Insti- tutes, 387. Arguments for, vm, 673. Normal Schools, L 753; X. 15. Plan of Society, and Jour- nal and Library of Education, L 15, 134. Prinei plei and Plans of School Architecture, I. 740 ; IX. 487; X. 695; XIL 701; XTTT. 818; XTV. 780; XV. 783; XVI. 781. National Education in Eu- rope, L 745; XV. 329. Reports and Documents on Common Schools in Connecticut, L 754, 701. Reports and Journal of Public Schools in Rhode Island, L 755. Tribute to Gallaudet, L 417, 759. Memoir of Exekiel Cheever, I. 397, 769. Reforma tory Schools and Education, in. 551, 819. Mili- Ury Schools and Education, YTT 9-400. Naval and Navigation Schools, XV. 17. 65. Competitive Examination, TT, 103. Educational Aphorisms, vm. 7; XnL 7, 717. German Universities, VI. 9; Vn. 49. SOI. Books for the Teacher, YTTT. 447. German Educational Reformers, TTTT 448. American Text-books, TTTT 809, 401, flS8; XIV. 753; XV. 539. English Pedagogy, XVI. 467; Object Teaching and Primary Instruction in Great Britain, 469. Pestaiozxi and Pestalossianism, VII. 2M, 502. National and State Educational Associa- tions, XVI. 311 ; American College Education, 339. Standard Publications, XVI. 797 ; Progressive De* velopment of Education in the United States, XVn; Educational Land Grants, XVII. Barnard, J. School-days in 1689, 1. 307. Barnard, J. G. Treatise on the Gyrascope, TTT 537 ; IV. 529; V. 298. 20 CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. Barnej, H. H. Seboob of Ohio, IL 531. Barrow, Isaac Education defined, XI. 13. Basedow, and the Philanthropinam, Y. 487-590. Bateman, N. EdueaUonal Labors, XVL 165- Bates, 8. P. On Liberal Education, ZV. 155. Me- moir. XY. 683. Bates, W. 6. On Training of Teachers, XVL 453. Becker, K. L. Study of Language, XII. 4W. Beeeher, Miss C. E. Physical Training, II. 309. Western Education, XY. 374. Beeeher, Henry W. School Reminiscences, XYI. 135. Bell, Andrew, and the Madras System, X. 467. Benedict, St., and the Benedictines, XYIL Beneke, F. E. Pedagogical Views, XYIL Bernhardt. Teachers' Conferences, TTTT. 377. Berranger. Training of Orphan Children, m. 736. Bingham, Caleb. Educational Labors, Y. 335. Bishop, Nathan. Public Schools of Boston, L 458. Girls' High School of Boston, XL 363. Plans of Proyidenoe School -houses, XL 583. Memoir, XYIL Blockman, Dr. Pestalozzi's Poor School at Neuhoff, IIL585. Boccaccio, and Educational Reform in Italy, XH. 418. Bodletgh, Sir T. On Travel, XY. 380. Bolingbroke. Genius and Experience, XL 13. Booth, Rev. J. Popular Education in England, TTT, 358, 365. Competitive Examination, IIL 357. Borgi, Jean, and Abandoned Orphans, TTT, 583. Botta, V. Pnhlie Instmcftion in Sardinia. TTT, 513 ; lY. 37, 479. Bowen, Francis. Life of Edmund Dwight, lY. 5. Braidwood, J. Education of Deaf-mutes, in. 348. Brainerd, T. Home and School Training in 1718, XYL 331. Braun, T. Education defined. TTTT. 10. Breekenridge, R. J. Schools of Kentucky, II, 468. Brinsley, J. Consolations for Grammar Schools, 1. 31 1. Brockett, L. P. Idiots and their Training, L 503. Institutions and Instruction for the Blind, lY. 137. Brooks, Charles. Best Methods of Teaching Morals, L 336. Education of Teachers, L 587. Brooks, K. Labors of Dr. Wayland, XIIL 771. Brougham, Lord. Life and Educational Views, YL 467. Education and the State, TTTT. 73SL Train- ing of the Orator, and Value of Eloquence, XYL 187. Brown, Thomas. Education defined, XTTT, 13. Brownson, O. A. Education defined, TTTT, 13L Buckham, M. H. English Language In Society and School, XIY. 343. Plan of Study, XYI. 595. Buckingham, J. T. Schools as they were. XIIL 139. Bnlkley, J. W. Teachers' AsMwiations. XY. 185. Burgess, George. Thoughts on Religion and Publio Schools, n. 563. Burke, Edmund. Eduoation defined, TT, 17. Burrowes, T. H. Reports on Pennsylvania Schools, YL 114, 556. History of Normal Schools in Penn- sylvania, XYL 195. Burton, W. Distrietrsehl as it was, m. 456. Me> moir, XYL 330. Boshneil, Horace. Early Training, TTTT 79. Pae- tifees. Plays, and Holidays, XIIL 93. Homespoo Era of Common Schools, TTTT. 143. The State and Education, TTTT. 733. Buss, J., and Pestalozztanism, YL 393. Byron, Lady. Girls' Reformatory School, in. 785w Cady, L. F. Classical Instruction, TTT, 561. Caldwell, Charles. Education in North Carolina, XYL 109. Calhoun, W. B, Memorial on Nor. Sch., XYL 86. Calkins, N. A. Object Teaching, TTT, 63.3. Carlyle, T. Education defined, TTTT 13. The State and EducaUon, XIY. 406. Reading, XYL 191. University Studies, XYII. Carpenter, Mary. Reformatory Education, TTT^ 10, 785. Carpenter, W. B. Physical Science and Modem Lan- guages in Schools, XYIL Carter, J. G. Life and Services, Y. 409. Essay on Teachers' Seminaries, XYL 71. Memorial, XYL 80. Cecil, Sir William. Advice to his Son, IX. 161. Channing, W. E. Teachers and their Education, Xn. 453. End of Education, TTTT 15. Chauveau, P. J. O. Education in Lower Canada, IL738. Cheever, Ezekiei. Memoir and Educational Labors, XIL531. Cheke, Sir John. in. 34. Chesterfield, Lord. Advice to his Son, XYIL Choate, Rofus. The Pea body Institute, L 339. Christian Brothers, S>'stem of. TTT^ 347. Cicero. Cited, YIII. 13, 14, 43, 79; X. 133, 151, 167, 194-196; TTT, 409. Clajus, and the German Language. TT, 406. Clark, H. G. On Ventilation, XY. 787. Clark, T. M. Education for the Times, n. 376. Claxton, T. First Manufacturer of School A pparatua, Yin. 353. Clay, John. Juvenile Criminals, TTT, 773. Clerc, Laurent, m. 349. Clinton, DeWitt Education of Teachers, TTTT. 341 Cocker, E. Methods of Arithmetic, XYIL Coggeshall, W. J. Ohio System of Public Schools YL81,538. Colburn, Dana P. Memoir and Educational Work XI. 389. Colburn, Warren. Educational Work, IL 194. Cole, David. On Classical Education, I. 67. Coleridge, D. St. Marks' Normal College, X. 531. Coleridge, S. T. The Teacher's Graces, IL 103. Colet, John. Educational Views and Influenoe^ XYL 657. Collis, J. D. Endowed Grammar Schools of England, Ym. 356. Colman, Henry. Agrienltaral School at Grignoo Yin.555. Comenius, Amos. Educational Labors, Y. 2S7-89& Orbis Pictus, YI. 585. Confucius. Cited, YIIL 10, 11; X. 133, 167. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. 21 Coote, Edward. Tbe'Eoglith SebooliiMSter, L 300. Couiteille*, VitcoaDt de, and the Homa Rflfonnalory, nL 573, 647, 704. CbQsin, V. Sebool Syttem of HoDand, Vm. 506. School Law of Pnniia, IX. 38S. Nonnal Sehoob, xmses. CooUb, Min Bardctt. Price BcheiM for Teaehing Common Tfaings, H. 706. Cowdery. M.F. Moral Train inf. XYL 383. Cowley, A. Plaq of PbUoMphieal College, XTT «51. Cowper, William. The Tiroeiniom, or Review of Sehoola. Tin. 460. Dike ipl ioe, Vm. 480. Ctabbe, Geoige. Schools of the Boroofh, lY. 563; III,46L Cmby, i\lpheiis. MaMachuaetU Schooli, IL 506. Currie, James. Methods of Early Edueatteo, JX, Cartia. A. G. Seboob of FenosylTania, n. 541. Cavier, Baron. Schools of Holland, Vm. 507, 607. Dua, J. D. Science and Scientific Schools, IL 340. Dante, and the Revival of Edacation in Italy, VIL 418. Dariington, W. Scboob as they were, xiii. 74L Dawton, J. W. Natural History in its Educational Aspects, IIL 49& Day, Henry N. English Composition, XVL 641. Day, Jeremiah. On Schools as they were, XVI. 100. Degeraodo, Barun. Monitorial Methods, X. 465. Da La Salle, Abbe. Memoir, and System of Chria- tian Schools, IIL 437. De Laspe. Method and Motive of Instmetion, VllL 180. Balille. Jamca. The Village Sehoolaoaster, HL 153. Dametx, M. Agrienhufal Colonies, L 611 ; IIL 572, 667. Da Morgan. Arithmetics and therr Authors, XVIL Dick. Bequest, L 303. Dicsterweg. Methods of Teaching, lY. 933. 505. School Discipline and Plans of Instruction, VuL 616. Intoitional and Speaking Exercises, YTT 411. Dioter, G. F. Memoir and Edocatiooal Labors, YII. 153; XIV. 738. Delbnse of Catechetical Method, 11.377. D'laraeli, I. Inflnence of Books and Authors, IL SS6. Doane, G. W. The State and Education, XV. 5. Dole. Isaiah. Requirements in an English Lezieogra« pfaer, TTT 161. Mary Lyon, X. 640. Donaldaon. J. W. Univenity Teaching, XVL Competition Teats, XVIL German and English Bchoianbtp compared, XVIL Dacpetianx, H. Reports on Reform Schools, TTT- 677, 597. 509, 604, 716, 749. DafBeld, D. B. Education a State Duty, HL 81. Doan, H. Organixation and Instruction of the Bor* OBgh Road Schools, X. 381-450. Dunadl, M. R. Report on the Schools of Maine, IL 40& Dwight, Edmund. Memoir IV. !i iHviftat. Fraaeia. Edneational Labors, V. 80& Dwight, Mary. Art Edacation, IL 400, 567; HL 467;IV. 171; V.305. Dwight, Timothy, as an Edncator, V. 567. Eaton, H. School-houses of Vermont, XL 510. Eberbard, J. J. Rural Reformatory School at Case, IIL500. Edgeworth, Maria. Extract fiom Practical Educa- tion, YTT 603. Edson, T. Warren Colhora and bb System of Arith- metic, n. 304. Edwards, N. W. Report on Schools of Ulinols, TT, 470. Edwards, Richard. Memoir of Tillinghast, IL 568. Normal Schools, XVL 271. Elgin, Lord. Education in the United States and Canada, IIL 330. Eliot, Samuel. ' ArnoM as a Teacher, IV. 535. Eliot, S. A. Educational Benefactions of Boston, Via. 533 ; IX. 606. History of Harvard College, IX. ISO. Elyot, Sir Thomas. The Govemour, XVL 483. Emerson, O. B. Educational Labors, V. 417. Me- morial on State Superintendent, V. 658. Memorial on Nonnal Schools, XVL 33. Life of Feltoo, X. 365. Plan of School-houses, IX. 543. Epictetus. Cited, VIIL 11, 43; X. 133, 168. Erasmus. Educational Views, IV. 730; XVL 681. Euclid, and the Method of Geometry, VLLL 155. Everett, Alexander H. Normal Schools, XVL 69. Everett, Edward. Uses of Astronomy, IL 604 John Lowell and the Lowell Lectures, V. 437. Influence of Harvard, V. 531. Boston Library, VIL 366, 365. Female Education, IX. 635 ; TTT, 731. Ex- tracU from Addresses— Public Schools Fifty Years Ago — College Life— Common Schools and Colleges — Cqiiditions of a Good School— Science and Popu- lar Education— Moral Eduoation— Popular Educa- tion-VII. 343; XV. 14. Life of Thomas Dowse, IX. 355. Faraday, M. Claims of Natural Seienee in a Liberal Education. XVIL Felbiger, J. I. Educational Labors in Austria, IX. 000. Fellenberg. Principles of Education, IIL 594; X. 81 ; TTTT 11, 533. Feltoo, C. C. Characteristics of American Colleges, IX. 113. Memoir and Extracts, X. 865. Feuelon. Memoir and Educational Views, TTTT, 477. Feuerbacb, L. Intuition and Thinking in Eiducation, XIL433. Fichte. On Learning by Heart, TTT, 416. Physical Culture, vm. 103- Cited, Vm. 39, 620. Fleteber, J. Borough Road Normal School, X. 435- 465. Fliedner. Institution fbr Deaconesses at Kaiserswerth IIL487. FoUenius, Karl. Relations to Karl Lodwig Sand, VL 111. 135. Forbea, E. Educational Uses of Muaauma, IV. 788 22 CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. Fowle, W. B. Memoir and Sebool Improveineiitt, X. 600. Franck6, A. H. H» Views and Labon, Y. 441. Franklin, B. His Interact in Higher Edacation, VTy. S88; Vin.951; X. S83. Frieien, F., and the German Gymnastic*, VIII- 197. Froebel, and the Kindergarten Sptem, IL 449 ; lY. 357,793. FuUer, Thomas. The Good Schoolmaster, m. 155. Gallaudet, T. H. Life and Senrices, I. 435. Edaea- tion of Teachers, X. 10. Galloway, Samuel. Teachers* Institate, XY. 401. Memoir, XYI. 583. Gamroell, W. Memoir of Nicholas Brown, TTT^ 291. Gardner, Francis. Boston Latin School, XII. 553. Garfield, J. A. Department of Edaeation, XYTT, Gerard-Groote, and the Hieronymiaos, lY. 633. Gesner, J. M. Educational Views, Y. 741 ; YI. 583. Gibbs, J. W. Philological Contributions, H 'IfiS; m, 101-124. Gilfillan. The Scotch School-dame, m. 456. Gillespie, W. M. Mathematical Method! of the Ecole Polytechnique, L 533; n. 177. Gilman, D. C. Scientific Schools of Europe, I. 315. Higher Special Schools of France, IL 93. Gladstone, W. E. The Chissics in a Liberal Educa- tion, xYn. Goethe. Educational Views, YIIL 80, 619, 648; X. 51, 101. 199, 235, 617, 621. Goldsmith. Essay on Education, XIIL 347. The Village Schoolmaster, m. 158. Goodrich, S. G. Schools as they were, TTTT 134. Goodwin, F. J. Norwich Free Academy, m, 195. Gordon, John. Normal Schools of Scotland, X. 583. Gottsehed, J. C. German Grammar, XT. 447. Gould, B. A. An American University, n. 265-393. Graser. System of Instruction, YI. 575. Gray, Thomas. Alliance of Education and Govern- ment, Ym. S87. Ode on Eton College, YTTT 285. Green, L. W. Normal Schools for Kentucky, TTT, 317. Green, S. S. Educational Duties of the Hour, XYI. 329. Object Teaching, XYL 245. Gregory. J. M. The Problem of Education, XIY. 431-5. Memoir, XY. 643. Grimke, T. S. Plan of Study, H 330. Gnmm, the Brothers. XL 454. Grimshhaw, A. H. Schools of Delaware, U. 474. Griscom, John. Memoir and Educational Labors, Yin.324. Grote, J. Education defined, XL 18. Guilford, Nathan. Educational Labors, YIIL 389, Guizot. Ministry of Public Instruction in France, XL 354, 357. The State and Education, TTTT, 718. Gnlliyer, J. P. Norwich Free .'\cademy, IL 665. Guts^Muths. System of Physical Training, YIIL 19L Training of the Senses, YIII. 307. Haddock, C. B. School-bouses in New Hamjwhire, IX. 518. Hale, R. ContiDental Reformatories, IIL 64S, 744. Bale, Sir Matthew. Plan of Study, XYIL Hall, E. E. Life of Edward Everett, YIL 335. Hall. S. R. Educational Labon, Y. 373. Teachon' Seminary at Andover Y. 3S6. Hall, W. On Schools as < hey were, XYL 137 Ualsey, L. J. Life of Philip Lindsley, YIL 3. Hamann, J. O. Educational Views, YI. 347. Hamilton, J., and the Hamiltonian Method. YL 586. Hamilton, Sir W. Education defined, XL IS; XnL 13. On Mathematics, XYIL Hammill, S. BL School Government, L 133. Hammond, C. On N. England Academies, XYL 403. Harnisch. Cited, YIIL 58. Plan of Instruction fo: Annabeig Orphan House. VIIL 437. Harris, James. Education a Growth, XI. 16. Hart, J. a Study of the Anglo-Saxon, L 33-66. Memoir and Views, Y. 91. Hartlib. Plan of College of Husbandry in 1681, XL 191, 649. Memoir, TTT, 649. Haskina, G. F. Reformatory Sohool at Rome, TTT, 580. HaupU The Bursehensehaften of the German Uni- versities, YIL 161. Haiiy, V., and the Instruction of the Blind, IIL 477; lY. 130. Haven, Joseph. Mental Science ks a Study, TTT, 135. Hawley, Gideon. Memoir and Labors, YT, 94. Hedge, N. On Schools as they were, XYI. 738L Hedge. On University Reform, XYH. Begins. Educational Views, lY. 733. Helps, Arthur. Learning and Doing, TT, 18. Henfrey, A. Study of Botany, XYIL Henry, Joseph. Philosophy of Education, L 17. Hentscbel, £. Singing, YIIL 633; Drawiog, X. 59. Herbert, J. F. Pedagogical Views, XYII. Herder. Life and Educational Views, YI. 195. Herschel, Sir J. F. W. On Reading. XYIL Heyder, W. Address at Jena in 1607, YI. 56. Htckson, E. H. The State and Education, ICTTT, 718. Hill, M. D. Preventive Treatment of Crime, m. 7G6. Hill, Thomas. True Order of Studies, YL 180. 449; YIL 373, 491. Powers to be Educated, XIY. 81. Didactics in Colleges, XY. 177. Hillard, G. S. Public Library of Boston, IL 303. The State and Education, XY. 14. Hillhouse, James A. Education and Literature in a Republic, XYII. Hintz, E. Natural History, lY. 341. Hobbs, Thomas. Knowledge and Experience, XT. 14. Hodgins, J. G. Popular Education in Canada, L 186 Holbrook, Josiah. The Lyceum System, XIY. 535 Educational Labors, YUL 329. HoUs, G. C. Family Reformatories, lY. 834. Hoocamp. Instruction in Reading, lY, 334; Laa- guoge, Xn. 483. Hood, Thomas. The Irish Schoolmaster, lY. 183. Hooker, J. Study of Botany in Schools, XYL 403. Hooker, Richard. KoowlMge' of and Obedience "*•% Law, XT 13 CLASSIFIED INDEX iJ¥ BARNARD'S AMERICAN JOURNAL OF EDUCATION. £8 Boob. C^ ud OfeJMA TMchiog in I<»8, XIL M7. OU Art of Teaching, XTIL HopktBS, Mark. Memoir and Edocational Pubiiea- Extraeta^Edueatioo— Solf-edttca- lueatKMi — Aeadamiaa Medical Sei- Thoolofieal EdoealioD— Ob|ectioi» to Col- and Monla-XI. 9SS-S31. Tboogfati oo the Edueatioa of Girii, Bonberf , T. V1ZL319- Bovay, C. E. Hove, 8. 6. Memoir and Labors, VHI. M. Laara Bridfman** Edacation, lY. 383* Samiaary of Labon, XL 380. HnUN,P.K. 8ehooltofCa]ifomia,n.4ff7. Hobbaid, J. O. Normal SchooU in New York, xin.345. Hompbrcj, Hemao. Normal Sehooh, TTT, 659. Schoob aa thej weie, TTTT ]S5. Hmliiigtoo, F. D. Uneontcioos Tuition, I, 141. FtabUe Pmyen in Colkget, lY. 99. ', v., and the German Langoage, XX 409. J. Plan of Primaiy Bchool-bouaa, X. 7191 JaekiocW. Lu Scbookof Virfinia, IL 557. iaeohi, F. Method of Teaching Latin, VL 619. Jaeotot, L, and hit Method, YL 285; XIL UL • 392. Training Schools, IX. 171-900. Sidney, Sir H. On Conduct, XV. 37a Siroonson, L. Cadet Sptem in Switzerland, TJTT, 603. Simpson, J. Education defined, TTTf, 13. Slade, William. Education at the West, XV. 374. Smith, Adam. The State and Education, TTTJ. 790 Smith. B. B. Visit to Radleigh School, IV. 803. Smith, Elbridge. Norwich Free Academy, TTT, 908. Smith, Gold win. History, XVIL 119. Smith, H. B. The Dutoh Universities, L 387. Smyth, Sidney. ObJectI of Education, XIIL 13. Snell, E. S. The Gyroscope, IL 701. Socrates. Cited, IV. 156; VIIL 77; X, 167, 187; XL 61, 69, 103, 107. Methods of Philosophy, X. 375. South, R. Educational Views, XVIL Southey, Robert. The Stete and Education, TTTT, 710. Views of Home Education, XVL 433. Con duct and Knowledge, XVL 993. Spencer, Herbert. Thoughts on Education, TT. 48ft- 519; XnL 379-400. Spencer, J. C. Education of Teachers, TTTT, 349 26 CLASSIFIED INDEX OF BASNARDnS AMERICAN JOURNAL OF EDUCATION. Sprafoe, W. B. InfliMoee of Yale College, X. 9BI. Spunheim. Mutual Imtraction, X. Sll. Educatiop defined, TTTT. 11. Stanley, Lord. Lyceoma and Popular Eda., TTT S4L Stephens, L. Nonoal School* of Praatia, VUl, 368. Stewart, Dugald. Objects of Education, TTTT IX Stifler, Michael, and Algebraic Signs, XVI, Stiles, IV. H. Education in Geuifia, JL 477. Stow, DaTid. Gallery Training Lessons. IX. 413. Stowe, C. E. Life and Labors, V. 586. Educational WanU of Ohio, Y, 588. Primary Instraction in Germany, Yin. 371- Teachers* Seminary, XY. 688. Sturm, J. Life and Educational Labors, lY. i67, 401. Sullivan, O. Teaching the Alphabet, YTT 601. Premiums for Knowledge in Com. Things, X* 03. Swett, John. Educational Labors, XYL ®5, 790. Swift, J. On Manners, XVIL Tafel, L. The Bamiltontan System, yi. 501. Tappan, H. P. Educational Development in Europe, 1.347-368. Educational Labors, XnL 453. Tarbux, I. N. Statistics of New England Colleges, L 405. American Education Society, XIV. 367. TaMo. Memoir and Educational Views, XYIL Temple, F. Literature and Science, XYIL Tenney, Jonathan. Schools of New Hampshire, H. 51 1. Memoir, XYL 761 . Teulleben, K. von, and Society of Usefulness, XL 494. Thaer, August, and Gymnastics, Viil. 107. Thayer, G. F. Letters to a Young Teacher, L 3CT; n. 103, 391, 657; m. 71, 313,; lY. 810. 450; YL 435 ; Yin. 81. Chauncey Hall School TTTT. 851. Thayer, S. Competitive Examination, XV, S8. Tbibaut. On Purity in Music, X. 635. Thompson, A. Industrial School, TTT 780. Tioe, J. H. Public Schools of St. Lwiis, L 348. Tillinghast, Nicholas. As an Educator, IL 568. On Normal Schools, XVL 453. Timbs, John. Endowed Schools of England, VUL 361. The Hornbook, TTT 687. Tixier, J. School Dialogues, XYL 445. Tobler, J. 6. Methods of Teaching. V. SIO. Town, Salem. Schools as they were, TTTT 737. Trask, A. B. Town School of Dorchester, XVL 105. Trench, R. English Language, XVIL Trocxendorf, V. F. Educational Views, V. 107. Turk, R. C. W. von. V. 155. Turner, Sydney. Reformatory Schools, TTT 7T8. Tyndall. Study of Physics, XVIL Vail, T. H. Methods of Using Books, H. 215. Vassar, M. Plan of Vassar Female College, XI. 55. Vehrli. Hofwyl and Kruitzlingen. IIL 389; X. 81. Verplanck, J. C. Memoir of D. H. Barnes, XIV. 513. Scientific Knowledge and Business, V. 116. Vinci, Leonardo dt. Drawing, IL 435. Wadsworth, James. Labors of Education, Y. 305. Watts, Isaac. Improvement of the Mind, IL 215. Webster, Daniel. Normal Schools, L 590. Free Schools, I. 501. Education defined, XITT. 14. Wayland, Ftancis. Objects and Methods of Intellaet- oai Education, TTTT 801. Dedicatory Address at Pawtucket, VIIL 843. Educational Labon and Publications, XIIL 771. Extracte on Method of Recitation— System of University EdocatioD— Sye- tom of Public Schools for a City—The Library in Popular Education— Theological Education — Moses Stuart— Dr. NoU— Thomas K. Arnold— XIIL 776. Webster, Noah. Schools as they were, TTTT 123. Weld, Theodore D., and Manual Labor, XV. S34. Wells, W. H. Life and Educational LoImms, VUL 539. Teachers' Conferences, TTTT 273. Teach- ing English Grammar, XY. 341. Exercises oo Re- tiring from Chicago High School, XIV. 811. Wessel, John. Educational Views, IV. 714. Whately, Archbishop. Annotations on Bacon, ^IH, 103. Education defined, XL 18. Wbewell, W. Education defined, XL H- School Studies and Univenity Examinations, XVIL White, £. E. National Bureau of Edu.. XVL 177. White, H. R. The ViUage Matron, m. 400. White, S. H. National Bureau of Edu., XV. 180. Wicbem, T. H. Reformatory Education, in. 5, GOO. Wickersham, J. P. Education as an Element of Re- coU of Instruction. X. 141; Discipline X. 187; Common Things, by Lord Ashburlon, L «»; Morri- Eariy Training, YTTT, 79. ion, IX. 321 : Stow, IX, 413; S|iecimen Lesions, Appetite. X. 137 ; XIH- 51«,578; XVL 53. X. 105, 575 ; IX. 349. Aptac« to teach, TTYT 762. Competitive Examination, by Barnard, XIV. 108; Archery. HL 41 ; XVI. 496. Booth, HL 287. Aiefaiteetaral Game, XL 27. Common Sense, V. 476 ; XIII. 599. Ahthmetic. Currie, IX. »47; Hill. VL 454; GiUet- Composition. HL 331; Vm. 387 ; X, 415; XI. pie, L 530 : Raumer, VIIL 170 ; Richards, X. 534. 122 ; XIL 494 ; XIV. 363 : XVL 641. Ait-as a Stody, by Miss A. M. Dwight, IL 409, 587 ; Compulsion in attendance, XL 266 ; in study, VIL m. 467; IV. 101 ; V. 305. 213; XIH. 373. Aft and Science, by Dana, 11. 349; Raumw, X. 318. Conduct, IV. 161 ; X. 141 ; XIII. 70; XV. 123, Aoendanoc. Barnard, XV. 293. 378 ; XVL 191. BsllframertX, 355 ; XL 24. Conversation. XL 106. 339 ; XHI, 556; XIV. 360; Bticdow*s Metbodi, V. 487. XV. 152 ; XVL 682. fi«aas IB Arithmetie, VI. 454. ConvenntionnI Method, by Marcel, XI. 106, 330. Besting of Children, IV. 156, 165 ; V. 509; XI. 479. Constructive Method, by Abbenrode, IV. 507. Bible, n. 613; Arnold, IV. 443 ; Locke, XIL 471 ; Corporal Punishment, Bell, X. 4eG; Diesterweg, XI?. 306; Lirthei.lV. 443; Raumer, VIL 403 ; TTTT. 619; Erasmus, XVI. 080; Goldsmith, VIQ. 104; Whately, YTTT 108. TTTT. 352 ; Johnson. XIII. 363; Locke, XIII. Btfineatiea, XII, 47. 563; Austria, XVI. 614, 690 ; England, IIL 157. Biagraphicel Method in History, IV. 514, 577. Country Training. HL 333 : V. 472 ; X. 644 ; XIIL Bwkfy, TTTT. 393. 141 ; XV. 303. BiparuteOiganizatton, TTTT 150. Counters, VIII. 182 BireMIL 402; V. 500- Courage, IX. 41; X. 57; XHL 5P4 ; XVL 57. Blackboard or sorfaco, V. 409 ; X. 600 ; XIL 648; Crime and Education, IV. 579 ; VI. 311, 494 ; XL znL^ '^- Blocks in Geometry. VL 451. Curiosity. IL 1 18 ; V. 477 ; XIH. 1 12, 572. Books, Value of, H. 305, 215; X. 158; TTTT 788; Debating, hy J. M. Elligott. L 405. X?L 101- Discipline, by Diesterweg, VIIL 619; Locke, XHL Bo.A-learoing,IL 561; VIL 267, 366; XIIL 837. 557; Hamill, L 122; Spencer, XL 498; Thayer. Boiwigfa-n»d School Methods, X. 381. VI. 435; XHL 831 ; Dorchester School in 1645, Bouisy. Vn. 206 ; VIIL 126 ; IX, 77, 100 ; X, 640 ; XVL 106 ; Hopkins Grammar School, IfrfM, IV. 710. T|' ^ Drawing, by Henticbel, X. 50 ; Ravaison, IL 419. 28 CLAaainED index of barnard's American journal of education. EnglUh Languor and Literatare, by Backham, XIV. 343; XVI. 556; Daj, XVL 641; Gibbt, n. 1^; in. 101; Hart, L 33; Felton, X. S84; March, XVL 562 ; WeUi, XV. 145. Fagging in English SchooU, IV, 560 ; V. 80 ; XV. 107. French liangnage, XV. 773. German Language, XL 155, 400 ; TTT 460. Geography — Methods of Teaching, by Abbenrode, IV. 505 : Currie. IX. S60 ; Dunn, X. 431 ; HiU, Vn. 275 ; Key, IX. 180 ; Mann, VIIL 390; Mar- cel. XL 35; PesUlozzi, X. 150; Phelps, IX. 63; RAumer, VIIL 3 ; Thayer, VEX 81. Geometry, Basedow, V« 513 ; Diestervreg, IV. 939 ; Euclid. VnL 155; Gillespie, L 541 ; Hill, VL 191. 449; Raumer, VOL 155-; Spencer, TTTT 383. Geology, IV. 785; VL 238 ; VIL 71, 903 ; VEX 341 ; XL 46. Gradation of Schools, IL 455. Greek Language, YTT 561 ; L 984, 482. Grouping Method in History, IV, 515. Gymnastics, Lewis* System, XL 53] ; TTT, 665. History, Method in, by Abbenrode, IV. 513; TTT 665; Arnold, IV. 565; Basedow, V. 503; Hill, VL 184; vn. 490; Marcel, XL 41; Niemeyer, X. 156 ; Raumer, Vm. 101 ; X. 041 ; Rtchter, X. 154 ; tVhately, TTTT 119. Intellectual Training, by Eliot, XVL 488; Fellen- berg, m. 594 ; Goldsmith, YTTT, 347 ; HiU, VL 180; Krtisi, V. 187; Lalor, XVL 40; Locke, XIV. 305 ; Milton, IL 79 ; Montaigne, IV. 161 ; Pestalozzi, VIL 513 ; Quintilian, XL 3 ; Raumer, VEX 81; Rousseau, V. 459; Russell, n. 119: S{ienoer, XL 484: TTTT 373; Wayland, TTTT 801. Infant Schools and Instruction, Currie, IX. 928; Froebel. IL 449 ; IV. 937 ; Home and Colonial So- ciety, TTTT 78; Marcel, XL 31; Prussian Schools, VnL 371 ; Raumer, VIL 381 ; Young, XIV. 165. Intuitional Instruction, IV. 333 ; XIL 411. Italian Language, VIL 434, 459. Itinerating Schools, Vlll. 296. Jesuit System of Schools, V. 913 ; XIV, 455. Kindergarten, IV. 357. Lacedemonian System, in. 85 ; XIV. 013. Lancasterian System, X. 403. Latin Language, by Acquaviva, XTV. 463 ; Arnold, IV. 564 ; Asham, XL 70 ; Bates, XV. 155 ; Co- men i us, VL 585 : Erasmus, IV, 729 ; Gesner, V. 744; VI. 583; Hamilton, VI. 586; Herder, VL 907 ; Hoole, XVIL 225 ; Jacotot, VL 595 ; Ja- cobs, VI. 612: Locke, XIV, 311 ; Luther, IV. 44; Melancthon, IV. 755, 764 ; MeieroUo, VL 583, 609 ; Meiring, VL 592 ; Milton. H. 79 ; Montaigne, IV. 473 ; VL 584 ; Ratlch, V. 934 ; VI. 586 ; Raumer, VL 581 ; vn. 471 ; Rousseau, V. 473 ; Rothardt, VL 600; Sturm, IV. 169; VL 581; Tafel, VL 5U1 ; Textor, XV, 444 ; Trapp, VI. 961 ; Vossios, VL 582 ; Wolf VL 968 ; Woolsey, VIL 487. Latin Pronunciation. XV. 171. Lectures and Univeraity Teaching, Barnard, V. 775 ; Johnson, TTTT 363 ; Maaaon, IV. S71 ; Ranmer, vn. 901, 913; Vaughn, IV, 271 ; Wolf, VIL 487. Liberal Education and Studies, Bates, XV. 155 ; Ev- erett, VIIL 364 ; Felton, X. 981. Madras System, X. 467. Manners, Hopkins, XL 930; Locke, VL 913 ; Kill 551 ; Montaigne, IV. 469 ; Thayer, H. 103 ; Plu- tarch, XL 106. Mathematics, French Polytechnic system, L 533. Memory, H- 385; IV, 171, 201, 721; V. 678; VL 464,602; VH. 379; X- 126; XIL 416; XIV. 87,331,469; XVII. 930. Mental Arithmetic, II. 301 ; VIIL 383, 45B. Mental Science, by J. Haven, TTT 125. Methods, Essays on, by Currie, IX. 999: Dieaterweg, IV- 233. iS05; Dunn, X. 391; Morrison, IX. SM; Raumer, VHI. 101 ; Richards, X. 505 ; Ross, IX. 367; Spencer, TTTT, 373; Thayer, HL 313; IV. 319, 450. Military Exercises in School, by Molinenz. XT. 513. Monitorial System, English National Schools, X. 5U3 ; Irish National Schools. Kill j50. Moral Education, Brooks, L 336; Cowdery, XVL 333; Fellenberg,in. 595; Lalor, XVL 48; Locke. XI. 473; TTTT, 548; Russell, DL 19; Spencer, XL 496. Music, or Singing, Vm. 633; IX. 967.; XVL 38w Mutual Instruction, Bell, X. 491; De Gerando, X. 465; Fowie, X. 611 ; Keenan, X. 462; Lancaster, X. 403. Mother Tongue, m. 337 ; IV. 473 ; V, 335, 246. 253 ; VL 197, 201; vn. 375; XL 458; XIL 464; XIV. 343; XVI. 340. Motives to Study, Lyton, m. 995 ; Mann, TTTT. 518 ; XVI. 279; Rousseau, V. 477; Spencer, xiii 377 ; Thayer, VL 435. Natural Science, IV. 445; VIIL 123; X. 145; XV. 95; XVL 528. Number, Early Sessions In, IL 132; V. 188; VXL 698 ; IX. 247, 467; XI. 24. Natural History, Dawson, m. 498. Natural Consequences of Actions, the Law of Dha- pline, Spencer, TT, 498. New Gymnastics, XL 531 ; TJT, 665. Object Teaching, Bacon, V. 674. 680 ; Calkins^ TTT 6.33; Coroenius, V. 680; Hnim, V. 696; Hecker, V. 693, 696; Henzky, V. 694 ; Hoole. TTT. 647; Gesner. V. 748 ; Greene, X. 245 ; Locke, VL 230 ; Maicel, XL 21 ; Oswego Sj'Stem, TCTJ, 604 ; XIV. 93; Pestalozzi, V. 76; Raticli, V. 689; Semler, V. 601 ; Sheldon, XTV, S3; Spencer, TTTT, 378; Wilbur, XV. 189. Orel Teaching, Barnard, V. 777; Curne, IV. 104; Masson, V. 270; Marcel, XL 31, 330; Morrison, IX. 303, 321 ; Wolf. VI. 272 ; Vaugh, IV. 971. Penmanship, Everett, IV. 459; TTT, 556; Mulhaa- aen, X. 524; Niebuhr, XVL 907; Raumer, X 626 ; Thayer, IV. 450. Perception and Perceptive Faculties, Bacon, TTT 43 ; Hill, XIV. 86; Marcel, XL 21; Raumer, VTTT, 907 i Russell, IL 113, 316 ; Spencer, TTn, 398. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. 29 Thyritai Edneatioii, Apboritms, VIUU 75 ; AriitoCia, YTV- 140; Awfaain, m. 4J ; Bandow, Y. 510; Beeeber. IL 390; ComeniiM, Y. 381 ; Currie, XL 93; QroC XYL 490. FeUenbeif , m. 596 ; Guto- moth*. Yin. 191 ; Jahn, Yin. i9G; Lalor, XYL 34 ; Locke, XL 468; Loriiuer, YIIL 187 ; Luther, lY. 44S: Yin. 100; Lyeurgus, XIY. 6^; Mann, MaMM, XIY. 61 ; Milton, IL 83 ; Montaigne, lY. 465; Peataloszi, YIIL 192; Plutarch, XL 1U5; aaiatilian, XL 118; Rabelaifl, XIY. H9; Rau- owr. Yin. 185; RouMeau. Y. 475, YIIL 185; Speneer. XL 483; Trotzendorf, Y. 113; Vehrli, IIL 390. 3M ; Eagibh Public Schoob, XY. 105. Pictaret in School-bookt, lY. 509 ; Y. 506, 513 ; YL 565: XIL647. Pictuhag-oot Method. IX 413. 434. neasure ia Study and Work, YL 464 ; yTTT 386, 4dS,S87. fVttQre-grooiids of Knowledft, TTTT. 181; XYI. P1ay-«tate of Childhood, TTTT. 93. Phjsiolosy. Y. 499, 513; XL 49; XYL 44. Plays and Pastinei, Y. 284; X. 250; XL 400; TUT 93, S30t 504; XIY. 474. Poetry, Study of. IL 83 ; m. 330 ; YL 220, 938, 467, 5r7: YIIL 236; X. 161 ; XL 500 ; Xm. 117 ; XYL 47. Pohiical Science, IL 82 ; m. 83 : Y. 513 ; IX. 105 ; XL 214; XIY. 135, 336. PoaUie in Devotion. lY. 29 ; YIIL 631. Poaring-in Method, Y. 819. Powen to be Educated, Hill, XIY. 84. Pnctiolity. lY. 477 ; Y. 480 ; X 129. 414 ; XTTT. 13, 103,812. Pfain. Ym. 018; XYL 02. Prayem to CoUepes, IL 602; lY. 23; Y. 515. ^ccocity, Y. 473, 749 ; XL 402, 506. Pri» Se'heiDe*, L 0»; IL 708; 0.249,855; Y, 226; VL287. Pnatiaypgm, oaea of to Sort, IX 036. Private Sehooli. IL 719 ; YL 213 ; TTTT. 553. Praftenioo, XYL 643. PmgieMives of the lOlh Century, YL 463. PraiBoCioQ by merit, TTTT, 607 ; XY. 99. Pnauaeiation of Eoglith. lY. 226; XIY. 354; of Gfe«k and Latin, lY. 226 ; XY. 171. PteMic Sohooh in Eoglaad, YIIL 257 ; XY. 61 ; XYL 501. 567. Pkblie School! and Private Sehooli, XL 114 ; TTTT 361 ; XV. 323. Ptadaality, IL 050 ; Y. 590. Papil-TMchcn, lY. 191 ; X. 385, 504. Popib, XIV. 313. I. XIY. 17SL OaadriTiom. 1 254 ; YL 8L Qwck-^iie, XL 5a Qoertiom for Emaining a School, L 680 ; X. 440. RaOo SUMfionini, of the Jesoite, XIY. 468. Rcactaoo, Law of, XL 493, SOU. RMlScboob.YL248; Y. 001. 674, 691 ; YIII. 506 ; IX. 24T: XIY. 485; XY. 440, 767. Reading, Methods of Instruction, Currie, IX. 273, 277; Dunn, X. 309; Harwich, VTTT. 436; Hon- camp. lY. 234 ; Lloyd, lY. 225 ; Locke, YL 219, XIY. 304; Morrison, IX. 307; Olivier, Y. 506; Prinsen,YIIL6J2; Quiniilian, XI. 120 ; Raumer, X. 024; Xn. 473; Thayer, lY, 218; Wilbur, XY. 301 Reasoning with Children, Y. 471 ; TTTT 502. ReOection and Reflective Faculties, Marcel, TT 33; Russell, lY. 198, 300. Religion and Religious Instruction, Acquaviva, XIY. 471; Arnold, lY. 550; Bible, X. 107; Basedow, Y. 501, 513; Brooks, I, 336; Burgess, n. 562; Currie, IX. 284; Cousin, TTTT. 387; Comeoiua, Y. 226 ; Cowdery, XYL 323 ; Dunn, X. 427 ; Fel- leuberg, XHT, 325; Fisher, X. 180; Hegel, X. 171; Iloole, XYIL 238; Huntington, lY. 23; Kriisi, Y. 195; Lalor. XYL 49; Lindsley, YIL 35; Locke, XIY. 308; Luther, X. 183; Nie- meyer, X. 132, 173, 177, 184 ; Plaio. X. 170 ; Pes- talozsi, X. 175, 182; Potter, IL 154, 108; Pytha goras, X. 167 ; Randall. IL 156 ; Raumer, YIL 401 ; X. 241 ; Richards, X. 512; Soeratee, X. 169; Thayer, m. 71 ; Zchokke, X. 160, 176. Religion in Public Schools of Baden, X. 206 ; Bava- ria. YL 281 : Ym. 501 ; EngUnd, lY. 559, 573 X. 513; XY. lOU; XYL 070; Greece. XIL 574 HoUand, XIY. 042, 603; Hanover, XY- 426, 760 Ireland, XI. 137. 152 ; Jesuit Schuob, XIY. 471 Prussia, YIIL 420 ; Scotland, IX. 222. Requisitions and Prohibitions, TTTT. 851, Rewards in School, YL 212, 435 ; XL 480. Rote-learning, Y. 247, 474; YL 465; YIL 405; XIL416; xm. 113, 373. Rules for School Attendance, XIY. 816 ; Good Ba- havior, YIIL 013 ; X. 438 ; TTTT 171, 549, H51 ; Hopkins' Grammar School, lY. 710; Dorchester School XYL 106. Science in Schools, I. 164, 514; n. 66, 81, 340. 447 ; m. 147. 265; lY. 757; Y. 671, 779; YL 233, 448; XIIL399. Science and Art, L 109. 315, 388 ; IL 715 ; X. 218. Simultaneous Method. IX. 299. Socratic Method, IX. 375 ; Currie, IX. 283. Spelling. Dunn, X. 409 ; Richards, X. 517 ; Thayer, m.312. Studies, True Order of. Hill, YL 180, 449 ; YL 273, 491 ; Spencer. TTTy 374. Synthetienl Method. lY. 504. Synchronistical Method in Histnry. lY, 515. Text-books, Catalogue of American, TTTT, 208, 401, 687; XIY. 001,753. Topical Method in Geogmphy. YIIL 82. Tripartite Organisation, VL 310 : Xm. 140. Turners and Turning System, YIL 02 ; YIIL 189. Unconscious Tuition, L 141 • Utility of Studies, IL 380; Y. 479; XY. 101. Virtue. Y. 494; YIIL 10; X 107; Ym.550. Will, Y. 511, 071 ; IX 37 ; Y. 137 ; XIY. 472, 017. Writing and Reading, lY. 234 ; YIL 004 ; XIL 477.- Writing and Drawing, YIIL 388. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. I¥. TEACHERS ; NORMAL AND MODEL SCBOOIiS ; TEACHERS* CVSTlTCTiaB. The School, and the Teacher id En; lith Literature, m. 155, 449; IV. 183; VIII. «83; XVI. 438. Legal Recognition of Teaching as a Proreaion ; Me- morial. Z. 397-308. The Teacher as an Artist, hy Z. Richards, XIV. 60. The Teacher's Motives, by Horace Mann, XIV. 277. Essentials to Success in Teaching, L 501. Letters to a Young Teacher, by G. F. Thayer, L 357 ; n. 103, 381, 657 ; UL 71, 313 ; IV. 219. 450 ; VL 435; VIIL8L Lectures to Young Teachers ; Intellectual Education, by W. RusseU, II. 113, 317; m. 47, 321; IV. 199, 309. Moral Education, IX. 19. Special Training a Pre-requisite to Teaching, by H. Mann. TTTT 507. Teachers and their Education, by W. £. Cbannuig, XII.453. Professional Training of Teachers, TTTT 369. Didactics as a Department in Colleges, by T. Hill, XV. m. German Views upon Female Teachers, IV. 795. Teachers* Conferences and other Modes of Profevion- al Improvement, XTTJ, 873^ Teachers' Institutes in Wisconsin, VIIL 673. In Difierent States— Historical Development, XV. 387. ConnecUcut, 387; New York, 395; Ohio, 401; Rhode Island, 405 ; Massachusetts, 413. School for Teacher^ by W. R. Johnson, V. 799. Teachers' Seminaries, by C. £. Stowe, XV. 688. Relation of Normnl Schools to other Institutions, by W. F. Phelps, m. 417. Historical Development of Normal Schools in Europe and America. TTTT. 753-770. Germany and other European States — Number, Loca- tion and Resulto of Normal Schools, VIIL 360 ; Professional Training of Teachers in Anbalt, XV. 345; Austria, XVI. 345 ; Baden, X. 312; Bavaria, VL 389 ; Belgium. VIIL 593 ; Brunswick, XV. 453; France, TTH 881 ; Greece. TTT, 579 ; Han- over. XV. 419; Hesse-Cassel, XV. 430; Hesse Darmstadt, XIV. 416 ; HolUnd, XIV. 501. 647 ; Lippe Detmold, XV. 475; Mecklenburg, XV. 464, 473 ; Nassau, n. 444 ; Prussia, XL 165 ; Russia, TTT 737; Sardinia, IIL 517; Saxony, V. 353; Switzerland, TTTT 313. Great Britain. Training Colleges in England and Wales, X. 349. Normal Schools of the British and Foreign School Society, X. 435. Normal and Model Schools of the Home and Colonial Society, IX. 449. St. Mark's Training College for Masten of the National Society, X. 531. Battersea Train- ing School for Parochial Schoolmasters, IX. 170. Chester Diocesan Training College, X. 553. Nor- mal Schools for Training Schoolmistresses, X. 571 ; Normal Schools at Edinburgh and Glasgow, X, 563. Irish System of Training Teachers, XL 136. France. Normal Schools and Training, TTTT. 381. Normal Schools of the Christian Brotbeis, IIL 437. Holland. Normal School at Haarlem. XIV. 501. Prussia. Provisions for Education and So|^ioit of Teachers, XL 165-190. System of Normal Schools, XIV. 191-240. Seminary School at WeissMfeis. VIIL 455; XIV. 319. Dr. Julius on, XVL89. Reflations of 1854, XVL 395. Normal Schools in Switzerland, TTTT. 313-440. Normal and Model Schools of Upper Canada. XTV. 483. United States — Documentary History of Nonnal Schools— Adams, L 589 ; Bache, VIIL 360 ; Bar- nard, X. 34, 40 ; Bates, XVL 453 : Brooks, L 587; Barrowes, XVL 105 ; Caibonn, XVL 86 ; Carter, XVL 77 ; Cbanning, TTT 453 ; Clinton, TTTT. 341 ; Dwight, IV. 16 : Edwards, XVL 371 ; Em- erson, XVL 93: Everett, TTTT 758; GalUadet^ X. 16 ; Hall, V. 386 ; XVL 75 ; Humphrey, TTtj] 655 ; Julius. XVL 89 ; Johnson, V. 798 ; Lindsley, Vn. 35 ; Mann, V. 646 ; VIIL 360 ; Olnwted. V. 309; Peiree,IV.305; Phelps, m. 417 ; Putnam, L 588; Sears, XVL 471; Stephem, VIIL 388; Stowe, XV. 688; Tilhogbast, L 67 ; Webster, L 500 ; Wickersbam, XV. 321. Chapter in the History of Normal Schools in New England ; Charles Brooks, L 587. California. State Normal School^ XVL 628. Connecticut. History of State Normal School, X. 15-58. History of Teachers* InsUtntes, XV. 387. Dlinois. State Normal University at Bloomingt«i^ IV. 774. Kentucky. State Normal School, JIL 317. Maine. State Normal School, XVIL Maryland. State Normal School, XVIL Massachusetts. State Nonnal School at Bridgewatei, V. 646; XVL 505. At Barre; Everett's Address, TTTT 758. At Westfield, TTT 658. Teaeben* Seminary at Andm^er, V. 386. History of Teach- ers* Institutes. XV. 387. New Jersey. State Normal School, IIL ^I. Its Aims, by D. Cole. V. 835b Faraum Preparatory School, IIL 397. New York. State Normal School at Albany, 341, 531. History of Teachers* Institutes, 395. Training School at Ofwego, XVL 330. Nor- mal School at Brockport, XVIL Ohio. History of Teachers* Institutes, XV. 401. Normal Schools in, XVIL Pennsylvania. Proftssional Training of Teachers, XIV. 73 J. Normal School at Htlleisville, XV. S31. Philadelphia Normal School for Female Teachers, XIV. 737. XVL 1&5. Normal School at Mansfield, XVIL Rhode Island. Education of Teachers, TT 289. History of Teachers* Institutes, XV. 405. Vermont. Teachers* Seminary in 1833, XVL 148. State Nonnal Schools, XVIL Wisconsin. Teachen* Institutes, VUL 673. Nonnal Schools, XVIL CLASSIFIED INDBX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. 3I V. 8TATB AND If ATUHIAL SYSTEMS. Ednatioaal Sfaituties. L 640-65L AnhaJt Sptem of Public Imtnlction, ZY. 344. Aaitrtt. Sfstem of Poblie loitruetaon, IX, 56B. Edneatiooal Statistica, m. S75 ; lY. SS7 ; XYL 5,337. GOO: ZYIL J27. Bodoi. Sjstem of Poblie InatrueUon ; Primary, X. 90L Secondary, XL 333. Seaninaiy for Orphan* at Beasgen, m. 383. Bavaria. Sjstem of Poblie Inttmetlon, YL S^ S71 ; Yin. 49L Edocational Statatics, L flSS. Bdlpam. Syatem of Poblie lostraetion, YTTT, 561. System of Poblie loMruetioo, XY. 447. History and System of Publie InsCruetioa id UpfMT Canada, by J. G. Hodfins, J, 186. Statistiet of Bdoeatioo in Upper Canada, TTTT. 649. Edn- eatiooal lostitotioos in U. and L. Canada, n. 7S6. Oeamaik. System of Public Instruction, XIY. hoots. Kill, 145. Educational Appro- priations. L 390 ; n. 348, 716. Endowed Grammar and English Schools, XY. 731. Italy. Institutions for Poblie Instmetion, IL 731. History of Education, YIL 4ia Lippe-DetmoU and Sobaambnrg Lippe. System of Public Instruction, XY. 473, 576. Luxemburg and Limberg. System of Poblie Instme- tion, XIY. 664. Mecklenburg. System of Poblie Inttmetlon, XY. 450. Ignorance in, IIL 37& Nassau. System of PuUlc Instroction, IL 444. New South Wales. Statistics of Education. L 639. Norway. System of Public Instroction, VUL 395. Portugal. System of Public Instroction. XYIL Prassia. History and Statistics of Public Instraetioo, lY. 345; Yin. 403^34 ; IX. 560. Expenditures for Public Instroction in Prussia and France, IL 337. Public Schools of Berlin, YIIL 440. Fred- eric William Gymnasium and Real Schools of Ber- lin, Y. 600. Burgher School at Halle, YIQ. 434. Higher Burgher School of Potsdam, YUL 457. Ruaiia. National Education, TCTJ, 725 Sardinia. Systam of Public InsUuction, TTT. 513; lY. 37, 479. Saxony. System of Public Instruction, Y. 350. See- ondary Instroction, XY. 351. Burgher School, IX. 801 Early School Code. YL 433. Scotland. Elementary Education, TT, 315. Paro- chial School System, H. 716 ; YIL 319. Spain. Public Instroction, HVii, Ssreden. Public Instroction, IL 730; XYL 630. Turkey. System of Education, IL 735. Wurtemborg. Early School Code, YL 430. System of Public Instroction, XYIL United Statks. Official Exposition of Common Schools, n. 357, 465-^1. School Funds and Pub- lic Instroction in the several States, L 371, 447. Statistics of Population, Area, and Education ia 1850, L 364. Statistics of Public Instruction in Cities and large Towns, L 458 Educational Movements in the several States, L 334, 641 ; IL 357. 453, 734 ; lY. 834. Plan of Central Agency for Advancement of Education, by H. Barnard, L 134. National Bureau of Education, XY. 18a Lord Elgin on the American School Systam, TTT, 339. Education among the Cherokees, by W. P. Ross, L 120. Schools as they were Sixty Years ago, Xin. 133. 737 ; XYL National Department of Education, XYIL 49. Constitutional Provision, XYIL 81' Educational Land Policy, XYIL 65. Alabama. School Statistics, L 368, 371 ; IL 46i Constitutional Provision, XYIL Arkansas. Statistics, L 368, 371. California. XYL 635. Statistics, L 373 ; IL 467. Connecticut. History of Common Schools, by H Barnard, lY. 657; Y.1I4; XIIL735; XIY.344; XY. 3^6 ; XYL 333. History of the School Fund, YL 367-415. Henry Barnard's Labors, L 600. Public Schools and other Educational Institutions, TT, 305. Free Academy and School Movements in Norwich, n. 665 ; III. 101. Statistics, L 373; n. 409. Constitutional Provision, XYIL 32 CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. Delaware. Statistics, I. 36B, 373; 11.474. Florida. Statistics, I. 3ff7, 374. Oeoigia. I 368, 374 ; H. 477. niinou. L 368, 375; IL479. ' Indiana. L 368, 375 ; JL 480. Iowa. L 968. 374 ; n. Kansas. XVIL Kentucky. L 368, 377 ; H. 488. Louisiana. 1. 368, 377 ; n. 473. Maine. L 368, 37B ; IL 495. Maryland. L 368, 378. Massachusetts. Doctrine of Free Schools, XV. 15. Analysis of Horace Mannas Reports, Y. ffi23. School Superintendence ; Memorial of American Institute of Instruction, V. 653. Legal Recognition of Teaching as a Profession ; Memorial of Worcester County Teachers* Association, X. S97. I, 368» 379; IL499. Uiohigan. L 368, 447 ; H. 510. Minnesota. L368. Mississippi. I. 368,447. Missouri. 1.368,448. Nebrastca. XVII. Nerada. XVIL New Hampshire. 1. 368,'448 ; H. 5ia New Jersey. L 368, 449 ; H. 517. New York. 1. 368, 449 ; H. 518 North Carolina. I. 368, 451 ; IL 5S7. Scboob as they were in 1794, X7L 1- Ohio. System of Common Schools, by W.T. Cogge- shall, 7L 81, 538; I. 366, 451 ; H. 53L Oregon. L 388; XVIL Fennsylvaoia. History of Common Schools, VL VIT9 555 ; 1 368, 453 ; n. 541. Rhode Island. I 368, 454 ; H. 544. Labors of Beory Barnard, I. 723. South Carolina. L 368, 455 ; IL 553. Marion oa Free Schools fur, XVL 119. Tennessee. I. 368, 455. Texas. L 368, 445. Vermont L 368, 466. Virginia. L 368, 457 ; Gov. Wise 00 Education, IL 557. West Viifinia. XVIL Wisconsin. L 368, 457. District of Columbia. XVIL Cities. Statistics of Population, L 479. Gradation of Schools for, XV. 316, 309. Reports on, L 458. Boston : Edwrard Everett and the Boston Schools, L 643. Latin Grammar School of Boston, TTT, 5Q9. Girls in the Public Schools of Boston. TTTT, 343L Dedication of the Everett School House, JIC, fS3X Report of N. Bishop, L 458. School Houses 'in, XVL70L Chicago High School, by W. H. Wells, WL 531. Retirement of Mr. Wells, XIV. 811. Cincinnati ; Woodward High School, IV. 590i. New York City. Public School Society, XV. 489. Philadelphia High School by J. a Hart, L 93. Report on Public Schools, L 465. Providence : Report on, L 488. St. Louis System of Public Instruction, L 348. VI. 6BCOXDARY, INTEBMEDIATB AND ACAOBMICAL SCHOOLS. Anhalt. Gymnasiums and Higher Schools, XV. 346. Austria. System and Statistics of Secondary Instruo- Uon,IX.596. XVL 465. XVIL 137. Baden. System of Sec. Instruction, XL 833-353. Bavaria. Secondary Schools, Vm. 491^531. Belgium. Secondary Schools, VIIL 587. Brunswick. Classical Schools, XV. 456. Canada. Secondary Schools, TTTT, 649. Denmark. Outline of System and Statistics, XIV. 685. England. Public or Foundation Schools, vm, 357 ; XV. 81. Mr. SewalPs School at Radleigh, |V. 803. St. Mary*s CoUege at Winchester, XVL 501. St Paul's School in London, XVL 667. Eton coii<«e, xvn. France. Lyceums and Secondary Sohoob, VI, 394. Statistics of Secondary Education in 1843, IX. 400. Seoondary Instruction under Guisot*s Ministry, TT, 357. Schools of Preparation fat the Polytochoio School, TTT 47. Free Cities. Gymnasiums and Secondary Institutions, XV. 339. Greece. Secondary Schools, Gymnasiums, &0m ^ti 581. Hanover. Real Schools and Girls* High School, IV. 850. Secondary Instruction, XV. 753-78L Hesse-Cassel. Secondary InsUtutioos, XV. 435. Hesse-Darmstadt Classical, Real, Trades, and Hifhar Female School Systems, XIV. 419. Holland. Secondary Schools, XIV. 651. Ireland. Endowed Grammar and English ftffhffftl*^ XV. 7SL Mecklenboi^k Seoondary Schools, XV. 465. Nassau. Secondary Education, n. 445. Norway. Burgher, Real, and Learned Schools, VIEL 301. Prussia. Statistics of Secondary Instruction, IL 2H.1 ; IV. 847. Higher Institntions of Beriin, V. OOQL Secondary Education, IX. 560. Sardinia. Secondary Instruction, IIL 518; IV. 37. Saxony. Real and Classical Schools, V. 354 ; IV. Si51. Secondary Education, IX. 301. United States. Historical Development of Ineorpork- ted Academies, XVL 403. Statisties of Acad*- mies, &e. in 1850, L 368; Lawrence Academy, Groton, Mass., I. 40. Williston Seminary, Eaafe- hampton, Man., H. 173. Norwich Free Academy, Norwich, Conn., U. 665 ; IIL 190. Public Hi^ School in Chicago, IIL 531. Woodward High School in Cincinnati, IV. 530. Phillips Academy, Andover, Mass., VL 73. Phillips Academy. Exe- ter, N. H., VL 76. Boston Latin School, TTT 538. Publio Grammar Schools of Philadelphia, TTTT, 818. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. 33 VIL UlflTBllSfTT Aim COLLB6B BDUCATIOiY. 8i|iificatioa of the term Univenity, IX. ^-M. Usirenity Honon, YIIL 313. Cuivcnity Studiea and TMchinf, Raamer, YII- 901. Ciasneal Edoeation. Efamiin' Vmws, IV. 7^. Da- rid Coie opoo, L 67. Difeuatioii before tb« Amer- ku AMociaCion, L %. a P. BatM. XY. ISS. Bpaakiog aod Writing Latin, Raumer, VTy, 471. Colkfs Edneatioo and Self-Edneation, lY. SQ3. Vnym ia Colleges, by F. D. Huatinfton, lY. 23. Oikgt Code of Honor, by Hoiaoe Mann, IQ. tfS. AatbontiM opoa the History of Uoiversitiea, aod AMdemieal Degreea, H. 747; YIL 49 ; IX. M. Cumh. Univeiaity and CoUefet of Upper and Lower Canada, JL 738 ; YIl 188 ; TTTT, 649. Eoglaod. Government GraiiU in 1856, n. 34& Ox- bid Cominemoratioo, H. 234. Expenaet in Eton Co!l«ge in 1560, lY. 250. Uoivenity for Legal Edneatioo, 1 386. Working Men*t College, J, ^. Fboee. Univertity and Colleges, YL 996. Gcmaoy. German UniTersities in the Sixteenth Ceo- toy, from Raamer, Y. 535. History of German Cnivenities, from Raumer, YL 0-65 ; YIL 47-168. ftndcat SocJetiea in German Univenitiet, YII. 160. Eaayt 00 the Improvement of Gennan Universities, fioiB Raomer, YIL 90O-25L Statislios, L 40L Gwsce. The OUio University, TTT^ 501. HdJaod. Cols in the United States, m. 811 ; VIIL 339. State Industrial School for Girls, at Lancaster, Mass., IV.359;XVt652. Mode of Improving Factory Population, vni- 305. Special Training of Women fur Social Employments, m, 485. latemational Philanthropic Congren at Brussels, H, 836; m. S3L Industrial Training of the Poor, L 384, 635 ; n, 446 ; m. 585; IV, 232, 798; X, 81. XI. EDUCATION FOR DEAF-MUTES, BLIND AND IDIOTS. Statistics of the Deaf, Dumb, Blind, Insane, and Idiotic in the U. S. in 1850, L 650. Statistics of the Deaf and Dumb Institations in the United SUtes, L 444. American Asylum for the Deaf and Damb, I. 440. N. V. Institution for the Deaf and Dumb, IIL 347. Distitutions and Instruction for the Blind, by L. P. Brockett, IV. 137. Valentine Haiiy and the Instruction of the Blind, TTT, 177; IV. 130. Account of Laura Bridgman, by S. G. Howe, IV. 383. Idiots and Institutions for their Training, by L. P. Brockett, L 503. Origin of Treatment and Training of IdioCi, by R Seguin, n. 145. New York Asylum for Imbeciles at Syracuse. IV, 416. Bntler Hospital for the Insane, at Providence, R. I., 111,309. Insanity as the Result of Misdirected Education, by £. Jarvis, IV. 591. Xn. MORAL AND RELIGIOUS EDUCATION; DENOMINATIONAL SCHOOLS. Thoughts on Religion and Public Schools, by George Burgess, n. 562. Christianity in Education, from Raomer, VIII, 216. Religious Instruction, from Raumer, VEL 401. Religious and Moral Instruction in Public Schools ; Discussion by the American Association, II. 153. Importance and Methods of Moral Training, by G. F. Thayer, m. 71. Best Methods of Moral Teaching, by C. Brooks. L 336. Moral and Mental Discipline, by Z. Richards, I, 107. Formation of Moral Character, the Main Object of Schoob, by M. F. Cowdery, XVI, 353. Moral Education, by W. Russell, IX. 19-48 : Fallen- »»f . m 595; Krlisi, V. 193 ; Lalor, XVL 48; Locke, XL 473 ; YTTT, 548; Spencer, XL 40& Aphorisms on Religious and Moral Training, X. 166; xn- 407. Prayers in Colleges, by F. D. Huntington. IV. 23. Catholic Educational Establishments in the United SUtes, n. 435. The Hieronymians; from Raumer, IV. 622. Jesuits and their Schools, XIV. 453-482. From Raumer, V. 213 ; VL 615. The Christian Brothen, (Frares Chretiens,) JSL 437. CLASSIFIED INDEX OP BARNARD'S AMERICAN JOURNAL OF EDUCATION. 35 XIII. EDUCATIO.\ A!«D SCHOOLS FOR FBJUALES. Apboffitnn vpoo Female Education. VIII, S33. Viawt oCGeniMii Authoritiea, TTTT, 4tt5. 8l Jefome— Letter to Laetn ou the EUttcation of ber Iki^tar. V. 583. E. Everett, Female Edneatim, IX. 635; TTT 72L Edoeation ef Girls, fmn fUumer. X, 897. 613. Meolal Education of Woroeo. by C. McKeen. L 567. Tnioiiy of Women for Social Employmonta, TTT, 485. Bvten oTChartty—Mn. Jamewn. HI, 495. P«oik Adult Education in Ireland, I, 634. School for Giria io Pari*, I, 394. Girb in the Public Schools of Boston, TTTT, 343. Female Colleges in the State of Ohio. XIIL 267. New York Grammar School fur Girls, I, 4Uti. Packer Collegiate Institute for Girls, I. 579. Yoang Ladiea* High School Provideaoe, R. I.. V. 14. Troy Fe- male Seminary, VI. 145. Mt. Holyoke Female Seminary^ X 670. Bailey's Ytmiig Ladies' High Sebool. Boston. TTT. 435. Ohio Female College, Collie Hill. TTTT 503. GirU' High 8r hnol, Charleston, S. C, YTTT. 6S0. Vassar College, XI. 55. xvn. XIV. PHYSICAL EDUCATIOIV. Aphorisms and Soggestiom upon Physical Training, Physical and Military Exercises in Schools a National Vm. 75. Necessity, by E. L. Molinmu, XL 513. nytical Education; by Raumer. VOL 185. By Plays, Pastimes, and Holidays of Children, by Horace Locke, XL «tt. By Lalor, XVL 34. By Speo- Bushnell, TTTT. 03. cer, XL 485. Progressive Development of Physical Culture in the Unhh of Teaebeia, by HtssC. E Beecher, n. 390. United States, XV. 23L Pfajsical Esereises, by S. W. Mason, XIV. 61. MiliUry Gymnastic School at Vincennes, France, Kew Gynnaaties, by Dio Lewis, XI. 531 ; TTT, 6(5. TTT. 205. XV. 8CPPLBNBNTARY, SBLF AXB HOME EDUCATION. Hiets on Reading; Seleetiooa from Authors, by T. H. Lyceums. Mechanics* Institutes and Libraries in Eng- Vail, n. «15. land, L 388 ; 0. 712 ; HL 241-272. Advice to Students and Young Men on Education, Statistics of Libraries in Euro|)e, L 370 ; II. 214. In Studies, and CooAct, XV. 377 ; XVI. 187, 816, Festalozzi— Addren on Christmas Eve, VIL 701. On New Year's, VIL 713. Patemai InsUuctions, VILTa. Boon Education ; Labors of Rev. W. Burton, n. 333. College and Self-edncatton, by D. Masson, IV, 268. Lo«r«U Lectorea, V. 439. Mechanics* Institutes. TUL 250. Origin of Lyceums, viii, S49. The American Ly- XIV. 535-558. the United SUtea in 1850, L 369. Libraries for Teachers in France, xiii, 393. Econ- omic Library. England, m. 271. Astor Library, L 648. Boston Public Library, II, 303; Vn, 253. Baltimore Public Library, in. S26w Worcester Free Public Library, TTTT, 600. Providence Atheneum, tkr, 306. Lawrence Li- brary for Factory Operatives, L 649. Management of Libraries — Edward*s Library Manual, IL210. Books of Reference, VUL 315. XVI. BDCCATIONAL ASSOCIATIOiYS. AMociation for Educational Purposes, by H. Bernard, XIV.386;XV. 819. Anencafl Association for the AdTanoement of Edu- cation, L ^136. 834 ; XV. 267. Ancrican Association for the Advancement of Bci- eBfe,in, 147. Anerieafl Association for the Supply of Teachers, XV. 237. Aflseriean Common School Society, XV, 247. Aner'caa Education Society, XIV. 367. American Institute of Instruction, IL 19,834. Index to Leetorers and Subjecta, II. 841. Memorial on State School Superintendence, V. 653. Biographi- cal Pkefches of PresidenU, XV, 811. Ameriran Lyreum, XIV. 535. Aacricaa Bchool Society, XV. 118. AaMricaa Social Seience Asaoeiatioo, XVL 39L American Sunday School Union, XV, 705 American Women's Educational Auo., XV, 273. Baltimore County and City Association. XVI. 377. Board of National Popular Education, XV. 271. Boston Associated Instructors of Youth, XV. 537. British and Foreign School Society, X 371-450. College Delegates (New England) Association, XVIL Guild of Schoolmasters, XV. 337. Home and Colonial Infant and Juvenile Society, TT, 449^186. Literary and Scientific Convention ; New York, 1830, XV, 22L National Associations, XV, 837, 823. National Association (England) for Promotion of Social Science, IV, Sia National Convention and Association of Superintend- ents of Schoob. XVL 389. ^^ CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. National Organization of Teachen, by W. RuswII, XIV. 7. National Teaehen' Auodation ; Proeeedingi, XIV. 5-92. 503. Its Nature and Object*, by J. D. Phil- brick, XIV, 49. National Society (England) for Promoting the Educa- tion of the Poor, X. 499-474. National Society of Science, Literature, and Aiti, XV. 61. Now York (City) Society of Teacher*, XIV, 807; XV. 491. Teaehen* Anociations, XV. 495. New York Univervity CooTOcation, XV. 502. North-Western Educational Society, XV. 375. Public School Society of New York, XV. 489. Society for the Diffusion of Useful Knowledge, XV. S39. Society for Promoting Manual Labor in Literary In- stitutions, XV. 231. Society for the Promotion of Collegiate and Theolog- ical Education at the West, L 235; XV. 361. State Convention of County Superintendents ; New York, XV. SOS. Tbachkrb* AsBOCiATioifs in France, xiii, 293. General Assembly of Gemian Teachers, IV. 258. United Association of Schoolmasters, Eng., TTT 263. Teachers* Conferences and other Modes of Piofts^ sional ImproTement, xiii, 273. Western Literary Institute and College of Prolbasional Teachers, XIV. 739. Middlesex County (Conn.) School Association, XIV, 397; XV. State Teaeben' Associations, Edncntional Soeietiet and Conventions — Alabama, XVI, 375. Arkansas, XVLaSl. California, XVI, 785. Connecticut, XV. 393. Delaware, XVL 369- Florid-i, XVI, 38L Georgio, XVL 358. lUinois, XVL Hi*- Indiana, XVI, 765. Iowa, XVL 745. Kansas, XVI. 385. Kentucky, XVL 352. Louisinna, XVL 382. Maine, XVL 777. Maryland, XVL 377. Massachusetts, XV. 507. ftlichi^an, XV. 633. Minnesota, XVIL Mississippi, XVI. 381. Missouri, XVL 365. New Hampshire, XVL "^^l- New Jersey, XVL 729. New York, XVL 31 J. 477. North Carolina, XVL 361. Ohio, VL S^K- Oregon, XVL 383. Pennsylvania, XV. 647. Rhode Island, XIV. 559. South Carolina, XVL 364. Tennessee, XVL 357. Texas, XVL 373. Vermont, XV. 617. Virginia, XVI. 172. Wis- consin, XIV. 583 ; XVn, District of Columbia, XVL 380. West Virginia, XVL 383. XVII. PHILOLOGT AIVD BIBLIOGRAPHY. Philological Contributions, by J. W. Gibbs, IL 198; nL 101-124. English Language in Society and the School, by M. H. Bockham, XIV. 343. Study of the Anglo-Saxon, or the Relation of the English to other Languages, by J. S. Hart, L 33. Dictionary of the English Language ; Requireroenta in a Lexicographer, by Isaiah Dole. m. 161. Modem Greek Language, by S. G. Howe, IL 193. Latin Language, from Raumer, VIL 471. Early Illustrated School Books, TTTT 205. Primers and Hornbooks, VUL 310. ABC Books and Primers, TTT, 593. Books of Reference, Vlll, 315. American Text Books— Catalogue of Anthoii and Books, TTTT, 209, 401, 6S6; XV. 601, 751 ; XV. 539. Educational Literature— Book Notices. L 415 ; IL 256.737,739; IV. 261, 272, 831 ; V. 318; IX. 351; XL 319; TTTT. 223,658; XIV. 400. Statistics of Nevrspapers and Periodicals in the United States in 1850, L 651. Educational Periodicals of America, L 413, 656. Complete List, XV, 383. English Educational Journals, L 414. French, L 413. German. L 413. lulian, IV, 802. XTIII. SCHOOL ARCHITECTURB. Defects in School Constructions, IX, 487. Principles and Practical Illustrations of School Archi- tecture, by Henry Barnard, IX. 467 ; X. 695; XL 563 ; Xn, 701 ; TTTT. 817 ; XIV, 778 ; XV. 782 ; XVL 701. District Schools, or for Children of every age. Plan by H. Mann, IX. 540 ; by G. B. Emerson, 542, 548 ; by H. Barnard, 550, 553, 555 ; by R. S. Burt, 556 ; by T. A. Teft, 559 ; by A. D. Lord, 562 ; by D. Leach, 563. Primary and Infant Schools. General Principles, X« 695. Playground and Appliances, X, 607. Ekshool- room, by Wilderspein. X. 699 ; by Chambers, 702 ; by British and Foreign School Society, 705; by National Society, 706 ; by Committee of Council on Education, 710 ; by Dr. Dick, 714 ; by J. Ken- dal, 715 ; by J. W. Ingraham, for Boston Primary Schools, 718 ; by J. D. Philbrick, 740 ; by New York Public School Society, 750 ; in Providence, XL 583. Baltimore Female High School, V. 198 ; Cincinnati Hughes High School, TTTT, 623; Boston Latin SchooKXn. 551 ; Woodward High School. IV. 582 ; Chicago High School, IQ, 537 ; High School, Hartford, XL 606; Public High School, BJiddle* town, XL 612 ; New York Free Academy, XTV. 788 ; Providence Public High School, XL 507 ; Norwich Free Academy, IL 696 ; St. Louis High School, L 348. Seminaries for Girls. Packer Collegiate Institute, Brooklyn, L 581 ; Richmond Female College, L 231 ; Public Grammar School for Girls in New York, L 408; Providence Young Ladies* High School, V, 14 ; Vassar College, XVIL CLUSIPIED INDEX OF B&ENAKO°8 AMERICAN JOURNAL OP EDDCATION. 8? Unioa aod Graded Sehoob— Flann, Elevatiom, Itc, Z. 563-613; SQL 701. Union School, Aon Ar bor, Mieh.« VIIL 91. Pubiie Floating School, BaltiiDOK. y. iUI. Hftven School Building, Chi- cago, TTTT 610. Newbeny Public School, Cbi- oigA. YL ^1^ PoCnan Pvee flehool, Newburyport, Uaa^ TTTT, 616. Pablie Schools No. 90 and No. 33, New York City, VI. SM. School Howes in PUadrlphia, ZIIL817. Graded School, Simeoe, U. C^ Tin. 679. Union PuMie SchooU Ypsilaoti, Mieh^ IV. 7t». Norwich Cbotml 8cho.4, n. OK). Gcunmar Schoots— Plans. Lincoln Grammar Sclioul, Boatoo. VL 518. Dwight Gcammar School, Bos- ton. IV. 7W. Fifteenth Ward (N. Y.) Public Gianmar School for Girls, I. 409. Central High School, Pbikdelphia, L \» ; TTTT (01. Grammar, PniTidenoe, XL SeS, 594. Prescott Grammar, XVL7n. Nocmal Schools— Plans, Ebrations. tie, IlliDois Bute Nomal Srho >l IV. T!4. New Jener State Nor- mal School TTT. SiO. Mnssaehoselts State Normal School at Westfield. XU 853- New York State Nonnal Behoof TTTT S39. Philadelphia City Kortoal Schools, XIV. 737. Girls' High Nonnal School, CharkstOQ, S. C, TTTT INO. Normal and Model Schools at Toronto. V. C, XIV. 468. Os- wqfoTntaing School, XVI. 913. New Britain, X. 51. Bridgewatar Normal School, XVL 466. Pra- mingfaam, XVL 460. Salem, XVL 470. PnUie Library, Boston, VIL 35S. Cooper SeienCffio Union, N. Y., L 653. Dudley Observatory, Albany, L 594. Yale College in 1764, V. 739. American As^nm for the Deaf and Dumb, Hartford, Ct. L 440. New York Institution for the Deaf and Dumb, m. 316. New York Asylum for Imbeciles, Syra- cuse. IV. 4ia N. Y. State Geological Hall, IV. 761. Harvard HaU, V. 530. Yale College, 1764, V. 793. Apparatus for Physical Exercise, TT, 530 ; XL 539 ; TTT. 677 ; for iilnstimtion, XIV, 569. Blackboard and wall-surface, IX. 546, 563; X. 730 ; XVL 575. Crayons, how made, XVL 574. Dedicatory Exercises and Addresses, TTT 193 ; IX. 633; Xm. 836; V. 646; XIL655; XIIL539; XVL 453 ; L 645, 647. Drawing-room and Desks, X, 554 ; XIV. 705 ; XVL 723. FornituPB for Schools, IX. 551 ; X. 754 ; TTT. 687 ; Defective Construction, IX. 493,518; XL 537; Chase's Adjusuble Desk, TTTT 656; MoU's Re- volving Seat, X. 563. Library of Reference, L 739 ; IX. 545. Location and Playground, IX. 499, 503, 507, 510, 597,549; X.731. Privies and Facilities for Cleanliness, IX. 590, 539 ; X.738; XL 607; XIIL 853. Warming, IX. 546, 55S : X. 705, 737; XL 584,598; Xn. 83^ ; XVL 570. 713. Ventilation in American Dwellings, V. 35. In School Houses. IX. 663, 547, 568; X. 734 ; TTn 613, 839.858; XIV. 801 ; XV. 783; XVL 716, 727. Ornamentation, X. 731 ; Mrs. Sigoumey on, 739 ; Salem High School, XTV. 804 ; IX. 543. Specifications, Terms of, X. 733 ; TTT 708. Seats And Desks, Arrangement of. IX. 551 ; XL 583; TTTT 656; Octagonal Plan. XVL 796; Barnard's plan, with division, X. 760, 761. Sin of building, XVL 716. Stand, movable, for blackboard, XVL 709. Fomscea, XVL 579, 568; Hot-water apparatus, XVL 713. Rules for Care of School-boose, TTTT. 851, 857; for use of Furnaces, XV. 803 ; setting fbrnaoe, XVL 564 EDCCATIONAL BKl>OWMEKT8 AND BBIVBFACT0II8. Land Grants of the Federal Government for Eduea- tioaal Porpoeo. to 1854, L ^03; XVIL 65. I«iit of Beoefoctions to Harvard University, IX. 139* Lirt of Ueeoesed Beoefactors of Yale College, X. fl03. Bosioa Educational Charities. VIII. 53R; IX. fi06. Isdivtdaal Benefactors. Samuel Appleton, TTT 403. J. J. aod W. B. Aftor. L 038. Joshua Bates, VIL S70. John Bromfield. V. 581. Nicholas Brown, in. 369. Peter Cnoper, IV. 536. Thomas Dowse, IIL 384; IX. 355. Mn. Blandina Dudley, IL Saa. Edmand Dwight, IV. 5. Peter Faneuil. IX. 0D3. Ffeal Fknum, in. 307. John Green, TTTT, 606. John Harvard, V. 533. Edward Hopkins, IV. 668. John Hughes, IV. 530. William Law- rence, n. 33. John Lowell, V. 427. Theodore Lyman, X. 5. James McGill, VII. I^- S.J, N<.rth. VL 104. George Peabody, I. 337 ; IL 643 ; TTT 396. T. H. Perkins. L 551. Mi»s Coroliue Ptummer, XIII 73. John and Samuel Phillips, VL W. Henff Todd, IV. 711. Stephen Van Rensselaer, VL 833. Matthew Vauar, XL 53. James Wads worth. V. 389. Dav id Watkinson, IV. 837. Samuel Wllliston, IL 173. WiUlam Wood- ward, IV. 530. Eiihu Yale, V. 715. ne6jTosoop«i»orMeehanlealPftndox,IL838. Ex- planation of the Gyroecope, by B. S. Snell, IL 701. Treatise upon the Gyroscope, by Maj. J. 6. Barnard, in.5J7;IV.5a9; V.399. Lewe's Pkiolii« Press, IX. 036. Stoeueeupo. EdoeatioBal Uses of, IX. 838L Xasenm of ZoSlogy, IX. 6L MlgCELLARTBOUS. Indexes. Vol. L iz.-xlz- '. IL749; IIL MO; IV. 839; V.851; VL317,693; VIL 733; VIILOBi; IX. 037; X. 7G3; XL 013; XIL731; XIIL 865; XIV. 817; XV. 829 ; XVL 79L General Index to Vob. L to V^ V. 9S7. OaasMled lodes to Vols. L to XVI. XVIL 17- 40. 38 CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDCCATIOIi XXL EDUCATIONAL BIOQRAPHY AND LIST OF POBTRAITSL BIOGRAPHICAL SKETCHES. Abbot, Benjamin, VL 80. Abbott, Gorham D., XVL 600. Agrieola, Rudolph, IV. 717. Adelung, J. C, XL 451. Alcott,W.A^IV. 089. Aleott, A. B., XVL 130. Alien, C. H.. XIV. 390. AUen. F. A.. XV. 681. Allen, W., X. 365. Alexander, de Villa D^i, IV. 796. Andrewi, I. W., XVI. 605. Acquaviva, Claodiui, XIV. 46S. Andrews, L., XVI. 604. Appleton, Samuel, XIL 403. Aristotle, XIV. 131. Aiey, Oliver, XV. 484. AmoM, Tbomaa K., IV. 545. Ailley, J., IV. 165. Aacham, Roger, ICL S3. Aventinui, XL 163. Bailey, Ebenezer, TTT, 4S9. Baker, W. M., XVL 166. Baker, W. S., X. 503. Baldwin, Tberon, XV. 96L Barnard, F. A. P., V. 753. Barnard, Henry, L 659, Barnard, John, L 307. Barnes, D. H., XIV. 513. Basol, Marqniso de, TTT 510. Basedow, T. B., V. 487. Basedow, Emile, V. 491. Bateman, Newton, XVL 165^ Bates, J., Vn. 370. Bates, B. P., XV. 683. Beok, T. Romeyo, L 654. Beecber, Miss C. E , XV. 850. Benton, A. R., XVL 775. Bell, Andrew, X. 467. Bild. V. 66. Bingham, Caleb, V. 335. Bishop, Nathan, XVL Blewett, B. T., XVL 431. Bodiker, J., XI. 437. Boccaccio, vn. 423. Boyd, E. J., XV. 645. Braidwood, J., in. 34& Bridgman, Laura, IV. 383 Brainerd, J., XVL 331. Borgi, Jean, L 583. Bromfield, John, V. 581. Brooks, Charles, L 581. Brougham, Lord, VL 467. Brown, J. Horace, XV. 764. Bruwn, Nicholas, TTT- 891. Buckingham, J. T., KIM, 189. Buckley. J. W., XIV. 2a Barrowes, T. H., VL 107, 555. Burtt. Andrew, XV. 679. Burton, Warren, IL 333. Busch, V. 787. Butler. Caleb, IL 54. Butler, J. D., XVIL Butler, Cyrus, TTT 3I0.« Buss, Johannes, V. 393. Caldwell, C, XVL 109. Calhoun, W. B., XV. 313. Ccsarius,J.,IV.2 5. Carlton, OliTor, XV. 583. Carter, James, V. 337. Carter, J. G., V. 407. Cecil, Sir W., IV. 16L Cheever, Ezeki«l. L 897 ; TTT, 530. Cbeke, Sir John, IV. 16& Cbrysoloras, Emanuel, VIL 440. Clajus, Johannes, XL 413. Clazton, Timothy, VIIL 353. Clerc, Laurent, in. 349. Cobum, C. R., XV. 679. Codenius, C..IV. 8 5. Coffin, J. H., XVL 784. Colbum, Dana P., XL 889. Colburn, Warren, IL 894. Colet, John, VIIL 391 ; XVL 405. Coroenius, V. 35. Cosmo de Medici, VTT, 445. Conover, A. M., XIV. 393. Cowley, A., TTT 651. Courteillea, M. de, m. 704. Cortton, William, X. 363. Corte, P. A., IV. 491. Cowdrey, M. F., XVL 5801 Cmig, A. J., XIV. 394. Crato. V. Cross. M. K., XVL 751. Cruikshank, J., XV. 485. Croxet, Claude, TTTT 31. Curtis, Joseph, L 655. Curtis, T. W. T., XV. 607. Dante, VIL 4 18. Davies, Charles, XV. 479. Davis, Wm. Van L., XV. 675. Day. J., XVL 138. Denman, XV. 305. Denzel, B. G., VII. 315. Delillee, J., IIL 158. Dewey, Chester, XV. 477. Dewitt, 6. A., V. 17. Diesterweg, VIL 313. Dick, James, L 393. Dinter, VIL 153. Donattts, XVIL Dowse, Thomas, nL 884 ; IX. 355. Dringenberg, Louis, V. 65 Dudley, Mrs. E.,IL 598. Dunnell, M. H., XVL 783. Duncan, Alexander, HL 31L Dwight, Edmund, IV. 5. Dwight,F.,V.803. Dwight, Theodore, XIV. 55a Dwight, Timothy, V. 567. Eaton, Theophilus, L 898 ; V. Sdi Ebrardl, U., XL 160. Edson, H. K., XVL 750. Edwards, B. B., XIV. 381. Edwards, Richard, XVL 169. Elyott, Sir Thomas, XVL 483. Emeraon, G. B.. V. 417. Erasmus, IV. 739. Eraesti, L A., V. 750. Everett, Edward, VIL 38Sw Faneull, P., XL 603. Famum, Paul, JJL 397. Famham, G. L., XV. 483. Faville, 0., XVL 750. Fellenberg, E., m. 59L Felton, C. C, X. 865. Fenelon, XIIL477. Fisk, Wilbur, VL 297. Fliedner, T., L : HL 487. Fold, Jonathan, XIV. 395. Froebel, F., IV. 793 Fowle, X. 507. Franklin. B., L 45; VIIL S5L Fuller, Thomas, m. 155. Fox, X. 363. Fry, Elisabeth, JJL 50a Fiangk, Fabian, XL 163. Franke, V., 441. Frisob, J. L., XL 439. Gall, James. IV. Gallaudet, T. H., L 417. Gottsched, J. C, XL 44a Galloway, S., XVL 601. Geneintz, Christian, XL 488. George ofTrebtzond, VIL 440. Gesner, J. M., V. 741. Gerard, IV. 622. Goodnow, L T., XVL 366. Goodrich, S. 6., TTTT, 134. Green, John, TTTT 606. Grant, Miss, X. 656. Gubert, John, XL 48. Greene, S. S., XIV. 600. Grimm, J., XL 454. Gregory, J. M., XV, Ooawin, IV. 715. Griscom, John, VIIL KS. Guarino, VIL 436. Guilford, Nathan, VIIL S80L Guisot, XL 854. Hagar. D. B., XV. 817. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDrCATION. 39 Haddeo, IV. I»4. HtH S. R., V. 373. Hall W., XY, 127. Htiu. y. ti^. UiinaDD. J. G.. YI 347. Hancoek, J., XVL 602. Bvniseh. VVilbelm, VII. 317. Hut, J. a, V. 91. HaffTvd. John, V. 533. Btmy.T. H.,XV10Qe. Baiibcrie,V.50!l. B*uy. v., nL 477. Riwkr, G, XI. 94. BazOtiut, L.. XV. 48L Httku, V. 695. H«d(«i, Natbin, XVL 737. Befiia, Atexander, IV, 723. fl««k««,XVL Boder, VL 195. fiig^oMO, John, KIM, 794. HiNhoow, James, VL 3SS. Hdfcrook, J.VIIL 429; XIV. 558. Hopkiu, Mark. XL 319 Bom, C. EL. VnL 95. Bowe. 8. G^ XL 389. Hook, C, Xn. 647. BopkiiM, £.. IV. 66a H»ia,G.W.,XVLT75. Htibbard, F., XV. Bibbaid. R., V. 310. flnMiBSton, XV. 606. Harty. J., XVL 776. lekebanier. XL 403. lwi,M.B.,V.311.' Jofas of Ravenna. VIL 435. Jobawo, Samael. VTT- 461. Jokowo, Waher R, V. 78L JoBe^R.D.XV.481. EflUr. Robert, I. 655 ; X. 313. Kenpii. Thomas i. IV. 036. Ku^ory, John, V. 9. Kaeeiand. John, XV. S». Kracfaenbeifer, V. 79. Xrtti. Hermano, V. 161. KTria, J(»bn, tba •*Mao of Ron,* IL65i. I'mU. J. i^ ZIV. 503. Lancaster. JoMph. X. 355. Uoge, Rudolph, IV. 796. Lawrence. .Abbot, L 305. L»X..VIL454. Lewk, Samuel, V. 727. Lindiley. Philip, VIL 9. Loeke, John, VL 300. Lonf. W.. XVL 497. Loid, A. D., XVL 607. Lowell, John, V. 427. Lofoh, IpMtiua, XIV. 455. I^yeoifoa, XIV. 611. Lfmao Theodore, X. 5. Ljoo,Mai7»X.649L Lawreoee, Amoa, XVIL Lawrenee, William. IL 33. May, Bftmnel J., XVL 141. McDoooufh, John, IL 736. McGtll, Jamei, V|L 188. McJilton, J. N., XVIL McKeen, Joseph, L 655. MoMynn, XIV. 39L Mann, Horace, V. 611. Marks, D.. V. 64. Manrin, J. G., XVL 636. Masoa, Lowell, IV. 141. Mayhew, Ira, XV. 64 L Medici, Lorenzo di, VIL 445. MolaDCthnn. Philip, IV. 74L MicyUus, IV. 464. Mildmay, Sir W.. IV. 164. Mirandola, Pious di, VIL 449. Milton, John, XIV. 159. Morhof, XL 4.16. Morae, Augustus, XV. 606. Mowry, William A., XIY. 503. Nagali. VIL 300. Neander, V. 599. Niederer, VIL 389. North, Edward. XV. 486u North, 8. J., VL 104. Northend, C. XV. 390. Oberiin, XVII- Oelinger, XL 406. Olivier, V. 508. Olmsted, Denison, V. 367. Orbiliua, JJL 157. Orevtt, XV. 630. Overberg, XDL 365. Page, D. P., V. 811. Parish. A., XV. 533. Partridge, A., TTn 49, 683. Peabody, George, L 338 ; XVIL Peahody, S. H.. XIV. 395. Pease, Calvin, XV. 631. Peekham. J., XVL 743. PMia. B. O., XVL 147. Peet,H.P., IIL365. Peiroe, C, IV. 275. Pttlton, J. C, XVL 098. Perkins, T. H., L 55L Pestalozzi, m. 401. Phelps, W. F., V. 827. Petraroh,VIL424. Philbrick, J. D , XIV. 38. Philelphus, VIL 441. PbtOipa, John, VL 75. PhiUipa, 8., VL66. Pickard, J. L., XIV. 393. Picket, Aaron, XIV. 393. Picket, Albert. XVn. Pieua, J , Vn. 449. Pierce, J. D., XV. 640. Plamann, VIL 309. Flatter, Thomas, V. 79l Plommer, Caroline, YTTT 73. Poggius, vn. 442. Politian, VIL 445. Pomhroy, E. C, XV. 486. Potter, Aluoxo, XVL 599. PoweU. W. H.,XVL167. Pradt, J. B., XIV. 394. Putnam, D., XV. 646. Radwin, Florentiut, IV. 033. Ramsauer, J., VIL 3U1. Randall, B. S., YTrT, 227. Rntich, V. 229. Ray. J., XVL 603. Raumer, IV. 149. RedBeld. W. C, IV. 833. Reuehlin, V. 67. Rice, V. M.. XV. 391. Richards, Z., XIV. 23. Richard, C. &., XVL 764. Richardson, M., XV. 605. RickoflT, A. J., XIV. 24. Ripley, E. L., XV. 645. Robbins, T., m. 279. RoQsaeau, V. 459. Russell, W., HL 139. Rytwise, J., XVL 682. Sams, XVL 602. Banbom, £. D., XVL 76B. Sandinus, VIL Sapidus, V. 66. Barmiento. XVL 503. Bargano, VIL 435. Sawyer, II. £., XVL 763. Sobeurl, C, XL 161. Schmidt, VII. 297. Seymour, D., X. 321. Sheldon, £. A., XV. 484. Sheldon, W. E., XV. 525. Sherwin. T., VIIL 461. Shottelios, XL 429. Sill, D. H. B , XV. 645. Blade, W., XV. 250. Siroler, V. 66. Smith, Sir Thomas, IV. 165. Spieer. A. C, XIV. 393. Standish, J. V. N., XVL 16Sb Steams, XV. 534. Sticler, XI. 435. Stoddard, J. V.. XV. 480. Stone, A. P., XV. 219. Stowe, C. E., V. 586. Strong, E. F., XV. 607. Btnrm, IV. 167. Swett, J., XVL 790. Tappan, H. P., XHL 451. Taylor, J. O., XV. 248. Thayer, G. F.. IV. 613, Tenney, J., XVI. 761. Tbayea, Sylvanus, XVIL Thomasius, J., V. 742. Tbompsoo, J. B., XV. 487. 40 CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. Tbompton, Z., I. 654. Tillingfaaat, N., L 655. Tobler.JO., 7.905. Todd, HeDiy, lY. 711. Trotaodorf, V. 107. ValmtiDe, T. W., XV. 488. VaUa,Vn.443. Van Ranneber, YL 9S3> VaflMT, M., XL 53. Vebrli, m. 389. Vetriar, Z7L 665. Vitellios, XVL 660. Vittortno, YIL 436. Von Turk, Y. 15!; Wadsworth. J., Y. 389. Wartoo, J., XYI. 51L Waylaod, F., TTTT 771. Watkinson. D.. lY. 837. Welch, A. 8., ZY. 642. Weld,T.,XY.-234. Wall., F. D., XYI. WeU«, W. H., Ym. 589. Werner, G., lY. 799. Wewel, lY. 714. Wetton, E. P., XYI 784. White, U. E., XYL 606. Wiokenham, J. P.. XYL Wicbem, m. 5. Willard, Mn. Emma, YL ISSu Wimphelinf, Y. 65. Wine*, E. C, IX 9. Wolf, F. A., YL 960. Woodbrtdfe, W. C, Y. 5L Woodbridge, W., XYI- 136. Woodman, J. S., XYL 76L Woolworth, S. B.. XY. 496. Wotton, Sir Henry, XY. 1S3L Wright, L., n. 176. Wykeham, William of, XYL 487. Tale, Eliha, Y. 715. Zeller, YH 305. Zerbolt, Gerard, lY. 69S. Abbott, Gorham D., XYL 000. Aloott, W. A., lY. 689. Allen, F. A., XY. 683. Andrewt, L W., XYL 605. AppletoD, Samael, XIL L Arnold, Thomas, lY. 545. Bailey, Ebenezer. TTT, 401. Baker,W.S.,XIY. 40L Baldwin, Theron, XY. 909. Barnard, F. A. P., Y. 753. Barnard, Henry, L !• Bateman, N., XYL 106. Bates, 8. P., XY. 1. Bishop, N., XYIL Blewett, B. G., XYL 438. Brooks, Charles, L 587. Brown, Nicholas, IIL 991. Bulkley, J. W., XIY. 88. Bnrrowes, T. U., YL 10^7. Camp, D. N.. XY. 605. Carter, J. G., Y. 407. Cobnm, C. R., XY. 679. Colburn, D. P., XL 889. Colbam, Warren, n. 994. ' DaTies, Charles, XY. 479. Dowse, Thomas, IX. 355. Dwight, Edmund, lY. L Dwigfat, Francis, Y. 803. Edwards, Richard, XYL 107. Emenon, 6. B., Y. 417. Everett, E., YIL 335. Famum, Paul, TTT, 397. Faville, O., XYL 759. Pelton, C. C, X. 965. Fisk, Wilbur, YL aW- Fowle, W. B., X. 507. Gallaodet, T. H., L 417. Galloway, 8., XYL 001. Garfield, James A.. XYIL 1* Goodnow, L T., XYL 387. Green, John, TTTT 606. Greene, 8. 8., XIY. 609. Giegoiy, J. M., XY. 643. PORTRAITS. Grisoom, John, VTTT, 385. Hagar, D. B., XY. 517. Hall, S. R., XY. 5. Bart, J. 8., Y. 91. Hafiy. v.. m. 477. Hazeltine, L., XY. 481. Benkle, William D., XYL 438. Hillhoase, James, YL 335. Holbrook, Josiah, VTTT, 1. Hopkins, Mark, XL 919. Hovey, C. E., TTTT 94. Howe, S. G., XL 381. Johnson, W. R., Y. 78L Kelley, Robert, X. 313. Kingsbury, John, Y. 9. Lawrence, Abbott, L 137. Lawrence, William, IL 1* Lewis, Samuel, Y. 737. Lfndsley. Philip, YIL 9. Lord, A. D., XYL 607. Lyman. Theodore, X. 1. Lyon, Mary, X. 609. McCarty, H. D., XYL 388. MeGiU, James, YIL 188. McJilton, J. N., XYIL McMynn, J. G.. XIY. 3911 Mann, Horace, Y, 611. Mason, Lowell, lY. 14L Maybew,Ira,XY.641. North, E., XYn. North, 8. J.. YL 104. Northend, Charles, XYL 510. Olmsted, Denison. Y. 367. Orcntt, Hiram, XY. 030. Page, D. P., Y. 811. Parish, A., XY. 583. Partridge, Alden, XHI 057. Peabody, George, IL 043. Peekham, Isaiah, XYL 743. Peet, H. P., m. 366. Peiroe, Cyms, lY. 875. Perkins, T.H.,L55L Pestalozzi, lY. 65. Phelps, Mrs. A. Lioooln, Phelps, W. P., Y. 827. Philbrick, J. D., XIY. 38. PhiUips, Samuel. YI. 66. Pickard, J. L., XIY. 199. Potter, Aloozo, XYL L Randall, S. S., TTTT 987. R«y* U XYL 003. Riohards, Z., XIY. S3. Riekoff, A. J., XIY. 84. RnsseU, WUliam, m. 130. Ryeisoo, E., XYIL Barmiento, D. F., XYL SB3. Sawyer, H. E., XYL 763. Scammon, Jot. T., XYII> Sears, B., XYIL Sheldon, E. A., XY. 484. Sheldon, W. E., XY. 585. Sherwin, Thomas, YQL 461. Silliman, Bei^min, XYIL Standbh, J. V. N., XYL 105. Stoddard, J. F., XY. 075. Stone, A. P., XY. 519. Btowe, C. E., Y. 586. Swett, John, XYL 790. Tappan, H. P., TTTT 449. Thayer, Sylvanns, XYIL Thayer, G. F, lY. 613. TiUinghnst, N., H. 568. Van Rensselaer, Stephen, YL Vassar, Matthew, XL 1- Wadsworth, James, Y. 389. Watkinson, Dairid, XYIL Wayland, Francis, TTTT, ]. Wells, D. F., XYL 749. Wells. W. H., Ym. 599. Weston, E. P., XYL 783. Whitford, W. C, XYIL Wiehem, J. H.. in. 1. Wickersham, J. P., XY. 077 Wniard, Mrs. Emma, YL L Whies, E. C, IX. 9. Woolworth, 8. B., XY. 38SL 1. EDUCATION:-A NATIONAL INTEREST. HISTOBICAL DETBLOPHBNT. In the ordinance of the Congress of the Confederation in 1785, respecting " the disposing of lands in the Western territory," ** sec- tion sixteen of every township " was reserved for the maintenance of pablic schools. The ordinance of 1787, "for the government of the Territory northwest of the river Ohio," confirmed the ordinance of 1785, and declared " that religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged." The Constitution of the United States, after setting forth in the Preamble in words of sublime import the national objects for which the people of the United States had ordained this fundamental law, expressly granta to Congress the power "to dispose" of the public lands and other property — "to exercise exclusive jurisdiction" over the district to be ceded as the seat of government — and "to lay and collect taxes, &c., to provide for the common defense and general welfare." In the Convention of 1787, which framed the Constitution, Mr. Charles Pinckney, of South Carolina, on the 29th of May and the 16th of August, and subsequently Mr. Madison, of Virginia, sub- mitted propositions "to provide for the establishment of a National University at the seat of government," "for the advancement of useful knowledge," " and the promotion of agriculture, com- merce, trades and manufactures." On the 14th of September, both of these delegates moved to insert in the list of powers vested in Congress, "to establish a university in which no preference or distinction should be allowed on account of religion." This motion was opposed by Gouverneur Morris, of New York, and was lost, as reported by Mr. Madison, expressly on the ground that the power to establish such a university was included in the grant of exclusive legislation over the district in which the government should be located. And as we learn from other sources, and from 42 EDUCATION :— A NATIONAL INTEREST. the subsequent recommendations by President Washington, the power to encourage agriculture, trade, manufactures, and education, was understood by him, and other statesmen, to be included. in the first clause of the enumerated powers of Congress "to lay taxes and to provide for the common defense and general welfare of the United States." GEORGE WASHINGTON. Fresh from the discussions of the Convention which framed the Constitution, of which he was the presiding oflBcer, and called by the unanimous voice of his countrymen to inaugurate, as its chief execu- tive, the national government, George Washington, in his first formal recommendation of special measures to both Houses of Con- gress, on the 8th of January, 1790, after commending further legis- lation for an efficient and uniform plan of military organization, as well as of a national judiciary, calls attention to the necessity of "uniformity in the currency, weights and measures;" "the advancement of agriculture, commerce, and manufactures," "the effectual encouragement, as well as to the introduction of new and useful inventions from abroad, as to the exertions of skill and genius inm no country but England. Indeed I should mark Young as the man to be obtained. These, however, are modifications to be left till their arrival here. To this letter, Washington replied on the 16th of March, l'?96 : — I had little hesitation m giving the Federal City a preference over all other places for the institution, for the following reasons. First, on account of its being the permanent seat of the government of this Union, and where the laws and policy of it must be better understood than in any local part thereof. Sec- ondly, because of its centrality. Tiiirdly, because one half (or near it) of the District of Columbia is within the Commonwealth of Virginia, and tlie whole of the State not inconvenient thereto. Fourthly, because, as a part of tlie endowment, it would be useful, but alone would be inadequate to the end. Fifthly, because many advantages, I conceive, would result from the jurisdiction which the general government will have over it, which no other spot would possess. And, lastly, as this seminary is contemplated for the completion of education and study of the sciences, not for boys in their rudiments, it will afford the students an opportunity of attending the debates in Congress, and thereby becoming more liberally and better acquainted with the principles of law and government My judgment and my wishes point equally strong to the application of the James River shares to the same subject at the same place; but, considering the source from whence they were derived, I have, in a letter I am writing to the executive of Virginia on this subject, left the application of them to a seminary within the State, to be located by the legislature. Hence you will perceive, that I have in a degree anticipated your proposition. I was restrained from going the whole length of the suggestion by the follow- ing considerations. First, I did not know to what extent or when any plan would be so matured for the establishment of a university, as would enable any assurances to be given to the application of M. D'lvernois. Secondly, the propriety of transplanting the professors in a body might be questioned for sev- eral reasons ; among others, because they might not be all good characters, nor all sufficiently acquainted with our language. And again, having been at variance with the levehng party of their own country, the measure might bo considered as an aristocratical movement by more than those, who, without any just cause that I can discover, are continually sounding the bell of aristoc- racy. And, thirdly, because it might preclude some of the first professors in other countries from a participation, among whom some of the most celebrated characters in Scotland, in this line, might be obtained. My letter to the commissioners has bound me to the fulfillment of what is therein engaged ; and if the Legislature of Virginia^ on considering the subject, should view it in the same light as I do, the James River shares will be added thereto ; for I think one good institution of this sort is to be preferred to two imperfect ones, which, without other aid than the shares in both navigations, is more likely to fall through, than to succeed upon the plan I contemplate; which is, in a few words, to supersede the necessity of sending tHe youth of this coun- try abroad for the purpose of education, where too often principles and habits unfriendly to republican government are imbibed, and not easily discarded. Instituting such a one of our own, as will answer the end, and associating them in the same seminary, will contribute to wear oflf those prejudices and unrea- sonable jealousies, which prevent or weaken friendships and impair the har- mony of the Union. EDUCATION :~A NATIONAL INTEREST. 47 On the 16th of March, 1795, Washington addressed the follow- ing letter to Gov. Brooke of Virginia : — Sir: — Ever sinoe the General Assembly of Virginia were pleased to submit to mj disposal fifty shares in the Potomac, and one hundred in the James River Company, it has been my anxious desire to appropriate them to an object most worthy of public regard. k is with indescribable regret, that I have seen the youth of the United States migrating to foreign countries, in order to acquire the higher branches of erudition, and to obtain a knowledge of the sciences. Although it would be injustice to many to pronounce the certainty of their imbibing maxims not congenial with republicanism, it must nevertheless be admitted, that a serious danger is encountered by sending abroad among other political systems those who have not well learned the value of their own. The time is therefore come, when a plan of universal education ought to be adopted in the United States. Not only do the exigencies of public and private life demand it, but, if it should ever be apprehended, that prejudice would be entertained in one part of the Union against another, an efficacious remedy will be, to assemble the youth of every part under such circumstances as wQl, by the freedom of intercourse and collision of sentiment, give to their minds the direction of truth, philanthropy, and mutual conciliation. It has been represented, that a university corresponding with these ideas is contemplated to be built in the Federal City, and that it will receive considera* ble endowments. This position is so eligible fVom its centrality, so convenient to Virginia, by whose legislature the shares were granted and in which part of the Federal District stands, and combines so many other conveniences, that I Have determined to vest the Potomac shares in that university. Presuming it to be more agreeable to the General Assembly of Virginia, that the shares in the James River Company should be reserved for a similar object In some part of that State, I mtend to allot them for a seminary to be erected at such place as they shall deem most proper. I am disposed to believe, that a semiDary of learning upon an enlarged plan, but yet not coming up to the full idea of a university, is an institution to be preferred for the position which is to be chosen. The students, who wish to pursue the whole range of science, may paPs with advantage from the seminary to the university, and the former by a due relation may be rendered cooperative with the latter. I can not however dissemble my opinion, that if all the shares were conferred on a university, it would become far more important, than when tliey are di- vided ; and I have been constrained from concentering them in the same place, merely by my anxiety to reconcile a particular attention to Virginia with a great good, in which she will abimdantly share in common with the rest of the United States. I must beg the favor of your Excellency to lay this letter before that honora- ble body, at their next seraion, in order that I may appropriate the James River shares to the place which they may prefer. They will at the same time again accept my acknowledgments for the opportunity, with which they have favored me, of attempting to supply so important a desideratum in the United States as a university adequate to our necessity, and a preparatory seminary. This letter was accordingly commanicated to the Assembly at their next session, when the following resolves were passed : — In the House of Delegates, December Isi, 1*795. Whereas the migration of American youth to foreign countries, for the com- pletion of their education, exposes them to the danger of imbibing political prejudices disadvantageous to their own republican forms of government, and ought therefore to be rendered unnecessary and avoided ; Besolved^ that the plan contemplated of erecting a university in the Federal City, where the youth of the several States may be assembled, and their course of education finished, deserves the countenance and support of each State. And whereas, when the General Assembly presented sundry shares in the James River and Potomac Companies to Geoi^ Washington, as a small token 48 EDUCATION :-A NATIONAL INTEREST. of their gratitude for the great, eminent, and Tmrivaled servioes he had ren- dered to this Commonwealth, to the United States, and the world at large, in support of the principles of liberty and equal government, it was their wish and desire that he should appropriate them as he might think beat ; and whereas, the present General Assembly retain the same high sense of his virtues, wis- dom, and patriotism ; Resolved^ therefore, that the appropriation by the said George Washington of the aforesaid shares in the Potomac Company to the university, intended to be erected in the Federal City, is made in a manner most worthy of public regard, and of the approbation of this Commonwealth. Resolved^ also, that he be requested to appropriate the aforesaid shares in the James River Company to a seminary at such place in the upper country, as be may deem most convenient to a majority of the inhabitants tbereo£ The following are provisions of Washington's last Will : — — ^As it has always been a source of serious regret with me to see the youth of these United States sent to foreign countries for the purposes of education, often before their minds were formed, or they had imbibed any ade- quate ideas of the happiness of their own ; contracting, too frequently, not only habits of dissipation and extravagance, but prindjSa unfriendly to republican government^ and to the true and genuine liberties of mankind^ which thereafter are rarely overcome ; for these reasons it has been my ardent wish to see a plan devised on a liberal scale, which would have a tendency to spread systematic ideas through all parts of this rising empire, thereby to do away lodsd attach- ments and State prejudices, as far as the nature of things would, or indeed ought to admit, from our national councils. Looking anxiously forward to the accomplishment of so desirable an object as this is (in my estimation), my mind has not been able to contemplate any plan more likely to affect the measure, than the establishment of a University in a central part of the United States, to which youths of fortune and talents from all parts thereof may be sent for the completion of their education in all branches of polite literature, in arts and sciences, in acquiring knowledge in the principles of politics and good gov- ernment ; and, as a matter of infinite importance in my judgment, by associa- ting with each other, and forming friendships in juvenile years, be enabled to free themselves in a proper degree from those local prejudices and habitual jealousies, which have just been mentioned, and which, when carried to excessi are never-failing sources of disquietude to the public mind, and pregnant with mischievous consequences to the country. Under these impressions, I give and bequeath in perpetuity the fifty shares which I hold in the Potomac Company (under the aforesaid acts of the Legislature of Virginia,) towards the endowment of a university to be established within the limits of the District of Columbia, under the auspices of the general government, if that government should incline to extend a fostering hand towards it ; and until such seminary is established, and the &inda arising on these shares be required for its support, my further will and desire is, that the profit accruing therefrom shall, whenever the dividends are made, be laid out in purchasing stock in the bank of Columbia, or some other bank, at the discretion of my executors, or by the treasurer of the United States for the time being, under the direction of Congress, provided that honorable body should patronize the measure ; and the dividends proceeding therefrom are to be vested in more stock, and so on until a sum adequate to the accomplishment of the object is obtained, of which I have not the smallest doubt before many years pass away, even if no aid or encouragement is given by legislative authority, or fix>m any other source. The hundred shares, which I hold in the James River Company, I have g^ven, and now confirm, in perpetuity, to and for the use and benefit of Liberty Hall Academy, in the county of Rockbridge, in the commonwealth of Virginia We shall continue this Historical Development of the National Aspects of Education through successiye administrations, down to the action of Congress at its last session — with a notice of which we introduce n speech from Gen. Garfield on the subject. IL BDDCATION— A RATIONAL INTBU8T. Speech of James A. Gabfield of Ohio, in the House of Representatives, June 8th, 1866, on a Bill "To Estab- lish A National Bureau of Education," reported by the Select Committee* on the Memorial of the Na- tional Association of School Superintendents. At the conclusion of a general discussion of the bill, the previous question upon the bill and the pending amendments was demanded and seconded,' and the main question ordered ; Mr. GARFIELD spoke as follows : I did intend to make a some- what elaborate statement of the reasons whj the select committee recommended the passage of this bill ; but I know the anxiety that many gentlemen feel to have this debate concluded, and to allow the private bills now on the calendar and set for this daj, to be disposed of, and to complete as soon as possible the work of this session. I will, therefore, abandon my original purpose and restrict myself to a brief statement of a few leading points in the argument, and leave the decision with the House. I hope this waiving of a full discussion of the bill will not be construed into a confession that it is inferior in importance to any measure before the House ; for I know of none that has a nobler object, or that more vitally affects the future of this nation. I first ask the House to consider the magnitude of the interests involved in this bill. The very attempt to discover the amount of pecuniary and personal interest we have in our schools shows the neces- sity of such a law as is here proposed. I have searched in vain for any complete or reliable statistics showing the educational condition of the whole country. The estimates I have made are gathered from various sources and can only be approximately correct. I am satis- fied, however, that they are far below the truth. Even by the incomplete and imperfect educationii statistics of the *Tbc (^'ommittee oonsiflted of Qarfleld of Ohio, Pattenoa of New Hampshire, Boutwell of MaMuhaietts, DonneMy of UiniuiOta^Moalton of lUinols, Goodyear of New York, and Randall, or PtsmylTania. 4 50 8F£ECH OF JAMES A. QAUFIELD. Census Bareau, it appears that in 1860, there were in the United States 115,224 common schools, 500,000 school officers, 150,241 teachers, and 5,477,037 scholars ; thus showing that more than six millions of the people of the United States are directly engaged in the work of education. Not only has this large proportion of our population been thus engaged, but the Congress of the United States has given fifty-three million acres of public lands to fourteen States and Territories of the Union for the support of schools. In the old ordinance of 1785, it was provided that one section of every township, one thirty-sixth of all the public lands of the United States, should be set apart and held forever sacred to the support of the schools of the country. In the ordinance of 1787, it was declared that ^ religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encour- aged." It is estimated that at least $50,000,000 have been given in the United States by private individuals for the support of schools. We have thus an interest, even pecuniarily considered, hardly second to any other. We have tolerably complete school statistics £rom only seventeen States of the Union. Our Congressional Library contains no educational reports what- ever from the remaining nineteen. In those seventeen States there are 90,835 schools, 190,000 teachers, 5,107,285 pupils, and $34,000,- 000 annually appropriated by the Legislatures for the support and maintenance of common schools. Notwithstanding the great expend- itures entailed upon them during five years of war, they raised by taxation $34,000,000 annually for the support of common schools. In several States of the Union more than fifly per cent of all the tax, imposed for State purposes, is for the support of common schools. And yet, gentlemen are impatient ];)ecause we wish to occupy a short time in considering this bill ! I will not trouble the House by repeating common-places so familiar to every gentleman here, as that our system of government is based upon the intelligence of the people. But I wish to suggest that there never has been a time when all our educational forces should be in such perfect activity as at the present day. Ignorance — stolid ignorance — is not our most dangerous enemy. There is very little of that kind of ignorance among the white popu- lation of this country. In the Old World, among the despotic governments of Europe, the 8PSBCH OF JAMKS A. QABFIXU). 51 great disfranchised class — the pariahs of political and social life — are indeed ignorant, mere inert masses, moved upon and controlled by the intelligent and cultivated aristocracy. Any unrepresented and hopelessly disfranchised dass in a government will inevitably be struck with intellectual paralysis. Our late slaves afford a sad Ulnstration. But among the represented and voting classes of this country, where all are equal before the law, and every man is a political power £ar good or evil, there is but little of the inertia of ignorance. The altematiyes are not education or no education ; but shall the power of the citizen be directed aright towards industry, liberty, and patriotism^ or, under the baneful influence of false theories and evil influences^ shall it lead him continually downward till it ruin both him and the government ? li he is not educated in the school of virtue and integrity he will be educated in the school of vice and iniquity. We are, therefore, afloat on the sweeping current ; we must make head against it, or we shall go down with it to the saddest of destinies. According to the census of 1860 there were 1,218,311 free white inhabitants of the United States over twenty-one years of age who could not read nor write, and 871,418 of those were American-born citizens. One-third of a million of people are being annually thrown upon our shores from the Old World, a large per cent of whom are uneducated, and the globmy total has been swelled by the 4,000,000 slaves admitted to citizenship by the events of the war. Such, Sir, is the immense force which we must now confront by the genius of our institutions and the light of our civilization. How shall it be done ? An American citizen can give but one answer. We must pour upon them aU the light of our public schools. We must make them intelligent, industrious, patriotic citizens, or they will drag us and our children down to their level. Does not this question rise to the full height of national importance and demand the best efibrts of statesmanship to adjust it ? Mr. Mann has well said: " That legislators and ralers are responsible. ** In our country and in our times no man is worthy the honored name of a statesman who does not include the highest practicable education of the people in all of his plans of administration. " He moy have eloquence, he may have a knowledge of all history, ^plomacy, Jurisprudence, and by these he may claim, in other countries, the elevated rank of a statesman, but unless he speaks, plans, labors at all times and in all places for the culture and edification of the whole people, he is not, he cannot be as American statesnuuL** 52 6PKECH OF JAMlfif A. (/AKFIKLD Gentlemen who have discussed the bill this morning toll us that it will result in great expense to the government. Whether an enter- prise is expensive or not is altogether a relative question, to be determined by the importance of its object Now, what have we done as a nation in the way of expenses ? In 1832 we organized a Coast Survey Bureau, and have expended millions upon it. Its officers have triangulated thousands of miles of our coasts, have made soundings of all our bays and harbors, and carefully mapped the shoals, breakers, and coast lines from our northern boundary on the Atlantic to the extreme northern boundary on the Pacific coast. They have established eight hundred tidal stations to observe the fluctuations of the tides. We have expended vast sums in order perfectly to know the topography of our coasts, lakes and rivers, that we might make navigation more safe. Is it of no consequence that we explore the boundaries of that wonderful intellectual empire which incloses within its domain the fate of suc- ceeding generations, and of this republic ? The children of to-day will be the architects of our country's destiny in 1900, We have established an Astronomical Observatory where the movements of the stars are watched, latitude and longitude calculated, and chronometers regulated for the benefit of navigation. For this Observatory we pay one third of a million per annum. Is it of no consequence that we observe the movements of those intellectual lights which shall, in the time to come, be guiding stars in our national firmament ? We have established a Light- House Board who are employing all the aids of science, to discover the best modes of regulating the beacons upon our shores ; they are placing buoys as way-marks to guide ships safely into our harbors. Will you not create a liglit-houe and happiness in the public peace, liberty and safety.'' England's most venerable living statesman, Lord Brougham, en- forced the same truth in these noble words : '* Lawgivers of England I I charge ye, have a care ' Be well assured that the contempt lavished upon the cabals of Constantinople, when the council dis- puted on a text, while the enemy, the derider of all their texts, was thundering at the gate, will be a token of respect compared with the loud shout oi uni- versal scorn which all mankind in all ages will send up against you, if you stand still and suffer a far deadlier foe than the Turcoman, — suffer the parent of all evil, all falsehood, all hypocrisy, all discharity, all self-seeking — him who covers over with pretexts of conscience the pitfalls that he digs for the souls on which he preys, — to stalk about the fold and lay waste its Inmates — stand still and make no head against him, upon the vain pretext to soothe your indolence, that your action is obstructed by religious cabals — ^upon the far more guilty speculation, that by playing a party game you can turn the hatred of conflicting professors to your selfish purposes! ** Let the soldier be abroad, if he will ; he can do nothing in this age. There is another personage abroad, a person less imposing — ^in the eye of some msignificant. The Schoolmaster is abroad, and I trust to him, armed with his primer, against the soldier in full uniform array.*' Lord Brougham gloried in the title of schoohnaster, and contrasted his work with that of the military conqueror in these words : ** The conqueror stalks onward with the * pride, pomp and circumstance of war,' banners flying, shouts rending the air, guns thundering, and martial music pealing, lO drown the shrieks of the wounded and the lamentations fqr the slain. Not thus the schoolmaster in his peaceful vocation. He meditates and prepares in secret the plans which arc to bless mankind ; he slowly gathers around him those who are to further their execution ; he quietly, though firmly, advances in his humble path laboring steadily, but calmly, till he has opened to SmSGR Of JAlOa a. GABriELD. 59 the Hght a]} the recesses of ignorance, and torn up by the roots the weeds of Tice. His is a progress not to be compared with any thing like a march ; but it leads to a far more brilliant triumph, and to laurels more imperishable than the destroyer of his species, the scourge of the world, ever won." The learned and brilliant Guizot, who regarded his work in the office of Minister of Public Instruction, in the government of France, the noblest and jnost valuable work of his life, has lefl us this valu- able testimony . ^'Uniyersal education is henceforth one of the guarantees of liberty and social stability. As every principle of our government is founded on justice and reason, to diffuse education among the people, to develop their understand- ings and enlighten their minds, is to strengthen their constitutional government and secure its stability.** In his Farewell Address, Washington wrote these words of wise counsel: "Promote, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.** In bis Inaugural Message, when first taking the Presidential chairy ihe elder Adams said : '* The wisdom and generosity of the legislature in making liberal appropria- tions in money for the benefit of schools, academies and colleges, is an equal honor to them and to their constituents, a proof of their veneration for letters and science, and a portent of great and lasting good to North and South America and to the world. Great is truth— great is liberty— -great is humanity—and they must and will prevaiL** Chancellor Kent used this decided language : *'Tbe parent who sends his son into the world uneducated, defirauds the community of a lawful dtizen, and bequeaths to it a nuisance.** I shall conclude the citation of opinions with the stirring words of Edward Everett: *' I know not to what we can better liken the strong appetence of the mind fior Improvement than to a hunger and thirst after knowledge and truth, noT how can we better describe the province of education than to say, it does that for the intellect which is done for the body, when it receives the care and nourishment which are necessary for its growth, health and strength. ** From this comparison I think I derive new views of the importance of education. It is now a solemn duty, a tender, saered trust. " What ! feed a child's body, and let his soul hunger t pamper his limbs and starve his faculties t 60 8PBBCH OV JAMS8 A. aAJUUELD. ''Pbmt the earth, coTer a thousand hills with your droves of cattle, punnie the fish to their hiding places in the sea, and spread out your wheat fields across the plains in order to supply the wants of that body, which will soon be as cold and senseless as their poorest clod, and let the pure spiritual essence within you, with all its glorious capacities for improvement, languish and pine ! What ! build factories, turn in rivers upon the waterwheels, unchain the imprisoned spirits of steam, to weave a garment for the body, and let the soul remain unadorned and naked ! ** What ! send out your vessels to the farthest ocean, and make battle with the monsters of the deep, in order to obtain the means of lighting up your dwellings and workshops, and prolonging the hours of labor for the meat that perisheth, and permit that vital spark, which God has kindled, which He has intrusted to our care, to be fanned into a bright and heavenly flame ; permit it, I say, to languish and go out I " It is remarkable that so many good things have been said, and so few things done by our national statesmen in favor of education. If we inquire what has been done by the governments of other countries to support and advance public education, we are compelled to confess with shame that every government in Christendom has given a more intelligent and effective support to schools jthan has our own. The free cities of Grcrmany organized the earliest school systems ailer the separation of church and state. The present schools of Hamburg have existed more than 1,000 years. The earliest school codes were framed in the Duchy of Wurtembnrg, in 1565, and in the Electorate of Saxony in 1580. Under these codes were established systems of schools, more perfect, it is claimed, than the school system of any State of the American union. Their systems embraced the gymnasium and the university, and were designed, as their laws expressed it, " to carry youth from the elements to the degree of culture demanded for offices in church and state." The educational institutions of Prussia are too well known to need a comment. It is a sufficient index of their aim and high character that a late Prussian school officer said of his official duties : '* I promised God that I would look upon every Prussian peasant-child as a being who could complain of me before God if I did not provide for him the best education as a man and a christian which it was possible for me to provide." France did not think hei'self dishonored by learning from a nfiU;ion which she had lately conquered; for when, in 1831, she began to provide more fully for the education of her people, she sent the phil- osopher Cousin to Holland and Prussia, to study and report upon the sdiools of those States. Guizot was made Minister of Public In- struction, and held the office from 1832 to 1837. In 1833 the report 8PSEGH OF JAMES A. GABHELD. ^l of Cousin was published, and the educational system of France was established on the Prussian model. No portion of his brilliant career reflects more honor upon Guizot than his five years' work for the schools of France. The fruits of his labors were not lost in the revolutions that followed. The present emperor is giving his best efibrts to the perfection and maintenance of schools, and is endeavoring to make the profession of the teachei more honorable and desirable than it has been hitherto. Through the courtesy of the Secretary of State, I have obtained the last annual report of the Minister of Public Instruction in France, which exhibits the present state of education in that empire. At the last enumeration there were in France, in the colleges and lyoeums, 65,832 pupils, in the secondary schools, 200,000, and in the primary or common schools, 4,720,234. Besides the large amount raised by local taxation, the imperial government appropriated, durmg the year 1865, 2,349,051 francs for the support of primary schools. Teaching is one of the regular professions in France, and the govern- ment offers prizes, and bestows honors upon the successful instructor of children. During the year 1865, 1,154 prizes were distributed to teachers in primary schools. An order of honor, and a medal worth 250 francs, is awarded to the best teacher in each commune. Afler a long and faithful service in his profession, the teacher is retired on half pay, and, if broken down in health, is pensioned for life. In 1865, there were 4,245 teachers on the pension list of France. The Minister says in his report : " The statesmen of France have determined to show that the country knows how to honor those who serve her even in obscurity." Since 1862, 10,243 libraries for the use of common schools have been established, and they now contain 1,117,352 volumes, more than a third of which have been furnished by the imperial government. Half a million text-books are furnished for the use of children who are too poor to buy them. It is the policy of France to afford the means of education to every child in the empire. When we compare the conduct of other governments with our own, we can not accuse ourselves so much of illiberality, as of reck- less folly in the application of our liberality to the support of schools. No government has expended so much to so little purpose. To four- teen States alone we have given, for the support of schools, 83,000 square miles of land ; or an amount of territory nearly equal to two 52 SPEBCn OF JAMSS A. OABFISU). such States as Ohio. But how has this hountiful appropriation been applied ? Tliis chapter in our history baa never been written. No member of this House or the Senate ; no executive officer of the government now knows, and no man ever did know, what disposition has been made of this immense bounty. This bill requires the Commissioner of Education to report to Congress what lands have been given to schools, and how the proceeds have been applied. If we are not willing to follow the example of our &therB in giving, let us, at least, perpetuate the record of their liberality, and preserve its beneficent results. Mr. Speaker : I have thus hurriedly and imperfectly exhibited the magnitude of the interests involved in the education of American youth ; the peculiar condition of affairs which demand at this time, an increase of our educational forces ; the failure of a majority of the States to establish school systems ; the long struggles through which others have passed in achieving success, and the humiliating contrai?t between the action of our government, and those of other nations in reference to education; but I can not close without referring to the bearing of this measure upon the peculiar w^ork of this Congress. When the history of the XXXIX Congress is written, it will be recorded that two great purposes inspired it, and made their impress upon all its efforts, viz : to build up free States on the ruins of slavery, and to extend to every inhabitant of the United States the rights and privileges of citizenship. Before the divine Architect builded order out of chaos. He said, '< let there be light." Shall we commit the fatal mistake of building up free States without expelling the darkness in which slavery shrouded them? Shall we enlarge the boundaries of citizenship and make no provision to increase the intelligence of the citizen ? I share most fully in the a^ipirations of this Congress, and give my most cordial support to its policy ; but I believe its work will prove a disastrous failure unless it makes the schoolmaster its ally, and aids him in preparing the children of the United States to perfect the work now begun. The stork is a sacred bird in Holland, and is protected by public law, because it destroys those insects which would undermine the dikes and let the sea again overwhelm the rich fields of the Nether- lands. Shall this government do nothing to foster and strengthen those educational agencies which alone can shield the coming genera- tion from ignorance and vice, and make it the impregnable bulwark of liberty and law ? SPEECH OF JAME8 A. GAAFIBLD. 63 I know that this measure presents few attractions to those whose chief work is to watch the political movements that relate only to nominating conventions and elections. The mere politician will see in it nothing valuable, for the millions of children to be benefited by it, can give him no votes. But I appeal to those who care more for the future safety and glory of this nation than for any mere tempo- rary advantage, to aid in giving to education the pubUc recognition and active support of the Federal government The final action of the House on the bill was not reached till the 19th of June, when the question being taken by yeas and nays, it was passed by a vote of PO yeas to 44 nays, with the following title and provisions AX ACT TO ESTABLISH A DEPARTMENT OF EDUCATION. Be U enaetedhythe Senate and Hou*e of Representatives of the United State$ of America in Congress assembledy That there shall be established, at the city of Washington, a Department of Education for the purpose of collecting such stati<;tics and facts as shall show the condition and progress of education in the several States and Territories, and of difiusing such information respecting the organization and management of schools and school systems, ana 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 throughout the country. Sec. 2. And be it further enacted. That there shall be appointed by the 1 resi- dent, by and with the advice and consent of the Senate, a Commissioner of Education, who shall be intrusted with the management of the department here- in established, and who shall receive a salary of four thotisand dollars per annum, and who shall have authority to appoint one chief clerk of his depart- ment, who shall receive a salary of two thousand dollars per annum, one clerk who shall receive a salary of eighteen hundred dollars per annum, and one clerk who shall receive a salary of sixteen hundred dollars per annum, which said clerks shall be subject to the appointing and removing power of the Commis- sioner of Education. Sec. 3. And be it further enacted, That it shall be the duty of the Commissioner of Education to present annually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts ana recommendations as will, in his judgment, subserve the purpose for which this department is established. In the first report made by the Commii^sioner of Education under this act there shall be presented a statement of the several grants of land made by Congress to promote education, and the manner in which these several trusts have been managed, the amount of funds arising tcerefrom, and the annual proceeds of the same, as far as the same can be determined. Sec. 4. And be it further enacted. That the Commissioner of Public Buildings is hereby authorized and directed to furnish proper offices for the use of the department herein established. The Bill, in the Senate, was referred to the Standing Committee on the Ju- diciary, who recommended its passage without amendment ; and, after a debate on the 26th of Feb., 1867, on a motion to subititute Bureau for Department, was passed without cUvision on the 1st of March, and signed by the President on the 2d. On the 11th of March, Hbnrt Ba.rna.rd was nominated by President JoHxsoN, on the 16th was confirmed by the unanimous vote of the Senate, and on the 17th entered on the duties of Commissioner of Education. \ Spboai. CnOVLAB, No. t. CIRCULAR RESPECTING NATIONAL LAND GRANTS, FOB EDUCATIONAL PITRPOSBS. XJ. S. Depabtment op Education, Washington, D. C, (Addrened to the Goveraor of each State.) 'Sir ! The Act to establish the Department of Education requires the Com- missioner " to present a statement of the several grants of land made bj Con- gress to promote education, and the manner in which these several trusts have been managed, the amount of funds arising therefrom, and the annual proceeds of the same." As sufficient data can not be obtained here for the required re- port, the Commissioner takes the liberty to apply to you for such statements and printed documents as will enable him to present for your State the 1. Number of acres granted for Public Schools. Number of acres sold. Amount realized from sales. Present capital of School Fund. Annual proceeds thereof in 186 Number of acres unsold. Estimated value of the same. 2. Number of acres granted for University. Number of acres sold. Amount realized from sales. Present capital of University Fund. Annual proceeds tliereof in 186 Number of acres unsold. Estimated value of the same. 3. Number of acres granted for Agricultural and Mechanic Arts Colleges. Number of acres sold. Total amount realized from sales to date. Annual proceeds of the same in 186 Number of acres unsold. Estimated value thereof 4. Number of acres of land granted by Congress to the State for any pur- pose not specified above, which have been applied by the State for educational purposes, specifying object, — acres sold, — amount of funds arising therefrom, — and the annual proceeds thereof Any documents illustrative of the legislation of your State as to the dispo- sition of these lands, or management of the funds, or the application of the income, as well as of the progress of education, especially as eflected by these grants ; and any suggestions as to the modifications of your policy which it might be desirable for new States to consider, will be thankfully received. HENRT BARNARD, Commissioner. P. S. Please state the amount of " U. S. Deposite Fund " or " Surplus Reve- nue" received by your State from the Treasurer of the United States, under the Act of June 23, 1 836, the present annual income of the same, and the educa- tional object, if any, to which it is appropriated. EDUCATIONAL LAM) POLICY OP THE UNITED STATES. The Act establishing the Department of Education makes it the Auty of the Commissioner in his first report " to present a state- ment of the several grants of land made hj Congress to promote edu- cation, and the manner in which these several trnsts have been managed, the amount of funds arising therefrom, and the annual proceeds of the same as far as can be determined." The following account of the Educational Land Policy of the Unitei States, and of the disposition of the Congressional land grants in Minnesota are printed in advance of the report, not only to diffuse information, but to indicate the nature of the statistics that the Depart- ment desires to receive. * The growth of the public sentiment that led Congress to inaugurate the system of land grants for education was gradual. The first set- tlers of Massachusetts and Connecticut from the earliest period set apart lands for schools. In other colonies, before the Declaration of Independence, intelligent men felt the importance of some public pro- vision for the education of the people, as private benevolence was found to be fitful and wholly inadequate. Doctor Samuel Johnson, President of King's (now Columbia) College, in New York city, on April 10, 1762, wrote to Archbishop Seeker — I heg leavo, my Lord, to observe that it is a great pity when patents are granted, as they often are« for large tracts of land no provision is made for religion and schools. I wish, thorelore, instructions were given to our governors never to fjKDt patents for townships or villages or large manors without requiring the patentees to sequester a competent portion for the support of religion and schools. Early in 1784 Georgia, in an act relative to the survey of lauds in the western part of the State, uses this language : And whereas the encouragement of religion and learning is an object of great importance to anj coino^unity, and most tend to the prosperitjr, happiness, and advantage of the same. Be it therefore enacted bif the autkarity aforesaid^ That the county surveyors, immediatelj after the passage of this act* shall proceed to lay out in each county twenty thousand acres of land of the first quality, in separate tracts of five thou- aand acres each, for the endowment of a collegiate seminary of learning. The next year an act establishing a university was passed, a trustee of which was William Houstoun, a member of the Congress of the United States from that State, and one of the committee, as will be seen, 6 66 UNITBD -8TATBS EDUCATIONAL LAND POLICY. that reported a bill with the proyision setting apart a certain portion of land in each township of the western terriUny for school purposes. On the 17th of May, 1784, Mr. Jefiferson, as Chairman of a com- mittee for that purpose, presented to the Congress of the Confederation an ordinance respecting the disposition of public lands. This draft contained no reference to schools or education. On the 4th of March, 1785, another bill for the sale of western lands was introduced, bj whom not stated, and on the ICth was recommitted by Congress to a committee of twelve.* This committee on the fourteenth of April reported " An ordinance for ascertaining the mode of disposing of lands in the western territoiy," which contained the following paragraph : There shall be reserFed the eentnil aeetioQ of every township for the mainte- nance of public schools, and the section immediately adjoining the same to the northward for the support of religiim. The profits arising therefrom in both in- stances to be applied foreyer accoraing to the will of tlM nuyinrity of the male resi- dents of full age within the same. On the twenty-thurd of the same month, Mr. Pinckney, of South Carolina, seconded by Mr. Grayson, of Virginia, moved to strike out ** for the support of religion," and insert ** for religious and charitable uses." Mr. Ellery, of Rhode Island, seconded by Mr. Smith, of New York, moved to amend the amendment by striking out the words " re- ligious and." On the question. Shall the words moved to be struck out stand ? * The committee were Pierce Long, of New Hampshire, Bafiis King, of Mas- sachnsetts, David Howell, of Rhode Island, Wm, S. Johnson, of Connecticut, B. B. Liyingston, of New York, Charles Stewart, of New Jersoj, Joseph Qaidner, of Pennsylyania, John Heniy, of Maryland, Wm. Qrayson, of Virginia, Hogh Wil- liamson, of North Carolina, John Bull, of South Carolina, and Wm. Hoostonn, of Georgia. Bofiis King graduated at Harvard, in 1777. David Howell, bom in New Jersej, graduated at Pjinoeton, in 1766, and was at one time Professor of Mathematics in Brown Univenitj. Wm. S. Johnson, son of Dr. Samuel Johnson, graduated at Yale, 1744, a feOow of the Boyal Sodetj, and lecdved the degree of LL.D. from Oxford, and at a later period President of Columbia College, New York dty. John Heniy graduated at Princeton, in 1769. Hugh Williamson graduated at College of Philadelphia, now UniTersitj of Fennsjlvania, in 1757, and had been Professor of Mathematics therein. B. B. Livingston graduated at King's (now Columbia) College, New York d^, in 1765, and in after life encouraged Fulton in propelling boats by steam, and President of the Academy of Fine Arts. VNITBD 8TATB8 BDUCATIONAL LAND POLICY. 67 The vote was as follows :* AfllBt voting A$e. Nciw Hftoip8hin....Mr. New Hamp8liii«....Mr. Mmwfichosetto Mr. ICanadmaetto Mr. Connectieat Mr. Pauiflylyania ...... Mr. F^BBS^TWB^ ......Mr. DelBware ......... .Mr. Delaware.... Mr yhpnia Mr. Tirginia Mr. Viifpnia Mr. South Carcdina Mr. Georgia Mr. Foster. Long. Hoiton. King. Johnson. Gardner. Henry. Vining. Monroe. Lee. Grayson. Pinckney. HotuUnm. 8UU9 voting A^t. Rhode Island.. .Mr. Ellery. Rhodn Island.. Mr. HowfU. Maryland Mr. McHenry. Maryland Mr. Henry. Maryland Mr. Hindman (aye. ) gtntes divided, Kew York Mr. Smith (ne.) New York Mr. Haring C aye. ) North CanUna.. Mr. Williamson (aye.) North CaroliBft.. Mr. Sitgfeaves (no.) So the qnestioQ was lost and the words were stricken oat. Mr. Elleiy, of Rhode Island, seconded hj Mr. Smith, of New York, now moved to strike out all that which related to setting apart a sec- tion for the support of religion. On the question, Shall the words, " and the section immediately adjoining the same to the northward, for the support of religion," stand t The vote was as follows : 8tat€$ voting No. Rhode Island.. .Mr. Ellery. Rhode Island... Mr. Howeil. Maryland Mr. McHenry. Maryland Mr. J. Henry. Maryland Mr. Hindman (aye. ) 8tnie$ voting Aye. Kew Hampshire Mr. Foster. Kew Hampshire .... Mr. Long. Massachusetts Mr. Hoiton. MassaefaniMtta ...... Mr. King. Connectieat Mr Johnson. Pennsylvania Mr. Gardner. Pennaylrania Mr. W. Henry. Delaware Mr. Vining. Delaware Mr. Bedfbrd, Virginia Mr. Monroe. Virginia Mr. Lee. Virg-'nia Mr. Grayson. South CaroUna Bir. Pinckney. Georgia Mr. Hoostonn. So the question was lost and the words were stricken out. A motion was then made by Mr. Johnson, of Connecticut, and seconded hj Mr. King, of Massachusetts, further to amend the para* graph by inserting after the word " schools '' the following : '* and the section immediately adjoining the same to the northward, for charitable uses ;" which amendment was lost. * Congress, nnder the Articles of Confederation, voted by Statos. To adopt a ■easuie the Tote of seven States was rea aired, and in certain cases nine. The veta of a 8tate was not ooimtad oniess at least two members were prest^nt 8tmte$ divided. New York Mr. Smith (no.) New York Mr. Haring (aye.) North Carolina. .Mr. Williamson (aye.) North Carolina . . Mr. Sitgreaves (no. ) 68 UMIBD STATES EDUCATIONAL LAND POLICY. The vote was as follows : States voting Aye, New Hampshire Mr. Foster. New Hampshire .... Mr Long. Massachusetts Mr. Holton. Massachusetts Mr Ring. Connecticut Mr. Johnson. Delawaie Mr. Vining. Delaware Mr. Bedford. Virginia Mr. Monroe. Virginia.-- Mr. Lee, Virginia Mr Grayson. South Carolina Mr. Pinckney. Georgia Mr. Houstoun. Stais8 voting No. New York Mr. Smith. New York Mr. Haring. Maryland Mr. McHenry. Maryland Mr. J . Henry. Maryland Mr. Hindman (aye. ) States divided. North Carolina. . Mr. Williamson (ayo, ) North Carolina.. Mr. Sitgreaves (no.) Rhode Island... Mr. EUery (no.) Rhode Island.. .Mr. HowtU (aye.) Pennsylvania . . .Mr. Gardner (aye. ) Pennsylyania . . .Mr. W. Henry (no. ) On May 20, 1785, the ordinance as finally amended was passed with the following provision for education : There shall be reserred the lot No. 16 of every township for the maintonaiioe of pubhc schools. The Ordinance of 1787 " for the goyemment of the Territory north- west of the river Ohio" confirmed the provision of 1785, and declared that " religion, morality and knowledge being necessary to good govern- ment and the happiness of mankind, schools and the means of education shall be forever encouraged." A few days after the passage of the Ordinance, regulations were made for the sale of the western territory, and in these it was provided that lot No. 16 in each township should b-3 given perpetually for schools, and that " lot No. 29 in each town- ship, or fractional part of a township, to be given perpetually tor the purposes of religion ;" and, further, that ** not more than two complete townships to be given perpetually for the purposes of a university." The grant of lot No. 29 for the purposes of religion has only been made in two instances — in the case of the Ohio Company, and what is known as the Symmes Purchase. Ohio, and the other western States admitted into the Union during the first half of the present century, received the sixteenth section of every township for the use of schools, in addition to the grant of two townships for universities. The Commissioner of the Land Office, in 1846, and the Secretary of the Treasury, (R. J. Walker,) in 1847, recoipmended an increased grant of lands for school purposes to the new States and Territories. In the first session of the Thirtieth Congress, February 15, 1848, as the question was about being put on the passage of the bill admitting Wisconsin as a State of the Union, the Hon. John A. Rockwell, mem- ber of the House of Representatives from Connecticut, moved an amend- ment giving the thirty-sixth in addition to the sixteenth section in each MINNESOTA LAND POLICY. 69 townsliip for educational uses, whicb was rejected, fifty-eight voting in the affirmative, and eighty in the negative. In the acts establishing territorial governments for Oregon, in An* gust, 1848, and for Minnesota, approved March 2, 1849, it was pro- vided that sections numbered sixteen and thirty-six in each township ehoold be reserved for the use of schools. UNITED STATES LAND GRANTS FOR EDUCATION IN MINNESOTA. As Minnesota was the first State in the valley of the Mississippi to receive twelve haudred and eighty acres in each township, to be employed in training her children for intelligent suffrage, the only Bafegoard for the perpetuity of a republican form of government, it is desirable to trace the steps she has taken in husbanding this pre- cions gift from the nation, and the results of her supervision. When, in 1857, a Convention assembled to form a constitution, pre- paratory to its admission into the Union, an interesting discussion arose as to the wisest course to be pursued in disposing and guard- ing the school lands. The Committee on Education reported a provision that for the next ten years after the ratification of the constitution, the public school lands should ''not be disposed of otherwise than by lease." The Hon. A. E. Ames said : " I deem it proper to state what gov- erned me as Chairman of the Committee having this subject under con- sideration, in inserting that clause. In my opinion, this gift of the (jeneral Government to the fature State of Minnesota for the support of public schools is a sacred gift, which should be taken care of and husbanded in the best manner possible. Looking to the past, I saw how many of the western States having similar grants have disposed . of them almost immediately after assuming the form of State gov- emmeuts, without realizing but a small portion of the amount which they might, with a little care, have realized as a perpetual fund for the support of schools hereafter. * ♦ * ♦ j have said that it is a sacred gift, intrusted to us for our children and our children's children ; if we husband it well, they will ' rise up and called us blessed.' If we squander it away, we shall receive only their curses." Delegates as intelligent and public-spirited as the committee, advocated a differ- ent policy and opposed the incorporation of the clause as to leasing lands, into the constitution. Hon. H. H. Sibley, who became the first (gov- ernor under the State organization, advocated what he thought would be ** carrying out the great democratic idea of bringing down, as near as 70 MINNB60TA LAND POLICY. poBBible, to the people, the dispoeal of these lands.^ He desired that <' the people who live in a particular township should be able to say for themselyes what disposition shall be made of the lands donated to them within their own limits." After considerable time had been passed in considering the report of the committee, a former Territorial Grovemor, Hon. Willis A. Gorman, moved to strike out the sentence that 'Hhe school lands for ten years should not be disposed of other- wise than by lease/' and insert, " and not more than one-third of said lands may be sold in two years, one-third in five years, and one-third in ten years," which amendment was adopted as a compromise. Article eight of the Constitution of Minnesota is as follows : Sec. 1. The stability of a republican form of g^yemment depending mainif upon the intelligence of the people, it shall be the datj of the legiskitare to es- tablish a general and uniform system of public schools. Sec. 2. The proceeds of such lands as are or hereafler may be granted by the United States for the use of schools within each township in this State, shall remain a perpetual school fund to the State, and not more than one-third of said lands may be sold in two years, one-third in five years, and one-third in tenyears ; but the lands of the greatest yalaation shall be sold first: Provided, That no portion of said lands shall be sold otherwise than at public sale. The principal of all funds arising from sales or other disposition of landa or other property granted to this State in each township for eaucational purposes, shall loreyer be preserved inviolate and undiminished; and the income arisiug from the lease or sale of said school lands shall be distributed to the different townships throughout the State, in proportion to the number of scholars in each township between the a^es of five andT twenty-one years, and shall be faithfully ^plied to the specific objects of the origfinal grants or appropriations. BBC. 3. The legislature shall make such provisions, by taxation or otherwise, as with the income arising from the school fund, will secure a thorough and efiicient system of public schools in each township of the State. Sec. 4. The location of the University of Minnesota, as established by existin|^ laws, is hereby confirmed, and said institution is hereby declared to bo the Um- versity of the State of Minnesota. All the rights, immimities, franchises, and endowments heretofore fijanted or conferred, are hereby perpetuated unto the said university, and all Ifl^ds which may be granted hereafter by Congress, or other donations for said university pur^ poses, shiall vest in the institution referred to in this section.*' An act of the Legislature, approved March 10, 1860, made the Chan- cellor of the State University ex officio Superintendent of Public In- struction, but failed to provide a salary for the performance of the da- ties of either ofiice. Notwithstanding this inconvenience, the Chancel- lor immediately proceeded to attend to the interests of public schools. In his first report, dated January 14, 1861, under the head of school lands, he says : During the month of June, 1860, the capital of Wisconsin was visited, and several days passed in interviews with the officers of the State in relation to their land system, its defects, and a better way of conducting the sale of lands. In order that a general idea might be obtained of the present value of our school lands, the following questions were addressed to the Superintendent of Schools in each town. Is there timber ou the school sections t llINlfBSOTA LAND POUCY. 71 To whAt extent T Are the school lands swampj or well drained f Are they watered by springs, creeks, or rivers f Katon of the soil 7 The present highest market price for similar lands t ^ The lowest price for similar lands f Are there settlers on the school lands f Were they there before the snrvey was made f Have any depredations of timber or grass taken place f The answers returned, show that the school lands are among tbe most valuable in the State, and legislation in relation thereto cannot be too careful and de- liberate. Tlie constitntion imposes a healthful check upon those, who for puiposec of private speculation, would nnny a sale of the entire school lands. Grovcrnor Ramsey seconded the friends of education, in preserving the school lands from hasty sale. In his message to the Legislature of 1861, he says : The Constitution provides that the proceeds of the school lands shall oonstitate a perpetual school fund for the State, and that the principal arising from the sales ofsnch lands shall forever be preserved inviolate and nndiminishea. It is the necessary logical implication of the constitutional provision, that the school lands should be administered with a view to the permaneiU iniere$lt§ of the aekoolfiud. It is only by adhering to this as a fundamental principle of legisla- tion, by regarding the school lands not as a temporary source of relief from pre- sent burdens, but as a provision for the permanent interests of education, that we can rightly discharge tne sacred obligations to posterity which this trust imposes upon us, or fitly respond to the elevated and paternal policy of the general govern- ment. There has always been a disposition in the new States to hurry the school l^mds prematurely into market, partly originating in the desire of interested parties to obtain possession of these lands at low prices, and partly from the impatient eager- ness of the pioneer to realize an immediate income therefrom, for tne support of schools. There are, indeed, some plausible reasons why the pioneer should ask that the school lands should be used for his benefit. His are aU the struggles and Erivations incident to the early colonization of the wilderness. By the sweat of is brow are laid the foundations of that wealth which is to ^ield the future reve- nues of the State. The expense and difficulty of maintaining schools in our present sparse and poor settlements, it is speciously alleged, renders local taxa- tion more burdensome and legislative aid more welcome now than at any subse- quent period. It would, perhaps, be difficult to prove that the hardships and poverty of the first settlers in a new State are of such a peculiar character as to constitute a spe- cial claim to enjoy the benefit of the school grant to the prejudice of posterity. And it will not bo overlooked, as against a pretension so greedy in its motive and so subversive in its consequences of the welfare of the State, that if the first settle]^ endures some privations, he also enjoys gpneat advantages which are denied to his snecessora. If 1^ turns the first furrow, he also reaps the richest harvest. He does not accept the rugged lot of the pioneer as a personsJ sacrifice for the good of the State from which he therefore claims a special bounty, but from a shrewd calculation of its prospective benefits to himself. The rapid rise in the value of lands which attends the first staf^es of the growth of new settlements, turns prin- cipally to the advanta^ of the nrst settler, who has had the choice of the best lo- cations ; and that which he is so apt to claim as the tardy fruit of his own toil, more often results, without his agency, from the increase of population and capital anmnd him. With what justice then can the incoming thousands of men who shall complete the social superstructure about him, ana swell the sources of his prosperity, be deprived of the benefits of the enhanced value which they will give the school lands 1 Nor has this policy, which would impoverish the future for the benefit of the present, any support in the sentiment of paternal solicitnde. Our children wa 72 MINNESOTA LAND POLICY. may be snre woald be anything bnt gpratefiil for the benefits of an education pro- cured at the selfish sacrince of the noble heritage of which Providence has made ns the trustees for their benefit, and the benefit of all those that come after them, and will scarcely build monuments to the memory of those men who, to enjoy an immunity from temporary taxation, entailed a treble burden on the education of their posterity for all time to come. I am, however, very far from urging that the school lands shall only be dis- posed of with a view solely to realizing therefrom the largest ultimate fund. Such a principle woald imply an indefinite postponement of the sale of the lands to the prejudice not only of education, bat of all collateral public interests. It is to the general and permanent utility of the fund, and not its mere accumulation as a pe- cuniary investment, that you are to look, and it is for you to judge how far me public interests may be best subserved in the long run by encroaching on the school reserves for the means of education in the infancy of the State. The constitution places no check upon legislative action in this matter, except in the provision that no more than one-third of the school lands shall b« sold in two years, one- third in five years, and one-third in ten years ; and that Ae most valuable shall bo sold first— an obviously insufficient safeguard against improvident le^slation. Xiooking, then, at the ultimate fund to be derived from the school lands as a permanent resource of education for all time to come, it is for you to deciile what this magnificent endowment is to be worth as an instrument of social devtlopment to the unborn millions of the future. The estimate now placed upon it will be the witness to posterity of the loftiness or the meanness of the views which actu- ate us. This estimate will be expressed first of all in the minimum prise which you shall affix to the lands. The question of a minimum, you will perceive, is in fact the cardinal point to be established. There is one general principle in the adjustment of a minimum which, I doubt not, will meet with general concurrence. It should not bo so high as to exclude the present generation from the benefits of the resulting revenue, nor so lo\r as to im- poverish the permanent fund. How, then, shall the permanent interests of the school fund be reconciled with the just claims of the present generation ? The school lands represent not an actual, but a latent and prospective valae, depend- ing upon the general growth of the State for its development Lands that might be sold this year for half a million dollars, would prooably be sold in ten years for three millions. The former sum at seven per cent interest, would yield an annual revenue of $35,000, the latter, of $'210,000. Will the benefits that will accrue to education during the interval between the lower and higher valuation compensate you and your children for a sacrifice of five-sixths of the prospective value of the lands 7 I think not. And surely, looking solely to the interests of the present generation of children, and regarding the period of fifteen years over which our laws assume that the education of youth extends, it would not be a wise economy to provide for the first five years at such an expense to the last ten. But as the fixing of the minimum attainable in the present generation implies some sacrifice of prospective values, where shall the line be drawn? Such a line must, of course, be arbitrary, but I think we are not entirely wi^out data for ap- proximation to a standard which will reconcile the interests of the present and niture on the common ground of the public weal. It is proper to observe that the value of the school lands bears a distinct rela- tion to the density of population. Lands rapidly rise in value under the pressure of immigration, from tne first settlement up to the point of their general occupation, and up to this point the school reserves ought not to be sold. But after the lands become mostly occupied in a given township, experience warrants the assumption that the included reserves have reached a standard of value beyond which the yearly increase will commonly be slow ; and it may then become a matter of public policy that they should be settled upon and improved, and enter into the taxable basis of the State, and thus contribute in another form more to the immediate revenue of the schools and other collateral public Interests than if retained for an adraoced price. It is also worth cx>nsidering that the compactness of neighbor* MINNESOTA LAND POLICY. 73 hood which woald giTe a fair valae to the school lands, is essential to an efficient and economical expenditure of the school revenues. While, therefore, the permanent interest of the school fund, and its useful ex penditure, seem to require that the lands should not be sold till their intrinsic value had become developed by the growth of population around them, public policy demands that they should not be retained to be an obstacle to neighbor- hood, or withheld from cultivation for speculative purposes, after all the lands around them are taken up. These principles, it seems, should regulate the establishment of a minimum price for the school lands. A density of between 25 or 30 persons to the square mile in any given township, would probably imply an average valuation of the included school lands of about eight dollars an acre. In our more thickly settled counties, some of the reserved sections have already attained this average. Beyond this, it is doubtful if the increase in value would compensate for the public loss occasioned by their exclu- sion from settlement. t It is possible, too, that by adopting, at least for the highest grade of lands, a minimum of ;B8 per acre — the old standard in Michigan — a larger fund would be realized in ten or fifteen years than by the loose metnod of appraisal, with a min- imum of $1 25, the system established in Iowa and Wisconsin, under which their splendid grants have become the prey of speculators. If our State advances the next decade as rapidly in population as Iowa, it is scarcely doubtful that some 300,000 acres of school lands will have attained the average value of !$8 per acre, equal to $2,400,000 in all. This is, indeed, greater than the fund derived from the school lands in a similar period in Iowa or Wisconsin, where the lands have been sold at very low rates. But two things should be borne in mind in relation to the results of sales in those States : First, that we have twice the amount of these lands in proportion to our area, and three or four times the aggregate amount ; second, that under the appraisal method of those States the interests of the jfund have been uniiormlly sacrificed to the interests of local combinations. While, therefore, they have managed to get rid of a large amount of lands in a short space of time — which has seemed to be the main object — they have realized onlv a small proportion of their true value to the State. The minimum of $1 25, which the legislatures of those States adopted, shows at how low a rate they prized the national boon« The results of their short-sighted policy ought to be a sufficient warning agiunst the errors of their example. Consiaerably more than half of the school lands have been sold in these States within the last ten years, and the fund realized in each case has been less than two million dollars. It would be mere repetition to say that, under a proper system, nearly the same results might have oeen obtained from a third of the land sold. In Michigan — where a minimum of $8 originally obtained, afterwards reduced to $5 — out of only a million acres of school lands, one-third have been sold in twenty years, with a resulting fund of 1 1 ,613,434. It is worthy of remark, that over $400,000 of this was produced by the sales of the first &ye years, at an average of $7 per acre. Ton will not understand me as attempting to fix a precise valuation for the school lands, but as simply indicating the principles upon which, in my view, the minimum should be adjusted. But while adhering to a high valuation, it will be desirable to facilitate sales by the most liberal conditions consistent with the security of the principal and the prompt payment of the interest. A quarter of the purchase money paid down, with interest on the remainder at seven per cent, for thirty or more years, would probably be considered a better bargain to the pur- chaser than a much lower price, accompanied with those higher rates of interest and restricted time usual in private conveyances. In accordance with the Buggestions of the Governor, a State Land Office was established, the miaimam price of school lands was fixed at five dollars per acre, and sales were required to be in the coanties where the lands were situated. The present terms of payment on 74 MINNESOTA LAND POLICY. school lands are, '' for pine timber lands the whole amount ; for other timber lands, which are chiefly yaloable for the timber thereon, seven- tj-fiFe per cent., to be paid at the time of sale, and all other lands fif- teen per cent., to be paid at the time of sale, and the balance of the purchase-money at any time thereafter, from time to time, within twenty years, at the option of the purchaser, with interest annually in ad- vance, at the rate of seven per cent, per annum on the unpaid balance, payable on the first day of June, or within six days thereafter, in each and every year." The purchase-money received "may be invested in Minnesota bonds (railroad bonds always excepted) or in United States bonds bearing not less than six per cent, interest." The first sales of school lands occurred in the autumn of 1862, at a most unpropitiouB period, many able-bodied citizens having volunteered as soldiers in defence of the nation's honor, and hundreds having abandoned their farms in the frontier counties to escape the tomahawk and scalping-knife of the savage Sioux, while those who expected to settle in the State halted in re^ons supposed to be more secure. The results of the sales in the face of aU these discouragements surprised the most sanguine, and created a fresh interest in popular education. More than thirty-eight thousand acres were disposed of, at a little more than 6^ dollars per acre, as wUl be seen by examining the following Statement of annual sales of school lands. Year. 1862 1863 1864 1865 1866 Total No. of acres. 38, 147. 13 52,293.91 41,476.26 24,211.77 54, 640. 50 210,722.87 Price realized. 1242,531 60 309,777 46 287,264 74 144,915 05 340,290 18 1,324,779 03 Average per acre. $6 35.8 5 92.4 6 92.3 5 96.5 6 22.8 6.28.4 Acres of school land unsold June 1, 1867, 2,775,898. The total permanent school fund of the State» arising from the land grant, on November 30, 1866, was $1,333,161 60. The current school fund distributed in 1866 amounted to 878,519 60, and the number of persons between five and twenty-one, 87,244, making an apportionmeat of ninety cents for each person. The interest on school fund for the year 1867, according to estimate of the Hon. Mark H. Bunnell, State Superintendent of Public In- Btraction, will amount to $117»435. MINNBSOTA LAND POLICY. 15 LAND GRANT FOR TERRITORIAL UNIVERSITY. In February, 1851, the Territorial legislature memorialised for a grant of lands for a Territorial University. On the 19th of February of the same year it was enacted by Congress, says a report of the Begents — "That the Secretary of the Interior be, and he hereby is, authorized and di- reeted to set apart and reflerre from sale oat of the public lands within the Terri- tory of Minnesota, to which the Indian title has been or may bo extinguished, and not otherwise appropriated, a quantity of land not exceeding two entire townships, for the use and support of a university in said Territory, and for no other use and purpose whatever, to be located in legal subdivisions of not less than one entire section." Shortly after this congressional enactment the Regents of the Territorial Univef- sity organized, obtained a site, erected a building thereon, and commenced in- stmction therein — ^the first instance on record ot a Territorial University going into operation at so early a period in the history of a Territory. The Begents also, with the approbation of the Secretary of the Interior, pro- eeeded to select a large portion or the lands granted for the Territorial institution. Subsequentlv they erected a costly edifice and mortgaged it, by virtue of a power granted by the Territoried Legislature of 1856, for $iD,&0, to secure the pavment of certain bonds, and by anot£r act passed in 1858, on the eighth day of March, before the admission of Minnesota into the Union, mortgaged lands that had boon selected by ^e Begents, to secure the payment of a further sum of $40,000 borrowed by the Begents for the Territorial institution. The whole number of acres obtained by act of 1851 is 46,080, of which there has been sold 10,750 for the sum of $52,412. Acrefi misold of the Territorial grant are 35,530. 8TATB UNIVBRSITY LAND GRANT. Governor Marshall, in his last message to the Legislature, alludes to a claim of the State for a land grant for a State University not yet perfected. This daim was first made by the Begents to the Governor, April 5, 1860, in this language : Heretofore Congress has made ffrants to Territories not haviuff organi^d any Universities, and the lands being tree from all prospective incumbrances, the En- abling Acts of Michigan, Wisconsin, and Iowa have used the following similar phraMology : *' Seventy-two sections of land set apart and reserved for the use and support of a universitv, by an act of Congress approved on day of , are hereby granted and conveyed to the State, to be appropriated solely to the use and support of such university in such manner as the legislature may prescribe." The condition of Minnesota being diflferent, so far as a territorial university was concerned, we expect and find different language in the enabling act There is no reference, as in acts alluded to, to previous reserves, but it is prospective. It says, if certain provisions are accepted : **That seventy- two sections of land shall be set apart and reserved for the use and support of a State university to be selected by the^oeem^^ of said State, sub- ject to the approval of the Commissioner of the General Land Office." Although a territorial university had been in existence for years, and the re- gents had selected lands, there is no reference thereto, but the language prescribes selections for a/tUaws State university. 76 MINNESOTA LAND POLICY. Certainly it was not the intention of CongresB to turn oyer the debts and prospect- ively encumbered lands of an old and badly managed territoifal institution, bni to give the State that was to be, a grant for a State university, free from f^ con* nectloDs with territorial organizations. Will you, therefore, take the steps indicated in the enabling act, and appoint, at an early day, some one to select two townships of land for the State university, incorporated by the last legislature ? AGRICULTURAL COLLfiGB LAND GRANT. Under " An act donating public lands to the several States and Ter- ritories which may provide colleges for the benefit of agriculture and the mechanic arts/' approved July 2, 1 862, Minnesota is entitled to 120,000 acres, of which none has been sold. THE FIVE HUNDRED THOUSAND ACRES DUB THE STATE. The five hundred thousand acres due the State hy the provisions of an act of Congress entitled "An act to appropriate the proceeds of the sales of the public lands," etc., approved the fourth day of September, one thousand eight hundred and forty-one, which, by provisions of the Constitutions of Wisconsin, Iowa, Oregon, Kansas, California, and Nevada, are appropriated to educational purposes, do not appear as yet to have been set apart by Minnesota. CONSTITUTIONAL PROVISION RBSPBCTING EDUCATION. 77 1'aBLE I. — Hittorical and statistical data of the United States. [Compfled from Beport of the Commissioner of the Lund OfSce for 1867.] SUtes and Territo- ries. Original States, New Hampshire — Mai^achusetts Rhode Iidand Coonocticiit New York New Jemey Pennsylvania Delaware Maryland Virgiuia — East and North Carolina South Carolina Georgia States admitted. Kentneky Vermont Tennessee Ohio IfOnislana Indiana MIsaiimippi . . . . Illinois Alabama Maine 31i«>K>nri Arkansas Michigan Florida Iowa Texas Wisconsin California Minnesota . . . . Oregon Kftn^wfl ....... Webt Virginia. Nevada Colorado Nebraska Act organizing Territory. Act admitting State. U. S. Statutes. VoL Ord'ceofl787 Mar. 3, 1805 May 7,1800 Apr. 7, 1798 Feb. 3, 1809 Mar. 3, 1817 June 4. 1812 Mar. 2, 1819 Jan. 11, 1605 Mar. 30, 1823 Jane 12, 1838 Apr. 20, 1836 Mar. 3. 1849 Aug. 14, 1848 May 30, 1854 Territories. New Mexico rtah Washington Dakota Arizona Idaho Montana Indian Territory. . Dist of Columbia. Russian purchase . Mar. 2, 18C1 Feb. 28, 1861 May 30. 1854 Sept 9, do . Mar. 2. Mar. 2, Feb. 24, Mar. 3, May 26, 1850 1853 1861 1863 1863 1864 July 16, Mar. 3, 1790 1791 2 2 1 2 3 2 3 2 3 5 9 9 10 12 12 10 9 9 10 12 12 12 13 Page. 331 58 549 514 371 743 493 309 654 235 10 403 323 277 209 172 277 446 453 172 239 664 808 85 130 214 U. S. Sututes. Vol. Feb. 4, Feb. 18, June 1, Apr. 30. Apr. 8, jyec. 11, Dec. 10. D«c- 3, Dec. 14, Mar. 3. Mar. 2, June 15, Jan. 26, Mar. 3, do . Dec. 29, Mar. 3, Sept. 9, Feb. 26, Feb. 14, Jan. 29, Doc 31, Mar. 21, 1791 1791 1796 1802 1812 1814 1817 1818 1819 1820 1821 1&36 1837 1845 1845 1847 1850 1857 1859 1861 1862 1864 Mar. 1, 1867 1 1 1 2 2 3 3 3 3 3 3 5 5 5 5 9 9 9 11 11 12 12 13 13 13 Page. 189 191 491 173 701 399 672 636 608 544 645 50 144 742 742 108 178 452 166 383 126 633 30 32 47 Area in sq. miles. Populat'n in 186D.t 9,280 7,800 1,.3U6 4,750 47,000 8,320 46,000 2,120 11, 124 61,352 50,704 34,000 56,000 37,680 *10, 212 45,600 39.964 *4 1,346 33,8i)9 47,156 *55,410 50,722 *35,000 *65,350 52,198 *56,45l 59,268 55,045 *274,356 53,924 *188,981 83,531 95.274 81,318 23,000 112,090 *104,500 75,995 121,201 88,056 69,994 240, 597 113,916 90,932 143, 776 68,091 ||10m.8q. 577,390 326,073 1,231,066 174, 620 460, 147 3, 880, 735 672,035 2,906,115 112.216 687, 049 1, 596, 318 992.633 703,708 1,057,286 1, 155, 684 315,098 1, 109, 801 2,339,502 708,002 1, 350, 428 791, 305 1,711,951 964.201 628, 279 1, 182, 012 4:15, 450 749.113 140, 425 674,948 604,215 775,881 305,439 173,855 52,465 107,206 :6,857 J34,277 28,841 • §360, 000 11126,990 70,000 * Area taken from geographical authorities and not from public surveys. f Total population in 1800 was 31,500,000 ; estimated in 1867 to be 38,500,000. : To the white population in Nevada should be added 10,507 Indians ; and in Colorado, 3,261 Indians. § As estimated January 1, 1865. 11 That portion of District of Columbia south of the Potomac river was retroceded to Virginia July 9, 1846, (Stat toL 6, p. 35.) H By census of 1867. 78 NATIONAL LAND GRANTS FOR RDUCATIONAL PURPOSES. 8 s^l I I ■f M » ^ _» ^ _ • ^ ■> ^» ak _» _ A ^p Mh ^ • ■» ■( ^» » ^p* ■( ^ •» • » » s s> id li- ^ S li I it I <2 I > 2 I St 9| »8 9 ot 8 S; I- tti 9a s I ^ Si3 f"cf 88$ » Sk «• I"? i 9 8 «8 .Si§§i§iii§i§§§f §§§§§§ a s" i liii OOOOJ >0! ili§§?i§§SI§§i§li 1 8"8"Sf S'8'«'S Sf SS SJS 8f tf S £f {?8'e3 ^^^^^ I 3 I o o 3 "3 « PROVISIONS RESPECTING EDUCATION IN TBS CONSTITUTIONS OF THE SEVERAL STATES. . PRELIMINARY REPORT. Thb following pages contain the provisions of the successive Constitations of the several States, in reference to Education, Literature and Science, together with a series of propositions embracing the cardiniU features of a system of public instruction, which the Constitution might make obligatory on the Legis- lature to establish. HENRY BARNARD, » Commissioner. Department op Education, Washinqton, 1868. REPORT OF COMMISSIONER OF EDUCATION. GONSTITUTIONAIi PROVISION BESPEGTIIVG EDUCATION. PAttB. Circular of Commissioner of Edncmtloiif 79 Edacatiooal Claiue in State Constitutioa, 79 School Codei of the United Bute*, 79 School Document!, 00 Historical Development of Education, 80 School Architecture, 80 Library and Cabinet of Education, 80 System of Educational Exchange, 80 Public Schools in Cities, 80 Index to CoNTsifTfl or Cieculak, ^ 81 CoiltTITUTIOHAL PeoVUIORS, 83 Maisach uietti, 83 C<»necticut, 88 New Uami»hire, 80 Vennont, 90 Maine, • ^ P2 Rhode Island, : •! New York, : « New Jersey, • iH POnntyWania, 93 Delaware, • . • 94 Maryland 97 Virginia, 94 North Carolina, 98 South Carolina, •> 99 Georgia, 99 Kentucky 100 Tennessee, 100 Ohio. 101 Louisiana, 109 Indiana, ; 104 Mississippi, 106 Illinois, 107 Alabama, 10* MisMNiri, : 108 Arkansas, "0 Michigan, "0 Florida, : "« Texas, .....113 Iowa. 'W Wisconsin, ' H' California, 11» Minnesota, HO Oregon, 1*> Kansas, 1*1 West Virginia, 1« Nevada 123 Nebraska, 19* CoiutitytioM revised tn 1867-08. Akbama, ^** Arkansas, '* Florida, '* Georgia, ^* Louisiana, ^^ North Carolina; ^^ 197 South Carolina, Mississippi '*^ Virginia, ^* V. CONSTrrUTIONAl PBOYI8I0N RE8PECTINQ EDUCATION. PACT AJID ABSTRACT OF BAOH OOKSTITUTIOV* State. XaiMchiifletts.. Connecticat.... New Hampshire Vermont. Maine ..J Date. 0 •a £ Rhode Island — HewTork Kew Jersey *• Pennsjlvania Delaware Maryland ViT^^ia Koith Carolina. South Carolina Georgia Kentucky. Tennessee Ohio Louisiana. Indiana . . . Mississippi Illinois 1780 1818 1784 1777 1820 1842 1777 1776 1776 1776 1776 1776 1776 1776 1777 1790 17d6 1802 1812 1816 1817 1818 t §1 1780 1818 1784 1793 1820 1842 1822 1844 17^ 1831 1H64 1851 1776 none. 1798 1850 1835 1802 1845 1816 1817 none. Abstract of present constitational provision. Cambridge University ; duty to cherish literature, arts, science Yale College ; interest of school fund for equal beuefit of all Duty to promote literature, arts, end science Town and county grammar schools Towns at own expense to support schools ; colleges encouraged Schools to be promoted ; school fund not to be borrowed Common school fund ; literature fand ; (25,000 of deposit fund annually ap* Eropriated ool fund not to be borrowed ; income for equal benefit of all Legislature to establish schools and pro- mote arts and science Legislature to establish schools and pro- mote arts and science Superintendent; board of education; school fund Capitation tax on white males , Schools at low prices ; universities Legislature to provide education for the people and endow university Superintendent; each county to have proportion of school fund Principal of school fund inviolate ; com- missioners Schools to be provided by interest of fund and taxation Superintendent; free public schools, university of New Orleans Soperlotendent ; schools equally open to all ; school fund Schools to be encouraged Page. 83 b8 90 90 91 91 92 92 93 94 97 94 98 99 99 100 100 101 102 104 106 107 & CONTENTS. Date. 0 State. Alabama. HiMoari. I 1819 1820 .2 N CS 0 8 1819 1820 ArkaiiBas . Michigan . Florida ... Texas Iowa WiscoDBin Califomia . Minnesota Oregon ... Kansas ... West Virginia. Nerada. Nebraska 1836 1837 1845 1845 1846 1848 1849 1858 1859 J 859 1862 1864 1867 1836 1837 1845 1845 1846 1848 1849 1858 1859 1859 1863 1864 1867 Abstract of present constitutional provision. Schools to be encouraged ; universitj . Superintendent; board of education; separate colored schools ; university and school fund ; no township receives money from school fund unless a school has been taught three months ; new voters after 1866 to read and write... Schools to be encouraged Superintendent; board of education; public schools kept at least three months annually; normal, agricultu- ral, university, and benevolent schools School fund to be kept inviolate Superintendent ; board of education ; school and university fund ; tax levied on colored persons to be used for col- ored schools - , Board of education; school funds and school lands Superintendent; school fund; school li- braries ; towns to raise \>y taxation at least one half the sum annually re- ceived from school fund Superintendent; school and university lands ; public schools to be kept ^ree months each year School fund and lands ; university Superintendent; school land commis- sioners ; university Superintendent : common, normal, agri- cultural, and universitv schools; school lands to be sold oy vote of people Superintendent ; school fund Superintendent; school fund; univer- sity ; tax on property for schools School lands not to be sold for less than $5 per acre 107 108 110 110 112 113 115 117 119 119 120 121 122 123 124 cojisnTunoifAL' provision respecting education. The past and present constitational provisions of the several States of the Union relative to education exhibit the growth of the national sentiment in favor of, and the present strong attachment to, the public school system. In the early reconstruction of political organizations, rendered imperative by a separation from Great Britain, only a few States recognized in their irganic law the necessity of providing for the diffusion of intelligence among the people, and this recognition is expressed in general terms. But within the last half century the con- stitutions of the States, admitted from time to time in the Union, have become more and more emphatic in the declaration, that it is the wisest economy and the highest duty to provide for an efficient and uniform system of public schools. The New England States having incorporated a public school sys- tem with their earliest organizations, in emerging from their colonial condition, had no occasion to provide specially for it in their first State oonstitntions. MASSACHUSETTS. First settlement, 1620. Area 7,800 square miles. POPULATION. 1790 378,717 1800 - 423,245 1810 472,040 1820 523,827 1830 610,840 1840 737,699 1850 994,514 1860 1,231,066 In 1636, six years after the first settlement of Boston, the General Court of the colony of Massachusetts Bay, which met in Boston on the 8th of September, passed an act appropriating iitii- tiofi in the EoglUh language and write his name : prooided, however, that the |tio- vuions of this amendment shall not apply to any person prevented by a phvsicHl disability from complying with its requisitions, nor to any poison w^o now hHS the right to vote, nor to any persons who shall be sixty years of age or upwards at the time this amendment shall take effect. CONNECTICUT. Settled m 1633. Area, 4,674 square miles. POPULATION. 1790 238,141 1800 251,002 1810 262,042 1820 275,202 J830 297,e7& 1840 309,978 1850 370,792 1860 460,147 In the towns of Hartford and New Haven, settled in 1636 and 1638, as well as in towns settled afterwards, the public school was one of tfao earliest subjects of municipal legislatioil in Hartford in 1638, and in New Haven in 1639, as much as the roads and bridges, the support of public worship, and protection against the Indians. In the body of laws for the government of the commonwealth, known as the code of 1650, the provisions for the family instruction of chil • dren, and the maintenance of schools by towns, are identically the same as in Massachusetts, and remained on the statute book, with slight modifications to give them more efficiency, for two hundred years. In the chapter respectfng schools, it is commended to *' every family," which is able and willing, " to give yearly but the fourth part of a bushel of com, or something equivalent thereto, for the advancement of learning by the college at Cambridge;'' which practice was continued until ten of the principal ministers, in 1700, brought each a number of books to found a college in Connecticut. As early as 1701 the system of public instruction in Connecticut BO far matured as to embrace the following particulars : 1 . An obligation on every parent and guardian of children ** not to suffer so much barbarism, in any of their families, as to have a single child or apprentice unable to read the holy word of God, and the good laws of the colony ;" and also *' to bring them up to some lawful call- ing or employment," under a penalty for each offence. 2. A tax of forty shillings on every thousand pounds of ike lists of estates was collected in every town with annual State tax^and payable CONSTITUTIONAL PROVISION RB8PBCT1NG EDUCATION. 89 proportionablj to those towns onlj which should establish their schools according to law. 3. A common school in every town having over seventy families, kept for at least six months in a year. 4. A grammar school in each of the four head connty towns, to fit youth for college. 5. A collegiate school, toward which the General Gonrt made an an- nual appropriation of ,£120. 6. Provision for the religions instnictiou of the Indians. The system, therefore, embraced every family and town, all classes of children and yoath, and all the then recognized grades of schools. There were no select or sectarian schools to classify society at the roots ; but all children were regarded with equal favor, und all brought under the assimilating influence of early associations and similar school privileges. Here was the foundation laid not only for universal education, but for a practical and social equality which has never been surpassed in the history of any other community. In 1795 the legislature, after several years of discussion, set the example of establishing a permanent and irreducible fund, the income of which should be applied to the support of common or public schools, by appropriating for this purpose a portion of the Territory of Ohio, now known as the Connecticut Reserve, because it was reserved by the State for its own use, when it ceded its clnim to the whole national domain beyond, of the same width as its own territory. The colonial charter formed the basis of government until 1818, when a State constitution was adopted, which still exists, article eight of which protects both the college and the school fund. ARTICLE Vin. — OP EDUCATION. Sbc. 1. The charter of Tale College, as modified by agreement with the corpora- tion thereof, in pursuance of an act of the general aseembly, passed in May, 1792, is hereby confirmed. 2. The fond called the aehool fund shall remain a perpetual fund, the inter- est of which shall be inviolably appropriated to the support and encouraf^ement of the public or common schools throughout the State, and for the equal benefit of all the people thereof. The value and amount of said fund slinll, as soou an practi- cable, be ascertained in such manner as the general* assembly may prescribe, pub- lished, and recorded in the comptroller's office ; and no law shall over bo mado Mithorizing said fund to bo diverted to any other use than the encouragement and support of public or common schools among the several school societies, as jus- lice and equity shall require. In 1855 the following amendment to the Constitution was adopted : Every person shall be able to read any article of the Constitution, or any section ef the statutes of this State, before being admitted as an elector. 90 CONSTITUTIONAL PROVISION RBSPECrililG EDUCATION. NEW HAMPSHISE. First settlement made in 1623. Area, 9|280 square miles. POPULATION. 1790 141,899 ]8'.0 183,762 IHIO 214,360 J8J0 244,161 1830 260,338 1840 284,574 1850 3J7,796 1800 326,073 First constitution was adopted in 1784, in which there is the follow- ing provision relative to the encouragement of literature : ENCOURAOEMENT OF LITERATURE, ETC. Knowledge and learning, ^enerallj diffused through a communitj, being essen- tial to the preservation of a free government ; and spreading the opportunities and advantages of education through the various parts of the country, bein^ highly couducive to promote this end, it shall be the duty of the legislators and magiA- t rates, in all future periods of this government, to cherish the interests of litera- ture and the sciences, and all seminaries and public schools, to encourage private and public institutions, rewards and immunities for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and natural history of the coun- try ; to countenance and inculcate the principles of humanity and general benevo- lence, public and private charity, industry and economy, honesty and punctuality, sincerity, sobriety, and all social affections and generous sentiments, among the people. This article in substance appears to have been copied from the con- stitution of Massachusetts, the alterations being only verbal. In the constitution of 1792, which still exists, it was inserted without change. VERMONT. Settled 1724-'31. Area, 9,056 square miles. Admitted as one of the United States of America in 1791. POPULATION. 1790 85,416 1800 162,101 1810 217,713 1820 235,764 1830 280,652 1840 291,948 1850 314,120 1860 315,098 The first constitution was formed in 1777, and the second in 1793, which is still in force, article forty-one of which declares — Laws for the encouragement of virtue and prevention of vice and immoral- ity ought to be constantly kept in force, and duly executed ; and a competent num- ber of schools ought to be maintained in each town, for the convenient instruction of youth, and one or more grammar schools be incorporated and properly sup- ported in each county in this State. And all religious societies or bodies of men, that may be hereafter united or incorporated for the advancement of religion and learning, or for other charitable purposes, shall be encouraged and protected in the cDJoyment of the privileges, immunities, and estates which they in justice ought to enjoy, under such regulations as the general assembly of this State shall direct. CONSTITUTIONAL PROVISION RESPECTING EDUCATION. 91 MAINE. Settled in 1624. Area, 31,766 square miles. Admitted into the Union in 1820. POPULATION. 1790 96,540 1800 151,719 1810 228,705 1820 298,335 1830 399,455 1840 501,793 1H50 583,169 1860 628,279 The constitution adopted in 1820 has an article relating to UTEBATURE. A general diffusion of the advantages of edacation being essential to the pres- enration of the rights and liberties of the people, to promote this important ob- ject the legislatore is authorised, and it shall be its duty, to require the several towns to make suitable provision, at their own expense, for the support and main- tenance of public schools ; and it shall further be their duty to encourage and suit- ably endow, from time to time, as the circumstances of the people may authorize, all academies, colleges, and seminaries of learning within the State : Provided, That no donation, gprant, or endowment shall at any time be made bv the legisla- ture to any literary institution now established, or which may^ hereafter be estab- lished, unless at the time of making such endowment the legislature of the State shAll have the right to grant any further powers to alter, limit, or restrain any of the powers vested in any such literary institution as shall be judged necessary to promote the best interests thereof. BHOD£ ISLAND. Settled in 1631. Area, 1,306 square miles. POPULATION. 1790 69,110 IbOO 69,J22 1810 77,031 1H20 83,059 1830 97,199 1840 108,130 1850 147,545 1860 174.680 The colonial charter remained in force until 184?, when a consti- tation was adopted hy the people. The provision relative to edacation is as follows : ARTICLE Xn.— OF EDUCATION. 8ec. 1. The diffusion of knowledge ns well as of virtue among the people being essential to the preservation of their rights and liberties, it shall bo the duty of tho Greniral Assembly to promote public schools, and to adopt all means which they may deem necessary and proper to secure to the people the advantages and oppor- tunities of education. 2. The money which now is, or which may hereafter be, appropriated by law for the establishment of a permanent fund for the support of public schools, shall be securely invested and remain a perpetual fund for tnat purpose. 3. All donations for tho support of public schools, or for other purposes of educa- tion, which may be received by the General Assembly, shall be applied according to the tenna prescribed by the donon. 92 CONSTITUTIONAL PROVISION BESPBCTINO EDUCATION. 4. The General Assembly shall make all neeessaiy provisions by law for canying this article into effect. They shall not divert said money or fond from the afore- said uses, nor borrow, appropriate, nor use the same, or any part thereof for anj other pnrpose, under any pretence whatever. NEW YORK. Settled in 1609 hj the Dutch. Area, 46,000 square miles, POPULATION. 1790 340,120 1800 586,756 1810 959,049 1820 1,372,812 1830 1,918,608 1840 2,428,921 1850 3,007,394 1860 3,880,735 The first constitution was adopted in 1777, in which is no reference to schools; the second, in 1822, in which it was provided in article seventh, section five, that— '' The proceeds of all lands belonging to this State, except such parts tJiereof as may be reserved or appropriated to public use, or ceded to the United States, which shall hereafter be sold or disposed of, shall remain a perpetual fund, the interest of which shall be inviolabl7 appropriated and applied to the support of common schools.'* The third constitution was adopted in 1846, and the provision therein for education is comprised in article ninth. Sec. 1. The capital of the common school fund, the capital of the literature fiind, and the capital of the United States deposit fund, shall be respectively pre- served inviolate. The revenues of the said common school fund shall be applied to the support of common schools ; the revenues of the said literature fund shall be applied to the support of academies, and the sum of twenty-five thousand dollars oi the revenues of the United States deposit fund shall each year be appropriated to and made a part of the capital of the said common school fund. NEW JERSEY First settlement in 1627. Area, 8,320 square miles. POPULATION. 1790 184,139 1800 211,549 1810 245,555 1820 277,577 1830 320,823 1840 37:J,306 1850 489,555 1860 672,035 The first constitution was adopted in 1776, and the second in 1844, in which is this provision for education : SECTION VII.— ARTICLE 6. The fund for the support of free schools, and all money, stock, and other prop- erty which may hereafter be appropriated for that purpose, or received into th« treasury under the provision of any law heretofore passed to augment the said fund should be securely invested, and remain a perpetual fund ; and the income hereof, except so much as it mi^ bo judged ezvedinnt. to apply to an increase of CONSTITUTIONAL PROVISION BBSPECTING EDUCATION. 93 the capital, shall be annually appropriated to the support of public schools, for the equal benefit of all the people of the State ; and it shall not be competent for the Lieg^Iatiire to borrow, appropriate, or use the said fund, or any part thereof, for any other purpose, under any pretence whatever. PENNSYLVANIA. Settled hy the Swedes in 1631. Area, 4G,000 square miles POPULATION. 1790 434,373 1800 602,361 1810 810,091 1820 1,049,058 1830 1,348,233 1840 1,724,033 1850 2,311,786 1860 2,906,215 First constitation was adopted in 1776. The second, in 1790, in which the snhject of education was recognized, contains two brief see- tions on the subject, under ARTICLE m. Section 1. The legislature shall, as soon as conveniently may be, provide by law for the establishment of schools throughout the State, in such manner that the poor may be taught gratis. Section 2. The arts and sciences shall be promoted in one or more seminaries of learning. In the convention of 1838, Mr. Bedford, of Luzerne, offered an amendment to the provision of the constitution of 1790, so that it would read — "The legislature shall continue to provide hy law for the establish- ment of common schools throughout the State in such a manner that all persons residing therein may enjoy the benefits of education." The following remarks were made at the time of offering the reso- lution : *' I am aware that many gentlemen who occupy seats upon this floor deem such a constitutional provision unnecessary, because, as they assert, the legislature may at any time make suitable enactments upon the subject. But the law that is passed this year may be repealed the next; so that our school system, which is the basis of the intelligence of the people, must be liable to change with the political policy of our law makers, and thereby be liable to perpetual fluctuation and enact- ments, etc" At that time there was not the interest in popular education in Penn- sylvania that now exists, and the amendment was not carried ; and the constitution of 1838 on the subject of education has the same language as that of 1790. 94 CONSTITUTIONAL BOVISION RBSPBCTINO EDUCATION. DELAWARE. Settled in 1627. Area, 2,120 square miles. POPULATION. 1790 59.096 1800 64,273 1810 72,674 1820 72,749 1830 76,748 1840 78,085 la^O 91,532 1860 112,21G In the first constitntion, adopted 1776, there is no provision for education ; bat as amended in 1831, the Legislature is instructed " to provide bj law " *' for establishing schools, and promoting arts and sciences." VIRGINIA, Settled in 1607. Area, 38,352 square miles. POPULATION. CensuB, White. Free colored. Slaves. TotaL 1790 4^2,115 514,280 551,534 603, 087 694, 300 740, 858 894, 800 1,047,411 12,766 30,124 30, 570 36,889 47,348 49,852 54,332 58,042 293,427 345,796 392, 518 425, 153 469,757 449,087 472, 529 490,865 • 748,308 680,200 J800 1810 974,622 1820 1,065,129 1,211,405 1830 1840 1,239.797 la^o 1, 422. 661 1860 1,^96, 318 Previous to the Revolution, the public school system had not obtained root beyond the limits of the eastern States. The township and district school organizations of New England had, however, excited the admira- tion of Wythe, Jefferson, and other eminent Virginia statesmen. Patrick Henry wrote to John Adams : " It shall be my incessant study so to form our portrait of government that a kindred with New England may be discerned in it; and if all your excellencies cannot be preserved, yet I hope to retain so much of the likeness that posterity shall pronounce us descended from the same stock.*' Richard Bland Lee, at a later period, on the floor of Congress, spoke of " the forefathers of New England, who have established the wisest institutions for the perpetuation of human liberty and human happiness the world has seen." * Debate on Madison's resolutions, Jan. 20, 1794. Such views having been cordially entertained, it was not surprising that Jefferson, as one of those appointed by Virginia, after the Declara- * Wanaoy's Exeandon to the United States. 1794. CONSTITUTIONAL PROVISION RB8PBCTIN0 KDDCATlON. 95 tioD of Independence bj the Oolonies, to prepare a code of laws adapted to the altered condition of that commonwealth, should strive to introdace the New England system of common schools. The year that the first constitntion was formed, a committee was appointed to prepare a code of laws adapted to the altered condition of aflEairs. In 1779 Wythe and Jefferson made a report, in which was a full chapter from the pen of Jefferson on public schools. The captron was^— A BILL for the more general diffusion of knowledge. Section 1. Whereas it appeareth that however certain forms of government aie better calculated than otners to protect individufUs in the free exercise of their natural rights, and are at the same time themselves better guarded against degen- eracy, vet experience hath shown, that even under the best forms those intrusted with power have in time, and by slow operations, perverted it into tyranny ; and it is believed that the most effectual means of preventing this would be to illumi- nate, as far as practicable, the minds of the people at large, and more especially to give them knowledge of those facts which historv exhibiteth, that, possessed thereby of the experience of other ages and countries, they may be enabled to know ambition under all its shapes, and prompt to exert their natural powers to defeat its purposes ; and whereas it is generally true that the people will be happiest whose laws are best, and are best £uiministered, and that laws will be wisely formed and honestly administered in proportion as those who form and administer them are wise and honest ; whence it becomes expedient for promoting the public hap- piness, that those persons whom nature hath endowed with genius and virtue should be rendered, by liberal education, worthv to receive, and able to guard the sacred deposit of the rights and liberties of their fellow-citizens, and that they should be called to the cnarge without regard to wealth, birth, or other accidental condition or circumstance. But the indigence of the greater number, disablinj^ them from so educating at their own expense those of their children whom nature hath fitly formed and disposed to become useful instruments of the public, it is better that such should be sought for and educated at the common expense of all, than that the happiness of all should be confided to the weak or wicked. The succeeding sections provided that each county should he divided in convenient districts for pnhlic schools. "At every one of these schools," in the language of the hill, "shall be taught reading, writing, common arithmetic; and the books which shall be used therein for in- Btmcting the children to read shall be such as will, at the same time, make them acquainted with Grecian, Roman, English, and American history." It was also provided that over every ten of these schools an over- seer should be appointed annually, by the aldermen, to select teachers, to visit the schools, to direct in the choice of reading books, and super- intend the teachers. The superintendents were to meet in convention, and establish at central points a certain number of grammar schools, in which were to be taught Latin, Greek, grammar, geography, snd higher arithmetic. The most needy and meritorious scholar from a grammar school district was to be educated at the expense of the State, and one scholar 7 96 COxNSTITUTIONAL PROVISION RB8FBCTING EDUCATION. v/ci3 to be selected from the gnimmar schools to be educated gratuitously at college. Five years after the bill in manuscript was presented, it was printed by order of the assembly of 1784. Jefferson says: ''One provision of the bill was that the expenses of the schools should be borne by the inhabitants of the county, every one in proportion to his general tax rate. This would throw on wealth the education 'Of the poor." In 1796 the assem'bly acted iin a per- petual fund, on which the Stat« shall pay an annual interest of six per centum ; which interest, together with all the rents of the unsold lands, shall oe appropri- ated to the support of such schools ; and this appropriation shall remain inviolable. Art. 136. AH moneys arising from the sales which have been, or may hereafter be, made of any lands heretofore granted by the United States to this State, for the use of a seminary of learning, and from any kind of donation that may here- after be made for that purpose, snail be and remain a perpetual fund, the interest of which, at six per cent, per annum, shall be appropriated to the support of a seminary of learning for the promotion of literature and the arts and sciences, and no law shall ever be made diverting said fund to any other use than to the estab- lishment and improvement of said seminarr of learning. Art. 137. An university shall be established in the city of New Orleans. It shall be composed of four faculties, to wit : One of law, one of medicine, one of the natural sciences, and one of letters. Art. i*.3H. It shall be called the ** University of Louisiana," and the Medical College of Louisiana, as at present organized, shall constitute the faculty of med- icine. Art. 139. The legislature shall provide by law for its further organization and government, but shall be under no obligation to contribute to the establishment or support of said university by appropriations. The coQstitntion of 1S52, in title eight, in these words provides : title vin.— public education. Article 135. There shall be elected a superintendent of public education, who shall hold his office for the term of two years. His duties shall be prescribed by law, and he shall receive such compensation as the legislature may direct : Provided^ That the general assembly shall have power, by a vote of the majority of the mem- bers electbd to both houses, to abolish the said office of superintendent of public edoeation, whenever in their opinion said office shall be no longer necessary. 136. The general assembly shall establish free public schools throughout the State, and shall provide for their support bv general taxation on property or other- wise; and all moneys so raised or provided shall be distributed to each parish, in proportion to the number of free white children between such ages as shall be fixed oj the general assembly. 137. The proceeds ot all lands heretofore gpranted bv the United States to this State fot the use or support of schools, and of all lands which may hereafter be granted or bequeathed to the State, and not expressly granted or bequeathed for any other purpose, which hereafter may be disposed of oy the State, and the pro- ceeds of the estates of deceased persons to which the State may become entitled by law, shall be held by the State as a loan, and shall be and remain a perpetual fund, on which the State shall pay an annual interest of six per cent. ; which in- terest, together with the interest on the trust funds deposited with this State by the United Srates, under the act of Congress approved June 23, ld3(i, and all the ictits of tbe unsold iands, shall be appropriated to the support of such bchoolo ; and this appropriaiiuu shall remain inviolable. 104 CONSTITUTIONAL PBOVISION RBSPBCTINO BDUCATION. 138. All moneys arising^ from the sales wbich have been, or may hereafter bei» made of any lands heretofore gpranted by the United States to this State for the use of a seminary of learnin&f, and from any kind of donation that may hereafter be made for that purpose, shall be and remain a }>erpetual fund, the interest of which, at six per cent, per annum, shall be appropriated to the support of a sem- inary of learning, for the promotion of literature and the arta and sciences ; and no law shall ever be made diverting said fund to an;^ other use than to the estab- lishment and improvement of said seminary of learning. 139. The University of Louisiana, in New Orleans, as now established, shall be maintained. 140. The legislature shall have power to pass such laws as may be necessary for the further regulation of the university, ana for the promotion of literature and science, l^ut shall be under no obligation to contribute to the support of said uni- versity by appropriations. The constitution of 1864 has the following : TITLE ZL— PUBLIC EDUCATION. Article 140. There shall be elected a superintendent of public education, who shall hold his office for the term of four years. His duties shall be prescribed by law, and he shall receive a salary of four thousand dollars per annum until other- wise provided by law : Provided^ That the general assemoly shall have power, by a vote of a majority of the members elected to both houses, to abolish the said office of superintendent of public education whenever, in their opinion, said office shall be no lonspr necessary. Art. 141. The legislature shall provide for the education of all children of the State, between me ages of six and eighteen years, by maintenance of free public schools by taxation or otherwise. Art. 142. The general exerdses in the common schools shall be conducted in the English language. Art. 143. A university shall be established in the city of New Orleans. It shall be composed of four faculties, to wit : One of law, one of medicine, one of the natural sciences, and one of letters. The legislature shall provide by law for its organization and maintenance. Art. 144. The proceeds of all lands heretofore granted bv the United States to this State for the use or purpose of the public schools, and of all lands which may hereafter be granted or bequeathed for that purpose, and the proceeds of the estates of deceased persons to which the State may become entitled by law, shall be and remain a perpetual fund, on which the State shall pay an interest of six per cent. ; which interest, together with the interest of the trust fund, deposited with the State by the United States under the act of Congress approved Juue 23, 1836, and all the rents of unsold lands, shall be appropriated to the purpose of such schools ; and this appropriation shall remain inviolable. Art. 145. All moneys arising from the sales which have been, or ma^ here- after be, made of any lands heretofore granted by the United States to this State for the use of a specific seminary of learning, or from any kind of donation that may hereafter be made for that purpose, shall be and remain a perpetual fund, the interest of which, at six per cent, per annum, shall be appropriated to the Sromotion of literature and the arts and sciences, and no law soall ever be made ivertiDg said fund to any other use than to the establishment and improvement of said seminary of learning, in such manner as it may deem proper. Art. 146. No appropriation shall be made by the legislature for the support of any private school or institution of learning, but the highest eucouragement shall be granted to public schools throughout the State. INDIANA. Settled in 17.30. Area, 33,809 equare miles. Admitted into the Union in 1816: ' coNSTrrimoNAL provision rbspbctino education. 105 POPULATION. 1840 685,866 1850 988,410 1860 1,350,4-29 1800 4,875 1810 46,365 1820 147,178 1830 343,031 The first constitution was adopted in 1816 ; article ninth of which pertained to EDUCATION. Secti(»n 1. Enowledg^e and leaniin|r ^enprallj diffused through a commnnity being essential to the preaeryation of a fr^e goveniment, and apreading the op- portunities and adrantages of ednuution through the various parts of the country oeing highly conducive to this end, it shall be the duty of' the general assembly to provide by law for the improvement of such lands as are, or hereafter may bey ffranted by the United States to this State for the use of schools, and to apply any rands which may be raised from such lands, or from any other quarter, to the ac- complishment of the grand object for which they are, or may be, intended. But no lands granted for the use of schools or seminaries of learning shall be sold by authority of this State prior to the year eighteen hundred and twenty ; and the moneys which may be raised out of the sale of any such lands, or otherwise ob- tained for the purposes aforesaid, shall be, and remain a fund, for tne exclusive purpose of promoting the interest of literature and the sciences, and for the sup- port of seminaries and public schools. The general assembly shall from time to time pass such laws as shall be calculated to encouraee intellectual, scientific, and agricultural improvements, by allowing rewards and immunities for the pro- motion and improvement of arts, sciences, commerce, manufactures, and natural history, and to countenance and encourage the principles of humanity, industry, and morality. Section 2. It shall be the duty of the general assembly, as soon as circum- stances will permit, to provide by law for a general system of education, ascend ing in a regular gradation from township schools to a State university, wherein tuition shall be gratis, and equally open to all. Secttion 3. And for the promotion of such salutary end the money which shall be paid as an equivalent by persons exempt from militia dutv, except in times of war, shall be exclusivelv and iu equal proportion applied to the support of county seminaries. Also, all nnc's assessed for any breach of the penal laws shall be applied to said seminaries in the counties wherein they shall be assessed. Section 4. It shall be the duty of the general assembly, as soon as circum- stances will permit, to fdrm a penal code, founded on the principles of reforma- tion and not vindictive justice ; and also to provide one or more farms, to be an asylum for those persons who by reason of age, infirmity, or other misfortunes, may have a claim upon the aid and beneficence of society, on such principles tluit such persons may therein find employment and every reasonable comiort, and loso, by their usefulness, the degrading sense^of dependence. Section 5. The general assembly, at the time the^ lay off a new county, shall cause at least ten per cent, to oe reserved out of the sales of town lots in the seat of justice of such county, for the use of a public library for such county, and at the same session they snail incorporate a library company, under such rules and regulations as will best secure its permanence, and extend its benefits. The second constitntion was adopted in 1851, and has a Ml article on education : article vni.— education. Sec. 1. Knowledge and learning generally diffused throughout a community be- ing essential to the preservation of a free government, it shall be the dutv of the general aasenibly to encourage, by all suitable means, moral, intellectual, scien- 106 CONSTITUTIONAL PROVISION RBSPBCTING EDUCATION. tific, and aj^ricaltural improTement, and to provide bjlaw for a general and uni- form system of common schools, wherein tuition shall be without charge, and equally open to all. 2. The common school fund shall consist of the congressional township i«nd and the lands belonging thereto ; . The suiplus revenue fund ; The saline fund, and the lauds belonging thereto; The bank tax fund, and the fund arising from the one hundred and fourteenth section of the charter of the State Bank of Indiana ; The fund to be derived from the sale of county seminaries, and the moneys and property heretofore held for such seminaries ; from the fines assessed for breaches of the penal laws of the State; and from all forfeitures which may accrue; All lands aod other estate which shall escheat to the State for want of heirs or kindred entitled to the inheritance; All lands that have been, or may hereafter be, granted to the State, where no special purpose is expjressed in the grant, and the proceeds of the sales thereof, in- cluding the proceeds of the sales of the swamp lands granted to the State of In- diana by the act of Congress of 2^th September, IdoO, afler deducting the ex- pense ot selecting and draining the same ; Taxes on the property of corporations that may be assessed for common school purposes. 3. The principal of the common school fund shall remain a perpetual fund, which may be increased, but shall never be diminished ; and the income thereof shall be inviolably appropriated to the support of common schools, and to no other purpose whatever. 4. The general assembly shall invest, in some safe and profitable manner, all such portions of the common school fund as have not heretofore been intrusted to the several counties ; and shall make provision by law for the distribution among the several couniics of the interest thereof. 5. If any county shall fail to demand its proportion of such interest for com- mon school purposes, the same shall be reinvested for the benefit of such county. 6. The several counties shall be held liable for the preservation of so much of the said fund as may be intrusted to them, and for the payment of the annual in- terest thereon. 7. All trust funds held by the State shall remain inviolate, and be faithfully and exclusively applied to the purposes for which the trust was created. 8. The general assembly shall provide for the election, by the voters of the State, of a state superintendent of public instruction, who shall hold his office for two years, and whose duties and compensation shall be prescribed by law. MISSISSIPPI. Settled in 1716. Area, 47,156 square miles. Admitted as a State in 1817. . POPULATION. Census. 1600 1810 1820 1830 1840 18&0 1860 White. 5,179 2:5,024 42, 176 20,443 179,074 295,7)8 353,901 Free colored. 182 240 458 519 1,366 930 773 Slaves. 3,489 17,088 32, 814 65,659 195, 211 309,878 436, 631 Total. 8,850 40,352 75, 448 136,621 375,651 606,526 791,305 CONSTITUTIONAL PROVISION RBSPBCTINO RDUCATION, 107 Adopted a constitution in 1817, amended in ] 832 and in 1865. Sec- tion fourteenth, article seventh, is in this language : 14. Beligion, morality, and knowledge beinfi^ necessary to good government, the preservation of liberty, and the happiness of mankind, schools, and the means of education, shall forever be encouraged in this State. ILLINOIS. Settled in 1720. Area, 55,409 square miles. Admitted into the Union in 1818. POPULATION. J810 12,284 1820 55,210 1830 157,445 1840 476,183 1850 861,470 1860 1,711,951 The first constitution was adopted in 1818, and the second in 1847, neither of which contains any provision relative to education. ALABAMA. Originally a part of Georgia. Area, 46,000 square miles. Admitted into the Union in 1819. POPULATION. Census. 1820 1830 1840 1850 1860 : Whites. 85, 451 190,406 835,185 426,514 526, 431* Free colored. 571 1,572 2,039 2,265 2,690 Slaves. 41,879 117,549 253,536 343, 844 435, 089 Total. 127,901 309,527 590, 753 771,623 964,201 The constitution of 1819, which was in force in 1860, makes the following provision relative to EDUCATION. Schools and the means of education shall forever be encouraged in this State ; and the general assembly shall take measures to preserve from unnecessair waste or damage such lands as are, or hereafter maj be, granted by the United States for the use of schools within each township in this State, and appi^ the funds which mav be raised from such lands in strict conformity to the object of such grant. The general assembly shall take like measures for the improveiyent of such lands as have been, or may be hereafter, granted by the United States to this State for the support of a seminary of learning ; and the moneys which may be raised from such lands, by rent, lease, or sale, or from any other quarter, for the purpose aforesaid, shall be and remain a fund for the exclusive support of a State university, for the promotion of the arts, literature, and the sciences ; and it shall be the duty of the general assembly, as early as may be, to provide effectual means for the improvement and permanent security of the funos and endowments of such institution. The Constitution of 1865 retains this provision. 108 CONSTITUTIONAL PROVISION RB8PBCTINO BDUCATION. The constitution of 1865 indudes the ahove pzoyision, making it imperative on the Legislature " to enact necessary and proper laws for the encouragement of schools and the means of education." MISSOURL Settled in 1763. Area 67,380 square miles. Admitted into the Union in 1820. POPtaATION. Censofl. 1810 1820 1830 1840 1850 1860 White. 17,227 55,988 114,795 323,888 592, 004 1,063,509 Free colored. 607 376 569 1,574 2,618 3,572 Slaves. Total. 3,011 10,222 25,091 58,240 87,422 114,931 20,845 66,586 140,455 383,702 682,044 1,182,012 The constitution adopted in 1820 devotes article sixth to education : ARTICLE VI.— OP EDUCATION. Section. 1. Schools, and the means of edacation, shall forever be encouraged in this State ; and the general assembly shall take measures to preserve from waste or damage such lands as have been, or hereafter ma^ be, granted bj the United States for the use of schools within each township in this State, and shall apply the funds which may arise from such lands in strict conformity to the object of the grant. One school, or more, shall be established in each township, as soon as practicable and necessary, where the poor shall be taught gratis. Sec. 2. The general assembly shall take measures for the improvement of such lands as have been, or hereafter may be, granted by the United States to this State for the support of a seminary of learning; and the funds accruing from such lands by rent or lease, or in any other manner, or which may be obtained from any other source, for the purposes aforesaid, shall be and remain a permanent fund to support a university for the promotion of literature and of the arts and sciences ; and it shall be the duty of the general assembly, as soon as may be, to provide effectual means for the improvement of such lands, and for, the improvement and perma- nent security of we funds and endowments of such institution. The constitution of 1S66 has the following : article IX.— education. Section 1. A general diffusion of knowledge and intelligence being easential to the preservation of the rights and liberties of the people, the General Assembly shall establish and maintain free schools for the gratuitous instruction of all per sons in this State between the ages of five and twenty-one years. 2. Separate schools may be established for children of African descent. All funds provided for the support of public schools shall be appropriated in propor* tion to the number of chilaren, without regard to color. 3. The supervision of public iustructioa shall be vested in a Board of Edaca- tion, whose powers and duties shall be prescribed by law. A Superintendent of Public Schools, who shall be the president of the board, shall be elected by the qualified voters of the State. He shall possess the qualifications of a Stake Seoa- CONSTITUTIONAL PB0VI8I0N RB8PBCTINO EDUCATION. 109 tor, aad hold his office for the term of fonr yean, and shall perfonn such duties and receive snch compensation as may be prescribed by law. The Secretary of State and Attorney General shall be ex oficto members, and with the Superintendent oompoae said Board of Education. 4. The General Assembly shall also establish and maintain a State University, with departments for instruction in teaching, in agriculture, and in natural sci- ence, as soon as the public school fiind will permit. 5. The proceeds of all lands that have been or hereafter may be granted by the United States to this State, and not otherwise appropriated by this State or the United States ; also all moneys, stocks, bonds, lands, and other prooerty now be- longing to any fund for purposes of education ; also the net proceeos of all sales of lands and other property and efiects that may accrue to the State by escheat, or from sales of estrays, or from unclaimed dividends, or distributive shares of the estates of deceased nersons, or from fines, penalties, and forfeitures ; also anj proceeds of the sales or public lands which may have been or hereafter may be paid oyer to this State (if Congress will consent to said appropriation ; ) also all other grants, gifts, or devises that have been or hereafter may be made to this State, and not otherwise appropriated by the terms of the grant, gift, or devise, shall be seeorely invested and sacredly preserved as a public school fund, the annual income of which fund, together with so much of the ordinary revenue of the State 4IS may be necessary, shall be faithfully appropriated for establishing and main- taining the free schools and the university in the article provided for, and for no other uses or purposes whatever. 6. No part of the public school fund shall ever be invested in the stock or bonds or other obligations of any State, or of any county, city, town, or corporation. The stock of the Bank of the State of Missouri, now held for school purposes, and all other stocks belonging to any school or university fund, shall be sold in such man- ner and at such time as the General Assembly shall prescribe ; and the proceeds thereof, and the proceeds of the sales of any lands or other property which now belong or may hereafter belong to said school fund, may be invested in the bonds of the United States. All county school frmds shall be loaned upon good and un- incumbered real estate security, with personal security in addition thereto. 7. No township or school district shall receive any portion of the public school fund, unless a fipee school shall have been kept therein for not less than three months during the year for which distribution thereof is made. The General Assembly shall have power to require by law that every child of sufficient mental and phys- ical ability shall attend the public schools during the period between the ages of five and eighteen years for a term equivalent to sixteen months, unless educated by other means. 8. lu case the public school fund shall be insufficient to sustain a free school at least four months in every year, in each school district in this State, the Gen- eial Assembly may proviae by law for the raising of such deficiency by levying a tax on all the taxable property in each oounty, township, or school district as they may deem proper. 9. The General Assembly shall,so far as it can be done without infringing upon vested rights, reduce all lands, moneys, and other property used or held for school purposes, in the various counties of this State, into toe public school fund herein provided for ; and, in making distribution of the annual income of such fund, shall take into consideration the amount of any county or city funds appropriated for «connBon school, purposes, and make such distribution as will equalize tne amoam Appropriated for common schools throughout the State. ARTICLE n. Section 19. After the first day of January, one thousand eight hundred and sixt^-six, eyery person who was not a qnalined voter prior to that time, shall, in addition to the other qualifications re(|^uired, be able to read and write in order to become a qualified voter, uidess his ^inability to read or write shall be the result •of a^physiciBl disabilify. 110 CONSTITUTIONAL PROVISION BBSPECTINO EDUCATION. AfiEANSAS. Formed from the Louisiana purchase. Admitted into the Union in 1836. POPULATION. Area 52,198 square miles. Censiifl. 1820 16:)0 1840 ia50 I860 White. YieQ colored. 12,579 25,671 77,174 162,. 189 324,. 191 77 141 465 608 144 Slayes. 1,617 4,576 19,935 47,100 111,115 TotaL 14,273 30,368 97,574 209,897 435,450 The constitution of 1836 makes provision for education in article nine. ARTICLE IX.— EDUCATION. Section 1. Knowledge and learning generally diffused through a community being essential to the preservation of a free government, and diffusing the opportu- nities and advantages of education through the various parts of the State oeing highlv conducive to this end, it shall be the duty of the general assembly to pro- vide by law for the improvement of such lands as are or hereafter mav be granted by the United States to this State for the use of schools, and to apply any funds which may be raised from such land, or from- any other source, to the accom- plishment of the object for which they are or may be intended. The generaJ as- sembly shall, from time to time, pass such laws as shall be calculated to encour- age intellectual, scientific, and agricultural improvements, by allowing rewards and immunities for the promotion and improvement of arts, science, commerce^ manufactures, and natural history, and countenance and encourage the princi- ples of humanity, industry, and morality. In the amended constitution of 1865 this article reiAains, and is num- bered eight. MICHIQAK. First settled in 1650. Area 56,243 sqnaie miles. Admitted into the Union in 1837. POPULATION. 1810 4,762 1820 8,896 1830 31,639 1840 212,297 1850 397,654 1860 749,113 The first constitution made the following provision : ARTICLE X.— EDUCATION. The governor shall nominate, and by and with the advice and consent of the legislature in joint vote, shall appoint a superintendent of public instruction, who shall hold his office for two years, and wnose duties shall be proscribed by law. CONSTITUTIONAL PB0YI8I0N RB8PBCTINO BDUCATION. Ill The le^latnre shall encoanige by all suitable meaiu the promotion of in- tellectual, scientific, and agricultural improvement. The proceeds of all lands that have been, or hereafter may be, ffranted by the Unitea States to this State for the support of schools, which shall hereafler be sold or disposed of, shall be and remain a perpetual fund, the interest of which, together with the rents of all such unsold lands, shall be inviolably appropriated to the support of schools throughout the State. The legislature shall provide for a system of common schools, by which a school shall be kept up and supported in each school district at least three months in every year ; and every school district neglecting to keep up and sup- port such a school may be deprived of its equal proportion of the interest of the public fund. As soon as the circumstances of the State will permit, the legislature shall pro- vide for the establishment of libraries, one at least in each township ; and the monev which shall be paid by persons as an equivalent for exemption from mili- tary duty, and the clear proceeos of all fines assessed in the several counties for any breach of the penal laws, shall be exclusively applied for the support of said libraries. The legislature shall take measures for the protection, improvement, or other disposition of such lands as have been, or may hereafter be, reserved or granted by the United States to this State for the support of a university ; and the funds accruing from the rents or sale of such lands, or from any other source, for the purpose aforesaid, shall be and remain a permanent fund for the support of said university, with such branches as the public convenience may hereafter demand, for the promotion of literature, the arts and sciences, and as may be authorized by the terms of such grant ; and it shall be the doty of the leralature, as soon as may be, to provide effectual means for the improvement ana permanent security of the funds of said university. The second constitution, adopted in 1850, devotes to education— ARTICLE XUI. Section 1. The superintendent of public instruction shall have the general supervision of public instruction, and his duties shall be prescribed by law. 2. The proceeds from the sales of all lands that have been, or hereafler may be, granted by the United States to the State for educational purposes, or appro- priated by the State for like purposes, shall be and remain a perpetaal'funa, the interest and income of whidi, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and annually applied to the specific objects of the original gift, grant, or appropriation. '^ All lands, the titles to which shall fail from a defect of heirs, shall escheat to the State ; and the interest on the clear proceeds from the sales thereof shall be appropriated exclusively to the support or primary schools. 4. The legislature shall, within five years from the adoption of this constitution, provide for and establish a system of primarv schools, woereby a school shall be Kept, without charge for tuition, at least three months in each year, in every school district in the State, and all instruction in said schools shall be conducted in the English language. 5. A scnool shall be maintained in each school district at least three months in each year. Any school district neglecting to maintain such school, shall be de- prived for the ensuing year of its proportion of the income of the primary school rand, and of all funds arisine from taxes for the support of schools. 6. There shall be elected m each judicial circuit, at the time of the election of the juAge of such circuit, a regent of the university, whose term of office shall be the same as that of such judge. The regents thus elected shall constitute the board of regents of the University of Michigan. 7. The regents of the university, and their successors in office, shall continue to constitute the body corporate, known by the name and title of " the Regents of the University of Michigan." 8. The regents of the university shall, at their first annual meeting, or as soon thereafter as may be, elect a president of the university, who shall be ex officio a 8 112 CONSTITUTIONAL PROVISION BBSPBCTING BDDCATION. member of their board, wiih the privilege of speaking, bnt not of TOting^. He flk^ preside at the meetings of the regents, and be the principal executive officer 0f the university. The board of regents shall have the general supervision of the uni- versity, and the direction and control of all expenditures from the aniversitj interest fund. 9. There shall be elected at the general election in the Tear one thousand dglit hundred and fifty-two, three meuioers of a State board of eduetfion, one for two years, one for four years, and one for six years ; and at each iTacceeding biennis election there shall be elected one member of such board, who shall bold his office for six vears. The superintendent of public instmcdon tllall be ex officio » mem- ber and secretary of such board. The board shall have fhe sreneral supervision of the State Normal School, and their duties shall be prsicribea by law. 10. Institutions for the benefit of those inhabitam who are deaf, dumb, blind or insane, shall always be fostered and supported* 11. The le^slature shall encourage the promoHon of intellectual, scientific and agricultural miprovement; and shall, as soon as practicable, provide for the establishment of an agricultural school. The legislature may appropriate the twenty-two sections of salt spring lands no^ unappropriated, or the money aris- ing from the sale of the same, where such lands have been already sold, and any land which may hereafter be mnted or appropriated for such purpose, for the sup- port and maintenance of such school, and may make the same a branch of the universitv for instruction in ag^culture and the natural sciences connected there- with, and place the same under the supervision of the regents of the universi^. ^ 12. The legislature shall also provide for the establishment of at least one libra- rian in each township ; and all fines assessed and collected in the several counties and townships for any breach of the penal laws shall be exclusively applied to the support of such libraries. FLORIDA. Explored in 1512. Aiea, 59,268 square miles. Admitted as a State in March, 1845. POPULATION. Census. White. colored. Slaves. TotaL 1830 1840 1850 1860 18,835 27,943 47, 203 77,748 844 817 93» 293 15,501 25,717 39, 300 61,745 34,730 54,477 87,445 140, 425 In the constitution presented to Congress in 1839, which was in force in 1860, article tenth pertains to education. ARTICLE X.— EDUCATION The proceeds of all lands gfranted by the United States for the use of schools shall remain a perpetual fund, the interest of which shall be ubed for the benefit of said schools, and for no other purpose. In the constitution of 1865 is the following : ARTICLE X.— EDUCATION. Section 1. The proceeds of all lands for the use of schools and a seminary or seminaries of learning shall be and remain a perpetual fund, the interest of wldch. CONSTITUTIONAL PROVISION B8SPBCTINO EDUCATION. 113 togetber with all moneys accmed from any other somrce, applicable to the same object, shall be irrevocably appropriated to the use of schools and seminaries of learning, respectively, and to no other purpose. 2. The General Assembly shall take such measures as may be necessary to pre- serve from waste or damage all lands so granted or appropriated for the purpose of education. TEXAS. Settled in 1792. Area, 237,321 square miles. Admitted as a State in December, 1845. POPULATION. Census. 1650. 1660. White. 154,431 421,294 Free colored. 397 355 Slaves. 58, 161 182,566 Total. 212, 592 604, 215 Article tenth of the constitution of 1845 has the following in rela- tion to education : ARTICLE X.^EDUCATION, Bectton 1. Ageneraldiffnsionofknowledeebeuig essential to the preservation of the rights and liberties of the people, it shall be the dnty of the legislature of the State to make suitable provisions for the support and maintenance of public schools. Sec. 2. The legislature shall, as early as practicable, establish a system of free schools throughout the State ; and as a basis for the endowment and support of said system, all the funds, lands, and other property heretofore set apaYt and appropriated, or that may hereafter be set apait and appropriated for the support and maintenance of public schoolB, shall constitute the public school fund ; and said fund, and the income derived therefrom, shall be a perpetual fund exclusively for the education of all the white scholastic inhabitants of this State, and no law shall ever be made appropriating said fund to any other use or purpose whatever. And until such time as the legislature shall provide for tiie establishment of such system of public schools in the Steto, the fund thus created and the income de- rived therefrom, shall remain as a charge against the State, and be passed to the credit of the free common school fund. Sec. 3. And all the alternate sections of land reseorved by the State out of grants heretofore made, or that may hereafter be made, to railroad companies or other corporations of any nature whatever, for internal improvements, or for the devel- opment of the wealth and resources of the State, snail be set apart as a part of the perpetual school fund of the Stete ; provided, that if at any time hereafter any portion of the public domain of this State shall be sold, and by virtue ot said sale the jurisdiction over said land shall be vested in the United States gov- ernment, in such event one-half of the proceeds derived from said sale shall be- come a part of the perpetual school funa of the State ; and the legislature shall hereafter appropriate one-half of the proceeds resulting from all sales of the pub- lic lands to the perpetual public school fund. Sec. 4. The legislature shall provide, from time to time^ for the sale of lands belonging to the perpetual public school fund, upon such time and terms as it may deem expedient ; provided, that in cases of sale the preference shall be given to actual settlers ; ana, provided further, that the legislature shall have no power to grant relief to purchasers by granting further time for pavment, but shall, in all casee, provide for the forfeiture of the land to the State for the benefit of a 114 CONSTITUTIONAL PROVISION BBSPBCTINO EDUCATION. perpetual public school Aind ; and that all interest accming upon such sales shall De a part of the income belonging to the school fund, and subject to appropriation annually for educational purposes. S£C. 5. The legislature shall have no power to appropriate or loan or invest, ex- cept as follows, any part of the principal sum of the perpetual school fund for any purpose whatever; and it shall be the duty of the legislature to appro- priate annaally the income which may be derived* from said fund, for educa- tional purposes, under such system as it may adopt ; and it shall, from time to time, cause the principal sum now on hand and arising from sales of land, or from any other source, to be invested in the bonds of the United States of America, or the bonds of the State of Texas, or such bonds as the State may guarantee. Sec. 6. All public lands which have been heretofore, or may be hereafter, granted for public schools to the various counties or other political divisions in tbis State, shall be under the control of the legislature, and may be sold on such terms and under such regulations as the legislature shall by law prescribe ; and the proceeds of the sale of said lands shall be added to the perpetual school fund of the State. But each county shall receive the full benefit of the interest aris- ing from the proceeds of the sale of the lands gpranted to them respectively ; pro- vided that the lands already patented to the counties shall not be sold without the consent of such county or counties to which the lands may belong. Sec. 7. The legislature may provide for the levying of a tax for educational purposes ; provided, the taxes levied shall be distributed from year to year, as the same may be collected ; and, provided, that all the sums arising from said tax which may be collected from Africans, or persons of African descent, shall be ex- clusively appropriated for the maintenance of a system of public schools for Afri- cans and their children ; and it shall be the duty of the leg^lature to encourage schools among these people. Sec. 8. The moneys and lands heretofore granted to, or which may hereafter be granted for the endowment and support of one or more universities, shall constitute a special fund for the maintenance of said universities ; and until the university or universities are located and commenced, the principal, and the inter- est arising from the investment of the principal, shall be invested in like manner, and under the same restrictions as provided for the investment and control of the perpetual public school fund, in sections four and five (4 and 5) in this article of the Constitution, and the legislature shall have no power to appropriate the uni- versity fund for any other purpose than that of the maintenance of said univer- sities, and the legislature shall, at an early day, make such provisions, by law, as will organize and put into operation the university. Sec. 9. The four hundred thousand acres of land that have been surveyed and set apart, under the provisions of a law approved 30th August, A. D. 1856, for the benefit of a lunatic asylum, a deaf and dumb asylum, a blind asylum, and an orphan asylum, shall constitute a fund for the support of such institutions, one- fourth part for each ; and the said fund shall never oe diverted to any other pur- pose. The said lands may be sold, and the fund invested under the same rules and regulations as provided for the lands belonging to the school fund. The in- come of said fund only shall be applied to the support of such institutions ; and, until so applied, shall be invested in the same manner as the principal. Sec. 10. The governor, by and with the advice and consent of two-thirds of the senate, shall appoint an officer, to be styled the superintendent of public in* struction. His term of office shall be four years, and his annual salary shall not be less than (|2,000) two thousand dollars, payable at stated times ; and the gov ernor, comptroller, and superintendent of public education shall constitute a board to be staled a board of education, and shall have the eeneral mana^ment and control of the perpetual school fund, and common schools, under such regu- lations as the legislature may hereafler prescribe. Sec. 1 J . The several counties in this State which have not received their quan- tum of the lands for the purposes of education, shall be entitled to the same quantity heretofore appropriated by the Congress of the Republic of Texas, and the State, to other counties. And the counties which have not had the lands to which they are entitled for educational purposes located shall have the right to contract for the location, surveying, and procuring the patents for said lands, and of paying for the same with any portion of said lauds so patented, not to exceed one-fourth CONSTITUTIONAL PROVISION BBSPBCTINO BDUGATION. 115 of the whole amoimt to be so located, snrvejed, and ^tented — ^to be divided ao cording to quality, allowing to each part a fair proportion of land, water, and timber. IOWA. Organized as a Territory in 1838. Area, 55,405 square miles. Admitted into the Union in 1846. POPULATION. 1850 192,234111860 674,913 The constitution of 1846 devotes article tenth to education and school lands. ARTICLE Z.— EDUCATION AND SCHOOL LANDS. Sec. 1. The general assembly shall proyide for the election, by the people, of a saperintendent of public instmction, who shall hold his office for three years, and whose duties shall be prescribed by law, and who shall receive such compensation as the general assembly may direct. 2. The general assembly shall encourage, by all suitable means, the promotion of intellectual, scientific, moral and agpricultnral improvement, llie proceeds of all lands that have been or hereafter mav be granted by the United States to this State for the support of schools, which shall hereafter be sold or disposed of, and die five hundrea thousand acres of land granted to the new States under an act of Congress distributing the proceeds of the public lands among the several States of the Union, approved A. D. 1841, and all estates of deceased persons who may have died without leaving a will or heir, and also such per cent, as may be granted by Congress on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, together with all the rents of the unsold lands, and such other means as the general assembly may provide, shall be inviolably appropriated to the support of common schools throughout the State. 3. The general assembly shall provide for a system of common schools, by which a school shall be kept up and supported in each school district, at least three months in every year ; and any school district neglecting to keep up and support such a school may be deprived of its proportion of the interest of the public fund during such neglect. 4. The money which shall be paid by persons as an equivalent for exemption from military duty, and the clear proceeds of all fines collected in the several counties for any breach of the penal laws, shall be exclusively applied, in the several counties in which such money is paid or fine collected, among the several school districte of said counties, in the proportion to the number of mhabitants in such districtofto the support -of common schools or the establishment of libraries, as the general aasembly shall, from time to time, provide by law. 5. The ^;eneral assembly shall take measures for the protection, improvement, or other disposition of such lands as have been or may hereafter be reserved or granted by the United States, or any peraon or persons, to this State, for the use of a university; and the funds accruing from the rents or sale of su<^ lands, or from any other source, for the purpose aforesaid, shall be and remain a perma- i nent fund, the interest of which shall be applied to the support of said univenity, p with such branches as the public convenience may hereafter demand, for the pro- t motion of literature, the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the general assembly, as soon as may be, ' to provide effectual means for the improvement and permanent security of the frmds of sud umversity. 116 GOXSTITTJTIONAL PBOVlSfON BBSPBCTISTO BDOCATION. The constitution of 1857 says : ARTICLE DC.— FIRST.— EDUCATION. Sec. 1. The edacational interest of tho State, including common schools and other edacational institutions, shall be under the management of a board of edu- cation, which shall consist of the lieutenant governor, who shall be the presiding officer of the board, and have the casting vote in case of a tie, and one member to be elected from each judicial district in the State. 2,' No person shall be eligible as a member of said board who shall not have at- tained the age of twentj-five years, and shall have been one year a citizen of the State. 3. One member of said board shall be chosen by the qualified electors of each district, and shall hold the office for the term of four years, and until his suc- cessor is elected and qualified. After the first election under this constitution, the board shall be divided, as nearly as practicable, into two equal classes, and the seats of the first class shall be vacated after the expiration of two years ; and one- half of the board shall be chosen every two years thereafter. 4. The first session of the board of education shall be held at the seat of gov- ernment on the first Monday of December after their election; after which the gen- eral assembly may fix the time and place of meeting. 5. The session of the board shall oe limited to twenty days, and but one session shall be held in any one year, except upon extraordinary occasions, when, upon the recommendation of two-thirds of the board, the governor may order a special session. 6. The board of education shall appoint a secretary, who shall be the executive officer of the board, and perform such duties as may be imposed upon him by the board and the laws of the State. They shall keep a journal of their proceedings, which shall be published and distributed in the same manner as the journals of the general assembly. 7. AH rules and regulations made by the board shall be published and dis- tributed to the several counties, townships, and school districts, as may be pro- vided for by the board, and when so made, published, and distributed, tney snail have the force and effect of law. 8. The board of education shall have full power and authority to legislate and make all needful rules and regpilations in relation to common schools and other ed- ucational institutions that are instituted ; to receive aid from the school or univer^ sity fund of this State ; but all acts, rules, and regulations of said board may bo altered, amended, or repealed by the general assembly ; and when so altered, amended, or repealed, they shall not be re-enacted by the board of education. 9. The governor of the State shall be, ex officio^ a member of said board. 10. The board shall have no power to levy taxes or make appropriations of money. Their contingent expenses shall be provided for by the general assembly. 11. The State university shall be established at one place, without branches at any other place, and the university fund shall be applied to that institution and no other. 12. The board of education shall provide for the education of all the youths of the State, through a system of common schools, and such schools shall be or- ganized and kept in each school district at least three months in each year. Any district failing, for two consecutive years, to organize and keep up a school, as aforesaid, may be deprived of its portion of the school fund. 13. The members of the board of education shall each receive the same per diem during the time of their session, and mileage going to and returning there- from, as members of the general assembly. 14. A majority of the board shall constitute a quorum for the transaction of busi- ness ; but no rule, re^fulation, or law for the government of common schools, or other educational institutions, shall pass without the concurrence of a majority of all the members of the board, which shall be expressed by the yeas and nays on the final passage. The style of all acts of the board shaU be, "Be it enacted by the board of education of the State of Iowa." 15.' At any time after the year one thousand eight hundred and sixty-three, the general assembly shall .have power to abolish or reorganize said board of educa- CONSTITUTIONAL PROVISION BBSPBCTING EDUCATION. 117 tion, and proTide for fbe educstioiud inieroei of the State in any other manner that to them shall aeem best and proper. 8BCOMD.~SCHOOL FUNDS AND SCHOOL LANDS. Sbg. 1. The edacational and school funds and lands shall be under the control and management of the general assembly of this State. 2. The university lands, and the proceeds thereof, and all moneys belongingto said fiind, shall be a permanent fond for the sole use of the State umversity. The interest arising from the same shall be annnally appropriated for the support and benefit of said university. 3. The general assembly shall encourage, by all suitable means, the promodon of intellectual, scientific, moral, and agricultuial improyement. The proceeds of all lands that have been, or hereafter may be, granted by the United States to tiiis State for the support of schools, which may have been or shall hereafter be sold or disposed of, ana the five hundred thousand acres of land granted to the new States, under an act of Congress distribntin^ the proceeds of the public lands among the several States of Uie Union, approv^ in the year of our Lord one thousand eight hundred and forty-one, and afl estates of deceased persons who may have £ed without leaving a will or heir, and also such per cent as has been or mav hereafter be granted by Congress on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, together with all rents of the unsold lands, ana such other means as the general assembly may provide, shall be Inviolably appropriated to the support of common schools throughout the State. * 4. The money wMcn nu^ have been or shall be paid by persons as an eauiva* lent for exemption from miutatr du^, and the clear proceeds of all fines collected in the several counties for an^ breach of the penal laws, shall be exclusively ap- plied, in the several cx>unties m which such money is paid, or fine collected, among the sevecal school districts of said counties, in proportion to the number of youths subject to enumeration in such districts, to the support of common schools, or the estwUshment of libraries, as the board of education shall from time to time pro- vide. 5. The general assembly shall take measures for the protection, improvement, cr other deposition of such lands as have been, or may nereafter be, reserved or granted b^ the United States, or any person or persons, to this State, for the use oi the university, and the funds accniinji^ firom the rents or sales of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fond, the interest of which shall oe applied to the support of said university fbr the promotion of literature and the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the general assembly, as soon as may be, to provide effectual means for the improvement and permanent secu- rily of the funds of said nniveisity. 