EX LIBRIS Educational Research Library National Institute of Education Washington, D.C. REPORT OF THE COMMISSIONER OE EDUCATION ' ■ / JIADE TO THE SECRETARY OE THE INTERIOR FOR .. — THE YEAR 1870, WITH ACCOMPANYING- PAPERS. f I' A 0 \ e u i nmcsmL ubrary of education I J 0 I9QR U.S. DEPT. OF EDUCATION WASHINGTON. OOVERNMENX- PRINTING OFFICE. ISUO. '•T-' L 111 .A3 1870 United States. Bureau of Education . Report of the Commissioner of Education made to the V' V i CONTENTS Page. Report of the Commissioner of Education, 1870 . 1-80 A-ppendix . 81-561 Abstracts from the reports of school officers of States, Territories, and cities, with tables of statistical details by counties . 81-337 General condition of the colored schools under the supervision of the Freed- men’s Bureau, July 1, 1870 . 337-339 General condition of education among the Indians . 339-354 Kindergarten culture . 354-359 Hebrew education . 359-370 Progress of education in the Argentine Eepublic . 370, 371 Education of the deaf and dumb . 371-373 Educational progress in England . 373-377 Education in Bengal, India . 377-380 Austria — Education of the working classes . 380, 381 Education in Australia, Victoria . 381-383 Education in Eucador . 383, 384 Medical education in the United States . 384-396 Normal schools . 396-405 Educational conventions . 406-418 An American university . 418-421 Society, crime, and criminals . 421, 422 The Chinese migration . 422-434 School supervision . 434-437 German schools and teaching German . 437-439 The relations of education to labor . 439-447 Inquiries and replies relating to education and labor . 447-467 Illiteracy in the United States . 467-502 General school statistics of the United States . 503-561 Table 1. General statistics of pupils and teachers . . 504 II. School finances . 505 III. Colleges in the United States . . . 506-517 IV. Theological seminaries . 518-520 V. Law schools . 521 ' VI. Medical, dental, and pharmaceutical institutions . 522-525 VII. Normal schools in the United States . 526, 527 VIII. Agricultural and scientific schools . 528 IX. Commercial colleges . 529 X. Institutions for the deaf and dumb . 530 XI. Institutions for the insane . 532, 533 XII. Institutions for the blind . 534 XIII. Institutions for the idiotic . 535 XIV. Institutions for inebriates . 635 XV. Miscellaneous special schools . 535 XVI. Young Men’s Christian Associations . 536-540 XVII. Principal libraries in the United States . 541,542 XVIII. Eeformatory statistics . 543-547 XIX. State prison statistics . 548-557 XX. Appointments, examination, and rejections at West Point. 553 XXI. Specimen of table qn’oposed for city statistics . 559, .561 Index to report and accompanying papers . - . 563-579 EEFORT. Depahtment of the Inteeiob, Bueeau of Education, W asMngton^ D. (7., October 27, 1870. Sm : Less than eight months have elapsed since I entered upon the duties of this office. I found that the entire working force of this Bu¬ reau at that time consisted of two clerks, at a salary of $1,200 each, and that the rooms assigned to its use were so crowded with hooks, pamph¬ lets, and desks as to he wholly unfit for successful clerical work. The aid you were able to afford me, hy the detail of an additional clerk, was of great service. The efficiency of the office was further in¬ creased hy the favorable action of Congress in passing the law of July 12, 1870, allowing three clerks, one at $1,800, one at $1,600, and one at $1,400, and a messenger at $840, and also making an api^ropriation of $3,000 for additional work in compiling statistics and preparing reports. Since September the work has been greatly facilitated by the transfer of the office to the more ample quarters supplied by your order. The office had already experienced various vicissitudes of fortune. Eirst established as an independent Department, it was afterward reduced to an office in the Interior Department, where now the law styles it a Bureau. The salary of the Commissioner, originally $4,000, had been diminished to $3,000. The compensation of the clerical force had suffered a corresponding reduction. In addition to the difficulties and limita¬ tions in the office itself, I was at once made conscious of most serious obstacles, arising not only from a general misapprehension with regard to the character and objects, but from a failure to see any necessity for the existence, of the Bureau. The idea of national attention to education, as well as to agriculture, had been urged in vain by Washington and his compeers, and repeated from time to time by many of our most patriotic statesmen, until finally the special action of a convention of school superintendents, in a well- considered memorial to Congress, led to the enactment of a law, ap¬ proved March 2, 1867, establishing a Department of Education “for the purpose of collecting such statistics and facts as shall show the condi¬ tion and progress of education in the several States and Territories, and of diffusing such information respecting the organization and manage¬ ment of school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education through¬ out the country.” The purpose of the Department was thus clearly stated and its work G ANNUAL EEPORT OF THE fully defined in the hw establishing it, but the publication of its reports and documents has been on a scale so limited as not to give to the country at large any general knowledge of the amount or utility of the labor i:>erformed. The number and variety of applications made to this office for reports, documents, statistics, and educational information of every kind, coming from every section of our country, and from foreign countries, would, I think, convince the most skeptical that there was urgent demand for some such center of information, at least. The small edition of the only report which had been published by the Department was soon exhausted. No copies remained when T assumed these duties. Much information, including school statistics and discus¬ sions of associated toincs, at home and abroad, had been collected. A \ ery large share of these collections, of immediate and special value to teachers, had waited at least two years for publication. Previously made familiar, by experience and observation, with the direction of edu¬ cational inquiries in the country, I have been specially impressed with the national responsibility in regard to them, in my endeavors to an¬ swer the correspondence addressed to this office. The extent and variety of answers required compelled the most economical methods, and made it necessary that I should consult the most apparent educa¬ tional demands, and endeavor to meet them, as far as lay in the capacity of the office. The inquiries respecting the establishment of and improvements in State, city, university, and technical systems of education, and with regard to various methods of instruction and discipline, sometimes involving the discussion of theories, and the classification and comi^arison of facts, scattered through all the various countries, and running back to the earliest observations respecting the training and culture of the young, altogether so entirely beyond the clerical ability of the office to answer, soon revealed to me how little those understood the nature or extent of the public demand for the office who unwisely sought to limit or to destroy it. Every mail brought a demand for printed documents, which could only be answered by the information that they were not in existence. Again and again educators and agents of foreign countries applied for statements of the statistics of education in America, which had never been made out, and for the preparation of which the data had never been collected, the nearest approach being the reports on the sub¬ ject published by foreign governments, prepared by gentlemen who had visited this country, and who had been largely indebted to my prede¬ cessor for the materials used. In our country the attention turned to illiteracy by the facts brought out in connection with the late war, and the means adopted for the res¬ toration of peace, especially the adoption of the fifteenth amendment to the Constitution of the United States, defining the right to vote and making that right so nearly universal, revealed the anxiety awakened in the patriotic minds of our people that intelligence and virtue should COMMISSIONER OF EDUCATION. 7 e at least equally extendkl and assured. Many souglit these various acts as exhibited in the different sections of tbe country; the ques- ions cannot be easily characterized : The number of those who can, and if those who cannot, read and write ; the ratio of the illiterate to the otal population; methods and instrumentalities for awakening an inter- ist in education, and establishing schools in various portions of the South; the bearing of knowledge or ignorance on the well-being of com- ;Qunities and the productiveness of industries. ■ In the midst of these questions coming up from numerous quarters, the House of Eepresentatives in May passed a resolution inquiring respecting the progress and condition of education in the South. There was still considerable question in Congress as to how far the capacity of the office should be increased, the work becoming enormous for the force at command, while the uncertainty in this respect prevented the laying of any extended plans of operations for the future. Seeking always to attend promptly, as far as possible, to the correspondence, I was compelled to forego all other work for the time to answer the above- named House resolution, entertaining the hope that the publication ot the material collected by my predecessor, and of the special report ot the facts in the South, would enable me, in a measure, to answer tlie cor¬ respondence with printed matter, and so allow my attention to be turned to the advancement of some general plan of office work. But Congress adjourned without ordering the publication of either of the several reports. Correspondence was, consequently, the only means left to the office by which to meet the demands upon it for information. Your order, however, for the publication of a circular of information in August gave great relief in this respect. Three thousand copies have been distributed, and the number printed will not supply the demand. Indeed, there has been no form of printed information on educational subjects at my command, neither speeches in Congress, addresses by our educators at their conventions, reports of State and city superintend¬ ents, or of universities, colleges, or special schools, but what has been laid under contribution and sent to inquirers in various sections of the country. A very large amount of the journals and other writings of Hon. Horace Mann were presented for gratuitous distribution by Mrs. Mann.* I took the liberty of suggesting to different State, county, and city * I take the liberty to give the following extract from a letter recently received from Mrs. Mann, throwing light on the pioneer labors of her distinguished husband and suggestive of encouragement to those now similarly engaged : “ The preparation of the abstracts was an enormous work that took three solid months in the year of long days of labor. The manuscripts from which they were col¬ lated stood a pile of three feet in height from the floor, and their writers were often so illiterate that the words ran into each other all across the page and were spelled wrong individually besides ; but we learned by degrees to decixiher them, and some¬ times found that very badly spelled reports were written by very original and intelli¬ gent school committee-men who had never subdued our rebellious snelline.’^ 8 ANNUAL REPORT OF THE superinteiKlents tlie desirableness of tbe adoption, by every one, of tbe plan, already working so well in many places, of making each office of supervision a center for tbe collection and preservation of works and reports on education and school apparatus, proposing to them and to foreign educators to aid in establishing a sj^stem of exchange by which the usefulness of all these aids to education would be greatly extended. In the furtherance of this plan, special aid has been extended by num¬ erous superintendents and teachers, and I have received and sent out thousands of books and pamphlets to inquirers and educators in this and foreign countries. The work is hardly begun, and yet it already gives promise of large and most useful results. Our own country is greatly deficient in these collections of educational aids. There should, at least, be a specimen of text-books and other school works, of a]Dpar- atus, of plans of school architecture, &c., at the national capital and at the capital of each State, and, in connection with the system of edu¬ cation, in each of the large cities. Indeed, the more widely we can mul¬ tiply and extend this plan, the better. Nothing in the way of gathering ai)paratus had been attempted by this office ; there had been no opportunity. The Bureau had, however, the advantage of the most complete collection of educational reports, statistics, and authorities, both American and foreign, existing in the country. It included the private educational library of the late Com¬ missioner, Hon. Henry Barnard, LL. D., the product of a lifetime of assiduous labor. It is particularly rich in reports and catalogues, and is a great repository of educational information, and should unquestion¬ ably, in due time, be purchased by the Government for the permanent use of this office. Since our occupation of larger quarters I have undertaken the be¬ ginning of a collection of apparatus and text-books, which I hope will be extended until it includes every improvement made in this direc¬ tion either among our own people or in foreign lands. In the midst of the confused iiressure of these numerous demands, which could not be systematically met by my inadequate clerical force, which allowed me to merely acknowledge the receipt of correspondence, but compelled me to defer a full answer, I sought to push those inqui¬ ries and accumulate the materials necessary for a national report on edu¬ cation in the United States. In the act of Congress establishing a Department of Education, which now regulates the conduct of this Bureau, the Commissioner is required 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.” How difficult and perplexing this undertaking I will not attempt to describe. Much had been done by my predecessor to facilitate it ; yet no general report had been published. The vast field stretched out COMMISSIONER OF EDUCATION. 9 from ocean to ocean, from gulf to lake, penetrated by no general sys¬ tem, but presenting tbe greatest variety and diversity of facts. Early, bowever, on entering upon m3’ duties, a plan v as sketched and work directed accordingly. My object has been to exclude no fact which con¬ veyed an educational lesson or suggestion to the American people. I would, if possible, by every statement and allusion, aid in correcting the too prevalent erroneous ideas in regard to education. Why should it be limited to what is done in the school-room or to the curriculum of th^ college, or of the professional and industrial schools'? Wh}’ should not every parent feel that the education of man here begins with the cradle, and every citizen carry about with him the conviction that it eirds only with the grave, and shape American education so as to com¬ prehend those limits in every life, and enable it to reach the highest possible attainments'? fn this ideal everj’ educational force, wE ether affecting body or mind, in childhood or age, of the individual or com¬ munities, worrld have its appropriate j)lace. Educators must lift this conception up before the people ; the inrblic mind must grow into an f^rrehension of it. The great educatiorral instrumentalities must come to adjust themselves to their appropriate places in it. Then they will find no room for conflict, no occasion for disparagement. What is so generally terured education, that work limited to elementary, secondary, and superior instruction, will present a harmouy excelled onl^r bj^ that of the spheres ; each study, the languages, ancient and modern, and the sci¬ ences and arts and industries, will have its place, and all these will be sup¬ plemented by the work of the home, the press, the pulpit, the forum, the work shop, the making, the administration, and adjudication of laws, X)resenting a structure of society penetrated by principles illustrating correctly" the relation of the human and the divine j a structure, which wherever it touches human life restrains all its tendencies to vice, crime, and degradation, and inspires it to efforts of intelligence and virtue. A report on American education, based on this idea, though only what should have been begun at the organization of the nation, and grown with its growth and by its annual issues inspired the improvement of every human condition in the land, having been so long neglected, when first suggested th many educators, naturally would not be under¬ stood, and would be compelled to wait somewhat for universal coopera¬ tion. Accordingh’, some time elapsed before the inquiries of the Bureau began to receive from eveiy quarter the answers desired. The last two months, however, have brought together far more material than the workiug force of the office could handle satisfactorily’. A somewhat careful count and estimate of the different persons who have contributed material by correspondence or sending ixamphlets, places the number above four thousand. Kot attempting to be historical, it has some data extending over a period of several y’ears, and in a few cases reaching back to the origin of the State or city systems, affording considerable aid for a comparison of the past with the present. 10 ANNUAL REPORT OF THE The papers on special topics have been introduced to meet some special neck^ssity pressed upon my attention, or to turn the inquiries of educators in directions where they may find immediate and advanta¬ geous results. The names of the writers are attached. Each has had some peculiar opportunity or advantage for the preparation of the paper ]iresented. In each case this office has endeavored to furnish the statis¬ tics, and to be as sure as possible of their correctness. In the preparation of these papers the writers have had perfect freedom in the expression ^of their own opinions 5 and I have preferred that their different views should be thus presented, in order to afford opportunity for comparison, by which the most satisfactory conclusions may be reached. ABSTRACTS OF STATE AND CITY SCHOOL REPORTS. These abstracts constitute a large share of the accompanying papers. They present the most correct view of what is done and what is not done in the various State systems of education. The diversity is very great. The particulars in which there is complete similarity are few. There is hardly any topic in the wide range of educational subjects which is not treated, not merely in theory, but generally in connection with some illustrative fact. The facts presented are, as they purport to be, abstracts of the reports in hand, seldom modified by more recent information from other sources. The only exceptions are in the facts drawn from the work done in the South by the Ereedmen’s Bureau, the Peabody fund, and the benevolent associations. How much these en¬ deavors have been needed, and how much they have accomplished, can¬ not be better understood than by a study of these abstracts. Looking exclusively at the favorable results presented, they are well calculated to inspire American pride. In no country in the world, it is believed, is there a larger actual expenditure of money for purposes of education. Certainly none offers a parallel in private munificence,* or in the excellence of its school buildings, as they are to be found in some of our communities. But looking at the amount accomplished by the outlay, it will be observed that great i^rivate munificence and public ex¬ penditure are by no means universal throughout the country. They operate in this large degree only in sections. In others, there is a cor¬ responding inadequacy of expenditure and of result. Should the same degree of endeavor and expense become universal in all the States, cities, and country districts, how vast, compared with other countries, how satisfactory, would be the result to American patriotism. Compar¬ ing the effort made, the money expended, and the amount accomplished, with similar particulars, in the Prussian system, theirs will undoubtedly be found to excel the American in econom3^, in the universality of in- * It was my intention to note the contributions from private sources to educational purposes during the year, in the way of endowment and otherwise, so as to have given the approximate amount ; but I have found it impossible to do so with sufficient accu¬ racy to warrant the insertion of the results. COMMISSIONER OF EDUCATION. 11 telligence, in the training’ of teachers, and in the ratio of highly trained, scientific, and literary minds to the whole population. President Folwell, of the University of Minnesota, recently observed : Talk as glibly and proudly as we may of our educational systems, we have not yet, in any of our States, more than the beginning of an orderly, catholic, and comprehen¬ sive system. With a world-wide fame for our free schools, with civil institutions not merely tolerating, but presupposing and demanding, the coordination of educational agencies, we Americans, accustomed as we are to organize and cooperate, stand far be¬ hind many European nations in this matter of the organization of education in general. Prussia, France, Switzerland, Italy, Greece, have for many years had all their schools, colleges, and universities, public and private, so coordinated and subordinated as to form harmonious systems. Preserving all the excellencies of what has been accomplished, Ameri¬ can educators should bring under view all facts which will help their work forward in our unceasing struggle toward perfection. The reports of States and cities and of this office should be held responsible to the public for a fair and full presentation of those facts. They should con¬ stitute the documents to be studied for the philosophical guidance of millions of educators. Is it not fair to expect that the greatest stranger taking up every class of these reports should be able to obtain a correct idea of educational institutions of all grades within the territory cov¬ ered by the report, be it city, county. State, or nation'? Some State and city reports are beginning to do this; many yet do not attempt it. Taking the Massachusetts report as an illustration : it is very volu¬ minous and full of interest, both in its account of the origin and history of the public schools and in its minute picture of their operations at the present day, with extracts from the local, district, and town reports, showing how widespread is the active interest felt in the public schools by the citizens; still there remains the fact that a stranger, looking to this report for his knowledge of the position of Massachusetts in the educational world, can ascertain almost nothing with regard to any in¬ stitution of higher learning in the State, such as Cambridge, Amherst, ■Williams, and Tufts. Her technical and professional schools are all ignored. The statistics of the incorporated academies are now included, neither, in that report, can any correct idea be obtained of the marvel¬ ous work done in the State by her various institutions established for the benefit of those suffering from the several physical, mental, and moral abnormal conditions of her sons and daughters, her schools for idiots, for juvenile offenders, for deaf and dumb and blind, and her asy¬ lums for the insane. The Illinois report is prominent among those giving a full idea of this last class of institutions. The explanation of this doubtless would bo that the Massachusetts report professed to deal only with the system of free public schools. It seems to show, however, the difficulty that exists in obtaining any com¬ prehensive view of what is being done for education in any State — a very serious view when one’s only source of information is the published re^ 12 ANNUAL REPORT OF THE port. This difficulty, which has been encountered by foreign observers at every step of their investigations, is no trifling one. When it comes to be more generally understood that education is .not only a matter of the primary district schools, but also of the higher institutions of learn¬ ing, we may hope for more completeness and uniformity in the educa¬ tional reports of the several States. As an account of the public schools, however, this report is most satisfactory. The epigrammatic sentences extracted from the various city and town reports vrill be found of special interest, and suggest, what is undoubtedly true, that no community of equal size has the same number of persons so competent to direct school affairs. The last Connecticut report, on the other hand, presents in part an illustration of the appropriate recognition of the higher professional and supplementary institutions of learning in the State. The people get an idea of Yale, that has so greatly caused and crowned the glory of the State. Her population, into whose hands this report falls, learn of the Sheffield Scientific School, and the forty scholarships made free to them to use, if they will qualify themselves to undertake its excellent curri¬ culum. The appropriate insertion of this information in city and town reports would be altogether in the interest of these institutions, as well as to the benefit of the people at large. The New York report ably shows the need of thus presenting all the educational institutions in the State in one view. The extent to which the reports are circulated, from which these ab¬ stracts are taken, is also especially worthy of remark. It is gratifying that Ohio publishes 18,000 copies, as it is surprising that New Hamp¬ shire publishes but 1,.500 j while we are altogether unprepared for the wisdom of the suggestion that Boston should issue but 2,500 for its citizens. The educating power of that old custom in the original towns of the country, which brought every civil question of imi)ortance before the whole body of the citizens, should not be forgotten. This debate and vote upon every school question, in ’ open town meeting, has brought home the support of schools in the towns of New England as in no other sparsely settled communities j for the city, the State, and the nation the report is the only substitute offered save that of the newspaper press. But however much the press in this form may exert its vast power for the information of the people, there remains a great necessity for in¬ formation, in a more permanent form, ui^on which the public judgment can be formed and public action taken. Educators have not merely to educate each generation in childhood, but to educate each generation of adults into the seDtiments upon which the intelligent and wise conduct of school and home instruction must depend. What is accomplished for those enrolled needs to be constantly compared with what should be done for the entire population of school age. The attention and COMMISSIONER OF EDUCATION. 13 sympatliy of all interested sliould be turned to the entire work which the school system ought to do. Some of the reports, those of Ohio, Pennsylvania, and Illinois, indi¬ cate how much may be accomplished, while no points are omitted, by turning the educational efforts of the State for the year, particularly to certain special needs, and reporting the results obtained. These reports seldom give the condition of lands and of deposits furnished by the United States, the income of which is set apart for the purposes of ed¬ ucation. The Kansas report brings prominently forward the diversion of the United States grants of lauds for schools to other than school purposes. The superintendent of schools in Missouri observes that the reckless management of the school funds calls urgently for legislation. The report from Iowa points out the unsatisfactory condition of the school fund of that State, as at present mismanaged. Different parties in Oregon call attention to the act recently i^assed by the legislature of that State, and signed by the governor, which appropriates to the object of internal improvements the proceeds of certain lands set apart, as they believe, by the constitution of the State for the support of common schools therein. The facts and any action that may be necessary must be left entirely to the discretion of Con¬ gress, or the adjudication of the courts. But the most general perver¬ sion of these aids to education is presented in those States recently overswept by rebellion. Among the first acts of secession, in several instances, was the perversion of school funds for war purposes. The satisfactory results of the abolition of the rate-bill, and of making the schools entirely free, are presented in the Kew York, Connecticut, Michigan, and New Jersey reports. The experience of these, and of other States that have long since taken similar action, should be a suffi¬ cient warning to those in the South, where new free schools are going into operation, against the adoption of measures so fraught with evil. The economy and efficiency of careful classification and gradation find numerous illustrations in every efficient State system. No well- informed American educator would now presume to attempt to supply instruction to cities or towns of considerable size, without carefully classifying and grading the schools. The information contained in the accompanying j)apers in regard to education in the States where emancipation has lately taken effect, con¬ tains features in marked distinction from those where freedom has been longer universal. It is gratifying that slavery exists nowhere auy longer in the land to close the door effectually against universal education. It is gratifying to observe the avidity with which those lately slaves have sought the primer and the means of higher instruction. It is gratifying to know that the large-hearted Peabody, and many benev¬ olent associations, have done so much to facilitate and encourage edu¬ cation among all classes. in the South. It is gratifying to reflect that the Government, through the Freedmen’s Bureau, has accomplished 14 ANNUAL REPORT OF THE results so vast iu this direction, being able to sho^Y that in July last, in day and night schools, regularly and irregularly reported, 149,581 pu¬ pils had been in attendance. It is gratifying to know that under the restoration policy of Congress the reorganized State governments have adopted constitutions making obligatory the establishment and conduct of free public schools for all the children of school age, and that laws have been enacted and the work of education so generally commenced under them, organizing superintendence, employing teachers, and build¬ ing school-houses, introducing here and there the germs of systems which have been tried elsewhere and proved most successful. But when we begin to compare what has been accomplished with what remains to be done, and the instrumentalities in the field with the work they have to do, the feelings awakened are those of extreme anxiety. It will be observed that the provisions for education in Delaware remain the same as before emancipation. There is no State supervision, no State pro¬ vision for training teachers, no school law adequate for keeping schools openj municipalities may tax themselves for school purposes or not, as they see fit. Wilmington affording the most favorable results, the schools in the State generally are of an inferior class, and, so far as organized under the school law of the State, provide only for the education of the whites. Some excellent private efforts have been made for the benefit of both whites and blacks, those for the latter under the auspices of the Breedmen’s Bureau and benevolent societies. It appears from authentic information filed in this office, that Sussex County now raises, by taxation, $30, Kent, $50, and Newcastle, $75, the lowest limit which will secure their appropriation of the State fund. This year, however, owing to the circulation of a statement that, under the operation of the fifteenth amendment, the colored children might claim to be educated at the same schools with whites, five of the six school districts into which Dover, the capital of the State, is divided, voted no tax, the remaining one voting $251. It is noticeable that the school fund is divided among the three counties, on the basis of the population as it was forty years ago, in 1830. Maryland has a law for the conduct of the white schools, excellent in some of its features. The i3rincipal of the normal school is the nominal, but powerless, head of the system j the county examiners jperform, in some measure, the work of superintendence. The Baltimore schools have many excellencies, and provide for the education of the colored children, but in the country districts of the State the education of any excepting whites is utterly ignored, save as provided for by private enterprise. Kentucky provides supervision, but the legislature last winter, in endeavoring to curb the energetic efforts of the superintendent, reduced his salary, and, instead of adopting the efficient measures for white schools which he had recommended, enacted a taw very much in accord with the provisions of the statutes before the emancipation of slaves, COMMISSIONER OF EDUCATION. 15 practically ignoring the large population of colored children of school age. West Virginia, after having straggled, so far successfully, in the estab¬ lishment of a free school system, seems now to be contemplating its destruction. Virginia is just putting a free school system into operation, but encountering great difficulties in the lack of means, the want of correct information of what a free school system is, and in the absence of school houses and qualified school officers and teachers. ISTorth Carolina has been struggling for about two years to put a sys¬ tem of free schools into operation; many of its features are excellent, but the inadequacy of means, and the other obstacles encountered have permitted only partial success, more having been accomplished by the instrumentality of the Freedmen’s Bureau and the aid of the Peabody fund, and other charities, it is believed, than by the expenditures of the State. Many reasons combine to render the friends of education more fearful of defeat than hopeful of success. The friends of education in Tennessee, after seeing the school system put into operation and nearly 200,000 children enrolled, saw their work overthrown by reactionary sentiments, save in the cities of Nashville and Memphis, and the provisions reenacted in accordance with which the pauper schools of the days of slavery had been conducted. The counties of Davidson, Green, and Montgomery had so far come to appre¬ ciate the benefits of the free schools they had enjoyed that they have attempted their reestablishment under the present inadequate legislation. Missouri has a free-school system firmly established. Arkansas, encountering the obstacles common to the regions where slavery has been abolished, has secured a greater success than a major¬ ity of the Southern States. South Carolina, among the States having the largest percentage of illiteracy, is confident of final success in establishing free common schools. Florida, although under a most zealous and competent superintend¬ ent, now deceased, has hesitated in giving the greatest efficiency to the system sought to be established, and yet presents reasons for anticipat¬ ing the general prevalence of free schools. Alabama, after the friends of education had put forth most strenuous ej&brts, and secured the general opening of schools, with hopes of per¬ manent success in the establishment of free and universal education, now debates the question of advancing or retreating. Mississippi, although commencing late, is progressing steadily and efficiently in the establishment of a system of free schools, notwith¬ standing the great and bitter opposition, appointing county superintend¬ ents, collecting the school tax, and building school-houses. The school code of Louisiana, containing some features well adapted to efficiency, and administered with gveat energy, has encountered an 16 ANNUAL REPORT OF THE opposition so persistent and fierce that its success outside of the city of New Orleans has been most unsatisfactory to its friends. Georgia lias just passed a scliool law and appointed a State commis¬ sioner, but must wait a year for funds with which to put the system into full operation. In Texas no school legislation has, so far, succeeded, and no iiublic officers are at work for the organization of schools, her entire popula¬ tion being left to grow up in ignorance, save as here and there a private enterprise throws a ray of light upon the general darkness. The diverse inquiries necessary to bring out the most recent facts in regard to the schools of the District of Columbia have been so far sue- ’ cessful, as appears in the accompanying papers, by the aid of several gentlemen, upon whom varied educational responsibilities rest. General Francis A. Walker furnishes the facts from the present census; George F. McLellan, esq., a member of the board of trustees, and J. O. Wilson, A. M., superintendent, the facts in regard to the white schools of Wash¬ ington; Mr. A. E. Newton, superintendent, in regard to the colored schools of Washington and Georgetown; A. Hyde, esq., in regard to the white schools of Georgetown, and J. B. Miltberger, esq., as to the schools in the District outside of the two cities. In this limited territory, directly at the doors of the Capitol, it will be observed that Congress regulates the schools for whites in the city of Washington through the city councils, and a board of education ap¬ pointed by these councils; a superintendent, nominated by the mayor, and confirmed by the board of aldermen ; the appointment of teachers being made by the board of trustees of public schools. The schools for the blacks in this city. Congress regulates through a board of trustees, appointed by the Secretary of the Interior, who appoint a superintend¬ ent and the teachers, and add to their responsibilities a corresponding authority over the schools for colored children in Georgetown. Georgetown, like Washington, therefore, has a double-headed school authority, there being a separate board for the management of the white schools, while the schools of the District outside Congress regulates through the levy court, that designates a board of commissioners, who appoint teachers and manage the schools. From materials derived from the ninth census the following table has been comi>iled : Number of children between six and seventeen years (inclusive) in the District of Columbia. DIVISIONS, MALE. FEMALE. TOTAL. AGGREGATE. AVhite. Colored. White. Colored. White. Colored. City of Wasliington . 8, 371 3, 822 9, 032 4, 710 17, 403 8, 532 25, 935 City of OeorgetoiVD . 943 325 1, 143 471 2, 086 796 2, 882 Host of tlie District . 895 615 793 551 • 1, 688 1, 166 2, 854 Whole District . 10, 209 4, 762 10, 968 5, 732 21, 17? 10, 494 31, 071 COMMISSIONER OE EDUCATION. 17 Kumher of children in the District of Columbia (excluding the city of Washington) between the ages of six and seventeen years, both inclusive. From various sources, public and private, the following items, respect¬ ing school attendance, have been collated : White pupils in private schools, Washington . 3, 809 White pupils in charity schools, W^ashington . 1, 795 White pupils in public schools, Washington . . . 6, 663 White pupils in Washington, total . *12, 267 * The following extract from the last annual report of the hoard of trustees of the public (white) schools of Washington, will show how they account for the large ab¬ sence from any schools noticeable by comparing these figures : “ It appears from this, that all but 5,136 of the white children of proper school age are at school. Of the number enumerated in the census, 3,858 are from fifteen to seventeen years old. In consequence of the necessity of seeking employment, most of the chil¬ dren are withdrawn before reaching the first of those ages, so that but 405 remain in the public schools after that time of life. Making allowance for the probable number over fifteen years old attending private schools, less than 2,000 under fourteen remain to be accounted for. Moreover not a few of those of thirteen and fourteen are more or less regularly engaged in various pursuits. Taking into account these facts, and con¬ sidering the number of children of parents who are unwilling to send them to school before they reach the age of seven or eight years, and those also who from disease are unable to attend, it will appear that very few youths who can be at their studies are unprovided for. Even this number is reduced by taking from it those who are attend¬ ing seminaries and colleges elsewhere. So that the number of the habitually idle must be comparatively insignificant, were it not that even one child, growing to manhood without education, thi’eatens to become an element of evil in the body politic.’^ 2 E 18 ANNUAL REPORT OF THE White pupils in public schools of Georgetown . 500 White pupils in public schools of rest of District . 556 White pupils in District, total . 13, 323 Colored inipils in private schools, Washington . 467 Colored pux)ils in charity schools, Washingtou . 138 Colored pupils in public schools, Washington and Georgetown . . 3, 500 Colored pupils in public schools, rest of District . . 508 Colored pupils in District, total . . . 4, 613 From the figures, it would appear that there are in the District — White children not attending schooL . 7,854 Colored children not attending school . 5, 881 Total . 13,735 The capacity of the public school buildings seems to be utterly inad¬ equate. In Washington City, in the public schools, the number of seats for pupils is 6,856,^ while the number of different pupils enrolled during the year ending June 30, 1870, was 8,118; theperaianent colored public school buildings in Washington and Georgetown seat about 3,000. In other words, the white public schools of Washington can accommodate about one-third of the white school population, and the colored public schools about one-half of the colored school population. Comments, as to the sufficiency of the public school system under these circumstances, are hardly necessary. There is no high school ; there is lack of steady growth in the com¬ pleteness of gradation ; there is an inadequacy of means and a danger of too frequent change in control. Yet these all can be directly remedied by Congress. And whatever has been the sentiment of the people of the District in the past, it is manifestly growing rapidly in favor of free public schools, elsewhere so successful. Among its citizens, in its corps of teachers, and its school officers, there have been some of the most * Report on school-rooms, ages of pupils, ^x., Washington, D. C., Mag 31, 1870. Districts. Number of seats. Ages of scholars at last birth-days. Sex. Total. Parents in Gov’t employ. 6 7 8 9 10 11 12 13 14 15 16 17 18 Male. Female. Tirst . 1,759 85 107 140 183 183 163 155 146 129 69 29 10 5 745 659 1,404 448 Second . 1,865 54 120 205! 222 251 196 191 167 118 56 36 18 6 776 864 1,640 401 Third . 1,821 78 156 166 1 183 238 205 229 182 132 54 19 9 2 816 837 1,653 628 Fourth . 1,411 63 77 141 154 195 146 150 149 87 57 18 10 7 560 694 1,254 190 Total . 6, 856^ 280 1 460 652 742 867 710 725 644 466 236 102 47 20 2, 897 3, 054 5, 951 1,667 COMMISSIONER OF EDUCATION. 19 ?vrdeiit and. competent friends of education. Their endeavors are Tvortliy of commendation. They have encountered the struggle so com¬ mon where the sentiment of slavery has ever had supreme sway. The differences of opinion with regard to the necessary measures are, indeed, an impediment, but how slight compared with the power of the legisla¬ tive wisdom of the nation to overcome it. The right and duty of Congress to take action cannot be questioned, ^lany special considerations enforce the duty. First, the influence of a model here would be beneficial everywhere else in the country, and es¬ pecially in the South, now struggling for the establishment of efficient school systems ; second, the Government is the largest owner of prop¬ erty here ; third, 28 per cent, of the scholars enrolled in the public schools last year belonged to the families of those in Government em- ploy. I am indebted to George F. McLellan, esq., an active member of the board of trustees, for the following comparison of the cost of public schools on every hundred dollars of cash valuation for the last year : New Haven, 10 cents ; Boston, 15 cents ; Cliicago, 16 cents ; Louisville, 18 cents ; Cincinnati, 19 cents; Cleveland, 19 cents; Baltimore, 22 cents; AVashington, (esti¬ mated,) 36 cents. A^alne of school property on each hundred dollars actual valuation : St. Louis, $1 32 ; Cleveland, 97 cents; Cambridge, 80 cents; Chicago, 76 cents; AVashington, 72 cents; Boston, 72 cents; Louisville, 61 cents; New Haven, 50 cents; Pittsburg, 44 cents; Providence, 43 cents ; Detroit, 42 cents ; Albany, 37 cents. According to this, the present endeavors made by the citizens of this city compare well with those of others. If this is correct, and there still remains a lack of school-houses and instruction and a lack of means for these purposes, is it not fair to infer that the responsibility rests upon Congress? How shall it be met? THE TERRITORIES. Over the vast territorial domain of 1,619,353 square miles, already supposed to be occupied*by a population of 495,310 whites and 318,042 Indians, the National Government has. in education as in other matters, exclusive responsibility. Great efforts have been made to secure the fullest and most authentic information in regard to the condition of schools and the means of edu¬ cation. The result presented, though inadequate and unsatisfactory, enforces the necessity of effort in this direction and adds assurance of its success. Why should not the National GoA^ernment know and tell the people annually exactly the condition of education in these regions? Why should not these pioneers liaA^e the benefit of the moral influence of such knowledge upon the public mind? The great social and civil organizations and institutions to receiA^e and control the hundreds of thousands of people in the future are now in embryo, and all legislative, administrative, judicial, and military action in reference to them is abso¬ lutely and exclusively under the direction of the GoA^ernment at Wash¬ ington. The commonwealths to rise there and take their positions in 20 ANNUAL REPORT OF THE tlie equal sisterhood of States will be for centuries to come what they will be made in the next few years. Yet, up to the present date, facts and statistics upon these vital points have come before the legislative and executive departments of the Government only in a general and indifferent manner. The influence of territorial ordinances is strikingly illustrated in the history of those which shaped the civilization of the States formed north of the Ohio. Without a full knowledge of the facts little can be exj^ected either of the Executive or of Congress. The inpouring settlers are left measurably to themselves, unless x)erchance an Indian massacre, the discovery of a mine, or the construction of a railroad directs to them public attention. Yo one who has not had some observation of these advancing settle¬ ments can form a correct idea of the struggles which occur between the different elements of civilization as to which shall prevail, whether that which looks backward or that which looks forward. So far in the history of the country, these unoccupied portions of the land have served as outlets to many social and civil diseases which would otherwise have been concentrated, with their corrupting and de¬ structive influences, in localities already included in State organizations. Intelligent foreigners, observing how quickly some of the knottiest social and civil questions are solved among us, exclaim : ^Wes, you have this great safety valve; but soon that will be closed by advancing set¬ tlements, and you will be compelled to solve these questions, as we now are, in a dense and concentrated population, without means of relief by escape.” The truth is iflain and admonitory. The necessities of the older portions of tlie country, as well as the interest of the Territories, require the most prudent and thorough work in the management of territorial education. In contemplating these consequences we must not limit our attention to white men only. If the Indian is to be inspired by the genius of Christian civilization, it must be on the same soil now occupied by his hunting grounds. Why, then, should not the first foreshadowings of the National Government around him include him under the same laws, the same enforcement of justice, the same guarantees of life, liberty, and the pursuit of hai)pi- ness, the same institutions for the instruction and training of his chil¬ dren, adapted always to the differences of circumstances, as are extended to the whites ? All history shows the lasting effects uj)on the development of any country of the institutions first brought and established there. Edu¬ cation is the last and the highest result of civilization. It is therefore especially incumbent upon the colonizing powers that the means for the immediate education of their children be furnished to the new colonists. There is no want so imperative as this. It is in the power of the United States, by wise forethought, to secure for all the Territories under its rule the adoption of that system of local iDrovision for the free public instruction of all the children which has been the foundation of the COMMISSIONER OF EDUCATION. 21 prosperity of tlie older States. Simply sufficient supervision and con¬ trol to direct, into the most approved methods, will make untold differ¬ ence in the educational history of the new States. Clearly, nothing should he done by the nation which would diminish the educational endeavors of these new communities, nor should anything appropriate be omitted which may render their endeavors successful. How legiti¬ mately and easily an act of Congress could provide tliat every settle¬ ment contaiuing six, fifteen, or any other number of children of school age could, in accordance with a prescribed manner, meet and organize into a school district, provide school officers, levy and collect a tax for the erection of buildings and the conduct of schools ; that some or no aid should be bestowed by General Government j that appropriate inspec¬ tion and reports should be made } and from the very center of the nation an influence go directly to these small communities, however remote, suggesting the best models and methods, and contributing to an educa¬ tional growth, permanent and accordant with the most approved stand¬ ards.^ In case a community was too degraded to feel the force of motives necessary to arouse it to action, the law could provide for the appoint¬ ment of committees or directors to levy the necessary tax and estab¬ lish and conduct schools, under due accountability. This would throw the light of intelligence into every nook and corner, however secluded. The responsibility which rests upon Congress for the providing for the government of these inchoate States places this subject of securing the adoption of some school system directly in its hands and renders argu¬ ment unnecessary. ^ The following interesting letter has been received from Greeley, Colorado : ''Dear Sir: " I can furnish you but a brief statement of school efforts here, as our town is but six months old. On the 1st of May, where Greeley now stands, the antelope, the wolf, and the prairie dog had right of x>ossession by occupancy; but the Union Colony of Colorado came, saw, remained, and to-day there are 375 houses, and a x>opulation over 1,000. Perhaps 250 are children. " In June we organized a temporary board of school trustees, and opened a iirimary school capable of accommodating about fifty scholars. It was suxiported by voluntary contributions, and the report of the teacher at the close of the summer session showed an average attendance of thirty-seven. Branches taught : Reading, writing, spelling, geography, arithmetic, English grammar, object lessons, and mental exercises. "We labored under many disadvantages in organizing and sustaining this school, as wo were nearly all strangers to each other, roxireseutiug twenty-seven States of our Union, and with as great a variety of text-books as there were number of xnixiils. " But we are slowly, yet surely, evolving out of chaos, and the adjuncts of a settled civilization are becoming our own. This winter we hoxie to maintain a graded school, partly sastaiued by a county fund, and the deficiency to be met by a tax on the colonists. Our organization has provided for schools and seminaries, and we hold in reserve some fine locations for building institutions of learning, as well as lands to suxiport them. I trust to keep you informed as to our future movements in this direction. " Onr report, including a history of the colony from its organization, is nearly ready for the press, and, when issued, I shall take great pleasure in sending you a cox^y. " Yours, truly. " Hon. J. Eaton.’' "WILLIAM E. PABOR. 22 ANNUAL REPORT OF THE The necessity of the suggestion of compulsory school organization, in some cases, is rendered more apparent when we consider the fact that in iSTew Mexico, on the question whether there should he a school law or no school law, 37 voted for, and 5,016 against the law. And when we read such statements as this, from a responsible writer, in regard to feel¬ ing on the subject in the Territories, the same truth is confirmed : Pa¬ rents either seem to have an idea that the propagation of children should return early profits, or to dread a little learning as a more dangerous thing for their sons and daughters than blasting in a mine, driving an ox team, taking in washing, and marrying early.’’ I invite special atten¬ tion here to the following letter from Governor William A. Pile, of New Mexico : ♦ Territory of New jSIexico, Executive Office, Santa Fe, October 20, 1870. Sir : I have the honor to acknowledge the receipt of letter from your Department of the 27th ultimo, making inquiries as to the condition of education in this Territory, to which I reply with j)leasnre. The law approved January 28, 1S63, was repealed, and there is no general law in this Territory on the subject of education. There is not a free imblic school nor a public school-house in the Territory. The Catholic Church, which largely predominates in this Territory, has schools in this place. Las Vegas, Albuquerque, Taos, La Mesilla, and in some of the'smaller toWns. There are Protestant schools in this city. Las Vegas, La Junta, and Elizabethtown. The great mass of the population in this Territory is deiilorably illiterate, and wholly without school facilities. The subject has been repeatedly urged upon the attention of the legislature, but as yet nothing has been accomplished. I am preparing an elaborate statement of the educational condition and needs of this Territory, which I hoped to finish in time to send to yon for your annual report, but the delay in the census returns to the United States marshal renders it impossible to get the necessary statistics. I therefore only write yon thus briefly now, and will forward a full report at the earliest possible moment, accompanied with such suggestions and recommendations as to congressional legislation on this subject as I may have to make. I have the honor to be, very respectfully, your obedient servant, WM. A. PILE, Govei'nm\ Hon. John Eaton, Commissioner of Education, Washington, D. C. The recommendation of Governor Pile appears in its appropriate place among the accomf)anying papers. By the annexation of Mexican territory in 1850, the United States received an interesting population, settled in villages. Under the efforts inaugurated by Charles Y, of Spain, and continued by the government of Mexico, a considerable portion of the population had acquired some limited knowledge of letters, which, from the neglect they have received since they have been under the Government of the United States, has been lost. Scarcely any can read or write Spanish, and still less English. EDUCATION OF INDIANS. Since the educational endeavors of John Eliot among the Indians, the sentiment among Anglo-Americans has struggled over Indian edu- COMMISSIONER OF EDUCATION. 23 cation vs. Indian destrnction. On the one hand all humane and Chris¬ tian considerations have been affirmed to demand every exertion for their education, and challenged opposition by pointing to examples of suc¬ cess. The original foundation of Dartmouth College was Moore’s Indian school for the education of Indians. Many Indians have diplomas from this and other colleges. Namerons elementary schools, under the auspi¬ ces of the Goverhment, or supported by charity, or the respective tribes, are declared eminently successful. On the other hand, we are referred to massacres, wars, and the te¬ nacity of barbarism in various Indian tribes, and emphatically told that the destrnction of the Indian is the only solution of the question of their occupation of the same soil with the Anglo-American. A statement, revised in the Indian Bureau, is to the effect that the ffrst Indian appropriations for educational purposes were made in 1806. Since that time $8,000,000 have been expended for this object, and at least $500,000,000 for Indian wars. Of the appropriations now made for the relief and civilization of the Indians, about one dollar in ten is for the i^nrpose of education. A most liberal estimate indicates only one child in ten or eleven receiving even the simplest rudiments of an education. Indeed, until the present administration announced its In¬ dian policy, it has been to a great degree true, as affirmed by one of the mission reports, that in treating or dealing with the Indians the United States Government seemed to meet them upon a financial rather than a moral basis — sought its own self-interest more than the temporal and moral good of these children of nature, as if wishing to gain possession of the vast domain claimed by the wild, roving bands, in order to make out of it farms, villages, and towns for its own citizens.* The earnest and united efforts of the President, the Secretary of the Interior, and the Commissioner of Indian Affairs to enforce honesty and justice in the place of corrui)tiou in Indian affairs, and to enlist the Christian and philanthropic mind of the country in this direction, sug¬ gested to me the importance of bringing out as fully as possible the facts in regard to Indian education, that the information upon these points might be in a form accessible to those outside of the Indian work — to teachers, educators, and those who are studying and directing the philosophies and methods of culture in other respects in the conntiy — so that the benefit of their sympathy, opinions, and cooperation might be secured to these efforts, so worthy and yet so bitterly opposed. This purpose has been strengthened by communications from teachers and others among the Indians, asking aid in the way of suggestions, in regard to methods of instruction, text-books, black-boards, charts, globes, and other means of illustration.f ^Ninety-foiirtli General Report of the Society of United Brethren. y tin a letter to Hon. J. D. Cox, Secretary of the Interior, William Welch, esq., a devoted friend of the Indian, says : “Will you not also direct the Bureaus of Education and Agriculture to cooperate with 24 ANNUAL REPORT OF THE Educators li^vve a special responsibility in tbis work, from which they cannot shrink. If a question arises for solution in the line of any other profession, as in that of law, medicine, or engineering, experts are expected to solve it. All admit that the success of any effort for the civilization of these wards of the Government turns upon the training of the young. The transformation of adults from the ideas, habits, and customs of barbarism to those of civilized life, will, according to all experience, be comi^aratively slow. But if these can be withdrawn from the war path, and by degrees induced to locate on reservations, and accept titles to land in severalty; their children can be reached, taught letters, agriculture, and other industries, and generation by generation carried forward, until the last traces of savage life Lave passed away, and they are t)repared to participate in all the duties and amenities of citizenship. In the preparation of the accompanying i)aper on this subject much labor has been expended in the examination of the reports of the Indian Bureau, and the compilation of the correspondence and facts received from numerous other sources. Exact accuracy is at present impossible. Including Alaska, the Indian x>opulation is estimated at 380,629 Iver¬ sons; about 95,000 of these are within ages enabling them to receive instruction. But 153 schools are known to be in operation, with 194 teachers and 6,904 scholars. The aivpropriations made at the last ses¬ sion of Congress for this purpose are estimated at $246,418 90, of which $100,000 is in bulk, and ivlaced under the discretion of the Secretary of the Interior for the maintenance of industrial and other schools. To the above amount, add expenditures by religious bodies, $16,585 56, and by tribes and individual Indians, $26,022 92, making a total for the cur¬ rent year of $289,027 38. Under treaty stipulations the liabilities for educational purivoses are estimated at $135,951 56. The total liabilities for this purpose are given as $663,400 02, while the school and orphans’ funds held in trust by the United States amount to $1,441,420 69, mak¬ ing the total liabilities $2,104,820 71. Special attention is invited both to the paper and the tables. In a report made to the House of Bepresentatives, in answer to a resolution of inquiry in regard to the ivrogress of education in those re¬ gions of country affected by the emancipation of the slaves, every ac¬ cessible fact was gathered, showing the sentiment, the legislation, and practice among civilized Indians. In regard to the education of the children of Indians and the children of those formerly slaves, much neg¬ lect and many abuses were revealed, imperatively demanding prudent but immediate action on the part of the Government, it appearing that the provisions of treaties were violated and large numbers were still Indian agents and tlieir helpers, by preparing suitable books of instruction, and by fiu'uishing seed that will mature quickly, before the x)lant is destroyed by drought or I by the grasshopper ? Surely there are many linguists, practical teachers, and agricul¬ turists whose services can be secured for the great work of Christian civilization which \you have undertaken.’’ COMMISSIONER OF EDUCATION. 25 growing up without any training in virtue and intelligence, preparing to add their weight to the vice and crime above which the better por¬ tion of these people endeavor to rise. The going back of the Pueblo Indians and others, as respects intelligence, since their territory has been added to the United States, is too shocking to American ideas to be longer tolerated. Does not the prevalent sentiment proclaim America, the leader in civilization, quite ready to receive an indefinite addition of territory and population for the purpose of elevating degraded peo¬ ples ? And shall there be allowed to remain facts like these, showing great and positive degradation ever since their transfer from the Mexi¬ can rule ^ I would here refer to what I have already said under the head of edu¬ cation in the Territories. It cannot be doubted that some beneficial method is within the. reach of the legislative wisdom of CongTess by which the whole subject of education, Indian, White, jMongolian, or whatever the race of settlers, can be combined under one responsibility in the respective Territories, assuring the laying of the best foundation for the best educational superstructure. It is useless to merge this great shaping and controlling instrumentality in any other responsibil¬ ity. All others may contribute to it, but this they are not likely to do unless education is committed to persons having it si)ecially in charge. On these points experience is conclusive. Uo State, city, town, or district attenapting an efScient school system expects its success, save as certain persons are specially charged with raising and expending the funds, employing teachers, inspecting and regulating schools. Indeed, for the purpose of the highest efficiency this work itself is subdivided, one class of officers performing one portion of it, and another, another ,* and in all cases, before moneys are expended in the erection of build¬ ings, the appropriate and specified officer certifies that the quality and amount of work done is in accordance with the required standard. The apifiication of this principle to all Indian schools, however remote, would unquestionably greatly increase their value. Incompetent teachers would be weeded out j the observations necessary to improve methods of teaching and the introduction of proper text-books would be made by competent iiersons ; the results could be gathered in a concentrated form for the use of Congress and for public information. A new impetus would be given to all educational operations among the Indians, now so exceedingly embarrassing to the Commissioner and other officers of Indian affairs, who are so earnestly and persistently attempting their improvement. Uor are these purposes without decided encouragement. A careful observer of the facts, among all the classes of Indians, amid all the discouragements, however degraded and hostile to civilization some of them are, cannot fail to notice the anxiety so often manifested for the establishment of schools and the education of their children. Ked Cloud presents a striking illustration : his own heart inclined to resistance, his young warriors clamoring for hostilities. On coming to 26 ANNUAL REPORT OF THE see his Great Father’^ and witnessing the aspirations of the numerous classes coming under his observation, and especially finding an Indian at the head of these affairs, his own savage ideas are struck with the notion that he too may seek a greater sphere for the exertion of his in¬ fluence, and that his sons may aspire to. Congress, and he goes home in favor of peace. The capacity for a higher civilization possessed by the Indians cannot be seriously disputed. What has been done with the nations located west of the Arkansas can be done with different degrees of success in every Indian tribe. The superintendent of public schools in the Chero¬ kee nation, for the year ending July 15, 1870, reports 45 schools for Cherokee children, 3 for colored children 5 with 973 males, and 955 fe¬ males; total 1,928 enrolled, and an average attendance of 1,124. No information so recent has been received from the other civilized nations. All have, however, their school systems, ofiicers, teachers, and schools ; and, however they fall short of what ought to be, give a most abundant proof of what can be accomifiished under thoroughly excellent educa¬ tional management. In Western New York, where Indian schools receive the benefit of State skill in management, additional evidence is furnished of the expediency of the policy here urged.* It involves a faithful adherence to the highest principles of human culture, carefully adapted in their adminstration to the condition of intelligence, prejudice, virtue, &c., of the Indian communities. Plainly, we cannot afford that any honest seeking among the Indians for light, or that any desire for books, for instruction in learning, industry, or virtue, shall be repulsed. On purely economical principles, cheaper than the wars for their destruction would it be to feed, clothe, and shelter all the adult Indian population, and by far cheaper to furnish text-books, board, and clothing, and the entire expense of the education of the young. The best directed efforts in the past have been too partial. The present policy is undoubtedly sufiiciently comi)reheusive, if it secures the general public attention and support necessary for its complete effi¬ ciency. It is well wmrthy of formal inquiry by the Government, whether the text-books and methods of instruction used do not require revision, and better adaptation to the sensuous habits of the Indians. Too much confinement, too much abstraction, must be avoided ; the eye, the ear must be attracted, Indian languages and customs mastered; gov¬ ernment and trade among the adults must favor improvement among the young. Activity and industry must go hand in hand with the pursuit of letters. The Indian himself must be a teacher and civilizer of his fellows. The establishment of a school among the civilized Indians for the training of teachers would be one of the most econom¬ ical efforts that the Government could make. Men and women should ^ The widely different results in the States of California, Nevada, and Oregon, where no such policy is pursued, should not he overlooked. COMMISSIONER OF EDUCATION. 27 be trained, not merely in tlie methods of teaching in the school-room, but in all the arts and occupations of life, and in a form most likely to win the savage child to the ideas, habits, intelligence, and virtue of Christian civilization, who should become familiar with agriculture, and horticulture, with the raising of stock, with the making and wearing of the white man’s apparel 5 the erection and enjoyment of the white man’s house 5 the use of books, newspapers, and associations for the pro¬ motion of individual and general welfare. Put into such a school the expense of sustaining a single regiment on our frontier, and I am confi¬ dent the success would soon justify the effort. Young Indians, male and female, would be found ready to avail themselves of its advantages, and would go out to disseminate the benefits to every tribe and kindred of the race. Friend Janney, of the northern superintendency, makes the following interesting observations : In the establishment of schools for the education of Indian children and youth, it has been a question -whether day-schools or boarding-schools should be preferred. I have come to the conclusion that both may be advantageously employed, and that the day-school, in most cases, should be preparatory to the boarding-school. Tlie Indians are generally unwilling to give up their young children to be placed in a boarding-school where they would be separated from their parents almost entirelj^ ; yet it is desirable to withdraw them as early as possible from every influence that would pollute their minds or retard their moral improvement. There should be on every reservation a sufficient number of day-schools, conveni¬ ently located, where, under the care of kind and judicious female teachers, the chil¬ dren should be taught to read and and write the English language. The perceptive faculties of this race being, in general, remarkably develox)ed, it will be found that a system of object teaching is well adapted for their instruction in the rudiments of knowledge. On every reservation there should be one or two industrial schools, where the youth should be boarded and clothed ; taught in the most useful branches of an English education, and trained to industrious habits. The girls should be employed part of the time in household occupations, and the boys in farming or the xoractice of the mechanic arts. THE POPULATION UNDER THE EXCLUSIVE CONTROL OF CONGRESS. There is under the exclusive control of Congress a population of 819,452 souls. The schoolless condition of these widely -scattered wards of the nation will be seen in the following tables. They are a serious commentary on the policy pursued and civilization afforded by our nation toward her outlying territorial citizens and the Indians. 28 ANNUAL REPORT OF THE Statistics of schools, teachers, and impils in comparison with, population in that portion of the country under the exclusive jurisdiction of Congress. Number of- Population. Schools. Teachers. Pupils. •Citizen. Indians. Total. a297 a422 al7, 936 131, 706 131, 706 ORGANIZED TERRITORIES. Arizona . . 11, 787 34, 500 46, 287 Colorado . hi 62 624 38, 107 7, 300 45, 407 Dakota . 53 1, 785 13, 981 28, 318 42, 299 Idaho . 15 345 14, 886 6, 468 21, 354 Montana . 15 27 181 20, 422 13, 903 34, 325 New Mexico . 120, 272 21, 162 141, 434 Utah . 243 342 15, 000 no, 000 12,800 122, 800 Washington . 615 612 6404 23,751 15,808 39, 559 W^yonaing . 4 4 9, 118 2, 400 11,518 NOT YET ORGANIZED. Indian Territory . 45, 430 45, 430 Alaska . dl, 300 d28, 264 d29, 564 Indians within the States . cl53 cl94 c6, 904 101, 689 101, 689 Total . . 743 1,056 42,559 495, 330 338, 042 813, 372 a Including private and charity schools, h Given for one county only, c Being school, teachers, and pupils for the entire Indian population, d Taken from Dali’s “Alaska and its resources.’’ A careful stiiclent of tlie facts and suggestions coming from faitlifiil educators among tlie Indians will be struck with tbeir accordance with the principles sought to be engrafted upon our systems of elementary instruction by the disciples of Comeniiis, Pestalozzi, and Froebel. KINDERGARTEN. The faulty trainiag which too often precedes school work and the imperfections so prevalent in onr primary instruction have turned the attention of many American teachers to the excellencies of the early training characteristic of the Kindergarten. Limitations in the concep¬ tions of the teacher and the practical work of the school are measura¬ bly responsible for these faults. Keither children nor childhood are sufficiently understood or appreciated. Nor are the houses, apparatus, j grounds, or instruction of our primary schools sufficiently adapted to the best and most healthful development of the body, mind, and dispo¬ sition. Great improvements have been made within a few years. The necessity for special attention in this direction was less, manifestly, when the population of the respective communities was more generally resident in rural districts and had proportionably more of nature around them, impressing the senses. The increasing concentration of our pop¬ ulation in cities adds to the necessity of a thorough revision of the earli¬ est work of the school-room throughout the country. The accomiianying article, written by the American lady best qualified COMMISSIONER OF EDUCATION. 29 to prepare it, presents some of the leading considerations most impera¬ tively demanding the attention of American teachers upon the subject at present. Her suggestion with regard to the establishment at the capital of the nation of a training school for teachers in these methods of instruction well deserves the considerate attention of American philanthropists and statesmen. • Whoever would comprehend the full imi)ort of the philosophy that underlies the improvements in elementary training suggested by this paper, will find great aid in studying those peoples who make the most of the influence of the family for the shaping of the earliest jmars of the child. HEBREW EDUCATION. The article upon Hebrew education has been prepared by a gentle¬ man who is thoroughly conversant with the subject. It will be observed how fully the letters api)ended from the learned rabbis of lead¬ ing cities sustain the statements previously made by the writer. The hereditary characteristics of this peculiar people are shown to be in a remarkable degree the result of a training at once so minute and so comprehensive as to embrace almost every act in the life of an Israelite, from the cradle to the grave. Education with him is not a thing apart as with the other nations j it is rather the companion of his whole existence. His relations to his family, to his fellows, to the syna¬ gogue, and to strangers, his habits of life, the preparation of his food, the ceremonies of his religion, are all ordered in accordance with traditions centuries old. This constant education has produced a homo¬ geneous people, whose characteristics, preserved under so widely varying conditions, have outlasted the most persistent and fearful persecutions. Their fondness for American liberty, and their support of the common school system, are specially worthy the attention of those foreigners who come here to perpetuate antagonisms. Enforcing their own denominational ideas in their own family and church instructions, the Hebrews find no occasion for conflict with the non-denominational public schools of this country. But however much of Hebrew education is dependent upon nature or influences beyond the reach of general education, it presents results highly instructive to those Americans who so fondly hope to see estab¬ lished and preserved here, institutions of liberty and justice, to survive whatever trials the future may impose upon them. OUR INTERNATIONAL EDUCATIONAL RELATIONS. Civilized and Christian nations seek to enlighten and Christianize those that are barbarous and pagan. The nation, as well as the indi¬ vidual, has external relations, giving rise to corresponding duties. The nation must have a purpose with reference to the rest of the world, as well as in regard to its own individual citizens. This purpose is a signi- 30 ANNUAL REPORT OF THE ficant test of the national character. The ambitions of a nation, ^Yith respect to objects outside of itself, often are among the most pow(?riul inspirations to enterprise among its people. Our fathers proclaimed a larger liberty, a more universal justice, a greater equality, a liberty, justice, and equality possible only with the universality of intelligence and virtue. Where they made mistakes, we, at the cost of immense treasure and blood, have applied correctives. We say to all the world this is the better way,” and invite the nations to walk therein. Eeducing force to its minimum, and even below that degree of exercise which assures life and property in the government of our domestic affairs, we send our flag abroad on every sea and in every clime, backed less by the potency of our armaments than by the moral X)Ower which inheres in the intelligence, virtue, liberty, and universal enterprise of a great, growing, and united x>eople. The late iiip^aralleled exertion of military x)rowess in the enforcement of our domestic unity has turned the eyes of the world anew to the study of American institutions, if by any means they may discover the secret of our success. Profound statesmen in civilized countries have long believed, and acted nx)on the belief, that national training shapes national character. What they would infuse into the nation, they first X)ut into the school. Naturally enough, they believe the sources of American greatness are to be found in our education. But when they come here for these studies, how disjointed and fragmentary are the excellencies they find, how manifest the opportunities for improvement.* * The following letter, from one of the most intelligent and candid of this class of observers, is in j^oint : Washington, D. C., November 2, 1870. ‘AIy Dear General: I have much pleasure in answering yonr inquiry as to my opinion of the American school system. I may congratulate yon without reserve on possessing, in all the States through which I have passed, the best and most commo¬ dious school-houses in the world. Nothing which I have seen in any Euroiiean country wdll compare with them ; the State of Massachusetts, I think, and more especially the city of Boston, standing preeminent. The normal schools which I have seen are excel¬ lent, and the attainments of the teachers, especially of the female teachers, beyond anything I could have exj^ected, and far beyond anything I have witnessed elsewhere. “ The munificence of the American people in the sections I have visited, in providing schools, is, in my opinion, entirely without a parallel ,• a good education being offered free to every American child. If I have any regret it is to notice that where such ample, almost lavish, provision has been made, there are still many who partake very sparingly only, while others absent themselves altogether from the feast. If you could introduce a plan for enforcing regular attendance for a course of years, as is done in Germany, your educational system would leave little or nothing to bo desired. I may state, from long experience, that where the education of children is wholly dependent^ upon the parents, selfishness, or the indifference, or intemperate habits of many, will cause a considerable number to be entirely neglected, or only partially educated; and, in a country like yours, where the only guarantee for your free institutions is the intelligent assent and support of the citizens, the State and the nation have a right to demand that those who share in the government of the country and enjoy its jirivileges shall have had the advantage of education and a virtuous training. ‘Mn my opinion the successful working of the schools in Boston is mainly attributable COMMISSIONER OF EDUCATION. 31 They generally limit tlieir observations to cities, and tliese almost ex¬ clusively in the northern and eastern sections of the country. Earely has any one looked over the entire field and taken a view so compre¬ hensive as to embrace the opportunities of education in all sections, in the country as well as in the city institutions, public and private, for elementary, secondary, and superior or technical education, counted the whole educable population, determined how many are unreached even by rudimentary instruction, how very limited the number who have any thorough secondary or superior culture. They can see only in part. No report has ever grouped these facts together. Our own statesmen are without an adequate knowledge of them. Our citizens, at home and abroad, however intelligent, are unable to represent them correctly. Seeking to educate the world, we have not even prepared the text-book. There is here a field fitted to rouse the profound est philanthropist and inspire the highest American endeavor. Shall not the nation at least so group together the facts and statistics that its own officers may know how this work proceeds; so that our ministers and other representatives abroad may be able to speak intelligently in answer to inquiries for information on this subject? During the past few months two colonies of Australia, from their soli¬ tude in the seas, two of the South American states, Spain, Portugal, the Netherlands, a commissioner from the French ministry of public instruction, our own ministers at Vienna and Stockholm, and friends of to the fact that large compulsory powers are exercised hy the school hoard of that city. I can quite understand that American citizens generally need no compulsory po wers to enforce the education of their children, but with the immense influx of emigrants from all quarters of the world, too many of them, also, entirely illiterate, it is not safe to commit to the discretion of such persons the question whether the future citizens of this country shall or shall not be educated. It appears to me that a great impulse could be given to the work of education in every State by the exercise of some central inspection and supervision from your own Department. Great emulation, I think, would follow from a fair annual estimate of the quality and result of the instruction afforded in every State, emanating from some central authority. I think the District of Columbia might, and ought to be, made a model for every other section of the Union. “ My observations have been entirely confined to the elementary, grammar, high, and normal schools, and institutions for technical instruction ; but I have not seen any of your universities or professional colleges, and am unable, even if I were qualified, to give an opinion as to their extent and value. ‘‘ While there is so much room for congratulation, there is an immense field remain¬ ing unoccupied which cannot be neglected without grievous loss to the nation. I refer to technical, industrial, and art education, which, so far as national and State effort is concerned, seem to have been much neglected. The Cooper Institute of New York, and the Institute of Technology at Boston and Worcester, are bright exceptions. The first I regard as one of the most noble and useful instances of private benevolence I have over encountered. “ I remain, dear general, yours faithfully, “A. J. MUNDELLA.’’ It should be observed that ]\Ir. Mundella speaks only of what came within his notice, in no way intending to express an opinion of other efforts, to which his attention was not called. 32 ANNUAL REPORT OF THE education in the British Parliament, as well as numerous private in¬ quiries from many foreign sources, have sought here national informa¬ tion with regard to education which could not be given. Can the United States afford to lose such opportunities ? Is it not better to improve them than to win battles ? But these statements may be said to proceed on the sui)position that our country leads the world in all resi^ects in this great work of internal progress. On the contrary, a, correct apprehension of the facts will compel us in candor to admit that we have many excellencies to learn ; indeed, that some of our greatest educational improvements have been borrowed, and that we need for ourselves a constant observation of all that is done else¬ where in the matter of education, in order that, as promptly as possible, every advantage practicable in our civilization may be secured for the cultivation of our children and the elevation of our i)eople. A newspaper correspondent says, in speaking of the opinion formed by Mr. Mundella of some of our schools, that he thought the Eice school in Boston the best he has ever entered in any country. By contrast he found no school for the poor children in the PreedmeAs Tillage at Arlington, which he visited to-day. Of facilities for art instruction he notes our sad deficiency, Philadelphia, with 600,000 inhabitants, having only a single school of forty x^upils. Small towns in England do much better. Speaking of the great defects of our systems, as irregular attendance, absenteeism, want of uniformity, and lack of sui^ervision, he says that, unless we strike some remedy, England, under her new educational bill, will outstrii^ us in ^he education of the masses.^’ Our entire consular and ministerial service could readily communi¬ cate to the State Department a great fund of valuable facts, to be worked ux) in this Bureau for the use of American educators.* The accomx^an^fing x^ai)ers give some views of school affairs in the Australian colonies, India, Ecuador, the Argentine Eexmblic, Austria, and England. In the last named the x^rogress is most striking, in every feature, to the American educator.! * I am specially indebted to tbe Department of State for cooperation in the conduct of correspondence and exchanges with foreign countries. t Under the new education act, passed at the last session of Parliament, the rate¬ payers of London are to elect a school board by a ballot similar to that by which, in the best regulated i)arishes, vestrymen and other officials are elected. For the purposes of the election the city is divided into ten parts, each of which will elect a certain number of members, forty-nine in all. Every voter (rate-payer) has as many votes as the number of members to be elected in the district to which ho belongs, and may dis¬ tribute those votes as he x)leases. He may, if he has seven votes, distribute them to each of the seven candidates in his district, or he can concentrate them all upon a sin¬ gle candidate, or divide them in any way he chooses. The persons elected form the school board for the metropolis, and will hold their seats until December 1875. They will have power to elect a chairman among themselves, or from outside of the board, and, under the sanction of the education department, they may vote him a salary, though they themselves will be unpaid. This board will for three years have suxoreme con¬ trol over the elementary education to be supplied by the taxes, and will have to take all the first and most important steps for bringing the new system into operation. COMMISSIONER OF EDUCATION. 32 To illustrate the foreign demand for information referred to, as well as its extent and character, the following extracts from the files of the office are presented. From the parliamentary library of the colony of South Australia : Having observed that certain documents have been published under your authority relating to the educational legislation, statistics, vfcc., of the various States of the Union, I have the honor to request that you will favor me by transmitting copies in duppcate. From the Secretary of State, transmitting copies of the educational report of the colony of Victoria : It is assumed that these reports are sent to the Government of the United States with a view to receive in return some of the official publications of the General Government or of the several State governments in relation to the same subject. From the secretary of the Colonization Society : I shall be happy to receive your publications for the government of Liberia. From the minister of the Netherlands to the Secretary of State, (translation :) The Teachers’ Association of the Netherlands has addressed my government, request¬ ing to be put in possession of a collection, as complete as possible, of the laws, regu¬ lations, and reports concerning public instruction in foreign countries. * * * I flatter myself that you will be pleased to lend me your assistance, that I may be put in possession of the documents in question, (State, city, and other local reports,) as well as of such as may be at the disposal of the Commissioner of Education. From the charg6 dWaires of Portugal to the Secretary of State, (translation :) The ministry of the kingdom of Portugal, desiring to obtain information with regard to public instruction in this country, I have the honor to transmit the inclosed copy designating the points on which information is desired.^ The communications of Mr. Jay, minister to Vienna, are too long to quote. They comprehend three items: 1. The great interest felt by the imperial royal (Austrian) goYernment in the American system of pub¬ lic instruction. 2. The publication by the ministry of education of semi-monthly bulletins of educational information, and a proposed exchange of Austrian documents on the subject for those of this This inquiry is very comprehensive, and relates to — 1. Public instruction in general : a. Organization of public supervision, superintendents, boards, &c. h. Official reports of the United States and the States published. 2. Superior instruction : a. Organization, universities, colleges, and professional schools, professorships, courses of instruction, degrees conferred, examinations, text-books, expenses; also, museums libraries, observatories, &c., their organization, expenses, &c. 3. Secondary instruction ; a. Special, j h. Practical, > Organization, instruction, text-books, discipline, appliances, &c. c« Clo-SsiCtilj J d. Normal. 4. Primary instruction — its organization, graded and ungraded, instruction, disci¬ pline, statistics, &c. , 3 E 34 ANNUAL REPORT OF THE countiy. 3. Requesting complete sets of reports and text-books for this purpose. The French government (through the Department of State) has also been inquiring for observations and statistics on “ the causes of the mor tality of children of tender age,” in the course of which it comprehends the various modes of their education^ the proportion of mortality in the different States, preventive measures initiated,’’ &c. Finalljq to illustrate the interesting subjects on which this office occasionally receives communications, and which w'ould increase in number with greater facilities for their consideration, the following letter is appended, (translation :) Di'. Foggioli to Hon. E. B. Washburne. Pa'ris, June 21, 1870. Sir: A scientific discovery, which was presented to the imperial French academies of science and medicine, has, after a favorable report, been practically applied in the superior municipal schools of Paris, (Colbert and Turgot,) by order of the prefect of the Seine. As this discovery has a general interest, I have the honor to make this communication to you that you may, if you see fit, draw the attention of your minister of public instruction to it, with the hoiie that he may imitate his French colleague, Mr. Duruy, to whom its introduction in the above-mentioned schools is chiefly due. At the time when Mr. Duruy resigned his position, this new process was about to be introduced into the lyceum of the Prince Imperial, with the view of making its results known in wider circles. Your minister of public instruction would only have to select a competent physician to superintend the introduction of this discovery, whicii consists of nothing but simple electric gymnastics, agreeable to the child, altogether harmless, and which can be intro¬ duced into every kind of school. The practical results are the following : After a few days’ practice a general, improvement in the child’s health may be noticed, if it has been previously feeble and sickly. The same improvement may be observed in mts physical and mental development. After some electric “ seances, (three, on an average,) the child needs but half the time for studying its lessons, and, if last in the class, it will soon advance to the first rank. Such results, of incalculable value for future generations, deserve the attention of every wise and intelligent government. Hoping that you will give this subject a favorable attention,! remain, with the most profound respect, your excellency’s humble and devoted servant, POGGIOLI, M. D., Knight of the Legion of Honor, Former Inspector of the State Asylums for the Orphans of 1843, cfc. Circular issued by the director of the superior municipal schools of Paris to the parents of scholars in those institutions. Paris, May 15, 1870. Sir : Dr. Poggioli has been authorized by the government to introduce his system of electric therapeutics in the superior muuiciiial schools. This system tends to the bodily and mental development of the child in the same manner as a well-organized system of gymnastics. The electro-therapeutic treatment of Dr. Poggioli, who has already made successful experiments in several large private establishments, is not attended with any danger or inconvenience whatsoever. I have therefore the honor to ask you whether you wish your sou to participate in the electro-gymnastic exercises, superintended by Dr. Poggioli in person, assisted by a committee of teachers especially appointed for this purpose. COMMISSIONER OF EDUCATION. 35 If your answer is in the affirmative, I would ask you to authorize me especially to do so, hy signing the accompanying formula. - , Director. Printed slip for the parent’s answer : I authorize you to let my son participate in the electro-therapeutic exercise of Dr. Poggioli. AMERICAN EDUCATION AS AFFECTED BY OUR RELATIONS TO ASIATIC CIVILIZATION. Our nation, itfeelf tlie result of transatlantic immigration, developing a civilization having its own characteristics, laying under contribution all the types in Europe and Western Asia, yet differing from all these, has had enough to do to maintain its essential features and assimilate to them the continued tide of population pouring in from Europe. The questions arising out of enforced African migration of a population brought hither as slaves, have, in their only partially effected solution, too nearly sundered the ties of our Union, buried too many hundreds of thousands of our first-born, and loaded posterity with too many millions of debt. It is easy now to see how the early and universal application of principles of education adopted in portions of the country, would have given a more ready and complete assimilation of all incoming foreign populations, whether civilized or pagan, in accordance witli American ideas and institutions, and averted the fearful ordeal through which we have passed. Nor can reflective minds fail to feel that the immediate and thorough application of the principles of free common schools alone can successfully complete the triumph of the institutions of freedom, so far secured. Still welcoming a large European population, and in the midst of the final solution of the questions arising out of the emancipation of slaves, we are in a most peculiar manner brought face to face with the over¬ whelming iiopulations of Eastern Asia. Our transcontinental railroad, and connecting Pacific steamship lines, make our territory one of the highways of the world’s commerce with Eastern Asia and its islands. The ubiquity, versatility, and enterprise of American commerce and character can hardly do otherwise than take the lead of this meeting of the new with the old civilizations. The confluence of new tides of population, however diverse, in the past, presents no parallel. All our citizens believe in the triumph of American destiny, and may, from self-assured habit, regard the issues presented with indifference, save where some special interest is directly affected, or supposed to be, as are the interests of industry by the introduction of Chinese laborers.* * J^miibcr of arrivals in this country since 1820. 1820 to 1830, ten years . 3 1831 to 1840, ten years . 8 1841 to 1850, ten years . 35 1851 to 1860, ten years . 41, 397 1861 to 1868, eight years . 41, 214 1869, one year . 14, 902 1870 to June 30, six months . 7, 347 The aggregate of arrivals thus far is 104,906 Deducting the estimated number oi 36 ANNUAL REPORT OF THE The questions thus raised have already excited considerable interest and investigation. Eev. S. C. Damon writes to the Sailor’s Magazine, under date of Honolulu, July 22, 1870 : To-day I have learned what I did not know before — Chinese seamen are supplymg the place of American and European seamen.'^’’ Widely different opinions are manifested. Some¬ times passion has been apparent. Feeling the foreshadowings of these issues, and believing that they should be met not passionately or par¬ tially, but by a clear exi>osition of the facts involved, and a calm and candid consideration of the same, and that essential to this is the im¬ mediate turning of the thoughts of our educators in this direction,* I have inserted in this report a paper by an able writer, who has had special opportunities for considering the questions raised by Chinese immigra¬ tion and for apprehending education as the main instrumentality in their solution. My purpose will be gained if public attention is so turned to these inquiries that the facts bearing upon them shall be fully brought before the public judgment and receive its decision. Can any American mind become occupied with these considerations without feeling how much more fully we ought to study oriental civiliza¬ tion, its domestic, educational, and civil ideas, customs, and institutions; how thoroughly we ought to know these peoples as they come to our shores ; how wisely we ought to adjust our opinions, our laws, institu¬ tions, and method of treating them, that they may not bring to us more harm than we are able to do them good ; that this meeting of civiliza¬ tions may be a steady progression, rather than a deterioration, of the national character? With regard to certain j)oints connected with the inpouring of foreign populations there can be no question. Every newcomer to our soil should acquire a knowledge of the English language; otherwise, we may not anticipate on their part an intelligent acquaintance with the spirit of American life, and consequently they can have no appreciation for it likely to secure adaptation to its peculiarities. Second, all youth, of whatever incoming nationality, should be brought fully under the influence of our best educational opportunities. Third, these two con¬ siderations should be specially enforced with reference to girls and deaths and returns to China, it would appear that there are now less than 100,000 Chinamen in this country. The rate of increase for each of the last four years is : In 1867 . 3,519 I In 1869 . 12,874 In 1868 . 5,707 | In 1870 . 15,740 The immigration has been chiefly of males, hut later immigration has brought with it a noteworthy increase of females. In the year ending June 30, 1867, there were only 8 females arrived — all to Atlantic ports. In 1868 the whole number was 46 ; in 1869 it was 974 ; in 1870, 1,116. The total arrival of females to June 30, 1870, 2,144. In regard to occupation, the returns for the year ending June 30, 1870, exhibit the fol- owing facts : Physicians, 6 ; carpenters, 71 ; stone-cutters, 14 ; mechanics, 14 ; bakers, 3 ; barbers, 7 ; tailors, male, 16 ; female, 11 ; cooks, male, 42 ; farmers, 733 ; interx:)ret- ers, 4; laborers, 12,782; merchants, 43 ; peddlers, 2; sailors, 8; occupation not stated, 11 : without occupation, 1,973. COMMISSIONER OF EDUCATION. 37 ^oinen comiDg with, the orientals, that the terrible features of female degradation among them may not be repeated on our shores. Educators will not fail to observe the great elfect that tlie constant return of so many thousands to China, after having obtained some knowledge of and adaptation to American life, must have on the in¬ ternal struggles in that empire.* * The following, from a communication of Dr. Scuclder, in The Occident” of San Francisco, will indicate that even American teachers can learn something from oriental ideas. He says the author of a celebrated grammatical treatise in the Tamil language, in one part of his elaborate work, gave his views of a model teacher. As a contrast, he first gave the characteristics of a bad teacher, as in capacity, meanness, envy, the substitution of the false for the true, and the habit of blustering. He goes on : 1. A bad teacher is like an earthen pot. When he was educated his instructor put science after science into him, in a regular order, as one might put a number of different colored marbles, one after another, in a certain order, into a jug. Being now filled up, he begins to teach others, but the marbles do not come out according to the arrange¬ ment in which they went in. They tumble out helter-skelter. He teaches without definite plan; confusedly. His instructions are like the indiscriminate issue of the marbles carelessly shalcen out of an earthen pot. 2. He is like a Palmyra tree, which is crowded with sharp-edged incisive leaves. They who, as pupils, try to get fruit from him, cut themselves for their x)ams. Some fruits which reach the ground, as wind-falls, may be picked up. The man has too much edge to become a good teacher. 3. He is like a crooked palm standing in a garden. It ought to dispense its shade and yield its fruit within the garden to which it belongs, but, instead of that, it crooks its trunk over the wall, and gives its fruit to those who pass by ; so the bad teacher, inattentive to his own pupils, displays his learning to gaping strangers.” The good teacher, on the other hand, is described as possessing “ good blood, kindness, piety, loftiness of character, erudition, capacities to impart, and knowledge of human nature.” He goes on with figures again : 1. The good teacher must resemble the earth in four particulars. The terrestrial globe is vast and of bulk unknown. So must his lore be. The earth is strong, shrinks from no weight, and carries its burdens buoyantly. So must he be. The earth is patient ; whether birds peck it, or moles bore it, or the hoe smite it, or the plow tear it, It beareth all. So must he indure the diversified provocations which his pupils may bring to bear upon him. The earth is fertile, and yields to the tiller according to his work So must he yield in exact proportion to the capacity and extractive energies of his scholars. 2. The good teacher should resemble a mountain in four particulars. It abounds in various products: Gems in its crevices, gold in its veins, grain-fields on its slopes, forests on its summit, cascades over its precipices. Even so let the teacher’s literary accomplishments be exhibited in a rich variety. The mountain never runs away, but stands unalterably firm. Let there be an analogous stability in his learning. The mountain is visible from afar, and is still beautiful when its shape melts to a bhie out¬ line. on the sky. So let his fair fame be. When the plains are consumed by drought, the mountain, musical with running streams, comes to their help, and gives although it receives nothing back. Let the teacher manifest a like spirit of gratuitous im.. partation. 3. The good teacher is like the beam of a balance in two respects : It banishes doubt by defining to the eyes the exact weight of any substance. The teacher must weigh all the subjects which he handles, show to learners the precise nature of eacL, expel doubt, and introduce certainty. Two scale-pans are hung to the beam, and it is the 33 ANNUAL EEPOKT OF THE EDUCATION AND LABOR. Agitations of tlie public mind in reference to questions of labor render the relation of education to the results of industry of special present interest. A tendency to bostility between capital and labor has been apparent. Can either afford to suffer the evils likely to arise from an attempt to adjust the differences by an appeal to force? Yet some form of violent action can hardly be avoided if prejudice and ignorance are too prevalent on either side. The parties in interest are put on an equality of citizenship by the very nature of our institutions. There are no great lines of caste any longer acknowledged j getting capital exclusively on one side and poverty on the other ; or education on one side and ignorance on the other. If such an order of facts should occur, it must be brought about by the efforts of individuals or classes. Shall such endeavors be made, or the opportunity for them offered ? The answer depends upon the ability of the parties interested to appreciate the situation and meet its difficulties by ways and means in accordance with reason and conscience. There is offered here in America the fairest field for the successful solution of every irritating question arising between capital and labor, without conflict, without harm to either, without a disturbance of the great harmonies necessary to the highest national prosperity. But reason cannot exercise its sway without knowledge, nor knowledge be possessed without the means of its acquisition. Capital and labor must be both able and willing to see and consider each others’ interests. Make all of either class able to read, able to discriminate correctly be¬ tween right and wrong, render intelligence and virtue supreme in decid¬ ing their questions of individual interest, lift them up, so that the hor¬ izon of each will embrace the interests of all, and the folly and wicked¬ ness of an ai^peal to force or fraud on either hand will be too apparent to invite the attempt. They would then see how much they have in common, how closely and inseparably they are yoked together. Educa¬ tion in its large sense, the development of all the powers of man for the best uses, offers for each interest the grand instrument for the solution of its difficulties. With this belief, strengthened by the comdction that no question could be more thoroughly national or i)ertinent, I have addressed a series of inquiries, first, to observers ; second, to workingmen 5 third, to employers, calling for an expression of opinion upon the relation of education to the productiveness of labor. The necessity of the inquiry is strongly en¬ forced by the fiat denial on the one hand that education adds to the pro- function of tlie beam to be just between them and declare for tbe dish that is heaviest without fear or favor. Let there be a similar impartiality. “ 4. The good teacher should be like a flower. Let him imitate the gentle motions of its soft petals. When he teaches, h^s utterance should bo like the fragrance^ and liis facial expression like the sweet-faced bloom of a morning flower. Then, as the flower, he will be the indispensable ornament of every festive occasion.” COMMISSIONER OF EDUCATION. 39 ductiveness of industry j while, on the other, the effort to place this matter beyond controversy is ridiculed as raising questions already long since universally ansAvered in the affirmative.'* Three thousand copies of these inquiries were prepared, intended to offer the opportunity of bearing testimony in regard to the points raised, which were sent to every class in every section of the country. Onl}’ an attempt to open the investigation is made in this report. An accompanying paper is presented upon the general subject of education and labor, written by one specially interested in the question. The first question of the series related to the opportunity of the per¬ son interrogated to judge correctly, so as to be able to answer the remaining questions ; being as to whether he had employed any number of laborers, how many, and in what kind of labor, and where ; with appropriate variations when addressed to workingmen and observers. The other questions were as follows: 2. Have you observed a difference in skill, aptitude, or amount of work executed by persons you bave employed, arising from a difference in their education, and inde¬ pendent of their natural abilities ? 3. Do those who can read and write, and who merely possess these rudiments of an education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those who are not able to read and write ; and, if so, how much would such additional skill, &c., tend to increase the produc¬ tiveness of their services, and, consequently, their wages ? 5. What increase of ability would a still higher degree of education — a knowledge * An editorial in The State Journal, published at Harrisburg, Pennsylvania, Novem¬ ber 3, 1870, is of the latter character, in which, under the caption “An Official Dog¬ berry,’’ the writer says : “ The sagacious Dogberry observes, ‘ To be a well-favored man is the gift of fortune ; but to read and write comes by nature.’ ” Applying this to the case in question, he says : “ The Commissioner (of Education) questions the soundness of the observation, and is making elaborate efforts to disprove the propositions it suggests. Not disposed to trust the ordinary processes of reasoning, ho has, with great care, prepared and sent out several series of questions to ‘employers, to intelligent workingmen, and to impar¬ tial observers.’” Then, quoting the series of questions in terms of ridicule, and sug¬ gesting that others be added, such as “ Which can man do without best, fire or water ? ” “ Which is the most useful animal, the horse or the ox f ” and that the whole be referred to the “ Mackerelville Debating Society,” he says that Pennsylvania and other States, acting “on the conviction that education is good for the citizen and for the Common¬ wealth, have established and maintained schools during a full century,” &c. “ The terrible query is now raised as to whether this labor, the expenditure of money, public and private, has been for good or for evil? Christian societies, even churches, are in¬ volved. Have they been doing the work of the evil one? Have they been pursuing a doubtful policy, not knowing whether men should bo made better or worse, for time and for eternity, thereby?” On the other hand, many men display a decided ox)position to the education of some forms of labor. For instance: W. E. Butler, esq., planter, of Murfreesboro, Tennes¬ see, would “prefer the uneducated, sprightly negro on the farm.” E. J. Trumbull, esq., planter, of Skipwith’s Lauding, Mississippi, thinks that “ among negroes there seems to be no advantage in education, as, thus far, it has been generally used.” B. I. Harris, esq., planter, of Sparta, Georgia, observed that “ a limited education, in most cases, is hurtful. 40 ANNUAL EEPOKT OP THE of the arts and sciences that underlie his occupation, such as a good practical knowl¬ edge of arithmetic, bookkeeping, algebra, dra^Ying, &c. — give the laborer in the power of producing wealth, and how much would it increase his wages ? 5. Does this and still further acquisition of knowledge increase the capacity of the workingman to meet the exigency of his labor by new methods, or in impf ovemeuts in implements or machinery ; and, if so, how much does this inventive skill add to his pow'er of producing wealth ? 6. Would you generally i)refer or not a ^jerson who has been trained in the common school for the ordinary uses for which labor might be employed over one who has not enjoyed that advantage ? 7. Whom would you, as an employer, choose for positions of trust, such as foremen or superintendents, persons unable to read and write, or those having the rudiments of education, or those possessing a superior education, all other things, such as skill, strength, and fidelity, being equal ? 8. Whac do you regard the elfect of mental culture upon the personal and social habits of persons who have been in your employ ? Do they, as a class, live in better houses, or with better surroundings ? Are they more or less idle and dissii)ated than the untaught classes f How' will they compare for character, for economy, morality, and social influ¬ ence among their fellows ? ANSWEES. By Sinclair Tonsey, esq., New York City, who had employed farm laborers, clerks, i^orters, and similar help for more than thirty years : 3. Difiicult questions.' The difference, iu my opinion, would be from 20 to 40 per cent in favor of the rudiments. 4. This would dex)end upon the labor he had to perform. If merely muscular was all expected, these qualifications would add but a small extra value to his labor, but if they w'ere required, a large per cent, of difierence would be in favor of the man having the qualifications, though in any case the increase of wages would depend greatly on the laws of demand and supply for work and worker. 5. Yes ; but the amount of increase depends entirely on the nature of the things pro¬ duced, by the improvements and the extent of the want of such things. The more universal the w'ant, the greater the x)er cent, of advantage in favor of intelligently educated laborers. 6. Yes, by all means. Untrained brains are but poor instruments in guiding un¬ trained muscles. 8. Such men are always looked up to by their more uneducated fellows. By General Samuel Thomas, Zanesville, Ohio, who has employed oOO common and skilled laborers, such as were needed to produce merchant¬ able iron from the ore and the coal in the mines ; 2. A marked difference, and easily observed by visitors. 3. None of our oflicers doubt the suxieriority of men who can read and write, for common labor, over those who canT. Men who have some education require less aupervisiou. The saving to employers in this way alone amounts to fully 10 per cent. Employers suffer constantly from ignorant employes doing their w'ork poorly, and loiug less of it for the same wages. This amounts to fully 10 per cent. more. 4. A knowledge of chemistry,' geology, w'orkiug of mines, and, in fact, all the phys- K3a,l sciences, would add to the efficiency of all laborers in our employ. Kot that I expect all to advance to the higher dex»artments, but that, with their common school ■education, they should have some knowledge of the sciences I have named. In many ways men with such advantages could joroduce more in twenty-four hours with no more labor, and, as a consequence, command higher wages. 5. All the labor-saving imx)rovements are the result of education awakening the COMMISSIONER OF EDUCATION. 41 mind to struggle for something to save much and throw the labor ui)on machines of iron and wood, so far as I have observed in our works. The ignorant man imitates some one else, and, if he is watched, continues to do so day by day ; and by these means earns his living, but he is a great tax upon capital. We pay 20 per cent, more wages to a skilled laborer in our employ, with an education that makes him worth it to us, over an uneducated man struggling to fill the same kind of place, but not worth so much. 6. I should much prefer a man with some education ; the more the better. 7. I would not employ as a superintendent or foreman a man who could not read and write ; all other things being equal, consider a man better and better qualified for super¬ vision of labor as his education increases. 8. The man with some education or some mental training shows his snx)eriority over the ignorant man at home, and by^his social and moral influence, to a greater degree than in the shop or at labor. He is more moral, less disposed to be vicious, more in¬ dustrious, and, as a class, live in better houses, have better surroundings, and seem to be happier men in every way. By Mr. John W. Browning, bricklayer, president of bis trades union and secretary of the Nlational Labor Union, New^York Gityj his general statement is intended to answer several of the questions: I have not uufrequently worked with members of my trade who have labored years at the business, and yet they are ignorant of the simplest though very important ma¬ terials in the building line. For instance, anchors are fastened to every fourth or fifth beam, and must be, or should be, well secured in the wall, by which means there is a bond between the two walls, or four walls, as the case may be ; the walls are strength- f\ned, the building is firmer, and less liable to settle. The men I allude to build around and over these anchors, wondering what they are there for and paying no regard to gecurity. Such mechanics are half their time unemployed, and they attribute it to nard luck, or something of that kind ; but they do not seem to take heed and get on, and they become- discouraged. But it is not so with the mechanic who understands the theory of his business, or who has studied sufficient to discipline his mind. He under¬ stands or will understand that the anchor must be set snug in the wall. He knows why a fire-place is built on the outside of a gable ; he knows what a keystone is for. In short, he knows the uses of the materials and the designs of the specifications, and he is able to earn his wages, and in many cases superior wages, besides enjoying steady employment during the building season. The latter class of our trade are the students of our business ; they lighten their labors and the labor of others by new inventions. A year ago 1,000 brick a day was considered a fair day’s work. It is the basis of esti¬ mate at the present time, and yet an ordinary bricklayer can lay from 1,500 to 2,000, while I have known men to lay 3,000 a day on a twelve-inch wall. I think any one who has adapted any means to discipline the mind, either by studying at school or else¬ where, is preferred to one who never gave himself to reasoning. 7. It depends on the business to bo transacted. In my business a foreman, superin¬ tendent, overseer, or journeyman cannot know too much, and those who are trusted with the plans are skilled and as intelligent as can be had. 8. I find men who are in the habit of reading the daily papers soon become well in¬ formed. They take an interest in passing events. This brings respect and then self¬ esteem, pride, and all that ; they are more industrious ; they can account for change. By the experience of the past they judge the future ; they are better providers, live as well as their means will allow; they are always trying to better their condition, and they have an influence among their associates. I am in favor of free day schools for children, free night schools for apprentices, free libraries and better rooms for all who wish to avail themselves of their benefits, believing that it will add to the industry of the nation, elevate society, and make us morally and religiously a better people and better citizens. 42 ANNUAL REPORT OF THE A. J. Mundella, esq., member of the British Parliament for Sheffield, England, who had employed a large number, as many as three or four thousand at a time, in the middle counties of England, a.s knitters, weavers, finishers, and machinists : 2. I would say that an educated man invariably acquires a knowledge of his work with greater facility, and executes it with less cost of supervision, than an uneducated man. 3. The mere rudiments I do not rank very high. If a man can barely read and write he has not attained to much. To read and write fluently is a great advantage in con¬ ducting the ordinary affairs of life. Evidence has been given before the British Par¬ liament from my own district showing that some grave mistakes in chemical processes, such as bleaching, dyeing, &c., are constantly occurring through the ignorance of tho workmen not having the ability to read writing. I have often witnessed natural powers in a person entirely uneducated, which would have been turned to the benefit of himself and his employer if he had only received a thorough elementary education. I have recently seen in Massachusetts, Englishmen whose wages their employers would have doubled, by willingly apxjointing them overseers, if they had only been educated sufficiently to keep accounts. I think it is impossible to estimate how much education would increase the value of their services. If the labor is merely mechanical, such as tending a machine that is making so many revolutions per minute, it requires little education to perform it ; but if the labor is something where the whole manijiulation depends upon the intelligence of the workman, it is a very different thing. The division of labor in England is so minute that the artisan who begins and continues the same work for years becomes a mere machine himself. The value of education, both to the workman and employer, is something that it is exceedingly difficult to estimate. The educated man will better understand the influ¬ ence of those economical laws upon which his art depends than the uneducated ; and my observation leads me to the conclusion that many of the strikes among workmen are the consequence of gross ignorance on their part, and that almost invariably tho outrages and intimidation resulting from strikes are the acts of ignorant men. The more flagrant cases of violence and intimidation in England have been in con¬ nection with those trades unions where the education of the workman has been grossly neglected. 4. I believe that technical education is of great importance; that the success of Switzerland and Germany in manufactures, and their suxDeriority over others for the last thirty years, has been owing to the excellent elementary education which they have given to their work-people, to which has been sux)eradded, with great advantage, a large amount of scientific and technical education. Art-training in England has had a marvelous effect in improving the designs for every descrij^tion of manufacture where taste is required, and consequently in increas¬ ing the demand in foreign countries for such manufactures. For example, the result is seen in the better styles of carpets, laces, dress-goods, crockery ware, furniture, orna¬ mental iron-work, and in every description where decorative art is of value. I think the great want in this country is such education. I have known instances where a youth who has received art-training has been able at twenty years of age to earn more than all the rest of the working force of his father’s family. There is one case among my own workmen where such a lad is getting very high wages, and the effect is that the whole household is elevated. 5. The greater the improvements in machinery the more intelligence is required on the part of the workmen who manipulate them. It has been found in England that for working the improved agricultural machines a higher class of intelligence and skill is required to manage them than the old peasantry possess. An intelligent workman will always jiroduce a larger amount of work ffiom a clever machine than an ignorant man can, and will keep his machine in better working condition. COMMISSIONER OF EDUCATION. 43 6. I would, certainly. In all classes of labor with which I am acquainted a person receiving the education which is open to him in the common schools of America would be infinitely preferable, in all respects, to a workman whose early education had been entirely neglected. 7. Certainly, I should prefer those who have had the very best education for such sit¬ uations. Li my opinion, a youth cannot be too highly educated for business purposes. I believe there can be no greater mistake than the old and common error that a boy may be made above his business by education. 8. My experience of workmen, on the average, is that the better a man is educated and the greater the intellectual resources he possesses, the less is he disposed to sensual indulgence and the less inclined to any kind of intemperance and excess. Those trades most characterized by intemperance in England are those wherein the workmen em¬ ployed have the least education. I have emi^loyed in various departments of my own bnsiness intelligent workmen earning lower wages than ignorant men employed in coarser branches of the business ,* and the intelligent man educates his children, lives in a comfortable house, and has much refinement and many pleasant surroundings, whereas the ignorant man, with higher wages in some other departments of labor, is more addicted to intemperance, his wife and children are worse clad and worse cared for, and his home in all respects less comfortable. Perhaps the best illustration of this would be the contrast between a clerk earning £80 a year, who is a gentleman in edu¬ cation, tastes, and surroundings, and an ignorant laborer earning the same sum. In England intelligent workmen are generally the men who are distinguished for economy and thrift. They take the lead in all useful associations ; they are the managers of the mechanics’ institutions, the teachers in the Sunday schools, and the founders of cooperative societies. In my experience in courts of conciliation I have always found the intelligent work¬ man more open to conviction, less trammeled by class prejudices, more independent, and possessing more individuality than his fellows. The ignorant workman, on tho contrary, is much less qualified to sit on the boards of arbitration. Mr. W. J. McCarthy, working miner and engineer, of St. Clair, Penn¬ sylvania, writes as follows : I was born in this county. Ever since I came to years of understanding, I have taken notice of the foreign emigrants, of whom we have a goodly number here. I have found the ignorant and mieducated the poorest of them all. I have had occasion several times to travel through the coal region. I found the uneducated living with their famihes in mud-hovels and shanties, while the educated preferred living in towns, where their children would have all the advantages of civilization and education. Were it not that this mountainous country is so healthy, the mortality among tho former would be very great, for the manner in which the poor ignorant creatures man¬ age to live without entailing disease is miraculous. Dissipation is also very great among the uneducated, more so than among those who are educated; and it would be still greater were they to have the means to purchase liquor. I have often heard poor, ignorant men say, “ Were I as rich as so and so, wouldn’t I sport it ?” Men sometimes get rich l)y chance, and, if they have not at least the rudiments of education, as a gen¬ eral thing become dissipated. I also observe more brutality among those who cannot read or write than those who can, and also more debauchery, crime, and tendency to evil. Having in charge the machinery of a large coal-breaker at one time, I observed that the boys that never went to school, and could not read or write, were more mischievous and would oftener try to damage the rnachinery by putting spikes or pieces of iron in the cog-wheels than tho boys who had been at school, and received even a sliglit edu¬ cation. These are my reasons for thinking that an edncated working-man is so much superior to the uneducated. Education is needed for tho welfare of any nation, for without it we would become barbarous. 44 ANNUAL REPORT OF THE Cyrus Menclenliall, president of the Kenton Iron Company, Kewport, Kentucky, says : I rejoice that tlie official attention of the General Government is being turned to the subject of your inquiries, and cannot but hope that sooner or later it will result in some i3ractical benefit to the country. The want of a higher grade of instruction in science of their business, for the managers of the different departments of the manu¬ facture of iron, say in mensuration, geometry, the mechanical powers, hydraulics, hydrostatics, chemistry, &c., has been severely felt by proprietors. The want of com¬ petent men in such positions often, I believe, makes the difference to owners between success and failure. In illustration or justification of my replies to your Nos. 3, 4, and 5, I will take the liberty of giving you an instance or two coming under my own observation. An en¬ gineer at our blast furnace near Wheeling — a man who had x^reviously been intrusted with important machinery, and run an engine successfully when all was right, a tem¬ perate and well-meaning man, but without education, except to read and write and make the simplest arithmetical calculations — was directed to place a hand force-pump at the river and have water driven uj;) to the tanks located 60 feet above the river level ; a half day, with two assistants, was s^^ent fixing the pumj) on the river bank 40 feet above the water, with a soft hose from the x)ump to the water, and another from the pumj) to the tanks. He did not know why he was unsuccessful in getting the water into the tanks. It was difficult at that time (owing to the war) to rei)lace him with a better man, and he was left in charge of the machinery when the furnace went into blast. The machinery was vertical, the steam standing above the blast cylinder, the whole extending in a line. some 27 feet above the foundation. Considerable vibration at the top was found to result from the movements of the machine when x>ut to the necessary speed. Instead of remedying this by guys from the top to the strong sur¬ rounding walls, during a fortnight’s absence of the superintendent, the engineer ap- X)lied one timber brace, setting the top over the whole, or little more than the whole, amount of the vibration, thus forcing it out of line and causing such injury to the inside of the cylinders, from cutting of the metallic piston heads, that the blast cyl¬ inder (and I think the steam cylinder also) required to be taken out and sent to the manufacturer, a hundred miles distant, and the whole x)ut in repair, at a cost of $2,000. This, with the damage arising from stoppage, was more than sufficient to have paid the wages of a first-class man, instructed in the ‘‘ science ” of his business, for two years. That man is still employed in the same iDOsition at a blast furnace on the Ohio River above us. Now for another kind of a man. In a part of the country, when the service of a railroad engineer was very difficult to procure as well as very exx)ensive, it was neces¬ sary to construct two or three curves to a definite radius in a short railroad extending from the coal mine to the main line of railroad, an employ^, who knew nothing of en¬ gineering, but had mastered the first six books of Euclid, by an evening’s study and application of the geometrical princqdes involved, discovered the very rule and method used by the best engineers, and next day, with the aid of a transit, located the curves with correctness and dispatch. How much was such a man worth above an ordinary hand ? Mr. S. P. Cummings, of Boston, Massacliusetts, secretary of the Mas¬ sachusetts Grand Lodge of the Order of St. Crispin, chairman of the executive committee of the International Labor Union, and of the State labor party, says : 2. The difference is very marked, indeed. Educated labor is by far the most skillful and faithful. Value of skilled labor over unskilled, both as to productiveness and compensation, fully 20 per cent. 3. A knowledge of the subjects would increase production and wages fully 20 per COMMISSIONER OF EDUCATION. 45 cent, over the present, inasmuch as the effect tvouIcI he to stimulate laborers to produce hotter articles, and consequently increase their means of enjoyment. 4. It does. It is difficult to determine. I should say 20 per cent, as the result of my ohservations iu fifty cities and towns in this State. 5. Most certainly he would, hy intelligent employers. 6. I have a large personal acquaintance among manufacturers, and they uniformly agree that their foremen’s money value depends largely on the education they possess. To this rule there are some exceptions, of course. 7. Inventive culture, as a rule, increases the self-respect and improves vastly the social hahits of workingmen. Educated workingmen live in better houses, have better surroundings, and in all respects superior to those whose education is limited and defective. They are less idle and dissipated than the untaught classes. As regards economy, morality, and social influence, educated laborers are preeminent among their fellows. I may add one gen¬ eral observation, that while I was foreman of a shoe factory, employing forty hands, I always got better work, had less trouble, and, as a general rule, paid better wages to the more intelligent workmen. The more ignorant hands were continually giving me trouble, either by slighting their work, or failing to appear in a fit condition to work after pay-day. They were, many of them, coarse, vulgar, drank liquor, grumbled, and were in all respects disagreeable. I am so well satisfied of the inestimable value of education to the laborer that I would make it compulsory. No man should be allowed to go into the arena of life until he has at least a decent English education. A class of uneducated laborers in a community or State is an ever-present element of danger and injury, not only to labor but to the State itself,* therefore, sir, I am much pleased to see that you are col¬ lecting statistics for the information of the Government and people on the subject. My observation has been, and my opinion is, that educated labor is the best paid ; that the several habits, style of living, general character for thrift and enterprise of our educated laborers, are so clear as to admit of no question. I cannot particularize on the subject; I can only give general results. Had I more time now, I would like to add some observations on what I regard as defective in our present system of education . Visiting, as I do, the different i;)arts of the State, I observe from necessity the habits of workingmen, and will at some future time, if you desire, give my experience more in full. Mr. A. E. Johnson, workingman in shoe shop, of Haverhill, Massa¬ chusetts, says : There are many instances in this city of first-class workmen who can neither read nor write, but they are exceptions to the general rule. They may be good at their particular part, but not so quick to learn any new part. Miss Martha Walbridge, of Stoneham, Massachusetts, head of the ]Janghters of St. Crispin, (trades union,) says: 2., I unhesitatingly reply in the affirmative to the first question. As to how much such additional skill would increase the productiveness of their service, &c., I would state it certainly as much as 20 per cent. 3. The ratio is certainly great, and I am so sanguine on this subject that I would state the increase of ability would give the laborer double the power. As to ivhat knowledge would be most practicable, I would offer, as a substitute for bookkeeping and algebra, natural and intellectual philosophy, and my observation teaches mo these sciences are absolutely essential to the welfare and progress of the laborer. 4* Most emphatically it does. For who so stupid that will not exercise the little wit he may have to economize his physical strength. How much this inventive skill adds I feel incompetent to judge. 5. Certainly, unless the employer be a thief or rascal. 46 ANNUAL REPORT OF THE 6. Rarely liave I known an illiterate person employed as foreman, and when «i7cli cases have come under my observation, the persons thus employed have never been able to retain such position, on account of their incompetency. 7. Mental culture has a salutary effect on the habits of working people. It has a direct tendency to morality and refinement. It assuredly develops itself in a desire and healthy effort to secure for themselves and families better homes and intellectual enjoyments. A sense once attained of the true dignity of man and woman hood is seldom, if ever, lost sight of, but retained and fostered as the poor man’s one only priceless jewel, and this sense and noble desire make him an honest and respected citizen. Eespectiug Diodiflcations of the common school system, which have been suggested as corollaries to the answers to these questions, I may add a few words. First, as respects the ordinary whole-day system, Mr. Edward Atkin¬ son, of the firm of Loring & Atkinson, of Boston, Massachusetts, gives an account of the very great success of a half-time school for the chil¬ dren of the Indian Orchard Mills, established by, and connected with the school system of, Springfield, Massachusetts. In this school half the children work six hours in the morning, and attend school three hours in the afternoon, and the other half go to school three hours in the morn¬ ing, and work six hours, partly in the morning and partly in the after¬ noon. Under this arrangement Mr. Atkinson is of opinion that the chil¬ dren work better and learn more in each hour than those who work or attend school full time,’^ and says that the opportunity attracts the best families to the mill, so that the proprietors have ‘‘philanthropy Avithout alms-giving or charity, combined with better profits.” Some very re¬ markable specimens of chirography by children, originally of very small acquirements, who have attended this half-time school for six and twelve months, accompany Mr. Atkinson’s letter. Edward WinsloAv, of Boston, Massachusetts, the general agent of the Industrial Aid Society for the Prevention of Pauperism, suggests, in reference “ to education in this country passu with theore¬ tical, that we are greatly deficient in this respect as compared with all other civilized nations, for we haA^e but few technical or trade schools, and those few are designed for a higher class than that which our society hopes to reach. * * The school at Kensington, established by Prince Albert, has been of infinite value to England not only in cultivating the taste and skill of her artisans j for the export of manufactured articles traceable to that school amounts to £70,000,” (or $350,000.) “ A few years ago (1863) only 3,000 students were instructed in the art and tech¬ nical schools of Paris j in 1867 there were 12,000 ; and in 1869 there were 350 schoolsJ^ After some observations on the superiority of the educated workmen in the ease with which he learns his trade, the im¬ provements in machinery and manipulation that he can make, and the rapidity and perfection of his work, Mr. Winslow goes on to say : The greatest benefit to be conferred upon our country is to make mechanical and industrial pursuits more respectable, and to educate and train the young for these pur¬ suits. Our systems of instruction are now altogether intellectual, and even this only goes far enough to give the pupils a distaste for manual occupations. COMMISSIONER OF EDUCATION. 47 He also suggests the importance of retaiuingj as part of the system of public education, moral culture and religious instruction/^ which need not be sectarian and he closes his letter by saying that the greatest obstacles to prosperity are found,” by the society he represents, “ to be want of both moral and mental training in the individuals that come under their care.” Professor J. W. Burns, secretary of the American Artisans’ College of Philadelphia, Pennsylvania, writes respecting ^^the practicability and utility of mechanical and artistic instruction in common schools.” He believes that ‘‘to make work of the hands and the mind combined a leading feature is absolutely necessary to render education an efficient means of mental development and culture. As a vast part of the community depend upon productive occupations for means of subsist¬ ence, instruction of children should have for its chief object the devel¬ opment of the faculties which most facilitate mechanical effort.” In all the schools he has been connected with he finds “that the most intract¬ able boys may be induced to work, and, when the labor is not continued long enough to fatigue, will go to it with pleasure.” “ Setting type is one of the best exercises in orthography in which a learner can engage.” By the “ pantagraphic system of instruction, children from five to ten will learn the rudiments of language and sciences pleasantly and rap¬ idly ; and if a fair portion of their time from ten to twenty be given to usefuJ work they may be taught mechanic arts thoroughly,” &c. “ Much of the expense of education may be paid by the work of the pupils.” In support of these opinions he mentions various interesting items respecting the attendants of the American Artisans’ College. He be¬ lieves both intellectual and moral culture may be stimulated by awards of honors, decorations, degrees, &c., for proficiency, good conduct, &c., to all students in school who seriously endeavor to improve. In the article upon “ The relations of education and labor,” which I have had prepared as an introduction to the responses from employers, work¬ ing-men, and observers to the series of questions sent out from this Bu¬ reau, bearing upon this subject, will be found a condensed summary of the special schools established and supported by the different European governments for the training of their citizens in the arts, sciences, and industries of life. A glance at what is done ifi this direction by the little kingdom of Wiirtemberg, with its population of less than two mill¬ ions, or by the republic of Switzerland, with its twenty industrial schools for girls, is sufficiently^ suggestive of our own deficiencies. The extracts from the report of the British workmen who were sent by the London Society of Arts to the Paris Exposition of 1867 are full of interest, more especially in view of the great effect that was produced by them upon the English manufacturers, who were then made first aware of the danger they were in of losing their boasted supremacy, from their lack of trained laborers, and who have gone to work with their usual energy to remedy the fault, by establishing training schools in the arts and industries, the good effects of which are already visible. 48 ANNUAL EEPORT OF THE Ill tlie extracts from a report to tlie Massacliiisetts legislature, the statement that ‘Hbere is no remedy for the wrong of depriving children of a proper education,” and the assertion that the public-school system of Hew England, so well adapted to a former state of society, fails to meet the demands of our modern civilization, contain both the rationale of free public education by the State, and the indictment of the thinkers of to-day against the present system. The remarks of Dr. Lyon Playfair, at a recent meeting of the British Social Science Association, with which this introductory article closes, would seem to sustain this indictment, and at least challenge atten tion. In the answers returned by the employers, workingmen, and observ¬ ers to the circular questions sent out by the Bureau in reference to the effect of education upon industry, as to its giving increase of com¬ pensation, and in its general effect upon the condition and value of the laborer as a citizen, from the mere rudiments of knowledge up to the higher technical culture, many interesting facts were elicited, some curious discrepances and differences of opinion appear, and now and then the underlying problems of political economy, the complex relations between capital and labor are here suggested and there thrown into sharp antagonism. These answers come from every section of the country and from those engaged in various industries ; and in the kind of industry there is found a reason for the difference in the estimate of the value of book-learning, the builder of com^dex machines seeing far more worth in the higher education of the laborer than the superintendent of the Kansas Kailroad, who finds the possession of a certain innate power over men, by his fore¬ man, of higher value than the best education. In the replies of em- l)loyers, from those requiring great mechanical skill to those dealing with plantation hands, save a few who exclude the colored laborer fi^om the application of the rule, the common testimony is, that ability to read and write adds to the value of the workman and to his pay j the more ready comprehension of directions, the less supervision required, and the am¬ bition of the educated man to rise to do better, being the chief reasons adduced. The rate of increase of wages runs from 10 to 100 x)er cent., averaging in ordinary cases from 20 to 25 per cent. In replying to the question as to whether increased knowledge, such as practical knowledge of the sciences underlying his occupation, would add to his wealth- producing power and to his wages, there is a remark¬ able unanimity, though the replies of the employers shovroAnsion for the education of girls, Avhich had before been rather neglected. In 1866 1,732,412 boys and 1,578,230 girls attended these schools. Of the population of France, of 38,067,094 souls, 397,062 are children betAA'een seven and thirteen years of age. The law of 1850 also provides for the establishment of schools for adults over eight¬ een years of age, and apprentices OA^er twelve. The latter are open in the eArening from 7 to 9, after the apprentices have finished the labor which they OAve to their employers. TEACHING GERMAN. In close connection with this matter of foreign education and foreign inquiries is the subject of teaching foreign laugnages in our country 5 more especially the teaching of German, on account of the preponder¬ ance of the German-speaking element over tliose of our foreign popula¬ tion speaking other than the English language. Eeference is made to the article on this subject among the accom- l^anyiug papers.* * Professor John Kraus, some of whose suggesth'e i)aragraphs are there quoted, iu another commuuicatiou to the Washington National Republican, offers the folio AA'ing obsei’A'ations : “In regard to our public schools, no teacher should be deemed competent to instruct in the German department unless proficient also in the English. # * * “ The German language has actually become the second language of our republic, and a knowledge of German is now considered essential to a finished education. * * “ It seems entitled to this aiipreciation, as it is the mother of Anglo-Saxon and modern finglisb, and is spoken in this country by six millions of the people.’^ Mr. Kraus, in this connection, calls attention to the statement of a distinguished grammarian, that “ three-fourths of the English language at present consist of words altered or deriAred from the Teutonic dialect.” 56 ANNUAL REPORT OF THE NON-ATTENDANCE, ABSENTEEISM, AND TRUANCY. The immense amount of illiteracy in the country is a most significant fact, pointing to non-attendance. This prevails alike in country and city, though with great differences in results. The large country districts, sparsely settled, present formidable obstacles to the location of schools so that all can attend. The rural occupations of such a population and absence from special vices of the town expose them less to the injuries, of ignorance. Ail enterprise, however, all high products of industry, all proper development of civilization, must suffer in such communities. But this non-attendance of the population of school age in our cities, in¬ creased by absentees and truants, is the grand source from which are supplied all the developments of vice and crime agaiust person and property. These three evils are noticed in some form of complaint in almost every State and city report. Each is sufficient to imperil the interests of an 3" community. It is estimated by the city superintendent of San Francisco that there are at least 2,968 children in its streets who are leading idle or dissolute lives. So great has become the crowd of young lads prowling around the streets, that it is a question of the highest importance to the future welfare of society, What shall be done to check this fearful tide of de¬ pravity which is sweeping over the city, wrecking so many noble youth and blasting the fond hopes of so many anxious parents He calls for truant laws similar to those in force in Boston and other eastern cities. Hon. A. J. Craig, late State superintendent in Wisconsin, in his last report, observes : Making a liberal allowance for the number who have previously attended school, and for those who were so situated that they could not attend, there are still remaining more than 50,000 youth in the State, growing up iu ignorance ; more than one-eighth of the whole school i)opulation, and about one-sixth of the number that could be reason¬ ably expected to attend school. What would be thought of the parent who having six children should entirely neglect one of them, giving it no care, training, or educa¬ tion ? Would he not be held to be inexcusable, criminally negligent of his sacred duty, and would not his negligence be all the more criminal if the neglected one, of all his children, most needed care and oversight ? Yet this is just what the State does. The State superinteudeut iu Pennsylvania reports 75,000 children thus growing up outside of the schools. In Philadelphia alone, the cen¬ sus taken by the police a few years since showed 20,000 who were neither in anj^ school nor engaged in any useful employment. In Hew York City the number of children who have no place in school nor anj^ home worthy the name, nor any useful emplo^nnent, cannot be determined. The estimates of the number range from 20,000 to 60,000. Can murders like that of Mr. Nathan be the occasion of any surprise in such communities ? For these evils, already so vast, and still growing with such rapidity in most of our cities, manj' causes are assigned. The indifference or the poverty of parents, the inconvenience of location of school-houses, the unattractiveness of the school-houses, the insufficiency of school accom- COMMISSIONER OF EDUCATION. 57 moclations, and tlie inefficiency of school teachers, are among those gen¬ erally given. But the causes are sufficiently^ apparent in any commu¬ nity to those who will look after them carefully. How can they he overcome, and their consequences remedied ! The public sentiment of each community must answer. Niothing adequate, however, may be expected if the facts are not looked up by the teachers, the police, and other city authorities, and brought home to the feelings of the citizens. It is useless to say that these evils cannot be removed. If they are irremediable, we must admit the alarming fact that many of our cities are fast becoming unsafe as places of residence for honest and decent people. Life would lose its security and property its value. The conduct of school officers and teachers sometimes, by their indifference, suggests that the remedy should begin with them. In these cases they conduct the schools as if they were intended only for their own con¬ venience, and for the benefit of scholars that they may choose to retain within them. Too many reports never recognize this element, never in¬ clude the whole population of school age. Average attendance and per¬ centage of attendance are made out on the basis of enrollment ; whereas the standard in every case, for the system or the school, should be the education of the whole number who ought to be in school. Every sys¬ tem and every school should compare what it does with what it ought to do for the whole number of children for which it is responsible. It is important to show the evils resulting from the running aAvay or absence of those who are registered in the school 5 but the representa¬ tion, if truthful and comi>lete, would include the corresponding facts with regard to those who never appear in the school-room. Go up and down our cities, how few can even seat and how many less can give instruction to the total number of children of school age"? Hot a single State can do this. It may be said then, first, that the idea must be cor¬ rected in the minds of school officers and teachers : second, there must be ample instruction and accommodations for the entire population of school age ; third, every appropriate measure must be adopted to over¬ come the indifference of parents 5 and, fourth, if the evil is not other¬ wise remedied, the law should imperatively require every child to receive instruction, at least in the rudiments of an English education, a certain number of months each year within the period of proper school age. These things not only ought to be, and are essential to the public good, but they have been done and well done. Boston long since showed, approximately, how education can be guaranteed to eveiy child in an American city. Massachusetts furnishes a good law, and the respect¬ ive municipalities put it into efficient operation. Municipal officers, teachers, police, heartily unite, and favorable results are reported. Hew York has a good law, but it is well-nigh without euforcemeut. Whatever operates against one of these evils has a favorable effect upon 0 each of the others. The absolute prevention of non-attendance Avill gradually reduce absenteeism and truancyo 58 ANNUAL REPORT OF THE The superintendent at St. Paul, Minnesota, makes the following re¬ markable statement : I bare reason to believe tbat, tbrongb tbe x^ublic scbools and tbe private schools of tbe city, all tbe cbildren of tbe city are in attendance upon a course of education. Witb tbe concurrence of tbe chief of j)olice and bis force, truancy is scarcely known in tbe city during school hours. In no part of tbe city, neither in tbe town, nor tbe streets, nor at tbe depots, nor in tbe suburbs, will cbildren be found during school hours. I take pride in calling attention to the fact, and have invoked tbe assistance of tbe police, on tbe assumption that a vagrant child is as much under their supervision as a vagrant man, and I am bai^i^y know that they are in full sympathy with my¬ self on that subject. Tbe average cost of instruction in tbe x>ublic scbools for tbe i^ast year, i^er scholar, as enrolled, has been ^10 55, but eleven cents in excess of last year. woman’s interest in education. Notv here else in the world does education open to woman a sphere, on the whole, so attractiv^e as in America. She has won for herself here acknowledged superiority ov^er man in the primary training of children. Her supremacy in the profession of teaching has long been conceded in Massachusetts.* Her excellence as a teacher is more and more ac¬ knowledged from the Atlantic to the Pacific, and finds a fitting state¬ ment in the language of the State superintendent of California, who says : The functions of the teacher’s office are especially suited to women. They are the natural educators of the young.” But woman’s interest in education consists not merely in what has already been accomplished. Her disabilities and sufferings hav^e not been so iiniv^ersally considered and reliev^ed as haye those of man. The honors and duties of the family state are not duly appreciated. Women are not trained for these and other duties as men are trained for trades and i)rofessions. Numerous institutions are richly endowed with money, with teachers of the highest talent and acquirements, extensive libra¬ ries, and abundant apparatus for the benefit of men. ‘AToman’s profession, about which there is no dispute, embraces the care and nursing of the body in the critical periods of infancy and sick¬ ness, the training of the human mind in the most impressible period of childhood, the instruction and control of servants, and most of the gox- ernmejit and economies of the household. These duties of woman are as sacred and important as any ordained to man ; and j'et no such ad- vuintages for preparation have been accorded to her, nor is there any qualified body to certify the public that a woman is duly prepared to giv-e proper instruction in her profession.” Why should not woman, as wnll as man, hav’e first a thorough ele¬ mentary training ; and if opportunities and circumstances like those of man suggest a liberal education, why should she not have also a thor¬ ough preparation and a fair opportunity for the highest culture she ^In summer the number of male teaebers was 497, and of females, 5,540. In winter ^ there were 959 male teachers, and 5,081 females. COMMISSIONER OF EDUCATION. 59 seeks'? The questions arising- here are still matters of experiment. The greatest amount of ex cathedra declaration will not avail to convince the public judgment. The solution and its acceptance must come by the usual process of a fair opportunity for trial, a thorough test of results, and a general acquaintance with them. None of these conditions yet exist. Hasty or partial conclusions will not bring them. The progress in the last forty years has been great, and encourages every well- directed endeavor. All who inquire in this direction may well turn their attention to the figures presented in the accompanying tables, so far as the question of sex appears. An extended opportunity for their study is afforded. Turning to the tables of illiteracy, curiosity will be interested in ob¬ serving that in 1850, in Maine and Wisconsin, the illiteracy of the sexes was equal, there being 3,000 of each. In New Hampshire there were twice as many illiterate men as v/omeu, there being* 2,000 of the former and 1,000 of the latter. In Rhode Island tlie ratio was two to one, the men being the more iutelligent. Vermont had 7,000 illiterates, the males exceeding the females by 1,000. In 1860, in Maine, the sexes were still equal in their illiteracy. Lr New Hampshire there were 2,000 males and 3,000 females unable to read and write. But these facts cannot be pursued far without meeting those reaching beyond curiosity and arousing the deepest solicitude of the patriotic and philanthrophic mind. In the total adult illiteracy of the country, as reported in the census of 1860, there were 1,361,236 males and 1,588,003 females, the number of the latter exceeding the former by 223,767. Here, at the very base of the pyramid of our national intelligence, we are met by this appalling fact, that women, even in this land where the^^ ' are most favored, are not so generally trained in the rudiments of learn¬ ing as men. Passing upward to secondary instruction, it will be noted that, however imperfect this is for men, it is much more frivolous, lack¬ ing in thoroughness, and occupied with so-called accomplishments foi women. A few separate first-class institutions have been established for them after the most serious struggles. In spite of the great good they have accomplished, many still doubt and sneer. Endowments are few and limited. Secondary training for women, offered in institutions established by the State, is chiefly in the direction of i^reparation fo"* teaching afforded in normal schools. In some of the academies, where females are admitted on an equal footing with males, an excellent and thorough work is done. The same remark is becoming more generally true of the institutions of this grade established for the separate train¬ ing of females. But their opportunity, more multiplied and more pro¬ ductive of results than any other, is in the high schools of the graded s^'stem. Where these exist, as they do in almost every city of the country, females have an equal opportunity with males, and, in a very large number of high schools, constitute the majority in attendance as well as of graduates. 30 ANNUAL REPORT OF THE Kear Newton Centre, Afassacliusetts, a Lorticnltiiral scliool for women lias been opened. Where opportunities offer, she is succeeding admira¬ bly in telegraphy and in schools of drawing and design. The free art school in Cooper Institute, for women, had during the last year 231 liupils; in the wood engraving school, 25; and in that for telegraiihy, 82. Her triumiihs are becoming more and more numerous in all the work connected with letters and books. Leaving all doubtful disputes to those who have an opportunity for them, all educators and philanthro¬ pists may unite in the con\nction that every woman in the land should have the opportunity for education which her faithful and successful discharge of the responsibilities and duties devolving upon her requires. Examining the opportunities for the participation of woman in supe¬ rior education, we find her greatest disadvantages. Oberlin and some other colleges have admitted her to the same course of study with men, and given her the '*same diploma. There is an increasing tendency to do this, and yet, with the most ardent advocates, there is apparently some misgiving about the results. Hr. Kaymond, president of Yassar College, expresses a very general conviction when he observes that a liberal education for women is not, in all its details, precisely the same thing as a liberal education for men. Professional and technical edu¬ cation for woman iirogresses slowly, and is embarrassed by surprising distrusts. Her facility in the use of the needle has long since ceased to to be challenged by a doubt. In the days of apprenticeship the girls w^ere x)ut to learn the trades which had for their object the preparation of the wardrobe for either sex; but apx)renticeship has passed away, and no appropriate schools have been devised to take its place. The superiority of woman in nursing the sick is universally acknowledged, and all the delicate and complicated responsibilities of that service are thrust upon her, while no oi>portunity is afforded for special training for it. Compelled in every ]3ursuit which she undertakes to gain an honest livelihood, to produce work of equal merit to that of man, in nothing save teaching is she afforded the same opportunity for prepara¬ tion, while her compensation, generally less, is often one-half below that received by man for similar services. Next to the normal school the commercial and medical colleges are doing the most for woman’s special education. Limited experiments have been attempted here and there, seeking to provide special instruc¬ tion and training for woman in various other industries. ILLITERACY. So great is the necessity of accurate and complete information in re¬ gard to the illiteracy of the country to any well-considered discussion of the educational necessities of the hour, that I have republished from Dr. Barnard’s report on education in the District of Columbia, in the ac¬ companying papers, an article on the subject, with carefully preparea rabies and views. COMMISSIONER OF EDUCATION. 61 These tables, prepared witli great accuracy, and bringing witbin a small space and in a new form the statistics of illiteracy for two decades, form an interesting study for the political economist. Though reprinted just as the results of the ninth census are about to be made known, they are none the less indispensable for the purposes of information and com¬ parison. PROSCRIPTION OF RACES IN ELEMENTARY EDUCATION. The friends of universal education will be struck with the numerous indications, still remaining, of the proscription of races in elementary education. The fact is one especially demanding the attention of the nation. It strikes at the vitals of every interest. If peoples come to us our only hope of self-preservation is in their education. In some of the States where school systems have been long successful, as in Illinois and Indiana, the prejudice against the colored population slowly disap¬ pears. In a late report of schools in Indiana it is observed in regard to the colored population, that after being denied all use of the school fund, and thus taxed, they have been under the necessity of levying on themselves an additional tax to build their own school-houses and for the entire cost of their tuition.” The school law of hlevada provides that negroes, Mongolians, and Indians shall not be admitted into the pub¬ lic schools, but the board of trustees of any district may establish a sep¬ arate school for their education, and use the public school funds for the support of the same.” This interdict mainly effects the negro race, since neither Mongolian nor Indian children, except a few living in white fam¬ ilies, manifest any desire to attend the public schools, and, there being but few colored people in any single locality, the permissive provision is practically inoperative. But one colored school was attempted in the State during the year, and it was soon discontinued on account of extra¬ ordinary expense, and, as a consequence, the superintendent states, “we have growing up among us a class of juvenile pariahs, condemned by our State to ignorance and its attendant vices.” In California children of African, Indian, or Mongolian descent, whose education can be provided for in no other way, may be permitted, by a majority vote of the trustees, to attend schools for white children, in case a majority of the parents of such children make no objection. The attempt to establish a day school for the Chinese in San Fran¬ cisco proved a failure. The board of education therefore opened an evening school for this class, which has been successful. The whole number of pupils enrolled was 277 ; average daily attendance, 27 J. The school is doing good. It is estimated that the Chinese pay about one- twentieth of the taxes in the city. The most striking indications of this proscription of races in elemen¬ tary education appear in the reports of those States and cities where slavery has been lately abolished. In the cities, however, the proscriii- tion is less manifest than in the country* districts. In hlashville, Mem- G2 ANNUAL REPORT OF THE pliis, and Xew Orleans tlie colored pupils are supplied witli scliool priv- ilejxes ill tlie public systems, while in the country districts of the States in which these cities are situated the i)rejudice against colored educa¬ tion amounts well-nigh to a prohibition ; and there is not among the people that knowledge of the benefits of elementary education to all classes vrhich is needed to overcome the notions inculcated in the inter¬ ests of slavery against the education of colored laborers ; soine emploj^ers, in their ignorance, holding that a knowledge of reading and writing would decrease the efficiency of their colored employes. TEACHERS AND THEIR PREPARATION. All educational improvements concentrate themselves upon the work of the teacher. He is professedly the educator. The young are spe¬ cially andformally committed to him for certain hours during a long xieriod of their youth. They bring to hi?u their various natures, and the effect already received from parents, from home, from the surrounding com¬ munity, and the influences of material nature. With these germs of character placed in their hands, the teachers make the nation. To no other class is the future of America so fully committed. Therefore, what he character of the American teacher is in the various grades of in¬ struction, how he is prepared, what he proposes, what he does, and with what instrumentalities he lalmrs, most deeply concern the body politic. This statement of the responsibility and public concern that centers in the teacher implies no disparagement of the influence of the parent, the pul¬ pit, the press, the forum, or any of the other mighty educational forces. These, Avith the exception of the parent, operate chiefly upon the adult mind. Legislators, who determine the A^ery framework according to which justice among the people is administered, can only make laAvs ; the pulpit is limited to those who can hear intelligently; the press, to those Avho can read understandiugly ; but the teacher determines to what ex¬ tent and in what degree there shall be any intelligent reading and hear¬ ing, and, in effect, largely shapes the sentiment which decides whether the hiAY shall be a living or a dead letter. The action of the General GoAmrnmeut in the past, chiefly manifested in granting lands for common schools, uniAmrsities, or colleges of ag¬ riculture and the mechanic arts, has never distinctHely considered this important agency in determining the character of the nation. The reAvards of the most skillful instruction have never warranted the pro¬ fession in making special expenditures in its own behalf, either in the establishment of schools, the production of literature, or the acquisition of skill. The work of teaching among us has been too much a mere make¬ shift, something to be resorted to AAffien nothing else could be done. Large-minded educators, however, alive to the considerations here sug¬ gested, have induced Avarious States at first, (those taking the lead in re¬ forming school affairs,) and afterward others, as they became disposed to elevate the character of their citizens, to establish schools or iiroAude spe- COMMISSIONER OF EDUCATION. 63 cial instnictiou for the traiuing of teachers. These schools, lio^rever in- felicitoasly, are described as normal. All intelligent sentiment on the subject considers them essential. The imx^ortance of extending correct ideas, the inadequacy of what has already been done, and the lively in¬ terest felt in what should be done, especially in those States just now establishing systems of free common schools, have led me to introduce two papers covering branches of this subject. No friend of good train¬ ing can foil to be quickened and aided in studying them. If any one will examine the publications of the General Government, , he will be surprised to find the multiplicity of documents, each more or less directly aiding every other i^rofession, to observe how few have ever been issued at all specially adapted to improve the methods of teaching or the qualifications of teachers. The two hundred thousand men and women engaged in the various departments of instruction, it would seem, would themselves constitute a class worthy of some atten¬ tion in this particular, even aside from the importance of their responsi¬ bilities. But when it is remembered that through them especially the character of the nation for the future is to be modified, elevated, or degraded, how are all objections o vercome, and the supreme importance of appropriate publications for their benefit enforced? Their success or fiiilure must determine whether the universality of suffrage is to be safe or perilous ; whether the reception upon our soil, or the enlargement of our borders by the incoming of foreign peoples, is to destroy the essen¬ tial character of our ideas and institutions of liberty, or whether there is to be in the nation a capacity thus to receive and at the *same time to assimilate to itself all coming peoples and commonwealths; whether America is to lead or fall behind in the march of human progress. EDUCATIONAL ASSOCIATIONS. No nation excels the United States in the benefits derived from vol¬ untary associations. The summarized reports of these meetings, though of necessity given here in a condensed form, show a very general and gratifying interest in the educational questions of the day on the part of these instructors. A glance over the topics discussed will show how varied and all-embracing are the subjects suggested and comprehended by the term Educational.” It is unfortunate that the able papers pre¬ sented at these meetings are so often never published. Massachusetts successfully introduced the principles of subdivision into her State teachers’ associations. Several of the national associa¬ tions at their last meetings effected a similar arrangement. Should they thus succeed by securing a degree of diversity sufficient to com¬ prehend all classes of professional educators, teachers in elementary and secondary schools, professors in technical and professional training schools, and presidents and other college officers, and school superin¬ tendents, State and county, and members of school boards, so that each shall receive some special aid in his own peculiar duties, jmt all come 64 ANNUAL REPORT OF THE togetlier for a few addresses and 1;lie consideration of those genera! topics of equal interest to all, mucli will be done to render universal the sympathy which each specialty requires, many foolish misunderstand¬ ings and attendant jealousies would vanish, every one bringing some contribution of interest to the great gathering would carry away with ' him some new means of benefiting those under his instruction or super¬ vision. The importance of general public sympathy in the exercises of these meetings should not be overlooked. Eepeated in every State, county, and city, they cannot fail to prove one of the most important means of advanciog all the interests of education, general and local. I regret that when the summaries of these meetings presented were prepared the reports of the recent meeting in Massachusetts and of the iS'ational Baptist Educational Association were not at hand. J3r. StelfeTs letter alludes to an interesting meeting of German teach¬ ers at Louisville, Kentucky. SCHOOL SUPERVISION. It is hardly possible to separate school supervision from efficient instruction and training. The private teacher who seeks the greatest excellence desires some one besides himself — parent or educator — to visit his school, and lend it the inspiration of his approval. Colleges and academies appoint examiners outside of their own boards of control and instruction. The earliest district school subjected the teacher to the authority and inspection of a committee. The larger and more philo¬ sophical adaptation of supervision has come with the greater enlarge¬ ment of our communities and educational institutions. Ko State or city system proposing the highest efficiency presumes to do without it. Delaware, Oregon, Tennessee, and Texas are the only States without a central school office, and the condition of their schools affords all the commentary needed upon this omission. The progress of school improvements, however, is not satisfied with the simple idea of supervision, but is active in subdividing and subor¬ dinating the labor, so as to meet all the resistance from ignorance, from the changing sentiment of communities, and the limited average time that teachers are devoted to their i^rofession. With a view to aiding the endeavors of various educators in this direction, by grouiiing to¬ gether opinions and facts, I sent out a series of inquiries, which, together with the answers returned, will be found among the accompanying pa- ])ers. What is there among us that requires higher character, greater administrative ability and attainments, than this work of supervision, the object of which is to observe and direct the intellectual and moral life of their respective communities ? From these answers something of the diversity of fact and opinion with regard to the functions of supervision will be manifest. How imperfectly these duties are under stood and appreciated, how poorly paid! What a lack of economic COMMISSIONER OF EDUCATION. 65 wisdom, ill certain communities, do tlie facts presented exhibit ! There are some excellent exceptions. M. B. Anderson, LL. D., president of the University of Eochester, observed recently in an educational convention : I speak it without exception, and I know what I say to he true, all our men are overworked and underpaid. There is no class of men, in the world or in the church, at this day, who require so much of intellectual power, attainments, and expense in their education, who are so miserably paid, and so prodigiously overworked, as those who are engaged in education in all its departments, from the lowest to the highest. We can never become a civilized i^eople, in the highest sense of the word, until we are willing to pay for the brain-labor that is engaged in the work of education. The abstracts of State and city reports give some notion of the ability of these supervising officers. Any competent and well-informed judge, I believe, will affirm that no other administrative documents issued by our States and cities are equal to these school reports. Yet, often how meager the salary of the superintendent, how manifold the duties, and inadequate the assistance. Bare skill and high responsibilities are not so unwisely limited in any of our railroad, banking, or other private or corporate bodies. How often these officers have the aid of only a sin¬ gle clerk, or less. Instead of bringing his high attainments and his whole soul to the communication of the best ideas and improvements im instruction and discipline to the numerous teachers, and securing their, benefit to every child under supervision, the superintendent is often^ occupied, and his energies exhausted, with details which could be per¬ formed by a good clerk. Again, there is no official assistant, where there should be one, two, three, or more. It is gratifying to observe that these considerations are taking effect in many places ; the duties are subdivided, the offices are well manned with assistants and clerks ; there is appropriately a separate officer in charge of buildings, another in charge of purchases, and the territory is subdivided so that the subordinate inspector of schools is able to com¬ municate the excellencies of the system and method adopted by the gen¬ eral supervision to every teacher. Special attention is invited to the progress made in Boston and Cleveland in the subdivision of city super¬ vision. One great fault is, undoubtedly, the too frequent change in these supervising officers. AN AMERICAN UNIVERSITY. Attention is asked to the report in reference to the establishment of an American university, which was made to the National Teachers’ Association at Cleveland, Ohio, August 20, 1870. The need of such an institution of learning is forcibly urged. I would suggest iii this con¬ nection that the United States already possesses, within the limits of the city of Washington, some of the essential elements. The nuclei of a grand national university, which in time could be made worthy of the nation, in the Botanical Garden, the Smithsonian Institution, the splendid law libraries, the Army Medical Museum, the 5 E 66 ANNUAL EEPORT OF THE rapidly increasiog Congressional Library, tbe centering here of all these appliances for sucli a grand institution of learning, may suggest a practical way in which the Government may aid in founding such a school for universal culture as shall draw to itself private beneficence, and re¬ sult in that long-hoped-for institution, the American university. The following very suggestive remarks on the nature, province, and limitations of American collegiate instruction are worthy of attention. They are from an address on “ The university of the nineteenth century : what it is, and what it will cost,’’ by President M. B. Anderson, LL. D., of Eochester University, read before the N'ational Baptist Educational Convention which met in Brooklyn in April 1870: The traditions of the scholarship of Christendom are not founded on superstitions admiration of ancient learning merely hecause it is old ; nor in a purblind conservatism ^Avhich refuses to recognize all and everything which is good in the nineteenth centnry. None are more impressed with the defects of onr educational systems than those Amer¬ ican scholars whose devotion to learning has consigned them, as a class, to ill-reqnited labor and certain x)overty. They feel that a trust is committed to their charge on be¬ half of good learning and an intelligent Christianity. This trust they may not betray. Most of the popular arguments against onr college system are such as were directed against the English school and collegiate course such as it wms forty years ago. The course of study in England has received very great modifications, and still greater are in progress. But of these changes very many writers on education seem to be en¬ tirely ignorant. Arguments and ridicule which Sydney Smith used with truth and effect half a centnry ago against a system which has to a great extent been abandoned in England, are reproduced against our own college system, where the special evils against which they are directed never existed at all. The amount of science and mod¬ ern literature which is incorporated into the American system would more than satisfy the most radical English reformers. But, as a matter of fact, the popular judgment in our country, so far as it is clearly expressed, is coincident with that of the scholar. Among those who seek a high education for themselves, or for their children, the vast majority choose that combination of classical and scientific studies which forms the basis of onr college courses of instruction. Statistics to prove this statement are super¬ fluous in their abundance. Much of the dissatisfaction of onr course of study is due not so much to the subjects as to the mode in which they are taught. Beyond question there is much to improve and modify in all our methods of instruction. The reasons for this are, in part, such as attach to everything that is human, and, in part, special to our own country. Our col¬ lege officers are in general poorly paid and overworked, and the public at large gives little attention to the mode in which they discharge their duties. They are apart from the ordinary impulses and motives Avhich affect men in other professions. The ability of a corps of teachers, the intelligence and vigor with which a college is administered, have very little to do with its reputation or i^atronage. The most conscientious man may become weary when he knows that the most energetic devotion to his work and the greatest attainments will bring him hardly more of profit or reputation than a mere perfunctory and decently respectable discharge of the letter of his obligations to the public. Under such circumstances nothing but the most earnest conscientiousness on the part of those responsible for its administration can prevent an educational in¬ stitution from steady depreciation. The college of the future must supply some sys¬ tem of impulse and supervision which shall remedy the evils which thus grow up. Our institutions require an energy of internal administration like that which pervades our great financial corporations. The teaching of the future cannot be modeled upon the past alone. In the study of the classics very material modifications of method must be adopted. Intelligent teachers are constantly changing their processes for the COMMISSIONER OF EDUCATION. 67 better. In the future new and simpler analyses of grammatical forms, more compact and philosopliical statements of the principles of construction Trill be made, more gen¬ eral and comprehensive laTVS Tvill be developed, so that the labor of memory in the mastery of languages Tvill be lessened. Comparative philology, Tvhich has done so much for the philosophy of language, must be made to assist the teacher in the Tvork of instruction. PUBLIC PARKS. Public parks have very appropriately been called the lungs of great cities, and their importance as a means of health and enjoyment to the inhabitants is too obvious to need comment ; but fine, large, and con¬ veniently located parks likewise exercise a very striking educational influence, manifesting itself in certain changes of taste and of habits, and consequently in the requirements of the people. The truth of these remarks has long since been fully recognized in most of the states of Europe, and many of our own large cities have nobly emulated this ex¬ ample by appropriating tracts of land and large sums of money for lay¬ ing out iniblic parks. The move in this direction has been constantly on the increase throughout the whole country, but as yet no complete exhibit of all the facts connected with this subject has been given, chiefly on account of the want of sufficient material. From the few reports sent to this Bureau we select the following statistical facts: San Francisco^ California. — Public park of 1,013 acres, (unimproved.) Baltimore.; Maryland. — Druid Hill Park, (no report.) Boston; Massaclmsetts. — Preliminary steps taken to acquire a park. St. Louis, Missouri. — Fourteen parks, (395.64 acres j ) amount ex- X)ended, $121,497 26. Orange, Ffew Jersey. — Llewellyn Park, (800 acres.) New Yorlc, New Yorlc. — Central Park, (no report.) Brooldyn, New Yorlc. — Prospect Park, (no report.) Albany, New Yorlc. — Park but just commenced. Buffalo, New Yorlc. — Land bought for a park. Cincinnati, Ohio. — Eden Park, (200 acres.) Proposed park, (500 acres.) Philadelphia, Pennsylvania. — Fairmount Park, (largely extended last year;) amount expended, $3,208,269 88. Washington, D. C. — Various recommendations have been made with regard to public parks, but no general plan has been adopted. The educational influences of public parks have been well set forth by Frederick Law Olmstead in the Buffalo report, where he says : The main object Tve set before ns in planning a park is to establish conditions TT'hich Tvill exert the most healthful recreative action npon the people Tvho are expected to resort to it. With the great mass snch conditions vdll be of a character divei’se from the ordinary conditions of their lives, in the most radical degree Tvhich is consistent with ease of access, with large assemblages of citizens, with convenience, chcei’fulness, and good order, and with the necessities of a sound policy of municipal economy. Much must necessarily bo seen in any town park which sustains the mental impressions of the town itself, as in the faces, the dresses, and the carriages of the people, and in the throngs in which they Tvill at times here and there gather and move togetlicr. In¬ asmuch as there are necessary limitations to the degree in which a decided and, .at the 68 ANNUAL REPORT OF THE same time, a pleasing contrast to the ordinary conditions of town life are possible to be realized in a park, and inasmuch as the town is constituted by the bringing together of artificial objects, the chief study in establishing a park is to present nature in the most attractive manner which may be practicable. This is to be done by first choosing a site in which natural conditions, as opposed to town conditions, shall have every possible advantage, and then by adding to and improving these original natural con¬ ditions. If this is skillfully done, if the place possessing the greatest capabilities is taken, and nature is not overlaid, but really aided discreetly, by art, it follows as a matter of course that in a few years the citizens resorting to this locality experience sensations to which they have before been unaccustomed, disused perceptive jiowers are more and more exercised, dormant tastes come to life, corresponding habits are developed, and a new class of luxuries begins to be sought for, superseding, to some extent, certain others less favorable to health, to morality, and to happiness, if not woolly wasteful and degrading. The demand thus established will, of course, sooner or later make itself felt in several other ways besides those which j)ertain to the park. Before laying out a park, therefore, it is best to consider what the character of the de¬ mand which must thus be expected to grow up with it will be, and see if it cannot be anticipated with advantage. It is easy to determine that its character will be that of a hking for things which are in no way essential to the requirements which had led to the building up of the town as it was before the park was called for. For examjDle, the demand for convenience in getting quickly from places where business is done to places where such rest and sustenance can be had as are necessary to maintain the ability to do business, and for convenience of transferring goods from shops and ship¬ ping to stores, obliges the obliteration of all natural objects, gives occasion for compact building, causes the removal of whatever would obstruct wheeling and walking between buildings, and leads to the construction of solid and rigid pavements, and the general prevalence of noise, jarring, and confusion. All these things are compatible with a great deal of luxury, especially with the luxury of architectural grandeur and elegance ; but the tastes which will be fostered by a park will demand luxuries not only of another kind, but such as cannot be associated intimately with these things — luxuries more natural, more healthful, and more desirable to be brought within easy reach of the citizens. The park, as we have described it, must necessarily bo large and costly ; to place it in the midst of the town would be to make it excessively costly in the first place, and permanently a great obstruction to business. It should, then, be placed at such a distance from the great body of citizens that time will necessarily be | spent in going to and coming from it ; time which will either be spent unpleasantly, or, at best, with reference to the gratification in any degree of the tastes under con¬ sideration, will be wasted. The demand then will be that means of escaping from | streets bearing the character which inevitably attaches to the greater part of the com¬ pact business parts of a city shall be put everywhere more nearly within the reach of all the people than they would be merely by the formation of a park, however large, at some one point in the suburbs. For these reasons we would recommend that in your scheme a large park should not be the sole object in view, but should be regarded simply as the more important member of a general, largely provident, forehanded, comprehensive arrangement for securing refreshment, recreation, and health to the people. All of such an arrangement need not be undertaken at once, but the future requirements of all should be so far foreseen and provided for that when the need for any minor part is felt to be pressing, it may not be impossible to obtain the most desirable land for it. Bulwer, in one of bis works, (Eugene Aram,) remarks that, wherever be saw flowers in tbe peasants’ little gardens by tbe roadside, this cir¬ cumstance indicated a bigber degree of culture, an advance in civiliza¬ tion, showing some appreciation for tbe beautiful, and tbe fact that pov¬ erty was not so great as to have all other cares absorbed in tbe one COMMISSIONER OF EDUCATION. 69 great case of eking out a bare existence. These remarks are applicable to nations as well as to individuals. Every nation, in its develoi)inent, passes through stages of existence similar to those.* STATISTICAL TABLES. The statistical tables accomiianying the report, though essential to the work of all large-minded and philosophical educators, are not ex¬ pected to be attractive as popular reading. The disadvantages and embarrassments under which these summaries of facts have been attempted cannot be described, nor can they be understood outside of the office. The decennial United States census has been the main source of information in these particulars. How inadequate and imper¬ fect the material thus furnished has been onl}^ those can know who have had occasion to work out from it practical results for the use of the general public. Other attemi^ts outside of the census have been partial, limited, and very little published from them in such form as to be valuable for aid in undertaking the accompanying collections. My predecessor, Hon. Henry Barnard, had bestowed upon the whole field great attention and labor, and had specially sought to generalize and classify the statistics corresponding in a measure to Tables I and II, and those in regard to cities, with results exceediiigly valuable to every educator, if published, yet very unsatisfactory to his own judgment. The educational argument in any community reaches outside of its own boundaries. Limited to them, it may lead astray by its lack of scope and far-reaching generalizations. Every school-room must guide and enforce its methods, not merely from what is exhibited of humanity and truth within its own walls, but in certain things must make them accordant to the principles of growth universal in the human race. The teacher and school officer must make the largest draughts on human knowledge and experience in determining the direction of their move¬ ments’ and the standards of excellence. Education allows no room for narrow-mindedness or illiberality. The accompanying general tables have received an incalculable amount of attention and care in iireparation and revision, in the hope that they may contribute something to the advantage of every person, parent, teacher, or school officer who has sufficient interest in this work to study them. They are in no sense to be regarded as perfect, but as pointing to something of the excellence and completeness to be sought in the future. The tables connected with the State and city abstracts are given so fully for several reasons. They have a positive value for the student of these subjects in their present form. The use of statistics in the guid- The “ nuttings,” in which all the school children of Philadelphia j)articipate with their teachers, on a day set apart for the purpose, is suggestive of what city parks may do for the health and good cheer of the young. 70 ANNUAL EEPORT OF THE ance of ai.3' of our social or civil affairs is in its infancy. The diverse material from the numerous and widely separated portions of our country has never yet been collated for the satisfactory study of the edu¬ cational statistician, upon whom we must depend to give them their best shape and whatever approximation they are to have to uniformity, and to deduce from them the great lessons needed in the establishment of schools, the education of teachers, and the training of the young. A greater amount of these statistics has been given in this first ris- ume, in order that their great diversity, i^eculiarity, and irregularity may be duly understood and attention appropriately turned to their improvement. Figures cannot, indeed, take up and fully represent mind, or its progress in virtue or vice ; but they must form the chief basis from which to determine the excellence or deficiency of different methods of culture. Tables 1, 2, 3, 4, 5, and 6 were first prepared, as fully as possible from the material in the Bureau, and i)rinted, and a copy was sent to every person responsible for the statement against each State, college, or other institution reported, with a printed slip.* It was my intention to have presented the final result of State efforts in several forms. The inadequacy of material from which such results could be drawn will be seen by reference to Tables I and II. A single line of comparison, however, only is here attempted from the facts in these tables, which is found for each State by dividing the whole amount reported as exi)ended for liublic schools by the total population of school age. From the report furnished by General Pitcher, Superintendent of the Military Academy at West Point, we also find the per cent, of thos'e examined for admission during the last fifteen years who failed on account of literary incompetency. As these candidates are nominated, as a rule, one from each congressional district, this result will shovr something of the quality of education in each State, while the per¬ centage of adult illiteracy from the census of 1860 will indicate the con¬ dition of intelligence at that date. * Department of the Interior, Bureau of Education, Washington, D. C., October — , 1870. Sir : Two copies of tables - , intended to accompany the report on national educa¬ tion now in imoccss of preparation by tbis Bureau, are sent you. They include the latest information in tbis office. The greatest attainable correctness is desiued. They are sent you with the hope that you will aid the accomplishment of the purpose of tbis Bureau by suj)plyiug omissions and correcting errors, as far as you are able, and return one copy to tbis office. My intention is to make all reasonable efforts for completeness, but to j)ublisb the best results I can obtain, whether complete or not. Very respectfully, your obedient servant, JOHN EATON, Jr., Commissioner of Education. COMMISSIONER OF EDUCATION. 71 Graduated table, showing the amount expended hy the different States for the education of each child, of their school age, <^'C. Number. I Statea. Public school expenditure per capita of school pop¬ ulation. From census of 1860, per¬ centage of illiterates over 20 to population over 20. Percentage of failures at entrance examination in tlio Military Academy for 15 years. 1 19. 17-1- . 85+ 2 Massachusetts . 16. 45+ 6. 55 .02+ 3 California . 11. 44+ 7. 56 .29 4 Connecticut . 10. 29+ 3. 29 .27+ 5 Pennsylvani.a . 7. 86+ 5. 68 • 15+ G Illinois . 7. 83+ 7. 37 .12+ 7 loTva . 7. 21+ 6. 26 .16+ 8 New York . 6. 83+ 5. 81 .15+ 9 i Vermont . 6. 47+ 09 .07+ 10 6. 45— 5. 88 . 50 11 Ohio . 6. 43+ 5. 74 .25 12 Michigan . 6. 40+ 4. 99 .27+ 13 New Jersey . . 6. 38+ 6. 58 .03+ 14 Ehode Island . 6. 20+ 6. 07 .00 15 Minnesota . 5. 71— 5. 67 .18 + IG Wisconsin . 4. 98+ 4.52 .18+ 17 Maine . 4. 78+ 2. 92 .15+ 18 Maryland . *4. 50+ 22.10 .15+ 19 New Hampshire . 4. 46+ 2. 46 .07+ 20 Arkansas . 3. 97+ 39. 42 .20 21 Louisiana . 2. 84+ 53. 25 .16+ '00 Delaware . f2. 70+ 25. 30 .45+ 23 Missouri . 2. 65+ 19. 76 .31+ 24 ! Nebraska . 2. 65+ .20 Indiana . 2. 37+ 10. 41 .28+ 2G Alabama . 1. 49+ 54. 61 .34+ 27 Tennessee . .91+ 38. 09 .25+ 23 Florida . |. 91+ 52. 53 .00 29 Kentucky . .60+ 31. 61 .28+ 30 North Carolina . .48+ 47.34 .18+ * School population from United States census of 18G0 ; school expenditure of 1SG8. t School population from United States census of IHGO ; school expenditure of 18G9-’70. I School population from United States census of 1860 ; school expenditure of 1869. XOTE. — The school expenditure in the States of Oregon and South Carolina, the school expenditure and school i)opulation in the States of Georgia, Texas, and Virginia, and the school population of West Virginia are not ascertainable by reports. COLLEGES, ETC., IN THE UNITED STATES. The statistics of colleges iu the United States, presented in Table III, are necessarily imperfect, as indeed are all the statistics presented in this report 5 their accuracy depending entirely on the interest taken by the individual institutions mentioned. Every attempt has been made consistent with the limited time allowed. At the time this report is 72 ANNUAL EEPORT OF THE being written there is very little known — about 80 of the 3G9 in this table. As the tables will be corrected to the very latest possible moment, I will not attempt here to furnish a complete resume, but only such as I have the materials for at the present time. Of the 369 colleges, then, there are — In Alabama . 4 In Arkansas . . 1 In California . . . 15 In Connecticut . 3 In Delaware . 2 In Georgia . 21 In Illinois.. . 28 In Indiana . 19 In Iowa . 13 In Kansas . 7 In Kentucky . 10 In Louisiana . 7 In Maine . 4 In Mary land . 10 In Massachusetts . 6 In Michigan . 7 In Minnesota . 2 In Mississij^pi . 5 Id Missouri . -- . 14 In New Hampshire . 1 In New Jersey . G In New York . 27 In North Carolina . 10 In Ohio . 35‘ In Oregon . 4 In Pennsylvania . 34 In Rhode Island . 1 In South Carolina . 7 In Tennessee . 20 In Texas . 4 In Vermont . 3 In Virginia . 11 In West Virginia . 3 In Wisconsin . 14 In District of Columbia . 4 In Utah Territory . 1 In Washington Territory . 1 Of the 369 colleges, 25 are under the supervision of States ; 1 of a city, and 1 of the masonic fraternity ; supervisory power over 83 is uudeter- mined. The remaining 259 are divided among the denominations as follows : Methodist Episcopal . 60 ! Roman Catholic . 47 Baptist . 37 Presbyterian . 28 Congregational . 19 Protestant Episcopal . 16 Lutheran . 7 Church of Christ . 7 German Reformed . 5 United Brethren . 4 Cumberland Presbyterian . 3 Friends . 3 Universalist . 3 United Presbyterian . 2 Free Will Baptist . 2 Moravian . 1 African Methodist Ejiiscopal . 1 Reformed Dutch . 1 New Church . 1 Latter Day Saints . 1 Unitarian . 1 In the 299 colleges reporting, (up to date,) there were 3,201 instructors and over 54,500 pupils. One hundred and sixty-seven colleges instruct males only; 54 instruct females only; 77 admit both ; and of 71 the sex of the students is unknown. THEOLOGICAL SEMINARIES. From the best information in possession of this Bureau at the time of preparing this statement, the number of theological seminaries in the United States is as follows : In Alabama, 1 ; in Oalifornia, 2 ; Connecti¬ cut, 3 ; Georgia, 1 ; Illinois, 10 ; Iowa, 3 ; Kentucky, 6 ; Louisiana, 1 ; Blaine, 2 ; Maryland, 2 ; Massachusetts, 6 ; Michigan, 1 ; Minnesota, 1 ; COMMISSIONER OF EDUCATION. 73 Missouri, 2 ; New Jersey, 3 j New York, 11 ; Ohio, 9 ; Pennsylvania, 15 ; South Carolina, 3; Tennessee, 1; Texas, Ij Virginia, Wisconsin, Ij District of Columbia, 1 5 total, 93. These are divided among the following denominations : Koman Catholic . Presbyterian . Baptist . . Protestant Episcopal. Methodist Episcopal . Congi-egational . Lutheran . Christian . . Reformed . . United Presbyterian . Universalist . Free Will Baptist . . . . Moravian . . Unitarian . Undenominational . . . Unknown . Total . . Denomination. Number of seminaries, j Number of instructors. Number of scholars. 10 C4 737 13 47 505 15 45 480 12 50 308 4 26 307 7 31 304 13 23 243 2 5 120 5 9 Cl 4 8 47 2 4 31 1 4^ 25 1 s’ 20 1 7 12 2 8 54 1 93 339 3, 254 As the table of theological seminaries among the accompanying pa¬ pers will be corrected to the latest possible date, reference to it for more correct information is made. SCHOOLS OF MEDICINE. "^The total number of institutes of medicine and kindred branches reported is 88 ; professors, 588; pupils, 6,943. Medical colleges, 72; professors, 523; impils, (1869-’70,) 6,194. Eegular colleges, 59; pro¬ fessors, 430; pupils, 5,670. Eclectic colleges, 5 ; professors, 22 ; pupils, 211. Homoeopathic colleges, 7 ; professors, 65, pupils, 275. Physio- medical colleges, 1 ; professors, 6 ; pupils 42. Dental colleges, 6 ; pro¬ fessors, 39 ; pupils, 257. Pharmaceutical schools, 10; societies, 9; pro¬ fessors, 26 ; pupils, 512. "^In connection with this table special attention is invited to the article on Medical education, which has been carefully prepared from the ma¬ terials on hand. This will explain the apparent prominence given to some institutions in certain parts of the article. For instance, no late catalogue or announcement of any medical college in New York for males is on file in the office. LAW SCHOOLS. The resume of the latest statistics of law schools, presented in Table 74 ANNUAL REPORT OF THE VI, shows, up to date, 28 institutions, with 99 professors and 1,653 pupils. For the latest corrections reference is made to the table itself. AGRICULTURAL AND SCIENTIFIC SCHOOLS. The resume of the latest facts respecting these institutions gives 26 schools, 141 teachers, and 1,413 students. Some of these institutions are due to private munificence, but most of them to the act of Congress donating public lands for the establishment of colleges of agriculture and mechanic arts. This action came none too soon. Our workmen, espe¬ cially those engaged in occupations requiring skill, were already suffer¬ ing in comparison with those producing similar fabrics in foreign coun¬ tries. The American College, i)ressed to its utmost cax)acity, seizing every opportunity afforded it, was failing to give that training with reference to the industries which the changed condition of society and occupation required. Secondary education was equally inadequate. Piesident Folwell, of the University of Minnesota, observes : Outside of these institutions stood quite uninterested the great body of the popula¬ tion : the tillers of the soil, the delvers in the mines, the sailors of the sea and boat¬ men of the rivers, the artisans in stone, wood, and iron, the carriers, and the great army of mere laborers. For all these no provision was made, nor was expected to be made, in the way of schooling beyond the rudiments taught in the common schools. In the course of two or three decades an immense revolution has taken place. The steam-engine, the telegraph, the cylinder press, the new processes of chemistry, the ex¬ tension of geographical discovery, have raised many of the trades almost to the rank of professions. These farmers, artisans, and tradesmen are knocking at the doors of our educational circumlocution offices, “wanting to know.” In short, a huge load in the way of technical education has been thrown upon us ; for these classes are not asking merely for the ordinary instruction in mathematics, language, science, and history, but in the application of science to their respective arts and trades. There are demands not only for general schools of technology, but for special schools for agriculturists and horticulturists, for miners, for navigators, and for engineers. The mercantile classes cannot long be satisfied with the meager and unscientific training ofiered in the busi¬ ness colleges. The normal school, almost a necessary incident of any system of public schools, no longer needs apologists nor defenders. Here, then, are new elements and conditions in the problem. It is no longer a small number of persons preparing for professional work, who are demanding higher educa¬ tion, but a vast body of people, hitherto unknown to educators, thronging forward, clamoring to be taught how to do their loorh in the best way. These new demands, so far from supplanting the ancient liberal discipline, but multiply the need of it. Without attempting to characterize the result of this donation by Congress, or the success of the various State efforts, I may quote a statement made in another address by this very intelligent educator : Maine has her separate college, and will make a specialty of the building, rigging, and navigation of ships. New Hampshire has confided her trust to Dartmouth College ; Vermont, hers to the State University. Massachusetts has divided her fund, o]ie-third of it going to the Agricultural College at Amherst, two-thirds to the School of Tech¬ nology near Boston, which school is devoted of course to the mechanic arts. Rhode Island xiasses her money over to Brown University, which will operate a department of agriculture. Connecticut unites her share of the endowment with the splendid private COMMISSIONER OF EDUCATION. 75 benefaction which founded the Sheffield Scientific School at New Haven. This school, already an assured success, is under control of the corporation of Yale College. The Empire State has been most fortunate of all. She not only received the largest share of the laud grant, 990,000 acres, but Providence gave her Ezra Cornell, with his great wealth and still greater heart. Thanks to his unstinted liberality, the Cornell University stands already in the front rank of American colleges. Pennsylvania and Michigan have successful schools on separate foundations in operation. How imperfectly this entire field of educational effort is understood, none know better than those who have attempted it. A considerable number of States are, as yet, entirely unable to present results, while in others the course to be pursued is in doubt. Great and commendable as was this gift by Congress, the experience in its administration sug¬ gests that corresponding educational inquiry should have preceded and accompanied it. Had the valuable information, collected by my prede¬ cessor, Hon. Henry Barnard, LL. D., on technical schools, been promptly published and widely circulated, hundreds of thousands of dollars would have been saved in the management of this great trust and unspeaka¬ bly greater results secured. COMMERCIAL COLLEGES. It will be noticed that 26 commercial colleges have been reported to the Bureau, with 154 professors and 5,824 students. These institutions, through many difficulties and imperfections, it is believed, are finding their way into a very useful field of labor. There will be special inter¬ est in noticing the extent to which they are preparing women for cleri¬ cal positions. THE MILITARY^ ACADEMY. Believing that good to education would be accomplished by an authen¬ tic statement of the grounds of failure in the examination for admission at the Military and Naval Academies, I addressed a letter of inquiry, approved by the President, to the respective superintendents, asking for a detailed statement extending over the last fifteen years, showing the number of these failures, and the subjects in which they occurred. No reply has been received from the Naval Academy. The table received from General Pitcher, Superintendent of the Military Academy, will be found among the statistics appended to this report. It will be observed that of the 1,459 appointees, 41, or nearly 2|- per cent., were rejected for physical disability, and 285, or nearly 19J per cent., on account of literary incompetency. Of these 285 rejected, 76 were deficient in reading, 80 in geography, 81 in history, 98 in grammar, 133 in arithmetic, and 173 in writing and orthography. It may be interesting to some to know that, during the period referred to, 138 of the appointees served as soldiers prior to their appointment ; of these 5 were rejected on account of physical disability, and 20 on account of literary deficiencies, 5 of them being deficient in history, 5 in geography, 8 in grammar, 10 in writing and orthography, 10 in reading, and 12 in arithmetic. 76 ANNUAL EEPORT OF THE lu literary qualifications tlie appointees from Massacliusetts were the most sucessful, only 1 out of 43 failing. Nevada lost 6 out of 7 ; Kan¬ sas, 3 out of G ; Delaware, 5 out of 11 j Texas, 3 out of 8 j and Ala¬ bama, 11 out of 32, on this account. In connection with the presentation of facts respecting the education of man in his normal condition, an attempt has been made to present tables and facts respecting the philanthrop4c and educational institu¬ tions existing in the United States to ameliorate, improve, instruct, or restrain the many forms of physical, mental, and moral distortion or deficiency which are comprehended under the terms deaf-mute, blind, idiot and imbecile, insane, and inebriate asylums, reform schools, and prisons. ^ EDUCATION OF THE DEAF, DUMB, AND BLIND. The disadvantages suffered by these classes in the struggles of life early attracted the attention of humane educators in America. The sta¬ tistics of the institutions established in their interest appear in the ac- comiianying tables. I regret that those relating to the blind, after all our endeavors, are so incomplete. The Bureau is under special obligations to Dr. E. M. Gallaudet, pres¬ ident of the National Deaf-mute College, for assistance in perfecting tbe table in regard to institutions for the education of the deaf and dumb. There is great satisfaction in knowing that so much is so well done for these classes. It was my purpose not only to present the facts with regard to their education in schools, but in reference to all associations and institutions designed to aid them, after leaving school, in discharg¬ ing the duties of the various relations of life. What a contrast is here presented between Christian civilization and barbarism, the latter cast¬ ing them out as waste humanity, the former devising for them instru¬ mentalities and methods by which to overcome the disabilities resulting from the loss of sight, hearing, and speech ! Barbarism destroyed them ; Christian civilization builds for them churches.*' * St. Ann’s Free Church for deaf-mutes and their friends, in the city of New York, has for eighteen years been trying to improve the temporal and sx)iritual condition of those deaf-mutes who have finished their education at the various institutions. It has been the means of providing employment for a large number. It maintains one service, conducted entirely in the sign-language, every Sunday afternoon. Its deaf-mute lit¬ erary association holds Thursday evening meetings for the greater part of the year. In various otlier ways this church, under the rectorship of Rev. Thomas Gallaudet, D. D., seeks to educate deaf-mutes toward a high standard of personal character. This church has been instrumental in establishing weekly Sunday services under the pas¬ toral care of Rev. Francis J. J. Clerc, D. D., in St. Stephen’s Church, Philadelphia, and under the direction of Mr. Samuel A. Adams, deaf-mute, in Grace Church, Baltimore. It also provides monthly services for deaf-mutes in St. Paul’s Church, Albany, and 'quarterly services in the Chapel of the Good Shepherd, Boston. Besides this, it offers occasional services to deaf-mutes in several other cities of our country, In these labors for the religious instruction of deaf-mutes. Rev. Dr. Gallaudet is assisted by the Rev. Stephen F. Holmes, to whom he has imparted a knowledge of the sign-language. COMMISSIONER OF EDUCATION. 77 The schools for the deaf, dumb, and blind are fast passing out of the class known as charitable, and becoming i)art and parcel of the systems of public education. It is hoped that ere long every State will have made ample- provision for the establishment and conduct of these schools, and that no one suffering either of these disabilities will fail to receive their benefits. On the 2Gth of September, 1870, the subject of establishing an insti¬ tution for the deaf and dumb in Oregon was introduced into the house of representatives of that State, and action had looking to the organi¬ zation of such an institution. * SCHOOLS FOR IDIOTS AND IMBECILES. Seven of these, it will be observed, are enumerated. These illustrate some of the most striking triumphs of Christian education. They will answer the inquiries of those who have written to me desiring the loca¬ tion of these institutions. The work they do may well be studied by every philosophical educator. How wonderful, how nicely adapted, the process by which the child, dearly beloved by the parent, yet so devoid of reason as to be loathsome in its uncleanliness and senseless habits, is brought to a care of self and the observance of neatness, and often enabled to read and write, and to participate in various sinijile and useful idustries! INSANE ASYLUMS. I am indebted to Dr. Nichols, superintendent of the Government In¬ sane Asylum, near this city, for the statistics of these institutions. Does any one a^ what a report on education has to do with insanity Con¬ sidering the mistaken notions which prevail in regard to education, I should not be surprised at such an inquiry. I would recall, however, the motto, universally adopted as indicating the object of education, “A sound mind in a sound body.” Does any one presume that insanity is wholly the result of natural causes beyond the reach of the influences of home, of school, and of society? Eather, will not a careful investiga¬ tion show a very considerable share of the cases of insanity traceable primarily to causes within the control of education, in its large sense? Whence comes dementia ? Why so few of our insane from the entirely * Dr. Isaac Lewis Peet, priucipal of the New York Institution for the Instruction of the Deaf and Dumb, in a recent article very i)ertinently calls attention to the impor¬ tance of educating deaf-mutes, as illustrated in a recent case of the trial of one of this class for murder. He thinks the question of the moral responsibility of an uneducated person, born deaf and dumb, is one of the subtlest in metaphysics. There are peculiar difficulties connected with the subject, growing out of the extremely limited communi¬ cation possible through an interpreter, the utter ignorance on the part of the deaf-mnto of language, and of either human or divine law. The natural resentments of an uned¬ ucated deaf-mute are peculiarly dangerous; and every one ought to see that such per¬ sons are sent to institutions where they may be taught their relations to God and man at least, and, if possible, as much more as shall render them in some measure capable of discharging the ordinary duties of good citizens. 78 ANNUAL REPORT OF THE ignorant class ? Why did so few slaves become lunatics Why are so many persons of higher iiitellectiial attainments found among the insane ? 1 admit that the connection between cause and effect in these cases has not been sufficiently brought out. But this is a reason for giving the subject immediate attention, rather than for delaying it. Those who are erecting school-houses, and regulating the school habits of the young, have need that these facts should be before them, and to consider whether the play-grounds, the character of the buildings, their comfort, ventilation, cheerfulness, the motives and tasks set before children, have or have not an adaptation to preserve the mind in its soundness, or if it has abnormal tendencies to overcome them, and save the family from the sad effect of the dethroned reason, and the State or family from the expense of the support of a lunatic. No educator has suffi¬ ciently apprehended and set forth the subtle connection between the mind and the body, and the effect of the one upon the condition of the other. If he would adjust the processes of education most correctly to man in his normal condition, he may wisely consult every abnormal development within his observation. Indeetl, the recovering process, which brings the lost reason back to itself, throws the light of some most important suggestions upon the path of the teacher. No attempt is made in this report at this investigation. I have sought simply to facilitate the efforts of educators at home and abroad, who are disposed to i)ursue these inquiries, by bringing together the list of institutions of this class, and a few leading facts connected with them. ASYLUMS FOR INEBRIATES are surprising their friends with the results they accomplish. The one at Binghamton, New York, is the most noted. Its report for the year 18G9 showed 2II jiatients admitted during the year; discharged, 271 ; remaining on the 1st of January, 55. The officers observe in the last report, Of our confidence in the success of the asylum as a curative institution, we have heretofore spoken. That confidence remains un¬ shaken. As a pioneer in a great experiment — an experiment of deeper interest to the family, to society, and to the State than any other now awaiting the final judgment of the iiublic — it is worthy of a full and fair trial.’’ REFORMATORIES. The statistics of these institutions are drawn from the able report of Br. Wines, Secretary of the New York Prison Association, excepting where they have been modified by the reports received in this office. They point to the great sores that are forming on the body politic, which, so far, have been imperfectly dealt with or understood. They present a sad commentary on the results of parental neglect and city vagabond¬ ism. They are a standing argument to enforce the duty of education by the State. They tell how soon parental selfishness, neglect, vice, and COMMISSIONER OF EDUCATION. 79 crime would raise up a class destructive of life, property, and all social good. It is not sufficient to say tliat the general good requires this method of treating j uvenile criminals ; the good of every child demands it. They, moreover, point to the defects in our private and public school sj^stems, and suggest important revisions calculated to make their benefits more universal. The success of reformatories already estab¬ lished would seem to overcome objections and enforce the economy and expediency of their establishment in connection with all large centrali¬ zations of population. PRISONS. It is not difficult for any one to see that the prison stands over against the school. Vice and crime are readily traced to youthful neglect or misconduct. The county or city receives very little admonition from its jail, and the State from its prison. To-day the child is at home or school ; to-morrow the man in the dungeon 5 and the teacher and pupil have learned no lesson. RELATION OF THE NATIONAL GOVERNMENT TO EDUCATION. What is now presented as the annual report can be considered only as an initiative effort, either in respect to the body of the information or the tables included. The relation of the hfational Government to edu¬ cation with many is not recognized because their attention has not been directed to it. There are, however, certain things which the National Government may and should do in this relation, so palpable that their statement is sufficient to secure almost universal assent : 1. It may do all things required for education in the Territories. 2. It may do all things required for education in the District of Columbia. 3. It may also do all things required by its treaties with and its obliga¬ tions to the Indians. 4. The National Government may also do all that its international relations require in regard to education. 5. The National Government may use either the public domain or the money received from its sale for the benefit of education. G. The National Government may know all about education in the country, and may communicate of what it knows at the discretion of Congress and the Executive. 7. The Government should provide a national educational office and an officer, and furnish him clerks, and all means for the fulfill¬ ment of the national educational obligations. RECOM3IENDATIONS. The present opportunities of this Bureau are utterly inadequate to the proper discharge of these duties. I, therefore, recommend — First. An increase of the clerical force of this Bureau, to enable it to extend, subdivide, and systematize its work, so that its cnrresporidence, 80 COMMISSIONER OF EDUCATION. domestic and foreign, and tlie collection of statistics, may eacli be in charge of a person specially fitted for the same. Second. That appropriate quarters be furnished, so that the plan of makiug and preserving a collection of educational works, reports, pam¬ phlets, apparatus, maps, rompt consideration of the subjects and duties in hand, and the uniform , sympathy and cooperation of the President. I have the honor to be, sir, very respectfully, your obedient servant, JOHIN EATOY, jR, Commissioner, Hon. J. D. Cox, Secretary of the Interior, APPENDIX. ABSTKACTS FEOM REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES. AliAKAMA. DEVELOPMENT OF THE EXISTING COMIMON SCHOOL SYSTEM. The oath of office was administered to the members of the board of education on the 24th July, lS63,and thus qualified they entered upon the regular business of their first session under the constitution on the 25th July, 1883.. In this constitution the article on education contains the following: It shall be the duty of the board of education 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.” This is the chartered pledge of the State to furnish the means and facilities adequate to the education of all the children of the State. The members of the board of education, fully impressed with the magnitude of the responsibilities devolving on them, under the provisions and re¬ quirements of this section of the constitution, devoted careful attention to it, and also to the power which was thereby conferred on it as a legislative body, to deliberate on and to form a code of laws to direct and govern the free public school interest in Ala¬ bama. Previous to the adjoTirnment of the board, in August, 1868, the county superintend¬ ents, one for each county of the State, were appointed by the superintendent of public instruction, and their appointment approved by the board, as the law diiects. These gentlemen were authorized to appoint three trustees in each township, and school com¬ missioners in the county of Mobile. Here, at the very beginning of the work, the troul)les forthwith commenced. The county superintendents, in their endeavors to ap¬ point trustees, met with much opposition, and, in many instances, insult, in a large proportion of the townships in almost every county in the State, so as to delay the operation of the school sj'stem. The State superintendent remarks that this opposi¬ tion would have died away soon, if it had not been for idle politicians and unscrupulous disappointed newspa})er editors, whose puny ambition it was to print scurrilous words and railings against the government and those gentlemen who had the manhood to stand firm for the reconstruction of the State and her liberal institutions. But in spite of all these hostile endeavors, nearly four thousand free public schools wmre established in tlie State of Alabama during the first scholastic year of the system. Surely a grati¬ fying result. From the reports of the county superintendents it appears that, especially after the general elections in November, 1888, the people, in their native honesty, accepted the situation and finally aided the school oflicers in their endeavors. The work of getting up the enumeration of the children within the educational ages was nevertheless only accomplished after much delay and difficulty. Another cause of trouble is to bo found in the fact that the legislature had failed to ap[)ropriate the poll tax for school pur¬ poses. The school fnuds were consequently not sulficient to pay the teachers’ salarieS, and many of the most excellent and worthy teachers in almost every county of the State had to go Avithout pay for two months and more. Although, as a rule, these teachers have not been clamorous for their pay, it has nevertheless discourageal them j and no doubt prevented them from devoting tiiemselves to their work with that energy ! which the existing circumstances required.' It is to be hoped that at the next session i of the general asseml)ly such measures will be taken as to insqre the prompt payment I of tliese teachers, thus removing one of the last remaining obstacles in the way "of the j Avorking of the public school system. i I'UAUCATION-VI. INTEP.ESTS INDIRECTLY CONNECTED AVITII THE STATE SCHOOL SYSTE.M. • ' Xonnal schools. — As in a system of good normal schools one of the most e.ssential ' , guarantees for the future success of the pu))lic schools is to bo found, the board of ed- I ucation, at their lirst session, ])assed an act ])roviding for the education of teachers, f As } et only a beginning has been made, but the results have been sueli as to augur well I Ce ! 82 ANNUAL REPORT OF THE for the future. In the various portions of the State a number of normal classes have been in successful operation — three at Huntsville, one at Portersville, two at Tal¬ ladega, one at Montgomery, one at Evergreen, and one at JMobilo, making in all nine classes, with an aggregated number of three hundi’ed young men and wmmen, who, alter having obtained from the teacher of the class a certilicate of competency to teach, have pledged themselves to teach for two years in the free public schools of the State. State Vniversitt/. — By the constitution of the State, this institution of learning, located at Tuscaloosa, is placed under the control of the board of education, who in this respect act as ‘‘regents of the University of Alabama.” The lirst session of the board of regents under the new constitution was held in August, 1868. By act of the board the superintendent of public instruction was authorized ‘‘ to xiroceed to Tusca¬ loosa and to procure from the former president, or the person having them in charge, the keys of the university, and to take jiossession of said university and all x>rox)erty connected therewith.” The demand to give up the keys was at lirst answered by a re¬ fusal, but after they had been given ux) no obstructions whatever were met with. The new university building — substantial, capacious, and beautiful — was nearly comx^leted, while the professors’ houses and grounds were greatly out of rex:)air, and other x^roperty of the universitj", such as the lands of the campus, a common waste. AiTangements were made at once to comxilete the new building and x^rovide the necessary furniture for the rooms, &c., and to repair the professors’ houses, preparatory for oxiening the university at the earliest XJracticable moment. By authority of the regents an exliibit of the financial condition of the university was also obtained from its fiscal agent. In his hands the sum of $1,600 was found to the credit of the university. We giv'e here, with¬ out any coxiiment, as the numbers will speak for themselv^es, an outline of the exx)end- iture of the old authorities after the conflagration in Axiril, 1865, and ux> to the time the regents took x^osession : Semi-annual installment for August, 1865 . $12, 000 Semi-annual installments for February and August, 1866 . 24, 000 Semi-annual installments for February and August, 1867 . 24, 000 Semi-annual installment for February, 1868 . 12, 000 State loan for building . 30, 000 Tuscaloosa Scientific and Art Association . 2, 000 Total . 104,000 In addition to this sum of exx^enditure upon the new building, the old board of trustees left upon our hands, with an exhausted treasury, a large New York debt, con¬ tracted by the former x:>resident of the university after the State had x>i’etended seces¬ sion from the Union, for materials for uniforms for cadets in the university. Under these embarrassing circumstances a corx)S of professors was selected by the regents, and the university opened Ax)ril 1, 1868, with a class of thirty students. The number of students has since then remained about the same. Part of the New York debt has been paid, but in order to x^ay the installments of the building loan by the State to the nnivmrsity, it will be necessary that the legislature, at its x^resent session, either donate the building loan to the uiiiversity or extend the time of x)ayment. The former would only be an act of common justice, as the burning of the building in 1885 was but the natural fruits of secession, and as during the war the university had become a inili- taiy school, in which officers were trained to fight against the government of the United States, that had so handsomely and liberally endowed the university. Medical College of Alabama.— Tlim college, situated in the city of Mobile, was “chartered in the year 1860, and by the charter made the medical department of the University of Alabama, with the xn'ovfsion that in the contingency of a dissolution of trie corporation, its xu'oxierty should vest in the university.” Tlie building is much in want of repair, and the axiparatus, which has been sadly neglected, esxiecially in the chemical department, needs to be replenished. It is thought that an axiproxiriatiou of .$15,000, made at once, will xmt the college on a good footing, and make it thereafter self-sustaining. Wlien the building was erected, the State made the liberal donation of $50,000, and in return for this liberality, the faculty xdedged themselves to educate tiiirty-threc needy students, on behalf of the State, free of charge. This x>ledge is still kept ux? in good faith. It is to be hox>ed-that, especially since the legislature, in 1868, repeahid the tax ou foreign insurance comxianies, thus cutting off the only income of the college, it will soon make the called-for ax3X^i'^pi’i^fioii- Law school at Montgomery. — “ The law school at Montgomery was incoi'xvorated in •iSoO, and made the law department of the University of Alabama, to continue at the discretion of the trustees.” The charter of this law school is yet in force, though the exercises of the school arc at this time suspended. Alabama Insiitiuioii for the Deaf, Dumb, and Blind. — The superintendent of public instruction is, by law, treasurer of this institution, and it is his duty to make a rcx)ort on the same, once a year. The x>rogress of the institution has been most satisfactory. COMMISSIONER OF EDUCATION. 83 Tlio number of pupils in iittendance during the school year ending July 1, 1869, is 35, viz : 25 mutes Jind 10 bliud. The health of the iumates has been good, and the build¬ ings and grounds are in as good condition as the limited means will allo^Y. The finan¬ cial condition of the institution may be seen at a glance from the following statement : To the credit of the institution at the date of last report . $3, 125 53 Appropriation for 1869 . 8,000 00 11, 125 53 By amount of warrants October 6, 1868, Februarv 1, 1869, April 6, July 1, October 4 . ‘ . $11,125 53 In order to place the institution on a proper footing, and afford the means of educa¬ tion to all the indigent mute and blind children in the State, an appropriation of $15,000 will be necessary. This w'ould be allowing $12,000 for sustenance, salaries, &c., enabling the authorities to admit, suj)port, and instruct 46 pupils. SCHOOL FINANCES. The amount of money appropriated by the State for the free jiublic school service for the scholastic year commencing October 1, 1868, and ending September 30, 1869, vdth the several sources from whence received, is the following, according to exact form and figures received from the auditor of state : Balance due and appropriated, as per act approved October 10, 1868 . $200, 000 00 Amount of interest on $1,710,157 45, at 8 per cent . 136,812 59 Amount of interest on $97,091 21, at 8 percent . 7,767 30 Amount of interest on $669,086 80, at 8 per cent . . 53, 626’ 94 Amount received from retail licenses . 26, 514 85 Appropriations, as per section 957, Revised Code . 100, 000 00 Total . 524, 721 68 The precise amount expended for the public school service up to the close of the year cannot, as yet, be stated, but is given below, as far as ascertained : Certified on reports of first quarter . $.53, 472 50 Certified on reports of second quarter . 176, 180 43 Certified on reports of third quarter . . 154, 739 43 Certified on reports of fourth quarter . 59, 830 9.1 Normal school expenses . 5,371 85 County sux)eriiiteudents’ salaries . 52, 662 00 Total . * . 502,257 19 NUMBER OF CHILDREN ATTENDING SCHOOL. As yet it has not been possible even for the State superintendent to give complete and reliable statistics with regard to this fact. Dr. Sears, in his fourth report as agent of the Peabody educational fund, estimates the total number of children of school age in the State at 336,000, of whom 160,000 are in the public schools. A special correspondence of the Cliicago Republican, dated Montgomery, June 6, 1870, gives the following statistical items : ‘‘ In Alal)ama, ten years ago, theJ^’e were taught ()1,751 i)upils ill 1,903 schools. This year there have been taught nearly 160,000 pupils in 3,804 schools. Eleven years ago the total number of children in the State was 185,348. One year ago a number equaling that enjoyed the privilege of schools. This IS what might be called the lesson of the decades. It contrasts the two years of the free schools of Alabama with the two years most saliently opposed to them. For one main element of this progress, w' e must contemplate the present educational law of the State — a law which is, without doubt, the best in the South, and perhaps among the best in the United States.” From the fourth report to the general agent of the Peabody educational fund fium July 1, 1869, to January 19, 1870, we glean the following: “The school commissioners of Mobile made the following communication: ‘All the scholars of tlie primary grade, which embraced the entire number of colored children, were taught free of charge for tuition. It is the wush of the board to take another step in advance and make the intermediate grade free.’ On condition that the primary and intermediate schools be made free, $2,000 were granted. 84 ANNUAL REPORT OF THE “A similar sum was granted at Selma. In this city tlic citizens had raised by sub¬ scription the sum of $10,705, instead of the $4,000 to which they stood pledged; 506 ])upils were educated, costing about $21 per pupil for the year; whereas the same number of pupils, educated at a cost of $75 each — the average rate of tuition before the free schools were opened — would have cost $58,000, thus making a saving of $27,295 to the city. “ In Girard an appropriation of $1,000 was gTanted. There are in that city 1,248 chil¬ dren of school age. Its share in the public school fund was $1,488, by means of which live schools, with an attendance of 451 pupils, were carried on for a few months. donation of $400 was made to the pubHc schools of Greensboro, having 450 chil¬ dren of school age, of whom 175 attended school. In Huntsvilie and vicinity the number of children of school age is about 2,000, three- lifbhs of whom are colored. If the two districts of the city, which itself covers the con¬ fines of two townships, could be united, as the people desire, there would be no e Kalb . J. K. lloge . I’orUu'.sville 114 00 34 2. 7.i0 3,014 98 Elmore . J. A. AlcUutcheon . AYetumpka . GOO 00 522 50 G4 , 7 . 578 ; 0 Escambia . J. T. B. Ford . I’ollard . COO 00 1 134 75 1 1 IG i! 401 1 2,301 89 8b AJCsUAL REPORT OF THE TahJe of statistical details of schools in Alabama, by counties, for 1369 — Coiitiuiied. Couuty, Etowah . Fayette . Franklin . Geneva . Greene . Hale . Henry . Jackson . Jefferson . Lauderdale .... Lawrence . Lee . Limestone . Lowndes . Macon . Madison . Marengo . Marion . Marshall . Mobile . Monroe . Montgomery. . . Morgan . . Pea-ry . Pickens . Pike . Ilandolph . Passel . Sanlbrd . Shelby . St.Clair . Sumter . Talladega . Tallapoosa . Tu.scaloosa . TYalker . Y'Jasliiugton . . . JVilcox T . JTinston . Name. Post office. J. J. Brasher . James Middleton . Dr. F. H.Anderson _ E. E. Porter . A. x\. Smith . M. n. Yerby . G. P. Kincey . Jesse W. Isbell . J. N. Burkett . William 11. Chisholm . E. S. Mastersou . li. G. J ones . J. B. Lentz . George W. Neeley .... J. S. Caldwell . A. W. McCullough .... M. B. Mattingley...... T. B. Nesmith . F. M. Proctor . G. L. Putnam . Dr. J.W. Cotter . W. M.Loftin . C. C. Nesmith . J. H. Speed . E. F. Bouchelle . L. G. McLendon . C. C. Enloe . T. T. Edmonds . M. W. Morton . J. W. Jones . W. P. Lovett . I Bober t Bradshaw . J. G. Chaudron . C.Corprew . H. S. Whitfield . . J. L. Gilder . T. J. King . C. C. Colton . W. 11. Hyde . Gadsden . Fayette . Bu’ssellville . Geneva . Eutaw . Greensboro . Abbeville . Larkiusville . Oak Eidge . Florence . Moulton . Opelika . Athens . Hayneville . Tuskegee . Huntsville . Demopolis . Pikeville . Gnntersville .... Mobile . Monroeville . Montgomery .... Somerville . Marion . Carrollton . Ti'oy . Weedowee . Colmnbus, Ga . . . Vernon . . . Columbiana . Branchville . Livingston . Talladega . DadeviUe . Tuscaloosa . Eldridge . Camden Houston Snpei'iutendeut’s salary. Trustees’ salary. Number of schools. Number of children. TI o o '3 a » o g < $600 00 $!224 00 44 3, 437 $4, 724 40 500 00 222 00 50 3,164 4, 324 02 1, 4„0 00 454 00 73 7, 691 10, 687 99 421 87 114 00 19 1,090 1, 737 r 1, 500 00 156 00 40 5, 233 9, 168 84 500 CO 335 00 40 4,327 6, 429 45 600 00 322 00 60 5, 913 7, 768 07 800 00 839 83 53 7, 635 10,459 89' 500 00 394 40 58 5, 490 7, 088 00 700 00 493 00 50 5, 981 7, 877 20 900 00 603 66 66 5, 817 9,171 71 eoo 00 384 00 52 7, 270 9, 524 00 540 00 5J1 10 42 4, 668 7, 822 95 1, 500 00 388 50 59 8,468 11, 339 24 1, 000 GO 342 00 43 5, 885 8, 444 56 1, 500 00 498 00 88 9, 935 15, 036 77 1, 500 00 164 00 59 8,488 13, 489 06 * 500 00 269 00 52 3, 077 4, 192 40 610 00 370 00 43 4, 392 5, 880 40 2, 000 CO 425 54 40 18, 877 24, 652 40 622 50 262 10 48 3, 498 5, 580 30 2, 000 00 363 01 85 14, 068 19,396 36 600 00 395 13 72 4, 295 5,996 40 1, 125 00 375 00 62 9, 230 13, 046 13 1, 000 00 462 00 45 7, 092 10, 637 37 1, 000 00 587 00 69 6, 881 9, 259 20 600 00 367 00 48 4, 878 6, 453 60 920 00 244 W 40 7,084 10, 166 56 400 00 358 03 39 4, 686 6, 023 20 800 00 236 00 62 4, 528 6, 233 60 600 00 228 00 37 3, 722 5, 066 40 1, 500 00 397 00 51 5, 878 12, 4:!9 17 1, 000 00 255 00 68 6, 147 8, 575 24 6C0 00 404 00 63 8, 224 10, 468 80 800 00 362 00 93 7, 569 10, 312 17 400 00 222 00 42 3, 570 4, 684 00 500 00 76 00 12 1, 163 1, 895 60 1, 270 00 447 50 70 8, 540 11, 947 27 550 00 426 80 29 1, 727 2, 622 40 The State board of education consists of the State superintendent and ten district superintendents. The board of conmissioners of the common school fund consists of the governor, secretary of state, and the State, superintendent of public instruction. Tim number of children of school age, as returned to the office of the superintendent, is 130,000, of wliom l;]7,000' are vrhite and 40,300 colored. About 100,000 have been con¬ nected with the schools during the past year. There rvas apportioned to the several counties from the State treasury, for the pay- mu})ils, 12,527 ; average number of pupils, 11,078 ; value of school property, $1,003,000 54. The following is a more detailed statement of the school statistics : In the State, between five and fifteen . 112,743 Mongolian children under fifteen years of age . 425 In public schools . 67, 834 Mongolian in schools . 34 Number enrolled, all ages . 73, 754 Attending iiriAmte schools . 16,273 Not in any school . 25, 464 AA^erage daily attendance . 49,802 RECEiurs. From State fund . $290,796 71 From county taxes . 397,491 40 From city taxes . 449,738 43 From district taxes . 98, 868 40 From miscellaneous sources . J . 44,841 07 From rate bills and subscription . 66,531 65 Total . $1,348,267 66 EXPENDITURES. Teachers’ wages . $873,814 07 Sites, buildings, &c . 205,766 95 School libraries . 20,415 76 School apparatus . 4,915 8;> Contingent expenses . 179,407 11 County institutes . . . 1 , 765 93. County board of examination . 3,034 06 Postage, binding books, &c . 1, 465 67 Total $1,290,585 52 88 ANNUAL REPORT OP THE VALUATION OF SCHOOL PROPERTY. Lots, houses, furniture . School libraries . . School apparatus . . $2, 706, 304 56 57, 895 77 32,504 89 Total $2, 796, 705 22 In 1849 a permanent school fund was established for the State of California, from the 500,000 acres of land granted by Congress to the new States, for the purpose of inter¬ nal improvements. An attempt was made to introduce a proviso that the legislature appropriate the revenue to other piu’poses, should the exigencies of the State require it. One of the chief opposers of this proviso was Mr. Semple, of Sonoma. The proviso was defeated by a vote of 18 to 17. The first free jmblic school in the State was established in San Francisco, in 1849, by Mr. J. C. Pelton, and in 1850 was recognized by the city council, in the following terms ; ‘'Be it ordained hij the common councitof San Francisco, That from anti after the j)assage of this act it shall be the duty of J. C. Pelton, who has been employed by the council as a public teacher, to oxien a school in the Baptist chapel.” Said school was to be free to all children whose parents should obtain an order for their attendance from the chairman of the committee on education. Tn 1851 the bill concerning X)ublic schools passed the legislature, providing for the survey of school lands, the apportionment of the State fund, defining the duties of the superintendent of public instruction, providing for a superintending school committee, and also for the distribution of the school fund among religious and sectarian schools, in the same manner as provided for district schools. Under this law the citj’- of San Francisco, in the same year of its passage, hastened to ado]it her hrst school ordinance, made provision for a city board, elected suxierintendent, &c., and in the same year two schools were organized. At ‘the third session of the legislature, in 1852, the school law was revised and ren¬ dered more complete. The first State report was issued in 1851, by Hon. John G. Marvin, the first superintend- eiit of xniblic instruction. Mr. Marvin donated to the school fund the sum of $1,456 ; the first and last bequest which the State school fund ever received. The first State teachers’ convention, called by Suxierintendent Hubbs, was held in San Francisco, 1854, and had an attendance of about one hundred teachers. The first State institute, called by Suxierinteudent Moulder, met in San Francisco, in 1861, an axiprojiriation of 83,000 having been made the xu’cvious year for the x>urpose of aiding State institutes. At this institute a x^etition to the State legislature was pre¬ pared, x-raying for a levy of a sx^ecial State tax for school xiurxioses of half a mill on the dollar, which was subsequently signed by more than six thousand voters. Measures were also taken which resulted in establishing the California Teacher, a State educa¬ tional journal, the first number of which was x^ablished in July following. The journal is under the immediate management of the guxierintendent of public instruction, the principal of the State normal school being associate editor. Contributing editors are apxiointed by the board of education. STATE SCHOOL LAW. The constitution of the State provides for the election of a superintendent of public instruction, to liold his office for four years ; requires the legislatme to provide a system of common schools, by which a school shall be kexit in each district for three months in the year ; for neglect of which the district is to forfeit its proportion of the interest of the xuiblic fund. The legislature has created a board of education, composed of the governor, the su¬ perintendent of x^nblic instruction, the xu'incixial of the State normal school, the city superintendent of San Francisco, and the county superintendents of the counties of Sacramento, Santa Clara, and San Joaquin, and two professional tea-chers to be nomi¬ nated bj^ the superinteucleut of xmblic instruction, and approved by the board. The superintendent visits and suxierintends the schools and educational institutions of the State, apportions the x>ublic money to the districts, cities, and counties, and makes to the legislature, biennially, a rex^ort upon the condition of the schools, and the administration of the school system. There is a county suxierintendent elected for two years, who has the immediate su- XUTvision of the schools, and acts as the medium of communication between the board of education and State superintendent and the districts. He rexiorts annually to the State suxierintendent. Each county, city, or iucoi’XJorated town constitutes a school district; but the board of supervisors has x)ower to make smaller districts. Every district, by its clerk, or by a census marshal, is required to make an annual COMMISSIONER OF EDUCATION. 89 erTimeration of all children under fifteen years of age, and to specify and report sep¬ arately, ^Yhite, negro, and Indian children, under the gnardiiinship of white ])eisons, hetween the ages of live and fifteen years, specifying the iiumher and sex of such chil¬ dren, and naming their guardians. Children of African, Indian, or Mongolian descent, whose education can he provided for in no other way, may be permitted, by a majority vote of the trustees, to attend schools for white children, in case a majority of the parents of such chikh'cu make no objection. Uiion the written application of the parents or guardians of such colored, Indian, oi IMongolian children to any board of trustees, or board of education, a separate school shall be established for their education. The superintendent of public instruction is required to subscribe for, and be one oi the editors of, a monthly journal, to be devoted to the interests of education, a copy oi which is to be sent to every county and city superintendent, district clerk, and school library. The granting of State certificates to teachers is intrusted to a State board of exami¬ nation, composed of the superintendent of jiublic instruction, and four professional teachers, with power to grant certificates for one, two, four or six years, or for life. At the meeting of the State teacher’s institute, in September of this year, composed of about six hundred of the leading teachers of the State, it was unanimously resolved, “ That inasmuch as the various county boards of examination are composed of persons of many different degrees of qualification, or no degree, in some instances, and there¬ fore form no standard, or data, from which the State board can judge of their work, the granting of State certificates on county examinations, or on no examinations, should be discontinued.” The schools are supported — 1, by a State school tax of 8 cents, ad valorem, upon each $100 of valuation ; 2, by a county tax, which shall not exceed 35 cents on the dollar of valuation, nor be less than $3 for every child in the county, between five and fifteen years of age ; 3, by a district tax, to be voted by the inhabitants, at an election called for such purpose, the amount not to exceed, annually, 35 cents on a dollar, for building l)urposes, and 15 cents for school purposes ; 4, by the annual distribution of the income of the common school fund. But no district can receive any portion of the school fund unless the teachers employed hold legal certificates, in full force, and unless, also, a free public school has been maintained (luring three months of the next preceding year. The school fund is composed of the proceeds of all lands that may be granted by the United States for the support of schools, the congressional grant of 500,000 acres to all new States, all escheats, and all percentages on the sale of lands, together with the rents of unsold lands. STATE NORMAL SCHOOL. This institution is greatly in need of new buildings, the rooms furnished by the board of education beiug now entirely inadequate to meet its requirements. Twenty- five counties in the State are represented. The principal is Rev. W. T. Lucky, A. M. The time for completing the normal course is two years, each divided into two terms of five months. Board can be obtained at from $25 to $35 per mouth. Pupils must furnish their own text books. There is a normal training school under the control of Miss M. Lewis, Avith nearly 200 pupils. The number of luipils in the normal depart¬ ment from July, 1868, to January, 1870, was 188, of whom 166 were ladies and 22 gen¬ tlemen. The law xwovides that graduates of the normal school shall receive State cer¬ tificates of a grade to be determined by the State board of examination. Under this provision certificates have been awarded to graduates according to ability and scholar¬ ship, some receiving diplomas, some first grade, and others second or third grade cer¬ tificates. Five members of a graduating class, having taught previously, received State educational diidomas, which entitled them to teach as principals of grammar schools. Six members of the class, whose standing was 80 per cent., received first grade certificates. Eleven received second grade, and nine, whose standing was from 70 to 75 per cent., received only third grade certificates, Avhich entitled them to teach only in primary schools. The percentage of a member of the graduating class is determined by taking into con¬ sideration the standing in recitation records during the term, the report of success in the training school, and the result of the Avithin examination at the close of the term. The location of the State normal school Avas for a time a matter of much discussion, but it Avas at length fixed at San Jos6, in accordance Avith the earnest recommendation of Hon. O. P. Fitzgerald, State superintendent, and it is uoav nearly completed. The advantages of San Jose as the proper location of the school are its unsur])assed climate, its accessil)ilit3^ from all parts of the State, and the intelligence, morality, and hos- l^itality of the citizens. 90 ANNUAL EEPORT OF THE COSMOPOLITAN, EVENING, INDUSTRIAL, AND REFORM SCHOOLS. Tlie cosmopolitan schools of San Francisco have been remarkably snccessful. Scarcely any feature of the public schools of that city is more popular. Not only are their advantages sought by our foreign-born citizens, but there is an eager desire on the part of a large number of our native-born citizens to avail themselves of the oppor¬ tunity afforded by these schools to give their children some acquaintance with the French, German, and Spanish languages. They have been organized and conducted on such princi])les as to obviate any conflict with the fundamental idea of our public school system, that every child in the State shall have the opportunity to acquire the elements of an English education. The success and obvious beueffts of these schools have led to the organization of similar schools in Sacramento. Tlie evening schools of San Francisco are reported iu a very flourishing condition, being sought" by adults, whose early education was neglected, and by boys who are obliged to work during the day for their living. The industrial school of th(} State is reported in a very unfavorable condition. bad syst-em has been badly administered. Its name is a misnomer; it is more of a prison than a school. It has been conducted on the prison system, without many of the restraints and safeguards which by law' and usage are thrown around the manage¬ ment of regular jails and penitentiaries.” So great has been the maladministration of the affairs of the institution that the feeling prevails that it should either be reformed or abolished. The need of such a school for the care, instruction, and training of neglected, orphaned, and vicious boys is so great that, instead of abolishing it, it should be re¬ formed thoroughly, endowed liberally, and officered wisely. Let the family system be substituted for the prison system. Moral results can be effected only by moral agencies. Dungeons, solitary confinement iu dark, damp, and cold cells, grated windows and high walls may be tolerated a while longer iu State i)i’isons, but in a school for children — little children — they are monstrous !” INSTITUTION FOR THE DEAF, DUMB, AND BLIND. An act reorganizing this institution, passed in 1866, made it a feature of the common school system ©f the State. It is located about four and a half miles north of Oakland, directly in front of the Golden Gate, and adjoining the grounds of the State University. The site comprises 130 acres, of which .50 are of the highest fertility, w'hile the remainder is hill land, w'ell adapted to grazing purposes. The outlook, in Auiried beauty and extent, is unsurpassed. The edifice is in semi-Gothic style, and built of a rough, blue stone, in admirable keeping Avith the architecture. The frontage is 192 feet, be¬ side the laA^atories, Arhich extend 30 feet further on each corner, making a total front¬ age of 284 feet. The depth is 148 feet, wdth kitchen and laundry building, 50 feet square, in the rear. The internal arrangements seem to be as near perfect as experi¬ ence could make them. Other institutions unite the deaf and dumb and blind, but only as a temporary expedient, for the sake of economy. This is the only institution in the Avorld planned with special reference to keeping the two classes together. The institution will accommodate comfortably 150 pupils, together wdth the necessary offi¬ cers and employes. Tliere have been under instruction during the last two years 92 pupils. At present the number is 74, of whom 48 are deaf and dumb, and 26 are blind. Being a part of the common school system of California, its benefits are free to all deaf and dumb and blind persons between the ages of six and twenty-one years, who are of sound mind and body and residents of the 8tate. UNIVERSITY COLLEGE. The University College, popularly known as the City College, from its location in the heart of San Francisco, wnis founded in 1859, and incorporated in 1863, and the prop¬ erty placed in the hands of trustees, among Avhom may bo named the honorable mayor, Thomas H. Ssl))y, iiresident of the board, and Governor Haight, through Avhose efforts mainly a very A'aluablo tract for university purposes, ff\"e miles from the plaza, Avas secured. The present number of pupils is 160, of Avhom 57 are in the inninary depart¬ ment. The buildings are large and provided AAntli Avell lighted and ventilated study halls, and AA'ith ample illustrative apparatus. The college was founded by the Eev. George Burrowes, Aviio, after five years, Avas obliged to resign the charge of it, and since 1865 it has been under the care of the Eev. P. V. Veoder, A. M. STATE UNIA'ERSITY. An act creating and organizing the State University of California became a Iuav in March 1868. TJie goA'crnor of the State, lieutenant goveruor, speaker of the assembly. State sui)erintendeut of public instruction, president of the State Agricultural Society, COMMISSIONER OF EDUCATION. 91 and president of the Mechanics’ Institute, of San Francisco, are ex officio members of the hoard of regents, the governor being president. The site of the university is at Berkeley, four miles north of Oakland, and directly facing the Golden Gate, upon the 160 acres of laud donated by the College of California, which has been laid out in handsome stylo, with drives, avenues, walks, and ornamental trees. The board of re¬ gents appropriated $20,000 for the purchase of chemical and philosophical apjiaratus. Until the buildings at Berkeley is completed, the university has been inaugurated in the building belonging to the College of California and in the Braytou building close at hand, both situated near the centre of Oakland. About fifty students have entered to date, distributed among the various colleges, most of them, however, in the College of Letters. The dormitory system being forbidden by the organic act, the students find homes in the boarding-houses and private families of Oakland. At a recent meet¬ ing of the regents, it was unanimously “ Eesolved, That young ladies be admitted into the university on equal terms, in all respects, with young men.” THE SANTA CLARA COLLEGE Was founded in 1851, by the Rev. John Nobile ,• incorporated in 1855. It is conducted by the fathers of the Society of Jesus. The number of students in attendance is about 200. UNIVERSITY OF THE PACIFIC, (METHODIST EPISCOPAL.) Situated at Santa Clara ; incorporated 1851. Number of professors and teachers, 6 ; whole number of students in 1868 and 1869, 164. Thirty-four young gentlemen have graduated, fwenty of whom received the degree of A. B., and fourteen that of B. S. Seventeen young ladies have graduated with the degree of M. S. Eight gentlemen have received the degree of A. M. in course. Yearly expense per pupil, $320. Sessions begin about the first of January and first of August. T. H. Siuex, D. D., president. ST. MARY’S COLLEGE. Situated at San Francisco, on the old Mission road, about five miles from the city hall. It is a fine brick building and will accommodate about 200 students. Study rooms, class rooms, and dormitories are convenient and well ventilated. Was opened for the reception of students in 1863, and the same year their number had reached up¬ ward of 200. It is now over 200. It is in the charge of gentlemen belonging to a society called “ The Christian Brothers,” whose numbers devote their lives to the work of education. PACIFIC METHODIST COLLEGE. Situated at Vacaville, Solano County ; organized in 1861 ; president, J. R. Thomas. The number of students 210 ; value of buildings, about $25,000. Institution in all re¬ spects prosperous. ST. VINCENT’S COLLEGE. Situated at Los Angeles; organized 1867; incoriiorated 1869; president, Rev. James McGill. Average number of pupils during the past year, 50. ST. AUGUSTINE COLLEGE. Situated at Benicia, Solano County; it is a missionary college, under the auspices of the Protestant Episcopal Church ; organized, 1868. Consists of three departments of learning; a theological, literary, and grammar school departments for boys. In addi¬ tion there is a young ladies’ seminary with its own faculty and a distinct location. There are 86 students, six of whom are for the ministry. LAUREL HALL BOARDING SCHOOL FOR YOUNG LADIES. Is located at San Mateo ; organized, 1864 ; iirincipal. Miss L. H. Buckmaster ; num¬ ber of pupils 64. The grounds include 27 acres. Building is commodious. A largo gymnasium has recently been erected, in which pupils will receive physical training under careful supervision. SAN RAFAEL COLLEGE. In Marin County ; principal, Alfred Bates, late of the University School, San Fran¬ cisco; opened 1869. The course of study comprises two departments, classical and modern. The classical course includes Latin, Greek, mathematics, English and French. The modern, includes a thorough business education. 92 ANNUAL REPORT OF THE ST. IGNATIUS COLLEGE. Located in San Francisco; opened for students 1855; incorporated 1859 f president, Rev. /. Bayina; number of pupils, 410. UNIVERSITY SCHOOL. Situated in San Francisco. Founded about five years ago by its present principal, Mr. George Bates, a graduate of Cambridge University, England. Its object is to pre¬ pare students for a university career, as well as to give a thorough commercial educa¬ tion. Number of pupils about 50. UNION COLLEGE. At San Francisco ; established 1882. Is under the direction of Dr. R. Townsend Huddart. Number of pupils 90 ; assistant teachers and jirofessors 10. SONOMA COLLEGE. j Located at Sonoma in 1858; Rev. W. N. Cunningham, A. M., president; Mrs. E. A. Cunningham, vice principal. Number of xiupils 80, including both males and females. The building is of concrete, with large, airy rooms. Locality unsurpassed for health- fuluess and beauty of scenery. SAN FRANCISCO. (Sixteenth annual report, for the year 1869, Hon. James Denman, superintendent.) The city is divided into ten districts for school suiiervision. It contains forty-four schools ; two high schools, one for boys and one for girls; nine grammar schools, three for each sex and three in common ; three mixed schools ; twenty-seven primary, and three evening schools. The total number of teachers is 326. The whole number of children in the city between six and hfteen years— the legal age to attend school — is 23,905; the whole number of x^Rpils attending the public schools during the year, is 19,885 ; and the average number belonging, 14,134 ; giving an attendance of 83 per cent, of all pujiils enrolled, and 59 xier cent, of the average number belonging. The number of new pupils enrolled who have not before attended xmbkc schools is 6,246, an increase of 530 over last year. The total number of children in the city under fifteen years of age was . Mongolian, under fifteen years of age . Negro children between five and fifteen years . Indian children between five and fifteen years . White children between five and fifteen years . Census, children between five and fifteen years . Number enrolled in schools during year . . . Average number belonging . Average daily attendance . Number not attending any school . Average number of xuipils to each teacher : High schools . . Grammar schools . Primary schools . Total in evening schools during the year . Average attendance . Average number of xmxfils to each teacher . Exx)enditures for the year . Valuation of city xn’ox)erty . Revenue raised by the city . Total income of school dex)artment . Percentage of the income on whole amount of city revenue . 41, 488 48 186 15 25, 584 25, 785 19, 885 14, 134 13, 113 5, 468 25 40 56 756 336 42 $400, 842 22 95, 000, 000 00 2, 657. 946 08 459, 853 70 . 17 Increase for the year. 1,760 2, 399 2, 459 1,453 1,222 $24,440 49 10, 000, 000 00 237, 844 77 119,897 00 Notwithstanding the large number of school-houses which have been erected by the board of education within the last three years, yet the department is now obliged to rent unfit buildings for the accommodation of 3,235 children, at a yearly rental of $15,000. Many of the rooms are in low basements of churches, and are so dark, cold, and damp as to be entirely unfit for prison cells. There is, therefore, an immediate necessity of erecting additional school buildings in nearly every part of the city. Suxierior accom- COMMISSIONER OF EDUCATION. 93 niodations could be provided, at far less expense in interest on the capital expended, than is now paul for inferior rented buildings. Of the 5,468 children in the city who are not attending any school, it is safe to esti¬ mate that at least 2,500 have at some time attended school, and received a fair business education. But even deducting this number from those not attending school, there are still 2,968 who are leading idle or dissolute lives. So great has become the crowd of young lads prowling around the streets, that it is a question of the highest import¬ ance to the furure welfare of society : What shall be done to chock this (rightful tide of depravity which is sweeping over the city, wrecking so many noble youth, and biosting the fond hopes of so many anxious parents? It is an evil wliich calls loudly for some potent and instant remedy. Truant laws similar to those in Boston and other eastern cities should be passed and rigidly enforced. From the last truant officers’ report it is found “ that 197 truants have been induced to return to their school, and seven who proved incorrigible have been sent to the industrial school for reformation.” The knowledge that a proper officer is continually searching the city for absentees from school, already exerts a salutary inllueuce in de¬ terring truancy. But the most efficient officers can accomplish but little toward elfecting a permanent reform unless wise laws are enacted, providing for the punish¬ ment of truancy and vagrancy as crimes. Greater improvement has been made in the evening schools during the last year than ever before. There has been a large increase in attendance, and renewed interest ; with most examplary order and decorum and hard study in the school room, where may be seen large classes of young men, and even old persons, trying for the first time to learn to read and write. During the year a commercial evening class was organized for the purpose of giving a thorough business and commercial education to a large class of youug men who are engaged diu'ing the day, or are unable to pay the* tuition charged at commercial col¬ leges. The attempt to establish a day school for the Chinese proved a failure. The board of education therefore opened an evening school for this class, which has been success- fid. The whole number of pupils enrolled was 277 ; average daily attendance, 29^. Tiie school is doing good. It is estimated that the Chinese x^ay about one-twentieth of the taxes in San Francisco. The whole number of x^npils enrolled in the colored school during the year wms 91, with an average daily attendance of 25-1%. THE CO-EDUCATION OF THE SEXES. The second biennial report for the years 1866-67, Hon. John Swett, suxieriutendent, expresses the belief that the iiresence of boys and girls in the same school, far from being iujiu'ious to either sex, exerts a mutually beneticial inllueuce ; a belief ‘‘ based uxion many years’ experience in juiblic school teaching, on an extended observation of schools, and on the ox)inion of the most enlightened and progressive educators. “The school-houses in all the cities and larger towns have separate yards and play¬ grounds, on oi)X)osite sides of the building. The boys and girls enter the school-room by sexiarate doors. In the scliool-room they meet at hours of intermission as well as of study, only under the eye of the teacher. The only opxmrtuuity of meeting when not under the observation of the teacher, is on the way to and from school. If the mere sight of a boy is dangerous to iunocejice, then our girls should bo sent off to convents, where they may grow uxi in blissful ignorance of the existence of boys. If a x>retty face and an occasional salutation of “good morning” be sufficient to turn the heads of our boys, then protect them by all means from such witchery. “The charge of positive immorality, both in thought and act, is frequently brought against the X)'ffilic schools by tlmir o])en enemies, and not unfrequcutly by moral re¬ formers who XH'ofess to be friendly. There are some who have no faith in the pii”ity of youth in either sex ; they biilievo in total depravity to the letter. They look upon all associations of boys and girls, or of men and women, as merely animal instinct of the baser kind. I do not x>i'oposo to argue with these Pecksniffiau morality-men, who turn UX1 their eyes in holy horror at the depravity of human nature in general, and of Xmblic schools in xiartieular. Imiuire-minded boys and girls are to bi; found in schools, as well as imx)ure-minded men ami women in society; but they are exceptions to the general rule. “That the tendency of educating boys and girls together is to excite improper and impure thoughts, I deny. That the standard of morality and proxiriety is lower than in schools where the sexes are separated, I also deny. ^ ^ ^ Xho [uvsence of girls ill a school-room throws a strong restraining and refining inllueuce over boys. They arc more attentive to x>ersonal a])])carance and neatness of dress; they are more refined in manner and careful in sxieech; they have higher feelings of honor ami man¬ liness; they stand in wholesome dread of the jiublic opinion of the girls, which frowns down meanness, and profanity, and vulgarity. Boys have quite us high feelings of 94 ANNUAL REPORT OF THE honor as men. The restraining influence of girls over hoys is the same as that of women over men. “ I believe that girls educated with boys will grow up into womanhood with stronger, purer, nobler, better-developed characters than if trained in seclusion. They will be tjetter capable of acting and thinking for themselves. Nowhere can they form better ideas of true manhood than in the public schools, where ambitious and manly boys are their associates, where miud is made the standard of position, and where true merit commands respect and admiration. Girls are stimulated to greater mental efforts by the presence of able and ambitious boys. The surest way to produce romantically-dis¬ eased imaginations and to sully the purity of the female character, is to shut out girls from the society of boys, and to exclude young ladies from the society of young men. It is a fact which young ladies themselves admit, that in schools for young ladies ex¬ clusively, there is more talk about the other sex than in institutions where both sexes are educated together. “ Education consists in the development of character, more than in the study of text books. I believe in throwing around boys every refining, restraining, and humanizing influence ; in educating thern to regard the female character as something pure and holy ; in training them to reverence womanhood. I believe in teaching girls to respect manliness and manhood. How can this be done better than in a well-regulated school, where the boys and girls mutually educate each other ? “The co-education of the sexes is a characteristic feature of our American common- school system, in contradistinction to the European system of national schools. Every¬ where in the United States, except in a few of the largest cities, the boys and girls are educated together in the public schools. What is the result? Are we ready to admit that in France, where tlie boys and girls are carefully educated apart, the standard of morality is higher than with us ? Are wives and daughters purer and truer ? Is woman more respected than with us ? “ I was born and bred in that bleak little corner of the Union where common schools were first established, where they have since been nurtured and sustained, and where men and women are taught to think for themselves. My pleasantest memories of school-days are associated with the bright-eyed little girls who came to school in summer mornings, bringing May flowers and lilacs and peonies and pinks in their hands. I loved some of those pretty girls with all the fullness of boyish feeling. No¬ body ever told any of the boys of our school it was a sin to love them. No impure thought ever sullied our affection for them, for nobody had ever poisoned our minds with the notion that boys and girls are innately vicious. Barefoot farmers’ boys were we, all of us, with tanned faces and hands used to toil ; and farmers girls, red-cheeked, barefoot too, and dressed in homespun, taught us our first lessons of faith in the purity and nobleness of womanhood. They were our best teachers. They made the old school-house j^leasant with the sunlight of their faces, and merry with their ringing laughter. They softened our rough natures. We chose the girls we liked best at spelling matches, and never were tiie worse for it. We hauled the girls on sleds in the winter-time, and slid on the ice together, and none of us ever thought of evil.” ^ On this point, Mr. Stowe, a celebrated Glasgow teacher, uses the following language : “ The youth of both sexes of our Scottish peasantry have been educated together ; and, as a whole, the Scotch are the most moral people on the earth. Education in England is given seiiarately, and we have never heard from practical men that any benefit has arisen from the arrangement. The separation of the sexes has been found to be injurious. It is stated on the best authority, that of those girls educated in schools of convents, apart from boys, the greater majority go wrong within a month after being let loose in society and meeting the other sex. They cannot, it is said, re¬ sist the slightest compliment or flattery The separation is intended to keep them strictly moral, but this unnatural seclusivon actually generates the very principle de¬ sired to be avoided. We may repeat that it is impossible to raise the girls as high in¬ tellectually without boys as with them, and it is impossible to raise boys, morally, as high Avithout girls. The girls morally elevate the boys, and the boys intellectually ele- A^ato the girls. But more than this, girls are morally elevated by the presence of boys, and boys are also intellectually elevated by the presence of girls. Girls brought up with boys are more lAositively moral, and boys brought up in school with the girls are more positively intellectual, by the softening influence of the female character.” On the other side of the question. Superintendent Fitzgerald, in his third biennial report for the years 1868-69, says : “The experiment of separating the sexes in the large grammar schools of San Fran¬ cisco, has been tried and attended Avith gratifying success. That it has pleased the parents has been shown by the large attendance, and teachers directly interested speak of the arrangement in terms of praise. That rough boys of twelve or fifteen years are often unfit associates for lady-like girls — and still more unfit for those who are otherAvise — Avill be readily understood ; and pupils of that age are certainly apt to be interested in each other, to the great detriment o| their studies. In these inmctical days it is Amin to plead sentiment, and modej n school trustees are not to be moved by COMMISSIONER OF EDUCATION. 95 any appeals based on recollections of bright eyes and brown bair ; so tlie advocates of co-education are forced to the more tangible argument that, wl)ile the presence of boys in The s*.jhool-room may not greatly benelit the girls, the preseuco of girls had a deci¬ dedly bcnefici at cifect'upon boys. Whether the disadvantages of co-education have been counterbalanced by the advantages has been shown by the successful working of the Denman, Lincoln and other schools in San Francisco. But when we consider, not young ladies and gentlemen, but little children from six to ten years of age, the case seems entirely different. All the arguments of co-cdiicationists are peculiarly ai^pli- cable in this connection, while those of their adversaries lose all their force. The experience of teachers has taught them to prefer mixed classes of boys and girls in all but the higher grades.” TEACHING AS A PEOFESSION. In the first biennial report of the superintendent of public instruction for the school years 1864 and 1865, Hon. John Sweet, superintendent, remarks : “ The time is rapidly apxrroaohiug when teaching must be recognized as a xirofession ; when a diploma from a normal school, or a certificate of examination by a legally au¬ thorized association of teachers, or a State board of examination, shall be a license to teach school until revoked by those who issued it. Educational conventions in every part of our country express a general desire for a distinct and definite recognition of the occuxiatiou of teaching by forms equivalent to those now existing in law, medicine, and theology. It is true there are many wdio make teaching a temporary occupation, a stepping-stone to other xuinsuits, and there is no objection to this, when they are duly qualified for the noblest of hnniau duties; but there is a large class, becoming larger every year, who desire to make it the occupation of a life — an occupation which calls for a range of acquirements and a height of qualification fully equal to that of the liberal xirofessions.” CAUSES OF NON-ATTEXDANCE. 'indifference of xiarents; x>overty of xiarents; inconvenieuce of location of school- liouses ; unattractiveness of school-houses ; inefficiency of school-teachers. These be¬ ing the causes, the remedies must bo adaxited to meet them. The indifference of xiarents must be overcome by the diffusion of enlightened views concerning the iraxiortance of education ; honest poverty must be assisted, and vicious x^ovorty reclaimed, if xiossl- ble; inconvenient locations of schools must bo changed; unattractive school-houses must be made attractive ; inefficient teachers, who arc unable to make their schools attractive by interesting the xmpils, and exciting a thirst for learning, must give xfface to others. The co-operation of all x^arties interested is necessary for the removal of this evil. More, however, dex'iends upon the teachers than rnpou all others. A good teacher x^ossesses the power to make his school attractive to the child, and when the child is attracted to the school-room its x^ersuasions will be irresistible with the parent. The iiercentage of attendance of a school is grmerally a fair index of the caxiacity of the teacher.” WOMEN TEACHERS. “ The functions of the teacher’s office are specially suited to women. They are the natural educators of the young. ^ disxiarity bet\veen their salaries and those of male teachers cannot fail to have arrested the attention of every thinking ]>erson. The mere statement of the fact that for the same labor tlioy receive less pay is a singular commentary on the boasted chivalry and gallantry of our countrymen. * ^ if adaxited to the school-room. Much of the work to be done there no others can do as well. I hope, therefore, that this disxiosition to give the l)rcference to comx)eteut female teachers -will continue. What reason can be urged against x^lacing women in charge of our grammar schools f The few ex])eriments that have been made in this direction have been eminently satisffictory. I feel it to be a duty to place myself on the record in favor of giving the fullest scope for the exercise of female talent, the gratification of honorable female asi)iration for xu'ofessional dis¬ tinction, and the same xnay for the same wmrk when done by women as when done by men,” 96 Annual report of the Table of statistical details of schools in Hon. O. P. Fitzgekald, superintondent COUNTY SUPER County. Name. Alameda . Alpine . Amador . Ilutte . Calaveras . Coluesa . Contra Costa. .. . Del Norte . El Dorado . Eresno . numboldt . Inyo . Kern . Klamath . Lake . Lassen . Los Angeles . . . . Marin . Mariposa .• . Mendocino . Merced . Mono . Montery . Napa . Nevada . Placer . Plumas . Sacramento . San Bernardino . San Diego . San Francisco . . . San Joaquin . . . . San Luis Obispo San Mateo . Santa Barbara . . Santa Clara . Santa Cruz . Shasta . Sierra . Siskiyou . Solona . Sonoma . Stanislaus . Sutter . Tehama . Trinity . Tulare . Tuolumne . Yolo . Yuba . Kev. W. F. B. Lynch Joseph Uncaphe'r - Rev. S. Gr. Briggs - J. B. Thomas . Joseph H. Wells . Afred Thui’ber... John R. Nickel . . Whitman H. Hill W. B. Brown . . . J. W. Symmes. Mack Mathews William M. McFadden . . . Samuel Sanders . J. W.' Simmons . C. C. Cummings . M. C. Monroe . Milton S. Clarke . Dr. E. M. Alderman . Rev. J. W. Ford . Augustus Moore, jr . John T. Kinkade . L. S. Royerton . Dr. Aug. Trafton . H. H. Dougherty . James Denman . Wallace R. Leadbeater H. N. Nutting . . . H. C. Harrier - Nicholas Furlong H. E. Makinney . J. H. Thorp . Grove R. Godfrey . William H. Fry . . George W. J ones . B. F. Haislep . J. H. Clarke . George W. Jeffress, M. D S. G. Creighton . Charles L. Metzger . . Robert Randolph Darby . . Rev. Adam A. McAllister. Post Office. Number of schools. Numl d )er of t 6 9 eachers. O B Centerville . 62 17 45 62 Maikleeville _ 4 1 5 6 Volcano . 32 10 14 24 Oroville . 40 20 18 38 San Andreas .... 28 12 13 25 17 13 6 19 Pacheco . 35 16 19 35 Crescent City . . . 5 3 3 6 Placerville . 41 16 20 36 10 7 5 12 Eureka . 20 12 11 23 Independence . . . 3 3 1 4 4 5 2 7 3 3 2 5 Lower Lake . 14 8 7 15 7 6 2 8 Anaheim . 28 13 15 28 Olima . 20 10 10 20 Bridgeport . 10 4 2 6 Ukiah City . 36 21 15 36 Snelling . 11 7 5 12 Owinsville . 6 1 4 5 Castroville . 18 14 11 25 Napa City . 28 10 19 29 Grass Valley . . . . 52 38 24 52 Rocklin . 45 15 42 57 Taylorville . 18 9 11 20 Sacramento City. 65 34 61 95 15 13 4 17 South San Diego. 4 ■ 1 3 4 San Francisco . . . 40 38 272 310 Stockton . 73 43 24 67 14 8 6 14 Redwood City . . . 19 10 8 18 Santa Barbara . . . 11 3 8 11 San Jose . 75 36 40 76 Santa Cruz . 35 30 13 43 26 5 14 19 1 Howland Flat . . . 23 10 12 22 Yreka . 33 23 11 34 Valta . 36 14 27 41 ! Sebastapol . 97 57 66 123 Tuolumne City.. 25 11 5 16 Yuba City _ '. . . 32 17 11 28 Red Blutf . 15 12 7 19 10 6 4 10 Visalia . 21 13 6 19 Columbia . 17 14 7 21 Woodland . 35 18 12 30 Marysville . 36 17 19 36 1,354 726 961 1. 687 Total COMMISSIONER OF EDUCATION. 97 California, hy counties, from report for 1869. of piiblic instruction, San Francisco. INTENDEXTS. Aver’o month¬ ly wages of teachers. Am’t paid for teach¬ ers’ salaries. Valuation of school libraries. Total valuation of school property. Cash received from State apportion¬ ment. Cash received from county and city taxes. Total receipts. Total expenditures. Male. Female. $108 80 §70 13 §39, 244 35 .$2, 224 60 §126, 986 52 §10, 965 69 §41,271 79 §86, 028 12 §78, 631 77 65 00 63 75 1, 299 68 785 00 366 60 1, 031 57 1, 927 19 1, 330 18 81 1.3 51 35 10, 448 22 9.59 56 16, 621 56 5, 388 50 7, 185 58 15, 140 .33 12, 971 94 95 00 60 00 16, 356 53 1, 872 16 28, 559 16 5, 783 08 10, 135 34 25, 259 06 22, 969 13 73 00 57 00 10, 458 36 697 00 14, 140 60 6, 829 40 3, 036 52 14, 385 54 11,961 86 7:2 50 58 20 7, 267 47 735 00 7, 660 00 2, 123 01 6, 569 34 9, 492 36 8,361 9S 85 00 59 00 15, 219 91 1, 042 43 19, 658 93 5, 899 13 9, 166 59 24, 923 91 19, 363 01 84 00 41 33 2, 342 50 12 00 3, 960 00 704 13 1, 624 38 3, 095 64 2, 633 21 77 50 56 37 17, 462 49 2, 374 30 21. 128 58 6, 794 67 9, 087 06 23, 483 18 20. 844 00 73 44 65 00 3,760 10 218 48 2, 464 41 1, 352 96 3,801 81 5, 898 46 4,814 07 66 06 52 50 7, 295 99 887 60 13, 667 25 3,381 51 4,281 89 16, 994 96 13, 636 78 81 87 75 00 1, 040 00 14 00 806 85 203 75 905 45 1, 473 16 1, 116 75 95 00 72 50 1,901 50 160 00 5, 082 00 784 14 2, 132 79 6, 990 18 6. 224 87 70 00 50 00 1,319 00 123 49 798 57 680 31 877 94 1, 762 16 1, 497 05 88 89 57 20 5, 797 50 424 25 1 5, 509 25 2, 112 35 2, 158 83 8, 821 89 8, 398 71 73 00 40 00 2, 828 25 210 10 ! 4, 195 10 904 11 1, 177 82 3, 905 03 3, 229 05 74 00 i 06 50 13, 647 87 1 1, 750 69 27, 449 01 10, 214 03 15,292 13 33, 907 99 19, 003 73 00 00 1 58 75 7, 599 60 585 00 14, 833 00 2, 966 90 4, 832 10 15, 894 77 i 12, 520 88 82 00 05 00 4, 459 46 5.52 00 4,236 00 2, 454 82 3, 423 96 7, 498 74 5, 630 25. 72 00 53 00 13, 103 45 1 1,110 43 15,016 44 4, 554 79 7, 017 01 18, 880 96 10, 663 73 76 80 71 00 4, 405 80 630 00 1, 165 82 4, 037 96 6, 877 63 5, 104 73 70 00 53 33 990 00 1 750 00 363 28 1, 602 06 3, 062 42 1,725 25 86 00 i 61 00 9, 794 59 1 1, 149 14 10, 944 82 4, 892 61 6, 883 20 19, 557 32 16, 516 59 84 42 61 50 12,889 64 819 17 29,649 17 4, 757 00 10, 458 70 33,221 53 22, 898 03 87 00 65 00 33, 876 79 1 2, 335 00 65, 845 00 10, 870 52 25, 867 80 66, 948 03 03, 232 82 71 00 59 00 16, 682 57 1, .569 77 22, 872 77 6, 100 13 10, 721 48 26, 223 98 21, .389 74 77 77 65 62 7, 182 14 I 694 83 7, 420 88 1, 573 35 4, 154 88 10, 974 76 9, 873 52 71 00 62 50 47, 620 46 i 2, 948 91 79,015 77 13,618 70 62, 650 44 87, 542 03 70, 238 70 44 37 27 17 5, 718 92 1 1, 015 91 7, 299 41 3,831 77 2, 438 01 8, 892 88 7, 276 08 75 00 05 00 977 50 1 50 00 825 00 1,414 02 1, 846 67 7, 060 66 1, 104 37 140 00 ! 70 00 271,567 09 ! 10, 000 00 1, 729, 800 00 65, 039 95 390, 480 CO 460, 107 57 435, 396 56 72 00 1 65 00 1 31, 212 .38 1 1, 256 94 106, 442 94 10, 998 59 25, 282 99 53, 528 61 42, 629 91 75 00 1 50 00 4, 273 39 1 573 23 4, 825 76 " 2, 298 31 2, 337 92 7, 922 97 7, 509 22 74 00 1 50 25 9, 050 00 t 1, 149 00 25, 285 00 3, 799 07 6, 720 14 14, 705 89 11,624 98 73 00 1 00 00 1 .5, 945 00 ■ 400 00 12, 140 00 4,431 75 3, 598 88 10, 172 53 8, 960 .37 86 77 62 00 : 46, 089 74 ' 3, .574 10 100, 216 49 14, .312 69 34, 976 34 69,701 99 64,034 70 95 00 59 01) 14, 215 97 1 1, 128 26 21, 984 76 6, 334 87 9,690 15 2.5, 683 87 20, 170 78 72 00 50 00 i 6, .594 00 1 512 79 4, 152 72 j a .565 11 .5, 532 00 10, 987 88 0, 899 69 82 00 00 00 j 9, 998 25 ; 956 69 ! 14, 626 69 2, 831 06 5, 171 .54 13, 742 83 11, 593 55 71 00 54 00 1 13, 187 00 861 48 10,641 40 3, 443 26 7, 852 56 19, 534 12 16, 450 88 67 32 43 90 23, 490 56 2, 016 27 34, 336 27 8, 470 29 14, 079 00 3.5,019 25 30,491 70 73 00 1 54 00 40, 141 05 3, 338 66 70, 941 88 14. 731 94 22, 548 37 60, 448 40 52, 547 33 70 00 : 05 00 7, 303 39 293 65 9, 126 65 2, 715 34 5, 102 70 9, 142 89 8, 232 60 60 73 i 62 04 11, 230 29 258 19 12, 643 19 3, 186 38 5, 325 40 15, 029 53 13, 605 .39 78 00 1 54 00 5, 664 59 707 30 8, 818 05 1,938 31 .5, 752 19 8, 277 62 6, 940 17 70 00 52 50 3, 022 00 45 00 2, 755 00 1, 212 36 2, 093 20 4, 863 47 3, 406 79 76 00 1 64 16 6, 570 63 449 72 8, 817 85 3, 134 46 4, ! 02 83 10, 205 11 7, 769 5Xi^CDdClO XOtOXt^CDrHC^ X H '§ CO 0 Cl CD to CD CO i- d 0 Cl 0 rr — iO X X to 0 X ^ to s X w o Ph cT no of CO o' CO*' i-T ^d rH 3 c5 'o s I ci C-i c; cc £- M Teachers’ wages. dTHCocixcitoo to d 0 0 CO 0 0 CD 10 to 0 CO X TI- 1- Cl to rH Cl CD CD rH CO rH a i i ?5S^^Sj23§ "3 Cl r- CO 0 d- to 0 X X to -5- rH CO CD to TH rH 1- CD rr CO CD CD Cl 1 o H cT CO CO ^ CO cf CO r-*' HH iO 0 X to 0 CO 1 ^COClr-- rH tP' - CO §8§^£5^5^ S |g to X ^ to CD CD to t-4 t7§oo8£ci§ 1 O 1 1C 1-T M 0 m 1-1 1-1 i ^5 ? "S coooxotcoco X X to to "5" CO 0 I'- § ■p c'^ 0 c; I" V 1-1 00 0 t- I — r cf cc H’ iP" i-T 13 THCOCOCDHHCOrHTH to CO to X rr rH S o 'h 2^ OrHXCDOOOCO 1 H &I Q ,20 ^ ^ 0 CD Cl x" tH 0 CD 1'- rH rH d rH tH i s S o pH 1 StDcoccoooS p § o H i-" co' cf o' co' o' i"' H' 0 e- 0 CO 1-^ -u* Cl r-l - . XXi^CCOCDClrH COOCOi^CDXOCO o'! c 3 iiSSSiSi I o 4J X Cl Cl r-* X CO 0 0 CO -H ^ to ooSooSooSo i 0 '-I iP 0 0 £- CO 0 cc cf rp H TTl P 00000000 00000000 s r- to 0 -H 0 0 CD «> »0 ^ X Cl rH rr d CO 1-1 CO to ^ c- 0 i ■rt< r-^ oc Cl Cl -r e-' LO rH*' Cl Cl 1-1 Cl i-H i Xfl ; . . . ’ s ' § r2 ' ■ ' ij ' "S 3 o .c hP cP .c; - ^ ^ ^ r^ P 0 r^ 0 H Population of the State June 1, 1870 ; 537, 468. t Including nioncy for new scliool bouses, and for libraries and ap] COMMISSIONER OF EDUCATION. 103 I>]EI.A WARE. Information respecting the schools of this State has been sought from both official and reliable private sources. The honorable secretary of the State replies that “ the State of Delaware is nnable to supply reports asked for.” There api)ears to be an ab¬ sence of any school supervision. 104 ANNUAL REPORT OF THE SCHOOL LAWS. The peculiarity of the school laws prevailing in Delaware deserves especial notice. The present constitution of the State, framed in 1831, contains no provision for schools other than a brief reference in section 2 of Article VII, that some of the duties of the legislature are to Y>rovide ‘‘for establishing schools, and promoting arts and sciences.’’ The school law adopted in the revised code of 1852 has since been substantially retained. No State or county supervision is provided for. Educational matters are left to “ the school voters in each district.” These voters are the persons qualified to vote for State representatives. They shall hold a stated meeting every year on the first Saturday of April, at two o’clock in the afternoon. Any number of voters is a quorum, aud their acts valid. They elect a clerk and two commissioners “ to consti¬ tute a school committee,” and resolve b^^ a majority of votes what sum shall be raised for a school house or a free school. If a majority of voters be against a tax^’ the sum so resolved may be raised by subscription. The school committee are sworn, hold office one year, with the following duties : 1. Determine site of school-house. 2. Keej) the school-house in furniture, fuel, and rej)aii*. 3. Provide a school as long as the money lasts. “Employ no teacher whom they shall not have just grounds to believe to be well qualified to teach reading, writing, arithmetic, aud English grammar.” School free to all white children over five. 4. Receive, collect, and apply moneys. 5. To appoint collectors for the district. 6. “To do all acts requisite for effecting the i)«:emises.” The last section of the law directs the governor yearly to appoint a superintendent of free schools in each county, who “ shall receive no emolument but postage and trav¬ eling charges.” His duties are defined to be corresponding, advising and supplying “ forms to collect information and to report to the general assembly the state of the districts, aud such matters as he shall deem proper.” In 1855 the property of colored people was exempted by law from taxation for school purposes in the city of Wilmington. Colored people have petitioned the legislature to be taxed for and allowed free schools. March 1, 1861, the following was passed : “Act for the benefit of free schools in the State of Delaware. “SECTiOiSrl. School committees in each school district must levy in April, in each district of New Castle County, |i75 ; Kent, $50 ; Sussex, $30. “ Sec. 2. Majority of voters may vote a sum not to exceed $400, exclusive of the amount in section one. “ Sec. 3. Majority of voters may resolve to raise a sum not exceeding $500 for build¬ ing or repairing school-house.” Notwithstanding the provisions of the law, it cannot be ascertained that any county superintendents of schools have been appointed. The population of Delaware, June 1, 1870, was as follows: New Castle County, 63,523 ; Kent County, 29,823 ; Sussex County, 31,704 — total, 125,050. WILMINGTON. The following is extracted from the annual report for 1869, of the Hon. Willard Hall, president of the board of education : “After repeated and unsuccessful struggles, continuing for half a century, by a por¬ tion of the community Avho desire public schools, an act was jiassed by the general assembly, February 9, 1852, ‘ for the benefit of j)ublic schools in Wilmington.’ Three months after this the first public school Avas established, and the number has since gradually increased until the xireseut cax»acity was attained of accommodating about 3,000 scholars. “ They commenced by employing male teachers, but, although successful in jn’o- curing teachers of superior ability, they learned by exx)erience that female teachers were better, and they have, therefore, enq)loyed them exclusively for years, as jorinci- pals and assistants, aud both the government aud instruction of the schools are re- l>orted better for the change.” The latest information received regarding the public schools of Wilmington is from Professor John C. Harkness, wdio, writing under date of October 24, 1870, gives the following statistics : “The Board of Trade Report gives the value of real and personal pro- I)erty . $40, 000, 000 The value of taxable property for schools is . . $120, 000 COMMISSIONER OF EDUCATION. 105 Population, (about) . 31,000 Children between six and twenty-one years of age . 4,500 Number of children enrolled in schools . 3, 600 Average attendance . 3,200 Number of schools . 13 Average yearly duration in weeks, live days per week . 40 Pupils in private schools, (estimated) . 800 to 1, 000 Number of public school teachers, (females) . 65 Salaries are from $300 per anuum to . $1, 000 FliORIlOA. ORGANIZATION OF SCHOOLS. The existing school law was approved January 30, 1869. The law passed botb houses by a large vote, and without an amendment being offered in either. On return¬ ing to his constituents nearly every member of the legislature became an advocate of the measure. Many of them, without distinction of party, are among its chief sup¬ porters. After it became a law no time was lost in putting it into operation. Before the members of the legislature had left for their homes steps were taken to initiate tho work in every county. As soon as recommendations for boards of public instruction were received, as provided by law, the appointments were made. Many of the first appointees did not acce])t, and new selections had to be made. Where county superin¬ tendents had been appointed, and had qualified, organizations were speedily effected, i In other cases temporary organizations were formed, and suitable persons were pro- I posed to the governor for appointment to the superintendency. Then the boards organ¬ ized. Boards of instruction have been appointed in all the counties but one. From 1 this county no .suggestions have b(ien received on the subject. Organizations have been completed in twenty-six counties. Schools'have been opened in an equal number. Eleven counties are wanting county superintendents, qualified and commissioned to act. Eight have not organized for want of these officers. The census returns luivo been received from twenty-six. The assessors in several have failed to take tho census. There are over 250 schools in operation, having an attendance of over 7,500 ])upils. Private schools have generally been merged in free schools. Their uumliers have im¬ mediately increased. Some have doubled, others have quadrupled their attendance. 106 ANNUAL REPORT OF THE Fifteen counties liave leTied no tax. In nine of these, schools have been organized and sustained by private contributions, under the law. Many obstacles had, of course, to be overcome, arising from ignorance and old pre¬ judices; and though, as yet, much remains to be done, it cannot be denied that tree schools are rax)idly gaining tavor with the x>eox)le. Much of the jjrogress is due to the zeal and discretion which county sui)erintendeuts and members of the boards of xmblic instruction have dis^dayed in the exercise of their xrowers. The State sux)eriutendent remarks : “ There is every reason to believe that: the system will triumph, and, becom¬ ing a x^iU't of the x^ermauent iiolity of the State, will endure to bless through X)arty changes and successive administrations.” THE SEMINARIES. Of these there are at XM'esent two, viz: The East Florida Seminary and the West Florida Seminary. These institutions are in operation under the law which created them. The East Florida Seminary was removed to Gainesville in 1867. There were for the hrst term 100 x)upils, including 6 State xmi^ils. For the scholastic year 18G7-’68 there were about 80 xiuxiils, including 5 State xmxiils or beneficiaries. For 1868-^69 there were 75 x>nXJils, including 5 beneficiaries. The xR’esent attendance is 90, with but one beneficiary. Forty of these are in the xM’iuiary dexiartment, which is sustained by the county board of instruction. The teachers who have received their education at this seminary have all been very successful. From the rexiort of the West Florida Semi¬ nary we glean the following : “After a suspension of twelve months, (1868 ’69,) and the axipointment of a new board by the governor, this institution was reoxiened on the first Monday of October last with a corps of six teachers. After mature deliberation it was determined to abolish the system of charging for tuition, and make the school free. This has largely increased the attendance. The annual exxienses have amounted to $7,000, ($5,500 for teachers’ salaries, and $1,500 forrexiairs and incidental exxienses.) During the scholas¬ tic year 1869-70 the number of xail^ils was 148; 73 in the male dexiartmeut, and 75 in the female dexiartment. About one-third are in the academic department. The semi¬ nary is now in a more XM'osperous condition than it has been at any time since the war. SCHOOL AND SEMINARY LANDS. During the past year there were sold : School lands, 3,290 acres, bringing $5,561 44 ; seminary lands, 270 acres, bringing $641 34. There are suxiposed to be about 600,000 acres of school and seminary lands remaining unsold, but the exact amount is not obtainable. AGRICULTURAL COLLEGE LANDS. The scrixi representing these lands cannot be located in this State, because the gov¬ ernment lands lying in it are reserved for homestead entry, nor can the State, by the terms of the grant, locate the same within the limits of any other State, or any Terri¬ tory of the United States, but its assignees may thus locate said land scrix). AID RECEIVED FROM THE UNITED STATES GOVERNMENT. Assistance received through the agency of the Freedmen’s Bureau was as follows: Rent was paid during the month of December for buildings, at the rate of $10 each, in the several counties, as follows : Alachua, 16; Clay, 9; Columbia, 7 ; Duval, 9; Frank¬ lin, 4; Gadsden, 15; Nassau, 5; Orange, 8; Walton, 2; making a total of 75. This sum, although nominally apxu'oxu'iated for rent, is devoted to the xiayment of teachers’ salaries. Twenty school buildings, accommodating about 2,500 xuixiils, have been constructed by the general government during the years 1868-’69, at an outlay of $52,600. THE PEABODY FUND. The following generous offers have been made by Dr. Sears, general agent of the fund: St. Augustine, $1,000; Jacksonville, $1,000; Mouticello, $700; Axipalachicola, $500; Lake City, $650; Barton, $300; Tallahassee, $1,000; Quincy, $600; Madison, $.500; Marianna, $400; making a total of $6,650. Most of these x^laces have comx')lied with the terms proxiosed, opened the schools, and received their xu'oxiortion of the mu¬ nificence. Several others have made apx^lication for assistance. A xdedge of 9,300 volumes has also been made from the fund. COMMISSIONER OF EDUCATION. 107 GENERAL EDUCATIONAL STATISTICS. The returns have been received, from twenty-eight counties. Some of them apiiear to be incomplete. Number in twenty-five counties between four and twenty-one years . 38, 400 Number in three counties irregulaiiy reported . 3, 500 Total in twenty-eight counties . 41,900 Total number of schools reported in operation before the 1st December, 1869, 175 total number in operation January 1, 1870, over 250; total number of pupils in attend¬ ance, 7,575. Returns from seven counties, giving the most complete and accurate reports, show that in a registration of 2,543 pupils, there are fatherless 530, or more than 1 in 50 of the whole ; motherless 176, or more than 1 in 15 of the whole ; orphans 88, or more than 1 in 29 of the wdiole. The schools have an average of 29 pupils each. Common school fund: Principal . - . $216,335 80 Increase from sales sixteenth sections land . 5, 561 44 Increase from fines collected . 1,447 05 Increase from public lauds forfeited . 251 01 Total . . . ■ . $223,595 30 Interest on common school fund in treasurer’s hands . $14, 145 13 Interest due and collectable, about . 24, 000 00 Interest liable to disbursement to common schools . $38, 145 13 Expenditures : On account of schools for freedmeu taught in 1868 . $5, 486 85 Incidentals, traveling exiienses, &c . 302 16 Total . $5, 789 01 Seminary fund : Principal . . $73,292 45 Increase from sales of seminary lands . 641 34 Total . $73, 933 79 Annual interest, equally divided between the two seminaries, about . $6, 000 00 Expenditures in favor of East Florida Seminary . 2, 800 00 Expenditures in favor of West Florida Seminary . 5, 073 72 Interest due and collectable . 1 . 10, 513 40 Interest due and payable to East Florida Seminary . $10, 460 90 Interest due and payable to West Florida Seminary . 52 50 - 10, 513 40 Approitriated by legislature to common schools . $50, 000 00 108 ANNUAL REPORT OF THE TaTjle of counties, county sujyerintendents, and (jeneral statistics of Florida, May, 1870. *Hon. C. Thurston Q,n.sS.^B, superintendent piiblic instruction, Jacksonville. COi;.\TY SUPERtXTEXDENTS. Schools. CHILDREN. X- s o rt o d s s County. Name. Post office. Between 4 and 21. Registered. Attending school. S. r. Halliday . 2’2 2, 100 1, 216 28 $3, 850 471 J. R. Richard . Lake Butler . . 14 1, 400 Clay . Middleburg. . . 10 508 266 10 r. A. Holt . 9 1, 474 524 460 9 Bade . W. H. Benest . Miami . 27 Duval . W. L. Coan . Jacksonville . . 22 2, 418 742 22 Escambia . A. J. Pickard . Pensacola. ... ~6 2, 107 224 6 Erankliii . F. M. Bryan . Appalachicola. 5 106 5 Gadsden . AV. H. Crane . Quincy . 16 3, 475 641 500 17 2, 000 Hamilton . Jasper . 5 1, 373 Hernando . Brooksville Hillsboro . Tampa . 895 Holmes . Cerro Gordo . . .Tnoksoti T. West . ATaTin.nn.a Jelferson . R. Meacham . Monticello .... 10 2, 640 290 10 Lafayette . Henry R. Holmes . McIntosh . Leon . C. H. Pearce . Tallahassee . . . 15 177 689 18 8, 000 Levy . George S. Leavitt . Levyville .... 12 650 400 14 T.ibei'ty . Bristol . 424 Atadison Dennis Eagan . Madison . 6 5, 000 350 300 6 8, 600 Marion . H. E. Russell . Ocala . 2, 197 Afann.tp.e John F. Bartholf . Manatee . 2 328 41 2 250 klonroe . Key AVest .... Nassau J. C. Emerson . Fernandina . . . 7 916 400 300 7 2, 800 OvaTifft AV. A. Lovell . Orlando 385 I>olk“ . 755 Putnam . AV. C. Snow . Pilatka . 1, 048 Santa Rosa Milton . St. Jolins . 0. Bronson . St. A n yiistiiip. 4 910 229 204 3 Sumter Sumter\mle . . . Suwannee . J. J. Taylor . Houston . 2 878 60 2 Taylor . ■James H. Wentworth . . . 8 540 230 8 Y ol n si a, AVin. F. Buckner . Enterprise .... 1 421 29 1 Wakulla . D. AY. Core . Shell Point. . . . 5 788 125 5 1,000 Walton . TJehee Anna . . "Washington . . . J. L. Russ . Vernon . N. B. — AVhero blanks occur no organization exists, or no information has been received. * Recently deceased. CJEORGIA. PEABODY FUND (DR. SEARS) REPORT. The city of Savannah has received the past year $1,500, which is reduced the present year to $i,000; Columbus received this year $1,500 instead of $2,000 last ; the city of Atlanta, after much effort, was induced to appropriate $50,000 for free schools, receiving aid from the fund of $2,000. There is a good normal school in the city for colored teachers, the building of which cost over $20,000. The fund made provision for 10 pu¬ pils, allowing $50 to each. The usual amount of aid has been offered Tunnel Hill, but the conditions are not complied with. The city of Augusta is Offered $1,000, upon con¬ dition of the schools being properly graded and placed under a superintendent -, terms not yet complied with. Four thousand dollars a year are allowed by the fund for the education of colored people in the State. From the report of the superintendent of public schools of Savannah, it appears that in October, 1888, four ]nimary, three inter¬ mediate, two grammar, and two high schools were in operation there ; a i^ro vision COMMISSIONER OF EDUCATION. 109 quite insufficient for the number of children. Another grammar school has since been added. At a special meeting of the State Teachers’ Association, held November 17, 186!>, for the ])urpose of recommending changes in the law, the report of a committee appointed at the previous annual meeting was adopted. The following is an abstract of the report, many suggestions of which will probably be incorporated in the law of the reconstructed State. 'fhe advantages of the free-school system are strongly set forth, and also some of the difficulties the people of Georgia have to contend with in the education of the youth: 1. Poverty. “According to the report of the comptroller general, there were in Geor¬ gia in 1660, slaves to the number of 458,540. These slaves, at an average of $500 each, were worth $-2'29,270,000. Large as is this sum, we doubt whether it is more than one- half the aggregate of the entire losses of the State.” They are now citizens, and them¬ selves needing education, and the most vital interests of the State demand that they shall be educated. 2. The impossibility of educating white and colored children in the same schools, consequent upon “ an invincible repugnance in the minds of both,” entailing a double expense for separate schools. 5. Sparseness of population, which they propose to remedy by migratory schools. 4. Alleged injustice in educational tax. PLAN rnOPOSED. A State commissioner and board of education to be appointed. The commissioner to be chairman of the board, who should be his legal advisers. The commissioner to superintend the educational interests of the State, collect information, make report to the general assembly, receive a salary, and have an office at the scat of government. The governor and comptroller general to be ex-officio members of the board. Other members chosen from the general assembly. Also a county board of seven, to be chosen by the people ; said board to appoint a county commissioner to superintend the educational ali'airs in the county. CommissioncTS to act as examiners, meet twice a year, examine teachers, grant licenses, &c. In thinly settled districts, two or more school-houses within the district, schools migrating from one to another. People of the distilct to provide school-houses. Trustees chosen by vote of people. Separate schools for white and colored in allcases. Colored people, if they prefer, to havetheirown county officers and trustees. Nonnal schools as soon as possible, two for white pupils, one for male and one for female, and one for colored pupils. School revenue to be ob¬ tained from x>oll-tax, taxes upon property, and voluntary taxation. Taxes from colored people to be set apart for colored schools, with an equal amount from general fund. The following statement of the history of education in Georgia, by Hon. Martin V. Calvin, Augusta, Georgia, is added : “ Our lirst constitution was adopted in 1777 — a few months after the Declaration of Independence. The lifty-fourth section thereof declares, ‘ schools shall bo erected ia each county, and supported at the expense of the State.’ On the 51st of July, 1783, the legislature appropriated 1,000 acres of land to each county for the support of free schools. In 1784 the general assembly appropriated 40,(»00 acres of laud for the endow¬ ment of a college or university. The university was chartered in 1785. The preamble to the charter was as follows, and, in the language of Dr. Church, would do honor to any legislature, and will stand a monument to the wisdom and patriotism of those who framed it, and those who adopted it: “‘As it is the distinguished happiness of free governments that civil order should bo the result of choice, and not necessity, and the common wishes of the j)eople be¬ come the laws of the land, their public prosperity and even existence very much depend upon suitably forming the minds and morals of their citizens. When the minds of the people in general are viciously disposed and unprincipled, and their conduct disorderly, a free government will be attended with greater convulsions and evils more horrid than the wild uncultivated state of nature. It can only be happy where the public priuci[)le8 and opinions arc properly directed and their manners, regulated. This is an inlluence beyond the stretch of laws and punishments, and can be claimed only by religion and education. It should, therefore, be among the lirst olqects of those who wish well to the national prosperity to encourage and sui)port the prin¬ ciples of religion and morality, and early to place the youth under the forming hand of society, that by instruction they may be molded to the love of virtue and good order. ISending them abroad to other countries for education will not answer the pur¬ pose, is too humiliating an acknowledgment of the ignorance or inferiority of our o^ n, and will always be the cause of so great foreign attachments that, upon })rinci- ples of policy, it is iuadmi.ssible.’ “An act ai)propriating 1,00U acres for the endowment of each of the county acade¬ mies was passed in 1792. “ Two hundred and lifty thousand dollars (.$250,000) were appropriated in 1817 for the sui^port of ‘ poor schools.’ 110 ANNUAL REPORT OF THE “ Dr. Cliurcli, in a lecture before the Georgia Historical Society, in 1845, gare utter¬ ance to a truth which is all the more obvious by lapse of years, when he said : ‘ Had we carried out the views of her early patriots and the framers of our first constitution, Georgia would now have a system of education equal, if not superior, to that of any State in the Union.’ Nearly a quarter of a century has elapsed since these words were spoken, and yet nothing of a really positive character has been done to attain the mark of our high calling, the demauds of the people, through conventions, to the contrary notwith¬ standing.” The latest communication to this office, from a leading educator in Georgia, gives an encouraging account of the prospect that an excellent school law will soon go into operation in that State, which has just passed the legislature. At present SaAmnuah and Columbus are the only cities in the State that have school systems worthy of the name. Augusta, Atlanta, and Macon, however, are fast coming forward in the adop¬ tion of better systems than have heretofore existed. The public schools have been operated througbout the State under what is commonly known as the poor school law,” administered by the board of education in each county, composed of the ordinary — an officer peculiar to this State — and a commissioner, appointed by the judge of the supreme court. Under this system teachers receive seven cents per day for each pupil in actual attendance ; paid once jier annum, at the end of the year.^ Salaried teachers are the exceptions. Colonel J. R. Lewis, State school commissioner, Atlanta, Georgia. The following information is taken from the seventh biennial report of the superin¬ tendent of public instruction, Hon. Newton Bateman, embracing the years 1867-68: Number of white persons in the State between the ages of six and twenty-one years . Number of colored persons between six and twenty-one . Number of public school-houses in the State . . . Number of private schools in the State . Number of free schools in the State . Number of scholars attending . Number of male scholars attending . Number of female scholars. attending . Average daily attendance . Number of teachers employed . Number of male teachers employed . . . Number of female teachers employed . Average monthly compeusatiou paid male teachers . Average monthly compeusatiou paid female teachers . Average number of months schools have been kept . Number of volumes in district libraries . Total amount expended for common schools . $5, 571, 703 Total amount received for common schools . 5,707,810 Total common school fund of the State, Sept. 30, 1868 . Number of counties in which teachers’ institutes have been held . Number of counties in which no teachers’ institutes have been held . . Number of teachers attending institutes . Amount appropriated for teachers’ institutes . Number of schools visited during the year by county superin¬ tendents . Number of schools not visited during the year by county su¬ perintendents . Average annual compensation of county superintendents.... COMMON SCHOOL IlEVENUES. The aggregate of common school revenues, received in each of the last four years, is as follows: In 1865 . 316. 739 In 1866 . 4,445,130 1867. 1868. 781, 944 826, 820 5, 472 6, 210 9, 910 10, 381 546 584 10, 159 10, 705 684, 073 706, 780 352, 609 331, 464 .367, 4.50 339, 330 246, 864 269, 766 18, 001 19, 037 7, 402 8, 240 10, 599 10, 774 $35 60 $42 40 26 40 32 80 7.2 7.3 58, 518 52, 251 $5, 571, 703 $6, 430, 881 5, 707, 810 6, 896, 879 6, 348, 538 32 67 71 35 31 5, 129 6, 120 $2, 175 $1, 814 8, 245 8, 733 1,552 1, 364 $872 $929 $7,761,869 COMMISSIONER OF EDUCATION. Ill In 1S67 . . $5,707,810 In 1868 . 6, 896, 879 $12,604,689 From the ahore it will be seen that the common school revenue of 1867 exceeded that of 1866 by an amount equal to more than 28 per cent.; the revenue of 1868 ex¬ ceeded That of 1867 by over 20 x)er cent., while the revenue of 1868 exceeded that of 1866 by $2,451,749, being over 50 per cent, increase in two years; and the total revenue of 1867-68, the two years embraced in the present report, exceeds the total of 1865-66 by $4,842,820, or more than 62 per cent. Ill 1867 there was raised by local district taxation, for common school purposes, the sum of $3,533,133 ; and, in 1868, the sum so raised was $4,250,679, amounting, for the two years embraced in the present report, to $7,783,812. The whole amount raised by district taxes, during the preceding two years, was $4,748,105, showing an increase for the two years of nearly 64 per centum. The whole amount raised by district taxes, in the ten years ending September 30, 1866, was $13,000,166, from which it will be seen that the "amount so raised in the last two years was more than half (nearly 60 percent.) of the whole sum raised during tlio preceding ten years. The amount raised by local taxes, in each of the years covered by this report, Avas five times more than the amount of State tax funds distributed in those years respectively, and nearly double the whole amount of all other school reA^enues receiAaul in the same time. Seven millions seven hundred and eighty-three thousand eight hundred and twel\^e dollars is a Amst sum of money to be raised in tAvo years for common schools, the greater portion of it raised by taxes self-imposed. It is believed that the figures in this report, on this sub¬ ject, are^AAnthout a parallel in the Avhole history of free schools on this continent. SCHOOL STATISTICS. At no other point in the mauij)ulation of school statistics are mistakes so likely to occur as in the calculation of aA^erages ; and yet, ui)on these we must chiefiy rely for our knowledge of the general condition and progress of the school system of a State. In order to lessen the chances of mistakes as much as x^ossible, the district, toAvnsbip, and county officers during the years 1867-68 Avere required to report no aA'orages at all, but simply to send the original data to the superintendent. All the aA^erages, then, contained in the report for these years have been calculated in the office of the super¬ intendent. The Avhole number of public schools in the State in 1838 was 10,705, being in the pro¬ portion of one school to 77 of the white children, between six and tAventy-one years of age. The grand total number of days school Avas taught in 1868 Avas reported to be 1,783,856, or an aA'erage of seven and three-tenths months. As an assistance in the compreliension of the enormous magnitude of the common school Avork of the State, it is estimated that the aggregate service of all the teachers in the State for the year 1868 was equal to the service of one teacher for 5,243 years, counting every day in the year ; or, in other AA^ords, in order to have taught as many days as Avere taught by the public school teachers of Illinois, in 1868, a single teacher Avould have been obliged to ojjen his school 1,460 years before the creation of the Avorld, according to the received Bible chronology, and to haA'c taught continuous!}" to the present time. ATTENDANCE. The number of white children in the State between six and twenty-one years of age in 1868, being 826,820, and the number attending that year 706,780, it appears that 120,040 children, or nearly 17 per cent, of the Avhole number, failed to improve the ad- A'antages of education. A large deduction sliould, hoAVCAmr, be made, from the fact that the area of legal eligibility to the public schools is Amr} large, covering the Avhole period from six to tAA'cuty-one, A\'hile the period of actual and general attendance does not extend much beyond the age of sixteen y(;ars. But eA"cn after making the necessary deductions upon this ground, the evil of non-attendance is most laincntablc. The average number of pupils to a school in 1867 Avas 24 ; in 1868 it aaus 25 DISTUICTS. The Avholc number of school districts for the year 1867 was 10,620, and for the year 1868AAT1S 10,590. The number AA’hich complied A\fith the condition of the hiAV necessary to a receipt of school funds, viz., a maintenance of a free school for six months in each year, Avas, in 1867, 9,624, or 90 per cent, of the aa'IioIc number; in 1868 it AA'as 10,117, or more than 95 per cent, of the whole num])er of districts. Of the AA'hole number of districts in 1867, only about 41 per cent, arc reported as 112 ANNUAL EEPORT OF THE liavinfr kepi !:j:e records of tlie district in a xmnctual, orderly, and reliable manner, as X^rovided for by law. In 1868 the x^er cent, of districts reported as having complied with this provision had increased to about 45. In its relation to the accimacy of statis¬ tical returns, and to the general business of the district, this remissness is dexdorable, and the adox^tion of the townshixi system is believed to be the only eifectual remedy for the evil. The linancial condition of the local districts, as a whole, is favorable. In 1868, 3,948 districts are reported as being in del>t, while 5,400 had balances in their treasuries. A large x>ortion of the indebtedness is for new school-houses, grounds, and furniture, &.Q. nilVATE SCHOOLS. The number of private schools has decreased rax')idly during the last four years, until 1868, when there is an apparent increase of 38 over the last year. This is only ax^parent, not actual, and is due to an imperfect enumeration in the city of Chicago. The large number of private schools in that city is i^artly caused by the inadequate accommoda¬ tions afforded by the x>ublic schools. So extraordinary is the growth of the city, that although several large new school buildings are added every year, the increase in the number of seats does not keex^ pace with the increase in the x)OX)ulation. Of the whole number of x^i’ivate schools in the State over 23 x^er cent, are in the city of Chicago. Exclusive of that city, only 24 x^er cent, of the x)uxiils in the State belong to x^rivate schools, dbied, therefore, by the test of the relative number and condition of x^rivate schools, the x^rogress and x^oxmlarity of our system of xniblic education must be regarded as eminently satisfactory. GRADED SCHOOLS. Tlie returns show but 565 graded schools in 1867, and 634 in 1868, or about 5 per cent, of the whole number in 1867, and 6 x^er cent, in 1868. This small x>rox3ortion of graded schools furnishes an impressive x>i’actical argument in favor of the abolition "of the index^endent local district system. But while the adox^tion of the townshixr system would remove all organic obstacles to the general x'>revalence of graded schools, it would not remove the misaxoprehension, x'>rejudice, and indifference which so largely obtain in respect to the improved kinds of schools and methods of instruction. To accom¬ plish this, other agencies must be used. COLORED SCHOOLS. The number of colored children in the State is estimated to be about 7,000, or a little less than one-twentieth that of the white. For tbe education of these children the gen¬ eral school law makes virtually no x)rovision. By the discriminating terms eiux^loyed throughout the statute, it is x^lainly the intention to exclude them from adjoint x^artici- Xmtiou in the benefits of the free-school system. Except as referred to by the terms which imx^ly exclusion, they are wholly ignored in all the common-school legislation of the State. The x>Ri‘Port of that one section (the eightieth) is that the amount of all school taxes collected from persons of color shall be x)aid back to them ; it does not say what use shall be made of the money .so refunded, although the intention (if there was any) may be pi'csumed to be that it should be used for sex)arate schools for colored cliildren. BuX if that was the object it has not been attained, except in a few instances, for two reasons; first, the school taxes x^aid by xmrsons of color are not generally re¬ turned to them; and second, even wffien they are refunded there are not colored children enough, exeexff in a few ])laces, to form separate schools. In some of the cities and larger towns, where the schools are under sx^ecial acts and munici])al ordinances, the education of colored children is xu'ovided for in a manner worthy a just and Christian peox>le ; and in many other instances the efforts of the colored x^eox)le to iirovide schools for their cliildren are heartily seconded. But the larger x'lortion of the aggregate num¬ ber of colored jieoplc, being- dispersed throughout tho"Stato in small groups of one, two, and tlire»‘ families, insufficient to maintain separate schools, are without the moans of education for their children. They are trying by conventions, x')etitions, tind ai^peals to reach the cars and liearts of the representatives of the peoxdo to see if anything can be done for thorn. Tlie State Teachers’ Association have adox^ted a resolution to the effect, “ tlmt the distinctive word ‘ white’ in the school law, and the eightieth section of the same, are contrary to the true intent of the x>rincix^le on which the school system is liased, and should be rexiealed.” In 1867, 756 school-houses were erected, at an aggregate cost of $1,139,633. The number built in 1838 was 653, the total cost of which was $1,236,890. In summing uxo the points considered in this general survey of the school statistics the suxierintendent says: “ We find a largo increase in the number of school- going children ; in the number of graded schools; in the whole number of school-houses, and the number and character of the new ones built ; in the average duration of the schools ; in the whole number of COMMISSIONER OF EDUCATION. 113 free schools ; in the number of schol.ars ; in the grand total of attendance and in the average attendance; in the Avhole numl)er of teachers of each sex; in the amount of school revenues received from all vsonrees, especially from district taxes ; in the average excellence and cost of new school buildings ; in the average wniges paid teachers, both male and female; and in the amounts paid respectively for sites and grounds, repairs and improvements, furniture, apparatus and libraries.” Educational conventions of remarkable interest have been held since the last bien¬ nial report, the outgrowth of which has been the permanent organization of co-opera¬ tive educational associations. THE STATE ASSOCIATION OF COUNTY SUPERINTENDENTS OF SCHOOLS, w'hich holds one session annually, of from two to three days, met in 1867 at Bloomington. The superintendents of forty-two counties were present, and the meeting was very earnest and siiirited. The meeting of the association for 1868 was held in the city of Aurora, Kane County, and had an attendence of forty-three county suiierintendents. This association has now become a permanent educational force in the State, one that could not be dispensed with without serious detriment to the interests of the common schools. COUNTY teachers’ INSTITUTE. In the two years included in this report, 290 institutes have been held in seventy- nine different counties, leaving but twenty-three counties in which no institute was held either in 1867 or 1868. This number greatly exceeds that of any other biennial period. It is earnestly recommended that the law be so amended that no deduction in teachers’ salaries shall occur for time spent at institutes. THE STATE TEACHERS’ INSTITUTE. Another auxiliary educational force of great promise has been recently organized under the above name. The first meeting was held August 1, 1864. The second was held August 5, 1867, and continued four weeks ; a year after a third session was held, which continued -two weeks. The second meeting had an attendance of 100, among whom were some of the best teachers in the State. A vote was x’assed inviting the teachers to write out a synopsis of the lessons they gave, for publication, with the cat¬ alogue, which was done, and 500 copies were xR'inted at the exxiense of the institute. The book contained 194 pages and was sold for $1 xier copy. Members of the institute and many other teachers were so eager to obtain cojiies that the whole edition was ex¬ hausted in less than six months. At the second meeting of the institute 248 names of members were enrolled. The object of the institute is to strengthen and encourage teachers, arouse enthusiasm in their work, and to xiresent to them new thoughts on teaching, objects which have been fully justified by results. THE SOUTHERN ILLINOIS TEACHERS’ ASSOCIATION is another recently organized educational force, intended to meet the wants of the southern portion of the State. Amoug other questions discussed at the meetings of this institute was the need of a State normal school for Southern Illinois. COUNTY NORMAL SCHOOLS have been established within the x>ast two years in three counties of the State, for the purftose of securing, with the least x)ossil)le d(day, better qualified teachers for the com¬ mon district schools of the respective counties Avhich may adox)t the x>lan, which will bo in effect a perpetual local institution of the highest order, which teachers can attend a few months in the year, or when their schools are not in session, and more thoroughly xirex)aro themselves for their work. The full course of study is not to exceed two years, of three terms each, while shorter and special courses are to bo xirovided for those who want them. The plan proxioses that county normal schools should become, to a certain extent, xu’oparatory schools for the State normal university, sustaining the same relation to that institution that a high school sustains to the college or university. The uxdifting and vitalizing power of a good local or county normal school, within reach of all the teachers of every portion of the State, would be immense and immediate. THE STATE TEACHERS’ ASSOCIATION. This body, organized at Bloomington, December, 1853, has convened annually over since, bringing together earnest workers in the educational ranks, to comxiaro views, and consider the new problems coming ux) every year for investigation. The meetings 8 E 114 ANNUAL REPORT OF THE at Galesburg iu 1867, and at Peoria in 1868, were enthusiastic assemblages of men and women, anxious to do the most judicious things, in the best way, and adding, by their concurrence and approval, the highest practical weight to the suggestions elsewhere made in this report. THE ILLINOIS TEACHER, the leading common-school advocate and general educational periodical of the State, has been from the first a distinct and positive xiower in the discussion and determina¬ tion of questions andxiroblems affecting the interests of imblic education. It remains under the editorial charge of the accomx>lished teachers and able writers who have so successfully conducted it the past two years. Professor William M. Baker, of the Illi¬ nois Industrial University, Professor J. V. N. Standish, of Lombard University, and Mr. Samuel H. Wliite, xmncixial of the Peoria County Normal School. STATE CERTIFICATES are granted to teachers of approved character, scholarship, and successful ex^ierience, in virtue of the authority conferred by the fiftieth section of the school law, as amended February 16, 1865. The clause which confers such authority is as follows : “ The State superintendent of imblic instruction is hereby authorized to grant State certificates to such teachers as may be found worthy to receive them, which shall be ot perpetual validity iu every county and school district in the State. But State certifi¬ cates shall only be granted upon public examination, of which due notice shall be given, iu such branches and upon such terms and by such examiners as the State super¬ intendent and the principal of the Normal University may prescribe. The fee for a State certificate shall be $5. Said certificate may be revoked by the State superintend¬ ent upon proof of immoral or unprofessional conduct.” Applicants for a State teacher’s diploma are required to furnish satisfactory evidence, 1, of good moral character ; 2, of having taught with decided success at least three years, one of which shall have been in the State ; 3, to pass a very thorough examina¬ tion iu orthography, penmanship, reading, mental and written arithmetic, English grammar, modern geography, history of the United States, algebra, elements of plane geometry, and theory and art of education ; 4, to pass a satisfactory examination in the elementary principles of anatomy and physiology, botany, zoology and chemistry ; 5, to pass a satisfactory examination in the school laws of Illinois, especially as relat¬ ing to the duties and legal rights of teachers. The whole number of State certificates issued since the passage of the act authoriz¬ ing them, so fiir as known, is, to ladies, 30 ; to gentlemen, 95 ; total 125. THE ILLINOIS STATE NORMAL UNIVERSITY. Hon. Richard Edwards, president of the State Normal School, reports : “The act es¬ tablishing this institution was passed February 18, 1857, after an agitation of six years, in which the public mind had been gradually preparing for the accomplishment of the fact. The number of students during the first year was 98, viz, 41 gentlemen, and 57 ladies. The first graduating class, 1860, consisted of 10, viz, 6 young men, and 4 young ladies. Upon the breaking out of the rebellion, many of the normal students entered the army, with five members of the faculty, and the principal as colonel of the regiment. This regiment, the Thirty- third, was known as the Normal regiment. Dur¬ ing this period the exercises of the institution were carried on, though under many discouragements. The second class graduated in 1861 ; the third class in 1862, consisting of 3 young men and 5 young ladies ; the fourth, in 1863, consisted of 3 gentlemen and 4 ladies. In 1864 the legislature, by an appropriation of $31,214 91, paid the indebtedness of the institution, which had been a serious drawback upon the pros¬ perity of the school. In 1866 a circular was issued by the president of the university to gentlemen of intelligence and influence in various parts of the State, making in¬ quiries in regard to the influence of the institution, tlie success of its pupils as in¬ structors, and the general estimate in which it was held by the people. Thirty-eight let¬ ters were received" in response, all of which, with remarkable unanimity and empha¬ sis, aifirmed the superior ability, skill, and enthusiasm and success of the graduates of the Norjiial University. The legislature of 1867 appropriated $6,000 toward the re¬ pairing of apparatus and enlargement of museum and ornamentation of grounds.” During the years 1867-’68, there were 1,043 students connected with the institution ; 413 in the normal, and 630 iu the model department. The total number of pupils in the normal d(;partment since the beginning of the school is 1,700. Among other evidences of the appreciation in which the work of the institution is held by the people, it is stated that the normal graduates obtain nearly double the compensation which is paid to unprofessional teachers. Even iu cases where the course of normal training had not been completed by teachers wlio could only attend a limited time, the result of their brief training was an increase in their salaries of 40 per cent, in the case of ladies, and COMMISSIONER OF EDUCATION. 115 47 per cent, in tlie case of ;?eutlemen. The greater gain in the salary of the gentlemen is explained by the fact that the gentlemen remain in tlie institution, on an average, four and tbree-quarter terms, while the young ladies only remain four and one-quarter terms. But the influence of the institution, as a teaching force, is by no means limited to the normal department. Many teachers go forth from the model school. Twenty-hve ]KU’ cent, of the teachers of the high school, and thirty-three and a third per cent, of those in the grammar school, engage in teaching. THE ILLINOIS INDUSTRIAL UNIVERSITY, located at Champaign, Chamiiaign County, was founded in 1867, John M. Gregory, LL. D., regent. The leading object is to teach such branches of learning as are related to agriculture and the mechanic arts, not excluding other scientific and classical studies, and military tactics. It is organized under the act of Congress of July 2, 1862, x>ro- vidiug that the interest of the fund derived from the land grant shall be inviolably approijriated “ to the endowment, sux^port, and mainteMauce of at least one 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 re¬ lated to agriculture and the mechanic arts, in such manner as the legislatures of the States may resjmctively prescribe, in order to xiromote the liberal and x)ractical educa¬ tion of the industrial classes in the several x'>Rrsnits and professions of life.’’ The university embraces dex^artments of natural history, of agriculture, of chemistry, of pure mathematics, of natural and mechanical x>liilosophy, of civil engineering, of English language and literature, Fretich language and literature, German language and literature, Latin language and literature, Greek language and literature, history and social science, commercial department, dex)artment of mining and metallurgy, of military tactics, and of mental and rooral science. Liberty of choice is allowed the student in selecting the course w^hich he will xiursue. All who are x^hysically compe¬ tent are required to labor from one to three hours each day. Tuition, to natives of the State, is $15 x^er annum ; to foreign students, $20. Total annual exiienses from $163 to $195. Any young man can x>ay his way who is willing to practice the virtues of in¬ dustry and economy. THE ILLINOIS SOLDIERS’ COLLEGE, located at Fulton, Whiteside County, Leauder H. Potter, A. M., president, was char¬ tered in 1867, and is for the free education of soldiers and soldiers’ children of the State. There are prexiaratory, commercial, normal, scientific, and classical departments. The course of study comprises four years. The number of puiiils now pursuing a full course is 111; in x^T^paratory dexiartment, 139. Annual State appropriation, $25,000. Number of xirofessors and instructors, 6. ILLINOIS soldiers’ ORPHANS’ HOME. Incorporated 1865 by act of legislature, but no approx>riation made until 1867, when the “ deserters’ fund ” was donated to it. Fifty children were received in August, 1867; and in February, 1868, 90 had been received. Many are refused for want of room. The Xiermanent building is fast axiproaching completion. THE STATE REFORM SCHOOL. An act establishing this school was passed March 5, 1867. The site for it is not yet chosen. ILLINOIS INSTITUTION FOR THE EDUCATION OF THE BLIND, located at Jacksonville, Morgan County, Joshua Rhoads, M. D., superintendent, was founded January 13, 1849, when the legislature made appropriations and authorized the x)urchase of not less than ten nor more than forty acres of ground, in or near Jack¬ sonville. Instruction to be given at the exxiense of the State, to all citizens of the State who are blind and of suitable age. The v^hole number admitted since the organ¬ ization of the institution is 331 ; of these 260 have left, having conqileted their course. ILLINOIS INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB, located at Jacksonville, INIorgau County, was founded February 23, 1839. The first ap¬ propriations were small, and were chiefly expended on buildings and grounds. The school did not open until the year 1846, and then only with four xmiiils. It now stands second in x^oint of numbers to any in this country, and third to any in the world. It may seem an easy matter to build ux) a large school in a State containing about 1,700 mutes, more than one-fourth of whom are of the iiroper age to attend school, and 116 ANNUAL REPOET OF THE w'liere board and tuition are furnisbed free ; yet such is not the case. Out of 450 whc ouf^lit to be at school, only 273 are connected with the institution, and of these only 232 arc in actual attendance. The causes of this are various, but the principal one is the reluctance of parents to intrust their afflicted children to the care of strangers, and a lack of knowledge even of the existence of the institution in many cases. Pupils from other States are admitted to the same privileges as those from Illinois, on payment of $100 per annum. Since the opening of the institution twenty-five years ago, about 700 mutes have enjoyed its blessings. Two hundred thousand dollars have been expended in buildings. The whole amount appropriated from time to time to sustain the school is nearly $500,000. The current expenses of the past year have been $45,000. ILLINOIS INSTITUTION FOR IDIOTS FEEBLE-MINDED CHILDREN, located at Jacksonville, Morgan County, C. T. Wilbur, M. D., superintendent, was founded February 16, 1865 ; opened on the first of Sej)tember of the same year. Up to the present time 200 applications from this State and 20 from other States have been received, of which number probably 125 are suitable cases for the system of in¬ struction pursued. Though the institution has been in operation but a short time, the results have been such as to greatly exceed the expectations of those xiarticularly interested in its projection, and of the x>arents and friends of the pupils conected with it. The great majority of pujiils have been public beneficiaries, though xiarents and guardians are expected, if able, to pay such reasonable sum for the education and su];)- X)ort of children as the superintendent shall stipulate. Apxdications should be made to Dr. C. T. Wilbur, superintendent, who has furnished the foregoing facts. ILLINOIS STATE HOSPITAL FOR THE INSANE, located at .Jacksonville, Morgan County, Andrew McFarland, M. D., superintendent, was founded March 1, 1847. The number of patients is at present limited to about 412, on account of inadequate revenue, though the capacity of the institution is for 450 pa¬ tients. Patients are strictly limited to the State of Illinois, and are admitted only through process had before the county and circuit courts. The government of the insti¬ tution is vested in a board of six trustees, appointed by the governor of the State. The number of attendants uxion patients, and others engaged in the service of the insti¬ tution, is about 70. Entire cost of the institution, including lands, buildings, furni¬ ture, &c., has been about $800,000. The annual exxienses are about $110,000, three- fourths of which is paid by the State ; the remainder is derived from the board of pay patients. The number of x^atients in the institution, at the date of x)resent report, is 406. PRR^ATE INSTITUTIONS. For the xmrpose of making a more complete presentation of the educational condi¬ tion of the State, the superintendent of public instruction, early in the year 1868, addressed circular letters to presidents and officers of all x^rivate institutions of learning in the State of which he could obtain information, requesting their aid and co-operation in the work of x^reparing an exhibit of what the State is doing through those channels. In resiionse to these circulars he received information, more or less full, resxiecting twenty colleges or universities, twelve female colleges, nineteen academies and seminaries, nine theological seminaries, and twelve miscellaneous in¬ stitutions, consisting of medical colleges and infirmaries, libraries, and literary as¬ sociations, &c. The collection, prexiaration, classification, and arrangement of the historical and general sketches of these institutions, x'>resented in the rexiort, though still incomx^lete from lack of material furnished, have, the superintendent states, cost much time and labor in their prexiaration, and furnish the greatest amount of informa¬ tion upon the subject ever brought together. It is to be regretted that time and space Avill not xiermit a more extended notice of these various institutions, but some idea of their magnitude and scope may be formed from the following “ grand statistical summary,” taken from the report under consideration : GRAND STATISTICAL SUMMARY. AVliolo number of pupils pursuing full collegiate courses . 2, 441 Whole number of x^ni>ils pursuing xiartial courses . 1, 618 Whole number of pupils in prexiaratory dexiartments . 3, 290 Whole number of xmpils graduating during the year 1868 . 384 Yvhole number of graduates since the organization of the institutions .... 3, 427 Whole number of x^rofessors and instructors . 377 Total value of eollege buildings, furniture, and grounds . $2,758, 395 Total amount of endowments, exclusive of buildings, &c . $2,335,571 COMMISSIONER OF EDUCATION. 117 Whole numher of volumes in libraries . 100, 470 Total estimated value of libraries . iriJ.-JO, 8.S0 Total estimated value of apparatus . §:G5, 0:14 The superiutendent’s report closes with a brief history of the establishment of a national Department of Education at Washington, beginning with an allusion to the 'visit of an agent of the department of public education in Belgium to the United States, in the year 1855, for the piu'pose of obtaining information relating to our va¬ rious State systems of public schools, and to the difficulties encountered in the accom¬ plishment of the work, being obliged to travel from one State cai)italto a!i other, owing to the fact that our government was at that time destitute of a national Department of Education. He says : The above incident speaks for itself. It is a striking and palpable commentary u}K)n the spectacle of a powerful nation, the most gigantic democracj^ on the globe, founded upon the principle of self-government, wdiich involves and demands universal intelli¬ gence as an essential element of perpetuity ; yet, until less than two years ago, v'ith- out a national Department of Education, and then, after the bureau was established, and before it was possible for its full capacity of usefulness to be developed, virtually abolishing it by the indirect and not very magnanimous device of withholding the paltry apxmopriation necessary to carry it on.’^ The report concludes with the remark that “the educational men of Illinois expect her senators and representatives to see that the national Department of Education is neither abolished nor crippled through any acts or votes of theirs.” CHICAGO. The report of the president of the board, Hon. S. A. Briggs, for 1869, commences with a comparison between the school facilities of the present and those of ten years ago in the city, at which time the tirst report of the president of the board was made. The city, he states, has enlarged in area from fifteen square miles to thirty-eight, and in¬ creased in population from 50,000 to 300,000 inhabitants. Her schools wore then thir¬ teen in number, employing 101 teachers, with an average enrollment of 5,516 pupils. The present year closes Avith thirty schools, employing 4^79 teachers. Avith an average enrollment of 22,838 pupils. At that time the total expenses of the schools wmre $70,000, distributed as follows : Salaries of teachers and superintendent, $43,000 ; in¬ cidentals, $12,000 ; rent of buildings, $15,000. The total expenses of the current year have been $746,320, divided as follows : Salaries of teachers and superintendent, $353,815; other current expenses, $100,120 ; for x>ermanent improvements, $292,385. We have added to our school accommodations during the year 4,782 seats — by the erection of the Clarke, Franklin, and Hayes houses, each 945 seats, and the Elm street and Wentworth avenue primaries, each 512 seats, together Avitli 1,013 seats in ad¬ ditional rented rooms ; increasing our corps of teachers 78. While educators differ as to the exact number, it is admitted by all that economy of classification and of means requu-ed, in cities organized like ours for school pirrposes, the concentration in one school of not less than 800 pupils of all grades, and many able teachers place the min¬ imum at a higher figure. In our schools we i)hice 63 pupils under the charge of each teacher, a number so large as to be excusable only by the pressing demands upon us for ^eats. A large portion of the rejoort is occupied by remarks in regard to the use of corporal punishment in schools, taking strong ground against the proposal which has come be¬ fore the board to prohibit its use, his opinion being that it is ])ossible, in most cases, to govern schools without resort to this extreme discipline, but that this is only ren¬ dered possible by teachers haAfiug the reserved right to inflict it, if, in their opinion, it is necessary. The report expresses an opinion against the adAusability of reading the Bible in the public schools, on the ground that as our people represent every shade of religious belief, and as all contribute to the support of the schools, they should bo entirely liusectarian in all respects. “ Those of us who are Protestants would resent any attempt on the part of the authorities to require our children to listen to a daily lesson from the Douay scriptures. Why, then, should aa'o compel our Romanist neighbor to listen to the version of King James, or insist that the followers of Moses join in the reading of the New Testament?” The report closes Avith pertinent and forcible remarks concerning the need for the introduction of scientific training in the schools, especially the teaching of natural history in the primary schools. Its study .appeals to the first senses that mature, Ihe first powers that have the ])riAfilego of experiment. It is related to the most familiar sights and sounds of early life. “ Ghm the children the alphabet, winch is the key to the record of human wit and folly, but let them learn, too, the alphabet Avhich the divine hand has Avritten on the leavps of nature.” 118 ANNUAL REPOST OF THE superintendent’s report. The report of the superintendeut of the city schools; Hon. J. L. Pickard, for 1869, ^ive.s the following information : d'he population of the city, as per census of 1868 . 252, 054, Number of children between six and twentj^-one years of age . 64, 842 Whole number of pupils enrolled . 51, 432 In grammar and primary schools — boys, 17,504 ; girls, 16, 692 . 34, 196 In high school . 544 Average number belonging in grammar and primary schools . 22, 392 Average number in high school . 445.6 Average daily attendance in grammar and primary schools . 21, 634.3 High school . 430.4 N'limber of schools — high, 1 ; grammar, 21 ; indej)endent primary, 9 . 31 Number of rooms used for school purposes . 406 Number of teachers in high school — males, 12 ; females, 4 . 16 Teachers in grammar schools — males, 20; females, 378 ; absent, 2 . 400 Teachers in independent primary schools — females 63 ; males, 2 . 65 Total number of teachers . . 481 Average number of scholars to a teacher — estimated upon average number belonging — in high school . 31.8 In grammar and primary grades . 52.1 Cost per scholar for tuition alone, upon average number belonging...... i^l5 35 Upon school census . 5 40 Upon daily average attendance . 15 83 Total cost per scholar, uiion average number belonging . 24 49 Upon school census . 8 59 Upon average daily attendance . 25 22 Receipts from school tax, 1869 . $551,371 12 From State fund . 34,618 53 From rents and interest . 45, 639 47 Expenses for teachers’ salaries . 350, 515 43 Rents of buildings . 7,349 21 liieideutals . 96,271 87 Permanent improvements . . 109, 561 82 Total . 563,697 53 Total school fund- . . . $808, 760 74 The increase of enrollment during the year 1868-’9 was 4,786. The actual increase of school accommodations during the year was 3,414 seats, the remaining increase of enrollment being x)rovided for in rented buildings. The average number belonging shows an increase for the year of nearly 25 per cent. The number attending through the year without loss of membership is 8,427 ; an in¬ crease of 2,293 over the j)revious year. The average daily attenda,nce has increased nearly 25 per cent., while the increase of enrollment is less than 16 per cent. In the primary schools, in the grade where no text book is used, most marked im¬ provement has been made in the methods of teaching. The old practice of learning letters first and then words is almost entirely done away. Children learn words as easily as they learn letters, and in so doing get ideas that interest and profit them. A graded course of study in music has been most successfully carried forward by the music teachers, which has not interfered at all with other work, but rather aided it, from the relief afforded by the exercise. At the examinations the ability of the pupils to read music at sight wms most thoroughly and satisfactorily tested. Tlie number of cases of corporal punishment reported during the year is less than during previous years, notwithstanding the increased number of pupils. The actual daily averdgo is less than one case to 1,500 pupils. The number of suspeusions for misconduct has been 343 ; of restorations in the same number, 175. The number of suspensions for absence ims been 2,836 ; restorations, 1,303. Ten regular sessions of the teachers’ institute were held during the year, attended by 561 teachers. In the high school there is need of enlarged accommodations. The attendance has been better sustained than in previous years. Fewer pupils have left during the early part of their course, therefore the higher classes have been larger than in any previous year. The normal department of the high school has been unusually full. The introduc¬ tion of the special class has added to the efficiency of the school, by furnishing teachers an opportunity for j)ractice, under the direction of the training teacher. The scliool of practice has given additional proof of its great value. Not one who has passed successfully through it has subsequently failed in the regular work of teach- ing. COMMISSIONER OF EDUCATION. 119 The evening schools for the year 18G8 had an enrollment of 3,303 pnnils with an average attendance of 1 005 for a session. The high school class nnmhcwed in an a\erago attendance of 30. The amount paid teachers was $7,078. The totalex- cost per pupil on enrollment, $3 43; on attendance, $11 08^ Certain special funds have been created for the purpose of furnishiug tekt books to indigent children, for the awarding of medals, and other rewards of merit, by fdfts ® mdividuals. From the late Flavel Mosley, esq. $10,400 ; and ;N. C. Holden, esq., each donated $1,000 to this purpose. Jonathan Bell, esq be- of his estate to the city, in trust, for the purpose of furuishiuo- books of reference, maps, charts, illustrative apparatus, and works of taste and art*^ and, in case the city fails to provide the necessary text books and slates for indic^ent be u'seTfo^ S pfrpoL^'^^^'' schools, then the whole, or any part, of the income is to Tal)U of statistical details of the schools of Illinois, from the report of the superintendent of public instruction, for 1868. Hou. N. Bateman, superintendent pubUcinstruction, Sprinyficld. 120 ANNUAL REPORT OF THE •sjoqDTio:^ JO joqninn otoi?a\ 19 '?<— JMO?^0'^-^oootocJoc^r-ic5foioor-C2C'iMTtit^co cy CO 0 0 C- CJ 0 = 0 cx 0 cx 0 0 (M r}< CO CM CO CO l- i^4 ® 0 to aJ •sjoqoTJOj o[Bniaj jo jaquniN; CO 0 00 CTv 0 r- 0 Ci 0 C30 GO 0^ 0 CO 0 0 Oi (M 0 T-* 0 CO lO Ci -x t-H c^T^Tj«0'^oci'^ioo’«?»r:coococ^r-iiO’*^"?rc£> 1-1 ^ ci r-t T-l LO rH T-( •sioqDUOj oiuot JO JoqrauN; i> LOCOrrLOCCOLOn"T-rHCOC;iO OrHO'^Hi^OCOC^OOJ>C;i>lOOC^i'-XC5l-OLOCiCOiOOO^ •sjLqoqos jo joqumu otoij A\ 0 CjOO'!rT-lt- C. 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Quincy . Caii'o . Old liipley. . . . Eelvidere .... Mt. Sterling . . Princeton . . Hardin . Lanark . Virginia . Urbana . Taylorville . . . Marshall . Clay City . Trenton . Ashmore . Chicago . Kobiuson . Majority Point Sycamore .... Clinton . Tuscola . Napei’ville . . . . Paris . Albion . Effingham .... Pamsey . Paxton . 