6. The financial agents of die school funds shall be the same that, by law, re- ceive and control the State and county revenue for other civil purposes, under such regulations as may be provided by law. 7. The money subject to the support and miuntenance of common schools shall be distributed to the districts in proportion to the number of youths between the ag^ of five and twenty-one yean, in such manner as may be provided by the general auembly. WISCONSIN. Occnpied by far traders in 1 670. Organized as a Territozy in 1836. Area, 53,924 sq^oare miles. Admittted as a State in 1848. POPULATIOV. 1840 30,045111850 305, 391 1| 1861 776,881 Article tenth of its constitation pertains to education. 118 CONSTITUTIONAL PBOVISION RBSPBCTING ROUGATION. ARTICLE Z.— EDUCATION. Sec. 1. The supervision of public instruction shall be vested in a state superin* tendent and such other officers as the legislature shall direct. The state superin- tendent shall be chosen bv the qualified electors of the State, in such manner as the legislature shall provide ; his powers, duties, and compensation shall be pre- scribed by law : PraMedf That nis compensation shall not exceed the sum of twelve hundred dollars annuallj. 2. The proceeds of all lands that have been or hereafter may be granted by the United States to this State for educational purposes, (except the lands heretofore granted for the purposes of a university, ) and all moneys and the clear proceeds of all property that may accrue to the State by forfeiture or escheat, and all moneys which may be paid as an equivalent for exemption from military duty, and tne clear proceeds of all fines collected in the several counties for any breach of the pe- nal laws, and all moneys arising from any gprant to the State, where the purposes of such grant are not specified, and the five hundred thousand acres of land to which the State is entitled by the provisions of an act of Congress entitled *' An act to appropriate the proceeds of the sales of the public lands, and to g^rant pre- emption rights," approved the fourth day of September, one thousand eight hun* dred and forty-ono, and als6 the five per centum of the net proceeds of the public lands to which the State shall become entitled on her admission into the Union, (if Congress shall consent to such appropriation of the two grants last mentioned,) shall be set apart as a separate fund, to be called the school fund, the interest of which, and all other revenues derived from the school lands, shall be exclusively applied to the following objects, to wit : 1. To the support and maintenance of common schools in each school district, and the purchase of suitable libraries and apparatus therefor. 2. The residue shall be appropriated to the support and maintenance of acade- mies and normal schools, ana suitable libraries and apparatus therefor. 3. The lea;islature shall provide by law for the establishment of district schools, which shall be as nearly uniform as practicable ; and such schools shall be free and without charge for tuition to all children between the ages of four and twenty years ; and no sectarian instruction shall be allowed therein. 4. Each town and city shall be required to raise by tax, annually, for the snp- Eort of common schools therein, a sum not less than one-half the amount received y such town or city respectively for school purposes from the income of the school fund. 5. Provision shall be made by law for the distribution of the income of the school fund among the several towns and cities of the State, for the support of common schools therein, in some just proportion to the number of children and youth resi- dent therein, between the ages of four and twenty years ; and no appropriation shall be made from the school fund to any city or town, for the year in which said city or town shall ftkil to raise such tax, nor to any school district for the year in which a school shall not be maintained at least three months. 6. Provision shall be made by law for the establishment of a State university, at or near the seat of the State government, and for connecting with the same from time to time such colleges in different parts of the State as the interests of education may require. The proceeds of all lands that have been or may hereafter be granted by the United States to the State for the support of a univers y, shall be and remain a perpetual fund, to be called the "university fund," the interest of which shall be appropriated to the support of the State university ; and no secta- rian instruction shall be allowed in such university. 7. The secretary of state, treasurer, and attorney general shall constitute a board of commissioners for the sale of the school and universitv lands, and for the invest- ment of the funds arising therefrom. Any two of saia commissioners shall be a quorum for the transaction of all business pertaining to the duties of their office. 8- Provision shall be made by law for the sale of all school and university lands, after they shall have been appraised ; and when any portion of such lands shall be sold, and the purchase money shskll not be paid at tne time of the sale, the com- missioners shall take security by mortgage upon the land sold, for the sum re- maining unpaid, with seven per cent, interest thereon, payable annually at the of- fice of the treasurer. The commissionerB shall be authorized to execute good CONSTITUTIONAL PBOVISION RBSPBCTINO EDUCATION. 119 and safficicut conveyance to all purchasers of such lands, and to discharge any mortga*^ taken as socarlty, when the sum doe thereon shall have been paid. The commissioners shall have power to withhold from sale any portion of such lands when they shall deem it expedient ; and shall invest all moneys arising from the sale of such lands, as well as all other university and school funds, in such manner as the legislature shall provide, and shall give such security for the faithful performance of their duties as may be required by law. CALIFORNIA. Settled in 1769 by the Spanish. Area, 155,500 square miles. Ad- mitted into the Union in 1850. POPULATION. 1850 92,597||1860 397,994 Its constitution of 1849 has the following : ARTICLE EX.— EDUCATION. Sec. 1. The le^slature shall provide for the election by the people of a super- intendent of public instruction, who shall hold 'his office for three years, and whose duties shall be prescribed by law, and who shall receive such compensation as the legislature may direct. 2. The legislature shall encourage, by all suitable means, the promotion of in- tellectual, scientific, moral, and agricultural improvement. The proceeds of all land that may be granted by the United States to this State (of the support of schools, which may be sold or disposed of, and the five hundred thousand acres of land granted to the new States, under an act of Congress distributing the pro- ceeds of the public lands among the several States of the Union, approved A. D. 1841 ; and all estates of deceased persons who may have died without leaving a will or heir, and also such per cent, as may be granted by Congress on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, to- gether with all the rents of the unsold lauds, and such other means as the legisla- ture may provide, shall be inviolably appropriated to the support of common schools Uiroughout the State. 3. The legislature shall provide for a system of common schools, by which a school shall be kept up and supported in each district at least three months in every year ; and any school district neglecting to keep up and support such a school may be deprived of its proportion of the interest of the public iund during such neg- lect. 4. The legislature shall take measures for the protection, improvement, or other disposition of such lands as have been or may hereafter be reserved or granted by the United States, or any person or persons, to the State for the use of a univer- sity ; and the funds accruing from the rents or sale of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fund, the inter- est of which shall be applied to the support of said university, with such branches as the public convenience may demand, for the promotion of literature and the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the legislature, as soon as mav be, to provide effectual means for the improvement and permanent security of the funds of said university. MINNESOTA. Explored hy French traders in 1659. Organised as a Territory in in 1849. Area, 81,259 square miles. Admitted into the Union in 1858. Jj30 cxrvstitutional pbovision bbspbctino education. population. 1850 6,an||1860 172,413 Article eighth of the constitation relates to school faads, edacatioa* and science. ARTICLE ym.— SCHOOL FUin>S, EDUCATION, AND SCIENCE. Sec. 1 . The stability of a repnblican form of eovemment depending mainly npon the intelligence of the people, it shall be the duty of the legialatare to establish a general and uniform system of public schools. 2. The proceeds of such lands as are or hereafter may be gpranted by the United States for the use of schools within each township in this State shall remain a perpetual school fund to the State) and not more than one-third of said lands may be sold in two years, one-third in five years, and one-third in ten years ; but the lands of the greatest valuation shall be sold first : Provided^ That no portion of said lands shall be sold otherwise than at public sale. The principal of all funds arising from sales or other disposition of lands, or other property, granted or in- trusted to this State, in each township, for educational purposes, shall forever be preserved inviolate and undiminished ; and the income arising from the lease or sale of said school lands shall be distributed to the different townships throughout the State, in proportion to the number of scholars in each township between the aees of five and twenty-one years, and shall be futhfully applied to the specific objects of the oriflrinal grants or appropriations. 3. The legislature shall make such provisions, by taxation or otherwise, as, with the income arising from the school fund, will secure a thorough and efficient sys- tem of public schools in each township in the State. 4. The location of the University of Minnesota, as esteblished bv existing laws, is hereby confirmed, and said institution is hereby declared to be tne University of the State of Minnesota. All the rights, immunities, franchises, and endowments heretofore granted or conferred, are hereby perpetuated unto the said universihr, and all lands which may be granted hereafter by Congress, or other donations tor said university purposes, shaU vest in the institution referred to in this section. OREGON. Explored by the Spanish in 1775. Organized as a Territory ia 1848. Area, 95,274 sqnare miles. Admitted into the Union in 1859. POPULATION. 1850 12,093111860 52,405 The constitation of 1857, still in force, provides in this language for education : ARTICLE ym. — EDUCATION AND SCHOOL LANDS. Sec. 1. The governor shall be superintendent of public instruction, and his pow* ers and duties, in that capacity, shall be such as may be prescribed by law ; bat after the term of five vears nrom the adoption of this constitution, ^ it shall be competent for the legislative assembly to provide by law for the election of a su- perintendent, to provide for his compensation, and prescribe his powers and duties. 2. The proceeos of all Uie lands which have been or hereafter may be granted to this ^tato for educational purposes, (excepting the lands heretofore eranted to aid in the establishment of a university ; ) all the moneys and clear proceeos of all prop* erty which may accrue to the Stato by escheat or forfeiture ; all moneys which may be paid as exemption firom military duty ; the proceeds of all gifts, devises and bequests made by any person to the Stato for common school purposes ; the pro- ceeds of all property granted to the State when the purposes of such grant shall COfNoTITUTlONAL PROVISION BRSPECTTTO WOCUMfiaK. 121 not be stated ; all the proceeds of the five hundred thousand acres of land to which this State Is entitled by the provisions of an act of Congress entitled ** An act to appropriate the proceeds of tne sales of the pnblic lands, and to frant pre-emption Tights,** approved the fonrth of September, 1841 ; and also the five per centum of the net proceeds of the sales of the pnblic lands to which this State shall become entitled on her admission into the Union, if Congress shall consent to such ap- propriation of the two grants last mentioned, shall be set apart as a separate and irreducible fund, to be called the common school fund, the interest of which, to- gether with all other revenues derived from the school lands mentioned in this sec- tion, shall be exclusively applied to the support and maiutenance of conmion schools in each school district, and the purchase of suitable libraries and appara- tus therefor. 3. The legislative assemblv shall provide by law for the establishment of a uni- form and general system of common schools. 4. Provision shall be made by law for the distribution of the income of the conif mon school fund among the several counties of this State, in proportion to the number of children resident therein between the ages of four and twenty years. 5. The governor, secretary of state, and state treasurer shall constitute a board of commissioners for the sale of school and university Ifuids, and for the invest- ment of the funds arising therefrom ; and their powers and duties shall be such as may be prescribed by law : Provided^ That no part of the university funds, or of the interest arising therefrom, shall be expended until the period of ten years from the adoption of this constitution, unless the same shall be otherwise dis- |ioeed of by the consent of Congress for common school purposes. KANSAS. Area, 78,418 square mileB. Organized as a Territory in 1854. Ad- mitted into the Union in December, 1859. Population in 1860, 107,206. The provision for education in its constitution is in these words : ARTICLE YI. — ^EDUCATION. Section 1. The State superintendent of public instruction shall have the gen eral supervision of the common school funds, and educational interests of the State, and perform such other duties as may be prescribed by law. A superin- tendent of public instruction shall be elected in each county, whose term of office shall be two years, and whose duty and compensation shall be prescribed by law. Sec. 2. The legnslature shall encourage the promotion of intellectual, moral, scientific, and agncultural improvement oy establishing a uniform system of com- mon schools, and schools of higher grade embracing normal, preparatory, collegi- ate, and university departments. Sec. 3. The proceeds of all lands that have been or may be granted by the United States and the State for the support of schools, and the five nundred thou- sand acres of land granted to the new States, under an act of Congress distributing the proceeds of public lands among the several States of the Union, approved September 4, A. D. 1841, and all estates of persons dying without heir or will, and such per cent, as may be gpranted by Congress on the sale of lands in this State, shall be the common property of the State, and shall be a perpetual school fund, which shall not be diminished, but the interest of which, together with all the rents of the lands, and such other means as the legislature may provide by tax or otherwise, shall be inviolably appropriated to the support of common schools. Sec. 4. The income of the State school fonds shall be disbursed annually, by order of the State superintendent, to the several county treasurers, and thereon to the treasurers of the several school districts, in equitable proportion to the num- ber of children and youth resident therein, between the ages of five and twenty- one yean : Provided^ That no school distcict in which a common school has not 122 CONSTITUTIONAL PROVISION RB8PBGTINO EDUCATION. been maintained at least three months in each year shall be entitled to receive any portion of such funds. Sec. 5. The school lands shall not be sold nnless such sale shall be authorized by a rote of the people at a general election, but subject to a revaluation every five years ; they may be leasied for any number of years not exceeding twenty- five, at a rate established by law. Sec. 6. All money which shall be paid by persons as an equivalent for exemp- tion from military duty ; the clear proceeds of estrays, ownership of which shall vest in the taker up ; and the proceeds of fines for any breach of^ the penal laws, shall be exclusively applied in the several counties in which the money is fined, or fines collected, to the support of common schools. Sec. 7. Provision shall be made by law for the establishment, at some eligible and central point, of a State university for the promotion of literature, and the arts and sciences, including a normal and agricultural department. All funds arising from the sale or rents of lands granted by the United States to the Stat^ for the support of a State universitv, and all other grants, donations, or bequests, either by tne State or by individuals, for such purpose, shall remain a perpetual fund to be called the ** University fund," the interest of which shall be appro- priated to the support of the State university. Sec. 6. No religious sect or sects shall ever control any part of the common school or university funds of the State. Sec. 9. The State superintendent of public instruction, 9ecretary of state, and attorney general shall constitute a board of commissioners for the management and investment of the school ftmds. Any two of said commissioners shall be a quorum. WEST VIRGINIA. Area, 23,000 square miles. Admitted as a State in December, 1862. Popnlation in 1860, 393,234. The constitation,a8 amended February 18, 1863, has tbe following: ARTICLE X.— EDUCATION. Section 1. All money accruing to this State being the proceeds of forfeited, delinquent, waste, and unappropriated lands, and of lands heretofore sold for taxes, and purchased by the State of Virginia, if hereafter redeemed or sold to others than this StAte ; all gprants, devises, or bequests that may be made to this State for the purpose of education, or where the purposes of such gprants, devises, or bequests are not specified ; this Staters personal share of the literary fund of Virginia, wheUier paid over or otherwise liquidated, and any suras of money, stocks, or other property which this State shall have the right to claim from ail persons who may die without leaving a will or heir, and of all escheated lands ; the proceeds of any taxes that may be levied on tbe revenues of any corporation hereafter created ; all moneys that may be paid as an equivalent for exemption from military duty ; and such sums as may from time to time be appropriated by the legislature for the purpose, shall be set apart as a separate fund to be called the school fund, and invested, under such regulations as may be prescribed by law, in the interest-bearing securities of the United States or of this State ; and the interest thereof shall be annually applied to the support of firee schools through- out the State, and to no other purpose whatever. But any portion of such inter* est remaining unexpended at^ne close of a fiscal year shall be added to, and re- main a part of, the capital of the school fund. Sec. 2, The legislature shall provide, as soon as practicable, for the establish- ment of a thorough and efficient, system of free schools. They shall provide for the support of such schools by appropriating thereto the interest of the in- vested school fund, the net proceeds of all forfeitures, confiscations, and fines accruing to this State under the laws thereof, and by general taxation on persons or property or otherwise. They shall also provide for raising in each township, by the authority of the people thereof, such a proportion of the amount required for the support of free schools therein as shaft be prescribed by general laws. Sec. 3. Provision may be made by law for the election and prescribing tho CONSTITUTIONAL PBOVISION BBSPB0TIN6 EDUCATION. 123 * duties of a fifeneral BUperintendent of free schools for the State, whose term of office shall he the same as that of the gOTemor, and for a county superintendent of each county ; and for the election in the several townships, by the voters thereof, of such officers not specified in this constitution as may be necessary to carry ont the objects of this article ; and for the organization, whenever it may be dbemed expedient, of a State board of instruction. Sec. 4. The legislature shall foster and encourage moral, intellectual, scientific, and agricultural improvement ; they shall, whenever it may be practicable, make suitable provisions for the blind, mute, and insane, and for the organization of such institutions of learning as the best interests of general education in the State may demand. NEVADA. Organized as a Territory in 1861. Admitted as a State in 1864. Area, 283,500 square miles. Population in 1863, 40,000. The constitution (1864) provides for education in these words : ARTICLE XI.— EDUCATION. Section 1. The legislatnre shall eDconrage, by all suitable means, the promo- tion of intellectual, literary, scientific, mining, mechanical, agricultural, and moral improvement, and also provide for the election by the people, at the general elec- tion, of a superintendent of public instruction, whose term of office shall be two years from the first Monday of January, A. D. eighteen hundred and sixty-five, and until the election aud qualification of his successor, and whose duties shall be prescribed bv law. Sec. 2. The legislature shall provide for a uniform system of common schools, by which a school shall be established and maintained in each school district at least six months in every year, and any school district neglecting to establish and maintain such a school, or which shall allow instruction of a sectarian character therein, may be deprived of its portion of the interest of the public school fund durine such a neglect or infraction, and the legislature mav pass such laws as will tend to secure a general attendance of the children in such school districts upon said public schools. Sec. 3. All lands, including the sixteenth and thirty-sixth sections in every township, donated for the benefit of public schools in the act of the thirty-eighth Congress to enable the people of Nevada Territory to form a State government, the uiirty thousand acres oi public lands gianted by an act of Congress approved July second, eighteen hundred and sixty-two, for each senator and representative in Congress, and all proceeds of lands tnat have been or may be hereafter granted or appropriated by tne United States to this State, and also the five hundred thousand acres of land panted to the new States under the act of Congress dis- tributing the proceeds of the public lands among the several States of the Union, approved A. D. eighteen hundred and forty-one : Provided^ That Congress make provision for or authorizes such division to be made for the purpose nerein con- tained ; all estates that may escheat to the State ; all of such per cent, as may be gpnanted by Congress in the sale of land ; all fines collected under the ];)enal laws of the State ; a& property given or bequeathed to the State for educational pur- poses ; and all proceeds derived from any or all of said sources, shall be, ana the same are hereby, solemnly pledged for educational purposes, and shall not be transferred to any other fund for any other uses, and the interest thereon shall, from time to time, be apportioned among the several counties in proportion to the ascertained numbers ot tne persons between the ages of six and eighteen ^ears in the different coimties ; and the legislature shall provide for the sale of floatmg land warrants to cover the aforesaid lands, and for tne Investment of all proceeds de- rived from any of the above-mentioned sources in United States bonds or the bonds of the State : Provided^ That the interest only of the aforesaid proceeds shall be used for educational purposes, and any surplus interest shall be added to the principal sum ; And provided further, That such portions of said interest as may be necessary may be apportioned for the support of the State university. Sec. 4. The legislature shall provide for the establishment of a State uni L24 CONSTITUTIONAL PROVISION RBSPBCTING EDUCATION. • versity, which shall embrace departments of affricaltnre, mechanic arts, and min- ing, to be controlled by a board of regents, whose duties shall be prescribed bj law. Sec. 5. The le^slatnre shall have power to establish normal schools and such different grimes of schools, from tne primarj department to the uniyersitj, as, in their discretion, ther may deem necessary ; and all professora in said uni> versity or teachers in said schools, of whatever grade, shall be required to take and subscribe to the oath as prescribed in article sixteen of this constitution. No professor or teacher who fails to comply with the provisions of any law framed in accordance with the provisions of this section shall be entitled to receive any portion of the public moneys set apart for school purposes. Stx;. 6. The legislature shall provide a special tax of one-half of one -mill on the dollar of i3l taxable property in the State in addition to the other means provided, for the support and maintenance of said university and common schools : Provided^ That at tne end of ten years they may reduce said tax to one-quarter of one mill on each dollar of taxable property. Si-x;. 7. The governor, secretary of state, and superintendent of public in- struction shall, for the first four years, and until their successors are elected and qualified, constitute a board of regents to control and manage the affairs of the university and the funds of the same, under such regulations as may be provided b^ law. But the legislature shall, at its regular session next preceding the ex- piration of the term of office of the said boara of regents, provide for the election, of a new bdard and define their duties. Sec. 8. The board of regents shall, from the interest accruing from the first funds which oome under their control, immediately organize aiii maintain the said mining department in such manner as to make it the most effective and use- ful: Prottded, That all the proceeds of the public lands donated by act of Congress approved July second, eighteen hundred and sixty-two, for a college for the benefit of agriculture, the mechiEinic arts, and including military tactics, shall be invested by the said board of regents in a separate fund, to be appropriated exclusively to the benefit of the first named departments to the university, as set forth in section four above ; and the legislature shall provide that if, through neglect or any other contingencv, any portion of the fund so set apart shall be lost or misappropriated, the State of Nevada shall replace said amount so lost or mis- appropriated in said fund, so that the principal of said fund shall forever remain undiminished. Sec. 9. No sectarian instruction shall be imparted or tolerate in any school or university that may be established under this constitution NEBRASKA. Organized as a Territorj in 1 854. Area, 63,300 square miles. Ad- mitted into the Union March, 1867. Its constitation has the foUowing artide on EDUCATION. Sectioh 1. The principal of all funds arising from the sale or other disposition of lands, or other property granted or intmstea to this State for educational and religious purposes, shall forever be preserved inviolate and undiminished ; and the income arising therefirom shall be mithfull^ applied to the specific objects of the original grants or appropriations. The legislature shall make such provisions, by taxation or otherwise, as, with the income arising from the school trust fund, will secure a thorough and efficient system of common schools throughout the State; but no religious sect or sects shall ever have any exclusive right or control of any part of the school funds of this State. Sec. 2. The university lands, school lands, and all other lands which have been acquired bv the lerritoiy of Nebraska, or which may hereafter be acquired by the State of Nebraska for educational or school pozposes, shiUl not be auened or sold for a less sum than five doUan per acre. CONSTITUTIONAL PROVISION RESPECTING EDUCATION. RSyiSIONS Of 1867-'68. ALABAMA. The constitution of the State of Alabama, as revised and amended by the constitntional convention assembled at Montgomery on the 5th daj of Novembery 1867, contains the following provision : ARTICLE XL— EDUCATION. Sbctioh 1. The common schools, and other educational institutions of the Btate, shall be under the management of a board of education, consisting of a snperintendent of public instruction and two members from each congressional district. The goTemor of the State shall be ex'Ojficio a member of the board, but shall have no vote in its proceedings. Sec. 2. The superintendent of public instruction shall be president of the board of education, and nave the casting TOte in case of a tie; he shall have the super- lision of the public schools of the State, and perform snch other duties as may be imposed upon him bj the board and the laws of the State. He shall be elected in the same manner and for the same term as the governor of the State, and receive such salarv as may be fixed by law. An office shall be assigned him in the capital of the State. Sec. 3. The members of the board shall hold office for a term of four years, and until their successors shall be elected and qualified. After the first election under the constitution the board shall be divided into two equal classes, so that each •class shall consist of one meml)«r from each district. The seats of the first class shall be vacated at the expiration of two years from the day of election, so that one-half may be chosen biennially. Sec. 4. The members of the board of education, except the superintendent, shall be elected by the qualified electors of the congressional districts in which they are chosen, at the same time and in the same manner as the memben of Congress. Sec. 5. The board of education shall exercise full legislative powers in refer- ence to the public educational institutions of the State, and its acts, when approved bv the governor, or when re-enacted by two-thirds of the board, in case of his disapproval, shall have the force and e£foct of law, unless repealed by the general assembly. See. 6. It shall be the duty of the board to establish, throughout the State, in each township, or other school district which it may have created, one or more schools, at which all the children of the State, between the ages of five and twenty-one years, may attend free of charge. Sec. 7. No rule or law affocting the general interest of education shall be made by the board without a concurrence of a majority of its members. The style of ail acts of the board shall be, **Be it enacted by the board of education of the State of Alabama." Sec. 8. The board of education shall be a body politic and corporate, by the name and style of the Board of Education of the State of Alabama. Said board shall also be a board of regents of the State University, and, when sitting as a board of regents of the universi^, shall have power to appoint the president and the faculties thereof. The president of the university shall be ex-offieio a member of the board of regents, but shall have no vote in its proceedings. 126 CONSTITUTIONAL PROVISION RESPECTING EDUCATION. Sec. 9. The board of education shall meet annually at the seat of ffOYerament at the same time as the general assembly, but no session shall continue longer than twenty days, nor shall more than one session be held in the same year, unless authorized by the governor. The members shall receive the same mileage and daily pay as the members of the general assembly. 8 KG. 10. The proceeds of all lands that have been or may be granted by the United States to the State for educational purposes ; of the swamp lands, and of all lands or other property given by individuals or appropriated by the State for like purposes ; and of all estates of deceased persons wno nave died without leav- ing a will or heir; and all moneys which may be. paid as an equivalent for exemption from military dutv, shall be and remain a perpetual fand, which may be increased but not diminished, and the interest and income of which, together with the rents of all such lauds as may remain unsold, and such other means a« the general assembly may provide, shall be inviolably appropriated to educational purposes, and to no other purpose whatever. Sec. 11. In addition to the amount accruing from the above sources, one-fifth of the aggregate annual revenue of the State shall be devoted exclusively to the maintenance of public schools. Skc. 12. The general assembly may ^ive power to the authorities of the school districts to levy a poll tax on the inhabitants of the district in aid of the general school fund and for no other purpose. Sec. 13. The general assembly shall levy a specific annual tax upon all railroad, navigation, banking, and insurance corporations, and upon all insurance and foreign bunk and exchange agencies, and upon the profits of foreign bank bills issued in thjs State by any corporation, partnership, or persons, which shall be exclusively devoted to the maintenance ot public schools. Sec. 14. The general assembly shall, as soon as practicable, provide for the establishment of an agricultural college, and shall appropriate the 240,000 acres of land donated to this State, for the support of such a college, by the act of Con- gress passed July 2, 1862, or the money or scrip, as the case may be, arising from tlie sale of said land or any lands which may hereafter be granted or appropriated fur such purpose, for the support and maintenance of such college or scnools, and may make the same a branch of the University of Alabama tor instruction in agriculture, in the mechanic arts, and the natural sciences connected therewlthi and place the same under the supervision of the regents of the university. ARKANSAS. The new constitution of Arkansas, adopted by the people of the State at an election held March 13, 1868, thus provides for public education in Article IX : article IX.— EDUCATION. Sectiom 1. A general diffusion of knowled^ and intelligence among all classes being essential to the preservation of the rights and liberties of the people, the general assembly shall establish and maintain a system of free schools for the gratuitous instruction of all persons in this State between the ages of five and twenty-one years ; and the funds appropriated for the support of common schools shall be distributed to the several counties in proportion to the number of children and youths therein between the ages of five and twenty*one years, in such manner as shall be prescribed by law ; but no religious or other sect or sects shall ever have any exclusive right to, or control of; any part of the school funds of this State. Sec. 2. The supervision of public schools shall be vested in a superintendent of public instruction, and such other officers as the general assembly shall provide. The superintendent of public instruction shall receive such salary, and {lorform sach duties, as shall be prescribed by law. Src. 3. The general assembly shall establish and maintain a State university, with departments for instruction in teaching, in agriculture, and the natural sciences, as soon as the public school fund will permit. CONSTITUTIONAL PROVISION RESPECTING EDUCATION. 127 Sec. 4. The proceeds of all laods that have been or hereafter m&j be gfranted by the United States to this State, and not otherwise appropriated by the United States or this State ; also, all mines, stocks, bonds, lands, and other property, now belonging to any fund for purposes of education ; also, the net proceeds of all sales of land and other property and effects that may accrue to this State by escheat, or from sales of estrays, or from unclaimed dividends or distributive shares of the estates of deceased persons, or from fines, penalties, or forfeitures ; also, any proceeds of the sales of public lands which may have been or may be hereafter paid over to this State, (Congress consenting ;) also, all the grants, gifts, or devises that have been or hereafter may be made to this State, and not other- wise appropriated by the terms of the grant, gift, or devise, shall be securely invested and sacredly preserved as a public school fund, which shall be the com- mon property of the State ; the annual income of which fund, together with one dollar ver capita^ to be annually assessed on every male inhabitant of this State over toe ago of twenty-one years, and so much of the ordinary annual revenue of the State as mav be necessary, shall be faithfully appropriated for establishing and maintaining toe free schools and the university in this article provided for, and for no other uses or purposes whatever. Sec. 5. No part of the public school fund shall be invested in the stocks or bonds or other obligations of any State, or auy county, city, town, or corporation. The stocks belongiDg to any school fund or university fund shall be sold in such manner and at such times as the general assembly shall prescribe, and the proceeds thereof, and the proceeds of the sales of any lands or other property which now belongs or may hereafter belong to said school fund may be invested in the bonds of the United States. Sec. 6. No township or school district shall receive any portion of the school fnnd unless a free school shall have been kept therein for not less th^n three months during the year for which distribution thereof is made. Tiie general assembly shall require by law that every child of sufficient mental and physical ability shall attend the public schools during the period between the ages of five and eighteen years for a term equivalent to three years, unless educated by other means. Sec. 7. In case the public school fund shall be insufficient to sustain a free school at least three months in every year, in each school district in this State, the general assembly shall provide by lajv for raising such deficiency, by levy- ing such tax upon all taxable property in each county, township, or school dis- trict as may be deemed proper. Sec. 8. The general assembly shall, as far as it can be done without infring- ing upon vested rights, reduce all lands, moneys, or other property used or held for school purposes in the various counties of this State into the public school fund herein provided for. Sec. 9. Provision shall also be made, by general laws, for raising such sum or sums of money, by taxation or otherwise, in each school district, as may be necessary for the building and furnishing of a sufficient number of suitable school- houses for the accommodation of all the pupils within the limits of the several school districs. FLORIDA. In the new constitutioD of Florida, adopted by the constitutional convention February 25, 1868, is the following article on education : ARTICLE nil.— education. Section 1 . It is the paramount duty of the State to make ample provision for the education of all the children residing within its borders, without distinction or preference. Sec. 2. The legislature shall provide a uniform system of common schools and a university, and shall provide tor the liberal maintenance of the same. Instruc- tion in them shall be firee. 8J 128 CONSTITUnONAL PBOnSIOK BBSPECTINQ EDUCATION. 8ec. 3. There shall be a flnperintendent of public instrnction, whose tenn of office shall be four years, and until the appointment and qualification of his suc- cessor. He shall have general supervision of the educational interests of the 8tattf. His duties shall be prescribed by law. 8ec. 4. The common school fund, the interest of which shall be exclusively applied to the support and maintenance of common schools and purchase of suitable libraries and apparatus therefor, shall be derived from the following sources: The proceeds of all lands that have been or may hereafter be sraoted to the State by the United States for educationid purposes. Donations by iudividuals for educational purposes. Appropriations by the State. The proceeds of lands or other property which may accrue to the State by escheat or forfeiture. The proceeds of all property granted to the State, when the purpose of such grant shall not be specified. All money b which may be paid as an exemption from military duty. All fines collected under the penal laws of this State. Such portion of the per capita tax as may be prescribed b^ law for educational pur- poses. Twenty-five per centum of the sales of public lands which are now or which hereafter may be owned by the State. Sec. 5. A special tax of not less than one mill on the dollar of all taxable property in the State, in addition to the other means provided, shall be levied and apportioned annually for the support and maintenance of common schools. Sec. 6. The principal of the common school fund shall remain sacred and invio- late. Sec. 7. Provision shall be made by law for the distribution of the common school fund among the several counties of the State in proportion to the number of children residiog therein between the ages of four ana twenty-one years. Sec. 6. Each county shall be required to raise annually by tax, for the support of common schools therein, a sum not less than one-half of the amount appor- tioned to each county for that year from the income of the common school rand. Any school district neglecting to establish and muntain for at least three months in each year such school or schools as may be provided by law for such district shall foneit its portion of the common school fund during such neglect. Sec. 9. The superintendent of public instruction, secretary of state, and attor- ney general, shall constitute a booy corporate to be known as the Board of Edu- cation of Florida. The superintendent of public instruction shall be president thereof. The duties of the ooard of education shall be presciibed by the legisla- ture. 6E0B0IA. On the 11th day of March, 1868, the constitutional convention of Georgia adopted a new constitution, which provides for education in Article VI: ARTICLE YI.— EDUCATIOH. Section 1. The general assembly, at its first session after the adoption of this constitution, shall provide a thorough syslem of general education, to be forever free to all children of the State, the expense of which shall be provided for by taxation or otherwise. Sec. 2. The office of State school commissioner is hereby created. He shall be appointed by the governor with the consent of the senate, and shall hold his office for Uie same term as the governor. The general assembly shall provide for the said commissioner a competent salary and necessary clerks. He shall keep his office at the seat of government. Sec. 3. The poll-tax allowed by this constitution, any educational fund now belonging to this State, except the endowment of and debt due to the State Uni- versity, or that may hereafter be obtained in any way, a special tax on shows and exhibitions, and on the sale of spiritous and malt liqqors, which the general assembly is hereby authorized to assess, and the proceeds from the commutation for militia service, are hereby set apart and devoted to the support of oommoa CONSTITUTIONAL PROVISION EESPBCTING EDUCATION. 129* flehools. And if the provisions herein made shall at any time prove insufficient, the funeral assembly shall have power to levy such general tax upon the prop- erty of the StAte as may be necessary for the support of said school system. And there shall be established, as soon as practicable, one or more common schools in each school district in this State. LOUISIANA. The constitutional convention adopted a new constitution for the State of Louisiana on March 9^ 1868. This contains — TITLE TO.— PUBLIC EDUCATION. Article 135. The general assembly shall establish at least one free public school in each parish throuj^hout the State, aud shall provide for its support by taxation or otherwise. All diildren of this State between the years of six (6) and twenty-one (21) shall be admitted to the public schools or other institutions of learning sustained or established by the State in common, without distinction of race, color, or previous condition. There shall be no separate schools or institu- tions of learning established exclusively for any race by the State of Louisiana. Art. 136. No municipal corporation shall make any rules or regulations con- trary to the spirit and intention of article one hundred and thirty-five, (135.) Art. 137. There shall be elected bv the qualified voters of this State a superin- tendent of public education, who shall hold his office for four years. His duties shall be prescribed by law, and he shall have the supervision and the general control of all public schools throughout the State. He shall receive a salary of €iye thousand dollars per annum, payable quarterly on his own warrant. Art. 13d. The genexal exercises in the puolio schools shall be conducted In the English language. £rt. 139. The proceeds of all lands heretofore gpranted by the United States for the use and support of public schools, and of all lands or other property which may hereafter be oequeathed for that purpose, and of all lands which may be granted or bequeathed to the State, ana not granted or bequeathed expressly for any other purpose which may hereafter be disposed of by the State, and the pro- ceeds of all estates of deceased persons to which the State may be entitled by law, shall be held by the State as a loan, and shall be and remain a perpetual fond on which the State shall pay an annual interest of six per cent., which interest, with the interest of the trust fund deposited with this State by the United States, under the act of Congress approved June the twentj-third, eighteen hundred and thirtv-six, and the rent of the unsold land, shall be appropriated to the support of such schools ; and this appropriation shall remain inviolable. Art. 140. No appropriation shall be maae by the general assembly for the rapport of any private school or any private institution of learning whatever. Art. 14J. One-half of the funds derived from the poll-tax herein provided for ■hall be appropriated exclusively to the support of the free public schools through- out the State and the university of New Orleans. Art. 142. A university shall be established and maintained in the city of New Orieans. It shall be composed of a law, a medical, and a collegiate department, each with appropriate faculties. The general assembly shall provide by law for its organisation and muntenance : Prowided^ That all departments of this insti- tution of learning shall be open in common to all students capable of matriculat- ing. No rules or regulations shall be m%de by the trustees, faculties, or other officers of said institution of learning, nor shall any laws be made by the general assembly violatiuf^ the letter or spirit of the articles under this title. Art. 143. Institutions for the support of the insane, the education and support of the blind and the deaf and dumb shall always be fostered by the State, and be sulgect to such regulations as may be prescribed by the general assembly. 130* CONSTITUTIONAL PROVISION RESPECTING EDUCATION. MISSISSIPPI. The coDStitntion framed by the conyention Tihicb met at Jackson, Jannarj 7, 1868, has the following article : EDUCATION. Section 1. The stability of republican form of government depending mainly upon the intelligence and virtue of its people, it shall be the duty of the legislature to encourage by all suitable means the promotion of intellectual, scientific, moral and agricultural improvements, by establishing a uniform system of free public schooU, by taxation or otherwise, for all children between the ages of five (5) and twenty-one (21) years, and shall, as soon as practicable, establish schools of higher grade. Sec. 1. There shall be a superintendent of public education elected by the people, at the same time and manner as the governor, who shall have the qualifi- cation of the secretary of state, and hold his office for four years and until his suc- cessor shall be electea and qualified, whose duties shall be the general supervision of the common schools and the educational interests of the State, and shall per- form such other duties pertaining to his office, and receive such compensation as shall be prescribed by law; he shall report to the legislature for its adoption, within twenty days after its first session under this constitution, a uniform system of free public schools. Sec. 3. There shall be a board of education, consisting of the secretary of statie, the attorney general, and the superintendent of public education, for the manage ment and investment of the school funds, under the general direction of the legis- lature, and perform such other duties as are prescribed by law. The superintendent and one other of said board shall be a quorum. Sec. 4. There shall be a superintendent of public education in each county, who shall be appointed by the board of education, by and with the advice and consent of the senate, whose term of office shall be two years, and whose compen- sation and dudes shall be prescribed by law : Provided, That the legislature shall have power to make saia office of county school superintendent of the several counties elective as other countv officers are. Sec. 5. A public school or schools shall be maintained in each school district at least four months in each year. Any school district neglecting to maintain such school or schools shall be deprived for that year of its proportion of the income of the free school fund and of all funds arising from taxes for the support of schools. Sec. 6. There shall be established a common school fund, which shall consist of the proceeds of the lands now belonging to the State, heretofore grtfnted by the United States, and the lands known as *' swamp lands," except the swamp lands lying and situated on Pearl river, in the counties of Hancock, Marion, Lawrence, Simpson, and Copiah, and of all lands now or hereafter vested in the State by escheat or purchase or forfeiture for taxes, and the clear proceeds of all fines col- lected in the several counties for any breach of penal laws, and all moneys received for licenses granted under the general laws of the State for the sale of intoxicating liquor, or keeping of dram-shops, all moneys paid as an equivalent for persona exempt from military duty, and the funds arising from the consolidation of the congressional township funds, and the lands belonging thereto, togfether with all moneys donated to the State for school purposes, shall be securely invested in. United States bonds and remain a perpetual fund, which may be increased, but not diminished, the interest of which shall be inviolably appropriated for the support of free schools. Sec. 7. The legislature may levy a poll-tax not to exceed two dollars per capita in aid of the school fund, and for no other purpose. Sec. 8. The legislature shall, as soon as practicable, provide for the establish- ment of an agricultural college or colleges, and shall appropriate the two hundred and ten thousand acres of land donated to the State for the support of such a col- lege by the act of Congress passed July 2, 1865, or the money or scrip, as the CONSTITOTIOITAL PBOVISION RESPECTING EDUCATION. 131* ease may be, ariBing from the sale of said lands, or any lands which may here- after be fpranted or appropriated for such purpose. Sec. 9. No religious sect or sects shall ever control any part of the school or nniTersity funds of this State. Sec. 10. The legislature shall, from time to time, as may be necessary, provide for the levy and cdlection of such taxes as may be required to properly support the system of Iree schools herein adopted. NORTH CAROLINA. The new constitation of North Carolina, adopted by the convention March 17, 1868, and ratified April 21-23, 1868, bj the people of the State, provides for education hy Article IX : ARTICLE IX.— EDUCATION. Section 1. Religion, morality, and knowledge being necessary to good gov- ernment and happiness of mankind, schools and the means of education shall forever be encouraged. Sec. 2. The general assembly, at its first session under this constitution, shall provide, by taxation and otherwise, for a general and uniform system of public schools, wherein tuition shall be free of charge to all the children of the State between the affee of six and twenty-one years. Sec. 3. 'EtLch. county of the State shall be divided into a convenient number of districts, in which one or more public schools shall be maintained at least four months in every year ; and if the commissioners of any county shall fail to com- ply with the aforesaid requirements of this section, they shall be liable to in(£ct- ment. Sec. 4. The proceeds of all lands that have been or hereafter may be granted by the United States to this State, and not otherwise specially appropriated by the United States or heretofore by this State ; also, all moneys, stocks, bonds, and other property now belonging to any fand for purposes of education ; also, the net proceeds that may accrue to the State from sales of estrays, or from fines, penalties, and forfeitures ; also, the proceeds of all sales of the swamp lands belonging to the State ; also, all money that shall be paid as an equivalent for exemption from military duty ; also, all grants, gifts, or devises that may here- after be made to this State, and not otherwise appropriated by the grant, gift, or devise, shall be securely invested, and sacredly preserved as an irroducibra edu- cational fund, the annual income of which, together with so much of the ordinary revenue of the State as may be necessaiy, shall be faithfully appropriated for eetablishitfg and perfecting in this State a system of free pubUc scnools, and for no other purposes or uses whatsoever. Sec. 5. The University of North Carolina, with its lands, emoluments, and franchises, is under the control of the State, and shall be held to an inseparable connection with the free public school system of the State. Sec. 6. The general assembly shall provide that the benefits of the university, as far as practicable, be extended to the youth of the State free of expense for tuition ; also, that all the property which has heretofore accrued to the State, or shall hereafter accrue, from escheats, unclaimed dividends, or distributive shares of the estates of deceased persons, shall be appropriated to the use of the uni- versity. Sec. 7. The governor, lieutenant governor, secretary of state, treasurer, audi- tor, superintendent of public works, superintendent of public instruction, and •ettomey general, shall constitute a State Doard of education. Sec. 8. Tfae governor shall be president, and the superintendent of public instruction shall be secretary, of the board of education. Sec. 9. The board of education shall succeed to all the powers and trusts of the president and directors of the litertiry fund of North Carolina, and shall have full power to legislate and make all needful rules and regulations in relation to free public schools, and the educational fund of the State ; but all acts, rules, and 132* CONSTITUTIONAL PROVISION BESPSCTIN6 EDUCATION. refifaladoDB of said board may be altered, amended, or repealed by the general assembly, and when so altered, amended, or repealed, thej shall not be re-enacted bj the board. Sec. 10. The first session of the board of education shall be held at the capital of the State, within 15 days after the organization of the State ffOYemment under this constitution ; the time of future meeting may be determined by the board. Sec. U. a majority of the board shall constitute a <)uoram for the transaction of business. Sec. 12. The contingent expenses of the board shall be provided for by the general assembly. Sec. 13. The board of education shall elect trustees for the university, as fol- lows : one trustee for each county m the State, whose term of office shall be eight years. The first meeting of the board shall be held within ten (10) days after their election, and at tbia and every subsequent meeting, ten trustees shall con- stitute a quorum. The trustees at their first meeting shall be divided, as equally as may be, into four classes. The seats of the first class shall be vacated at the* expiration of two years ; of the second class, at the expiration of four years ; of the third class, at the expiration of six years ; of the fourth class, at the expiration of eight years ; so that one-fourth may be chosen every second year. Sec. 14. The board of education and the president of the university shall be ex officio members of the board of trustees of the university ; and shall, with three other trustees to be appointed by the board of trustees, constitute the executive committee of the trustees of the University of North Carolina, and shall be clothed with the powers delegated to the executive committee under the existing organi- zation of the institution. The governor shall be ex eficio president of the board of trustees and chairman of the executive committee of the university. The board of education shall provide for the more perfect organization of the board of trustees. Sec. 15. All the privileges! rights, franchises, and endowments heretofore granted to, or conferred upon, the board of trustees of the University of North Carolina by the charter of 1789, or by any subsequent legislation, are hereby vested in the board of Inisteee authovized by this constitution for the perpetual benefit of the university. Sec. 16. As soon as practicable after the adoption of this constitution, the gen* eral assembly shall establish and maintain, in connection with the university, a department of agriculture, of mechanics, of mining, and of normal instruction. SEC. 17. The general assembly is hereby empowered to enact that every child of sufficient mental and physical ability shall attend the public schools during the period between the ages of 6 and 18 years, for a term of not lesa than 1<> months, nnless educated by other means. SOUTH CAROLINA* The new constitution of South Garolina, adopted bj the constitu* tional convention in March, 1868, and ratified bj the people April 14 to 16, 1868» provides for education in Article X : ARTICLB X.— EDUCATION. Section 1. The supervision of public instruction shall be vested in a Steto superintendent of education, who snail be elected by the qualified electors of the State, in such manner and at such time as the other State officers are elected ; his powers, duties, term of office, and compensation shall be defined by the gen-, eral assembl v. Sec. 3. Tnere shall be elected, biennially, in each county, by the qualified electors thereof, one school commissioner, said commissioners to constitute a State board of education, of which the State superintendent shall, by virtue of his office, be chairman ; the powers, duties, and compensation of the members of said board shall be determine by law. COKSTITUTIONAL PROVISION RESPECTING EDUCATION. 133* Sec. 3. The general assemblj shall, as soon as practicable after the adoption of this coDstitntion, provide for a liberal and uniform system of free public scnools throughout the State, and shall also make provision for the division of the State into suitable school districts. There shall be kept open, at least six months in each year, one or more schools in each school district. Sec. 4. It phall be the duty of the general assembly to provide for the compul- sory attendance, at either public or private schools, of all childreu between the ages of six and sixteen years, not physically or mentally disabled, for a term equiv- alent to twenty-four months, at least : Provided^ That no law to that effect shall be passed until a system of public schools has been thoroughly and completely organized and facilities a£foraed to all the inhabitants of the State for the free edu- cation of their children. Sec. 5. The general assembly shall levy, at each regular session after the adoption of this constitution, an annual tax on all taxable property throughout the State for the support of public schools, which tax shall be collected at the same time and by the same agents as the general State levy, and shall be paid into the treasury of the State. There shall be assessed on all taxable polls in the State an annual tax of one dollar on each poll, the proceeds of which tax shall be applied solely to educational purposes : Frovided^ That no uerson shall ever bo deprived of the right of suff^rage for the non-payment oi saia tax. No other poll or capitation tax snail be levied in the Stale, nor shall the amount assessed on each poll exceed the limit given in this section. The school tax shall be dintributed among the several school districts of the State in proportion to the respective num- ber of pupils attending the public schools. No religious sect or secM shall have exclusive right to or control of any part of the school funds of the State, nor shall sectarian principles be taught in toe public schools. Sec. 6. Within five years after the first regular session of the general assem- bly, following the adoption of this constitutiou, it shall be tlie duty of the general assemblv to provide for the establishment and support of a State normal school, which shall be open to all persons who may wish to become teachers. Skc. 7. Educational institutions for the benefit of all the blind, deaf, and dumb, and such other benevolent institutions as the public giH)d may require, shall be established and supported by the State, subject to such regulations as may be prescribed by law. Sec. 8. Provisions shall be made by law, as soon as practicable, for the estab- lishment and maintenance of a State reform school for juvenile offenders. Sec. 9. The general assembly shall provide for the mainteoance of the State university, and, as soon as practicable, provide for the establishment of an agri- cultural college, and shall appropriate the land given to this State for the support of such a college, by the act ot Congress passed July 2, 1862, or the monev or scrip, as the case may be, arising from the sale of said lands, or any lands wnich ma^ hereafter be given or appropriated for such purpose, for the support and maintenance of such college, and may make the same a branch of the State uni- versity, for instruction in agriculture, the mechanic arts, and the natural sciences connected therewith. Sec. 10. All the public schools, colleges, and universities of this State, sup- ported in whole or in part by the public funds, shall be free and open to all toe children and vouths ot the State, without regard to race or color. Sec. J 1. The proceeds of all lauds that have been or hereafter may be given by the United States to this State for educational purposes, and not otherwise appropriated by this State or the United States, and of all lands or other property given by individuals, or appropriated by the State for like purposes, and of all estates of deceased persons who have died without leaving a will or heir, shall be securely invested and sacredly preserved as a State school fund, and the aunual interest and income of said fund, together with such other means as the general assembly may provide, shall be &ithjfully appropriated for the purpose of estab- lishing and maintaining free public schools, and for no other purposes or uses whatever. 134* CONSTITUTIONAL PROVISION BESPECTIN6 EDUCATION. VIRGINIA. The constitntioD of Virginia, framed hj the conventioa which met in Richmond, December 3. 1867, has the following : ARTICLE Vin.— EDUCATiOlf. Section 1. The general assembly shall elect, on joint ballot, wifchin thirty days after its organization nnder tbis constitution, and eveiy fourth year thereafter, a superintendent of public instruction. He shall have the general supervision of the pubMc free-school interest of the State, and shall report to the general assem- bly for its consideration, within thirty days after his election, a uniform system of public ft'ee schools. Sec. 2. There shall be a board of education, composed of the governor, super- intendent of public instruction, and attorney gennral, which shall appoint, and have power to remove for cause and upon notice to the incumbents, subject to confirmation by the Senate, all county superintendents of free schools. This board shall have regnlated by law the management and investment of all the school funds, and such supervision of schools of higher grade as the law shall provide. Sec. 3. The general assembly sha>l provide by law, at its first session under this constitution, a nnifom system of public free schools, and for its gpraduaU equal, and full introduction into all the counties of the State by the year J(^6, or as much earlier as practicable. Sec. 4. The general assembly shall have power, after a fhll introduction of the public firee-school system, to make such laws as shall not permit parents and guardians to allow their children to grow up in ignorance and vagrancy. Sec. 5. The general assembly shall establish, as soon as practicable, normal schools, and may establish agricultural schools and such grades of schools as shall be for the public' good. Sec. 6. The board of education shall provide for aniformity of text-books and the furnishing of school-houses with sucn apparatus and library as may be neces- sary, under such regulations as may be provided by law. Sec. 7. The general assembly shall set apart, as a permanent and perpetual literary fund, the present literary funds of tbe State, the proceeds of all public lands donated by Congress for public school purposes, of all escheated property, of all waste and appropriated lands, of all property accruing to the State by for- feiture, and all fines collected for offences committed against the State, and such other si^ms as the general assembly may appropriate. Sec. 8. The general assembly snail apply tne anual interest on the literary ftmd, any capitation or other special tax provided for by this constitution for pub- lic free-school purposes, and an annual tax upon the property of the. State of not less than one mill nor more than five miUs on the dollar, for the equal benefit of all the people of the State, the number of children between the ages of five and twenty-one years in each public free school district being the basis of such divis- ion. jProvision shall be made to supplv children attending the public free schools with necessary text-books in cases where the parent or guardian is unable, by reason of povertpr, to furnish them. Each county and public free-school district may raise additional sums by a tax on property for the support of public free schools. All unexpended sums of any one year in any public free-school district shall go into the general school fund for red! vision the next year: Provided^ That any tax authorized by this section to be raised by counties or school districts shall not exceed five mills on a dollar in anv one year, and shall not be subject to a redivision as hereinbefore provided in this section. Sec. 9. The general assembly shall have power to foster all higher grades of schools under its supervision, and to provide for such purposes a permanent educa- tional fund. Sec. 10. All grants and donations received by the general assembly for educa- tional purposes shall be applied according to the terms prescribed by the donors. CONSTITUTIONAL PROVISION RESPECTING EDUCATION. 135* Sec. 11. Each city and county shall be held accountable for the destruction of school property that may take place within its limits by incendiaries or open vio- lence. Sec. 12. The general assembly shall fix the salaries and prescribe the duties of all school officers, and shall make all needful laws and regulations to carry into effect the public free-school system provided for by this article. Article VII> on county organizations, contains the following section respecting SCHOOL DISTRICTS. Sec. 3. Each township shall be divided into so many compactly-located school districts as may be deemed necessarv : Provided, That no scnool districts shall be formed containing less than one hundred inhabitants. In each school dintrict there shall be elected or appointed annually one school tnistee, who shall hold his office three years : Provided, That at the first election held under this provision there shall be three trustees elected, whose terms shall be one, two, and three years, respectively. 8f ^ CONSTITUTIONAL PROVISION RESPECTING EDUCATION. The following propositions, slightly modified since their first publi- cation in Special Circular No. 4, contain the main features of a system of public instruction which the people of every State, speaking through their constitutional convention, should, in the opinion of the Commis- sioner of Education, make obligatory on the legislature to provide : 1 . The authority and duty of the legislature to establish, aid, support, and supervise schools of every grade, and all institutions and agencies of education, science, and the arts. 2. The security against diminution or diversion of all educational funds and benefactions. 3. The certainty of a minimum rate of taxation, increasing with the popula- tion, sufficient every year to secure the elementary instruction of all children within the State who shall apply, by teachers professionally trained, and in schools legally inspected and approved. 4. The distribution of all State appropriations derived from taxation or funds, on such conditions and in modes as will secure local taxation or individual con- tributions for the same purpose, a lively municipal or public interest in the expendi- ture of both sums, the constant co-operation of parents at home in realizing the work of the school, and the regular attendance of pupils. 5. A State board of education, having supervision of all educational institu- tions incorporated or aided by the State, and constituted in such way as to secure literary, scientific, and professional attainment and experience, freedom from denominational or party preponderance, sympathy with tho wants of different sections and occupations, and independence of local or special influence. 6. A system of inspection, administered by the State board, intelligent, profes- sional, frequent, and independent of local or institutional control, with the widest and fullest publicity of results. 7. State scholarships, securing free instruction in any higher institution incor- poratecf or aided by the State, conditioned on fitness to enter and profit by the same, ascertained by open competitive examination. 8. A retiring fund, for teachers of public schools, made up of an annual allow- ance by the Stat«, and an equal payment by those who register to secure its bene- fits, conditioned on prolonged service in the business of teaching. 9. An obligation on parents and guardians not to allow children to grow up in barbarism, ignorance, and vagrancy ; and the exercise of the elective franchise, or of any public office, conditioned on the ability of the applicant to read under- standingly the Constitution and the laws, and forfeited by nny parent or guardian of children who neglects to secure the formal instruction of such children between the ages of 6 and 14 years, for at least eight niunths in the year, or t() pay for their maintenance, if sent to a prison or reformatory, while minors. NATIONAL LAND GRANTS, won EDUCATIONAL PURPOSES. STATE COLLEGES OF AGRICULTURE AND THE MECHANIC ARTa PRELIMINART REPORT. The following pages coDtain the Act of Congreas approved July 2, 1862, by which ten millioD acres of PubUe Lands were donated to the several States for the benefit of Colleges of Agricultnre and the Mechanic Arts ; the Legislation of snch States as have accepted the conditions of the grant and provided for the establishment of such Colleges ; and an account of such Institutions as have thus far been established on the basis of the National Land Grants, and the Legislation of the States respepting the si^e. REPORT OF COMMISSIONER OF EDUCATION. NATIONAL. I.AND GRANTS FOB EDVGATIONAIi PURPOSES. COLLEOES or AOBIOULTURB AKD THB HECHAKIO ARTS. PftBLIIIlNA.ET ESrORT. Pagb. Circular of Commissioner of Edvcatioiit i^ National Grant of Lands for State Collefec of Agriculture, 139 Schools of Scienoe applied to the Industrial Arts, 130 I. Natiohal Lboislation, ]P3 Acts of Coogiess, July 3, IcWS— July S3. 1666— Feb. 28, 1867, 133 8. LCGlSLATIOfl or THE 8BVBRAL StaTBS, 135 Calllbmim, 135 CoQDecticut, 141 Delaware, 143 IlIiDuis, 145 Indiana, 18S Iowa, 154 Kansas, 161 Kentucky 164 Maine, 168 Maryland, 173 Massachusetts, 173 Michgian, 179 Minnesota, 182 New Hampshire, 185 New Jersey, 187 New York, 189 Ohio, 194 Pennsylvoniai : 197 Rhode Island, 19S Vermont, 901 West Virginia 207 Wiscuniin, 211 3. Statk Collbobi and ScBOOLa op Scibncb appubd to Aorxcultcrb and thb M BCHAHIC Art8» ; 217 CoNHBc-ncoT,. 217 Sheffield Soientific School ofYale College, New Haven, 217 MAisACHiTSBTTa, 236 Massachusetts Institute of Technology, Boston, 237 Masaachusetts Agricultural College, Amherst, 246 Nbw York 24& Cornell UaiTersity, Ithaca, « 253 Pbkvstlvania 259 State Agricultural College, Centre County, 259 MtCHio AN, 267 State Agricultural College, Lansing, 267 Maryland, 273 State Agricultural College, Hyattsville, Prince George County, 273 Nbw Hampahirb, 277 State College of Agriculture and the Mechanic Arts, Hanover, 277 Vbrnont, 279 State University and Agricultural College, Burlington, ^J Iowa, 2^2 State Agricultural College and Model Farm, Story County, 2P3 Wisconsin 2P3 College of Artt— State University. Madison, 283 Wbst Viroinia 286 State Agricultural Colleg«, Morgantflfwn, 286 New Jbrskt. 287 Stale Agricultural and Mechnuicsl Arts College New Brunswick, S87 CIRCULAR KE8PECTIRG SCHOOLS OF SCIENCE. U. S. Department op Education, Wathington, R (7., September, 186T. To the authorities in charge of the Colleges and Schools established or aided by the Congressional appropriation ^^for the ben^t of Agricul- ture and the Mechanic Arts.'* {Act of July 2, 1862.) The undersigned, in the discharge of his duties as the National Com- missioner of Education, has been directed by Congress to prepare a re- port setting forth the history of all the appropriations by the General Got- erament for the promotion of Education. As a portion of this report, it is important that full returns should be given in respect to the organiza- tion of the Schools of Agriculture and the Mechanic Arts which have re- ceiyed the benefit of the land-scrip issued by authority of the act of Con-* gress approved July 2, 1862. These institutions as a class are so new in this country, and so much thought has been expended upon them, and at the same time so much remains to be ascertained in respect to their practical efficiency, even in the states where they exist, that a comparison of their various charters or acts of incorporation, programmes of study, regulationa, funds, buildings, and collections is imperatively called for. Herewith you will find transcripts of the organic law of Congress, and alao of all those state enactments consequent thereon, which have come to the knowledge of this Department You will also find specific statements in respect to two Scientific Colleges in two of the oldest states of the Union, illustrating the kind of information which the undersigned desires to securt from every similar establishment Under these circumstances, you will contribute to the solution of a problem of momentous interest to the people of the United States, if you will respond as promptly and as fully as possible to the following re- quests. Letters and Documents addressed to the undersigned, and marked Official Business, may be forwarded free of postage. L Please forward one or more copies of any or all the documents published in your state respecting this national grant ; especially, (a) Any state laws or amendments to the state laws bearing on this subject, not given in the followinii; WS^ (b) The official reports required by the act of congress from every institution. (c) Catalogues, circulars, programmes of study, regulations, etc.« issued by the institution under your charge. 9 (129) 130 NATIONAL SCHOOLS OF SCISXCK (d) Messages of the goyernor, reports <^ state officers, legislative oom- mittees, or the like, referring to this grant (e) Addresses, newspaper or magazine articles, explanatorj statements, etc, on Scientific Education, published in your states Where it is not possible to secure for the department a copy of a docu- ment, its title will be acceptable if given in fulL II. Please secure from one or more of the officers of your institution, brief statements on the following subjects, unless they are officially dis- cussed in the printed documents whidi you forward. (a) How was the land-scrip disposed of; what amount did it yield ; how are the proceeds invested ; and what is the annual income ? (b) What additional funds does your institution possess, and from what sources, and on what conditions were they received ? (c) Have any measures been taken to secure an experimental farm ; if so, what are they? if not, why not f (d) Are any provisions made in your institution for manual labor? (e) In what way is military instruction given ? (f ) Are there any free scholarships in your institution, and on what terms are they bestowed ? (g) What buildings are owned or projected, and from what funds were they procured ? A full description would be welcomed. (h) What are the characteristics of your course of study, and the names and titles of your instructors ? (i) State the number of students in the present year, and in previous years. ( j) What is the early history of efforts in your state for the promotion of scientific education prior to the Congressional enactment of July 2, 1862. The Commissioner is aware that to give elaborate answers to all these enquiries would involve an amount of labor which he cannot expect to be in all cases bestowed. Very much of the information asked for has un- doubtedly been given in the printed documents, and in all such cases a simple reference to the statements is all that is necessary. The results of these inquiries, carefully edited and arranged, will be presented to Con- gress at its next session, and a copy will be forwarded to you as soon as printed. Your early attention to this circular is earnestly and respect- fully solicited. HENKY BARNARD, United 8iaiU$ Oommimoner of Education, PART I. NATIONAL AND STATE LEGBUTION BEBPEOnKG COUEGES OF AGRICULTURE AND THE MECHANIC ARTS. L LEGISLATION OF CONORB88 DONATING PUBLIC LANDS TO THB SBVERAL STATES TO FROVIDB COLLEGES FOR THE BENEFIT OF AGRICULTURE AND THE MECHANIC ARTS. n. LEGISLATION OF THB STATBS ESTABLISHING COLLEGES OF AGRI- CULTURE AND THE MECHANIC ARTS, IN PURSUANCE OF ACTS OF CONGRESS, DONATING PUBLIC LANDS FOR THIS PURPOSE. CONTENTS, CiBOiJLAB regpectiug CoDegei of AgrienlfearB and tiie Ifiichante Arts, - - 181 PABT I. 1. Hatiohai. Laoi8LATU», -...-..m Aetof CoD|pneisdoiiatiBgLuid9totheStet68,Jid7a,186a, - - 188 Aet of OongraM in addition to dLLBGB8, Schools avd DEPABXicBimi of SczmrcB applied to the Indnstrial Arts in the dliFerent States, ConnoTicDT. Sheffield Sciantifle School of Tale College, at New Hayen, - - 216 AQKICULTURAL SCHOOLS. 183 AS ACT DONATING PUBLIC LANDS TO THE SEYERAL STATES AND TERRITORIES WHICH HAT PROVIDE COLLEGES FOB THE BENEFIT OF AGRICULTURE AND * THE MECHANIC ARTS. Be it enacted by (he Senaie and Einue of Bqpreaentaiivea of ike Vhiied Stales of America in Congress assembled, That there be granted to the several States, for the parposes hereinafter mentioned, an amount of public land, to be appor- tioned to each State, a quantity equal to thirty thousand acres for each senator and representative in Congress to which the States are respectively entitled by the apportionment under the census of eighteen hundred and sixty : Provided, That no mineral lands shall be selected or purchased under the provisions of this act Sec. 2. And "be it futrther enacted, That the land aforesaid, after being sur- T^ed, shall be apportioned to the several States in sections or subdivisions of sections, not less than one-quarter of a section ; and whenever there are public lands In a State subject to sale at private entry at one dollar and twenty-five cents per acre, the quantity to which said State shall be entitled shall be se- lected fh>m such lands ¥rithin the limits of such State, and the Secretary of the Interior is hereby directed to issue to each of the States in which there is not the quantity of public lands subject to sale at private entry at one dollar and twenty-five cents per acre to which said State may be entitled under the pro- visiona of this act, land scrip to the amount in acres fbr the deficiency of its dicK tributive share; said scrip to be sold by said States and the proceeds thereof applied to the uses and purposes prescribed in this act, and for no other use or purpose whatsoever: Ptovided, That in no case shall any State to which land scrip may thus be issued be allowed to locate the same within the limits of any other State, or of any Territory of the United States, but their assignees may thus locate said land scrip upon any of the unappropriated lands of the United States subject to sale at private entry at one dollar and twenty-five cents, or less, per acre: And provided, fwriher, That not more than one million acres shall be located by such assignees in any one of the States : And provided, fivrther, That no such location shall be made before one year ir9m the passage of this act Sec. 3. And be U Jurther enacted. That all the expenses of management, su- perintendence, and taxes ftom date of selection of said lands, previous to their sales, and all expenses incurred in the management and disbursement of the moneys which may be received therefix>m, shall be paid by the States to which they may belong, out of the treasury of said States, so that the entire proceeds of the sale of said lands shall be applied without any diminution whatever to the purposes hereinafter mentioned. Sec. 4. And be it further enacted, That all moneys derived fit>m the sale of the lands aforesaid by the States to which the lands are apportioned, and from the sales of land scrip hereinbefore provided for, shall be invested in stocks of the United States, or of the States, or some other safe stocks yielding not less than five per centum upon the par value of said stocks ; and that the moneys so in- vested shall constitute a perpetual fund, the capital of which shall remain for- ever undiminished, (except so far as may be provided in section fifth of this act,) and the interest of which shall be inviolably appropriated by each State which may take and claim the benefit of this act to the endowment, support, and maintenance of at least one college where the leading object shall be, with- out excluding other scientific and classical studies, and including military tac- tics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the indus- trial classes in' several pursuits and professions in life. Ssa 6. And be it further enacted. That the grant of land and land scrip hereby Otttiiorized shall be made on the following conditions, to which, as well as to the provisions hereinbefore contained, the previous assent of the several States sliall be signified by legislative acts : — First If any portion of the fbnd invested, as provided by the foregoing sec- tion, or any portion of the interest thereoUi shall, by any action or contingency, 134 AGRICULTURAL SCHOOLa be diminished or lost, it shall be replaced by the State to which it belongs, ^o that the capital of the fiind shall remain forever undiminished ; and the annual uiterest shall be regularly applied without diminution to the purposes mentioned in the fourth section of this act, except that a sum not exceeding ten per centum upon the amount received by any State under the provisions of this act may be expended for the purchase of lands for sites or experimental farms, whenever authori7^d by the respective legislatures of said States. Second. No portion of said fund, nor the interest thereon, shall be applied, directly or indirectly, under any pretence whatever, to the purchase, erection, preservation, or repair of any building or buildings. jT/ttrdL Any State which may take and claim the benefit of the provisions of this act shall provide, within five years, at least not less than one college, as described in the fourth section of this act, or the grant to such State shall ceaae; and said State shall be bound to pay the United States the amount received of any lands previously sold, and that the title to purchasers under the State shall be valid. Fourth. An annual report shall be made regarding the progress of each col- lege, recording any improvements and experiments made, witli their cost and results, and such other matters, including State industrial and economical statis- tica, as may be supposed useful, one copy of which shall be transmitted by mail free, by each, to all the other colleges which may be endowed under the provia- ions of this act, and also one copy to the Secretary of the Interior. Fifth. When lands shall be selected fit>m those which have been raised to double the minimum in price, in consequence of railroad grants, they siiall be computed to the States at the maximum price, and the number of acres propoE^ tionally diminished. Sixth, No State, whQe in a condition of rebellion or insurrection against the government of the United States, shall be entitled to the benefit of this act Seventh. No State shall be entitled to the benefits of this act unless it sliall express its acceptance thereof by its legislature within two years from the date of its approval by the President Seo. 6. And lie it further enacted^ That land scrip issued under the provisions of this act shall not be subject to location until after the first day of January one thousand eight hundred and sixty-three. Seo. 7. And'Ss ii further enacted^ That the land officers shall receive the same fees for locating land scrip issued under the provisions of this act as is now al- lowed for the location of military bounty land warrants under existing laws: Provided^ their maximum compensation shall not be thereby increased. Seo. 8. And he U further enacted, Tliat the governors of the several States to which scrip shall be issued under this act shall be required to report annually to Congress all sales made of such scrip until the whole shall be disposed oC, the amount rec^ved for the same and what appropriation has been made of the proceeds. Approved July 2, 1862. An Act to amend Sec. 5 of an Act, tate shall be entitled to the benents of the said Act of July 2, 186'J, by expressing the acceptance therein required within three years from the date or its admission into the Union, and providing the Collc^e'or Colleges within five ^ears after such acceptance, as prescribed in this Act ; J¥oviflsd further , that anv State which has heretofore expressed its acceptance of the Act nerein refer- rea to, shall have the period of nve years within which to provide at least one Colle^, as described in the fourth section of said Act, after the time for provid- ing said College, according to the Act of July 2, 1862, shall have expired. Approved July 23, 1866. By Joint Resolution, approved Feb. 28, 1867, the provisions of the Act of July 2, 1862, and the Act to amend the same, approved July 28, 1866, are ex- tended to the State of Tennessee. • CALIFOBNIi. As Act to Establish ah Aguoultubal, Mining and Mechanical Abts GOLLXGK. (AppcoTvd Muoh 81, IBOS.) Section 1. A College is hereby established in accordance with section two of Article IX, of the Ck>zisdtution of this State, and to carry out in good faith the provisions of an Act of Congress, passed July second, eighteen hundred and sixty-two, granting to the State lands for maintaining an Agricultural and Mechanical Arts College, which shall be known under the name and style of " The Agricultural, Mining and Mechanical Arts College." The design of the Institution in fulfillment of the iiyunction of the Constitution, is to afford thor- ough instruction in agriculture, mining, and the natural sciences connected therewith. To effect that object most completely, the institution shall combine physical with intellectual education, and shall be a high seminary of learning, in which the graduate of the common schools can commence, pursue and finish a course of study, tennlnating in theoretic and practical instruction in those sciences which bear directly upon agriculture, mining and the mechanical arts. § 2. That a Board of Directors is hereby established, which shall be known under the name and style of the State Board of Directors of the Agricultural, Minmg and Mechanical Arts College. It shall consist of the Governor of the State, the President of the State Agricultural Society, the President of the Mechanics' Institute of the City and County of San Francisco, and five other members. The five members of the Board of Directors shall be elected by the Legislature in joint convention assembled, three of whom shall be resi- dents of the mining counties of this State, who shall hold their office for the term of two years and until their successors are duly elected and qualified. They shall receive no compensation for their services, but shall be paid their traveling and other necessary expenses while employed on the businsss of the Board. § 3. The said Board of Directors shall be a body corporate capable in law of suing and being sued, taking, holding and selling real and personal property, of contracting and being contracted with, of having and using a corporate seal, and of causing all things to be done necessary to carry out the provisions of this act. § 4. Any vacancy in said Board, caused by death, resignation, or removal from the State, shall be filled by the remaining members of the Board ; prowd- edyh&uever, that the person elected to fill any such vacancy shall be chosen from the same county as the one whose place he shall be elected to filL § 5. The Board of Directors provided for in this act shall meet within ten days after the election of the Directors by the Legislature, at the call of and at such place as the Governor of the State, the President of the State Agricul- tural Society and the President of the Mechanics' Institute, shall direct, and at such other times and places as the Board shall determine. (135) 236 SCHOOLS OF AORIGULTUSE AND THB ICBGHANIG ARTS. § 6. At their first meeting the members shall ehoose one of their number as President of their own Board, who shall not vote on any question before the Board, unless in case of a tie vote. § 7. At the first meeting of the Board, or as soon thereafter as competent persons can be obtained, they shall appoint a Secretary and Treasurer of the Board, neither of whom shall be a member of the Board of Directors. They shall take such bonds from the Secretary and Treasurer as shall be deemed ad- equate to secure the faithful performance of their duties by those respectiYe officers. The Secretary and Treasurer shall be chosen biennially, and shall hold their offices for two years from the date of their election, and until their successors are chosen and qualified. § 8. The Board shall direct the disposal of any and all moneys appropriated to the said College. § 9. ' The Secretary of the Board shall reside and keep his office at or near the said College. It shall be his duty to keep a record of the transactions of the State Board of Directors of said College, which shall be open at all times to the inspection of any citizen of this State. He shall also have the custody of all books, papers, documents, and other property which may be deposited in his office ; also keep and file all reports which may be made from time to time by County, State and District Agricultural Societies, Horticultural, Mechanical and Mining Societies ; and all correspondence from other persons and societies appertuning to the business of husbandry, mechanics and mining ; address cir> culars to societies, and to the best practical farmers, mechanics and miners in this State and elsewhere, with the view of eliciting information upon the latest and best modes of culture of those products, vegetables, trees, &c., adapted to the soil and climate of our State, and also on all subjects connected with field culture, horticulture, stock raising and the dairy ; he shall also correspond with established schools of mining and metallurgy in Europe, and obtain such information respecting the improvements of mining machinery adapted to Cali- fornia, and publish from time to time such information as will be of practical benefit to the mining interests and the working of all oars and metals ; receive and distribute such rare and valuable seeds, plants, shrubbery, and trees, as may be in his power to procure from the General Government and other sources^ as may be adapted to our climate and soils. To these objects he shall corres- pond with the Patent Office at Washington, and with the representatives of oar National Government abroad, and if possible, procure valuable contributions to agriculture from those sources. He shall aid as far as possible in obtaining contributions to the museums and the library of the said College, and thus aid in the promotion of agriculture, science and literature. He shall keep a correct account of all the proceedings of the Board, and an accurate account of all the moneys received injto the Treasury as well as those paid out. § 10. The seeds, plants, trees and shrubbery received by the Secretary, and not needed by the College, shall be, so far as possible, distributed without charge equally throughout the State, and placed in the hands of those farmers and others who will agree to cultivate them properly and return to the Secre- tary's office a reasonable proportion of the products thereof, with a f\ill state- ment of the mode of cultivation and such other information as may be neces^ sary to ascertain their value for general cultivation in the State. Information in regard to agriculture and metallurgy may be published by him from time to SCHOOLS OF AOBICULTURE AND THE HBCHANIC ABT8 ^37 time in the newspapers of the State ; provided it does not involre any expense to the SUte. § 11. The Secretary shall report to the Legislature at every regular session thereof and to the Governor of the State on the first Monday in November in each year when the Legislature is not in session, which reports shall embrace all such statements, accounts, statistics, prize essays, and all other information relative to agriculture and mining in general, and proceedings of the State Board of Directors of said College and farm, to be approved by the Board. § 12. The Secretary shall receive as a compensation for his services such a sum as the Board of Directors shall determine, paid quarterly from the State Treasury, in the same manner, as is provided by law for the salaries of State officers. § 13. The course of instruction shall embrace the English language and litera- ture, mathematics, civil, military and mining engineering, agricultural ehemis- try, mineralogy, metallurgy, animal and vegetable anatomy and physiology, the veterinary art, entomology, geology, technology political, rural and household economy, horticulture, moral and natural philosophy, history, book-keeping',- and especially the application of science and the mechanical arts to practical agriculture in fbe field, and mining. g 14. The Board of Directors may at any time suspend the sessions of the College temporarily, in case of fire, the prevalence of fatal diseases, and other - unforeseen calamity. §15. The said Board of Directors shall have the general control and supervis-- ion of the sud College, the farm pertaining thereto, and lands which may be vested in the College by State legislation, purchase or donations', of all appropri- ations made by the State for the support of the same ; and also the management of any lands that may be hereafter donated by the General Government to this State in trust for the promotion of industrial pursuits. The Board shall have plenary power to adopt all such ordinances, by-laws and regulations, not in con- ffict with this Act, as they may deem necessary to secure the successM opera- tion of the College and promote its designed object. § 16. It shall be the duty of the said Board of Dbectors to choose a Presi- dent of the said College before the commencement of the first term of the insti- tution. They shall proceed to choose such tutors, professors and employees, as the necessities of the institution demand. In case of a vacancy in the office of the President, or in case a suitable man cannot be selected, the President of the said Board of Directors, or such member of the Board as shall be designated by them, shall be President pro tern, of the College, who shall receive such compen- sation for his services as the Board shall determine. § 1*7. The President, professors of the College when chosen, and tutors, shall constitute the Faculty of said College. The President of the College shall be President of the Faculty. §18. The Board of Directors, with the advice and consent of the Faculty, shall regulate the course of instruction, prescribe the books to be used, and confer upon the graduates such testimonials as they may see proper. ' § 1 9. The Faculty shall pass aU needful rules and regulations necessary to the government and discipline of the College, regulating the routine of labor, study, meals, and the duties and exercises, and all such rules and regulations as ard necessary to the preservation of morals, decorum and health. 258 SOHOOIfl OF AQBICULTDBX AND THK mCHAmC ARTS. g 20. The Facol^ ahall hare chaige of the kbormtories, minenlogical cabi- nets and metallurgical works, library and mnseams of the institution. § 21. The Faculty shall make an annual report by the first Monday in Ko- Tember of each year, to the said Board of Directors, signed by the President^ containing such information and recommendations as the welfare of the institu- tion in their opinion demands. Any member of the Faculty may make a mi- nority report, if they disagree with the conclusions of the miyority, which the Faculty shall communicate to the Board. No communications at any other time from members of the Faculty, shall be entertained by the Board, unless they hare been submitted to a meeting of the Faculty, and sanctioned by a majority. § 22. The President of the Faculty shall be the chief executlTC oflBoer of the said College, and it shall be his duty to see that the rules and regulations of the State Board of Directors and the rules and regulations of the Faculty, be obeerred and executed- § 28. The President of the College shall perform the duties of a professor. The Board of Directors shall iqipoint a Superintendent of the farm, and define his duties. § 24. The subordinate officers and employees, not members of the Faculty, shall be under the direction of the Superintendent, and in the recess of the Board of Directors, removable at bis discretion; and he may supply Tacancies that may be bv them or otherwise created. His action in these respects shall be submitted to the approval of the State Board of Directors at their next meeting. § 25. For the current expenditures of said College specific sums of money shall be set aside in the hands of the Treasurer by the Board of Directors, which shall be subject to the warrants of the President of the Board, drawn in pursuance of the orders of the Directors. AU moneys received from labor, or other sources, shall be paid into the Treasury of the College. All moneys due to the institution, or received in its behalf^ shall be collected and received by the Secretary, and deposited by him with the Treasurer of the State Board of Directors, taking his receipt therefor. The Secretary shall, with his annual re- port, render a full and complete account of all moneys received and all war- rants drawn on the Treasurer by him as Secretary of the Board, and shall file and preserve all vouchers, receipts, correspondence, and other papers relating thereto. § 26. When the institution shall be brought to such condition of maturity as to promise satisfaetory results, the Board of Directors shall make such rules and regulations as they may deem necessary in relation thereto, and the Fu> nlty shall cause such comparisons, tests, trials, and experiments, scientific and practical, to be made, as may in their opinion conduce to the instruction of the students and the progress of agriculture and mining, and shall cause the resolts to be published in the annual reports. § 27. The said College shall be located in such portion of the State as the Board of Directors shall determine. Said Board at their first meeting shall invite proposals, by the publication for the period of ten months, for donations of land, money or buildings from counties, cities, or individuals, to be given to said College in consideration of its being located by the Directors at any place designated by the donors ; and the said Board, after a careful mvestiga- tion of all proposals made, shall determine the location with particular reference SCHOOLS or AOIUCULTURS ASD THB MBCHANIG ARTS. Xd9 to aocessibility and adaptability of climate and soil ; provided^ that the same shall not be united or connected with any other imititution of learning in thi0 State. § 28. The said Board shall purchase or receive donations of Und for a College farm, and cause to be erected thereon such buildings as they may deem neces- sary ; pravithdy that any contract for building shall be let to the lowest bidder, after reasonable notice ; and provided further^ that the farm shall not be of less than one hundzed and sixty acres of land. g 29 All interest accruing from the sale of one hundred and fifty thousand acres of land granted to this State by Act of Congress, A. D. eighteen hundred and sixty-three, and the interest that has accrued and may accrue from the sale of the seventy-two sections of land donated to the State for a seminary of learning, and all moneys arising from the sale of the ten sections granted to this State for the use of public buildings, together with all interest that has ac- crued or may accrue thereon, shall be subject to the order of the State Board of Directors. § 30. The College shall not In any manner whatever be connected with or controlled by any sectarian denomination. An Act to provide for ths selection of lands donated to thb State of Californu bt Act of Congress approved July 2, 1862. (Approyed April 2, 1866.) Section 1. The Oovemor of this State, the President of the State Agricul- tural Society, and the Surveyor General, shall constitute a Board to be known as the Agricultural College Land Board, and said Board shall have the control and management of the selection of all the lands granted to this State by Act of Congress, approved July second, eighteen hundred and sixty-two, providing for the endowmeut of College? for the benefit of agriculture and the mechanic arts, and of all lands that may hereafter be granted for that purpose. Said Board shall appoint one or more suitable Commissioners, whose duty it shall be to select unoccupied, unappropriated and surveyed public lands, and locate as soon as practicable the quantity of land donated to this State by the Act of Congress aforesaid, and to make return of the lands so located, to the Register of the State lAud Office of the State of California, properly designated and described, and to notify tiie Registers of the United States District Land Offices for the districts in which the selection and location is made, of such selection as fast as the land is so selected. §2. The Register of the State Land Office, shall, as fast as such selections are made and returned to him, forward to the Secretary of the Literior of the United States, full and complete descriptions of all such Itods, and obtain the necessary title to the State of California for the same. § 3. The Agricultural Land Board shall certify, from time to time to the Board of Examiners of this State, the amounts required to pay expenses of se- lecting, locating and making returns of said lands, and the Comptroller of State shall draw his warrant upon the Treasurer for the amount certified to be due by the Board of Bzaminers, and the Treasurer shall pay the same out of any ]40 6GHOOL8 or AGUCULTURS AND TOE MECHANIC ARTS. money in Uie Trsasniy not otherwise appropriated. They shall also report to the Board of Directors of the Agricultural, Minii^g, and Mechanical Arts Col- lege, on or before the first day of October, A. D. eighteen hnndred and sixty- seven. As soon as practicable after this act shall have gone into effect, said Board shall apply to the Conunissioners of the General Land Office for an order directing the Registers of the several district land offices in this State to with- draw from market, and so mark on their Plates any of the lands of the United States subject to sale at private entiy that may be selected by anthority of this Board, whenever the Register shall have been notified of such selections. All certificates, contracts, or other papers emanating from said Board, shall be signed by the Chainnan and Secretary of said Board. COSKECTICUT. Ah Act APFBonuATnro to thb Shitfibld Schhtiiio School or Tale Col- LKOI, THE PB0GBED8 OF LANDS ABSIONXD TO THE SlATE BT AOT OF GOEOESSS APPBOTED July 2, 1862. (Appzored Jum 24, 1868.) 8Ea 1. Whenever the Secretary of the Interior shall have issued to this State, the land scrip due to this State, under the act of Congress, entitled *' An Act donating Public Lands to the several States and Territories which may pro- vide Colleges for the benefit of Agriculture and the Mechanic Arts," it shall be- come the duty of ihe Commissioner of the School Fund to take charge of said scrip, and, as agent of this State, to sell the same, so soon as in his judgment he can prudently do so, upon terms to be previously approved by the Governor, and in the name and behalf of this State, to convey and transfer the same in any suitable manner to the purchaser or purchasers thereof, and to invest the avails thereof in the manner specially prescribed by said act of Congress. g 2. Said Commissioner shall semi-annually pay over the interest of the Fund which may result from the sale of said scrip, to the President and Fellows of Yale College in New Haven, for the special purposes and upon the special con- ditions hereinafter set forth. § 8. Said Corporation shall devote said interest wholly and exclusively to the maintenance, in that department of Yale College known as the ** Sheffield Scientific School,** of such courses of instruction as (including the courses of instruction alieady instituted in said school,) shall carry out the intent of said act of Congress in the manner speciaUy prescribed by the fourth section of said Act § 4. Said Corporation shall furnish gratuitous education in said courses of instruction to pupils who shall be annually nominated to be pupils of said school, in such manner as the Oenend Assembly shall prescribe. The number of pupils to be so received gratuitously into said school shall be, in each year, such a number as would expend a sum equal to one-half of the said interest for the same year in paying for their instruction in said school if they were required to pay for it at the regular rates charged to other pupils of said school for the same year. Said pupils so nominated and received shall be citizens of this State, and shall be admitted into said school upon the same terms and subject to the same rules and discipline which shall apply to all other pupils of said school, with the angle exception that they shall not be required to pay anything for their in- struction. § 5. Said Corporation shall annually make and distribute the reports re- ' quired by the fourth paragraph of section fifth of said act of Congress. § 6. No portion of said interest shall be paid over to said Corporation until sidd corporation shall contract with this State, by its contract in writing, in such form as the Governor shall approve, to fulfill and perform all the duties and obligations imposed upon it by this Act (Ul) 142 SCHOOLS OF AGRICULTURK AND THE MECHANIC ARTS. § 7. The GoTernor, the Lieutenant GoTernor, the three senior Senaton, and the Secretary of the State Board of Education, shall constitute a Board of Vis- itors, whose duty it shall be to visit sud school in each year, and report annually thereon to the General Assembly. Ah Act kilatiiio to the SRsmcLo Scumnnc School. Appiowd July 6| I864. Sic. 1. The visitors of the Sheffield Scientific School deagnated by the Act approved June 24, 1868, and entitled " An Act appropriating the Scrip of public lands granted to this State under an Act of Congress approved July 2, 1862," to wit : the Governor, the lieutenant Governor, the three senior Senators, and the Secretary of the State Board of Education, shall constitute, together with the SecreUry of the Sheffield Scientific School, an appointing board, who shall select from such candidates as shall offer themselves, those who shall be entitled to receive the gratuitous instruction in said school, which has been provided for by the State in said Act. § 2. In case there are more applications for the bounty of the State than there are vacancies to be filled on the part of the State, said Board shall give the preference to such young men as are fitting themselves for agriculture and mechanical and manufacturing occupations in life, who are or shall become orphans through the death of a parent in the naval or military service of the United States ; next to them to such as are most in need of pecuniary assist- ance ; and furthermore, they shall provide that the appointments shall be dis- tributed, as far as practicable, among the several counties of the State, in proportion to their population. § 8. The Secretary of said school shall also be the Secretary of said appointing board, and shall keep a record of their transactions ; and he shall furthermore, at least one month before the close of each academic year in said school, cause to be published in at least one newspaper in every county of this State in which a newspaper may then be published, an advertisement specifying the number of pupils who by virtue of said act are entitled to be admitted into said school for gratuitous instruction during the ensuing academic year, and designating the time and manner in which applications may be made to said appointing board for admission to said schooL DELAWARE. An Act nxABuaHiNO ▲ Coixbob ior Aobiovltuaal ahd Mxohanio Abtb nr THIS StATI. (Approved Mueh 14, 1887.) WkenoM^ the legislature of this State, by a recent act accepted the proTisions of an act of congress approved July 2, 1862, entitled, ** An act donating pablio lands to the sereral States and Territories which may provide colleges for the benefit of Agriculture and the Mechanic Arts ; ** tmd whereaSf the said act of congress renders it the duty of the State to provide the buildings, grounds and appliances necessary to carry out the objects of said act ; and wkereoM, the board of trustees of Delaware College have proposed to convey to the State of Delaware a joint and equal interest in the grounds, buildings, libraries, appa- ratus and vested funds of said college proper, upon the condition that the State shall vest the income to be derived from the sale of the said lands in a board of trustees, not more than one-half of whom shall be the representatives of the State, and the remainder the representatives of the present board, for the purpose of establishing at Newark, in connection with said college, an institu- tion which shall meet the requirements of the act of congress, and extend to the people of our State the benefits of its provisions ; therefore^ Be it enacted by the Senate and Houee of JUpreeentattpee of the State of Del' aware in General Aeeemhly met: Section 1. That the proposition of the board of trustees of Delaware Col- lege be and the same is hereby accepted, and that Delaware College is adopted and established as the institution to be provided by the State of Delaware, in accordance with the provisions of the act of congpress approved July 2, 1862, entitled, '* An act donating public lands to the several States and Territories which may provide colleges for the benefit of Agriculture and the Mechanic Arts." § a. That the State treasurer, in conjunction with the governor of the State and the president of the board of trustees of Delaware College, is hereby au- thorized and required to sell and sssign, upon such terms and conditions as they may deem best for the interests of the State of Delaware, the whole or viy part of the scrip or land warrants issued or to be issued to the State by virtue of said act of congress. § 8. That the proceeds of the sale.or sales afbresaid shall be invested by the said treasurer in interest bearing bonds of this State, or of the United States, at his discretion, the principal of which bonds shall forever be held sacred for the purposes contempUted in the act of congress aforesaid, and shall not be transferable except by a special act of the legislature. § 4. That the State treasurer may perform and discharge any of the actsi trusts or duties authorized, directed or conferred herein, by any agent or agents by him selected and appointed by and with the consent and advice of the gov- (148) 144 SCHOOLS Off AQBICULTUJUB AKD THE MBCBANIG ABXB. enior of the State. All costs and expenses inciirred in selling or assigning the said land scrip, or in investing the proceeds thereof^ shall be allowed and paid oat of any funds in the State treasnry not otherwise appropriated. § 5. That the State treasurer shall, semi-annoallj, receive and paj over the interests of said bonds to the treasnrer of the board of trustees to the Delaware College, for the purposes and on the conditions hereinafter mentioned. § 6. That the board of trustees of Delaware College shall devote said interest to the maintenance of such course or courses of instruction in said college as shall carrj out the intent of the act of congress aforesaid, and shall provide for the gratuitous instruction of one pupil from each hundred in the State, who shall be annually nominated to be pufHls of said college, in such manner as the legislature may prescribe. Said pupils so nominated and receiv- ed shall be residents of this State, and shall be admitted into said college upon the same terms and subject to the same rules and discipline which shall apply to all other pupils of said college, with the single exception that they shall not be required to pay anything for their instruction. g 7. Said board of trustees shaU, annually, on or before the first day of February, in each and every year, make up and distribute the reports re- quired by the fourth paragraph of the fifth section of said act of congress. § 8. That the governor be and is hereby authorized to appoint five trustees from each county in the State, to be members of the board of trustees of Dela- ware College on behalf of the State, and to fill all vacancies which may arise in such appointments, occasioned by death, resignation or otherwise, and that the present board of trustees of Delaware College shall fill up the remaining vacancies in said board, in the manner and to the number prescribed in the charter of Delaware College, as well as to fill any vacancies which may hereafter arise in their number, and the joint board of trustees, thus recognized, shall have the entire control and management of said institution, subject to the pro- visions of its charter and the terms of this act : Provided^ That said institution shall never be managed or conducted in the interests of any party, sect or denomination. 4 9. That the board of trustees of Delaware College shall report such amend- ments to this act, or such further acts or laws, as they may deem necessary and proper to carry out the objects contemplated by this act. IllllfOIS. All Act nr belation to thi location or tbi Indttbtbul UimriBBiTT. (Appiored Jannaiy 36, 1867 ) Whsrbab, each portioii of the BlaAe is alike intereated in the proper location Of aaid Univeraitj, and it la deairable to enable the public spirit of each eom- monity or section to folly compete for such location; therefore, Be it inaet' SacnoH 1. That any county, dty, township, or incorporated town of said state, may, by taxation, as well as by voluntary subscription of its dtisena, raise a fund to secure the location of said University at any point whatever ; and any other corporation in this state may make bids and subscription for the purpose of securing said location at any point whatever. § 2. That any county through its county courts or board of superrisora, and any township or town, through its aupervisor, assessor and collector, and any city or incorporated town, through its council or board of aldermen, or other constituted authorities, as the case may be, may subscribe such sum or sums as they may deem necessary, to secure such location, and to raise the amount or amounts so subscribed by taxation, or by issuing bonds, payable at any seasonable or convenient time, and bearing any rate of interest not exceed- ing ten per cent per annum : PruvicUd^ Aoionw, that no tax shall be levied for such purpose until the proposition so to raise a fund, together with the amount to be raised shall, after at least ten days' notice, be submitted to a vote of the people so to be taxed, and be approved by a m^ority of the persons voting at such election : Provided^ that the county clerk of such county shall order an election in accordance with the provisions of this act; Andpnmded^ aUo, that it aball not be obligatory on any county, city or town authorities, or county derk, as aforesaid, to submit any such proposition to a vote of the people, un- less at least one hundred of the legal voters of said county, city or town shall pedtion for the same ; in which event said election or elections shall be ordered: And provided further^ that any election heretofore held in any county, city or town, for the purpose aforesaid, is hereby legalized and made valid. § 8. The county, city or town authorities, as aforesaid, are hereby invested with full power to make any and all needful orders and regulations to carry into effect the foregoing provisions ; and in case of an election being applied for, as aforesaid, it shall be the duty of said authorities to give the usual and seasonable notices, requhred by law, according to this act, and the end in view, and to oondnet and re]}ort the same in the usual way. Such election to be con- ducted and return made according to the law governing elections: Pr pointment shall be approved by the senate. § 2. The members of the board of trustees, and their successors, shall hold their office for the term of six years each : Provided, that at the first regular meeting of said board, the said members shaU determine by lot, so that, as nearly as may be, one-third shaU hold their office for two years, one-third for four years, and one-third for six years from the first day of said meeUng. The governor, by and with the advice and consent of the senate, shall fill all vacan- cies which may at any time occur by expiration of term of office, or otherwise, in said board, by appointment of suitable persons resident in the respective grand divisions and congressional districts in which such vacancies may occur. Said board of trustees may appoint an executive committee of their own num- ber, who when said board is not in session, shall have the management and con- trol of the same, and for that purpose have and exercise all the powers hereby conferred on said board which are necessary and proper for such object g 3. In case the board of trustees shall at any time determine to establish a branch or department of said University at any points elected by them, such branch or department shaU be under the control of the members of said board residing in the grand division and congressional district where such branch shall be located, unless otherwise ordered by said board of trustees : Provided that no portion of the funds resulting from the congressional grant of land for the endowment of sud University, or from any donation now or hereafter to be made by the county, city or town at or near which said University is located ; and no portion of the interest or proceeds of either of said funds shall ever be applied to the support of any branch or department located outside of the county wherein said University is located by this act § 4. The first regular meeting of the board of trustees shall he held at SQoh place as the governor may designate, on the second Tuesday in March a. d. BCH00L9 or AQ&XCULTUBB AND THJE USOHANIG ABTS. 147 1867, at which meeting they shall elect a regent of the uniTereity, who, to- gether with the governor, saperintendent of poblic inBtruction and president of the state agricultural society, shall be ea^o^eto, members of said board of trustees. Said regent, if present, shall preside at all meetings of the board of trustees and of the faculty, and shall be charged with general supervision of the educational facilities and interests of the University. His term of office shall be two years, and his compensation shall be fixed by the board of trus- 4 6. At the first, and at each biennial meeting thereafter, it shall be the duty of the board to appoint a treasurer, who shall not be a member of the board, and who shall give bonds, with such security as the board of trustees shall deem amply sufficient to guard the University from danger of loss or dim- inution of the funds intrusted to his care. The trustees may appoint, also, the corresponding secretary, whose duty it shall be, under the direction or with the approval of the trustees, to issue circulars, directions for procuring needful ma- terials for conducting experiments, and eliciting instructive information from persons in various counties, selected for that purpose, and skilled in any branch of agricultural, mechanical and industrial art ; and to do all other acts needful to enable him to prepare an annual report regarding the progress of the Uni- versity, in each department thereof — ^recording any improvements and experi- ments made, with their costs and results, and such other matters, including state, mdustrial and economical statistics, as may be supposed useful ; not less than five thousand copies of which reports shall be published annually, and one copy be transmitted by said corresponding secretary, by mail, free, to each of the other colleges endowed under the provisions of an act of congress, ap- proved July 2, 1862, entitled "An act donating lands to the several states and territories which may provide colleges for the benefit of agriculture and the me- chanic arts ; one copy to the United States Secretary of the interior ; and one thousand copies to the Secretary of state of this state, for the state library, and for distribution among the members of the general assembly. Also, a record- ing secretary, whose duty it shall be to keep faithful record of the transactions of the board oT trustees, and prepare the same for publication in said annual report. The said treasurer, corresponding and recording secretaries to receive such compensation as the trustees may fix, and to be paid in the same manner as the teachers and other employees of the university are paid. 4 6. No money shall be drawn from the treasury of the University, except by order of the board of trustees, on warrant of the regent, drawn upon the treasurer, and countersigned by the recording secretary. 4 7. The trustees shall have power to provide the requisite buildings, appa. imtuB and conveniences ; to fix the rates for tuition ; to appoint snch professors and instructors, and establish and provide for the management of such model fiums, model art, and other departments and professorships, as may be required to teach, in the most thorough manner, such branches of learning as arc re- lated to agriculture and the mechanic arts, and military tactics, without ex- doding other scientific and classical studies.* They may accept the endowments of voluntary professorships or departments in the Univeruty, from any person or persons or corporations who may proffer the same, and, at any regular meet- ing of the board, may prescribe rules and regulations in relation to such en. dowments, and declare on what general principles they may be admitted : 248 BGHOOLS OF AQBXCULTUBI AKD THV MECHAKIO ARTS. Provided^ that euch special Yoluntary endowments or professorships shall not be incompatible with the true design and scope of the act of congress, or of this act ; and the j shall, as far as practicable, arrange all the regular and more im- portant courses of study and lectures in the UniTcrsity, so tliat the students may pass through and attend upon them during the six autumn and winter months, and be left free to return to their several practical arts and industries at home during the siz spring and summer months of the jiear, or to i«mai]i in the University and pursue such optional studies or industrial avocations as they may elect : Provided^ that no student shall at any time be allowed to remain in or about the University in idleness, or without full mental or industrial occupa- tion : And provided Jurther^ that the trustees, in the exercise of any of the powers conferred by this act, shall not create any liability or indebtedness in excess of the funds in the hands of the treasurer of the University at the time of creating such liability or indebtedness, and which may be specially and properly applied to the payment of the same. ^ 8. No student shall be admitted to instruction in any of the departments of the University who shall not have attamed to the age of fifteen (16) years, and who shall not previously undergo a satisfactory examination in each of tbA branches ordinarily taught in the common schools of the state. ^ 9. Each county in this state shall be entitled to one honorary scholarship in the University, for the benefit of the descendants of the soldiers and seamen who served in the armies and navies of the United States during the late rebell- ion— preference being given to the children of such soldiers and seamen as are deceased or disabled ; and the board of trustees may, from time to time, add to the number of honorary scholarships when, in their judgment, such additions will not embarrass the finances of the University ; nor need these additions be confined to the descendants of soldiers or seamen; such scholarships to be filled by transfer from the common schools of said county, of such pupils as shall, upon public examination, to be conducted as the board of trustees of the University may determine, be decided to have attained the greatest proficiency in the branches of learning usually taught in the common schools, and who shall be of good moral character, and not less than fifteen (16) years of age. Such pupils, so selected and transferred, shall be entitled to receive, without charge for tuition, instruction in any or all departments of the University for a term of at least three (8) consecutive years : ProMed, sud pupil shall con- form, in all respects, to the rules and regulations of the UniTersity, established for the government of the pupils in attendance. 4 10. The faculty of the University shall consist of the chief instructors im each of the departments. No degrees shall be conferred, nor diplomas award- ed by authority of the board of trustees, or of the faculty, except that the trustees, on recommendation of the majority of the faculty, may authorise the regent of the University to issue to applicants certificates of scholarship, under the seal of the University ; which certificate shall, as far as pracUcable, set forth the precise attainments, as ascertained by special examination, of the parties applying for the same, respectively, in the various branches of learning they may have respectively studied during the attendance in the University, and every pupil who shall have attended upon instruction in the University for not less than one year, maintaining, meanwhile, a good oharaoter for faithfvL SCHOOLS Of AaiUCULTUUl AMD THM MJOUOANIO AftTS. ^49 liesa in study uid correctneas of deportment, and who may desire to cease such attendance, shall be entitled to recelTe such oertifloate of scholarship as is an- thorized by this section to be issued. All certificates of schoUrships shall be in the English language, unless the pupil should otherwise prefer; and all names and terms on labels, samples, specimens, books, charts and reports shall be ex- pressed, as nearly as may be in the English language. § 11. No member of the board of trustees shall receiTe any compensation for attending on the meetings of the board. At all the stated and other meet- mgs of the board of trustees, called by the regent or corresponding secretary, or any five members of the board, a majority of the members shall constitute a quorum : Finmdedy all the members have been duly notified. § 12. It shall be the duty of the board of trustees to permanently locate said UniTersity at Urbana, in Champaign county, IlUnois, whenever the county of Champaign sfaall^ according to the proper forms of law, convey or cause to be conveyed to said trustees in fee simple, and free from all incumbrances, the Urbana and Champaign Institute buildings, grounds and lands, together with the appurtenances thereto belonging, as set forth in the following offer in be- half of said county, to wit : The undersigned, a committee appointed by the board of supervisors of Qiampaign county, are instructed to majce the following ofl^r to the state of Illinois, in consideration of the permanent location of Uie Illinois Industrial University at Urbana, Champaign County, viz : We offer the Urbana and Cham- paign Institute buildings and grounds, containing about ten acres ; also, one hundred and sixty acres of land adjacent thereto ; also, four hundred acres o^ land, it being part of section No. twenty*one, in township No. nineteen north, range No. nine east, distant not exceeding one nule from the corporate limits of the city of Urbana. Also four hundred and ten (410) acres of land, it bemir part of section No. nineteen, township No. nineteen, range No. nine east, wiUiin one nule of the buildings herem offered. Also, the donation offered by the lUinois Central Railroad Company of fifty thou- sand dollars worth of freight over said road for the benefit of said University. Also, one hundred thousand dollars in Champaign county bonds, due and paya- ble in ten years, and bearing interest at the rate of ten per cent, per annum, and two thousand dollars in fruit, shade and ornamental trees and shrubbery, to be selected from the nursery of M . L. Dunlap, and furnished at the lowest catalogue rates, making an estimated valuation of four hundred and fifty thou- sand dollars ($450,000.) Titles to be perfect, and conveyance to the state to be made or cause to be made by the county of Champaign, upon the permanent location of the Illinois Industrial University upon the said grounds, so to be conveyed as aforesaid, and we hereby in our official capacity guarantee the pay- ment of said bonds and the faithful execution of the deeds of conveyance, free from all incumbrances, as herein set forth. W. D. SOICEBS, T. A. COSGROYE, C. R. MOOREHOUSE, Committte, § 18. The board of trustees shall, by and with the advice ana consent of the governor and adjutant general, procure all such arms, accoutrements, books and instruments, and appoint such instructors, as may, in their discretion, be required to impart a thorough knowledge of military tactics and military en- gineering, and they may prescribe a uniform dress to be worn by the pupils of the University. § 14. That upon the organization of the board of trustees and the appoint- ment of Bidd treasurer, and the filing with and the approval by said board of 150 BCU00L8 09 AOKICULTOBB AND THK lUCHAHIO ARTS. the bond of Bftid treasiiKir, and all of aaid foregoing acts being duly certified to the governor, under the hand of laid regent, counterBlgDed by the said record- ing secretary, it shall then become the legal duty of said goTemor to deliver over to said treasurer the land scrip issued by the United States to this state, for the endowment of said University, and that thereupon it shaQ become the duty of said treasurer to sell and dispose of said scrip at such time, place, in such manner and quantities, and upon such terms as such board shall, from time to time, prescribe, or to locate the same as said board may direct. Said treasurer being in all respects pertaining to the sale of said, scrip, and the r^ investment of the proceeds received therefor, and the securities when rein- vested, subject to such order and control of said board as is not inconsistent with this act and the act of congress providing for the endowment of said uni- versity. 4 16. That all the right, title and interest of the State of Illinois in and to said land scrip, is hereby invested in the Illinois Industrial University, for the use and purposes herein contained ; and siud scrip shall be assigned to said Uuiversity by the governor of the state of Illinois on each certificate, and at- tested by the secretary of state, under the seal of the state ; and that the trans- fer of said scrip to purchasers by assignment on the back thereof, by the said officers of said University, under the seal thereof^ in manner following, shall be deemed sufficient in law, to wit : State or Illinois, | Illinoit Industrial University j For value received, the State or Illinois hereby sells and assigns to . . . the within scrip, and authorizes .... to locate the same, and obtain a patent on such location. Given under our hands and the seal of said University this day of .... JLa JJ. loO .... A. B., Jisffsnt. C. D., Tk^easurer. Countersigned by E. F., Recording Secretary, 4 16. That upon said treasurer making sale of any of said scrip, he shall at once invest the fund so received, report the same to the said board, stating amount sold, price obtained and how the same was by him invested ; which re- port shall be filed with the recording secretary, who shall transmit a copy of the same to the governor of said state, and he to the congress of the United States, in accordanoe with said act of congress. \ 17. That the said board shall order upon its minutes which of the several kinds of securities mentioned in the fourth section of said act of cong^ress said treasurer shall invest proceeds of sales in. ^18. The bond required to be given by said treasurer shall be conditioned for the faithful discharge of his duties as treasurer of the " Illinois Industrial University,'* and for any breach thereof suit may be instituted, in the name of the " Illinois Industrial University f and it shall be deemed a criminal offense for any person or persons holding in trust any part of the funds of said Uni- versity knowingly or negligently to misapply or misappropriate the same, in- dictable in any court having Jurisdiction, in the same maimer as other crimes are punishable, by fine or imprisonment, at the discretion of the court, accord- ing to the nature of the offense. BCHOOU OJT AaKIOUUUlUB ASl> TBI UOfiAMIO ARTS. l^^ AN ACT suppuiifBirrAL to an act entitlbd "Ah act to provide for the OBOAinZATION, EMDOWMEHT AKD MAIXTBHAKCE OF THE IlUWOIS INDUSTRIAL UNirERSirr." MMrah 8lh, lBe7. Section 1. Be U enacted 5y the people of the State of Jllifioit, represented in the General Assembly^ That if the legal authorities of the county of Cham- paign shall not, by or before the first day of June, 1867, convey or cause to be conveyed, to the board of trustees of the Illinois Industrial University, by a good and unincumbered title, in fee simple, all the real estate mentioned and contained in the propositions of said county, and which real estate is described and set out in the act to which this act is supplemental, amounting to nine hun- dred and eighty acres of land, and if said county shall not also pay over and deliver to said trustees by said day, all the bonds and other property offered by said county, mentioned in said act, then siud board of trustees or a majority of tiiem shall proceed without delay to permanently locate and establish said In- dustrial University in McLean, Logan, or Morgan county ; such county so se- lected shall in like maimer be required in all things to fulfill and comply with the conditions and provisions of the oifer heretofore made by such county, as an inducement for the location of said University in said county. IKDIANA. Ax ACf ACOKPTINO THS PBOTIBIOKS OF AN ACT OF GoiTORISS APPROYID JULT 2, 1862, AMD THH Act appboted April 14, 1864, kxtkndino thi samk. (Approved Maroh 6, 1865.) SscnoH 1. That the State of Indiana accepts and claims the benefits of the provision of said Acts of Congreas, and assents to all the conditions and proTis- iohs in said acts contained. § 2. That the Governor of the State, for the time being, and Alfred PoUardy of Gibson, Smith Yawter, of Jennings, Henry Taylor of Tippecanoe, and Lewis Borke of Wayne, and their successors, are created a body corporate under the name of The Trustees of the Indiana Agricultural College. § 3. Said Henry Taylor and Lewis Burke shall hold siud office for two yearSi and said Alfred Pollard and Smith Yawter shall bold the same for four years ; protfided they so long behave well, and at the ezpiradon of each period of two years from the passage of this act the Grovemor and the remaining Trus- tees shall choose by ballot two citizens of this State to fill the vacancy caused by the expiration of the terms of office of such preceding Trustees, who shall hold their office for the term of four years ; provided they so long behave well. And whenever any other vacancy shall occur among said Trustees, they shall, in like manner, choose some citizen of this State to fill tbe same, who shall hold his office during the residue of the imexpired term of his predecessor, prm the first day of May, 1866 ; and the general assembly at each biennial session thereafter, shall elect one-half of said board of trustees, who shall serre from the first of May after their election. The board of tmstees shall at thdr first meeting under this act, which shall be on the first Thursday of May for 1866, at the capitol of the State, determine by lot, their sereral terms of service, and every succeeding year, they shall hold their annual meetings on the second Monday of January, at the capitol of the State. Any Tacanciee in the board of trustees, caused by death, removal from the district or the State, resignation, or failing to qualify within sixty days after their election, may be filled by a vote of a majority of the members of said board. § 8. The board of trustees shall elect a treasurer at their annual meeting in each year, who shall receive and keep all the moneys arising frtmi the sale of the products of the £itrm, and from any other source, and give bonds in such sum as the board of trustees may require. He shall pay over all moneys, upon the warrant of the president, and countersigned by the secretary. He shall render, annually, in the month of January, to the board of trustees, and as often as may be required by said board, a full and true statement of all moneys received and disbursed by him. § 4. Sections 1715, 1716, 1789, of chapter 67 of Bevision of 1860, and section 6 of chapter 121 of the acts of the tenth general assembly, (1864,) and an acts and parts of acts in confiict with the provisions of this act, are hereby repealed. Air Aof AVTHOUznia Aim rioitlatino thi balb axd uabi ov laitds bbloho- ixa TO THE Iowa Statb AoRicvLTxniAi« Socibtt. (ApproTitd Marah SO, 1866) SBOnoB 1. Be it enacted by the General Assembly oftheState of Iowa, That the trustees of the Iowa State Agricultural Ck>llege and Farm, are hereby au- thorized to sell or lease aU of the lands granted to the State of Iowa, by the act of congress entitled " An act donating public lands to the several States and (164) Schools or aguoulturi and thb mbchanio arts. 155 Territorieii which may provide Colleges for the benefit of Agriculture and Me- chanic Arts,*^ approved July 2, 1862, which grant was accepted by the general assembly of the State of Iowa, Sept. 11, 1862, upon the following conditions, legalations, and restrictions, to wit. None of said lands shall be sold for a leas sam than fifty per cent above the price that each piece of said lands res- pectively was appraised at by the trustees of the agricultural college and farm in the year 1866, but may be sold by the purchaser paying one fourth at the time of sale, and the balance at any time within ten years from the day of sale, the purchaser to pay eight per cent, interest per annum, semi-annually in ad- vance on the deferred payment And a failure to pay the interest, or the prin- cipal within sixty days after it becomes due, the purchaser shall forfeit al! claim to said land, as well as that portion of principal and interest he had paid, to the agricultural college. § 2. Any of said lands may be leased in amounts not to exceed 160 acres, to any one man, for any term not exceeding ten years, the lessee to pay eight per cent, per annum in advance upon the price of said land, which is hereby declared to be fifty per cent additional to the price at which each piece of said lands respectively, were appraised by the trustees of the Iowa State Agricultural College and Farm, in the year 1866, and the said lessee shall have the privilege of purcha8in<; said land at or before the expiration of the lease, at the above described advance price. The lessee failing to pay the interest on said lease within sixty days from the time the same becomes due, shall forfeit his lease, together with the amount of the interest be has paid^ and the improvements thereon. § 3. The money arising fh>m the sale of said lands, shall be paid into the State treasury, which shall be invested by the State treasurer, in bonds of the State of Iowa, or United States Registered bonds, as directed by the act of congress granting said lands. And the moneys arising from the interest on the leases of said lands, shall he paid over to the trustees of the Iowa State Agri- cultural College and Farm, to be loaned by said board of trustees, on good and sufficient security, until needed to pay the expenses of the college. § 4. The trustees of the Iowa State Agricultural College and Farm, are hereby endowed with all necessary authority to appoint agents, or do any other acts to carry out the provisions of this act, as well as the provision of chapter 117 of the laws of the tenth general assembly. Ah Act to provide for the botablishicent or a State Aorioultural Col- lege AND Farm, with a Board or Trustees, which shall be conhecteo WITH THE ENTIRE AORICVLTURAL INTERESTS OF THE StATB Or lOWA. (Pamd Blanh 22, 1868.) Section 1714. (1.) Be it enacted by the General Anemhly of the State of loma. That there is hereby established a State Agricultural College and Model Farm, to be connected with the entire agriculture interests of the State. § 1716. (2.) Said college and farm shall be under the management of a board of eleven trustees, and the governor, the president of the State agricul- tural society, and the president of the State agricultural college, shall be, tx ogkio^ members of said board. 256 SCHOOLS OF AGKIOULTU&B AMD THE MMHAMIO A&T8. § 1716. (3.) The board of trustees shall at their first meeting under this act determine by lot their several periods of senrice, five of whom serving for two years, and six serving for four years, and untU their successors are elected and qualified. At the annual meetings in the hXL before vacancies occur in this board, each county agricultural society in the State may nominate one person for trustee, from whom the general assembly shall choose trustees to fill vacan- cies every two years as they occur, discriminating so as to give, if possible, one trustee to each judicial district in the State. Any vacancy in the board of trustees, caused by death, resignation or removal from the State, may be filled by a vote of the majority of the members of said board. Each trustee is re. quired to give a satisfactory bond to the State in such sum as may be required by the governor, for the faithful discharge of the duties imposed upon them. § 1717. (4.) The president of the college shall be president of the board of trustees. It shall be his duty to preside at all meetings of the board. He shall control, manage and direct the afiiurs of the college and farm herein estab- lished, subject to such rules as may be prescribed by the trustees. § 1718. (6.) Said board shall have power : 1. To elect a president of the State Agricultural College and Farm, and in the absence of the president, a president pro tempore, a secretary, and such other officers as may be required in the transaction of the business of the board. 2. To make all necessary rules and regulations for the government of the college and farm. 8. To purchase lands and erect buildings thereon, in accordance with the further provisions of this act. 4. To keep a full and complete record of all their proceedings, and do such other things as may be fbund necessary to carry out the intent and meaning of thk act. § 1719. (6.) The trustees shall receive no compensation except for mileage in traveling to and from the meetings ot the board, which shall be at the same rate and computed in the same manner as the mileage allowed to members of the general assembly ; and the auditor of State is hereby authorized to audit and allow the claims for such attendance, upon not more than three meetings annually. g 1720. (7.) The first session of the board of trustees shall be held at the capitol of the State, on the second Monday in January. 1859. g 1721. (8.) A majority of the board of trustees shall be a quorum for the transaction of business. g 1722. (9.) Said board of trustees are hereby authorized to select and pur- chase suitable lands, not less than six hundred and forty acres, for the use and purposes of the college herein established. g 1728. (10.) Said board shall receive proposals for sale of lands for the use of said college before purchasing the same, and in the purchase, the price, loca- tion, quality and variety of soil, advantages of water, timber, stone, et cetera, shall be considered. g 1724. (11.) There is hereby appropriated the proceeds of the sale of five sections of Und heretofore granted to the State of Iowa by congress for Ae erection of capitol buUdmgs, for the use and benefit of the college herdn established: pr&videdt congress diverts the same for this purpose ; and also the 8GB00UB or AQBICUIiTURa AJXD THB MECHANIC ARTS. ] 57 proceeds of the sale of all other lands granted or which may be granted by congress to the State of Iowa for the purposes contemplated by this act. § 1985. (12.) There is hereby appropriated out of any moneys in the treas- ury of the State, not otherwise appropriated, the sum of ten thousand dollars for the purchase of lands as pronded in section nine of this act, an(^ the im- proTement of the same. § 1726. (18.^ Upon the execution and delivery to the secretary of State, of the proper conveyance or eonyeyances of the land purchased as hereinbefore proTided, with a certificate of the attorney general of the State, that he has examined the title to the same and Qnds it unincumbered and perfect and in aocordanoe with this act, and that the location has been approved by the trus- tees, the auditor of State shall draw his warrant or warrants on the State treas- urer, for the amount of such purchase in favor of the party or parties to whom such sum or sums may be due ; said purchase or purchases to be made in the year eighteen hundred and fifty-nine previous to the first day of July of. that year. § 1727. (14.) If any moneys remain unexpended after the purchase of said fimn or lands, the trustees are hereby authorized to appropriate the same, or so much thereof as is needed, for the erection of the necessary buildings for the college on the farm, and otherwise improving the same. §1728. (16.) The course of instruction in said college shall include the fol- lowing branches, to wit: natursl philosophy, 'chemistry, botany, horticulture, fruit growing, forestry, animal and vegetable anatomy, geology, mineralogy, meteorology, entomology, aoology, the veterinary art, plain mensuration, leveling, surveying, book keeping, and such mechanic arts as are directly connected with agriculture. Also, such other studies as the trustees may from time to time prescribe, not inconsistent with the purposes of this act. g 1729. (16.) The board of trustees shall establish such professorships as they may deem best to carry into effect the provisions of this act. § 1730. (17.) Tuition in the college herein established shall be forever free to pupib from this State over fourteen years of age and who have been resi- dent of the state six months previous to their admission. Applicants for ad- missicMi must be of good moral character, able to read and write the English language with ease and correctness, and also to pass a satisiactory examination in the fundamental rules of arithmetic. § 1781. (18.) The trustees upon consultation with the professors and teach- ers shall, from time to time, establish rules regulating the number of hours, to be not less than two in winter and three in summer, which shall be devoted to manual labor, and the compensation therefor ; and no student shall be exempt from such labor except in case of sickness or other Infirmity. § 1782. (19.) The board shall elect annually from the teachers or more ad- vanced pupils, a competent book keeper, who shall keep an accurate account of the receipts and disbursements of said college and farm from all sources ; he shall also keep a minute and accurate account with each field and of each crop, which shall embrace the time and manner of cultivation, the amount of seed and the product, condition of the field before planting and sowing, and after harvest- ing, and kind and amount of fertilizers used ; also a list of animals and the value thereof, kept on the farm, and the treatment of the same ; also, a daily register 158 SCHOOLS OF AaBIGULTITBB AND THE MBCHANIO AKTS. of the weather ; of all of whioh he shall make an annual statement or synopsis of the same, to the secretary of the board of trustees. § 1733. (20.) Said college and farm shall be charged with the amount of crops, the proceeds of sales and the increase of animals raised on the farm. § 173^. (21.) The trustees shall elect at their first annual meeting in Jan- uary, 1859, and every two years thereafter, a secretary from their own number, who shall hold his office two years, and until his successor is elected and quali- fied. He shall reside at the capital of the State and have an office in the legis- latiTe building. It shall be his duty to keep a record of the transactions of the board of trustees and college and farm, which shall be open at all times to the inspection of any citizen of this State. He shall also have the custody of all books, papers, documents and other property which may be deposited in his office, including specimens of the vegetable and animal kingdom of the State or country ; also, keep and file all reports which may be made from time to time, by county and state agricultural and horticultural societies, and all corres- pondence of the office from other persons and societies pertaining to the gen- eral business of husbandry ; address circulars to societies and the best practical farmers in the State and elsewhere, with the view of eliciting information upon the newest and best mode of culture of those products, vegetables, trees, etc., adapted to the soil and climate of this State ; also, on all subjects connected with field culture, horticulture, stock raising and the dairy. He shall encourage the formation of agricultural societies throughout the State, and purchase, re- ceive and distribute such rare and valuable seeds, plants, shrubbery and trees, as may be in his power to procure from the general government and other sources, as may be adapted to our climate and soils. He shall also encourage the importation of improved breeds of horses, asses, cattle, sheep, hogs and other live stock, the invention and improvement of labor-saving implements of husbandry and diffhse information in relation to the same ; and the manufiu^ ture of woolen and cotton yarns and cloths, and domestic industry in weaving, spinning, knitting, sewing, and other household arts as are calculated to pro- mote the general thrift, wealth and resources of the State. He shall make a report in writing to the general assembly at every session thereof, and to the governor in each year when the legislature is not in session, on the first day of February, of all the transactions of his office of a public character, including a full statement of receipts and expenditures of the college and farm and of his own office, and at such other times as the governor or legislature may require. He shall give a bond in the sum of thirty thousand dollars, with good security, for the faithful discharge of the duties of his office. § 1785. (22.) The seeds, plants, trees and shrubbery received by the secre- tary, shall be, as far as possible, distributed equally throughout the State, and placed* only in the hands of those farmers and others, who will cultivate them properly and return to the secretary's office a reasonable proportion of the pro- ducts thereof with a full statement of the mode of cultivation and such other information as may be necessary to ascertain their value for general cultivation in the State. All information in regard to agriculture, obtained by the secre- tary, of an important character, may be published by him from time to time in the newspapers of the fitate, provided it does not involve any expense to the State. BCUO0L8 Of ACUUOUI^UBl AHB IHX MBCHANIO AKT8. J59 § 1786. (28.) The secretary shall collect and file in his office the agricultural stadstics of each organized county in the State. § 1787. (24.) That the farming hiterest of the State may derive immediate benefit from the duties imposed upon the secretary, the governor is hereby au- thorized and empowered to appoint a secretary on the passage of this act, from among the board of trustees named in this act, who shall hold his office for one year, and until his successor is elected and qualified, as proyided in section twenty-one of this act § 1738. (25.) The secretary shall receiye as a compensation for his serriceSy a salary of one thousand dollars per annum, to be paid quarterly from the State treasury in the same manner as is provided by law for the payment of the sal- aries of other state officers, and the sum of one thousand dollars is hereby an- nually appropriated for that purpose ; and the additional sum of one thousand dollars, or so much thereof as may be esteemed necessary by the governor, is also hereby annually appropriated to meet the expenses which may be incurred in the purchase and transportation of seeds, postage, stationery, and the other contingent expenses of the office of the secretary, to be paid out of the State treasury on the requisition of the governor through the auditor of State. g'1789. (26.) The board of trustees shall elect a treasurer from their own number annually, at their meeting in January, who shaQ receive and keep all moneys arising from the sale of products of the farm or other source, and give bonds in such sum as the board of trustees may require. He shall pay over all moneys upon the warrant of the president, countersigned by the secretary. He shall render annually in the month of January, to the board of trustees, and as often as may be required by said board a full and true account of all moneys received and disbursed by him. • § 1740. (.27.) That M. W. Robinson, of Desmoine county; Timothy Day, of Van Buren county, John D. Wright, of Union county, G. W. F. Sherwin, of Woodbury county, William Duane Wilson, of Polk county, Richard Gaines, of Jefferson county, Suel Foster of Muscatine county, J. W. Henderson, of Linn couftty, Clermont Coffin, of Delaware County, K H. Williams, 'of Clayton county, £. G. Day, of Story county, are hereby appointed and constituted the first board of trustees of the agricultural college and farm, who shall hold their office as may be determined under the provisions of the third section of this act Ax AOI MJJCiaCI AJK APPBOPSIATIOir FOB Uro DIBICnnNO TEl IBIOnOH or AH Agricultural Collcoi. (Approved Mttoh 22, 1864. ) [This act, (chap. 72, htws of 1864,) appropriates $26,000 to aid in the erec- tion of a permanent building on the college farm as definitely fixed by the trustees of the agricultural coUege and farm, after plans and estimates to be ap- proved by the governor, under the inmiediate supervision of the executive committee of the trustees.] 2$0 ' SCHOOLS Of AOBICULniBB AND THE MECHANIC AET8. Ajr Act xakiko appbopeiatiov to ooxplri ths Ageicvltubal Couaoc BuiLDua. (Approvad April 1, 1806.) [This act (chap. 61, laws of 1864,) appropriates the sum of $91,000 for the pnrposo of completing the agricnltaral oottege boiling, and for the payment of the indebtedness against the same — to be expended under the directioa and snperrision of a building committee of not less than three persons, to be ap- pointed by the trustees of said college, and of a superintendent, who shall not be a member of said boardr— each of said building committee and the superin- tendent, to give bond in the penal sum of ten thousand dollars, for the ftithful discharge of their respectiTe duties.] Ajr Act to protidi for thx loah or P^rmahkht School Fuhd. (ApproTtti Manh 39, 1864.) [This act, (chap. 117, laws of 1864,) fixes the rate of interest on school fond loans at 8 per cent., the price of school lands at $1.25 per acre— makes each county responsible for the collection of annual Interest on loans within the same, as well as for misapplication of school moneys, and withholds the ^Ustri- bution share of the State ^>propriation as a penalty, and imposes a special tax to replace the sum thus misapplied.) Act to protidx fob APPonrnxNT op Svpiuhtkhdemt op Agbicultitbal COLLXOX. (ApproTW Apnl 6, 186s> ) [This act, ^chap. 121 , laws of 1864,) authorizes board of trustees of State Agricultural College to appoint a superintendent of the State Agricultural Col- lege Farm, who shall also be secretary of the board, who shall have charge of the farm, and other property, at a salary of $1,000.] EAKSAS. Am Act k>b thi Gotebnukxt or thb Kansas State AaRioirLTinuL Colleok voB THE BKHsrrr or Aoriccltcre and the Mechanic Arts. (ApproTwI Much 8, 1868.) Section 1. The College for the benefit of Agriculture and the Mechanic Arts, which was located by an act of the Legishiture of the State of Kansas, entitled, '* An Act to locate and establish a College for the benefit of Agricul- ture and the Mechanic Arts,** approyed February 16th, 1868, shall be known as the Kansas State Agricultural College. § 2. The goTemment of such college is Tested in a board of regents, to con- sist of the GoTemor, Secretary of State, Superintendent of Public Instruction and the president of the college, ex-affleio, and nine others, who shall be ap- pointed by the Goremor and confirmed by the Senate ; Provided, That not more than three of those selected shall be members of the same religious denomination. Three of those appointed shall hold theh* office until the second MondRj in January, A. D. 1865, and three unUl 186Y, and three until 1869 ; and their seyeral successors shall hold their office for the term of six years. § 8. The board of regents shall constitute the body corporate, with the right to sue and be sued, to use a common seal, and alter the same at pleasure. § 4. The regents shall haye the power to enact ordinances, by-laws and regulations for the government of said college ; to elect a president * to fix, in- crease and diminish the regular number of professors and teachers, and to appoint the same, and to determine the amount of their salaries. They shall have the power to remoYe the president and any professor or teacher, whenever the interest of the college shall require. § g The college shall consist of four departments : 1st, The department of Agriculture 2d, Mechanic Arts. 8d» Military Science and Tactics. 4th, Litera- ture and Science. g 6. The immediate govemmetitof the several departments shall be intrusted to the president and the respective professors and teachers, but the regents shall have the power to regulate the course of instruction, and to prescribe, under the advice of the faculty, the books and authorities to be used in the several departments ; also to confer such degrees and grant such diplomas as are conferred by institutions of the highest grade. § 7. The college shall be opened to all persons, under such regulations as may be prescribed by the regents : Prandedy That no student shall be refused admittance to this college, simply because he has been expelled from some other college. g 8. The board of regents shall make an exhibit of the afiairs of the college, m each year, to the Superintendent of Public Instruction, setting forth the con- dition of the college, the amount of receipts and expenditures, the number of professors and teachers and other officers, and the compensation of each ; the 11— C (161) 252 SCHOOLS OF AQBICULTUBB AND THE MBCHANIG AKT8. number of students in the seyeral departments and in the different dasses, the books of instruction used, an estimate of the expenses of the ensuing year, a full transcript of the journal of the proceedings for the year, together with such other information and suggestions as they may deem important, or the Superin- tendent of Public Instruction may require to embrace in his report, which shall be reported by the Superintendent of Public Instruction to the Legislature in hii} annual report. § 9. The board of regents shall report annually the progress of said college, recording any improvements and experiments made, with their cost and results, and such other matters, including State and industrial and economical statistics, as may be supposed useful, one copy of which shall be transmitted by mail,' free, to aU other colleges which may be endowed under the provisions of the act of Congress, entitled " An Act donating public lands to the several States which may provide colleges for the benefit of Agriculture and the Mechanic Arts," ap- proved July 2d, 1862, and also one copy to the Secretary of the Interior. § 10. A board of visitors, to consist of three persons, shall be appointed by the Governor, to hold their offices severally for one, two and three years, but their successors shall hold their office for three years. It shall be their duty to make a personal examination into the state and condition of the college, in all its departments and branches, once at least in each year, and report the result to the Superintendent of Public Instruction, suggesting such improvements as they may deem important, which said report shail be embodied in the report of the Superintendent. § 11. The regents shall have power to appoint a secretary, librarian, treas- urer, and such other officers as the interests of the college may require , who, shall hold their offices at the pleasure of the board, and shall receive such com- pensation as the board shall prescribe. §12. The board of regents shall have the general supervision of the college, and the direction and control of all expenditures. § 13. It shall be the duty of the board of regents, at their earliest conven- ience, to secure a collection of specimens in mineralogy, geology, zoology, botany, and other specimens pertaining to natural history ; and whenever a geological survey of the State may be made, a complete set of specimens col- lected shall be deposited in the cabinet of the college. The said board shall make provision for increasing and preserving the library and apparatus belong- ing to said college, and the apparatus and library that may be transferred to the State by the Beaumont Central College Association. § 14. The first meeting of the board of regents shall be called by the Super- intendent of Public Instruction as soon as may be after the fulfillment by the Beaumont Central College Association, of an act, entitled " An Act to locate and establish a college for the benefit of Agriculture and the Mechanic Arts," approved February 16, 1863, but all succeeding meetings shall be called in such manner as the said board may prescribe, and shall be held at the college build- ing, and at least once annually. § 15. A majority of the board of regents shall constitute a quorum to do business. § 16. The ninety thousand acres of land granted to the State of Kansas by Congress, to endow a college for the benefit of Agriculture and the Mechanio SCHOOLS OT AQBIOULTtJSB AND THl MECHANIC ARTS. 163 Arts, shall be used solely for the endowment of said Kansas State Agricultural College ot the State of Kansas, and for no other purpose whatever ; and the interest of the fund arising from the sale of said lands shall be used exclusiTely for the salaries of the president, professors and teachers of this college ; but the principal on the moneys arising from the sale of said lands shall be inyested according to law, and be a fund to remain forever undiminished. KEITUCII. Ax Act to Establish ax Agricultural Colubob nr Kihtugst. (Approred F^taniuy S2, 1366.) Whrrras, The caraton of the Kentucky UniTersity propose to locate their oniTeraity id Fayette county, in or near the city of Lexington, and said curators and the trustees of Transylvania Uniyersity propose to consolidate the two universities, and all the funds and property of each, into one coiporatioD, under the name of the Kentucky Umversity ; and it appearing that said curators have a cash endowment of two hundred thousand dollars, yielding an annual income of about twelve thousand dollars, and that there are cash funds of Transylvania University to be united with them, of fifty-nine thousand dollars, besides the grounds, buildings, library, apparatus, and other property of Transylvania Uni- versity, of the value and cost exceeding one hundred thousand dollars ; and said institution, when so consolidated, proposes to raise an additional hundred thousand doUars to purchase a farm and erect all the necessary buildings and improvements to carry on the operations of an agricultural and mechanical col- lege, and connect therewith a model or experimental farm, with industrial pui- suits, to enable such pupils as choose to do so to sustain themselves, in whole or in part, while acquiring their education ; and fiirther propose, that the State of Kentucky shall establish the Agricultural and Mechanical College of Kentucky as one of the colleges of Kentucky University, thus consolidated, and endow the same with the income of the fund which shall arise from the sale of land scrip granted to Kentucky by the Congress of the United States, for the purpose of establishing said college ; and upon the State of Kentucky, so establishing and endowing said college, the curators of Kentucky University will furnish, in reasonable time, all the necessary lands, buildings, apparatus, etc., for such college, and proceed at once to organize said college, and put the same in ope- ration in accordance with this act and the act of Congress, and subject to the visitorial control of the State of Kentucky in its organization and general management, and with the sole control, by the State, of its said fund, in keep- ing the principal of the same perpetually secure. Now, therefore, Be it enaeUdf etc., Skctioh 1. That there shall be, and is hereby, established, the Agricultural and Mechanical College of Kentucky, located in the county of Fayette, in or near the city of Lexington, which shall be a college of Kentucky University. g 2. That the leading object in said college shall be to teach such branches of learning as are related to Agriculture and the Mechanical Arts, including military tactics, without excluding other scientific and dassical studies, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life. g 8. That to effect the said leading object of said college, there shall be e<^- tablished therein the competent number of professorships for teaching the (164) 80H0OL8 OT AGBICULTUKB AMD THE MECHANIC ARTS. 265 scienceB related to agriculture and the mechanical arts, including military .tactics, which professorships shall be filled bj able and competent professors, aided by such assistants, tutors, and other instructors as shall, from time to time, be necessary ; and, as a part of said college, there shall be conducted an experimental or model farm, with the usual accessories thereto, and of size pro- portioned to the number of students ; and on said farm, and in the mechanical art9, there shall be provided to the students opportunities for industrial pursuits, at stated times, whereby agriculture and the mechanical arts may be practically learned, and the student enabled to earn his support while being educated, in whole or part, by his labor and industry. g 4. That in the appointment of professors, instructors, and other officers and assist|mts of said college, and in prescribing the studies and exercises thereof, and in erery part of the management and gOTemment thereof, no par- tiality or preference shall be shown to one sect or religious denomination over another, nor shall anything sectarian be taught therein ; and persons engaged in the conducting, goTeming, managing, or controlling said college and its studies and exercises, in all its parts, are hereby constituted officers and agents of the whole commonwealth, in faithfully and impartially carrying out the pro- ^Tisions of this act for the common good, irrespectire of sects or parties, political or religious. g 6. That the curators of Kentucky University shall organize said Agricul- tural and Mechanical College, by establishing the proper professorships and officers, with the salaries and compensation thereof, and filling the same, from time to time, by their appointments ; provide the necessary grounds, buildings and improvements, and conduct, carry on, and manage the said college as pro- vided in this act ; and said curators, to aid them in conducting said college and defrajdng the expenses thereof, shall receive all the income of the fund which shall arise from the sale of the land scrip granted to the State of Kentucky by the act of Congress, entitled ** An Act donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanical arts,*' approved July 2, 1862, and which income shall be appropriated by said curators to the payment of the salaries of the professors and other officers and employees of said college, and other expenses of conduct ing the same, and the farm and industrial pursuits incidental thereto, and to no other purpose whatsoever ; Provided^ that a majority of the professors of said college shall not at any one time belong to the same ecclesiastical denomination. g 6. That the governor, with the advice and consent of the senate, shaU ap- point six visitors of said college, who shall constitute the board of visitors thereof, and appoint one of their number chairman of the board ; and said board shall have, at all times, full power to inspect and examine into all the details of the managing and conducting of said college, and to see that all the provitfons of this act are carried into complete eflTect, according to their true meaning and intent ; and it shall be the duty of said board to report to the curators of Ken- tucky University all defects or departures from this act, in conducting or managing said college, and suggest the proper mode of correcting them ; and said curators shall proceed to correct them ; and it shall be further the duty of said board of visitors to report to every biennial meethig of the general assembly the cx)ndition and management of said college ; and if, at any time, it shall ap- pear to the general assembly that the curators have persisted in not carrymg X5$ SCHOOLS OT AaBICULTURB AND THE MECHANIC ARTS. the provisions of this act into effect, according to their true object and spirit, and in disregarding the requirements of the board of Tisitors, it shall be lawful to deprive, either temporarily or permanently, said college of the endowment of the income of the fund aforesaid. The visitors shall hold their office for two years, and until their successors are appointed. Vacancies in said board by death, resignation, or expiration of term of office, during the reoeas of the general assembly, shall be filled by the governor until the end of the next suc- ceeding session. § Y. That so soon as the said college is organized for the reception and proper instruction of pupils, the curators shall make known the same to the gOTemor and president of the board of education ; and, thereupon, each repre- sentative district of the State shall be entitled to send to said coUege, free of charge for tuition, one properly prepared pupil for each member said district !s entitled to elect to the general assembly ; and when the whole of the land scr^ shall be sold or invested, each district shall be entitled to send three such pro- perly prepared pupils to said college for each member the district is authorized to elect. * Sud pupils shall have the right of receiving, free of charge for tuition, the benefit of any instruction given in any of the colleges or classes of the uni- Tersity, except those of law and medicine. The pupils shall be selected by the minority of the justices of the peace in said districts. g 8. The provisions of this act shall not go into effect until Transylyania University and Kentucky University shall be consolidated into one corporation, under the name of the Kentucky Uniyersity, and the funds, property, etc, of Transylvania Univerdty shall be vested in the curators of Kentucky University, as successors of the trustees of Transylvama University ; nor until the curators of Kentucky University shall, by resolution, assent to all the proviaons of this act, and accept this act as part of its charter. A copy of said resolution, and of the action of the trustees of Transylyania Uniyersity, and the curators of the Kentucky University, in accepting said consolidation, shall be laid before the goyemor ; whereupon, he shall, by writing, signed by him and under the seal of the State, authorize the curators of the Kentucky University to organize the Agricultural and Mechanical College of Kentucky, in pursuance of this act. § 9. The general assembly reseryes the right to modify and repeal, at plea- sure, 80 much of this act as refers to the establishment of the Agricultural and Mechanical College. Ak Act xh rilation to thx Aguoultubal Collkge. (Appcovted IMffoaxy 10, 1800.) SsCTiON 1. That the auditor of public accounts be, and he is hereby, author- ized to draw his warrant upon the treasury in fiftvor of the treasurer of the board of curators of the Kentucky University, for the sum of twenty thousand dollars, which sum is hereby appropriated out of any moneys in the treasury not otherwise appropriated, to aid in putting the Agricultural and Mechanical College of Kentucky into immediate operation. Upon the payment of the fore- going sum, the State shall be entitled to send to said college, free of charge, three pupils for each representative district: Prcvidedf however^ the State SCHOOLS or AOBICULTCBB ANP THK BISGHAMG ARTS. i^'j reterves the rights hereaJUr^ to reimburse itself for the amount herein appro- priated out of the interest arising ffom the sale of the land scrip donated by Congress: And provided further, the money herein appropriated shall not be drawn from the treasury until the curators of Kentucky University shall certify to the governor that said agricultural college is ready to go into immediate operation, in accordance with the provisions of the act establishing the same. § 2. Before the auditor shall draw his warrant upon the treasurer, in accor- dance with this act, the curators of said university shall accept the provisions of this act, and shall transmit to the governor a certified copy of the order of their board, showing said acceptance. g S. This act shall take effect from and after its passage. MAINE. Ax Act to Establish tbb State Golliob or AeBicvLTUEi aho tbb Mkchakic Abts. (Approved Vebnmy 9S, 1886i>} Sectioh 1. Samuel F. Perley, N. T. Hill, Bradford Oommings, Thomas SL Lang, Dennis Moore, William D. Dana, S. L. Goodale, Robert Martin, Alfred 8. Perkins, Joseph Farwell, Seward Dill, Joseph Day, Ebenezer Knowlton, Hanni- bal Hamlin, Charles A. Everett and William West Vii^giu, are hereby constituted a body politic and corporate, by the name of the Trustees of the State College of Agriculture and Mechanic Arts, hairing succession as hereinafter provided with power to establish and maintain, subject to the proTisions and limitations of this act, such a college as is authorized and provided for by the act of Con- gress, passed July 2, 1862, entitled ** An Act donating lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts.** They shall be entitled to receive from the State the income which shall accrue from the funds granted to the State by the aforesaid act, and shall apply the same, together with all such income as they shall receive from any other sources, to the maintenance of the college, in conformity with the act of Congress. g 2. The trustees shall annually elect one of their number to be president of the board. They shaU appoint a clerk and treasurer, both of whom shall be sworn, and shall hold their offices at the pleasure of the trustees. The derk shall record all proceedings of the board, and copies of their records, certified by him, shall be evidence in all cases in which the originals might be used. The treasurer shall be required to give suitable bond, and to renew the same whenever the trustees shall require. § 8. The governor and council shall at all times have the power, by them- selves, or such committee as they shall appoint, to examine into the afiairs of the college and the doings of the trustees, and to inspect all their records and accounts, and the buildings and premises occupied by the college. Whenever the governor and council shall have reason to believe that the trustees are ex- ercising, or attempting to exercise, any unlawful powers, or unlawfully omitting to perform any legal duty, they may direct the attorney general to institute process against the trustees in their corporate capacity, in the nature of a com- plaint in equity, before the supreme judicial court, in the county in which the college may be established, and the court, after notice, shall hear and determine the same, by summary proceeding in term time, or by any judge in vacation, and may make suitable decree, restraining the trustees from performing or con- tinuing the unlawful acts complained of, for requiring them to perform whatever is unlawfully omitted, and may enforce such decrees. In like manner, a com- (168; SCHOOLS OJr AQJUCULTUBB AND THS MECHAMIO ARTS. 159 pUiut may be instituted agaiDst any indiyidual trustee, and be heard iu the county where he reaides, alleging against him any cause deemed by the governor and council sufficient to disqualify him for the trust ; and if, in the judgment of the court, such allegation shall be sustained, a decree shall be made removing such trustee from office, and his place shall be thereby vacated. g 4. No person shall be a trustee who is not an inhabitant of this State, nor any one who has reached the age of seventy years. The clerk of the trustees shall give notice of all vacancies to the governor and council ; vacancies occur- ring in any of the foregoing modes, or by the resignation or decease of any trustee, shaU be filled m the following manner. The first vacancy that shall occur shall be filled by the legislature at the next session thereafter, by joint ballot of the two branches ; the second vacancy shall be filled by the trustees at their next meeting ; and all succeeding vacancies shall be filled in like man- ner, alternately by the legislature and the trustees. § 6. The trustees, in their corporate capacity, may take and hold, in addi- tion to the income which they shall receive through the State from the endow<{ ment made by Congress, such other real and personal property as may be granted or devised to them for the purpose of promoting the objects of this act.. But they shall not be entitled to receive any benefactions made to them upon conditions inconsistent with the act of Congress aforesaid, or for purposes, different from what is therein prescribed. ^ § 6. The governor and council shall take measures, as soon as may "be ad- vantageously done after passage of this act, to sell the land scrip received by this State under the act of Congress, and to invest the same as required by the fourth section of said act. The securities shall be kept by the State treasurer, and he shall report annually to the legislature the amount and condition of the investments, and of the income of the same. He shall from time to time, as the income shall accrue, pay over the same to the treasurer of the college. § 7. It shall be the duty of the trustees, as soon as may be after their organization, to procure a tract of land suitable as a site for the establiAliment of the college. If no other provision shall be made therefor, there shall be placed at the disposal of the trustees for this purpose, such proportion as the governor and council may deem suitable, of that part of the fund which is authoriaed by the fifth section of the act of Congress to be expended for the purehase of lands for sites or experimental farms. § 8. The trustees shall appoint such directors, professors, lecturers and teachers in the college, and employ such other persons therein, from time to time, as the means at their command may permit for the accomplishment of the objects enumerated and described in the fourth section of the act of Congress. Every officer and every person employed shall hold his office or employment at the pleasure of the trustees. They shall, as soon as may be, arrange and make known the several courses of instruction which they will undertake at the oatset of the college, and shall enlarge and improve the same whenever practi- cable, subject to the limitations prescribed by Congress. They shall also estab- fisb the qualifications for admission, and modify the same as circumstances may require. But no student shall be admitted into or continued in the college, nor shall any person be employed in any office or service, who is not of good moral character and pure life. jjQ SCHOOLS OF AO&IOULTUBB AND TBM MECHANIC ARTS. § 9. In addition to the instruction which is to be given by classes, text- books, lectures and apparatus, in such branches of learning as are related to agriculture and the mechanic arts, the trustees shall provide, as fullj as may be, for practical experiments and demonstrations of scientific principles and rules. Thev shall encourage, and for due proportions of time, at different seasons of the year, and with reference to other exercises, require all the students to en- gage in actual labor upon the lands and in the workshops with which the college may be furnished, and shall provide suitable oversight and direction in such labor, so that they may become habituated to skillful and productive industry. § 10. Military tactics shall be taught during some suitable part of each year to all students ; and they shall be required to form and maintain such habits of obedience and subordination as may be useful to them if called into military service. The adjutant-general shall be authorized to furnish to the college for military drill, such arms and equipments, not needed by the State for other ser- vice, as may suffice for the number of students. He shall also furnish to the college a United States flag. § 11. Such other studies are to be taught, within the limitations of the act of Congress, as the facilities of the college and the period of instruction will permit. § 12. Students who satisfactorily complete any one or more of the pre- scribed courses of study, may receive public testimonials thereof, under the direction of the trustees, stating their proficiency. § 13. No charge shall be made for tuition to any student who is an inhabi- tant of this State ; and the trustees, and all persons employed by them, shall constantly endeavor, by the adoption of judicious and effective arrangements in all the labor departments of the college, to reduce the cost of subsistence to the students, and to render the institution, as far as possible, self-sustaining. § 14. It shall be the duty of the trustees, directors and teachers of the col- lege to impress on the minds of thte students the principles of morality and jnstice, and a sacred regard to truth; love to their country; humanity and universal benevolence ; sobriety, industry and frugality ; chastity, moderation and temperance, and all other virtues which are the ornaments of human society ; and among other means to promote these ends, and to secure the best personal improvement of the students, the trustees shall provide, as fully as may be practicable, that the internal organization of the college shall be on the plan of one or more well regulated households and families, so that the students may be brought into relations of domestic intimacy and confidence with their teachers. § 15. If at any time the number of students applying for admission shall be greater than the means of the trustees will enable them to receive, they shall make regulations for the number to be admitted, having reference to the pro- portions of population in the several senatorial districts ia the State, and equal- ize the admissions according to such proportions, as nearly as may be. § 16. The trustees shall hold a regular session at the coUege at least once in each year, and may provide for periodical visitations by committee. No trustee shall receive any compensation, except actual travelling expenses, to be paid from the treasury of the college. BCnOOia or AGRICULTURE AND THB MBCELLNIG ARTS. 271 § 17. The treasurer of the college shall make, as often as once in six months, a detailed report of all receipts and expenditures, and the trustees shall cause the same to be verified by full inspection and settlement of all his accounts, and shall transmit a copy of the same, as verified by them, to the governor and counciL The trustees shall also cause to be made annually such report as is required by the fifth section of the act of Congress, and conmiunicate the same as therein provided. § 18. The legislature shall have the right to grant any further powers, to alter, limit or restnun any of the powers vested in the trustees of the college established by this act, as shall be Judged necessary to promote the best in- terests thereof. And this act shall take effect upon its approval by the goveinor. MIBTLAND. An Act appbopuatuio the ihtekxst to be beceiyed tbom sale or Scrip Donated to State or Maryland. (P«MedManh91,1866. Section 1. Be it enacted by the General Aoembly of Maryland: That after the comptroller shall have sold the eaid scrip and uirested the proceeds thereof as provided by the act of the general assembly, passed at January, 1864, the annual Interest or income of said investment shall be regularly paid by him, without diminution, to the Maryland Agricultural College ; and the leading ob- ject of said college shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes in the several pursuits and profes- sions of life ; and the money so to be received by *^9 said college shall be applied to the objects enumerated in the said act of Congress, and to no other purpose whatsoever ; and the said college shall in all respects comply with the several reqtUrements of said act, as to making and recording experiments, and report- ing the same as therein prescribed: Provided^ that nothing herein contained shall be construed to prohibit or preclude the general assembly, at any time hereafter, from making any other disposition of said funds, not inconsistent with the act of Congress making said donation. § 2. From and after the passage of this act, the State Board of Education ahall be ex-offieio members of the board of trustees of said college. note. The Maryland Agricultural College was established in 1857, in Prince George's county, (post office, Agrieuliural ColUg€y) by subscriptions of citizens, mostly engaged in agricultural pursuits. It has received liberal aid from the State, not only towards its annual expense, but in large sums to relieve it from debt Its past history and future prospects will be given in Part IL (172) MiSSACHUSETTS. As Act to nrcoxpORin ths Tbvbtus or tki Masb^ohubrtb Aorzouxaitral Ck>LLBO]L (Appiorad Apill Sd, 1868.; SxcnoK 1. Marshal P. Wilder, of Dorchester ; Charles O. Dayis, of Ply- moath; Nathan Dnrffee, of Fall Biyer; John Brooks, of Princeton; Henry €k>]i, of Fittsfield; William & Sonthworth, of Lowell; Charles C. Sewall, of Medfield ; Paoli Lathrop, of South Hadley ; Phinehas Stedman, of Chicopee ; Allen W. Dodge, of Hamilton; George Marston, of Barnstable; William B. Washburn, of Greenfield ; Henry L. Whiting, of Tisbnry ; John B. King of Kantuclcet, their associates and successors, are hereby constituted a body cor- porate, by the name of the Trustees of the Massachusetts Agricultural College, the leading object of which shall be, without excluding other scientific and dassical studies, and including military tactics, to teach such branches of learn- ing as are related to agriculture and the mechanic arts, in order to promote the liberal and practical education of the industrial classes in the sereral pursuits and professions of life — to be located as hereinafter provided ; and they and their successors, and such as shall be duly elected members of said corporation, shall be and remain a body corporate by that name forever. And for the orderly conducting of the business of said corporation the sud trustees shall have power and authority, from time to time, as occasion may require, to elect a president, vice-president, secretary and treasurer, and such other officers of said corpora- ti nual interest or income of the fund established [by the act of 186S] and spe- cially set apart for the use of the Massachnsetts Agricultnral Ck>llege, shall first be applied to the repayment of the appropriation made in the preceding section, and the balance shall be paid to the treasurer of the college. § 7. So much of section 8 and section 6 of chapter 166 of act of 1863, in- connstent herewith, are hereby repealed. Ah Act to authorize ths Town of Amherst to raise $50,000 roR the AORICULTURAL CoLLBOE. (ApproTod May 6, 1866.) Section 1. The town of Amherst is hereby authorised to raise by issaing its bonds, or by loan or tax, the sum of $50,000, to be appropriated and paid to the Massachusetts Agricultural College, out of the treasury of the town, and applied in the erection of said college in said town : provided^ that at a legal town meeting, called for that purpose, two*thirds of the yoters present and YOting thereon, shall vote to raise said amount for siud object g 2. This act shall take efiect upon its passage. An Act concbrnino the Hassachusbtts Aoricitltural College. (AppvoT«d March 16, 1866.) The sum of ten thousand dollars is hereby granted to the Massachusetts Ag- ricultural College, to aid its establishment An Act ooNCERNiMa the Board of Agriculture and the State Agricultu- ral Cabinet and Librart. (Approfed May 96, 1866.) Section 1. The Board of Agriculture shall constitute a board of overseers of the Massachusetts Agricultural College, with powers and duties to be defined and fixed by the governor and council. But said board of overseers shall have no powers granted to control the action of the trustees of said college, or to negative their powers and duties, as defined by chapter 220 of the act of 1868. § 2. The Board of Agriculture is hereby authorized to locate the State Agri- cultural Cabinet and Library, and to hold its meetings in said college. § 3. The president of the Agricultural College is hereby constituted a mem- ber, ex (ffieio, of the Board of Agriculture. 8CU0OLS OJr AUIUCULXUIIE AMD XUiS UiSCUANiC ARTS. 1 77 AN ACT TO TN0ORPO1UTI THB MASSACHUSETTS INSTITUTE OF TeCHNOLOOT, AMD TO OBAMT AID TO SAID INSTITUTE, &C, (Approved April 10th, 1661.) Section 1. William B. Rogers, James M. Beebc, E. S. Tobey, S. H. Gookin, E. B. Bigelow, M. D. Ross, J. D. Philbrick, F. H. Storer, J. D. Runkle, C. II. Ballon, J. B. Francii^,- I. C. Hoadley, M. P. Wilder, C. L. Flint, Thoma.s Rice, John Chase, J. P. Robinson, F. W. Lincoln, Jr., Thomas Aspinwall, J. A. Du- pee, E. C. Cabot, their associates and successors, are hereby made a body cor- porate by the name of the Massachusetts Institute of Technology, for the pur^ pose of institutmg and maintaining a society of arts, a museum of arts, and a school of industrial science, and aiding generally, by suitable means, the ad- Tancement, development and practical application of science in connection with arts, agriculture, manufactures and commerce ; with all the powers and prlvi- leges, and subject to all the duties, restrictions and liabilities, set forth in the sixty-eighth chapter of the Qeneral Statutes. § 2. Said corporation for the said purposes aforesaid, shall have authority to hold real and personal estate to an amount not exceeding $200,(300. § 3. One certain square of state land on the Back Bay, namely, the second square westwardly from the public garden, between Newbury and Boylston Streets, according to the plan reported by the commissioners on the Back Bay, February 21st, 1857, shall be reserved from sale forever, and kept as an open space, or for the use of such educational institutions of science and art as are hereinafter provided for. § 4. If at any time within one year after the passage of this act, the said Institute of Technology shall furnish satisfactory evidence to the governor and council that it is duly organized under the aforesaid charter, and has funds sub- Bcribed, or otherwise guaranteed, for the prosecution of its objects, to an amount at least of one hundred thousand dollars, it shall bo entitled to a per- petual jight to hold, occupy and control, for the purposes herein before men- tioned, the westerly portion of said second square, to the extent of two-thirds parts thereof, free of rent or charge by the commonwealth, subject, neverthe- less, to the following stipulations, namely : persons from all parts of the com- monwealth shall be alike eligible as members of said institute, or as pupils for its instruction ; and its museum or conservatory of arts, at all reasonable times, and under reasonable regulations, shall be open to the public ; and within two years from the time when said land^ is placed at its disposal for occupation, filled and graded, shall erect and complete a building suitable to its said purposes, appropriately inclose, adorn and cultivate the open ground around said build- iug, and shall thereafter keep said gi'ounds and building in a sightly condition. § 6. The Boston Society of Natural History shall be entitled to hold, occupy and control, for the objects and purposes for which said society was incorpo- rated, and which are more fully set forth in its constitution and by-laws, the easterly portion of said second square, to the extent of one-third part thereof : pravuiedt that the said society shall, within two years from the time when said portion ot land is placed at its disposal for occupation, filled and graded, erect a building suitable to said objects and purposes, and appropriately inclose, plant and adorn the open ground around said building, and shall thereafter keep said grounds and building in a neat and ornamental coniUtion. 12—0 J 78 SCHOOLS OF AGRICULTUBB AND THE MJSCHANIC ABTS. § 6. The rights and privileges given in the last two sections, are granted subject to these further conditions following, namely : All buildings whatso- ever, which may be erected by either of the herein named institutions upon any portion of said second square, shall be designed and completed, the grounds surrounding said buildings enclosed, laid out and ornamented, and the stud buildings and grounds kept and maintained in a manner satisfactory to the governor and council ; and in case either of the said institutions shall, after due notice given, neglect to comply with the requirements of this section, or fail to use its portion of said square, or at any time appropriate said portion, or any part thereof, to any purpose or use foreign to its legitimate objects, then the right of said delinquent institution to the use, occupation or control of its portion of said square shall cease, and the commonwealth, by its proper officers and agents, shall have the right forthwith to enter and take possession of the portion of land so forfeited. § 7. The above named societies shall not cover with their buildings more than one-third of the area granted to them respectively. [Sectioofl 8, 9 and 10 repealed.] An Act in addition to the Act or April 10, 1861. (Approved April 27, 1868.) Section 1 . When the Massachusetts Institute of Technology shall have been duly organized, located and established, in conformity with the provisions of chapter one hundred and eighty-three of the acts of the year eighteen hundred and sixty-one, and chapter one hundred and forty-two of the acts of the year eighteen hundred and sixty-two, and as is hereinafter provided, there shall be appropriated and paid to its treasurer, each year, on the warrant of the gov- ernor, for its endowment, support and maintenance, one-third part of the an- nual interest or income which may be received from the fund created imder and by virtue of the one hundred and thirtieth chapter of the acts of the thirty- feventh congress, at the second session thereof, approved July second, in the year eighteen hundred and sixty-two, and the laws of this Commonwealth, ac- cepting the provisions thereof and relating to the same. § 2. Said Institute of Technology, in addition to the objects set forth in its acts of incorporation, — to wit, instituting and maintaining a society of arts, a museum of arts, and a school for industrial science, and aiding the advance- ment, development and practical application of science in connection with arts, agriculture, manufactures and commerce, — shall provide for instruction in mil- itary tactics ; and in consideration of this grant, the governor, the chief justice of the supreme judicial court, and the secretary of the board of education, shall be each a member, ex officio^ of the government of the Institute. § 8. Should the said corporation, at any time, cease or fail to maintain an Institute, as and for the purposes provided in its act of incorporation, and in the foregoing section, the aid granted to it by the first section of this act shall be withheld, and not paid to it. The Institute shall furnish to the governor and council a copy of the annual reports of its operations. § 4. This act shall be void, unless the said Institute of Technology shall ac- cept the same, and give due notice thereof, fo the secretary of the Common- wealth, on or before the first day of July next. MICEIGAIT. As Act TO PROTIPE tOR THE BILSCTION, CABS AND DISPOSITION OF THE LANDS DONATED TO THE StaTE OP MICHIGAN BT AOT OP CONOBESS, APPBOTED JULT 2, 1862, FOB TBB ENDOWMENT OF Ck>LLEaE8 FOB THE BENEFIT OP AOBICULTUBE AND TBB M ECHANIO ABTS. (Approred Mutdi 18> 1888.) Section 1. The People of the State of MichigaD enact: That the governor, anditor general, secretary of state, attorney general, state treasurer, and com- missioner of the state land office, shall constitute a board, to be known as the agricnltnral land grant board, and said board shall have the control and man- agement of the selection, the care and disposal of the lands granted to this State by act of Congress, approved July 2, 1862, providing for the endowment of colleges for the benefit of agriculture and the mechanic arts. Said board shall appoint one or more suitable commissioners, whose duty it shall be to select and locate, as soon as practicable, the quantity of land donated to this State by the act of Congress aforesaid, and to make return of the lands so located to the commissioners of the State land office of Michigan, properly de- signated and described, and to notify the registers of the United States district land offices for the districts in which the selection and location is made, of such selection, as fast as the land is so selected. § 2. The commissioner of the State land office shall, as fast as such selec- tions are made and returned to him, forward to the Secretary of the Interior of the United States, full and complete descriptions of aU such lands, and obtain the necessary title to the State of Michigan for the same. | § 8. The said land shall be sold for not less than two dollars and fifty cents per acre, one-fourth to be paid at the time of purchase, and the balance at the option of the purchaser, said balance to bear interest at the rate of seven per cent, per annum, payable annually into the State treasury, in accordance with and sabject to the conditions of forfeiture, as provided by law for the payment of interest on contracts for money due on the purchase of primary school lands ; and the sales of such lands shall be conducted in accordance with such rules and regulations as shall be prescribed by the said land grant board. § 4. The proceeds of the sale of said land shall be applied and used accord- ing to the conditions of the act of Congress granting the same to the State. § 5. Whenever said lands, or any part of them, shall have been selected, certified to the commissioner of the State land office, withdrawn from the mar- ket, and so marked on the plats, and certified by the register of any United States land office for the proper district, by the authority of the commissioner of the general land office of the United States, the commissioner of the State land office may, by direction of the said land grant board, sell said lands in quantities of not less than any legal subdivision, according to the original sur- vey ; and on such sale being made, the commissioner of the State land office ■hall Issue his certificate of sale in the usual form, setting forth the quantity &Dd fl79) 230 BCUOOLS or AQRICULTURB and the mechanic A2T8. description of the land sold, the price per acre, the amount paid at the time of purchase, the balance due, with the annual rate of interest, and the time the mterest is payable, as is required by law for the payment of interest on con- tracts for the purchase of primary school lands, and that the purchaser will be entitled to a patent from this State on payment in full of the principal and in- terest, together with all taxes assessed on such lands. § 6. Certificates of purchase issued pursuant to the proTisions of law shall entitle the purchaser to the possession of the lands therein described, and shall be sufficient evidence of title to enable the purchaser, his heirs or assigns, to maintain actions of trespass for injuries done to the same, or ejectment, or any other proper action or proceeding to recover possession thereof, unless such certificate shall have become void by forfeiture ; and all certificates of purchase in force may be recorded in the same manner as deeds of conveyance are authorized to be recorded. § 7. The governor of this State shall sign and cause to be issued, patents for said lands, as soon as practicable after payment is made in full of principal, interest, and all the taxes, as aforesaid.. § 8. It shall be the duty of said land grant board, from time to time, as money is received from the sales of said lands, to cause the same to be invested in stocks of the United States, of this State, or some other safe stocks, yielding not less than five per cent, annually upon the par value of such stocks, and to keep the same invested, to constitute a perpetual fund the capital of which shall remain forever undiminished ; and the annual interest shall be regularly applied, under the direction of the State board of agriculture, to the endow- ment, support and maintenance of the State Agricultural College, where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in order to promote the liberal and prac- tical education of the industrial classes in the several pursuits and professions of life. § 9. The said land grant board shall, on finding that there is not in this State a sufficient amoimt of land belonging to the United States, subject to pri- vate entry, to ma*ke up the full amount of the land granted by said act of Con- gress, notify the commissioner of the United States land office of the fact, and obtain, as soon as practicable, from the proper authority, permission to select an amount sufficient to make up such deficiency from United States land in other states or territories of the United States, and shall send one or more commis- sioners into such states or territories to select the same, under such rules and regulations as said board may prescribe. ^10. The agricultural land grant board shall certify, from time to time, to the auditor general, the amount required to pay expenses of selecting and locating, and making returns of said lands, and the auditor general shall draw his warrant upon the State treasurer for the amounts thus certified, and the State treasurer shall pay the same out of the general fund. Said land grant board may make such rules and regulations in relation to the time and manner of selecting and locating the lands, making the returns, and keeping the accounts of expenses, as they may deem necessary and proper. All contracts and certifi- cates of said board shall be signed by the chairman, and countersigned by the secretary of the agricultural land grant board. SCHOOLS OF AGRICULTURE AND THE MECHANIC ARTS. J 3]^ § 11. In the sale of lands, the principal value of which consists in the timber, the commissioner of the State land office shall require the payment of the entire amount of purchase money at the time of purchase, or such portion of the same, above one-fourth, as he may deem for the best interest of the State. NOTI. The State Agricultural College referred to in the above act was established by the legislature of the State of Michigan, February 12, 1865, by authorizing the president and executive committee of the State Agricultural Society to select a site for such an institution within ten miles of Lansing. The site selected embraced 676 acres of heavily timbered land. Buildings were erected and im. provements made at an expense of $100,000, and students were received May 13, 1857. In 1860, the institution was placed under the direction of a State board of agriculture. In 1868, the legislature directed that military tactics and military engineering should be added to the studies ; and in accepting and ap- propriating the avails of the United States land grant of 1862 to this college, necessarily accepts the condition of the grant, by including the mechanic arts, ^*and the liberal and practical education of the industrial classes in the several pursuits and professions of life."^ HOKESOTA. Agbiccltural Collbgb. Oeueral Statute^^Revisiom o/WS^Chigfitr XXXV. SxcnoH 1. There shall be established an Agricultural College on so much of section sixteen, in township one hundred and fifteen, range twenty-eight, as may be purchased by the State, and on all lands adjacent, that bare been or may be donated, not less than four hundred and eighty acres, under the name and title of ^^The Agricultural College of Minnesota.*^ § 2. The design of said institution is to afford thorough instruction in agri^ culture and the sciences connected therewith, and for that purpose the instita« tion shall combine physical with intellectual education, and shall be a high seminary of learning, in which the graduates of both sexes of the common schools can commence, pursue and finish a course of study terminating in thor- ough theoretic and practical instruction in those sciences and arts which bear directly upon agriculture and kindred industrial pursuits. § 3. The course of instruction shall embrace the English language and lit- erature, mathematics, civil engineering, agricultural chemistry, animal and veg- etable anatomy, physiology, the veterinary art, entomology, geology, political, rural and household economy, horticulture, moral philosophy, history, book- keeping, and especially the application of science and the mechanic arts to practical agriculture. § 4. A full course of study shall embrace not less than four years. The agricultural college board may institute a partial course for students who do not desire to receive the full course. They may also adopt such courses of lectures as they deem best. § 6. The board shall determine the time of commencing and the length of the scholastic term or terms for each year, and the number of hours, which shall not be less than two nor more than four daily, and which may be different at different seasons of the year, that shall be devoted by each student to labor ; and shall make such rules in regard to the pa3rment of tuition as they deem most conducive to the interests of the institution, until appropriations for its support are suflScient without the payment of tuition. § 6. A board is hereby constituted and established which shall be known as ** The Agricultural College Board,*' consisting of the governor, the secretary of State, and the president of the State Agricultural Society, who shall be ex officio members of the board ; and four members to be elected by the legislature as follows : one member of said board to be elected annually for the term of four years. Any vacancy may be filled by a majority of the members of the board, and a majority shall be a quorum for the transaction of business. Each mem- ber shall, before entering upon the duties of his office, take and subscribe the oath required by law. When the said board shall decide the number of students that may be accommodated, and receive instruction at such agricultural college, (182) 8CH0OLB OV AQBICUI/rUBB AND THB MBCHANIO ABTS. 233 8ud BtadentB shall be equally apportioned among the yarious senatorial districts, and the senators and representatives shall recommend such young men as they in their judgment shall deem to be entitled to the privUeges of education in such college. g 7. The Agricultural College Board shall have the government, caie and management of the iarm and college, and direct the disposition and use of any moneys appropriated and donated to the college, or to which the college may at any time be entitled. ,^, § & Said board may fix the time and place of holding their meetings, and adopt rules for their own government not inconsistent with the provisions of this chapter. They shall choose from their own number a president and a treasurer. They shaU choose a secretary, who may or may not be a member of the board as they shall determine. Said officers shall hold their offices two years from the last Wednesday of February, and till their successors are chosen. § 9. Said board shall erect, provide and keep suitable and proper buildings, and establish and maintain schools therein, improve and fiimish the farm, and adopt and execute such measures as they may deem neoe ssary to secure the successful operation of the college, and promote its designed objects : provided^ that they incur no expenses or debts beyond the moneys that may be appropri- ated or donated and within their immediate control for such purposes. § 10. The secretary shall record all proceedings of the board and of the hcaity ; and all regulations and rules for the government of the college. He shall keep a careful account with each field, in connection with a plan of the fiurming lands in which shall be shown the manner and cost of preparing ground, the kind of crops, time of planting or sowing, condition, time and manner of harvesting, the labor devoted to each process and its cost, with cost of prepar- ing and maturing crops for market, price for which it is sold, and such other matters as the agricultural college board shall require of him. The record shaU, at all reasonable hours, be open to the inspection of any citizen of the State, and the secretary shall report to the governor, on or before the first day of December of each year, which report shall embrace the proceedings of the board, and the faculty, and the condition and situation of the college and fiam. - - ♦■ § 11. Said board shall choose a president of the college, and such profes- sors, teachers, superintendents and employees as the necessities of the institu- tion demand, who shall be paid such compensation as the board determine, and whose duty shaU be prescribed by the board. § 12. The president, professors and superintendents, and the secretary of the Agricultural College Board, shall constitute the faculty. The faculty shall have the special charge of the college and farm, and shall, with the consent of the board, make all needful rules and regulations necessary for the government and discipline of the same, regulating the routine of study, labor, meals, duties and exercises necessary to the preservation of morals, health and decorum. g 13. AU the swamp lands in McLeod county, donated to the agricultural college by act of the legislature approved March twelve, eighteen hundred and sixty-one, shall be deemed to be inviolably set apart and donated for the use ind benefit of the agricultural college provided for in this chapter. g 14. Whenever the govemor shall, upon the recommendation of the Agri- 134 SCHOOLS OF AaBTOVTA^UBB AHD THB MBCHANIG ABTa caltural College Board, deem the Rtle of a part or all of said swamp lands necessary, he shall order the commissioner of the State land office to sell the same, who shall, thereupon, proceed to have the same appraised and sold, in the same manner as school lands are now appraised and sold, except that such lauds may be sold at or above auy appraised value, not less than two and one half dollars per acre ; and all money arising from such sales shall be deposited- in the office of the State treasurer, subject to the order of the Agricultural College Board, and be drawn and expended in such manner as they may direct : provided^ that none of said moneys shall be expended for any other purpose than the erection of agricultural college buildings upon the farm herein referred to, or the improvement of the farm, or the endowment of the professorships of the college. And until said lands are sold they shall be under the control of the Agricultural College Board, and may be used for the benefit of the college, or may be rented, and the money arising therefrom used for the benefit of the college. § 15. The interest of all the moneys and proceeds arising from the sales of all the lands donated to the State of Minnesota by act of congress, approved July second, eighteen hundred and sixty-two, entitled " An act donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts,*^ shall be applied and appropriated annu- ally to the maintenance and support of the agricultural college of Hinnesota, and the same shall be drawn from the State treasury upon the order of the president of the agricultural board, countersigned by the secretary of the board. § 16i When the necessary buildings have been erected and the college pro- vided, the governor shall certify the fact to the secretary of the interior, and see that the title to the lands donated by congress to the State, herein referred to, shall be perfected in the State. • • HEW HAHPSHIBE Ah Act to Ikcobpohats thi New Hampshiax Collsgx or Aoricultubk axd THE Mechanic Arts. (Appiofvd July 7, 1866.) Section 1. A college is hereby established, hicorporated, and made a bodj politic and corporate, by the name of the New Hampshire College of Agricul- tQre and the Mechanic Arts, whose leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in con- formity to an act of Congress, entitled " An Act donating land to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts," approved July 2, 1862, and by that name sue and be sued, prosecute and 4cfend to final judgment and execution, and shall be vested with all the powers and privileges, and be sybject to all the liabilities, incident to corporations of a similar nature. § 2. The general government of this college shall be vested in nine trustees, five of whom shall be appointed, one from each councillor district, and commis- sioned by the governor, with the advice of the council, and four of the trustees of Dartmouth College ; and be so classified and commissioned that the offices of three trustees shall become vacant annually. § 3. The trustees shall appoint a secretary, who shall keep a full and fair record of their proceedings, and a treasurer, who shall give bonds for the faith- ful discharge of his duties, in such sum as the trustees may require, and may receive such compensation for his services as they may deem reasonable. They shall appoint a faculty of instruction, prescribe their duties, and invest them with such powers for the immediate government and management of the institu- tion as they may deem most conducive to its best interests. § 4. No trustee shall receive any compensation for his services, but expenses reasonably incurred shall be paid by the college. § 5. The trustees shall make an annual report to the legislature of the finan- cial condition, of the operations and progress of the college, recording any ex- periments made, with their cost and results, including state, industrial and economical statistics, as may be supposed useful, one copy of which shall be transmitted by mail, free, to aU other colleges which may be endowed under provisions of the act of Congress hereinbefore mentioned, and also one copy to the United States Secretary of the Interior. § 6. The trustees are authorized and empowered to locate and establish the college incorporated by this act at Hanover, in this State, in connection with Dartmouth College, and with that corporation to make all necessary contracts in relation to the terms of connection therewith, subject to be terminated upon notice of one year, given at any time after fourteen years, and to its furnishing to the College of Agriculture and Mechanic Arts the free use of an experimental (185) 136 SCHOOLS OF AGRICULTURE AND THE MSCHANIO ARTS. farm, of all requisite buildings, laboratories, apparatus and museums of said Dartmouth College, and for supplying such instruction, in addition to that fur- nished by its professors and teachers, as the best interests of its students may require ; and, also, as to any legacy said Dartmouth College may receive from the estate of the late David Culver. The said trustees are also authorized and directed to furnish, so far as may be practicable, free tuition to indigent 8tu> dents of the college, and to make provision for the delivery of free lectures in different parts of the State, upon subjects pertaining to agriculture and the me- chanic arts. ^7. All funds derived from the sale of the land scrip issued to the State of New Hampshire by the United States, in pursuance of the act of Congress here- inbefore mentioned, shall be invested in registered bonds of the State of New Hampshire or of the United States, which shall be delivered to the State trea- surer, who shall have custody of the same, and pay over the income thereof, as it may accrue to the treasurer of the College of Agriculture and the Mechanic Arts. § 8. His excellency the governor may call the first meeting of the trustees, by sending to each a written or printed notice of the time and place of holding the same, ten days before the day of meeting. HEW JERSEY. Ajr Act appropriating scrip for the Public Lands orantsd to thx Statx of Kkw Jersst bt ths Act of Congress, approyid July 2, 1862. , (Approval ApxU 4, 1881.) Wherkas, The goveruor of this State has received from the Secretary of the Interior the scrip for public lands granted to the State of New Jersey by an act of Congress of the United States, approved July 2, 1862, and holds the same, subject to such disposition as may be made by the legislature — therefore : Section 1. Beit enacted by the Senate and General Auembly of the State of New Jertey : That the governor of this State, the attorney general, the secre- tary of state, the comptroller, in case such office be created, and the treasurer of the State, and their successors in office for the time being, be, and they are hereby, appointed commissioners to take charge of such scrip, and, as agents of the State, to sell and dispose of the same at such time or times, and in such mode as may appear to be most advantageous and safe ; and in the name, and on behalf of this State, to convey and transfer the same to the purchaser or purchasers thereof, and to invest the avails thereof in the manner specially pro- vided by said act of Congress. § 2. Said commissioners shall, semi-annually, pay over the interest of the fund which may result from the sale of said land scrip to the trustees of Rut- gers College, in New Jersey, for the special purposes, and upon the special con- ditions hereinafter set forth. § 3. Said trustees shall devote said interest wholly and exclusively to the maintenance, in that department of Rutger*s College known as Rutger's Scienti- fic School, of such courses of instruction as (including the courses of instruction already established by said trustees,) shall carry out the intent of said act of Congress in the manner specially prescribed by the fourth section of said act. § 4. Said trustees shall furnish gratuitous education in said courses of in- struction to pupils of said school in such manner as the legislature shall pre- scribe ; the number of pupils to be so received gratuitously into said school fhiiii be in each year such a number as would expend a sum equal to one half of the said interest for the same year, in paying for their instruction in said school, if they were required to pay for it at the regular rates charged to other pu|Hl8 of said school for the same year; said pupils so nominated and received shall be citizens of tUs State, and shall be admitted into said school upon the same terms, and subject to the same rules and discipline which shall apply to an other pupils of said school, with the single exception that they shall not be required to pay anything for their instruction. § 5. Said trustees shall annually make and distribute the reports required by the fourth paragraph of section fifth of said act of Congress. § 6. No portion of the said interest shall be paid over to said trustees until fliey shall contract with this State, in such form as the said commissioners shall (187) 2gg SCHOOLS OF AGRICULTURE AMD THB MBCHAMIO ARTS. approve, to fulfill and perform all the duties and obligations imposed upon them by this act ; provicUdy that the said board of trustees shall, in their corporate capacity, obligate themselves to erect additional and adequate buildings as soon as the same may become necessary, without charge to or upon this State, and in like manner, to furnish and provide a suitable tract of land conveniently located, for an experimental farm. § 7. There shall be appointed by the governor, with ihe advice and consent of the senate, a board of visitors, consisting of ten persons, two from each con- gressional district in this State, who shall hold their office respectively for five years, and who shall, in the first ipstance, be so appointed that the term of office of two of the said board of visitors shall expire each year ; and the governor shall, in like manner, appoint two annually thereafter, and shall have power to fill all vacancies in the board ; but the person so appointed to fill such vacancy shall only serve under such appointment until the next meeting of the senate, and until an appointment shall have been made by the governor, with the ad- vice and consent of the senate, and the person so appointed shall hold such office only for the unexpired term of the person whose place he is to supply ; and it shall be the duty of the board of visitors to visit the said school at Ica^st twice in each year, and to make report thereon to the legislature during the second week of the annual session. § 8. The board of visitors shall possess general powers of S'lpervision and control, and shall report to the legislature as to them nioy seom projier. § 9. The said board of trustees shall cau:?c to be deliverctl annually in each county of this State, one or more public lectures upon the subject of agriculture, free of charge. § 10. The students of agriculture and the mechanic arts shall be admitted into said college upon the recommendation of the board of chosen freeholders of their respective counties, and tho number of students that a county shall at any one time be entitled to have in said college shall be equal to the number of representatives in the legislature to which said county is entitled, or in propor- tion to the same. § 11. The legislature shall have power, at any time hereafter, to pass such laws as may be deemed necessary and proper to enforce the due execution of this act, and of the before-mentioned act of Ckmgress. § 12. This act shall take effect immediately. HEW YORK. Av Act to ktablish Cornell Unitxrsitt, akb to appropriate to it the in- come OP THE SALE OF PUBLIC LANDS GRANTED TO THIS StATB BT AcT OF CON- GRESS, July 2, 1862. (Paised April 27, 1865.) Section 1. Ezra Cornell, William Kelly, Horace Greeley, Josiah B. "Wil- liams, William Andrus, John McGraw, George W. Schuyler, Hiram Sibley, J. Meredith Reed, John M. Parker, and such other persons as may be associated vriih them for that purpose, are hereby created a body politic and corporate, to be known as the Cornell University, which uniyersity shall be located in the town of Ithaca, in the county of Tompkins, in this State. The corporation hereby created shall have all the rights and privileges necessary to the accom- plishment of the object of its creation as declared in this act, and in the per- formance of its duties, shall be subject to the provisions, and may exercise the powers enumerated and set forth in the second article of the fifteenth chapter, title one, of the Revised Statutes of the State of New York. §2. The first board of trustees of said corporation shall consist of the persons named in the first section of this act, together with the governor and lieutenant- governor, the speaker of the house of assembly, the superintendent of public instruction, the president of the State Agricultural Society, the lil)rarian of the Cornell Library, and the eldest male lineal descendant of Ezra Cornell, who shall be ex-officio members thereof. There shall be seventeen trustee^*, exclu- sive of the ex-officio trustees ; and, to make up the said number of seventeen, the ten persons who are named in the first section of this act, and the said cx- olficio trustees, or a quorum of all of them, shall, at their first meeting, in puiv Buance of this act, elect seven other persons to act with themselves as members of said board of trustees. But at no time shall a majority of the board be of any one religious sect, or of no religious sect. § 3. The farm and grounds to be occupied by said corporation, whereupon its buildings shall be erected, in such manner and to such extent as the trustees may from time to time direct and provide for, shall consist of not less than two hundred acres. § 4. The leading objects of the corporation hereby created shall be to teach such branches of learning as are related to agricHlture and the mechanic arts, including military tactics, in order to promote the liberal and practical educa- tion of the industrial classes in the several pursuits and professions in life. But such other branches of science and knowledge may be embraced in the plan of instruction and investigation pertaining to the university, as the trustees may deem useful and proper. And persons of every religious denomination shall be equally eligible to all offices and appointments. ^ 5. The corporation hereby created may hold real and personal property to ao amoant not exceeding three millions of dollars in the aggregate. (189) \ 290 SCHOOLS OF Aa&ICULTCBE AND THE MECHANIC ARTS. § 6. The income, revenue and avails which shall be received from the in. vestment of the proceeds of the sale of the lauds, or of the scrip therefor, or of any part thereof, granted to this State by the act of Congress entitled ** An Act donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts,^' approved July second, eighteen hundred and sixty-two, are hereby appropriated to, and shall from time to time, as the same shall be received, be paid over to the trustees of the corporation hereby created, for its use and behoof in the mode, and for the purposes in said act of Congress, defined ; provided, however, that no part of such payment shall be made unless the said trustees Bhall prove to the satis- faction of the comptroller, within six months after the passage of this act, that the said corporation possesses a fund of five hundred thousand dollars at least, given by Ezra Cornell of Ithaca aforesaid, which last-named fund shall be given absolutely, and without any limitation, restriction or condition whatsoever, save such as is in accordance with the provisions of this act, nor shall the same be in any manner repaid or returned to the said ComeU, his representatives or as- signs, except as in this act provided ; and Any vote or resolution, or act or proceeding to return or repay the same, except as in accordance with this act, shall be void ; and provided further, that no such payment shall be made unless within six months from the passage of this act, said £zra Cornell of Ithaca shall pay over to the trustees of Genesee College, located at Lima in this State, the sum of twenty-five thousand dollars, for the purpose of establishing in said Genesee College a professorship of agricultural chemistry ; provided further, that the trustees of the People^s College, at Havana, may, in place of a strict compliance with the conditions of this act, chapter five hundred and eleven of the laws of eighteen hundred and sixty-three, in the details thereof, within three months from the passage of this act, deposit such a sum of money as, in addition to the amount already expended by them upon or for the purposes of their corporation, shall, in the opinion of the regents of the University of New York, be sufficient to enable the said trustees fully to comply with the condi- tions of the said chapter five hundred and eleven of the laws of eighteen hun- dred and sixty-three. Such deposit, if made, shall be made in such place, and on such terms, as shall be satisfactory to the said regents of the university. And the said deposit shall not be withdrawn or removed, or in any way afiected or impaired, except to be applied, under the direction of the said regents, for the purposes of the said People's College, or upon the trustees thereof relinquish- ing any claim to the benefit of the said chapter five hundred and eleven of the laws of eighteen hundred and sixty-three. But nothing contained in this pro- vision shall release the said trustees of the People^s College from the conditions and obligations imposed or contained in section three of said act. They shall, on the contrary, in addition to the making and continuing such deposit as afore- said, within the said three months, show to the satisfaction of the said regents, that they have complied with the requirements of the said section three, and that the college grounds, farm, work-shops, fixtures, machinery, apparatus and library occupied or owned by them are not encumbered, aliened, or otherwise disposed of. And nothing contained in this provision shall release the said trustees of the People's College from a full and perfect performance of the terms and conditions of the said act, chapter five hundred and eleven of the laws SCHOOLS or AQBICULTUSB AND THB HBCHANIC ABTS. X9X of eighteen hundred and sixty-three, in all its details, and within the time therein limited therefor. Nor shall the trustees of. the said Feople^s College receiye from the comptroller any portion of the income and avails of the said lands until they haye complied with and performed the terms and conditions of the said act, chapter five hundred and eleven of the laws of eighteen hundred and sixty- three, to the satisfaction of said regents ; nor shaU they receive any portion of the said avails and income or revenue unless they comply with the conditions of this act, by making and continuing the said deposit. If the said trustees of the Feople*s College shall not, within the term mentioned in the said act, chapter five hundred and eleven, have complied therewith to the satisfaction of the said regents, or if within the said term of three months they shall not have made the said deposit, in accordance with and upon the terms fixed by this act, then the avails, income and revenue which shall be received from the investments of the proceeds of the sales of the said lands, or of the scrip therefor, shall be disposed of to the corporation hereby created, in the manner provided for in this section, and not before. If, on the other hand, the said trustees of the People's CoUege shall, within the time provided for in the act, chapter five hundred and eleven of the laws of eighteen hundred and sixty-three, and as herein provided, to the satisfaction of the said regents, comply with the conditions and obligations thereof and hereof, so that they shall be entitled to receive and enjoy the bene- fits thereof and hereof, then the said sum of five hundred thousand dollars given by Ezra Cornell, shall, in his option, or that of his personal representa- tives or assigns, revert to him or them. Moreover, the trustees of the People's CoUege may, at any time, upon written notice to the said regents, withdraw and remove the aforesaid deposit ; but such notice and withdrawal, or either of them, shall be deemed a relinquishment and forfeiture by them, of the benefit to them of the said chapter five hundred and eleven, and of the benefit of this act ; and, thereupon, upon the performance of the said Ezra Cornell, or of his heirs, and of the corporation hereby created, of the conditions and obligations of this act, the said income, avails and revenue shall be disposed of to the said Cornell University, as hereinbefore provided. § 7. The trustees of said university, if they shall become entitled to the benefits of this act, shall make provisions, to the satisfaction of the regents, in respect to buildings, fixtures, and arrangements generally, within two years from the passage thereof, to fulfill the provisions of the aforesaid act of Congress. They shall also make all reports, and perform such other acts as may be neces- sary to conform to the act of Congress aforesaid. The said university shall be subject to the visitation of the regents of the university of New York. g 8. Prom and after the time the said corporation shall have become entitled to the benefits of this act as aforesaid, the said university grounds, farm, work- shops, fixtures, machinery, apparatus, cabinets and library, shall not be encum- bered, aliened, or otherwise disposed of by the said trustees, or by any other person, except on terms such as the legislature of the State of New York shall have approved, and any act of the said trustees, or that of any other person, which shall have that effect, shall be void. § 9. The several departments of study hi the said university shall be open to applicants for admission thereto at the lowest rates of expense consistent with its welfistre and efficiency, and without distinction as to rank, olaas, previous oc- 192 SCHOOLS OJr AaKICULXUliE AND THE MECHANIC ARTS. cupation or locality. But with a view to equalize its advantages to all parta of the State, the institution shall annually receive students, one from each assem- bly district of the State, to be selected as hereinafter provided, and shall give them instruction in any department of said institution, free of any tuition fee or of any incidental charges to be paid to said university, unless such incidental charges shall have been made to compensate for damages heedlessly or pur- posely done by the students to the property of said university. The said free instruction shall moreover be accorded to said students in consideration of their superior ability, and as a reward for superior scholarship in the academies and public schools of this State. Said students shall be selected as the legislature may from time to time direct, and, until otherwise ordered, as follows : The school commissioner or commissioners of each county, and the board of educa- tion of each city, or those performmg the duties of such a board, shall select annually the best scholar from each academy and each public school of their respective counties or cities as candidates for the university scholarship. The candidates thus selected in each county or city shall meet at such time and place in the year as the board of supervisors of the county shall appoint, to be ex- amined by a board consisting of the school commissioner or commissioners of the county, or by the said board of education of the cities, with such other persons as the supervisors shall appoint, who shall examine said candidates and determine which of them are the best scholars ; and the board of supervisors shall then select therefrom, to the number of one for each assembly district in said county or city, and furnish the candidate^ thus selected with a certificate of such selection, which certificate shall entitle said student to admission to said university, subject to the examination and approval of the faculty of said uni- versity. In making these selections, preference shall be given (when other qualifications are equal) to the sons of those who have died in the military or naval service of the United States ; consideration shall be had also of the phy- sical ability of the candidate. Whenever any student selected as above described shall have been from any cause removed from the university before the expiration of the time for which he was selected, then one of the competi- tors to his place in the university, from his district, may be elected to succeed him therein, as the school commissioner or commissioners of the county of his residence, or the board of education of the city of his residence, may direct § 10. All payments made under this act out of the treasury of the State shall be made by the treasurer on the warrant of the comptroller out of the special fund on deposit with the treasurer arising from the receipt of the in- come and revenue and avails mentioned in the sixth section of this act. § 11. Chapter five hundred and eleven of the laws of eighteen hundred and sixty-three, entitled " An Act to appropriate the income and revenue which may be received from the investment of the proceeds of the sales of the lands granted to. the State by the act of Congress, entitled ^ An Act donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts,^ approved July second, eighteen hundred and sixty-two, passed May fourteenth, eighteen hundred and sixty- three," shall be read and construed, subject to the provisions of this act ; aud whenever the provisions of said act, chapter five hundred and eleven of the laws of eighteen hundred and sixty-three, and the other provisions of this act 8CU00LS OF AGRICULTURB AMD THB ICBGHANIO ARTS. 293 sball conflict, the provisioiis of this act shall be deemed the law, and shall prevail. § 12. The legislature may, at any time, alter or repeal this act. § 18. This act shall take effect immediately. Ax Act TO AUTRORIZB AND VAOIUTATB THl BABLT DIBPOSniON BT THI COMP- TROLLSB OF THB LAHD6 OB LAHD BCBIF DOHATBD TO THIS StaTB BT THB UnITBD States. (FMWd April 10, 1866.) Sectioh 1. The comptroller is hereby authorized to fix the price at which he* will seU and dispose of any or of all the lands or land scrip donated to this State- by the United States of America by act of Congress, approved July second,, eighteen hundred and sixty-two, and entitled *^ An Act donating public lands to- the several states and territories which may provide colleges for instruction in agriculture and the mechanic arts.** Such price shall not be less than at the rate of thirty cents per acre for said lands. He may contract for the sale thereof, and seU the same to the trustees of Cornell University. If the said trustees shall not agree with said comptroller for the purchase thereof, then the commissioners of the land olfice may receive fW>m any person or persons an ap- plication for the purchase of the whole, or of any part thereof, at the price so fixed by said comptroller, and may, if they are satisfied that the said person or persons will fuUy carry out and perform the agreement hereinafter mentioned, sell the same, or any part thereof, to the said person or persons. But said trustees or said person or persons shall, at the same time, make an agreement and give security for the performance thereof to the satisfaction of the comp- troller, to the eiTect that the whole net avails and profits from the sale of scrip, or the location and use by said trustees, person or persons, of the said lands or of the lands located under said scrip, shall, from time to time, as such net avails or profits are received, be paid over and devoted to the purposes of such insti- tution or institutions as have been or shall be created by the act, chapter five hundred and eighty-five of the laws of eighteen hundred and sixty-five, of the State of Kew York, in accordance with the provisions of the act of Congress hereinbefore mentioned. And the said trustees, person or persons, to whom the said lands or land scrip shall be sold, shall report to the comptroller annually, under such oath and in such form as the comptroller shall direct, the amount of land or land scrip sold, the prices at which the same have been sold, and the amount of money received therefor, and the amount of expenses incurred in the location and Sale thereof. g 3. The comptroller is authorized, firom time to time, as he shall see fit, to make such examination into the action and doings of his vendees of said lands or scrip therewith, as he shall deem necessary, to ascertain and determine what are the net avails of the said lands or scrip from the sale or from the location and use thereof by Ids said rendees. 18—0 OHIO. AN ACT TO PROTIDK FOB THB BALE OF LAHD 8CBIP, AND THB LOCATION, ASD ORGANIZATION OV A COLLBOB OF AOBICULTDBB AND TBI MCCHANIC AbTS. (PMWd April mh, 1886.) Skctiok 1. The auditor, treasurer, and secretary of state are hereby author- ized and directed on or before May Ist, 1865, to adyertise in Buch form as they may deem proper, for proposals for the purchase of the land scrip receired from the United States, for the establishment of an agricultural college or col- leges in the State of Ohio. Such advertisement shall authorize proposals to be received by the auditor, treasurer, and secretary of state, and by the auditor and treasurer in each and every county of the state. The term of said noUce shall not be for less than ninety days from the date thereof. No proposition shall be received for less than one hundred and ninety acres, nor for a rate of less than eighty cents per acre. ^ 2. If offers should not be received for the whole of sdd scrip, acceptable to said auditor, treasurer, and secretary of state, the said officers are author- ized and directed to again advertise in like maimer, for the proposals for the portion remaining unsold. The term of said notice shall be sixty days from date, and be otherwise governed by the regulations hereinbefore provided. § 8. Upon the acceptance of proposals and payment thereon, the party en- titled thereto shall receive from said officers the amount of scrip purchased, with a certificate that he has duly purchased and paid for the same ; and on presentation of the same to the governor, he shall execute the necessary trans- fer of the scrip, in accordance with the regulations provided by the several land offices therefor. ^ 4. The auditor and treasurer of each county in the state shall finally re- ceive for such service as they may perform under this act, in accordance with their instructions from the auditor, treasurer, and secretary of state a si^u equal to five per centum on all money received and paid over by them upon the first three hundred and twenty acres of scrip sold, three per cent, on all money so received and paid over for the next three hundred and twenty acres sold, and one per cent, on all receipts for sales after six hundred and fifty acres have been sold ; and it is hereby made the duty of the auditor and treasurer of each county in the state to perform such services as may be required of them by the auditor, treasurer, and secretary of state, under this act ; and the aforesaid county officers shall be paid by the auditor of state, out of the money hereinafter appropriated for such purpose. \ 6. Said auditor, treasurer, and secretary of state, on or before the first day of December next, shall make to the governor a full and explicit report of their proceedings under this act ; which report the governor shall commani- cate to the general assembly at its next session. 4 6. All money received from the sale of land scrip shall be paid into the (194) SCHOOLS OF AG&IGULTUKB AND THS MIECUANIG ARTS. 295 «tate treasary, and shall be appropriated and used by the commissioners of the making fund for the reduction and payment of the other public debt of the state. § 7. Upon the amount of money so received for the sale of scrip appropri- ated for and to be used in the reduction of the other public debt of the state as aforesaid, there shall be allowed, and paid semi-annually on the first days of July and January in each year, interest at the rate of six per cent per annum ; which shall be appropriated as provided in the act of congress approved July 2d, 1862, ** to the endowment, support and maintenance of at least one college where the leading object shall be, without excluding other scientific and class- ical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts ;" and for the prompt and regular payment of said interest, the preservation and appropriation of said fund, and the strict observance and fulfillment of the act of congress before referred to, the iaith of the state is hereby irrevocably pledged. \ 8. The commiBsioners of the sinking f\md are hereby authorized and em- powered, as fast as the sinking fund will enable them to do so, to reduce the debt called the ** agricultural fund," by the purchase of stocks of the United States or of this state, yielding not less than six per centum, upon the par value of said stocks, which stocks, when so purchased, shall be transferred to the ** State of Ohio, in trust for the agricultural college," and shall be deposited with the treasurer of state, and when so purchased, transferred and deposited, shall, to the extent of the amount paid for such stocks, reduce the debt hereby created and denominated ** the agricultural fund." \ 9. There shall be appointed by the governor, by and with the advice and consent of the senate, five commissioners, no two of whom shall be residents of the same congressional district ; two of whom shall be selected so as to re. present the agricultural, and two representing the mechanical and manufactur- ing interests of the state, who shall be required to take and endorse upon their certificates of appointments an oath or affirmation to honestly and faithfully perform the duties imposed upon them by this act ; one of said commissioners shall be selected with reference to his military knowledge. f 10. Said commissioners, after full examination, shall report to the gov- ernor by the first of December next, their opinion as to the place for locating said college or colleges ; and in forming such opinion, said commissioners shall consider the accessibility of such location to all parts of the state, by the ordinary means of travel, the inducements which may be offered by any locality in the way of donations of land, buildings, money, or other valuable property, for said college or colleges, the practicability of procuring at reasonable expense the necessary quantity of land adapted to the use of an experimental farm, with such other considerations as should have mfluence in the selection of such location. Said commissioners shall also consider and report any propositions which are now, or may, within six months, be made, with the inducements offered for the establishment of more than one such college or colleges. 411. Said commissioners shall prepare and submit a detailed report for the organization of said college or colleges, and the necessary buildmgs therefor. It shall embrace the proper control and management of the property, the nec- essary structures, implements and stock of the farm ; the branches and their respective divisions of learning to be taught; the course of studies to be pur- 196 8CH00UB or AQBICULTDBB and THS MBCHAKIC AKT8. sued, and their terms and extent ; the professonhips required to be established ; the character and extent of experimental husbandry upon the farm ; the pro- priety and feasibility of connecting experimental studies in the mechanic arts ; the probable expenditures for these respective purposes, and the proba- ble annual expenses of conduedng said institution, with such other matters as they may deem important or valuable as connected therewith. § 12. Said commissioners shall report to the govemor by the first day of December next, their said plan of organization, with a fuU report of their pro> eeedings under the requirements of this act, which the governor shall commu- nicate to the general assembly at its next session. § 18. Said commiwioners shaU receive no compensation for their services, but may be allowed their necessary expenses in the discharge of their official duties. .' § 14. For the purpose of carrying into effect the provisions of tiiis act, the sum of ^ve thousand dollars is hereby appropriated from any money In the treasury not otherwise appropriated. AN ACT BSULTIYE TO THE ISTABLISHXXST OF THX OhIO AaKICITLTUR^L AKD Mbcbamioal Collxok. (Appcoif«d April 5lh, 1866.) Sxcriov 1. The governor of Ohio, ex-offieio^ the president of the Ohio State Board of Agriculture, ex^ffieioj and five other persons, so chosen as to repre- sent all the industrial classes of the state, to be appointed by the governor, with the consent of the Senate, are hereby constituted a board of trustees, whose duty it shall be to receive proposals and report to the next session of this general assembly, such proposals as may have been received, and their opinion as to the place for locating an agricultural and mechanical college for the State of Ohio, in accordance with an act of congross, approved July 2d, 1862, entitled **An Act donating public lands, kc."" § 2. Said trustees are hereby authorized to roceive proposals for donations of land, building and money in trust for the state of Ohio, for the location and establishment of a college as contemplated by the act of congress referred to in the first section of this act. § 8. The trustees shall receive no per dUm, but shall have aQ their nec- essary expenses paid while actually in the service of the State. g 4. This act shall take effect from and after its passage, and the governor shall immediAtely thereafter notify said persons of their appointment, and des- ignate a day for their meeting in the city of Columbus, for the organization of said board. PEHHSTLYIKIA. AK ACrr TO ACCKPT THI GRANT OF PUBUO LlHDS, BT THI TJnITKD StaTIS, TO THK OTSfiAL StATXS VOR TBM SMDOWMBST OF AaBIOVLTUBAI, GOLLKOXS. (AppvoTvd Apcfl Iftf 1868.) Whirkab, Bj an act of congress, passed the second day of July, one tboo* sand eight hundred and sixty-two, a grant of land was made to the sereral states and territories which may proTide colleges for the benefit of Agriculture and the ICeehanic Arts, equal to thirty thousand acres for each senator and representaUye in congress to which the states are respectively entitled, by the appointment under the census of one thousand eight hundred and sixty, which act of congress requires that the sereral states, in order to entitle them to the benefit of said grant, should, within two yean from the date of said act, ex* press their acceptance of the same : And whereoMy The legisUtnre of PennsylTania has already shown its high re- gard for the agricultural interest of the state, by the establishment of the Agri- cultural College of Pennsylvania, and by making liberal appropriations thereto : therefore, B$ it enadtd, m shall be used in the erection, preservation,, purchase, or re- pairing of any building or buil4ingB, for the college or other purposes : pro- vided, however, that a portion of said proceeds of said sales, not exceeding on»-tenth part thereof, may, at the discretion of the corporation be expended according to said act of congress, in the purchase of lands for sites, or an ex- perimental fium, whenever sidd corporation shall so determine. (199) 200 SCHOOLS or AaRIOULXURB AND THB MKCHAMlG ARTS. 6. To educate schoUra, each at the rate of one hundred dollars per annum to the extent of the entire annual income from said proceeds, subject to the proviso as aforesaid ; the gOTemor and secretary of state, to hare the iright on or before commencement day of each year, and in •onj unction with the presi- dent of the uuiyersity, to nominate candidates for vacancies occurring in said college or department as aforesaid, at the be^nning of each collegiate year ; and students admittted to said college, and pursuing studies therein by virtue of said fund, are not to be excluded from the regular scientific and clas^ studies of said university, in entering and remaining thereat ; and are to be graduated with the degree of Bachelor of Philosophy or Bachelor of Arte, or are to receive a certificate for a partial course, according as the case may be. 7« To assume upon itself all the responsibilities and duties which are im* posed upon the state by the said act of congress ; and also all the duties im- posed upon colleges endowed under the provisions of said act, and to be entitled to all the privileges and immunities conferred thereby upon the state, and upon institutions endowed thereunder. 8. To make to the governor of the state an annual report, a copy of which shall be communicated to the general assembly, of all lands located and sold, nntil the whole is disposed of, the amount received for the same and how in- vested, and of the appropriations made of the proceeds therefrom, and stating the number of the students to whom the same has been applied, and of all the matten prescribed by said act of congress as aforesaid* RiSOLUnON FROTIDUIO VOB THK NOMINATION OV BtaTB BBNKFICIA&IX8 TO BB BDUCATBD AT BbOWN UnIYEBSITT. Bbsolved : That the senators and representatives from the several towns in the general assembly for the time being, are constituted a board of commis- sioners, whose duty it shall be during the January session in each year, to pre- sent to the governor and secretary of state, the names of worthy young men from the several towns, to be educated as state beneficiaries in Brown Univer- sity, according to the act of congress donating land to the several states and territories which may provide colleges for the benefit of Agriculture and the Mechanic Arts. And the said commissioners are hereby instructed, after one candidate has been presented from each town in the state, (the order of the towns to be determined by lot,) to select the candidates as far as may be from the several towns in the ratio of their representation in the house of rep- resentatives, and from that class of persons who otherwise would not have the means of providing themselves with the like benefits ; and that the governor and secretary of state be, and they are hereby, instructed to select candidates from the names presented, in such manner as that whenever for any reason any town shall not have received its just quota of those admitted to said univer- sity, such towns shall, in the nomination of subsequent candidates, have prior- ity over those towns which have received their full quota. TEEMOKT. An Act to Establibh the Ykrmovt Aobicultfsal Collioi. (AppioTwl Nofvnbcr 22, 1864.) SicnoM 1. Justin S. Morrill, Edwin Hammond, Roderick Richardson, Elijah Cleareland, Seneca M. Dorr, Horace Herrick, Peter T. Washburn, Orville G. Wheeler, Treno W. Park, Lemuel H. Tabor, Horace Fairbanks, Samuel H. Steyens, George G. Benedict, Frederick Holbrook, their associates and succes- sors, are hereby constituted a body corporate^ by the name of the Yermont Agricultural College, the leading object of which shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to Agriculture and the Mechanic arts, in order to promote the liberal and practical education of the industrial classes in the sereral pursuits and professions of life, to be located as hereinafter pro- Tided ; and they and their successors, and such as shall be duly elected trustees and members of said corporation, shall be and remain a body corporate by that name forever. The above named corporators shall be called together for their first meeting by the Governor, at suoh time and place as he shall select, and shall then be divided by lot into three classes ; the first class, consisting of five members, shall vacate their office at the end of two years from the time of their election ; the second class, consisting of five members, shall vacate their office at the end of four years from the time of their election ; and the third class, consisting of four members, shall vacate their office at the end of six years from the time of their election ; and It shall be the duty of the Legislature, at the ex- piration of the term of office of any of the above named corporators, to elect a person to supply the vacancy, whose term of office shall continue six years. And for the orderly conducting of the business of said corporation, the said trustees shall have power and authority, from time to time, as occasion may require, to elect a president, secretary and treasurer, and such other officers of •aid corporation as may be found necessary, and to declare the duties and tenures of their respective offices ; and whenever vacancies shall occur in the board of trustees, the legislature shall fill the same. Provided, that the number of members shall never be greater than fourteen, exclusive of the governor of the State and the president of the fi&culty, each of whom shall be, ex-offieio, a member of said corporation. Provided^ further, that all fUture elections or ap- pointments to said board of trustees shall be made with special reference to preventing any religious denominational preponderance in said board. g a. The siud corporation shall have power to determine at what times and places their meetings shall be holden, and the manner of notifying the trustees to convene at such meetings ; and also, from time to time, to elect a president of said college, and such professors, instructors and other officers of said college, as they shall judge most for the interest thereof; and to determine the duties, responnbilities and tenures of their several offices. And said corpora- .(201) 202 SCHOOLS OF AOBICULTUftE AND THE MECHANIC ABTS. tion are farther empowered to purchase or erect and keep in repair Bach houses and other buildings as they shall judge necessary for said college ; and also to make and ordain, as occasion may require, reasonable rules, orders and by-laws, not repugnant to the constitution and laws of this State, with reasonable penal- ties, for the good gOTemment of said college, and for the regulation of their own body ; and also to determine and regulate the course of instruction in said college, and to confer such appropriate degrees as they may determine and pre- scribe. Provided^ that no corporate business shall be transacted at any meeting, unless one half at least of the trustees are present § 3. The said corporation may have a common seal, which they may alter or renew at pleasure ; and said corporation may sue and be sued in all actions, real, personal or mixed, and may take and hold in fee simple, or any less estate, by gift, grant, bequest, derise, or otherwise, any lands, tenements, or other estate, real or personal.' § 4. The clear rents and profits of all the estate, real and personal, of which the said corporation shall be seized and possessed, shall be appropriated to the use of said college, in such manner as shall most effectually promote the objects declared in the first section of this act, and as may be recommended from time to time by said corporation. g 6. The legislature of this State may grant any further powers to, or alter, limit, -annul or restrain any of the powers vested by this act in said corporation, as shall be found necessary to promote the best interest of said college, and may appoint overseers or visitors of said college, with all necessary powers for the better aid, preservation and government thereof; and the said corporation shall make an annual report of its condition, financial and otherwise, to the legislature at the opening of its session. § 6. The board of trustees shall determine the location of said college, in some suitable place within this State, and may, in their discretion, purchase or obtain by gift, grant or otherwise, in connection therewith, a tract of land con- taining at least one hundred acres, to be used as an experimental farm, or other- wise, so as best to promote the objects of the institution. And they may also, in their discretion, make such provision for the manual labor of the students on said farm, as they shall deem reasonable. g 7. One-tenth of all the moneys which may be received by the State trea- surer from the sale of land scrip, by virtue of the provisions of the one hundred and thirtieth chapter of the acts ot the thirty-seventh Congress, at the second session thereof, approved July 2, A.D. 1862, and of the hiws of this State, shall be pud to said college, and appropriated towards the purchase of said site or farm. Provided, said trustees shall determine to procure such farm ; and pro- vided further, that the said college shall first secure, by valid subscription or otherwise, the further sum of not less than one hundred thousand dollars, for the purpose of erecting suitable buildings thereon, providing libraries and ap- paratus, and defraying the- necessary expenses of the college ; and upon satis- factory evidence that this proviso has been complied with, the governor is authorized, from time to time, to draw his warrants therefor. g 8. When the said college shall have been duly organized, located and established, as, and for the purposes specified in this act, there shall be appro> priated and paid to its treasurer each year, on the warrant of the governor, the gOHOOIS OF AG&ICULTURB AND THE MECHANIC A&TS. 203 annua] interest or income which may be received from the fund created under and by yirtue of the act of Congress named in the seventh section of this act, and the laws of this State accepting the provisions thereof and relating to the same. § 9. In the event of a dissolution of said corporation by its voluntary act, at any time, the real and personal property belonging to the corporation shall re- vert and belong to the State, to be held by the same and be disposed of as it may see fit, in the advancement of education in agriculture and the mechanic arts. The legislature shall have authority, at any time, to withhold the portion of the interest on income from said fund provided in this act, whenever the corporation shall cease or fail to maintain a college within the provisions and spirit of this act and the act of Congress before mentioned, or for any cause which they deem sufficient. § 10. This act shall be in operation until said corporation shall have pro- cured valid and solvent subscriptions, to the amount of one hundred thousand dollars, to be applied to the endowment or other uses of said college ; and said corporation shall cease to exist on the 16th day of November, 1866, unless the foregoing subscription shall have been obtained. §11. This act shall be under the control of all future legislatures, to alter, amend or repeal. Ah Act to incorporatk the Ukitebsitt of Ykiimoht ash State Aoricultubal College. (Approred November 9, 1866.) It M hereby enacted by the General Assembly of the State of Vermont : Section 1. The University of Vermont and the Vermont Agricultural Col- lege, with such other corporations as may hereafter become united therewith, are hereby united and constituted a body corporate, by the name of the " Uni- versity of Vermont and State Agricultural College,*' for the purpose of carrying out the objects contemplated in their respective charters, and, as such, shall be and remain a body corporate forever, and as such may hold and convey real and personal estate, have a common seal, and have all the rights and powers incident to corporations. § 2. Each of the two iustitutions hereby united shall, on or before the fifteenth day of December next, elect by ballot nine of their number, who, with their successors, shall thereafter constitute its board of trustees, and likewise constitute a part of the board of trustees of the corporation hereby created, and the nine trustees of the said Agricultural College, so elected, shall be divided by lot into three classes : the first class, consisting of three members, shall vacate their office at the end of two years from their election ; the second class, con- sisting of three members, shall vacate their office at the end of four years from the time of their election ; and the third class, consisting of three members, shall vacate their office at the end of six years from the time of their election ; and it shall be the duty of the legislature, at its session next preceding the time of the expiration of the terms of office of said trustees, to elect persons to supply such vacancies, whose terms of office shall continue six years, and it shall 204 SCHOOLS OV AGRIGULTUSB AND THB MBGHANIC ABI& be the daty of the said nine trustees of the Uniyereity of Vermont, to elect boo- cessors to fill any vacaocy which may occur among their number, and all the trustees so elected as is hereinbefore provided, shall, together with his excel* lency, the governor of the State, and the president, who shall be, ex-ngress authorizing the same, shall be paid to said board of trustees for the purposes aforesaid ; provided, that no agricul- tural labor shall be required of students, except by their voluntary agreement or consent. § 7. Whenever this corporation shall have been duly organized, there shall be appropriated and paid to its treasurer, annually, for the purpose herein men- tioned, on the warrant of the governor, the interest or the income which may be received from the fund created under and by virtue of the act of Congress. § S. The corporation hereby created shall make annual reports to the legis- lature of this State, of their c(mdition, financial and otherwise, and make and distribute the reports required by the act of Congress herein referred to, and the legislature may annually appoint a board of visitors, who may annuaUy ex- amine the affairs of said corporation. § 9. The permanent location of the institution hereby created shall be in Burtington, in said State of Vermont, and the first meeting of the board of trustees shall be there held on the 15th day of November next, at seven o'clock, P. M., or if such meeting shall not be held at that time, it shall be held at such other time and place as the governor of this State may appoint, seasonable notice of said appointment having been first given to each of the trustees or corporators of the Vermont University and Vermont Agricultural College. § 10. The president and fellows of Middlebury College and the Norwich University, or either of them, may hereafter, with the assent and concurrence by vote of a minority of each of the nine trustees elected as aforesaid, and their successors, become incorporated and united with the corporation hereby created, by vote of their said corpoiations, at any meeting legally warned and holden, and by leaving for record, m the office of the secretary of the state, a true and attested copy of such vote or votes, and of all the proceedings of the meeting or meetings at which the votes aforesaid were passed, and causing the same to be recorded in said office. § 11. If, at any time, the corporation hereby created shall fail substantially to carry out the provisions and requirements of this act, the supreme court of this State may, at any stated session thereof^ having first given due notice to said corporation, annul and vacate this charter, and in such case, or in case said 2QQ BGH00L8 OV AaBIOmiTDRI AKD THB MBCHANIO ARTS. corporation shall otherwise be dissolTed, said supreme court may, on applica- tion, order and decree that the income thereafter to be derived from the pro- ceeds of the sale of said land scrip in the hands of the Sute treasurer as aforesaid, together with such amount as may have been paid over by said treasurer for the purpose of an experimental farm, shall revert to said Yennont Agricultural College, and all the other property and effects which, at the time of said union, belonged to said other institution, shall revert to and be the pro- perty of the other institution or institutions which shall have been united and incorporated by, or in pursuance of this act, and in case more than one such other institution shall have been thus united, such other property shall revert to them separately, such specific property to each, as said court shall adjudge and decree, having reference in making such decree to what was originally owned or contributed by each ; provided^ that in respect to any property or funds hereafter acquired by said new corporation, by gift, grant, bequest or otherwise, the same shall be awarded and distributed to each of the institutions hereby incorporated or hereafter united, in such manner as said court shall deem just and equitable, having reference to the manner the same was acquired, and to any specific trusts, or expressed intention of any donors, made at the time the same was acquired. And for the purposes aforesaid, as well as for all other purposes, the said several corporations which shall have been united by virtue of this act, shall be deemed and treated as having continued in life, and the several trustees which shall have been elected by each at the time they were united, and their successors, shall be deemed and treated to have been, since the time of their elections, the trustees of their respective institutions, as well as trustees of the united corporation, and, as such trustees, may receive the property and effects which may revert to their respective corporations by such decree of court, and they and their successors, whom they may thereafter ap- point, may continue and manage the affairs of their respective corporations thereafter, in the same manner as the trustees of each might have done before they were united as aforesaid. Q 12. This act shall take effect whenever the two corporations hereby united shall, at a meeting duly warned, vote to accept the same, and to surrender and relinquish to the corporation hereby created, all the property belonging to them, whether real or personal, and all the rents, profits and income therefrom arising, including said proceeds from the sale of said land scrip, for the purpose, and subject to all the rights, trusts and conditions as in this act provided ; and it shall be the duty of each of said corporations to cause a copy of the record of such votes, duly certified by the secretaries of their respective corporations, to be left for record and duly recorded in the office of the secretary of state ; whereupon, by virtue of such votes, such property, rents, profits and income shall become the property of the corporation hereby created, for the purposes, and subject to the rights, trusts and conditions aforesaid ; and said property, and the property hereafter acquired by the corporation hereby created, shall be subject to all the conditions, immunities and exemptions now pertaining to the property now held by said University of Vermont. § 18. All of an act entitled *' An Act to establish the Vermont Agricultural College," approved November 22, 1864, which is inconsistent with the pro- . visions of this act, is hereby repealed. WEST YIBaiNIi. AN ACT vo» THS sxovLATiON or THK West YiKoniLi. Aououltubal - GOLLIOB. (PUMd Vvbrany 7th, 1807.) Whereaty The congress of the United Statea did by act passed July 2df 1862, and by sabseqaent act passed April 19th, 1864, donate to the State of West Virginia certain lands, (one hundred and fifty thousand acres,) for the promotion of Agriculture and the Mechanic Arts, including military tactics, within the State of West Virginia ; the proceeds of which are to be invested in bonds and stocks of the United States, or stocks of this state, and are to become a per- manent endowment for the purpose of maintaining an agricultural college in the State of West Virginia, upon conditions recited in said acts : And TVhereaSy the Le^slature of the State of West Virginia, did, ^on the third day of October, eighteen hundred and sixty-three, pass an act accepting the said donation, and the said land warrants having been received by the governor, and by him sold and converted into current funds of the United States: And WhereaSy the board of trustees of Monongolia Academy, have by reso- lution, passed January, 9th, 1866, tendered to the State of West Virginia the buildings, property and funds of said Academy, including the property known as Woodbum Female Seminary, by resolution in the following words, to wit : " Buolvedf That this board tender to the legislature of West Virginia, all the real and personal effects held as the property of Monongolia Academy, includ- ing the property known as * Woodbum Female Seminary.* amounting as a whole to the following estimated value, viz : "Woodbum Female Seminary, . • . . . |26,000 Monongolia Academy and dwelling, .... 16,000 Cash, bonds, bank stock, &c., ..... 10,000 library and other personal property, .... 1,000 Amounting to ----- - |61,000 To bo absolutely held and used by the State of West Virginia, on the express condition that the contemplated agricultural college be located permanently at or near Morgantown, and that the funds and real estate hereby tendered to be used solely for the benefit of said college,*' therefore. Be U enacted by the Legislature of West Fir^'mo,— g 1. That the funds derived from the sale of the United States land war- rants donated to this state for the purpose of endowing an agricultural college, be invested by the governor in a loan, or public stock of the United States^ for the use and benefit of a college to be called the "Agricultural College of West Virginia,** endowad as aforesaid, and to be further established, regulated and maintained, according to a plan hereinafter provided for. (207; 208 SCHOOLS or aobiculture and toe mechanic arts § 2. !rhat this state hereby accepts the tender of the board of trustees of Monongolia Academy ; and that said college shall be located at or near Mor- gantowD, in the coantj of Monongolia, and that the interest and dividends ai- cruing from the fund donated by coiigrefl8.be ajipropriated to aid the e8tabli>h- ment of said college. § 8. That the goTemor of this state shall, within thirty days after the pas- sage of this act, appoint eleven suitable persons, one from each senatorial distfict, who shall constitute a board of visitors for said college, and who shall have a common seal ; any three of whom may constitute a quorum for the transaction of ordinary business; but for making arrangements for the erec- tion of buildinga or the permanent alteration of present buildings, as well as the appointment or removal from office of professors, the concurrence of a ma* Jority of the board shall be required. § 4. When the said board hereby constituted, shall have served one year, two of their number, (to be determined by lot,) shall vacate their positions^ and two others, on each succeeding year, shall do the same, and the remaining nine shall annually elect from the senatorial districts vacated, two new mem- bers of the board, who shall be approved and commissioned by the governor, in case of death, removal, or refusal to act, any three members of said board may proceed to call the rest of the board together to fill such vacancy. § 6. That it shall be the duty of said visitors, on or before the first Wed- nesday of April next, and on the first Wednesday in July annually thereafter, or at such time as they may designate, to meet at the coUege buildings now known as ** Woodbum Female Seminary," and there establish such departments of education in literature, science, art and agriculture, as they may deem expe- dient, and as the funds under their control may warrant, and purchase such materials, implements and apparatus as may be requisite to proper instruction in all said branches of learning, so as to carry out the spirit of the act of con- gress aforesaid, approved July 2d, 1862. And they shall also appoint a super- intendent, who shall have general supervision and control of the property and interests of said college during the vacation of said board. § 6. That said board shall establish and declare such rules and regulations and by-laws as they may deem necessary for the proper organization, tuition and good government of the said college, and the protection of the public property belonging to said college, as shall not be inconsistent with the laws of this state or of the United States ; they shall appoint a treasurer, taking bond from him with ample security, conditioned for the faithful keeping and disbursing of such money herein or hereafter appropriated, and such other moneys as shall be allowed by said board to come into his hands from time to time ; they shall also settie his accounts annually, or oftener if they think best; inspect all the pablic property of said coUege, and make a full report of the condition, income, ex- penditures and management of said college, to the governor annually ; to be by him laid before the legislature. § 7. Said board shall have power to create a preparatory department to said college, and appoint any other professorship than heretofore mentioned, if the same be deemed essential ; fix the salaries of the professors and of the superintendent, and remove them for good cause ; but in cases of removal, the concorrence of a minority of the board shall be required, and the reasons SCHOOLS or AORICULTURB AXD THB MBOHAMIC ARTS. 209 theiifor ehall be commanicated in a full written statement thereof to the gor- emor. § 8. Besides prescribing the general terms upon which students may be ad- mitted, the course of their instruction, and the kind and duration of their ser- vices, (which duration shall not exceed five, nor be less than two years,) the said visitors are still further empowered to admit, as the regular students or ca- dets of said college, any number of young men, not fewer than one nor more than two, from each senatorial district in this state, and who shall not be less than sixteen, nor more than twenty-five years of age ; and their admission to be made upon undoubted evidence of a fair moral character. But should no application be made from any of said senatorial districts, then the vacancies may be filled from the state at large. § 9. That the said students thus admitted shall be entitled to all the privi- leges and immunities, educational advantages and benefits of the college, free of charge for admission, tuition, books and stationery, and they shall constitute the public guard of the said college and the public property aforesaid. And whenever the said board shall certify to the governor that said college is ready to go into operation, and that students have been appointed and admitted as hereinbefore provided for, he shall forthwith forward to the superintendent of the said college a sufficient number of public arms and equipments, ordnance and monitions for the use of the college, to be kept in an arsenal of the said college, set apart for the purpose. And the professor and students of said col- lege receiving instruction in military tactics and the art of war, snail be indi- vdnally and collectively responsible for the preservation and safe keeping of said arms. g 10. All reasonable expenses incurred by said visitors in discharging the duties hereby imposed upon them, (not, however, including any wages or per diem compensation,) shall be allowed, and when admitted by the governor, shall be by him caused to be paid out of the treasury of the state, in like man- ner as all sums are drawn therefrom. §11. That it shall be lawful for the said board to expend so much of the appropriations herein provided as may be proper for the procuring, repairing, or erecting such buildings as may be necessary for the accommodation of pro- fessors and students of said college : said board shall be and are hereby author- iied to contract for and erect, at such time as they may deem proper and nec- essary, such additional buildings as may be needed ; provided, however, that such expenditures shall not exceed the sum of one thousand dollars annually, for the first five years. They may expend also five thousand dollars of the funds received from the trusteees of the Monongolia Academy, in purchasing landed estate for the use of the agricultural depai-tment of said institution, contiguous to said seminary. § 12. That the governor, board of visitors, and faculty may graduate any student of the college, found, (after proper examination,) duly qualified, and shall certify the same, by affixing the seal of the college to his diploma. § 18. That the board of visitors constituted as aforesaid, shall, on or be- fore the first day of April next, accept and receive from the board of trustees of Monongolia Academy, a deed or deeds for the real estate and personal prop- ^i^y so tendered to this state by their resolution aforesaid, to themselves, as the board of visitors of the Agricultural College of West Virginia, and their 14— C 210 SCHOOLS OV AOBICULTUBI ASD TBI lOICHAinO ABIB. flucceflflort foreyer, to be placed on record in the recorder's oi&oe of Monbngo- lia coontj, and then deposited in the office of the secretary of the state. § 14. That the said board shall appoint a treasurer who shall, after giving bond, as before provided, recelTo from the trustees of the Monongolia Acad- emy, all the fonds and securities tendered by their resolntion hereinbefore re- cited. g 15. This act shall at all times be subject to alteration or amendment by the legisiatore. wisGONSiir. Am Act to beosoanizi and imlakok thk UHinftsiTT or WisoonbiB) ikd to ▲VTBOSIZI THK GOUMTT OF DaMB TO ISSUK BONDS IN AID THXBBOT. (▲pproTvd AptU IS, 18e6.) Sccnoir 1. The object of the University of Wisconsin shall be to provide the means of acquiring a thorough knowledge of the various branches of learning connected with the scientific, industrial and professional pursuits, and to this end, it shall consist of the following colleges, to wit : 1st. The college of arts. 2d. The college of letters. 8d. Such professional and other colleges as, from time to time, may be added thereto or connected therewith. ^ 2. The college of arts shall embrace courses of instruction in the math- ematical, physical and natural sciences, with their applications to the industrial arts, such as agriculture, mechanics and engineering, mining and metallurgy, manufactures, architecture and commerce, in such branches included in the college of letters as shall be necessary to a proper fitness of the pupils in the scientific and practical course for their chosen pursuits, and in military tactics ; and as soon as the income of the university will allow, in such order as the wants of the public shall seem to require, the said courses in the sciences and their application to the practical arts, shall be expanded into distinct colleges of the university, each with its own &culty and appropriate title. § 8. The college of letters shall be coexistent with the college of arts, and shali embrace a lil>eral course of instruction in language, literature and philoso- phy, together with such courses or parts of courses in the college of arts, as the authorities of the university shall prescribe. § 4. The university, in all its departments and colleges, shall be open alike to male and female students ; and all able-bodied male students of the univer- sity, in whatever college, shall receive instruction and discipline in military tactics, the requisite arms for which shall be fUmished by the State. § 5. The government of the university shall vest in a board of regents, to oonsist of fifteen members, to be appointed by the governor, two from each congressional district in the State, and three from the State at large. At the first appointment, which shall be within sixty days after the passage of this act, five shall be. commissioned for one year, five for two years, and five for three years. Thereafter the fUli term of office shall be three years from the first Monday in February in the year in which they were appointed, unless sooner removed by the governor. ^ 6. The said board of regents shall succeed to the custody of the books, records, buildings, and all other property of the university ; and the present board of regents shall be dissolved immediately upon the organization of the board herein provided for ; provided^ that all contracts legally made, and at that time binding upon the board thus dissolved, shall be assumed and dis- charged by their saocesson. (211) 212 SCHOOLS OF AdaiGULTUiUS AKD THE MfiCUANIC A&T8. § 7. The regents and their successors in office shall constitute a body cor- porate, with the name and style of " the Regents of the UniTersity of Wis- consin/* with the right as such of suing and being sued, and of contracting and being contracted with, of making and using a common seal, and altering the same at pleasure. They shall have power, and it shall be their duty to enact laws for the government of the university in all its branches ; to elect a presi- dent of the university, and the requisite number of professors, instructors, officers and employees, and to fix their salaries, also the term of office of each, and to determine the moral and educational qualifications of applicants for ad- mission to the various courses of instruction ; provided^ that no instruction, either sectarian m religion, or partisan in politics, shall ever be allowed in any department of the university, and no sectarian or partisan test shall ever be allowed or exercised in the appointment of regents, or in the election of pro- fessors, teachers, or other officers of the university, or in the admission of stu- dents thereto, or for any purpose whatever. § 8. For the time being, an admission fee and rates of tuition, such as the board of regents shall deem expedient, may be required of each pupil, except as hereinafter provided ; and as soon as the income of the university will permit, admission and tuition shall be free to all residents of the State ; and it shall be the duty of the regents, according to population, to so apportion the represen- tation of students, that all portions of the State shall enjoy equal privileges therein. § 9. On^ suitably qualified pupil from each assembly district, to be nomin- ated by the representative of such district in the legislature of the State, who, other things being equal, shall prefer an orphan of a soldier who has died in defense of his country, shall be at once and always entitled to free tuition in all the colleges of the university. § 10. The president of the university shall be president of the several facul- ties and the executive head of the institution, in all its departments. As such, he shall have authority, subject to the board of regents, to give general direc- tion to the practical affairs and scientific investigations of the several colleges, and in the recess of the board of regents, to remove any employee or subor- dinate officer, not a member of the faculty, and to supply, for the time, any vacancies thus created ; and so long as the interests of the institution require it, he shall be charged with the duties of one of the professorships. The secre- tary of state shall be secretary of the board of regents, and shall keep a faithful record of all the transactions of the board of regents, and perform such duties as they shall impose. The state treasurer shall be the treasurer of the board of regents, and perform all the duties of such office. § 11. The immediate government of the several colleges shall be intrusted to their respective faculties; but the regents shall have power to regulate the courses of instruction, and prescribe the authorities to be used in the several courses, and also to confer such degrees and grant such diplomas as are usual in universities, or as they shall deem appropriate. § 12. At the close of each fiscal year, the regents, through their president, shall make a report in detail to the governor, exhibiting the progress, condi- tion and wants of each of the colleges embraced in the university, the course of study in each, the number of professors and students, the amount of receipts SCHOOLS or AQ&ICULTOBB AND THE MXCHANIG ARTS. 2l8 and disbnnements, together with the nature, costs and results of all important investigations and experiments, and such other information as thej may deem important ; one cop; of which shall be transmitted, free, by the secretary of state, to all colleges endowed under the provisions of the congressional act of July 2d, 1862, hereinbefore referred to, and also one copy to the secretary of the interior, as provided in said act. §13. For the endowment and sapport of the university, there are hereby appropriated: Ist. The income of the .university fund. 2d. The income of a fund to be derived from the sales of the two hundred and forty thousand acres of land granted by Congress to the State of Wisconsin, by virtue of an act ap- proved July 2d, 1862, entitled ^* An Act donating land to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts,** which fund shall be designated as the agricultural college fund. 8d. All such contributions to the endowment fund as may be derived from pub- lic or private bounty. The entire income of all said funds shall be placed at the disposal of the board of regents, for the support of the aforesaid colleges of arts, of letters, and of such colleges as shall be established in the university, as pro- Tided in section two of this act ; provided^ that all means derivable from' other public or from private bounty, shall be exclusively devoted to the specific ob- ject for which they shall have been designed by the grantor. § 14. Meetings of the board may be called in such manner as the regents shall determine, a majority of whom shall constitute a quorum for the transac- tion of business, but a less number may adjourn from time to time. No member of the board shall receive compensation for his services as such member, but each member shall be entitled to reioibursement, on the audit of the board, for his traveling and other necessary expenses while employed on the business of the board. § 15. The first meeting of the regents, the appointment of which is herein provided for, shall be held in the university edifice, on the last Wednesday of June, 1866, at which time the regents, when so convened, shall elect one of their number president of the board. The time for the annual election of presi- dent of the board of regents, as also the regular annual meeting, and such other meetings as may be required, shall be determined in the by-laws of the board. Immediately upon the organization of the board, it shall be their duty to make arrangements for securing, without expense to the State, or to the funds of the univerffity, suitable lands in the immediate vicinity of the university, not less than two hundred acres, including the university grounds, for an experimental farm, and as nearly as possible thereafter, to make such improvements thereon as will render it available for experimental and instructional purposes, in con- nection with the agricultural course in the college of arts. § 16. To enable the board of regents to purchase lands in the vicinity of the university for an experimental farm, and to improve the same, the board of supervisors of Dane county are hereby authorized and empowered to issue the bonds of said county, bearing interest at the rate of seven per cent, per annum, interest payable annually, for the amount of forty thousand dollars, such bonds to be payable on or before the first day of January, A. D. 1886, at such place 38 may be determined by said board of supervisors. The bonds so issued shall be delivered to the board of regents of the university, who shall faithfully apply 214 SCHOOLS or AaRICULTURB AND THE MECHANIC A&TS. the same, or the proceeds thereof, together with all contributions made for this specific purpose, to the purchase and improTement of the lands for such experi- mental farm. But if the said county of Dane, by its proper officers, shall not make provision for the issue and payment of said bonds as aforesaid within thirty days after the passage of this act, and if in such case the citizens of said county shall fail within days after the expiration of said first mentioned period of thirty days, to fhmish guarantees satisfactory to the secretary of state, that the said amount of forty thousand dollars shall be placed at the disposal of the regents of the unirersity, at the first meeting of the board, then this act shall be null and void. § 17. So much and such parts of chapter twenty-one of the revised stattttes, and of any and all acts as contravene the provisions of this act, are hereby repealed. § 18. This act shall take elFect and be in force fh>m and after its passage. An Act to avthobizi the intistmemt or vumxsm ruin> m OBBTAnr Boisg or Dam£ County. (Appzoyed Much 26, 1887.) Skction 1. The commissioners of school and university lands are hereby authorized to invest a portion of the university fund, or of the agricultural col- lege fund, or of both, in the bonds of the county of Dane, issued by said county and delivered to the regents of the university by virtue of chapter 114 of the general laws of 1866, entitled " An Act to reorganize and enlarge the Univer- mty of Wisconsin, and to authorize the county of Dane to issue bonds in aid thereof." g 2. This act shall take effect and be in force from and after its passage. PART II. COLLEGES, SCHOOLS, MD DEFMTMENTS or AGRICULTURE AND THE MECHANIC ARTS. I. C0LLEGB8, SCHOOLS, AND DEFARTMEKT8 OF SCIENCS BfiTAB- LIBHKD IH PXTRSUANCB OF NATIONAL AND STATE LSaiSLA- TION. n. INSTITUTIONS AND COURSES OF INSTRUCTION IN THE PRINCIPLES OF SCIENCE AND THEIR APPLICATIONS TO THE ARTS, NOT AIDED BY CONGBBSSIONAL OR STATE GRANTS, SUPPLEME5T. OFFICIAL OIROULAB.-NO. 6. CONTENTS. I. Colleges, Schools, and Departments of Science, Applied to the Industrial Arts, aided by National Land-Grant, Cimtinued, - . - *- - - - 288-^10 CONKECTICUT. Sheffield Scientific School of Yale College, New Haven, - - 215 Massachusetts. Massachusetts Institute of Technology, Sosiony - - 287 Massachusetts Agricultural College, Amftersty ... 249 New York. Cornell Uniyersity, Ithacay - ... - 263 Pennstltamia. StaJ« Agricnltural College, Centre County, • - . 259 Michigan. State Agricultural College, Lansing, .... 267 MARTLAfiD. State Agricultural College, HyattwUle, Prince Otorge County^ • 278 New Hampshire. State College of Agriculture and the Mechanic Arts, Hanwer, 277 Vermont. State Uniyersity and Agricultural College, Burlington^ • 279 Iowa. State Agricultural College and Model Farm, Story County, • 282 Wisconsin. College of Arts — State Uniyersity, MadUon, ... 288 West Virginia. State Agricultural College, Morgantouniy ... 286 New Jersey. State Agricultural and Mechanical Arts College, New Brunmnek, - 287 Kentucky. State Agricultural and Mechanical College, Lexington, - - 291 California. State Agricultural, Mining and Mechanical Arts College, - - 297 Maine. State College of Agriculture and the Mechanic Arts, Orono, • 299 Rhode Island. Brown Uniyersity, Providence, - - - - . 801 Kansas. State Agricultural College, Manhattan, ... 801 Illinois. State Industrial Uniyersity, Urbana, • • - - 805 SHEFFIELD SCIENTIFIC SCHOOL OF TALE COLLEGE. NB"Vr HAYEK, COITN. HI8T0BT. Ih the year 1846, a "Pepartment of Phflosopby and Art** wae instituted in Yale College, on the same general principles as the Departments of Law, Medi- dne and Theology. One design in this movement was to secure better oppor- tunities of scientific instruction for chemists, agriculturists and other students who might or might not hare been members of the Academical Department. A special " Analytical Laboratory ** was soon opened for the instruction of these scholars. Six years later a class in Engineering was commenced. These classes soon became known as the ** Yale Scientiiic School," and were the beginning of the present organization. Li 1860, a liberal endowment was receiyed from Joseph £. SheflSeld, Esq., of New Hayen, (amounting to upwards of $100,000, and subsequently increased by further giiU of $60,000) in conse- quence of which the name of ** Sheffield Scientific School" was given to the establishment. The school, as enlarged and reK)rganized, was almost exactly such a college as was contemplated in the Act of Congress of July 2, 1862, so that the Legislature of Connecticut was led, almost unanimously, to bestow upon this department of Yale College the income of the fund derived from the sale of land scrip. The act durecting this appropriation was approved June 24, 1868. TRTTflTBSS. The Trustees of the institution are the Corporation of Yale College, con- sisting of the President of the College and ten Clerical Fellows, the Governor, Lieutenant Governor, and six senior Senators of the State. The Governor, Lieutenant Governor, and three senior Senators, with the Secretary of the State Board of Education constitute the State Board of Visitors, and with the Secre- tary of the School, the Board for the appointment of State Students. The fol- lowing persons compose the Board of Visitors in September 1867 : — His Excel- lency James E. English, his Honor E. H. Hyde, Hon. Greorge Beach, Hon. M. T. Granger, Hon. A. J. Gallup, and Rev. B. G. Northrup. The Secretary of the Sehool ifl Professor D. C. Gihnan. The President of Yale College and the thir- teen professors of this department form a ** Governing Boprd," responsible to the corporation. SALS OV THl SCRIP. The amount of the national land-grant conferred upon Connecticut was 180,000 acres. The scrip representing this endowment was sold by the Com- missioner of the School Fund, in accordance with the directions of the Legisla- ture, on terms approved by the Governor of the State, Hon. W. A. Buckingham. (217) 2 8 SCHOOLS OF AOaiOULTURB AND THE MSCHANIC ARTS. The price which it brought was 16 eta. per acre, yielding a capital of 1S6,(X 0 dollars. This was first inyested in United States Ten-Fortj bonds, bearing in- terest in gold at the rate of 6 per ct. per annum ; but subsequently the Legisla- lature directed that these securities should be sold and ihe proceeds invested, instead, in Connecticut State Bonds bearing interest at 6 per cent, in currency. The annual income from this fund is therefore $8,100. OTHER rUNDfi AMD PROPKBTT. « The school is the owner of a spacious and commodious edifice provided by Mr. Sheffield, at a cost, including outfit, &c., of about $100,000. It has in- vested funds, the gift of various parties, amounting to about $70,000, — and has also large collections of books, apparatus, instruments, and specimens in Nat- ural History. Besides its own peculiar property, the schotkTie8^ as far as General Theory of Eqaations. Gecmetry — ^Davis's Legendre. Plane Trigonometry^ including Analytical Trigonometry — ^Loomis or DaTies. The Elements of Nattaral Ph Uwophy — Loomis or Olmsted. Arithmetie (including the Meteric system of weights and measures). EnglUh Orcanmar^ Otograj^y^ and the Mutory of the United Slates. Some knowledge of the Latin language is also recommended. FRESHMAN TEAR. The Freshman class, preliminary to all the higher instructions of the school, pursues the following studies : First Term. Mathematic9^^T>V9\es^ Analytical Oeometry. Spherical Trigonometry. Phy- ncs^— Silliman's Principles. English — Exercises in Composition. Chemistry — Recitations and Laboratory Practice. Oerman — Woodbury^s Method and Reader. Second Term. English — ^Rhetoric. Practical Exercises in Elocution. Oerman — ^Woodbury continued. Selections from approved authors. Physics — Silliman^s Principles, and AcademienI liootures. Chemistry — Recitations and Laboratory Practica Mathematics — LcbcriptiTe Geometry and Geometrical Drawing. Third Term. English — ^Exercises In Composition. Oerman — Selections. Physics — Silli- man*s Principles and Academical Lectures. M€UhematiesS\ixyej\xk^, Princi- ples of Perspective. Botany — Gray^s Manual Drawing — ^Free Hand Practice. JUNIOR AND BBNIOR TBARS. In the last two years of the regular .courses, the students, grouped in seven sections, pursue the following studies : ],— CHEMISTRY AND MINERALOGY. JUNIOR TBIR. Inorganic Chemistry— 'E&ot k Storcr's Manual, Recitations and Lectures. Analytical Chemistry-^Treaemxia^ Recitations and Lectures. Laboratory Practice — Repetition of Experiments from Eliot k Storer*s Manual. Systematic QnaliUtive Analysis. Use of the Blowpipe. Quantative Analysis. Mineralogy — Dana*8 System, Lectures and Practical Exercises. Botany — Gray*s Manual, Excursions and Preparation of Herbarium. Zoology — Lectures and Excursions. French and German (see Select Course). 224 S&KinSLD BGHNTinO SOHOOL. 8XNI0R TIAB. General Chemistry— ActAemicaX and Medical Lectures. AffrieuUural Choft' ietry and PAyno%y— Lectures. Laboratory Proe^tf— Quantitatiye Mineral Analysis. Assaying. Organic Analysis. Special Inrestigation for Graduating Thesis. Mineralogy — Identification of Species. Metailvrgtf — ^Lectures. Geology Bana^s Manual. Kecitations and Academical Lectures. Human AnaUmiy and Physiology — Academical Lectures. Mechanics^ Bteam Engine and other Prime ifo^s— -Lectures. French (see Select Course). 2,— CIVIL ENGINEEBING. JUNIOR TSAR. Jfarai««jh— Isometrical, Topographi- cal, Mechanical m \8BNI0R TKAB. Mechaniee — Theoretical Mechanics. Applications of Calculus to Mechanics. Mechanics applied to Engineering. Principles of Mechanism. Thermo-dy- namics. Theory of Steam Engine. Prime Movers. Civil Fngineeriitg-- Strength and Stiffness of Materials. Bridge Construction. Stability of Arches. Stone-cutting, with graphical problems. Constitution and properties of Build- ing Materials. Civil Engineering proper, or the Science of Construction. Geo- logy, French — Selections. Held Engineering and Surveying — Location of Roads. Laying out Curves. Geodesy. Designing — Designing of Bridges and other Structures. Dramng — ^Architectural and Structural 8,— MECHANICAL ENGINEERING. JUNIOR TBAR. Frefush and Gferwan— (see Select Course). Descriptive Geometry, with Ap- plications. Analytical Geometry of Three Dimensions. Elementary Mechanics. Principles of Mechanism. Differential and Integral Calculus. Metallurgy! Shades, Shadows, and Linear Perspective. Isometrical Projection. Elements of Mechanical Drawing and Principles of Construction. Shading and Tinting and drawing from pattens, 8BNI0R TBAR. French and German (see'Seleot Course). Analytical Mechanics — Strength of Materials. Thermo-dynamics. Theory and Construction of the Steam Engine. Prime Movers. Theory of Machines. Mill work. Examination of Machinery! Mechanical Construction. Machine shop Practice. Architectural Drawine! Drawing from actual Machines. Designs of Machines. 4,— MINING AND METALLURGY. JDVIOR TEAR. Freru:h and German (see Select Cfonrse). Mechanics— 'Veek^s Elements. Prin- ciples of Mechanism. Theory of Steam Engine. Mathematics— mnlng Survey- ing— Shades, Shadows and Linear Perspective Isometrical Projection. Civil Fngineerinff—^treugih of Matprals. Stability of Arches. Higher and Topo> graphical Surveying. Geology— Danti, i>rBiPtn^— Mechanical and Topographical flHXrriELD SCIENTIFIC SCHOOL. 225 AKNIOB TXA&. JP^reneh {see Select Coarse). Mining — Lectures. General and Special Metal- Ittrg^ — ^Lectures. General Chemistry — Miller, theinical AtuilysiK — Freseiiius. Recitations ftnd Lectures. Laboratory Practice — Qualitative aud Quantitative Analysis. Use of the Blowpipe. Assaying. Mineralogy — Lectures and Prac- tical ExerciseB. .^0d^(>^y— Lectures. if«<:/(antc«— Application to Engineering. Drawing^ 6,— AGRICULTURE. JUNIOR TEAK. Agricultural Ckcmittry and Physiology — Structure and Physiology of Plants ; Water, Atmosphere, and Soil in their relations to Vegetable Production , Im- provement of the Soil by Chemical and Mechanical means. Domestic Animals ; tiie chemical relations of their Food, Digestion, Respiration. Assimilation and Excretions; Milk, Butter, Cheese, Flesh, and Wool as Agricultural Product h. Lectures. Experimental and Analytical Chemistry — Laboratory Practice. Mete- orology— Academical Lectures. Physical Oeography'-^hecivLTes. Zoology — Lectures. Drawing — Free-hand practice. Frtnek and 6'6nnai»— •Continued. jKccKTMon^— Botanical, Zoological, etc. BKNIOB TXAB. Agriculture— The staple crops of the United States, their varieties, cultivation, management, and preparation for market. The Care, Breeding and Raising of Domestic Animals. Lectures and Recitations. Experimental Chemistry — Labo- ratory practice. Agricultural Zoology— SeA,un\ History of Domestio Animals ; Insects useful and injurious to Vegetation. Lectures. Human Anatomy and Physiology— Lectures. Otology — Lectures and Recitations. Rural Economy^ both American and Foreign. Lectures. Frtnch and Oemuinf continued. Ex' cwrnMU — ^Botanical, Zoological, etc 6,— KATX7RAL HISTORY AND OEOLOOT. JUKIOR TKAR. Ilrst Term. 2bd2My'- Daily Laboratory instruction; ZoSlogical Excursions. JBotany-^ Gray's First Lessons. Chemistry — ^Academical Lectures. French and Oermam — Selections. Second Term. ZoSiogy and Paleontology — ^Laboratory Practice, Lectures. Physical Osogra- vhy — ^Lectures and Recitations. Chemistry — Laboratory Practice. French and Oertnan, continued. Third Term. Zoology and Paleontology — ^Laboratory Practice, Lectures, Excursions (land and marine). Botany — Gray's Manual ; Excursions. Mineralogy— DunAj Leo- iures and Practksal Exercises. JFVmcA, oontinued. i>raiMn^— Free Hand Practice. 8SNI0B TKAK. First Term. Zoology and Paleontology — ^Laboratory Practice, Lectures, Excursions. Oeo» lofjtf ^Dana's ManuaL Excurdons. Meteorology — Academical Lectures. French -Selections. 226 SHBTVIELD SODENTIUO SCHOOL. Second Tenn. Zoology and Paleontology — Continued. Botany — LectureB on special Bubjcct^i. Geology — Dana, Recitations and Lectures. Anatomy and Phynology — ^Acade- mical Lectures. I^reneh — Selections. Third Term. Zoology and Paleontology — Continued, with Ezcursiona. Photography — ^Prac- tical Listruction. 7,— SELECT COURSE IN SCIENCE AND LXTEBATURE. JUNIOR TKAK. MoDiRN Languaobs. — ^^rench and Oertnan^ continued. TCtigliali Composition and Literature. Mathematics. — ^Peck^s Mechanics, Norton^s Astronomy. Natural Soirnce. — Agricultural Chemistry — Lectures. Zoology — Lectures and Excursions. Botany — Lectures and Excursions. Mineralogy — ^LecturesL Physical Geography — Lectures and Recitations. HiSTORT. — Recitations. Drawiko. — ^Free Hand, and ArchitectoraL 8SNI0R TXAR. Lanouagk. — JF^reneh or Oennanf continued. Lectures on Language and Lin- guistic Ethnology. Compositions. Natural Science.— ^otony and Zoology, continued. Otology — ^Recitations and Lectures. Meteorology-^Lociures. Muman Anatomy atid Physiology — Lectures. Astronomy — ^Lectures. Philosopht and History. — ^Lectures and recitations, in History and Political PhUoaophy^ International La»^ Folitieal Economy^ Ethics and Metaphysics- n. — Partial ooursis LUDisa to ho dkorees. A partial course in Agriculture, occupying seven months in the winter, is arranged for the conyenience of those who cannot pursue a longer course of study. Special students desirous to become proficient in some branch of Chemistry are also received in the Chemical Laboratory. In Natural History arrangements are also made for the instruction of special students, not can^dates for degrees. The same is true in Practical Astronomy. No formal examinations are required for admission to these advantages, but they are only offered to young men who are able and disposed to be faithful in the pursuit of the courses they select. III. — ^HIGHBB COURSES LEADING TO THE DEGREE OT DOCTOR OT PHILOSOFHT OB or CIVIL ZNOINEBR IN TALE COLLEGE. A higher coarse in Civil Engineering is arranged to follow the regular three years* course, and those who pursue it fidthfully may receive the degree of Qvil Engineer. (C. E.) Candidates for the Degree of Ph. Dr. must have taken already a Bachelor's Degree, and must pursue in this College, a course of two years* instmction in the higher studies of at least three departments of science, termma^g with a satisfactory examination. SHEFFIELD SCIENTIFIC SCHDOL. £27 PUirs ASO DESCBIFTIDF OP BDBrmLD HALL, OP THB SHETfULD BCIENTmO SCROOL, TAIA COLLEOB, SXW EATEN, OOHM. ShafSeld Hall ig mtuated in Grove street, fronting College street, nearij a qnaiter or a mile Dorth of the Collie aquare. It ia buLt of stone and brick covered with stucco^ and coneista of ft principal three etory structure, and two wings (esch of two Btoriaa,) now connected in the rear by anotfaer three story building. There are three public mitrsnces on Grove street, of which the cea- tia! one ia the chie^ leading to all portions of the bailding; the eastern door leads lo the prindptil room of the Engineering Class and to the Uelallurgical tCoaeum above it; and the western door leads to the Chemical Laboratoi?. There are two pngecting towers — one in front, at tlie main entrance, and one at the Dorthweet conter of the building. The principal tower in front ia ninety feet high and dzteen feet square. In the second aod third etoriei are studies fbf two of the professors. Above tbeae rooms is the beUty-clock with its four dial^ and surnioaoting the structure ia n revolving turret in which the equato- rial tetoecope ia placed. 328 SHEFFIELD SCIENTIFIC SCHOOL. The Dorthweetem tower, nxteen feet Bqanre and fifty feet high, vm bnilt for the receptioD of a Ueridian Circle. The extreme leogth or the ediSce from the western tower to the east ^de !a 117 feet; and the extreme depth ie 112 feet The three cuta which ue given herewith exhibit the airangemeDt ot rooms on each of the three stories. The baaemeat, which ia oot here Kpreseoted, contains a Janitor's apart- meot, and a metBllurg;ical laboratory, in addition to the hot-air ftimaces, alore moaiM, etc The ObservBtory occupies the two towers, each rixteen feet eqoare, recently added to tlie edifice. In one of the^e is mounted an Equatorial Tkleboofb; in the other, a Meridian Ciscle, n-ith a Sidereal Clock; both telescope and djfda being the recent gifts of Mr. Sheffield. No. 4, Studr— Fraf. of AtricnllDi*. " i, RaoKiliaii-nioiii in Fli;iiair GMfnphj, ai " t, Buiij—Ptaliaot of HinlDf . " 1% FriTfttfl Chantoftl Lthoniorj. " 13; SUdj — PidAihc of HlnnlofT and HMBllnrgT. S, BMdy-^ToAawof AnaljUuludAfiKDlliinlChiBiAT. BHSFFIELD BCIBNTIFIC SCHOOL 239 The Equatorial Telesoope, ordered of Ueesr& AItu Claric t Sons, of Cem- bridgepoit, in Norember, IS6G, was, earlj in October laaC, monated in the revolving turret at the top of the front toirer, some eighty feet above the ground, where it comin&nda & g;ood horizon. It ie mpporled bj a freestone juer, six leet in beigbt, which gUnda on a maeNve floor of masonry arched iu liom the aide walla, Jiurt above the tower clock. Tbough it tbua portakee of whatever motion the tower iteelf ia eubiect to, from winds and other causes, no noticeable ineonvenience baa been experienced, or ia anticipated, fnna this waroei ITbe floor of Uie room, which is of wood, immediately above the stotie door, leata only in the outer walU^ and does not touoh the pier. The object-^aaa bas a deer aperture of nine inches, and is nine feet ten incfaes in local length. The tube, made of pine handsomely finished, and tea incfaea in diameter, is at once stifi' and light. Seven Huygenian eye-piecee give powers ranging from 10 to SSQ. All but one of these flt also a diagonal eye- labe containing a prismatic reflector. Another diagonal reflector — the Qrat sur- &ce of an acute prism of glass — is used in observing tlie sun, the greater part PLAN or TBB TBIRD BTOBT. ■" IS, LOmlj. •• IS, Librulu'i Toam. A, StDdj— PiD&iHc at IsdMrUl Ufobula and Pbjrici. H, Phntofnphic Lbborvtorr. 280 SHEFHELD SCIENTIFIC SCHOOL. of whose light and heat is transmitted, whQe the image formed by the reflected rays is viewed without iDConvenieQce, with the foil aperture of the telescope. The equatorial mounting is the Grerman, or Fraunhofer^a — ^the declination axis carrying a circle of twelve inches diameter, graduated on silver so as to read by two verniers to 10", and the polar axis carrying an hour circle of nine inches diameter, graduated to minutes of time, and reading by two vemiers to five seconds. Beneath the polar axiS| in the curve of the U-shaped iron piece by whidi that axis is supported, is placed the driving dock. Its going is regulated by a half-second pendulum, and the intermittent motion of the scape wheel is changed into a smooth and equable motion for the telescope by the simple and ingenious device known as "Bond's Spring-Governor." The performance of the telescope accords with the reputation of its makers. On favorable nights, it sliows easily such test objects as ^ Cygni, the companion of Sirius, the 6th star in the Trapezium of Orion, and, with more difficulty, y f Andromeds. The second and third have been seen with the aperture redu- ced to five inches. There is used with the telescope a bi-filar position-micrometer, witli four eye- pieces, by Dollond. A very simple observing chair enables the observer to change his position, quickly and easily, to any height required, without leaving his seat The revolving turret, resembling in form that of a "Monitor," rests, by a cir- cular rail at its base, on eight grooved iron wheels, nine inches m diameter, the steel journals of which run in boxes of Babbitt^s metal It is turned by a crank, the pinion of which gears into a rack cast on the circular rail. The opening, three feet in width, extends entirely across, through the roof and sides, from base to base. It is closed by eight hinged shutters, so controlled by rods and levers as to be opened or shut with great facility. The tower connected with the west wing was erected during the last sum- mer, specially for the reception of the Meridian Circle purchased of the IT. & Government and formerly used in the East room of the Washington Observa- tory. This instrument was mounted in September on the massive granite piers^ which came with it, and the bases of which are imbedded in the upper part of a shaft of solid masonry, thirty-six feet in height, nine in diameter at the base, and seven at the top. This shaft rises, independently of the building through- out, from a foundation ten feet below the surface of the ground, and is sur- rounded, at a few inches distance, by a double casing made of tarred felt and matched sheathing boards. It is thus well protected against sudden changes of temperature. The Meridian Circle 1ms a (ive-foot telescope, with an object glass of 38 inches aperture, and 58 inches focal length. It has three Ramsden eye-pieces. A diagonal eye-piece in addition has been ordered for more conveniently ob- serving objects at high altitudes. At the focus is a system of one horizontal, and eleven vertical, spider-lines, together with a micrometer thread movable in declination only. The mean equatorial interval of the vertical threads is 14sl67. The axis, thirty inches in length, terminates in steel pivots two inches in diameter, and to opposite faces of its central cube are bolted the two conical frusta forming the tube of the telescope. This tube is so constructed at the SDBfTIELD SCIENTIFIC SCHOOL. 281 ends that the object-glass and ^e-tabe are readily interchangeable. On the axis, within the piers^ are two circles forty inches in diameter. They are grad- uated on silrer, the one to read by a vernier to single minutes, the other by six micrometer microecopes, to single seconds. Four of the microscopes are mounted at the comerSi and two at intermediate points on the opposite sides, of a square alidade fiame, which is carried by the axis, and held in position by adjusting screws connected with the pier. Attached also to the alidade is a spirit level. Suitable counterpoises prevent undue pressure of the pivots on the T^s. For finding the nadir point, and the level and collimation errors, a ooUimating eye-piece and vessel of mercury are used. There is also a striding level for the axis ; an observing couch ; and a reversing apparatus traversing the floor on rails between the piers. This instrument) as originally constructed by Ertel k Sons, of Munich, had a tfairty-indi circle at each extremity of the axis, outside of the piers. These were subsequently replaced by the present forty-inch circles on the axis inside of the piers, by Wm. J. Young, of Philadelphia, who made other minor alterations. In the first and second volumes of the Washington Observations, this circle^ in its original form, is fully described, and illustrated by plates. It has been put in adjustment, but not yet sufficiently used to test its performance. The circle-room has a meridional opening fit>m side to side, twenty inches in width, with roof-shutters, which are opened or shut by a single motion of a levOT. The side shutters are ordinary doors. A Sidereal Clock, by Appleton, London, the gift of William Hillhouse, Esq., of New Haven, is attached to the west wall. The observatory possesses also a Pistor k Martin's Patent Sextant The pri- vate instruments referred to as used by students in Practical Astronomy are : a superior portable Telescope, by Clark k Sons, of 4f inches aperture and five feet focal length; a Transit Instrument with three-foot telescope, and twelve- inch circle reading by two verniers to 10'^ ; a Sidereal Clock and an Eight-day Sidereal Chronometer. The telescope of the transit instrument has an object- glass, by Fits, of 2f inches aperture, and a micrometer, so constructed as to be used with equal fodlity at all angles of position, without danger of disturbing the fixed system of threads. With this micrometer, and the spirit-level attached to the alidade of the circle, this instrument is practicaUy a Zenith Telesoope^ and is used as such in observations for latitude by Talcott's method. The eye- piece constantly used is a diagonal one giving a power of 200, a power wto ranted by the excellence of the object-glass. The instrument is mounted on a heavy iron stand, cast in one piece, which is supported by a brick pier, four feet in height, with its foundation of masonry extending several feet below the sur- &ce of the ground. The tower clock was made by Messrs. E. Howard & Co., of Boston. It has a wooden pendulum rod eight feet in length, with a zinc compensation-tube below the bob, specially ordered for this dock. The bob is of cast iron, and abont twice as heavy as those usually ftimished by the makers. The rate has thus fiur proved to be nearly uniform and quite satisfiictory. The dock is set anew to zero, whenever its error amounts to half a minute. This has occurred but twice since August last The hours are strudE on a fine toned bell of 676 lbs. weight, suspended in a separate bell-tower on the main roo( some twenty- tire feet firom the dock. HASSACinSETTS. I. INSTITUTI OF TICHNOLOOT, BOSTOK. n. AGRICULTURAL COLLIGK, AMHKR8T, HAMPDRM COUNTT. Massachusetts, by accepting the congressional offer, came into possession of 360,000 acres of land-scrip, the proceeds of which, by acts of the Legisla- ture approTed April 10, 1861, and April 29, 1868, are to be divided between two establishments, the Massachusetts Institute of Technology in Boston, and the Massachusetts Agricultural College at Amherst. Before giving an account of these two institutions, we will add a few data towards a historical develop- ment of scientific instruction in this State. HISTORICAL DATA. The gradual recognition of science, and its application to the industries of a State, in its institutions of learning, and means of general education, is seen* in the history of Harvard College, and of public instruction in Massachusetts. The earliest curriculum of Harvard College, in 1642, and for a half century afterwards, with little Latin, less Greek, and no science beyond Arithmetic and' Geometry, is almost a transcript of the English Public School of that day, and its degrees, although given in name and mode {pro more Aeademiarum in Ati' gliea) after those of Cambridge, representing, as could only be expectedj a much smaller amount of attainment in the graduates. The attempts to modify the studies and increase the attainments in science, have been in the end more suc- cessful here than in the mother institutions. The earliest indication of a desire for change was manifested in the efforts to induce Comenius — the great origi- nator and advocate of realistic instruction in Europe, and at that time in Eng- land on an invitation of persons in the government to devise a system of public instruction — to accept the presidency of the College in 1664, which he declined, preferring to go to Sweden on the invitation of Chancellor Oxenstiern. The first suggestion of change in the appliances and methods of teaching was made by President Hoar, in 1672. Dr. Hoar was a graduate of the College in 1650, and up to that Ume trained in its studies and methods, but resided in England, from 1658 to 1672 ;-Mluring which period, although a settled clergy- man, he received the degree of Medicine from the University of Cambridge, was intimate with members of the Royal Society, and by his letter to Sir Robert Boyle, dated Cambridge, December 13, 1672, familiar with the Ideas of scien- tific and industrial education set forth by Milton in bis ** TradaU ' ; by Hoole in his translation of the Orhis Pietwt of Chmenha ; by Hartllb In his Phn of a CoUeffe of Hwhandry ; by Sir William Petty in his Ergaslula^ or Trades' Colleges ; by Cowley in his College of Experimental PhUoeophy^ aud by ^/"eb3- ter in his Examen, or the introduction of science into the public schools and universities. Writing to Boyle, he remarks: "We still hope some help from our mother land, of which your honored self, Mr. A., and some others (283) 234 MASSAGUUSJUTS. have given pledge. * * A large, well-selected garden and orchard for plant- ing ; an Ergastulum for mechanic fancies, and a laboratory chemical for those philosophers that by themselves would culture their understandings, are in our design, for the students to spend their times of recreation in ; for readings or notions only are but husky provender.'' But these designs were nearly two centuries in advance of the aspirations of the corporators of either English or American colleges. In Harvard College a regular Professorship of Mathematics and Natural Philosophy was first instituted in 1 '727. The Professorship of Chemistry, and the first laboratory, were estab- lished in 1788. The site of a Botanic Garden was purchased by citizens of Boston in 1807, although the corporation, in 1784, applied to the Legislaturo for help in this direction to enable the College to accept the offer of the King of France " to furnish such garden with every species of seeds and plants, which might be requested, from his Royal Garden, at his expense." In 1805 the Professorship of Natural History was founded by the subscription of $80,- 000 of a few citizens of Boston. In 1816 the Rumford Professorship of the Sciences as applied to the Arts, was endowed out of a bequest of Benjamin Thompson, of Wobum, Mass., (better known as Count Rumford of Bavaria,^ " in order to teach by regular courses of academic and public lectures, accom- panied with proper experiments, the utility of the physical and mathematical sciences for the improvement of the usefhl arts, and the extension of the indus- try, prosperity, happiness and well-being of society.'' In 1839 an Astronomical Observatory was commenced by a subscription of John Quincy Adams and others, and in 1848 munificently endowed by Edward B. Phillips, in the sum of (100,000. In 1820 the Professorship of Mineralogy and Geology was estab- lished, and the cabinet of specimens began to assume magnitude and value. In 1846 the building of the Lawrence Scientific School was erected by Abbot Lawrence, who also endowed the Professorship of Civil Engineering and Geol- ogy, to a total amount, with his son's donation, of $160,000. In 1859 the Mu- seum of Comparative Zoology was established on the basis of an endowment of $50,000 by William Gray, and $100,000 by the State, and of subscripUons in the sum of $71,125 by individuals, and the consecration of the genius and enthusiasm of Louis Agassiz to its inauguration, the value of which no amount of money can represent, and which has since secured over $200,000 in money, and more than that in collections for the institution. In 1862, Samuel Hooper of Boston, gave $50,000 to establish a School of Mines. In addition to the professorships and endowments of purely scientific instruction above specified, should be added the bequest of Benjamin Bussey in 1841, whioh is now about to become available to the college, and one-half of which, (estimated at $800,000,) must be directed to a Manual Labor School. Although the re* cognition of science and its application to industry, and the increase of the agencies and resources of instruction in Harvard College have been slow, and mainly within the last twenty-five years, the institution is now manned and equipped to do its work in the most thorough and comprehensive manner. In 1828 the Natural History Society of Boston was incorporated, and for its building, collections, and endowments, has received from the State and City, and from individuals, at least $400,000. In 1835, John Lowell, a native of Boston, provided, by his testamentary bequest written in Egypt, for the delivery of courses of public lectures in Boston, for MA88ACHU8XTTK 235 the reasons and objects, among oth/en, specified as follows : '* As the prosperity of my native land, New England, which is sterUe and unproductive, must depend, first, on the moral qoidities, and second, on the intelligence and information of its inhabitants, I am desirous of contributing toward this second object also ; and I wish courses of lectures to be established on physics and chemistry, with their application to the arts ; also on botany, zoology, geology, and mineralogy, connected with their particular utility to man.** On this foundation, besides the annual delivery of extended courses of lectures by the most eminent men of science in this country and in Europe, a permanent School of Design and Draw- mg has been established ; and special lectures are now delivered every year in connection with the Massachusetts Institute of Technology. But any survey of the means of original investigation, or of special study in any department of science, would be imperfect which should not include the University Library at Cambridge, with its 104,000 volumes, the Boston Athenie- um, with its 90,000 volumes, and the Boston City Library, with its 180,000 volumes, all of which, with their buildings and special endowments, cannot represent less than one million of dollars. In view of these noble institutions and munificent endowments, and more than these, the rich experience and splendid attainments of the Professors al- ready engaged in the work of scientific investigation and instruction in Cam* bridge and Boston, we can better appreciate, and sympathize with the recom- mendations of Gov. Andrew in his message to the Legislature, in January, 1S63, on the disposition of the National land-grant. After having referred to the danger of dividing the grant among several institutions, he calls attention to the number of expert professors required in the various departments of ap- plied science, and then goes on to say: " If our Commonwealth is to retain her wonted pUce in noble works, we must seize, at the earliest opportunity, upon as many men of this character as may be found in the country, and at once organize our institution, to be a model for other States that may avail themselves of the grant from Congress. Not only a laudable State pride demands this, but the highest considerations of patriotism and philanthropy demand it. The Act of Congress does not make provision sufficient for an Agricultural School of the highest class in each State. Nor would it be possible now to find, disconnected from our colleges and universities, as many men of high talent, and otherwise competent, as would be required to fill the chairs of one such school. But Massachusetts already has, in the projected Bussey Institu* tion, an agricultural school, founded, though not yet in operation, with a large endowment, connected also with Harvard College and the Lawrence Scientific School. She can therefore, by securing the grant from Congress, combining with the Institute of Technology and the Zoological Museum, and working in harmony with the college, secure also for the agricultural student for whom she thus provides, not only the benefits of the national appropriation, but of the Bttssey Institution and the means and instrumentalities of the Institute of Technology, as well as those accumulated at Cambridge. The benefits to our State, and to our country, and to mankind, which can be obtained by this co* operation, are of the highest character, and can be obtained in no other way. T^e details of the connection of the Bussey Institution with the Scientific School and the College, are not yet fully wrought out ; but I apprehend that little difficulty would be found in connecting it also with the grant from Con- gress, if the gentlemen who may be intrusted by the State with the work, will approach it with the perception of the absolute necessity for husbanding our materials, both men and money, and concentrating all our efforts upon making an institution worthy of our age and of our people. Its summit must rea(£ the highest level of modern science, and its heads must be those whom men 236 MASSAGHUSBTTS. will recognize as capable of planning a great work, and of working out a great plan. The fifth chapter pf the Constitution of Massachusetts, ceteorates tne wisdom of our ancestors, who ^*so early as the year 1636, laid the foundation of Har- vard College, in which Uniyersity many persons of great eminence have, by the blessing of God, been initiated in those ArU and Sciences which qualify them for public employments both in Church and State," reciting that "the encouragement of arts and sciences, and all good literature, tends to the honor of God, the advantage of the Christian religion, and the great benefit of this, and the other United States of America.** And it decUres that it *' shall be the duty of Legislatures and Magistrates, in all future periods of this Common- wealth, to cherish the interests of literature and the sciences, and all seminaries of them ; especially the University at Cambridge, public schools, and grammar schools in the towns ; to encourage private societies, and public institutions, rewards and immunities for the promotiou of agriculture, arts, sciences, com- merce, trades, manufactures and a natural history of the country.** I venture the opinion that the advantages presented by the various institu- tions which now cluster around the college, may be so combined with other institutions as to realize more fully in actual experiment the true idea of a University. I cannot doubt that the people of the Commonwealth have a right to those benefits ; the prevention of all the waste of means, the weakening of resources, the repetitions of professorships, libraries, apparatus and other material, consequent on scattering instead of concentration. Model farms, and experimental culture in all the varieties of soil our lands present, as the wise and expert may hereafter advise, and also branches or subordinate schools, are not to be discouraged. Neither are the schools and colleges for academic study already provided or contemplated, nor any gifts or grants thereto, to be less favored in the future. Nor does unity of plan and co-operation in method, of necessity imply confinement of all the departments of an institution to one place. The object should be to centralize and economise means and power, while distributing and popularizing education and its fruits. But, in order to fulfil the highest functions of a University adapted to the wants and development of modern society, to an intellectual and free people, its professorships, libraries and apparatus should be so combined and distributed as to include to faculties of Divinity, of Law, of Medicine, of Military instruc- tion, of Letters and Natural Science, all of them, organized and represented in their highest perfection. The faculty of Divinity should have, as its basis, a strong corps of scholars versed in Hebrew literature and history, in ecclesiastic history, and in dogmatic theology, admitting as professors members of every church competent to teach. The teaching of the law school should include the civil law, comparative jurisprudence, political economy and diplomacy. The faculty of letters should combine the deepest scholars in ancient literature, in- cluding Sanscrit, and the other Oriental languages, as well as Greek and Latin ; and in the antiquities proper, history in all its ramifications, the modern lan- guages and their literature, philosophy in all its branches with its history. For the faculties of medicine and of natural sciences, should be combined mathe- maticians, astronomers, physicists, chemists, mineralogists, botanists, zoologists, geologists, devoting themselves chiefly to the sq^entific pursuit of their study ; and also men distinguished for their eminence in the application of the sciences to the useful arts, civil engineers, architects, mining engineers, military engineers, and agriculturists. That we should continue to build on the foundation our fathers laid, endeav- oring to make actual in the life of our society their ideal, I religiously believe. Let us plan to concentrate here the ** gladsome light** of universal science. Let learning be illustrated by her most brilliant luminaries, and let the claims of every science be vindicated by its bravest champion. Two-thirds of an amount equal to the sum we annually, and wisely, expend in public and private instruction, would found professorships and furnish the fund which would give to Massachusetts a University worthy the dream of the fathers, the history of the State, and the capacity of her people.** After much discussion in the Legislature and the public press, the policy of concentration so eloquently set forth by Gov. Andrew, was rejected. MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSTON. HISTORY. Ix the years 1858-9 a number of gentlemen residing in and near Boston, in- terested in science and the practical and fine arts, conceived the idea of bring- ing into close proximity in one or more buildings to be erected for the purpose, the Museums and Collections of the Natural History Society, the Horticultural Society, and others that might be formed illustrating the industrial and fine arts, so as by their union and co-operation to conntitute a Comprehensive Mu- seum, or ** Conservatory of Arts and Sciences." With this view, after organ- izing as a *^ Committee of Associated Institutions," they petitioned the Legisla^ tare to allot to their use a portion of the newly -made land on the Back-Bay, on which to erect buildings suitable to their purpose. The idea of establishing a School of Applied Science in connection with the proposed Museum, had not as yet been entertained. This was first suggested in a Memorial prepared by Prof. William B. Rogers, the present President of the Institute, and adopted by the above-named Committee, of which Hon. Marshall P. Wilder was the Chairman, and Dr. Samuel Knecland the Secretary. In this memorial, which was submitted to the Legislature in the winter of 1860, refer- ence is made to the expected early establishment of a "Comprehensive Poly- technic College," famishing " a complete system of industrial education supple- mentary to the general training of other institutions, and fitted to equip its students with every scientific and technical principle applicable to the industrial pursuits of the age." This, like the previous effort, failed to secure the favor of the Legislature, but it attracted attention to the importance of practical education, and opened the way for the more definite scheme of organization, which was soon after framed by Prof. Rogers, in the form of a Report setting forth the " Objects and Plan of an Institute of Technology, including a Society of Arts, a Museum of Arts, and a School of Industrial Science." This Report was adopted by the Committee of Associated Institutions, of which Prof. Rogers was now Chair- man, in the Autumn of 1860, and furnished the frame-work on which the Insti- tute has since been moulded. The extensive circulation of the " Objects and Plan," accompanied by an appeal to the public for co-operation and support, led in January, 1861, to a preliminary and informal organization of the Institute, which was soon followed by an application to the Legislature for a charter, and for a grant of land on the Back-Bay for its accommodation and that of the Society of Natural His- tory. This petition was favorably answered April 10th, 1861, when the Insti- tute was incorporated, and the land allotted on which now stand the building of the Institute and that of the Society of Natural History, of the market value of $200,000. 1287) 238 MABSACHUSBTTS INSTITUTB OV TECHNOLOGY. The Institute was formally organized on the 8th of April, 1862, by the ac« ceptance of the charter, the adoption of by-laws, and the appointment of Wil- liam B. Rogers, President ; John A. Lowell, Jacob Bigeiow, Marshall P. Wilder and John Chase, Vice Presidents ; and Charles H. Dalton, Treasurer. Its first meeting as a Society of Arts, was held December 17, 1862, at which time the late Dr. Thomas H. Webb was appointed Secretary. Since then, this Depart- ment of the Institute has continued to meet twice a month during the season, affording opportunities, which are eagerly availed of, for the exhibition of new inventions, and the discussion of questions in practical science and the arts. The members of the Institute number between three and four hundred, who are also members of the Society of Arts. I. SOXENTIFIO SCHOOL. ITie Scientific School of the InsiittUe was opened in February, 1864, with a class of 15 students, in temporary accommodations in Mercantile Hall, Summer street, where also the Society of Arts held its meetings. In the autumn of 1866, when the School and other Departments of the Institute were transferred to the new building on the extension of Boylston street, the number of pupils had increased to 140, and the class of 1867-8, amounts to 170 students. On the organization of the Institute, in 1862, through the liberality of gen- tlemen interested in the undertaking, a sum (about $50,000) was raised for com- mencing operations. Since then, large contributions have been received by legacies; from Dr. William Walker of Rhode Island, ($200,000,) Ralph Hunt- ingdon, ($50,000,) William P. Mason, ($20,000,) and James Hayward, ($20,000,) of Boston, and from Nathaniel Thayer, ($25,000,) besides subscriptions in sums of $5,000 and less, amounting to about $60,000. A further important addition has been made to the funds of the school by the act of the Legislature assign- ing to the Institute three-tenths of the share of Massachusetts in the National land-grant appropriated to instruction in agriculture and the mechanic arts, netting the Institute $60,000 ; making about $480,000 which have been con- tributed to the Institute since its foundation. The building of the Institute, one of the most spacious and elegant in Boston, includes commodious laboratories, lecture-rooms and rooms for drawing, as well as the Hall of the Society of Arts, offices for the Faculty and other officers, and a spacious hall for public occasions. OBJECTS OF THE SCIENTIFIC SCHOOL. The objects of the School of the Massachusetts Institute of Technology are : To provide a full course of scientific studies and practical exercises for stu- dents seeking to qualify themselves for the professions of the Mechanical Engi- neer, Civil Engineer, Practical Chemist, Engineer of Mmes, and Builder and Architect : To furnish a general education, founded upon the Mathematical, Phymcal, and Natural Sciences, English and other Modern Languages, and Mental and Politi- cal Science: To provide courses of Evening Instruction in the main branches of knowl- edge above referred to, for persons of either sex who are unable to devote themselves to study during the day, but who desire to avail themselves of sys- tematic evening lessons or lectures. MA88ACHUSKR8 JJHSTITUUI Off TIOHNOLOOT. 239 CONDITIONS 01 ADMXSaiON. GancBdates for admission to the school most have attained the age of sixteen, and are examined in Arithmetic, Plane Geometry, Elementary Algebra, and the ordinary English branches. In general the studies of a good English High School or Academy are the proper preparation for admission. BIGULA& COURBKI OF 8TUDT. In order to enter the second year's course, the student must be at least seren- teen years of age, and must pass a satisfactory examination upon the first year's studies, besides passing the admission examination ; and a like rule will apply to the case of students seeking admission into the classes of the succeeding years. To make the opportunities of instruction as widely accessible as possible, stu- dents will be allowed to enter special diyisions of either of the courses, — as, for example, the classes of mathematics, of engineering, of chemistry, of phys- ics, or of mining and metallurgy,— on giving satisfactory eyidence that they are prepared to pursue such special studies with advantage. The regular course of instruction extends over four years, in the first two of which the instruction is uniform for all regular students, and embraces in the first year, Algebra, Solid €Leometry, Plane Trigonometry and its applications, Mechanical Drawing, and the commencement of Descriptive Geometry, Free- hand Drawing, Elementary Mechanics, Chemistry with Manipulations, the Eng- lish Language and Literature, and French or German ; in the second year the same studies continued into the higher branches of Mathematics, with Descrip- tive Astronomy, Surveying, and Experimental Physics. In the third year the studies diverge according to the student's future profession. Courses are provided in Mechanical Engineering, in Civil and Topographical Engineering, in Practical Chemistry, in Mining Engineering, in Building and Architecture, and a general course in Science and Literature. Degrees and Certificates are granted in all these departments to students who pass satisfactorily the pre* scribed examinations. I. BXGULAB COUBSIS IXTXNDINO THROUGH TOVB TEARS. FIRST YEAR. Mathbmatics. 1. Algebra. — Quadratic Equations ; Imaginary Expressions ; Ratio; Proportion; Progression; Permutations and Combinations; Binomial Theorem ; Indeterminate Co-efl9cients ; Theory of Logarithms, with Construction and Use of Tables. 2. Solid Geometry. — Plane and Solid Angles ; The Prism and Pyramid ; The Sphere, Cylinder, and Cone ; Spherical Angles and Polygons. 8. Plane Trtgontunetry, — ^Different Methods of Measuring Angles ; Trigonomet- rical Ratios and Functions ; Construction and use of Trigonometrical Tables ; Solution of Triangles. 4. ApplicaHona of Plane Trigonometry to Heights, Distances, Navigation, &o. MccHAKiCAL Drawing and Dbsobtftitx Gbomstrt. The use of mathemat- ical instruments, and of water-colors and India ink, will be taught in connection witii the Instruction in Geometry and Trigonometry. The course will include the graphical construction of problems in these branches. The study of Descriptive Greometry will be commenced, and will include the graphical solution of problems of position relative to the point, the right line, and the plane. Frks-hakd Drawing. Instruction will be given in drawing with chalk up tion with the lectures. 2. WritUn ExamifuUions. Beside the daily oral examinations already re- ferred to as accompanying the lectures, written examinations will be held at stated periods, at which each class will be examined in the subjects appointed for study during the interval just elapsed. 8. Laboratory Work in Chemical Analysis^ Metallurgy and Industrial Chean^ istry. In the chemical laboratories, provision is made for the thorough and comprehensive study of qualitative and quantitative analysis, embracing organic as well as inorganic substances, and for special instruction in whatever relatea MABSAOHUBErrS INtfTlTUU OV TIOHNOLDOT. ^45 to imctical mineralogy, the chemical Taluation of ores, and the varioos opera- tions for the separation and refining of metals. In these laboratories, students of industrial chemistry will also hare an opportunity of becoming practically familiar with the materials, implements, and processes of the more important chemical arts and manufactures. A high value is set upon the educational effect of laboratory practice, in the belief that such practice trains the senses to ob- eenre vith accuracy, and the judgment to rely with confidence on the proof of actual experiment. 4. A Labcratcryfor Phyneal IfaniptUeUumSy in which the student may be ex- ercised in a variety of Mechanical and Physical processes and experiments, will be established at an early day. 5. Designing and Drawing of Machine* and Works of Engineering and Ar- ehiieciure. 6. Practical Exereieee in Surveying^ LeveUing^ Oeoduy, and Nautical At- tranomy. 7. Excurtione for the Inspection and Study of Machines, Processes of Manu- faetitre. Buildings, Works of Engineerittgy Oeologic€U Sections, Quarries, and Mines. In aid of the practical studies of the School, and as a means of initia- ting the stndente into the actual details of the professions for which they are preparing, they will be required from time to time, in the progress of the eourse, aaeisted by one or more of their teachers, to make visits of inspection to machine-shops, engines, mills, furnaces, and chemical works, and to im- portant buildings and engineering constructions which are within convenient reach. With a like view, and under the same direction, they will be expected to spend such parts of vacations as may be assigned, in excursions for observa« tion and practice. EXAMINATIONS 01 THE BBOULAB C0UB8E. Xear the close of the months of January and May, general examinations will be held, — that of January embracing the subjects studied during the first half- year, that of May covering the studies of the whole year. Each examination on a distinct subject will be marked on a scale of 100, and the marks of .each student will be reported to his parent or guardian. These returns are intended to enable the parent or guardian to judge of his 8on*s or ward's proficiency in each department of instruction. No student who fails to pass the annual examina- tion will be permitted to enter upon the studies of the following year without passing a new examination. OBADUATION EXAMINATIONS. The examination for degrees will be held in the month of May, and will be partly oral and partly in writing. In both, the questions will range over the entire series of studies on which the student is required to be prepared. As part of these examinations, the candidates will be called upon to exhibit the drawings and projects prepared by them for the occasion, and to perform such laboratory manipulations and exercises as the Faculty may assign. At the same time, the theses of the candidates will be presented for examina- tion; and, where expedient, their authors will be called upon to explain or defend them. 246 1IASS4CHU8KTTS IN8TITUTB OF TECHNOLOGY. DIPLOMAS AND CERTIFICATES. As the diploma or certificate is intended to be, not only a reward to the stu- dent for his diligence and attainments, but an assurance to the public of his knowledge and skill in the particular department of science to which it relates, it will be conferred on such students only as give proof by their examinations and other exercises that they possess the prescribed qualifications ; bat all persons who fulfill this requirement shall be entitled to the testimonials of the Institute without regard to the length of time they may have spent in the School. The degrees or diplomas corresponding to the leading divisions of the School, will be as follows : 1. A Dboexb in Mechanical Enginekrimo. 2 " " GiTiL AND Topographical Enoinkxrino. 8. ** ** Practical Ghkmistrt. 4. ** " Okoloot and Mining Engikesrino. 5. ^* '* Building ahd Architecture. 6. *' " Science and Literature. To be entitled to either of these degrees, the student must pass a satisfactory examination on the whole course of studies and exercises prescribed in his de- partment, including the elementary and general, no less than the advanced and special subjects. He must, moreover, prepare a dissertation on some subject included in the course of study, or submit an original report upon some machine or work of engineering, or some mine or mineral survey or scientific investiga- tion, which shall be approved by the Faculty. He will be required, also, to have sufficient familiarity with French and German to be able to read without difficulty works in these languages, relating to science and the arts. Besides the degrees and diplomas covering the complete courses of study above referred to, there wUl be given certificates of attainment in special sub- jects to such students as on examination are found to have attained the required proficiency in them. II. afternoon and etenino courses of instruction. This department of the school is intended for the benefit of persons who desire to pursue courses of study in a systematic way by the aid of aftemooii or evening lessons and lectures. It embraces a number of distinct courses, more or less varied from year to year by the omission or interchange of partic- ular subjects, but including in their entire scope instruction in mathematiG8y physics, chemistry, geology, natural history, English and other modem lan- guages and literature, navigation and nautical astronomy, architecture and engineering. Except in the case of courses in which provision may be made for gratuitoua * instruction, a fee will be required, payable in advance. LOWELL LBCTUBES. As auxiliary to this Department, the Trustee of the Lowell Institute has established, under the supervision of the Institute of Technology, courses of instruction to be open to students of either sex, free of charge. During the year 1866-6, six courses of instruction were ^ven, as fK^ows: 1. Eighteen Lectures on Mathematics, by Prof. Runkle. MASaiCHUSBTTS INSTITUTE 0? TBCHNOLOGT. 247 2. Sghteen Lectures on Descriptive Geometry, bj Prof. Watson. 8. Eighteen Lectures on the Chemistry of the Non metallic Elements, by Prof. Storer. 4. Eighteen Lectures on the Metals, by Prof. Eliot 6. Eighteen Lectures on the English Language and its Literature, by Pro! Atkinson. 6. Eighteen French Readings, by Prof. Bdcher. The Courses of Instruction for the year 1866-7, were : 1. A course of thirty practical lessons in Chemical Manipulation, by Professors Storer and Eliot, beginning Nov. 17. 2. Eighteen lessons in Mathematics, by Profl Runkle, beginning Nov. 19. 8. l^hteen lessons in Navigation and Nautical Astronomy, by Prof. Osborne, beginning Jan. 22, 1867. 4. Kghteen lessons in French, by Prof. B6cher, beginning Nov. 19. 6. Ten lessons in Orammar, Rhetoric, and Composition, by Prof. Atkinson, be- ginning Jan. 28, 1867. 6. Ten lessons in Anatomy and Physiology, by Dr. Samuel Eneeland, begm- ing Feb. 27, 1867. The courses for 1 867-8 are as follows : 1. A course of eighteen lessons in Geometry and Trigonometry, by Prof. Os- borne, on Tuesdays and Fridays, at 7ft P. M., beginniog November 12. 2. A course of eighteen lessons in the Calculus, by Prof. Runiile, on Tuesdays and Fridays, at 7ft P. M., beginning Jan. 17, 1868. 8. An elementary course of eighteen lessons in German, by Instructor Erauss, on Wednesdays and Saturdays, at 7ft P. M., beginning Nov. 13. 4. Two courses in Chemical Manipulation, by Prof. Storer, on Wednesday and Saturday afternoons, at 8 P. M., the first beginning on a day to be an- nounced on the cards of successful applicants. The second will be a repe- tition of the first, with a new class, and will begin after the close of the firsL 5. A coarse of ten lessons in Natural History, by Dr. Samuel Kneeland, Secre- tary of the Institute, on Tuesdays and Fridays, a 7A P. M., beginning Jan. 14, 1868. 6. A course of ten lessons on Language and General Grammar, by Prof. Atkin- son, on Tuesdays and Fridays, at 7ft P. M., beginning Feb. 18, 1868. n. SOCISTT OF ARTS. The Societt of Arts meets twice every month for the examination of new mechanical inventions, products, and processes, and for written and oral com- munications and discussions on the condition of the various departments of industry, the progress of discovery in each, and the bearings of science as associated with their advancement. MASSACHUSETTS AGBICULTURAL COLLEGE. AMHEBSTy HAKPDEN COUNTT. BISTORT. Tax MiiasachiisettJi School of Agriculture was incorporated in 1856, bat its original incorporators fuling to secure by private subscription or State appro- priation the means to begin operations, the charter was transferred in 1860 to seTeral enterpriang citizens of Springfield, who after consultation with the lead- ing agriculturists in the central part of the State, determined to raise |7 6,000' to open the institution in that city. The breaking out of the war suspended the cauTasa for subscriptions, and all efforts to establish the school, until 1868, when the Legislature, having accepted the conditions of the National land-grant of 1862, determined after much discussion, to divide the bounty of the govern- ment between two independent institutions, one of which should be devoted to the special education of young men in scientific agriculture and horticul- ture ; and the other, (the Massachusetts Institute of Technology, at Boston,) to instruction in the mechanic arts. The Massachusetts Agricultural GoUego was accordingly established April 29, 1863 — ^the location, organization, government, and course of study, were left with the trustees, (consisting of fourteen persons, and the Governor, the Secre- tary of the Board of Agriculture, the Secretary of the Board of Education, and the President of the College,) subject to the approval of the Legislature. To the College thus established, was given the proceeds of the sale of one- tenth of the land-scrip received from the National government, for the purchase of a Farm, and two-thirds of the income of the fund obtained by the sale of the remaining nine-tenths, as an endowment, on condition that the farther sum of seventy-five thousand dollars should be secured by valid subscription or other- wise, for the purpose of erecting suitable buildings. The town of Amherst having pledged the sum, $75,000, for such baildlngs as were necessary to put the College into operation, and an eligible site, and iarm of 888 acres having been secured in that town, at a cost of $41,000, the institution was permanently located there in 1864, and the improvement of the grounds and the erection of suitable buildings commenced. After many un- toward hindrances and partial organizations, the buildings were in such state that the College was opened for the reception of students in October, 1867, imder the presidency of Col. William S. Clark. TBUSTIES. Meadten ex-cffieHs.^-WB Excellency Alexander H. Bullock; Hon. Joseph White, Secretary of the Board of Education ; Hon. Charles L. Flint, Secre- retary of Board of Agriculture ; William S. Clark, President of the College. Member* elected by ths Leffi9l(Uur6, — Marshall P. Wilder, of Norfolk County ; Charles G. Datis, of Plymouth County ; Nathan Durfee, of Bristol (249) 250 MASSACHUSETTS AGBIOUI/TUBAL GOLLKaS. County ; Hbnbt Ck>LT, of Berkshire County ; Charlks C. Sewall, of Norfolk County ; Paoli Lathbop, of Hampshire County ; Phinsas Stedxan, of Hamp- den County ; Allen W. Dodge, of Essex County ; George Marston, of Barns- table County; William B. Washbcrn, of Franklin County; George L. Whiting, of Dukes County ; D. Waldo Lincoln, of Worcester County ; Henrt F. Hills, of Hampshire County ; — » of Middlesex County. BOARD OF OTBBSESRS. The State Board of Agriculture. faculty. WiLLLAM S. Clark, Ph. D., President, and Professor of Botany and Horticul- ture, and Director of the Botanic Garden ; Leyi Stockbbidge, Farm Superintend- ent, and Instructor in Agriculture ; Ebenszbb S. Snell, LL. D., Professor of Mathematics ; Henbt H. Goodell, A. M., Professor of Modem Languages, and Instructor in Gymnastics and Military Tactics. OOUBSB OF INSTRUCTION. FRESHMAN TEAR. Firtt Term, — ^Algebra ; Human Anatomy and Physiology ; Chemical Physics. Second Term. — Geometry ; French ; Chemistry. Third Term. — Geometry ; French ; Botany. Lectures upon Hygiene, Chemistry, Botany, and Agriculture ; and Exercises in Orthography, Elocution, and English Composition, during the year. Agnci , durii SOPHOMORE Firet Term, — German ; Agriculture ; Commercial Arithmetic, and Book- keeping. Second Term. — German ; Trigonometry ; Analytical Chemistry. Tkird Term. — ^Mensuration; Sunreying; Analytical Chemistry; Zoology; Drawing. Lectures upon Comparative Anatomy, Diseases of Domestic Animals, Organic dhemistry, and Market Gardening ; and Exercises in English Composition, and Declamation, during the year. junior TEAR. First Term. — ^Physics ; French or German ; Agricultural Chemistry ; Drawing. Second Term. — ^Physics; Rhetoric; Horticulture. 7%ird Term. — Astronomy ; Systematic Botany ; History of the 0nited States. Lectures upon Physics, Mineralogy, the Cultivation of the Vine and Fruit and Forest Trees, and Useful and Injurious Insects; and Exercises in English Com- position, and Debate, during the year. SENIOR TEAR. . Firtt Term. — Intellectual Philosophy ; History ; Physical Geography. Second Term. — ^Moral Philosophy ; Political Geography ; the Civil Polity of Massachusetts and the United States. Third Term. — Geology ; Engineering ; Political Economy. Lectures upon Stock Farming, Architecture, Landscape Gardening, Geology, and English Literature; and Exercises in Original Declamation, and Debate, during the year. Exercises in Gyronastica, Military Tactics, and the various operations of the Farm and Garden, through the course. buildings. The Trustees, in their report for 1867, give the following account of the buildings already erected : .UASSACHUSmS AQJUCVLTUBAL OOLUBGB. 251 It has been the design of the Trusteea thus far to expend the fund of |75,000, pledged by the town of Amherst for such buildings us were necessary to put the College into operation, and try upon a moderate scale the experiment about which there has been so much discussioUf of combining in an educational course, theory and practice, — scientific culture and manual labor. With this object in view they hare erected a Dormitory li)0X5<) feet, and four stories high, with a basement for fuel This edifice, besides rooms for one piofessor and forty-six students, contains two recitation rooms, a reading room and library, and two large rooms occupied by the State cabinet of specimens illustrating the natural history and geology of Massachusetts. This edifice, with fixtures for the public rooms, stoves, well, grading and out-buildings, cost $86,280. The Boarding-house furnishes accommodations for a family, and has a dining- room 50X1^ feet, where the students are provided with satisfactory board, at $3 per week. The cost of this building, including furniture, grading, and sup- plying with water, was $8,180. The Chemical Library is 57X46 feet, and two stories high, and affords ex- cellent rooms for lectures, practical chemistry, and apparatus. The building, including bell and grading, has cost about $10,860. It has not yet been pro- Tided with apparatus or furniture, and is used at present as a gymnasium. The Botanic Museum is a two-story structure, 46X31 feet, with a deep cellar for storing plants, flower-pots, sand, and other material for winter use in the glass houses aciyoining. The lower floor contains the president's office and lec- ture room, and the upper floor will be provided with cases for the exhibition of firuit models, specimens of seeds, woods, and interesting vegetable products. The cost of this building, including furniture and grading, will be $5,180. The Durfee Plant houses are an elegant group of glass buildings with curvi- finear roofs, covering 6,000 square feet of surface, and heated by hot water. It Is divided into five compartments, the temperature and moisture of which are entirely under the control of the superintendent. They are named the dry stove, for succulent plants ; the moist stove, for true tropical species ; the palm- house, for Larger species of tender trees and shrubs ; the camellia house, for such as require comparatively little heat ; and the victoria house, for aquatic and air plants. Besides these there are two propagating pits, each 60X 12 feet, one of which is supplied with a hot-water tank for heating the sand beds, while in the other they are warmed by the circuUtion of water from the boilers in iron pipei. An abundant supply of soft water is procured from a reservoir on the hill north of the building, which is heated and aerated in a tank over the pot- ting room and boilers. From the tank it is conducted in iron pipes to all parts of the house, and flows with sufficient force to feed a fountain in the victoria bouse, and shower all the plants as required. The plan and specifications, grading and foundations for this building, cost about $2,000, and the structure itself, with heating apparatus and water, about $10,000 more, which was gener- ously paid by Dr. Nathan Durfee, of Fall River. When completed it will cover more than 10,000 square feet, and be one of the most tasteful, conveniently arranged, and delightfully located buildings of the kind in the country. The value of such an establishment for experiments in hybridizing, propagating, and cultivating useful and ornamental plants, as well as in teaching horticulture and systematic botany, can hardly be overestimated. By the wise liberality of Messrs. L. M. and H. F. Hills, of Amherst, the College has been provided with a fund of $10,000, the income of which is to be expended in the purchase of such seeds, plants and books as may be needed in this department. Plans and specifications for a model barn have been procured, and the sum of $7,000 appropriated for its construction. The stone and much of the lum- ber will be taken from the Unds of the College and hauled to the location selected, on the central ridge of the farm, about forty rods south of the dormi- tory, the present winter. The barn is intended to stand on the western slope of the ridge, and to be 100X50 feet, with posts 28 feet high. The upper, or threshing floor, is to be ten feet above the sills, and entered by a bridge from a wall fourteen feet east of the building. The lower story contains stables, root- room, granary, and feeding floor, with bay for hay, which is to be thrown down from the upper floor. In the second story is the tool-room and corn-house, and underneath the whole of the main building a cellar for manure. The bacn 252 MASSACHUSBTTS AORICULTUBAL COLLBQl. Stands east and west, with an ell on the west end, extending south from the building 100 feet, for a shelter to the stock and for storage. On the east end of the barn is another ell, 80X20 feet, and two stories in height, with horse- stable and carriage-room above, and piggery below. The entire structure will hold about 175 tons of hay. Another barn of equal capacity will ultimately be necessary upon the north side of the farm. With its present buildings, (which will cost $76,000, besides $10,000 given by Dr. Durfee, who has also given ^10,000 to meet the annual expenses of the Plant-house,) the College will be able to edueate about fifty 5'oung men, and with another dormitory building, with public rooms on the first floor, another boarding-house, and two houses for professors, another class of sixty could be accommodated. This will require an expenditure of $50,000. • BTUBKNT LABOR. In most seasons of the year, students arc required to labor, without pay, for two hours a day, and those who wish it are paid for additional work at the rate of twelve and a half cents per hour, and in special kinds of work at higher rates. The Trustees have petitioned the Legislature for an appropriation of $50,000 to furnish additional buildings for said institution, for the following reasons : — First. — Massachusetts has accepted from Congress a gift of 252,000 acres of land, and from the town of Amherst and from individuals, the sum of $95,000, and has appropriated from the treasury $20,000, for the express purpose of promoting education in agriculture, and has pledged herself to maintain forever an Agricultural College. Second. After five years of preparation, the College has been put into sue* cessful operation and is filled with students, while numerous applications are being received for admission to the next class. Third. — The course of instruction occupies four years, so that it is necessary to accommodate four classes in order to carry out the plan of organization adopted ; but the first class occupies all the rooms of the college. It is evident, therefore, that either a further development of the institution must be stopped, and the number of students be limited to fifty, and the number of classes to one, or additional buildings must be completed before September next. Fourth — This is not only desirable for the credit of Massachusetts that she may have an Agricultural College worthy of her fame in educational matters, but it is the only true economy. The sum of $275,000 has been invested in the institution, the interest of which at six per cent, is $16,500. If this be de- voted to the education of fifty students, they receive $3bO as the Actual cost of their education. If, on the other hand, the number of students is two hundred, as it should be for the successful working of the plan adopted, they receive an- nually $87.50 each from the income of the investment. Fijflh. — ^The erection of buildings for the accommodation of students and officers, is the best possible mode of endowing the college, since it increases the number of laborers on the farm and the amount of income ceceived as tuition. Sixth. — The number of students in the four classes should not be less than two hundred, in order to give the college a good standing among similar insti- tutions, and to enable the trustees to secure the services of a thoroughly com- petent faculty. Sdventh. — The college deserves favorable consideration because it is estab- lished for the special benefit of the industrial classes, and ofifers to the young farmers of the Commonwealth an excellent scientific business and professional education at the lowest possible cost. Fighth. — It is believed, if the State will now show faith in the success of the enterprise, and a determination to render the college worthy the honored name it bears, that wealthy individuals will cheerfully contribute to its funds as has been so often and so generously done for the other colleges of the Common- wealth. KEW YORK STATE AGBICULTURAL COLLEGE. CORNELL UNIYESSITTy ITHAOA. PRSLIKINART BIBTOBT. Thi largeflt apportionment of the national grant was bestowed upon the Empire State— nine hundred and ninety thousand acres in scrip. The offer was accepted promptly by the legislature, and at first the proceeds were voted (in 1868,) to the endowment, under certain conditions, of the ** People's College " at HaTana, an institution which had been struggling for several years to maintain its precarious existence. Before recording the final disposition of this munifi- cent grant, it is proper to note several prior stages in the history of scientific industrial education in this great State. The wise and beneficent labors of Stephen Van Rensselaer, in 1819, in pro- curing legislative aid " for the encouragement and improvement of agriculture " by forming County Societies, and a State Board — in securing at his own expense, in 1820, accurate and minute geological and agricultural surveys, and extensive analyses of various soils in the counties of Albany and Rensselaer — and in 1822-2S, the more extensive geological exploration of the strata and rocks on both sides of th^ Erie canal, by Prof. Amos Eaton — in employing, in the sum- mer of 1824, the same Professor with competent assistants, and sufficient appa- ratus and specimens, to lecture, with experiments And illustrations, on chemis- try, natural philosophy, and natural history, in all the principal villages and towns on or near the route of the Erie canal— and to crown the whole, in estab- lishuig, in the fall of 1824, an institution in Troy " to give instruction in the application of science to the common purposes of life," and particularly ** to qualify teachers for instructing the sons and daughters of mechanics, in the ap- plication of experimental chemistry, philosophy and natural history, to agricul- ture, domestic economy, and the arts and manufactures," — these labors and the results mark a new era in the history of American education. The opening of the Scientific School in Troy, on the 6th of November, 1824, (incorporated as the RensseUer Institute hi 1826,) with buildings and professors furnished at his cost for fourteen years, entitle Stephen Van Rensselaer to be considered as the founder of this class of institutions in this country. From this Institute, for thirty years, proceeded more State geologists, principal and assistant engi- neers on public works, practical chemists, naturalists, and scientific professors, than from all the Colleges in the Union m the same period. To the practical agriculturists of the State of New York, is the country in- debted for the earliest efforts to establish a school of Agriculture. As early as 1887, the efforts of Jesse Buel, through the Cultivator, seconded by Dr. Beek- man and others, funds were subscribed, a site selected near Albany, and a plan of organization formed for an institution to be devoted to agricultural edu. cation. But the project failed for the time, to be revived by Dr. Beekman in 1844, and almost realized through the liberality of Mr. John Delafield. But his (258) 254 NEW TORE CORNELL UNIYERSITT. death in 1854 again postponed the consnmmation. In 1856, through the per- sistent efforts of members of the State Agricultural Society, and particularly of Col. B. P. Johnson, the sum of ^0,000 was appropriated by the Legislature towards a College of Agriculture, on condition that a like sum. should be raised by priTate subscription. This sum and more was soon raised, and a tract of 400 acres in the town of Ovid, in ftill view of Seneca lake, was selected as a site of the institution. The funds were all exhausted in the erection of a building, and although instruction was actually given to a few students for a few months iu 1860, the College can hardly be said to have been inaugurated, before the single instructor on duty resigned and entered one of the first regiments which New York sent to the national army in 1861. In the mean time the project of a *' People's College " at Havana, had been started, and enlisted the interest of the friends of industrial education through- out the State, and with the assurances of large endowments from a single indi- vidual, of lands, workshops, machinery, and apparatus, suitable for a great industrial University, the Legislature of New York in 1868, as has been before stated, appropriated the National land-scrip assigned to this State by the act of Congress of 1862, to this projected College. TBI CORNELL BNDOWICENT. As these conditions were not complied with, the legisUture were led, (in March 1866,) by a generous donation from a citizen of Ithaca, Mr. Ezra Cornell, to devote the national grant, in connection with this private gifl, to the endow- ment and maintenance of a new institution to be called the ** Cornell University ** and to be established at Ithaca, New York. One of the principal speeches in the Senate, having reference to this action, was made by Andrew D. White, then Senator from Onondaga, and now Chancellor of the University. In addition to his gift of five hundred thousand dollars, Mr. Cornell has made the additional gifl of two hundred acres of excellent land, with buildings, as a farm to be attached to the Agricultural Department ; the Jewett collection in Oeology and Paleontology, which had cost him ten thousand dollars, and other gifts to the amount of twenty-five thousand dollars. Besides this, he has expended about three hundred thousand dollars in pur- chasing the land scrip and locating the lands for the University, and previous to all these gifts, he had erected iu the village of Ithaca, at a cost of nearly one hundred thousand dollars, a free public library with large halls, and with lecture rooms which will be exceedingly useful as affording supplementary accommoda- tions for the lectures and public exercises of the University. The trustees are hopeful that under the judicious management of Mr. Cornell, the fund derived from the land grant will reach a very large amount (Esti- mated by persons who know the value of the timbered land already located, on the scrip already issued, at not less than $1,000,000.) A letter from Hon. T. Hillhouse, State Comptroller, June 19, 186*7, to hia Excellency Governor Fenton, reports that, — " This Sute has received from the General Government, 6187 pieces of scrip, of 160 acres each, and representing 989,920 acres, of this 2900 pieces, repre- senting 464,000 acres have been sold as follows : 425 pieces at 85 cts. per acre ; 50 pieces at 8S cts. ; and 625 pieces at 50 cts. There has also been sold to Hon. Ezra Cornell, 1800 pieces at 80 cts. per acre, and the prospective net profits on the sale and location, which cannot now be ascertained.** raw TOBX OOBHILL wmassTT. 255 The act of incorporatioii designated sereral persons to act as the Trustees of the UniTersity and they bad power to add to their number, so that there should be serenteen trustees in addition to those who were ex-<^ieio. The names of the Trustees for 1867, are as follows: His Excellency, Biubkn E. Fkmtox, GoTemor; His. Honor Stiwajit L. WoonroRD, Lieutenant-Governor ; Hon. Edmund L. Pitts, Spealcer ; Gen. Mar- sha B. Patrick, President State Agricultural Society ; Hon. Victor M. Rick, Superintendent of Public Instruction ; Ezra Cormjcll, Chairman of Board of Trustees ; Andrxw D. White, President of the University ; Framcis M. Finch, librarian Cornell Public Library ; Aloxzo B. Cormxll, Ithaca ; Horack Grxe- LKT, New York ; Edwin D. Morgan, New Torlc; Erastus Brooks, New Tork ; William Kellt, Rhinebeck ; Gen. J. Meredith Read, Albany ; Georob ^. Andrews, Springfield, Otsego Co. ; Abran B. Wkayer, Deerfield, Oneida Co. ; Charles J. Foloer, Geneva ; Edwin B. Morgan, Aurora ; John M. Parker, Owego ; Hiram Siblet, Rochester ; Josiah B. Williams, Ithaca ; George W. ScHirrLER, Ithaca, Treasurer of the University ; William Andrus, Ithaca ; John McGraw, Ithaca. The trustees having been called together, appointed a committee on organi- ation, of which Andrew D. White was chairman, who presented their report, October 11, 1866. (Albany, 8vo. 48 pp.) In this elaborate paper the scope of the proposed University is carefully indicated, and the views of the chairman of the committee in respect to the selection of professors, the course of study, the government of the students, manual labor, and many other important topics are fully expounded. Since it was printed, the first general announcement of the trustees has been given to the public. The instruction is to commence on the last Wednesday in September, 1868. COURSES OF STUDY. At the outset, there will be two divisions in the University, the first providing iDBtruction in special sciences and arts, and the second providing what are called general courses, preparatory to various professional or special courses. In the ^rst division, there are to be seven departments, viz. Agriculture, Mechanic Arts, Civil Engineering, Military Engineering and Tactics, Mining and Practical Geology, History, Social and Political Science. In the second divis- ion there will be eight courses of study, which are thus defined. 1. I^rst OmeraL Course^ or ^* Modem Coursed This will extend through four years. To Modem Languages, which have become so indispensable in a good education, will be mainly assigned the place and labor usually given to Ancient Languages. The course will be suited to the needs of students,, so far as possible, by the allowance of options between studies in the latter years of the course, on a plan somewhat similar to that lately adopted at Hwvard University. 2. ^'Modmm Cmarte Abridged,'' This coarse wiU extend through three years. This, as well as the abridged courses which follow, are intended to meet the needs of those students who have not time for a full general course. It will give the main studies of the extended course, the vubordinaiU studies being omitted so as to decrease the time one year. 25^ I'BYf TOBK OQBllSUi UNIVEBSITT. 8. Beeand Oeneral CW*m, or ** <7ot7i6tN«(f CburM.** This course will extend through four years. In this the languages studied will be Latin and German, the remainder of the course being essentiallj the same as the " General Course.** To those who wish to make a thorough study of Modem Languages this course will be valuable, as combining the most useful Darts, practically, of the courses usually pursued in Colleges, with a broader course ; giving the two sides of all the great Modem Languages and literaturesiy including our own, and aiding the scientific student greatly in the Uteratoie and nomenclature of science. 4. " ComhiMd Coktm, Abridged,^ This will extend through three years. Its name explains its character. 6. Third Oeneral Course, or " Classieal CourseJ" This will be mainly like the "First General Course,*' with the option of Ancient Languages for Modern. 6. " Seieniifie Oouree/* This will extend through three years, affording a general scientific prepara- tion for either of the first four departments in the ^* First Division,** as named above. A special effort will be made to bring this department fully up to the needs of the times, both by the course adopted and by the professors elected to maintain it. *J. " Scientific Course Abridged^ This wUl extend through two years. Its name explains its character. 8. ^^ Optional Owrw.** In this course the student, on consultation with friends and the appropriate instmctors, selects any three studies for which he may be fitted, from the whole range of studies pursued in the entire University, follows them up to such point as may be agreed upon, and receives, from the Governing Board of the Univer- sity, at the completion of his work, a certificate, showing the extent of the course he has taken. The requirements for admission are both general and special Gkneral Requiremknts. — All candidates for admission to any department or course must present satisfactory evidences of good moral character. All candidates for admission to any of the special departments in the ** ^r«C DivMton** must be at least sixteen years of age. All candidates for admission to any of the courses of the *' Beeond Divieum^ must be at least fifteen years of age. Candidates for advanced standing win be examined in the previous studies of the course which they purpose to enter, and if they come from another College or University will present certificates of honorable dismission. Entering the University will be conddered a pledge to obey its rules and regulations. Candidates for admission to any department or course must have received a good common English education, and be morally, mentally and physically qual- ified to pursue to advantage the course of study to which they propose to give their attention. Special Requirements. — 1. In the department of Civil Engineering and Architecture, Military Engineering and Tactics, and Mining and Practical HXW TOBK COBIIKLL UNlVJfiKSITT. 257 Creology. In addition to the general requirements candidates will be examined in the whole of Elementary and Plane Geometry. 2. For the "Combined Course" in the Second Division, in which Latin is taken as an optional study in place of one of the Modem Languages, in addi- tion to the general requirements the candidate will be examined in Cssar^s Commentaries, Cicero's Select Orations, six books of the iEneid and forty-five exercises in Arnold's Prose Composition, or in a course equivalent to this. 8. For the ** Third General Course," or *' Classical Course," an examination win be made simiUr to that for entering the first year at the existing Colleges of a good grade. TUITIOK. By the charter, free tuition is to be given to one student from each of the one hundred and twenty-eight Assembly districts of the State, who are to be selected by competitive examination from the public schools and academies, other students will pay thirty dollars for the year. Rooms for 200 students win be provided at moderate charges in and near the coUege buildings ; and board must be obtained in private fandhes or in clubs. FACULTY. A resident Faculty will be in readiness which, it is believed, will command the confidence of all friends of advanced and extended education. In addition to these, it is intended to secure, as non-resident professors, a number of gen- tlemen especially distinguished to deUver courses of lectures in their several departments. Several gentlemen of acknowledged eminence in science, litera- ture and the practical arts, have already signified their willingness to accept such positions, and it is intended to announce the names of the Faculty, resident and non-resident, through the public prints early in the summer of 1868. BCILDIN08. One large stone building, 165 by 50 feet, and four stories in height, has already been erected ; another of the same size is in progress. In these, besides dor- mitories, are library, lecture and recitation rooms, over thirty in number, and of varioos sizes. LABORATOBIBB. There will be two laboratories well equipped, one under the direction of the Plrofessor of Agricultural Chemistry, and the other under the Professor of General Chemistry COLLXOTIONS. The Unirennty already possesses the Jewett collection in Palfeontology and Geology, purchased at a cost of ten thousand dolUrs, and has received a dona- tion from the State of a coUection of duplicates from the State Geological col- lection, and has funds now in hand to make large additional coUections for iUustration in the different departments. LIBRARIXS. The trustees feel warranted in stating that the University will commence with a scientific and general library sufficient for the immediate wants of Faculty and Students, and constant appropriations wiU be made for its increase. 258 NEW TORK OOBMELL UNIYIEBSITT. STUDENT LABOE AMD PRACTICAL INSTRUCTION IN AGRICULTURE. There is much labor to be done upon the fann attached to the Agricultnral department, and a large number of students can be employed from one to three hours a day, at fair prices. Shortly after the organization of the Univer- sity, the University Steward will organize a voluntary corps for systematized and remunerated Labor, under the direction of the Professor of Agriculture and Engineering. STUDENT LABOR AND PRACTICAL INSTRUCnON IN THK MECHANIC ARTS. It is intended to erect workshops upon the University property where studeots, under proper direction, can have practical instruction in Mechanic Arts. The first of these will be a workshop fitted with the proper machinery for working in wood and iron, in which students can labor at fair prices upon agricultural implements and machinery in general, and upon models for the University collections of machinery and apparatus. Accomplished artisans wiU superintend this work, and the attention of those young men who would qualify themselves, by scientific study, for the most responsible and remunerative positions as master mechanics and superintendents of workshops, is invited to this feature in the course of practical instructioiL PEOSTLVAMA STATE AGRICULTUEAL COLLEGK CENTRE COUNTY. BISTORT. The amount of scrip received bj PennsjlyaDia was larger than that assigned to any other State except New York. It represented 720,000 acres of land. The proceeds were directed by the legislature to the "Agricultural College of Pennsylvania/' established in Centre County, ten miles, from Bellefonte, the county seat. Prior to 4-pril 10, 1867, the amount of 260,000 acres had been sold for $151,136, — the price averaging a small fraction over 68 J cents per acre. The remaining 520,000 acres were sold at the date just named at an average price of 66 & cents per acre, or $286,600 ; but as the sales were made on time, the money will not be realized at once. The Philadelphia Agricultural Society was founded in 1786, and held regular sesfflons for several years. In 1828, the Pennsylvania Agricultural Society was established, including practically members from only the Eastern Counties, and holding a few annual fairs. In 1861, a State Agricultural Society was organized by delegates from fifty-five counties, who assembled in Harrisburg, on the 21st of January. The first annual fUr was held in October following, and was attended by 20,000 persons. The Farmers High School of Pennsylvania, originated in a meeting of the State Agricultural Society, held at Harrisburg, Jan. 18th, 1868. At this meeting a committee, consisting of F. Watts, J. H. Ewing and H. N. McAllister, was ap- pointed and reported favorably on the establishment of an Agricultural College. The whole subject was referred to an Agricultural Convention to be held at Harrisburg on the 8th of March following. At this Convention, composed of delegates from all parts of the State, it was voted to establish such an institu- tion, to be styled " The Farmers* High School,*^ with a model farm attached, and a committee of which F. Watts, President of the State Agricultural Society was chairman, to obtain an act of incorporation was appointed. Judge Watts discussed the whole subject fully in the Annual Report of the Society for that year, and obtained an act of incorporation, approved April IS, 1864. By this act, the management of thiS institution was intrusted to the Presidents of the County Agricultural Societies, and the President and Vice President of the State Agricultural Society. They were authorized "to select a site, erect buildings, and procure a good practical farmer for its principal, who with such other per- sons as should be employed as teachers, shall comprise the faculty." A Board, consisting of fifty ex-officio members proved too large and too littie interested in this special work, and after repeated attempts to get a quorum, the original Committee of the State Society applied to the Legislature for a modification of the charter, which was obtained and approved Feb. 22, 1855. The number of Trustees was reduced and a portion of them selected from their known interest in the proposed institution. 269 2QQ PENNBTLYANIA ▲GBICXTLTURAL COLLEGE. In July, 1856, the execative Committee of the State Society appropriated $10,000 to the School, and out of several locations offered, a site of 200 acres belonging to a farm of Gen. James Irwin, in Center County, with a donation of $10,000 from the County to secure 200 acres adjoining in addition, was accept- ed. In 1856, a bequest of Elliot Cressonof Philadelphia was received, — sub- scriptions in aid of the College were solicited, and promises obtained ; and in May, 1857, an appropriation of $50,000 was obtained from the State, on condi- tion that a like amount should be raised by subscription. With the cash resources already secured of $25,000 from the State, and $25,000 from other sources, contracts for building were made, which required at least double the amount for their completion. This additional sum was not raised — ^the buildings were not completed after the original plan — the school was opened on the 16th of February, 1859, under difficulties and disadvantages, which those only who have had experience in such pioneer work can appreciate. Buildings were only partially finished, and wholly unequipped with the furni- ture and apparatus of instruction, as well as for the domestic comfort of pupils and professors. The teaching force was inadequate — the farm was rough, and the site of a building in the process of construction, and with no funds in the treasury either to go on or wind up, presented much inconvenience as well as a forlorn aspect to students and visitors. But the printed Catalogue for the year 1859, shows an attendance of 123 pupils, and the report of a special committee of the State Society, appointed in May, 1859, to visit the institution, speaks favorably of what was doing, and hopefully of the future. On the strength of that report the Society, on the 17 th of Jan. 1860, voted $1500 in aid of the School. On the 7th day of December, 1859, Evan Pugh, Ph. D., was appointed presi- dent, and discharged the duties of professor of chemistry and scientific and practical agriculture. Dr. Pugh had studied in the Agricultural and Mining Schools of Germany, — ^was a man of practical views and indomitable energy, and while administering the government and instruction of nearly two hundred pupils, under every disadvantage, found time to aid those who were urging an application to the legisUture for additional help, which on the 10th oi April, 1861, was granted to the extent of $50,000. With this sum the buildings were completed, and in 1868, (April 1,) the legislature assigned the U. S. Und-scrip for 720,000 acres of public lands to the institution, the name of which had been changed in 1862 to the Agricultural College of Pennsylvania. The death of Dr. Pugh, in the spring of 1864, — the disturbed condition of every great inter- est in consequence of the war, and a change in the practical character of the institution, for a time diminished the attendance of pupils. From this depres- ta.on the College has not yet recovered. In 1867, W. H. AUen, LL. D., the successor of Dr. Pugh, resigned, and Gen. John Frazer was appointed president, and professor of Analytical Mechanics ; and the whole plan of instruction was changed so as to include not only a scien- tific course in Agriculture, but Mechanical and Civil Engineering, and Metallurgy, Mineralogy and Mining. In a circular of the Board of Trustees, dated June 24, 1867, the present organization and course of instruction is set forth in great detail, from which we make the following statement : VBNKSSLVANIA ▲0BICULTU1UL COLLBQl. £61 PBESBNT OBOANIZATION. TRUSTEES. The trustees for 1868, are as follows : His Excellency J. W. Geart, Governor; Hon. F. Jordan, Secretary of State ; Hon. A. BoTD Hamilton, President of the State Agricultural Society ; and John Feaser, President of the Faculty, ex-officiis ; and the following elected members, ▼iz. : Daniel Kane, H. N. McAllister, A. McAllister, A. 0. Hi ester, J. Kellet, B. M. Ellis, F. Watts, J. Miles, and C. Biddlb. The President of the Board is Hon. F. Watts. FACULTY. The Professors are John Fraser, President, and Professor of Analytical Mechanics, Logic, and Psychology ; George C. Caldwell, Chemistry ; Hknrt J. Clark, Zoology a^d Geology ; John Phin, Agriculture ; J. T. MoKee, Greek ; F. Fowler, English ; and J. T. Rothrock, Botany, Anatomy and Physiology. There are also nine other lecturers and tutors, etc. Two new professorships have been instituted in order to carry out more fully the requirements of the congressional grant, — namely a professorship of Mechan- ical and Civil Engineering, and a professorship of Metallurgy, Mineralogy and Mining. courses or STUDY. Five courses of study are now announced ; 1. In General Science, leading to the degree of Bachelor of Science. 2. In Agriculture, leading to the degree of Bachelor of Agriculture. 3. In Mechanical and Civil Engineering, leading to the degree of Civil Engi* neer. 4. In Metallurgy, Mineralogy and Mining, leading to the degree of Mining Engineer. 6, In Literature, leading to the degree of Bachelor of Arts. I. Cknerte in Oeneral Sdenee. FRESHMAN CLASS. Urat Term, — ^Algebra; English— Orthoepy, Orthography, Composition, and Elocution ; French or German ; Botany ; Human Anatomy and Physiolof^y. Second Term. — Geometry; English — General Grammar, Composition, and Elocution ; French or German ; Botany ; Human Anatomy and Physiology. Fraeticum durina the year. — ^Elementary Laboratory Practice in Chemistry ; Laboratory and Field Practice in Botany. SOPHOMORE CLASS. i?ir«/ Timw.— Zoology; Trigonometry, Surveying and Levelling; Principles and Practice of Road making ; English — Etymology, Composition and Original Declamations ; French or German ; Drawing. Second Term. — Zoology; Analytical Gromotry; Descriptive Goomctrv and Perspective; English— Synonyms, Composition, and Original Declamations; French or German ; Drawing. Practicnm during tJie year. — Laboratory and Field Practice in Zoology; Office and Field Practice m Surveying, Levelling, and Road Making. junior CLASS. First Term. — Physics ; Mechanics ; Geology ; Eaglish Literature and History of the English Langoage. 2$2 PENNSYLVANIA AGKIClTLTUfiAL COLLBGB. Second Term. — ^Physics; Mechanicfl; Geology; Logic; English Literature, Ptosody, and History of the English Language. Praciieiofn during the year. — ^Laboratory and Field Practice in Geology ; Higher Laboratory Practice in Chemistry. SENIOR CLASS. Mret Term, — ^Political Economy ; Rhetoric ; English Drama, and History of English Literature ; Mental Philosophy ; Astronomy ; General Chemistry — Lec- tures with Experiments. Second Term. — Civil Liberty and Self-Govemment ; Constitution of the United States ; Moral Philosophy ; Physical Geography ; Astronomy ; English Poetry, and History of English Literature. Practicum during the year. — Office and Field Practice in Astronomy ; Labo> ratory and Field Practice, in connection with special studies in Zoology, Geology and Botany. n. Courses in Agriculture. JUNIOR CLASS. First Term. — Botany ; Human Anatomy and Physiology ; English — Orthoepy, Orthography, Composition, and Elocution ; Franch or German ; Algebra. Second Term. — Botany ; Human Anatomy and Physiology ; Geometry ; Eng- lish— General Grammar, Composition and Elocution; French or German. Practieum during the year. — Laboratory and Field Practice in Botany ; Ele- mentary Laboratory Practice in Chemistry. MIDDLE CLASS. First Term. — Agriculture — Physical and Chemical characters of Soils, Tillage, Drainage, &c. ; Zoology ; Trigonometry, Suryeymg and Levelling ; Principles and Practice of Road Making ; English — Etymology, Composition, and Original Declamations ; French or German ; Drawing. Second Term. — Agriculture — The Nutrition of Plants; Farm Manures, method of collecting and managing ; Artificial Manures ; Zoology ; English — Syno- nyms, Composition, and Original Declamations ; French or German ; Drawing. Praeticum during the year. — Management of Manures, and Field Practice in Agriculture; Laboratory and Field Practice in Zoology ; Office and Field Prac- tice in Surveying, Levelling, and Road Making. SENIOR CLASS. First Term. — Agriculture— Character and Management of Grain, Forage, Root, Tuber and Fibre Crops; Rotation of Crops; The Management, Breeding, Fattening, &c., of Stock ; Physics ; Geology ; Mechanics. Second Tkrm. — Agriculture — Management of Stock, continued ; Farm Build- ings; Agricultural Implements; Veterinary Surgery and Medicine; Physics; Geology ; Agricultural Law. Practieum during the year. — Laboratory Practice in Analysis of Manures and of Agricultural Products ; Fichl Practice in Agriculture. HL Course in Mechanical and Civil Engineering. FRESHMAN CLASS. First Term. — Algebra ; Botany ; Human Anatomy and Physiology ; English- Orthoepy, Orthograohy, Composition, and Elocution ; French or German. Second Term. — Geometry; Botany; Human Anatomy and Physiology; Eng- lish— General Grammar, Composition and Elocution ; French or German. Practicwn during the year. — Laboratory and Field Practice in Botany ; Ele- mentary Laboratory Practice in Chemistry ; Laboratory Practice in Mensura- tion, Graduation of Scales, Yorniers, &c. TJBSamTLYAmA AGBICULTintAL OOLLMS. 263 « 80FB0H0BK CLASS. l!irti Term, — ^Trigonometry, Surveying and LerelHng; Principles and Prac- tice of Road Making ; Zoology ; English—Etymology, Composition, and Origi- nal Declamations ; French or German ; Drawing. Second Term. — Analytical Creometry ; Descriptive Geometry and Perspective ; Zoology; EngUsb — Synonyms, Composition, and Original Declamations; French or German; Drawing. Praeticum during the year, — ^Laboratory and Field Practice in Zodlogy; Office and Field Practice in Surveying, Levelling and Koad Making. JUNIOR CLASS. JPh^ TVrm.— Physics ; Calculus; Mechanics; Geodesy; Geology; Drawing; English Literature and History of the English Language. Second 2>nn.— Physics; Calculus; Mechanics; Geodesy; ecology; Draw- ing ; English Literature, Prosody, and History of the English Language. Praeticum during the year.— Office and Field Practice in Topographical Sur- veying ; Higher Laboratory Practlco in Chemistry. BEKIOB CLASS. Hrei Term. — Analytical Mechanics ; Machines ; Constructions ; Astronomy ; Political Economy ; Drawing ; General Chemistry — Lectures with Experiments. Second Term. — Analytical Mechanics; Machines; Constructions; Astrono- my ; Civil Liberty and Self-Go vernment ; Constitution of the United States ; Drawing ; Creneral Chemistry — Lectures with Experiments. Praeticum during the year. — Office and Field Practice in Engineering and Ftactical Astronomy ; Office Practice in Designs, Models, and Charts. rV. Course in Metallurgy^ Mineralogy and Mining. YRESHMAN CLASS. FirHTerm. — Algebra; Botany; Human Anatomy and Physiology ; English— Orthcepy, Orthography, Composition and Elocution ; French or German. Second Term. — Geometry ; Botany ; Human Anatomy and Physiology ; Eng- lish— General Grammar, Composition and Elocution ; French or German. Praeticum during the year. — Laboratory and Field Practice in Botany ; Ele- mentary Laboratory Practice in Chemistry ; Laboratory Practice in Mensura- tion, Graduation of Scales, Verniers, &c. 80PH0M0RK CLASS. Firet Term. — ^Trigonometry, Surveying and Levelling ; Principles and Prac- tice of Road Making ; Zoology ; English — Etymology, Composition, and Origi- nal Declamations ; French or German ; Drawing. Second Term. — Analytical Geometry ; Descriptive Geometry and Perspective ; Zoology ; English— Synonyms, Composition and Original Declamations ; French or German ; Drawing. Praeticum during the year. — Laboratory and Field Practice in Zodlogy ; Office and Field Practice in Surveying, Levelling and Road Making. JUNIOR CLASS. First Term. — Physics; Calculus; Mechanics; Geology; Mining; Drawing; English Literature and History of the English Language. Second Term. — Physics ; Cidculus ; Mechanics ; Geology ; Mining ; Drawing ; English Literature, Prosody, and History of the English Language. Praeticum during t/ie year, — ^Laboratory and Field Practice in Geology, with a special reference to Mining; Higher Laboratory Practice in Chemktry. SKNIOR CLASS. First Term. — ^Metallurgy; Mineralogy; Mining; Machines; Astronomy; Political Economy ; Drawing ; General Uhemlstry— Lectures with Experiments. tu PSNNBVLTANU AeaiCCTLTUBAL OOUUMH Second Tahn. — ^Metallurgy; Mineralogy; Mining; Machines; Astronomy; Civil Liberty and Self-Goyemment; Constitution of the United States; Dcaw- ing; General Chemistry — Lectures with Experiments. Practicum during the year. — ^Laboratory Practice in Metallurgy ; Laboratox7 Practice in Analysis of Ores ; Office Practice in Designs, Models, &c y. Ccurte in Literature. FRESBMAX CLASS. ^rat Thrm.^'LiTy; Latin Prose Composition; Cjropcdia; Greek Prose Composition; Algebra; English — Orthcepy, Orthography, Composition and Elocution ; Botany ; Human Anatomy and Physiology. Seetmd Term. — Horace^s Odes; Metrical Exercises and Latin Prose Composi- tion ; Herodotus ; Greek Prose Composition ; English General Grammar, Com- position and Elocution ; Geometry ; Botany ; Human Anatomy and Physiology. SOPHOMORK CLASS. First TervfL — Cicero De Officiis ; Latin Composition ; Demosthenes ; Select Orations; Greek Composition; Trigonomentry, Surveying and Levelling; Zoology ; English—Etymology, Composition and Original Declamations. Second Term. — Horace ; Episiles and Satires ; Latin Composition ; Thucy- dides ; Greek Composition ; Descriptive Geometry and Perspective ; Zoology ; English — Synonyms ; Composition and Original Declamations. JI7HI0R CLASS. l\rst Term, — ^Tacitus ; Latin Composition ; Oedipus ; Tyrannns ; Greek Com- position ; English Literature ; History of English Language ; Geology ; Physics; Mechanics. Sefom/ Term^ — Juvenal; Plato; English Literature; Prosody; History of English Language ; Logic ; Geology ; Physics ; Mechanics. SKNIOB CLASS. FlrBt Term, — Cicero pro Cluentio; Prometheus of Aeschylus; Rhetoric; English Drama ; History of English Language and Literature ; Political Econo- my; Mental Philosophy; Astronomy; Chemistry — Lectures with Experiments. Second Tirm.— History of Roman Classical Literature ; History of Greek Classical Literature ; English Poetry ; History of English Language and Liter- ature; Moral Philosophy ; Astronpmy; Chemistry — Lectures with Experiments. TERMS or ADMISSION. Candidates for admission to the Freshman Class in General Science, in Mechanical and Civil Engineering, and in Metallurgy, Mineralogy and Mining; and to the Junior Class in Agriculture, must have attained the age of sixteen years, and will be examined in the following subjects, viz. : Arithmetic; Algebra, through Simple Equations; English Grammar; The History of the United States ; Elementary, Political and Physical Geography ; Elementary Natural Philosophy. Candidates for admission to the Freshman Class of the Course of Literature, must have attained the age of sixteen years, and will be examined in the fol- lowing books and subjects, or their equivalents, viz. : Arithmetic ; Algebra, through Simple Equations ; English Grammar ; Geog- raphy ; Harkness^ Latin Grammar and Latin Reader ; Ciesar De Bcllo Gallico ; Cicero — Select Orations; Yirgil — The Bucolics and the first four books of the .£neid ; Latin Prosody ; Hadley^s Greek Grammar ; Whiton^s Companion Book ; Xenophon^s Anabasis; Homer^s Iliad, four books. FBNHSniTANIA AGRIOULtU&AL OOLLNI. 265 IXPBftimNTAL FARM. The Instruction in Agriculture ia under the care of the Professor of Agricul- ture, who teaches this branch not onlj in its scientific relations to Chemistry, Yegetable and Animal Physiology and Zodlogy, but as an experimental science, haying its own methods, and special means and objects of research. In order the more fully to attain these ends, there is attached to this depart- ment a Model and Experimental Farm, on which experiments will be instituted to investigate various points connected with practical agriculture, such as the best system of rotation of crops, the most suitable manures for different crops, and the best methods of applying them, especially in connection with the rota- tion of crops, the best methods of managing stock, and of combining stock- raising with other branches of agriculture, and the best methods of plant- culture as applied to the productions of the garden, the field, and the pleasure- ground. Every student in this department is required to assist in the work connected with these experiments, and to record the experiments in a memorandum book, which is examined from time to time by his instructor. For the benefit of the fanning community, an Agricultural Journal, under tiie editorship of members of the College Faculty, will be commenced in the course of the current year. In the Journal will be published the experiments made at this College, and at other places in the United States and in Europe, with other matters of interest to agriculturists. MILITARY 1N8TBUCTI0K. The College has received a large supply of arms and accoutrements fW>m the Ordnance Department of the State of Pennsylvania, and has adopted the follow- ing course of Military instruction occupying four years. WKESBMAX 0LA88. Firtt Ihrm, — ^The School of the Soldier; Army Regulations. Second Twm. — ^The School of the Soldier ; Bayonet Exercise ; Army Regula- tions. SOPHOMORl 0LA8B. jPSrtt Ttrm, — ^The School of the Company ; Bayonet Exercise ; Camp and Outpost Duty. Second Term. — The School of the Company ; Sword Exercise ; Camp and Outpost Duty. JUNIOR OLA88. Firii T'erm.-^The School of the Battalion ; The Composition, duties and forms of Courts Martial and Military Boards. Second Term. — The School of the Battalion ; Artillery Drill ; Lectures on Military Art and Science. SENIOR CLASS. Firtt TVrm.— Artillery Drill; Target Practice; Field Fortification; Marches and Reviews. Second Term. — ^Review Drills ; Target Practice ; Field Fortification ; Lectures on Ancient luid Modern Campaigns. One hour daily, is given to Military instruction. In suitable weather, the whole hour is devoted to drill. In weather unfit for drill, the hour is spent in the study of the topics specified In the programme. 2gg PENNSTLYANU AQRICULTUIUL 00LLR6B. The students of the College Department, such as have conscientious scruples excepted, are required to go through this course of military instruction, and to provide themselves with a fatigue suit of dark blue cloth, to consict of a single breasted jacket, a vest, trousers, and regulation cap ; with brass buttons of the pattern of the State of Pennsylvania. MANUAL LABOR. Every student, who may desire it, has the privilege of diminishing his College expenses by working for the College in whatever capacity his labor may be deemed serviceable by the President The student will receive adequate compensation for the labor performed in pursuance of this rule. RKLIOIOnS KZXB0I8KS. Devotional exercises are held in the College Chapel every morning, and all the students are required to be present Religious services are held in the College Chapel every Sabbath afternoon, and all the students are required to attend, except such as may have special permission to attend worship elsewhere. Such permission can be obtained only by presenting to the President a written request therefor from the parent or guardian. DKORKKS. The Degree -of Bachelor of Science is conferred on students who have com- pleted the course in General Science, have passed a satisfactory examination at the end of the course, and have prepared a dissertation on some scientific sub- ject, approved by the Faculty. The Degree of Bachelor of Agriculture is conferred on students who have completed the cohrse in Agriculture, have passed a satisfactory examination at the end of the course, and have prepared a dissertation on some Agricultural subject, approved by the Faculty. The Degree of Civil Engineer is conferred on students who have completed the course in Mechanical and Civil Engineering, have passed a satisfactory ex- amination at the end of the course, and have prepared a dissertation on some sub- ject connected with Mechanical and Civil Engineering, approved by the Faculty. The Degree of Mining Engineer is conferred on students who have completed the course in Metallurgy, Mineralogy and Mining, have passed a satisfactory ex- amination at the end of the course, and have prepared a dissertation on some sub- ject connected with Mineralogy, Metallurgy or Mining, approved by the Faculty. The Degree of Bachelor of Arts is conferred on students who have completed the course in Literature, have passed a satisfactory examination at the end of the course, and have prepared a dissertation on some Literary subject, approved by the Faculty. EXPKNSKS. Board and Room Rent, per term of 20 weeks, |70 ; Tuition, $50 ; Washing, $5; Fuel, $6; Total, $180. This bill must be paid in advance on entering. A strict compliance with this rule is required Candidates for admission are required to pay, on entering, a matriculation fee of $5. The College is ten miles S. S. W. of Bellefonte, and can be reached by the Pennsylvania R. R. to Spruce Creek, or Tyrone. From Spruce Creek, by stage on Tuesday, Thursday and Saturday ; and from Tyrone, by cars to Bellefonte twice a day, and hence by stage, or livery. It can also be reached by Philadel- phia and Erie R. R. to Lock Haven, and hence to Bellefonte. fflCHIGAN STATE AGRICULTURAL COLLEGE. NEAR LANSING. HISTOBT. In the year 1856, the Legislature, in pursuance of the requirement of Ar- ticle XIII, g II, of the Constitution of 1850, passed an act for the purchase of a farm and the endowment of a State Agricultural School ; and after some modi- fications of the original plan, a tract of 676 acres was secured near Lansing, a building was erected, and in May, 1857, the institution was commenced with rixty*one scholars and six instructors. This institution was in a highly suc- cessful condition at the time when the National grant was made, and to its further endowment were directed the proceeds which are to come from the disposal of the land-scrip. The share of Michigan amounted to 240,000 acres, all of which has been located within the State for the benefit of the College, and none has yet been sold. TBV8TBSS. The Trustees of the institution are as follows : His Excellency, Hknbt H. Crapo, ex-officio^ President of the Board ; Hon. Hezbkiah O. Wells, of Kalamazoo, Vice President ; Hon. Datid Carpenter, of filissfield ; Hon. Justus Oaqe, of Dowagiac ; Hon. Abraham C. Prutzman, of Three Riveni ; Hon. S. 0. Knapp, of Jackson ; Hon. Oramel Hosford, of Olivet; T. C: Abbot, A. M., ex^fficio^ President of the College; Hon. Sanfobd Howard, Secretary ; Joseph Mills, of Lansing, Treasurer. FACULTY. The following persons are the instructors of the school : T. C. Abbot, Fresidentf Professor of Mental Philosophy and Logic ; Manlt Milks, M. D., Professor of Animal Physiology and Practical Agriculture, and Superintendent of the Farm ; R. G. Kedzib, A. M., M. D., Professor of Chemistry; Albert M. Prentiss, M. S., Professor of Botany and Horticulture, and Superin- tendent of the Gardens; Sanfobd Howard, Secretary; George T. Fairchild, A. M., Professor of English Literature ; Albert J. Cook, M. S., Instructor in Mathematics ; W. W. Daniells, B. S., Assistant Professor of Chemistry. S. S. Rockwell, Steward ; Albert F. Allen, M. S., Foreman of the Farm; Gborgx W. Habbison, B. S., Assistant Foreman of the Farm. 8TUDBNT8. The number of students has been as follows : — In 1859, 105 ; 1860, 51 ; 1861, 65; 1862, 74; 1868, 52; 1864, 61; 1865, 88; 1866, 108; 1867, 97. GENERAL OBJECTS OF THB COLLEGE. The State Agricultural College proposes — 1st. To impart a knowledge of science, and its application to the arts of life. Especially are those sciences which relate to Agriculture and the kindred arts, such as Chemistry, Botany, Zoology and Animal Physiology, prosecuted to a (267) 253 MXCHIQAN AGRICULTURAL COLLEOK much greater extent than in institutionfl where the study of their practical applications is not pursued. The instruction given in the lecture-room is illus- trated and enforced by the actual and prolonged study of plants and animals, and of the various practices and experiments of the farm and garden. Stu- dents will be taught to distinguish clearly between those principles and settled rules of agriculture, in accordance with which they may safely proceed, and those theories or practices which are either exploded, or are as yet the proper objects of experiment and discussion only, but whose too hasty adoption has led to repeated failures, and to the discredit of science. 2d. To afford to its students the privilege of daily manual labor. As this labor is to some degree remunerated, it might seem intended only to lessen the expense of the student. Its first use, however, is educational, being planned and varied for the illustration of the principles of science. The preservation of health, and of a taste for the pursuit of agriculture, are two other important objects. It is well known that students who pursue a college course very sel- dom thereafter engage in any industrial pursuit. Four or six years of study without labor, wholly removed from 83nnpathy with the laboring world, at the period of life when habits and tastes are rapidly formed, will almost inevitably produce a disinclination, if not inability, to perform the work and duties of the farm. But to accomplish the objects of the institution, it is evident that the students must not, in acquiring a scientific education, lose either the ability or the disposition to labor on the farm. If the farmer, then, is to be educated, he must be educated on the farm itself; and it is due to this large class of our population that facilities for improvement, second to none other in the State, be afforded them. It is believed that the three hours^ work that every student is required to perform on the farm or in the garden, besides serving to render him familiar with the use of implements and the principles of agriculture, is sufficient also to preserve habits of manual labor, and to foster a taste for agricultural pur- suits. It has been found in the past, sufficient to keep the students interested in every department of farm and horticultural work ; and the daily labor of each one being performed at one time, does not occupy him longer than is requisite for preserving health and a robust constitution. 8d. To prosecute experiments for the promotion of agriculture. Agriculture is the creature of experiments. Very few farmers possess facilities for carrying on experiments accurately, and to definite results. From a lack of general ac- quaintance with the laws of Nature, their experiments, generally, unless guided by scientific men, are comparatively valueless for the determination of vexed questions of practice, and the establishment of general principles. An exten- sive laboratory, and other means at hand, enable the institution to enter on a series of experiments, to be prosecuted systematically and continuously from year to year. 4th. The organic law of the College, as well as the act of Congress donatiog lands for Agricultural Colleges, contemplate courses of instruction in the mili- tary art, and in the applications of science to the various arts of life. The practical applications of science are at present pursued mostly in directions de- sirable to the farmer — as surveying, leveling, laying out of grounds, mechanics as applied to implements, buildings, stock-breeding, etc. Other departments will be organized whenever adequate means are secured, whether from the Agricultural land fund, or from other sources. MICHIQAN AGRICULTURAL COLLBOE. 269 5th. To afford the means of a general education to the fanning claas. This the Agricultural College endeayors to supply. The labor system preseryes the student's health, and the habits and love of wholesome work. The professional part of the course gives him an insight into the nature of the objects and forces with which he has to deal Added to this are the branches of study which help to make an Intelligent and useful citizen, which cultivate his taste, and enable him to give expression to his knowledge and opinions. REQUIBEMEKTS TOR ADMISSION. Candidates for admission into the Preparatory Class must be not less than fourteen years of age, and must sustain a satisfactory examination in Arithme- tic, Geography, Grammar, Reading, Spelling, and Penmanship. Candidates for admission into the Freshman Class, or for any advanced stand- ing, must sustain an examination in all the previous studies of the course. DKPABTMENTS OT INSTRUCTION. Elkmkktart Chkvistrt. — The primary forces — Heat, Light, Electricity, Hagnetism, etc. ; Chemical afl&nity and the laws of chemical combination ; Slementary Substances — their history, properties, combinations and uses ; ap- plication of Chemistry to the Arts and Manufactures ; Organic Chemistry. In the study of Elementary Chemistry, the facts and principles of the science are illustrated by experiments. Analttical Chkmistrt.— General Analysis ; Analysis of Soils ; Analysis of Minerals, use of the Blow-pipe ; Analysis of Manures ; Analysis of the Ashes of Plants ; Alkalimetry and Acidimetry. In prosecuting Chemical Analysis, the student spends three hours a day in the Laboratory, under the direction and supervision of the Professor in Chemistry, applying with his own hands the tests required to determine the composition and properties of bodies, thus se- curing a practical knowledge of the methods employed in these investigations. AoRiouLTURAL Chsmistrt. — ^Formation and composition of soils; the rela- tions of air and moisture to vegetable growth ; Connection of heat, light and electricity with growth of plants ; Nature and source of food of plants ; Chem- ical changes attending vegetable growth ; Chemistry of the various processes of the farm, as plowing, fallowing, draining, etc. ; Preparation, preserving and composting of manure; Artificial manure; Methods of improving soils by chemical means, by mineral manures, by vegetable manures, by animal ma- nures, by indirect methods ; Rotation of crops ; Chemical composition of the various crops ; the Chemistry of the dairy. The instruction in Chemistry is imparted both by lectures and text-books. Practical Aoriculturb.— /Irsf Fear.— Laying out of farms ; Arrangement and planning of farm buildings ; Farm implements ; General principles of til- lage ; Principles of draining ; Laying out and construction of drains ; Methods of seeding ; Harvesting of crops ; Principles of stock-breeding ; Breeds of do- mestic animals — their characteristics and adaptation to particular purposes. Fourth Ftfor.— General principles of farm economy ; Manures, their manage- ment and mode of application ; Succession of crops ; Preparation of the soil for particular crops ; Cultivation of crops ; Management of grass lands ; Stock- husbandry ; Care of animals and principles of feeding ; FatteniDg of animals ; Management of sheep. In addition to the above course, instruction is given in the field in the various manual operations of the fiurm. 270 MICHIOAN AQRICULTURAL COLLEGE. Botany. — A course ie first given in Physiological Botany ; Systematic Botany' is then taken up, the natural orders being studied as to their botanical charac- teristics ; their size and geographical distribution ; their relative importance ; the genera and species having agricultural value ; those having commercial or medical value; those having ornamental value; and those which are obnoxious or detrimental, as weeds or poisonous plants. The orders are illustrated by diagrams, and numerous living and dried specimens. The living specimens are dissected and examined by the student, and their genera and species determined. The indigenous plants, together with those cultivated in the gardens and grounds, afford material for the study of this department of botany. In the study of Vegetable Physiology, structure is illustrated by means of diagrams. Several excellent microscopes are used in the study of minute structure. HoRTicuLTURK. — In the course in Vegetable Physiology, the relations of that science to Horticulture are pointed out. The Sophomore class being employed during the year in the gardens and college grounds, is afforded abundant oportu- nities for the application of the instruction received in the class-room. It is intended that each student shall have practical experience in every cultural operation. In addition to these methods of instruction, a course of lectures is given on the history, theory and practice of horticulture. Animal Phtsiolooy. — ^In this department, particular attention is given to the Anatomy and Physiology of domestic animals. The course is illustrated by anatomical preparations and diagrams, representing the comparative struc- ture of the organs of locomotion, digestion, circulation, respiration and repro- duction of each branch of the animal kingdom. Dissections of animals are made, to render the student familiar with the appearance, situation and relation of the ofgans of the animal system in a state of health, and the changes pro- duced by disease. Opportunities are given for the study of the minute struc- ture of the various tissues by means of the microscope. ZooLOOr. — Principles of the classification of animals, as founded on their structure and embryonic development. Descriptive Zoology, comprising the systematic arrangement of animals in accordance with their natural affinities, in classes, orders, fiaimihes, etc. ; habits and geographical distribution of ani- mals. Entomology. — The course in Entomology is illustrated by a valuable collec- tion of native and exotic insects. Particular attention is given to the study of species injurious to vegetation ; and the best method of checking their ravages is discussed. Students, by collecting and preserving specimens of our native species, become familiar with their habits in their several stages of development. Mathematics and Civil Engineering. — The Preparatory Glass spend some time in the review of Arithmetic. The following branches of Mathematics and their application follow: Algebra, Geometry, Plane Trigonometry, Spherical Trigonometry, Analytical Geometry, Surveying, Leveling, Plotting, Mechanics, Strength of Materials, Arches, Framing, Bridge and Road Building. Students have the use of chain, compass, and other instruments for practice ; and re- ceive instruction iu the field as well as in the lecture-room, each student being required to take charge of field surveys, and to become practically acquainted with the use of the Level Grology. — A course of daily recitations in Geology during the second half of the Freshman ^ear, is illustrated by maps, diagrams and specimens. MICHIOAN AGJUCULTUBAL COLLBQl. 271 English Litbraturk. Instruction in this department is given by means of text-books and lectures. Rhetoric — Style. History of English Literature. Rhetoric — Arguments^ Gonyiction, Persuasion, Fallacies in Reasoning. Select portions of English Classics receive critical examination in a course of reading prescribed for each class. The classes have regular and systematic instruction in the art of the selection, arrangement and expression of the matter related to the assigned or chosen topics for composition. Pbeparatort. — The Preparatory course is designed, by a review of the ordi- nary branches of a common school education, to prepare the student to enter upon the regular College course of study. It serves also to qualify him to teach during the winter monttis. COURSE OF STUDY. PREPARATORY CLASS. First Half r«ar.— Arithmetic, Robinson*s Higher; Descriptive Geography, Hitchell^s School ; English Grammar, Greenes. Second Half y^ar.— Algebra, Robinson's Elementary ; Natural Philosophy, 01msted*s School ; Composition, Quackenbos*. College Course. — freshman class. Mrst Half Fear.— Algebra, Robinson's; History, Webber's; Geometry, Robmson's ; Book-keeping, Bryant & Stratton's. Second Half Year. — Trigonometry, Robinson's ; Surveying, Davies' ; Practi- cal Agriculture ; Geology, Dana's. sophomorr class. First Half Tear. — ^English Literature, Chambers', Spaulding's; Botany, Gray's; Elementary Chemistry, Youmans'. jSwwui ^ay Fear.— Entomology, Harris' ; Analytical Chemistry, Fresenius; Botany, Grays, Darlington's, Lindley's; Horticulture. JUNIOR CLASS. First Half Tear. — Physics, Snell's Olmsted ; Agricultural Chemistry, Johns- tone's ; Inductive Logic, Herschel's. Secotid Half Year. — Physics ; Rhetoric, Whateley's, Day's Praxis ; Animal Physiology, Dalton'a. SENIOR CLASS. F^st Half Year. — Zoology, Carpenter's ; Practical Agriculture ; Mental Phi- losophy, Wayland's; Astronomy, Snell's Olmsted; Landscape Gardening, Downing's, Kemp's. Second Half Year. — Civil Engineering, Mahon's ; Moral Philosophy, Haven's ; Political Economy, Carey's, Walker's ; French, Fasquelle's. Declamations and Compositions throughout the enture course. MANUAL LABOR. Each student not exempt for physical disability, is required to labor three hours a day on the farm or in the gardens. The number of hours may be in- creased to four or diminished to two and a half. Some compensation (see means of defraying expenses) is allowed ; but the labor is regarded as an essen- tial part of the educational system of the College, and is performed with spe- cial reference to illustrating and applying the instruction of the lecture-room. Students are not employed in those kinds of work only in which they may be most proficient, but, as the work is classified, each is made acquainted with all the opexations of farming aad gardeniiig. The Sophomore Class work the 272 MicmaAN AGBicuiyruaAL coiJiBGX. entire year under the direfstion of the Professor of Horticulture. The Juniors spend the year under the direction of the Professor of Practical Agriculture The other classes alternate between the farm and gardens. MEANS OF ILLUSTRATION. 1. A farm of 676 acres, of which about SOO are under cultivation. 2. Bo- tanical gardens of trees, shrubs, and herbaceous plants. S. Vegetable gardens, small fruit garden, apple orchard, pear orchard, general lawn and grounds. 4. Galloway, Ayrshire, Devon and Short Horn Cattle; Essex, Suffolk and Chester White Swine ; Southdown, Cotswold, Spanish Merino and Black-faced Highland Sheep. 5. A Chemical Laboratory and Apparatus. 6. Philosophical and Mathematical Apparatus. 7. A Museum of Ajiimals and Minerals. 8. The Cooley Herbarium — a very valuable collection of plants. 9. Museum of Veg- etable Products. 10. Library and Reading Room. 11. Buildings, Workshops, Tools, etc. DBORBKS. The Degree of Bachelor of Science is conferred upon students who complete the full College Course, and sustain all the half yearly examinations in the same. The Degree of Master of Science is conferred upon graduates of three years' standing, who give evidence of having been engaged during that period in scientific studies. ■ ZPBN8K8. Tuition is free to all students from this State. Students from other States are charged $20 a year for tuition. Board and washing are furnished at College Boarding Hall, (where students are required to board, unless permission to board elsewhere is granted by the Faculty,) at cost. The cost of board the past season has been $2.60 ; washing, 42 cents per dozen. Room-rent for each student is $4 a year, paid quarterly, in advance. Rooms are furnished with bedsteads and stoves ; students furnish everything else. Mattresses and pillows may be rented of the College. The cost of furniture for rooms will vary with the taste of the students occupying them. Rooms can be comfortably furnished at a cost not exceeding four or five dollars for each student. A matriculation fee of $5, entitles the studeut to the privileges of the whole course. This fee is appropriated to the increase of the Library. At the opening of the year each student is required to pay to the Secretary $10, as an advance on board, which is allowed in the settlement of accounts at the end of thfe year. Students receive remuneration for the labor they perform, the amount poid depending on their ability and fideUty. The highest wages for the present year have been seven and one-half cents per hour. The lowest rates do not exceed two or three ceuts per hour, if the student fails to render more valuable service. The wages for labor are applied on their board, in the quarterly settlements. The winter vacation affords the student an opportunity for teaching. These earnings, added to the wages received during the term, will, if he is industriona and economical, enable him to defray a Urge part of his College expenses. The report of the President, T. 0. Abbot, for the year 1866, (80 pp., 8vo.) presents a full summary of the operations of the institution, with an able dl»« cussioQ of the varioos featurea which have here been sucoessfully develc^wd. MABTLAND AGRICULTURAL COLLEGE. « PKINCE OSORGB COUNTT. JfyattavOU P. O. I. HISTORICAL DBTELOPMKNT. The Maryland Agricultural Collxgk is the result of a public sentiment in the State in favor of such an institution which began to be exhibited more tham twenty years ago. In 1845 the Board of Visitors and Governors of the Frederick County Academy established a Department of Agricultural Chemis* try, and appointed Professor William Baer to fill it. In 1847, George D. Coad, Esq., chairman of the Committee of Agriculture in the House of Delegates of Maryland, in an able report recommending the appointment of an Agricultural Chemist for the State, expressed the hope that there would soon be " courses of agricultural education in the public academies and schools, or schools for that special purpose established." In 1848, at the first anniversary meeting of the Maryland State Agricultural Society, the orator of the occasion, CoL Wilson M. Cary, urged " the necessity of professional education for the future farmers of the State," and ** the intro- duction of those sciences imiAediately connected with their pursuit, into our colleges and seminaries of learning." In 1850, Dr. White, of Montgomery county, introduced into the House of Del- egates a proposition to enquire into the expediency of requiring the academies of the State which receive aid from the public treasury, to provide for instruc* tion in Geology and Agricultural Chemistry. About the same time, Hon. Wm. Williams, President of the Senate of Maryland, offered to the State Agricultural Society one hundred and fifty acres of land in Somerset county, for the purpose of establishing an Agricultural College. In 1854, Ramsey McHenry, as chairman of a committee of the State Agri- cultural Society, prepared an address " to the citizens of Maryland and contig- uous States," urging the establishment " in connection with an experimental farm, of an educational institution to be entitled " The Agricultural College of Maryland." In the same year James T. Earle, in behalf of the State Society, addressed a memorial to the Congress of the United States, which was endorsed by the Committee on Agriculture of the U. S. Senate, and embodied in an able report of Mr. Morton, the chairman. Mr. Earless associates on the committee were Oden Bowie, Governor of the State in 1868, Col. George W. Hughes, Clement Hill, and Francis P. Blair, aided by Hon. Charles B. Calvert, member of Congress. The specific recommendation of the memorial was the purchase of Mt. Yemon and establishing there, under the auspices of the Government, a National Agricultural and Educational Institution. The prevailing sentiment indicated by these and many other expressions of interest in behalf of agricultural education, led to the belief that a large sum might be realized from individual subscriptions towards founding an Agricultural College, and application for a charter was made to the State Legislature of (273) 274 MARYLAND AGBICULTUILAL GOLLSQS. 18u6, which was granted, and James T. Earle, John 0. Wharton, Nicholas B. Worthington, Charles B. Calyert, George W. Hughes, Walter W. W. Bowie, Ramsay McHenry, J. Carroll Walsh, and Allen B. Daiis, were appointed commia- sioners by whom sabscriptions were to be obtained to the stock of the College. The conditions of the charter required that a sum not less than fifty thousand dollars be subscribed to the stock within two years from July 1st, 1866, and a Board of Trustees elected, land obtained and buildings erected, and these con- ations being complied with, the sum of |ft,000 was to be paid annually by the State towards the expenses of the institution. Within the prescribed time the sum of fifty-three thousand dollars was sub- scribed, a Trustee was elected fW)m each county, and one from the city of Bal- timore, to whom were added the same year, one Trustee from the District of Columbia, one from the Eastern shore of Maryland, and one from the WesCkm shore : a farm of 42S acres was purchased, (since reduced by sale to 288 acres,) in Prince George County, and during the following year the main College build- ing was erected, at a cost of about $46,000, and a total investment for land and buildings of about $100,000. The College was open for students in October, 1859, and its catalogue for the first collegiate year numbered sixty-fiye, one-third of whom were from other States. At the commencement of the war, in 1861, the number was reduced to seventeen, and great embarrassment and difficulty resulted from this falling oll^ and from a burden of debt which had accumulated in the erection and furnish- ing of the College building, and the equipment of the farm. The year following the number of students increased again, and in 1864 equaled that of the first year. Financial difficulties, however, continued to embarrass the affairs of the institution, afid were further increased by the burn- ing of a fine bam, with all its contents, and by the destruction of a large quan- tity of fencing and provender during the war. Finally, the necessity of closing at an early period seemed so obvious, that students were withdrawn in antici- pation of it, and precipitated that misfortune, which was realized in April, 1866. In this condition of afiGurs the Legislature came to its aid, and made the State Joint owner of the property by paying its whole indebtedness, which amounted to $45,000, and assigning to its use the proceeds of the United States land-scrip to which Maryland became entitled by accepting the conditions of the act of 1862. The two hundred and ten thousand acres, to which this grant to the State amounted, was sold by the Comptroller, with the sanction of the Treas- urer and the Governor, at the average price of 58 cents per acre, and yielded $112,504. Ten per cent, of this amount, i. e. $11,250, was ** reserved to be paid into the treasury of the State, to reimburse the said State in part for the amount appropriated by this act to the said Maryland Agricultural College **«- that is, the $45,000, by paying which to the creditors of the College the State- became owner of one-half of the College real estate. This deduction left $101, 258, of which $100,000 has been invested in Maryland State Stock, yielding six per cent., and the balance wUl be probably similarly bestowed. The income will therefore be $6,075, payable semi-annually, beginning with Jan. 1, 1868. n. PRISKNT ORGANIZATION AND CONDITION. When the State became joint owner of the property by discharging the in- debtedness of the institution, the Board of Visitors was reorganised by giving • aCABTLAND AOBICULTURAL OOLLBQB. ^275 to the stockholders seven, and to the State four members, viz : the Governor, Ueutenant Governor, Speaker of the House, and the Superintendent of Pubtic Instrnodon. Of thU Board, Jamks T. Earlb is President. TARM AND BUIU>IN0. The large farm sad grounds are located on both sides of the turnpike lead- ing from Baltimore and Washhigton, three-quarters of a mUe from College station on the Baltimore and Washington Railroad, and nine miles from Wash- ington. P. 0. address, Hyattsville, Prince George County. The building is not yet completed on the original plan, but the present struc- ture has six spacious lecture rooms, fifty-one chambers, a chapel, laboratory, and large accommodations, for the domestic uses of the residents. There is besides, a residence for a Professor, with- twenty-seven rooms for students. INSTRUCTOItS. The President is Charlks L. C. Minir, M. A., with the following Professors : 2f iCHOLAS B. WoRTHiNGTON, A. M., Morsl and Mental Philosophy, English Lan- guage and Literature, Rhetoric and Logic. Jakes Hiooins, A. M., M. D., Agriculture and Natural Sciences. R. T. Boons, A. M., M. D., Adjunct " " " Battista Lorimo, LL. D., Ancient and Modem Languages. Phil Moors Liakin, A. M., Mathematics. Dahirl Barkrr, Practical Agriculture, Horticulture and Pomology. cbvRSK OF IHSTRUOnON. In accordance with the more especial wants, at present, of the State of Mary- land, the Scientific course is adapted more particularly to agriculture than to the mechanic arts, although the studies in the Elements of Chemistry, Analytical and Technical Chemistry, Natural Philosophy, Physical Geography, Mineralogy and Geology, belong alike to both. The daily lessons in the field, above-de- scribed, field lectures from the Professor, lessons in keeping farm notes and farm accounts, instruction in Agricultural Chemistry and Botany, Vegetable Anatomy and Physiology, in Entomology, and especially in the analysis of soils and ma- nures, constitute the separate studies for farmers. The Literary course is conformed mainly to the common College curriculum, but less time is given to the ancient languages, and more to the study of Eng- lish and other modem languages, of Chemistry and Natural Philosophy. MAKUAL LABOR. Manual labor has been a feature In the College discipline from its organisa- tion, and it is claimed that it has worked well. During the current session (of *67-^) it has not been required, but the students of agriculture have spent a pari of each day in regular garden and field work, under the charge of the Su- perintendent of the farm, hearing his questions, comments and explanations, and haying their attention called to the details of every agricoltural prooesa MILITARY TACTICS. No military instraction has yet been given. Circumstances being temporm- rily unfavorable for it the Board of Trustees postponed providing for it untfl the College should be in the actual enjoyment of the revenue from the U. 8. grant, when the requirement will be faithfully met 27 G MABTLAND AGBICULTUILAL COLLEGB. • MODE or INSTRUCnON AND DI8CIPLIKE. The general mode of instruction is by study of, and close questioning on, the best text-books, with comment, explanation, and supplementary oral in- struction; with lectures for the more advanced students. In the Scientific schools opportunity is given to closely watch, and as much as possible, aid in the processes for illustration. A rigid system of marks in all studies, promptly rendered to parents each month, proves a great stimulus to exertion. DOMESTIC LIFE. — TUITION. Host of the Professors eat .it the same table and lodge in the same house with the students, thus not only preventing the neglect of their health and comfort which so often occurs, but being brought into close and friendly con- tact with them, checking indiscretions which might otherwise grow into disor- der, and exercising a wholesome influence upon their moral and intellectual growth. Board is provided by the College. The sum of $225 pays the board, lodging, washing, fuel and lights. The supplies for the table, drawn from the fiirm, garden, orchard and dairy, and the well-warmed and well-lighted rooms, with other liberal appointments, give the students a degree of healthful comfort very rarely seen in schools. The charge for tuition is $75 per annum, half at the beginning and half at the middle of the school session. Sixty free scholarships, open only to citizens of Maryland, are provided for by the Staters annual appropriation. STATISTICS FOR 1867. The following is the return, with remarks, made to the Legislature of Mary- land by the Superintendent of Public Instruction, (Rev. L. Van Bokkelen, LL. D.,) in his Report for 1867: *' The Agricultural College, of which I am, ex^ffi^o^ a Trustee, is thoroughly reorganized and has an able Faculty. To enable this important institution to accomplish its special work, an appropriation for farm buildings and apparatus is needed. With such addition to its facilities and the income from the United States land-grant, making the annual revenue over $12,000, there will be ample means for accomplishing the purposes of the institution which have not b^n thus far obtained. Statistics for 1867. — State donation, $6,000. Salaries of Professors, $10,- 000. Students, 11. Tuition per annum, $76. Board per month, $22.50. Value of Property, $90,000. Volumes in Library, $1,600. Value of Apparatus, $500. Acres of land, 283. The College and agricultural equipments, the value of which is not estimated. During the year 1868, the College will have an ad- ditional annual revenue of $6,000 from sale of United States land-scrip." BIBLIOORAPHT. 1854. Address to the citizens of Maryland on an Experimental Farm and College of Agriculture. Memorial of the State Agricultural Society to the Con- gress of the United States for a National Agricultural Institution. 1858. Report of Register, with Act of Incorporation, List of Officers, and Names of Subscribers. 24 pages. 1859. First Circular of Maryland Agricultural College. 1864. Report of Trustees to Legislature of Maryland. 16 pages. 1865. Catalogue of Maryland Agricultural College for 1865-66. 16 pages. NEW HAMPSHIRE COLLEGE OF AGRICULTURE AND THE MECHAJVIC ARTS. HANOYER. ! HISTORY. Lr New Hampshire the proceeds arising from the sale of 160,000 acres of scrip, assigned to the State, were appropriated by an act approved July 7, 1 866, to the "New Hampshire College of Agricalture and the Mechanic Arts," to be established in connection with Dartmouth College at Hanover. The scrip was sold prior to December 1867, for the sum of eighty thousand dollars, that is at the price of fifty-three and one fifth cents per acre, and the pro- ceeds invested in six per cent, state bonds. The trustees of the institution are nine in number, five of them appointed by the Governor and Council and four by the Trustees of Dartmouth College. In consideration of this arrangement and the establishment of the college at Hanover, Dartmouth College furnishes the use of an experimental farm, the requisite buildings, and the libraries and apparatus, &c. This connection with the college may be terminated, on notice of one year, given by either party in the month of July 1874, or at any time after the termination of fourteen years from the beginning of the connection. A contract, embodying these provisions, has been signed by the two bodies of Trustees, but there are still some details to be settled, which delay the opening of the school. The first meeting of the Board, for organization and the transaction of busi- ness, was held in the city of Concord, on the 28th of September, 1866. The Governor and Council had appointed the five following trustees : Hon. John D. Lyman, of Farmington, Joseph B. Walker, Esq., of Concord, William P. Wheeler, Esq., of Keene, John B. Clark, Esq., of Manchester, and Chester C. Hutchtus, Esq., of Bath. The Trustees of Dartmouth College had appointed, on their part. Rev. Asa D. Smith, D. D., His Excellency, Frederick Smyth, Hon. Ira A. Eastman, and Hon. Anthony Colby. The Hon. Ira A. Eastman, however, declined to serve. The Board organized by electing the Rev. Asa D. Smith, D. D., as President, Joseph B. Walker, Esq., as Secretary, and }\i^ Excellency, Frederick Smith, as Treasurer. They have since appointed an Executive Com- mittee, consisting of the President, Hon. John D. Lyman, and William P. Wheeler, Esq. The trustees have announced that the instruction will be comprehensive of the various branches of applied science, and will extend through a course of four years duration. The requisites of admission will bo " a mastery of the branches usually taught in our Common Schools." Twelve students, one from each senatorial district will receive gratuitous instruction. A report of these preliminary arrangements, including a copy of the contract between the two colleges was published in June 1867. (Concord, 12 pp., 8vo.) 273 1™^ HAHPSHIBB GOUJSGB OF AOBICULIUIUL In addition to the ordinary resonrces of a New England College, Dartmontl^ was able to offer for the basis of the national school of science, the advantages of the " Chandler Scientific Department,'' and of the *' Thajer School of Archi- tecture and Civil Eugineering/' and of a prospective agricultural bequesL Thi Chavdleb Sci ERTiric Dbpabtmemt was established by a resolution of the Trustees, in acceptance of the sum of fifty thousand dollars, bequeathed to tbera in trust by Abiel Chandlkr, Esq., late of Walpole, and formerly of Boston, Mass. Mr. Chandler gives and devises the above sum to the Trustees of the College, " to carefully and prudently invest or fund the principal sum, and faithfully apply and appropriate the income and interest thereof for the establishment and support of a permanent department, or school of instruction, in the College, in the practical and useful arts of life, comprised chiefly in the branches of Mechanics and Civil Engineering, the Invention and Manufacture of Machinery, Carpentry, Masonry, Architecture and Drawing, the Investigation of the Pro- perties and Uses of the Materials employed in the Arts, the Modern Languages and English Literature, together with Book-keeping, and such other branches of knowledge as may best qualify young persons for the duties and employ- ments of active life." Under this provision of this bequest, the Chandler Scientific Department was established in 1S66, and a course of scientific instiuction has since been main- tained, with opportunities of laboratory practice. The Thater School of Architbcturb and Civil Emoimkebing is established on a donation of $40,000, tendered to the Trustees, and accepted by them at their last meeting, by Gen. Stlvanus Thater, of Braintree, Mass., and the retl organizer of the United States Military Academy at West Point. This munifi- cence had its origin not merely in a regard, on the part of the venerable dooor, for his Alma Mater, but in a foresight of the large demand for high attainments in this particular Ime, which the unfolding material resources of our Country are sure to make ; and in a conviction that an increasing nubmer of our young men are cUsposed to select it as their profession. The Department is to be essentially, though not formally, post-graduate. The requisites for admission will, in some leading branches — particularly in Mathematics— embrace not less, and probably more, than the usual College curriculum. The course of study is to be of the highest order, pasdng beyond what is possible in Institutions for • general culture, and is designed to prepare the capable and faithful student for the most responsible positions and the most difficult service. It will extend through at least two years, each divided into a Winter and Summer Term, and a portion of the latter being ^ven to out-door practice. Temporary employ- ment in Civil Engineering will occasionally be permitted, such as will conduoe to the student's improvement, while it wiU be more or less remunerative. In the arrangement of details, reference will be had to the best methods, both in this country and in Europe. A suitable diploma will be given, on satisfactory examination, to those who complete the course* TEKHOST raiYEBSITT MD STATE AGBICULTUHAL COLLEGL BURLINGTON. YiBMOMT was eDtitled to fire portions, or 160,000 acres in scrip. By an act of the Legislature, in 1864, the Vermont Agricultural College was established but by subsequent legislation this new institution was incorporated with the Uniyersity of Vermont at Burlmgton, founded in 1791, and a plan was matured by which the Colleges at Middlebury and at Norwich might also become mem- bers of the State Uniyersity. At present only the two first named institutions have been united. The first meeting of the Trustees was held Not. 20, 1865, and on the 1 8th of July following, James B. Angell of Providence, was elected President. JtACUUTT. ■ The Faculty of the entire University is as follows : Jamxs Burrill Anogll, a. M., President; Rev. Josbph Tobrkt, D. D., Professor of Moral and Intellectual Philosophy ; Samuel Whiti Thateb, M. D., Professor of General and Special Anatomy ; Walter Carpenter, M. D., Profes- sor of the Theory and Practice of Medicine and Materia Medica ; Key. McKeh- dreb Pbttt, a. M., Williams Professor of Mathematics ; Leonard M^rsh, A. M., H. D., Professor of Vegetable and Animal Physiology ; Joseph Perkins, M. D., Ph>fessor of Obstetrics and Diseases of Women and Children ; Matthew Henrt Buckham, a. M., Professor of the Chreek Language and Literature, and Pro- fessor/>ro tempore of English Literature; Hekrt M. Shellet, M. D., Professor of Chemistry and Toxicology ; Charles Wheeler Thompson, A. M., Professor pro tempore of Latin ; John Ordronauz, M. D., LL. B., Professor of Physiol- ogy, Pathology and Medical Jurisprudence ; Alphects Bennino Crosbt, M. D., Professor of Principles and Practice of Surgery ; Eli Whitnet Blake, Jr., A. B., Professor pro tempore of Chemistry and Physics ; James Hartbt Hills, Instructor in Drawing. classes 07 btudents. The Scientific Department of the College is organized on the following basis. Instruction will be provided— L For students who wish to pursue a course of three years in Analytical and Agricultural Chemistry, or in Ciril Engineering, or in Mining and Metallurgy, ftnd to become candidates for the degree of Bachelor of Science. By a four years' study, hereafter described. Bachelors of Science may attain to the degree of Bachelor of Philosophy. n. For students who do not desire to take a full course of three years, or of four years, but wish to pursue certain portions of the course. IIL For young men who desire to obtain such instruction as can be fVirnished them by a course of lectures specially adapted to the wants of agriculturists, and to be given in February and Marolu 2g0 TEBMONT UNIYEBSITT AMD AGRICCTLTURAL OOLLEGE. BEQUIBXMKNT8 FOB ADMISSION. Applicants for admission to the Agricultural College must be at least fifteen years of age, and must bring satisfactory testimonials of good character, and be able to sustain an examination in all the parts of a common school education, and particularly in English Grammar, Qeograpby, Arithmetic, and Algebra sB fu as Quadratic Equations. COUBSB OF STUDIES FOB CANDIDATSS FOB DE0BRE8. The courses marked out for the candidates for the degree of Bachelor of Science occupy three years, and those for the candidates for the degree of Bach- elor of Philosophy occupy four years. During the first year all the students pursue the same course. At the beginning of the second year thoy will select one of three prescribed courses for the following year, and will not be allowed to change from one course to another except by special permission of the Fac- ulty. Examinations will be held in the same manner as in the Academic course. TIBST TKAB. Fcr all Sectioni. i^trxt TVrm.— Algebra ; Chemistry; Free Drawing; Book-keeping. Second Term. — Geometry ; Chemistry ; French. Third Term. — Geometry ; Chemistry ; French. English, Compositions and Declamations through the year. Section of Analytical and Agricultural Chemigtry, SECOND YEAB. Chemistry — Laboratory Practice, Applications to Agriculture, Analyses of Soils, Relations of Soils to Vegetable Productions, etc., etc. Mathematics- Trigonometry, Analytical Geometry. Mineralogy. Vegetable Anatomy and Physiology, including Botany, Forestry, etc. ; Animal Anatomy and Physiology, Habits of Domestic Animals, Insects injurious to Vegetation, etc. Geology. English, Composition and Drawing. Advanced French (elective.) THIBD TEAB. Chemistry — ^Laboratory Practice, Mineral Analyses, etc. German, through the year. Mechanics, Optics, Astronomy. Physical Geography, Metallurgy. English, Compositions. Drawing. Engineering Section, (First Y«ar-~M« oAotw.; SECOND TEAB. Mathematics — Trigonometry, Descriptive Geometry, Calculus. German^ through the year. Field Engineering ; Drawing, Topographical, Mechanical and Architectural. Mineralogy, Geology. English, Compositions. Advanced French (elective) two or three times a week. THIBD TBAB. Mechanics, Optics, Astronomy. Mechanics applied to Engineering. Physical Geography, Metallurgy. Drawing. English, Compositions. Section of Mining and Metallurgy, (Fir«t Year— M< iJbovt.) SECOND TEAB. Mathematics-^Trigonometry, Descriptive Geometry. Mineralogy. German, through the year. Drawing — Mechanical and Architectural. Vegetable and Animal Physiology^ (see section of Analyt. and Agr. Chemistry.) English^ Compositions. TERMONT UKi'VSBaiTT AND AGSIGULTUEAL COLLEGE. 281 THIRD TSAR. Mechanics, Optics, Astronomy, Geology. Lectures on Mining and Metallurgy, Laboratory Practice, Ajialysis of Minemls, Assaying, Drawing. Compositions. Those who have passed their examinations on any one of the above courses, shall receive the degree of Bachelor of Science. Those who, after attaining the degree of Bachelor of Science, shall successfully pursue the studies of the Senior Glass in the Academic course, (the classics being excepted,) or advanced studies in the Scientific Department for one year, shall receive the degree of Bachelor of Philosophy. SPECIAL COVBSXS. Those who do not desire to pursue a full course in the Agricultural College, will be permitted to pursue such portions of the course as with the advice and approval of the Faculty they may select, and may be properly prepared to un- dertake. Special facilities in laboratory practice will thus be afforded to those who are pursuing a course of study in the Medical Department of the University. LKCTURK8 VCR FARMERS. To meet the wants of young men, who cannot leave their homes in the sum- mer or autumn, a special course of lectures on Agricultural subjects will be given in February and March, provided there is sufficient demand for such a course to justify the establishment of it No examination will be required for attendance upon this course. Among the topics treated will be Agricultural Chemistry and Physiology, Agricultural 2iOdlogy, Physical Geography, etc. A special fee, hereafter to be announced, will be charged for attendance on these lectures. MILITARY TACTICS. Provision will be made for military drill and instruction in tactics. REGULATIONS. The students in the Agricultural College (except the young men who are at- tending only the course of lectures to farmers) are required to attend prayers in the chapel, and are in every respect subject to the same rules of order and discipline as the students in the Academic department. BXPENSS8. Tuition, |16 per term. Room and rent incidentals as before. Those who pursue the Laboratory courses, must also incur an additional expense of about $40 a year for chemicals, breakage, etc. OBNBRAL REMARKS. The Corporation are determined to make the course of instruction in both departments of the instittition thorough and complete. The Chemical Labora- tory, the Philosophical Apparatus, the collections made to illustrate the physical sciences, already aiford large facilities for instruction, but the increasing wants of the institution will be promptly met. The corps of Professors and Instruc- tors will be enlarged, as the needs of the University may require. While care is taken to meet the wants of those young men who cannot pursue a full course in either the Academic or the Agricultural department, it is the aim of the Corporation to maintain the highest standard of discipline and culture in the regular Academic course, and to provide for a full, systematic and rigorous course of scientific study. IOWA STATE AGBICULTURAL COLLEGE AND MODEL FABI. BTORT COUNTY. BISTORT. In 185S the Legislature passed an act (March 22) appropriating $10fOOO for the purchase of a farm on which to locate an Agricultural Ck>llege, and at the same time entrusted its management to a Board of Trustees, of thirteen mem- bers, one from each Judicial District, and the Governor, and President of the State Agricultural Society. They are to serve for four years without pay, but are allowed mileage. The terms of one half of the Board will expire May 1, 1868, and of the other half two years later. The county of Story donated ^1 0,000 in the bonds of the county bearing 7 per cent, interest, and individuals gave in bonds and notes about $7,000 more. The Legislature in the act of 1858, also gave five sections of land in Jaspar county originally granted by Ck>ngre8B for the building of a capital, out of which the College has realized $14,000. The two hundred and forty thousand acres assigned to the State of Iowa by the act of Congress of July 2, 1862, were appropriated by the Legialatme (March 29, 1866) to the *' State Agricultural College and Model Farm. The scrip was located within the State by an agent whom the Trustees ap- pointed, and the lands have since been offered for sale or for lease. The plan of leasing for ten years has been preferred. The lands selected on the gov- ernment scrip are valued at $480,000. The Agricultural College was located in Story County, thirty miles due north from the capital of the State, on a farm of 640 acres, situated about midway between Nevada and Boonsboro, bought with a legislative appropriation of $10,000. Prior to the reception of the National grant the institution had acquired in various ways a fund of $30,000 in land, bonds, &c., after the pur- chase of the site and erection of a farm house. Subsequent to the bestowal of the National endowment, the Legislature, in 1864, appropriated $20,000 for the erection of a college building, and in 1866 the sum of $91,000 for the same purpose. The College building^wlQ have sufficient accommodation for the board, lodg- ment and tuition of 200 students, and the requisite Professors. The 8trac> ture is five stories high, one hundred and fifty-six feet in length, by seventy in width, the wings being capable of extension if additional room should be required. The Faculty, course of study, &c., are yet to be determined. A committee consisting of Gov. W. Stone, Lt Gov. Gue, and Peter Melendy, President of the State Agricultural Society, were appointed to visit the agricultural and other scientific industrial institutions of other States, inquire into their opera- tions, and nominate a President and Faculty for the Iowa College. (282) WISCOSSDI COLLEGE OF ABTS-STATE USIVEBSITT. HADISOX. BISTORT. Thi State TTniyersity of WiscoDsin, located dt Madison, was established in 1851, on the basis of the United States University land-grant of 46,000 acres. Out of this grant a " Uniyersity fund " of $300,000 was realized, the income of which by the Constitution of the State should be appropriated to the support of the University — but the productive capital has been practically dimimshed by the purchase of land and the erection of buildings, to the amount of over $100,000; and in addition, the State charges to the income of this fund $1,000, ' as the cost of its management, thereby diminishing the annual income at least $8,000 — enough to secure at least three or four additional professors. Of the National land-grant for Agricdltural Colleges, two hundred and forty thousand acres constituted the amount appropriated to Wisconsin. Up to 1867, little more than $8,000 had been received from this source ; though the ecnp had been located in the State on lands valued in the aggregate at $300,000. In April, 1866, the Legislature decided to reorgaoize and enlarge the State University, and to establish two Colleges in it, the College of Arts, and the Col- lege of Letters. The income of the College land-scrip fund and the income of the University fund, were both appropriated to this institution, making an aggregate of property, (including land unsold,) valued at $706,778, with an annual available income for the present of about $13,000. TBUBTEIS. The Regents of the University for 1867-8, are as follows : J. B. Parkinson, Fayette ; Aug. L. Smith, Appleton ; B. R. Hinklet, Oco- nomowoc ; Samuel Fallows, Milwaukee ; Jacob S. Bugh, Berlin — terms expire in 1868. EnwARD Salomon, Milwaukee ; Angus Cameron, La Crosse ; C. S. Hamilton, Fond Du Lac ; H. C. Hobart, Milwaukee ; N. B. Van Sltke, Madi- son— terms expire in 1869. Jno. G. McMtnn, Racine ; F. 0. Thqrps, West Bend ; R. B. Sanderson, Poynette ; J. C. Cover, Lancaster ; Henrt D. Bar- ron, St. Croix Falls — ^terms expire in 1870. Thomas S. Allen, Secretary of State, ex^eio Secretary ; W. £. Smith, State Treasurer, ca^o^^cto Treasurer. 7A0ULTT. The Faculty of the same year are as follows: Paul A. Chadbournb, M. D., President, and Professor of Mental and Moral Philosophy; John W. Sterling, LL. D., Professor of Natural Philosophy and Astronomy ; Ezra S. Carr, LL. D., Professor of Chemistry and Natural History ; ^ Professor of Agriculture ; T. N. Haskell, A. M., Professor of Rhetoric and English Literature; William F. Allen, A. M., Professor of Ancient Languages and History ; John P. Fuchs, M. D., Professor of Modem Languages and Literature ; John P. Parkinson, A. M., Professor of Mathemat- ics ; R. £. Harmon, A. B., Tutor. (288) 234 WI8CX>NSIN OOLLEOB OF ARTS. COLLEGE OF ARTS. REQUIBKMSNTS VOB ADMISSION. The requirements for admission to the College of Arts, (which is the Scientific School of the Uniyersitj,) are as follows: Candidates are examined in English Grammar, Geography, in Mental and Written Arithmetic, in Plane and Solid Geometry, and in Algebra to Quadratic Equations. None are receiyed until they are at least fifteen years of age. OOUBSB OF INSTRUCTION. FIRST TKAR. • Urst Term. — ^Mathematics — ^Alegebra begun, Loomis ; German — ^Ahn^s Meth- od ; Natural History — Botany. Elective Studies — ^Practical Botany and Agri- culture, French and Latin. Second Term. — Mathematics — Algebra completed, Loomis; Conic Sections, Loomis; German — Select Readings; History. Elective Studies — History of Useful Plants, Physical Geography, Climatology, French, Latin. Third Term. — Mathematics — Plane Trigonometry, Mensuration, Surveying and Navigation, Loomis; German — Schiller's or Goethe's Plays; Natural His- tory— Botanical Analysis; History. Elective Studies — Horticulture, French, Latin. Themes and Declamations weekly during thd year. SECOND TEAR. Urst Term. — Mathematics — Spherical Trigonometry, Loomis; Analytical Geometry, Loomis ; Rhetoric — Day ; Natural History — Mineralogy, Dana ; ^u- ' man Anatomy — Lectures ; Chemistry, Toumans. Elective Studies — Laboratory Practice, Qualitative Analysis, Blowpipe Analysis. Second Term. — ^Physics — Snell's Olmsted begun. Lectures ; Civil Polity — Po- litical Economy, Perry ; Chemistry-Organic and Applied ; Natural History — Zo61ogy begun, Agassiz. Elective Studies — ^Laboratory Practice, Quantitative Analysis. Third Term. — ^Physics — Snell's Olmsted completed, Lectures ; Civil Polity— In- ^ ternational Law, Constitution of the United States; Natural History — ^Zoology * completed, General Physiology. Elective Studies — Differential and Integral Calculus, Natural History of Domestic Animals^ Entomology. Themes and Declamations weekly during the year. THIRD TEAR. First Term. — ^Astronomy — Snell*s Olmsted; Mental Philosophy — ^Haven; English Literature — Shaw begun. Elective Studies — ^Examination of Soils, Forestry. ■ _ Second Term, — Logic, Whately ; Moral Philosophy — Hopkins ; English Liter- ature— Shaw completed ; Rhetoric — ^Bascom ; Asthetics — Bascom. Elective Studies — Modern Languages, Chemical Analysis, Determinative Mineralogy. • Third Ihrm. — ^Natural Theology — Chadbourne; Analogy — ^Butler; Eviden- ces— ^Hopkins, Lectures ; History— Guizot's History of Civilization, General Re- view. Elective Studies — Reviews. Critical Essays, Declamations, and Forensic Disputations, weekly during the year. The degree of Bachelor of Philosophy is conferred on those who complete this course. The price of Tuition is $6 per term of thirteen weeks. EXPSRIXENTAL FARM. By secUon 15 of the oiganic act it is provided that "immediately upon the organization of the Board, it shall be their duty to make arrangements for se- curing, without expense to the State or to the funds of the Univeruty, suitable WISCONSIN COLLEGE OF ABT8. 285 landa, in the immediate vicinity of the UDiTcrsitj, not less than two hundred acrea, including the Uniyersity grounds, for an experimental farm, and as early as possible thereafter, to make such improrements thereon as will render it available for experimental and instructional purposes, in connection with the Agricultural course in the College of Arts.** In obedience to this provision the Board of Regents, after a full and thorough exioniuation of such lands as were offered to them for that purpose, and such others as they believed could be obtained, have purchased for this experimental farm a piece of land embracing that part of section 14, in township seven, north of range nine cast, which lies west of the University grounds, and that part of section 23 in the same township and range which lies between the SaulE road on the south and the tract in sec- tion 14 adjoining on the north, also five town lots adjoining the University grounds on the south-west corner, comprising in all about 195 acres, and includ- ing Professor Reed^s and Mrs. Bobbins* stone and brick dwellings, at an aggre- gate cost of $27,054. Applieation has been made to the proper authorities for the vacation of the streets intersecting the town lots purchased, which will undoubtedly be granted. The University grounds proper, heretofore belonging to the institution, con- tain about 41 acres ; they are contiguous to the above described piece and with it form one tract with an area of over 235 acres. The utility and advant- age of having the experimental farm so closely connected with the institution of which it is to form an important part, must be apparent to every one. The land purchased is, according to the opinion and judgment of all such members of the Board as are practically familiar with farming, and of all such persons as could be consulted by individual members of the Board 'and as have given thought and study to the establishment of experimental farms, peculiarly well adapted for this purpose on account of the great many varieties and differences in its soil and location. It is to be borne in mind, that the object in view is the establishment of an experimental farm^ where agriculture is to be practi- cally taught by experimenting on different soils and location of .the land, and noi amodel fann^ where the best kind and largest quantity of particular pro- ducts are sought to be obtained from a particular piece of land. The Board believe that by this purchase they have secured to the University for a reason- able price the best possible piece of land for that purpose. The buildings too, which are upon the land, will be of great and immediate usefulness to the insti- tution in its contemplated development. KIPORT. The annual report for 1866, baa been printed in an octavo pamphlet of twenty- four pages ; and the Catalogue for 1666-7 gives additional information. WEST YffiGDIIA AGEICULTDML C0LLE6L HOROAITTOWN. Tniscrip received by this State amounted to 160,000 acres. It was directed that the funds deriyed from selling this scrip should go to the endowment of the AgricultunJ College of West Virginia to be located near Morgantown, Monon- galia Ck>unt7, on the property formerly belonging to Monongalia Academy and the Woodbum Female Seminary, and which was tendered to the State as a par- tial foundation for the new institution. TRVsraxs. Eleven Trustees, one from each Senatorial District, having been appohited by the Governor, assembled at Morgantown, April 8, 1867, and elected Hon. W. £. Stevenson of Wood county. President, and Dr. T. H. Logan of Wheeling, Secretary. Rev. Alex. Martin, D. D., was chosen President of the College, and in June following his inauguration took place. The address which he detivered at that time has been printed. (Morgantown, 1867, 8vo., SO pp.) XHDOWMXKT. The property of t]ie school is thus stated in the address : Proceeds of Congressional land scrip, $90,000 The College, (formerly Woodbum, ) grounds and buildings,. . . 25,000 The Academy grounds and buildings, 15,000 Effects surrendered as the Library and personal property of the above, 390 Cash, Bonds, &c., surrendered as endowment of the above, . . 