6 g John n. Black . Louis P. Butler . Bev. Thomas TV. Hynes TVilliam H. Hurhaiii . . . Hon. J ohn P. Bichmoxid Eev. Albert Ethridge . . Solomon Lammv ....... James E. Millard . Harvey Tate . Thomas II. Leal . TVilliam F. Gorrell . TVilliam T. Adams . Charles H. Murray . Solomon B. TVyle . Eev. Stephen j. Bovell . Albert G. Lane . Samuel A. Bxirner . TVilliam E. Lake . Horace P. Hall . Francis M. Vanlue . Samuel T. Callaway _ Charles TV. Eichmond. . Andrew J. Mapes . Levinus Harris . Sylvester F. Gilmore.. David H. Mays . James Brown . County. Adams . Alexander . . . Bond . Boone . Brown . Bureau . Calhoun . Carroll . Cass . Champaign .. Christian .... Clark . Clay . Clinton . Coles . Cook . Crawford .... Cumberland . DeKalb . DeTVitt . Douglas . Du Page . Edgar . Edwards . Effingham ... Fayette . Ford . COJIMISSIONEE OF EDUCATION. 121 !SisSS“s”ssi“SS=i-liH5l3siissiil2lS”iilsisSisSis28s«-s 2|22|Sg'»gS|S18SSS'»|S|||P5|SS5S2?gsggS3gSSS = S|5S2SSS = £SS gfgFSlfssfssslstsspsfPfisfUffffiKlsssflgElfSspsp'gss w'lrrTTr'rt'r-rto'r^'F-' Qcf « r-< oTt}" CO o cd'ri C5 cr. » i’ c; Ci ^^1C of cf c'i'o'of D- Tjr:»5'cr(?f r-T Cl Tt* S2SKSgSiliSi2iiiisiisiaSiSi»iiiillgSssliil”i"si=ilisi iiSiiiiisgiggigFiisSISIIgiiiSiiisiligiiiSSiiiSiigiil oft--rt-(jfcfofo' ^V'co~(or!orco'of^~ofo'Tirc^-o\^-ci-(jf.:irorfriro-i.o‘:o'co"cfr-rio~co''i-‘,H“cfrfco‘^“(^^ r-Tof SiiiliBiiilllliiliillSiSllSgieiiiiliisigiiiiiiiiilii T-H CIOtrH^^'- Oi TH T— 1 Ci 413 410 55 1, on 1,148 145 203 20 194 370 1, 157 200 165 55 39G 240 252 116 60 330 293 S|-°S3| |S ^H-q-rlCOTT •l-tHr^j-jrt'CIrHOCOi'- 4' 11 1 5 1C 18 ^ GO O r- ^ O Ci 1—1 01 Cl O «5 lO rH CO O ^OC5lOClt-C^COr^^ .00^C0Ci.-^O .LOt-lOCl JrHCOt-rHCIClO^Ol^ oocioojjocc;-^ rlOCO^rttt ITliClClOOClCOi- ;ClfOCl cr. Cl 00 o o o c» o oo o o o 00 1- Lo 1- ^ o ^ 00 Tt- o o cr. LO lo o T o <05 o 0 136 0 17 1 15 4 109 6 3 4 . 2 4 1 48 3 151 0 woot-Qor-ooa<''o'Lcr^'^'^F-''^'' « * crcrj>t'^o^i>i.O'^"coc500oeoo lo cf cf ^ cT ^ m o' tjT co" I il!li III sifliJii j ® ill iillill J tillimiill ii illlltl 11:^111 9 5 5 ill ll|■5|fel|afs| III • 3 lit = .|ll . & >-■ c 3 O 9 S|:S3h !|l Ilf ill s l| II I sll g si i jl|i III! I illJ t g illlll g? s ;lao!2Maaat5l^gi^^4^MMMj3lrfl.333aasalaaaaaaaa;5aaoSg;5S ! S- II- O s P^MP^: Table of statistical details of the schools of Illinois, <^'C. — Continued. 122 ANNUAL EEPORT OF THE •fijoTioua^. JO joqnitui 9totta\ 2 si-SsS£=SiiSiSisssRsg|| 19, 037 •sjoqouoj 9XT3m9j jo jaqumx; S 10, 797 •SJ.oqDca:^ oiBm jo joqnmj^ I cxr •eib’pqos JO joqnmu otott A\ CO SBiigiiilsgsiSiipiiiigS in j-TtjT _r in (jf j^r -o o' cT t-" cT ci aS ^ in nT r-’' r-T tiT of o' 1 •siTjpqos ojBuiaj jo JoqTimjq; 2 iSpliliiSiSiiSiiBiisiig 1 •siBxoqos ojeni jo joqxnnjj 2 iiSiisPgSliiiisllsgiiPS } •jdaq uooq OA-cq spoqos siep JO jaqrauii o t o d A\ 2 s 3 ^'^‘2 '^‘2 3-^ s 3 3 3 s s 3 I •spoqos 98JJ JO jaqnnin 9 t o U A\ 2 £|g|23g33g|§g2|2|Sgg3|| i 0 t-h "AiBX o; StnpjoDOB spjooaj Soidaaq sp’i.i:jsip jo jaquinj^ 2 i •spoqos oa SoTAuq s;oij;8ip jo jaqnmjj 0 OM |Q0 ; |fO |iO — COOCNCOO I •9Joni JO sq^uoTn 9 spoqos SajABq spij^sip JO uaqninjj 0 £gSg§^|3Sg38g§|3§?:|g33| 10, 117 •sjOTjprp , Xooqos JO jaqiuiaa otott A\ 00 10, 590 •SOTJBJqTT JOTJJSip TIT S9TmqoA JO jaquniu otott A\ r- "s=i ;s- :iip :i isi- lii-ii cf : : - ^ •S9snoq qooqos JO aaqinnu otott A\ 0 i 0 •STOoqos axBA -Tid m sjtqoqos jo joqTnnj^ lO : :sgs?2|3 ;S [SSSSSS :g : 3 Ci •sxooqos ojBATjd JO jaqnina otott a\ ;0 ; CO ^ O ^ C. ;0 ; I •siooqos popBjg JO JoqiuTHi OToqA^ cc (Mg|i-l®r-ICOOG<(^OOl-ICOt’OTOCO(N^T^r-lCS'^ i 'IZ puB 9 JO soSb oqx u,ATjoq euosjod poJOTOO jo JoqTnujq; Oi .-ggj,0230|<=ggjggj;2 .g-aSSS 0 5? CO- •IS 9 JO soSb oqj TtooAvjoq snosjod o^tq^ Jo joqoinx - iiSS|ii|iiiil|iSS||||K| o' cT Tj<' 10 CO* c-r co" 0 o' cT 0 0 of 00 w CO 0 ao CO 0 cT o' il COUNTY SUPERINTENDENTS. Post office. Olncy . Pock Isl.and . . Harrisburs ... Springbeld. . . . Ruslndlle . Winclicster . . . Shelbyville ... Toulon . Bellevillo . Freeport . Tremont . Jonesboro . Danville . Friondsville. . . Monmoutb. . . . Nashville . Johnsonvillo . Carmi . Morrison . Joliet . Marion . Rockford . Panola . John C. Scott . Mansfield M. Sturgeon. Frederic F. Johnson . . . AYarren Burgett . . Jonathan R. Neill . James Callans . Anthony T Hall . Bartlett G. Hall . James P. Slade . Isaac F. Kleckner . Stephen K. Hatfield _ Philip H. Kroh . John AY. Parker . James Deeds . James B. Donnell . Aklen C. Hillman . AYilliam A. Yernon _ James I. McClintock. . . Michael AY. Smith . Salmon 0. Simonds _ Augustus N. Lodge _ Archibald Andrew . AYfH. Gardner . County. Richland. . . Rock Islan Saline .... Sangamon Schuyler . . Scott . Shelby ... Stark . St. Clair . . Stephenson Tazewell. . Union . Y ermillion Wabash .. Warren . . . Washingto Wayne ... White .... Whiteside Will . Williamson Winnebago Woodford. COMMISSIONER OF EDUCATION. 123 INI>I ANA. The fourth biennial report of the superintendent of public instruction, Hon. Barnabas C. Plobbs, for 1867-'8, contains the following information : Whole number of children between six and twenty-one years of age . Number of pupils attending public schools . In primary schools . . In high schools . Average daily attendance in primary schools . Average daily attendance in high schools . Average length of schools in days . Number of teachers employed . Male teachers . Female teachers . Average monthly conjpensation of male teachers in pri¬ mary schools . Average monthly compensation of female teachers in Xirimary schools . Of male teachers in high schools . Of female teachers in high schools . Average monthly cost of tuition per pux)il . Amount expended for tuition . Number of school-houses built within the year . Total value of school property . Total number of school-houses in the State . Amount i)aid trustees for managing educational matters - Amount of special school revenue expended within the year . Total school revenue from all sources . . Total expended for schools during 1869 . 1867. 577, 007 415, 796 405, 631 10, 165 259, 224 6, 998 80 10, 053 6, 012 4, 041 $36 80 $29 00 $69 40 $37 40 $1 18 $1, 262, 684 54 364 $5, 078, 356 00 8, 360 $38,995 80 $854,761 55 1868. 591, 661 436, 736 425. 745 10, 991 275. 745 7,595 87 10, 698 6, 462 4, 236 $37 00 $28 40 $64 00 $42 00 $1 20 $1, 474, 832 49 424 $.5,828,501 00 8, 403 $43, 598 39 $1, 050, 139 03 $1,566,507 58 $1, 474, 000 00 The State educational fund is made up of the — Negotiable State bonds . . . $3, 591, 316 15 Common school fund held by counties . 1, 522, 410 38 Congressional township fund . 2,211,867 76 Yalue of unsold congressional townshij) lands . 101,502 25 Saline fund on loan . 3, 727 07 Saline fund in treasury . 1,348 90 Bank tax fund on loan . 1, 396 99 Bank tax fund in treasury . 107 07 Escheated estates . 16,702 42 Sinking fund . 808,963 35 Total . $8,259,342 34 The constitution of the State makes it incumbent upon the legislature to x)rovide “ a general and uniform system of common schools, wherein tuition shall be without charge, and equally open to all.’’ “Wo cannot,” says the superintendent, “avoid the grave consideration that there is a large colored ijopulation in the State, who have hitherto submitted x>atiently to the ordeal of adverse xniblic sentiment and the force of our statutes, in being denied xiarticix^ation in the benefits of our public school funds, while, at the same time, no bar can bo discovered to their natural and constitutional right to these.” * * * “ Colored citizens, while hitherto deprived of their natural and constitutional rights, have been subject to the special school tax for township purposes in common with white citizens, and have thus paid their proportion of exiiense for building school-houses for white children. After being denied all xn’ivilege to the school funds, and thus taxed, they have been under the necessity of levying on them¬ selves an additional tax to build their own school-houses, and for the entire cost of their tuition.” INDIANA STATE UNIVEIISITY. This institution is located at Bloomington. President, Cyrus Nutt, D. D., professor of moral, mental, and political ]ihilosoi)hy. The whole number of students in the four college classes is 192. In the department of the theory and practice of teaching, 30 ; in preparatory studies, 12 ; in the law department, 21 ; in modern languages, 6. Total 124 ANNUAL REPORT OF THE in attendance, 249. The uiunber of professors is 10; number of tutors, 3. Three new departuieuts have been opened this year, viz., modern languages, the theory and prac¬ tice of teachiug, and military science. Tuition was made free for all the students in the State University, by the action of the trustees, in 1860. Every youii" man and maiden has a perpetual scholarship, which entitles them to free tuition in theii- own State university. INDI-VXA ASriBUUY UXIVERSITY. Located at Greencastle, about forty miles west of Indianapolis. Thomas Bowmau, D. D., president, and professor of moral and mental science. This institution has a permanent endowment fund of ov('r $100,000, which is constantly increasing. The libraries of the college reach an aggregate of 10,000 volumes. It has a good apparatus for chemical experiments, a fine achromatic telescope, polarizing apparatus, meteoro¬ logical, electrical, magnetical, and optical apparatus of the most approved forms, and a good cabinet. Expenses of board and tuition from $200 to $300 per annum. This institution, the superintendent states, deserves a more extended notice, but no reports have been received from the faculty, therefore further information is lacking. ■^V ABASH COLLEGE. This institution was chartered in 1834. President, Joseph F. Tuttle, professor of moral and intellectual iihilosophy. The college has given more or less instruction to more than 2,000 students, and has graduated 105. The x:)resent attendance is 162 ; in college proper, 66 ; in preparatoiy department, 96. The college was chartered as Wabash College and Teachers’ Seminary, and has always done much to foster common school education. Permanent funds invested, $100,000, from which and tuition fees is realized about the sum of $12,000 annually. A low estimate of the buildings, $35,000. It has a beautiful campus of 25 acres of native forest trees, which cannot be estimated in dollars. It has other property which may be estimated at $50,000. Library numbers over 10,000 volumes. NORTHWESTERN CHRISTIAN UNIVERSITY. Situated near the northwest limits of the city of Indianapolis. Was founded in 1850 by a joint-stock company. Stock amounts to more than $152,000, controlled by a board of twenty-one directors. Endowment, $100,000, upon which interest is accruing to the amount of $6,000 annually. The president is O. A. Burgess, A. M., professor of biblical literature. The session is uiue months, divided into three terms. Pupils, exclusive of the music dejiartmeut and the primary school, number 160. The number of profess¬ ors and teachers is 8. The course of study is thorough, requiring two years in the preparatory dei^artment, and four in the college proper. EARLHAJI COLLEGE. Located oue mile west of Richmond. President Joseph Moore, M. S. Number of pu¬ pils, 174; ladies, 76; gentlemen, 98. Number of professors and teachers, 12. Course of study, preparatory or academical and collegiate. It has a good cabinet of natural history, mathematical, philosophical, and chemical apparatus, and libraries containing about 3,000 volumes. In its observatory are a good mounted telescope, and a transit instrument in good condition, with a sidereal clock. It has been a college proper about nine years. It has a campus of about 160 acres, handsomely laid out in groves, orchards, fields, garden, lawn, &c., and is under the management of the Indiana Yearly Meeting of the Society of Friends. The number of alumni is 39. UNION CHRISTIAN COLLEGE. Located at Merom, Sullivan County ; incorporated in 1859 ; opened for the admission of students in i860. President, Thomas Holmes. Endowment fund, $110,000. Value of property, $65,000. Students iu attendance within the last year, 109 ; number of alumni, 4 ; number of volumes in college library, 300 ; number of faculty and teachers, 7. Ladies pursue the same course of study, are subject to the same regulations, enjoy the same privileges, and receive the same liouors, as gentlemeu. The courses of study are, academic, classical, and scientific, omitting the dead languages. There is a commer¬ cial and music department. The location is reported healthy and beautiful ; students orderly and industrious, and methods of instruction thorough and efficient. BROOKVILLE COLLEGE. Located at Brookville, on the White Water Valley railroad, forty miles from Cin¬ cinnati. Under the control of the Methodist Episcopal Church. President, J. H. Martin, A. M. COMMISSIOXER OF EDUCATION. 125 The course of instruction is classical and scientific, collegiate and preparatory. Tuo classical course requires four years; the scientific, three. It has a norinal, a commer¬ cial, and a music department. Its normal course is designed to equal the course re¬ quired by t!ie State board of education for applicants for State ccrtilicates for teaching. The institution is in a prosperous condition, and out of debt. « . I2^STITUTION FOR THE DEAF AND DFTMB. Located at Indianapolis. Thomas Macintire, M. D., superintendent. Number of pupils during the past year . 209 Number in attendance . 186 Number of instructors . 10 Number of volumes in library . 2, 034 Value of chemical and philosophical apparatus . $800 Annual cost of instruction X)er pupil . . . $45 Total annual expenses per pupil . $240 Probable number of deaf-mutes in the State . 1, 200 Probable number of school age . 400 Cabinet-making, boot and shoe making, tailoring, and mantua-making are carried on for the benefit of pupils who "wish to learn those trades. The institute is in a prosper¬ ous condition in all deiJartments, excei)t that the accommodations are not sufficient. INDIANA INSTITUTE FOE THE EDUCATION OF THE BLIND. Founded in 1847. Superintendent, William Churchman. Number of pupils enrolled during the year was 126 ; males, 57 ; females, 69. Of this number 21 have left as gradu¬ ates, either of the school or work department ; 13 being young men who had obtained a thorough knowledge of the broom-making business, and several of them had learned other branches of handicraft. The whole number of pupils received into the institution since its foundation is ex¬ hibited in the following : Number received . 365 Males . 195 Females . 170 Totally blind . 171 Partially blind . 194 Born blind . 137 Blind through accident . 40 Blind through disease . 188 Number Avhose x>arents were blood relations . 44 EEFORM SCHOOL AT PLAINFIELD. Tliis “House of Refuge for juvenile offenders” is located near the village of Plain- field, on a farm of 223 acres. Since the purchase of the farm, in 1867, there have been three family buildings erected on it, 38 by 56 feet in extent, with two stories and base¬ ment. Two of these buildings are occupied by the boys. The first inmate was received on the 28th of January of the current year, and there are now in attendance 108 boys, 54 in each family building. Each family is divided in two classes, all of whom attend school one-half of each day, and are detailed for work the other half. Most of the boys can read i)rint quite intelligibly, and nearly all the larger boys can write and cix)her some. Cost of the buildings, including a work-shoj) 40 by 80 feet, about $30,000. Nearly all boys take a deej) interest in their studies, and seem anxious to im^irove their advantages. EDUCATION IN STATE PRISONS. In response to letters of inquiry, addressed to officers of the State prisons, north and south, the suxierintendent has received information from those in the south that “ the law pro\fiding for the mental culture of the convicts is not carried out at present, at least not according to the letter.” There is no organized school, yet the education of the prisoners is not quite overlooked. All who desire it are furnished Avith school¬ books, slates, and writing-books. Both the prisons, north and south, reimrt a grea-t lack of books in the library ; that of the south having been in use so long that tho books are quite Avorn out, and in that of the State prison north, there is not even a supply of Bibles to firnish every man a copy, according to larv. 126 ANNUAL REPORT OF THE INDIANAPOLIS. The following information is taken from the report for 1869 of the superintendent oi schools, Hon. A. C. Shortridge : Number of persons between six and twenty-one years of age . 9, 02.5 Boys . 4,328 Girls . 4,697 Between six and fifteen . 6, 679 Between fifteen and twenty-one . . 2, 346 Number enrolled in schools . 5, 160 Boys . 2, 545 Girls . 2,615 Average number in the schools . 3, 549 Average daily attendance . 3, 375 Average per cent, of attendance . 94. 9 Ratio of attendance to school population in the city, expressed decimally. . 571 Number of cases of tardiness in all the schools was . 2, 980 NTimber of teachers ; males, 3 ; females, 75 . 78 Total salaries of teachers, including evening schools . . . §44, 470 07 Total cost per pupil, ux^on average number belonging . . $31 51 For some years past promptness of attendance has been required of all who retain their membershij) in the schools. The per cent, of attendance has been advanced from 60 to about 95 x)er cent, within a period of six years. This regulation of the board, carried out with a good degree of discretion by the teachers, has been the x)rincipal agency in securing so desirable a result. The number suspended during the year for absence was 564 ; the number restored, upon assurance of amendment from parents or guardians, was 436. EVENIXG SCHOOLS Were opened November 7, 1868, and continued in session sixteen weeks. The total enrolluieut of dilferent x)uxjiils was 215. The expense incurred for tuition alone was $659, an average of $3 06 on the total enrollment of pupils, and of $5 90 on the aver¬ age number belonging. IXSTRUCTION IN THE GER:MAN L.iNGUAGE Has been given to all pupils whose parents have desired it. The number who received instruction, exclusive of the high school, was 866. The average number who contin¬ ued the study throughout the entire year was 642. THE INDIANAPOLIS TRAINING SCHOOL Was organized March 1, 1867. It is no longer considered an experiment, but a depart¬ ment of the xmblic schools, established on a permanent basis. Its influence on the methods of teaching, especially on the x)iimary grades of the schools, has been most salutary. In the early history of the school, doubts were entertained in regard to its usefulness, by x^ersous who suxiposed that the children were to be used as a kind of passive material uxion which unlettered and inexx^erienced young women were to prac¬ tice and exx^eriment. But this is by no means the case, for all the pupil-teachers who have been admitted to the school have xiassed the same examination that would follow an apxfii cation to enter the schools as a regular teacher. Rev. Dr. Mayo, a member of the committee, in an address delivered before the teach¬ ers of Hamilton County, Ohio, refers, in the following language, to the Indianapolis Training School : “ Last Monday it was my privilege to spend half a day in the examination of what is doubtless the most coinxfiete training school in the Western States. “ In the ux^ier room of a well-constructed school-house I found a quiet, self-xiossessed young Avoinan standing before a groux) of half a dozen girls, in familiar conversation upon their forenoon’s work as teachers of the five hundi-ed children in the rooms be¬ low. Their conversation ranged through the whole realm of the life of childhood, striving to analyze its faculties, compreheud its wants, and get into perfect sym- X>athy with its mysterious inward life. Each of the girls told her experience with her class as earnestly as if she knelt at the confessional, under the eye of a criticism as decided as it was symx>athetic and kind. Below I saw the working half of the class of x^ppil-t'^^^^^kers conducting the various exercises of instruction. Through these rooms moved three critic teachers, noting everything, advising, xu'eparing to report in due time to the quiet little lady above. In one room a charming model school was permanently kept by an exxierienced COMMISSIONER OF EDUCATION. 127 yoiuif^ \yoman. Oue man, with the title of superintendent, was responsible for the or¬ der ol the little community, and aussisted in the teaching of the older classes. “I looked with delight, too deep for expression, upon that beautiful spectacle of a school where live hundred children are taught by these twenty girls, who themselves are learning the finest art of modern life. I marked the deep elithusiasm, the blended firmness, self-possession, and gentleness, the sweet spirit of co-operation, with which they went about their duty. I saw in their faces that they felt that they had chosen the better part, were living for a purpose, and not troubled overmuch about their posi¬ tion ill American society.” Lessons in music are given in all grades above the primary, by music teachers, two each week of half an hour duration. The first year pupils are taught to sing simple songs by rote; the second year, some of the principles of musical notation are taught ; the third year, the tones of the scale and their names, notes and names, syllables, double measure, &c. It is believed that music can be more successfully taught in the primary grades by the teachers of the schools in one short lesson each day than by a lesson from a music teacher twice a week. COLORED CHILDREN, According to the provisions of the law, are to be taught in separate schools. The board has, therefore, set apart two school-houses for their use. “ Though they have been for some time out of use,” says the report, “ by reason of their unfitness, they can be made quite as comfortable as several of our other houses, and will accommodate 340 oi the G21 who are of school age, provided those of the D primary grade, as in the other schools, attend but half a day.” PRIVATE SCHOOLS. There are in the city thirteen private schools, employing 37 teachers, with an aver¬ age number of 1,811 pupils— 857 boys and 954 girls. Adding this number to the daily attendance in the public schools, wo have 5,186, which, deducted fi-om the school popu¬ lation ol the city, gives, as the average number who did not from day to day attend any school, 3,838. Less than one-third of those children who have a 'right to attend the public schools arc found in them, and less than one-half of the school population of the city attend any school. Table of statistical details of schools in Indiana. Hon. B. C. Hobbs, superintendent of public instruction, Indianapolis. CITY SUPERINTENDENTS. City. Fort Wayne . Terre Haute . Greencastle . Elkhart . Winchester . Knightstown . Gosport . Cambridge City . Connersville . Pendleton . Name. J. H. Smart. William H. Wiley. E. P. Cole. J. K. Waltz. John Cooper. Charles Hewett. H. H. Boyce. John M. Coyner. J. L. Rippetoe. H. L. Rust. City. Evansville . La Fayette . Peru . Bloomington . Milton . Logausport . Rockville . Vincennes . Seymour . Name. Alexander M. Gow. J. T. Merrill. D. E. Hunter. George W. Lee. W. E. Ruble. Sheridan Cox. E. B. Dyke. A. W. .Jones. J. C. Housekeeper. Each county has a school examiner, who, to a certain extent, is a superintendent. 128 ANNUAL REPORT OF THE Table showing the number and hind of school-houses in each county, the value of school property, estimated special school tax, number of boohs belonging to town¬ ship libraries, the number tahen out for use during the year, and the number added, the amount paid to trustees for managing (dueational matters, and number and cost of school-houses built during the year ending August 31, 1868, as shoivn by examinees reports to the superintendent of public instruction. •jua.C Stn.mp po:>oaja sosuoq iooi[as jo §12§g§g§g§g8 :ggggg852'^ :88§§Sg^2g8g iiliiigig iiSiiiiiiii ^;cCL---rofror-r-^-'~fcf : oo « m r-Tr-rcfrFciofwii- Sui.tnp sasuoqqooqos jo .taquinx iiCOT-HCOmTHl-t- IcCTH(MTjHioOCirOlOiO {cnopvonpo SniS'cauiu joj soa^sui^ pred ’^uuoraY 888 :§888888l2g«888SS8888S8888888 ^ : r-r T-r o:j. poppy eoranp^ Myo.? 9q; Sm.Ttip f^tio uaqy; souiupA jo aaqnrtij^ ._r r^r-Tr-r rqr-Tr-Trq^-; r-r r-Tr-TcT cf •iljyjqq diqsaAio:). ni S9uinpA jo aoqmnjq issii”iiSii^sgs|8||ss||||||S||| •xy;). poqos pp -9ds JO junouiy pojycQijsg; !|4, 896 78 23, 877 00 ■ 15, 364 46 5, 769 23 2, 702 76 6, 144 45 2, 540 00 10, 419 33 3, 573 58 7, 446 19 6, 446 00 8, 037 00 1,156 17 10, 071 34 14, 020 00 I. 5, 718 38 8, 242 75 13, 870 11 6, 081 56 10, 802 00 7,518 01 23, 557 14 8, 163 60 5, 072 93 4, 788 43 11, 840 00 7, 193 83 II, 134 83 10, 870 32 2, 667 74 C, 148 00 •jfjjodojd xooqos JO 9TipA pgjyniijso ppx $27, 770 00 190, 667 00 86, 020 00 16, 157 00 19, 895 00 47, 210 00 10, 351 20 45, 895 00 70, 294 00 51, 638 35 36, 610 00 48, 425 00 15, 266 50 35, 345 00 116, 775 00 72, 920 00 64, 005 00 71, 830 00 31, 400 00 162, 181 00 44, 680 00 92, 850 00 74, 979 00 82, 065 00 34, 990 00 49, 375 00 63, 470 00 41, 485 00 65, 225 00 47, 445 00 41, 857 00- •OY ‘sdyiit ‘soqojS ‘‘zp ‘sujyjyddy Xooqos JO oiqyA pojyoipsa; $1, 770 00 6, 005 00 3, 570 00 970 00 900 00 1, 910 00 235 00 1, 790 00 2, 089 00 2, 490 35 2, 810 00 2, 825 00 066 50 1, 495 00 4, 275 00 2, 510 00 2, 142 00 2, 670 00 2, 370 00 3, 976 00 1, 330 00 1, 0.50 00 3, 679 00 2, 525 00 940 00 2, 775 00 3, 870 00 2, 550 00 4, 211 00 1, 645 00 1, 792 00 •OY ‘sjyoe ‘8pnno.iS ®nipnxoni ‘eosnoq -poqos JO onpA po jyniijsa; $26, 000 00 184, 662 00 82, 450 00 15, 187 00 18, 995 00 45, 300 00 10,116 20 44, 105 00 07, 605 00 49, 148 00 33, 800 00 45, 600 00 14, GOO 00 33, 850 00 112, 500 00 70, 410 00 61, 863 00 69, 160 00 29, 030 CO 158, 205 00 43, 350 00 91, 800 00 71, 300 00 80, 140 00 34, 050 00 46, 600 00 59, 600 00 38, 935 00 61,014 00 45, 800 00 40, 065 00 NUMBER OF SCHOOL-HOUSES. qypx •goq; ^55^ •ocowoeoo^c^roinr-iiHCM ■ .(M .cwcooo^fMCMco •orayj^ •qoijo: •9tio^g ::::: : COUNTIES. Adfims . Allen . Bartholomew . Benton . Blackford . Boone . Brown . Carroll . Cass . Clark . Clay . Clinton . Crawford . Daviess . Dearborn . Deeatur . DeKalb . Delaware . Dubois . Elkhart . Eayette . Eloyd . Eonntain . Franklin . Fulton . Gibson . Grant . Greene . Hamilton . Hancock . Harrison . •joqranx COMMISSIONER OP EDUCATION. 129 SSggSS§8SSS§SSSSggSSSSS8SS iSiSSislaiiisSHSiisiSiiSil to lO d' rc i.C r-i r-< O cj 30 i-l CICO 00 t’’ Cl -t> ^ O r-l Cl CC Cl ^ cf — ( i?88 'l.-cfTh SSSgggg igggggggggg sSaic^rl :8a|isii§si o -T — ' o ri r-T . r-T rc jc' -T cf r-T cc cf x' -r 83 1,1 dr-l i.co-^cc"^rcr50-^oott■ o -h" ^■' o r-T tjT ^ aS Cl r-T ^ ^■' Tt’’' icT ctT o « cT ^■' t-' gc" 'i*' ^ ccT §go5§8ii§5S§8§i§§8§88§§§85iS§S§g§SSS5g88S§S§§iS88§§S 88g8888888888 88 8S8888888888‘i2§§§2S888g888888888 88888§ M-cici''ir(;f cfci'ci'r-rci'cccfci^-'-r^'t-'rc' lo'r^-cirH- co r-r« cfVci -jToi ^•'^'cfcc ci «cf sccf ^-o-T^-^-ci 888888888888388888888888888S888888888888888888888888 siilillSii2ig|SliiS2iiiigiiiiS|2|g||||||||||og|||||g 9 E Table showing the number and land of school-houses in each county in the State of Indiana, cfc. — Continued. 130 ANNUAL REPORT OF tllF, •jiro.C aq; SuiJtup popojo sosnoqqooqos jo ‘ ooooooooto oooo;^ooo»^ OCOOi.OOC^OO— < o — o i- o o 'o o Cl -« o r: Lo o ^ oo Cl Cl cd o‘ rH ci ci ro ^ 1-1 Ci CO «£> X o aqi SuLinp pg^joaao sosuoqqooqas jo joquiux 'O rij (ji ^ ^ O Cl •s.ia^'^uin ^UU0i:).R0lip9 “apRUBUI joj. sao:).snj:). pitid iunocuy lOOOOOOOOO 1-00000000 CC O O O Cl o O O J> lOX'OClT-(OC5CO-t< O O O lO O (M Cl o X o o CO •iljBjqq 01 pappu S9ain|0^ o-’T— ••^oao'^oo O o o' Ci d o'" Muav't oqi Snuinp ino uoqei eauia[OA jo joqoin^ lO o i-c o o o no O-T-OCIOOOOOOI- o Cl o 00 CO :c cc Cl o i-Tt-T rSClr-T •jfiBjqq diqsttAAoq. UT gpiunioA JO joquinj^ -rJ^OO'^OO— (ClCC ^ Cl o »o lo r: rc OCCr-<— ^OOr-nO^- MCOOlCif^cdfOi-iCi g X cf X d •xBj looqos IBTO -ods JO junouiB pojBoiijsa; o?--oc?oo^ot- oi'-orcoooor-i O-^lCG0C5r-^LCr-»-!t^ 1- Cl Cl LC 00 Cl o t^LO^Cl^dO^i-H r-’ ^5 GO CO lO O o' rH SO Cl r-l 1-1 d X Cl X o' o X •XpT9do.id {ooqos JO 9tqBA P91BU1I139 [BJOX ooooooootc Cl OOOCOOOO '70 O O CO O O LC o o OU CO 1.0 O O 1- Cl 1^ Cl 00 ^ O TM O ^ ^O r-< doooiQCor^’^O'^ o C5 Cl o" Cl X o' •oy ‘sdBm ‘saqo^S ‘"ziA ‘siiiB.iBddB Xooqos JO on^BA pajButijsx i-OOOOOOOOO dOOO^^OOOO O O O O O I-O O »0) X O CO I'- C: Cl O O Cl o Cl X X o o co" cf cf cf r-T r-T i-T o f— 1 o o o' d d •9^ ‘81B9S ‘epunoaSSnipupni ‘sasnoq qooqos jo 9U[Ba pajBuiTlsa; OOOOOOOOlO oooooooox 00X^00*^ ox X O i'- O 1.0 O O O O O^i-^OOOOO o o .d o CO o Cl cit-TjHiocoo'^Tf'rr* o X o d X cf o o o*' NUMBER OF SCHOOL-HOUSES. O O Cl O O Cl o OCOi^OT--HOOO X x* •Sox tH « d X X •OIUBJX co^ocoj>t-r-cix xciot^odt^ox o o o' •qatjx Oidi^OOOOiHd X d C7 o •oaojs : : : : : : : ?• COUNTIES. Yigo . Wabasli . Warren . WaiTick . Washington . Wayno . Wells . White . Whitley . i •joquinjjt COMMISSIONER OF EDUCATION. 131 The number of children in the State, between the agea of six and twenty-one, in 1868, was 592,870. The whole amount appropriated to the several counties was $1,414,614 02. IOWA. The superintendent of public instruction, Hon. A. S. Kissell, in his report for 1870, gives the following statistics: Increafio for the j ear. Number of district townships in 1869 . Number of sub-districts . Number of persons between the ages of five and twenty- one ; males, 215,812 ; females, 202,356 . Number of schools . Number of graded schools . Number of pupils attending school . Average attendance . Number of teachers employed : males, 4,479 ; females, 7,515 . Average compensation of male teachers i^er week - Average compensation of female teachers X3er week . Average number of months of school . Aggregate amount i^aid teachers . Number of school-houses : brick, 527 , stone, 229 ; frame, 5,192; log, 459 . . . . Value of school-houses . Amount of district tax for building and purch’g grounds. Amount of district tax for repairing and furnishing . Amount of district tax for library and ax)paratus . Amount of district tax for rent of school buildings . Amount of district tax for fuel . . . Amount of district tax for pay of secretary and treasurer. Amount of district tax for teacher’s fund . Apportionment of temporary school fund . Number of volumes in school district libraries . Value of school ajii^aratus . 1,462 no 6, 773 363 418, 168 24, 538 6, 788 349 221 9 296, 138 178, 329 17,131 17, .556 11,994 1,025 $9 24 $0 41 6 79 0 37 6.6 0.2 $1, 438, 964 04 $108, 140 51 6,407 407 $5,295,364 45 $977,075 43 919, 366 52 29,785 45 250, 802 96 '"28, 924 53 22, 518 08 13, 665 63 150, 648 56 16, 239 93 50, 870 96 6, 036 30 1, 106, 040 21 251,002 14 35,987 21 8, 932 156 $79, 178 05 In this State every civil townshij) is a school district, and is divided by the trustees into sub-districts. Each district holds an annual meeting, elects a chairman and secre¬ tary, decides by vote uY)on the i)urchase and sale of sites and school-houses, branches to be taught in schools, &:c. ; they have x)ower to vote a tax not exceeding tive mills on a dollar of valuation for school purx)oses. The sub-districts hold annual meetings, choose officers called sub-directors, who constitute a board of district directors, with corporate powers to fix the sites of school-houses and establish schools, make estimates of money necessary to keex) school the legal term of twenty-four weeks, and certify the amount to the board of super¬ visors, which board causes such tax to be levied and collected. Each sub-director has charge of the school affairs of his district, hires teachers, reports to the board, &c. There is a county superintendent elected for two years, whose duty it is to examino and license teachers, visit and supervise schools, &c. There is a superintendent of public instruction elected by the people for two years, who is charged with a general sux)ervision of all the county superintendents and all tho common schools of the State. The school revenue is derived from lands granted to the United States for schools, the 500,000 acres granted by Congress to new States, all escheats, percentage on sales of land in the State, money paid for exemption from military duty, and fines for breach of ]3enal laws. The school fund is under the control of the general assembly. The school fund is not accumulating as its friends could wish. Its investments Iravo been largely made in such a manner that annual losses will always be likely to occur, so long as the jireseut system of investment exists. The proper steps should be taken to avoid this annual loss to the fund, as well as of tho annual interest, tho loss of which was $34,745 41 greater in 1869 than in 1868. As the school laws make it the duty of boards of directors to manage school' funds and property, one of their leading qualifications, next to integrity, should be business ability. But it is a notable fact that persons are often chosen for these positions with¬ out any reference to financial ability, or even common prudence. In 1859 the existing school property was valued at $1,213,454 94. There has been raised since that time, by 132 HEPORT OF THE taxation, for building scbool-bouses and purchasing apparatus, $4,378,074 09. This | ■vTOuld give, in 1809, $5,591,529 03. But the estimate, accoreXiug to returns this year, • gives only $5,374,542 50 as the value of school property, a difference of $216,983 53. j It is earnestly recommended that a State normal school he established at an early | day. At the last meeting of the State Teachers’ Association a unanimous vote was ; given to memorialize the legislature on the subject. The people feel the need of the 1 school, and are ready for the appropriation of the requisite funds. Much importance is attached to the training in music which is given in many of the li graded. schools. The old practice of rote singing is discarded, and “ Blackman’s Graded [ Songs” have been introduced. These lessons are so simplified and graded that the ! youngest child can understand them. In some of the larger towns of the State evening schools have been organized, and f are efficiently conducted under the supervision of the boards of these school districts, . and are su^jported out of the common school fund. They are attended by mechanics, i apprentices, female domestics, both native and foreign born, and other classes of the ; people who are debarred from the day-school, and no scholars connected with the schools [ are found so eager as these to learn. It is urged that the facilities for these schools f should be increased, and that they should be extended throughout the State. ' There are 53 colleges and academies in the State, with 4,728 students attending, i and 72 private and denominational schools, with 4,200 pupils. The number of teachers employed in colleges, academies, and private schools is 312. Table of statistical details of schools in Iowa. COMMISSIONER OF EDUCATION. 133 •en^F.iuddy jo §§SS§S128§§§§s 373 00 221 89 1, 385 00 13U 00 1, 355 00 155 00 75 00 4, 0C3 50 2, .524 75 775 00 620 00 86 75 975 00 1,931 00 10 00 1, 632 00 •sauTJiqn tri sorania.v jo jaqranjq; ^ ^ ZO • •CO-:*' *10 00 ■ • -r gj : :| ig : i i i‘«® i^ Amounts rooeivod from clerk’s appor- tioumeut. (•S9,IlHT3J.IOJ puB souq) ‘puuf poqos ilaeioduiaj;, :g| : : ^3 is : : r M i i ^gg i§ i i^ i i i iggg ig r- i- i i^ i i i ills ig : : i’-^ : i i i<^ : •pun]: ]Ooqo8 ]n9u -Butjgd .]o auioouT ptiB XB] A]uao’3 sSigis^iiiiaii ^ o'o od'ao-:!--' o'-CTjTjf ggs i?2gggg§sg'2gggg iiiiPias2i-i Cl COM- Jcicc AMOUNT RECEIVED FROM DISTRICT TAX. L- ^ 3 •e.I9q9B9] JO juaraiBd aoj; 8S5SSS3Si2SSSGg35:SSSS8SSSe3SS5?3S iSisUSsiSiiSiilSsiKieiiiiiEiil ^ iri ^ si g5 00 Tf- fff Cl Cl o' o o' S'-" t-" CO o' o' o' ^■' r-"' o' rC a s 1 a •.T9,ineB9J]. piIB iC.IBi9.I998 JO UOT]BSU9duiOO JOj] §glg?§5;:^tggU2128g?i^l2§5^SSSS§§S2S$=:g§ ^ i-rrH" r-r -c ,-r •pnj JO j ^ ^-_r co'rFrH-'r-rci' Cl Tir .H- cf^' t-Tco' in •sasnoq -jooqos outqsiujuj PUB .oauTBda.! joj gS3^gg?i;3$2 :2gg^2g :S2g?’.?13S§S8§S8SE» Isiii3is3| ^ n o^'Lc-Tcccf Ir-T 03 rtTA' .' .-Tr-T -j-'-a-" ^rH-'r-Tcfo' cT •898001] -]Ooqos JO juoj joj ggg^g iggsgggggggsggggggggg ;gl?5gg •enjuiuddu pan soTiujqit ■mujeip joj o i^go^;t isggg igggg^g iggg ig iggg :g § iSi-li ill-- ils^ i- i-- il ^ : : : : : : ; C 11 .i; •spnnoj9 tfuiSBqo -jiid imp s.isiioq -]ooq9P “,p]iuq joj 5^s;t:g3S^?ig't2Sggggsg?:gg';3$2ggi8-?g2^^ sioi-ggi§g|giisS§3giSiaiiiSii=s ^-o'r-''gf «x®'';r'o' o''-*''r-i'ci;;grr-HTt.'' -^•'.c'-5-''o'-^''^''^;'o' r-T uC^nnoo Tqcrca ni eosnoqqooqos jo aiiiUA 12 8Z!gggggggg8gg8g8Sgggg^g?'i^g^^ggg go- o O ci-g g o i2 - g g S ^ \g 5 g S i5 1 § III HI O 2 M •soi 1 :i?2 : M 1“ 1 •oniBJ^q; ssK‘<22^sgGg^'gsgig';2‘c5'^3^‘^f2g3:ir:g2?gg^*3 •ono]S • 1 C- i • • O ’00 ■ -C< i i-2 i ig'* i i i i"^*' ;2 •qoij]! ■ • Cl ~5 • Cl O O O O 1 1 • CIO •O-CCOr-O-O^O Names of coun¬ ties. Nlig^ ijilU lllllliiililll Uiflllltlllciult TabJe of statisllcal (Mails of schools in Iowa — Continaed. 134 ANNUAL KEPORT OF THE •eni^MBddu jo an^UA :ss§sspg§8 :S8gS§S33 :SSg ;gS8?SS : ilsIiBiSSI iSsi igiiiiis i • — " 1— t • 1— 1 Cl tH . tH • 1-^ ir-T T— T « • » • • . •sai.rc.iqii (}Oi.i^sip ui «9uui[0A JO jaqranjsi; • o • Cl ■ d ^ o Cl • ' ' o • i'» rc ^ Cl « • ‘Cl • rH CC • CC Cl • SSli-SJSS |g ; = Amounts received from clerk’s appor- 1 tioumcnt. (•S9.injT9J.I0J puR S9aq) ‘punj poqos A.XR.todui"9X ' ^ • ■ O — < ■ ' ' • 'Cl ‘ CO o * d? ' ' ^ * * ' * ' ^ 812 : : :5x :8 : : :§J ^ ^ iO Cl • • cc • • w • o • • • »>c • « • 1 t III •puuj poqos JU9U -UUl.I9d JO 9UI00UI puR XRJ ^jano’3 sssrsggssssss liiiSiSg-iiig iSgiSssSSmigilSSi cT CO" CO o' -T .o' rn' C-- o' o'" C-- cT GO or r-n' O -a-' tjT t-r jO- AMOUNT UUCEIVED FROM DISTRICT TAX. S3 II H •sjaqoROj JO juaiuA’Rd JOA Cl CO rs o o GO — ' )0 Cv C5 LO ?c cr i'-ci^r-rHOCi-'^csccr-— <^i-GOc ^c^Tt-r-rc-sOJ^ooricicc-^xo— Id O 1- *0 TJ- O Cl O - 00 t- O O -'C QC ;8388SS2sSx-to:S12$5^ Cl S 8 2 2 2 S' 2 8 S 2' ^ o ^ 'O 'O ';c d rc X »o Cl r- d r-i T-l 1-H d r-C 0 a t) CD C 6 MO.XnSROJJ pUR A.XRl'9.X',i9S JO uoxjRSiiadcuoo aoj •puj JOA o LC d cc i-C »c r- d X Lc »n o ^ x C.C r: Cl 'o ^ rc o C5 o o o OT"r::ccix-^cc?>ccccicor-J>t-OTHo:cdocrir-ti--c5t-c;occccj> ^XO^^C;d?Cl^C^OO^OF-CC CC^C- Cl X Ci o Cl c; Cl CiOX^CO cf cf t-T X tH" d*' tH" cf d" r-T T-r d" ci" X cf r-T r-T d’' r-T •S9snoq -poqos SnTqsiu.xuj puR JjuxixRdoj; JOA S3S^g8S22|::gi2 2§SS§2§;5^§gSgS?:2SS'SS ^'vi>:^'C^CiO?:3LCt^odr0£^c;'VX’^rHr:xoxo'‘O'C^'C'i-^rc^r^ rnr-Tco'd' r-T-n' d“ rH CO" LC CO d' X" CO t-T UC d" Cf d" •S9snoq -poqos JO JU9J JOA OOOCCO 'ooo 'OXOfCiC O i-C C5 O O 'OOO • ic X O LC Cl CC-O-fXO 'CCCSO •O'OO-HJ^ ^ 'sC> O ?C ■ lO • CTi CC O CC Cl . • d LC t-H d 8§Si§i8ii§ii§§8g •suiR.iTfdde pun s9i.iR.iqii joujsip joa • O O O Cl iO O • ic O ■ o • ■ O *-C O -- "O X t-» • O O X • o • i >.C IC O d c: 1-^ o .* CC CC -H id i .x?c:i-?>rHdo .do:o * Oi . • d Cl rH O • r-i CO • CO t § :§'Sgx88 jgggSS : 8 iSgggg : ll ”1 •spnno.iS SuiSRqo I -,xixd puR so’snoq j -xoox[os 9,p{xnq joa O -O '-O >-0 -J' t- rf *0 >0 -f- X Cl Cl CO CO r-?^XXrj Xrp-J-Ci— 'C5-H-r:CCOX— irfi'-O ^■sTi^X-rO— irt^dClCO’^f'rHCOO K I-" r-" x" co' lO o' co" cf t-" -f o' co" rH rH d asssssssaag^jpas S 22 rif s' S" S" 8 2" 8 2? •.^junoo qoBO tn sosuoqqooqos jo an^RA oooooooooooooooocJooooooooooonooo 00000^00000000000000000000 0 0(?10 0 O lO O (TJ lO O CO — 1 O 1.0 t" O -O O O — 1 O LO lO GO O 00 O O O O -H o GO O 1 -- GO o -o o n. f — I- o ffJ oi oj o o oi -u o oj of o t - - o r- o -o cToo o ^{-.TT'.TirSr-lffXC'lOX OCOt-HCO OCOOGO.-Hi'-t'*r-lO'OTfr-irHOrriQClUCC^OOl^ •ouots . -Tj* o . . « , . . . rH CC d it- i i d i O LC rH • O ■ • •qDira icjccdcc • ttocooc^^ 1 • • • d ^^-O.XIOOiOrH^^-O^O Names of coun¬ ties. Emmett . Eayette . Eovld . Eraukliu . Fremont . Greene . Grundy . Guthrie . Hamilton . . Hancoek . Hardin . Hari'ison . Henry . Howard . Humboldt . TfG, _ ; d : c 5 : : : : g J ^ llUlIjillill COMMISSIONER OF EDUCATION. 1,423 10 I, 268 40 330 00 J, r)54 60 2S1 00 140 00 1, 290 50 97G 00 15G 00 172 30 C86 00 143 00 1, 482 00 951 00 1. 640 00 540 00 2, 854 00 CG5 00 1, 520 00 1, 508 55 100 00 1, 434 00 530 00 1, 1G2 00 7G0 00 287 50 495 00 .532 12 G59 00 75 00 229 00 915 40 8 00 2 r : ;ii353s- : ::: : 2 i Mi i I 00' ^ : :§g : : S ; : : S : : : : :Si : i i I i i i§l i i- ; : : : : : :::::?; :S : i 1 :§ . • Cl 8 8 S 5: c. tc ^ i-'i o 1811115 ic" rf n cf t’’ Cl o' SlilsSgSSii o' rH-Ot-'o'of gfcf gsgspgga$ags?:g§ giisiiipigiisS lO l'^*' CO t'*' ^ I'' O CO lO rH *— 1 5 I ^aTcs^-oor-r^' g§3S$Si!33S3S cf r-T K o cxf n o' !38?:;?g583S3;2:^F38S^ 2 »" oo' 1-' lo' QO" CO o' of cf cf of rf rj.' Cl 1 rH ssggggs iilsiSg S§l-283gs§?53§ SB-ieisssis .-Tr-T r-r sggsssas iSSiSiSs KSSSSS iiiliil § I 8 CO f-- O T-. S C5 Siiiiii cf rn' '»• SS^3§?;^12ggg3:5 rH' CCCfof gliiiiii r-TcC r-TcfrH'rH'ro' 1822^1 -r cf i s iOSfcf r-r S2$ggSJtgS33 i3|si3|gip_ r-T c' ■^' crT o' cf r-r-#',-rco'cc'cf fCCf th' g 1 f §§§ : :§S gfelcl : : : rn’' ?^§§§§§§S :8S |0«‘3||0-0 iggggggs :SS5Si3«- 888 :??8 S-ii ii- s 1 2 108 00 39 25 210 57 208 55 347 99 15 00 C53 00 |8SS|||||S3 SSSSSS ; ; “iSI-'i ;' : g :a :§g i is Ml 8 2 LO gf w" of rn” cf mimsms oof gSgS3SgaSSgS?2SS3 SiiiilSiigsiSiKi jc' co'o' cc' o' T}.' tr' rf o' Jr-' cf cc' i 2' 05 S5§^§'^S ^slgiiS 8§§§8§8§§§§ igSiiiililS S3888888S88SS888 ilgi2il2i§8i28| 2 bl 55 S 2 8" S S 8 2 52 3 2- s i i O- r-^ 1 « CO gl r-l j • o OJ • OJ jo j ; ; C< CC rH CO CO O C« 00 rr r>. Cl CC •_ S i • *0 • rH CO rH i OC CO 2 C< CC OJ CO Cl r-( ; ^ ^ f,, ^ ^ : Cl 8 13^ ANNUAL REPORT OF THE Table of statistical details of Hon. A. S. Kissell, suioerintendent COUNTY SUPER Whose term of office County. Hame. Post office. Ko. of district townsliiyis and independent districts. No. of sub-di.stricts. No. of persons between the ages of hve and twenty- one years. Males. Females. Fontenelle . 11 35 546 469 Quincy . 12 39 654 TV aukon 2C 113 3, 594 3, 446 Centerville 21 112 3I 373 3’ (jSC Oakheld . . 3 9 ’ 184 ’ 173 H. M. Hoon Vinton . . 23 157 4, 114 3, 791 Black Hawk E. G. Miller TV aterloo . 33 128 3, 636 3,’ 411 L. W. Fisk . Moingona . 14 79 2’ 793 2’ 487 Grove Hill . 17 83 2’ 265 2, 055 Independence. 21 117 3’ 043 2, 885 Bueaa Vista . F. A. Blake . Peterson, (Cla3’ Co.) . 1 6 77 75 Brrtler Center 17 87 1, 733 1, 587 E. L. Hobbs . Twill Lakes . 4 18 ’ 291 ’ 227 Gliddeu . 6 20 321 319 E.’D. Hawes Lewis . 8 38 698 749 Cedar . A. B. Oakley . . . Meclianicsville . 24 1 132 3, 834 3, 540 Cervo Goi’do- _ Asa S. Allen . Clear Lake . 10 24 ' 644 617 Cherokee . Oscar Chase . Cherokee . 4 9 ISO 162 Chickasaw . AV. P. Bennett . Bradford . . 15 70 1, 783 1, 733 Clarke . Jesse L. Adkins . Hopeville . 14 68 1, 681 1, 616 Clay . Charles Carver . Spencer . . . 4 5 133 106 Clayton . John Everall . Farmersburg . 31 150 5, 142 4, 872 Clinton . Boswell B. Millard . Low Moor . 29 143 6, 021 6, 010 Crawford . N. J. AVlieeler . Denison . 5 25 391 345 Dallas . Amos Dilley . Adel . 16 83 2, 157 1, 955 Davis . Moses Downing . TT03' . 17 83 3, 302 3, 107 Decatur . W. C. Jackson . Leon . 19 81 2, 464 2, 186 Delaware . John Kennedy . Colesburg . 21 11] 3, 193 3, 054 Des Moines . Thomas J. Trulock . Burlington . . 22 70 5, 272 4, 997 Dickinson . Joshua H. Pratt . Okoboji . 5 8 217 207 Duhuque . J. J. E. Xorman . Dubuque . 30 96 7, 314 7, 320 Dmmelt . S. TV. Brown . Estherville . 8 9 207 J.58 I'^ayette . Marshall M. House . Douglas . 25 133 3, 282 3, 218 Floyd . Hervev TYilbur . FI03M . 11 65 1,598 1,599 Franklin . . . J. Chestou TVhitney . Hampton . 9 47 79«8 766 Fr^.TTIOTlt, Bussell T, ail’d Sidney . 13 60 2, 061 1, 898 Creenp, Isaac T, Kephart J eli'ei'son . . 5 30 731 609 Grundy . Bev. Lorenzo Dow Tracy . New Hartford, (Butler Co.) . . 13 60 955 794 Gnthrie .Tames (IraTulsta.lif’ Panora . 13 67 1, 082 1, 034 Uo.niilioTi H N Curl is TV ebster City . ! . 13 35 1, 026 865 Hancock A. B. Barnes . Tipper Grove . 4 8 147 135 Ilartlin . . . Enos P. Stubbs . New Providence . 21 76 2, 536 2, 364 ITarrison . Horace H. McKinney . Logan . 21 73 1, 549 1, 5081 Henry . George W. Thompson. . . . Salem . ly 98 4, 002 3, 814y Howard . Charles T. Breckinridge .. Cresco . 13 62 1, 185 983 Hiunbed.lt . Bov. E. C. Miles . Spring vale . 6 25 373 299 Ida TMaitbewG Aldrich Ida . 2 4 46 30 Town. rioustaiit S T.al.e, TIarengo . 21 109 2, 831 2 572 «7a,cl<;so'.i . J. TV. Fleming . Maquoketa . 28 141 4, 396 4^ 167 .TaRy>f‘r Newton . 26 141 4, 214 3, 023 Jtdi’erson . .lobn N. Edwards . * Batavia . 17 92 3, 565 3, 174 Johnson . Bev. Bobert L. Ganter - Iowa City . 22 138 4, 584 4, 253 Jones A lexauder Hughes Monticello . 18 130 , 4, C91 3, 837 F eoknk J. A. Lowe Si"'ourney . 19 132 3, 819 3, 485 *frAS3S1lt)l Alherf W Oaboi'i'P, Algona ... 3 25 410 400 T.ee TVilliain G. Kent . Fort Madison . 25 114 6, 677 6, 554 Tann TVilliam Langham . TVestern . 29 154 5, 629 5, 326 T Lewis A. Bilev . Cairo . 18 69 2, 554 2, 407 Taicas John TV. Perry . Chariton . 13 73 2, 022 1,779 MotliPiOii . Bev H. Vv^. Hardy TVinterset . 19 90 2, 563 2, 303 klahaska . Prof. George T. Carpenter. 27 111 4, 352 4, 297 M.'uion . 1 Bev. Aaron Yetter . KnoxviUe . . 18 117 4, 977 4, 59T COMMISSIONER OF EDUCATION. 137 tlie schools of Iowa, for 1868-’C9. public institution, Des Moines. IXTENDENTS, be/jins January 1, 1870. No. of schools in c.'ich county. a cc = CJO 6 No. of pn])ils attending school in each county. P i is > § g rf < No. ot teachers in each county. Average compensa¬ tion of teachers Ijcr week. Aggregate, number of da\ s the schools of the county have been tarrght. 1 rt Vh S a a ■ ^ i: c s 1 S 33 Average cost of tui tion per week for each pupil Aggregate ain’t paid teach¬ ers during the year. Amount of teachers’ fund in hands of district treasurers. Males. TO 0 g S Males. j rcmales. Summer. Winter. etc S ^3 5 w. 0 — co'w Summer. 34 32: 252 _ 2^ 29 $9 04 $6 89 691 803 1 6.5 i.f0 5^ ! $0 50 1 64, 064 75 i $1,391 88 3G : 1, 103 65- 3; 31 9 01 6 6^ 2, 14C > 2, 018 ! 5.7 36 1 39 1 6,90-9 1C I 988 47 113 5, 41C .3, 427 55 14] 9 6:. 6 12 6, 259 1 7, 295 . 6. 7 17 ' 20 1 23,969 1C > 1, 433 00 114 c 5, 0.53 2, 886 95 85 8 9C 6 30 4, 3GC ) 7,114 5.6 : 21 2.3 > 17, 106 8'i 1 2, 462 80 10 317 165 7 10 10 2.= 7 4; 86C > 740 1 6.6 - 25 • 22 1 2, 675 OC 1 39 » 00 151 fc 6, 086 3, 832 91 16-- 8 49 6 66 9, 425 1 9, 601 7. 5 ' 30 1 32 : 29, 462 7i 1 3, 779 83 112 6 5, 516 3, 346 56 176 10 99 6 50 1, 651 1, 681 7.6 27 35 4, 191 86 1 9, 438 68 G2 4 3, 582 2, 29^ 70 56 11 61 7 59 3, 22c i 4, 302 5. 8 22 ; 26 19, 758 4'J ' 996 48 82 2, 929 1, 720 42 97 8 01 5 88 4, 815 4, 824 6.3 40 37 16, 238 05 . 2, 884 .53 115 2 4,255 2, 552 51 147 8 4* 6 56 8, 114 7, 590 7. 1 24 27 25, 198 9.i ; 1, 669 54 4 111 23 3 3 8 26 6 25 240 240 6.0 10 12 678 73 ! 157 90 84 i 2, 551 1, 460 42 116 7 94 6 77 5, 697 4, 996 6. 5 37 40 14, 403 00 908 00 16 324 42 8 15 9 82 7 59 1, 166 853 6.3 56 55 3, 023 50 1, 538 95 12 430 187 7 12 9 75 8 32 1,019 910 7.0 26 29 3, 800 50 148 00 43 1 977 540 22 43 9 6^ 6 28 1, 779 2, 219 6.2 51 42 5, 355 15 1, 281 08 119 6 3, 475 3, 152 90 158 10 3." 7 31 9, 246 8, 053 7.6 31 37 .30, 1 08 1 1 6, 085 93 39 1 905 526 15 55 7 97 6 53 707 763 7.2 42 53 7, 303 75 1, 803 52 9 130 55 6 9 7 87 6 86 540 427 3.9 09 09 1, .506 80 425 96 77 2, 813 1, 626 54 96 8 22 : 5 84 1,040 998 6.7 26 26 13, 429 5 2, 329 46 64 2, 157 1,317 43 60 7 75 6 23 3, 509 3, 506 5.5 23 26 9, 103 48 982 49 6 lr.2 44 3 6 7 72 6 23 360 280 5. 4 65 56 915 00 303 25 154 ”3 7, 703 3, 795 94 162 9 78 6 66 8,518 10, 536 6. 5 26 24 32, 268 09 17, 615 77 139 5 7,614 5, 049 88 196 10 37 6 16 1, 889 2,010 7.4 15 25 37, 408 35 11,463 72 25 482 358 7 27 11 25 7 76 1,600 1, 980 7.9 44 44 6, 608 00 400 00 84 "2 2, 994 1,766 66 82 8 60 7 04 4, 712 5, 066 5.7 31 34 1.5, 440 .55 1, 143 48 91 4, 903 2, 927 74 86 8 20 5 35 4, 770 5, 895 5.6 20 23 13, 007 97 2, 923 42 84 "3 3, 770 2, 008 74 50 9 05 6 84 4, 024 5, 344 6.2 33 35 11,317 77 1, 240 38 113 5 5, 304 2, 914 73 150 9 67 5 80 7, 723 7, 999 7.3 19 26 23, 843 81 4, 843 57 95 8 6, 164 3, 659 57 127 9 28 6 33 4, 578 5, 533 7.0 23 24 26,909 12 10,019 97 8 171 84 3 9 5 83 4 70 485 330 6. 4 84 86 579 26 257 48 116 7 8, 089 5, 289 68 149 9 73 6 34 4. 996 7, 993 7. 7 23 23 49,652 91 8, 842 56 9 194 123 11 5 59 540 160 4. 0 41 30 816 00 163 42 143 ’5 4, 872 3, 479 81 201 7 92 5 42 8, 123 8, 061 7. 0 23 28 20,310 53 3, 5.55 46 61 1 2,260 1,292 38 87 7 34 5 40 4,322 3, 722 6. 5 24 25 9, 909 50 2, 057 09 45 1, 209 742 18 57 8 65 7 27 3, 173 3, 225 6. 9 29 34 9,793 14 58 3 2,716 1, 382 51 56 11 21 8 50 3, 915 3, 375 7. 0 31 35 13, 911 25 3, 756 46 28 823 452 18 36 10 43 8 02 2, 020 1, 639 7.2 82 1 50 8,254 33 2, 009 24 55 1, 2.52 716 23 64 8 53 6 94 3, 196 2, 460 5.9 43 41 9, 134 98 2, 123 23 61 1 1, 235 762 49 55 8 57 6 21 3, 334 3, 566 5.9 39 40 9,418 93 2, 867 21 37 7 1,376 802 23 33 8 89 6 60 2, 265 2, 325 6.9 43 44 8,201 02 2, 220 74 13 198 114 6 14 9 71 7 20 1, 060 975 7.8 93 82 3, 085 30 528 92 71 "s 3, 284 2, 469 46 103 10 71 8 01 1, 3.58 1, 437 7. 4 25 31 18, 755 31 5, 144 87 74 2, 722 1, 329 55 65 9 66 8 53 4, 256 3, 507 6. 5 37 35 14, 148 91 3, 866 78 116 '“6 6. 1,36 3, 524 71 146 9 51 6 62 6, 260 7, 205 6.8 24 26 28, 191 48 1, 594 03 63 1 1, 680 1,015 33 70 9 06 6 75 2, 505 2, 623 6.9 52 60 10, 973 08 743 61 28 497 333 11 34 6 79 4 93 1,2''5 1, 622 5. 7 41 46 4, 332 67 142 08 4 76 56 1 3 13 00 10 00 240 1..0 6.0 03 03 ■ 63.3 00 849 00 110 1 4, 630 2, 573 92 102 8 53 5 91 1, 378 1, 564| 7.2 16 22 20, 292 80 9!)7 08 154 5, 657 3, 476 69I 202 9 11 5 40 9, 249 9,670 7.2 15 20 26, 969 91 10, 295 46 130 3 6, 566 3, 221 65 90 9 02 6 80 1, 433 1, 682 6.3 35 34 25, 603 81 2, 8!)8 81 88 2 5, 196 3, 026 69 87 7 95 5 64 4, 795 5, 824 6. 1 17 21 18, 188 47 4, 736 49 136 5 6, 843 4, 0.58 68! 163 7 56 5 71 8, 128 10, 152 7. 1 31 40 28, 739 84 10, 136 36 128 3 6, 208 4. 058 71| 167 8 25 5 66 8, 777 8, 354 7.0 17 22 2.5,319 97 2, 4.50 12 117 1 5, 424 3, 198 88 125 7 29 7 06 6, 559 8, 4.59| 6. 3 20 22 23,351 .50 1, 750 50 32 745 490 16 27 7 22 5 63 2, 200 1, 720 5.8 29 30 4, 830 00 713 72 120 13 7, 666 5, 133 76 156 10 05 7 18 1,300 2, 060 6. 4 26 .30 41, 88(i 64 8. 168 .56 164 5 8, 189 4, 937 118 207 9 57 7 06 9, 946 10, 852 6. 9 20 22 35, 49.5 97 6, 926 55 74 4 3, 935 2, 508 59 64 9 74 7 11 3, 825 5, 776 6. 6 20 .33 15,328 35 3,2.54 86 74 1 3, 232 1, 777 56: 56 9 04 6 69 3, 842 4, 121 6.0 29 .31 13, 167 50 1, 14.5 12 85 8 3, 696 2, 233 66' 67 10 08 7 12 4, 333 5, 293 6. 3| 31 34 19,574 23 3, 574 92 117 4 6, 309 3, 777 86; 142 9 82 6 85 7, 023 8, 043 6. 8 19 21 28, 096 53 4,711 03 122 . 6, 026 3, 397' 9i' 941 9 92 7 06 5,410 6, 323 6. 81 21 16 19, 853 67 3, 582 63 138 ANNUAL REPORT OF THE Table of statistical details of the schools COUNTY SUPE12 Whose term of office County. Name. Post Office. No. of district townships and and independent districts. No. of sub-districts. No. of persons between the ages of five and twenty- one years. Males. Eemales. kf arshalltown . 19 109 3, 079 2, 789 Mills . John B. Mallett . Glenwood . 12 43 l ’, 414 l’ 410 Staceyville. . . 17 65 1, 542 1, 487 Ouawa . 15 33 533 527 Monroo . William A. Nichol . Albia . 15 82 2, 550 2, 405 ^Montgomery .... Benjamin E. A. Simons ... Ped Oak Junction . 10 35 647 578 Charles Hamilton . Atalissa . 19 82 4, 010 3, 849 O’Brien . J. P. Schofield . O’Brien . Page . Dr. Elijah Miller . Clarinda . 15 58 1, 786 1, 6.56 Palo Alto . Jeremiah L. Martin . Emmettsburg . . 5 8 153 121 Pi vmontli William Hunter . Sioux City, (AVoodbury Co.). 4 5 181 143 PoCcfliontas . David Miller . Lizard . . T . 4 4 169 155 Polk Key. J. A. Nash Des Moines . 25 118 4, 803 4, 679 l^otowatomie Gr. L. Jacobs . Conncil Blnffs . 13 55 2, 168 2, 225 Poweshiek _ Prof. Leonard E. Parker.. Grinnell . 20 105 2, 591 2, 265 Pinggold . William J. Buck . Mount Ayr . 13 72 1, 063 1, 023 Sac . Raselas Ellis . Sac City . 3 12 212 230 Scott . Poderick Pose . Davenport . 31 £K3 6, 415 6, 352 Shelby . . P. C. Truman . Harlan . 5 22 406 349 Sioux . Eli Johnson . Calliope . Story _ John P. Hays . Nevada . >. . 16 78 2, 069 1, 904 I'ani a, . - John P. Stewart . Toledo . 24 128 2, 816 2, 563 Taylor John S. Boyd _ Bedford . 15 52 1,234 1, 178 Piiion Thomas Poberts . Afton . 11 48 1, 026 944 Van Buren . George B. Walker . Doud’s Station . 22 96 3, 546 3, 241 Wapello . Henry C. Cox . Ottumwa . 23 84 4, 359 4, 032 Warren . A. L. Kimball . Indianola . 21 106 3, 381 3, 216 W asliington . Isaac G. Moore . . W.ashington . . . 22 117 4, 060 3, 760 Wayne, Enos Pn.shton _ _ . Confidence _ _ _ 18 77 2, 125 1, 902 'V\’’ehster . James M. Phillips . Port Dodge . 15 59 1, 729 1,630 W^inne,ha, be unnecessarily injured, and l>arents in removing from one district to another would be saved the exj^ense of buying new books. As there are 1,710 school districts in the State, and the bond annually given by each treasurer requires a revenue stamp of $1, an annual outlay of $1,710 is required, and this is also constantly increasing with the organization of new districts. Two-thirds of this sum might be saved by the plan, adopted in other States, of electing district officers for a term of three years instead of one. Besides giving a more experienced board and greater stability in the management of district affairs, a sum might very soon be saved sufficient to supply each district with an unabridged English dictionary. teachers’ hs^stitutes. More institute work has been done in the State during the year than in any previous year. Nearly the whole State has been reached, more or less, by this system of normal instruction. ' Teachers are required by law to attend the county institutes, and no pa^t of their salary is forfeited by such attendance. It is very important that means si mid be provided wherewith to increase the efficiency of the institutes annually re- quinrl to be held in the State. “An institute should be a season of keen, hard, tho¬ rough work. To make it such as it ought to be will require three things — brain, expe¬ rience, and money. The conductor must be a man of tact, to hold the convention to its work; tlie instructors must be persons of pith and point; and the means provided must be sufficient not only to meet local bills, for halls, printing, &c., but also to pay the traveling expense, and suitably remunerate the veiy best instructors and lec¬ turers available. The State should make an annual apiiropriation for this work.” SCHOOL FUND. The school fund of the State is accumulating from the proceeds of the sale of school lands, at the rate of over $100,000 annually. The question as to how this fund should be invested is discussed at length in the report, and a safe and economical plan pro¬ posed, by Avliich the ])eople of the State may enjoy the benefit of the use of the money : bonds of tlie State, maturing in fifty or one hundred years, to be issued and sold to the school fund, and with the proceeds of these bonds to redeem other bonds of the State already issued and maturing in a few years; thus relieving the people of the sinking fund tax annually pal’d for the redemption of bonds maturing on shorter time. “It is, essentially, loaning to the whole people of the State over $1,000,000, for fifty or one hundred years, at 7 per cent. xVt the end of that time, if thought best, the indebted¬ ness could be again funded, so that future generations, equally with the present, will have the privilege of the use of the money at a reasonable rate of interest. This plan could not be carried out without an amendment to the constitution authorizing it.” The constitution of the State provides that “ the 500,000 acres of laud granted to the COMMISSIONER OF EDUCATION. 141 now States ntider an act of Congress distribnting the proceeds of pnhlic lands among the several States of the Union, ax)proved September 4, A. 1). 1841, shall be in violahly ax>propriated to the support of common schools.’’ Notwithstanding this i)rovisi()n, tim legislatnre of 1866 appropriated the whole 500,000 acres to four railway companies. The superintendent, Mr. McVicar, instituted a suit in the form of an injunction, with the object of obtaining a decision from the suxmeme court as to whether the lands, . under the constitution, belong to the State, for the siij^port of the common schools, or to the railway comi)anies. The court has declined to give any decision on the main point involved, on the ground of alleged informalities in the presentatiou of the case. The resxionsibility, therefore, of taking any further action in the case, rests, as inti¬ mated by the court, nx)OU the jteoide through their legislature. The school lands lost to the State by the final disi^osition of Indian reserves and trust lands without any reservation for the support of common schools, in one district amounted to 159,269 44 acres, not including the 50,000 acres lost by treaty alienating the Cherokee neutral lands. The Osage treaty of May 1868, by which it was proposed to alienate about 8,000,000 acres of Kansas soil, or nearly one-sixth of the whole area of the State, and dispose of this vast tract to one man at less than twenty cents an acre, without leserviug a foot for the support of public schools, was the immediate occasion of calling public atten¬ tion, both in this and other States, to the fearful length to which the iiolicy was being pushed in wresting the public domain from the settler and creating a gigantic landed monopoly on Kansas soil, regardless of the rights of the xieojile and the interests of the public schools.” By an act of Congress passed April 10, 1869, certain lands have been secured to the State for the supx»ort of public schools, comprising a total of 220,665 acres, which land it is estimated will realize to the school fund over a million of dollars. SUMMARY OF STATISTICS. The number of xiersons in the State between the ages of five and twenty-one years is: Increase lor year. Males . 48,007 7,761 Females . . . 44,510 8, ^'03 Total . 92,517 11,367 Enrolled in public schools : Males . i . 30, 197 6, 558 Females . 28,484 6,983 Total . 58, 681 13, 541 In select schools, colleges, &c . 2, 784 In xniblic and other schools . 61, 465 14,256 Attendance in public schools — average daily . 31, 124 3,886 Average length of school term, five months. Number of female teachers emx)loyed . 1, 118 263 Number of male teachers employed . 896 150 Number of school-houses . 1,213 260 Average wages of teachers, males . $37 07 Average wages of teachers, females . 28 98 Expenditures for teachers’ wages . 292, 719 94 $38, 844 40 Expenditures for repairs, Asc . 79, 343 76 34, 025 87 Receipts from State fund . 117, 153 65 70, 451 07 Receipts frmn fines and estrays . 19, 259 93 Receipts by direct tax . 428,983 98 86,562 28 Total receipts from all sources . 565,311 17 136,095 59 Value of school-houses . 1, @31, 892 00 218, 829 25 Value of apparatus . 17,118 00 5,816 35 Amount of school fund . 289, 450 00 STATE NORMAL SCHOOL. The State normal school at Em|)oria is in a flourishing condition. Nine graduated from the institution last July. The present senior class numbers 15 ; middle class, 86 ; junior class, 42. The prejiaratory and model deiiartments have 47 in attendance. The total number in attendance during the year "was 199. The number of female students is 102; males, 96. Hitherto the course of study has only included the common school branches, with advanced instruction in mathemati(>s, English literature, and natural science; but the educational growth of the State, creating a dermnud for high school teachers, has made the need of classical instruction imperative. Still the great object is not to furnish liberal, culture to a few, nor to supply towns and cities with efiective teachers, but to reach, so far as possible, all the pubhe schools of the State, and espo- 142 ANNUAL REPORT OP THE cially to infuse life and energy into our district sclipols, in wliich, after all, tlie great majority of the youth of the State is being educated. In addition to the normal school at Emporia, which is doing excellent work, the State already needs another nor¬ mal school in Northern Kansas. The present normal school endowment, consisting of 37,7(50 acres of land, will support only one normal school. It is recommended that a board of normal school regents should be created, who might, through the aid of the congressional delegation from the State, succeed in obtaining a grant, for the purpose of formiug a normal school endowment, of public lands in lieu of the 200,000 acres of the choicest school lands which have been lost to the State by the disposition of Indian reservations to companies and siieculators. Failing to secure such a grant, the super¬ intendent expresses the opinion that it would be entirely legitimate to appropriate a part of the common-school income to the purpose, since “More advantage would prob¬ ably accrue to the people, in the end, if half the income of the common-school fund should be devoted to the special preparation of teachers, than if the whole income should be expended on the salaries of incompetent instructors.” STATE UNIVERSITY. The state University, situated in Lawrence, Kansas, upon the summit of Mount Oried, was founded in 1864. The educational work commenced in 1866. The consti¬ tution of the State expressly stipulates that “ provision shall be made by law for the establishment, at some eligible and central point, of a State University, for the pro¬ motion of literature and the arts and sciences, including a normal and agricultural department.” A bequest to the institution of $10,000, from Hon. Amos Lawrence, for whom the city was named, decided its location at that point. The institution, during its four years of existence, has j)rogressed steadily, and is growing toward its aim, that of a first-class university, as rapidly as its limited endowment will permit. Owing to a rivalry of sectional interests, each locality in the State being anxious to secure a State institution, an agricultural college was established separate from the university, the congressional grant for agricultural colleges having been made subsequent to the adoption of the State constitution. The superintendent of public instruction very strongly recommenclp the consolidation of the two institutions, the two endoAvments united being scarcely adequate to maintain ‘a first-class institution. The university is designed upon the most liberal plan, the two sexes eujoj" equal advan¬ tages in it, and there is no proscription on account of color or race. The number enrolled since February, 1869, is 143 ; comprising 76 females, and 67 males. Four are in the classical course, 12 in the scientific course, and the others in the preparatory department. Eight instructors were connected with the institution during the year, including the president and chancellor, John Fraser, who is jirofessor of mental and moral philosophy, and belles lettres ; a professor of ancient languages and literature, of natural sciences and mathematics ; of French and literature, of German and draw¬ ing, and other instructors in human anatomy and physiology, and hygiene, in chemistry, and in vocal music. The library has been increased by the addition of over 2,000 volumes. The chemical department has been for the first time organized. A fine astronomical transit, an astronomical clock, standard balances, weights and measures have been added to the apparatus of the institution ; and an observatory ^ving, 39 feet long, by 20 feet wide, and 14 feet high, has been erected for the use of students iu practical astronomy. The property of the institution is estimated as follows : Site ; ten acres, at $1,000 per acre, and forty acres, at $300 per acre . . . $22, (X)0 00 Buildings . 25, 000 00 Library . 9,500 00 - Apparatus . 11,878 71 Cabinet . 450 00 ' Fermaneut endowment, (Amos Lawrence fund) . 10,000 00 ^ Total . 78,828 71 STATE AGRICULTURAL COLLEGE. One hundred and seventy-three students have been enrolled in the agricultural col¬ lege during the year ; 97 gentlemen, and 76 ladies. Of these 32 are iu the classical de¬ partment. Twenty-two counties are represented, and seven different States. Thus far, the time of the average attendance of students has been less than two years. The act of Congress granting the endowment of the institution allows, and the organic act of the State legislature directs, a full college course of study, therefore some attention is given to the lauguages, while the special effort of the institution is toward agricul¬ ture and kindred studies. As ladies are admitted to equal privileges with gentlemen, it is thought important that of the eight members of the faculty, at least two should be ladies. One lady is professor of the German language and English literature, and the COMMISSIONER OF EDUCATION. 143 other of instrumental music. The total endowment of the college is $550,300, the in¬ come of which, at 7 per cent,, $38,941, will be the linal endowment. ASYLUM FOR THE BLIXD. The Asylum for the Blind, located at 'Wyandotte, was incorporated in 1805. The faculty consists of II. H. Sawyer, superintendent, and three others, Avho are ladies. The total number of pupils is 15 ; value of property, $22,000; current expenses, $9,200. Receipts from manufacture of brooms, $400. Received State aid, $9,200. Tuition free. DENOMINATIONAL INSTITUTIONS. There are in the State eight institutions under the control of religious demomiua- tious. Baker Unirersity, at Baldwin City; incorporated in 1857; Rev. J. C. Simpson, presi¬ dent ; is under the auspices of the Methodist Church. It has a faculty of live, of whom one is a lady. The number of students in attendance, 181, The lands, buildings, library, and cabinet are valued at $81,000. JVa^ihhurn College, at Topeka, founded in 1865, Rev. H. Q. Butterfield, senior pro¬ fessor, is under the care of the Congregational churches. Members of the faculty are three, with three assistants and a librarian. Total number of students, 57. Amount of property, $63,000. The Hartford Collegiate Institute, at Hartford, organized in 1860, under the care of the Methodist Church. Principal, A. D. Chambers. Has an attendance of 78 pupils. Property valued at $8,000. The JiHmore Institute, located at Irving, Marshal County, organized 1883, is under the care of the Presbyterian Church. The principal is Mr. Charles E. Tibbets. The number of students is 65. Property worth $10,800. The Genera Presbyterian Academy is located at Geneva, Allen County ; was organ¬ ized in 1866. Principal, Rev. S. M. Irwin, M. A. Number of pupils, 50. Proxierty of the institution, $6,640, The Episcopal Female Seminary, located at Toxieka, was organized in 1860, and re¬ organized in 1835. Princijial, Rev. J. N. Lee. Number of students, 90. 'V'aiue of property, $35,000. TEACHING AS A PROFESSION. Rev. Peter McVicar, State superintendent, says in regard to teaching as a profession : Every measure which tends to elevate teaching as a xn’ofession should be encour¬ aged by the State. To judiciously constitute a State board of examiners with power to grant applicants evincing a high degree of proficiency certificates valid for five or ten years, and for life, has been attended Avith A'aluable results in other States, It is but just, also, to those engaged in the work of instructing the youth of the State, that the laws and usages of society should recognize the xirofession of teaching as on a leA^el in this resiiect, at least, Avith other professions. The iihysician receiv^es a dixiloma for life. The hiAvyer is examined and admitted to xiraetice throughout the State. It would be an insult to a competent lawyer or xAhysician to subject him to an examination CA^ery year or two in the same county or State. The fact that he has a life dixiloma does not insure emxfioyment in all cases, but it does aA'oid the chagrin and disapxiointmeuti of being constantly dexiendent, in some degree, for his standing in the xn’ofession, upon the judgment, and sometimes the ill will, of a l)oard of examiners Avho may not always be competent for the Avork assigned them. The lawyer does not rely uxion his life diploma for sueeess, but it enables him to avoid much annoyance. The same is true of a teacher. The reasons for establishing life dixilomas in any x)rofession hold good in the profession of teaching.” 144 ANNUAL REPORT OF THE I .2 .s i i I ^ . ^ d o w aooq OAuq S[ooips oqi auu;. o.oOJtOAy in LT -I CB CB m LB UB t- C> B? in in o in i> LB cn 'S' in 11=^ ss :; << O ^in a jnnoa 8Tq'^ m snp.iBfldu [ooqos JO QU[KA PPX si§a5IISeiSSSS3S jBBfrH- r-'cf ^ nn mssHnmHmi rs'rr r-T rS-'rH'' r-Tr^"' ,-r rH--r isiiiSsliisiiliiii i-Tr-Tin'S'-'.-r cfM rH' in in i5iiiBSsilSiis3S efcM' r-rr-r Cfsf amwi^mmsUsM OiOi r-r (Bfcf §§i§§ ppi §§§ §§ ^ c- SS si •-'CjUTioo siqj ni sosuoqqo’oqos jb oniUA [upx SSiliiiiiiiiisSS Q5 :S S e BJ m M 03 00 LB CBincB?BOCBT}'p'3'in sisiipsgi r^- rH'BTBfr-ro-cfr-T “SSiiSiisi corn-' CB r-r^-rtT Bfoo-MBf rs' rH-'BPr4''S<"-r ^Siiisiiss T-r Bfcfr^-rP-rH'r-r SS§i§ l-iii 12§S isi 00 C5 in o !0 LB -S'' ■ CB CO 'If iBi Bf sas rH ill iSi rPc-f r- o co oP sss ill iii SS3 Sis rf- sSa ssi ill rn-OPr-r ill rP ill T-r siS S'"‘S iiiiiillli^iyi|.iiiriiiiiiiiii '3o0s36ss3lH5B55>S53o^aaals5aa^ » . iii O i|ili|ilii|iii II UPh soro- vided them, so that the jiosition may command first-class men. 2. Provisions to rear up a corps of professional trained teachers from the young men and women of the State, seven or eight thousand of whom would exert a valuable influence. 3. Promotion of educational literature; a journal which should be nearly self-sup¬ porting, district libraries, &c. 4. There should be free graded schools in every district of 150 children. 5. Uniformity of text-books. 6. District organizations consolidated. The bill submitted by the superintendent was similar in essential features to modern systems of other States, with a few provisions made necessary by peculiar circum¬ stances of the State. The people desired its passage, and had, by a large vote, agreed to the necessary taxation. It appears that members, though generally disposed in favor of the school law, were entirely ignorant upon the subject, as they freely admit¬ ted, “ not one of whom had problably read the school law of another State, and proba¬ bly not five who had even carefully read the school law of Kentucky.” Opposition to the bill arose in the committee ; it was soon evident that its dominant sj)irits were hostile to liberal or reform measures, and the legislature, being informed, had no course left but to follow the lead of the committee, who prepared a substitute for the bill, carefully leaving out all the liberal and reform measures, which was re¬ ported near the end of adjournment and passed. A protest against it, setting forth its many and serious defects, did not avail, though a strong effort was made in the senate, the committee of that body being, with one exception, in full sym^rathy with the spirit of educational reform. But the senate had become infected with the opposition, and the bill of the house committee was passed. The legislature thus stands forth in antagonism toward the department of edueation, or, in other words, toward the people, who gave the superintendent a majority of 25,000. The question therefore remains for the people to decide which policy they will finally indorse. The inefficiency of the old law has been a general cause of complaint heretofore, and with the meagerness of the school fund, brought the system into disrepute. The com¬ mon sentiment expressed was, “ Give us better law and more money, or abolish the school system altogether.” The present bill, substantially re-enacting the old law, will continue the reproach and finally paralyze the system. It fails to locate the commissioner officially, to provide for presentation of records, reports, disbursements of money, &c. ; such arrangements as no competent man would tolerate in regard to his private business. No satisfactory plan has yet been established by the legislature for the education of the colored poj)ulation, who have always manifested an eager and earnest desire for the education of their children. They have asked for a law to tax themselves for the purpose, but without suceess. The law which merely provides that colored schools may be taught is generally ig¬ nored, and money collected of colored people for school x)urposes applied to the support of paupers. In consequence of this misapjjropriation the colored people avoid the tax by every possible subterfuge, and it now amounts to but little. 148 ANNUAL REPORT OF THE List of school officers in Kentucliy. Hou. Z. F. Smith, sujyerintendent jynMic instruction, FraiikfoH. SCHOOL COMMISSIONERS. County. Name. Post office. Adair . Allen . Anderson . Ballard . Barren . Bath . Boone . Bourbon . Boyd . Boyle . Bracken . BreatMtt . Breckim-idge . Bullitt . . . Butler . Caldwell . Calloway . Camxibell . Carroll . Carter . Casey . . . . . Christian . Clark . Clay . . . . . C lint on . Crittenden . Cumberland . Daviess . Edmonson . Elliott . Estill . Fayette . Fleming . Floyd . Franklin . . Fulton . Gallatin . Garrard . Grant . Graves . Grayson . Green . Greenup . Hancock . Hardin . Harlan . Harrison . Hart . Henderson . Henry . Hickman . Hoi^kins . Jackson . Jefferson . Jessamine . Johnson . . . Josh Bell . Kenton . Knox . Larue . Matthew Taylor . Fletcher Gatewood . L. W. Chambers . I. K. Swain . J. W. Dickey . E. Y. Brother . Dr. R. H. Brasher . AY. H. Lockhart . Jacob Rice - . R. H. Caldwell . . A. C. Armstrong . AAllliam M. Combs . J. R. Brandt . . R. J. Meyler . J. M. Fo'rgy . T. M. Balientine . D. AY. Padgit . N. C. Pettit . Thomas J. McElrath . . . James H. Armstrong... Daniel AA^. Coleman _ James Moore . D. J. Pendleton . John E. AAmite . Jesse Ewing . John AAk Blue . J. AY. AATlliaras . David F. Todd . James Edwards . J. K. Howard . Alexander D. Hamilton B. N. Grehan . E. AAalliams . R. H. AA'eddiugtoii . John R. Graham . A. S. Tyler . Samuel Turley . John K. AA^est . J. IT. Thompson . AYilliam H. Aliller . T. R. McBeath . D. T. Towles . . . F. B. Trussell . Russell G. Tift . Tim. Needham . AAhlliam Turner, sr . Joseph Lebus . H. C. Alartiu . John JMcCullagh . Samuel Jones . D. Zimmerman . James AA^. AATlkins . Green Y. Holland ...... Oliver Lucas . George R. Pryor . James Ramey . AVilliam North . J. C. Byland . John R. Helton . John AY. Gore . Columbia. ScottsviUe. Lawrenceburg. Blandville. Glasgow. Owingsville. Florence. Paris. Catlettsburg. Parksville. Augusta. Jackson. HardinsbuTg. Shepherds ville. Morgantown. Princeton. Murray. Cold Spring. Carrollton. Olive Hill. Middleburg. Hopkinsville. AA^in Chester. Manchester. Albany. Marion. Burks ville. Owensboro. Glasgow Junction. Rock House. Irvine. Lexington. Tilton. Prestonsburg. Frankfort. Hickman. Napoleon. Lancaster. AATlliamstown. Mayfield. Litchfield. Green sburg. Greenupsbiu'g. Hawesville. Elizabethtown. Mount Pleasant. Cynthiana. Mumfordsville. Henderson. Frauklinton. Clinton. Madisonville. Clover Bottom. Louisville. NicholasviUe. Hood’s Fork. Cumberland Ford. Independence. Barbourville. Hodgenviile. COMMISSIONER OF EDUCATION. 149 List of school officers in Kcntuclaj — Continued. County. Name. Post office. Laurel . Lawrence . Lee . Letcher . Lewis . Lincoln . Livingston . Logan . Lyon . Madison . Magoffin . Marion . iSIarshall - . . . . Mason . McCracken . . McLean . . , . Meade . Menifee . Mercer . Metcalfe . Monroe . Montgomery . Morgan . Mulilenburg . Nelson . Nicholas . Ohio . Oldham . Owen . Owsley . Pendleton . Perry . Pike . Powell . . . Pulaski . Robertson . Rock Castle . Rowan . Russell . Scott . Shelby . . . Simpson . Spencer . Tavlor . Todd . 'Siigg . Trimble . Union . Warren . Vincent Boreing . James R. Dean . . . Simpson Kelley . D. Vermillion . James McDermott . . . . S. S. McRoberts . A. J. Fleming . James H, Bowden - James C. Church . W. B. Stevers . Isaac C. Howard . John Healy . J. O. Johnston . Emery Whitaker . D. D. Thomson . J. W. Bickus . Collins Fitch . Shelby Kash . C. Terhune . Benjamin Shirley _ Samuel J. Hunter - John W. Or ear . J. C. Fugett . Henry Porter . J. AV. Muir . Isaac Chism . AV. F. Gregory . G. B. Moore . John Strother . Joseph P. Hamilton . . Gideon M. Colvin - C. C. Duff . Harrison Ford . James O. Tracy . J. E. Cosson . AV. V. Prather . J. C. P. Myers _ _ _ _ R. G. Scott . ’Squire Popplewell . . . . H. S. Rhaton . . C. J. Hinkle . George AA". AVhitesides Charles B. Stilwell - D. G. Mitchell . AV. E. Mobley . . John S. Spiceland - L. G. Peak . . John F. Cromwell - Samuel Richardson . . . Washington AVayne . Webster . . . . Whitley . . . . Wolfe ; . Woodford .. AV. R. Casey . R. C. McBeath - R. K. Thornberry L. P. Bird . James M. Roberts AV. AV. George . . . . Loudon. Louisa. Beatyville. AA^hitesburg. Vanceburg. Stanford. Smithland. Russellville. Eddyville. Richmond. Salyersville. Ray wick. Benton. Maysville. Paducah. Calhoun. Garnettsville. Martinsburg. Harrodsburg. Glover’s Creek. Tompkiusville. Mount Sterling. West Liberty. Greenville. Bardstown. Carlisle. Hartford. Lagrange. Owenton. Boone ville. Falmouth- Hazzard. Pikeville. Stanton. Somerset. Mount Olivet. Mount A^ernou. Farmers’ Post Office. JamestoAvn. Georgetown. ShelbyA'ille. Franklin. Taylorsville. Campbellsville. Elkton. Cadiz. Bedford. Morganfield. BoAAding Green. Springfield. Berryville. Poole’s Mill. AATiitley Court House. Hazel Greeu. A^'ersailles . 150 ANNUAL REPORT OF THE I.OUISIANA. The report of superiuteudent, dated Jauuaiy 30, 1869, the first made under the new school law. A hoard of education was promptly organized upon the passage of the law, and all other steps taken to put the law in operation as far as practicable. Many portions of it are impracticable, and will need to be changed entirely.” Suitable per¬ sons cannot be found willing to assume the duties of school directors ; people are unwilling to tax themselves for schools, and the State fund is insufficient to suj)j)ort them for more than one month in the year. The law should be amended so as to, firsts supx)ly adequate funds, and then its machinery simplified and its action made more direct. That particular feature of the law which jjrovides for compulsory mixed schools renders the whole system obnoxious. The law should be amended so as to allow liberty of choice. Lands donated by Congress for school purj)oses have been unwisely managed. Their “condition at present is such as to reflect discredit on our State. Portions of them have been sold, and the purchase money remains unpaid;” others rented, and rents uncollected; others encroached upon; others stripped of timber; “ and thus, through the neglect of some and the rapacity of others, the rich endowment of our youth in danger of being utterly squandered.” During the years 1867 and 1868 a large iiortion of the State school fund was lost, being in State notes, which were destroyed according to law. Its parish treasurers fail to report to the superintendent, as by law required. It is impossible to know whether the school moneys have been apj)lied to the work of education or not. The ijresent law contains no power to compel them to perform their duty. Normal schools are greatly needed. Trained teachers are indispensable to the effi¬ ciency of schools, and at present the State m^iist look abroad principally for such teachers. The normal school in New Orleans, v/hich was by act of legislature “ con¬ stituted and designated a State normal school,” is confessedly unequal to the purpose. It is without a building of its own, compelled to hold its sessions at a late hour of the day, when the building belonging to another school can be secured, and depending for instruction on teachers whose energies have been already taxed to the full by their duties in the city schools. Valuable aid lias been rendered by the Freedmen’s Bureau; 115 buildings furnished, and $14,610 84 expended for rents, repairs, &c. ; and such schools established by the aid and encouragement of the bureau are now, in whole or in part, sustained by them¬ selves. Under the bureau there are now in operation 216 schools, with 259 teachers and 12,309 pux:)ils. The x)ul)lic schools of New Orleans still remain in the hands of the old city board, in consequence of a lack of definiteness in the terms of the law transferring their con¬ trol to the State board. The old board refuse to comply with the law, and ajijDeal to the courts has x»roved fruitless. The law must be amended before they can be brought under the State system. The Louisiana State Seminary is now recovering from the disaster by fire which occurred in October. It now occupies the north wing of the building belonging to the Deaf and Dumb and Blind Asylum in Baton Rouge. Loss by the fire estimated at $20,000. Library, apparatus, and school furniture were saved. Use of the asylum is granted only until the meeting of the legislature, so that some action will be necessary to i)rovide for its continued existence. It has now on its rolls 150 cadets. The total number during 1869 w'as 196, of whom 113 were beneficiaries of the State. The Peabody fund has aided 20 towns and cities in the State, amounting in the aggre¬ gate to the sum of $20,000, besides $4,000 to six normal schools and departments, as follows : New Orleans normal school . $1,900 Plaquemine normal department . 480 Clinton normal dex)artment . 480 Bastrop normal dejoartment . 820 Mount Lebanon normal department . 320 Monroe normal department . 500 Table showing the statistical details of schools in Louisiana by -parishes, derivedfrom the State rejyort. COMMISSIONER OF EDUCATION. 151 lO O O O O « 00 r-4 Tf« 00 Gt CC CO r-< 00 tH CO O 00 a> rH C£? o' of TfT o CO of of t-T •^'‘of Ol'-OrHOOOO' CC CO of CO* T-f of » O O C5 O CO t-- uo o5 O O CiOOCiOOOOOO CiOOOOOl^OOOiO C50C5 CO O CO O CO O CO CO O CO CO CO o CO CO CO CO CO CO CO CO CO CO CO CO CO 00 GO CO GO C/) GO GO CO CO 00 CO 00 00 00 00 0)00 00 00 00 00 00 00 cooooo CO o CO O Ci CO cfcfco o o O) d »-H C5 CO r-t O CO CO CO CO o c^ o 00 00 00 GO 00 00 00 •sjaiioTjax PI ^ fl I ® .2Uo O a O g ft p^a 2 ^ Ph ■ c3 g rt- S.|oo,. O (S pH S P C tl H 57^ c3,ra 37? ^c2 o C7' ^ PQ O t-s 1-2 'S' -3 is f? o ^ - >.1 fcCO^ §.&-|2h O Ph Table showing the statistical details of schools in Louisiana by imrishes, cfc. — Continued. 152 ANNUAL REPORT OF THE 00 o 00 ''7* ro O O J cf (>f of Tf' lo cf r-T cf GOCOCMrHr-lOUOOO O O O 02 O 02 02 02 02 02 02 02 02 02 02 02 02 OOf^OOOOOOCO ocococooooo OOCOOOOOGOOOOOOOOO GOOOOOOOQOOOOOQO 02 02 O O 00 00 I 02 O I lO 00 I 1> I O 02 ■sioqo'BOX © • • ^ t . o • * f S J||g3| j |g8'^|'3||gg '3 rt o i-S §3 o (=1 o 1 03 1 A u PM O © o 'S 'p3 3 o d w ■ 153 COMMISSIONER OF EDUCixiON. MAINE. This State comprises 408 towns and 119 plantations, and has 4,019 school-houses, with 4,1C6 teachers employed in winter, and 4,130 in sniuiner. The number of scliolars registered in winter schools is 135,292; in summer, 120,262. The average attendance in winter is 108,434, and in summer, 94,114. The estimated value of all school pro])- erty in the State is §2,163,409. The amount of school money voted during the year 1869 was §792,815, being §89,698 in excess of the amount required by law. The aggre¬ gate amount expended for schools was §1,082,106. The average Avages for teachers is, lor males, §30 44 ; and for females, §12 16 ; being the lowest wages paid to any teach¬ ers in the thirteen States mentioned in the report. The number of school-houses built during the year is 121, costing §175,904. There are two normal schools in the State, one haAung been in operation six years, the other four ; and both together have graduated about a hundred students, most of Avhom are now teaching in the State. The total number of scholars in the State, as returned to the State superintendent, for 1870, is 228,167 ; for 1869, was 226,144; gain, 2,024. The legislature of 1869 established county teachers’ institutes, to bo hold under the direction of the State superintendent, appropriating the sum of §4,000 to be annually expended for the purpose. Institutes have been held accordingly during the past year in every coqnty, Avith an aggregate attendance of 2,658. In addition to this, toAvn institutes haA^e also been held, under the direction of county supervisors, thus reach¬ ing more than 3,000 teachers, and arousing a general interest throughout the State in the subject of education. From this interest have sprung up teachers’ meetings and toAvn and county associations, whose Amine to the teacher, the parent, and the educa- cational life of the community cannot be estimated. The State Educational Associa¬ tion, reorganized two years ago, held its second annual meeting this year, at Bath, at Avhich the increased interest in educational matters Avas evidenced by the large attend¬ ance of teachers and earnestness in the discussion of practical questions. A journal of education has been published the past year by Brown Thurston, esq., of Portland. The total amount of the State school fund for 1870 was §284,058 58. This is a permanent school fund, the interest of which is divided annually among the seA'eral towns upon the basis of the census of children between the ages of four and twenty- one. Only about 50 x^er cent, of this number attend the schools, and after making due alloAvance for the absence incidental to the tAvo extremes of the school age, it is esti¬ mated that, “ in general terms, truancy and absenteeism dex)rive us of at least 25 x^er cent, of attainable results in the educational line.” By act of legislature, 1868, the educational department Avas localized at the caxAital, and an office established in the state-house. More than 20,000 blanks required by laAv have been x^rex^ared by this office and issued to the towns. Corresx)onding returns haA'e been received, tabulated in the statistics embraced in this report, and x^rox)erly tiled. Twelve thousand circulars h£»A'o been issued to teachers and committees, and live thousand rex)orts distributed to the several towns and to the institutes. CO.AIPULSORY ATTENDANCE. Parents and teachers should employ all influences to Avin the Avilliug to the school¬ room ; the State should compel the attendance of the unwilling. The xiower which conq^els the citizen to x^ay his annual tax for the sux)X>ort of schools should, in like manner, till the schools with all of those for whose benetit that contribution was made. It is in the light of a solemn comx)act between the citizen and the State community. The pi’ivate citizen contributes of his means, under the established rule of the State, for the education of the youth, Avith a view to pi’otection of person and securitj’- to XDi'oxAerty ; the State, comxAelling. such contributions, is under recixArocal obligations to Xn'OA'ide and secure the complete education for which the contribution has been made. This iinx^lies the exercise of State xjower, and involAxs compulsory attendance as a duty to the tax-x^ayer. The State builds x>i’isons and x’enitentiaries for the ]>rotection of society, and taxes society for the same. But docs she stox") here, leaAuug him who has violated law to be x)ursned by the community in a mass, to be ax)X)iehended by a croAvd, and borne by a throng to the x)lace of incarceration ? No; she x>m'sues the criminal through legitimate instrumentalities, ferrets him out by the sharpest means of detec¬ tion, and CA^entnally secures that safety and x>rotection to society for Avhich society has been taxed. Noav, to x^reA'cnt crime, to anticix)ato and shut it off by xR’ox^er conq)ulsory efforts in the school-room, Avorking Avith and molding early childhood and youth to the prineixffes of morality and justice, and a sacred regard for truth, love of country, humanity, and a uniAxrsal benevolence, sobriety, industry, and frugality, chastity, moderation, and temperance, and all other virtues AAffiich are the ornaments of society,” the State not only has the right to inaugurate such methods as may be deemed best, but is under strict obligations to do so by all the means in her xjower. 154 ANNUAL REPORT OF THE PORTLAND. Portland lias nine i^rimary schools, with primary departments in two of its gram¬ mar schools, with 2,961 children belonging to them, and an average attendance of 2,034 ; one intermediate school for boys, with 207 belonging, and an average attend¬ ance of *107 ; six grammar schools— two for boys, .two for girls, and two mixed, with 1,152 belonging, and an average attendance of 969 ; and one high school, with 408 belonging ; average attendance, 376. Of the number belonging to the high school, 187 were males and 221 females. There are 93 teachers — 7 males and 86 females. Upon the islands adjacent to the city there are two districts, having about 100 pupils ; while the almshouse and the orphan asylum have schools connected with them, and about 30 children in each. The amount expended for salaries Avas $49,750 for the year ending March 31, 1870. The expenditures for other purposes was $13,596 61. Total, $63,346 61. The school committee of the city is composed of twenty members. In their last re¬ port they say of the high school : “ The number of scholars in attendance has been larger than at any time preAuous since the school was established.” Sixty-four gradu¬ ated last summer, having completed the prescribed course. “ The course of instruction in the higher English branches has greatly improved within the last two or three years.” In regard to truancy and irregular attendance at the schools generally, they say : “ Our schools suffer more from this, x^robably, than from any other single cause.” “The officer whose special business it is to look after this class, reports that during eleven months, ending March 1, 1870, he arrested 373 truants.” With reference to the teachers, the committee say : Our settled policy should be to employ, or continue in employ, good teachers only, and give such an adequate com¬ pensation for their services.” “ A generous policy in this respect wiU, in the end, be the strictest economy.” BANGOR. The whole number' of scholars between four and twenty-one years of age, April 1, 1869, was 5,382. The whole number of schools was 57, including 1 high school, 7 grammar schools, 4 for girls and 3 for boys ; 10 intermediate, 5 intermediate and prim¬ ary, mixed 1 grammar and intermediate, mixed ; 18 primary, 12 suburban, and 3 se¬ lect schools. The high school has an academic and a classical course, each extending through four years. As an inducement to regularity of attendance, a “ roll of honor ” is kept in the high and grammar schools of those who are not absent for one year or more, from which it appears that one —Harry D. Thurston — was not absent from the high school for three years ; Edwin A. Lynde was not absent for four years ; and Cfera F. Daggett not absent for six consecutive years. In each of the grammar schools several pupils are named whose attendance was perfect ij:om two to four years. In regard to examinations, the superintendent, Mr. C. P. Roberts, says : “ Another noticeable change and improvement introduced into our school system during the past year is the discontinuance of iniblic school examinations. Although suggested in part by necessity, it was adopted upon its intrinsic merits. The special committee of the several schools now visit them near the end of the school year, and, free from the discomfort of a crowd of spectators and the excitement and embarrass¬ ment of pupils under such a pressure, and Avithout the interruption of the crowd of extras incident to the former system of school examination, review the work of the year under the most favorable circumstances. At the very close of the year the schools have public exhibitions for the gratification of the j)upils, parents, and friends.” In conclusion, the superintendent refers to the exhibition made by the pupils on the occasion of the centennial celebration by the city, when two thousand children and youth Avere in the procession, and says : “ For the rich years of harvest in store for our city, for the intellectual and moral activities Avhich shall shape its enterprise and adorn its happy homes, our common schools are training and molding the materials ; and as the i^lenitude and moral worth of that liarvest will be in proportion to the seed our schools are sowkig, let them have our wisest care and most judicious and liberal support.” Table of statistical details of schools in ATabie, from report for l«by. Hon. Warren Johnson, superintendent of common schools, Augusta. COMMISSIONER OF EDUCATION 155 •pjuoq Sutpupxo rad sraqouai axcuioj jo saSuAi. oSujaAY OOOCOJ-. OOt’COT^COn'CJt-ClOrH ■^COO^OCC.-iOOt-r-ie^C'. cn cu fo ct « CO M CT or CJ (X CJ (M rs 3 04 •pjcnoq Sinpupxa ‘ipuoui aad sjaqaea^ ainiu |o sabnAi agnjaxy o o CO CO 1/^ i"- o 'X r*: o T-H ci i-cO’^oco't-ROO 108, 434 1 •spoqas JO JUT AT ut pojajstSoj jaqrauN; I HJT O ^ O CO cr. O RO 00 GO RO ^ Cl Tf4 o Cl cr-T-HoocoT-HOOi-- oji'ct t- o t-h o d O^OOJ-HC5i>ClCOCC>CO'^*'COCOC2 00 O CO" RO ^ x" o' cc CC CO o' ^ O- O T-t Cl o Cl RO' X •s[ooqos jaui -raus Sutpuajju jaquiuu oSujaAy lOoxcoxoodcoROt- x)i'-OHrco XOrHOCO'-HORO^-^T-'J-dCOrr-f ^ T- o O RO rH o 'T* O CO O CO X Cl Tr< CO c; CO RO i> RO ^ J> Cl tH CO RO RO o' X 94, 114 •spoqoe jauiutus UT pojajsiSoj aaquiux 1 oi^-ciXROf^ocio^dOr-HOdi- COOCOCOClOXCli-CiOO^-XOU- COrHClCr. ORORO^OOCiO'^CXOCO o CO CO o o o RO i> CO »o ^ r- o o o Cl o Cl o' •sJuaA Xo 1 .P eaSu aqj uaaAAjaq uajpxiqa jo joquinyi; f-’-Hd^r-'^r-x^oo^'^xoHj- 1-Hi-ROOOOO-H'^-r'CiT— T— cox-^ 1- RO ^ O X X RO 'C' CO Cl X T-H o X 1-H ^ X o -tr r- o ci Cl ro" o o’ d x” K o’ 1-HrHd r-.THrH rH Cl r^i-iT-tCl o' Cl Cl COUNTY SUPERVISORS. Post office. Lewiston . Slieruian . Goibam . Pariuington . . . Ellswortb . ('liutou . lloebland . Now Castle . . . Petbol . Dexter . Jilonson . Tox)sbain . Norridgewoelv. Freedom . Calais . Limeriek . Supervisor. diaries B. Stetson . AVilliam T. Sleeper . J. P>. Webb . A. 11. Abbott . AVilliam 11. Savary . AVilliam 11. Bigelow _ G. M. Ilieka . .X . David S. Glidden . N. T. True . S. A. Idumiuer . AVilliam S. Knowltou . . . 1). F. Potter . A. 11. Eaton . N. A. Lueo . AVilliam J. Cortbell . M. K. Mabry . County. Androseoggin . . Aroostook . Cumberland ... Franklin . llancoek . Kenuebee . Knox . Liueoln . Oxford . Penobseot . Piseataquis - Sagadaboc . Somerset . AValdo . AVasbington ... York . Tbe report gives no detail of expenditures by counties, but tbo aggregate for tbo year was |1, 082, 100. 15G ANNUAL REPORT OF THE MARTI. AN©. Date of the report of the siiperinteiuleiit of public instruction, February 2, 1863. rnovisioNS of the school bill under the “old system.” On the 2d of February, 1865, Rev. L. Van Bokkelen, LL. D., State superintendent of public instruction for Maryland, iircseuted to the general assembly of Maryland a bill entitled “ An act to establish a uniform system of public instruction for the State of Maryland.’’ This bill provided that the supervision and control of j)ublic instruction should be vested in a State board of education, and in boards of school commissioners for the city of Baltimore and each county ; defined exactly the powers and duties of the superintendent, and all associate officers; embraced a complete system of public in¬ struction, beginning with the primary school, and iirogressing through the grammar school to the county high school, and proffiding for the establishment of a State normal school, and to secure the efficieucy of the system, iirovided that an annual report of the schools should be submitted by the county directors to the-State superintendent, and by him presented to the governor. This bill also directed that “ eveiy child in the State between the ages of eight and fourteen years, v/ithout fixed emxiloyment, shall attend school at least six months in each year,” and that “ no child under the age of fourteen years shall be employed in any manufacturing establishment, or in any business in the State, unless such child has attended some public or x^Huate school six of the twelve months next preceding.” To secure these provisions, fines were imjiosed upon any Xiarent, guardian, or other xierson who should violate them. A noticeable feature of the bill is the obligation imxiosed uxion teachers to o^ien their schools daily by the reading of some x)oitiou of the ISTew Testament, and to im^iress uxion the minds of their xmpils the XR'hRiixiles of piety, loyaltj", and general morality. The bill also declared that the system of xmblic instruction is designed to embrace be¬ nevolent, remedial, and reformatory institutions, and further directed the boards of school commissioners to establish sex)arate schools for the instruction of children of African descent, and until such school should be established, made x>rovision for the education of these children in private schools. CONDITION OF THE SCHOOLS AT THE INAUGURATION OF THE SYSTEM. In accordance with the just and enlarged xiriuciples of this bill. Rev. L. Van Bokkelen, LL. D., devoted his energies to the develojiment of the system, convinced that he must begin at the foundation, as nx) to this time there had" been no centralized State system, each county controlling its own schools by local lav»^s. By inquiries addressed to the xiresideuts of the school boa;rds, it was ascertained that the following evils xirevailed in all sections : The county directors were often illiterate men, who x^aid little attention to the schools. The school-houses were very inferior. The teachers were in general incomxietent. The sources of the school fund were varied and irregular. There was no uniform standard for teachers’ salaries. There was a general axiathy on the xiart of the xieoxile with reference to the xmblic schools in most .districts, while in others the prejudices of xiartizanship, sectionalism, and caste were all invoked against them. The standard of scholarshixi was exceedingly low ; reading, writing, and arithmetic being the branches mainly taught, and these very imxiferfectly. IMMEDIATE RESULTS OF THE NEW SYSTE?iI. Date of the first annual report of the superintendent of public instruction, December 15, 1866. From the report of the State suxierintendent for the school year ending June 30, 1866, it is seen that the new system imparted an imxmlse to education throughout Maryland ; the imxiroved method of suxiervision aroused the enthusiasm and excited the confidence of the teachers, while their efficiency was x^roRioted by teachers’ institutes and the teachers’ State association. The ]mr cent, of cliildren attending xmblic school during the year was .45, and the absolute increase in scholars over the year 1865 was, as nearly as can be ascertained from the reports, 5,000, (the city of Baltimore being omitted in all these estimates.) But very little was done during the year to imxirove the condition of school-houses, on account “ of the absence of a law by which funds for building xRD'POses could be collected,” and on account of inefficient legislation the financial xirovisions of the bill ^vere not carried out. The x)eox)lc throughout the State began to manifest an interest in the xmblic schools, as was evinced by their attendance uxion teachers’ institutes, the increased courtesy to teachers, and the fact that letters from citizens were constantly received at the office of public instruction, asking for comxietent teachers. The State normal school was established during the year, (January 15, 1866,) in the COMMISSIONER OF EDUCATION. 157 , city of Baltimore. It rapidly increased in numbers, and as its first frnits fnrnislied to the State within a year eij^htoen teachers, who by their superiority over the ordinary teachers proved the importance of the institution. COLORED SCHOOLS. Nothing was done during this year by the State for the education of colored children? but the colored i^eople, aided by benevolent associations, particularly the “ Baltimore Association,” established schools of their own. The school under the Baltimore Asso¬ ciation made remarkable i^rogress, having always trained teachers, who were subject to rigid examination before receiving their apiiointment. From the statistics it appears that there were, in 73 schools for colored persons — 22 in j the city of Baltimore, and 51 in nineteen counties — 7,300 x)npils registered ; 5,645 pupils in average attendance ; 78 teachers ; nine months the schools Avere oj)en. The total ex¬ pense of the 73 schools, including books, furniture, and supervision was $52,515 14 ; of which there were $9,821 19 contributed by colored xmople in the State. STATISTICAL SUISIMARY OP THE PUBLIC SCHOOLS FOR THE YEAR ENDING JUNE 30, 1866. In' the following summary, jirepared from the statistical tables of the several counties, the statistics of the Baltimore city jrablic schools are not included : Total number of different children taught . . 64, 793 Average attendance of children . 43, 750 Total number of teachers emxiloyed . 1, 533 Average duration of the schools Oyg- months. Total cost of 1,359 schools . - - . . $389, 006 91 Average cost of each school . 286 24 Total amount paid for teachers’ salaries . . . 356, 680 50 Average salary of each teacher . 232 66 Average cost of each x^ujiil . 6 00 Total amount exxiended during [.the year for building, reiiairing and fm’nishiug school-houses . 20, 078 41 Total receipts for the year . 514, 154 94 Total disbursements . . 477,425 63 Date of the report of the x>ublic schools of Maryland, by Prof. M. A. Newell, xirincipal of the Maryland State normal school, January 4, 1870. EXISTING SCHOOL SYSTEM. Although the system of free public schools which was in oxieration in 1865 and 1866 was abolished, it formed the basis of the jireseat school system. The School Law. — A meeting of x^ublic school ofidcers, at which the city of Baltimore and thirteen counties Avere represented, was lield on the 7th and 8th of December, 1869, by Avhich twelve amendments to the school laAv were x^roposed, differing in a few x>aT- ticulars from the x)rovisions of the bill x^resented to the general assembly in 1865. By ■ the most imxiortant of these amendments it AA^as resolA^ed : That a State board of edu¬ cation should be apxpointed ; that teachers should be apxiointed by the several boards of county school commissioners, instead of county directors, as formerly ; that the examin¬ ation of teachers should be conducted in the x^rart of the State school system. It was especially urged that if the first resolution were embodied in the hxAv, and discre¬ tionary powers given to the State board with reference to the subjects embraced in the others, that any further changes might be dispensed Avith until the next meeting of the legislature, Avhen the State board might bo requhed to submit a noAv law founded on the old, but embracing all the changes that an exx)erience of four years had xu’oA’cd to be necessary, and no others. Officers. — It is suggested in the rex^ort that the number of school commissioners in many counties is too large, and that there should be some uniform understanding Avith regard to the law for their compensation ; and that if there must be trustees, these should be ax)poiuted by the school commissioners. Teachers. — The teachers, as a body, are faithful and comxietent, the chief obstacles to their comxilete efficiency being insufficient salaries and the lack of teachers’ institutes. Tile teachers are all subject to examination once in three years, a xfiau which Avorks well in the main, though it is desirable to make some arrangement by Avhich teachers of eminent ability, long experience, and well-known character, may receive “life cer¬ tificates,” and thus be free ffiom the anxiety and excitement of these frequent exami¬ nations. 158 ANNUAL REPORT OF THE Scholars. — The chief hinderauce to the perfection of the school system is the irregular attendance of the children. The school-going population of the State (including Balti¬ more) is 100,000 ; of these, 75,402 have their names enrolled on the school registers, (though not all in one term,) while the average attendance for the year ending Sep- temher 30, 1869, have been less than 34,000. It is certain that the State has pro¬ vided machinery, and ]^^lid the cost of educating 50,000 scholars, and yet the average attendance is less than two-thirds of that number. The total amount disbursed on ac¬ count of schools during the year was §751,310 .36. From what has been said, it follows that one-third of this large amount was absolutely throArn away. Compulsory Law. — A compulsory law would be useless, because in the present state of public sentiment it could not be enforced. As school-houses are made more comfort¬ able, and teachers learn how to make school work interesting as well as profitable, it is hoped the irregularity will diminish ; but meanwhile some especial effort should be made to remedy the evil. State Xormal School. — The number of pupils in the State normal school for the year ending September 30, 1869, was larger than at any previous time, and the educa¬ tional standard higher, though in February last the school suffered a severe loss in the death of Dr. A. Snowden Pigget, professor of natural sciences. Despite the success of this institution, so inadequate are the accommodations provided to its absolute wants, that Professor M. A. Newell states, that in his opinion the “time has come when the school should either bo abandoned altogether or provided with a suitable home.” The whole number of x)ux:)ils enrolled last year was 144 ; the whole number enrolled since its organization has been 390; the whole number of graduates 102; and the number of teachers it has furnished to the State, 125. The number of instructors, exclusive of the principal, is seven, and their salaries amount to §3,440. Colored Schools. — The school law contains the following section : “ The total amount of taxes paid for school purposes by the colored people of any county shall be set aside for maintaining the schools for colored children, which shall be under the direction of the board of county school commissioners.” No such schools have been reported, but the sum of §951 27 is charged as paid to colored schools in six counties. It is evident that some more effective measure must be adox^ted if the colored people are to be edu¬ cated by the State. It would seem that the counties can do no wiser thing than to follow the example of Baltimore City in educating the colored children in sejjarate schools, but under the same laws and superintendence as white children. The “Baltimore Association” has charge of 63 schools for colored children, and also an efficient normal school in the city of Baltimore, with 5 teachers and 210 scholars, arranged in four grades. The latter is partially self-supx)orting, the fees ranging from §10 to §15 x>er year. EDUCATIONAL INTERESTS INDIRECTLY CONNECTED WITH THE STATE SCHOOL SYSTEM. 1. St. John's College. — St. John’s College at Annapolis enjoys a greater degree of pros¬ perity than at any former jieriod. This xirosperitj^ is believed to be mainly due to the liberal measures adopted by the college for diffusing its advantages tlrroughout the State by the establishment of a system of “free scholarships” whose incumbents are ai)X)ointed by the board of school commissioners in each county. These scholarships number 150. The other main statistics are as follows : Endowment by the State . §15,000 Number of instructors . 13 Salaries of instructors . 15,000 Value of college building and x>roperty . §250, 0^0 Number of volumes in library . 4, 000 Students . 180 2. The Maryland Agricultural College. — This institution has enjoyed x>eculiar x)ros- perity during the past year; debts that once threatened to crush it are nearly all x)aid, and the current expenses are xiromptly met. The board of instructors consists of a president, four xirofessors, and two tutors, one of whom is also the military instructor. 3. The Baltimore Female College. — The Baltimore Female College was instituted in 1849 and incorporated by the State of Maryland the same year. Its course of instruction is extensive, and the buildings and other apj)ointments have cost about §50,000. When the college was instituted it was intended in iiart as a training school for teachers. This object has been steadily kejit in view, and to secure its success the trustees obtained an endowment of §2,200 x»er annum from the State, for which they educate in all the branches of the college one xuipil from each county in the State, and one from the city of Baltimore. Of 197 graduates of the college, 72 have become teachers, beside many undergraduates. During the past year 128 xuipils have been in attendance, many of whom intend to teach. The college possesses a sufficient chemical and philosoxihical ap¬ paratus, a library of 4,000 volumes, with cabinets of minerals, medals, &c. The faculD consists of a president and eight associates. COMMISSIONER OF EDUCATION. 159 STATISTICAL SUMMARY. Comparison of Eeports. — No comparison can be made between 1868 and 1869, on account of the fragmentary returns for 1868. By a coYnparison betATeen tbe years 1867 and 1869 tbe following important results have been obtained : Number of sebools in 1869 . 1, 347 Number of schools in 1867 . 1, 279 Increase in 1869 . 68 Number of new school-houses reported in 1869 . 85 Number of new school-houses reported in 1867 . 45 Increase in 1869 . 40 Number of enrolled scholars in 1869 . 75, 402 Number of enrolled scholars in 1867 . . 71, 060 Increase in 1869 . 4,342 Amount paid for teachers’ salaries in 1869 . $486, 336 39 Amount paid for teachers’ salaries in 1867 . 405, 257 62 Increase in 1869 . $81, 076 77 Amount paid for building, repairing, and furnishing school-houses in 1869 . . $108, .522 21 Amount paid for building, repairing, and furnishing school-houses in 1867 . 40, 973 04 Increase in 1869 . $67,549 17 Amount received from county school taxes in 1869 . $202, 466 81 Amount received from county school taxes in 1867 . 92, 032 94 Increase in 1869 . $110, 433 87 Amount received from the State, from State school tax, free school fund, and academic fund in 1869 . . . $358,040 10 Amount received from the State, from State school tax, free school fund, and academic fund in 1867 . 374, 527 66 Decrease in 1869 . - . . . $16, 487 56 Total expenditure for all public school purposes in 1869 . $751, 310 36 Total exilenditure for all public school purposes in 1867 . 511, 805 37 Increase in 1869 . $239, 504 99 These figures proA^e conclusively tlie increased iirosperity and popularity of the pub¬ lic school system. Finances. — In a few counties the financial affairs are in a sound condition, but in most the balance is on the Avrong side of the ledger. This may seem strange Avheu Ave find the following emphatic language in the school iaAv: “The county commissioners are hereby authorized, empoAA^ered, directed, and required to levy and collect such a tax upon the assessable property of each county as the board of county school commis¬ sioners shall designate.” The deficiencies arise chiefly from misunderstandings and neglect on the part of the officers avIio should execute the laAV. Add to this that the free school fimd has been diminished by the action of the banks and that the receipts from the State school tax for the year have been smaller than Avas expected. MARYLAND INSTITUTE FOR THE INSTRUCTION OF THE BLIND. Date ot report of directors of Maryland Institute for Instruction of the Blind, NoA’-em- ber 20, 1868. The only provision for the education of the blind of the State of Maryland, prior to 160 ANNUAL REPORT OF THE 1853, was an annual appropriation of $200, made by the Maryland legislature, for each of ten pupils to be educated at the Pennsylvania Institute. In 1853 a charter was obtained for the Maryland Institute for the Instruction of the Blind. Preliminary operations were immediately commenced, and by the beginning of 1854 a board of directors, consisting of uine members, was elected. A property suitable to the wants of the young institution was purchased on West Saratoga street, Baltimore. Five hundred dollars was contributed by the State ; the outlay for necessary improvements was provided by x)rivate contributions and sub¬ scriptions, and the State appropriation Avas enlarged so as to provide for 20 pupils instead of 10. The institute Avas started, and its first pupil received December 7, 1854. From that time it has steadily increased in importance, and new directors have been added till their number has increased to 18. Up to July, 1860, the appropriation from the State, applicable to the ground and im- proAmments, amounted to $31,000, and about $20,000 had been received from private subscriptions. As there were at least 40 blind children out of the 80 or 90 in the State Avho ought to bo provided for, and as the old building was unsuitable, efforts were made Avhich resulted in the purchase of the lAresent site at a cost of $6,493 75, subject to a ground rent of $300. The breaking out of the war suspended further operations. In 1864 an appropriation of $10,000 was made by the city of Baltimore, and the board determined to proceed with the building, but on a more limited scale. In 1865, the State made a handsome appropriation of $50,000, and the board returned to its original plans. Since that time the Avork has steadily progressed, and on the 28th of April, 1868, the pupils were removed to the neAV building. This building is 140 feet long and 60 feet Avide, with a back building 45 by 60 feet. It is built of rough hewn marble from Baltimore, and has been erected at a cost of $140,000. There has been expended besides about $5,000 for new furniture and gas fixtures, $6,765 90 for heating apparatus, and $2,708 69 for an adjoining lot, which the board deemed necessary, and were enabled to obtain through private liberality. The funds expended have been derived from differ¬ ent sources : Contributions from the State . $111) 000 Contributions from the city . 25, 000 Private donations, legacies, and fairs . 30, 000 * Total . $166, 000 In 1865 the annual State appropriation was increased from $200 x^er pupil to $300, and since that there has been an average increase of 5 x)upils per year. Several of these X)ux)ils are from the District of Columbia, Congress having made a similar appropria¬ tion for the education in this State of the blind children of the District. The building of the institute cart accommodate at iiresent 75 jrupils, and on the com¬ pletion of the third story, will afford room for 25 more. Circulars have been issued in those southern States Avhere provisions for the blind are inadequate, offering to receive non-resident blind children on the same terms as State pupils. This institution, like all other institutes for the blind in the United States, is for the instruction of the blind, and not an asylum. .The term fixed for the suxrirort and in¬ struction of charity scholars is eight years. Daring the year 1868 there have been 48 pupils, 5 of whom were from the District of Columbia. They have been instructed in the branches taught in public schools, ^- cluding music, and, in addition, have received instruction in such useful mechanic arts as Avill enable them to support themsehms. The broom shoi) has been temporarily closed since April, up to Avhich time 175 dozen brooms had been made. The depart¬ ment of handicraft forms a very imxiortant branch of this institution, as the xnipils who do not x)Ossess sufficient mental caxiacity to succeed in mental x>ursuits must depend upon their mechanical skill for their liAmlihood. The female x>upils devote a portion of their time to knitting, sewing, and bead -work. There is still a great Avant of text books, but owing to the Amriety of type used in this country, there can be hardly any large additions to the library till some uniform system is adoxited. The Braill6 system affords obvious advantages, and it is to be hoped that the attention given to this subject by our ablest educators may result in the establishment of a national x^rintiug establishment for the benefit of the blind. The year under revioAv is long to bo remembered as one of x)eculiar prosperity, but there is still room for x)rogress. The institution has yet a small indebtedness to be provided for, and means are needed for the erection of work-shox^s, the increase of the library, and the general extension of the facilities of the institution. BALTIMORE CITY. Date of the report of the board of commissioners of public schools, January 1, 1870. The board was organized February 2, 1869. COMMISSIONER OF EDUCATION. IGl GENERAL VIEW OE HIE SYSTEM. While the State of Maryland, after il long-continued indifference on the siib'ect of public education, began, at length, dovelo})iug a system under great obstacles, the city of Baltimore was simply perfecting a system which had been in operation forty-one years. This system consists of three grades, primary, grammar, and high schools, com¬ bining the most simple and successful arrangement. Grammar schools were estab¬ lished in 1829, and for many years embraced primary instruction in the lower classes. Tn 1848 primary schools were organized, and high schools were established a few years previous. The studies of the grammar and primary schools have been carefully graded and present the most satisfactory evidences of the usefulness of the graded system. The report of the committee on accounts shows that Fsere were, on the 31st of Decem¬ ber, 1869, 102 day schools for white children, of which 3 are high schools, 37 grammar schools, and 62 primary schools, with 506 teachers and 21,538 scholars, and that in ad¬ dition there were 4 evening schools for white children with 18 teachers and 754 schol¬ ars, and 13 colored schools with 34 teachers and 1,621 scholars, giving a total of 119 schools, conducted by 588 teachers, with 23,913 scholars enrolled. BALTIMORE CITY COLLEGE. Every annual report for ten years has urged the necessity of a new building for the Baltimore City College, but without success, because approval of a location for the building is reserved by the city council. The total number of pupils on the roll Jan¬ uary 1, 1870, was 298. FEMALE HIGH SCHOOLS. This popular department of the public schools secures to girls the same chances of scholastic attainment as are offered to boys. Not only are those studies pursued which form the basis of the practical duties of life, but facilities are offered for acquiring those accomx)lishments which refine the manners and cultivate the sense of the beau¬ tiful. EASTERN EEM.VLE HIGH SCHOOL. This school has been embarrassed in its operations by the limited accommodations of the building in which it has been held. This inconvenience was greatly aggravated the past year by the large accession of members in September last, after the examina¬ tion of the grammar schools. It is a source of gratification that an act was approved July 31, 1868, authorizing the erection of a new building and appropriating $40,000 for the purpose. The building was commenced and carried nearly to completion when the work was discontinued by the exhaustion of the funds. A second apiiropriation hav¬ ing been agreed upon, it is hoped that the building will be ready for occupation April 1, 1870. WESTERN FEMALE HIGH SCHOOL. This school continues to deserve its high reputation and has a larger number of pu¬ pils than ever before in its history. It is desirable that the course of study should be reduced and that more attention should be given to studies immediately connected with teaching, as the school is expected to furnish a proportion of teachers. Two ad¬ ditional class rooms are needed in the building. PRIZES. The memory of George Peabody will ever be revered by the Baltimore City College and the Female High School, as he was the founder of the prizes annually distributed to the most successful pupils. STANDARD OF ADMISSION. Too many pupils are admitted to these institutions on well-known insufficient schol¬ arship. This is frequently done to xilease the pupils, their xiarents, or friends, and in some cases simxfiy to fill up vacancies. The effect is injurious upon the pu^iils, w'ho are too immature to bear the increased strain of an advanced course, uiion the high schools, and esxiecially uxion the grammar schools which furnish cai\didates to the higl: schools. GRAMMAR AND PRIMARY SCHOOLS. As it is in the grammar and primary schools that the majority of the children re- ' ceive all their instruction, these schools demand and have received the most careful ex- I amination and the siiecial interest of the board. The suiierintendent devotes to them I the largest portion of his time, and the teachers are in general most earnest and effi- 1 cient in the discharge of their duties. I 11 E 162 ANNUAL REPORT OF THE GRAMMAR SCHOOLS. The majority of public school children complete their studies in the grammar schools ; hence these schools should furnish a basis, at least, from which a fair and reasonable mental development can be derived. That this is not done by the Baltimore grammar schools is owing, in large measure, to the fact that the teachers of these schools are es¬ timated in proportion to the number of scholars they transfer annually to the high schools, which reduces them to the necessity of driving, drilling, and forcing their pu¬ pils to such preparation as shall enable them to pass the examination, to the utter neg¬ lect of thorough mental discipline. During the past year pupils in several of these schools have been taught sewing, knitting, and other industrial arts, but it can hardly be determined as yet whether this is an advantageous feature. PRIMARY SCHOOLS. The condition of the primary schools is peculiarly satisfactory. Order, system, and wholesome progress have characterized the great majority of them for the last year, and the material sent to the grammar schools is so greatly in advance of what it formerly was as to compel the favorable comments of the grammar school principals. To main¬ tain this state of things it is necessary that teachers should be especially trained for this work and that good teachers should be carefully cherished and sup^iorted. EVENING SCHOOLS. The experience of twenty-eight years seems to indicate that the young men of Bal¬ timore are unwilling to avail themselves of the advantages of evening schools. But four have been opened during the past year, being about one-half the number of the previous year, the city council having failed to make an appropriation for their sup¬ port. The number of scholars has been nearly equal to that of all the schools for the previous year, indicating an improved condition. COLORED SCHOOLS. The number attending these schools is not as large as the school-going population of this class would warrant, but there has been an increase of 309 pupils over last year. A notion exists, and is fostered by designing persons, that these schools are not in the hands of those who will do the best for them. The teachers, in respect to qualifica¬ tions and salaries, are placed upon the same standard as those of the white schools ; the schools are furnished with the same apjiliances as the best schools in the city, and since September 1, 1869, have been raised to the rank of grammar schools. The pupils have made creditable progress, especially in orthography, geography, and reading. One of the greatest evils encountered is the irregular attendance of the children, and this, on account of the j)ursuits of the parents, it is difficult to correct. LOWER STUDIES. Lower studies are too lightly esteemed. Parents demand advanced courses for their children before they are sufficiently drilled in the elements. As one cause of this is undoubtedly the miserable manner in which primary studies have been taught, it is hoped that improvement in the theory and practice of teaching may correct the evil. PUNISHMENTS. In all the schools corporal punishment is left to the discretion of the xn'incipals. SCHOOL-HOUSES A^'D S.VLARIES, Many of the schools are still held in dark, crowded and ill- ventilated apartments, and though several new buildings have been erected during the year there is a general demand for improvement in this respect. By a comparison of the salaries paid in the chief cities of the United States, it is seen that the average of salaries is lower in Baltimore than in any northern or west¬ ern cities, a circumstance to be deeply regretted, which does great iujustice to the teacher, and which, it is hoped, may be speedily remedied. SUPERVISION. Intelligent supervision is the life-giving principle of the whole educational system. The duties of a superintendent of public education are most arduous and important. The success that has attended the efforts of the superintendent for the city of Balti¬ more, during the past year, has been greatly owing to the active co-operation of the teachers. COMMISSIONER OF EDUCATION. 163 Table showing the number of schools in Baltimore- City, number of pupils on roll, free and"' paying, and number of teachers employed, January 1, 1870. Several grades. Schools. Teachers. Free pupils. s Total No. of pupils. Baltimore City College . 1 8 24 274 298 Female high schools . 2 25 129 701 830 Male grammar schools . 17 95 1,212 2, 464 3,676 Female grammar schools . 20 97 1,617 2, 471 4, 088 Unclassified schools . 2 6 87 174 261 Male primary schools . 28 133 3, 442 2, 502 5,944 Female primary schools . 32 138 3, 128 3, 313 6, 441 Evening schools . 4 18 530 224 754 Colored schools . . • ! 34 745 876 1, 621 INTnsie teachers. . . 4 Total . 1 n. 558 10, 914 12, 999 23, 913 Beceipts from pupils, cost of booTcs and stationery, and amount paid for salaries from Janu¬ ary 1, to December 31, 1869. Several grades. 1 Received from scholars. Cost of hooks and stationery. Amount paid for salaries. Baltimore City College . $871 00 2,522 00 9,310 16 9, 650 73 8,505 50 10, 226 37 129 60 $1,558 33 2,660 75 8,241 85 7,691 26 4,601 73 4, 905 18 99 72 $18,500 00 26,232 00 71,835 75 63,003 36 65, 219 73 74, 895 97 3,079 00 4,500 00 19, 328 99 5,990 00 Female high schools . Male grammar schools . . Female grammar schools . Male primary schoefis . Female primary schools . Evening schools . Music teachers _ _ _ _ Colored schools . 2, 042 05 190 00 2, .363 20 1, 142 58 General account . Total . 43,447 41 33,264 60 352,584 80 Appropriations, expenditures, and receipts for public schools. Appropriated. For salaries of officers, teachers, &c., including evening schools . |355, 000 For books and stationery . 25, 000 For school furniture . 30, 000 For rents and ground rents . 16, 000 For cleaning and repairs . 10, 000 For fuel . 15, 000 For incidentals . 10, 000 Expended. $333,255 81 30,901 40 19, 192 96 17, 820 78 9, 256 55 11,717 07 17, 875 96 For colored schools 461, 000 440, 020 53 28,000 26,322 08 164 ANNUAL REPORT OF THE .1 I 4 30 '1 '1 EXPENDITURES. •suodunpeDSTK if 5 5 2 bt 3 if - : : : : ^ ^ V ^=5 : ;iii issili f2gfS§f^ :§fi2S ^ 1 3 CO 2 ^ 1 •sas -uadxoaogjo uotstAaadug S ^ 2 S ?? S i 3 § ii L 12 i 2 X bUi ^ meiEigiiisiiSgiSiiiii 3 1 'O u- ?f •siredar pay ‘ainrxu -auj ‘gaipitua; S?: = Sgsj,sR3 ; ;S332 Siiissgiig : ;iiia g r-' iTi gf Tr' Cl ■ . =r T-"' -f gpSil cf 1 § *^jauop -nis pun siioog; ^'S~BsP?i?,SSSSSP.S.S ci-^~:c:cci K S § 5 § s~isi Cl" o 1 $ •easuad -xa xniuappui 3 g: 3 12 g g] 2 S rj g = -X 3 iPSi r-Tin-T.-- 3 S 2 •sai-iy -IHS prananax eiiiSilliigiSiliiS^gii gs' §■ jf gf s 2 if 5 S 2f L S 2f 2;' S' 8 8 1 •Uhox iliigiisiiiigiSSilgiiS |,gf 12 S 3 L L if L 2 2 5 L 2 c; i f •aims moij paAiaaaji g?Jg3SSSSSRSS5gS5;SS38?S igliSiiiiaisiiiSsSiSiB o 2 o crT O'- ^ ^ 2 3 2 2 L 3 2 2 n 2^2" O 1 •XBX X^mioa tnojj mm g-?-" :SS58gS88S3SS :5SgS ;iigiisi=iii Isaii ' ; 2" 2" ^ ^ *■”' 2* ' ^ ^ 3 i I Post office. ii o-^h;3S : ! : : : : : : ; £ ^2 o : : : s l2Sl|lSlSili 1 ! ! ! 1 I ! : ;? i • iWlil Examiner. i tip S«! ‘•S : B. • : ; X 3 ci 1? imiaiisu «3Sii|i’Ej o § ^23^3 in 5^ '■ f- : 4 ■ ;93S5S ‘llpl 5<;i;44 County. . ^ . . . KJH 53333 I I . I . . I . . . jiiii ! ! 5 i • No detail of tlje niiiuber of ])iipil8 or scholars in each county are giv'eu in tlie State report; but the whole nuniber of schools is given as 1,347, and the number of scholars enrolled as 75,402. The number of colored schools is estimated at 123, with 5,448 pupils COMMISSIONER OF EDUCATION. 16S MASSACHUSETTS. Authorities differ in regard to the area of the State, the extremes being 7,500 square miles and 8,000. In June 1st last, she had a iiopulation of 1,457,385. Of the expendi¬ ture of the State government for the fiscal year of 18G8-’G9, $4,419,200 G2 Avas for schools. The area of the State is divided territorially into 335 towns and cities, each being a body politic and corporate, required by law to provide one or more schools for tli'e free education of all its children. Every town must maintaiu a.t least one school six months in every year; every town of 500 families must maintaiu a high school thirty-six weeks; two adjacent towns having less than 500 families, may establish a high school; and every town haA’ing 4,000 inhabitants must maintaiu a high school, in Avhich Greek, Latin, and French are taught, in addition to the usual higher branches prescribed ; and any town refusing or neglecting “ to raise money for the support of schools” forfeits “ a sum equal to twice the highest sum CA'er before Amted for the support of schools therein.” It is generally known that Massachusetts “ Ihms by her public free schools,” as one of her eminent citizens has recently expressed it; or, as the sur>erintendent of the Charlestown schools, in his last report, says : “ Educated brain is the only commodity in Avhich Massachusetts can compete Avith other States.” Notwithstanding her sterile soil, cold climate, and rock-bound coast, liaAung neither mines nor precious metals, she supports a population greater in proportion to her size than any other State. It is supposed that some brief account of the origin and progress of the free school system of Massachnsetts Avill be of special interest to the nation, since here Avas planted the germ of that system which has since spread itself throughout New England and the northern States, making them all that they are in Avealth, infiuence, intelligence, and moral power. The origin of the imblic school system of this State may be traced back as far as the' year 163G, when £.50 Avas subscribed by the richer inhabitants of Boston toward tho maintenance of a free schoolmaster for the youth with us, Mr. Daniel Maud being iioaw chosen thereunto.” PreAnously, on the 13th of April, 1635, their appreciation of the need of a school Avas expressed by a A'ote of the townsmen, entreating IMr. riiilemon Permont to become schoolmaster. This school was afterAvard taught for a period of thirty-eight years by Ezekiel Cheever, under whose efforts it became the most celebra¬ ted classical school in the country, its special design being to fit young men for college. In the same year (1636) the general court of the colony of Massachusetts Bay,. Aviiich met at Boston, passed an act api^ropriating £400 toward the establishment of a college. This sum Avas more than the whole yearly tax IcAued on the colony at that time. The population, scattered through ten or tAvelve Aullages, did not exceed 5,000 persons. Two' years after this, John Harvard left the college, by will, the sum of £779, and a library of OA’er 300 books. In 1G42 the general court of the colony- enacted a law pro Adding : “ That the selectmen of every town in the several precincts and quarters where they dwell shall have a Adgilaut eye OA^er their brethren and neighbors, to see, first, that none of them shall suffer so much barbarism in any of their families as not to endeaAmr to teach, by themselves or others, their children and .apprentices so much learning as may enable them perfectly to read the English tongue, and liuoAAdedge of tho capital laws, upon pen.alty of tAventy shillings therein.” In the year following it was ordered by the general court that CAmry township, “ af¬ ter the Lord hath increased them to the number of fifty householders, shall then forth- Avith appoint one Avithin their town to teach all such children as shall resort to him to Avrite and read, Avhose Avages shall be paid either by the parents or masters of such children, or by the inhabitants in general;” also, “ that toAAuis numbering 100 families shall set up a grammar school, the master thereof being able to instruct youths so far as they m, ay be fitted for the university; and if any town neglect the performance hereof aljovc one year, then OAmry such town shall pay £5 per annum to the next such school till they shall perform this order.” In 1832 an effort Avas made to ascertain the amount raised for the support of schools,, but returns Avcrc received from only 99 towns. These shoAved an annual aAmrage ex- ]>euditure of $1 98 for each pu]nl. The returns receiAmd in 1834 from 214 toAviis shoAvcd that about one-.sixth of the children of the State Avere educated in academies and pri- A-.ate schools, at a cost equal to about six-seAmnths of the amount i^aid for the education of the remaining liA'e-sixths, aaJio attended the public schools. In 1834 an act was passed by the legislature establishing a perm.anent fund for tho aid and encouragement of common schools, said fund not to exceed $1,000,000, and tho mcome only to bo appropriated to the object in AueAV, and a greater sum Avas never to be paid to any city or tOAvn than was raised therein for tho support of common schools. The report of the committee to AAdioso consideration the bill AAuas referred previous to its iiassage, stated that “it is not intended, in establishing a school fund, to relievo tOAvns and parents from the principal expense of education, but to manifest our inter- 166 AX\:UAL REPORT OF THE cst in, and to give direction, energy, and stability to, institutions essential to individual happiness and the public welfare.’’ By the law of 1S49, which is still in force, the in¬ come from this fund was to be apportioned among those towns which should have raised by taxation the sum of $1 50 for the education of each j)erson between the ages of five and fifteen years. Previous to the establishment of the school fund, it had been impossible to obtain accurate information in regard to school matters, but it was pro¬ vided that any town whose committee failed to return the required information should forfeit its share of the income of the fund — a measure which resulted in the furnishing of the desired information. The normal schools of Massachusetts had their origin in a general educational revival, which stimulated an offer from Hon. Edmund Dwight, to give the sum of $10,000 to the work of educating teachers, provided the legislature would give an equal sum, which proposition was accepted readily ; and on the 3d day of July, 1339, the first normal school, consisting only of three jDuinls, was opened at Lexington. There are now four State normal schools, viz : at Framingham, AVestfield, Bridgewater, and Salem, which graduate about 160 teachers annually. The Framingham normal school has been for four years, since September 4, 1866, under the charge of Miss A. E. Johnson, as principal, who has discharged her duties, in the opinion of the visitors, with fidelity as well as skill and tact. Among the pupils, nine States are represented, besides Massachusetts, including South Carolina. The number of puj)ils during the year 1869 was 146. The Salem school has had an attendance during the year, of 216, representing five other States. The building was constructed for the accommodation of only 120 pupils, and it has therefore become necessary to enlarge it. The Framingham and Salem schools are for females only. The Bridgewater school had an attendance during the year, of 162, of whom 43 were gentlemen. Five States besides Massachusetts were represented ; also Canada and Nova Scotia. The Westfield school had an attendance during the year, of 172, of whom 18 were gentlemen. Fifty teachers have graduated during the year, and are all employed in teaching. The Clarke institution for Deaf Mutes at Northampton, Miss Harriet B. Rogers, princi¬ pal, contained 41 pupils during the year, of whom 24 were boys and 17 girls. This institu¬ tion was endowed by Mr. John Clarke with a permanent fund of $200,000, and has already been the means of accomplishing much good. It was chartered in 1867 ; the expenses to be partly defrayed by the State. The number of public schools in the State for 1869 was 4,959. Number of children between five and fifteen years of age, 269,987. The number of scholars of all ages in all the public schools was, in winter, 247,381 ; in summer, 240,846. Average attendance in winter, 200,962 ; in summer, 192,029. Mean average attendance for the year, 73 j)er cent. There are 23,135 x>ersons over fifteen years of age attending the imblic schools. Number of teachers in summer, males, 497 ; females, 5,540 ; increase of males 45, females 95. Number of teachers in winter, males, 959 ; females, 5,081 ; increase of males 54, females 13. The total number of teachers employed during the year was 8,022 ; males, 1,085, females, 6,937 ; increase for the year, 170. Average length of schools eight months and four days. Average wages of male teachers, including high-school teachers, $72 04 per month ; average wages of female teachers i^er month, $28 81. Amount raised by taxes for the support of public schools, including only wages, board, fuel, care of fires and school-rooms, $2,923,703 70 ; increase for the year, $287,934 64. Voluntary contri¬ butions to maintain or prolong public schools, or to i^nrchase ajjparatus, &c., $28,693 12. Amount paid for superintendence of schools and in’inting of school reports, $96,502 28. Expenditures for j)ublic schools exclusive of repairing and erecting school-houses, $3,123,886 44 ; increase for the year, $273,181 92. Sum raised for the education of each child in the State, between five and fifteen years of age, $10 84.5 ; increase for the year, $0 94.7. Number of towns in the State 335, all of which excejit two raised the sum ($3 for each child between five and fifteen) required by law, as a condition of receiving a share of the income of the State school fund. There are in the State 175 high schools, 35 more than are required by law. There are also 45 incorporated academies, and 481 private schools and unincorporated academies, in which the amount jiaid for tuition is estimated at $593,005 96, which added to the expenditures for public schools, exclusive of buildings, makes an aggregate of $3,716,892 40, expended in the State in teaching her children. Addiug the amount paid during the year for building and repairing school- houses, $1,295,314 18, we have $5,012,206 58. The increase for ten years in the number of persons between the ages of five and fifteen years has been 49,508, an average of 2.2 per cent, annually ; the increase for the same period in the amount raised for the support of schools has averaged 11 per cent, annually. The increase in the average wages of male teachers has been 47 per cent, j of female teachers, 46 per cent. The amount raised for the education of each child in 1858 was $6 34 ; In 1868 it was $10 84. COMMISSIONER OF EDUCATION. 167 INTRODUCTION OF DRAWING IN THE PUBLIC SCHOOLS. lu June, 1869, several well-known citizens of Massacliusetts, largely engaged in maniifactnring and ineclianical industry, signed a xietition to the legislature, in which they rejiresented, “that every branch of inannfactnres in which the citizens of Massa¬ chusetts are engaged requires, in the details of the processes connected with it, some knowledge of drawing and other arts of design on the xiart of the skilled workmen engaged,” and for this and other reasons, asked, “that the board of education may he directed to report, in detail, to the next general court, some definite plan for introduc¬ ing schools for drawing, or instruction in drawing, free to all men, women, and children, in all the towns of the Commonwealth, of more than five thousand inhahitants.” The legislativre responded so prom^itly that on the 12th of June a resolution as requested had been passed and was axiproved. The hoard of education being deeply impressed with the importance of the subject, committed its consideration to a siiecial committee, who subsequently reported that the almost total neglect of this branch of instruction in jiast times has been a great defect ; that we are behind many other nations in all the means of art culture, a defect which native artisans and mechanics feel, as “ foreign workmen occupy the best and most responsible xilaces in our factories and workshops that agents should be em¬ ployed to go through the Commonwealth and interest the people in this most import¬ ant subject ; and that “teachers should be required to be qualified to instruct in free¬ hand drawing, and the work should be begun in the jirimary departments, and should be continued with zeal and fidelity through the period of school life.” The report of the committee was adopted by the board of education, whose recommendations re¬ sulted in the passage, by the legislature, of — AN ACT relating to free instruction in drawing.— Approved May 16, 1870. “ Section 1. The first section of chapter thirty-eight of the General Statutes is hereby amended so as to include drawing among the branches of learning which are, by said section, required to be taught in the public schools. “ Sec. 2. Any city or town may, and every city and town having more than ten thousand inhabitants shall, annually make provision for giving free instruction in industrial or mechanical drawing to persons over fifteen years of age, either in day or evening schools, under the direction of the school committee. “ Sec. 3. This act shall take etfect upon its passage.” boston. The following statistics of the city schools, including those of the town of Dorches¬ ter, recently annexed, are taken from the rejiort for 1870, of the superintendent, Hon. John D. Philbrick. Number enrolled in all the schools . In general schools . . . . In sxiecial schools . Average attendance in general schools . Average attendance in special schools . Number of general schools: high, 5; grammar, 36; primary, 328 . Special schools: licensed minors, 2; deaf mute, 1 ; evening high, evening.... Total number of schools . Teachers of general schools : males. 111 ; females, 794 . Teachers of special schools : males, 18 ; females, 15 . Average number of xiujiils belonging to primary schools . Average daily attendance belonging to primary schools . Average number belonging to grammar schools . Average attendance . . Belonging to high schools . . Average daily attendance . 38, 944 35, 442 3, 502 32,411 1,010 369 14 383 905 33 15, 091 13, 772 18, 996 17,934 1,355 1,305 Lessons in vocal and x)hysical culture have been given in all the x»rimary schools, with much advantage to the jiupils. Music is taught universally and with success, and its study is considered of much importance. In some of the primary schools Leigh’s jihouic system of teaching the first steps of reading has been tried and has been generally successful, in some cases remarkably so. In the primary schools the average number of pupils to a school, during the last half- year, has been 46.3. The average number belonging to the primary schools was 15,091. The average number belonging to the grammar schools, during the last half year, was 18,996. About 7 j^er cent, of the pupils in the grammar schools are over fifteen years of age, while about 28 xier cent, are under eight years. Of the special teachers in "these schools 13 are teachers of sewing. The number of xiujiils belonging to the high schools 168 ANNUAL REPORT OF THE is a little less than 4 per cent, of the whole nnmher belonging to all the schools. The attendance during the last half year has been 9d.2 per cent. There are, including tlic Dorchester schools, 5 head masters of high schools and 36 masters of grammar schools, who are also principals of the primary schools in their respective districts. It is recommended that, instead of the present plan of furnishing text-books free to the children of indigent parents only, they should be furnished freely to all, thus saving the self-respect of the xroor and making the schools wholly free in reality as they are in name. There are two schools for licensed minors in the city. The average number of xmxrils belonging during the last half year was 78, and the average attendance 67 x^er cent. TliUA^^CY. The city is divided into ten truant districts, one truant officer being assigned to each district. These officers are apxminted by his honor the mayor, and they are exx^ected to give their whole time to the investigation of cases of truancy rexmrted to them by the teachers of their respective districts, and in seeming the attendance of absentees ; that is, children whose names are not enrolled in the schools, and wiio are, therefore, not technically known as truants. Within the last eight or ten years the number of truant officers has been increased in a greater ratio than that of the increase of x^upils in the schools, so that they are now able to render more assistance to the teachers in securing attendance than formerly. The system is working satisfactorily. The officers are efficient and faithful. Having been acquainted with the ox)erations of the system from its origin, Sux)erintendent Philbrick says: “It is to me very evident that the success of the system dex^euds almost wholly uxron the character of the officers. To insure the highest success in his useful vocation, a truant officer must be not only faithful and efficient, but humane and benevolent in his disxiosition.” The training school continues in a prosperous condition. Its graduates are doing a good work in the primary and grammar schools. LATLX SCHOOL. This school is the oldest in the city, if not in the country, having been instituted in 1635. It has always been a classical school, having for its chief function to lit boys for college. As most of its graduates go to Harvard University, the Harvard exami¬ nation for admission is the standard of scholarship at which the school aims. Boys may be admitted to this school at the age of ten years. The first year is divided be¬ tween the Latin grammar and Latin reader and the elementary English branches. During the second year ancient geograx^hy is added, and French and Greek are begun in the third year, the English branches still being continued. During the fourth year algebra and English comxjosition are added. During the fifth year arithmetic is dis¬ continued. In the sixth and closing year less attention is x^aid to the English branches and more to the languages. Comxiositiou is required in Latin, Greek, and French. Geometry takes the xdace of algebra and ancient history is added. The average number of x)H15ils belonging to the Latin school during the last half- year was 242, and the average attendance was 232. The teachers consist of one head master, two masters, four sub-masters, one sx^ecial teacher of French, and one in*mili- tary drill. ENGLISH HIGH SCHOOL. The average number of xmx^ils belonging to the English high school during the last half year was 357, and the average attendance was 350. The first class, consisting of 61 members, is taught in two divisions by the head master, one master, and one sub¬ master ; the second class, consisting of 107 members, is taught in three divisions by tlnee sub-masters; and the third class is taught in five divisions by two masters and three sub-masters. Drawing is taught in all the classes this year for the first time. A special teacher of drawing is emxdoyed, also a sxiecial teacher of xn'ouunciation in French. Military drill is taught by a sxiecial teacher. The number of xjuxiils is larger than it has ever been before since tlie school was established. gills’ high and NOrv?JAL SCHOOLS. The average number belonging, including the training department, during the last half year, was 454, the average daily attendance being 432, and the per cent, of attend- ance"95. The increase in the average number belonging during the year has been 68, which is believed to be the largest increase that has occurred in any one year since the school was established. It is taught by one head master, one head assistant, and thir¬ teen assistants, and a suxierintendent and assistant in the training department, one COMMISSIONER OF EDUCATION. 169 special teacher in chomistry, one in vocal music, one in drawing, one in German, and one in French. At the beginning of the next school year a spacious and commodious edifice will be ready for the occupancy of the school. The training department is very full, and not a tenv applicants for admission were rejeeted for want of room to accom¬ modate them. The average attendance for the last half year was 54. In the Ilighlauds High School, the average number of pupils belonging daring the last half year was 183, ])oys 01, and girls 127 ; the average daily attendance was 182, and the ])er cent. 97. This school is taught by one head master, one head assistant, three assistants, one special teacher in French, one in drawing, one in music, and one in military drill. In addition to the usual studies pursued iu high schools it is ordered that the boys shall be instructed in military drill, and the girls in gymnastics and calisthenics. The Dorchester High School had an attciidauce during the last half year of 114, 74 girls, and 40 boys. The average attendance was 109, and the i^er cent. 95. There are seven teachers, one head master, one head assistant, two assistants, one special teacher in drawing, one in vocal music, and one iu French. The whole number of graduates at the close of the last school year was 23, of whom 1 was of the four-years course, 21 of the three-years course, and 1 of the classical course. In the Roxbury Latiu School, the average whole number belonging during the last lialf year was 77 ; average daily attendauce, 73 ; per cent., 95. The teachers are a master, a sub-master, and a female assistant. This school is free, and unsectarian. THE nORTICULTUEAL SCHOOL FOR WOMEN, AT NEWTON CENTER, situated a few miles from Boston, at Newton Center, on the Woonsocket Branch Rail¬ road, has been instituted for the purpose of affording to women au opportunity for a thorough education in the theory and practice of horticulture, including the cnlturo of fruit, vegetables, and flowers, both in the ojicn air and under glass. The president of the institution is Miss Abby W. May; vice-presidents, Mrs. J. Ellertou Lodge, Mrs. Caroline M. Severance, and Hon. Marshall P. Wilder ; secretary. Miss L. 1*1. Peabody ; treasurer, Edward W. Hooper. It is believed that this school will lead to important results, among others, and not the least of which, is the great improvement in the health of women which must result from out-door work suited to their strength, and it is hoped that not only the immediate pupils of the school wnll be thus benefited, but that the exam})le of out-door work thus set will be widely imitated. Puj)ils received either as residents or day scholars, who are sixteen years of age, and have a good elementary education. Instruction given in various branches directly re¬ lated to horticulture, by lectures, as well as by j)ractice. A full course will comprise two years. Lectures given on botany, entomology, and kindred subjects. All pupils required to work in the garden ; the work graduated to their degree of strength. The matron will have a careful oversight of the health of pupils. Price of tuition, $100 a year. Minimum price of board, $4 per week. The school wms opened in May, 1870, and, of the work of the school already accomplished, IMrs. Frank B. Fay, visitor, for August, says : “■ The laud was not ploughed until after the 20th of May, when the young ladies, five in number, put iu the seeds for the vegetable garden, and, with the excei)tion of the first hoeing of the potatoes, they have taken the entire charge of the garden. The suc¬ cess of their labors can be judged by the fact that they have not only suxiplied their own table with eight or ten varieties of excellent vegetables, but have also made sales to parties outside the school. From cuttings the x)ux)ils have raised, and now have for sale, fifteen hundred idants of various kinds, and they have been wonderlully success¬ ful even with those varieties w^hich are the most difficult of propagation. One fact will be interesting, esiiecially to those x^ersons who have been somewhat doubtful upon the point, viz., that young women, in out-door work, are able to endure the severe heat of summer. With the exeex^tion of four or five days, our x>upils have worked out of doors, and there is but one ox)inion among them in regard to the healthfulness of the cmxdoyment.’^ WOBURN. This town conlaincd, in 18G9, 1,77G childi'en between five and fifteen years of ago. The average number of all the xmx^ils belonging to all the schools during the year 1869-’70 was 1,589. The average daily attendance was 1,420, or 89 x^cr cent. There have been in ox)eratiou thirty-two schools, exclusive of the evening school, one high, seven grammar, fonr mixed, eight intermediate, and twelve xuimary. The number of school-houses is 13, teachers 33. The average number of x^ux)ils to each teacher, in grammar schools, 47 ; in intermediate schools, 39 ; in primary scliools, G3 ; in mixed schools, 38. Average number of x)uxfil3 belonging to the high school, 98 ; to the gram¬ mar schools, 308 ; to intermediate schools, 299 ; to x>i’imary schools, 731, and to mixed schools, 152. The aggregate expenditure for support of schools during the year, §21,279 18. Amount appropriated by the town, §22,000 40 ; received from State fund, 170 ANNUAL REPORT OF THE $388 90. Valuation of the town in May 1, 18G9, $6,387,805. The population in 1865 was 7,002. Instruction in the primary schools is given according to the improved metliods, em¬ bracing, in addition to the regular studies, calisthenics, lessons in object teaching, singing, &c., with a free use of the blackboards. The i^upils in the intermediate schools are required, in addition to reading, spelling, writing, and definitions, to be well acquainted with the elements of geography, to have a thorough knowledge of notation, numeration, addition, subtraction, multipli¬ cation of simple numbers and United States money, and to be able to make out a bill in a neat and business-like manner. The text book in geography is used one year as a reading book, and each x)aragraph is made the subject of familiar conversation. Pupils are admitted to the grammar schools at from ten to twelve years of age, and the course, comprising three years, includes reading, spelling, defining, writing, arith¬ metic, geography, grammar, history, composition, aud declamation. The number who complete the full coimse is rapidly increasing, the proportion at i^resent being about 50 per cent. The whole number of pupils registered in the high school during the year was 113, 43 males and 70 females, about fourteen out of every thousand imrsons iu the town. The number of those who have completed the full course of four years and will grad¬ uate at the close of the year is 21, six of whom belong to tire classical department. A peculiar feature of this school is the ‘' half-day system,” which iDermits the impil to remain absent one-half of each day, i)rovided only that his lessons are thoroughly learned, thus allowing the pupils to devote a few hours each day to manual labor, pro¬ vided they choose to study in the evening. The plan is said to work well, and it is economical, since in that way the building will accommodate twice the number of pupils. An evening school is in operation, in which, during the year, 120 pupils have been registered, 61 being adults, and 52 juveniles. The oldest member is thirty-eight, aud the youngest is twelve. About one-third of the juvenile class are over twelve and un¬ der fifteen years of age. They are emjiloyed in manufacturing establishments, and are compelled by law to attend some day school eleven weeks, at least, of every year. “ To this class of children,” says the rei^ort, “ I think our evening school ofiers greater facilities for improvement than our day schools. If this be so, then we have complied with the spirit if not with the letter of the statute, in the provision that wo have made for their instruction.” FALL RIVER. Population, 26,500 ; number of children in the city, as returned by the assessors in 1869, is 5,294 ; the number registered by the schools is 6,099 ; an increase of 365 over the past year. It is not known upon which side the error lies which reports 805 more chil^’en in school than the assessors rei^ort in the city ; but the school statistics, it is stated, have been compiled with great care, and it is x)robable the error is with the assessors. There are twenty-four primary schools, with 35 women teachers, and 2,915 scholars registered; ten mixed schools, with 11 women teachers, and 351 pupils ; eight intermediate, with 11- women teachers, and 881 pupils; three grammar schools, with 3 men and 10 women teachers, and 959 pupils ; one high school, with 2 men aud 2 women teachers, and 142 pupils ; and a factory school, with 1 man and 4 women teachers, and 851 pupils. In addition, two free evening schools were kept during the wunter, for children over 15 years of age. The average attendance, compared with the whole number registered, inclusive of the factory school, at which the term is only three months, is only 55 i)er cent. A reason for this low iier cent, of attendance may be found in the fact that the city is composed largely of factory operatives, who, in inauy cases, cannot afford, or think they cannot afford, to keex^ their children in school. The number of truants returned to school, during the year, is 370; number arrested and i)laccd in confinement, 27 ; discharged with reprimand, 26 ; sent to reform school, on complaint of city marshal, 8 ; showing a decrease of truancy, over the last year, of about 50 per cent. In 1863 half-time schools, so called, were established for children between the ages of five and fifteen, employed in the mills, so arranged that half the children of that age, thus employed, might be in school half of each day, and in the mills the other lialf, thus giving all the children a half day’s instruction each day. About 1,000 child¬ ren are instructed in these schools ; the mill agents co-0];)erate heartily with the school committee and superintendent ; indigent parents have met the requirements of the law with commendable courage, and, on the whole, it is thought that no equal amount of money expended by the city for schools secures so great and good results as that devoted to these and the evening schools. LOWELL. Number of children in the city, between five and fifteen years of age. May 1, 1869, 6,166; public schools in city, 59; 1 high, 8 grammar, and 50 primaries. Number of COMMISSIONER OF EDUCATION. 171 teachers employed, 107. Avera;>'o number of pupils, 5,130. Average per cent, of at¬ tendance, 90.2. Average cost of each scholar for tuition, $12 77. Yearly expenditure, $119,154. The teachers in the primary schools are all women. In the grammar schools 7 are men and 40 are rvomen. Of those in the high school 4 are men and 4 women. A teacher of penmanship and 1 of vocal music are employed in the high school. Within the year two free evening schools were established, at which 447 xnipils were instructed by 8 teachers. During the present year there have been 49 fewer cases of truancy re¬ ported, and less than half the number of absentees by j)ermission, than during the previous year. Report of the truant commissioner states that as the extent of territory to be traversed by him increases every year, it will soon be necessary to have another otBcer, and requests that some one be immediately appointed to learn the business, stating that three years would hardly suffice to give the experience necessary to a proper discharge of the duties of this office. Mr. Huse has served as truant commis¬ sioner during "the past sixteen years, and he states that during that time there has never been so little truancy, and so good attendance at school, as during the past year. CHARLESTOWN. In 1865 this city had a population of 26,398; in 1888 it was estimated at 28,000. The number of children between five and fifteen years of age, in 1865, was 4,951, and in 1868,5,824. Number attending school in 1888,4,824. Number of schools: primary, 36 ; grammar, 5 ; intermediate, 3 ; high, 1. Primary schools contained 3,326 pupils — 1,700 boys and 1,626 girls ; grammar and intermediate, 3,743 pupils — 1,895 boys and 1,848 girls ; high school, 167 pupils — 60 boys and 107 girls. Whole number of schools, 45 ; teachers, 103. Average attendance in primary schools, 1,588 ; in grammar, interme¬ diate, and high schools, 2,921. Ratio of attendance to whole number of children, .82. Value of school property, $409,700. School expenses during year, $85,169 07. Amount remaining in treasury unexpended, $23,895 93. WORCESTER contained, in 1865, a p)opulation of 30,000 ; estimated present population, 41,000 ; num¬ ber of children between the ages of five and fifteen, 6,846 ; number of children received instruction during year 1869, 8,949, an increase over past year of 488 ; average yearly attendance, 6,321 ; in attendance at close of year, 6,418, being an increase of 386 over the i^revious year. Number of schools in the city, including 3 evening schools, is 117, an increase of 8 during the year. Number of teachers emx)loyed, 135, au increase of 11 during the year. Average yearly cost per scholar, $15 44. Ordinary yearly expenses, $97,651 82. Extraordinary expenses during the year, for furnishing, repairs, &c., $8,953 10, making total yearly expense, $106,604 92. Number of schools now in opera¬ tion, 116; number of teachers, 138; pupils, 6,322. Within ten years these numbers have nearly doubled. The school committee consists of twenty-four members, holds regular monthly meet¬ ings, and special meetings at the call of the mayor, who is president of the board. A superintendent and clerk are elected by the board. The superintendent is the execu¬ tive officer of the board ; supervises all the schools, reporting quarterly to the board in writing. A change in the methods of control and system of direction is recommended by the mayor, particularly in the abridgment of the number whicli constitutes the board, for the reason that “ it is almost impossible to find competent persons of suffi¬ cient number to represent a majority of the board, Avho are able or willing to sacrifice the amount of time necessary.’^ The great want expressed by the report is a normal school—^* teachers trained by practice.” In this county, with its 34,000 children in schools, 850 teachers are at work. In consequence of changes, more than 200 new ones enter upon the work of teaching yearly, and to meet this demand for trained teachers there is no adequate source of supply. Too much indifference is reported on the part of parents to the punctual attendance of children, so that about one-twelfth of the advantages of the schools is lost by irreg¬ ular attendance. The truant officer has this year attended to 2,000 cases of truancy, and returned 1,209 of them to their respective schools. 130 obstinate truants have been assigned to the several public schools; and of those, 29 being a2)parently habitual truants, have been arrested and tried before the municipal court, 17 of whom were sentenced to the truant school, or “ the farm,” as it is called, for the term of six months or one year. It is found that the existence of this school acts as a very great check upon truancy, the great majority of the boys having “ a wholesome respect for ‘ the farm,’” and when once brought to school by'the officers, and reminded that the first step thither has been taken, they are far more j)unctual at school than if no such school awaited them. Of those who re-enter the i)ublic schools from this school, nearly all, it is thought, are improved in respect to punctuality. A training school, composed of 225 primary scholars, has recently been established, in 172 ANNUAL REPORT OF THE fonr rooms and in four classes, under the dmection of two accomplished teachers. To instruct these children, and at the same time to acquire experience, and he instructed in methods of teaching, there is a practicing class of 18 youn^ ladies. In each room two members of the practicing class remain during the morning session, one as in¬ structor and the other as critic ; and two others during the aftei'uoon. Among these there is an exchange of duties once a month. The members of the practicing class receive a daily lesson from the training teachers, one of whom conducts it the first hour and the ether the second. This kind of training is continued one year. It is asserted that as the result of this school, the children are interested and instructed in a great deal of useful knowledge, while the young lady teachers have the exiDerience of one-half year’s solid teaching, under the vigilant eye of an associate, with an instructor constantly at hand. It is believed that such a training for those who teach is a far better prex)ara- tion than a much longer course of x>urely theoretical instruction, or of chance experi¬ ment. DENNIS. The number of public schools in this town is 16, which were tauglit during the year 1860 an average length of eight months and five days. The salaries of teachers amounted to $4,588. There were 8 male teachers during a xrart of the year, and 17 females. The average wages for the males was $57 87-^ x)er month, and that of the females $28 20. The number of persons in the town, between the ages of five and fifteen, was 841, of whom 175 were not in school. The average number in each school in summer was 45, and in winter 55. Voluntary contributions for siqiport of schools during the year, $308. AVithin the past few years an entire set of new school buildings has been provided, and all sections of the town have ample accommodations. The committee say, how¬ ever: “All of our buildings are quite too barren of apparatus, especially in the j)rimary and intermediate rooms.” “ Smallness of wages is an obstacle to the best results.” “As a whole we have reason to speak with unbounded x>raise of the fidelity and effi¬ ciency with which our schools have been managed during the year.” SPRINGFIELD has a i)opuLation of 28,000 ; number of children between five and fifteen years of age, 4,156; number of x>upil8 registered in schools, 4,617; of these 33 were under five and 240 over fifteen years of age. The number of schools is 87 ; teachers, 100. Amount expended for the year, $76,303 40. The high school contains 217 pupils, with seven teachers, a large increase over the previous year. A training school for teachers has been in operation a year and a half, and is doing good work. Free evening schools are in operation, four during the winter and two in the summer. As a result of these schools it is stated that : “Forty-three of the operatives in the mills, who made their mark ux)on the x)ay-roll for November, wrote their names u];)on that same x)ay-roll for February.” There are about 25 boys at the truant school, vrho are reported “ well fed, well clothed, well taught, and well behaved. The school is doing for them more than its best friends dared to hope. It is doing none can tell hoAV much, to secure regular attendance in the other schools.” Each city or town is authorized to establish a reform school for children between the ages of seven and sixteen, who are “ not attending school, or, without any regular occupation, are growing uj) in ignorance,” and they may be sent there instead of being fined, if it is thought best. A reform school of this kind has been established in one wing of the alms-house, under the care of a suitable matron. An ungraded school has been established also, v;hero habitual truants who ought not to be sent to the reform school may be kex)t under instruction until they can return to the graded schools. This is under the care of a gentleman who is also the x>riucipal truant officer, whose duty it is to look u^) all truants, and investigate the cases reported to him from the X)ublic schools. Having a female assistant, with whom he can leave his school when required to do so, he is able to attend to such cases. When satisfied that any one is a real truant, and that there is no other mode of j)reveutiug it, he takes him to the un¬ graded school and keeps him until his attainments and habits will allow of his being transferred to a graded school. If irregular still, the reform school is pointed to as the alternative, and this is generally effective ; so that there are only 22 in the reform school, some of whom would be in the jail if not sent here. The result of these schools has been to increase the attendance ux)on the regular schools, so that 89 xier cent, of the children of school age are in them. * There is also a half-time school at Indian Orchard, where the children employed in the manufactories attend school three hours each day through the entire year, and work the rest of the time in the mills. These operatives are paid full wages for three-quar¬ ters time, so that the arrangement is satisfactory to the parents. This is yet an expe¬ riment, Vvhich is looked upon with grerff interest. COMMISSIONER OF EDLX'ATiON. 173 The followiu<>- letter from the agent of the Indiau Orchard Mill to his treasurer gives the methods of this school : “IxDiAX Okchakd Mills, ‘■^Indian Orchard, February 4, 1869. “Dear Sir: The number of children attending half-time schools is 30, aged from nine to fourteen. Number of boys, 9; girls, 21; hours school per week, 15; hours work i)er week, 484-. “The scholars leave work at 12 o’clock, school commencing at 1 o’clock, and closing at 4, with lifteen minutes’ recess each session, thus giving them one-half hour for play before school and lifteen minutes during school hours. Number of school weeks in year, 40. The parents of the children attending school are much pleased with the arrangement. I have not had a case of truancy reported to me ; this shows that the children like and appreciate tlie system. The school has been keeping seven weeks. I cannot as yet compare the earnings on job work; but I find that, where the children were before losing from one to four days per month, they are now working full time during the hours assigned to labor, the school hours being a real rest to them. I am watching the working of this school with interest, and while I do not wish to arrive at a conclusion hastily, I fully believe that the half-time system is practicable, and wherever adopted, the manufacturer as well as operator will derive a benefit from it. “Yours, truly. “C. J. GOODAVIN, Agent. “Edward Atkixsox, Esq., Treasurer:^ NORTHAMPTON. The number of teachers employed in all the schools of Northampton is 47 — of whom 4 are in the high school, 11 in the three grammar schools, and the remainder in pri¬ mary and ungraded schools. The primary and ungraded schools are taught thirty-sLs weeks in the year, in three terms, with suitable vacations ; the high and grammar schools are taught forty weeks, annually. Every pupil in all the public schools must devote two half hours each week to the study of the principles of vocal music. The annual expenses for all the schools are about $30,000. The salaries of the female teachers, of whom there are 45 — the i^rincipal of the high school and the teacher ol music being the only male teachers — are from $216 to $400 — nine receiving the former, and eight the latter, sum, while others receive amounts between these extremes. The course of instruction embraces twelve years, viz : In the primary, grammar, and high schools, four years each. As an evidence of an increasing interest in their work among the teachers, the superintendent, Hon. J. P. Averill, says : “ Two years ago, to the best of my knowledge, only three copies of any educational journal were taken among the teachers ; now there are nearly forty.” SALEM. The poyiulatiou of the city of Salem in 1885 was 21,197, and in 1869 was estimated at 25,000. The number of persons between five and fifteen in May 1869 Avas 5,235 ; the number enrolled in the public schools, 4,412 ; the average number of all grades belong¬ ing to the schools, 2,986 ; the average daily attendance in all the schools, 2,590 ; aver¬ age daily absence, 396 ; average per cent, of attendence, 87 ; average number of pupils belonging to the high school. 111 ; number of seats in the high school-house, 238; aver¬ age number of pupils to each teacher, 22 ; average number belonging to the grammar schools, of which there are 7 — two for boys and tAvo for girls, and three for both sexes — Avas 1,107; average number of pupils to each teacher, 41; average number of luipils belonging to primary schools, 1,768; average number to each teacher, 49. The sum appropriated for each child betAveeu five and fifteen years was $9 55. The total ex¬ penditure for school purposes for the year 1869 was $60,143 66. The school committee consists of eighteen members besides the mayor and president of the common council. The board has a secretary and messenger ; and there is a superintendent, Avho has a salary of $2,000. The salaries of teachers amounted to $36,968 39. In regard to the high school, the committee say that a class AALich graduates one- third of its entering number does remarkably Avell. Professor Morse, of the Peabody Academy of Science, gaAm tAvo courses of lectures to the school, j)rofusely illustrated on the black-board, upon the animal remains found in the rocks, and on the classifica¬ tion of the animal kingdom. They say, also : “ Not many years since it Avas a standing reproach not only to this school, but to our city, that Ave had no representatives in any of the leading colleges. We rejoice that it is so no longer. There is noAV no class at Cambridge which does not contain graduates of the Salem high scliool, who are doing us credit, and of whom we are justly proud. The pupils no^ puisuiug the col¬ lege course number seventeen, exclusive of the junior class.” 174 ANNUAL REPORT OF THE Truancy is spoken of as too common, and as a source of great evils. “ The Plummer Farm School of Reform for Boys vrill probably be opened in the course of the coming year ’’ for the reception of incorrigible truants. Besides the regular public schools, there are evening schools for the males and fe males separately, both schools numbering about 300 dilferent scholars during the year, from twelve to thirty years of age. The instruction in these schools is chiefly oral’, with little attempt to form classes, on account of tlie irregularity of attendance. " “The pupils are well behaved, and manifest a great degree of interest in the studies.” In May a special school vras established for factory children, called the Nanmkeag school, and opened on the 7th of June, 1869. The pupils are all of them employed in the Naumkeag Mills, between the ages of five and fifteen, and are formed in two divi¬ sions, attending alternately at the school and the mill, forenoon and afternoon. The school is kej)t through the entire year, five days in a week, except the legal holidays, thus securing to all equal time of attendance, and the half holiday on Saturday, with no interference with the regular progress of the work in the mill by this class of oper¬ atives. The average number belonging each half day is 31 ; cent, of attendance, 93.8. The operatives who attend school receive from the corporation two-thirds of the price for full time, and those employed by the piece receive 50 cents per week in addi¬ tion to what they actually earn at the usual rates. The time-table of attendance at school is kept in the same form as at the mill, and the same deductions from wages are made for absence from school as for absence from the mill ; and thus truancy and tardiness are rare. The committee express the opinion that they have “ arrived as nigh unto iierfection in the treatment of these school annoyances as is permitted in the administration of human affairs.” “The teacher’s brain is, in main part, the text¬ book, and the school exercises consist chiefly in oral instructions, readings, and recita¬ tions in concert, and slate and black-board lessons,” &c. EXTRACTS FROM THE “ABSTRACT OF SCHOOL COMMITTEE’S REPORTS,” MADE BY THE SECRET.VRY OF THE BOARD OF EDUCATION. The statutes of Massachusetts require each of the three hundred and thirty-five towns and cities in that State to publish at least annual reports of their school committees in pamphlet form, and to send one copy at least to the secretary of the board of education before the end of April. The following epigrammatic sentences are extracted from the reports of school committees for 1869, the name of the town from which the extract is taken being ap^iended. Parents. — A strange system of ethics or religion exists, where personal or religious animosity is allowed to neutralize the efforts of any teacher. Teacher^s influence. — The school is usually a portrait of its teacher. — Brewster. Indifference of imrents. — We venture the assertion that one-fourth of the time and money devoted to schools is thus wasted, and we see not how we can rid ourselves of this discouraging drag upon our prosx)erity, until parents manifest an increasing inter¬ est in the intellectual welfare of their children, and consider it a duty to keep them regularly at school. — Chatham. School appropriations. — The school-houses in a town are the best bonds a jiroperty holder can have ; and a successful free public school his best and safest policy of insur¬ ance for the continued and increasing valuation of his estate ; so that from the lowest and most mercenary motives our schools should receive the fostering care of property holders. But when we regard our children as the reijresentatives of something more than silver and gold, or greenbacks or houses or lauds, or ships or merchandise, and which in the com^iarison cannot be measured with any or all of these, because of the infinity of difference, we might reason with a force a thousand times more momentous and consequential, for a generous and hearty suxiport of our public schools; for every thing to which we can attach value in a community must be measured by the intelli¬ gence and virtue of its citizens. Indifference of the poor. — It is a remarkable fact, and which to us is entirely inexxfiic- able, that a majority of those who vote in town meetings against sufficient appropria¬ tions for a full term of free school are those who x^ay small taxes. — Dennis. Educational sentiment. — There must be a firmer and more evident interest in the school room. The jails, prisons, and gallows, of our country testify to the efficacy of street education, and the x)arent owes it to the State as well as to the child that he has as little of it as possible. The State w ants x)roductive citizens, who will yield valuable returns for the rich benefits she heaps upon them, and the more educated a person is the more precious may he become to his State. What more valuable service, then, can one render to his State, than by making use of all the means which she has put in his x^ower, to give to those whom God has xfiaced in his charge as thorough and liberal an education as his circum¬ stances will admit ? — Sandwich. The graded system — Has been in operation in our schools for the last three or four COMMISSIONER OF EDUCATION. 