7,556 Total, $187,946 The proceeds of the scrip are invested in bonds of the State, bearing interest at six per cent With this moderate endowment, the Trustees propose to main- tidn a Preparatory department, a College proper, a Scientific department, and an Agricultural department. FACCLTT, The Faculty consists of the following persons : Rev. Alkx. Marti!!, D. D., President, and Professor of Mental and Moral Philosophy ; Rev. J. W. Scott, D. D., Vice President, and Professor of Lan- guages; Col. J. R. Weaver, A. M., Professor of Mathematics and Military Tactics ; ProC S. 6. Stevens, A. M., Professor of Natural Sciences ; Prof. F. S. Lton, a. M., Professor of English Literature, and Principal of Preparatory Department, and Prof. 0. W. Millbr, Assistant Professor of Lo, BTVDBNT8. The College opened in September, 1867, and before its close there were 188 students in the different departments. (286) SEW JEKSET AGmCULTURAL AND MECHAITICAL AfiTS COLLE(}E. BISTORT. Niw JiRSET directed the proceeds of her portion of the National gnmt, 210,000 acres, to the maintenance of a Scientific School in Rutgers College, at Xew Brunswick, by an act approved April 4, 1864. The school thus established as the " New Jerse/ College for the benefit of Agriculture and the Mechanic Arts,*^ was opened for the full number of State students, in September, 1866. COURSES OF STUDY. The courses of study are as follows : L OiTiL Enoinikriiio aho Mechajticb. n. Chemistrt and Aoricultvrb. Either of these will occupy three years. During the first year and the first term of the second year, the stadies of the two courses will be the same. The courses of study include the following subjects : Practical Chemistry, Chemical Analysis, and Chemistry applied to the Arts. Land Surreying, Topographical Surveying, Civil Engineering, Architecture and Draughting. Mechanical Philosophy, MacUnery, Hydranlics. Agriculture. Geology and Mineralogy, and their application to Mining and Metallurgy. Botany and Geology, with their relations to Vegetable and Animal Physiology. Astronomy and Navigation. Military Tactics. French and German. Instruction will also be afforded in Rhetoric, Mental Philosophy, History, Political Economy, and International Law. Courses of Ijectures to adults upon various departments of Agriculture and the Mechanic Arts will also be given at stated thnes, through the second term of the year. ARRANGEMENT OF STUDIEa THIRD CLASS. — ^TIRST TIAR. I. CourM in Civil Engineering and Meehanie», JPirst Term, — Algebra ;«Quadratic Equations ; Geometry, four books ; Draught- ing— Constructing Problems ; Elementary Principles of Zoology and Mineral- ogy ; Rhetoric, Exercises in Elocution and Composition ; French. Second Term- — Algebra, Finished ; Geometry, finished ; Geometrical Drught- ing ; Meteorology and Modes of Keeping Meteorological Register ; History— > Composition and Declamation ; French. Third Term, — Trigonometry and Surveying ; Elements of Botany ; Physical Geography ; History — Composition and Declamation ; Draughting ; French. II. Couree in Ckemietry and Agriculture, Ilr»t Tenn. — Algebra, Quadratic Equations ; Geometry, four books ; Draught- ing— Constructing Problems ; Elementary Principles of Zoology and Minml- ogy ; Rhetoric, Exercises in Elocution and Composition ; French. Second Term. — Algebra, finished ; Geometry, finished ; Geometrical Draught- ing ; Meteorology and Modes of Keeping Meteorological Register ; History- Composition and Declamation ; French. (287) 288 ^^^ JERSIST AGRICULTO&AL COLLKGE. T^ird Term. — Trigonometry and Surveying ; Elements of Botany ; Physical Geography; History — Composition and Declamation ; Draughting; French. SECOND CLASS. — SECOND TEAB. L Course in Civil Engineering and Mechanics. I^rst Term. — Analytical Geometry ; Surveying and Levelling, with Field Practice ; Descriptive Geometry and Draughting ; Elements of Chemistry and Mineralogy; Rhetoric, Composition and Declamation ; French. Second Term. — Differential and Integral Calculus; Shades, Shadows and Perspective; Physics and General Chemistry; Mental Philosophy — Essays; German. Third Term. — Mechanics ; Railroad Engineering and Topography ; Draught- ing; Mental Philosophy — Essays; German. n. Course in Chemistry and Agriculture, Urst Term, — ^Analytical Geometry ; Surveying and Levelling, with Held Practice ; Descriptive Geometry and Draughting ; Elements of Chemistry and ■ Mineralogy ; Rhetoric, Composition and Declamation ; French. Second Term. — Analytical ChemistrVf qualitative ; Physics and General Chem- istry ; Mineralogy ; Agriculture, its Principles ; English Composition and Dec- lamation; German. Third Term. — Physics and Chemistry ; Analytical Chemistry, quantitative ; Agriculture, its Processes ; Mental Philosophy — Essays ; German. FIRST CLASS. — THIRD TEAR. L Course in Civil Engineering and Mechanics, First Term; — Optics and Acoustics; Astronomy and Use of Astronomical Instruments; Strength of Materials and Engineering Constructions; Moral Phi- losophy; German. Second Term. — Geodetical Surveying ; Machines, Motive Powers — ^Machinery used in Engineering ; Geology ; Political Economy ; German. Third l^erm. — Hydraulic Engineering ; Military Engineering and Field Forti- fications ; Designs for and Discussions of Constructions and Machines ; Consti- tution of the United States ; Architecture. II. Course in Chemistry and Agriculture, First Tenn. — Metallurgy and Mining ; Elements of Geology ; Moral Philoso- phy— Essays ; German ; Agriculture, its Products ; Farm Accounts. Second Term. — Elements of Technology ; Agriculture, its Products, contin- ued ; Geology ; Political Economy ; German. Third Term. — Agriculture — Horticultural Products and Rural Embellishment; Theses on Scientific and Practical subjects ; Constitution of the United States. THEORY AND PRACTICE OF AGRICULTURE. OUTLINE OF THE COURSE. * Instruction in the Theory and Practice of Agriculture will be conveyed for the present mainly by Lectures, except where suitable text-books can be ob- tained. Opportunities for observation upon the College Farm will be given from time to time, and we hope to secure ere long, a cabinet of specimens and models by which the lectures delivered may be illustrated and exempHficd. During the Terms mentioned below, the following subjects will be treated : I. Second Year^ Second Term. — ^Agriculture, its Principles, Its development and present condition as an Art. Its connection with the several branches of science. The economic requisites of vegetable growth, including soils, and the theory of manures. NEW JXR8JBT AO&ICULTURAL OOLLBQS. 289 IT. Second Jfor, Third Tbrm.— Agriculture, ite Pro€$89e$. Tillage, plowing ; the physical manipulatioiifl of the land. Implements and Machinerj. Drainage, Irrigation, etc. The Practice of Manures. Farm Build- ings— ^tbeir construction and arrangement. m. Third Year, First Term.— Agriculture, its ProdueU. 1. Farming and Farm Crops, — ^The cereals, their cultivation, their manage- ment and uses. Hemp, Flax, and other commercial crops. Root crops and the Legumes. Grasses, and the care of Pasture Lands. Rotation of crops, and the use of Artificial Fertilizers. IV. TTUrd Year, Sicoin> 7EBM.^ProdueU eonHnued. 2. AnimaU and Animal Products — ^The Principles of Breeding and the various Improved Breeds. The care of Domestic Animals and Fattening for Market. Dairy Management, including Milk, Butter and Cheese. Animals of Draught y. Third Year, Third TERX.^Prodi ture, with Critiques; Samson's Elements of Art Criticism, with Lectures; Theses, Original Orations, Disputations, and Extemporaneous Speaking. n. SCHOOL OF MATHEMATICS. FRESHMAN CLASS. FirU T4rm.'TowBe'8 Algebra. Second remu— Davies' Legendre's Geometry, Books I, II, m, lY, Y, YI. SOPHOMORE CLASS. Firnt 2??rm,— Davies' Legendre's Geometry, Books YII, Ym, IX; Plane Trigonometry and Measurement. Second Tsrm, — Loomis' Surveying and Navigation; Loomis' Geometry. KMHTOOiLT AOJUOOLTUIUL AND UOHANIGAL OOLLEQE. 293 JUNIOR CtABS. JPlnt TW-m.— Loomia* Galcoliu. Second Term, — Snell's Olmsted^s Mecbanics. BINIOR CLASS. Urst Term. — ^Davies' Spherical Trigonometry ; Snell^s Olmsted^s Astronomy, begun. Second Term. — Astronomy, completed. IT. SCHOOL OF CHEMISTRY AND EXPERIMENTAL PHILOSOPHT. JUNIOR CLASS. First Term. — ^Elementary Chemistry and Physios; Instmction giTtfi by daily Lectures, fully illustrated by experiments, specimens, Ac., and impressed by daily Examinations ; Applications of these branches of science. Second Term. — Lectures on Cheoaistry, illustrated by experiments, continued twice a week ; Elementary Physics, with experiments, three times a week. SENIOR CLASS. During the SeMton.— Experimental and Apptied Chemistry and Chemical Physics ; five Lectures a week, more thorough than during the Elementary Course, and illustrated to the greatest possible extent by experiments, models, diagramfs specimens, &c. The numerous applications of the science to Agricul- ture, the Arts, and Manufactures, are specially indicated, and the Art of Test- ing in general and the Detection of Poisons considered. Organic Chemistry is discui^ied during the latter part of the course, and such instruction given in the Chemistry of Vegetable and Animal Physiology as the alloted time allows. Practical Chemutry. — Provision will be made for instruction in Practical Chemistry, including the Chemistry of the Soil, as soon as students are suffi- ciently prepared. Text-Books. — Tuman^s New Class Book of Chemisty ; Fownes' Chemistry for Students ; Quackenbos* Natural Philosophy ; Graham's Elements of Chemistry. V. SCHOOL OF NATURAL HISTORY. BOPHOMORX CLASS. First Term, — ^Terminology and Outlines of Structural and Systematic Botany ; . Collection and examination of Specimens ; Greneral Views of the Animal King- dom ; Collection and Preservation of Insects, Birds and Mammals. Second Term. — Structural and Physiological Botany, embracing the Laws of Propagation, Hydridization, Training, Pruning, Budding, Grafting, kc. JUNIOR CLASS. First Term. — Human Physiology and Comparative Anatomy and Physiology, especially of domestic animals ; the making of Illustrative Preparations ; Col- lection of Zoological Specimens. Second Term. — Exotic Botany, including the Green-house, the Grapery, and Principles of Treatment ; Geology ; Outlines of Mineralogy and Lithology ; Sources and Materials of Mineral wealth; Building Stones; Mineral Veins; tiie Location and Working of Mines and Wells for Petroleum, Salt, Artesian Waters, &c. ; Collection of Specimens. SENIOR CLASS. First Term. — Systematic Zodlogy ; Collection of Specimens ; Outlines of His- torical and Dynamical Geology. Second Ttnn. — Entomology ; Insects iigurious or beneficial to Vegetation ; Preparation of a Thesis. VI. SCHOOL OF HISTORY. JUNIOR CLASS. First rmn.— Smithes History of Greece ; Liddell^s History of Rome ; Lec- tures. Second 7%rm.~The Stndent^s Gibbon; Political Economy; Lectures. 294 KBrrocKT agbicultdkal ahb mkhasioal oollkb. SmiOft CLASS. JFirti TWm.— Stodent*8 Historj of Frmnce ; Student^a Home ; Lectures. Second Tmn.'-Eisiorj of the United Stales; Gonstitatioii of the United States. TO. SCHOOL OF MODERN LAN6UAGE& JUKIOB CLASS. FintTenn. Oemum, — ^Ahn's New Method ; Adler's Reader. JP^neneh, — Fasqnelle's Gram- mar; Telemaqne. Italian. — Cuore's Grammar; Foresti's Reader. Spaniih. — Schde De Vere'a Gnunmar ; yelasqiies*B Reader. Second Term. Otrnum, — ^Ahn*8 Method; Adler's Reader; Schiller's Maid of Orleans. French. — Fasqaelle^s Grammar ; Telemaqne ; Voltaire^s Charles XIL Italian. — Cnore's Grammar ; Foresti's Reader; Tasso. iSpwiuA.— Scheie De Yere's Grammar ; Yalesqne^s Reader ; Don Qoijote. SmiOR CLASS. First Term. German. — Schiller's Mary Stnart and William Tell ; Composition and Conrer- sation in German. .FWneA. — Corinne ; Racine ; Composition and Conversation in French. Italian.— Ttisao ; GoldonL Sptmish.— Don Qi^jote. Second Term. German. — Gcethe's Iphigenia and Reineke Fach^s ; Lessing^s Minna Von Barn- helm. French. — Moliere's Comedies ; Yoltaire^s Tragedies. Italian. — Dante. Spaniih. — Calderon. YUL SCHOOL OF CIYIL ENGINEERING AND MINING. In this School will be taught Geometrical and Topographical Drawing, Tint- ing, Shading, and Lettering ; Descriptire Geometry ; Lineal Perspective ; Shades and Shadows ; Practical Astronomy ; Road Engineering ; the use of Engineer- ing Instruments ; Leveling ; Architectural Drawing , Geology of Mining Dis- tricts; Metallurgy; Mining En^eering; Construction of Furnaces; Determi- nation ; Mineralogy ; and History of Mining Operations. IX. SCHOOL OF FINE ARTS. In this School will be taught Music, Drawing, Painting, and Landscape Gardening. X. SCHOOL OF MILITARY TACTICS. The Course will comprise Practical and Theoretical Instruction in the Tactics of the different Arms, Military Discipline, including the Duties of Guards, Sen- tinels, &c., in accordance inth the Tactics and Regulations prescribed for the United States Army. STATE STIJ DENTS. By the provisions of the act of the Legislature establishing the Agricultural and Mechanical College of Kentucky as one of the Colleges of the University, each Representative district in the State is entitled to send to the College three properly prepared students, free of charge for tuition, for each member the district is entitled to send to the General Assembly. Said students also have the right to receive, free of charge for tuition, the benefit of the instrucdon given in any College of the University, except the Colleges of Law and Medicine. To enjoy these privileges, young men must be selected by a majority of the Jus- tices of the Peace in the several districts, and be properly vouched^ for by their KBNTUCKY AaBIGULTDSAL AND MICHANIOAL OOLLEGB. 295 certificate. And it ia most earnestly recommended to the justices to select a Board of Teachers in each district for the examination of applicants, and to institute a system of competitive examinations, giving all, even the humblest youth, a chance for this State honor. It is expected that the State students will be selected and sent to the College with the settled purpose on their part of completing the whole course of studies prescribed. It is very important that students be present at the beginning of the session, on the first Monday in October. They may experience great difficulty in 8e« curing rooms and in arranging their course of study, if their attendance should be delayed for any length of time. MILITART IN8TBVCTI01C. The act of Congress granting the land scrip requires any Agricultural College receiving the benefit of the grant, to give instruction in military tactics. In accordance with the provisions of this act, regular instruction is given to the students of this College, at stated times, in the Infantry Drill, and Military Dis- cipline and Police, in accordance with the regulations prescribed for the United States army. The Faculty may, for sufficient reasons, exempt any student from Drill. A uniform of cadet grey cloth, such as is usually worn at the military schools in the country, is required, and can be obtained by students on their arrival at the College, at a cost not exceeding that of an ordinary suit. THE ESTATE. For f>roductive, as well as educational purposes, the Estate is divided into two departments — 1. The Farm, including the Vegetable Garden ; 2. The Ornamen- tal and Experimental Grounds and Gardens, which include the ^* Woodlands ** and the ac^joining Plats. The Farm is under the charge of a Superintendent who is a practical farmer. He will have the ovcrbight of all the practical details of the field, and will give thorough instruction in the art of agriculture. The Ornamental and Experimental Grounds and Gardens, including the orch- ards, vineyards, nurseries, etc., are under the charge of a competent Horticul- turist, who will give thorough practical instruction in his department. In these two departments students will learn to apply, by their own labor, the science that they acquire in the Halls. THE LABOR 8TBTEM. All students of the Agricultural and Mechanical College, except such as may be exempted on account of actual physical disability, will be required to spend a portion of their time in active labor on the Estate, or at such of the Mechan- ical Arts as may be carried on in connection with the same. For this purpose they shall be divided into two classes. The first class shall be composed of those students who may desire " to sus- tain themselves, in whole or in part, by their labor, while acquiring their educa- tion.** These shall be required to labor not less than four consecutive hours a day, for six days in the week, on the Farm,' for which they shall receive from five to ten cents an hour. During the hours of labor, they shall be under the exclusive control of the Superintendent of the Farm. This class of students shall be divided into two sections. The first section shall labor four hours in the forenoon ; the second section shall labor fbur hours in the afternoon. 296 fclNTUOKT AOiBiaUUraBAL AMD UCHAmCAL OOLLBQB. All other stadents ahall eoiuidtitte the second dan. Thej ehall be required to labor, without compeDaataoii, not less than two hours a day, for fire days in the week, in the Ornamental and Experimental Grounds and Gardens, for the pfurpose of physical exercise and practical instruction. During the hours of labor this class of students shall be under the exclusive contn^ of the Superin- tendent of the Grounds and Gardens, and shall be arranged into as many sections^ and shall labor at such hours, as the Faculty may deem proper. During the winter months, active labor may be suspended, in whole or in part, by the Faculty, upon the recommendation of the Superintendents. D0RXIT0BIB8. JLll rooms upon the Estate, which are set apart as dormitories, are reserred for State students. Those upon "Ashland" wHl be assigned to students of the first class under the labor systeuL Those at " Woodlands " will be assigned to students of the second class, under that system. FACULTY. The special Faculty consists of Prof. John A. Williaus, Presiding officer, and Professor of Mental and Moral Philosophy, and the following Professors : Henrt H. White, in Mathematics and Astronomy. RoBJCRT Peter, in Chemistry and Experimental Philosophy. Jaubs E. Patterson, in Latin, Political Economy and History. Alexander Winchell, in Geology and Natural History. Joseph D. Pickett, in English Language and Literature. WiLLiAif E. Arnold, in Military Tactics. Six Instructors, a Farm Superintendent, and two Stewards, are also employed. NUMBER OF STUDENTS. The number of students enrolled during the session of 1866-T, was 190. LIBRARIES, MUSEUMS, AND APPARATUS. Xt^rMV.— There are Law, Medical and Miscellaneous Libraries belonging to the Univer^ty, which comprise about 16,000 volumes, open to all students. Museums. — ^The IJaiversity Museums contain many valuable collections illus- trative of the various departments of Natural History and the Sciences. The Anatomical Museum, is very large, and was secured originally at great cost. Apparatus. — ^There is a large collection of valuable Chemical, Philosophical, and Astronomical Apparatus, besides a good Laboratory belonging to the Uni- Tersity, ample for the present purposes of illustration and instruction. TUITION. Three hundred State students may be receiyed gratuitously ; all others pay $30 per session of nine months, RKPORT. The report of the Regent, (John B. Bowman,) dated June 26, 1867, is printed with the Catalogue of the University for 1867. Lexington, 8yo., 104 pp CALIFOMU AGUCULTURAL. HOTIKG MD HECHAKIOAL ABTS COLLEGK mnosT. Bt an act of the Legulature passed in 180*, the California share in the Na- tional grant was directed to the establishment of a new institntion, (the site of which is still undetermined,) to be known as the Agricnltural, Mining and Mechanical Arts College. From unofficial soarces, we learn that the Trustees of the " College of Cali- fornia," established at Oakland, (across the bay from San Francisco,) have offered to the Trustees of the *' Agricultural, Mining and Mechanical Arts College," a site of land, well adapted to the proposed institution, provided that it shall be located there ; and in addition they have offered to give up their own charter, and pass over to the State, their buildings, collections, and all other property, provided that on this foundation and at this place the State shall found the ** UniTersity of Califomia," bestowing upon it the National scientific school grant, the College of California property, and the State University land-grant If this plan 'Can be successfully carried out, the prospects of higher education in California will be most encouraging. The National grant for industrial education amounts to one hundred and fifty thousand acres of land. Previously, (by an act approved March 8, 1803,) Con- gress had granted to California, seventy-two sections, or forty-six thousand and eighty acres of land for the use of a " Seminary of Learning," the proceeds of which are Jmown as the " Seminary ftmd.** The valuation of the Oakland property is unknown to ua. In 1864, Prof. J. D. Whitney, the State Geoloprt, John Swett, Superintend- ent of Public Instruction, and J. F. Houghton, Surveyor General, a Board of Commissioners especially designated for this purpose by the Legislature, pre* sented a report to His Excellency F. F. Low, Gfovcmor of the State, on the es- tablishment of a State University. In this document, which is attributed to the pen of Prof. J. D. Whitney, the concentration of the Industrial School land- grant and the Seminary fund, in one institution, was forcibly advocated, and the importance of organizing at first a school of Practical Science, was clearly set forth. The following propositions were laid down : ''^r«^— That there Is no provision in the Congressional Acts granting lands to the State, and nothing in the Constitution of the State itseU^ which particularly defines the character of the proposed institution, and that therefore the Legis- lature is free to act in the matter within very wide limits. Beeond — ^That the interests of the State require the consolidation of the pro- ceeds of the grants of land for a University and for an Agricultural and Me- chanical School, so that both these shall be parts of one institution. ITurd—Tiut it is not advisable, at least for the present, to organize a Colle- giate Department in connection with the proposed institution. ^ 298 OAUFOBNIA AQBIOULTUBAL OOLLBGB. * Fdnirth^ThaX the insUtution required by the State, and which will be best adapted to the wante of the people of the Pacific coast, in a School of Practical Science, or a Polytechnic School, meaning thereby an institution where the ele- ments of the Exact and Natural Sciences will be taught, and their practical application to the wants of everyday life, as to mechanics, mining, manufactur- ing, and agriculture. J^A^^That the collections of the State Geological Surrey should be eyent- ually made over to the State University or Polytechnic School, or this institution, organized for the purposes of higher education, in accordance with the Constitu- tion of the State, whatever its name may be ; that the interests of the State de- mand that these collections should be pUced in a fire-proof building, which may be called the ** State Museum," where they will be accessible for the purposes of instruction, not only to the student, but to the general public ; and that for that purpose a Board of Commissioners should be appointed to take the matter in hand, select a suitable location, and erect a building, from funds to be drawn from the State Treasury and other sources, as will be explained further on, and that this Board should also report to the next Legislature a plan for organixing and setting in motion a State Polytechnic School • • • ** The following reasons have led to the recommendation of San Francisco as the point where the proposed University should be established. HrH — It is the most populous city of the Pacific coast. The number of its inhabitants is probably now over one hundred thousand — a number at least five times as great as that of any other city this mde of the Rocky Mountains. This concentration of population at San Francisco is still going on, and will undoubt- edly continue for an indefinite period, as this city has natural advantages which no other point on the Pacific coast can show. It is and must remain the com- mercial and manufacturing emporium of the North Pacific coast of America, and however great the fiuctuations in the prosperity of the State of California may be, the march of this city will be onward, since the whole region from Mexico to British Columbia contributes to its support Second — ^It is the most central point of the State. One-third, at least, and probably as many as two-fifths of the population of the State lives in the imme- diate vicinity of the Bay of San Francisco. By its system of nver and bay steamers, it connects together Northern, Southern, and Central California; it is the point where all persons coming fh>m abroad by sea must land, and from which radiate lines of communication in all directions towards the interior. A much larger proportion of the population of the State visit San Francisco than any other point. But : Third^lt is by far, and out of all proportion, the wealthiest city in the State. One-third of the taxes which support the State Gfovemment is collected at San Francisco, and if the present rate of increase continues, as there is eviry reason to believe it will, this city will soon be paying one-half the expenses of the State. Iburth — ^The climate of San Francisco is equable, bracing, and healthy, and is better fitted for sustained study and vigorous intellectual effort than that of any other part of the State." MAINE STATE COLLEGE OF AGBICDLTUEE AJID THE MECHAMC ARTS. ORONO. BISTOBT. Maivi was entitled to 210,000 acres in scrip. HsTing accepted the grant, the Legislature establifihed (Feb. 25, 1866) the State College of Agriculture and the Mechanic Arts, leaving the site to be determined by the Trustees. In 1866, 193,600 acres of scrip had been sold at a little more than fifty -three cents per acre. Thus the sum of $102,769 was realized, which was invested in bonds of the State of Maine, amounting to $104,600. This sum will be increased by the sale of the remaining 16,820 acres. Sixteen Trustees were originally appointed by the Legislature, one from each county, and Hon. Hannibal Hamlin was made the first President of the Board. He was succeeded by Hon. W. A. P. Dillingham. In January, 1867, the Trust- ees voted to request the Legislature to reduce this number to five or seven. In January, 1866, the Trustees determined to establish the College in the town of Orono, upon land which was offered to them by the towns of Orono and Oldtown. The place selected is on the White and Goddard farms, a large and valuable estate of about three hundred and seventy acres, possessing high natural productiveness, sufficient diversity of soil for the various experimental purposes of an agricultural school, and having a fine frontage on the Penobscot river, while the rear of the farm is rich in an extensive tract of forest. The site of the College is one of the most attractive in the State to a mind that appreciates natural beauty. It is one mile from the village of Orono with its churches, schools, stores, bank and vast water-power which furnishes a basis for manufacturing industry of various forms, and will be made tributary, no doubt, to the growth and success of the mechanical department of the College. Seven miles from Orono is the city of Bangor, already noted for its ship- building interest and commerce, as well as for its interior trade and extensive lumbering operations. When the department of marine architecture in the College shall have been established, the Bangor ship-yards will furnish the students with practical illus- trations in every branch of the business. In addition to the gift of a site, the Trustees have received from the citizens of Bangor, the sum of $14,000 in cash. Phineaa Barnes of Portland, has been chosen President of the College, but for want of a building but little progress has been made in organizing the institution. A Report on the steps thus far taken to organize the College, was presented to the Legislature in 1867, and printed. (Augusta, 24 pp., 8vo.) As apart of this document, the written suggestions of F. L. Olmsted, Landscape Archi- tect of New York, are given in respect to the arrangement of the grounds and the construction of the building. HODE ISLAND. SCIEirnFIC DEPARTMENT OF BROWN UNIVERSITT. PROVIDENCE. BISTORT. Thi Agricttltural and Mechanical Colleob in Rhode Island, proTided for by the National land-grant of 1862, constitntes the Scientific Department of Brown UniyerBlty, which corporation has stipulated to provide a College or Department of the character contemplated by the act of Congress in order to promote the liberal and practical education of the industrial classes. Rhode Island received scrip for 120,000 acres of land, which was very promptly accepted by the Legislature at its January session in 1868. The scrip was sold in 1866 for $50,000, (payable in five unequal installments between Au- gust, 1866, and August, 1870,) which is at the rate of forty-one and two-thirds cents per acre. At the date of the fourth annual report in reference to this fund, dated Feb. 12, 1867, $1,000 had been realized and invested in an U. & five-twenty bond, bearing interest in gold at five per cent, per annum. The fund was appropriated to a scientific department in Brown University, at Prov- idence. Until a much larger sum is received, no report can be made of the mode in which the income is employed. Four brief annual reports, thirteen pages in all, have been printed, addressed to the Governor of the State by the Corporation of the University. The second of these rehearses the diiBcultieB which were encountered in an effort to locate for the College the National grant within the limit of the State of Kansaa. Since the above brief statement was in type we have received the *' Fifth Annual Report of the Corporation of Brown University to Governor Bunudde, for the year 1867,** from which the following extracts are made : The income from the fund will be sufficient to begin to educate students under the arrangements between the State and the University, by or before th* next collegiate year, Sept. 2d, 1868. By the resolution of the General Assembly, the Senators and Representatives are constituted a Board of Commissioners to present to the Governor and Sec- retary of State during the January session in each year, the names of worthy young men from the several towns as candidates to be educated as State benefi- ciaries in Brown University, under the Agricultural College Act, and from that class of persons who otherwise would not have the means of providing them- selves with the lilce benefits. From the candidates so nominated, the Governor and Secretary of State, with the President of the University, are to select, on or before Commencement Day, (the first Wednesday in September,) of each year, the scholars to be educatedl The department in the University to teach the branches of learning required by the Agricultural College act, has been organized, and the course of studies has been so liberally arranged as to supply the demands of a scientific and prac- tical education for the present day ; besides which all the courses of instrnction civen in the University are thrown open free to the students in the Agricultural aepartment KMSAS STATE AGRICULTURAL COLLEGE. MANHATTAN, RILET COUKTT. HUTOBT. The Kahbas Statb AosicuLTrRAL Gollbgi was estabfished February 16, 1868, on the basis of the National land-grant, and went into operation in September following. The amount of land appropriated to Kansas, was 90,000 acres, which was located in the State by a commission who visited and inspected each quarter section. The land thus located is offered for sale at prices ranging from $8.00 to |8.00 per acre, the agent in charge being Hon. L T. Goodnow, late Superin- tendent of PubUc Instruction. It is expected that these lands will yield an en- dowment of 500,000 dollars. Until the fund arising from the sale of these lands reaches the amount of $150,000, the Legislature agrees to advance an amount sufficient to pay the current expenses of the institution. The Trustees consist of the Oovemor, the Secretary of State, the Superin- tendent of Public Instrnction, the President of the College, and nine other persons appointed by the Governor and Senate, as foUows, (1867-8,) : Gov. S. J. Crawford, President of the Board ; Hon. R. A. Barker, Vice President; Hon. T. H. Baker, Secretary; Judge Johb Pipher, Treasurer; Rev. P. McYiCAR, Sup. Pub. Instruction ; Rev. J. L. Rkabxr, Rev. E. Gale, Rev. R. CoRDLET, Rev. D. Earhbart, Judge L. D. Bailet, Hon. S. D. Hous- ton, Hon. I. T. Gooomow ; Rev. J. Dbnibon, President of the College. LOCATION. The College is located in the Kansas valley, near Manhattan, Riley County. It is about 115 miles west of Leavenworth, and about the same distance from Wyandotte at the mouth of the Kansas river. Its distance west from Lawrence is 80 miles, and from Topeka about 50, and it is 16 miles northeast from Ft Riley. It stands on a beautiful eminence bade of the town, running northwest and southwest. From the base of the building, but especially from Its top, is a panoramic view seldom surpassed for beauty and loveliness. The beholder, &cmg the west, will see the valley of the Wild Cat Creek, running up to the northwest some 16 miles and skirted with undulating bluflk. Facing the east, the scene that opens to view, is made up of the thriving town of Manhattan, spread out at the Junction of the Big Blue and the Kansas rivers, and the Tal- ley of the Kansas extending far on below with its majestic blufb and intervening creeks. The field of view at the left takes in a part of the valley of the Big Blue, but the conspicuous figure in front is Blue Mont, the parent of the blufb that line the valleys of the Big Blue, and the last one the river passes ere it unites with the Kansas. A straight edge, sixty miles long, with one end laid on the top of this cone-shaped bluff and the other end on the top of the bluff nearly opposite Marysville in Marshall County, would be touched by a series (801) 302 KANSAS AGBIOULTURAL OOLLBQS. of similar blufls ranning the whole distance, the most of which are truncated, though on a few the tops still remain. Manhattan is very easy of access by nulroad and otherwise. The Depot of the.Union Pacific Railroad Way E. P. is about two miles from the Institution. TUITION. Tuition is free in all the Departments except Instrumental Music. Ladies share the priyileges of the Institution equally with gentlemen. A contingent fee of three dollars a term, or nine dollars a year, is charged to meet expense of fuel, lights, sweeping, &c In Music, for instruction on the Melodeon, $8 per term ; on Piano, $10 per term. For use of Melodeon, $1 ; for use of Piano, $2. For use of Library, 50 cents per term. LODOINQ AKD BOARD. Board at the Boarding House, (a new, ample, and well furnished stone building, in charge of CoL F. Campbell,) is furnished at $4 per week, with an additional charge of $6 per term for fuel and lights. Washing done at reason- able rates. A portion of the students board themselves at less expense. TERMS OF ADMISSIOK. 1. Candidates for admisdon to the Freshmen Class are required to pass a satisfactory examination in English Grammar, Ancient and Modem Geography, including outlines of History and English Composition. 2. Harkness* Introductory Latin, his Latin Grammar, his Latin Reader and Latin Prose Composition, Ciesar, Sallust, Cicero^s Orations, and six Books of Virgil's iEneid. 8. In Greek, Harkness* 1st Book in Greek, with Fables, Anecdotes and My- thology, Hadlcy's Greek Grammar, and Zenophon's Anabasis. 4. Arithmetic, Mental and Written, Robinson*s Elementary Algebra entire, and four Books of Robinson^s Geometry. Candidates for admission to the Scientific course will not be examined in Greek, nor the Latin Authors after Sallust, but in all the other studies. Candidates for advanced standing will be examined in all the preceding studies pursued by the classes they enter, or their equivalent. Those wishing to enter the Academic, or Preparatory Department, should be prepared to pass a satisfactory examination in the four fundamental rules of Arithmetic, and the Elements of English Grammar, Geography, Spelling, and Reading. GOUBSES OF 8TUPY. Seven courses of study are announced on the programme, of which it ap- pears that the ** Classical,** and the ** Preparatory," are the more thoroughly carried out. The series announced is as follows : Classical Course. AORICULTURAL AND SciXirTIFIC C0UE8B. MiLiTART Science and Tactics. Mechanic Arts and Civil Enoineeriiio acadbxic and preparatory course. Commercial and Mercantile Course. IJORMAL Course. KAN8A8 AQBIOULTURAL OOLLBei. 30g AeUOULTUBAL AND SOIBNTinO 0OUB8B. FIBST YEAR. Jfirat Term. — Soils in their relation to Vegetation, Water, Atmosphere, and alflo in their relation to vegetable products. Recitations, Lectures, and Field Practice on the Farm. University Algebra, and Modem History. ' Second Term, — Subsoil Plowing, Tillage, Draining, and Fertilizers. UniTer- sity Algebra, Natural Philosophy, (Wells, with Lectures.) TTiird Term, — Botany, (Gray's.) Zoology, ( Agassiz.) Meteorology, (Brockelsby, with Lectures. ) Botanical Lectures, Excursions, and Field Instruction. Geom- etry, (Robinson's.) SECOND TEAR. I^^rst Term, — Structure and Physiology of Plants ; Buildings; Fall Crops and use of Farm ; Machinery, and best Farm Implements ; Preservation of Seeds ; Recitations, Lectures, and Field Instruction. Geometry, (Robinson's.) Logic, (Goppee's.) Second Term. — Philosophy and care of Domestic Animals ; Diseases of Cat- tle and Horses ; Propagation and Culture of Forest Trees adapted to Hedges, and tlieir Cultivation ; Recitations, and Lectures. Trigonometry, (Robinson's.) Logic, (Coppee's.) Third Term. — Horticulture, and Kitchen Gardening ; Propagation and Train- ing of Fruit Trees, Vines, (especially the Grape,) Small Fruits, Vegetables, Grafting ; Recitations, and Lectures ; Surveying, and Engineering. THIRD YEAR. I*lr8t Term. — The Staple Grains, Forage, Root and Fibre Crops of the North- em and Middle States, with their varieties, and soils adapted to them ; Insects injurious to vegetation; Origin and Natural History of Domestic Animals. Conic Sections, (Robinson's.) Mental Philosophy, (Haven's.) Second Term, — Raising and care of Domestic Animals ; Characteristics and Adaptation of Breeds ; Cattle for Beef, Draft, and Dairy ; Horses ; Sheep ; Swiue ; Pasturing, Soiling, and Stall Feeding ; Agricultural Botany ; Description of Weeds and noxious Plants ; Farm Book-keeping. Chemistry, (Wells', with Lectures.) Physiology, (Hitchcock's.) Third Term. — History of Agriculture and Sketches of Husbandry in foreign lands. Adaptation of Farming to Soil, Climate, Market, and other natural and economical conditions. Systems of Farming; Stock; Sheep; Grain, and mixed farming. Geology, (Dana's.) Moral Philosophy, (Haven's.) Politicid Economy, (A. Walker'^.) Agricultural, Zoological, Botanical and Geological Excursions, during the Fall and Spring terms of the second and third year, will be conducted under the guidance of the Agriculturist, or the Professor of Natural Science, apd are intended to be thoroughly practical in their character. Daily and weekly exercises in Music, Calisthenics, Composition and general Reading, the same each year as in the Classical Course. CLASSICAL COURSE. FRESHMEN YEAR. F%ret Term. — Livy, (Keightly's History of Rome.) Latin Prose Composition. University Algebra, (Robinson's.) Herodotus, (Johnson's.) Modem History, (Lord.) Second Term. — Ovid. University Algebra, (Robinson's.) Homer's Iliad, and Greek Prose Composition, (Anthon's.) Natural Philosophy, (Wells'.) Third 7Vrm.~Horace, (Anthon's.) Homer's Hiad. Keightly's History of Greece. Geometry, (Robinson's.) Botany, (Gray's.) 304 KAK8A8 AOBICULTUKAL OOULIQB. Dallj exercises each term in Vocal BementB, Mufl&c and Calisthenics, and weekly exercises in Elocation and Composition. Bead Bancroft's History of the United States. SOPHOMOBE YEAR. Firtt TSffiii.— Cicero de Oificis de Senectnte, (Anthon.) JEschines de Corona, (FeltoD^s Lectures.) Geometry, (Robinson's.) Bhetorlc, with Lectures and criticisms of English Authors in Prose and Poetry. Second Term, — Tacitus Germania. Thucydides, and Greek Composition. Trigonometry, (Robinson's.) Logic, (Coppee*s.) Tkird Term, — ^Tacitus Agricola. Greek Tragedies, (Woolsey.) SurTeying, (Bobinson's.) Engineering, (Bobinson's.) Zodlogy, (Agassiz.) Daily exercises each Term, in Music and Calisthenics, and weekly exerctBes in original Declamation, and Composition. Read Grreeley's American Conflict, M cCanley's History of England D'Ao- bigne's History of the Beformation, and Motiey's Dutch Bepublic JUNIOB TEAB. First Term. — ^Tacitus* Histories. Greek Trage^es, (Woolsey.) Conic Sec- tions, (Bobinson's.) Mental Philosophy, (BaTen's.^ Meteorology, (Brocklesby's, with Lectures.) Second 7W*m.^Plato ; Analytical Creometry ; Chemistry. Physiology, (Hitch- cock's, with Lectures.) 7%irdTerm, — ^Moral Philosophy, (Haven's.) Calculus, (Bobinson's.^ Chem- istry, (Wells', with Lectures.^ Acoustics, and Optics. Provision wiU be made as soon as possible for instruction in the Carman, French and Spanish Languages. Daily and weekly exercises in Elocution, Declamation and Composition, the same as the previous year. Bead Guizot's History of Civilization, Thier's French Bevolution, and Hal- lam's Constitutional History of England. 8ENI0B TEAB. ^ret Term. — Political Economy, (A. Walker's.) Astronomy, (Bobinson's.) Geology and Mineralogy, (Dana's, with Lectures.) Philology, (Fowler's English Language, D wight and Marsh's Lectures.) Second Term. — Constitutional Law. Mechanics. English Literature, (Hal- lam.) Butier's Analogy. Tkird Term, — ^Litemational Law, (Woolsey.) Evidences Christianity, (Paley and Hopkins.) INBTRUCTOBS. The Faculty consists of— Bev. Joseph Denison, D. D., President, and Professor of Mental and Moral Science and the Greek Language. B. F. Muoob, a. M., Professor of Natural Science and Higher Mathematics. Bev. J. H. Lkb, A. M., Professor of the Latin Language and Literature. J. Everts Platt, Professor of Mathematics and Vocal Music. Mrs. Laura C. Lee, Teacher of Instrumental Music. • J. EvBRTS Plait, Principal of Preparatory Department. nUKOIS STATE INDUSTRIAL DMVERSnT. PRXLUCIlfJLBT MOTXMXIITS. Ilumou daliDB to haye been the eariiest State to make a oombined and per- sistent effort for the appropriation of National lands to encourage industrial education. These efforts are succinctlj described by Hon. John Brooks, Super- iatendent of Public Instruction, in his report dated January I, 1866 : **To Illinois belongs the high honor of inaugurating th*is beneficent social en- terprise, and of making the first organized movement toward the melioration of the producing chisses, by proposing means for the specific and higher educa- tion of the toiling masses of the nation. The earliest published records of organized effort for purposes of industrial elevation in the United States, so &r as is now known, are those of the convention of 1851, which was held in the town of Granville, in Putnam county in this State, the declared object of which convention was, to take into consideration such means as might be deemed most expedient to farther the interests of the agricultural community, and particu- larly to take steps towards the establishment of an Agricultural University. During the session of this convention, the following resolutions, among others, were passed : JUsolved, That as the representation of the industrial classes, including all cultivators of the soil, artisans, mechanics, and merchants, we desire the same advantages and privileges for ourselves, our fellows, and our posterity, in each of our several pursuits and callings, as our professional brethren enjoy in theirs; and we admit that it is our own fault that we do not also ei^oy them. Resolved, That we take immediate measures for the establishment of a Uni- Tersity in the State of Illinois, expressly to meet the felt wants of each and all the industrial classes of our State. A second convention, to advance the cherished object of industrial educa- tion, was assembled in the city of Springfield, in the month of June, 1862. During this session, the convention ordered that a memorial be presented from that body to the Legislature of the State, at its next session, dechiring the object of the organization, and praying for the use of the Ck>llege and Seminary fund to aid in establishing and maintaining a University * for the benefit of the great industrial classes and interests of the State.' In that memorial, the convention expresses its desire that immediate steps be taken for the consum« mation of the object reaommended, and proposes * to appeal to Congress, in eoijunction with eminent citizens and statesmen in other States, who have expressed their readiness to co-operate with us, for an appropriation of public lands for each State in the Union, for the appropriate endowment of a Univer- sity for the liberal education of the industrial classes, in their several pursuits in the several States in the Union.' The desire expressed in the proceedings quoted, to appropriate and use, for purposes of industrial education, the College and Seminary fund of the State, was entertained and urged prior to the estab* lishment of the State Normal University. By section eight of the act incorpo- rating that institution, it will be seen that this fund is now permanently devoted (806) 306 XLUHOD DOIIJBIBIAL mnVBSlTT. to the iniereito of Komud edocatioD. The SUte Indiutritl UniTenity is, how- ever, lendered Independent of sach incidental aid and sopport by the mmuficent Congieflnonal bequest of 1862b In the month of Kovember, 1852, a third conTentkm met in the ettj of Caii- cago. At this tfane was fonned the 'Industrial League of the State of Illinois,' the object of which organization was to enlist the influence and energies of the working daases in behalf of the fiiTorite scheme of education which had been so ardently cherished by its friends. It was resolved at this meeting * to me- ^•f^Mmm Congress for the purpose of obtaining grants of poblic lands to estab- lish and endow indnstinal institntioDS in each and every State in Ihe Union.' Tbe convention again aswmbled in the dty of Springfield, in January, 1868. Daring itssession, the convention addressed a memorial to the State Legislature then In session, requesting the joint action of the Senate and House of Sepre* sentatives, to assist in procuring from Congress a grant of lands for the eelab- Ushment and endowment of an Industrial Univerrity in each State of the Union. The following is quoted Ihnn the memorial of the convention : * We would therefore respectfully petition the honorable Senate and House of Representatives of the Stiate of IlUnois, that they present a united memorial to the Congress now assembled at Washington, to appropriate to each State in the Union an amount of public lands, not less in value than $500,000, for the liberal endowment of a system of Industrial Universities, one in each State in tiie Union, to co-operate with each other, and with the Smithsonian Institute at Washington, for the more liberal and practical education of our industrial classes and their teachers, in their various pur8uits» for the production of knowl- edge and literature needfol in those pursuits, and developing to the fullest and most perfect extent the resources of our soil and our arts, toe virtue and intel- ligence of our people, and the true glory of our common country.* The memorial of the convention was fnvorably entertained by the Legisla- ture, and on the 8th day of February, 1868, Joint resolutions were passed by that body, praying Congress to donate public lands to the several States for purposes of industrial education. It is believed that this action of the Legisla- ture of IlUnois, applying to Congress for a grant of lands for the industrial education of the nation, was several yean in advance of the action of any other State Legislature in the United States. Subsequent meetings were held by the friends 'of the enterprise at various places in the State ; the subject was discussed In aD its bearings ; the theme was renewed at the annual meetings of the State and County ¥%\n ; the scheme was advocated in public lectures, and addresses delivered to large and interested audiences of the people in the larger cities and towns of the State ; and tlie labor of its friends was not intermitted until Congress, on the second day of July, 1862, passed an act, conveying to the States, upon conditions specified, the magnificent bounty described in the act itself, and before referred to. At the session of the State Legislature next following the passage of the act of Congress, the bounty proposed by the Oeneral Government was formally accepted by the State, and the public faith was pledged to a compliance with the conditions of the grant. At the special session of the Legislature in the month of June, 1668, an eflbrt was made by parties acting in the interest of certain literary institutions, located in the central and southern portions of the State, to divert the Government grant ft^m its legitimate direction, and to secure its appropriation to local and sectarian purposes, entirely foreign to the object contemplated by Congress. The State may be congratulated upon the fiulure ILUN0I8 mBUBTBIAL mnVBRSITT. 3Q7 of tliifl effort, for by 6Qch a dispouiionof the gr&nt, only a private benefit would hare been secured, whilQi all Uie important public advantages anticipated from the donation would have been lost to the State forever. In the same month, (June, 186S,) and during the time the proposition to apply the gcant to private uses was pending before the General Assembly, another ' Convention of the Friends of Agriculture ' assembled in the city of Springfield, and addressed to the Legislature a formal protest against the proposed diversion of the grant. At the same time, a committee of gentlemen, composed of one from each con- gressional district of the State, was appointed to collect facts and statistics relating to the establishment of a central Industrial University, and to mature a plan for Its constitution and endowment. Later conventions were held, in January, 1864, in the city of Springfield, and daring the State Fair in Decatur, in the fall of the same year. In these meet- ings resolutions were passed, favoring the endowment of ons UmvBitsiTT, and deprecating any appropriation of the National bequest for any merely partisan or sectional uses." In addition to these historical statements by Mr. Brooks, it is only Just to add that Dr. J. B. Turner, of Jacksonville, had, several years previous to the date (1851) of the first Convention named above, been indefatigable in his efforts to enlighten public opinion on the value of industrial truning, and to secure a National appropriation in aid of such education. INDUSTRIJIL VNIVIB8ITT. The amount of liCnd-scrip to which Illinois became entitled, was 480,000 acres. The definite action of the Legislature in regard to the disposal of the proceeds of the grant was not matured until the spring of 1867, when the " Illinois In- dustrial University '' was formally incorporated. Its location was deemed of such immediate advantage as to lead to a lively competition from different counties and townships, and was finally awarded to Champaign County by the offer in land, buildings, and bonds, to the value of $400,000. The University domain, including ornamental and parade groimds, experimental and model farms and gardens, comprises over one thousand acres. TRUSTBSS. The institution is placed under the control of twenty-eight Trustees appointed by the Governor, and four additional ex-officio Trustees, viz : the Governor of the State, the State Superintendent of Public Instruction, the President of the State Agricultural Society, and the Regent of the University when elected. The names of the Trustees for 1867, were as follows: His Excellency R. T. OoLBSBT, Governor; Hon. N. Batxuam, Superintendent of Public Instruction; A. B. McCoNNELL, President of the Agricultural Society ; J. H. Gjueoort, LL. D., Begent, ex-offlciis^ and the following appointed persons : Lemuel Allen, Alexander Blackburn, Mason Brayman, A. M. Brown, Horatio 0. Burchard, J. C. Burroughs, Emery Cobb, J. C. Cunningham, Robert Douglass, M. L. Dunlap, Samuel Edwards, Willard C. Flagg, 0. B. Galusha, M. C. Goltra, David S. Hammond, George Harding, S. S. Hayes, J. P. Hungate, John S. John- son, Luther Lawrence, Isaac & Mahan, E. B. McMurray, J. H. Pickrell, Burden Pullen, Thomas Quick, J. W. Scroggs, Charles H. Topping, John M. Van Osdel. A meeting of this body was held at Springfield, March 12th, 1867, twenty-six 308 ILUMOIS INBUSTRIAL tTNirEBsmr. merobera being present, and the Governor in the Chair. J. M. Gregory, LL. D., for several years Saperintendent of Public Instniction in MichigaD, and at the time of his appointment President of a College in Kalamazoo, was elected Re- gent of the University, at a salary of $3,000 per annum ; Willard C. Flagg was elected Corresponding Secretary, John W. Bumi, Treasurer, and 0. B. Ga- lusha, Recording Secretary. PLAN OF ORGANIZATION. Various preliminary steps were taken in respect to the organization of the University, the most important of which was the appointment of a committee on the selection of a course of study and the appointment of a Faculty ; and the adoption of the following resolutions in respect to the establishment at Chicago of a Polytechnic Department or Branch of the University : Besolved, That a Mechanical or Poly techoic Department of the Illinois Indus- trial University be and the same is hereby established at Chicago, at such point as a majority of the members of the Board of Trustees residing in the Third Grand Division and first Congressional District, shall determine. The said members of said Division and District are hereby authorized and empowered to receive contributions and subscriptions for said department, and as a committee of the Board, to take all other necessary and lawful proceedings for the organization of said department, and the direction and control tiicreof. Provided^ That said branch be located as near the centre of the city as possible. Provided, That no part of the funds, scrip, or other property of the Univer- sity, other than such as may belong to or be received for such department, or be donated for its support or endowment, be used in the establishing or carry- ing on of said Mechanical or Polytechnic branch or department. The committee on organization, consisting of Messrs. J. tf. Gregory, N. Bate- man, M. Brayman, S. S. Hayes, and W. C. Flagg, have published a report, recommending the establishment of the following departments : I, 27ie Agricultural DeparimeiU — ^Embracing : 1. The course in Agriculture proper. 2. The course in Horticulture and Landscape Gardening. II. 7%tf Polyteehnie 2>e/KlW»n«l^- Embracing : 1. The course in Mechanical Science and Art. 2. The course in Civil Engl* neering. 8. The course in Mining and Metallurgy. 4. The course in Architec- ture and Fine Arts. m. 7%« Military Department — ^Embracing : 1. The course in Military En^neering. 2. The course in Military Tactics. rV. The Department of Chemistry and Naivral Science. V. The Department of Trade and Comneree, VI. The Department of General Science and Literature — ^Embracing : 1. The course in Mathematics. 2. The course in Natural History, Chemistry, etc. 8. The course in English Language and Literature. 4. The course in Modern Languages and Literature. 6. The course in Ancient Languages and Literature. 6. The course in History and Social Science. 7. The course in Philosophy, Intellectual and Moral. PROPOSED COURSES OF 8TUDT. The course of instruction may properly employ four classes of Teachers : — 1st. ProfeesorSj or principal instructors in each department of study. 2d. At- ILLINOIS INDUSTBIAL UNIVEBSITT. gQQ MUtant Professon — ^younger, or less accomplished teachers, employed in sub- departments, or to aid In departments in which the work cannot be fully done by one man. Sd. Lecturers, or non-resident Professors — ^men eminent in some speciality of art or eclence, who may be employed to yisit the University at specified seasons, and give courses of lectures. 4th. Tutors^ or young men employed temporarily to give instruction in the more elementary studies. The committee indicate the following as among the more important depart- ments or chairs of instruction : 1. The Professorship of Practical and Theoretical Agriculture. 2. " " of Horticulture. 8. *< <* of Analytical and Practical Mechanics. 4. « ** of Military Tactics and Engineering. 5. " " of Civil Engineering. 6. " " of Botany and Vegetable Physiology. 7. <« ** of Zodlogy and Animal Physiology. 8. *' '^ of Mathematics. 9. " " of Chemistry. 10. " " of Geology, Mineralogy, and Physical Geography. 11. *< " of English Language and Literature. 12. '* ** of Modem Language/i. 13. '* " of Ancient Languages. 14. " ** of History and Social Science. 15. ** " of .Mental and Moral Philosophy. In addition to these, the committee suggest the following Lectureships : 1. The Lectureship of Veterinary Science. 2. " ** of Commercial Science. 8. " " of Human Anatomy, Physiology, and Hygienft. 4. " ^ of Constitutional, Commercial, and Rural Law. MILITABT DEPARTMENT. The Military Department will be made an important and efficient part of the University, and the plan reported by Major J. H. Whittlesey of the United States Army, for providing a system of National military education, will be ac- cepted, when offered, in all its details. Brill exercises will be introduced from the outset, and a uniform of Cadet gray will be worn by all the students after the opening of the next autumn term. THE LABOR fiTSTElC. All students, unless excused on account of sickness or physical inability, will be required to join in the work of the farm, and the garden, of fruit growing and animal husbandry, for from two to three hours per day, for which compen- sation will be made. BOARD, TUITION, ETC. Students can obtain rooms in the order of application, in the University buildings, at $4 per term, or in private families. Meals are furnished at cost Each student pays a matriculation fee of $10, and, if from Illinois, $6 per term ; if from out of the State, $20 a year. The formal opening will be on the 11th of March, 1868. THE STATE AND EDUCATION. THE RIGHT AND DUTY OF THE STATE TO ESTABU§H, AID, AND SUPERVISE PUBIJC SCHOOLS. REPORT OF COlOaSSIONER OF EDUCATION. THE STATE AND EDUCATION, AJn> 8TSTE1IS OF PUBLIC mSTBUCTION. FRBLllilXAET REPORT. Pj Circular of Commiasioiier of Education^. 3M. Natioiml Education at Home aod Abroad, 311 Thb State aud Eddcatioe, First ^rtieU 313 AddioM to the People of New Jersey — Bistiop Uoaoe, • 313 American Authorities — ^Penn, Waahington, John Adamc, Jefieison, Madison, 390 Rush, Jay, De Witt Clinton, Kent, J. Q. Adams, Eveiett, Cusbing, Bushnell, Mann,. .. 3S1 The State and Education, Second AriieU^ 313 The American Doctrine oy Taxation roR Ptbuc Schools, 333 Report to the Legislature of the State of New York — Barnard, 334 Early Practice of New England— Mann, Webster 337 Colony of Massachusetts, 1647, :127 Colony of Connecticut, 1650, 383 Colony of New Haven, 1666, 338 Colony of Plymouth, 1658, 339 The State and Education, Third ArtieU 331 En^ish Authorities— Macaulay, Carlyle, Brougham, Smith, Mill, 331 French Authorities— Montesquieu, Guicot, 336 Public Insteuction in the Canton of Zurich, 337 Territory. Population, Government, 337 School Organization, CompnI«ory Attendance, 339 1. Primary Schools, 341 Elementary, Real Schools, Repetition Schools, 343 Seminary for Teachers of Primary Schools, 345 Teachers' Certificate, Chapters, Synod 346 Annual Meeting of the Cantonal Synod, 347 Sources of School revenue, 348 2. Secondary Schools 351 Aims, and Completeness of their Annual Cooises, 39 City Schools of Zurich and Winterthur 3S3 3. Superior and Professional Schools, 354 Cantonal Schools, , 354 Teachers* Seminary 355 Gymnasium— 'Upper and Lower. 357 School of Industry— Upper and I^wer, 358 Veterinary School, 358 Agricultural School, 359 4. The University of Zurich, 360 Private Schools, 300 Federal Polytechn ic School, » 300 Normal School at Kussnacht, 301 Courses or Lectures in Univbebitt, 1866-07, 306 I. THE STATE AND EDUCATION. AX ADDRBSS TO THE PEOPLE OF NEW JESSET IN 1838.* Fellow Citizenib : — We were appointed by the Convention of »onr own delegates to address you on the subject of Common fehools. We approach you with solicitude, as deeply sensible of tfe great importance of the interest intrusted to us ; yet, as free- m$i speaking to freemen, with prevailing confidence. The points which we propose for your attention, and, if we mig\t, would press into every heart, are few, simple and practical ; the lecessary consequences, it seems to us, from principles which all adait. We say that knowledge is the universal right of man : and wv need bring no clearer demonstration than that intellectual nature,?apable of it, thirsting for it, expanding and aspiring with it, which X God's own argument in every living soul. We say that the assetion for himself of this inherent right, to the full measure of his ab'ities and opportunities, is the universal duty of man : and that who^er fSails of it, thwarts the design of his Creator ; and, in proportion as he neglects the gift of God, dwarfs and enslaves and brutifies t^ high capacity for truth and liberty which he inherits. And all explrience, and every page of history confirm the assertion, in the close ki^red, which has everywhere been proved, of ignorance and vice wit\ wretchedness and slavery. And we say farther, that the security <5 this inherent right to every individual, and its ex- tension, in thefallest measure, to the greatest number, is the univer* sal interest (f ian ; so that they who deny or abridge it to their fellows, or whdenoourage, or, from want of proper influence, per* mit them to neg^ct it, are undermining the foundations of govern- ment, weakening the hold of society, and preparing the way for that uuBettling a^ dissolving of all human institutions, which must result in anarchy ^d rain, and in which they who have the greatest stake must be tli greatest sufferers. A lesson, clearly taught by \ - 1 1 I- • Tbe ConTention Mvei^ed In Trenton on the 27th and 29th of Januaiy, 1838, Chief Jus ttee Hornblower preeidlo^ The eddreet wm prepared by the Rt. Her. George W. Doane^ in behalf of a Committee \Ds1ttlng of Bishop Doane, Chaimum, L. Q. C. Bhner, M. J Rheet, T. Frellnghnyeen, .5. Green, D. B. Ryall, A. B. Dod, A. Atwood, and 8. R Gummere. I 314 ''HE STATE AND EDUCATION. that divine philosophy, in which the Maker of mankind becomes their Teacher ; reveals the world as bat one neighborhood, and men as brethren of one &mily ; and writes upon all social institutions these golden troths, the fundamentals and essentiab of the true po* litical economy, which neither individuals nor nations have ever disregarded with impunity, — *' all things whatsoever ye would that men should do to you, do ye even so to them" — "none of us liveth to himself" — " whether one member suffer, all the members suffer with it ; or one member be honored, all the members rejoice with it" — "bear ye one another's burdens, and so fulfill the law of Christ." If the truth of these positions be established, their application is self-evident. And there never was a nation, since the world vss made, in which their obligation was so clear, or its applicatior so important. In the theory of our constitution, the people are the governors. In practice, they ought to be. And is ignorance the qualification for good government f Would you select a nan to make your laws who can not read ? Or one who can not wite to execute them} Yet the authority which they exercise, md the abuses of which they are capable, are nothing, in comparison with theirs, from whom all power proceeds, and without whose permis- sion no wrong can be done. Fellow citizens, we are reTTlfclicans. Our country is our common wealth. We have all an equi share in her. Her laws are alike for the protection of all Her astitutions are alike for the advantage of all. Her blessings are cir common privilege. Her glory is our common pride. But co:imon privi- leges impose a common responsibility. And equal rigits can never be disjoined from equal duties. The constitution vhich, under God, secures our liberties, is in the keeping of us all. It is a sacred trust which no man can delegate. He holds it f^ himself, not only, but for his children, for posterity, and for the ^orld. And he who can not read it, who does not understand its provisions, who could not on a just occasi^ assert its princijes, no more sus- tains the character of an American citizen, than th man who would not seal it with his blood. It is in vain to say that education is a privateuatter, and that it is the duty, of every parent to provide for the itfiruction of bis own children. In theory, it is so. But there are soie who can not, and there are more who will not, make provision And the question then is, shall the State suffer from individual iability, or from indi* vidual neglect ? WTien the child who has rt been trained up in the way in which he ought to go, commits a ime against the State, tSE ffTATB AND EDUCATION. 315 the law, with iron hand, comes in between the parent and his off- ering, and takes charge of the offender. And shall there be pro- vision to punish only, and none to prevent ? Shall the only offices in which the State is known be those of jailor and of executioner t Shall she content herself with the stem attribute of justice, and discard the gentler ministries of mercy? It was said of Draco's laws that they were writ with blood. Is it less true of any State which makes provision for the whipping-post, the penitentiary, the scaffold, and leaves the education of 'her children to individual ef- fort or precarious charity ? It was well said by the distinguished head of our Judiciary,* even more distinguished as the President of the late convention for Common Schools, " the State has an in- terest in every child within her limits." May not still more than this with equal truth be said, — ^the welfare, nay, the being of the State is bound up in the character of every child ? Think of the blessings which Washington, and Franklin, and Fulton, and Mar- shall, have brought down upon our land I Think of the scorn and execration which the name of Arnold brings with it, the single name in our whole history at which the nation needs to blush I II the positions be maintained, that the education of the people is indispensable to the preservation of free institutions, and that it is therefore the duty of every free State to provide for the education of her children, we are prepared, fellow citizens, for the inquiry, how far has provision been made for the discharge of this duty in the State mth which we are most intimately connected, the State of New Jersey ? That the duty of making some provision for this end has long been recognized, the twenty-one years which have elapsed since the passage of the first act '^ to create a fund for the support of free schools'' sufficiently attest. That what has been done is insufficient you have yourselves borne witness in the general im- pulse which, in December and January last, ori^ated so many of those primary assemblies — ^in our republic the true sources of power and influence — ^fbr the consideration of this subject; and in that large, intelligent, and most respectable convention, composed of delegates, chosen by yourselves, to express your own views on the proyisions for the public instruction, by which it was resolved with singular unanimity, that '^ the general laws of this State on the sub- ject of Common Schools are essentially defective and ought to be repealed." Into the question, " What shall be substituted for the present law ?" the convention did not enter. It was for them to de- *-Cbwf Juitioe Hornblower, by hit d^portmrat m the praridinf oiBMr of the Co&Teiittoii, addet dignity to hja office, and to himaelf. 316 1^£ STATE AND EDUCATION. clare the wishes of the people for a more effective system of ia^ struction. The plan and its provisions they left with perfect confi- dence to the wisdom of the Legislature. The course which the convention pursued is even more becoming for us. The rather, as the matter is at this very moment in the course of legislative action. And after all, fellow citizens, the question, " What the law is T is by no means so important as the question, '^ What is public sentiment V^ If the people are but right the Legislature never will be greatly wrong. Or if they should, the remedy is easy, and the cure infal- lible. Omitting all considerations, then, of what has been or of what may be legislative enactments on the subject, we address you as the Sovereign People, and we say that '* it U your duty and your highr est interest to provide and to maintain^ within the reach of every child^ the means of such an education as will qualify him to discharge the duties of a citizen of the Republic ; and will enable him, by subse- quent exertion, in the free exercise of the unconquerable will, to attain the highest eminence in knowledge and in power which God may place within his reach. We utterly repudiate as unworthy, not of freemen only, but of men, the narrow notion that there is to be an education for the poor, as such. Has God provided for the poor a coarser earth, a thinner air, a paler sky ? Does not the glo- rious sun pour down his golden flood as cheerily upon the poor man^s hovel as upon the rich man^s palace ? Have not the cotter's children as keen a sense of all the freshness, verdure, fragrance, melody, and beauty of luxuriant nature as the pale sons of kings ! Or is it on the mind that God has stamped the imprint of a baser birth so that the poor man's child knows with an inborn certainty that his lot is to crawl, not climb ? It is not so. God has not done it Man can not do it. Mind is immortal. Mind is imperial. It bears no mark of high or low, of rich or poor. It heeds no bound of time or place, of rank or circumstance. It asks but freedom. It requires but light. It is heaven-bom, and it aspires to heaven. Weakness does not enfeeble it. Poverty can not repress it Diffi- culties do but stimulate its vigor. And the poor tallow chandler's son that sits up all the night to read the book which an apprentieo lends him lest the master's eye should miss it in the morning, shall stand and treat with kings, shall add new provinces to the domain of science, shall bind the lightning with a hempen cord and bring it harmless from the skies.* The Common School is commjon^ not as inferior, not as the school for poor men's children, but as the See Franklm'a Life. THE STATE AND EDUCATION, 31 f light and air are common. It ought to be the best school because it is the first school; and in all good works the beginning is one- half. Who does not know the value to a community of a plentiful supply of the pure element of water? And infinitely more than ^is is the instruction of the common School ; for it is the fountain at which the mind drinks, and is refreshed and strengthened for its career of usefulness and glory. Fellow citizens, it is the wise ordinance of God that man shall work for what he values. In all the dealings of your ordinary life, you act upon the principle. You plow your fields. You urge your spindles. You ply your fisheries. You tend your shops. With sweat of brow, or sweat of brain, each precious thing that man possesses must be gained and kept. At no less price can liberty and its attendant blessings be enjoyed. ''That which makes a good constitution," said wise and prudent William Penn,* " must also keep it, men of wisdom and virtue : qualities which, because they descend not with inheritance, must be carefully propagated by a virtuous education of youth." Ask not, then, when we enjoin on you the duty of providing for the public instruction, where the cost shall come from ? Were your house beset with robbers wonld you stop to ask the cost of its defense ? If an invading army were to land to-morrow on our shores must we stop to count the cost before we march to meet and to repel them ? The Common Schools are in the place to us of arms, and troops, an(f fleets. They are our nurseries of men. They are indeed '* the cheap defense of nations." What constitutes a State? Not high-raiaed battlements or labored mound, Thick wall, or moated gate ; Not cities proud, with spires and turrets crowned, Not bays and broad-armed ports, Where, laughing at the storm, rich navies ride; Not starred and spangled courts, Where low-browed baseness wafts perfume to pride^ No — Men, high-minded Men. * * • * « Ken who their duties know, But know their rights, and knowing, dare maintain; Prevent the long-aimed blow, And crush the tyrant, while they rend the chain: These constitute a State.f Fellow citizens, it is for you to say what shall be the present character, what shall be the future destiny of New Jersey. We * Piefaoe to the FraiM of Government, 1692. t Sit William Jooee, in imitation of AleMu. 318 THE STATE AND EDUCATIOll. have indeed a goodly heritage. But it has been long and flham^ fully neglected. We have undervalued our privil^es. We have overlooked our duties. We have been content to be a pendent merely, when we ought to be an independent State. There is now, thank God, the sound as of a trumpet in the land that stirs the old heroic blood. We feel the remnant sparks of the forgotten fire which warmed our fathers' hearts. The spirit of the elder day is breathing on us with its quickening and invigorating power. Let us accept the omen. Let us obey the noble impulse. Let us arise to duty and to glory. Men of New Jersey, it is you that are to rise. You are the State. You create and you control the Legisla- ture. You enact and you sustain the laws. Yours are the means. Yours is the influence. Yours is the work. You make, you are the State. Go on as you have now be^n. The system of Common Schools which shall be adopted by the present legislature, take into your own hands. If it is not what it should be, see that the next legislature make it such. Act together. Act with system. Act like men. The organization for the purpose is complete. Hie General Committee, the Committees of correspondence for the counties, the Committees of the townships — ^there is not an inch of ground that is not reached, there is not a citizen of New Jersey whose heart may not be roused by this electric chain. Lay to your hands, then, and employ it well The work is great, and great must be the effort^ and great the confidence. You must trust your- selves. You must trust your fellow citizens. You must trast the legislature. A system of public instruction is a great and arduous enterprise. You must repose such confidence in those who are to frame it as shall enable them to do it well. When it is framed yo« will do wisely to conunit its oversight, subject to legislative super- vision, to a judicious Board,* selected carefully from your most tried and faithful men, with wisdom to direct and with devotion to exert its powers. Above all, give the direction of the engine, with a large and liberal discretion, to a skillful engineer. And when it is made, and manned, and set in operation, you must still support it, you must watch over it, you must be yourselves a part of it. The School Fund is not equal to the work. And if it were, it would not be so well for you. Tax yourselves for the support of * It ii said that th«re are pr^dicet afainat a Boa;rd of Education, and a Superintendent. Wo •an hardly think that they are feneral. If ao, our appeal ii to the good, sterling, common wnae of the people of New Jeney. Is there a tanpike road, or a steamboot, or a bankf or a cotton fee* tory, wboee affairs are not iotnisted to a Board of Managers 1 It there a mill in all the Stati withont a miller, or a loeomotWe in the land without an engineer ? Is the education of the peo- ple less important than all these 1 Or is the system of public edoeation to be the only case of a machine that goes alone 1 THB BTATB AND EDUCATION. ^19 Common Schools and you will never be in danger of taxation from a foreign power — ^you will need lees taxation for the support of pauper* isnif and the punishment of crime. Look to your school-houses. See that they are convenient of access, that they are comfortable, that they are neat and tastefhL Look to the teachers. See that they are taught themselves, and apt to teach ; men that fear God, and love their country. See that they are well accommodated, weU treated, well remunerated. Respect them and they will respect themselves, and your children will respect them. Look to the scholars. Have them much in your eye, and always«in your heart Remember you are to grow old among them. Remember you are to die, and leave yoar country in their hand& '* Good Common Schools," says Governor Everett, of Massachu- setts, ^ ace the basis of every wise system of popular education.*' This is precisely what they are, the basis of a system ; but the basis only. Let us now lay their broad foundations deep and strong — foundations that will stand themselves and bear the noble structure which our children and our children's children, as we trust, will .rear upon them. We are the citizens of a small State. We can not, by our votes, control the electoral coU^. We can not, by our political influence, aspire to be the empire State of the confede- racy. But there is a nobler empire, whose dominion does not come by numbers or by physical power. We may aspire, if we are just to ourselves and to our opportunities, to wield the suffrages of mind. The men of Athens were but few, their territory small, their soil indifferent. Tet did Athenian arms prevail against the myriads of the East ; and to Athenian letters and Athenian arts admiring na- tions still award the palm. In the same noble lists let us engage ; and make the mastery of intellect the prize of our ambition. Let us devote ourselves and consecrate the State to the great work of education. Let us lay hold in earnest of the remarkable advant- ages which we possess in this respect, in our accessible position, our temperate climate, our freedom from absorbing interests, the mod- erate habits, and the simple manners of our people. Let us sustain our present seats of learning ; and let kindred institutions in every varied form be multiplied about us. Let us collect the children of the land : and on their minds make the mark which shall go down to latest generations. Let other States excel in commerce, or in agriculture, or in manufactuiies. But let the staple of our State be mind ; the products of our soil, with God to bless the culture, knowledge, and patriotism, and virtue ; our highest object and our noblest aim to be the ^tate of Common Schools, Academies, and Colleges, the educating State, the nursery of freemen. S20 THE fifTATE AND EDUCATION. That which makes a good Constitution must keep it, viz : men of wis- dom and virtue : qualities that, because they descend not with worldly inheritance, must be carefully propagated by a virtuous education of youth, for which spare no cost, for by such parsimony, all that is saved is lost WiLUAM Penn. Jjistruetiom to Coufusil. Promote, as an object of primary importance, institutions for the gen- eral diffusion of knowledge. In proportion as the structure of a govern- ment gives force to public opinion, it is essential that public opinion should be enlightened. Georob Washinoton. Farewell Add/rei^. The wisdom and generosity of the Legislature in making liberal appro- priations in money for the benefit of schools, academies and colleges, is an equal honor to them and their constituents, a proof of their veneration for letters and science, and a portent of great and lasting good to North and South America, and to the world. Great is truth — great is liberty — great is humanity — and they must and will prevail. John Adams. Inaugural, I look to the diffusion of light and education as the resources most to be relied on for ameliorating the condition, promoting the virtue, and ad- vancing the happiness of man. And I do hope, in the present spirit of extending to the great mass of mankind the blessings of instruction, I see a prospect of great advancement in the happiness of the human race, and this may proceed to an indefinite, although not an infinite degree. A system of general instruction, which shall reach every description of our citizens, from the richest to the poorest, as it was the earliest, so it shall be the latest of all the public concerns in which I shall permit myself to take an interest. Give it to us, in any shape, and receive for the inesti- mable boon the thanks of the young, and the blessings of the old, who are past all other services but prayers for the prosperity of their country, and blessings to those who promote it. Thomas Jefferson. Learned institutions ought to be the favorite objects with every free people ; they throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public lib- erty. They multiply the educated individuals, fi'om among whom the people may elect a due portion of their public agents of every description, more especially of those who are to frame the laws : by the perspicuity, the consistency, and the stability, as well as by the justice and equal spirit of which, the great social purposes are to be answered. Jambs Madison. Moral, political, and intellectual improvement, are duties assigned by the author of our existence to social, no less than to individual man. For the fulfillment of these duties, governments are invested with power, and to the attainment of these ends, the exercise of this power is a duty sacred and indispensable. John Quikct Adams. AMERICAN AUmORITIEB. 321 For the purpose of promoting the happiness of the State, it is abso- lutely necessary that our Goyemment, which unites into one all the minds of the State, should possess in an eminent degree not only the un- derstanding, the passions, and the will, but above all, the moral faculty and the conscience of an individual. Nothing can be politically right that is morally wrong; and no necessity can ever sanctify a law that is contrary to equity. Virtue is the soul of a Republic. To promote this, laws for the suppression of vice and immorality will be as ineffectual as the increase and enlargement of goals. There is but one method of pre- venting crime and of rendering a republican form of government durable ; and that is, by disseminating the seeds of virtue and knowledge through every part of the State, by means of proper modes and places of educa- tion ; and this can be done effectually only by the interference and aid of the legislature. I am so deeply impressed with this opinion, that were this the last evening of my life, I would not only say to the asylum of my ancestors and my beloved native country, with the patriot of Venice, ^^JEfto perpettui," but I would add, as the best proof of my affection for her, my parting advice to the guardians of her liberties, establish and support PUBuc SCHOOLS in every part of the State. Benjamin Rush. There is one object which I earnestly recommend to your notice and patronage ; I mean our institutions for the education of youth. The im- portance of common schools is best estimated by the good effects of them where they most abound, and are best regulated. Our ancestors have transmitted to us many excellent institutions, matured by the wisdom and experience of ages. Let them descend to posterity, accompanied with others, which by promoting useful knowledge, and multiplying the blessings of social order, diffusing the influence of moral obligations, may be reputable to u^ and beneficial to them. John Jay. The first duty of government, and the surest evidence of good govern- ment, is the encouragement of education. A general diffusion of knowl- edge is the precursor and protector of republican institutions, and in it we must confide as the conservative power that will watch over our liber- ties and guard them against fraud, intrigue, corruption and violence. I consider the system of our Common Schools as the palladium of our free- dom, for no reasonable apprehension can be entertained of its subversion, as long as the great body of the people are enlightened by education. To increase the funds, to extend the benefits, and to remedy the defects of this excellent system, is worthy of your most deliberate attention. I can not recommend, in terms too strong and impressive, as munificent appro- priations as the faculties of the State will authorize for all establishments connected with the interests of education, the exaltation of literature and science, and the improvement of the human mind. Db Wrrr Clinton. Message as Oo^D&mor, The parent who sends his son into the world uneducated, defrauds the community of a lawful citizen, and bequeathes to it a nuisance. Chancellor Ebnt. • 322 THE STATE AND ED17CAT1UN For augmenting the aggregate amount of intelligence and mental power, in any community, the grandest instrumentality ever yet devised is the institution of Common Schools. The Common School realizes all the &cts, or fobles, whichever they may be, of the Divining Rod. It tries its experiments over the whole sur&ce of society, and wherever a buried fountain of genius is flowing in the darkness below, it brings it above, and pours out its waters to fertilize the earth. Among mankind, hitherto, hardly one person in a million has had any chance for the de- velopment of his higher faculties. Hence, whatever poets, orators, phi- losophers, divines, inventors or philanthropists, may have risen up to bless the world, they have all risen from not more than one millionth part of the race. The minds of the rest, though equally endowed with talent, genius and benevolence, have lain outside the scope of availibility for good. These millions, with the exception of the units, have been drudges, slaves, cattle ; their bodies used, their souls unrecognized. Ah, nowhere else have there been such waste and loss of treasure, as in the waste and loss of the Human Faculties. All spendthrift profusions, all royal prodi- galities, are parsimony and niggardliness, compared with the ungathered, abandoned treasures of the human soul. As civilization has advanced, perhaps one child in a hundred thousand, and, in more favored nations, .one child in ten thousand, has been admitted to the opportunities of knowledge. Forthwith, the men capable of constructing the institutions or the engines of human improvement and adornment appeared ; and in numbersi too, far beyond the proportionate share of the constituencies from which they sprang. But i^ instead of striking the fetters of prohi- bition from one in a hundred thousand, or from one in ten thousand, those fetters are stricken from all, and incitements to exertion and aids to self-development are supplied to all ; then, immediately, quick as water gushes from unsealed fountains, Shermans rise up from the shoemaker's bench, Beechers come from the blacksmith's anvil, and Bowditches and Franklins from the ship-chandler's and the tallow-chandler's shop, and a new galaxy shines forth over all the firmament of genius. These are truths which the uneducated nations do not understand ; — ^truths too, which the caste-men, whether of birth or of wealth, do not wish to understand. Horace Mass, Inaugural at Antioch College. The theory of our government is, — not that all men, however unfit, shall be voters, — ^but that every man, by the power of reason and the sense of duty, shall become fit to be a voter. Education must bring the practice as near as possible to the theory. As the children now are, so will the sovereigns soon be. How can we expect the fabric of the gov- ernment to stand, if vicious materials are daily wrought into its frame- work? Education must prepare our citizens to become municipal ofii- cers, intelligent jurors, honest witnesses, legislators, or competent judges of legislation, — ^in fine, to fill all the manifold relations of life. For this end, it must be universal The whole land must be watered with the streams of knowledge. Horace 3£akm. IL THE STATE AND EDUCATION. What constitutional right has the goyemment to impose the burthen of taxation on individual property, or to employ the public fimds, how- ever obtained, for the furtherance of any such object as that of popular instruction ? Is not education a personal advantage, accruing to the in- dividual instructed, as much as the possession of property, or any other good — ^and by what right does the government undertake to bestow per- sonal benefits at all, much more to compel one class of men, because they are men of substance, to bear the expense of benefits gratuitously bestowed on another class ? In the first place, the power over education is one of the powers of public police, belonging essentially to government It is one of those powers, the exercise of which, is indispensable to the preservation of so- ciety— ^to its integrity, and its healthy action. It rests on the same foundation as that which is employed in defining and taking cognizance of crime, in erecting courts, both of civil and of criminal jurisdiction, ia establishing jails and penitentiaries, and in compelling the performance of contracts, and the reparation of ix\juries. In this point of view, it is one among a number of means to the same end, either of which, or all of which, may be freely used, according to the wisdom and discretion of the public authoritiea All are lawful, and equally lawful and constitu- tional modes of action. In the present case, however, the choice is not a question of expediency or economy only — ^though certainly important in the latter point of view ; but it becomes a question of humanity also. For while it will always be necessary to provide for the punishment of offences against society, when committed, and for the compulsory ob- servance of personal obligations, and redress of personal grievances, yet it is vastly preferable, undoubtedly, that, if such a thing were possible, there should be no grievances to be redressed, no broken promises, and no committed crimes. It is the aim, and the undoubted tendency of education, properly understood and conducted, to accomplish this ob- ject— an object of incalulable benefit to human society. As a measure, designed to operate only as a law of police, the public support of educa- tion goes behind all crime, and all injurious and disturbing action in society, and seeks to occupy the intellect and the affections of men, and simply by informing the mind and molding the temper, by demonstra- ting that it is the interest and the happiness of each .to be just and gen- erous towards all, by letting a little light in on the understanding, and touching the heart, either to take from them the disposition to offend one J^24 THE STATE AND EDUCATION. another, or. to injare society, or to arm them with strength of purpose to resist every temptation to do so. But there is another and broader ground, still, on which to rest the power and duty of the state,* in regard to education. That which we haye already noticed, is enough for the authority, if the state choose to exercise it, and in the opinion of your committee, enough for the duty alsp. But the consideration which we now approach, is not only suffi- cient for the abundant justification of authoritative action — it demands action, and the state could not justify itself to the people without it The people of this state, having united themselves together in a civil society, have agreed to secure to themselves, or to attempt to secure to themselves, the higher advantages of the social compact, through the agency of certain forms of government and admmistration. We have adopted the representative system ; and we start from the position, that the whole political power of the country, much of it for immediate exer- cise, and all of it by ultimate reference, is in the hands of the people. And, on this grand position, as a basis, do all our constitutional forms absolutely rest But just as children are unfit to govern themselves, so are uneducated men, being still children, though of huge growth, unfit to govern themselves. In one mode or another, associations of such men always have had, and always will have, protectors and masters ; and we hardly need add, that a people with masters of any sort, as the basis of a free representative system, is a contradiction in terms. It is evident, therefore, that popular cultivation, as difilisive and general as the num- bers composing the republic, is indispensable to the preservation of our republican forms — and hence arises the great constitutional duty of the government It is the duty of self-preservation, aceording to its actual mode of existence^ for the sake of the common good. The highest good of the whole, as a body, is the object in view ; that good is to be attained only, according to the very terms of the original compact, through our adopted forms ; and the duty of preserving and maintaining those forms, in their vigor and purity, becomes, at once, the very highest duty and obligation of those who are intrusted with the administration. It is a duty, every instant, and perpetually, in force. No change of administra- tion can affect it ; aud the moment it is denied or neglected, that moment is the cause of the republic repudiated and betrayed. It is easy, we think,, to know when this duty of maintaining our con- stitutional forms, by the care which is taken of the structure on which they rest, is in the way of being faithfully performed. The duty is not well provided for, unless some rational plan of public instruction shall have been devised and adopted, the object and the probable effect of which shall be, to lead to the cultivation of every child in the commun- ity, at least so far as to fit them all, without exception to the extent of their capabilities, for an intelligent discharge of the common and ordinary duties and responsibilities of social and political life, to which all, or nearly all, are called by the very conditions of our social and political forms. The future mother must be educated in every female child — a AMERICAN ADTHORITIBfr 825 fluitter not to be neglected if we would have men in the repablic; and in erery male child, must be educated the future elector, juror, and local administrator. The duty of being educated is, undoubtedly, one of positive obliga- tion, resting on every citizen, as part of the original compact between every citizen and the whole body of citizens ; and as far as instruction is attainable in youth, the obligation rests on parents and guardians. It is a duty which by no means concerns the individual only ; it is one in which every other individual, and the whole community have a deep interest The verdict of jurors, and the decision of a contested election, perhaps by the casting vote of a single person, are matters of vast concern- ment to others, besides those who render the verdict, or turn the election. But while there can be no doubt about this personal duty, and the claims which the community has on every member in regard to it, it is clearly one which could not, especially with us, be enforced by any direct and arbitrary exercise of power. Happily, we think, nothing of this sort is necessary, any more than it would be desirable. There are evidently two difficulties in the case to contend with. One of them is, that so long as men differ in endowment and in the allot- ments of Providence, and so long as the rights of property shall be re- spected, there will always be a considerable portion of the community unable, for want of the necessary means, to sustain the expenses of edu- cation. Whenever this is the case, we hold it to be the duty of the state to supply the necessary means ; and on this principle the state has long acted. The other difficulty in the case is the more serious one of the two. It is, that perhaps a large majority of those who have the means of meeting the necessary outlays for the proper education of their children, are not disposed to use them for any such purpose. The burthen in many cases is undoubtedly a heavy one, and it is difficult to convince parents of the unquestionable truth, that they can make no provision for their offspring by pecuniary aids, which can in any degree compensate for the want of adequate mental and moral cultivation. This is a difficulty to be met by the state, with measures of a delicate character -measures calculated to induce and to persuade — ^measures aiming to bring in public opinion to its aid, and appealing at once to the good sense, the pride, and the interest of the parties concerned. What- ever compulsory action is resorted to, must be of a gentle and paternal character, and be surrounded and accompanied with every circumstance of kindness, and with whatever is best adapted to move and to interest Such, in a great measure, has been and is the nature of the system of public instruction long in operation in this state, so far as designed to meet the difficulty here suggested ; and your committee propose some important measures, regarded by them as worthy of great consideration, not certainly to change materially the features of the system in this re- spect, but to modify them, and if possible to give them efficiency. There is one other test to which your committee would refer, as one by which we may know whether the state has performed, or is performing, 826 THE STATE AND EDUCAHON. its great oonstitatioiial duty of self-preserration for the common good, by taking due care of the subject of popular instruction. That test is, whether or not the system be such as makes education a thing of practi- cable and probable attainment by the class of the comparatively indigent For if it be otherwise, there can be no security for the continuance of our constitutional forms. In this age of the world, the rich in any civilized community will be educated ; and if the poor can not be, and are not, the necessary consequence is, that a separation takes place. Knowledge is power, and it will be exercised ; and a selfish aristocracy, formed of those who are at the same time rich and educated, will bear the class of the indigent ami ignorant to the wall. The community being once di- vided into these two great classes, it matters little, to the present argu- ment at least, whether the powerful bear sway wisely and well, or oppressively : in either case the balance is destroyed which makes* our government what it is ; our constitutional forms are not preserved ; and so much of common good as depended upon them, much or little, is sacrificed. Nor is it enough, in our judgment, to satisfy the demands of the test now referred to, that our common schools are made accessible to all classes, the poorest as well as the better conditioned. If the system stopped here, it would aid in creating the very distinction and separation which ought to be avoided. In the first place the condition of the com- mon schools themselves must be elevated ; and if it is not, the conse- quence will soon be, that they will come to be regarded as the seminaries of the poor, when the rich will desert them ; yielding them neither coun* tenance nor support any further than forced to do so, or contributing to sustain them, like other institutions for the poor, as public charities. The condition of these schools then must be elevated. They must be common places of resort for all classes as far as possible, where the youth of the same neighborhood, however otherwise separated, may meet, as youth now meet in our academies and colleges, to sacrifice all distinctions except such as grow out of various success in the prosecution of the same studies. But this is not all ; the way to the higher schools — ^to the academies and colleges — must be open, at least to the young man of genius and enterprise among the classes of the indigent, as well as to his more wealthy rival There is one way, and only one in which this can be done ; and that is, by such liberal endowment of the better schools, by private munifi- cence and state patronage, as will bring down the wages of instruction to the person taught, to a moderate sum. When this is accomplished, the balance between the wealthy and poorer classes will be easily struck ; for though their relative numbers will still be unequal in these schools, the sum of knowledge and intellectual power among the sturdy and am- bitious sons of poverty, will be, out and out, equal to that acquired and displayed by the more numerous class of those among whom must always be many whom indulgence and luxury have enervated. D. D. Babnabd. Heport as Chairman o/Leg. Committee^ 1888. AMBRICAN AUTHORITIES. 327 Ih this particular, New England may be allowed to claim, I think, a merit of a peculiar character. She early adopted and has constantly maintained the principle, that it is the undoubted right, and the bounden duty of government, to provide for the instruction of all youth. That which is elsewhere left to chance, or to charity, we secure by law. For the purpose of public instruction, we hold every man subject to taxation in proportion to his property, and we look not to the question, whether he himself have, or have not, children to be benefited by the education for which he pays. We regard it as a wise and liberal system of police, by which property, and life, and the peace of society are secured. We seek to prevent, in some measure^ the extension of the penal code, by inspiring a salutary and conservative principle of virtue and of knowledge in an early age. We hope to excite a feeling of respectability, and a sense of character, by enlarging the capacity, and increasing the sphere of intellectual enjoyment By general instruction, we seek, as far as pos- ffible, to purify the whole moral atmosphere ; to keep good sentiments uppermost, and to turn the strong current of feeling and opinion, as well as the censures of the law, and the denunciations of religion, against im- morality and crime. We hope for a security, beyond the law, and above the law, in the prevalence of enlightened and well-principled moral senti- ment We hope to continue and prolong the time, when, in the villages and fiirm-houses of New England, there may be undisturbed sleep vrithin unbarred doors. And knowing that our government rests directly on the public will, that we may preserve it, we endeavor to give a safe and proper direction to that public will We do not, indeed, expect all men to be philosophers or statesmen; but we confidently trust, and our ex- pectation of the duration of our system of government rests on that trust, that by the diffusion of general knowledge and good and virtuous senti- ments, the political fabric may be secure, as well against open violence and overthrow, as against the slow but sure undermining of licentious- ness. Daniel Websteb. Discount at Plymouth^ 1822. OOLOltT or XAflSAOHUBXTTB. It bein^ one chief project of the old deluder, Satan^ to keep men trorci the knowledge of the Scriptares, as in former times by keepmg them in an unknown tongae, so in these latter times by persuading from the use of tonffues, that so at least the true sense and meaning or the origiual might be clouded by false glosses of saint-seeming deceivers ; that learning may not be burled in the grave of our fathers in the church and commonwealth, the Lord assisting our endeavors— It is therefore ordered^ that every township in this jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith ap- point one within their town to teach all such children as shall resort to him, to write and read ; whose waf es shall be paid, either by the parents or masters of such children, or by the innabitants in general, by way of supply, as the m^or part of those that order the prudentiall -of the town shall appoint ; provided, those that send their children De not oppressed by paying much more than they can have them taught for in other towns ; and it is furtner ordered^ that when any town shall increase to the number of one hundred families or householders, thev shall set up a Grammar School, the master thereof beinff able to instruct youth BO far as thev may be fitted for the University ; provided, that if any town neg- lect the performance hereof above one year, that every such town shall pay £5 to the next school till they shall perform this order. OrdM' of QtntraH OouH, 1647. 35^8 THE STATE AND EDUCATION. ooLomr ov oomnonovr. FoTasmneh as the ffood edacation of children is of singahir behoof and beneflt to any commonwealth ; and whereas many parents and masters are too indulgent and negligent of their duty in that kind — H is th^e/ore ordered ky this court and the authority thereof^ That the select- men of every town in the several precincts and quarters where they dwell, shall have a vigilant eye over their brethren and neighbors^ to see, first, that none of them shall suffer so much barbarism in any of their families, as not to endeavor to teach by themselves or others, their children and apprentices so much learning, as may enable them perfectly to read the English tongue, and knowledge of the oapitai laws, upon penalty of twenty shillings for ea(^ neglect therein ; also, that all masters of families, do, once a week at least, catechise their children ana ser- vants, in the grounds and principles of religion, and if any be unable to do so much, that then, at the least, thc]^ procure such children or apprentices to learn some short orthodox catechism, without book, that thev mav be able to answer to the questions that shall be propounded to them out of sucn catechisms by their parents or masters, or any of the selectmen, when they shall call them to a trial of what they have learned in this kind ; and further, that all parents and masters do breed and bring up their children and apprentices in some honest lawful call- ing, labor or employment, either in husbandry or some other trade profitable for themselves and the commonwealth, if they will not nor can not train them up in learning^ to fit them for higher employments ; and if any of the selectmen, uler admonition by them given to such masters of families, shall find them still negli- gent of their duty, in the particulars aforementioned, whereby children and ser- vants become rude, stubborn and unruly, the said selectmen, ^'ith the help of two magistrates, shall take such children or apprentices from tnem, and place them with some masters — boys till they come to twenty-one, and girls to eignteen years of age complete — whicii will more strictly look unto and force them to submit unto government, according to the rules or this order, if by lair means and former instructions they will not be drawn unto it. Code <>/'1650. ooLoirr OF inw haybn. Whereas, too many parents and masters, either thron^h an over tender respect to their own occasions and business, or not duly considering the good of tneir children and apprentices, have too much neglected duty In their education while they are young and capable of learning— It is ordered that the deputies for the particular court in each plantation within this jurisdiction for the time being ; or where there are no such deputies, the constable, or other officer or officers in pub- lic trust, shall from time to time, have a vigilant eye over their brethren and neighbors within the limits of the said plantation, that all parents and masters, do duly endeavor, either by their own ability and labor, or by improving such schoolmaster, or other helps and means as the plantation doth afford, or the fam- ily may conveniently provide, that all their children and apprentices, as they grow capable, may through God's blessing attain at least so' much as to be able uly to read the Scriptures and other good and profitable printed books in the English tongue, being their native language, and in some competent measure to understand the main grounds and principles of Christian religion necessary 1« sal- vation. And to /^ve a due answer to such plain and ordinal^ questions as mav by the said deputies, officer or officers be propounded concerning the same. And when such deputies, or officers, whether by information or examination shall find any parent or master one or more ncj^ligent, he or they shall first give warning, and if thereupon due reformation follow, if the said parent"* or masters sluul thenceforth seriously and constantly apply themselves to their duty in manner before expressed, the former neglect may be passed by ; but if not, then the said deputies and other officer or officers, shall three montns after such warning, pre- sent each sutjh negligent person or persons to the next plantation court, where every such delinquent, upon proof, shall be fined ten shillings to the plantation, to be levied as other fines. And if in any plantation there be no such court kept for the present, in such case the constable, or other officer or officers warning such person or persons, before the freemen or so many of them as upon notice shall meet togetner and proving the neglect after warning, shall have power to levy the fine as aforesaid. But if in tnrco months after that, there be no duo care taken and continued for the education of such children or apprentices as afore- said, the delinquent (without any further private warning,) shall be proceeded against as before, but the fine douoled. And lastly, if after the said warning and fines paid or levied, the said deputies, officer or officers, shall still find a contin- uance of the former negligence, if it be not obstinacy, so that such children or servants may be in danger to grow barbarousj rude, and stubborn, through igno- rance, they shall give due ana seasonable notice that every such p«irent and mas- ter be summoned to the neict court of magistrates, who are to proceed as they find ,^^ AXBRICAN AUTHORITIES. 829 «un86, either to a greater floe, taking Becnrity for dae conformity to the 8oope and intent of this law, or may take Buch children or apprentices from such parents or masters, and place them for yean, boys till they come to the affe ot one and twenty, and girls till they come to the age of eighteen years, with such others who snail better educate and govern them, both for the public oonveniency and for the particular good of the said children or apprentices. Colony Law, 1655. OOLOITT or PLTMOVTH. Forasmuch as the maintenance of good literature doth much tend to the ad- vancement of the weal and flourishing state of societies and republics, this court doth therefore order, that in whatever township in this government, consisting of fifty families or upwards, any meet man shaU be obtained to teach a grammar school, such township shall allow at least twelve pounds, to be raised by rate on all the inhabitants. Order of LegUlature. 1669. In the early history of almost every town in every state of New Eng- land, a portion of the public land was reserved, or special grants were made by individuals for " gospel " and school purposes. On the 17th of May, 1784, Mr. Jefferson, as chairman of a committee for that purpose, introduced into the old Congress an ordinance respect- ing the disposition of the public lands, but this contained no reference to schools or education. On the 4th of March, 1785, another ordinance was introduced — by whom does not appear on the Journal, and on the 1 6th of the same month was recommitted to a committee consisting of Pierce Long, of New Hampshire, Rufus King, of Massachusetts, David Howell, of Rhode Island, Wm. S. Johnson, of Connecticut, R. R. Livingston, of New York, Charles Stewart, of New Jersey, Joseph Gardner, of Penn- sylvania, John Henry, of Maryland, William Grayson, of Virginia, Hugh Williamson, of North Carolina, John Bull, of South Carolina, and Wil- liam Houston, of Georgia. On the 14th of April following, this commit- tee reported the ordinance— -by whom reported, no clue is given ; which after being perfected, was passed the 20th of May following, and became the foundation of the existing land system of the United States. By one of its provisions, the 16th section of every township was re- served **/or the maintenance of public schools ;" or, in other words, one section out of every thirty-six composing each township. This same pro- vision was incorporated in the large land sale, in 1786, to the Ohio Com- pany; and, the following year, in Judge Symmes' purchase. The celebrated ordinance of 1787, for the government of the Territory North- west of the river Ohio, and which confirmed the provisions of the land ordinance of 1785, further declared, that, "Religion, Moralitt and Knowlbdob, being necessary to good government, and the happiness of mankind, Schools, akd the mbaks of Education, shall be forever en- couRAaBD.** From that day to the present, this noble policy has been confirmed and extended, till its blessings now reach even the distant shores of the Pacific, and fifty killions of acres of the public domain have been set apart and consecrated to the high and ennobling purposes of education ; together with five per cent of the net proceeds of the sales of all public lands in each of the States and Territories in which they are situated. Ltman Draper. Eeport of Supt of Public Instruction^ 1858. 330 ^^B STATE AND EDUCATION. When the rich man is called from the possession of his treasures, he divides them, as he will, among his children and heirs. But an equal Providence deals not so with the living treasures of the mind. There are children just growing up in the hosom of obscurity, in town and in coun- try, who have inherited nothing but poverty and health, who will, in a few years, be striving in generous contention with the great intellects of the land. Our system of free schools has opened a straightway from the threshold of every abode, however humble, in the village or in the city, to the high places of usefulness, influence and honor. And it is left for each, by the cultivation of every talent ; by watching with an eagle's eye, for every chance of improvement ; by bounding forward, like a grey- hound, at the most distant glimpse of honorable opportunity; by redeem- ing time, defying temptation, and scorning pleasure to make himself useful, honored, and happy. Edward Everett. Tt is a noble and beautiful idea of providing wise institutions for the unborn millions of the West ; of anticipating their good by a sort of pa- rental providence ; and of associating together the social and the territo- rial development of the people, by incorporating these provisions with the land titles derived from the public domain, and making school reserva- tions and road reservations essential parts of that policy. Caleb Cushino. Doubtless it will be urged that a general tax on property, for this ob- ject, (Public Schools,) would fall on many who have no children, and is therefore unjust Carry out the principle of this objection, and it would overthrow the whole system of taxation. One would say that he never uses the public roads, and therefore he must not be taxed for them. Another never goes out in the evening, and therefore must not be taxed for lighting the streets. Another denies the right of all government and prefers to be without any protection but that of virtue, he must not be taxed for courts and legislatures. But taxation, we apprehend, is never based on the principle that the individual wants it for his direct benefit, but that the public wants it ; for the public has a right in all property as truly as the individual, and may draw upon it for its own uses. And one of these uses is the education of the youth ; for there is a very im- portant sense in which children belong to the State, as they do to the family organization. Indeed, if we revert to the Jewish, Persian, Lace- demonian, and Roman States — all those ancient &brics that rose in the youth time of nature — we see the State to be naturally endowed with a real instinct of civil maternity, making it the first care of her founders and constitutions, to direct the education of the youth. And why should she not ? These are her heroes of the future day, her pillars of state and justice, her voters on whose shoulders she rests her constitution, her productive hands, her sentinels of order, her reliance for the security of life, liberty, and property, Db. H. Bcshnell. ra. THE STATE AND EDUCATION. ThM Aiticle. What Lycurgus thought most condacive to the yirtae and happiness of a city, was principle interwoven with the manners and breeding of the people. This would remain immovable, as resting on inclination, and be the strongest and most lasting tie ; and the habits which education pro- duced in the youth, would answer in each, the purpose of a lawgiver. For he resolved the whole business of legislation into the bringing up of youth — ^which he looked upon as the loftiest and most glorious work of a lawgiver, and he began with it at the very source. Plutarch. You [Athenians] will confer the greatest benefit on your city, not by raising the roofs, but by exalting the souls of your fellow-citizens ; for it is better that great souls should live in small habitations, than the abject slaves should burrow in great houses. Epictetus. That the education of youth ought to form the principal part of the legislator's attention, can not be a doubt, since education first molds, and afterwards sustains the various modes of government The better and more perfect the systems of education, the better and more perfect the plan of government it is intended to introduce and uphold. In this im- portant object, fellow-citizens are all equally and deeply concerned; and as they are all united in one common work for one common purpose, their education ought to be regulated by the general consent, and not abandoned to the blind decision of chance, or to idle caprice. Aristotle. What, under heaven, can there be more worthy of our most strenuous attention, than knowledge ; what more worthy of our highest admira- tion ? Is calmness or serenity of mind the object of our wishes f What 80 likely to secure it as the pursuit of that knowledge which enables us to enjoy life in the happiest manner? Or do we esteem above all things unsullied integrity and spotless virtue ? Either the study and acquisi- tion of wisdom point out the path, or there is none, to the attainment of these distinctions. Cicero. By learning, the sons of the common people become public ministers ; without learning, the sons of public ministers become mingled with the mass of the people. Ohineae numm. I promised Gh>d, that I would look upon every Prussian peasant child as a being who could complain of me before Qod, if I did not provide for him the best education, as a man and a Christian, which it was possible for me to provide. Dintbr. Autobiography. 332 BNGU8H AUTHORIT1B8. If yoa suffer your people to be ill educated, and their manners to be corrupted from their in&ncy, and'then punish them fbr their crimes to which their first education disposed them, what else is to be concluded from this but that you first make thieves, and then punish them ? Though there be not many in every city which be exempt and dis- charged of all other labors, and appointed only to learning — ^that is to say, such in whom, even from their very childhood, they have perceived a singular towardness, a fine wit, and a mind apt to good learning — ^yet aU in their childhood be instructed in learning. And the better part of the people, both men and women, throughout all their whole life, do be- stow in learning those spare hours which we said they have vacant from bodily labors. Sib Thomas More. Utopia, To make the people fittest to choose, and the chosen fittest to govern, will be to mend our corrupt and faulty education ; to teach the people fiuth, not without virtue, temperance, modesty, sobriety, economy, jus- tice ; not to admire wealth, or honor ; to hate turbulence and ambition ; to place every one his private welfare and happiness in the public peace, liberty and safety. Milton. Way to establish a Free Commonwealth, The discipline of slavery is unknown Among us — ^hence the more do we require The discipline of virtue ; order else Can not subsist, nor confidence, nor peace. Thus, duties rising out of good precept. And prudent caution needful to avert Impending evil, equally require That the whole people should be taught and train'd So shall licentiousness and black resolve Be rooted out, and virtuous habits take Their place ; and genuine piety descend Like an inheritance, from age to age. Wobdswobth. Train up thy children, England I in the way Of righteousness, and feed them with the bread Of wholesome doctrine. Where hast thou thy mines But in their industry f Thy bulwarks where but in their breast f Thy might but in their arms ? Shall not their numbers therefore be thy wealth. Thy strength, thy power, thy safety, and thy pride f Oh grief then, grief and shame^ If in this fiourishing land There should be dwellings where the new-born babe Doth bring unto its parent's soul no joy I Where squalid poverty Receives it at its birth, And on her witherM knees Gives it the scanty food of discontent I Robkbt Sotjthet. r v^ ^■ ENGLISH AUTHORITIE& 333 The education of the common people requires, perhaps, in a civilized and commercial society, the attention of the public more than that of people of some rank and fortune. * h. * They have little time to spare for education. Their parents can scarce afford to maintain them even in in&ncy. As soon as they are able to work, they must apply to some trade by which they can earn their sub- sistence. That trade, too, is generally so simple and uniform, as to give little exercise to the understanding ; while, at the same time, their labor is both so constant and so severe, that it leaves them little leisure and less inclination to apply to, or even to think of any thing else. * * ♦ For a very small expense the public can facilitate, can encourage, and can even impose upon almost the whole body of the people, the necessity of acquiring these most essential parts of education. * * * The public can facilitate this acquisition, by establishing in every par- ish or district a little school where children may be taught for a reward so moderate, that even a common laborer may afford it ; the master be- ing partly but not wholly paid by the public ; because if he was wholly, or even principally paid by it, he would soon learn to neglect his business. * ♦ ♦ A man without the proper use of the intellectual fiiculties of a man, is, if possible, more contemptible than even a coward, and seems to be mu- tilated and deformed in a still more essential part of the character of human nature. Though the state was to derive no advantage from the instruction of the inferior ranks of people it would still deserve its atten- tion, that they should not be altogether uninstructed. The state, how- ever, derives no inconsiderable advantage from their instruction. The < more they are instructed, the less liable they are to the delusions of en- thusiasm and superstition, which, among ignorant nations, frequently occasion the most dreadful disorders. An instructed and intelligent peo- ple, besides, are always more decent and orderly than an ignorant and stupid one. They feel themselves, each individually, more respectable, and more likely to obtain the respect of their lawful superiors, and they are therefore more disposed to respect those superiors. They are more disposed to examine, and more capable of seeing through, the interested complaints of faction and sedition ; and they are, upon that account, less apt to be misled into any wanton or unnecessary opposition to the meas- ures of government In free countries, where the safety of government depends very much upon the favorable judgment which the people may form of its conduct, it must surely be of the highest importance that they should not be disposed to judge rashly or capriciously concerning it. Adah SHrra. Wealth of NatioTis^ Book Y.^ Education of Youth, But there are other things, of the worth of which the demand of the market is by no means a test ; things of which the utility does not con- sist in ministering to inclinations, nor in serving the daily uses of life, and the want of which is least felt where the need is greatest This is peculiarly true of those things which are chiefly useful as tending to 334 THB STATE AND EDUCATION. raise the character of human beings. The uncultivated can not be com petent judges of cultivation. Those who most need to be made wiser and better, usually desire it least ; and if they desired it, would be inca- pable of finding the way to it by their own lights. It will continually happen, on the voluntary system, that, the end not being desired, the means will not be provided at all, or that the persons requiring improve- ment having an imperfect or altogether erroneous conception of what they want, the supply called forth by the demand of the market, will be any thing but what is really required. Now any well-intentioned and tolerably civilized government may think without presumption that it does or ought to possess a degree of cultivation above the average of the community which it rules, and that it should, therefore, be capable of offering better education and better instruction to the people, than the greater number of them would spontaneously select Education, therefore, is one of those things, which it is admissible in principle that a government should provide for the people. The case is one to which the reasons of the non-interference principle do not neces- sarily or aniversally extend. With regard to elementary education, the exception to ordinary rules may, I conceive, justifiably be carried still further. There are certain primary elements and means of knowledge, which it is in the highest de* gree desirable that all human beings bom into the community should acquire during childhood. If their parents, or those on whom they de- pend, have the power of obtaining for them this instruction, and fail to do it, they commit a double breach of duty ; toward the children them- selves, and toward the members of the community generally, who are all liable to suffer seriously fi*om the consequences of ignorance and want of education in their fellow-citizens. It is therefore an allowable exercise of government, to impose on parents the legal obligation of giving ele- mentary instruction to children. This, however, can not fairly be done, without taking measures to insure that such instruction shall always be accessible to them, either gratuitously or at a trifling expense. John Stuabt Mill. Political Economy^ v. 9, § 8. That the people should be well educated is in itself a good thing : and the state ought therefore to promote this object, if it can do so without any sacrifice of its primary object The education of the people, con- ducted on those principles of morality which are common to all the forma of Christianity, is highly valuable as a means of promoting the main end for which government exists ; and is on this ground an object well de- serving the attention of rulers. Thomas Babbington Macaulet. Churck and State. Athens, by this discipline and good ordering of youth, did breed up, within the circuit of that one city, within the compass of one hundred years, within the memory of one man^s life, so many notable captains in war, for worthiness, wisdom, learning, as scarce to be matchable, no not in the state of Rome, in the compass of those seven hundred years, when it flourished much. Aschak. Schoolmaater THE STATE AND EDUCATION. 935 It is certain, that as things now stand, the two great parties into which the community is unhappily split upon this mighty question, are resolved that we should have no system of education at all — ^no National Plan for Training Teachers, and thereby making the schools that stud the country all over, deserve the name they bear — no national plan for training yoimg children to virtuous habits, and thereby rooting out crimes from the land. And this interdict, under which both parties join in laying their country, is by each pronounced to be necessary for the sacred interests of religion. Of religion I Oh, gracious Qod I Was ever the name of thy holy ordinances so impiously profaned before? Was ever before, thy best gift to man — ^his reason — so bewildered by blind bigotry, or savage intolerance, or wild fanaticism ; bewildered so as to curse the rery light thou hast caused to shine before his steps ; bewildered so as not to per- ceive that any and every religion must flourish best in the tutored mind, and that by whomsoever instructed in secular things, thy word can bet- ter be sown in a soil prepared, than in one abandoned through neglect to the execrable influence of the evil Spirit ? And shall civilized, shall free, shall Christian rulers, any longer pause, any more hesitate, before they mend their ways, and attempt, though late yet seriously, to discharge the first of their duties ? Or shall we, calling ourselves the friends to human improvement balance any longer, upon some party interest, some sectarian punctilio, or even some refined scruple, when the means are within our reach to redeem the time and do that which is most blessed in the sight of Gfod, most beneficial to man ? Or shall it be said that between the claims of contending &ctions in church or in State, the Legislature stands paralyzed, and puts not forth its hand to save the people placed by Providence under its care, lest ofi*ense be given to some of the knots of theologians who bewilder its ears with their noise, as they have bewildered their own brains with their controversies ? Lawgivers of England ! I charge ye, have a care ! Be well assured, that the contempt lavished for centuries upon the cabals of Constantinople, where the council disputed on a text, while the enemy, the derider of all their texts, was thundering at the gate, will be as a token of respect compared with the loud shout of universal scorn which all mankind in all ages will send up against you, if you stand still and suffer a far deadlier foe than the Turcoman — suffer the parent of all evil, all fiilsehood, all hypocrisy, all discharity, all self-seeking — him who cov- ers over with pretexts of conscience the pitfalls that he digs for the souls on which he preys — to stalk about the fold and lay waste its inmates — stand still and make no head against him, upon the vain pretext, to soothe your indolence, that your action is obstructed by religious cabals — upon the far more guilty speculation, that by playing a party game, you can turn the hatred of conflicting professors to your selfish purposes ! Let the soldier be abroad, if he will ; he can do nothing in this age. There is another personage abroad, a person less imposing — ^in the eyes of some insignificant Thb Schoolmaster is abroad ; and I trust to him, armed with his primer, against the soldier in full uniform array. Lord Brougham. 336 '^^^ OTATE AND EDUCATION. Education makes the man ; that alone is the parent of every virtue ; it is the most sacred, the most useful, and, at the same time, the most neg- lected thing in every country. Montesquieu. It is not for the sake of a parish only, nor for the mere local interests, that the law wills that every native of France shall acquire the knowl- edge necessary to social and civilized life, without which human intelli- gence sinks into stupidity, and often into brutality. It is for the sake of the state also, and for the interests of the public at large. It is becaase liberty can never be certain and complete, unless among a people suf- ficiently enlightened to listen on every emergency to the voice of reason. Universal education is henceforth one of the guarantees of liberty, and social stability. As every principle in our Qovemment is founded on justice and reason, to dififuse education among the people, to develop their understandings, and enlighten their minds, is to strengthen our constitutional government, and secure its stability. M. Guizot. The education required for the people is that which will give them the full command of every faculty, both of mind and of body ; which will caH into play their powers of observation and reflection ; which will make thinking and reasonable beings of the mere creatures of impulse, preju- dice and passion ; that which in a moral sense will give them objects of pursuits and habits of conduct fitvorable to their own happiness, and to that of the community of which they will form a part ; which, by multi- plying the means of rational and intellectual enjoyment, will diminish the temptations of vice and sensuality ; which, in the social relations of life, and as connected with objects of legislation, will teach them the identify of the individual with the general interest ; that which, in the physical sciences— especially those of chemistry and mechanics— wiU make them masters of the secrets of nature, and give them powers which even now tend to elevate the modems to a higher rank than that of the demi-gods of antiquity. All this, and more, should be embraced in that scheme of education which would be worthy of a statesman to give, or of a great nation to receive ; and the time is near at hand, when the at- tainment of an object, thus comprehensive in its character, and leading to results, the practical benefits of which it is impossible for even the im- agination to exaggerate, will not be considered an Utopian scheme. £. H. HiCKSON. ^'Westminster £eoiew,^ Did I know the name of the legislator, who first conceived and sug- gested the idea of common schools, I should pay to his memory the highest tribute of reverence and regard. I should feel for him a much higher veneration and respect, than I do for Lycurgus and Solon, the celebrated lawgivers of Sparta and Athens. I should revere him as the greatest benefactor of the human race ; because he has been the author of a provision, which, if it should be adopted in every countiy, would produce a happier and more important influence on the human charac- ter, than any institution which the wisdom of man has devised. Judge Swdt. PUBLIC INSTRUCTION IN ZURICH. TBBBITOBT— POPULATIOH— €K)TXBinfSllT. Ths Caktoh of Zubich ranks second in popnlation (366,265 in I860,) and seTenth in territory (669 square miles,) among the Cantons of Swit- zerland. The religion of a large majority (266,000,) is Protestant, and its goremment is a representative democracy-— every citizen being a voter at the age of twenty. The cantonal legislature consists of two hundred and twelve members, who are elected for ten years, and who choose a smaller council of twenty-five members, (one-third going out every two years,) whose president is . the chief magistrate of the Canton. The Canton is represented in the Federal Diet or Congress by thirteen mem- bers. The Canton of Zuridi is divided politioally into eleven districts, (Benrkey) subdivided into oonatiefl^ {Zuer^fts^) and the latter subdivided into communes, {G&meine*) Every county, according to the number of its inhabitants, elects members for the Qreat Council, which is only com- plete after the memben elect fi*om the counties have elected thirteen more members by their votes. Bankrupts or persons convicted of dishonor- able crimes are disfiranchised permanently or for a time. The Qreat Council, as representative of the people, is intrusted with the legislation. As the supreme authority of the country, it has the power to appoint all officers of the Canton, or to confirm appointments proposed. It elects the administration of the Canton {Bsgi&rungarath — Government council,) but only part of the Board of Education. By the fret vote of the counties the government of each district is selected, (Begirii eolUgium^) which fills all district offices, or has the final approval of all nominations. It appoints for instance the judges of the district, and proposes to the Gov- ernment council three names for district governor, (the head of the ad- ministration in the district^) who is the representative of the Govemmoit council in the district The subdivision of the Canton in regard to education is as follows : — School community or neighborhood, parochial community (school circle,) district, Canton. The members of the school community are all those who are required to contribute for the support of the school, and entitled to its benefits ; these select their school board. If a parochial community has several schools and consequently several school communities, the members of the parochial community are not identical with the members of the difierent school conununities, as for instance resident citizens may 22 338 PUBLIC INSTRUCTION IN SWITZERLAND. be members of a school community. The school districts agree with the political districts, the school circles with the parochial communitiea, BTBTEK OF FUBUO mBTRUCTION. The Public Schools of the Canton are dassifled as foIlowTt— I. Primart Schools, (General popular school — communal school) 1. Day school a. Elementary school, attended by children from fh9 years old. h. Real school, " " " «* 9-12 " *• 2. Repetition school, ** *• " " 12-15 " «* 8. Singing School, attended by pupils beyond the age of 16 years, who at the same time attend the class for religious instruction. n. Sboondart School, (Superior popular district school,) attended by pupils of 12-15 years, and connected with the day-school III. SuPRRiOR AND pRORssioNAL ScHOOLS, (Cantoual schools.) 1. The School of the Gantoa a. Gymnasium, preparatory for professional studies. a. Lower gymnanum, for boys of 12-16 years. h. Higher gymnanum^ for boys of 16-19 years. d. Industrial school, preparatory for technical yocationa and technical professional studies. a. Lofoer ichool^ for boys of 12-15 years. h. Higher teheol^ for boys of 15-18 years. 2. Thb Superior School, (Unirersity,) connected with the Cantonal schools, particularly with the gymnasium — a school of purely liberal studies, as well as a professional school for the statesman, jurist, physician, theologian and teacher of Superior schools. 8. Professional Schools, joined to the Secondary-school a. Seminary for Teachers. b. Veterinary school e. Agricultural Institute. The attendance at the day school is obligatory to all children. Scholars who, after passing the day school, do not enter the secondary or the canton school, are required by law to attend the repetition school, in which instruction is given on one day per week, and aftennurds the singing school, which demands their attendance for one hour in the week. Fathers who have given evidence of their ability to instruct in the pri- mary elements of education, are permitted to teach their children at home, instead of sending them to the primary school Whoever occupies a public teachership, or acquires the certificate of eligibility for such position, is a member of the Board of Teachers of the Canton of Zurich. Those who teach in secondary and primary schools, and have acquired the qualification for secondaiy or primaiy instruction, compose the body of public teachers. All the members of the Board of Teachers are voting members of the PUBUC INSTRUCTION IN SWITZERLAND. 339 School Synod. All the public teachers of a district form a district- chapter of teachers. The teachers at a seminary belong to the chapter of the district in which the institute is situated. The director of the sem- inary has the privilege of an advisory member of all the chapters. Synod and chapter elect their ofScers from their own members every two years. Every parochial community elects a school committee, with the resi- dent pastor as chairman, for the inspection of their schools and general superintendence of their interests ; the other members of this committee — to the number of five at least — are elected by the parochial members for a tenn of four years, in the manner that the term of half of them expires every two years. They can be reelected. • The teacher is entitled to a seat in this school committee as advisory member. The superintendence over the schools of a district is vested in a district school committee, composed generally of seven members, two of whom must be pastors, and two teachers^ and the remainder must be elected from citizens not of these professions. The two theologians are elected by the ministerial chapter, and the two teachers by the chapter of teachers of the district; the three other members by the government of the district {Beiirka eoUegium.) The term of office is six .years ; every three years a new election of three members takes place, but the old members can be reelected. The district-school committee elect three alternates, one from the teachers, one from the ministers, and the third from the residents of the district Every member of the district school committee is appointed inspector of a certain number of schools in his district Each primary school must be visited twice a year by the parochial school committee and by the inspector. The inspector conducts the public examination and makes a report on the condition of the school to the district committee. Beyond the inspection of schools it is the duty of the district committee to see that all laws regarding public instruction are faithfully observed ; they are the representatives of the Cantonal Board of Education. Every secondary-school district (which comprehends generally the sev- eral school communities of more than one parochial commune,) has for the administration and superintendence of the secondary schools a sec- ondary-school committee, two members of which are elected by the dis- trict school committee, and the remaining two by the parochial school committee, for the same term as the members of the last named committee. The number of members of the secondary-school committee elected by the parochial committee depends on the number of school communities united in the secondary-school district Every school community shall have at least one member in this secondary-school committee ; the latter elect their president from the members, and each member is required to visit the school at least twice in every year. Moreover every secondary school is visited by a district inspector. The Board of Education superintends all matters of instruction of the g^Q PUBLIC INSTRUCTION IN SWlTZERLANa entire Canton. For the purpose of consultation the Board is dirtded into two sections, the first for secondary, the other for primary education. The proceedings of the Board of Education are always published in the official papers. The Director of Education, a member of the Great Council, is President of the Board ; and of the other six members, two are elected by the School synod from the teachers, and four are appointed by the Goyemment council. The Boaid of Education selects the presidents of the district school committees from the members of the same ; the presidents of the district committees form the superintending board of the high school All super- intendents of other schools of the Canton are either appointed directly by theQoard of Education, or nominated by them for appointment to the Government council An exception from this rule is the Agricultural Institute, which belongs to the Department of the Interior, and is under the special direction of the Committee of Agriculture attached to this department The members of the superintending board of this Institute are elected by the Government council on the nomination of the Depart- ment of the Interior. The directors of cantonal schools have a pririleged seat in the meetings of their superintending board, and are advisory members. Every parochial and secondary-school committee makes • yearly report to the district committee after the annual examinations; the district committee, on the basis of the reports from the parochial committee and the inspectors, submits an annual report on the condition and progress of schools of their district to the Board of Education, and the Director of Education, from these and from the reports of superin- tendents of superior schools, completes the report on education in the district. The presidents of the chapter of teachers report on the pro- ceedings of the chapter to the director of the Seminary, and the latter renders a total account m four to eight weeks are prescribed by law ; also the number of lessons per week is fixed for day schools at twenty-seven, for the repetition-school at six hours. In order to effect a regular attendance at school, the following / means are used : — The teachers take notice of absentees every half day ; those who have not the permission of the teacher or of the president of the school com- 342 PUfiUC INSTRUCTION IN SWITZERLAND. mittee, fall under the bead of ** culpable." To come one quarter of an bour after commencement three times, is considered, if without excuse, as absence without leave. The teacher or school committee may demand in wriUug from the parent or master of the scholar, the cause of his ab- sence without leave ; if the parent, etc., should be convicted of misstating the reasons of absence, a public censure before the school committee is the first remedy, and upon repetition a fine of from one to four francs. K the pupil of a day-school is absent without proper excuse three times during three scholastic months, the teacher must report such fad to the school committee, and the latter inform the parents, guardian or master. If the same scholar absents himself again three times during the same quarter, the parents, etc., are summoned before the school committee ; and if this culpable absence occur a third time, the committee impose a fine of from two to eight francs. During the second quarter no notice is sent, but the parents, etc, are summoned immediately before the com* mittee, if they have been exhorted or fined within the preceding three months ; and instead of a third notice a summons before the committee is immediately served, and instead of a third summons the fine is im- posed without delay. In schools of repetition and singing, culpable absence, twice within six months, is followed by notice to the parents ; if again occurring, by a summons before the committee, and if not rem- edied yet, by a fine of fix>m two to eight fimncs. If the parent, etc., does not pay due attention to the summons, an extra fine of one fnnc can bo imposed. All fines flow into the school fund ; if not paid within a cer- tain time, they are levied by process of law. If children move into another district^ their absence from school must be entered on their cer- tificate. In the year 1850-51, the total absentism of day-scholars was 872,940 with excuse, and 43,428 culpable ; in the year 1861-52, 843,088 with excuse, and 52,456 culpable, so that at average each pupil has been absent nine to ten times. No factoiy is permitted to employ any child which has not passed the day-school, during a time when instructions are given ; and Uie pupils of a repetition-school or singing-school must be allowed a regular attend- ance in those classes by their employers. Boys and girls who have not reached the age of sixteen years, shall not be required to work beyond fourteen hours per day. Sexes are not separated in any primary school. Classification in the day-school is according to age ; in the first dass of the elementary-school, children from six to seven years are admitted ; in the second class, those fi*om seven to eight years, etc. The teacher of an ungraded school in this manner must engage often six different classes, and it becomes im- portant for him to say much in few words, and while he instructs one dass, to give suitable occupation to the others. An examination decides whether children at the age of twelve years will pass into the repetition- school or remain longer in the real-schooL PUBUC INSTRUCTION IN SWITZERLAND. 343 The object of primary schools in the selection of branches and methods of instruction aims at this : — "to educate the children of all classes after uniform principles, and train them to become intelligent, actiye, useful^ moral, and religious persons.** This they try to accomplish by the fol- lowing plan of instruction : — 1. Elementary instruction, (6-9 years of age.) a. Reading and writing, with special regard to the development of memory, the ability of speech and thought b. The four principles of arithmetic. c The elements of music (singing.) d. Biblical histories, as suitable for in&nt minda 2. Real school, (nine to twelve years.) a. Exercises in composition and language. b. Elements of grammar, by framing sentences. e. Practical arithmetic. d Selections of practical geometry, more calculated to form the geometric eye, than for strictly scientific study. A History and geography, chiefly national /, Natural history, philosophy and physical geography in regard to agriculture and mechanics. g. Biblical history, Christian morals, development of the lesthetic by instruction in singing, drawing, etc. Religious instruction is imparted in the day-school by the teacher, in the repetition-school by the pastor. The singing-school is at the same time the class of catechumens. The matter of instruction is distributed among the different classes, as follows : — Elementa/ry School. — During the first year the aim should be only to develop the senses and the understanding. Instruction in language com- prehends the training of the organs of hearing and of speech by pro- nouncing elementary sounds and syllables, the resolution of the latter into sounds, the knowledge of printed and written letters, words and syllables. Instruction in arithmetic has for its object a correct idea of number, exercises in the value of fundamental numbers (1-10) by addi- tion and subtraction, and a knowledge of numerical signs. Drawing and writing should exercise the eye and hand, and instruction in religion should be limited to quickening the moral and religious sensibilities by simple narratives. During the second year, instruction in language proceeds to reading of simple sentences and easy histories ; arithmetic extends the previous exercises to units, tens and hundreds ; in drawing, after points and lines in the first year, the pupils may learn about angles, etc. ; in religion, they will aim to cultivate the moral and religious sensibilities. The third year should complete the formal elementary instruction, viz. : in language, to the reading of descriptions and histories, hymns, etc. ; in arithmetic, multiplication and division by the fundamental numbers 344 FUBL1C INSTBUCnON IX SWITZERIAIiD. (1-10) of hundreds, tenths and units ; in mental arithmetic, practical problems ; in drawing, straight and curved lines^ currilinear figures ; in religion, interpretation of Bible verses, etc. £eal School — In this grade the school instruction is more specifia Instructions are required of a general kind ; yet all branches must be studied in the national language, which must be used for practice in thought, q>eech, and writing. In the fourth year of the elementary course, the instruction in lan- guage proceeds to definitions in grammar and part of etymology. In arithmetic, the multiplication and division is continued in numbers of three figures, and the four ground rules in denominate numbers. In geometry, lines and angles are explained, so as to show to the eye of the scholar geometric form and properties. Of the. real sciences the plan of this year incloses : Geography of the Canton of Zurich and of Switzer- land ; selections from general history ; descriptions in natural science. Instruction in singing includes rhythmical exercises and the first prin- ciples of method ; drawing aims at a quick eye and a steady hand, having regard also to the improvement in penmanship, particularly to German current hand. In religion a catechetical instruction in Old Tes- tament history is given. The fifth year completes in language the grammar on etymology and syntax ; in arithmetic, all operations with firactions ; in geometry the peculiarities of the square, sphere, and parallels ; weights and measures. The history of Switzerland and an introduction into general geography belong to this course ; in singing, practice of melodic and dynamic ex* ercises; drawing and writing fix>m copies, and after more difficult sketches ; religion, embracing the history of the New Testament. The sixth year embraces the complete course of grammar, syntax, business correspondence, plane surveying, selections from natural history and philosophy, singing, more difficult copies in drawing and writing in German and Latin text ; instruction in religion so as to interpret difficult passages of Scripture, eta In the Elementary School^ fourteen hours are devoted to language; five to arithmetic ; five to geometry ; three to religioa In the Real School^ twelve hours are given to language ; four to arithmetic ; two to geometry ; three to selections from natural history and philosophy, etc ; four to drawing, writing and singing, and two to religious instruction. The Repetition School, occupying only six hours in the week, aims at a careful review of the most essential parts of the previous course. The singing school, in which once a week the pupils of the repetition-school and the catechumens are collected and taught in reference to church singing. Obligatory school-books are selected in the following manner : A work is sent to the Board of Education for examination ; or the Board requests a person, who from his pedagogic experience and position as teacher commands their confidence, to prepare a school-book after a plan indi- PUBUC INSTRUCTION IN SWITZERLAND. 345 cated The manuscript is then examined by a committee of experts, who maj suggest alterations, and finally, indicate a partial acceptance. The author is allowed a fixed sum for the copyright by the Board. The book is printed^ and each public teacher is furnished with a copy. After it has been some time in the hands of the teachers, a meeting of the teachers' chapter is held, for consultation on its merits : each chapter «lects a representatif e, and the representatives of all the chapters, at the call of the senior member, assemble in Zurich, where, after a thorough discussion, and by a free and independent TOte, (they receive no instruc* tions from their electors,) they either recommend the book for adoption as an 'obligatory means of instruction, or for modification in certain points, or r^ect it altogether. Their resolution is presented to the Board of Education, which takes a final decision, generally in accordance with the vote of the teachers. Religious means of instruction are submitted also to the approval of the church council The expense of delegates of the chapters while away finnn their homes, and corresponding to the distance fi^m Zurich, is defirayed. The composition in type is pre- served until the decision from the Board of Education is made known ; in the latter years the State has undertaken the publication of some school-books, and found that this could be done at very little expense, so that for instance a little volume of two sheets comes to five cents. The course of education of primary teachers is generally as follows : — Primary school, secondary school. Seminary. In order to secure a suffl* cient number of able young men for the profession of teachers, a pre- paratory institute has been established by the State. Every pupil of a secondary-school at the age of fourteen years can present himself to the district conmiittee for examination as candidate of teachership. His examination, made by a special commission of that committee, shall be chiefly with regard to mental ability and physical constitution. The Director of Education selects from the candidates proposed by the dis- trict committee. Every year a candidate is admitted from^ach district; and if there is no candidate from one district, the place is filled fix>m the names of the examined of another district Each pupil of a secondary- school, who is approved as a candidate for teachership, is paid a yearly subsidy of forty-six francs, sixty-seven centimes, upon the recommenda- tion of the director of the Senunary, based on the teacher's report of the conduct and progress of the pupil, rendered each semester. The admission into the Seminary, and the granting of fi*ec scholarships, takes place in the order of the date of registry of the candidates ex- amined and approved. In the Spring of each year an examination is held for those who wish to obtain the qualification as primary teacher, and for those desiring to obtain a certificate of a higher degree. Strangers are admitted to these examinations, and whoever g^ves satisfaction can obtain the certificate, no matter what his course of education has been. Admittance is refused only to those who failed at three previous examinations ; those who have 346 PUBUC •INSTIIUCTIOM IN SWITZERLAND. been by law depriyed of municipal privileges, and those who are nnflt for the profession on account of defects of the body. Applications must be made to the Board of Education. The examination is extended on all branches of primary schools, and consists of oral, written and practical exercises ; an examination in writing is had only in regard to language and mathematics. Trial lessons may be dispensed with, if the recom* mendations and certificates of the candidate warrant an exception. The examination is public, and the teachers of the Seminary are the exam- iners, in conjunction with experts i^pointed by the Board of Education, from its members or from other teachers. The expert as well as the examiner, after examining a candidate, mark down the result by figure I., II. or III. From these figures and those affixed to the written exam* ination, the total of the certificate is made up by the examining commis- sion, which makes proposal to the Board of Education, in the case of each candidate, as to his non-admission, or to a certificate No. I., (very able,) No. IL, (able,) or No. IIL, (conditional.) The Director of Educa- ti(Hi issues the certificate in the name of the Board, and the candidate is in possession of the same within a few days afl«r the examination. The members of the examining commission are allowed mileage, etc. ; but no charges are made to the candidate& One or more candidates may have an extra examination, for which two members of the Board of Education are appointed. These extra examinations also are gratuitous for candi- dates of primary schools, but candidates for secondary-schools must definy expenses. Those who obtain certificate No. m. can pursue a Course of Completion ; the pupils of this course are instructed by the teachers of the Seminary, fi^m the beginning of May to the end of July, chiefly in the practical use and theoretical methods of the obligatory studies. At the end of the course an examination is held for those who desire to obtain a better cer- tificate ; but no one is forced to subject himself to this examination if he chooses to retvm with certificate No. III., in which case he is liable to be called upon to take part in a future Course of Completion. The scholars of this course are all teachers in ofilce, for a candidate, after passing this examination, generally finds a temporary or definite engagement Teachers without means receive a contribution from the State, towards the expenses of a deputy and of their residence at the Seminary. The teachers of the Seminary are paid extra for the Course of Completion. A public-school teacher can hold only certain offices of the Canton or districts, viz. : 1. that of a member of the Great Council ; 2. that of a member of the district or parochial school committee. Other offices can be accepted by the teacher only with permission of the district-school committee, which is granted when no disadvantage arises to the school from duties required of such office. No teacher of the Canton is required to perform any public duty not immediately connected with his profession. The teachers of Zurich as a class are organized into chapters and % PUBUC INSTRUCTION IN SWITZERLAND. 347 synod. Primary and secondary teachers compose the chapter ; and these together with all the other public teachers form the synod, which thus unites all the teachers of the primary, secondary and high-schools. The chapter usually meets ouce every three months, and may meet oftener. The place of meeting varies, but must always be in a school-house. All the members of the chapter are obliged to attend ; the proceedings of the chapter are not public ; officers are elected for two years, and consist of a president, a vice-president, and a secretary. Every member of the chapter, who has not been a public teacher of the Canton during fifteen years, is required to furnish to the president annually a composition in writing on a subject selected by himself. The proceedings of the chapter must occupy at least four hours ; they are opened by singing, which is usually followed by some practice in teaching ; after which the pupils of the school withdraw, and a discuasion on the previous practice and method begins. A discourse of an educational character, followed by a criticism and discussion, and if time permits, on some subject of pedagogy, are part of the regular proceedings. If occasion demands, opinions are expressed on books of instruction, the election of members of the school committees, of officers of the chapter, deputies, librarian, etc, takes place, and scientific lectures are given. Each chapter has a library, for the increase of which the State pays thirty irancs per year. A librarian, elected by the members of the chapter, superintends the same. The presidents of chapters assemble annually in Zurich to deliberate on the order of the meetings for the next year. The Board of Education pre- sents a subject for prize composition every year, for which every public teacher may compete. One school in every district is declared the model school, and is selected annually, according to the report of the district committee, by the Board of Education. Each model school receives from the State an annual sum for the increase of its means of instruction and an addition to the teachers* salary. Candidates, «. «., members of the chapter, not definitely appointed, and teachers with certificate No. Ill, are required to visit the model school ; they are also required to present themselves once in a year before the president of the chapter, and render an account of their private studies for further improvement in knowledge, which generally give satisfactory results. All elections in the chapter are .by secret ballot, except those for temporary committees. In the last meeting of the chapter preceding the assembling of the synod (last Monday in August,) the ^* wishes and instructions of synod " are consid- ered, and a deputy to the synod is elected. All the deputies from chap* ters meet on the evening preceding the meeting of the synod, at the place where the latter is to be held, and thus form the pro-synod ; they decide finally on all subjects and petitions of the chapters which shall be the order of the day in the proceedings of the synod. On the morning of the day of meeting of synod, the members are called to church by a ringing of bells. Singing, a short prayer, and the address of the president open the session ; the members who take part 348 PUBUC INSTRUCTION IN SWITZERLAND. in the assembly (which is not obligatory,) are required to appear dressed in bUck cloth. The Board of Education is represented by three depu- ties ; the members of district committees can attend as adTisory mem- bers I the public are admitted. The opening is followed by the reception of new members, the report of the Board of Education on the progress of schools, the report of the director of the Seminary on the labor of the chaptecsy and the reports of committees. The two first reports are gen- erally ordered to be printed. Next follows a pedagogic lecture, a criti- cism and discussion of the same ; these lectures (always written) are delivered according to a fixed programme, and the meeting can order the publication of lecture and criticism. A pamphlet, containing the pro- ceedings of the school synod, the reports, and sometimes the lecture, is furnished gratuitously to each member. After the debates mentioned above, resolutions are passed with reference to the petitions and wishes of the synod to be presented to the Cantonal authorities ; finally the election of officers takes place, whenever the terms of any of them are expiring, or of such as are elected by the synod ; also the selection of special committees. The synod elects a president, vice-president, secre- tary for two years, not to be reelected, two members of the Board of Education, and the members of special committees. The meeting is closed by singing. The place where synod is to be held is changed evety year. The budget of the State is charged with a certain sum for the expenses of printing, etc., of the synod. Extraordinary meetings of synod may be held, upon resolution of the synod or of the Board of Ed- ucation, or upon the demand of three chapters. A committee of the school synod of Zurich has published a collection of songs for male choirs and one for mixed choirs, music and poetry in part by Zurich teachers, which are distributed all over Europe on account of the fine selection and the unexampled low price. In some parts of the canton they have a vol- untary teachers' union, the members of which meet every two or three weeks, and in an afternoon session labor for their professional improve- ment In these meetings they make extempore speeches on subjects of instruction, experiments in methodic and practical teaching, criticism of new books, etc Each school has its treasury and a fund (SchtUgut) administered by the school administrator, who is elected by the commune for the term of four years, and can be reelected. Every member of the school commune is eligible for this position ; but the office gives no salary. The interest accruing from the school fund only is used, and forms one item of the revenue of schools for current expenses. All the citizens of a commu- nity are members of the school commune in which they reside ; those who acquire citizenship must pay a certain sum in order to become mem- bers of the school commune, proportionate to the amount of the fund. Into tills school fund, according to law, are paid :— 1. All ground-rents and tithes, if any existing. 2b Fees of immigration, which means a sum paid when a member of PUBUC INSTRUCTION IN BWITZEELAND. 849 the commune marrieB a woman belonging to anottier commune, which sum is considerable if the wife is fixxn another country. (For a Swias woman it amounts to four francs, for a German to forty francs.) 8. Fees of marriage, amounting to two francs at least 4. Voluntary schod tax, the proceeds of a collection on one Sunday in the year, when • seroiOD is preached in all the churches on fiducatioii, and which is distributed among the schools of a parish in proportion to the number of pupils. 0. Voluntary contributions and donationa 6. Legacie& As all these receipts flow into the school fand, while the interest of the principal can only be expended, an increase is Tery wisely proyided, and accrues fit>m year to year. In the year 1850-^1, the total of school iunds in the Canton amounted to 225,791 francs, 78 centimes ; in the year 1851--62, to 280,416 francs, 81 centimes. Besides the interest of the fund, the school treasury re- ceiTes the proceeds of public lands, fees for tuition, fines, part of the ftes of settlement in ja commune, contributions fitun the State, and taxes. From the treasury are paid : salaries of teachers, pensions, means of in« structioD, care, heating, repair and building of school-houses, interest on debts, and other current expenses. If the receipts are smaller than the expenses, the school commune may order a general tax, of which three- fourths is levied on the income, one-eighth in equal parts on all citiaens, and an eighth in equal parts on all householdera The fee of settlement depends on the yalne of the property of a commune, and one-third of this fee goes into the school treasury, one-third into the fund for the poor, and one-third to th^ commune. For each pttpU of the day-school, one shilling per week is paid ; for each pupil of the repetition-school, half a shilling. (A shilling is 85-100 franca) This school fee is paid from the fund for the poor, when the parents have no means, and are depending on charity ; if the parents are poor, but not depending on charity, the State pays part of the instruc- tion, and school-books for their children. Though children do not attend the school of the commune, yet the fees for tuition must be paid as long as they are requured by law to attend school. The fees of tuition form a part of the teacher's salary, but they are collected with other taxes and paid to the teacher by the administrator. The school commune is obliged to pay annually one hundred francs towards the teachers' salary, to fur^ nish him two cords of wood, a suitable residence, and a piece of garden land, or in place of these, an amount of money to be fixed by the school committee. The communes are not obliged to pay pensions to teachers, and do this Toluntarily only to descrying teachers, or when, in case of dissatisfaction not justifying a removal, but making the suspension of the teacher desirable, they have purchased the latter at the price of a pen- sion. As a genera] rule, pensions are paid by the State, in consideration of age, years of service, previous salary and usefulness of the person. 3;^0 PUBLIC INSTRt'CTiON IS SWITZERLAND. The maximum of pensions is one hundred and rixty francs. MoreoTer the State gives aid to thirty or forty old teachers, who are still in service, when they need a temporary assistant, by sums of forty to sixty francs per year ; and the two oldest teachers of the Canton receiye a yearly subsidy of twenty francs, which are taken from the interest of a fund bequeathed for this purpose by an unknown friend of the schools. To the fees for tuition and the contribution of the school commune must still be added a third part which the State pays towards the salary of teachers, and which till 1850 amounted to one hundred francs for etfch teacher. During the year 1850 the salaries of teachers were increased, and whenever the same, as derived from the State, (one hundred francs,) the commune, (one hundred francs,) and half of the tuition fee, does not reach the sum of three hundred and sixty francs, the deficit is made up by the State. It has also been resolved that after ten years of service, the minimum of a teacher's salary shall be four hundred fi«ncs ; and be increased according to age and the number of pupils. In the Canton of Zurich, the sale of salt is a monopoly of the State, and from the profits resulting from it in each commune^ six per cent is paid into the school fund ; the sum thus realized is distributed by the school committee to the different school communes, in the ratio of the number of their pupils, and may be incorporated into the school fund or used for current expenses. Finally the State devotes annually twenty thousand francs for the pur* pose of^ 1. to fiusilitate improvements in instruction, and for the benefit of the school in general when necessary ; 2. to contribute towards the fees of tuition for children of poor families, and their school-books, which latter are given gratuitously or at a moderate price ; 8. to encourage school communes of limited means to introduce modem improvements. In distributing these contributions among the conununes, the following questions must be answered by the school committee : — 1. Would there have been a deficit in the treasury of the school com- mune for the year ending December Slst last, if the reeeipta were derived solely firom the interest of the school fund, rents of estates, sale of pro* ducts, fees of tuition, fines, fees of settlement ; and the fi^ntet had' been only for teachers' salaries, pensions, cost of means of instruction, heating and repair of school-house, interest on debts, and minor current ex- penses ? How large would the deficit be in this case ? If this deficit should be made up by a general school-tax, how much would be imposed per thousand firancs of property, or would have to be laid on each house- hold and on each citizen f 2. How many pupils of parents, not depending on charity, but poor, and who pay not more than one franc of State tax per year, have attended the day-school, repetition and singing-school during the last three months? 8. Have special efforts been made, during the last year, in the school- district, for the promotion of school matters? What was the object of thes^ efforts ? PUBLIC 1N8TRUCT10N IN SWITZERLAND. 851 When an affirmatiTe answer is given to question No. 8, the following is added : — 4. What was the total number of pupils in the day«school, the repeti- tion and singing*schoo], and the amount of taxable property in the school commune at the end of the scholastic year? The duty to proyide suitable school-houses rests upon the school com- mune. Freeholders are required to contribute for the building of the school-house in the place in which they reside ; other citizens are taxed for the school-house in their home, that is, the place in which they hold citizenship. There are distinct ijegulations existing with regard to the details in the arrangement of new school-houses, as for instance on the selection of the building lot, description of school-rooms, seats and desks, eta, residence of the teacher, partition of the building, style and ma- terial, etc. A school-room for 100^120 pupils must be of 1062 18-16 square feet, not less than ten feet in height ; the windows six feet high, and four feet wide. The teacher's residence must occupy one half of the building, and must contain a study, kitchen, two chambers, a cellar, woodshedi eta Lightning rods must be attached to every school-house. When the frame and roof is completed, the commune can petition the State for a contribution, for the purpose of erecting a residence for the teacher, showing by accounts properly verified, and attested by the dif* ferent school-committees, the cost of the building thus fiir, and also the condition of the property of the commune. In the year 1861-62, four thousand three hundred and two franca were granted for such purposes by the State ; at the end of that year, three hundred and forty-one school- rooms were reported as in good condition, ninety-eight as tolerably good, and thirty-one as not satisfactory. XL BECONDART 8CH00U3. By the establishment of secondary public schools, the State has grat- ified the desires of those parents who wish to give their children of the age of twelve years an education beyond that of primary schools, or to prepare them, in the vicinity of their homes, for the studies of the supe- rior schools. The main object of the secondary-school, however, is a better general education of the people, not to prepare for professional or high-schools. According to the intention of the founders of these schools, they should aim at training a class of intelligent citizens, who would be able to become leaders in public life or suitable members of the school- oommittees ; while the plan of instruction in primary schools embraces language, number, form, art, religion. The different branches of science appear more distinctly in the plan of secondary-schools. Yet the sec- ondary-school teacher who would introduce an abstract system of distinct jV*at«.— The author observe* here, that there n a popular current in favor of loine modifieatloo in the lehool orfpinMin. For inttance. the oiBoe of Cantonal Impeetor should be creatrtl ; the preparatory sehool of the Seminary iboold be diioootiaued, and the coune at the Seminary ex- tended- to roar jears, ele. 352 PUBUC INSTRUCTION IN SWITZERLAND. parts of science, would not fulfil the oh}ect of his school, which is rather more to select useful and instructive matters of science, and to present them in a striking and direct manner, with the vivacity peculiar to the people. The subjects of instruction in the secondary-sdiool are : Reli- gion, the German and French languages, arithmetic and geometry, his- tory and geography, natural science, drawing, penmanship and singing. All these studies^ except the French language, are obligatory upon all pupils. A distinct plan of instructioD, binding on all teachers, does not exist; the peculiar demands of each district are taken into account, perhaps more than is beneficial Each scholastic year in itself shall offer something complete, some total part of science, which however must be arranged so as to form a basis for the instructions of the next year. This demand, which is difficult to observe, is made by the law, in order to give a kind of finished education to those who can attend this school but for one or two years. The complete course is for three years; those who attend the seoondaiy-school for two years are no longer required to join the repetition-school. Usually the secondary-school is divided inta tiiree classes; the hours of instructioo are thirty-three per week, and vacations of seven weeks per year. As boys and girls enter the secondary' schools, a division into more classes often becomes necessary, since many branches can not well oe taught to both sexes alike. Notwithstanding this, however, a teacher of a good secondary-school gives to his pupils the same instruction that can be obtained in the three or four classes of a higher burgher-school in Germany firom a number of teachers. It fi^ quently happens that talented pupils from the highest class of the sec- onary-school are admitted in the first class of the lower school of industrf, or after some private study, into the lower class of the upper school of industry. The forty-eight secondary-schools of the Canton are so dis- tributed as to be accessible to all ; they were attended during the year 1851-^2 by twelve hundred and axty pupils. Where the number of pupils is large, or when several districts unite their means, several teachers are engaged, who divide the several branches of instruction among them- selves according to their preference. Those who enter a secondary-school must be twelve years old, and are required to prove, in an examination, that they have obtained the knowledge imparted by primary schools. The teacher has a vote in the decision of the examining committee. The fee of tuition amounts to sixteen francs for each pupil, and goes into the school fiind. Whenever the condition of the school permits, four free scholarships must be granted. Almost all secondary teachers obtain their professional education at a seminary; next they take their residence for some time in the French cantons of Switzerland, in order to acquire a perfect knowledge of that language. There are also secondary teachers who never attended a sem- inary, but attended the instructions at a cantonal school, a polytechnic ■ PURUC INSTRUCTION IN SWITZERLAND. 353 school, or a high-school, etc. In order to become qualified as secondary teacher, a satisfactory ezamiDation is all that is required ; the examining committee consists of the teachers of the Seminary, and one expert for each branch appointed by the Board of Education. Strangers are ad* mitted to these examinations. Except mathematics and the two languages, the candidate may decline examination in one branch ; but if he gives sat- isfiiction in all the other branches, he will obtain the qualification of secondary teacher. One who does not pass the examination satisfactorily in mathematics and languages, obtains only a qualification for certain branches, and may be engaged for these branches as assistant of the teacher of any school, but he can not take the sole charge of a secondary- school himself. The certificate of examination contains a note on the efilciency of the candidate in each branch of secondary instruction. Uniformity of books and means of instruction have not been secured in the schools of Zurich ; eflbrts are made in this direction. The approval of the Board of Education is required, before any work can be introduced into schools. All secondary-schools have a school fiind (Sehulgut,) made up ttcm contributions of the State, private donations, and increased here and there by foundations for the benefit of higher schools. From the year 1888 the State made annual contributions to each of the fifty secondary school-districts for the purpose of establishing seoonday popular schools, at first to the amount of three hundred and twenty francs, and since 1886, of seven hundred and twenty francs, and the withdrawal of this amount was threatened if a secondary-school were not established and in active operation in the district in the year 1840. Several districts organ- ized their school in 1889, when a considerable school fund had accrued firom the regular contributions and the interest thereof. The State still continues the contributions ; thus the receipts of a secondary -school are derived firom : 1. the State (seven hundred and twenty fitmcs ;) 2. the interest of the school fund ; 8. the fees of tuition. In 1861-52, the amount of school funds in the Canton was 280,416 francs, 81 centimes. At first, firom doubts of the permanency of secondary-schools, teachers were engaged for a term of six years; this fear has disappeared, and their office is now for life. Each secondary teacher receives from the school fund eight hundred francs, and a fi^ee residence, or in place of it an additional sum of one hundred francs. The school committee can make additions to this fixed salary. The administrator of the secondary school fund is nominated fix>m the members of the school committee. Instruction in religion is usually given by the resident pastor ; and a remuneration made for his labor. Assistant teachers for singing, pen- manship,'etc., are to be paid by the teacher of the school ; the latter may occupy the position of resident pastor or assistant pastor, together with that of secondaiy teacher. City Schools of Zurich and WirUerihvr, The city schools of Zurich embrace the primary school, secondary 23 354 PUBLIC INSTRUCTION IN SWITZERLAND. dasseSy and a special tehool for the poor. The schools of Winterthar also embrace a primary school (two dmsions, one for the sons of citizens, the other for the children of residents,) a gymnasial elass, and one dost of a school of industry (about equal to the lower class of the g3rmnasium and the school of industry of the canton,) and a technical school. In all the city schools the system of classes and sexes has been introduced. At the end of the year 1851-52, the city schools of Zurich numbered forty-six teachers and seventeen hundred and fifteen scholars ; those of Winterthur, thirty teachers and one thousand and nineteen scholars. Both cities have a school board, who superintend the schools in the same manner as the parochial school committee, and sustain a relation to the Board of Education similar to that of the district^school committee. The school board in both cities is composed of thirteen members, elected by the school commune, or by the city council (in Zurich.) Two members must be elected from the teachers, and two from the pastors, for the school board of Zurich. In Winterthur, two members are elected from the citizens, and the rector and chief pastor of the city are ex-officio members of the board. In both cities the teachers of city schools form an association, and the school board asks for the advice of this association in all school matters. Teachers are elected by the city commune, from candidates proposed by the school board, in 1851-^2, the school fund of the city amounted in Zurich to 616,582 francs, 94 centimes ; in Win- terthur, to 588,888 francs, 28 centimes. Preference is shown to the chil- dren of citizens in regard to conditions of admittance. m. SUPERIOR OR PRORSSIONAL 8CH00IS. The Cantonal Schools. The -schools of the Canton include the Teachers' Seminary, the School of Agriculture, the Veterinary School, the Cantonal School and the Bigh School (University.) The name of superior schools comprehends the three last named. There is a cantonal school treasury, under the supervision of the school administrator. This treasury receives : 1. Fees of tuition and of registration (cantonal and high-schools). 2. Contributions from the State and the city. 8. Duties on stamped paper (containing a certificate of the health of cattle brought into the city,) which are part of the receipts of the vete- rinary school. 4. Annual contribution of the city of Zurich. Its amount has been twenty thousand firancs per year since 1886, when this sum was granted in order to secure the location of the schools in Zurich. The costs of maintaining the school buildings and furniture are de- frayed by the State directly ; other expenses are paid from the cantonal fund, and if that is not sufficient, the State furnishes what is necessary. Thus the expenses of cantonal schools are paid entirely by the State, since the cantonal treasury is but an auxiliary of the former. PUBUC INSTRUCTION IN SWITZERLAND. 35^ The cftntonal schools (with exception of the Seminary,) have id common a library, composed of the books of the ancient convent, of the univer* aity, of the gymnasium, of the school of industry and the veterinary-school. For the increase of the library, each faculty of the high-school and each committee of teachers of the other schools draws a fixed amount from the cantonal treasury. Beyond this the following contributions are to the same purpose: Voluntary donations made by professors; fees paid for obtaining academical degrees^ etc Each jbculty of the high-school and each committee of teachers selects the books to be purchased for the library from their separate allowances. The general library is accessible to all members of cantonal schools ; books suitable for students are carefully selected. The teachers of the Seminary pay an annual fee of four francs for the use of the libcary ; others a fee of eight francs for the year. The Board of Education disposes of. a certain sum of money as yearly stipends for talented poor students of the higher schools ; this sum ie spent often only in part, and a reserve fund is formed from it, from which poor students are sometimes enabled to visit a foreign university. The total of stipends granted in 1858 was eleven thousand nine hundred and seventy-two francs; in 1851-62, eleven thousand five hundred and seventy- five francs, of which eight thousand one hundred and seventy-five francs were for students of the superior cantonal schools, and three thousand four hundred francs for six students in foreign universities. The amount of a stipend varies from sixty to one hundred and twenty, one hundred and eighty, two hundred and forty, three hundred and fifty or four hun- dred and fifty -five fi^mcs and more, and is left altogether to the discretion of the Board of Education, who decide on the relative abilities of the applicant, his morality and assiduity. Students receiving stipends are under special superintendence of teachers of the university, appointed for this purpose by the Board of Education. IkicTiers^ Semina/ry. The Canton of Zurich has a Seminary for the training of well qualified teachers for its public schools. Conditions of admission in the Seminary are : The candidate must be sixteen years old, of sound health, and not deformed in body or deficient in limb ; he must present creditable testi- monials as to moral deportment, and in a satisfactory examination show the amount of knowledge of the programme of a secondary -school, in the following branches: 1. Biblical history; 2. German and French languages ; 3. Arithmetic and geometry ; 4. History ; 6. Geography ; 6. Natural history ; 7. Singing, drawing, and penmanship. Admittance is at first for a trial term of three months ; afterwards, upon the recommendation of the teacher, a permanent registration is accorded. Branches of instruction at the seminary are : 1. Religion and moral philosophy ; 2. Pedagogics ; 3. The German language ; 4. The French language ; 6. Mathematics ; 6. History ; 7. Geography ; 8. Natural his- 356 PUBLIC mSTRUCnON IN SWITZERLAND. tory ; 9. Singing, and playing the violin ; 10. Penmanship ; 11. Drawing; 12. Gymnastics ; 18. Theory .of fiuming and practical woric. Instruction on the violin is not obligatory, but all other branches are. As an exception, students may be dispensed from participation in the gymnastic exercises. All instruction must be given with special reference to the future vocation of the students and to the special object and organ- ization of public schools ; and strict attention should be given to observe that the matter of instruction .is thoroughly understood and well digested, and that the student is practiced in the trejitment and application of each subject The same principle should be followed in teaching pedagogics. There are three classes in the Seminary, but no class teachers ; every teadier is selected for certain branches. The course of instruction is three years, and resulting from this there are three classes. For practical training in teaching, a practice-school is connected with the Seminary, which in organization and labor should be a model of an undivided primary-school. The commission of superintendence of the Seminary is composed of seven members, appointed by the Board of Education from its own mem- bers or from other persons, for a term of four years, so that two members are appointed every two years. This commission makes regular visita- tions at the Seminary ; supervises the labor of director and teachers, the industry and deportment of the scholars ; they approve plans of instruc- tion and other propositions of the director, and his reports to the Board of Education. The director is an advisory member of this commission ; other teachers may be consulted in its sessions. The director, who must belong to the Protestant church, is elected by the Board of Education upon reconunendation of the section for popular . instruction, and his appointment must be approved by the Government council. His engagement is for life, though usually a trial term of two years precedes the permanent appointment. The convention of teachers under the presidency of the director forms the immediate board of supervision ; the plan of studies, the order and time of lessons, of certificates and censures of pupils, of their definite admission and promotion into higher classes, and the use of extraordi- nary means of discipline, are submitted to them. The director receives a salary of twelve hundred to eighteen hundred firancs, with board, residence, fuel, light, etc., for himself and family ; every regular teacher is paid one thousand to fourteen hundred firanes. An annual sum of four hundred francs is granted for means of instruction, and of four hundred francs for apparatus or tools for gymnastics or prac- tical farming ; as well as three thousand two hundred fitincs for the sal- aries of assistant teachers and the teacher of the practice-school. In 1851-62, the number of pupils was sixty-two, of whom about forty reside on the premises. The students of the first and second classes lire generally required to live in the Seminary. The expenses of thirty-nine pupils defrayed by the State amounted to six thousand three hundred FUBUC INSTRUCTION IN SWITZERLAND. 357 and thirty-eight francs, heiog an average of one hundred and ^zty-two francs. Only one pupil received an entirely free scholarship, two others three quarters, twenty-four received one hal( and two, one quarter of the expenses. Every student receiving stipends obliges himself to accept any position the State may confer upon him within the first two years after leaving the Seminary. Ccmional or Stale InsiUuiiorL Immediately adjoining the day-school is 'the School of the Canton, di- vided into two divisions, Gymnasium, and School of Industry. OymnoMium, The gymnasium has two divisions, the lower and the upper gymnasium. Branches of instruction in the lower gymnasium comprise: 1. Religion; 2. German language ; S.Latin; 4. Greek; 5. French ; 6. History ; 7. Mathematics ; 8. Practical arithmetic ; 9. Geog- raphy; 10. Singing; 11. Gymnastics. There are four classes in the lower gymnasium, the course of each being for one year ; scholars entering the lowest class 'must have attained the age of twelve years, and present a good testimonial from their former teacher ; they are also subject to examination. The branches of instruction in the upper gymnasium are : 1. Religion ; 2. German ; 8. Latin ; 4. Greek ; 5. Hebrew ; 6. French ; 7. History ; 8. Mathematics; 9. Natural science; 10. philosophy; 11. Singing; 12. Gymnastica The upper gymnasium has three classes ; the course for each is of one year. Pupils eAtering the first class of the upper gymnasium must be sixteen years of age ; for the second class, seventeen years, etc. ; they are also required to give satisfaction in an examination as to their knowl- edge and moral deportment The Board of Education decides in regard to the distribution of branches of instruction, and the extent to which each science shall be taught Teachers are engaged for the branches in which they are effi- cient ; the system of class teachers has not been introduced. The several teachers of the gymnasium form a convention (board) of teachers, which decides on the general course of instruction, the order of lessons and discipline, as far as the Board of Education has not already made decision ; they express their opinion on the introduction of school- books, when invited to do so by the Board of Educatien. The president of the gymnasium is called rector, and he is intrusted with the manage- ment of the gjrmnasium in general and the upper gymnasium in par- ticular ; the lower gymnasium is under the special direction of a prorector. The rector is elected from the teachers of the upper gymnasium, the pro- rector from those of the lower gymnasium, by the Board of Education^ for a term of two years, being eligible to reelection. Every scholar of the gymnasium pays four francs as a fee of registrar tion, unless he has previously paid that sum at another cantonal school ; each scholar of the upper division contributes two francs, and of the lower division one fiunc, towards the collections of the cantonal schools. The 358 PUBUC INSTRUCTION IN 6W1TZEJLLAND. tuition fee for the lovrer gymnasium is twenty francs, and for the upper gymnasium, thirty-two francs per year. A moiety of the tuition fees is divided among the teachers of the gymnasium engaged in the first and second classes, according to the number of lessons they teach. School o/ Industry, The school of industry has two divisions: the lower and the upper school. Branches of instruction for the lower school of industry are : 1. Religion ; 2. Mathematics; 8. Natural history and philosophy ; 4. German ; 5. French ; 6. History ; 7. Geography ; 8. Practical arithemetic; 9. Geometrical design; 10. Drawing; 11. Pen- manship ; 12. Singing ; 18. Gymnastics. The lower school of industry has three classes of one year*s course for each ; the Board of Education decides on the plan of instruction ; a boy must be twelve years old before he can be received in the lower class, and have a good certificate from former teachers. Branches of instruction taught in the upper school of industry are: 1. Theoretical mathematics ; 2. Applied mathematics ; 8. Natural philos- ophy ; 4. Chemistry ; 5. Natural history ; 6. History ; 7. Geography ; 8. German; O.French; 10. English; 11. Italian; 12. Drawing; 18. Geo- metrical design and drafting of machines; 14. Manufacture; 16. Com- mercial arithmetic and book-keeping; 16. Penmanship; 17. Singing; 18. Gymnastics. These branches are distributed by the Board of Edu- cation upon three years, in such a manner as to allow pupils who will devote themselves to technical or to commercial pursuits, to finish their course in three or two years respectively. A pupil who applies for ad- mission into the upper school of industry, must be fifteen years of age ; and if not coming from the lower division of the school, he is examined in all branches which need preparatory knowledge, and must be well recommended. Pay and organization of teachers is similar to that of the gymnasium ; teachers are selected by the Board of Education, and coofirmed by the Government council. The teacher of gymnastics is engaged for a term of six y^ars. In 1851-52, the School of the Canton was attended : in the lower gymnasium by one hundred and twenty-seven, upper gynmasium by sixty-two ; lower school of industry by one hundred and twenty -four, upper school of industry by sixty-eight pupils and twenty-one non- resident pupils. 7%e Veierirutry SchooL The course of the veterinary-school of the canton of Zurich embraces the following branches: — Natural philosophy; chemistry; botany; zoology; comparative, pathologic and surgical anatomy; physiology; dietetics ; training of animals ; general pathology and therapeutics ; gen- eral, special and operative surgery ; theory of infectious and contagious diseases ; obstetrics ; shoeing of horses ; practice in treating sick ani- mals, etc A blacksmith shop and a hospital for sick animals are con- nected with the school PUBLIC INSraUCTlON IN SWITZERLiLND. 359 The fall course of this school is three yetrs, aod the above branches of instructioD are suitably divided according to the plan of teaching. Teachers are elected by the Board of Education. A director presides over the veterinary-school, elected from the teachers by the Board of Education for the term of two years. There are two regular teachers, with a salary of twelve hundred to fourteen hundred francs, and assistant teachers are engaged as necessary, for which purpose, eighteen hundred francs per year are set apart, and for other incidental purposes, one thou- sand francs. Boys of sixteen years of age can be admitted into this school, if they have attended a three years' course of secondary-schools or are otherwise qualified ; they must pay a registration fee of eight francs, and a tuition fee of twenty-four francs, half of which goes into the school fbnd, while the other half is divided among the teachers in proportion to their num- ber of lessons. Private teachers fix their own terms, with the approval of the commission of inspection. The latter consists of five members appointed for the term of five years by the Board of Education, one of whom must be a member of the Board of Education, and one a member of the board of health. They superintend the execution of all laws and regulations, as well as of the resolutions of the Board of Education in reference to this school, and set that teachers and pupils perform their duties. The usual attendance is fi*om twenty-one to twenty-five. Agricultural SchooL The agricultural-school was opened May lst» 1868, and is the youngest one of the cantonal schools. The object, " to train young men in the theory and practice of agriculture,*' is pursued in part by formal instruction, in part by cultivating an estate near the city of Zurich. This estate belongs to the hospital of the canton, and is leased at a yearly rent of two thousand eight hundred francs. The Great Council granted to the Government council a credit of sixty thousand francs, at three per cent interest, in order to enable them to give to the agricultural-school a proper outfit. The locality is calculated to accommodate thirty students ; not more than ten new pupils shall be admitted at a time ; they must pass a satisfactory examination before the commission of supervision. Two annual courses complete the term of the school. A citizen of the canton pays for board, tuition, etc., two hundred and fifty francs the first year, two hundred francs for the second year ; others are required to pay three hundred and fifty and two hundred and fifty francs ; two free scholarships are attached to the school. A director with a salary of one thousand three hundred and sixty francs, one teacher with a salary of six hundred and forty fhincs, and a master-farmer with a salary of four hundred francs, com- pose the board of instruction. During the Summer, three hours per day are devoted to instruction and eight hours to labor ; during the Winter, six hours to labor and four hours to instruction. The course of instruction embraces the following branches : 1. Arithmetic, problems fh)m business life. 360 PUBLIC INSTRUCTION IN SWITZERLAND. 2. Geometry — ^measurement, surveying, drsfting. 8. Mineralogy — different kinds of rock ; what parts fit for improving the soil ; springs and artesian wells ; order of stratas, petrifactions, etc. 4. Botany — anatomy and physiology of plants ; forest trees, herbs for meadows, weeds, poisonous herbs, etc. 5. Zoology — ^anatomy and physiology of animals, chiefly of domestic animals ; useful and destructive animals. 6. Mechanics, as far as relating to agriculture. . 7. Chemistry — soil and its associations ; analysis of soil, of manure, etc ; fermentation, brewery, distillery, manufacture of vinegar, starch, soap, cheese, oil, etc. 8. Agriculture — knowledge of soil, manure, training of plants, of cattle, medical treatment of animals, book-keeping for formers. Instruction in the German or French language is not part of the pro- gramme, but may be given after the regular lessons. Practical labor is exacted in the field and the meadow ; the orchard and the forest ; in at- tending to the animals and repairing of harness, etc. The agricultural-school has from sixteen to twenty pupils annually. The University, This institution, which is always attended by over two hundred stu- dents, was founded in the year 1833, during the period of enthusiasm for instruction, and now occupies a distinguished position, being a realization of the ideal of a Swiss university, as nearly as this could be effected with the means of a small canton. We will here only indicate the peculiar points of its organization, which are not found at all universities : A citizen of the canton, though admitted at another university, can be registered as a student, only if he has passed the final examination of the gymnasium or of the school of industry. Teaching and learning are fi'ee ; yet it has been provided in the interest of students, that recitations must be held on the lectures in certain chief branches. The degree of Master of Arts is not required of private lecturers at the university (prvoat docenten ;) they must obtain the permission of the Board of Education on the recommendation of the faculty, who may exact an examination from the candidate. Upon a favorable report of the faculty, a trial lecture must be delivered, after which, if satisfactory, the candidate is pronoun- ced qualified as private lecturer (docent.) The cantonal hospital is open to students of medicine. Scientific collections are large and well arranged. Private Schooht. All private schools in the Canton of Zurich are subject to inspection and control of the school committee of the district in which they are situated, and their plans of instruction must be approved by the Board of Education. FsdercU Polytechnic S(^u)oL This great Scientific University is located at Zurich, but the Federal Government contributes $45,000 annually to its support NORMAL SCHOOL AT KU8SNACHT, IN THE CANTON OF ZURICH. The Nonnal School at Kussnacht is about a league from the town of Zurich, and the building are prettily situated on the borders of the lake of the same name. This institution was re-organized in 1836, though the modifications made have been rather in the details than in the general }>rinciples. It now consists of a school for teachers, a preparatory school or this seminary, and three primary model schools. It is intended to supply teachers for the different grades of primary schools of the canton, and during a portion of the year lectures are also delivered in the semi- nary to the Older teachers, who are assembled for the purpose in their vacations. The superintendence and control of the Normal School is vested by the legislative council in the council of education, who appoint a committee of superintendence from their own body. This committee visits the school at least once a month, attends its examinations, and, in general, inspects its management. The executive power is delegated to a director, who has the immediate charge of the school, and arranges the plan of instruc- tion, in subordination to the council of education. He examines the ccm- didates for admission, inspects the classes of the seminary, and of the schools attached to it, and lectures in the school of repetition for the older teachers. He is also responsible for the discipline, and reports half-yearly the state of the institution to the council of education. He is moreover present at the meeting of the committee of superintendence. There are three other teachers, besides a variable number of assistants. These teachers in turn have charge of the pupils of the Normal School in and out of school-hours. There are conferences of all the teachers, at which the director presides. The manners of the people and the purpose of the seminary render the discipline of very trifling amount The pupils of the Normal School reside in the village of Kussnacht, but spend the greater part of their time at the school, under the direction of its masters. All the time devoted to study, recitation or lecture, and regular exercise, is passed there. To be admitted as a candidate for the Normal School, a youth must be sixteen years of age, and of suitable morals, intellectual, and physical qualities for the profession of a teacher. He must have spent two years in the higher division of primary histruction (called here secondary) m the model school, or some equivalent one, or Yikve passed through the preparatory department of^the Normal School, which gives a preference to the candidate, other qualifications bein^ equal, l^e examination of candidates takes place once a year, and m presence of the committee of superintendence, or of a deputation from their body. The formal right of admitting to the school is, however, vested alone in ^e council of ed- ucation. The subjects of examination are Bible history, speaking and reading, grammar, the elements of history, geography and natural phi- losophy, arithmetic and the elements of geometry, writing, drawing, and vocal music. The council of education fixes the number of pupils who may be admitted, and the most proficient of the candidates are selected There are forty stipendiary places, ten of the value of one hundred and sixty Swiss francs, (forty-eight dollars,) and thirty of half that sum. 362 NORMAL SCHOOL AT KUSSNACHT. Natives who are admitted all receive their instruction gratis. If there is room in the school, foreigners may be receivecL paying twelve dollars per annum for their instruction. The number or pupils at the date of my visit, in the autumn of 1837, was one hundred and ten. The stipendia- ries are bound to serve as teachers in the canton two years ; a very mod- erate return for the education received. There are two grades of courses in the Normal School, one of two years for pupils intending to become teachers in the lower primary schools, the other of three years for the higher primary schools. The courses begin in April and continue^ with seven weeks of vacation, throughout the year. The subjects of mstruction are : Religious inetrue- tion, German, French, mathematics, history, geography, natural history and philosophy, l)edam)gy, writing, drawing, and vocal and instrumental music. French is only obligatory upon the students of the three years' course. Gymnastic exercises and swimming are regularly taught and practised. There is, besides, a lecture of an hour and a half on the art of building, once a week, attenaed by all the students. Those who learn instrumentai music have lessons two hours and a half every week, and two hours oi Sunday are occupied with singing in concert One of the teachers de- votes two extra hours ever^ week to the assistance of some of the pupils in their studies, or to repetitions. At the close of each year there is a public examination^ and the pupils are classed according to its results. On leaving the institution, they are arranged in three grades ; the first, of those who have gone very satisfac- torily through the school, the second, of those who have passed satisfac- torily, and the third, of those who have not come up to the standard. Certificates of the first two grades entitle their holders to compete for any vacant primary school. The courses of practice begin in the second year, when the pupils take regular part in the exercises of the schools attached to the seminary. These are, first, two model schools for children from the ages of six to nine, and from nine to twelve, at which latter age the legal obligation to attend the school ceases. The third, called a secondary school, contains pupils from twelve to sixteen years of age. The system of instruction used in the lower schools is attended with very striking results. The lessons are not divided into distinct branches, studiously kept separate, as in most elementary schools, but are connected, as far as possible, so as to keep the difierent subjects constantly before the mind. Thus, a lesson of geography is, at the same time, one of history, and incidentally of gram- mar, natural history, of reading and writing, and so on through the circle of elementary instruction. The Pestalozzian lessons on form are made the basis of writing, and with good success. The lowest class is taught to speak correctly, and to spell^ the phonic method, to divide words mto syllables, and thus to count. To number the lessons. To make forms and combine them, and thus to write, and through writing to read. The second passes to practical grammar, continues its reading and writing, the lessons in which are made exercises of natural history and grammar. Reading and speaking are combined to produce accuracy in 3ie latter, which is a difficulty where the language has been corrupted into a dia- lect, as the Germain has in northern Switzerland. Movaole letters are used to give exercises in spelling and reading. The plan of the Pesta« lozzian exercises in grammar is followed, and when the pupils liave learned to write, a whole class, or even two classes, may be Kept em- ployed intellectually, as well as mechanically, by one teacher. In read- ing, the understanding of every thing read is insisted upon, and the clasa- bw ^^ ««■ TS- ONIVERSITY OF ZURICH. PBOeBAJOa FOR 1866-67. I. FACT7LTT OF THBOLOOT. 49 GOURflBfl OP LBCTUmBS A TBAE, BT 11 PKOPXBBOEB. Intboduction to the study of theology ; cto. to the study of the Old Testament; Interpretation of the Psalms; Theology of the Old Testament; Introduction to the New Testament ; PractiGal exercises on the Old Testament ; llieology of the New Testament; Interpretation of the Book of Job; do. Prophet Isaiah; do. Minor Prophets ; do. Prophet Zachariah ; Elucidation of some of the most difficult texts of the Old Testament ; Hebrew archeology ; Geography and history of the Bible ; History of the Canon of the New Testament ; Interpreta- tion of Jesus' discourses according to Matthew; Interpretation of the Gospel according to St John ; Synopsis of the four Gkrapels; Interpretation of the Acta of the Apostles ; do. Epistle to the Romans ; do. Epistle to the Qalatiaos; do. to the Philippians and Philemon, with practical exercises ; do. Timothy and TitW Epistles ; Interpretation of the seven Catholic Epistles on Jesus' doctrine ; Conversation on several points of the New Testament ; Exegesis on the Fathers of the Christian Church; Elements of dogmatics; History of dogmatics (2 courses;) Christian dogmatics; Practical exercises in dogmatics; Christian morals; Symbolics; Theory of church government; Catechetics; Practical ex- ercises in catechetics ; Practical exercises in homiletics ; Litur^cs ; History of the Church (3 courses) ; Practical exercises on the same subject^ embracing various periodfl, (3 courses ;) History of Protestant theology (2 courses.) n. FACULTT OF JURISPRUDENCE. . JXTBIDICiJ., SOCIAL, AND ECONOinCAL SCIENCES. 49 COURSBS or LBCTURBB a TBAK, BT 11 PEOrBSSOEB. Philosophy of jurisprudence, or layv^ of nature ; History of the Roman civil procedure ; Introduction to the study of law (2 courses ;) History and institutes of the Roman law (2 courses;) Institutes of Gajus; Pandects; Contracts of the Roman law ; Law of inheritance after the Roman law ; Law of property : Law of buildings ; Practical exercises in civil law (2 courses) ; Introduction to the study of law ; International law ; Common law among nations of Grerman origin, embracing the law of Germany proper, the neighboring states of Switzerland, the Netherlands, and England; Explanation of the Mirror of Suabia; Procedure in common law (3 courses ;) Practical exercises on the same ; Laws of the Swiss cantons compared with each other; Private law of the canton of Zurich ; Com- mercial law; Law of exchange (2 courses ;) Law of insurance ; Commercial Jurisprudence in the common Germanic law (2 courses ;) The same compared to tiie English and American law ; Practical exercises on criminal law ; Theory and history of commerce and manufactures ; Theory of money, banks and sci- ence of finances (2 courses;) Elements of national economy ; Science of police; National economy (3 courses ;) Practical exercises on political economy; Na- tional economy applied to agriculture; Ag^culture and manufactures in Swit* serland; Constitutional law in general; do. of Switzerland ; Laws of cities and townships. UN1VER8ITT OF ZURICH. 357 m. FACULTY OF IfSDICINS. 83 coumsBB or lbctukbi ▲ tbar, bt 15 propbmoks. Osteology and sjndesmology (2 courses ;) Hiunan anatomy (2 courses;) €^- era! anatomy (histology,) (2 courses ;) Dissecting (2 courses ;) Repetitorium of anatomy ; Zoology ; Comparative anatomy ; Medical physics, introductory to physiology; Inorganic chemistry; Organic chemistry; Pharmaceutical chem- istry; Physiologiod chemistry; Materia medica (2 courses ;) Physiology of the blood circulation, with a view to pathology ; Special (medicinal) botany ; Theo- retical obstetrics (2 courses ;) Sexual diseases of women ; Obstetrical clinics (2 courses;) Qeneral pathological anatomy; Pathology and therapeutics of syph- ilis, with demonstrations ; History of development of man ; Practical micro- scopy (2 courses ;) Human physiology ; Physiological experiments on animals ; Special pathology and therapeutics; Exercises in prescribing medicines; Med- ic9l jurisprudence (2 coursee;) Same for lawyers; (2 courses;) History of medicine; Microecopical course of pathological anatomy ; Pathological demon- strations and dissections; General* therapeutics and special pharmacology; Pathological histology, with microscopical demonstrations ; Pathology of the mouth; Special ophthahnia, (eye-lids, cornea, iris, lens, etc.;) Ophthalmological clinic (2 courses ;) Diseases of the ear ; Practical operation for diseased eyes ; Medical cUnic at the hospitals (2 courses;) Polyclinic; Practical exercises in laryngoscopy and otoscopy ; Eye-diseases of accommodation and refraction ; Medicinal mineral springs; Theoretical and practical dentistry; Operative course in dentistry. IV. FACULTY OF PBILOBOPHY. 157 covaiBS OP LBcrumBi a tbar, bt 38 peopbssoks. A. Metaphysicalf philological, historical section. a. Metaphysics, Pedagogics, — ^Logic and introduction to the study of meta- physical sciences ; Logic and metaphysics ; Psychology in general ; Psychology viewed from natural sciences; Psychology in connection with pedagogics; Psv- chological exercises on the third book of Aristotle^s work **0n the soul;" Phu- osophical exercises on the first book of Aristotle's metaphysics; Philosophical ethics ; Philosophy of religion ; General histoiy of religion ; History of ancient philosophy; Histoiy of philosophy fh>m Cartesius up to Hegel; Sense of hearing; Mental diseases (2 courses;) History of education, and the present state of the higher schools of Germany and Switzerland. 6. Philology, Archaohgy — History of Literature. — Methodology and histoiy of archteology ; Sanscrit and explanation of the Nala (2 courses ;) History oif Greek literature and drama; Pindarus; .^Ischylus' Perser, or the Seven against Thebes; ./£schylus' Agamemnon; Sophocles' Aias; Sophocles' Philoctetes; Herodotus, Book I. ; Thucydides; Plato*s Gorgias ; Plato's Symposion ; Greek epigraphies, with practical exercises ; Greek metrics ; Explanation of selected fi»gments from the Greek; Ancient metrics; Explanation of Lucretius' De rerum naiura^ lib. L; Explanation of Plautus' Pseudulus; Philological exer- cises (2 courses;) Terence's Andria and selected extracts from other comedies; Sallust's Catilina; Cicero pro Quintio ; Cicero de finibus bononim et malorum, with grammatical exercises; Selected poems of TibuUus; Exercises in grammar and writing Latin and Greek ; Critical exercises in paleography ; Comparative grammar of the principal languages of the Indo-Germanic nations; Sanscrit grammar (3 courses;) Elements of Sanscrit; Sanscrit Kalidasas Meghadhta; Arabic (2 courses ; ) Mythology of the Germanic nations ; Interpretation of the ancient authors ; Interpretation of Hartmann's Iwein ; The Edda ; History of German poetry in the middle ages; Explanation of the poems of Walter von der Vogelweide ; History of German literature from Klopstock's period ; Prac- tical exercises in speaking German ; English grammar and exercises; Shak- speare's Hamlet explained and translate ; History of English poetry from Chaucer to the present time; Byron's Childe Harold, translated and ex- plained ; Exercises (oral and written) in the English language ; Yillehardouin, 358 uicivERsrrr op zuricb. Ck>nqu6te de Mor6e ; Explanation of the Chanson de Roland ; Proyenfal gram- mar, with translations ; Practical exercises in the French language. CL History, History of Art, Geography — Synopsis of ancient history ; Synopsis of the middle ages and modem hi^ory ; General history of the 19th oentary ; History of the French revolution up to the empire (2 courses;) History of Eu- rope; Modem history, 18 14-1 848; Histoiy of Switzerland from the Reforma- tion up to 1830 ; Survey of the works written on Swiss history ; Helvetia under the Romans ; History of Switzerland in the I'lth and 18th centuries ; Glance at the Swiss history in the 1 5 th century; History of the Helvetic republic ; Conver- sations on universal history (2 courses ;) Historical exercises (2 courses ;) His- tory of geog^phy (3 courses;) Russian possessions in the Northern regions; The British empire and its development in the five divisions of the globe ; The Osmanic empire in the three divisions of the globe; The eastern region of China and Japan; Explanation of the sculptures in the museum of archeology of Zurich ; Political history of Switzerland. B. SecHon of Mathematics and Naksrai Sciences. Elementary mathematics and elements pf.geodesy; Higher algebra; Descrip- tive geometry, axonometry and free perspective; Analytical geometry of space; Analysis of algebra; Introduction to higher mathematics; ioialysis of complex numbers ; Differential and integral calculus (2 courses ;) Differential and integned calculus applied to geometry and natural sciences; Select portions of integral calculus; Introduction to celestial mechanics; Elements of astronomy and of mathematical geography, with practical demonstrations (2 courses;) Experi- mental physics; Experimental physics, heat, light, magnetism, electricity; Electro-dynamics and electro-magnetism; Elasticity and elastical vibrations, treated mathematically; Mechaniod theory of heat; Exercises*in physical ex- perimentation for teachere ; Repetitorium of physics in the German langfoage; Same in the French ; Mensuration of bodies for pupils advanced in mathematics; Experimental chemistry, inorganic; Same, organic; Selected portions of cb^- istiy ; 2^od-chemistry ; Practical pharmaceutical chemistry, for dmggists and medical students ; Qoualitative and volumetric analysis ; Ajoaly tical, Sieoretical chemistry; Quantitative analysis; Theoretical chemistry (stoecheometiy ;) Practical chemical investigations in the laboratory ; Same, for advanced pupils; Exercises in chemical experimentation for teachera; Compounds of cyanc^ene; Essential oils and aromatic compounds; Chemistry of daily life; History of chemistry ; Practical instruction in chemioo-physiolog^cal exercises ; Mineralogy; Determination of mineral species; Crystallography; General geology ; Practical geology and lithology; Chemical geology; General botany; Special botany, including officinal plants, with botanical excursions ; Phamaceutical botany ; Vegetable physiology, with microscopical exercises; Fos^ plants; Important plants in economy and manu&ctures; Diseases of cultivated plants; Foaal insects; Physical geography (2 ooones.) ^S9 EDUCATION OF GIRLS. INSTITUTIONS AND SUGGESTIONS. REPORT OF COMMISSIONER OF EDUCATION. FEHAIiE EDUCATION. FRKUXIMART KKFORT. PAGK. Clrcnlar of Coiiiiiil««loner of EdncatioiM ^^ Female Education at Home and Abroad, 379 ScoaBSTIONi BT VARIOUS AUTHORS, 381 Letter of St. Jerome to Loeta on the Education of her Daughter 391 German Authorities, 377 Zchokke, Caroline Rudolph, Schiller, Niemeyer, 377 Schleiermacber, Ehrenberg, Goethe, Von Raumer, 380 American Authorities, 385 Edward Everett, 385 CoRDUCATIOlf or THK Bbxks, 385 ExPBRiBNcx OP Obkrlin Collkob, Ohio, 385 Original Conditions of the Oberlin movement, 386 OrganiMtion of the College, 387 Instructional and Domestic Arrangements, 3F8 Advantages of Joint Instruction of the Sexes, 388 1. Economj of Means and Forces, 388 5. Convenience to Parents wishing to educate Sons ond Daughters 389 3. Social Incitements to Study, 380 4. Social Culture, 390 6. Female Influence on the Discipline uf Studies, 391 6. Cooperation of the College with the Town in respect to order, 391 7. Relations of the School to the Community, 381 9. Preparation for the Work of Life, 391 DifievUies and Disadvantages considered, 393 1. Differences in Physical and Mental Ability, 393 3. Differences in Future Occupation, 393 3. Supposed Injury to Womanly Reserve and Delicacy 394 4. Social Enjoyment unfavorable to Study, 394 5. Tendency to Early Matrimonial Engagements 305 0. Positive Immoralities, 396 7. Success of Oberlin not eioeptional, 398 MATERIAL FOR FINAL REPORT. Informotion has been received respecting the institutions, and teachers and benefactors of Schools for Girls, named below : 1. Boarding; School for Young Mines at Bethlehem, Pen»., 1786 to 1808. 8. Rev. Williom Woodbridge and his labors in behalf of Female Education in Massaefaiiselts and Connecticut, from 1770. 3. Caleb Bingham (in 1789) and Ebenecer Bailey (1835,) and the Education of Girls in the Public Schools of Boston, Mass. 4. Rise and Progress of the Female Academy (1787 to 3790,) with Notes on Schools (pubKo and private) for Girls, in Philadelphia. 5b Miss Alice I^lor, and the Schools of the Visitation nnns at Georgetown, D. C, and other places, from 180L C Mrs. Elizabeth Bayley BeCon, and St. Joseph's Academy at Emmetsbuig, Jfd, and other Schools of the Sisters of Charity, from 1809. 7. Mrs. Emma Willard, and the Female Seminary at Troy, JV*. T. 8. Miss Catharine E. Beecher, and the Female Seminary at Hartford, Conn. 9. Miss Bfary Lyon, and the Mt. Holyoke Fenmle Seminary at South Hadley, Mass. 10. Mrs. A. Lincoln Phelps, and the Patapseo Female Institute atEllicott's Milk, Md. 11. Packer Female Institute at Brooklyn, Jf. Y. 13, John Kingsbury, and the Young Ladies' High School, Providence, R. I, 13. George B. Emerson, and a select School for Girls in Boston, Mtus. 14. Rutgers Female College, New York City. 15. Mathew Vassar and Vassar College, Poogbkeepsie, JV*. T. 16. Lake Erie Female Seminary at Painesville, Ohio, 17. Academy of the Visitation, near Wheeling, West Virginia. CIBCULAB RESPECTING FEMALE EDUCATION. U. S. Dkpartmknt of Ebucatioit, WashinffUm, D, C, 1867. The underaigned desireB to obtain in response to this Circular, I%r$t, (A.) Information on the system and condition of Female Education generally in your State, or such portion of the same (county, city, or district) as you feel authorized from your knowledge of institutions, and of the subject in the same, to speak ; Secondy (B.) A. particular account of a few Schools for Girls, which are re- garded as the best of their class — ^public, denominational, or incorporated, and whether for both sexes, or for girls exclusiTely, and for resident or non-resident pupils ; Thirds (C.) Copies of any printed documents-^-address, report, catalogue, circular, &c., relating to the general subject, or to any institution. HENRY BARNARD, Commis9iatier of Edueatum. A» FWHAIM EOUOATION GlNSRALLT. 1. Name and general condition of the State, or portion of the same to which the Return refers — as to number, occupation, property, valuation and popu- lation. 2. Any historical data respecting the home or school instruction of girls — the date and peculiarities of the first school avowedly or exclusively for them — when they were for the first time admitted to Academies and public High Schools— 4ate of the first Boarding School for girls — ^present number of institu- tions especially for them — any facts illustrative of their home instruction and training. 8. Citation of any law of the State which recognises any distinction of sex in the general provision for schools and education, and of any law conferring on any institution special privileges respecting female education. 4. Citation of any Regulations of the local Public School authorities, mak- ing special provision for girls, or excluding girls, to any extent, from partici- pation in the school privileges of boys. 6. The practice in your Public Schools (naming the locality of the school) so far as it is exceptional to girls, viz. : (a) in the conditions of admission ; {b) seating and classification in the house ; (e) studies, books and teachers ; (d) ex- tent to which instruction in all or certain studies is given ; {e) kind, and condi- tions of diploma, or certificate of graduation. 6. Tour experience, and the testimony of any teacher who has had such experience as entitles his or her opinion to special respect, as to (1) the relative mental powers of male and female students, and their relative aptitudes and success (for example) in language (our own or foreign, ancient or modem,), mathematics, logic, mental, moral, and political philosophy, the natural sciences, 24 CIBCCLAB RESPECmta FBMALS XDUCATION. ko, ; and (2) the modificationB and limitationB which such experience has sug- gested in a course of school instruction for girls, haying regard to general cul- ture, and not to special training for teaching or other occupation. 7. Your experience, or the results of your observation and inquiries of in- stitutions within your own knowledge, as to the co-education of the sexes — in respect to the (a) health ; (6) intellectual vigor ; (b) moral susceptibility and power; (c) manners and tastes; {d) character and influence of the female pupils in after life. 8. Your experience, and the results of similar observation, as to the sepa- rate education of girls in Boarding Schools, or other Seminaries, in the partio- ulars specified in the foregoing paragraph. 9. Your experience, or the results of your obserration and inquiries, as to Special Institutions and Courses of Instruction for girls, having referenoe to external circumstances, such as wealth and social position, or to the ftiture occupation, such as teaching, heads of fiimilies, fte. 10. Any suggestions on the great subject of the right education of wonuu. B. PAsncuLAs Ihbtitutiohb. Any information, as to the origin and objects denomfaiational control-en- dowments—grounds, buildings and material equipment— frtudieo—instniotora students— domestic and sanitary arrangements— daily routine — ^tuition, follow- ing in general the order of topics given in the Circular respecting Academies. 0. pRnmBD Doonmirm. An documents forwarded in response to this CHroolar, will be preoerrod in the library of the Department of BdnofttkNk L SUGGESTIONS ON THE EDUCATION OP GIRLS. ST YABIOnS AUTHOB& In addition to elaborate articles, new and old, on the subject of Female Bduem their left, — ^the differ- ence, that is, between good and evil I If you are so anxious that your daughter should avoid a viper^s sting, why are you not equally careful that she be not stricken by ^* the hammer of the whole earth ;" that she drink not of the golden cup of Babylon ; that she go not forth with Dinah, or wish to see the daughters of a strange land ; that her feet grow not wanton, or her garments trail behind her y Poisons are never given, unless the cup is smeared with honey ; and vices can not deceive, except under the shade of virtues. How, then, you will say, are the sins of the &thers not imputed to the children, and of the children to the fathers, but '* the soul which sinneth, it shall die ?" This is spoken of those whose years admit of vnsdom, of whom it is written in the gospel, " He is of age, let him speak /or himself." But so long as he is a child, and thinks as a child, till he has arrived at years of discretion, and the point where good and evil, like the Pythagorean letter,* become divergenl^up to that time his actions, good or evil, are imputed to his parents. Unless, indeed, you suppose that the sons of Christians, if they continue unbap- tized, bear all the guilt of sin themselves, and that none of it falls on the head of those who refuse to bestow that sacrament upon them, especially at a time when its recipients could not reject it; Just as, on the other hand, the salvation of the infimt is a gain unto the parents. It was in your own power to offer your daughter or not (though here your con- dition is peculiar, inasmuch as you had vowed her to Grod^s service before she was conceived ;) but now she is offered, you can only neglect her at ^our own peril. He who offers a victim lame or mutilated, or blemished in any other way, is guilty of sacrilege ; how much heavier the punish- ment of him who offers a part of his own body, and the purity of an un- tainted soul, to the acceptance of his King, if he is careless in preserving that which he has so disposed 1 When she is growing up, and beginning, like her Bridegroom, to in- crease in wisdom, and stature, and &vor with God and man, let her go with her parents to the temple of her heavenly Father ; but let her not depart firom the temple. Let them seek her in the journeys of the world, among her kinsfolk and acquaintance, and find her nowhere but in the sanctuary of the Scriptures, asking questions of prophets and apostles about the spiritual marriage of the soul with Christ Let her imitate Mary, whom the angel Gabriel found alone in her chamber; and there- fore, perhaps, she was alarmed, because she beheld the form of a man to whom sh^ was a stranger. Let her imitate her of whom it is said, ** The king's daughter is all glorious within." *The letter Y was made by the Pythagorean! a sy^mbol of Uie parting road of human life »ne of its branchea representing virtue, the other vice B74 OT- JBROME ON FEBIALE EDOCATION. Let her, moreover, not eat in public, that is, be present at her parents' meals ; lest she should see dainties to excite her longing. For though some persons think it a higher virtue to despise present pleasure, to my mind there is greater securitj for temperance in not knowing the object of desire. I remember reading in a book at school, *^ that you will hardly find fault with that which has become habitual." Let her learn, even now, not to drink wine, *' wherein is excess.*' However, abstinence is irksome and dangerous to the young, before the body has attained its ftiU strength and proportions. Up to that time, therefore, let her use the bath, if necessity requires ; and take a little wine, for her stomach's sake ; and have animal food, lest her limbs fail her before they begin to do their duty. I say this as a matter of indulgence unto her, not of command to you — ^to prevent weakness, not to inculcate luxury. Otherwise, why should not a Christian virgin do that altogether which Jewish super- stition does in part, by the rejection of certain animals and meats ; not to mention the Indian Bramins and Egyptian Gymnosophists, who live entirely upon barley flour, and rice, and fruits? If glass is of such a value, are not pearls of greater price? Let the daughter of promise live as those lived who were the children of promise. Where tiie grace is equal, let the labor be equal also. Let her be deaf to instruments of music, and be a stranger to the very use of the pipe, and harp, and lyre. Let her every day repeat a lesson culled from the flowers of Scripture, learning a number of verses in Greek, and immediately afterward being instructed in Latin ; for, if the tender mouth is not properly molded from the very commencement, the pronunciation will acquire a foreign accent, the faults of which will pass into her native tongue. You must be her governess, and the model of her untutored in&ncy ; take care that she sees nothing in you, or in her father, which she would be wrong in doing. Remember that you are her parents, and that she learns more from vour example than your voice. Flowers are soon dead ; the violet, and the lily, and the crocus, soon &de in an unwholesome air. Never let her go into public, unless accompanied by you ; nor enter the sanctuaries built over martyrs* tombs, or churches, without her mother. Beware of the nods and smiles of the young and gay ; let the solemn vigils and noctums be spent without departing frt>m her mother's side. Do not let her attach herself too closely to any one of her maidens, or make her ear the depositary of her secrets. All should hear what is said to one. Let the companion she chooses be not well dressed or beautiful, or with a voice of liquid harmony ; but grave, and pale, and meanly clad, and of solemn countenance. Set over her an aged virgin, of approved faith, and modesty, and conduct, to teach and habituate her, by her own ex- ample, to rise up by night for prayer and psalms, to sing her morning hymns, and to take her place in the ranks, like a Christian warrior, at the third, and sixth, and ninth hours ; and, again, to light her lamp and offer up her evening sacrifice. Let the day pass, and the night find her at this employment Prayer and reading, reading and prayer, must be the order of her life ; nor will the time travel slowly when it is filled by such engagements. Teach her also the working of wool, to hold the distaff, to place the basket in her lap, to ply the spindle, and draw out the threads. But let her have nothing to do with sUk, or golden thread. Let the clothes she makes be such as to keep out the cold, and not a mere compromise with nakedness. Her food should be a few herbs, and so forth, with some- times a few small fishes. But not to go into details on this subject, of which I have elsewhere spoken more at length, — let her always leave off eating with an appetite, so that she may be able to read and sing imme- diately. I do not approve of protracted and inordinate fastings, espedally for those of tender years, where week is added unto week, and the use ST. JBROm CKN RMALB IDUCATIOll. 