175 years, and experience proves it to be tbe most efficient plan for the progress of the scholar and tbe nsefnlness of tbe teacher. Physical training. — Tbe great fault of tbe age — baste, is too evident in all our educa¬ tion. Children are crammed, not learned. Four hours a day are enough for a child under twelve years to study, or bo in a school-room. The best gymnasium ever yet built is that which has a ground door and a sky-roof; and nature is the best teacher of calisthenics. The scientidc movements taught in school-rooms are but poor iiarodies on the easy dow of natural action. Let the school hours and studies be few and pleas¬ ant, especially to the beginner, lest he learn to hate them before he knows their value, and become a truant before he become a scholar. — Welldeet. Primary schools. — Our educational system may well be compared to a pyramid, of which the primary schools are the foundation, but which rises in eonstantly diminish¬ ing sections to its summit, crowned with the highest achievements of literature and art. The successful management of a primary school requires the rarest, and therefore the highest, order of talents. Ten teachers qualided to instruct an intermediate or gram¬ mar school can be found to one who can teach a primary school as it should be taught. The wages, therefore, of these teachers should be equal to those paid to teachers of the higher grades. — Adams. Sigh school wanted. — Private schools are the order of the day in our town ; this will continue to be the case so long as there are no public schools for advanced scholars. — Cheshire. Attendance. — Tell us a school is steady and regular in attendance, and it needs no fur ther commendation. — Great Barrington. High school. — The top stone of our educational system is the high school. — Lenox. No more school districts. — It is now generally known the present year commences the operation of a new school law abolishing the district system. — New Marlborough. Mental culture. — A wise essayist says, “ What sculpture is to the block of marble, edu¬ cation is to the human soul. It is a work with noble materials for great and good purposes, and one which also aims to make available the real wealth and resources of the State.” — Otis. Education vs. Crime. — When it costs Berkshire County five times as much for a court¬ house, jail, and house of correction (to say nothing of the expenses of the detection, arrest, and conviction of criminals) as it does to fiumish a year’s tuition to every boy and girl between the ages of five and fifteen years in the county, there can be little doubt as to the proper direction in which to judiciously increase the i^ublic exiienditure. It is entirely in accordance with the genius of our republican institutions that our means of public instruction should be the pride of all the peoj)le, and not in any sense a poor bountv for those who are unable to avail themselves of private tuition. — Pitts¬ field. Education and citizenship. — The children in our schools are, so far as qualifying them for citizenship goes, a trust committed to the voters of this town. The law makes their education the care of the town. This it does because their education is a public benefit. You would have tliought it madness to send out soldiers without equipments. Is it any less madness to send our children unequipped into the battles of life that await them ? — Dighton. Supervision. — Of the system of superintendency of the public schools as pursued in this city, we speak with much confidence, believing fully in its efficiency and useful¬ ness ; the wonder with us is, that oirr large cities and towns should ever have done without it. School appropriations. — I am confident that no corresponding amount of money has ever been expended in behalf of our schools that has been more profitably turned to account. — New Bedford. The school buildings should be not less an exxionent of our intellectual and social progress. When chimches are magnificent, and houses are elegant, our temples of learning should not be barns. — Taunton. School appropriations. — We reai^ as we sow. If we sow sparingly, we shall reap spar¬ ingly. Small appropriations make small schools. This is the law, and this is the fact. i The law relating to children in manufacturing establishments does honor to Massachu¬ setts. In it we see the State assuming the relation of parent to the poor and helpless child. Text-books. — We give our unqualified approval to the plan suggested by the Massa¬ chusetts board of education, that commissioners, men of learning, and eminent educators be appointed to make selections in text-books for the whole State. — Andover. Music in primary schools. — The scholars of every school have been taught the science of music. The i^upils in the primary school are able to read music in any key.— Brad¬ ford. Duty to future generations. — The greatness of the legacy we have received from those who have gone before us, increases our debt to future generations. — Danvers. 176 ANNUAL REPORT OF THE Play-ground etiquette is in external iutliience tiie seed v/liicli produces family and national justice. — Georgetown. Supcrvmon. — It is no longer a question whether the city needs or can afford to have a superintendent of ijuhlic schools, hut how long it "can afford to do without one. — Lynn. ^Supervision. — Time is making more and more evident, we believe, the wisdom of tho city ill giving to the school system a trained, a thoroughly capable and unifying super vision. There is much oral work, real teaching, done in our schools. — Salem. Selection of teachci's. — AYhen a person is to be received as partner we proceed can tiously, we watch his every act, and he is only accepted when wo are entirely satisfied that he possesses not only good habits but the requisite business qualifications to insuro success. Rut the teacher who is to train the imperishable minds of youth, and whoso influence widens as it rolls down the stream of time, is seldom selected with care. The granite monuments will crumble, the marble slab will perish, but the teacher’s worli is to exist for all coming time. — Salisbury. Government. — That teacher governs the best who succeeds in securing the highest degree of self-government among the scholars. Self-restraint is far better than out¬ ward control. — Bernardston. How to prevent improvement. — If you do not wish to have your children make any im¬ provement during the school term, you have only to indulge in sarcastic and disjiar- aging remarks about the teacher and the school before your children, and you will find you have been successful beyond your most sanguine expectations. — Erving. Parents should inform themselves. — It seems to us that parents should inform them¬ selves better with regard to the qualifications necessary for good schools. — Hawley. Self-discipline. — Wo believe that compulsory obedience is far better than none; yet teachers should over remember that their pupils are not saved until they have firmly established in them habits of obedaence to principle, and learned the test of all dis¬ cipline — self-discipline. — Leverett. Progress. — The hope and glory of New England is in her public schools. It becomes ns not to be satisfied with what has been, but to press forward to the mark for the prize of our high calling. — Montague. Value of education. — Educational privileges have a most intimate connection, not only with the educational prosperity of a town, but with the price of every man’s farm. A commodious, tasteful school building vrill not only tell its story of a x^eople’s liberality and refinement, but will add no small percentage to the value of property in all its neighborhood. Large land-holders may count their taxes in such a direction a safe investment. — Northtield. Which is worth most? — Is it to her credit or shame that her sheep and cattle are so much better provided for than her school children ? — Shelburne. Professional teachers. — It needs no illustration to prove that this principle of constant change, carried into any business, would necessitate a failure in nine cases out of tea. Now it is by securing and maintaining a corps of earnest, successful, professional teachers that we can effectually improve the condition of our schools. — Agawam. Teaching as a profession.— Some teachers are cheap at any reasonable price; others would be dear if they cost us nothing. Till teaching is recognized as a profession, to be specially x>rei)ared for and followed, as other professions are, as a vocation, our children will not generally receive that culture that their nature and capacity demand. Natural history. — The rocks that cover our hills and cumber our fields are full of in¬ struction ; but all these are sealed books to our children, and Avill continue to bo until they are taught to read them. — Primfield. Home training. — A child that is educated at home to be mild and docile and respect¬ ful, who has been taught to obey his father and mother, Avill render a cheerful obedience to the commands of the teacher ; but, on the other hand, ho who has been indulged in his conceit, who is rude and disrespectful and restive under parental control, who is allowed to be disobedient, Avill exhibit the same disposition at school. — Chicopee. Value of attractive school-rooms. — Some think this cannot be done, that ‘‘ boys will bo boys,” and will whittle and otherwise deface a school-room even as their fathers did before them. But give them a tasteful and attractive room to study in, and a great share of the temptation to deface is removed. Then compel each parent to pay for all damage done to the school-houses by his children, and the eAul will soon cease. — Gran¬ ville. Paren ts visit the schools. — If parents would know the condition of a school, they should visit the school. It will be useful for parents to see with their own eyes how their children appear at school as well as at homo. — Ludlow. Teach children to think.— To make a child think for himself is the teacher’s main busi¬ ness. He should not aim to cram the memory of children with the results of his owe thinking, but stimulate them to do their own thinking. — Monsou. What is needed. — New and convenient school-houses, well qualified teachers, also the cooperation of parents with the committee, will, we hope, usher in a new era in the education of our children. —Montgomery. COMMISSIONEE OF EDUCATION. 177 Education and citizenship. — Our laws assume that no one is qualified for citizenship without a common school education. The State, therefore, provides the means of edu¬ cation, and makes them free to all, and then deems it a crime to deprive another or deprive one’s self of such a benefit. The high school will always be the people’s college, where the greatest number will receive an education in the higher branches, and their necessities must be regarded. — Springfield. Value of newspapers in thehome. — Let those who have the care of the young remember that the process of education commences and is continued for years in the family. The knowledge gained in schools is important, but of more value is correct nurture at home. The periodicals of the day are as efficient as any text-books to educate youthful minds. Let no father suffer his house to be destitute of a good supply of newsx:)apers and other periodicals. — Tolland. Duties of parents. — Do not think your duty done when you have voted yoim money and elected your committee. Parents owe a duty to scholar and teacher that the com¬ mittee are unable to perform.— .Wales. Discipline. — A poor teacher with good discipline will be more successful than a good teacher with X300r discipline. Parents should learn this as well as the teacher, and should co-operate with the teacher in maintaining it. — W^'estfield. Attendance. — Wxre the children employed in a manufactory instead of attending school, we believe the parents would show more interest in insuring a punctual attend¬ ance. In our business relations we look well to see if we get an equivalent for our money ; why not show an equal interest in the hundreds raised for the education of our children. — Wilbraham. School officers. — If your committees are dead men let them be buried, and choose live men in tlieir x^laces. — Ciunmington. School-houses. — Education consists in much more than an ability to recite one’s les¬ sons with accuracy. A child’s surroundings have a deal to do in the formation of his character, mental as well as moral. — Enfield. Women upon school committee. — Since it is evident that our schools will be almost wholly, if not entirely, taught by females, we respectfully suggest the i)ropriety of placing a woman upon the school committee. — Middlefield. Adequate ivages and good schools. — It is useless to ex]3ect good schools without good teachers ; and we camiot obtain good teachers without j)aying such wages as will induce those of a high order of talent to accept positions. Teaching a science. — The theory of teaching is a science, and, like law, medicine, and divinity, should be studied as a science. The practice of teaching is an art, and skill and dexterity in it come by study, observation, and experience. Professional teachers. — I have often observed with interest the daily practice of a skill¬ ful, educated gardener. With what constant care does he watch each individual plant among his choice varieties! How zealously he guards it from every influence that would retard its growth and harmonious development! How carefully he supplies it with its proper nutriment, light, air, sunshine, moisture, and earth ! Thus the plant, from its laws of life and growth, is gradually developed into its own peculiar form of beauty. Educational jou rnals. — I may mention that, two years ago, to the best of my knowl¬ edge, only three copies of any educational journal were taken among all the teachers; now there are nearly forty. — Northampton. Ignorance. — One ignorant boy or man, girl or woman, may be capable of bringing about much mischief and great disgrace to the town. — South Hadley. Text-hoohs. — Let the board of education, after a critical examination of all the text¬ books, decide which shall be introduced into our schools. Discipline. — One thing is certain, disorder and confusion must be driven from our school-rooms at all hazards, if Ave would have anything worthy the name of a school. — Ware. Object teaching for the primary schools is now generally practiced in schools that pretend to keep up with the improvements in teaching. — Williamsburg. Emhellishment of school-houses. — Why should not our school-houses, where the rising generation spend so large a part of their time, be properly cared for and embellished ? — Worthington. Experience, tact, and health. — A teacher of experience and tact, with good ])hysical health and a Avillingness to work, will have a good school in the face of opposition and discouragement. Visits l)g parents. — In the statistical table we have added a column showing the num¬ ber of visits by parents and others, excluding the superintendent’s visits, during each term. — Acton. High school. — The high school, voluntarily established while the town was below the limit of statute liability, is now sustained in conformity to law. — Arlington. Moral culture. — A teacher ftiiling in this kind of instruction, moral culture, deplorably fails to comply with the law. — Ashby. 12 E 178 ANNUAL EEPORT OF THE Our text-hooJcs are so deficient that the teacher must endeavor by oral instruction to aid his pupils. — Ib. Teaching. — If the teacher -would teach toi)ics in such a way that each mind could grasp the thoughts, instead of recpiiring pupils to commit to memory only words, we should seldom be obliged to hear the too frequent remark, “ I have been over the les¬ sons, but do not know anything about them.” — Ib. The superriswn of puhlic schools. — The superintendent of public schools of Boston recently remarked that the most imperfect j)art of the educational system of Massachu¬ setts was found in the supervision of her schools. This, we know, is very true. School-teachers. — Once upon a time, being asked by a friend in a neighboring town -what kind of teachers we had in Ashland, we answered: “Much like those in other places. We have the good, bad, aiid indifferent. We dismiss the bad, endure the indifterent, Avhile the good teachers keep us in constant anxiety lest they may leave ns, and go to some town where they pay a larger salary.” Teachers'' wages. — We hardly ever get any more than we pay for, and if we do, it is generally because we have cheated somebody. Laic and order. — The following facts are true under all circumstances: Where there is to be order there must be law; and the laws, to be effectual, must be executed; and in order to execute them, lawlessness must be discovered, and the lawless punished ; and all fair means taken to identify the transgressors is perfectly honorable, the opinion of school children to the contrary notwithstanding. — Ashland. Visiting schools. — Many persons in town have not been into a school-room while a school has been in session since they completed their education ; still they pretend to know all about the condition of our schools. Indifference of parents. — We sometimes meet men, otherwise prudent and intelligent, who are almost criminally careless regarding the educational interests of their children. Them farms they watch over with much anxiety; but the day may come w'hen they will look upon their gardens and orchards with diminished pleasure when they find no flowers in the garden of their child’s mind; instead they may, through their neglect or indifference, find it overgrown with the weeds of vice and error. — Boxborough. Thoroughness. — It seems to be the determination of most teachers of the present day to make thoroughness the rule, and to make a ]rerfect conception of the principle involved the true method in recitation. — Burlington. Primarg schools. — In our primary schools about 800 enter each year ; about 30 complete their education in our Cambridge public schools. Any private teacher, and many parents who have attended to the education of their families, are well aware that children who begin the alphabet at six years old can easily be qualified, and well quali¬ fied, to enter the grammar school in two years. For the great majority of the children the fourth year in our primary schools is so much time absolutely wasted. Evening schools. — I believe that separate evening schools for the two sexes, continuing five months in the year. Should become a part of our regular school system. — Cambridge. Bisiribution of labor. — It is one thing to provide an adequate corps of teachers for a grammar school, and another, equally important, to distribute the labors of those teachers along the line of effort so as to achieve the highest educational result. Ignorance. — A wound inflicted upon the body may be healed by the restorative pro¬ cesses of natui'e, but a character once tarnished seldom regains its luster On this point the voice of history is emphatic. In every age, a growing waywardness of the young has preluded national debasement. Teachers’ library. — I am confident the members of the committee will esteem it a pleasure to place Charlestown first, or at least prominent among American cities, in furnishing suitable books for the benefit of public teachers. Oral teaching. — The great world of fact and of thought is seldom made to throw its inspiring influence into public schools. — Charlestown. Good teachers. — The town has a fine apjietite for good instruction. If we wish to keep, where we boast that we have kept heretofore, in the front rank, we must pay for good instruction its value in the educational market. Adult ivinter schools. — Observation has led your committee to believe that much good might be accomplished by the establishment in this town of an adult winter school. — Concord. Parents. — When parents are fully awake to the subject of education, and to the wants of our children and youth, in this regard, we may expect our schools to prosper, and the minds of all to be well stored with useful knowledge. — Dracut. Responsibility of the teacher. — The sphere of the teacher is large and varied. Intel¬ lectual ami moral culture must go on together. Immortal natures are in charge. VVdthout the j)roper development and training of the moral character, the intellectual will be comparatively of little importance. In this regard, as is the teacher, so in a few months will be the school. Earnestness and faithfulness in duty, refinement of manners and feeling, true morality and Christian principle on the part of the teacher, will in time, God’s blessing attending it all, beget the same in the minds and characters of the x^npils. How great, therefore, is the responsibility of the teacher ! — Framingham. I COMMISSIONER OF EDUCATION. 179 Tmc7?ers.— Mean appropriations beget mean schools. Poor teachers result from indif¬ ference, and indifference manifests itself in mean appropriations for educational' and all oth(‘r good purposes. — Groten. Ohject teaching. — The school in this town where most attention has been given to object instruction, has done more work in the regular studies than any other of its grade. The high school is an important one in our system. Besides furnishing a majority of our teachers, it exerts an influence on all the lower grades. It gives the children something to look forward to. Ask the pupils in any of our primary schools to what they are aiming, and they will tell you the high school. The better the school, tho greater the ambition of scholars to enter it. The genius of our institutions contem¬ plates a free education for all our children. First instruction.— A child’s fii'st instruction should be based on the fact that his intel¬ lectual activity consists in seeing and hearing. Superintendent. — Another means whereby onr teachers, schools, and whole community may be benefited, is by the employment of a school superintendent. — Hopkinton. Value of intellectual training. — Intellectual training is promotive of virtue, because it involves self-control and self-denial, as opposed to self-indulgence. Reason should rule man, and the more the intellectual powers are sharpened and exj^anded, the more unwilling will the man be to become a slave to appetite. — Lincoln. High school. — There should be one school in town open to advanced scholars from all parts of the town, for a term of twelve weeks at least, and perhaps extended through the summer and winter terms of the entire year. — Iflttleton. We need trained teachers. — The teacher must seek knowledge elsewhere than from his own pupils. Nothing short of the training of one of our normal schools should be thought sufficient to entitle a new candidate to mention in connection with our teacherships. — Lowell. When a teacher neglects to discuss questions of teaching with compeers, to attend teachers’ conventions, to make some regular preparation out of school for the duties in it, and to read educational publications, it is time the city treasurer should cease to read that teacher’s name on our educational pay-roll. — Ib. Primary teachers. — The foolish idea that primary teachers if successful, should be made assistants in grammar schools by way of x)romotion, is less common than former¬ ly, but it still exists and causes the committee some annoyance. Perhaps a slight dif¬ ference of salary in favor of primary teachers would set this matter right much easier than argument can do. — Ib. Primary schools. — If so vast a majority of our children cannot go to the high school it is important to take measures to bring some of the high school studies to them. — Ib. Drawing should be taught as universally and thoroughly as x^enmauship. — Ib. Inconstancy icorse than truancy. — “Inconstancy,” says Mr. Huse, (truant commissioner,) “ is a harder evil to combat than truancy. I mean those cases where i)arents keep, or allow their children to remain out of school for very trivial causes. — Ib. Sectarian schools. — May the friends of every sect see the injury they would do their children by secluding them in sectarian schools, and apjjreciate the anti-republican tendency of such divisions in the education of our youth. May each citizen feel his immediate and individual interest in our common schools, and his share of responsibility for their success. May every one exert his sjiecial influence to continue them as the schools of the whole jieople — to render them so inijiartial that no virtuous sentiment of any portion of the community may feel aggrieved ; so truly free that even xioverty can ask nothing cheaper, and so comxilete and excellent that wealth can xmrchase nothing better. — Ib. Parents, visit the schools. — If parents would visit our schools more, become acquainted with the teachers, witness their labors, exhibit an interest and symxiathy for them, new light would break upon them, and, instead of complaints and cruel aspersions, a frater¬ nal feeling would be kindled that would shed a genial, kindly influence, in wfliich parent, child, and teacher v;ould alike particijiate. Again w'e say to x)arents, visit the schools ! — Malden. Our evening schools. — More than sixty persons of an age too advanced for admission to the day schools have attended its sessions with great regularity, and have thus been enabled in some degree to remedy the disadvantages under which they have labored in earlier years.— Medford. High schools. — The elective system which was adopted last year, and by which a scholar may xmrsue either an English or classical course, has thus far worked well. — Newton. Mechanical teaching. — There is truth in the remark that “we are shut up in schools and colleges and recitation rooms ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing. — Ib. School appropriations. — Your committee have been recently asked whether the town could not in'ofitably spend more money for the support of schools. We wish to give our answer to the i)ub]ic, which was emphatically in the affirmative. — Sherboru. 180 ANNUAL EEPORT OF THE Education in th-e present, the strength of the future. — The strength of the future town or State will depend largely upon the fidelity of the present generation in sustaining the institutions of education and pure religion.— Ib. Knoieledge a delight. — The acciuisition of knowledge is ever a souree of intense delight to those who can gain a clear and intelligent understanding of the subject under con¬ sideration. Oral and ohject teaching. — Reason, therefore, would seem to indicate that oral instruc¬ tion, object teaching, and memorizing, should he the principal work of the inimary school, and also of the lower classes of the grammar school. Teachers and parents. — He is the Avise teacher who labors earnestly to render himself worthy of the confidence and love of those whom he instructs and controls. He IS the judicious parent who cheerfully co-operates with the teacher to render the school pleasant and profitable to the child. — Somerville. School appropriations. — It matters not how great the care or the cost may be of sus¬ taining our public schools; they must be maintained. — Stow. School-houses or 2)0 sons. — Better, far better pay for school-houses and teachers than for prisons and police officers. — Tewksbury. Education a defense.— An education of this broad and high character is a better defense of our liberty than a standing army, a firmer bulwark of our government than our oak- ribbed and iron-clad navy. — Ib. High schools.— The teachers of the public schools in towns where they enjoy a high school are invariably more intelligent and efficient than they are in towns having no high school. — Townsend. Kin der-gar tens. —Some of the good results associated Avith the kinder-garten institutions are already naturalized in our primary schools. — Waltham. FuUic sentiment. — Let a right public sentiment exist here on this subject ; let there be a due estimation of the cause of education at large, and the influence Avhich every single community exerts on the entire republic. — Wilmington. Evening schools.— li there are among us persons beyond school age Avilling to learn, we cannot afford to deny them the privilege, and no part of the public money can be better expended than that which is devoted to this object. It is clearly the duty and the interest of the town to provide ample accommodations for such a school during the long cA^enings of each year. — Woburn. Training school. — In my first annual report I predicted that the training school which you had recently established would come to be an essential part of our school system. The prediction has been fulfilled. — Ib. Thoroughness. — We fully coincide v/ith a remark of Hon. Horace Mann, that “ thorough¬ ness is the secret of success.” — Nantucket. School-houses. — We haA^e often thought if men went to school in place of children, school-houses Avould be A^ery much improved. We sincerely hope that these relics of past generations may soon give place to more respectable, convenient, and tasteful houses. — Braintree. A mZ for progress. — Have we then arrived at a point Avliere we can sit down quietly, fold our hands, and congratulate ourselves? By no means. In the march of improve¬ ment, on which we hav^e entered, who pauses is left behind. — Brookline. What the school should he to the p)eople.— 'Nothing should be nearer to the hearts of this people than tbeir public schools, in Avhich most of their children haA^e their only oppor- tuni tv of literary culture. — Foxborough. _ _ Unlauful employment of children.— Vs e fail to see the wisdom or justice of depriAung a chi]{l of an education in order to saA'C the town the expense of aiding in the support of the family; and your committee find that they are fully sustained in their views by the sta tutes. — Hyde Park. Only in the intelligence and virtue of the people is there any ground for confidence in file future maintenance of those rights; and especially of the right of religious freedom, Avhich is the dearest to every intelbgent mind and upright conscience. An enlightened people cannot long be an enslaved people; and only an enlightened people ' is capable of being a free people. KnoAvledge and liberty go hand in hand. Medfield. Transp)07'tation for scholars. — A laAV has recently been passed by our State legislature authorizing the school committee, at their discretion, to furnish transportation to [ scholars to and from school, to be paid for out of a special appropriation to be made | for the purpose by tlie toAvn. We think the value of this excellent pi’ovision AA^ill be | ph'.inly ap]>arent'in the improA^ed attendance of scholars, as well as in the diminution . of thc^number of cases of sickness among them caused by exposure in stormy weather. | — Miltoji. • T Erima^ui teachers.— New applicants often say, “1 should not dare to try anything but a primary school.” They had better say, “I dare try anything but a primary school.” In cA^erything but pure muscular force the primary department requires the rarest combination of qualities that go to make up a model teacher. Gentleness blended ;; witli firmness, and tempered Avith judgment, energy, and enthusiasm, combined with • and regulated by moderation and prudence — these and all the cardinal Aurtues are needful for this position. — Quincy. COMMISSIONER OF EDUCATION. 181 Visiting. — We feel more, and more the need of a snperintendent of schools, who shall bo able to devote more time to them than business and professional men are able to do. — Wal])ole. Evening schools. — It is doubtful whether there are any schools in town where there has been manifested a greater desire to improve than in these evening schools. — AVest Roxbuiy. Value of education. — Asa general principle, the educated are enterprising and self- supporting, while the ignorant descend to their level in the alms-house, the prison, and similar institutions, most of which have been established as a consequence of defective early education. — Weymouth. Pvimay'j/ schools. — The idea so generally entertained that any person of fair attain¬ ments, though young and inexperienced, can teach a primary school, is assm’edly a mistaken one. — Abington. Dutg of lyarents. — Those who neglect to give the benefits of a good common school education to their children make a sad mistake, commit a great wrong against society, and do their children an irreparable injury. — Hansom. Ohject of puhlic schools. — The final object of our public schools is, or should be, to make good meu and good women, good citizens and neighbors. Whatever stoics short of this is not the true and sufficient education. — Kingston. Etnls in schools. — We have learned by experience that it is much easier to discover than to correct existing evils in oim common schools. — Marion. Beal advancement. — We prefer to see a scholar able to take a crayon and draw a map of a State or country, giving tolerably good proportions, and sketching the position of important points with approximate accuracy, to being able to answer scores of ques¬ tions like, “How many islands are there in Lake Ontario?” or being able to tell Avith certaintj' whether his book states that “Massachusetts is distinguished for agriculture, manufactures, and commerce,” or “commerce, manufactimes, and agriculture/’ — Mar.sh- field. Teaching children. — The most prevalent error in teaching little children, it seems to me, is the effort to make them understand the abstract definitions of things before they have any experience of, the things themseWes through the medium of the sense.s. — Plymouth. Authority of parents during school hours. — The jiarent has no more to do with his own child than with his neighbor’s daring school hours. The necessity for this is apparent. The unprofitableness of too many cooks is xn’overbial. — Rochester. Corporal ymnishment. — Whix')piug in school is like a war in a nation — if you go into the custom at all, you may go further than you mean to at first, and there will bo no holding up till one or the other party succumbs. — South Scituate. Military drill. — The usual exercise in military drill is continued, and the school-boys, in their evolutions before competent military judges, receWed high x)raise for tlieir skillful maneuvring and soldierly bearing. Military instruction, commenced a few years since on the x)etition of some of our leading citizen, during the trying days of the rebellion, as an experiment, is now a manifest success, and should be hereafter con¬ sidered as an integral part of our educational system. — Boston. Cleanliness. — In district No. 6, while the board was in nse, at the suggestion of the committee the problem jiresented itself how to clean it, when it Avas discoA'ered that a boy’s caxi made an excellent AAuper. The committee do not diAuilge this discovery for the imrpose of recommending it. — Ashburnham. Discipline. — Let your boys rule the school-room, and you will soon haA^e bad men to rule the nation. — Athol. Duty of the State to Ate citizens. — Our children are the children of the town in a sense most endearing, rather than burdensome. Such relationshi]i is xu’eeiiiiuently Ameri¬ can ; more distinctly imritanic. Prussia has the common-school system ; but the xnirent is taxed. With us it is the citizen, parent or not. That is a grand distinction, and honorable to the State. A French reformer, urging the government, giA'cs on the title- jiage of his idea this sentiment: “Pour instructions on the heads of the people; you owe them that baritism.” MTth us the State stands godfather to all the children. — Berlin. Jlliat children should learn. — In deciding what that course should be, we know of no better rule than that of Aristixipus, one of the philosoxihers of ancient Greece, Avho, on being asked Avhat boys ought to learu, replied, “What they Avill have occasion to nse when they become men.” — Boylston. School-houses. — As the style of churches indicates the spiritual condition of the com¬ munity, so surely do the school-houses indicate the educational xirosperity of the peo¬ ple. — Brookfield. Migh schools. — Our high schools are furnishing to those that avail themselves of their adA'antages, a kind of education, moi’e especially in its disciplinary character, far superior to that Avhich our xu'iA'ate schools or academies ever did or can supply. Of the proxuiety or justice of making schools of this class a ]mblic charge, the day for argument has iiassed. — Fitchburg. 182 ANNUAL REPORT OF THE Parents visit the school. — Tlie best teacher 'will fail, if not sustained by the active sympathy of parents. Visit the school often. It '^\'ill encourage the teacher and incite her to still greater efforts. Your children will see that you feel a deep interest in their education, and be incited to greater diligence. Know for yourselves wjiether the school is a good one, and the teacher faithful and competent — not from hearsay, but from personal observation. — Holden. Skilled labor. — The age in which we live demands of us, by every dictate of personal prudence and pure patriotism, which are one in this matter, that we employ skilled labor. — Petersham. Too much time given to arithmetic. — Our impression, from long observation, is that altogether too much of the time spent in our public schools is devoted to the intrica¬ cies of arithmetic, the minutiae of geography, and the senseless mummery of grammatical nomenclature. — Shrewsbury. Importance of practical knowledge. — Is it not of as much importance, at least, to a young miss on leaving school at fifteen, to know something about book-keeping, and how to make out a bill — something about the laws of health, of natural history, of natural philosophy, or of the history of the world, as to devote year after year to the study of the higher rules of arithmetic ? — Ib. Absenteeism. — We can conceive of no better method to bring both iiarents and child¬ ren to their senses upon this subject than to put such irregulars all into one class, regardless of their grade of scholarship or size. If they use half a dozen different books, just as well. Call it, if you please, the “jumble class,” and let it be understood that all irregular scholars are to go into it. When visitors or the committee come, let it be told them that this is the jumble class. — Spencer. Abolition of the district system. — Your committee have heard fears expressed that the abolition of the district system might excite feeling which would in some cases hinder the due working of the town system. We are glad to record that no such disj)Ositioii has been shown. — Southbrid^e. What kind of education sIkuI be chosen for the children f — Every x)erson must be edu¬ cated in the street, the bar-room, or the brothel — a vagabond graduating, it may be said, from the poor-house; a criminal, from the jail or prison — or else in the family, the school, or the church, a worthy citizen, a virtuous man, with due regard for law and a just consideration for the rights and i^riNuleges of all men. — Warren. Primary schools. — Thus it appears that the luimary schools are the strategical point. It is a mistake to suppose that every person can teach a primary school. These schools need the most skillful teachers. We employ the most careful gardener to culti¬ vate the tender blade, not the vigorous stalk. — Worcester. Teachers’ uKiges. — There are people who value the work of a teacher as they reckon the wages of a mule-driver — so many dollars for so many hours. As well attemxDt to measure the potent influence of the summer rain, and the gently-distilling dew by the yard, or the lightning’s force by the pound. It is said that the salary of the president of Harvard College is $3,000 a year, and that of the chief cook at the Parker House is $4,000. So long as cooks are paid more than teachers, there may result this advantage, that few will engage in the higher vocation wbo are not actuated by the higher mo¬ tives. But the community should not forget that a debt of gratitude is due the faith¬ ful teacher which is not cancelled by pecuniary reward. — Worcester. SUPERINTENDENTS OF CITIES AND TOWNS. Town. Name. City. Name. Amherst . H. L. Read . Boston . John D. Phil brick . Beverly . Wm. B. Allen . Charlestown _ Ben j amin F. Tweed _ M. W. Tewksbury _ _ _ Dennis . M. S. Underwood _ Fall River . Boxborough . Oliver Wetherbee . . . . Lowell . Charles Morrill. _ Dover . A. E. Bottell . Springfield . E. A. Hubbard . Kingston . Joseph Peckham . Worcester . . . A. P. Marble . Mansfield . Tj. E. Orover _ _ New Bedford. - .... PI. F. Harrington _ _ IMarion . L. Cobb . Lawrence . G. E. Hood . Northampton - Pitt.slield . J. P. Averill . . Cambridge _ Edwin B. Hale . L. Scott . Salem . .. Jonathan Kimball .... Plvmouth . Somerville . Swansea . Weymouth . Woburn . Charles Burton . J. H. Davis . G. E. Hood . F. M. Dodge . Thomas Emerson .... Table of statistical details of schools in Massachusetls, from State report for 18G9, lion. Joseph White, secretary of Massachusetts hoard of education. COMMISSIONER OF EDUCATION. 183 Unincorporated acad¬ emies and private schools. •uoijt -UJ .TOJ X)Tt}d ojuisoaSSy $1, 780 00 38,011 80 10, 400 00 250 00 31, 171 00 f), 025 00 10, 927 50 7, 535 00 53, 242 00 500 00 29, 783 00 5,211 75 255, C36 00 32, 095 00 482, 168 05 •ejBxoqos jo •oxoSujOAy CDC^OOmCOOOOr-iOOOiOlO'»t< ^ T-H oo o ^ OOi-lOCCCOCir3THC5'-t^rt^Tt< I-H d CC rH ^ CO 175 •spotps opqnd pno^p. oqAv oSb jo sjcai: ex snosaoj r-oc^oodCidcod'^^-rHcsd CO l'- O Cl Cl GO DO Cl O CO tCrHCOrHLOOOOrH COiICJO rlrHi-H ^t-h^CO LO CO co' d •sxooqos oixqnd oqj piiajjB oqA 9§B JO sjcai e .tapnn euosiaj TT^COOCldOt^-ClGO LO C.C Cl O Cl »-H CO O • 00 lO T-t 1-ICOd rHdCOdT}^ .rHd O 3, 169 1 1 Average attend¬ ance in the pub¬ lic schools. •jajutAi. up dOOOlOl’-'^COOCil-LO-’C^OO r-^OOODOOO’^GOOOCOlOClOd O O tH lO i-O d 00 O LO CO f- o o cc 00 LO LO 00 ^ od cr.1 TT r- T-H Cl CO tH CO d 200, 962 •joiuuins up LO CC CD CO ^ 'vO CO CO lO CO d 00 Cl CCl^GOOCOOl’-OClf^^Clt'-O OO^dLOO?OCOrHCOLOCiOOOt^ CO’ LO ^ 00 O t- Tf« C5 CO LO ^ d CO r-i CO d 192, 029 U 2^ 02 ^ O ^ ^ O ro S c'2 2. Izi •jojuTAi. up t-oooi^oo’»cdooor-d'^d i-* d o o TT d T-H LO Cl GO 00 r- o co^dt^rHcoocii’^j>LOCicooo r-^ cf cT —T ocT cT oo’' i-T r-T tjT 1 1-H rH CO tH ^ ^ :o CO 247, 381 •jcaunuus up l^GOI-^OCOGOOOlO'^OLOt^ O LO CD 00 LO GO O O LO — 1 O Cl 00 '^LO'^CCCOOl^OLOi^OO^OCD cc o’ -r-H lo o’ C5 00 d COCO'^00 4, 959 ’9981 ‘aoTjBuiBA $14, 276, 198 27, 937, 444 59, 464, 668 2, 183, 975 90, 393, 467 13, 048, 120 33, 253, 177 20, 510, 994 155, 324, 723 2, 152, 568 71, 289, 018 27, 93-2, 058 411, 085, 476 80, 857, 766 1, 009, 709, 652 ’9981 ‘sns -U99 ajBjs ‘uoTjnqndoj O O lO O (TI O 00 in CO O 30 f L'^ M ooi^sooo'^coci— ■^OOOIrHJO'^.-HOCOOOtOO C-7 r-T r-7 rn" cT 'T t~ CO cjr (>f COOOO I'COOCOCM QOOCOCO Cl Cl rH 1, 267, 329 Counties. Barnstable* Berkshire . . Bristol . Dukes . Essex . Franlilin . . . Uampden .. llamxishire . Middlesex. . Nantucket . Norfolk .... Plymouth . . Sullblk . Worcester . . Total . Tablk — Coutimied. 184 ANNUAL REPORT OF THE •friooips paB89ira3pi30B ;j.od(Ius oi{; J.OJ a'[uo 'po:HJi.idoj.ddi3 o(i ubo T[OII[A^ JO OUIOOUT 8qj syuiij i6oi[03 jo juuouiv §£§g§pg22 55§^-®§§ i§iigi2gsiiiig 1, 117, 458 13 •spiodoj jootps Sn^nud piiu oo:i9 -puojupiadiis JO oeaodxg; iiSgSigigSSigS _cf rf 1-' 3f 1.0 Y cT 8 8 8 •S^OOTpS oiiqnd .loj pajiuji-ij -licoo AxutjjanpxV ‘‘O^y ‘XOiij ‘pR’oq JO junouiY gs§ ;8g2gi :§S :8 ig§ igiiii ill ii rpTofr-r : ecco-^- ■: : 3 i 8 •Cr?98T looqos oqj joj ‘siuooj-iooqoe paB sojp JO O.IBO ‘xoii.j'p.t^’oq ‘bMoi[OB0j JO saSu.'A S'dtpaxoat ‘sjooqos aoj soxiij Aq pasioji ggSgPSSSSggSsS iisiilsSSiigiig i^r pAsr isii g 1 i rf ^ ^ o 5J t r. ^ cc 'o p! S - ^• o'o zi o 0-^2 .CP..O CQ O S 88^8838888^^^^:2 gS 8 8 8 8 888888 S 8 o a giS886:i88883^^8 g8S8S8S8|3'88|S 8 •sAbp X)UB sqjtioca — sxooqos oqj JO qjSiiax ogb’jaAy 00 T-if— t'-OOrHOrOGOr-lCOOOl'*C? r^i^aDv^ci^odf-^oDoclGdoi- r*i 00 Number of dilrer- ent persons em¬ ployed as teacli- ers' during the year. d o B S Ph igpssiiisjii«i tH- rH g o' S "3 i hT s*^ br ^ ^ ^ B o B ' d S sSs”l:§Sli°giSi rA rH- r-TrH- I o' d o 3 S58838'-538|^|S|3 s -r •8981 ‘l ‘aSB jo sjboA gi pun y u99avj -oq ojcxg oqx ut aoqrauyr sigiSIsiigSigi •-"2S s“a“g ssss I f Counties. Barnstable* . Berkisliiro . Bristol . Dukes . Essex . . . . . -- Erauklin . Itamxidcn . It !.im]‘)shire . iSliddlesex . . . Nantucket. . . Ebmfolk . Plymoutli . Suffolk . 'Worcester . 1 O H I I I * COMMISSIONER OF EDUCATION. 185 AN. The annual report of tlio Hon. Oramel Horsford, superintendent of public instruction, embraces the following school statistics in its summaiy : School population of the State, five to twenty years - Number attending school, (about) . Number attending school under five or over twenty years Average length of schools in the State, six months . Number of districts having no school, or less than three months . . Number of male teachers . Number of female teachers . . Total . Average monthly wages of male teachers . Average monthly wages of female teachers . Total amount paid for teachers’ wages . Estimated total cost of board of teachers . . . Number of districts in which teachers “board around Number of visits to schools by county superintendents. Number of visits by directors . Number of graded school districts . Number of school-houses . Value of school-houses . Amount paid for building and repairs . Number of volumes in district and town libraries . Amount paid for books during the year . Total receipts for public school purposes . Total expenditures for public school purposes . Number of j)rivate schools . Estimated number of pupils . $1, Increase. 374, 774 20, 021 269, 587 14, 852 5, 869 3-10 61 2, 354 7,895 10, 249 $47 71 $24 55 ’,847 86 ),284 00 2, 235 5,744 486 10, 670 1,050 236 4,921 >,331,774 00 $776,074 00 10, 005 $1, 028, 296 00 $14,295 03 $2, 759, 096 94 $2,785,060 83 173 68, 807 The plan of free schools has been in operation less than a single term, the legislature having only at the last session abolished the rate bill. “ In consequence of the schools being free,” it is stated, “ the length of time they have been held has been greatly in¬ creased. In some districts they are said to have nearly twice the length of school that they have previously had. The advantages of the free-school system are so manifest that it was adopted in most of the cities and large towns several years since, the rate bill being abobshed by public vote. A larger number of children are found to attend the public schools, and there is far less irregularity of attendance.” It is estimated that tuition in the graded schools is, at least, ten cents a month cheaper than in the schools which are not graded. A decision of the supreme court, upon a suit brought against the board of education in Detroit, affirms the equal rights of the colored children of the State to the privileges of the public schools. teachers’ institutes. The spring and autumn series of State teachers’ institutes was held at eighteen dif¬ ferent towns and cities, with a total attendance of 1,833 teachers. The inliuence of these institutes has been very marked. “The full conviction” is expressed “that no better result can be obtained from so small an expenditure of time and money.” In accordance with the requirements of the law, most of the county superintendents have held countj'^ teachers’ institutes, continuing one week ; and also what are termed district institutes, continuing two or three days, in connection with the examination of teachers. Many of these institutes have had a large attendance, and the exercises have been exceedingly interesting and profitable. Instead of institutes, some of the superintendents have formed teachers’ classes, in connection ivith some union school of the county. These classes have continued from four to eight weeks, the principal of the school and other teachers aiding in the work. These classes have been of the highest A'alue to the teachers. It has been the endeavor to give to these classes a thorough review of the studies they Avere expected to teach, having daily recitations in the several branches. At the same time lectures Avere given upon methods of teach¬ ing and upon school organization and government. university of MICHIGAN. This institution, located at Ann Arbor, reported, for 1869, through President Haven, who has since resigned, a total number of 1,114 students, 34 jirofessors and instructors;^ also, a secretary and steAvard, the treasurer, and four janitors. In the department of 186 ANNUAL REPORT OF THE science, literature, and tlie arts, 422; in that of medicine and surgery, 358; in that of law, 342. During the year degrees were conferred upon 320 students. The general library of the university consists of about 17,000 volumes. Since the year 1852 there has been about an average expenditure of $1,500 per annum for books, periodicals, and binding. The library embraces works in all branches of study pur¬ sued in the university, and in some lying outside of the specific range of study. The selections have been well made, and the number of useless books is much smaller than in most selections of the kind. The library takes 78 literary and scientific periodicals, American and European, besides a considerable number of newspapers and magazines of a somewhat lighter order, furnished l)y the Students’ Lecture Association. There is no discrimination made between students and others in regard to the i^ermission to consult books in the library. The chemical laboratory has been greatly enlarged during the past year, and now gives accommodation to over 125 students. The building is detached from all other buildings, is heated with steam, ventilated by two of Sturtevant’s fans, propelled by steam power, is fully furnished with steam and sand baths, assaying and smelting furnaces, gas, water, and in fact all the appliances for both instruction and re¬ search in the most advanced departments of this highly progressive science of chemistry. Since the laboratory has been enlarged, superior facilities have been given for the study and practice of pharmacy, and the degree of pharmaceutical chemist has been conferred upon 23 young men who have completed this course of instruction. The museum has been very much enlarged during the year, both by gift and pur¬ chase. Mrs. Ames, widow of the late distinguished naturalist. Dr. George L. Ames, presented the collection left by him, the number of specimens being about 22,500. The purchase of the heirs of David Van Vechten of a valuable collection, accumu¬ lated by him in California and Nevada, for the sum of $200, added about 1,788 speci¬ mens to the museum. The rooms of the museum are daily thronged with visitors tfom all parts of the country. The chief foundation of the university funds consists of the proceeds of the sales of the “ seventy-two sections ” of land granted to the State for university purposes, at an early day, by the Congress of the United States ; that fund amounts to about $500,000, and is managed by the State ; the interest of which, about $35,000 per annum, is from time to time jjaid into the treasury of the university. The university receives from the State the sum of $15,000 annually, which is equivalent to an addition of $200,000 to its permanent fund. Students who belong to the State pay a matriculation fee of $10 ; those from elsewhere, $25, while all are charged $10 per annum for incidental expenses. The total receipts for the year were $103,526 35; expenses, $34,958 81. The board of regents has recently consented, in response to an overwhelm! ug popu¬ lar opinion upon the subject, to allow the admission of women to the privileges of the university upon equal terms with men. STATE NORMAL SCHOOL. The number of students has increased until more room is needed for their accommoda¬ tion. An appropriation was made by the last legislative sufficient to enable the board to complete the new normal school eclifice. It is now finished, and is to be occupied immediately by the school. The finishing, seating, and heating have cost about $8,000. The library will be increased the coming year by the addition of many needed books, for which puiqiose $600 have been appropriated. The total number of pupils who have received instruction during the year, in either the normal or experimental school, was at least 700. The number of normal pupils acting and trained as teachers in the experimental school was 86. The number of pupils in the experimental school was 114. Each representative has a right to appoint two jiupils from his district as members of the normal school, wlio are excused from payment of the usual entrance fee, which appointment is good for one year. STATE AGRICULTUE/LL COLLEGE. This institution during the past year afforded instruction to 79 students. The senior class numbered 11, 10 of whom graduated in the autumn with the degree of bachelor of science. The junior class numbered 13 ; the sophomore class, 27 ; the freshman class, 28. The average age of the senior class was twenty-two years, the youngest nineteen. The number of persons employed in instruction has been 6, not counting the president and the superiutendents of the farm and gardens, making 10 in all. The labor system, under which all students work three hours daily, continues to be successful. Students work willingly and well. They thus preserve their habits of labor and taste for it, and the wages received for their work helps them ijay the ex¬ penses of their education. The legislature appropriated $30,000 for the erection of a new hall, which is nearly COMMISSIONER OF EDUCATION. 187 completed. This additional accommodation is and lias been very much needed, as the limit of accommodation in the college was reached some years since. The legislature of 1869 appropriated $20,000 for the current ex^jcuses during the year. KALAMAZOO COLLEGE. Represented to be in a prosperous condition. During the past year the endowment fund has been augmented by the addition of $50,000. The following is a statement of the present resources of the college : Real estate . $35, 000 Invested funds and interest-bearing notes . 88, 000 Total . . . 123,000 The number of students for the year was 158 ; instructors, 10. ALBION COLLEGE. Had an attendance for the year of 258 students ; instructors, 9. The permanent endow¬ ment fund IS annually increasing, the means for accommodation enlarging, and the facilities for instruction imiiroving. OLIVET COLLEGE. Attendance during the year, 264 ; ladies, 102 ; gentlemen, 162. Number of instructors, 11 ; assistant teachers, 9. Additions to permanent funds received every year. Condi¬ tion, prosperous. No reports have been received from Adrian, Hillsdale, and Grand Traverse Colleges. STATE REFORM SCHOOL. Contained at the opening of the year 1868, 247 inmates, embracing almost every pos¬ sible grade of youthful character. At the opening, of the year 1869 there were 247 ; added during the year, 121 ; total, 368. The discipline for the institution is not punitive, but reformatory. Though com¬ mitted for crime, the lads are not treated as criminals, the purpose being forgetting the past by making amends therefor to secure a virtuous future. Lads are sent to the insti¬ tution for the remaining years of their minority. They can be released before that time only by pardon granted by the governor of the State, or by tickets of leave granted by the officers of the institution, in cases where the general character and deportment of the lads will warrant, in which cases they still remain under the control of the institu¬ tion, to be remanded back to it should the board of control see cause for so doing. During the past year 38 were released on ticket of leave, while 45 received an uncon¬ ditional discharge. The last legislature made an appropriation of $2,000 for the erection of a frame barn for the institution ; also, for the enlargement of the work-shop, and for procuring new and improved machinery, which work is in process of completion. The legislature also appropriated the sum of $500 for the purchase of books for a library for the institution. A cornet band has been formed of the boys in the institution. The cost of instru¬ ments, uniforms, music, &c., has been mostly defrayed by concerts given by the boys. The music furnished the institution by the band is reported as having exerted a most beneficial intluence. In 1866 a law was passed excluding from the institution all lads under ten years of age, whereas previously the limit fixed by law was seven years. The board of control has repeatedly asked the repeal of that law of the legislature in vain. The ground assumed by the legislature was the inhumanity of incarcerating lads of so tender an age as seven years. The question, then, is whether the institution is intended to be penal or reformatory. If the latter, as has been assumed, and as tlie board of control represents, it is surely unjust, as well as unwise, to exclude from its benefits the large number of orphan boys between the ages of seven and ten years, who need its care and protection from the three additional years of tomj)tation with which they are menaced. DETROIT. The twenty-seventh annual report, for the year 1869, of the board of education, Hon. R. W. King, president of the board, gives the following information : Population of the city . 80, 000 Number of children between the ages of five and twenty . 27, 039 188 ANNUAL REPORT OF THE Number eurollecl iu the scliool registers for the year . 10, 717 Average number oelongiiig to ]:)ublic schools . . . 7, 1*27 Average daily attendance . 6, 883 AVliole nnmber of sittings in public schools . 7, 118 Number of teachers . T27 Number of vreeks in the school year . 40 Total expenses per scholar on average number . . . $11 31 Total city taxes for the year . . . $713, 094 For school purposes, exclusive of building . . . $75, 000 Increase for the year in number of seats iu schools . 1, 440 The demand for school accommodation keeps pace Tvitli the steady and rapid increase of the population, so that, notvrithstanding the number of seats added during the past year, the ])ressure continues quite as great, if not greater, than ever, and on the opening of the schools, at the commencement of every term, large numbers of children are excluded for vrant of room. The facts that a A’acant seat is so readily applied for and that irregularity of attend¬ ance for any other cause than sickness soon gives a xmpil’s desk to another, secure a better attendance than could be had were the school accommodations sufficiently amxde. Carelessness and heedlessness on the part of xrarents and xmpils have almost "entirely ceased to ox)erate as a cause for absence from school. During the year an imj^ortant change has been made in regard to the admission of colored children in the x)ublic schools. From the commencement of the school system in the city sex)arate schools had been maintained for them, and no oportuuity hacl been afforded them for advancing higher than the junior grade. The decision of the supreme court in the case of Workman r-s. The Board of Education, in Ax^ril last, established the right of the colored child to admission on equal terms with all others. In comxhiance with the law, as affirmed in this decision, the board rescinded all rules and regulations assigning to them separate schools, and colored children are now admitted to all the schools, subject to the same rules and regulations that aiJply to other apx)licants. GRAND RAPIDS. The annual re]Dort for 1868 of the superintendent of schools for the city, Hon. E. A. Strong, embraces the following : Total school census of the city, 1868 . 4, 342 Total number enrolled iu xmblic schools . 2, 878 Number not in public schools . . . 935 Total number of teachers in city schools . 41 Per cent, of attendance on average number belonging — . 92. 2 Per cent, of tardiness on average attendance . 3. 9 Per cent, of school enrollment on school census . 68. 0 Annual cost of tuition x)er jiupil . $9 27 In taking a view of what has been accomxhished during the last ten years, the super¬ intendent says : “A respectable library, a good collection of apparatus, and extensive cabinets have been formed; the schools have been thoroughly graded; a course of study has been lU'eparcd and brought into use ; a high school department has been created and encour¬ aged, until it is unusually large in proportion to our xiopulation; three new buildings have been erected and the other thoroughly repaired, so that the value of the school XU’operty of the district is hardly less than $80,000, and the community at large have become so alive to their true interests that they are continually calling for improved buildings and increased facilities for education.’’ COMMISSIONER OF EDUCATION. 189 Hon. Oramel Horsfoed, sujycrintendent of iniblic instruction, Lansing. COUNTY SUPERINTENDENTS. County. Name. Post office. Otsego. Nashville. Bay . Archibald L. Gumming . Portsmouth. Alpheus E. Walker. . . Platt. H p,n ry A . Ford . Niles. Branch . A. A. Luce . Gilead. Calhoun . Bela Fancher . Marshall. Dowagiac. Charlevoix . Charlevoix. Rev. F. Mndo'e . . Maple Rapids. V ermontville. Samuel E. Perry . Flint. Grand Traverse . .Toseph B. Ha.viland . AA^hitewater. Giles T. Brown . Ithaca. HiUsdnle . . . Stephen N. Betts . . . Hillsdale. Houghton . Rev. P. H. Hollister . Hancock. Huron . Port Austin. AVilliamston. Ionia . I. N. Cams . Portland. Isabella . T. E. Harbison . Salt River. Jackson . . . AV. Irvin O' Bennett . . . Jackson. Kalamazoo . William T. Smith . Schoolcraft. Kent . Henry B, Fallass . Fallassburg. Copper Falls Lapeer. Northport. Adrian. Keweenaw . G. R. D welley . . . Lapeer . Janies H. Vincent . . . Leelenaw . Stephen J. Hntebinson . _ Lenawee . . . Christopher T. Bateman . Livingston . William A. Sprout ... _ Pinckney. Macomb . Daniel B. Briggs . Romeo. Manistee . Thomas AVard . . . Manistee. Marquette . Charles C. Yemnns . . .. Nef’^aunee. Mason . I. E. Smith . Colfax. Mecosta . Michael Brown . Big Rapids. Midland. Midland . .John R. Jones _ Monroe . Elem AVillard . Monroe. Montcalm . James F. Covel . Stanton. Muskegon . A . .T. TiOomis . . . Muskegon. Newaygo . . . Rev. Cyrus Alton . Newaygo. Oakland . D.E. Wilbur . Pontiac. Oceana . Charles A. Darling _ _ _ Hart. Osceola . S. F. Dwio-bt ... Hersey. Nunica. Ottawa . Ano-nstns AV. Taylor Saginaw . Rev. J. S. Goodman . East Saginaw. Sanilac . Charles S. Nims . Lexington. Shiawassee . Joseph AA^. Manning . Pittsburg. St. Clair . John C. Clarke . . . St. Clair. St. Joseph . Luther B. Anti sd ale _ Centreville. Tuscola . Samuel N. Hill ... . A" assar. Van Buren . Rev. Edward Cleveland Lawrence. "Washtenaw . George S. Wheeler . Ann Arbor. Wayne . Lester R. Brown _ Rawsonville. Table of stalisLical details of the schools in Michigan for the year 1869. 190 ANNUAL REPORT OF THE joj ejaT[ot’a; opui -OJ JO IBjox ililiSgiiieiisiilgIgigSIlieisiiSiiggi OTjj JOJ sjaqouoj oijjni JO eo2u.ii. p^ox f!SSi58Sgg3;:SgSSggSS8SSSSS§8SgSg?SB?8g3 iiSii|2|§i|||S2||||gSS|||g||S5||||S|R M rjJ' cT CO t-- J> p rn" OCT ^ cT r-T i-"' o' t-T t-T o' o' n J>' r-T O o' r-- o •ejOt[OT33J 9X«ni9j pgijiitjnt) -o^q; S-'3|S3|||P=>”-§”||g3S§g| = SgJK||-Eggg»g •8J9TI0B9J 9|Biii popitunb -oj^ g^^C7g^^O2OO«^CTO^O®*-«5.goC^.0^^OggOO^^OCCO •sjO{ pnB 89snoq Xooips JO oiixuA liiisiSsiiigSiPiSiiiSiggiiiSiiiSisiii 1 5"Sg"|S||""g=*“pg'''S|S“|g3'”|‘|| = g“||'-'S "Xooqos sqjuotu JO -o^lNI; ’ay r-IC0OTH>-l o’ ■>s’ ic-’ o’ o •9Sb jo 8JB9iC 03 J9AO JO g jopiin loot[9S SaTpn9jji3 ’o^ 161 3 9 109 40 7 167 176 150 120 6 2 133 12 227 183 18 100 187 17 178 158 15 210 131 212 6 244 12 276 127 4 152 •JT3o^ gqj .OUT , -Jtip xooqos Suipngj ■yj U9jpjiq9 JO 'ojq ISissgiSplisisgsieisissIsiiiisipgsm t-- o' cf ocT o'" cT o' o* o' Qo' o' exf cf i-T o' £-' of t-' ^ r-T o' o' o' o' •9S'B9Jorri iSrSaiSS"ia§-i5”S§pilisiisSagpi-p?i •sjBoX Oo P’36 g JO 89Sb Qqj U99Ai.J -9q ugjpqqo jo -ojq isisiiSsiisiiiiiiiSiiiiiiiisiiiispiii o' !>' go' j^' t-' T’' oo' o' i-T CO' o' cn' Ci 03 o' th' o' o' o' r-T !>' r-T O o" •ejgqoTTgj otBrnoj jo qjuoni J9(I saSBAi -ay Sgg?^SgS3Sgg;g^§22gg5;:^^Sg??^gg38gg3g^gSg^ •8J9qOT?9J OXITTn JO qiuooi jodsoScAi 'ay •8JOTJJ8XP XTinOTJOTJJX •sjOTJjsip 9T0q A\ 145 2 1 9 111 23 15 118 96 107 100 8 4 2 104 1 106 113 25 72 130 11 29 96 106 11 26 112 36 139 11 80 24 137 89 4 72 •8(IiqSTIA\.OJ JO 'OX ^*'"’"OOOO-t^CTOO0,CTO^OO^.OO^.OT;;O^-t^OOOt^OC0^OO^ Counties. Allegan . . Alcona . Alpena . Antrim . Barry . Bay . Benzie . Berrien . Branch . Calhoun . Cass . Charlevoix . Chehoyqan . Chippewa . Clinton . Delta . Eaton . Genesee . Grand Traverse . Gratiot . Hillsdale . Houghton . Huron . Iu£rha,ni . Ionia . Iosco . . . Isabella . Jackson . Kalamazoo . Kent . Keweenaw . Lapeer . Leelenaw . . Lenawee . Livingston . Ma,ckina,c .. Macomb . COMMISSIONER OF EDUCATION. 191 2, 853 50 280 00 9, 805 00 1, 380 50 2, 840 18 004 00 2, 020 40 11, 393 40 8, 458 92 10, 058 24 4, 704 87 27, 729 34 3, 374 83 3,421 43 541 00 14, 501 38 28, 101 42 8,221 30 12, 201 31 21, 332 55 18, 280 01 9,291 08 18, 955 82 31, 822 43 04, 449 97 no 00 312 00 747, 458 50 2, 000 00 100 00 0, 442 00 338 00 1, 540 53 302 22 021 90 7, 301 79 3, 930 87 3, 038 20 2, 235 15 21, 244 00 1, 002 80 3, 208 50 90 00 12 270 90 13, 431 24 4, 028 30 8, 009 10 11,008 50 14, 341 00 4, 914 20 11, 020 02 22, 180 78 23, 002 34 00 00 412 18 430, 389 36 7, 895 2, 354 iiigiisissiesiisifiiiisisii 8f ig » if s s a » « p g gn 1 1 s' 2 f 3 5,331,774 Tl^C-OCOG^rOO'^QOCCT-MOi.OC^QOr-iCOrHOt’^^OrHlOlO o o o o lO lo ‘o ci o o o o lo CO I o' isiiiiiisiigsiSsSisisiiisSi r-T o' n Ci r-T o' r-T o' t-' M o' Qo' ii-' o' i>' cT ao' 269,587 iBSrSssiilsagsssssgisisiis rH' r-TTtr i § §Rissiis2iS«B|g8i§S2|S||gS? r-T (^f 1-1 O rf CO Cf O -1 r-T 00 t-I Tji' o' M QO' ^ o' ^ o' 374,774 24 55 71 03 33 33 no 03 28 17 44 01 00 37 38 87 30 10 41 59 05 55 54 51 44 24 31 01 72 10 10 00 45 16 78 45 36 93 45 48 52 09 48 43 35 40 46 46 55 74 02 55 30 00 r)' jiHfftCO • CO ^ O ^ C5 g O iH ^ ^ O ^ ^ W O ^ O O 1-1 1, 161 3, 891 i Manistee . 1 Manitou . Marquette . . Mason . Mecosta . Menomonee . Midland . Monroe . Montcalm . Muskegon . SSf.:;;;;;::::;;;:;:;;;:; Oceana . Ontonagon . Osceola . Ottaava . Saginaw . Saiiilac . Shiawassee . St. Clair . St. Joseph . Tuscola . Van Ikiren . Washtenaw . Wayne . "Wax lord . Total . Table of statistical details of the schools of Michigan for the year 1869 — Continued. 192 ANNUAL REPORT OF THE EXPENDITURES. •89SO(I.ind j;oi[:|.o JOj xjtrj ooLoo^oomoirii^coo ooior5o*i<0(^?t--cJo^aoGo cc Cl o m o o cv oo GOrHO COO ^i-C50 Ci od' r-T o'cd'io'o' ^ tH rt ^ rH 5, 504 40 7, 580 81 9, 196 74 386 41 2, 283 10 0, 658 10 15, 8.32 15 762 70 25, 163 61 6, .530 23 1, 907 91 500 21 19, 429 89 12, 060''47 24, 380 25 1, 009 85 3, 744 63 305 20 50, 250 47 4. 549 94 •aniRS joj s X fl 0 p no puB ‘sjiBdo.! pnB snipyinq joj pinj; lO Cl CO o r* s cT LO O lO Cl JO X) O CO Cl O CO O O Cl Cl o O CO -f X O c; LO X o o LOrHOXt-COOOr-ICO OCOXClTf^Oi-rHO T-f cT irf d*' ^ co' cT rH Cl CO d Cl o CO o' 0, 963 65 12.737 41 754 90 7, 507 10 40, 503 01 5, 149 66 1, 804 46 15, 978 08 10, 905 54 7, 995 43 1, 073 80 46, 124 45 21.737 14 34, 888 50 457 94 15, 212 56 1, 121 73 49, 316 61 10, 889 45 •S.T9 -qOB9X 9XBTn9J piBtl $20, 905 35 275 00 1, 100 00 511 40 11, 970 17 12, 015 75 597 50 24, 740 85 10, 3f0 38 27, 152 21 13, 943 22 150 40 390 00 93 35 13, 008 27 040 00 13, 089 13 21,201 05 2, 479 50 5, 504 80 19, 088 .57 10, 740 43 4, 025 20 10, 507 94 10, 081 74 589 38 902 43 23, 403 27 23, 054 21 38, 970 44 1, 592 50 12, 954 99 1, 151 91 33, 488 53 10. 001 17 •8T9 -qOB9X OXBOT P™ CO C-- LO CM rH o C2 c-i cc ir; o o o T? C5 cc (M iH o C2 LO CO CJ Oi o 00 (M OOCOO<(COCOO-n T-HdJ>OTHCOi>dLOOOT-HOOrHOi--^OCOOOOOl-drHdi:-XOi'- t-^-^JCOOCI^COLO^O— lOCOJ^ClOdO-t^lOCO— ^O^ClLOOOXO^ T-" j-h" cf co' o' od" r-T rji' r-f Cf gf 'O' c' o' 00' cT ■O'' o' ■O'’' •sSop no XBX o r- . Cl LO ‘ CO X -r • • X rH « O Cl Ci C5 CO • ' LO ^ • C5 r-( o O ^ ' • d X . rH CO Cl -H X 1 • Ci • Cl d • • X CO CO i> o i-p§i :-ii : i-iil .-r : : : rH-rf : r-r •S9XBq. q, 0 1 0 X s I p ooqxO O >.0 LC O r-t O O 00 CO T-< '^’^ClcCOOCOOClCOOClCO o o .r: o 00 i> Ci lo ‘o d Cl o O CC CC i.C CO GO O O 'XI o^co'^^cicodT-tt-^ccii-i cf o' — r r?" cf o' ^ d r-< d Cl i-i Cl T-H X Cl Cl o' i2§ES3S3iS2g^3SKgSSSg gSgllSsSsiiiiiSiggi CT ^ ^ ^ i5 •soSbav ;S09q0B9X B d ox S9XBX x^^pii-SXOE o o d CO cT m: Cl o d — ' o 00 LO i> cc o o OOLOrj^^GOr-iQOrHrHO LO rn O O CO O JO O d CO 00 l^OOCO^OCOCOOrHOCi CO T-H CO "o o CO o o d o cT io co' co'' cT o' tH GlOlr^ X X Cl CO I'-" ?;S223gSKSSgs‘ggSgSS8 iiiSiiiiiiiissllisi t-' ^4" CD iq t-T CT CD oo" in' lo co' od' ct cf •soB’xoqos xnopi -890- non JO noixrax d CO o o o CO JO Cl r- LO r- o LOLOcoLOoo^dxo cococo— XrHd'^^COLOi-t T-i T-l CO X CO ^ X o o ;|S5§| T— 1 1— i T— 1 rH I 1— 1 •sxxxq 8XBXI CO o CO o cf coT-^o-rf^^xr-cicoLO LO X O r-4 i'-* ^ ^ LO O codcicocoxociT-icci O CO LO Cl CO X CO — ^ LO tH T}4 d I'- d" t-T cf x* d CO X o :S!gg§ ?:§2^ X O d m X LO LC CC ■ CC CO LO Cl ! C5 'X X :S2§K cf cf 'S'- cf CO '• in' CO rd ■ cf cc o' •pnnj Xooqos jCoBniiJX r^' co' »' o' o' . s i i g KS5 isSSSS3SgS£2gg§SS8S35§§SSg §m igiigilliisgiliSiiiiiiiiRi I-T o' of ■ CO CO o' o' CO o' of co' to' o' o' o' of o' gf g' i s' §3 is :S2 ; isggss:^ : iaSS^SSSSSSSS is is- i ; isss^ilgiiii-- : : i : i i ” S I isss iss is^sssss i issgssggsssa^ ils?5 ilS i“ls3gs3 i iiieiigiSiss :^' : : rf^ o' : ir-r r-rrfrH' ofo'-^f 8 S 8 ssssg^ssssass3sgsssssssgsa;s3gs gePsSsislsslli-iSsi£§s2li-- rf o' o'^'ofco'o'Tt-'rH'Ttro'o' lO I s 366 72 10, 895 03 654 00 73 41 2, 699 95 406 42 887 48 990 16 1,491 91 8,481 11 2, 614 40 4, 224 00 2, 065 79 17, 150 79 964 88 4, 408 82 58 50 3, 903 94 4, 868 58 2, 927 21 4, 422 04 7, 057 82 14, 709 54 2, 529 92 7,248 91 20, 711 34 12, 131 94 79 97 604 87 s s (N g gSSSgggSS'giSSSSSS :3S?Jg3SSgSSg;g isi°liKiiiii5?8S iiisipsssIS”- o' Ifi r-T co' t-T £^' rf o' r-T j rf o' CO' o' O' ■^' CO' lO' t-' p' a 1. g Macltinac . Macomb . Manistee . Manitou . Marquette . Mason . Mecosta . Menomonee. . . . Midland . ILonroo . Montcalm . Muskegon . Newaygo . Oakland . Oceana . Ontonagon . Osceola . Ottawa . Saginaw . Sanilac Shiawassee . St. Clair . St. Joseph . Tuscola . Van Buren . Washtenaw.... Wayne . Wexford . Supplementary. Total .... 13 E 104 ANNUAL REPORT OF THE MIXl^ESOTA. The report of the State superintendent of instruction, Hon. Mark H. Dunnell, for the year ending 1869, embraces the following : The number of organized counties in the State . 53 Number making school reports . 51 Number of districts in the State . 2, 521 Number of districts reporting . 2, 377 Number of districts not reporting . 144 N umber of children in State between five and twenty-one . 144, 414 Number attending school . 102, 086 Number not attending any school . 42, 328 Decrease in number not attending any school . 4, 888 Whole number of male teachers . 1, 155 Whole number of female teachers . 2, 620 Average wages of male teachers i)cr month . $33 91 Decrease . $2 32 Average wages of female teachers i)er month . $22 45 Whole amount paid teachers during the year . $360, 697 50 Number of school-houses in the State . - . 1,929 Value of all school-houses in the State . $1, 339, 690 88 Cost of school-houses built in 1869 . $242, 039 03 Amount received from school funds . $263, 468 45 Amount apportioned from permanent school fund . $147,468 45 Whole amount expended for school purx)oses . $823, 571 82 Increase for year, 2 1 168 202 15,311 20, 390 192 307 $0 30 $37,912 34 163 $248, 141 46 $34, 975 88 $31,774 07 $18, 202 79 The permanent school fund derived from the sale of the school lands of the State, embracing sections 16 and 36, amounts to $2,377,712 15. The total amount invested is $762,800. The disbursement of the interest of the fund, based upon the number of scholars between five and twenty-one years of age, was, for 1869, $148,533 26. Taking into account the number of districts which did not report, it is estimated that the aggregate number of persons in the State between five and twenty-one years of age cannot be less than 155,000. The non-attendance has decreased eight per cent, during the year, a result which proves the wisdom of county supervision. Earnest men have been at work, instructing the teachers, and commending to ^md parents the importance of public education. The per cent, of gain in the number of months schools have been taught throughout the State has been 15, while the per cent, of gain in the number of scholars has been but 10. The teachers’ institutes, the normal schools, the Journal of Education, gen¬ eral and local supervision, are the agencies by which this progress has been accom¬ plished. The institutes have been like movable batteries, aimed at the indifference of communities. Teachers, school officers, and parents have been awakened by them. A law of the State makes it the duty of the superintendent to organize and hold a teache-rs’ institute in as many counties as the appropriation made therefor will allow him to do. With the $2,000 appropriated for this purpose, he has held the present year twenty-one institutes, of one week each, at which there was an aggregate at^nd- ance of 943 teachers— ladies, 706 ; gentlemen, 237. This shows a decrease of 103 from last year in the attendance of teachers ; a decrease accounted for partly by the bad Aveather during institute season, rendering the roads nearly impassable, and partly by the fact that in some cases the trustees of district schools decline to close the schools and allow the teachers to attend. This last-named fact is evidence of the need of some law securing attendance. In some counties the county superintendent has organized and held one or more teachers’ institutes, continuing in session two, throe, four, aud five days. The State convention of county superintendents, Avhich it is made the duty of the State superintendent annually to call, was held the present year in Rochester on the 24th and 25th of August. The exercises were highly interesting, though the attend¬ ance was quite too small ; only fourteen counties being represented. Subjects having an important and practical bearing upon school matters were alily discussed, and reso¬ lutions passed, intended to bo submitted to the consideration of the legislature. The ninth annual session of the State Teachers’ Association was attended by 225 teachers, representing each class of the educational institutions. Among others, the folloAving questions were discussed: “Is a large school fund a blessing or a curse J “ How may drawing be introduced into our public schools ?” These meetings, in arouano- the public interest in all such questions by earnest and av ell-prepared discus¬ sions, essays, and addresses, justly claim recognition as a popular agency in educational progress. COMMISSIONER OF EDUCATION. 195 FIRST STATE NORMAL SCHOOL. Located at Winona. Established by an act of the legislature of the State, approved Angnst 2, 1858. Organized and opened in buildings temporarily fitted up for the imr- pose, September 3, l&bO. John Ogden, principal. Suspended in March, 18(02. Re-estab¬ lished by an act passed February 19, 1864. Reorganized and reopened November 1, 1864. William F. Phelps, A. M., j)rincipal. His report begins with an allusion to the difficulties which this pioneer normal school has successfully contended with during the last five years. Occupying two different biiildings which were separated by an entire square of ground, and subjected to all the embarrassment consequent upon the transfer of classes and teachers at different hours of the day, and in all states of the weather, from one building to the other, both buildings being contracted, ill ventilated, and generally poorly adapted to the purpose of a school, compelled consequently to resort to clinches and public halls, entirely unsuited to the purpose, amid the extremi¬ ties of winter’s cold and summer’s heat for the semi-annual examination of classes ; considering all these hinderances and discouragements the progress shown by the fol¬ lowing figures of each successive year, since the reorganization of the institution, is very satisfactory : 1864. 1865. 1866. 1867. 1868. 1869. Males . 4 9 13 13 22 38 Females . 23 41 67 74 100 147 Total . 32 50 80 87 122 185 The increase of the present year over the last, 63, is more than 50 per cent., and the increase in the number of males, 16, is equal to nearly 80 per cent. This increase in the number of males, the report remarks, is an interesting and important fact. The de¬ mand for gentlemen of abilitjq well trained to take charge of the more important schools of the State, is steady, and likely to increase. Another inducement for young men to resort to these training schools is, that they may be prepared to assume the position of superintendent of county and city schools, and other positions connected with our educational system, which, like the office of teacher, are daily increasing in dignity, and the compensation becoming more adequate. From a statement of the occupations in life pursued by the parents of students now in the institution it appears that they are almost exclusively farmers, mechanics, and others engaged in the active pursuits of life, in the labors of the hand and brain. There arci no capitalists, no gentlemen of wealth and leisure, embraced in this instruc¬ tive list, but it is made up literally of the “ bone and sinew” of the country. The new building is admirably adapted to the work for which it is designed. Special attention has been bestowed upon the heating and ventilating of it, and in all respects the building is considered to be just what it should be. The course of teaching comprises departments of English language, mathematics, physical and natural sciences, graphics, political economy, theory and practice of teaching. This course is, as yet, not fully accomplished for want of the necessary teaching force. The annual State appropriation for current expenses is $5,000. Tuition from model shools during the year 1869, .$2,622 12. The current expenses for the year were $9,384 13. For building, $35,922 89. SECOND STATE NORMAL SCHOOL. Located at Mankato by the legislature of 1866. Organized and opened for students, October 7, 1868, in temporaray quarters. George M. Gage, principal. Appropriation of $30,000 for a permanent building passed the legislature, 1869. Building was com¬ menced in Juno 1869. The aggregate attendance during the past year was 136, of whom 98 were ladies and 33 gentlemen. In the model classes the attendance for the year has been 100, and during the past term it was 87. Total attendance in all departments for the year, 236. In his report to the board, the principal, w'ith other items of interest, states that the increase of attendance for the current term, over the corresponding term of last j’car, is 118 per cent. About 60 per cent, of those in attendance in the normal department this term has been engaged in teaching ; 50 per cent, has taught in Minnesota. Upward of 80 per cent, intends to complete the normal course. About one-third depend upon their own exertions to obtain that wuth which to defray their expenses while at echool. Minnesota has not yet furnished a native-born pupil. The present term more 196 ANNUAL REPORT OF THE are iu attendance \rlio were born in Indiana than from any other State in the Union. Wisconsin stands next to Indiana ; then follow in order, New York, Pennsylvania, Z\lassaclinsetts, Vermont, Ohio, and Maine. Other States are represented, as well as several foreign nations. The average age of the pui)ils is about nineteen and one-half years. Of the attendance, 28 per cent, has been males ; 72 per cent, females. The number of volumes received for the library, from pubhshers, individuals, and other sources is 3,005. The new bnilding was to be thoroughly prepared for occupancy iu time for the com¬ mencement of the fall term, September 1870. THIRD STATE NORMAL SCHOOL, Located at St. Cloud by act of legislature, February 1866. Organized and opened for students September 15, 1869, occupying temporary accommodations. Professor Ira Moore, principal. Appropriation for permanent building made by legislature of 1869. The number in attendance the first term is 52, of whom 10 are males and 42 are fe¬ males. In the model classes the attendance has been 73; making a total iu all the de¬ partments of 125. The disparity in the number of the sexes in the normal school,” the principal re¬ marks, “ corresponds somewhat nearly to the wants of our public schools. The schools of the State are coming, year by year, more into the hands of lady teachers, as it is, perhaps, most fit they should do, the sui3erior aptitude of women for teaching being universally acknowledged.” In conclusion, the board of normal schools reports that, in the three schools, all of which are in their infancy, the total number of counties in the State represented is 37, and the total number of pupils under instruction has been 817 ; of which number, 373 were in the normal deiiartments. UNIVERSITY or MINNESOTA. Located at St. Anthony. YVilliam W. Folwell, president. The preparatory depart¬ ment was opened in 1867, with an aggregate attendance for the year of 72 impils. The aggregate attendance during the school year ending June 25, 1869, was 125. During these two years a class was fitted for the first year of a college course. Number of pro¬ fessors and instructors, .9. The institution embraces classical, scientific, and agricultural departments. The agricultural college lauds granted to the State b^^ the General Gov¬ ernment were, by an act of the legislature of 1868, given to the university. A prepara¬ tory or elementary department is to be maintained as long as there is room for it. Instruction given wholly by members of the faculty. iSIany useful volumes have been presented to the library, and the faculty have pre¬ pared a list of books to be purchased with the funds — ^2,500 — already apxiroin'iated for that purpose. Tuition is free to all, and, as yet, no charges are made for incidentals. The institution is open to ladies upon the same terms, and with equal privileges as gentlemen enjoy. STATE INSTITUTION FOR THE DEAF, DUMB, AND BLIND. Located at Faribault. Professor J. L. Noyes, principal. He has not been content to fol¬ low in the beaten track, or simply teach after the long-established methods of instruct¬ ing this class of persons, but has labored, and successfully, in new paths. His views upon the subject of articulation, presented to the legislature in a former report, have attracted the attention of educators of this class of pupils in Europe as well as in America. Statistical information for the school during the year not given. STATE REFORM SCHOOL. Located at St. Paul, and is under the management of Rev. Mr. Riheldaffer. It lias in it about 50 boys, at an average age of about fourteen years. They have been sent from different parts of the State, and have been adjudged guilty of some violation of the law, or found in need of discipline they would not receive at home. OTHER EDUCATIONAL INSTITUTIONS. Efforts were made by the superintendent to obtain full statistical reports from all educational institutions in the State, but they were not successful. The name, location, and aggregate attendance of some of the more permanently established schools are given, as follows: Northfield College, Northfield, aggregate attendance . . 80 Groveland Seminary, Wasioja, aggregate attendance . 107 Bt. Paul Female Seminary, St. Paul, aggregate attendance . 60 COMMISSIONER OF EDUCATION. 197 St. Croix Acatlomy, Aftou, aggregate attendance . 157 St. Mary’s Hall, Faribault, aggregate attendance . '50 Sbattuck Grammar School, Faribault, aggregate attendance . . GO Total . 514 The following are select mixed schools : Caledonia College Institute, Caledonia, aggregate attendance . 34 Caledonia High School, Caledonia, aggregate attendance . 44 Select school, Albert Lea, aggregate atteudauce . . . 43 Select school. Shell Rock, aggregate attendance . 28 Total . 149 The following are primary denominational schools : Catholic school, Mankato, aggregate attendance . 150 Lutheran school, Meridau, aggregate attendance . ^ . 35 Lutheran school, Courtland, aggregate attendance . 92 Lutheran school, St. Peter, aggregate attendance . 102 Parish school, Episcopal, Red Wing, aggregate attendance . 58 Parish school. Episcopal, Le Sueur, aggregate attendance . 50 Total 487 ST. PAUL. The superintendent of schools of this city, Hon. .John Mattocks, who is also secretary of the board of education, reports to that body for the year ending April 1, 1870, the following, among other items of interest : The number of persons in the city between the ages of five and twenty-one. 5, 078 Number enrolled in public schools . 2, 689 Average attendance per month . 1, 544 Number of months school was taught . . 10 Number of teachers — females, 27 ; males, 7 . 34 Aggregate cost of schools for the year . .$43, 935 36 The superintendent has reason to believe that, through the public schools and the private schools, all the children of the city are in attendance upon a course of educa¬ tion. With the concurrence of the chief of police and his assistants, truancy is scarcely known in the city. In no part of it — neither in the town, nor the streets, nor the sut)- urbs, nor at the depots — will children be found during school hours. He has invoked the assistance of the police on the assumption that a vagrant child is as much under then’ supervision as a vagrant man. The average cost of instruction upon the number enrolled has been $10 55. Upon the average attendance it has been .$16 70. The schools are graded, from the alphabetical to the high, in six different grades, as follows : Alphabetical, lower piimary, upper primary, intermediate, grammar, and high. The course of instruction in the alphabetical schools is, the alphabet; reading from the blackboard and the primer, wdth exercises in spelling, both by letter and sounds ; count¬ ing from 1 to 100, forward and backward; drawing; use of the slate; writing Arabic and Roman numerals to LX; primer completed and reviewed. There are four of these alphabetical schools, five lower primary, six upper primary, four intermediate, four grammar schools, and there is one high sclmol. The government of the schools is lodged with the secretary (who is ex, officio superin¬ tendent) and the committee on schools. 198 ANNUAL REPORT OF THE Table of statistical details of Hou. Mark H. Duxnell, supenntend COUXTY SUPER County. Xame. Post office. o o .s o ci Ph Kumber of scholars in 1868. Humber of scholars in 1869. Increase for the year. Anoka . 2, 260 1,14.8 1, 515 367 Sauk Rapids .... 505 449 536 87 Mankato . 9, 201 5, 210 5, 761 1,837 551 Cottonwood . 2, 211 1, 488 349 Watertown . 8, 704 4, 090 4, 462 372 Chisago City .... 12, 476 5, 666 6, 998 1, 332 Chipixiwa City . . 2, 175 1, 119 1,357 238 Hastings . 6, 222 3, 041 3, 218 177 Kasson . 377 841 464 Alexandria . 4, 735 2, 854 3, 415 561 Minnesota Lake. 17, 524 8, 312 9, 173 861 Preston . 5, 680 3, 125 3, 564 439 Shell Rock City.. 14, 830 6, 725 7, 679 954 . Redwing . 17, 076 9, 417 10, 217 800 , Excelsior . 9, 788 4, 642 5, 073 531 , Caledonia . 453 476 697 221 . Spencer Brook... 234 344 456 112 . Jackson . 31 18 19 1 Brunswick . 231 295 64 . Harrison . 154 107 117 10 7, 834 4, 024 4, 300 276 . Cleveland . 117 54 41 —13 1, 430 1, 012 1, 284 272 . Fairmont . 2, 457 1, 229 1, 540 1,578 38 . Glencoe . 1, 426 1, 468 40 . Litchfield . 331 264 341 77 Princeton . 5.52 718 586 166 168 . Harrison . 796 418 . Little Falls . 5,150 2, 965 3, 270 305 . Austin . 5,019 2, 674 2, 904 230' . St. Peter . , Rochester . 15, 176 6,813 7, 164 210 351 210 . Clitherall . 64 42 420 47 638 5 218 . Glenwood . 15, 107 5, 851 6, 285 434 St. Paul . 95 154 169 15 . Redwood Falls . . 340 610 270 . Cairo . 10, 975 5, 448 6, 241 793 , Faribault . 294 103 238 135 . Dulutli . 8, 621 4,119 4, 214 95 . Maple Glen . 819 617 690 73 . Elk River . 4, 786 2, 592 2, 846 254 . Henderson . 7, 367 4, 281 4, 975 694 , St. Augusta . 4, 932 2, 749 2, 856 107 . Meriden . 117 296 454 158 ■ . Plainview . 11, 363 5, 067 5, 282 215 , Wilton . 4, 174 2, 493 2, 738 245 . Afton . 6,780 3, 407 3, 701 294 , Madelia . 249 446 546 100 . Winona . 15, 277 7, 025 7, 356 331 : . Monticello . 5, 028 2, 996 3, 444 448 249, 856 129, 103 144, 414 15, 311 Anoka . Ueuton . Blue Earth. . . Brown . Carver . Cliisago . Chippewa. . . . Dakota . Dodge . Douglas . Faribault _ Fillmore . Freeborn - Goodhue . Hennepin. . . . Houston . Isanti . Jackson . Ivanabec . Kandiyohi . . . Lake . Be Sueur . Manomin .... Martin . McLeod . Meeker . Mille Lac . . . . Monongalia . . Morrison _ Mo AVer . Kicollet . Olmsted . Otter Tail. ... Pine . Pope . Hamsey . E,edwood .... Renville . Rice . St. Louis . Scott . Sherburne . . . Sibley . Stearns . Steele . Wabasha .... Waseca . Washington . Watonwan. . . Winona . Wright . Rev. Moses Goodrich . Rev. Sherman Hall . Henry S. Gotf . . John Velikanje . H. J. Peck . Robert Currier . Joseph 1). Baker . Rev. J. W. Ray . S. P. Jones . John S. Mower . R. W. Richards . Rev. D. L. Kiehle . Henry Thurston . Prof. H. B. Wilson . Rev. Chai'les B. Sheldon . , W. H. Harries . Rev. Richard Walker - Dr. C. P. Merrill . Samuel Millett . Burroughs Abbott . M. R. Everitt. Dr. O. P. Chubb . Liberty Hall . John Blackwell . Joseph Whitconibe . J. H. Gates . Robert A. Beggs . . F. A. Pike . Rev. A. H. Kerr . Sanford Kiles . William M. Corliss . A. W. Lathrop . Rev. A. B. Paterson, D. D. E. A. Chandler . William Emerick . . . A. O. Whipple . Albert jST. Seep . L. R. Hawkins . . John 0. Haven . Edmund Ketf . Henry Krebs . . Hon. "F. j. Stevens . . T. A. Thompson - Rev. S. T. Catlin _ Roau a. D. Roe . George W. Yates _ Luther A. West _ B. F. Miller . . Total. COMMISSIONER OF EDUCATION. 199 schools in Minnesota for the year 1869. eyit iniblic instruction, St. Paul. INTENDENTS. Whole nmiibei’ of diflcr- ciit schools ill tho year. Whole mimhor of dilferent per¬ sons in school during the y’r. Per cent, of aggregate .at¬ tendance to wholouum- her of pupils in tho county. Expenditures, Amount on h.and in dis¬ trict treasuries. V.alue of all tho school- houses in the county. For building, pur¬ chasing, repair¬ ing or furnishing school-houses and purchasing lots. Amount paid as teachers’ wages. Amount paid for other jiurposes. Male. Female. 2f) 514 494 .66 eOOl 07 $3, 473 45 $1, 700 67 $489 82 $11, 898 00 16 137 i:i6 .53 329 84 1, 055 68 80 62 516 70 1, 573 50 154 2, 332 2, 127 . 77 9, 483 07 14, 438 15 1, 707 79 2, 550 22 20, 360 00 34 554 441 .54 2, .381 67 5, 830 28 456 63 1, 366 16 12, 250 00 62 1, 626 1,438 .71 2, 559 09 6, 622 12 1,328 00 1, 080 12 14, 705 00 133 2, 407 2, 107 .66 8, 917 49 14, 043 24 2, 140 28 1, 935 63 47, 664 00 26 445 357 .76 1, 214 61 2,014 00 529 14 835 60 5, 630 00 93 1, 355 1,204 .79 4, 678 73 9, 407 62 2, 725 64 900 95 35, 851 00 23 250 212 .55 422 12 1, 614 75 88 05 264 82 2, 100 00 106 1,085 988 .61 2, 804 47 5, 349 75 691 43 1, 076 52 16, 735 00 233 3, 956 3, 202 .78 23, 507 34 26, 698 61 4, 945 61 2, 620 34 75, 697 73 113 1,427 1,276 .76 3, 406 25 7, 067 80 1, 794 82 1, 589 88 22, 992 00 187 3, 232 2, 534 .74 24. 320 43 22, 808 20 7, 365 24 7, 385 59 100, 810 00 140 3, 595 3, 225 .77 28, 700 31 33, 393 00 11, 484 16 3, 497 51 178, 238 70 109 1, 583 1, 407 .60 6, 336 62 8, 410 29 262 90 1, 184 96 29, 025 00 11 98 96 .28 446 06 49 48 35 80 56 01 1, 302 00 11 111 110 - .48 298 05 368 25 176 71 99 14 1, 000 00 2 11 8 1. 00 260 00 88 00 94 00 695 63 260 00 4 51 54 .36 104 27 204 00 6 00 420 79 200 00 1 7 6 . 11 120 00 95 05 96 1, 374 1,307 .62 3, 511 24 8, 520 59 607 70 1, 484 90 21,124 50 1 11 6 . 44 14 04 98 50 46 375 357 .57 851 53 1, 190 13 35 80 223 55 3, 120 09 41 553 511 .67 1,161 13 2, 808 35 528 22 1,011 86 7, 8S0 00 38 386 283 .45 829 88 1, 588 78 404 60 921 05 2, 256 50 3 64 61 .34 886 25 1, 040 00 197 87 6, 150 00 19 207 197 . 56 628 22 913 41 123 82 107 50 1, 747 00 12 152 1.52 .51 235 14 806 72 11 70 026 81 1, 360 00 126 1,388 1,302 .82 11, 643 21 9, 290 55 5, 757 31 1, 194 26 36, 420 00 53 1,039 920 .67 3, 086 23 5, .533 00 550 84 1, 613 14 9, 837 00 222 3, 230 2, 766 .83 11, 655 90 23, 435 39 2, 422 06 3, 317 39 119, 805 00 1 11 9 • . 09 2 14 18 .68 73 76 605 00 830 13 800 00 21 195 201 .62 876 12 909 25 62 93 252 98 2, 327 68 96 1,667 1, 300 .48 3, 103 63 18, 888 70 6, 242 65 8, 042 45 79, 875 09 500 00 500 00 10 134 119 .41 61 00 4.52 50 160 06 11 48 400 00 147 2, 499 2, 300 .77 8, 973 67 17, 515 62 6, 418 88 6, 139 69 76, 109 00 5 62 51 .51 402 27 834 46 60 96 133 94 1,750 00 69 1, 970 1, 746 .88 1, 655 63 1, 080 60 258 52 1, 031 05 20,231 00 21 256 231 .86 2, 270 11 1, 227 45 215 78 221 13 .5, 791 11 46 862 773 . 55 1,000 10 4,361 07 3:13 18 582 97 12, 825 00 81 1,564 1, 607 .66 4, 823 30 4, 006 19 6, 013 81 1, 891 34 33, 305 00 85 1, 159 1, 083 .81 4, 732 39 8, 311 63 1, 112 16 1, 149 09 26, 651 00 8 94 82 .39 490 62 511 32 92 96 147 91 1, 030 00 140 2, 308 2, 071 .82 2, 773 00 15, 383 50 2, 146 00 2, 293 00 77, 836 00 84 1, 038 1,015 .83 2,212 81 6, 697 33 736 58 480 34 17, 677 36 66 1, 278 1, 177 .91 7, 535 17 10, 691 02 1, 932 10 1,490 15 58, 400 00 12 157 129 . 50 460 15 1 00 195 48 800 00 159 2, 478 2, 423 .77 7, 415 18 11, 477 15 16, 619 19 2, 006 64 103, 415 50 87 1, 217 1,053 .66 398 16 5, 933 21 1, 042 41 830 94 15, 905 00 3, 194 54, 309 47, 777 205, 071 07 323, 822 69 91, 569 16 69, 206 13 1, 339, 697 50 200 ANNUAL REPORT OF THE MISSISSIPPI. The, constitution of Mississippi, adopted in 1868, recognizing the necessity of pro¬ viding for the education of the people as the foundation for a republican government, makes it the duty of the legislature to establish “ a uniform system of free public schools, by taxation or otherwise, for all children between the ages of live and twenty- one years,” and as soon as ])racticable to “ establish schools of higher grade.” The constitution also requires the election of a superintendent of public education at the same time and in the same manner as the governor, having the qualification of secretary of state, and holding his office for four years ; also, that “ there shall be a board of education, consisting of the secretary of state, the attorney general, and the superintendent of public education;’' also, that there shall be a school superintend¬ ent' for each county ; that in each school district one or more schools shall be main¬ tained for four months at least in each year ; the penalty for neglect being a forfeiture of all funds or income. A common school fund is also to bo provided for from the proceeds of lands belonging to the State, granted by the United States; and the lands known as “ swamp lands,” w'ith certain specilied exceptions ; and also, “ of all lands now or hereafter vested in the State by escheat, or purchase, or forfeiture for taxes,” as well as the proceeds from licenses, fines, and some other sources named. To aid this fund a j)oll-tax, not exceed¬ ing $2 a head, is to be levied. An agricultural college is also to be provided for from the lands — 210,000 acres — do¬ nated by Congress for said purpose July 2, 1885. No religious sect is ever to control any imrt of the school or university funds of the State. All school funds are to be divided j;ro rata among the children of school age. SCHOOL SYSTEM. In accordance with the constitutional requirements, the legislature, at its session in June 1870, passed an act “To regulate the supervision, organization, and maintenance of a uniform system of public education. ” SCHOOL DISTRICTS. Each county constitutes one school district ; but any incorporated city of more than 5,000 inhabitants constitutes a separate district. The board of education have a general care and supervision of all property coming into possession of the State for school purposes, the income of which they are to pay i to the school authorities of the cities or districts for the support of the schools. They ^ are to make a report annually, upon all matters intrusted to their charge, to the super- i intendeut of public education, to be by him incorporated in his annual rexiort to the j legislature. They have x>ower to remove county suxierinteudents for good cause, and may fill va- ] cancies occurring in the office of county sux)eriutendents, rexiortiiig their action to the ' senate at the next session of the legislature. Each member of rlie board is to give , bond in the sum of $20,000, conditioned as the bonds of other State officers. STATE SUPERINTENDENT. ! This officer has the general sujrervision of all the schools, is to visit each county an- !| nually, as well as x>i‘ovide for holding a teachers’ institute in each congressional dis- | trict. He is to rejmrt to the legislature annually on all matters relating to his office and the educational interests of the State. He shall ax>xioint a clerk, who shall have a i salary of $1,100. The superintendent receives 5 cents iier mile for distance actually traveled in his official duties, and all necessary contingent expenses. He is prohib- i ited from acting as the agent of any author, publisher, or bookseller, directly or indi- , rectly, on xicnalty of removal and forfeiture of all moneys due him from the State. COUNTY SUPERINTENDENTS Are to have the su’pervision of the schools of their resxiective counties, visiting them once in each term, to examine and grant certificates to teachers, and x)erform other du- . ties, as required by the State superintendent or board of education. They receive a ‘ salary of $5 a day. They report to the State suxierintendent, and, like him, are jirohib- , ited from using any inlluence in favor of any author, xiublisher, or bookseller, uj)on sim¬ ilar jieualties. SCHOOL DIRECTORS. The board of county supervisors and the city council of any incorporated city of more than 5,000 inhabitants apxioint six school directors in each district, for three COMMISSIONER OF EDUCATION. 201 years, who receive $3 a day for actual service. They are made a corporate body, with power to sue aud he sued. They are to make rules and rogulatious for carrying out the requirements of the law, and have the care of providing scliool-houses, creating suh-districts, hire teachers, and perform any other duty necessary to i)ut the scliools in operation. They are to prescribe a uniform series of text-books ; but no member sliall act as an agent for any author, publisher, or bookseller. They have the management of the property belonging to the district, may purchase or rent laud for school-house sites, or sell the same. The county treasurer is to keep a separate account with each sub-school district aud with each class of school funds. The other features of the system, in detail, with regard to teachers, institutes, and other matters pertaining to education, are substantially those recently adopted by other States, and are in accordance with the requisite jirovisious of the constitution. From the latest reports, it appears that there has been some delay in the organiza¬ tion of the schools under this law, and as the matter is now in a state of prosecution, no results can at present be given. UNIVERSITY OF MISSISSIPPI. JOHN N. WADDEL, chancellor. “The university is established upon a grant of land, consisting of thirty-six sections, made by the Congress of the United States to the State of Mississippi in i819 ; aud the language of the act is, that the title of this land shall be vested in the legislature of said State, in trust, for the support of a seminary of learning therein.” The original act of charter, passed February 24, 1844, contained the following words : “ The said board of trustees [of the university] shall have full power and entire con¬ trol over the funds belonging to the ‘university of Mississipiii,’ or the ‘seminary fund,’ to be by them applied toward the consummation of the p)lan of the university of Mis¬ sissippi,” &c. At the next following session of the legislature, however, an act was passed supple¬ mentary to the charter, the first section of which x)rovides that “ so much of the third section of an act entitled ‘An act to incorporate the university of Mississijiiii.’ a^)- proved Februaiy 24, 1844, as gives the trustees of the university full power and entire control over the funds belonging to the university of Mississix)pi, or the seminary fund, is hereby repealed.” The legislature thus resumed to itself the power over the fund, which in the original charter it had delegated to the board ; and it is to the legislature that the university is comxielled from time to time to resort for further supplies, as the necessity of widen¬ ing its field of usefulness and improvfing its means of imx)arting knowledge renders them desirable. The x)i’esent board of trustees of the university consists of the governor, ex-ofiicio president, with a secretary and treasurer, and eleven other members. A review of the attendance since the re-ox)eniug of the exercises of the university piresents the follow¬ ing statistics : Number in attendance since 1865 — Session of 1865-66 . 193 “ 1866-’67 . 246 “ 1867-’68 . ‘231 “ 1868-’69 . 214 The number of volumes in the library is about five thousand. NORMAL SCHOOL. At act to provide for the establishment of a normal . school has been recently x^assed, appropriating $4,000 to be expended under the direction of the board of trustees — $2,500 for teachers’ salaries, $1,000 for aid to xmpils, and $500 for furniture aud ax^X’^i’^tris. SCHOOL OFFICERS. The superintendent of publie education is the Hon. H. R. Pease, Jackson. County Eux)erintendents hav^e recently been ax)p<)inted, but no list of them has reached this Bu¬ reau. MlSSOUIil. Number of children in the State between 5 and 21 years . 584, 026 In public schools : males, 133,243 ; females, 116,484 . 249, 727 In private schools : males, 8,855 ; females, 8,847 . . 17, 702 The number of teachers is : males, 4,615 ; females, 2,531 . 7, 146 Average salary of male teachers per month . $33 60 Average salary of female teachers x)Gr month . . . . . $29 81 202 ANNUAL REPORT OF THE The mimher of i^ublic schools in the State is : primary, 5,244 ,* high, 63- 587 Number of private schools . 707 Average number of months taught . 4. 6 Value of school-houses in the State . $3, 087, 682 30 Value of furniture and apparatus . . . $58, 071 77 Expended for teachers’ wages . . $864, 672 39 Expended for building school-houses . . . $390,450 21 Expended for repairiug school-houses . $34, 682 50 Expended for renting rooms . $13, 741 98 Total amount of township fund . . $2, 184, 171 00 Total amount of eouuty fund . - . $801, 896 00 Number of school libraries in the State . . . 12 Number of teachers’ institutes held . 95 Number of members of institutes . 2, 377 SCHOOLS FOR COLORED CHILDREN. This state has a larger proportion of schools for colored children than any former slave State. The statistics from forty counties, given as representative of the remainder of the State in that respect, show the number of children of color to be 13,180; the number of school-houses for them, 80 ; number of schools, j)ublic and private, 102 ; teacliers, 101 ; pupils, 3,664. Opposition to the education of the colored people is rapidly disappearing. Their rapid improvement and good conduet help to disarm prejudiee. A normal school for the training of colored teachers is an urgent necessity. There is a school — Lincoln In¬ stitute — now in the fourth year of successful operation in Jeiferson City, possessing an endowment fund of $7,000, which, on a small scale, and with limited means, is doing good work in the right direction. It owns no building and is able to maintain but one teacher. DEVELOPMENT OF THE SCHOOL SYSTEM. The constitution of the State declares that “A general diffusion of knowledge and in¬ telligence being essential to the preservation of the rights and liberties of the people, the general assembly shall establish and maintain free schools for the gratuitous in¬ struction of all persons in this State between the ages of five and twenty-one years.” The growth of public education by the State has been slow, and by forced methods, at times in advance of iiopular favor; and yet far behind the enlightened position of other States. The laws upon the subject seem to have been the product of a few states¬ men, who appeared at intervals in our history, and who, in the fiice of a well-known social protest, pushed forward with great energy the develoxnuent of this public econ¬ omy by the way of a public intelligence. The first general act upon the subject was passed in 1824. It was crude and inefiective, but was improved in 1835. Another was passed in 1839, which was revised in 1853, when superintendence of school affairs was provided for. Another complete revision was had in 1865, and this again amended in 1868, giving an average trial of about eleven years to each law. From a large personal acquaintance with them, and from a large correspondence, I am assured that no State in the West is more fortunate than ours in the character and quality of its public school teachers. Yet it must be acknowledged that the great body are migratory, and do not, and cannot, exhibit the professional devotion requisite to the success of those who are set opart by special training and led by a conscious adap¬ tation for the work, rather than forced to it by the spur of necessity. In the suindistricts there are about seven thousand directors, and nearly one thousand in the several cities and towns, who are xjerforining responsible work without compen¬ sation. Their office is one purely honorary ; and yet it demands a degree of intelli¬ gence and expenditure of time and labor that represent a large money value. No duties more important, more delicate, more difficult, are undertaken in any other depart¬ ment of the Commonwealth. County superintendents perform their multifarious duties at an expense of time, travel, labor, correspondence, visitation from neighborhood to neighborhood, and con¬ ference with school officers, with no corresponding income from that expenditure. But two items are iu many cases sufficient to occupy the sixty days for which alone they are allowed compensation by law, viz, the collection and preparation of the county statiscal reports, and organizing and establishing county institutes. Yet in addition to these many other duties devolve upon them which should occupy the whole year, if properly fulfilled. Consequently more resignations of county superintendents occur than of any other officers iu the State. “ We cannot afford it,” is the invariable excuse. The Missouri system of teachers’ institutes was begun in 1866. At present about one hundred counties have organizations to a greater or less extent, assimilating the char¬ acter of a well-conducted institute. Some of them rank in number, tone, influence, and general character with those of many years’ standing in older States. This rapid organization has been effected without any support from the legislature, and in many COMMISSIONER OF EDUCATION. 203 cases at a considerable personal sacrifice upon the part of county superintendents and teachers. It Avas frequently met ^yith decided opposition by persons who worshi])ped ■with their faces toward the past.” The institute meetings are marked by a unilbrm and cordial sympathy, courtesy, and mutual deference to opinion, undisturbed by the intrusion of cither personal, political, or religious views. The testimony of the super¬ intendent is, that he has yet to lind the slightest discord, a state of feeling as remarka¬ ble, considering the past, as it is much to be desired. Under the inliueuce of this unity and Iraternity tlie hateful and hostile feelings of the past are disappearing, and the enmity of the fathers is transmuted to friendship in the children. The" press of the State has been, and is now, with few exceptions, the most powerful and capable auxiliary to free education. In no instance has the urgent claim of the public schools been disregarded. The theoretical importance of public education, the liractical duties of the school-room, the willful neglect of jiarents and officers, the rela¬ tions of the school and the State, the child and the citizen, have been discussed over and over again, in forcible terms, by editors who could have no personal interest in the subject except that which springs from the generous sympathy which makes the world akin. It is fair to presume that the press of no other State devotes so much special attention, week after week, to the cause and the advancement of freo education. THE TOWNSHIP SCHOOL FUND MISM.VNAGED. The township school fund, amounting in the aggregate to .$2,184,170, with an annual income of nearly $200,000, arises from the proceeds of section number sixteen, set apart by Congress in 1820 for the use of the schools. The amount of land then and subsequently granted the State for school purposes is 1,199,139 acres, sufficient, had it been judiciously managed in each township, to have laid the foundation for a school fund, the annual income from which would constitute the schools free for at least six months in the year. But many of the townships have lost the entire fund, and others have suffered greatly from the mismanagement of those who have had charge of this matter. It was early enacted that the county should have charge of the township school fund belonging to each township, and all subsequent legislation has placed this fund under the care of the same guardianship, with the provision that these moneys “ shall be secured by a mortgage in fee on real estate, free from liens and incum¬ brances within the county, of double the amount of the loan,” &c. Had these funds been invested in accordance with the above enactment, or in United States bonds, as is further provided by law, much would have been saved. No object calling for legisla¬ tion is more important than the present management of the school funds. In quite a number of counties there has been the most reckless management and neglect, to such an extent that for years the funds have been rendered unavailable. In some cases, county courts have "taken the school moneys for their own use, on their own recogniz¬ ance, or loaned them to favorites knowing that the security was worthless or insufficient. It is recommended that the general assembly shall revise the present law for the purpose of better securing the school funds, directing them to their legitimate end, and recovering the funds and lands which are not yet beyond redemption. SCHOOLS AND RAILWAYS. The report enters at length into a discussion of the school law as recently amended, specifies its faults, and suggests remedies for them ; and having, as is stated, but faintly delineated the outlines of the magniliceiit structure which stands in the fields of the future as our system of free edneaUon — a vast and impartial scholium generate — spa¬ cious enough for all races and all conditions,” goes on to remark : “ The in-esent time is not auspicious for tlie speedy completion of this work. Just now the locomotive is the popular idol, and it is astonishing with what zeal the iron divinity is served. ‘ Give us a railroad,’ is the universal cry. With unstinting liberality nearly every county in the State has voted largo subsidies to a coming railroad. Tho policy may leave a burden of debt, but it will also hasten material prosperity, and bring to a S]ieedy solution the problems of our varied resources. Let the God of this world take his lawful empire! Speed the victory of the railways; because as they develox) the material resources, they also break away the thick veils of indifference and ignorance in what jrortions of the State they have shut out the light of tho public school. The true apotheosis of the railway is not tho wealth it xiroduces, but the intel¬ ligence it fosters.” STATE UNIVERSITY. Upon the admission of Missouri as a State, in 1820, Congress granted the State two townships of the best land in the State for the sux^xiort of a seminary of learning, the State legislature becoming the trustee for the management of tho land and the })roper application of the funds. In 1832 the legislature had most of the lands sold for $2 per acre, realizing a sum of only $70,000, when they were really worth half a million. 204 ANNUAL REPORT OF THE When the fund thus originating, invested in the State Bank, had reached the sum of $100,000, the university was located at Columbia, Boone County, the citizens of that county having subscribed the sum of $117,500 to the institution as an inducement. One man who could neither read nor write paid $3,000 to the purpose, and certain others subscribed to this sum and afterwards paid more than they were actually worth at the time of the subscription. The corner-stone of the edifice was laid in July 1840. The institution existed twenty-five years, and though with very insufficient funds, still making substantial progress, without ever having received the least aid from the State. Even a deficit, which occurred through State management, was not made good, far less was the loss resulting from the x)remature sale of the ample and beneficent grant returned to the institution by the State. The x)rovision for the State institution con¬ tained in the new constitution, with the adoption of the new State constitution, began a new era for the university. The provision made for it is in these words: “The gen¬ eral assembly shall establish and maintain a State university, in which there shall be departments in teaching, in agriculture, and natural science, as soon as the public school fund will permit.’^ An act was passed giving $10,000 for rebuilding the x>resi- denPs house, which had been destroyed by fire during the war, and also making an annual grant of If per cent, of the State revenue, after deducting therefrom 25 per cent, already apx)ropriated for the sux)x:)ort of common schools. The general x)lan of the in¬ stitution is to retain the usual college course for those who desire that ; to enlarge and perfect the scientific course ; to establish and maintain a college of agriculture and mecliauic arts, including military tactics, embracing a school of engineering, analyti¬ cal chemistry, mining, and metallurgy, a normal college, a law college, and a prex)ara- tory dexjartment. The xiresident is Daniel Reid, LL. D. The number of students, 217 ; graduates for the year 1867-’68, 13 ; value of x)roj)erty, estimated at $250,000 to $350,000. LINCOLN INSTITUTE owes its origin to the liberality of colored soldiers enlisted from Missouri. In the sjn’ing of 1866 a subscrijition of $4,000 was made by the enlisted men of the Sixty- second United States colored infantry, to aid in the foundation of an educational in¬ stitution in Missouri for the esxiecial benefit of the colored xieople. Aftemvard, another colored Missouri regiment added to it the sum of $1,325 ; and $2,000 were subsequently received from the Freedmen’s Bureau. Other funds, including $1,000 from the officers of the Sixty-second regiment, have supjiorted it three years and a half. Tuition is free. A valuable library of several hundred volumes has been obtained. It is recommended that an annual sum of $5,000 be added to these funds, and a State institution therewith founded for the education of colored teachers. THE MISSOURI INSTITUTE FOR THE EDUCATION OF THE BLIND, located at the city of St. Louis, was established in 1851. The superintendent is H. Rensselaer Foster ; number of students in attendance, 72 ; value of buildings and grounds, $75,000 ; of apparatus, $1,200. Through the efforts of Mr. Eli William Whelan, the legislature, in 1851, approxniated $15,000 to the institution, provided that the sum of $10,000 should be subscribed by individuals, or by the city or county of St. Louis, which amount was soon xfiedged. In 1856, it was located in the city of St. Louis, upon a lot 22 by 300 feet. It had hitherto been su^iported by an annual axipropriation of $3,000 from the State, and $2,000 from the citizens of St. Louis ; but as the operations of the institution became more extensive, the State assumed the entire resx)onsibility of its support, on condition that all the xiroperty “should be held in trust for the State and subject to its disposal,” which was accordingly done. The institution is managed’ by seven trustees, axix>ointed by the governor and confirmed by the senate. The course of instruction embraces three dexiartments — literary, musical, and mechanical. Since the establishment of the institute 250 xmx^ils have been under instruction. Of those who have gone out one is a physician, fifteen are teachers of music, one literature, fifteen regained their sight, twenty-six removed from the State without comxileting their course, eighty-four are xmrsning the different trades which they acquired here, viz., broom, brush, and mat making, chair seating and willow work. Besides the North Missouri Normal School, already referred to, there are in the State eleven other institutions of learning which are not fostered by the State government. Blanks sent to them by the superintendent have elicited the following xiarticnlai-s : The William Jewell College, located at Liberty, Clay County, established in 1849; Thomas Rambant, LL.D., x^resident. The iinmber of teachers is 6 ; of x^upils, HO ; value of buildings and grounds, $50,000 ; apparatus, $3,000. The endowment is $145,000. The Grand River College, located at Edinbug, Grundy County, in 1858, John E. Vertrees, A. M., president. The number of pupils is 110; teachers, 3: value of property, $6,000. The Flattsburg College, located at Plattsburg, Clinton County, in 1867, James H. Thomas, president, has 137 pupils and 4 teachers. Property worth $10,000. McGee ^College, located at College Mound, Macon County, founded in 1853, J. B. COMMISSIONER OF EDUCATION. 205 Mitchell, presideut, lias 233 pupils and 10 ten teachers; yalue of buildings and grounds, ^30,000. Christian Ua/rersfOy, located at Canton, Lewis County, in 1858, B. II. Smith, president, has an attendance of 210 pupils, with 9 teachers; value of buildings and grounds, $100,000 ; apparatus, $500. Washincjion TJnii'crsity, located at St. Louis, in 1857, 'William Charvenet, president; number of students, 589 ; teachers, 41 ; value of buildings and ground.s, $250,000 ; apparatus, $6,000. St. Louis University, located at St. Louis, in 1829, Rev. F. H. Stuntebeck, president; number of students, 278 ; teachers, 19. Mount rteasant College, located at Huntsville, Randolph County, in 1856; president, J. W. Fevrill; number of pupils, 100; teachers, 4; value of buildings and grounds, $250,000 ; apparatus, $3,000. Western Eilueational Institution, located at 'Warrenton, Warren County, in 1864, Rev. H. Koch, president ; pupils in attendance, 200 ; teachers, 7 ; value of site and buildings, $15,000 ; apparatus, $250. St. FauVs College, Palmyra, Marion County, Rev. William B. Corbyn, president ; established in 1850, and has two teachers. Bethel College, Palmyra, Marion County, was established in 1854. The Rev. R. M. Ehoade is president. Number of teachers, 1. THE NORTH MISSOURI NORMAL SCHOOL was founded in 1867, incorporated 1868, in the hope that it would be adopted as one of a system of the State normal schools. Located at Kirksville, Adair County, J. Baldwin, presideot. The number of students the tirst year was 284; the second, 423- Over 200 teachers, partially trained, have been sent out. The course for common school teachers is two years ; for teachers in academies, high, or graded schools, four years’ training is required. The institution is now self-sustaining. With or without State aid, it is regarded as a permanent institution. MISSOURI ASYLUM FOR THE DEAF AND DUMB, located at Fulton, Callaway County, William D. Kerr, suiierintendeut, was established in 1851. The whole number of students is 111 — males, 48; females, 63. The value of buildings and grounds is estimated at $75,000; apparatus, $150. This institution was located by the State, and iirovision made for a site, &c., in 1847. Pupils are admitted between the ages of seven and thirty years, and are allowed a course of ten years’ instruction. The report of the priucii)al suggests that 'Hhat feature of the law which requires certificates of poverty from such pupils as are beneficiaries of the State, oper¬ ates as a great hinderaiice to the best interests of the school ; ” also that ‘‘ the law limit¬ ing the number of teachers to five ought to be changed so as to allow the board of commissioners to aj)point, from time to time, such assistance as is necessary. ST. LOUIS. The present system of public schools in St. Louis origimTted in an act of Congress approved June 13, 1812, by which ^‘ali town or village lots, out-lots, or common field lots, not rightfully owned or claimed by individuals, or held as commons,” &c., were reserved for the support of schools. The total value of the lands thus reserved is now estimated at over $2,000,000. In 1817 a board of school trustees was established by the territorial legislature. In 1838 the first public school was established. In 1850 a superintendent was first appointed ; a high school class in 1853 ; a normal school opened in 1858. In 1859-’60, the first evening scliool was opened, and in 1864 German classes, for instruction in the German and English languages. The reports for 1863, of the president board of school directors, Hon. Felix Coste, and of the superintend.ent, Hon. William T. Harris, give the following statistical and other information : Estimated population of the city, 1867 . 220, 000 Number between five and twenty-one years, (drawing State money) . 1 . 70, 222 Number between six and sixteen years of age . 46, 100 Number of school-liouses: owned by board, 27; rented, 11 . 38 Number of school-rooms . 271 Total value of property used for school purposes . $864,236 14 Number of schools : norinal, 1; high, 1; district, 30; colored, 5; evening, 12. . 49 Number of teachers in day schools: males, 27 ; females, 145 . 272 Number in evening schools, 43; normal, 4; high, 10; colored, 10 . 67 Total number of teachers in all schools . 315 Number of x)upils enrolled in day schools . 18, 460 Number of xnix)iis enrolled in evening schools . 2, 134 Number of xmxnls enrolled in normal schools, girls . 104 206 ANNUAL REPORT OF THE lu liigli schools : hoys, 160; girls, 193..^ . 353 In district schools : boys, 8,641 ; girls, 8,438 . 17,079 lu colored schools : boys, 445 ; girls, 479 . 924 Total number enrolled day and evening . 20, 594 Number of foreign-born pupils . 1, 235 Number born in St. Louis . 11, 413 Whole number of school days . 200 Number of pupils who attended 200 days . 482 Number of i)upils who attended over 180 days . . 5, 377 Number not absent during their enrollment . 1, 431 Per cent, of attendance . 93 The superintendent gives a synoptical view of the school system of the city, from which the following items are taken : The schools are governed by a board of president and directors, consisting of 24 mem¬ bers, two elected from each ward by the legal voters thereof, for a term of three years, classihed in such a manner that one-third go out of office each year. They have abso¬ lute power to hold and control all the real estate and property owned and used for public school purposes ; to build school-houses, establish schools, and manage the same ; to create a revenue for their support, by levying a tax not exceeding one-half of one j)er cent, on all taxable proi)erty of the city. These directors ax)point their officers, including president, secretary, suxierintendent, attorney, and bailiff, annually. School revenues are derived from four sources : 1, from city mill tax, which may be as high as five mills on a dollar of taxable property, though the highest hitherto assessed is four mills ; 2, from rents of real estate donated by the general government for the schools; 3, from State and county school funds ; 4, irregular revenues derived from sale of real estate, tuition fees, or loans made by the board. The first source yields now, at four mills, over $410,000 ; the second, about $50,000 ; the third, $40,000 ; total from regular sources, $500,000. A gratifying progress has been made during the past four years toward regularity and punctuality of attendance in the i)ul>lic schools. Tardiness has steadily decreased during the past five years, so that from 26.5 per cent, it has now diminished to 11.16 jjer cent. Of the whole number of xuii:)ils attending school, 8,778 were under ten years of age; 9,142 between the ages of ten and sixteen, and 640 over sixteen. It is esti¬ mated that at least 40 per cent, of the entire pox)ulation of the city are Gormans, and at least 25 x>er cent, of the children in the public schools are of German parentage. The exx)erience of the x^ast year has demonstrated the necesssity of more school accom¬ modations. The xJresent crowded condition of many schools sliows that by next year many applicants must be rejected for want of room. During the year several new school-houses have been in xirogress, which will be ready sometime in the first half of the next scholastic year. It has been decided by the board to change the four old buildings, and adaxit them to the graded x^hni, which change will create accommo¬ dations for 386 more pnxiils, and make, in the aggregate, a saving of $9,734 for each year. It is estimated that it would be economy for the tax-payers to build the new style of school-houses, even were they to be burnt down once in ten years, in prefer¬ ence to using the old style, arranged upon the plan of large study and small recitation rooms. THE EVENING SCHOOLS, i twelve in number, were kexit for a period of sixteen weeks, at a cost of $6 40 per j l)upii; the average number belonging being 1,191. Of the total number enrolled, viz., . 2,134, 1,936 were boys, and 198 Avere girls. The total exx)enses Avere $7,621 66; of ! Avhich some $6,279 50 Avere expended for teachers’ salaries. At the close of the term | diplomas AA’ ere aAvarded to 230 x^uiiils for “ attendance, dilligence in study, j and correct deportment.” i INSTRUCTION IN GERMAN ! ! has been introduced into the schools since the year 1864, whenever the requisite num- | her of i)upils of German descent, viz., 100, should be in attendance. During the year ; 1867-’68 this course Avas xmrsued in 14 schools, 2,476 xuqAils having received instruction ' in German. The number of teachers in this branch was 17. The main motive for introducing this study into the XRihlic schools is to render them equally aAmilable to the German as to the native American. American children are alloAved to study Ger- ! man after they have advanced sufficiently in their English studies to warrant that they have the requisite maturity of mind. From year to year the system improves iu regularity of classification and gradation, its interference with the English ax)proaches ' its minimum, and thoroughness of instruction increases. The five schools for colored children are not sufficient to accommodate all that class, but when they shall have been removed, as is contemi)lated, to larger and bettei adapted buildings, they Avill supply sufficient accommodation for them all. Punctu- COMMISSIONER OF EDUCATION. 207 ality and regularity of attendance in these 'schools have been secured to a greater degree than previously, while in other respects their progress is good. THE NORMAL SCHOOL, since its commencement, in October, ISfiT, has graduated 189 pupils, of whom 130 are at ])resent teaching in the public schools of the city. The report of the principal, Anna C. Brackett," states that it is intended hereafter to graduate two classes per annum, in order to supply, if possible, the demand of the schools. The two classes which graduated the present year numbered, one 8, the other 24. Graduates of the high schdol and teachers of some experience are admitted, after passing the requisite examination, to advanced standing, so as to graduate in six months. The number of pupils connected with the school during the year is 104 ,• average number belonging, 69.* The report of the principal considers, at length, the advisability of adopting the plan of object teaching ; and expresses the opinion that though advantageous in the education of pupils in primary schools, its application to the education of older pupils is not desirable. The course of study conn) rises the fundamental, and higher English branches, with the Latin language, and calisthenic exercises. THE HIGH SCHOOL, from the report of its principal, H. H. Morgan, esq., for the year 1867-’68, has had an attendance during (he year of 95.5 per cent, of the total number. The number of pupils in attendance this year is one-sixth larger than that of any previous year. The graduating class numbered 37, a large increase over the previous year. Pupils, upon admission are required to be at least twelve years of age, and to pass a satisfac¬ tory examination in History of the United States, grammar, geography, and spelling. At present the school is more than full with 360 pupils, an average of 40 to each teacher, but the proposed addition of new rooms, during the coming year, will increase the accommodations so as to admit from 90 to 120 more pupils. The course of study is intended to occupy four years. There are two courses open to the choice of the pupil, the general and the classical — differing only in the substitution of the ancient lan¬ guages for the fuller mathematical course, and the study of the natural sciences. THE PUBLIC SCHOOL LIBRARY contains a collection of 11,592 carefully selected volumes, the value of which is esti¬ mated at $22,156 50. An interesting fact connected with the library is that it is resorted to by a large number of youths who have left school. A record kept for the mouth of January, 1868, showed that 1,137 books rvere taken from it by former pupils. The number of volumes received by district school pupils wars 1,654,* high school pupils, 787. THE PRESS A TEACHER. Report of T. A. Parker, superintendent of public schools of Missouri, 1870, says : “ In an important sense the press is the school teacher of the peoirle, and bears the same relation to the adult intellect of the nation that the text-book does to the juve¬ nile. It utters a varied eloquence. It is generally on the side of the true, the good, and the just, and opposes falsehood, vice, and injustice. It is the parent of American literature in its genuine national asjrect, and from its virile loins have sprung the pro¬ ductive germs which grow and ripen into the enduring forms of books. As it speaks to thousands where the pulpit and the book speak to hundreds, it is the fittest, as well as the strongest, defense of free education against all opposition. Like the miraculous canopy of Parebauon, in the tales of enchantment, it can be extended over the conti¬ nent, or, if necessary, it can gather itself up to shelter the tiniest school-house in the State. Although inviting free and unrestricted discussion of all shades of opinion upon this subject, wo believe the press to be so wedded to the free school that, if seri¬ ously threatened, it -would turn upon the assailant a concentrated fire tenfold hotter than the streaming flames from embattled artillery.” NECESSITY OF EDUCATION TO THE STATE AND THE COMMUNITY. The man who is controlled by a detestable self-interest, which takes on opposition to the xuiblic school because he is called on to help support it ; or the one who is gov¬ erned by a foolish pride against the social equality of the public school ,* or, wolso still, the poor bigot who lifts his eyes iu holy horror and protests against the public school because it cannot be directed by his ‘^church;” all these do not and cannot un¬ derstand the necessity of urging forward this great interest — of the education of the people, by the people, and for the people. Gentlemen of the ancient days of yore, there are some objects of higher consideration than your money, your pride, or even your church. One is the safety, prosperity, and peaceful government of this common 208 ANNUAL REPORT OF THE wealth. Its safety is comlitionecl upon general intelligence ; its prosperity npon general coniidence; its i)eacefnl government npon both these, controlled by general virtue Beyond this is anotlier object of high consideration — the social well-being of any given conimnnit}' — and this is dependent npon the same condition as the commonwealth. Beyond even this is the individual — the child — for whom is all this array of power ami expenditure of means. You are so related to him that you are affected by his-act. Ills claim to knowledge is one consequence, at least, of his relation to you. His is a sovereignty of demand, abstractly considered, even higher than that of the commu¬ nity or that of the commonwealth. Should his life be vicious and criminal, the statis¬ tics of the State treasury will show how it affects you. It becomes your interest to help him to join one of the two grand armies of labor — that of muscle or that of mind; and from the multiplication of his personal influence confirm you in the enjoyment of your money, your ])ride, or your church. I believe in the divinity of the teacher’s work, as I do in the indestractible effects he produces. It is one of special consecration. It is better valued as we see more and more clearly the measureless possibilities of our nature in childhood. It is an office of high responsibility ; for, next to the duty of saving, it is the office of leading out the soul. “One of the surest signs,” says Mr. Chauning, “of the regeneration of society, will be the elevation of teaching to the highest rank in the community.” Table of statistical details of schools in Missouri^ from the report of 1809. Hon. T. A. Parkeu, su2)erintendent piibUc schools, Jefferson City. - COUNTY SUPERINTENDENTS. County. ' Name. Post office. Adair . T. T. Dennis . Kirksville. Savannah. Atchison . E. L. Clark . Rockport. Andrian . . . Eben Farrington . Mexico. Barrv - . . . A.. I. Stewart . Cassville. Barton . . . J. A. AlbriMit . Lamar. Bates . S. B. Allison . Butler. Benton . William J. Shirk . . Warsaw. Bullin^^'er . J. H. Sample . Greene. Boone C. W. Masterson . Columbia. Buchanan . E. B. Neely . St. Joseph. Butler . . J. J. Hise . Poplar Blulf. Caldwell . H. Mafee . Kingston. Callaway . . T. H. Russel . Fulton. Camden . John Welch . Linn Creek. Cape Girardeau . .Tames II. Kerr . Jackson. Carrol . . R. A. Williams . Carrolton. Carter . Amos P. Holland . Cass . C. F. Spray . Harrison ville. Cedar . J. T. Farris . Stockton. Chariton Alfred Mann . Keytesville. Christian . J.R. Vaughn . Clark. Clarke C. H. Carothers . Waterloo. Clay . George Hughes . Liberty. Clinton . A. K. Porter . Plattsburg. Cole . . . Fred. Rowe . . Jefferson City. Cooper . - . William A. Smiley . Boonville. ( h'aAvfoi’d William Adair . . Steel ville. Hade . William C. West . Greenfield. Dallas . Buffalo. Daviess . S. P. Howell . Gallatin. DeKalb . A. E. Putnam . Maysville. Dent . S. G. Blake". . Dent. Dou'T^las . . Vera Cruz. Dunklin . . Keuuett. Franklin . . . Felix Bandisin . Union. Gasconade . J. D. Howard . Hermann. Gentry . J. B. Twist . Albany. Greene . . . . J. R. Miller . Springfield. Grundy . J. E. Vertrees . Trenton. COMMISSIONER OF EDUCATION. 209 List of school officers in Missouri^ &c. — Cod tinned. County. Ilarrisoii . Henry . Hickory . Holt . - . Howard . Howell . Iron . Jackson . Jasper . Jefferson . Johnson . Knox . Laclede . Lafayette . Lawrence . Lewis . Lincoln . Linn . Livingston . McDonald . Macon . Madison . Maries . Marion . Mercer . Miiier . Mississippi . Moniteau . Monroe . Montgomery . Morgan . New Madrid . Newton . Nodaway . Oregon . Osage . Ozark . Pemiscot . Perry . Pettis . Phelps . Pike . Platte . Polk . Putnam . Pulaski . Ralls . Randolph . Ray . Reynolds . Ripley . St. Charles . St. Francois . St. Clair . St. Genevieve . St. Louis . Saline . Schuyler . Scotland . Scott . Shannon . Shelby . Stoddard . Name. Post olBce. T. J. Freeman . Bethany. Clinton. Mat. Zener . J. Whitaker . Hermitage. Oregon. Fayette. AYest Plains. J. B. Collins . J. Markham . Ironton. D. J. Caldwell . Independence. Carthage. AV. J. Sieher . Mark Jennings . . . Hillsboro. M. H. Smith . AY arrensburg. D. E. Shnrtel . Edina. DfiTiiel Mntthins _ _ Lebanon. G. K. Smith . Lexington. Mount Yernon. William N. Davis . Monticello. James M. McLean . Troy. Linneus. E. D. Seward . J. D. Roberts . Chillicothe. Pineville. W. G. Walker . Macon City. Fredericktown. Daniel Peterson . Allan L. McGregor . Yienna. J ohn W. Ayers . Palmyra. Princeton. Charles E. Minter . . J. F. Hammond . - . . Tuscumbia. George Whitcomb . Charleston. R. L. Galbreath . California. A. E. Gore . Paris. John C. Ellis . Danville. T. Turnbull . Yersailles. T. J. 0. Morrison . New Madrid. J. C. Geyer . Neosho. S. C. McClusky . . . Marysville. Alton. W. T. Shares . J.N. Clark . . Linn. John Jacko . Gainsville. Gayoso. Perryville. Sedalia. A. G. Abernathy . A. J. Sampson . C. P. AValker . Rolla. S. F. Murrav . Bowling Greene. T. A. Himeod . Platte City. Bolivar. J. A. Race . H. L. Phillips . Union ville. J. J. Tyret . AA^’aynesville. New London. G. H. Laughlin . G. F. Rothwell . Huntsville. J. A. Seabo . Richmond. Sev. A. Tharp . Centerville. Doniphan. St. Charles. AY. C. Webb . Charles Beckington . James Kendall . Farmin ‘•'ton. Emmerson Babber . Osceola. C. C. Kerlagon . St. Genevieve. A. AY. Alurnhv . St. Louis. • • X <7 •••••• •••• A^. Bierbower . Marshal. F. T. Hughes . Lancaster. J. K. Stockton . Memphis. Commerce. J. B. Holden . James Morris . Eminence. E. P. Burlingame . Shelbyvillo. Bloomfield. B. B. Allan . 14 E 210 ANNUAL EEPORT OF THE List of school officers in Missouri^ &c, — Continued, ■ County. Name. Post office. Stone . S.R. Wrio-ht . . . Galena. (Sullivan . D. L. Hinckley . Milan. Taney . M. Clifford . Forsyth. Houston. Texas . S. G. Forrester . Vernon . S. H. Thompson . Little Osage. AVarren . C. H. Burger . W arreuton . Wasliino'ton . T. S. Love . . Potosi. ^Vayne . A. W. Barks . Greenville. Webster . H. E. Phelps . Marshlield. Worth . W. J. Gibson . Grant City. Hartville. Wrio-ht . Vvk S. Pope . Statistical details in, Misso^iri. .Counties. CHILUREX. TEACHERS. White. Colored. j 1 Total in county. In public schools. 1 In private schools. O "c: , o Monthly salary. o 'S • a ' 00 o S Males. o 3 . 1 } Males. 1 j Females. Males. Females. Males. 75 g 0 Andre-vv . 2, 587 2, 246 47 31 4, 911 1,930 1, 588 30 23 70 23 §44 60 .§34 00 Adair . 2, 236 1, 971 16 32 4, 255 3,570 1.317i 47 49 46 30| 36 53 25 77 Atchison . 1, 574 1, 506 8 7 3, 095 1,043 1, 011 35 40 37 Ol 1 23 61 26 78 Audrain . 1,661 1, 580 153 174 3, 568 894 901 63 54 32 31 38 77 33 85 T^nT’Tvr 1, 171 1, 128 9 12 2, 320 20 12 . Bates . 2, 363 2, 132 15 14 4, 534 1?509 1, 336 64 70 56 23 41 25 30 67 823 760 5 4 3,592 431 441 23 18 45 GO 33 75 3, 988 1,377 1, 647 57 8 42 00 31 00 - - Bollenger . 1, 336 1, 210 5 5 2, 556 743 686 ’ii2 ' ' *61 28 8 33 77 33 43 Boone . 3, 770 3, 553 432 508 8, 259 1, 848 1, .540 206 158 05 30 41 00 31 00 Buchanan . 5, 921 5, 533 365 370 12, 189 3,100 2, 618 536 666 68 45 53 29 35 13 Butler . 956 857 7 0 1, 826 197 1.54 30 30 7 3i 23 33 21 60 3, 63.7 363 350: 10 7 32 00 24 50 Callar/ay . 3, 067 2, 623 452 430 6, 572 1, 134 838 92 74 41 13 43 00 28 80 Camp den . 1, 387 1,293 36 37| 2,715 018 CT2 98 72 27 141 27 00 23 68 Cape G-irardeau .... 3,013 2, 761 240 224 6,238 1, 002 835 187 157 37 24! 45 33 33 00 Carroll . 3, 001 2, 659 151 162 5, 973 1, 018 1, 409 423 179 59 30i 40 61 29 88 270 261 531 52 47 14 11 20 48 20 00 . . Cass - - . 3, 010 2, 627 71 00 5, 703 2, 251 1, 910 105 23 48 00 40 00 Cedar . 1, 782 1, 542 30 35 3, 389 589 430 382 301 37 10 33 10 22 90 3, 567' 3, 089 544 7, 088 2, 015 1, 876 216 109 62 2l 54 33 33 55 1, 236 1, 135 43 2, 450 085 008 177 147 26 8 32 50 25 00 Clark . 2, 781 2, 675 75 5, 592 1, 878 1, 809 140 116 48 38 37 76 25 21 Clay . 2, 650 2. 368' 109 5, 328 473 407 225 224 35 11 47 25 44 33 2, 321 2’ 077 117 4, 643 1, 333 1, 243 55 65 52 27 46 63 30 00 Cole 2, 232 l’, 953 272 4, 711 1, 345 1, 211 275 272 ■ 48 15 43 00 40 00 Cooper . 3, 267 2, 645 534 0, 940 2, 005 1, 732 140 102 55 33 50 53 36 50 r^rpyyfnrrl . . . 1, 433 1, 309 21 2, 777 331 276 10 -7 22 0 34 29 26 66 Dade . 1, 554 1, 401 38 3, 029 901 763 249 211 28 11 40 00 29 CO DhIIhs . 1 595 23 22 3, 369 1, 080 93 62 54 17 12 30 00 25 00 Da-\dess . i 806 % 460 51 55 5, 392 1, 716 1,578 3 7 63 i5 36 25 1 25 50 De Kalb . 3, 708 247 238 55 ■ 32 40 00 29 50 Dent . 1, 398 1, 115 1 4 2, 578 401 376 15 20 22 15 28 00 19 70 Bnnrrln.q . . 828 726 1 1 1, 555 207 157 27 18 10 27 00 Dunklin . 581 478 3 2 1, 064 32 15 49 31 3 40 40 00 34 00 Franklin . 4, 204 3, 905 290 295 8, 734 2, 179 1, 701 450 364 70 14 43 25 37 63 Gasconade . 1, 987 1,838 10 14 3, 849 805 663 186 131 36 7. 44 20 35 75 Gentry . 2, 393 2, 268 8 12 4,699 1,903 1,711 15 10 57 13 39 48 27 44 ■Greene . 3, 485 3, 344 333 277 7, 439 1, 598 1, 359 301 • 289 54 16 38 00 27 50 Grundy . 2, 443 2, 292 41 36 4, 812 1, 263 1, 130 47 48 59 19 36 12 26 00 Harrison . 2,610 2, 508 2 2 5, 122 2, 000 1,711 12 8 74 21 31 47 21 20 Henry . 2, 489 2. 227 59 57 5, 463 1,413 1, 515 154 178 52 33 39 20 :io 50 Hickory . 1, 106 c 009 11 6 [ 2,132 519 456 27 19 23 6 34 03 23 00 Holt . 2, 030 1,735 43 24 1 4, 112 1, 272 1, 086 132 177 35 23 43 73 32 45 Hovard . 2, 476 2, 192 i 588 523 j 5,774 1, 339 982 202 150 46 19 46 91 34 55 Hr)\ren 721 726 : 5 5 1, 447 104 126 0 7 24 66 20 66 Iron . 828 736 ! 31 27 1, 622 383 337 01 44 15 G 48 00 32 40 Jackson . 6, 112 ■5, 100 1 352 : 433 12,057 2, 984 1, 810 294 205 90 77 53 92 43 00 Jasper . 2, 449 i 2,397 ' 25 > 26 1 4,897 1, 723 1,820 1 65 38 42 73 31 62 COMMISSIONER OF EDUCATION. 211 Statistical details of schools in Missouri, ^-c. — Continued. Counties. CHILDEEX. # TEACHEBS. White. Colored. Total in coiinty. In public schools. In private schools. Males. s 1 Monthly salai'y. Males. OQ 0) It a- 0 Ph Males. Females. Males. 02 a 0 Males. Females. Males. Females. J etFerson . 2, 997 2, 569 143 121 5, 831 644 545 40 36 53 13 $48 00 $37 00 Johnson . . . 4, 356 3, 991 297 302 8, 946 2, 933 2, 503 132 123 83 45 45 09 34 50 Knox . 2, 719 2, 060 37 49 4, 805 1, 908 1, 698 240 203 44 47 38 25 27 50 1, 765 1, 720 31 3'S 3, 552 40 32 31 19 Lafayette . 3; 744 3; 420 717 737 8, 618 1, 500 1, 400 420 351 47 25 58 44 39 07 4, 700 1, 436 1,202 185 222 50 14 40 00 30 00 Lewis . 2, 761 2, 426 320 221 5, 634 1,610 1,300 24 28 40 29 39 50 29 50 Lincoln . 2, 726 2, 489 247 266 5, 728 1,586 1,388 106 125 48 28 39 05 27 81 Linn . 2, 742 2, 476 121 108 5, 447 1,979 1,076 91 96 65 37 39 00 27 00 Livingston . 2, 902 2, 754 225 218 6, 099 1,774 1, 016 12 25 53 41 43 25 32 50 McDonald . 1,180 954 5 13 2, 152 90 89 81 80 10 3 36 33 25 00 Macon . 4, 033 3, 928 215 218 8, 394 3,461 3, 018 160 103 90 41 41 50 38 00 Madison * . 1, 236 1, 110 19 9 2, 374 17 11 2 2 19 11 35 00 27 42 2, 079 17 15 35 00 20 00 3,189 3, 851 403 439 7, 882 1, 171 884 45 35 44 89 33 29 2' 154 2' 117 23 11 4, 305 1, 048 979 58 16 32 75 22 90 Miller . i;686 1,530 39 41 3, 296 776 655 23 26 37 12 31 30 28 50 1,938 7 c Moniteau . 2, 639 2, 593 150 124 5, .506 1,237 1, 120 161 172 53 12 39 41 30 75 Monroe . 3, 090 2, 843 304 357 6, 870 2, 218 1,961 82 71 63 42 43 65 35 80 Montgomerv . 1,995 1,978 288 251 4, 737 1, 292 1, 260 180 172 62 28 42 59 34 72 Morgan . 1,835 1,833 130 165 3, 963 1, 042 1, 111 42 30 . 36 12 34 52 33 64 1, 079 98^ 371 290 2, 723 ' 391 319 14 c 38 88 32 50 Newton . 2, 654 2, 549 88 63 5, 354 1,068 1, 019 56 53 20 13 39 20 27 50 Nodaway 1 . 2, 420 2, 076 14 16 4, .526 1,442 1,264 65 65 73 46 36 77 27 47 Oregon . 749 755 1, 504 8 7 30 00 Osage § . 2, 247 2, 0.52 33 38 4, 370 762 574 i26 92 41 11 34 40 30 55 Ozark . 453 410 1 864 414 314 12 25 33 Perry . 1, 906 1, 763 89 55 3, 843 1,096 801 47 50 41 12 36 00 26 00 Pemiscot . 315 265 40 33 653 102 76 41 24 6 2 45 00 20 00 Pettis II . 2, 820 2, 634 .394 284 6, 132 1,831 1,687 90 95 61 31 51 18 38 00 Phelps . 2..079 1,811 32 41 3, 963 501 434 302 151 24 22 33 11 27 50 Pike . 3, 367 3, 221 615 675 8, 057 1, 885 1,819 427 509 54 30 47 13 43 00 Pl.atte . 3, 217 3, 007 268 283 6, 775 1,307 1, 208 165 147 60 10 54 98 38 75 Polk 11 . 2, 535 2, 427 42 45 5, 049 1,809 1, 785 244 244 60 30 .32 87 27 39 Pulaski** . 1,028 954 10 7 1,999 234 162 131 100 11 2 27 47 17 50 Putnam tt . 2, 141 2, 03S 1 4, 230 349 316 5 10 33 17 29 96 21 18 Palls n . 1,974 1, 882 165 157 4, 178 552 456 60 70 45 24 42 91 30 87 Randolph . 2, 547 2, 285 282 245 5, 399 1, 575 2, 181 90 79 50 10 49 00 34 00 Pay . 3, 588 2, 911 349 323 714 2, 590 2, 032 307 535 68 24 44 49 34 63 Pevnolds . 871 816 7 3 1,697 332 288 104 115 17 7 26 34 19 00 Pipley . 925 922 3 2 1,852 50 55 10 3 23 71 22 50 St. Charles . 3, 153 2, 818 243 242 6, 451 1, 391 1,117 204 112 45 27 50 00 41 57 Stt, f’.lnir 3, 654 21 35 09 30 00 St. Francois . 1,770 1,857 100 93 3’ 550 752 546 82 42 32 8 43 00 27 .50 St. Genevieve . 1,596 1, 396 47 43 3, 082 613 475 50 53 16 10 47 34 29 05 St Louis . 45, 653 46, 933 2, 338 2, 802 98, 626 15, 229 14, 253 8, 855 8, 847 106 399 Saline . 3, 344 3, 083 002 632 7, 721 1,053 1,385 174 246 09 25 50 11 42 90 Schuyler . 1, 766 1, 671 2 1 3, 440 1, 229 1, 164 33 22 34 33 26 00 Scotland . ^ . 2, 141 2, 132 35 28 4, 325 1,898 1,073 207 283 44 31 35 85 29 5 Scott . 895 692 41 32 1, 600 187 117 65 02 24 0 43 50 30 00 Sh.annon . 428 414 1 2 ■ 845 40 100 Shelbv . 1,864 1,743 156 131 3, 899 1, 1.54 1, 041 100 202 44 40 39 25 30 17 Stoddard . 1, 721 1,666 12 8 3, 407 497 490 20 20 25 25 00 Stone . 430 374 2 806 11 0 1 10 4 27 56 26 25 .^nllivan 3, 819 51 33 31 29 24 25 Taney . 613 519 i 6 7 1, 145 155 12 2 25 00 26 45 Texas . 1,430 1, 153 ; 11 12 2, 606 leo 116 321 284 19 30 00 17 .50 Ternon . 1,568 1,423 29 17 3, 037 1,038 998 25 22 45 10 41 00 32 00 Warren . 1,907 1,681 152 142 3, 882 1, 086 887 119 83 38 8 41 00 31 CO W.ashington . 1,701 1, 724 : 100 113 3, 040 710 701 220 237 30 19 41 63 33 60 Wayne . 1,318 1, 19.5 1 20 21 2, 554 559 431 00 00 27 9 30 03 25 00 Webster . 1,853 1,818 ! 47 30 3, 754 1,206 1, 072 24 28 41 11 34 31 31 50 AV orth ... . 1,028 969 1 1, 997 671 579 46 37 24 21 33 04 24 38 AV right . 1,100 1,227 ' 10 15 2, 352 697 813 34 4 20 66 20 00 Total . 584, 026 133, 243 116, 484 4, 015 2, 531 38 00 29 81 * Four townships not reported. § One township not reported. ** Eight townships not reported. t Seven townsliips not reported. I Three townships not rep’ted II One township not reported. IT Four to\vnshi])S not reported tt Nine townships not reported. ^ Elev'en townships not rep’ted 212 ANNUAL REPORT OF THE NEBRASKA. Hon. S. D. Beals, siii)erintendent of public instruction, Lincoln. Tills Bureau liaving failed in many and repeated efforts to jirocnro an educational report, no statement of the condition of schools in Nebraska can be presented. As in the case of Arizona Territory, no reply has been received to any of the com¬ munications which have been addressed to iiersons supposed to be interested in educa¬ tional matters. NEVADA. Fourth annual report, for the year 1868; the Hon. A. N. Fisher, superintendent. Notwithstanding the peculiar disadvantages incident to the settlement of a mineral country, public schools, mainly free, are established in every populous district, and during the past two years have been taught for a greater average number of months, with one or two ^lossible exceptions, at a greater expense per census child, by teachers em¬ ployed at a larger average salary, than elsewhere in the United States. The average length of time during which public schools were maintained in the State during the past year, was 7.28 months. The average monthly wages of teachers is: ma’es, |l57 41; females, ^107 28. The amount of the State school fund in 1868 was $23,000. The constitution of the State provides that all proceeds of lands granted by the United States to the State of Nevada are hereby solemnly pledged for educational pur¬ poses, and shall not be transferred to any other fund for any other uses.” This fund is also increased by all tines collected under the penal laws of the State, 2 per cent, of the gross proceeds of toll roads and bridges, all estates that may escheat to the State, and 5 per cent, of proceeds of lands sold within the State by the General Government. This fund can be used for no other purpose than the payment of teachers’ wages. BOAED OF PUBLIC INSTEUCTION. The general control of schools is vested in a State superintendent of public instruc¬ tion, who, with the governor and State surveyor, form a board of public instruction. The governor is president and the superintendent is secretary of this body. The su¬ perintendent holds office for four years, and receives a salary of $2,000 yearly, and his traveling ex^ienses. It is his duty to apportion State moneys, furnish instruction to school officers, and visit each county once a year. County afeirs are managed by the county superintendent, who is elected for two years. The school law provides that “ negroes, Mongolians, and Indians shall not be admitted into the public schools ; but the board of trustees of any district may establish a sep¬ arate school for their education, and use the iiublic-school funds for supx)ort of the same.” This interdict mainly affects the negro race, since neither Mongolian nor Indian children, excejit a few living in white families, manifest any desire to attend the imblic schools, and, there being but few colored jieople in any single locality, the permissive Xmovision is practically inoperative. “But one colored school has been attemxited in the State during the year, and it was soon discontinued, on account of extraordinary expense. As few of the colored race are able to afford jirivate tuition, Ave have growing up among us juvenile iiariabs, condemned by our State to ignorance and its attendant vices. We believe this inhibition unwise, unjust, and unconstitutional.” Amount paid for — Teachers’ salaries . $48, 324 55 Sites, buildings, &c . 16,774 42 School apparatus . . . 87 47 Contingent expenses . - . . 7, 243 67 Total . 72,430 11 Amount received from — Balance on hand . . . $7, 785 85 State apxiortionment . 14,440 61 County taxes . . . 40, 546 14 District taxes . 16, 148 54 Miscellaneous sources . . . 2, 298 74 Rate bills and subscriptions . 3, 604 53 Total... . . . . . . . . . 84,824 41 COMMISSIONER OF EDUCATION. 213 Number of children in the State: Between six and eighteen years . 3, 293 Attending' public schools . 1,CG1 Attending priA'ate schools . 496 Not attending any school . 642 Mongolian children . 4 Negro children . . 18 Number of schools in the State . 39 ! Number of school districts . 26 I Number of male teachers . 12 : Number of female teachers . 32 Valuation of school-houses and furniture . . . $39, 331 41 ! ValuatioK of apparatus . $263 87 i Valuation of school libraries . $450 00 List of school officers, Hon. A. N. Fisher, superintendent of public instruction, Dayton. COUNTY SUPERINTENDENTS. County. Name. Post office. 1 Churchill _ _ _ _ _ Douo’las- . . . R. G. Dean . Genoa. Elko . W. V. Hudson . Mountain City. Aurora. ' Esmeralda . . . . Ira P. Hale . Humboldt . . . - . T. J. Negus . Golcouda. ^ Lander . . . . . F. H. Harmon . Austin. Lincoln . . . . Lynn . . . . . J. C. Hazlett . Dayton. Belmont. Nye . John Power . . . . Ormsby . . . . . R. R. Parkinson . . . Carson. Storey . J. W. Whitcher . Virginia City. Washoe . ? . A. F. Hitchcock . White Pine . . . IL S. Herrick . Hamilton. 214 ANNUAL REPORT OF THE sS 2^ •e:jTpojo iu:jox STiopdi.iosqns pu\j sipq "saoxnos eno9uuix80sipi[ ■saxua ^xoTa^sia •sax'Bq. ^(xtmo3 •(^noTiraoTCX -joddu 9i«!^S {ooqos JO Suiuai3 -oq JIB ,puiiq no oouBi^a; •oon^Jx^aC •88S -nodxo x'Gjox •eosnodxo jnoSnijuoo pnn'toiij ‘juog; •siiju -a'cdd'u looqog •OJtijTn.inj jooqos ’ puij ‘giredoj ‘sSnt -piinq ‘eojTg •SOTJ-B qBS .saaqoBojj ooc;ocJ-f«oo lo lo o iO f- o CO O ^ 00 l'- CO l'- ^ CO o ^ rf TJ-" o' of o'' C-r o' I O O CO o lO O ^ LO iO’^^toioi>coc^co €@=COIOQOOOOOCO CO UO 0^ CO O 1 CO Ci C^^ CO O 1 i-> O CO iC o O O Oi c? 00 lO Ci CO 00 O 00 CO TTI tH 00 TTI O rH CO O CO OOr-OOOrHOCO-rt^Ct CO-^COCNrHOOTHlOTf^ COOOOrHCO'^i^'^i^ COQOi-COOCCiCOl'-O r-lOrHlOC^Ci’^'^CO co" cf cf lo tjT \a cd o' 43 M® PI J3 ^ - S o ® ^ 2 o CO ^ f>;^- -8 t> a COMMISSIONER OF EDUCATION. 215 HAMPSHIRE. The animal vo])oi t for 1869 estimates tlie number of children in the State between 'our and fourteen years of age as about 78,830. The number attending schools was 74,913; decrease for the year, 2,225. The number not attending school (imperfectly re])orted) is 3,917 ; increase for the year, f89. There Averc 2,480 ])uldic schools in the State, Avith 3,799 teachers, .521 of Avhom are male and 2,432 female. Tliere has been an increase in the number of male teachers during the year of 44, and a decrease of 33 in the niynber of female teachers. , The average Avag'es of male teacliers per mouth is $36 09, and of female teachers $20 71. The num¬ ber Avho liaAm taught the same school tAA'o or more successive terms is 905, being an increase for the year of 342. The estimated value of school proj)erty Avas $1,411,650 50, being an increase of $204,438 34. The amount raised by tax Ibr the su])j)ort of schools Avas $315,738 86, being an increase for the year of $33,132 28, and $66,331 82 beyond the sum required by laAv The total amount expended for schools, exclusiA^e of school-committees’ compensation, Avas $372,218 77, an increase for the year of $38,753 15, making the aA'crage amount for each scholar $4 9.6. Compensation of school committee, $11,270 33. Number of Ausits made by them, 13,805. The aAmrage school term is reported as increasing in length, and is iioaa’' (1869) eighteen and one-fourth Aveeks, the aA^erage for 1868 being a Aveek and a half longer than that for 1867. The number of school-houses reported unfit for use is 422, or not quite 19 per cent., being a decrease for the year of 5. The average attendance of registered pupils is improv¬ ing, and is now about 7 0 per cent. But 30 per cent, is too much to throAV aAvay upon irreg¬ ular attendance. It is thought that the true remedy for the trouble is in haAdng j)ro- fessionally educated teachers, who Avill know ho av to make the schools attractive to the children. The truant hiAv is pretty nearly a dead letter,” since the seAmral toAVUs are merely permitted to execute its proAusions by enacting by-laws. It is thought that, by trained and skillful tea.chers, it would be possible so to teach and manage a school that attendance upon it shall be felt by the child to be a delight as well as a duty ; ” and it is hoped tluit the State Avill not much longer be Avithout a normal school. For some years, until recently, the teachers of New Hampshire haA^e been nearly devoid of means of iirofessional culture, but now this Avant is partially supplied by a regular sys¬ tem of Amluutaiy associated effort and by institutes. There are reported elcAmn county educational associations, each of which meets t^vo or three times a year in the county. Teachers’ institutes haAm been held in the several counties since the act passed by the legislature ai>propriatiug money to defray expenses. Four Avere held in the fall and tAvo in the spring, 1869, with generally a good attendance, and haAung accomplished much good. The best talent that could be found, “either in the State or out of it,” was secured for the instruction of the institutes iu the best modes of common-school instruction and management. The reestablishment of teachers’ insti¬ tutes in this State “is the retrieA'al of a backAA'ard and dowuAvard stex) — a stej) that it is to be hojAcd Avill never be taken again.” UEPOUT OF JUNE, 1870. The annual report to the June session of the legislature, 1870, Hon. A. C. Hardy, superintendent, is just receiAmd, and giAms the folloAving : Number of schools in the State . 2, 528 Aggregate number of children attending x^nblic schools . 35,^475 Number between 4 and 14 years of age not attending any school . 5, 755 Number of teachers emx)loycd . 3, 489 Gentlemen teachers . 624 Lady teacliers . 3,157 Wages per month of gentlemen teachers, including board . $36 59 Wages iier month of lady teachers, including board . . $21 62 TEACIIEItS’ INSTITUTES. Institutes have been held in scAmn different counties during the year, Avhich Averc quite as successful as any ever held in the State. Working in a field where the A'cry name “ institute ” aroused lu-ejudice in many minds, they hav'c Avon their Avay to re- ceiA'e the commendation of all classes Avho haAm been brought in contact Avith them.. Their design Avas tAvofold — to improA'c the teachers iirofessionally and to arouse a. general interest iu the cause of education. LECTURES. Special efforts liaAm been made during the jmar to aAvaken an interest among the peoxde by gratuitous lectures giAnn by the friends of education throughout the State. 216 ANNUAL REPORT OF THE This plan oripnated at an institute meeting, when it was resolved that the superin¬ tendent should issue circulars appealing to every influential friend of education in the State to aid in organizing lectures in every town upon educational subjects, by con¬ tributing funds or lecturing gratuitously. The result was that between forty and flfty lectures were given during the year. It is the intention to i)erfect the arrange¬ ment for the coming year, so that a lecture shall be given in each town in the State. DECREASE IN CHILDREN, TEACHERS, AND SCHOOL FUNDS. The number of school districts shows a slow decrease in the right direction. One of the great evils in our schools is the excessive number of districts, thereby creating many very small schools with very little money, which makes it necessary to employ cheaj) (?) teachers and hold short terms of school. Probably one-half the schools in the State will not average 12 impils ; as, including the city and village schools, the average is but about 18. The statistics also show quite a decrease in the number of scholars attending school during the past year. We can account for this in only one way — a gradual decrease of children in the State. This fact is an argument in favor of the reduction of school districts. The “ average attendance” shows that only about two-thirds of the pupils are pres¬ ent throughout the term. This is a great evil, and indicates that something is wrong somewhere. There has been a decrease of 310 “ different persons ” employed as teachers. This is a cheering indication, and it is “ a consummation devoutly hoped for ” that the time will come when the number of teachers employed and the number of schools shall be the same. Changing teachers, save for good and sufficient reason, is usually a posi¬ tive loss to the school. There has been a slight advance in wages. When we pa// more we shall require more, and our schools will consequently be worth more. It is simply a question whether an investment in 'brains pays.” There has also been a slight decrease of teachers teaching for the first time,” and also an increase of the number “ teaching two or more terms in the same school.” Wo find, as we might Justly expect, a very perceptible increase of teachers who have at¬ tended teachers’ institutes. With the opportunities the State now provides, it is crim¬ inal on the part of teachers to neglect the advantages of institute instruction. There has been a very perceptible decrease in the ‘Camount of money expended for schools,” and also in the “length of schools in weeks,” which arises, in a great meas¬ ure, doubtless, from the fact that this is the year wdien the “ dog tax ” is not available. What a pity that wn should not have more dogs, or be able to tax them higher, so that w^e might be able to educate our children better! We are glad to record a large increase in the value of “'school-houses and lots,” and a corresponding decrease of houses unfit Ibr their purpose. It is hoped, from the ques¬ tions in the new registers, to obtain hereafter more accurate -returns in this respect. The “ amount expended on each scholar ” the last year wars only l|4 87. This sum is altogether too small. It should be double what it now is, in justice to the children who are so soon to become the men and women of our State. No interest demands so imperatively the generous nurture of the State as the education of its future citizens. HIGHER INSTITUTIONS OF LEARNING. In response to circulars of inquiry sent l/y the superintendent to all persons in charge of educational institutions in the State whose address he could obtain, information w^as fiirnished him respecting twenty-four dilferent institutions of learning. In addition to these it is believed there are many still unrepresented, and it is hoped that all will be reported next year. DARTMOUTH COLLEGE. Located at Hanover ; incorporated December 13, 1709 ; president. Rev. Asa Dodge Smith, D.D.,LL.D. The institution embraces an academical, a medical, a scientific, an ^agricultural, and an engineering department. The academical or classical department is the oldest. The medmal department wms established in 1798, and the scientific depart¬ ment, known as the Chandler Scientific School, in July, 1852 ; the agricultural depart¬ ment, or the New^ Hampshire College of Agriculture and the JVIecbanic Arts, in 1868; and the department of engineering, called the Thayer School of Engineering, though endowed, has not yet been put into operation. The endownnent of all the depart¬ ments, excluding buildings, libraries, apparatus, &c., is not iar from $300,000. The number of alumni is as follows : Academical department . ' . . . 3, 615 Medical department . . 1, 141 •Scientific department . 144 Total . . . . . . . 4, 900 COMMISSIONER OF EDUCATION. 217 The number of students by the last catalogue, in the different dei^artmeuts, is as fol¬ lows : Academical department . . . *287 Medical department . 52 Scientific department . 70 Agricultural department . 7 Total . 416 The faculty number about thirty-five. CHANDLER SCIENTIFIC DEPARTJMENT, DARTMOUTH COLLEGE. This department was established by a resolution of the trustees, in acceptance of the sum of $50,000, bequeathed to them in trust by Abiel Chandler, late of Wal¬ pole, and formerly of Boston, Massachusetts. The object and scope of this depart¬ ment, in the language of the will of Mr. Chandler, is to afford instruction “in the practical and useful arts of life, comprised chiefly in the branches of mechanics and civil engineering, the invention and manufacture of machineiy, carpentry, masonry, architecture, and drawing, the investigation of the properties and uses of the mate¬ rials employed in the arts, the modern languages and Euglisli literature, together with book-keeping, and such other branches of knowledge as may best qualify young per¬ sons for the duties and employments of active life.’^ NEW nA:MPSHIEE COLLEGE OF AGRICULTURE AND THE MECHiUSHC ARTS. This institution wa‘s organized to meet the requirements of Congress in the grant appropriating certain lands for industrial schools, and was incorporated by a legisla¬ tive act of the State in 1866. New Hampshire was entitled to 150,000 acres of land- serip, which was sold in 1867 for the sum of $80,000 and the proceeds invested in six per c-ent. State bonds. The general government of the college is vested in nine trustees, five of whom are appointed (one from each councilor district) and commissioned by the Governor, an^ four by the trustees of Dartmouth College. The trustees were authorized by the act of incorporation to locate the institution at Hanover in connection with Dartmouth College. MANCHESTER. In the schools of Manchester, during 1869, 78 different teachers were employed — 10 males and 68 females. Six*ty-three only are required at the same time, but the changes w'hich took place required the employment of the larger number. There were forty-six different day schools, one high, six grammar, ten middle, twenty primary, one intermediate, and eight ungraded suburban schools. The whole number of scholars was 3,500. The average attendance, 2, 100. The high school graduated last year 22 pupils. The salaries of the male teachers have varied from $800 to $1,800, the principal of the high school only receiving $1,800, and two xu'iucipals of grammar schools receiving $1,500 each, while the others received $1,100, $1,200, and $1,300, resxiectively. The salaries of the females were from $350 to $800, one only receiving the latter sum. In addition to these, two music teachers were employed. There were three evening schools, which 200 children attended, some of whom being ^ unable to read or s^ieak a word of the English language, the emx)lo3mieut of a French teacher was necessary. , The expense of all the schools, aside from repairs of school-houses, was $39,201 86. I The committee say : “We are constantly having our best teachers xficked away by ' those who are willing to jiay more than we do.” To supply the want resulting from the calling away of teachers a training school was established, not a distinct locality^ or school-house for that x>Rrpose, but a x^Ijhi which should secure the object. They have xMOvided for the selection of jmuug ladies who xiropose to devote themselves to teaching, and who are willing tlins to bo employ¬ ed, and have xhaced them, without comxiensation, in some of the schools with old and experienced teachers, to acquire experience. Several excellent teachers hav'O been se¬ cured in this way. The school year now consists of three terms, two of twelve and one of sixteen weeks, ■q forty weeks in all. , . _ In regard to the attendance of teachers at the State and county meetings, the super- r' intendent, Hon. J. G. Edgerly, saj^s : “ If a teacher cannot spend time to discuss educa¬ tional questions, to attend educational meetings, to make careful xH’OpiH’Jition out of 218 ANNUAL REPORT OF THE school for the labors of the school-room, another should he found Tvho is not so much occupied, and who is not content to teach as well to-day as he taught yesterday.’^ Lessons in music, hy instructors em])loyed for the inirpose, have been given in every school for the past three years, and it is now a regular exercise, the same as arithmetic and geography^. The committee are satisfied that it is a branch of instruction which ought not to be neglected. The superintendent complains of the course of study'^ ]mrsued, with reference to gram¬ mar. Pie says : How vague and unsatisfactory the ideas which our pux^ils gain from such terms as aiixiliaiy, antecedent, correlative, coordinate, prox)osition, y^assive, im¬ personal, infinitive, logical, synopsis, &c.” Pie Says that more oral instruction should be given and time devoted to practical exercises in composition and conversation, in learning to sx)eak and write the language correctly.’’ Our pupils must be taught that it is important to acquire a good use of language, and that success in business does not depend entirely upon mathematical knowledge, as oftentimes young men fiiil of desirable ymsitious on account of the misuse of their mother tongue.” The practical exercises in learning the correct use of language should commence in the lower grades, and no i)upil should be led to suppose he has mastered the subject because he ean repeat rules like the following: “A noun or pronoun used for explana¬ tion or emphasis, by being jDredicated of another, or put in opposition with another, must be in the same case.” The system is wrong and should be corrected. Tallc of staiisiical details of schools in New IIam])shire for 1869. COMMISSIONER OF EDUCATION. 219 SJIOOAV IIT 1 ‘spoqos lanmuis jo ix:^Sno{ OTOtr A\ 2, 137 1,877 889 1, 121 3, 070 2, 404 1,858 1,010 4, C07 957 IG, 930 ■BO.|n;psnt jSioTiouoj popu3:};n OAuq oqAi pai:o[(liuo sjoiiouo^, JO joquinx 1, 469 •SIXUOJ OATSSOO -ous 9.iont .10 OAvj jooips omiis oip Saupooj s.i9ipuoj JO jocpuujij i •OUT^ js-ig oqj aoj SanjOB9j s jgqau'oj jo joqranx 1 •piTJoq .ynipnpTiT ‘q;uom xj sj9qoc9'j ojeuiaj ‘ jo sagu.w § c5 •p.njoq SnqxiipuT ‘qjnoni'G sioqDB9j 9pui jo soSc a\ 3C 59 •sjaqoTjaj su poXopT -raa snosjgd juojojjip jo a.9qmnjq; iiaisSliis 1 • fo" •JBoi! oqj gaunp poi^oxcl -rag saoqOBOj ojeraoj jo jgqraii^ giiisSiiiS 3, 157 •jcal oqj Supinp poilopl -raa sjgqooaj opra jo jaqranx i •gjgqjAi^nB poqos gni -pngjjB jou gge jo sjooit f j puu f uga.Ajoq uajppqo jo aaqranj^ iiiaiiilis CM" 5, 743 •jC9i! gqj gnijnp Bixjpqos JO ODaopuajjB ogejaAY iisSisliil tsocfco^-p^-cfcsoj" 45, 755 •sqgoAV. OAij tttjqj ssoi jon poqos gmpugjp ‘pj;BAi.(Iii paB ggis JO siBaA’ f s.Ti:xod^s jn9J9jjip JO jaqratiu oioq a\ Girls. simiiiSi »ofc-rcxTtro'«,-rTjrp- 1 Boys. §SisliBiSi « eo-cfcNTf O W (M-O rH' 35, 475 •spoqos JO jaqranj^ iSSSiiiiis .2,528 •sjoujsTp JO jgqran^ isSisiilla i cf "SUAioj JO laqrau^ i ' Counties. Boclcinqbani . . Str. afford . Bel leu. a p _ _ CaiToll . M(!ri‘iuin,elf _ nillsborougli . . . Cheshire . Sullivan . Grafton . Coos . Total . Table of statistical details of schools in New Hampshire, cfc. — Continued. 220 ANNUAL REPOET OF THE •JHpT[OS T[OHO joj paq-Hudojcldc (juiioaiH oSbioay iX7<^r-I^C5OC0C;O CO •epoqos oqi- joj spnnj pool uiojj ooiooat jo !pmomY OOt'^OOOl^QDOC^ CCOOC^CiOrH«aOrH 55oi>oo^or-i 6,249 12 •spoqos JO jjoddns joj XH j prso jpu j jo junouiY ccioooc;ioa:)^<;^o X c: cc i- CO t- 7, 323 08 •pnnj oqj jo jimouiY xi^iococOrHor^criCi r}^*V0XXXC:>0r50 o O Ci X O O CO O cf th* i-T cf cnT 13, 119 45 •XHJ JOTJJSp JO UAiOj j£q poSTEJ ST pqAiL jTuojfoq spoqos 9i[i Siiopjd oj ‘^onoui pnu‘[9uj‘pjHO(i ni'spnpiATpni Jo sjOTJjsip A!q pigjiiqijjnoo jutiothy $686 00 1, 710 00 198 10 1, 045 20 4, 402 48 3, 739 95 426 75 1,313 00 3, 614 40 2, 929 00 19, 664 88 •89JinT)9J AiH^ 9qj pqAi. puOifgq ‘xi?j jotJjsip ao OAioj jtq paspj jfouoni jb jutiotuy $9, 420 50 13, 300 00 1, 638 00 2,241 .50 235 33 13, 638 60 6, 067 50 3, 300 00 5, 950 62 2, 360 50 58, 152 55 •spoqos jo jjoddns joj xhj TiAioj Aq P9STLM Aauooi JO junoTUY $44, 135 28 27, 418 45 10, 585 93 9, 522 58 30, 527 39 84,017 95 25, 593 97 18, 522 83 26, 775 54 10, 706 75 287, 806 67 •jCjHjqq UAVOJ jo ‘ppos ‘jotjj -sip ‘{ooqos HI sanTiqoA' JO jaq’uinjq O lO lO rH X O t- • COOOXLOIOCO^C^ • cTo'co" cf t-T (xT cc ci* • 1-1 rH tH • X •soajjTiHtnoo SinjinajHijadns JO saoTAjbs JOJ pred uoipsHadEHOQ LO O CO lO O O O O LO o (^ioxcNiOLooc:Dt^o t-r^co'^rHoo*^o^ CNCOC^^iCmoCOCiX ^ cf r-T i-T 9, 469 18 •OJHJTHJnj JHOHHTHjad pUH ‘890H0J ‘pHoi ShI -piTpui ‘jkoA" 9qj SniJiip pajindoj puH Jimq sosHoqqboqos jb jsoQ $6, 930 00 2, 270 86 1, 096 00 1, 076 50 2, 400 00 22, 258 90 5, 085 00 2, 340 00 5, 178 58 10, 690 00 60, 225 84 •snjHJ -uddu jooqoe joqjo pm? ‘saqo^S ‘epjHoqqoc[q ‘sqooq 90U9J9J9j ‘sjJHqo ‘sdooi JO 9HpA pajHiuijsa; $1, 688 00 1,580 75 329 CO 130 10 1, 253 50 6, 295 00 1, 306 50 876 00 1, 584 70 212 50 15, 256 05 •8oonT?n9j.raddH qjm ‘ejo^ pun easnoippoipe jo eupA papoitjea; $217, 150 00 143, 910 00 53, 1 10 00 38, 359 00 166, 298 00 387,521 00 128, 094 00 70, 061 00 198, 656 00 35, 825 00 1, 438, 014 00 •eqaoAV m ‘jT?al 9qj JOJ Bxooqos jo qjlJuai oShjoay OOCOC^O-^C^I-HC^?'^ ci o ci CO 00 od X CO c4 OJC'lrHrHrHrHrHC^li— IrH 17. 06 Counties. EocMngham . Strafford . Belknap . Carroll . Merrimack . Hillsliorougli . Cheshire . Sullivan . Grafton . Coos . Total . COMMISSIONER OF EDUCATION. 221 XEW JERSEY. The annual report for the year ending December 2, 1869, of the State Superintendent of Public Instruction, Hon. E. A. Apgar, contains the following items : The number of children in tlie State between five and eighteen years . 240, 370 Number enrolled in public schools . 192, 001 Number of school-houses reported . 1,381 Number of private schools iu State . 351 Total value of public school property . $2, 980, 996 Number of visits to schools made by county superintendents . 2, 643 Of the children in the State between five and eighteen years of age, 66 per cent, have attended the public schools; 14 per cent, have attended private schools; and 20 per cent, have attended no school. Of those attending the public schools, 11 per cent, attended the entire year; 14 per cent, attended between eight and ten mouths ; 17 per cent, attended between six and eight months; 21 per cent, attended between four and six mouths; and 37 per cent, attended less than four mouths. The aggregate number that attended the entire year is 14,510, and the number that attended for periods less than four months is 50,650. The number enrolled is 143,674, and the average attendance is 70,285, or 49 per cent, of the entire enrollment. We have in the State 696 districts in wdiich the schools are free, and 634 in which they are still supported in part by tuition fees collected from those who attend. In 75 districts the schools during the past year were made free, which before were only i)ar- tially so. While it is to be regretted that our schools are not all free, it is encouraging to know that there is a growing sentiment in favor of making them free, and sooner or later the legislature will undoubtedly be induced to pass such a law as will accom¬ plish this desirable object. If the action necessary to make free schools is not taken by the legislature soon, I am confident that the people themselves, by the exercise of that authority only which is already granted them, namely, that of raising what district school tax they please, will make them free by their own voluntary act. Two-thirds of the children of the State between the ages of five and eighteen attended the public schools for a longer or shorter period. Only one-seventh of the children attend private schools, and one-fifth are reported as attending no school. It must be remembered that this one-fifth includes all who are at both the extreme limits of school age; that few children commence going to school before they are six or seven years of age, and that most of these leave the school at the age of fifteen or sixteen. It is estimated that those children considered too old and those considered too young to attend school constitute nearly as large a proportion as the number who attend no school. The school law requires all schools to be kept open at least five months each year, and in case of failure to comply with this requirement they forfeit their share of the State appropriation derived from the revenue of the State. In 312 districts the schools have been open between five and eight months, and iu 940 they have been open more than eight months during the year. The average x^eriod for all the schools in the State in months is 8.8. The average in Hudson County, which is the highest, is 10.6. Six hundred and thirty-four schools are still to be made free ; 58 iier cent, of the children enrolled in our jjublic schools attend less than one-half the year — their attend¬ ance should be increased ; 47 schools in the State last year were kept open less than five months — they should be open at least eight or ten months; 152 school-houses de¬ nominated very x)oor need rebuilding, and 272 denominated j^oor need repairing; 182 school-houses in the State need out-houses, which, to the great shame of the districts tolerating such a disgrace, now have none, and, in addition to these, 335 need their out-houses rebuilt or repaired, which now only have indifferent ones. THE NORMiili SCHOOL. The number of students in attendance at the normal school continues to increase from term to term, and many districts in all jiarts of the State arc being supplied with well qualified teachers who are graduates of this institution. This school fully de¬ serves the excellent reputation it enjoys and the continued patronage of the State it receives. RUTGERS SCIENTIFIC SCHOOL. The Rutgers Scientific School, which has been designated by the legislature of New Jersey as the State College for the benefit of agriculture and the mechanic arts, has been steadily improving its course of study and increasing its corps of instructors, and it is now very fully and efficiently equipped. The faculty consists of the ])resident, Rev. Dr. Wm. H. Campbell, the vice-president, Prof. G. H. Cook, a professor of chemis- 222 ANNUAL EEPORT OF THE try and agriculture, a professor of mathematics and natural pliilosopliy, a professor of rhetoric and mental philosophy, a i)rofessor of engineering and military science, a lU’o- fessor of mining and metallurgy, a professor of history, political economy and consti¬ tutional law, a professor of modern languages, a tutor in chemistry and a tutor in mathematics. The following courses of study are provided : First, a course in civil engineering and mechanics ; second, a course in chemistry and agriculture ; third, a special course in chemistry ; fourth, a special course in agricul¬ ture. The first two courses are of three years; the last two, of two years. The numher of students in the institution the past year has been 5-3. Of these 45 were from New Jersey, 4 from other States, and 4 from the Empire of Japan. The students from this State represented the counties as follows: Bergen,!; Cumberland, 2 ; Essex,?; Mer¬ cer, 4 ; Middlesex, 13 ; Monmouth, 5 ; Morris, 5 ; Passaic, 1 ; Somerset, 6 ; and Union, 1. Under the law of the State, free tuition is granted to 40 students, which are distribu¬ ted among the counties in proportion to their population. JERSEY CITY. Hon. Joseph McCoy, city school su^perintendent. According to the rex^ort for 1869 there were in the city — White children, between five and eighteen years of age . . . 