875 of oil ftod fruit prohibited. I haTe experienced the truth of the proverb, ^'A tired ass will not go straight** But the rule to be constantly ob« served in fasting is this : take care that your strength is equal to vour journey, lest, after running the first stage, you break down in the middle of it But to return to the subject : when you go into the country, do not leave you daughter at home ; she must neither be able or know how to do without you, and be afraid of being left alone. She must not con- verse with people of the world, or be in the same house with ill-con- ducted villus. She must not be present at the marriages of her serv* anta, or have any thing to do with the games of noisv domestica Let her delight not m silk and jewels, but in the holy writings, where there is no gold or mosaic painting, like that on Babylonian leather, to arrest the eye ; but sound learning, corrected by sound fitith, to inform the mind. Let her first leam the Psalter, and give her hours of leisure to these holy songs. From the proverbs of Solomon she will gather practical instruction ; Ecdesiastes will teach her to despise the world ; in Job she will find examples of virtue and endurance. Then let her go to the Grospels, and never lay them down. The Acts of the Apostles, with the Epistles, must be imbibed with all the ardor of her heart When her mind is thoroughly stored wiUi these treasures, she may commit the prophets to her memory, together with the Heptateuch, and the books of Kings and Chronicles, with those of Esdras and Esther. The Song of Solomon she may read last without danger ; if she reads it earlier, she may not discern that a spiritual union is celebrated under carnal words. All the Apocryphal books should be avoided ; but if she ever wishes to read them, not to establish the truth of doctrines, but with a reverential feeling for the truths they signify, she should be told that they are not the works of the authors by whose names they are dis- tinguished, that they contain much Uiat is &ulty, and that it is a task requiring great prudence to find gold in the midst of clay. The works of Cyprian should be ever in her hands. She may run over the Epistles of Athanasius, and the books of Hilary, without any danger of stum- bling. Let her pleasures be in such treatises and writers of such charac- ter as most evince the piety of an unwavering faith. All other authors she should read to judge of what they say, not simply to follow their instructions. Tou will answer here, " How can a woman living in the world, in the midst of so vast a population as that of Rome, look after all these things?" Do not, therefore, undertake a bmrden which you are unable to bear; but as soon as you have weaned her with Isaac, and clothed her with Samuel, send her to her grandmother and aunt Restore its most precious i'ewel to the chamber of Mary, and place her in the cradle of the infiint esu& Let her be brought up in tne convent, in the company of vir- gins; let her never leam to swear; to think fidsehood a sacrilege; be ignorant of the world ; live the life of an angel ; be in the flesh, but not of it ; believe every human being to be of the like nature with herself Thus, to say nothing more, you will be released fit>m the difficulty of keeping her, and the risk of watehing over her. Better to regret her absence than to be in perpetual anxiety, what she is saying, with whom she is conversing, whom she is recognizing, whom she is glad to see. Resign to the care of Eustochium the infant whose very cries are even now a prayer for thine own good. Make her the companion of her holiness, hereafter to be ite heiress. From her earliest years let her look to her, love her, admire her, whose very words, and gait, and dress, are a lesson of the virtues. Let her dwell in the bosom of her grandmother, who may reproduce in her grandchild what she before experienced in her daughter, and who knows by experience how to bring up, and keep 376 ^- JBROXB ON FEMALE EDUCATION. and instnict yirgins, whose glory it is, in the virgins she has nurtured, to be daily bringing forth fruit a hundred fold. 0 happy Paula! happy virgin ! happy child of Tozotius, more ennobled by the virtues of her aunt and grandmother than by her high descent! O LsBta, that you could see your mother-in-law and sister-in-law, and the mighty souls that animate their feeble bodies ! I doubt not your natural modesty would then set the example to your daughter, and change the first command of God for the second law of the Qospel. Ton would then care little for the longing after other children, but would rather offer up yourself to God. But as there is a time for indulging, and a time for abstaining from it ; as a wife has no power over her body ; as unto what calling soever a man is called, in that let him remain in the Lord ; as he, who is under the yoke, ought to run so as not to leave his fellow in the mire,— restore that whole in thy daughter which thou hast divided in thyselC Hannah never received again the son whom she had vowed to Grod, afbr he had been once presented in the temple, thinking it unbecoming that a future prophet should be brought up in the house with one who was yet looking to have children. When she conceived and brought forsh, she dared not enter the temple and appear empty before God, lill she had first payed what she owed ; but after this sacrifice she returned home, and brought forth five children, because she had brought forth her first- born unto God. Admirest thou the happiness of Siat holy woman? Imitate her faith. If you only send Paula, I will undertake the office of her nurse and teacher ; I will carry her on my shodlders, old as I am ; I will mold into form her lisping words, much prouder of my office than any worldly philosopher, — ^training up not a Macedonian king to die by Babylonian poison, but a hand-maiden and bride of Christ, a fit offering to an everlasting kingdom. 8UQQESTI0N8 ON FEMALE EDUGATIOn. GEBMAV AUTHORITIES. It IS an evidence of the corruption or of the over-refinement of female education, that far more care is bestowed upon the art of outwardly pleas- ing, than upon the cultivation of inward good qualities. Thus we see young women at great pains to adorn themselves, wher- ever they have an opportunity to be seen ; but all the careful order and neatness of their costume is mere artifice ; and not an expression of their actual character. They learn dancing and music, foreign languages, all to make an im- pression on strangers in society ; to excite astonishment ; but to establish and maintain unity and love amongst all the members of a household, by humility, courtesy, childlike attachment, judicious treatment of servants, a kind indulgence to the weakness of others, and encouragement to doing good, is an art unknown to them. They read books, study works of art, attend plays, chatter about sci- entific affairs, and know- how to be witty and to say cutting things ; but in their own homes to comfort those who suffer, to make up for deficien- cies, to be content with a little, to do nothing for themselves and all for others, and quietly but efficiently, voluntarily, without bustle, to give new attractions to the uniformity of the quiet life of home, the art of doing this is unknown to them. And yet it is here that their true sphere of greatness lies. In learning, wit, artistic knowledge, in everything which is the business of a man, man can surpass her. The more a woman departs from that sphere of activity which nature has designed for her, to shine upon the theatre of masculine action, so much the more does she lose her natural grace, and become intellectually ugly. ZSCHOKKE. For scientific education, so far as this belongs to girls, instruction by a m:in U best. For how entirely different, how much clearer and deeper are the perceptions of the masculine mind I The delicate feminine feelings can be developed only in a woman. All girls taught among boys by men, retain all their lives more or less of an unwomanly character. Women who grow up under the care of women only, as in convents, or in very large boarding-schools, are liable to pass entirely under the do- minion of feminine littleness, from which they never escape. Men who live long, or always, without the beneficial influence of the female sex, are punished for it by the infliction of the most wretched ped- antry. This is the revenge of insulted nature. Caroline Rudolphl Awakened from this dream, What is left to me of this anprel ? A strong mind in a weak body ; A hybrid between man and woman ; 378 EDUCATION or ths miAui sdl Unfit either for dominion or lore ; A child with the weapons of a giant ; A creature half way between a wise man and an ape. Who, in order to crawl painfully along after those who are stronger, Has fled away fix>m the proper beauty of her sex ; Who has also submitted to be cast down from a throne, To lose the charm of the sacred mysteries in her keeping. And to be stricken out of €3rtherea*s golden book. All for the sake of the i^probation of a newspaper I ScmLLEB. (Poem.) Said a king to his son, " Be diligent In learning all arts, in acquiring all manner of knowledge. If you come to need then, they will be your capital ; If you do not, they will always be accomplishments. RuECKERT. (Poem.) Girls are destined to become prudent and economical housewives, and the faithful helpmeets of citizens ; and as mothers, to hare charge of the first education of their children. For these domestic and civic duties they should be educated, from child- hood up. Aketik. Of the moral qualities which education should always aim to cultivate in the young, there are some whose development we feel to be especially appropriate to the female character ; such as sofixiess and tenderness of feeling ; depth of sensibility ; mildness ; pliability ; patience ; self-forget- ting and self-sacrificing love ; contentment ; and submission to limitation within a narrow sphere ; a quality the most important of alL But as these qualities bonier upon many fi^mts, such as excessive ex« citability and variableness, irritableness and willfulness, passion, preten- tiousness, coquetry, envy, detraction, iniustice, talkativeness, meanness, and indolence, these tendencies should be allowed to indicate objects to be sought by education ; and the following principles in particular should be established : 1. The education of girls should, fix>m their childhood up, be a prepa* ration for their future duties. Playing with dolls is proper for their younger years, and after that, they should be made acquainted with house- nold work. 2. They should of course be therefore trained to industry and econo- my; which are under all circumstances prime yirtues for women; and also 8. In domesticity ; which nothing will better teach, than the mother's example. Too frequent visiting and going out vrith companions of the same age, however innocent, gives girls a habit of chattering about nothing, and makes them afraid of work, lazy and disorderly, and mclines them towards dissipation. But there is nothing more useful as a means of moral training, than judicious familiar intercourse with high-minded and intelligent men and women. This is a protection to feminine virtues, and instructs in the real tone of good society, far better than idly frequenting the ordinary heart- less and mindless circles. In domestic life, where they are much more secure from the foolish flatteries of superficial youths and men, they will learn practically the virtues of accommodation, patience, perseverance, contentment, subordination, etc. 4. Education ought not to destroy the desire of pleasing, which is natural to women, but to keep it pure and to elevate it To this end it should be deeply impressed on their minds, that unfeigned good will, un- KDUOATIOK OF THE FKHALI 812. 379 assumingness, good nature without being undignified, simplicitj, good taste, and gracefulness in speech, attitude and movement, are all attain* able in proportion as no direct effort is made for them. 6. Since it is the lot of the female sex to make others happy and to be made happy, by love, education must teach them to set the greatest value, not upon external beauty, which fades in a few years, but upon such last- ing virtues as endure under all circumstances ; upon mental beauty. 6. As the duties of the housewife and mother require many sorts of mechanical labor, sometimes alone and sometimes in the family circle, her instruction and education should be adapted to give her mind activity and regularity, and the habit of reflection even upon the smallest matters. She should also however learn to live with reference to others than herself. Instead of permitting herself to be absorbed in silent fancies and reveries, she should be conversable and sociable, cheerful and joyous, and should bring cheerfulness and pleasure into life, so often troubled and burden- some. Elaborate intellectual training, half-learning, ingenious reasoning on such matters as their husbands are concerned with, does not promote a husband's happiness, but rather interferes with it ; often occasions others to admire her more than he does ; and leads to vanities and errors of all kinds. But quick intelligence and a modest desire for information, "which gladly hears when acute men are talking, and takes pleasure in under- standing them,*' a genial manner of discussing affiiirs, and the display of real sympathy with others, will be a source of pleasure to parents and to companions, and afterwards to a husband ; and will animate the social circle of every house in which exists a real fiunily life. While the husband and father feels care, both within and without the house, it almost never leaves the wife and mother, who does her duty; and often increases with advancing years, with every increase of house- hold and family. With reference to this state of things, piety, which gives resignation and faith, is infinitely valuable. Even an unbeliever respects real religion in a woman ; for it often mod- erates the impatience and anger of a husband, gives that meek and quiet spirit (I. Peter, iii ; 4,) which is of great price not only before God, but before man ; and which is so often able to avert even the stormy violence of wrath and passion. Such relieion, if only it remains f^ firom devotion for mere show, and from metapnvsical speculation or that visionary exultation which is often nothing but disguised over-sensibility, is a most valuable possession, which parents can not be too early solicitous to secure to their children, and which they may perhaps be able also to hand down to their grand-chil- dren, and to render a permanent family trait But if irreligiousness gets possession of women, the prospects for the education of their children are much obscured. Niemetek. For girls, domestic education should be as stringently insisted on, as public education for boys. Girls' schools are the very worst means ; only to be used in case of absolute necessity, and when private education within the fiunily is quite impossible. ^ When it becomes absolutely necessary that part of the education of girls should be given outside of the fiunily, this external education ought not to have any influence upon the development of the disposition. This portion of the education should proceed, for girls, wholly within the family ; so that any education to manual skill, eiven outside of the family, should not occupy too much space, for fear of making some undo* 380 EDUCATION OF THE F£3(ALE BEX. sirablo impressions, which may weaken the influence of the family on the disposition. Schleiermacber. Errors and failures in the education of girls can only be made up for with great diflSculty. The independent power of the masculine mind can regain its purity, after error ; but the more sensitive and plant-like nature of girls loses its proper growth forever by one injury. Hence arises the educational rule, with boys to seek to strengthen their power of independent exertion for the struggle with the world ; but with girls, to preserve their susceptible natures from evil impressions, and the pure tone of their minds from being untuned. Therefore fathers and educators should avoid all coarseness, harshness and rudeness in the presence of female pupils; and to give no shocks to those feelings which pertain to the department of exterior observances, in which it is the special privilege of the female sex to govern, and to exer- cise a very stringent dominion. Bauk. For house and family, the husband is everything. But within the house, within the family, the wife is all ; she is the inspiring, embellishing and controlling power. Man acts in the outer world. ' But for woman, the representation of that world on the stage is a recre- ation in her moments of leisure. Home is the central point for all the exertions of the man, how various soever in direction ; for home he traverses, searches, conquers, all the world. But the wife rules by goodness over the sanctuary for which man has exerted his powers ; she is the economical preserver of the treasures which he earns. Man, surrounded in the outer world by deceit and hatred, often forced by circumstances to conceal his real nature and to seem other than he is, finds again in the love and naturalness of woman, himself and his own natural character. Naturalness is woman's most beautiful ornament Upon this depends her wise attractiveness, and her tender love of family life. Everything assumed, forced, artificial, displeases ; is dead outside paint; and indicates that something disgusting is behind it As the child pleases by innocence and truthfulness, so does the maiden, the wife, the matron, by simple, modest, loving, cheerful, childlikeness. Though her exterior changes, yet her soul shall preserve everlasting youth. Nature has taught her to love ; has taught her the duties of wife and of mother. She will always remain a true pupil of nature, down to the latest times. What is foreign to her real destiny, she must remove as unnatural. But it is the chief fault of female education, that girls are even more than boys, educated to untruthfulness, pretences, and dissimulation. We seek to root out of them the natural, unpretending simplicity and loftiness of their innocence, and to supply its place with a feigned nature. ZSCHOKKE. Loveliness belongs to women. Even its bodily manifestation is the glory of womanhood. Only the delicate mental character of woman can cherish the feelings, impulses and tendencies, which exist in her, and the beautiful appropriate- ness of the numerous phases of her character ; and only her delicate SDUOATION OF THB VSBIALB SKZ. 881 frame can permit these easy and unrestrained motions which in graceful persons so much delight us. Physical beauty excites desire ; loveliness, intellectual pleasure. Happy in itself it causes happiness in others. An imperious woman may detain us for a moment ; but we are never weary of waiting near a lovely one. Beauty departs with the fresh bloom of youth ; loveliness shines even among the ruins of age, with an indescribably delightful brightness. Beauty is for the eye alone ; loveliness rather for the heart Purity and goodness are the essential constituents of loveliness. Out of its clear and peaceful eyes looks an unspotted heart, unconscious of any wild passion or inner rebellion. Eurbnbero. Only in cities, where men pervert nature and the natural order of things, making man womanish, and turning night into day, and among universal corruption, do we find it not surprising that women become mannish, pursue literature, and consider themselves better fitted for^he admiration of society than for the quiet of the domestic circle. There it is thought admirable for maidens to become remarked for making conquests ; to be well read in romances ; and to act romances : while they waste the substance of their parents by their expenses, ana repay their blind aflfection with shameless disobedience. There it is thought admirable for mothers to be more devoted to public amusements than to their children ; and for wives to belong more to other men than to those to whom they have pledged their faith. And there it may be very proper for women who have grown too old for such luxurious follies, to end by becoming devotees or mtriguantes. Zschokke. Early let woman learn to serve, for that is her calling : For by serving alone she attains to ruling ; To the well-deserved power which is hers in the household. The sister serves her brother while young ; and serves her parents ; And all her life is still a continual going and coming, A carrying over and bringing, a making and shaping for others. Well for her if she learns to think no road a foul one, To make the hours of the night the same as the hours of the day ; To think no labor too trifling, and never too fine the needle ; To forget herself altogether, and live in others alone. And lastly, as mother, in truth, she will need every one of the virtues. Goethe. In educating girls, the mode of instruction required is entirely differ- ent from that which is proper for boys. The latter, by reason of their natural tendency to lawlessness, must be early brought under discipline, sent to school, accustomed to regular mental labor and to obedient subjection to regular rules, as is required by the future lives and duties of men. On the other hand, as Fenelon says, ** a too pedantic regularity, which requires incessant study without any intermissions, is very injurious to girls." A definite daily order of exercises should be prescribed to girls to be strictly followed. But they must from childhood up be accustomed, whenever it is neces- sary, to leave their book or their piano, to take care of some little child, or to be of some assistance to their parents. Such interruptions can not of course be put down in the order of exer- cises ; they are exceptions to the general rule. Then, after doing these kindnesses, they should return to their work and read or play on as quietly as if they had not been interrupted. 3S2 BDUCATION OF THB VBMAUB 8EZ. This species of discipline should teach them to love not merely with words, but in deed and in truth. Goethe says, ** 6j such services thej attain to ruling, to their proper power in the household." Von Raumeb. In order to avoid one-sidedness and defects in female education, it must not be without female influence ; for male instructors are liable to influ- ence girls too much towards their own character, which may result in losing the delicacy of the feminine character, and in the acquisition of some traits of an inappropriate kind. Still, the supreme direction of the education of girls should be in charge of a man. Baub. Inspiriting music, breathing courage and boldness, is proper for men ; but that which imports moderation, mildness, modesty, for women. PLATa The principle that children should read nothing bad or vulgar, admits of full application to music. For if they have from an early period only heard, sung and played what is good, it will become a second nature to them, as their sphere of vision enlarges with their growth to flee from all bad music, and to like what is beautiful and good, in whatever form it may appear. The case is far otherwise with very many who have had the ill fortune from their childhood to hear and practice and live in associations with bad music only. It is very uncommon, and very difficult, for such persons to bring themselves back from their impure music to that which is pure, to cure themselves of their seated habits, and to accustom themselves to such music only as is correct and beautiful. Von Raumer. Music is on some accounts a dangerous study. If a painting containing a mis-drawn limb, or anythmg immoral, a correct eye will find abundant grounds for criticism ; or shame, at least in the presence of others, will direct the observation elsewhere. But everything impure, unnatural, immoral, may creep into music; and thus we may look plainly and fully at what we should for decency's sake be obliged to turn away from if presented by the pencil or by words. Plato wrote in opposition to immoral music. What would he have said if he could have witnessed the misery which we have now-a-days to endure from our present music, so unnaturally composed, so excessively feeble or wild or amorous, and yet so seldom rising to true fire and energy. In music as now too often employed in education, we find everywhere art and ornament, a mass of wonderful difficulties, overloading instead gI feeling and clearness ; but after subtracting what is to be attributed to the gratification of the composer's vanity, we have left very little that gives us hope or pleasure. And accordingly our young ladies, as soon as they have a home of their own to live in, usually fling all their artistic music, with delight, to the winds. Music will only seem divine to us, when it carries us into a state of ideal sensibility ; and the musician who can not do this is nothing but a mechanic — nothing more, even, than a vulgar hod-carrier. Healthy feeling is never confused, nor does it go beyond self-control. Your favorite symphonies, fantasias, pot-pourris, &c., are often the most ridiculous stuff in the world. They begin with some passage full of mys- tery ; then comes a volley as if of artillery ; then a sudden silence ; then an unexpected waltz-movement ; then, just as this begins to be inspirit- ing, an equally sensible and sudden plunge into a passage full of depth and melancholy ; then into a furious storm ; then, out of the middle of the storm, we are presented, after a brief pause, with some mere trifling, HDUOATION or THB VBULB SIX. 383 ftnd lastly with a finale in the nature of a hum I and then eyerjhody gathers around with cries of delight Such things please, it is true ; but how f But the worst thing of all is, that under the favorite name of " effects,^* we find the most destructive and poisonous matter recommended ; espe- cially such convulsive, distorted, extravagant, astounding, raving confu- sions of sounds, as excite everything evil in man. If many of our virtuous nuudens knew what that music is which they often have to hear, and even to sing and play, they would perish with shame and indignation. Thibaut. The house should be free from unpleasant pictures, and from ambig- uous or wanton ones. It should, on the contrary, be adorned as much as possible with such as are pure and beautiful ; whose silent, but ennobling and constant companionship will be found to exercise upon children an immeasurable influence for good. Girls particularly, should from an early age be allowed to amuse them- selves with pictures of celebrated works of art^ churches, palaces, gallerieB of painting, &c Productions of art make deep and lasting impressions, even upon the minds of children. But all premature criticism on such subjects should be avoided, for fear of affected admiration and pert foolish &ult finding. A silent and natural examination of works of art, where the beholder "forgets self and the world, and lives in the objects only," is the true one; and can not do harm. Girls should learn drawing chiefly for the sake of practising at home. The teacher should pay especial attention to drawing from nature ; and should use copying as a mere technical exercise. Such instruction, but above all, the quiet and intelligent study of the works of great masters educates girls to the love of what is beautiful and good, and to disgust at what is ugly and bad. This love and disgust will have much influence even upon their daily life at home ; for their eyes when thus trained, would quickly detect anything inconsistent, untasteful or misplaced about them, and would never be at ease until it was corrected. Botany, as a science in the masculine sense, is not a proper study for girls. Girls should rather be trained in the direction of art. They should look upon flowers, not as an analyzing botanist does, but as a sensitive flower-painter would. The love of girls for flowers is to be cultivated ; they may tend them most carefully, and follow their development from their first sprouting up to the ripening of the seed. This pleasure in flowers is like the pleasure that girls find in taking care of domestic animals, lambs, poultry, pigeons, &c. Von Rauxbi^ The gods have destined and fitted the nature of man and woman for society ; in that not each of them is capable of everything, but that each is suited for that in which the other is deficient ; in order that both to- gether may fulfill a complete destiny. The one is stronger and the other weaker, that the timidity of the lat* ter may make her more prudent, and that the strength of the former may make him a protector. The one procures what is needful without, and the other takes care of it in the home. The woman is weaker and better fitted to a sedentary life and can not so well endure wind and weather. Man can not so well bear quiet and stillness ; «id movement is natural to him. Abistotlb. 384 EDCCATION OF THE FEMALE SEX The principal duty of woman, as well as the peculiar sphere of her efforts, has been much more distinctly defined by nature than that of men, whose sphere of activity is out of all comparison wider and more various. Man needs to develop all the infinite endowments of his nature ; to gradually bring into activity all the perfections whose germs slumber within him ; and to make use of all these powers in all the relations and changes of life. But how much more limited is' the sphere of the activity of the other sex! The destiny of the young girl is, to be a wife and a mother. The wife must live for her family ; must watch over its property ; must thus have special charge of the ordering and management of all little mat- ters as they come up ; and above all, must nurse, or at least watch over and take care of the children to whom she has given birth, until they can take care of themselves, and have become so far educated and independ- ent by her example and her teaching, as not to need her protection. This period is earlier reached by sons, who receive their education from the world, than by girls, who usually go from their mother's care into the charge of a husband. The bodily organization of women in part prepares them for this sphere of duty ; as do also the mental endowments and powers of that sex ; the perfectibility of which clearly shows that woman as well as man belongs to a higher race of beings. The cultivation of their understanding, judgment and reason, in part by studies of a generally useful character, in part adapted especially to the needs of the sex, should be the main purpose of their education. Learning, properly so called, is useless to them, and commonly iniurious. The education of the sense of beauty — of the taste — is only harmful when it is made the principal object As the cultivation of the taste is closely connected with that of the fancy and of the feelings, it must be conducted with the extremest care ; and the materials for it must be chosen with the utmost caution. Most of our novels and plays, and very many poems, can be used in education only with the greatest risk. The languages, the native language in particular, are a valuable means for educating the mind, and this the more because the study of them will act as a preservative against an unhappy tendency to read indiscriminate- ly all manner of German books ; and because only the best foreign books will be read. Geography and history should be not mere lists of names, but should be shown to be rich in gi'cat deeds and great men, the knowledge of whom will elevate the soul, and will prevent from seeking after foolish novelties. Music, singing, drawing, rightly studied, will excellently occupy many hours ; will keep the student at home, and are capable of being brought into a useful harmony with the moral feelings. Intercourse with mtelligent men is a far more certain and effectual means of cultivating the mind, than reading books. The latter is of but little use m cultivating the understanding ; and we often find persons of extensive reading, who are quite destitute of comprehensive ideas, and are unable to carry on an intelligent and connected conversation. That all this may be accomplished — at least among the educated classes —without derogating from the most faithful fulfillment of all the womanly duties, has been so often proved by experience, that it can no longer be pretended that girls must devote all their lives to sewing, washing, cook- ing and nursing children. All these things should be understood and done ; but it is degrading the female sex to set it down as fit for these things only. NiEMBrEB. KDWARD EVBRETT. FBMALS KDOCATION. Tliere is a good deal of discoBsion at the present day on the subject of Wo men's Righto and her education. No one would be willing to allow that he wished to deprive them of their righto, and the only difficulty seems to be to settle what their righto are. The citizens of Boston, acting by their municipal representatives, have long since undertaken to answer this question in a prac- tioftl way, as ftv as a city government can do it, by admitting the right of the girls to have, at the public expense, as good an education as the boys. It is not in the power of the city to amend our constitutions, so as to extend political privi- leges to the gentler sex, nor to alter the legislation which regulates the righto of property. But it was in the power of the city to withhold or to grant equal privileges of education; and it has decided that the free grammar schools of Boston should be open alike to boys and girls. This seems to me not only a recognition at the outset of the roost important of Women's Righto, viz., equal participation in these institutions, but the best guaranty that if in any thing else the sex is unjustly or nnjairly dealt with, the remedy will come in due time. With the acknowledged equality of woman in general intellectual endowmento, though tending in either sex to an appropriate development, with her admitted superiority to man in taot» sensibility, physical and moral endurance, quickness of perception, and power of accommodation to circumstances, give her for two or three generations equal advantages of mental culture, and the lords of crea- tion will have to carry more gruns than they do at present, to keep her out of the enjoyment of any thing which sound reasoning and (air experiment shall show to be of her righto. ^ I have, however, strong doubto whether, tried by this test, the result would be a participation in the performance of the political duties which the experience of the human race, in all ages, has nearly confined to the coarser sex. I do not rest this opinion solely on the fact that these duties do not seem congenial with the superior delicacy of woman, or compatible with the occupations which nature assigns to her in the domestic sphere. I think it would be found, on trial, that nothing would be gained — ^nothing changed for the better — ^by putting the sexes on the same footinjir, with respect, for instance, to the right of suffrage. Whether the wives and sisters agreed with the husbands and brothers, or differed from them — as this agreement or difference would, in the long run, exist equally in all parties — the result would be the same as at present. So, too, whether the wife or the husband had the stronger will, and so dictated the other's vote, as this, also, would be the same on all sides, the result would not be affected. So that it would be likely to turn out that the present arrangement, by which the men do the electioneering and the voting for both sexes, is a species of representation which promotes the convenience of all and does injustice to none. Meantime for all the great desirable objecto of life, the possession of equid ad- Tantages for the improvement of the mind, is of vastly greater importance than the participation of political power. There are three great obiecto of pursuit on earth — well-being, or happiness for ourselves and families \ influence and control over others ; and a good uanie with our fellow-men, while we live and when we are gone. Who n^s be told, that, in the present state of tlie world, a good education is not indeed a sure, but by far the most likely means of obtaining all the ends which constitute material prosperity, competence, position, establishment in life ; and that it also opens the purest sources of enjoyment. The happiest condition of human existence is unquestionably to be found in the domestic circle of what may be called the middle condition of society, in a family harmoniously united in the cultivation and enjoyment of the innocent and rational pleasurt« of literature, art and refined intercourse, equally removed from the grandeurti and the straito of society. These innocent and rational pleasures, and this solid happiness, are made equally accessible to both sexes by our admirable school system. Then for influence over others, as it depends much more on personal qualities than on official prerogative, equality of education furnishes the amplest means of equal ascendency. It is the mental and moral forces, not political power, which mainly govern the world. It is but a few years since the three greatt^st powers in Europe, two on one side and one on the other, engaged in a deadlv BDWARD EVERETT. Btraggle with each other to decide the fate of the Tarkish empire ; three Chrit- tian powers straining every nerve, the one to overthrow, the two others to up- hold the once great and formidable, bat dow decaying and eifete Mohammedan despotism of Western Asia. Not less than half a million of men were oon- cent rated in the Crimea, and all the military talent of the age was called forth in the contest ? And who bore off the acknowledged palm of energy, nsefol- ness and real power in that tremendous contest. N(»t emperors and kings, not generals, admirals or engineers, laanobing from impregnable fortresses and bitt- ing intrenchments, the three-bolted thunders of war. No, but an English girl, bred up in the privacy of domestic life, and appearing on that dread stage of human action and suffering, in no higher character than that of a nurse. And then for &me, to which, by a natural instinct, the ingenuous soul aspires : u fhe gpar which the clear ipirit doth raise, (The la»t iafirmitjr of noble mind,) To icora delight* and live laboriooi dayi"— need I say, that the surest path to a reputation for the mass of mankind is by intel- lectual improvement ; and that in this respect, therefore, our school system places the sexes on an equality. Consider for a moment the spectacle presented by the reign of Louis XIV., the Augustan age of France, rich in the brightest names of her literature, philosophy, politics and war — Pascal, Descartes, Cor- neille, Racine, Lafontaine, Moliere, Bossuet, Fenelon, Bourdaloue, MassUlon, Colbert, Conde, Turenne, Catin^t Among all these illustrious names there is not one that shines with a brighter or purer ray than Madame de Sevigne ; not one whose writioo^ are more extensively read by posterity ; not one in whose domestic life and personal character all future ages will probably take a deeper interest. The other distinguished individuals whom I have mentioned, we re- gard with cold admiration, as personages in the great drama of history. We feel as if Madame de Sevigne belonged to our own families. The familiar letters principally to her daughter, written by this virtuous and accomplished woman, who preserved her purity in a licentious court, who thought with vigor and wrote with simplicity, earnestness, and true wit in a pedantic and affected age, have given her a place among the celebrities of France, which the most distinguished of them might envy. Apart then, girls, from a preparation for the pursuits, duties, and enjoyments of life, which more especially pertain to your sex, in tlie present organization of society, you possess in these advantages of education the means of usefulness and (if that be an object) of reputation, which, without these, would be, in a great degree, monopolized by the stronger sex. The keys of knowledge are placed in your bands, from its elemental principles up to the higher branches of useful learning. These, however, are topics too familiar on these occasions to be dwelt upon, and I will conclude by offering you my best wishes, that the reputation already acquired by the Dwight School for girls may be maintained under tho new organization ; that your improvement may be proportioned to your advant- ages ; that your progress may equal the warmest wishes of your teachers, pa- rents, and friends ; and that you may grow up to the enjoyment of the best bh ings of this world, and the brightest and highest hopes of the world to oome. COEDUCATION OF THE SEXES. iM ADDBiaS BEFOKI A. MEKOm OT OOUMB PMBIMMTB AT SPBimnBU)^ lUL S7 KIT. JAMIS B. rAIKCBItn, D. Ik, OF OBISUN COLLIOB, JULY IOTB, 1897. Mb. Prxsibbnt, and Gxittlxmxv of thb Association : Tbb invitation extended to me by your Executive Committee, to share in your deliberations upon this quesUon, was based upon the fiict of my connection with a school in which the system of educa* tioD under discussion has been in operation for many years ; and it was intended that I should present the subject in the light of that experience. It seems more fitting to confine myself to arrangements and results at Oberiin, stated descriptively and historically, than to attempt any general discussion of the subject— a work more appro- priate to the members of the Association. That I may speak without restraint upon these matters, it is proper for me to say that I entered the College as a boy at its open- ing, and served seven years as a pupil before entering upon the responsibilities of a member of its board of instruction. Thus I appear before you as one of the children of the school, and not one of the fathers, and shall not seem to speak of the work of my own hands, as I claim no personal responsibility for the wisdom or folly of the arrangement. Oberlin College is now in the thirty-fourth year of its life, and firom the beginning has embraced among its pupils both young men and young women. The first year it was a high school, with some^ thing over a hundred pupils, more than one-third of whom were ladies : not a local school, for the enterprise started in the woods, and one-half of the students at least were from New England and New York. The second year the numbers increased to nearly 300, with theological and college classes in full operation, the ladies being about one-fourth of the whole. In two or three years the numbers reached 500, and maintained that annual average until 1852, when the number was suddenly doubled, and has averaged more than a thousand yearly for the last fifteen years. The proportion of young ladies has not for many years fallen below one-third, nor risen above one-half, except during the war, when the ladies predominated in the ratio of five to four. The last Annual Catalogue gives 655 8S5 386 COEDUCATION OF TUC SEXES. gentlemen and 490 ladies, and this is about the nonnal proportioiL These are young men and women of such ages as the advanced schools of the land generaUj present The toton began with the school and has kept pace with it, con- taining at present from 3,000 to 4,000 inhabitants. At first, almost all the accommodations for the students in room and board were furnished by the College. The dormitory system was adopted for both young men and young women, separal^e halls or buildings being assigned to each — the ladies' hall being also a boarding-hall^ in which scats at table were provided for young men. As the num- bers increased and the dwellings in the village were improved and multiplied, the students were to a greater extent provided for among the families, until at present far the greater number are thus fur- nished with homes. Our present ladies' hall affords rooms for about 100 young ladies, and sittings at table for about 220 boarders. Large boarding-houses are not found ; but a majority of families that have room receive a few students. The young ladies find their homes under this arrangement as well as the young men. Some fisunilies receive young ladies only ; but fiunilies are permitted, with suitable arrangements, to receive both classes. The entire female department is under the immediate charge of a lady Principal, and her assistant ; and these are occupied, not with teaching, to any considerable extent, but with the care and supervision of the young ladies, their classification and general culture. These principals communicate, as occasion may require, with the matrons of the families where the young ladies board. The special discipline of the young ladies is committed to the lady Principal, assisted by a ^ Ladies* Board of Managers,' composed in general of wives of pro- fessors in the college. The advice of the College Faculty is somo- times taken, but the young ladies do not come before them for spe- cial discipline. The regulations of the school, for both ladies and gentlemen, are intended to be addressed to the good sense and per- sonal responsibility of the pupil. We have no monitors, but each one makes a weekly report of success or failure in the performance of prescribed duties : young ladies boarding in j&tmilies have their report countersigned by the matron of the house, who is in a d^ree responsible for the conduct of her charge. The ladies' hall is the headquarters of the female department, where the Principal receives all the ladies for general instruction and for personal advice. Throughout the literary departments the classes consist of young men and young women, taken indiscriminately, as their studies cor- respond. The larger numbers of both sexes are found in our Pre- COEDUCATIQN OF THE 8BZ8& 337 psratory Department — a department which embraces, besides those preparing for the regular courses, a large number that study for a more limited time. This department is under the charge of a gen- tleman Principal, whose strength is expended chiefly upon oversight, classification, and discipline, and an associate Professor of Lan- guages, who gives himself to the teaching of the advanced classes in Latin and Greek. The other classes in this department are taught by sucdessful pupils (gentlemen and ladies) from the higher depart- ments. After the Preparatory Department, we have two courses open to young ladies — the ' Ladies' Course,' and the regular ' Col- lege Course.' The Ladies' Course is a course of four years, requir- ing, at conditions of entering, a good elementary English education, and a year's study of Latin. It embraces all the studies of the regular College course, omitting all the Greek and most of the Latin, omitting also the Differential and Integral Calculus, and adding lessons in French and Drawing, and some branches of natural science. Those pursuing this course recite with the college classes in the same studies. Separate classes are organized for the ladies in essay- writing until the commencement of the third year, when they are added to the Junior College class in this exercise. Their training in this department is limited to reading and writing, none of the kdies having any exercise in speaking. The great majority of our young ladies pursue this course, and it was supposed at the organi- zation of the school that nothing farther would be required for them; but in 1837 four young ladies prepared themselves for the Freshman class, and were received upon their own petition. Since that time it has been understood that the College Course is open to young ladies, and we have always had more or less in the classes : sometimes the proportion of ladies to gentlemen in the course has been as high as one to four; at present it is one to ten. We have observed no special tendency to an increase in this proportion ; for the last three years there has been a diminution. The ladies in this course are under the same general regulations and discipline as in the other course, and are responsible to the lady Principal. At the termination of their course they receive the regular degree in the Arts. Eighty-four ladies have received this degree, and three hundred and ninety-five have, received the diploma of the Ladies' Course. The Theological Department has never been opened to ladies, as regular members. Two young ladies attended upon all the exer- cises of the department through a three-years course, and were entered upon the Annual Catalogue as ' resident graduates pursuing the Theological course.' This was nearly twenty years ago, and we 2%9 goedvcahon or the sbxea have had no applications since. DoabUese the same priTiIeges would be afforded as fonnerly. The association of gentlemen and ladies ont of the class-room is regulated as experience seems to require. They sit at the samd table in fiimilies and in the Ladies' Hall. Young gentlemen call on ladies in a social way at the parlors of the Ladies' Hall and of pri* ▼ate families, between the hour for tea and half-past seven in the winter, and eight o'clock in the summer. They walk in groups from one class-room to another, as convenience and their sense of propriety may dictate, with the help of a suggestion, if needed, from thoughtful and observing friends. Now and then the young ladies have permission to attend an evening lecture given under the aus- pices of the CoU^e^ and in soch case to accept the attendance of young men. No such association is permitted in the case of reli- gious meetings. Hiey do not ride or walk together beyond the limits of the village, except on a holyday, under special arrange- ments. There is no association of the sexes in fiterary societies, or other voluntary and independent organizations. It seemed necessary to give this detail of arrangements, that the eonditions npon which the solution of the problem has been con* ducted with us may be fully understood. In speaking of results, t wish to be understood as giving not merely my own individual judgment, but the unanimous opinion, so fi^r as I understand it, of all who have had responsibility in connection with the schoof. If there has been any diversity of sentiment on the subject, it has been unknown to mo. Otfiers miglit choose different terms in which to express their opinionsy but I shall endeavor to make no statement from which I suppose that any one of those that are or have been associated in this work would dissent Among the advantages which seem to be involved in the system^ as we have observed its operation, are the following : 1. Economy of means and forces. The teaching force and other apparatus required in all the. higher departments of study is made available to* a larger number. In most Western Collegts the higher classes might be doubled without any detriment, and often with great advantage. Scarce- any one* of these schools has had larger classes than our own, and yet only once or twice have we had occasion to make two divisions in any college classy including the ladies pursuing the same study. In the preparatory department-, classes must be multiplied on account of numbers; but in the higher departments of instruction, where the chief expense is in- volved, the* expense is no greater on account of the presence of COEDUCATION OP T||E SEZB8. 389 ladies. If a separate establishment were attempted for ladies, affording the same advantages, the outlay in men and means would have to be duplicated ; or, as would often happen, the force would have to be divided, and the advantages as welL Of course, if there were obvious disadvantages in the arrangement, the argument, from ■economy would have essentially no weight. We must have the best system of higher education at any necessary cost. 2. Convenience to the patrons of the school. It has been a matter of interest with us to note the number of cases in wjiich a brother is accompanied or followed by a sister, or a sister by a brother. I can not give exact statements upon this point ; but it is an interesting and prominent feature ia our operations. This is most convenient and wholesome ; each is safer from the presence of the other ; and the inducements to attend school, to the one or the other, are in-r creased by the possibility of having each other's company. The T^ant and tendency in this direction are shown in the fact that in the vicinity of every flourishing college, opened for young men only, a ladies' school, equally flourishing, is almost sure to be established, requiring afterward a good degree of vigilance to keep apart those who have thus naturally come together. 3. Another advantage we find in the wholesome incitements to study which the system affords. This is a want in all schools, pro- vided for often by a marking and grading system involving a distri* bution of honors and prizes. An acknowledged defect in this plan, not to speak of any thing unwholesome in the spirit of rivalry which it induces, is in the fact that it appeals to comparatively few in a class. The honors are few, and the majority soon cease to strive for them. The social influence arising from the constitution of our classes operates continuously and almost equally upon all. Each desires for himself the best standing that he is capable of, and there is never a lack of motive to exertion. . It will be observed, too, that the stimulus is the same in kind as will operate in after life. The young man, going out into the world, does not leave behind him the forces that have helped him on. They are the ordinary forces of society, and require no new habits of thought or action in order to their effective operation. We have introduced a marking system into the recitation-room, pertaining solely to the performance there, and used for the information of teachers and guardians, and the pupil himself: not for the assign- ment of grade or distribution of honors, or for any publication whatsoever. We rely upon the natural love of a fair standing with teachers and associates as the supplement to the higher motives for exertion, and have not found it a vain reliance. 890 COEDUCATION OF THB 8EXE& 4. Again, the social culture which is incidental to the system is a matter of no small importance. To secure this the student does not need to make any expenditure of time, going out of his way, or leaving his proper work for the pleasure or improvement result- ing from society. He finds himself naturally in the midst of it, and he adjusts himself to it instinctively. It influences his manners, his feeling, and his thought. He may be as little conscious of the sources of the influence as of the sunlight or the atmosphere ; it will envelope him aU the same, Raving him from the excessive introver- sion, the morbid fancies, the moroseness, which sometimes arise in secluded study, giving him elasticity of spirits, and ease of move- ment, and refinement of character, not readily attained out of society. It seems desirable that our young men especially should enjoy these advantages during the period of their course of study, while the forces that form character work most efficiently. 5. Closely connected with this influence is the tendency to good order which we find in the system. The ease with which the discipline of so large a school is conducted has not ceased to be a matter of wonder to ourselves. One thousand students are gath- ered from every state in the Union, from every class in society, of every grade of culture — ^the great mass of them, indeed, bent on improvement, but numbers sent by anxious friends with the hope that they may be saved or recovered from wayward tendencies. Yet the disorders incident to such gatherings are essentially un- known among us. Our streets are as quiet by day and by night as in any other country town. There are individual cases of misde- meanor, especially among the new comers, and now and then one is informed that his probation has been unsatisfactory ; but in the regularly organized classes of the College and Ladies* Departments, numbering from two to four hundred in constant attendance, the exclusions have not on the average exceeded one in five years, and in one instance a period of more than ten years elapsed without a single exclusion from these classes. This result we attribute greatly to the wholesome influence of the system of joint education. The student feels that his standing and character are of grave conse- quence to him, and he is predisposed to take a manly attitude in reference to the government and regulations of the school. An admonition in the presence of the students assembled in the chapel has always been more dreaded by an offender than a private dismis. sion. Offenses against propriety, that in a body of young men form- ing a separate community would seem to be trivial, change their aspect when the female element is added to the community ; and COEDUCATION OP THE SEXES. 891 that better yiew adds greatly to the force of wholesome regulations. From the beginning, the nse of tobacco has been prohibited to onr stadents. In the presence of ladies the regulation has a force and significance that could not be otherwise secured, and has been main- tained with a good degree of success. College tricks lose their wit and attractiveness in a community thus constituted. They are essentially unknown among us. There are no secret societies, and, so far as I know, there has been no tendency toward them. The relations of the classes to each other are comfortable and desirable. With a sufficient degree of class feeling to give unity and collective force, there is an entire absence of the antagonisms which some- times appear in college life. It may be a mistake to attribute this fact in any degree to the social constitution of the school, but it seems to me to be a natural result The general force of the society controls and limits the clannish tendency. We have had no diffi- culty in reference to conduct and manners in the college dining- hall. There has been an entire absence of the irregularities and Toughnesses so often complained of in college commons. 6. Nor can it be reasonably doubted that the arrangement tends to good order and morality in the town outside of the school Evils that might be tolerated, in the shape of drinking-saloons and other places of dissipation, if young men only were present, seem intolerable where ladies are gathered with them. The public senti- ment requires their suppression. Of course, this influence alone would not be sufficient ; but it increases and intensifies the moral forces of the place which withstand their introduction. 7. Another manifest advantage is in the relations of the school to the community — a cordial feeling of good will, and the absence of that antagonism between town and college which in general belongs to the history of universities and colleges. The absence of disorder in the school is the prime condition of this good feeling ; but beyond this, the constitution of the school is so similar to that of the community that any conffict is unnatural : the usual occasion seems to be wanting. 8. It can hardly be doubted that young people educated under such conditions are kept in harmony with society at large, and are prepared to appreciate the responsibilities of life, and to enter upon its work. They will not lack sympathy with the popular feeling, or an apprehension of the common interests. They are naturally edu- cated in relation with the work of life, and will not require a read- justment. This seems a matter of grave importance, and we can scarcely be mistaken as to the happy results attained. If we are t9i COEDUCATION OF THE SEXS& > not ntterly deceived by our {>oaitioD, our students natonlly and readily find their work in the world, because they have been trained in sympathy with the world* These are among the advantages of the system which have forced themselves upon our attention. The list might be extended and expanded ; but you will wish especially to know whether we hiure not encountered disadvantages and difficulties which more than counterbahmce these advantages, and you will properly require me to speak with all frankness upon those difficulties which are com* monly apprehended. 1. Have young ladies the ability in mental vigor and bodily health to maintain a fair standing in a class with young men ? Bo they not operate as a check upon the progress of the class, and de* grade the standard of schobuvhipf and do they not break down m health under a pressure which young men can sustain f To this inquiry I answer, where there has been the same prepnr* atory training, we find no difierenoe in ability to maintain them* selves in the recitation room. Under the circumstances, I shall be excused for referring to my own individual experience, which has been somewhat varied. The first eight years of my work as a teacher was in the d^artment of the Ancielit Languages — Latin, Greek, and Hebrew ; the next eleven, in Mathematics, abstract and applied ; the last eight, in Philosophical and Ethical studies. In tH these studies my classes have included young women as well aa young men, and I have never observed any difference between them in performance. in the recitation. The strong and the weak scholars are equally distributed between the sexes. In this statement I do not imply that I see no difference between the normal male and female mind as to taste for particular studies. I have no doubt of the existence of such differences ; but they do not appear in the ability as pupils to comprehend and express the truth. A few days since, on a visit to the University of Michigan, I attended a recitation in Thucydides. 80 far as could be judged from a single exercise, in which there were many excellent perform* ances, the daughter of the Professor of Greek, the only young lady under the wing of the University, led the class. But it did not strike me as an anomaly ; I had often seen such things. Nor is there any manifest inability on the part of young women to endure the required labor. A breaking down in health does not appear to be more frequent than with young men. We have not observed a more frequent interruption of study on this account ; nor do our statistics show a greater draft upon the vital farces in (X>EDI]CAT10N OF THE SEXEa 333 the case of those who have completed the full college course. Out of eighty-four young ladies who have graduated since 1841, seven have died — a proportion of one in twelve. Of three hundred and sixty-eight young men who haver graduated since that date, thirty- four are dead, or a little more than one in eleven. Of these thirty-' four young men, six fell in the war ; and leaving those out, the proportion of deaths still remains one to thirteen. Taking the whole number of gentlemen graduates, omitting the Theological Depart* ment, we find the proportion of deaths one to nine and arhalf ; of ladies, one to twelve : and this in spite of the lower average expect*' ataon of life for women, as indicated in life insurance tables. The field is, of course, too narrow for perfectly conclusive results ; but there is no occasion for special apprehension of £ulure of health to ladies from study. 2. But it is held by many that ladies need a course of study adapted to their nature and their prospectiTe work, and that it must be undesirable to bring them under the same training with young men. The theory of our school has never been that men and wo« men are alike in mental constitution, or that they naturally and properly occupy the sano^e position in the work of life. The educa- tion famished is general, not professional, designed to fit men and women for any position or work to which they may properly be called* Even in the full college curriculum it does not appear that there is any study that would not be helpfiil in the discipline and fiimiture of an educated lady, But only a small proportion of young ladies seeking an education will naturally require the full college course. It is not difScult to frame a suitable course pilrallel with the college course, made up substantially of studies selected from it, and diversified by the addition of the accomplishments supposed to be peculiarly adapted to female culture. Almost every Western college has a scientific course, involving these substantial elements. The best schools in the land for the education of ladies alone have the smne course. We do not find that any peculiar style of teach* ing is required to adapt these studies to female culture. The womanly nature will appropriate the material to its own necessities under its own laws. Young men and women sit at the same table and partake of the same food, and we have no apprehension that the vital forces will fail to elaborate from the common material the osseous and fibrous and nervous tissues adapted to each frame and constitution. Except under pressure of great external violence, the female nature asserts itself by virtue of its 0¥m inherent laws. No education can make ahke those whom God has made as unlike as men and women. 394 OOEDUCATIOM OF THE SEXES. 8. Yet apptehension is felt and expresBed that character will deteriorate on one side or on the other; that young men will become frivolous or effeminate, and young women coarse and mas- culine. The more prevalent opinion seems to be that, while the arrangement may be desirable in its effect on young men, it will be damaging to young women. That young men should become tri- fling or effeminate, lose their manly attributes and character, from proper association with cultivated young women, is antecedently improbable, and false in fact. It is the natural atmosphere for the development of the higher qualities of manhood — magnanimity, generosity, true chivalry, earnestness. The animal man is kept sub* ordinate, in the prevalence of these higher qualities. We have found it the surest way to make men of boys, and gentlemen of rowdies. It must be a very poor specimen of masculine human nature that is not helped by the association, and a very poor speci- men of a woman that does not prove a helper. In my judgment^ as the result of experience, the chances arc better even for the poor specimen. But, on the other hand, are not womanly delicacy and refinement of character endangered f Will not the young woman, pursuing her studies with young men, take on their manners and aspirations and aims, and be turned aside from the true ideal of womanly life and character? The thing is scarcely conceivable. The natural response of woman to the exhibition of manly traits is in the cor- relative qualities of gentleness, delicacy, and grace. It might better be questioned whether the finer shadings of female character can be developed without this natural stimulus. K you would transform a woman into an Amazon or virago, take her apart from well- constituted society, and train her in isolation to a disgust for men, and a rough self-reliance. You will probably Ml even thus in your endeavor ; but it is the only chance of success. But it is my duty not to reason, but to speak from the limited historical view assigned mo. You would know whether the result with us. has been a large accession to the numbers of coarse, 'strong- minded ' women, in the offensive sense of the word ; and I say, without hesitation, that I do not know of a single instance of such a product as the result of oar system of education. It is true that in our ' Triennial ' are found the names of three somewhat distin- guished lady lecturers, who are some times referred to as belonging to this clas8» They pursued their studies at Oberlin from four to five years in each case. But, whatever their present position and character may be, I have personal knowledge of the fact that they COEDUCATION OF THE SBXB& 395 came to us very mature in thought, with their views of life settled and their own plans and purposes determined and announced. Whatever help in their chosen life they derived from the advanta- ges afforded them, they have never given us any credit for their more advanced views of woman^s rights and duties. While avowing a radical dissent from those views, I can not forbear to say that I am happy to number these ladies among my friends, and to express my admiration of much that is noble and womanly in their charac- ter, and of their earnest but mistaken philanthropy. To show that our system of education does not bewilder woman with a vain ambition, or tend to turn her aside from the work which Gh>d has impressed upon her entire constitution, I may state that of the eighty-four ladies that have taken the college course, twenty- seven only are unmarried. Of these twenty-seven, four died early, and of the remaining twenty-three, twenty are graduates of less than six years' standing. The statistics of the graduates of the Ladies' Course would give essentially the same result There may be an apparent indelicacy, perhaps, in parading such private, domes- tic facts ; but the importance of the question upon which they bear will vindicate the propriety. 4. But this view does not touch the exact point of the diflSi- culty. It is in general admitted that the association of young men and women, under proper conditions, is elevating instead of degrad- ing, but there is doubt whether bringing them together in a school provides for these proper associations. The wholesome association of the young requires the presence and influence of those who are mature and have experience and a sense of responsibility, — more of the family influence than can be secured in a laige school Is there not danger that young men and young women thus brought together in the critical period of life, when the distinctive social tendencies which draw the sexes toward each other seem to act with greatest intensity, will fail of that necessary regulative force and fidl into undesirable and unprofitable relations f ' Will not such associations result in weak and foolish love affairs, and in such habits of communication and social life as lead to these and grow out of them. It is not strange that such apprehensions are felt, nor would it be easy to give an h priori answer to such diflSculties ; but, if we may judge from our experience, the difficulties are without foundation. I have no hesitation in expressing the conviction that in the asso- ciations of our young people there is as little of this undesirable element as is found in any general society. The danger in this 890 OOSDUCATION OF TBE 8BXB0. direction results from excited imagination,*— from the glowing exag- gerations of youthfol &ncy ; and the best remedy is to displace these fancies by every-day facts and realities. The young man shut out from the society of ladies, with the help of the high-wrought representations of life which poets and novelists afford, with only a distant vision of the reality, is the one who is in danger. Hie women whom he sees are glorified by his &ncy, and are wiou^t Into his day-dreams and night-dreams as beings of supernatural loveliness. It would be different if he met them day by day in the recitation-room, in a common encounter with an algebraic problem, or at the table sharing in the common want of bread and butter* There is still room for the fancy to work, but the materials for the picture are more reliable and enduring. Such association does not take all the romance out of life, but it gives as favorable conditions for sensible views and actions upon these delicate questions as can be afforded to human nature^ There is another danger to which the young man is exposed greater even than this of a too high-colored ideal of female charaor ter. It is too low an estimate, springing from his own sensual teu'^ dencies, and darkened by a dash of misanthropy which is one of the most common experiences of the young. Such an ideal degrades the one who indulges it, and mars his whole conception of life. No greater misfortune can befall a young man than to admit to his heart such a misconception. It can spring up only in an isolated life, apart horn the society of the pure and the good. It is good for a young man to face the facts, and let his dreams go, whether bright or dark. In the presence of these facts, he will con- ceive and maintain a genuine respect for women as worthy of his confidence and regard, which will save him from amcnrous follies on the one side, and from a degrading misanthropy on the other. There may be, here and there, displays of these weaknesses of youth; and where are there not ? Among hundreds of the youngs such weak ones must be found ; but if there is any more potent corrective than the public sentiment of such a company of young people of ordinary good sense, I have not been able to find it Of course there is room for the wisdom which comes from expe- rience In r^ulating the associations of such a school Tbd danger seems to be in both extremes, of too great strictness and restraint md too great laxity, as in all forms of school discipline. Those who have observed the pressure against restrictions, where there is an attempt to prohibit intercourse, sometimes imagine that any letting-up would prove fiital to all order and propriety. They would COEDUCATION OF THE flEXE& ^9^ pn>bAbIy be snrprised to find that the sense of propriety and self* respect of their pupils would prove a surer reliance than any arti'* floiai barriers imposed from without. On the other hand, it is important that the intercourse of the young people be regulated by such restrictions as the good sense of the community will justify^^ not minute and arbitrary, in an attempt to meet all deficiencies of taste and judgment, and forestall every conceivable impropriety, but comprehensive and suggestive, expMdded as occasion may require in fiimiliar and practical suggestions from principal or teacher. It is clesirable that the intercourse of the school be easy and natural, not fettered at every step by some restriction. The government of out school would be impossible, except as approved and susUdned by the great body of the pupils. It would be easy, but extremely unwise, to surrender this stronghold in the endeavor to fortify ourselves by artificial barriers. The experience of the Friends in this countty in the management of their schools is instructive. For many years they have had boarding-schools at the East and the West, to which they sent both dieir sons and their daughters, but intended to allow no association between them in the schools. They found the undertaking too great. Walls could not be built that would entirely separate thetn. Within two or three years the policy has been changed and the walls removed, and, as I am informed, with the happiest results. A regulated association becomes easy now which was impossible before. 5. But will not the young people form such acquaintances as irill result, during their course of study or after they leave school, in matrimonial engagements? Undoubtedly they will; and if thid is a fatal objection, the system must be pronounced a failure. The majority of young people form such acquaintances between the Age^ of sixteen and twenty-four, and these are the years devoted to a course of study. It would be a most unnatural state of things if such acquaintances should not be made in a school where young men and young women are gathered in large numbers ; nor is it to be expected that marriage engagements even will not be formed more or less frequently. Now and then it may occur that* parties will seem to have left school for the purpose of consummating such an engagement. The reasonable inquiry in the case is, whether such acquaintances and engagements can be made under circum* stances more favorable to a wise and considerate adjustment, or more promising of a happy result. Are the circumstances such as naturally to promote hasty and ill-assorted marriages? If the sys* 39.8 COEDUCATION OF tem were to stand or fall by this one test, its friends would have no occasion to apprehend the result 6. But what security is there that positive immoralities may not at times occur, and startling scandals even, that shall shock the community and produce distrust of the system ? Of course, such a thing might be ; but it would scarce be logical to condemn the sys- tem on the ground of such possibilities or even actualities. The only pertinent inquiry is whether such immoralities are the more natural and frequent product of this than of other systems. Is the moral atmosphere of the best and most approved Eastern colleges perfectly free from every taint of impurity ? Is the propriety of the best-ordered and most carefully-guarded female seminary not liable to be broken in upon by a sporadic offense of this character! Such liabilities go everywhere with fallen human nature ; and it has not been shown that the monastic institutions of either ancient or modem times have afforded perfect security upon this point There may have been a time when one such scandal in a school for joint education would have brought reproach upon the system and over- whelmed it with popular disgust. A generation of successful trial, under a sheltering Providence, should have won for it the impartial judgment which is the right of every system. 7. But is this method adapted to schools in general, or is the success attained at Oberlin due to peculiar features of the school and of the place, which can rarely be found or reproduced else- where ? This idea is not an unnatural one, and is somewhat preva- lent. • It is true, we have been favored with some special advan- tages. The place and the school were founded together — a Christian enterprise, with a common aim. From the beginning, the great interest of the place has been the school. The religious earnestness, in which the enterprise had its birth, has been in some good degree maintained, securing a unity of interest and of action veiy rare in the history of schools and of communities. The habits of the com- munity have in a good degree taken their shape from the necessi- ties of the school, and there is a very general and hearty interest in all that pertains to its welfare. On the other band, the village has increased until its population numbers nearly 4000 — a population gathered from all parts of the country, with a colored element amounting perhaps to one-fifth of the whole, of every grade of cul- ture and of want of culture, not in any proper sense a disturbing element, but precluding that perfect homogeneity of thought and life embraced in the popular idea of Oberlin society. Our students, too, have been so numerous as to preclude the possibility of the COEDUCATION OF 1HB 8EXE& 899 close personal sopervision attainable in a smaller school ; and while we have had occasion to congratulate oarselves on their general character, their earnest endeavors after improvement and usefnlness, still they are essentially like the pupils in other schools at the West between the parallels which embrace the New-England emigration, with the addition of the colored element, varying from five to seven per cent of the whole. The experiment was commenced, too, by those who had had no experience in such a school, who had to feel their way through the various questions involved in its organization and arrangement. Thus, with the special advantages of our position, there have been some special difficulties. But the experiment at Oberlin, if the earliest, is by no means the only one. At least a score of schools have sprung up that have adopted essentially the same plan, and I have yet to learn that there has been any other than a uniform result in the convictions of those who have best understood these movements. There are doubtless advantages in entering upon the plan at the organization of a school instead of introducing it into a college already in existence. The usuaF style of college life, the traditional customs and habits of action and of thought, are not suited to a school where ladies are gathered as well, and the changes required might occasion difficulty at the outset, and peril the experiment On this point I have no experience ; but I have such confidence in the inherent vitality and adaptability of the system, that I should be entirely willing to see it subjected to this test In concluding this statement, permit me to say that I have no special call as an apostle or propagandist of this system of educa- tion. The opinions set forth are such as, with my limited expe- rience, I am compelled to cherish, and when called upon, as now, I cheerfully express them. 400: QVMUM OOLUGB. KOTK Oberlik Golleob, and Obeblik as a settlement or town, originated in th^ deep religious convictions of the founders of both, which had been awakened and confirmed in the "revivals" of 1830, and the few years folio wmg. Tlie author of the plan of the "Collegiate Institute," on the manual labor system, and the " Covenant," wider which a tract of land three miles square, and com- prising about eight thousand acres, was purchased in Lorain County, at the low rate of one dollar and fifty oents per acre^ was Rev. John J. Shipherd, while he was pastor of the Presbyterian church in Elyria in 1832. Associated with him, in public and private prayer and effort) was Hr. P. P. Stewart, a retired mis- dionary among the Cherokees in Mississippi, then residing in Mr. Shipherd's fimuly. The early colonists and students, deeply imbued with the religious spirit which the preachings of Bev. Charles Finney had awakened, entered on the enterprise with missionary zeal, "lamenting the degeneracy of the Church, and the deplorable condition of the perishing world, and ardently desirous oC bringing both under the influence of the blessed gospel of peace " and "of glori- fying God in doing good to men to the extent of their ability." Assuming the name of the French pastor and educator of the retired parish of Walbach, in the Ban de la Roche, they have achieved, withhi the period measured by that pastor's labon, an educational saooess, and made their principles and practiceB felt in the political and ethical, as well as the eduoational questions oi the d^jr, to an extent which Oberlln never aspired to. The land was bought in 1832 — the first log cabin on the tract, by no means inviting for settlement, was built in April, 1833, and the first college building was extemporized, out of trees felled fi-om the till then untouched forest; in the following summer, a church on the Congregational basis, but in temporafy con< nection with a Presbytery, was gathered in September, and in December a school was opened in " Oberlin Hall," with thhiy pupils, which nomber before the dose of May, 1834, was increased to one hundred. And thus was launched ao enterprise which, in little more than thirty years, has grown into a village and township of 3000 inhabitants, and according to tlie annual catalogue of 1867-68, (of fifty-six closely-printed pages,) and an institution (no longer the " Oberlin Col- le^te Institute " on the manual labor system, with one undergraduate studoit of Western Reserve College as teacher,) known throughout the land as Qbbbloi CoLLEaE, with an endowment of $160,000, seven buildings, and twenty pro- fessors and instructors laboring in a Theological Departmemi with 11 students ; tk' College Department with 119 students, 9 of whom are ladies in a four years* course ; a Scientific Course of three years, with 34 students ; a Preparatory Department with 484 "gentlemen" students; a Young Ladie^ Course of four years, with 190 students; and a Ladietf Ftepaaratory Course with 294 pupils— a grand total of 1 134 pupils. Besides these regular courses, there is a " Teach- ers' Institute " every Fall term*, oontinuing about six weeks, in which special instruction is given to those who propose to teach ; a " Winter Vacation School," under the superintendence of the Faculty, in optional studies, commen- cing at the dose of the Autumn term ; and a " Conservatory of Music," under a Professor fi'esh from the Conservatory of Music at Leipzig in Saxony. And in these thirty years, over 16.000 pupils have been instructed to some extent in its various courses. [We shall return to Oberlin. — Ed,] VI. CIRCULAR RESPECTING ACADEMIES AND OTHER INSTITUTIONS OP SEOONDART EDUCATION. U. S. Dbpabtmbnt of Education, WcuMngton^ D, C. 7b the PreMeni of fke Board of TnuteeSj or the Frincipal of Incorvoraied Academies and other Seminaries of Secondary Education The midenigned will be happy to receive a copy of any printed document, and such other information as you may find it convenient to communicate respecting your institution in any or all of the partic- ulars specified in the following Schedule. HENRY BARNARD, Oanymiuioner of EoAicaUon. L Name, Location, and Special Objbot. n. HiBTOBIOAL DlVBLOPBMSNT. A. 1. When, by whom, and for what avowed objects the Institution was originally established ; date of Incorporation, with names and residence of incorporators ; first opening — date of, and condition at the time as to . 2. Endowment — productive funds. 3. Grounds — Building, and material Equipment 4. Instructors. 6. Departments and Studies in each e. Students— Kale, Female^ Total OlassicaL English only. Non-Resident. V. Boarding Arrangements for non-resident Pupils. 8. Beligious iDstruction. 9. Health and Physical Culture. 10. Dtscipline — its principles and methods. 11. Societies for Debate^ Libraiy. Ac. IS. Tuition. 13. Terms— Yacations— Daily Boutine— Public Exhibitions— Prizes. B. In giving the chronological developement of the institution, specify 1. Any change in the original object of the institution, or the oonstitutiou or policy of the Board of Trustees 26 INGORFOBATED AOADEMEBS. 2. The date and object of every bene&ction, with the oonditions attadied, by the donor, especialij to thoee in aid of indigent students, and any droum- stances to show the value and the wise management of the bene&ction. 3. The manner in which funds were raised to provide for the extension, re* pairs, and equipment of the buildings, the enlargement and ornamentation of the gronnds, and the snpply of apparatus, 4bc 4. The peculiar qualiflcations of each Principal, and any peculiar exoeUenoe in instruction and disdpLinei as well as the subsequent career of the several Awftft*^"t^T 6. The date of the introdoctloa of each new branch, such as A]gebra» Geom- etry, Physiology, Chemistry, and any of the natural sdenoes, with the text books used, and the facilities of practical illustration and manipulation in the latter. Ascertain the history of Art-studies or ornamental branches, and how paid for and taught 6. The relations of the departments for males and fbmalesi as to inatmctioa and boarding; and the opinions of teaofaenas to the results of their experienoe in the co-education of the sexes. 7. The arrangement made for boarding non-resiaent pupils in oonmions, dubs, and private families, and the advantages, evils, and expense of each mode ; and the extent to which non-resident pupils have resorted to the insti- tution from the County, State, or abroad. 8. The denominational character and pdioy of the religious teaching. 9. The athletic games and exercises, as well as any systematic forms of manual labor for its healthful or economical rseults^ which have at di£fbrent times prevailed. 10. Any important change in the prindples, methods, and penalties in dud- pline, and particularly in reference to corporal punishment. 11. Influence of Students^ Sodeties for debate, &c., on the power of using the English Language, and habits of reading. Number of volumes in the li- brary, and resources for annual increase. IS. Rates of tuition, time of payments, abatements. m. Prssbnt CoMDinov under each of the above particnlan * and general results, such as 1. Whole number of Pupils. 2. Number of College graduates. 3. Number of graduates eminent in political, professional, and indnstrial life. 4. Influence on other SchoolSi and education generally. IV. FuTUBB PBOSPBOTGH-if not SB fhvorable as in the past» assigii IM- sons for. y. Appendix. 1. Kemoirs of Founders, Benefectora, Instmctors, and Alumni. 2. last and, if you can snare, a copy of all printed documents relating toth0 Institution. L NEW ENGLAND ACADEMIES AND CLASSICAL SCHOOLS. BT KIT. CHAKWI BAMMOIID, A. M., Priaeipal of A«dMD7, Moqmni, IUm. Reobnt events have directed attention to that class of schools known as Academies and suggested the importance of studying their history as related to classical and what is called higher En- glish education. The erection and dedication of a splendid edifice for the use of Phillips Academy at Andover reminds us of the long continued usefulness of that institution as a classical school. Within a few years the biography of the founder of that institution. Judge Phillips, has been written by the Rev. John L. Taylor, a work of the greatest value in the help it gives to those who wish to understand the motives which led to the establishment of the Acad emies at Andover and Exeter. The history of Leicester Academy by Ex-Governor Washburn, now Professor of Law in Harvard College, is a most valuable con- tribution to the history of the classical schools of New England. The address of Pro£ Cleveland at the Centennial Celebration of Dummer Academy, recently published, suggests the antiquity of some of the oldest and best of New England Academies, while it in a most worthy tribute to the patrons and teachers of sound learning in former days. The Academies of this country belong to that grade of schools often called in Europe by the general term, middle schools. On the Continent they are often called gymnasia, or classical drill schools, where boys are prepared for the Universities. In England they are called ''the Great Public Schools," as Harrow, Rugby, Eton, and Westminster. Those of less note are called simply grammar schools, which is their most ancient appellation. In Scotland they are called grammar schools and sometimes high schools, of which the High School at Edinburgh is one of the best, having been founded as early at least as 1519; since we have from that year continuous references to the High School in the records of the town council.* Stevens, in his History of the Edinburgh « ^ 1510, April Jl. The qahilk day, provMl batlUM and coniuatt riatntii and otdaaii, for icaion 404 NEW ENGLAND ACADEMIES AND CLASSICAL SCHOOLS High School, says that '^ Scotland had schools in her principal towns so early as the twelfth centary/' The '' grammar schools " first established in the Massachusetts, Connecticut, and New Haven colonies, were evidently modeled, as near as possible, after the grammar or public schools of England, with which the founders of the colonies were perfectly familiar, in- asmuch as they had been educated in them as well as in the English Universities, of which many of them were distinguished graduates. It is not necessary to dwell very particularly on the " Public or Foundation Schools of England," which served as the model of the first classical schools of this country, since they have already been the subject of articles * in this Journal. In their attempts to transplant the English system of grammar schools as a part of their earliest institutions, our fathers did not suc- ceed in their efforts to give them the endotmnenis, which had been the ground of their inherent vitality in the fatherland, and caused them to be, for ages before America was discovered, what they have been truly called, " the most English institutions of England/' The Puritans were too poor to endow their institutions, even their first college, with other than a most meager foundation. They have left on record their ideals of what they attempted in their great enterprise of founding a new commonwealth, and among them all none is of greater interest than what they themselves called their first essays to establish colleges and classical schools. Unable at first to plant a college, they did the next best thing possible. ''A general coui*t held at Boston f advanced a small sum, (and it was a day of sm^ill things,) namely, four hundred pounds, by way of essay towards the building of something to begin a col- lege." In this '' something," before it became a college, the noto- rious Nathaniel Eaton was master, whom Mather berates as ^'a blade who marvelously deceived the expectations of good men con- cerning him." Yet '* he was a rare scholar himself and made many more such ; but their education truly was in the school of Tyranntis." There is no doubt that the "grammar schools" at Boston, Dor- chester, Cambridge, New Haven, Salem, Hartford, and a few other places, were in the first generation good schools. Mather has ^ven us their course of study for boys in training for " ye universi- tie." '' When scholars had so far profited at the grammar schools abel eainit, tlmt na maoer ornychtbouris nor Indwellen within thii burt, pot their bairiais till ouj particulars teule within thii toun, but to the principale gramer leule. 1531^ March 19. Halalcr Adam MeWil of the hie scale oblitt him to mak the baimys perfyte gramariarit within tlirie aejiaa (See Stevens* History of High School of Edinburgh.) • See YoL yin.» p. 357; XV., p. 81-117, t Mather** Magnalia, Book, IV., Seetion 4. NEW ENGLAND ACADEMIES AND CLASRICAL SC1IOOL& 495 that they could read any classical anthor into English and readily make and speak trae Latin, and write it in verse as well as in prose, and perfectly decline the paradigms of nouns and verbs in the Greek tongue, they were judged capable of admission to Harvard College."* This standard of "admission" speaks well for the early scholarship of the college as well as of its preparatory schools. It may be doubted whether the standard of classical attainments, on the whole, was not higher then at Harvard than it has been in any American college since. It is certain that good scholars of that day could both make and speak " true Latin," the language which learned men of the time used with the ease and fluency of their own vernacular. The first civilians and ministers of New England, the Winthrops and Wins- low, Robinson, Cotton, Ward, Rogers, and Chauncey, were excellent scholars and some of them authors of distinguished repute. Nor- ton, Shephard, Eliot, and Symmes, were graduates of Cambridge, and Davenport of Oxford; and most of them were the contempora- ries of John Milton, the great classic scholar of his own century and the great poet of all the centuries. At no period before or since, in the history of English literature, were the ancient classics more eagerly or extensively studied than in the days of the Puritan emigration to America. The great questions of controversy in eo* clesiastical and civil affairs were discussed by the master-minds of the time in the Latin tongue, as for instance the conflict of Milton with Salmasius, In liberty's defense, a noble task, or which all Europe rang from side to side. Those great men wrote in Latin, not for a few^ scholars only but that all the thinking, well educated men of the world might read and understand. In the great strifes of the first and second English revolution, no class of men in Christendom were more interested than were the early colonists of New England. When we read, then, of their anxious fears, lest the learning, which the first generation of scholars bronght with them to these shores, should be buried with them in their own graves, we may better understand what that learning was they prized so much, when we know the uses to which it was ap- plied in their own times, and why they deemed it so essential that that same learning should live after them in all ages of the future. The dread of the early Puritans as to the decline of learning in the colonies came near to actual realization, notwithstanding their • MmtlMT'i Magnalia, Vol. 9d, Book IV. 4. 40Q NWW ENGLAND ACADEMIES AND CLASSICAL SCHOOLS. earnest attempts to prevent this calamity. For nearly tbree gener- ations one college only coald be sustained, and this was chiefly through the legacy of the Rev. John Harvard, who died soon after his arrival from England, where he had not long before graduated at Emanuel College in Cambridge. When Yale was founded in 1700 its chief benefactor was Gov. Yale, who was a resident of London and acquired his fortune in India during his administration as Governor of the East India Company. So, too, when Dartmouth was founded near the era of the Revolution its chief patron was an English nobleman. If, then, the colleges of the colonial period of our history were able to live only by benefactions which came chiefly from a foreign land, how could it be expected that the grammar schools could retain the rank they might have had under Master Cheever and other teachers of the first generation ? Perhaps no greater efforts were made to sustain a good *' gram- mar school " or " free " school, in which " Latin, Greet, and He- brew " were taught so as to fit young men for " ye universitie,'* than in the colony of New Haven, which, in point of wealth, was equal at least to any other in New England. Rev. John Davenport^ minister of New Haven, " the prince of preachers and fit to be a preacher to princes,'' was unremitting in his labors to establish " a free" school, for the support of which "the town paid twenty pounds a year to Mr. Ezekiel Cheever for two or three years at first, but in August, 1644, it was enlarged to thirty pounds a yeai and so continueth." Master Cheever was one of the first emigrants to New Haven, where he began his long service as a grammar school teacher in 1638, in which he continued for nearly seventy years, ending his dareer as the master of the Latin School in Bos- ton, where he died in 1708. He used his own "Latin Accidence" for successive generations, and long after his death it was the only " text-book " for Latin beginners in New England.* When Master Cheever left New Haven in 1649 to go to Ipswich, the grammar school declined and although every effort was made to retrieve its fortunes, it never regained its earliest renown under its first and most famous teacher. Not long afterwards Mr. Davenport tried " to settle at New Ha- ven a small colledg such as the day of small things will permitt," but for that measure the fullness of time had not yet come. Having urged in vain the leading towns of the colony to maintain each a grammar school of their own, he then planned " a colony school ** for the entire jurisdiction. But this, after two years, was "laid down '' and never taken up again, * Cheever and the Earlj Free Grammu Schools of New Enflaod, I, S97 : XVI, 108. NEW ENGLAND ACADEMIES AND CLA8S1GAL SCHOOLS. 4^7 It was at this time of greatest discoaragemeDt that the doDations of Oovernor Hopkins were made for the endowmeDt of classical schools in Hartford, New Hayen, Hadley, and Cambridge. No benefaction for a good cause was ever more opportunely given. The ''true intent" of his legacy was well expressed in the words of his wUl " to give encouragement in those foreign plantations for the breeding up of hopeful youths, both at the graqjmar school and college, for the public service of the country in future times." It was well that the avails of the Hopkins' donations accrued chiefly to the benefit of the grammar schools, which received his endow* ments. It thus became possible for a classic school, formed after the English grammar school, to be planted on American soil and to take deep root, nourished, as the English schools were, with ample endowments, and to bear fruit perennially to the latest generations. Whatever fate might befidl the grammar schools of other towns planted by the Puritans, it was a consolation to Davenport and his fellow-trustees of the Hopkins' endowments, that one school, at least, in each of the leading colonies, could be maintained, in which " the three languages, Lattine, Greeke, and Hebrew, might be taught soe £sr as was necessary to prepare youth for coUedge." Though the Hopkins' donations made it possible to establish grammar schoob at a few important localities, yet classic culture did not readily thrive, and those precious funds were in danger of perversion even in New Haven, under the trusteeship of Davenport, who was the only man that could have saved them. For the people were so poor even in that colony, which was more wealthy than the others, and the public mind was so distracted by the political questions resulting in the union of New Haven Colony with Connecticut, that but little attention was given to the interests of education for the time. Hence, public sentiment at first toler- ated the use of the funds for an English school Indeed, teachers of the classics were so scarce that no fit master could be found ex- cept for an English school and hardly for that. ^ The fittest that could be found was Ckorge Pardee, who was willing to do what he was able, but told the town frankly that he had lost much of what learning he formerly attained." He however " undertook to teach Euglishe and to carry on the scholars in Lattine as far as he could ; also to learn them to write." It was then that Mr. Davenport per- formed " one of the last and most useful public services " to the town of New Haven, by protesting, as he was required to do ac- cording to the '' will of the dead," against the longer misapplication Af the avails of the Hopkins' fund contrary to the intent of the 408 '^^ ENGLAND ACADEMIES AND CLASSICAL SCHOOLS donor, and declared it to be his purpose to transfer the fiind to some other town if the use of it was not made for a proper gram- mar school. This intimidation had the desired effect ; and as soon as possible the school was established according to the true intent of its founder. *^ The advantage of this single effort in favor of liberal education,*^ says Prof. Kingsley,* ** can not be easily esti- mated." One o£ its results was the great number of young men sent to Harvard College ftom the single town of New Haven, being one in thirty of all the graduates of that college prior to 1 700, and that, too, from a town not having more than five hundred inhabitants at any time during that period. The endowments at Hartford and Hadley were far less fortunate The people of those towns used those funds for a long period to n[iaintain schools of no higher grade than a common English school ''The Hopkins School at Hartford seems to have been the only public school of any sort for the first century of its existence."f In 1797 the town of Hartford sought a charter of incorporation and surrendered its control of the Hopkins* fund to a self-perpetuative board of trustees, under whose management the funds were greatly increased and a classical school of a high order was maintained on the ancient foundation according to the will of the donor. So, too, the Hadley Grammar School became an Academy after the town had controlled and perverted the use of the Hopkins* fund from 1669 to 1816. Under the new organization a contest soon arose between the town and the Academy, which at last was decided by the Supreme Court of Massachusetts in 1838, when Judge Shaw held that the devise of Gov. Hopkins was made, not for founding a town school for the exclusive benefit of the inhabitants of Hadley only, but for all the persons in that (then) newly settled part of the country who desired to avail themselves of a grammar school adapted to instruct and qualify pupils for the University."! If one of our distinguished divines has said that " barbarism is the first danger " of modem civilization in America, it was surely a fearful peril when Hopkins and Davenport tried to withstand it It was their glory that they laid the foundations of the State aright They could not be expected to do much more than this, which was their destined work. The day of small things, as they called their own cherished plans and institutions, was really a day of great * See Kingsley*! Historical Dlieonne, pege 9S. t See ReT. L. W. Baeon*s Addrew at the Two Handredth Aonivenary of the Hopkins Gram- mar School at New Haven, page 05. [Mr. Ba4X>n is mistakeii at to bis sunniife of there baviag been no ACADEMIES AND CLASSICAL SCHOOLS. It does not appear that the founders of Phillips Academy or oi Leicester expected at first any aid from the State. In asking for charters, they sought only the rights and prinleges of legal existence. But so marked was the beneficial influence of these new seminaries, that seven of the fifteen, which had been incorporated prior to 1797, had received donations of Maine land. Of these seven Leicester, Marblehead, and Taunton were in Massachusetts, and Fryebnrg, Machias, Hallowell, and Berwick were in the Province. In 1797 other Academies in Massachusetts petitioned for endow- ments, and in consequence the Legislature appointed a joint special committee to consider not only the petitions then presented, but to devise a plan of public policy respecting future appropriations in behalf of incorporated Academies. The joint committee thus appointed, consisted of men of high standing and ability in the State among whom was Nathan Dane of Beverly, who was the reputed author of the report made to the Legislature. This report was deemed of such importance that it was ordered to be printed with the laws of the session of that year. Nathan Dane had become distinguished in Congress as the author of the famous ordinance of 1787 by which slavery was prohibited forever fi-om the North-west Territory. Mr. Webster, in his speech on Footers resolution, honored Mr. Dane as one of the noblest of Massachusetts statesmen. Living at Beverly, in the vicinity of Dummer Academy, and knowing, as he must, the influence of that school on all the local schools of Essex county, Mr. Danecould appreciate fully the bene- fits of Academies every where, and hence he was desirous to .extend such benefits to the entire population of Massachusetts and its then dependent province. In the same way, Leicester had attracted general attention as a radiant light set upon a hill which could not be hid. Indeed, there was not a town in the central and southern sections of Worcester county, which did not derive important advantages from that insti- tution, especially in the strong and abiding influence of such teach- ers as Ebenezer Adams on the character of great numbers who themselves became teachers in the common schools. The report of Mr. Dane, recommended a general system of State endowments under certain provisions and restrictions, or conditions, the most important of which were ''that no Academy should be en- couraged by the Government unless it have a neighborhood to sup- port it of at least thirty to forty thousand inhabitants not already accommodated in any other manner by other Academies, or by any \ NEW ENGLAND ACADEMIES AND CLACMOAL SCHOOLa 417 eollege or school answering the purpose of an Academj.'* Another condition of aid was, '* that every portion o^ the commonwealth ought to be equally entitled to grants of State lands in aid of private donations ;" and thirdly, *^ that no grant of State lands should be made except in aid of permanent fnnds given by towns, or by indi- viduals. Hence, previous to receiving aid from the State, evidence was required to show that adequate funds were already secured to erect and repair buildings, to provide apparatus, and to pay a part of the salary of the preceptors." In adopting this report as a part of the educational policy of the State not only Massachusetts immediately bestowed her endow- ments on the Academies already existing, but in accordance with the suggestions of the report of Mr. Dane provision was made for those parts of the State where as yet no Academy was located, in order to induce the people to establish such institutions and thus receive the patronage of the State if they complied with the conditions. In a report made to the Massachusetts House of Representatives in 1860, the Hon. Chas. W. Upham, chairman of the joint commit- tee of education, said, concerning the report of Mr. Dane, that the following principles were established in 1797 as determining the relations of Academies to the commonwealth, viz. : — " They were to be regarded in many respects and to a considerable extent as public schools, as a part of an organized system of public and uni- versal education, as opening the way for all the people to a higher order of instruction than the common schools can supply ; that they were to be distributed as nearly as might be so as to accommodate the different districts or localities of the State according to the measure of the population." In the same report Mr. XJphara also says '' that no Academy en- dowed by a town or a State is a private school. Academies are all to a certain extent public schools established as such upon a legal- ized basis of public policy." This fact is important as going to refute the argument against Academies, that as being chartered institutions they are legally private schools and can not claim the sympathy which public schools receive. If Academies and Colleges are private in a strictly legal sense because under the charge of corporators, yet are they public in the sense that they are not chartered for any personal or local ends, but only and altogether for the public service. As well might a prejudice exist against railroads as less worthy of popular regard than common roads, seeing that the former are 27 418 NEW ENGLAND ACADEMIES AND CLASSICAL 8CHOOL& controlled by chartered corporations and are in a legal sense private, while common roads are public because supported by a municipal corporation which is public in a legal sense. But corporations ex« isting solely for public uses, as boards of trust both for Colleges and Academies, are as much entitled to the popular sympathy as those directly supported by a public tax ; and those boards having charge of trust funds which are eleemosynary in their character, as all edu- cational endowments are, really deserve greater public sympathy than appropriations made directly from the public treasury. A seminary of learning, whether of the highest grade as a college, or of the middle class which has a universal domain of patronage, must be under the supervision of overseers who represent not any local constituency but the public at large. The plan of a laige constituency of thirty or forty thousand in- habitants, as the condition of State patronage, shows that in the original design of Academies greater responsibilities were intrusted to its guardians than any local corporation could properly assume. And for that reason the boards of trust for the best Academies have been constituted on the same basis as that of colleges, consisting of two classes of men, one composed of persons of business capacity and knowledge of public affairs and finance, and the other of men of liberal culture who understand the value of sound learning, the utility of all grades of schools and their mutual relations, and the best methods and systems of intellectual training. As members of these boards of trust teachers of the oldest and best Academies have also favored the cause of sound learning with special service. As in all colleges without exception the offices of trustee and presi- dent or head-master are not found to be incompatible, so at An- dover, Exeter, Leicester, Wilbraham, and Williston the preceptor has always been ex-officio a trustee.* The plan of a large constituency, as recommended by Mr. Dane and .approved as a part of the educational policy of the State of Massachusetts, is especially worthy of consideration as implying the high rank which the endowed Academies were designed to occupy. The special design of the State, in giving what at the time must be deemed a very liberal endowment to the first incorporated Acade- mies, was to extend to all the country towns privileges of education equal to those which the largest cities of the land at that time afforded. * The Xstorian of Dammar Academy, Prof. N. develand, has itated the adranlafn oT Um eoDoectioo uf the preceptor with the boaid of tnut with great deamen and force. See the Bier Ceoteinial Diieoone, page 80k NEW ENGLAND ACADEMIES AND CLASSICAL SCHOOLS. 4] 9 The Others of New England had Bolemnly imposed the duty of maintainiog grammar schools of a high order in all important towns and cities, but this obligation was not met. With few exceptions, and those mostly the endowed schools, we have seen the reluctance of the people of Massachnsetts to maintain a school suitable to fit boys for '* ye universite." Indeed, it is not certain that any locality in that State save Boston has constantly complied with this provision of the ancient statutes. But the plan of endowed Academies aimed to establish in each county of the State such a school as might bring within the reach of one day's travel by the ancient modes of conveyance, to all the youth of the State desirous of attending, advantages fully equal to those of the best schools of Boston. The founding of Academies on a basis at once permanent and respectable, furnished settled em- ployment and sure pay in the teacher's calling. Graduates of col lege, who had a natural gift for teaching, now had a field of service. To be sure, one teacher was amply sufficient, at first for each Acad- emy ; for if a college like Yale, could be conducted by a faculty of president and three tutors, it might be presumed that the principal of an Academy needed no assistant. But this state of things be- longed, as geologists say, to the paleontological era of education. And yet some of these first teachers of Academies, who labored single-handed and alone, were men of deserved repute in their call- ing. No teachers of our time are likely to secure greater respect from their contemporaries than did Master Moody of Dummer, Benjamin Abbott of Exeter, Eliphalet Pierson and John Adams of Andover, Caleb Butler of Groton, Ebenezer Adams of Liecester, and Simeon Colton of Monson. Than these preceptors in their re- spective Academies no grammar school of any populous city could fur- nish better candidates for the university, or better train young men and young ladies also for the useful callings and occupations of life. In former times, and more especially in our days, there must beT great inequality of educational advantages in different localities, for there is, and must be always, a great inequality in the means and conditions of the people in different parts of the State. Wealth concentrates in cities, and brings with it every facility of instruction in all grades of local schools. But mental endowments and the ca- pacity for knowledge are distributed in the town and city without partiality, the country having a larger proportion of those who ex- cel in the schools than is found in the city. No better proof is needed to show the value of the first estab- lished Academies, in their relation to popular uses, than the desire 420 ^^^ ENGLAND ADADBMIES AND CLASSICAL SCHOOLS to maltiply schools under that name in nearly all tlie important towns. This desire was prompted chiefly by the higher English education they furnished; making them, in all the towns where they were located, an important auxiliary to the elemental schools. Prompted by local enterprise, and aiming to secure the adrantages which vicinity was supposed to give, schools called Academies sprang up in great numbers, having no endowments, without any other than a mere local policy, and with an irregular and intermit- tent existence ; the patronage depending solely on the local popu larity of the teacher. In process of time some of the older incorporated Academies, a^ Marblehead, Bristol, and Framingham, became local schools, and lost their former character as schools for the public at large. As the wealth and population of the country increased, a demand was made for a higher grade of strictly local schools in all the larger towns, and for that reason the unendowed Academies generally and very properly assumed the position and functions belonging now to the modern high school, which ought always to be supple- mentary to the common school system. Most unfortunately for the progress of popular education some, who have labored to extend the high school system in view of its transcendent utility, have assumed a position of antagonism to Academies, calling in question their policy, regarding their day of service as past, and advocating the substitution of high schools iti their place. We most cordially sympathize with the expansion of the system of public instruction to the utmost limit of practical improvement We fully recognize the advancement of popular education to that degree that in many respects the local high schools may be equal in rank to the condition and standing of the Academies in former days. But high schools must, if they fulfill their proper design, Tbe adapted to the wants of their localities, and meet the average standard which the people of each locality may have the ability and the will to reach. We care not how many such schools exist, or how high a rank of real excellence they may attain, for their object is to supplement the elemental schools, and their rank as hi^h schools is correlate to the lower grades in the public system of in stmction to which they in common belong. Of course it follows that the term high school is a very indefinite term, when regarded in its proper relation to the public system ; since the high schools of Boston and Salem and Cambridge must be at the head of a greater numbar of grades than in the country. NEW ENGLAND ACADEMIES AMD CLAbSICAL 8CBOOL& 42 1 where only two, or at most three, grades can be introduoed. And yet the average capacity of pupils in the cities mast be met as well as those in the country, and the range of studies must not be BO high as to render the school of no use to those for whose sake it is specially designed. It is the grade of schools every where and not the name that confers on them real rank Now it is clearly beyond the proper province, as it is beyond the ability of nearly all the high schools conducted as they are or ought to be in these days, to fit boys for '^ ye universitie " as the ancient grammar schools might do; since the standard of college ednca* tion and of the preparatory schools is as much higher now than formerly, as is the rank of the best high schools of our times above the elemental schools half a century ago. Far better is it for the pupils who wish to prepare for college, and £ur more economical is it for the community, that the Acade- mies should continue to do that work well, than that the high schools should assume to do so great a work for so few in number, while the welfare of the great majority of their pupils is neglected. In Boston and New York and large cities and towns, where wealth is abundant and the gradation of the public schools is per- fect, the highest in the series may be a school preparatory for the university ; for such places can well afford the expense, although the proportion of city boys who prepare for college is not one-half as great as it is in the country, and in the country not more than one in a thousand of the boys belonging to the public schools ever go to college. The Boston Latin School, the oldest grammar school in the land, has always sustained the very first rank as a classical seminary. It has for a constituency one of the largest and most enlightened of American cities. The wealth of that city is equal to nearly one- third of the entire valuation of the State of Massachusetts. The Latin School is the only classical seminary in that city sustained by public taxation. It has the best teachers which the highest salaries can procure, and all the advantages which the best instruction and the best di^pline can give. According to the report of the Committee on the Latin School of Boston (Dr. N. B. Shurtleff, chairman) to the Boston School Committee, September, 1861, which was published in this Journal, Vol. XIL, page 559, it appears that the average number prepared for college, for the ten years previous, at the Boston Latin School, was 10*8 per annum ; and of these the average number of those received from the public schools was 7*7, while the number re- 422 ^^^ ENGLAND ACADEMIES AND CLAflSICAL SCHOOLS. ceived from other schools was 9*1, making the whole nuroher 16*8 as the annual average of this celebrated school, or 8eveniy-«even who entered the school from the public schools of the city, and ninety-one from private schools. As to those who entered from private schools, amounting to more than half of the whole, it may be presumed that this great accession from schools not belonging to the public system must be due to the excellence of the Latin School, and the fact that its tuition is free to all residents of the city. From the same report it appears *' that for the forty-six yean previous to 1861, comprising the masterships of Gould, Leverett, Dillaway, Dixwell, and Grardner for ten years, the average nnmber fitted for college was 12-56 per annum." The report then asks, *^ Do not these figures show how eminently useful the Latin School has been in its highest vocation — ^the pro- duction of classical scholars ? During the last forty -six years nearly six hundred young men from this school have been admitted to honorable standing in the several universities and colleges in New England. Such is the claim of Dr. Shurtle£^ in behalf of the Latin School of Bo3ton, upon the sympathy and support of a city the laigest, the most populous, and the wealthiest in New England. She may justly be proud of this, the oldest grammar school of the land, aa the richest gem in her crown of honor as the Athens of America, the home of noble scholars and princely merchants. Let her sus- tain this school, for she can well afford it, as a part of her system of public instruction so often a matter of boast as the best in the United States, although from that system only seven and seven- tenths per annum of the graduating class of college candidates are received from the &r-famed public schools of Boston. And yet this result, though put forth to the world by the Boston School Com- mittee as a matter of boasting, will be received with surprise as very small for a city whose population in 1861 was nearly 178,000, whose valuation for 1860 was $312,000,000, in whose pnbHc schools there were 28,000 pupils in 1861, of which only one pupil in 3,686 was fitted for ^' ye universitie " in one year, in conformity with the ancient statutes. Compare now, with this record, the results of classical training m the number of candidates for college annually sent forth frt>m Phil- lips Academy at Andover. We have only the statistics for the last twenty-eight years, the period of Dr. S. H. Taylor^s preceptorship. We make no estimate of Dr. Pierson's administration, or of his successors, Mark Newman, NEW ENGLAND ACADLJIBS AND CLASSICAL 9CHOOLa 423 /ohn Adams, Osgood Johnson, and others, who were at the head of the school for the sixty years previoas to Dr. Taylor's accession. We refer not to the results of the English school always sustained at Phillips Academy, of which Wm. H. Wells and J. S. Eaton have been masters, nor to the Normal Seminary connected with Phillips Academy for many years, the first established in America. We refer only to the department of the classics from which, in the last ten years, 46-9 per annum have been fitted for college. In the previous eighteen years the average number fitted was 25-}, and for the entire period of twenty-eight years the average has been 33-}- per annum. This number does not include two hundred who ad- vanced as far in their course of study as through the first or second term (three in a year) of the last year's course of study, more than half of whom were pretty nearly fitted for college and others within two terms of study," Thus more than one thousand young men have been sent from Andover to the difierent colleges, in a little more than a quarter of a century, by one eminent instructor. This one fact is enough to show the vitality of this institution as a power in the land. But the Endowment on which all the departments of Phillips Academy rest as their basis does not exceed $75,000, while the funds at Exeter do not vary much from $100,000. But in these days all the colleges and nearly all Academies are no less schools of science than of the classics. AH the best colleges have scientific departments, and the Academies having the greatest patronage are furnished with instruction and apparatus for the preparation of young men for the higher scientific institutions. So extensive has the routine of scientific studies become, that they can not be pursued with profit unless in well endowed institutions where a course of study is established and adhered to. Hence, in Willis- ton Seminary the amplest provision is made for this branch of studies as well as the classical department. As these branches can not be well taught without special teachers and expensive cabinets and apparatus of every kind, the best Academies have been fur- nished with facilities of teaching in these respects as the high schools with few exceptions have not been. But the public schools have endefivored, not only to provide classical but scientific instruction also, in obedience to a popular demand for a class of studies deemed specially practical ; and the consequence has been that in many places the public schools have been overburdened with an excess of branches of study, while tho branches essential as the foundation of real mental culture have 424 ^^^ BNOLAND ACADEMIES AND CLASillCAL 8CHOOU1 been discarded. This coarse has diminished the real valae of the public schools, which have thns been made subservient to the wants of a few, while the essential interests of the many are disregarded. The attempt has been made to accomplish too high things in what are called high schools. Not only is it proposed to fit boys for ^ ye universitie " without regard to the question whether they wish to be fitted or not, but to teach the outlines of nearly all the branches for each one of which a professorship is deemed a necessity in a decent college. But this is an impossibility, even in the best high schools of our largest cities and towns, without ignoring the grand idea of what ought to be, if it is not, the policy of the local high schools every where, that they are supplementary to the common schools, and are high in relation to them and not in relation to the Univer- sities ; and that they should not therefore be considered, except in rare instances, as taking the place which middle schools must occupy as intermediate between the highest local schools and the colleges, which is the proper sphere and function of the academical system. The progress of popular education, so-called, does not consist (as it is so often falsely assumed to consist) in introducing high studies, and a great many of them, into a school having only one or two teachers, and thus make it high. For no progress is so sure as this to make a school the lowest of the low, in all the essential uses and qualities of education. The old staples of instruction, reading, writing, and arithmetic and grammar, can not be dispensed with in the popular schools ; for their uses are grounded in the absolutely necessary wants of the youthful mind. Any system, then, which substitutes other studies for these, is one whose whole tendency is to deteriorate not to elevate the quality of education. We are not sure but that Latin may take the place of English grammar to some extent in the public schools, but it must be solely as a disciplinary study to teach general grammar, and not with a view to a full classi- cal course in the local schools of any grade of excellence. Indeed, we are not sure but that English grammar had better be discarded entirely, if in the course of common school instruction it must be limited to only one or two terms, and then set aside as finished. And yet the text-books in that branch are as Thick as aatumnal leaves that strew the brooks in Yalombrosa; though they were all unwritten until late in the eighteenth century, when the countless progeny began to be. How the literature of the Elizabethan age and Queen Anne*s time, when Addison and his peers wrote the Spectator, could have existed, when such a branch as English grammar was unknown in any NEW ENGLAND ACADEMIES AND Cf^SSICAL SCHOOLS. 425 English or grammar school, is a mystery for some modem common school saperintendent to solve. In this country arithmetic was taught in all the common schools without a teztrbook till after the Revolution, and geography was a study high enough to be a branch of college education; and yet these were the schools in which Washington and Franklin received all their elementary training. They were taught in school-houses not decent enough for an Irish shanty now, and yet Franklin, thus " fitted " for his calling, became such a master in philosophy and civil affairs as that he held the lightnings in his grasp and hurled tyrants from their thrones. How could he do all this, when in no grammar school on earth had the merest elements of the natnral sciences even been heard off And yet he did not underrate the grammar schools of his native city, or decry, as modern sciolists do, the value of classical learning, or establish Franklin medals for some school of practical and natu- ralistic studies, to the detriment and discouragement of so-called dead languages and dry and " nnint'Cresting " branches of study. But the grand argument against the academics] system of middle schools and against colleges as well is, that pupils must not be domiciliated away from the supervision of parents and placed under the entire supervision of tutorial governors and teachers. It is as- sumed that there is '* no place like home " for the higher gradations of mental culture as well as the lower. If all homes were places for intellectual development as good as we might conceive them to be, where the parents were themselves qualified in the best manner for the work of instruction and moral discipline, then it were well that home influences should predominate in every stage of intellectual growth. But the homes of the best and most learned men are not found to be thus adapted to the purposes of education. They lack both the power to advise and direct in respect to the best methods, especially in all the higher departments of learning. Even if well- educated parents understand the value of learning, they may yet be ignorant of its processes and best methods even while they enjoy its uses. Hence it is that liberally educated men, more than others, seek the best seats of learning for the education of their own chil- 'dren. They understand, as others do not, how that the local influ« ences of home often tend to neutralize the best benefits which the formative or transformative power of a college or Academy exerts on a young and wayward mind. Nor does the argument hold any better, though often urged, that the public school system is any more in sympathy with the genius of our democratic institutions than the academical system in its middle or higher grades. 426 ^^^ ENGLAND ACADEMIES AND CLASSICAL SCnoOLS. We do not deny that the public school tends strongly to modif/ and remove those social distinctions which it is the direct aim of home training, in many instances, to create and intensify. The boy of Beacon street may recite his lesson in the Boston Latin School on the same seat with the boy of Ann street ; but the good influ- ences of the morning session of each day, in obliterating factitious distinctions and creating good fellowship, may not last longer than tlie dinner-hour, when all the power of home associations resumes its undiminished sway. It is not so in those schools where the pu- pils come together from localities remote from each other, and from under the influence of social customs and notions most unlike. Here nothing is more common than to see the rich and the poor domiciliate together on grounds of perfect reciprocity, and forming the strongest fellowships in spite of antecedents of birth and position most diverse. If there can be found on earth a realization of thai dream of politicians, a republic where there is a perfect equality of rights and privileges, and a perfect reciprocity of sympathy and so- cial fellowship independent absolutely of the distinctions of the out- side world, that realization is a community of students in an Amer^ ican Academy or college. In the home or local system of schools the aim is really private education ; and for ends more or less personal, though it be obtained at the public expense. In the academical or collegiate system of schools, the aim is a true public education, though it may be ob- tained by means legally private, that is, such as furnished by indi- viduals or corporations. The local system respects the parental will and dignity on the ground, that as parents, in their individual or social capacity, pay for the tuition of their children and appoint the teacher, they have a right to control all the methods and processes and influences of instruc- tion ; that is, they may say what shall and what shall not be taught. Such a policy as this, for the period of childhood during the time of rudimental training, is obviously the very best for the vast ma- jority of pupils ; since, during the earliest stages of education, the parents, who are the natural protectors of their children, are gener- ally competent to act for them in respect to their intellectual as well as their physical wants. As the great majority of the young can never go much beyond the rudiments of all useful learning, the public school system is most obviously founded in the eternal veri- ties of things. But the period of childhood and the training proper for that period has its natural range and limits, and these limits and the course proper for those limits can not be essentially changed so MEW ENGLAND ACADEMIES AND CLASSICAL BCHOOLa 427 as to substitute therefor the studies and the discipline of maturer years. This principle will not fail to be regarded if the idea of adolescence and full majority is admitted, which idea some educators seem to disregard, as do the Chinese and some parents nominally Christian also, since in their system of tndning the child is never of age till the parent dies, and not even then. The recognition of the period of adolescence, in a system of edu* calion, demands a grade of schools in which the interest of the pu- pil in his own welfare is a consideration paramount to the parental will or dignity ; and hence, although the parent may rightly control the course of the pupil so far as to direct the place of his education, yet, while in that place, the teacher stands in all respects in loco parentis^ and the parent in all that pertains to the appropriate work of instruction and discipline never stands in loco docentis. It is evident, therefore', that as the period of adolescence draws to its qlose, the aim of school training must more and more have a direct reference to the welfare of the pupil as the party mainly con- cerned ; and less and less to that of the parent, except indeed so far as that, by sympathy and affection, he may regard the wel&re of his child, at all times, as his own. But in the later stages of education, at the higher seminaries, the authority of home can not predominate in opposition to the teacher's labor and influence. The students must be held in subjection by a power stronger than that of any home influence can ordinarily be. Such a power a vigorous seat of learning affords, and it meets the wants of subjective training at the period when its force is most efficient and most needed To curb the fiery heart of youth. Such a power was exerted by Arnold at Rugby, and by Dr. Whe- well, the master of Trinity at Cambridge, recently deceased. Such a power have many teachers, both among the living and the dead, exercised in the academic schools of our own land — a power which must forever make our Academies and colleges indispensable, since they supply those forces of strength which no family, or hamlet, or town, or city can furnish without their aid. Every college graduate can understand, as others can not, the peculiar advantages of mental development and of those executive qualities of the manly character, which come as the incidental re« suits of a public education, and which the training of home or of any local school, however excellent it may be in other respects, rarely confers. Hence the necessity of a public education for places of public service and for all kinds of civil and ecclesiastical duties, which 428 ^^^ BNOL^M) ACADEMIES AND CLASSICAL SCHOOLS. require men of 'Marge discourse" or liberal and comprehensive culture. Hence the necessity of colleges and universities, and hence, too, the need of having institutions which shall, in all their forces of moral and intellectual power, keep pace with the wants of our advancing American civilisation, ultimately to be, in its maturity, the noblest in the world's history. We shall need universities as much better than Oxford snd Cambridge, as the destiny of Ameri- can society is to be better and more powerful than that of England or any of the continental kingdoms and empires. But as preliminary to their ultimate enlaigement, and as a condi- tion of their efficiency even in their present form, we need a system oi middle schools having the same great ends of social advancement in view, and tending to the same results, which it is the object of our highest semmimes to accomplish. The Universities of England and the continent of Europe have for sges received all their annual accessions from the middle schools, in which the foundations of all sound education and training have been laid, the quality and degrees of which have been determined by the wisest of men, who have fully understood its uses as well as its processes and instruments. And the education obtained in the << great public schools" of England has exceeded, in the extent and value of classical training, that which the best American colleges have not furnished until within a recent period. But the day has come when the colleges of this country must embrace within their curriculum other studies than the elemental studies of a classical or scientific course. Four years are too few to include the multitude of studies which a general course of liberal culture must embrace as the limit of graduation. And a great share of the classical and mathematical studies of the first two years of the college course, as now arranged, could be better attended to in middle schools, under good teachers and with proper endowments and accommodations. The temptations to dissipation would be hi less and the standard of attainments far greater in studies, which, though pursued in the college, aVe really and altogether elemental, when the rank of scholarship in the English and European universi- ties is considered. So the middle schools are more desirable places than the college to lay the foundations of, not scholarship only, but of the highest qualities of manly character. Dr. Arnold's influence was such as to shield his pupils with a moral panoply of protection sgainst the ibUy and dissoluteness of university life, the occasion of utter ruin to s(» many young men in all the high seats of learning. KBW ENGLAND ACADEMIES AND CLAS8ICAI* SCHOOLa. 429 There is need, then, not only of the continued existence of the best Academies of New England but of their great enlargement and improvementw They are needed to supply that lack of the best culture which the local schools of the rural sections of the country can never supply. They are needed as phices of resort for training the best minds of both of the city and country under certain influ- ences, which few purely local schools can have under the best of circumstances. They are needed to prepare for the colleges the best material to make good scholarship, much of which is found among the hill towns of New England, though they may be as rough as Mount HeUcon, on whose slopes the muses did not deign the less to dwell, because they were wild and barren. We need them that the proper work of all the local schools, both of the city and the country, may not be interfered with, in the vain attempt to make them answer for uses and purposes not belonging to their proper design, in educating the whole mass of the popular mind to the highest possible average of attainment at the public expense. The duty of sustaining the local schools, in all their grades, will be met by the American people, and the local schools will have attained their limit of perfection, not when they shall attempt to fit one out of a thousand boys as he ought to be to enter col- lege, but to educate the nine hundred and ninety and nine, who can not and ought not to go to college, in the best possible manner, for not the learned professions but for the not less honorable callings which society demands shall be filled by well-educated and good citizens. It is perhaps enough that the State confine itself to this great work, the education of the people, by improving to their ut- most capacity the local schools of every grade. With respect to colleges and middle schools, it is perhaps all that we can expect, if we demand the kindly regard of the State and such scanty appropriations as can be afforded. For the history of the higher education of society shows that, in all ages of modem civ- ilization at least, universities and classical schools have had to depend on the enlightened liberality of a few noble and generous benefactors. All the colleges and universities of England and the Continent, all the colleges of this country, the oldest and the youngest, all the important Academies and professional schools, are monuments of private liberality, supported chiefly by the endow- ments of those who, blessed by Providence with wealth, have left it as a legacy of perennial good for the successive generations of men, who, as they receive the benefit of their benefactions, revere and bless their memory with " perpetual benedictions." INCORPORATED AGADBMIEB. MAfiSACHUSETTS POUGT OF INCOBPORATED ▲0AOSinE& Thb earliest schools in Massachusetts, technically known as Free, Grammar, or Town schools, imparted secondary as well as elementr ary instraction ; but the needs of fianiilies not residing within towns on which such schools were made obligatory by law, led to the establishment of a class of institutions known as Academies, the public policy of which is set forth in the following document : — At the General Court of the Commonwealth of Massachusetts, held on the 25th day of January, 1797, Ordered, That the secretary be, and he hereby is, directed to cause the report of a committee of both houses on the subject of grants of land to sundry aoulemies within this Commonwealth, to be printed with the resolves which shall pass the general court at the present session. And be tifurVier ordered^ That the grants of land specified in said report shall be made to the trustees of any association within the respective counties men- tioned in said report, where there is no academy at present instituted, who shall first make application to the general court for that purpose : provided, they pro- duce evidence that the sum required in said report is secured to the use of such institution : and provid^,d^ that the place contemplated for the situation of the academy be approved of by the legi^ture. Report on the stibject of Academiea ai Large, Feb. 27, 1797. The committee of both Houses, to whom was referred the subject of acade- mies at large, and also sundry petitions for grants of public lands to particular academies, having accordingly considered the subject on general principles, and likewise the several petitions referred to them, submit the following report : On a general view of this subject, the 'committee are of opinion that the sys- tem hitherto pursued, of endowing academies with State lands ought to bo con- tinued— but with several materied alterations ; first, that no academy, (at least not already erected,) ought to be encouraged by government, unless it have a neighborhood to support it of at least thirty or forty thousand inhabitants, not accommodated in any manner by any other academies, by any college or school answering the purpose of an academy ; secondly, that every such portion of the Commonwealth ought to be considered as equally entitled to grants of State lands to these institutions, in aid of private donations ; and thirdly, that no State lands ought to be granted to any academy, but in aid of permanent funds; secured by towns and individual donors : and therefore, previous to any such grant of State lands, evidence ought to be produced that such funds are legally secured, at least adequate to erect and repair the necessary buildings, to support the corporation, to procure and preserve such apparatus and books as may be necessary, and to pay a part of the salaries of the preceptors. •In attending to the particular cases, the committee find that fifteen academies have already been incorporated in this Commonwealth ; also Derby School, which serves all the general purposes of an academy, but that the academy at Harblehead probably will only serve the purposes of a town school. And the committee are of opinion that the three colleges established and endowed by the State and private donors, will serve many of the purposes of academies in their respective neighborhood, so that if four or five academies more shall be allowed in those parts of the Commonwealth where they may be most wanted, there will be one academy to every 25,000 inhabitants, and probably, therefore^ they must struggle with many difficulties until the wealth and population of the State shall be very considerably increased ; for however useful colleges and academies may be for many purposes, yet it is very obvious that the great body of the people will and must educate their children in town district schools^ where they can be boarded or supported by their parents. The committee find that of the fifteen a(»demies already incorporated, seven mCORPORATID ACADEIflBa of tbem have haa''grant8 of State landa, that at Fryeburgh of 16,000 acres, and the other six, at Machias, Hallo well, Berwick, Marblehead, Taunton, and Lei- cester, one township each. To extend this plan of a township to each academj to those academies already allowed, and to thofle which from local circumstaiices may be justly claimed, would require the grants of twelve or thirteen town- ships more. The committee think this number too large, and therefore propose half a township of six miles square, of the unappropriated lands in the diatriot of Maine, to be granted to each academy having secured to it the private funds of towns and individual donors before described, to be laid out or assigned •(with the usual reservations) by the committee for the sale of eastern landa. Of the eight academies already incorporated and not endowed by the Com- monwealth, part appear to have been endowed by towns and individuals; and as to part, no satisfactory evidence is produced of such endowments. It appears that Dummer's Academy, in Newbury, has legally secured to it a permanent fund for its support, by a private donor, to the amount of $6,000; and that Phillips Academy, in Andover, has a fund something larger, secured in like manner ; that each of these academies was established in a proper situ- ation. It appears that the academies in Groton and Westford are about seven miles apart, both in the county of Middlesex, and with a neighborhood perhaps not so adequate as could be wished to the support of two ; that each of them has received the donations of towns and individuals to the amount of about $2,500, and that each of them is now much embarrassed for want of funds, but both of these academies have been incorporated and countenanced by the legislature, and must be considered as fully adequate for the county of Middlesex. On the whole the committee propose an immediate grant of half a township of the description aforesaid, to each of these four academies. As to the acade- mies at Portland, Westfield and New Salem, and in the county of Plymouth, the committee propose that half a township, of the description aforesaid, be granted to each of them : provided, each of them shall, within three years, pro- duce evidence that there is a permanent fund legally secured to each by town or individual donors, to the amount of $3,000, and that the Act establishing an Academy in the town of Plymouth be. repealed, and an Act be passed establish- ing an Academy in the county of Plymouth, on the principles of the petition from that county ; and that half a township of land be granted to each of the counties of Barnstable, Nantucket, Norfolk, and Dukes County, and Hancock, for the purpose of an Academy ; provided they shall, within three years, sever- ally furnish evidence that Amds are secured by towns or individual donors to the amount of $3,000, for the support of each of the said academies. The Joint Standing Committee on Education (Hon. Charles W. Upham, Chairman^) in a Report dated March 30, 1859 — after recit- ing the above report, as proceeding from a Committee " composed of leading and experienced men, of whom Nathan Dane of Beverly was one," — "and as published by the General Court, containing most decisive and emphatic annunciation of the policy of the State" — remark : The following principles appear to have been established, as determining the relations of academies to the Commonwealth. They were to be regarded as in many respects and to a considerable extent, public schools; as a part of an organized system of public and universal education : as opening the way, for all the people, to a higher order of instruction than the common schools can supply, and as a complement to them, towns, as well as the Commonwealth, were to share, with individuals, the character of founders, or legal visitors of them. They were to be distributed, as nearly as might be, so as to accommo- date the different districts or localities of the State, according to a measure of population, that is, 25,000 individuals. In this way they were to be placed within the reach of the whole people, and their advantages secured, as equally and effectively as possible, for the common benefit. ACADEMIES AND SECONDARY EDUCATION. SECONDARY EDUCATION IN PRUSSIA. PRELIMINARY REPORT. The following pages contain a preliminary paper on the System of Incorpo- rated Academies and Classical Schools of New England, and particularly of Massacliusetts ; and an elaborate exposition of the System of Secondary Edu- cation in Prussia,* drawn up by a Director of one of the most distinguished Gymnasiums of that kingdom. In the thorough scholarship obtained in this class of institutions in Prussia, it is possible to find the basis of the real scien- tific culture given in the Universities of Germany. 28 PUBUC mfinnucnoN in pkubsu. SECONSART EDVCATIOIV* Btitbm or Sbcondakt Schools in Peuibxa, 435 1. School Aoministratioii— HitTOEiCAL Dcvklopmbht, 435 0. State or CeDtral Authority, 435 Decree of 1558, 1S73, 1662, 1687, 435 EBtabliibment of Third Sectioo in MiDUtry of Interior, 1806, 440 Hnmboldt, Nieoloviua, Savem, 440 Special Minaiter of Education and Woiihip, 441 Baron Ton Altenstein, Eichhom, Von Raomer, 441 b. Prorincial Authoritiei, 447 1. Provinoe of PniMta, 449 3. Province of PoMO, 449 3. Silesia, 451 4. Pomeranta, 4S2 5. Saxony 453 6. Wertphalia, 434 7. Rhine and Hohensollem, 455 8. Biandenbnif, 430 e. Municipal Autboritiet, 400 d. MiiceUaneooi, 402 3. Tbachkrs— their qualifications and appointmeot, 463 Director — Object, import and official position, 460 Conferences of Directors, 468 Clus-system and Professors, 460 Title, hours of worit, leave of abseooa, 470 3. Rbodlatioh8 roa EzAMiiiATioif, 474 Examen pro faeultate— Examen pro loco, 476 Trial Lessons, 478 Degrees of Proficiency, 479 Conditional facultate dooendi, 481 Examination for teaching Drawing, Gymnastics, Sorreying, 483 4. PaXPARATION or TbACHBEI POK SuPKKIOR SCHOOLt, 484 Philological Seminaries, 484 Seminary ofProf.F. A. Wolf in 1787, 484 Pedagogic Seminaries, 487 Royal Institution for Teachers of Learned Schools, by F. Gedike, in 1787, 487 Pedagogic Trial Year, 480 Travel to visit Foreign Schools, 492 5. Study Plans, 492 Degrees of Instruction— 1810. 1812, 1816, 1831, 1837, 495 Latin, Greek, Mathematics, 1850, 496 Mental Philosophy, Religion, Gymnastics, Stenography,. 498 6. Rbal-Schools and Hiohkr Burohbr-Schools, 501 Progressive Development, 501 Plan of Study in 1850, 502 7. Gbnbral Mattbrs, .' 503 Establishment of New Institotions, School Tear, 503 Size of Classes, Vacations, School Programme, 504 Books of References, Discipline, Order of rank, 505 Privileges of Graduates, 506 8. Classification op Institutions bt datb op bbtablishhbnt, 508 Between the Vm. and XV. Centaries 508 Sixteenth Century— XVIL, XVin. and XIX. Centuries, 509 0. Arranobmxnt OP iNSTiTimoNS btProvincbs, 515 Gymnasiums 516 Progymnasioms, 516 Real Schools of First Class— Ditto Second Class, 516 Higher Burgher Schools, 517 PUBLIC INSTRUCTION IN PRUSSIA. IL BECOim^BT 80H00LS. A. BIBTOBICAL DEYELOPHENT OF SCHOOL ADMTNISTRATTON. a. Supreme Adminiatratian, The various independent constituent parts of Prussia from which the kingdom has its origin, prevented an early central administration of public instruction, which was not established till the present century. The schools generally, according to their origin, were at first closely connected with the Church and its regulations, or dependent on the local author- ities. The Elector Joachim II. organized in 1552 a consistory for evan- gelical church and school affairs in Brandenburg ; John George decreed in 1578 a visiting and consistorial regulation, which determined the su- pervision of the schools, as well as their internal arrangements, the instruction and the relations of the teachers. Clergymen were made inspectors, and at the head was the consistory, composed of four or five members, whose assessor was usually the general superintendent This council undertook the traveling inspection in the provinces, which was fixed at every ten years for each province ; during which period the clergymen were exempt from school and church visiting duties. The regulation specified as visitors : *' Our general Superintendents and one of our Consistory members, or from some other council, together with the Nbtariua ** (clerk.) The visitors appointed as inspectors for the sur- rounding towns and villages, the pastors of the principal cities of each place. In regard to the instruction of teachers and pupils of the city- schools, which developed afterwards into high-schools, very special regu- lations were made. At the time of the institution of a privy counselor- ship, under the Elector Joachim Frederic, as the highest established administrative council, there originated with it, for the consistory, an additional clerical department The Thirty Years' War, from whose devastating consequences the Brandenburgian countries sufiered particu- larly, prevented for a long time any further progress in School adminis- tration. As a proof of this, we have the decree of Elector Frederick William concerning the affairs of the Protestant Church, in 1662, which contains also the beginning of a School regulation, namely, ^*that churches and communities should unite their efforts in organizing here and there, in villages, towns and cities, well-administered schools." The Lutheran Church regulations for the Duchy of Cleves and the earldom of Mark, in 1687, reconmiend the same, although with more detailed specifications. 436* PUBLIC INSTRUCTION IN PRUSSIA. The anion of the Duchy of Prassia with the Brandenhargian prov- inces, the erection of Prussia into a kingdom under Frederic III., ren- dered centralization in the administration possible, and thus in fact devel- oped the general legislation of the Prussian State since the eighteenth centurj. Entering deeper into the question, and aiming at a still greater centralization of instruction, was. the royal decree of Frederick William L, October 24, 1718, concerning the Prussian evangelical, inspectivc, presbyterial, parochial regulations for gymnasiums and schools. It gives the supervision of all the schools to the Church : ^^ the gymnasiums and Latin schools of Berlin, Frankfort on the Oder, and Halle, to continue in their present organization and typis lectionum^ and those of the other cities and provinces to be modeled as much as possible upon the former, so that some uniformity might be obtained." The decidedly Protestant character of this regulation shows itself in the importance it gives to the Heidelberg catechism : *' No other catechism for the young to be allowed in schools or churches." The exclusive use of this catechism was again prescribed in 1716. Important for higher instruction was the revised regulation of September 30, 1718, both for students in schools and universities, as also for the Ganditorum ministereiy in which the moral and scientific requirements of those devoting themselves to university studies, namely, the theologians, are strongly set forth and enforced. In December 22d, 1722, Frederic William I. issued instructions for the general treasury, war and domain departments, which contained also an article relative to church and school affairs : *' In all places," says the article, *^ where the jus patronatus belongs to us, the churches and schools shall be kept in good condition, and the administration shall direct the authorities of the provinces to see to this matter." The mere aesthetic development of the mind found no sympathy with this king : he cared chiefly for the wants of the common people. The administra- tion of this department was given to Printzen, president of the German and French members of the consistory, director of all ecclesiastical affairs, protector of the academy of fine arts, principal trustee of all the royal universities, etc., who held it from 1722 to 1725. He was suc- ceeded by the Baron of In-and-Enyphausen, to whom, in consequence of an accumulation of work in the consistorial affairs, (1780) was asso- ciated as vice-president. Von Reichenbach. In the four provincial departments, the church and school affairs were administered by mem- bers of the consistory and the legislature. It is natural that under a monarch like Frederick II., the school admin- istration should be more intelligently conceived than under his prede- cessor, so far his inferior in real culture. As soon as the storms of war were over, he issued a decree, (1750,) for the Lutheran high consistory of Berlin, to whom was intrusted the supervision of the consistories of the provinces, with the exception of those of Schleswig. Its first presi- dent was the chief of the ecclesiastical department, the privy State and law minister. Baron of Danckelmann * in 1764, the church and school PUBLIC INSTRUCTION IN PRUSSIA. 437 affairs of the Protestaots were intrusted to a special chie£ But it was only after the close of the Seven Years' War that the great king could give his special attention and care to what he considered the hobby of his old age, schools and public instruction. For the carrying out of his views of education and mental culture, he chose Baron von Zedlitz-Leipe, who, as minister of the State and Law department, was made ez-officio chief of the ecclesiastical department for the Protestant church and school affairs, (January 18, 1771.) The king's letter of 1769 9ur V idu- cation, (CEuvres ix., p. 118,) contains the principles by which public instruction was to be guided, and has been guided since. He regretted that in the gymnasiums the pupils were not accustomed to think for themselves and did not begin early to exercise their own judgment In the public ofiBces, birth had no advantage over merit. ^* I am persuaded," he says, " that man can be made what you wish him to be. All that enlightens the mind, all that widens the circle of knowledge, elevates the soul, and never lowers it" The exercise of one's judgment, the cultiva- tion of the understanding, thinking for one's self, were considered the soul of instruction, and Zedlitz was the man to make these principles the fundamental springs of his activity, in opposition to the blind memorizing of matters never understood, to the reciting of mere words, and to the mental inactivity of both pupils and teachers. Ho succeeded in carrying out his purposes, to find the right sort of men in Meierotto, Niem^yer, Gedike ; he called the philologist Fr. Aug. Wolf to Halle, and the devel- opment of the Prussian high-school system is still linked with the activity of these men. It was at the time when Zedlitz was at the head of the Educational administration, that that great movement of the Pedagogy took place, a revolution which originated with Basedow, who harmonized thoroughly with the fundamental ideas underlying Zedlitz's views. It was also to carry these out that Trapp was called from his Philanthropinum in Dessau, to take the chair of Professor of Pedagogics at Halle. But Zedlitz recognized soon the emptiness of this scheme of mere pedagogics, and in announcing to the king (1782) the return of Trapp to Uolstein, declared the vacant chair to be *'no very great loss." Considering the self-dependent development of the school-system, Zed- litz conceived the plan of organizing a supreme school-board, independent of the superior councils, which, beside the consistory, should have the supervision of the whole school administration in all the royal domains. This plan was carried out by Frederick William II. in 1787. The board was to depend immediately on the king, and have charge of all the affairs which had till then been conducted by the chief trustees of the universi- ties. It became the duty of all State collegiams, magistrates and public officers, to execute the orders of the chief school-board as rapidly as possible. At the head of this new board stood Von Zedlitz, and Woll- ner, presidents of the privy council of the department of finances ; and as members, the chaplain of the University of Halle, Von Hofmann, the consistorial counselor, Professor Steinbart, of Frankfort on the Oder, and 438 PUBLIC INSTRUCTION IN PRUfiglA. the gymnasium directors, Gredike and Meierotto, of Berlin, who were also commissioned to make the inspection visits through the provinces. The most important decree of this council, and the most fruitful in results, was the plan of instruction conceived by €tedike, under the cooperation of Meierotto, given December 23, 1788, and stating among other regula lions that the final university examination of the school was to take place before the dismissal of the scholars. A short time previous to this, however,, a counter-movement had taken place in school and church affairs, by the 'withdrawal of the minister Zedlitz, and the subsequent election of the privy counselor, Wdllnei^ to the actual privy State and Law ministry, and as chief of the ecclesiastical department, (July 8, 1788,) which election found forthwith an expression in the religious edict of July 9, 1788. This edict was decidedly opposed to the so-called ** rage of improvement, by which the respect for the Bible, as the revealed word of God, was calculated to grow weak, which falsified, distorted, and even rejected the divine records, concerning the welfare of the human race. • A general rule of conduct was necessarily maintained, by which the masses could be led faithfully and honestly by their teach- ers in matters of faith, and this line of conduct had thus far been the Christian religion, as set forth by its three principal confessions." The edict of December 19, 1788, brought back into full force the censure on philosophical and theological writings, which in the last years of Fredenc had lain dead, and men of a rationalistic cast of mind like Gedike lost their influence. Niemeyer was threatened ^I'ith suspension, and a circular addressed to all the inspectors of Kurmark stated, that to help towards the increase of neology, all newly-appointed teachers in the gymnasiums and city- schools should be made to sign a reciprocal agreement printed for that purpose, (1794.) On the 5th of February of the same year was published the general common law for the Prussian States, which, in part ii., tit 12, declares schools and universities to be State institutions, and sets up a sys- tem of laws embracing the whole plan of instruction, of which the prin- cipal points are still in force. Frederic William III., on his accession to the throne, November 16, 1797, sent on the 23d of the same month a cabinet order to the various departments, houses, and public authorities, cautioning them against the many unworthy subjects that had found means to get into office. Prompted by this message, Wollner dispatched, December 5, 1797, a special order to the consistories, to remind all lower councils of their duties, and urge upon them a renewed vigilance in respect to the pastors and teachers under their special supervision, that these may not only teach religion in its purity and according to the prescription of the reli- gious edict, but that they may also prove efficient and industrious in the discharge of their school and pastoral offices. Meanwhile, the counselor of the legation. Menken, who opposed the policy of Wollner, had been appointed privy cabinet counselor to the king. The influence of this PUBUC iNsranoTioN in prubsii. 430 geDtleman upon the king determined Wdllner to ifisne, January 18, 1798, a circular in which he proposed to devise better means to advance the spirit of true religion and morality. But in spite of the readiness he showed to destroy his own work, he received a message disapproving his course, wherein the leading principle of government which actuated Frederic William III. is freely set forth: ^*I honor religion myself^ and follow gladly its blissful precepts, and would not rule over a people that disregarded it But I know also that it must come from the heart, from the feelings, from inner conviction ; if degraded to a methodical restraint, if made a senseless babble, it will never promote virtue and honesty. Reason and philosophy must be its inseparable companions ; only then will it exist of itself^ and be able to maintain itself without the authority of those who would impose their dogmas upon future times, and prescribe to generations to come, how they should think and feel at all times and in all circumstances, on subjects that have the most important influence on their welfare.** In spite of this reprimand, WoUner con- tinued in his own way of administration, and received in the early part of March his dismissal, as did the counselors of the chief consistory and the members of the chief school-college committee, who sympathized with him. There remained in the chief consistory, Andrew Jacob Hecker, who, like all those appointed after 1800 — Zdllner, Nolte, Nie- meyer, Sack, Ribbeck, Hanstein — were the right sort of men to carry out the cabinet order of January 11, 1-798. W6llner*s place was filled by Yon Massow, who was elected chief of the Lutheran and all ecclesiastical affairs, and the school department in general. The church affairs of the Roman Catholics were connected with the former, but the school affairs of the German Reformed Church came under a special department, of which Thulemeyer was chief. Both ministers were designated as minis* ters of State of the Judicial Department The chief of the Lutheran party was also president of the chief consistory and chief school-board, of the directory of the poor in Berlin and Potsdam, of the privy high court, and of the court of credit system of the rural districts of East Prussia and Pomerania. The Lutheran school affairs of Silesia, con- ducted by the chief president of the Breslau bailiff administration, and the Roman Catholic, ecclesiastical and school affairs in Silesia, South Prussia, New East Prussia, and in the Prankish Principalities, that come within the administration of the province ministers, were outside his jurisdiction. In the latter, the Erlangen University came under the su- pervision of the minister Hardenberg. This dismemberment did not allow of constructing and pursuing a consistent plan for a satisfactory development of the mental and moral fiu^ulties of the people : the Prus- sian nation was composed of too many elements. Soon followed a period of the severest trial and of the most spirited advancement The words of the king, (August 10, 1807:) "The SUte must regain in mental force what it has lost in physical force,'* became henceforth the guiding star of the Prussian government By the new 440 PUBLIC INSTRUCTION IN PRUSSIA. organization of the State councils, in 1808, the chief school-college was dissolved, and the administration of public instruction was attached to the Ministry of the Interior, under the name of ^^ Third Section^ for War- $hip and Public Instruction^^^ and placed under the immediate direction of a privy State counselor and section chief The king appointed as minister the count of Dohna, and as chief of the third section, William von Humboldt, who united in the rarest manner all the qualities of a statesman and a scholar, and who, firee from all selfish motives, was best calculated to fulfill the high charge intrusted to him, viz., the regeneration of Prussia. An educational system was the regeneration the Prussian monarchy aimed at, but the limited financial means of the State set ob- stacles to the plans the great Humboldt had conceived, and the latter, discouraged by continual pecuniary impediments, resigned, June 23, 1810, the position he had entered upon December 17, 1808. Nicolovius and Suvem had been elected with him as technical counsel- ors, to take charge of the section of instruction. Nicolovius had previ- ously been secular consistorial counselor, and member of the East Prus- sian consistories, then representative counselor in the university afiairs at Konigsberg, and finally member of the department of ecclesiastical affiiirs and those concerning the schools and the poor, and had in tlie latter time been in constant intercourse with the most distinguished men of the State. His fine and gentle appearance, the close intimacy in which he had stood for a long time with Goethe, Jacobi, and other superior and congenial minds, his firm fiiith in the progressive and magnificent devel- opment of our time, rendered him a worthy co-laborer of Humboldt He remained through many changes in the clerical ministry until May 22, 1839. Suvem brought into his new position, beside his vast scientific acquirements, a great experience in the profession of teaching, which he had obtained in the discharge of the duties of two directorships, at Thorn and Elbing, and during his academical career at Konigsberg. He drafted the roost important regulations and instructions, which the reor- ganization of the higher school-system required ; for example, the subject of the examination of the candidates for the higher school office, of July 12, 1810, the examination of abiturientes, of June 25, 1812, and an essay on general instruction, in 1816, of which all was not published, but whose leading principles dictated the regulations of the administration. He submitted to the consideration of the Staters ministry, a general plan for the form of government of the school system in Prussia, according to the cabinet order of November 8, 1817, in which it was said^ "that the success of all that tlie State aimed at by its constitution, legislation and administration, depended on the foundations laid in the minds of the young, ^' but the diverging and conflicting opinions, on the time and mode of putting portions of the plan into efiect, prevented its execution. Sub- sequent to 1818, he confined himself almost entirely to the reports of the Academy of Sciences and to the sphere of activity of the co-directors in the department of instruction ; he died October 2, 1829. PUBUC INSTRUCTION IN PRUSSIA. 44^ Humbold's place, at the head of the third section of public worship, was filled by the privy State counselor Yon Schuckmann ; and Nicolo- Tius was appointed director for the specialities of the same ; even when Schuckmann was elected Minister of the Interior, in 1814, the adminis- tration of public culture and instruction remained for some time within his jurisdiction. On the 8d of November, 1817, a cabinet order declared that ^* the Minister of the Interior should resign the office of culture and public instruction, as well as that of the department of medicine, con- nected with it," inasmuch as "the dignity and importance of the ecclesi- astical and educational affairs demand a special minister,*' and Baron von Altenstein was selected for that office. The energetic and efifectual activity which, since 1814, the government displayed in the transformation and reconstruction of the higher institu* tions of learning, gained an intelligent and well-informed guide in Alten- stein, and after him in Dr. Johannes Schulze, (1st August, 1818,) a new life-giving power, that made itself felt throughout the whole field of the sciences. About the same time, Hegel was appointed professor of phi- losophy in the University of Berlin, where, particularly favored by the educational system, he exercised a mighty influence upon the mental development of his cotemporaries, opening on all sides new avenues to science, and working out through a well-sustained method the taming curb that was to lead thought to the recognition of truth. A glowing testimony of the organizing, regulating, and all-pervading spirit of the administration, is the large number of special and general amendments that appear in the higher school-system, which, during the Altenstein administration, (from 1817 till the death of the minister. May 14, 1840,) amounted, including those of the University concerning the last examination, June 4, 1884, to 788, all of which, special as well as general, contain much that is awakening and fertilizing to the mind, and in many instances, far outreach their immediate circle of action. That regulation formed an important clause in the reorganization system of the higher court It was the result of years of experience, and of the mature consideration of circumstances. There would necessarily follow from it a better and greater unanimity in systems of instruction, and in the classifications of the various gymnasiums. In subsequent times, and till Altenstein's death, there were 488 more amendments made, among which the ministerial regulation of Oct 24, 1887, is accounted the most im- portant for its laying down the fundamental conditions by which gymna- sial instruction was to be governed. It was the first time that a general Normal School system was devised for all gymnasiums. Its principles were adopted and followed until 1850. The political changes, whose causes and reasons are sufficiently known, made in 1819 a painful break in the promising condition of the higher school instruction, and called forth the circular of the minister of Alten- stein, which, addressed to the various presidents of educational institu- tions, ran as follows, in its introductory pages: '* Recent events, and 442 PUBUC INSTTRUCTION IN PRUSSIA. especially the late repm the individuality of these schools and their directors, main- tained great variety for a much longer period, and it was thought a special proof of skill of the directors, in which manner the plan of instruc- tion was laid out by them, wherein they had to give to local circum- stances, to the demands of the times, to the need of the institute, to the capacity of the powers for teaching, that consideration which alone, with a just and sensible direction, can be beneficial to schools. Great credit is due to Bemhardi, the director of the Frederic Werder gymnasium of Berlin, by the publication, in 1812, of the plan of instruc- PUBUC INSTRUOnON IN PRUSSIA. 493 tion of the programme for 1812, the second chapter (part one) of which treats on the organization and subjects of instruction. In this he thus speaks of the degrees of instruction in the gymnasium : " Though the gymnasium is a school for classics, and its organization of instruction must tend to this object from the lowest class, yet consideration must be had, in the present condition of school matters, that those also who intend to become tradesmen, mechanics and artists, in the widest sense of these words, should be thoroughly and completely prepared for such vocations. For this purpose, all of the eight classes should be divided into three degrees of education, of which the third and lowest had for its object the practical education for the lower civil vocations ; the second more chiefly for the higher civil professions, and the first to impart the required knowledge to future students of the learned professions." On this principle he based the organization of his school, and under the in- creasing influence he acquired over the whole direction of matters of instruction, his plan became the model for all Prussian gymnasiums. The same principles pervaded the order of instructions of 1816, (un- published,) according to which, gymnasiums have the object ** not only to assist their pupils in acquiring that measure of classical and scientific education necessary to understand and profit from systematic lectures on the sciences at universities, but also to furnish them with the ideas and sentiments of the highest individual culture. The lower classes give to those also who are not destined for the learned professions, an opportunity to prepare themselves for other vocations which require more knowledge than can be furnished by elementary schools and inferior burgher-schools.** Every gymnasium, after the plan of Bernhardi, was to consist of six classes, with three degrees of instruction ; in each of the lower classes, sixth, fifth and fourth, the scholars should spend one year ; in the middle classes, third and second, two years ; in the first class, three years ; that is, at an average, from the ninth to the nineteenth year. The branches of instruction were thus distributed : Latin in the sixth and fifth, each six lessons, in the other classes, eight lessons ; Greek in the fourth and third, five lessons each, second and first, seven lessons ; German in the sixth and fifth, each six lessons, upper classes, four lessons; mathe- matics, six lessons ; natural science and religion, each two lessons ; his- tory and geography, each three lessons ; drawing, obligatory to the third, and penmanship, obligatory to the fifth ; the total number of lessons to be thirty-two, outside of those for Hebrew, singing and gymnastic exercises. To the French language no place was given, ** because the general object of teaching languages in schools was completely attained by the three classical mother languages of Europe, the Greek, Roman, and German.** This exclusion was attributable in a great degree to the then existing hatred of the French, through which also parents asked to have their children excused from learning a language which in. fact was never struck from the plan of instruction, and remains to this day part of the maturity-examination. The increase of lessons in German is also 494 PUBUG INSTftUCTION IN PRUSSIA* connected with the demand of the time; a reviTed national spint and the increased study of ancient German literature were infused into gymna- siums. Remarkable is this expression : *' The Prussian State is Chris- tian ; therefore Christian must be all religious instruction in its public schools, and no room should be given to universal religion.^' Instruction in gymnastics, ** so important to national education, since the harmonious development of mind and body is eminently necessary for every one, should not be ignored at any school." Notwithstanding this announcement, the reactionary movement of 1819 banished gym- nastics for a long period from all public institutions. Though the plan of instruction mentioned above, afforded but litUe scope to ancient classical languages, and attributed more importance to modern science, yet not enough had been done to satisfy the constantly increasing utilitarianism, and demand for modern languages, particularly for the English, and wherever burgher or real-schools, beside the gymna- sium, did not exist, many concessions had to be made to the pressure of modem ideas by dispensations from the study of the Greek language, or to increased demand in the study of real-science, not rarely requiring the extreme efforts of the pupils. Beyond solitary attacks in periodicals and newspapers against the gymnasiums, the provincial board of Silesia and Prussia petitioned repeatedly for modifications in the plan of instruc- tion of gymnasiums, and in favor of converting some of them into sec- ondary burgher-schools. The Diet of Silesia, Dec. dOth, 1831, in the order of prorogation, received a memorandum of the Department for Instruction, on the studies at gymnasiums of young men who did not intend to enter one of the learned professions. In this the significance of every branch of instruction is pointed out. " It is a proposition void of all foundation," it says in the introduction, " that instructions at gym- nasiums should be calculated for a course at universities only, and not in aid of the development of every mental fiiculty. The subjects taught at gymnasiums, in the order and proportion of progress in the different classes, form a foundation to all superior culture of men, and the expe- rience of centuries, the opinion of experts, speak in favor of the useful- ness of all studies, within the sphere of instruction of gymnasiums, for the development and invigoration of the mind and the abilities of youth. An article written by Lorinser, counselor of the medical faculty, no- ticed beyond its merits, for exaggerations and superficialities, called forth a great many replies ; and each teacher of a gymnasium was requested to give his opinion in writing, and it gave occasion to the circular of Oct 24th, 1837, prepared by Job. Schulze. From all reports of the provin- cial school boards, the department had satisfactory proof that the con- dition of the health of youth at the gymnasiums was generally entirely satisfactory, and that no reason existed for the accusations of Lorinser, However, the dispute led to the following general plan of instruction : PUBUC INSTRUCTION IN PRUSSIA. 495 QEKERAL PLAN OF ffTDDT FOR OTlCNASinUS IN ISSt. SUBJECTS. Latin, Greek, German, French, Beligion, Mathematics, Arithmetic and Plane Geometry, . . . . Natural Philosophy, Introduction of Pliilosophy, History and Geography, Natural History, Drawing, Penmanship, Singing, Hebrew, Hoan per week for each eUn. VI. V. rv. III. II. 10 4 2 4 32 10 4 2 4 10 6 2 2 3 32 32 10 6 2 2 2 3 32 10 6 2 2 2 4 30 2 8 6 2 2 2 4 2 2 2 30 2 In accordance with this general tabic, a yearly plan should be pre- pared at each gymnasium, based on considerations of the peculiar wants and fluctuating demands of each class, to which should be added an exact description of the limits to be attained by each class in every branch. "If herein, in regard to the plan of instruction of the diflFerent gymnasiums, a free motion is permitted within the limits of general reg- ulations, the number of lessons in religion, the languages and antiquities, and in mathematics, should not be diminished, as these are eminently fit, by their vivid connection, to realize tlie purposes of instruction, and therefore the position they occupy, as chief parts in the organization, must not be removed." It was from a just appreciation of the demands of the time, that a certain degree of freedom in the selection of what they considered necessary was left to the directors. Commencing the study of French in the third class made, instructions in this language almost fruitless ; for teaching natural history, teachers were wanting ; two lessons in history in class I. T^as not enough, if this important branch was to be treated thoroughly iti the highest class ; so the school- board concluded to begin the study of French in the fifth class, to add the time for natural history to geography, to increase the hours of in- struction in the second and first class to thirty-two, and to make other changes as the directors advised, which from the vigilant supervision of the board did not prove injurious. On the basis of the experience of the last twenty years, and of the changed demands in instruction, a modified plan was devised, by ministerial rescript of January 7th, 1856, which was intended to reduce the hours and concentrate the subjects of instruc- tion: 496 PUBLIC INSTRUCTION IN PRUSSU. STUDY PLAjr ADOPTED JAN. t, 1856. 80BJKCT8. Beligion, German, Latin, Greek, French, History and Geography, Mathematics and Aritlunetic, Natural Philosophy, Natural History, Drawing, Penmanship, Honn per week for e*ch ekam. VI. V. 3 IV. III. 2 IL 3 2 2; 2 2 2 2 2i 10 10 10 10 10 6 6 6 3 2 2 2 2 2 3 3 3 4 3 3 3 4 1 (2) (2) 2 2 2 2 3 28 3 30 30 30 30 2 3 8 6 2 3 4 2 30 Admittance to class VI., according to regulations, takes place after the age of nine years; fluent reading of German, in German and Latin type, a legible handwriting, facility in writing from dictation, without great mistakes, and knowledge of the principles of arithmetic, are required. . The length of the course in each class remained as fixed by circular of Oct 24th, 1867 : for the sixth, fifth, fourth, one year each, for the third, second, first, two years each, for the third and second, according to progress, a shorter period. In the three upper classes of a gymnasium they read : Caesar, Curtius, Livy, Cicero, Quintilian, Sallust, Tacitus ; of poets, Ovid, Virgil and Horace ; Caesar and Curtius are read in full ; of the others, selections suitable for scholars, so that in a certain period the same parts must be reviewed ; but preference on the part of the teacher, for greater variety in the reading matter, must not withdraw any thing suitable from the scholars. Seldom are two prose writers read in one class, and never two poets. Special editions for schools are not prescribed ; the well-meant attempt to prescribe the same edition for all scholars of one class will be defeated by the prejudice of parents. The editions of Weidmann and Taubner are most in use and arc recommended. In the first class, sometimes in the upper part of the second class, free Latin compositions are occasionally required, four to six within six months. Frequent exercises in Latin were required in the beginning of this century, and lectures on ancient history were then delivered in this language, so that on certain days only Latin was spoken at school. Co- incident with the demand for the modern studies and for practical inter- pretation of ancient authors, lectures in Latin gradually diminished ; they were even considered an affectation, and no longer practiced by young philologians, so that, notwithstanding an urgent recommendation to students of medicine and jurisprudence, (circular of Jan. 7th, 1826,) they entirely disappeared from many gymnasiums. The regulations for POBUC INSTKncnON IN PRUSSIA. 497 maturity-ezamination of 1884 decreed again that the examination in Latin should be held in this language, and opportunity should be given to all to show their fluency and ability of expressing themselves in Latin in a well connected discourse. Circular of Jan. 12th, 1856, extended this regulation also to the examination in the Qreek language ; but to revive speaking in Latin, it requires well practiced teachers, as well as a natural aptitude for it among those who favor the same ; hence the reg- ubhtion of Dec. 24th, 1861, suggests that in the testimonial of final examination for theologians, the degree of their fluency in speaking Latin should be noted, and the examined should be exhorted not to neg- lect the practice of it Greek. — The reading of Greek authors commences in the upper division of class III., with Xenophon*s Anabasis, and is chiefly limited to the writings of Xenophon, Demosthenes, Plato, Thucydides, to which are added Homer in class IL and Sophocles in class I. They proceed on the same principles as with Latin. The prominence given to this study in the first part of the present century, by reading even Pindar, Aris- tophanes and ^schylus, was limited to a less measure by ministerial rescript of Dec. 11th, 1828, to the task of understanding, without diffi- cult, authors like Homer and Xenophon, and to the reading of selected tragedies of Sophocles and Euripides, and the easier dialogues of Plato. To read selected parts of Thucydides was permitted to such scholars only who had acquired great efficiency in the interpretation of Xeno- phon. Exercises in translating from German into Greek are intended only to familiarize with the rules of grammar ; and for this purpose one hour per week is devoted to writing or extemporizing in Greek. Written exercises in both languages, dictated by the teacher, are highly prized, and determine the standing of each scholar in his class. Mathematics, — Instructions in this branch, as long as four lessons per week were set apart, were so divided by the class teacher, with the consent of the director, that in the first course of six months, (semester) geometry was taught, and in the second course, arithmetic ; or that two lessons were alternately devoted to each subject But since 1856, in classes IV. and III., only three lessons per week are devoted to mathe- matics ; either but one subject is taught in each semester, leaving it to the industry of the scholar and to occasional reviews to attain the other, until his promotion to the next class, or in the different grades of instruction, now geometry and now arithmetic are alternately placed in the fore- ground. Instructions in Hebrew, singing and gymnastics are given after school hours, as also in drawing for the middle and upper classes. De- viation from this plan is permitted only with the consent of the board of instruction, when required by the local or geographical condition or the endowments of the school. Discretion is allowed, 1, to increase the les- sons in German in the lower classes, where the teaching of Latin and German is supposed to be under one teacher ; 2, to devote the hours fixed for instruction in natural history, when no suitable teacher for this 32 498 FUBUC INSTRUCnOlf IN PRUSSIA. branch is engaged, in classes VI, and V, to the study of geography and arithmetic, and in class III, to history and French. Mental philosophy is no longer designated as a part of instruction, but the essential part thereof, the fundamental principles of logic, may be connected with the lessons in Qerman in class I. It is also left to Ihe provincial school-board to charge one of the teachers of mathematics or of philology with the necessary instructions in mental philosophy, and to increase his hours of teaching by one, limiting thereby the number of lessons in German to two. To omit the study of Greek is only permitted when in smaller cities the gymnasium has to accommodate students who do not desire to prepare themselves for such learned professions as require the full education of a gymnasium, but who desire to acquire a general education for civil vocations. **The execution of the general plan of instruction,*^ says the cabinet order, " can produce the intended effect on the young confided to the gymnasiums, only when the teachers of the school are conscious of their labor being a work common to all, where the activit}'' of the one finds its completion in the activity of the other, and therefore all must work in harmonious connection." Teachers in their lessons and plan of instruo- tion must not disregard the prescribed books of science or tables of history, etc., lest the scholars would not receive the benefit intended, which consists mainly in familiarity with a well defined subject In- creased attention is required by the department to be given to written lessons, the extent of which was limited to a proper measure by circular of May 20th, 1864. Directors must take fi^uent cognizance of the sub- jects for composition, and of all written lessons, to prevent any overtaxing or unsuitable selection. In order to give students an opportunity, before they leave the gymnasium, to acquire a thorough knowledge of ancient classical literature, vrithin the limits prescribed for gymnasiums, a cir- cular rescript of April 11th, 1825, recommended private lectures at all gymnasiums, which have been given by the greater part to this day, the director and teachers readily undertaking this additional work. Certain it is, that the revival of free private study outside of regular school les- sons, must have a beneficial influence on the independent attendance of lectures at universities. Religion, — Instruction in religion has attained increasing significance at the secondary-schools since 1815. The regulations for examination of 1812 contained no provisions for special inquiries as to the knowledge in religion required of candidates. The circular of the school-board of the province of Brandenburg, of Aug. 4th, 1826, which was adopted by othors for a long time, though finding not a few teachers suitable for teaching rdi- gion, for the greater part of them had studied theology, yet found but few qualified by examination, as an examination of candidates with regard to ability in teaching religion, was not ordered until 1824. The quick and sincere religious spirit of that time itself required that instruction in reli- gion should occupy equal rank with the most important branches, and great value was ascribed to it The plan of teaching religion included PUBLIC INSTRUCTION IN PRUSSIA. 499 Biblical history in the lower cksses, committing to memory the chief parts of the catechism, with references from the Bible, and suitable hymns; in the middle classes, concise lectures on the doctrines of reli- gion, based on the catechism of Luther ; in the upper dasses, introduction to the books of Holy Scripture and history of the Christian relig;ion, with particular attention to the interpretation of doctrines, and to the reading and expounding of entire parts and books of Holy Writ The class- professors were designated as suitable teachers of religion in exceptional cases by the ^instruction for directors of 1824,** and to them instruction in religion was confided, if possible. Important for the leading principles under the administration of Altenstein, is the memorandum added to the address at the prorogation of the fourth Prussian Diet, of May 8, 1832. The Diet had desired the employment as teachers of well known religious theologians, which elicited this reply : " I have always hesitated to intro- duce this arrangement in the Protestant gymnasiums, or to make it gen- eral, because the teachers of the gymnasium would thereby lose influence of a religious and moral character upon their scholars, and might be pre- vented from having that spiritual communion with them which might prove a blessing to them for life." Under the administration of Eichhom, a decree of Aug. 17, 1842, required that instructions in religion at gym- nasiums should be confided to candidates of decided piety, and if school- boards were in want of suitable persons, they should apply to the Evan- gelical Pastors^ Association in Berlin, which from an ample choice was always able to comply with their request& But little use was made of this offer, and after 1848, great efforts were made to supply secondary- schools with well qualified teachers of religion who were not of the theo- logical profession. A report on the existing number of such teachet*8, and on their qualification and right of teaching religion, called for in 1854, caused this right to be withdrawn fi'om many a teacher qualified by testimonial of examination, but not suitable as shown by his practice in teaching, whereas now candidates were engaged who possessed the required knowledge in religion, but were not capable of spiritual sym- pathy with the young. Lately, (by circular of school-board, July 5th, 1865,) the directors in the province of Brandenburg, at the request of the royal consistory, have been instructed in the report of their plan of les- sons to specify the teachers who shall impart instruction in religion, and the extent of their qualification from testimonials, as well as to designate the classes in which they are to teach religion. The parochial classes of catechumens are attended by the pupils of a gymnasium for one or two years ; before 1856, lessons in religion were given at the same time with the instructions of catechumens, so that the latter could not attend their classes. When by the new general plan the number of obligatory lessons has been decreased to thirty, this division ceased. Divine service in school, and prayer in the morning and evening, take place only at private institutes and alumnates ; for other schools it has 500 PUBLIC INSTRUCTION IN PRUSSIA. been recommended, hj circular of Aug. 4th, 1826, to promote, Bs&rms possible, the attendance of scholars at public worship, without howeref* exercising any constraint or painful control With regard to the com- mencement and close of yacations, a regulation from the department, of April 2d, 1858, declares that the duty of the Sabbath or of holy days should not be interfered with by obliging scholars to trayel on such days, but as it did not attain this object, it has been set aside again. Partici- pation of teachers and scholars at holy communion is not recommended, except at private boarding-schools; in the other schools, whenever it takes place, it is limited to the yoluntary attendance of those scholan whose parents do not reside at the place. Gymruuties, — Instruction in gymnastics has been formally recognised again, by cabinet order of Jane 6th, 1842, as a necessary and useful part of the education of boys, and as a part of the means of public instruc- tion. Gymnastics should therefore be added to the parts of instruction, and connected with all public institutions, be placed under the superin- tendence of the directors, and care should be taken that physical exer- cises be had to a proper extent, with due simplicity of object and manner. The instructions given on the royal central gymnastic institute are in close connection with the system at present introduced* into the army for the military training of soldiers, and due value is ascribed to the &ct that proper practice in gymnastics at school promotes the military efficioicy of the nation. The introduction of gymnastics into the organisation of schools met with no difSculty in smaller cities, of small distances and with vacant ground ; but in larger cities, particularly in Berlin, it was difficult to introduce this branch, notwithstanding all the enthusiasm manifested in its favor. As the regulation of June 6th, 1842, makes the participation in physical exercises solely dependent upon the free consent of parents or their representatives, gymnastics, notwithstanding the attention given by the teachers, are attended by not one-fourth of the scholars of large schools, the place for exercises being three miles distant and the homes of scholars scattered throughout the whole city. Stenoff^aphy, — Instruction in stenography has been introduced during the last twenty years, chiefly after the system of Stolze, and by the influ- ence of its adherents, and has moreover been practiced at higher schools or by single scholars in private courses, and many patrons of city-schools have furnished means for its introduction as a side branch of instmctioa Also the House of Representatives, on account of the many (thirty) pett- tions presented in favor of a faculty for stenography, has (June 27th, 1862,) recommended it to the favorable consideration of the Qovemment The Department of Instruction has not yet consented to the introduction of this mechanical art into the plan of lessons, it being senriceable for particular purposes only, but have permitted the use of class-rooms for private lectures. In some schools the same teachers conduct the instruction of scholars through several classes ; though this arrangement leads to a more exact PUBUC INSTRUCTION IN PRU8SU. 50^ knowledge of the abilities and disposition of scholars, it soon becomes a tiresome monotony for them eyen under the best teacher. YT. EEAIrSOHOOLS AND HTOHEB B1JBaHSBr80H00I& It is not our province here to speak of the object and aims of real- schools, but of their history and condition in Prussia. The name was first used by Deaconus Ghr. Semler of Halle, and in 1788 the royal gov- ernment and the royal society of sciences established a real-school for mathematics, mechanics and agriculture, which however had but a short existence. More importance was acquired by the school founded by J. Julius Hecker in Berlin, (1747,) after many futile experiments, and even dwindling down into an elementary school for a time, by being at last organized by A. SpiUecke, since 1822 director of the Frederic William gymnasium, with this object : " To combine the demands of a finished general education with practical training for civil life. " The Prussian gym- nasiums had always for their object the fundamentals of a finished edu- cation, but the spirit of the age now turned away from old, well tried means of instruction, and looked for the success offered by the so-termed real sciences, at least for pupils not intending a collegiate education. The following chronological review gives further details. The expectations built on these schools by the public among mechanics and tradesmen, were not fulfilled. The real-gymnasium, formed in 1829 out of the old Coeln -School at Berlin by the efforts of the mayor of the city. Von Bae- rensprung, gradually transformed itself in 1849 into a regular gymna- sium, with little modifications in the plan of instructions, and real-schools readmitted the study of ancient languages in a more extended form. Moreover, with equal privileges, attached in 1882 to the satis&ctory final examinations at these schools, of entering the postal service, that of arch- itecture or the military profession, etc., there existed a great variety in the amount of learning acquired at individual schools, particularly at those of provincial cities. Still greater inconveniences resulted from the final examination being in some branches equal with that at gymnasiums, and the uniform privileges of classes, for it happened that students from real-schools, who had passed the final examination there, entered the upper division of class III, where, with a total want of knowledge of the Greek language, they only satisfied the requirements of that class in other respects. Therefore a reorganization of these schools became nec- essary, which was efiected after calling for the advice of the provincial school-boards, by the order of instruction and examination for real- schools and secondary burgher schools, of October 6th, 1859. A memo- randum on this (published by Wilgaud and Grieben) contains : a, for real- schools, 1, the plan of instruction and inner organization ; 2, the regula- tions for final examination ; 8, wherein real-schools differ from gymna- siums, and the privileges of the former. (B.) The same for higher burgher-schools. In explanatory notes we find ; ** The real and higher burgher-schools have the object to prepare, by scientific education, for 602 PITBUC INSTRUCTION IN PRCSAU. these higher yocations of life, for which academic studies are not required. Therefore the practical requirements of the time are not a measure for their organization, but the object to develop the mental &cultie8 of the young intrusted to the care of these schools, to such a degree as to enable them for a free and independent realization of the duties of life afterwards. They are not technical schools, but, like the gymnasium, they work by general means of education and for fundamental knowl* edge. There is consequently no opposition in principle between gymna- sium and real-school, but a relation of mutual completion. Both diride among themseWes the task to offer the elements of complete instruction in what pertains to the different professions and yocations of life.** A division has become necessary by the progress of science and the devd- opment in the relations of public life, and real-schools hare herein adopted a coordinate position to the gymnasium. Real-schools <)f the first and second order are distinguished mainly by having introduced the study of Latin, according to local demand, with the technical branches ; further by limiting the course of classes III, and n, to one year, and reducing the requirements in some branches of exam- ination to a lesser degree, in accordance with which the demands on these schools, their teachers, means of instruction, and endowments, are inferior. The plan of instruction for real-schools of the first order, is the fol- lowing : PLAN OF STUDY FOR REAL-SCHOOLS IN 1859. 8UBJXCT8. Religion, German, Latin, French, English, Geography and History, Natural History, Mathematics and Arithmetic, Penmanship, Drawing, RfMnper wm) ttbtmt ihaUik VI. V. TV. m. 2 II. 3 3 2 2 4 4 3 3 3 8 6 6 6 4 5 5 4 4 4 3 3 3 4 4 3 2 2 2 2 6 6 4 6 6 6 3 2 2 2 2 31 2 2 2 30 32 32 32 2 3 3 4 3 3 6 5 32 Several real-schools of the second order exclude the Latin, of which the two at Berlin, named " technical schools of the city," are the most prominent ; they increase correspondingly the lessons in German, French, mathematics, arithmatic, natural history, and drawing. Real-schools connected with gymnasiums under one director, must have, in common with the latter, besides a preparatory department, only classes 11, and L Common order of discipline — ^teachers, school-house, instructions in singing and gymnastics, religious worship and other exer- cises— ^has always been of good influence on the real-schools. PUBUC INSTRUCTION IN PRU8BU. 503 f The mime of "higher burgher-schools** had been adopted by many real-schools previous to 1859 ; since then, those are included in that de- nomination which have only five classes, including the second, but beyond that are organized completely after the regulations for real- schools. The testimonial of final examination entitles to admission in class I, of a real-school of the first order, and to the privilege of military service of one year. Vn. QENBRAL MATTEB& The chronological table of Higher Schools, which we furnish hereafter, will show in what periods of time, and with what rapid increase in late years they have been created and developed, and what zeal has been manifested by State, conmiunities, and associations. The increase of pop- ulation and the growing desire for education augment the attendance at Higher Schools in a degree still entirely out of proportion with their number. Though a number of scholars which director and teachers can not look over at a glance, is certainly an intolerable condition, yet a general law fixing their number in classes and for the entire school, has not been enacted. In general it is a rule for gymnasiums, which is excep- tionally applied at some with great inconvenience, that in classes I, and II, not above forty each, and in the other classes not beyond fifty ; in the Qpper classes of real-schools thirty in each, in the middle classes forty, in the lower classes fifty, should be admitted. The lesser number for real-schools has been adopted, because apparatus for demonstrative instruction would become unprofitable to a great many scholars. With a greater number of scholars in permanent attendance, parallel divisions of classes must be arranged. A community can obtain the consent of the department for establishing a higher school, after furnishing satisfac- tory evidence that the elementary schools of their locality are insufficient, and that ample provision has been made for school-houses and endow- ments. Many communities have thought it a special honor to erect splendid school-edifices. The scholastic year commences, varying with different provincial or local custom, at Easter or Michaelmas ; with all Catholic institutions, and pretty generally throughout the Western provinces, at Michaelmas ; with Protestant schools at Easter. In the former, the admittance of new scholars and removal to higher classes takes place generally but once a year, in the Fall season. Though annual courses of instruction are con- sidered more practical, from a didactic and pedagogic point of view, the administration has as yet not introduced a general uniformity, in consid- eration of local circumstances. Where the admittance of scholars is not limited to one term in each year, as for instance in larger cities, it takes place at Easter and Michaelmas, from which two removals into higher classes necessarily result* * We here append a note on aUeodance in elaaaes, taken from that excellent work on leoondary- •cboo!« in Prunia by Wieie: *' A seneral law on the number of tcholan in clanes and entire •choois doei not exist. It is generaUy accepted that in classes I, and 11, not above forty, in the 504 PUBUG INVmUCnON IN PR08BIA. Vacatuma, — ^The vacations depend upon the period of the scholasde year. By ministerial circular of Nov. 6tb, 1858, their duration is fixed at ten and a half weeks per year. The longer vacations of four weeks of Protestant schools in the Eastern provinces &11 in the month of July, and two weeks at the end of the Summer course ; with most Catholic schools, and generally throughout the province of the Rhine, and in part in West- phalia, the vacation of six weeks comes at the end of the annual course. Sdhoolrbooks and fnean$ of instruetian. — ^According to instructions for royal consistories, of October 28d, 1817, the examination of school-books in use at the time, as well as the selection of books to be rejected o/t of new ones to be introduced, and the supervision in the publication of new school-books, was committed to this authority, submitting all decisions to the approval of the Department of Instruction. A general revision of all the school-books introduced was ordered by ministerial rescript of April 24th, 1837; but such liberty reigned in the use of the same, that not only directors, but single teachers selected after their own opinion. This caused the regulation of June 14th, 1843, which instructed directors to obtain the approbation of the provincial school-board for every new book to be introduced. The school-board, unless the book had been approved previously, reported to the Department of Instruction, Attention was called again to this regulation under date of April 28th, 1857, together with an instruction to work for greater simplicity and uniformity in the means of instruction, and with this limitation : ** When the introduction of a book for one gymnasium or progymnasium in a province has been approved, other gymnasiums, etc., of the province can introduce the same without further consent ; the same with regard to real-schools and sec- ondary burgher-schools ; but a book approved for gymnasiums and pro- gymnasiums is not at the same time approved for real-schools and secondary burgher-schools.** Special books or other means of instruction are recommended in circulars, without obligation to adopt them ; all in use must be mentioned in the annual programme of the school. School Programmes. — ^The publication of school-programmes is of old date. In these the director advised the public annually, inclosing an in- vitation to the public examination of the most important events in his school. A scientific or pedagogic subject of general interest was gener- ally connected with it Mutual exchange of these programmes among the different gymnasiums occurred rarely before 1822, in which year their exchange by all gymnasiums was ordered. Circular of Aug. 23d, other etanes not above fifty, •hould be admitted. With a permanent greater number, parallel di- vit'ons of dames must be arranged. The tabular iumroarie« show how difficult it has been in many places to be confined to these limits.** The tables are given, p. 466. and demonstrate an over- crowding, dangerous to the result of instruction. If in elosses f and II, are fifty-three and seren^r^ three pupils, as during the summer of 1H63 in Lyck, or fifty-two and sixty-four, as in Brie^, in the first class sixty-nne, as in Rossenberg, fifty-five, as in Zul I ichau, fifty-three, as in Glo^u and Rat- isbon; or in classes IV, V and VI, seventy-five, seventy-three, fifty-nine, as in Knnigsberg; sixty- one, fifty-nine, fifty-four at the same; sixty-two, seventv-nine, sixty-three in Elbing; setrenty and seventy-five in Tilsit: fifty-four, sixty-two, ninety in Culm; fifty-eifrht, eighty-four, one hundred and ten in Prenzinu ; aevcnty-two, sixty-eight, seventy-one in Posen ; seventy-five, sixty-nine, seventy in Bromberg, etc., then the maximum has been passed to a dangerous extent, aod the ear deavor of the administration to remedy this evil by a diviiion of classet ia but too just. PU0UG INffTRUCTION IN PRUSSIA. 505 1824, directed unifonnity in fonn and contents of the programmes. The first part should consist of a treatise on a subject not foreign to school matters, of general interest at least for the educated, instructive for public schools in general or for gymnasiums in particular, the choice of which, within this description, to be left to the author ; it is also per- mitted, in place of such treatise, to publish a suitable discourse delivered in the gymnasium during the year. This scientific treatise had to be composed alternately in the German and Latin languages, and the director and each teacher, one after the other, were to write the same. The sec* ond part, in German only, to be furnished by the director, contuned in- formation on school matters and plans of teaching. Copies of these pro- grammes were sent to all the nnirersities in the State, and to public libraries, and for exchange with all higher schools were remitted to the provincial school boani ; this exchange has been extended, through the Department of Instruction, since 1886, to nearly all the German States, the empire of Austria, and for a time to Denmark. Booh» of Eeferenee^ Cabinets, etc, — ^Libraries, some of great value, as for instance that of the Joachimthal gymnasium at Berlin, can be found at all higher schools, and considerable funds are provided for their in- crease. Many institutions, since 1880, possess libraries for scholars which have been made up almost exclusively by contributions from the scholars and. their patrons, for the object of putting within reach of stu- dents a suitable selection of publications, and to guard them against injurious reading. There are no general regulations in the administration of libraries, but each school has its own rules. The annual school- programme contains a list of all new books procured within the year. Moreover, gymnasiums have cabinets of musical instruments, of appa- ratus for natural philosophy and chemistry, cabinets of zo()logy, botany, etc., and other collections, generally the result of donations. lyUcipline in SehooU. — Though a general order of discipline for these schools doe^ not exist, they are conducted in a uniform manner on the basis of instructions for directors and class-professors, and other circulars. A spirit of order, obedience and industry, to call forth which and to pre- serve, is the earnest endeavor of all and every teacher, together with a mutual esteem and affection between teachers and scholars, which lasts far beyond the years at school, predominates at all the higher schools of Prussia, and furthers and secures the good result of their labors. The principal means of discipline are, a sincere fear of God, the example of teachers in morality and learning, a mutual amicable understanding be- tween school and family, an exciting method of teaching, awakening and rewarding a well regulated industry, constant assistance and discreet approval of progress. Thus most discipline is of a positive kind, as pro- motion to higher positions or classes, tokens of merit, gradation of testi- monials, premiums ; but the most effective means for many scholars and in most cases is the approval of the teacher and the consciousness of deserving it A censure from the teacher, particularly when entered on 506 POBUC INSTRUCTION IN PRUSSIA. the class-book, is already a severe puushmenti as the class is revised monthly by the directors. Remaining after school is considered a cor- rective against idleness or inattention, but can not be inflicted without the presence of a teacher or the consent of the director. Extra lessons as a punishment, a remedy frequently applied in English schools, must be given to a limited extent only, with a view to being exercises for im- provement Incarceration for misdemeanw is decreed by the director only, and proves more effective by its character than by long hours or fear of prison ; in many schools they have no career, (prison,) and this name given to a school-room has the same effect According to the order of discipline for the province of Westphalia, this punishment can be extended to several days without the usual comfort or diet Corponi punishments, which at the commencement of this century still were an lar Chapdle : 11, Erkelens, Cath. ; 12, Zuelich, Catii. Government of Jeeves: 13, Pruem, Cath. ; 14^ Sanct Wendel, aim. c. RIAL fCHOOLi or ma naiT ordsk. L Pboyinob of Prubsu. Government of Kdnigsberg : 1, Eonigsberg i. P., City Real-School ; 2, the same, Burgher-SchooL Govemmmt of Gumbmnen: 3, Insterburg, Real-School class of the Gymna- sium ; 4, Tilsit GovemmeTit of Danzig : 6, Danzig, St John's Sdiool; 6, Danzig, St Peter's School ; 7, Elbing. PUBUC INSTRUCTION IN PRUWU. 5|7 GovemmerU of Marienwerder : 8, Thorn, Real-School classes of the Gymna- sium. II. PrOVINCB of BSAin)KHBXJRO. City of Berlin: 1, BoyalReal-Schoo.; 2, Louisenstadt Real-School ; 3,Konig- Btadt Real-School; 4^ Doiotheenstadi Real-School; 5, Frederic Real- School. Government of Potsdam : 6, Potadam ; t, Brandenburg, Soldem Real-School ; 8, PerlebeiK; 9, "Wlttetock. Government of Frankfurt: 10, Frankfurt ; II, Landsberg on the Werta, Real^ School classes at Gymnasium, m. Province op Pomerania. Government of Stettin : 1, Stettin, Frederic Wilhelm School. Government of CoesUn : 2, Golberg, Real-School classes at Cathedral Gymna- sium. Government of Strdlsund: 3, Stralsund. ly. Peoyincb OF Silesia. Government ofBrealau: 1, Breslau, Real-School of h. g. ; 2, the same, Real- School of the Zwinger, aim. Government ofLiegnitz: 3, Gruenberg, Frederic Wilhehn School: 4, Goerlitz; 5, Landshut Government of Oppdn: 6, Keisse^ 0. and P. V. PROVINOB OF POSEN. Government of Fosen : 1, Posen, aim. ; 2, Meseritz ; 3, Fraustadt ; 4, Rawicz. Cfovemment of Brorriberg : 5, Bromberg, C. and P. YI. Provtkcb OF Sazokt. Government of Magdeburg : 1, Magdeburg, Secondaiy Technical and Commer- cial School ; 2, Halberatadt ; 3, Aachersleben. Government of Mereehurg : 4, Halle. Government of Erfurt: 6, Erfurt, C. and P. ; 6, Nordhausen. VII. PROVIKCE OF WsSTPHAIilA. . Government of M&nster : 1, MUnster, Cath. ; 2, Burgsteinf^irt^ Real-School claases at Gymnasium. Government of Minden : 3, Minden, Real-School classes at Gymnasium. Government of Am^ferg : 4, Dortmund, Real-School classes at Gymnasium ; 6, Lippstadt ; 6, Hagen ; 7, Siegen. VIII. PbOYIKCB OF THR RHINE AND HoaEKZOLLSBN. Government of Cologne : 1, Cologne, Real-School, C. and P. ; 2, the same, Real- School classes at the Frederic Wilhelm Gymnasium. Gwemment of Ihueeldorf: 3, Dusseldorf, aim.; 4, Duisburg, Real-School claases at Gymnasium; 5, MUhlheim; 6, Ruhrort; 7, Elberfeld; 8, Bar- men, Real-School classes at Gymnasium. Government ofAix4a-Chqpette: 9, Aix-la^hapelle, C. and P. GovemTnent of Treves: 10, Treves, C. and P. D. asAL-scHooLf OF THS ficoiiD oaosa. I. Province of Prussia. Government of Kdnigeberg : 1, "Wehlau. Government of Marienwerder : 2, Graudenz. II. Province OF Brandenburg. City of Berlin : 1, Frederic Werder Technical School; 2, Louisenstadt Tech- nical School. Government of Potsdam : 3, Prenzlau, Real-School classes at Gymnasium. Govemmmt of Frankfurt : 4, Cilstrin; 6, LUbben. ni. Province OF PoMERANiA. Government of Stralsund: 1, Grei&walde, Real-School classes at Gymnasium, rv. Province of Wbstphaua. Government of Minden: 1, Bielefeld, Real-School classes at Gymnasium. y. Province of the Rhine and Hohenzollern. Government ofDussddorf: 1, Essen, C. and P. ; 2, Crefeld. S. mOHBE BVKOBKa-SCnOOLf. L Province of Prussia. Government of Konigsberg : 1, Pillau. 518 PUBLIC INSTRUCTION IN PRUSSIA. Oovernment of Danzig: 2, Jenkan, Pedagogiam. Qottmrntniof Marienwerder : 3, Culm, 8im. ; 4, Marienwerder Frederic SchooL II. Province op Brandenburg. City of Berlin : 1, Stralaa, secondary Burgher- SchooL Oovemment of Pottdam : 2, Neustadt-Eberswalde. Oovemnunt of Frankfort : 3, Crossen ; 4, Spremberg. IIL Province op Pomerania. Oovernment of Cotalin: 1, Lauenberg; 2, Stolp, Bnrgher-SchooI joined to OjDinasiom. lY. Province of Silesia. Government of Oppeln : 1, Erenzbarg ; 2, Neastadt in Upper Silesia. V. Province op Saxony. Government of Merteburg : 1, Torgan, Real-School classes at Ojnmasiom ; 8, Delitzsch. CHwemment of Erfurt : 3, Langensalaa. VI. Province op Westphalia. Government of Amaberg: 1, Luedenscheid. Yll. Province of the Rhine and Hohenzollern. Government of Cologne: I, Mulheim. Government of Dneeeldorf: 2, Crefeld, Cath.; 3, M. Gladbach; 4, Rheidfc; 5, Solingen; 6, Lennep. Government of Coblenz : 7, Neawie. Gavtrnnunt of AizUa-Chaptlle : 8, Eupen ; 9, Daren. Government of Trevee: 10, Saarlouis, C. and P. HokenzoUem: 11, Hechingen, Cath. PROGRESSIVE DEVELOPMENT OF SECONDARY SCHOOLS. In presenting comparative statistics, the basis of three different years will be taken : 1818 as the year in which the reorganization of gymnasiams (began in 1812) was completed ; 1832 as the year in which the instmctions for final exami- nations at real and higher bargher-schools were issued; and 1859 as the year in which the programmes of instruction and examination of the same schools were promulgated. I.— NuMRER OP Schools. A. — Gpnna$ium$, , •g 3 cJ s 1 1 1 1818 71 110 17 39 3 5 91 1866 154 InCr^M^ - r--^r r 93 PUBLIC INSTRUCTION IN PBUSSIA. 519 The increase m the namher of gjmDasinms indicates, mostly, an increase by the eetablishment of new or the division of old institutions ; there are but few instancee oj" decrease and change in their confessional relations. Two of the ftynQnasiums in the province of Saxony became higher burgher-schools, one of which has since been reorganized as a gymnasium ; one school in the province of Poeen was closed in 1863 for political reasons. The Academy of Knights of Branr denborg was also temporarily closed, (1849-1856.) The mixed (for different reli* ^ons confessions) gymnasium of the city of Posen was in 1834 divided into two, one for Protestants and ihe other for Catholics. The Evangelical gymnasium at Erfurt was opened for both confessions in I8J9. The mixed gymnasiums at Heili- genstadt and Dtisseldorf became Catholic in 1 84 1 , respectively, 1854. The Evan- gelical gymnasium at Wetzlar was conducted for pupils of both confessions from 1843 to 1855. The greatest absolute increase was in the Rhine province, (14.) Of the 15 gymnasiums in the province of Brandenburg in 1818, five belonged to Berlin : and of the 24 gymnasiums it has at present, 10 belong to that city. The total number of Catholic gymnasiums in the kingdom has in the above period increased from 17 to 39, which is larger than the increase of Protestant gymnasiums in the state. While the gymnasiums are firmly established, and with very few changes develop slowly but steadily, the progymnasiums are exposed to continual modifi- cations. B. — Progym Hosiums, •^ 3 « to a <• 1 -a H o ^ H 1838 5 8 16 14 I 3 28 1R0B 25 TncrmuM 3 Some changed by a combination with a gymnasium, (20 ; ) others are transformed into real-schools (1) or burgher-schools, (4;) one in the Rhine province was dis- solved. Throughout the period from 1832 to 1866 were established 29 new pro- gymnasiums, while 26 changed their form as stated above, giving an absolute increase in number of three. C.—Real'$chool$.^The statistics of real-schools must necessarily be compared for two periods: First, from 1832 to 1859; second, from 1859 to 1866. This class of schools also shows manifold changes. ^ 1 i • M • 3 >> m a o H 6 ^ h 1832 - 8 45 1 1 10 9 ISSQ 56 TiM'.rfuiiiA --- ..............«••.•••-■•■•■••■■•••••• 47 520 PUBLIC INSTfiUCTION IN PRUSSIA. The total nrnnber at tbe end of the year 1832, (9,) compared to that of 1860, (56, ) confimu the real-schools as favorite offsprings of the centory. Bat the real- schools of the Sd order, since 1859, show less stahility than the f^mnasiqpia. Tlw real-school opened at Warrendorf in 1835, first becomes a middle school in I645i, again a real-school, (1855,) and again a gymnasiam in 1856. Of these, also, like of all other secondary schools, we find only Protestant ooes in Brandenbnfg and Pomerania ; in 1832 both had had not yet any of this class. Brandenburg erects 13, (six of which in Berlin,) one of which becomes a gymna- sium. Pomerania establishes six real-schools, of which, ift 1857-8, three beootne gymnasiums. In the provinces of Prussia, Silesia, and Saxony, we find many mixed schools with the Evangelical institutions. In Westphalia some are Catholit, and Catholic and mixed real-schools are in Posen and the Rhine provinces ; but the greater number of them are attended also by Protestant pupils. Mixed real-schools have proved capable of life, but no Catholic one existed as early as 1832. Resl-iehoolB, iBt order. B«al-«ehools, 3d order. 7 ; Nainb«r in— 1 •Si M • 1 • a o • M 3 • i o H 5 o 18S0 19 46 1 1 6 9 26 56 96 10 4 1 30 11 5S 1866 67 Most of the real-schools of the second order are in the provinces of Prussia and Saxony. The increase in the total number of Evangelical real-schools is very consider- able; nearly 250 per cent, in less than seven years. The one Catholic school at Mtinster, which existed in 1859, has been preserved, but no new one added to it, nor do we find any Catholic real-schools of the second order. Of mixed xeal- schools there were 6 in 1859, to which three have been added. Often real-schools are parallel classes to a gymnasium, but since 1859 only in Evangelical schools. While the real-schools, first order, show a stability equal to that of gymnasi- ums, and sometimes excelling the latter, the real-schools of the second order show great changes, and some have but a short-lived existence. But the decrease . in number is due, in most instances, to their being raised to the first order. Real- schools of the second order are sometimes parallel classes to gymnasiums, but only in Evangelical schools. D. — Higher burghtr-sckooU, — No schools of this class existed in 1859. Sinee then 36 have been established, of which one was changed into a real-school of the first order, so that their present number is 25. There are now, in 1866, 56 real-schools of the first order, of which 46 are Evan- gelical, 1 Catholic, and 9 mixed ; 11 of the second order, of which 10 are Evan- gelical and 1 mixed ; 25 burgher-schools of the highest class, of which 21 are Evan- gelical, 2 Catholic, and 2 mixed. The grand total of real-schools is 92, of which 77 are Evangelical, 3 Catholic, and 12 mixed. The number of real-schools has increased in all provinces. The greatot increase is in the Rhine province, 14 ; Brandenburg, 9 ; Westphalia, 5 ; Pome- rania, 3 ; Silesia, 2 ; and the other provinces 1 each. PUBLIC INSTRUCTION IN PRUSSIA. 521 Of all classes of secoDdaiy schools there were July 1, 1866, as follows : Deoomiaatioiia. ETang«UcAl Catholic Mixed Total .. I 110 39 5 154 i I 8 14 3 35 46 1 9 56 I s 10 11 21 8 2 25 Totalf. 195 56 20 271 Or, of 271 schools 154 are gyniDasiams, 25 prog^ymnasiums, 56 real-schools of the first order, 11 real-schools of the second order, and 25 higher borgher-schools. Among the religions confessions the Evangelical schools outnumber the others by far ; but the Catholic and mixed schools have so increased under the Prussian administration that any complaints of governmental neglect are unfounded. II.— Attendance. In reviewing the attendance of pupils at secondary schools, the years 1832, ia'}3-'54, 1859-'60, and 1863 are compared. A. — Oymnasiums, Yean compared. 1832.... 1853-'54 195&-'G0 1863.... ► O < •a 9 S8 6 22 22 27 13 18 27 35 •a 9 l^ 35 37 45 43 9 Maadmom and minimum In one gymnaaium. Max. Min. 56 44 41 39 539 740 i 669 642 54 27 40 35 B. — Real'schoois. 1853-'54 18Sd-'60— 1st order. 2d order . 1863— 1ft order 2d order 1 1 7, 8 18 19 611 12! 5 6 7 709 3 3 11 10 522 19 1 3 12 13 686 1 .. 7 9 632 51 84 35 84 39 C. — Higher burgher-tchooU, 1859-'60 1 1863 D.— f WogymnaHums, 1 1859-'60 1 1«63 11 23 30 28 2r so 33J 522 PIBLIC INSTRUCTION IN PRUSSIA. The number of g^raduates of gymnasiums entitled by the maturity examination to admission at universitieR was, in 1820, 590 ; in J 663, 1,805. The total nnmlter of pupils in 18G3 in 172 gymnasial institutions and 83 real- schools (including higher burgher-schools) was 66,135, under 3,349 teachers. III. — Teach KRs. The number of candidates for teacher at secondary schools, who passed satis- factorily the examination pro facuUaU docendi^ during the period from 1839 to 1863 is 2,583. Of these 1,807 were Protestants, 736 Catholics, and 40 Jews. Specially qualified for instruction in religion, 225 ; ancient languages, 972 ; modem languages, 213; German literature, 291; history, 320; mathematics, 562. Among them were 224 not natives of Prussia. At the gymnasiums and progymnasiums were engaged 168 directors, 589 chief teachers, 170 theologians, ^68 ordinary teachers, 170 scientific assistant teachers, 287 technical teachers, 136 elementary teachers — total, 2,388 teachers. At the real-schools and higher burgher-schools, 72 directors, 185 chief teachers, 65 theologians, 384 ordinary teachers, 61 scientific assistant teachers, 12U techni- cal teachers, 100 elementary teachers — total, 987 teachers. The salaries of teachers at gymnasiums in 1866 amounted to 1,379,473 thaler, those of teachers at real-schools to 523,897 thaler — total salaries of teachers at secondary schools, 1,903,370 thaler. IV. — Income and Expenditures. Of the secondary schools, 72 are exclusively royal, 95 exclusively supported by cities, 12 derive their income from private foundations, and the others from various sources. All charge tuition fees. The expenditure for gymnasiums and progymnasiums in 1864 amounted to 1,937,399 thaler, of which were raised by tuition fees, 817,774 thaler; by private endowments, 61,795 thaler; by the commune, xf08,483 thaler; by state endow- ments, 230,368 thaler; by state treasury, 271,547 thaler. Real-schools and higher burgher-schools show a total expenditure of 635,785 thaler. Kaised by tuition fees, 385,281 thaler ; by private endowments, 13,482 thaler; by the commune, 192,563 thaler; by state endowments, 3,436 thaler; by state treasury, 13,871 thaler. Tuition fees vary from 6 to 33 thaler per year, according to the class attended by pupils. SCHOOL ARCHITECTURE. PART II. PLANS FOE GEADED SCHOOLS. PBELIMINARY REPORT. Thb following Illiutra'tioDs of BuUdiiigB reoentlj erected for Graded Schools in several of the principal cities of the country, are selected from a much larger number in possession of the Commissioner of Education, for many of which he is indebted to the Superintendents of Public Schools in these cities, who have in this wa^ responded most promptly and liberally to his Circular (No. 9,) on the subject A particular acknowledgment will be made in his full Report 1 REPORT OF COMMISSIONER OF EDUCATION. SCHOOIi ABGHITECTIJBE. PRSUMUIAET KBPOET. Special Gircnlar et GoinmiacleBer of EdncatieBf No* S«.... S13 Plans or BviLOiiioi ebcbhtlt brsctsd roR Oeadbo Bcbiml, SIS BosTOir, Mass., 5BD Latin School and Englnh Hi^ School,. SSO Grammar Schools, SSS Name and Dedicatory EnreiMt, SU Bowdoin School, S» auincy School, 59B Lincoln School, S30 Evorett School, 536 Piweott School, S37 Norcrom School, 547 IfoKWicB, Coinr.,<. .■•.•...••....... .•••••.»........... 5SS Free Academy, 553 Nbw H4VBN, Comi., 556 Skinner School, 556 WiMONA, MiiricBeoTA, 500 Public Hifh School, SW Bak Feamcisco. CAUrOERXA, 561 Lincoln School, 561 Denman School, 565 Nkw Orlbams, LooinAHA, 56B St. PhUip School, 56B LouuviLLB, Kbhtuckt,. 566 Puhlic Grammar Schod, 560 St. Locu. MisaovEi,. 539 City Hifh School, 57l CBicAao, iLLiiroia, 577 Weill School; Cottage Grove School, 577 BraiHonBLD, iLLiirois, 583 PublleRlgh School, 563 Maesball, Micbioam, 584 Public High School 5B4 Tfrlanti, Micbmam, 586 Union Public School, 585 Ahn Arbor, Micbiqar, 588 Union Public School, S8B Cincinnati, Ohio, 586 Boghai City High School; Woodward City High School 588 Philadblphia, Pbnn., 601 Boll ingf worth School, 604 Tatker School ; Ludlow School, 61S Morris City School— 90th Section, 614 Hesterrille School— 84th Section, 615 Fagen School— 4th Section, 619 Melon Street School— 14th Section, 617 RoToodt School— 13th Section, '. 60 Rutledge School— aOth Section, 6S1 Wyoming School— 84th Section OS A. D. Bache School— 15th Section, OM Forest School— 91st Section 6S5 Keystone Grammar School— 15th Seetkm, 096 Wood Street School— 17th Section, OK Reynolds School— 90th Section ; Pine School 636 Baltimorb, Md., 632 Public High School forGirb; Grammar School, 635 NbwToekCitt, 641 Grammar Schools, Nos. 30 and 47, 641 I. CmousjkMt Net. CIBCULAB BESPECTINO SCHOOL ABCHITECTURE. * U. S. DXPABTMSMT OF EDUGATIOIT, Washuigton, D. O, 1861. The following Circular is the eabstanoe of nnmerouB letters which the Com- missioQer has already had occasion to write ; and correspondents, to whom it may be addressed, will please receive it as specially addressed to them, in the way of answer, or of inquiry, on the points specified. H£NBY BABNARD, CkmmiamMr. A. No document explanatory of the principles of School Architecture, or illttstratiye of the present advanced practice in different Statee^ has been pub- lished by the Department, but the Commissioner has been for years collecting the material for a comprehensive publication on the subject, to which any con- tribution in the way of suggestion or illustration will be duly acknowledged. B. Infbrmation on any of the topics, and as far as practicable, impressions firom any of the illustrations in the accompanying Classified Index, (XyjU,) will be promptly i\inusbed without expense to committees engaged in preparing plans for school edifices. C. The following Title and Contents wHl explain the nature of the document above referred to : SoHOOL-HOUBBS; PLANS OF Bttildikos recently erected for Educational Uses ; with an Introduction on the Principles of School Architecture, and its Progressive Development in the United States. [A Document prepared for pubUcation by the National Department of Education.] CONTENTS. Xhtboduotion. 1. Progressive Improvement and Present Condition of School-houses and their Equipment in the different States, drawn flx>m ofl&cial documents published from 1830 to 1840, and fVom 1865 to 1868. 2. General Principles to be observed in the Location, Grounds, Material, Construction, Lighting, Warming, Ventilation, and Furniture of Build- ings designed for Educational Purposes. 3. Plans of School-houses recommended by Official Authorities, Educators and Architects in different countries. Plans of BuiLDmos desioned for Educational TJsbs reoektlt erected. Part I. Unclassified Schools, or Schools with' a single apartment, or at most two, in Rural Districts. Part II. Graded Schools, or Schools with two or more classes^ in Villages and large Cities. Part III. Special Schools, such as Normal Schools, Scientific Schools, ftc Aa Part IV. Collegiate Institutions, or Buildings in which Residence and Do- mestic Uses are provided for, as well as Class and Lecture Rooms, li- brary, Cabinets, Laboratory, Gymnastics, fta Ac. Part V. Library, Museum, Lecture-haU, Gymnasium, Ac — ^buOdings for a special purpose. The Introduction, and each Part, wUl be paged and issued by itself, as soon as completed, and its publication is authorized. CLASSIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. Xnil. SCHOOL ABCHITKCTUKB. DeActt in School CoDftraotlooi, IX, 487. Nonnal Schoolt— Plana, ElevmtioM, Ifcc Illinois 8U» PrineiplM and PimeUcal Illiutratiooa of School Arohi- Normal School, lY. 774. New Jenej State K» teetare, by Henry Barnard, IX. 467; X> 60S ; XL mal School, HL 390. MamchoMlts State Noraul 563; Xn. 701; XUL 817; XIY. 778; XV. School at Wertfield, XIL 653. New York Stan 78S;XVL70L Normal School, TTTT 530. PhilaiMpbia €»? District Schools, or for Children of erery ago. Plan Normal Soboob, XIV. 737. Giiia' Bifh NoraMl by H. Mann, IX. 540 ; by 6. B. Eroeraon, 54S; School, Charleatoo, 8. C, TTTT Q90. Normal mmi 548; by H. Barnard, 550, 5!Q, 555 ; by R. S. Rut, Model Schoola at Toiooto, CJ. C, XIV. 488. Oa- SS6; bjT.A. Teft, 550 ; by A. D. Lord, 560 ; by wcgo Traininf School, XVL S13. New Britain, X D. Leach, 563. 51. Bridgewater Normal School, XVL 466L Fie- City Schoola— Baltimore, V. 196 ; Boaton, IV. 518 ; mingham, XVL 460. Salem, XVL 4ia VL 518 ; X. 718 ; TTT 701 ; XVL 711 ; Chicago, Public Library, Boaton, VIL 358. Cooper SdaMiCe HL 537 ; VL 315 ; TTTT 610 ; Cincinnati, TTTT Union, N. Y., L 658. Dudley Obaenratocy, Albany, 683 ; IV. 583 ; New York, L 408 ; VL 984 ; X. L 504. Yale College in 1764, V. 783. Amertw 750 ; XrV. 788 ; Norwich, IL 690 ; Philadelphia, Aaylum for the Deaf and Dumb, Bartfonl. CL, L XL 817 ; Providenoe, XL 563 ; St. Looia, L 34& 440. New York Institution for the Deaf and Dmri). Primary and Infant Schools. General Prineiplea, X. HI. 346. New York Aaylnm for ImbecJUa. Sjia- 605. Pkygrouod and Appliaocea, X, 607. School- euse. IV. 416. N. Y. State Geological Ball IV. T?!. room, by WUderspein, X, 609 ; by Chamben, 708 ; Barvard Hall, V. 530. Yale College, 1764. V. 7^1 by Britiah and Foreign School Sooiety, 705; by Apparatua for Phyaical Exercise. IX. 530; XL5a»; National Society, 706 ; by Committee of Council XEL 677 ; for iUostration, XIV. 560. on Education, 710; by Dr. Dick. 714 ; by J. Ken- Blackboard and wall-sarface, IX. 546, 563; X dal, 715; by J. W. Ingraham, for Boaton Primary 730 ; XVL S75. Schoola, 718 ; by J. D. Pbilbrick, 740 ; by New York Crayona, how made, XVL S74. Poblie School Society, 750 ; in Piorideoee, XL I^e^icatory Exeroiaea and Addreaaea, IIL 193 : EL 583. 633; XIIL 836; V. 648 ; XIL 6S& ; XPL^JS; Baltimore Ftaiale fligh School, V. 198 ; Cincinnati XVL 453 : L 645, 647. Bughea High School, TTTT, 683; Boaton Latin Drawing-room and Deaka,X. 554; XIV. 70S; XVL School, TTT 551 ; Woodward Bigh School, IV. '^^ SSS ; Chicago Bigh School, HL 537 ; Bigh School, Furniture for Schools, IX, 551 ; X 754 ; XIL 6P7 ; Baitford, XL 606; Public Bigh School, Middle- Defective Conatruction, IX 499,518; XL 537; town, XL 618; New York Free Academy. XIV. Chase's Adjuateble D«ak, TTTT 656; Mott's Ic- 788; ProTidenoe Public Bigh Sebool, XL 507; volving Seat, X 563. Norwich Free Academy, IL 606 ; St Louia Bigh Furnaoea, XVL 570, 588. School, L 34a Bot-water apparatua, XVL 713. Seminariea for Girla. Packer Col^giate Inatitute, Library of Reference, L 739 ; IX 545. Brooklyn, L 581 ; Richmond Female College, L Location and Playground, IX 498, 509, 507, 510, 831; Public Grammar School for Girla in New 587,543; X731. York, L 408; Providence Yoong lAdiea* High Priviea and Facilitiea for Cleanlineaa, IX5B0;S3i; School, V. 14 ; Vaaaar College, XVIL X 788; XL 607 ; XTTT. 853. Union and Gndod Schoola— Plana, Elevationa, &c., Warming. IX. 546, 558 ; X 705, 787 ; XL 584, 586 ; X 563-618; XIL 70L Union School, Ann Ar- XIL 83)2; XVI. 579,713. bor, Mich., VIIL 01. Public Floating School, Ventilation in American Dwellings, V. 35- InSeked BalUmore. V. 801. Haven School ^Building, Chi- Hooaea, 1X563, 547, 568; X 734; XIIL US. cago, TTTT 610. Newberry Public School, Chi- 838, 858 ; XIV. 801 ; XV. 783 ; XVL 7l(^ 787. eago, VL515. Putnam Free School, N^boryport, Ornamentation, X. 731; Mrs. Sigoomey oo, 738: Maas., TTTT 616. Public Schoola No. 80 and No. Salem Higli School, XIV. 804 ; EL 543. 33, New York City. VL 584. School Bouaes in Specificotiona, Terma of, X 733 ; TTT 708. Philadelphia, TTTT 817. Graded School, Stmeoe, SeaU and Deaks, Arrangement of IX 551 ; XL S88; U. C, VUL 679. Union Public School, Ypailanti, TTTT 656 ; Octagonal Plan, XVL 798; Banaid^ Mich., IV. 780. Norwich Central School, n. 690. plan, with diviaion, X 760, 761. Gfammar Schoola — Plana, TTT, 701. Bowdoin Size of building, XVL 716. School, TTTT, 708. Ooincy School, TTT 704 ; Stand, movable, for blackboard, XVL TtlO. Bpeeificationa, 700. Lincoln Gnmmar School, Btovea for Schoola. MoU'a, XVL 500 ; Chiboo, XTL Boston, VL 518. Dwight Grammar School, Boa- 580; Eaieraon, IX. 546. ton, rV. 780. PreacoU Grammar, XVL 711. Fif- Bulea for Care of School-houae, XHL 851, 857; *? teenth Ward (N. Y.) Poblie Grammar School for om of Funiaoei, XV. 803 ; aetUng furnace, X^ Girla, L 409. Central Bigh School. Philadelphia, I. ^84. 93 : TTTT H31. Grammar, Providenoe, XL 588, 504. SCHOOL ABCHITECTURE. PLANS FOB UNION AND QBADKD 80H00UL OKAIOCAB BOHOOLA IV BOSTON. Tn determining on the size, internal arrangements, and equipmen* of a School-house, regard must be had not only to the, number of chil dren to be accommodated, but to their age, studies, and classification, tha* is, to the character and aim of the school or schools to be provided for. By a Union, or Graded School, was originally intended a school in which all the scholars of a given territory — ^usually a village, or other populous municipality — before accommodated in several small houses, were brought into one large building, and there distributed into different rooms, or grades according to attainments, so as to bring a large number of pupils of nearly the same age, and in a few and the same studies, un- der teachers having special qualifications for each ptule— and especially to bring the young children by themselves under female teachers, and to &cilitato the eiApToyment of the same class of teachers as assistants in schools designed for the older pupils. In the more populous districts the gradation was and still continues more minute, and by degrees, school-houses are now erected specially for at least three grades — al- though houses designed mainly for the youngest grade, embrace accom- modations for the next highest, and houses designed 'for the oldest pupils and the highest grade not unfirequently include accommodation for the next lowest But in edifices designed for a particular grade, regard must be had in the internal arrangement to the di£ferent plan of classifying the school for the purposes of instruction and government — and particularly to this, — whether there shall be on each floor one large room, (or two, capable of being made into one when necessary,) where all the pupils shall be prop- erly seated for study, supervision and general instrucdon under a prin- cipal teacher, with smaller room to which the several classes shall retire for purposes of recitation to assistants selected in reference to their special qualification in instruction ; or whether the floor shall be divided into a certain number of rooms, each room to accommodate only as many pupils as can be profitably instructed by one and the same teacher — ^and each room to constitute a separate school, except that all are to be subject to the supervision, and, to some extent, the occasional visitation and instruc- tion of the Principal teacher of the whole school. Tn the Public Schools of Boston, the former plan prevailed generally in all the grammar schools — ^until the organization of the Quincy school in 1848. Since that date the size of the houses has been determined by the convenience of classifying the pupils into rooms, each capable of provid- ing from fifty to sixty with separate desk and chair, and he school has been organized so as to have a special teacher for each room, all subor- dinate to the Principal — ^his room accommodating the same number of pupils, in which he is allowed an assistant, so as admit of his visiting from time to time the other rooms, or classes in the same building. There are many advantages in this arrangement, and under a Principal, disposed and at liberty by having assistants in his own room to make himself felt in government and instruction in each room — ^the disadvant- ages of not having all the pupils of the same school under the eye, voice and personal influence of the superior master, are in a measure obviated. ^^^^ -^ /^■A^.i-T^ ^ ,**^*'>^_ 618 BOSTON L&TIN SCHOOL. Plaks op tbe Boetox Lun f'TTo^, Before inlrododog pk^ of the more receiitl}' erected BChool-hooses in BoBton, 1^ wiD go b«d( to the oldest school in the conntrj, aad get a glimpse of ods of the eftrlicBt stnicturee — the oMeit of which we have soy visible repreBenta- tioQ.* erected for school purpoaee in New England — the nlodegt structure in which Ezekiel Cheever was installed "sole master," on the 23d of December, 1670, in the presenoe of " the Hon. Goremor Kichard Billiag'haDi, Major Gen- eral John Lererett, and other Ua^etrates of the Colony, the ElderB of the Churches, and Selectmen of the Town of Boston." Here lor thittj-fiT* jtan he oooUaued to swa/ "the rod of empire " over governors, judges, minisler^ magistrates and merchants yet in MaiAs teen^ and under his administration tba flrst " free schoole," \ the dways Guroos Latin School of Boston, became^ ao- coring to Prince, "the principal clasrical school of the BritiBlk Coloniea." • For tnia Tifnetu of Mr. Chcercr'a SdKMMniw. ■< art Indebted to Ibe Kw. Kdward V. tilb " CliHTcr^ asbooMKHua auopled luid on (h* North Ms or School Mnd, biuIt oppoiM* II pnatm Honkaluinil Haa It wu Ivfi *iiou|h to eoniijo ooe huadrHl aod fltr popih .l(hepnaeBtilBie,tlKeaanUrtTmeDI of tha obunA, tbe (bUowtnf Ib- pronplu epifnm wrlaea by Jmpb Grean. Erqr., and aant Id Mr. LotcU In iha Scbool; whan nwaianuiuncfd Ibal tba lown had ofread to (raal ptmladon lo Iha ptoprialon ol Kiac'i Chtpal le take down the old bouae. A fl( fcr Toor leamtng; I tall fan Ihc'niwn, To Biaka Iha oAaml laiiar, auit pull the «*••( down DnlucUlT apoken, npHsd Heater Blrcb— THE BOSTON LATIN SCHOOL. 519 In 1748, the modest stnictare wbich had accommodated the Latin School and the family of Maater Cheerer, was removed to make room for the enlargement of the Stone Chapel, and a new and laiger building erected on the opposite side of the same street, the third floor of which only was nsed for school purposes nntil 1816, when the increased number of pupils under Master Gould, called for the use of the second floor, which had been used by the Central Gknammar School. For several years prior to Mr. Gould's appoint* ment to the mastership, the Latin School did not keep up with the demands of the wealthy and educated families of the city who had generally got into the way of sending their sons into the country towns, and particularly to the academies at Exeter and Andover, to be prepared for admission to college and their withdrawal thus per- haps contributed largely to keep the school in an unprogressive state — ^taking from it both the pupils and the parental interest and intelligence, which are the life of every public school. The vigor- ous administration, personal popularity, and better scholarship of Mr. Gould, with the increasing interest in the improvement of the public schools generally, placed its course of instruction in extent and thoroughness on a level with the best academies of the country towns, and made it the natural head of the public schools of the city. With an improvement in the classical course destined for col- lege, there grew up a demand for a more thorough literary and sci- entific training for boys who were destined for other pursuits than those of law, theology, and medicine, which found their appropri- ate preparation in the College — and the English High School was established in 1821, to meet this demand. The establishment of the English High School for boys, very naturally created a desire for sinular advantages for the girls, which led to the establishment of the Girls' High School, in 1825, which in its turn gave way to an extension of the studies and a prolonged attendance of the girls in all the Grammar Schools in 1829. The discussion and final re- cognition of the necessity of special preparation for the art of teach- ing in connection with the employment of a large number of females as teachers in the Primary and Grammar Schools of the city, led to the establishment of a Normal School for girls, in 1852, which, in a few years, became also a High School for the same class of pupils, and thus the System of Public Schools in Boston, rises from the broad basis of Primary Schools, through its natural expansion of Intermediate and Grammar Schools into the Latin, English, and Girls' High Schools, and a Normal Course in the latter for at least the largest number of teachers — ^the female teachers of the city. LATIN AND BNOLISH HIGH 8CU0OL-II0USE, BOBTUN. 521 In the Sohool-bouae oa BzcroBD Stbset, erected in 1843-1, fbr the Latin and Eogligh High Schoolis the former is accommodated In the Hall H, and Gue-rooms, C, C, C, 0, on the left wle, and tba Utter in the Hall and Clan- u the other lide. Fl|. 3.— TniKD Fuina. 1 522 SCHOOL ABCUITJBCTUKB. PuLNS OF Boston Grammak School-houses. BY HON. JOHN ]>. FHn.HKTQg, aUCTBMNTJmiMMT OF POBLIC SCHOOLS. Before describing onr latest school edifice (the Korcross Grammar School-hoQse, in South Boston, completed Mid dedicated Karch 10, 1868), which embodies in design, constraction, and equipment, sey- eral excellent features, not fbund in any one of its predecessors, it may be desirable to note the successlye modifications which haye been introduced into buildings for this class of schools. The Boston Grammar School-house of forty years ago, was a two story edifice, each story containing one hall or school-room, with seats for about one hondred and eighty pupils. These halls were wholly destitute of such appendages or conyeniences as recitation rooms, clothes-rooms, closets, and blackboards. In each of these large rooms there were usually three teachers, and their recitations had to be car- ried on at the same time, while the pupils not occupied in reciting were expected to close their ears to the surrounding din, and attend to their tasks. Of this type was the old Mayhew School-house, which continued to be occupied until 1846. The first modification of this type consisted chiefiy in the addition of a third story, the two upper stories being appropriated to the two halls as before, and the lower story to a ward-room or to Primary Schools. An illustration of this modified type is found in the Wells School-house, a cut of which Bir. Ifann introduced into his Beport on School-houses, as the best City Grammar School-house in 1838. It was subsequently remodelled, and Is Just now being replaced by a structure of the Norcross type. There was, of course, some improye- ment in respect to style of finishing and ftimishlng, but no new fea- ture of importance added. The first important steps of progress consisted in the addition of two recitation rooms of moderate dimen- sions to each of the two large school-rooms or halls. This was instituted about the year 1840, and Drom this time until 1848, the recitation rooms were embraced in all the plans for new buildings, and most of the old buildings were enlarged for the purpose of securing these much needed conyeniences. The Brimmer School- house, erected in 1848, was an example of this improyement. Be- cently it has been remodelled and enlarged. In 1848, the Qulncy School-hodse was erected, a description of which is contained in Barnard's School Architecture. This building was not, properly speaking, a modification of what had preceded it, either here or elsewhere. Jt wm time to time been introduced, but the tjfpe hHOU8B, B06T0N. 525 Company, with their Charter in hi* hand, he was identified, perhaps beyond all other men, at onoe with tbe foondation of our Commonwealth and of our ci^. And there iM not a page of onr Colonial Records, or of onr Town Records, dur- ing the nineteen years of his living here, which does not bear testimony to his labors and his zeal for the public service. The very first entry in the records of Boston, if I mistake not, was in the handwriting, still extant, of John Winthrop. The first voluntary subscription for the support S[ Free Schools, in 1636, bore his name, as one of tne three equal and largest contributors. The first statute for the establishment of a system of Bduoation in New £ngland, was passed under his auspices as Governor of tbe Ccmimon wealth. The neighboring Common, the pride of onr city, the play-place of our children, the source of so much health and happiness to us adl, was originally laid out while he was at the head of the old Town Crovemment, and by a Committee of which he was Chairman. The evi- dences of his services and of his sacrifices might be multiplied on every side. He spent his whole strength and his whole substance in the service of tbe infiant Colony, and died, at last, a poor man ; poor in everything but that good name which is above all price. But, it is not so much what he did as what he was, that entitles him to the Sateful remembrance of the sons and daughters of Boston, and of Massachusetts, e was a man of the purest life, of the sternest integrity, of the loftiest moral and religious principle ; and, he has left an example of moderation and magna- nimity, of virtue and piety, second to none which can be found in tbe annals of our country. His residence was near the site of the old South Church, — his garden, I believe, including the land upon which that venerated edifice now stands, — and it would scarcely be too much to say, that the atmosphere within those hallowed walls, purified as it is by the weekly prayers and praises of a thousand worshippers, is hardly more pure than when it was the atmosphere of John Wlnthrop's mansion. I know not how, Mr. Mayor, I can do anything more appropriate to this occa- sion, or furnish any more striking illustration of the principles of him whose name has been inscribed upon these walls, than to read you a few brief sentences from one of his own letters. The letter is dated on the 16th of October, 1622, and was addressed to his eldest son, then a lad of 16 years old, who was pursu- ing his studies at Trinity College, Dublin. It furnishes ample proof that the writer was not a man to be satisfied with any mere intelleotoal education } but, that his first care was for the moral and religious instruction of the young. *' My dearly beloved Son ," — ^I do usually begin and end my letters with that which I would have the alpha and omega of all thy thoughts and endeavors, viz. : the blessing of tbe Almighty to be upon thee, — not after the common valuation of God's blessings, like the warming of the Sun to a hale, stirring body,— but that blessing which faith finds in the sweet promises of God and his free favor, where- by the soul hath a place of joy and refhge in all storms of adversity. I beseech the Lord to open thine eyes, Uiat thou mayest see tbe riches of His grace, which will abate the account of all earthly vanities ; and, if it please Him to give thee once a taste of the sweetness of the true wisdom, whicn is fW>m above, it wiD season thy studies, and give a new temper to thy soul. Remember, therefore, what the wisest saith. The fear of the Lord is the beginning of wisdom. Lay this foundation, and thou shalt be wise indeed." Such was the career, and such the character of Grovemor Winthrop, and I need add nothing more, I am persuaded, to show that his name is wor^y of being given to your school. Ana now, my young friends, it is for you, in your turn, to decide whether the school shall be worthy of the name. No names, however distinguished ; no buildings, however convenient or costly ; no committees, how- ever enlightened and vigiunt ; no instructors, however accomplished and devoted, can make a good school, without the hearty coSperation, and willing compliance, and faithful study of the scholars. Let me conclude, then, by expressing the hope that you will not be unmindftil of your opportunities, that you will not be unmind- ful of the example of him by whose name you are to be designated ; and that, by your diligence, your good conduct, your fidelity to your duties, your reverence for the laws of God and of man, and your observance of the lessons of your instructors, you may strive to render the Winthrop School as much a model school in its internal condition and discipline, as it certainly seems to be in its external structure and arrangement. And, may the blessing of Heaven be upon voar e!flR>rts! 526 WCBOOL AECHITBCTIJBX. Plan and Description of Bowdoin Grammar Scbool-Hovr. The new Bowdoin School-honse, completed in 1848, is sitnated on Myrtle street, and with the yard occupies an area of abont 75 feet by 68 feet, bounded on each of the four sides by a street It is built of brick with a basement stoiy of hammered granite, and measures 75 feet 9 inches extreme lennb by 54 feet 6 inches extreme breadth — ^having three stories, the first and second being 13 feet, and the third, 15 feeC high in tne clear. The groond descends rapiclly fivm Myrtle street, thereby securing a basement of 15 feet in the rear. One tbiid of which is finished into entries, or occupied by three furnaces, coal bins, pimips, Aec. and the remaining two thirds is open to the yard, thereby afibrding a cot- erea play-ground for the pupils. The tnini stonr is finisnea into one hall 73 feet long by 38 feet wide, with seats and desks for Iw) pupils. On the south side of this hall there are two recita- tion rooms, each lo feet by 13 feet, and a room for a library, &c. There are three rooms of the same size on the two floors below. The second story is divided into two rooms by a partition wall, each of which is 35 feet by 38, and accommodates 90 pupils, and so connected by sliding doors that all the pupils of both schools can be brought under the eye and ▼oice of the teacher. The first story corresponds to the second, except there are no sliding doors in the partition, and no conneciion between the room except through the front entry. The two rooms on this floor have each seats and desks for 100 pupils. Elach story is thoroughly ventilated, and warmed by one of Chilson's Fur- naces. In each furnace the air chambers, the apertures for conducting the cold air into them, and the flues for constructing the heated air into the rooms in each story, being all large, a great quantity of warm air is constantly rushing into the rooms, and the ventilating flues or ventiducts being so oonstracted and arranged that the air of the rooms will be frequently changed, and that a pore and healthy atmosphere will at all times be found in each of these rooms, pro- vided the furnaces are properly and judiciously managed. On the top oT the building there are two of Emerson's large ventilators, connected with tne attic and ventilating flues, through which the impure air passes out into the atmos- phere above. To accommodate pupils who come to school with wet feet or clothes, then is an open fire in a ^te in one of the recitation rooms. Each room is furnished with Wales' American School Chair, and Ross's Des<, and both desk and chair are in material, fonn and style, as described on page 303 and 905. This is a school for girls only, and consists of two departments, one of which is called the Grammar department, and the other the Writing department; the master of each department being independent of the other. The number of assistant female teachers m each department of this schoo^^ when full, will be four, the teachers in each department being independent of the master and teacher in the other. The master of the Grammar department and two of his assistants will occupy the large ball in the third story, and his other two a^ssistants will occupy one of the rooms in the first story. The master of the writing department and two of his assistants will occupy the rooms in the second story, and his other two assistants will occupy tne other room in the first story, each master being the superintendence of his own department. ' The school, when full, will be divided into five classes, and each class into two divisions, nearly equal in numbers. The first week afler the vacation in Auffust, the first division of each class will attend In the grammar department in the morning, and the second division of each class will attend in the writinc department ; and in the afternoon, the second division of each class will attena in the grammar department, and the firet, in the writing department. The next week, Uiis order of attendance is to be reversed, and tnis alteration Is to con- tinue through the year, the weeks of vacation not being counted. This house and the Gtuincy Grammar School-house are built after designs by Mr. Bryant BOWIMXN ORUIIUK BGBOOL^OOSI. Fua Of nuT An B«mmb Tlcow. A, A, EotraDce Tor Popilt. B, Ditto tor Teacher. C, C, Stndr halls, each 35 bj 38 feet; with seals and deslu Tor Iw pupils. D, Sliding door, hj whleh the two rooms on the second floor are thrown flocr, 16 feet by IS. O, RooiB 10 feei b; i3, for libniy, kp- panttia, dee. H, RoMt' desk, and Wales' chftlr. P, Teacher's platform with desk fw teacher and assistaoti. S, 8j Staircase leading to second anc third floors. It, Case with glass doon for Bppai» tns. c. Closet for Teacher. q, Orale. r. Hot air register, o. Floes for TcntilatlML PLur or TaoD Plooi. 528 0GHOOL A&OmTBOTUBSi PUkM AND DbSCUPTION OF CluiNOT GraMXAR ScHOOL-HoUV, Boston. This baildiiig, which was commenced in 1847, and dedicated on the 96di of Jmie, 1848, is situated on a lot 90 feet by 130 fiset, extending ih>m Tyler street to Hudson street. The gromid plan is in the form of a cross, the exterior dimensions of the body being 80 feet by 58 feet, the end fronting on Tyler street. The wings are 1% feet m front by 36 feet deep. It is four stories high, with a basement 8 feet in the clear, for the furnaces and fuel, and an attic for gymnastic exercises. Each wing contains a front ana back entrance, a flight of stairs from the basement to the attic, and a room on each floor 10 feet by 11 feet, connected with a school-room. The fourth story of the body is finished in one spacious hall, 16 feet lojA in the clear, with centre-pieces and a cornice, and a platform at each end iu feet by 11 feet, and 22 inches high. It is furnished with settees arranged in 4 rows, sufficient to accommodate TOO children. The third floor is divided by a corridor 8 feet wide, extending across the main body from one wing to the other, having 2 school-rooms on each side. These four school-rooms are of nearly the same size, averaging aboot 3U feet by 26| feet, and 13 feet high. Each room is lighted by 2 winnows at the side, and 2 at the end, and has a platform for the teacher 24 feet by about 5i, with one end towards the entrance from the corridor, and on the other end is placed a book-case of cheny, 3^ feet by 8 feet, with glazed doors, facing the entrance. The scholars' desks front the platform and the windows on the side of the building, and are separated by aisles 1 foot and 4 inches wide. They are 3 feet in leng^, made of cherry-wood, and varnished and supported by cast iron stands. J. L^ Ross, maker. Each scholar has a desk by mmselfl The chair is made by Mr. Wales, of Boston. It has a scroll back and east iron support. Each room accommodates 56 pupils, one desk and chair being placed on a small movable platform for a monitor. The rooms are lined with composition blackboards 3 4 feet wide, 2 feet from the floor. The school-rooms which have not small rooms attached, are provided with elosets for the children's clothes. There are 2 sinks in the corridor, with com- yeniences for introducing Cochituate water. The description of this story will answer for the two below it, as the first three are essentially the same. The windows are furnished with inside blinds, having revolving slats, so that the light may be regulated with great ease. The buildmg is warmed by 4 mmaces placed in the basement, 2 being placed at the middle of each end, each being intended to warm the three rooms mune- diately over it, the cast iron chinmies being relied upon for heatinz the haU. Emerson's system of ventilation has been introduced since the building was finished, each room having a separate air-duct to the roof, 14 inches by 14 inches. The apparatus consists of the Boston Philosophical set, by J. M. Wightman, Eayrs and Fairbanks' globe, 2 sets of Pelton's Outline Maps, and one of Mitchell's. A library costing 1|S0O has been furnished by the donation of Mayor Qjiincy. To protect the desks from injuij, the slate-urames are all required to be oor- ered with cloth, and each scholar is to provide himself with a convenient box to contain his pen, pen-wiper, pencils, rubber, &c. Each desk has an inkstand sunk into the right-hana corner, with a revolving metalic cover. The building is calculated for but one school, and is at present occupied by but one, the organization of which is adapted to the arrangement and oonstrac- tion of the house. When the organization is complete, the school will be divided into 4 classes, each class containing 168 scholars, and each class into 3 divisions. At present the 3 lower classes contain two divisions each, and the first class 3. On the 3rd floor are the first division of the first class under the instruction oi QUINCT 8CROOL-HOUBK. 529 the Principal, and the several divisions of the 3d class Instnicted bv asaistantt ; On the 3d floor is the 2d division of the Ist class instracted by the sub-mas- ter, with the several divisions of the 3d class under assistants ; and the ushei takes the 3rd division of the Isi class, with the several divisions of the 4th class on the 1st floor. By this arrangement the government is rendered compara- tivelv easy. The whole school is brought together in the hall for devouonal services, and other general exercises. Plan of FInt floor. A, A, Front Door. B, B. Entries. C, Cforridor or Hall. T, T, T, T, Teachers' Platform 34 feet by 5|. r, r, r, r, Ho^air flues. V, V, V, V, Preston's Ventilators for controlling the flues in the nartition wall, wiiich commimicate with the iron smoke pipes near the top of the building. This plan is adopted in the first story only. «, «, e, e, Indicates the location of the flues of Emerson's Ventilators in the lecond, third and fourth stories. I, Sink. c, c c, e. Cloeets. df d, Closett 10 feet by 11 feet UNCOLN GRAMMAR 8CH00L40UBB, BOSTON. 53^ P1.AM OF LiNGouf Gkammak Sohool-Hoctbs, BonoN. Tbb followiDg d€0oription of the Doeoln Grammar School-HooM is taken from the aonnal report of the ■ohool oommittee for 1859 : — " In the design of the Linoobi Sdiool-Home, which is located on Broadway, near K St., South Boston, it was the intention of the aooomplished architect, J. F. 6. Bryant, Esq., to combine all the advantages of the interior plan of the best bnildings, with an eflfective and tasteful exterior, without any material inereate of €Mpen*e, ^ There seems to be no good reason for perpetoating that baldness and almost primitive rimplicity of style which have characterized most of the school edifices of the city. It can scarcely be deemed too much to demand, that the building which is the daily resort of our children and youth, and in which their mental and moral fiioulties are to be trained and unfolded, should be designed with care- ftil reference to the rules of proportion, and even, in no small degree, of beauty. Certainly it would be well to keep this object in view, so far as it is consistent with a wise and proper economy. Harmony of style, and propriety and deganc^ of detail^ will never be without their refining influences upon the mind of the pupiL f '* The following mechanical description, extracted from the ' specifications ' of the architect, will illustrate the interior conveniences of the building and its adjuncts, aa well as the manner of oonstmetion and the formation of the ex- terior." The buildiqgisa " parallelogram ^' in outline of ground plan, measuring ninety-three and four-twelfths feet in length, and sixty-one and two-twelfths feet in width, out- «de of its base or underpinning course, at the ground or sidewalk level in front of the building. It is four finished stories in bight, with an " unfinished " cellar story over the whole area, which is jwrtially above and partially beneath ground. The cellar is nine feet high. The first, second, and third stories, respectively, twelve and one-half feet' high, and the fourth story fifteen feet high. The top of the gutter of the outside walls is located four and two-twelfths feet above the ceiling of the fourth stofy, which ceiling is formed immediately upon the undersides of the tie-beams of the roof framing, or attic flooring. The roof is '* hipped " from each of the four comera of the building, and is made a *^ Mansard," with curved sides and a ** flat " top ; the bight above the top of cornice to the top of the curve of the roof is fourteen feet ; iti ** flat " is located in the center of the length and width thereof, and it measures eighty-six and one-half feet in length, and fifty-one and one-half feet in width, and has a pitch over its surface of one and one-half inches to a foot. The four comen of the roof are formed as pnrieo- tions •, the spaces between the projections over all four sides of the buildii^ ara recessed to intersect with recesses in the foces of the four exterior walls | said projections are hipped oyer the inner comer of each, in imitation of the hip over the outer comer thereof — ^being the corner hips of the building. The re- cesses in the foces of the four exterior walls aforesaid are located in the center of the length of each wall, and reach the whole bight of said walls, to meet the roof recesses abovenamed. The recesses in the front and rear end walls each meas- ure twenty-one and five-twelfths feet in width, and those in the two side walls twenty -three feet in width. Besides the four reoesses aforesaid, there are recess- es in the feces of the projections, or comera, which are formed to each exterior wall, beneath the roof projections ; these reoesses reach from the ground level vp to the top of the third story, where they are formed with semicircular heada. The recesses in the comer projections of the ftront and rear ends of the house measure eleven feet and three and one-half inches wide, and four inches deep, and are single reoesses ; and the recesses in the comer projections of the two nde walls of the house are eleven feet and three and one-half inches wide, and four inches deep, and are double reci>sses, with a dividing pilaster located in the center sf the width of each of the same, and double semioiroolar heads to each recess. 532 LOioouf OEAmum wcaoaumaimm, wonon. lOTiiigiiig flmn «id pilasters. Thefbor eiteriorwalbaraorowBedwidiaaoniiee, tne upper portion of which is fixmied as a gutter. The interior arraDgemeot of the fint, weondf and third atoriea b aniilar : eaeh eoBtaining four apartments, located in the frar comefs of the hoose, wiinsaiing thirt7-two and three-twelfths feet by twenty-seven and ten-twelfths feet eaeh ; a ckHhes doset to each room, measaring fifteen feet by five and ten-twelfths feet each ; two stiiirnaape, mcasoriiig fifteen and eight-twelfths feet by ten feet each ; and a hall, measaring twenty-l(Mr and elght-twclftlii feet by twenty-two and feor- tnrelfths feet Said rooms, ckMSIs, stairoasea, and halb aie twelve and one-half feet hj^ in the dear, in eaeh story. The interior of the fourth or vpper alocy is arranged with two rooms in the two front end oomen of the house, each meaa- nring thirty-two and throe twdfths feet bv twenty-seven and ten-twelfths feet ; an azhiMtion hall, measaring thirty-eight and nine-twelftha feet by fifty-six and eighl- twdfths feet, aoroai the rear end of the honss. Tliere are two stairways, rnnaa oring five feet by ten feet ; a dothes doset for each of the two rooms aforeasid, measaring five and ten-twelfths feet by fifteen feet each ; two teachers' rooms (of L form,) measaring five feet by twenty-five feet each ; and a hall, oonneeting witfa the exhibition haU, measaring twenty-two and foar-twdfths feet by twcnty-fonr and dght-twdftbs feet AH the apartments, halls, doseti,and stairoases aforesaid in the foor stories are " finished." The odlar story is subdivided into four apart- ments, in the four comers of the hoi»e, two staircases, and six dosets. The apartinents in the odlar are each to contain a Ihmace, and thedosets are wed for fod. None of the cellar apartments or dosets are ^ finished." lliere bdso a hall in the center, of the length and width of the cdlar story, into which the months of the foor ftimaces, the landing of the stwroMns, and the doors of the six ihel-doseti all open. An the apartanenti, hdla, and dosets m the foath story are fifteen feet high. The teachers' rooms in this story have thdr fioors located two feet above the floors of the other apartments. Each story is lighted by windows in the exterior walls. Tliere are floor-lights in the hall of eadi story, immediatdy beneath theoopdn or bdl-towOT, which crowns the roof of the hooae, in the center of its length and width. Tlie fonr sides of the base or plinth of this oopdn (ahove the roof level,) contain each an upright dcylight Tlie attic or area beneath the roof is lighted by light stationary droular or ** boll's-eye " windows, inserted in the upright w- oular sides of the " Mansard " roof. Inere are no diinoneys, ether than metd pipes, in any part of the hailding, excepting one brick chimney located over the wall which forms die inside end of the exhibition hall. There are two entranoes to the bnildtng in the first story, in the two sides of the same. The lot measures one handred foet in front by one hundred and seventy-five in depth, end contdns seventeen thousand five hundred square feet It is indoeed on the sides and rear end by a substantial brick wdl, and in front by a granite foundation, sormounted by an ornamental iron fence. The rear portion of the yard m 6MAeA into two equal parts, by a brick wall running from the center of the building to the rear boundary. The building Is warmed bv Chilson's cone ftimacea, foor In number, located in die center apartment of the basement The cast-iron smoke pipes pass up through and warm tne corridors. The ventilating apparatus conststi of a separate ventidnot of wood, leading from each school room to the ruof. Here they are brought into two grouHL at the opposite ends of the building, each of which Is surmounted with one of Bm- erson's ejectors, of a large size. The transverse seotioa of each ventiduct ia about fourteen Inches square. In each room there is a sliding re^ster near the ceiling, and another near the floor, opening into its ventiduct. A. A., ^, Sdiod rooms, twenty-three by twenty-oeren feet C. C, CkMds for dothea. B., Tfarhihitkwi hall, two-hondrcd and thirty-dght by fifty-dx feat I<»r€OL2r QUAMHAM SOHOOI., BOBTOH. 583 Fie. S. Groimd Flan. 534 LINCOLN 6BAMMAB SOHOOL, BOSTON. h i LINCOLN ORAMMAR SCHOOL, BOSTON 535 Thb LisooLS Gramm AB SoHOOL-HOUBK was dedicated on tue 17th of Sep- tember, 1859, — the day on which the Statae of Daniel Webster, in the State- ilouse Grounds, was inaugnrated by appropriate exercises. From the address of the Mayor, Mr. Linoohi, (after whom this spacious and commodious structure was named,) we give the following extracts : — Boston, through its whole history, has regarded this as one of its dearest interests, from that April 13th, 1636, when "it was agreed upon that our Brother Philemon Purmont, shall be intreated to become a schoolmaster for teaching and nurturing of children with us," to this day, the two hundred and twenty-ninth anniversary of its settlement, when we are assembled to dedicate the most elegant edifice yet erected within our limits to be devoted to this great cause. The School-house and the Church have stood by the side of each other as the two main pillars which support our social fiibric, and when either of them goes to decay, fallen will be our fortunes, and the days of our prosperity will be num- bered and gone. A few years since an intelligent foreigner visited all parts of the Union, and without prejudice or favor examined the condition of every community. He was struck with the industry, thrifl, and general culture of the people of New England. He went into a thorough examination of the primary cause of this state of things. It could not be, he thought, our climate or the nature of our soil, for Providence had more richly endowed other portions of the land ; it could not be our ancestors, for they were from the same stock as some otiier portions of the Union, coming tcom every county of old England, with repre- sentatives also from every nation of the European world; it could not be a special form or system of religious faith, for all sects had their disciples, and universal toleration gave no one a supremacy over the others; it could not be political institutions, for we were all alike under the Republic ; and he finally came to the conclusion that the problem could only be solved by the fact that we had enjoyed for upwards of two centuries the benefits of firee public schools. In this connection, associated as this very day will be in our memories by the erection of a statue in our city, of the great statesman, Daniel Webster, I can not fbrbear to quote some of his own language in regard to this subject. He said, in a communication addressed to the Hon. Mr. Twistleton, of England, which was afterwards laid before a committee of the House of Commons: "I have been familiar with the New England system of fVee schools for above fifty years, and I heartily approve of it I owe to it my eariy training. In my own recollection of these schools, there exists to this moment a f^esh feeling of the sobriety of the teachers, the good order of the school, the reverence with which the Scriptures were read, and the strictness with which all moral duties were enjoyed and enforced. In these schools, or it may be partly by my mother's care, I was taught the elements of letters so early that I never have been able to remember a time when I could not read the New Testament, and did not read it. Many moral tales and instructive and well-contrived &ji>les, alwajrs so alluring to cliildhood, learned by heart in these schools, are still perfectly pre- served in my memory. And, in my own case, I can say that without these early means of instruction ordained by law, and brought home to the small vil- lages and hamlets for the use of all their children equally, I do not see how I should have been able to become so far instructed in the elements of kn3wledge as to be fit for higher schools. "In my opinion, the instruction communicated in the ftee schools of New England has a direct e.Tect for good on the morals of youth. It represses vicious inclinations, it inspires love of character, and it awakens honorable as- pirations. In short, I have no conception of any manner in which the popu- lar republican institutions under which we live could possibly be preserved if early education were not f^-eely famished to all, by public law, in such forms that all shall gladly avail themselves of it As the present tendency of things is to extend popular power, the peace and well-being of society required at the same time a corresponding extension of popular knowledge." '"^RSi Plans of Pbsboott Qrammab, Sghool-houbx, Bosroir. The following description of the Prescott Grammar School-hoase, prepared by Hon. John D. Philbrick, Superintendent of Public Schools, Is taken firom the Annual Beport of the School Committee for 1865 : — This noble edifice, which is well represented in the accompany- ing perspective view, is located in the easterly part of East Boston, about two miles firom the City Hall. It stands near the centre of a lot which is Just two hundred feet square, and is bounded on three sides by wide streets. It has a firontage of one hundred and thirty-eight feet on Prescott Street, and sixty-eight tuet on Bennington and Saratoga Streets, respectively. It is three stories high, exclusive of the basement and attic. Prom an inspection of the accompanying cuts it will be seen that the ground plan of the building consists of five parts, namely, a central portion thirty-five feet by sixty , two wings, each thirty-one feet by sixty-eight ; and two entrance halls, connecting the wings with the central portion, each twenty-one feet by fifty-six. There are four entrances, one in the flront and one in the rear of each entrance hall, the two principal or fh>nt entrances being on Prescott Street. In each of the entrance halls there are two well-lighted staircases, leading firom the first to the second story, and one leading firom the second to the third story. The building contains sixteen school-rooms, of the same size, namely, twenty-eight feet by thirty-two. Six of these rooms are on the first floor, six on the second, and four on the third. It will be seen, on examining the plans, that each of the twelve rooms which are in the wings has a spacious and well-lighted clothes-closet attached, and that each of the four rooms in the central portion has two such closets. Each of these closets communicates both with its adjacent school- room and entrance hall, and serves as a passage-way for the pupils in going in and out of their rooms These closets are only half a story in height, there being above each an apartment of the same size and height, which is entered firom a middle landing of a staircase. The latter are designed for dressing-rooms and water-closets for teachers, receptacles for books, school apparatus, etc. The school- rooms of the first and second stories are twelve and a half feet high in the clear ; and those of the third story fourteen feet. The whole of the third story of the central portion, with a part of the space over each entrance hall, is devoted to an assembly and exhibition hall, which is sixty-five feet long, fifty-seven feet wide, and eighteen feet high. This is the largest and best hall for school purposes in the city. Its symmetrical and convenient arrangement is shown in plan No. 8. The basement, which is well paved with bricks, is ten feet high , and its extensive area, with the exception of the space occupied by the heating apparatus, is available as play-rooms for the pupils in stormy weather. The floors of the entrance halls are rendered flre-proof by means of iron beams supporting brick arches, on which are laid North Biver flagging stones. The other floors arelaid with scantlings 1} by 1} inches, blind-nailed, forming a solid and smooth surfiice, — such as Is needed for receiving the screws which secure the seats and desks, — without any wide cracks at the Joints. All the windows are fltted with inside folding blinds, and those on the northerly and westerly sides have double sashes. The halls in each story are fiimlshed with sinks, which are supplied vrith water firom the Cochituate pipes. All the rooms are brought into communication with the master's room by means of speaking tubes and bells. Each of the school-rooms is flimished with flfty-siz single desks and chairs of the most approved X'laii 27*0. X. Baseznexit. 'FlBsa. No* 3. Third Sloor. FXiAir No. 2.— S. R. School-room. P. Teaches Flatfoim. H. Corridor. V. Ve«Ubiil«. Plan No. 8.— S. R. Sohool-roonu B.H. AMemblv Hall. P. Platform. 0. Clothes Closet. 540 FLAjra OF rassoOTT aoAuiua soHOOL-HOnaB, bobtoit, potWRU. All Ui« idkool (kiraituM proper flir tMchera and paplU wu maouIhctaredUtheesUbliahmeiitof J. L. Ross, of tbe beat nuUerials, and In the most workmaollke maniier. The teachers' clwln and the settees for the luge hall were AunUhed i>j John C. Habbajrd, whose work in this Una ts always of the yeij Qrat qnall^. The method of TentUatlon does not diifer esseDtiallr flrom Hut which has been applied to the other Oranunar School-hoBsaa, except- ing the Bowdltch School-house. A ventiduct 16 X 16 ladias In the clear, constructed of smoothl; planed matched boards, Is carried up from the floor of each room to the attic. Here these ventldacts are onlted In three groupa, each group being carried up through the roof In a single shaft, which Is surmounted by a ll-lnch Lced'i cap. Each Tentiduct has two openings, which are fitted with valves, one being near the celling of the room flrom which It leads, and the other near the floor. The building is heated by Brown's self-regulating, hot-water fUr* naces, which were Aimished and set np bj Geo. W. Walker 4 Co. The n>llowing description and cut, taken from the manufacturer's drcular, present the essential ftatures of this apparatus for beating. Id this building there are three boilers, and to eecare an eqnal dis- tribution ofthe heating power, there ia an independent staclt of hot- water pipes In a separata sir-chamber for each school-room. rLAJSm OF FRESOOTT aRASOCAR SOHOOL-HOUSB, BOSTON. 541 <«This hot-water apparatus consists of a horizontal boiler y^B) which encloses the Are, insuring perfect safety, and precluding aU possibility of any ix>rtton or the lire sorAice being heated above the boiling point. Over the boiler, and forming a continuation of it, is a stack of cast-iron pipes (P), arranged in horizontal convolutions, and filled, hke the boiler, wiUi water. A constant circulation of hot water is kept up through every portion of the radiating pipe, so long as the fire m the boiler is maintained. A solid foundation of brickwork being prepared, the boiler (B) is set therein, the fire (F) being lit in the ttont of it, and the fire-box is made of the boiler itself, so that all the available heat produced by the combustion of the fUei is absorbed by the water. The entire apparatus being filled and the fire made, the water gradually ascends through the rising pipe (2?) to the distributing pipe (2>), and dis- places the water in the pipes, causing it to pass into the boiler through the return pipe, (seen at bottom of boiler,) thus a continuous circulation of hot water is secured. The arrows in the cut indicate the direction of the currents. The boiling of the water in the apparatus actuates the draft regu- lator. When the fUmace is ftill of water, the bottom of a portion of the box (V)\s covered witlh water to the depth of an inch, the box ( V) is divided up to about four-fifths of its height, and a siphon connects the two compartments. When ebullition commences, the water is thrown over the top of the partition and passes through the pipe (b) into the box (e\ that contains a fioat which, as it rises, closes the lower valve (/), (which through pix>e Hy supplies the draft to the fire,) and elevates the upper valve (/), in order to admit the cold air on the top of the fire and thus check the boiling. The water having ceased to boll, returns fh>m box (e) to box ( V) through the siphon. The consequent descent of the • float and vidves allows the draft to pass under the fire until ebullition again takes place. Danger fh>m fire is entirely out of the question, and as the fire is surrounded by cast iron, Uned (so to speak^ with water, and as the tendency of fiuids, when heated, is upwara, and to descend when cooled, that portion of the boiler exposed to the fire is always the coolest part of the apparatus. The stack of pipe is enclosed on either side by two waUs ; and the exterior air, after passing by a conduit (C) constructed for the purpose, into the space between them, and being warmed by contact with the pipes, rises through the conductors (Vk) and the registers into the rooms it is designed to warm. Kothing can be more wholesome, pure and refk^shing than the atmosphere thus evolved. No pernicious gases are present. No oflfeusive odor is perceptible in the air warmed in this manner." As an aid to proper ventilation (a subject of vital importance), this invention seems to have some important advantages. The fttct that the radiating surface is at so low a temperature (below 212^), shows that a very great volume of air is required to warm an apartment sufficiently, which, when provided with means of egress, will most thoroughly ventilate by forcing out the impure atmosphere through the flues provided fbr the purpose. The style of architecture resembles the Italian, with bracketed cornice, and pilasters at the intersections of the exterior and partition walls. All the walls, including the partitions, are constructed of bricks. The exterior walls are fiiced with pressed bricks, and bull, with a four-inch air space between the outer and inner surfaces The basement, string course, and door and window dressing are to fine hammered Rockport gnmlte. The cornice is of wood. The roof is covered with Welsh slate, and fitted vrith copper gutters. The Interior standing wood-work is grained in a veiy tastefhl style. The yard Is enclosed on the three sides which are bounded by streets, by a substantial and handsome iron fence, and on the back 542 PLANS OF FBBSOOTT ORAlfifAR SCHOOL-HOUBB, BOSTOlir. side by the water^losets and a brick walL The rear iK>itioii of the yard, which is used as a play-ground, is paved with bricks ; the front part is to be ornamented with trees, shrubs and flowers. The contractors who ftimished the heating apparatus and the ftimi- ture have already been named, and it is but just to record here the names of other parties who have, in various wa3rs, contributed by their skill and taste to the construction of this great and well-built school-house. The excellence of the painting and graining is due to James Ransom ; of the mason work, to Say ward and Lothrop ; of the carpenter work, to Isaac C. Trowbridge ; and of the slating, to C. S. Parker and Sons. Its architectural merit is due to George S. Ropes, Jr., the able architect. The adoption of the design was secured mainly through the influence of Judge Wright, of the Committee. Mr. James C. Tucker, Superintendent of Public Buildings, had the immediate supervision of its erection, — a duty which he performed with great fldelity and good Judgment. Special credit belongs to the Sub-Committee of the City Council, consisting of Alderman Davies and Councllmen C. R. McLean and N. M. Morrison, who had the entire responsibility of the execution of the work in their hands, and who spared no pains to render it satisflictory and complete in all its parts, *^ from turret to foundation stone." The cost of the lot was about #8,000, and the whole cost of the building and lot, including the iron fence, the Aimiture and heating apparatus, was $109,585.76. Thus has been designed and erected the largest and most costly school edifice in Boston, and perhaps in the whole country. Two of the objections to the plan of the Grammar School-houses which we have built in the course of the last year, namely, the too great height of ibur stories, and the imperfections of the exhibition halls, have been obviated in the plan of the Prescott School-house. To accomplish this, a larger size was adopted. Whether the ftiture Grammar School buildings shall be constructed on this model, in respect to size, is a question for the School Board to decide. We subjoin from Mr. Philbrick's Twelfth Semi-Annual Report as Superintendent of Public Schools, for March 1866, the fbUowing remarks on the proper size of Grammar Schools in Boston . — After much study and many eflbrts, we seem to have settled some important points in building school-houses, such as the mode of seating, the providing of a separate school-room for each teacher, and the proper model of such rooms as to size, arrangements, and the essentiflia of the clothes-rooms connected with the school- rooms. In these particulars our more recent school-houses are as good as could be desired. In a pamphlet by G. P. Randall, an accomplished architect in Chicago, containing plans in perspective of several noble school- houses which have recently been erected in the Northwestern States, — a document well calculated to open our eyes to the extraordinary educational enterprise of that section of the country, — I And the following statement respecting the arrangements of sdiool-rooms . *' It is now pretty generally admitted by practical educators that a single room, large enough to seat from fifty to sixty-five scholars, and exdusively under the supervision and instruction of a single teacher, is better than a larger room, with recitation rooms and assistant teachers. I make designs for them both ways, but probably not more than one in fifteen with the large room and recitation rooms attached. As I am generally instructed in this matter, it follows that teachers are almost unanimous in the opinion that the single room system is the best ; and it is the system adopted by the School Board of Chicago in the public schools of this city." FLAKB OF PBE800TT GBAIOCAB BGHOOL-HOUSB, BOffTOS. 543 The origin of this system may be easily traced to the Qaincy Gram- mar school-hoase, in this city, erected In 1847-48, the plans and description of which were published in Barnard's School Architectore. Another feature of this edifice as it then was, has not been so gener- ally imitated, but which, I tmst, will ultimately come to be considered an indispensable element in every Grammar School-house, namely, — a Jiall large enough to seat comfortably all the pupils accommodated in the several school-rooms. This is the case already in the city of New York. But in respect to the Important elements of heating and warming, WG are still unsettled. Within the past twenty years there have been three radical changes made in the mode of heating our Primary school-houses. First, the old-fiishioned coal stove gave place to Clark's ventilating stove. Subsequently this stove gradually went out of use, and in its place the ordinary cylinder coal stove was sub- stituted. Lastly, this stove has been removed and hot-air fUmaces introduced. The High School buildings are heated with hot-air lUrnaccs ; and nineteen of the Grammar School buildings are heated in the same way, while two are fhmished with different systems of steam-heating apparatus. For ventilation, most of the buildings have Emerson's caps, with a separate ventiduct for each room, fUmished with two registers, one near the ceiling and one near the floor. Rob- inson's system has been applied to one Grammar and one Primary building, the Normid Hall is fUmLshed with the Archimedean system, and the Prescott School with Leed's caps. To fUmish school-rooms in large and high buildings with an abundant supply of pure air of the requisite temperature and humidity, for health and comfort, is ' a difficult problem. Considerable progress has been made, no doubt, towards its solution, and it is hoped that the Committee on Public Buildings will continue to experiment upon it, guided by the princi- ples of science and the light of experience, until satisfactory results are reached. The question as to the maximum number of stories in height to which a school-house should be carried has caused some discussion amongst us. Nearly all the Grammar school-houses are at least four stories high. Several are practically five stories in height, as they have their play-ground on a level vrith the basement. There can be but one argument thought of in flivor of carrying school-buildings up to this great height, and that is the argument of economy. As sky costs nothing, the expense of a building four stories high is less than one of the same capacity which is two or three stories high. But a school-house Is never truly economical unless it meets the requirements of healths convenience and safety. In all these respects the four-story plan is decidedly objectionable, and I earnestly hope that it will be wholly and forever repudiated. In Baltimore a large and fine building has been erected for a Girls' High School. This edifice Is only tvoo stories high. There is in the same city another building three stories high occupied by a school of the same description. This school- house is considered too high, and it is proposed to build one to take its place which shall be only two stories high. In this particular the educational policy of Baltimore is certainly wiser than that of our own city, and more truly economical. Our new Primary school- houses are, with a single exception, three stories high, and it is to be hoped that no one will ever seriously think of carrying one to a greater height. I have said that we seem to have arrived at a definite idea of what a school-room should be in respect to size, arrangements, proportion and seating. This is an Important step gained. But wfiat should be tfie standard number of rooms for a buUding f This is a question which has very important bearings on the interests of our schools, and it deserves the most serious consideration of the Board. In what I have to say on this topic, I do not propose to refer to High School 544 FI'AirS OF FBSSCOTT GRAIOCAR BOHOOL-HOT78E, BOBTOlsr. buildings, which constitute a class by themselyes. By referring to the list of oar school-houses, it will be seen that Mirteen school- rooms is the number contained in each of the more recent buildings, excepting that of the Prescott School, which has sixteen. The former number of rooms will accommodate about 800 pupils and the latter 900. It thus appears that the Prescott school-house, the latest on the list, is designed to accommodate a hundred more pupils than could be seated in any one of the veiy large buildings which had been previ- ously erected. Now, in view of our system of classification, the course of study required, the way in which pupils are promoted, the man- agement hi respect to graduation, and the distribution of the woric of instruction to teachers of different sexes and grades, — consider- ing these circumstances, and looking back upon the operation of the schools twenty years ago, when the number of pupils to a master averaged about one-third as high as it now does, to my mind it is clear that the tendency to increase the size of our schools is a betuate all the evils of overgrown schools. The true and effectual remedy for this great evil of keeping in operation so many colonies outside the regular sdiool organization, is to be found in the policy of limiting the size of our buildings to reasonable dimensions. PLAJ^S OF PRESCOTT GRAMMAR SCHOOL-HOUSE, BOSTON. 545 There is anotlier serious evil connected with this system which has been too little regarded. It is the necessity which it involves of bringing together, to make up the schools, the most diverse and heterogeneous materials. I know this is an extremely delicate sub- ject to touch upon, but I am satisfied that it ought to be considered, and thercrore I shall venture to throw out some suggestions upon it, and take the risk of having both my motives and my judgment con- demned. My sympathies naturally lean very strongly to the indigent classes who are struggling to better their condition. But I remember that the image of Justice is pictured to us with bandaged eyes, to symbolize her impartiality. The just rights of all classes should be cciuMlly regarded ; and while we are anxious to provide every needed facility for the education of the children of the poor, I think we ought not to ignore the educationid wants of the wealtliy portion of the community, who pay taxes so largely and liberally for the support of our schools. I think tliat Beacon Hill* should be just as well provided for as Fort Hill.f But if you build a school-house large enough to accommodate both localities, and require the parents to send their children to that one school or none, it is obvious that both sections are not equally provided for. But this supposed extreme case illus- trates the kind of injustice we are doing, to a greater or less extent, all over the city, by the large-school system. 1 often point with sat- isfaction and pride, as an evidence oi* the success of our system of connnon schools, to the fact that boys from the Avealthier lUmilies, and the sons of the highest oflicials, are found in the same schools witli the child of the African race, and tlie poor newsboy. But I see plainly that there are necessary limitations, even in our intensely democratic community, in the practical application of this idea of bringmg together the representatives of the extremes of society in the same school-rooms. The children of the poor must go to such schools as are provided for them, or not go at all; but if the schools provided do not suit the taste of the wealthy parent, he can and will withdraw his children and put them under private tuition. You may say, let him do it, then. That is not my way of disposing of the matter. I hold to the great principle that public schools should not only be free to all, but that they should be made good enougli for all, so that, as far as practic:ible, the children of all classes may attend them. To this end the schools must be adapted to the tcants of all, I am well aware that this cannot be done in this country by copying the British system of caste schools, which is based on the idea that tlie laboring classes, the middling classes and the aristocracy, must each be educated in separate and distinct classes of educational insti- tutions. I only mean to maintain, and this I do maintain firmly, that the wealthy citizen in Boston ought not to be virtually deprived of the advantages of the Public School, uhicli he would enjoy inci- dentally, if the school-houses were only kept within the limits as to size which a proper regard to efticiency and true economy demands. • • • • • Having now presented some of the objections to tlie policy of build- ing very large edifices for Grammar Schools, I am prepared to give my answer to the practical question, What should be considered the standard size for a Grammar school-house ? I proceed on the assump- tion that there Is a natural limit to the size of such a school for the purposes of economy and efficiency. And in view of the vast and varied interests involved in the management of public education, it is highly important to understand what that limit is, and to make our school architecture conform to it. This principle is aptly illustrated in navigation. The size of the vessel must be adapted to the business, or profits do not accrue. What would be thought of the business * The residence of the wealthicut inhabitanta, t The residenoe of the poorest foreigners. 546 PLAN8 OF PRK8C0TT ORAMHAU SCHOOL-HOUSE, BOSTON'. sagacity of tlic ship owner who should send his coasting schooner to India, and put his Indlaman to the coasting service ? What steam is in navigation, classification or grading is in school economy. Bat the application of steam to navigation has its natural limitations, as the experiment of the Great Eastern has proved. And so has classi- fication its proper limits, as has already been shown in some over- grown graded schools which seem to have been modelled on the pat- tern of the mammoth steamship. To determine the proper size of a Grammar School, it is only necessary to ascertain how many pupils are required to secure a good classiflcatiou, and then adapt the size of the edilice to the accommodation of this number. To ascertain this number is a practical problem. It is easily solved by experience. Every Intelligent educator understands it. All would not of course fix upon exactly the same number, but there would not be an essential difference of opinion among experts. The able superintendent of schools of New Haven thinks that both the Primary and Grammar grades combined in one organization in one building require only about 750 pupils for the purposes of a good classification ; and he bases his recommendations respecting school architecture on this con- clusion. This I should regard as the minimum number for the purpose, if I must taice in pupils f^om live to sixteen years of age. But our system of Grammar Schools includes pupils fi-om eight to sixteen years of age. Within this range, I consider 500 pupils about a fair average necessary for the purposes of a good classification, and a building large enough to accommodate this number is my standard for a Grammar School organized as ours are. I do not say that I would never build one larger or smaller; I should pay a proper regard to other considerations in eveiy particular case to be provided for. But this would be my standard, idl variations fVom it being considered as exceptions. Now, what sort of a building will answer this pur- pose ? I answer, a building nearly resembling the Chapman school- house in proportions and capacity, being three stories high, and having ten school-rooms, and a hall large enough to seat all the pupils accommodated in the school-rooms. I do not name the Chapman as a building to copy in all details, nor yet in architectural taste, for it is by no means a model in respect to beauty ; but I refer to it as contain- ing the essential accommodations for a Boston Grammar School. We may take pride in showing strangers an enormous four-story school-house, as evidence of our liberal provisions for tree schools, but we cannot affoixl to sacrifice our substantial educational interests for the sake of any such gratification. We do not want mere show schools : w^e want real educating schools. Twenty years ago I strenuously advocated the policy of large schools, according to the extent of my limited infiuence. But at that time the question was not between schools of five hundred pupils and schools of a tliousand, under one head, but between those of two or three hundred and those of five hundred. What was then deemed a large school is now reckoned (with us) a small school. Twenty years ago I ventured to predict that the increase of the size of our schools to five hundred or six hundred pupils under one master w^ould elevate the position of the master and secure for him a higher salary, — a very important consideration in school economy. My anticipations have been more than realized. But tliis is only an incidental advan- tage of large schools, and itw^iU not do to increase the size of schools without limit, merely to create responsible situations for principals. Besides, a Grammar School of five hundred, with the Primarj' Schools grouped around which should be placed under the same head, is as large as is desirable for the proper supervision of one principal. I have thus protracted the discussion of this topic, because it seems to me a topic of vital importance, and if what I have said shall lead to a careful consideration of it by the School Board and the City Council, my object will be accomplished. school arohiteotubb. 547 Plan of the Norcboss School-housb. The bonding is located on a lot of land bounded on three of its sides by D, Fifth) and Gold streets, the principal ft-ont facing on D Street. The building is three stories high exclusive of the base- ment and attic, the main building having a frontage on J) Street of 90 ft. 4 in., and on Fifth and Gold streets 61 ft. 8 in. In the centre of the D-street and rear sides is an avant corps, or projection fk'om the main building, each projecting 7 ft. 4 in. and having a width of 84 ft. The entrances to the building, of which there are two, one in ft'ont, the other in the rear, are in the projections. The entrance hall ex- tends across the building fi-om fh>nt to rear and is 22 ft. wide in the centre of the building, a staircase and scholars' cloak-rooms occupy- ing a portion of the width at each end of the hall. On each side of the entrance hall, in each of the three stories, are two school-rooms, each 29 by 82 ft. and 12 ft. 6 in. high. Each of these rooms, twelve in all, has its separate cloak-room for scholars, each about 6 by 17 ft., connecting both with hall and school-room, and a small room for the teacher, 6 by 10 ft., connecting with the school- room. The teachers' rooms are located in the angles of the projec- tions, a broad and well lighted staircase occupying the middle portion at each end of the halls. In the attic, the whole of the main build- ing within the high Mansard roof, is devoted to a hall about 54 by 80 ft. and 16 ft. high, for exhibitions and general exercises ; in the projections are the staircases and closets for apparatus, &c. The large hall is lighted fi'om all sides, and the whole floor space is clear of obstructions, a liandsome stucco cornice finishes the angle of the walls and ceiling, and the walls, which are entirely vertical, are finished about 4 ft. high with hard wood. It is larger than any other school-house hall in the city. The basement is 10 ft. high in the clear, 5 ft. of which is above the level of the yard paving. In this stoi*y is a Committee room about 17 by 80 ft., a janitor's room, teachers' water closets, the heating apparatus and ftiel room, and two play-rooms for scholars, each 29 by 32 ft. Each school-room is fhmlshed with 56 single desks and chairs, a teacher's platform, desk, chair, and waste-basket, a clock and ther- mometer, blackboards on two sides of each room, with neat recep- tacles for chalk at the bottom, and cases within the thickness of the partition walls for containing chalk and other necessary articles. Each school-room is lighted by four large windows, which are pro- f Ided with inside blinds with rolling slats, for regulating the quantity ^f light. All the school-rooms and the large hall are in communi- Dation with the head master's room by means of bells and speaking tubes. In the corridor of each story are two enamelled iron sinks supplied With Cochituate water. The teachers' closets in the basement are fitted with wash-bowls and water-closets. The school privies are FLAKS OP NOBCROSa SCHOOL-HOTJSB, 1. First, Second, and Tiurd Floobs. 550 SCHOOL ARCHITECTURE. located in the rear of the yard, and are approached by a covered and screened passage trom the rear entrance of the building. All the standing wood work is of a beautifhl brown ash wood. The wood is gummed to fill the grain and then oiled. The building is heated by a low pressure steam heating appa- ratus. There are two tubular wrought-iron steam boilers in the base- ment, which may be worked conjointly or separately. One is sup- posed to be sufficient for all ordinary winter weather. There are in the basement connected with these boilers, twenty- six stacks of steam radiators, each in a separate air-chamber. Each school-room is connected with two of these hot air-chambers by means of tin pipes and registers located on its two weather sides. The hall is also connected with two of a large size. Cold out-door air is con- veyed by means of ventiducts to each hot air-chamber where it is moderately warmed by being strained through the stack of radiators [see accompanying cut] and thence passed to the school-rooms. The radiators are of cast-iron ; the whole number of them is four hun- dred, with aggregate of four thousand feet of radiating surface. The pressure of steam on the boilers sufficient for heating par- poses varies from three to Jive pounds to the square inch. As fiist as the steam is condensed, it is returned to the boilers in the form of warm water, and hence, it is only at intervals of two or three weeks. that it is necessary to replenish the boilers with cold water. The plan of ventilation is in some respects different from that in any other school building In the city. Each school-room is provided with a separate ventiduct 10 by 16 inches in the clear, constructed of smoothly planed boards, with two valves opening into it, one near the floor and the other near the ceiling. These valves are about 16 by 24 inches. The lower one is to be kept open for ordinary venti- lation ; the upper one is designed to be opened when there is surplus heat to be expeUed. The ventiducts, although connected to the rooms by the valves just described, are located in the several clothes- rooms, and are extended up into the roof; Arom thence the foul air escapes through one large ejector placed at the highest point of the roof. To Airther assist in the ventilation of the school-rooms, cloak- rooms and halls, swivel blinds are placed over all the doors, and movable glazed sashes are inserted in the partitions on the hall side of the cloak-rooms, so that a fliU and ft-ee discharge of air from the school-rooms may be effectual without a draught, the air passing out of the school-rooms rises up through the well-rooms of the stair- cases, and through openings in the attic ceiling to the ejector on the roof. All of the walls and partitions are constructed with bricks, the ex- terior walls are fkced with pressed bricks. The trimmings of the doors and windows, the basement up to the level of the first floor, the belt course at the height of the second floor, and the tablet over the front entrance, on which is the name of the school and the date of erection in bold raised letters and figures, are all of white Con- 5 5 "2 SCHOOL ARCHITECTURE. cord granite. The cornice is of wood, with copper gutters. The roofe are covered with slates and tin, the Mansard roof is covered with an ornamental cast-iron snow guard. The yard is enclosed by a handsome iron fence on the D and Fifth street sides, and by a brick wall eight feet high on the other two sides. The accompanying perspective view shows the external appear- ance of the edifice. It is compact in form, and is solid and substantial in character, rather than pretentious and showy. The excellence of the materials used in its construction, and the thoroughness of the w^ork in every particular from ** turret to foundation stone," may be appreciated to some extent by reference to the specifications in detail which follow this description. William Say ward was the contractor for the mason work, Messrs. Morrison & Shaw were the contractors for the carpenter work, Messrs. Geo. W. Walker & Co. for the heating apparatus, and the fur- niture was made by Joseph L. Koss. All these contractors have reason to point with pride, as skilftil and honest mechanics, to their work on this building. In material and workmanship it is probably unsur- passed by any other school edifice in this country. The whole cost, exclusive of the lot, but including ftirniture, is about $85,000. The honorable ex-mayor (Otis Norcross) whose name the school is hereafter to bear, has given to it, besides a large clock for the hall, and a library of reference books costing §100, the sum of 8500, the interest of which is to be expended annually for the purchase of such library and reference books as the Chairman of its Committee, and the Master may deem most desirable. Statistics &c., of the Public Schools of Boston. Valuation of real estate $127,730,200 00 $225,767,215 00 Pereonal estate 99,288,000 00 189,595,180 00 Total 227,013,200 00 415,862,345 00 Total expenditure for public schools 273,251 75 781,280 60 Viz: for salaries of teacliers 192,704 05 492,796 66 Incidental expenses 57,960 46 186,908 85 Scliool-houses 22,587 24 101,575 09 Cost per scholar 11 12 27 90 Salary of superintendent 2,500 00 4,000 00 " (8) high school masters (2d year), 2,400 00 4,000 00 " (6) »♦ Sub-mnsters " 1,800 00 8,000 00 " (9) " Ushers " 1,500 00 2,200 00 " (22) Gram, school masters " 1,800 00 2,800 00 '» (16) " Sub-masters *' 1,200 00 2,200 00 " (9) " Ushers " 900 00 1,600 00 " (279) Assistants Gram. Sch. " 800 00 650 00 '' (259) Prim, school teachers " 800 00 650 00 *' Teachers of sewing (12 in all) av- erage 200 00 387 00 Teachers of Music (in primary school 2,500 00 ** Vocal and physical gymnastics 4,800 00 •* Drawing 1,800 00 Total number of Teachers — male 67 " »* " female 563 " " Pnpiis 28,126 Assessor's valuation of school-houses and ground. $1,678,600 00 u It it PLANS OF SCHOOL-HOUSES IN NORWICH. NORWICH FRBE ACADBMT. The Norwich Free Academy represenied on pages oc- cupies one of the most eligible sites in the world, — a lot of over six acres perfectly level in front, and rising into a beautifully wooded hill in the rear, commanding a fine view of the city and surrounding country. The building was erected after plans by Mr. Evan Burdick, Architect, Norwich, at a cost of $30,000 exclusive of the land. The building is 87 feet with a front projection of 24 feet by 12, sur- mounted by an Observatory. In the Basement^ besides the furnaces and the coal-bins, there is a working laboratory, connected by stairs with the philosophical lecture room on the first floor. On the first floor, besides separate clothes room, one for boys, and the t)lher for girls, there is a Lecture room, and a Library, for the supply of which. Gen. Williams and wife have given a fund of $5,000. The Second and Third floors are now lefl, each in a single hall with two class rooms attached, but are capable of being subdivided into two rooms, if the organization of the Academy should require it. For convenience of access, for spaciousness of halls and class rooms, for light, warmth, ventilation, and seating, for the accommodation and use of apparatus, and library, this edifice is not surpassed by any other erected for educational purposes within our knowledge. CENTRAL DISTRICT M^HOOL. This building represented on pages was erected by the Central District of Norwich to accommodate a graded system of schools ; there being six rooms, thereby accommodating as many classes or de- partments. The architect was Mr. Evan Burdick. The building is 76 feet by 58 feet, with a front projection of 14 ft. by 14 ft. The lot is in 150 feet by 280, well graded and drained and en- closed with an iron fence. The rooms are well lighted, warmed and ventilated, and furnished with desks and chairs manufactured by Joseph L. Ross of Boston. The tost of grounds and building was $37,500. PRIMARY SCHOOL. Id the organization of the public schools of Norwich, the committee contemplate the establishment from time to time of a suflicient number of Primary Schools, to accommodate all the young children in the im- mediate neighborhood of their homes. The diagram on page 700, rep- resents one of the houses erected for a school of this grade, capable of accommodating 1 12 pupils divided into two classes or departments. Each room is furnished with Ross's school-furniture. The material is wood, and the cost independent of the site was $3,000 Mr. E. Burdick Architect NORWICH FREE ACADfcWY 555 Pig. S.— BAtlMBKT. A. — ^Furnace Room. B. — Laboratory. C. — Coal Room. P.— Boys' Play Room. jB.— Girl«» Play Room. a. a. — Stairs. 6. — Area Windows, c. — Faroaoes. d. d. — Basement StaiiB. e. — Stairs to Laboratory. /.—Fire Place. r. — Iron Colmnns. Fig. 2L— 'FnaT PuwR. ii.>-TeacheTs' Bntranoe 5.— Boys' Hall. C— Girls' Hall. D.—Boys' Cloihes-room. jB.—Glrls' " " F. — Lectare Room. O. — Library, ly.— Hall. /. — Platform. a. a. — Stairs. b. b. — Wash-stands. c. c. c. — Porches. d. ^.—Teachers' Closets* «. — Laboratory Stairs. /". — Ventidacts. g. g. — Seats. h. — Iron Colamns. i. — Apparatus. h, — Book Case. Fig. 4.— filCOlVD ARD TnRD Floors. A. — ^Teachers' Room. B.— Boj's' Hall. C.-*Girls' Hall. D. — Recitation Room. E. — Recitation Room. F.— School Room. C— Platform, a. a. — StairsL 6. b. b. — ^Roofs. c. — Ventidnots. d. — Iron Colamns. «.— Book Cases. skinner school, new haven. 557 Plans of School-Houses in New Haven, Conn. Skinner School. The Skinner School, named in honor of Aaron X. Skinner, former Mayor, and an earnest friend of pubHc scliools, erected in 18GY, at a cost of $35,000, including lot, fence, &a, ia on the corner of State and Summer streets. The main building is seventy by eighty-eiglit feet, and two stories high. Each story is divided into six rooms, with a hall ten feet wide in the centre. There is a projection in front five by twenty-two feet, which, besides extending the hall, gives closets on each side for teachers' clothing and for storing books, maps, &c. In the rear there is an addition sixteen by thirty-six feet, which, besides a recitation-room connected with the principal's room, contains the stairs for the pupils, which being separated from the main building by a wall, will, in case of fire, be the 'last to be destroyed. The three rooms on each side of the hall are connected by doorways, leaving a passage-way round the entire building, near the outer wall. This plan was adopted for safety in case of fire. The furnaces being all in the centre of the building, fire can only commence there, in which case the teachers and children would find a safe egress through these doors to the protected staircases in the rear. Double doors are placed at these openings, one opening into each room, which prevents noise from adjoin- ing rooms as eflbctually as a brick wall. In four rooms on the first floor, a dressing-room six feet wide is formed by running a screen across the room seven feet high, in which the younger chitdren hang their clothing, under the supervision of tlie teacher. The dressing-rooms for the older children are in the basement, each occupying the space of two school-rooms, as seen in the plan. There are four furnaces placed side by side in the centre, an arrangement conducing alike to convenience and safety. Each furnace heats three rooms on one floor. The furnaces are supplied with air from a room in the basement of the rear addition, into which air is freely admitted through two windows cov- ered with wire cloth. The air tubes go out at the bottom of this room, and pass under the floor of the dressing-rooms to the furnaces. By this plan all disturb- ance from outside currents of air is avoided. The building is ventilated by means of four cliimneys, each two feet square insidp, up through the centre of which pas.ses a cast iron smoke-pipe, one for each furnace. The rooms are ventilated by registers opening into these chim- neys, the heat of the smoke-pipe producing a very strong draft. A register from each furnace opens into the hall, by means of which rooms can at any time be cooled ofT by shutting its register and opening that in the hall. The street water is introduced into the dressing-rooms in the basement, and into the halls of the first and second floors. The interior is finished with white chestnut wood, except the floors, which are yellow pine. Several important improvements have been recently made in the school buildings of New Haven, making them to conform to the plan of the Skinner School, of a room for only fifty scholars under a class teacher. In the Eaton School, the large rooms on the third floor have been converted into two each. And in the Webster School, two large rooms in the octagon hart 558 SKINNER SCHOOL, NEW HAVEN. been made into four very convenient rooms; and the large room in the second floor of the main building has been divided. This is the final change in the original plan on which the Eaton and Webster Schools were inaugurated, of having large rooms of a hundred or more pupils, with one or two assistants who heard these classes in recitation-rooms adjoining. It is now fonnd that better teaching and better discipline is obtained in rooms containing about fifty scholars, entirely under one teadier's control, a system which now exists in all our schools — D, C. Oilman's Report for 18()7. A. Air chamber. Basement. B. Boyi* Clotbfi* room. 6. GirU' Drvning room. J. Janitor'i room. F. Furnaces. C.'Coelroom BKINNEK aCUOOL, NEW HAVEN. 359 V a **5 UNCOLN BCHOOL. 661 SoHOOL-HoDBKB ra Su Fiuxcisoa Tax Lincoln Schocd building; wu competed in August 186C, Mid cost, in- dnding fUraitore^ $100,000. It ii dedgned exdaairely tor bojn, and accom- modatee one tbouuud pupils^ escliuiT« or tbe large hall in tbe atdc ator;. It ia dtuat«d on the oorner of Fifth and Haricet Btneta, one bondred and aereatj- Ave feet square, and is incloaed in fh>nt by a brick wall and baliuODda renc& Tbe plan of the building ia cruciform, one hundred and Ibrtjr-one and a-balf fbet long, bj uxty-tbree and a-balT Teet wide in tbe liodjr ; tbe winga ore eighteen bj (hirtj-three (eet, and the whole corera a euperfldal area of ten tbontaod one hundred and thirty-Beven Teet It Is built oT brick, in the most oubslantial manner, with a basenient. two atoriea, and an attic, terminating with • Uimaard rooT, which is iurmounted b; ft cupola, and Burrouuded with a bal- The walla of the baaement and principal story are two (bet thick ; above that, they are eighteen incites thick. The joisia oT all tbe Uoora are three by seven- teen inches. The height of tbe basement in the clear ia eleven feet ; prindpal and second Htories, M«en Ibet ; while the attic or assembly hall, whicli fbnoB one room throughout the building^ is eighteen feet in the clear. irdb B. Baft* ytiA. UNCOLN SCHOOL, 8AN FRANCISCO. 561 Four cftpadoos stairways oommimicate between the basement and the attia The ingress and egress to the building are yeiyamplei safe, and oonvenient, and consist often large doorways— >fimr in fronts Jnst at each side of the main build- ing, and six in the rear, four <^ them corresponding with those in lh>nt^ giying an extent fbr these purposes of seventy-two feet in breadth. FntT Floor. A. Rceitetion rooms. B. Wudrobe roomi. C. Teaehen* rooan. D. Vartibolei. The interior is well Ugbted and yentUated throughout The windows are glazed with ground glass, which dispenses with curtains and blinds Fresh air is introduced through the apertures near the doors, which are regulated by reg- isters, while the impure air escapes through yentilat(»s near the ceiling. The distribution of area on the principal and seooud floor is uniform, each containing six school-rooms of twenty-nine by thirty-four feet ; six wardrobe rooms, six and a half by twenty and a half feet; two teachers* rooms, six and a half by nine feet ; and two halls, eleven feet four inches wide, running through the building transversely, with stairways at each end, readiing to the attic or assembly halL The attic is in one room, but is capable of the same arrange- ment as the stories below. The basement contains six school-rooms, which accommodate sixty pupils each. All the wardrobe rooms are supplied with marble tq> wash-stands and water. 6(54 LINCOLN SCHOOL, BAN FRANCISCO. Sbcoxb Fuoon, ASMMBLT HaIX. aCBOOL-BomBS-tN 8AN FKANOtBOO. TbA Demtun School bnildbig waa erected Id 1664, at ft cwt or$T8,000, in- olndiug flimiton^ and bean the name of the teacher vho fbondod the achool in 18S1, was attorwarda Ci^ Superioteiident, and Fiincipal of the scbooL It is designed azdumvelj (br giiis, and acconunodatea six hondted jnxfSe. The plan of the building ia » panUalogram of ninety-eight and a h^ feettij rix^-one feet, having Its enbvuce on the long aidea, in pngectlng pcrUona, eadi tventj-nlne feet by three and a half feet The building is three storiea high, the Ont bting thirteen and a half lee^ aod the second and thiid stories, each flfteen feet hig^ besidefl the at^ vMcl] fa twelve feet high, and contains sixteen Lnthem windows in its inclined ddee, and six in the projectuig portions of tbe two Ihtnts. T^ distribution of the flnt, second, and third atoriea Is nni(t»n), eadi oon- lalning four school-ioonts of twea^-el^t hy ttairtj-fbar bet; iMir wardiobe rooms of six and a half by twentj-one and a half feet ; two teachers' rooms ot rix and a balTby uine feet ; and a hall, eleven feet wide, through the oenb« of the building, transversely, with ettj, spactow stairwajs at each end, irhkh exteod to the attio and discharge bdow by fbur spadous doors. DBNlUtt SCHOOL, UN F&ANCUCO. Tbe attic contaioi two redtation looma, Mch twenty-Mvm bf thirtf-three and a half fbet, and an assemblr room capable of acoommodating the entlra Freah air is tntrodaced throa^ apertnrea Dear tbe floor, and regulated bj registera, wEule tbe vitiated air is allowed to eacape thioogb rentilatora near tbe ceiling. AA, OTaH^nL D. AMmbly Hall. BB. CMlw SCHOOL ABCtirrECTURS. pLAS OF St. Philip School, New Oblbans, La. St. Philip Public School for Boys is situated in Second Uunicdpality, c Philip street. The buildiag is 67x169 leet— two storiea, and a vhiob is tued witb the jsrd for exercise. There are foniteen rooms, six of which are 31.Bx26{, and eif^t are 2S|x 38.1— all furnished with tho best style of seats and desks. FIRST FLOOR. I IIM. -T-^ -I EACH Se.t f, 3t.S lECOHOAMO THinO FLOOKf SKAIIIfAR SCHOOL, LOUISVILLE, KBNTUCKT. PLAK or aRAUKi.B SOROOL, LODISTILLB, KitWiUUKI. The ontdde dimeiiBioiia of the Public School-house on the corner of Centre and Wklnut HtreetB are B2 feet front b? 771 (eet deep, with awing on each Bide Tor steirs, cloeetg and halls, 7 1 b; 34 feet deep. On the first floor, besides an olBce Gw the Board of Trustees, (B,) the Superintendent, (C,) andSecretaiy, (D,) there are two acbool-rooma, (A,) 21 K 30, with a pupil cloak-room G) x 10 feet and a teachers' room 61 x B fbet attached. On the second and third floor ore fbur rooms of the same dze, with similar small rooms attached, and on the fburth floor arc two school-rooms, (A,) and one large hoU, (D,) capable of being en- larged to the additional capadty of the school-roonu by sliding the partitions into the walla. Around three sides of each school-room is a raised ptatfonn Ibr recttatioDH, and on the fourth fbr the teacher. Into the walls, in the place of blackened or Other prepared dark surface, are set large slates tor demonstratiTB exercixeB. Each story is supplied with pure air, water, and every requirement of comfbrt, cleanliness and health, and security agaioat Are or panic The stairs are on each side of the building, ninniog up half waj to a platibrm, and thence to the floor abore, with solid partitions dividing the difltrent flights — preventing Hlidlng, and danger from pressure. It is built of brick, with stone trimmings, slate roo^ and galTaniied iron cor- nice^ and fhmished with the heat style of seats and desks, at a ooot of $15,000, exclusive of lot valued at $12,000. ef 0 HKAiiiiAK SCHOOL, LocwviLu, xnrnxxT. 8WIOVB FUWB. GEAMlfAK SCBOOI, LODIBVUXE, KBNTUCKT. 671 Third Floor. A* BobOOriOOUl* & AmnUy a. Papili* •inkHroom. i. Tmtimn* MJaifcd bj tUdiiif psitftiooi. FovRTH Floor. PDBUC HISK SCHOOL OF ST. LODB. Pi«. 1. D DiacnurnoN or the L-nLDino DmanD mb thi Pitiuo Hns 80KOOL or St. Lock, MiMocai. Th> building m tU eztrema length !■ ooe hmidred and lii Ibat ; ind in iti exMoK width dgfatj-foar feet, InolndiDg town* mkI Maaepti. The bod; of the boildiDg k eight]r-lbtir fut, b; axt^-MTen ; hmuh height ■e*. move the remainder of the work being of hand pressed brick. There are several advantages daimed in the plan of this Union School. In the first place the large room or chapel is placed in the first, instead of as is usual, in the third or upper story. This is infinitely more convenient and safe, than It is to require an entire congregation at commencement or other exercises, to climb up (0 the top of a high building. It is also more desirable, as the infant children can be taken into the room on all oceasions, without danger to them, which in ordinary cases, tutors are afhud to do. In this plan it will be seen that the infant children have access to their school room by side doors, independent of the main halls which are used by the older scholars, also a very desirable ar- rangement The entire separation of the sexes in the access to, and egress from, the*school is secured, and yet by the interior arrangement of the rooms they can unite when required during their studies, and separate again to their respective class rooms without confusion or inconvenience. Constructively also it has several advantages. Requiring strong interior walls, there is ample opportunity for carry- ing up the warm air and ventilating flues in them, instead of in outside walls, thereby securing more sure and constant action of the air in the flues, both injecting and ejecting, and removing all doubt as to their proper action. The doors to all rooms are made with a swinging panel over the transom, so that in the warm weather, by opening these, and the windows of halls and rooms, a con- stant change of aur is gained. The exterior walls are all holk>w and plastered into the brick work. The stairoasea are wide and easy to ascend, giving ample opportunity to dischai^ the entire number of scholars in a few seconds of time. The plans have been originated, matured and carried out, by Messrs. Jordan A Anderson of Detroit, Michigan. VNIOK FOBUO SOBOOLy TPSILANTI, MICHIOAK. 58? Big. 2^— Plan of Basdont. A A— Halls. BBBB— Fomaces. C—Janitor's Room. Fig. 3«— PuLK or F1B8T Stobt. AA— Hallfl. B— Chapel) or Hall for general ezerdflefl* GCGC— Primary Room& DD— Clothes Rooms. Sed«40ft.tDli]]4ih. 588 UMIOy FDBLIO 80H00L, miLAxm^ MXamOAV, Pig. i^-BBConD Stobt Plan. AAAA— HaUs. BBB— Olaas RoomR. GGC— Recitation Rooma D — ^Library. E— Apparatus Room. F— Clothes Rooms. Fig. 4^-Thibd Stobt Tlas. BM]«40ft.toliiidL AAAA—HaUfl. BBBB-^ass Booms. C GO— Recitation Rooms. DD— Tutors- Rooins. ££— Glothee Rooms. PusB OF TTkiok ScHOOL-Honai ik Am Abbob, Hicmojur. ■ Tm gTonndt of the Public Ei(^ Sehool or Union School In the titj of Ann Arbor, Ifichigan, occupy an entire aqoare — in the center of which (Figure J] the building stands. That portloa which it in front ia planted with tren and ■hrabberj, so dlapetaed with iDterraU of green awardandpartemaoffloweiBiby an experienced gardener, as to produce the finest effect. The portion in the rear ia divided into two jarda, appropriately fitted up for the recraatioiis of either mz. PLf. S. GaoDima. Hie boildiDg ia three stories high, as is shown in FigOK 1, besidee a baae- ment 9 feet bi^ The first and second storiea are each 12 feet, and the third ■tocf, whii^ is fluiahed'hi one hall, used for chapel and other general ezerdsea of the school, is 16 &et in the dear. The two wings on the first and second floors are occupied by dass-rooma, (A.) each 36 by 31 feet— those on one ride for pria and those on the other for boys— eadi daas-room having a large redtatdon room (B.) On the lower Boor one of thwe rooms is occupied by tbe library, and the other by apparetua. There are appropriate rooms (D. E a) for depositing outer garments. The flimitu™ ia of the latest and bert style Ibr strength and oonvenienoe. Ventilation ia secured by separate flues, (V.) and the entire building is heated by air, warmed by Ibr- naces in the basement, and introduced at different pdnts (h.) The grounds, the sdMM)^house, and the school constitute one «f the attrac- tions of Ann Arbor. mnas bchool-hoube in ann asboi, hicrigan. 591 1^ Fif. I. Pun AiB BiGciiB Puomi. BDoafS cnr high school, Cincinnati PUBUC SCHOOLS OP CINCIN^AT1. 593 Plaits or Hughis' Citt High School or Cihcinnatl The Hughes City High School is one of two Public High Schools, sustained partly out of two trust estates^ known as the '^ Woodward" and " Hu^hes^ Funds, by the City of Cincinnati, as part of its system of public instruction. This system has grown up to its present extent and usefulness since 1S28-9. when Col. Andrew Mack carried through the Legislature of Ohb. a bill for a special act, imposing a tax of $7,000 upon the city, for the erection of suitable buildings in the several wards, and an annual tax of $7,000 in each subsequent year, which, together with the State appropriation, was to be applied to the support of com- mon schools. Under this act, the system was commenced, and in 1834, it was better grounded and greatly extended by an act authorizing the City Council to build substantial school-houses, and to provide for the support of common schools therein at the expense of the city. Accord- ingly, the city was divided into districts, and in the course of four years nine buildings were erected, at an expense of $96,000— which, in loca- tion, size,, and arrangement^ were greatly in advance of the then gen- erally received notices of school architecture. From year to year the number of houses has been increased, to meet the demands of the grow- ing population, and the style and fixtures greatly improved. The care of the schools is committed to a Board of Trustees and Visitors, one for each ward, elected by the legal voters thereof In 1845, the board were authorized to establish schools of different grades, and in 1847, a Central High School was organized under the charge of Prof H. H. Barney, who has just (1853,) been elected State Superintendent of Common Schools. In 1850, the Legislature authorized the appointment of a Superinten- dent of Common Schools, " whose duty it should be to visit and siiper- intend all the common schools of the city, and, under the direction or the board of trustees and visitors of common schools, to establish such course of studies, rules, and regulations as may be deemed best calculated to promote the progress and well being of said schools." In 1852, the Woodward and Hughes Funds, amounting to $300,000, and yielding an annual income of over $6,000, were unit^ for the pur- pose of sustaining two High Schools, in different sections of the city — with the same requisites for admission and course of study, and open to both sexes. For the Hughes City High School a lot on Fiflh-street was pur- chased for $18,000, ana a building, of which the following diagrams present the size, and internal accommodations, was completed in 1853, at an expense of $20,000. The system of Public Instruction in Cincinnati, embraces : I. District schools — one for each of the twelve districts, into which the city is divided for school purposes. Each school is classified into four sections or grades, and the pupils pass from the lowest to the next high- est on examination, which is held twice a year. In 1850, there were 6,740 pupils, under 148 teachers, of whom 124 were females. II. German English Schools— three in number, are intended for the special accommodations of children born of German parents — and who are taught both the German and English language. In 1850, there were three schools, twenty-four teachers, and twenty-three hundred pupils. III. Evening Schools. Cincinnati was one of the first cities to pro- vide this class of schools for children who could not attend the day schools, and for adults whose early education had been neglected. In 1850, there were six schools, open five evenings in the week from October to February, with about six hundred pupils. IV. High Schools — of which there are now (1853) twa aOHOOL AKCHITBCIVKI. rif. S.— BAnHiXT FIf. 1— Pun Puoi. BUQHBV GIT7 HIGH SCHOOL. 595 Fif . 4w-4booii]> Floob. 596 WOODWARD HIGH SCHOOL OF CINCINNATI Plami or Woodward Hiqb School. Tbii beaotifiil bnflding, in the Todor style of arobiteotnre, is kioated on a lot bounded on Uie north by Franklin street, on the south by Woodward street, be- tween Broadway and Syoamore streets. It is oonstmoted of briok, with solid but- tresses ninning the height of the building and terminating with omamental pina- des. The windows are of rich traoery, bat sufBdently masslTe to give an idea of strengtli, — and quite unlike the oobweb eflbot usually |Modaoed by oast iron nnita- tioDs of stone. The external deooratkms are very rich, and possess those bold and artistic outlines so peculiar to the style. The roof is of lingular but pleasing con- struction, steep and lofty, covered entirely with cut slates, which give a rioh ap- pearance, and fringed with ornamental ridge work. In conception, and executioo, it is unquestionably the most correct architectural specimen of this olass of colle- giate buildings which has yet been produced in our Western States. The basement, which is lofty and well-lighted, comprises philosophical and ap- paratus rooms, large and well-regulated chambers for the heating apparatus, fuel, dbc. ; and the approach to it is by a continuance of the grand staircases, rendering this portion of the building as accessible and well-ventilated and lighted as any other. WOODWARD HIGH SCHOOL OF CINdNNATL 691 The groond floor has entrances on each of the four sidea, leadmg to apacioqa corridors, which oroas at right anglea in the centre of the building, — ^the intersec- tion being arranged in the form of an octagon, with arches on each side, produc- ing an imposing effect. On this floor are four large class rooms, each 36 feet by 28 foet, well arranged witli reference to the position of teacher, and the doors so located that the scholars face any one who enters. Contiguous to each class room is a commodious cloak room, aoceaBible both to the corridors and class rooms. One of the most noticeable and admirably disposed features of the building b the stair- cases. There are two of these, forming a flank to each side of the building. They eirtend from the basement to the lecture hall, on third floor, and terminate in two beautiful towers, which add materially to the external effect of the building. These staircases are wide, of very easy ascent, and, in their form of construction, with the arching overhead, present a really noble appearance. But this is their least merit ; located as they are, they afford an entrance on each side to the grand lecture hall, and, although contiguous to the latter, do not mar its beauty or comfort by break- ing up any portion of its space. Another invaluable result from this treatment, is security in ease of fire. Two large staircases so ntuated, widely apart fW>m each other, and, •**]>ongh attached to, practically isolated from the main body of the 598 WO(»>WARD HIGH SCHOOL OF CSNCINNATL baildiDg, preseDt the best safeguard, and render impossible the terrible cahmittei whiob have more than onoe resulted in our schools from the neglect of this pre- caution. The second floor is identical in its arrangement with the first The third floor is exclnsiYcly devoted to the lecture hall, the staircsses which flank and give access to it, and two ante-rooms, one on each side, accessible both from stairs and lecture hall. This lecture hall is, without exception, Uie grandest room of the kind which has yet been seen in this part of the world. Its entire dimen- sions are 83 feet by 68 feet, irrespective of the galleries, which are ingeniously ar- ranged over the ante-rooms, and in the space gained between the ceiling of the ante-rooms and that of the lecture hall, the height of the latter being 25 feet. The effect of these arched galleries at the end of the room is very fine. At one end of the room is a raised platform, occupying in length the entire width of the room, and in the centre of this end of the hall is a wide and lofty arched recess. The appearance of the hall, with its windows of rich Gothic tracery, the arched galleries, the ceiling formed of oak leaves crossing each other with hand- some rosettes at their intersection, and deep-sunk panels of a dark blue color, the WOODWARD HIGH SCHOOL OF CINCINNATT. 599 rich waimoolting of ihe walls, and handaomely devised doorways, present altogether an appearance of nniuaal beanty. Tbe artistic pecniiarities of the Tador style of Gothic have been faithfully carried into the minutest features of this structure, both internally and externally ; and the total absence of any admixture of other styles produces that charming efieot of harmony and unity which is the prevail- ing characteristic of this building. The enclosure of the area, on the Franklin street or main front, is formed of a rich iron railing, of Gothic design, resting upon a bold plinth of Dayton stone. The piers which flank the enclosure at each end, and the central gate piers, are also of Dayton stone, of beautiful dengn, and richly carved and ornamented. Tbe cost of the building was very near $44,000, including four furnaces for warming, gas fixtures, &o. The entire cost of the structure, including fence, walls, railing, grading, ftc., was 153,000. It was designed and superintended by J. R. Hamilton, architect, and erected by Daniel Lavbht, contractor, under the foremanship of John Tay- lor,— all of Cincinnati. SCHOOL ARCUITBCTURE. qqi iMPBOYBlfENTS IN THE PlANS AND GONSTRUCnON OF PUBUC SCBOOL-BOUSBS IN PHILADELPHIA. B0LLIN08W0BTH SCHOOL. LETTER FROM EDWARD 8HIFPEN, ESQ^ PRESIDENT OF THE BOARD OF CONTROLLERS OF PUBLIC SCH00U3. The large, older, and. closely built cities of the United States suffer in compar- ison with their junior sisters in regard to their facilities for the placing of School- edifices. In the new cities there is ample opportunity of obtaining space at mod- erate cost, and in conyenleut localities — ^not so however with the old. School- houses should be fixed at centres of defined school-districts. In the old cities, this is impracticable, as in Philadelphia for instance, at least in the city proper. Consequently there has been built comparatively few School edifices for the public in the last ten years. At length it became essential, in order to supply the demand, that buildings of all conceivable plan, kind, and description, fi*om the rope walk to the stable, firom factory to the private reaidencei, should be used for School purposes. The School Controllers eventually took a deter- mined stand, and claimed at the hands of the City CouncUs that the children of their constituency had a right to be lodged six hours a day in healthy and con- venient School-houses, that they had a right to the pure air and sunlight which Providence accords to all mankind free of cost, and that if the mind was wor- thy of cultivation and preservation, the body was equally so. The Controllers claimed that one million of dollars was needed for building purposes alone, and that so much more was required as would command lots for the new edifices. The claim was heeded, the million dollars accorded, and several hun- dred thousand dollars more expended in the purchase of lots, in most cases not large enough, but as large as could be had, save at exorbitant cost Thus armed and equipped, the Controllers determined that the new Schools should be erected upon the most approved modem models ; that they should embrace all points of utility, and should avoid all those which had been tried and had failed. To accomplish this desirable end, their Committee closely examined the edifices of Boston, Providence, Worcester, Baltimore, Chicago, Milwaukee, St. Louis, Columbus, and other cities. In these examinations, much attention was given to details, and it may be fairly presumed that all the modem improve- ments and appliances have been studied, adopted, or rejected, and that the new stractures will have much to commend them to those who seek information upon the subject of School Architecture. The Report of the Philadelphia School Board of 1867 gives seventeen well executed wood-cuts of elevations and plans now in process of erection. It was wisely decided that among other points should be attentively regarded the fol- lowing features: Proper economy^ not parnmony. That while the School-house should present to the public eye a neat archi- tectural design, all useless ornamentation, internal and external, should be avoided, and most of all that the " confectionery " as well as the millinery of architecture should be dispensed with as uselesa costly, and out of taste. 002 SCHOOL-HOUSES IN PHILADELPHIA. That the School structares should be erected with a view to darabflitj, and the avoidance as M aa poaBible of repair. That whenever the location permitted, the building shonld stand alone^ ibr convenience, for b'ght, and for ventilation. That the best and most economical mode of heating and ventilation should oe adopted. That all buildings should have, when the size and location of lot admitted, light to each room from two exterior sides. That staircases of easy ascent should be located in different parts of the building, and ample means of ingress and egress should be afforded, so that in case of sudden alarm a whole School might be cleared instantly of its inmates without confusion or danger. That each class-room should have accommodation for hats and cloaks conve- niently located. That each class-room should be able to dismiss direcSy into the hall or stair- ways. That the hardware for School buildings should be suitable for constant and unusual use ; and that in all other particulars, regard should be had to utility, economy, convenience, and appearances. The mode of obtaining plans in Philadelphia for buildings was changed so as to permit those who are most familiar with the wants and requirements of the Schools, to obtain them without being obliged to advertise for competition. The practical result of the old system had proven most unfortunate, for, as a rule, the ablest and most experienced architects were averse to competition, and were unwilling to spend their talent, time, labor, and money upon plans, at the risk of rejection ; the effect therefore of the advertising system was to deprive the dty of the services of very many architects of acknowledged ability, and to narrow down the competition to a very limited number. The various Boards of School Directors have been consulted by the Oom- mittee on Property, in respect to the wants of their respective Schools, and, as a general rule, it is believed without exception, the plana adopted for new School-houses have met with the approbation of the DireotorsL The Committee on Property gained many usefhl hints and suggestions with respect to School-houses, on their visits to Boston, Cambridge, Baltimore, Kil- waukee, Chicago, St. Louis and Columbus j and it is believed that our edifices, when finished, will equal any in the country in their adaptation to School pur^ poses; that they will be a credit and ornament to our city; and that they will, by reason of the care taken in the matters of warming, ligh^ and ventilation, preserve the health of our children, many of whom have in the past been stored in ketones, churches, and dwellings rented for educational purposes. It seems to be the opinion of teachers, as well as of all who have the care and supervision of Schools in cities, that no School edifice is complete unless it contains a large hall, capable of accommodating at one time all the pupils of the School ; that every room should be well lighted, and that, when practicable, direct light should come into every room fi^m two sides, and the room should have also whatever of "borrowed light" it can commimd; that each School- house should be so ordered that every room may have Its separate means of ingress and egress; that stairway facilities should be numerous; that each divi^on should have its dothes-room conveniently located; and above all that ventilation, in winter and summer, should be so ordered as to keep the atmos- SCHOOL ARCHITBCnTRB. QO3 phere confitantlj changing bj the expulsion of the fonl air, and the continaons introduction of pure air from without, avoiding perceptible currents. With respect to the hall accommodations above referred to, it is scarcely nec- essary to say that when space is expressly devoted to that purpose, and to that alone, the cost of the building is correspondingly increased. On the contrary, if a number of class-rooms can at any time be converted into a large hall or room, the desired end is better attained. The plans which will be found in the Report explain how this may be ac- complished by means of glass partitions hung on pulleys or wheels at the top, and which with a slight impulse may be almost noiselessly rolled into the case- ments on the sides ; one advantage of this principle over a special assembling room, besides the matter of cost, is, that any number of class-rooms in which scholars are assembled may be suddenly converted into a large room, without the vacating of seats, and without the noise or the loss of time caused by moving; and that, instantly after any general exercise, in which a whole School may join, as in singing, or in the opening or closing exercises, the partitions may be dosed, the classes all being seated. Each story may be thus ar- ranged. When public buildings are by law given to the lotoeat bidder upon advertise- ment, and to be erected on the contract system upon plans and specifications, the door is open wide to fraud ijpon the public ; as a rule, the competition ia with very few, and they frequently irresponsible and unreliable builders, who seek to make pecuniary amends for low bids by slighting their work, and fur- nishing unsuitable material, in the hope of bringing sympathy to their aid, under various pretexts and pleas, when discovery is made or complaint uttered j and too often with success, to the public detriment. Security it is true may be demanded ; this, though wise, is not enough, for the sympathy which relieves the contractor also relieves the security; nor is there any way to secure entire justice to the public on the general competitive advertising plan. In PhUadel- phia, the Committee upon Property of the Controllers of Public Schools have done much to guard the public interests by requiring large and reliable security, by holding the contractor fast by reservations of large, unusual, and ample powers — by requiring incessant watchftdness of the supervising architects — ^by the appointment of an Inspector of School buildings, whose duty it is to be on constant visitation, watching the progress of each building, and reporting weekly to the Committee. Besides these checks and guards, the Committee itself pay frequent visits. While due regard seems to be paid to public interests, the Committee in like manner seems to look to ^r dealing between the contractor and material man and his sub-contractors. By law, Public buildings are not the subjects of mechanics' lien, and ordinarily it would be possible for an irresponsible con- tractor to bid low, complete his contract, pocket the price, and by leaving ma- terial and labor unpaid for, make large gains himself and throw the poor laborer and mechanic upon the mercy of a merciless man. To remedy this evil as &r as practicable, the Committee has provided for a release of claim by the material man and mechanic before final payment is made; and it has proven by actual experience of great advantage to public and private interests. The form of the building contract is hereto annexed, and is commended to those who have the responsibUity of erecting public buildings cast upon them. SCaoOL-HOUSBB IN PHILADELPHIA. 005 HOLLINOSWOBTH SCHOOL.* Upon looking over the plans of the many new School bmldings in Philadel- phia, now in procees of erection, one will be impressed at a glance with the Hollingsworth School, in the eighth ward. Having visited this School, the visitor will be strudc at once with the completeness and adaptability of the edi- fice for its purposes, and upon close inQ)ection, he will be satisfied that it is a model in all its detail, well worthy of imitation. This School should be visited in order that its simplicity, its economy and utility may be thoroughly compre- hended. It seems to combme all the principles to which reference has been made. I now proceed to give a dose description of all its parts, and to com- ment upon all points which strike us as specially worthy of note. The Hollingsworth School is named sfter Thomas G. Hollingsworth, who was connected with the Public Schools of Philadelphia fVom their institution till his death in advanced years — a fitting tribute to one who was a faithful public servant, and who did his whole duty in his generation. The cellars are well closed in, and the ceiling joists lathed and plastered. Frequently this important feature in public buildings and private dwellings is disregarded, and consequently the first story is cold in winter, unless heated at an unnecessary expense. A cold floor, though of boards, is not unlike one of stone in winter. Measured coal bins are built in the cellar, by which it can be fairly ascertained whether the coal is correct in quantity. A portion of the front pavement is excavated to enable the deposit of coal directly ftom the carts. In the cellars are located the steam fbmaces, the ventilating stove for summer use, and the various radiating sur&oes to generate warm air directly under the rooms designed to be heated. Inside walls throughout the building are of brick; the &ce work of rubble, neatly jointed and pointed with Portland cement It is common to use various coloring matters with the cement to mark the contrast between the stone and pointing more decidedly. Whatever effect this may produce to the eye, it is un- wise, as all coloring material destroys the adhesivness and cohesiveness, and in time faUs out, crumbles, and opens the joints to absorption of moisture. The cement however, uncolored, becomes as hard as the rocks it binds together, and is an enduring protection. The stone used as fiicing is laid as it comes ftom the quarries, the fiat side outward, and requires no dressing, except when used as quoins and comers. It is readily laid, and, when judgment is used, binds well ; and in walls thus built, the spalls are serviceable to fill interstices, so that no portion of the stone is lost Rubble work as used in this School has proven to be about twenty-five per cent cheaper than a pressed brick fiiont, and certainly is warmer in winter and cooler in summer. The areas to cellar windows are paved with brick, and capped with heavy North River flagging, oovered with heavy iron bars as gratings. This latter is essential to guard against acddents to small children, who seem to seek dan- gerous places. The window and door sills are all of granite or brown stone, and windows * Thii bniidinf m planned largely upon the points and saaettiont of Edward BhiMien, Ebq., Praddent nf the Board, after much obtervation by him of School edifices, and much practical attention for many yean to poblie School-bottses. by John C. Sidney, Esq., of Philadelphia, an architeet who has fiven ranch study to the subject of School Arehiteetuio. 606 0CHOOL ARCHITECTURE. aad door heads of Leiperville stone, affordiDg a better protection to walls in case of fire than if made of wood. The iron columns hereafter referred to rest on square stones twelve indies by- twelve inches, and four thick, set upon eighteen inch walls. Wells are emptied into sewer through twelve inch terra cotta pipes, into which all yard and roof water passes for purpose of cleansing. The importance of height of ceiling can not be over-estimated. Fourteen feet in the clear is not too much, and though the number of steps to each story is increased as the height of ceiling is increased, yet by a judicious arrangement of two flights and platform to each story, that objection ceases to have weight For children's use the risers should never be more than six and a-half inches, and tread twelve inches, one and one-fourth inches thick nosed. To prevent the danger to small children fix)m sliding on the stair^rail, a simple preventative is used in this building. A neatly devised screw with conical head projecting about half an inch above the rail, set in at distances of three feet apart, very soon admonish the sUding boys that the pftftti'nft is more comfortable in the omission than in the observance of the same. This building is admirably arranged in the matter of stairways, all judiciously located and capable for any emergency, and most convenient foi class-rooms — six in number and all well lighted. Each class-room is furnished with convenient dothes-rooms, fitted with double hooks. An observer will ordinarily find about one-half of the dothes-hooks broken fh>m ill usage, and therefore it is most essential that they be constructed so as to bear the rough usage of children ; so in &ct should all the hardware in the School-house be. In this building, the hardware has been selected with spedal reference to utility and school-boy usage. The closets are open at the top for drying and ventilating purposes, and the doors of the same for the same reason are kept three inches above the floor. The casing of window jambs is an unnecessary expense^ provided the same are rough floated as is hereafter specified. In &ct^ the less moulding and woodwork in a School-house, the better. The washboards and architraves should be as simple as possible; mouldings only give receptacles for dust, are of no practical use, and headings are generally for the same reason unwise, and besides are difficult to keep dean. In doors, however, modest moulding is per- haps desirable ibr appearance sake. Ardiitraves and washboards look well if simply planed and bevded on both edges; they are easily painted, dusted or scrubbed, and are by no means unseemly. Wainscoting in daas-rooms may well be avoided by the rough plastering referred to. With care on the part of the ardiitect in preparing specifications, a very large amount of material in woodwork and labor may be avoided. In preparing doors, it should be borne in mind that they are destined for hard usage; and that therefore they should be well made and thick; inside doors not less than two inches. A parlor door may be opened a dozen times a day — a school-room door slammed by each of fifi;y children ten times a day. The hardware for doors should be well sdected, especially where mortice lodes are used. Porcelain knobs should never be used, but doors should latch with the old-&shioned substantial thumb latch. The lode need have no knob therefore. A well made fine tumbler dead-lock, with escutcheon, is all that is needed where a thumb latch is used. And we may observe that no School needs more HOLUNGSWORTH SCHOOL. eoir 8 I 008 SCHOOLHOUSRS IN PHILADELPHIA. than one lock for an outside door. This should be on the front and motX ex- posed door, and it alone should have a knob. Other outer doors are better double bolted inside. The mortice lock and latch will not stand School us& Inside roller blinds without boxes are preferable to outside, being more con- venient and less exposed to the weather. Each fold should be cut in the oentxe except the one next to the frame, and be Aimished with bronze or japanned fastenings, and so should be all fastenings and iron trimmings in the buQding, to be free from rust. Gilt and brass should be avoided. Wainscoting is onlj needed where there is incessant passing, as in halls and stairways, provided the walls have the third coat of plaster of sharp pure sand washed clear and floated down hard. And in fact bo should all the plastering be done throughout the building, save the ceilings ; the eflfect is pretty, the walls will not change color nor receive pencil marks, and may be readily white- washed or painted if at any time needed. All outside walls should be stripped to prevent dampness before the plaster lath is put on. Yard hydrant should be fltted with screw nozzles for hose attachment All glass should be well bedded and back-puttied; with bedding, aU rattliQg of glass is avoided. Before proceeding to a detailed statement of the points which present them- selves, it is well to present several general features, which appear to be most striking and worthy of special comment. 1. The distribution of space and excellent arrangement of halls and entrances^ 2. The lighting of the building. 3. The ventilating and heating. It has been wisely concluded to avoid a fourth story building, and though a third story is added to the front, yet the rear has but two ; so that the two first stories, containing eighteen rooms, will accomm'odate nine hundred children, and the third story front two hundred more — eleven hundred in all ; and tliia is as many children as should be thrown together in one building. There are nine class-rooms on each floor, so arranged that each has direct light from two sides, while they have also borrowed light fix>m other sides through glass sash. This most desirable end can be obtained in the ordinary fiquare buildings only in comer rooms — say in four rooms — while in the School in question, there is no one of the eighteen rooms without it A glance at the plan will at once explain how by means of adding comers or projections, windows can be fumished for each room on two sides, no matter how many rooms in one story. Besides being a service in the matter of light, the plan also aids in the natural system of ventilation. The halls are comered so as to form the letter T; at the bottom of the T is the main entrance, and at the other ends, the side entrances, and as arranged \n the HoUingsworth School, there can be a direct circulation of air from North to South, and from East to West, most serviceable in Summer. The sliding sash before referred to are hung upon iron rails, securely fastened to the girders. Upon these rails the sash doors, fitted with pulleys, are easily glided into their respective casements, and are guided at the bottom by bolts which ran along the floor grooves cut transversely over the flooring; they roll 'almost noiselessly. The whole arrangement is very simple, and durable. The heating by steam and the ventilation are under one contract It HOLLING8WORTH SCHOOL, PHILADELPHIA. 609 GIO SCHOOL ARCBITECTURE. requires eveiy part of the building to be heated to lOO Fahrenheit, at the sanie time in the coldest weather, and ulso that the whole atmoephere of the building Bhould bo exhausted in twenty minutes, and renewed as often with the ouut nir, wliich in winter is to be warmed and thrown into the building. The fcl- lowiuji^ is a description of the meuns and appliances to secure these ends: — Tlie entire Iieating apparatus (except a few direct radiators in the LalUj i# placed in the basement or cellar. The boilers are subdividod, and form two div tinct heaters, placed front and back, incased with brickwork, fonuing li«t chambers, and external air introduced ; the heat from the boiler surface is ut J- ized, so tiiat in raUd weather ibe building can be tempered without any per- ceptible pressure of steam. The steam is conducted to groups of radiators placed in chambers under the flues leading to the different rooms, so arranged that all rooms are wanned br distinct heat chambers, and pure fresh air from outside the bnilding coudiunird through air ducts under them ; creating a constant influx of pure external air heated by contact with the radiators ; maintaining a temperature of seventy degrees in winter, and entering in a natural condition at other times. The veniilation is natural, by what is known as the downward principle, pro- duced by means of a double stack four feet in diameter, with an inner flue of cast-iron, heated by the smoke and escape heat from the boilers when in opera- tion, and by a large cannon stove at other times; thus forming a vacuum azhl strong upward column. In the stack, at each floor, openings are left connected with air ppacis between the ceilings and floors, forming a clear air space under the entire sur- face of the floora Openings covered with iron gratings are placed in the floors through which the cool and impure air fnjm the lower part of the rooms escapes to the heated stack, and induces the warm air to come dowa to the floor, passes under the children's feet, equalizes tlie temperature througl- out the entire building, and changes it every half hour. Top ventilation i* also secured by the same means when necessary to waste the heat. I must not close without reference to an appliance for filtering the water which is to bo used by the children ; and I am gratified to note that amon? all the appliances for health, the subject of pure water is not forgotten. Thv Alters are buried eight feet under ground, and are thus described, viz. : It is made of gla.«8 cut into equal lengths, alwut three-fourths of an inch in width, and one-eighth of an incli in thickness. These pieces ure placed together, so as to form a circle fixed upon a baein composed of metal, which is the receptacle for the material filtered from the water. The glass is so arranged as to be almost water-tight, and it is only the pressure of a head that forces the water through. The water is filtered into a reservoir composed of stone jar« or iron tanks, as may be preferred, the stop-cock being made so tliat no preseun? is upon the reservoirs except when the hydrant is in use. The filtered water is drawn from the reser\'oirs, and the hydrant is so constructed that by moving the nozzle to one side, you draw the filtered water, and by reversing it, the ordinarj' water is drawn, which at the same time cleanses the filter of the accu- mulation of sediment, it being a self-cleansing apparatus. EDW. SHIPPEX. Philadelphu, Dec. 12, 1867. HOLLINGd WORTH SCUOOL, PIIIL&DELPBIA. LCDLOW STREET BCROOL HDUSE. L01T St»IT, BIUW TBIBTT'flllTB. n.AM or nssT rLooa. MORHiri sarooL iiour HESTON UNCLABSIFIED eCflOOL. Pun ov FiuT Floor. HthBECnOH. T ^ W^ ■1 Mr'" •" l''! |iV 1^ M'' ■ ^^^fc ^Li Z'*^ B^^H K ^^^^^1 ?^^^^^^^T T! w^ wi FIGEN SCHOOL, FOURTH aGt^-lOX, PHELADGLPHU. g]^7 TnLFTH Srun, iBDva Fitewhtm, \b'.i'«u* .iiiaB FOLRTEENTII SBCTION, PUILADCl.PlllA. 619 630 HOVOUDT 8CUO0L, I'llJLAUELPHIA. Karii Stuct, velow Fifth. Pim or FtBiT FtooB. RtTLEDGB SCflOOl^ PIIILADBLPaiA PLAN or riBBT FLOOR. BUTIEDSE SCHOOL 20TH SECTION. WYOMING AND VENANGO BL'HDOL. PHILADELPHIA. 023 A. D. BACRB SCHOOL HOnSE. TWINTT-BlCDHD IHD BbOWN PtLI.1 OF BCHDTLKILL. IBxai r IB I a) = s U.X 3iit ascrnoii. JAILS of SCHVTIXIIL KEYSTONE GRAMMAR SCHOOL, PHILADELPHIA. 627 PLAN OF FIRST rLOOR. 9th 8£0n0I. NIHETEENTH AND BABKEB 8T8. Vi /m 3 ^ <» ^ / J ^feSt. «is: ^ ;^ / / 1 r^ ' 1 1 mii[ J EiSJ ^sn ! ^m r3a? M \ .: \ ^ ^«l™i ,Bi| ft. f M ^ PIFTEENTil SECT.OK, PHIUDBLPHU. 16th SEOnon. SEVEHIEEHIH AID WOOD reil'noi.[>s school house. PiiM ne PiRir Flook. 20lh SECnOM. SEVENTH SECTION, PHILADELPHIA. 631 ^ s S; 13 < o H ** 2 M I SCHOOL ARCHITECTURE. Plans and Dbscription of ths Westbrn Fbmali Pubuc IIiqb School Build- ixG, Baltimore, Maryland. This baildlng is located oa Fayette street, about thirty feet west of Paca street. It stands on one of the highest eminences in the city of Baltimore, and has a front of seventy-seven feet, including two towers twenty-two feet square, which project four feet, each side of the main building, and a depth of one hundred and thirty-four feet. In the rear the building is eighty-eight feet, including the towers. It is capable of accommodating five to six hundred girls. The style of Architecture is Italian. There is a tower in each corner for stairways. Besides the staim-ays the towers will contain several rooms. They project fifteen feet from the facade of the main building, and form a Galilee or enclosed porch in front. The doors and windows are round top. Those of the towers are unequal triplets. Those of the flank are formed into couplets. The lower floor is divided into nine recitation rooms, includ- ing the chemical hall, which is twenty-four by eighty feet. The other recita- tion rooms are twenty-two by twenty-eight feet. The study room, which is in the second story, is one hundred and sixteen feet ten inches in length and sixty-five feet wide in the clear. Its altitude is twenty feet. There are two Female High Schools in Baltimore, the Eastern and the Western. They were organised in 1844. They have been found eminently useful in afibrding to young ladies the opportunity of receiving instructioQ in the higher branches of education. Cost of lot, $20,000; of building and furniture, $30,000. Fig. 2. Basbmbnt and Foundation. I— K — Furnaoet 634 FEMALE PUBLIC HIGH SCHOOL, BALTIMORE. Fig. 3. FiBST Floob. A — ^Recitation Rooms. B — Chemical Lectures and Apparatus. C— Water Closets. D — Towers, with Stairways. E — Arcaded Portico. F — Passage, with Stairway. G—Hall. ' — The small dots represent flues, for heated air, and for ventilation. Each ventilating flue is eight inches in diameter and terminates in a smoke flue on each side of the building. Fig. 4. Sboond Floor. H— Towers. I — Saloon and Lecture Room^«eat 500 girla. E— Rostrum. PLAN OF GRAMMAR SCHOOL, BALTIMORE 636 Plans of Primart and Grammar School 6cjnj)iN0S is Baltimore, Md. The following plans were prepared by Mr. J. J. Husband, of the firm of Averj & Hosbund, Architects, Baltimore, with the assistance of the Snperin- tendent of Public Schools, Rev. J. N. M'Jilton, D. D., under instructions from the Building Committee of the Sciiool Board in 1867. Cellar— Gbamhar School ^ OF GilAMMAR Scnof>L. DALTIMORG. p&..^^..aH.™B mt*int*lt 3Cm>0L, BALTIIIOBS, MABTUHH, (Front Zlentiaa.1 Ei^E^-~^-^^--~ FLA.S OF GRA.IIHAR SCHOOL, BALTIMORE, Fun rriR t Grimhai-Sckool. The plan of tlie Grammar School phoivs seren school- rooms on each floor, wilh lial and bonnet roomg, elairwaj's, Ac. The Principal's room in each slon- is 36x62 feet. lOD lain iug II n an'a ol' 1,372 square feet, and capable of 8eatiii(,- two hundred uiid flfLy pupilx, ivitlioiit tntcrfi.Ti'nco with the aisles which lend fruni t!ie apartment to the rooms of llie as^^islant tencliers. The class-roooifi ol afsislaut teachers are six in number. Thej- are varied in their dimensions. In each of these roonis seveoty or more pupiU may be seated. Each floor will G;58 PLAN OF OKAMMAll U^'HUOL, 1 afford accommodations for six huadred and geventj to seven butdred popUa, The rooms are so arranged t)mt tlie Priucipal at bis desk, or in any part of his room, can bave a view tiirougb tlie snali partitions of all the rooms, and of all llie pupils n b m Tb pup may be sn sea ed as to fucjs tbe side wall at wbicb tbe Pnn p s de k s pi 'd ad by a h gb urn of (lie bead their faces maj be dtrec ed tuwa ds e desk enev t may be n SniKi— G>4KBAa Bi-aoeL. PLAN OP GRAMMAR SCHOOL, BALTIMORE. 639 throwing up the sa&h of the partitions, the whole floor may be used as a fliugle room, when addresses are to be delivered to the school, or general orders given. There are two stairways on the plans— one near the front, the other near tlie rear wall, by which, whenever it becomes necessary, the pupils may be removed from the building in a few minutes. The doors of all the rooms, and those leading from the building, open out- wardly. Framing of Roof— Gra.mmar School. OIUM.tlAK SCHOOL FOR aiHLB. Fl^. ?. OlKtUXD FlOOB. Plavb ov Gravmab ScHOOL-HODsa, No. 47, Niir Tork Citt. Tbi eleratton represenU the new SchooMioDsc erected In Twdfih Street, between BrMdmj and niiiTenit7 Place, for a Grammar School for girls. The building baa a front of S4 feet, and a 100 feet deep and 4 stories high. It ii built of brick, the baMinuiit having a brown ilone front, well flaished, with an encellent archltactnral effect. Figoie HIo. 9, is the ftround floor, chiefly occupied as Che play-gronnd fbr the ■cboUts, extending nnder nearly the whole hnilding, and protected from the weather by doors and wull*. In fine weather the doora being thrown open, ample room is afforded for exen-iie. The lettering in the plan will enable Ihc reader to see at onco the arrangement of the rooms. At the right is the Library and Che rooms for the meetings of the School Officers of the Ward. At Ihe left are rooms for the Teachers, and the Janitor, and Wardrobes for the U9c oF the popitfl. The water-closets are at the rear part of the building. )f SKAHMAR SCHOOL rOB OIBU. Ilf . A. FniT Flool Tbers Is ■ mIUu* under the whole bailding, whcro fuel ii atoi«d, and cfae rnraaces ■re pland. Of thsM thsra are Ore, tnnitnict«d bj Mcsin. CdItbt, SimoDda & Co.. of New Tork. The Bnl 11017 ■* occupied bj the Primary DepamneDl, ud hu (ix clMMVonii, at represented Id Tig. 3, bende the \ug» room, wbtra the pnpili auomble at the Dpniing and cIoM of the echool. Four wardrobei are placed on each side of the stainraj, where the outer clothing of the schtdan are hung dniiiig acboU hoan. The tiainrajf , on e«ch side of the hotue, affonl an egtwt into the plsy^gTODiid. The lecoDd itoTj, Fig. 4, j* the lame at the flnt, eicept Ibu two of the claM-roomi ■» lappUed with deski for the npper claieei. The third ilory, rapreiented in Fig. S, ii the lame, with llie ezcepdon that all tbe daw-raonu are fdniisbed with detkt. Thii department it lor the highest grade of •cholan, and i* similar, in all itt arrangements urith respect to wardrobes, Ac, to the other depsnments. The whole hooae Is fonilihed with the School FomitnTe of Joseph h. Ross, and la Tery baadsomelir and coDTenieTttly arranged for the accommodation of the pupils. The bnilding was erected ander tbe sttperrision of Thomas S. Jackson, architect; ate mason-woil being performed bjr Wm. B. Bhoadt*, and the carpenter's work b; FSwert i Schoouusker. PIJBUC eCHOOI^HOUBE ^UUB£R TWENTV. NEW YORK CJTV. 945 PL.1KH or Pimua fiCHOOL-HOOBE Nif'MBER TWBHTT Fablio Qranuiur School No. 20 ia located in Cbrjetie near Uelaucej street inthoTeothWard. The lot oa wbicb the building issitiutedisiooreot square. The main building ia GO by 97 feet, with [bur ving^ 2& bir 28, and S5 b; 3'i. which give it a frontage of 100 feet. The style of architecture of the front i& There is a cellar under four wingB and front of the main building. The cellar ia eight leet b the clear. The baaement atory Is ten feet in the dear, and the ceilings of the three re- maining atoiiee are fonrteen feet in the clear. llie bnUdiug ia heated with Barrowa' furoacea. The rear ataira and plaUbnna are conatrucied of stone and inclosed with brick walla, thereby rendering the stairs flre-prooC The whole coat of the buikUng, iodiKUng tlie flimitore and Siting np, is about $<4,000. 64fl PIIIU.IC SCUOOl^HOUBE NUHBSB TWEKTT. NEW tOBK CITV. f. I— SirniD FuuiK. Pi No. IT.— [Vol. VI., No, 2.1-.34. PUBUC SCHOOL-HOUSE NUMBER TWENTY, NEW YORK CITY. 647 Fig. 3.— Third Floor, Fbmalk Dbpartmbht. '^ P«i>i">ri>|"i»n»r{*{i» OOOf'f TT^. U5^ Q».cs Ji Djl .-a, or I & ri»ri'r,"'"*ri'"i*~"'i* ^ L>L*L»Li»U»U»L."L'» i>ri«ri»ri*ri*n»n»n» HKKH3* rh'"i»ri'i>n'MhQi lJ»U'L>LkRj-tK}» ^ARpttoec STATE NORMAL SCHOOLS, AND OTHEB INSTTTUTIOKB FOB THE' PROFESSIONAL TRAINING OF TEACHERS- PRELIMINARY REPORT. Ths following pages exhibit the condition of State Normal Schools and City Training Schools in operation in 1867-8, so far as returns have been received, in t^sponse to the Special Circular (No. 10,) of the Commissioner of Education, soliciting information on the whole subject of the Professional Training of Teachers in the several States. A more complete documentary history of the system in each State will be hereafter presented. REPORT OF COMMISSIONER OF EDUCATION. IfORIHAIi SCHOOIiS. PEBUMINAKT EBPOET. Pass* Circular of ContBilssloner of Educationy 641 Ha«iachvibtti Statb Normal Bchooli, 057 Fkamimobam Statb Normal School, Q59 Historienl Uiaeoone, Quarter Centennial Celebration, 683 Inaugaration of the fint Female Principal of a Normal School, 671 WBsrnBLD Statb Normal School, 681 Bridobwatbr Statb Normal School, 689 Salbm Statb Normal School, 607 Nbw York Statb Normal Schools, 703 Albany Statb Normal School. 703 OswBoo Statb Traiiiino School, 713 Michigan Statb Normal School, 719 Ypsilanti Statb Normal School, 720 Iowa Normal Systbm, T25 State University, 785 Nbw Jbribt, 789 Trenton SUte Normal School ; Famum Preparatory School, 731 Illinois, 745 Normal Univeriity, 743 PbNNSTLT ANIA, 752 Millenville Normal School, TB Edinboro Normal School 753 Manifield Normal School, T 753 Kotztown Normal School, 754 Wisconsin, 755 Platteville Normal School, 758 Minnesota, 7C1 Winona State Normal School 761 CALirORNIA, 769 San Pranciieo Stale Normal School, . .-. 769 Kansas, 771 Emporia State Normal School, 771 Mainb, 773 Farmington State Normal School ; Cattine State Normal School, 776 Maryland, 777 Baltimore State Normal School, ' 778 Indiana, 781 Terre Haote State Normal School, 781 South Carolina, 785 Charleston State and City Normal School, 785 Vermont, 789 Randolph State Normal School ; JohnioD l^te Normal School, .* 790 Nbbraska, 791 Peru State Normal School, 792 Ohio, 793 Report 00 Profenional Training of Teachers, by Hon. E. E. While, 799 West Virginia, 806 West Liberty State Normal School ; Guyandotte State Normal School, 800 De lawarb, ; 807 Wilmington Sute Normal School, 807 Louisiana 808 New Orleans Stale and City Normal School 808 Missouri 809 St. Louis City Normal School, 809 Indiana, "8 >* City Normal and Training Schools, 819 Iowa 813 5 Spscial. Cmcvzjou ) No. lU. CIBCULAR RESPECTING NORMAL SCHOOLS, AND THE PB0FES8I0KAL TRAINING OF TEACHERS. U. S. Department op Education, Washington, D, C, 1867. Impressed with the paramount importance of the Teacher, in every institu- tion, and in all systems of instruction, public or private, the Commissioner of Education desires to obtain the fullest and latest information respecting Normal Schools, and all other institutions and agencies which exist in any State, for the preliminary training and subsequent profeasional improvement of teachers, especially of those connected with public schools. The subject, as will be seen by the accompanying pages, [Classified Index, IT. and XVI.,) has already received from him much attention, and he has a mass of documentary material which he proposes to make available for the fuller discussion, all over the country, of the organi^tion, studies, and methods of the following institutions and agencies : L State Normal Scthools. Date and circumstances of their establishment— course of instruction, espe- cially in the principles of education and the art of teaching — conditions of admission and graduation — ^privileges of diploma — whole number of students and graduates — cost, total and annual — results thus far. n. City Training Schools, and Classes. The same class of facts, with particulars as to the methods of training pupil-teachers in the management and instruction of classes and an. entire school. IIL" Teachers' iNSTiruTEa The special work of this agency — date of first introduction — ^annual State appropriation in aid — number held, and attendance each yeas— eyst^em. of conducting, — and results. rv. Teachers' Association's — State, County, and City. Date, and circumstances of establishment — frequency and length of meet- ings— subjects discussed — results. V. Legal Examination and Recognition op Teachers. The extent to which information has already been collected on each subject will be seen by reference to Classified Index, Chapters IV. and XVI. ; but sta- tistics in all cases since 1864 are desired, and for 1867, are indispensable. Any printed document, which has been instrumental in developing and mak- ing effective the idea of the professional training of teachers, and other inform- ation and suggestions respecting the above institutions, and other agencies and means specified in the accompanying article on the " Profe88ional Training of Teachers," will be acceptable. Selections from these documents will be 'given with the sketch of the institution to which they refer. The information, communicated in response to this Circular, so far as relates to 8tat€ and City Normal Schools, carefully edited, will be published early in 1868. UKNRY BARNARD, C&mmu'^sioner. CLUBIFIED INDEX OF BARNARD'S AMERICAN JOURNAL OF EDUCATION. nr. TBACHERB; NORMAL AND MODiXi 8CHOOJUB; TBACHERB* INBnnTBB. The School and the Teacbar in English Literatura, m. 155, 449; IV. 183; Till, «3; XYL 432. Legal Reoopiitioo of Teaohiof at a Profenion ; Me- morial, X. 307-306. The Teacher aa an Artiit, by Z. Richards, XIV. 60. The Teacher's Motives, by Horace Mann, XIV. 377. Essentials to Success in Teaching, L 561. Letters to a Yoang Teacher, by G. F. Thayer, I. Xil ; n. 103, 301, 657; m. 71. 313; IV.219, 450; VL 435;Tin.81. Lectures to Young Teachers ; Intellectual Education, by W. RusseU, H 113, 317 ; UL 47, 331 ; IV. 109, 300. Moral Education, DL 19. Special Training a Pre-requisile to Teaching, by H. Mann, XIIL 507. Teachers and their Education, by W. E. Cbanoing, XII.453. Professional Training of Teachers, TTTT 309. Didactics as a Department in Colleges, by T. Hill, XV. 177. German Views upon Female Teachers, IV. 795. Teachers* Conferences and other Modes of Profession- al Improvement, TTTT 373. Teachers' Institutes in Wisconsin, Vm. 673. In DtflTerent States — Historical Development, XV. 387. Connecticut, 367; New York, 305; Ohio, 401; Rhode Island, 405 ; Massachusetts, 413. School for Teachers, by W. R. Johnson, V. 799. Teachers' Seminaries, by C. E. Stowe, XV. 688. Rehition of Normal Schools to other Institutions, by W.F. Phelps, m. 417. Historical Development of Normal Sehoob in Europe and America, TTTT 753-770. Germany and other European States— Number, Loca- tion and Results of Normal Schools, VUL 360 ; Professional Training of Toochers in Anhalt, XV. 345 ; Austria, XVL 345 ; Baden, X. 313 ; Bavaria, VL389; Belgium, Vin. 503; Brunswick, XV. 453; France, TTTT U8l ; Greece, TTT, 579 ; Han- over, XV. 419; Hesse-Cassel, XV. 439; Hesse Darmstodt, XIV. 416; Holland, XIV. 501, 647; Lippe Detmold, XV. 475; Mecklenburg, XV. 464, 473 ; Nassau, IL 444 ; Prussia, XI. 165 ; Russia, TTT 737; Sardinia, m. 517; Saxony, V. 353; Switzerland, *lll 313. Great Britain. Training Colleges in England and Wales, X. 349. Normal Schools of the British and Foreign School Society, X. 435. Normal and Model Schools of the Home and Colonial Society, IX. 449. St. Mark's Training College for Masters of the National Society, X. 531. BatterMa Train- ing School for Parochial Schoolmasters, IX. 170. Chester Diocesan Training College, X. 553. Nor- mal Schools for Training Schoolmbtresses, X. 571 ; Normal Schools at Edinburgh and Glasgow, X. 583. Irish System of Training Teachen, XL 130. France. Normal Schools and Training, TTTT 881. Normal Scbooli of the Chriitlaa Brothers, m. 437. Holland. Normal School at Haarlem, XIV. 501. Pnisaia. Provisions for Education and Soppott of Teachers, XL 165-190. System of Normal Bcbooh* XIV. 191-340. Seminary School at WeiseeDfeb, vm. 455; XIV. 319. Dr. Julius on. XVL 8Bl Regulations of 1854, XVL 395. Normal Schools in Switzerland, TTTT 313^440. Normal and Model Sehoob of Upper Canada, XIV. 483. United States — Documentary History of Nonnal Sehoob— Adams, L 589 ; Bache. VIQ. 300 ; Bar- nard, X. 84, 40 ; Bates, XVI. 453 : Brooks, L, 587; Barrowes, XVL 195 ; Calhoun, XVL 86 ; Carter, XVL 77 ; Cbanning, TTT 453 ; Clioton, Itlll 341 : Dwight. IV. 16 : Edwards, XVL 371 ; Em- erson, XVL 93: Everett, XHL 758; Gallaadet^ X. 16 ; Hnll, V. 388 ; XVI. 75 ; Humphroy, XIL 655 ; Julius, XVL 80 ; Johnson, V. 798 ; Lindsley, Vn. 35 ; Mann, V. 646 ; VIIL 360 ; Olmsted, V. 360 ; Peiroe, IV. 3a5 ; Phelps, HL 417 ; Putnam, L 588; Sears, XVL 471; Stephens, VIIL 368; Stowe. XV. 688; Tillingbast, L 67 ; Weteler,L 500; Wickersbam, XV. 331. Chapter in the History of Normal Sehoob in New England ; Charles Brooks, L 587. California. Sute Normal School, XVL ®8. Connecticut. Hutory of State Normal School, X. 15^58. History of Teachers' Institutes, XV. 387. Illinois. State Normal University at Bloomingtoo, IV. 774. Kentucky. SUte Normal School, JIL 317. Maine. State Normal School, XVIL Maryland. State Normal School, TVIi Massachusetts. State Normal School at Bridgcwatei, V. 646 ; XVI. 505. At Barre; Everett's Address. XnL 758. At Westfield, XIL 653. Teachen' Seminary at Andover, V. 366. History of Teacb- ers' Institutes, XV. 387. New Jersey. State Normal School, IIL 391. Its Aims, by D. Cole, V. 835. Faruum Prepax»tory School, TTT 397. New York. State Normal School at Albany, 341, 531. History of Teachers' Institutes, 305. Training School at Oswego, XVL 330. No^ mal School at Brockport, ItVll, Ohio. History of Tear hen' Inititutes, XV. 401. Normal Sehoob in, ItVll, Pennsylvania. Professional Training of Teachers, XIV. TSi. Normal School at Millenville, XV. 331. Philadelphia Normal School lor Female Teachen, XIV. 737. XVL 195. Normal Soboel at Mansfield, XVIL Rhode Isbnd. Education of Teachen, XL 982. History of Teachen' Institutes, XV. 405. Vermont. Teachen' Seminary in 1833, XVL 146l State Normal Schools, XVIL Wisconsin. Teachen' Institutes, VILL 073. Nonnal Sehoob, XVn. PROFESSIONAL TRAINING OF TEACHERS, Thb experience of every country where the schoola, public, parochial, or private, have attained any high degree of excellence, and the teachers are respected for their personal and professional worth, has demonstrated that early and continued success in the work of instruction, and in the management of educational institu- tions generally, demands not only certain qualities of mind and character, and an amount and kind of scholarship equal at least to the standard aimed at in the schools, but special preparation in knowledge and methods, and continued efforts at self and profes- sional improvement to obviate the inevitable tendencies of an isola- ted and monotonous occupation. To secure this preliminary train- ing, and progressive improvement in individual teachers, to exclude from the profession unworthy and incompetent members, to give opportunities of a generous genial culture as the basis of all special studies, and the source of a powerful unconscious tuition in manner, character, and daily life, to protect all who follow the business of teaching from pecuniary anxiety, and increase their means of per- sonal happiness and social influence, various institutions, agencies, and measures, legal and voluntary, have been resorted to, at differ- ent times, and in different countries. We here briefly enumerate some of these Institutions and Agencies, which will be more par- ticularly described elsewhere. I. Religious Communities, or Associations of persons, who, having served a severe and prolonged novitiate, or preparatory course to test their vocation, devote themselves .for life, and without pecuniary fee, or worldly reward, to the business of instruction. Such were the Benedictines, the Hieronymians, or Brethren of the Common Life, the Oratorians, the Brothers and Sisters of St. Francis of Paola, and other religious orders which have done their work, and given way to the Jesuits, the Ursulines, the Brethren of the Chris- tian Schools, (Tnstitut des Frerea des EcoUa Chretiennes,) and other teaching communities, whose schools are found in every country where the Catholic Church is established. The Mother House of 554 PROFESSIONAL TRAINING OF TEACHERS. each of these orders, where the novitiate is served, is, strictly speak ing, a Normal School, having its norma, or mle or pattern of pro- fessional hfe and practice. It is at the same time the home, where help, and rest and health are sought by its members in need, exhaus- tion, and old age. Several of these Houses preceded the establish- ment of Teachers* Seminaries which are the creation of the State. n. Institutions, supported or aided by the government for the purpose of training teachers for the schools which the State has undertaken to establish to protect itself from the ignorance of any portion of its people, or to add to its resources of strength and pro- duction the cultivated intellect and restrained passions of all its citi- zens. These institutions are called by different names, and are or- ganized and managed on different plans in different countries, but in all, their aims and functions are special, viz., to give to young men and women, found qualified in age, character, and scholastic attain- ments, a practical knowledge of the labors and duties of the school- room. In most of the German states, where they first received governmental recognition, they are called Teachers' Seminaries or Normal Schools, although the latter designation was originally ap- plied in Austria, to a select class in certain prominent schools com- posed of pupils who were receiving special instruction, and at the same time were employed as assistants in the school In England they are called Training Colleges. ni. Classes, or departments in one or more of the best schools m the chief towns, composed of scholars who have mastered the studies of the school, and show an aptness and desire to teach. These pupils receive additional and special instruction, and are em- ployed at a small and increasing compensation, first as assistants, then as under masters, and finally as head masters. This plan of training teachers for the public schools, especially in large towns, is the main reliance of the government in Austria and Holland, and with some modifications by which the best pupil-teacher become Queen's Scholars in the Training Colleges, in England. It is an admirable preliminary test and preparation of candidates for the regular Normal School, and might profitably be made supplementary to the latter. lY. Courses of Lectures in all Higher Seminaries of Learning on the History, Principles, and Art of Education — designed particularly for such students as propose to teach or may be called on to organ- ize and administer schools. Such lectures are delivered in many universities of Germany, and theological students are required to attend as a necessary preparation for the right performance of the FROFE88IONAL TRAINING OF TEACHERS. $55 daties of school inspectors and local school committees, which are always, although not ezclusively, composed of clergymen. Such in- stmction, whether given by lectures, or by class-book and recitation, should be deemed essential to graduation in dny College or Acade- my or High School, which are the natural sources to supply teach- ers to the schools below. Originally the degree of Bachelor and Mas- ter of Arts were evidence of the scholarship and authority of the holders to establish, teach, and govern schools. Such knowledge should enter into the training of all liberally educated American citizens, whose services are in constant demand as trustees and com- mittees of schools of different grade. When such courses are sup- plemented by practical training in a Normal School, it forms a valu- able part of the professional education of a teacher. y. Itinerating Normal Agents and Organizers of Schools, to hold Teacheirs' Institutes, to act as Inspectors of Schools, assist in the establishment of new institutions, and imparting life and efficiency to schools which have run down under inefficient teachers, and bring up to a normal standard the schools and the public sentiment of particular districts. The efforts of an indefatigable Normal Agent like William S. Baker, so highly appreciated in Connecticut and Rhode Island, or of a School Organizer like those sent out by the Commissioners of National Education in Ireland, or the British and Foreign School Society, by familiar conversation with teachers, and practical illustrations in their schoolrooms, of improved methods of arranging the studies, and conducting schools will reach more widely than a Normal School. ' YI. Teachers^ Institutes, or gatherings of teachers, both for con- ference and instruction, for a period of not less than one, nor more than four weeks, in successive years in different localities, and includ- ing in its operations school officers and parents. Such gatherings of teachers, old and young of both sexes, and of schools of different grades; in such numbers as will develop the sympathies and power of a common pursuit, and yet not so large as to exclude the freedom of individual thought and action ; for a period of time, long enough to admit of a systematic plan of operations, and yet not so protracted as to provQ, a burdensome expense, or an interruption to other en- gagements ; under the direction of men, whose claim to respect and continued attention is their large experience and acknowledged suc^ cess as educators and teachers ; in a course of instruction, at once theoretical and practical, combined with opportunities of inquiry, discussion, and familiar conversation — such gatherings of teachers so organized and conducted as to exclude professional jealousy, and at the same time to enlist the cooperation and attendance of school 656 FROFE8SIONAL TRAINING OF TEACHERS ofScers and parentfi, by assigning to the evening lectures and dis- cosaions, all topics of general interest to the community, as well as to teachers, will begin the work of renovation and improvement at once in the home and the school, in the heads and hearts of parents, in the enthusiasm, enlarged knowledge and practical skill of teachers, and in the well considered and liberal action of school officers, and the public generally. YIL A system of examination, by which only persons of the light spirit, character, attainments, and practical skill, are licensed to teach, combined with modes of school inspection, by which in- competent and unworthy members are excluded from the profession. VIII. Plans of associations of the teachers of a school, city, or larger district, for periodical conferences for mutual and professional improvement, and for occasional visits to each others' schools. IX. Legal recognition of the true value of the teacher's office, by exemption from all services which interfere with the full performance of its duties, or imply that the constant care and highest nurture of children and youth are of secondary interest ; and by provision for its permanence and adequate compensation, independent of the negligence or parsimony of parents and municipal authorities. X. A system of promotion from a less desirable school, to one more so in respect to studies, location, and salary, dependent not upon favoritism, but upon an open and impartial examination. XI. Access to books on the theory and practice of teaching, and to educational periodicals, by which the young and inexperienced teacher is made acquainted with the views of experienced teachers in his own and other times, in his own and other countries. Xn. Facilities for the acquisition of some industrial pursuit, out of school hours, which will add to the happiness and emoluments of the teacher, without diminishing his personal influence as the edu- cator of the community. Xni. A system of savings, aided and guaranteed by the govern- ment, but founded in habits of thrift and forecast in the teachers, by which provision is made for themselves in old age, or sickness, and for their families, in case of death. By these and other institutions, agencies, and means, ali^eady recog- nized or established to some extent, the office of teacher has been greatly elevated in usefulness and in social and pecuniary considera- tion. It is the object of this work to bring together the experience of different states in this most important department of the whole field of educational labor, as presented in official documents, and the observations of intelligent and trustworthy educators. MASSACHUSfiTTS STATE NORMAL SCHOOLa 657 OOUBSB or SniDT IN THB VOBMAL SCHOOLS) ADOFTBD JAKUABT 9, 1866. Thb demgn of the Normal Schools is strictlj professional ; that is, to prepare, in the best possible manner, the pupils for the work of or^ganizing, governing, and instructing the Public Schools of the Commonwealth. To this end there must be the most thorough knowledge: first, of the branches of learning required to be taught m the schools; and, seaynd^ of the best methods of teaching those branches. The Hmt of the course extends through a period otUoo years; and is divided into terms of twenty weeks each, with dailj sessions of not leas than fivehours^ five days each week. The branches of stadj to be pursued are as follows: First Term, 1. Arithmetic, oral and written, begun. 2. Geometry begun. 3. Chemistry. 4 Grammar and Analysis of the English languaga Second Term, 1. Arithmetic completed; Algebra begun. 2. Geometry completed ; Geography and History begun. 3. Physiology and Hygiene. 4. Grammar and Analysis completed. 6. Lessons onoe or twice a week in Botany and Zoology. Third l^rm, 1. Algebra completed ; Book-keeping. 2. Geography and History completed. 3. Natural Philosophy. 4 Rhetoric and English Literature. 6. Lessons once or twice a week m liinenilogy and Geology. Fovaih Term, 1. Astronomy. 2. Mental and Moral Science— including the principles and art of Reasoning. 3. Theory and Art of Teaching, — including: CL.) Principles and Methods of Instruction. (2.^ School Organization and Government. (3.) School Laws of Massachusetts. i. The Civil Polity of Massachusetts and the United States. In connection with the foregohig, constant and carefhl attention to be given throughout the course to drawing and delineations on the blackboard ; music; spelling, with derivations and definitions; reading, including analysis of sounds and vocal gymnastics; and writing. The Latin and French languages may be pursued as optional studies, but not to the neglect of the English course. General exercises in composition, gymnastics, object lessons, fta, to be con- ducted in such manner and at such times as the Principals shall deem best. Lectures on the different branches pursued, and on related topics, to be given by genUemen fit>m abroad, as the Board or the Visitors shall direct, and a£o by the teachers and more advanced scholars. The order of the studies in the course may be varied in special cases, with the approval of the Visitors. The Board deem it unwise to encourage the formation of regular advanced classes, whose instruction can not &il to divert a considerable amount of the time and attention of the teachers fix>m the under-graduate course ; but grad- uates who wish to review any part of their course, or to make more thorough attainments in particular branches, and who are willing to render such assist- ance as may be needed in giving instruction in the schools, may, with the con- sent and under the direction of the Visitors^ remain at the schools for a period not exceeding two terms. 42 STATE NORMAL SCHOOL AT FBAMINGHAX, MASS. HISTOET. Tab Statb Normal School at Framingham, the first Normal School under State auspices in America, was opened at Lexington, with a formal Address by Gov. Everett, July 8d, 1889.* Three young ladies were all that presented themselves ' as candidates for examination. The school commenced with these, and the number increased in a few weeks to twelve. In October, a Model School was organized and placed under the charge of Miss Mary Swift. The school continued at Lexington for five years. In May, 1844, having outgrown its accommodations, it was removed to West Newton, where Josiah Quincy Jr., purchased* building, formerly used as a private Academy, which he gave to the Secretary of the Board of Education, who had searched in vain for a suitable structure within the means of the Board. The building was out of repair, but at the ex- pense of Mr. Mann, and the contribution of the citizens of West Newton, it was put in proper order for the use of the school The school increased in numbers, and additional accommodations were provided in the rooms at fir^t occupied by. the Model Department, which were vacated on the removal of the Model School to other quarters provided by the town. In 1850 «nd 1861, the Board of Education took measures to bring be- fore the Legislature the increasing wants of the school, and in May, 1852, the sum of S^,000 was placed at the disposal of the Board, to defray the expenses of providing a more commodious site and building. The Board were directed to receive propositions firom towns and individuals, and af- terwards to make such selection as would, in their opinion, best subserve the interests of the institution. After carefully considering the proposi- tions presented, the Board determined to transfer the school to Framing^ ham, where it was opened December 15th, 1858. The building now occupied by the State Normal School, with the prep- aration of the grounds, and the furniture, cost about $20,000. The site, consisting of five and three-quarter acres of land, was presented by indi- viduals. The town appropriated $2,500, and the Boston and Worcester Railroad Company $2,000, in aid of the erection of the building. The first Principal, Rev. Cyrus Peiroe, was compelled to resign on ac- count of ill health, ip 1842. His successor. Rev. Samuel J. May, had char^ of the school from Sept 1842, to Aug. 1844, when he resigned, and Mr. Peirce, who had recovered his health, was re-appointed, and re- •Thte AddteM mi i«|>«ted at Bam, on tlw 6fh of 8q>teinber, 1888, on the opening of the Voanal Sehool at that plaoe. 660 niAMiNGaAii nobmal school. Bumed his duties in September, 1844. Mr. Peirce again &iled in health, and was compelled to resign in April, 1849, and Rev. Eben a Steams was appointed to succeed him. Mr. Steams resigned in 1866, and Mr. George N. Bigelow, his successor, remained in charge of the school from that time till 1866, when on his resignation, the Board of Education de- termined to place the school under the charge of a lady, and Miss Annie K. Johnson was appointed PrincipaL Miss Johnson was installed Sep- tember 4th, 1866. This occasion, the first instance of a State Normal School being placed under the charge of a lady, was inaugurated by ad- dresses from Gov. Bullock and £z-Gov. Emory Washburn. OOlfDinON IN 1807. The following information of this school is from a Circular for 1867 : Nature and Design. This School was established by Uie State of Massachusetts for the prep- aration of female teachers to instruct in her public schools. Pupils are admitted from any State in the Union. Tuition is free to those intending to teach in the public schools of Mas- sachusetts; but those intending to teach in other States, or in private schools, are required to pay $16.00 a term for tuition. At the beginning of every term, each pupil pays $1.60 to meet incidental expenses. Conditions of Entrance. Candidates for admission must be at least sixteen years of age ; must give a pledge to remain in the School at least four consecutive terms, and to observe faithfully all the regulations of the Institution; and must declare their full intention of teaching in the public schools of Mas- sachusetts after graduation. They must also present a certificate of good physical, intellectual, and moral character, from some responsible person, and pass a satis&ctory examination in reading, spelling, writing, defining, grammar, geography, and arithmetic. The examination for admission takes place on Tuesday, the first day of each term, commencing at nine oVlock, a. m. Special examinations are allowed, in unusual cases, for a few days after the commencement of the term. Every pupil must fiiraish herself with a Bible, a dictionary, and a com- mon atlas, and can bring such other books as the applicant may have. Terms and Vacations. The school-year, consisting of forty weeks, is divided into two terms. The first term commences on the first Tuesday in September, and the second on the third Tuesday in February. The first term is preceded by a vacation of dght weeks, and the second by one of three weeks. Studies. The course of study indudes reading, with analysis of sounds and vocal gymnastics ; writing ; spelling, with derivations and definitions ; punctu- ation; grammar, with analysis of the English language; arithmetic; algebra ; geometry ; physical and political geography, with map-drawing ; fEAMINGHiJI NORMAL SCHOOL. QQX physiology ; botany ; zodlogy ; geology ; natural philosophy ; astronomy ; mental and moral philosophy ; school laws ; theory and art of teaching ; civil polity of Massachusetts and the United States; English literature; vocal music ; and drawing. Constant and careful attention will be given throughout the oourse to drawing and delineations on the black-board. The Latin and French languages may be pursued as optional studies, but not to the neglect of the English course. There are general exercises in composition, gymnastics, object-lessons, &c. Lectures on the different branches pursued, and on related topics, are given by gentlemen from abroad, as the Board or the Visitors shall direct; and also by the teachers and more advanced scholars. Graduates who wish to review a part of their course, or to make more thorough attainments in particular branches, and who are willing to ren- der such assistance as may be needed in giving instruction in the school, may, with the consent and under the direction of the Visitors, remain at the sdiool for a period not exceeding two derms. The length of the regular course is two years ; but pupils who have had much experience in teaching, and are well qualified, may complete it in a year and a hal( the shortest time for which one can be a member of the school Those who, in all probability, would become successful teach- ers, but who fail for any reason to oompUte the course in the required time, must, and others who desire it may, take a longer time. The special professional training consists, Ist^ of plans of exercises on each subject studied by the class. These plans are presented orally for the criticism of teachers and pupils. And 2d, of teaching exercises given by the Senior class to a class of children who come in from one of the public schools in town. Board. The price of Board varies from $4.00 to $4.12) per week. There is generally an extra charge for fuel and lights. Pupils are not permitted to board so far from the Institution as to render it impracticable for them to be present at all the regular exercises. Library, Apparatus, and Cabinet A well-selected Library belongs to the school, to which the pupils have daily access. The text-books in most of the English studies, and music, and encydopsddias, dictionaries, and many other works of refer- ence, are furnished to the pupils free of charge. The school is well sup- plied with apparatus for illustration in natural philosophy and chemis- try, and has a valuable cabinet of minerals and geological specimens. The friends of education are earnestly desired to contribute books and pamphlets for the library ; philosophical and chemical apparatus ; minerals and specimens of natural history for the cabinet These will add greatly to the present means of usefulness of th« Institution. 662 VRAMINaHAM NORMAL SCHOOL. The Institution is situated on a beautiful eminence, commanding a fine westerly yiew, that embraces a part of the Tillage, and a wide and Taried landscape. The society of the place is of an eleyated character. There are churches of the Unitarian, Baptist, Congregational, and Episcopal orders ; and each pupil is expected to attend regularly such one of these as she may select at the commencement of the term. The number of pupils who have entered the Normal School is 1,541 ; the number who have graduated, 1,092 ; number in 1867, 168. LESSON OF THE HOUB. In the " Memorial of the Qoarter-CenteDnial celebration of the establiahment of State Normal Schools in America, held at Framingham, July 1, 1864,** we find a letter from George B. Emerson, LL. D., in which be inculcates the " Lesson of the Hour/* 88 drawn from the life of Father Peirce, and the teachings of this school : Aim only at the highest ends : Appeal only to the purest and highest mo- tives : Fill jour souls with the noblest aspirations, your hearts with the warmest affections, your minds with the richest thoughts, and consecrate all to the great work in which you are engaged, the best and noblest werk to be done on earth : Aim always at perfection ; ** Be ye therefore perfect," — as no lower aim is adequate to the immortal destiny of man : Appeal always to conscience, so as to exercise it constantly from the beginning ; asking, in every event, what is right and good, and what is evil and wrong, and faithfully listening to its dic- tates and foUowing them : Inculcate the great truth that aU pleasure, all enjoy- ment, must come from the exercise of one or more of our faculties of body or mind, and that labor of body or mmd is thus the great blessing of humamty : Prepare for the leisure of life and for old age : Inculcate accountability to one^s self as an immortal being, destined to bear the consequences of neglect and enjoy the fruits of faithfmness, — accountability to God as His child, for every power and opportunity to do good to his other children, — the imitation of good and great men, the benefactors of the race, — the imitation of Christ. Never appeal to brute force except when it is absolutely demanded ; remem- bering, however, that corporal punishment may sometimes be necessary, but he must be a poor teacher who often has recourse to it. Never appeal to emula- tion, but insist on the divine lesson, " in honor preferring one another : ^ Re- member the injunction of the holy Paul, '* Be not overcome of evU, but over- come evil with good,** and that the only absolutely irresistible power is ever- enduring, wholly unselfish love. The teacher must be armed with this principle. She mttst love children ; and she ought to remember that all of them are or have lately been of that number of whom the Divine Master said, " Of such is the Kingdom of Heaven." Remember that the art of teaching, which should be the oldest, is really the newest of arts ; that, in most school, in all departments, much time is waited in teaching what is of little value, while many things, most important for the child to learn, are not taught at all. In short, what should be the great and leading object in every school, — ^preparation for the duties and labors of life — is, in many ways, in schools of all gnules, almost entirely neglected. FBAHIKGHAH STATE KOBHAL SCHOOL. HISTORICAL 8KXTCH.* Br R*r. Xbbi 8. SriABirg. Betwxbh the yean A. D. 1820 and 1886, there appeared upon the stage a small class of intelligent, cultivated self-sacrificing men, with all the vigor and freshness of early manhood, who saw, as it were at a gUnce, how matters stood [in elementary schools] ; deplored the educational decline ; and be^in earnestly, and, in general wisely, to apply the remedy. An ** Educational Re- vival,'' as our brother, the Orator, has aptly termed it, took place. The people began to see that a right education, widely diffused, would prove the glory of the State — nay more, was for her the only source of influence, power, and lastp ing greatness. Time and present circumstances forbid us to speak in fitting terms of these Educational Revivalists, to portray their characters, and to recount the noble deeds which each performed. Indeed, thank God ! many of them yet live ; yet enjoy the rich fruits of their early labors ; are yet able and ready to lend a help- ing hand to every good workf Foremost, perhaps, among these pioneers, was Jamis 0. Gartkr, genial as a friend, accomplished as a teacher, ardent as a politician, who fought most man- fully, and for a time nearly alone ; and to whom it is believed, belongs the honor not only of starting the great reform, but of perceiving how essential to its completeness and permanent utility, would be the thorough, professional education of teachers under public supervision and at the public charge. His newspaper articles on popular education, from A. D. 1821 to '24, — his letters to Hon. William Frescott, LL. D., on the Free Schools of New England, with Re- marks on the Principles of Instruction, — his Essays upon Fopuiar Education, containing a particidar examination of the schools of Massachusetts, and an outline for an Institution for the Education of Teachers," — ^his Memorial to the State Legislature in 1827, praying for aid to establish a Seminary for the Edu- cation of Teachers, with a Model School attached, — his efforts in I^ncaster, his native town, to carry out the school as a private enterprise, — ^his activity and influence in founding the '* American Institute of Instruction" in 1829-80, that noble society which for thirty years has been a source of life to the educational interests of the country, — ^his unremitted labors as a politician in behalf of Popular Education, — ^his successful introduction of a bill establishing the Board of Education, 'the detraction, persecution and financial disasters he encoun- tered in the advocacy of his schemes, — all these entitle James O. Carter to a most honorable mention. There were William C. Woodbridob, a teacher and the son of a teacher, distinguished as a geographer and editor of the Annals of Education and other works, — and Samuel R. Hall, for many years a teacher of teachers, and in 1829, the founder, at Andover, of a Seminary for Teachers — the first regular seminary in this country designed for such an object^ a genuine Normal School, « Abridged from an Addnii deUvered at the Quarter Gentonoial OelebnOon of State Noonal Behoola in Amecioa, at Framlni^iam, Jolj, 1864. t Mieoiolxaor the Sdneatloiial Labofi of Jamee G. Carter, WflUam 0. Woodbxidge, flamnel B. Ball, Thomae H. GaUaadet, vniUam A. Aloott, Honoe Maon, flamuel Lewla, Walter R. Johnaon, jodah Holbrook, Cyroa Peine, flattuel J. May, George B. Bmeieou, Charlee Brooke, Bdmund Dwight, WUUam Rnaaell, Bdward Brerett, Fxanda Wejland, Warren CQlbviD*, Mre. &nma WU- laid, MlGholae TiUinghaeC, and other laboien In the ednoaUonal field from 18S5to 1860, have appeared hi Bamard'a Amariean Jonmal of Bdncatton, and are gathered Into Jmmean Sduuh Uonal BSograpkgj voli. L and II. 664 VEAmNGHAM 8TATB NOBlf AL SCHOOIi. tboagh not of State patroiutge or adopUon,— and Gardner B. Perrt, of Brad- ford, a modest country clergyman, in early life a teacher of a distinguished liter- ary iuMtitution, who through a long and able life labored as he found opportu- nity, to promote popular education. There, too, were Thomas H. Oallaudit, the skillful, dcToted instructor of the deaf and dumb, who made the dull ear to hear of the wonders of the crea- tion, and the tongue of the dumb to sing the praises of God, — and Williak A. AxcoTT, the eccentric physician and educator and author of many good books. Horace Hank, the first Secretary of the Board of Education, came late into the work, [1887 J but brought with him all the powerful energies of his mature life ; all the leammg, culture and acumen which had distinguished him at the bar; all the knowledge of human nature and skill in management which made him successful as a politician ; and all the influence which he had acquired among the people. Withdrawing himself from less laborious and far more lucratiye occupations, he gave himself soul and body, to the great enterprise. Of his earnest, self-sacrificing devotion, of his indomitable perseverance amid opposi- tion and reproach, of his enormous personal labors, we cannot here speak. The prime agent in establishing the Board of Education, its aoul as weU as its Secretary, he was the establisher of tku school, and its most earnest and con- stant friend, so long as it continued within his reach ; and but for him it would have died for want of that mere pittance on which so much of its life has been supported, and which, again and again, he secured. Prominent among these was Edmund Dwioht, Uie merchant prince, as unoa* tentatious as munificent, whose open purse enabled the Secretary to live, which State patronage alone never could have done ; and whose timely gift of $10,000 to the State of Massachusetts, presented March 10, 1888, secured firom its Leg- idature a corresponding grant ; and was, as Mr. Makn has expressed ft, ^* the origin, the source, the punctum BolisM of the Normal Schools of Massachu- setts.*' But time fails me to speak of Samuel Lewis, Walter Johnson, Josiah Hol- BROOK, John A. Shaw, and a host of others. These and many more rest from their labors and their works do follow them. We have yet with us, thank Godt William Russell, the Educational journ- alist and associate of Woodbridge, whose native grace and charming elocution were as attractive as his pen was persuasive, and whose whole life has been spent m urging forward the work of popular education : Samuel J. Mat, the accomplished orator of this occasion, and the second Principal of this Institution ; the record of whose life is self-sacrifice, and earnest, unremitting endeavor in every good word and work designed to benefit mankind : Charles Brooks, whose labors in the years 1886-6-7, were second to those of no man— one might almost say to no number of men — ^to whom we owe the particular form^ which Normal Schools took, and who did very much toward preparing the publi mind to look with favor upon the new system ; who, be- ginning with his own parish in Hingham, for the space of three yeare, without compensation or paymeht of expenses, traveled over New Eneland, lectaring upon the Prussian system of Elementary Education, with especud reference to Normal Schools. Ytom. his friend, Victor Cousin, the-first scholar of France, he obtained reports and documents, and encouraging words, which were to him the pabulum vitn ; for in this phase of the enterprise he stood almost if not quite alone; yet pUntlng his feet literally on "Plymouth Rock,*^ he was conscious of strength. In behalf of a convention of teachers, called by him in Plymouth, he memoriallaed the Legislature in 1887, and was twice called before that body to speak upon his favorite subject : Hkmrt Barnard, as much as any man in this country, entitled to be called ihe Educator^ whose fruitful labors ate in their prime, and are destined to pro- duce results greater and still greater as time progresses, and of whom this is not the place to speak at length. Time and your patience fail me to speak of others who deserve the most hon- orable mention, and a large place in the affections of the hosts whom they have benefited. One more only shall be spoken of. I refer to ^Mr. Geo. B. Emerson, whose whole life has been given to educational labors. The son of a dlstin- nUHINOHAM STATE NORMAL SCHOOL. 665 guished phymcian, full of interest in popular education, and of labors to promote it, he has by inheritance the qualities which, under his own careful training and culture, have made him eminent in his profession, and distin- guished him as the friend of common schools. In A. D. 1821, he was selected to fill the responsible oflSce of Principal of the English High School in Boston, then just established. The work of organization, the plans and course of study, the nature of the discipline to be used, the means and motives to be employed, the moral and religious principles to be urged, all were left to his wisdom, skill and goodness. How well he did his work, let that noble institution, from that hour to the present the Just pride of the dty, tell. To him Warren Colburn, his friend, submitted the manuscript of that best of works on the science of numbers, "First Lessons in Arithmetic,** that, lesson by lesson, he might practically test the work in his school ; and the deserved popularity of this book was owing to Mr. Emerson's warm recommendations. In 1827, Mr. Emerson withdrew from the High School to open a Private School for Tonng Ladies, which he conducted with the most eminent success for more than a generation ; retiring from it in 1850, at a moment when, if possible, its popularity was greater than it had ever been before. Mr. Emerson, in 1827, was instrumental in forming the Boston Mechanics Institute, was its first Secretary, gave the opening address and delivered the first coarse of Lectures. In 1880 he was one of the foremost in forming the Amer- ican Institute of Instruction, was its first Secretary, and for many years its President In 1836, he was Chairman of a Committee to memoralize the Leg- islature on the subject of the Superintendence of Common Schools, and drew up the memoriaL No particular action being taken by the Legis^ture, in 1887 a second memorial, also drawn up by Mr. Emerson, was presented, on the es- tiiblishment of a Seodnary for Teachers. In 1848 he wrote the second part of the School and School Master, one of the wisest and best works of the kind ever given to the public. In 1880 he was active in the formation of the Boston So- ciety of Natural History, of which he was for many years President, and he was also for many years Corresponding Secretary of the American Academy of Arts and Sciences. In 1887, having been appointed by Gov. Everett Chairman of a Commission to conduct a Botanical and Zoological survey of the State, he gave to the public his admirable and exhaustive report on the ** Trees and Shrubs of Massachusetts.** From the very first, almost of course, Mr. Emerson was deeply interested in the Normal Schools, and labored assiduously to promote their interests. In 1847-S, he was member of the Boston School Committee, and the latter year was chosen a member of the Board of Education, and during the eight years of his service was most active and influentiaL He has been for several years, since his return from Europe in 1856, the Treasurer of the Board. The bill establishing the Board of Education was approved by Edward Everett, then Oovemor of the State, on the 20th of April, 1887. Horace Mann was then President of the Senate. At the first meeting of the Board, June 29th, 1887, Mr. Mann was chosen its Secretary. The constitution of the new Board made the ultimate Introduction of Normal Schools a certainty. Indeed, any scheme undertaken by such men as Edward Everett, Horace Mann, James (x. Carter, Edmund Dwight, George Putnam, B. A. Newton, Robert Bimtoul, Jr., and Jared Sparks, was a success tbe moment they grappled with it The first two reports of the Board were written by Mr. Everett, and his addresses at Lexington and Barre, with his great personal influ- ence, did much to prepare the public mind to welcome the new measures. In 1888, on the 19th of April, that day so memorable and glorious, the Leg- islature by joint resolve accepted the munificence of Mr. Dwight, and appropri- ated an equal sum to the founding of Normal Schools. The first examination of pupils for admission to the First Normal School es- tablished under this resolve, was at the school-house in Lexington, on Wednes- day, July 8d, 1839, and the institution began with three pupils. It was a dis- appointment, cruel, indeed. To feeble minds, the mortification would have been intense, and the seeming failure crushing ; but, small at it was, this was a beginning^ and they knew it, and were content Nothing daunted, the Board, on the first Wednesday of September, 1889, ^QQ FBAMINaHAM STATE NORMAL SCHOOL. opened a second school at Barre, under the direction of the late Prof. Newman ; and on the second Wednesday of September, 1840, a third in Bridgewater, under the direction of ihe late Col. Nicholas Tillinghast. It should be here understood that these schools were not at first State schools, but the schools of private munificence, aided by the State — ^the State being res- ponsible neither for success nor failure. Consequently, and indeed as a measure of policy also, private aid was solicited and private cooperation secured. To the school in Lexington, a building, used as an academy years before, was given, free of rent, for three years ; and some contributions were made by well-wishing citizens for repau^, apparatus, &c A similar arrangememt was effected for each of the other schools. The gentleman selected by the Board of Education to commence the experi- ment at Lexington, was Rev. Cyrus Peirce, a native of Waltham, Mass., bom August 15, 1790, and graduated at Harvard College in 1610, where he left be- hind him a reputation for pure morals, upright demeanor, and thoroughness in scholarship. In his sophomore year he taught the village school in West New- ton, where he was destined nearly fifty years after to close his long and success- ful educational career. Soon after leaving college, in 1810, he took the charge of a private school on the island of Nantucket ; whence, after two years of acceptable labor, he returned to Cambridge, and completed a course of study preparatory to the Christian ministry. After spending three years in prepara^ tion for what he looked forward to as his great life-work, he was urgently solic- ited to return to Nantucket and resume the work of instruction. Here he labored with his accustomed zeal and success until 1618, when he relinquished his pUice and entered upon the work of the ministry. During his residence in Nantucket Mr. Peirce was united in marriage with Miss Harriet Coffin of that place, to whose wisdom in counsel, readiness and constancy of sympathy, promptness and energy in action, combined with cheerfulness and hopefulness of disposition, and nch and varied culture, he doubtless owed much of his success in the different positions be afterwards filled. No sketch of his school, at least, could be complete which did not recognize the modest and uncompen- sated Ubor of Mrs. Peirce. May she long live to enjoy the gratitude of her own as well as her husband^s pupils, and the benign smiles of our Heavenly Father ! Mr. Peirce was settled as a mhiister in North Reading in A. D. 1819, and con- tinued ably and successfully to perform the duties of his office for eight years, when he resigned and again resumed the work of instruction, subsequently returned again to Nantucket, where he became a recognized autliority in aU school matters, and was first and foremost in every good word and work. His influence on the common schools of the island was great, and served to make them among the very best in the country. While in charge there of the new public High School, Mr. Mann accidentally met him, visited his school, became charmed with the man and delighted with his work. Hence he was invited, in 1889, as has been stated before, to take charge of the new, difficult and doubtful experiment at Lexington. No one can comprehend the situation of afbirs at the time, — the grandeur of the Enterprise if successful, — the disastrous consequences, if it failed, without cheerfully considering that this appointment was the high- est honor that could be conferred on any educator in the country ; without un- derstanding something of his feelings when he exclaimed to his wife, ** Harriet, I would rather die than fail in this experiment.*^ To his reputation as an in- structor a failure would have been a death firom which there would have been for Aim no resurrection. No wonder that, when he returned home from the disappointment of that first day, he said to Mrs. Peirce, '* The Board have made a mistake in electing me ; beyond Nantucket I am not known as a teacher, and the public have no confidence in me.*^ The despondency was but a passing doud,-— cheerfulness and hopefulness returned. The little school at Lexington of three pupils, with some additions in the next few days, was organized, and commenced its noble career, unfalteringly. Numbers slowly increased ; a Model School was organized in October, its first teacher being Miss Swift, now Mrs. Lamson, who is with us to-day ; and thus, on a small scale, the system was complete Many persons will remember how apathetic were the people in general, at this time, in regard to these schools ; FRABONOHAlf 8TAn NOBMAL SCHOOL. 66*7 vhfle some, ignorant of their true character, misapprehended and misunder- stood their design, so that envy and jealousy were soon added to the obstacles to be encountered. In the winter of 1840, a storm of opposition arose, and but for the most sldllful management and vigorous battle, the destruction of the Normal School and a dishonorable return of his money to Mr. Dwight, would have been the consequence. God be praised, the (Kd Bay State, which none love more tenderly than those who no longer dwell among her enlightened people, was saved this burning shame I The victory over political and theo- logical opposition, over narrow-minded Jealousy and rivalry, gave rise to a better understanding and an unexpected degree of popuUrity. So God every where " makes the wrath of man to praise Him.** Opposition did not cease at once, but it never agam gained strength enough to be very formidable. The school once started and safely through its first winter, continued slowly but steadily to increase until 1842, when the Principal, exhausted by the labors and anxieties attendant upon it, was compelled to resign and recruit his wasted powers. Thus far he had labored alpne ; and, that he might not give an argu- ment to the most penurious, and in order to make the limited funds hold out as long as possible, had not only managed and taught the school, but had per- formed some of its most menial offices. Both Mr. Peirce and Mr. Mann at once fixed upon Rev. Samttkl J. Mat, as a most worthy successor, and, by their solicitations, Mr. May gave up his parish in South Scituate, and accepted the appointment, Sept. 1, 1842. Mr. May, a nadve of Boston, was graduated at Harvard University in 1817. During his college life he taueht school in the winter, first in Concord and then in Beverly. Having completea k\B studies, preparatory to the ministry, at Cambridge, he commenced preaching in December, 1820, "the very Sunday after Daniel Webster^s solemn charge to the occupants of the pulpit to be faithful to the cause of the enslaved." In 1 822 he was settled as a pastor in Brooklyn, Conn,, where he remained fourteen years ; being, during the whole of that time, a member of the School Committee of the town, and devoting much time and thought to education. It was at his instance, that in 1826 the first popular convention on the subject of education and the improvement of schools was called.* In the years 1882-8-4 and S, he devoted much time to the anti-slavery cause, in connection with Mr. Garrison, Greorge Thompson, and the abolition- istfl. From 1886 to 1842 he was minister of the church of South Scituate, Mass., and in the sprinff of 1846, was settled as minister of the First Unita- rian Church in Syracuse, N. T., where he at present resides. During Mr. May's connection with this Institution its numbers greatly increased, and he was com- pelled to summon to his aid assistants. The fortunate selection of Miss Carolink E. Tilden, doubtless added still fhrther to the popuUrity of the school. Miss Tilden, a former parishioner of his, was educated at the Bridgewater School, and by her peculiar genius and talents, high culture and zeal, was well-fitted for the post Her heart was full of kind- ness, her manners attractive, and her eye was an almost irresistible charm. Her career was short ; she " preferred to wear out rather than to rust out," and soon passed away. Her associate, Miss Electa N. Lincoln, was a pupil of Mr. Peirce, a pupil and then an assistant, of Mr. May, asain an assistant and chief support of Mr. Peirce, and most ably conducted the afiiiirs of the institution during the interval between the close of the administration of Mr. Peirce and the beginning of that of Mr. Steams ; and with the latter she labored with un- tiring zeal and falthfHilness, assisting him to carry the school through a most difficult and critical period, as no other could have done, encouraging him by her example and cheerful spirit, until her marriage in 1860 to Mr. George N. Walton, of Lawrence. It may be well to state here, once for all, that it is impossible even to allude to the many highly cultivated, noble-spirited, self-sacrificing ladies who have Irom time to time labored in this school May God bless them all, as they have blessed others I ' ■ » » * An aeoount of Mr. May's Bdoeatknud Labon, with his RamlniMienoM of the Bdnoatkinal ** JtoTfralUfeB," wUl be fcond in the AnMiteui Journal of Educatton, Tol. XTI, pp. 141-146. 668 TRAlOVCUEUlf 8TATB HOBMAL SCHOOL. The flchool hAnng now quite oatgrown iU accommodAtions, Mr. May urged upon the citizeDS of Lexington the necearitj of proriding more ample onea, if the V would retain it. But a spirit of apathy bad fallen upon the people, or poa- ibly ther felt too sure of retaining the school without exertion on their part, and nothing was done. Finding uat there was no hope at Lexington, Mr. Mar Yisited several other towns in the vicinity, and succeeded in finding in the th^ greatly seelnded village of West Newton, a suitable building and grounds, and a manifest desire for the school on the part of the citixena. The premises had cost originally $8000, but were greatly out of repair, and were now offered at $15tried, devoted friend. We hftve no time to give an analysis of Mr. Peirce*s character, or of his method of instruction. This must be left to other persons and a fitter occa- sion. Mr. Peiroe's successor was Ebin S. Stiarns, a native of Bedford. He was appointed in May, 1849, but did not enter upon his labor until the following September, spending most of the intervening time in visiting schools in this and other States, preparing himself for the work. Mr. Steams graduated at Harvard University in 1841, and was immediately engaged in teaching; first in charge of the Ipswich High School ; then of the Free Street Female Seminary in Portland, Maine, whence he removed to Newburyport, organizing and teach- ing in the Female High School as its first Prindpil During this time he ob- served carefully the nature and workines of our Common School system ; and, being required to establish and conduct a teacher's class in his school at Newburyport, he not only had opportunity to acquaint hiuiself with the Nor- mal Schools, but also to gain considerable experience in the preparation of teachers. The school now became very large. The Model School was moved across the street to excellent accommodations fitted for it by the town of Newton, and now became, under Mr. Allen, one of the most useful and popular of schools. The room vacated by the Model Department was speedily appropriated to the growing wants of the Normal School Even this was not enough, and the question of a new building and larger aooommodations began to be agitated. The increase of numbers made possible some changes, which, with a smaller attendance, might have seemed of doubtftil expediency. The requirements for admission were more rigidly exacted. Pupils fallinff shoft of the required age, but a few days often, were rejected. A severe and binding pledge was ffiven in writing by every candidate, that she would be faithful as a member of the insti- tution, and devote herself to teaching, if qualified, in the schools of this State, and every one unwilling to give this pledge was excluded. The examinations for admission were made as severe as they well could be, and were conducted by members of the Board of Education, assisted by the teachers. None were allowed to stay in the school who did not give promise of aptness to teach, and ability to manage schools, however faithful in study or agreeable in behavior. The course of study was extended half a year, and made as thorough as possi- ble ; and an additional three years' course was introduced for such as sought a still higher culture. The carefulness and severity practiced in admitting pupils, the strictly professional character of the school, and the sifting and re- sifting, which the pupils had to undergo, had an obvious tendency to keep down numbers, as well as to raise the standard of acquisition. In 1860, and again in 1851, tiie Board of Education took measures to bring before the Legislature the increasing wants of the school, and on " May 18, 1852, the sum of $6000 was placed at the disposal of the Board of Education to defhiy the expenses of providing a more commodious site and building, and the necessary appurte- nances and apparatus for the accommodation of the State Normal School at West Newton ; and the Board were directed to receive propositions from towns and individuals in aid of these objects, and afterwards to make such selection as would, in their opinion, best subserve the interests and accommodate the wants of said schooL The time for receiving such propositions was limited to six months. Propositions soon began to come in. Lexington, seeing here an opportunity to recover the ground so carelessly lost, made most praiseworthy and liberal offers, and ursea her claims strenuously. Salem, with that large-hearted gen- erosity for which her citizens are so conspicuous, offered to provide such a building as Uie Board would direct, and meet the expense. Many other places made offers. West Newton was, perhaps, on the whole, the least liberal. The 670 FBAMINOHAM 8TATB NOBMAL SCHOOL. people had belieyed the school to be permanently located on the mde of their pleasant hills ; " they didn^t like the idea of other towns tr3ring to buy it away ;** ** they did not believe that the opulent and liberal State of Massachusetts really wanted their money or cared for more than a testimonial of good will; ** they did not realize, that, under Providence, the Normal School and the influences brought with it, and attendant upon it, had raised their village from compara- tive obscurity to notoriety, and added to it a large and cultivated population and considerable wealth. The landholders did not seem inclined to part with a suitable site for any reasonable sum ; and, in short, the effort of West Newton to retain the school, was too feeble to carry with it much weight. The final determination of the Board was to transfer this school to Framingham Centre, and to reward the generous impulses of Salem by creating a new State Normal School which should be located in that city. The Salem school was accordingly soon organized, and from that time to the present has been in a most flourish- ing condition. A site for the new school building having been selected in Framingham, the work of erection was soon commenced, and the school removed and established in its new and appropriate quarters on December 16, 1858, on which day the house was dedicated by appropriate services, His Excellency Governor Clifford presiding, and Mr. George B. Emerson making the dedicatory address. On the 22d of September, 1855, Mr. Steams, who had been appointed Prin- cipal of the Female Academy at Albany, N. Y., resigned his place; and -Mr. George N. Bigelow immediately succeeded him. Of the last two administrations we cannot give an extended account, since the historian cannot impartially represent the former of these, and the latter, how- ever prosperous, is still in progress. In closing this protracted sketch the author must again say that he has found the task of reducing the important facts of history to the limits prescribed, ex- ceedingly arduous, and if much seems dry, or imperfectly stated, or if any fact of importance has been overlooked, he hopes that his desire, ever constant, but unattained, to be very brief, will be the apology. He must, also, be allowed to recognize the great assistance afforded him in the preparation of this sketch by gentlemen interested in this occasion, and especially by Hon. Hkmbt Babmakd, from whose excellent Journal many facts have been drawn. NOTE. Mr. Bigelow withdrew on aoeoimt of ftfilng health. In 1868, sad wu Bueceeded by BOm Anziie E. Johnson, whose inangnntion m the flnt fianale principal of an faistitatlon te the profo* rional education and tndning of teaehen, mM ilgnaUaed by an appivpiiata addiMs at mail- ing an en In Ameclcaa education. INAUGURATION 07 HISS ANNIE £. JOHNSON. AM PBDICIPAL OP TBI FBAMINOHAM STATE NORMAL SCHOOL, September 4» 1866. ^ BSICARKB.OF GOYERNOR A. H. BULLOCK. Oenikmm of (he Board of Education and Toung Ladies: I have on many accounts deeply regretted my inability to yisit this institution earlier in the year. But that regret is now greatly^mitigated by the opportunity to be with you upon the present occasion of so great interest, and to bear a part, by my presence rather than by much speaking, in the .ceremony of inau- gurating a new mode of making the Normal School system attractive and effective. This system has now been in successftil operation more than a quarter of a century. I have attributed its prosperity largely to two instrumentalitiea. First, daring all this period the schools have been under the oversight' and direction of a central Board, comprising gentlemen eminent among the people, fit for this great work, and self-sacrificing in this cause of causes, for the present and the future Commonwealth. And, second, the system began under the man- agement of teachers distinguished for their ability, and has been at all times since kept in such hands. The distinguished gentleman, one of my predecessors in office, illustrious equally in the practical and the ornamental departments of life (Governor Everett,) under whose administration these institutions were established, marked the new epoch ui education by delivering an inaugural address. The last thing I did before coming hither was to read over that very striking addrea^ and I was impressed, as I have often before been impressed, by the firoshneas and originality which he at all times brought to his discussions of the subject of education — discussions ranging over his whole lifetime, and adapted with won- derful versatility to every occasion and to every grade, from the highest uni- versity to the commonest school of the land. I noticed that he treated the present topic with more than his wonted caution, derived from history and phi- losophy. He spoke of the system as an experiment, and discoursed under the evident restraints of a felt uncertainty as to the degree of public sympathy it might attract, and as to the public disposition to make appropriations liberal enough to carry it to the verge of reality and success. His words of counsel have sunk deep mto the policy of the State, while his fears have disappeared like morning clouds before the rising culture which has kept pace with the general prosperity. The system has gone through many changes— of locality, of spedflc plan of administration, of the measure of money appropriations, and of internal details with which you are fiuniliar. But out of all these vicissitudes it has emerged to have and to hold to-day, in the confidence of the people, the position of the central, primary, and essential instrumentality of the entire 672 FRAMINGHAM NORMAL SCHOOL. ^8tem of schools in Massachusetts. I regard the Normal Sdiools now as nradi a certainty in the complicated yet unified organization of persons and things which we call the Statb, as the leg^islative or execntive or judicial department of the goyeminent To invest these schools with all the requisite intellectual machinery, the State now appropriates nearly thirty thousand dollars annually ; and, I doubt not, will increase this amount to meet any reasonable demand. For one, I like this, and take it to heart I do not believe we can expend too much in this w^y. I never did believe, and I never shall believe, that from the time of the apparently extravagant expenditure upon Solomon's Temple untO now, too much money has ever been laid out on a church edifice, or that from now to the end of time too much of the same article is likely to be expended upon school-houses or school-teachers. I think that every observing person who has watched impartially the stages of our social progress for the last twenty-five years, must concede that in do calling or pursuit has there been greater advancement than in that of teadiing ; and that the Normal Schools have manifestly elevated the professional standard m this department The man who doubts this will doubt all progress — ^will doubt the benefit of all education — ^will be unhappy over a world now covered with a network of railroads, and connected in all its parts by tlie daily commu- nication of a weird tongue which speaks under the seas to all people— and he ought henceforth to have another world and another civilization all his own. We have nothing to do with any audi. All men who are fit ibr our countiy and our time must agree that these institutions have added dignity and grace and power to the department of education. And we are here to-day to establish, to mark, to consecrate another stage in this steady and beneficent progresa We commit for the first time to a woman's care and instruction one of these grand public institutions. The institution is worthy of any man or any woman ; and I am happy to believe that the woman is worthy of the mstitution, of the cause it represents, of the consecration she comes here this morning to receive. As the official head of the Board of Edn- cation, I need not say that they have arrived at this measure only afl»r mature reflection and much deliberation, and I take pleasure in saying that the theo- retical opinions derived ftom general philosophy and supported by general observation, which have brought them to the present conclusion, have been enforced and illustrated in this instance by the efficient and successful service of the lady into whose hands I now give the keys. We need not doubt that the experiment, if it can be called an experiment, will result in complete and triumphant success. It is not a little remarkable, that while in all the avenues and retreats of domestic life we have appreciated the power of woman, and have made the recognition of it a part of our religion and of our riietoric, in this broad field of education our action has been in advance of our theoriefr— and that the greater part of our schools have actually gone into the hands of female teachers before H has occurred to us to firame a theory in support of the practice. It looks a littie as if our instincts had proved superior to our wisdom — as if our conduct had outrun' our logics as I believe usually happens in practical life. It proves the power of these conquerora in the State, that noiselessly and without public observation they have taken possession of the school-houses, where Iheir soo- cess appeara to be as absolute in shaping the charactera of a rising generation FRAMINGHAM NORHUL SCHOOL. 673 of men, as it is afterwards in turning the men themselves to the best account And thus we have it before us, as a great fact of social progress and public administration, that the best instructors, they who best develop the Acuities which afterwards ostensibly prevail and rule in our affairs, are women, whom we have so long acknowledged rather as subjects for our protection than as moving powers of control and government I speak of them as the best in- structors, not to the exclusion of male teachers, and under the limitation of equality with males in acquired attainments and fitness. The induction of Miss Johnson to her office to-day is perhaps the first official and conspicuous an- nouncement of a policy which appears to be founded on philosophical reasoning and on the results of a large experience. And it is after all a promulgation of a policy which has much to support it in the analysis of the mind and heart of the sexes. I can not at this time expand £hi8 topic. I trust, however, that some of the many gentlemen who go about and do the lecturing upon education, while the women are doing so much of the teaching, will sometime favor us with a discussion that shall be worthy of this question. When they shall do that, they will portray those manifest and ap- preciable qualities, as well as those finer and more subtle qualities of nature and genius and art and culture and divinity, which mi^e woman in many respects the best teacher ; best by reason of her masterly power of patience, which is sought in the first and in the last solemn nursery of life — ^best by her instincta, which are quite as safe as the common logic of men — best by her greater in- dustry, which no labor paralyzes — ^best by her quicker perceptions, which are brought into beautifiil play in all conversational or oral instruction, as well in the school-room as in the social cirdes — ^best by her moral sensibilities^ which neither physical exhaustion nor mental fatigue can dull — ^by her radiant coun- tenance, which reflects the soul and becomes a utility as well as a joy forever — by the whole music of her nature, which makes the heart of the universal school-room of mankind to sing in tune with her own. ADDRESS OF EX-GOVERNOR BMORT WASHBTTRN. The circumstances and considerations by which the Board of Education have been led to adopt the change in the direction and management of this school, which has this day been inaugurated, have been so well and ably presented by those who have preceded me, that nothing is left to be supplied. And it reftiains for me, therefore, only to offer, in their behali^ a few brief suggestions upon one or two topics which seem to be naturally associated with the occasion. One of these is the position which the Normal Schools hold in our general system of popular education. They must from their constitution be regarded in the nature of a specialty. They supply no part of the scheme of free schools which the law originally contemplated as requisite for the wants of the people. Nor do they profess to occupy the place of our academies or private seminaries in furnishing the broader or more liberal culture which these are expected to provide. The purpose they have to serve is a special and peculiar one, and the time within which they are expected to accomplish it is the shortest in which it can reasonably be attempted to be done. Nor is it so much to contribute a given amount of learning, as it is to give to their teaching such a practical character that it may in turn act upon others through the agency of their own pupils. What pupils acquire here^ can hardly fiul to yield the fruits of liberal 43 674 PRAMINGHAM NORMAL SCHOOL. coltore in their minds, although the instraction they reoeiye is designed to hare an ulterior bearing upon those whom they are themselves to teach. It is there- fore not only to communicate useful and valuable learning to their pupils that these schools are maintained, but to explain to them practically the best mode of doing this, that they, in turn, may know how best to apply the processes of educating others, by knowing how they themselves have acquired the knowl- edge they possess. There is nothing in all this incompatible with the cultivation of science or literature for their salutaiy effect upon the individual pupil, or with the development of a refined taste or any of those qualities which give ease and grace in the amenities of social intercourse. These are among the legitimate fruits of any well directed intellectual culture. What I mean by this is, that while the scheme of instruction which is prescribed in these schools tends, almost as a matter of course, to the attainment of the graces and aooom- plishments of scholarship, it has a wider aim and a broader purpose in its practical bearing upon the education of the children in the State. This gives rise to two inquiries : 1st, What ue these pupils expected to teadi to others; and 2d, How it is to be done? In answering the first, we api»x>x- imate the solution of another inquiry, which becomes important in determining the proper functions of Normal Schools. For if it is their object to teach pupils how to teach, it is obvious that tiie things must first be taught to them, which it will be in turn required of them to teach to others. If therefore it requires a whole two years* attention to these particular branches and those immediately connected with them, to fit a pupil to become a teacher, it must obviously be unwise, to use no stronger term, to divert her attention and occupy her time upon others, however important they might otherwise be considered in the light of general culture. It would be wasting time, for instance, for her to attempt to master Greek or the higher mathematics, not because these are not important branches of education in themselves, but because she can only do this at the expense of wliat is indispensable for her to know, if she hopes to succeed in the profession she has chosen. The remark applies to any language or accomplish- ment, the attainment of which requires the pupil to sacrifice any of the qualifi- cations which are essential to success. Nor does the proposition lose any of its force, although, here and there, there may be a pupil whose taste or superior advancement might seem to call for a more extended course of instruction. It is not possible to affbrd the extra instruction required in such a case, without taxing the teachers with an undue amount of labor, or doing injustice to the other pupils who are pursuing their regular course, or else adding to the present corps of instructors. The objection to the last is, that the public are not suffi- ciently educated to the importance of these schools to be willing to appropriate money whereby such extra teachers can be procured or paid. One important step has first to be gained, and that is, to get the public up to the point of paying those who are already in the work. There is no class of labor so inade- quately paid, if we regard its value and importance, as that of competent, well trained teachers of schools. The public mind is, we are happy to believe, in the process of being enlightened upon the subject ; and every good teacher that goes into the field does something to bring sensibly before the people the mis- erable economy which refuses to provide a &ir compensation for good instruc- tion merely because it is furnished by a woman, or because that of a poor qualt^ can be had cheap. The true policy, therefore, in respect to the number of sub- FRAMINGBAM NORMAL SCHOOL. 575 Jects to be studied in these Normal Schools, is to limit them to what can be follj, thoroughly and accurately taught by such a corps of teachers as can be employed and reasonably paid. If now we turn to the other part of our question, as to how these subjects are to be taught, we shall have to consider what is the condition of those of whom the Normal pupils are expected to have charge. Our tables of statistics inform us that a large proportion of the children in attendance upon our common schools are of an age to be able to take only the primary and early steps in the curriculum of school instruction. Taking the census of 1860 and adding to those who are set down there as being between five and ten years of age, the 6,000 who were in attendance the last year under the age of five, and we have a total of more than 130,000 under the age of ten. I need not say in this presence, that the instruction of these must emphatically be elementary. Much of it must be in the very rudiments of knowledge. And if we go still further and include those between ten and fifteen, we embrace comparatively but few, especially in the country districts, who have advanced beyond the simpler branches of school education. It is to supply teachers for pupils of tliis grade that the Normal School was chiefly intended. But it may be asked, if this is all that a teacher is expected to accomplish, what is the occasion for speculating how she is to teach what must be so simple and easy to acquire ? If teaching was simply mechanical, treating all children alike, and putting them through a daily drill like that of a company of raw recruits, if calling words was reading, and working out a sum in firactions or the rule of three was mastering, to any ap- preciable degree, the science of mathematics, I might be willing to concede that it mattered little how the teacher taught or the pupU learned these lessons. We might admit with Dogberry that ** reading and writing comes of nature," and the old alliteration of the Rs, ^^readingf riiing and rUhmetic^^^ might be easUy acquired. But the more the Normal pupil studies into this matter, the more she perceives that there is a science in every step of intellectual training, and the more anxious she becomes to discover its laws and how they are applied. And she soon perceives that to do this successflilly, she must be morally and intellectually, as well as liberally, trained herself. She must have command of the same powers in her constitution which she expects to reach and control in that of her pupils. She must have disciplined powers of atten- tion. She must not only be able to get knowledge, but must be able to trace the steps and processes by which she gains it, and to make others understand and know how to apply the processes by which they too may acquire the knowledge which they seek. Then again her judgment must be trained, her sympathies awakened, and her Acuities generally so far under her control as to be brought into lively and vigorous exercise at vrill. One of the main difficulties to be encountered in making an accurate scholar is, that he does not know how to study till he has been taught And one of the earliest lessons which a teacher has to make a pupil understand, is what the process of study is. The Normal School auns to supply this very kind of instruction and training, which the pupil is in turn to apply to the children of her charge. And it is for this purpose that the State is careful to provide for them skilled teachers of expe- rience and tried capacity. They deal with their pupils by laying open to their own comprehension the constitution of 'their own minds, and the processes by which they gain and use knowledge. 676 FRAMINGHAM NORMAL SCHOOL. But the time in which this knowledge is to be acquired is limited to some eighteen months of actual study, and it is hardly necessary to repeat that the topics wliich can be thoroughly and effectively taught within that space of time must necessarily be few. Having refereuce to what their pupils are to teach again, these subjects divide themselves into two classes. One of them relates to what, in the process of learning, becomes incorporated as it were into the mind of the learner, so as to render what is acquired, as it were, intuitive, ready for use without any conscious mental effort. Of this character is the knowledge we get of letters in reading or writing. We forget the slow process by which we originally attained to the name and form and sound of these, both singly and in their combinations. So it is with caUiog words, or reading aggregates of numeral figures, or repeating the tabular results which we learn by rote fix>m the multiplication table. I need not add how much of this learning is purely arbitrary. There is no process of a priori reasoning which could tell me that a certain shaped figure was a letter, or that it represented a certain sound, or that the something called '*(7" when in connection with a certain other letter, had a sound to which we give the name of K^ and with another took the sound of what we call "jS^." And yet these arbitraiy sounds and combinations have to be carefully and accurately taught to the child at the very outset of his school instruction. Nor is it entirely easy for even a skilled teacher to do this effect- ually. She has got to exercise tact and judgment and skill to adapt her in- struction to the capacity of her pupiL She has not only to gain his attention, but must make what she wishes to impress upon him, intelligible to his mind. Compare for a moment the modem method of analyzing the sounds and rela- tions of letters, by writing them before the pupil's eye on the blackboard and repeating the corresponding sound, and the former mode of having him drawl out, letter by letter, week after week, in the process of what was called " learning his letters," a mere roll-call of hard sounds and arbitrary names. So far then as this class of subjects is concerned, the teacher should aim mainly at precise accuracy, which is only to be acquired by imitation and repe- tition, under a rigid observance of definite rules. But when we go beyond these, to subjects involving reason and judgment as well as memory, in the con- ception and enunciation of thoughts and ideas which relate to them, something more than accuracy of recitation is required. And that raises the inquiry how far it is wise or necessary to make use of text-books. The question is an inter- esting one, and not without its difficulty. Learning a lesson out of a text-book and reciting it memoriter^ as is too often done, does little to enrich or invigorate the mind. A learned recitation scholar is often a learned dunce. And yet the child when set to study, needs something to keep his mind steady, to give to it an orderly direction, to help him fix his attention, and to furnish him a principle of association and ready mnemonics. If the subject of instruction be at all abstract, few children can follow the teacher in an oral statement or a general proposition. Text-books help to supply these necessities of young scholars. Let the pupil learn his prescribed lessons thoroughly and accurately, and let these be arranged in an orderly sequence, and while he is training his memoiy, he is preparing to receive what his teacher ought to supply from her own well stored mind. The lesson in that way serves for her text, and is to be illustrated and enlivened by such familiar examples and explanations and mquiries as will open to the mind of the pupil new thoughtSi and render what he has been FRAMINGHAM NORMAL SCHOOL. 677 Btndying intelligible and interesting. And a recitation of this character, instead of being, as it too oflen has been, a doll, sing-song, meaningless thing, becomes the pleasantest exercise of the day to both teacher and pupil. But to do this implies thought and preparation on the part of the teacher, as much as it does study on that of the pupil. And it is in return a thousand times more inspirit- ing to both than a round of lessons varied only by the different degrees of dull- ness with which they are recited, or the different intensity of stupidity with which the pupil undertakes to master the words which he is trying to repeat. Such are some of the hints, and they are merely hints, which are suggested by an occasion when our attention is called to the aims and purposes with which a band of high-minded, hopeful young women are preparing to enter the ranks of the noble profession of teachers. But I may be met with something like a hint in reply, that this picture of a teacher's life is anything but attractive, from its want of excitement and in- terest. It would certamly be unfair to deal otherwise than frankly with any one of this class, as to what she is to expect when entering upon the duties and rewards of a teacher. And I am free to confess that there is much to justify the complaint of many in the profession, that it is a life of irksome routine, and that they are in danger of losing the proper stimulus to effort, by having to do with children whose minds are so much inferior to their own. This, however, is but a one-sided view of the question. And even if it presented all its bear- ings, what department of labor or industry, bodily or mental, is tliere of which the same complaint of monotony and routine might not be equally just. It is true of the duties and cares of the family. It is true of labor upon the farm, in the workshop and the manufactory. And even in what are called the liberal professions of law and medicine, no small share of their duties are mere matters of routine. Regarded in this light, it really seems to resolve itself into the question, which is preferable, to go through a certain round of operations upon matter, or to do the same thing with mind ? The question, in such a presence, can hardly fail tp answer itsolfl And then again as to the danger of belittling one's mind by such a pursuit. That must evidently depend upon the temperament and habits of the teacher himself. If he is of an indolent, unambitious nature, working only when he is obliged, and content in doing the least possible labor for the most he can get, it makes little difiference in the end with the growth of hia mind whether he cuts out shoe leather by a pattern, or tends a spinning-frame, or hears boys daUy recite a certain number of lines or paragraphs. But if, in the intervals of his work as a teacher, he will go outside of this into the world as it lies spread out before him, and take a part in what is being done and thought and said there, he has no occasion or chance to grow stagnant and rusty, or for sufifering himself to subside into the type of Ichabod Crane or Dominie Sampson. Roger Sherman and Nathaniel Greene, of Revolutionary memory, were none the less capable to guide the councils or lead the armies of the Republic because they had spent their lives in the duties and details of the shop or the routine of daily industry. They had been trained and educated while doing this to other thoughts by the influences and circumstances by which they were surrounded. Think for a moment, when you begin to distrust the dignity of the employment which you have chosen as compared with that of any of your neighbors, of what that employment consists. Instead of forcing Q78 FRAMINGHAM NORMAL SCHOOL. the reluctant earth to jield the flowers that bloom for a day, or the fraits that ripen and decay in a single summer, or spending your cunning skill to fashion of wood or metal the parts of a curious machine, you are helping to perfect an engine of power whose subtle elements no human sagacity has ever yet com- pletely analyzed, and whose capacity no calculus has been adequate to measure. The flower which you are to cultivate, though it be cut down even in its un- folding, will be sure to bear seed in other gardens under a more skillful training. What after all is the most calculated to damp the zeal and oool the ardor with which a teacher enters upon her work, is the slow returns which come of her best directed efforts. She either grows weary in waiting for the seed she has planted to spring up, or she finds it springing up on a stony soil, or being choked by tlie weeds and thorns that show a ranker growth. But this impa- tience is neither wise nor philosophical. Who that has planted the seedling oak can measure from day to day the growth that it is making? He waits, and in a few years the sapling has begun to assume the form and proportions of the tree, and in due time it rears itself in beauty and strength, till it stands un- harmed by the storms that sweep over it To measure what she has in &ct done, the teacher should contrast the chUd just entering upon the mystic problem of syllables and words, with the beaming face and cheerful alacrity with which he gathers up as he reads from the printed page the incidents of some tale or narrative, or the eager delight with which he listens to the simple truths of science which she unfolds to his attentive ear. Or if she would com- prehend the more signal triumphs of her skill, in striking out as it were the spark of genius which may have laid dormant till some such kindly hand has awakened it to life, let her look at the men and women who are stamping the impress of their own mind upon the passing age, and reflect that the world often owes its richest treasures of intellect to some fortunate hint, some word of encouragement given by an earnest teacher to an ingenuous pupil. Nor need she stop even there. If she would take a full measure of the grandeur of that miracle which she is helping to work out in the broader field of a nation's life, let b&r contrast for a single moment this noble old Commonwealth of ours; with her free schools, with any of the States where slavery has been keeping the human mind locked up in ignorance and barbarism. Nor does the position of a teacher suffer in comparison with other avocations in which men engage, in the rewards which it offers to honorable personal am- bition. I say nothing of it as an avenue to wealth, but of other encouragements which it offers liberal and generous minda If we analyze the secret springs and motives for what we call ambition, it will be found that they resolve them- selves into the love of power — power it may be to do good, or power to control others; and what field is there which opens so wide a scope for an honorable ambition like this as the life and business of a teacher of the young? He may not command the wills or direct the policy of the masses by the power of elo- quence, the prerogative of oflSoe, or the leadership of a party ; but he does far more than this, in guiding the thoughts and directing the judgments' and devel- oping the powers of those who are so soon to constitute the living energy of a united people. And in this we should ever bear in mind there is nothing in- volving superiority of blood or birth. On the contrary, the chance of success in such a mission is with one who, starting in obscurity, has caught something of that spirit which spurns and soars above the accident of name or birth. Nor FiUBUNGHAM NORMAL SCHOOL. 