11, 726 Colored children, between five and eighteen years of age . 96 Total . 11, 822 Number in public schools, (day) . 6, 173 Number between five and eighteen in evening schools . . . 931 Enrolled twice . ^ . 150 Whole number between five and eighteen instructed in public schools . 6, 954 Number between five and eighteen who have attended x)i’ivate schools . 4,258 Number between five and eighteen who have attended no schools . 610 Number of adult pupils in evening schools . . . 256 Number of all ages in evening schools . 1,187 Number of teachers . 63 School for colored children . . 1 Number of colored children in school . 40 to 80 ATTENDANCE. The difference between the average register number and the average attendance num¬ ber gives x^i'oof of a fact which is worthy of close attention. It is that a very large number of children who ought to be in the schools are not to be found there. The av¬ erage register number is 3,835, the average attendance number is 2,923, showing that nearly 24 x^er cent, of those who are members of the schools are absent. The number of those whc are never in any school by day or by night for any x^eriod of time, how¬ ever short, during the year, is not large, being only 610, according to the last census taken under the State school law in August, 1868 ; yet the great difference between the total number admitted and taught and the average attendance is remarkable. The average attendance is 38 per cent, of the whole number admitted and taught. This shows that a very large number of those who go to school are there for so short a time that their attendance is merely nominal. EVENING SCHOOLS. The sehools were opened in accordance with the resolutions of the board of educa¬ tion on the 16th of October, and were continued fifteen weeks, exclusive of the holi¬ days. in evening school No. 1, the average attendance was 35-J per cent, of the whole num¬ ber registered ; in No. 2, 29^ per cent. ; in No. 3, Cgirls,) 37-^ per cent. When we take into consideration the facts that we have but one school for girls while there are tv o for boys, and therefore many of the girls have a much greater distauce to travel to reach school than the boys ; also that bad weather, aud the dangers and discomforts ot being in the streets at nights, affect boys far less than girls, we should naturally expect the attendance of boys to be much more regular than that of girls. As we find, on the contrary, the attendance of the girls to be the best, we are inclined to thiukthat very many of the younger boys are at play in the streets or attending low places of amuse¬ ment, when supposed by their parents to be at school. There have been taught during COMMISSIONER OF EDUCATION. 223 the milter one limidred and forty men and Avonien. These have been the most faithful and successful of the pupils. ^\Tlell men and ■women, some of them far beyond the school age, attend school, they are iu earnest. Sometimes the father and his son, the mother ami her daughter, have sat as pupils at the same desk. There were some that did not miss attending school for an evening during thewliole term. One of these "was a girl who had to walk every evening from her home near the Hoboken lioundary line. In the evening school for girls, one-sixth of the average attendance never were absent. When the schools were opened, thirteen teachers were employed exclusive of the iirin- 1 ci])als, but as the attendance diminished, some were discharged, so that at the close 1 only eight teachers remained. In many instances, during the past three winters, applicants for admission to the schools have been found so ignorant of the English language that no English teacher could be understood by them, and they have gone away discouraged. Most of these pupils are men who only understand German ; several are Swedes ; all arc quite in¬ telligent. THE NORMAL SCHOOL. In no iiart of onr system, says the report, has the improvement iu management, at¬ tendance and progress of tlie pupils been so great as in this school. The course of in- ; struction embraces such studies as are taught in the grammar departments of the pnb- i lie schools, the principles of teaching as a science, the proper methods of imparting in¬ struction in the several branches of kuoAvledge required to be taught in the primary ! and grammar dei^artments, and the principles and rules requisite for the general disci- t pline and management of classes and schools. The work of instruction is divided I among the four male principals of the x■)ublio schools, who meet their classes every j Saturday from nine till twelve o’clock a. m. The number of teachers of the pul)lic I schools enrolled as x>Rpiks iu the normal school has averaged about thirty-five. The I number of those who attend with the intention of preparing themselves to become ; teachers varies from twelve to twenty. NEWARK. Population, 100,000. City superintendent, Hon. George B. Sears. Report for 1869 ( includes the following : Estimated number of children between five and eighteen years of age .... 23, 421 Number registered in schools . 12, 033 In day schools . 10, 855 In evening schools . 1, 078 In Saturday normal school . . . 100 Average number registered in day schools . 6, 590 Average per cent, of daily attendance . 88.8 Cost of tuition ner pu])il iu day schools . $13 96 Number of pupils in colored schools . 115 Total number of teachers . 167 In evening schools . . 23 Estimated value of school-houses, (exclusive of sites) . . . . $360, 000 00 Total current expenses . |l09, 756 34 “ It is impossible,” remarks the superintendent, “ to institute any comparison between our own schools and those of other cities, or of our State with those of other States, un¬ less some uniform system of enrollment and attendance can be established, and also some uniform age which shall be regarded by each city or State as the proper school age, and shall be made the basis of census returns. “ Some report all children l)etween five and eighteen, some between five and fifteen, and others between five and twenty-one years of age, and base the percentage of en¬ rolled pupils upon the whole number between these different periods. ‘‘We hope the educational department at Washington will do something in the way of securing uniformity throughout the cities and States of our country in these partic¬ ulars.” COLORED SCHOOL. This school has done a good year’s work. The attendance has been better than for many years, and yet there ought to be more colored children in school. The school- house is not large, but if put in good repair and well furnished, would well accommo¬ date all who attend. The average attendance last year has been greater than in any previous year since the organization of the school, which is 81. The building has capacity for 100 pupils, but it needs thorough repairs. The principal is a good scholar, and the pupils are well taught. The evening school for colored youths has been held in this building, and well attended by young persons 224 ANNUAL REPORT OF THE of botli sexes. While the school vras established at the request of a large number of young men and for their benefit, I regret that so few have availed themselves of its advantages. The great majority of the evening school pupils were females. The pre- ’ vailing complaint of this, as of other evening schools, is irregularity. SATURDAY NORM.iL SCHOOL. Our Saturday normal school is still furnishing its usual quota of teachers. If this supply were cut off we should be very much embarrassed to procure teachers. The time and labor saved to the board by the present method of examination through the normal school more than compensates for all the expense of the school. When a va¬ cancy occurs we are not obliged to advertise and examine a large number of appli¬ cants ; we have them already examined. While I decidedly approve the general policy of the board in employing our home material, we may go too far even in this direction and get too many young teachers on our list. While the management and instruction of the youngest x)upils would seem tc demand experience and mature judgment, yet our young ladies of eighteen years ol age generally succeed well, with the assistance of the principals. A failure sometimes occurs, but it is an exception to the general rule. But it is better not to have a great proi^ortion of apprentices at one time. Of the whole number of teachers now in the employ of the board, 110 are graduates of our Saturday normal school. The graduating class is larger tiiis year than that of any former year, numbering 28 — 24 females and 4 males. Table of statistical details of schools in New Jersey for 1869. E. A. Apgak, superintendent public instruction, Trenton. COMMISSIONER OF EDUCATION. 225 opniq; picd qinom jod AjtqBs oSciqay •sjoqoi;9^ ox^ni o:^ pred q;tioni aod .^j.b[bs oSbjoay •paAopl -ni9 ejoqoBO) 9[Bai9j jo jaqurn^^ 8??g88S8|8g?;8S^8Sl:8S88S •paAo^dTOO sjaqDBa:^ oxbot jo joqtaniq; •nodo ^daq naaq suq !^t aini; aq^^ Snijnp j-ooqos papua^^B aABq oqAV joqraiin; aSBjaAy cfcf iliiiilsSisgSislii •jBaA aqj Sniirip aiotti jo sqjuoai naj popuajjB OABq oqAA. joqtaii^ 11 I 308 1,551 282 5,107 470 1, 183 824 283 649 83 55 367 452 26.6 153 402 14, 510 MBaA oqj Sntjnp jaj -siSaj [ooqos aqj m f aifoj -tia aSB JO sjBaA gj puB g uaa.wjaquajpipp jo joqtan^ 3, 471) 4, 551 iiSiiiiiSsiiSiisii o' of t-' td o' t-"' o" ?>' of oo" of oo- Th irt ir> 143, 674 =’ ' 4daq traaq 9ABq exooqos oqptoOT JO jaquiuu a^BJOAy O iH OOOt-COOOOO O OOlO t--‘ o 00 GO o G ci 00 o Ci ci d ci ci G o' 00 o G oi od CO 00 qoT.nsip JO jiBd JO JOTJJSTJ) aqj Tit Saipts -ai oSb jo sjBaA gj piiB g uaaAj Tj! t-- o' o' of cf n o' rH' o' ^■' of ^'' t’" ^ ® I i -aq uajppqa jo laquinn a^oq^^^^ i i I I s I 5 I 0 A I I I I I |l II 15 E TaUe of statistical detarls of schools in Neiv Jersey— ContmneAL ANNUAL REPORT OF THE •^^ladoid Xooqog }0 atqcA $3G, 940 00 IOC, 250 00 115, 159 00 141, 730 00 19,2()4 00 92, 430 00 652, 050 00 C8, 350 00 613,070 00 91,710 00 121,951 00 70, 198 00 121, 000 00 120, 150 00 3.5, 869 00 121, 1.50 00 54, 550 00 97, 875 00 64, 675 00 124, 7.50 00 105, 975 00 2, 980, 996 00 •SQSodind ^CMjq^s oiiqnd joj aaojnos XlTj raoij (^utiotnc IB+oj, $26, 084 74 60, 700 23 77, 401 71 70, 685 65 10, 886 04 53, 900 31 227, 325 14 39, 304 46 295,615 12 59, 383 92 61, 751 60 59, 560 77 70, 660 14 58, 524 94 28, 627 43 80, 646 97 41, 175 57 45, 010 03 42, 027 19 61,384 88 71, 478 91 1, 542, 135 75 •paerca oq 0^ pajapjo xooqos (XOiaxsTP JO ‘xutiOTUB iBJox $11, 891 97 30, 546 30 26, 934 14 45, 066 00 2, 660 76 31,575 00 186, 395 71 15, 340 78 277, 659 47 13,211 02 34, 152 84 14, 120 40 14. 186 72 iiissiil i •saiJBpjs jSiaqoB9^ JO juato^ud joj pajoA sbx Xooqos (xoii^sip JO junoTny $8, 415 80 6, 163 17 2, 100 00 23, 466 56 1, 196 11 10, 880 00 106, 857 70 2,031 68 141, 743 52 3, 765 02 18, 752 29 4, 619 25 617 40 3, 833 00 3, 488 68 27, 530 00 3, 079 01 8,111 38 2, 453 72 27, 899 40 12, 625 00 419, 628 69 I •joa^ aqj Saimp pajoai qoo saaj uoi^inj jo janooiy iiilsiil iiiis \ntnoio 3, 189 34 991 91 1, 552 00 5, 733 57 6, 274 67 8, 482 52 2, 469 85 4,511 30 75, 557 69 •otiTiaAaa snxclins tno^ (juauiaoTjiodd'B jo junoury : :g;:J i iiSSi ii iis : i-r jr-r [tAtA ;s3 ipss : ; “ mi ils§ i ; i ■in Icfcocu . ; i •XBX diqsuAvoj TOoaj (XTianiuoijioddB jo junoiuy $11, 248 00 20, 929 00 37, 868 54 17, 523 50 6, 220 00 14, 135 00 26, 100 00 13, 428 96 5, 400 00 27, 624 50 18,399 11 37, 575 00 i •uoTX«tjdojddB ajBjg tno.g jtraoiuotjJoddB jo jonouiy $1, 986 10 3, 200 89 6, 610 22 5, 049 71 991 38 3, 745 06 13, 584 88 2, 703 27 12, 555 65, 4, 484 75 5, 026 41 4, 926 25 5, 859 29 5, 129 59 1, 854 22 4, 849 18 3; 135 99 2, 838 42 3, 157 62 3, 760 45 4, 366 02 . 99, 815 35 Post Office. Absecom . Englewood . Mt. Holly . Camden . Dennisville . Sbilob . Bloomfield . Woodbury . Jersey City . Flemington . Princeton . Spotswood . Keyport . Morristown . Point Pleasant... Little Falls . W oodstown . Raritan . Deckertown . Elizabeth . Asbury . . Name. Calvin Wright . Alexander Cass . William Hutchinson . Alexander Gilmore . Maurice Beesley . Albert K. Jones . Charles M. Davis . William Milligan . William L. Dickinson . John C. Rafferty . William J. Gibby . 'Rnlnb Willis . Samuel Lockwood . Robert H. DeHart . W. F. Brown . J. C. Cruikshank . William H. Reed . F. J. Frelinghuysen . E. A. Stiles . N. W. Pease . Joseph S. Smith . :zr=zz: County. IBllllllli Monmouth . Morris . Ocean . Passaic . . Salem . Soaierset . Sussex . TJnion . Warren . Total . COMMISSIONER OF EDUCATION. 227 IX'EJV YOKK. In the sixteenth annual reiDort of the Hon. Ahram B. Weaver, superintendent of public instruction, dated February 2G, 1870, he gives a brief outline of the x>i’esent system of public instruction, from which the following- abstract is made : The system of public instruction is couducted through the free common schools, numbering 11,750, of which 681 are graded or union schools. They are located in the several districts, and are open to all resident children, of school age, without any charge for tuition. They are supported iiartly from the revenues of the United States dcpovsit fund, the common-school fund, and the tree-school fund, annually apportioned to them, and partly by local taxation. They are under the direct management of elected trus¬ tees, who, besides attending to many minor affairs, emiAoy and pay the teachers, and re¬ port in a prescribed form to the school commissioners. It is the duty of the commission¬ ers to exainine persons proposing to teach, and to license such as are qualilied; to visit and examine the schools; to advise trustees and teachers in matters of discipline and in¬ struction ; to use their iullueuce generally to promote sound education, and to make to the superintendent of public instruction an annual report containing an abstract of the reports of trustees, with such other matter as may be required. To supply these schools with competent instructors, the State, besides supporting in part the teachers’ classes in academies, provides for an annual institute in each county, maintains six normal and training schools, and has authorized the establishment of three more. As auxiliary to all this, it has expended within the last tw^enty years about $1,000,000 to build up school district libraries, and continues to disj)ense annually $55,000 for their maintenance. The general administration of the entire system, as well as the supervision of the teachers’ institutes and normal schools, devolves upon the superiiitendeut. The instil tutions patronized by the State for the instruction of deaf-mutes and of the blind are also subject to his \Tsitation ; and the schools for the Indian children upon the several reservations are almost exclusively under his control. It is his duty to apportion the public funds, and to see that they are faithfully applied ; to prepare forms and regula¬ tions for returns and other business transactions ; to give advice and direction to offi¬ cers and other persons concerned in the operations of the dei^artment ; to attend gen¬ erally to the efficient execution of the system in all parts of the State, and to submit to the legislature an annual report showing the condition of the schools and institutions under his supervision, estimates and accounts of apportionments and expenditures of school moneys,^ with such suggestions as he shall deem expedient. To this system the State is devoted as a part of its civil polity. It requires the schools to be kept in ope¬ ration for a prescribed period of time in each year. It provides a large portion of the means to pay the teachers, and the authority to collect the residue by tax. It provides for the condemnation of worthless school-houses, and for building suitable ones. It requires school officers to execute these purposes under penalty of fine, forfeiture of salary, and removal from office. PARTIAL SUMIMARY OP STATISTICS. Number of school districts . 11,750' Number of children of school age, five to twenty-one, September 30, 1869 . i; 463, 299 Number enrolled in the public schools during the year . 998, 664 Number of teachers who taught twenty-eight weeks or more during the same period . 17, 140 Number of private schools . 1, 491 Number of pupils attending private schools . 125, 931 Percentage of children attending schools . 70 Total receipts for school purposes . $11, 312, 325 36 Reported value of school-houses and sites . $18,449, 048 00 The total payments do not differ much from the total Receipts. More detailed state¬ ments appear in the following groups of statistics and in the tables. THE SCHOOL SYSTEM OF NEW YORK. In 1853 a law was passed permitting school districts, either severally or jointly, to resolve themselves into union free-school districts, with boards of education having authority to grade and classify the several schools under their charge, to establish de¬ partments in which the usual academic studies may be pursued, and to exercise other powers over educational matters either not possessed or infrequently used by the trus¬ tees of common-school districts. But the State does not monopolize the work of school instruction, nor attempt to exclude others from it. On the contrary, outside and independent of its own public system, it tolerates unincorporated private schools, and, up to the iireseut time, has ANNUAL REPORT OF THE 228 ch'irtered al^out 40 literary colleges and 420 academies. Twenty-tTVo of the colleges, Tvith some changes in names and plans, are still m operation. Of the academies, aboiU 200 are conducted under their original charters ; about 80 have been absorbed in tho frl^'LlionorZon free schools, and the others are either dormant two classes of institutions named constitute collectively what t^ere is of the Unii ci^ ty of the State of New York, and are subject to the visitation of the board ot ie,,ents. Thev are required to report to that body, and observe other regulations couducive to the purposerfOTlvbich they ivere established. To such of the academies as comply witl/this and other specified requirements, the sum of $61,000 is annually distributed by the ieventT accOT diuv to the nhmber of scholars who sustain the prescribed epmina- ae mimbe? of students in the teachers’ classes. These »vSe privit; mies are to some extent regulated, assisted, and used by the State , but they are private “nSions, mganised by the voluntary act of their proprietors and operated on their account and at their pleasure. The State has no authority to fix the charges lor tuition, ““TheToUeoes'^are'^nomiSlv^™^^^^ academies are in fact, under the supervision of the reo-ents whose duty it is to prescribe the course ot study to be pursued ni the latter, andtonrR'ortlontolhemthemonVsab fund with such further sum as may be appropriated from the income of tneLne States deposit fund. Besides having the legal power to incorporate such iiistitution^ and to o-rant diplomas and honorary degrees, they “are authorized and required by themselves or their committees to visit and inspect all the colleges and academies in this State, examine into the condition and system of education and discipline the e , and make an annual report of the same to the legislature.” They also have charge of the State library and State cabinet of natural history, and, jointly with tue super mten- dent of niiblic instruction, have control of the State Normal School at Albany. The board of refi-eiits, who have supervision over the medical colleges and academies, nractically can do” nothing but visit and report. If the academies and coheges have not exhibfted the vigor and thrift that characterize the common schools, it is because thev have not had such ample resources and thorough admimstrative^d^^^^^^ schools ; and the reason why they have not enjoyed those advantages is, that the State has never undertaken to provide free academic in struct ion. v-nlnn+arv local The academic departments in the union schools are free only by voluntary local taxation The statute expressly provides that the public funds, apportioned to sue schfols shall be applied to the support of departments below the academic Many of the academies have availed themselves of the privilege all may, whenever the communities where they are located shall ‘^*^^cp^t ^ -j The State itself has but one system of education, whicu it mamtams and. enforces, ami thalis oi'gauioally a unit. It is the system of public iustruotaon, embraomg 11,-50 fipliools orirauized and supported upon one general plan. ^ , The primary object of the State, in bestowmg free education to benefit incUviduals as such, but to qualify them properly foi then lelaaons and duties to each other as members of the same community. _ _ nf nil Tn the matter of supervision of the schools, a school commissioner has charge ot all the free bXoIs in S arsembly district, of v^hich there are 113, with an annual salary of $800. Ill certain districts where the demands upon the oomimssiouei aie unusua. y great, boards of supervisors have discretionary power to increase saUiies. Speaking of these district commissioners, the I. . „,,q the “Their supervusion reaches to every village and hamlet of the btate , and upon tne intelligent as well as faithlul discharge of their ““f ® “ of the e(uS- measure the advancement and success of our free-school system. JS o part ot Y® ^auca Sal woih is mZ important. It is indispensable to efficiency and success. It cannot, indeed, produce good schools without qualified teachers and c™l of this ?s almost as uniformly true. It would other comprehensive enterprise to prosper without direct ?■ *,^,5,1,' Totl,. instruction. What the schools need is not mditterent .supervisim, ing, but honest and thorouglf supervision at fair compensation. Payiii, foi such ^ seomv'^^reltm* part of t^e district commissioners^ in making the an ml abstactS of t'hrrtports of tl^e sohool trustees, I- of a law fixing the date upon which it will be obligatoiy TO“ ports to the superintendent ; failure to cause absolute forfeiture of the .salary ThetCfof Now?oXiofhafing^^^^^^ the State until 1807, the reiiort, and the reports of the are of great interest, as showing the marked I’^P^vement that has come ™ iTio- +h<^ schools absolutely free. Upon this pomt the superintendent says fbat, tak » Ztmmvear" her of scholars in attendance as material elements ot compmisqn, the ettort to exte to all the youth in the State the advantages of educataon during the yeai was more COMMISSIONER OF EDUCATION. 2H9 than ordinarily successful. The public school system of this State is hut an orderly plan of the people to educate themselves. For more than half a century tliey have been engaged in perfecting it, adopting every known improvement with little regard to expense. From a partial and humble provision at the outset, they have built it up to the present comprehensive proportions, which embrace every locality and every class, and manage it with a liberality that offers to all a free and sufficient education. The strength of the system consists in the general conviction of its necessity, and in the unoffending fairness with which its advantages are dispensed. Nothing is taught by authority in the public schools except plain elementary facts and principles, which it is good for all to know, and which, if the State has any right to educate, may prop¬ erly be inculcated.” The general school statistics of this State are as follows : SCHOOL DISTJRICTS .VXD SCHOOL-HOUSES. The number of school districts in the State, as reported, was : In 1863 . 11,736 In 1869 . 11,748 Increase . 12 The number of school-houses, and their classification according to the materials of which they are constructed, are as follows : Years. Log. Frame. Brick. stone. Total. 1868 . . 167 9, 885 1,096 • 526 11, 674 1869 . . . 151 9, 894 1,140 518 11,703 Their number and classification, as reported for the years 1859 and 1869, are as follows ; Years. Log. Frame. Brick. Stone. Total. 1859 . . 281 9, 801 903 591 11, .576 1869 . . 151 9, 894 1,140 518 11,703 Increase . Decrease . . 130 93 237 ”73 127 The sums spent in each year, since 1859, for school-houses, out-houses, sites, fences, furniture, and repairs, were as follows : Years. Cities. Eural districts. Total. 1860 . $361,321 80 $280,968 83 $642,290 63 1361 . 427,786 17 228,390 85 656,177 02 1862 . 389,316 56 210,852 44 600,169 00 1863 . 242,547 53 186,961 40 429,508 93 1864 . 370,815 34 276,485 89 647,301 23 1865 . 516,902 04 282,258 66 799,160 70 1866 . 489, .348 67 480,875 92 970,224 59 1867 . 1,012,482 87 700,624 14 1,713,107 01 1868 . 1,166,076 28 1,017,983 67 2, 184 064 95 1869 . 1,401,464 03 1,053,988 98 2,455,453 01 Total . $6, 379, 061 29 $4, 719, 395 73 $11, 097, 457 07 The reiiorted value of school-houses and sites was : In 1863 . $16, 459, 435 In 1869 . . . . 18,449,048 The average value of school-houses and sites is : In the cities . $29, 400 52 In the rui-al districts . 678 17 In the previous years the average value of school-houses and sites in the rural dis¬ tricts was as follows : in 1868, $604 98 ; in 1867, $593 92 ; in 1866, $433 02. These fig¬ ures show that the average value of school-houses in the rural districts is nearly 57 per cent, greater than it was three years ago. This rapid increase in value i)roves that the people appreciate the importance of comfortable and commodious school-houses, and that, encouraged by a State system which promises stability, and which affords in¬ creased facilities each year for the acquirement of useful instruction, they are willing 230 ANNUAL REPORT OF THE to tax themselves largely to assist in carrying out the plan. The government of school districts is a pure democracy. CHILDREN ^VND ATTENDANCE. The whole number of children between the ages of five and twenty-one years, as reported, was — Years. Cities. Eural districts. Total. 1868 . 605,924 858,745 1,464,669 1869 . 607,583 855,716 1,463,299 The average daily attendance in all the schools, excluding fractions, during the last three years, was as follows : Years. Cities. Eural districts. Total. 1867 . 164,565 255,392 419,957 1868 . 166,645 279,223 445,868 1869 . 178,607 289,814 468,421 The returns for 1867 represent the attendance during the last year of the existence of the rate-hill system. Since it was abolished, although the school terms have been con- sideraly lengthened, the attendance, both in the aggregate and upon the average, has largely increased. Notwithstanding the fact that the average length of school terms in the rural districts has advanced from thirty weeks and three days in 1867, to thirty-two weeks and four days in 1869, the average attendance for each day of the lengthened term is 48.464 greater than it was for the shorter one in the most prosperous year un¬ der the discarded rate-bill system. The average length of terms in the cities was forty-two weeks and two days ; for the whole State, thirty-five weeks and one day. The actual expense of maintaining the common schools during the year, was — In the cities . . $5, 080, 455 71 In the rural districts . 4, 806, 330 58 Total . 9,888,786 29 Corresponding total for 1868 . 9, 040, 942 02 Increase . $845,844 27 The following table shows the entire amount expended during the year for the sup¬ port of our imblic educational system, but not including the appropriations in aid of orphan asylums and other charitable institutions : For the wages of common school teachers . $6, 092, 180 59 For district libraries . 26,897 85 For school apparatus . 201,483 48 For colored schools . 64,370 00 For buildings, sites, furniture, repairs, &c . 2,455,453 01 For other expenses incident to the support of common schools . 1, 046, 034 84 State appropriation for suxiport of academies . 45, 778 91 State appropriation for teachers’ classes in academies . 14,267 00 For teachers’ institutes . 18,703 86 For normal schools . 71,081 07 For Cornell University . 18,000 00 For Indian schools . 6,8.34 44 For department of xmblic instruction . 20, 828 64 For regents of the University . 6,899 91 For ])rinting registers for school districts . 12, 700 00 For balance due for xiriutiug Code of Public Instruction . 5, 775 75 Total . $10,107,289 35 TEACHERS. The whole iiumber of teachers emxiloyed in the common schools was — Years. Males. Females. Total. 1868 . 5,918 21,865 27,783 1869 . . . 6,230 22,080 28,310 COMMISSIONER OF EDUCATION. 231 The immber reported as “ employed at the same time for twenty-eight weeks or more,” has steadily increased since the passage of the act making twenty-eight weeks the legal school term, as will be seen by the table herewith subuiitted : Tears. 1865 1866 1867 1888 1869 No. employed in cities. No. employed in rural clistricts. Total. 3,410 12.068 15,478 3,566 12',100 15,666 3,568 12,040 15,608 3,998 12,598 16,596 4,334 12,806 17.140 The following table shows the ratio of the number of teachers to the number of scholars in the towns, cities, and in the State at large : Towns. Cities . State . . d ri: ti ^ "X o o o .Ord+H ci^ ^ d s to a5 j, 2'c o ^.d g Pi 2 Pi i “ a r2 r;; 67 140 85 33. 37 29. 40 32. 01 46.76 47. 15 46. 90 The following statement shows by whom the teachers emidoyed in the schools were licensed : Cities . Rural districts . By normal schools. . 227 . 174 By snpt. puh. instruction. 414 554 By local officers. 4,351 22,590 • Total. 4,992 23,318 Total for 1869 . . . 401 968 26,641 28,310 Total for 1868 . . 384 li 26,399 27,783 The amount expended for teachers’ wages was — Years. Cities. Eural districts. Total. 1868 . $2,564,592 90 $3,032,914 04 $5,597,506 94 1869 . 2,790,088 90 3,302,111 69 6,092,180 59 Increase . $225,476 00 $269,197 65 $494,673 65 The average annual salary for each teacher, calculated from tlie foregoing state¬ ments, was : In the cities, $642 87 ; in the rural districts, $257 86 : in the State, $355 02. The State provides for the training of its teachers in three ways : by teachers’ cl asses in privmte aeademies; by normal schools; and by the holding of teacher.s’ institutes in various parts of the State, paying the salaries of the teachers during their attendance. teachers’ classes in academies. Teachers’ classes have been maintained in ninety academies designated for that pur¬ pose by the board of regents, in conformity with the provisions of the law. There have been in attendance upon these classes 564 males and 1,001 females, making a total of 1,565. NORMAL schools. Six are now in successful operation, two having been opened within the last year. The buildings for two more are so far advanced as to insure their completion before 232 ANNUAL REPORT OF THE September next. When all these school shall be in operation their maintenance 'vrill cost the State annually about §140,000. The only requital that is expected for this outlay is the service of the graduates as teachers in our public schools, for such compensation as their superior qualificatious will command. Table showing the ijrominent facts, with a statement of the receipts and expenditures for the last gear. Location and name. ri o -j: m o d o % ri 0? d S d o rd Value of lot and huildiugs. Value of furniture. Value of library and apparatus. ' "o 3 cj o o of H .H irS ^ Whole number of graduates since school was opened. 1 1 ! ^ Female. Total. Albany — State normal 1844 1844 ^75, 000 00 $3, 000 00 $6, 000 00 §84, 000 00 i 071 1 1, 038 1, 709 school. Brockport — Normal and 1866 1867 no, 000 00 4, 300 00 8, 364 00 122, 664 00 2 8 10 trainins school. Buffalo — N ormal and train- 1867 100,000 00* ine school. Cortland — Normal and 1866 1869 89, 500 00 6, 500 00 2, 000 00 98, 000 00 training school. Eredonia — Normal and 1866 1867 97, 900 00 2 2 training school. Geneseo — Wadsworth nor¬ 1867 70, 000 00* mal and training school. Oswego — N ormal and 1863 1863 60, 000 00 .5, 500 00 9, 000 00 74, 500 00 20 294 314 training school. Potsdam— Normal and 1866 1869 84, 818 00 3, 998 00 6, 033 00 94, 849 00 training school. * Estimated. teachers’ institutes. Fifty-six institutes were held in fifty-five counties during the calendar year 1869, with an attendance of 3,009 male, and 6,486 female teachers, making a total of 9,495. The sessions have generally been two weeks in duration. The average number attending each institute has never been exceeded. The attend¬ ance of male teachers was greater than ever before. The aggregate attendance was 78.8 i)er cent, of the whole number of teachers emj)loyed for “ twenty-eight weeks or more ” in the counties where institutes were held. The special work of the institute in imparting professional instruction in regard to improved methods of teaching, in stimulating teachers to greater zeal and activity, and in promoting uniformity of plan and management in the schools of each county, is one of leading importance. Unless the schools are supplied with competent teachers, the money expended for their support is wasted, and the valuable time of thousands of youth is worse than squandered. Until other agencies shall have been greatly multi¬ plied, institutes must be relied upon for that work. Comparative summary for the ten years ending December 31, 1869. Years. Number of counties. Number of institutes. Number of teachers in attendance. Average number of teachers iier county. Average number of teachers i)er insti¬ tute. Per cent, of attend¬ ance on the whole 1 number of teachers. Amount paid by State. Average exi)ense per county. Average expense per teacher. 1860 . 47 54 5,913 126 109 48.1 §6, 419 62 §136 59 |1 08 1861 . 48 52 7, 556 157 145 61.0 8, 092 77 168 60 1 07 1862 . 52 62 9, 444 181 152 75.8 8, 665 16 166 63 92 1863 . 47 55 9, 027 192 164 72.4 9, 680 28 205 96 1 07 1864 . 50 54 7, 524 150 139 60.7 9, 991 62 199 83 1 33 1865 . 54 63 8, 887 165 141 73. 6 14,916 39 276 22 1 67 1866 . 52 62 8, 453 163 136 69.8 15, 150 37 291 35 1 79 1867 . 55 66 9, 676 176 147 80.3 20, 437 39 371 59 2 11 1868 . 56 61 10, 377 185 170 82.3 17,832 10 318 43 1 72 1869 . 55 56 9, 495 173 170 78.8 18, 053 86 328 25 1 90 COMMISSIONER OF EDUCATION. 233 DISTRICT LIRRM^EES. The condition of the school district libraries is notorious. To describe it would be simply to rehearse, with little vanation, the oft-repeated story of neglect and waste, that may be found in every annual report from this department for the last fifteen years. Popular'indifference is much to blame for this deplorable coudition ; but the lax policy of the State, which has permitted the library money to bo .used for other purposes, is stiil more culpable. Except in the comparatively few cases of villages and populous districts where the amount of money received has been considerable, and has been faithfully ap¬ plied, the system (if such it can properly be called, as now regulated by law) is little better than "a bungling device to frittei: away $55,000 annually, under the pretense of increasing, but with the practical effect, as the statistics show, of reducing the number of books from year to year. A plan, originally framed to befriend libraries, has been vitiated by later enactments, so that it has operated to rob them, destroy respect for them, and well nigh ruin them. But in 1858 a provision was adopted allowing the districts, upon certain conditions, which have been sometimes comiilied with, but more frequently disregarded, to use the money for apparatus and teachers’ wages. The decline was thereby accelerated, and has continued without interruption, so that, in 1858, the whole number of volumes was 1,402,253 ; in 1863, 1,172,404 ; in 1868, 1,084,830 ; in 1889, 1,026,130. Thus it ap¬ pears that since 1853 there has been a decrease of more than half a million in the num- lier of books reported, notwithstanding there has been apportioned to the districts $880,000 of library money. The returns show that the instances are rare in which even the ceremony of asking consent to divert the funds has been complied with. IXDLilSJ^ SCHOOLS. According to the returns, the total numoer of Indian children, between the ages of five and twenty-one years, residing upon reservations in this State on the 30th day of September, 1869, was 372 less than the number at the corresxiondiug date in the pre¬ ceding year. Neither the aggregate nor the average daily attendance upon these schools has been so large as during the preceding year. The cost of their maintenance was $1,000 less than in 1888, chiefly because there has been less building and repairing of school- houses. It is now about fourteen years since the State assumed the charge of xiroviding for the education of the Indian children living within her borders. The results of the policy, although not discouraging, are not strongly marked. The Indians are a xiecn- liar race of xieojile, and any attem^it to judge them by the standard of merit set up for ourselves will jiroduce imjiressions of Indian character altogether unfavorable. They are decidedly averse to work and study. Nevertheless, as it is evident they must work, or die out altogether, it seems xiroxier that the effort to teach them how to work advantageously should be continued. The number of schools in operation during the iiast year was 26 ; and the average length of time in session about thirty-three weeks. The number of teachers emxiloyed was 39, of whom 17 were Indians. The number of pupils registered as having attended school some portion of the year is 1,002 ; and the average daily attendance amounted to 482. The total exx^enditui'es for these schools amounted to $6,834 44. INSTITUTION FOR DEAF-MUTES. The state of New York has not neglected the education of those who are in charita¬ ble institutions. Prominent among these is the institution for deaf-mutes. Established nearly fifty-three years ago, it has developed into the largest and, jierhaps, the most comi)]ete and thorough institution of its kind in existence. It constantly enqiloys a corps of 28 skilled teachers, 16 of whom are educated deaf-mutes. The course of in¬ struction, which has be^n tested by fifty years successful experience, remains un¬ changed except in details. The language of signs has, in this institutiou, always been the great instrument of instruction, and has been so improved that a distinctive sign may now be used for ev'ery word in the English language. Instruction in articulation has not been neglected, although it is confined mostly “ to those inqiils who retain a remnant of speech or hearing.” Experiments are, however, being made to test the possibility of conferring material benefit by this kind of instruction upon those en¬ tirely deaf and dumb. The number of i)upils remaining in the institution December 31, 1869, was 535, an increase of 45 over the number reported last year. Of these, 337 are State pupils, 142 are sui)ported by counties, 33 by the State of New Jersey, and the remaining 23 by their own friends or by the institution. The appropriation of $105,000 for thesuiiport of State pupils during the current fiscal year will prove ample. 234 ANNUAL REPORT OF THE XEW YORK IXSTITUTION FOR THE BLIND. Under existing provisions of law no pupils are supported in this institution at the expense of the State, except those from the counties of New York and Kings. The number of pupils in the institution is, however, quite as large as at any time heretofore. The total number under instruction during the year was 157. Of these, 21 have been discharged in consequence of expiration of terms, leaving in the institution, at the close of the calendar year, 1.36, of whom 64 are males and 72 are females. As the law now stands, children under twelve years of age cannot be appointed State pupils. It is claimed by the managers of the institution, and generally concurred in by all who have knowledge of such matters, that this restriction is injurious, as it operates to deprive pupils of the means of acquiring an education until a time in life so late that there has been opportunity for the contraction of bad habits, which the patient labor of months, perhaps of years, hardly suffices to eradicate. The State in¬ stitution for the blind, at Batavia, is hampered by no such conditions; but is permitted to receive all blind persons residing within the State, excepting those from the counties of New York and Kings, who, in the opinion of the board of managers, may be “ of suitable age and capacity for instruction.” NEW YORK CITY. From the annual report of the board of education for the year ending December 31, 1869, including the report of the president of the board, Hon. R. L. Larremore, and that of the city superintendent, Hon. S. S. Randall, with those of three assistant superin¬ tendents, the folio Vt^^ing brief extracts have been made : Total popidation of the city, (census, June 1870,) . 926, 341 Number of youth in the city of school age, ("live to twenty-one,) . Not given. Number enrolled in xmblic schools . . . 235, 032 Average attendance . 102, 892 Number of schools . . . 268 Number of teachers . 2, 411 Receipts for the year w . ^3, 164, 983 62 Expenditures for the year . . . $2, 961, 361 20 Value of school property . Not given. The following detailed statement of the various classes of schools and number of pupils taught in them, is from the report of the president of the board. WHOLE NUMBER OF SCHOOLS.* Schools. White. Colored. ! Total. Normal schools . 1 1 2 Grammar schools, boys . 44 2 46 Grammar schools, girls . 43 2 45 Grammar schools, mixed . i . 3 3 6 Primary schools _ ... _ _ _ _ _ _ _ _ _ _ ........ 94 3 97 Corporate schools . 37 4 41 Eveniu O’ schools male . .. _ _ _ _ _ _ ... _ ..... _ ... 16 16 Evenino' schools female . . . . . . . . . 11 11 E'renino’ schools mixed . 3 3 Evening hi "'ll school, male . 1 1 Total . 250 18 268 ENROLLIMENT AND ATTENDANCE. Public schools. Average at¬ tendance. Whole num¬ ber taught. Grammar schools and primary departments . . . . . 68, 813 17, 182 795 8, 706 496 150, 316 43, 477 2, 000 19, 537 950 Primary schools . . . . . . . . . Colored schools . . . . . . . . . . . Evpnin O’ arhonhs _ _ _ _ _ _ _ _ Nnrninl schools _ _ _ _ _ _ _ Total . 95, 992 216, 280 * A committee fippointed by resolution of the board of education to examine “into the Mrliole public school system,” reports that “there are 117 schools in tbe department of public instruction in the city of New'York,” and that “the -whole number of schools and departments is 239,” — Report of 1869, p. 30. COMMISSIONER OF EDUCATION. 235 Enrollment and Continued. Corporate schools. Average at¬ tendance. Whole num¬ ber taught. i .N'c'w "XTorli OrplitiTi .Asyluni _ _ _ _ 155 861 166 889 100 197 1, 061 637 104 384 382 1, 896 88 186 1,027 314 1, 560 142 293 4, 272 1, 185 970 965 1, 150 6, 594 94 A.^yliTm . _ _ _ _ _ _ _ Pi'otestaiit Half-orphan A.syluni .. ....... _ ... _ _ _ _ _ _ ........ TTftnfiA T?Afno'A _ .. _ _ _ \Vpffq’ OrpTifiTi TTnnsA . . _ _ _ _ _ OT'plif^n A !c:ylnm .. _ _ ... _ _ A TD Arimn (jUcirdicin Society and Home Industrial Scliool A Aflylmvi .... _ - _ _ _ _ House of Reception of New York Juvenile Asylum . Ladies’ Home Missionary Society . _ _ _ _ _ _ _ _ _ _ _ Five Points House of Industry . _ _ _ _ _ _ _ _ Children’s Aid Society - -• . . . . . . . . . . Nursery and Child’s Hospital School . . . . - . Total . 102, 892 235, 032 COLLEGE OF THE CITY OF NEW YORK. The College of the City of New York is connected with, and forms a part of, our sys¬ tem of public instruction ; it is under the management of the twelve school commis¬ sioners who constitute the board of trustees of the college. The college has, besides the president, eleven x^rofessors, fifteen tutors and instruct¬ ors, and eight other officers, including librarians and janitors; the aggregate annual salaries of all being $90,223 50. The only building devoted to the use of this college contains twenty recitation-rooms, two lecture-rooms, two drawing-rooms, one chapel, one library, one laboratory, two offices for the president, apartments for the janitor, and several store-rooms. The value of the building and grounds is estimated at $150,000. SATURDAY NORMAL SCHOOL. “This institution, under the immediate charge of Assistant Superintendent Kiddle,* as priuciiial, aided by Assistant Superintendents Harrison and Calkins, and several of our most experienced teachers, continues to exert a highly beneficial influence u^ion our system of x)ublic instruction.” EVENING SCHOOLS. The first two weeks of the term are always characterized by a very large attendance, especially in the male schools, Avhere boys assemble to have what they term “ a good time,” which consists in annoying inexperienced teachers. Nearly one-third of the pupils enrolled in the evening schools left in less than one month, and about 42 x)er cent, continued to the close of the term. Of this number there was an evident want of regularity in attendance, as the certificates were awarded to 4,677 pupils, or about 27 per cent, of the registered number. There were many j)ersons who caused there names to bo registered, but as they came only for two or throe nights they were stricken off the roll and not counted. The greatest irregularity in the at¬ tendance is seen to be in the male schools. In view of this fact, as well as otiiers, I recommended in my report of last year the expediency of opening sejiarate schools for adults, Avhere they could come together without being associated with the younger class of children. Thousands Avould now attend, but their pride of feeling forbids them to go to a school Avhere small boys, knowing more than they, are members, but who would joyfully attend were all adults. A few schools of this class might be oiieiied as an experiment, and if successful others might be added. Those above sixteen years of age, and especially those over twenty-one, come to learn, and unless detained away by political excitement, which occurs at every annual election, they generally are found in their class-rooms eagerly acquiring knowledge. No one can enter them and not have the most pleasurcable emotions excited in beholding their earnest endeavors to improve their minds. An evening school was opened about the middle of November^ in the penitentiary on Blackwell’s Island. Out of 360 prisoners, over 200 voluntarily have had their names enrolled as members of the five classes into which the school is divided. Now city superintendent. 236 ANNUAL REPORT OF THE A FEW PRIMARY SCHOOL STATISTICS. Assistant Superintendent Calkins gives the following statistics : The number of primar j schools and departments, including six primary schools for colored children, now under the control of the board of education, is. . . . 110 The whole number of teachers employed in them is . 1, 248 The whole number of classes is . 1, 088 The sizes of the classes varies from 25 to 200 pupils. The largest number of teachers employed in one school is . 27 The number of schools having twenty' or more teachers is . 14 The number of schools having less than twenty teachers, but ten or more, is. . . 54 The number of schools having less than five teachers is . 13 The whole number of pupils now belonging to these schools is . 65, 450 The number of pupils in classes of the two lowest grades is . 27, 360 The number of pupils in classes of the two highest grades is . 16, 500 The number of pupils in classes of the lowest grade is . 16, 340 The number of impils in classes of the highest grade is . 7, 625 The largest number of i^upils on the register of a single school is . 1, 667 There are seventeen schools in each of which the register number is more than . . . 1,000 There are forty-eight schools with less than 1,000, but more than . 500 The smallest school has more than one huudi’ed puj)ils. There are twelve primary schools with less than two hundred pupils each. CORPORAL PUNISHMENTS. The superintendent’s report states that, ‘‘It appears from the official reports made to this department, for the year ending on the 1st of November last, that in twenty-three of the forty-eight male departments, in which alone such punishments are permissible, no corporal punishment has been inflicted ; and that the average number per month in the remaining twenty-five departments has been only 30. It is satisfactorily established in my judgment, that no absolute necessity exists for a continuance of this mode of discipline, so liable to abuse, so repugnant to every sensibility of our nature, and so at variance with an enlightened system of public instruction, and the dictates of a sound public opinion. I cordially congratulate the board, therefore, on its entii'e abolition, and respectfully recommend the enactment of suitable provisions for the susiiension or expulsion of incorrigibly vicious or contumacious pupils, and their exclusion from any public school, excej)t nx3on satisfactory assurances of future good behavior.” SECTARIAN EDUCATION — THE BIBLE IN THE SCHOOLS. “An appropriation by the legislature of about $200,000 has recently been made for the instruction of pupils of several corx)orate and parochial schools ux)on the alleged grounds : “1. That the xmblic schools are incapable of furnishing the requisite accommodations for the children thus specially jirovided for. “ 2. That no adequate j)ro visions exist in such schools for the religious education of the x)upils ; and, “ 3. That a very large number of Catholic puiiils are vu’tually excluded therefrom, in consequence of the x>rovision of the by-laws of the board, requiring the daily reading of the Bible at the opening of the schools, and the exclusion of all instruction in the peculiar tenets of their faith. “The first objection is fully met by the report of the special committee appointed by the board in Sexitember last, from Avhich it ax^x^ears that the average attendance of pupils of the several schools under the charge of the board was only about 86,000, while the number of seats in the class and assembly rooms was nearly 126,000, showing an excess of seats over the average attendance of about 40,000. “The Holy Scriptures, in the Protestant or Catholic versions, without note or com¬ ment are required to be read at the oi^eniugof each school, and in a large majority, the Lord’s x>i'ayer is reverentially recited bj’’ pupils and teachers, followed by a devotional psalm or hymn of thanksgiving or x>riiise. 'What interpretation shall be i)laced ux)on these Scriptures is scrupulously left to each individual for himself or herself, under such guidance, advice, and instruction as may be afforded by XJarents, guardians, and sxiiritual guides of their own denomination.” BROOKLYN. The statement of Hon. J. W. Buckley, city superintendent of schools, made to the State Dcx)artment, December 30, 1869, gives the following information: Number of children of school age, five to twenty-one, (estimated) . 150, 000 Number of attendants registered . 85, 795 COMMISSIONER OF EDUCATION. 237 Average attendance . 36, 738 Number of teachers . 785 Number of school buildings . 47 Total value of school-houses and sites . $2, 215, 359 00 Receipts for the year from all sources . $863, 223 86 Expenditures for the year . $799, 376 03 SCHOOL POPULATION OF THE CITY. By the census of 1865, it was found that there were 108,099 children in the city, who were between the ages of five and twenty-one years. According to the ratio of increase in the population of our city, the number of school-age, at the present, cannot bo much, below 150,000. From the census taken by order of the Metropolitan Board of Police Commissioners, for the National Bureau of Education in 1867, we learn that there were then in attendance on private and corporate schools in our city, about 22,000 pupils. If to this number be added 1,000 for certain private schools, which declined to report their attendance, and also 86,000, which is about the register number of the city schools for the past year, we shall then find that the aggregate school attendance of the city is 109,000. This number deducted from 150,000, as above, will leave 41,000 of school-age in non-attendance on any school, public or x^rivate. By comparing the preceding wit^h corresponding statements of former years, it will be seen that the last year shows a large advance over any x)recediug one, in every particular. But, notwithstanding all this, the rapid increase of our population is much in excess of the provision made for the accommodation and instruction of the children and youth of the city, who seek for admission into the public schools. TEXT BOOKS AND ORAL INSTRUCTION. In connection with the more formal lessons of the text-books, we give great promi¬ nence to oral instruction, especially, in all the yirimary grades. In these, it is all imjiortaut that correct habits of thought, attention, observation, memory, self-help, and self-reliance be carefully cultivated. This pecidiar work cannot be done in this department, through the formal lessons and study of the text-book. It must be mainly by the voice and action of the living, earnest teacher, who must make herself intelli¬ gent and skillful, by a careful study of the mind of the child, and prejiaratiou in the use of the best methods of instruction, and by the exercise of a sound judgment. GRADED COURSE OF STUDY. The leading idea of a graded course of study and instruction is a division of labor, by which every class of a department has its own appropriate course ma^iped out ; each grade constituting one of a series of links, from the lowest of the primary, to the senior or graduating class of the grammar department. Here, too, the teacher of each class, has her work clearly defined in every subject of study pursued in her grade, and the amount that must be accomxilished during a given term. The advantages of this course, we think, cannot fail to be apparent to any intelligent, observing, and refleeting per¬ son. In such a course, the teacher, if competent, on entering her class, can readily survey her field, make her programme for her daily guidance in the division of the sub¬ jects she is to teach, for the instruction and xirogress of her pupils, for which she alone IS resxionsible. Her success or failure in the work will be apparent at the semi-annual examinations of the city superintendent, and the result rexiorted to the local committee of the school. A record is also made of the same, in a book kept for the xmrxiose iu our office. The course of study is divided into six primary, and six grammar-school grades, to which may be added, in the larger and more advanced schools, a supplementary grade, the studies of which include those of the higher, and more advanced of a thorough English course. Beginning with the lowest, or sixth x^rimary grade, we x^i’oceed step by stex> through the department ; the first class of which forms the connecting link with the sixth grammar grade, and supplies it with promotions from the x^timary de¬ partment. The xiromotions are made semi-annually, after careful examination of all the classes throughout the entire school, at the same time. PROGRESS OF FREE SCHOOLS. The slumber of ages is broken ; the nations are shaking off the shackles of ignorance by which they have for centuries been bound, and light, knowledge, liberty, and relig¬ ion are rapidly becoming the common blessings of all men. The spirit which has been awakened knows no rest. We have already realized more than our fathers ever antic¬ ipated in founding our institutions. Being then in the enjoyment of a free govern- f 238 ANNUAL REPORT OF THE ment, free schools and free institutions, if true to tlie principles of our fathers, the founders of these long cherished institutions, and true to ourselves, we have nauo-ht to fear. SYRACUSE, The report for the year ending March 1, 1870, Hon. Edward Smith, superintendent gives the following : SUMMARY OF STATISTICS. luorcaee for the year. Number of persons of school age, (five to twenty one) . 16, 004 788 Number registered in schools during the year . 8, 001 198 Average number belonging . 5,777 276 Average daily attendance . 5, 180 264 Average per cent, of attendance or number belonging . 92. 4 Number of school buildings . 17 1 Number of schools . 36 3 Whole number of teachers, gentlemen 11 ; ladies 159 . 170 17 Number of seats in all the schools . . . . . 6, 734 831 Entire cost of education per pupil, on number belonging . $18 37 $2 19 Cost on daily attendance . $19 73 $2 49 ABSENTEEISM. We have 60,035 days lost during the year by pupils who belonged in school, and in very many bf the cases ought to have been there. There is no remedy that I know of but compulsory attendance that will reach these cases. The teachers do much, and all they can do, to secure ’regularity, and they are aided by a majority of parents who have these truant children, and still it is nearly the same thing over and over again year after year. DISCIPLINE. Suspensions have been the principal outward means used for securing regular atten¬ dance and good deportment. The cases of suspension for misconduct number 301 ; of these 214 were restored, leaving 87 not reinstated. During the year there have been suspended for irregular attendance 411. Of these 245 have been restored. This is but little more than half the number that were reported last year. The facts, so far as we have tested them, abundantly prove that the experience of abolishing corporal punish¬ ment from the public schools has proved a success, and it has now been tried three years ; long enough to have proved a failure if it is ever to be a failure. ALBANY, ROCHESTER, BUFFALO, POUGHKEEPSIE, BINGHAMTON, AND OTHER CITIES. The reports of the city superintendents not being generally included in the report of the State superintendent of New York, and the published report of schools in these cities not having been received by this Bureau, no special information relating to their schools can be given. General statistics will be found in the tables which follow. COMMISSIONER OF EDUCATION. 239 List of school officers. Abram B. Weaver, sujienntendGnt of imhlic insiruciion, Albany. SCHOOL COMlvnSSIONERS FOR THE TERM COMMENCING JANUARY 1, 1870. Comities. "co s Names. Post offices. Albany _ _ ... 1 Leonarrl A. Carhart . . . . . . Coeymnus. S. AVesterlo. 2 3 John P. AVhitbeck . AYest Troy. Albany. Cohoes. Centerville. John 0. Cole, (city superintendent) . . AlleiranY . 1 Lucien B. Treeman . . . . 2 Richard L. Andrus . Bolivar. Broome . 1 Henry S. Monroe.., . . . Kirkwood. 2 Newton W. Edson . . . . . . Binghamton. Cattaraugus . . 1 G. L. Farnham, (secretary board of education). Frank A. Howell . Binghamton. Machias. 2 Jerome L. Higbee . . . Cattaraugus. Throopsville. AYeedsport. Genoa. , Cayuga . 1 Samuel A. Cole . . . . 2 Leonard F. Hardy. . . . . 3 Lewis Y. Smith . Chautauqua . . 1 E. A. Charlton, (secretary board of education). Alonzo C. Pickard . . . . . Auburn. Busti. 2 Wellington AVoodward . Jamestown. Chemung .. ., Charles K. Hetfield . Horseheads. Chenango .... 1 0. Robinson, (secretary board of education) .. Mathew B. Ludington . . Elmira. N. Norwich. 2 Daviil G. P>nrber . _ _ _ Oxford. Clinton . 1 Ira D. Knowles . . . Peru. 2 Robert S. McCullough . Chazy. Columbia .... 1 Hiram K. Smith . AY. Taghkanick. Green River. 2 Hiram AAunslow . J. N. Townsend, (city superintendent) . Hudson. Cortland . 1 Daniel E. AYhitinore. . . Marathon. 2 Rufus T. Peck . . . . . Solon. Delaware . 1 Isaac J.- St. John . AValton. 2 John W. McArthur . Bloomvillo. Dutchess . 1 George AY. Draper . Clove. 2 Isaac F. Collins . Rhiuebeck. Erie . 1 R. Brittain, (clerk board of education) . Henry Lapp . . . . . . . . Poughkeepsie. Clarence. 2 James F. Crookcr . AViilink. 3 S. AY. Soule . Collins Center. Thomas Lothrop, (city superintendent). _ Buffalo. Essex . 1 AYilliam H. McLenathan . . Jay. Olmsteadville. 2 Thomas G. Shaw . . . . . . Franklin . 1 George T. Collins . . . . . Chatcaugay. Dickinson Center. 2 Cyrus P. AYhitney. . . Fulton . Cyrus Stewart . . . Gloversville. Genesee . Richard L. Selden . . . Le Roy. Athens. Greene . 1 John Beardsley . . . . . 2 Hiram Bogardus . . Greenville. Hamilton .. .. AYilliam D. Smith . Hope Falls. Little Falls. Herkimer .... 1 John D. Champion . 2 Ezra D. Beckwith . Cedarville. Adams Center. Jefferson . 1 Alphonse E. Cooley . 2 Bennett F. Brown . Philadelphia. Clayton. AA'utertown. Flatlands. 3 Horace E. Morse . Kings . AVm. G. Williams, (secretary board of education) Timothy M. Ingraham . J. AY. Buckley, (city superintendent) . Brooklyn. Martiusburgh. Copenhagen. Lavonia Station Lewis . 1 AYilliam Adams . . . 2 Charles A. Chickering . Livingston . . . 1 John AY. By am . 2 Robert AY. Green . Nunda. Madison . 1 Joseph E. Morgan . Eaiiville. 240 ANNUAL REPORT OF THE List of school officers — Continued. Counties. OD 'S Q Names. Post offices. 2 Irving C. Forte _ _ _ _ Cazenovia. Monroe . 1 William E. Edmonds . . Pittsford. 2 George W. Sime . Sweden. S. A. Ellis, (city sunerintendent) . Rochester. Montgomery. . Charles Buckingham . . . . St. .Tohusvilljj, New York .... Henry Kiddle, (city superintendent) . . New York. Nia'^’ara . 1 David L. Pitcher _ _ Lockport. Youngstown. 2 Jonas W. Brown . James Ferguson, (city superintendent) . Lockport. Washington Mills. Deansville. Oneida . 1 Mills C. Blackstone . 2 Charles T. Pooler . 3 Harvey S. Bedell . Rome. 4 Eugene L. Hinckley . . Prosi)ect. Utica. A. McMillan, (city superintendent) . . Onondaga _ 1 J. Warren Lawrence . Salina. 2 George C. Anderson . . . Borodino. 3 Parker S. Carr . . . . . Fayetteville. Syracuse. Phelps. Bristol. E. Smith, (city superintendent) . Ontario . 1 Ezra J. Peck . . . 2 Robert B. Simmons . Or.ange . 1 George K. Smith . . . . Monroe. 2 Benjamin F. Hill . . . . . Otisville. H. A. Jones, (city superintendent) _ _ Newburgh. Barre Center. Oswego . 1 David D. Metcalf . . . North Hannibal. 2 Byron G. Clapn . . . Phoenix. 3 George F. Woodbury . . Orwell. V. C. Douglass, (city superintendent) . Oswego. Schuyler’s Lake. Butteruuts. Otsego . 1 Charles F. Thompson . 2 Eli R. Clinton, jr . Putnam _ Charles H. Ferris . . . . . . Cold Spring. Manhasset. Queens . 1 William H. Peckham . . 2 Isaac G. Fosdick . . . . . Jamaica. Rensselaer .... 1 Amos H. Allen . . . . . . Petersburgh. 2 Georo’e W. Hidley . . N. Greenbush. Rielimond William Kemp, (president board of education) . •TniYics Brownlee _ _ Troy. Port Richmond. Rockland Nelson Puff . . . . . Nyack. Plammond. St. Lawrence . 1 IVTnrtin Tj. T^mio-hlin _ _ . 2 William G. Brown . . . . . . Canton. 3 Barney Whitney . Lawrenceville. R. B. Lowry, (city superintendent). . . Ogdensburgh. Saratoga . 1 Seth Whalen . . . . . . . . Ballston Spa. Saratoga Springs. Rotterdam. Sclienectady . . 2 Oscar F. Stiles . Simon J. Schermerhorn . . . . S. B. Howe, (city superintendent) _ _ ...... Schenectady. Gallupville. Cobleskill. Schohario .... 1 Ambrose R. Hunting . . . . 2 John Van Voris _ _ _ _ _ .... _ _ Scliuyler . Duncan C. Mann . . . . . . Watkins. Seneca . W^illiam Ho^an _ w _ _ _ _ _ _ _ Waterloo. Steuben _ 1 John C. High V, 2d. _ _ _ ... . . . Prattsburgh. Corning. 2 Jacob H. Wolcott . . . . . 3 Edwin Whiting _ _ _ _ _ _ _ _ Jasper. Riveihead. Suffolk! . 1 Horace H. Benjamin. _ _ _ _ _ 2 Thomas S. Mount . . . . Stony Brook. Monticello. Sullivan . Charles Barnum _ _ ... _ _ _ _ _ _ Tompkins .... William H. Cole . Owego. Trumansburgh. Dryden. Kingston. Highland. Tioga . Albert H. Pierson . . . . . *2 Jackson Graves . . . . . . Ulster . 1 William H. Dederick . . . . 2 Oscar Mulford . . . . . . . . 3 Horace W. Montross . . . Ellenville. *i'or term commencing January 1, 1869. COMMISSIONER OF EDUCATION. 241 List of school officers — Continued. Counties. Dists. Names. Post oCiices. Warren . Adam Armstrong, jr . Glen’s Falls. Galesville. Whitehall. Washington .. 1 Ahram G. Cochran . 2 AVilliam H. Tefft . Wayne . 1 John McGonigal . South Butler. 2 Ethel M. Allen . Williamson. Westchester .. 1 Franklin W. Gilley . IMorrisania. 2 George W. Smith . Port Chester. 3 Joseph Barrett . Katonah. Wyoming .... 1 John B. Smallwood . W arsaw. 2 Richard Langdon . . . W etherstield. Yates . . Joseph W. Brown . Bluff Point. 16 E Table of statistical details of schools in Nexo YorTc, hy counties, towns, and cities, for the year ending September 30, 18G9. 242 ANNUAL EEPORT OF THE NUMBER OF CHILDREN AT¬ TENDING SCHOOL DURING THE YEAR. •l«40x Md^OOG'l^^ o •sjaoggo xBOoq; •poenao -n; jCpp siaTiORa!! jfq {I'daq; SRAi -[ooqos sqaaAi JO aaquinu 9Srj;9ay t-Ot-t-04liOOCMi:-Ol-COQOOQOOOTf04}0?G04r •sxooqos ojRATjd §ut -puajjR siidnd joaaqiniij^ mwmm iiP8i=ii i f-' ; a •Bxooqos ojuAiad JO aoqnmj^ ^U^^CMlOfflOOOO ’■L0C0T-^Ol:-r-IJ»CS4ti^L0t'C040TH •CTQOi-4»gC'l^O •6981 ‘08 ■4 I- o rf o'!' o o o i-o ■'f o ^ — o o" CM ^ ;i 1-1 cr. o t-- X o C-. X i' o ^■' ^■‘ jj" i-’' tjT Of r-t r-i T-I r-i r-i r-', r-l r-. 8 1 i s g i |g|liiSi-SSiS^S|$aS5||3SSSS5S3SR||3!3ms3||? cf f-1 r-*" I I a i o' i I :S ffJ Cl c? g; i i Cl cc Cl Cl ■ Cl Cl ■ « ci o o o r- o ■ ■ t ci o i’ j t-i ■ cc j i ci ■ r: ci x ci ; c- Ii i s 5 i Mmmwmmm"s=ms^-paMmsimmms§ms cf i a rr" 1 oo^50L'toc;oL'tor;oooc:>C5*^i-iocioorj«'^0':fr5ocooowOr^ X" e'er -'l-^ cf-fo" Gl asssssss Siisiisi rf c^r rf cf x" - gSig 8 S g 28 p S 8 8 la 2' p' g n ■ • ^ ^ I :882§ iss i :2 :8 : : : : : : : :8 :8 :8 :8gg» : : : : I iii : is i" ! M i : : : :8 :2 :8 11*1 • 1 tH : : : 1^0^ I • I : cf r-r 1 T— j » :,-r : ■ • • • 3§fi§8$ggS:2832 8g8S'S^8§S§$3S^88gg2S8[:g823 sisigiigigpgiiieiisssssgegsisisiisiis 8 n if if '^'3 if '^'3' 2 ^'8 ii' 8 ^'2 8 3’''^''8 8 if if 2' 2 3 if 88 if 2 :88SS2§ ;3-282gg ; -O -H t- Cl CO tH g5 8§S8§2888liS3§882288 eiliilgiSli^gSiSiiPi^ .-r r'''-r -''•r'r-r-d'-r^r-r g§S:8gi82i? Ilgiglsi -8 - 8- 2;§ if - I s$\ I = 1--= 3 S6 Si3 III I llllllll m a COMMISSIONER OF EDUCATION. 245 i^SiSI^Si§SliieiSiSigii^iSgiSPIii-ifi§i .-- ^-_r ^■'-T'cfjr o'r r-r_r^- rT cf^f-r cc" II su Si IS iiiiPiiSSIsiSi --■' irT r- --f L'i 1^ i’- r-r r: ir; o cm o gmiiiSlgSiliillllSilillsPilliiSiliili cf ip i?5 ■ ;$ : : : : iS3 : :S ?2 ; :8^8 : : is ii isr* ill : Mi M : : :iSS : i liii ! 1 ' ! ^ I I : : : r-r : : : : '= : ; ^iSiiliSiSIOiiiiilliSliil If s --^'K 2 5: g g pyg g dg^g g g d d g^g^^g d d d g g ddggggd SligmiliiiSiPililiiiS I^" o rH « o jp- 1'"' ca" nT r-' .rT i-T o' t’" ■=}'■' .-T r-T yf n ISIgISiSiliiliS ig II IIIIII^h; iStaiistical details of schools in lifew York, Coiitiiiueu. 246 ANNUAL REPORT OF THE COMMISSIONER OF EDUCATION. 247 248 ANNUAL REPORT OF THE TiOUTll CAMOI.IKA. The folloAviiig is an exhibit of the progress of education in the State of North Caro¬ lina, as set forth in the report of the department of public instruction, of date Norem- ber 12, 1869, including the report of the State superintendent. Connected vritli these, and embraced in them, is the report of the board of education, rex)ort of the trustees of the university, and report of the institution for the deaf, dumb, and blind, with the county census for 1863, the capitation assessment for 1869, and the public school fund. From the report of the State superintendent it appears that a system of public in¬ struction was provided for by act of the legislature, passed April "12, 1869, a board of education ax)pointed, and a system of x^ublic schools organized. In order to this the census of all the children resident in the State, between the ages of six and twenty-one, was taken, and an enumeration of the school-houses made, in counties which had been divided into townships, school committees were elected, and in sixty-six of the eighty- nine counties of the State examiners at>i:)ointed. The county commissioners, acting as superintendents of common schools, appointed the committees to take the census, and the number and condition of the school-houses. From accomxianyiug tables it will be seen that the whole number of children of school age, resident in the State, was 330,581 ; that of this number 223,815 a.re white, and 108,763 are colored ; that the whole number of school-houses is 1,906, and that the amount appro’priated for school purxioses for the year, when apportioned among the res])ective counties, was 50 cents to each census child. The reports furnish no information as to the number of public schools, of any grade, conducted under State ausxiices, or of pupils receiving instruction at State exxiense. This is, no doubt, due to the short time within which the work of organization has been progressing, and the short interval from the jiassage of the ac*! to the date of the report, being only about six and a half months. CIIAUITABLE A^'D EELIGIOUS ASSOCIATIONS. These associations, of the various denominations, have been doing a most commend¬ able work of education in the State, a brief summary of which we shall xiroceed to give : The associations organized in Chatham and Randolph counties at their quarterly meeting in October report seven high schools, or academies, taught by 15 teachers, attended by 309 x)apil8* At this meeting arrangements were initiated for holding a teachers’ institute at Pittsboro, December 20. The Baltimore Association of Friends report 44 schools, 65 teachers, and 3,123 jiuiiils ; 32 new school-houses built, and a normal institute established. The Soldiers’ Memorial Association of Boston, aided by the Peabody fund, and sub scription of citizens, have established in the city of Wilmington 2 free schools with 30o Xmpils. The Newbern Academy is in successful operation as a free school, with a principal, 2 assistants, and 70 piquls. In Warrenton there is a free xmblio school with 150 jmpils. In Raleigh there are 5 parish free schools with large attendance ; number of pupils not given. In Pasquotank County there are several public schools in successful operation; num¬ bers and ])articulars not given. Also at Beaufort, Carteret County, there is a Avell conducted free school ; number of X)U])il8 not given. From the" scanty materials at hand we gather the above, and that the free school sys¬ tem is at length being incorxiorated into the institutions of the old north State. From these small beginnings may we not confidently argue great results. Educational ivorl: among the colored jyojnilation of the State, as set forth hij the rej)ort of Bee. J. IF. Rood to Hon. S. S. Ashley, siqjerintendent of puhlio instruction. 1st. Schools established by the American Missionary Association and American Union Freedman’s Commission, or under their sux>ervision. These societies have done a great work for the cause of education, which has not been confined to supplying teachers merely, but also in erecting school buildings for the colored population. In addition to their day and night schools they have built up a number of Sabbath scliools, and at Wilmington they have established an orphan asy¬ lum and an industrial school. They commenced operations soon after the Union Army established itself in the State, and" they have since, for the most part, cooi)erated in their laudable work of education. In Raleigh they have established one of their best schools, known as the Johnson School, in a building erected bj'-the Bureau, and capable of accommodating 300 impils. This school has four departments, primary, intermediate, advanced, and normal, with 292 pupils, taught by 5 teachers. The Washington School, COMMISSIONER OF EDUCATION. 249 also iu Raleigh, nnm’ocrs 75 pupils. The buildiugs were erected by the society, and will accommodate 200 pupils. They are now temporarily occupied by the colored divi¬ sion of the Institution for the Deaf, Dumb, and Blind. The Smithfield School, with an attendance of 120 day and night scholars, has a fine building erected by the Bureau, costing $3,800 ; furniture and other improvements, $600. The Whitesville School numbers 45 pupils. The schools in Wilmington and vicinity, established by the society at the date of the occupation of the place by the Union Army, number over 750 pujuls ; of these the Willis- ton School is the most fiourishing, and is the largest in the State. It has five depart¬ ments — primary, intermediate, advanced, normal, and industrial. Attendance, includ¬ ing night session, over 450 pupils. Attached is a comfortable teacher’s home and chapel. The colored educational institute of Wilmington munbers 150 pupils. The site is owned by the colored people, and the building, erected and furnished by the Bureau, is one of the best in the State. The orphan asylum, situated on Middle Sound, reports 27 inmates ; has had a much larger number, who, as they attain a suitable age, are provided with good homes and sent out from the institution. The American Missionary Association has charge of the schools in Carteret County. The most important of these is the school at Beaufort, which, including the iiight ses¬ sions, numbers 425 pupils, with five teachers, a superintendent and matron. The build¬ ing, large, and commodious, with a teacher’s home attached, was erected by the colored people, aided by the American Missionary Association. The in’oxierty is vested in a board of colored trustees. At New River the Union Commission have three schools ; number of pupils not given In the Trent settlement they have a school Avith three departments, 3 teachers, and 300 pupils. The building belongs to the Bureau, but the ground is prWate xnoperty. In Newbern there are three graded schools, each forming a department. The primary numbers 102; attendance in intermediate not giAum. Advanced department numbers 110 pupils. The order in this school is perfect. IMiss C. Merrick, its x>i’cceptress, has never used the rod, but administers her discipline through the parents. SeA'eral of the scholars are studying Latin, and the number of those Avho are advanced is larger than can be found iu any other school in the State. The Union Commission has also a school at Elizabeth City ; number of j)upils not giA'en. THE EEIEXDS’ SCHOOLS. Second in order, but not in importance, are the Friends’ Schools. This society, in edu¬ cating the freedmen, without fee or reward, are doing a most praiseworthy work. The Bible is introduced into all their schools, but is read Avithout note or comment. They are particular as to the moral character of their teachers, and require of them the same care for the moral as for the intellectual culture of their xmpils. Temperance societies haAm been introduced into all their schools, and a large proportion of their pupils liaAm become members. For the total of these schools, teachers, and pupils, see annexed table. The school at Goldsboro has three departments, with 280 pupils. Its preceptress. Miss B. Harris, is a graduate of Oberliu College. The buildings are owned by the Friends. They have schools at MebanesAulle, Hillsboro, Greensboro, Salisbury, Charlotte, and Lincoln. The school at Salisbury is one of the best iu the State ; that at Charlotte one of the largest. They have thirteen schools in the counties of Rowan, Davie, and Iredell; three in DaA'idsou, and three in Guilford. EPISCOPAL PAEISII SCHOOLS. Of these schools there are Iaa'o in Raleigh, one of which ^ a flourishing high-school, tAvo in NeAvbern, one in Wilmington, and one iu Fayette\ulle. All the teachers in these schools are ladies, and the discipline is generally good. The Bureau has appropriated $5,000 for a normal school building at Raleigh. This is furnished in the best style, and to this school the impils from the other schools, when sufficiently advanced, are sent. PIIESBYTEIHAN PAP.OCHIAL SCHOOLS. Of these schools fiA'c liaAm been established in the county of Mecklenburg, throe iu Cabarrus, three in Rowan, one in Iredell, one iu DaAue, one in DaAudson, one iu Guil¬ ford, and one in the city of Wilmington. Besides these they have taken the initiative iu the establishment of a college at Charlotte, with a normal school department. The GoA’-ernmeut, through the Bureau, has approxiriated $10,000 to this institution. One fine building has been erected ; others are under contract. This denomination has put forth considerable efforts in the Avork of educatioa, and with satisfactory success. 250 ANNUAL -REPORT OF THE PEIVATE SCHOOLS. These, of various grades and character, are scattered over the State, with the ex¬ ception of the portion Avest of the Blue Ridge, and a few counties east, where not a single day school has been found. The most of these .schools are taught in rude shanties, built of roiigh logs, and covered with rived boards. The freedmeu, anxious for the education of their children, juit them up, wherever they are able, and as best they can. There is a great anxiety expressed for schools, and much complaint tliat neither boohs nor teachers can be obtained. These last remarks apply primarily to those counties where no private schools are found. In the cities and large towns there are some excellent x)rivate schools, and first among these is Mr. Tupi^er’s school, in Raleigh. This school numbers, including night scholars, 250. In Murfreesboro there is a good school ; two iu Edenton ; one in Hertford ; one in Washington ; one in Granville ; one in Tarboro, and one in Kingston. As a supplemental report to that of April, the State agent, J. W. Hood, reports, No¬ vember 2, that the society’s schools were all closed about July 1 ; that the schools de¬ nominated x)rivate Avere continued, and their numbers more than doubled. For the month of September the whole number of schools was 257, and of x)upils, 15,647. This large increase of Bureau and private schools is attributed by the agent to the normal schools, or classes formed in the schools in the larger towns. One normal school sent out as many as 15 teachers. The agent is most laudatory of these schools, and urges the board to establish normal schools at all imxDortant points throughout the State, and especially in connexion with the uniA^ersity. Summary of schools organized ly, and under the management of the various charitable and re¬ ligious associations, and private schools. Schools. Teachers. Puxnls. Under American Missionary Association and Union Commission. Under Friends’ Society . . . . . 19 29 6 16 82 68 40 11 21 84 2, 840 2, 425 600 1,100 4,861 Under Episcopal Commission . . . In Presbyterinn schools . . . . . . . . In x^riAnte schools . . . Total . 152 224 11, 826 The above figures giA^e the highest number in the resx)ective schools during the XAresent term. This was reached in January. The number in school at this date does not ex¬ ceed 10,000. COLLEGES AND COLLEGIATE INSTITUTES, MALE AND PEAIALE. University of Xortli Carolina. — This institution is situated at Chapel Hill, Orange County ; was established in 1795 ; has a xiresident (Rev. Solomon Pool) and five x^rofes- sors ; number of students in attendance during the year, 35 ; whole number enrolled, first term, 10 ; second term, 31 ; total, 41 ; whole number of graduates, since the insti¬ tution was established, 1,734. Davidson College, established in 1830, is situated iu Mecklenburg County ; has a faculty of 5 xu’ofessors, amf 122 students. This institution, under the presidency of Rca’". G. N. JMcPhail, is in a flourishing condition. Trinity College is situated in Randolph County ; has a president, 6 x)rofessors, and 142 students, with three courses of study, classical, scientific, and theological, requiring each four years. Olin College, situated in Iredell County, was established in 1853 ; has a x^resident, 2 professors, and 48 students. North Carolina College, situated at Mount Pleasant, Cabarrus County, has a xiresi- dent, 3 professors, and 65 students. Concord Female Presbyterian College, located at Statesville, Iredell County, was es¬ tablished in 1824 ; has a x^resident, 4 instructors, and 50 scholars. Salem Female Academy, situated at Salem, has a x^resident, 24 teachers, and 268 pupils. This flourishing institution, under the auspices of the Moravian Church, founded in 1804, is believed to be one of the oldest in.stitutions of the kind in the South¬ ern States. COMMISSIONER OF EDUCATION. 251 PUBLIC CHARITIES. All iiistitutiou for deaf, diimT), and blind -was established January 1849, excepting department for the blind, which Avas added to the institution in 1851. Since the close of the war a department has been organized for the colored youth — the lirst instance of the kind in the South. This institution, since it has been more full}’- organized and its workings more fully understood, has taken a deep hold on the heart of the people, and an ample appropriation Avas made for its support by the general assembly for the tiscal year ending July 1, 1869. The members of the assembly have taken a Avarni interest in the institution, and tliemselves take special pains to search out and send to it the deaf, dumb, and blind from their respective counties. The officers of the institution consist of a principal, 7 teachers, including professor of music, and 5 assist¬ ant teachers. Whole number of pupils, 154 ; of these there are of deaf and dumb, 86 ; of blind, 40, Avhite ; of deaf and dumb, 21, and of blind 7, colored. The amount apiiro- priated by the legislatiu-e was $38,000 ; of this sum $3,000 was on hand at the close of the fiscal year. Treasurer’s report sIioavs amount received from all sources, $43,014 75. Insane Asylum. — This institution is under the management of Dr. Eugene Grisson and his excellent assistant, Dr. F. T. Fuller. There is a board of supervisors, of which the governor is ex-officio president. There are fiA^e officers connected with the institution, Avhich is at this time greatly crowded, and an earnest appeal is made for its enlarge¬ ment, enforced by the consideration that there are now over four hundred insane per¬ sons in the State, confined in jails and i)oor-houses, or kept at home, to the annoyance of their friends and neighbors, aAvaiting admission into the institution. The number of inmates at the iiresent time not given. REPORT OF THE BOARD OF EDUCATION.. This report gives the following exhibit of the imblic school fund : Principal on hand November 1, 1869, in gross, $2,065,342 43. Of this sum $1,047,100 is worthless bank stock, and $50,000 is Roanoke Navigation stock, and unavailable. The net public school fund is stated to be not less than $968,242 43. Balance in hands of public treas¬ urer October 1, 1868, Avas $150,035 84 ; receipts of educational fund for fiscal year end¬ ing September 30, 1869, $169,870 93; total, $319,906 27. Disbursements of educational fund for fiscal ending September 30, 1869, $167,158 18, leaving in hands of the xmblic treasurer October 1, 1869, $152,748 09. The school law provides for grading the schools into high, grammar, and jirimary, and directs the text books to be used in each. To the list of studies jirescribed by the general assembly, the board of education has added algebra, physiology, philosoxihy, astronomy, chemistry, bookkeeping, elocution, and music (vocal.) SCHOOL-HOUSES. In the rexiort plans and drawings are given for the building of school-houses and the XHOxier arrangement and ventilation of school-rooms. The necessity of a larger State axiiiroxiriation is urged, by means of a capitation tax of $2 per head, that the 350,000 children of school age in the State may bo instructed. The report shows a con¬ siderable xiortion of the State school fund locked up in unavailable SAvamp lands, bank and other stocks. PENAL INSTITUTIONS. Since Howard sacrified his life in attemx>tiug the reform of these institutions, and Mrs. Foy’s gentle voice Avas heard in the cells of the vicious — those recex)tacles for crim¬ inals in England — a marked change has taken place in the preA^ailing ideas in regard to penal institutions. It is no longer simply to xmnish. It is no longer to satisfy jus¬ tice, but to reform the offender. In harmony this with the progressive spirit of the age, nnder the benign iniluences of Christianity. It axipears that the general assembly has hitherto made no provision by which the statistics of the county] prisons and alms-houses are required to be collected and re¬ turned to any officer of the State. There are 63 prisons reported as being in use in as many counties. Some have been burned and others not rexiorted. In these 63 x>risons there are: of white males, 62; of females, 5; of colored males, 266; of females, 18; total, 351. In addition to tliese there are in the Craven County prison 21 inmates; xiro- Xiortion of males and females, or of white and colored, not given. Whole number oJ those reported in the State under prison discipline, 372. The ages of these range from 10 to 70. POOR-HOUSES. Of these there are in the State 61, and one nearly finished. Whole number of in¬ mates at the present time, 1,026 ; of these 180 are able to work and 163 are helidess. 252 ANNUAL REPORT OF THE PENITENTIARY. It appears that the general assembly have at last undertaken the great work of es- rahlishing a penitentiary worthy of the confidence and support of the X)eople, but we are not informed as to how far the work has i)rogressed or what ifians of reform have been adojded. 1>EAB0DY FUND. The agents of the Peabody Fund have been delaying ofiters of aid to the schools throughout the State until the establishment of the free schools required by law, as nearly as the funds will x)ermit, intending to afford such aid as appears necessary. The city of Wilmington, which last year raised more than $7,000 by voluntary con¬ tributions for free schools, is aided to the amount of $1,500. To the city of Newbern $1,000 is offered, conditionally. Newport is to receive $300 upon conditions, which are carried out. In Charlotte the fund affords aid of $300 for 100 xmj^ils. Little River Academy, free in all the English studies, received $300 a year; also the town of Smith- ville. For Hillsborough, $500 has been i)laced at the discretion of Goveimor Graham. Offered to Salisbury aud Thomasville, $300. Raleigh and other to’‘'-'ns have been offered aid, but have not yet fulfilled conditions. WILMINGTON. In response to our circular, a letter dated OctoLei 2b, 187), has just come to hand from the county examiner and city superinteudent of schools at Wilmington, Miss Amy M. Bradley, from which letter the following information is extracted : “ The free schools of Wilmington are not supx)orted by the city, but are mission schools, and have been in oi^eratiou since January 9, 1867. The first school was ox)ened by me, under the auspices of the Soldiers’ Memorial Society of Boston, Massachusetts, aud the American Unitarian Association, and the work has been continued to the present time by the same societies, with additional assistance during the last two years from the Peabody educational fund, through its agent. Rev. B. Sears, D. D. Be¬ ginning with three j^upils, before the close of the year the number had increased to 157, necessitating additional buildings and teacho^s. The second year the x)upils num¬ bered 188. The work grew so rapidly on my hands that I was obliged to erect a ne^v building, which wns called the Hemenway school, in honor of one of the lady x^atrons of the work in Boston. At that time I resigned my x^osition as teacher, and was axi- ijointed by our society sux^erintendent. Seven teachers were emxiloyed during the third term, ending June 30, 1869, and 430 children were instructed. The fourth term, aud last year of which you wish a rex^ort, commenced in October 1869, aud closed in June 1870. Another room was added to the old building for a normal division, and the school divided into four grades — normal, grammar, intermediate, and xnnmary, with four teachers, and an aggregate attendance of 271 x)nx>iis during the year. The Hem¬ enway school, with 150 chairs, has 176 x^upRs aud three teachers, aggregating 447 scholars, and 7 teachers, all women. “The entire cost of the mission, from its beginning, January 9, 1867, to the close of the fourth scholastic year, June 30, 1870, including buildings, salaries, &e., is $15,288 80, of which $3,000 Avere received from the Peabody fund, the remainder from the tAvo so¬ cieties mentioned, with aid from the churches and friends of the mission. “ Just before the term closed in June last, I Avas appointed county examiner for New Hanover County, Avhich xdaces me in a x^osition to aid in establishing schools through¬ out the county as soon as money is raised for that xmrpose.” OHIO. The annual rex^ort of the commissioner of common schools, Hon. W. D. Henkle, for the year ending August 31, 1869, gi\ms the following : - - - CD CD f i CD e? ^ ^ Increuse for the year. Number of AA'hite youth in the State . 1, 004, 658 10, 842 Number of colored youth in the State . 24, 219 3G8 Total number of youth in the State . 1, 028, 877 11, 210 Total number of x>upils enrolled . 740, 382 8, 610 In high schools : boys, 5,665 ; girls, 6,481 ; total . 12,146 188 In German and English schools: boys, 3,366; girls, 3,143 ; total . 6,509 1,193 In colored schools : boys, 5,162 ; girls, 4,913 ; total . 10, 075 Decrease for the year : boys, 247 ; girls, 82 ; total . 329 In sub-district schools : boys, 283,141 ; girls, 250,039 ; total . . 533, 240 Decrease for the year . 10,270 COMMISSIONER OF EDUCATION. In separate district schools, ungraded . In separate district schools, graded . Number of teachers necessary to supply schools . Number of different teachers employed during the year . Number of different gentlemen teachers employed during the year . Number of different lady teachers employed daring the year. Decrease . Average wages of gentlemen teachers in all the schools . Average wages of lady teachers in all the schools . Whole number of schools . Whole number of colored schools . Average number of weeks schools were kept . Number of volumes in libraries . Value of school apparatus . Total school expenses for the year, iu eluding sites, build¬ ings, &c . $6, 614, 816 50 In some of the rural districts of the State it is found to be impossible for the boards of education to sustain the schools the time required by law, even when the full local levy permitted by law is made. The difficulty arises from the sparseness of the population, and the small amount of taxable x^roperty iu these districts. The number of districts In which teachers “ iDoarded round,” (2,025,) shows a de¬ crease for the year of 313 ; the decrease of the same item the xu'evious year was 243. The total number of schools in the State shows a decrease of 69 over the x^i'evious year, a fact which only indicates a healthful tendency toward a much-needed consoli¬ dation and thorough grading of the schools. To the present system of townshix) boards and local directors grave objections are reported. A large prox^ortion of the legal questions arising in the operation of the school law grow out of the conflict of local directors with townshix) boards. There is scarcely a day that the State commissioner is not called upon to decide such questions. It is believed that the x)resent mongrel system should give place to the x)urely town¬ shix) system, iu which all the schools of a townshix) should be under the exclusive con¬ trol of a board of education, chosen by the electors of the townshix). In this case, the system would conform to that which has been adox)ted in most of the towns of the State with such satisfactory results. The exx)erience of other States iu which the purely townshix) system has been tried, demonstrates its sux)eriority to the district system. 253 Increase for the year. 221 53 2, 1.58 51 14, 182 112 21,626 34 9, 171 317 12, 455 283 $55 63 $0 51 $33 26 $0 60 11,714 204 15 30. 19 2. 38 i58, 371 LOO, 302 $9, 053 teachers’ institutes. The influence of Avell-conducted teachers’ institutes can scarcely be estimated in dollars and cents. It is gratifying to know that more institutes were held in the State last year than in any xirecediug year. The character of the instruction given iu these institutes is gradually imx)roviug. Many teachers, and esx)ecially young teachers, are aroused to new energy by the instruction and encouragement given by the institute lecturers. There has been, within the last year, an increased educational activity iu the State The number of x)ersons in attendance at the twenty-first annual meeting of the Ohio teachers’ association, held in Cleveland in July last, was greater than at any x)reAuous meeting. An association auxiliary to the State association has recently been organ¬ ized under the name of the Northeastern Ohio teachers’ association ; a similar asso¬ ciation has likewise been organized for Central Ohio. In the last school year the as¬ sociation of city and town superintendents held two meetings, and the association of college x)residents and professors, one. The number of teachers’ institutes has largely increased, as well as the amount of money invested in the building of school-houses. It is believed that the appropriations for education in Ohio are as liberal as in any other State of the Union. The x)roportion of children groAving ux) in entire ignorance of the elements of school education has greatly diminished. In many parts of the State it AA'ould be difficult to find a native-born child fifteen years of age unable to read. DEAIAND EOR SUPERVISION. The demand for county supciwision of schools is on the increase. The resolutions passed by educational associations and by numerous teachers’ institutes, and the assent to these resolutions of the intelligent friends of education, clearly indicate that some¬ thing more is needed to infuse new life into the schools, esx)ecially those of the rural districts. The beneficial effect of supervision on the schools in cities and towns has demonstrated the fact that judicious supervision is ax)owerful educational agency, 254 ANNUAL REPORT OP THE IIIGIIEK INSTITUTIONS OF LEARNING. It is impossible in the limits of this report to give an extended account of each college and university in Ohio. The superintendent’s report embraces statistical in¬ formation respecting institutions of learning not connected -vrith the State — colleges, seminaries, and normal academies, to the number ot 84 — a condensed statement of which is as follows : NORMAL SCHOOLS AND ACADEMIES. Total number, 33. Students preparing to teach — ladies, 336 ; gentlemen, 680 — 1,068. Preparing to enter college — ladies, 29; gentlemen, 153 — 182. Number who teach at intervals, to provide means for continuing in attendance — ladies, 258; gentlemen, 451 — 709. The number of graduates for 1869 has been 42; the total number of graduates 299. The total estimated value of buildings and grounds belonging to these schools is $350,000 ; of apparatus, $10,000. The niunber of volumes in libraries, 6,857. COLLEGES .iND UNIVERSITIES. In number, 26. Graduates for 1869, 283. Total number of graduates, 4,843. Attend¬ ance for the year — ladies, 1,372 ; gentlemen, 4,360 — 5,732. Number of professors, 167 ; tutors, 57. Total aggregate amount of endowment funds, $1,830,633. Increase for the year, $110,175. Total estimated value of buildings and grounds, $2,011,000; of appa¬ ratus, $79,789. YOUNG ladies’ SEMINARIES. In number, 28. Aggregate attendance, 2,866 ; average attendance, 684. Graduated 1869, 183. Total numb^er of graduates, 2,528. Number preparing to teach, 161. Granted free tuition, 77. Aggregate number of volumes in libraries, 18,377. THE BIBLE IN SCHOOLS. In regard to the recent agitation of this question in Cincinnati, the superintendent gives the following account : “ I deem it proper to include in this report a reference to a legal question which has arisen in consequence of two resolutions passed by the Cincinnati board of education, excluding from the public schools of the city the reading of the Bible and religious books. The resolutions referred to are as follows : “ ‘ Eesolved, That religious instruction and the reading of religious books, including the Holy Bible, are prohibited in the common schools of Cincinnati, it being the true object and intent of this rule to allow the children of the parents of all sects and opinions in matters of faith and worship to enjoy alike the benefit of the common school fund. “ ‘ Eesolved, That so much of the regulations on the course of study and text-books in the intermediate and district schools (page 213 annual report) as reads as follows : The opening exercises in every department shall commence by reading a iiortion of the Bible by or under the direction of the teacher, and approi)riate singing by tne pupils,” be repealed.’ The remaining part of the regulation referred to, not formally repealed, is as fol¬ lows : “ ‘ The pupils of the common schools may read such version of the Sacred Scriptures as their parents or guardians may j)refer, provided that such preference of any version, except the one now in use, (King James’s version, as published by the American Bible Society,) be communicated by the parents and guardians to the principal teachers, and that no notes or marginal readings be allowed in the schools, or comments made by the teachers on the text of any version that is or may be introduced.’ “The resolutions quoted above were jiassed at a regular meeting of the board of education, November 1, 1869, by a vote of 22 to 14. “ On the 2d of November, 37 prominent citizens, on behalf of themselves and many others, citizens and tax-payers of Cincinnati, applied to the superior court of Cincin¬ nati for a restraining order against the board of education. A temi^orary restraimug order was granted, and Thnrsday, November 4, at 10 o’clock, was set for the time that the defendants should show cause why such application should not be granted perma¬ nently. By consent, the time was changed to November 7, and the temporary injunc¬ tion continued. When the time arrived, the court, by consent of all iiarties, assigned the case for hearing before the full bench, November 30. “The name of the president of the board, H. L.Wehmer, appears in the case as a de¬ fendant. The regulation repealed in the second resolution was adopted in 1852 by the board of trustees and visitors of common schools, the former title of the board of edu¬ cation. “ When the case came up for hearing, W. M. Eamsey, J. B. Stallo, Geo. Hoadley, Geo. R. Sage, Stanley Matthews, and Rufus King, in succession, addressed the court — Stallo, Hoadley, and Matthews speaking in behalf of the board of education. COMMISSIONER OF EDUCATION. 255 “ On Wednesday, February 15, 1870, the court, in general term, gave their opinions, those of Judges Hagans and Storer for making the injunction perpetual, and that of Judge Taft against the injnnction. On February 18, 1870, judgment was rendered against the defendants, and their motion for a new trial overruled. ‘ The defendants excepted to said overruling and to said judgment, and tendered their bill of excep¬ tions in that behalf,’ which was accordingly allowed, signed, and ordered to be filed as part of the record. “ On March 1, 1870, the case came before the snjireme court of Oliio, at Columbus, on a petition in error, and the hearing was set for December C, 1870. “ The proceedings in the case before the superior court have been published in an octavo volume of 420 iiages, by Robert Clarke & Co., Cincinnati.* This volume is, I believe, to be submitted to the supreme court instead of any further argument by the counsel. “ A bill comprehending the vicAvs of the first resolution of the Cincinnati board of education Avas, some time ago, introduced into the house of representatiAms by IMr. Ward, of Hamilton County. Shortly after a joint resolution Avas offered by Mr. "Hub¬ bard, of Cuyahoga County, affirming that, while it is unwise to forbid the reading of the Billie, the singing of religious hymns, or prayer, in the public schools, it is also unwise to compel such exercises, and that in each district the subject should be left to a Amte, proA'ided these exercises shall not be excluded by the school authorities, Avith- out a written request of a majority of the electors of the district. “ These moAmments resulted in the preparation in the school department of the fol¬ lowing bill, AAdiich was submitted to a number of the prominent educational men of the State, who favmr both the Bible and the noble principle of religious toleration which is embodied in our State constitution, as well as to some persons Avho are op¬ posed to the use of the Bible in the public schools, and receiAmd, in the main, their in¬ dorsement. This bill is only a formal statement of Avhat has always been the public opinion of the great mass of the people of Ohio in reference to religious exercises in jhe public schools : ‘ A bill to regulate religious exercises in the imblic schools of Ohio. “ ‘Section 1. Be it enacted hij the fieneral assemhly of the State of Ohio, That it shall bo unlawful for any board of education or local school directors in this State either to en¬ join or prevent, directly or indirectly, the reading of the Bible, the singing of religious hymns, or j)rayer, in any school under their charge ; but the priA^ilege is herebj"^ ex¬ pressly granted to any teacher in any public school to dcA^ote a portion of time, not to exceed fifteen minutes each day, before or after the regular secular exercises of the school, in such non-sectarian religious exercises as he or she may deem proper: Provided, That no pu]iil shall be required to be present at such exercises whose jiarent or guardian desires such pupil to be excused : And provided further, That the exercises shall be at the latter time aforesaid, when the parent or guardian of any pupil claims that the deten¬ tion of such pupil until after the religious exercises in the morning is an incouA'enience. “ ‘ Section 2. This act to take effect on its passage.’ “ It was the understanding that, if Mr. Hubbard’s resolution Avas called uj) for further action, he would move the substitution of the aboAm bill for it. No further action has been taken up to this date — April 7, 1870.” CINCINNATI. The report of the president of the board of education, lion. Francis Perry, for the school year ending June 30, 1869, begins with the statement that “ the year 1868-’69 has been in every way one of the most prosperous in our school history. The reports of the superintendent, with their accompanying tables of carefully prepared statistics, and the reports of the different committees, will gi\m our citizens full information in regard to A\diat has been accomplished in the v'arious schools. “The teachers of the schools liaAm been earnest and faithful in the discharge of their responsible duties, and liaAm, in general, manifested a commendable spirit of xirofessional Xirogress. “Three elegant and commodious new school buildings, tAvo of which will be finished early in the coming school year, and the other before its close, Avill add largely to our Xiresent school accommodations. “TJie year has also been distinguished by the establishment in the eighth district of an institution, the want of which has long been felt by those of our citizens most in¬ terested in the x>i'oi^er education of youth — the Cincinnati normal school. The con¬ duct of the school, under the direction of its accomxilished x^rincixial, and the training of teachers therein, kave fully met our most sanguine exxiectations. This school can¬ not fail in the future, Avith a Avise management, to exert a xmwerful and beneficial effect in improAung methods of instruction in all grades of our schools. If anything is Aveli settled in educational matters, it is the necessity of a special training to lit teachers for their vocation. 256 ANNUAL REPORT OF THE “The plan adopted by the board, of dismissing the schools at stated intervals to per¬ mit the teachers of the lower grades to take special lessons in drawing and phonic reading, has, it is believed, sufficiently prepared those teachers to instruct in the ele¬ ments of both sucessfully.” nEPOIlT OF THE CITY SUPEEIXTEXDENT OF CIXCIXXATI. The annual report of the city superintendent, the Hon. John Hancock, gives full statistical information regarding the schools, from vrhich the following is extracted : Estimated population of the city . 225,000 Number of white youth in city, between live and twenty-one years of age _ 96,155 Number of colored youth in city, between live and twenty-one years of age _ 4,067 Number of different pupils registered during the year . 24,828 Number of schools : high, 2 ; intermediate, 2 ; district, 19 . 2 J Average number of jtupils belonging . 19,591 Average daily number in attendance . . . 18,637 Per cent, of daily attendance on whole number registered . 71.04 Total expenditures for school ijurposes . 8680,011 37 Total expenditures for salaries of teachers . 336,536 22 “ The general average of pupils to the teacher, in the district school, is 50.3 ; in tlie intermediate, 48.9. The reported number of cases of tardiness in the district and in¬ termediate schools for the last four months was 52,388, or an average of over 13,000 cases per month. At the same rate, the number of cases for the year would amount to 130,000. Large as this reported number is, I have every reason to believe the actu.al number wmuld verj^ considerably exceed it. “The phonic method has now been very generally adopted in the schools as the basis of instruction in reading in the lower grades. “ Since the beginning of the present school year, the department of drawing has been throughly reorganized. The superintendent of drawing gives regulaa* lessons two days in the week, and devotes the remainder of his time to supervision. “ The three lower grades are taught by the regular teachers, who are themselves taught by Mr. Forbriger — the schools of each grade, in accordance wuth a resolution of the board, being dismissed once a month, on Friday afternoon, at recess, to permit the teachers to gather at some convenient school-house for the inirpose of receiving such instruction. “ With this course of dravring in our public schools, the excellent and long-established school of design of the Ohio Mechanics’ Institute, and the new school of the same kind, under the direction of the trustees of the Mc]\licken Fund, we shall be able to afford such facilities for the development of the artistic talent in our community as are now possessed by no other city in the country. “In accordance with a resolution of the board, directing the establishment of night schools, eight Avere o^iened, auz : seA^en district and one high school. There are now 1,289 in nightly attendance. The number enrolled Avas 1,555, of AAffiom 202 w^ere girls. The number of teachers employed is 36. Eight of these teachers recewe .$50 per month, and the remainder $45. The interest and earnestness of the pupils, if Ave except some of the classes of the smaller boys, are Amry gratifying ; and among the Germans attend¬ ing for the purpose of studying English, some 270 in number, they are truly admirable. NOKAIAL SCHOOL. “It had been the design of the committee on normal school, with the concuiTence of the board, to open this school about the beginning of February last. But, notwithstanding a Augorous correspondence, looking to the selection of a principal for the school, Avas carried on in Avarious cpiarters, and that a A'isit East Avas made by a member of the com¬ mittee, with a like intent, it was found impossible to secure just the person for so re¬ sponsible a position in time. The committee was finally fortunate enough to engage Miss Sarah D. Dugane, a graduate of the OsAvego training school, and for four years connected Avith the normal and training school of Boston, for the place. Under her supervision the school was opened at the beginning of the present school year, one room in the eighth district school-house liaAung been set apart for the normal depart¬ ment, and two for the practice school. The latter is under the direction and instruc¬ tion of Miss Emily M. Merriam, also a graduate of the Oswego training school. The school embraces classes from the four lov/er grades of the eighth district school.’' COLUMBUS. From the report of the citj’- superintendent of schools, Hon. W. Mitchell, for the year 1868-69, the following is extracted : Number of children from five to twenty-one years of age . 8, 566 Number enrolled in i>ublic schools . . . 4, 936 COMMISSIONER OF EDUCATION. 257 Per cent, enrolled on enumeration . 57. G Average daily attendance . 3, GOO. 6 NTumber of boys enrolled . 2, 447 Number of girls enrolled . 2,489 Number of schools . GG Number of teachers . 87 Expenditures for school purposes . $101,119 37 There are five schools for colored children — two primary, two secondary, and one grammar school. From the table showing the number of children enumerated, and the number en¬ rolled in the schools at different ages, it appears that there are a larger number of chil¬ dren enumerated at the age of seven than at any other ; a larger number enrolled at the age of eight, and that at the age of thirteen the largest per cent, of those enumer¬ ated are enrolled in school. Four-fifths of all the children of the city, between the ages of seven and fifteen, have been, for a longer or shorter time during the year, enrolled in the public schools. Of those fifteen, sixteen, and seventeen years of age, one-third have received instruction some portion of the year. Estimating the number of children attending parochial and other private schools, it is believed that there remain in the city at least 2,130 who receive no school instruction. CLEVELAND. The thirty-third annual report of the board of education for the year 1869 includes a report of the president of the board, Hon. E. R. Perkins, and of the superintendent of instruction, Hon. Andrew J. Rickoff, which comiwise, among many other items of in¬ terest, the following : Increase for the year. Enumeration of youth . 27,524 1,701 Whole number registered . 11,151 997 Average number belonging . 76,947 634.9 Average daily attendance . 7, 222. 3 599. 1 Teachers employed : men, 14 ; women, 148 ; special, 3 . 162 5 Average daily attendance to each teacher . 44. 7 2. 25 Nunaber attending private schools : boys, 5G4 ; girls, 682 . 1, 246 Attending church schools : boys, 2,574 ; girls, 2,839 . : . 5, 413 Of all the children in this city at twelve years of age, little more than one-half were in school at all last year ; more than two-thirds of those at fourteen, and seven-eighths at sixteen, never darkened the school-house doors. By far the largest part of the youth reported as attending church institutions are enrolled in the Catholic schools; a part, in the schools attached to Protestant German churches. The most of those returned as in private schools go to German schools ; com¬ paratively few to the English. If all the school-going population of our city were in the public schools, our accom¬ modations would fall short of the demand; how far, we may judge by recurring to the fact that the greatest number we can possibly receive in all our school buildin'm is only 10,753. Total population, (United States census, June 1870,) 98,985. 258 ANNUAL REPORT OF THE List of school officers of Ohio. Hou. AV. D. Henkle, commissioner of common schools, Columbus- CITY SUrEELNTENDEXTS OR PRINCIPALS OF GRADED SCHOOLS. County. City or district. | 1 Superintendent. Adams . Manchester . W. D. Burbage. Allen . La Fayette . . . J. M. Baker. George Beck. Atliens . Athens . J. M. Goodspeed. A. B. Castle. Belmont . Bridgeport . Butler . Hamilton . E. Bishop. E, C. McClintock. Champaign. . . Urbana . . Clarke . . Springfield . . . J. F. Reinmund. Clermont . . Batavia . . G. W. Felter. Wilmington . . . . . . C. W. Pritchard. Columbiana . . Columbiana . Clara A. Haas. Crawford ... . . . Crestline . . D. I. Foust. A. J. Rickoff. Darke . . . . C. H. Newcombe. Delaware . . Delaware . J. S. Campbell. M. F. Cowdesy. G. W. Welsh. Eri e . Fairfield . Lancaster . . Franklin . . . Columbus . William Mitchell. Gallia . . . Gallipolis . . H. J. Caldwell. Geauga. . . . Parkman . R. Burton. C. B. Palmer. Guernsey . Washington .. .. _ . _ J. J. Burns. Hamilton . Cincinnati . John Hancock. Hancock _ _ _ _ _ _ Findlay . . . . E. Miller. Hardin . Kenton . W. H. H. Avery. Henry . . . Napoleon . J. H. Loomis. • TTicrlilaTirl . Greenfield _ _ .. C. W. Cole. Hockiiif'’ . Logan . J. C. Mitchell. Holmes . . Millersburg . . A. S. Millholland. Huron . Bellevue . . . . . . J. B. Loveland. Jackson . Jackson . . . . . C. S. Smart. Jefibrson . Steubenville . J. Buchanan. Knox . Mt. Vernon . R. B. Marsh. Lake . Painesville . T. W. Harvey. Lawrence . . Hanging Rock . . H. M. Adams. Licking . Newark . G. W. Wallau'. Logan . Bellefontaine . J. Shaw. Logan . Quincy . J. S. Mason. Lorain _ . . . Oberlin . S. Sedgwick. Lucas . Toledo . - . D. F. DeWolf. Madison .... London . W. M. McClintock. Mahoning . ^ . Youngstown . P. T. Caldwell. Marion.. .. Marion . Mrs. Cuscaden . Medina . Medina... . S. G. Barnard. Afeia^a .. .. Pomeroy . A. Whitman. Mercer . Celiua. . . S. F. De Ford. Miami . Piqua . W. Richardson. ^liami . Troy . A. J. Thomx>son. L. 0. Foose. Montgomery. _ _ _ Miamisbui’o’ . . . . Morgan . McConnollsville . . T. M. Stevenson. Morrow . Chesterville . . . P. M. Moore. Muskingum . West Zaiiesville . D. Harris. Noble . . . Middleburg . W. H. Piggott. J. Jenney. H. S. Doubleday. C. S. Smart. Ottawa . . . . Elmore . . Perry . Somerset . Pickaway . Circieville . Pike . Piketon . W. P. Eastman. Portao'C . Ravenna . W. V. Hussey. C. C. Featherling. G. W. Gates. Preble . . Lewisburg . Preble . New Paris . . . COMMISSIONER OF EDUCATION. 259 School officers of Ohio — Oontiuiied. County. City or district. j Superintendent. Calloday . A. Z. Thomas. H. P. Barnes. Richland . Belleyilie . Ross . Chillicothe . . G. H. Brenneman. Sandusky . Clyde . S. Motley. John Bolton. Scioto . . Portsmouth . Seneca . Tiffin . Shelby . Sydney . W. C. Catliu. Stark . Alliance . AV. H. Dressier. Stark . Marlboro . F. S. Campbell. A. C. Robertson. Stark . Wilmot . . . Summit . Cuyahoga . . . . . V. P. Kline. Summit . Hudson . . . . - Hassford. Trumbull . Bloomlield . P. N. Haskell. Trumbull . W arrcn . . . . . W. H. Pitt. Tuscarawas . Doyer . . . W. HiU. Union . Marj^syille . . . F. Wood. Van Wert . Van Wert . George B. Lane. H. Bennett. Warren . Franklin . . Warren . Mainyille . N. Dwinnell. Warren . Morrow . J. C. IHnney. G. B. Gear. Washington . Marietta . Washington . NeAvport . M. C. Grimes. Wayne . . . Dalton . . . . W. H. Kidd. Wayne . Wooster . . . . . . . J. Brinkerhoof. Williams . . Bryan . . . . . . . J. J. Sadler. Wood . Portage . R. M. DonneUy. M. E. Williams. Wyandott . Neyada . . . . . . . Wyandott . Upper Sandusky . . . . . J. H, Myers. Statistical details of the numher of townships, separate districts, sxib-districts, and the mmher of (jraded and ungraded schools in Ohio, for 18Cj. 260 ANNUAL REPORT OF THE NUMBER OF SCUOOLS. 'po-iopo CO • ’ •ox Icocooto ■ I I i ’. ItO iocOCM i id ioco i i lit* 1 »tii •• I rH I tH » • « It •qsiiSngc pUR URIUJ^O^ ; ; j ; jcN ; CJ ^ j j CN j j j l 1 ! l l l l ^ ! ! ! i •q3iq.ioiRi:^uo3 ClCO.H'^r-5(?01 icOO'^ i i -dCir-fd i i i ' * ' * « 1 « ■ It t « « tit* 1 • I * 1 1 •papRiSaji O-^COlOr-ldCjT-^OIt^CiOCOCOdlOCOOtdCOOCiOOdOGOCOCiC^CC— di-*'^ci'^inLococ5iooo C,^Or-l^'^C>0-^T-iC50Cr5COC;COCOrHOCOa.-^GOCOGOOQOCOdC^CJOCOOC5COdC?50^ r-l r-i tH d r-l r-l tH -H r-l tM rH rH r-i r-l tH tH tH r-i r-l tH r-l rH ^ r-i rl rr rH r-» •JUTOP COt-LO^OiOO’^rH ioCO*^OC5'^'^rHOr-lC?OOCO'rJ^r-CO^r-T«LOCOrHOlQOTj-Orf'dC'l rH ^COrH r-irWrH. r-ldr-i rH d tHt-HtH rH'r-lr-lC^»^^ CO CO •a^Snig ^1C5l■1^f^^00f000>0^-"OC5C5^0n■'^^^-l0C^^-^'«^-C5L1|O0lCJ00C^'-^C30ff^^-rH.X)10|1^O T-100 0C'C''5a;;COClOOC'>t'>0£’C'<(»OC0 10C5CO«5iHt-OOC'}i10^C5MOOOOOCSC30i-i -udas JO ’ joqninj^ cot-'finmici'iococooioooGoc^coir-Qon-'i'ocjrot-Tj'nT-ic-.o^ifift’iyii-i-ii-ico •edtqs -imoj JO joqnin^ CJC^>oocrtr^''r^ Ci ^ ^ ^ Ql r-: r-^ r^"^CirS •OIGJ^ isiiSsgliglsISsiiilislisiiisissislisiiii Counties. Allen . Ashland . | Ashtabula . . Athens . Auglaize . Belmont . Brown . Butler . Carroll . C hampaign . Clarke . Clermont . . . Clinton.. . - . Columbiana . illlt Ai/iTe . Fairfield . Fayette . TTanklin . Fulton . Gallia . Geauga . Greene . Guernsey . Hamilton . 1 Hancock . Hardin . Harrison . Henry . Highland . Hocking . - . Holmes . Huron . COMMISSIONER OF EDUCATION. 2G3 Siatemcnt showuKj amount and sources of school moneys received in Ohio diiriny the year 18G9. 264 ANNUAL KEPORT OF THE COMMISSIONER OF EDUCATION. 265 1 3 ^-3 p I S i2 §8 o'3 £ p K I g p 3 sf? p‘S 3 3 1 p g KWp 3?:S3S3?.*sS^3S?;SS5333S§3^=:§$2SS3i32§3;;?2^^2g5J^3S of c-r rt- gISiiiS §SSS:553c3S2gi§33^322Sgg8g3^3?.Sg^88^333^S$:2K3K53§^?3§g§^a sSSSgii§iiiSig3ggli§eil“^-s53S|ggi3ili§iii§-g3giF:l _r_r^- cf r-r o gf rH to r^ rH O MCi-OOf^- ailiiliSSISsiiiiSigiilliliiiSiiiiiiisiigilSgSiSii s 3 s sf s s s s g g s s s s s g a p 3 s k ?: s '■'2 2 s s 2 s s 2 2 2 s § 22 s s s s 2 s s K gf 2 ; SPS£lg?3SSS2S$SGS2Sg3i3ggSPSgSS;2Sg22§g!SSgsg2SSgSS$S iiSiisgigiSagBBiisisigisiiiiiiiiiisigigiiiiiiiiiiis 1-H rH t-H Cl Oi rS nrfo-lcTc^Cl-f^Orr^r^Ql r^ ^ of ol r-^ rf :0 r^’' ^ rH Cf COOf^'^CfcO- gS§§3SgSSSg3ggSS2SSSP?s?g3S$S2g2S2Sa28SS§ggSS2SS35; iiiisIsliiiSsiisiiSsiSSsisiiisiiSisiilSigiliiSiisi 12 S ^'’'' *^"'3"' 2" cT § S" *" of 2" 3 ^ 3" 2" 2" 2" ^'' S" 2" Ih" °° S" S"'”'^"' 2" ^ °° 2" 3 § 1^ 2" ^ 3a?£23SgS3Sg§2522S§??3Sig§SS328SSgSgS5SSSgS§S§32S isSiiSgiiKgsSiiiiiiliigssiSsSsSiKsiillSpiiiisSiil 2 g 2 S s s '-‘g! S S' P"" 2 a S a-'s a-'" “ S 2 sf 3 "2 S 2 2s 2 2 2 s 2 2 s “s s' 2 s 2 s' i i i s *-3 >-: IIIP2 I mi 22222 slwwiufj the amount and objects of expenditure in Ohio for the year 18G9. 266 ANNUAL REPORT OF THE •698X *1 'XciaS pucq ao 90UBXBj£ SSiiiPsgSiSSliiiiSiisisiiiSisiiiiiSSiii |S“S-tfS¥S“SfS3SB'SS3Ss-S-2‘2“SSs‘S^^^^^^^ 3? . 5&I t; - O '(^.2 oil si ill iriS§rggliili5ig§igliPJJiiiiiiSSi^SSiSi r?S'lli-ifli3iiiiHi-8a" ^ coof^-' CO £ isi8sirJ.“”l°iilg rn~ of il I 03 ■ii 33 II ^L':rio"i^<>rc^cr od'rH irTo ^ aT-^ ^ c^ cd'r-i w wj SsiiiisisiissiiiSiiiiiaii2iiilAPlP.Pl Colored. 2 : li § s igsi 1, 334 00 1, 452 50 595 22 1, 209 93 842 40 375 01 993 30 4, .525 64 1 2, 181 15 1 :§§ i-i « S : 1, 444 40 185 00 German raid English. :§ ;l :§ :§8 ig ill :g : ;i i s 1 ss Si ss ili s I -T § :§^§2 : 1 isii i : rH- r^- : S ;8S s Ai Central or high. ssa ip 1, 410 00 1, 000 00 1, 754 25 2, 840 CO 1, 950 00 §§§ III 5, 316 00 1, 630 00 3, 040 00 16, 197 24 1, 500 00 gg IS ecT-r § i 0 SSggSS :gSSS88 siliis iSiSsSi C'f cf »i=»OObirHoi-odi^!WCOOO>rtlOMO^*' n c-" cT cf oi t-T fo" iff cf oS i> of t’"' cf ts" ■'jT m" oo o' n of of o' i'-" t-' of co* of SggSSSgSSSSKSSSSSSSSSSSSSSaSgggSfiSSSSlSSSgSSSSSSSS iiisgiiiSsSsiilisiisiiliiiiliiiigiSSiiiiiliisrigsil o ^ o t- cft;^ aoo5^^^t’Qogo''cfo® g ^ S ^ ® 2f2 2222 m'm 2 '^~2 ” 2 2 8 8" 3i?s;sgasss8s?3s?!sg§sf:s5ss§ssg§sss§s2!s§sss!si;ssssasa isiissiSiiisisilgiigSiiiSiiiliiiiiiSiiisiBiiisiii 3 S n s s 3 3 3 g g S 3 3 3 3 s a s 3 3 s 3 s s' 3 a 3 s 3 s 3 3 a' ? a 3 s s 3 3 3 3 s' 3 3 3 3 3 S :s ; issa ;8S i : :S88288 :8 : is igg ■2 : :S isgg i : : :88 :88 : : : : 2 !i i jili ill i 1 iSisiis ;2 i ii ill ig : is igsi i ! i iS2 ill i i i i g ^ I 1 t-H : : r-r -r Irf II 1 t-H : '. \^ : : : : : : : 8 :88 : 888 : : :28 : :8 : :8 :8 : : : : : iSiS? 5888 : 16 00 00 O il ii» t-TtsT Si lisiiii r-TrH- r-r :288888gl88888ia88 Cf:0'-*--COO'ofr.ro'ofrH-r-r,-r TfT :888 88 ii SgSSSggSSS g§8$g iiiSi r-TfO'-r-'ofrH- ifft-TcOiff g2gl82S?^2S23S8S282£;82S28S8S228S2g;§282882282388Sg^28 5 8 § 2'?^ 2 8 gf2 gfgf8 2'2 gf 3^2 2 S 8 8 8 8''2 8 2 8 8 8 8 2 2'8 2‘ 2 2' 8 gf gf2 ___ iilJlIi”™' 268 ANNUAL REPORT OF THE ( OREGON. Information furnished by educators in this State gives an encouraging picture of the progress of educational sentiment, the building of school-houses, and establishing schools in most of the local settlements of the State. Much regret is expressed that the legislature has, as yet, established no State board of education, or provided for the election of a State superintendent. Such being the case, no statistics can be furnished to show the condition of education. FEATURES OF THE SCHOOL LAW. The constitution of the State provides that the governor shall act as superintendent of public instruction, unless the legislature shall order otherwise. No powers seem to be given to him except that of appeal, in certain cases, from the county superintend¬ ents. The county superintendent to be elected for a term of two years, and to receive a salary of not less than $50 nor more than $500, as the county court shall order, his duties including a general supervision of school alfairs in the county. Districts are organized by the meeting of six or more electors, who shall elect three directors and a clerk, under whose management the schools are placed. They must have a school taught for at least three months of the year, which shall be free to all residents of the district. School must be kept six hours and a half daily. The proceeds of all lands and be¬ quests Avhich shall be granted to the State for educational x>urposes, shall be forever kept for that purpose, in addition to all money accruing to the State from escheat or forfeiture. The 500,000 acres which were granted to this State by Congress are devoted to school uses, and 5 per cent, of the net proceeds of the sales of public lands. These sources to make a consolidated fund, irreducible and separate, for the use of common schools. In addition, the county court shall levy a school tax of two mills on the dol¬ lar yearly, to be collected at the same time and in the sa.me manner as other taxes. FENNSYE VANIA. The annual rex^ort of the superintendent of common schools, Hon. J. P. Wicker- sham, presents the following facts for 1889 : Increase for the year. Number of school districts . . . Number of schools . Number of graded schools . Number of superintendents . Number of teachers . Average salaries of male teachers i)er month . Average salaries of female teachers x)er month . Average length of school term, ("months) . Number of pupils, (ineludiug Philadelphia) . Average number of pupils . Percentage of attendance upon the whole number reg¬ istered . Cost of tuition for the year . Total cost for tuition, building, &c., and contingencies. Total cost, including all expenses . Estimated value of school xmoperty . 1,971 53 13„ 936 270 2, 445 63 76 17, 142 $39 00 371 $30 52 6.04 815, 753 15, 238 548, 075 37, 971 .67 $3, 500, 704 26 $227,434 00 $6,893,111 67 $6, 986, 148 92 $785,610 16 $14, 045, 632 00 SCHOOL SYSTEM. Notwithstanding the school law of Pennsylvania was made general in 1848, at the beginning of the year 1867 there were twenty-four districts, in twelve different counties, that stubbornly refused to put schools in ox)eration under the system, and, as a conse¬ quence, were losing their annual State appropriations, and, in a great measure, depriv¬ ing about 6,000 children of the advantages of an education. Since that time, however, under the operation of the law of 1867, and urged by the superintendents of the counties, nearly all have adopted the system, according to law. Harmony district, in Beaver County, under the control of a society known as Econ¬ omites,’’ still refuses to adopt the system, but a good school is supported by the society. The school system may, therefore, be regarded as substantially universal, made so by the voluntary consent of the people. The political divisions of Pennsylvania are counties and townships. Following this division the school law, as it now stands, contemplates a supervision of the schools, by three classes of superintendents, eorresponding to these political divisions; first, for the State, second for the counties, and third for the townships. / I COMMISSIONER OF EDUCATION. 269 Tho present law, however, is regarded as objectionable with reference to the mode prescribed for the payment of the salaries of the county snporiiitendents, as a conse¬ quence of which great inequality in the salaries results, and great injustice to several counties, the salary of the superintendent in each county being fixed by the convention of directors for tho county. For example, tho county of Cameron, with a small terri¬ tory and twenty-five schools, pays the superintendent as large a salary as tho county of Bradford, with a territory three times as large and with nearly fifteen times as many schools. This defect in tho law leads the State superintendent to call the attention of the legislature to it. THE STATE SUPERINTENDENT is now appointed by tho governor, with the consent of the senate. It is recommended that he be elected by a pojmlar vote, and for a longer term than three years. COUNTY SUPEPvINTENDENTS have been appointed during the last sixteen years — since 1854 — and, wherever persons well qualified have filled the office, it has done great good and is popular. The work thus done cannot, it is believed, bo so well accomplished by any other agency. The law of 1867 prescribes certain conditions of eligibility for this office, and if these were made a little more stringent, it is thought some benefit might result. DIRECTORS. The present school system has always required the election in every school district (township) of the Commonw^ealth of a board of six directors, to whom are intrusted the establishment and regulation of the schools. They are to locate and build school- houses, levy and collect taxes, employ and dismiss teachers, grade the schools, fix the length of the term, prescribe text-books, and see that the system is faithfully carried out. Whatever is now done, therefore, to promote the interest of schools in a district is an exact measure of the advance made by public opinion in respect to education ; and it is thought that the policy is a good one, as a little done by the people themselves is better than more done by some extraneous agency. It is this very power of local self-government that has made us the nation we are. A board of directors can appoint its secretary district superintendent, and pay him a stated salary. Wherever this has been done it has proved so beneficial that it is thought the plan should be generally adopted, as no means are more likely to strengthen the directory or district board. CITY AND BOROUGH SUPERINTENDENTS. The law of 1867 provides for the election of superintendents of schools in cities and boroughs containing over 10,000 inhabitants. This would make a fourth class of super¬ intendents, and it is proposed now to make this law imperative. Twelve cities and boroughs have already adopted it voluntarily. TEACHERS. There are four grades of certificates now granted ,* and this is deemed necessary, as the profession of teaching is in a state of growth, and the several certificates simply mark the successive stages of that growth. Of tho 15,504 teachers in the schools of tho State, outside of the city of Philadelphia, in 1868-’69, 2,938 had never taught before, 2,723 had taught less than a year, and only 2,938 had taught more than five years. The certificate of the lowest grade is a mere license to begin to teach, and is limited to one year. The next higher grade is a certificate giving a license to teach in tho county where it is issued during the term of the siqierintendent granting it and for one year thereafter. This is granted to any good teacher who can pass an examination in orthography, reading, writing, arithmetic, geography, grammar, history of the United States, and the theory of teaching. About 1,267 teachers hold professional certificates. The permane?^^ certificate now granted is simply t'h.Q professional certificate indorsed by boards of directors and a committee of teachers. It is permanently good in the county where the holder resides, and for one year in any other county. Five hundred and twelve now hold this certificate, and they are undoubtedly the best teachers in the State. But this certificate is regarded as too narrow in its requirements, and it is not granted according to any standard approaching uniformity. The normal school board of examiners have power to grant State certificates, good everywhere in the State and unlimited as to time, to graduates of normal schools of two years’ standing who come before them fully recommended as good teachers by the proper officers. A similar certificate is given to practical teachers who pass tho prescribed examination. 270 ANNUAL KEPORT OF THE SCHOOL STUDIES. The branches now required in every district are spelling, reading, writing, grammar, arithmetic, geography, and history of the United States. These are believed to bo the basis of all knowledge. TEXT-BOOKS. The law now leaves the matter of selecting text-books in the hands of the boards of directors of the several districts. It is believed that the attempt to create State uni¬ formity would fail, and that, if secured, it would be a kind of school machinery that would not work smoothly, but would be liable to get out of order. The experiment of securing county uniformity was tried, and it failed. District uniformity has been in -a j good degree secured. Little remains to be desired respecting text-books, except to prevent those Ifequent changes that are so expensive to parents, annoying to teachers, and profitless to x)ui)ils. ATTENDANCE AT SCHOOL. The whole number of children attending school during the past year, as reported by the district school officers, was 81.5,753, and the average number was 548,675. The county superintendents of thirty-one counties estimate the number of xmpils in private schools of all kinds, in their respective counties, at 30,267. The whole number of such pupils in the State, between the ages of six and twenty-one, cannot be less than 85,000, although some of them may attend public schools a part of the time. Philadelphia had, in 1868, 20,534 children, between the ages of six and eighteen, that attended neither public nor j)rivate schools, and of whom nearly 11,000 were between the ages of six and twelve. From a recent school census of the city of Pittsburg, taken under the direction of the board of control, it appears that there are 20,617 per¬ sons in that, city between the ages of six and twenty-one; and of these, 8,478 attend public schools and 4,877 attend private schools. Of children over six years of age and under fifteen, it was found that 3,781, nearly one-fourth of the whole number of that age, attended no school whatever. From these facts, and from estimates made with some care in other cities and towns and in the coal regions, the number of children in the State that do not attend any kind of school, and are generally growing up in igno¬ rance, cannot be less than the number given last year, 75,000. The most of these neg¬ lected children are The children of foreigners, though there is a large number of the children of colored jieople scattered over the State, who, for some reason, remain away from the schools. Aggregating the whole, we have — Attending public schools . . 815, 753 Attending private schools . 85, 000 Not attending school . 75, 000 Whole number . 975,753 If the facts now stated even approximate the truth, our educational interests as a State are suffering from irregular attendance, truancy, and non-attendance. Almost every teacher and every school officer throughout the whole Commonwealth complains of these evils. If children have no parents or natural protectors able or willing to care for them, they should be placed in “ homes,’’ and properly cared for at the ijublic expense ; but if they become vagrants through the neglect of persons w^ho ought to care Ibr them, those responsible should be punished, if necessary, to the extent of line, imprisonment, or disfranchisement. The State cannot afford to wnnk at such a crime. Tlie structure of our Government is sucb that to tolerate it would be in the end to sanction national suicide. SCHOOL REVENUES. Tlie public schools cost the State the past year $8,986,148 92. Pennsylvania, unlike many of her sister States, has no general school fund, and the money to defray this great expense is derived almost wholly from taxation. The State appropriation last year, for all school purposes, amounted to $534,017, and the balance was raised by taxes levied and collected in the several districts. These taxes are complained of, in many localities, as exceedingly heavy, and such is the fact. Twenty-six mills on every dollar of valuation is not aii unusual school tax in certain localities, and it is easy to understand that the effect of such onerous ta-xation must be to cause the erection of poor school-houses, to shorten school terms, and lessen the salaries of teachers. Tlie tax is, of course, much heavier in poor than in wealthy counties ; as, for example, the average school tax in Potter Couuty is 22.68 mills on the dollar, and in Berks 8.23 mills ; in Camliria 18.39 mills, and in Delawaire 4.50 mills. COMMISSIONER OF EDUCATION. 271 The state superintendent says : “I am most heartily in favor of a largo increase of the State appropriation for the support of our common schools. It has been largely increased within the last three years, and I shall continue to cooperate most cheerfully with all efforts made to increase it to the largest amount the condition of the State finances can be made safely to admit. If made as largo as it should bo, it will bring tiae needed relief to the districts that are now so oppressively taxed, without introduc¬ ing a principle into the working of the system that would most assuredly, in the end, whatever appearances might indicate in the beginning, tend to weaken it in the affec¬ tions of the people and crij^ple its efficiency. “ In this connection it is proper to express the opinion that any division of our school fund, either of that appropriated by the State or of that raised by local taxation, and the use of a part of it for the support of schools established by particular individuals, parties, or sects, would be the vu’tual abandonment of the princix)le upon which our school system is founded, and prove, in the end, its complete destruction. No serious attempt in this direction has yet been made in Pennsylvania, but successes of the kind, gained elsewhere, may induce efforts to achieve success here ; and it may as well be understood now, as at any time, that any attempt to divert the State school moneys from their present broad x>urpose of benefiting all alike to a contemplated narrow one, of aiding in promoting the interests of some private party or sect, will be met with the most determined opposition. What cannot be done for all parties and all sects must not be done for any. As far as possible the common schools must be kept free from whatever is offensive to any good citizen.” HIGHER EDUCATION. ‘‘ Except in the matter of authorizing school directors to grade the schools, where they can be graded, our school law makes no provision for the encouragement of higher education. A district may tax itself to establish and support a high school, but the State lends it no helping hand in so doing. The approxiriation the State makes is wholly to support common schools, and the tax it compels districts to impose upon themselves is exclusively for the same purpose. All money used to promote the inter¬ ests of higher education is expended voluntarily by school officers, not in ojiposition to the law, but without there being in it any ex^iress comjiulsory stipulation to that effect.” teachers’ institutes. ‘‘ There was an institute held in every county of the Commonwealth, with an attend¬ ance of actual members of 11,381 ; an average attendance of actual members of 8,216 ; an attendance of honorary members of 1,936; an aggregate attendance of spectators, counting those present at some one session of each institute, of 28,230 ; an average at¬ tendance of spectators of 12,758. These institutes were instructed by 558 lecturers and 253 essayists, and cost the several counties $10,796 81, and the members $2,262 32.” NORJL4L SCHOOLS. “ The whole number of students who have attended the four State normal schools is 10,237, and the whole number w^ho have graduated is 321. These institutions had, during the past year, 76 xirofessors and teachers ; 4,178 students, of whom 481 were in the model schools; 7,560 volumes in their libraries; property of the estimated value of $302,273 78 ; to w''hich, if the estimated value of the xiroperty of the State normal school of the sixth district, $120,000, be added, the sum would be $422,273 78 ; an aggregate indebtedness of $111,275, an income of $128,070 37, and expenditures to the amount of $132,405 63.” COLLEGES. ‘‘ Collegiate privileges have been gTanted by the legislature of Pennsylvania to be¬ tween forty and fifty institutions of learning. Over thirty of these are believed to be still in existence, but a number of them are in such a condition of constitutional weak¬ ness or premature decay that they would scarcely claim for themselves the rank of a college. Apart from these dilapidated institutions, we have some twelve or fifteen live colleges. These institutions have graduated 5,105 students, of whom 198 graduated the Xiast year ; and they have now 2,901 students in attendance, instructed by 149 xirofes- sors. The volumes in their libraries amount to 97,938, and the value of their apparatus is $82,450. Their aggregate endowment, as reported, is $287,000, but it is known to be greater, though nothing like what is needed.” The State superintendent of common echools, Hon. J. P. Wickersham, has directed his special attention to securing, through the agency of the county suxierintendents, an increased interest in the general character of the schools throughout the State, and he has succeeded in awakening the attention of the local school officers and teachers to suc.i a degree that the system is now rapidly developing its good results in producing 272 ANNUAL REPORT OF THE a greater earnestness in the work of education, and in demanding a higher standard of qualification on the part of teachers, as well as greater uniformity in the courses of instruction, and a more thorough system of gradation from the lower to the higher schools. PHILADELPHIA. This city constitutes the first school district of Pennsylvania, whose educational affairs are managed by a board of school controllers. Since 1867 these officers must be residents of the respective wards, and they are appointed by the judiciary. The following are the school statistics for 1869 : Number of schools . . High and normal schools . . Grammar schools . Secondary schools . Primary schools . Unclassified schools . Male teachers . Female teachers . Average salaries of male teachers i)er mouth... Average salaries of female teachers x^er mouth Belonging to schools . Amount of salaries of teachers . Total amount exx)ended for schools . . Valuation of school property . . 380 2 55 108 182 33 80 1,435 $110 86 34 36 81, 283 $734,725 48 1, 139, 657 24 2,787,200 00 In his report to the board of controllers, January 1869, the president, Daniel Stein- metz, says, in relation to the salaries of male teachers of the grammar schools : “ The highest salary paid in a grammar school is $1,650, and for this is demanded an amount of talent which would command a much larger compensation in almost any other pro¬ fession. It is a mortifying reflection that the great city of Philadelphia compels her male teachers to give the best years of their lives to her service without adequate compensation, and, when age brings weakness and decay, permits them to be removed from position, to depend, it may be, upon the cold charity of the world for daily bread.” He says this is no fancy picture, “ at least one case of this description having occmTed within a month.” Referring to a new rule of the board prohibiting the pux^ils to take home their test- books, he remarks that it is the wisest adopted by the board. “ Under the old practice the teaching was done at home, to the annoyance and sometimes serious discomfort of the family circle, whilst the teacher’s duty was mainly to hear recitations. Now the teacher is required to teach during the sessions of the school as well as to hear recita¬ tions, restricting all study to school hours.” PUBLIC ENTERTAINMENTS BY GRAMMAR SCHOOLS. The x^resident, in his report, says : “ I sincerely regret being obliged to condemn this system. Whilst the object had in view is generally, if not always, commendable, the evils are too great to warrant the practice, even for good objects. The amoirnt of time and attention necessary to secure a creditable entertainment is so great that it cannot but seriously interfere with the studies of the school; and when to this is added the great annoyanee to friends and acquaintances from the pertinacious efforts to dispose of tickets, and when, most important of all, we consider the influence of public x^erform- ance, esx^ecially upon the youthful female mind, I think every judicious parent would be unwilling to expose his daughter to the evils possible to arise fi-om these perform¬ ances.” The president of the board of controllers of public schools, Hon. M. Hall Stanton, in his report, January, 1870, gives the following in relation to THE NIGHT SCHOOLS FOR ADULTS. The night schools for adults, opened under the direction of the board during the past year, at a very moderate exxiense, have been eminently successful, and ought now to be regarded as incorporated into our system. Twelve of these schools, containing an average nightly attendance of over 2,300 x^uxiils, in charge of some thirty-five or forty teachers, remained open during the fall and winter months, and it is conceded by all that much good has been effected through their instrumentality. The haxipy influence alone of these evening schools upon the order of a densely populated city cannot be over¬ estimated. Perhaps the most efficient of these schools, and that which excited the most general interest in the community, was the “night school for artisans,” at the Central High School. COMMISSIONER OF EDUCATION. 273 Tlie school remained opeu during a term of tAventy weeks, under the care of Professor George Inman Richd, principal, with Professors Hopper, Bartine, Kern, and Houston, of the high school faculty, and Professor Warrington, as assistants. COMPULSORY EDUCATION. It is estimated that upward of 20,000 children not attending any school, public, private, or parochial, are running the streets in idleness and vagabondism. That theso l)oor children should be provided for there can be but one opinion, but to enact a com- ]mlsory law for their education, without other essential provisions, would be idle and chimerical. That education is essential to the welfare of all classes, and a permanent source of blessing to all, is beyond dispute, but the mode of imparting such education to the class of poor unfortunates in question has not been suggested. Not unless we clothe these 20,000 cmidren, and place them, in point of appearance, on a level with those who now occupy almost every seat, can our public schools open their doors for these outcasts of society and render them the same facilities afforded to the better class now in attendance. This wretched class, who stand so much in need of our sympathy, and for whom education would be a means of reformation, are in part composed of street wander¬ ers, many of whom are often without a home, and with scarcely clothing enough to cover their nakedness. Without food, they beg and steal from actual necessity. When convicted of some petty offense and sent to prison, they find its discipline anything but a punishment, and on getting out seem to have no other thought than how to get back again. Our streets are filled with boys of this character, and the many petty thefts daily committed by them is an evidence of the inefficiency of our laws to correct the evil. Again, children of bad and drunken parents are allowed to run at large, to the detri¬ ment of society and their own demoralization. To compel drunken parents to perform a moral act is a thing impossible, and to impose a penalty for the non-performance of an act, in not sending their children to school, is simply absurd. A CITY SUPERINTENDENT NEEDED. With regard to the subject of a graded course of instruction for the grammar, second¬ ary, and primary schools, the jDresident of the board says : “Had the public schools of Philadelphia the very necessary and competent services of a city superintendent to inferpret, arrange, and execute our rules uiion this and other kindred matters of school government and discipline, how readily could these conflict¬ ing views bo harmonized, and all difficulties and diversity of sentiment among the teachers adjusted! Let us hope that the time is not far distant when councils will see the imperative necessity of making the appropriation necessary to secure the services of such an executive head for the public schools. Our duty is simply to legislate. We need a proper officer to execute the laws essential to the prosperity and unitj'^ of the system.” PITTSBURG. The first annual report of the superintendent of public schools of Pittsburg contains an account of the number and condition of the schools for the year ending Juno 1, 1869. From this it appears that the first school law was enacted in 1834, through the influ¬ ence of Thaddeus Stevens and others, and that Pittsburg availed itself of the pro¬ visions of this act in 1835, and “ opened a public school with five pupils, under the charge of G. F. Gilmore. Few parents could then be induced to send their children to what was commonly considered a pauper school.” From an enrollment of 5 in 1835 there has been an increase to 12,000 in 1869, with an average monthly enrollment of 8,337, and an average monthly attendance of 6,826 for the year. CLASSIFICATION AND STATISTICS. The schools are classified as primary, medium, grammar, and high. The high school has a four years’ course of study, and an advanced course, answering to a normal school, a diploma from which is equivalent to a professional certificate issued by the city superintendent. Number of children enrolled during the year . 12, 329 Average daily attendance . 7,129 Number of teachers . 204 Number of pupils per teacher . 43 Expended for teachers’ salaries . $121,537 46 18 E 274 ANNUAL REPORT OF THE Tables of statistical details of the schools of Pennsylvania for 1869. Hon. J. P. WiCKERSHAM, Superintendent common schools, Harrishiirg. COUNTY SUPERINTENDENTS. County, city, and borough. Adams . Allegheny . Allentown City . . . Altoona . Armstrong . Beaver . Bedford . Berks . Blair . Bradford . Bucks . Butler . Cambria . Cameron . Carbon . Centre . Chester . Chester City . Clarion . Clearfield, . Clinton . Columbia . Crawford . Cumberland . Dauphin . Delaware . Easton Borough. . . Elk . Erie . Erie City . Fayette . Forest . Franklin . Fulton . Greene . Harrisburg . Huntingdon . Indiana . Jefferson . Juniata . Lancaster . Lawrence . Lebanon . Lehigh . Luzerne . Lycomiug . McKean . Meadville City.... Mercer . Mifilin . Monroe . ilontgomery . Montour . Northampton . Northumberland .. Perry . Pike . Pittsburg City. . .. Potter . Name. J. Howard AVert . A. T. Douthett . R. K. Buehiie . John Miller . Samuel Murphy . . George M. Fields . Henry W. Fisher - David B. Brunner - John B. Holland . Austin A. Keeny . H. B. Eastburn . Samuel Glenn . Thomas J. Chax^mau-. JosexfiiB. Johnson - R. F. Hofford . R. M. Magee . George L. Maris . A. A. Meader . J.E. Woods . George W. Snyder - A. D. Rowe . Charles G. Barkley . . . H. D. Persons . William A. Lindsey .. D. H. E. La Ross . James W. Baker . AV. W. Cottiugham. .. Rirfus Lucore . C. C. Taylor . H. S. Jones . Charles AV. AVanee... S. F. Rohrer . Samuel Gel wicks . Hiram Winters . Thomas J. Teal . Daniel S. Burns . David F. Tussey. - _ J. T. Gibson . James A. Lowry . George AA^. Lloyd . David Evans . AVilliam N. Aiken - AVilliam G. Lehman . . E. J. Young . Horace Armstrong . . . John T. Reed . AVilliam J. Milliken.. AV. J. C. Hall . N. AV. Porter . John M. Bell . Jeremiah Fruttehey.. Abel Rambo . AVilliam Henry . AVilliam N.AValker... Saul Shipman . Lewis B. Kerr . John Layton . George J. Luckey _ J. AV. Allen . I Post office. No. of schools. Salary. Gettvsburg . 157 $800 00 Pittsburg . 513 2,000 00 Allentown . 44 1,200 00 Altoona . 18 750 00 Cochran’s Mills . 229 1,000 oO New Brighton . 170i 1,200 00 Bedford . 2004 1,000 00 Reading . 491 1,250 00 Newry . 145 1, 000 00 Le Raysville . 3674 1, 000 00 1,000 00 New Hope . 252^ Coultersville . . . 218i 1, 000 00 Ebeusburg . . . 175i 1, 000 00 Emx)orium . 25 1, 000 00 Lehigh ton . 111 1, 100 00 Rebersburg . 190 1,200 00 AA^est Chester . 335 1,200 00 Chester . 18 1, 300 00 600 00 Knox . 176i Clearfield . 1.53 1,200 00 Lock Haven . 113 800 00 Bloomsburg . 166 1,000 00 Cambridge Borough . . 363i 1,500 00 Carlisle . 195 1,000 00 Hnmmelstown . 229 1,000 00 Aledia . 103 1, 000 00 Easton . 37 1,500 00 Early . 43 600 00 Lundy’s Lane . 3001 1, 000 00 Erie . 31 1,800 00 Brownsville . 2161 800 00 Alariensville . 32 800 00 Ux^per Strasburg . 226 1, 200 00 McConnellsburg . 681 500 00 Rice’s Landing . 171 1, 000 00 Harrisbiu'g . 47 1,300 00 Alexandria . 1951 800 00 Indiana . 229 1,000 00 Puuxsutawny . 132 1,000 00 Thomx^sonto wn . 100 800 00 Lancaster . 513 1,700 00 Newcastle . 142 1, 000 00 1,200 00 Lebanon . 171 Allentown . 200 1,300 00 AAfilkesbarre . 4411 2, 000 00 Montoursville . 2081 1,500 00 Smetlix^ort . 701 800 00 Aleadville . 15 2,000 00 Shai’x^ville Furnace. . . 2641 1, 000 00 800 00 Reedsville . 97 Stroudsburg . 125 600 00 Trappe . . - - - 268 1,200 00 Pottsgrove, Northum¬ berland County. 71 800 00 Bethlehem . 193-1 1, 000 00 Sunbury . 160 1, 000 00 500 00 Landisburg . 160 Dingnian’s Ferry . 51 600 00 Pittsburg . 116 2,500 00 Coudersport . j 114 1, 000 00 COMMISSIONER OF EDUCATION. 275 Table of statistical details^ &c. — Continued. County, city, and borough. Name. Post office. No. of schools. Pottsville Borough Benj. F. Patterson - Pottsville . 32 .Tesse Newliu . Port Carbon . 342 Joseph Roney . Scranton . 25 Snyder _ _ William Moyer . Freeburg . . . 100 Somerset _ _ - W.H. Banner . Somerset- . . . 1944- 60 Sullivan . . John W. Martin . Dushore . Susquehanna . Tioara . . William C.Tilden.... Forest Lake . 2724- Elias Horton, jr . Knoxville . . 2444- 82 2004 168 TTnimi n V Cnnflv T ro' Venanf'o . Charles H. Dale . Franklin _ _ _ _ Warren . W. M. Lindsey . Warren . . Washington . William G. Fee . Canonsburg _ _ _ _ 28H 201 Wayne . D. G. Allen . Prompton . . . Westmoreland . . . . Henry M. Jones . Salem Cross Roads .... 299f Williamsport City. Wvominar . A. R. Horne . C. R. Lane . Williamsport . Tunkhannock . . 31 89 York . Stephen G. Boyd. . . York . . . 355i Salary. 1,500 00 2, 000 00 1, 800 00 500 00 600 00 800 00 1,000 CO 1,250 00 800 00 1,500 00 1,000 00 1, 000, 00 1,000 00 800 00 700 00 500 00 1,500 00 Staten'Mu t showintj tlic coiuUtloii and worli iiuj of the sijsieni of schools i)i Peiinsjjh'ania as cxhioiled h\j Ihe u‘po)ts. 276 ANNUAL REPORT OF THE -ji 2 o •jHOSOJd feMopoJtp JO aaquiux •ppit suoTjinnmuxo oipiiul jo .xoqranj^ ; -pBO.i SI oiqtq oq) qaiq.VL ui .loqum sj; x~OC'-tOC^ r-H O 00 O tH rH T-( (Tl (M r-< r^THtDoror-C'^orPOC^-t^O' ooc5'rr*roLOOC^toi-T— it^o- lO "T I"* J rH T-t T-t CO C? — r- Lo o lo i-o o Ci VO O o lO Ol lO 1-1 cc O CO ^ CO O O ' iGOOr-li— I' -« O O VO VO ^ o ct ^ Oi ^5 ^ r-t ^ O O 40 Ci CQ rf'Or^CiOfOvOrHCO O o VO CO CO 00 tM '^OOOOlvOT-i^ a gw C3 .. 2 o 5 S S'tJc'S S ® gi- ^.2rS3 p c3p M rt p s s p r^rarH^s'^-rH-Q j- n 030«t-000!OrH^cc^|c;sx-2S§cxc^cxc;wwc; lastoi COMMISSIONP^R OF EDUCATION. 277 S22SS5S!a3 p 20 124 32 13C 32 221 37 134 Si2“l2siS2 : § o' 152 32 170 41 201 43 153 141 241 117 73 359 147 100 163 423 128 54 255 90 95 278 59 104 2 134 25 191 29 33 339 27 85 174 siS!iii£P«g c" 31 80 32 183 41 202 40 105 |£ggS§S|Si3§5S2?,S2;5g§S^|22 :|^-S i ■St ■ ;r-( CU . ;QOg^C» CO . c- CO ■ ; g 1 i-H 1 1 oi ; ^ ; ; i 23 20 17 5 152 30 48 42 139 19 2 GO 23 8 74 29 37 39 16 1 1 29 168 26 11 20 S sf 199 234 130 101 520 147 174 210 445 205 71 I c? fl 1 101 0 06 20 190 50 108 132 200 94 38 307 121 100 70 237 28 gS3|-Sg|2?? S'^ ;§S|S|s§i| M ;t “* S * • '^ • . 0-CCCO--TH''- : : : : :"" :^ : : : : : : : ;§53 : . g :3 •WlO ;MO « ; ; ;000 : ;§ ;-35 :S j : i’-g” ”3 iCeSS ;g ; 1 r-T i;3 ; ; : ; ^ • It! 1-H • I 1— 1 J • Ci i-H • ^ 1 J ;;;; ;(M ;;;;;;;; ;' 55 i‘ ?;2?|J^gSg||82 178 17 GO 227 2 111 102 47 26 33 1 6 103 8 22 65 189 51 56 140 99 163 17 239 1 200 i o' ;^.,0 : ; « ; CM .-O ; O rO CB TP o :^|oc.^cc»;qao ; o ^ o ; 0,^ I 1 :£23222| :S| i ;^^£SK |g|S£5|?i :jss :g :§ i§gS”o§2g|2|’^$| I ‘O . CO :?5^S2?5 o r . ^ ^ ro 2 '3< o Ci T3 M i - ■ « 1.0 O C5 TP ^^COCOCO^lOe-CCOOQO — CO— (ClOCM^TP-pCOClj-lfl^ '*^2 1 CO ; :'^S52 S • o ■ ^ in oz • CO *oz T-Icoogi-Igl?^co • • ItHO I jcT-i ; ;.; ; | |C0TPr-l |0 I -r 1 30 6 85 145 1 24 l-Tpro^l^-OCIO® ; ^22??gl332 :gi 1 1 cf 1" e-' 35 237 1 50 41 17 40 105 §Sg‘-^SfoK2§2| :| 41 274 7 186 46 199 07 107 g?||S?|g3SpSi2 3£||j3S|2!iJg?|'^|'^g|S§|§S|g|£2g3 Elk . Erie . ijjne oity . Eayette . Forest . Franklin . Fulton . Greene . Huntingdon . Indiana . Jeft'enson . Juniata . Lancaster . Lawrence . Lebanon . Leliigh . Luzerne . Lycoming . McKean . Meadville Oitv. . . . Mercer . . . Mifflin . Monroe . Montgomery . Montour . Northampton . Northumberland . Perry . Pike . Pittsburg City . . . Potter . Pottsville Borough Schuylkill . Scranton City - Snyder . '. . Somerset . :iii!ifili!i ^ Statement showing the condition of schools in Pennsglvania^ fc, — Continued. 278 ANNUAL REPORT OF THE “5 c o 5 ’J2 s :: •paioidoia jo joquiuyr • • • •t- OJ 00 ^ CO • CO ^ CO ^ r-t rj< . Ol CO • rH -H Ol CM 1- O • 01 O • ^ 01 rH Ol rH • LO » •spoqos qong jfq ejidud luojj paATOOOJ: junouiu pojmupsa; • O 1.0 • (7< 1.0 O O . O i.O . OL) CO O O . O LO . CN O iiO . ^ 'O • cb O GO . . CO O • • LO o • . rH LO • • TT . 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T-J r-i .-1 • • (M • I-H rH ri ■ CM i--:4 «Hi NfXNW rt.*t Cl Cl rH d rH —• Cl rH H5:H05ry?5--03O wtO-'CO dcidd .d .r-icicod d Cl d S^ci Cl d • c?cf • c?d ?H*d ^h'ci d c^d cfd ci CT- • ■ CO • ■ ■ • COrHdOX ■ - -Cldd rne-dOXCO -d . LO ■ JO d • • o -CO * Cl rH . . . rH • i • CO CO d *0 rH LO LO • Cl r-- 1-H X CO • CO ‘CO • O O CJ • rH lO • • t- d Cl O -H . CO CO rH d • JO LO X d CO d rH . . d CO • CO rH • d rH -H X CO CO • CO rH . rH • rH r- Ci • CO CO d • • • LO • • O *sO I-* rH O X r-. O rH rH LO rH ^ CC rH LO CO rH r- d CO Cl X Cl • CO Cl o »o • ci co rH co o — * ci to lO o ci -r • lo . rH CO • rH Xd • CO -H COCO rH d rH d | CO CO o cr • c: • rr Cl Cl CO • 1 rH d • Cl d • 1- lO • *1- • rr • Cl d ' CO • • • LO • rH CO • ^ • rr v youiiii^ oeuinuiry . York County Academy . COMMISSIONER OF EDUCATION. 281 •n a 3 H 3 'i'. a P? a ■(^qop uo '}8oao;ai aoj Mi m : ?i :g 8 : : • . CO •s.iu:iIo.t puu S'liippuq aoji : : : : ii--i ii : i'^" IIS Gf 3 o' 8 I -T " o ! == ! 8 ; 5 1 •S’liiqiT.icI pnu ‘|ouj ‘e:|.a'GA.ios .loj : :8S8S : igg ill g ig I ii o' jro : -g i is 888 ill cf^’' •saijpits joj :g§SS :|iSi ;888888 iiiiili : :8 i il : 888 ill 1 a a > a •o:y ‘spuR^ ‘spnnj po:^soAni uio.i^ : : :l : § : : : : i : : : : igg ill . oo" g i oo' •nop^ni:^ rao.ij § : 1 : S : :88888 iiiSii :88s illf : r-r^G Sggg =iii ; :g; i ii< §888 g 1 . . rG c 1 a •o:y 'spupi ‘epunj pa:jsoAiii jo ;).nnoaiY . • c : h : g : : ; ; 1 : i ; i : : :§ ! ! :i : : g 1 •spnnoio puT? sSuippnq jo oiqi?^ 885 iii g :g§§i 1 iiPJ yi' • oo" rH CO r- ; :8888 :88 r : o CO ‘O' o' ■ 8 :88888 ii iiiiii :82P8'^ o I s EXPENSES. •qaoAi jod p.icoq jo 88; i :8888 ro ■ -Tf CO ; 88^188888888888 ' ■ro'^coiocoO'^*r'^'''^coorj£ ISI.ANI>. * As early as the year 1770 the question of establishing free public schools was agi¬ tated in Providence, the movement being led by the Rev. Dr. James Manning, Presi¬ dent of Rhode Island College, assisted by his friend and associate Rev. Dr. Enos Hitch¬ cock, pastor of the First Congregational church. As these efforts seemed about to suc¬ ceed, the death of Dr. Manning occurred, and until the year 1800 no definite progress was made in tlie cause. In that year the general assembly passed an act establishing free schools in every town, in response to a petition of the Providence Association of Mechanics and Manufacturers. From the working classes, therefore, education received its first impetus in the State. Free schools were soon successfully established in Prov¬ idence, embracing 988 pupils out of a population of 7,615. But the law met with strong opposition and was soon after repealed, and not until after the year 1820 were they permanently established in the State. SU.WWAEY OF STATISTICS. Number of towns in the State . J4 Number of children under fifteen years of age, (census 1860) . 56, 934 Number of children registered in school, (1868,) in winter . 29,477 Number of children registered in school, (1868,) in summer . . 26,540 Average attendance . 23, 857 Number of schools . . . 650 Number of teachers in summer — gentlemen 62 ; ladies 549 . 611 Number of teachers in Avinter — ladies 500 ; gentlemen 173 . 673 Number of weeks of school year . 33 Amount of permanent school fund . $412, 685 State appropriation, (1869) . . $90, 000 State appropriation, (1868) . $70,000 Appropriation by toAvns, (1869) . $381,445 81 Appropriation by towns, ( 1868) . $199, 860 55 Expenditures for school-houses (1868-69) . $85, 845 22 Increase over previous year . . . $23,536 10 Appropriations for State teachers’ institutes . $500 00 For “Rhode Island Schoolmaster” . . . . . $300 00 For normal instruction . $1, 500 00 The whole amount of town appropriations for the public schools in 1859 was $88,922 89, and for 1869 it was $244,845 86, showing for the ten years an increase of $152,922 97 ; an amount nearly double the total appropriation of 1859. This, with the increased appropriation of the State for schools of $40,000, gives the State $192,922 97 more to expend for public schools than it had ten years ago. The tax on each $100 for the sup¬ port of schools varies in the several towns from 4 to 26 cents, and the length of the school year in the several towns varies accordingly. In the city of Providence the length of the school year is forty-one weeks, while in West Greenwich it is twenty Aveeks ; while other towns range betiveen these two extremes, and the average length of the schools of the State is thirty-three and two-fifths weeks. The law requires school to be kept at least four months. During the year nine teachers’ institutes were held ; two in each county of the State but one were well attended, and instrumental not only in conveying instruction, but in arousing a more lively interest among both teachers and parents. PROVIDENCE. During the past year a large and elegant grammar school building has been almost completed, and when finished the city will be provided with two buildings for school purposes unsurpassed for beauty and convenience. While great improvements have been made in the grammar schools, the high school remains in nearly the same condi¬ tion as when it was first established twenty-seven years ago. Only a small proportion of the number of pupils in the public schools ever go into the high schools, the great work of education being accomplished in the grammar, intermediate, and primary schools. Of those who do enter the high school, the number of boys who complete the course is very small, being draAvn off by tempting offers to enter offices or stores. The arrangements for the primary schools are not so good as for the others, being “ too often hid from sight in obscure streets, and repelling the visitors by their mean ar¬ rangements and wretched ventilation.” In many parts of the city schools are very much crowded ; which fact, taken with the lack of sanitary arrangements, is thought to account for much of the ill-health among children. COMMISSIONER OF EDUCATION. 283 EVENING SCHOOLS IN PROVIDNECE. Six evening schools are in very successful operation. During twenty weeks 1,931 pupils were registered — 1,407 boys and 524 girls ; an increase of 363 over the registry of the previous year. The seats are all tilled, and many have to be rejected for whom there is no room. The ages of these pupils have ranged all the \vay from ten to forty years. Many were so earnest that they came to the school night after night directly from their work without waiting for their supper. Their progress has consetpiently been marked, many having accomplished more in five months than day-school pupils during a whole year. In the closing examination of one of these schools, at which the governor of the State, the mayor of the city, and other distinguished xiersons were present, the saluta¬ tory was by a young man, Thomas Murphy, who has, besides working diligently at his trade, that of beltmaker, for three years attended the evening schools to such good purpose that he has just liuished a course in Greek, Latin, and matliematics, and is now ready for the university with a view to studying the profession of the law. The final essay, with the valedictory address, was by Eliza A. Boyle, who for four years or more has worked in a mill from early morning until a quarter to seven in the evening, coming from the mill to school, and taking her supper after school. She is now nine¬ teen years of age, and “ her education will compare favorably with not a few who graduate at the high school.” A benevolent association of ladies, known as the Irrepressibles,” support an even¬ ing school exclusively for ladies. The superintendent of public schools has furnished books for their use and seats for their accommodation. It is taught by Miss Harriet N. Metcalf, and is attended by about thirty pupils. List of school officers. Hon. Thomas W. Bicknell, Providence, secretary of the hoard of education and commis¬ sioner of iniblic schools. CITY AND TOWN SUPERINTENDENTS. Name. Place. Rev. Daniel Leach . Providence. F. W. Tilton . Newport. East Providence. George N. Bliss . Rev. Francis Horton . Barrington. Robert S. Andrews . Bristol. Rev. 0. P. Fuller . Warwick. Rev. N. B. Cooke . Cumberland. Rev. Grin H. True . Scituate. Samuel H. Cross . . . Westerly. Cranston. James W. Bullock . . J. H. Rockwell . North Kingston Leland B. Jenckes . Woonsocket. Andrew Jenks . North Provide!! Table of statistical details of schools in liliode Island for the year 1869. 284 ANNUAL EEPORT OF THE poips ui s>[oo.iv JO JLoqiun^ r: c'- X o r: -r CO CO •oSi; JO sauo.C cj jopuu uoipiudoj — c? X o o o t'- 'o o' o" ci CO CO o LO •9out:puojjc oSbjoay X — < X Cl X cr, '0 C: i- o o Cl o Cj cn Cl cfi-T 1- X co" Cl •aoquinu ojog a\ CO o o o CO 'T CO X X X X O O tH «C d CO CO tH 29, 477 •sii!0 8, 922 1,311 1, 523 1,472 55G 13, 784 •s.£oa; 1-1 O Cl Cl O r- d 1-- Cl (Tv o O CO O CO •sjcaqoBoj GO O 1- ^ O CO ^ O ^ d X o o o ■sjoqocaj exupf CO O d o CC d O Cl CO •aoagpna^jT; oSmsay i> Ci o d CO Cl X o O CO l-* X iO d" r-T tH 21, 803 •jaquinu OToq A\ r- o o CO o Cl O X Cl o O cc O t- 1-1 J>'d‘'d''d'rH' 2G, 540 •si-iTO 9,0G0 1,345 1,075 1,330 5G0 13, 170 , 13, 370 •sj^oa t- O O CO o CC 1-H ^ Ci CTi X CO O CO o x" I-T I-T r-T •sjaqoaoj apoia^ CO o CO CO CO LO CO d CO Ci lO •gjaqoaaj apK o ^ X X X T-l rH Cl CO •epoqos jo aaqmn^ Cl 1-^ CO 1-1 CO O O lO Cl o lO CO ■ejoujsip jo aaquinjq; r- lo CO o CO Ci CC) c; o r-1 Cl Counties. Providence . Newport . ■Washington . Kent . Eristol . Total . •OL -6981 -loj XBJ u.iiox Ci d X C: X 1-1 X CO t-- X lo J> CO-^OCOi-* CO d d Cl 1— cd i'- cd o CO d 1-H CO 381, 445 86 •Ot -6981 -loj uoijBudoaddu ajujg Cl Ci X CX i-o CO i-O LO CO 1- i-H — I o CO X Ci ^ CO lO i-» i-» CO*' o' co'* cT co"* O 1-1 rH 90, 000 00 •sosnoq -[ooqos no papaodxg[ 1-4 1—10 • uo I'- O *0 X CO O • X lO • Ci CO wo O • X Tjr o' • >0 CO ' ! 85, 845 22 1 1 •sasnoq qooqog JO aAigiqo -xa ‘gajnjip’uadxg; X O Cl CO CO O Cl tM LO Ci ^ CO Ci lO o Ci-^rcodt- CO O o I-H O Ci Cl CO Ci X tH t-H CO CO 1-- CO Cl •gao.inos {p raojj g^diaoaa pjox r- r- d Cl d CO CO wo Cl rji CO Cl CO CO lO wo Cl rji d CO 1-1 o Cl X CO Cl ' ' LO X CO o X cf o JgT?X papuadxauu aonupg; • ' Cl ‘ Ci 1-H • • CO r- • • o CO • ‘ d co" i • Ci o X 1 X ■ x' •69r898I ‘sinq ojx?a; $1, 082 49 1, 075 64 80 22 213 27 d CO wo cf •gaojnog aaqjo pun xBj .i^jjgxSa^ 19,211 16 423 03 1, 141 29 1, 193 55 472 68 12, 431 71 •69.-8981 ‘XBJ UAiO J JO JUUOUIY $155, 421 65 22, 337 34 6, 565 92 5, 178 16 10, 367 48 199, 860 55 •69.-898I ‘ajBjg aqj rao.ij poAraoOci jnnouiY $42, 034 99 7, 454 04 10, 376 19 7, 230 87 2, 904 39 70, 000 48 Counties. Providence . . . Newport . "Washington . Kent . ■ 'rt "o EH COMMISSIONER OF EDUCATION. 285 SOUTH CAI10UI]^A. Hon. J. K. Jilson, State superintendent, in his report for 1869, states that in Sep¬ tember 1868, immediately after the passage of the law providing for the organization of the educational department of the State, the several county commissioners were notified and instructed by the superintendent as to the work to he done. He states that the work has been delayed by causes l)e.yond his control. Some of the commis¬ sioners failed to report, and some have failed to qualify. The failure of the genjual assembly to pass a school bill at last session has delayed work for nearly a year. The children of tlie State are daily growing up in ignorance. Statistical tables and county reports, as far as received, are transmitted, from which it appears that the chief obstacles to the establishment of an efficient system of free schools are want of funds, iudifi'ereuce resulting from the ignorance of the people, and ;i deeply-rooted prejudice against mixed schools, both races being equally opposed to the plan. ITom the report of the agent of the Peabody fund, it appears that the “ Saturday Normal School ” in Charleston, which had been discontinued from want of funds, was revived last year by aid afforded by the Peabody fund. To Greenville .|1,000 was given the i>ast year toward the education of 500 children ; citizens contributing $2,500. This year they have increased their appropriation to $4,500, and the fund has added $500. Columbia is allowed $2,000 ‘‘ on same conditions as before.” Pine Ridge Free School receives $300 ; Abbeville the same, and $600 pi'omised to two schools in Beau¬ fort, on condition that they give means of education to all the children in the town. Efforts made in Sumter and other places have not yet been successful. From a re¬ port of Rev. J. W. Alvord, general superintendent of freedmen’s schools, dated Charles¬ ton, January 11, 1870, we have information of 8 schools — in all, about 2,500 pupils — and, “ with one or two exceptions, all in good condition one of them, the Freed- meu’s Pay School,” entirely supported by colored people, and with colored teachers, which, as Mr. Alvord remarks, “ is a land-mark showing the ])rogress of the people.” A liberal fund is needed to keep these schools in good condition. Table of statistical details of schools in South Carolina, by counties, from the State report, dated January 24, 1870. Hon. J. K. Jilson, State supei'intendent of education, Columbia, South Carolina. Counties. Superintendents. Post office address. 11 Rum her of teachers. NUMBEl OF SCIIOLAKS. White. Color’d. Total. Abbeville . TT. J Lomax . . . . Abbeville C H 9 12 22 292 314 Anderson . W. H. Haynie. . . Anderson C. H . Barnwell . W. J. Mixson . . . B.arnwell . Beaufort . L. S. Langlev . . * Beaufort . 32 37 57 2, 073 2, 130 Charleston . Moulton Emery Charleston . 12 99 2, 026 2, 05.5 A, 081 Chester . Dublin Walker. . Chester C. H . 3 ’ 113 113 Chesterfield . 9; JO a9([amjs[ 8 8 « S t2 s* 11 1“ i •I«PX S888i3 •pojotoo (M O tH (M ao LO O (M ^ GO t- ga ^ 01 0^ CO C^^ CO CO tH ^ •a^T^Ai 88^88 iipiJiliSsiiiisigiiisiiSiSiiiiiigeiiiisi rtr-Tr-Tr-rc^ c-r-r-r -Tr-'- ^'■cT'.rTr-.'ifTtr irf ^ 'tlslti i llllll ■||si|||||^ll|g»c issloollpapllligloo COMMISSIONER OF EDUCATION. 289 290 ANNUAL REPORT OF THE TEXAS. I • 1 The constitution of Texas, adopted November 30, and Uecember 1, 2, and 3, 18^, pro- | vides in article ninth that the legislature shall “ make' suitable provisions for the sup- ; ])ort and maintenance of a system of free public schools, for the gratuitous lustruc- | tion of all the inhabitants of this State, between the ages of six and eighteen years. ij It also provides for ‘hi superintendent of public instruction, who, after the first term or . j ofhce, shall bo elected by the people ; the first term of the office shall be filled by the appointment by the governor, by and with the advice and consent oi tne Senate. ' The superintendent to hold office four years, with a salary of S2,500 per annum, f legislature was not only directed to “ establish a uniform system of public schools throughout the State,” (section four,) but, “ at its first session, (or as soon thereatter as may be possible,) shall pass such laws as shall require the attendance on tne public tree schools of the State of all the scholastic population thereof, for a period ot at least four months of each and every year, (section five.) _ The constitution also provided lor the basis of an am]ile public school fund, and for district taxation for school purposes. With this highly favorable constitutional action by the people, it became the duty of the legislature to inaugurate a system of public free schools. The governor nomi¬ nated a superintendent of public instruction early iu the session. Uufortunatmy the senate could not agree upon the nomination, and it was rejected. The Hon. h. 1 ettit, : A. M., chairman of the senate committee on education, reported a school bill, which, however, failed to pass. On the day previous to the adjournment of the legislature, . Ainnist 13, 1870, Mr. Pettit wrote to the Bureau as follows : “ I have labored hard to perfect the bill, (for public free schoc 's,) and have gained sometlnng, I hope. 1 shall commence again early next session. I undertook to have commissioners appointed to visit other States on educational matters, but failed. Our next session will commence in January, when we hope to do better. I wish Congress would take the whole matter • of popular education in hand.” , i t • + i ^ From other sources we learn that the action of the legislature has disappointed the friends of education in Texas. T E R M O X T . The annual report of the Hon. A. E. Rankin, late secretary of the board of education giyes the following among its STATISTICS : Number of families . Number of children between four and fourteen years . Number of children attending school between four and eighteen. .. Number of children attending school between eighteen and twenty Aggregate average attendance . . . Number of school-houses in good condition . Number of school-houses unfit . Number of schools . Number of teachers . Number of teachers who have taught before . Number teaching in the same district . Number teaching without certificates . Number “ boarding around” . Amount expended for teachers’ usages and board . . . Amount paid gentlemen teachers, exclusive of board . Amount paid lady teachers, exclusive of board . Total for school purposes . Per cent, of average attendance . Increase of average attendance for year nearly 10 per cent. 56, 565 76, 759 74, 140 2, 833 55, 744 1,593 760 3, 089 4,269 2, 943 859 80 1, 326 $348,563 88 $57,794 07 $153, 229 76 $500, 000 721 A LADY YIGIL.VXCE- COiMMITTEE AS A REMEDY FOR ABSENTEEISIM. | Hon. A. E. Rankin, advises the api>ointment of a vigilance committee, composed of 1; ladies who should visit schools, have the care of the buildings jmd then- contents, see ,| that neatness and order arc observed, inquire into the matter ot attcmdance, ana urge p upon parents and children the importance of regularity and promptness, and u^any || other little things, as we say, but upon which the success ot any school depends ; u duties which now fall to the lot of prudential committees, “and which they so studi- 1 ously and assiduously neglect.” It is a work which will f^d ^ by womem. Men, by nature and by education, are averse to tins kmd ot u oik , unfitted j COMMISSIONER OF EDUCATION. 291 for it ; and it is one in Tvliich he thinks ladies would excel, and much more appio- priato lor thein than soiliip^ their lingers with the ballot.” ‘‘ It may he sa d that they can nndertake this supervision now if they choose. Certainly, hut to very little pnr- j)ose. One must liavc the sanction of authority ; one must wear the robe of office.” Upon the failure of tlicse means to secure a good attendance, ho would have “legal suasion ” resorted to, since if it he tlie duty of the State to educate its children, it is iis duty to see that the facilities furnished are not neglected. ACADAMIES AND NOEMAL SCHOOLS, AND TEACHERS’ INSTITUTES. There are thirty-six academies in the State and two normal schools. The State normal scliool at Johnson reports 150 pupils during the year 1868 — ladies, 108; gentlemen, 4‘2. Of these 14 graduated, 12 ladies and 2 gentlemen. The number assisted with funds of the State was 78. The Randolph Normal School contained 255 pupils during the year 1868, of whom 30 were aided by the State, .$292 having been expended. The number of graduates dni iiig the year is 30 — tirst course, 26 ; second course, 4. Teachers’ institutes were held in twelve counties during the year. They Averc well organized and well sustained, and their good results were quite apparent in arousing a new interest in education among the people at large, as well as in affording an import- amt means of culture to teachers, of which, hoAvever, they cannot ahvays avail them¬ selves, owing to the small salaries they receive. As early as the year 1825 the general assembly of Yermont established a school fund from the awai'ls accrued, and thereafter to accrue, from the State Bank and other sources. It Avas proA^ided that said funds, with annually accruing interest, should be iuA'ested in approved bank stocks or other productiA’e securities, and should o:i]y be appropriated to the use of schools Avhen the amount should have increased to a sum Avhose annual interest should be adequate to defray the expenses of keeping a good, free, common school in each district in the State for the periotl of tAvo months annually. When this fund had remained at interest eight years it was borrowed Ivy the State., and a appropriated to meet State expenses. Eight years after it Avas borrowed, Avhen it had reached the sum of 8235,000, as the easiest AAury of discharging the obligation the State repudiated the debt. This infamy rests with the Vermont State legislature of 1845, of pei'A^erting from its legitimate use a fund sacredly set apart for the benefit of the com¬ mon schools by the preceding generation. It was like a man, growm rich and prosjver- ous, hlchiug from his OAvn children’s children a sum Avhich his father, Avith much self- denial, had left, and sacredly set apart for their education. Still, Avithout any fund, an ample sum is appropriated for the education of every child in the State, AA^ere'not 40 per cent, of the expenditure rendered inoperatiA’c by the failure of that proportion of the children to improve the advantages furnished. DISTRICT SYSTEM. An enumeration of some of the prominent obstacles in the Avay of the efficiency of the schools embraces tifteen different itemstten of Avhich, at least, if not more, are evi¬ dently owing to the preAuilence of the district system of supervision instead of the town system, and such is recognized to be the fact. Among these obstacles are insufficient supervision, constant change of supervision, poorly qualilied teachers, constant change of teachers, employment of farmrites without regard to qualification, too small schools, too short terms, and cheap teacliers in small districts, and no schools at all in many of prudential committee, district clerks, town clerk, and the superintendent;” the average number of school officers for each toAvn from 50 to 60, (estimating three prudential committees to each district,) making the whole number of school officers in the State soumtliing more than 12,000, or one school officer for every seven school children. As might be sujvposed, Avith sncli an army of supeiwisors, Au^ry little supeiwising is accomplished, and that of a compara¬ tively inferior quality, since Avhat is ev'erybody’s business is universally regarded as nobody’s business. “Six men, competent "for the duties of the school department of the town, Avould bo infinitely more efficient than fifty, oven if it Avero possible to secure fifty men as competent as the six.” A district is reported by one of the town snxierintendents which for ten years has not pa-id a cent of district tax for support of schools, thus compelling the minority, Avho desire educational adA'antages, to do without schools for their children. The hiiv 292 ANNUAL REPORT OF THE to provide a remedy in sneli cases, hut fails. Such a state of affairs could not exist if Use town were obliged to support the schools. The district system stands in the way of tlie introduction of graded schools. In many of the larger towns they have been established,, and a similar result might be olrtained in many of the villages, but for the old district lines. “They are held in a sort of reverence.” Mr. Rankin remarks : “ I don’t know but the people somehow con¬ nect them with that passage of Holy Writ which pronounces maledictions upon those who remove ancient landmarks. It ■would be about as easy to remove the equator as to disturb one of these ancient lines. Vermonters seem to hate everything which savors of innovation. But we must not forget that iimovation is often a serious foe to ])ri)gress. The x>Goplo will be slow to move in this direction. It is the duty ot the legislature to step in and take the responsibility, if it can be seen to be a measure which should be secured.” COST OF EDUCATION. It costs New York five times as much for tobacco as for education ; and four times as much to sux)port her criminal courts as to educate her children. EEMAPvKS ON ATTENDANCE. The city of New York enrolls 222,000 school children, yet the average attendance is less than 92,000. About two-thirds of those nominally in attendance are absent from their schools. In Philadelphia 20,000 children neither attend school nor are engaged in any useful employment. t i Every man’s right ends where another’s begins, and much more does the individual right end when the right of the many liegius. And every individual has a right to demand of the state that every child shall be educated. teachers’ INSTITUTES. Every argument that can be urged in favor of professional associations of any kind can ))6 \irged in favor of educatioual associations. What the clergyman and the phy¬ sician get at their county associations; what the lawyer gets by contact with his pro¬ fessional brethren at cWt, the teacher gets at these gatherings. The professional spirit, the esprit (hi cojps, is quickened. Teachers come to feel that they belong to a profession which is recognized, and which, in its importance and dignity, ranks with the other learned professions ; a laudable ambition is wakened, and they go away stimulated to renewed eftbrts to make themselves worthy of acalling which has enrolled among its members so many of the worthiest and most gitted men of all ages. The young teacher enters upon the duties of his office full of faith in himself. Com¬ pared with the standard with which he has had opportunity to measure himself, he feels competent. He has not yet learned what is meant by ediicatiou. He has been taught to believe it to be simply the acquisition of knowdedge. He needs to be taught that the mind cannot live upon facts alone. He comes hither a school-master with narrow views, he may be sent away an educator. He will learn that teaching is an art, and that there are broad and scientific principles upon which it rests. List of school officers. Hon. J. H. French, LL. D., secretary hoard of education, Montjpelier. CITY superintendents. City. Name. City. Name. TnTm S Montpelier . . Bristol . L/JUUL KJ* Cl l; 1/ 111 • T. H. Archibald. Waterbury . Melville E. Smilie. Burlington . J. E. Goodrich. COMMISSIONER OF EDUCATION. 293 VIRGINIA. Virginia lias just estalilislied a system of free jmblic schools, which has not yet had time to go into operation, and of course no facts can be given in regard to it, except those immediately connected with the adoption of this measure, which may go to show the results that may be expected from it. In March, 1870, the superintendent of public instruction, Hon. W. H. Rnffner, in his report to the general assembly of the State, gave his views in regard to tlie system of schools desirable for the State, which he styled an “outline plan of iniblic iiistruc- tion,” containing the leading features of a permanent system, with “a provisional plan for the gradual introduction of the frce-school system into tlie State of Virginia, the latter to be superseded in July, 1871. He, however, purposely avoiding the introduc¬ tion of unsettled questions, remarks: “The undeniable fact of the steady growth of the public free-school system among, the civilized nations for the last century creates a presum]»tion in its favor. It nourishes under various forms of government, and when once tried is never abandoned, but, on the contrary, is cherished and perfected more and more. It is observed also that its popularity is not chielly among the ignorant and moneyless, but among the more in¬ telligent i)roperty-ho'lders, and often among those who liave the largest taxes to pay. This i)opularity is not to be accounted for by the growth of the 3-epublicau form of government; for the system existed on this continent a hundred years before there was a republic, and at this time it is nourishing among the monarchies of Europe. And would it be seen existing in a ^^erfection unknown on this continent, and vitalizing the energies of a mighty, consolidated empire, behold the kingdom of Prussia ! As a mere matter of fact, the public free-scliool system is as clearly established as an element in the world’s j^rogress as any other of the great developments of modern enterprise. “Those who have studied the history of y^auperisrn in Southern Euro))e and in England tell us that the bulk of it comes from the neglected freedmen of the Roman empire and of the feudal barons. Now behold the result in the lazzaroni of the Medi¬ terranean states and in the cloud of paupers in England! In the latter the education of the ruling classes has given national ])rosperity, but in Enghuid every eighth man is a pauper; and whilst she will spend but little for the education of the common people on the free system, she is (or was not long ago) compelled to spend thirty mil¬ lions a year for the subsistence of her ])aupers, and a great deal more to punish tliem for their crimes. The statistics of her prisons show that 95 per cent, of crime is com¬ mitted by persons unable to read or write, and also that not one criminal in two hun¬ dred has what may be called an education. And such is the testimony of prisons everywhere as to the intimate relations between ignorance, pauperism, and crime. “ When, on the other hand, we turn to those European nations which have estab¬ lished public free schools, there is a far better state of things in these particulars. Such is the case in Norway, Sweden, Denmark, Holland, Belgium, and most of the German states. There they have common schools, and there i)auperisni is almost un¬ known ; and the testimonies go to show that in proj)ortion as the i)eo})le are educated they are free from crime and. improved in thrift and good morals. Similar results are. claimed in those States of our own prosperous and powerful country where the, system has been thoroughly tried, and claimed with the greatest confidence in those States where the system has been longest tried. The outlay is great, but the income is far greater. Nothing is so costly as crime and ignorant, thriftless labor. Nothing makes public order so difficult, reputation so insecure, property so precarious, governmeut in every department so costly and unstal)le, as ignorance and vice. Now, for those evils there is within the yiower of Governmeut no remedy so cheap and elfectual as commoii schools, which bring men from darkness into the light. And in these times, v. heii every place and privilege belong to every man, there is no estimating the stake we have in this matter. Universal suffrage simply necessitates universal education. “The more positive views of the suliject are equally forcible, but they canuol lu-ro be pursued. I will sum up the whole of what might be said on the subject iu urn-, brief but pregnant sentence. The world’s progress is the outgrowth of educated miiiu, aud, in material things, the larger sluu e of it has come from the [iractical cl.assc''.. Now, a great interest like this, so essential to the [irosperity of a State, cannot be safely left to private enterprise or to the laws of trade. The law of supply and demand h;is no api»lication in the matter of popular, elementary education, because, in point of fact, the demand for the means of education is in inverse ratio to the sup[)ly ; iu other words, the less the supply the less is the demand ; and as for the efficiency of iis ivatc enterprise iu promoting the education of the masses, it is too irregular iu its action, too costly iu its methods, and too inadequate iu its means. Private entin-jii isc nm er did, and never can, educate a whole ])eople; and the public progress demands (hat the flow of education should be as universal, steady, and uninterrupted as the flow of gan and water for the use of a city. “Moreover, the free-school systein is e(]ually recommended by its comparative ch< ap- ness. Aud this is so from the same causes which reauler a pul)lic system of law more 294 ANNUAL KEPORT OF THE econuiiiical than private justice could possibly bo. and which render all large and v liolesalf! o])crations more susceptible of an economical arrangement than smaller. It is (uiite witliin bounds to assert that the whole ])eople of Virginia may be educated by the free system for what it now co.sts to educate less than one-half of her population. In sup])ort of this position I shall hereafter yunduce the facts and figures. ‘•It should also 1)0 remarked that ymblic free schools are not only cheaper than pri¬ vate schools, but, as a rule, they are better, and for these reasons, to wit : Every teacher is proved by examination to bo competent, the yiay is sure and yiromyit, the schools are organized and conducted by the best methods, the school-houses are more comfortable and better i>rovided with school apyiaratus, and over all is uniform system and intclii- i gent supervision.” Referring to the past policy of the State, he says : j “As for. the ])rinciple involved, the State has yiractically settled that long ago, not only by the well-directed suyiport given to her higher institutions, but by contributing to the education of indigent children, and by authorizing counties to tax themselves for free schools, which many of them have done. She has never before accepted the State system of y)ublic free schools, but there have always been many of her hrst citi¬ zens wiio have been advocates of it. Mr. Jefferson drew out a comyilote scheme on the State liasis.” In ui’ging his plan upon the attention of the legislature, he closes with the following argument : “ One other vital consideration yu'esses this matter uyion our attention at this critical time. Immigration will avoid a State which has not a good free-school system in ope¬ ration. IMechanics and farmers, in choosing a home, will always be largely iniiuenced by the educational facilities of a .country. Mechanics know that they had better take i low wages, farmers know that they had better y^ay higher prices for land, v/here there ai e public schools, than where they would have to depend on the costly, troublesome, and uncertain mode of hunting up means of education by ynivate effort. This con¬ sideration will intluence also rich cayiitalists, just as much as men of smaller means, if capitalists buy lands, establish factories, open mines, or build railroads, their success is dey)endent upon attracting laborers, small ymoducers and large yyatronage. Almost every other State in the Union is ahead of us in this matter.” AGRICULTURAL COLLEGE L^VXD GRANT. The governor, in liis message of March 8, 1870, without dwelling upon the necessity for a yiublic free-school system for the State, closes as follows : i “ There is one more subject, not germane to the one discussed in this yiayier, to which I desire to call your attention. The general assembly, by an act yiassed December 15, 1865, authorized the ay>yiointment by the governor of an agent of the State to sell cer¬ tain lands donated to the State by act of Congress ayiproved July 2, 1862, (and acceyited j by the State l)y an act ])assed February 5, 1864,) f#r the y3ury)08e of establishing schools | or colleges of agriculture and mechanical arts. I am not aware of any action whatever by the executive of the State under this law. Under the law of Congress the St:ite t will receive scrip or warrants for at least .300,000 acres of land, and I am informed tliat tlic same will be issued at any time, on the application of the proper authorities of the | State. I have deferred action in the matter until the views and wishes of your honor- I able, bodies could be ol)tained. An application for the appropriation of the fund arising from tile sale of these lands has already been made by the University of Virginia in a i very able memorial. Siniih'.r applications may be made by other colleges in the State. | 1 would suggest, as a subject worthy of the serious and profound consideration of t'-.e | general assembly, the propriety and feasibility of dividing this fund — a,pj)roj)riating one I 1)0'] tion of it to tliat one of our colleges which, in your judgineut, you may designate, | and the other portion to a college or high school devoted exclusively to the education ! ol' our colored people. No such institution now exists in the State. All, I presume, j recognize the importance and necessity of establishing one, and tluit, too, at the earliest day ])racticable. In the present impoverished condition ofthe State it will be difncult, it not impossilile, to a])propriate any considerable sum from the State treasurj^ for this ]uirpose, but a beginning can and ought to be made. It can be done by an appropri¬ ation of a portion ofthe fund above mentioned, and a reasonable amount from the State treasury, lly authorizing the trustees or board of visitors, or the St.:ite board of educa¬ tion, to receive and apply to its support and management donations and bequests, it is more than iirobablo that in a few years the institution would become well endowed and independcut of State akl. It is quite probable that Congress might be induced to nuike an mlditional appropriation of lauds for the establishment and siqiport of such an institution. Like other colleges, before matriculation, students should be required to ])ass a satisfactory examination in certain prescribed preparatory studies. Such roquire- mciiTs would, of course, limit the number of students at first to a small number, owing to the backward state of education among the colored people, but there would 1)0 a constant increase ffom year to year. The benefits to these people and to the State, COMMISSIONER OF EDUCATION. 295 wliicli would How from the successful cstiiblisbmcut of a college of tills cliaractcr, arc iiicalculalilc. I have not now the time, and it is not my purpose to amplify them, uor is it ueccssary. They are self-evideut. I am au earnest advocate of universal and free education, if the death knell to Auiericau liberty is ever sounded, ignorance will ])uJl the bell-cord. The colored people of our State are eipially, with the white, clothed with the elective franchise. In order that they may iutelligeutly exercise that right, the opportunity for education should, and under our constitution must, be afforded them. This^annot, however, be accomplished by any system of mixed schools. Each race must be jirovided for separately. I have in years past, and under tlie most favor¬ able circumstances, witnessed a fair and impartial trial of the experiment, and it proved au utter failure. The true interests of the colored people themselves demand that they should be provided with separate schools. While they are entitled, under our consti¬ tution, to an equal participation in the benefits of a free common school system, I W'ould extend to them inducements and incentives to advancement in mental aud moral development, by the establishment of a college or university as above suggested, wherein shall be taught all the higher branches of useful knowledge. But it was my puiqiose merely to call the attention of the general assembly to the subject of xu'ovidiug for the sale of* the lands donated by Congress,- and the proimr disposition of the pro¬ ceeds thereof, without entering ujion any extended discussion of the subject of educa¬ tion.’’ SCHOOL SYSTEM. The legislature, at its last session, jiassed an act '‘to establish and maintain a uni¬ form system of public free schools,” the princixjal features of which are as follows ; ADMINISTRATION. The system is to be administered by a board of education, a State suxierinteudent of public instruction, county suxierintendents, and district trustees. The board of education consists of the governor, the sux)erintendent of public instruc¬ tion, and the attorney general, having all the rights anti jiowers heretofore vested in the board'.of the “ literary fund.” The duties of the board of education are to have a sujiervision of the operation of the tree-school system and suggest to the general assembly any imiirovements deemed advisable ; to take charge of the funds derived from the existing literary fund ; appoint andremove district school trustees until otherwise jirovided ; aj^point and remove county sujierintcndents, subject to confirmation by the senate ; and have charge of all mat¬ ters relating to the practical administration of the system not otherwise provided for ,• make au annual report to the legislature, aud ]mnish county super! uteudents for neg¬ lect of duty, or for any official misconduct, by reasonable fines, to be deducted from their jiay, by suspension from office for a time, aud by removal, subject to the confirma¬ tion of their action by the senate. THE SUPERINTENDENT OF PUBLIC INSTRUCTION is to be elected by the general assembly, by joint ballot, within thirty days after the meeting of 187;’-’74, and every four years thereafter ; any vacancy arising in the office to be filled by the governor, the commission to ex^iire thirty days after the next meet¬ ing of the legislature. The salary is to be fixed by the legislature. The duties of the suxierintendeut are to see the school laws faithfully executed, and to ]n’omote as much as xiracticable a desire of education among the xieople ; to interpret the school laws and explain to sub'ordinate officers the duties devolving upon them. He is to visit the schools throughout the State as much as is consistent with other duties ; he decides apiieals from decisions of county suxierintendents, aud annually xirexiares a scheme for axixiortioning the money apxiropriated by the State among the counties and cities, on the basis of the number of children between five and twenty-one years of age ; and on or before the 1st day of October, annually, he must make a detailed report of his official jiroceediugs to the board of education. THE COUNTY SUPERINTENDENTS are appointed for three years, their salaries to be determined by the board of education. Their duties include, besides a general sux)ervision of tlie schools as in other States, the examination aud licensing of teachers in accordance with directions from the State suxicrinteudent. They are also to decide ajixieals or comxilaints ccncerning any persons connected with the school system within their jurisdiction iii certain cases; to admin¬ ister oaths aud take testimony in all matters relating to public scliools when rci^uired by the State superintendent ; and to make a report annually to that officer in the form xirescribed b}" him, as well as sx^ecial reiiorts when called uxion. 296 ANNUAL REPORT OF THE DISTRICT TRUSTEES (three in each school district) are to be aj)pointed by the board of education. Every trus¬ tee must be a resident of the district, and he “ shall be exempt from serving on juries, Tvorking on roads, (but not from any road tax on property,) and from militia service in time of peace.” Their duties are, to have the management of the local affairs of the school, employing teachers or dismissing them for cause ; to suspend or dismiss pupils ; take care of, manage and control the school property of the district ; visit the schools from time to time, and see that they are conducted according to law and with the utmost effi¬ ciency ; and to report annually to the county superintendent on such subjects as are indicated in the prescribed blank forms supplied for the purpose. SCHOOL DISTRICTS are to be numbered in the several townships by the county superintendents, dnd duly reported to the suxierintendent of public instruction. TEACHERS. No teacher can be employed or receive pay from public funds not having a certificate of qualification from the county superintendent of the county within which he or she is employed. Every teacher must keep a daily register of facts pertaining to the scliools in a pre¬ scribed form ; written contracts are to be made' with all teachers, signed in duplicate, each party holding a copy. Meetings of teachers may be invited and encouraged by the board of education, and addresses may be procured before such meetings 5 pro¬ vided that no public money shall be expended for the purpose. SCHOOL-HOUSES. All school property pertaining to each school district is to be held by the district as a corporation. The board of trustees are to provide suitable houses and appliances, tlie utmost economy beihg observed consistent with health and decency, but “ no house shall be erected without first consulting the county superintendent concerning the style of the structure and the arrangements about the buildings and grounds.” The county superintendent may condemn any house that appears to him to be unfit for occupancy, and no public school shall thereafter be held in it, nor any part of the State or county fund be applied to sux)port a school therein. PUBLIC FREE SCHOOLS may be established in any county only on condition that the county raise for their sup¬ port as much as the State offers, unless the board of education, in their discretion, see fit to accept a smaller sum in certain specified cases. The public free schools are to be free to all j)erson8 between the ages of five and twenty-one years ; “ provided that white and colored persons shall not be taught in the same school, but in separate schools, under the same general regulations as to man¬ agement, usefulness, and efficiency.” THE BRANCHES required in every school are orthography, reading, writing, arithmetic, grammar, and geography, no others to bex)eruiitted exceed by sxiecial regulations to be devised by the board of education. Uniformity of text-books and the furnishing of the schools with such axiparatus and library as may be needed shall be x>rovided for by the board of education ; and graded schools are to be x^referred where x>racticable, under suitable regulations. The numljer of schools in the State is to depend upon the funds available, which are to be distributed under the direction of the board of education among the counties and cities in as just x>roportion as x>ossibl3, too great a multiplication of schools being guarded against so as to avoid a low grade of instruction. SCHOOL FUNDS. The present literary funds of the State, the proceeds of all public lauds donated by Congress for school purposes, of all Escheated x^rox^erty, of waste and unappropriated lands, of proxierty coming to the State by forfeiture, fines, donations, and such other sums as the general assembly may approx)riate, are to constitute a permanent and per¬ petual literary fund to be invested and managed by the board of education, the prin- CFpal to remain unimpaired and entire, and the annual income to be given exclusively for the 8upx)ort and maintenance of public free schools. COMMISSIONER OF EDUCATION. 297 Tlio funds to be applied aunually to school purposes consist of State, county, and district funds, embracing the annual interest of the literary fund, a cai^itation tax not exceeding $1 per annum on every male citizen over twenty-one, a tax of not less than one nor more than live mills on the dollar on property, together with such taxes as the counties and districts may agree upon ; provided that no tax by counties or districts for schools shall ex(;eed live mills on the dollar in any one year. Public free schools are to be established in the cities and towns having a municipal government, excluding the jurisdiction and' cognizance of the authorities of the coun¬ ties within which they are situated. From the report of Dr. Sears, agent of the Peabody fund, in regard to education in Virginia, it appears that certain cities of that State, without waiting for the passage of the school law, encouraged and stimulated bj^ substantial aid from the fund, have supported free schools during the past year, a])propriating $10,000 for current expenses, w'ith an actual outlay for rei)airs, &c., of $17,500, receiving aid of $'2,000 from the fund. A similar result is reported in Richmond, the Peabody fund contributing, upon con¬ dition that the schools should be carried ou for a year, the sum of $2,000 in aid of the work. To the normal school of Richmond $1,000 is paid for the training of 20 pui')ils, pledged to teach in the common schools. The colored normal industrial school at Hampton is aided by the same fund, l)y the training of 16 pupils, selected from the whole number at an expense of $30 for each. The city schools of Portsmouth received $1,.500, offered upon condition tliat the city raised $3,000. The present year the same amount has been raised with expectation of the liberal offer being renewed. The agent says : “ No better proof can be desired of the tendency of our method of graduating the amount bestowed from our fund by the amount contributed by the people.” Tke citizens of Manassas also received conditional aid of $300. Winchester has a conditional promise of $1,000 a year from the same fund. The fimd supplies $4,000 a year iu aid of colored schools. Also, $200 toward sux)port of the Educational Jour¬ nal of Virginia. We learn from the Hon. Mr. Rutfner that superintendents had been appointed before the first of October for all the counties of the State except ten; and that notwuthstand- ing the small salary attached to the office, in a large majority of the counties, the services of competent men have been secuT’ed. Trustees had been appointed in ten counties, and other matters of detail arranged; so that a number of schools were to be established in various parts of the State by the 1st of November. THE QUALIFICATIONS THAT A COUNTY SUPERINTENDENT SHOULD HAVE. The state sux^erintendent sent to prominent citizens in the various counties the following, as a x>art of a circular, to aid them in recommending suitable persons for county suxierintendents : ‘‘A county superintendent of schools should be a man of force, i^urity, education, inffuence, and xx^i^mlarity. His chief duties consist in exx>lainiug the school laws, examining and instructing teachers. Counseling district trustees apportioning funds, auditing accounts, attending to all school interests, and x>i'omoting generally a sx)ii'it of education among the x^eoxile. ‘‘A perfect county suxierinteiident of schools would be a young man or middle-aged man of successful exx^erience as a teacher, x)leasant manners, irrex)roachable character, good 8X3eakiug abilities, architectual taste, a turn for business, energy, talent, ])rudence, sound opinions, x^nblic spirit, zeal for the education of the x^eox^le, and faith in the X^ublic school system. The man recommended for the office should bo the one who combines the most of these qualifications among those whose services can bo obtained.” STATE AND COUNTY SUPERVISION. Agreeably to the provisions of the new system of public free schools, the following officers have been appointed as siixierintendents for the State and the several counties : 298 ANNUAL REPORT OF THE List of school officers. Hou. W. H. Ruffxer, superintendent of public instruction, Iticlimond. COUNTY SUPERINTENDENTS, Octolicr 27, 1870. County. Name. Post office. Accomac . .James C. Weaver . Onaucock. Aibeuiarlo . D. P. Powers . Scottsville. Alexandria . Richard L. Caruc . Alexandria. Allea'hany and Craig . Robert L. Parrish . Covington. Amelia . . . . Rev. II. T. Darnall . C. H. Amherst . W. B. Henley . C. H. Appomattox . Chapman H. Chilton . Spout Spring. Staunton. Rev. Barnas Sears, D. D . Bath and Highland . J. Kenney Campbell . Spruce Hill, Highland Bedford . Sydney L. Dunton . Co. Liberty. C. H. Giles Co. Bland and Giles . it W. Broderick . Botetourt . Rev. G. Gray . Fincastle. Alexander Mallory . Smoky Ordinary. Big Stone Gaxi, Wise Co. C. H. Buchanan and Wise . Buckingham . William Wolfe. . .“I . Col. J. Lucius Davis . Camphell . A. F. Diggers . Lynchburg. Rapi)ahaunock A.cade- my. Hillsville. Thomas R. Dew . D B. Brown Charles City and New Kent Rev. Jas. A. Waddell . Box 245, Richmond. Charlotte . . . . William W. Read . . . C. H. Chesterfield . B. A. Plancock . Alidlothian. Clarke . Jarvis Jen nine's . White Post. <• Culpepper . Robert E. Utter])ack . J effersonton. Cumherlaud . Dr. Richard P. Walton . Cartersville. Dinwiddle . Roger P. Atkinson . Dinwiddie C. H. Eliz. City and Warwick.. George M. Peek . Hamilton. Essex . J. G. Cannon . Tayqiahannock. C. H. Fairfiix . Thomas JMoore . Fauquier . Caxitain Sami. F. Chapman . Rectortown. Floyd . Dr. C. M. Stigleman . 1 C. H. Fluvanna . James 0. Shepherd . Palmyra. Rocky Mount. Winchester. Franklin . Thomas H . B e r n a r d . Frederick . A. Magill Smith . Gloucester . Rev. Win. E. Wiatt . C. II. Goochland . Rev. S. Taylor Martin . Sabot Island. Grayson . Fielden Cornutt . Elk Creek. Rapid Ann Station, 0. Greene and Madison . Dr. Wm. A. HiU . Greensville and Sussex . . . John K. Mason . A. and M.R.R., Mad¬ ison Co. Hicksford, Greensville Halifax . Henry E. Coleman . Co. Mount Laurel. Hanover . . .J. B. Brown . . . . Negrofoot. Richmond. Henrico . Dr. J. N. Powell . PTenrv . Captain G. T. Griggs . Martinsville. Isle of Wight . E. ^1. Morrison Smithfield. James City and York . King and Queen and Mid¬ dlesex . James H. Allen . Dr. J. Mason Evans . Burnt Ordinary, J.C. Co. Church Yiew^, Mid. Co. King George and Stafford. Addison Borst . Fredericksburg. Kinfi" W illiam . R. L. Williams C. H. Lancaster and Northum- herland . Archibald T. Cralle . Heathville, N’d Co. Lee . . Rev. William A. '^fa, yl or . Jonesville. Loudon . John W. AVildman . Leesburg. Loudon. Louisa . . . Rev. L, J. Haley . Harris’s P. 0. T.nucuhnTO' Robert M. AVilliams C. H. Mathews . Revx Thomas M. Hunley . C. H. COMMISSIONER OF EDUCATION. 299 List of school officers — Continued. County. Name. Post office. Mickleuburg . Montgomery . Nausemond . Nelson . Norfolk . . Northampton . Nottoway . Orange . Page and Warren . Patrick . Pittsylvania . Powhatan . Prince Edward . Prince George and Surry . Princess Anne . Prince William . Pulaski . , . Rappahannock . Richmond and Westmore¬ land . Roanoke . Rockbridge . Rockingham . Russell . Scott^ . Shenandoah . Smyth . Southampton . Spottsylvania . Tazewell . Washington . Wythe . Rev. Edward L. Baptist William C. Hogan . Richard L. Bi-ewer . Patrick H. Cabell . Rev. Thomas W. Lyduor Robert Frazer . M. P. Marshall . Colonel A. Staples . Rev. George W. Dame... Dr. P. S. Dauce . Rev. B. M. Smith, D. D _ Colonel M. W. Raney _ Edgar B. Macon . David S. Pollock W. W. Walker . Prof. L. R. Holland. . . Prof. J. L. Campbell . . Rev. Geo.W. Holland. Captain E. D. Miller. . Smith H. Morison - Prof. John H.Grabill. Prof. D. C. Miller . Dr. James F. Bryant . John Howisou . Rev. Jonathan Lyons Rev. A. L. Hogshead. . Rev. J. D. Thomas - Christiansville. Christiansburg. Suffolk. Variety Mills. Eastville. Blacks and Whites. C. H. Front Royal, Warren. C. H. Danville. C. H. Hamx^den Sydney. Prince George C. H. London Bridge. Newbern. Oldham’s Cross Roads, W. C. Salem. Lexington. Harrisonburg. New Garden. Estillville. Woodstock. Seven Mile Ford Franklin Depot. Fr ederi cksb urg. C. H. Abingdon. Wytheville. * Smith. H. Morison is acting superintendent for the present. WEST VIRGII^IA. COMMON SCHOOLS. Hon. A. D. Williams, superintendent of free schools, in his report for May 1, 1869, congratulates the people, through the legislature, upon the increased efficiency and prosperity of the free schools, which are entwining themselves about the great popular heart.” Their appreciation of the system, faith in its perpetuity and in the ultimate triumph of free popular education, are shown in the superior school build¬ ings erected during the past year, being better ventilated and lighted, furnished with blackboards, maps, globes, charts, &c. The older counties have neat frame houses. Those in the interior still cling to the primitive log buildings,” but even of these the style is improving. There are in the State 1,708 school-houses — 936 framed, 10 stone, 58 brick, and 614 log ; and of these 266 have been completed diuing the past year. In¬ crease over those built in j^revious year, 402. Total value of school property in State, $958,992. Total number of youths in the State between the ages of six and twenty-one, 59,028. Total number attending public schools during the year, 36,684. Number of teachers emplojmd, 2,283, of whom 1,680 are male and 603 female. Average age of pu})ils, eleven and three-fourths years. Salary of teachers has been, males $34 and females $30 per month. Number of schools in State, 2,198. Number of certificates granted during the yeaL, 2,256. Apxfficants, 2,344. Teachers are increasing in efficiency. “ Poor teachers are x)assing away,” leaving the field to those more cai)able. It is recommended that in giving certificates different 300 ANNUAL REPORT OF THE f^rndes should be noted accurately, and a No. 1 certificate o'iven only for one year; No. 2, for ten mouths; No. 3, for eight months; No. 4, six months; No. 5, four mouths; and No. .5 teacher to teach only one term. A great want of books is felt, especially in some of the more sparsely-settled por¬ tions, whport of schools should not bo continued longer than is absolutely neces¬ sary. TOWNSHIP SYSTEM. An act establishing the township system of school government was passed during the winter of 1869, and five or six towns have already adopted the system ; but it is too early to come to any conclusion in reference to its operation. It is believed that as soon as the system is clearly understood, it will be adopted by a large number of towns, and will prove to be a great improvement upon the present system. SCHOOL SUPERVISION. In about one-half of the State the county superintendents are active and efacient, and spend a large share of their time in visiting and supervising the schools. In the other hall' the schools are neglected, and left to take care of themselves, so lar as super- COMMISSIONER OF EDUCATION. 303 vision by any one from outside of the local districts is concerned. This failure in the matter of the supervision of schools is the result of two causes: First, the payment of inadequate salaries to county superintendents, and second, the election of incompetent persons to the ollice of superintendent. The second evil is, to some extent, an effect of the first. Men who are competent to hold the ofiico cannot afford to take it for the meager com])ensatiou allowed in most counties. The county superintendent ought to be a well-educated, experienced teacher — the equal of any one in character and moral Avorth. How can we expect such a }uan to serve the peoi)le for from $300 to $800 per year, and bear his own traveling cxxienses, Avhile in many of the graded schools under ids jurisdiction the ])rincipals are paid from $1,000 to $1,500 ? The consequence is, that men seek the office who are not qualified to fill it ; the people complain that their schools are not Ausited, and the board of county superAUSors try to remedy the eAul by cut, ting down the salary, reasouiiig that if he does not perform his duty for the salary paid, he ought to receive a smaller sum ; Avhereas, the true theory is, to x>ay the super¬ intendent such a salary that he can afford to deAmte all his time to the work. TEACHEKS’ INSTITUTES. The board of regents of normal schools appropriated, from the income of the normal school fund, the sum of $2,000 to aid in holding teachers’ institutes, and to a committee, consisting of his excellency GoA^eruor Fairchild, Hon. William E. Smith, State treas¬ urer, and the State superintendent, Avas confided the charge of exj)eudiug the money. Fifty-three institutes have been held during the year, which have accomplished much good. STATE teachers’ ASSOCIATION. The seventeenth annual meeting was held at Oshkosh, July 8-9, Avhen the usual addresses were delivered, resolutions adopted, &c. THE RLATTAHLLE NORMAL SCHOOL, president, Charles H. Allen ; located at riattAulle, Grant County ; had an attendance, during the year, of 153 pupils — 82 ladies, and 71 gentlemen, in the normal department ; in the model department, 49 ; preparatory and academic, 163. There are 8 teachers — 5 gentlemen, and 3 ladies. The ffist graduating class numbered 8 — 6 gentlemen and 2 ladies. It graduated at the close of the sxiriug term, 1869. THE WHITEWATER NORMAL SCHOOL, located at Whitewater, Walworth County, Oliver Arey, president. The number of students in attendance during the year Avas 384. During the jiresent term, there were in the normal department, 147 ; in the training department, 120. Norma,! students re¬ ceive their tuition free. All necessary text-books furnished for the slight charge of $1 per term. A well-selected reference library to be open to the students. Three courses of study are established — an institute course of one term, an elementary course of two years an advanced course of three years. A daily record is kept of the recitations and deportment of each pupil, and entered on the books of the institution for future reference. UNIA'ERSITY OF AVISCONSIN. This institution, located at Madison, was founded in the year 1854, P. A. Chadbourne, M. D., LL.D., president. The institution includes colleges of arts, of letters, jirofes- sioual colleges, and a female college. It also makes provision for a post graduate course of one and tAvo years ; at the end of wdiicli time degrees are conferred of doctor of philosophy, or master of arts. There is also a preparatory department, thongh it is ex¬ pected that the time Avill soon come Avhen this can be abolished; but for the present it is regarded as essential to the Avelfare of the uniA^ersity. The college of arts was organized especially to meet the requirements of Congress in granting the appropriatio7i of land for industrial schools. Its object is to x)rovide not only for a general scientific education, but also for such a range of studies in the application of science as to meet the Avants of those who desire to fit themselves for agricultural, mechanical, commercial, or strictly scientific pursuits. The AAhole income from the congressional grant has, up to this time, amounted to less than $6,000 ; of this only $2,333 05 have been expended. The departments of agriculture, engineering, and military tactics are included in this college, and its students comxirise nearly all mem¬ bers of the uniA^ersity. The course of instruction in the college of letters is similar to that pursued in other collegiate institutions, and is intended to be equal to that of the best Avhero ancient languages are made an essential part of the course. Ladies are instructed in any study taught in the college of letters or arts, for which 304 ANNUAL REPORT OF THE they are prepared. They may also attend all university lectures, and they receive the same degrees as gentlemen for the same or equivalent courses of study. The total number of pupils in attendance is 495; number who graduated last com¬ mencement, 24 ; males, 18 ; females, G. Number in the female college, 150. Number ill the jireparatory department, 193. Number of professors and teachers, 21. The esti¬ mated cash value of land and buildings owned by the institution is $370,000. The amount of endowments and funds, except real estate, is $28ri,224 54. Amount received for tuition during the year, $7,639. One x)upil from each assembly district in the State is admitted without xiayment of tuition. OTHER INSTITUTIONS OF LEARNING. The report furnishes information respecting fourteen institutions of learning which are not connected with the State, ten being colleges and universities, and the remain¬ ing four academies and seminaries. MILWAUKEE. The following information is taken from the annual report of the board of school commissioners for the year 1869. flon. C. Latham Slides, president of the board, and the Hon. F. C. Pomeroy, superintendent of xiublic schools : Number of children in the city between four and twenty years of age . 24, 494 Number enrolled in public schools . 11, 407 Expended for salaries during the year . ^ . $72,026 79 Expended for repairs during the year . $3,417 27 Expended for supplies during the year . $1, 149 19 Expended for fuel during the year . $7,030 00 Expended for printing during the year . $599 15 Census, $600; office, $79 10 . $679 10 Total . $84,931 50 Cost of instruction per.pupil, on average daily attendance . $14 14. 5 Number of private schools in the city . 37 Enrollment of pupils in jirivate schools . 6, 365 Number of teachers employed . 145 Cost of instruction, nearly . $48,000 In 1855-56 the first school was opened within the present limits of the city. The school board, as now established, was organized in 1846. The number of pupils in attendance during the year was about 800. From 1846 to 1864 the increase was slow, but steady ; since 1864 the schools have grown rapidly, increasing at the rate of 1,000 annually. It is recommended that primary teachers should be })aid more than those of any other grades, and experience be demanded as a qualification. The four lower grades especially need the very best teachers that can be obtained. Work well done in these grades is time and labor saved in the future. The primary teacher occupies the most laborious position in our schools, and, if faithful and conscientious, performs the most work. It is no more than right that she should receive the most pay. MADISON. The report of the board of education for the city of Madison for the year 1869 — Hon. J. H. Carpenter, president of the board, and the Hon. B. M. Reynolds, sux)erin- tendent of schools — furnishes the following information : The number of xuipils enrolled . . . 2, 080 Present attendance . . 989 The number of seats for puxnls . 1, 125 Per cent, of attendance of xmpils . 93.9 The superintendent states that since the board adopted the rule requiring all cases of corporal xjimishment to be rex^orted to that body, with the causes and all the x>ar- ticulars, the number of cases had fallen off very considerably. Though the board does not expressly forbid this mode of xmnishment, the regulation is tantamount to a. x^ro- hibition of all imxu’oxier, injudicious, hasty, and unmerited x^miishment. The disci- Xiline of the schools has much imxu’oved in consequence. The chief objection urged by teachers against the x>lau of governing schools without resorting to corporal xmnish¬ ment is, that “it requires more talking to govern the pux)ils than under the old dis¬ pensation.” Teachers’ meetings are held on Saturday of each week during term time, and absence by any teacher is counted the same as half a day’s absence from school. COMMISSIONER OF EDUCATION. 305 List of school officers. Hon. S. F.vllows, superintendent public instruction, Madison, Dane County, 1870-71. COUNTY SUPERINTENDENTS. County. Name. Post office. Thomas R. Freeman . Olin. John W. Bell . La Pointe. Oliver Demars . Barron. Andrew Tate . Bayfield. Fort Howard. Oscar Gray . Robert Lees . Gilmanton. W. H. Peck . Grantsburg. Chilton. A. W. Hammond . . . John A. McDonald . Chippewa Falls. Loyal. Cambria. Clark . - . . S. S. Smith . John J. Lloyd . M. E. Mumford . Prairie du Chien. T. D. Kanonse . Sun Prairie. Dane, 2d district . S. C. Coolidge . Middleton. Dodge, east district . John A. Barney . L. M. Benson . Mayville. Lowell. Door . Rufus M. Wright . Sturgeon Bay. Superior. Menomonee. Irvin W. Gates . Carroll Lucas . W. H. Lockwood . Ean Claire. D. B. Lyon . . . Ripon. Bloomington. Monroe. Grant . W. H. Holford . Daniel H. Morgan . A. A. Spencer . Berlin. Samuel Parks . Avoca. Jackson . . John K. Hoffman . Black River Falls. Jefferson . . . . Amos Squire . . . Waterloo. Jnnean. .. . M. F. Carney . New Lisbon. Kenoska . Hosea Barnes . Kenosha. Kewaunee . . . John M. Read . Kewaunee. La Crosse . George Baton . Hamilton. TjO, Fayette . . William Ahern . Shull sbiirg. Manitowoc . Michael Kirwan . Manitowoc. Wausau. Marathon . Thomas Green . . . Marquette . Abraham Boynton . Westfield. Milwaukee, 1st district.. . James F. Devine . Milwaukee. Milwaukee, 2d district- .. James L. Foley . Butler. Monroe . A. E. Howard . Sparta. Oconto. Oconto . Harding W. Gilkey . Outagamie . D. J. Brothers . Kaukauna. Ozaukee . John T. Whitford . Grafton. Pepin . D. F. Reid . Pepin. Prescott. Pierce . Charles Smith . Polk . Charles E. Mears . Osceola Mills., Portage . J.H.Felch . Amherst. Racine . Lyman Earle . Honey Creek.. Forest. Richland . George W. Putnam . Rock, 1st district . J. W. Harris . Evansville, Rock, 2d district . C. M. Treat . Clinton. St. Croix . E. S. Reed . River Falls, Pierce Co. Sank . Charles F. Yiebahn . Sauk City. Shawauaw. Sbawanaw . Z. C. Colborn . . Sheboygan . William E. Cady . Sheboygan Falls. Trempealeau. Bloomingdale. Trempealeau . Amos Whiting . Vernon . John N. Wright . Walworth . M. Montague . Allen’s Grove. W ashi ngton . Frederick Regenfusa _ _ _ West Bend. Waukesha . Wm. S. Green . Waukesha. Waupaca . C. W. Packarrl . . New London., Waushara . Theodore S. Chipman . Berlin, Green Lake Co. Winnebago . Samuel Shaw . Omro. Wood . •T. Q. Emery . Grand Ea]iids. 20 E Table of statistical details of schools in Wisconsin, from report for 1869. 306 ANNUAL REPORT OF THE •oocnjpno:f'|H ui jaqmtiu oSwjha y S : :| :| : : : rH : ; : : •auoil Snunp {ooqas -etp popu^^:^u 'jon OAuq oq.\i poAa:|SiJ}oj s[idiid -ox - ; i M NS» Mi :i ;? ii ;§ ; •^qSnuq uaaq aAuq [ooqos qons si^up 'ox ’Ay S : Msggsg 1 i i ;S8 ; il |S il :S8| ; •e[ooqos qons nt paSuI^ua g.iaqaua:^ 'ox or 1 :ooo^;2;orH | jcogo j .0 i or 0 ! •X^nnoo aqi nr S[ooqos qona jo 'OX or . ■ lo m 0 or 0. M i-i '• • ro p- 10 ' 'or '0 it- i t- or 0 > •su)juddrj JO onpA qsBQ gISI ^ r-TrH- gggggggg = g = 2§s8ggg§§!2§gggg!2 r-t cfrHi— tH of O'f r-T •B9JI9 JO OnXBA qSBQ SSI3g8SSSSSg§82SgSSSSg2gsg§gagS§§ gigpigssigiiSiSiigiSigiiiisgiiii ^ cT^ ^ ^ " s' ^ ~7 r-T •j^jimoo oqj TIT eaetioq qooqos jo oiriUA qsuQ $11, 475 00 g§§S8§§§§25§§g§§§§§§§S§8§§§g§g liiigiseiigiiliiiiiiiiilims •9JT8 puB 99noqqooqo8 oqj jo uoTjBtijBA jsaqSiH $850 00 700 00 23, 000 00 7, 000 00 1, 150 00 2, C50 00 10, 000 00 800 00 16, 000 00 4, 000 00 5, 500 00 20, 000 00 10, 565 00 6, 700 00 955 00 700 00 16, 0[;0 00 9, 367 00 143,250 00 ]6, 500 00 15, 000 00 25, 900 00 2, 800 00 2, 100 00 19, 000 0!) 9, 950 00 28, 008 to 4, 565 00 13, 000 00 21, 000 00 8, 750 00 3, 600 00 L^^aiioo oqj ut eoenoq qooqos q:qAA •sijeq) 'jf'ox c5 t- 0 •eduut oiiq qno q|i-A paqsiuanj 'OX ^ t-h CO 00 ooror®o«|j;n^t-^-^^ i t-^ ® ^ ^ 0 « ^ ® 0 ^ g. 0 0 •sqooq-jx9j pojdopu OATjq qoiqAA epij^sip ’OX •noTjipnoo pooS UI easnoq-jtio qjiAA -ox •qoLiq JO anojs jo :qmq saanoqqooqos 'ox : : ig :‘^g” : •posopm qaAi sa^ts -ox 3 1 21 7 coooroLoooroocoi-icoco^oo — ootjcooooooojoo •9J0L’ 900 ouqj SS9X SaiuTuqaoo sajis 'ox •9}.Up0Oini090B qtAi. sosnoqqooqos siidnd -ox iSiiiiiiiiiSSsi-iiisiiifigISilsI (?f TfT cf n aS o' in o' rn" of o' -h"" p-" n i-"' cf cT 's* co co o o' c* \^;ntio9 aqj or saenoqqooqos jo 'ox . Hi ^1 i I ! I sr COMMISSIONER OF EDUCATION. 3 ill i i ilF i-i i“° is is i isis i ii i : os' : : : : | : : : : : : : 15, 389 ;§ n i is5“ isS i“l is ii- iSiS i is i g lO i r-i ^ tH j 1 2C4 22 1,004 10 26,817 00 755 00 602 00 1, 289 66 2, 187 00 211 00 822 50 292 00 400 00 1, 739 00 433 00 811 50 3, 134 50 820 00 1,256 10 5 00 2, 082 56 438 00 842 00 1, 374 70 2, 698 00 1, 858 00 535 75 376 00 2, 967 00 195 00 95, 079 34 767 00 2, 509 00 58, 925 09 4, 028 00 3, 196 75 11, 482 00 4, 647 00 1,015 00 2, 103 00 777 00 2, 358 00 5, 718 00 2, 694 00 15, 452 00 16, 405 00 5, 781 00 5, 159 18 115 00 9, 318 00 2, 015 00 2, 294 00 9, 452 00 5, 125 00 11,243 00 3, 755 00 1, 984 25 26, 616 00 1, 225 00 392, 553 93 13, 345 00 18,437 00 240,211 45 40,391 00 20, 332 00 48, 273 00 35, 429 00 11,577 00 28, 469 00 8, 965 00 27, 695 00 88, 575 00 27, 520 00 148, 576 00 71, 800 00 37, 438 00 58, 152 00 2, 335 00 60, 686 00 53, 932 00 31, 241 00 113, 620 00 49, 280 00 84, 935 00 38, 372 00 22, 271 00 153, 645 00 6, 925 00 2, 994, 492 44 1 2, 000 00 ' 3, 300 00 35, 000 00 16, 000 00 3, 600 00 11, 000 00 5, 000 00 1, OoO 00 4, 200 00 1, 800 00 4, 300 00 6, 275 00 2, 800 00 50, 000 00 7, 000 00 2, 200 00 6, 875 00 1, 500 00 5. 100 00 6, 000 00 8, 000 00 20, 000 00 4, 800 00 8, 500 00 11, 000 00 2. 100 00 65, 000 00 2, OOU 00 65, 000 00 800 ‘T 8 s s s 1, 131 rH t— 1 T— 1 rH 3, 709 isSliSSiiiSllisiiiigilgsisiS cf cf CO .o'io'«r^‘.-8'r-- oTcf iO Q6't--'t~'^‘co''o' rn 274, 022 4, 742 Statistics of schools for Wisconsin — Continued. 308 ANNUAL REPORT OF THE Snijnp poAiso -oj’ i^anomu i«^^ox *89011109 1911^0 raoix •punj Xooqos 9:^B^s JO oniooai raoj^ •S.IOSIAJOd -Ti9 iC^nnoo i!q p0lxV9t S9X«; nioix C20??i'r'00oisirtoococ5^ocoi^->aJ O CC -1^1.0 \ int yi a: CD :o i )kO»O.LO?OOC-GOCi— ^COC^'^Tr-iCOOOCj cf o rf cf .rT Tr* of o rH cf cS oT i-T co tH 00 t- O O ^ TO CO i> -x c:) c: CO to iO CO o o ( CiOOCSOOCOi^i iO rH* irf cf O r-T 1 OlOTf^COLOOl^OOOOCOOkOLOC^'^O coociinoooo^oor-iooicoocoo L0t0XL0C0i.0X0lC5OO0^C00>G^XC0L0 COOiCOOiOCOO COir-C^t- iO Oi CD ^ lo (Mio^or-( c^coc:^i-i 't-0lL0i--CM^C^C5O<-p- t-" o' cT co" of o' CO cT r-T o" trf f-T i LO O O lO O ' CO X ’ icTof > X o r CO" of !>" T M CO S O O- O CO t- r t-'' t-*'' aS i> !-■' ia of CO*' co*" cf of o' o' cf CO X O CO CO O CO X lCOl-H•^(!^?XO’^*^0? . _ JUUJ-HCOXr}'«tOOiG^OG^CO^--X CO" of r-T cT o' o" Co" CO" of r-T !> CO*' o' o" of ^•'' Cf t^*' "V" Of CO*' x" -rf O*' of rf CO* COMMISSIONER OF EDUCATION. 309 S552§§2S2S^Sd2SSgSS3SS^i2f:S WTC-cf ^-^'■ci.ao'Ti'od-od'cs TtTcfco cfof ,-rrr r-rrH-Tt<'ifMcf n o wioTjTTr-'wr^o' SBliliSigiSiiSigiiiSliiiS t^-^f nci^'iiS cf vo“ rnr-r.-^ O ^•'cTr^-'r-T 01 n ci r-T g:;§5§JSg2iS5§i;?S?^S55§i:5§sg2 5^ sigsSBSiiSiiigiliiiiiglBg ^ — rei'o’''-ri^o gS3ggS = 3SggSesSgS?.aSS2S13Sg iiiiissisiiiBiiiiiiisilgi w" ^ t-T co" 00 t-T t-"' 'a*' ^ o' £^ ^ ai" ^ r}<“ n n cT •a'"' ccf tsT if o' PS3S$5S3SSSg5i3S2§S3:Sig§S isiilligliSliiiEISiiiiiSg n cT oi o' o' r-T o" n n ■a'" cf i-' •a'" o" o" o' o'" o" o' t-' t-‘ o' ci ■ o ■ ^ itii;5|.. aSsSsisllgISsll Statistics of schools in Wisconsin — Contiuucd, 310 ANNUAL REPORT OF THE •8931 ‘IC iiY puiiq uo i!ouoj^ aq j Suanp 'juo ptyd ^^uuouiu pj^ox •sasod -and aaq|o pe jox spaooaa pnu ‘ja:^spo -aa ‘aanpuanj jo'x -paiqapai pio aox •eaaq^^’a!^ apjoi •aj jo’eaatAaas aox •saaqouai- a^uta JO saoiAaae aox •i!jujqq puu snjBaTjddn jox liiSsiiilSliigliSiilSSiiigSiilS3S5 ^•'r-rrH-Q0'o'r--'o'rH''o'fffr4"r4'o'OTr-rt^ rH* SI li-SiisIsi-g-ISlISliSiliSISiS siigiliiSSis-a rH“ ot Cfcf rH IISiiliillSiSHilii rH- n^co liligiiSilliiSiiSllllii:SiiiiiSsi to o cf gi o ^ o ro t-''crc^'o'o''c3 o :o cc o'ri'- J2§2§ iisi ililglSIilgassiSiiiiSSisiiSIS «Ci'rH-'^-'QO'--'rHC-:rHS-f Ht5'T(rOOJOtr-H'M^''OOOMCrrr 2-”BSiils- SggBSgSSSSSSSi iiliSi§r-s2S •guTJTBdaj puB Suippnq jox £§li?g?g^’8.^2g§8SS§§S?^8^SS233S?§S28^SS8 i"|g§2igiil§liSiliigiiiS”iia3isRei irf i’-i ■«>- t-T rH* CO" (M' o' 2" '^'' S" ' !>' QO" oT of Hi'- OQ- of rH- tS of rjT i-h' rH- ■rO ' 'J-gf 'M ■•3'^ • ’aoJjSig si III i g g cel i if ill ^ J-i 2 i §00 §§dg§222^g^ s.g I ce ce Ifgll ililliiiiiiiiillliiiiil^^liil COMMISSIONER OF EDUCATION. ooo'rH'^ w'(Nrh‘«oiOTf--'rjr«r-'- o'c>i'c»or'o'co'Ttrco--i'''rH" sSiiiSgsiiKiSisilKiiiiiii 3 3 g[3 i3 g 5fcf“ ISIiSig§i^igisiSiii§liiii5 ocf «r-r cf« VrH'cOTr'c.S-T^-' {fr-rcfod'(7i'nrcf.-rQd'rt liSS^iiiSliig^i«liii§igiS- 8?:3'3§?2g§g5is83§iss?:ssssj;?§ti8 i8siilii§ISIIiSi^iiSlilS^ rJir^ r-rrH' rH-rH-Tr-rH-cf .-T Irt TtTof M-H- r^" S 83888$88§S2S2§§S8S§S812^^g giila^SgiiissliSiiliigSii n m' tjT lo of of oo" o gf cT cf ^■' if o th' 2'' i-" o' o' aS o' o' o' f of I J2gSgSSgiiSS8§S3§SS?g§SSS38 ssiiiiB33SiliS|sss|g|g|ss o o-oo o'-ocf offo-if o'f Tfo 2 ;q 2 S ‘‘'’ '^'' £:S§2Si^l88§888S^5g§g:3§8f2§S ssiiissiissiieiiiiiii^gsi c» o" of o' sf CO f o' of f' o' of o' o" o" »' o' o" CO of o' 312 ANNUAL REPORT OF THE DISTRICT OF COJLFMBIA, , Tliere are, unfortunately, four distinct school organizations in the District of Colum- hia, namely, for the white schools of the city of Washington, of Georgetown, and of the county outside of the two cities, and for the colored schools of the county, em¬ bracing those of the county outside, as well as those within the two cities. WASHINGTON. This city is divided for purposes of school organization for white schools into four districts ; the first, includiug the First and Second wards ; the second, the Third and Fourth wards; the third, the Fifth and Sixth wards; the fourth, the Seventh ward. Three trustees are appointed by the mavor, with the advice and consent of tlie hoard of aldermen, on or about the first Monday in October, annually, for each school district, who, with the mayor as president, constitute the board of trustees for the manage¬ ment of all the public schools. The trustees appoint the teachers, and change them at pleasure ; prescribe studies and books to be used, and do all business pertaining to the schools, subject to the laws of the corporatiou. For practical supervision ihe board is divided into as many sub-boards as there are districts, who meet at least once a month for business pertaining to the schools, their action being subject to the revision and control of the board. The trustees make estimates of the necessary expenses for carrying on the schools, which are furnished' to the city councils, whose duty it is, by law, to provide for the payment of the same out of the school fund, and when that is insufficient, out of the general fund. The mayor also apx)oints a secretary of the board of trustees, with an annual salary of $200 ; and also a treasurer to make the disburse¬ ments for the schools, and keep the accounts. His salary is $80,0. The secretary and treasurer attend the meetings of the trustees, but have no vote. Grades of schools — The trustees must classify all the public schools iuto four grades : primary, secondary, intermediate and grammar. Pupils — White children, between six and seventeen years of age, whose parents are bona fide citizens of Washington, shall be admitted. The trustees may furnish neces¬ sary books to indigent pupils; the male and female pupils are, as far as possible, to be kept separate during school hours, and to have separate places of recreation. jSfUjht schools may be established — one in each district — for four consecutive months in each year. CITY SUPERINTENDENT. In May, 1869, the office of superintendent of public schools was created, with a salary of $2,.506. The act provides for the appointment of the superintendent annually, and prescribes his duties, among others, that at all meetings of the board of trustees he shall X)i’eside, iu the absence of the mayor, and shall be entitled to vote on all questions coming before the board. SCHOOLS AND TEACHERS. There were, in August, 1870, primary schools, 61 ; secondary, 32 ; intermediate, 16 — 8 male and 8 female ; grammar, 8 — 4 male and 4 female; total, 117. The whole num¬ ber of teachers was 119, iucluding two male assistants in the grammar schools. The principals and the two assistants in the male grammar schools were the only male teachers. The salaries of the principals of the male grammar schools are, one, $1,650, one, $1,700, and two, $2,000. The female principals of female grammar schools receive from $1,050 to $1,100. GERMAN LANGUAGE, AND MUSIC. In May 1869, the trustees were authorized to employ competent teachers of the Ger¬ man language for each of the grammar schools, provided no teacher should be fur¬ nished for a class of less than 15 pupils. The salary of each teacher employed is fixed at the rate of $1,200. In September, 1869, provision was made for the employment of two music teachers instead of one, with a salary of $1,200 each. SEATS AND PUPILS. The wdiole number of seats for pupils, in all the schools, is 6,856 ; the whole number enrolled for the year ending June 30, 1870, was 10,247 ; the average number on the roll, || 5,888; the average number iu daily attendance, 5,418; number present at examina¬ tion, 5,395. APPROPRIATIONS. The appropriations for the year ending June 30, 1870, were, for salaries, $106,825 ; for care of rooms, rent, fuel, and contingent expenses, including furniture for Franklin COMMISSIONER OF EDUCATION. 313 school buildin", and expense of trustees in furnishing school hooks, and printing, $76, GOO ; total, $183,425. JOINT RESOLUTION OF THE CITY COUNCILS. In IMay 1870, the city councils passed a joint resolution : “ That the Senate Com¬ mittee on the District he respectfully and earnestly requested to report and secure, if possible, the i)assage of a hill for the reorganization of the public schools in the Dis¬ trict of Coluinhia, and give us one common school system, by which all children can be educated, regardless of their color, to be governed by one board of trustees.” Of this resolution, with its preamble, the mayor was resxiectfully requested to send a copy to the chairman of the Senate District Committee. COLORED SCHOOLS OF WASHINGTON AND GEORGETOWN. These schools were instituted under authority of an act of Congress xiassed May 21, 1862, and amended July 11th of the same year; also, acts of July 25, 1864, and July 23, 1866. The second of these acts xirovided for a board of trustees, consisting of three Xiersons, apxioiuted by the Secretary of the Interior, each for the term of three years, and serving without comxiensation, to whom is confided the duty of initiating and con¬ ducting “a system of xiriniary schools for the education of colored children” in the cities of Washington and Georgetown. The funds for the supjiort of the schools are furnished by the corxiorations of the two cities, who, by the act last cited, are required “ to pay over to the trustees of colored schools of said cities such a xwoportionate part of all moneys received or exxiended for school or educational XRU’poses in said cities, including the cost of sites, buildings, imxu’ovements, furniture and books, and all other exxieuditures on account of schools, as the colored children between the ages of six and seventeen years in the resx>ective cities bear to the whole number of children, white and colored, between the same ages.” It was not until the year 1867 that these trustees obtained sufficient funds to under¬ take the establishment of any considerable number of schools. Previously to that time, for about three years, from 60 to 80 colored schools had been maintained at a large expense by various benevolent associations in the northern States. According to the census of 1867, taken under the direction of the Bureau of Educa¬ tion, the colored population of Washington and Georgetown was as follows: Washington . . . . . 31,397 Georgetown . 3,284 Total . 34,681 An increase of 22,333 over the number in 1860. The number of colored children between the ages of six and seventeen was — In Washington . 8,391 In Georgetown . 894 Total . 9,285 Increase since 1860, in Washington, 4,192. From the last published statement of the board of trustees, it axipears that there were 65 schools in operation at the close of the school year ending June 30, 1870, with an attendance of from 3,250 to 3,500 pupils. The permanent school buildings under the control of the board would seat about 3,000 pupils. The results of the census of 1870, not yet made xHihlic, will xirobably show little, if any, falling off from the numbers given above. In that case, the xi^iffiffil fact will appear that an army of between five and six thousand children, of this one class alone, is growing up as it wei'e within the shadow of the Capitol of the nation, to swell the ranks of the dliterate and untrained. From the statement already quoted, it appears that the receipts of the boaPd of trustees, for the year ending June 30, 1870, were $72,613 30; expenditures for same Xieriod, $68,667 15. The school x^roxierty held by them, in buildings, lots, and furniture is valued at $100,000. A. E. Newton, suxierintendeut of colored schools. PRIVATE SCHOOLS. The following statement, kindly furnished the Bureau under date October 5, 1870, by J. Russell Barr, esq., through Geo. F. McLlcllan, esq., gives the results of his ex¬ amination of the means of education afforded in the city of Washington, and is believed by him to be nearly correct : 314 ANNUAL REPORT OF THE ^\Tlole number of schools . . Number of male teachers. . . Number of female teachers . Number of male pupils . Number of female pupils. . Number of charity schools. . Number of male teachers. . . Number of female teachers Number of male pupils .... Number of female pupils. .. ■White Colored schools. schools. 62 10 50 4 124 8 1,715 203 2, 194 264 5 2 7 1 11 2 1,085 77 710 61 Summary of latest statistics. WHITE PUBLIC SCHOOLS OF WASHINGTON. The report of the public schools of Washington for the month ended September 30, 1870, furnished the following exhibit : Number of pupils who were such at the close of the last year and returned before 12 o’clock m. on the first day of the session . 4, 616 Number admitted by transfer . 2, 36.5 Number admitted by ticket . 2, 100 Number transferred . 2, 283 Number withdrawn . 132 Number of seats forfeited . 82 Number dismissed . 25 Number on the roll Seiitember 30 . 6, 563 Number of indigent pupils furnished with books . 363 Number present every session . . . 3, 338 Number punctual every session . 2, 922 Number of pupils tardy . . . . 1 , 032 Number of cases of tardiness . 1, 670 Number of cases of corporal punishment . 118 Number of xmpils suspended . . . 66 Number of days teachers were absent . . . . . . . 56 Number of times teachers were tardy . 9 Number of visits of trustees . . 943 Number of visits of sliperiuteudent . 220 Number of visits of parents and others . 402 Percentage of attendance . 95^ The whole number of pupils on the roll September 30, 1869, was 5,751, and the num¬ ber at the corresponding date tlie present year shows an increase of 812, which has been made principally in the primary and secondary grades. The whole number of schools in the city (the pupils in charge of each teacher being considered a school) is 119, with au average of 55 pupils to each school. About one-half of the rooms in which the schools are located are owned by the city, and the other half rented. It is estimated that it would require $1,000,000 to sup¬ ply the city properly with suitable school buildings well furnished. Not one-half of the white school population — that is, the population between the ages of six and seventeen inclusive — can be accommodated in the public schools ; but the number of applicants unable to gain admission is not large for the following reasons : 1st. A large number of the schools are kept in buildings and rooms which are not acceptable to many of the parents ; 2d. There is au unusually large number of excellent private schools in the city ; 3d. There is no public high school. The entire assessed valuation of the city property, real and personal, is only $62,000,000. The xiroportion of the population owning no property in the city and jiaying no taxes into the city treasury is very large, owing to the fact that there are so many jiersons temporarily residing here, in the employment of the United States Government. It is probable that one-third of the jiupils in the jinblic schools are children of jiarents belonging to this class. There is no permanent school fund to aid in the support of the schools, and, there¬ fore, the requisite amount has to be raised by direct taxation. The amount levied the Xiresent year for this xuirpose is 50 cents on each $100 of the city valuation, and, burden¬ some as it is, it will yield barely sufficient to jiay the current expenses of the white and colored schools. For many years earnest efforts have been made to induce Congress to grant a dona¬ tion of public lauds to aid the public schools of the District, and it is very certain that COMMISSIONER OF EDUCATION. 315 unless this shall be done many years must elapse before there \rill be established here a school system, including suitable and adequate buildings and a high and normal school, which will be truly creditable to the capital of the United States. J. O. WILSON, Superinlendcnt. Statistics of children in the City of Washington, D. C., between the ages of six and seventeen, inclusive. WHITES. Wards. Native. Foreign. Total white. 6 to 9. 10 to 14. 15 to 17. 6 to 9. 10 to 14. 15 to 17. M. F. M. F. M. F. M. F. M. F. ±. F. M. F. First . 349 366 477 475 208 264 20 10 30 27 20 27 1, 104 1, 169 Second . 399 417 471 619 261 326 9 15 15 18 12 22 1, 167 1,417 Third . 411 437 247 305 165 230 22 11 19 23 15 34 879 1,040 Fourth 547 610 729 709 305 362 25 20 40 41 30 51 1, 676 1, 793 Fifth . 328 295 423 401 194 188 7 5 7 15 2 11 961 915 Sixth . 391 400 466 466 233 224 8 9 9 12 n 15 1, 118 1, 126 Seventh . 504 528 626 680 296 320 8 5 20 19 12 20 1, 466 1,572 Total . 2,929 3, 053 3, 439 3, 655 1, 662 1, 914 99 75 140 155 1 180 8,371 9, 032 Wards. COLORED. Grand total.’* Native. Foreign. Total colored. 6 to 9. 10 to 14. 15 to 17. 6 to 9. 10 to 14. 15 to 17. M. F. M. F. M. F. M. F. M. F. M. F. M. F. M. F. First . Second .. .. Third . Fourth .... Fifth . Sixth . Seventh . . . Total . . 203 197 144 126 112 83 270 210 182 137 135 140 99 263 387. 317 191 226 180 167 337 397 384 274 267 230 178 395 205 168 79 101 94 69 157 273 256 186 189 121 137 246 1 2 1 1 i 2 1 2 1 1 1 1 1 1 1 1 799 682 417 454 386 319 765 884 823 598 594 493 414 904 1,903 1,849 1, 296 2, 130 1, 347 1,437 2, 231 2, 053 2, 240 1,638 2, 387 1,408 1,540 2, 476 1,135 1, 166 1, 805 2, 125 j873 1, 408 4 2 3 6 2 3 3, 822 4, 710 12, 193 13, 742 * Total, male and female, 25,935. GEORGETOWN. The schools of Georgetown are under the control of a “board of guardians.^’ The school organization at xiresent embraces the following schools: Two grammar schools, one male and one female ; two intermediate schools, one male and one’ female ; and four jirimary, two male and two female, with an addition of thirty children of each sex in two primary schools. There are no male teachers employed, except one in the male grammar school. Nearly live hundred children have been in the schools during the year, and the general progress and improvement in all have been decided and very encouraging to the board of guardians and teachers. The board, liowever, express some regret that the two grammar schools have not been as full as they ought to be. The report of the board of guardians to the board of aider- men and of the common council, states that “ there ajipears to be a disposition on the part of the parents to use the school so far only as is necessary to gain instruction in the rudiments of the English branches for their children ; and before the jiuxiil can derive the advantages the school system affords, withdraw him or her from the schools. This, the board submits, is not giving the authorities of the town the consideration they have a right to expect from and ask of those who use the xmblic schools. If there be an obligation on the tax payers of the town to furnish the means to carry on the schools, then there arises a recijprocal obligation on those who use the schools to do so 316 ANNUAL REPORT OF THE in accordance with the end proposed in the school system, viz., the acquisition of a plain, substantial, and thorough knowledge of the English elementary branches, and this cannot be attained if scholars are withdrawn before, or as soon as they enter the grammar schools. The school sessions, ending in June, were closed with the usual examinations, which “ were satisfactory and showed a steady and decided improvement by the scholars in the respective schools.” The receipts for the school year ending August 31, 1870, amounted, with the bal¬ ance on hand at the beginning of the year, to $12,322 G5 ; and the expenditures, includ¬ ing $6,624 for salaries of teachers, to $8,139 75, leaving the balance to the credit of the school fund of $4,182 90. Hon. A. Hyde, i)resident of the board of guardians, who kindly furnished this Bureau the materials for this report, says : I might add that we have three school buildings ; one an old Methodist meeting-house, purchased for $2,000, to which $1,000 were adcled in repairs; one built for the purpose, at a cost of some $6,000 seven years since, and one, a brick house built recently at a cost of $10,000, for which the corporation loaned the money.” SCHOOL DISTRICTS OF WASHINGTON COUNTY. Congress, by the act of May 20, 1862, provided for the division of the county of Wash¬ ington, outside of the cities of Washington and Georgetown, into seven school districts, to be under the control of “seven intelligent inhabitants” as commissioners, to bo appointed annually, one from each district, by the levy court. They shall take oath of office and be a body corporate, with four a quorum, appoint a clerk, keep records, hold four stated meetings, appoint two trustees in each district to act with commis¬ sioners in control of schools therein, receive and disburse funds, regulate number of children to be taught, select teachers, prescribe course of study, secure site for school- liouse, and report annually to the levy court. The levy court may impose a tax of one-fourth of one per centum for school purposes. Commissioners to provide schools for colored children. Tuition of 50 cents per mouth may be imposed if jiarent is able to pay it. One-fourth of money accruing from fines, penalties, &c., in district, to be divided between Washington, Georgetown, and the county. Education made com¬ pulsory for at least twelve weeks each year. Statistics of puhlic schools of Wash ington County, D. C., during each of the past five years, consolidated and brought down to June 20, 1870. COMMISSIONER OF EDUCATION. 317 EXPENDITURES. $8,052 90 19, 203 46 18, 032 93 14, 799 36 25, 747 34 12, 079 03 97, 915 02 •o:y ‘pnj ‘sqooq ‘juoTi $799 90 1,341 49 1, 804 95 1, 340 48 2, 066 62 1, 140 07 WO CO Ci aS •o:y ‘ojiiiraanj ‘fcjsnoq-fooqog O « 00 C? o c£> CO o: rH O T-H 'T T}^ GO 1- — * t'* O (M o ro — CM L-f ^ o' rH o' fM" f— 36, 728 30 •R3§ 'BAA. jSjcaqoBOx $1, 964 00 6, 790 32 9,911 25 12, 784 00 13, 505 80 7, 615 83 52, 571 20 RECEIPTS. $12, 503 44 18, 661 89 14, 833 47 13,261 78 26, 722 88 12, 079 03 ; 98, 062, 49 ssojSaoo $7, 173 46 2, 826 59 1, 747 25 8, 235 75 19, 983 05 •soxBj raoj j; ^ GO O lO < CCO'^CM'Ot- O O — ' o o T— CM ^ o lO O 00 ^ O GO o tH M r-* rH 1-t T-l 69, 137 95 •Sony; uioj^ $1,487 10 958 35 185 47 401 28 886 49 223 32 4, 142 01 •ptruq uo oouiqua $5, 799 53 o a H cc a H o ” 6 ■moj, 1 CO '00 O'. lO rH rH rH CM •JUBJSTSSY * • • CM CO iiO qpdpnijj; •SXBXOIIOS JO -ox O WO O O O CO GO GO O rH CO O 1- t- O •S{00T[0S JO "0^ « t' ro CO «o g5 •sosnoq-poqos jo -o^ rH ''T O CO WO CO lO 00 C5 o GO 00 00 GO 00 00 .-ba ^ 9 ^ - 0. Organized by act of Congress February 28, 1861. Area, 104,500 square miles; population, (^United States census of 1870,) 38,187. Though repeatedly sought for, but little school information has been received from this Territory. Within a few days communication has been established with the xires- ent superintendent of public instruction by the receijit of a letter, from which the fol¬ lowing is taken : “ I am extremely anxious that you should have late information and full statistics of this Territory for insertion in your annual rexiort. The territorial treasurer has hereto¬ fore been cr suxierintendent of xmblic instruction, and this is the first year in which this office has consisted of a separate department. Comxilete statistics have never been obtained, and I am making earnest etlorts to have the county suxierintendents’ reports for this year contain all the necessary items. “Under our law county sux:)erintendents’ reports are not required to be furnished to this office until November 1 ; and as this is the first year in which the county superin¬ tendents have been required to send their reports x^i'omptly, it is x^ossible that reports may not be received until some time during the month. I inclose herewith a blank report, in order that you may see what statistics we propose to obtain. “ Will you xfiease inform me, at your earliest convenieuce, what is the latest date on which you must receive my report in order to include it iu your annual rexiort? “ Very respectfully, your obedient servant, “W. C.LOTHROP, “Supei'intendent Public Instruction^ But one other reply has been received, from the numerous inquiries sent from this office, and that being from an isolated region in the southeastern part of the Territory, is as follows : “ Trinidad, Colorado, July 6, 1870. “Dear Sir: Yours of inquiry was duly received. I have not been in the Territory long enough to know much about its educational interests, save in our immediate vicinity. “ We have an academy here which has had one session of five months. Two teachers enrolled 24 x)Rpils, average about 16. Its next session will open September 6, 1870. It is the only school south of the Arkansas River for Americans. Our county (Las Ani¬ mas) contains about 9,000 inhabitants ; about 300 Americans ; the rest are Mexicans. * Furnishod through the kindness of General Francis A. "Walker, superintendent of the census. COMMISSIONER OF EDUCATION. 319 This state of things is fast changing. The Mexicans cannot stand civilization, and will soon give place to enterprising Americans. So, in school matters, better times are at hand. “ There is a Catholic school here, attended only by Mexicans ; it has about 30 scholars taught by nuns. I know very little about it. There are in the county about 60 American children of school age. “Trinidad is an important, growing town, and has quite a number of enterprising American citizens; hence, churches and schools receive their proper attention here. This climato is well adapted to mental culture and physical development. There is no healthier place in the w'orld than Trinidad. Socially, the Mexicans are below par, and but little can be done with them either mentally or morally. When you i3ublish reports please send copies. “ Yours, truly, “E. J. RICE. “ General John Eaton, Jr.” Colorado is divided by ranges of mountains into several regions, which are quite isolated, and inhabited by people of different races, and of widely different social customs and religious faith. Not less than one-third of her populatiou are mestizos, adhering to their peculiar customs, and generally speaking only the Spanish language. They occupy the southern portion of the Territory, which was formerly a part of New Mexico, and of those counties in New Mexico which, in 1856, voted more than 4,000 against free schools to 37 for them. The physical features of Colorado are graj)hically described in the following, from the pen of ex-Governor Gilpin : “Bisected from north to south by the primary Cordillera or great mountain chain, which divides the waters of the Atlantic from those of the Pacific. The eastern half is occupied by an undulating plain, the western half by stupendous Rocky Mountain ranges. The former, abounding in great rivers, is of very uniform fertility, checkered with arable and pastoral lands, alternating the one with the other. It is favored with temperate seasons, mineral fuel, a salubrious atmosphere, and a resplendent climate. The mountains embrace every variety of structure, intense massiveness, and altitude, fertile flanks of uufaUing pasturage, and stupendous forests. In ffieir ever-varying scenery, no element of sublimity and beauty of the highest order is wanting. In their vastness of bulk they constitute an important division of the empire of the American people, here, especially, revealed to sight in the grandest forms.” I>AKOTA. Organized by act of Congress March 2, 1861. Area 150,932 square miles. Population, (United States census of 1870,) 13,931. Dakota is the largest of the organized Territories, her area equaling about one-half of the whole of the original thirteen States. The superintendent of public instruction, Hon. James S. Foster, made a partial report, in February last, to accompany the new school code, then first x^ublished, the distribution of which became necessary. From this it appears that — The number of school districts organized were . . 55 Number of teachers . . 56 Number of scholars . 1,765 Value of school iiroperty . . $9, 010 00 Amount of money ax)x>ortioned to counties . |l, 997 86 There were many districts unorganized, and several county suxierintendeuts had omitted to send their annual report. Mr. Foster says : “ Our schools have heretofore suffered from a lack of school-teachers, but, fortunately, among the immigrants, during the xiast year, there are many who are willing to engage as teachers, so that every school district requiring the services of a teacher has been able to procure one. The school fund during the past year has greatlj^ increased with the rapidly increasing wealth of our citizens, so that in most of the counties tho ax)portionment to each district exceeds $2 each for every child residing in the district between the ages of five and twenty-one. “The peoxde of Dakota are promx)t to organize school districts and ojien schools, without waiting for a large number of wealthy settlers to enable the new district to build at once a x)ermaneut school building. In many districts schools were oxicned in temporary houses until a good and x^ermanent school-house could be built. In some districts schools were opened in XH'ivate houses, and conducted successfully for several 320 ANNUAL EEPOET OF THE terms, while in others a rude hut comfortable and substantial log school-house has been erected, which will serve a good purpose for a number of years. “ In several districts, in Union county particularly, where, in 1868, we found schools of twenty or thirty pupils occupying temporary log houses, we find now good frame school-houses, supplied with all the furniture usually found in school-houses in the rural districts of older settled countries. “It is a work of no small magnitude to transform the wild uninhabited prairie into a thickly settled country, with cultivated farms, supporting churches and schools. It is with feelings of pride that we contemplate the condition of our common schools. We have no large tracts of land owned by non-residents and speculators, preventing actual settlement by an industrious population. Our settlements are continuous, and nearly every quarter- section of land has its occupant, from whose dwelling goes forth to our common schools one or more pupils. It is the crowning glory of Dakota that our settlements are compact, and that in every township in the settled portion there are children enough for half a dozen schools. At present most of the schools of this Territory are in Union, Clay, and Yankton counties.’^ The poorest school-house is noted as worth $25, and the best as worth $3,000. Most of the school-houses are built of logs. The wages of some of the women teachers appear to be as low as $15 per month. The acquisition of a blackboard is usually men¬ tioned. Indeed, a good log school-house, with a blackboard, and a well in the yard^ and a teacher at $20 per month, is evidently considered a fair school lu'ospect in Dakota. SCHOOL LAW. An act to provide for common schools in the Territory was approved January 5, 1869, and contains ninety sections. It provides for the election of territorial and county sui^erintendents with the usual duties. No school district can receive its portion of the school fund in which a common school has not been taught at least three months during the year. County superintendents are to report annually by the 10th of November. The territorial superintendent is required to report to the legislature during the first week in the session of each year; by act of Congress, however, the legislatures of terri¬ tories are limited to biennial sessions. The officers of each school district are a director, clerk, and treasurer, who constitute the district board, and each district is a body cor¬ porate. Annual school district meetings are to be held on the last Saturday in March. The district clerks make the annual enumeration of children. Table of statistical details of schools in Dakota Territory, by counties, from sujyerintendenV s report dated February 1, 1870. Hon. James. S. Foster, superintendent public instruction, Yankton. COUNTY SUPERINTENDENTS. Humber of school districts. Humber of scholars. Humber of teachers. Amount apportioned. Value of school property, Cqunty. Hame. Post office. Bon Homme. ... Bon Homme .... W^hite Swan 1 1 Charles Mix. ... Clay . Lincoln . S. A. ijiford . B. S. (rille.spie . Vermillion . Canton 14 351 2 1 $402 02 $1, 775 Minnehaha . SionxEa.Ila Union . Yankton . Total . Hunyen Compton. . . Eev.' M. Hoyt . Elk Point . Yankton . 30 11 1, 135 289 1, 093 94 501 90 4, 085 3. 150 56 1, 765 53 1, 997 86 9, 010 COMMISSIONER OF EDUCATION. 321 ii>ah:o territory. Organized by act of Congress approved March 3, 1863. Area, 86,294 square miles. Population, (United States census of 1870,) 14,886. From the report of the Hon. Daniel Cram, superintendent of public instruction, for the years 1837-’68, it appears that in the latter year the number of school districts were . 24 Number of school-houses . 12 Number of schools . 15 Whole number of children between five and twenty-one years . 926 Number of scholars attending school . X- . 345 Number of children not attending school . > . 581 Amount paid teachers . $4,603 Total expenses . 5, 799 Number of libraries and volumes . None. Many of the settlers do not seem to aj)preciate the necessity and advantages of edu¬ cation, and the superintendent therefore makes the following recommendations : In the absence of a school-house in districts entirely able to provide suitable school buildings, I would suggest the propriety of such legislative action as will secure to the trustees the means of school accommodations in these several districts ; and we-^e said boards authorized, in the exercise of a sound discretion, to levy, collect, and expend a reasonable tax for such biiiklings, or for repairing the same, it is believed that such a law would be beneficial to the district thus taxed, and would be approved by the peo¬ ple of the Territory. ‘‘The absence of school-houses in some districts is not founded on the want of means or ability to build them; they are evidences of selfishness or ignorance wherever they are found. Hence a law of the kind indicated would not be regarded as oppressive. “There is a commendable sioirit manifested throughout the Territory, and the county superintendents seem alive to the cause. Briefly, then, our needs are money and teachers. “ That which Idaho needs most, in order to educate her children, is to foster her gen¬ eral school fund, and increase it in every possible wny.’’ A letter from the superintendent of public instruction of Idaho Territory, Hon. Daniel Cram, contains the following information : “ It is impossible,” he states, “ for me to visit the different counties personally, as there is no money in the territorial school fund apx)licable for that purpose, and the expense of travelmg in this Territory is no small item, and more than I am willing to expend personally, although I have a heart and interest in the cause, and am willing to do all I reasonably can to advance it. The month of October is the end of the fiscal school year. “ Our school law is ambiguous, and no material changes have been made in it of late only to confuse the operations of the same. “Our Territory is in much need of congressional aid; at the same time this aid should be met by, and through the legislature of the Territory, in conjunction with Ihe Government, by a reasonable tax or appropriation.” THE THIRTY-SIXTH SECTIOX EXCLUDED BY THE LEGISLATURE FROM SCHOOL PURPOSES. The United States school law provides that sections 16 and 36 be reserved in each township for school purposes. The territorial school law excZades the thirty- sixth sec¬ tion ; this only gives the proceeds of the 16th section for school purposes. ARTICLE I— SCHOOL FUND. Section 1. — Money from sale of congressional land grants, with the exception of the j^roceeds of the sale of the thirty-sixth section of the iniblic lands, cfc., 4'C. A citizen of Idaho, writing on the subject, m.akes the following comment upon this action of the legislature : “ The law reserving the sixteenth and thirty-sixth sections for school purposes, you will see in section 1 of this act partly ignored ; but really it does not amount to any¬ thing, for all the lands of any value were taken up before the survey, and unless there is some special provision made, 1 doubt whether there will be any school lands in the Territory. There is no way of getting any lands, in lieu of those previously claimed, to survey, unless it might be timber in the mountains, and that is not now surveyed. I would suggest a special survey for that purpose, not allowing persons to claim the timber until the school lands should be selected.” 21 E 322 ANNUAL REPORT OF THE •oSg jo SJGO^ JS puG g uooAijoq U9.ip '11^13 JO Jaqiunu opq^ •oSg jo s.igoj£ puG g ao9Ai.j -oq spiS’ JO jgqumjj •9Sg jo SJGoi! 15 pnG g n99Ai.j -9q siioq JO J9quinjq; •S9SG[9ds9 IGJOX sioqoGOj piGd junoTiiY •j;g9^ 9qj Sni •inp xooqos jo qj-ongq; qooqos Smpugj ■JG sjGjoqos jo'joqnmjq; •sxooqos JO jaqmti^ •S9snoq qooqos jo J9qnm^ •jCjunoo ni sjOTjjsip JO joquinj^ o 00 o I'- o Cl m . ^ c3 • ci >;s >--232 -^022 CO PI -12 w X’sCocS^OQw'cS g §1 g a-g s . > w ” ' ’ c - ^ ■ o® 2 2 12 c 2'SP-i^'S'S i § fc'i s <)<^pqSh^t2iOCM COMMISSIONER OF EDUCATION. 323 monta:^a territory. Organized by act of Congress, May 26, 1864. Area, 143,776 square miles. Population, (United States census of 1870,) 20,422. Montana Territory, witli a breadth of latitude equal to the distance from Long Island Sound straight north to the St. LaAvrence, stretches its monster proportions along tho northern national boundary for nearly 700 miles — from the tAventy-seventh to thirty- ninth nieridian degrees of longitude, or one-thirtieth the circle of the globe on the forty-ninth parallel of latitude. Much of her land is of excellent quality, and the climatic influences among tho best of a continent. She Avill haA^e, Avhen sui'A’eyed, 5,112,055 acres for school purposes. The suj)erintendeut reported, in 1868, that the condition of her schools Avas not favor¬ able; that circumstances and influences haA*e opposed the practical Avorkings of a sys¬ tem, moreover, not perfectly adapted to the territorial condition. Indeed, he says that four years’ experience has demonstrated “its utter inadequacy to meet our demands.” In eA’ery community a general interest was manifesting itself, but the reports of county superintendents Avere not sufficiently full. Madisou County reported herself able to maintain, A\uth her then population and school tax, “about ten schools, a majority of them for the greater i)art of the year.” Her schools A\mre considered efficient and her people quite interested. The superintendent of Meagher County reported, that though he had “districted tliis county soon after his appointment, lie had not succeeded in liaAung a single district organized.” His report shoArs nothing beyond the amount of money in the treasury belonging to the school fund. The county of Deer Lodge gives a more flattering report. In the organized districts, schools are Avell sustained, and the people are generally shoAving a lively interest in the subject of education. The report from Gallatin xvas merely statistical, but the territorial superintendent inferred from it “that the Avalley county is not behind in her educational facilities, and that her schools are in a healthy condition.” “ LeAvis and Clarke County has only three organized districts, tvro of Avhich, in the Prickly Pear Valley, sustain good schools during the Avinter months. The Helena dis¬ trict has noAv three common schools, Avith an aggregate attendance of 181 pupils.” Much interest was manifested, and zeal and energy displayed, by the Helena board of school directors. A select school of more than twenty pupils was also in existence. At Helena there are also two denominational schools. Catholic and Methodist. The territorial superintendent says of the Sunday schools : “ They are springing up in eA’ery town of note, and are becoming a poAAmr in the land.” SCHOOL FUXD AND CONGRESSIONAL AID. “We have no permanent school fund in the Territory, nor haAm Ave any legislation tending to the establishment of such a fond. The sixteenth and thirty-sixth sections of land given by the United States for schooling purposes are generally reserved to the townships in which they are located, or to the counties, and never, so far as I haAm been able to learn, enter into a State or territorial fund. “It seems to me of paramount importance that we should have some nucleus estab¬ lished, around which we could form a territorial fund, the interest only of Avhich should be appropriated annually for school purposes. How to establish such a point, from Avhat source to create such a fund, are questions to Avhich I have gi\mn much thought and iuA’estigation, Avithout reaching any Arnry satisfactory conclusion. Would not that spirit of liberality which has eAxr characterized the policy of the general gov¬ ernment in matters of education, Avarrant the legislature in memorializing Congress on this subject -vital alike to the interests of the nation as to the j)rosperity of the Ter¬ ritory — asking that a portion of the United States reAmnue collected in the Territory, for a limited period, be set apart for this puriiose ? “ I trust I shall be i^ardoned for this suggestion, for it is the only feasible plan that presents itself to me for the accomplishment of the desired end. The goA'ernment could Avell aflbrd to make such an appropriation. The hardy and adAmnturous pioneer has opened up a wilderness to civilization, from the bosom of which he has extracted millions of dollars in gold, AAfliich he has throAvn into the circulating wealth of tho nation. The lands, only a few years ago A’^alueless, are now sought for AAuth eagerness ; and the land office in this citj’ is becoming the repository of thousands of oiu- hard- earned treasure.” From an interesting letter from a well knoAvn citizen of Montana, Avhose opinions are entitled to consideration, the folloAving is taken : “In 1864 there were some 10,000 people, from all parts of the country, assembled at Virginia City, attracted by the marvellous accounts of the wealth of the placer mines in Aider Gulch. That portion of this population from the East Avas largely composed 324 ANNUAL REPORT OF THE of disbanded soldiers of Price’s army, while the emigration from the West contained some of the worst characters of the Pacific State. For three years, or nntil the com¬ mencement of 1867, crime was punished by a vigilance committee, said to have em¬ braced all the best men in the Territory, whose executions were frequent and summary. During this i)eriod many families from the Western States, and some from New Eng¬ land, settled in the Territory, and society began to improve. A school was established and well attended. The legislature, at its first session in 1864-65, passed a school law. Though no general interest was felt in schools, a few kept the subject alive, a superin¬ tendent was elected, and, since 1865, most parts of the settled portions of the Territory have been supplied with schools, some of which are said to be very good, though no graded school has been yet established. “While the interest in education is increasing, some of the best citizens of Montana complain that unfortunate political collisions between parties give to legislation a par¬ tisan character, and withhold the legislature from giving proper attention to school laws and school funds. This leads some of the better classes to seek schools in the States for their children.” superintendent of public instruction, Virginia City, COMMISSIONER OF EDUCATION. I? S u o eoifie are as barren as the land, Avith as little hope of being better cultivated. Congress has donated tAvo sections of land in each toAvnship for school x>Ri‘- poses ; but so large a portion of the country consists of rocky mountains and barren Xilains that there is poor xirosiiect of the donation eA^er yielding much for the cause of education. In lieu of the land, Congress should make an aiixjroxiriation in money, as an education fund, to be expended in such manner as they might direct — the x^rincixml to be xu'operly invested, and the interest arising from it only to be expended. ” (x). 430.) Since 1856, several acts for the establishment of common schools, to be supported by 328 ANNUAL EEPORT OF THE payment of a tuition fee, and even lavrs for comx3ulsory attendance at school, have been passed, but always repealed before they were carried into effect. THE PUEBLO INDIANS. These Indians number about 7.000, and are settled in nearly a score of compact vil¬ lages, scattered through the Territory. Nothing has ever been done for these Indians by the Government, in the v<"ay of improving their social condition, by instruction in industrial arts, or in any necessary knowledge since they became its wards, in 1846. During the period of Spanish rule, schools were established and flourished under the fostering care of the Government. But after the independence of Mexico they were allowed to fall into decay, from want of Government support, until to-day there are very few indeed who can read and write, and these are old men, whose numbers are decreasing; so that in four or five years there will not be found one of all this once p = 3 di •sxcoi! 9T pun f uaaAiL^oq uoapnq'^ I^fox Ssisii cf 1 ISi isisli rr" r-Tcf g -r' 01 •sjnai: 91 ^ -aq A;unoD m S[JiS jo aaqiuujq Siisai iis iie isiiSi cf rl 1 r-T •bjboA 91 ptre f noaAVi -aq l;nnoo ui sAoq jo .laqoin^ iSiSii :SI of of 1 5 •siaqaeai oxcuraj jo aaqmnjq; M O c; LO M 00 CO JO -j 10 ^ 2 1 ■siaqonax oxnra jo aaqninx f 55 - g •sxooqas jo apBa£) 5 ::::::: : s . coo o e c c c c r: r: r:: r: rc •sxooqos JO jaquinx > C-. ; ® ^ 2 i •paxaodaj sjoijjsip jo aaqran^ « o ^ T*. ro o ifO LC ^ GO CO o t- i- ^ o I •ijnnoo m sjoiajsip jo aaqranj;^ i- ^ — Tp Tf 'O "O (71 Cl ^ c; o CO 00 t’ t’ fO o r * Abandouod iu coiisequeuco of Indian hostilities. Table of statistical details of schools in Utah Territory, by counties, ff’c— Coutinued. 332 ANNUAL EEPOKT OP THE •epoqog JO 0811 oj pojuiadojddu soxcj jo jutiorav i o • • • < LO • • • < o o o o • o o o o •pOSTUJ epunj Smpxraq'jo jutionry O CO O O Ol CO O lO 00 o •juojC oqj Strijnp jqSnuj nooq euq poqoH sqjnoni jo joqum^ , CO o:). pit^d le^ojj 1-I000000i>0 T-HTHOTfLOOCit^ CO^OlOOOOOOCOt-- . o OC lO lO O ' •sjoqo'na^ otutnoj oq. pred Ti n 0 m Y OOOOOOOOO 'OOO *00000 OOOOOOOOO *000 *00 - O O O LO O O O I O ^ O CO O? £- CO • xo CO lO (M • *8 9XHTir o; piBd ^junoraY OOOOOOOOO OOOOOOOOO :iOOCiiOOC;’ r of r-" co’' 1 ? Ol . O ^ O i.O CO o? ■ O O th • CO O ^ O? o • C^OJ> *0^00000^ 'I-Tr-Tco Olio •jooqoe Snipno^^Tj tiOT:^ -uindod xooqoe jo eS'Biuaoja j .cocoon iCOCOiOLOOCO •Qon'Bpuoq.^^ oS^joay ^ O S O o Tf CO CO rH 'COCO *010(0? •lOt^’^'^lOtO ' O ' lO GO • (O O CO 00 CO '(Mr-I 'OJOO -T-^Oii-ClCOCO • p9i[0Jii9 seraea jo 9S'b;u90J9 j 1-1 CO o? ( I lO o r- o t-- •p9IIoau9 _ jC^COC^OOOO ^ ^ ^ ^ ^ LOO{^C?0?''^0-htH 'C^COO •cOi^Oi’^Ot^ COCOlOlOCOCMCOLOi-l •0?’^OCOGOCO =1 'tTrO tu-- is 'obgo a S f:qpqigSP^!^t>f^PH :p:)cc3 .QHP^WccO c3.: :9 :a ell^bo^^al ^ a 2s ot:;gp4 4I x as i2pW> ;|"^s .a,a2a^s •a^-^s ’rSd^sacs ^-2 • o ® a a: ® : ■•-ip 1-^ a 2 ■ ns ^ w a® ^3 ® ^ 2ii ^ Abandoned in consequence of Indian hostilities. COMMISSIONER OF EDUCATION. 333 W ASHIIVCJTOIV TERRITORY. Organized by act of Congress, approved March 2, 1853. Area, 69,994 square miles; population, (United States census of 1870,) 23,751. The following letter by the Hon. James Scott, secretary of the Territory, contains all the information received from this remote portion of our country : “ Washington Territory, “ Secretaries Office, Olympia, June 18, 1870. “ Sir : Your favor of the 27th ultimo asking for information on the ‘condition of edu¬ cation, inchiding total population, total school population, number of schools, teachers, children attending schools, and the amount of money raised for school purposes ; also, any general and historical information and observations touching social life, educatiou, and crime in Washington Territory,’ is received. “ I regret to say the statistics of our Territory are so meager in relation to the sub¬ ject named, that I can scarcely more than approximate toward giving you the desired information. “The population of Washington Territory, as estimated from the vote at the recent election for Delegate to Congress, is about 30,000. “school supervision. “ We have no territorial commissioner or bureau as a head of the school system, through which the census of our school population and other statistical information in relation to our schools can be gathered. The only school officers provided for by our laws are county superintendents and district school directors. It is hoped by the friends of education in the Territory that this evil will soon be remedied by the crea¬ tion of a central bureau having a supervision over all our schools, and to which the county superintendents wHI be required to report. The number of school population in our Territory, as well as the number of schools, teachers, and children attending school, must be conjectured to some extent. “population of school age. “ The number of school population in Washington Territorv, of course, is not as great compared with the whole population as in the States, but larger than in any of the other Territories, for the reason that it is the senior of them all, and the pioneers have had ample time to prepare homes and bring out their families. “ I think the number of school population can safely put down at one-fourth the whole population, or 7,500. “schools, teachers, and attendance. “ As to the number of schools, teachers, and children in attendance on school, the best information attainable is to be derived from the books of our county school super¬ intendents. The books of the superintendent of Thurston County show that there were in that county, in 1869, school pojmlafcion between the ages of four and twenty- one, 606; schools, average duration, four months, 15; teachers employed, 12; average attendance, 404. i J j s “ The proportion between the school population and number of schools, teachers, and average attendance on schools in Thurston County will hold good in the other coun¬ ties, or nearly so. “ Our schools are maintained — “ 1st. By proceeds of lease of school lands. “2d. By a levy of a tax of three mills on all the taxable property in the several counties. “ 3d. Fines imposed for the infraction of law. ♦ “ colleges. “ Congress some time since donated two townships of the public lands for the erec¬ tion of and maintenance of a territorial university. The university lands have been principally sold, and the buildings erected at or near Seattle, on Puget Sound, and the institution under the charge of Professor Hall is in as prosperous condition as could be expected in a new country. It has in attendance 70 or 80 students. “The Methodist Episcopal Church is making arrangements to erect and endow a university at Olympia, the capital of the Territory, which promises to be a success. “ The Catholics have in operation schools at Walla-Walla, Vancouver, and Steila- coom, which I learn are in a flourishing condition. 334 ANNUAL EEPOET OF THE “ INDIAN EDUCATION. Tlie foregoing relates to schools for Trhites. We have in Washington Territory an Indian population numbering about 15,000. The Federal Government sustains schooi-s on the Indian reservations, of which we have ten or fifteen in the Territory. There is a large school of this character at the Puyallup reservation. “ SOCIETY. ‘^The society in Washington Territory is as good as is usually found in the States. .Most of the citizens are from the New England States, bringing with them the intelli¬ gence and ha.bits of the New Englanders. Almost all of our villages contain one or more neat church edifices, with most of the other concomitants of a good, healthy state of society. “ CRIME. “ The la,ws are generally respected, and where violated are vigorously enforced by the xu’oper tribunals, so that I can safely report that we are as free from lawlessnes and crime as most older settled portions of the country. Very respectfully, yours, “JAMES SCOTT, “ Secretary Washington Territory. “ Hon. John Eaton, Jr., Commissioner of Education, Washington City. a WYOMIlVGi TEHRITOHY. | Organized by act of Congress, approved July 25, 1868. Area, 97,883 square miles; population, (United States census of 1870,) 9,118. ! Wyoming being the youngest of the organized Territories, with few children in pro- i portion to the whole population, has made but little progress in establishing public ! schools. The legislature, by act approved December 10, 1869, provided for the organ- j ization of school districts and schools, and that the auditor of the Territory shall be i superintendent of public instruction, with a salary of $500 per annum for this duty. : It also provides for county suxjerintendents, a county school tax, and district school ! board. Dr. J. H. Hayford, of Laramie, having recently been appointed auditor and j ex-officio superintendent of public instruction, is required by law to report at the next ! session of the legislatme. In answer to letters of inquiry regarding the condition of j schools, addressed to many persons in diflerent parts of the Territory, the following I re};)lies have been received : ! “ Office of Superintendent of Public Schools for L.iramie County, “ Wyoming Territory, Cheyenne, Jnne^, 1870. “ Sir : The population of the county is about 3,500 ; school population, about 200 ; number of schools, 1 ; number of teachers, 1. Amount raised for school purposes dur¬ ing the last year, about $2,800. “ Two teachers were employed last year during the whole school year. One is now teaching the summer term of eight weeks. “ There are other public schools in the Territory, at Laramie, Rawlings, and at At¬ lantic City. “ Few children come with the first population to this new West. The mass of the people take but little interest in schools. Anything which can be done to aid us in awakening an interest in this important subject, and to help us to lay the foundation of a wise school system, will be cheerfully received and acted upon. « “Dr. J. H. Hayford, of Laramie, Albany County, has just been appointed auditor of tlie Territory, and ex-officio superintendent of public instruction. “ Very respectfully, your obedient servant, “J. D. DAVIS, “ Superintendent Public Schools for Laramie County. “ General John Eaton, Jr., “ Commissioner of Education^’ “ South Pass, Wyoming, June 6, 1870. “Dear Sir : In reply to a communication from your Department under date of 24th May, I have to state that there are but two public schools in this Territory at present. COMMISSIONER OF EDUCATION. 335 Tlic first of these was erected at Cheyenne, Laramie County, during tlic winter of l867-’68. The attendance at that school varied at first from 75 to 100 pupils, of ages ranging from about four to fourteen years. Subsequently the number of pui)ils attend¬ ing this school was considerably reduced, in consequence of the opening of a parochial school by the rector of the Protcstaiit Episcopal Church. The total number of children under fifteen years of age who should attend school in Cheyenne, will be at present about 200. Originally a male principal and female assistant teachers were employed at the Cheyenne school. After the opening of the parochial school one teacher was found to be sufiicient. ‘•The second public school in this Territory was established during the summer of 1868, in Laramie City, Albany County. The attendance at this school did not, I be¬ lieve, at any time exceed 40 pupils of the primary class, as indeed were most of those in Cheyenne. “The Cheyemie school-house was built at the expense (mostly by subscriirtion) of the citizens of that city alone, but a deficiency of about $1,000 for the payment of the building having accrued in the sj)ring of 1868, the school-house, and indebtedness too, were transferred to the county, since which time it has been a public school, under the laws, first, of Dakota, and at present of Wyoming. The Laramie school was estab¬ lished under the law of Dakota. “In this (Sweetwater) county no public school-house has yet been built, or district organized. During the summer of 1869 Mrs. Robert Barker opened, in this city, a l^rivate, or rather a public school, with a charge of $1 per week for each puj)iL The attendance at her school was 20 regular scholars during the summer. “ This year a parochical school was established here by the Episcopal rector, and a private school by IMiss - , but neither of them was well attended, although children seem to be as numerous as ever. So it might almost be said there is no school of any kind in this county ; and as yet no steps have been taken toward the establish¬ ment of schools or organization of districts. “The total poijulation of this Territory will not exceed 8,000, of which there should be about 600 attending public schools daily. This county alone should have at least 150 old enough to attend school and too young to work, which latter seems to be re¬ garded by too many parents as the chief end of man and the main object of boys. The educational interests of the Territory are generally neglected, either from indiffer¬ ence on the part of qiarents, or an avaricious disposition to make the j)ropagation of children return early ]3rofit8, or their superstitious dread that a little learning is a (more) dangerous thing for their sons and daughters than blasting in a mine, driving an ox team, or taking in washing, and marrying early. I believe that, in the cause of education, the Territory of Wyoming is behind all other States and Territories in the Union, except, j)erhaps, Alaska. “Regretting that the above could not be made more satisfactory to myself, and of more importance to your department, I remain, “Your obedient servant. “J. W. WAEDjMAN. “General Johk Eaton, Jr., “Commissioner of Education, Washington, D. C.” A letter from A. B. Donnelly, esq., dated Rawlins Springs, July 8, 1870, gives the following information respecting the schools of Carbon County: “Population, about 3,000; school population, 400; average attendance at schools, 200; number of schools, 2; number of teachers, 2. There is not one public school within the limits of the county, the two schools referred to being entirely private en¬ terprises. The financial condition of the county has rendered it impossible, thus far, to spend money for school purposes, but it is hoped that when the taxes are collected a small amount may be spared from the fund set apart for district court and other pur- i)oses. The revenue is very small, as real estate and improvements are not very valua¬ ble, and the only tax levied is upon the i^roperty of the Union Pacific Railroad Com¬ pany. There is very little income from fines, which revert to the school fund in cases of misdemeanors, because of tlie laws being pretty generally observed,” List of school officers. Dr. J. H. Hayford, ex officio superintendent of puhlic instruction, Laramie. COUNTY SUPERINTENDENT. Laramie County, J. D. Davis, superintendent ; post office, Cheyenne. 336 ANNUAL REPORT OF THE Table showing the date of organization, area, number of acres of land now surveyed, and the estimated amount of school lands in each Tei'ritory. Territories. ORGAIsIZED. Arizona . Colorado .... Dakota . Idaho . Montana - New Mexico Utah . . Washington . Wyoming. . . NOT YET ORGxV:aZED. Indian Territory . Alaska . Feb. 24,1863 Feb. 28, 1861 Mar. 2,1861 Mar. 3,1863 May 26, 1864 Sept. 9,1850 Sept. 9, 1850 Mar. 2,1853 July 25, 1868 Square miles. Acres. Total number of acres surveyed up to date.* Estimated amount of school lands. Schools. Universities. 113, 916 72, 906, 304 1, 761, 783 4, 050, 350 104, 500 66, 880, COO 7, 626, 327 3, 715, 555 150, 932 96, 595, 840 6, 044, 264 5, 336, 451 86, 294 55, 228, 160 894, 511 3, 068, 231 143, 776 92, 016, 640 1, 585, 545 5, 112, 035 121, 201 77, 568, 640 4, 240, 859 4, 309, 368 46, 080 84, 476 54, 065, 075 3, 211, 508 3, 003, 613 46, 080 69, 994 44, 796, 160 5, 368, 259 2, 488, 675 46, 080 97, 883 62, 645, 120 3, 480, 281 68, 991 44, 154, 240 577, 390 369, 529, 600 * June 30, 1870. THE UNORGAmZED TERRITORIES. A. A A • Area, 577,390 square miles. Population, (about,) 30,000. No information in regard to any scliools has been received, and it is not known that any now exist within the Russian purchase, whose population, according to Mr. Wil¬ liam H. Dali, from whose recent work, “Alaska and its Resources,” all of the following matter is taken, is : “Russians and Siberians . 483 “ Creoles or half-breeds . 1, 421 “ Native tribes . 26, 843 “Americans, (not troops) . . 150 “Foreigners, (not Russians) . 200 “ Total population . 29, 097 “The actually civilized population is about 1,300. “ The first school was established by Shelikofif, in Kodiak, to teach the natives to read; the traders were the teachers. The second school was also in Kodiak, and the pupils received instruction in the Russian language, arithmetic, and religion. A few years after a similar one was opened at Sitka ; but until 1820 it was very poor. In that j year a naval officer took charge of it until 1833, when it fell into the hands of Etolin, j who made it quite efficient. In 1841 an ecclesiastical school was opened in Sitka, and i in 1845 it was raised to the rank of a seminary. This, as well as the other schools, was i in a very bad condition. In tha latter pupils received instruction in the Russian lan¬ guage, religion, arithmetic, geometry, navigation, trigonometry, geography, history, book-keeping, and the English language. “ In the ukase of November 1859, a plan for a general colonial school was approved. It was opened in 1860 with twelve pupils ; eight of these were educated for the com¬ pany’s service, and four were the sons of priests. A few day scholars were admitted free. After five years’ study the company’s students were obliged to serve the com¬ pany for fifteen years, at a salary of $20 to $70 per annum. (It is to be hoped that the announcement of these facts will enlighten those philanthropists who have declared, since the purchase, that the United States were depriving the natives of the advantages COMMISSIONER OF EDUCATION. 337 wEicli the company* had afforded them of a free education. The oulj' free schools in the Territory were those of the missionaries, and in them were taught little beside the reli¬ gions observances of the Greek Church and the art of reading the Sclavonic or ecclesi¬ astical characters.) The annual cost of this school was $5,800. In 1862 it contained 27 i)upils, of whom only one was a native. Only nine studied navigation. In 1839 a girls’ school was established for children of servants of the company and orphans. In 1842 it had 42 pupils; in 1862, 22 pupils. The instruction was principally in sewing, washing, and other house-work. In 1825 Father Veuiaminoff established a school in Unalaska for natives and Creoles. In 1860 it contained 50 boys and 43 girls. A school on Amelia Island in 1860 had 30 pupils. The priest at Nushergak in 1843 had 12 pupils. A school-house was built on the Lower Yukon, but there were no pupils.” IlVDIA]^ TEKKITOHY. This Territory, which has an area of 68,991 square miles, is peopled with a number of tribes of Indians living on reservations. The condition of education among these tribes is described in the article on the “ General condition of education among the Indians,” on pages 343-344. GENERAL CONDITION OF COLORED SCHOOLS UNDER THE SUPERVISION OF THE FREEDMEN’S BUREAU, JULY 1, 1870. By the courtesy of General 0. O. Howard, Commissioner of Refugees, Freedmen and Abandoned Lands, we are enabled to include in this report a summary of the general condition of the schools under his supervision, up to July 1, 1870. In submitting his tenth and final report, embracing a period of sis months preceding the above date, the Commissioner states that, although nominally the report is only for the above named jieriod, it includes two-thirds of the usual school months, and therefore gives substantially the results of the whole year. The long vacation closed on the 31st of October, but the opening of the schools was delayed, in many cases, for the gathering of the crops. After the Christmas holidays all commenced, and by New Years were in full operation. The reports are not as full as those of the last year, on account of changes in the superintendents ; but a much higher average attendance is shown than for the i)re- ceding year, with a higher grade of teaching. The aggregate of schools, teachers, and pux)ils reported remains nearly as large as ever. It would be much larger if the work done by the States themselves were included. The character of the education of the freedmen is in every respect higher than ever before. The whole race is recovering from the effects of slavery; in all industrial pursuits, in moral status, and intellectual development even the adult population is rapidly ‘marching on.’” More than 247,000 children gathered in the various classes of schools the last year, “under systematic instruction, have been steadily coming forward to a cultured man and womanhood, and the majority to assume, with credit to themselves, the front rank of this rising j)eople. Their influence will be normal, formative, and enstamp itself upon many generations.” But the report, “ though closing an office must not be understood as recording a finished work.” “This Bureau has only inaugurated a system of instruction helping its first stages, and which is to be continued and i3erfected.” It is “ only a yet pending experiment.” “ The masses of these xoeople are, after all, still ignorant. Nearly a mil¬ lion and a half of their children have never as yet been under any instruction. Educa¬ tional associations, unaided by Government will of necessity largely fall offi The States south as a whole awake but slowly to the elevation of their lower classes. No one of them is fully prepared with funds, buildings, teachers, and actual organizations, to sustain these schools.” “With sorrow we anticipate, if the reports of superintendents can be relied on, the closing of hundreds of our school buildings, sending thousands of children who beg for continued instruction to the streets, or what is far worse to squalid, degraded homes to grow up not as props and pillars of society, but its pests.” “The several States will ere long, we hope, come nobly forward, in duty to their child¬ ren. They cannot afford to leave those in ignorance who are so soon to be uxion the stage of action.” 22 E Eussian Fur Company. 338 ANNUAL REPORT OF THE S^ATISTIC.VL SUiMMARY. From tlie statistical table we obtain the following summary : Schools, (lay and night, (regularly reported) . 2, 039 Schools, day and night, (not regularly reported) . 638 Total . 2,677 Teachers in day and nights chools, (regularly reported) . 2, 563 Teachers in day and night schools, (not regularly reported) . 737 Total . 3,300 Pupils in day and night schools, (regularly reported) . 114, 516 Pupils in day and night schools, (not regularly reported) . . . 35, 065 Total . 149,581 Sabbath schools, (regularly reported) . 1, 108 Sabbath schools, (not regularly reported) . . . 454 Total . 1,562 Teachers in Sabbath schools, (regularly reported) . 4, 907 Teachers in Sabbath schools, (not regularly reported) . 1, 100 Total . 6,007 Pupils in Sabbath schools, (regularly reported) . . 74,502 Pupils in Sabbath schools, (not regularly reported) . 23, 250 Total . - . . . 97,752 Total schools of all kinds . - . 4, 239 Total teachers of all kinds . . . 9, 307 Total x^npils of all kinds . . . . 247, 333 Individuals are often duplicated in our aggregate of pupils in the different kinds of schools ; we refer to x)reviou8 ex^danatious of this fact. The total amount of teaching, however, is accurately represented by the number of pujiils we have given. Schools not regularly rei)orted have been watched and encouraged with all the care possible. The total number of regularly reported schools is not as great as in the corresponding months of last year ; but such schools were, in general, much more largely attended, the total attendance beiug only six pupils less than last Jidy. In our report of that date the opinion was expressed that vve had, with the means in hand, ol>tained the maximum of attendance, and by the result of the jiresent half year we find this j) rediction verified. The average attendance, however, is larger than ever, being 91,398 to 89,396 last year, or 79| x)er cent, of the total number enrolled. This average has, during the five years’ existence of the Bureau, gradually increased from the first. The freedmen sustained wholly or in part 1,324 of the above regularly-reported day and night schools, and own 592 of the school buildings. The Bureau has furnished 654 buildings. There are 58 per cent, of total enrollment always present and 55 per cent, alwaj^s punctual, showing that X)upils are no less x)ersistent in educational efforts than for¬ merly. The advancing standard of scholarshix), from year to year, is seen in the following comx)arison with the corresx)onding half year in 1869: Advanced readers Geograxfiry . Arithmetic . ■Writing . Higher branches . July, 1869. . 43, 746 . 36, 992 . 51, 172 . 53, 606 . 7, 627 July, 1870. 43, 540 39, 321 52, 417 58, 034 9, 690 We also report with great satisfaction that the number of high or normal schools, and of industrial schools, have largely increased. Of the former, 74, with an attendance of 8,147 students, and the latter, 61, with an attendance of 1,750, have been in active operation. COMMISSIONER OF EDUCATION. 339 Our efforts, by normal school instruction and other metiiods, to obtain colored teachers for their own race are proving successful. They, for the lirst time, predominate in oui present report, white teachers being 1,251 in number, and colored 1,392. The advance of these people to such places of responsibility and reliance upon themselves has been one of our first endeavors ; in its realization the future is full of promise. • It will bo also seen that the freedmen have, during this half year, paid for their schools $200,000 — a larger amount than ever before. One evidence of the same tendency to self-support and independence. EXPENDITURES. Whole amount of expenditures by this Bureau for schools from January 1, 1870, to June 30, 1870, inclusive: From appropriation fund : For repairs and rents for schools and asylums, and salaries of school superintendents and agents . . . $433, 218 47 School fund : For teachers, books, &c . 4,287 10 Refugees and freedmen’s fund . . 5, 390 50 , - $442, 896 07 By benevolent societies, churches, and individuals, (esti¬ mated) . 360,000 00 By freedmen, (estimated) . 200, 000 00 - 560, 000 00 Total . . 1,002,896 07 We are able to say, before going to press, that since the first of July large sums have been iiaid for schools and school buildings, all of which would make the above total “by the Bureau” larger than in any previous six months. GENERAL CONDITION OF EDUCATION AMONG THE INDIANS. The Indian tribes and bauds resident within the United States are directly under control of the General Government. Its authority over these scattered communities, within the limits Avhich the xiolicy so long followed in relation to them has assigned, is complete. The General Government is the protector and guardian of this race. They are regarded as its “wards.” At least such is the theory, "in the jirogress of the nation changes are rendered necessary in the application of this theory. Learning our duties more clearly through the terrible events of the past decade, we are realizing the mis¬ takes that have been made, as Avell as the obligations resting uxmn us. Nothing seems more settled, as a question of national x^olicy, than the obliteration of such distinctions as excluded from the privileges of citizenship a large body of the people on account of color. Hoav soon the Indian shall become a citizen is a (juestion for others to consider. But the conclusion is inevitable. Either citizenshix) or extinc¬ tion seems to be the Indian’s destinj^. What, then, is our duty ? Clearly to prepare them for an intelligent acceptance of the xiosition. We should be incited to a systematic effort for the education of the Indians in our midst, not alone from a realization of the fact that exxierience has dearly taught that it is cheaper by far to feed and teach than to fight and slay, but from the higher motive of fitly pteparing them for the duties of citizenship. Individual igno¬ rance is a curse. That of communities is a degradation to the peoxilo tvlio permit its continuance. We have faced that issue so far as the negro is concerned, recognizing that the millions spent under the supeiwision of the Freedmen’s Bureau have been Avell invested in preparing the freed people for the citizenship they now so honorably enjoy. The returns it brings are already recognized in the form of permanent peace and national integrity, as Avell as in moral progress, social order, and material ben¬ efit resulting from the stability intelligence gives to general prosperity. Another problem is before us in this question of Indian education, more difficult in i some respects than that which we have partially solved, Avhich lies partially in the char- I acter of the people with whom we must deal, but far more in their isolation, peculiar 1 situation, and the system under which they now live. To properly comprehend these i difficulties it is necessary to ascertain the facts that bear upon them. In this sjiirit a [ careful summary of the reports made to the Commissioner of Indian Affairs, so tar as 1 they relate to the question of education, wiU aid the formation of intelligent judgment. 340 ANNUAL REPORT OF THE The report for 1869 is our authority iu ascertaiuiug not only the wants of the Indians, hur their own desires, in regard to education. Grouping the various superintendencies into geographical divisions for a more convenient iDresentation of the facts, the first examined will — THE IXDLiXS OF THE PACIFIC COAST. In the Territory of Washington the Indians number about 22,000, distributed among more than twenty tribes. Of these only four agencies report schools as in operation. The superintendents uniformly report steady j)rogTess by the tribes under the influence of these schools, and the missions attached thereto. In each case there is complaint, however, that their usefulness is impaired through the reduction of appropriatioTis for their maintenance. The character of the Indians at agencies -where schools exist is declared to be improving. They are deeply interested in the cause of education. Of the Indians on reservations where no such inlluences exist, the reports are bad. They are described as lazy and debauched. The school building on the Chehalis reservation has not been completed for want of funds. Generally it is stated that owing to the inadequate appropriations “some of the schools have suspended, and others have failed to accomplish the good exxiected of them.” Oregon has an Indian population of about 11,700 souls. Of these all but about 1,200 are located on reservations and under charge of the ofiicers of the Indian Bureau. There are six schools reported. That for the Uiuatilla agency as having “ a measurable degree of success.” The Warm Spring agency asks for another school, the children living too far off to attend the only one iu existence. At the Grande Ronde agency there are two schools, one being a manual-labor institution. Only one was in opera¬ tion, however, “for want of means to cari^ on both successfully at the same time.” The manual -labor school at the Siletz agency has been converted into a day school, “which has had but indifferent success.” At the Alsea sub-agency no school is in existence, while at that of Klamath one has recently been established. The testimony is generally in favor of the Indians’ desire for education and of the rapid improvement of the children where schools are established. Iu California the .Indians are variously estimated at from 20,000 to 30,000 souls. Their condition appears to be deplorable. There is no attemx:)t at education, except as far as the Catholic mission efforts are maintained. The Spanish policy, which was also that of Mexico, regarded the Indians as possessing no usufructuary or other rights. It was the policy of conquest, and resulted first in the enslavement and then in the merging of the races. Treaties were, however, made with these Indians by United States com- luissioners, which were rejected by the Senate on the grounds above stated. Reserva¬ tions have, however, been selected and most of the tribes gathered thereon. The utter neglect of all school facilities is disgraceful. Nevada reports about 14,000 Indians, who are generally peaceable. Nothing is said as to education among them. Congress has made appropriations for schools and teachers. i ARIZONA AND NEW MEXICO INDIANS. Within these Territories the tribes most difficult to civilize or even to keep peaceable * are to be found. The Apaches are worse than Ishmaelites ; their hand is against every j man, but they fail to have the redeeming virtue of hospitality, which is a characteristic of their Bedouin prototype. Yet even the Apaches are not entirely given up by some who have liad an opportunity to study them closely. It is estimated that in Arizona there is an Indian population of about 25,000 ; of these. Colonel Jones, United States , Army, considers 16,000 to be peaceable. Hon. Wncent Collyer, Secretary of the Indian Peace Commission, visited this Territory as well as that of New Mexico, and from his , report the following facts are gathered : The Moquis number about 4,000. They live in villages, cultivate the soil, raise sheep, ' show evidence of civilization, are supposed to be descended from the Aztec race, and are : anxious for the establishment of schools in their midst. They live in towns. The ' Y'umas, Chemehuevis, New River, Cocopas, Mohaves, Pimos, Maricopas, and Papagos, | are all peaceable tribes, generally devoted to agriculture and stock raising. Like the | Moquis, the principal tribes, as tiie Pimos, desire the establishment of schools and also ’ to be taught the mechanical and industrial arts. Some of the Apache bands are desirous , of peace, while with others war will continue, in all probability, until they are exter¬ minated. The most valuable fact with regard to Arizona is the existence of the Moquis | and Pimo tribes, with several smaller ones of similar character, to whose facility for'j acquiring a better civilization and general intelligence every one bears ready witness. The shameful neglect as to education which has hitherto characterized our conduct | toward their brethren, the Pueblo Indians of the adjacent Territory, should not be repeated here. The New Mexico Indians are estimated by the superintendent to number 19,000. Oi., these 7,000 are Pueblos. The remainder are Apaches, Utes, and Navajoes. The educad; tional condition of the Indians is on the same footing as the whites. It is summed ui|i COMMISSIONER OF EDUCATION. 341 in a fe^Y Yrords — there is not a public school in the Territory ; while, accordino' to the censns of 1860, over eighty per cent, of the population (excluding Indians, village or tribal) were wholly illiterate. There are some j)i’ivate schools and three or four free schools, under the" Sisters of Charity; but not one supported by taxation or organized under law. The condition of the Pueblos in this respect is worse than when our Army occupied the Territory, more than twenty years ago. Under a system established three centuries since, by the Emperor Charles the Fifth, these Indians were gathered into Tillages and taught the arts of industry and civilization. They were instructed by the Catholic clergy, and many of the adults at the time of annexation were able to read in Spanish. This is not true of the children and those now growing uit. It is eleven years since (1860) any educational appropriation was made for their benefit. Lieutenant E. Ford, United States Army, till recently acting as their agent, recom¬ mends in his last report to the superintendent, that a suitable and commodious build¬ ing be provided with garden land attached for the purpose of establishing a manual labor school. He proposes to select boys of from ten to twelve years of age. The children so chosen should, in his opinion, be considered wards of the Government, then fed, clothed, boarded, and educated at public expense, for the space of at least three- years, when they should be returned to their respective pueblos. Each year a similar number should be selected in like manner from each pueblo, and placed in the school, so that there would each year be two boys returned to every pueblo with a good rudi¬ mentary knowledge of English and Spanish. -jc -sf # “In connection with the school there should be established a blacksmith and wheel¬ wright shop, each under the control of a competent workman, under the direction of the agent. One or more boys, about eighteen years of age, should be selected as ap¬ prentices in each shoxi each year, and the term of apprenticeship should last two years. After the boys have served their ai^prenticeshii) at the agency shops, they should be established each in his respective pueblo, with the necessary tools and materials with which to commence life on his own account. It will be seen that in a few years each pueblo would be furnished with a competent blacksmith and wheehvright, each self-supporting, who would do the work of their res-pective pueblos, and who would instruct apprentices, so that the shox:)S at the agency could then be dispensed with. “ The exx)ense of carrying this design, or one similar, into execution would be but trifling in com^iarison to the benefit the Indians ’^ould derive from it. The cost of feeding the Navajoes alone for one month would be more than amxfle to erect the build¬ ings and x>ay the necessary salaries for one year, while tire current exx)enses of the school and workshox)S would be very small.’^ Agent Dennison, speaking of the Utes and Ajiaches over whom he had control, de¬ clares it quite x>racticable to diffuse among them the knowledge of agricultural and other industrial x)ursuits.’!v Agent Labode states that the Ai^aches under his charge, when on the reservation, showed a “desire to have schools and missionaries.’’ Lieu¬ tenant Coox)er, agent for Pueblo Indians, says that out of 7,000 “not more than one dozen can read or write.” He asks the ax^xnojn’iation of $10,000 for school x^arxioses, and says that the Pueblos “ are very anxious for schools.” Lieutenant Ford says that “they absolutely crave education.” The Indians of New Mexico demand immediate care in this x)articular. INDIANS OF THE MOUNTAIN TERRITORIES. Superintendent Hunt, writes of the Utes in Colorado, that no schools have been estab¬ lished among them. Lieutenant Speer, agent for Uncomparge Utes, says that “many of the chiefs have ex^iressed a willingness for their children to be taught in the schools,” and he (the agent) believes the establishment of a school Avould be of great service. Governor McCook, reporting a visit to certain bands of the Utes, says “ that the chiefs all jiromised to send their children to school.” From the Territory of \Yy- oining no word comes of schools. The Indians are charged with being disorderly and treacherous. In Idaho, the most advanced tribe is the Nez Perces. Their agent says that the “ school x>i’ogi'essed finely,” “ the children improved more raxiidly than was exxiected.” Some came fifty miles to school. Small-pox breaking out, it was closed until Axn-il 1869, when it was resumed with more scholars than tiefore. The schoul suxierintendent says : “The Indians seemed very much x^leased at the x>rosxiect of hav¬ ing a school.” Of the Baunacks, Shoshones, and Boise Indians, their agent says: “ There is quite a desire among them to cultivate the soil. * * They also manifest a great interest in having their children sent to school and educated. No schools have as yet (1869) been established.” In INIontana, the suxierintendent, General Sully, whose exxierienee of Indians is almost unequalled, does not give a satisfactory account of those under his charge. The agent of the Flatheads declares, that to the influence of the Catholic missionaries, and the education they have imparted, is to be attributed the peaceful condition of the tribe. The xnosperity of the school is chiefly owing to their care. Major Gfilbraith, Uniied Estates Aimy, who was in charge last year, recommends the establishment of an agvi- 342 ANNUAL REPORT OF THE cultural scliool. He says tlie one novr in operation had “been as fruitful in its suc¬ cess as could be reasonably expected, considering the little assistance it has received from the Government.’^ Among the Utah Indians, 19,000 in number, it is reported “ no scliools liave ever been established.” The tale is brief and sad. Tims it will be seen that within the four Territories named, having an Indian popu¬ lation of over 55,000, there are but two schools rex^orted, only one of which is in opera¬ tion, with about 35 scholars. INDIANS OF DAKOTA. In this Territory some of the most important results are being worked out. It is the chief home of the warlike Sioux bands, the most xiowerful Indian nation now in exist¬ ence. There are nearly or quite 35,000 Indians within its borders. Governor Bur¬ bank’s rex^ort gives a fair insight into both educational and general work. The former, under date of October 1, 1869, was thus summed up : “There is not a school in oxiera- tion.” The Ponca school had been discontinued from bad management and want of sufficient ax3prox)riations. No school yet started among the Yanctons, nor at the Crow, Cheyeiine, Grand River, and Ux^x^er agencies. These Indians are anxious to imxirove and adox)t the habits of the white man ; so says the governor. Cax^tain Clifford, at Fort Berthold, says the Arickarees and Mandan Indians “ want schools.” Caxitain Poole, at Whetstone agency, thinks that the erection of a school-house and the establishment of a school “ would do much toward elevating the morals of the x^eox)le, and conse¬ quently conduce to x^eace and quiet.” Agent Daniels says of the Sisseton Sioux, that “ Our hoxie for x^ermanent imx)rovemeut among these Indians must come from the rising generation, as they are willing and desirous of learning to work. They should be taught agricultural and mechanical xmrsuits, as well, as to read and write.” Bishox) Whix^x^lf^j of the Protestant Ex>iscoxial Church, writes of a visit to the Sioux, of the Sisseton and Wahx)eton bands, that they “ received me with great demonstra¬ tions of gratitude, and manifested a sincere desire to be guided by my advice. At my first council a Christian man said to me, ^ For seven years I have x>tayed to the Great Sxhrit that he would save us from death. The sky seemed as if it was iron, and I was afraid he would not hear. I look in yonr face and see we are saved.’ I exxdained to all the Indians the absolute necessity of a change in their mode of life ; that it was the determination of their Great Father and the council at Washington that all In¬ dians whom they aided must live as white men, by the cultivation of the soil. In nearly every instance the Indians consented to have their hair cut and at once adoxit the habits of civilization. A system of labor was introduced which required that all who were able to work should do so, and be paid for the same out of the goods and provisions XJurchased for them. The results have far exceeded my warmest exxiectations.” William Welsh, esq., of the Indian Peace Commission, strengthens the testimony of the good bishop as to the teachability of the fSioux, in the very interesting accounts he has xmblished of visits to the Bruffi, 'Yauctoii, and Santee Si<>ux, as well as to the Pon¬ cas and Winnesa Chix)x>ewas. In his visit to the Yanctons he found them anxious for schools. The head chief, in resx)ouding to Mr. Welsh’s talk, said, “ They all agreed most cordially in an earnest desire * * to have schools, and also religious instructors.” He X>ertineutly added that “ it would be wiser to send teachers than to censure men for fol¬ lowing the customs of their fathers.” The Brul6, Sioux, and the Poncas plead earn¬ estly for instruction ; the latter esx)ecially, axix>arently desiring the establishment of a school more, even, than food, though almost in a starving condition. Mr. Vfelsh asks the aid of this Bureau in cooxieiatiug w\th Indian agents and their helxiers, esx>ecially as to the x)reparation of works of instruction, &c. The same request comes from others. There are no means at this Bureau’s disposal for such work. INDIANS IN NEBEASKA AND KANSAS. The condition of affairs among the Nebraska Indians is better than the average with regartl to educational x>i’ogi’ess. The sux)erintendent and most of the agents within this State are members of the Society of Friends. They have the advantage, in enter¬ ing upon their work, of settled convictions, distinct x^orposes, and clelinite modes of accomplishing them. There are several imx^ortant exxieriments now being pushed with zeal and good results. Superintendent Janney argues strongly for systematic effort at education. lie is earnest that well-conducted schools should be maintained among the Indians. Perhaps the most interesting testimony offered on this subject of Indian education and consequent civilization is seen in the xirogress of the Santee Sioux under the charge of the Rev. S. D. Hinman, a devoted xniest of the Proiestant Exiiscopal Church, who is truly leading this baud from savage x:)ursuits into x)eaceful habits and religious lives. Mr. Welsh, in his rex)ort of a more recent visit to their mission, gives an animated account of the ])rogress made. Their agent says that they, “ as a general thing, are industrious and sober x^eople, easily managed, very sensitive to rex^roof, and thankful for com¬ mendation.” The Santee Sioux “occiq^y the door to the uxq^er country,” and the San- tees, if xu'oxierly encouraged,, “may be made the teachers of the whole Dakota nation.” COMMISSIONER OF EDUCATION. 343 Tlie Omalias have a mission school, but they desire otlicr arrangements made vritb tlio funds. Day schools, couveniently located, are asked for. The Pawnee manual- labor school is spoken of as being very beneficial to that tribe. The conduct of those educated in it has made a favorable change in the minds of the headmen. TheOttoes and Missonrias were without schools; they are regarded as capable of being readily improved in their physical and moral conditiou.” The Sacs and Foxes have no school. They are reported as dissolute and idle, while the lowas, under the same agent, with a good school in operation, are reported as improving steadily. The Indian tribes in' Eastern Kansas have had, as a rule, some sort of educational fa¬ cilities. Where these have been persistently maintained the Indian’s condition is good ; where intermittent, or wholly neglected, the reverse is true. Among the Kickapoos only twelve out of sixty-four of suitable age are attending school. They now express desire for more schools and teachers. The Pottawatomies are better off in this respect. A Catholic mission has long been maintained among them, and in 1869, 225 children were attending school. There is a band, however, who persistently decline to send theii’ children. Recently they agreed to cooperate in the organization of schools among themselves. There is the widest difference between their condition and that of the farming Pottawatomies, several hundred of whom have taken their lands in severalty and become citizens. The Sacs and Foxes of the Mississippi have, owing to divided coun¬ cils, not made as much educational progress as they might have done. The Munsees are Christian Indians, cultivating small farms, and educating then' children. The Shawnees, now removing to the Indian Territory, have had schools for years past, and are, as a rule, quite prosperous and jDi’ogressive. The Kaw, or Kansas Indians, give encouragement to the idea of a mission school, and show more than usual willing¬ ness to benefit by such efforts. Most of the other tribes in tins sux)erintendeucy have removed to the Indian Territory, or are now doing so. The Plain Indians,” Chey¬ ennes, Arapahoes, Kiowas, &c., who have kept a portion of this frontier in .alarm, arc now gathered on reservations in the western part of that Territory, under military con¬ trol, and subject to influences of an important character. General Hazen, United States Army, in a letter to this Bureau, asks if there are any funds.at its disposal which could be used for the promotion of education among these tribes, now first x>laced on reservations. He says the whole school scheme is very backward in the Indian Terri¬ tory. The agent in charge declares these Indians anxious to improve. The Wichitas may be made an ‘^enterprising and self-sustaining people.” The agent says “several of the chiefs are desirous of haviug a school for their children, and some have expressed a wish to have some white women among them to teach their squaws the arts of civ¬ ilized life.” General Hazen, in closing his report, says : “No more theories or experiments are needed, but an honest administration of the benefits granted by Congress, and honest industry in farming and teaching, with the wholesome example of Christian morality on the reservations, and the most absolute coercion outside of them.” THE INDIAN TERRITORY. Such mention of the nomadic tribes now located within this section as is deemed necessary was made in the remarks on Kansas, for the imrpose of regarding the civil¬ ized Indians by themselves. There are five nations, all of them formerly residents of the Southern States. They represent the most powerful tribes of their race east of the Rocky Mountains, except¬ ing the Dakotas. Having had for two generations and more the advantages of an or¬ dered form of government with elective officers and written constitutions and laws, their condition, educationally, becomes a matter of grave importance. Unfortunately there has intervened the terrible curse of civil war, which almost destroyed their cor¬ porate existence ; yet the activity displayed by each of the five nations since the war closed, is the best evidence of the genuine growth that had been attained. The Cherokees number, according to census of 1868-’69, 14,000 xiersons ; the Creeks, 12,294; the Choctaws and Chickasaws, 17,000 (the latter being about 4,500 ;) and the Seminoles 2,136 ; in all 45,430. This includes several thousand colored persons, now by treaty citizens of the various nations. Each nation provides by law for the estab¬ lishment of district schools, as well as others of a higher character. The several con¬ stitutions have declarations similar to the following: “Religion, morality, and knowl¬ edge being necessary to good government, the preservation of liberty, and the happi¬ ness of mankind, schools and the means of education shall be forever encouraged in this nation.” There is a superintendent of schools elected or appointed in each nation, which is divided into districts, having school boards in charge of the buildings and schools thereof. This is the general organization. Only partial returns are accessible. From them it appears that in March 1869, .there were among the Cherokees 32 schools in operation within nine districts. The condition of the buildings in five was reported as good. Thirty-two teachers Avere employed, at an average salary of §40 per month, ex¬ cept in one instance. The total monthly payments for teachers at that date was §1,280. Taking ten months as the school year, the cost of teachers alone would be §12,800. 344 ANNUAL REPORT OF THE There were formerly two or three excellent high schools in operation, and at least one female academy of superior character. These were all stopped by the war, and have not as yet been set in operation again. S. S. Stex^hens, Cherokee siix^erintendent of X^ublic schools, in his rex^ort, says : ‘‘The x)rogre8S of onr common schools during the past year has been great ; onr x:>eo- ple are manifesting the interest which the imx)ortance of the subject demands. It is manifest to all thinking x^ersons that we are trying to keep x>ace with our ever-advanc¬ ing age ; tlie hatred of men is every day lessened by the gradual imxirovement of onr Xieox^le ; let ns have onr high schools x^^t into operation. I trust that when yon are called upon to act on this question we shall all take lofty ground and cast onr votes that the blessings of education shall be conferred on every child of the nation.’’ The average attendance was 886, while the number enrolled was 1,614. Fourteen more schools were x>rovided for by the last legislative council, and are xn'obably in ox^e- ration at this time. The teachers are nearly all Cherokees, the females being chiedy graduates of their national academy. The Cherokees have large educational and or- X^han trust funds in the hands of the General Government, the annual interest on which is over $19,000. The character of the Choctaw organization is similar to that among the Cherokees. The suxierintendent rexmrts, under date of Sex)tember 1869, the “ total number of schools in the three districts, 69; total number of scholars, 1,847 ; amount of money ex- X)ended in the three districts for schools from September 1, 1868, to March 31, 1869, $19,369 04.” He also rex^orts that — “Twenty Choctaw children are educated in the dilferent States under the forty youths’ funds treaty stix^ulation — six male at Cumberland University, Lebanon, Ten¬ nessee ; live male scholars at King’s College, Bristol, Tennessee ; two female at Martha Washington College, Abingdon, Virginia ; four female at McMinnville College, Tennes¬ see; one female at Paris, Texas; one male at Kentucky. One has returned home. Seven thousand dollars have been deposited in the hands of each of their treasurers, in advance, from 1st of February 1869, to the 1st of February 1870, to be used for the benefit of the above-mentioned twenty scholars. Also, two young men are educated in the States by special acts of the general council — one at Bristol, Tennessee, at $250 annually ; one at Dartmouth College, at $350 annually.” Two high boarding-schools have been reox^ened during the present year. Superin¬ tendent Le Flore says there is a great desire among x^areuts to educate their children in the States, so that they can learn the English language. No general rextorts are accessible from the Creeks and Chickasaws. It is stated that among the former nearly one-half read their own language ; many write it. There are twenty day schools, and twice as many are needed. School-books in the Indian languages are very much desired. There is an excellent mission school at Tallahassee, carried on jointly by the nation and Presbyterian Board of Foreign Missions, the lat¬ ter x^aying superintendent and teachers, the former paying all other expenses. Super¬ intendent Worcester writes that there are eighty scholars, and says: “We have been greatly encouraged by the eagerness with which the x^eoxile send their children to the school, and by the evident desire of the Creek national council to sustain us to the ut¬ most of their ability.” The Seminoles had three schools in operation during 1869, with 140 scholars. A fourth school is now started, and the Presbyterian Board is nearly ready to occux^y a new mis¬ sion-house. The superintendent says : “ It is very gratifying to witness the avidity manifested by both x>arents and children for education in this nation. The x)riucix>al chief and other chiefs have frequently visited the schools and addressed the x^npils, urging them in the most earnest and affectionate manner to obey their teachers and im¬ prove their x>resent golden opx^ortnnities.” It is evident that an excellent foundation is laid. But much greater facilities are needed, as well as a better system and iiuxu’oved buildings, axiparatus, and text-books. Two-thirds of the school x^oxiulation are without any education, or at least are not in attendance. Leaving out the additional x^oxnilation of nomadic Indians west of the present Cherokee boundaries, there are from 8,000 to 10,000 xiartially civilized x^eox^le moving in from Kansas. A general system ought to be devised and placed under the j direction of a suitable person, x^aid by the government, and with the means of orgaui- j zing and directing xmblic schools at his command. i INDEPENDENT AGENCIES. The princixial of these are in charge of the various Chixipewa bands, located in Min¬ nesota, Wisconsin, and Michigan, and numbering about 19,000 x^ei’sons. Of those in the lirst-named State, a good report is made. The Pembiuas are roving, and generally beyond the line of settlement. The Red Lake band are reported as “ a sober, Indus- trious, and well-behaved tribe.” They have made earnest and rex^eated requests for a school. The Mississix^iu Chix^pewas have no school, though an effort is making to es- | tablish one. There is a school for the Pillagers, a tribe to whom a bad character as j well as bad name is given, conducted on the manual-labor x)lan. COMMISSIONER OF EDUCATION. 345 An excellent general character is given the Lake Superior Chippewas, though littlo is said as to school iuat(*^^ers. The agents say of them : “ That these Indians are sus¬ ceptible of improvement and civilizatio-n there can be no doubt, but to reclaim and civilize them is a work of time — the work of a generation, or xierhaps generations. Patience, justice and truthfulness being constantly exercised toward thei'ii, is sure to re¬ sult in their gradual improvement.” They are mostly connected Avith the Catholic missions, ong located among them. In Michigan, the Ottawas and Chix)pcwas are gen¬ erally inclined to become citizens. The Stockbridges and Oueidas, of the Green Bay (Wisconsin) agency, appear to bo doing well. Their agent says : “ The Stockbridges are generally well educated ; most of them speak, read, and write our language, and are capable, under proper guardianshix^, of^becomiug an intelligent, enterprising, and prosperous people. “ The Oueidas are steadily advancing in the acquisition of the manners and customs of civilized communities. It is believed that the best interests of the Oueidas will be promoted by allotting farms to such as desire them, and creating Avith the avails of their surplus lands a permanent fund for the maintenance of schools among them.” They haA’^e schools near Keshena and at Oneida, with an average attendance of 251 scholars. The “ Noav York Indians” number in all 4,991, of whom 2,427 are children. The schools are under the State laws. There are in all twenty-two district schools, which are reported as A^ery Avell attended. On the Touawanda reservation buildings for a manual- labor school are in process of construction. The State legislature provides for one-half the needed amount, and the Indians find the balance, and eighty acres of land for farm purposes. The attendance at the schools is larger and more regular, and the tribes are improAung socially, morally, and financially. These Indians are reported to be increasing in number, which was the case also with the nations AAuthin the Indian Territory, before the rebellion. There are several small bands of ragrant Indians scattered through Avarious States, and nothing is said about or done for them in the matter of education. THE INDIANS IN ALASKA AND THE ALEUTIAN ISLANDS. The newly-acquired northwest Territory contains, it is estimated, an Indian popula¬ tion of at least 70,000 souls. They present characteristics differing widely from those we haAm been accustomed to observe. With the exception of the Esquimaux they are represented as active and intelligent. According to a report made to the War Depart¬ ment by INIajor General Halleck they may be classified under four general divisions, and again subdiAuded in eighteen tribes and bands. Hon. Vincent Colyer, of the Indian peace commission, who visited the Territory, giA^'cs interesting facts bearing on the present condition of these tribes, the existing facilities for education and the progress already made. At the first village he reached 4he houses were arranged interiorly like ship’s cabins, and had doors and windoAvs,. with glass sashes. He found them quick in imitation, even to the extent of skillful draAAung. Some of the young men were good mechanics. The Koloshan diAusion, liAung in Southeast Alaska, are quick, shreAvd, and willing to learn. Surgeon Bailey, United States Army, medical director, says of the Indians about Sitka, that they are “a chfil and well-beliaA"ed people. They do not av ant bayonets to keep them in sub¬ jection, but they do need honest, faithful, and Christian workers among them, aaLo A\fill care for them, teach and instruct them in the useful arts, and that they are respon¬ sible beings.” Mr. Colyer called a meeting of the chiefs to ascertain if they cared for schools, &c. To all such propositions they gladly assented, promising to secure the children’s attendance, and also that of the unemployed people at the schools. Among the islanders, IMr. Colyer found a considerable degree of intelligence. In one (Ouka- mack) he found OA'er a hundred able to read in the Russian language. A xiriest of the Greek Church lives among them. At another island the natives were erecting a new church, the cost of Avhich they defrayed themseWes. The xileutes are uomiualiy mem¬ bers of the Russo-Greek Church. A feAV can read and write. The few schools on these islands are hardly AA'orthy the name. Various Avitnesses are cited by Mr. Colyer, w'ho all testify to the Indians’ capacity for improvement. The interior tribes are said to bo a peaceable race. The Aleutians, ho says, “ are a very quiet race, and nearly all Christians,” (Greek Church.) Mr. Dodge, ex-mayor of Sitka, says of the Alaska In¬ dians, that “ they are of a very superior intelligence.” The Sitka post trader says they “are industrious and ingenious.” Ho urges industrial mission schools. It is suggested that their tribal life should be utilized as local municipal germs. We should provide a good system of schools and instructors in the useful arts; gHe magisterial poAvers to the heads of missions and to the principal teachers ; encourage the chiefs in the habit of regarding themselA-es as civil officers charged AAith preserV- ing the laAv. An experiment of this character in British Columbia has Avorked Avell. There can be no escape from the dutj" doA’olving upon the General GoA^ernment in this matter. The facts are sufficient to Avarrant the hope that the pressing necessity for comprehensWe action will be at once recognized. 346 ANNUAL REPORT OF THE INDLVXS IN BRITISH NORTH AMERICA. At the last session of the present Congress/ F. N. Blake, esq., United States consul at Hamilton, Ontario, British North America, made, through the State Department, an interesting and valuable report as to the “management of Indians in British America,” from which the following extracts and information relative to schools and education are given ; “ in each Indian settlement of importance, there is, at least, one school. Altogether, in the different parts of the Dominion, these schools are not less than fifty-three in number. The teachers appear to be selected with due regard to the religious tenets of the trilje, and to other circumstances. The Wesleyan Methodists are conspicuous in promoting the diffusion oY education among the Indians, but in addition to this de¬ nomination and the New England Society already mentioned, the Seminary of Montreal, the Church of England, the Congregational Society, and the Colonial Church Society also contribute, and yet aid is far more frequently given from the funds of the Indians tliemselves than from any other single source. It is always furnished when other means are inadequate. In such cases the payments are made out of the funds of the band at quarterly periods, by checks from the office of the Indian branch. Occasion¬ ally the salaries of the clergymen are supplied from the same sources. It is also usual in some of the bands, when assembled in council, to vote i^rovisions for widows, the aged or infirm, and other x^ersons in indigent circumstances. ^ # -Jf “ The desire of the Indians for schools is one of the most significant indications of the progress toward imxu'ovement, which, however slow, does certainly exist. Those who are best informed in regard to them agree in saying they so far ax)preciate the blessings of civilization that even such of them as prefer for themselves the wild freedom of a savage life are anxious that their children should be educated like those of the white man. The young x>eoj)le entertain more decidedly than their seniors a proper sense of the benefits of education ; and it should not be forgotten that in this, as well as in every other method of assimilation to the ways of civilized man, the Indians who have adopted Christianity are, as might well be exx)ected, far more X)rogressive, and 'ding less to the ways handed down to them from their fore¬ fathers, than those who yet adhere to x>aganism.” According to the tables annexed to the report, there are in the four provinces of Ontario, Quebec, Nova Scotia, and New Brunswick, an Indian poimlation, under the control of the Dominion Government, of 23,192 persons. These figures are based on census returns made in 1867 and 1868. An increase of 207 ^lersons for the last year is shown. The school returns for 45 schools show an attendance of 2,626 boys and girls. One school is set down as an industrial school. Seventeen schools are sustained out of the hinds of the bands, seven in x^art therefrom ; while the balance are suxix^oi'ted by religious organizations, or the famous “ New England Society,” wellknown to all students of colonial annals. It still maintains ten schools, eight of them among the “Six Na¬ tions” — descendants of those who followed Caxit. Brandt from New Ahrk to Canada, after the Revolution. The funds refei'red to as used for the maintenance of schools, is obtained from the xn’oceeds of land sales; a matter which is kexit strictly within the hands of their Indian Bm?eau. So also of the xnoeeeds derived from the sale of timber, cut from the general reservation. Out of the interest derived from these funds are the axix^i'ox^riations made. It is very evident that the Indians are doing better, mor¬ ally and intellectually, in the British colonies than among us. Mr. Blake describes the industrial school at Brantford, chief town of the Six Na¬ tions. At the time of liis visit 80 children were in attendance. The school has substantial buildings and a fertile farm of 200 acres. A xdain English education is the aim sought by the teachers. The children are also fed and clothed at the exx^ense of the “New England Society,” which has this school in charge. Provision is made for sending those who show xn'oficiency and ability to higher schools. A striking feature is the care taken to instruct in x^ractical agriculture. The Indians XR’efer farming to mechanical pursuits, not from inax^titude to the latter, but from the comi^arative in- dex^endence of the former. The l)oys Avork at stated tasks in the fields and barns, un¬ der direction of the farmer, and the girls are instructed in household duties, and such labors as belong to farm life, including the dairy, sx^inning, &c. Since the xmpils have been boarded, greater xu’ogress has l)een attained. The reason for the success achieved under this x>lfiH is stated by Mr. Blake to be the fact that the x^ai'ents usually resided far from the school and were always temxAted to retain the children at home, in order to do something about the house or fiirm. If such statement is true of the civilized farmers of the Ontario “ Six Nations,” how much more it is of our semi or wholly nomadic tribes! Industrial schools such as this at Brantford are absolutely essen¬ tial to the success of any systematic attemx)t at educating the Indian children of this rexmblic. Such schools — one at least for every tribe or considerable band — is demanded as the controlling unit of any comx)rehensive efi'ort. COMMISSIONER OF EDUCATION. 347 GENERAL PROVISIONS FOR INDIAN SCHOOLS, ETC. In Table A, hereto annexed, will be found a compendious i)resentation, sbowinr^, for the year 1869-’70, the estimated Indian populations, the number of schools, teachers, and scholars, so far as they are ascertainable, as well as the appropriations made for educational purposes, with some of the funds contributed by religious bodies or paid by the tribes themselves for the support of schools and missions among them. This table is necessarily incomplete. Nor, can all the sums spent by the Indian Bureau for school purposes, be definitely ascertained. Superintendents and agents have discre¬ tionary power. There are large appropriations for ten or twelve tribes which include education as one of a number of objects for which the sum named is to be used. It is estimated that the total amount appropriated by the General Government was $246,418 90; that by religious bodies at $16,585 56, and by the Indians $26,022 92; being a total of $289,027 38. The number of schools is estimated at 153, teachers 194, and scholars at 6,904, while the total Indian population is estimated at 380,629 persons. Table B, also annexed, shows the liabilities of the United States for educational pur- lioses under existing treaties. The authority, therefore, is the report for 1869 of the Iiidian Commissioner and the statutes of the United States for 1869-70. It appears then that the liabilities, exactly stated, (excluding Indian school trust funds,) as per existing treaties, amount to $443,400 02." Two hundred and twenty thousand dollars is added for appropriation running indefinitely or at will of the Executive. Add to these figures the Indian bonds held in trust for the schools and orphans of various tribes, ($1,441,420 69,) and we have a total liability of $2,104,320 71. The distinct educational appropriation on this total annually called for under treaty amounts to $135,831 56. The trust funds held for the purposes embraced in this paper belongs to the tribes named and are, as set down to them, as follows : Choctaws . Creeks . . Seminoles . Kickapoos _ Osages . Miamies . Pottawatomies $390,257 80 200, 000 00 70,000 00 100,000 00 69, 120 00 .50, 000 00 166, 100 00 Cherokees, school and orjjhan. . 382, 942 89 Delawares . 11,000 00 . 2, 000 00 1,441,420 69 Taking the Indian population, .as stated in Table A, at 380,629, and estimating the children and others for whom instruction should be x^rovided, at one in three, and we iiave a school x>oi3nlation of 123,543. Estimating at the rate of one in four, and we have a total of 95,132. The average between these figures will be 109,437. It may be thought that the ratio is too large, l^nt when it is remembered that a thorough system of Indian education must necessarily include younger children than any ordinary sys¬ tem does, as well as those of adult age, the highest figures, rather than the lowest, will be within the mark. Contrast the necessity with what is being done. If we add, for defective information, &c., to the number of scholars now given, (6,904,) enough to make the total 10,000, which is a liberal estimate, we shall see only one child in ten or eleveii receiving even the simx^lest rudiments of education. 'Appropriations for Indian educational imr poses were first made in 1806. The total expenditure is estimated at about $8,000,000, while it has been estimated that at least $500,000,000 have been expended in Indian wars. It is estimated that the educational expenditure now stands as one dollar in ten of the total ax^x^roiDiiations for the relief and civilization of the Indians. RELIGIOUS SOCIETIES. Tlie Presbyterian, next to the Catholic Church, stands foremost for its elforts at civil¬ izing and educating the Indian tribes in the United States. According to tabular statements, furnished by the Rev. John C. Lowrie, Secretary of the Board of Foreign Missions, it apx)ears to have maintained, in whole or x^art, since 1834, missions to eigli- teen tribes, i)esides having the charge of the New York Indian Ori»han Asylnm. Tlie highest number in any one year has been 9; the lowest 2. Since 1837 these missions liave received material aid from the General Government to the extent, in all, of . $429,958 27 The board has expended, for Indian missions, during the same x>eriod-. 390,100 80 Making a total of. 820,01fG 07 During the period of thirty-five years, over which the efforts of this board extend there is an aggregate report of 7,730 scholars. Tabi.e a. 348 ANNUAL REPORT OF THE I COMMISSIONER OF EDUCATION. 349 Paiil by iudiviclual ludians. t $18,000 for new school and cbnrcli building in the Table A— Continnod. 350 ANNUAL REPORT OF THE COMMISSIONER OF EDUCATION. 351 iiiiiii iiii liigi I i i i i District schools. t Ori)han asylum, Presbyterian. Table A — Coiitimcd. 352 ANNUAL EEPOET OF THE •eoT^eioos puB oqu^. oq) A’g; •sapgpos SHOT •Sipj Aq poqi qTj:),H;oo :).uuouiy •snopuTjdoad -du JO juuoniY ■SHOqDUOX •sjBpqog •spoqog •nopBpdoj Pk Ph (M ir: o o c; c i-i, ^ o ' a i'o o iHH c §3 > 2 PS o.g i - £ S rK-2'C PPP4 P X X I COMMISSIONER OF EDUCATION. 353 T.vble B. Statement of liahilitics of the United StrAes for educational purposes, as treaty stipulations; vide report of Indian affairs, 1869. Name of tribe. Number of annual payments required. Annual ap¬ propriation required. Total to be appropriated. Continuous. $1,000 00 * Calapooias, and other bands in Willamette Valley, Oregon . Cheyennes and Arapahoes . . . . 1,000 00 Chickasa ws . . . . Chipperras, Fort Boise . . . ....... 4 800 00 $3,200 00 12, 000 00 4, 000 02 flbippewas, Tjake Superior . . . . 4 3, 000 00 666 67 Chippewas, Mississippi . . 6 Chippe was, Mi ssissippi . . . . 7 4,000 00 1,000 00 3,000 00 28, 000 00 Chippewas, Pillagers, &c . . . Chippewas, Pillaoers, &c . 4 12, 000 00 Choctaws (a) . . . . . 19, 512 89 1,000 00 10, 000 00 3,000 00 1,200 00 3,000 00 2, 100 00 1,200 00 Fonfe.derates, INIiddle Oreo-on . . 9 * Creeks (h^ . . . . Crows _ _ 19 57, 000 00 24,000 00 27,000 00 18,900 00 Crows, River (c) . 20 Dwamish, and allies, Washington Territory.. Flatheads and confederates . . . 9 9 Gros Ventres (d) . . . . . 20 24,000 00 lowas . Kansas (has trust fund) . 120 00 Kickapoos (e) . 5, 000 00 Klamaths and Modocs (/) . . . 16 Klamaths and Modocs . . . . 15 2, 1000 00 23,700 00 Klamaths and Modocs _ _ _ _ _ 10 Makahs . 9 2,500 66 22,500 00 Menomonees . Miamies, Kansas (g) . 2, 500 00 Miamies, Indiana . Mixed Shawnees, Bannacks, and Sheep-eaters Molels . . . 2, 000 00 3,000 00 ■Jf V Navajoes . Nez Perc6s . 10 3,700 00 3, 000 00 3,000 00 2,000 00 1,000 00 37, 000 00 45,000 00 33, 000 00 8, 000 00 Nez Perc6s . 15 ■ Nez Pereas . 11 Nisqually, Puyallup, and others . 4 Northern Cheyennes and Arapahoes . Omahas!. . Osages . . - _ 3,456 00 Ottawas and Chippewas, IMichigan.. _ _ Ottoes and Missourias . Pawnees . . . . 11,200 00 Poncas . - . . . . Pottawatomie s . 5,000 00 9,290 00 Pottawatomies . Pottaw atomies, Tin r on . _ . Quapaws . 1, 006 00 Quinaielts . . 9 2, 500 00 22, 500 06 Rogue Rivers . Sacs and Foxes of the Mississippi . . Sacs and Foxes of the Missouri . . . Seminoles . 3,566 66 a, &, e, g, interest on trust funds. c, d, estim.ate made for teachers’ salaries, at $1,000 ; balance for repairs. /, estimated from mixed appropriation. 23 E 354 ANNUAL EEPORT OF THE Table B — Continued. Name of tribe. Number of annual payments required. Annual ap¬ propriation required. Total to he appropriated. Senecas . . . . . Senecas, New York . Senecas and Shawnees . . . Senecas, Mixed, and Shawnees . Quapaws, Ottawas, Confederated Peorias, and others . . . . . p, 000 00 .1 Shoshones, four hands . . . Shoshones and Bannacks (o) . . . 3,500 00 . i Six Nations, New York . . . . i Sioux, Dakota, (nine hands) . - . Sinnx, rlifferent hands (j^) . . . . 10, 000 00 2, 500 00 S’Klallams . T. i . 9 $22,500 00 Tahequache Utes . . Tahequache, Maquache, and live other hands of Utes . . . 2, 000 00 1,500 00 # 6, 000 00 Umpquas and Calapooias . Umpquas, Cow Creek hand . 4 Walla-Walla and others . . . 2, 200 00 W^innehagoes _ _ _ _ _ _ _ _ Wohlpapee, hand of Snakes . Y akamas . . . . . 9 3,700 00 33, 300 00 Yaucton Sioux. . . . . . The sums marked with an (^) indicate that the appropriations are for an indefinite period, or at will of Congress or President. Estimating their average continuance at twenty years, and we have a total of. ..... Amount of educational trust fund _ _ 135,951 56 443, 400 02 220, 000 00 1, 441, 420 69 ! 2, 104, 820 71 Total educational fund . . . 0, $1,000 for buildinj?. p, $5,000 for building. Note. — It will be seen that 42 tribes and bands in the above tables are without any provision for school purposes. i ItllVOERGARTEW CEETERE. i In undertaking to initiate a national system of education, and especially in a nation tliat, for the first time in the ages, embodies in its constitution provision for the develop¬ ment of will, heart, and thought in every man, in such harmonious play that he shall ^ he free to do the will of God on earth, as it is done in heaven — which is at once our j daily prayer and the ideal of human society — we must not stop with providing tho j material conditions, hut consider the quality of the education to he given. ' The history of many great nations shows that there may he an education which par- ' alyzes and i^erverts instead of developing and perfecting individual and national life, j It is not from want of a most careful and powerful system of education that China is i wdiat she is. And India, Egypt, Greece, and Rome had their systems of education, f efficient for the production of material and intellectual glories, certainly, hut which, li nevertheless, involved the principles of the decay and ruin of those nations. Even tho j education of Christian Europe, that, with all its acknowledged defects of method and j| scope, has made all the glory of modern civilization, has failed to, bring out the gen¬ eral results that are to he hoped for, if we are to believe in the higher x)rophetic in- . stincts of the sages and saints of past ages, to say nothing of the promises of Christ, s who expressly includes the life that now is with that which is to come. At our own present historical crisis, when it is the purpose to diffuse throughout the United States * COMMISSIONER OF EDUCATION. 