6?9 IS there anjthing of sex in this power of the teacher to achieve success. If there is, it is in &vor of the more refined sensitiveness and delicacy of organi- zation of woman, which give her a readier access to the sympathies and sensi- bilities of the child. But whoever is engaged in a work like this, be it man or be it woman, is doing something towards shaping the character and destiny of the nation. The great conservative principle of a free government is education and the free school. I congratulate you, Miss Johnson, and your associates, and you, young ladies, on the distinguished presence of the honored chief mag- istrate of our Commonwealth, and these tried and true friends of education, and the evidence it gives of their appreciation of your services in the cause. I con- gratulate you that by the experiment this day inaugurated your sex is at last to have one fair field in which to vindicate the confidence which the Board of Education in behalf of the State have, that in the learning and skill and patri- otic sentiment of her daughters, the Commonwealth is to share an element of moral power which has never before been fully developed, and that she is in this way to gain new strength and energy to meet the growing demand for in- fiuences like hers in the life-struggle through which our country is passing: The free states of Greece did not lose their independence so much from the lack of inteUigence and love of liberty in their men, as for the want of the influence, the counsel and the equal companionship of virtuous and high-minded women. The sound of war is indeed hushed, but never has there been such a necessity for wise men and trained and educated teachers as the country feels to-day. Nev^r has the influence of Massachusetts and her schools been more needed in the conflict with ignorance and a vicious political education, in which our country is involved, than they are to-day ; and never has woman been called to higher and more responsible duties than those which devolve upon her in the part which she is acting as teacher and educator of the young to whom the ark of our liberties is so soon to be oonflded. Take heart then, every one of you, teachers and pupils, while following out the mission in these halls to which they have been dedicated, in the assurance that it is to be your privilege to form a part of that noble army who are battling for free thought and the honor and integrity of a nation of free men. The Special Committee of the Board of Education, in their report on the Normal School at Framingham for 1867, remark : It is now as well settled that such a Principal and such a corps of teachers are competent to carry on and sustain such a school, as it is that such a school under any heads, can be an efficient aid and instrumentality in the business of popular education in the State. But if this be not an exaggeration, if the value of labor is to be judged of by the measure of its results, upon what principle of &ime8S and equality can we justify the scale of compensation which prevails in the State in respect to our schools ? Why should one of two persons who does an important and indis- pensable work of precisely the same character for the public, equally well and equally acceptably, be paid in the ratio to each other of three to flve, or one to two, because, in the economy of nature, one was bom a woman and the other a man? It is not for the visitors of Uiis school to engage in a discussion involv- ing the questions now agitating the public mind in regard to the sexes. But they would be unworthy to claim a share in what are called the manly virtues, if they could see labor expended and talent employed, Grom term to term, and f^rom year to year, for the best interests of the Commonwealth, without protest- ing that these ought to be paid by some other scale of compensation than the sex of those who perform this labor and bestow this talent 0BO ISAmNOBAII eUTE nOuul ■ohool. Pi(. S^-FiEiT Puxn. V. T— Ventilating Doots. S. F— Smoke Flae. R— Reglsten Ibr Hot Air. s o si o e ■I ... 1 i SI --' tf- Fi(. 3.— Sicora Flooi. THE STATE NORKAL SCHOOL AT WESTFIELD, MASS. The State Nobhal School at Westfield, (Mass.,) was first opened at Barre, by an address from Hon. Edward Everett, on the 4th of September, 1839, and suspended in 1841, on its removal to Westfleld. It was there re-opened on the 4th of September, 1844, by an address from Rev. Dr. Humphrey, President of Amherst College. In 1860 the building was enlarged by the addition of wings, and thoroughly repaired. From September, 1844, to the close of 1861, the aggregate attendance at the Westfield School was 1,633. It was under the Principalship of S. P. Newman, from September 4th, 1839, to February 10th, 1842; of E. Davis, from September 3d, 1844, to September 3d, 1846; of D. S. Rowe, from September 3d, 1846, to March, 1854; of W. H. Wells, from August 1854, to April, 1856; and of J. W. Dickinson, from April, 1856, to the present time. The following paragraphs are from the Annual Obcular for 1862. Male applicants for admission to the School must be at least seventeen years of age; fismale applicants, sixteen. There must be an explicit declaration that the applicant intends to become a teacher in the schools of Massachusetts. The applicant must give a pledge to remain in the School at least three terms, the first two of which shall be oonsecutive. Candidates for admission must present themselves at the school-room on the first day of the term, at 9 o^clock A. M., and pass a satisfactory examination in Reading, Writing, Spelling, Defining, English Grammar, Geography, and Arith- metic There will be an examination at no other time during the term, except for special reasons. Each applicant must present a certificate of good intellectual and moral char- acter, frt>m some responsible person. The following is the course of study, without regard to the order in which the branches will be pursued, or the length of time devoted to them : — Geography, Physical and Political, with use of Globes and Outline Maps ; Aritlimetic ; Grammar, and Analysis ; Physiology ; History of United States ; General History, with Ancient Geography ; Natural History ; Algebra, Geome- try; Natural Philosophy, with Experiments; Chemistry, with Experiments; Astronomy; History and Structure of the English Language, with Analysis of MQton and other Poets ; School Laws of Massachusetts, and General Prin- ciples of Government ; Theory and Art of Teaching, with Mental Philosophy; Rhetoric Reading, Writing^ Elementary Sounds, Etymology, Spelling, Vocal Musicj Composition, Recitations of Select Pieces, Extempore Speaking, Discussions, and Moral Philosophy, extend through the whole course. Botany, Drawing, Latin, and French are optional. The pupils have daily teaching exercises in connection with the recitations, and the members of the Senior Class devote a large portion of their time to the Theory and Art of Teaching. Every Wednesday afternoon is devoted to the exercises of the Lyceum con- ducted by the students. Every pupil who honorably completes the Course of Study is entitled to the regular Diploma of the Institution, which does not hold itself responsible for any others, although they may have been members of the School. There will be an advanced Class, wliich will enable the Graduates of the School to continue their studies beyond the prescribed course. ULEU BFATE NORMAL SCHOOL. FIRST STDR/ ...., gB.ex33 ■ 23x13 E II M D e4-.ex9.9 rr.6xi3.9 ° 1 23x18 ■ H 28.8>l3.e »l.o 1 = M Fi|. a,~eicaiiD Pi.acB. THE PHILOSOPHY ABD METHOD OF TEACHUfG FURSOED AT THE WBSTFIELD STATE NORMAL SCHOOL. BT J. W. MCUHSOir, ▲. M.f PUVOIPAL. 1. THE PHILOSOPHT OF TEACHINa. Ir the mind is led to act in accordance with the laws of its nature, it will acquire the inclination and the ability to obey these laws. That state of the mind in which it has the inclination and the ability to obey the laws of its nature, is called Education ; and the mind possessing this state, is said to be educated. This definition of Education makes it a state of the mind and not a process. There is but one process by which the mind can be changed from one state to another, and that process is found in the mind's own activity. By mental activity, knowledge is acquired, and the knowledge in turn excites activity, but it is activity only that produces a change in the pow- ers that act As knowledge is both the product and the occasion of mental activity, knowledge seems to combine with mental activity in producing the state called Education. That which produces a thing is the cause of that thing ; then the cause of education is knowledge and mental activity. The cause of education IB also called Instruction. The term Instruction is sometimes used to signify knowledge, and some- times to signify the process by which the teacher leads his pupils to acquire knowledge. The word Instruction means to build within, and may well be limited in its application to mental activity and knowledge, which we have shown build up to perfection the mind itself. It is the duty of the teacher to present in a right manner to the mind, objects and subjects which he desires to be the occasion of mental activity and knowledge. The process of presenting occasions is Teaching. The relations that Education, Instruction, and Teaching, hold to one another, are these : Instruction is the cause of Education, and Teaching is the occasion of Instruction. Teaching must have for its object one of two ends, Knowledge or Edu- cation. Knowledge as an end is valueless ; then, the end towards which all intelligent teaching directs its attention, is Education. 086 '>*J™ PHILOSOPHY AND MBTHOD OF TIUCHING. If Education is the end the teacher should lead his pupil to attain, and if mental activity is the primary cause of Education, the teacher must provide right occasions for a complete and perfect mental activity. The ability to do this implies a knowledge of the ways in which the mind acts. The modes, or ways of mental action, are three ; thinking, feeling and choosing. The mind thinking is called the Intellect: the mind feeling is called the Sensibilities ; the mind choosing is called the Will The activity of the sensibilities is the result of thinking ; the activity of the will is the result of feeling, — ^therefore, the teacher turns his attea- tion primarily to the activity of the Intellect Every Intellectual act is an act of comparison. The Intellect compares for perceptions, for general notions^ for judg- ments, and for reasoning. The teacher must present to the minds of the pupils, as occasions for these different acts of comparison, subjects and objects, named in proper order, for a course of ttttdy. The course of study is divided into two courses : the one being an Ele- mentary, the other a Scientific course. In the Elementary course, the mind is excited to activity in acquiring a knowledge of fiu^ts. This knowledge of &ctB is to be used as the occasion of Scientific knowledge. A complete and perfect course of study, will name objects and subjects sufficient in number, and of the right kind, to guide the teacher in pre- senting occasions to the minds of his pupils, for making all kinds of com- parisons; for comparing all kinds of objects ; for comparing all kinds of relations, and for making the comparisons in the order, and in the manner required by the mind, as its powers are developed. These are the principles which constitute the philosophy of teaching. S. MODB OF TEAGHma. There are two ways of teachmg. One way consists in presenting ob- jects and subjects first as wholes, for general knowledge, then the parts and their relations for particular knowledge. The other way consists in first presenting parts of things, and the relations of the parts, for partic- ular knowledge, then the whole made up of these parts and of their rela- tions, for general knowledge. These two ways of teaching are caUed Modes, or Methods. The first method is called the Analytic, the second the Synthetic method. A synthetic method of study is impossible ; as a n^ethod of teaching it is &ulty for two reasons : Isi The application of the method requires the teacher to present as occasions for mental activity and knowledge, parts of wholes, not as parts, but as independent individual things, that are not seen to hold any rein- •k THl FHIL080PHT AMD MKEHOD Off TBAOHXNG. 687 ianm to the wholes of which they are parts, until the relation has heen established by the teacher. 2d. The method requires the teacher to do the work that belongs to the student The application of the Analytic method requires the teacher to assign lessons for study, by the use of topics made out according to the follow- ing rules: 1st The objects and subjects to be presented for study, should be of such a kind as are adapted to call into exercise the powers of the mind in ftccordance with the time and order of the development of these powers. 2d. The first topics assigned should be those that lead the pupil to study for Elementary knowledge. 8d. The first topic in any study should require the pupil to search for ' v ' a general knowledge of the object or subject of study. 4th. The minor topics should present the parts of objects in a natural ord^, and of subjects in a logical order, and require the pupil to study for particular knowledge. 5th. The topics should lead the pupil to exhaust the subject Language is not to be considered the primary source of knowledge, but the mind is to be made conscious of having the ideas and thoughts to be expressed by the language used, before the language is employed. This is done by actually bringing into the presence of the mind the object of study. It is the duty of the teacher to excite the minds of his pupils to such mental activity as will lead to the state called Education, by bringing into their presence, in a right manner, the thing to be studied, and by guiding them to a knowledge of the fiicts and truths he would have them know. All lessons are to be taught orally by the teacher, in such a manner that he will do nothing except ftimish an occasion for knowledge. The pupil should acquire the knowledge by his own mental activity. The lesson thus taught will furnish for the pupil topics properly ar- ranged for study, and a knowledge of the topics sufficient to enable him to continue to study them intelligently and profitably. Xextrbooks may be put into the hands of the pupils to be used as ref. erence books. As text-books are sometimes used, they take away the possibility of independent mental activity on the part of both teacher and pupil. The pupil having prepared his lesson, is to recite before the class upon the topic or topics, assigned at the time by the teacher. He is to develop, without questions by the teacher, the topics assigned him, illustrating carefully the ideas and thoughts he expresses in words, before the expressions are made, observing to follow the same Analytic method in recitation that was observed by the teacher in assigning the topics, and by himself in studying them. Both the teacher and the class are to observe carefully the pupn re- citing, with reference to his knowledge, and his mode of teaching or reciting. Q88 THE PHILOSOPHY AND METHOD OF TEkCEHiQ. After the pupil has oompleted his recitation, the teacher and pupils may make criticisms, for the purpose of correctiDg mistakes, and for calling attention to new truth. The pupil should be permitted, and even required, to use his active powers in obtaining knowledge, as well as his passive powers in receiv- ing it The teacher should be constantly aware of the nature of his work, and of the end to be secured, and of the relation the means he employs holds to that end. Successful teaching implies the existence of a course of study that is adapted to the wants of the mind as its powers are developed It requires the employment of the right method in applying this course, and the presence of a teacher who understands the philosophy of his work. The teacher must be supplied with all external means necessary for his teaching, and with the cordial sympathy of all in authority over him, and then he can so apply his philosophical method as to obtain a better and higher result than the schools have yet known. STATE NORMAL SCHOOL. AT BBIDOBWATBft, MAM^ Ths Normal School at Bridgewatsr went into operation on the 9th of September, 1840, with 28 pupils. Up to August, 1846, pupils were received for two terms, which were not necessarily successive. Since that time they have been required to remain three successive terms of fourteen weeks each. In 1855, the period of attendance at all the State Normal Schools was fixed at one year and a half. This school receives both male and female pupils. The following communication from Prof. Marshall Conant, the present Principal, sets forth the existing regulations respecting the ad- mission of pupils, course of study, and other particulars. Males roust be at least Berenteen years of age, and females at least sixteen. Each candidate for roemhersbip is required to present a certificate of good moral CHARACTER, from some responsible person ; and must pass a satisfactory examination m the common branches, viz., — Reading, Spelling, Defining, Arithmetic, Writing, Grammar and Geography. There is also required of the candidate a pledge to remain in the institution three consecutive terms, and faithfully to observe all its rules and regulations. If, however, the candidate is found to be qualified to enter advanced classes, his connection with the institution may be for a less time ; but not less than one year. The school year is divided into two terms : one beginning on the third Wednesday of March, and continuing 19 weeks ; tbe other on the third Wednesday of September, and continuing 21 weeks. Annual session of the school, 40 weeks. Pupils are received at the commencement of each term. All candidates for admission are required to present themselves at the school room at 9 o'clock, A. M., of the first day of the term ; for only in very apedal cases is any one entitled to an examination for admission after that day. Tuition is gratuitous to those who design to become Teachers in the Public Schools of the State. To those from other States, who do not become Teachers in thie, a fee of 910 per term is charged for tuition ; and the same also to those who enter the insti« tution for the purpose of qualifying themselves to teach in Private Schools. A like amount for tuition is expected to be paid by those who fail to fulfill an expressed de« sign to teach in the Public Schools of the State. The State appropriates $1000 a year for each of the Normal Schools, to aid those of its own students who find it difficult to meet the expense of attending one of those institutions without assistance. This aid is not granted during the first thirteen weeks of the course. Afterward, applicants for aid may expect to receive it as follows: those who reside not over twenty miles from the school, 50 cts. per week ; those resid« ing between 20 and 30 miles, SI ; and those over 30 miles, 91,50 per week. If, how- ever, the number of applicants in any term should be greater than to allow of these rates of distribution from the regular appropriation for the term, that amount will be distributed in the proportion of these rates. Board is usually 92.50 per week; exclusive of fuel and lights. And 91.50 is required of every student, at the middle of each term, to meet incidental expenses. ft is also expected that ever}' student will furnish himself with a copy of Lippincott's Gazetteer, and with one or two other smaller works ; the whole expense of which may •mount to 97»00. All other tezt>books are furnished to the students free of charge 44 690 BRIDGB WATER STATE NORMAL SCHOOL. The following table exhibits the oourne of etudiei pursued in the school, during the required time of connection with it, viz., one year and a hal£ The pupils are divided into three classes ; the Junior, Middle, and Senior. The studies for the First Term, or Junior Class, stand upon the left of the table, next to the column of Hours, &c.; those for the Second Term, or Middle Class, occu- py the next column to the right ; those for the Third Tenn, or Senior Class, are placed upon the extreme right. The table shows at a glance what are the particular studies for any part of the oourse, together with the days and houra of recitation. The arrangements of the school are such that, besides pursuing this course of stud- ies, the pupils are employed at times in giving instruction. This affords the prin- cipal and his assistants the opportunity of rendering the pupils more efficient aid in the application of principles, and the illustration of methods. A course of lectures on Physical Geography is annually given in the school, in tn« month of December, by Prof Guyot ; also a course on Chemistry, by some other professor. Tablx.— Plan of Study and loetraetioa in the State Normal School, at Bridgewater, Mast. MORNING. MONDAY AND FRIDAY. 91-4 Devotional Ezercieei. f I Arithmetic. Ilours. 9 to 91-4 to 101-4 to 11 1-4 to 10-10 11 13 e o 9 Arithmetic. 1st Latin. Algebra. 9d Latin. '5 <2 9 to Algebra. TUESDAY AND THURSDAY. 9 1-4 Devotional Exeroiie*. Amenoan Hiitofy. 3d Latin. Polit Claa Bookor ConsL U B 9J-4 to 10 3-4 to 8 1-3 to 8 3-4 to 9-35 to 10-45 to 8 1-3 to 83-4 to 9-35 to 10^ to 11-45 to 101-S 13 e B 9 Geometry. Arithmetic. ! Nat Philoe. Arithmetic i o I Trigonometry and Optic Astronomy. WXONESDAT. 8 3-4 DOTotional Exercises. 9 1-3 Physiology. Logie. 10-35 Compositions IS Music. SATURDAY. 8 3-4 Derotional Exeroisss. Rhelons 91-Sf Physiology. Algebra. Grammar. Logic. Algebra. Grammar. e .£ e Rhetoric Geology and Natuial HisMMf Grammar. 8* to 9-10 IS Moral Philosophy and Vatim. AFTEENOON. , . • Writing and Spelling erery P. M. MONDAY AND THURSDAY. Book Keeping. Grammar. Geography or IndusL Diawiat. Reading. Theory of Teach, k, Soh Latvi Sorveyipf UJ, nd. Drawing. There have been 1035 pupils, riz., 424 males and Cll fema/n, connected with the school since its opening ; of which number, 706 have completed the course of study. 3-10 to 3-5 to 3 33-4 . 1 Reading. Grammar. » • Reading. Grammar. r 1 4 to 43-4 s •n Geography. •9 .a Geography. TUESDAY AND FRIDAY. 9-10 to 3^ to 4 to 8 3 3-4 43-4 1 •n Reading. Ment. Arith. Geography. ii • Is Reading. Eng. Lan. Geography. § 1 4 3-4 to 5 General Exer cJses every P. M. •These an the hows for the Summer Term, those for the Winter Term are a half hour earliet. MAKACnUSETTB STATS NOKHAL KHDOU. STATE KOKHAl. eCHOOL AT BBIDOBWATEB. In 1861 tbe Leg^ture appropriated the aiim oT $4,GI)0 to the enlargement and repairs of the baildiag. By tbis meau tbe building ori^nall/ 63 feet long bj 41 feet wide, and two stories high, was enlarged by the addition of twa wings, each 38 Teet long and 21 (eel wide, prqjecting from tbe center of tbe main ediflce, and of the same height Upon the lower floor are four convenient Tedtation rooms, two rooms, one Ibr philoaopblcal and the other for cheutcal apparatus, one room Ibr mineralogioal and geological spedmeaB, and two ante- nxims fbr the papila. In the second story, the whole of tbe original structure ia deroled to a common school-room, which is 62 feet long by 40 feet wide, with a l&rge recitation room opening from it into one of the wings, end a large library and reading room bto tbe other wing. By a Bubseqoent appropriation new Aimitnre has been snpplied, the warming and rentilation of the entire building improved, and the grounds graded and securely inclosed. The Yisiton or this school Id thdr reiport lor 1865 report tbe following statu- tka:— Komber admitted sinoe September 9, lUO, to September, 18SS,.... 1,499 " ofgraduateBto September, 166e, 966 " in attendance in ie64-6(>, 122 " graduated in 186(1, 22 The wrarse of study now embraces four terms or two years. The Prindpal expresses a de^re for additional asaietance " that the quali^ of oar tenchlDg may be Improved t^ reducing the amount, for vbioh tbe teat^er could make h preparation," REMAKES AT THE DEDICATION OF THE STATE NORMAL SGHOOL-HOUbtt AT BRIDGEWATER. Avi^ 19, 1846. The completion of a new edifice to accommodate the State Normal School at Bridgewater was signalized by appropriate exercises, on the 19th of August, 1846. Addresses were made during the day by His Excellency, Governor Briggs, Hon. William G. Bate^, of VVestfield, Amasa Walker, Esq., of Brookfield, at the church, and in the new school-room. After these addresses the company partook of a collation in the Town Hall, on which occasion the health of the Secretary of the Board of Education was given by the president of the day, and received by the company with enthusiastic applause. To this sentiment Mr. Mann responded as follows, as reported in the Boston Mercantile JoumaL Mr. President : Among all the lights and shadows that have ever crossed my path, this day's radiance is the brightest. Two vears ago, I would have been willing to compromise for ten years work, as hard as any I had ever performed, to have been insured that, at the end of that period, I should see what our eves this day behold. We now witness the completion of a new and beautiful l^or> mal School-house for the State Normal School at Bridgewater. Oue fortnight from to-morrow, another house, as beautiful as this, is to be dedicated at West- field, for the State Normal School at that place. West Newton was already provided for by private munificence. Each Normal School then will 'occupy a house, neat, commodious, and well adapted to its wants; and the Priocipals of the schools will be relieved from the annoyance of keeping a Normal School in an a6-Normal house. I shall not even advert to the painful causes which have hastened this most desirable consummation, — since what was meant for evil has resulted in so much fi;ood. Let me, however, say to you, as the moral of this result, that it strengthens m my own mind what I have always felt ; and I hope it will strengthen, or cre- ate, m all your minds, a repugnance to that sickly and cowardly sentiment of the poet, which made him long **For a lodge in some rast wfldernees, Bome boundlees contiguity of shade, Where rumor of oppression and deceit, Of unauoc^afUl or suocessfVil wars, Might never reach him more.** There is oppression in the world which almost crushes the life out of humanity. There is deceit, which not only ensnares the unwary, but almost abolislies the security, and confidence, and delight, which rational and social beings ought to enjoy in their intercourse with each other. There are wars, and the question whether they are right or wrong tortures the good man a thousand times more than any successes or defeats of either belligerent. But the feeling which springs up spontaneously in my mind, and which I hope springs up spontaneously in your minds, my friends, in view of the errors, and calamities, and iniquities of the race, is, not to flee from the world, but to remain in it ; not to hie away to forest solitudes or hermit cells, but to confront selfishness, and wickedness, and ignorance, at whatever personal peril, and to subdue and extirpate them, or to die in the attempt Had it not been for a feeling like this among your friends, and the friends of the sacred cause of education in which you have enlisted, you well know that the Normal Schools of Massachusetts would have been put down, auii that this day never would have shone to gladden our hearts and to reward our MB. MANN'S REMARKS AT BRIDGEWATER. 603 toils and sacrifices. Let no man who knows not what has been suffered, what bas been borne and forborne, to bring to pass the present event, accuse me of an extravagance of joj. Mr. President, I consider this event as marking an era in the progress of eda- cation, — which, as we all know, is the progress of civilisation,— on this western continent and throughout the world. It is the completion of the first Normal School-house ever erected in Massachusetts, — ^in the Union, — ^in this hemisphere. It belongs to that class of events which may happen once, but are incapaole of being repeated. I believe Normal Schools to be a new instrumentalitv in the advancement of the race. I believe that, without them. Free Schools themselves would be shorn of their strength and their healing power, and would at length become mere charity schools, and thus die out in fact and in form. Neither the art of printing, nor the trial by jury, nor a free press, nor free suffrage, can long exist, to any beneficial and salutary purpose, without schools for the training of teach- ers ; for, if the character and qualifications of teachers be allowed to degenerate, the Free Schools will become pauper schools, and the pauper schools will pro- duce pauper souls, and the free press will become a false and licentious press, and ignorant voters will become venal voters, and through the medium and guise of republican forms, an oligarchy of proflinte and flagitious men will gov- ern the land ; nay, the universal diffusion and ultimate triumph of all-glorious Christianity itself must await the time when knowledge shall be diffused among men through the instrumentality of good schools. Coiled up in this institution, as in a spring, there is a vigor whose uncoiling may wheel the spheres. But this occasion brings to mind the past history of these schools, not less than it awakens our hopes and convinces our judgment respecting their future success. I hold, sir, in my hand, a paper, which contains the origin, the source, the punctum aaliena^ of the Normai Schools of Massachusetts. [Here Mr. Mann read a note from the Hon. Edmund Dwight, dated March 10th, 1888, authorizing him. Mr. Mann, to say to the Legislature, that the sum of ten thousand dollars would be given by an individual for the preparation of teachers of Common Schools, provided the Legislature would give an equal sum. The reading was received with great applause. 1 It will be ooserved, resumed Mr. Mann, that this note refers to a conversation held on the evening previous to its date. The time, the spot, the words of that conversation can never be erased firom my souL This day, triumphant over the past, auspicious for Uie future, then rose to my sight. By the auroral light of nope, I saw company after company go forth from the bosom of these institutions, like angel ministers, to spread abroad, over waste spiritual reabns, the power of knowledge and the delights of virtue. Thank God, the enemies who have since rJMn up to oppoM uid maliga ua, did not cut their hideoua aluuiows acron that beautiful scene. The proposition made to the Legislaturo was accepted, almost > ithout oppo- sition, in both branches; and on the third day of July, 1889, the first Normal School, consisting of only three pupils, was opened at Lexington, under the care of a gentleman who now sits before me, — ^Mr. Cyrus Pierce, of Nantucket, — ^then of isLand, but now of continental fame. ^Is called forth great eboeiing, and Mr. Mann aaid he should sit down to give Mr. iMeroe an opportuDily lo rmpund. Mr. Pierce aroae under givat embarraasmeat ; starting at the aound of bta name, and half doubting whether the eloquent Becretaiy had not intended to name some other peraon. He aoon recovered, however, and in a very happy manner extricated hlnuelf fh>m the ** Ax** in which the !:*ecretarv had placed him. He spoke of bis children, the pupils of the lint Kormal School, and of the honorable competitl(» which ought to exist between tne several schooia; and to the surpriaai as well as regret, of all who heard him, he apoke of being admoih lahed by inflrmitiee which he could not mistake, that it was time ft>r him to retire from tbe pro- fession. The audience fell as ii; for once in his life, this excellent teacher had threatened to do wrong. He then told an amusing anecdote of a profesKr who retained his offloe too long, and was toasted by the students In the words of Dr. Walta,— ** The Rev. Dr. , Hush, my babo« Ue still and slumber." And then he sat down amidst the linoere plaudita of the company, who seemed to think he was not ** lo plaguy okl'* as he wlahed to appear.] I sav, said Mr. Mann, on resuming, that, thotigh the average number of Mr. Pierce's school is now from sixty to eighty ; and though this school, at the pres eoi term, consists of one hundred pupils, yet the first term of the first school opened with three pupils only. The truth is, though it may seem a paradox to 094 KB. MAlfira RBMAHKB AT BBIDGEWATEB. aay so, the Norman ScbooU had to oome to prepare a way for theixMelvea, and to show, by practical demoostration, what thej were able to aocompliBh. like GhrLstiaxiity itself had they waited till the world at large called for them, or was ready to receive them, they would never have come. In September, 1889, two other Normal Schools were established : one at Baire^ in the comity of Worcester, since removed to Westfield, in the county of Hamp- den ; and the other at this place, whose only removal has been a constant mov- ing onward and upward, to higher and higher degrees of prosperity and .use- fuinesa In tracing down the history of these schools to the present time, I prefer to bring into view, rather the agencies that have helped, than the obstacles which have opposed them. I say, then, that I believe Massachusetts to have been the only State in the Union where Normal Schools could have been established ; or where, if estab- lished, they would have been allowed to continue. At the time they were established, five or six thousand teachers were annually engaged in our Common Schools ; and probably nearly as many more were looking forward to the same occupation. Ihese incumbents and expectants, together with their fiamilies and circles of relatives and acquaintances, would probably have constituted the greater portion of active influence on sdiool affiurs in the State ; and had they, as a body, yielded to the invidious appeals that were made to them by a few agents and emissaries of evil, they might have extinguished the Normal Schools, as a whirlwind puts out a taper. I honor the great body of Conunon School teachers in Massachusetts for the magnanimity thejr have oisf^yed on this sub- ject I know that many of them have said, almost in so many words, and, what IS nobler, they have acted as they have said : — " We are conscious of our defi- ciencies ; we are grateful for any means that will supply them, — nay, we are ready to retire firom our places when better teachers can be found to fill them. We derive, it is true, our daily bread from school-keeping, but it is better thai our bodies should be pinched with hunger than that the souls of children should starve for want of mental nourishment ; and we should be unworthy of the husks which the swine do eat, if we could prefer our own emolument or comfort to the intellectual and moral culture of the rising generation. We give you our hand and our heart for the glorious work of improving the schools of Massachusetts, while we scorn the baseness of the men who would appeal to our love of gain, or of ease, to seduce us from the path of duty." This statement does no more than justice to the noble conduct of the great body of teachers in Massachusetts^ To be sure, there always have been some who have opposed the Normal Schools, and who will, probably, continue to oppose them as long as they live, lest they themselves should be superseded by a class of competent teachers. These are they who would arrest education wli^e it is; because they cannot keep up with it, or overtake it in its onward progfess. But the wheels of education are roUii^ on, and they who will not go with them must go under them. The Normal Schools were supposed by some to stand in an antagonistic rela- tion to academies and select schools ; and some teachers of academies and select schools have opposed them. They declare that they can make as good teachers as Normal Schools caa But, sir, academies and select sdiools have existed in this State, in great numbers, for more than half a century. A generation of school-teachers does not last, at the extent, more than three or four years ; so that a dozen generations of teachers have passed throu^ our Public Schools within the last fifty years. Now, if the academies and high schools can supply an kdeo uate number of school-t^ichers, why have they not done it I We have waited naif a century for them. Let them not complain of us, because we are nnwillmg to wait ludf a century more. Academies are good in their place ; ooUeffes are good in their place. Both have done invaluable service to the cause of education. The standard of intelligence is vastly higher now than it would have been without their aid ; but they have not provided a sufSciencj of com- petent teachers ; and if they perform their appropriate duties hereafter, as they nave done heretofore, they cannot supply them ; and I cannot forbear, Mr. Presi- dent, to express my firm conviction, that if the work is to be left in their hands, we never can have a supply of competent teachers for our Gommon Sdioo]% without a perpetual Pentaodsi of miraculous endowments. MR. MANITB BEMASKB AT BRID6EWATEB. Q95 Bat if unj teacher of an academy bad a nAi to be jealous of tbe Kormal Schools, it was a geotlemaii now before me, irhOf at the time when the Bridge- water Normal Sdiool came into his town, and planted itself bj the path which led to his door, and offered to teach gratuitously such of the young meif and women attending his school, as had proposed to become teachers of Common Schools, instead of opposing it, acted with a high and magnanimous regard to the great interests of humanity. So far from opposing, he gaye his Toice, his yote, and his purse, for the establishment of the scnool, whose benefits, you, my young friends, haye since enjoyed. (Great applause.) Don't applaud yet, said Mr. liann, tor I have better things to tell of mm than this. In the winter ses- sion of the Legislature of 1840, it is well known that a powerfril attack was made, in the House of Representatives, upon the Board ot Education, the Nor- mal Schools, and all the improvements which had then been commenced, and which have since produced such beneficent and abundant fruits. It was pro- posed to aboUsh the Board of Education, and to go hack to the condition of things m 1887. It was proposed to abolish the Normal Sdiools, and to throw back with indignity, into the hands of Mr. Dwiffht, the money he had given for their support. That attack combined all the elements of opposition which selfishness and intolerance had created, — whether latent or patent. It availed itself of the aigoment of eicpense. It appealed invidiously to the pride of teachers. It menaced Prussian despotism as the natural conse(]^nence of imitating Prussia in prepariog teachers for schools. It fomented political partisanship. It invoked reli^us bigotry. It united them all into one phalanx, animated by various motives, but intent upon a single object. The gentleman to whom I have re- fisrred was then a member of the House of Representatives, and Chairman of the Committee on Education, and he, in company with Mr. Thomas A. Qreene, of New Bedford, made a minority report, and during the debate whidi followed, he defended the Board of Education so ably, and vindicated the necessity of Normal Schools and other improvements so convincingly, that their adversaries were foiled, and these institutions were saved. The gentleman to whom I refisr is the Hon. John A. Shaw, now Superintendent of schools in New Orleans. nVolonged che««;— and the pause made by Mr. llanii, aflbrded an opportnnltj to Mr. Shaw. In hia modest and uopretending manner, to ditdalm the active and efficient agency which he had had in rescuing the Normal Schools from destruction befbre they had had an opportanity to commend themselves to Ihe public by their wortu ; — but all this only Increased the animaUon of the company, who appeared never before to have had a chance to pay off any portion of their debt of gratitude. Aner silence was restored, Mr. Shaw aaid that every passing year enforced upon him the lesson of the importance and value of experience in schooMteeping. Long as he bad taught, he felt himaelf improved by the teachho^ of observatloo and pra^ice ; and he must therefore express hia Joy and gratitude at the eetabliahment and the proqMrtty of the school at that plaoe, whatover might be tlie personal oonaequenoes to hlmseUl] Nor, continued Mr. Mann, is this the only instance of noble and generous con- duct which we are bound this day to acknowledge. I see before me a gentle- man who, though occupying a station in thft educational world fkr above any of the calamities or the viassitudes that can befall the Common Schools,^thoueh, pecuniarily considered, it is a matter of entire indifference to him whether ue Common Schools flourish or decline, — yet, from the beginning, and espednlly in the crisis to which I have just adverted, came to our rescue, and gave all his influence, as a citizen and as a teacher, to the promotion of our cause ; and whom those who may resort hither, from year to year, so long as this building shall stand, will have occasion to remember, not only with warm emotions of the heart, but, during the wintry season of the year, with warm sensations of the body also.* I refer to Mr. Gia B. Eiobbson. [Mr. Emerson was now warmly cheered, until be rose, and in a heartfelt address ot a few mo- ments, expressed his interest in the school, and in the cause of education, which he begged the young teaohers not to ctwMder as UmUed to this imperfect stage of our being.] These, said Mr. Mann, are some of the incidents of our early history. The late events which have resulted in the generous donations of individuab, and in the patronage of the Legislature, for the erection of this, and another edifice at West- neld, as a residence and a home for the Normal Schools, — these events, I shall * Mr. Emerson baa ftiniished, at his own expense, tbe tamace by which tbe new scboolrboiiss Is to bm warmed. 696 MR. MANirS BEMA&KS AT BRIDGEWATEE. ooosult my own feelings, and perhaps I may add. the dignity and forbearance vhicb belong to a day of triumph, in passing by without remark. [Thlt part of the hlMory, however, was not allowed to be loeL Aa soon as the Secretary had taken his aeat, the Rev. Mr. WaterrtOD, whu had' beeo iiiBtniinental fn getting up the Mibwrip* tlon to erect the two school-hoiues, aroae, and eloquently completed the hintuiy. He staled. In brief, that the idea uf proridiiig suitable buildings for the Normal Schools originated with aoaa* thirty or forty friends of popular educatlooi who, without distinction of sect or party, bad naei. in Boaton, in the winter of 1844-5, to express their avmpathy with Mr. Mann in Uie vexatious ceo- llict which he had so suooessAiIly maintained ; and who derired, in some suitable way, to expruas their approbation of his courae in the conduct of the great and difficult work of reforming our Common Schools. At this meetingt It was at first proposed to bestow upon Mr. Mann some token evincive of the personal and public regard of Its members; but, at a subsequent meeting, it was suggested that It would be far more grateful and acceptable to him to fUmish some sub- stantial and efficient aid in carrying fiirward the great work In which he had engaged, and in removing thuee obstacles luid hiuderanoes both to his own success and to the prut^ress of the cause, which nothing but an expenditure of money could eflbct. No way seemed so weU adapted to this purpose as the placing of the Normal Schoola upon a firm and lasting basla. by Aimishing them with suitable and permanent buildlnga; and the persons present thereupon pledged themselves to fUmish 95000, and to aak ttie Legishiture to fkuiiish a like sum for this Im- Krtant purpow. The grant was cheerfully made by the Legishiture, whose good-will has since en further expressed by a liberal grant, to meet the expenses of those temporary Normal Schools, called Teachera' InaUlutea. Mr. Mann, who had not yet taken his seat, then continued 88 follows:] I have, my young friends, former and present pupils of the sdiool, but a single word more to say to you on this occasion. It is a word of caution and admoni- tion. You have enjoyed, or are enjoying, advantages superior to most of those engaged in our Common Schools. Ivever pride yourselves upon these advan- tages. Think of them often, but alwavs as motives to greater diligence and exertion, not as points of superiority. As you go forth, after having enjoyed the bounty of the State, you will probably be subjected to a rigid examination. Submit to it without complaint. More will sometimes be demanded of you than is reasonable. Bear it meekly, and exhaust yoin: time and strength in perform- ing your duties, rather than in vindicating your rights. Be silent, even when you are misrepresented. Turn aside when opposed, rather than confront oppo- sition with resistance. Bear and forbear, not defending yourselves, so muoi as trusting to your works to defend you. Yet, in counseling you thus, I would not be understood to be a total non-resistant, — a perfectly passive, non-elastic sand- bag, in society ; but I would not have you resist until the blow be aimed, not so much at you, as, through you, at the sacred cause of human improvement, in which you are engaged, — a point at which forbearance would be allied to crime. To ue young ladies who are here — ^teachers and those who are preparing themselves to become teachers, — ^I would say, that, if there be any human beinff whom I ever envied, it is they. As I have seen them go, day after day, and month after month, with inexhaustible cheerfulness and gentleness, to their ob- scure, unobserved, and I nught almost say, unrequited labors, I have thought that I would rather fill their place, than be one in the proudest' triumphal pro- cession that ever received the aodamations of a city, though I myself were the crowned victor of the ceremonies. May heaven forgive them for the only sin which, as I hope, they ever commit, — Uiat of tempting mc to break the com- mandment, by covetuig the blissfulnesa and purity of thai quiet and secluded virtues. STATE NORMAL SCHOOL AT SALEM, MASS. mSTORT. m On account of an earnest demand made by the people in the northeast- ern part of the State in 1858, the Board of Education recommended to the Legislature the establishment of a fourth Normal School, to be located in Essex Ck>unty. In accordance with the recommendation, an appropria- tion of $6,000 was promptly made. The advantages presented by the city of Salem for the accommodation of a State School were so manifest, and the liberality which the city extended to the school was so satisfactory, that the Board of Education determined to locate a Normal School for female teachers at Salem. The authorities of the city furnished a suitable lot of land, and erected thereon an acceptable and properly furnished building, at an expense of $12,000 beyond the 6,000 appropriated by the State, and $2,000 contributed to the enterprise by the Eastern Railroad Company. The building was dedicated with appropriate cere- monies, Sept. 14, 1854 Governor Washburn presided on the occasion, and a formal Address was delivered by Ex-Governor Geo. L. Boutwell. The school opened under favorable auspices ; sixty-two young ladies were admitted on the first day, and thirteen afterwards joined the class. OBGANIZATION AND INSTRUCTION. Candidates for admission must be at least sixteen years of age ; must present a satisfactory certificate of good moral character ; must declare their full intention of faithfully observing the regulations of the school, during their connection with it, and of afterwards teaching in the public schools of Massachusetts ; and must pass a satisfactory examin|^n in Geography, the History of the United States, and Algebra (through Equa- tions of the First Degree with one unknown quantity). Pupils are admitted from any State ¥dthout charge for tuition, in case they declare their purpose to teach in the public schools of Massachu- setts. Toung ladies who intend to teach in private schools, or in other States, are allowed the privileges of the school on paying a tuition fee of $80.00 a year. To all pupils who propose to teach in the public schools of the State, tuition is free ; and to all the members of the school, the requisite text- books are, with few exceptions, furnished gratuitously. To defray inci- dental expenses, $2.00 a term is paid by each pupil. For the assistance of those who would find even the moderate expenses of the school burdensome, the Commonwealth makes an annual appro- C98 aiLEM KOBMAL SCHOOL priation of a thousand dollars. One half of this amount is distributed at the close of each term, among pupils from Massachusetts who may merit and need the aid, in sums varying according to the distance of their resi^ dence from Salem, and their necessary expenses in attending the school, but not exceeding in any case $1.50 per week. In this distribution, the first term of the pupiFs connection with the school is not reckoned, unless she. enters prepared to complete the prescribed course of study in less than two years. Aid is also rendered, in case of special merit and need, from the income of a fund of five thousand dollars, for which the school is indebted to the munificent bequest of Nathaniel I. Bowditch, Esq., of Brookline. School Terms — Studies. The regular course of study, from the organization of the school down to 1865, occupied three terms of twenty weeks each, the terms at first beginning respectively, on the second Wednesday of March and the second Wednesday of September. Commencing with 1865, the regular course of study has occupied two years, or four terms, each of twenty weeks. This change was made for the purpose of allowing more ample time for thorough instruction and training in the various subjects taught Advanced Class. Ladies who have successfully completed the regular course of study, are allowed to remain in school and pursue a higher course. Former studies are carried on to a greater extent, and new studies, such as belong to a High School course, are introduced. Three terms were assigned to the course until 1866, when it was reduced to two terms. Course of Study. Some studies are attended to through the entire course, viz : Reading, Spelling, Etymologies, Rhetoric, English Composition, Mental Arithmetic, Drawing, (including pencil, crayon, and black-board drawing). Vocal Music, iind Physical Culture. In addition to the foregoing, the studies pursued during the successive terms, are as follows : FiT9t Term. Arithmetic, Algebra, English Grammar, Geography of the Western Continent, History of the United States, Writing, (with especial reference to the way of teaching it). Anatomy and Physiology, and Chemistry. Second Term, Arithmetic, Algebra, Geometry, English Language, (its History and Construction), Geography of the Eastern Continent, and Botany. Third Term, Arithmetic, Algebra, Natural Philosophy, MenUl Philos- ophy, English Literature, General History. Fourth Term. Astronomy, Geology, Physical Geography, Mental Philosophy, Logic, Constitution of the United States, School Laws of SAUDI MOBMAL SCHOOL. 099 Massachusetts, and Principles and Methods of Teaching, and of School Management. Optional Studies. Soon after the commencement of each term, pupils who are able to do more than the work assigned in the regular course, are formed into spe- cial classes, in the French and Latin languages, attention being chiefly given to the modes of teaching those languages. Advanced Course. Graduates of the regular course are permitted to remain in the school one additional jear. During this time they attend to the Higher Mathe* matics, (including Plane and Spherical Trigonometry), English Literature, Latin and French, and pursue to a greater extent some of the studies of the undergraduate course, especially Natural Philosophy and Chemistry. Aims and Methods of Study and Training. The ends aimed at in this school are chiefly two, viz: The acquisition of the necessary knowledge, and art of teaching. From the beginning to the end of the course, all studies are conducted with especial reference to the best ways of teaching them. Recitations alone, howerer excellent, are not satisfactory, unless every pupil is able to teach others that which she has herself learned. In every study, the pupils in turn occupy temporarily the place of teacher of their classmates, and sire subjected to their criticisms as well as those of the regular teacher. Teaching exercises of various kinds form a large and important part of the school work. During the Senior term, object lessons are daily given to classes of children from an adjacent primary school, so that every pupil obtains, before graduating, considerable experience in teaching young children to observe, think and give expression to thought Nearly all the studies are conducted upon the topical plan. Text-books are used chiefly as books of reference. Topics are assigned from day to day by the teacher, and the scholars are required to obtain the requisite knowledge from the various sources at command. The committing of text-books to memory is avoided as far as possible, the scholars being trained to depend upon thoughts rather than words. The great object of the school is to make the pupils investigate, think and speak for themselves ; to make them independent, self-reliant, and ready to meet whatever difficulties may arise. Discipline. The discipline of the school is made as simple as possible. Pupils are expected to govern themselves ; to do without compulsion what is re- quired, and to refrain voluntarily from all improprieties. Those who are unwilling to conform cheerhiUy to the known wishes of the Principal and his Assistants, are presumed to be unfit to become teachers. It is not deemed necessary to awaken a feeling of emulation in order to induce the scholars to perform their duties faithfully. The ranking of 700 SALBM NORMAL SCHOOL. scholars according to their comparative success in studies, is not here allowed Faithful attention to duty is encouraged for its own sake, not for the purpose of obtaining certain marks of credit Promotions and Graduations. Promotions from one class to another are made by means of an elabo- rate written examination at the close of each term. These examinations cover every study pursued during the term, and the result in each study must be satisfactory, to entitle the pupil to advance to the study next in order. A general failure on the part of a pupil compels her to retake the entire work of the term. In case of a partial fiulure, reexaminations are allowed. In the Senior term, a special examination is had in all the branches taught in the common schools, and only those who pass it successfully are permitted to graduate. Number of Pupils. Graduates. The whole number of pupils in the School from its establishment in September, 1854, to July 1, 1867, is 1041. The whole number of gradu- ates to the same date, is 458. The number present during the term ending at the latter date, was 149, the largest number present during any term. PRINCIPALS On the opening of the Normal School in 1854, Richard Edwards was appointed Principal. He resigned in 1854, to accept an appointment to the charge of the City Normal School of St Louis. He left the latter place in 1862, to accept the Presidency of the Illinois Normal University. Alpheus Crosby, formerly Professor in Dartmouth College, was appointed Principal in 1857, and entered upon the duties in the school in October of that year. Prof. Crosby resigned in 1865, and Daniel P. Hagar, Principal of the High School in Jamaica Plains, was appointed his suc- cessor. EXTBACT ;B0H AN ADDRESS BT sx-oovsuioa acosaB ■. boutwbll, AT THE DEDICATION OF THE STATE NORMAL SCHOOL AT BALEli, August 19(^ 1864. The house 70a have erected is not so mnch dedicated to the School as to the public ; the mstitution here set up is not so much for the benefit of th& young men and women who may become pupils, as for the benefit of the public which they represent The appeal is, therefore, to the public to furnish such pupils, in number and character, that the institution may soon successfully enter upon the woric for which it is properly designed. But the character and value of this school depend on the quality of its teachers more than on all things else. They should be thoroughly instructed, not only in the branches taught, but in the art of teaching them. The teacher ought to have attained much that the pupil is yet to learn ; if he has not, he can not utter words of encouragement, nor estimate the chances of success. It is not enough to know what is con- tained in the text-book; the pupil should know that at least; the teacher should know a great deal more. A person is not qualified for the office of teacher when he has mastered the contents of a book ; and has, in fact, no right to instruct others until he has mastered the subject'* Here then seems to be the gist of the whole matter. We in Maine have at length an opportunity to do something which may be made of great benefit to the public schools of the State, and, through them, to the cause of general good learning. This is to be done through the instrumentality of an institution — the Normal School. Very largely is this trust committed to the hands of the educational men of the pres- ent day among us. Future generations will hold us responsible for a right dis- chargee of our duties. Let us not prove recreant to our sacred trust When that great educator, who has left a bright and inefiaceable record upon the annals of the present age, heard of his election as master of the Sciiool at Rugby, he wrote to Dr. Hawkins, whose recommendation, in which he ex- pressed his belief that Arnold would revolutionize the system of public instruc- tion in Europe — had done most towards securing his appointment, in tlie following touching words: " I need not tell you how unexpected this result [my election] has been to roe, and I hope I need not say also what a solemn and oven^'helming responsi- bility is imposed upon me. I would hope to have the prayers of my friends, together with my own, for a supply of that true wisdom which is required for such a business.'* The position of a Normal School teacher is one of " solemn and overwhelming respon8ibility," and the person occupying it needs a wisdom that comes through communion with the Divine One. This institution, like the noble, the lamented Arnold, is nothing less than revolutionary in its relationship to the Common Schools. It will fiiil to accomplish its mission, or it will regen- erate. It will g^ve life, or it itself will die. It remains to be said — if indeed that be necessary — that I believe with De Gasparin and De Tocqueville, that in the universality of common instruction is the true superiority of Americans : that I believe, with the leading patriots of my country, that republican institutions can not exist for any length of time except they be enshrined in the hearts of an intelligent, liberty-loving people ; that to retain the true superiority of which we, as a nation, are acknowledged to be possessed, we must retain and improve its cause — the public school sys- tem ; that I believe, with the lamented Mann and Page, the living Barnard, the patriotic and eloquent Everett, and a host of other eminent educators, that the Normal School is a necessity — a sine qua non — for the perfection of a system of instruction for the people ; and lastly, and consequently, that I would give to 702 flTATE NORMAL SCHOOL AT SALEM. the Normal School its right to rank among the institutions which, as Bn harmo- nious whole, work for tlie preservation of American Freedom. Let it not be thought, my friends, that I am an enthusiast in respect to the position which the Normal and the public school hold among tlie institutions of our nation, and the consequent gloiy of the profession of the popular educator. Here is a cause in which, surrounded by the safeguards of the Christian religion, one need not fear to be enthusiastic. THE OFFICE OF THE PUBLIC SCHOOL TEACHER Before the public school teachers of this nation, there is opening a future, which, like every other prospective view in the time in which we live, is at once solemn and cheering. It is cheering to believe that we may live to see the day when education for the people shall be as much prized in the South as in the North ; that from the '^one true seed of freedom " which the Pilgrims of 1620 were commissioned of the Almighty to plant upon these then benighted shores, has grown the Tree of Life, whose leaves are for the healing of the nation. But it is solemn — 0, is it not intensely solemn I — ^to reflect that upon our shoulders is to be thrown so great responsibility ; that not alone upon the field of battle, but more certainly upon the field of moral thought, are to be laid the firm foundations of a regenerated republican liberty 1 American citizenship is, and is to be a grander, loftier thing in the future than it lias been in the past Our baptism of blood is to do its work of purification ; and, thus, looking with the vision of a poet of the motherland, we discerned through the gloomy days of battle, through the fierce confiict of our nation's heroic period, the dawn-break- ing of a more comprehensive, more brilliant social illumination. We said with Tennyson : " Tho' many a light shall darken, and many shall weep For tlioso that are crushed in the clash of jarring claims, Yet God's just wrath shall be wreaked on a giant liar; And many a darkness into the light shall leap. And shine in the sudden making of splendid names^ And noble thought be freer under the sun. And the heart of a people beat with one desire.'* ^' Let it flame or fade, and the war roll down like a wind, We have proved we have hearts in a cause ; we are noble still, And all have awaked, as it seems, to the better mind ; It is better to fight for the good than to rail at the ill.** The end of our conflict was not, when, with ringing of bells, with roar of deep-mouthed cannon, with bonfires and illuminations, with notes of praise, and with voice of silver-toned oratory, we celebrated the restoration of peace and union. For then came the necessity for the highest qualities of statesmanship, in State legislatures and a national Congress. And again, the end is not when the counsels of the statesman, under the blessings of Divine Providence, shall have settled the most complicated problems growing out of the present di^ointed condition of our affairs. After all that, in the dim distant future, when you and I shall have acted well or ill our part upon the stage of life and shall sleep with the fathers of the Republic, the generations that will come will find a work high and glorious, made doubly sacred by the blood and prayers and tears of their predecessors. The American citizen is to act a part in all this, and the American dtizen ia to be taught in youth in the public schooL Will any one say that the position of a common school teacher is one of small account — will any gainsay his claim to a preparation for his professional duties at the expense of that people to whom his service is so important? True it is, as some one has said, "Let a people treat with scorn the defenders of its liberties, and invest them with the symbols of degradation, and it will soon have none to defend them." There is no more sure defense to republican liberty than the public school ; there is no truer personal defender of American institutions than the schoolmaster. Treat him with scorn, invest him with the symbols of degradation if you dare. God may give him grace still to labor on, but it will be with a saddened heart — a life without an earthly ambition. NEW TOBK STATE NORMAL SCHOOL AT ALBANY. Tbb Normal School for the elate of New York, was established by an act of the Legislature Id 1844, " for the inntroction and practice of Teach- ers of CommoD Schools, in the science of Education and the art of Teach- iDg." It was first established for five years, aa an experiment and went into operation oa the I8th of December, 1344, in a building provided gra- tuitously by the city of Albany, and temporarily fitted up for that purpose. In 1848, an act was passed by the Legislature " for the permanent estab- lishment of the State Nonnal School," appropriating $15,000 toward the erection of a suitable building. The following year an additioiial appro priation or$10,000waeinadefor its completion. A large and commodious edifice, (See Pig. 1, 2, 3, 4, 5, S,) containing a dwelling-house for the Pria-_ cipal, has accordingly been erected on the corner of Lodge and Howard streets, adjoining the State Geological and Agricultural Rooms. To this building the school was removed on the 3 Ist of July, 1849. At Qto expiration of the lermoffive years for which this institution was originally established, and in connection with the closi/ig exercises of the Summer 704 NEW YORK STATE NORMAL SCHOOL. Session ending September 27, 1849, Samuel S. Randall, Esq., Depat^ Superintendent of Common Schools, pronounced an address in which the origin and progress of the Normal School is thus graphically set forth : For several years prior to 1844. the attention of the fnends of Common School education in this state had oeen strongly directed to the inadequacy of the existing agencies for the preparation of duly qualified teachers for our elementary mstitutions of learning. Liberal endowments had. from time to time, during a long series of years,been bestowed upon the acade- mies in different sections of the state, with a view to the attainment of this object ; but the practical inability of these institutions to supply the de- mand thus made upon them with all the resources at their command, soon became obvious and undeniable. The establishment of Normal Schools ibr this special and exclusive purpose in various portions of Europe, where popular education was most nourishing, and in the adjoining state of Mas- sachusetts, long and honorably distinguished for her superior public and private schools, and the manitest tendency of these institutions to elevate and improve the qualifications and character of teachers, had begun to attract the regard of many of our most distinguished statesmen. On a winter's afterntK)n, early in the year 1844, in a retired apartment of one of the public buildings iii this city, might have been seen, in earnest and prolonged consultation, several emment iodividuals whose names and services in the cause of education are now universally acknowledged. The elder of them was a man of striking and venerable appearance — of commanding intellect and benignant mien. By his side sat one in the prime and vigor of manhood, whose mental faculties had long been disci- plined in the school of virtuous activity, and in every lineament of whose countenance appeared that resolute determination and moral power, which seldom fails to exert a wide influence upon the opinions and actions of men. The third in the group was a young man oi slight frame and pale, thoughtful visage ; upon whose delicate and slender form premature de- bility had palpably set its seal ; yet whose opinions seemed to be listened to by his associates with the utmost deference and regard. The remain- ing figure was that of a well-known scholar and divine, whose potent and beneficial influence had long been felt in every department of the cause of popular education, and whose energy, activity and zeal had already ac- complished many salutary and much needed reforms in our S3r6tem of public instruction. The subject of their consultation was the expediency and practicability of incorporating upon the Common School system of this state an eflicient instrumentality for the education of teachers. The utility of such a measure, and its importance to the present and prospective interests of education, admitted, in the minds of these distinguished men, of no doubL The sole question was whether the public mind was sufiiciently prepared for its reception and adoption : whether an innovation so great and striking, and involving as it necessarily must a heavy and continued expenditure of tlie public money, might not be strenuously and successfully resisted : and whether a premature and unsuccessful attempt then to carry into ex- ecution a measure of such vital importance, might not be attended with a disastrous influence- upon the future prospects of the cause of education. These considerations after being duly weighed, were unanimously set ciside by the intrepid spirits then in council; and it was determined that, backed by the strong and decided recommendation of the head of the Common School Department, immediate measures should be forthwith adopted for the establishment of a State Normal School. The men who thus gave the first decided impetus to the great enterprise, whose gratifying results are now before us, were Samuel Yodno, Calvin T. Udlburd, Francis Dwight, and Alonzo Pottbr. NEW YORK STATE NORMAL SCHOOL. 705 Mr. Hulburd, the able and enlightened Chairman of the Committee on Colleges, Academies and Common Schools, of the Assembly, visited the Normal Schools of Massachusetts, and aAer a thorough examination of their merits and practical operations, submitted an elaborate and eloquent report to the House, in favor of the immediate adoption of this principle in our system of public instruction. The bill introduced by him, and sus- tained in all its stages by his powerful Influence and indefatigable exer- tions, and the cooperation of the most zealous friends of education through- out the state, became a law, and appropriated the sum of $10,000 annu- ally for five successive years, for the purpose of establishing and main- taining a State Normal School in this city. The general control of the Institution was committed to the Regents of the University, by whom an Executive Committee, consisting of five persons, one of whom was to be the Superintendent of Common Schools, was to be appointed, upon whom the direct management, discipline and course of instruction should devolve. In pursuance of this provision, the Board of Regents^ in June, 1844, ap- pointed a Committee comprising the Hon. Samuel Young, then Super- intendent of Common Schools, the Rev. Alonzo Potter, Rev. Wm. H. Campbell, Hon. Gideon Hawley, and Francis Dwight, Esq. This committee forthwith entered upon the execution of their responsible du- ties ; procured on very liberal and favorable terms from the city of Albany the lease for five years of the spacious building in State street, recently occupied by the Institution ; prescribed the necessary rules and regula- tions for the instruction, government and discipline of the school, the course of study to be pursued, the appointment and selection or the pupils, dbc, and procured the services of the late lamented and distin^ish- ed Principal, then of Newburyport, Massachusetts^ together with his col- league, Prof. Perkins, of Utica, the present Principal, as teachers. On the 18th day of December, 1844, the school was opened in the presence of a lai^e concourse of citizens and strangers, by an eloquent address from Col. YoDNO, and by other appropriate and suitable exercises. Twenty-nine pupils, thirteen males and sixteen females, representing fourteen counties only, of both sexes were in attendance, who, after listen- ing to a brief but clear and explicit declaration from Mr. Page, of his ob- jects, views and wishes in the management and direction of the high duties devolved upon him, entered at once upon the course of studies prescribed for the school. Before the close of the first term on the 11th of March, 1845, the number of pupils had increased to ninety-eight, com- prising about an equal number of each sex, and representing forty of the tifly-nme counties of the state. During this term the musical department of the school was placed under the charge of Prof Ilsley, of this city, and instruction in drawing was imparted by Prof. J. B. Howard, of Rensselaer. On the commencement of the second term-, on the 9th of April. 1845, 170 pupils were in attendance, comprising a nearly equal proportion of males and females, and representing every county in the state, with a single exception. Of these pupils about nine-tenths had been previously engaged in teaching during a longer or shorter period. The term closed on the 28th of August, with a public examination and other suitable ex- ercises, and thirty-four of the students received' the certificate of the Ex- ecutive Committee and Board of Instruction, as in their judgment well Qualified in all essential respects, to teaoh any of the Common Schoob of le state. On the 15th of October succeeding, the school re-opened with 180 pu- pils, which was increased during the progress of the term to 198 from every county in the state but one. Tne death of Mr. Dwight, which took place on the 15th of December, and the transfer of the Rev. Dr. Potter to the Episcopal Diociese of Pennsylvania, created vacancies in 45 706 ^^^ tOBK STATS NORBIAL SCHOOL. the Executive Committee^ which were supplied by the appoindneni ol the Hon. Harmanos Bleegkbb, and the Hon. Samdel YocNo,the latter gentleman having been succeeded in the office of Superintendent of Com- mon Schools by the Hon. N. S. Benton, of Hendmer. The audden death of Mr. D wight, who had taken a deep interest in the prosperity and success of the Institution, and had given to its minutest details the bene- fits of his supervision ana constant attention, cast a deep gloom upon the inmates ; and the peculiar circumstances under which it took place were strikingly indicative of the vain and illusory nature of all human expectar tions. For severed weeks previous to his death, Mr. D wight had mani- fested much interest in devising appropriate means for the celebration of the opening of the school, on the 18th of December. Alas ! how little could he imagine that the lonff line of Normal pupils, with the chUdren of the various public schools of ue city, to whom also he had been a signal benefactor, and hundreds of his fellow-citizens should, on that day, foDow his lifeless remains to their long home ! At the close of the third term, March 18, 1846, a public examination was held, which continued during four successive days, and convinced all who felt an interest in the Institution, that the work of preparation for the teacher's life was, in all respects, thorough and complete. The diplo- ma of the Institution was conferred on forty-seven graduates. Dunng this and the preceding term a valuable addition had been made to the Board of Instruction, by promoting to the charge of several of the pinci- pal departments, those graduates of the Institution who now so ably and successfully preside over these departments. The Experimental School, organized at the commencement of the second term, was placed under the general supervision of its present teacher, and has proved an exceed- ingly valuable auxiliary in the practical preparation of the pupils of the principal school for the discharge of their duty as teachera Two hun- dred and five pupils were in attendance at the commencement of the fourth term, on tlie first Monday of May. 1846, of whom sixty-three re- ceived a diploma at its close in September following. During the filUi tt;rm, commencing on the second of November, one hundred and seventy- eight pupils only appeared, forty-six of whom graduated in March, 1847. At the commeiicement, however, of the sixth term in May subsequently, two hundred and twenty-one pupils were in attendance, of whom sixty- four received the diploma of the Institution in September ; and at the re- opening of the school in November, two hundred and &ve pupils appear- ed. Up to this period the number of names entered on the liegister of the school as pupils, including those in attendance at the commencement of the seventh term, was seven hundred and thirty-seven. Of these two hundred and fifly-four had received their diploma as graduates, of which number two hundred and twenty-two were actually engaged in teaching in the Common Schools of the state ; and the residue, with few excep- tions, in the different academies or in private schools. Of those who had left the school without graduating, nearly all were engaged during a longer or shorter period in teaching in the several Common Schools. And now came that dark and gloomy period when the hitherto brillicunt prospects of the Institution were overcast with deep clouds of melancholy and despondency — when that noble form and towering intellect which, from the commencement of the great experiment in progress, had assid- uously presided over and watched its development, was suddenly struck down by the relentless hand of the great destroyer — when the bereaved and stricken Bock, deprived of their revered and beloved guide, teacher, friend, mournfully assembled in their accustomed halls on that dreary and desolate January day at the commencement of the year 1848^ to pay the last sad obsequies to the remains of their departed rrincipaL In the prime and vigor of his high faculties — in the meridian brightness of his NEW YORK STATE NORMAL SCHOOL. toi jdity and noble career— in the matarity of his well-earned fame as *^firat among the ibremoet" of the teachjera of America, he passed away from among us. and sought his eternal' reward in that better land where the ills and the obstructions of mortality are forever unknown ; where the emancipated spirit, freed from the clogs which here fetter its hiffh action and retard its noblest development, expands its illimitable energies in tlie congenial atmosphere of innnite knowledge and infinite love. It is not for me, on the present occasbn, to pronounce his eulogy, although I knew and loved him well That has already been done by an abler hand, and it only remains to say that the impress which his masterly and well- trained mind left upon the Institution, the child of his most sanguine hopes and earnest efforts, and upon the interests of education generaSy through- out the state, of which he was the indefatigable promoter, has been of tne most marked character, and will lonff consecrate his name and memory. Since this period the progress of uie Institution, under the auspices of its present enlightened Principal, and his devoted corps of assistants, has been uniformly onward and upward. At the close of the seventh term fif>y pupils were graduated, and the eighth term opened with two hun- dr^ and eight, of whom forty-six received their diploma at its close. The ninth term opened on the first day of November last with one hun- dred and seventy-five pupils, and at its close forty-three were graduated ; and the tenth term, which has now just closed, opened with upward of two hundred pupils, of whom thirty-six are now about to graduate. The following account of the State Normal School is copied from the Annual Circular of the Executive Committee, for 1850 : '^ Each county in the state is entitled to send to the school a number of pupils, (either male or female,) equal to twice the number of members of the Assembly in such county. The pupils are appointed by the county and town superintendents at a meeting called by the county superintend- ent for that purpose. This meeting should be neld and the appointment made at least two weeks before the commencement of each term, or as soon as information is received as to the number of vacancies. A list of the vacancies for each term will be published in the District School Jour- nal as early as the number of such vacancies can be ascertained, usually before the cl(^ of the former term. Pupils once admitted to the school will have the right to remain until they graduate ; unless they forfeit that right by voluntarily vacating their place, or by improper conduct Persons failing to receive appointments from their respective counties, should. af\er obtaining testimonials of a good moral character, present themselves the first day of the term, for examination by the Faculty. If such examination is satisfactory, they will receive an appointment from the Exeoutive Committee, without regard to the particular county, pro- vided any vacancies exist In such case the pupil will receive mileage. By an act of the Legislature, passed April 11. 1849, "every teacher shall be deemed a qualified teacher, who shall have in possession a Diploma from the State Normal School." Q^UALiFicATioN OF APPLICANTS. Females sent to the school must be sixteen years of age, and males eighteen. The superinteiSents, in making their appointments, are urged to pay no regard to the political opinions of applicants. The selections should be made with reference to the moral worth and abilities of the candidates. Decided preference ought to be given to those, who, in ^the judgment of the superintendents, give the highest promise of becoming the most efli* eient teachers of common schools. It is also desirable mat those only 708 ^^^ ^ORK STATE NORMAL SCOOOL. should be appointed who have already a good knowledge of tlie oonunoD branches or study, and who intend to remain in the school until thef gradiuUe, Entrance. All the pupils, on entering the school, are required to sign the following declaration: ^ IVe the subscrtbera hereby declare^ that it is our intention to devote ouredoes to the business of teaching district schools^ and that our sole o&- iect in resorting to this Ivdrmal Sdiool is the better to prepare ourselves for that important duty? As this should be signed in good faith on the part of the pupils, they should be made acquainted with its import before they are appointed, it is expected of the superintendents, that they shall select such as will sacredly fulfill their engagements in this particular. Pupils on entering the school are subjected to a thorough examination, and are classified according to their previous attainments. The time re- quired to accomplish the course will depend upon the attainments and talents of the pupil, var^dng from one to four terms. Very few^ however, can expect to graduate in one term. Privileges of the Pupils. All pupils receive their tuition free. They are also furnished with the use of text-books without charge; though if they already own the books of the course, they would do weU to bnng them, together with such other books for reference as they may possess. Moreover, they draw a small sum from the fund for the support of the school, to defray m part their expenses. It is proposed to apportion the sum of 81,700 among the 256 pupils, who may compose the school during the next term. 1. Each pupii snail receive three cents a mile on the distance from his county town to the city of Albany. 2. The remainder of the $1,700 shall then be divided equally Eunong the students in attendance. The following list will show how much a student of each county will receive, during the ensuing term: Albany, $2.41; Allegany, $10.09; Broome, $6.76; Cattaraugus, $11.17; Cayuga, $7.09; Chautauque, $12.49; Chemung, $8.35; Che- nango, $5.41; Clinton, $7.27; Columbia, $3.28; Cortland, $6.67; Dela- ware, $4.72; Dutchess, $4.66; Erie, $10.93; Essex, $6.19; Franklin, $8.77; Fulton, $3.76; Genesee, $9.73 ; Greene, $3.43 ; Hamilton, $4.87 , Herkimer, $4.81 ; Jefferson, $7.21 ; Kings, $6.97 ; Lewis, $6.28 ; Living- ston. $9.19; Madison, $5.44; Monroe, $8.98; Montgomery, $3.61 ; New- York, $6.85 ; Niagara, $10.72 ; Oneida, $5.29 ; Onondaga, $6.40 ; Ontario, $8.26; Orange, ^.44; Orleans, $10.12; Oswego, $7.21; Otsego, $4.39; Putnam, $5.59 ; Q,ueens, $7.63 ; Rensselaer, $2.59 ; Richmond, $7.32 ; Rockland, $6.07; Saratoga. $4.78; Schenectady, $2.86; Scholiarie, $3.07; Seneca, $7.54; St Lawrence, $8.59; Steuben, $8.89; Suffolk, $9.T6; Sullivan, $5^,80; Tioga, $7.42; Tompkins, $7.31; Ulster, $4.15 Warren, $4.27 ; Washington, $3.85; Wayne, $7.84; Westchester, $6.46, Wyoming, $9.85; Yates, $7.96. It is proper to state, that if the number of pupils is less than 256, the sum to oe received will be proportionately increaised. The above sched- ule shows, therefore, the minimum sum to be received by each pupiL His apportionment cannot be less than as above stated, and it may be more. This money will be paid at the dose of the term. Apparatus. A weil assorted apparatus has been nrocured, sufficiently extensive to illustrate all the important principles in Natural Philosophy, Chemistry, and Hirnian Physiology. Extraordinary facilities for the study of rhysioloffv are afforded by the Museum of the Medical College which is open at wl hours for visiters. NEW YORK STATE NORMAL SCHOOL. ^qq Library. Besides an abundant supply of text-books upon all the branches of the course of study, a well selected miscellaneous library has been procured, to which all the pupils may have access free of cKarge. In the selection of this library, particular care heis been exercised to pro- cure most of the recent worts upon Education, as well as several val- uable standard works upon the Natural Sciences, History, Mathematics, &C. The State library is also freely accessible to all. Terms and Vacations. The year is divided into two terms, so as to bring the vacations into April and October, the months for holding the Teachers' Institutes. This also enables the pupils to take advantage of the cheapness of traveling bv the various means of water communication in the State, in going to ana from the school The Summer Term commences on the first Monday in May, and continues twenty weeks, with an intermission of one week from the first of July. The Winter Term commences on the first Monday in November, and continues twenty-two weeks, with an intermission from Christmas to New Year's day inclusive. Prompt Attendance. As the school will open on Monday, it would be for the advantage of the pupils, if they should reach Albany by the Thursday or Friday preceding the day of opening. The F«tcul^ can then aid them im securing suitable places for boarding. As the examinations of the pupils preparatory for clas6ification will commence on the first day of the term, it is exceedingly important that all the pupils should report themselves on the first morning. Those who arrive a day af\er the time, will subject not only the teachers to much trouble, but themselves also to the rigors of a private examination. Ailer the first week, no student, except for ihe strongest reasons, shall be allowed to enter the school. Price of Board. The price of board in respectable families, varies from $1.50 to $2.00, exclusive of washing. Young gentlemen by taking a room and boarding themselves, have sustained themselves at a lower rate. This can better be done in the summer term. The ladies cmd gentlemen are not allowed to board in the same fam- ilies. Particular care is taken to be assured of the respectability of the families who propose to take boarders, before they are recommended to the pupils. Experimental School. Two spacious rooms in the building are appropriated to the accommodation of^the two departments of this school These two departments are under the immediate supervision of the Per- manent Teacher, who is a ^praduate of the Normal School. The object of this school is to afford each Normal Pupil an opportunity of practising the methods of instruction and discipline inculcated at the Normal School, as well as to ascertain his 'aptness to teach,' and to dis- charge the various other duties pertaining to the teacher's responsible office. Each member of the graduating class is reqvured to q>end at least two weeks in this department In the experimental School there are ninety-three pupils between the ages of six and sixteen years. Fifty-eight of these are free pupils. 'fne free seats will be hereafler ^ven exclusively to fatherless children, residing in the city of Albany. This is in consideration of an appropria- tk>n by the city to defray in peul the expense of fitting up one of the rooms of the school. The remaining thirty-five pupils are charged $20 per year for tuition and use of hooks. This charge is made merelv to defray the expense of sustaining the school" 710 NEW YORK STATE NORMAL SCHOOL. 1848 TO 1863. On the first of January, 1848, Pro£ George R. Perkins, was appointed Principal of the New York State Normal School, to fill the vacancy oc- casioned by the death of the lamented Page, who, in his eminent success and early death, had realized either alternative of the injunction to " suc- cor or die,** laid upon him by his fi*iend Horace Mann, when he assumed the charge of the school Pro£ Perkins had been connected with the school since its organization. He was familiar with its workings, and the plans of Mr. Page, and his success in his department had evinced his fit- ness to carry the experiment of the State Normal School to a successful termination. The winter of 1852, was a crisis in its history. The ap- propriations for its support were made by the Legislature, annually. An occasion was thus furnished for narrow minded men to attack the system of Normal Schools, charging against it that it was unable to supply teachers to the State to such an extent as to warrant its continuance on grounds of public policy. So far were these attacks carried that formal notice was given in the Legislature of an intention to introduce a bill to repeal the law establishing the school This, with the exception of a feeble op- position on the part of a single senator in the winter of 1858, was the last exhibition of legislative hostility. Some dissensions among the Faculty, greatly magnified, led to the appointment of a committee of in- quiry in the Legislature to examine into its internal arrangements, and the general mode in which it was conducted. It was gratifying to the fiiends of the school that these movements failed to impair public confi- dence. This is clearly shown by the fact that the term which immediate- ly succeeded them, had a larger attendance than any previous one. The severe and devoted labors of the Principal, in connection with the move- ments above alluded to, acting upon a constitution naturally sensitive, had so impaired his health, as to render his resignation necessary, to the deep regret of the friends of the school. The Executive Committee in their Annual Report to the Legislature, bear full testimony to his private worth and public services. During the period of more than four years in which Prof. Perkins con- tinued its Principal, the school enjoyed a good measure of success. The average number in attendance for each term was 216, and the whole number of graduates was 809, of whom, 146 were males, and 168 were females. On the 20th of September, 1852, the position left vacant by the resigna- tion of Profl Perkins, was filled by the appointment of Samuel B. Wod- worth, who for a period of twenty-two years, had been the honored Prin- cipal of one of the largest and most important Academies in the State. In this position he had fully earned the reputation of being one of the most popular, thorough, and successful educators in the country. In almost every state were men occupying high social and civil positions to whom he had given their enrly instructions and impulses, and whose suc- cess in life was in a great measure due to his influence. When therefore NEW TOBX STATS NORMAL SCHOOL. ifH Che EzecatiTe Committee of the Normal School desired to make a aelee- tion of Principal for their Institution, thej could not have labored under much embarrassment in making^ choice of the proper person. Upon the accession of Prof. Woolworth, some important changes were made in the organization of the school. The policy adopted soon after its commence* ment was to supply its teachers from among its graduates. While this policy contributed to giye efifect to the early plans on which the instruc- tion was based, it failed to bring into its &culty the enlarged and liberal culture of minds trained under more rigid discipline and a wider range of &tudy. To correct this defect, the Executive t!/ommittee resolyed to es- tablish the following professorships : TThe English Language and Literature, TFhe Natural Sciences, and Mathematics, pure and applied. It was intended that those appointed to these Professorships should be thoroughly educated men, and that so far as practicable, the positions should be permanent The influence of this plan ba»been most salutary. The appointments of subordinate teach« tion in methods in the morning while the other is teaching in the Practio ing School. In the afternoon the divisions alternate, the section that re^ ceived instruction in the morning practice, and vice versa. In the in- struction the teacher illustrates every point by a lesson with the children. The pupil-teachers are then called upon in turn to prepare a written sketch of a similar lesson, to be presented to the teacher on the succeed- ing day, when some member of the class is called upon to work out her sketch with the children, under the criticism of the class and teacher. At the end of each month these divisions interchange. The division that taught in the morning teach in the afternoon, and receive instruo tion in methods in the morning and vice versa. By this arrangement each teacher instructs a class in a given grade one month in the morning session, and one month in the afternoon, and then changes grades. This affords each pupil-teacher an opportunity of teaching all the subjects of each grade for one month. OflWEGO NORMAL AND TRAINING SCHOOL. 7]5 On changing from one grade to another, the pupils observe the teach- ing of the critics for two days, and for one day the teacher whom they are to succeed in their practice. The teaching is all done under the care- ful supervision and criticism of the most capable teachers, selected with special reference to their adaptation to their work. After the close of the public schools at di o^clock, both divisions of the Training Glass meet an hour and a half for instruction in methods. A criticism lesson is given every Monday at S^ o'clock. At this exer* cise some member of the class previously appointed gives a lesson with the children on some subject assigned. At the close of the exercise the members of the class are called on in turn to criticise the teaching both as to the character and arrangement of the matter and method. At the close of the exercise, in a kind of summary, the Principal criti- dses both teacher and critics. The course of training embraces one year, one-half of the time being devoted to instruction in method and the philosophy of education, and the other half to teaching under criticism. The Oswego Board of Education are the Executive Oommittee, to act under the advice and general direction of the State Superintendent of Public Instruction. The Secretary of the Board, £. A. Sheldon, has acted as Principal of the school since the time Miss Jones returned to London. The following extracts from a Circular of the State Superintendent of Public Instruction (Hon. Victor M. Rice) presents the conditions of ad- mission, and the Course of Instruction for 1866 : — ^ Each county is entitled to as many pupil-teachers in the Oswego Normal and Training School as it has representatives in the Assembly, and other qualified applicants are received UDtil t^e accommodations are exhausted. To gain admission to thj9 school pupils roust possess good health, good moral character, and average abilities. They must be able to pass a fair examination in Spelling, Reading, Geography, and Arithmetic, (as far as the roots;) also to analyze and parse simple sentences. Ladies must be at least sixteen and gen- tlemen eighteen years of age. Those who shall have passed the examination will receive a formal appointment ftom the Superintendent of Public Instruc- tion, and be admitted to all the privileges of the sdiooL CX>nB8B OF IXSTBUCnON. UlemerUary PrqpareUory Gowsb, Tills course is limited to one term of twenty weeks, whioh is devoted chiefly to instmction in Spelling, Beading, Writing, Book-keeping, (single entry,) Lin- ear and Object Drawing, Geography, (physical and political,) Arithmetic, (oral and written,) History. Grammar, Analysis of Words, to Exercises in Impromptu Composition, and to Weekly Essaya It is desirable that all pupils, on entering the school, be thoroughly qualified in these common EngliBh branches. Those not found so qualified will be re- quired to -pass through this oouree under thorough instruction before entering upon the Traiuing Course. Elemmlory Training Cowrae This course is limited to one year of two terms, each twenty weeks; and in- cludes instruction in methods of teaching the branches named in the Elementary 716 OSWEGO NORMAL AND TRAINING SCHOOL. Preparatory Course, and of miacellaDeous subjects calculated to cultivate the perceptive faculties. Special attention will be directed to objective teachings and to the philosophical yet simple methods of primary instruction. B Class. — Methods of teaching the subjects comprised in the ElementBiy Preparatory Course; also instruction in the Philosophy of Education, School Economy, Physiology, Zoology, Botany, and Mineralogy, and Impromptu Com- position, (oral and written.) Criticism lessons and essays weekly. A Class. — ^The time of this class will be devoted to observation in the Model Schools, and teaching in the Practicing Schools, under the supervision of com- petent critica Two hours, each day, will be devoted to Impromptu Composi- tion, and to methods of teaching Form, Size, Measure, Color, Weight, Sounds, Objects, Animals^ Plants, and giving Moral Instruction. Criticism lessons and essays weekly. Students having satisfactorily completed the preceding courses will receive a diploma, signed by the Superintendent of Public Instruction, the Superintendent of the School, the Head Master, and the Officers of the Board of Education of the city of Oswego. This diploma will serve as a certificate of qualification to teach common schools. Advanced Preparaiory Oaurse, Students to be admitted to this course must pass a satis&ctory examination in the studies of the Elementary Preparatory Course; one much more critical than for admission to the Elementary Training Course. As familiarity with any subject is essential to a consideration of the best methods of teaching it, no pupil will be admitted to the Advanced Training Class until properly prepared in all the subjects of this course. Those fiimiliar with none of the branches herein named will require a full year and a half to complete the course ; otherSi who have mastered a portion of them, may com- plete it in less time. The students of this division may be arranged in three classes, according to their acquirements. Those conversant with some of the studies of each class may take up such studies as they need to pursue, in order to pass the required examination for Ihe "Advanced Training Course." Subjects op C Class. — Higher Arithmetic, Algebra, Grammatical Analysis, Rhetoric, English Literature, Book-keeping, (double entry,) Linear and Object Drawing. Botany, and Impromptu Composition. Rhetorical Exercises and Es- says weekly. Subjects of B Class. — Algebra continued. Geometry, History, Natural Phi- losophy, Perspective Drawing, Chemistry, and Impromptu Composition. Rhe- torical Exercises and Essays weekly. Subjects of A Class. — Astronomy, Algebra completed. Trigonometry, Sur- veying and Mensuration, Mental and Moral Philosophy, Geology and Mineral- ogy, and Impromptu Composition. Rhetorical Exercises and Essays weekly. Advanced Training Oowae, This course will occupy one term of twenty weeks, and will be devoted to instruction and practice in the best methods of teaching the branches named in the Advanced P^paratory Course. In this course special attention will be directed to the Philosophy of Educa- tion, School History, School Law, Science of Government, School Organization, and Discipline ; to the Theory and Practice of Teaching and School Economy generally. There will be frequent Criticism Lessons and Compositions. A course of lectures will be given on Zoology, Physiology, and Hygiene, to be accompanied by reading on the part of the class. A portion of the time will be devoted to observation and practice in teaching under criticism. To those who satisfactorily complete the course a diploma will be given, signed by the Superintendent of Public Instruction, the Superintendent of the School, the Head Master, and the Officers of the Local Board, certifying that the graduate therein named is " deemed qualified to teach the English branches iisually pursued in the High Sctiools and Academies of the State." OaWGGO NORMAL A 717 Plass and Dkbcbiptions or tbb Statb Nojuui. ako TBAiHoia SoHOaL ai OaiTBaat New Tobe. Tbb Acconimodfttion provided for tlie Nomul snd Traioing School tX Oswego^ New York, is a Ivge and commodiaua building, with ample grounds, located in a pleasant section of the city, aud commsnding a fine Tjew of the town, lake, and surrounding country. The entire front is 1S8 feet, and its depth 180 feet, with ample accoioroodatioD for 600 pupiU in the Model and Fractidng Schools, and 800 in the Normal DepartmeuL naiT ^oom. — 1, Hall ind Hfeln EnlnDoa to Normiil Bth mil Sehoa] ; 'X L&bonUirT and Gbaioieal A^pknim ; i, Ph (Btiimn tvovB 9 vtd 3, and 3 ami 4. an ilialnf doon io tKti two Toonia ctn be T. Racitalisn Room for Pupil-Ttuben ; B. Modal Cnidiid Schoal-Booiil : it. GlrU' Eni«n« to Hodcl ind Pnctieia( BehMli ; 10. Bnn' Hill mnd Main Enlruse (•• 1 13, 13, Girh' aod Rhh»; 14, 14. H, Bo;t- CkMk Rmtdui U, ll, », IS, IS, Ti 18, It, 10, IS, PlHEU : n, 11- Sliki lia nlk nUt. 718 08WIQO MOKMAL AND TKAJIOKO 1SCHOOC Saooav Fu>omw— 1, 1, 1, i; 1, Halb; % Amuabiy Bxwm and Hall, eapabb of ■eatinf ftom 80O Ia 1«000 mibom; 3, Lectim Eooa ; 4. Natiml Hatoij Eoom ; o. Ladies* DraHinf-Room ; 8, Tcachen* DiCMtn^ Bxmnb; 7, 7, 7, 7, 7, Raettatioa RiMmit for Popil- Tcadien, with ekiUreo fnm Pncticias Sehoob; 8. MoM Ungmded SclMMl-EooaB ; «, Ooak Eoon Air G rlt ; 10. Cloak Room for Bon ; 11. 11, 11. 11. Teaeb- •fa' CliMeto; IS, li, IS. IS, IS, IS. 18, IS, Veotiialoia. (Robifuon*! :) 13, 13, 13, U. 13, Pianaa L l**. I aDdGoTeffedPManca; IS^ 15, Janllafl^ I TteBsFuMNU— I, 1, Halb; S, S, RodtatioB Roona; S, Libraiy and Raadinf Room; 4, ( Dreaaing^Rooni ; S. Appaiatoa Room; 0, (1. JaDttor'a Room; 7, 7, 7, 7, Rmbm for tbeaolllafy^ refractory ehiklrao. Hmm rooms an piopailT aadligbied. '^ HICHIGAir STATE KOBVAL SCHOOL AT XPSILAim. HI8T0KIGAL DEVELOPICKNT. Thb importance of making early and efficient provision for a sufficient number of well qualified teachers, for the public schools of Michigan, was pointed out by the Superintendent of Public Instruction, Hon. John D. Pierce, in his first Report, dated December 27th, 1836, in which he re- marks that ** The most perfect organization of the entire system of schools in all the varied departments of instruction, must &il of securing the de- sired results without a sufficient number of competent teachers. Wha^ ever system may be adopted and however perfect in form, it will prove itself essentially defective, unless it provides a sufficient number of teach- ers well educated and learned in the profession, men qualified and com- petent, men who can elevate and leave their mark upon their pupils. And such teachers may be had— efficient measures will soon furnish us with a full supply unless indeed intellect degenerates in this Western world. Such schools for the education of teachers as exist in Prussia and New York will furnish them." In the same Report, the Superintendent recommends that in **each county of a sufficient number of inhabitants, a school or branch of the University, be established, with a department for the education of teachers for primary schools, and a course of instruction be provided for the same, which would occupy three years." Several of these departments were established, and Mr. Pierce in his report for 1838, recommends that more ample means be set apart for sustaining them on account of their importance to the success of primary schools, '* being as they are, the sole means of obtaining a full supply of competent teachers." And again, in 1841, in alluding to these departments, he says : ** We can look to no other source for educated, well qualified, and compe- tent teachers." His successor, Francis Sawyer, Jr., in his report for 1842, reiterates the importance of these departments, and also recommends that a regular school for teachers, with a model school connected, be established. The successor of ICr. Sawyer, Hon. 0. 0. Comstock, in his report for 1858, refers to this subject, and recommends the establishment of Normal and Model Schools. Hon. Ira Mayhew, Superintendent in 1848, in his annual report, says: "Normal Schools, designed expressly for the educa- tion of professional teachers, are indispensable to the perfection of any system of national education." In subsequent reports he still Airther recommends the establishment of a Normal School 720 lacmoAN state nobmal school. After the presentation of this subject in official documents and in other ways, for twelve years, the Legislature in 1849, passed an act establishing a State Normal School This act provided that the Normal School should be under the direction of a Board of Education appointed by the GoTemor, by and with the advice and consent of the Senate. The Board were to procure a site and erect buildings, appoint teachers, and make all the regulations and by- laws necessary for the government and management of the school Ten sections of salt-spring lands were appropriated for the purposes of a building fund, aud fifteen sections for an endowment fund. In accordance with this act, a Board of Education was appointed, which held its first meeting in the city of Detroit^ in May, 1849. Provision was made for locating the lands granted, and for securing a site and the neces- sary buildings. At the next meeting of the Board m September, proposi- tions were received from the citizens of Tpsilanti, Jackson, Marshall, and some other places ; each tendering to the State a site for the buildings, together with subscriptions in money. After a full consideration of the liberal offers, the Board decided to locate the institution at Tpsilanti, the citizens of that place having tendered a suitable plat of grouhd for a site, and a cash subscription of $13,500. The citizens also engaged to give the use of temporary buildings for the Normal and Model Schools, until a suitable building could be provided, and to pay the salary of the teacher of the Model School for five years. The site consisted of four acres, beautifully situated upon the high grounds on the border of the village — now city— of YpsilantL By an act of the Legislature of 1850, the ten sections of land appropri- ated for a building fund were consolidated with the other fifteen sections, to be denominated the Normal School Endowment Fund, and made in- alienable except so much of the same, not exceeding ten thousand dol- lars, as might be required to complete the buildings, purchase necessary books, apparatus, &c., after exhausting the amount of donations. The minimum price of the lands was fixed at four dollars per acre ; but the Commissioner of the Land Office was required to procure an appraisal below which none could be sold. An appraisal was made in 1850. A large portion was appraised below the minimum price. Some were valued as low as $1.50 per acre. These, of course, must remain unsold until they rose in value, or till the minimum price should be reduced. In the same year, the Board added four acres more of land to the site for the buildings, and contracted for their erection for the sum of $15,200, of which $12,000 was to be paid by the citizens of Ypsilanti. An act was passed by the Legislature of 1858, appropriating to the Endowment Fund the moneys arising from the Swamp Lands previously sold by the General Government, not exceeding $30,000. From this the school receives no benefit The Legislature of 1853 also appropriated $2,000, annually, for two years, from the State Treasury, to the Endowment Fund, and $3,000 to MIOmeAK STATS NORMAL SCHOOL. f 21 the same, to be applied to the porchase of books, apparatus, and improve- ments upon the grounds. But the income of the Normal School Fund, notwithstanding these ap- propriations, was inadequate to the wants of the institution. At the beginning of the year, 1855, it had exhausted its funds, and had contracted a debt of $2,000. In this embarrassment, it encountered the evils that have attended the first years of every State institution, of whatever kind, from the organization of the State. It was found that the School must have further aid, or its usefulness would be so circumscribed that it could not accomplish half its work.' The Legislature of 1855, appropriated $7,700 for that year, and $6,000 for 1856. This gave relief for those two years ; and in 1857, upon the recommendation of the Superintendent of Public Instruction, the same sums were appropriated for 1857 and 1858. The income from the Endowment Fund has increased so as to amount to a little more than $4,000 annually, and the appropriation firom the State Treasury is $7,500, making an aggregate income of $11,500. The original building for the Normal School was of bride, three stories in height, with rooms for the Normal and Model Schools. It was dedi- cated October 5th, 1852, when addresses were made by Hon. John D. Pierce, the first Superintendent of Public Instruction, Hon. Isaac K Crary, Hon. G. Joslin, and Hon. Ross Wilkins. The dedicatory exercises were followed by the holding of a State Teachers' Institute for three weeks. This Institute was attended by two hundred and fifty teachers, arid was organized and conducted as a temporary Normal School. The regular opening of the Normal School took place in the spring of 1858. In October, 1859, the Normal School building was destroyed by fire, but it was rebuilt and enlarged, and re-opened with appropriate exercises in April, 1860. The cost of rebuilding, with the exception of the alterations and adcB- tions, was covered by the amount received firom the Insurance Com- pany. The furniture and ventilating apparatus were not included in the insurance, and were replaced firom the funds of the institution. On the first organization of the Normal School, in 1852, A. S. Welch was appointed Principal He continued in charge until 1865, when he was compelled to resign on account of ill health. D. P. Mayhew, for many years a Professor in the school, was appointed to succeed him. PBISXNT OONDmON. Admission. The ages at which applicants may be admitted to the Normal School proper, are, for gentlemen, eighteen, and for ladies, sixteen years. It is, however, in the discretion of the Principal to suspend the rale in favor of applicants wider the required ages, if they manifest sufficient maturity of mind or advancement in study. Those intending to finish the course before teaching are also received at an earlier age. .^ 4o 722 MICHIGAN STATE NORMAL SCHOOL. All pupils, on their admission, will be required to sign a declaration of inten- tion to teach in the schools of this State, as follows : We the subscribers, do hereby declare that it is our intention to devote our- selves to the business of teaching in the Schools of this State, and that our object in resorting to this Normal School is the better to prepare ourselves for the discharge of this important duty. Members of the B class are further required to sign an agreement to attend the Normal School two terms before teaching in the schools of this State. These terms need not be consecutive. All candidates for admission must pass a thorough examination in the follow- ing studies, viz : Reading, Spelling, Penmanship, Elementary Grammar, Local Geography, and Arithmetic through Compound Numbers and Vulgar Fractions. Students may enter an advanced class by passing an examination in all the preceding studies of the course. Examinations for admission will be held on the Monday previous to the open- ing of each term, commencing at 9 A. M., at which time all persons desiring to be members of the school during the ensuing term, are required to be present. Attendance and Expenses. Applicants for admission are not received for less than an entire term, nor after its commencement, unless they have been detained by sickness or actual service as teachers. Those desiring to enter the school are required to present themselves for ex- amination one day before the opening of the term. Every student pays two dollars at the beginning of the summer term, and three dollars at the beginning of the winter term, as an entrance fee. Board and rooms can be obtained in the city at reasonable rates. Many students hire rooms and furnish their own board, thus reducing their entire expenses ; but students of different sexes, who are members of diiSerent families, will not be permitted to occupy rooms in the same house. The school has a small, though well selected library, to which its members have access. The books are intended mainly for reference, as the regular studies of the course give little time for general reading. Terms and Vacations. The terms of the Normal School commence, respectively, on the second Tuesday of April, and the fix^st Tuesday of October, and continue, the former alxteeen weeks, and the latter twenty-four weeks. A vacation of three weeks follows the winter term, and one of nine weeks the summer term. The exercises of the school are suspended during the winter holidays. The last week of each term is devoted to the public examination of classes. The regular exercises of graduation take place at the close of the winter term, on the third Tuesday of Mareh. THB EXPERIMENTAL DEPARTMENT. The Board of Education, in establishing the Model or Experimental School, had in view two prominent objects, viz : to give to advanced classes in the Normal School, practice in actual teaching, and to furnish a course of study preparatory to the regular course. To attain the first object, each student in every E class is required to take charge of one daily recitation throughout an entire term, under a system of careful supervision and weekly reports. It is found that teachers who have been disciplined by several years training in the Normal department, are well qualified for the work of instruction in the Model School. The greater number of classes, however, are instructed by thorough and competent teachers, who are regularly employed for the purpose, or by members of the Normal School Faculty. laCHIOAN STATS NORMAL SCHOOL. ^28 COURSE OF STUDT. Previous to 1863, the course of study embraced the ordinary bn^iches taught in Normal Schools, with professional instruction illustrating the method of teaching the elementary English branches ; lectures on differ- ent topics relating to education, the organization and management of schools ; and practice in teaching in the Model School. In 1863, the Board of Education made some modifications in both the Normal and Model Departments, so that the programme of instruction in the Normal School was made to comprise two courses of study, and the Model or Experimental School was graded in four distinct Departments. The course of study pursued in the Normal School is as follows : Normal Traming Course. Mrst Temu^A Clata, 1. Concrete Arithmetic ; Mental and Practical Arithmetic. 2. Object Lessons in Geography ; Synthetical Geography and Map Drawing. 8. Drawing of Lines, Plane and Solid Geometrical Figures and Leaf Forms. 4. Reading, Spelling by object lessons, Penmanship, Composition by object lessons, Elementary Philosophy. Second Term, — B Chu, 1. Higher Arithmetic, Method of Teaching Arithmetic. 2. Synthetical Grammar, Composition. 8. Drawing of Fruits, Flowers and Animals. 4. Elocution, Vocal Music, with method of Teaching it. Third 7hmL—C Claas. 1. Analytical Grammar, with method of Teaching. 2. Physical Geography, with method of Teaching. 8. Object Lessons in Common Things, Colors, Geometrical figures, Botany, Zoology and Properties of Bodies. Lectures on Primary Teaching. 4. Attendance and Practice in Experimental School. 27ie Higher Ncrmed Couree. Algebra, Geometry, Natural Philosophy, Botany, Chemistry; Latin and Greek (for young men), Latin and Grerman or French (for young ladies), Intel- lectual Philosophy and Vocal Music, Lectures on the numerous topics embraced under the Laws of Development, the Philosophy of Instruction, and the Organ- ization and Management of Graded Schools. G0UB8E OV STUDT IN SXPERJOfKNTAL DEPARTMENT. Primary Department. First Grade, Facts in Natural Science; Primary Colors; Botany— Trees, Shrubs, Bushes, Vines, Flowers, Grains, Vegetables, Fruits, Nuts, See^ ; Phys- iology— Human Body ; Natural Philosophy — Air, Water, Bain, Snow^, Hall^ Vapor, Steam, Dew, Fog, Cloud, Sun, Moon, Stars ; Mathematics — Counting by Objects, Time Table, Drawing Straight Lines; Language— *Words, Things be- fore Names, Moral Stories, Concert Verses, Gymnastics and Singing. Second Orade. Botany Continued — Simple Leaf Forms and Flower Forms ; Trees and Wood; Zoology — Animal, Mammals; 1, Two Handed; 2, Four Handed; 8, Flesh-Eating ; 4, Cud-Chewing; 5, Thick-Sklnned ; 6, Gnawers; Color, Form, Size, Habits, Food, Uses and Speed of Domestic Animals ; Natu- ral Philosophy — Color, Scale of Tints and Shades of Primary ^mple Proper- ties of Matter; Mathematics — Counting by Objects, Addition, Long Measure by Objects, Drawing Ancles and Plane Figures ; Language — Webb^s Primary {leader. Sounds of Vowels, Combination with Consonants, Moral Stories, Con- Jert Verses, Maxims, &c.. Singing and Gymnastics. / 724 lacmaAN statb NOmiAL school. Third Orade, Botany CoDtinned — ^Leaf and Flower jforms, CompouDd Leaves, Parts of the Flower, Root Forma ; Zoology — Birds — 1, Flesh-Baters, 2, Perchers; 8, Climbers; 4, Scratchers; 5, Waders; 6, Swimmers; Natural Philosophy— Simple Experiments, Secondary Colors; Mathematics— Subtrac- tion, Multiplication, and Division Tables by Objects, Analysis of Numbers, Drawing Plane Figures, Tumble of Miscellaneous Things; Language — ^Webb's First Reader finished, Spelling by Sound, Concert Verses, Singing. Intermediate. Fir9t Orade. Robinson's Rudiments to Fractions; Natural Philosophy by Objects ; Second Reader, 45 pages ; Spelling and Definitions ; Elementary Ge- ography begun ; Singing. Second Orade. Robinson's Rudiments finished ; Swift's Natural Philosophy entire ; Geography continued ; Second Reader ; Spelling and Definitions. Uiird Orade. Davies' Arithmetic to Decimals; Wood's Object Lessons; Botany, Elementary Geography finished ; Third Reader, Spelling, Singing, &o. Grammar School. Flret Orade. Sill's Synthesis, Davies' Arithmetic continued, Fourth Reader, Spelling, Composition, Declamation, Penmanship, Book-keeping, Drawing, Yo* cal Music, Physical Geography. Second Orade. Analysis, Arithmetic finished. Zoology, Reading, Spelling, Composition, Declamation, Penmanship, Book-keeping, Vocal Music, Physical Geography. Third Orade. History, Entomology, Algrebra begun, Latin or Gemian, Composition, Map Drawing, with Geography. High School. Mret Orade. Algebra finished, Latin, German or French, Botany (summer term), Physical CJeography. Second Orade. Physiology and Astronomy, Geometry begun, Latin, German . or French, Composition. T^rd Orade. Chemistry, Geometry, Rhetoric, Latin, German or French. There are Teachers' Classes connected with many of the Union schools and academies of Michigan, in which teachers are educated for the schools in the vicinity of these institutions. BESTJLTS. The whole number of graduates from the organization of the school until 1867, was 192, of whom 82 per cent had taught one year or more, 74 per cent two years or more, and 68 per cent roost of the time since graduating. The average length of time those had taught who graduated before 1863, and were teaching in 1866, was eight years. Forty-seven *per cent of the graduates were still teaching in 1866. The State Board of Education, in one of their last reports, say : " The Normal School continues in its course of eminent usefulness and success. The value of this school to the State cannot be easily estimated. Besides all it accomplishes in the matter of training teachers for the public schools, the good it does by the exhibition it affords of a school almost perfect in its organization and work, and the general stimulation it lends to the general study of educa- tional science and art are producing marked and valuable results throughout our enture school system." NORMAL SCHOOLS IH IOWA. NORMAL DEPARTMENT IN STATE UNIVERSITY. mSTOBICAL DIYBLOPMBNT. In 1849, while Iowa was a territory, a law was enacted, establishing three Normal Schools, one at Andrews, Jackson County, one at Oskaloosa, Mahaska County, and the third at Mt Pleasant, Henry County. There was an appropriation of five hundred dollars per annum to each, to be paid from ihe income of the Uniyersity fund, which at that time scarcely had more than a nominal existence. Buildings were erected and schools opened at Andrews and Oskaloosa, but they failed to reoeive the expected assistance from the University fund. The schools languished, died, and in 1855, the appropriation was withdrawn. No effort has since been made to revive them. On the admission of Iowa into the Union, Congress donated seventy-two sections of land to aid in the establishment of a State University. The law under which the University was subsequently organized, contained a provision that it should annually educate fifty common school teachers ; in subsequent acts, this was changed so as to require merely a Normal Department, which is now the law. The Normal, in common with other departments of the University, opened on the third Wednesday of September, 1855. During the first year, the Normal Department was under the care and instmetion of J. Van Valkenburg, Esq., and during that year, there were about seventy different students in attendance ; many of whom, however, were quite young and elementary, giving it more the character of a primary, than of a professional schooL In June, 1856, D. Franklin Wells was appointed Mr. Yalkenburg's suc- cessor, and in September, assumed control of the department All stu- dents not prepared to enter upon a professional course for want of age or attainments, were excluded. After applying this sifting process, only three students were left who entered on the first day of the term. The number gradually increased, and by the close of the year reached forty. The first class of five graduated June, 1858. From 1858 to 1860, all the departments of the University were closed except the Normal. For several years it had its own corps of teachers, and was for all practical purposes a Normal SchooL Those are considered the most successful years of the Normal department After 1860, the classes of this department were gradually combined with classes in the University when pursuing the same study. From 1858 to 1864 inclusive, the Normal department included more 726 ^<>^^- than half of the students in the University. In the latter year, the Nor- mal students numbered 257. In the same year, the first year of the Normal course was transferred to the Preparatory department, which changed the relative numbers. From its organization to 1867, upwards of 1,000 teachers received a full or partial course of study and training in the Normal department In 1866, after ten yean of service, Mr. Wells retired from control of this department, and in 1867, Prof. S. N. Fellows was elected to the place. In the spring of 1867, a Model School was opened in connection with the department^ which was continued until 1866, when it was abolished. It was always very successful, and for the last two years of its existence had two departments and two permanent teachers, one of whom was from the Oswego Training School In 1865 and '66, the attendance was 190. The suspension of the Model School, in the opinion of the ablest edu- cators of the State, very seriously impaired the usefulness of the Normal department Practical training in the art of teaching and governing a school, is considered indispensable to the highest efficiency of Normal instruction in Iowa. ADMISSION OF STUDENTS. The requirements for admission, are, that young men must have attained the age of seventeen years, and young ladies that of fifteen years, and all must sustain a satisfactory examination in Reading, Writing, Orthogra- phy, English Grammar, Geography, and Practical Arithmetic through fractions. All students are required, on their admission, to give a declar- ation of their intention to engage in the business of teaching, as follows : " We, the undersigned, hereby declare that it is our intention to engage in the business of teaching in the schools of Iowa, and that our object in resorting to the Normal Department of the State University, is the better to prepare ourselves for the discharge of this important duty." Two students firom each county, when recommended by the County Superintendent, are received free of charge. Others will be received upon the payment of the incidental fee of five dollars per term. COURSE OF STUDY. The course of study includes the common and higher branches of lib- eral English education, together with lectures on the theory and practice of teaching, method of instruction and graded schools, an examination of the school system of Iowa, and preparation and practice in the use of object lessons. The members of this department, when pursuing studies taught in other departments of the University, are combined with the classes in those departments. They also share all the advantages of the library, cabinet and apparatus, which are enjoyed by students of the classical and scientific courses. The following general courses of lectures are open to students in the Normal Department : IOWA. tJ2l English Literature, Intellectual and Moral Philoeophj. — ^President Greek and Roman Literature. — Prof. Currier. Modern Literature and Political Economy. — Prof. Eggert Astronomy and Mathematics. — Pro£ Leonard History of Physics and Chemistry. — Prof. Heinricks. Geology, Botany and Zoology. — Prof Parvin. The course of instruction occupies two years. A diploma is awarded to those students who complete the required course of study and training, and give satisfactory evidence of the proper qualifications for teaching. The whole number of students in 1866-7, was : Seniors: Ladies, 17; Gentlemen, 8 — ^total, 25. Juniors: Ladies, 27; Gentlemen, 10 — total, 87. Graduates: Ladies, 18; Grentlemen, 6— total, 19. RESULTS. The results of Normal instruction have been very satisfactory, and it is belieyed that the Normal department of the University has been an im- portant instrumentality in improving the schools of Iowa. The State Teachers' Association, at its annual meeting in 1867, passed a resolution recommending the establishment of a Normal School in each congres- sional district A committee was also appointed to memorialize the Legislature, and to adopt measures to secure the object contemplated by this resolution. The chairman of this committee, J. Piper, Superintendent of Schools in Manchester, Iowa, in January, 1868, issued a circular for the purpose of gaining information on the importance of Normal Schools, and their relation to a public school sys OTHER MEANS FOR EDUCATING TEACHERS. Iowa College at Grinnell, has an English and Normal Department for preparing teachers for the public schools of the State. Students in this department can recite with classes in other departments by permission of the faculty. The course of study includes Elocution, Arithmetic, Modem G^gra- phy, Ancient and Physical Geography, Grammar, Algebra^ Astronomy, Natural Philosophy, Physiology, American and Ancient History, Theory and Practice of Teaching, School Laws of Iowa, and Natural History. Familiar lectures on the best methods of teaching and school govern- ment are delivered by members of the fiiculty. The Ladies' Department of this College is under the immediate super- Vision of a Female Principal, and under the general direction of the f3su>- iilty. The course of study is designed not only for thorough mental culture, but also for preparing young ladies to teach. The members of this department recite with classes in other departments, when the studies are the same, and have the privilege of attending the lectures. Training Schools have been established by several of the cities of Iowa. 728 ^O^^* Though these schools were designed primarily to educate and train teach- ers for the cities in which they are located, they have exerted an impor- tant influence upon the schools of other places, and have to a certain extent supplied the place of State Normal Schools* The schodl at Davenport, which is one of the oldest and most efficient Training School in the Western States, receives all applicants who are able to pass a creditable examination before the county superintendent* The teachers trained in this school have gone out to other places in the State, and have introduced improved methods of instruction in many towns and districts which have not been supplied with teachers from the Normal SchooL A similar work is performed by Training Schools more recently organ- ized in other parts of the State. Teachers* Institutes have been very successfully maintained in Iowa, and have be^n so organized and conducted as to afford to young teachers the advantages of a temporary Normal SchooL SEW JERSEY STATE 50RMAL SCHOOL mSTOUGAL DETELOPMBNT. Thb teachers and educators of New Jersey were among the earliest and most earnest to proclaim the necessity of special preparation for the office of teaching and training the young. Prior to 1825^hilip Lindsley, D. D.. before he removed to Tennessee, and while tutor and acting President of the College of New Jersey, in an address deliyered at Princeton, antici- pated the utterance which he subsequently repeated in his inauguration as President of the Uniyersity of Nashville : *^ Our country needs Semi- naries purposely to train up and qualify young men for the profession of teaching. We have our theological seminaries, our medical and law schools, which receive the graduates of our colleges and fit them for their respective professions. And whenever the profemon of teaching shall be duly honored and appreciated, it is not doubted but that it will receive similar attention and be favored with equal advantages." In the inaugural address in 1825, also referred to, Dr. Lindsley adds : ** Though the idea perhaps may be novel to some persons, yet the propriety and importance of such a provision will scarcely be questioned by any compe- tent judges. The Seminarium Philologicum of the late celebrated Heyne, at 66ttingen, though a private institution in the midst of a great university, furn- ished to the continent of Europe during a period of nearly half a century, many of its most eminent and successful classical professors and teachers/* * « « " At present, the great mass of our teachers are mere adventurers— either young men who are looking forward to some less laborious and more respecta- ble vocation, and who, of course, have no ambition to excel in the business of teaching, and no motive to exertion but immediate and temporary relief from pecuniary embarrassment ; or men who despair of doing better, or who have niled in other pursuits, or who ar^ wandering from place to place, teaching a year here and a year there, and gathering up what they can from the ignorance and credulity of their employers. That there are many worthy exceptions to this sweeping sentence is cheerfully admitted. That we have some well quail- ified and most deserving instructors we are proud to acknowledge— and as large a proportion probably in this section of our country as in the older States. StiU the number is comparatively small ; and the whole subject demands the most serious attention of the good people of this community. * In a lecture on the school system of New Jersey, delivered January 28, 1828, in the Chapel of Nassau Hall, ProC John MacLean (afterwards President) recommended ** the establishment of an institution to educate young men for the business of teaching,'* and in a note examines and re- futes the objections to such action on the part of the State. In 1847, Prof. E. G. Wines, then of Burlington, in behalf of a special committee of a Oonvention of the Friends of Education held at Mount Holly on the 17th of November of that year, prepared a '* Report on Nor- mal Schools,'Vhich was printed by order of the Convention, and widely circulated. This document contains letters firom Gov. Seward, ^Rev. Dr. 730 ^'^ JEBSET NORMAL SCHOOL. Campbell, Bishop Alonzo Potter, Horace Mann, Edward Everett, Proil Palfrey, Prof. D. P. Page, and John A. Diz, strongly commending the establishment of special schools for teachers on general principles, and on the results of actual experience at home and abroad. The committee add : ^^ So deeply was Mr. Cousin, the eminent French philosopher and educa- tionist, impressed with this truth, (that good schools could not exist with- out qualified teachers, and that teachers could only become qualified by previous training, or actual experience) — that he declares it as his opinion that the State has done nothing for popular education, if it does not pro- Tide that those who devote themselves to teaching be well prepared. This, in the opinion of the committee, is one of the first duties of a State with regard to schools." ** The most efficacious means of securing well qualified teachers is to be found in Seminaries, where a number of young men or women, intending to become teachers, are collected together, receive a com- mon instruction in the subjects required for the schools in which they propose to teach, have lessons given them in the science and art of teach- ing, and practice the art under intelligent supervision. In this way, will the occupation of teaching be raised to the dignity of a profession. The teacher^s respectability will then be secured, by the considerable attain- ments exacted of him. A strong eiprit de corps will be produced among masters, which cannot fail to interest them powerfully in their profession, to attach them to it, in their eyes, and to stimulate them to continued ef- forts at self-improvement Thus also will a standard of examination in the theory and practice of education be furnished for all candidates who have chosen a difficult access to the profession. In 1855, Mr. John T. Clark, Principal of the Public School of New Brunswick, read an essay before the State Teachers' Association held at Trenton, (Jan. 18 and 19,) on the ** Necessity and means of advancing the interests of common school education in New Jersey," in which he advocates ^* the establishment of a State Normal School with a Model School attached, wherein our young men and women shall be fitted for teaching, in the same manner as persons are fitted for other vocations — by an apprenticeship, as a business for life ; " and in this connection the encouragement of Teachers' Institutes. The same general views were presented by other parties, at the County Teachers' Institutes, Educational Conventions and Associations, and in {he reports of the State Superintendent In 1853-4-^, Henry Barnard, of Connecticut, presented the subject of the professional training and improvement of teachers, at Institutes held in difierent parts of the State, and particularly in the State House at Trenton, before the State Teachers* Association, on the 18th of January, 1855, in which the experience of the principal States of Europe and of several of the United States in this direction was set forth. In that year the State Normal School was estab- lished by the appropriation of $10,000 annually for its current expenses, leaving it to the town where the school should be located, to provide suit* able buildings and outfit in consideration of its local adrantages. NSW JSRSBT NOBMAL SCHOOL. 73] The Normal School of New Jersey was opened in rooms temporarily provided in the city of Trenton, on the first of October, 1855, with fifteen pupils. The number was increased during the first term to forty-four. A new building, erected by private enterprise, was completed ready for use on the opening of the second term, and was occupied by the school the 17th of March, 1856. The Model School was opened at the same time in rooms prepared for it in the normal building. The prosperity and success of both schools soon made it necessary that additional room should be provided for the model department Through the liberality of an association of gentlemen of Trenton, a lot adjoining the Normal School was procured, and a Model School building erected and completed in 1857. This was rented to the Trustees of the Normal School for a term of years. The Trustees continued to hire the buildings occupied by the Normal and Model schools until 1865, when the Legislature passed an act authorizing their purchase. As the effect of this act and the contract with the Normal and Model School Associations, the buildings, fixtures, library, apparatus and grounds of both schools, became the property of the State. The lot in- cludes over four acres of ground, and with the buildings and fixtures, is valued at $120,000. The difficulty of obtaining board for the students at reasonable rates, led to the purchase and fitting up of a building which would accommo- date the female pupils and teachers who had not homes in the city. By means of this arrangement a considerable reduction was made in the cost of board to the students, and they were brought together near the school under the eye of the teachers. The cost of the boarding houses, which are the property of the State, was 830,000. Besides the Normal and Model departments at Trenton, there is an auxiliary school at Beverly, known as the Famum Preparatory School This was founded in 1856, by the munificence of Paul Famum, Esq., of Beverly, who gave the house and grounds, valued at $50,000, and S20,000 additional in cash, on condition that the school should receive from the State a small subsidiary grant The Principal of the Normal School is ex-offlcio Principal of the Famum Preparatory School The total amount of property in grounds and buildings used by the Normal School and its auxiliaries, belonging to the State, is S200,000. If to this is added the S20,000 in bonds, the gift of Mr. Famum, the income of which is for the support of the school, the total is $220,000. The school is under the direction of a Board of Trustees, appointed by the Governor by and with the advice and consent of the Senate. There are two Trustees for each Congressional District, so that all parts of the State and both political parties are equally represented. This intention has been faithfully observed in the appointment of Trustees, there being five from each political party. 732 IHEW JBRSET NORMAL SCHOOL. The Trustees appoint the teachers, have a general oversight of the school, and make an annual report to the Legislature. Mr. WuL F. Phelps, who had been for some years connected with the State Normal School of New York, was appointed the first Principal of the Normal School of New Jersey, and continued in charge from its organi- zation until 1864, when he resigned to take charge of the Normal School in Winona, Minnesota. John S. Hart, LL. D., who had for eighteen months been Principal of the Model School, was unanimously chosen his successor. CONDITIONS OF ADMISSION. The general conditions of admission and the regulations for the stu- dents, are : — Applicants must be at least sixteen years of age^ and of unquestionable moral character. They must be in sound bodily health, and able to sustain a good examination in Spelling, Reading, Arithmetic, Geography and Grammar. They must declare their intention to teach in the public schools of this State for at least two years. The candidate must present a certificate to the following effect from the Superintendent, the School Committee, or the Board of Education, of his town- ship or city : This is to certify that — — — , of the township (or city) of ^ county of , New Jersey, aged years, desires to obtain admission as a pupil in the State Normal School, and has given to me a declaration of •—— intention to engage in the employment of a common school teacher in this State, for at least two years, and beicg satisfied that is of good health, and proper moral qualifications, I do recommend as a person suitable by age, charac- ter, talents, and attainments, to be received as a pupil of the Normal School. By the terms of the act establishing the State Normal School, ** each county is entitled to fill three times as many seats in the school as it has representatives in the Legislature.*^ In case any county is not fully represented, additional candidates may be admitted from other counties, on sustaining the requisite examination, and producing a proper certificate as above. The candidates, on their admission, are required to sign the following Declaration and Agreement, which document is a permanent record with the Institution : ** The undersigned, having received certificates of admission as pupils in the New Jersey State Normal School, hereby declare that it is their intention to engage in the employment of teachers in the common schools of this State, for at least two years, and that their object in resorting to this school is the better to qualify themselves for that responsible duty. The undersigned also hereby agree to report themselves semi-annually, in writing, for the aforesaid period of two years, to the Principal of the State Normal School, in case they enjoy its privileges for one term or more.** Candidates are examined by the Faculty immediately on the presentation of the certificate before mentioned. This examination is confined to the topics named above, namely, Spelling, Reading, Arithmetic, Greography, and Grammar. Those wishing to be admitted to an advanced class, are likewise examined upon all the studies which have been attended to by the class to which they wish to be admitted. OOUBSB OF STUDT. The school is diyided for reettations into four classes, all of which have Composition, Elocution, Drawing, Penmanship, and Vocal Music. The other studies of the D. dass, are Geography, Arithmetic, Grammar, and NEW JSBSXT'MOIUIAL SCHOOL. 733 ■ History of the United States. — Of the C. class, Geography, Intellectual Arithmetic, Grammar, Constitution of the United States, Botany, and General History. — Of the B. class, Algebra, Physiology, Natural Philos- ophy, Rhetoric, and English Literature. — Of the A class, Geometry^ Trigonometry, Natural Philosophy, Chemistry, (jeology. Mental Philoso- phy, English Literature, American Literature, and Theory and Practice of Teaching. Much attention is given in all the exercises to the cultivation of the power of expression. This is made a prominent object, not only by lec- tures and lessons upon this point, but by constant attention in every exercise. The student is taught to select the best language to give ex- pression to his ideas, and to illustrate whenever necessary or practicable, by the use of the black-board and crayon. The teacher of a class, after hearing part of a lesson, often calls upon a pupil without any previous notice, to take up a portion of the subject and examine his classmates upon it, neither he nor they having any book to refer to. Another practice which has been found quite successful, is that of frequent reviews. One lesson in the week in each branch, or every fifth recitation, is devoted to a review of the four preceding lessons, and on this review day, each pupil is subjected to a test so that his proficiency and power of expression may be ascertained and marked. The teacher never stops in the midst of a lesson to mark a pupil, but at its close marks those who have left upon his mind a distinct impression of their profi- ciency, or the reverse. Bj these various means, the daily recitations are made to contribute powerfully towards begetting in the pupils a habit of readiness and self-reliance, and a fiicllity for verbal expression. PRACTICE TEACHING. Practice in teaching is secured in two ways — ^first, by members of the Normal School taking classes in the Model School, and giving instruc- tion in assigned subjects, to these classes, under the general supervision of one of the teachers of this department ; and second, by having practice teaching in the Normal School itself, one of the students taking a class in this school on certain designated days, and in subjects assigned by the Principal of the school • To secure the best results in the employment of the latter method, the Principal, once a week, makes out a programme of exercises, with the names of those who are to teach during the following week, and the classes and lessons for each. This enables the pupil teachers to prepare themselves fully for the exercise. It is an indispensable condition in all these exercises that the lesson be given without the use of the book. When the pupil enters the room to teach an assigned lesson, he brings with him only a crayon and a pointer; he takes the entire charge of the class, maintaining order, questions the members of the class, corrects mistakes, illustrates the subject if necessary by diagrams or experiment^ and in all respects acts as if he was the regular teacher. 734 NEW JXBSET NOBMAL SCHOOL. • During the exercise, the regular teacher sits hy, ohserying in silence, and at the close of the day enters in a hook prepared for that purpose, a full and detailed criticism of the work of the pupil teacher, giving an average mark for the same, the maximum heing 100. These criticisms, together with the teaching average, are read to the pupil the next day by the Principal, in the presence of the class, and additional comments are made on any methods or principles of teaching involved in the crit- icisms. The following notes on this method of practice teaching, are from the report of the Principal for 1868, and serve to give a good idea of the work : VOTES ON PRACTICE TEACHING. Miss — ^ gave the C claas a lesson in Elocution. She was animated and en- ergetic in giving the vocal exercises, but she pitched her voice too high. The same shrill tone characterized the Concert reading. Many of ihe criticisms given by pupils were not load enough to be heard by the whole class. One of the ladies, in giving a sketch of Shakspeare, said, " his principal work toaa Much Ado About Nothing, Merchant of Venice, &c. ; *' but the error passed unnoticed by pupils and teacher. Miss herself said " Hamlet thought it wasnH hirnJ* She marked the pupUs too high — ^the worst readers in the class receiving 8 and 9. Teaching average, 85. £. Miss gave the D class a lesson in History. She was well prepared with the history lesson ; but she allowed the pupils too long a time to think and ffuess, A Chronology lesson is dry and uninteresting ; and unless the teacher calls upon the pupils in rapid succession, thus keeping them wide awake, the interest will tiag, and even good pupils wiU be inattentive. Miss marked the pupils very judiciously. Teaching average, 90. E. Miss gave the D class a lesson in Arithmetic. She assisted the pupils too much. She did not require them to be accurate enough in answering ques- tions ; otherwise she taught very weU, the subject being rather a difBciUt one. Miss marked the pupils judiciously. Teaching average, 86. M. Miss gave the C class a lesson on the Constitution. She was quick in con- ducting the recitation. The entire period was spent in repeating mere words of the book ; but once or twice the lady asked for the explanation of clauses, and then the answers given were neither full nor satisfactory, yet the lady ven- tured no comment of her own. Many practical questions might have been given by the teacher respecting the executive departments, ambassadors, con- suls, treaties, and impeachments. The lesson contained many subjects of inter- est sufficient to occupy more than the allotted time. Teachers should call more frequently for definitions, and always take it for granted that their pupils are ignorant of the meaning of even the simplest words. I venture to assert that more than one-third of the class left the room without knowing the difference between a reprieve and a pardon. Teaching average, 80. £. Miss — gave the D class a lesson in Grammar. She has improved since teaching for me before, but she still lacks energy and decision. She gave the pupil who was reciting all her attention; thus allowing an opportunity to some, fwho took advantage of it,) to assume lounging positions in which to wait lazily lor their turn to recite. Some remained wide awake, and embarrassed Miss — by speaking at any time, even interrupting her in the middle of a sentence to ask questions. Teaching average, 87. H. Miss gave the D class a lesson in Elocution. She cannot become a suc- cessful teacher until she studies the pronunciation of words. Not only did she permit mistakes made by the pupils to pass unnoticed, but she misprenounced many words herself; as, hos-pit -a-ble, for hos'-pit-a-ble, in'-tense for in-tense', etc. — the errors consisted chiefly in changing the accented syllable. In the word machination^ however, though the accent was correctly marked, she taught the class to call it " mash-in-a-tion." There can be no possible excuse ISSW JEBSEY NOaiCAL SGHOOIh f 35 for sach careleasnefls, or rather ignorance, since the lady had three days for the preparation of the lesson. The dictionary should be kept in constant use by pupilfl and teachers. Teaching average, 66. E. Miss ■ gave the 0 class a lesson in Elocution. She gare a very short ▼ocal exercise and omitted the Concert reading. During the recitation she read remarkably well ; her yoice was clear and full, her emphases and inflections were correct, and her whole manner free from embarrassment. The entrance of three or four visitors did not in the least disconcert her ; for her calmness and dignity she deserves much commendation. Teaching average, 95. £. Mias gave the 0 class a lesson in Ancient History. She was sprightly and animated She spoke in a clear, decided tone ; bat she pursued no rcguU^ plan in conducting the recitation. Events in Egyptian and Assyrian history were indiscriminately mixed ; the pupils became confused, and the lady herself was somewhat bewildered. Teaching average, 88. K Miss gave the B class a lesson in Physiology. She evinced perfect famil- iarity with the subject of the lessons. She did not confine herself to the text- book, but asked many good, general questions. One of the pupils did not understand a portion of the lesson which was to be explained by a diagram. Miss endeavored to make the matter clear by an explanation which was very good, still the pupUs did not see it clearly. I think the teacher would have succeeded in clearing the difficulty if she had used the pointer instead of designating certain points by letters. She spoke a little too low. Teaching average, 96. M. Miss gave the A class a lesson in English Literature. She did not spend enough time upon the lesson for the day, and consumed too much of the pe- riod in reviewing the old lessons. She was not careful in examining the black- boards ; lbs. was permitted to stand as the abbreviation of pounds sterling, and whimsicalities was spelled with two Ts. The lady made no deduction for errors, all the pupils, with but one exception, received 10. She deserves commendation for speaking in a loud, clear tone. Teaching average, 88. £. Miss gave the A class a lesson in Elocution. She displayed the tact and skill of an experienced teacher. She assumed full authority over the pupils, (though they were her classmates,) and her whole manner was such that a visitor entering the room would have supposed she was the permanent teacher. One secret of her success was that she had given the reading lesson much home practice and preparation. Teaching average, 100. E. Miss — — taught the A class in Literature. She taught well. Though rather quiet, she succeeded in awakening the interest of her pupils, and the entire reci- tation was very animated. The class is a good one, and the pupils deserve as much commendation as the teacher. Teaching average, 96. E. Miss gave the B class a lesson in Elocution. She is a good teacher, and reads very well. She maintained her dignity and composure during the entire recitation, though several visitors were present. Nothing tends to embarrass a teacher so much as the entrance of strangers ; the lady*s calmness and self-pos- session then, are worthy of much commendation. Teaching average, 100. E. Miss gave the A class a lesson in Literature. She evinced thorough preparation, and displayed considerable tact in conducting the recitation. Ev- ery pupil was called on and compelled to recite or confess ignorance. Teaching average, 98. E. Miss gave the D class a lesson in History. She is one of the best teach- ers in her class. She is sprightly, animated, and critical The lesson was well taught ; a map having been neatly drawn on the board, the teacher required the most important places referred to in Uie lesson to be pointed out upon it. Teaching average, 100. M. EXAICINATIONS. Written examiDfttions take place at the end of each term, and also at the end of every six or seven weeks, in all the studies of the schooL In order to secure entire fairness in the examinations, and to prevent impro- prieties of any kind, a card is placed in the hands of each pupil, containing the Ibllowing directions: 736 iniW JXBSK7 ZfOEUAL SCHOOL. 1. On the day before the examination begins, take home all your books ; see that nothing whatever is left in your desk except this card and your slate ; that your desk is cleaned out and free from bits of paper and rubbish of every kind ; that the ink well is in good order, and supplied with fresh ink ; and that your slate is thoroughly cleaned. 2. Observe the same rule every day before leaving the examination room. 8. Gome each day provided with pens, pen-holder, and pencil. 4. Write your name and the subject of examination distinctly at the top of each page. 6. You need not copy the questions upon the paper, but be careful to number each answer to correspond with the question. 6. If unable to answer any question, write its proper number, and opposite the same, write, *^ I cannot answer.'* 7. In answering questions in Arithmetic, Algebra, &c., givQ the work as well as the answer. 8. After beginning a set of questions, do not leave the room without the per- mission of the teacher in charge, until that exercise is completed. 9. When under examination, avoid with the utmost strictness all communica- tion with others, whether by talking, notes, signs, or otherwise ; and do not look over the answers of others lying on the a^oining desks, or allow others in this manner to overlook your answers. Any violation of this rule will cause your exercise to be rejected. 10. Referring to text books, or to written or printed abstracts, or memoranda of any kind connected with the subject of examination, or having such book, abstract, or memorandum, in your desk, or about your person, wi5 cause your exercise to be rejected. In order to induce not only correctness as to the substance of the answers given, but a habit of carefulness as to the manner of expression, the teachers, m marking the examination papers, note minutely on the face of each paper every thing that is considered faulty. This is done by simply writing the figures 1, 2, 8, 4, &c., on the margin of the sheet, opposite any fault that may he no- ticed. Figure 1 indicates some fault in the heading, or in the general arrange- ment of the matter in the sheet ; 2 Indicates want of neatness ; 8 indicates letters written indistinctly, or words not properly spaced; 4, spelling wrong ; 5, punctuation wrong ; 6, capitals neglected, or used improperly ; 7, mistake In grammar ; 8, sentences not complete ; 9, answer not as full as it should be ; 10, answer incorrect. The object of this scheme of notation is simply to enable the teacher, with the least expenditure of time and labor, to indicate the various faults which mar the appearance and lessen the value of an examination paper. A small printed card, containing this scheme of notation, is placed in the hands of each teacher as a guide in marking the papers, and also in the hands of each pupil while writing his answers. The consequence is that the usually slovenly, care- less, illegible, and unworkmanlike style of writing and expression is entirely broken up, and the pupils get unconsciously into the habit of expressing them- selves upon paper in a manner that is agreeable to the eye and that is almost entirely free from the minor blemishes of composition. When the examination papers have been marked and the faults noted with a pencil upon each paper, according to the scheme just explained, tiie papers are returned to the pupils, and with these papers before them, and with the aid of their books and of the explanations given by the teachers, they are required to write out a second complete set of answers. This exercise is not counted as a part of the examination, but it takes the place of an ordinary recitation. Its object is to fix in the minds of the pupils, while the matter is still fresh, all the corrections which have been pointed out. This revision of the work of exami- nation has a most admirable effect The questions are usually of a searching character, and revesJ to pupils deficiencies in their knowledge, of which they had not been aware. Going over the ground a second time, while this impres- flion is fresh. NEW JBR8E7 NORlfAL SCHOOL. f 37 BOARDING ARRANGEICENTS. Although the tuition of the Normal School is free, it was found that the main item of e^ense, the board, had increased until it threatened se- riously to embarrass the operations of the institution. Accordingly in September, 1804, a suitable building was secured and fitted up as a boarding-house for the use of the female pupils and teachers. By having a considerable number together, it was found that the expense to each Student could be considerably reduced. The first experiment was so suc- cessful that the house was enlarged in 1865 so as to accommodate ninety boarders. The building, as thus enlarged, is 135 feet long by 87^ feet wide, and three stories high. It is planned with a special view to the wants of such an establishment, and is particularly convenient and at- tractive. The rooms are of good size, each suited to the accommodation of two pupils ; they are neatly carpeted, and supplied with the necessary furniture, with one double bed, and with two large deep clos(5ts, one for the exclusive use of each occupant The beds are furnished with mat- tresses, but not with pillows or bedding, each boarder being required to furnish these articles for herself. One of the leading Professors, with his family, lives in the building, and he and his wife have the charge of the establishment The arrangement altogether is giving the greatest satisfaction to the patrons of the school. Such an establishment was particularly needed for female pupils. Young ladies away from home, and boarding promiscuously through a large town, are exposed to social temptations, and they often lose much time in consequence, even when they do not form undesirable acquaint- ances, or fall into worse evils. Parents are reluctant to send their daugh- ters to a distant town to attend school, where there can be, from the nature of the case, no adequate guaranty for an efficient supervision and protection out of school-hours. Besides these grave considerations, there 18 the important matter of economy, the cost of attendance at school hav- ing been reduced almost one-hal£ The large boarding-house being entirely filled, and there being numer- ous applicants for admission, who could not be accommodated, the Trust- ees, in the summer vacation of 1867, took another large building adjoining the former, and fitted it up in similar style for the accommodation of forty additional boarders. This building also was immediately filled. The resident Professor and his family, in consideration of their services in the management of the household, live in the house entirely free of cost A charge of one dollar a week is made to each pupil, for rent and fuel Under ^'fuel'* is included all that is needed for cooking and washing, and for heating every part of the establishment; and under *^ rent *' is included all that is necessary to pay interest, taxes and insur- ance on the cost of house, furniture and grounds. The Trustees assume that an assessment of SI a week on each boarder will cover these items. This sum is a regular and fixed charge. Be- yond that, the pupils are charged the actual cost of their living, and this 47 i^38 I^^ JSBSSY NOBMAL flCBOOL. fiict constitutes a very important feature of the plan. The actual cost of the remaining items has been maintained now for more than three years at S2.50 a week, with a variation of only 25 cents for a single term, and the accommodations, both as to quantity and quality, haye been such as to give entire satisfaction. But were the Trustees to undertake to board the pupils outright for this sum, there would be less care in regard to waste and breakage, and a more ready disposition to find fault and be discontented. Having paid a fixed sum, the boarders would feel like con- suming the full worth of their money. On the contrary, the sum being contingent, they are more ready to acquiesce in any little economies which are to keep their expenses within bounds. The boarding arrangements which have been described, are exclusively for the use of the female pupils and teachers. A similar establishment for the accommodation of gentlemen is imperatively needed, and is in contemplation. FARNUM PBEPABATORT SCHOOL. The Famum Preparatory School at Beverly was established and en- dowed by the liberality of Paul Famum, Esq^ and opened for the recep- tion of pupils, on the 8th of October, 1856. It has a Board of Trustees of its own, but is designed as an auxiliary of the State Normal School, and an appropriation is made by the Legislature towards its support As indicated by its name the course of study is preparatory, and has special reference to the more thorough and professional course of the Normal School. A large proportion of the pupils are from Beverly and the vicin- ity, but those qualified are admitted to the classes in the Normal School at Trenton, on successfully passing the required examination. One hun- dred and forty pupils were admitted the first term. This number has been increased successive years, and in 1807 amounted to two hundred and eighty. STATK NORMiL SCHOOL OP MBW iBBSBI. Flui um DncMmoti o ■ STATI NokMU. S«BM>L OF NlW Jll The baDdinga ooonpied by Ihe State Normal 9ohod of New Jen«y, are two in nnmbei*, one of vhioh is oooupied exoluiTely by the Nornial 9ohool proper, *ai the other by both the Norioal Sohool and iti adjunot, the Model Schcnl, but prind- paOy by the iMter. The two were bailt and fiiniiahed at an expense of about 955,000. The plana are drawn on a aoale of thirty-lwo feet to the inch. Each bnildiag la in the torm of s Greek Cnm, the main edifice running nearly north and aoath wah wingt or projecCiona on the eaat and wesL The front wing of Ihe Normal Sobool on the eaat, terminate* in two lowen, 10 by 10 feet. Tbe great objecto ■eaared in the adoption of tb«e plana, are the higheal degree of oonvenlenoe and adBptation to the pnrpoae* of a Nhod (br both eeiea, aymme- tiy, laatefbln^, eOMoiny in coat of ctautraotion, with ampto boilitjea br lighting and ventilation, the ingreB and egrea* of pnpih, together with a full aupply of water in the proper plaoe, and IS>r every desirable purpose. The rooma are all large, airy, and oooimodioaa. The naes of each apartment will be onderstood by referenoe to the DOmbets indioaled on the diagrama, and aation. Each bnilding ia heated by fbnr of BoyntoD'a a, and rentilated by means of air pOBagea leading froni eaoh room to a large ohatnber lor tlie pttrpoae in the actio, under the rentiUtor. Tbete air ehambera are bested by stoves, tho* oreating a tuoei drangbt thxn each ^»rt- ment to the ventilator. He fnrnitare ia of the latest and most approved charaoter, and there are in tha two bnildinga, fifteen bnndred fret of the best Vermont and Lehigh wall alatea Rf. 2.— FnsT Stoar. 1, Main entranoe and HalL 3, 2, Cloak Kooms for eaoh aex. 3, 3, ToiM Sfloms for each wtx. 4, S, Halls and entrances. 0, 6, 6, and T, T, T, Beciution Booma. S, S, Extra Cloak Buohm. 9, 9, Fritiea. 10, ID, Halla for each sex STATE NORMAL SCHOOL OF NEW JEBSBy. Fif. t. BicoHD Stok 11, ReoeptioD Raoiu. IS, Ubrary. 13, 14, Tesohera* Toilet Boonii. 15, le, Halli Bod Stairwayi, each Ki. IT, ABembly Room Msted for 340, 13,13, BeoitaOoo RoMDt. 19, 19, Bilra Clo*k Booma. 30, 30, Priviea 31, S2, Drawing Room ind Models. 33, Bell Riuger'i Room. S4, PM«g« to Ob«erT«toty. 35, Lecture Room. 26, Eeoilatioa Room. 27, Room for >1 Drawing. S9, 38. Reu Halli. 39, 30, Apporatna Rooms. STATE MOKMAL SCHOOL OF NEW lEBflBT. 1 7'|4|?f 1 irH "1^1- 1 — '^3 1= ^ "siE-taii 1:1 " 1 " 1 ' r^ n 1 -J ffl^^ 1 1, 3, Privitt for Girli. 3, Halli to FriTics lor Gtrli. 4, 5, 6, fto., fto. CeUuaaiidFnniaoe& I3, 14, FiMtmhtBigt. 13, HalbtoFririMlbrBciTi; Fl(. e. FiiinSTOKT.— Mddm. SeaooL. 15, Hslb, C^rb* entranoe, and msin enlranoe. IS, 17, Oirb* Cloak Roomt. 18, 19, SO, ai, S3, 33, Sobool. 34, Ball, rooma graded, 40 pnpib eaeb. 25. B(^' Hall. 36, 37, Eh^' Goak Roonu. TTTATB NOUUL SOBOOL O? NEW Jl FlS. 7. SiooMD Btobt,— HsDU SnuML, 38, Oirb' Cloak Room. 39, Ubrarf. 30, Oirla' HaU uid Slatrwa;*. 31, 33, 33, fto., Ac, Behool Koacot, gT*d«d, 40 papik eMh. 37, HdL 38, Sots' BaU Mtd StMTwaya. 89, 40, Boy' Goak Rmmm. 41, Boom for Dniriiig, Dghlad from the Dome. 4S, Hill and Stainvafa. 43, Great Leotore Koom at ths Normal School catibliihiiMnt, 56 1>7 75 Ssst 44, Ban. 45, I^botslor^. ILLINOIS STATE NORMAL UNIVERSITY AT KOBMAL^ MACLEAN OOUITrT. The State Normal Uniyersity owes its existence to a deep-seated con- yiction of the want of more well-instructed teachers for the free schools of Illinois. The question of establishing a school of some kind to supply this want, had been discussed by the leading educators of the State for sereral years ; but the project of establishing a distinct and separate Normal School, first assumed a definite form at the annual meeting of the State Teachers' Association, at Chicago, in Dec. 1856. After a protracted debate, a resolution unanimously prevailed, asking the Legislature to make an appropriation for the establishment and main- tenance of a Normal School, and Messrs. Wright, Wilkins and Estabrook were directed to lay the subject before the Legislature, on behalf of the Association. The late Superintendent of Public Instruction, Hon. N. W* Edwards, in his Report to the Legislature for 1856, recommended the establishment of such a school, and aided the project by his presence and mfluence. Hon. Williak A. Powell, the new Superintendent, labored heartily for the enterprise. These gentlemen were met by a liberal spirit on the part of both Houses, especially the Educational Committees, and an act was drafted, discussed and passed, establishing and endowing a Normal UKivERSiTr, and creating a State Board of Education, under whose control it should go into operation. The act provides that the avails of the Seminary and University funds, ($300,000) shall be appropriated for the support of the Institution, but no part thereof can be used in purchasing a site or erecting buildings. The Board were instructed to locate the University in that city or town, accessible, and not otherwise objectionable, which should offer the great- est donation. It was understood that the central portions of the State were ** accessible/* and there competition ranr high. At first almost every enterprising town in the interior took the initiatory steps toward making a bid ; but some time before the day for opening the proposals, it was whispered round that Bloomington and Peoria were ahead of all com- petitors. Most of the smaller towns declined to submit their proposals, and the contest virtually lay between the two cities. The Board of Edu- cation, in a body, visited these points and examined the sites offered. The site at Bloomington consisted in two tracts of rolling prairie, one of 66, the other of 104 acres, connected by a narrow neck and lying about a mile and a half north of the city, near the junction of the railroads. The site at Peoria consisted of fifteen acres of land lying on the bluf^ just back of and overlooking the city, and affording, donbtiess, the most varied prospect in the State. 746 ILUNOIS gTATB NORMAL UNIVERSrnr. Upon opening the bids, it was found that Peoria had offered in the ag- li^rcgate, including the estimated value of the site, oyer $80,000 ; and Fig. S. Plan of Basbmkiit. In this story, {Fig. 2,) are the Janitor*8 House, (1,) consisting of a parlor, kitchen, cellar.*^ — '^— * -" * -f«x . t_i r«x-_L — :— n (4) room ILUHOIS 8TATB NOKHAL ONITBRSmT. 747 Ihftt BIoomiDgton bad offered in the mggr^ta, including the esdmatAd Ttlue of the atfi, orer $140,000. McLean countj, by an appropriation aifl. ein.xarft. (3) ; u roba, 32(tX19n. 9in. (S); muliin' wiidmlw for Hods) School, 32ft. XlOft. Sin. (6) Hodel-Scbool rDoiiw. ^xS^ft. knd Z£lt fiin.-MTrt, 6ia. (7) ; mltut' Hudraba & HodelSdwol, 32ft.XlSft.2iD.(8}i oomdon.,(Q}l and lbs auiiwara (10)- ^48 ILLINOIS VTATS NORHAL UNlVBtaTT. of $70,000 from her swamp-lftod toad, enabled Bloomingtan thus to out- strip her rival We know of nothing more honorable than this competition between the different towns of IllinoiH, for the advantages which miut flow from an institutiOD of this kind i^htljr managed, in all Aitore time. Fig. 4. Pi.u( Inlhe Moood (Wit, (^.4,) '" '•■' room, SOxeen. (1); two teetur* nxiniB ' two clan roMBi, STxlAft- W i lad th* s[ DigD !□ tba clav, an ths Nonul School 51X32ft.(S); fonr ck» mooB, 30x230. (3) — ■ 1(9). ILUNOI8 STATE NORMAL UNIVBRSm. 749 rhe Board of Education elected Pro£ C. E. Hoyej, (Principal of the Union School of Peoria,) Principal, and adopted, on his recommendation and that of Q. P. Bandall, Architect, of Chicago, the plan of a building to accommodate three hundred normal pupils, and two hundred model school pupils, and to be erected at a cost of $80,000. The exterior and internal arrangements of the building, are represented in the diagrams : 1, 2, 8, 4, 6. a^H^i^^^^^^^ Fig. 5. Plan or Third Floor. In the third story {Fig. 5,) 20 feet high in the clear, are the Normal Hall, 65x75 ft. (1) ; library, 32ft. 4in.x48ft. 6in. (2); museum, 32ft. 4in.x4dft 6in. (3) ; gallery of painting and statuarr, 32ft. 4in.x48ft. 6in. (4); music room, 32x25ft. (5; ; and an ante room, 32ft. 4in.x22ft. 4 in. (6). The building is warmed by steam, and the ventilation of each room is secured hy a separate flue properly constructed for this purpose. The seats and desks are manufactured by Joseph L. Ross, Boston, after the most approved patterns. 750 ILLINOIS STATE NORMAL UNIVBBSITY. OB&ANIZATION. The bailding was substantially completed in 1860, and the dasses were removed to it from the temporary quarters occupied in Bloomington. The University is provided with philosophical and chemical apparatus, and with books of reference. The museum and library of the Dlinois Natural History Society are located in the University building. President Hovey, the first Principal, remained in charge of the institu- tion until 1862, when he resigned, and Richard Edwards, Principal of the St Louis Normal School, was appointed to succeed him. The University is undex the control and supervision of the State Board of Education, which consists of the Governor of the State, Superintend- ent of Public Instruction, and fourteen other persons appointed by the Oovemor, by and with the advice and consent of the Senate. » ADMISSION OF STUI>ENT& The requirements for admission are, that young men must be at least seventeen and young ladies sixteen years of age ; all candidates must produce a certificate of good moral character, signed by some responsible person, and must also sign a declaration of their intention to devote themselves to school teaching in this State, in form as follows: — ^*I hereby declare my intention to become a teacher in the schools of this State ; and agree that, for three years after leaving the University, I will report in writing to the Principal thereof, in June and December of each year, where I have been, and in what employment** Candidates must also pass a satisfactory examination before the proper officers in reading, spelling, writing, arithmetic, geography, and the elements of English grammar, in pursuance of the Normal University Act Each County within the State shall be entitled to gratuitous instruction for two pupils in said Normal University, and each Representative District shall be entitled to gratuitous instruction for a number of pupils equal to the number of representatives in said district, to be chosen in Uie following manner : The School Superintendent in each county shall receive and register the names of all applicants for admission to said Normal University, and shall present the same to the County Court, or in counties acting under township organization to the Board of Supervisors ; which said County Court or Board of Supervisors, as the case may be, shall, together with the School Supenntendent, examine the applicants so presented, in such manner as the Board of Education may direct, and from the number of such as shall be found to possess the requisite qualifi- cations, such pupils shall be selected by lot; and in representative districts composed of more than one county, the School Superintendent and County Judge, or the School Superintendent and Cliairman of the Board of Supervisors in counties acting under township organization, as the case may be, of the sev- eral counties composing such representative district, shall meet at the clerk*8 office of the County Court of the oldest county, antl from the applicants so pre- sented to the County Court or Board of Supervisors of the several counties represented, and found to possess the requisite qualifications, shall select by lot the number of pupils to which said district is entitled. The Board of Education shall have discretionary power, if any candidate does not sign and file with the Secretary of the Board a declaration tliat he or she will teach in the public schools within this State, in case that engagement can be secured by reasonable efi'ort;*, to require such candidate to provide for the payment of such fees for tuition as the Board may prescribe. ILUNOIS STATE NORBIAL UNIVER8ITY. f 5^ If any coanty or representative district neglects to make appointments^ the President of the University is, by a resolution adopted by the Board of Education, authorized to fill the vacancy by appointing any person of proper age and qualification. Every such person must pass, before the President, an examination similar to that required before the county superintendent in other cases. COUBSB or STUDY. The course of study occupies three years. Each year is divided into three terms, the first of fifteen, the second thirteen, and the third twelve weeks in length. The studies pursued are reading, spelling, English grammar and literature, rhetoric, criticism, arithmetic, algebra, geom- etry, trigonometry, geography ; history, ancient and modem ; natural philosophy, chemistry, astronomy, botany, physiology, book-keeping, writing, drawing, vocal music, metaphysics ; and professional studies, in- cluding history and methods of education, school laws of Illinois, and the Constitution of the United States and of niinois. The following are optional : Latin, Greek, algebra, trigonometry, analytical geometi^, cal- culus, and zodlogy. BOARDING ARRANOElOEyTS. The Superintendent of Public Instruction and the Principal of the University have recommended the erection of a boarding-house for the accommodation of students. Board can be obtained in good families for about four dollars a week, exclusive of fuel, lights, and washing. A portion of the students board in clubs, and thus reduce the expense nearly one-half MODEL 8OHOOI1. The Model School, which is in the same building with the Normal School, is furnished with all the appliances necessary for giving a thorough edu- cation, either as a preparation for college or for business. It has four grades, each under the charge of a separate, permanent teacher. Instruc- tion is given in the elementary and higher English branches, and in Latin, Greek, French and German. Physical exercises are daily practiced by the entire school. The only requisites for admission are a small fee and good character. Pupils on being examined are classified according to their attainments. The students of the Normal School, after attending two terms, have classes assigned them in the Model School. These classes have recitations at hours which do not interfere with the recitations in the Normal De- partment, so that the pupil-teachers do not lose their recitations in the Normal School while teaching in the Model School. The Model School is thought to be of important advantage to the Normal School. The connection has been mutually advantageous. The number of students in the University in 1866-67 was as follows : — ^In the Normal Department : Senior class — Ladies 7, gentleman 6, total 18. Middle class — Ladies 82, gentlemen 26, total 68. Junior class — Ladies 167, gentlemen 89, total 256. Total in Normal Department, 827. PEIfXSYLYAXIA STATE HORMAL SCHOOLS. Thb Nonnal School Law of Pennsylrania divides the State into twelve districts, in each of which a State Normal School may be established whenever private contributions make it practicable. NORMAL SCHOOL IN THE SECOND DISTRICT. AT MILLBRSVILLE. The school in the second district, at Millersville, was recognized as a State institution in 1859, and it has since received 8,754 studenU«, of whom 2,490 were males, and 1,264 females. Seventy-two have graduated in the elementary course, twenty-two in the scientific course, and two in the classical course. In 1867, there were six hundred and fifty-two students in the Normal department, and one hundred and sixty in the Model school. The buildings and other property of the school cost over $70,000. One-half of the members of the graduating class teach in the Model school during the fall and winter terms, and the others in the spring and summer terms. Those who are thus engaged in the Model school meet the principal upon two evenings each week for special instruction in the theory of teaching. At these meetings the principal reads from notes that he has taken while in the school during the day, comments upon them, and commends or disapproves as he thinks the circumstances re- quire. The students state any difficulties that may have arisen during the day. These, and the remedies, are fireely discussed by teachers and students. The superintendent of the Model school also meets this cbiSB for a similar exercise one evening in each week. The principal gives instruction to two classes each day in the ^^ Theory of Teaching.^' These classes use a text-book. Besides this, many of the members of the graduating class recite daily in mental science, in which recitation the proper methods of cultivating the faculties are familiarly discussed. Of those who expect to receive aid firom the State, but about one-half are especially interested in the theory and practice of teaching. The school during the past year (1 867) was prosperous. The graduating class consisted of twenty members, and passed a satisfactory examina- tion. All the members are engaged in teaching, excepting two, and some of them are occupying positions of responsibility and honor. The results of the system of training adopted are more than satisfac- tory— they are subjects for congratulation and pride. The pupils of this institution are among the most successful teachers in the State. They are sought after wherever good teaching can be appreciated or remuner- ated They are found in common schools and high schools, as principals PENNSYLYANIA NORMAL 8CU00LS. 753 of academies and seminaries,' professors in normal schools and colleges, and as energetic and successful county superintendents. In whatever position they labor, they distinguish themselves as faithful and skillful workers. They seem to be imbued with the true spirit of the educator ; earnest, devoted, self-sacrificing, laboring for the success of the cause. They are punctual in their attendance upon educational meetings, ready to aid at institutes and associations, and are becoming an educational power in the commonwealth. These facts indicate the success of the sys- tem, and demonstrate the value of Normal schools to the State. NORMAL SCHOOL IN THE TWELFTH DISTRICT. AT EDINBORO. The school in the twelfth district at Edinboro, was first chartered as an academy in 1856, then changed to a Normal school and recognized as a State institution in 1861. It has land, buildings, furniture, library, appa- ratus, and other property, valued at $36,750. The whole number of students received is 1,444, of whom 775 were males, and 669 females. Thirty have graduated. There were 425 in the Normal department in 1867, and 188 in the Model department In this school the instruction on the subject of professional knowl- edge, skill and experience in teaching, is communicated to the graduating class as well as to those who are receiving State aid, by lectures by the principal.* The members of the graduating class hear lessons in the public school, which is taught in the Model school rooms, but which has no connection whatever with the institution. NORHAL SCHOOL IN THE FIFTH DISTRICT. AT MANSFIELD. The Normal school in the filth district, at Mansfield, was first organized in 1854 as a Classical seminary, under the charge and patronage of the Methodist Episcopal church, but its founders, with a large liberality, of- fered it as a State Normal school, and it was accepted in December, 1862. The buildings, furniture, library, apparatus and other property, are valued at $49,000. This institution is divided into two departments. One is called the Normal, or Teachers', and the other the Academic, or Business depart- ment It not unfrequently happens that a large proportion of those en- tering the academic, or business course, change their minds, and com- mence making preparation for teaching. The direct means employed in training teachers is, first, the regular daily drills upon the subject matter of teaching. In these exercises, no instruction in the branches is attempted to be given. Each pupil has a text-book upon the subject of teaching, and topics are assigned for the consideration of the class. The theoretical and practical^ the possibles and impossibles, are here presented. The experiences and opinions of those who have taught are placed side by side with those who have not 48 754 PENNSYLVANIA NOBBIAL SCHOOLS. The failures of youthful indiscretioQ are compared with more mature reflections of age. The senior, or graduating class, in addition to the studies of the course, take up the theory of teaching as a study, and practice teaching in the Normal school forty-flve minutes a day for one-half of the school year. This class meets twice a week with the principal, or some of the faculty, and the principal of the Model school, where the work of the experi- mental class is discussed, failures and success pointed out, and words of approval and encouragement given when and where needed. The whole number of students received is 1,290, of whom 655 were males, and 735 females. Thirty-seven have graduated. There were 282 in the Normal department in 1867, and 128 in the Model schooL NORMAL SCHOOL IN THE THIRD DISTRICT. AT KCTZTOWN. The Keystone Normal school in the third district, at Eutztown, origi- nated in the demand for better teachers and in the conviction that a Nor- mal school was necessary to supply that want Its buildmgs, furniture, library, apparatus, and other property, are valued at $55,000, of which 920,000 was contributed by the citizens of Kutztown and Maxatawny townships. The school was recognized by the State superintendent as a State institution, on the 13th September, 1866, and the building was formally dedicated on the 15th of the same month. The faculty of instruction includes eleven professors and tutors, a larger number of gentlemen than either of the other Normal schools ; but the number of female instructors is less, it being but two in this school, and it is five or seven in the other schools. The Model school is under the superintendency of an experienced teacher who is employed by the Board of Trustees, and the teaching is principally done by students from the Normal school. These students first pass a 3'^ear in studying the theory of teaching by means of text-books and lectures in the Normal school, and then practice at least three-fourths of an hour daily in teaching pupils in the classes of the Model school. The number of students received the first year was 843, of whom 266 were males, and 77 females, being a larger proportion of male students than is reported firomaay other Nonnal school in this country. WISCOHSm STATE SORMAL SCHOOLS. HISTORICAL. In lB57f an act was passed by the Legislature of Wisconsin appropri- ating twenty-five per cent of the income arising from swamp and over- flowed lands, for Normal School purposes, and creating a Board of Regents to regulato its distribution. This Board did not consider itself author- ized under that act to establish a Normal School, and the income from the first year was applied to the aid of Colleges and Academies which organized and instructed normal cl: sses. In August, 1858, Henry Barnard became Agent of the Normal Regents, and organized a system of oral and wHtten examinations of the Normal Classes in the Colleges, Academies and High Schools of the State, as a basis of the distribution of the income of the Normal Fund^ and com- menced in 1859 a series of Teachers* Institutes in the different counties and of Educational addresses in the principal towns of the State. By these examinations. Institutes and professional gatherings of teachers in Town and County associations, he was able to reach in a single year, (1860) three fourths of all the teachers in the State — both those who entered on their work for the first time, as well as those more experienced. His plan of operations in 1861, embraced besides an Institute of four weeks at Madi- son as the nucleus of a Normal Department in the University, a series of special classes, at different parts of the State, viz. : for Teachers and such as proposed to teach ; 1, The ungraded District Schools ; 2, Primary Schools, and home classes of little children; 8, Intermediate and Gram- mar Schools and the largest or central district schools ; 4, High Schools and Academies ; 5, Normal Schools and Classes; 6, Colleges and all higher institutions which have a common curriculum. He had received from the most accomplished teachers in the State such pledges of co-operation in their respective fields of labor, that he anticipated larger professional gatherings and more systematic professional instruction than had ever been given elsewhere. This plan of Institutes was to be crowned by the establishment of at least three State Normal Schools, (of which one was to be a Special School of the University at Madison,) and a training or prac- ticing school in connection with the High School in each large city. Connected with an account of these County Institutes, and the names, residence, previous opportunities of professional instruction, and experi- ence in teaching of each member, Mr. Barnard projected in 1859 the publication of a series of papers, selected from the American Journal of Education, on the organization, instruction and discipline of schools. In pursuance of this plan, four volumes were issued with the title of Papers 756 WISCONSIN NORMAL SCHOOL. for the Teacher, and more than one thousand copies of each were distributed among the teachers of the State. The entire series embraced twenty treatises, and would have constituted the most comprehensive Library of Education yet issued in this country.* The Superintendent of Public Instruction, (J. L. Pickard,) in his Report for 1868, remarks: ** These Normal departments of Colleges, Academies, and High Schools, have not satisfiictorily met the necessity. They are almost always subordinate departments ; nor will the aid furn- ished warrant giving them a prominent place. Much good has been accomplished by these agencies, but they are at present inadequate to the demand. Permanent Normal Schools are needed, whose sole business shall be the training of teachers.*' The Normal department in the State University was opened in 1868, and the attendance was for a time quite large. In 1865, the Legislature passed an act to dispose of the swamp and overflowed lands, and the proceeds were appropriated to the Normal School fund. This act provides that the income of the Normal School fund shall be applied to establishing, supporting and maintaining Normal Schools under the direction and management of the Board of Regents of such schools, provided^ that twenty -five per cent of said income shall be annually transferred to the school fund income, until that shall reach the sum of two hundred thousand dollars. * TheM plans, as agent of the Nonnal Regent*, as well as hli lajger plans as Chancellor, fu the deTelopmeot of the State Univenity, and of schools and education genemll> In Wisconsin, were crippled from the start by Inadequate resources, (at least one half lees than was promised beftne he accepted the responsible position, both from the UniTcrslty Fund, end the Normal School Fund.) and were finely relinquished in oouseqnence of ssTere illness, which was followed by a prolonged physical prostratbm from which he did not recorer for two years. His plana fiv the Univexsity embraced, 1. General co-operation with the State Superintendent of Public Instruction In dereloping a ^stem of elementary Instmetion, and in establishing in every city and large Tillage a Publlo High School, open to both sexes, and with a scheme of studies equal to the most advanoed school of this grade in any part of the country. Into this cbuH of schools were to be morged the incorporated Academies, with their endowments as flur as practicable pledged to support such studies as the majority of citiaens might not appr»> date sufficiently to likaintain by public tax— and with them was to be established a system of uniTersity scholarships. These Public High Schools were to be developed as the natural reli- ance of the State University tat students and into them were to be absorbed the studies then constituting the first year of a college course. (2.) The discontinuance of the Preparatory Department, or Grammar Schools in Uie Univer- sity, and Its re-establishment as part of the City High School of Madison, as a model school of its grade, in which the classical department was to be under the care of the Chancellor. (8 ) The reorganlmtion of Che University on the basis of a Oeneral Course of two yean which was to be an extension of the studies of the Public High School, and in which proficiency in the English language and its literature, as well as in the German, was to count as high in the distribution of College honors, as either the Latin or Greek, and on the completion of this course (six years on the elementary course,) the first Academic degree was to be awarded. (4.) To the Gonenl Conrse was to be added SpedU Schooto, devoted to Education, law, Medidne, Agriculture, Mining, Engineering, Commeroe, and the other industries of the State. (S.) As the crowning feature of a State system of professional training of teachers, there was to be a Nonnal Department open to both sexes, in which the course of instruction should be liberal, as well as special— and embrace Ethics, Metaphysics, and logic, — phjrsiology and hygiene, the constltntioD of the United States, and of Wiseonsin, the law of the dtlaen and the man of business, the prindples of public economy, and the history and priodples of Art. WISCONSIN NORMAL SCHOOLS. 757 The Normal School fund amounted in 18G7 to $600,000 already in- vested and paying seven per cent interest, tjid 750,000 acres of land yet to he sold and the avails added to the fund, which will thus be increased, it is supposed, to amount to a million and a half of dollars. The Normal department of the University has been reorganized under the law of 1867, and is now practically a college course for young women. Students in this department may also attend all the University lectures, and may, in addition to the course of study prescribed for graduation^ elect any study in the College of Arts and Letters. Five Normal Schools have already been located — one at Platteville, Ghrant County ; one at Whitewater, Walworth County ; one at Oshkosh, Winnebago County; one at Sheboygan, Sheboygan County; and one at Stoughton, Dane County, These schools are under the immediate super- vision of the Board of Normal School Regents appointed by the Governor and confirmed by the Senate. There is also an Examining Committee appointed annually to visit and examine the Normal Schools. Hon. John G. McMynn, in his report for 1866, says : " The development of our Normal School system is the most difficult educational problem that presents itself for solution at the present time. To make these schools promote the interests of public education, to so conduct them as to secure ibr them the confidence of the people, to so manage them as to train teachers in them for the common schools, to guard against the tendency to convert them into academies or high schools, to render them so attractive and so efficient as to bring large numbers of teachers under their influence, and to carry them on with such economy as to keep their expenses within the income provided for their support, will demand the watchful care of the people, the heartiest codperation of the Legislature, and the greatest discretion and wisdom of the Board appointed to manage them. They may be well attended, the discipline may be excellent^ and their teacher^ well qualified ; classes may graduate with honor, and the people may cherish a just pride in the attainments of those who have pursued their course of study ; in fact they may be excellent colleges, but if they are not training ichoolsfor teachers^ and if every thing else be not kept subordinate to the specific object for which they were founded, the result will be disastrous, not only to these schools, but to our whole educational system. The success of Normal Schools in other States— while it hns been such as to warrant a hope that the policy we have inaugurated may be successfully carried out — ^has not been so marked and so uniform as to assure us that we shall not encounter difficulties that prudence, forecast and energy alone will enable us to overcome," 758 WISCONSIN NORMAL SCHOOLS. 8TA.TB NORMAL SCHOOL AT PLATTEVILLB. The State Normal School at Platteville was opened Ocioher 9th, 1866. It occupies, for the present, the huilding formerly known as the Platteville Academy, which cost ahout $20,0u0. Adjoining buildings are now in process of erection which wiU be ready for occupancy in 1868, and wiU cost $15,000 or more. The Faculty of Instruction already appointed includes three gentlemen and two ladies. Charles H. Allen is Principal. ADMIS8IOK OF STUDEMTB. The Board of Regents of Normal Schools has adopted the following regula- tions for tbe admission of students to any State Normal School : 1. Eacb Assembly district in the State shall be entitled to six representaUves in the Normal Schools, and in case vacancies exist in the representation to which any Assembly district is entitled, such yacancies may be filled by the President and Secretary of the Board of Regents. 2. Candldlites for admission shall be nominated by the County Superintendent of the county, (or if the County Superintendent has not jurisdiction, then the nomination shall be made by the City Superintendent of the city,) in which such candidates may reside, and they shall be at least sixteen years of age, of sound bodily health, and good moral character. Each person so nominated, shall receive a certificate setting forth his name, age, health and character, and a duplicate of such certificate shall be immediately sent by mail by the Superin- tendent to the Secretary of the Board. 8. Upon the presentation of such certificate to the Principal of the State Normal School, the candidate shall be examined under the direction of the Principal of said school, in the branches required by law for a third grade cer* tificate, except Hi^story and Theory and Practice of Teaching, and if found qualified to enter the Normal School in respect to learning, he may be admitted, ailer furnishing such evidence as the said Principal may require, of good health and good moral character, and after subscribing the following declaration : "I do hereby declare that my purpose in entering the State Normal School is to fit myself for the profession of teaching, and that it is my intention to engage in teaching in the schools of this State." 4. No person shall be entitled to a diploma, who has not been a member of the school in which such diploma is granted, at least one year, nor who is less than nineteen years of age ; and a certificate of attendance may be granted by tbe Principal of a Normal School to any person who has been a member of such school for one term, provided, that in his judgment such certificate is deserved. , COURSE OF STUOT. The instruction is adaped to those who design to teach, and hence is thor> ough and comprehensive. The discipline is such as to secure self-control, and to promote respect for law and order. Certificates of attendance will be given to those who attend the school for at least one term, and to those who shall attend at least one year and pass an examination, a diploma will be granted. Section 18 of chapter 116 of the general Laws of 1866, provides that "After any per- son has graduated at the State Normal School, and has taught a public school in this State one year, the Sperintendent of Public Instruction shall have au- thority to countersign the diploma of such teacher, after such examination, as to moral character, learning, and ability to teach, as to the said Superintendent may seem proper and reasonable.*' Section 14 provides, that '* Any person holding a diploma granted by the Board of Repents of Xornial Schools, certifying mat the person holding the same is a graduate of a State Normal School, and that he is qualified to teach a common school, shall, aftor the same has been countersigned by the Superin- tendent of Public Instruction, as provided in section 13 of this act, be deemed WI800NSIN NOBMAL SGHOOU. 759 qualified, and such diploma shall be a certificate of qualification, to teach in any common school of this State, and as such shall have the full force and efibct of a first grade certificate, until annulled by the Superintendent of public Instruc- tion." The Board is authorized by seption 12 of chapter 116, to provide lectures on Chemistry, Anatomy, Physiology, Astronomy, the Mechanic Arts, Agriculture, and on any other science or branch of literature that shall be deemed proper, and it is the design to afford such facilities for acquiring knowledge as will en- able those who wish to fit themselves to teach, to save both money and time by availing themselves of the advantages of a Normal School. All students will be taught haw to teaeK, by being required iodom the experimental school, what they must afterwards do in the public schooL In professional' training, lectures are given daily in some one of the following sabjects, yiz: proper course of study and training in public schools ; methods of instruction and school government ; and the students prepare essays and reviews of these lectures. There is a Model School connected with the Normal School, in which the Normal students practice teaching during the last year of the course. The Scholastic year is divided into three terms : the first to commence on the first Tuesday of September, and to consist of sixteen weeks ; the second to commence on the Tuesday succeeding New Tear^s day, and to consist of four- teen weeks ; and the third to consist of ten weeks and to end on the last day of June. Students nominated by County or City Superintendents will be admitted at any time during the term. To all persons, residents of this State, if found qualified to enter a State Normal School, tuition is free. Board may be obtained at reasonable rates — from $2.25 to $8.25 per week. A small charge, of from 75 cents to $1.25 per term, is made for the use of text books. It is expected that, for the present, the Normal Schools of Wisconsin will do most of their work upon the State at large, through under-gradu- ates. Teachers of some experience will come up and stay one, two, or three terms, to attend the lectures on teaching, and to be present at and receive the training of the classes. MIKirESOTA STATE NORMAL SCHOOL, AT WINONA. HISTORT. The Legislature of Minnesota, in 1858, passed an act directing the Goremor to appoint a Normal Board of Instruction, consisting of a Director in each of the six Judicial Districts of the State, to whom was intrusted, under certain restrictions, the establishment of three State Normal Schools. The statute provides that, ** There shall be established within five years after the passage of this act, an institution to educate and prepare teachers for teaching in the Common Schools of the State, -to be called a State Normal School, and also within ten years, a second Normal School, and within fifteen years, a third, provided that there shall be no obligation to establish either of the three schools, until the sum of five thousand dollars is donated to the State in money and lands, or in money alone, for the erection of necessary buildings and for the support of the professors or teachers in such institutions ; but when such sum is donated for such purpose, a like sum of five thousand dollars is appropri- ated by the State, for the use and benefit of such institutions." The Normal Board at its first meeting in the capital, August 16th, 1859, formed the six Judicial Districts of the State into three Normal Districts. The citizens of Winona, having offered a subscription of seven thou- sand dollars on condition that one of the schools should be located there, the offer was accepted by the Board and the first State Normal School of Minnesota was established at Winona. This school was organized in September 1860, and continued in opera- tion until the Spring of 1862, when it was suspended owing to the embar- rassments growing out of the war and no i^ppropriations for its support were made for the (wo years ending with 1868. At the session of the Legislature for 1864, a permanent annual appro- priation was made for its support as follows : $8000 for the year 1864, S4000 for 1865, and $5000 annually thereafter. The school was reorgan- ized and reoponci ii icr the direction of the present Principal on the first of November 1864, since which time it has steadily increased in prosperity tkjnd infiuence. It is now exerting a powerful influence upon the cause of public education throughout the State. In the year 1866, an appropriation of $10,000 was made toward the erection of a suitable building. In the winter of 1867, a second appropriation of $50,000 was made for the building. In addition to this sum, the city of Winona has already appropriated and pledged $25,000 for the same object One of the finest Normal School edifices in this country is now (1867,) in progress 762 MINMX80TA STATE NORMAL SCHOOL. for the use of the school. Its extreme dimensions are about 85 by 166 feet, and it is four stories high including a high basement The building includes all the apartments and accommodations necessary for a first class training school for teachers, and it is expected to be completed in the year 1869. John Ogden was the first principal He remained in charge of the school until its suspension in 1862. On its reorganization in 1864, Pro£ W. F. Phelps, for many years at the head of the Normal School of New Jersey, was appointed principal CONDITIORS or ADMISSION. 1. Applicants must be at least 16 years of age, and must present to the prin- cipal satisfactory evidence of good moral character, of sound bodily health and of special adaptation to the office of teacher. 2. They arc expected to sustain a fair examination in Reading, Spelling, Writing, Geography, Arithmetic and the elements of English Grammar. 8. They must be willing, if admitted, to declare in writing, their intention to teach in the Common Schools of this State, for at least two years, and sign an agreement to report themselves to the principal semi-annually, by letter, for the aforesaid period of two years, after having left the Institution. 4. At least three pupils will be received from each senatorial district, as now existing under the laws of the State. The number will be limited only by the capacity of the school to accommodate students. In case there should be vacancies in any of the districts, they may be filled by applicant? from other districts, provided such applicants present themselves within ten days from and after the opening of a term. 5. Candidates are required to be present promptly at the opening of the term. They will not be received for less than one term, and once admitted, they will be entitled to the privileges of the school, until honorably discharged, or until their rights shall have been forfeited by unauthorized absence or other misconduct. The examinations for admission are conducted by the principal and his assistants. C01TR8K or STCTDT. The studies indicated are arranged as far as possible according to their natu- ral affinities, and not according to the order in which they will be prosecuted by the student. English Language — ^Elementary sounds of the language; pronunciation; spelling ; analysis and definition of words ; reading and elocution ; grammar, including the analysis, synthesis and classification of sentences ; composition ; rhetoric and criticism; English literature ; the best method of teaching the above, Mathemai%c9. — Number, its properties and laws; intellectual and written arithmetic ; form, the facts of geometry ; theoretical and practical geometry ; elements of algebra ; book keeping ; surveying and civil engineering ; be*t methode of teaching the above. Physical and Natural Sciences, — Natural philosophy ; physical and political geography; chemistry; botany; natural history ; human philosophy ; geology; elements of agriculture ; astronomy ; methods of teaching the above Graphics. — Principles and practice of penmanship ; isometric and perspective drawing; object drawing ; industrial drawing ; topographical drawing ; drawing applied to illustrative teaching ; best methods of teaching drawing. Political Economy. — Science of Government; Constitution of the United States and of Minnesota ; lectures on the resources of the United States and Minnesota ; history of the United States. Theory and practice of teaching. — Intellectual and moral philosophy ; lectures on the principles of education ; history of education ; didactic exercises or sub-lectures ; observation in model school ; preparation of sketches ; criticism, lessons in teaching ; teaching in practice school ; school laws of Minnesota. MDIN180TA 8TATB NOBMAL SCHOOL. 7^3 The course will require three years. It is at present only partially carried out owing to the urgent demand for qualified teachers for the district school The average duration of the course as now pursued is two years. The school is dividea into four classes designated A, B, C, and D, and to each class are assigned four exercises per day besides the lesson in vocal music and the ** criticism teaching exercise/' Each class has one study hour during the daily session, and every student is required systematically to arrange his hours out of school and make weekly reports to the principal. The most careful and constant attention is given to the development of clear ideas, methodical habits of thought and exact expression, and to the cultivation of those traits of character essential to success in teaching. The special object of the school is ever kept prominently before its pupils. The plan of the institution comprises both a graded model and a graded practice school of not less than four departments each. This plan cannot be fully carried out until the new buildings are complete. There is at present a model school of three grades, primary, intermediate and gram- mar, each under a permanent teacher. Each of these departments accom- modates 40 pupils who pay a quarterly tuition fee of $7.50, seven dollars and fifty cents. From these tuition fees the model school is supported, being no charge whatever upon the State. Into these model schools the pupil-teachers of the Normal School are sent carefully to observe and take note of the discipline and methods of instruction, and are afterwards critically examined upon the subject Classes from the Model Schools are also daily brought before the Normal School to receive criticism lessons at the hands of the pupil-teachers of the latter. These Model Schools are entirely under the control of the Normal School and are an integral part of it They are entirely independent of the local school system. The precise amount of observation and practice to be obtained by the pupil-teachers is not yet fully determined, but they are part of the daily work throughout the entire course. The number of pupils in the Normal School is at present limited by the narrow accommodations afforded the institution. The total number instructed last year was 80. Of these 13 were males and 67 females. In the Model Schools there were during the year 164. Two classes were graduated last year, numbering 16 and 14 persons respectively. BOARDING ARRANGEMENTS. No special arrangements have yet been provided for boarding the pupils. They are now accommodated in private families where they enjoy all the comforts and influences of the family relation, at a /COSt of firom $8.50 to $4.50 per week. Special arrangements however are under con- sideration by which the expenses of the student will be much reduced. 764 MINNE80TA STATE NORMAL SCHOOL. EXAMINATIONS. Month] J written examinations of the classes are held, to determine the progress and standing of each student These examinations are a revieiv of the subjects passed over during the month. The final examinations are held during the week preceding the last week of a semi-annual session, and they determine the status of the stu- dent in respect either to graduation or to his classification during the succeeding term. The public examinations are held during the last week of each semi- annual session, and their sole object is to keep alive public interest in respect to the claims of true education. The public are cordially invited to attend these examinations, as well as to visit the school at all times. PBIVTLEOES OF STUDENTa Students completing in a satisfactory manner the prescribed course of study and training, receive a diploma entitling them to teach for a period of five years in this State, without examination by the local school officers. There is no charge for tuition. All necessary books and stationery are supplied to the student on pay- ment by him of five dollars for each semi-annual session. Such miscellaneous and reference books as belong to the library of the institution are loaned to the student under proper restrictions. The Normal School is well supplied with maps and geological charts. Considerable progress has also been made in the collection of minerals and fossils illustrating the geology and paleontology of Minnesota. Sufficient chemical apparatus also for the illustration of the course in that department has been secured. To all these important aids, the stu- dents have free access. GRADUATING THESES. All candidates for graduation are required to prepare and defend a Thesis upon some subject assigned by the Principal, which has an imme- diate relation to the studies and exercises of the course. It must be fully elaborated in accordance with instructions given for the purpose, and, when the subject admits of it, must be accompanied by the necessary illustrative or working models and designs, suitable to its clear and forcible elucidation. The Theses, with the accompanying drawings, models, etc., are depos- ited for permanent preservation among the archives of the school. The results of the final examinations, together with those of the record of daily attendance, are published in the annual reports to the Legisla- ture, for the purpose of exhibiting to the people the standing of each student in respect to deportment, scholarship, and professional capacity. No student who fails to pass the prescribed examination at the close of a semi-annual session is allowed to advance with his class, but is re- quired to review the studies in which he is deficient, in case he remains in the school CTATE NORMAL SCHOOL, WINONA, HiNNESOTA. 765 W6 8TATB NORMAL SCHOOL, WINONA, inNNEflOTA. 8TATO NORMAL SCHOOL, WINONA, MINNESOTA. wr 768 STATE NORMAL SCHOOL, WINONA, MINNESOTA. i 1 I 0 <. I* e as '•2 a Is < H CALIFORNIA STATE NOBMAL SCHOOL. The foundation of the Public School System of California was laid in 1849. Ten years after, the Superintendent, Hon. Andrew J. Moulder, recommended among other measures of improvement, the establishment of a State Normal School. He still further urged this measure in 1860, and in 1861 asked for a direct State appropriation of five thousand dol- lars for such school. In 1862, the Legislature passed an act establishing a State Normal School in the city of San Francisco, and made an appropriation for that purpose of $3,000. The appropriation for 1863-^4 was $6,000, and for 1864-65, $8,000. The Normal School was opened in a class-room of the San Francisco High School building, on the 23d day of July, 1862, under the superin- tendence of Mr. Ahiru Holmes, who continued Principal until July, 1865. Mr. George W. Minns was elected Principal in June, 1865, and took charge of the school on the 10th of July, following. The general character of this school and the aim of its officers may be seen by the following extract from the first report of Mr. Minns to the Trustees in 1866. He says : Normal Schools are not high schools or academies, established for the pur- pose of enabling a certain number to puraae the higher branches of learning ; but their object is direct, plain, and practical ; it is to benefit the people at large, by providing for the common schools a class of well trained teachera The course of study is therefore at present almost entirely restricted to those branches which are taught in the common schools. And this is, in my opinion, as it ought to be. The Normal School was never intended to attempt to give an extended course of instruction in the arts and sciences, or in the languages ; but its purpose is — ^by rendering its pupils thoroughly acquainted with the fun- damental branches of a good English education, by familiarity with the best methods of teaching, by a knowledge of the principles and methods of human culture, and of the true order of study, by endeavoring to give them an insight into human nature, so as to enable them to perceive the best methods of gov- ernment and discipline, and, lastly, by their applying what they learn in the actual teaching and governing of classes in the training school — its purpose is, by these means, to send into the common schools throughout the State a class of teachers whose excellence, ability, and aptitude for teaching will be at onoe felt and acknowledged. I have no doubt, also, that the Normal School, as it increases the number of its pupils, will, in course of time, cultivate an esprit de carps among its members which will be beneficial alike to teachers and to the community. No one can &il to see the advantages that will result to the cause of education from havinfc dispersed over the State teachers who are mostly graduates of one institution, and therefore feel a friendly interest in one an- other's success and welfare, who would often correspond and interchange opin- ions conoeming the. best methods of advancing the cause in which they were all engaged. 770 CALIFORNIA STATE NORMAL BCIIOOL. It must Tiot be forgotten, moreover, that our State Normal School is and will be the principal means of enabling our own citizens, who design to become teachers, to compete with the graduates of Eastern Normal Schools. In September, 1865, the Normal School was removed to a building which is occupied entirely by the different departments of the school. The upper part of this building is occupied by the Normal School, and the lower by the Training School, of four classes, directed by Mrs. C W. Stout and Miss H. M. Clark, i'our pupils of the Normal School are detailed in turn every week to instruct and govern these classes, under the supervision and with the assistance of those experienced and accomplished teachers. The Normal School now possesses greater advantages in this respect than it ever did before. The practice in teacliing, which members of the school will have in the courae of a year, will be of uicalculable benefit to them. ■ Upon the organization of the school in July, 1865, forty-one pupils in all were admitted to the dilTerent classes, making the whole number in the school eighty-five. Since the establishment of the school there have been entered upon tlie reg- ister two hundred and sixty-two names. Tliese represent nearly every county in the State. The majority have not remained long enough in the school to obtain a diploma. This is owing to various causes, the principal of whioh is, the want of means to defray the expenses of board and lodging while attending the Kchool. Young men and women have told me of their earnest desire to continue longer in the school, but have stated that it was absolutely necessary for them to do something to support themselves, and have left to take positions as teachers ; others enter merely to become acquainted with a certain branch, and, as soon as their object is accomplished, leave, never having been candidates for a diploma ; while still others change their plans in life, and engage in some other occupation. All pupils, before being permitted to join the school, are required to subscribe to the following : " We hereby declare that our purpose, in entering the State Normal School, is to fit ourselves for the profession of teaching, and that it is our intention to engage in teacluug in the public schools of California." KANSAS STATE NORMAL SCHOOL AT EHPOBIA. HI8T0BT AND ORGANIZATION. PRELonNAKY steps for the organization of a Normal School in Kansas were taken by the Legislature of 1868 ; the location of the School was fixed upon, and it received an endowment of thirty thousand three hun- and eighty acres of salt lands, but as these lands were not sol4, the School received no income from them. The Superintendent of Public Instruction, Hon. Isaac T. Goodnow, in his report for 1868, recommended the full equipment of the School He says : ** Hitherto most of our teachers have only taught as a temporary employment — as a mere stepping stone to something that pays better. Whatever education they may have received was not with special refer- ence to teaching. — As a general thing, teaching is a failure. For pre- paration for the specific business of teaching, we look to the Normal School." The subject was discussed by the friends of education in various ways, and the institution was finally established by the Legislature, and located at Emporia in 1864, but was not fully organized till the fifteenth day of Februaiy, 1865, when eighteen students were gathered in a room belong- ing to the district-school of Emporia, with a single teacher, to commence the work of Normal Instruction in this State. The nuujber increased till forty-two were enrolled before the close of the term in June. The Board of Visitors, of which Judge L. D. Bailey, of the Supreme Court, was chairman, presented an able report to the Legislature, which did much toward confirming public opinion in &vor of the School. The second term began in September with sixty students. There were eighty-five students in attendance during the first year. The School, though opened as an experiment, was demonstrated an entire success before the close of the first year. The closing exercises were fully at- tended by distinguished educational men from different parts of the State, and an account of these exercises published in most of the Kansas papers. In 1865, by reason of the increasing number of students, making the apartments then in use entirely inadequate to the wants of the School, it was decided to ask the State for an appropriation to construct a build- ing which, answering the purpose of the school for a few years, might then be set apart for the use of the Model School department without loss to the State. The Legislature very willingly acceded to the request, and authorized the Board of Directors to construct a suitable edifice at the State's expense. The building is arranged with special reference to the wants of a teachers' school, and will prove well adapted to the pur- 772 KANSAS STATE NORMAL SCHOOL. poses for which it wss desig^ned. Utility and economy of constractioQ were before the minds of the Board of Directors, rather than beauty and architectural finish, but still the latter were not ignored. The cost of the building and equipments was $18,000. It was dedi- cated January 2d, 1867. The following passage is taken firom the address of President Homer, of Baker University, at the dedication : — In the erection of these massiye walls, in the completion of this fair iabrio— this ornate temple of learning, the IntelligeDoe of our people and the wisdom of our legislators have forged another and the brightest Unk in our educational system. Intimately connected as it is with the wel&re and success of our common schools, Uie grand basis upon which rests the saperstructure of our educational system, and the crowning glory of our civilization, it is and must ever continue to be the pride and glory of our people. Already is it inflising into our common schools the healthful, invigorating Influence of its teaching. It will elevate the teacher's bumble calling to its proper place in the ranks of the learned professions. Its mission is to supply skillful, trained, disciplined, prqf»' sional teachers for the thousand schools of the State. We only need these to develop) in our State a i^tem of education that shall reflect immortal honor upon its founders. The Normal Sehool is under the sapervision of a Board of Directors which consists of nine persons — the Governor, State Treasurer, State Superintendent of Public Instruction, and six other persons appointed by the Governor for a term of three years. The appropriations to the school in 1866 were 1 14,000, to finish the building, and for current expenses. From $5,000 to $6,000 were re- quired in 1867. The school has some thirty*etght thousand acres of valuable land, known as the " salt lands," lying principally in the Western part of the State, for an endowment The interest of the principal arising firom the sale of this land is to be used for the maintenance of the school fix>m year to year. At present the land is not available in this way. Nor will it be advisable to sell it too soon. Being near the line of the Pacific rail- road, and containing, as it is confidently believed, valuable mineral deposits, it may be made a source of no small revenue to the school, if a favorable time be chosen for its sale, and judicious contracts made. Until this sale is efiected and the proceeds carefiilly invested, the support of the institution will be due to the annual appropriations made by the Legislature. That these will be in keeping with the requirements of the school, there is every reason to believe, judging from the past action of that honorable assembly, the growing popular sentiment in its favor, and the general fact that Normal Schools have been adjudged necessary to the highest efficiency of the fi^ee school system with which Kansas, in common with other States, is fiivored. The Faculty of Instruction at present comprises a Principal, Associate Principal, and one lady teacher. L. B. Kellogg is Principal. ADIOSSIGN or STUDENTS. The terms of admisdon are given in the following extract firom the Organic Act, Sea 9 :— KANSAS STATE NORMAL SCHOOL. 71^3 That each repreeentatiye district in this State shall be entitled to send one popil each tenn of said school, said pupil to be recommended by the represent- ative of the district to the Board of Directors ; the person thus recommended shall be admitted free of tuition. Provided^ the applicant shall be of good moral character and shall sustain a satisfiictory ezaminatioUf and sign a decla- ration of Intention to follow the business of teaching common schools in this State, {as long as he or she shall remain in the school as a student.) And pro- vided fikrOier^ That pupils may be admitted without signing such declaration of intention, on such terms as the Board of Directors may prescribe. Students are required to be, if males, seyenteen, and if females, sixteen years of age. This rule may be suspended in favor of pupils who intend to complete the course of study before teaching, and manifest sufficient maturity of mind. This rule has been suspended in a few instances, but never in such a way as to reduce the average age of the students below the maximum. It was foreseen by^he Board of Directors that, at the first, there would be many districts unrepresented. To meet this condition of affairs and enable the school to commence educating a fair number of teachers, it was decided that, for the present, ** All studeuts who pledge themselves to become teachers, will be admitted free of tuition : Provided^ the whole number so admitted does not exceed the number of representative districts in the State; Andprovidtd^ that a small entrance fee be required of each at the beginning of every term." Pu- pils admitted to the school are entitled to its privileges until they graduate, unless they forfeit this right by voluntary absence, by improper conduct, or by fiuling to exhibit evidences of scholarship and fiair promise of success as teach- ers. The pledge above referred to is here given : — Teacher's Pledge — ^I hereby declare that it is my intention to become a teacher in the schools of this State, and that my object In attending the Normal School is the better to prepare myself for this important work. The construction put upon the pledge is this : that the student is to teach as long as he studies in the school ; that is, if he enjoys the benefits of the school the full three years required to take all the studies, he must teach three years. After this, the teaching is voluntary. For shorter timesi, in the same way. COUBSE OF STUDT. The Course of Study has been adjusted so as to include, as it is believed, all the studies to which teachers of our public schools most need to direct their attention. Arithmetic, algebra, geometry, trigonometry, astronomy and natural philosophy, reading, spelling, writing, grammar, rhetoric, composition and liter- ature, geog^phy and history, chemistry, physiology, botany, geology and zoology, singing and drawing, with theory and cart of teaching^ constitute the studies. Six terms are occupied with the study of the science, method and history of education. The courso takes a somewhat wide range, and includep: 1. The organization and classification of scbools. Programme of daily exercises. The recitation. School government Motives. The incentives which a teacher may allow to act upon himself or his pupils. The conscience— how it should be edu- cated. 2. The order, in time, of the development of the mental faculties, and the exercises best adapted to encourage their growth. The special purpose of each faculty, and the means to train it Laws of bodily health : Ventilation, posture, gymnastics. Formation of courses of study. Mental philosophy pre- cedes and is made the basis of instruction in this part of the course. 3. His- tory of systems and methods of education. Biographies of eminent teachers. 4. Primary instruction. Object teaching. • Gradiug of schools. Drill exercises in teaching. Observation and practice in the Model School. 6. The Constitu- tions of the United States and of the State of Kansas. Duties of teachers as dtizens. 6. The school laws of Kansas. School supervision and school man- 774 KANSAS STATE NORMAL SCHOOL. agement School-house architecture. Practice in the Model SchooL General teaching exercises in the Normal School. As the course is arranged, it will be necessary- for students of average ability and industry to remain in the Normal School three years before graduation. The diploma of the institution is granted only to those students who complete the full course of study and training, and g^ve evidence of fitness to teach. It is very desirable that students remain in the school until they graduate ; but pupils are received for shorter times ; none, however, for less than one term. Tuition is free. Students are admitted only at the beginning of each term, unless there be special reason why the rule should be departed from. A contingent fee of five dollars a year is required of each student, to meet incidental expenses. The Model Department is established in order to give the Normal students an opportunity to witness the actual working of a school conducted in accordance with those principles which enlightened experience has shown to be best for the education of boys and girls, and also to give them practice in actual teach- ing under the supervision of the instructors of the Normal SchooL It is the design to make the school in every way a model for teachers. The number of students in the Model School will be limited to thirty. They will be of two grades, viz. : students nearly old enough and not quite suffi- ciently advanced to enter the Normal School ; aud, second, boys and girls of from ten to thirteen years of age, who have had fair opportunities for education. Students will be received from all parts of the Stata Obligation to teach is not made a condition of admittance. Tuition at the rate of $6,00 a term will be charged. This school will be under the direct supervisio»of the PrincipaL Thus far board has been obtained in private families at about $4^00 per week, exclusive of lights, fuel and washing; or in dubs, or self- management, at lower rates. One of the serious hindrances to the progress of the school has been found in the high prices paid by the students for board, to which should be added the difficulty of obtaining board at any price. To supply stu- dents with the privileges of a home at reduced cost, a joint stock com- pany, known as the Normal School Boarding House Association, has been incorporated, whose purpose is the construction of a commodious edifice to he used by Normal students as a boarding-house. Stock to the amount of some eight thousand dollars has been taken, and the building commenced. The result of having such a house can not be otherwise than beneficial to the school. The credit of originating this enterprise, and prosecuting it thus far, is due, in great measure, to the Rev. G. C. Morse, the authorized agent of the Association. The number of students the last year was 180. Whole number, 250. Number of graduates 2. Number in Model School, 27. Nearly all the text-books used by the pupils are supplied by the State. Any pupil who has contracted vicious habits, or who docs not cheer- fully comply with the requirements of the school, will not be allowed to remain in it as a member. Connected with the school there is a well-conducted Literary Society, which gives opportunity for social and refined culture. A Bible Class, conducted by a member of the Faculty, is sustained by the students. Physical exercises are taken daily. Students who wish, have opportunity to take music lessons. MAINE STATE NORMAL SCHOOLS. mSTOBIOAL DBYELOPMXMT. Thb Legislature of Maine, by an act passed July 27th, 1846, consti* tated a Board of Education composed of twelve members. This Board, at its first meeting in December, 1846, appointed its Sec- retary, and also a committee on the qualification and education of teach- ers. The Board and its Secretary in their first report recommend the adoption of measures which should help to secure better qualified teachers. The committee of the Board appointed to examine the subject advised that the State be enlightened by public addresses and lectures, and say that ** when these measures have done their work upon the public mind, it may be hoped the time will have arrived when a State institution for the qualification of teachers may be established and amply endowed. The Secretary of the Board, W. G. Crosby, in his report for 1849, asked for an appropriation from the income of the permanent school fund for the support of Normal Schools. In 1854, a law was passed, providing for the appointment of a Super- intendent of Common Schools. This officer, Hon. C. A. Lord, in his first report, dated December, 1854, advised the establishment of Normal Schools as the only permanent remedy for incompetent teachers. His successors, Hon. Mark H. Dunnell in 1855, 1857, 1858 and 1859, and Hon. J. P. Craig in 1856, in their annual reports presented urgent rear sons for the organization of a Normal School for the State. Mr. Dunnell in one of his reports gave a history of Normal Schools in other States and countries, and pointed out their influence upon public schools, and the satisfactory results which had already been obtained. Teachers' Institutes had been held for several years, but though accomplishing much in the improvement of teachers, *^ they had proved inadequate to meet the demand for higher qualifications and that thorough preparation deemed essential to the prosperity of Common Schools." To meet this increasing demand, the Committee on Education, in 1860, reported a bill providing for the education of teachers in eighteen different academies. This bill was passed by the Legislature, and eighteen hun- dred dollars appropriated at once, and thirty-siz hundred dollars, anna- ally thereafi^er, to carry out the provisions of the act Sixteen academies accepted the provisions of the bill, and provided for distinctive Normal instruction. Five hundred and sizty-siz young 776 MAINE STATE NORMAL SCUOOLa ladies and gentlemen reoeiyed the advantages of this normal arrange- ment in the Autumn of 1860, two hundred and sixty-four in the Spring, and five hundred and eighty five in the Autumn of 1861. This plan of educating teachers was not thought successful, and in 1861, the Superin* tendent of Common Schools, Hon. E. P. Weston, recommended to the Legislature the repeal of the law, and the establishment of Normal Schools. The system was accordingly abolished in 1862, and an act passed to carry out the recommendation of the Superintendent The act provided for two Normal Schools, one in the Eastern and one in the Western part of the State. These schools were " to be thoroughly devoted to the work of training teachers for their professional labors,** *' including the best methods of government and instruction.'