355 the best educational institutions, it is our duty to pause and ask whether all has been gained in educational method and quality which it is desirable to spread over the South; whether it may not be possible to improve as well as diffuse, and in the recon¬ structed States to avoid cortaiu mistakes into which experience has proved that the Northeastern States have fallen. It is certain that a mere sharpening of the wits, and opening to the mind the boundlessness of human opportunity for producing material wealth, are not the only desiclet'ata. As education builds tlie intellect high with knowl¬ edge, it should sink deep in the heart the moral foundations of character, or our appa¬ rent growth will involve future national ruin. In defining education as only the acquisition of knowledge, which is but au incident of it, we have indeed but followed the example set by the Old World, and have hoped that by offering this knowledge to all, instead of sequestrating it to certain classes, we have done all that is possible. Bnt it is not so. The quality of our education should rise above, or at least not sink below, that of the nations that have educated their few to dominate over the many, else our self-government will be disgraced ; and, therefore, I would present the claims of the new system of primary education, which has been growing up in Germany dur¬ ing the present century, and which, in the congress of European philosophers that met at Frankfort-on-the-Main, in September 1869, received a searching examination and was pronounced the greatest advance of method. A distinguished private teacher of America was present at this congress, and has furnished a translation, which I hope some time to see put to the press by the Bureau, of the report drawn up by Professor Fichte, of Stuttgard, son of the great Fichte, who, with Goethe, Schiller, Pestalozzi, Diesterweg, and other eminent men, effected that reform of education in Germany i that commenced in the early part of this century, ancl whose results are so brilliantly manifested at this very moment in the discipline and efficiency of the Prussian army, and also in the still more significant pervasive demand of the mass of the people for the peace of Europe. j In the report of Dr. Hoyt (United States commissioner to the Paris Exposition of i 1867) on the present state of education in Europe, there is a short, clear, and very f striking statement of the normal education given to the primary teachers of all the I Germanic nations, Prussia taking the lead. He says they all recognize that the pri- j mary department of education is at once the most important and difficult, and requires in its teachers, first, the highest order of mind ; secondly, the most general cultivation ; and thirdly, the most careful cherishing, greatest honor, and the best pay, for it has I the charge of children at the season of life when they are most entirely at the mercy of their educators. As this report is distributed by the Senate to whoever will send for it, I will not repeat Dr. Hoyt’s minute description of the normal training required of i the primary teachers, or his statistics of the satisfactory results of their teaching, but pass i at once to a consideration of the still profounder method of Froebel, wlfich immediately i respects the earliest education, but of which Dr. Hoyt does not speak, inasmuch as it is not yet anywhere a national system, though, within the last twenty years, it has spread ‘ over Germany and into Scandinavia and Switzerland, and been introduced into Spain, France, Italy, and Russia ; but to no country is it adapted so entirely as to America, where there is no hinderance of aristocratic institution, nor mountain of ancient cus¬ tom, to interfere with a method which I'egards every human being as a subject of edu¬ cation, intellectual and moral as well as physical, from the moment of birth, and as the heir of universal nature in co-sovereignty with all other men, endowed by their Creator with equal rights to life, liberty, and the pursuit of happiness. It is all the more important to make an exact statement of Froebel’s art and science of education in its severity, because it has been and is extensively travestied in this country by I numerous schools called Kindergartens, which have disgraced its principles, inasmuch as they have only the most superficial resemblance to those institutions to which Froebel gave that name. , _ One of your assistants, in a voluminous paper upon all the reforms of education made ' in Europe and America during this centurjg has given an exhaustive history of the rise and progress of Kindergartens and their imitations, together with very valuable criti¬ cisms on education generally of his own and of various other writers of Europe and America ; and this, also, I trust you may be able to send to the press before long. In the meantime, however, I must say something in this rej)ort on a subject of such vital importance, since it respects the beginning of education. The fundamental or rather root point by which Froebel’s method differs from that of all other educators, is this : he takes up the human being in the full tide of that pro¬ digious but blind activity in which he comes into the world, and seeks to make it in¬ telligent of itself and of things around it by employing it to produce i)alpable effects, at once satisfactory to the heart and fancy of childhood and true to nature by knowl¬ edge of whose order and organization the human understanding is built up in sound¬ ness and truth. For the blind heart and will, which the human being is, uutil by be¬ coming intelligent of nature he is transmuted into a principle of order, is the very principle of evil. Without imagining any inherent malignity of heart, we must admit that the child necessarily goes on, knocldng down and tearing up, and creating disorder 356 ANNUAL REPORT OF THE generally, to its own and other people’s annoyance, in its vain endeavor to satisfy the instinct to alter, (that is the characteristic of human will,) until it is educated to rec¬ ognize and obey the laws of God expressed in nature. For a time the young senses are not adequate to accurate perception of outward objects, and far less is the power of abstracting the laws of order developed in a young child. A certain evil is there¬ fore originated, which seems so inevitable, that it has tasked the human intellect to i reconcile it with Divine benevolence and driven men into various theories, more or less unsatisfactory to all, upon the nature of evil, and its place in the economy of creation. Now Froebel undertakes to give a practical solution of this terrible problem by his art ; for he seizes this very activity iu the earliest infancy and gently guides it into the i production of etfects that gratify the intense desires of the soul and cause it actually to produce the beauty and use at which it has blindly aimed. He looks upon the child as a doer, primarily, and a Mower, subsequently; that is, as an artist before he is a scientist, entering with genial sympathy into that primal activity which we call child¬ ish play, he guides the child first to embody and then carefully observe eternal laws, even on this humble plane, by which he surprises and delights himself with the beauty or use that grow under his hands, and therefore absorb his attention. For what meets a child’s internal sense of fitness and beauty, especially if it is his own work, he is de- j lighted to examine ; and he loves to analyze the process by which the delightful result ! has been obtained. While it is a hard thing to make a child copy the work of another, ! he will repeat his own process over and over again, seeming to wish to convince him¬ self that like antecedents involve like consequences. These repetitions sharpen his i senses as well as develop his understanding ; they also give skillfulness to his hands, , and make him practically realizd individuality, form, size, number, direction, position, , also connection and organization, which last call forth his reflective powers. Hence i Kindergarten-teaching is just the careful superintendence and direction of the blind ' activity of little children into self-intelligence and productive work by making it ar¬ tistic and morally elevated. For it carefully regards the ennobling of the soul by de¬ veloping the love of good and beauty which keeps the temper sweet and the heart dis- ! interested, occupying the productive powers iu making things not to hoard — not to show how much they can do, which might foster selfishness, vanity, and jealousy, but i for the specific pleasure of chosen friends and companions. Thus, without taking the child out of his childish spontaneity and innocence, Froebel would make him a kind, ' intelligent, artistic, moral being, harmonizing the play of will, heart, and mind from i the very beginning of life into a veritable image of the creativeness of God. The mother i gave Froebel the model for this education, in the instinctive nursery jjlay by w^hich she helps her little one to consciousness of his body in its organs of sense and motion. She teaches him that he has hands and feet, and their uses, by inspiring and guiding him to use them; playing with him at “ pat-a-cake,” and ‘‘this little pig goes to market and this stays at home,” &c. I wish 1 had room to give a review of Froebel’s : book of mother songs, nursery plays, pictures, aud mother’s prattle, which is the root ' of the whole tree ; but I can merely refer to it in passing. He shows iu it that what : he learnt from the mother he could return to her tenfold, bettering the instruction ; and that the body being the first world of which the child takes possession by knowl¬ edge, though not without aid, we must play with the child. If we do not he ceases to play. Charles Lamb has given a most alfecting picture of the effects of this in his pathetic paper on the neglected children of the poor ; and the statistics of public cribs i aud foundling hospitals prove that when children are deprived of the instinctive mater- j nal nursery play, almost all of them die, and the survivors become feeble-minded or absolute idiots. Dr. Howe says much idiocy is not organic but functional only, aud to be referred to coarse or harsh dealing with infants, paralyzing their nerves of percep¬ tion with pain and terror ; even a merely inadequate nursing may have this effect; and , he and other teachers of idiots have inversely proved this to be true, by the restoring | effects of their genial methods. Aud what produces idiocy in these extreme cases pro- ■ duces chronic dullness, discouragement, and destruction of all elasticity of mind, in the i majority of children. It is appalling to think of what immense injury is done, and | what waste made of human faculty, by those defective methods of education which I undertake to reverse the order of nature, and make cliildreu passive to receive impres- I sions, instead of keeping them active, and letting them learn by their own or a suggested I experimenting. Some people having seen that the former was wrong, let their children j ‘ run wild,’ as they call it, for several years ; but this is nearly an equal error. Not to i be attaining habits of order is even for the body unhealthy, and leaves them to become j disorderly aud perverse. The very ignorance aud helplessness of children imperatively i challenge human intervention and help. They would die out of their mere auimal ex- | isteuce in the first hour of their mortal life, did not the mother or nurse come to their i rescue. Most insects aud other low forms of animal life know no care of parents, f They are endowed with certain absolute knowledge, enabling them to fill their small i sphere of relation unerringly as the needle points to the pole. We nail it instinct. ; But as the scale of being rises, relations multiply, which, though dependencies at first, become, by the fulfillment of the duties they involve, sources of happiness and benefi- ! COMMISSIONER OF EDUCATION. 357 cent power ever widening in scope. Man, wlio is to fill the unlimited sphere of an immortal existence, knows nothing at all of the outward universe at his birth. The wisdom that is to guide his will, is in the already develoi)ed and eultivated human beings that surround him ; and he depends on that intercommunion with his kind which begins in the first smile of recognition that j)asses between mother and child, and is to continue until it becomes the communion of the just made perfect, which is highest heaven both here and hereafter. The instinct, therefore, that makes a mother play with her baby, is a revelation of a first princiide giving the key-note of human education ; and upon it Froebel has modulated his whole system, which he calls Kindergarten, not that he meant educa¬ tion to be given out of doors, as some have imagined ; but because he would suggest that children are living organisms like plants, which must blossom and flower before they can mature fruit ; and consequently require a care analogous to that which the gardener gives to his plants, removing obstructions, and heightening the favoring cir¬ cumstances of development. The seed of every plant has in miniature the form of its individual organization, enveloped in a case which is burst by the life force within it, so that the germ may come into communication with those elements, whose assimilation enables it to unfold, in one case a tree, in other cases other vegetable forms. In like manner the infant soul is a life force wrapped up in a material case, which is not, however, immediately deciduous ; for, unlike the envelope of the seed, the human body is also an apparatus of communication with the nature around it, and especially with other souls, similarly limited and endowed, who shall meet its outburst of life, and help it to accomplish its destiny — or hinder ! I beg attention to this point. We either educate or hinder. The help to be given by education is an essential part of the Eternal Providence, and wo must accept our duty of embodying the divine love in our human providence, which we denominate education, on the penalty of injuring, which is the supreme evil. “ Woe unto him who shall offend one of these little ones. It were better for him that a mill¬ stone were hung about his neck, and he were cast into the uttermost depths of the sea.’’ As the child gets knowledge and takes possession of his own body, by the exercise of his several organs of sense and the movement of his limbs, so he must gradually take possession of the universe, which is his larger body on the same principle ; by learning to use its vast magazine of materials, to embody his fancies, attain his desires, and by and by accomplish his duties, education being the mother to help him to examine these mi^terials and dispose them in order, keeping him steady in liis aims, and giving him timely suggestions, a clew to the laws of organization, by following which all his action will become artistic. For art is to man what the created universe is to God. I here use the word art in the most general sense, as manifestation of the human spirit on every plan of expression, material, intellectual, and moral. Froebel, therefore, instead of beginning the educating xmocess by paralyzing play (keeping the child still, as the phrase is,) and superinducing the adult mind upon tho childish one, accepts him as he is. But he organizes the play in the order of nature’s evolutions, making the first playthings, after the child’s own hands and feet, the ground forms of nature. He has invented a series of playthings beginning with solids — the ball, the cube, and other forms — going on to planes, which embody the surfaces of sol¬ ids, (squares and the various triangles) and thenee to sticks of different lengths, em¬ bodying the lines which make the edges of the solids and planes; and, finally, to points, embodied in peas or balls of wax, into which can be inserted sharpened sticks, by means of which frames of things and sym.metrical forms of beauty may be made, thus bring¬ ing the child to the very borders of abstraction without going over into it, which little children should never do, for abstract objects of thought strain the brain, as sensuous objects do not, however minutely they are considered. In building and laying forms of symmetrical beauty with these blocks, planes, sticks, and peas, not only is the intel¬ lect developed in order, but skillful manipulation, delicate neatness, and orderly pro¬ cess become habits, as well as realized ideas. The tables that the children sit at as they work are painted in inch squares, and the blocks, planes, and sticks are not to be laid about in confused heaps, but taken one by one from the boxes and carefully ad¬ justed to these inch squares. In going from one form to another the changes are made gradually and in order. No patterns are allowed. The teachers suggest how to lay tho blocks, planes, sticks, also wire circles and arcs, in relation to each other severally, and to the squares of the table. For symmetrical forms they suggest to lay opposites till the pupils have learned the fundamental law — union of opposites for all production and beauty. A constant questioning, calling attention to every point of resemblance and contrast in all the objects within tho range of sensuous observation, as well as to their obvious connections, keeps the mind awake and in agreeable activity. Margin for spon¬ taneous invention is always left, which the law of opposites conducts to beauty inevi¬ tably. In acting from suggested thoughts, instead of from imitation, they act from within outward, and soon will begin to originate thoughts, for Kindergarten has shown that invention is universal talent. But the time comes when children are no longer satisfied with making transient 358 ANNUAL REPORT OF THE forms whose materials can he gathered hack into boxes. They desire to do something which will remain fixed. Froehel’s method meets this instinct with materials for making permanent forms hy drawing, sewing, modeling, &c. The stick-laying is the best possible preparation for drawing, for it trains the eye, leaving the children to learn the manipulation of the pencil only, and this is again made easy by having the slates and i^aper ruled in eighths or tenths of an inch, that the pencil of the child may be guided while the hand is yet unsteady, for Froebel would never have the child fail of doing pe?/ecfZj/ whatever he undertakes, and this is effected by making him begin with something easy, and proceeding by a minute gradualism. He would also train the eye to symmetry by never allowing him to make a crooked line, just as the ear is trained in musical education by never making a false note. Be¬ side the drawing, which is carried to quite a wonderful degree of beauty, invented even by children under seven years old, pricking of symmetrical forms may be done by means of the same squared x^aper ; and again, x)ricked cardboard may be sewed with colored threads, teaching harmonies of color. Also another variety of work is made by weaving into slitted paper of one color strips of other colors, involving not only ' the harmonizing of colors, but the counting and arrangement for symmetrical effect, ' which gives a great deal of mental arithmetic, while the folding of paper with great j exactness in geometrical forms, and unfolding it to make little boats, chairs, tables, ! and what the children call flowers, gives concrete geometry and the habit of calcula- 1 tion. j A lady who traveled in Europe to study Froebel’s Kindergartens brought home from \ Dresden the whole series of work done by a class of children who began at three j'ears old and continued till seven ; and no one has seen it without being convinced that it > must have educated the children that did it, not only to an exquisite artistic manijDU- i lation, which it is very much harder to attain later, but to habits of attention that i would make it a thing of a short time to learn to read, write, and cijiher, and enable j them to enter into scientific education, and use books with the greatest advantage, as i early as eight years old. i Callisthenics, ball-plays, and X)lays sj^mbolizing the motions of birds, beasts, pretty ! human fancies, mechanical and other labors, and exercising the whole body, are alter- I nated with the quieter occux)ations, and give grace, agility, animal s^nrits, "and health, ' with quickness of eye and touch, together with an effect on the mind, their significance i taking the rudeness out, and x)utting iutelligeuce into the plays, without destroying i the fun. The songs and music which direct these exercises are learned by/ote, and ! help to gratify that demand for rhythm which is one of the mysteries of human nature, | quickening causal power to its greatest energy, as has beeu ^Droved, even in the educa- i tion of idiots, by the almost miraculous effects upon them of the musical gymnastics, which are found to wake to some self-consciousness and enjoyment even the saddest of j these i)Oor victims of mal organization. All Froebel’s exercises are characterized by i rhythm; for the law of combining opposites for symmetrical beauty makes a rhythm i to the eye, which x^erhaps has even more penetrative effect on the intellectual life than i music. j If true education, as Froebel claims, is this conscious process of development, bodily j and mental, corresxionding x^oint by x^oiut with the unconscious evolutions of matter, ; making the human life an image of the divine creativeness, every generation owes to the next every oxq^ortunity for it. In this country, Avhose x^i’odigious energies are j running so wild into gambling, trade and x^olitics, threatening us with evils yet j unheard of in history, it may be our national salvation to enqiloy them iu legitimate, ' attractive work, for x)roduction of a beauty and benefit that also has been yet unheard , of in history ; and this can best be done by x)reventing that early intellectual x^erver- sion and demoralization, with waste of geuius and moral x^ower, entailed on us by the inadequate arbitrary modes of lyrimary discix^line which now taint all subsequeiit educa- i tion. ! But the indisxAensable x^reliminary of this new primary discix^line are competent ' teachers, who can be had only by special training. What is at once delightful play | and earnest Avork to the children, requh'es, in those Avho are superintending it, not only a knowledge of the laws and x^i’ocesses of vital growth, which are analogous, I if not identical, in nature and art, but the science of infant x^sychology also. These t things are not intrinsically difficult of attainment ; and it is easier, if the teacher has | been trained to it, to keei) a Kindergarten, according to the strict x)rincix)le of Froebel, than to keexA an ordinary xAi'iniary school in the ordinary manner, because nature helx^s ' the former Avith all her instincts and powers, while the latter is a perpetual antago- nism and struggle with nature for the rex)ression of a more or less successful chronic i rebellion. The best Kindergarten normal school in the world is that founded by the Baroness Marenholtz-Bulow, in Berlin, where she lectures gratuitously herself on the philosox)hy of the method, and its relations to “the regeneration of mankind,” (to use her own phrase,) and the x^ipils have instruction from x^i’ofessors in many branches of science ’ and art, Avhile they go to obseiwe and x)ractice several times a Aveek in Madame Vogler’s COMMISSIONER OF EDUCATION, 359 Kindergarten. But Americans, wlio have liad our usual normal or liigh school educa¬ tion, or its equivalent, if they are fairly gifted and educated, genial, sweet-tem¬ pered, and candid, can obtain the snecial training in a six months’ diligent course, and the more surely the more they ha\ e the grace of a wise humility. What it took Froebcl, with all his heart and genius, a half century of study and experimenting to elaborate, it would seem at first could not be learned in so short a time. But it must be remembered that the more profound and complete the truth, the more easily can it be comprehended, when once fairly stated. It took a Newton to discover the princlpia naturce ; and a Copernicus to replace the complicated Ptolemean by nature’s solar system; but any child of twelve years old can comprehend and learn them, now they are discovered. Froebel’s authority inheres in his being a self-denying interpreter of nature, the only absolute authority, (nature being God’s word.) As Edgar Quenet said in 1865, in a letter to the Baroness Marenholtz-Bulow, after remarking that Froebel “sees the tree in the germ; the infinitely great in the infinitely small ; the sage and great man in the cooing babe and “ his method therefore is that of nature herself, which always has reference to the whole, and keeps the end in view in all the phases of development,” comparing him to “ the three wise men from the East who placed the treasures of nature in the hands of the heavenly Child” — and the statement is worthy of all attention — “ It is certain that the results of this method can only he attained if it is applied according to the principles of the discoverer. Without this, the best conceptions of Froebel must be falsified, and turned against his aim ; mechanism alone would remain, and would bring back teacher and pupil into tlie old traces of routine.” As yet there is but one Kindergarten normal school in America, which is a private one in Boston, kept by Mrs. Kriege and her daughter, x^upils and missionaries of the Baroness Marenholtz- Bulow, who is the chief apostle of Froebel in Europe. In another year these ladies will be connected with the public normal school of New York City, as I understand liberal olfers are made to them by the public school authorities. Preparations are also making for model Kindergartens, and professorships therewith connected, at several of the normal institutions of the West. These are in place in every female college and high school for girls ; the training not only iiisuriug a delightful jprofession that must always be in demand, but making the best education for mothers, as all women are liable to be¬ come personally or virtually. Possibly the appreciation of Froebel’s science and art may prove the true solution of what is called the woman question. Teaching is the primal function of humanity, and women now feel it to be repugnant toil only because the true art has never before been discovered. When it becomes a fine art it will become for the teacher, like any other fine art, self-development and the highest enjoyment ; for it is nothing short of taking part in the creativeness of God. There is in training at Mrs. Kriege’s school in Boston a lady of great ability, who pur¬ poses to make a model Kindergarten at the normal school of Hampton, Virginia, as a basis for training the freedwomen for teachers of Kindergarten. The Ijuical and artistic nature of the colored race will make them apt scholars and successful teachers, and this may become a place for training children’s nurses in Froebel’s nursery art. This great reformer founded a school for this purpose in Hamburg in 18.50, which supplies (but not fully) a continual demand made upon it by the nurseries of England, as well as Germany ; and a few American mothers have availed themselves of the blessing of this educated help, which all mothers need who have other social duties. But the immediate desideratum is a free national school to supply Kindergarten edu¬ cation to the schools of the District of Columbia, the Territories, and the South, to be located in the District, or perhaps in Richmond, Virginia, where some of the “ ten thousand southern ladies,” who signed the pathetic petition to Mr. Peabody to found for them an industrial school, might learn this beautiful art, and be made able to initiate in their bgloved South a higher, more refined, and also more complete system of educa¬ tion than liaS'Dver obtained in any country. It has been ascertained that an eminent Kindergartner in Europe, now in full employ, but willing to leave all to do this thing in the United States, may be secured for five years, for .$3,000 a year, finding all the aj)paratus and materials herself. Cannot this be had from some one of our munificent public benefactors ? ELIZABETH P. PEABODY. HEBREW EBUCATIOIV. It is safe to assert that, although the Israelites are of all nationalities, and scattered 7)romiso»iously over the foce of the world, they are the only people who can bo fairly classed as universally educated. Tliere may be a few who "cannot read or write, but this number is insignificant. Indeed, it is asserted by those who claim to know, that no Israelite can be found who cannot read or write, if not in their modern or domi¬ ciliary language, certainly in the Hebrew. If there are any thus in default, they may be found principally in London, or in other largo cities of " Great Britain, where, from degraded associations, they have been outcast from the society of their own peox)le. 360 ANNUAL REPORT OF THE The education of the Hebrews is the growth of three thousand years, and is incul¬ cated in their religion, based upon the Mosaic law. Hence it is hereditary, and to this inheritance of their forefathers they have been eAVir attached with unswerving fidelity, consecrating to education every sacrifice in their xiower, and- placing its accomplish¬ ment first in their estimate of spiritual and worldly aifairs. A treatise upon the edu¬ cation of the Hebrews necessarily involves a cursory review of their history prior to and since the conquest of Jerusalem by Titus, which latter event made them absolute wanderers upon the face of the earth. The first Biblical mention of the Hebrew thirst for knowledge is when the Israelites, escaped from Egyptian bondage, sought instruction from Moses. This, attracting the I attention of Jethro, his father-in-law, caused him to give to Moses the well known ad- ' vice : “ And thou shalt teach them ordinances, and laws, and shaft shew them the way wherein they must Avalk, and the work that they must do. ’’^—{Exodus, c. xviii, y. 20.) Thereupon, Moses and the priesthood devoted themselves to the instruction of the Israelites in the decalogue, and in the numerous minor laws Of theocratic education and i government ; the moral lessons of which were then continually taught to children by their parents, and are still brought, in the same manner, to the notice of Hebrew youth to this very hour. Though riven and broken piecemeal, and scattered in every clime, it is worthy of | remark that, notwithstanding the Hebrews have domiciled as well in barbarous as in civilized countries, their habits, observances, language, and religion have remained intact and undisturbed, while their education in all the sciences and arts has con¬ stantly progressed and never retrograded. As chronicled by the encyclopedists, “they began as nomads, migrating from nation to nation, from state to state ; their law made them agriculturalists for fifteen centuries ; their exile has transformed them into a mer- j cantile people. They have struggled for national existence against the Egyptians, As- j Syrians, Babylonians, Syrians, and Romans, have been conquered and nearly extermi¬ nated by all these powers, and have survived them all.” The education of the ancient Hebrews was entirely derived from the laws of Moses, which is, even now, with the exception of the national part, their general moral code. It is conceded by all writers that the aims of the Mosaic law “ were the moral per¬ fection of the individual and the welfare of society.” Reasoning from this standpoint, it i is only necessary to call attention to the books comprising the Old Testament to prove the advanced literary culture of the Hebrews, even in that remote age, which has never been excelled in modern times, or perhaps even equalled. It is estimated that over one million Jews x^erished in defending Jerusalem from the Romans, and, according to Josephus, they continually rose in revolt during the reigns of Trajan and Hadrian, until their x)ersecutions became so fearful that insurrec¬ tions were forbidden by their leaders, siinx^ly on the score of religion and humanity. . , Whereupon Hadrian built the JEUa Capitolina upon the site of Jerusalem, and a decree was made forbidding the Jews from entering its x^recincts. Notwithstanding large numbers of Jews had been enslaved or exiled, and scattered ' on both sides of the Pju'enees, on the Rhine and the Danube, Palestine still continued to be a species of national center, and maintained schools of religious science under ! the leadershixi of most eminent teachers. But these schools were destroyed at differ¬ ent x^eriods in the fourth and fifth centuries. The two tahnuds, (studies,) Palestinian and Babylonian, were, however, x^reserved in a necessarily mutilated condition. Other , literary x^roductious of this era were also x>i’eserved, consisting of ethical treatises, historical, legendary, and cosmogonal writings, stories, x^rayers, and paraphases of Scrixitural books. ' In the seventh century, however, Mohammed conquered the independent Arabian Jews, who were an extremely cultivated peoxfie, and Omar subsequently subdued Persia, Jerusalem, and the other Byzantine possessions, which placed the eastern Jews ' under the rule of a x>eople of Semitic origin like themselves. The government of the Caliphs being comparatively mild, and favorable to science, (indeed the Koran itself , commanding the study of its own precex)ts,) the literature of the Hebrews revived ; and ' from the seventh to the tenth centuries, numbers of eminent scholars, theologians, | poets, and linguists, were brought into x»ublic notice. Many works were composed, j treating of every species of science, embracing law, medicine, astronomy, languages, and all the fine arts. The standard authorities on education admit that the theocratic constitution of the Hebrews and the foundation of their x)olitics and ethics on religion has produced a better culture, mental and moral, in literature, than that of any other x>eox5le. Their ancient education was far in advance of the Chinese and the Hindoos, for, ill every ! lesson taught the Hebrew youth, is inculcated the sublimest virtues, among which may ; bo enumerated charity, gratitude, obedience, and respect to the commands of parents, j politeness and cleanliness, all coux^led with extreme reverence for the Almighty. It will bo remembered, also, that in contradistinction to other Oriental x^eoxde, many fe¬ male x>oetsaud learned women figure in the history of the ancient Jews. The instruction of the Jewish youth by the Rabbins, in the schools instituted after COMMISSIONER OF EDUCATION. 361 the exile, comprised study in the scriptures, the commentaries and traditions, the Mishna and Gemara, (Talmud,) which was imparted orally, and committed to memory without notes. It is known among the Hebrews that the Mishna, or prose writings, had long been transmitted from master to pupil before it was committed to writing in the shai)o of parchment or book. In this manner the memory had always been, and now is, especially cultivated in Hebrew education, and hence they excel in mnemonics. Education with the Hebrews (as urged by the late Dr. Raphael) is the air they breathe, and without it existence is of little value. Every Hebrew is compelled, in addition to the usual education necessary to carry on the xmrsuits of life, to acquire some knowledge of the Hebrew, so that he may participate in the manifold observances of his religion, and obtain an insight into the literature and language of his forefathers. According to the traditions of the Rabbins, says Dr. Raphael, j)nblic schools existed before the Deluge, and it is asserted that Adam was not only the first man, but the first schoolmaster, assisted in his labors by Enoch, and succeeded by Noah. After the Deluge, Shem established and i^resided over a public school, and his great-grandson, Eber, taught the patriarchs Abraham and Jacob. It is also understood that, by reason of the exemption of the tribe of Levi from hard ■ labor during the Egyptian captivity, they were permitted to study and devote them¬ selves to education. Certain it is that writing was known and practiced commonly at that era, and in Exodus, the first biblical mention is made of writing by the command to Moses that he should “ write these laws.” The Pentateuch, however, does not relate or divulge any general system of education adopted, and it therefore follows that edu¬ cation was looked upon as purely a religious duty, and as such intrusted to the Levitea and priests. Samuel foiinded the “ schools of the prophets,” which were open to all Israelites; and although little is known of their internal polity and system of educa¬ tion, it is certain that the Hebrews were trained in this school to be teachers, public orators, poets, and composers of sacred music. These schools flourished and exercised great influence upon the Hebrews. They, however, disappeared with the fall of the Hebrew monarchy, and it was only after their return from Babylonish exile that the jiriests resumed their duties as instructors of the people. The priest Ezra, and the “men of the great assembly,” over which he presided, reestablished everywhere the schools of Samuel, and were aided in the in¬ struction of the people by the sopherim or scribes. Every Judean town containing a certain number of inhabitants was bound to maintain a primary school, the liazan, or reader of the synagogue, usually teaching. Seminaries of higher grades were presided over by the sopherim, and a certain x^ortion of the public revenue set apart for a school fund devoted thereto. These schools flourished wherever they were founded, partieu- larly in Egyj)t, and chiefly at Alexandria, and two hundred years before the Christian era "the “ Sex^tuagint ” was translated from Hebrew into Greek by Judeans. When the Jewish schools and colleges had been destroyed by the Roman conquerors of Jerusalem, a new seat of learning was founded at Tiberias, which being recognized by the Romans, flourished and maintained influence among the Jews until the fifth century, when it declined, having, however, compiled the Mishna, or Jewish commercial law. Meantime the Babylonian schools at Sura, Pumbeditha, and Nahaidea, near the Euphrates, had eclipsed the Roman Hebrew school, and being endowed liberally, were visited by Jewish students from every part of the world. Here the Babylon Talmud, , in twelve large folio volumes, the work of sixty years, was completed under the super¬ vision of the “ chiefs of the schools,” known as the Rishi Methibta. In the eleventh j century, however, the caliphs seized on the endowments and closed the schools, i From the seventh to the tenth century the Hebrews suffered every vicissitude and j persecution, sometimes meeting partial encouragement, and then being driven away to I other countries. During this x>eriod, however, notwithstanding the disadvantages i under which they labored, they still continuet^to advance education and to foster the arts and sciences. In the Italian provinces they frequently received encouragement ; from the Po])e8, and Otranto and Bari became the x^rincipai seats of Jewish learning, and their cultivated literature spread from thence into Franco and Germany. In no country, however, did the Hebrews enjoy more xwosxierity than in Sx'^ain under the Moorish kings, who carried with their conquest culture and science. Persecutions became rare, and indeed exceptional, and, ax^preciating the learning of the Hebrews, the Saracen rulers encouraged their literature, permitted them to enjoy civil rights, and advanced them to the highest dignities. They founded schools in which science, the Talmud and the x^hilosox^hy of Aristotle were taught, and excelled in lexicograx^hy, astronomy, ethics, geography, x^hilosoxihy, law, medicine, music, xiainting, xioetry, and in all the sciences ; and in the twelfth century, the diffusion of learning among the Jews obtained its height in Europe, as well as in Egyx^t. The great ])hilosox)her, Maimonides, who surpassed all coteinporaries as a law-writer, (and who has been classed as next only to Moses, the X)rophet,) having been made subject to certain urnvarrantable persecutions at Cordova, fled from Sx^ain into Egypt, where he was kindly received and emxfloyed by the Sultan. The number of eminent Hebrew scholars domiciling in Sx)ain 362 ANNUAL EEPOKT OF THE during the thirteenth, fourteenth, and fifteenth centuries "was large, notwithstanding that they were frequently subjected to terrible persecutions from time to time. In 1391, (to which allusion has been made by Mr. Parton, in the Atlantic Monthly for October, 1870,) 3,500 Jewish families Avere murdered at Seville, on account of along drought, which was, through ignorance and superstition of the surrounding people, visited in punishment upon them. Throughout every part of Europe, notwithstanding their culture and education, they were subjected to massacre and exile. In England, dnring the reigns of Eichard I, John, and Henry III, they suffered terribly, and were expelled from the realm in 1290, by Edward I. Describing this condition of affairs as chronicled by historians, it is universally agreed that “ thronghout Germany their condition was deplorable ; that they were circumscribed in their rights by unjust decrees and laws, chffl and ecclesiastic; ex¬ cluded from all honorable occupations ; driven from ifface to place, from province to l^rovince ; compelled to subsist almost exclusively by mercantile occupations and usury; overtaxed and degraded in the cities ; kept in narrow and unhealthy quarters, and marked in their dress with signs of contemiJt ; plundered by lawless barons and penni¬ less princes ; an easy prey to all i)arties during the civil feuds ; again and again robbed of their pecuniary claims ; OAvned and sold as serfs ; butchered by mobs ; burned in thousands by the crusaders ; and tormented by ridicule, monstrous accusa¬ tions, threats, and trials. The condition of the Jews of those countries offer, in their mediieval history, a frightful picture of horror and gloom.” Well may they have cried : How long, O God, are we to bear these things!” They were banished from France by Charles VI, in 1395, and extirpated from Spain by Ferdinand and Isabella, in 1492, by the force of the terrible Inquisition. These terrorisms continued until the consummation of the peace of Westphalia, in 1C48 ; and from that time the greater persecutions of the Jervs ceased. But, although the Hebrews spread and nourished subsequently in other parts of Europe, and emigrated to America i with the Dutch and English, yet in Germany and Switzerland the worst features of the medisBval treatment of the Jews Avere continued and maintained. It was not until 1848, after the German resolution, that the Hebrews Avere admitted to ciAul rights, taxed equally, and jAermitted the free exercise of professions and occupations, even in those localities where the American lAublic has always supposed liberality and i justice made their abiding places. In other parts of Europe, schools exclusiA^ely for the Talmud were maintained, and they still flourish in some parts of Germany and in Poland. Indeed, the Polish rabbins are considered to be the deepest thinkers and most abstruse talmudical scholars * in Europe. The exiled Spanish JeAvs migrated in large numbers to Holland, where ■ they maintained influential and flourishing schools ; but latterly these Jewish schools naturally became amalgamated Avith the modern system prevailing in this century . j through Germany, Italy, and France. An examination of Hebrew education presents six post-biblical developments : First, ! the schools of the Sopherim ; second, the schools of the Mishna ; third, the schools of i the Talmud ; fourth, the scientific schools of Spain ; fifth, the exclusWe talmudic j schools of France, Germany, and Poland ; and sixth, the modern schools of Germany, i Italy, France, Great Britain, and America. i It is literally true, as related by IMr. Parton, that, “ in the night of superstition, no Jew could own or hold, land on endurable conditions in any country of Christendom. j ]!Ior could he belong to any guild of mechanics, and hence he could not himself be a !l mechanic, nor apprentice his son to a mechanic. He could not enter a uniA'ersity or a ; preparatory school in any country ; and so the liberal professions Avere closed to him.” ; All intelligent minds must appreciate the difficulties under which the HebreAvs have ' labored in promoting education among themseHes, and that, therefore, too high an estimate cannot be placed upon their culture and their accomplishments. ! There can be no question of the fact that liberty, as exemplified in the successful i establishment of this Eepublic, with its liberal Constitution, first gaA^e birth to Eu- I ropean JeAvish freedom. As the experiment of free government and the equal and ! impartial execution of the laws were submited to the infallible test amid the jeers and | jibes of monarchical Europe, the trausatlautic HebreAvs looked longingly and lov- ! ingly to our happier shores. In their synagogues, in their schools, as Avell as in their | priA'ate circles, they fei’A^ently and secretly prayed that the United States GoA^ernment might be perpetuated, so that they could find therein safe asylum, and that other nations might be influenced, by the glorious example of freedom, to better and nobler | things. Those HebreAvs Avho had migrated to America with the English and Dutcli i actiA'ely sympathized with and aided the patriots of the EeAmlution in throwing off ! the yoke of Great Britain, and our archives show that many of them contributed j large sums of money, literally impoverishing themseWes, to helj) in feeding, clothing, and arming the reAmlutionary army, not a dollar of which appears ever to haA^e been i reimbursed by the GoA'ernment to them or their heirs. Many of them fought in the ranks of the reAmlutionary patriots, claiming it to be their privilege to do or die in the ; cause of the civil and religious liberty of America. i COMMISSIONER OF EDUCATION. 363 The late Morclecai M. Noah, of New York City, an American Israelite, and a noted journalist, author, lawyer, and politician, whose pleas in behalf of his race are cer¬ tainly well remembered, endeavored, in 1820, to found an asylum for the Hebrews, at Grand Island, near Niagara Falls, in the State of New York. In his memorial to the legislature of New York, ho made known his high appreciation of his native land by recounting the indignities the Hebrews had endured elsewhere, and the benefits that had accrued to Spain, Portugal, France, and Germany, from their education and acconi- idishments in learning and commerce, arguing therefrom the great advantage that would accrue to the United States if his people could exchange the whips and scorns of Europe, Asia, and Africa for the light of American liberty and civilization. In these days, when there are probably over a million Jews resident in the United States, and exercising great influence in our communities, the idea of colonizing them appears somewhat novel, if not ridiculous. But it will be remembered that fifty years ago the population of the United States was comparatively small, and the number of Israelites, consequently, few. It was not absolutely proposed to colonize those already in America, but to prepare an asylum and abiding place for those who might, in pov¬ erty and destitution, seek refuge and liberty on our happier shores. While the idea of Mr. Noah was not encouraged by the New York legislature, and hence nor carried out, no one has ever doubted that the proposition was made other than in good faith, or impelled by any other feelings than the utmost attachment to and reverence for the Constitution of the United States, and a desire to commend this country and its laws to the Hebrew people throughout the world as their true New Jerusalem, he believing that the prophesied return to Palestine was allegorical. Having briefly reviewed the history of the Jewish i)eople, and brought them to that position where their education can be treated from the liberal, broad, and friendly standpoint of American civilization, it will be found interesting to note some of the salient attributes and results of Hebrew education. The first great principle inculcated by Hebrew education, next to obedience to Divine law as promulgated by the Decalogue, is charity. The study and proper ex¬ ercise of charity is continually brought to the notice of Jewish youth, and every op¬ portunity is sought whereby its practical lessons may be demonstrated. This instruc¬ tion is not confined to charity in the abstract but in its exercise, not alone in precept but in practice. Nor is the study of charity to be applied solely to the benefit and relief of Jews, but to all, without reference to race or persons. In prosperous Euroiiean cities it has been the iiractice on the part of many Israelites, who have been successful in worldly pursuits, to set aside a certain percentage of their profits for charitable purposes. This sum is always dispensed in alleviating and ameliorating the wants of worthy objects to the uttermost farthing, and it is made a religious duty to disburse this alms as quietly and secretly as possible. It is never paraded in ostentatious subscription lists, or flaunted in the face of society, for Hebrew education teaches that it is a sin to publicly proclaim the miseries and wants of our fellow-men. It is the education and governing rule of the Hebrew people that, when a poor man solicits alms, or comes to eat at the Hebrew’s table, he is never sent to the kitchen to fare with the servants, for that would but remind him of his poverty and his depend¬ ence. But, on the contrary, the master of the household says to his wife and children, ‘‘We have a mitzvah (honor) sent to us to-day — a poor man is to jiartake with us. Place a clean cloth upon the board, and set upon it our brightest table-ware. Light all the lamps, and array yourselves in your best apparel. Let all we have be cooked and served, and seat the stranger-guest at my right hand.” The children vie with each other in showering attentions npon the stranger, so that they may share in the mUzvali, and nothing is permitted to be done or said whereby he may have cause to feel that he is eating the bread of charity. The honor of entertaining a poor man is always envied by his fellow-Hebrews. It is also the Hebrew education never to give alms in presence of a third or more persons, but to consider an act of charity the secret of another which has been com¬ mitted to inviolate keeping. It is a common error to suppose that Hebrews only re¬ lieve the necessities of their own race. This selfishness is especially forbidden by their education, for they are taught from early youth the Divine command, to relievo the stranger, “ seeing ye were strangers in the land of Egypt.” It frequently happens that subscriptions are presented to Hebrews, in order that they may contribute as citizens to the relief to be afforded some unfortunate person. A Hebrew always objects to •placing his name upon the list, except for a small amount. If he be privately cate¬ chized for what is apparently a niggardly contribution, ho will at once explain that it is the result of his education. Ho may not parade his charity. Strike his name from the list and ho will give a “ hundred fold,” so that it be not known, not that ho is es¬ pecially more liberal than others, but, says the Talmud, “no honor or credit is duo to him who publishes his alms.” This is the commentary upon the scrix)tural adjuration, that the one hand must not know what the other docth. One of the iDrincipal reasons why an Israelite seeks to educate his children, no matter 364 ANNUAL REPORT OF THE at what cost or sacrifice, is that they may learn all these nsefal lessons, while at the same time acquiring the usual instruction of schools in reading, writing, and the more advanced studies appertaining to general education. A Hebrew would consider ele¬ mentary education of but little avail were it not accompanied by a proper knowledge and appreciation of all the cardinal virtues, of morality, obedience to the laws, and particularly of obedience and reverence to parents. They seek to inculcate these essen¬ tials in the youthful mind, to the end that they may be conserved in manhood, and again taught to posterity. One of the most praiseworthy results of Hebrew education is the fact that it teaches and begets education. They keenly appreciate the idea of Plato, that “ education con¬ sists in giving to the body and the soul all the perfection of which they are susceptible.” Therefore a poor Israelite will sacrifice everything he x>ossesses in order that his children may be educated. In European countries, where it was not possible to pro¬ mote Jewish schools, the Israelites, whenever it was permitted, contributed freely to the schools of other sects, to the end that they might enjoy the benefit of educating their youth therein, even at the expense of their religious conscience. In the United States, however, it is worthy of remark that, as we have progressed in education, liberal laws, and unrestricted liberty, the progress and reforms of the Is¬ raelites have been commensurately achieved. It was reserved for this republic first to unveil the obscurity and hermetic character of Jewish education. It has not been compelled here to secrecy, as in medi{Bval and even modern times it existed in Eu¬ rope, and therefore has been thrown open for public examination. The American Israelite undoubtedly rejoices in our system of free schools, and watches with anxiety and hope the progress of American education. He is grateful for the blessings of free government, and therefore is in accord with the wisdom of Aris¬ totle, who asserts that “the most effective way of preserving a state is to bring up the citizens in the spirit of the Government ; to fashion, and, as it were, to cast them in the mould of the Constitution.” It is Hebrew education to insist that inasmuch as the promoting of wise and liberal government is the true aim of education, so the government, in return, should foster and conserve it as the most important end to be attained, and as contributing the greatest happiness to the masses. It therefore follows that j)rominent educational re¬ formers among the American Jews do not consider it any longer absolutelj^ essential to the well-being of their race that they should educate their children exclusively accord¬ ing to the old Hebraic customs. They feel that they are citizens of this Republic, en¬ titled to enjoy all of its blessings, to share in its advantages and to contribute to its well-being. They believe that education should be common and universal, but leaving religious instruction to the care of the different denominations. They rejoice in the existence of civil and religious liberty, in the separation of church and state, and in the enactment of recent laws which proclaim the obliteration of all distinctions of race and condition, all being equal in citizenship and receiving equal application of the laws. This is their present education.* It is not astonishing that the public has but little correct information regarding the Jews, for it is only recently that the prejudice entertained against them appears to have given way. It is not generallj^ known that in all American synagogues prayers are specially offered for the President and Congress, the governors of States, and all local officers, soliciting the Throne of Divine &ace to preserve and protect all our rulers, and to endow them with Avisdom and mercy to all people, and particularly toward the children of Israel, who have stood in such sore need of the blessings of wise and humane goA^erninent. It is frequently remarked by intelligent persons that they never see a poor Jew, arguing thereform that there is no poverty or suffering among them. This is far from true, for there is a projiortionate number of poor Jews, who daily iiresent themselves to their people for pecuniary relief. The especial reason why poor Jews are not seen is, that haAuug been always prevented from receiving the benefit of the ordinary pub¬ lic charities, they are rarely its recipients, and do not appear at xioorhouses or as paupers. Their habitual temperance oiierates to keep them clear from the calendar of * At a meeting of the rabbis, held iu Cleveland recently, the Rev. Dr. Lilienthal, of Cincinnati, pre¬ sented the follo\viu£^ ])reamble and resolutions, vhich -were unanimously adopted ; 1. Because with unshaken faith and firmness iu one indivisible and eternal God, we also believe in the common Fatherhood of God ami the common brotherhood of men. 2. AVe frlory in the sublime doctrine of our religion, which teaches that the righteous of all nations, . without distinction of creed, will enjoy eternal life and everlasting happiness. 3. The divine command, the most .sublime passage of the Bible, " Thou shalt love thy neighbor as thyself,” extends to the entire human family, without distinction of either race or creed. _ 4. Civil and religious liberty, and hence the separation of church and state, are the inalienable rights of men, and we consider them to bo the brightest gem iu the Constitution of the TTnited States. 5. AVe love and revere tliis country as our home and fatherland for us and our children, and therefore consider it our paramount duty to sustain and support the Government, and to favor by all means the system of free education, leaving religious instruction to the care of the diffei'ent denominations. 6. AVe expect the universal elevation and fraternization of the human family to be achieved by the natural means of science, morality, freedom, justice, and truth. COMMISSIONER OF EDUCATION. 365 2rime, and therefore the offended majesty of the law seldom consigns them to the public iungeon. In the criminal records of rape, robbery, murder, arson, and other heinous crimes, the Hebrews rarely, if ever, figure. This is another attribute of Hebrew educa¬ tion ; and the lesson of being temperate in all things, and to refrain from idleness and vice, is instilled constantly into the minds of their youth. In London, where the pop¬ ulation is so mixed, it has been definitely ascertained that the lower classes of Jews were vastly superior to the same class of other people by reason of their industry, tem¬ perance, and cleanliness. Another succinct reason why the poverty of Jews is not brought to public view lays in the fact that their immediate wants are quietly relieved by their fellows, no matter whether they be worthy or not. If they are unworthy' of continued charity, they are 80 informed, which frequently operates to cure the evil. If they are worthy, their cases are immediately brought to the notice of benevolent societies, which generally exist, or where there are no such societies, then to the attention of individuals. The result of charity thus bestowed is eminently practical, and many instances are extant, in this country and elsewhere, where the timely but silent relief afforded has culmi¬ nated in the accumulation of wealth and honor by the recipient. Recognizing this fact, the education of charity is always remembered by the Hebrews as the most hon¬ orable of all virtues. Owing to the superior benefits of their education in temperance and cleanliness, in¬ sanity is comparatively rare among the Hebrews. This is accounted for by the fact that the predisposing causes seldom exist. They are rarely afflicted with mania, idiocy, or dementia, such as aidoiomania, pseudomauia, and the like. Female chastity and rec¬ titude are especially remarkable among this people, the statistics of vice and crime being almost void of examples of dissolute Hebrew women. That this is the result of education, no one can doubt ; for ignorance generally leads to crime, although vice does not always confine itself to the uneducated. Depravity does not exist in any imme¬ diate extent in Jewish communities ; their ancient laws and customs forbade and pun¬ ished it severely. Jewish women do not labor under certain general disadvantages, which frequently operate to drive other females into crime and vice. Their homes are, by the effect of education, rendered happy and contented ; they are always treated with respect by their male associates, and the hidden charity of their race prevents them from suffering the tortures of extreme poverty, and the consequent temjjtations. From the same causes, it is worthy of remark that conjugal infelicity is extremely rare among the Israelites, and the laws of divorce are seldom invoked in that behalf. Should a Jewish female go astray, and the fact be brought to the attention of her people, every effort is made at once to reclaim the lost one ; her crime is hidden from sight, and she is sustained and encouraged in all efforts at well-doing. Reparation is sought to be enforced for her, should she have been wronged, and depraved in heart and soul must be that Hebrew woman who continues in her evil ways, despite her people. Gratitude forms a prominent feature in Jewish education, for they are tau^^ht that gratitude is first due to God for his many blessings, and then to man for such favors as may by -him be rendered. Ingratitude is appropriately stigmatized as one of the venal sins, and is contemned as such by every just person. Nevertheless, it is so common a crime that modern philosophy asserts that, in certainty, “ death and ingratitude go hand-in-hand.” The Hebrews ever keep before them the proverb that “ a good name is rather to be chosen than great riches, and loving favor rather than silver and gold.” Therefore they teach that ingratitude is a crime which may ]iot be tolerated. The famous address of the Hebrews of New York and Philadelphia to George Wash¬ ington is a marked example of their national gratitude. No Americans, of other nation¬ alities and creeds, venerate General Washington more than the Israelites ; and when he was gathered to his fathers, they mourned in their synagogues, repeating the words of Napoleon Bonaparte, that “ the lamp of the world had gone out.” The tribute to the moral worth and intellectual excellence of the Hebrews, which has been recently paid by Mr. James Parton, will never be forgotten. They will remember him gratefully, and as one wlio, even at this late day, has sought to do them justice, and to disabuse the prejudices of the world ; for the true Jew appreciates the value of kind words and gracious favor more than silver and gold. The Hebrews are extremely careful to inculcate in their youth an aversion to profan¬ ity. “ The name of the Lord shall not be taken in vain,” is a commandment which is probably obeyed, by them, with greater rigor than by any other people. But especially does Hebrew education operate healthfully upon the homo circle, and it is refreshing to witness the intense respect which is ever manifested by husband to wife, and by children toward parents. They are ever mindful of the Divine command to “ Honor thy father and thy mother, that thy days may be long upon the land which the Lord thy God giveth thee.” Frequent evidences of this respect are shown by the fact that in these days of pro¬ gress, many Hebrews consent to the obliteration of certain unnecessary customs, adopted in the early, or mediieval ages, both as to ritual and education. Notwitlistand- ing their adverse judgment and opinion, they wiU religiously adhere to the old ideas 366 ANNUAL REPORT OF THE during the lifetime of their parents, lest they accuse themselves of disrespect. What¬ ever are the desires and opinions of their aged parents, they will always give way, and conform to them, even at the expense of seeming dissimulation. It is enough for them to feel that their parents are opposed to these reforms for them to pass them by. Education, to Israelites, in the Hebrew language, now is i)^irely secondary, and is only tanglit for the purpose of enabling them to jjarticipate in the various "religious ceremonies which are given in Hebrew. Modern American reforms, introduced in syn- agogue worship, do away with the exclusiveness of the Hebrew, and sermons, or lec¬ tures are now commonly preached in the English and German languages. Some re¬ formers insist that all the services should be conducted in English, or German, so that all the congregation should understand ; for it is true that the percentage of Hebrews attending synagogue, and employing the Hebraic understandingly, is very small. In other words, it is evident that the Hebrew language is fast losing its importance among the Jews, it being no longer necessary to employ it hermetically, although the ortho¬ dox Israelites cling with great pertinacity to the old habits and customs, and refuse to bo separated from the ancient landmarks. It is but a question of time, however, with orthodox Judaism — it must give way to the reformatory spirit of the age. The Talmud is no longer taught in Jewish schools as an exclusive study. It is re¬ ferred to and interwoven with other school exercises, but is not a specialty. The Is¬ raelites do not, as heretofore, compel their children to an exclusive study of Hebrew, and of Hebrew law, at the age of five and six years ; but they impart to them a general knowledge of Hebrew, so that they may read it fluently, even if they understand it but imperfectly, to the end that when they become Bar-viitzvali, or thirteen years of age, (the Oriental age of manhood, when parental authority is considered to cease,) they may read their portion of the Toj'ah, or the law of Moses, in the synagogue, as the first witness and exhibit of their entry into the mystic rite of manhood. The Hebrew has been heretofore wrongfully classified among the dead languages. It has never expired, but has constantly had life. When it is considered, however, that the Hebrew youth are no longer compelled to master it, or to use it as a language of conversation, it is fast going into decadence, and, like the Latin, will only serve the purposes of a lan¬ guage of religious ceremony. It is not uncommon, however, in Germany and Poland to use the written Hebrew for the purposes of record and correspondence, and letters in the German vernacular are even now frequently written and spelled in Hebraic characters. This is a custom, however, which has obtained among the Hebrews by reason of their peculiar civic condi¬ tion, being inhabitants, but deprived of civil rights. Fearful of their letters miscarrying, and the consequent exposure of family secrets, they have adopted the use of the Hebraic to avoid the probable consequences of accident. But the important question arises as to how the Hebrews, notwithstanding their exile, their persecutions, the constant destruction of their schools of learning and of science, their deprivations of civil rights, their compulsory nomadic habits, their merging into all the nationalities of Europe, Asia, Africa, and America, have preserved their advanced literary culture, their morals, their education in all the arts and sciences, and their individuality from the date of their delivery from Egyptian bondage to the present hour ? It must be because of the superiority of their education, mental, moral, and physical ; of the love, reverence, and respect which they entertain toward their teachers, and for the further reason that the influences of the home circle have ever been maintained as paramount. The children are obedient to their parents, who neglect no opportunity to instruct and guide them, and between the old and young their exists a perfect accord ; the elders to teach, the youth to listen and learn, and this has been pursued from generation to generation, and from father to son, from the days of the prophets to this era of advanced civilization. Educated nations have sprung into existence and power, and have passed away, leaving but imperfect history to chronicle their life. Eome, both pagan and Christian, with all her grandeur, and one hundred and sixty millions of subjects ruling the European world, and carrying conquest into Asia and Africa, has become a people and an empire of the past. But the Hebrews, notwithstanding all these social throes and volcanoes, and to the confusion of ethnologists, still preserve their identity as a people, never having failed in their worship of God, maintaining their habits and customs, possessing and teaching the laws of Moses intact, as they were originally given, without permitting the change of a solitary word, the dotting of an “i,” or the crossing of a “ t.” They are the only pure Caucasian race that inhabit the globe, and no other reason can be assigned for their remarkabe preservation than the never-deviating practices of their moral educa¬ tion. They are the living proofs of the Bible, and without whose existence certainly history would be but chaos and confusion. It certainly follows that Hebrets^ education, which promotes and perpetuates social happiness, enforces implicit obedience to the laws of God and man, encourages a high standard of morals, a large amount of learning in all the essentials, a constant demonstration of the proprieties of virtue, and the im¬ proprieties of vice, fosters industry, the arts and sciences, and teaches the necessity of order and cleanliness, must be superior, and to this superiority can be attributed the COMMISSIONER OF EDUCATION. 367 peculiar preservation of the Jerrs as a people. It is not surprising, therefore, that the edncation of the Hebrews should begin to impress the world with its importance and. its superiority. No one but a Jew can commensurately appreciate the intense happiness of the Hebrew people in this country. Free America is the modern Moses who has delivered them from European bondage, perhaps far worse than the Egyptian. They have not been made to drink the bitter waters of Marah in this land; they have not tliirsted in the wilderness of Shur, nor hankered after tlie flesh-pots. They have sped to this hosj)!- table province, this modern “ Elim,” where there are more than “ twelve wells of water, and three score and ten palm trees,” and ikcy are wanderers no more. Although the names of Hebrew scholars are legion, it may not be amiss to indicate a few, such as Josexdius, the ablest and truest of all ancient historians, Mairnonides who lived in the twelfth century, and as a law writer and x)hilosopher surpassed all cotemporaries, Jeliuda Hallevi, the rival of King Solomon as a poet, the noted traveler, Benjamin, of Tudela, and Immanuel, the Italian x^oet and imitator of Dante. In the eighteenth century the two greatest writers of the age on philosophy were Spinoza and Moses Mendelssohn, and Wessely, Euchel, Lowe, and Friedliinder are foremost in the ranks of German poets. In later days may be mentioned the names of Disraeli, Cremieux, Montefiore, Borne, Auerbach, Heinrich Heine, Jules Janin, Grace Aguilar, and Fould, and in the United States, Messrs. Noah, Rax)hael, Wise, Lilienthal, Leeser, Einhorn, and Isaacs, all noticed by modern encyclopedists. To enumerate the Hebrew Talmudists, divines, poets, x^hilosophers, X)hilologists, historians, publicists, linguists, mathematicians, astronomers, x^hysiologists, ichthyologists, and orators of ancient and modern days, would occupy too much space in this necessarily limited ‘‘paper.” Politics, law, medicine, the fine arts and the drama have many representatives, and in music Meyerbeer, Halezy, Herz, and Gottschalk have become as immortal as has Rachel in tragedy. In finance and commerce, special mention is absolutely unnecessary, for in these essentials they lead the world. It is a historical fact that, notwithstanding the federal Constitution, the State of North Carolina once forbade the election of any Jew to office. An eminent Hebrew patriot by the name of Henry was, despite this law, elected to the State Senate. He was, however, denied his seat, but was allowed the x>rivilege of addressing the House on the main question. The speech he made on that occasion was at once eloquent and reproachful, creating such an imx^ression upon the minds of the x'>eople of North Caro¬ lina, that x)nblic sentiment demanded and procured a repeal of the disgraceful prohi¬ bition. In America, as well as latterly in Europe, the Israelites have been honored with, and creditably filled, the highest official stations. They have held seats in the French Cham¬ ber, the British Parliament, and in the Senate and House of Representatives; have been governors of States and Territories, attorneys general, sat ux)on the “ woolsack,” and in fact hold and have held prominent public positions in common with other eminent and praiseworthy citizens. Although the Hebrews are not naturally politicians, they carefully note and give countenance to every species of legislation, every doctrine of political economy, and every public act calculated to extend liberty and to diifuse education. Nothing in this regard escapes them. The HebreAvs throughout Europe and America purchased our bonds liberally, and aided in their negotiation, thus manifesting their confidence in American securities. It is believed that they hold fully one-fifth of our outstanding indebtedness in Europe and America. It is not possible to give any extended statistics appertaining exclusively to Hebrew schools, for since the recent emancixiation of the Jews from their x^revious chfil disa¬ bilities, their education has been gradually merged into the general community system. In many eminent universities, in Germany, France, and Great Britain, xArofessorships are now given to Hebrews in the various chairs of science and learning, and at Got¬ tingen no less than nine of these preferments are filled by Jews. Jewish students con¬ sequently now largely deriAm educational advantages in common with others. In Rome, however, the Hebrews still labor under great educational and personal disad¬ vantages, Avhich they are endeavoring to haA'e relieved by appealing to the liberality of the neAv Italian government. A XAetitiou was presented in 1860 to a proposed con¬ gress of European powers for the settlement of international questions, in which the Jews in Rome asked the consideration of an amelioration of their condition in that city. The address of grievances sets forth that no Jew in Rome can be an artist, nor be a x)upil in a school of art, nor frequent a public gallery for practice ; nor could any college, medical school, laAv university, or other scientific institution receive Jewish students. None of their peoxfie can follow any other mechanical trade but cobbling shoes, and they are not permitted to sing or xday on any instrument in public. They are confined to the Ghetto, or Jews’ quarter, on the low ground of the Tiber, admitted to be the most unhealthy and wretched portion of the city. In the United States cxclusiAmly Jewish schools are not looked upon Avith great favor, nor to be as much desired as formerly. This is explained by the fact that the 368 ANNUAL EEPORT OF THE American Hebrews are extremely proud of their citizenship ; and although they are anxious to advocate and inculcate, in our common schools and other institutions of learning, the superiority of their education in many essentials, they are unwilling to retard or in any manner complicate the progress of free education. They are satisfied at being permitted the unrestricted use of our common-school system, paificularly as religious instruction is now being confined to the different denominatic-JS, and the school-room made free to all shades of religious sentiment. Although the Hebrews still worship on Saturday, or the seventh day, they entertain reverence and respect for Sunday, and are loth to violate the Sabbath of the Christian. For many years, in several of our large cities, Jewish congregations have regularly maintained Sunday-schools, and Hebrew children may be seen regnlarly wending their way to the Sunday-school exercises of their synagogues. lu Philadelphia the Portu¬ guese congregation, formerly presided over by the late Rev. Mr. Leeser, has maintained a Sunday-school for the past thirty years or more. In the new “ Temple Immanuel,’’ one of the grandest edifices in New York city, on the Fifth avenue, a thoroughly organized Sunday-school is maintained. Each class has a separate room set apart for its use, and competent teachers are employed and liberally paid for their services. Order is maintained in the moat thorough manner, and no confusion or noise is permitted. The assembly of scholars is had in the main hall, and one of the scholars recites a prayer, the congregation remaining standing until the “Amen” is given; after which, to the music of a measured march, the classes separate and retire, each to its appropriate apartment. About two hours are employed in religious instruction, when, returning to the assembly room, a prayer is offered and they are dismissed, retiring in the most perfect order.* The Hebrew Sabbath or Sunday schools are founded solely to impart religious in¬ struction to Israelitish children. The scholastic year begins after the feast of the Tabernacles, (SuccotJi,) the commencement of the Jewish New Year, in the latter part of September or first of October, and continues until the last Sunday in June ; and it is usually requisite that children should have attended some other school for a year prior to admission. Pupils are required to enrol their names in advance; and a pro¬ gramme of studies for the scholastic year is presented for inspection and adoption by the board of trustees. Corporal punishment is interdicted, and punishment is only in the mildest form, at worst, resulting in suspension, and, in extreme cases, in dismis¬ sion. Records of punishment and absence are carefully kept, and a i)ublic examination and distribution of prizes annually celebrated. Every efibrt is made to conduce hap¬ piness and to attract, rather than repel, the pupils to the school. PHILADELPHIA. J. J. NOAH. The Rev. George Jacobs, of Philadelphia, writes : In the city of Philadelphia there are seven Jewish synagogues. The benevolent associations number eleven lodges of the order of “B’nae Brith,” (“ Sons of the Cove¬ nant,”) numbering 1,025 members, and with funds on hand to the amount of $38,850 39. There are also seven lodges of the “ Free Sons of Israel,” numbering 800, and with a fund of $10,000. The United Hebrew Charities, consolidated from five separate benevo¬ lent organizations, received, from September 1869 to February 1870, $14,773 22, most of which was distributed in relieving 682 persons. The Ladies’ Hebrew Benevolent Society, organized in 1819, receives and disburses about $1,100 per annum. The Jewish Foster Home numbers some 28 inmates. In addition to these is the Jewish hospital, open to all patients, which has cared for 91 patients during the year, at an expense of nearly $8,000. • Of distinctive Jewish schools there are three, with 10 male and 3 female teachers, and with 454 pupils, 264 male and 190 female. The Maimonides College, recently established, and in which, in addition to the usual classical and modern studies, the higher branches of the Hebrew are taught, numbers 6 professors. The Hebrew Sunday-school, founded in 1838 by Miss Rebecca Gratz, was the first Hebrew Sunday-school in the United States. It numbers 115 boys and 110 firls, and 5 male and 18 female teachers. The majority of Jewish children attend the tate public schools in the city. Very few, if any, Jewish children fail to attend some school. BOSTON, MASSACHUSETTS. There are three Hebrew benevolent associations exclusively for the assistance of the poor, and seven for the relief of the sick and the care of widows and orphans. There are five Jewish schools where some 300 children receive religious instruction. It is estimated that some 500 Hebrew boys and girls attend the public high and normal schools. * Mr. Parton, in the Atlantic MontMy. COMMISSIONER OF EDUCATION. 369 BALTIMORE, MARYLAND. Rev. S. Deutscli says that in Baltimore, as elsewhere, a large majority of the Jewish children attend the public schools of the city. There is one exclusively Jewish private school of 150 pupils, and also a German pri¬ vate school where Hebrew and religious instruction are given if desired. There are two Sunday-schools, with a total attendance of 260 pupils. There are three Jewish ^charitable associations. ST. LOUIS, MISSOURI. Rev. Dr. Sonneschein has furnished the following information : There are four Jewish charitable associations : two for the assistance of the poor, one for the support of widows and orphans, and one for the interment of the ]30or. A Jewish hospital is in jjrogress. There are no Jewish private schools. It is estimated that 1,120 Jewish children at¬ tend the public schools, 630 male and 490 female. There are three Jewish Sabbath- schools, with an aggregate attendance of 398: 215 male and 183 female. The following are the rules adopted for the management of one of these schools, and will serve to show the general plan of their organization : Ellies for the Sabbath-school of the congregation ‘ Shaare Emeth,’ in St. Louis, Missouri. “ I. The Sabbath-school is founded solely to impart religions instruction to Israel- itish children belonging to above congregation. “ II. The scholastic year begins on the first Sunday after the feast of the Taberna¬ cles and*closes on the last Sunday in June. “ III. Such children only who have attended some other school at least one year can be admitted to the Sabbath-school. “IV. Names of pupils must be enrolled fourteen days prior to commencement of the scholastic year. “Y. The teachers shall, during the aforesaid fourteen days, draught a programme and a course of studies for the ensuing scholastic year, and hand the same, for adoption, to the school board. “ VI. Pupils desirous of attending the school dmiug the scholastic year can be ad¬ mitted only after having first obtained the consent of the school board. “VII. The school board will hold regular monthly meetings during the scholastic year on the Sunday after the 15th day of each mouth. “ VIII. The acting superintendent of the school shall preside at the meetings of the school board. “ IX. At the regular meetings of the school board the teachers shall attend to act in an advisory capacity; they shall not, however, be entitled to vote upon any question. “X. The superintendent is entitled to vote only when a tie occurs. “XI. Whenever two members of the school board shall desire, or the superintendent deems it necessary to call a special meeting of the school board, the members thereof shall be convened. “XII. It shall be the duty of every member of the school board to attend the Sab¬ bath-school during hours of instruction at least twice each mouth. “XIII. Corporal punishment is strictly prohibited. “ XIV. Punishment in the third, or mildest, degree shall be, ^ Removal of the pupil from his bench during the hours of instruction in the second degree, ‘ Removal of the pupil from the school room to that of the superintendent during same time in the first degree, ‘Susiiension of the pupil from school for two weeks.’ “ XV. The consent of the superintendent must first be obtained ere the pupil can be dismissed from the school. “ XVI. Pujiils punished with the first, or highest, punishment three times, can bo dismissed from the school entirely, provided a resolution to that eftect has been passed by the school board. ^ “XVII. Every teacher shall keep a correct record of punishments meted out to pu¬ pils, for monthly communication with the parents. “XVIII. Each absence of the pupil from school must be accounted for by a written excuse from the parents. “XIX. Every teacher shall keep a correct list of the attending pupils and report tho absentees to the school board. “XX. The superintendent only .shall have the right to interrupt the regular school exercises by asking questions or imparting information. “XXI. A public examination and distribution of prizes shall take place at the close of the scholastic year.” (Adopted at a meeting of the trustees of the congregation held May 8, 1870,' 24 E 370 ANNUAL REPORT OF THE CHICAGO, ILLINOIS. The Rev. B. Felseuthal, of Chicago, \Yrites that Chicago has an estimated Jewish population of 10,000. He estimates that 90 per cent, of the Jewish children attend the public schools, and remarks that “it is safe to assert that every Jewish child Kcceives at least a good elementary education, the care for the proper education of the children being an old and hrmly-rooted trait of the Jewnsh character.” There is one private school ill the city, taught by Rev. L. Adler, where instruction is given in Hebrew. About 100 children are in attendance. For instruction in Hebrew parents generally rely on the Jewish Sabbath-schools and on private tuition. There are six Hebrew congregations, each of which has a Sabbath-school. In all these the rudiments of Plebrew are taught. From 500 to 600 children attend these Sabbath-schools. There are five lodges of the order of B’nae Brith (Sons of the Covenant,) and seven other benevolent societies. A Jewish hospital is supported, where poor sick x>ersous, of all beliefs, are received. The Hebraw Orphan Asylum, at Cleveland, receives con¬ siderable contributions from Chicago. (The Jews of the Eastern States have their orphan asylum in New York, those of the South in Now Orleans, and those of the Pa¬ cific States in San Francisco.) Besides the Chicago congregations, fhere are in Illinois four others — two in Quincy, one in Springfield, and one in Peoria. CINCINNATI. Rev. Isaac M. Wise, of Cincinnati, furnishes the following information : In reply to your official note of the 28th ultimo, I have the honor to state : 1. There are no Jewish elementary schools in this city. The last Talmid YeUidimm- stitute was dissolved three years ago. 2. There are three Hebrew^ schools for religious instruction attached to three congrega¬ tions, viz : a. Benai Yeshuruu congregation, superintendent, Isaac IM. Wise ; four teachers ; 180 pupils; two sessions weekly, Saturday and Sunday; objects, Hebrew, Jewish religion, and history. I). Benai Israel congregation, superintendent. Max Lilienthal ; three teachers ; 150 pupils ; sessions and objects as above. . c. Ahabash Achim congregation, M. Goldemmer, teacher and superintendent ; sixty pupils ; sessions and objects as above. Besides, the above named three rabbi teach, each, annually a confirmation or grad¬ uating class of twenty to forty pupils. It is our settled opinion here tliat the education of the young is the business of the State, and the religious instruction, to which we add the Hebrew, is the duty of re¬ ligious bodies. Neither ought to interfere with the other. The secular branches be¬ long to the public schools, religion to the Sabbath schools, exclusively. Therefore I cannot give you any particular statistics as to Hebrew children in the various schools. OF EOFCATIO:^ IN THE ARGEN¬ TINE REFFBEIC. Under the inspiration of President Sarmieuto, wffio is one of the most earnest, as well as one of the most dLstiuguished, of educators, pox)ular education in the Argentino Republic is constantly progressing ; receiving, in every way, the warmest support from the government. The folio w'ing summary, from the report of Minister Avellaneda — a volume of some 400 pages — shows what has been accomplished. It will be seen that this young republic looks to the United States for educators, as well as for an example of its system of education for the i^eople : “ The department of public instruction has been very busy, during the past year, establisliing new’’ schools, granting subsidies, improving every branch of 2>oi)ular edu¬ cation, and losing no opportunity to enlighten and instruct ail classes of the people, especially in the more remote provinces, where the lamp of learning shed but a tlick- ering and uncertain light amid a dense fog of ignorance. “ The provinces cooperate in the good work. San Juan gained the prize of $10,000 for having one-tenth of its population attending schools, and devotes the money to cho establishment of upper schools. Entre Rios (under the administration of the late General Urquiza) spent the entire subsidy from the federal government in new col¬ leges. Salta is building a splendid structure of this kind, and Tucuman has voted three times its usual sum for educational purposes. Corrientes has subscribed $4,000 to bring out school books and furniture from the United States. Rioja has arisen from COMMISSIONER OF EDUCATION. 371 A lethargy of generations, and in every part of the repnhlic the preaching of Sar mionto has calied into life new schools and an incipient thirst for improvement. “ The nninber of children attending school throughout the republic appears to be, according to the census, 89,500, but the returns of the various schools show this is an exaggeridion, and if we deduct 14 per cent, the return of 77,000 children will be much near<7r the truth. Hence the minister calculates there are at i)rcsent 350,000 children who neither attend school nor receive the simplest rudiments of education. He adds that of the 40,000 immigrants who arrive annually two-thirds do not know how to read. ‘‘ The stati.stical returns of education in the various provinces are : Buenos Ayres City . 15, 781 Buenos A^nes camp . . . 13, 656 San Juan . 6, 873 Corrientes . 5, 720 Cordoba . 261 Santa Fe . 5,000 Santiago Estero . 4, 500 Entre Rios . . 3,691 Tiicuman . 2, 900 Mendoza . 2, 833 Catamarca . 2,500 Salta . 2, 475 Rioja . 2, 239 Jujuy . 2,000 San Luis . 1,784 77, 213 “ This includes 1,884 youths belonging to the national colleges, (of which there are 14 in the republic,) being an increase of more than 80 per cent, on the returns for the previous year. In 1867 the province of Rioja was destitute of schools, and now it has over 2,000 children in course of instruction, besides a high school, with 217 collegians. ^^The national government attaches great importance to the establishment of normal schools for the training of teachers, which is, in fact, the most necessary element in the whole system. The first normal school will shortly be established in the old govern¬ ment-house at Paranh, under the direction of Mr. George Stearns, from the United States, w’ho is to receive a salary of $2,400 per annum, and a lady teacher at $1,000 per annum. The new national college at Corrientes, under Dr. Fitzsimons, hasalread}^ 156 pupils, and receives a subsidy of $2,000 ; Dr. F. furnishes a long and luminous report on education, based on the London university system. Night schools have been established in Buenos Ayres, Salta, and Santiago del Estero') each of which is attended by 100 or 200 adults. Libraries are also about to be opened in each of the upper provinces, at a cost of $1,500 each, for use of the public. Infant schools or Kindergarten form another item of improvement ; the first being opened in Buenos Ayres. The observatory at Cordoba wfill shortly bo inaugurated, Dr. Gould being shortly expected from the Uuited States with his staff. Congress has also authorized the minister to send abroad for 20 first-class professors for the Univer¬ sity of Cordoba and the national colleges ; 8 are expected from Germany. “ The new subsidies granted during the year amounted to $90,660, viz : Rioja . $19,080 Entre Rios . 13, .500 San Juan . 12,500 Corrientes . . . 12, 500 San Luis . 4, 680 Tucuman . 4,500 Santa Fe . 4, 500 Buenos Ayres . 4, 200 Jujuy . $3,000 Mendoza . 2, 100 Salta . 2,100 Catamarca . 2, 500 Saul iago del Estero . 1, 500 Swiss colonies . 1, 100 Miscellaneous . 2, 000 ‘L4mong minor subsidies we find subscriptions for Dona Juana Manso’s Annals, B.ar- bati’s History, Wickersliain on Schools, &c. The budget also provides $100,000 for the imr])Ose of buying books for distribution in the provinces. The budget for 1870 shows a total of $785,027 for the department of instruction, worship, and justice, which will bo increased by $30,000 for the ensuing year.” EDUCATION OF THE DEAF AND DUMB. In affording the means of education to its deaf and dumb the United .States has done more, proportionally, than any other nation in the world. Florida and Oregon are the only States of our country in w'hich no provision has been made in this regard. And this omission is owing, probably, rather to the fact that public attention lias not been drawn to the subject, than to any unwillingness on the part of the people of these States to recognize the claims of deaf-mutes to education. From being regarded in the days of its inception in 1816 as a charity, the furtherance of which was to be urged on humane and philanthropic grounds, the work of instructing deaf-mutes has now come to be looked upon as an essential feature of that system of 372 ANNUAL EEPOET OF THE public education, obtaining more and more in the Avorld, the basis of which may bo shown to rest on considerations of pure State selfishness. For as the expense of edu¬ cation in general can be shown to be a wise investment, bringing to the State a large return in the elements of material prosperity, so it has latterly been made clear that to educate the deaf and dumb is cheaper than to leave them in ignorance. In the early days only indigent deaf-mutes were taught at public expense. But at the present time, although some institutions require certificates of pecuniarj^ inability for free admission, the education of the deaf and dumb is practically as free as that of other children. For nearly fifty years the system of instruction in the United States remained uni¬ form, being substantially that introduced from France, in 1816, by Dr. Thomas H. Gallaudet, who organized the first American deaf-mute institution, at Hartford, Con¬ necticut, in 1817. This system discards articulation, and makes large use of a language of signs which is natural to the deaf-mute, and which affords at all stages of his edu¬ cation a free, precise, and full means of conveying ideas. Text books, however, and written exercises enter largely into the course of instruc¬ tion from its commencement, and the great work to be accomplished is to impart to the deaf-mute child a knowledge of language as it is written or x)rinted, and a facility in its use. This acquirement having been made, the education of the deaf-mute may be proceeded with to a range of culture as high as is possible in the case of persons who hear and speak. The mute also has, in his ability to express thought in writing, an exact and easy, though somewhat slow method of communication with all who can read and write. Within a few years the German, or articulating method, has been regarded with favor in certain quarters, and two institutions, one the Clarke Institute, founded by private benevolence, in Northampton, Massachusetts, and one in New York City, have been established, wherein the exclusion of the sign language is attempted, and oral speech is sought to be made the medium of communication between teacher and pupil. Public attention having been thus directed to this feature of deaf-mute instruction, the Columbia Institution, at Washington, sent its president, in the spring of 1867,* to examine the most prominent articulating schools of Europe with a view of determining whether any change in the system of the old institutions in the direction suggested by the new schools of Massachusetts and New York City was desirable. The report on this inspection of foreign schools, published in the tenth annual report of the institu¬ tion, while urging the retention of the old system as the most valuable for the general instruction of the deaf and dumb, advised that instruction in articulation be given in all schools for deaf-mutes ; and expressed the opinion that not over one-third of the pupils in such schools can be expected to engage successfully in the proposed study. In the spring of 1868, the subject of articulation was discussed in a conference of xntn- cipals of institutions for deaf and dumb held at Washington, and the following reso¬ lutions were adopted: Resolved, That in the opinion of this conference it is the duty of all institutions for the education of the deaf and dumb to provide adequate means for imparting instruc¬ tion in articulation and lip reading lo such of their i)upils as may be aide to engage with profit in exercises of this nature. ‘'^Resolved, That while in our judgment it is desirable to give semi-mutes and semi¬ deaf children every facility for retaining and improving any power of articulate speech they may possess, it is not profitable except in promising cases, discovered after fair experiment, to carrj^ congenital mutes through a course of instruction in articulation. “ Resolved, Tliat to attain success in this departiuejit of instruction an added force of instructors will be necessary, and this conference hereliy recommends to boards of directors of institutions for the deaf and dumb tliat speedy measures be taken to pro¬ vide the funds needed for the prosecution of this work.’’ The recommendations of these resolutions have been accepted and acted upon in nearly all the large institutions of the country, thus adding, Avitli a marked harmony of action, a feature of no little importance to the national system. To a full course of training in the usual elementary branches taught in common ] schools, a majority of the institutions of the deaf and dumb add instruction in trades and useful labor, so that their pupils on leaving are fitted at once to exert themselves intelligently and successfully for their own maintenance. , i Thus does the American system of deaf-mute instruction take a class of citizens de- ; prived of one most important sense, and cut otf from the exercise of one of the most i important powers of man — a class onCe ranked in the eye of the law* with idiots and imbeciles, a class once only a drag and burden to society — and so cultivate their re¬ maining powers, through the senses that are still unimi^aired, as to make them intelli¬ gent and useful men and women, able to earn the means for their own subsistence, fitted to assume the burden of sustaining others, and to add to the aggregate wealth of the community. i But this is not all that has been done for the deaf and dumb of the United States. ; In the jmar 1864 the Columbia Institution for the Deaf and Dumb, located at Washing- j COMMISSIONER OF EDUCATION. 373 ton, and sustained by the Federal Government, organized a department in ’which might be afforded to deaf-mutes of high mental capacity a full academic course of study, such as is given in colleges and universities. Congress has evinced its approval of this novel undertaking by appropriating ample means for the maintenance of the work, and by authorizing the admission of students from all the States and Territories of the United States. More than sixty young men and women, representing twenty-two States and the District of Columbia, have availed themselves of the advantages thus afforded, and nine have been already graduated from a course of studj’ efjual, in the severity of its re¬ quirements, te that of the most respectable colleges of the country. The following extract from the last rej^ort of the institution (not yet published) is of interest as showing the practical results of the college work in fitting deaf-mutes for positions in life much higher than they could hope to reach were their education limited to that of the common schools : “ What the graduates of the college do. — In the progress of our college and the present¬ ation of its interests to the public, the questions are often asked, rather doubtingly, “ But what can your graduates do in the struggle of life V’ “ What positions can they fill that shall justify the expenditure of time and money necessary to their collegiate training ?” Our practical answers to these questions were begun to be given last year by our first three graduates, who were at once called to fill honorable and useful posi¬ tions, one in the service of the Patent Office, one to instruct his fellow-mutes in Illi¬ nois, and the third to supply a professor’s place, as tutor, in the college from which he had just graduated. “ The young men of our second graduating class have also given gratifying evidence that their collegiate training has been to good purpose. One has been called to teach in the Tennessee Institution for Deaf-mutes ; another has been employed in a similar manner in the Ohio Institution ; a third has taken an eligible position as teacher in the new Institution for Deaf and Dumb in Belleville, Canada ; the fourth is a valued clerk in the Census Bureau ; and the fifth is continuing his studies here with a view of be¬ coming a librarian, while he fills temporarily the position of private secretary in the office of the president of the institution. “ The aggregate annual income to-day of the nine young men who have graduated from our college is $9,600, giving an average of more than $1,000 to each. This may, perhaps, be taken as the present market value of their services to the community, and is no mean return for the cost of their education. But who can measure the probable inliuence for good which these educated young men may be expected to exert during the years they may reasonably hope to live and labor in the world ?” An examination of the table of statistics, while it sustains the claim that the United States takes the lead of other countries in caring for the deaf and dumb, reveals also the fact that much yet remains to be done in order that the benefits of education may be extended to all the mutes of our laud. The proportion of this class of persons to the entire community does not vary mate¬ rially in the different States. This being the case, it appears that several of the larger and older commonwealths are greatly behind what might be expected of them in the number of deaf and dumb under instruction. In no instance is this discrepancy more marked than in the State of Pennsylvania, with a x)opulation in 1880 of 2,900,000, where only 238 deaf-mutes are reported as being under instruction, while New York, with a population less than one-third greater, re¬ ports more than double the number of deaf-mutes in school. Ohio, with a population less by 600,000, reports nearly one-third more deaf and dumb in its institution ; and Illinois, with but little more than half the population of Pennsylvania, greatly ex¬ ceeds it in the number of mutes provided for. E. M. GALLAUDET, Ph. D., LL.D. EDUCATION AIL PROGRESS E]V0EA:^I>. A great advance has been made in the system of public education in England during the x)ast year, one which gives promise that before long the i)roud boast of America — that education is olfered as a free gift by the State to the child of every chizen — will also be that of the mother country. The xu'elimi nary step was taken in 1869, when the government took upon itself the supervision of the endowed schools of the kingdom. These endowed schools, many of them of great antiquity, were founded by benevolent people, generally for specific purposes. In many cases the value of the foundation has greatly increased, owing to the rise of real estate ; and also abuses have sprung up, to correct which, and to render available for general educational purposes, so far as may be practicable, those moneys devoted to education, was the object of the bill. A few of the larger schools, such as Eton, Harrow, Rugby, which have been notably Avell 374 ANNUAL REPORT OF THE managed, were exceiited from the provisions of the law. With these express exceptions, it includes all endowed schools. We are indebted to the visit of the Right Honorable A. J. Mundella, M. P., for information concerning the recent school legislation. ENDOWED SCHOOLS. The endowed schools bill was passed in 1869, which has for its object to bring all the educational endowments of England, many thousands in number, and some of them ot very large amount, entirely under the control of the educational department. This law requires a complete statement of all the property of every educational corporatiom established in England ; and some of them have been grossly mismanaged — have been entirely wrested from the purposes for which they were founded. Most of them were founded to give education to the poor, but have fallen into the hands of the rich. Some of them have increased enormously in value, but instead of giving a simple elementary education to the poor, they have given the very highest classical education to the sons of rich men. By this act all these are brought under the control of the educational de¬ partment, and it is intended that they shall supply the means of sustaining education of a higher character, preparatory for the university. It is proposed to offer scholar¬ ships to a certain percentage of the scholars of the elementary schools who shall distin¬ guish themselves, to sustain them in this higher school. Mr. Forster described it, in the words of Napoleon, as “ Za cariere ouverte mix talents.” SCHOOLS AND THE SCHOOL LAW IN ENGLAND. The central authority rests in the council of education, and the whole of England is cut up into certain districts for school purposes, which are under the charge of inspect¬ ors. For instance, suppose Yorkshire has two inspectors, wlio go to every elementary school and report upon each to the vice-president of the council of education. If there is any improvement to suggest, that is done ; or, if a teacher should be removed, that is reported and acted upon. If children pass a certain examination an extra grant is made to the school. There are certain standards from one to seven inclusive, and the higher the standard which a class reaches, the greater the grant from the educational fund for that school. ' The i^ayment is dei)endent upon the results, and the teacher is therefore earnest in pushing on his work. “ In regard to truancy, we shall, whenever we get the law well in working order, al¬ ter that word ‘ may’ to ‘shall.’ ” Within one year i)rovisiou has to be made for the education of every child in Eng¬ land and Wales ; and this, it is anticipated, will require that the present number of school-houses shall be doubled. The school boards are authorized to j)rovide funds for those additional buildings by issuing bonds running for thirty years at 4 i)er cent. The discussion in Parliament which resulted in the present act was long and earnest, and the advance indicated by this bill, which is confined in its action to England and Wales, wall be fully appreciated only by those who followed the course of the debate or were familiar with the x^revious state of jDublic education in Great Britain. The question of compulsory attendance was very earnestly discussed, and was finally left to sextarate school boards, who have a certain discretionary x^ower of enforcing at¬ tendance ; but the advocates of compulsion do not x^roxmse to be content until its ul¬ timate adox)tion. The question of religious education in schools was also very warmly debated, and re¬ sulted, as will be seen in the following summary of the acts, in making them wholly unsectariaii. The leading features of the law will be found in the folio sving abstract, prepared by Mr. .James Richardson of New York for the Educational Gazette, which is x)rononnced by Mr. Mundella to bo a clear and fair statement of the law as it x>assed, which we make use of in default of receiving our official cox^y of the act. The bill was x^rex^ared and brought in by Mr. William Edward Forster ( vice-xnesident of the council of education) and Iilr. Secretary Bruce, and was ordered xuduted by the House of Commons February 17, 1870. The present act Avas x)assed August 9, 1870. ENGLISH ELEMENTARY EDUCATION ACT. BY JAMES BICHARDSOX, NEW YORK. The comr)lete text of the new education law^ of England and Wales having at last been xmblished, we are able to see exactly what its x>rovisions are. The object of the law is to secure the establishment in e^mry school district of x>nb- lic schools sufficient for the elementary instruction of all the children resident therein Avhose education is not otlierwise x^i’ovided for. School districts are either municix)al borouglis or parishes included in them. An elementary school, in the meaning of the act, is a school in which elementary instruction is the xu'incipal x^art of the education COMMISSIONER OF EDUCATION. 375 given, and in wliicli tlie ordinary payments of each scholar do not exceed nincpenco a Aveek. In estimating the educational recpiiremeuts of any district, one-sixth of the total population arc to be counted as of school age. These, less the number in schools charging more than uiiiepence a week, are they for whom the public schools must pro- A'ide. In calciilatiug the accommodation afforded by existing schools, eight square feet of tlooring is to be allowed for each child. DEFINITION OF THE PUBLIC SCHOOL. To be considered a public school, every elementary school must be conducted in ac¬ cordance with the following regulations, a copy of which must be consincuously xiosted in the school-room : 1. It shall not bo required as a condition of any child being admitted into or con¬ tinuing in the school, that lie shall attend or abstain from attending any Sunday school or any xdace of religious Avorshix), or that he shall attend any religious observance or any instruction in religious subjects in the school or elsewhere, from which observance or instruction he may be withdraAvn by his x^areut, or that he shall, if Avithdrawn by his ])arent, attend the school on any day cxclusiA^ely set apart for religious obseiwance b}^ the religious body to which his xiarent belongs. 2. The time or times during Avhich any religions obserAmnee is practiced, or instruc¬ tion in religious subjects is given at any meeting of the school, shall be either at the beginning or at the end of each meeting, and shall be inserted in the time-table to be axiXHOA'ed by the education dexiartmeut, and to be kcx)t xirominently and consxiicu- ously affixed in CA’ery school-room. And any scholar may be withdrawn by his xiarent from such obserA’ance or instruction without forfeiting any of the other benefits of the school. 3. The school shall be oxien at all times to the insxiectiou of any of her Majesty’s inspectors. So, howcA^er, that it shall be no x>art of the duties of such inspectors to inquire into any instruction in religious subjects given in such school, or to examine any scholar therein in religious knoAvledge, or in any religious subject or book. 4. The school shall be conducted in accordance Avith the conditions required to be fulfilled by an elementary school in order to obtain an annual x^arliamentary grant. The word “ parent,” as used in these regulations, is defined as signifying any parent, guardian, or other xierson haAfiug legal authority over the child. HOAV SCHOOLS ABE TO BE SUPPLIED. Full returns of existing school accommodations in each district aro to be made by proper authorities (as hereinafter exxffaiued) to the education department, which Aviil promxitly decide whether any deficiency exists. In so doing, the department Avill take into consideration every school, Avhether a xmblic elementary school or not, and Avhether actually situated in the school district or not, which in their opinion gives, or, Avhen comxileted, Avill giA^e, sufficient elementary education to, and is, or Avill be Avhen com¬ pleted, suitable for the children of the district. The education department will then X)Bblish their decisions, giving the number, size, and description of the schools reported as aAmilable for the district, with the amount and description of the accommodations required. Any apxieal against such decision must be made in writing to the dexiartment Avithin one month after its publication, either by rate-payers of the district (not less tluin ten in number, except Avheii the smaller number rexu’esents at least one-third of the ratable value of the district) or by the managers of any elementary school in the district. If such an axixieal is made, the case must be settled by xmblic inquiry. If no ax^xieal is made, or if, after appeal, xmblic inquiry has shoAvn more accommodation to be necessary, final notice is to be issued by the department, directing the required accommodation to bo x^roAuded. If it is not sux)plied at the expiration of six months, or is not in the course of being sux)- Xdied, a school board must be formed to see that the Avork is done. If this school board fail to comidy with the requirement within tAvelA^e months, the educ.ation de- Xiartmeut must take the matter out of their hands and x^i’OAude the needed school accommodations independent of the local authorities. School boards may be formed without such pi’eliminary inquiry or notice, Avhere application is made to the education dexiartment by the xiersons Avho Avould ehict the school board, or Avhere the department are satisfied that the managers of any elementary school in the district are unable or unwilling to maintain such school, and that its discontinuance Avould occasion a defi¬ ciency of accommodation. MANAGEMENT AND AIAINTENANCE OF SCHOOLS BY SCHOOL BOABDS. EA^ery school-board school must be a public elementary school as defined aboA'e, and no religious catechism or religious formula, distinctiA'e of any xiarticular denomina¬ tion, shall be taught in the school. The school board may delegate any of their powers, 376 ANNUAL REPORT OF THE except tliat of raising money. They may delegate the management of any school pro¬ vided hy them, 'with or 'without restrictions, to not less than three managers, and may remove such managers or alter the conditions as they may see fit. Any manager so appointed may resign on a'iving notice to the board. Any school board that fails to enforce the prescribed regulations will be considered in default, and the department will act accordingly. In any disimte the decision of the department is to be final. The fees to be paid by children attending school-board schools are to be fixed with the concurrence of the department. The school board may remit the fees of any child of poor parents for a renewable ijeriod of not less than six months, the reinitted fees not to be deemed iiarochial relief. The school boards must maintain the efiiciency of all school-board schools, and provide additional accommodations when necessary. Schools can be discontinued, or their sites changed, only with the concurrence of the department. If school boards fail at any time to increase accommodations when needed, the de¬ partment must interfere. School boards are further emxjowered to provide necessary ax)paratus, and to make compulsory xmrehase of school sites. The managers of any elementary school may transfer their school to the district school board with the con¬ sent of the dex>artment together with that of two-thirds of the annual subscribers to the school. Objectioji to such an arrangement must be made within six months from the date of the transfer. When the school fees of any child of poor x>arentage are X)aid by the school board, the x)arent has the right of selecting the school to which the child shall go. School boards may establish free schools, with the consent of the de¬ partment, and also contribute to or establish industrial schools. CONSTITUTION OF SCHOOL BOARDS. In boroughs, the school boards are to be elected by burgesses; in parishes, not within the metrox)olis, by the rate-payers. In the election of these boards the process of “cumulative voting” is allowed: that is to say, every voter is entitled to a number of votes equal to the number of the members of the school board to be elected, and may give all his votes for one candidate, or may distribute them among the candidates, as he may think fit. S^Deeial provision is made for the election of school boards in Lon¬ don. The number of members on any school board must be not less than five nor more than fifteen, and in the first instance is to be determined by the dex»artment ; afterward by the school boards, with the concurrence of the dex)artment. The edu¬ cation dexiartment may require the mayor, or other x^roper officer, to take steps neces¬ sary for holding the election, and in case of default may appoint some other x^crsoii so to act. In case of non-election of a board, or the subsequent inefficiency of a board through the resignation of members or otherwise, the dex^artmenfc may act as if the school board were in default. Any question as to the right of any x^erson to act as a member of a school board is to be determined by the dex^artment, and their order is to be final unless removed by a writ of certiorari in the next term. No member of a school board, or manager appointed by them, can receive any x)rofit from his x)Ositioii except in cases sx)ecified, and in these cases such member is deprived of his vote. The board can apx^olut the necessary officers — clerk, treasurer, &c., with or without salary. Two or more boards may arrange to emx^loy the same officers. Boards may also axi- point truant officers to enforce by-laws in regard to the attendance of children at school ; and the exxienses of these officers are to be x^aid from the school fund. UNION SCHOOLS. The education department has power to form united districts upon the first returns under the new law. Such united districts may be dissolved at any time by the de- X)artment. Any xiarish, which, in the judgment of the department, has too few rate- ])ayers to act as a sex^arate parish, may be added to any other x^arish or xiarishes. The department may oirler one district to contribute to the schools of another distriet, and may determine the proportion of such contribution. School boards of two or more districts may combine and unitedly exercise all x^owers with the concurrence of the dex^artment. SCHOOL INCOME, EXPENSES, ETC. All school expenses are to be paid out of the school fund, which fund is to be made ux) of fees, x^arliameutary grants, loans, and any other moneys received by the board. Any deficiency in the school fund is to be x>aid by the rating authorities out of the local rates. In united districts the school boards will ax:)portion the amount required among the constituent districts in xn'ox:>ortion to the ratable value of each, to be paid by the rating authorities on each. If these authorities fail to x^ay the required amount, or if the money is to be raised from any x>lace which is x^art of a parish, the school board may ax>x>oint officers to take the place of the rating authority of such xdace. School boards are permitted to borrow money, with the consent of the dexiartment, on 'commissioner of education. 377 the security of the school fuud, for the purpose of providing or enlarging their school- house. Where a school hoard is in default, the education department may appoint one in its stead. The department may also appoint if the hoard is not elected at the time fixed for its first election, or has ceased to exist. In such cases the department may certify such appointments, and also the amount of exi)enscs and loans. The expenses and remuneration of the appointed hoard are to ho paid out of the school fund on the certilicatc of the department ; hut an appointed hoard will not have power to borrow money heyond sncli amount as may ho certified hy the department. If any school hoard fails' to perform the duties r(^quired, the department can dissolve it and order a new election. INQUIRY AND RETURNS. On or hefore January 1, 1871, or, in the case of the city of London, four months from the election of the chairman, every local authority shall furnish such returns as to elementary education as the education dei)artment may require ; forms for such re¬ turns to he provided hy the department, and filled up hy the teachers or managers of the elementary schools. These returns are to he made to the department, in the metropolis, hy the school hoard ; in horoughs hy the council ; in parishes hj^ two per¬ sons to he chosen hy the vestry if the department think fit, or hy the overseers. The depai'tmeut may sanction the employment of assistants hy the local authority, and shall remunerate such assistants. If the local authority fails to make returns, the department may appoint some person Avho shall act as the local authority for the time being. Inspectors of returns may be appointed by the department. If the managers or teachers of any school fail to give all the required information, such school is not to he taken into consideration in estimating the school provision to he made. ATTENDANCE. School hoards may, with the apiiroval of the education department, make by-laws requiring the attendance of all children between five and thirteen years of age, de¬ termining the time during which the children shall so attend (subject to the regula¬ tions above given;) proAuding for the remission of the payment of the school fees of poor children, imposing xienalties for the breach of the by-laws, and revoking or alter¬ ing the by-laws. Children hetAveen ten and thirteen years of age may ho exempted from such com¬ pulsory regulations upon certificate of proficiency from the school inspectors ; or on showing that they are otherwise sufficiently instructed, that they are sick or unavoid¬ ably prcAmiited from attending ; or that there is no public elementary school within the j)rescribed limit— three miles. PARLIAIMENTARY GRANTS. After March 31, 1871, no parliamentary grant will he made to any elementary school which is not a public school, as defined above. No application for building grants will he entertained after December 31, 1870. After March 31, 1871, no grant Avill he given in respect of any religious institution. No grant to any school in any year vshall exceed the income of tiie school for that year from fees and voluntary contributions. Here¬ after no school will he required to he connected with any religious denomination, or to gWe religious instruction as a condition of receiving aid from parliamentary grants. Voluntary schools and school-hoard schools are to he treated impartially, Additional liarliameutary grants are to he made to exceptionahly poor neighborhoods. The annual grant may he refused to any school not preAuously in receipt of public aid if it is situated in a district liaAfing a school board, and if in the judgment of the education department the school is not absolutely necessary. E EU C A T 3 ^ IN B5 E A E, 1 ID I- A. There has been much excitement in Bengal on account of the declared intention of the gOAmrnment to withhold its aid from “ all English education,” thereby reversing that ])olicy Avhich was inaugurated hy Lord William Bentinck, and folly set forth in the dispatch of the honorable the court of directors in 1854, Avhich is regarded as the char¬ ter of education for British India. In this dispatch the goAmrnment announced that the education that it Avas desirable to extend in India Avas that of ‘‘ the arts, science, iihi- losophy, and literature of Europe,” and in furtherance of this the English and A'crnac- ular tongues Averetaught in the same schools. A long and able memoria 1 to the secretary of state, protesting against the proposed change, Avas adopted at a public meeting of the natiAm inhabitants of Bengal, held in the toAvn hall of Calcutta, .Tuly ‘3, 1870. Similar meetings Avere held in forty_ different districts throughout Bengal on tlie same day. In this memorial, and in the liighlj^ interesting debate \vhich Avas held at the time of its 378 ANNUAL REPORT OF THE adoption, some facts of interest in regard to the present state of education in Bengal were brought out, Avliich we condense, lirst from the memorial : “ In 1855- 5[i, the year when the educational dispatch of the court of directors came into operation, the number of Anglo- vernacular schools was 25, and that of vernacular Bcljofds 54, while in 1868-’69, the last year of actual returns, the former had increased to C70, and the latter to 2,962, mostly "through the exertions of native gentlemen, edu¬ cated in Knglish, and under the fostering iniluence of the grant-in-aid system. “ It will be seen that the oi^positiou of the government is to the spread of Eng¬ lish among all classes, and not to high education, through the medium of the English language, foi' the higher classes exclusively.^ “ The resolution of the government of India is calculated to convey an erroneous im- ]iression as to the share of state contribution in aid of English education. It is often alleged that the British Indian government gives a ‘‘ charity” education to its subjects, but how far this charge is grounded on fact, will appear from the following state¬ ment : “ Expendilure on English education in 1868-’69. Institutions. Imperial funds. Fees and endowments. Total. Collc'^es general . Es. 195, 450 229, 730 200, 334 Ms. 95, 499 222, 016 379, 404 Bs. 286, 955 451, 746 579, 738 Government schools . hided schools . - . . . . .... .... _ _ Total . (521, 520 696, 919 1, 318, 439 “ It will thus be seen that in government colleges an amount equal to half the state contribution is raised by feas, subscriptions, and endowments, in the Zillah schools a sum equal to the government grant, and in the aided schools nearly two-thirds come from the same .sources, a state of things quite in accord with the general siiirit of the educa¬ tion dispatch of 1845, and with the grant-in-aid rules sanctioned by the government of India. It is observable that the two government schools in India, kept up for the Hindoos of the city, far from being a burden on the state, yield a surplus income, and that, of the institutions for professional education, the law schools showed in 1868-69 a surplus of rs. 7,016. Your memorialists may add that in Calcutta, where the demand for Eugli.sh education is exceptionally great, and the people are for the most part in a position to bear the whole cost of maintaining English schools, the government does not now give any grant-in-aid to a school in which English is taught. if- a H- if- if- if- if- “ Every civilized country, your memorialists submit, considers it obligatory on the state to appropriate a portion of the public revenues to the promotion of liberal educa¬ tion, and as that education can only be attained through the medium of the English language in the present state of this country, it cannot, they humbly conceive, be con¬ sistent with sound xrolicy to withdraw the insignificant sum now given in aid of Eng¬ lish education in Bengal, wliicli is scarcely an appreciable fraction of the enormous revenues wliich Bengal contributes to the inq)erial treasury. And they would further jroint out that the voluntary contributions of those who avail themselves of the Eng¬ lish schools and colleges are much greater than the amounts raised in the other x)rov- inces l)y compulsory locitl cesses ; while the free x)ay merits in Bengal are already high, comxiared with corresponding rates, even in Euroxie. Thus, by a recent statute of the University of Oxford, its doors are open to all for the almost nominal fee of £3 10s. per annum, while the fee-rate in the Presidency College in Calcutta is at x)resent £14 8s. per annum, and in the Mofussil colleges £6 per annum, exclusive of foes for the x^i'o- fessional branches, such as law and civil engineering. “The x>rincix)le regulating the allotment of the x^nblic revenues to the several prov¬ inces for 11)0 x^iii’poses of education is, in the humble oxiinion of your memorialists, liighly unsatisfactory. In the lirst place, out of an income of nearly lifty millions, only £680,530 is allotted to education ; and that amount is thus divided among the several provinces : Provinces. Total revenue. Allotment for edu¬ cation for 1870-’71. £8, 010, 915 £90, 0.52 9, 616, 233 15, 379, 708 118, 271 234, 384 Jleu‘>'al . hi Orthwestern jn’oviuces . . 6, 351, 728 3, 873, 749 1, 590, 483 103, 528 Puiiiah . - . . . . . . . . 04, 909 Oude . 20, 050 ( Central provinces . . . . . . . 1, 088, 815 1, 161, 478 27, 864 10, 998 13) itish hurinah . ..... . . . . . . . . COMMISSIONER OF EDUCATION. 379 ‘•'The recent resolution of the government of India involves the transgression of the educational charter of India on three cardinal points : 1st, it divorces English from vernacular education; 2d, by causing this divorce it undermines the sound basis of Indian education, viz., Euro])ean knowledge, inasmuch as the Bengalic language, though far more improved than most of the vernaculars of India, is not sufficiently advanced for the communication of knowledge ‘ in the improved arts, science', ])hil()so])hy, and lit’ erature of Europe;’ and 3d, by discountenancing aid to ^English education,’ it de¬ stroys the prospects of the aided Anglo- vernacular schools which feed the colleges, and where the bulk of the middle classes" receive their education. “The practical result of the new policy announced by the government of India would, your memorialists believe, bo the surrender of English education of a higher order to the Christian missionaries, whose avowed object is to proselytize the ])epple of this country, and subvert their national religion. It may easily be surmised that such an issue will fill her Majesty’s native Indian subjects with the deepest discontent, for what could be more unsatisfactory to a nation than to see its own hard-earned re¬ sources ]fiaeed in the hands of a body of propagandists, whose chief aim it is, as ob¬ served above, to overthrow its religious and social fabric.” # # * * # * So far we have given extracts from the memorial, which is very voluminous, and contains twenty-two sextarate clauses, five of which we have taken. From the different speeches, reported at length in the Hindoo Patriot of July 11, 1870, we extract the following detached x’aragraxffis : “In 1863-’69, there were rex^orted by the director of x^ublic instruction 5,423 schools of every grade, English and Bengalic, aided and unaided, giving instruction to 215,550 students. ^ ^ “ It has been proposed to raise the fees in all government and aided English schools as a means of diminishing the contributions of the state for such education, so that English education in Bengal may be x^roseented ‘ not only without carrying a charge to the imperial revenue, but even so as to x>rovide some means for helx^ing forward vernacular education.’ This x^rox^osal assumes in the first x>hice that the students in our government colleges and schools x>^J'y hiss schooling fees tliau the students in other civilized countries, say England, France, Prussia, Italy, and Switzerland, and in the next xfiace the cax)ability of the x)arents and guardians of these students to x)ay more. Both these assumx)tions are alike unwarranted. In the University of Oxford, the fee x^ayable under a recent statute is £3 lOcS. per annum. In France the fee charged in all its colleges (lycees) ranges from £G to £10 per annum, and the fee for the com¬ munal colleges, which resemble our district schools, is £4 x^er annum. In Prussia the average fee rate is a little lower than £2 Its. x>er annum, and the highest fee rate ap- X^ears to be £4 x^er annum. Mr. Arnold calculates that in Italy, a state so newly con¬ stituted, and engaged in struggles with such gigantic difficulties, the yearly average cost of a student for maintaining himself at the university, all charges included, is about £3. As for Switzerland, the same author observes that the ‘fees are low and the staff’ of xu'ofessors is excellent.’ Mr. Arnold also tells us that France sx>ends £3 7s., Italy £5 12s., from the imx^erial exchequer, and that in the year 1861 Prussia sx:)ent £79,629 to meet a sum of £2,761 from the students’ fees, endowments, &c., yielding a further sura of £21,160. Now, gentlemen, comx)are these figures with the statement on x^^ige 5 of the re])ort of x)ub]ic instruction, 1868-69, and you will find that the cost of each X)upil to the state in Bengal is rs. 10 12-7 only. “ Can it be said in this state of facts that the students of Bengal receive a charity education ? Can it be maintained for one moment that parents and guardians of our students x^ay nothing for the education of their children?” # “ It has l)een said that the x^osition and wealth of the students who read in our gov¬ ernment colleges and schools is such that they can easily x>ay an increased fee for their education. To rebut this assumption I have only to read the remarks of Mr. Sutcliffe, principal of the Presidency College, reported in page 431 of the the Rexoort on Public Instruction for 1868-69. After giving a full analysis of the positions and occux)atious of the guardians and parents of the students, the learned principal says that 25 x^er cent, of the students are de])eudent ui^on their scholarshix) for defraying their college expenses. This remark of the principal of our most expensive government institution has an eloquence which I can hardly surpass, and if, with facts like these, the govern¬ ment should still insist on an increase of the schooling fees, it would only strengthen the imxu’ession that under the high-sounding name of mass education lurks aii inten¬ tion to bring about a dissolution of our great educational imstitutions.” * * ^ “ Is the .system of education that has been adoxffed in Bengal entirely provided by the government ? Do we not contribute very largely, if not equally, with the state for this system ? The receix)ts and di.sbursements of the education department for the years 1868-’69, as given in ])age 44 of the Calcutta Gazette, shows that out of a total gross outlay of £295,150, £119,651 is from x)rivate sources, and only £175,400 is paid by the state.” 380 ANNUAL EEPOET OF THE “The history of education in this country, and the marvelous changes "wrought by it during- the last two quarters of a century afford, in my humble judgment, the strongest condemnation of the educational policy propounded by the government of India, and also the strongest support to the resolution itself. For some time after the establish¬ ment of the British supremacy in India no thought could be bestowed on the education of the i^eople. But when the empire was consolidated and peace was ju’oclaimed, bet¬ ter ideas dawned on our rulers. “ Warren Hastings was keenly alive to the importance of extension of oriental learn¬ ing. Lord Moira recorded a minute in the judicial administration of Bengal, in which, he fully recognized the duty of the state to promote the moral and mental advancement of the x)eople. Several English schools were in the meaiiAvliile established in Calcutta and the metropolitan districts, the first of these being one set iq) at Chiusurah by Mr. Robert May, a dissenting missionary, and which culminated in the college of Mahomea Moslem. These schools spread a taste for English learning. Availing themseWes of this altered state of feeling, David Hare, Sir Hide East, and the leading members of the native community in 1816, established the Hindoo College. The Hindoo College, sir, proved a brilliant success. Its alumni were the first baud of reformers who made noble exertions to improve and elcAmte their country. They were eager to communi¬ cate the knowledge they had acquired at the college to their less fortunate country¬ men, and they established for this purpose several schools in and around Calcutta. Of these schools I have given a detailed list in a paper read by me at the Bengal Social Science Association, “ In 1835 the battle between the Orientalists and the Anglicists was decided in favor of the latter, and a new system of education inaugurated.’’ * “At present the extensive cultivation of some foreign language, which is always A^'ery improving to the mind, is rendered indispensable by the almost total absence of vernac¬ ular literature, and the consequent impossibility of obtaining a tolerable education from that source only. “ The study of English, to which many circumstances induce the uatiA'cs to gWe the j)reference, and Avith it the knoAvledge of the learuino- of the West, is therefore daily sineading. This, as it appears to us, is the first stage in the process by Avhich India is to be enlightened. The natives must learn before they can teach. The best educated among them must be placed in possession of some knowledge before they can transfer it into their OAvn languages.” * * * ^ jf “ I know a host of educated natives who communicated their knowledge to their less fortunate countrymen in their OAvn language and in the manner and form most accepta¬ ble to them. The cry that has been raised against them, that, having receiA*ed a charity education in the colleges, they liaA’-e done nothing for their country, is an unreasoning cry. Now, the truth is exactly the other Avay. The education they haAm- received is neither a charity educationjas shoAvn by Mr. Atkinson and by the fact that the Hindoo school and Hare school are nearly self-supporting; nor is it true that they haA^e failed in their duty as educators. Far from having done nothing, they have done a great deal in furtherance of the cause of education. They have been foremost in organizing schools, literary societies, and neAvsx)apers in every possible Avay. Their exertions in this direction have been most indefatigable and laudable, and instead of evoking the obloquy of a clique deserved the lasting gratitude of the public.” We ha\"e giA'en these extracts as furnishing the latest summary of the present state of education in this province of British India, to be obtained from material in posses¬ sion of this Bureau. AUISTS^I A. EDUCATION OF THE AVORKING CLASSES. One of the greatest benefits yet conferred upon the working classes of Austria is the general school bill of the 14th of May, 1869, which renders national education com¬ pulsory, and greatly elevates the standard of it. In accordance Avith this laAV, com¬ pulsory attendance a^ 'school begins Avith cA^ery child at the age of six, and is continued uninterruptedly to the age of fourteen. But even then, (that is to say, at the end of his fourteenth year,) the child is only allowed to leaA'-e school on production ot certified proof that he has thoroughly acquired the full amount of information Avhich this great laAv fixes as the sine qua non minimum of education for eA-ery Austrian citizen. The prescribed educational course eonqn-ises reading, Avriting, and arithmetic; a sound knoAvledge of the natiA^e language, history, and chiefly, though not exclusively, that of the uatiA^e country, embracing the political constitution and general social structure of it, geography in the same sense, all the more important branches of ])hysical science, geomeH-y, geometrical draAving, &c., singing, athletic exercises. Children employed in the large factories, or prevented by special circumstances from attending the com- COMMISSIONEK OF EDUCATION. 381 miinal school, may complete or continue their etlucation at any special school supported by their enphoyer, and the employers are authorized to found schools for that purpose. But it is a sine (pm non condition that all such schools shall provide the full amount and quality of edncation required by law, and otherwise fnlfdl all the obligations pre¬ scribed by the general school bill, which subjects every school, whether private or public, to the instruction of the state. In places where a special trade school exists, the em¬ ployer is bouml to send his apprentices to it. In addition to the subjects of instruction above enumerated, every child is simultaneonsly provided with religious instruction in the creed to which he or she is born. The local ecclesiastical authorities or notables of the church or religions commnuity to which each child belongs are entitled, and Tudeed bound, by law to provide competent teachers for this purpose. The free; selection of the teachers is left entirely to these religious bodies, subject only to the certilied proofs which the state exacts of the teacher’s proficiency and general character. It is only in the event of the local religious communities declining to avail themselves of the privilege allotted to them by the law that the state steps in and undertakes the duty which they refuse to discharge. But this religious instruc¬ tion, which is altogether denominational and on a footing of impartial equality for all religious sects, is kept by the state carefully apart from the secular education, which is, in every case, obligatory, and which it is in no case allowed to interfere with, or attempt to control. Nor are any private schools tolerated by the government which do not efficiently provide the prescribed amount of secular instruction ; although, so long as this condition be fulfilled, the law imposes no limit to the foundation of private educational establishments. Such is the education now x^rovided in Austria for every child of the working classes. EI>UCATIOM IN AUSTHAEIA. VICTORIA. This Bureau has received, with the request for the exchange of educational leports, the seventh report of the board of education of Victoria, for the year 1868, dated Ax)ril 30, 1869, made to the governor, and by his excellency presented to both houses of Parliament. From the statistics given by the Hon. Benjamin F. Kane, secretary of the board, the following summary is taken: Total population of the colony . 683,977 Total number of children of five to fifteen years of age . 166,907 Number attending common schools . 101,92.5 Number attending x)rivate schools . 19, 009 Avera.ge attendance . 58, 420 Total number of school establishments, whether denominational, national, or common . 798 Separate departments, each under a head teacher . 834 The board of education consists of five members, who hold their office for the term of five years. During the year 1868 the board held seventy-eight meetings. IIEMARKS CONCEKNING THE STATISTICS OF ATTENDANCE. Five out of eight of the whole number of children between five and fifteen are at¬ tending schools, either public or private, according to estimates based upon data in possession of the board. Upon this subject the report states that — “In estimating the number of children receiving instruction, it must be borne in mind that a large number of children who do not attend either xniblic or privato schools iire taught at home by tutors and governesses, and by their parents; and prob¬ ably every person who reads this report will be aware of many such cases. In many of the gold-fields, and in the bush more especially, children are taught in this manner, owing to the unwillingness of parents to send their children to schools in the absence of any other than common schools, to the i)refcrence of x>arents for home instruction, or for other naisons. We refrain from making any estimate of the number of children taught by these x)ersons, because the data uxion which we have to work are too scanty to admit of that precision which should always characterize statistical inforination ; but if we add those; children under fifteen who, having received more or less education, are enqeloyed in pursuits wliich xu’event their attendance at school, it will no doubt bo foiiml that they form in the aggregate a considerable x^ortion of tlie whole. “Fiemi the above figures we arrive at the eonclusion that 17.70 per cent., or one in 5.65 of the total population, and 60.90, or nearly two out of three of children between live and fifteen years of age, are attending schools with an amount of regularity which 382 ANNUAL REPORT OF THE is not equaled either in England or America; and allowing for the facts that the chil¬ dren attending scliool vary from year to year, those attending one year leaving the next, and others taking their places; that many under tifteen have left school and are engaged in various employments; and that many others are taught by tutors, govern¬ esses, and parents, we believe we are justitied in arriving at the conclusion that the number of children unprovided with education is less than is generally estimated, and that the great liberality of Parliament in providing for x)ublic education has not been unproductive of substantial fruit.” DESTITUTE CHILDREN ATTENDING SCHOOLS. During the past year, under the operation of the rule reducing by one-half the amount paid by the board for the education of destitute aud deserted children and orphans, the proportion of such children decreased about 20 or 26 per cent., while at the same time the aggregate proportion of the children attending school increased. Under the lu’esent regulations the following is the scale for such iiayments: “ For a single scholar above eight years of age, 4^f?. per week; for a single scholar under eight years of age, 3d. per week ; when more than one attend from the same family, per scholar, 3d. per week. But in every such case a certificate must be furnished to the local committee, signed by a justice of the peace or registered clergyman, in form of A or B, Appendix K, and a copy thereof forwarded to the board ; and the board will require to be satisfied that such case really exists. Every such certificate must be re¬ newed half-yearly.” A return is submitted in the appendix, which gives interesting information relative to the [)roportion of destitute children attending schools of the different classes receiv¬ ing aid. The following is a summary of the return : “Roman Catholic common schools . 43. 80 per cent, on the rolls. Church of England common schools . 27, 34 per cent, on the rolls. ^Yesleyan common schools . 24. 69 per cent, on the rolls. Vested common schools . 21. 31 iier cent, on the rolls. Presbyterian common schools . 20. 3.5 per cent, on the rolls. Non-vested common schools . 17. 32 per cent, on the rolls. “ It will be observed from this table that the proportion of destitute children attend¬ ing Roman Catholic schools far exceeds that of any other denomination or class of schools, being three-fifths more than that attending Church of England schools, four- fifths more tlianthat attending Wesleyan schools, aud more than double that attending any other schools. It will also be observed that the percentage of these children at¬ tending the non-vested schools (by which is meant schools which, although not actually vested in the board, are conducted upon the same principles, but which at the same time include many schools which are the private ventures of the teachers) is 17. 32 per cent.” DIRECT GAIN TO TEACHERS BY DESTITUTE CHILDREN. “ It will be interesting to consider what direct pecuniary gain is now afforded to teachers by the destitute scholars. The direct gain is comprised in the payments by the board of school fees and for results ; and, according to the returns for 1867, allow¬ ance being made for the reduction in the fee by one-half since that date, is as follows : Fees. £ s. d. For each individual child on the rolls . 0 7 5;^ For each individual child in average attendance.. 0 13 1^ Eesults. £ 8. d. 0 5 7i 0 9 lOi Total. £ s. d. 0 13 Oi 13 0 Showing that each child in average attendance is worth £1 3.5. per annum, or, count¬ ing 46 school-weeks in the year, sixpence iier Aveek, being 3.42 pence in fees, aud 2.58 pence in results.” During 1868 aid Avas granted to forty-seven schools, of which twenty-scAmn were vested' in the board ; eleven were non-vested, having been established with the inten¬ tion of being vested at a future time, or being conducted on the .same iirinciples ; eight Avere connected with the Roman Catholic Church, and one with the Church of England. All schools receiving aid must folloAV the course of instruction laid down by the board, but other branches may be introduced Avith the sanction of the board. The report states that the sanction thus giAmn has been abused in some instances, in which schools have been conducted in upper and lower departments — the former being established for children of a higher social xiosition — where the pupils are separated and taught apart, extra fees being charged for instruction in extra subjects, imparted by special teachers. “We consider,” says the report, “that any practice which has a tendency to restrict the benefits of a school to a particular class, or to exclude from its COMMISSIONER OF EDUCATION. 383 benefits tlio mass of the people, or to recognize social distinctions in schools which are established for all alike, is not in accordance with the spirit of the common-school act, and should not be tolerated.” SCHOOL-BOOKS. The school-books published under the authority of the commissioners of national edu¬ cation in Ireland are, as hitherto, more in demand in the schools of the colony than any other series, and this, it is stated, will continue to be the case as long as they are sup¬ plied at rates so much below all other publications of the kind. EVENING SCHOOLS. Every facility is afforded for the establishment of evening schools, and the regula¬ tions relative to the payment of results in force in day schools apply equally to them. TRAINING OF TEACHERS Is reported as still in an unsatisfactory state;* the institution now in operation is doing good work, as far as its capabilities extend, in turning out some fair teachers. The superintendent is zealous and painstaking, but the institution, although under the direction of the Church of England, is little more than the private speculation of the master. A general training institution, unconnected with any denomination and on a more extended basis, is a desideratum, to which the board has directed its attention. teachers’ salaries AUGMENTED BY RESULTS. Under the law the minimum salaries of teachers are fixed ; they may, however, aug¬ ment them bj^ results, as has been stated, according to the amount of improvement apparent in classes upon examination. The report states that the amount which a school is now competent to gain under results, called the maximum increment, is 45 jier cent, of the average fixed salaries jiaid to the school mouth per mouth. We have reserved to ourselves the power, subject to the approval of the governor in council, to increase or diminish this maximum increment as the interests of education may require, or the amount voted by Piirliameut may render necessary. We have also provided that the balance, if any, of the amount set apart for results which may remain unexpended at the end of the present year, may, at our discretion, be distributed among all the schools.” PUPIL-TEACHERS. There is a system of pupil-teachers in operation, by which teachers are educated and fitted by experience for the work. These teachers receive salaries, and are permitted to improve their education by taking lessons out of school hours, under certain restric¬ tions. A late rule adopted by the board of education upon this subject is as follows: “That pupil-teachers be of the same sex as the xirincipal teacher of the school or de¬ partment of a school in which they are employed ; but in mixed schools, or departments of schools, under a master and mistress, female pupil -teachers may receive instruction out of school hours from the master, on condition that some adult female, approved by the local committee and by the inspector, be invariably present during the whole time that the lessons are being given by the teacher ; provided also that the teacher and said adult female be not both young and unmarried.” This rule is somewhat similar to that adopted under the committee of council of education in England, but it is not so stringent. “ It is unnecessary,” says the report, “to make any remarks as to the advisability of such a rule.” GENERAL FEATURES OF THE SCHOOL SYSTEM. One of the prominent features of the school system is that of inspection, for which £6,800 was voted in 1868. The school system of Victoria also embraces many interest¬ ing peculiarities, to gain a full idea of which, the report should be examined. EI>UCATIO:sr IN ECUAIIOR. Ecuador boasts of one university and eleven colleges, yet the people are not educated. Literature, science, philosophy, law, medicine, are only names. Nearly all young gentlemen are doctors of something ; but their education is strangely dwarfed, defective, and distorted ; and their knowledge, such as they have, is without power as it is without practice. The University of Quito has 285 students, of whom 35 are 384 ANNUAL REPORT OF THE ])nrsuing law, and 18 medicine. There are 11 professors. They receive no fees from the students, hut an annual salary of $300. The library contains 11,000 volumes, nearly all old Latin, French, and Spanish works. The cabinet is a bushel of stones cast into one corner of a lumber room, covered with dust, and crying out iu vain for a inau iu the university to name them. The College of Tacunga has 45 students; a tine cliemical and philosophical apparatus, but no one to handle it; and a set of rocks from Europe, but only a handful from Ecuador. The College of Riobamba has 4 professors and 120 students. In the common schools, the pupils study iu concert aloiid, Arab fashion. There are four papers in the republic : two in Guayaquil, one in Cuenca, and one in Quito. El JSfacionel, of the cai)ital, is an official organ, not a news¬ paper. It contains 14 duodecimo pages, and is published occasionally by the Minister of the Interior. Like the Gazeta, of Madrid, it is one of the greatest satires ever deliberately published by any ])eople on itself. There is likewise but one paper in Cuzco, El Triumfo del Fuehlo. — The Andes and the Amazon — Prof. James Orton. MEI>ICAI. EI>U€ATSOW 5M THE IT I T E 1> STATES. “ The medical faculty, in common with all enlightened members of the profession, desire earnestly that a rule might prevail in our country like that which prevails in most of the universities ot Europe by which a liberal education should be the necessary introduction to professional study. The sciolist easily runs into the empiric, but he who has obtained a thorough scientific discipline knows how to disciaminate between visionary conjectures and established truths.” — Catalogue of the University of Michigan, 1870. A consideration of medical education is properly introduced by a short account of the number, public standing, relation to government, and organization of— (I.) THE MEDICAL PROFESSION OF THE UNITED STATES. 1. Number. — The total tax collected during the year 1869 by the Internal Revenue Bureau from physicians and surgeons was $505,785 55. From this it is estimated that the number of practicing physicians and surgeons in the United States is over 50,000. 2. Public Standing. — The profession is divided in this country into various schools or systems, founded on various theories of disease or treatment or medication. The hydropathic or water-cure, the eclectic, and homoeopathic systems of j)ractice forming the minority. But the vast majority of reputable practitioners in this country, as w’^ell as in other countries, belong to what they denominate simply the system or the regular system of medicine, repudiating any less extended or more descriptive desig¬ nation. The practitioners of all these systems seem to depend for their individual recognition by the x)ublic upon their individual qualities, personal and professional. "3. Relation to the Government. — Practically the medical profession in the United States stands in precisely the same relation to the State governments and to the General Gov¬ ernment as is held l)y all the other professions and occupations. The National Govern¬ ment taxes a practitioner yearly, and, with the exception of the usages of the Army and Navy, takes no further supervision of the profession as such. The States, with perhaps one or two exceptions, take no action as to its character, the conditions of entrance, education, membership, or compensation ; they grant charters for hospitals and medical schools very often without consulting the needs of the profession or the public good, or even investigating the iiersonal or professional character of the incor- l)orutors. Counties and towns employ physicians and surgeons for the care of the sick poor in their limits, (tiiough this practice is by no means as universal as it should l)e ;) and the larger cities of the country have established boards of health, and have devised various and often valuable regulations for public hygiene. 4. Professional organization. — The total absence of governmental authority above referred to, and the needs of the p)rofession, have combined to force it to organize it¬ self. The idiysicians of a city or county have formed medical associations of a simple but generally efficient character. The objects of these societies may bo generally described as being to impart information to each other, and to regulate the conduct of the member’s towarours out statements, obscrA'ations, allusions, theories, and directions, fixuiiliar to himself and understandable by the adAmnced students, but to the tyro astounding and bcAvilderiug. He folio AA’s the ward officers of the hosx)ital in the clinical round, and, amid a croAvd of fellow students, catches fragmentary glances at the ixatients and inq)erfect hearings of the glib diagnosis, i^rogiiosis, and treatment of cases, before, x>erhaps, he has learned anything about the imovince of physical examination, the use of the microscope, chemical tests, the thermometer, aud other diagnostic means, or the faAmrable or nn- favorable signification and inteiq)retation of sym^xtoms, or the ax)propriate ax)piicatioii of remedies. He finds that the short duration of the lecture-course necessitates enormous croAvd- ing of matter. From twenty to thirty lectures of an hour apiece, as well as hospital clinics, and dissecting each week, practically prevent his reading Amry much on the subjects the lectures treat of, or the cases illustrate. The duties of the professors to their iiatients preclude any very extended daily ex¬ amination of the students in the subjects of the lectures they haA'e heard the day before ; and thus they cannot know very well what points need elucidation, what 25 E 386 ANNUAL REPORT OF THE errors need correction, and in wliat direction the private study of the student should he turned. Space -will not admit of any detailed description of the vexation of studying chem¬ istry without any appliances for repeating, and thus firmly fixing in mind, the experi¬ ments displayed by the j)rofessor during the lecture ; or of the wild shots the embryo dissector makes in the anatomical room for want of supervision ; or of the number¬ less annoyances that he meets with at every hand. Suffice it to say, that the student generally neglects the dryer branches for the two he thinks will be the most immedi¬ ately useful, so that practice of medicine and surgery crowd chemistry and anatomy to tlie wall with a majority of every class. The student worries through his first course without being examined, goes home, and resumes his studies with his preceptor, and, when he becomes a little rested by the ces¬ sation of these incongruous and multifarious attacks on his mind, if a sincere student, gradually arranges and classifies the information he has received, reads the text books, ax)plies the stethoscope and the thermometer to some cases, assists in reducing some dis¬ locations, &c., thus, during the time intervening between his two lecture courses he becomes, in many respects, fitted for rapid progress when he returns to the medical school. But mark, he is as far from nearly all anatomical and chemical appliances as he was when he began his studies and the appalling dryness of the text books on these subjects also contributes to prevent him from becoming acquainted with the very foundations of the science — the facts on which surgery and medicine are based. Many students, especially in the West, take only one course, before seeking practice. Those who are more able or wiser return to the medical school and resume their studies. Now, our student finds another trouble. He discovers, if he has worked hard all this past time, that a great deal of the course is to him familiar — familiar do I say ? — musty, clogging, a hinderance, not an assistance. He wants to hear new things, to enter new fields, to acquire new treasures, not to endure a dreary review of his past in¬ struction. If he is a thorough student, he takes up anatomy, chemistry, and whatever he knows he is defective in, only paying attention to the lectures sufficient to enable him to stand a creditable quiz (examination) when the professor finds time, or his oouscience forces hirii to the effort. If he has spare means, he generally joins a quiz- class, in which the members are thoroughly questioned on the subjects of lectures they have heard. These classes are held by members or attaches of the faculty, as supple¬ mentary to the lecture instruction, and are of immense service to the student. Very poor men, as many of the class are, cannot take advantage of this aid. 3. Graduation. — Finally the days of examination arrive. The candidate for medical honors has written and presented his thesis, (in English,) has deposited his graduation fee, has crammed furiously, or has wisely made up his mind that if he is fit to graduate the professors will be apt to know it, or, if more shrewd than well grounded, thinks that the college wants the graduation fee as badly as he wants its diploma, and will pass him if there is the smallest excuse for doing so ; he goes to each professor or before the wliole faculty in session, (the usage varies in different colleges,) answers or tries to answer the questions asked him, in accordance with his best convictions, and with the professor’s hobbies, if any exist ; if he has become known as a good student, a punctual and steady attendant at lectures and clinics, and his thesis happened to please the examiners, he finds that his path is made smooth, and he goes away exalted. Generally very few of any class get jyluckcd. Sometimes men are allowed to grad¬ uate if they will promise to pursue a certain amount of study subsequently under the surpervision of the faculty. 4. Degrees. — They graduate, are called medicinae doctores, and go home or out in the world to xmactice the |n'ecex)t8 they have bolted in such haste. Comparatively few men (at least in the South and West) ever study three full years before applying for a diploma. 5. Post-graduate course. — If a graduate wishes to pursue his studies further, he must do so independently of any instructions our medical schools furnish ; he has, generally, the i)rivilego of attending further courses of lectures by jiaying a small sum. But for an extension of his studies he must go to Europe or depend on books at home. No proper x)ost-gradnate course is jirovided in our country. 6. Summary. — This is the ordinary course of medical study in this country. In it the following branches are taught to a greater or less extent, viz: anatomy, descriptive surgical, and pathological, Avitli dissections ; chemistry, inorganic and physiological ; physiology ; hygiene ; therapeutics and materia medica ; theory and practice of medi¬ cine ; surgery and operations, major and minor; obstetrics and diseases of women and children ; toxicology and medical jurisprudence, with medical and surgical, and, some¬ times (very rarely) obstetrical and ophthalmic clinics. Having briefly described the educational course of a medical student, (in which no individual institution is particularly alluded to but the average opportunities and the ordinary usage as faithfully as jAcssible described,) it may be instructing to notice the COMMISSIONER OF EDUCATION. 387 (m.) CONTRAST BETWEEN MEDICAL EDUCATION IN THIS COUNTRY AND IN EUROPE. 1. In the United States. — I give below extracts and abstracts from the official publica¬ tions of several colleges in this country, respecting the qualifications for admission de¬ manded, the course of instruction given, and the requirements for graduation. MEDICAL SCHOOL OF HARVARD UNIVERSITY. There are 9 chairs : 1, morbid anatomy ; 2, anatomy and physiology ; 3, theory and practice of physic ; 4, anatomy ; 5, chemistry ; 6, surgery ; 7, obstetrics and medical jurisprudence; 8, materia medica ; 9, clinical medicine. There are 10 adjunct and assistant professors and instructors. The school is established in Boston to secure those advantages for the study of anat¬ omy, physiology, and clinical medicine which are afforded only by large cities. In¬ struction is given throughout the year by thirteen jirofessors, several instructors, and university lecturers. There are two sessions. The winter session comprises the lec¬ ture term, when systematic courses are delivered in all the departments, of which there are eleven. The summer session includes the spring and autumn terms, and is occu¬ pied by recitations and practical instruction of various kinds. During both sessions there are visits and clinical instruction in the Massachusetts General and City Hospi¬ tal, at the dispensary, and eye and ear infirmary. Students of medicine designing to attend the medical lectures, or any of them, shall be matriculated in this university by entering their names with the dean of the exec¬ utive fiiculty, to be enrolled by him, and by signing an obligation to submit to the laws of the university, and to the direction of the faculty of medicine. Every candidate for the degree of doctor in medicine must comply with the follow¬ ing conditions before being admitted to examination 1. He shall satisfy the executive faculty that he is of good moral character, and has arrived at the age of twenty-one. 2. He shall have attended two courses of lectures delivered at the Massachusetts Medical College by each of the professors of the departments of anatomy, physiology, chemistry, materia medica and pharmacy, morbid anatomy, midwifery, surgery and clinical surgery, clinical medicine and the theory and practice of medicine ; but if he shall have attended a similar course in any other college or university approved by the executive faculty, the same may be accepted in lieu of one of the courses above required. 3. He shall have spent three years in his professional studies, under the direction of a practitioner of medicine. 4. If he haA^e not received a university education, he shall satisfy the executive faculty in respect to his knoAvledge of the Latin language and experimental xihilos- ophy. 5. Pie shall have given notice of his intention to the dean of the executive faculty four weeks previous to the day on which he presents himself for examination, and, at the same time, shall have delivered or transmitted to the dean a dissertation, written by himself, on some subject connected with medicine. Every dissertation shall be sub¬ mitted by the dean *to the examination of the executive faculty in the mode Avhich they shall point out. UNIVERSITY OF PENNSYLV^iNLi — IMEDICAL DEPARTMENT. There are 8 professorships: 1, materia medica and pharmacy ; 2, chemistry ; 3, anat¬ omy; 4, surgery; 5, institutes of medicine; 6, obstetrics and diseases of women and chil¬ dren ; 7, theory ami practice of medicine and of clinical medicine ; 8, clinical and demonstrative surgery. P'here are also special clinical lectures on clinical medicine, (with 3 assistants :) phys¬ ical diagnosis; microscopy and chemistry, applied io diseases of the urinary organs ; diseases of wome]i and children ; clinical and demonstrative surgery, (with 8 assistants :) syphilis; diseases of the eye and ear; surgical diseases of the mouth. There is 1 demonstrator of anatomy and 7 assistant demonstrators, 3 demonstrators of practical sui'gery, and 1 assistant in medical microscopy. There is also an auxiliary faculty of medicine, with chairs of — 1, zoology and com¬ parative anatomy; 2, botany ; 3, mineralogy and geology ; 4, hygiene ; 5, medical ju¬ risprudence, including toxicology. Ample means of teaching clinical medicine and surgery, and the diseases of women and children, are presented in the university and in the various hospitals and dispen¬ saries of the city. Clinical instruction (without fee) is also given throughout the year in the Philadel¬ phia Hospital, Pennsylvania Hospital, Episcopal Hospital, St. Joseph’s Hospital, Will’s Hospital for the Eye, City Lying-in Hospital, and Children’s Hospital ; also, the Ger- 388 ANNUAL REPORT OF THE man Hospital, Jewisli Hospital, and St. Francis Hospital. Additional instruction is also given in the university dispensary and tlie surgical wards in the college building. The dissecting room is open during the session, under the supervision of the professor of clmical and demonstrative surgery and his assistants. Every student is here thor¬ oughly instructed and practically trained in the application of "bandages and surgical apparatus, and in the performance of operations upon cadaver. Instruments, splints, and bandages are supplied free of cost. The rules for graduation in medicine are as follows : 1. The candidate must have attained the age of twenty-one years, have applied him¬ self to the study of medicine for three years, and been, during that time, the private pupil, for two years at least, of a respectable j)ractitioner of medicine. 2. The candidate must also have attended two complete courses of the following lec¬ tures in this institution : Theory and practice of medicine ; anatomy ; materia mediea and pharmacy ; chemistry ; surgery ; obstetrics and diseases of women and children ; institutes of medieine. 3. Medical students who have attended one complete course in a respectable medical school, where the attendance on two complete courses is necessary to a degree, where tlie same branches are taught as in this, and which is placed upon the ad eundem of this school, are permitted to become candidates by an attendance here for one full course ; the rules of graduation being in other respects observed. 4. The candidate, at the time of his application, must deliver to the dean of the medical faculty a thesis, composed by himself, on some medical subject. This thesis is referred to one of the professors, who shall examine the candidate upon it, and make his report thereon to the medical faculty. JEFFERSON MJSDICAL COLLEGE, PHILADELPHIA, PA. There are 7 chairs : 1, general description and surgical anatomy ; 2, institutes and practice of surgery ; 3, practice of medicine ; 4, obstetrics and diseases of women and children ; 5, chemistry ; 6, materia mediea and general therapeutics ; 7, institutes of medicine and medical jurisprudence ; 1 lecturer on clinical medicine ; 1 demonstrator of anatomy. The course of instruction includes a carefully considered combination of didactic and clinical teaching, the result of many years’ experience. The clinical facilities of Philadelphia are unsurpassed. The clinic of the Jefferson Medical College is held in high esteem throughout the country, and the cases of every variety, from the rarest form of disease to that met with in daily practice, are iiresented during the session. Besides the college clinic there are in the city 18 hospitals, 7 dispensaries, and 38 other charitable institutions, affording every facility for the practical study of disease and injury. The opportunities offered to the student, indeed, are only limited by the time at his disposal. Believing that clinical studies pursued too exclusively can only lead to empiricism in practice, the didactic lectures are so arranged as to give the student a thorough knowledge of the principles of his profession. The most ample means of illustration are employed, and every care taken to treat the subject clearly and with a direct refer¬ ence to practical results. While it has not been found practicable to extend the regular course beyond the usual period, from October to March, yet the faculty, wishing to afford the fullest oppor¬ tunity to the student, have arranged a course of supplementary lectures, which ex¬ tends through the months of April, May, June, and September, without additional charge, except the registration fee of $5. Tlie candidate for the degree of M. D. must be of good moral character, and at least twenty-one years of age. He must have attended at least two full sessions of lectures in some regular and respectable medical school, one of which, the last, shall have been in this college, and must exhibit his tickets, or other adeexuate evidence thereof, to the dean of the faculty. Ho must have studied medicine for not less than three years, and have attended at least one course of clinical instruction in an institution approved by the faculty. He must jiresent to the dean of the faculty a thesis of his own composition, correctly written, in his own handwriting, on some medical subject, and exhibit to the faculty, at his examination, satisfactory evidence of his professional attainments. The degree will not be conferred upon any candidate who absents himself from the public com¬ mencement, without the special j)ermission of the faculty. DEPARTMENT OF MEDICINE AND SURGERY OF THE UNIVERSITY OF MICHIGAN. There are 7 chairs : 1, chemistry, mineralogy, pharmacy, and toxicology ; 2, obstetrics and diseases of women and children ; 3, pathology and practice of medicine ; 4, anatomy and physiology ; 5, organic chemistry and metallurgy ; 6, therapeutics and COMMISSIONER OF EDUCATION. 389 materia medica; 7, surgery; 1 assistant professor of chemistry; 1 demonstrator of anatomy. Every candidate for admission shall exhibit to the faculty satisfactory evidence of a good moral and intellectual character, a good English education, including a proper knowledge of the English language, and a respectable acquaintance with its literature, and with the art of composition ; a fair knowledge of the natural sciences, and at least of the more elementary mathematics, including the chief elements of algebra and geometry, and such a knowledge of the Latin language as will enable him to read current prescriptions, and apiireciate the technical language of the natural sciences and of medicine. Students are expected to be in attendance upon the first day of the term, as the regu¬ lar course of instruction will commence upon, and continue from, that day, and by the rule adopted certificates are issued only for the period of actual attendance. The annual session commences on the first day of October and continues until the last Wednesday in March. Four lectures are delivered daily. Previous to each lec¬ ture the students are carefully examined upon the subject of the preceding lecture. The total number of lectures in the term will thus be between 600 and 700. Clinics are given every Saturday for both medical and surgical patients, when ex¬ aminations are held, prescriptions made, and operations performed gratuitously to pa¬ tients, in the presence of the class. A special course of instruction in physical diagnosis is given by the profesj^or of the theory and practice of medicine, for which a fee of $5 extra is required. Also, special instruction in microscopy is given by the professor of anatomj^ and physiology, for which also a fee of ^5 is charged. Attendance on either of the above courses is op¬ tional with the students. To be admitted to the degree of “doctor of medicine” the student must exhibit the evidence of having pursued the study of medicine and surgery for a term of three years with some respectable practitioner of medicine, (including lecture terms ;) must have attended two full courses of lectures, the last of which must have been in the College of Medicine and Surgery of the University of Michigan, and the previous one in this or some other respectable medical institution ; must be twenty-one years of age ; must have submitted to the faculty a thesis, composed and written by himself, on some med¬ ical topic, and have passed an examination at the close of the term satisfactory to the faculty. To encourage a higher grade of preliminary acquirement, an allowance of six months from the term of study is made in favor of the graduates of the department of science and arts, and of other respectable literary colleges. Each candidate for graduation must announce himself at the commencement of his second year, and must be examined in anatomy, physiology, materia medica, and chemistry. He is also required, during the course, to submit to written examinations by each professor, on some subject pertaining to his department, in order to further test his knowledge of such subjects, and his ability to express himself correctly in writing. His final thesis may be written either in English, German, French, or Latin, and, if required, must be defended before the faculty. ST. LOUIS MEDICAL COLLEGE. There are eight professorships: 1, chemistry and pharmacy; 2, principles and prac¬ tice of medicine ; 3, principles and practice of surgery and clinical surgery ; 4, general descriptive and surgical anatomy, military surgery and clinical surgery at the city hospital ; .5, clinical medicine and pathological anatomy ; 6, therapeutics and materia medica; 7, physiology and medical jurisprudence ; 8, obstetrics and diseases of women and children ; and a demonstrator of anatomy. The com-se of instruction in the St. Louis Medical College continues twenty-three weeks. The hospitals of the city are as well appointed as can be found in other localities of medical instruction, and their size, giving accommodation to thousands of patients an¬ nually, affords to the student constant and extensive information on every subject connected with medicine and surgery. They are the City Hospital, with medical and surgical clinic ; the Quarantine and Small-pox Hospitals ; the St. Louis (or Sisters’) llos- ])ital, with surgical, obstetric, and ear and eye clinic ; the United States Marine Hospi¬ tal, and the St. Louis County Insane Asylum. Recpiisites for the degree of doctor of medicine : 1. The candidate must be twenty-one years of age, of good moral character, and must have been engaged in the study of medicine for three years, (course of lectures in¬ cluded.) 2. He must have attended two full courses of lectures in this institution. Attend¬ ance on a regular course in some respectable and generally accredited medical school, or four years of reputable practice, will, however, b^e considered as equivalent to one of the coiu’ses above siiecilied. The dissecting ticket must also have been taken contin- 390 ANNUAL REPORT OF THE uou'^ly in tliis or some otlier school. He must also have followed the i)ractic8 of a hos¬ pital. He must Tindergo a satisfactory examination on all the branches taught in this college, and write an accex)table thesis, in the English, Latin, French, or German lan¬ guage, on some subject connected with medicine. A second regular examination will be liehl in the course of the summer. Applicants who have complied with all the re- (piirements may x>i’esent themselves at either of these examinations. At no other time will students be examined. 4. He must, by the first of February, notify the dean, in writing, of his intention to become a candidate, and deliver to him his thesis and graduating fee, both of which will bo returned in case of withdrawal or rejection. MEDICAL DEPARTilENT OF THE NORTHWESTERN UNIVERSITY, (CHICAGO MEDICAL COL¬ LEGE.) There are 16 regular professorships, including clinical medicine and clinical surgery, and 16 professors besides the demonstrator of anatomy. It provides for three con¬ secutive courses of instruction, (junior, middle, and senior,) one for each of the thtee years of study, and an examination at the end of each term. The regular lecture term is five and a half months, with a free summer course of three months added. 