* Three Commissioners were appointed by the Governor to locate the proposed schools. Propositions were received from the Trustees of Acad- emies, and from citizens, offering to furnish the necessary accommoda- tions. The Commissioners, after visiting the localities from which these propositions were received, and comparing their specific advantages, de- cided to locate the Western Normal School at Farmington, and the second or Eastern Normal School at Castine. The advantages expected to be derived from Normal instruction are thus set forth by the Superintendent, Rev. Edward Ballard : — The opinion has been but too prevalent, that a High School or Academy can qualify teachers as well for their work as the instilutioDS specially establislicd for this purpose. But it is to the credit of the Normal methods, that in some of our higher literary institutions, classes have been formed with distinct refer- ence to this plan. It is also to the credit of the intelligent perception of their value, that these methods are thus made a part of the instruction. Doubtless too in the ordinary use of High and Academic instruction, and with a Normal class added to the whole order, veiy large substantial benefits have been re- oeiyed for educational use. But it must be a fidlacious supposition to consider, that the discipline in either of these cases can be equal to the regular, systematic and thorough drill of the full proposed Normal course. It would be more than weU if all the pupils admitted to our Normal Schools could have the preparation acquired in our best High Schools; so that here there would be only the unfolding and application of tlie Normal principle, and a shorter stay required under this tuition. But as we can not exact this condi- tion for entrance, until the schools in the State are raised to a much higher grade than at present, the Normal School must teach, first the lessons to be taught in the way of a thorough review, and then teach how they are to be taught ; or, in other words, Imowledge and the methods of imparting it. The usual length of the course in our country is two years. The second is the one most pro^ fable for the future teacher. As there still seems to be a want of information in some parts of the State on the design of these institutions, it may be proper to place on these pages some of the purposes to be reached, in coming to the great object proposed. 1. The increase of the pupil^s power to teach, in whatever branch of common school study he is hereafter to be employed. The training is designed to make bim tliorough in the knowledge of his department. It is not merely to acquire information that be is enrolled as a student ; but he is expected, under the dis- cipline, to master the separate subjects, so as to be able without confusiqn of thought or perplexity of manner, to transmit to othera what he knows and as he knows it. Hence great care is taken that in description, direction or expla- nation, right words shfdl be used, and none superfluous, to convey the exact idea. 2. To place education in the teacher's mind, on a scientific basis. No subject can be well taught without the adoption of certain principles, that will be the MAINE STATE NORMAL SCHOOLS. tj^^ aame to direct, whenerer the same sabject comes ap again. These principlee will mark oat the line of his procedure. He will know what to do and why he does it Rules will grow up spontaneously for his own use ; and in their influ- ence, will enter the mmda of his future pupils, efen without the written for- mula. 3. Henoe, too, will come meifu>da of teachmg, which are derived from the wisdom and experience of the best teachers, here brought together, to save the labor of learning through years of toil by the like experience. One of the great excellences of the Normal School is this collection of practical wisdom. Tiiese methods will be adapted to the various ages of the scholars in the Primary, and so upward, through the Intermediate and Grammar to the High Schools. 4. And as the result of these combined influences, the idaptation of mind and manner to the actual work of the school-room. The common modes of teaching in our schools and academies have had reference mainly to the acqui- sition of facts, principles and rules ; the study of lessons, their recitations, and where teachers have been prepared for the purpose, the illustration of the lesson by pertinent explanations. When the pupils have gone out as teachers, they carry the methods taught. In too many instances they have perpetuated the insufficient habits of several generations. It . is chiefly because the improved modes, proceeding from the Normal Schools of New England, have largely entered into the instruction, that better methods have been partially introduced. How much better will it be, when the skill of every teacher, in the application of his knowledge to practice, shall have been attained by a course of ^tudy and discipline specially suited to the right accomplishment of his work. With some Normal Schools a Model School is connected, taken from the neighborhood of its location, where the Normal pupils become teachers, under the guidance of their instructors. In others the like benefit is gained in a different way ; where the pufHls in rotation take the position of the teacher of their own class. STATB NORMAL SCHOOL AT FARMINGTON. The buildings prepared for the Normal School at Farmington consist of a substantial brick edifice, sixty feet long, forty feet wide, and two stories high, with a tower, and the original academy building, which now forms a rear extension. There are accommodations for three hundred students, furnishing suitable assembly-rooms, class-rooms and halls. George M. Gage is Principal. This school was opened on the 24th of August, 1864, in a hall prepared for its temporary accommodation. There were thirty students present at the beginning of the school ; this number was increased to fifty-nine, before the close of the term. comnnoKs op AOMitnoN. The '* students are required to be at least sixteen years old, if females ; and seventeen, if males.** All applicants mu.t pledge themselves to render service to the State by teaching one year at least, if opportunity offers ; and for two years after graduating, in case they complete the full term of study. All candidates for admission must be prepared to sustain a creditable examination in reading, writing, arithmetic, grammar, geography and history of the United States, and must produce satisfitctory evidence of good moral character. The course of study is prescribed for two years, as follows : First Tear. — Spelling, oral, phonetic and written. Reading, with carefbl training in the analysis of sounds, enunciation and expression. Arithmetic, mental and written, analytic and formuhiry. G^graphy, physical and political, 778 MAINE STATE NO&MAL SCHOOLS. with map drawing and use of the globes. History, American and foreign, so iar as is consistent with other studies. English Grammar, including the analy- sis and composition of the laDguag:e. Natural philosophy and physiology. The Constitution of Maine, the school laws, and good manners. Second Year. — Algebra, book-keepiug, English Uterature, chemistry, astron- omy, geometry, rhetoric, intellectuiti and moral philosophy, tlie theory and art of teaching, and the Constitution of the United States. The Latin and French languages are allowed as optional studies, if students have already made the requisite previous attainments. Students in the first year, as well as those in the second, will receive constant instruction in methods of teaching and school government ; and those in the second year will spend more or less time in re- viewing the elementary branches of the first year, as circumstances may require. General Exercises in gymnastics, singing, public speaking and composition, will receive their appropriate attention. The reporting and analysis of lectures delivered to the classes, and the prepa^tion of criticii^ms, will occupy a portion of the student's time. A voluntary, literary association, with its usual variety of exercises, — a kind of Normal Lyceum, — is already in successful operation. Every pupil who shall complete the course of study with satisfaction to the faculty and examiners, and who shall exhibit skill in imparting instruction and fair promise of success in school management, will receive a Diploma^ certifying his attainments, and signed by the Principal, Superintendent, and Governor of the State ; and it is expected that such Diploma will be made a State certificate, exempting the holder for a term of years from the necessity of examination by town committees. The object of the Normal or training school is to prepare teachers for their very important work ; to give them the aid of skillful instructors, in acquiring a careful knowledge of the branches to be taught, and of the best methods of imparting that knowledge to others ; to give them opportunities within their own cla^s, or in experimental schools, to practice the art under the eye of teachers, who will constantly point out their fiulures and suggest the means of overcoming difficulties. In the Normal School the whole intent of the instruction is to give and re- ceive correct ideas, fresh impulses and new enthusiasm upon all subjects of school managrement, including instruction and discipline. With such an aim it would be strange, indeed, if no more were gained toward the professional qual- ification of its students, than in an institution whose objects are miscellaneous, and whose efibrts must consequently be divided. RESULTS. The school has been prosperous and its results gratifying. The number of pupils connected with the school during the Winter of 1866-67 was seventy-five ; in the Spring term of 1867, one hundred and thirty-nine ; in the Autumn term of the same year, one hundred and seventeen. At the close of the Spring term, thirty-two graduated. STATB NORMAL SCHOOL AT OASTINE. This Normal School was opened the first of September, 1867, in % building well constructed and arranged for the purposes of the school G. T. Fletcher was Appointed Principal. The school is under the same general, supervision as the one at Farmtngton. The conditions of admission for students, and the course of studies, are also the same as 4b that school. Thirteen students were registered the first term ; this number was increased the second term, commencing in December, 1867, to twenty-five. As the design of the school and its advantages to teachers become known in the Eastern part of the State, it is believed that its numbers will be largely increased. HARTLAND STATE NORMAL SCHOOL ▲T BALTDIOBE. HXSrOBT. The State Nonnal School of Maryland was established by the Board oT Education in parsuance of the following provisions of the School Code of 1866 :— There shall be located in the city of Baltimore, until the Board of Education shall otherwise direct, a State Normal School for the instruction and practice of teachers of public schools in the science of education, and the art of teaclung and the mode of governiDg schools. The sessions of the State Normal School shall be held in such suitable build- ing as may be provided by the Mayor and City Council of Baltimore, or they declining to do so, in such building as the State Superintendent may select, the rent being charged among the incidental expenses. The annual sum of $8,000 is hereby appropriated for the support of the State Nonnal School, and beside, $2,000 for equipment^ and the cost of text-books, stationery, fuel, and other incidental expease& The State Superintendent shall prescribe the course of study, and make pro- vision for model, primary and grammar schools, under permanent and highly qualified teachers, in which model schools, the Normal pupils shall have oppor- ' tunity to practice the modes of instruction and discipline inculcated in the I Normal School The salaries of the teachers of the model school are to be borne in part, at least, by the tuition of the pupils of such model school In the Summer of 1865, Prof. M. A. Newell, at the time at the head of one of the best schools of Baltimore, was elected Principal, and before drawing up a plan for the Normal School, visited the principal institutions of this class in other States, and submitted a valuable report on the his- tory and organization of these schools, their methods of instruction, &&, which is published in the First Hepartofthe State Superintendent (Rev. L. Van Bokkelen, LL. D.,) Dec. 80, 1865. The school was opened on the 15th of January, 1866, in a rented hall in Baltimore, the Mayor and City Council having failed to provide the suitable building contemplated by the act of 1865. There were present eleven students and one teacher. Prof Newell, in a letter written Feb- ruary, 1868, remarks: '^The first term opened with eleven students and closed with forty-eight; the second term commenced with forty-eight and closed with seventy-one ; the third term opened with seventy, and closed with ninety-three ; the fourth term opened with seventy and closed with ninety-four ; and now (fifth term) there are one hundred and ten pupils in daily attendance, with four permanent teachers, and three who are employed portions of each day in giving instruction in music, drawing, and calisthenics. We have graduated fifty-six teachers, who are now teaching in the public schools of the State." In his report to the Superintendent in December, 1867, he adds: — Two years ago this Normal School was started as an experiment To-day it 780 MARYLAND STATE NORMAL SCHOOL. 18 an accomplished fact Without the patronage of any eect^ or the enoonrage- ment of any party, it has won its way to popiSar &vor. No similar institution in the country has achieved a similar success as permanent as it has been rapid. It remains for the Legislature to determine whether by a liberal and judicious support of the Normal School, they will provide Maryland teachers for Maiy- land schools ; or whether they will make it necessary for young persons to go to other States for the requisite professional instruction. Normal School teach- ing the people will have : the only question is; Shall it be obtained within the State or outside of it 7 In the Spring of 1866 there were more Maryland stu- dents in the Normal Schools of Pennsylvania and New Jersey than in our own Normal School. The case is altered now ; and I hope the time will never come when Maryland shall be compelled to send to other States for a supply of teachersi or to send her youth beyond her own limits for professional instruc- tioUf or (what is still more to be deprecated) to employ inezperienoed and unskillful teachers. PBBBBNT OSOANIZATIOK. The State Normal School is open to students who may be found on examination qualified, and wiU sign a written pledge to teach in the public schools, from any part of the State— each county and the city of Baltimore being first entitled to seats according to the number of Uieir representatives respectively, in the Legislature. COURSE OF IKSTRUCnOK. The subjects embraced in the more strictly professional part of the course are the History of Public Schools and Popular Education ; the Philosophy of Mind, so far as it furnishes the foundation of Educational Theories; Education, as a Positive Science; Teaching, as an Art; Methods of Instruction, Classification and Government ; the School Law of Maryland in its relation to Citizens, Teachers, and School Officers; the Duties and Qualifications of Public School Teachers. The Course of Instruction is in theory strictly professional, but in prac- tice it has been found necessary to give the term ** professional " a liberal construction. It is believed, however, that before long it will be practi- cable, if not to dispense with academic instruction, at least to draw a well defined Une between those who are studying geography, grammar, &c, and those who are studying the art and science of teaching. The graduates are of two grades ; teachers of primary schools, and teachers of grammar schools. It is proposed to add as soon as circum- stances warrant, a third grade; teachers of high schools. KODEL SCHOOL. In September, 1866, a Model School was established in connection with the Normal School, and as an integral part of it The Model School con- tains an average of seventy-five pupils, who are taught by two perma- nent teachers, assisted by members of the graduating class detailed from time to time for that purpose. It is made a condition of graduation that the candidate shall have taught with acceptance one tertn either in the Model School or some other school of the State. The expenses of the Model School are paid in part by the fees of the scholars. INDIANA STATE NOKMAL SCHOOL, AT TEBRB HAUTE. HISTORY. An Act Approved December 26, 1866, provides for the establishment of A State Normal School, through a Board of Trustees consisting of four members, under the following conditions : — The Board are required to open books to receive proposals for dona* tions of grounds and buildings, or funds for the same. They were required further to locate the school at that place which should make the largest donation, provided, (1,) that said donation should not be less in cash value than fifty thousand dollars ; and provided, (2,) that said place should possess reasonable facilities for the success of the school. The opportunity for proposals being given as required, the city of Terre Haute, in its corporate capacity, proposed a donation in currency of fifty thousand dollars, ($50,000,) and has in good <h given her obligation for the same. Added to this, the Trustees of the Public Schools of Terre Haute donated two and three-fifths acres of ground lying within the corporate limits of the city, estimated to be worth twenty-five thou- sand dollars, ($25,000.) The title to this lot has been properly trans- ferred to the Normal School corporation. No other places made propo- sals, hence the location was declared to Terre Haute. As soon after the location as possible, the Board proceeded to estimate the supposed wants of the school, and to prepare a plan of building in conformity to these wants. This plan contemples provisions for a Model Primary Training School, a Model High School, and Normal School proper. The Model Primary Training School is a school of young pupils from the city of Terre Haute. In this school, the advanced pupils of the Normal School are to teach under the eye of the Principal, or of one of the Professors of the Normal School ; and thus be trained in teaching, in the oi^anization, and in the management of schools. Thus this de- partment becomes as its name indicates, a ^* training school.'* The High School is not intended for a training school, but simply a ** model scliool,'' in which the pupils of the Normal School are to be shown model methods of teaching. By means of these methods, it is believed the Normal pupil will, in a great degree, be able to correct his erroneous theories, and confirm his correct ones. The pupils of this school will come from the city of Terre Haute ; the teachers will also be paid by the city, and be elected by the Trustees of 782 INDIANA errATE normal school. the city schools, subject to approval by the Normal School Board, a current expenses of this school are to be paid by the city of Terre Haute. This school is to cost the Normal School Board nothing, save the expense of providing rooms sufficient for its use. The Normal School proper is, as is generally understood, a school in which pupils are taught, so nearly as may be, the philosophy and methods of education. Incidental to this, they will be taught tHe sub- ject matter of the sciences, or branches of learning under consideration. FLAN OF BXTXLDING. Such being substantially the proposed organization of the echool, a plan of building has been adopted, conforming as nearly as practicable, to such proposed organization ; and in its interior arrangement it is intended to be second to no educational structure of the kind in America. As an institution designed to educate teachers for our common schools^ it Is intended to be complete in its character. One important feature of the plan is the facility which it affbrds the Normal School or teacher-pupU to combine acquired theory with practice. One entire story of the building is designed to accommodate the Model and Tyaining De- partments, which are in their organization separate and distinct branches of the school, and each designed to accomplish a specific purpose in the course of training to teacbership. ABRAl^GEMSNT OF ROOKS, STYLE, STO. The arrangement of the first floor consists, first, of a large session room 60x70, four recitation rooms 21x22i, and two reference libraries 13x13. for the Model High School; second, of one room, 22iX30, and another 22ix40 for the Model Intermediate School; third, of one room 22^X30, and one room 22 i X 40 for the Model Primary School, each of these three classes being provided with dress rooma The first story has, besides, a reception room 17 X 20, and a teachers' dressing-room of the same size All the rooms are en- tered from spacious halls ten and fifteen feet wide, and the three classes are so arranged as to have separate ingress and egress for the pupils. The Model Intermediate and Model Primary Schools are to be training schools. (The High School is not a training school.) The second story, entirely devoted to the Normal School proper, has a session room 60 x 70, and eight recitation rooms, varying in size from 21 X 22| to 22|x40, grouped on either side of the session room. Two reference libraries 13x13, and two dress rooms 11 X 25, a &culty room 17 i X 20, and a reception room 17 i x 20, complete this story. The third story contains two Society Halls, 22^x34; one Music Hall, 22ix30; a Library, 22|x30; a general Museum, composed of three rooms, one of 20 x 60i, and the other two 22 & x 40, and a large Lecture Room, 70 X 85, which, through double doors, may be set open with the Museum rooms, and secure an arrangement for lecturing second to none in this country ; two dress- ing-rooms and two store-rooms complete the third story. The Normal School department, besides the rooms in the second and third stories, has a laboratory and recitation room on chemistry, and a gymnasium in the basement story. The heating and ventilating of all the rooms in the entire building is aimed to be as complete and efficient as may be desired. Provision is made to set in operation as many as eight heating and ventilating apparatuses, which will all be located in the basement story, together with ample store-rooms for fuel, to which the coal will be distributed by small cars on rail. The basement contains further, the lodging of a janitor, and two spacious rooms 22^X40, to be provided with double sets of water-closets of the most I INDIANA OTATE NORMAL BCHOOL. 733 approyed plan, together with artificial ventilation, and pure water enipplied hy a gaa eug^ne. The ingress and egress of the school is snch as the law indicates now in some States for public buildings in which large numbers of persons may assemble. Thus the first floor is provided with three large entries, while tlie basement has five, all accessible from the stories above. But the several entiy doors answer at the same time for the perfect working of the several classes, and the large number of pupils the building will accommodate. Four flights of spacious stair- ways are in immediate proximity to these doorways, and by means of halla communicate to all parts of the building. The heiglit of the basement is ten feet in the clear; the first and second sto- riea sixteen feet each, and the third story fourteen feet on the wings and twenty feet in the central part, containing the museum-room and the lecture-room. The appearance of the Normal School will be one of substantial design, as Its construction is aimed to be. The style may be called Gothic ; as far as the pointed windows and doorways and the equilateral mediaeval gables indicate, while other details and the outline of the roof would designate it to pertain to the epoch of Renuissan. But the whole design has its own peculiar style, and such a one as the plan or the internal arrangement called for — ^this plan being the correct requirement of what was considered the best arrangement for the Normal School This was a form and an outline diffierent from any building of the kind originated — broad, deep and high. To a front of one hundred and ninety feet there is a depth of one hundred and fifteen feet, while the several high stories give it such altitude as to tower far above any building in this city. The main entry, surmounted with a wheel window, lighting the second stoiy hall, a triple window in the third story, and a gable in the roof present a height of nmety feet above the ground line. The flank entrances, North and South, and the East elevation, are surmounted with similar gables, but smaller in size than the main front gable ; the whole displaying that unity in design that beau- tifies construction. But what gives the appearance of the structure the most lively air, and which takes considerably from the ponderous form inevitably incident to the peculiar internal arrangement of the school, are two light, elegant towers in the front, buUt or growing with the structure to a height of one hundred and thirty-two feet, and the effect is completed by the transformation of the shafts at the cor- ners of the building into ventilating minarets, and the omation of three crests on the roof, which form unsuspected powerfhl ventilating ejectors into which all the ventilating ducts discharge. OONSTRUOnOK. Beginning with the foundatioD, the strength of the house is made adequate to its height and proportion. The material is hard-burned brick, laid in cement mortar, eight feet in height firom the footings. A base course to all the exterior walls, nine inches thick by two feet six inches in height, of hard limestone, protects the wall at the frost Una The cement foundation of the inside walls is generally three feet nine inches in height ; and the width of the foundation at the base varies from four to five feet. A few foundation walls are less, and others more, in points bear- ing gables and towers. The thinnest basement walls are nine inches, and the heaviest two feet ten inches. The exterior walls are generally two feet two inches. The first story walls are Grom seventeen to twenty-one inches thick, the towers two feet two inches. The inside walls in this story are generally thir- teen and seventeen inches in thickness. The second story exterior walls are generally seventeen inches, a few parts being twenty-one inches in thickness. The inside walls are the same in thickness as in the first story. The third story walls vary from twelve to seventeen inches in thickness up to the wall plates. The exterior of the building Is to be faced with hard-pressed smooth brick of uniform red color, laid with flat tucked jouits and Boston Bond. 784 INDIANA OTATE NORMAL SCHOOL The stone work is of hard limestone to the basement and first stoiy door sills, and of EUiottsville limestoue to aU the other parts. The whole of substaatial dimensions and bold design. The joists of the basement and first floor are of white oak ; all others of poplar. The roof is entirely of poplar, except the main post of the large trusses over the lecture-room, which is of oak. The floors are idl of oak, except the third story, which is of poplar. The wainscoting, doors and windows are of poplar. The stairs are to be of hard wood, and the steps will be covered with perforated sheet uron. The roof is to be slated, the cornice to be of galfanlzed iron, and the gutters generally of copper and improved combinatioiL HSATTNO USD YSNTILATINa The importance and difficulty of comfortably heating and properly ventilating a school building of such large proportions, has not been overlooked or neg- lected by the Board of Trustees. When planning the building, natural ventilation was first considered, and as a preliminary step, a height of ceiling established of sixteen feet for the first and second stories, and fourteen and twenty for the thurd story, the higher ceil- ing, in the latter, being in the lecture-room. By reference to the plans it will be seen that the building is traversed in its whole length North and South by a hall or passage ten feet in width, in the basement, first and second stories, and partly in the third story. The fix>nt hall, vestibules and staut^ses are in open connection with this main passage in the several stories ; the arrangement giving access to the inside of the building, of air fifx>m all sides, without its passing directly through the outside windows into the school-rooms. The front, flank and rear doors, eight in number, admit air into the halls and staircases, regulated by dumb balan^ fly-doors, and by the ventilators in the ceiling of the third story hall ; this causes a removal of the air of tliis lai^ reservoir from whidi the school-rooms draw their supply through transoms 3 X34 over all doors and pivot sash windows located eight feet fbom the floor, all of which is accelerated by upright air ducts ejecting their contents by the ventilating crests of the roof at one hundred feet from the ground line of the building. To iUustrate the artificial heating and ventilation in this building, it will be sufficient to take as a sample the large session room on the second floor. From two furnaces located in the basement, six hot air ducts built in the walls, with an aggregate section of six hundred and sixty square inches, and carried up to the ceiling of the second story, or a vertical height of forty feet fh>m the heat- ing surface, discharge, through six branches six inches in diameter each, and together through thirty-six registers ei^t by twelve inches, located and distri- buted uniformly over the ceiling, the f^esh, warm ur. This warm air is brought downward by means of six upright ventilating ducts, of an aggregate section of about one thousand inches, opening with six branches, each six inches in diameter, provided with registers located in the floor between joists and carried up to a height of one hundred feet fh)m the /umoees to fedora. Good results are expected of this arrangement of heating and ventilating. The contractors for brick work (Mr. Thomas Miles of Laporte and Mr. J. B. Hedden of Terre Haute,) are rapidly pushing forward the work to completion, and in the best possible style of workmanship. As a whole, the structure will be worthy the State of Indiana, and will show how important she considers the instruction and education of her people. The estimated cost of the structure is one hundred and filly thousand dollars. Con- tracts actually awarded to the amount of ninety thousand dollars, present little differences with the estimateSi The building will be completed in about fifteen months. SOUTH CABOLINA STATE NOBMAL SCHOOL. AT CHABLE8T0N. Thb State Nomuil School of South Carolina was eatabh'shed in oonnec- taon with a Public High School for Girls in the city of Charleston, by act of the Legislature, passed Dec, 1857. The cost of the buildings and furniture was $80,700, of which $18,755 was paid by the State, and $11,945 was contributed by individuals, principally of Charleston. The school was opened. May, 1859, with fifty-one pupils, and continued in successful operation except as it was affected by the War, until August, 1864. During its continuance the school was very popular, both with the people and with teachers. For five years it received an annual ap- propriation of five thousand dollars from the Legislature ; when this appropriation was exhausted^ in 1864, the condition of the country was such that it was not renewed, and the school was suspended for lack of means of support The whole number of students connected with this Normal School during the five years of its operations was 481. The largest number in attendance at one time was 191. The following were the requisitions for admission : 1. Applicants must be at least fifteen years of age, of unquestionable moral character, and in sound bodily health. 2. They must sustain a good examination in the following subjects, viz. : Orthography, — Oral and written. Reading. — ^With fiicility, either Prose or Poetry. Oeoigrapky. — Oeographical Definitions, with Modem Geography. Grammar, — Definitions and Rules of Syntax, with ability to parse plain English sentences. Arithmetic. — ^Numeration, Simple and Compound Numbers, Reduc- tion, Common and Decimal Fractions, Simple and Compound Proportion, and Computation of Interest History. — Of United States, with some knowledge of General History. A legible handwriting will be required, with some practice in English Composition. 3. They must desire to qualify themselves for teaching in this State. 4. Each applicant shall present cm the first day of the term, a certificate, signed by a minority of the delegation from the district in which she resides. Applicants for admission to the High School Department Will be excused firom Provisions 3 and 4, and fix>m examination in Simple and Compound Proportion, and Computation of Interest In all other respects the requirements for admission to both departments are similar. Should candidates ftom the dlff'ereDt Congressional districts, out of the dty of Charleston, be found incompetent to enter the Normal Department at onoe, they will be placed in the High School Department, provided they are qualified therefor, and comply with Provisions 3 and 4, above named. The course extended through three years, and embraced the branches of a thorough English education, including French, Drawing, Music, the Theory and Practice of Teaching, Lectures on Education and the Details of School Management Measures are in progress to reopen the institution both as a High School for the city and a Nonnal School for the State. 50 SCHOOL ARCHITECTURE. »^g7 IL Gmiflt' HlOH AND KoBliAL SOHOOI^ AT OhARLBSTOK, &. OaSOLINA. Thb Public Hioh and Norkal School for Girls in the City of Charleston, Soutii Carolina, was estabUshed in 1858 and opened in the new building erected for its accommodation in 1860. The Commisaionera of Free Schools, of which 0. S. Memminger was chairman, thus set fOrth the purpose of this institution. The purpose of this School is two-fold. First, it proposes to add to the ad- vantages of primary instruction given by the various Public Schools of lower grade, aU the advantages of higher education which are offered by the best schools for g^rls. From the great advantages which a large public school, with ample resources, can always command over private schools, it is safe to say that in ail the elements necessary to insure success, this school roust be without a rival in our community, in furnishing that education which cultivated parents desire for their daughters. Its second purpose is the education of young ladies for the profession of teacliers. It is proposed to form into a special class all those whose purpose it is to devote themselves to this honorable work, and whose qualifications admit of their receiving the proper course of instruction, and to devote as much time and labor to such exercises as will be of value to them in their fbture duties. These exercises will be such as would be of high value to any pupils sufficiently advanced to engage in them — ^to those who pro- pose to teach they are indispensable. Th& power of teaching well comes not by intuition ; the best kind of education would probably g^ve it to most men, but most of even the well-educated men and women are without it, though to no person of average abUity is its acquisition impossible. It comes, however, only as other arts come ; by special training, by well-directed efforts, and by patient labor. By no means a secondary purpose in importance is that of far- nisbing to our city and Slate a corps of well-educated and intelligent young ladies, who will train, in their turn, uie minds and hearts of the thousands who will be committed to their charge. The School- is supplied with teachers of tried ability and large reputation, in all its departments. The several congres- sional districts of the State have a right to send fifteen pupils each to thu school, to enter the Normal department L BUILDINO Am) rURNITURS. The building erected for the accomodation of this school, of which we f\imish illustrations, has one School Room on the second floor 40 by 40 feet, with four dass-rooms, each 18 by 23 feet; and a large Lecture Boom .on the third floor 40 by 63 feet, with two class-rooms, each 18 by 28 feet; and a Play Room 26 by 40 feet and Library on the flrst floor, and a room for the Commissionera on the Dome floor. DOME STORY 788 NORMAL SCHOOL, CHARLESTON, SOUTH CAROLINA. YEBIONT STATE NOKMIL SCHOOLS. The Board of Education of Vennont in their report to the Legislature in 1866, stated that a fiivorable opportunity was presented to establish a Normal school, the Trustees of Randoph Academy haying offered the use of their school property for a term of years for such a purpose. The Leg- islature accepted the proposition, and passed an act which was approved Noyember 16th, 1866, by which the academy known as the " Orange County Grammar School," at Randolph, was constituted and established a ** Normal School for the State of Vermont," for the term of five years, and the trustees of the Grammar school and their successors were consti- tuted trustees of the Normal School. The State Board of Education nominate the principal, arrange the courses of study, control the examinations for admission and graduation, grant certificates of qualification, and report the conditions of the school annually, to the Legislature. One section of the act also provided that the Board might consider similar proposals firom other academies in the State, and establish not exceeding one Normal School in each congres- sional district, and arrange courses of study, conduct examinations, nom- inate teachers, and generally exercise the same supervision as provided in the act for the Normal School at Randolph. The -trustees of such academies as were designated State Normal Schools, were to be respectively trustees of these schools, and have the same powers and rights as the trustees of the Normal School established by this act, provided that either or all of said Normal Schools should be established and maintained without any expense to the State exceptmg the payment of the Board of Education for their services. In accordance with the provisions of the Normal School act, the Board of Education have established a Normal School in each of the three con- gressional districts, as follows : First District, at Gastleton, in Rutland county ; Second District, at Randolph, in Orange county ; Third District, at Johnson, in Lamville county, with two courses of study, and the fol- lowing regulations. COURSB OF STUDY. Itty Elementary dmree. Arithmetic, Geography, History and Consti- tution of Vermont and the United States. Interpretation of sentences, including parsing, analysis, paraphrasing, and the definition of words ; Book-keeping through single entry, and Reading. Examination to be in writing in all except reading. 2d, Advanced Course. Candidates having passed a satisfactory exami- nation in the first course, must be examined in Book-keeping by double 790 TBBMOIiT NOBMAL SCHOOLS. entry, Algebra, Physical Geography, Physiology, Botany, Natoral Phi- losophy, Analysis of one book of Cowper or Thompson, Exposition of Milton^s Paradise Lost or Bacon^s Essays, and in some two of the follow- ing: Geometry, Astronomy, Chemistry, G^logy, Surreying, Zo6logy, Evidences of Christianity, Bhetoric, Intellectual and Moral Philosophy. BKOULATIOKS. Classes exhibiting the qualifications required to pass an examination for admission, may be admitted at the beginning of each spring and fall term. Individuals may be admitted at any time, upon evincing qualifications corresponding to the attainments of existing classes* Examinations of such as have completed the courses of study shall be held at the close of each spring and fall term. Candidates for graduation must be examined through the entire course in which they wish to graduate. The certificates of graduation must be signed by the president of the Board of Trustees, the principal of the school, and by the secretary and visiting member of the Board of Education. Pupils will not be permitted to study branches in the higher course until at least six of the subjects of the first course have been completed to the satisfaction of the teachers of the school ; nor then to the neglect of the subjects not so completed. No studies not laid down in the two oourses of study, shall be pursued in the Normal Schools. STATE NORMAL SCHOOL AT RANDOLPH. This Normal School, which is the first organized under the Statute, was formally opened on the 26th day of February, 1867. The building is well situated in a quiet community ; is nearly new and well adapted to the purposes for which it is now used. The former principal of the Grammar school, Mr. Edward Conant, was appointed principal of the Normal School The number of candidates examined for admission in the spring term of 1867, was thirty-seven, of whom thirty-two were ad- mitted. The whole number of pupils in the summer term was one hun- dred, and the whole number during the year, one hundred and twenty-five. Six passed the examination for graduation. STATE NORMAL SCHOOL AT JOHNSON. The Normal School at Johnson was opened in 1867. The building is new and spacious, having been erected with reference to the health, con- venience and comfort of those who may occupy it ; the apparatus is in good condition, and well adapted to the wants of the institution ; and an excellent library of valuable standard works is provided. Mr. S. H. Pearl was appointed principal of this school. Forty-three students were admit- ted the first or spring term, six during the summer term, and twenty-four in the autumn term ; whole number connected with the school the first three terms, according to the report of thQ principal, eighty-seven. A class of five young ladies graduated at the close of the spring term. NEBRASKA STATE NORHAL SCHOOL AT PBBU, NXKEHA 00UVT7. mSTOBIOAL DKYELOPMEMT ' Tbb flriends of edacation in this State had for some years felt the need of an institution for the training of teachers, hut no feasihle pUn was presented till 1867, when the trustees of the Seminary at Peru, Nemeha County, offered the Seminary building to the State for Normal School purposes. The liberal offer was accepted by the State, and the Legisla- ture, by an act passed June, 1867, established the Normal School and located it at Peru. The School is placed under the supervision of a Board of Education which consists of the Superintendent of Public In- struction, the State Treasurer, and five other persons appointed by the Governor. The site for the Normal School includes sixty acres of land on high rolling ground, in view of the Missouri River for sixteen miles. The building is of brick, eighty feet long, ibrty feet wide, and three stories high. Though hot completely finished and arranged for the use of the School, it was in such a state of progress as to be occupied at the com- mencement of the term. The estimated value of the site and the build- ing complete is $25,000. The Legislature at its last session appropriated three thousand dollars to aid in fitting up the building, and also twenty sections of land for an endowment fund. Prof. J. M. McEensie was elected Principal Two assistants were also appointed, and the School was opened Oct 24th, 1867. TERMS OF ADMIBSIOK. The Board of Education apportion two pupils fW>m each State Senatorial District, who are permitted to attend the Normal School at half tuition, upon presenting to the Principal a certificate of their appointment by the Senator in the proper District, and conforming to the requirements of admission. Students desiring to enter the Normal Department are required — Ist To be, if mtJes, not less than 17, if females, not less than 16 years of aga 2d. To give satisfactory evidence of good moral character. 3d. To sign a declaration of their intention to devote themselves to school teaching in this State, in form as follows: "1 hereby declare mv intention to become a teacher in the schools in this State, and agree that for three years after leaving the Normal School, I will report in writing to the Principal of said School, in June and December of each year, where I have been and how em- ployed." 4th. To pass a satisfactory examination before the Principal, in arithmetic^ through common fractions ; geography, through United States and general ques- tions ; English grammar, to syntax ; reading, writing and spelling. The Institution will be open to all persons wishing to attend who will con- form to the regulations adopted by the Board of Education. Tuition in tiie Normal Department, $8,00, in the Model School, $6,00, and in the Seminary, $8.00 per term; Latin, extra, 2,00; Music on melodeon, $10,00; Ornamental branches at usual rates. Y92 NEBRASKA STATE NORMAL SCHOOL. Room rent to thoee liying in the bnflding, $4,00 per scholar per term; board, $3f 00 per week ; books and stationery can be had in the village at reasonable rates. Students are advised to bring such books as thej may have used with them, for reference if nothing more^ as Normal scholars will not be confined to any particalar text-books. A three years' course of study has been prepared by the Board, and any teacher completing it will receive a diploma as Normal graduate. Pupils attending the Normal Department twenty-two weeks, will receive a certificate for teaching fbom the Principal, provided their advancement is satis- factory. There are rooms in the Seminary building for accommodating thirty students. Others find board in the village of Peru. NORMAL SCHOOLS IN OHIO. mSTORT. The General Assembly of Ohio, in 1886, requested Prof. G. E. Stowe, who was then about to yint the countries of Europe, " to collect during his contemplated tour, such fiicts and information as he might deem use* ful to the State, in relation to the various systems of public instruction and education which had been adopted in the countries through which he might pass, and to make a report of the same, with such observations as he might offer, to a future General Assembly.** In pursuance of these resolutions. Prof Stowe examined the educational systems and institu- tions of England, Scotland, France, Prussia, and the States of Germany, and presented the results of his observations to the General Assembly in a report, in which he states as his belief that it was necessary for the success of the school system that teachers should have the means of acquiring the necessary qualifications, and that there must be institutions in which the business of teaching is made a systematic object of atten- tion. He recommended the establishment of a Normal School or Model Teachers* Seminary, which should "be amply provided with all the means of study and instruction, and have connected with it schools of every grade for the practice of students. In answer to a resolution of the General Assembly in 1888, the Super- intendent of Schools, Samuel Lewis, presented an elaborate report upon the expediency of establishing a State University or Universities for the education of teachers or other students. He dwelt at some length on the following points : 1st, that there was not a sufficient number of teachers to supply the twelve thousand schools of the State ; 2d, that a lai^ number of teachers now employed were not well qualified ; 8d, that no measures which had been adopted would supply the demand for well- qualified teachers ; and 4th, that the establishment of an institution to be devoted especially to the preparation of teachers, would be the best means to remedy the evfl. In evidence on this pointy the Superintendent referred to the experience of different countries of Europe, and to those States in this country in which provision had already been made for the education of teachera He considered it a settled question that there was something peculiar in the art of governing and teaching a school, which might be taught and learned as any other art or profession, and he recom- mended the establishment of a Normal School, with model and practice schools of different grades, so as to give the students attending, the ad- vantage of observation and practice as well as instruction in principles. In 1841, the Secretary of State, William Trevitt, in his report to the General Assembly, recommended the establishment of Normal Schools as a subject entitled to the serious consideration of the Legislature as well as the fiiends of education throughout the State. He quoted at 794 NORMAL SCHOOLS IN OHIO. length from the report of the Board of Education in Massachusetts, and from the report of the Board of Commissioners of Common Schools in Connecticut, and also from the report of the Secretaiy of the Board, in support of the measures which he recommended. The subject was referred to again by Samuel QaHoway, Secretary, in his report for 1849, in which he quotes fr*om Prof. Bache, Hon. Horace Mann and others, testimony in &vor of institutions for the special educa- tion of teachers. Mr. Galloway recommended that a well-conducted Normal School be located at the seat of government, and said such a school would become a standard and model of education throughout the State and give dignity and influence to the profession of teaching. Again in 1851, Henry W. King; the successor of Mr. Galloway, adduc- ing the example of Massachusetts, Connecticut, New Tork and Michigan, States in which Normal Schools had been established, recommended that provision should be made for the establishment of as many Normal Schools as the school system of Ohio should demand. From 1887 to 1855, nearly every educational convention or meeting held iu the State urged, in some form, the establishment of institutes and professional schools for teachers. The subject was also earnestly dis- cussed in the "Ohio School Journal** and by other school papers. In 1856, the State Teachers* Association, despairing of legislative action, undertook the work of establishing a Normal School. Mr. M. McNeely of Hopedale proposed to donate buildings, provided the Asso- ciation would maintain the institution. This proposition was accepted, and many teachers and others contributed generously to the endowment of the McNeely Normal School Since 1857 it has been conducted as a private enterprise. The South-western Norxal ScHOpL, at Lebanon, was opened in 1855. It has sent out a large number of teachers to supply the schools in the South-western part of the State. Besides providing for the training of teachers, it has a collegiate and business department The Western Reserve Normal School, at Milan, was opened in 1858. At the annual meeting of the State Teachers* Association in 1864^ Hon. Rufus King, President of the Cincinnati School Board, presented an able paper in which the wisdom and necessity of providing by law for the establishment and support of Normal Schools were strongly urged. The paper, which was in the form of a memorial to the General Assembly, was unanimously approved by the Association, and a committee appointed to secure, if possible, the necessary legislation. This paper was favorably received by the General Assembly, and a joint resolution was passed, instructing the Commissioner of Common Schools to investigate the sub* ject, and report to the next General Assembly ^' the best plan of organiz- ing one or more efficient Normal Schools in this State.*' In the discharge of this duty, the Commissioner, Hon. E. K White, spent several weeks in visiting the Normal Schools of other States ; and submitted to the General Assembly the following January (1866,) a special report, recom* mending a plan of organizing a system of Normal instruction in Ohia PROFESSIONAL TRAINING OF TEACHERS IN OHIO. SPIOIAL BBPOST OF GOMlflSSIONBB (HON. B. X. WHTTB), FEB. IOTH, 1866. The followiBg joint resolution was passed March 13th, 1866: — *^Jie90l9«d by the Gmtral AtrnMy <^f the State 0/ Ohio, That the Gommisflioner of CommoD ochools be and he hereoy is authorized and requested to report to the Governor, to be by him laid before the next General Assembly, the organi- zation and reaulta of the beat Normal Schools in this oonntiy, and so tar as may be practicable, in other countries : and also the best plan of organizing one or more efficient liormal Schools in tnis State." In compliance with this request of the General Assembly, I respectfully sub- mit the following Report: During the past summer I spent several weeks in visiting Normal Schools in other States, with a view of making myself more &miliar with their organiza^ tion and the practical results of their training. The following are the schools visited : New Jersey State Normal School, Connecticut State Normal School, Massachusetts State Normal Schools at Westfield and Framingham, New York State Normal School at Albany, and the Training School at Oswego. I also visited tbe Normal School of the city of Boston and the one at Philadelphia. I also had interviews with Mr. Richards, Principal of the Illinois State Normal University, and Mr. Wickersham, Principal of the Pennsylvania Normal School at Millersville. I had previously visited the State Normal School of Michigan, located at Ypeihinti. In pursuing my inquiries, I also took special pains to confer with educators of large experience and observation, who are not connected with Normal Schools, either as managers or teachers. I acknowledge myself specially in- debted to Hon. Henry Barnard, of Connecticut, whose familiar acquaintance with the Normal Schools of this country and Europe enabled him to put me in possession of information of great value. Through his thoughtfbl courtesy I had the privilege of meeting, at Boston, Rev. James Frazer, of England, who had been sent to this country by the Royal Commission on Education, to inves- tigate our common school system. Mr. Frazer kindly favored me with a full and minute account of the Training Schools of England, and the preparation for admission to them by a system of pupil-teacher apprenticeship.* * The following it Mr. Fnier*i Mcount of the papil-toaehor lyiteiD, •■ giron in no addrMi before the Ohio Teaehan* AMoeiation at Cincinnati :— '* A promising pupil in an Elementary School— ^y or girl, ai the eaae may be— of not ten than thirteen yean of age, is taken and apprenticed to the principal-teacher for a period of five yean. Bach scholar is employed as a monitor under the principal-teacher, and is called a Mpi/ in relation to the teacher, ana a Uaeher in relation to the school, thus making up the hybrid appeliative * a SBptMeaeber.* At one time the Government paid this pupil teacher, but since the 'Revised ode,' his salary has been made to devolve opoo the local managers. It would b^n, perhaps, at 9S0 a year, and would rise at the rate of about ten dollars a year, to the end of the term. Pupil- teaehers map be employed in any school, and mtiet be employed, under pain of forfeiture, in all schools where the average attendance exceeds eighty. The school hours are cenerallv five hours a day for Ave days in the week, and the principal-teacher is bound to give tne fHipif-teachers one hour's invtniction a day out of school hours. You will at once observe that this last feature, as well as the higher rate of salary paid, and the period during which the apprenticeship continues, constitutes the characteristic of the * pupil-teacher,* as distinguished from the 'monitor* of Bell and Lancaster. I should have added that at the close of each year of his apprenticeship, at the annual visit of tbe Inspector, the pupil-teacher is subjected to a progressive examination, accord- ing to a previously defined schedule of subjects, and tJiat his salary lor the past year depends upon his passing this examination. ** Well, at the end of this five years' apprentioesbip, the papil-leacher is luppoaed to make a 796 PROFESSIONAL TRAINING OP TEACHERS IN OHIO. Training Schools eztst in most of the Dioceses of England, and like the Ele- mentaiy ScboolSf are in connection with some religious denomination, most of them with the Church of England. Like the Elementary Schools, they are sup- ported by local voluntary contributions, laigely supplemented by aid from the Government The course of training is two years, the object being partly to give the students accessions of actual knowledge, and partly to fiimiliarize them with the best methods of teaching and organizing schools. The examination for admission, which is before a Government Inspector, lasts four days, and embraces all the subjects ordinarily taught in the Elementary Schools. At the end of each year of the training course, students have to undergo a thorough examination. If they pass tlie examination at the end of the second year, they are firee to go out and take charge of a school, with the title of a *' probationary teacher.*' They continue in the same school, with this title, two years, during which time they are visited twice by the Inspector. If his reports respecting their aptitude and practical skill as teachers are fiivorable, they then receive a graded certificate, valid for five years, subject to revision as to grade at the end of the fifth year, according to the Inspector's opinion of their progress and success as teachers. Normal or Training Schools similar to those of England are established throughout Europe, and''are regarded as an essential part of every system of public instruction. Normsd Schools are also established in Nova Scotia, New Brunswick, and each of the Oanadas — the one at Toronto being probably the best equipped Normal School on the continent In this country, Normal Schools are now established under State direction and support in sixteen States, as follows: Massachusetts has /our, two opened in 1839, one in 1840, and a fourth in 1854, beside the excellent Training School sustained by the city of Boston ; New York has two, one at Albany, opened in 1845, and another at Oswego, which first received State aid in 1864;* Connect- icut one, opened in 1848; Michigan one, opened in 1849; Rhode Island one, opened in 1854 ; New Jersey one, opened in 1855 ; Illinois one, opened in 1857; Pennsylvania three, one first receiving State aid in 1659, another in 1861, and a third in 1862, beside the Girls' Normal School of Pliiladel^hia ; Minnesota one, opened in 1860; Iowa one, opened in 1860, (department m State Univer- sity;) California one, opened in 1863 ; Maine two, one opened in 1864, and a second about opening; Wisconsin one, opened in 1865; Kansas one, opened in 1865 ; Maryland one, established by law in 1865; and Indiana one, established by an act which passed the Legrislature in December, 1865. South Carolina established a Normal School before the war, but having other business than the right education of her youth to attend to, abandoned the enterprise. It will thus be seen that of the States that have maintained for any consider- able length of time a tree school system, all but three have one or more Normal Schools established under State ' authority. The three exceptions are Ifew Hampehire^ Vermont^* and Ohio, f In most, if not all of the States, the Normal Schools are supplemented by ehotoe, whether he will follow Uie proftwion of a teneber. or abandon it for ■oine other more in- viting career. He is oonsidered quite free to chooee, as the salary he has reoeived has been no more than adeouate to the serviees he has rendered. If, however, he decides to adhere to tiie pro- fession of whicn he has been serving the apprenticeship, his natural course is to enter what yoa call a 'Normal,* but what we geoerallj denominate a ^* Training' SchooL** * Vermont established a Normal School System, Nov. 17, 1666, and had two Schools in opera- tion in ]867, with over 900 pupib in attendance. New York established in 1886-7, Normal Schools at Fredonia, Brockport, Cortland, Potsdam, Geneseo, and Buffalo— making eight in the State. t In 1854, Cyrus McNeety, of Hopedale, Harrison conntv, Ohio, donated to the Ohio State Teachers* Association buildin|s, Una and apparatus, valued at ten thoosaod dollars, on condition that the Association should raise an equal sum for the purpose of establishing a Normal School. The enterprise received the earnest support of the late Lorin Andrews, and several fitfaer prom^ nent members of the Association, and was undertaken. The Normal School was opened in November, ISSS, but proving too much of a financial burthen far the Association to carry, waa permitted to pass into private hands. It is still in operation, and is doing a valuable service for the schools of the section of the State in which it is located. The Southwestern Normal School at Lebanon, Ohio, was opened in 1855, under the diraetion of a board of trustees. Its scope is now largely widened, including a collegiate department and business insutute, as wtU as a teacban* department It has bean attended by many bundxeds of PROFBdBIONAL TRAINING OF TEACHERS IN OHIO. 797 TMcbera' Institates, supported to a greater or less extent by State aid. In New York the entire ezpeuses of the Institutes are paid out of the State Treasury. The plan on which most of the State Normal Schools are organized is simpla In States which have not a State Board of Education, they are established un- der the direction and control of a Board of Trustees, called, in some of the States, '* Board of Normal Regents," who are empowered to determine the course of instruction and training, to employ teachers, etc. The current ex- penses, including teachers' salaries, fuel, repairs, eta, are met by State appropria- tions. Students pay their own board and other contingent expenses, the same as pupils do who attend any other public school. The law in Pennsylvania requires that each Normal School shdl have boarding-houses capable of accom- modating three hundred boarders— and board is thus furnished the pupils at a very reasonable price. In England the students at tlie Training Schools are expected to pay fh>m one-fiflh to one-fourth of the cost of their instruction and maintenance, the balance being defrayed from funds contributed by friends of the Training School, and by money appropriated by the Government. The conditions of admission to the Normal Schools of this country vary in different States. In most a fair knowledge of the common branches is pre- scribed. In Connecticut, and I believe tlie same is true in New Jersey, the school authorities of the different towns select and examine candidates, and their certificate entitles the holder to a seat in the Normal School The prac- tical working of this plan is not satisfactory. Pupils are admitted who, from a want of scholastic attainments, are unfitted to enter upon the courae of train- ing. A want of sufficient scholarship on the part of those who seek admission to the Normal Schools is unquestionably one of the most serious defects in the American system of Normal training. In Michigan, pupils entering the Normid School have to make a pledge of intention to teach in the common schools of that State for a specified period. The same is true in some other States. The course of instruction in most of the Normal Schools of this country is two years, with a one year's course in a few of them, for teachers of primary schools. While the one single object is to increase the teaching power of the student, the exercises have practically a four-fold aim : — 1 . To impart to the student a thorough teaxhmg knowledge of all the branches ordinarily taught in common schools. This includes not only a mastery of the subjects aa krmokdge^ which is the first requisite for successful teaching, but also a mastery of them as subjects to be taught to others. This is the one dis- tinctive idea which runs through every lesson and exercise. 2. To impart to the prospective teacher a practical knowledge of the guiding principles of his art, and to enable him to reduce such principles to something like a philosophical system. In other words, the second aim is to teach the science of education. This is usually sought to be accomplished by lectures. 3. To impart to the teacher a knowledge of the best methods of instruction and government, including the methods specially applicable to each stage of the child's progress and to each branch of knowledge. This part of the course is sometimes united with the first, each recitation ^ing conducted with a view of unfolding the true method of teaching the topic. But in all Normal Schools where instruction in methods of teaching is made duly prominent^ separate exercises are also devoted to the subject 4. To impart to the student skiU in the art of teaching by an application of his knowledge of principles and methods in actual practice. For this purpose most Normal Schools have a Model of Experimental Department, in which the students practice under the supervision and criticism of a skillflil teacher. In the best Training Schools these model-lessons, as they are called, are made the basis of instruction in methoda In some Normal Schools the practice of the students is obtained by giving model-lessons to their own classes. tMchen, and has unquestionably anrtad a potent influence upon the character of the tchoota ia that wction of the State. It is now in Mieee«rul operation. The Western Reserve Normal School at Milan, Ohio, was opened in 16S8, but ny acquaintance with the institution is too limited to permit roe to speak of its profeaional eharaclar or influence. It it belicTed to be doing a good senrice for the schools of its locality. The number of teachers that have attended these difTeient institutions, which are, of necessity, largely academic in their character, is evidence of an encouraging demand for professional train- ing, and the good accomplished by them in their respective localities, is an amuranee that the loflaeoee of a State Normal School of a high proAssiooal ebaractar wooM be wide and potent. 798 PROFE8SIONA.L TRAINING OP TEACHERS IN OHIO. In the differeDt NormAl Schools visited, I obeeired a yeiy great dfflR^rence in the relative attention {pven to these four parts or aims of the course of training; in the majority of them, however, the first received tlie chief attention. In the Training Schools at Oswego and Boston, the last three made up the course— an adequate knowledge of the branches to be taught being required as a condition of admission. In the reorganization of the Oswego Training School on a wider basis, it is proposed to provide for a thorough review of the difierent branches as a, preparaiion for the regular course of professional training. I am strongly tempted to enter more fblly into details, but as a general out- line of the pUm of organization and course of instruction of Normal Schools will best serve the purposes of this report, I pass to the second inquiry of the General Assembly. RESULTS OP VORM AL SCHOOL TRAININa. What are the practical results of Normal School training in Europe and in this country ? Does the success of the Normal Schools that have been estab- lished afford substantial and conclusive proof of their value as practical agen- cies for the preparation of teachers? The only difficulty in answering theae inquiries arises from the abundance and high character of the testimony at hand. The experiment of specially training persons for the teacher's office has been tried on a scale so wide, under such a diversity of condition, and with such a uniformity of results, that the evidence of its success is not only manifold but superabundant for citation as testimony. The first school in Europe for the preparation of teachers was founded by the good Franks, at Halle, in Prussia, about the year 1704. The success of the experiment may be inferred from the weU authenticated fact that the teachers fix>m this school, spreading over Northern Germany, prepared the way for the great revolution in public instruction which was accomplished during tlie reign of Frederick William UI. Since FrankS's successful experiment, Normal or Training Schools for teachers have multiplied m Europe until they have become an essential part of every system of public instruction. The Training Schools connected with the Elementary Schools of Great Britain are regarded as one of the two *' corner-stones " upon which the system rests. The larger the experi- ence and the wider the observation of English educators, the more emphatic is their testimony upon this subject Hon. Edgerton Ryerson, Chief Superintendent of Public Instruction of Upper Canada, says: ** Wherever Normal Schools have been established, it has been found that the demand for regularly trained teachers has exceeded the supply which the Nor- mal Schools have been able to provide. This is so in the United States and France; it is most painflilly and pressingly so in England, Ireland and Scotland. I was told by the Head Masters of the Great Normal Schools in London, in Dublin, in Glasgow and Edinburgh, that such was the demand for pupils of the Normal Schools as teachers, that in many instances they found it impossible to retain them in the Normal Schools during the prescril>ed course, even when it was limited to a year." The first Normal School in this country was opened in July, 1839, at Lex- ington, Massachusetts, — now removed to Framingham. During the same year a second Normal School was opened at Barre, now at Westfield, and during the next year a tliird at firidgewater. The success of these pioneer American Nor- mal Schools is sufficiently attested by the fact that they are still cherished by the State as the only unfailing reliance for supplying the schools with well- qualified teachers. Horace Mann, than whom no man was a more competent witness, pronounoed even tlie earlier success of the Normal Schools of Massachusetts a ''practical demonstration '* of their high value as agencies for supplying the common schools with competent teachers, and empliatically declared them "the one indispensable thing for carrying forward a system of common 8chool&" In his eleventh annual report as Secretary of the State Board of Education, he says : "These institutions [Normal Schools] are steadily fulfilling their great mis- sion. They are gradually revolutionizing the methods and processes of instruo> tion, improving its quality and enlarging its quantity throughout the State." PROFEflSlONAL TRAINING OF TEACHERS IN OHIO. ^99 The highest autiioritiea in the State, among whom are Joaiah Qoincy, Edward Everett, George S. Boutwell, Mark Hopkins, Barnard Sears, Geoiige B. Emer- son, Joseph White, Birdsey O. Northrup, John D. Philbrick, and Governor An- drew, all concur in the opinion that they have been eminently suooessftil and useful in preparing for the schools a superior class of teachers. Mr. Northrup, who for nine years hss been the Traveling Agent of the State Board, and who has probably seen more Normal teachers at work m ^ achooi' room than any other man in America, sajrs: ''The more I visit schools and observe their methods and results, the stronger 18 my conviction of the necessity and usefulness of Normal Schools. My observ- ations in schools and among the people assure me that our Normal Schools have widely diffused better ideas of education and awakened increased popular interest in the cause of public instruction. *'They have greatly elevated the standard of qualification for teaching, both among teachers and in the popular estimate. The Normal graduates, as a gen- eral fact, have shown greater thoroughness and skill in teaching, more sytitem in arrangement of studies and in the programme of daily duties, more enthu- siasm in their work and devotion to the profession." But the most satisfactory evidence of the superior qualifications and success of the Normal teachers of Massachusetts as a dass was called out in 1859 by an ignorant and ridiculously abortive attadc upon the Normal Schools. Ex- Governor BoQtwell, who was then Secretary of the Board of Education, sent circulars to all the towns [townships] in the State, soliciting from the school committees [boards of education] a full and free expression of their views as to the success or failure of Normal graduates as teachers. All but eleven of the replies received were favorable to Normal Schools. The testimony is found in the twenty-second annual report of the Board of Education. Such an indorse- ment of the superior success of professionally trained teachers, after twenty years' trial, by the school autitiorities of an entire State, is certainly evidence not to be gainsayed or resisted. Equally conclusive is the testimony respecting the skill and success of the graduates of the State Normal School of Oonnecticut In 1862, inconsiderate and wild diarges were made against the Normal School in the General Assem- bly (not wilder, however, than Assemblymen had sometimes made against the entire common school system,) and the Joint Standing Committee on Education was instructed to inquire into its affairs and management At the May session, in 1863, this committee submitted a carefully prepared report, in which they give the following emphatic testimony:^ '' Testimony has been received from members of Boards of Education, Dis- trict Ck>mmittees, I^incipals of large Public Schools, and others interested in educational pursuits, fix>m every county in the State— testimony which is con- firmed by a carefU investigation of all seeming opposition — that, as a class, the graduates and UDder-graduates of our State Normal School are more sought for as teachers, pass better examinations, are stricter disciplinarians, are more thorough and systematic in teaching, waste less time in educational experiments, are more ready to improve by suggestions, have more laudable pride in their profession, show larger results, and give to school committees, parents and guardians better sati&ction than teachers fh)m other sources." Of the large number of statements received fi'om the school visitors in the towns [townships] of the State, only one was unfavorable to the Normal teachera The Board of Trustees of the State Normal School of Rhode Island, in a late report to the General Assembly, say : — ''The almost uniform testimony is in &vor of the marked superiority of teachers fit>m Normal Schools. The sentunents of the people in the localities where they have taught, ranges firom the simple expression of ' &vorable,' to the strongest and most enthusiastic terms of satis&ction. It is not pretended that Normal graduates never make failures. Some of those who have left Cam- bridge, Andover, West Point and Annapolis, have failed. Yet nobody doubts but the majority of those who have attended these institutions have become better lawyers, divines, soldiers and saUors than they would have been without the advantages offered there." goo PROPGSSIONAL TRAINING OF TEACHERS Of OBIO. The above testimony is fullj oorroboTBted bj all the inlbniuition I have been able to collect upon the subject No one who candidly considers testimony like this — and it might be increased to almost any extent, and made to include every State and country that has made the experiment— can resist the oondu- sion that the special professional training of teachers in Norma] Schools is eminently advantageous and fruitful, largely increasing their success and use- fulness. And this overwhelming evidence, be it remembered, is the result of very imperfect methods of professional training and instruction, since our Nor- mal Schools are, as yet, by no means a full realization of what is desirable azui practicable in this direction. KE0E8SITT OF SPECIAL AOENCnES FOB THE TRAININO OF TEAGHEB8. This leads me to a fundamental fact in the successful administration of a sys- tem of public instruction — one that lies back of and beneath all the inquiries that have been considered. The one viiai condition of a good school is a good teacher. Other conditions are important ; this is essentiaL School houses and apparatus, text-books and courses of study, classification and supervision, are indeed valuable agencies and conditions, but they are all inadequate until vital- ized by the informing spirit of the teacher. Hence in a system of education the advanoement of the teacher is increasing sucoess ; his want of progreaSi fiulure. The distinguished li. Guizot, then Minister of Public Instruction in France^ once said: "All the provisions hitherto described would be of no effect if we took no pains to secure for the public school an able mastery Victor Cousin, another able Minister of Public Instruction in France, is stiU more emphatic : "The best plans of instruction can not be executed except by the instrument- ality of good teachers^ and the Stace has done nothing for popular education, if it does not watch that those who devote themselves to teaching be well pre- pared. I attach the g^reatest importance to Normal Schools, and I consider that all future success in the education of the people depends upon them.*' Dr. Channing, in 1837, said : " The most ciying want of this Commonwealth [Mas- sachusetts] is that of accomplished teachers. We boast of our schools, but our schools do comparatively little, for want of educated instructors. WUtioui good teachers^ a school is but a name," Said Horace Mann, in alluding to the means for improving common schools: **But the great object for carrjring the benign work of reform to our schools must be the teacher himself. No fullness in tiie qualifications of others can be the supplement of any material deficiency in him." Testimony like this might be multiplied until the name of every educator who has written upon the subject is cited. Indeed, the propositions we have stated, if not self-evident, are the plain deductions of universal experience, and, as such, need no other proof. They are accepted educational axioms: But in order that a system of common schools may be supplied with compe- tent, eflBcient teachers, such teachers must be raised up and fitted for their offioe by special preparatory training. The emphatic testimony of educatora on this point has become ** like the voice of many waters." Everywhere, those whose experience and observation make them competent to decide such a question, agree that the high vocation of the teacher demands special and thorough prep- aration. But, independent of all testimony of this kind, it stands to reason that be who would undertake the awakening, guiding and enlightening of the human soul, should bring to so great a task special preparatory training. In eveiy pursuit of life, demanding any considerable degree of skill and knowledge, the universal sense of mankind demands special preliminary preparation. The artizan has his years of apprenticeship, and the legal, medical, and other pro- fessions, their schools of special training and practice. The young attorney whose only credentials are natural aptitude and a college diploma, finds himself briefless; and the quack who, without special training, has the audacity to enter the sick chamber and lay his unpractised hands upon the human vitals, is (or ought to be) denounced as a criminal The building of forts and monitore is not intrusted to house carpenters, and a mastery of the architectural art is the PROFE8BIONAL TRAINING OP TEACHERS IN OHIO. g0| talifnnan that transinutes ledges of rocks into temples of strength and beauty. Who then shall attempt to build up tiiis immortal temple of the soul without special preparation for so great and difficult a work ? A second argument in tavor of professional training for the teacher, is based upon the complex nature of the work he has to perform. If our whole theory of education is not a delusion, it is the science of sciences. As an art it has no equal, either in susceptibility of improvomont or the knowledge and skill required for its successful prosecution. Every step of the teacher's work demands a knowledge of the faculties of the human mind, the order of their development, and the kind of knowledge and training required at each success* ive stage of such unfolding. True education is, in a word, based upon prin- ciples that go to the very core of mental and moral science, and sweep over all human knowledge and progress. Who, in view of such facts as these, will pre- tend that a clear and definite knowledge of the principles that underlie the work of education is not an unportant preparation for the teacher's high voca> tion? Who will claim that an examination of tuitional methods, in the light of these principles, would not gpreatly assist the young teacher in determining and regulating his own methods? A third argument is the nature of the material upon which the teacher has to work. "A workman," says Mann, "should understand two things in regard to the subject matter of his work ; first, its natural properties, qualities and powers; and secondly, the means of modifying and regulating them with a view to improvement." But what material workman ever yet touched, with hammer or chisel, such materials as those the teacher has to fashion into forms of power and beauty ? What laws so hidden, and at the same time so essential for guidance, as those which muBt direct his every stroke 7 How often, through ignorance of the nature of the human mind, its susceptibilities and laws of growth, are a teacher's most zealous efforts wasted — that which promised to be the rich fruit of knowledge and virtue turning to ashes in his unskillful and misdirected hands I Finally, the infinite value of the material placed in the teacher's hands ren- ders a practical knowledge of its nature and qualities of the highest importance. The block of marble, spoiled by an unskillful blow, may be replaced ; but the soul, marred and destroyed by ignorant handling, has no substitute. The gold and diamonds of earth can not replace it. Every line of deformity, every trace of the misguided chisel, is made upon it for eternity. Like the broken flower or the consumed diamond, the soul's purity and glory, when once lost, can never, save by Divine grace, be restored. Surely those who may be called to the teacher's office should bring to such a high responsibility special and thorough preparation. It is not, of course, claimed that we can have no successful teachers without the agency of professional training. Here and there we find teachers of great natural aptitude for their work, achieving the highest success without such training. Nor is it claimed that any course of preparation can make an emi- nently successful teacher out of one who is seriously wanting in native teaching ability. A degree of natural aptitude is essential to the highest success of the teacher, whatever may be the advantages of training and experience ; but this is equally true, as Edward Everett has remarked, in every pursuit or calling — in law, physic and divinity, in trade, manufactures and forming, and in the mili- tary art — and is never thought to militate against either the necessity or value of special preparation ; since it is the function of all training, general or special, to develop and equip native powers — not to create them. NECE8S1TT OF SPECIAL AGENCIES FOR THE PROFESSIONAL TRAINING OF TEACHERS IN OHIO. In the light of the foregoing truths and experiences, it is evident that the most vital question involved in the improvement of the schools in Ohio is this : How can these schools be supplied with competent, efficient teachers ? That they are not thus supplied is painfully evident No one can question the asser- tion that there exists in them a wide-spread and lamentable lack of well- qualified teachers. The annual returns of the different boards of examiners 51 802 PROFB83IONAL TRAINING OF TEACHERS IN OHIO. show that only about one half of the teachers certiftcated bj them possess soffl- cient scholarship to secure a creditable grade of certificate— to say uothing of their lack of professional knowledge, skill and experience. It is scarcely neces- sary to add Uuit this is the result of a sufficiently low standard of measurement It is true, there are found in our schools many excellent teachers — not a few who are an honor to their calling and a blessing to the cause of education; but the general Gict is lamentably true, that the great body of the teachers of the State possess exceedingly limited qualifications. Now it is manifest that whatever else we may do^ so long as this state of things exists, we shall &il to "secure a thorough and efficient system of com- mon schools throughout the State,*' as is enjoined by our State Constitution. It is true that the task of supplying our schools with competent teachers is a diffi- cult one, but we must suooeed in it, or we shall surely &il to accomplish what we have undertaken in the direction of universal education. And let it be remembered, for our encouragement, that just to the extent we do succeed in this task, to that extent shall we also be suooesaful in increasing the effideiK^ of our school system. Our experience, thus &r, is conclusive that we can not depend upon ordinary school agencies to raise up a supply of qualified teachers for our schools. The general improvement of the schools of the State through the introduction of the principles of classification and gradation, the establishment of high schools, etCi, has unquestionably reacted upon teachers, greatly increasing their qualifications and efficiency ; but all experience shows that these agencies are entirely inade- quate, even in those localities in which they have been carried to their highest perfection. Nor can we longer fold our arms and depend upon the philoeophy of Dog- berry to vitalize and improve our school system. Nature has an exceedingly limited supply of self furnishing and self-guiding teaching ability ; or she is very chary of it It is sadly evident that the great majority of teachers do not come from her hands fully endowed and panoplied for their work, as Minerva is £ibled to have sprung from the brain of Jupiter. The truth is, neither natural aptftude, nor experience in teaching, nor good school instruction, nor good examples of teaching, can be depended upon to provide a sufficiency of compe- tent teachers for our schools. The first two of these agencies are fixed quanti- ties, so far as our efforts can effect them, and the last two must be increased and widened mainly by a corresponding increase of well qualified teachers, which is not unlike the finitless endeavor to intensify a cause by first increasing its efiects 1 I have thus shown the absolute necessity of well-qualified teachers in an efficient system of education; the widespread and lamentable lack of such teachers in the schools of this State ; the inability of ordinary school agencies to supply these schools with competent teachers ; and the necessity and practi- cability of special professional training as a preparation for the teacher's offio& I am carried by the force of an irresistible logic, and by the plain teachings of experience, one step farther. The State of Ohio must provide special agencies for the training of competent teaches for the schools under its control This is the practi(^ conclusion of the whole matter. The State, in assuming the responsibility of maintaining a system of common schools for the right education of its citizens, has also taken upon itself the consequent duty of providing these schools with capable, efficient teachers — a duty which can not be ignored, and which ought not to be longer neglected. *' An adequate knowledge of the theory and practice of teaching " is now made by law an essential qualification of every common school teacher, and it is the imperative duty of the State to provide facilities for acquiring such important knowledge. In the firm belief that the establishment of an efficient system of professional instruction and training for the teachers of the State is an essential measure for the adequate improvement and elevation of our school system. I take pleasure in commending the following plan of organizing such a system to the &vorable consideration of the General Assembly : PROFS88IONAL TRAIMNG OP TEACHERS IN OHIO. qqS FLAX POR PROVIDING VORUAL raSTRUOTIOK IN OHIO. A system of professional trainiDg for the teachers of thiR State, to be in the highest degree efficient and successful, must place such training within reach of every leacher. It must also provide facilities of a high character for the tnuning of a superior class of teacliers, whose example and influence shall vitalize the profession and lift it up to a higher standard. Without entering upon a discussion of these propositions, I will proceed to describe three agen- cies which, taken together, present such a system. They are: 1. County Teachers' Institutes. 2. District (Judicial) Normal Institutes. 3. State Nor- mal SchooL 1. County Teachers' InstihUea. — A well conducted Teachers' Institute, bearing directly and practically upon the duties of the school-room, is an important instrumentali^ for the professional instruction of teachers. Its value has been tested by more than twenty years' trial in every State blessed with a free school system. I think I am safe in saying that no other agency has done more toward in- creasing the professional attainments of the great body of American teachers than this. In the State of New York, where it first originated, an Institute continuing in session two weeks, is held annually in every county. The ex- ample of other States might also be cited. The amendatory school law of 1864 requires each applicant for a teacher's certificate to pay a fee of fifty cents as a condition of examination, and sets apart most (at least two-thirds) of the funds arising from such fees for the sup- port of Teachers' Institutes in the several counties. In the larger counties this mud is sufficient to hold a g^ood Institute each year, but in the smaller counties It is not adequate to meet all expenses. The' new system is not yet in fiill operation, but it promises much for the future. The great difficulty now to be overconoe is the lack of experienced and com- petent institute superintendents and instructors. Very few teachers are capable of performing this important service, and those who are capable have, as a gen- eral rule, other duties which require their entire time. In several counties, arrangements for holding Institutes have had to be abandoned because the committee could secure no competent person to take charge of them. Nine pressing invitations for assistance were on my table at the same tiifie, only three of which could possibly be responded to favorably. What is needed is a corps of experienced Institute instructors, capable of unfolding and illustrating by practical drills and lessons, the best methods of teaching the several branches of study to classes of difierent and varying ca- pacities, and able to present clearly and systematically the principles which underlie such methods, as well as those which must guide the teacher in the higher duties of moral training and government Such a corps of instructors going through the State, organizing and conducting Institutes in the more back- ward counties, and lending a helping hand wherever their assistance may be needed, would make the new Institute system a powertiil agency for the better preparation of teachers, and, as a consequence, for the advancement of the school system. But in order that such a corps of instnictors' may be put into the field, an appropriation by the State to assist in their support, is absolutely necessary. I would most earnestly repeat the recommendation made last year, that an appro- priation sufficiently lai^e to keep at least three competent instructors in the field be made by the General Assembly. The teachers of the State are paying annually over $8,000 for the support of Institutes. Could the State pay at least half this sum, the present Teachers' Institute f\md would be made fruitful as a practical means for the better qualification of teachersL 2. Ditirici Normal Insiiiuks. — County Teachers' Institutes have, of necessity, too brief sessions to afford such a systematic course of professional training as all our teachers need, and as many of them are willing to receive. Even when they are continued two weeks, there is little time for model-lessons and prac- tical drills to illustrate methods of teaching. In other words, there is little time for professional training, the brief session of the Institute being requured for INSTRUCTION in the methods and principles of the art of teaching. . 804 PROFESSIONAL TRAINING OF TEACHERS IN OHIO. To meet this growing demand for a more thorough course of instruction and training than the County Institute can furnish, temporary Normal Institutes, continuing in session from four to six weeks, have been organized. So suo- censful have been these Normal Institutes, that they have been organized in connection with several of the Normal Schools of the country.* Eight such Institutes were held in the State during the past summer; most of them, how- ever, partook more of the character of brief schools for the review of the com- mon branches, than of Institutes for the professional training of teachera What is needed is a thorough and efficient system of Normal Institutes, largely professional in their character. The plan I would respectfully recommend is the organization of one such Normal Institute in each of tlie ten judicial districts of the State, a ses-sion to be lield annually, at some convenient point. There will be little or no difficulty experienced in securing the use of suitable buildings and other accommodations witliout expense to the State. These will be gratuitously furnished by Boards of Education and the proprietors of private institutions of learning, for the pur- pose of securing the advantages of the Institute to their respective localities. Tiio expense of instruction should be borne by the State, and this will require an appropriation of about $400 to each Normal Institute held, making an an- nual aggregate of about $4000. I know of no way in which so small an expenditure for the elevation and increased efficiency of the school system can be made with certain promise of so liyge a return. Tiiese Normal Institutes, held in different localities, would exert an influence which would soon permeate the entire school 83r8tem. 3. Stale Normal School — To complete the system of professional training recommended, there should be established at least one State Normal School of a high character. No systoin of Institutes, however complete and thorough, can alone accomplish what is needed. The length of their sessions is, at best, too limited, and the course of training too partial to raise up such a class of model teachers as are needed to lift common school instruction out of the deep ruts of routine, and to impart to it vitality and power. We need teachers trained by superior methods, that they in turn may become the teachers of teachers, and both by example and precept lift up the profession to a higher and truer standard. In short, we need a Normal School that shnll be nble to go beyond mere scholastic training and model examples of skillful teaching; that shall unfold thoroughly and systematically the v;hy as well as the how of education — that shall teach its history, its philosophy, its methods. It* is true that one Normal School, however complete and thorough, will not be adequate for the accomplishment of a tithe of what is needed. But we must make a beginning, and, as all experience teaches, one thoroughly equipped Normal School will prove more efficient and valuable, even for the State at large, than two inadequately furnished for their mission, and consequently feeble and superficial in their influence and training. Besides, the complete success of one Normal School will soon prepare the way for the organization of another. The cost of establishing a first-class Normal School in this State will depend, * The fint Normal Inctitute of thi« character ever held in thit coantry was convened at Hart- ford, Ounnecticut, in 1839, by Henry Barnard, then Secretary of the Board of Comnii»il9 for that State, at nil own expense, *'to show the practicability of making somo provision for the better qualification of Common School teachers.** It was called a ** Teachers' or Normal Clots," and was so successful that Mr. Barnard, in giving an account of it in the Con- necticut Comtnon School Journal for November, 1H39, used the fullowing language : — " We have no hesitation in saying that a judicious application of one-fifth of the sum appro- priated utfatiimoufly by the House of Representatives to promote the education of teachers of Uommon Schools in diilforent sections of the State, would have accomplished more fur the useful- ness of the coming winter schoola, and the ultimate prosperity of the school syatem, than the expeU' dit'tre of half ike avails of tk« School Fund in the present way. One thousand, at Icnst, «it the eighteen hundred teachers would hnve enjnved an opportunity of critically revising the studiea which they will be called upon to 'teach, with a full explanation of nil the princijiU^s involved, and with reference to the coimection which one branch of knowledge bears to another, and also to the best methodii of communicating each, and the adaptation of different methods to dif&rent mhids. They would have become familiar with the views and method" of ex|)erienced tcarhers, as they are carried out in the better conducted schools than those with which tliey had been familiar. They would have entered upon their schools with a rirh fund of prartirai knowledge gathered from observation, conversation and lectures, and with many of their own defective, eno- neous, and perhaps mischievous, views corrected and Improved.** In the fSlU of 1830, and the spring of 1840, Mr. Barnard held County lostitules identically the •ame as those held in New York in 1812.— £7d. PROFESSIONAL TRAINING OF TEACHERS IN OHIO. 805 ot course, upon the cost of the grounds and building9. The experience of sev- eral other States leads me to hope that these will be given by some community as a bantu to secure the location of the institution. The citizens of McLean ^ county, Illinois, subscribed one hundred and forty-three thousand dollars. for the sake of getting the J^ormal University of that State located in the county. Hon. Josiah Quincy, Boston, purchased a building and presented it to the Nor- mal School at West Newton, Mass., now removed to Framiugham. The city of Oswego has purchased and tittcd up a fine building for the State Training Scliool of New York. Other similar instances might be named. The annual expense of maintaining a Norx.U School of a high character, when once established, will be about $12,000. The current expenses of the Illinois Normal University, Michigan State Normal School, New Jersey State Normal School, and the New York State Normal School at Albany, are respect- ively about $12,000 a year. This sum will be needed in this State. It will thus be seen that the actual cost to the State of maintaining the entire system of Normal and Institute instruction which I have recommended, is only about $20,000 — a sum altogether insigniticant when compared with the grand object it is to promote. The law making the appropriation may with propriety be entitled ''An act approprinting $20,000 to keep the half of $3,000,000 from being squandered on incompetent teachers I " Any attempt to present a complete course of study and training for the pro- posed Normal School, or to give the details of its organization, would carry me beyond the proper limits of this report I would recommend that the organi- zation and management of ttie entire Normal System, including the Normal School, the Normal Institutes, and the County Institute?, be intrusted to a Board of Trustees, or Regents, to consist of the Governor and Commissioner of Com- mon Schools, as ex officio members, and three other persons to be appointed by the Governor, and confirmed by the Senate, the same to be known as the " State Board of Normal Regents," with full authority to appoint a general Insti- tute superintendent, to act in conjunction with the Commissioner of Common Schools, and to employ Institute instructors — the amount expended each year being limited to the Slate appropriation for the purpose. In those couuties which may have efficient local Institute associations, the management of the County Institutes should be left, as now^, to such associations, the State in- structors rendering needed assistance. But I forbear entiTing further into details. Should the plan recommended receive the approbation of the General Assembly, I shall be happy to render any a.S8istance in my power in de;er- mining the practical details of the svHtera. It is now nearly thirty years since Hon. Samuel Lewis, then State Superin- tendent of Common Schools, submitted to the General Assembly of Ohio, in answer to a resolution, a " Report on SUite Institutions for tlie Training of Teachers and Others," in which he recommended the establishment of a State institution fur the professional training of teachers, sustaining bis recommenda- tion by a cogency of argument worthy of the great cause be sought to promote. Sinco the date of Mr. Lewis' report, which presented to Ohio the enviable opportunity of becoming the American pioneer in the professional training of teachers, Normal Schools have been established by sixteen Slates — Ohio being outstripped by States that have not a tithe of her wealth or population. Even new-born Maryland has made the Normal School an essential element of her new free-school system. Indeed, States that have been peopled since the Gen- eral Assembly of Ohio passed the resolution referred to, have now their Normal Schools. Massachusetts is paying more than $22,000 annually for the support of her Normal Schools and Institutes. New York pays annually from $20,000 to $25,000* for her Normal Schools, about $17,000 for Teachers' classes in Academies, and from $10,000 to $15,000 for Institutes. Illinois, even while the late civil war was raging, appropriated, in two installments, $97,000 to pay, in part, for the magnificent building now occupied by her Normal Universitj'. Why, in a matter so fundamental and vital as the supplying of her schools with qualified teachers, should Ohio longer &il to be the peer of her sister States? An efficient system of professional training for the teachers of the Slate is imperatively needed to inftise new life and vigor into the schools and elevate the standard of public instruction. I would most earnestly commend this subject to the favorable consideration of the General Assembly. * loeieaied to ttiOiOOO in 1867. LODISIAITA STATE KORMAl SCHOOL. mSTORIGAL SKETCH. Thit State Normal School of Louisiana was established by an act of tlie Legislature passed in 1858, and modified hj subsequent enactments of 1859 and 1860. It was located in New Orleans, and organized in con- nection with the public schools of that city. Its first session opened in 1858, and the school was continued in successful operation till April, 1862. The Legislature in 1860 appropriated ten thousand dollars to aid in the erection of a suitable building; a similar appropriation was made the same year and for the same purpose by the common council of the city. Of these sums ten thousand dollars was received, five thousand dollars from the State and the same amount from the city for the building, when the work was stopped. A memorial was addressed to the Legislature in 1867, asking for a new appropriation for its re-organization and support The school was under the charge and supervision of a Board of Direct- ors that visited it, examined the classes, and reported annually to the State Superintendent of Public Education. It numbered more than one hundred on its register in daily attendance, and the interest in the school was annually increasing up to the time of its suspension. It has recently been revived through the voluntary efforts of the State Superintendent and a few zealous teachers who have given their time and services to the instruction and training of the students assembled. One hundred and forty were in attendance in February, (1868). Normal classes have also been organized in some of the best schools and colleges in the State. CITY NORMAL SCHOOL AT ST. LOUIS} mSSOUBL HISTORY AND OROAlffZATION. The St Louis Normal School was opened in October, 1857, and placed nnder the charge of Richard Edwards, LL. D., now President of the Illi- nois Normal University. It continued under his superintendence as a distinct and separate school till the close of the year 1861, when the Board of Education, finding themselves in circumstances of great finan- cial embarrassment, were obliged to effect a reduction in the expenses of the schools. For this reason, the Normal School was temporarily made a department of the High School, and Mr. Edwards became Principal of both, entering upon his duties as such in January, 1862. In March of the same year, Mr. Edwards resigned to take charge of the Illinois State Normal University. Mr. Thomas Metcalf then took charge of both schools till September, 1862, when they were again separated, and the Normal School was placed under the charge of one of its graduates, till January, 1863, when its present accomplished Principal, Miss Anna E. Brackett, was installed over the school. This school is intended for the training of persons of both sexes who desire to become teachers in the public schools of the city. The school is under the immediate supervision of a sub-committee appointed by the Board of Directors of the St. Louis Public Schools. This committee visit the Normal School, note the methods of discipline and instruction, and report at the close of each quarter, the condition and prospects of the school. The present faculty of the school consists of one Principal and two assistants, all ladies, and two part-time teachers for music and drawing. AJ)MT88I0N OF BTUDENTa All persons who have graduated at the High School, and other persons, residents of St Louis, of the age of sixteen years and upwards, who pass an examination satisfactorily, in reading, writing, spelling, grammar, geography, arithmetic, algebra, history of the United States, and music, may be admitted to the school on subscribing a declaration, declaring their intention to devote themselves to the business of teaching in the public schools of St Louis for at least two years ; and pledging them- selves to continue in the Normal School for at least one year. OOURSE 07 STUDT. The course of study requires two years. For the first or junior year, the studies are arithmetic, including mental and written ; geography, {jlO CITY NORMAL SCHOOL AT ST. LOUIS. physical and political, with topography and the construction of maps; English grammar, composition, vocal music, drawing and penmanshipi physiology, spelling and reading, with modes of teaching alL For the second or senior year, the studies are algebra, composition, ▼ocal music, drawing and writing, with modes of teaching these ; geom- etry, mental philosophy, natural philosophy, history of English litera- ture, theory and art of teaching, with teaching exercises before the whole school. Galisthenic exercises form a part of each day^s work through the course. The members of the senior class give object-lessons to primary classes from the primary schod in the same building. They also obtain practice in teaching and governing, by supplying vacancies in the public schools of the city, and reporting the work done, ou their return, for discussion by the class. The general character of the work of the Normal School may be in- ferred from the following extract from the last report of the Principal : The Normal School presents tliis year a graduating class of 26, with the average age of 19 9-12. The junior class numbers 29, with the average age of 18 9-12, making the whole number 65, with an average age of 19 3-12. The whole number of pupila connected with the School during the year has been 79 ; the largest number at any one time, 68 ; the average number belonging, 66. It is hoped and believed that the Board will find in the graduating class of this year faithful and elBcient teachers, ready to help on the Schools of St. Louis to a higher and better stiindpoint than they have ever occupied. It has never been claimed by the friends of Normal Schools, that every graduate is a better teacher tiian any one who has not had special training; but simply that there is need of special training, and that a person with its advantages, will make a far better teacher than the same person without it It is self-evident that the only object in establisliing and sustaining a Normal School is that the public schools may be self-supporting and improved in stand- ard: that is, that St Louis need not be obliged to send for teachers from other cities and States, and that the schools may grow every year better. Its object thus exists outside of itself to a greater extent than that of any other school, and every thing in its studies and management must be made to subserve this object. Its teachers should be acquainted with the wants of the city schools, with the excellences and fttilures of their teachers, and should bend all their energies to the cultivation of those excellences and the prevention of those fail- ures in their pupils. Having then this special end in view, its training and management must essentially differ, in many particulars, from those of any other schools. No otlier can take its place or do its work, any more than a medical school can teach law, or a theological seminary, medicine. We are required not only to cultivate all womanly qualities, and to develop mental, moral, and physical powers, but beyond this, to call out and train certain qualities of mind indis- , pensable to a good teacher ; and regulations and methods are needed ibr this end, which would be out of place in a High or Grammar School The great difficulty which we meet on the threshold of our undertaking, is the general low estimate of the qualifications necessary for a teacher. Judging firom daily experience, it would seem as if a large number of persons believed •that all which was really necessary to secure one an appointment as a teacher of children, is the attainment of the sixteenth year, and the ability to answer correctly perhaps fifty per cent, of simple questions on the common English branches. For any other business they concede that there must be some train- ing, some apprenticeship; but *' anybody" can teach. Do we want our St Louis schools to be taught by " anybody?" Do we want them to stand still, or to improve? Shall we trust the training of the children to those who hnve never had a thought on what is necessary for that training, who know nothing Cmr NORMAL SCHOOL AT ST. LOUI& 811 of methods, who have bad no opportunity to profit by the experience of others, and whose only object in applying for a situation as teacher, is drawing, I will not say earning, the salary attached thereto ? or shall we do what in us lies to mature those minds, to develop them, to g^ve them the results of the work of other teachers in the form of correct principles, on which they may base their daily work, some idea of its importance, aud withal a love for it 7 There are some who have a special talent for teaching, we grant ; but even a Raphael must learn the rules, and principles, and methods of painting, these being, in the same way, only the generalized experience of all who have preceded him. If we desire our schools to be really good, we must have really good teach- ers, and no amount of special training is too much to fit them properly for their work. We do not trust an inexperienced blacksmith to shoe our horses' feet, and yet are willing to trust the education of our children's minds to anybody who happens to need the salary. Against this low estimate of the necessary qualifications all teachers of Normal Schools must protest, and to mature and develop those who are under their charge, to give higher and truer views of the responsibilities of their position, they work day by day and hour by hour. The teachers must consider always three things: firsts scholarship; second, moral character ; and third, aptness to teach. Of these qualifications we must judge. And when to these questions, which are to be decided concerning every graduate, we add the doubt as to whether she can govern her school, which we can best solve by discovering whether she can govern herself, the difficulties which are our daily work may be understood. We have comparatively a short time. Two years is not long to touch all these different springs, with many others, of which we have here no time to speak. In so far as we can decide by all the tests in our power, we do so. Often, too, the decided 8trength of some one or two of these qualifications may fully make amends for the want of others; for example, a decided aptness to teach may more than balance a want of book scholarship. These tests should be applied more rigorously each year, so that our standard may be rising. Where there has been found, after careibl consideration, any hopeless want, by the direction of the Teachers' Committee, members of the school have been advised to leave, and to g^ve up the idea of teaching, and have done so ; while others have been obliged to review their junior year, and thereby to extend their course to three years. While we regret the pain and disappointment to the individuals, simple justice to the school and to the inter- ests of the city schools, demands this course. The Normal School can not always fully act up to its standard, because we do not start with as good material as we should have. If we could bc^ with cultured and matured minds, we could present far better results. As the students are principally from the city, most of them board at home, and no arrangements for board are made by the institution. The diploma given to graduates of the school entitles them to an ap- pointment as teachers of the public schools of the city without fUrther examination. The number of students the last year was sixty-five. The number of graduates, eighteen. The whole number of graduates is one hundred and fifty-seren. CITY TRAINING SCHOOLS IN IOWA. DAVENPORT, IOWA. The schools of Davenport ha^e a high reputation for thoroughness of instruction and for successful results. Much of the success which has attended the operations of the school sysjtem in this city is the conse- quence of the special arrangements which have been made for the train- ing of skillful teachers. The Training School of Davenport was organized in September, 1863. It is under the general supervision of the Board of Education of the city, and the special direction of the city superintendent of schools. For two years after it was established, it was no extra expense to the city, the services of the pupil-teachers in the model or practice schools more than compensating for the extra expense of securing a trained and skillful Principal who could instruct and direct the pupil-teachers. The number in the class is not limited ; any one who is able to pass a creditable examination before the county superintendent may be ad- mitted. The course of instruction is a year, and usually a new class is received at the beginning of each year. There is a nominal tuition fee of ten dollars a year. The school has connected with it a model and practice-school of four rooms of fifty-six pupils each. The members of the Training School receive direct instruction from the Principal, in mental science, school economy, and the science of education and methods of teaching. About one hour and a half of each day is occupied with recitations in these branches, and the remainder of the time is passed in the model and practice-schools in observation and practice. The pupil -teachers have regular classes in the schools of practice, which are changed occasionally ; in the first term once a month, and in succeeding terms more frequently, if necessary to give each student an opportunity to practice in different grades and teach different branches. The instruction is similar to that given in the elementary training course at Oswego. It includes lessons with the children in the elements of nat- ural science, object lessons, and the usual studies of common schools. With the exception of reading, most of the instruction is oral, being given without text-books. The lessons are carefully prepared by the pupil-teachers, and kindly criticised by the Principal, the good points being noticed, while the bad are corrected. The course has been found eminently useful in giving confidence and imparting skill to young teach* ers, while they become better acquainted with the philosophy of mind. CITY TRAINING SCHOOLS IN IOWA. 813 The public schools of the city are supplied almost entirely from the Training School omnrwA, napbllo county, iowa. The schools of Ottumwa were reorganized in the Autumn of 1865, under the supervision of L. M. Hastings, Jr., the city superintendent A fine public school building was completed that year, and the super- intendent and School Board sought to adopt the best system of organiza- tion and instruction for the public schools. The schools were carefully graded under the personal supervision of the superintendent, and placed under the charge of such teachers as could be obtained. But it was found difficult to secure competent teachers, and the ^* old methods ^ of instruction were unsatisfactory to the superintendent and the School Board. The greatest drawback to the success of the system was ^^poor teachers,^* The superintendent gave much of his time and attention to training and instructing teachers, and some improvement was seen the second year in the methods of instruction. But other duties demanded the time of the Superintendent, and the Board, in 1867, authorized him to establish a Training School for the special preparation of teachers. The Superintendent was successful in obtaining a competent and expe- rienced teacher, and the Training School was opened in the Autumn of 1867. Miss Pride, the training teacher secured, was a graduate of the Normal and Training School at Oswego, N. Y. Three classes of the graded school, comprising about fifty pupils, were constituted a model and prac- ticing-school, and placed under the charge of the training teacher. This Normal Training School is expected to be a permanent institution, and though established primarily as a department of the schools of Ot- tumwa, is open to all qualified to enter. Those only are admitted who show a natural fitness for teaching, and have literary qualifications suffi- cient to admit them to the High School classes. Tuition is free to all students residing in the district ; others pay a tuition fee of eight dollars per quarter. The class which entered on the organization of the school, in 1867, consisted of twenty-two ; five were teachers from the Ottumwa primary schools, sixteen young ladies and one young man were from the High School. Several of these High School students had taught before, and all were expecting to teach. They receive special instruction in methods of teaching the different branches taught in public schools, and then pass to the model and practice-school, where they put in practice the lessons received, conducting exercises in this department under the eye of the training teacher, who superintends the work and gives such counsel and directions as are needed. During the last hour of the day the whole class of pupil-teachers meet for criticism lessons, and receive such suggestions and assistance from Miss Pride as are necessary to enable them to carry out the plans and employ the methods adopted. As far as results can be estimated, they are very satisfactory. The 814 CITT TRAINING SCHOOLS IN IOWA. diange for the better in the primary schools is already apparent, and the difference between the new methods and the old is akeady marked. ICAKOEESIBB, IOWA. The Training Class at Manchester was organiised in connection with the public schools in September, 1867. It was opened with two rooms, and the Superintendent, Prof. J. Piper, reports (1867) that ^' it bids fiur to be a complete success." Though its primary object is to educate and train teachers for the public schools of that place, all candidates properly qualified are admitted so long as there is room. The teachers have an opportunity to pursue studies usually taught in public schools. Instruo* tion is given by lessons and lectures in methods of teaching, school organization and systems of education, and the students occupy a portion of the time daily in observation and practice in the model and practice- schools. It is intended that the course of instruction and training shall be very thorough. The requisites for graduation are a good knowledge of school organization, the principles of education, and methods of in- struction and traiuing, with suocessftil practice in all the grades of the model schools. Only skilled teachers will be approved. CITY TRAINING SCHOOLS IN INDIANA. QIDUNAPOLIB) INDIANA. The Training School of Indianapolis was organised March 1st, 1867, and placed under the charge of Miss Amanda F. Fnnnell, a graduate of the Oswego Training School, and a former teacher in that school The design of this school is to give to those who have already completed the academic course of study, an opportunity to pursue a thorough course of training in the principles and methods of oral instruction, and in the sdenoe of education and the art of teaching and governing schools. The school was established with especial reference to meeting the de- mand for teachers in the schools of Indianapolis, and to furnish these schools with a supply of trained teachera The Training School is sup- ported fh>m the public funds, as the other city public schools, and is under the supervision of the city superintendent of schools. The quali- fications required for the admission of students are, good sound health, good moral character, and a good knowledge of the common English branches of study. The school has two departments, one of instruction, and one of observation and practice. In the former, the course includes the study of methods of teaching, reading, spelling, number, form, size, place, color; lessons on animals, plants, and objects; inventive drawing, language and geography. In connection with the study of methods, les- sons are taken in mental philosophy, school economy, zoology and botany. In the department of observation and practice, there are seven rooms, including the four primary and the two intermediate grades of the city schools, and a model school. These rooms are under the charge of three efficient and experienced critics and a model teacher. Each teacher em- ployed as critic has the supervision of two rooms in which the members of the Training Department practice. The seventh room is intended for observation only, and is under the permanent instruction of the model teacher. The class of pupil-teachers is formed into two divisions, each dirision passing one-half of the time in each department The time re- quired for the course is one year. The number of pupils is limited to twelve. FOBT WATNX, INDIANA. The Fort Wayne Training School was organized in August, 1867, having for its object the training of young ladies to take positions as teachers in the city schools. The instructors appointed were Miss Mary H. Swan, Teaeh&r of Meth4fd$, and Miss Mary L. Hamilton, Oritio; both graduates of the Oswego Training School, and both experienced teachers. The school occupies one room for the teacher of methods, and five 816 Cmr TRAINING SCHOOLS IN INDIANA. school or practicing rooms, in each of which are forty-eight children. Ten young ladies, most of whom were graduates of the Fort Wayne High School, entered the first term. The students are divided into two sections, one of which is in charge of the teacher of methods in the morning, while the other is teaching in the practicing rooms under direc- tion of the critic. The sections change places in the afternoon. The teacher of methods gives lessons and lectures on the science of teaching, methods of teaching, number, primary arithmetic, place or geography, reading and language lessons, color, form and objects. An effort is made to present each subject objectively. Small classes of chil- dren are brought into the training room, and the teacher of methods gives an illustrative or model lesson on some one of the subjects under discussion, or calls upon some one of the pupil-teachers to give one, while the others are required to criticise the method and manner of giving it. The pupil-teachers are also required to write out model lessons, stating the subject matter of the lesson, the various points to be made, the ques- tions they would ask to bring out these points, also the probable answers of the children, &c. The work of the critic- teacher is indicated by (he name. She goes about from room to room in the department of practice and criticises the work of the pupil-teachers, offers suggestions and gives illustrative les- sons. She has the general charge and oversight of the practicing rooms. The teachers of the Training School also render valuable aid to the city Superintendent of schools, by giving model lessons to the primary-teach- ers in the Teachers* Institute, which is held weekly. The Superintendent of the public schools of Fort Wayne, James H. Smart, Esq., in speaking of this school, says : The results of the work, so fiir, are very gratifying. I. It is economical, five regular school-rooms being taken care of for less money than any other five rooms in the city. II. The methods of instructioa are an improvement over the old methods. "Wo think that these rooms will, ai present, compare quite favorably with any other rooms in the city. • III. We are training up a class of home tea/ihera who, being acquainted with our sy-item, can take now schools as they are established and teach them with a ccrtaiuty of success. ETANSVTLLB, INDIANA. The Training School at Evansville was established by the Board of Education of the city in 1867. Its primary object is the training and preparation of teachers for the public schools of Evansville, but it is be- lieved that its influence will extend not only to the schools of the city, but to all places where the teachers graduating from this school shall be employed. It was fully organized by the appointment of Miss Abbie A. Locke as Principal, and opened Sept 9th, 1867. The general course of study is similar to that adopted at Indianapolis and Fort Wayne. It includes mental philosophy, methods of teaching the ordinary school studies, philosophy of education, school government, and those branches necessary to ** the cultivation of the students as teachers and members of a social and accountable race.^* CITY TBAININQ SCHOOL ▲T NEW HAVEN, CONN. The Training School of New Haven originated in the effort of the Su- perintendent of Schools, Ariel Parish, Esq., to give to young persons who were candidates for the position of teacher, an opportunity to observe for a time the methods of teaching and discipline in daily prac- tice in the city public schools. During the first year of the experiment, the candidates had little opportunity to teach^ but the advantages derived firom the process of observation were such as fully to warrant the adop- tion of other measures more valuable and efficient The opening of a new school in 1867 afforded a &vorable opportunity to provide actual instruction for young teachers, and to carry out the proposed plan without additional expense to the district The school was placed under an accomplished teacher, formerly from the State Nor- mal School at New Britain, and four rooms were placed under her charge. The aims and purposes of this school can be learned firom the follow- ing statement of the Superintendent : — This school has been organized on its present basis, 1. To avoid the necessity of employing, in responsible positions, young per- sons entirely destitute of preparation and experience, with no means of im- provement, except by crude experiments on the children in their teaching and government, without any one to aid or guide them. It is believed that the instruction and practice of a single term here will better fit them for their duties as teachers, than a year's experience in the ordinary mode of guess-work teaching. 2. To save beginners from failure— disastrous to their reputation as teachers^ and a very serious loss to the District in the demoralization of the school. 3. To furnish them practice in teaching while learning how to perform the duties required, under the supervision of a competent teacher, who shall be able to correct their errors, point out their defects, give advice, and render all need- ful assistance. Under her instruction they learn bow to organize a school, to classify the pupils, and so order the daily exercises as to secure a complete sys- tematic performance of all duties pertaining to the school. 4. Especial care is taken to present the best methods of elementary instruc- tion, in all the branches taught, by daily practice ; also, to indicate sources of information in educational publications by which the experience of others may be called into requisition. 5. Special attention is given to that most difficult of all duties, school gov- ernment While the order and discipline of the room is left in the hands of the teacher, the Principal is always ready, in oases of emergency, to advise and render assistance. The dispositions of the children, their temperaments and habits, their probable home treatment, are made prominent subjects of study; also the best method of encouraging the pupils to a cheerful observance of all requirements. Judicious modes of punishment are carefully sought for, to meet all necessary cases where other measures fail 6. This school comprises the first four grades, properly the primary depart- 318 TRAINING SCHOOL AT NEW HAVEN. ment, of the school system, and the young teachers are confined to these in their practice; yet the instruction they receive involves general principles which are applicable to all the higher grades, and with good judgment in their appli- cation, experience will in due time enable them to take charge of higher rooma^ according to their qualidcations. 7. Among the gratifying results of the experiment, thus far, are the thor- oughness of the instruction and the progress of the children in their studies. These are due, firsts to the efficiency of the Principal, who is never satisfied with partial success, whose watchful care suffers no pupil to bo neglected ; and second, to the earnest desire of the young teacher to perform her work success- fully, knowing that she can have no better passport to promotion. Parents who witness fh>m time to time the exercises of the classes and the general movements of the school, can not but feel satisfied with what in done for their children. 8. In view of the results, on the whole, in providing competent teachers fh>m the pupils as they complete their studies in our schools; in the excellent instruction the children receive ; and in the economy of the arrangement, cost- ing, as it does, less expenditure of money than would be required to conduct the school in the ordinary way, I commend this enterprise to the attention of the Board, a» one of the most influential elements we possess in strengthening and perfecting the whole system of our publio Bchools. CITY TRAINING SCHOOLS, 8AN FIUNOISOO^ OALTVOBHIA. L BTATB NOBICAL TEAHnVG 80H00L. Thb first Training School for teachers in the pablic schools of San Francisco was organized, September, 1865, in the lower rooms of the building occupied by the State Normal School Such was the popularity of the school, that additional class-rooms became necessary, and a sepa- rate buUding was proTided by the city, In 1867, capable of accommoda^ ting two hundred and seventy-five pupils. The Superintendent of Schools In San Francisco gives the following account of this school in his Report for the year ending October 16, 1867 : — The management of the school is intrusted to one Principal, Mrs. 0. H. Stout, and two assistant teachers, who are all appointed by the City Bound of Educa- tion. As its title implies, the school is designed primarily for the training of Normal School students in the art of teaching. These are deputized to teach, each for one week at a time, and twice during the term, one of the six training dassee. Before assuming charge of a class, the pupil teacher is required to spend a week in special preparation for her work. This she does usually by studying the course of study prescribed for the class, by inspecting the methods of teaching pursued by otlier teachers already plying their task, and by receiving the sug- gestions of the Principal in regard to the details of school management For each of the six grades in tlie school there is provided a programme of recita- tions, which vary in length flrom ten to thirty minutea The subject of each lesson in oral instruction is assigned by the Principal, and of this lesson an ab- stract must be prepared by the pupil teacher and be presented to the Principal for criticism, before the same be g^ven to the dasa The subject of each lesson, the date of the recitation, and the name of the teacher conducting it, are recorded by the Principal in a book provided for this purpose. At the close of the week the Normal pupil makes out a report of the methods of teaching she has employed, and of the number and nature of the class ezer- dses she has conducted, accompanying her report with such remarks pertinent to teaching as she may desire to miSce. To this report the principal attaches her record of credits assigned to the teacher for her performance in the Training School. The aggregate of these credits forms one-third of the maximum or standard required for gp^duation in the State Normal School The Principal and her two assistants, besides exercising a constant supervision of the work and directing the unskillful efforts of the pupil teacher, themselves illustrate the principles of pedagogy by an actual application in teaching. The fear once expressed that the primary pupils of the school would suffer from the fVequent change of teachers, all of whom were to be regarded as un- tried and inexperienced in teaching, has proved to be groundless. Whilst there is no doubt that an incalculable advantage has accrued fh>m this school of practice to the Normal School, it must l^ admitted that no disadvantage has been entailed, whilst securing this benefit, upon the children who depend upon this school for the rudiments of knowledge. In proof of this assertion, it may 820 CITY TRAINING SCHOOLS IN CALIFORNIA. suffice to state that this school has been subjected to the same ezaminatioii as other schools in the city of like grade, and that it has never made less than eighty-five per cent in the semi-annual examinations of primary schools held by the City Board of Education. This fiict reveals a degree of proficiency on the part of the Training School not surpassed by any other primary school in the Department Deprived of this experimental school, the Normal School would be wanting in one important requisite of success, and without its aid but few Normal graduates could ever aspire to any distinction as skillful instructors. To the Normal School the State even now looks for its regular supply of teach- ers. Should these instructors &il in any essential part of their professional duty, the children of our citizens must stiffer the consequences of such fiulure. Upon the success of these teachers the Normal School rests its claims for public favor, whilst to the Training School, supported by the enlightened liberality of our Board of Education, must ever attach a large share of whatever honor the Normal School graduates may reflect upon their cUma nuUer, n. CITT TRAINING SCHOOU ^ In 1867, the City Board of Education established a Training School for teachers in connection with the Girls' High School, under the special charge of a Principal, (Mrs. A. E. DuBois,) and an assistant Originally there was but one model class, with forty pupils ; at the close of the first three months, there was an attendance of two hundred and four primary pupils, distributed in six class-rooms, taught by members of the Normal Class of the Girls* High School, who are drafted for this purpose every week, under the direction of the Normal Principal and her assistant The members of the Normal Class will now pass as teachers into the public schools of the city, or elsewhere, with some experience in the in- struction and management of'children, and with some test of their ability to govern a school CtJbMfPMa/rMbymiil. / \ NO, 12. CIRCULAR RESPECTING mSTITDTmS OF NATURAL SCIENCE. U. S. DlPARTMlNT OF EDUCATION, Washington, D. C, February, 1868. Schools, Societies, MosenmB, Academies, and other Institutions^ wholly or in part devoted to the advancement of the Natural Sgibnobs, are requested to communicate infbrmation respecting their organization, publications, collections, and other items included under the headings below, as soon as convenient. Colleges, Scientific Schools, and similar institutions, receiving tiiis Circular, will confer a favor by sending an account of tiieir Natural Hbtory Department ; its Collections, Library, etc.; the general course of instruction adopted ; the names of the Professors, and other officers in tiie department ; and such other matters as come under the general headings below. Historical societies will please give an account of any collection of an Archawlogical or Ethnological character they may possess. HENRY BARNARD, CommUiioner of Mkicaiion. 1. The name of the Institution in full. 2. Its location (street, city, county, and state). 3. Date of its organization. 4. A short account of its history. 6. The amount of property held lor the benefit of the Institution. 6. The average expenses in the several departments. 7. The number of members of each class (as Resident or Active, Corresponding! Honorary, Patrons, etc.). 8. The amount of entrance fee and assessment of members. 9. The conditions for membership. 10. Meetings (their character, time and place of holding, etc.) 11. Lectures. 12. Library (its general character, number of volumes, etc.). 13. Museum fits general character and arrangement). 14. Estimatea number of species in the Museum under the following general heads, if convenient: — ^Geology, Mineralogy, Botany, Protozoa, Radiates, Mollusks, Articulates, Vertebrates, Anatomy, Palseontology, Archeology, Ethnology, f If possible, the estimated number of species in each class of the Animal Kmgdom, and notice of any special or large collection tiiat may be in the Museum would be acceptable.) 15. The conditions under which the Museum, Library, and Meetings are open to members and others. 16. The titles of the present publications and the time of their issue. 17. A complete list of the worics published, with their size, number of volumes, date of publication, present prices, and the manner in which they can be obtained. 18. How often and in what manner are the officers elected? 19. When is the regular election of officers? 20. A complete list of the present Officers and Committees. 21. What offices are paid, and what honorary? CIRCOLAR RESPECTING ACADEMIES OF DESIGN, GALLEBIBS OF ART, AND ART CULTURB XT. S. DXPARTHBNT OF EDUCATION, Wabhinoton, D. C, JatMory^ 1868. The undersigned desireB to obtain for thiB Department printed doea- ments respeoting Academies of Design, and Schools and Galleries of Art, and saoh other information as yon may please to oommomeate respecting efforts which have been made in yonr city, or State, to pro- mote the study of Art and its applications to Painting, Sculpture, Engraving, Architecture, Landscape Gardening, Music, &c., in any of the forms and particulars spedfied below. HENB7 BARNARD, Cbmrntmoner. 1. Academies of Design— when and how established ; how supported ; prewnt condition as to funds and members. 2. Schools of Art — ^when and by whom founded; how supported; tuition f^ or otherwise ; number of pupils, male and female ; trustees, how many and how paid. 3. Schools of Art for Women— when and by whom established ; how sup- ported; number of pupils. 4. Public Museums or Galleries for Exhibition of Works of Art— when estab- lished ; how supported ; character and yalue of the works exhibited; number of Tisitors, (estimated, or known by sale of tickets.) 5. Priyate Collections of Works of Art — their character and Talue; whether the productions are of foreign or natiye artists. 6. The study and practice of Drawing in Colleges and Schools of any grade with you, (not included abore) — ^when first introduced — ^how taught — number of pupils, male or female. f . Academies or Schools of Music — ^when established — ^how supported — present condition as to proceedings, fhnds, and members. 8. Music in Colleges, Academies, and Public Schools — ^when introduced as a regular exercise— how taught, spedal teacher, &c. 9. Public Parks— extent and original cost of grounds— plan . and cost of improvements, and by whom designed — annual cost of improvements and super- intendence— ^historical monuments and statues, &c. 10. Private grounds— extent, and by whom planned— on what conditions open to visitors. 11. Rural cemeteries— extent and cost of grounds — ^when and by whom planned — annual cost of improvements and superintendence— number of pro- prietors. 12. Number and character of Books on Art accessible through public libraries. 13. Native artists — ^living or dead, whose reputation and productions are asso- ciated with your city — any details as to special training and encouragement re- ceived by them there. 14. Anv special action by the State or City, or by any institution or individual, for the advancement of Art in design, construction, or decoration of buildings and grounds, in portraits, statues, paintings, or monuments. 15. Schools or Classes (day or evening) for artizans, in any branch of decorir tive Art, modeling, &c. 16. Art and iBsthetic Culture generally— any suggestions as to its conditioa and improvement in Uiis country. Aatwcn to thii Cirettlir, marked CMIcM, ? CSnKiAL CiBeoi.AB. Witt pMipwtegaflrM, by mall. { ( No. 14i CIRCULAR RESPECTING PUBLIC GROUNDS AJTD OTHIB ABBANQBlODnS lOB FOPULAB BEGBEATIOK. U. S. Dbpabtmbnt of Eduoatiov, WaskinffUm, 2>. (7., 1868. In the progress of the Science of Edncation, attention is more and more called to the fact that a refined development of the mental powers, unattended by a corresponding development of the physical system, necessarily results in morbid conditions which are subver- sive of the objects of education. It follows that the science of education includes the science of recreation, and that elaborate arrangements for the education of a community must be regarded not only as incomplete, but as radi- cally unsound, in which suitable provisions for physical training and recreation are not included. A thorough consideration of the educational system of the United States can not therefore be had without an examination not only of the special methods of physical training adopted in schools, but of the usages which obtain, especially in our more important towns, with regard to public, open-air recreation. Few communities yet possess grounds so designed as to provide, with any approach to completeness, for this purpose, but there are certain localities in and about all towns which are more or less re- sorted to, because of such limited advantages as they offer. The object of the present circular b to elicit such information as may aid to establish a correct understanding of the general stage of advancement which has been reached by American towns in this particular. Henbt Babnabd, Commisstomr of Education^ 624 PUBUC GROUNDS AND RECREATION. SUGGESTIONS IN MAKING RETURNS. The following auggestioas and questions are not intended to indicate the limits to which the returns should be confined, but to &cilitate the adoption of a short method of supplying the more important &ct8 desired. It is not de- signed that the several inquiries and suggestions shall be followed Mriaiim in all cases, but it is requested that the several divisions indicated by capital letters may each be taken up by itself, though a single sentence is only given in reply; for instance, the division " K" may be sufficiently answered in many cases as follows : E. We have no 9cieiU\fic gardens, and nothing has been done for jmblie edtuxUion in the direction indicated by these inquiries; our teachers and those chiefly con- cerned in the management of the public schools confining their interest and labors ahnost exclusively within the waUs of the school-houses. (a) When your citisens wish to take the air, without engaging in vigorous ex* ercise ; to meet their fellow town's-people, without ceremony or the necessity of engaging in conversation ; or to entertain guests with a pleasant drive or walk, to what localities do they more commonly resort? (Note, If a cemetery seems to be made use of as a place for pleasure prom- enades, the fact should not be omitted. ;SSse Note A (a) at close. It should be mentioned also if the public is indebted to private enterprise and generosity for opportunities of recreation.) (b) Is the custom established among your citizens of a promenade, that is to say, of a general gathering in a certain locality far the above puxposesi at certain hours of the day ? (c) If 80, what is the number of people who ordinarily engage in it under fa- vorable conditions of weather? and (d) What the extreme number under special circnmstances ? (e) Has it been customary to provide music in the locality of the promenade on certain days ? (/) If so, how firequently? (jj) What is the expense ? and (h) By what arrangement defhiyed? (t) What are the special attractions and advantages of the localities named in answer to question A (a) t Under this indude attractions supplied by water views, landscapes, shade^ fountains, and worics of art, parades, spectacles and displays. 8ee Note A (i) at dose. (f) State if the carriage-way used is especially adapted to pleasure driving. (k) If so, what is its constructive character ? See Note A (k) at close. (2) Isit reserved exdusively for pleasure vehides? (tn) What is the width and length of such carriage road? (n) What is the limit of speed allowed, if any? (p) What are the provisions for watering the road ? (p) State if there is a special way for saddle horaea (g) If so, what is its constructive character? (r) What is the width and length of such bridle-road? PUBUC GROUNDS AND RECREATION. $25 (s) State the length of walk especially adapted to pleasure walking. (If of yariable width, the walks maj be classified according to width of each, and the length of each class given.) (0 What is the sorface material of the walk? (As screened gravel, powdered shell, asphalte, coal or pine-tar concrete, &c.) B. (a) To what localities are delicate children, cripples, feeble aged people, invalids and convalescents taken for sunning aud airing ? (5) What is the means of access to this locality fh>m the denser parts of the town? (c) What accommodations required especially by delicate and feeble persons are provided in the locality? (Such as seats and level walks sheltered from chilling winds and open to the sun ; baths, warm milk, mineral waters, kc.) (d) What is the usual charge for the hire of an easy carriage for a drive of an hour, on roads well adapted to the exercise of a feeble person ? c. (a) To what localities do your citizens resort for open-air exercise of a more active or vigorous character than walking or driving ? (5) State if there are special arrangements for the ei\joyment of base-ball, foot- ball, cricket, dancing, croquet, or any other recreative exercises 7 If so, describe each, giving the area of ground occupied; the arrangements for spectators and for the rest and refreshment of players. {e) State if rowing or skating are popular amusements, and what are the public facilities for engaging in them ? (d) State if there are public arrangements for gymnastic exercises, and if so, under what regulations they are used. (e) To what places do young men most resort during the hours of the day when they are not engaged at their homes or in business duties 7 (/) Are healthful and improving recreations prepared for young people^ on holy- days? If so, describe the arrangements and indicate to what extent they are availed of (^) What resources of every day amusement, entertainment or recreation are most available and most used by young men? (h) Are your leading philanthropic and patriotic citizens generally warmly in- terested in means of instruction, encouragement and assistance to young people in the formation of habits of temperate, healthftal and virtuous recreation ? (Note, The reckleflsnees, unhealthful excitement and brutal indifibrence to the rights and feelings of the oommunity which have been often mani- fested of late years, in connection with the public, athletic contests of young men, have excited much astonishment and profound anxiety, as indicating that their education was a failure in respect to the most im- portant object of education. The symptoms referred to have been exhib- ited both by young men educated in the country and at common schools, and by those educated in large towns, and at the higher institutions of learning. It is questioned whether if young men did not from childhood 826 PUBLIC GROUNDS AND RECREATION. generally find that in the indulgence of a propensity to engage in manly recreations, they oould expect neither instruction, sympathy, fellowship^ nor encouragement and judicious assistance from the better part of so- ciety, they would be equally liable to fiUl into the excesses referred ta Any facts or observations bearing upon this question will be valuable for the purposes of this circular.) D. (a) On the occasion of a reception of publio guests or other civic formalitiea, celebrations, exhibitions or festivities ; or of demonstraiions of public opinion or congratulatory meetings, too lai^ or of an unsuitable character to.be held within buildings, (as where horses are used, or fireworks exhibited,) what localities are resorted to and what is the character of the accommodations they offer, and in what respects are their surroundings suitable to be asso- ciated with such proceedings 7 (5) On occasions of public ceremony or festivities, is it customary to call upon the public schools to take a suitable and honorable part, and are accommoda- tions provided of such a character that children may be present, under the government of their teachers, without danger of accident or excessive fatigue? (e) Wliat public grounds are provided for the military training of citizens and for parades 7 (d) To what localities do school children commonly resort in the largest num- bers for out-of-door play ? (e) What is the area of ground especially prepared for them ? (/) What are its attractions, and what conveniences or encouragements are provided in connection with it for healthful recreation? (g) If convenient, estimate the number of children who come together (h) Is there a public swimming school ? (t) If so, under what regulations do the children use it, and how are its expenses met ? ( j) If there is no regular swimming school, do any of your common school teachers systematically go on bathing excursions with their scholars and give instructions in swimming? {k) What public conveniences or encouragements are provided to induce chil- dren to bathe and learn to swim? E. (a) Does the system of public education (of higher or lower grade) include any systematic training, or instructions in the judicious use of the physical powers? (p) If so, describe the means and facilities for demonstration and practice. (c) Are prizes offered for proficiency in recreative exercises, or do indolence and neglect of the requirements of health and morality in this respect, affect in any way the school standing of scholan, on the merit-roll or otherwise? P. (a) Is there any Arboretum ; or Botanic, Horticultural, Geological, or other open-air Scientific Collection, to which school children are freely admitted? If so, describe it, giving its specialty, the extent of the collection, the ground occupied, when and by whom prepared ; by what arrangements maintained, and indicate to what extent it is used with direct educational intention. Indicate to what extent it is also resorted to as a plaoe ef general public recreation. PUBUC OROUNM AND RECREATION. 827 (b) What fiusilities and inoentiyea other than those already indicated, are ofifered children to edacate their perceptive faculties by observation of nataral objects 7 (c) Is this department of education systematically pursued, either by daily oocasioiMil rambles with or -without walking lectures and demonstrations, in places adapted to favor the acquisition of a fiuniliar knowledge of many nat- ural objects? (d) If so^ -describe the ground gone over. (e) Have healthful holiday excunions by public conveyances to a distance been organized, by which children benefit 7 (y) If so, describe the advantages of the localities visited, the time occupied, the expense, and the manner in which it is defrayed, the number attending such excursions, and at what intervals they occur. NOTES. A special schedule of inquiries has been prepared in regard to Cemeteries, which will be supplied when desired. For concise returns, the following classifications may be observed : — Where the promenade is an ordtttary town street, with no special attractions except such as are found in unusual amplitude, gayer shops and finer build- ings, it may be classed as Urban. Where in axf otherwise ordinary street, sufficient tree-borders have been intro- duced, or fine shade trees planted in such a manner that they can remain per- manently in a flourishing condition without seriously interfering with the general requirements of a street it may be classed as Sylvan- Urban. A suburban or country road of the latter character, generally well shaded, although the arrangement of trees is not complete, or thoroughly well carried out, may be classed as Sylvan Svh- Urban. If in this case its character is changing for the worse, or if it is evident that its suburban attractions must soon give way to the demands of business or the enlargement of the town, the &ct may be stated. An urban street or a public place, not a green, decorated with objects of art, monuments, statues, fountains, vases, flower-pots, trophies, with or without screens or walls of verdure, or formal plantations, may be designated, Urban- ArchUeduraL An inclosure of groimd within a town, in which the surface is mainly kept in turf| with trees planted on the border ; but with walks on the border or crossing the tur( provided it is in such a manner or to so limited an extent that the general impression which an observer has of the whole space is of an unobstructed broad green field, may be termed a Green. An inclosure similar to the above, but in which the turf is decorated with a few choice trees, shrubs or plants, the turf being well prepared and of fine char- acter throughout the Summer, may be termed a Lawn- Green. A large space of turf without decoration, open in all its parts to public use, (without restriction to prepared walks,) may be termed a Gommon. An inclosure, with much ground under cultivation, and in which the attraction is mainly in the detail, requiring, to be fiilly appreciated, much dose observa- tion, as fiowers, or shrubbery planted chiefiy with regard to effects when in bloom, may be termed a Garden, S28 PUBLIC GROUNDS AND RECREATION. The term Park should be applied only to a pletware ground of sufficient area to possees a landscape character within itself and which is characterized by a large proportion of &ir meadow-like surface, with low branching, umbrageous trees standing singly or loosely associated in clusters. If within such a park there are established convenienoeB for and incitements to recreation of several kinds, such as a circuit drive, ride and walks; arrange- ments for base ball, foot ball, cricket or hockey ; for skating, swimming, row- ing, curling, gymnastics, dancing, archery, promenade concerts, etc. ,* and if it includes architectural and sculptural features of a permanent and dignified character, it may be classed as an Urban Park. If on the other hand it has but few obvious advantages for the recreation of great numbers of people of diverse conditions and tastes, except such as might be found in any district of fertile and well-wooded country if no part of it were divided into fieldsi or occupied by crops, it may be classed as a Rural Park. Roads which lie mainly in the countiy, whether it is mostly agricultural land or of a wild character, may be designated rural roads. In describing landscape attractions, the term grand should be reserved for scenery the elements of which are on a very large scale, as in the view fix)m the old public garden on the bluff at Natchez ; jnc^uresj^ for scenery the elements of which are of highly interesting and somewhat impressive char^ afiter, as at the Seal-Rock end of the principal pleasure drive of San Francisco; the Wissahickon drive of Philadelphia, or - the bolder parts of the rocky sea. shore of New England; the words ''wild," ''pastoral," "pleasing," prefixed to topographical terms, as mountain, valley, meadow, prairie^ savanna^ will give a sufficient indication of the character of most other scenery except when the views are very extensive and the elements diversified. JfoU A (j.) Roads of different classes may be classified in the returns as follows : — First Glass Stone Road ; a road formed of stone broken to a nearly uniform size, (each piece measuring not more than three inches across the longest way,) laid to a sufficient depth to resist frost, thoroughly compacted and made smooth on the surfiM^ properly under-drained and furnished with sufficient arrangements for the immediate removal of all sur&ce water, and in all re- spects proof against injury by rain or frost; Or, a road similar to the above, except that the lower stratum consists of well compacted pavement of larger stone, on the Telford plan. Second and Third Class Stone Roads ; similar to the above, but more rudely constructed. (An earth road with stone merely strewn upon it should not be called a stone road, the stone in such cases being an injury.) First Class Gravel Road ; similar to above, but with a sur&ce stratum three inches in depth, of well rolled, screened, hard gravel, (the best construction for a road designed for public pleasure-driving.) Second and Third Class Gravel Roads; similar to the last, but more rudely con- structed or imperfectly finished. First Class Graveled Earth Roads ; vrell drained and not liable to be muddy. Second Class Graveled Earth Roads ; similar to the last, but imperfectly pre- pared, sometimes rough and not suitable for pleasure-driving. ♦* Earth roads," "Belgian," "Cobblestone," " Plank," and " Patent wood-blodc roads," need no description. RURAL CEMBTERIE& $20 SPECIAL 80HXDULS OP DTQUIBIIS IS RBOASD TO RURAL CBlfBTBRIRS. Bond Cemeteries are so generally used for public drives and promenades, and their grading, planting, memorials, and monuments are so far indicative of the public taste, as well as influential in forming it> that the following details respecting tlfem are solicited, in the belief that when properly edited the results will prove interesting and instructive. Where the information sought has been given in printed documents, & simple referenoe, with & copy of the same, will be sufficient I. Corporation, (a) Name, date, and circumstances of incorporation ; officers for 1868. (b) Basis of operations: 1, self-sustaining; 2, sustained in part by the corpora- tion, or trustees; 3, sustained by lot-holders, income of funds, bequests, etc. II. Cfrounda. (a) Area in acres— original purchase, addititions, total. (b) Distance fh>m central portion of city or town. ' (c) Formation : 1, sur&ce— plain, undulating, hilly, and proportion of each ; 2, soil and subsoil— clay, sand, gravel, haid-pan, rock ; 3, soil, as to drainage — dry, wet, springy ; 4, water — springs, rills, brooks, streams, lakes or ponds. ((Q Natural growth of trees and shrubs. (e) Views — ^near and distant, hills, valley, water. ni. Plan of Development A. General plan: 1, lawn plan; 2, lot system; .3, single interments. See ex- planatory note at end. R Details. (a) Entranoe»— number, buildings eoDnected with eacb, and style of Aame. (b) Roads — 1, Proportion of all roads in length, to the acre, in the whole area ; 2, width and length of principal roads; 3, width and length of section roads; 4, do. do. of service roads ; 6, bridges — ^number, lengtli, width and style. For classiflcfttion of roads, as to construction, aee Note A. (j) in Circular respecting Public Grounds. (c) Walks: 1, length and breadth of walks commumieating with sections or divisions; 2, length and breadth of walks through ornamental grounds; 3, proportion of entire length of walks to the acre of the improved grounds. (d) Section or division grounds for burial purposes: 1, total area laid out and improved in proportion to the whole area ; 2, number of sections ; 3, area of lots, largest, smallest, average ; 4, area, on the average, in each section pre- served for omagaental purposes. (e) Grading of sections : 1, how &r done by corporation on a general plan ; 2, how far done by each individual lot owner, under the general direction of the superintendent (/) Drainage : 1, regular system ; 2, local; 3, material of each ; 4, length of deep drains (8 feet;) 5, length of tile drains (3 (o 4 feet;) 6, length of open drains ; 7, total length of drains; 8, number of sink or silt basins, and mode of construction. (g) Artificial water-works — ^lakes, ponds, cascades, fountains, wells. (h) Planting: 1, how far according to a general plan by the corporation; 2, how far according to the caprice of lot owners ; 3, names of trees and shrubs which 830 RUBAL UEMGTERIES. have been foond flatis&ctory ; 4, praportion of trees and ahrubs on an acre of section g^ond; 6, supplied from oorporation-nurseiy, or general market (t) Si26 of lots : 1| largest ; 2, smallest ; 3, general average price per sqoare foot (J) Names of architect, gardener, and superintendent employed in design and construction. IV . Memoriaia, AfonumetUs^ and EmbeBiehmaUa. (a) Memorials and monuments — ^whole number: 1, statues; 2, 'obelisk and column; 3, sarcophagus; 4^ tombs; 6, statuettes and symbolic devices; 6, elaborate works of art, (ufWi name of arUat and cast-) 7, head and fix>t- stones ; 8, public monuments, and how erected ; 9, number or proportion of the above in granite, American marble, Italian marble, Scotch granite, Nova Scotia stone, brown stone, iron, bronze, ^ ; 10, name and residence of the principal artists and artizans employed in the design and construction. {e) Flower-beds, groups of roses, Aa (d) Indosed lots — number with : 1, iron fences, * stone posts and rails, chains, wooden fence, evergreen hedges, curb-stones ; 2, number without visible di- vision, except comer posts, as landmarks y. Expenditure. (a) Ground: 1, original and subsequent purchase for Cemetery purposes; 2, total expense for improvements ; 3, annual expense for care and supervision. (() Buildings : 1, cost of chapel ; 2, gate lodge ; 3, receiving tomb; 4, superin- tendent's office or dwelling ; 6, store or tool-honsei (c) Average expense for improving and ornamenting private lots : 1, planting; 2, grading; 3, inclosing (per foot ;) 4, annual care and supervision. (d) Expense of indosing entire grounds, and how done. YI. Influence8j etc (a) Average number of daily visitors in Summer; in Winter; carriages; pedes- trians. Q>) Average number of lots sold annually ; 2, total amount in $ — ; 3, number of burials in lots ; 4, Single interments. (c) Charges: 1, opening and closing graves; 2, receiving tomb; 3, private vault {d) Qeneral result in respect to : 1, an increase of taste for natural scenery ; 2, progress in beauti^ing private lots; 3, homestead embellisbments, Aa Vll. Printed Reports^ Plana, Circular, dke, Ac 1, List of all printed matter relating to the enterprise; 2, a copy of any printed document, act of incorporation, list of officers, annual report, plan of ground, illustration and description of monuments, will be thankfully received, and the courtesy reciprocated. ■ZPLANATORT NOTB. * Lawn Plan ; where a section or division is improved according to a genend plan, without any indoeures, and where the grading, planting and g^uping are in harmony with the respective lot and monument, as well as with the whole. Lot Syatem ; where lots are laid out, inclosed and planted, without regard to other lots, but each is complete in itself Principal Roads; leading ways of communication between distant parts of the ground. Section Roads; such as connect section or division grounds with prindpal roads. Service Roada ; such as are used by laborers and teams employed on the ground- as &r as possible, they are seduded, and often temporary. OMWAIi CtMeUUkMt No. T. CIBCULAR EESPECTIN6 ELEMENTARY EDUCATION. U. S. Dkpabtmbht or Education, WashwgUm, D. O, 186t. Iir reply to your inquiry "for a mngle document which shall set forth the diaracteristic features of different systems of public elementary instruction at home and abroad," the undersigned would say, that he knows of no such vol- ume ; and interesting as such a yolume in some respects would be, he is not sure that it would answer your immediate purpose, "the preparation of an effi- cient system of common schools for a community which has not yet accepted the cardinal idea of popular education as it is understood in the Northern and Western States." Any system, to be thoroughly understood, must be studied in its details, and in reference to its historical development, and the peculiar conditions of society where it is in operation. Social life with you is peculiar, and the distribution of population has not been governed by the same laws which have effected it in other sections of the country. Your institutions of education have g^wn up under these conditions. Under these and other circumstances, will it not be best first to secure the appointment of a School Board, or a single officer; or rather of a Board repre- senting in its members different local, political and ecclesiastical interests, (but all united in the general desire to inaugurate an efficient public system,) with a Secretary, who sha^ devote his whole time, under their directions, 1, To ascertain the number, locality, and character of such schools as do exist, and the places where schools are needed. 2, To interest and inform parents, and the public generally, by the voice and press, as to existing wants, and the practicable remedy, in a system of public schools, (both elementary and secondary,) which shall be cheap enough for the poorest, and good enough for the richest 3, To fhune a law adapted to sparsely populated districts, as well as villages, which shall at once go into operation, where the way is prepared for it, and induce the reluctant and inimical sections to adopt it, on the ground of pecu- niary interest, and after a certam period, embrace every section in its operations. In this kind of work, the experience of the Commissioner may enable him to make suggestions of practical value, and at least to point out sources of inform- ation which will greatiy help the officer charged with these duties, in the details ^ of his labors. In the mean time^ he is preparing a series of documents, which will answer your and similar questions more fully than can be done in any one general summary. Any information as to the systems referred to in the accom- panying Index, (Chapters Y and YI,) will be promptiy and freely givea As for European systems^ there is not one of them which can not be studied with advantage, and some of the toughest problems which are now up for so- lution with you and in other States, have been discussed and to some extent solved under them. You will find much to interest you in that of Zurich, herewith sent, together with the views of eminent men on the relations of the State to Education. HENRY BARNARD, Oommissumer of Education, u BnwiAL CiEciJim * articles which have appeared, or which may hereafter appear in the American Journal of Education, or in the Monthly Circular, has been begun — which, as soon as arrangements can be made, will be supplied in orders for general distri- bution, at the cost of press-work and paper. It so happens that the first of this series is devoted to answers, by the highest authorities, to the question, X^hai i8 Education t and the second is devoted mainly to an exposition of the Amer- ican idea of Public Schools. Copies of these will be mailed to your address. 6. Many of the articles in the successive numbers of the American Journal of Education, have been struck off in pamphlet form, for wider distribution. The Commissioner has no pecuniary interest in this publicatiou, except to guar- antee the Publisher against loss. HENRY BARNARD, Oommisaioner. WHAT 18 EDUCATION? It has been held that educattotiy according to its etymology, means a dramng out of the faculties of the mind, not a mere accumulation of tilings in the memory ; and this is probably substantially true ; but yet the etymology of education is not, directly at least, edueere^ but educate. Again, education has been distinguished from ir^formation ; which may well be done, as the word ir^formation is now used ; but yet the word i^formare^ at first, implied as fundamental an operation on the mind as educa/re; the forming and giving a defined form and scheme to a mere rude susceptibility of thought in the human mind. Again, we use the term leofm^ both of the teacher and the scholar. (Thus we have. Psalm cziz. 66 and 71, Leoflm me true understanding and Jcnotoledge ; and I will learn thy laws.) But the Qerman distinguishes these two aspects of the same fundamental notion by different forms — lehren and lemen ; and in a more exact stage of English, one of these is replaced by another word, to teach ; which, though it is not the representative of a word used in this sense in German, is connected with the Qerman verb zeigefiy to show, and zeiehen^ a sign or mark ; and thus directs us to the French and other daughters of the Latin language, in which the same notion is expressed by enseigner, insegnare^ ensenar ; which come from the Latin {nngnire, and are connected with signum, W. Whbwbll. Education is the process of making individual men participators in the best attainments of the human mind in general : namely, in that which is most rations], true, beautiful, and good . . . the several steps by which man is admitted, from the sphere of his narrow individuality, into the great sphere of humanity ; by which, from being merely a conscious ani- mal, he becomes conscious of rationality ; by which, from being merely a creature of sense, he becomes a creature of intellect ; by which, from be- ing merely a seeker of pleasurable sensations, he becomes an admirer of what is beautiful ; by which, from being merely the slave of impulse, he becomes a reverencer of what is right and good. W. Whxwkix. What is a man If his chief good and market of his time Be but to sleep and feed ? — ^a beast, no more. Sure, He that made us with such large discourse. Looking before and after, gave us not That capability and godlike reason To rust in us unused. Shakspsabi. 63 834 . APHORISMS ON EDUCATION. In the bringing up of youth, there are three special points — truth of religion, honesty of living, and right order in learning. In which three ways, I pray CM my poor children may walk. AscHAiL PrrfoM to Schoolmaster, Many examples may be put of the force of custom, both upon mind and body ; therefore, since custom is the principal magistrate of man's life, let men by all means endeavor to obtain good customs. Certainly, custom is most perfect when it beginneth in young years ; this we call education, which is, in effect, but an early custom. So we see in lan- guages, the tone is more pliant to all expressions and sounds, the joints are more supple to all feats of activity and motions in youth than after- wards ; fbr it is true, the late learners can not so well take up the ply, except it be in some minds that have not suffered themselves to fix, but have kept themselves open and prepared to receive continual amend- ment, which is exceeding rare : but the force of custom, copulate and conjoined, and collegiate, is far greater ; for there example teacheth, com- pany comforteth, emulation quickeneth, glory raiseth ; so as in such places the force of custom is in his exaltation. LoBD Bacon. Essays, Custom and Education. I call a complete and generous education that which fits a man to per- form justly, skillfully, and magnanimously all the ofSces, both private and public, of peace and war . . . inflamed with a study of learning, and the admiration of virtue ; stirred up with high hopes of living to be brave men, and worthy patriots, dear to God, and fitmous to all ages. John Milton. The end of learning is to repair the ruins of our first parents, by regain- ing to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest, by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection. John Milton. First, there must precede a way how to discern the natural inclina- tions and capacities of children. Secondly, next must ensue the culture and fumishment of the mind. Thirdly, the molding of behavior and decent forms. Fourthly, the tempering of affections. Fifthly, the quick- ening and exciting of observations and practical judgment Sixthly, and the last in order, but the principal in value, being that which must knit and consolidate all the rest, is the timely instilling of conscientious prin- ciples and seeds of religion. Sir Henrt Walton. How great soever a genius may be, and how much soever he may ac- quire new light and heat, as he proceeds in his rapid course, certain it is, that he will never shine in his full luster, nor shed the full influence he IS capable o( unless to his own experience he adds of other men and other ages. Boungsbokb. WHAT IS EDUCATION 1 835 We are bom under a Uw : it is our wisdom to find it out, and our safety to comply with it Db. Whichcotb. Since the time that God did first proclaim the edicts of his law upon the world, heaven and earth have hearkened unto his voice, and their labor hath been to do his will. *^ He made a law for the rain ;^* he gave his *^ decree unto the sea, that the waters should not pass his command- ment" Now, if nature should intermit her course, and leave altogether, though ' it were for a while, the observation of her own laws, if these principal and mother elements of the world, whereof all things in this lower world are made, should lose the qualities which they now have ; if the frame of that heavenly arch erected over our heads, should loosen and dissolve itself; if celestial spheres should forget their wonted mo- tions, and by irregular volubility turn themselves any way as it may happen ; if the prince of the lights of heaven, which now, as a giant, doth run his unwearied course, should, as it were, through a languishing &intness, begin to stand, and to rest himself; if the moon should wander from her beaten way, the times and seasons of the year blend themselves by disordered and confused mixture, the winds breathe out their last gasp, the clouds yield no rain, the earth be defeated of her heavenly in- fluence, the fruits of the earth pine away, as children at the withered breasts of their mother no longer able to yield -them relief; what would become of man himself, whom these things do now all serve? See we not plainly, that obedience of creatures unto the law of nature is the stay of the whole world. Of law there can be no less acknowledged, than that her seat is the bo- som of God, her voice the harmony of the world ; all things in heaven and earth do her homage, tl^ very least as feeling her care, and the greatest as not exempted from her power ; both angels, and men, and creatures of what condition soever, though each in different sort and man- ner, yet all with uniform consent, admiring her as the mother of their peace and joy. Richard Hooker. The knowledge of Languages, Sciences, Histories, Ac, is not innate to us ; it doth not of itself spring in our minds ; it is not any ways incident by chance, or infused by grace (except rarely by miracle) ; common ob- servation doth not produce it ; it can not be purchased at any rate, except by that for which, it was said of old, the gods sell all things, that is, for pains ; without which the best wit and the greatest capacity may not ren- der a man learned, as the best soil will not yield good fruit or grain, if they be not planted nor sown therein. Br. Barkow. Powers act but weakly and irregularly till they are hightened and perfected by their habits. Dr. South. As this life is a preparation for eternity, so is education a preparation for this life ; and that education alone is valuable which answers these great primary objects. Bishop Short. S86 AFBOIIfllfS ON EDirCATIOK. Fononach as all knowledge beginneth from ezperieace, therefore also new experience is the beginning of new knowledge, and the increase of experience the beginning of the increase of knowledge Whatsoever, therefore, happeneth new to a man, giyeth him matter of hope of know- ing somewhat that he knew not before. And this hope and expectation of future knowledge from any thing that Jiappeneth new and strange, is that passion which we commonlj call admiration ; and the same consid- ered as appetite, is called curiosity ; which is appetite of knowledge. * * And fix>m this beginning is derived all philosophy, as astronomy from the admiration of the course of heaven ; natural philosophy fix>m the strange effects of the elements and other bodies. And from the d^reex of curiosity, proceed also the degrees of knowledge among men. Thomas Hobbes. A sound mind in a sound body, is a short bat full description of a happy state in this world. Of all the men we meet with, nine parts often are what they are, good or evil, useful or not, by their education. It is that which makes the great difference in mankind. The little, or almost insensible, impres- sions on our tender infancies, have very important and lasting conse- quences : and there it is, as in the fountains of some rivers where a gentle application of the hand turns the flexible waters in channels, that make them take quite contrary courses ; and by this little direction, given them at first, in the source, they receive different tendenciesi and arrive at least at very remote and distant places. That which every gentleman, that takes any care of his education, de- sires for his son, is contained in these four things: Virtue, Wisdom, Good-breeding and Learning. I place virtue as the first and most neces- sary of these endowments that belong to ^ man or a gentleman, as abso- lutely requisite to make him valued and beloved by others, acceptable or tolerable to himself. Without that, I think, he will be happy neither in this nor the other world. It is virtue, direct virtue, which is the head and valuable part to be aimed at in education. All other considerations and accomplishments should give way, and be postponed, to this. This is the solid and sub- stantial good, which tutors should not only read lectures, and talk of; but the labor and art of education should furnish the mind with, and fiisten there, and never cease till the yoimg man had a true relish of it, and placed his strength, his glory, and his pleasure in it As the strength of the body lies chiefly in being able to endure hard- ships, so also does that of the mind. And the great principle and foun- dation of all virtue and worth lies in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way. John Locke. Thoughts on Education. Tis education forms the common mind, Just as the twig is bent the tree is inclined. Pops. WHAT 18 EDUCATION 1 S37 The gcnenl principles of edacation are the same, or nearly the same in all ages» and at all times. They are fixed unalterably in the natural and moral constitution of man. They are to be found in our aflEections and passions, some of which must be controlled and some cherished in every state of manners, and under every form of society. From the right apprehensions of them, we discover *Uhe way in which a child ought to go,'* and by the right use of them *' when he is young,** we shall qualify him, *^ when old,** for not departing from it In promoting the happiness of our species, much is effected by author- ity of legal restraint, and much by public instruction from the pulpit But education, in its large and proper sense, [of not merely the inculca- tion of moral precepts and religious doctrine, but a system of discipline applied to the hearts and lives of young persons,] may boast even of su- perior usefulness. It comes home directly to ** the bosoms and business of** young persons, it rectifies every principle and controls every action ; it prevents their attention from being relaxed by amusement, dissipated by levity, or overwhelmed by vice ; it preserves them from &lling a prey to the wicked examples of the world when they are in company, and from becoming slaves to their own turbulent appetites when they are in soli- tude. It is not occasional or desultory in its operation ; on the contrary, it heaps ^* line upon line, and precept upon precept ;** it binds the com- mands of religion, for a '*sign upon the hands of young men, and front- lets between their eyes ;** it is calculated to purify their desires and to regulate their conduct, when they ** sit in the house, and when they walk in the way ;** when they '* lie down in peace to take their rest,** and when they " rise up •* to " go forth to their labor.'* Dr. Parr. What is the education of the generality of the world ? Reading a par- cel of books ? No. Restraint of discipline, emulation, examples of virtue and justice, form the education of the world. Edmund Burke. The heart of a nation comes by priests, by lawyers, by philosophers, by schools, by education, by the nur8e*s care, the mother's anxiety, the father*s severe brow. It comes by letters, by silence, by every art, by sculpture, painting, and poetry ; by the song on war, on peace, on do- mestic virtue, on a beloved and magnanimous king ; by the Iliad, by the Odyssey, by tragedy, by comedy. It comes by sympathy, by love, by the marriage union, by friendship, generosity, meekness, temperance ; by virtue and example of virtue. It comes by sentiments of chivalry, by romance, by music, by decorations and magnificence of buildings ; by the culture of the body, by comfortable clothing, by fiishions in dress, by luxury and commerce. It comes by the severity, the melancholy, the benignity of countenance ; by rules of politeness, ceremonies, formalities, solenmities. It comes by rights attendant on law, by religion, by the oath of office, by the venerable assembly, by the judge's procession and trumpets, by the disgrace and punishment of crimes, by public fiists, public prayer, by meditation, by the Bible, by the consecration of churches, by the sacred festival, by the cathedral's gloom and choir. Prof. Ramsdek 838 APHORISMS ON EDUCATION. I consider a human soul without education like marble in the quany, which shows none of its inherent beauties, until the skill of the polisher fetches out the colors, makes the surface shine, and discoyers every orna- mental cloud, spot, and vein, that runs through the body of it Education, after the same manner, when it works upon a noble mind, draws out to view every latent virtue and perfection, which, wi&out such helps, are never able to make their appearance. If my reader will give me leave to change the allusion so soon upon him, I shall make use of the same instance to illustrate the force of edu- cation, which Aristotle has brought to explain his doctrine of substantial forms, when he tells us that a statue lies hid in a block of marble ; and that the art of the statuary only clears away superfluous matter, and re- moves the rubbish. The figure is in the stone, and the sculptor only finds it What sculpture is to the block of marble, education is to a hu- man soul. The philosopher, the saint or the hero, the wise, the good or the great man, very often lie hid and concealed in a plebeian, which a proper education might have disinterred, and have brought to light * * Those who have had the advantages of a more liberal education, rise above one another by several different degrees of perfection. For to return to our statue in the block of marble, we see it sometimes only begun to be chipped, sometimes rough hewn, and but just sketched into a human figure ; sometimes we see the man appearing distinctiy in all his limbs and features ; sometimes we find the figure wrought up to great elegancy, but seldom meet with any to which the hand of a Phidias or a Praidletea could not give several nice touches and finishings. Joseph Addison. Nothing is more absurd than the common notion of instruction ; as if science were to be poured into the mind like water into a cistern, that passively waits to receive all that comes. The growth of knowledge re- sembles the growth of fruit: however external causes may in some degree co6perate, it is the internal vigor and virtue of the tree that must ripen tiie juices to their just maturity. James Harris. Hermest. Human creatures, from the constitution of their nature, and the cir- cumstances in which they are placed, can not but acquire habits during their childhood, by the impressions which are given them and their own customary actions; and long before they arrive at mature age these habits form a general settied character. And the observation of the text — " Train up a child in the way he should go ; and when he is old he will not depart from it " — ^that the most early habits are generally the most lasting, is likewise every one^s observation. Bishop Butler. Organic structure, temperament, things affecting the senses or bodily functions, are as closely linked with a right play of the faculties, as the material and condition of an instrument of music with that wonderful result called melody. W. B. Glulow. WHAT 18 feDUCATIOM 1 839 Edacation does not commence with the alphabet; it begins with a mother's look, with a father's nod of approbation, or sign of reproof ; with a sister's gentle pressure of the hand ; a brother^s noble act of forbear- ance ; with handful of flowers in green dells, or hills, and daisy meadows ; with birdsnest admired, but not touched ; with creeping ants and almost imperceptible emmets; with humming bees, and glass beehives; with pleasant walks in shady lands, and with thoughts devoted, in sweet and kindly tones and words, to nature, to beauty, to acts of benevolence, to deeds of virtue, and to the source of all good — ^to God himself. Db. Ramsden. He [man] would look round upon the world without, and the thought would arise in his mind — " Where am I ?" He would contemplate him- self^ his form so curious, his feelings so strange and various ; ho would ask — " What am I?" Then reflection would begin to stir within him, and reviewing the world without and within, and pondering upon the mystery of existence, he would exclaim — " Why am I ?" And the re- plies to these three questions compose the entire circle of human knowl edge, developed in its natural order. W. Oox. The Advocate^ hi$ Training, I believe, that what it is most honorable to know, it is also most profit- able to learn ; and that the science which it is the highest power to pos- sess, it is also the best exercise to acquire. And if this be so, the question as to what should be the material of education, becomes singularly simplified, k might be matter of dispute what processes have the greatest effect in developing the intellect ; but it can hardly be disputed what facts it is most advisable that a man enter- ing into life should accurately know. I believe, in brie!^ that he ought to know three things : First Where he is. Secondly. Where he is going. Thirdly. What he had best do under those circumstances. First Where he is. — ^That is to say, what sort of a world he has got into ; how large it is ; what kind of creatures live in it, and how ; what it is made of, and what may be made of it Secondly. Where he is going. — That is to say, what chances or re- ports there are of any other world besides this ; what seems to be the nature of that other world ; and whether, for information respecting it, he had better consult the Bible, Koran, or Council of Trent Thirdly. What he had best do under those circumstances. — ^That is to say, what kind of iaculties he possesses ; what are the present state and wants of mankind ; what is his place in society ; and what are the readiest means in his power of attaining happiness and diffusing it The man who knows these things, and who has had his will so subdued in the learning them, that he is ready to do what he knows he ought, I should call educated ; and the man who knows them not, uneducated, though he could talk all the tongues of BabeL Buskin. 840 AFHORiaUS ON EDUCATION. Sdcication does not mean merely reading and writing, nor any degree, howeyer considerable, of mere intellectual instruction* It is, in its laig* est sense, a process which extends from the commencement to the ter- mination of existence. A child comes into the world, and at once his education begins. Often at his birth the seeds of disease or defcnrai^ are sown in his constitution — and while he hangs at his mother's breast, he is imbibing impressions which will remain with him through life. During the first period of infancy, the physical frame expands and strengthens ; but its delicate structure is influenced for good or evil by all surrounding circumstances — cleanliness, light, air, food, wannth. By and by, the young being within shows itself more. The senses be- come quicker. The desires and affections assume a more definite shape. Every object which gives a sensation ; every desire gratified or denied ; every act, word, or look of affection or of unkindness, has its effect, sometimes slight and imperceptible, sometimes obvious and permanent, in building up the human being ; or, rather, in determining the direction in which it will shoot up and unfold itsel£ Through the different states of the in&nt, the child, the boy, the youth, the man, the development of his physical, intellectual, and moral nature goes on, the various circum- stances of his condition incessantly acting upon him — the healthfulness or unhealthfulness of the air he breathes ; the kind, and the sufficiency of his food and clothing ; the degree in which his physical powers ara exerted ; the freedom with which his senses are allowed or encouraged to exercise themselves upon external objects ; the extent to which his fiu^ulties of remembering, comparing, reasoning, are tasked ; the sounds and sights of home ; the moral example of parents ; the discipline of school ; the nature and degree of his studies, rewards and punishments ; the personal qualities of his companions j the opinions and practices of the society, juvenile and advanced, in which he moves ; and the charac- ter of the public institutions under which he lives. The successive oper- ation of all these circumstances upon a human being from earliest childhood, constitutes his education ; — an education which does not ter- minate with the arrival of manhood, but continues through life, — ^which is itself, upon the concurrent testimony of revelation and reason, a state of probation />r education for a subsequent and more glorious existence. John Lalor. Prize Enay. The appropriate and attainable ends of a good education are the posses- sion of gentle and kindly sympathies ; the sense of self-respect and of the respect of fellow-men ; the free exercises of the intellectual faculties ; the gratification of a curiosity that " grows by what it feeds on," and yet finds food forever ; the power of regulating the habits and the business of life, so as to extract the greatest possible portion of comfort out of small means ; the refining and tranquilizing enjoyment of the beautiful in nature and art, and the kindred perception of the beauty and nobility of virtue ; the strengthening consciousness of duty fulfilled, and, to crown all, " the peace which passeth all understanding.*^ Sarah Austin. APBORIflMlf ON EDUCATION. 841 Tbe specific ngnification of Education has <^ten been defined by means of the distinction between educere and tduoare. But this is not a suffi- cient basis for a precise definition. E. M. Amdt, in his '* FragmenU on Human Culture^^^ considers educa^ to signify the artistic process or art of education, and thinks that eduare is more correctly translated by *•*• to bring up/' or " raise up ;*' cpi^eiv. Schmidt in one place considers educere to be the business of the mother, because she brings forth the child.t In another place, he says it means *^ to bring out of th» family, into a larger sphere of life — into the world ;"*} and in a third, that it means ^* to awaken, set in activity and derelop the inner higher feculties/'g Educare is in the latter place taken to mean, on the contrary, '^ to bring the boy out of his animalized state of existence ; to change the animal man into the spiritual." Let us now consider whether Qerman etymology may not furnish a more definite answer. Ziehen\ means to remove any thing from one place to another, in such a way that the thing moved follows the power, and does it, also, in a steady manner, in contradistinction to throwing, striking, or carrying ; and the thing moved is in a certain sense forced to go itself, even though it struggles not to do so. This radical word has gained a metaphorical meaning in the department discussed by this work, by its relation in meaning to the sense in which it is used to sig- nify the gardener's production of flowers from a bulb. Thus Ziehen de- scribes the management of his assistants by a teacher ; of his orchestra by a leader, (though the compound herarunehen is more precisely proper) ; and in these cases the meaning is still very nearly the same with that of the original word, for there is a drawing after himself by the leader, without however Miy reference to the means by which the influence is exerted. But when eiehen is used to denote the sort of training that is acquired by a wild young man who is sent to be a soldier, the most prominent idea is that of the means used ; the strenuous discipline ; and the design is not that he shall follow after his discipliner in any sense, but that by means of his receiving the action here denoted by ziehen^ that is by means of the passivity into which the constraint of his disci- pline brings him, he shall learn a right passivity, which is the negation of his previous wrong activity ; namely, by means of an obedience to persons, authorities, orders ; which obedience is the negation of his own undisciplined self-wilL Aufziehen has a definite pedagogical meaning. It is the continuation of that careful protection from dangers to life, which is given to young infimts ; and therefore the physical care of the child, up to the period when it can take care of itself; a duty which can alter the death of the mother be performed, for instance, by a maid. Here * "Pragmente Vtber MensehenbUdung." r ** Outline," Ac., p. 40. "The child is brought forth into the light of day ; educttur, m tbe proverb eaya, edvcU obtfetris, edueai nutrii, instituit paedagogtu, docet maguter." t lb., p. 221. f ib., p. 223. ! Ziehen corresponds very nearly to the Lstin root word of '* educate," viz., i/«ca, to leMl, draw, &c. 842 WHAT 18 EDUCATION 1 the animal side of the human being is most prominent ; so that the woid maj be used even of a calf; and when applied to persons^ is usually spoken of orphaned or neglected children, who early come into the charge of strangers ; and whose education is considered chiefly from the point of view of a beneficent life-sustained love. Eniehen^ (educate,) on the contrary, according to the signification of the prefix er in many words, denotes the action otHehen perfected ; carried out to its ultimate object; as including al) sides of the subjects of its action ; complete within its proper scope. Erziehen (to educate) is therefore Ziehen (to draw forth), and aufziehen (to bring up) in their metaphorical sense, but with the ad- ditional definite shade of meaning, that its action is carried out to its completed purpose, and applies to all sides of the object to be acted on. But this does not however fully express the actual extent of the idea. The best and most condensed definition that we can give is — Education is that intentional and systematic course of operations by adult persons upon the young, which is designed to raise the latter to whatever degree of individual excellence they are capable of by nature ; and in whose attainment that divine purpose will be accomplished, for which every in- dividual man is destined by Gk)d for himself and for society ; and for which society also is destined in like manner. Schmidt's ^'^ P&dagogisehe BneyhlopadieJ'* Education is assistance directed to the fullest development of all the faculties of the man, and to an attainment the nearest possible of the end of his existence instituted by God. Thus education introduces nothing foreign into man, whereas Instruction is concerned in the appropriation of a foreign material, of human knowledge generally, not the germs of which, but the capacity to make his own, lies in man. EncyhLop&dU der Padagagih, Education is the act [1. e. the continuous and entire treatment and con- duct and exertion of influence] which places a child in the condition to fulfill as nearly as possible his destiny as a mortal and immortal being. It has for its aim the development of his faculties as a man, physical, in- tellectual, moral, social, and religious, in such proportion that through their harmonious action he will escape the punishments which await the bad, and become worthy of the rewards reserved for virtue. Thomas Braitn. Oours de P6dagogis, Maintaining the health of the body ; training its powers ; developing and sharpening the natural understanding ; enlightening ideas relative to man and the world ; instructing and elevating the imagination, the sense of the beautiful, the noble, the great, the affecting, the refined, the pleas- ing ; harmony of the bodily desires, and subjection of them to the moral laws of the reason ; moderation in the enjoyment of the good things of life, and equanimity in the want of them ; reference of all earthly being and action to the other side of the grave. The Authob of The Impulsee qfBeawn. WHAT 18 EDUCATION 1 S43 There is within every man a divine ideal, the type after which he was created, the germs of a perfect person, and it is the office of education to &vor and direct these germs. Kant. Han is the only creature that requires to he educated : one generation educates another. The young, however, ought to he educated not in ac- cordance with the present standard of the human race, but with a view to a future and much meliorated condition of humanity. In short, the object of education ought to be, to develop in the individual all the per- fection of which he is capable. Kakt, The art of education ought to aim at a standard of elevation superior to what may happen to be the spirit of the time— for the child is to be educated not for the present merely. J. P. Richter. I use this term (education) as embracing every means which can be made to act upon the vegetative, a£Eective, and intellectual constitution of man, for the purpose of improving this his threefold nature. Being asked what I mean by human nature? I reply, that it is not body alone, nor mind alone, nor animal propensities, affections, or pas- sions; nor moral feelings, nor intellect; neither is it organization in general, nor any system of the body, nor any particularity whatever ; but human nature, in the proper sense of the words, comprehends all the observable phenomena of life, from the moment of conception to that of death, both in the healthy and diseased state ; or in shorty all the mani- festations both of the body and mind. G. Spubzheiil View of Education, Education may, in a certain sense, be said to be threefold — the educa- tion of nature, of man, and of circumstances. The internal development of our faculties and organs is the education of nature : the use which we are taught to make of this development is the education of man : and the acquisitions of our own experience respecting the objects which operate upon us is the education of circumstances. Rousssau. Education proposes to confer on man the highest improvement of which his body, his mind, and his soul, are capable, with a view to secure his well being, to fit him for society, and to prepare him for a better world. Hence, general education is divided into three branches, phys- ical, intellectual, and moral, the latter including religious training. The first aims at health, strength and beauty ; the second at mental power and the acquisition of knowledge ; and the third at piety, justice, good- ness, and wisdom. C. Marcel. Language, I call that education which embraces the culture if the whole man, with all his faculties — subjecting his senses, his understanding, and his passions to reason, to conscience, and to the evangelical laws of the Chris- tian revelation. De FELLBMBtTBG. 844 WHAT Ifl BDtJCATIONI The first thing to be done in conducting the understanding is precisely the same as conducting the body, to gi^e it regular and copious supplies of food, to prevent that atrophy and marasmus of mind, which comes on from giving it no new ideas. It is a mistake equally fatal to the memory, the imagination, the powers of reasoning, and to every faculty of tiie mind, to think too early that we can live upon our stock of understand- ing— that it is time to leave off business, and make use of the acquisitions we have already made, without troubling ourselves any further to add to them. It is no more possible for an idle man to keep together a cerUun stock of knowledge than it is possible to keep together a stock of ice ex- posed to the meridian sun. Every day destroys a fact, a relation, or an inference ; and the only method of preserving the bulk and value of the pile is by constantly adding to it The fire of our minds must act and feed — upon the pure spirit of knowledge, or upon the foul dregs of polluting passions. Therefore, when I say, love knowledge with a great love, with a vehement love, with a love coeval with life, what do I say, but love innocence— love vir- tue— ^love purity of conduct — ^love that which will comfort you, adorn you, never quit you ;-— which will open to you the kingdom of thought, and all the boundless regions of conception, as an asylum against the cruelty, the injustice, and the pain that may be your lot in the outer world — that which will make your motives habitually great and honora- ble, and light up in an instant a thousand noble disdains at the very thought of meanness and of fraud. Sidnet Smith. There have been many men of an excellent mind and of great virtue without learning, merely by their extraordinary nature approaching to divine ; but yet, when to this extraordinary nature are added the advant- ages of regular discipline and education, then at last something renuirk- ably eminent and singularly great, is usually produced. Cicero. Education in that sense in which it deserves the grave oonsideratioii and the earnest efforts of the community — ^is something more than the mere ability to read, write, and cipher ; and something more too than what is commonly meant by moral and intellectual culture. It is the fitting the individual man for fiilfilling his destiny, of attaining to the end, accomplishing the purposes for which God hath made him. It divides itself into two branches : 1. That which answers the question, what is my destiny as an individual, and fits me for attaining it? and 2dly, that which answers the question, what is the destiny of society, and fits me to codperate in its attainment ? Individual education is gen- eral and special— education as a man, and education with reference to occupation or social position. BROwmoy. At the first it is no great matter hawmueh you learn, but how wdl you learn it Ebasxds. It [the understanding] grows like a tree under the unseen operationa of time. HoRACBi WHAT W EDVGATIOin 845 The most essentwl objects of eduoation are the two following — first, to eoltiTate all the TuiouB principles of our nature, both ^>eculatiTe and ac- tive, in such a manner as to bring them to the greatest perfection of which they are susceptible ; and, secondly, by watching over the impres- fflons and associations which the mind receives in early life, to secure it against the influence of prevailing errors, and, as ftr as possible, engage its prepossessions on the side of truth. To watch over the associations which they form in infiincy ; to give them early habits of mental activity ; to rouse their curiosity, and direct it to proper objects ; to exercise their ingenuity and invention ; to culti- vate in their minds a turn for speculation, and, at the same time, preserve their attention alive to the objects around them ; to awaken their sensi- bilities to the beauties of nature, and to inspire them with a relish for intellectual enjoyment — ^these form but a part of the business of educa- tion. DUOALD StEWABT. Education is that noble art which has the charge of training the igno- rance and imbecility of in&ncy into all the virtue, and power, and wisdom of mature manhood — of forming, of a creature, the frailest i^nd feeblest which heaven has made, the intelligent and fearless sovereign of the whole animated creation, the interpreter and adorer, and almost the rep- resentative of the Divinity. Thomas Browv. Education is a process calculated to qualify man to think, feel, and act in a manner most productive of happiness. ' It possesses three essen- tials— ^flrst, by eariy exercise to improve the powers and Acuities, bodily and mental ; secondly, to impart a knowledge of the nature and purposes of these powers and faculties ; and, thirdly, to convey as extensive a knowledge as possible of the nature of external beings and things, and the relation of these to the human constitution. J. Simpson. The paramount end of liberal study is the development of the students mind, and knowledge is principally useful as a means of determining the jfiiculties to that exercise through which this development is accomplis^hed. Self-activity is the indispensable condition of improvement ; and educa- tion is only education — that is, accomplishes its purposes, only by afford- ing objects and supplying incitements to this spontaneous exertion. Strictiy speaking, every noan must educate himself. Sis WnxuK Hamiltok. Metaphyneg. The great result of schooling is a mind with just vision to discern, with free force to do ; the grand schoolmaster is Practice. The first principle of human culture, the foundation-stone of all but false imaginary culture, is that men must before every other thing, be thtined to do somewhat Thus, and others only, the living Force of a new man can be awakened, enkindled, and purified into victorious clear- ness! Thomas Cabltle. JSssays, 346 APHORISMS ON EDUCATION. '* A yirtaous and noble education " is whatever tends to train up to a healthy and graceful activity our mental and bodily powers, our affec- tions, manners, and habits. It is the business, of course, of all our lives, or, more properly, of the whole duration of .our being. But since im- pressions made early are the deepest and most lasting, that is, above all, education which tends in childhood and youth to form a manly, upright| and generous character, and thus to lay the foundation for a course of liberal and virtuous self-culture. Alonzo Pornn. 7%e S^ool and Sehoolmoftar, Costly apparatus and splendid cabinets have no magical power to make scholars. As a man is, in all circumstances under Qod, the master of his own fortune, so is he the maker of his own mind. The Creator has so constituted the human intellect, that it can only grow by its own action ; and it will certainly and necessarily grow. Every man must therefore educate himselt His books and his teachers are but his helps ; the work is his. A man is not educated until he has the ability to summon, on an emergency, his mental powers in vigorous exercise to affect his pro- posed object It is not the man who has seen the most, or read the most who can do this; such an one is in danger of being borne down, like a beast of burden, by an overloaded mass of other men^s thoughts. Nor is it the man who can boast merely of native vigor and capacity. The greatest of all the warriors who went to the siege of Troy, had not the preeminence because nature had given him strength, and he carried the largest bow ; but because Self-discipline had taught him how to bend it Danjjsl Websteb. Education is development, not instruction merely — not knowledge, facts, rules— communicated by the teacher, but it is discipline, it is a waking up of the mind, a growth of the mind — growth by a healthy as- similation of wholesome aliment It is an inspiring of the mind with a thirst for knowledge, growth, 'enlargement — and then a disciplining of its powers so far that it can go on to educate itself It is the arousing of the child^s mind to think, without thinking for it ; it is the awakening of its powers to observe, to remember, to reflect, to combine. It is not a culti- vation of the memory to the neglect of every thing else ; but is a calling forth of all the faculties into harmonious action. DAvm Page. Theory and Pra^ie&, ' Oh, woe to those who trample on the mind. That deathless thing! They know not what they do, Nor what they deal with. Man, perchance, may bind The flower his step hath bruised ; or light anew The torch he quenches ; or to music wind Again the lyre-string from his touch that flew ;«- But for the soul, oh, tremble, and beware To lay rude hands upon God^s mysteries there I WHATISBDUCAIIONI 847 The trae end of education, is to unfold and direct aright our whole na- ture. Its office is to call forth power of every kind — ^power of thought, affection, will, and outward action ; power to observe, to reason, to judge, to contrive ; power to adopt good ends firmly, and to pursue them effic- ienUy; power to govern ourselves, and to influence others; power to gain and tc spread happiness. Reading is but an instrument ; education is to teach its best use. The intellect was created, not to receive pas- sively a few words, dates, fiicts, but to be active for the acquisition of truth. . Accordingly, education should labor to inspire a profound love of truth, and to teach the processes of investigation. A sound logic, by which we mean the science or art which instructs us in the laws of rea- soning and evidence, in the true methods of inquiry, and in the sources of &lse judgments, is an essential part of a good education. And yet, how little is done to teach the right use of the intellect, in the common modes of training either rich or poor. As a general rule, the young are to be made, as far as possible, their own teachers — the discoverers of truth — ^the interpreters of nature — ^the framers of science. They are to be helped to help themselves. They should be taught to observe and study the world in which they live, to trace the connections of events, to rise from particular facts to general principles, and then to apply these in ezpliuning new phenomena. Such is a rapid outiine of the intellectual education, which, as far as possible, should be given to all human beings ; and with this, moral education f»bouiu go hand in hand. In proportion as the child gains knowledge, be should be taught how to use it well — . how to turn it to the good of mankind. He should study the world as -God*s world, and as the sphere in which he is to form interesting connec- tions with his fellow-creatures. A spirit of humanity should be breathed into him from all his studies. In teaching geography, the physical and moral condition, the wants, advantages, and striking peculiarities of dif- ferent nations, and the relations of climate, seas, rivers, mountains, to their characters and pursuits, should be pointed out, so as to awaken an interest in man wherever he dwells. History should be constantly used to exercise the moral Judgment of the young, to call forth sympathy with the fortunes of the human race, and to expose to indignation and abhor- rence that selfish ambition, that passion for dominion, which has so long deluged the earth with blood and woe. And not only should the excite- ment of just moral feeling be proposed in every study, the science of morals should form an important part of every child's instruction. One branch of ethics should be particularly insisted on by the government Every school, established by law, should be specially bound to teach the duties of the citizen to the state, to unfold the principles of free institu- tions, and to train the young to an enlightened patriotism. W. K OHANinNa Ohriitian Examiner^ Hov,, 1888. The object of the science of education is to render the mind the fittest possible instrument for discovering, applying, or obeying the laws under which God has placed the universe. Watlahd. 848 APBOBiaU ON bdvcajion. We regard education as the formation of the character, physical, in- tellectaal, and moral ; as the process by which oar fiusulties are 40^el- oped, cultivated, and directed, and by which we are prepared for our station and employment, fbr usefulness and happiness, for time and eternity. W. 0. Woodbridgb. All intelligent thinkers upon the subject now utterly discard and repu- diate the idea that reading and writing, with a knowledge of accounts, constitute education. The lowest claim which any intelligent man now prefers in its behalf is, that its domain extends over the threefold nature of man ; over his body, training it by the systematic and intelligent ob- servance of those benign laws which secure health, impart strength and prolong life ; over his intellect, Invigorating the mind, replenishing it with knowledge, and cultivating all these tastes, which are allied to virtue ; and over his moral and religious susceptibilities also, dethroning selfish- ness, enthroning conscience, leading the aflEections outwardly in good-will towards man, and upward in gratitude, and reverence to God. Far above and beyond all special qualifications for special pursuits, is the importance of forming to usefulness and honor the capacities which are common to all mankind. The endowments that belong to all, are of fiur greater consequences than the peculiarities of any. The practical farmer, the ingenious mechanic, the talented artist, the upright legislator or judge, the accomplished teacher, are only modifications or varieties of the original man. The man is the trunk; occupations and profes- sions are only different qualities of the firuit it yields. The development of the common nature ; the cultivation of the germs of intelligence, up- rightness, benevolence, truth that belong to all ; these are the principal, the aim, the end, — ^while special preparations for the field or the shop, for the forum or the desk, for the land or the sea, are but incidents. The great necessities of a race like ours, in a world like ours, are : a Body, grown from its elemental beginning, in health ; compacted with strength and vital with activity in every part ; impassive to heat and cold, and victorious over the vicissitudes of seasons and zones ; not crip- pled by disease nor stricken down by early death ; not shrinking from bravest effort, but panting, like fleetest runner, less for the prize than for the joy of the race ; and rejuvenant amid the firosts of age. A Mind, as strong for the immortal as is the body for the mortal life ; alike enlight- ened by the wisdom and beaconed by the errors of the past ; through intelligence of the laws of nature, guiding her elemental forces, as it directs the limbs of its own body through the nerves of motion, thus making alliance with the exhaustless forces of nature for its strength and clothing itself with her endless charms for its beauty, and, wherever it goes, carrying a sun in its hand with which to explore the realms of na- ture, and reveal her yet hidden truths. And then a Moral Nature, pre- siding like a divinity over the whole, banishing sorrow and pain, gather- ing in earthly joys and immortal hopes, and transfigured and rapt by tht sovereign and sublime aspiration to khow and do thb will of God. Horace Mann. ' INDEX TO BEPOBT AND DOCUMENTS OP COMMISSIONER OF EDUCATION, 18e7-»68. AeodeiBT, meaning of; 414. Aeademio education, zxzi, 403. Clrcnlar respeetiog, 401. Historical development, 409. Endowments, 411. Maasachnietts policy, 414. locreaee of, 420. Relation to oollegee, 428. M onamentit of private lllrarality, 429. Adamt, J., education clause in Mass. Conttltn- tion, 86. State and edneatJon, 380. Adams, J. Q., State and education, 320. Addison, Joseph, education defined, 838. Adolescence, education for, 487. Agriculture, schools and colleges of, 129. Circular respecting, 129. Jefferson as to professorship in 1*^5, 4& Historical data, 233, 249, 252. Congressional land grants in aid of, 78, 133. State legislation and action, 139^ California, 135, 297. Connecticut, 141, 217. Delaware, 143. Illinois, 145. 305. Iowa, 154, 382. Kansas, 161, 301. Kentuekj, 164, 291. Halne, 1&, 299. Mainland, 172, 273. Massachusetts, 173, 349. Michigan, 179,267. Minnesota, 182. New Hampshire, 185, 277. New Jersey, 187, 287. Now York, 189, 253. Ohio, 194. PenuMylvanla, 197,259. Rhode Island, 199, 300. Vermont, 201, 279. West Virginia, 207.283. Wisconsin. 211, 283. Alabama, 77, 107. Constitution of 1819 ; of 1865. 108 ; of 1867,135. Albany, Normal School at, 703. Altenstein, ministry of public instruction, 441. American Academy of Arts and Science, 87. Americnn Journal of Education, 9. GlaiMifled index of subjects, 17. Amherst, Agricultural College, 249. Donation to Agricultural College, 849. Andover, Phillips' Academy, 403. Andrew, Gov., on Agricultural College, 235. Ann Art>or, Union School at, 589. Annnal Report of Commiaaloner of Edaea- ttOB^lX. Architecture, icliooli of, 244, 278. Aretin. education of glrlB, 378. Arkansas, State of, 77, 110. Constitution of 1836, 110; of 1868,^191 Arnold, collection of birds in 1774, 86. Aristotie, education of girls, 383. State and education, 331. Art. schools and museums of, 823. Ascham, R., education defined, 834. State and education, 334. Attendance at school, compulsory, 338. Bacon, Francis, custom and education, 834. Barbarism, the danger of a new country, 406L Baltimore, Md., plan of school-houses, 633. Barnard, Henry, Commissioner of Education, A. Plan of Journal of Education, 9. Central Agency, 9. Teachers' Institute in Wiseonain, 755. Barnard, D. D., government and edaeatton, 30. Baor, education of girls, 380. Benefactors of education, xzi Bussey, Z15. Chandler, 278; Cornell, 294. Dnrfee, 251. Famum, 738. Gray, 234. Hopkins. 407 ; Harvard, 406L Irwin, 260. Lawrence, 234; Lowell, 234. McNeely. 796. Phillipt, 231423. Sheffield, 23. 217. Thompson, 334 ; Thayer, 878. Van Rensselaer, 253. Benefactions by towns and eounllet. Amherst, Mass., 249. Champaign, HL, 307. Centre county, Pa., 260. Dane county, Mich., 213. . Oswego, 605. Bemhard's Study Plan for Qvnmashnn, 49SL Bibliography, agricultural scnoolB, 831. Biography of Teaching, 3& Blind, schools for, 34. Board of Education, 318. Boarding arrangements, 737. Bolingbroke, ffenius and learning, 834. Boston Latin School, 421, 51& Botanic gardens and agrloultnro, 234. Boutweli, Qeorge S.. 701. Bowman, J. B.. and Kentucky Unlverrity, 391. Bowdoin Grammar School-bouse, 536. Brandenburg, province of, 490. Bridgewater, (Mass.) State Normal School, 680. Broou, Charlai. and Normal School^ Wlb 850 INDEX TO REPORT OF COMMISSIONER OP EDUCATION. Broaffham, Lord, 56, 333, 335. Brown, Thomaii, the process of edacatlon, 845. Brown Uni veriiity and Agricultural College, L99. Brown'M hot water famnc«, 541. Brownion, O. A., education defined, 844. Bnilock, Gov., address on Normal Schools, 671. Borltngton (Vt.) State University and Agrlcol- tnral College, 279. Bnrgfaer Schools of first grade, 517. Bnshnell, Horace, taxation for schools, 330. Barke, Edmand, education defined, 837. Cabinet and Library of Department, xxiii. California, 119. Constitution of 1849, 119. Agricultural land grant, 125. * Agricultural, Mining, and Mechanical Arts College, 297. State Normal School, 769. Carlyle, T., principle and result of cnltnre, 845. Carter, J. G., and Normal Schools, 661. Cnstine (Maine) State Normal School, 77B. Cellarius, and a teacher's xeminary at Halle, 484. Central Agency of Educatiun in 1842 and 1854. Cbanning, W. E., true end of education, 847. Chandler. A.. 278. Scientific Depart, of Dartmouth College, 278. Chapman school*house, model size, 548. Charitable institutions, xx. Charleston, (S. C.)Stato Normal School, 787. Cheever, Ezekiel, 518. Chemistry, school of, 223. Chicago, plans of school-hooMi, S77. Wells school, 578. Cottage Grove, 581. City University, 582. Chloeae maxims, lofluence of edacatlon, 331. Cicero, genius and discipline, 844. Pursuit of knowledge, 330. Cincinnati school-bouses. 593. City candidates for college, 421. City grammar school-house, Hiz*^ of, 5421. City training schools, 808, 809, 812. Citizenship and education, 216, 324. Circniars of Commtiiftloncr, 63, 81, 129, 311, 369, 401, 519, 657, 821, 822. 823. Monthly, xxiii; contents. (1-12,) xxxlil. Special as to act establishing department, 5. Monthly circular, 2. Plan of publication, 5. Ciyil engineering, 225. Classes in Prussian gymnasliims, 493. Class professors in Germany, 46% Clasaiflcation of society and education, 526. Clinton, DeWitl, State and educutioo, 321. Cochran, D. H.. and N. Y. Normal School, 711. Co-education of the sexes, 385. Advantages of, 288. Disadvantages coDsidered, 392. Experience of the Friends' Schools, 397. Columbia, District of, xxvit. College defined, xvii. Commissioner of Edncation, appointed, rliL Duties, X. Plan of operations in 1867, xli. General circular, xiii. Plan of publication, xxMl. 5. ReportH, annual and special, xxt. Work done in 1867-'68, xxvi. ExpeuKes of, xxxii. Circular respecting land grants, 63. Circular, constitutional provision, 80. Circular, schools of science, 129. Circular, national education, 31 L. Circular, female education, 369. Circular, academies, 40 L. Circular, seoondary education, 433. ( Circular, school-boupos, 519. Circular, Normal Schools, 651. Circular, mutienms of natural tilstory, 821. Circular, acadomies of art, 822. Circular, public grounds, 8QS. Circular, edncatiomtl tracts, 832. Common schools should be good, 317. Basil* of all public education, 319. Sources of all public prosperity, 322. Cheap as well as good, 326. True idea of, 316. Competitive examination, xxl. Compulsory school attendance, S3, 325. Zurich law, 338. Connecticut, early educational history, 88, 336L Statistical data, 77. Code of 1650, 328. Constitution of 1818, 89. School fund. 89. Agricultural land grant. 141. College of agriculture, 217. Conroctor in (>erman gymn&Hinms, 470. Constitutional provision respecting edueation, xxix, 81, 123. General principles of, xxix, 128. Cornell University, 188, 253. Legislation respecting. 188. Cornell, Ezra, 254. Conant, &L, and Normal Schools, 689. Correspondenc<^ of department, xxii. Cottage Grove school-house, Chicago, 581. Cousin's tribute to PruiisiAn schools, 444. Courses of study, elementary school, 325. Agricultural colleges, 223, 250, 255, 261, 269^ 287, 291,:«3. Gymnasiums, 357, 493. Normal schools, 364. Technological schools, 223, 239. Real-schools, 502. Mining schools. 224, 263. Cox, W., circle of human knowledge, 839. Dane county, (Wis.,) donation of, 213. Dane, Nathan, report on academies, 416. Davenport (Iowa) City Training School, 813L Davenport, John, 400. Services to classical learning, 400. Dartmouth College, 185, 279. Agricultural land grant, 185. Daughters, education of, 371. Deaf-mute edue4ition. 34. Degrees and diplomas, academic, 240. Bachelor of agriculture, 266. Bachelor of arU, 246. Bachelor of science, 266, 272. Bachelor of philosophy, 223. Doctor of philosophy, 296. Blilitary and mining engineering, 266. Master of science, 272, 246. Delaware, 77, 94. Con-stitution of 1831. 94. Agricultural l^nd grant, 141. College, 141. Denominational schools, 34. Department of Education, ix, 5. Dickinson, J. W., philosophy of teaching, 68S. Directon< of I^ssian gymnasiums, 464. Dlnti^r, official duty to education, 61. District of Columbia, xxvii. District school system, original object of^ 41& Doane, George, address by. 313. Domestic training of giiis, 374. Drawing, teachers of in Prussia, 483. Dummer School at Byfleld, Mass., 410. Duty of State to education, 313. Dwight, Edmond, 693. INDEX TO BBPORT OF COMMISSIONBR OF EDUCATION. 851 Eaton, Nathaniel 404. Edinboro' (Penn.) Normal School at, 753. Edinborgh Uifch School, 4(KL Education, deflsttd, 633. General principles, 18. History of, 18. Individual views on, 19. Special Myiftem^ 19. Gonunon and universal, 31d, 325. Perkonal and public, 323. State interest in. 313,323. Compulsory, 325. Ehrenberg and female education, 381. Eichhorn'H administration of schools, 444. Eiler, Q.. 446. Elementary schools, defined, xv. Legittlaticn respecting, zxiz. Zurich system, 342. Emerson, («. B., lesson of the hour, 663. Normal School advocate, 665. Emporia (Kansas) Normal School, 771. Engineering, civil, 288. Mechanical minlog. 241, 242, 263. Epictotus, the chief daty of a city, 331. Erasmus, not how much, but how well to know, o44. European system of education, zxx. Evansville, Ind., city training school, 816. ^erett, E. 329. Duty of education, 59. Female education, 384. School-house, 536. Normal School, 564. Examinations of teachers In Pmisia, 475. Examen pro loco, 476. Examen pro facultate docendl, 477, 481. Examen per ascensione, 477. Curriculum vitse, 478. Conditional, 481. Trial year, 489. Experimental farm and agriealtaral ooUegei. Connecticut, 218. Iowa, 155. imnois,308. Massachusetts, 252. Pennsylvania, 265. New York, 258. Michigan. 272. Extremes of society in public schools, 545. Factorv children, 342. Fairchlld, J. H., co-education of the sexes, 385. Farmers' high school of Pennsylvania, 250. Farmington (Maine) State Normal School, 777. Fomum preparatory Normal School, 738. Fellenberg, education defined, 873. Female priucipalshlp of Normal School, 672. Governor Washburn's address, 673. Teachers, 67;>, 679. Female education, xxx, 369. Circular respecting, 371. SuggetitlouH, 371. Fiual examinations in Prussia, 479. Florida, 112. ConKtltutlon of 1839, 112; of 1865, 112: of 1868, 127. Fort Wnyne City training school, 815. Foundation schools, 404. France, statistics of schools, 61. Framlngham Stute Normal School, 659. Franklin school-house, (Washington,) 640. Fr.iser, J., on training schools of England, 795. Frederic I, and schools, 436. Frederic II, 436. Frederic WUllom in, 438. Free academies, 411. Free^ meonhog of as applied to ichooli» 41S. Free school, constitutional provision. Alabama, 125 ; Arkansas, 126 ; Florida, 128 ; Georgia, 128; LoulMiana, 128 ; North Caro- lina, 128 ; South CaroUna, 128 ; Vlri^o, 128. Gollaudet, T. H., and Normal Schools, 664. Garfield, James A., on national education, 49. Gedike, 475.487. Greorgitt, 77, 99. ConsUtution of 1798, 99; of 1868, 126. Oilman, D. C, on school-houses, 559. Girls, schools for, 35, 371, 385. Goethe, education of girls, 381. Government and education, 314. Punishment and prevention, 315. Taxation for schools, 323. Graded schools, school-houses for, 517. Grammar schools of New England, 404. Gn*ek in Prussian gymnasium, 497. Gymnasium, 357. Zurich, 357. Prussia, 433. Gymnastics, branch of instruction In PniHi«| 500. Teachers of, in Prussia, 283. Guizot on Normal Schools, 800. State and education, 336. Hall, S. R., and Normal Schools, 663. Hamilton, Sir W., end of liberal study, 845. Hammond, C, 403. Academies of New England, 403. Harris, James, nature of instmccion. 838. Hart, John S., and Normal Schools, 732. Heating apparatus, 551. Hecker, J. Julius, and real schools, 501. Henry, Patrick, 94. Hickson, E. H., kind of education needed, 336. High schools, relative position, 420. Impossible in country towns, 421. Compared with academies, 421. History, teachers of, trained In Prussia, 486. Hoar, president of Harvard College, 233. Suggestions as to garden and workshop in 1672,233. Hobbs, R, knowledge and experience, 836. Hollingswortli school-house, 605. Hooker, R, nature of law, 835. Home education, 35. Not possible for all children, 435. Not favorable for nome purposes, 436. Hopkins, E«lward, 407. Services to cla88ical learning, 407. Grammar school at New Haven, 407. Grammar school nt Hartford, 408. Hadley ibundution, 408. Horace, the mind a growth, 844. Homblower, Chief Justice, 315. State of education, 315. Hughes high school, Ciucinnati, 593. Hulburd, C. 'V.. and Normal Schools, TOSw Humboldt, William Von, 440. Hyattsviilo (MA.) State Agricultural College, 272. Idiots, schools for, 34. lUinois, 77, 107. Constitution, 107. Agricultural land grant. 78, 145. Industrial University. 145, 30Si Normal University, 745. Incorporated academies, 417. Indianapolis, Ind., city training bohool, 815. Indiana, 77, 104. Constitution of 1816, 105, of 1851, 105. Agrioultorul land grants, 153. 852 INDEX TO REPORT OF COMMISSIONER OP BDUCATIOIf. 8tite Normal School, 78L City trainlug ichool, 815. IndTutrial edncetioQ and achoola, 146^ 30& Hiatorieal data, 233, 252, 309i Indofltrial UniTenity of niinob, 146, 30Sk Information aoogbt, xUL How obtained, zzU. , How diaseminated, zzlli* InttitntM, t«achen', 755^ Wiacondn, 755. Ohio, 803. Iowa, 77, 115. Constitntion of 1846, 115 ; of 1857, 116L Agrienltaral land grant, 154. State Agriealtaral College, 154, 282. State Normal School, 72& City training Khool, 814. Janlton of ProaBlan gymnasiamfl, 473. Jay, John, State and education, 321 Jefferson, T., ordinance of 1784, 66,329. School bill for Virginia. 95. Letter to Waahlngton, 45. Letter to J. C. Cabell, 96. Profetsonhip of agiicoltare, 4SL Inangoral, Xi9. State and education, 320. Jerome, St, 371. Letter on female edaeation. 372. Johnaon (Vt.) State Normal School, 79Ql Kant, ofBce of education, 843. Kansaa, 77, 121. Educational land grants, 78. Conititntion of 1859, 121. Agricultural land grant, 161. State College of Agriculture, 161, SOL Normal School, 771. Kent, James, on parental duty, 84X Kentucky, 77, 100. Constitution of 1850, 100. Agricultural land grant, 164. UalrersUy, 164,291. Agricultural College, 292. Knowledge, the rigbtof man to, 313L Universal duty, 313. Uniyersal interest, 313. Kusmacht, Normal School at, 361. Kutstown (Pa.) Normal School at, 754. Land poUey of United States, xxvi, 41, 73. Circular, 63. Lalor. Jofaii. meaning of education, 840. Lansing, State Agricultural College at, 267. Latin, composition. 405, 496. Study of Latin in German gjrmnasiums, 496. Law, uowledge and obedience to, 835. Lebanon, Ohio, State Normal School, 796. Lee, Richard Bland, tribute to New Engiand,94. Legislators, responsibility for national ednoa* Uon, 51. Legislation, respecting schools, xxii. Leicester Academy, 416. Ijexhigton (Ky.) State University, 164,291. Lewis, Samuel, and Normal Schools, 793, 805. Llndsley, Philip, and teachers' semixiariefl, 7S9. Locke, definition of education, 836. Lorinser, on health in gymnasiums, 494. Louisiana, 77, 102. Constitution of 1845, 103 ; of 18S2, 103; of 1864,104; of 1868, 128. State and City Normal School, 809. Louisville, plan of school-house, 569. Lycurgus, tbe state, and education, 331. Macaulay, T. B., State and education, 834. Madison, J., on national unlverBlty, 4L State and education, 320. l(alne, 77, 91. CoDKtitntion of 1820, 91. Agricultural land grant, 168. State College of Agriculture, 299. Normal School system, 795. Manchester (Iowa) City training adiool, 814. Manhattan (Kansas) Agrienltaral College, 30L Mann, Horace, cited, 51. . Education defined, 848. Normal School Advocate. 664, 682, SOL Address at Bridgewater, 693. Mansfield (Pa.) Normal School, 753. Manual labor in agricultural collegei. Compulsory, 271, 2Q5, 295, 309. Optional, 2S», 261. Workshop for mechanic arts, 238. Marcel, C, office of education, 843. Marshal (Mich.) pnbUc high aehool, 564. Maryland, 77, 97. Constitution of 1864, 97; of 1867, 98L Agricultural land grant, 172. State (College of Agriculture, 273. State Normal School, 779. Massachusetts, 77. 83. Early educational history, 63; 337. Constitution of 1780, 85. Amendment of 1857, 88. Agricultural land grant, 173. . State Agricultural College, 173. State Institute of Technology, 177, 831 Normal School qrstem, 657. Policy of academies, 415, 431. Maturity examination in Prussia, 449, 498. Mathematics in Prussian gymnasiunis, 497. Teachers for, trained, 486. May, S. J., and Normal Schools, 667. Mechanic arts, land grants In aid of, 199l California, 135. Massachusetts, 237. New Jersey, 267. Memorial of school saperintendeiiti, 3. Mental philosophy in Pnunriaa gym]uuiiiiil& 499. Michigan, 77, llOi Constitution of 1837, 111. Constitution of 1850, 111. Agricultural land grant, 179. State Agricultural College, 181, 26T. State Normal School, 719. Middle schools, meaning of, 403. 415L Military instruction in agricultural coUegei, 134. Connecticut, 218. Massachusetts, 944. Pennsylvania, 965. Milan (Ohio) Normal School, 794. Military schools, 34. MUlersvUle (Pa.) Normal School, 79Bl Mill, J. S., government and education, 97. Milton, John, education defined, 834. State and education, 333. Mlnneeou, 77. 119. Educational land grants, 69^ 74. Constitutional provision, 70, 119. Agricultural land grant, 188. Normal School. 761. Mining schools, 135. California, 135. Connecticut, 224. Mississippi, 106. Constitution of 1817, 107. Missouri, 108. Constitution of 1820. 108; of 1865, 106; af 1868,128. Normal Schools, 809. Montesquieu, value of education, 338. M