2. In Eurojje. — The following facts respecting medical education in Europe are an abstract of the remarks on the subject in the report of Dr. J. W. Hoyt, one of the commissioners to the Paris Universal Exposition. They will serve to compare with the preceding statements : ITALY. In Italy, the applicant for admission to the medical school must present a certificate showing that he has completed the studies of the lyceum — Greek, Latin literature, Italian literature, history and geography, philosophy, (mental and natural,) chemistry, mathematics, natural' history, mechanics, and gymnastics, and has been examined in the higher mathematics, the elements of natural history, and Italian and Latin litera¬ ture. The term of study is six years, in which the studies are distributed substan¬ tially as follows : First year. — Botany, physics, inorganic chemistry, zoology, comparative and human anatomy, and normal histology, with practical, anatomical, and botanical exercises. Second year. — Natural philosophy, physiology, organic and physiological chemistry, human anatomy, with practical, anatomical, and physiologico-chemical exercises. Third year. — Physiology and general pathology, with practical experiments in phys¬ iology and in pathological histology. Fourth year. — Special pathology, medical and surgical, materia medica, therapeutics, hygiene, and topographical anatomy, with dissections, pathological and topographical, and attendance upon medical and surgical clinics. Fifth year. — Theory and practice of medicine, obstetrics and diseases of women and children, and ophthalmic diseases, with medical, surgical, obstetric, and ophthalmic clinics^ pathological and topographical anatomy, with dissections and surgical oper¬ ations upon the cadaver. Sixth year. — Theory and j)ractice of medicine, obstetrics, diseases of women and cliildren, with corresponding clinics as in fifth year, special study of the diseases of the skin, of syphilitic diseases, and of mental diseases for four months each, medical jurisprudence, and toxicology. FRANCE. In France the medical school at Paris comprises the following chairs: Anatoniy, pathological anatomy, physiology, medical physics, hygiene, materia medica and thera¬ peutics, medical chemistry, medical natural history, histology, surgical pathology, medical pathology, pathology and general therapeutics, operations and apparatus, medical, surgical, and obstetrical clinics, obstetrics and diseases of women and child¬ ren, medical jurisj)rudence and pharmacology, w'ith abundant supplementary instruc¬ tion. AUSTRIA. In the Austrian Medico-chirurgical School, at Vienna, the whole period of study occupies five years, as follows : First year. — Zoology, mineralogy, chemistry, descriptive anatomy, anatomical exer¬ cises, and botany, with special lectures on medicinal plants. COMMISSIONER OF EDUCATION. 391 Second year. — Dissections, topographical anatomy, physiology, general pathology, prescriptions, instruments, apparatus, and handages, pharmacology, ju’climinary study of climatology, percussion, and auscultation. Third year. — Pathological anatomy and medical jurisprudence, with appropriate dissections, surgery, theoretical and operative, surgical and metlical clinics, x^hysio- logical and x)athological chemistry. Fourth year. — Clinics in medical jurisprudence, medicine, surgery, obstetrics, and diseases of the eye, dissections illustrative of medical jurisprudence, instruction in vaccination, &c. Fifth year.— Surgical, ophthalmic, and medical clinics, descrix)tive and tox)Ographical anatomy, with dissections, jibysiology, &c. The instruction in the several departments of study is given by 35 full professors, 19 assistant professors, and 39 privat docenten, all of whom give numerous lectnres and demonstrative exercises during each half year. GREAT BEITALN’. The degrees conferred in Great Britain are those of bachelor of medicine, (M. B.,) master in surgery, (C. M.,) and doctor of medicine, (M. D.) No one is admitted, as a rule, to the course of medical study in a university who has not either graduated in the arts, or is able to jiass an examination in the elements of mathematics, the Latin and English languages, and in at least two of the following branches, to wit: Greek, French, German, and higher mathematics, natural XDhilosoiihy, logic, and moral phi¬ losophy. And in no case is a candidate for the professional examinations x>rei’equisite to the degree of bachelor of medicine, or the degree of master in surgery, eligible to such examinations unless possessed of the general educational cxualihcations above named. Each candidate for degrees is also required to establish by certificates — 1. That he has studied medicine and surgery for four years, during each of which a course of at least 200 lectures, with corresponding clinical instructions, have been delivered, wherein he has studied for jirescribed times the following departments of medical science: Anatomy, chemistry, materia medica, institutes and practice of medicine, surgery, obstetrics, diseases of women and children, general i)athology, (or, in schools wliere ao such course exists, morbid anatomy,) x)ractical anatomy, practical chemistry, i)ractical obstetrics Avith medical and surgical clinics, medical jurisxn’u- dence, botany, and zoology. 2. That he has attended the medical and surgical practice of a general hospital for two years, and outside practice for six months. 3. That one of the aforesaid years of study has been in the medical school of the uniA^ersity to which apxdication for examination is made. (The Edinburgh school also requires that two of the four years of study shall have been either there or in some other uniA^ersity authorized to grant degrees.) 4. That he has at date of axiplication comxdeted his twenty-first year, and is not under any articles of apprenticeship to any surgeon, x')hysician, or other master. Dr. Hoyt remarks : ‘‘Thus qualified, the candidate may be received to examinations, both on AA-ritten and oral: First, on tlie elementary branches of medical science, such as anatomy, chemistry, botany, and materia medica; secondly, on advanced anatomy, zoology, com- paratiA^e anatomy, XAhysiology, and surgery; third, on materia medica, and the strictly practical departments, Jiicluding lu-actical medicine, clinical medicine, clinical surgery, obstetrics, general patLology, and medical jurisprudence. A thesis on some medical subject is also required. “The examinations ii the natural history branches and in practical chemistry are conducted, as far as i)cssible, by actual demonstrations u^Aon material x>laced before the candidates, and the examinations in the x>ractical departments are conducted, at least in part, in the hofpitals, candidates being required to test their knoAvledge by examinations and prescriptions. As a general rule, those Avhose study is in the uni¬ versity are examined in ihe branches of the first and second divisions above enumer¬ ated at the close of the second and third years of their course; but admission to examination on those enbraced in the third or x>itictical division cannot take place until the candidate has CAnqileted his fourth year. Should the candidate fail, ho can¬ not be admitted again uitil the conqiletion of another year, or the exx)iration of such period as the examiners nay xArescribe. “The degree of mastei of surgery can in no case be conferred upon a candidate who is not at the same tine granted or has x)reAdously receiA^ed the degree of bachelor of medicine. “The degree of doctor cf medicine is conferred upon candidates who have obtained the degree of bachelor; hive spent, since their graduation, at least tAvo years in at¬ tendance niAon a recognizid hospital, or in the military or naA^al medical service, or in medical or surgical practice, and are either possessed of the diploma of bachelor of arts from a recognized unkersity, or have passed a satisfactory examination in Greek,, 392 ANNUAL REPORT OF THE logic, and moral philosophy, and in French or German, or the higher mathematics, or in natural philosophy and natural history.’^ This is really an incomplete resiim6 of the medical course in these countries ; hut what a contrast in extent to the best that our own country affords. (IV.) MEDICAL EDUCATION FOR WOMEN. The fitness of women, from their exquisite humanity, patience, neatness, and skill as nurses, for the medical profession, was long ago suggested. Women have for many years, in Europe, been licensed and have practiced as accoucheuses. For years a scat¬ tering few in this country succeeded in obtaining a medical education in spite of the caution and conservatism (just in general) of the profession. But of late years this subject has received a very great impulse, and medical schools for their education in the regular practice have been established in New York, Philadelphia, and Boston. There is a homeopathic medical school for women in Cleveland, Ohio, and a physio- pathic course of instruction in Cincinnati, Ohio. The following account of the course of training in the New York Infirmary Female Medical College shows how high a stand female physicians should hereafter take, if such programmes shall be generally adopted and steadily adhered to. W0:MAN’S medical college of the XEW YORK INFIRMARY. Every student upon matriculating will be required to deposit with the secretary a certificate of good jnoral character from a i)hysician of good standing, clergyman, or other responsible person. The plan of instruction w'hich this school desires to carry out is arranged to secure a gradation of studies through the three years of the student’s course. For this purpose students must attend the winter sessions. During the first, they will be principally occupied Avith the elementary branches of anatomy, physiology, materia medica, and chemistry, with practical Avork in the anatomical rooms, and pharmacy. In their second year they will continue these four branches, and receive full instruc¬ tion in medicine, surgery, and obstetrics. In the third year the instruction in these three departments will be continued, and the students will engage in practical medical work, under the direction of their teachers, and be required to furnish clinical reports of cases so attended. Hygiene will be taught through the three years. All students Avill be required to attend weekly recitations in the studies proper to their year, these recitations forming an essential part of the course. Yearly examinations will be held at the end of each winter session, when every student Avill be examined in the studies pursued during the year Besides these a general examination will be passed by all students presenting them- seh'es as candidates for graduation. This final examination Avill be passed in anatomy, materia medica, physiology^ and chemistry at the end of the second year, and at the end of the third year in hygiene practice, surgery, and obstetrics. This ])rogressive mode of study does not increase the length nor the expense of the student’s course, as no extra charge is made for the third year. It offers Amry great adAmntages as compared to the ordinary plan of reading for a year under private instruction and attending college during tvo sessions only. It gives more facilities for x^ractical anatomjq pharmacy, and clinical study, prevents the Avinter session from being OAmr-croAvded AA ith Avork, and, bj^ dividing the examina¬ tions, enables the student to prepare for them more easily and thoroughly. In view of its much more satisfactory results, it has been adopted as the course of the school, and is AA'armly recommended by the faculty to &11 those beginning their education. Students Avho are unable or unAvilling to attend three serious can complete their college course in two years by attending two Avinter and tvo summer sessions. The summer sessions, being devoted principally to practical work, will be taken as equiva¬ lent to tbe third Avinter session, AA^here the student can brirg satisfactory certificates of a year’s preAuous study. Clinical instruction is giAmn in the Ncaa^ York Iniirraary, Bellevue Hospital, the Eye and Ear Infirmary, Nursery and Child’s Hospital, Demilt anc other Disx)ensaries. Candidates for graduation must be twenty-one years of ige, must be of good moral character, and liaAm received a good general education. They must have spent three years in the study of medicire, under the direction of a duly qualified physician, during which they must have att0ded three Avinter, or two wunter and summer sessions of lectures, and receiA'ed clinical instruction, according to the course laid doAvn hy the school. COMMISSIONER OF EDUCATION. 393 A tliesis on some medical subject and tlie passing a satisfactory examination befoce the faculty and the board of examiners ■will also be required. A course of lectures in any recognized school will bo accepted as one of the terms required by the college, but the last coiu'se before graduation must have been attended at this coliege. (V.) CHANGES SUGGESTED. The subject of imi^rovement in medical education is one -which has occupied the thoughts of the profession for thirty years. The American Medical Association, ever since its organization, has paid sx^ecial attention to this matter, ax^j^ointing yearly committees on the subject, and printing rex:)ort after rex)ort in its transactions. Some of the most eminent names, living and dead, on the rolls of the x>i'ofess*ion have recorded their ox^iuions on the subject, and the labors of many great x^hysiciaus and surgeons for many years, in the lecture-room and the hospital, have been devoted to the x^ractical training of the medical student. Many valuable recommendations and many important improvements have during the present generation been made ; but, notably, nearly all these imx^rovements and recom¬ mendations have reference to the medical college, their departments of instruction, length of terms, text-books, practical anatomical and clinical opportunities, and only to a very limited extent with regard to preparatory or to x)ost-graduate instruction. It is prox)er here to say that, in the writer’s ox)iniou, the most valuable recent sugges¬ tions in the American Medical Association have been made by the committees, of which Messrs. Chris. C. Cox, M. D., LL. D., Thomas Antisell, M. D., and A. B. Palmer, A. M., M. D., were chairmen. For want of sx^ace, it will not be x^ossible to separately mention recommendations heretofore made from those for which the writer of this article is responsible. In fact the scheme here x^i’esented is so little novel in most of its features, and most of its opin¬ ions have been so often exxiressed and indorsed by the voice of the profession, that it seems somewhat singular that more has not been x'Jractically accomx^lished. And here it is prox^er to mention that no good can come from any attemx^t to revive any of the old legal discriminations between practitioners of different schools ; partly because scientific, like religious belief, should be x^erfectly free, and if a iiractitioner Xfieases his x^atients he always will be able to make a living out of them. The attitude of government in all such x^rivate mutual relations should be x)erfectly impartial ; and it is questionable even whether courts of law should encourage suits for malx^ractice ; because malpractice depends in most instances on ignorance, and the most certain and satisfactory xn'tivention of it is reached by legally enforcing a thorough education. To this matter, however, further allusion will be hereafter made. 1. What, then, is the duty of the profession in regard to ante- professional study ? No medical college of high character in the country x^retends to be satisfied with the qual¬ ifications of its matriculates in general. No eminent x^rofessional man in any of the sys¬ tems denies that a good x^reliminary education is of the greatest advantage to a medical student ; yet very little care is taken to train the faculties of observation, memory, and reason scieutificaffy and thoroughly for the work they will have to do. The x^rofession expects its students to read and remember many text-books ; to see many cases with numerous and complicated symx)toms ; to administer many drugs of the most varied X)owers and ax^plications in the most varied doses and combinations ; and all this with¬ out any attempt to train his mind to see, compare, and reason on the facts. What x^art do mathematics and logic, the instruments for training the human reason, take in edu¬ cating an ordinary practitioner? How many have been drilled in linguistics, so that their memory, their taste, and their power of selecting and expressing their ideas, bear any but the slighest comparison to the imxaortance of their vocation ? What xn'ovision is there in an ordinary medical course for becoming acquainted, to any useful extent, with any of the collateral sciences — the contiguous regions of nature tangential to the circle of human life ? Practically none. There should bo required by every medical college, of every candidate for matricu¬ lation, that he shall have studied some definite length of time, and shall pass an ex¬ amination in the following subjects: in the common branches, reading, writing, aritli- inotic, modern geography, English grammar, and American history ; the college should also examine the candidate in, or cause him to study, as xueliminary to examination, the elements of inorganic chemistry, natural xfiiilo8ox->hy, natural history, logic, and general history; and should see that he possesses an ability to translate and construe some author in Latin or French or German, and that he has a fair hnowledge of the principles of draiving. All this should be x^reliminary to the study of medicine proper. There is nothing that cannot be mastered in two years by any intelligent youth who has x^i'oviously studied in a common school. There is nothing demanded by it at all difficult of attain- m.ent in any decent high school or academy. Nor should it bo at all difficult for any medical college to establish such a training school for the young men who will enter 394 ANNUAL REPORT OF THE its subsequent instruction. It is needless to expatiate here on tbe advantage of such previous study. The University of Michigan demands more in some directions of its medical matriculates, and does not seem to lack students. Harvard Medical School places some knowledge of Latin and philosophy among its requisites for graduation, which means (or should mean) pretty much the same thing as requiring it as an item in the preliminary training, the three years’ medical course being so tilled with profes¬ sional studies that it is practically impossible to study Latin also during that period. 2. The profession also owes it to itself, and the public which it serves, to see that the medical colleges of the country do thoroughly what they have undertaken. Three courses of lectures, of at least twenty weeks each, should be a qualification for gradua¬ tion, in which anatomy, physiology, hygiene, therapeutics, organic chemistry, toxi¬ cology, medical jurisprudence, obstetrics and its collateral subjects, materia medica, surgery and physic, should be the branches taught, and they should be taught practi¬ cally as well as by lectures. Anatomy should be taught regionally as far as x)0ssible, and dissections of the part lectured on should be demonstrated from by the lecturer, and each dissection should be repeated by the class, under the supervision of the demonstrator, before the next lecture is delivered. Instead of discouraging the dissections by charging for each, subject used in the demonstrator’s room, the colleges should boldly demand a fee for practical anatomy, which will enable it to supply anatomical material to any extent demanded. This and the j)ositive enforcement of dissections by every member of the class should be leading features in the revised system of medical education. Physiology should be thoroughly illustrated by microscopic and chemical appliances, and by vivisections. Some time in each week should be devoted to a thorough written examination on the experiments and specimens exhibited by the lecturer, and the chemical tests used should be repeated by each member of the class personally before the lecturer. Chemistry (after a rapid review of the inorganic portion) should be so taught as to mean something to the student, which it does not now. In fact, it is almost impossible to suggest amendments to a method of teaching so radically vicious as the way in which chemistry is ordinarily treated in our medical colleges. A knowledge of the inorganic part of our common text-books should be rigorously exacted before the student is matriculated. This should be reviewed by the class with experiments, and chemistry in its relations to physiology, materia medica, and toxicology taught in the amplest manner, and with all the necessary practical appliances. Every experiment by the lecturer should be repeated in his presence during weekly examinations, and all important reactions should be tabulated by the class on the blackboard. The anti¬ quated nomenclature so long in vogue should be abolished, and every effort made to convince the students that chemistry is really a vital x^art of the science of medicine. There should be a fee for this chemical instruction sufficiently large to justify the ! gratuitous sup^Jly of chemicals and ax)iJaratus, and, like the anatomical, it should be j obligatory on every student. i Materia medica should be taught with the drugs before the students. They should, be 1 thoroughly instructed in their physical xiroperties, uses and doses, and the method of I Xirexiaring the various forms in which medicines are administered; their physiological i and therapeutic action should be illustrated by exjDeriments, and, when xpossible, by , clinical instruction. Hygiene should be thoroughly treated in all its relations to the morality and pros- j perity of communities and individuals, as well as with regard to its efficiency in the ] prevention and cure of diseases. j This division of the instruction should occupy the first course of lectures, and at the end there should be a rigorous examination of the class in the subjects so studied. It | may be well here to remark that every examination at the end of a term should bo conducted by a board of examiners chosen by some authority outside of the college ; and the members of this board should be men of such reputation and so remunerated for their trouble as to make certain that their examination shall be deliberate, thor- i ough, and impartial. Having thus studied through one winter, the class during the succeeding summer should be directed to revise the subjects they have been taught. They should be directed to make themselves further acquainted with medical botany, to practice anatomical drawing, to familiarize themselves with the use of the microscope and chernical apparatus. They may be set under x)i'ox)er medical supervision to study | certain y>ortions of some subjects in the next course ; as, for example, the mechanism i of the female x)elvis in relation to midwifery ; the effects of muscular attachments in fractures and dislocations ; symptomatology, especially as regards the pulse and tongue; general causes of disease; minor surgery and surgical appliances. The main j Xmint is, that ex^fficit directions as to the use of his time should be given to every 1 student. His reading thus has a definite object, and surely no one should know what The student ought to study so well as the professors who have had him in charge for several months. Much time is wasted in idleness or misapplied labor under the present I COMMISSIONER OF EDUCATION. 395 system, wliich ■vroiild, if properly employed, go far to complete the foundatiou for a good medical education. During the second course of lectures, the class should have thorough instruction in the theory and jiractice of physic, surgery, midwifery, and female diseases, with a selec¬ tion of illustrative clinical cases, not numerous in number, hut so presented as to fur¬ nish the facts. It is true that almost any clinical instruction is better than none ; but in no department of medical instruction is the old saying, “the half is more than the whole,’' truer than here. One case carefully explained to and personally examined by a student is worth much more than a dozen seen by him in a crowd of listeners ; a careful explanation, with the difficulties of the case in view, is much better for the student than many cases of the difficulties of which he has not become aware. A selection, therefore, of clinical cases is recommended, and there should be weekly ex¬ aminations on the subjects considered and the cases exhibited. The use of medical, surgical, and obstetric instruments and applicinces should be demonstrated on the cadaver as well as clinically. Surgical and xjathological anatomy should be taught in connection with surgery and x>ractice, if it be deemed inadvisable to teach them during the first course of lectures, and toxicology should receive attention. After a thorough examination on the studies of the session, the members of the class should again receive explicit directions as to their reading. During the third course of lectures special attention should be paid to clinical in¬ struction in medicine, surgery, and midwifery ; rex^orts of each case seen should be required from every student ; they should be exercised in diagnosis and treatment in X^ractical midwifery, and, under the xTofessor’s directions, in minor surgery, if not in cax^ital ox^erations. Medical jurisx)rudeuce should be thoroughly taught, and something of the nature of the moot courts of the law schools would be a good training school for this branch of instruction. Lectures and clinics on diseases of the eye and ear should also be given. In short, every xu’actical application possible should be made, and, at the end of the course, there should be a very thorough examination on the stud¬ ies x^ursued, with a review examination in the studies of the two previous courses. Having completed this study and x^assed the examinations, the candidates should be graduated with the degree of l)achelor of medicine, and the degree of doctor should not be conferred till after at least three years’ honorable practice. 2. Duty of the State. — The ruling power should have enough interest in this matter to insure the xu'ox^er action ; and this is, as before stated, not to discriminate between the difterent systems in existence, but to insist that every x^erson, regular, eclectic, or homeoxiathic, who practices medicine or surgery shall have studied a specified time in a sxmcified way, and fjassed sx)ecified examinations before boards selected by the executive. There might be common boards for most of the branche.s, and special boards for examination in materia medica and practice. The State law should sx)ecify the number, duration, and minimum instruction to be given by the medical colleges of every system alike. The degree of M. B. would then mean something more than that of M. D. does now. The x^ffijlic would feel assured that the x^i’actitioner of medicine was an educated man, whatever his theory might be, and the x^rofession wmuld gain in general culture, breadth of mind, and in the respect ot mankind more than it would lose of the present kind of x^rofessional dignity. In regard to the x^ropt^r attitude of the courts toward the profession there could much be said. In many States there seems to be a disposition to encourage suits for malpractice against doctors, even when they are instituted as a means of extortion. Courts should be very careful in this matter, and it is hox^ed that the course x^ursued in the late case of “Walsh vs. Sayre” in New York will be hereafter generally adopted, and that the question of malxu-actice will be submitted to medical experts, leaving the amount of the damages, if there has been malx^ractice, to the decision of the court and jury, as at present. It is an outrage to expose the x^rofessional character and standing and the x>orse of a x)hysician to the greedy assaults of unscrupulous men, leaving the decision of the quesHon solely to a medically-uneducated jury. It will be observed that medical colleges have not been directly addressed on the subject of this reform in education. As this is not au ax>x>eal to them, but an article for public x^erusal, it is perhax)S not necessary to say very much in apology for this neglect. But in reality there has been a steady and totally ineffectual pressure brouglit to bear on the colleges by the better part of the x^rofession for thirty years, in order to obtain better xmeliminary training, a lengthening of the lecture terms, or an increase in their number, and an enlargement and improvement in the subjects of instruction. The medical colleges of the country are mostly joint-stock corx^orations, who furnish as little medical education as they can sell at the highest rate they can obtain. Their number is excessive, and the coinx^etition between them very keen. They are conse¬ quently disinclined to introduce any new features which may scai’e students of low acquirements away, or which maj^ add seriously to the exx^enses of the institution. Nor are medical students free from a large share of resx)onsibility for the x^resent condition of things. They are in such haste to graduate that they are impatient of 396 ANNUAL REPORT OF THE even the amount of instraction they are now forced to receive, and scores of men begin practice every year all over the country who have never heard a lecture at all, or, at the most, have attended but one course. But the public, with a wise instinct, is beginning to say, in unmistakable language, that it demands a thorough education in its medical men. Let the members of the profession call to mind how many of their brethren of late years have, after some years’ study in Europe, gained almost instantly a remunerative practice. What does this mean, except that the public is shrewd enough to believe that a thorough education, such as a man can get in Europe, is a better qualification for successful practice than the hurried and imperfect training he generally obtains here? Brethren, let us gibbet the ignorance inside our profession as well as the quackery outside. Let us get over the idea that a man who butchers his mother tongue is good enough for a healer of mankind. Let us win from the intellects of men the consider¬ ation we used to demand from their manners. Let us add to the charity which blos¬ soms in our hearts the knowledge that our work and our times demand. Let us train our minds for the consideration of the problems we have to study, as other profes¬ sions are trained. Let us widen our intellectual vision and increase our material for thought. So shall the science of medicine, enlarged, purified, and triumphant, at last emerge from the conflicts of the schools above the petty jealousies of the hour, com¬ prehensive and beneficent as the air. CHAS. WARREN, A. B., M. D. SCM003LS. At the annual meeting of the American Normal Association, held at Cleveland, Ohio, August 15, 1870, the following papers were presented, and were very fully discussed, the general doctrines of each being warmly approved. They were referred to a com¬ mittee, to be reported upon at a future meeting of the association, with reference to action upon the jDlan presented by Professor Phelps. Having been kindly furnished by their authors for the mse of this Bureau, they are commended to the careful perusal of educators. THE ^lEANS OF PROVIDING THE MASS OF TEACHERS WITH PROFESSIONAL INSTRUCTION. By S. H. White, Esq., Principal of City Normal School, Peoiia, Illinois. The most reliable statistics place the total number of teachers in twenty-three States, the omitted ones being Alabama, Arkansas, Delaware, Florida, Georgia, Louisiana, Mississippi, Nebraska, North Carolina, Oregon, South Carolina, Tennessee, Texas, Vir¬ ginia, and the Territories, at 164,729. It is estimated that the number in the whole country is 200,000. According to the report of the State su]3erintendent of common schools of Pennsyl¬ vania for the year 1868-69, 15 per cent, of the teachers engaged for that year had had j no experience in their work, and 15 per cent, more had had an experience of less than j a year. Thirty per cent., then, of the teachers of that State are new to the work each year. The opinions of other State superintendents have been asked ni)on this point. So far as they have been expressed, they are that from 10 to 50 per cent, of the teachers in their resiiective States are annually supplied from those who have had no experience. It is probably safe to say that, taking all sections of the country into consideration, this number would be about 40 per cent. The total number of pupils attending State normal schools for the year named is 5,884. In case all the students in normal schools become teachers, we have still 97 per cent, of the inex^Jerienced teachers of the country entirely destitute of any instruction from State normal schools. From the best data available, it is estimated that the num¬ ber of teachers receiving sx^ecial instruction in city and private normal schools, normal classes, and by other means, is about equal to the number in the State normal schools — | 3 per cent. « That ninety-four out of every hundred enter the ranks but slightly comprehending the laws of physical and mental growth, and of development in harmony with those laws, that they are entirely without any special preparation for the work before them, and that they have but slight appreciation of its magnitude and responsibilities, are facts worthy the earnest attention of aU who desire the highest develo^jment of our . j peox)lo. ! Two questions present themselves for consideration : I. Can the x')resent system of State normal schools be extended so as to supply the / i want of trained teachers for the common schools ? The anpual expense of a school i COMMISSIONER OF EDUCATION. 397 ■whicli will send out — not necessarily graduate — 250 pupils, is from $15,000 to $20,000. Allowing that after States have become settled and their communities established, not more than 30 per cent, of the teachers change to other em])loyments annually, the State of Illinois would need 24 such schools; Michigan 12 ; Pennsylvania 20 ; Massa¬ chusetts 10. The annual expense of these schools would be, to Illinois not less than $360,000 ; to Michigan $180,000 ; to Pennsylvania $300,000 ; to Massachusetts $150,000. However profitable such an investment might be to these States, it would be impos¬ sible now, or at any time in the near future, to persuade the people to make so large appropriations for this purpose. II. Is it desirable that normal schools, as at present organized, should bo so multi¬ plied even were it possible ? In the normal schools of Massachusetts, having a course extending through two years, about one-half the students complete the course ; in the niiuois Normal University, having a three years’ course, about three-fourths of the students remain a year or less ; in the Kansas Normal School about four-fifths of the pupils leave by the expiration of the first year. These institutions, the youngest ot which has a history of five years, may be considered as fair representatives in this re¬ spect of the whole class of normal schools. May we not consider, also, that their expe¬ rience indicates the situation and the urgent need of the great mass of the teachers of the country ? Do not those needs point to a graded system of normal schools ? If from one- half to four-fifths of the pupils in the well-estaltlished schools of the country do no more than complete the studies of one year, Avhat is the advantage of establish¬ ing schools with a two or three years’ course for them to attend ? If only one-half to one-twentieth of the j)upils entering a school complete the course, why should there be any greater than such a proportion of schools of the highest grade ? It is apparent that the experience of the country demands the establishment of a system of normal schools which shall embrace in their course of study only branches taught in common schools, with some instruction in methods and school management. It is quite useless to suppose that the large portion of the teachers of the ^country to which reference has been made, will be willing to devote more time to the i/reparation for their work. It is urged then that the j)resent system of State normal schools for the preparation of all teachers to teach is impossible, because of its expense to the State ; because their course of study is not adapted to the circumstances of the great mass of teachers. It is claimed that a system of graded normal schools will more cheaply and more com¬ pletely meet the wants of the great majority of teachers. In support of this claim the item of diminished expense to the individual may be urged. The necessity of many teachers too frequently interrupts that course of study for the purpose of gaining a living, forbids their traveling far to reach school, or being at great expense for board, &c., while there. If schools are established at points accessible, at short distances, where students can have facilities for obtainiug supplies from home, these objections will be largely obviated. Each school would ofier its advantages to an entirely diftercnt class of teachers without diminishing perceptibly the attendance upon another. About 80 per cent, of the pupils of the Massachusetts State normal schools live within twenty miles of their respective institutions. The same state of affairs is largely true in other States. Of the 69 pupils attending the Peoria County Normal School, in Illi¬ nois, during the past year, not more than Wo would otherwise have attended the State Normal University, about sixty miles distant. Whatever the plan adopted, the x)reliminary steps of building, &c., should be as light as possible. A western educator conveyed a forcible truth when he said : ‘‘A Bunker Hill Monument, with a few school-rooms at its base, doesn’t pay. ” If a debt is to be incurred, as is generally the case, it Avere better that the towers, the Mansard roofs, the porticos, &c., be omitted. If the money is in hand, it were bet¬ ter to expend it inside the building, in x>rocuring libraries, means of illustration, and giving more liberal salaries to teachers. The expenditure of $250,000 or $300,000 to furnish buildings and grounds for a State normal school, is not securing the greatest amount of aid from the money. Every cap-stone to the tower of an oxtravagmit school-house has prevented the laying of the foundation-stone to many less pretentious structures, of the same sort. The school should be fitted Avith accommodations for from 75 to 100 pupils. By the curtailment of the cost, what Avould have been expended in erecting one large and extravagant building, AA'ould suflice for from tAVO to four smaller ones, Avith accommodations, in the aggregate, for at least double the number of pupils. As has been already estimated, the course of study in these schools should be pri¬ mary in character, embraciug but little more than tiie studies required by hiAv to be taught in the common schools. The fact that about 40 per cent, of the teachers of the country teach not more than a year, and then make some other occupation their pursuit for life, is convincing proof that they look ujx)!! the business of instruction as a mere make-vShift, and that they Avill make no greater effort to fit themselA'es for it than public oxfiniou requires. Let it bo required of these teachers to thoroughly know 398 ANNUAL REPORT OF THE the branches to be taught by them ; for a very great part of the work to be done in these schools must be academic in its character. Let this knowledge be imparted, sys¬ tematically, by skilled teachers, whose iustructiou will unconsciously be a model for them ; let the consideration of methods accompany the daily lesson ; let the pupil have a short drill in actual school management, under the direction of an efficient training teacher, and more Avill be done to elevate the character of the common schools than cau possibly be done by State normal schools, as at present organized. It may bo objected to this plan, that it would operate to lower the standard of at¬ tainments among teachers, degrade the profession from its highest position, and sub¬ vert the means by which it can be fitted to accomplish its noblest results. Not by any means. The highest department of a system of learning is reached through those that precede it. Its real strength will dei)end upon their efficiency. This rule will obvious¬ ly apply to normal schools. Let them bo graded, the greater part of them being adapted to the necessities of the mass of teachers, and others having a more professional character for those who make teaching a profession for life. These higher schools would thrive with the lower, and would attain to greater excellence because of them . It may not be expecting too much to hope that there might be, here and there, one which could give attention to normal methods of instruction in the classics, and higher departments of science, and literature. From such schools could be di-awu a supply of efficient instructors for high schools, seminaries, and colleges. But it will be a long while before any system of normal schools will succeed in reach¬ ing all the teachers of the country. Teaching, as a business, must be more permanent, and offer better remuneration, before many of those engaged in it will make it an em- l^loyment for life. The fact that the graduates of the normal schools of Massachusetts teach an average of only three years, is a forcible illustration of this position. The conveniences for normal instruction must be greatly increased before a tithe of the de¬ mand for teachers can be supplied from that source. Meanwhile other means must be utilized. Th(!re is a large and increasing number of graduates from academies, high schools, and colleges, very many of whom enter upon the work of instruction. They . have been through a course of study generally more comx)reheusive than that taught in the normal schools. In scholarshix), save, xierhaxos, in the common school studies, which were laid aside when they commenced their higher course, they are iirex^ared to commence their work. But their instruction has been academic. They need to re¬ view the primary studies with methods of instruction in the same, and to have the benefit of x)ractical work in the class-room, under the eye of. an efficient training teacher. In view of their more general scholarshix), and of the mental discix^line ac¬ quired from long-continued study, two or three terms in a normal school would do much to x^repare them for their work. The establishment of training schools in many of the larger cities is a step in this direction, many more of which should be taken. When the number of graduates is not large enough to justify the stex), a fevr months in a primary normal school might well be substituted. Teachers’ institutes furnish a x>owerful and efficient means for instructing and in- i spiring teachers. They may be considered as normal schools, of the lowest grade, af- j fording the onlj" means by which the great mass of teachers can, at x^resent, be reached, i and some better ideas of school instruction and school management can be inqiarted. If these are well-conducted — if the x'ffin is devised beforehand — if the work is done by skilled teachers who have given sxiecial attention to it, and in such a way as to elicit j active tliought and work from the institute, it is doubtful whether an equal amount of | exxiense and labor to the same end will accomplish so valuable results. But the x^rac- J tice of gathering teachers together, and xn’omiscuouslj’- x>arceling out the work to be j done, without reference to time or system, is apt to be more corruxitiug than elevating \ in its results. It is desirable that the number of institutes be largely increased. The j fact tliat in several States, one is held in every county, yearly, and in some cases half- j yearly, while in others not more than one-tenth of the counties hold them, is evidence that much more is attainable in this direction than has yet been accomx)lished. The work done in the institute, like that of any other school, will depend ux>on the teacher. Of the institute it may be remarked, however, that since it continues for a shorter period, geuerally for a week, greater skill at organization, greater x?romxitness of action, are required of the conductor than of the ordinary teacher. An institute should have the best possible talent secured for its exercises. The employment of one or more corps of instructors, whose whole time should be given to holding institutes in different x>arts of a State, would produce a greater immediate effect upon the schools of the country than any other agency. Ux^on these institutes the teachers should be compelled to attend, without losing time, if their schools are in session, or furnish ev¬ idence of having attended a more extended course of instruction of sinular character. I cannot better call attention to the preparation needed by the teachers in country schools than by quoting a few words from the observations of Rev. Dr. Ryerson, su¬ perintendent of x^nblic instruction for the x^roviuce of Ontario, on “ The American School System.” They are taken from his rex^ort on the systems of XJnblic instruction in Eurox)e and the United States. He says : “ Taken as a whole, I do not think, from my best observation and inquiries, that i COMMISSIONER OF EDUCATION. 399 there is a country in the Trorlcl in whose cities and towns (except Leipsic, in Saxony) the systems of education are so complete and efficient as in the neighboring States, especially in Boston, Providence, New York, Philadelphia,” &c. “Nothing but a per¬ sonal visit and inspection can convex an adequate idea of the comprehensiveness, completeness, and even in some insiances grandeur, of the establishments and sys¬ tems of education in the cities, and in not a few towns of our American neighbors.” “But here, in most of the States, the work has begun to halt, and the i^atriotic objects of its (the system’s) projector have been disappointed.” “ There is no adequate pro¬ vision to secure the operations of a school in a single neighborliood, much less to se¬ cure jiropcrly qualified teachers where schools are established. The result is, that wlien you leave the cities and large towns, and go into the rural parts of the State, the peculiar field of a national school law, and system, you there find that our Ameri¬ can neighbors are not so successful in their public school economy, and accomplish re¬ sults far below, and short of the State appropriations they make, and the machinery they employ for the sound education of all the people.” REPORT ON A COURSE OF STUDY FOR NORMAL SCHOOLS. By Professor William F. Phelps, Frinclpal of the State isFormal School, Winona, Minnesota. The committee appointed at the last meeting of this association, to consider and re¬ port upon the subject of a course of study adai^ted to normal schools, would beg leave to submit : That they have given to the subject as much time and attention as other absorbing duties would alloxv ; that they have not deemed it necessary to discuss, in detail, the relations which the ditferent branches of study sustain to the work of mental devel¬ opment ; nor have they attempted the impossible task of laying down a curriculum, applicable alike to all circumstances and places, but they have contented themselves mainly with the presentation, in a suggestive form, of such a plan of professional training as seems well adapted to the j)rei3aration of teachers for the lower depart¬ ments in our graded school system, and for the mixed schools of the rural districts ; reserving for the future the consideration of a course suited to the wants of instructors in the high schools and colleges. The committee have been led to pursue this plan for reasons which wnll now be stated : First. These lower schools present altogether the most difficult problems in respect to methods of instruction and administration with which educators are obliged to deal. Hence the greater necessity for that intelligence, skill, tact, patience, and energy on the x)art of the teacher, which a careful special training is so well calculated to de¬ velop. The committee do not feel that it is necessary to enlarge upon this proposition. The truth itself is too obvious to all who have seriously thought and labored in the field of • popular education to require any demonstration at this time. It is an admitted axiom that the post of difficulty and responsibility is in the primary school, and in those grades of instruction most nearly allied to it. It is comparatively easy to fill the professorial chair of the high school or college. Here the mind of the student is far advanced in its stages of development ; his habits have been, in a measure, systematized, and his xiower increased by a long course of jire- vious training ; he is Ixetter j)rex)arcd to help himself ; he requires less aid from bis tutor, and that aid when needed is of a more simple and direct character. Hence the duty of the instructor here is comparatively easy. With a thorough knowledge of the subject-matter, it is not a difficult task to employ the method best suited to the Avork before him. From these considerations it follows that the x^eculiar needs of special training as a xu'eparation for teaching are down at the base of our system of public ed¬ ucation. Secondly. By far the greater number of the children of this country obtain their only educational advantages in the schools of the rural districts, and in the lower de- Xiartments of tlie graded schools in the larger towns and cities. This is a proposition so self-evident as to need no discussion. We sxicak entirely within bounds when wo affirm that not less than nineteen-twentieths of the children and youth of our country fail to reach the high schools and colleges during their brief educational career. For this reason, every effort within the xiower of the (fox' ernment and x'>eoido sliould be X)ut forth to improve and perfect these agencies for elementary instruction. They are the only colleges xvliicli the masses can reach. If they fail us, therefore, upon what can we rest our hoxies for the unhmrsal ditfusion of education. Thirdly. The gradation of the xvork of instruction in our xinblic schools necessitates a similar gradation in the agencies for the special x>reparatiou of teachers. The work of the primary teacher is so distinctive and peculiar in its character and 400 ANNUAL REPORT OF THE aims as to demand a distinctive and peculiar training therefor — a training especially suited to the circumstances of the case. In like manner the instructor in the higher departments of education has a work more especially his own, differing widely in its motives and methods, and demanding attainments and qualifications very different trom those of the elementary teacher. Hence the training of those who are to occupy these higher walks of educational effort should be suited to their condition and necessities ; and it follows, also, that the appli¬ ances for their prei)aration should be modified accordingly. In other words, the necessi¬ ties of our system of public education at the present time demand not less than two grades of normal training schools — one for the preparation of elementary teachers, and an¬ other for school officers and instructors in the liigher departments. And it would, in the judgment of the committee, vastly increase the efficiency of our normal school system if these two classes of institutions could be organized and conducted as sepa¬ rate establishments, each suited to its special work. Fourthly. The courses of academic study in many of our existing normal schools have become expanded to such an extent as to have greatly overburdened them, and to have largely diverted them from their special work, thus diminishing their influence and usefulness as agencies for the professional training of teachers. That this state of things has been brought about by the urgency of the public de¬ mand for teachers in the higher schools, in consequence of the Avithdrawal of many for more lucrative employments, is freely conceded ; but the fact itself is none the less disastrous to the cause of elementary instruction. The committee beg leave to reit¬ erate the statement that our most pressing wants, at the present time, are in the domain of elementary education. We must ever keep in view the primary school and its im¬ mediate adjuncts. We must not neglect that knotty problem, “ the district school as it is.” We must remember its difficulties. We must reflect that the common schools are the only “ colleges for the people.” We must have trained skill here, if anywhere; because failing here shall fail altogether, and succeeding here we shall succeed alto¬ gether. It is down here where the great industrial classes, ‘‘the bone and sinew” of the land, come to take their only chance for that training which is to lift them from sensuality to rationality and clothe them with the attributes of citizenship in this laud of free thought, free speech, and free suffrage. And be it remembered, too, that it is down deep in this soil where the seeds of higher culture must be sown and where they must germinate and attain their earlier stages of growth. If we plant, and water, and cultivate here as assiduously and carefully as we may and should do, we shall not only lay broad and deep the foundations of g;eneral intelligence among the people, but by these means hundreds will demand the aids to liberal culture where noAv, amid neg¬ lect and inefficiency, only here and there one asi^iring genius rises superior to the ob¬ stacles which environ him. In this connection the committee take the responsibility of broadly asserting that Avhile much has been done for the improvememt of elementary instruction, especially in the cities and larger towns, yet that, as a whole, the schools forming the lower parts of our system are deplorably deficient. They arc maisily in the hands of ignorant, un¬ skilled teachers. The children are fed upon the mere husks of knowledge. They leave school for the broad theater of life Arithout discipline ; without mental poAver or moral staPiina ; with minds distorted ; too often Avith hearts corrupted, to SAvell the ranks of the laAvTess and to recruit the army of ignorant voters Avho are ever a menace to the peace and security of the country. And here let us refer to a fact Avhich cannot become too soon or too AA’idely known, and which ought to arouse the educators aud the statesmen of the country to the most Augorous exertions. We allude to the fact of the great in¬ crease of the ignorant voting population in these United States. This nuAvelcome phenomenon has its causes. It is not due alone to the enfranchisement of the slaves. The fact of such increase remains after full allovrance is made for the addition of the blacks to the ranks of those AAdio are entitled to suffrage. Aud we are forced to account for it largely by the utter inefficiency of thousands of our elementary schools, aud their ff:iilure to do their assigned AA^ork. Poor schools and poor teachers are in a majority throughout the country. Multitudes of the schools .are so poor that it Avould be as Avell for the country if they Avere closed. They add nothing to the intelligence or mor.al XAOAver of the country. They w.aste its resources. They teach nothing positively good, but 2nuch that is positively bad. They are little else than instruments for the pro¬ motion of mental aud moral deformity. They repress the native aspirations of the child for knoAAdedge. They foster habits of indifference and carelessness, Avhich are the b.ane of his future life. That eminent statesman and jAhilosopher, Guizot, never uttered a more palpable truth than Avhen he declared that “ a bad school-master, like a bad parish-priest, is a scourge to the commune.” That the inefficient and worthless character of so many of these loAver schools is a prolific cause of ignorance and its increase is proved by the fact that Avhenever good schools t.ake their places a largo increower less than that of omnii)otence can arrest its jrro- gress. Where it lacks opportunities it Avill create them ; where it encounters obstacles it will glory in them, and they will disajrpear like the mists before the morning sun. One of the chief hinderances to the advancement of higher education and of its institu¬ tions in this country must be sought in the inadequacy of our agencies for elementary instruction. When young men by scores, if not by hundreds, enter the college, unable to cope successfully with the minor difficulties of the English sentence, doing daily violence to. mother tongue, with no methodical x)lan of study, no persistent xiOAxer of apifiication, no fixed principles of action, of character, or conduct, the fact is mildly suggestive of “ sometliing rotten in Denmark.” Reference is here made to the elementary school, of course. If the college be unsound, the defect arises largely from the admission of sudi candidates to its courses, instead of consigning them to the healthful j)robation of a good intermediate school. It must be admitted, however, that this remedy Avould prove ineffectual in its inffuence iqmn the unfortunate ones Avho might bo subjected to its immediate ajjplication. For, Avhen a young man has arrived at an age which justi¬ fies his admission into college, and is still destitute of the habits and acquirements which only a careful rudimentary training can give, it is generally too late to mend him. There are certain elements of character, personal, intellectual, and moral, that must be sought after and cultivated in childhood or never. That is the xirecious seed¬ time of the human soul. Its golden opportunities once lost can never be regained. It is this thought that invests the whole subject of early education, its character, mo¬ tives, methods, and agencies with such suj)rcnie imjAcrtance, whether Auewed in its re¬ lations to the individual or to society, and especially to onr own American society, where vox populi is so decisive in its inlluence upon ithe conduct of affairs. Perhax)s no one thing would be more salutary in its effect ujion our schools of lower grade than the universal and certain enforcement of a rigorous standard in respect to character and rudimentary attainments in the admission of candidates to the higher institutions. Nor could tliese institutions inaugurate a measure which would at the same time cou- ' duce more jAOwerfully to their own real and permanent advantage than this. 2G E 402 ANNUAL REPORT OF THE The problem which above all others is committed to this nation is the education of the people. “ The whole people must be taught and trained.’’ What shall be the char¬ acter of that training ? What system of agencies is best adapted to secure the certain result ? The committee will yield to none in their profound appreciation of the claims of higher education and its institutions. They concede all that can reasonably be urged as to the value of highly educated men to society. But they feel Imiind also to submit that such men are not necessarily the i^roduct of higher institutions alone. They are rather the result largely of that spirit of self-culture whose germs lie in the deeper soil of early instruction. It is here that they must receive their first inspiration. But however important to society the liberally educated man may be, it is of greater importance still that the industrial classes in this country should become the recip¬ ients of a training befitting their condition and their weighty responsibilities. The wickedest rebellion recorded in history was inaugurated by “liberally educated” men. But the crowning victories of Appomadtox and Sadowa were won not by rifled cannon and needle gun, but by intelligent masses who, comprehending the interests at stake, and apiireciatiug the gravity of the crisis, bravely faced death that their country and civilization might live. The education of these masses, as we have shown, must be secured in the elementary schools or it can be done nowhere, and the advancing tide of ignorance must roll on until it shall overwhelm the nation. And it can he done here. But our ageneies for the work must be multiplied and i)erfected far Ijeyond our past experience. The trained, skillful schoolmaster must be abroad everywhere. “ It is the master that jnakes the school.” It is the careful training that makes the master. He must be scholarly, ingenious, earnest, conscientious. He must be inspired with broad views of his work. He must love it. He must know that the lessons of the text-book are but a fraction of the means to be employed in the formation of character. He must be able to lead his pupils not only to know but to do that which is lovely and of good report. To rear a supply of teachers after this model we are aware is no easy task. But we must succeed in it at whatever cost, or our great scheme for the education of the masses is a myth and a failure. Seminaries for the training of elementary teachers must be increased in number, perfected in organization, and improved in mauagement, until they can create and keep up a supply of skillful teachers for the whole country. A knowledge of the noble art of teaching and of training ux) children in the way they should go, must be made universal ; for this, after all, is the chief business of a civilized society. For the weighty reasons which have thus been imx)erfectly sketched, then, the com¬ mittee believe that onr normal school system should he so graded that we shall he supgAied with separate agencies for the special preparation of elementary teachers adequate to supply every school in the community. Their organization would thus be more simjile, and their operation more direct and effective than on the diffused x>lan, which seems, in many in¬ stances, to embrace every grade from the x)i’i»iary school to the full collegiate course. This plan would so far localize the training system as to bring its benefits vrtthin reach of the great body of teachers. It would give greater prominence and effectiveness to the x)rofessional work of the schools by limiting the scox^e of their academical courses. It would in a few years create and maintain a sux)ply of able teachers worthy of the high vocation of instructing the peox^le. It would rajiidly renovate the entire public school system, and carry the infinite blessings of knowledge and culture to every home. It would stem this advancing tide of ignorance which now threatens to imperil, if not to overwhelm, the country. It would elevate the x)rofession of teaching in xjublic es¬ timation. It would lead to a far more liberal compensation of teachers, by enabling them to render a more accex^table service to the people. The committee believe, however, that no course of study which can be committed to paper can be made adequately to represent the true worth of a training school for teach¬ ers, or of any school whatever. It is the sux)reme function of every school not merely to accomplish a given course of study but to develop character. A curriculum is only one of the means to a great and conqi rehen si ve end. Jtis too often made an end unto itself; and it must be confessed that this end, in a majority of cases, is not realized. The value of a curriculum depends, first, upon its adaptation to the special xmrj)osefor which it is de¬ signed, and still more uxion the manner in ichich it is handled. The best course of study ever devised by the wisdom of man, in the hands of an ignorant and unskillful teacher, is no better than a string of jiearls offered as a morsel to a famishing beast. Said the late Edward Everett, in a brief address to a class of teachers on a certain occasion, “ In education the method, the method, is everything.” So the power of a curriculum de¬ pends i)reeminently upon the method in which it is emxfloyed. The branches taught in our elementary schools have a iDower of mental discix)line and expansion many-fold greater than we realize from them in the average of cases. It is this latent power that we so much need to axijtly in our common schools. But intelligence and skill alone can do ifc. While a text-book stands between an unwilling child on the one hand and a blockhead on the other, this power must remain as a light hidden under a bushel, and the x)oor children will see only as through a glass very darkly. COMMISSIONER OF EDUCATION. 403 Nor is this all. There is nuquestionahly a choice of studies to be regarded here. The studies to be pursned in our training schools for elementary teachers ought in a measure to be determined not so much by the branches which are but which ought to 1)6 taught in the common schools. There are some things attempted to be taught, espe¬ cially in the district schools, which ought to have no place there, since they exclude other studies of far greater use to the people. We might instance algebra, higher arithmetic, mental arithmetic, pursued as an independent study, and carried to the extreme of abuse in enforced logical processes beyond the apprehension of children. We inay also mention surveying, natural philosophy, and astronomy, out of their proper order and connection. Of the excluded studies we will merely name the elements of the nat¬ ural and physical sciences, especially physics, chemistry, and botany, in their relations to agriculture and the mechanic arts. These are studies of the first importance to the industrial classes, and as far as possible they ought either to accompany or supplement thorough instruction in the so-called common branches. With our elementary schools properly regulated ; with the studies clearly defined and limited as they should be; and, above all, with a generation of teachers such as the American people need and must have, these things will be practicable. Under an organization and administration of our school system in all its parts corresponding with the necessities and the wealth of the nation ; with the studies suitably selected and limited, and with a supply of teachers worthy of their high vocation, we should see the rising generations in our country better trained, better educated, better fitted to enter upon the work of life at the age of twelve years than most young men and women now are at eighteen, or ever there¬ after. There are those here who believe this possible, because they have seen the truth of the statement repeatedly verified. There is a vast waste of time, treasure, and power growing out of the imi^erfect organization and direction of the educational forces of this country, which goes far to account for the waste in every other direction. A course of studies for the schools of the people should be wisely adapted to the con¬ dition and wants of the peo^fie. It should be such as promises them the broadest, fullcvst development possible within the limits of time which they can devote to it. It should be such as will, to the greatest practicable extent, aid them in their occupations, and fit them for their duties as men and citizens. It should be such as will stimulate them to the life-long duty of self culture after the temporary aids alforded by schools are withdrawn. As only the few are able to ascend so far as to claim the privileges of the higher institutions, the courses of study for the elementary schools should be selected less with reference to a preparation for the higher courses, if need be, than for the duties of life. As the common schools are for the masses, and as the masses cannot go beyond them, the interests of the higher institutions, when necessary, must yield to the interests of the masses. The committee have suggested that a course of study is only one of the means by which the ends of school training are to be realized. Our children and youth should not only learn the right, but learn to do the right. It is essential that they practice as well as know the truth, and this is the essence of the training system. That school stops far short of its true goal which neglects the assiduous cultivation of the personal habits, manners and morals of its pupils. Carelessness slays its thousands and wastes its millions annually. Wantonness destroys more than prudence saves. Hundreds of our American schools are little less than undisciplined juvenile mobs, knowing and respecting no law save the wild passions of the hour. The representative young Ameri¬ can is a child that neither reverences nor obeys his superiors ; is imi^atient of restraint, and seemingly bent uxmn ‘hade or ruin.” Multitudes of our school-houses and their appurtenances bear witness to this truth, resembling the sad relics of an ill-spent life. Now the committee feel compelled to suggest that this subject of discipline and the formation of character comes legitimately within the scope of the present discussion. It matters not how. complete our scheme for intellectual culture maybe, if Ave neglect the personal, social, and moral habits of our youth it is all in vain ; it is worse than useless. In these evil tendencies there is a profound significance, an ominous import. Hero is the key to the lawlessness, corruption, wastefulness and other wrongs Avhich menace the peace and safety of our society. These evils ha^m their root in the slip-shod discipline as Avell as in the superficial teaching of the common schools. The committee believe that it is the supreme function of every school to aim directly at the habits and character of its pupils, and not alone at the technical instruction of the text-books and the intellectual routine of the class-room. The x>rofessioual training schools afford the means whereby the work of reformation in these respects may be begun. The teacher, the teacher, is the central power and the inspire!' of all reforms in education. “Whatever you Avould have aj)pear in the life of a nation,” say the Prussians, “you must put into its schools.” And, we venture to add, that Avhatevcr you Avould put into its schools you must first put into its teachers through, the agencies which prepare them for their great Avork. In proposing an outline of a course of study and training for elementary teachers, it seems necessary t-o fix upon some definite standard of admission as a basis of the course. This is a somewhat perplexing task, owing to the varying standards of teach- 404 ANNUAL REPORT OF THE ing in different localities. The normal school is compelled, by the necessities of its position in the system, to adjust itself to the condition and circumstances of the subor¬ dinate parts of that system. It must at first let itself down so far as to be accessible by average of those who have received their preparation in the lower schools. Otherwise its rooms would be tenautless and its occupation would be gone. Gradually, however, it can and should ele vate its standard of admission, and by this means, as well as through the influence which its graduates will exert by their superior methods of teaching, it will constantly raise the character of the schools in the community. We propose a standard which is limited in the extent of its requirements. But this would be com¬ pensated for in the rigor and thoroughness of the preliminary examination. “Not how much, but how well,” should be the test of admission to a training school for ele¬ mentary teachers. The subjoined standard may be lowered when necessary to meet the exigencies of particular location. Without further remark, the committee suggest the following as a suitable standard of admission to an elementary normal school : 1. The ability to spell correctly. 2. A free and legible handwriting. 3. The power to read fluently and to enunciate with distinctness all ordinary words of the language. 4. The ability to parse and analyze any common English sentence. 5. The power to perform with facility all the processes of elementary arithmetic to percentage. 6. A knowledge of the leading facts of mathematical geography, and of the political geography of the United States. 7. Satisfactory evidence of good moral character. 8. A sound, healthy body. Assuming this as a basis, the committee suggest the following as affording an excellent course for the preparation of elementary teachers, covering a period of two years. Both the standard of admission and the course itself may be modified — either raised or lowered, to suit the necessities and circumstances of particular localities. It is impos- » sible to lay down a course that will meet the demands of all places. In presenting this course we assume also that one of the best methods of teaching how to teach any subject is actually to teach that subject upon the most approved plan. This method, however, is but one of many, and should never be exclusively relied upon. Special driU in the art of teaching should be a constant accompaniment of the course. Proposed course of study and training in a normal school for the preparation of elementary teachers. Time, two years; each year to he subdivided into two terms of tiventy weeks each. FIRST YEAR — FIRST TERM. Subjects. Syllabus. English language . Elementary arithmetic, including mental processes. Writing and drawing . Geography . Botany, as a means of cultivating observing powers, (8 weeks.) Physiology, (12 weeks.) To follow botany. . Theory and practice of teaching . Vocal and physical training . Ethical instruction.. . Parts of speech and their properties. Composition. Parsing and analysis of sentences. Processes and principles from the begin¬ ning to percentage. Mental practice. Methods of rapid calculation. Theory and art of penmanship. Free draw- ing. United States and Europe comprehen¬ sively studied. Map drawing. Morphology of leaves. Stems. Roots. Use of schedules. General outlines of the subject. Hygienic rules. Observation and criticism of teaching j exercises. Lessons in teaching primary reading and number classes. Free calisthenic exercises. Musical nota¬ tion and reading through key of C. Simple chorus practice. Manners and morals. Formation of right habits. 1 I COMMISSIONER OF EDUCATION. 405 Proposed course of study and training in a normal school, ^c. — Continued. FIRST YEAR— SECOND TERM. Subjects. Syllabus. English ornmmnr, ('eomplcted) . . Analysis and parsing completed. Im¬ promptu composition. Brief essays and theses. Percentage. Ratio and proportion. Roots. Alligation. Mensuration analysis. ISIental processes. Commercial calculations. Methods of rapid calculation. Perspective. Drawing of simple objects. Continued to analysis and classification of plants. Use of schedules continued. Asia comprehensively. General review of the geography of the world. Map con¬ struction. Methods of rapid delineation. Geometrical facts. Lines. Figures. Defini¬ Elementary arithmetic, (completed) . Drawing . . . . Botany, (8 or 10 weeks) . . Geography, (completed) . Geometry . Theory and practice of teaching — (Con¬ tinued.) Book-keeping . . . . tions inferred. Lessons and criticism of methods in lan¬ guage, form, and place. Theory and practice in double entry and in business forms. Reading and singing in all scales and Vocal and physical culture . keys. Written exercises. Rythmic exer¬ cises. Transposition. Chorus practice. SECOND YEAR- —FIRST TERM. Geography (To follow reading) . Phenomena of ocean and atmosxihere. Terrestrial astronomy. Vocal exercises. Reading. Elocution. English language . Algebra. (10 weeks) . To quadratic equations. Nomenclature. Study of elements. Ex- lierimental iiractice in laboratory. Calisthenic exercises. Chorus x^ractice. Practice and criticism of object lessons. Management and methods with advanced classes. Natural philosophy. (20 weeks.) History of the United States. Science of government. Chemistry, (follows algebra) . Physical and vocal culture . Theory and practice of teaching . SECOND TERM. Chemistry, (continued) . Geology . Geometry, (4 books) . Physiology . Theory and practice of teaching . Philosophy of education, including mental X)hilosophy. Elements and compounds. Lectures. La¬ boratory manipulation. General principles. Field work. Classifi¬ cation of specimens. Demonstrations inferred from facts and principles. Resumed and completed. School organization, discipline, and man¬ agement. School laws. History of educa¬ tion. Nervous mechanism. The senses. Sensa¬ tion, perception, observation, memory reason, imagination, &c. Principles ana methods of training inferred from the above. 406 ANNUAL REPORT OF THE EDUCATIONAIi C O IV V E N T I O ]V S . For the purpose of indicating the great degree of interest felt in the promotion of education throughout the country, by those who are most directly engaged in this work, and the character and amount of effort akeady employed, we give, in this connection, a brief account of some of the meetings held by several important educational associa¬ tions during the last year. THE NATIONAL TEACHERS’ ASSOCIATION. This body met Wednesday morning, August 17, in the hall of the Central High School, Cleveland, Ohio, the president, D. B. Hagar, of Salem, Massachusetts, in the chair. An address of welcome by E. R. Perkins, i)resident of the Cleveland board of education, was hax^pily resirondedto by the president, in behalf of the association, who then proceeded to the delivery of the annual address, giving an interesting review of the history of the association, including its organization in 1857, the nine annual meet¬ ings since'held, and the changes in its constitution, closing with a recommendation of its reorganization on a more comx»rehensive jilan. A report was then jiresented by S. H. White, of Illinois, on “ the revision of the con¬ stitution,” submitting a x>lan for the consolidation of the three national associations into one organization, under the title of The National Educational Association, with four departments, to wit : School suxjerinteudence, normal schools, elementary schools, and higher instruction. The constitution was unanimously adoi^ted. Dr. J. W. Hoyt, of Wisconsin, presented a report on a “ national university,” stating concisely the leading offices of a true university, and the need of such an institution in tliis country. On the question of ways and means, the how of the undertaking, the committee wisely asked for more time. Dr. J. B. Thomx)son, of New York, gave a valuable report on the “ decimal system of weights and measures,” closing with the following resolutions, which were adopted : Besolved, That a universal system of weights and measures, founded ux)on a common standard and the decimal notation, is alike inq^ortant to commercial intercourse be¬ tween different and distant nations, and to the X)rogress of science and civilization throughout the world. Resolved, That in the ojoinion of this association the metric system is nearer perfect than any other yet reached, and, therefore, has the strongest claims for universal adop¬ tion. Resolved, That we recommend its early introduction into our schools and seminaries of learning, as the best means of i)oi)ularizing the system, and securing its general use among the peox)le. E. A. Sheldon, iJiincipal of the Oswego Normal and Training School, x)resented a pa- X)er on "‘the proper work of a j)rimary school,” in which the author’s views on xndmary education Avere given, urging the importance of the training of the senses by means of object lessons, in which the teacher is the guide, and claiming that more x)rogress is made by X)iq)ils in reading, sx)elliug, arithmetic, &c., when such additional lessons are given than without them. Two lessons given to classes of small jiuinls, by Misses M. A. Lanyea and Kate Stephan, teachers in the x)ublic schools of Cleveland, followed ; the first to illustrate the method of Avritiug numbers by the decimal notation, and the second being an ob¬ ject lesson on knives. The address of the evening Avas by General Eaton, national Commissioner of Educa¬ tion, on “the relation of the National GoAmriiment to education,” commencing with a ; history of the colonial and early action of the Government ,* noticing the things that Congress may not do in relation to xmblic education ; and next, mentioning some of the things vvdiich the Government may do in relation to education, viz : it may do all things required for education in the Territories ; in the District of Columbia ; by its treaties Avith and its obligations to the Indians ; it may do all that its international relations require in regard to education ; may call x)ersons or States to account for Avhatever has been intrusted to them by it for educational puiq^oses ; may use either the public domain or the money receiAmd from its sale for the benefit of education ; may know all about education in the country, and communicate of what it knows at the discre¬ tion of Congress and the Executive ; may make laAvs for these several purxioses, and the federal courts may adjudicate questions under them. In accordance with these hxAvs, x)lainly the Government should xirovide a national educational office and an of¬ ficer, and furnish him clerks and all means for the fulfillment of the national educa¬ tional obligations; and it may take such excex)tional action as exceptional circum¬ stances may require — for the public welfare ; for the assurance of a rex)ublican form of GoAmrnment ; for the protection of the liberty of those lately slaves ; for the security of their citizenshix) ; for the free exercise of the right to vote ; for the equality of aP men before the laAV ; and for the fitting of any citizen for any responsibility the na¬ tion may impose on him. COMMISSIONER OF EDUCATION. 407 The committee appointed to report on the address of General Eaton, subsequently submitted the following resolutions, which were adopted : Resolved, That Ave hcai'tily approA'o the views and recommendations therein so ably stated and urged. Resolved, That Ave respectfully petition Congress to make a larger appropriation of money to meet AA'hat seems to us the first claims of general education upon the na¬ tional Bureau. Resolved, That General Eaton, together with the presiding officers of this association, be a committee to press the matters here referred to ux)on the attention of Congress. Thursday’s jn’oceedings included — 1. The election of officers, consisting of Hon. J. L. Pickard, Chicago, Illinois, presi¬ dent ; John Hancock, Cincinnati, Ohio, secretary, with tAvelve vice-x»rcsideuts and twenty-seven directors. 2. An excellent x>aper by Professor Eben Tourjee, director of the New England con- serA'atory of music, Boston, on “ music in its relations to common school education.” He presented cogent arguments in faAmr of the general introduction of music as a branch of school education, and referred to the musical instruction in the schools of Boston as an illustration of methods and results. The jiaper Avas folloAved by a brief discussion. 3. A model lesson in A^ocal music, by Professor Miller, of Illinois, the members of the association forming the class ; and a musical exercise with a class of girls, conducted by Professor N. C. Stewart, of CleAmland. 4. A discussion on the motiA^es and means AAffiich should be made jArorniuent in school discipline and instruction, which Avas jAarticiiiated in by Hon. J. L. Pickard, and Hon. E. Weston, Illinois ; Miss Eliza Schofield, Pennsylvania; J. H. Hoose and Mr. Johonnet, New York ; President E. T. Tax)pan, President j. H. Fairchild, and E. E. White, Ohio. It was generally agreed that natural incentives should be used in preference to artifi¬ cial. Natural inceiitWes Avere divided into higher and lower, and the jAreference given to the former, when they can be made cffectiAm. The discussion Avas i)ointed, xoraeti- cal, and sensible, and, as a consequence, it AA-as listened to^with very great interest. 5. An instructiAm address by J. W. Dickinson, of Massachusetts, on the “schools and educational system of Germany.” He gaAm the results of his obseiwations with resjAect to courses of study, manner of teaching and government, compensation and qualifica¬ tion of teachers, &c. Many facts Avere stated in answer to questions, and, at the close, a hearty vote of thanks indicated the interest and satisfaction of the audience. The jAi'incipal exercises of Friday’s session were — 1. A practical jAaper by J. H. Blodgett, of Illinois, on “the claims of English gram¬ mar in common schools,” AA'hich was followed by a spirited discussion, participated in by Z. Richards, Washington; Hon. B. C. Hobbs, Indiana ; and others. 2. An able x>axAer by William T. Harris, superintendent of lAublic schools, St. Louis, on “ the use and abuse of text-books.” After a suggestive review of the history and growth of systems of teaching, he considered the comparative merits of oral and text¬ book instruction. He conceded the value of object-teaching in primary schools, but objected to allowing oral instruction too large a x^lj^ce. He favored text-book teach¬ ing. The SAibject Avas discussed by Superintendent J. W. Bulkley, Brooklyn; Doc¬ tor Spear, PhiladeljAhia ; Doctor McGuffey, Virginia; Z. Richards, Washington; A. E. Sheldon, Oswego ; and others. 3. An able and eloquent address by Hon. F. A. SaAvyer, United States Senator, South Carolina, on the question, “ What can free schools do for a State ?” Commissioner Eaton folloAAmd with a few remarks ; the customary resolutions of thanks Avere xAassod ; President Hagar congratulated the members on the harmony and sirccess of the session, and the association adjourned. The great feature of the i)roceedings was tlie consolidation of the three national as¬ sociations into a national educational association, with four departments, as folloAvs : National Educational Association. — President, J. L. Pickard, Chicago, Illinois ; secre¬ tary, W. E. Crosby, DaAmnxAort, Iowa. JSArmal school department. — President, S. H. White, Peoria, Illinois; vice-iAresident, C. C. Rounds, Farmington, Maine; secretary, A. L. Barbour, Washington, D. C. Department of higher instruction. — President, C. W. Eliot, Harvard University, Cam¬ bridge, Massachusetts; vice-president, N. S. Cobleigh, DehiAAmre, Ohio; secretary, S. G. Williams, Cleveland, Ohio; corresponding secretary, Eli T. Tappan, Garabier, Ohio. Elementarg department. — President, E. A. Slieldon, OsAvego, NeAv York ; Afice-jA resident, A. C. Shortridge, Indianapolis, Indiana; secretary, W. E. Sheldon, Waltham, Massa¬ chusetts. National School Supeiintendents’ Association. — President, W. D. Henkle, Columbus, Ohio ; vice-president, W. M. Colby, Little Rock, Arkansas; secretary, Warren Johnson, Au¬ gusta, Maine. AMERICAN NORMAL ASSOCIATION. This association met in the liall of the Central High School, CleA'cland, Ohio, on Monday morning, August 14, with an unusually large attendance. The president. Pro- ANNUAL REPORT OF THE 408 fessor Joliii Oiiden, of Nashville, Tennessee, delivered an able address on the “ Cona¬ tion and AVants of Normal Schools ” As evidence of the utility of normal schools, he cited the fact that those States and countries that have made the most liberal provision for normal training have the best public schools ; and, as evidence of the popularity of these schools, he alluded to the assumption of the name by institutions which have no iiist title to it. He urged that normal schools must be placed upon an elevated, rational, and substantial basis, and that they must do the work of hrst-class profes¬ sional schools. They must produce skillful teachers ; not hobbyists, nor copyists, nor idealists, but large-hearted, clear-headed, strong-handed teachers ; and they must pro¬ duce such teachers in greater numbers than other institutions. To this end, normal schools should not be subordinated to any other class ot institutions. In its highest departments the normal school should be purely professional. Its mission is in the direct line of professional training, and to other institutions must largely be left the work of imparting a knowledge of the branches of study. Its course of study and trainino- should be arranged with the strictest reference to its application in the woik of teachiuo-. The normal school should be endowed by the State, as a means of pro- vidiim trained teachers for all her schools, and to it should be attached a model school-a compfete school of observation, study, and practice, and a model m all its appointments. Professor William F. Phelps, principal ot the State Normal School, Winona, Minne¬ sota, read a valuable report on the course of study for normal schools. A discussion of the paper followed, at length, ^ ^vhich Hon. B G. Northrop of Con¬ necticut; L. R. Thompson, of AVest Ahrgmia; Hon. B.C. Hobbs, of Indmna, S. H. White, of Illinois ; W. E. Crosby, of Iowa ; Dr. Daniel Read, of Missouri ; C. C. Rounds, of ^^aine , Oliver Arev, of AVisconsin ; W. E. Sheldon, of Massachusetts ; and Mrs. A. J. Rickoff, ot Ohio participated. Quite a difference of opinion was expressed, the general dritt, how¬ ever beino- ill favor of two courses of training, an elementary and a more advanced course, the former having direct reference to the wants of primary schools. S. H. AVhite, esq., nrincipal of the City Normal School, Peoria, Illinois, then read a paper on ‘‘ the means of providing the mass of teachers with profepional instruction. The papers of Messrs. Phelps and AVhite were referred to a committee of eighteen, with instrucUons to consider certain topics in each, and report to the association. (These papers appear in another branch of this report.) i xr t t -o- i ^ A large audience assembled in the evening to hear an address by Hon. J. L. Pickaid, superintendent of public schools, Chicago, Illinois, on the human body a subject ot study for the teacher.” The importance of good health to the teacher was strongly presented. A good phvsical presence exerts a powerful influence, and the posture and movements of the body are real educational forces. The clear utterance which phys¬ ical vir>-or gives, imparts weight to words of wisdom and moral precepts. The ease with which a healthy teachei^works is of incalculable value Ill health is the mother of petulance, and bad digestion furnishes many occasions for the use of the birch. These and other considerations make the understanding of his physical natuie, and a compliance with its laws, an imperative duty on the part of the teacher. The speak¬ er’s next plea was for the little ones, Avhose physical needs should be the fimt ™t care of the teacher. Health of bodily powers is not only the condition of successtul physical labor, but also of the highest mental attainments. To all intellectual progress the body hano-s as a clog, or acts as a helper. The teacher must be able to direct the physicaf activities of children, and this can never be Avisely done by one who does not understand their nature, their condition, and their needs. Ihe popular excesses in physical training, as in rowing, base ball, &c., Avere noticed and condemned. At the opening of the session on Tuesday morning, a committee was appointed to wait on President Grant, then in the city, and invite limi to Ausit the association. The President called at the lower front hall of the building, where he was met by the members, avIio were personally introduced by General Eaton, national Commissioner of ^ Miss^Ddia A. Lathrop, principal of the Cincinnati Normal School, read an able paper on “ the value and place of object lessons as a course of study. , Professor J. W. Dickinson, principal of the State Normal School, AVestfield, Massa¬ chusetts, read a scholarly paper on“ the application of mental science to teaching. It Avas a thorouoh analysis of the mental powers, with a concise statement of the iaA\ s ot their growth,"'and the manner in Avhicli these tacts should be applied in . , Each of these papers was followed by a discussion in Avhich the philosophy ot object¬ teaching Avas specially considered. no o Professor Moses T. BroAvn, of Massachusetts, gave a brief address on Dickens as a reader,” and as an illustration of his style, read an extract from Dombey and bon, ^^Afthe evening session the report of the committee on a course of , : ^ _ UmiPAs Iw Miss M. F. Jackson, At the evening session rue repoia oi me euiumitijoe Vp G TnnUon,. scliools was adopted, aud a paper ou the treatmeut of dunces, by Miss M. r. Jacksoa PlXdell,Ha%ls read by^ss HowareW New York. This was foM _ _ TJnnU ACvriacnni’i • Mvs Mii.vv TTowe Siuitli. of Now Yolk , W . D. bUei Philadelphia, was reau oy iviiss noAvaio, oi d-^ew -p mipi addresses by Dr. Reed, of Missouri ; Mrs. Mary Howe Smith, of New Yoik , AV. E. Shel , don, of Massachusetts; AVilliam T. Phelps, of 5 Massa¬ chusetts; John Hancock, Hon. Anson Smyth, and R. H. Holbrook, of Ohio. COMMISSIONER OF EDUCATION. 409 AMERICAN INSTITUTE OF INSTRUCTION. I The forty-first annual meeting of this association was held in Worcester, Massachu- 1 setts, commencing July 27, 1870. Professor S. S. Greene, of Providence, Rhode Island, president, called the meeting to order at 11 o’clock a. m. Prayer was offered by Rev. Mr. St. John, followed by an ad¬ dress of welcome by Hon. James B. Blake, mayor of the city. Professor Greene, after haj)pily responding to the mayor, and complimenting Wor¬ cester for its early efforts in securing a system of graded schools, read his annual ad¬ dress as president of the institute. Referring to the influence of this association, he stated that it originated before boards of education, or normal schools, or systems of graded schools to any extent, or State or city superintendents. He then enumerated some of the important changes of the last forty years, and pointed out the forces at work to produce them, claiming for the American Institute of Instruction a large share in this work. Rev. A. A. Miner, president of Tuft’s College, read a paper in the afternoon on the duty of our larger towns to support evening schools. This was followed by an ex¬ tended and animated discussion of the paper, and an illustration of the method of teaching singing in the primary schools of Boston, by Mr. L. W. Mason. In the evening Professor ,J. L. Diman, of Brown University, gave a lecture on “the poetry of education,” which was enjoyed by a large audience, in Mechanics’ Hall. Commencing with a beautifully-expressed eulogy on Charles Dickens, he referred to the charms of school-boy life in England, as described by Thackeray, Tom Hughes, and other English writers. The origin of the nine principal English schools was given, and the opinion expressed that more had been done by such schools as Rugby, Eton, Harrow, and others of that class, than by Oxford and Cambridge, illustrating his ideas by sketches from the school life of several distinguished graduates from these schools. He thought great good would result from the endowment of such schools in this country, and that a better educational influence would proceed from them than is now exerted by the ambitious, self-styled universities, firom which the country is flooded with meaningless titles. The first paper of the second day was on “ the relation of academies,” by Rev. Mr. Gow, of Worcester. He claimed that academies are needed to supply three classes of wants. First, to supplement the high schools, as many, from their situation or age, cannot attend the high schools, because they afford a higher course of study to many who cannot otherwise obtain it, and on account of their distinct religious character. He said more than 10,000 persons are annually found in the academies of New England. A discussion followed, in which D. B. Hagar, of Salem ; A. P. Stone, of Portland, Maine; D. N. Camp, of Connecticut; Rev. D. Leach, of Rhode Island; Z. Richards, of Washington, D. C.; Rev. Mr. Clute, of New Jersey; D. Crosby, of New Hampshire, and others, participated. Dr. Stockbridge, of Providence, next read a paper on “ the system of education in Prussia,” which, he said, rested on two great principles — that education should be uni¬ versal, and that it should be compulsory. Under the second head, he said, all youths miist attend schools. Every x^arish must sustain a school, or, if xmor, it will be aided. Teachers must be educated, and provision is made for this at the x)nblic exjpense. Teachers are assured of competence while teaching, and of support if disabled or superannuated. In the afternoon a new draught of the constitution, with various amendments, was presented, and unanimously adopted. THE BIBLE IN COMMON SCHOOLS. Rev. A. P. Peabody, D. D., xirofessor of theology iu Harvard University, gave an able address in the afternoon on “the Bible in common schools.” To banish the Bible, he said, was to garble history, for there was much history of which it was tho 1 only source. Christianity is the great factor in the history of the world. If moral ! x^liilo^ophy is to be taught, it must be Christian ethics. For the culture of the taste and imagination the Bible transcends all other literature. Our English Bible has ren¬ dered imxiortant service in xireserving our language. It is the key to the best English diction, as is manifest in the xmrity with which it is sxioken in New England, because the Bible has helped to form the diction of every child. We are also a Christian Xieoxfle. This we recognize in oaths, in x>rayers in the legislature, and in other ways. Our children should not be kexit in ignorance of this. Sectarian religion should be excluded; but this can be done only by having infidel teachers or giving an unsecta¬ rian book. Tho Bible is such a book, it was not made by the Puritans. The Puritans are the only class that might comxilain, as at the use of the word “bishoxi,” to translate what is iu other passages rightly translated overseer.” Enlightened Roman Catho¬ lics admit that our translation is not unfavorable to them. But what they want is tho division of school funds; and this would be the destruction of our common-school sys¬ tem; this would bo suicidal, and cannot be allowed, for each sect would then havo 410 ANNUAL REPORT OF THE separate scliools. But would you compel cliildren to hear instruction to which their p)arents object? Yes, unless parents indemnify the State from their children becoming paupers or criminals. There is danger of children being left to moral ignorance and ,1 degradation. | After an animated discussion of some length on the address of Dr. Peabody, and upon the following resolution, offered by W. C. Collar, of Boston Highlands, the resolution was adopted almost unanimously: ^'Resolved, That, in the ojiinion of this association, the public safety and the highest ' interests of education demand that the Bible should not bo excluded from the public schools.” The evening session was occupied by a lecture by Dr. George B. Loring, on “the higher education of women.” The first paper on Thursday, the third day of the meeting, was by Professor W. P. Atkinson, of Cambridge, on “a general course of study,” in which he showed the rela- i tion that education bears to the Government, and claimed that this should be provided for all by the States rather than the General Government, and that the very best is not too much to be demanded. The use of scientific knowledge in the future develop¬ ment of this country was dwelt upon ; and in addition to teaching in science and English literature— the latter being important to make our boys and girls brave, earnest, and true — there should be much more of instruction in beauty, as seen in poetry and art. After a full discussion of this paper the report of the treasurer was read, showing the receipts of the year to have been $776 29, and the expenditures $494 83. COMPULSORY SCHOOL ATTENDANCE. In the afternoon this subject was taken up, to allow Hon. Joseph White, secretary of the Massachusetts State board of education, to address the institute. He said that the questions of school attendance and school suj)ervision were among the most im¬ portant for their consideration. It would not be denied that it was the duty of the State to provide the means of education, or the duty of parents to avail themselves of these privileges ; and, to go even further, it was the duty of the State to compel parents and guardians to avail themselves of the privileges. The law punishing parents Avho, in good circumstances, fail to i^rovide children with food and clothes, was a good law, and there shonld be the same j)rovision for intellectual food. Mr. White read the compulsory law passed in 1642 relative to children and apprentices, making it the duty of all to see that the children in the families of their neighbors had sufficient learning to enable them to read the English language perfectly, with other acquirements. To¬ day we recognize the same principle in the law requiring children between the ages of eight and twelve years to attend school six months in the year, and children from twelve to fifteen years of age, three months. When a law was made compelling attend¬ ance at school and enforcing it, “to let” would be inscribed on the door of the State prison, and we should live in an age of prosirerity such as we have not known since the days of the Puritan fathers. Some minor to^iics were discussed in the afternoon by gentlemen from various parts of the country. Mr. Fordice Allen, of Pennsylvania, spoke of the progress of education in his State, and invited the institute to visit the State and hold an annual meeting there. Abner J. Phipps, agent of the Massachusetts board of education, was elected presi¬ dent for the ensuing year, D. W. Jones, Boston, secretary, and George A. Walton, of Westfield, treasurer. ■ : CENTRAL COLLilGE ASSOCIATION. More than thirty college presidents met at Oberlin, Ohio, Tuesday, August 23, to attend the second meeting of the Central College Association, an organization for the advancement of collegiate and higher education, designed to operate in the Mississippi Valley. Vice-President Tappan, of Kenyon College, occupied the chair. In his opening ad- *j dress he urged strongly the establishment of some kind of national union in the higher education of the people, and advocated the acceptance of the proposition from the National Teachers’ Association to organize under the dei^artment of “higher instruc¬ tion.” Wednesday morning was occupied by a report of the executive committee, followed by the reading of a paper upon the history of the Greek language, by Professor Anag- nostopoulos, a native Greek, who also included in his subject the methods of teaching the classics. He insisted that the modern and ancient Greek languages are identical, with due allowances for corruptions and unimportant changes. In the afternoon a discussion on classical academies was continued; also the subject of the “marking system, examination, and degrees.” A committee previously ap¬ pointed, consisting of Professors Ellis, Martyn, Cobleigh, Olney, and Vincent, reported a resolution approving the organization of a department of higher education, as pro^ COMMISSIONER OF EDUCATION. 411 vided for in the action of the National Teachers’ Association, ^‘and that wo will coop¬ erate with that dopartinent and the report was adopted. In the evening Professor Gnlliver gave an address on ‘^Chi’istian colleges and Christian clmrchos.” Thursday the following officers were chosen : President, J. H. Fairchild, of Oberlin ; first vicc-in'esidcnt, J. P. Gnlliver, of Kuos College ; second Auce-president, Professor Ed. Olney, of Michigan University; corresponding secretary, President E. T. Tappan, of Kenyon College; recording secretary. Professor B. S. Potter, of Illinois Wesleyan University ; treasurer, E. Whipple, of Wheaton College. President Fairchild, of Oberlin, read a paper on the question, “How far the college shall control the religious instruction of pupils?” The main points presented in an¬ swer to the question were that the pupil specially needed religious instruction, for he is at that period of life when he is immature, unsettled, and grasping after the founda¬ tions of those teachings Avhich he had in youth accepted from the authority of parents. His intelligence could not be trusted without religious instruction. Government pro¬ vides religious instruction for the inmates of its prisons and hospitals. Character can¬ not bo formed except under the pressure of religion. In history and life tiie Christian religion is one of the most prominent facts, and cannot be left out of studies. Order in colleges cannot be maintained >vithout religious teaching. Colleges are held re¬ sponsible for this work by the religious element of society. He thought that if the practice preA’ailed which had been adopted in Cornell University and the University of Wisconsin, of not requiring religious studies or observances, it Avould be ruinous to the colleges and the State. To Avhat extent religion should be taught, could not bo answered, but students must accept the regulations as those of a well-ordered house¬ hold. Narrow peculiarities of creeds should not be enforced or criticised, for the col¬ lege is not the arena for sectarian discussions. The venerable ex-president, Finney, of Oberlin, having been invited through a sj)ecial committee to address the convention, made some pungent remarks as to what ho thought colleges ought to be. 1. The faculty should be Christian, for what establishes, supports, and endoAvs colleges but the Christian religion? 2. They should be men Avell posted in their special departments, and labor with enthusiasm. They might teach a quarter of a century Avithout enthusiasm, and not develop) a thorough scholar. 3. The faculty must be sufficiently radical and judiciously x^rogressive, so as not to lose the confidence of the students and earn the title of old fogy. 4. The college must be in sympatliy with the peoifie. He attriljuted the success of Oberlin to that. 5. Fac¬ ulties must haA*e settled and well-defined opinions. Some xDeople thought college men should not have opinions, but they should; though there is a kind of po];)ularity in Avhich everybody sjieaks Avell of men and nobody cares much for them ; they are Avell liked, but have no students. 6. Religion must be taught. The highest judicial au¬ thority had decided the Christian religion to be the laAV of the land. 7. Faculties should be men of good sense, and, if they would have the respect of X)upils, they should know enough to come into the recitation rooms out of the rain. The folloAving resolutions were adox)ted at the close of the session: Eesolved, That we note Avith jjleasure the evidences of increasing interest in the lit¬ erary, scientific, and esx)ecially the religious education of the youth of our land ; be- lieAung, as we do, that education not based upon Christian truth is of questionable value. 2. That the executive committee be instructed to corresxAond with General Eaton, Commissioner of Education, and exx)ress their willingness and desire to coox)erate with him in promoting the interests of education. 3. That Ave commend these interests to the sympathies, x)rayers, and liberality of Christian x)eox)le and congregations ; that our schools may be increasingly useful as fountains not only of sound instruction, but also of earnest, eleAmted piety. A social entertainment in the ladies’ hall of the college at 5 p. m. closed the meet¬ ings of the association. KANSAS STATE TEACHERS’ ASSOCIATION. The annual meeting of this association was held June 29 and 30, and July 1, 1870. The oxiening address was by the president, I. J. Banister, of Paola. Lectures or i)ai)ers Avere read by Professor H. D. McCarty and Professor P. J. Williams, of LeaveiiAvorth ; Miss Brewer, of Paola; Professor Kellogg, of Emporia; Hon. T. A. Parker, State sux^er- intendent of Missouri; R. B. Taylor, of Wyandott; Professor Chapman, of Irving; Hon. P. McVicar, Kansas State sux^erintendent; Professor R. B. Dilworth, Lea\'eu- worth ; Prefessor P. Fales, of OttaAva, and Miss Morris, of Leavenworth. OHIO STATE TEACHERS’ ASSOCIATION. The twenty-second annual meeting of this association was held at Columbus, July 5, 6, and 7, and the members Avere welcomed to the city by F. Fieser, esq., i)resident of the city board of education. John Hancock, esq., of Cincinnati, rcsx)Ouded in behalf 412 ANNUAL REPOET OF THE of tlie association. Tlie president of tlie association, R. W. Stevenson, esq., of Norwalk, then gave his inaugural address, in the course of w'hich he referred to the efforts which have been made by the teachers of the State, for many years, to secure normal schools and county supervision. He said they had begged for these two measures at the doors of their legislative halls, but had been refused. But the pupils would. by aud by be the law-makers, aud then these two things would surely come. They had secured the passage of a law creating a State board of examiners, and also one which had greatly improved the institute system. In concluding his address, he said : “What ten years more will bring forth in the history of education in Ohio, no teacher, not even a veteran in the service, would dare attempt to foretell. But the progress of the past surely leaves us not hopeless and faithless, but full of encom-age- ment. It will do us no harm to indulge, at least, in the vision of not less than six well-established, muniliceutly-endowed State normal schools, with two thousand young men aud women in course of training for the profession, one master mind con¬ trolling the educational affairs of each county, with the township, and not the sub-district, as the unit in the grand system of the common schools of the State.” A report on “primary instruction” Avas read by Rev. J. P. Reinmund, of Springfield, and the subject was discussed at length ; and then the general doctrines of the report were commended to the attention of the teachers of the State. A report on “ moral culture in common schools” Avas read by President Eli T. Tap- lAau, of Kenyon College, a discussion following, in Avhich a large number of members 13articipated. ]Mr. W. H. Venable, of Cincinnati, gave the evening address of the second day, on “the utility of the ideal.” Thursday, the third day, J. C. Hartzler, esq., presented a report on “the best methods of conducting county examinations of teachers,” which was discussed A^ery fully, and an apiAropriate resolution on the sub¬ ject was adopted. The exercises of this association consisted, in a great degree, of dis¬ cussions on important local questions; and among others the folio Aving resolutions AA'ere adopted : Eesolved, That this association deeply regrets the failure of the general assembly ot Ohio to pass the bill creating the office of county school superintendent, and its mem¬ bers hereby j)ledge themselves to keep the value and importance of this great measure before the peox)le untilits incoiq^oration into the school system of the State is secured. THE BIBLE IN SCHOOLS. Eesolved, That the right moral instruction and training of its pui^ils are the highest function and the most imperative duty of the public school. Eesolved, That both reason and history attest the insufficiency of the natural Anrtues as a basis of moral duty aud action, and hence effective moral instruction and training must be based upon and Autalized by religion. Resolved, That while effective moral instruction and training in our schools do not require the teaching of sectarian dogmas, creeds, or catechisms, the complete seculari¬ zation of our public schools Avould be a public and national calamity. Resolved, That, in the language of Justice Story in the Girard Avill case, “The Bible is a religious but not a sectarian book,” aud Ave are opposed to its exclusion from the public schools by the action of boards of education, or by statutory enactment. The following officers Avere chosen : President, A. C. Deuel, Urbana, with three male and two female Auce-presidents ; recordmg secretary, J. F. Lukens, Kent ; correspond¬ ing secretary, U. T. Curran, Cincinnati. MICHIGAN ASSOCIATION OF COUNTY SUPERINTENDENTS. This association met at Grand Rapids, at 8 o’clock p. m., August 8, 1870. In addition to the county superintendents there were present at the opening, Hon. 0. Horsford, State superintendent, and ex-superintendents Gregory aud Pierce. The address of the evening Avas by the State superintendent, on “ the relation of the National GoA^ernment to education.” The necessity of goAxrnment of some sort was first explained ; the inherent imwers of government Avere stated, embracing the right of making internal improA^ements, of making Avar in cases of emergency, and generally of x>rotectiug and advancing the great interests of its citizens. The question Avas then argued Avhether the Government has the right, and if so, whether it is its duty, to take part in matters relating to the education of its citizens, Avhich is of especial importance to our success and ultimate greatness. It Avas main¬ tained that there could be no doubt Avhatever of the Avisdom of the Goveinment’s taking measures for the general education of its masses, and that instruction, such as is imparted in schools of high order, deA^elops not only invincible armies, but also en¬ lightened and loyal citizens, men Avho apx)reciate and will maintaiu, in all emergencies, free institutions. The result of such education, as compared Avith the AA^ant of an educa- tioual system, Avas never more forcibly demonstrated than during the civil war. , COMMISSIONER OF EDUCATION. 413 It was further maintained that education is necessary to the well-heing of this coun¬ try, as tending to elevate and instruct all classes of citizens, who must he educated because the genius of our institutions demands not a restricted ballot, but a universal one of enlightened men. It was argued that the only practical question was how far the Government should go in this direction, what means it is authorized to take, and to what extent it can properly adopt legislation. The beneficial results of the gcner.al systems of education adopted in several states of Euro])e, as Switzerland and Prussia, were dwelt upon and shown to have practically changed the doctrines of those nations. The course now being taken by Austria, in the same direction, Avas also commended, and authorities were cited to proA'e that the late triumphs of the Prussian soldiers oAmr the Austrians (perhaps also over the French) Avere due to the superior national educa¬ tion of the Prussians, which is now being widely folloAved throughout the Austrian do¬ minions. It Avas argued that a high degree of education is absolutely essential to the success of republics, and that the cleAmlopment of it in Europe is swiftly Avorking the downfall of all despotic one-man powers, and establishing constitutional monarchies or republics in their stead. The previous course of our own Government, in this direction, was noticed, and it was shown that before 1866 it had practicallj’’ done nothing save to vote certain lauds for the benefit of schools in the country. In that year, through the efforts of the lead¬ ing educators of the country, a measure was carried through Congress for collecting statistics of the educational interests of the country. A Bureau Avas founded, consist¬ ing of a Department of Education, for gathering statistics, and for disseminating infor¬ mation of this nature throughout the country. A Commissioner of the Bureau was ap¬ pointed, at a salary of !|4,000 per annum, with authority to appoint the necessary num¬ ber of subordinates, and with instructions to present an annual report to Congress con¬ cerning this question. The act also instructs the Commissioner to investigate and re¬ port concerning the present condition of the various funds appropriated by the Gov¬ ernment for educational purposes. He urged that a full Department of Education should be created, equal to any by the Government, the secretary of which should be a member of the cabinet, and i)OS8essed of equal power with the other cabinet ministers ; and that the educational interests of the country should rank fully as high as those of finance, of state, or of war. Pie would not haA’e the national system conflict with the State systems, but cooperate, so as to render them more wide-spread and effective. There was, in his opinion, no difficulty in establishing such a system, and there should no delay in adopting it. superintendents’ records. Tuesday morning a report was made by Superintendent Bennett on the subject of ‘‘superintendents’ records,” which was followed by a discussion, Hon. J. D. Pierce, of Ypsilanti, recommending the simplest form as the best, in which opinion there was a general concurrence. SCHOOL DISCIPLINE. Superintendent Antisdale read the next paper, devoted chiefly to the proper and best means of enforcing order and discipline in schools. In the discussion which followed. Superintendents Hill, Latta, Fancher, Ford, Mudge, and Hon. J. D. Pierce took part, when Superintendent Mudge introduced the following resolution, which was subsequently adopted, after a full discussion, by about two to one : “ Resolved, That it is the sense of this convention that, while the utmost effort of the teacher should be to build up, within the mind of the child, a moral principle producing self-go Amrnment, until such principle is deAmloped, resort to means of compulsory re¬ straint, after persuasiA'e instrumentalities are exhausted, is proper, legal, and necessary to the success of our primary schools.” COUNTY TExVCHERS’ INSTITUTES. This topic AA^as presented by Superintendent Follas, setting forth the work .that insti¬ tutes should aim to accomplish. They should not be conducted by means of lectures alone. The teachers themselves should take part in them. Professor John M. Gregory, president of the Industrial UniAmrsity of Illinois, being present, he Avas introduced as a gentleman who had conducted the educational interests of the State for a long series of years successfully. He was in favor of teachers’ institutes. Ho inferred that those present Avould prefer to hear Pestalozzi (if ho could be present) lecture rather than see him drill a class. If Horace Maun could appear we Avould listen Avith n)ore I*leasure to his theory and philosophy of education rather than obserAm his method^. If a teacher of less acknowledged eminence and lack of original ideas were to bo]on the imj)ortance of educating the people, to enable them to understand the duties and iwivileges of citizenshij). In conclusion, he introduced the Rev. J. L. M. Curry, D. D., who s^ioke upon the general xiriuciides of education and its important bearing upon the welfare of the country. Rev. Dr. Sears was next introduced. He spoke of the general advantages of educa¬ tion, and cited the xiower of Prussia as an instance. She owed her success not to her might as a jiower, not to the needle-gun, but to her educated soldiery. In the course of his remarks he alluded to the Peabody fund, and explained the reason vrhy the board of directors had distributed the fund for the advancement of XJrivate rather than of Xmblic schools. Rev, Dr. W. W. Walker, of Westmoreland, made a very fluent and interesting ad¬ dress, pointing out the difficulties in the great work, and the imx)ortancc of nerving ourselves to meet and conquer them. With his remarks closed the xiroceedings of one of the most interesting educational meetings ever held in Richmond. A meeting of the county sui)erintendents was held at G o’clock in the afternoon, at which imnortaut matters, relating to their work in organizing the schools of the State, were discussed. 416 ANNUAL REPORT OF THE NEW YORK STATE TEACHERS’ ASSOCIATION. The twenty-sixth annual meeting of this association was held in Syracuse, July 26, 27, and 28. The address of welcome was by President White, of Cornell University, who proceeded to review the “Battle-field of education,” saying that the contest is between the spirit of ijublic education and the spirit of bigotry, and discarding all sectarian schools. S. D. Barr, of Rochester, president, responded in behalf of the association, x>aying a high compliment to President White for his etforts in the cause of education, and then gave his inangural address, in which he traced the history of the association for the last twenty-five years, and especially commended the work "of the normal schools, ad¬ vising teachers to add to the elementary course the culture of the higher course. A report on “The condition of education” was made by Dr. Jutlden, of Albany, in which he claimed that correct ideas on the subject of education are gaining ground. The vitality of the system depends upon teachers. Ladies do not yet receive pay in proportion to their wmrk. Professor Krusi, of Oswego, reported on “ Improved methods in education,” advocat¬ ing mainly the development of principles without text-books. Dr. J. W. Armstrong, of Fredouia, gave a lecture on “ Natural science, and how it may be introduced into the school-room.” Dr. S. J. Williams, of Cleveland, Ohio, sx)oke of the results in that city from the appointment of female principals in the grammar schools, stating that the boys were better prej)ared for the high-school than ever be¬ fore, when taught by male teachers. Dr. M. McVicar, of Potsdam, read a paper on “ The teachers our times demand.” Professor C. D. McLean, of Brockport, read a paper entitled “ The teacher as a citizen.” Professor J. H. Hoose, of Cortland, presented “The true idea of school discipline,” which was followed by a discussion, in which Rev. S. J. May, of Syracuse, and Professor C. H. Anthony took opposite sides on the question of corporal punishment, the former saying the rod was abolished three years ago in Syracuse and good results had followed, other means of discipline, mainly re¬ wards, being substituted ; the latter replying that he considered this world a great school, and our Heavenly Father the schoolmaster, and that we could take lessons from Him in the matter of governing pupils. He thought scholars educated without the rod were not fully educated, and he x)itied the children of Syracuse. Other x^apers were read and discussed •, one by Professor H. A. Balcom, x^roposing to throw overboard the study of English grammar ; one by Mrs. A. T. Randall, of Oswego, on “ The school mistresses ; ” others by Professor Anthony, by Mrs. H. B. Hews, by Mrs. Emily A. Rice, of Darien, Connecticut, and by Miss Ellen J. Merritt, of Potsdam. Ap¬ propriate resolutions were adox^ted noticing the decease, during the year, of Hon. Vic¬ tor M. Rice, Mrs. Emma Willard, and Miss Ellen M. Seaver. The revised constitution, as rex^orted by H. R. Sanford, was adopted. The treasurer reported $550 in the treasury. J. D. Steele, of Elmira, was chosen x^resident for the ensuing year; corresponding secretary, James Cruikshank, Brooklyn. The next meeting is to be held at Lockx)ort, July 25, 1871. THE CALIFORNIA STATE TEACHERS’ INSTITUTE. This association met in Mercantile Library Hall, San Francisco, Tuesday, Sex)tember 13, 1870, and was called to order by Hon. O. P. Fitzgerald, State superintendent of pub¬ lic instruction, who gave the members a hearty welcome. Hon. J. M. Burnett, chair¬ man of the city board of education, and G. K. Godfrey, esq., of Siskiyou, were chosen vice-presidents, and W. J. Dakin, of Calaveras, secretary. Miss Carrie Field and Miss Kate Kennedy were chosen assistant secretaries. Hon. J. M. ilurnett then delivered the ox:)ening address, after which an enrollment was taken, showing 520 members present. This number was subsequently increased to nearly 600. IMrs. INI. L. Jordan, of the State Normal School, then gave an illustration of the Oswego method of object teaching, which was warmly applauded. In the afternoon Professor E. S. Carr, of the State University, gave a lecture on “Air,” adapting his remarks especially to the hygienic x)i'inciples ax3X)licable to the school¬ room. Wednesday, J. P. Garlick, esq., spoke iq^on “Ungraded schools the methods of teaching reading were discussed by Professor E. Knowlton and others; Miss Clara G. Dolliver gave a x>oem on “Equality of compensation for men and women;” Profes¬ sor T. Bradley gave a lecture on “Forgotten things;” Professors Burgess and An¬ drews presented the claims of penmanship ; and Professor E. S. Carr spoke on “Indus¬ trial ediication.” In the evening Hon. O. P. Fitzgerald, State sux)eriutendent, gave his official lecture. He adverted to the agricultural and mechanical fairs and exhibitions in different parts of the State, rex)reseutiug our industrial condition. He referred to the many and won¬ derful imj^rov’ements going on throughout the State, in our various industrial x)ursuit8. None of them could compare in imx)ortauce to society with the cause of popular edu COMMISSIONER OF EDUCATION. 417 oation. lie refen’cd to his connection Avitli the public schools of this State, and cor¬ dially bore evidence to the moral worth of the great majority of our educators. He was proud of the manner in which they had thrown aside all party feelings and preju¬ dices, and had assisted him in advancing the cause of education. Thursday “ The science of grammar ’Mvas presented by Dr. Schellhous. Mrs. Pen- well, of Alameda, spoke of “The art of teaching,” and JVIiss Laura T. Fowler gave an essay upon “ The radical defects in our education.” In the afternoon W. W. Stone, of Yolo, read a poem. Professor W. Wilkinson, prin¬ cipal of the Deaf, Dumb, and Blind Institution, introduced a class of his pupils to illus¬ trate his method of teaching, and to show the progress which that class of pupils may make. In the evening Dr. Joseph LeConte, of the University of California, gave a lecture on “The universal law of cyclical movement.” Friday, a committee, appointed to wait on General Sherman and invite him to visit the institute, reported that they had received a hearty welcome from the General, and that he greatly regretted his inability to comply with the invitation on account of a previous engagement, at the same time expressing himself very much interested in the educational interests of the State. The institute then adjourned temporarily, to allow the State Educational Society to hold a session in the hall. After the meeting of the State Educational Society the in¬ stitute resumed its session. Dr. W. T. Lucky, principal of the State Normal School, ad¬ dressed the institute upon the subject of the State Normal School, showing its great and growing importance as a training-school for our future teachers. He spoke of the intimate connection between it and the common schools of the State, and of the nor¬ mal schools of other States. He referred to the positions they occupy, and the good they accomplish. Dr. Lucky’s address was well received, and gave evidence of his love for and fidelity to the noble work in which he has been so long and so successfully en- gaged. In the afternoon the committee previously appointed, to whom a list of questions had been referred, reported, giving the following answers : Question. Should drawing and music be taught in our ungraded schools ? — Answer. Emphatically, yes. Q. Should corporal punishment be abolished from our schools ? — A. If a teacher can make the school discipline what it ought to be without, yes. If Jiot, no. Q. Ought the teacher in country schools to be required to do outside work for his school, such as looking after absent and truant pupils, urging trustees to do needed work, working up the interest of indifferent parents'? — A. No. His zeal in his profes¬ sion should stimulate him to do it without a requisition from any source. Q. Ought teachers to introduce illustrations and topics outside of text-books, for the purpose of making recitations more interesting ? — A. Yes. Q. Can a course of study for country schools be wisely prescribed by the State au¬ thorities? — A. Yes. Q. Should the facts in descriptive geography be committed to memory by pupils ? — A. Yes. Q. Are normal schools, as an instrumentality for the advancement of popular educa¬ tion, worthy of the consideration bestowed on them? — A. They are worthy of more consideration than they now receive, and when their merits are appreciated as they de¬ serve, they will receive that consideration in the public mind. Q. Would it not be well to amend the school law so as to fix a penalty for non- attendance of teachers at county institutes ? — A. Yes. Q. What plan can be adopted by which a free school can be supported in every dis¬ trict of the State for ten months in each year? — A. The committee beg leave to rei^ort this question, and refer the matter to the institute for answer. The last question, having been referred to the institute, was discussed at length by Messrs. Nutting, Godfrey, and John Swett, principal of the Denman School, and then referred to a committee of three, with instructions to report at the next meetiug of the institute. After some further general business, and the passage of sundry resolutions of thanks to parties who had favored the institute, before putting the vote on adjournment. Su¬ perintendent Fitzgerald said : “We are about to close a memorable session of the State Teachers’ Institute, a ses¬ sion remarkable for the numbers in attendance, the interest maintained from the begin¬ ning to the end, the ability disi)layed, and the harmony of spirit manifested. I am glad and I am sorry — glad that my arduous duties as your presiding officer are about to ter¬ minate; sorry that the pleasant associations of the occasion are to be broken up. Wo met as friends and co-laborers in the great work of education ; wo part better friends and better prepared for the work before us. I shall be greatly mistaken if the action of this body does not impart a fresh impetus to the cause of education in California.” 27 E 418 ANNUAL REPORT. OF THE CONNECTICUT STATE TEACHERS’ ASSOCLiTION. The twenty-fourth annual meeting of this association was held in New Haven. Octo¬ ber 20 and 21, 1870. Exercises were conducted by Hon. Joseph White, secretary of the Massachnsetts Board of Education, Professor R. G. Hibbard, H. E. Sawyer, principal of the Middletown High School, I. N. Carlton, A. M., N. C. Pond, esq.. Professor B. Jep- son. Professor E. Tourjee, S. M. Caprou, principal of the Hartford High School, and Miss Emma M. Goldthwaite. The subjects presented and discussed included, among others, the following: Drawing in the common schools of the State; incentives in school government ; language exercises, or, practical grammar in common schools; high-school examinations and the direction they give to grammar-school work ; rela¬ tion of i)arents and teachers ; the teacher’s moral power, &c. AMERICAN ENIYERSITY. At the conclusion of an address on “ The progress of university education,” delivered by Dr. J. W. Hoyt, of Wisconsin, before the National Teachers’ Association, at Trenton, New Jersey, on the 20th of August, 1889, the following resolution, offered by Professor A. J. Rickoff, of Ohio, was unanimously adopted, to wit : Resolved, That, in the opinion of this association, a great American university is a leading want of American education, and that, in order to contribute to the early es¬ tablishment of such an institution, the president of this association, acting in concert with the x^resident of the National Superintendents’ Association, is hereby requested to appoint a committee consisting of one member from each of the States, and of which Dr. J. W. Hoyt, of Wisconsin, shall be chairman, to take the whole matter under con¬ sideration, and to make such rex)ort thereon, at the next annual convention of said associations, as shall seem to be demanded by the interests of the country. A committee was ax^pointed in accordance with the resolution, but, owing to some oversight, official notice of the appointments did not reach the chairman of the com¬ mittee until so near the date of the succeeding convention that a general correspond¬ ence with the members thereof was found impracticable. Accordingly, it was very prox3erly resol red by the committee to make a preliminary report only at the Cleveland convention, and leave it to the association to determine whether they should continue their labors. Pursuant to this decision, the chairman of the committee, on the 17th of August, 1870, submitted the following PRELIMINARY REPORT. Notwithstanding the many and various uses heretofore made of the term imiversiti/, it may be assumed, without fear of successful contradiction, that the leading offices of a true university are these : 1. To provide the best possible facilities for the highest and most x>rofound culture in every department of learning. 2. To x>rovide the means of a thorough preparation for all such pursuits in life as, being based upon established scientihc and x)hilosophic x>rincix)les, are entitled to rank as professions. 3. To exert a stimulating and elevating influence upon every subordinate class and grade of educational institutions by holding ux^ before the multitude of their xmpils the standards of the highest scholarsliix>, and by x^reparing for their administrative and instructional work, officers and teachers of a higher grade of qualiflcations than would be otherwise possible. 4. To enlarge the boundaries of human knowledge by means of the researches and investigations of its x^rofessors, as well as by the researches and investigations of other advanced minds, encouraged to a greater activity and led to greater achievements by the influence of the university exanq^le. In so far as any institution, whatever its name or fame, fails in the fulfillment of this general mission, by so much does it fall short of the standard of a true university. That these offices of the university are of vast importance is so apx^arent as not to re¬ quire demonstration. No people can justly claim to be in the highest sense civilized whose asx)iring youths are comxielled to turn their backs ux)on the best-furnished schools of their own country, because they fail to provide the facilities elsewhere aflbrded, and requisite to a mastery of important branches of study. No government is faithful to the interests of its x^coplo that does not, in some way, secure to them equal and the best x^ossible advantages for gaining a thorough knowledge of the x^i'inciples that underlie the several leading pursuits in life. No nation can possibly maintain a sys¬ tem of popular education worthy of a great and free people which does not xfiilce at COMMISSIONER OF EDUCATION. 419 its liead an iustitntion or class of institutions i)otent euongli, by virtue of its own exalted character, to exert a controlling and elevating inllnence upon the whole series of schools of inferior rank. No people of intellectual energy and genius may hope for the approval of God and the enlightened portion of mankind which does not make its fall contribution to the advancement of knowledge. If these several declarations as to the mission of the university, and the importance of that mission, bo true, then it is a logical conclusion that no competent nation may stand acquitted before its own conscience and the enlightened judgment of the world until it can point to one such center of original investigation and educational power. It is not deemed necessary in this connection, by a presentation of facts so abundant on every hand, to make proof of the absolutely deplorable condition of higher educa¬ tion everywhere in the New World, and that we have, as yet, no near approach to a real university in America — a statement which no well-informed citizen will venture to deny — a fact freely acknowledged and bewailed by the responsible heads of the very highest of all our higher institutions. Nor do your committee deem it important to show the relative inferiority of our fore¬ most institutions by mortifying comi)arisons of them with those intellectual centers, the Universities of Paris, Turin, Vienna, and Berlin — themselves still incomplete in that they simply include the old faculties, regardless of the equal claims of the new professions — each with its grand cluster of some two hundred professorsj of whom many are the ablest and most brilliant men of the age, and each provided, moreover, with an array of libraries, cabinets, museums, laboratories, and other auxiliaries, of the vastness and richness of which the struggling student in the American college can have but little conception. Facts upon which such comparisons might be based have long been before the country. It will soon come to be known by our people, and the sooner the better, that in respect of higher education we are about the lowest in the scale of the nations making any pretensions to civilization. Surely further evidence is not needed of our serious, and, we may now add, shame¬ ful deficiency in this regard. If it be asked whether the conditions necessary to the establishment and maintenance of a true university are found in this country, our reply is, Where else on the earth do they exist if not here ? Not in the Old World certainly, where the existing universities, founded, many of them, during the Dark Ages, and all of them more or less in the in¬ terest of class, would be reformed with great difficulty and only after changes should first have been wrought in the civil institutions and in the very constitution of society itself. But here in America, where only in all the world just ideas of fraternity and equality have i^lace and are kindly cherished; where the elements of society and of all classes of institutions are yet plastic ; where there are no crystallized, much less fos¬ silized, educational systems to be overturned and got rid of; where, on the other hand, there is an open field and a hopeful gropipg for the right way ; nay, more, where indi¬ vidual j)hilauthroi)ists and both State and National Governments are ready with vast resources, growing vaster every day, to join in the work of laying its dQcp and broad foundations, what hinders that here we Isegin at once the upbuilding of a university commensurate with the greatness of our country and the needs of the times? In the early history of America the circumstances were a sufficient excuse for low standards of general and professional education. But the period of infancy and pov¬ erty has been passed. Vfe are at this moment a rich and powerful nation. Moreover, the opinion is coming to be universal that this is a nation of great destinies. And who that looks at the democratic character of our institutions, reared as a sublime example in the face of all the doubting and jealous nations of the world ; at the strange hete- I'ogeneousness of a population gathered from every clime under heaven, speaking in uB the babbling tongues of earth, bound together by no common bond of historic as¬ sociations, and cherishing the most diverse and conflicting views of social, religious, and political institutions ; at the undeveloped resources of a territory already vast, and yet increasing with a rapidity that i)romises, within the lifetime of the coming genera¬ tion, to embrace the entire continent ; at the unparalleled activity and resistless energy of this wonderful mosaic of peoples, destined, ere the close of this century, to number one hundred millions — who, that looks at all these conditions of national life, can resist the conviction that we have indeed a sublime mission to fulfill, and that we have need even now of a keener and more far-seeing intelligence ; of a profounder knowledge of the sciences, material, intellectual, social, and political ; of a more substantial, all- pervading virtue ; in short, of a deeper, higher, and more comprehensive culture than the world has hitherto seen or even recognized as essential to any of the other great nations, past or present ? Language is powerless to convey an adequate idea of the rapidity with which the thoughts, tendencies, and purposes of the American i)eople are all the while forming, changing, and shifting to adapt themselves to new exigencies. The ver5’' elements, social ami political, are in a ceaseless ferment. Circumstances and conditions, which the most sagacious fail to autici])ate, are daily arising to test the iutellectuitl power and conscience of the nation. We repeat it, lio nation had ever such need of discip- 420 ANNUAL REPORT OF THE lined mind to lead in the development of its resources and to guide its intellectual energies ; none such need of moral power to correct its necessarily strong material ten¬ dencies and steadily hold it up to a nohle and lofty ideal. If, therefore, it is in truth, as we have assumed, one important oflOlce of the university to sujiply such discipline and sucli correcting and elevating power, what stronger argument could he framed for the founding and liberal sustaining of one such institu¬ tion in this country high enough in range to meet the demands of the most exalted ambition, and broad enough to answer the needs of every profession? We could hardly hope for more than one at least for a long time to come, for it must needs be supplied with a multitude of able professors, covering not only the whole range of letters, pure science, and philosophy, together with the several fields of the time-honored professions, but also the yet more numerous and, for a time, more diffi¬ cult ones of the new professions ; a great and choice library, such as this country does not yet possess ; and a large number of thoroughly furnished laboratories, museums, and other costly scientific establishments. But then one such university in America would at once become a i)ower, influential alike in furthering and directing our mate¬ rial development, in elevating the character of all the lower educational institutions of the country, and in awakening and sustaining higher concex)tions of both individual and national culture ; thus helping us, by a happy combination of our own more than Roman energy and religious faith with the grace and refinement of the Greek civiliza¬ tion, to become a nation fully worthy of the future that awaits us. It would do more, vastly more than this. It would supply to all lands a most im¬ portant need of the times, a university placed under the benign influence of free civil and religious institutions, and sublimely dedicated to the diffusion and advancement of all knowledge. Students of high aspirations, and even ripe scholars of genius, would eventually flock to its halls from every quarter of the globe, adding to the intellectual wealth of the nation should they remain, or bearing with them scions from the tree of liberty for planting in their native lands. And thus America, already the most mar¬ velous theater of material activities, would early become the world’s recognized center of intellectual culture as well as of moral and political power. It is not assumed that this ideal is capable of realization within a single year, nor in ten years ; for if the- pecuniary means were at hand, the maturing of wise plans, the preparation of teachers through protracted foreign study, and the labor of organization and material establishment would require at least one clecade. It would be a glorious consummation if on the one hundredth anniversary of our national independence it should even be permitted us to announce to the world that the first great steps insur¬ ing the early establishment of the long-hoped-for American university had already been taken. The ideal here presented in rude outline, or some other more perfect ideal, is capable of realization ; and, in the things of intellectual culture and social advancement, whatsoever is possible, that it is the moral duty of the individual, society, or the Government, or these several forces combined, to undertake. Whether the institution contemplated should be an entirely new one, founded in a new place, or whether some one of the few iustitutions that have already made such noble beginnings of high educational work should rather be made the nucleus around which the earnest friends of university education of every section should rally for its upbuilding; whether it should be what the Italians mean by a, free university, or whether the Government, State or National, should have part in its management — these are questions upon which there must necessarily be differences of opinion. But be the diversity of views as to the precise character of the institution, the place of its location, and the mode of its constitution and government what it may, upon the primary question of whether we Avill have a university in Amaiicsi somewhere, and at the earliest possible day, there should be no difference of opinion. There is one other question, moreover, that may be settled now. It may be safely assumed in advance that the founding and endowing of tlie institution is a work in which it will be necessary for the citizen, the State, and the General Government to unite ; for it will cost millions of money, and require the careful guidance of the wisest scholars and statesmen the laud can afford. And who doubts that all these forces — the people, the State, and the National Government — will respond if the scholars, the active laborers in the cause of education, and the leading statesmen of the country, with oiie voice demand it? When, a few years since, the men of tvorlc asked help of the nation for the endow¬ ment of schools for the benefit of agriculture and the mechanic arts, the Government, with a liberal hand, gave for this noble object ten million acres of the public domain, to which the individual States and great-hearted men have added no less liberal means. How much more then, i^roportionally, wiU our statesmen in council and liberal patri¬ ots yield for the foundation and maintenance of one great central institution, to be established in the interest of every profession and all classes of schools; of a profound and universal culture ; of a more perfect intellectual and social development of the whole body of the nation, in the interest of liberty and universal man ! In the opinion of your committee, the attention of the association has not been COMMISSIONER OF EDUCATION. 421 called to this subject a moment too soon. The trial of its political institutions through which the American nation has just passed; the manner in which the necessity for education as tlie only guarantee for the perpetuity of those institutions has just been burned into the national consciousness ; the pressing demand made 1)3’' our material and social conditions for the best educational facilities the world can furnish ; and the fast accumulating evidence that America is surely destined to a glorious leadership in the » grand march of the nations — all these constitute an appeal to action which it were criminal to disregard. The necessity is great. The country and the times are ripe for the undertaking. The questions that remain for our discussion relate to the very important subject of definite ways and means. For the proper consideration and satisfactor3' solution of these, your committee have found it necessary to pray for an extension of the time allotted them. Eespectfiillv submitted. J. W. HOYT, Chairman. In compliance with the request of the committee, further time was granted, in the hope that at the next annual convention they will be enabled to submit a plan for an organized movement looking to the early establishment of some such institution as the one foreshadowed in their preliminary report. The committee consists of the following gentlemen : Dr. J. W. Hoyt, chairman, Wis¬ consin ; Hon. N. B. Cloud, Montgomery, Alabama ; Hon. Thomas Smith, Little Rock, Arkansas; Prof. W. P. Blake, San Francisco, California; Hon. B. G. Northrup, New Haven, Connecticut; Prof. L. Coleman, Wilmington, Delaware; Hon. C. T. Chase, Tallahasse, Florida : - , Georgia ; Hon. Newton Bateman, Springfield, Illi¬ nois ; Hon. B. C. Hobbs, Indianapolis, Indiana; Hon. A. S. Kissel, Des Moines, Iowa; Hon. P. McVickar, Topeka, Kansas; Hon. Z. T. Smith, Frankfort, Kentucky ; Hon. T. W. ConAvay, New Orleans, Louisiana; Hon. Warren Johnson, Augusta, Maine ; Hon. M. A. Newell, Baltimore, Maryland ; Hon. Joseph White, Boston, Massachusetts ; Hon. O. Hesford, Lansing, Michigan ; Prof. W. F. Phelps, Winona, Minnesota ; Dr. Daniel Read, Columbia, Missouri ; Prof. J. M. McKinsey, Peru, Nebraska ; Hon. A. N. Fisher, Carson City, Nevada ; Hon. Amos Hardy, Concord, New Hampshire; Hon. C. A. Ap- gar, Trenton, New Jersey; Hon. J. W. Bulkley, Brooklyn, New York; Plon. S. S. Ash¬ ley, Raleigh, North Carolina ; Prof. A. J. Rickoff, Cleveland, Ohio ; Rev. Geo. H. At¬ kinson, Portland, Oregon ; Hon. J. P. Wickersham, Harrisburg, Pennsylvania; Hon. T. W. Bicknell, Providence, Rhode Island : Hon. J. K. Jillson, Charleston, South Car¬ olina ; Rev. C. T. P. Bancroft, Lookout Mountain, Tennessee ; - - , Texas ; Hon. J. S. Adams, Montpelier, Vermont ; Hon. Wm. H. Ruffin, Richmond, Virginia; Prof. Z. Richards, Washington, District of Columbia. CRIME, ANI> CRIMIl^AEg. Under this heading Rev. Fred. H. Wines contributed a recent article to the New York Independent, giving some account of the proceedings of the late meeting at Cin¬ cinnati, called “The Prison Congress,’’ or “ National Congress on Penitentiar5^ and Re¬ formatory discipline.” This began its sessions on the 12th of October, and continued until the evening of Tiiesda3’', the 18th. There were 230 delegates present, from twenty-two States of the Union, including Maine, California, and South Carolina ; and among them were two governors, (Ha5ms, of Ohio, and Baker, of Indiana,) one ex¬ governor, (Haines, of New Jersey,) fourteen wardens, twenty-three superintendents of reform schools, fourteen chaplains, five prison surgeons, and four matrons. There are in the United States forty State prisons, twenty-five houses of correction, and thirty reform schools. These were all ver3" fully represented. Two social science associa¬ tions, and six State boards of charity sent reiireseutatives, and ten governors who could not bo present sent deputies. Hon. Speaker Blaine being unable to carry out his engagement to preside over the congress, by the death of his friend and neighbor. Governor Cony, Governor Hayes was chosen permanent chairman, and Rev. Dr. Peirce, of New York, Z. R. Brockwa}', of Michigan, Rev. A. G. B3"ers, of Ohio, and Rev. Joshua Coit, of Massachusetts, were chosen secretaries ; and Charles F. Coffin, of Indiana, treasurer. There were thirty-two different papers read, and more or less fully discussed. These, as we understand, will all be published in book form, together with a synoptical report of the discussions. The points eliciting most debate were: The comparative merits of the congregate and family systems in reformatories ; the effect upon reformation of aiming at the highest pecuniary results in prisons ; the principle of indeterminate sentences — i. c., of sentences of imprisonment until reformation ; the adrnission of wo¬ men to labor among male prisoners for their reformation ; the Irish system, especially 422 ANNUAL REPORT OF THE the ticket-of-leare ; the comparative efficiency of prison restraint — with or without walls ; and the responsibility of j)arents for the full or partial support of their chil¬ dren when in reformatories. There was a very general concurrence of opinion as to the true principles of prison discipline; all agreed that the true end of discipline is the diminution of crime, and , the reformation of the criminal ; and that reformation cannot be secured by any sin¬ gle instrumentality. The spirit of the meeting was warm, earnest, unselfish, resolute, with an utter absence of sectarian or partisan feeling, well illustrated by the incident of a Quaker reading the essay of an absent Roman Catholic. A platform was adopted, which is to be scattered over the country in the newspapers and in tract form. The most salient of the principles of this platform relate, to the reformatory char¬ acter to be impressed on prison discipline ; the progressive classification of prisoners, based on character: the evils of political appointments, and of fluctuating administra¬ tion ; the professional training of prison officers; the substitution of reformation for the time sentences ; the injurious effect of degradation as a part of punishment ; the necessity for industrial training in prisons ; and the supreme necessity of a central au¬ thority sitting at the helm, guiding, controlling, unifying, vitalizing the whole. On motion of Governor Baker, it was decided to organize a national prison associa¬ tion, and a committee of eleven was appointed to prepare a plan of organization, and to secure the passage of an act of incorporation. The committee are Governor Hayes, of Ohio; Hon. James G. Blaine, of Maine; Governor Baker, of Indiana ; ex-Governor Haines, of New Jersey ; Hon. Theodore W. Dwight and General Amos Pillsbury, of New York ; F. B. Sanborn, of Massachusetts ; Z. R. Brockway, of Michigan ; Charles F. Coffin, of Indiana; Hon. G. W. Welcker, of North Carolina; and Dr. E. W. Hatch, of Connecticut. The national association wflll make the necessary arrangements for the international congress on penitentiary and reformatory discix)line, which it was deeided to call to meet, i)robably in London, in 1872. THE € II I E § M I H A T I O M , The Chinese migration to this country is now presenting to every considerate mind problems of the most engaging interest. Its political and moral aspects especially command the earnest attention of the statesman and the philanthropist. The move¬ ment has the appearance now^ of being but germinal ; it is diminutive, almost insig¬ nificant, so as to escape the observation of the mass of men ; it yet gives the promise of swelling into dimensions, and branching out into relations of the grandest and most vital importance. The little rill just rippling from the fountain, it may now by gentlest touches of kindness and wisdom be turned in directions, w'here it shall irrigate and nourish our most precious possessions, while, if it be left to itself, it may prove in its coming volume and strength to be mighty only to desolate and destroy. It is none too early to turn toward it the most careful observation and the wisest forecast. What are the facts which it presents and with which we have to deal in solving the great problems it brings to us ? what are the results which should be aimed at in dealing with it? and what is the method of attaining these results? These are the three leading questions demanding careful consideration from every American citizen and philan- throjiist. I.— FACTS TO BE DEALT WITH. The first thing that arrests the attention in this movement is its prospective magni¬ tude. NUMBERS OF CHINESE IMMIGRANTS. The federal statistics exhibit the character of this immigration up to the present time in the following particulars: The arrivals returned are in 1820 to 1830, ten years, 3 ; 1831 to 1840, ten years, 8 ; 1841 to 1850, ten years, 35 ; 1851 to 1860, ten years, 41,397 ; 1861 to 1868, eight years, 41,214; 1869, one year, 14,902; 1870 to June 30, six months, 7,347. The aggregate of arrivals thus returned is 105,744. If from this total of arrivals there be cleducted the number of deaths and returns to China, it would appear that there were considerably less than 100,000 Chinamen in the country on the 30th of June last. The rate of increase of immigration may be more definitely estimated from the num¬ bers returned for each of the last four years ending June 30, which were, in 1867, 3,519 ; in 1868, 6,707 ; in 1869, 12,874 ; in 1870; 15,740. The immigration has been chiefly of males. But the returns for the later periods show a noteworthy increase in the arrivals of females. In the year ending June 30, COMMISSIONER OF EDUCATION. 423 1867, there Avere only eight, and all of them in Boston and Charlestown, none in the Pa¬ cific ports. In 1808 the whole number was 46 ; in 1863, 974; in 1870, 1,116. The total of arrivals of females reported to June 30, 1870, is 2,144. In regard to occupation, the returns for the year ending June 30, 1870, exhibit the following facts; Physicians, 6 ; carpenters, 71 ; stonecutters, 14 ; mechanics, (trade not stated,) 14 ; bakers, 3 ; barbers, 7 ; tailors, male 16, female 11 ; cooks, (male,) 42; farmers,^ 733 ; interpreters, 4 ; laborers, 12,782 ; merchants, 43 ; peddlers, 2 ; sailors, 8 ; occupa¬ tion not stated, 11 ; without occupation, 1,973 ; total, 15,740. CIIAEACTER OP IMMIGRANTS. In reo’ard to character and condition, no exact information is attainable. We may be]ieve,\owever, that the earlier immigrants would be the worst specimens of the race. They came mainly from the southwestern coast of China, where morality and stability are reported to be at a lower standard than elsewhere ; where, indeed, the fortune- seeker, the profligate, the exile from home, the mined in fortune and in character, most congregate. Yet, in addition to the uniform testimony of those who have had the best opportunities for observation that they are for the class more sober, more industrious, more orderly and faithful than tiie same class from European countries, we have the following facts well attested in regard to their intelligence which are wmrthy of care¬ ful attention. Of the Chinese in North Adams all can read and write their own lan¬ guage. On the Pacific Railroad every Chinese laborer, so far as known, was also able to read and write. Of the Chinese in San Francisco, by the recent census it appears that all can read and write their own language, while there are 7,658 foreigners who can neither read nor write. Of these, 6,882 are from Ireland ; 248 from Italy ; 283 from Mexico ; 40 colored from the Southern States ; 29 from England. Of native Americans 9 are returned as unable to read and write. RESIDENCES OF IMMIGRANTS. Of the distribution of the Chinese, accurate intelligence is as yet unattainable. The recent census in San Francisco returns 9,777 males and 2,040 females, or a total of 11,817 Chinese in a population of 150,361. Nearly all the Chinese females in the country are in San Francisco or the immediate vicinity. Some thousands of male Chinese, it is un¬ derstood, are employed on the Central Pacific Railroad. There are many mining camps made up chiefly of Chinese. They also constitute the majority of the population in some towns and villages in the Pacific States, as also in some silk, tea, and cotton plantations. Ninety-five males are employed at North Adams, Massachusetts ; 68 at Belleville, New Jersey ; 167, all males, are reported as having arrived at New Orleans in the year ending June 30, 1870. In Oregon 2,304 males, 51 females are returned for the four years ending June 30, 1870; in New York 70 males, 9 females; in Philadelphia 13 males. The number now in New York is estimated to be 200, only two or three being adult females, “exemplary mothers of families.” These, it is reported, all came from Havana. A large portion of these are cigar-makers and earn large wages ; there are some candy-makers, jewelers, and bakers; a majority, however, are house servants. A good proportion have intermarried with native or naturalized whites. The use of opium was two years ago well-nigh universal among them ; but reformatory labors have effected a prohibition of its use in a majority of the houses, and many have been reclaimed at the hospitals. CHINESE COMPANIES. In San Francisco the Chinese have united themselves into associations for mutual help and benefit, organized after the pattern to which they had been wonted in their native country. The specific objects of these “ companies” are stated to be “ to improve the life of their members and to instruct them in principles of benevolence.” Member¬ ship is voluntary. Dr. Speer, who took especial pains to ascertain the true character of these “Chinese companies,” regards them as “institutions which have no parallel for ability and philanthropy among the immigrants from any other nation or people to our wide shores.” Their funds “ are not used for mercantile purposes or to obtain rev¬ enue.” They are simply mutual aid societies. One of them reports to Dr. Speer that the total iuenil)ership in it from the beginning is about 16,500. Of these perhaps 3,700 have returned; more than 300 have died ; 3,400 sei)aratcd last year to form a new com¬ pany; and about 9,200 remain in California. They do not appear to be directly en¬ gaged in promoting emigration from China; have of course nothing to do with' any importation of men in servitude of any kind; but are purely philanthropic organiza¬ tions. PROBABLE INCP.EASE OP IMMIGRATION. It is, however, the stupendous proportions of the future of this migration which most forcibly arrest the attention. The great facts on which this future may reasonably bo 424 ANNUAL . REPORT OF THE forecast and measured are, first, the immensity of tlie supply, and particularly as set over against the vastness of the demand. The source of supply is oceanic ; the basin into which it naturally settles, under the great law of supply and demand, is conti¬ nental. A homogeneous people, numbering over 400,000,000, writhing under the dis¬ tresses of repletion, have found an outlet, a way of escape and deliverance, into a broad and goodly land. They are characteristically adventurous, and, while patient under difficulties, yet persistent and steadfast of purpose. “We can spare,” said a Chinese missionary, “ 40,000,000 of laborers, and shall not feel it in China.” The tide of human migration, in its eastward course, has reached its bounds in the Old World ; it stays on the Pacific coast only as an ever-rolling, ever-swelling stream at a dam, ever accumu¬ lating volume and purpose. It is in the clear intent of Providence that sooner or later, in quiet current or in bursting flood, it pour itself into the open, empty basin of the American continent. IIIXDERANCES TO EMIGRATION IN CHINA. There is little in tlie circumstances or in the disposition of the Chinese to withstand this movement of population toward its equilibrium. The southeastern parts of China, from which the emigration chiefly moves at present, are so densely populated that it is difficult to obtain the means of subsistence. It is here, mainly, that infanticide pre¬ vails — an acknowledged immorality, an enforced necessity. The filial sentiment of aftection and respect toward ancestors, in cases where, from want, the life of a depend¬ ent parent or child must be sacrificed, desperately saves the old and lets go its hold on the child. It is not want of natural atfection, but hard necessity, which is the source of Chinese infanticide. The want of food, even where there is not absolute starvation, as is often the case, occasions disease and protracted suffering and premature death, and frequently terrible pestilence. The stern, driving law of self-preservation enforces the natural method of relief by migration. Although not properly to be regarded as a migratory people, the Chinese yet are wanting in that powerful sentiment which so characterizes some races — love of country. The love of home and of family in the Chinese takes the place of the love of country and of nation in other peoples. It is a most noticeable fact that the Chinese are still properly to be placed hi the patriarchal, tribal stage of development ; they have not reached the stage of nationality. Rebellions, revolts against the national authority when deemed oppressive, hence, are of the commonest and most customary occurrence. Their religion is predominantly ancestral ; their most sacred places are the depositories of ancestral remains. To be gathered with their fathers in the world of spirits is the governing religious aspiration. The government itself is characteristically patriarchal, and political as well as religious institutions — indeed, the social life generally — bear tliis family stamp. Removal of family goods, of ancestral remains, and tablets carries with it what elsewhere assumes the form of local attachment, and place, country, is left without regret. In natural correspondence with this family sentiment, as dis¬ placing proper national feeling, love of country, and attachment to native soil, is the universal worship i)aid to the kitchen god, the household divinity of China, which has no local abode, no temple, no fixed place, but is represented only on paper, that is burned every year to represent its dex^arture to the sx^irit land, and is rex)laced by a new engraving to mark its return. The great hinderances to migration, consequently, arising from political and religious associations, and consisting in attachments to native land, and the social bonds of a true nationality, politically and religiously organized, are relatively weak or entirely wanting among the Chinese, and thex^ressurefrom overcrowded xiox^ulatiou finds its check not in the national but only in the xnox^er family associations. Let but the integrity ol the family life be maintained secure, let but the ancestral remains, the ancestral images, and tablets, the monuments and representatives of the dead, together with the living membershixi of the family, be assured safe conveyance and safe transxjlanting, and the repugnance to expatriation is so weakened that it is easil}'' overborne by the pressure of want. DEMAND FOR LABOR IN AMERICA. Wliile China thus presses, America invites ; a territory vast as China itself remains unoccuxned, except by roving tribes subsisting on game and fish, and wild vegetable products. An area capable of absorbing the entire x^opulation of China proper, now desert, craves occupancy by civilized men — by men that in fixed settlements will till the soil and cultivate the arts. The earth Avas made to be occupied and improved by man ; the human race has, since the great epoch of the dispersion, been under orders to spread and occupy. The sentiment of the American x)eople has been, from the first, in harmony Avith this great providential ordering. Its language has been that of Henry: “Encourage emigration, encourage the husbandmen, the mechanics, the mer¬ chants of the Old World to come and settle in the laud of promise ; make it the home of the skillful, the industrious, the fortunate, and the hax)py as well as the asylum of COMMISSIONER OF EDUCATION. 425 the distressed ; fillup the measure of your population as speedily as you cau.’^ The -wants of the country for men are still as great as they were in the times of Henry. We have a vast territory to he occupied; wo have a vastly extended field of industrial wants to be filled. There is a si)ecial adaptation in the extent and character of these wants to the numbers and character of the Chinese people. We have a desert territory capable of sustaining a population of hundreds of millions to be subdued and tilled and made productive. The Chinese are most expert and suceessful tillers of the soil ; in¬ dustrious, economical, patient. We have boundless mineral tracts to be developed and wrought. The Chinese have proved themselves successful miners, working on con¬ tentedly where the more grasping, more wasteful, more restless American has aban¬ doned his work. We have experienced these last few years a lack of seamen, and a diffi¬ culty of procuring men at moderate prices has crippled our commerce. The Chinese have proved themselves excellent seamen, and are now extensively employed as such on the Pacific coast. We have vast public improvements to be constructed. The Pa¬ cific States, the great central Territories, and the Mississippi Valley, to say nothing of the Eastern States that are still devising and jiromotiug new works everywhere to supplement and perfect their facilities for inter-communication, are to have soon most gigantic systems of railroads, of which we hardly see as yet the rudimentary outlines. The Chinese have proved themselves, in the construction and operation of the Pacific Railroad, the best of laborers, quiet, orderly, industrious, and every way satisfactory to their employers; indeed, the most satisfactory class of laborers in this department of labor yet tried on our continent. Our manufacturing enterprises, particularly in the Pacific and Mississippi Valley States, are needing laborers at less cost than can now be obtained, in order to compete with foreign production ; the Chinese have met this want with most emphatic success. When the Pacific Railroad brought production on the Pacific coast into more direct competition with the eastern, it was found impossible to continue operations, not too lucrative before, except at a loss ; the introduction of the cheaper Chinese labor brought deliverance. The Chinaman has been found to*be apt to learn and faithful to practice in these manufacturing industries. Even in the remote East, as at North Adams, in Massachusetts, and at Belleville, in New Jersey, the problem of initiating him into our peculiar mechanical employments has proved thus far successful and encouraging. In like manner on southern plantations and on northern farms, as well as in universal household work, there is a great want and an ever-swelling demand; for these employ¬ ments as for others the new race has recommended itself everywhere, in the exhibition of those qualities which are chiefly required of capacity and fidelity as well as in the matter of economy and cheapness. The Chinese are expert in agricultural employ¬ ments, capable of patient toil, careful, saving, trusty ; and, in the household, docile quiet, neat, prudent, faithful, economical. In the mining camj^s of the Pacific States, as in the new settlements on railroads, the Chinese are the preferred cooks and laundry- men, even where cost is disregarded. In short, the immense and importunate demand for labor in onr country finds in this immigration its satisfactory and abundant supply. If left to itself, it is most apparent that this immigration must come in in a steadily swelling flood, which, regarded in its immensity simply, is absolutely appalling. China could spare millions a year for years to come without feeling the loss except in the sense of relief; and America can absorb these millions, so far as sustaining labor is concerned, with no sense of repletion. CHECKS TO IMMIGRATION. The question arises just here, what now shalllimit this threatening inundation of alien¬ ism and paganism ? There are the general providential checks that hamper all excessively impetuous movements among men. The Chinese must first hear of the new laud and of the possibilities of his obtaining support there. He must preserve the means of transportation. Ships must be built. Agencies must be established. Fields of em¬ ployment must be found. These all are natural or general providential checks which will to a greater or less degree give steadiness and moderation to the movement. GOVERNMENTAL ACTION. But there are positive artificial checks, so to speak, operating or may bo expected to operate more or less. There is the direct interposition of government. In 1862 the atrocities of the so-called coolie trade, chiefly directed to Peru, Trinidad, and Cuba, occasioned the act of Congress of February 19, of that year, prohibiting under heavy penalties the transportation of “ inhabitants or subjects of China known as ‘ coolies,”’ “ for any term of years or for any time whatever, as servants or apprentices, or to be held to service or labor.” The term “ coolie” properly denotes simply a laborer; it has acquired its opprobrious use only from its associations with the flagitious i)roceediugs connected with the trade mentioned to Peru and the West Indies, which are to bo paralleled only wfith those of the African slave trade. The act of 1862 accordingly pro- 426 ANNUAL EEPORT OF THE liil)its absolutely all transportation of Chinese laborers under whatever pretext or in whatever way “to be held to service or labor;’’ but expressly excepts, however, from its prohibition all free and voluntary emigration of any Chinese subject, provided a liermit or certificate is procured from a consul, or consular agent, containing name and setting forth the fact of such voluntary emigration. This act also extends the pro¬ visions of the act of February 22, 1847, regulating carriage of passengers in merchant vessels. This wise and humane legislation effectually broke up all the flagitious coolie traffic in American vessels, and prevented its extension to this country. In 1866 the Chinese government, hitherto opposed to emigration, consented to allow it under certain restrictions and conditions in a convention primarily made between the Chinese, British, and French authorities, but extended and applied to all American traffic. This convention furnishes the fullest and wisest protection to the emigrant in leaving China, in his transportation, in his labor and wages abroad, and in his return home, that perhaps governmental interposition and supervision can secure. Further, the thirteenth amendment to the Constitution prohibiting slavery and in¬ voluntary servitude, and the fourteenth amendment declaring who shall be citizens and prohibiting any abridgment of the privileges or immunities of citizens, or the denial by any State “to any person within its jurisdiction the equal protection of its laws,” while opposed to ali introduction of Chinese which shall be subject to oppres¬ sion or any kind of servitude, yet in their general tendency and effect are protective and favorable to immigration. The State legislation which oppressed the Chinaman by excluding him from our courts as a witness or as a party except as a delinquent or a culprit, was annulled by these humane ordinances of the General Government. Nor can we reasonably expect that any new governmental action will be interposed to hamper or hinder this emigration. The Chinese government will not in any rational probability reverse its whole tendency to a free intercourse with foreign nations which has so wonderfully characterized its course for the last thirty years. By the treaty with Great Britain, of August 29, 1842, to which it was constrained after an unsuc¬ cessful resistance, and by that of 1844 f^ith the United States, ports were opened for foreign trade that had hitherto been entirely closed ; and in the Anglo-French inva¬ sion of 1858 treaties were wrung from the Chinese government that effectually de¬ moralized their old wall of exclusiveness, and that mark a new ejjoch in its history. It had now learned that there were mightier powers, a better civilization, higher in¬ telligence, more advanced arts, a richer culture every way among the long clespised barbarians ; and it now began to seek a freer intercourse and traffic with the western nations, and also to further the introduction of their arts and sciences. It is apparent that America is with the Chinese the favorite country, preferred before all the other western nations. It has been always made to share in all the privileges accorded to other nations, and besides has secured for itself special preferences. The singular honor was conferred on an American to introduce China into the circle of civilized na¬ tions, and establish a permanent diplomatic intercourse. The imperial college, insti¬ tuted in Peking, to instruct the Chinese in foreign science and arts, is placed under the presidency and general management of an American scholar and philanthropist. Al¬ though such a revolution from the old exclusiveness of China and hatred of foreigners might naturally be expected to occasion here and there outbursts of opposition among a people characteristically conservative and jealous of change, there cannot reasona¬ bly be anticipated any such reversal of the new policy as shall work a hinderance to the current of emigration to this country. Nor should we anticipate any such hinderance from our own people. To oppose this immigration by legislation, direct or induect, would be to contradict all the antece¬ dents of our history and the characteristic spirit and sentiment of our people, never more emphatically and decisively pronounced than in the last few years. The princi¬ ple of no caste has been finally adopted and established in America, as it has ever pre¬ vailed in China. So long, accordingly, as we invite to our shores all in Europe _who ould improve their condition, we must keep unobstructed the channels of immigra¬ tion from Asia. Certainly we cannot retrace our steps by breaking up in the interest of exclusiveness the treaty with China, ratified by the United States Senate, July 16, 1868, which guarantees reciprocity of rights in regard to trade, residence, and educa¬ tion. POLITICAL BEAKINGS OF THE IMMIGKATION. Nor can any reasonable opposition arise from any quarter. We have nothing to fear from a migration of Chinese that shall be left open and be unobstructed except by those general checks which Providence ordains shall rise of themselves to moderate whatever is impetuous and excessive in the movements of the race, in regard to any pernicious effect such a migration might have on our political integrity and purity. We are to bear in mind in estimating this political effect that the Chinese are, as al¬ ready observed, properly still in the family stage of development, and have not yet attained the proper spirit of nationality. The Chinaman on his arrival in this coun¬ try accordingly manifests little disposition to enter into our political life. Thus, al- COMMISSIONER OF EDUCATION. 427 tliough by the unjust legislation of California, he is subjected, if he engages in min¬ ing, to an onerous tax, from which ho would be exempt simply on condition of becom¬ ing naturalized or declaring his intention to become a citizen, it is not known that he has ever availed himself of this mode of obtaining exemption. At this germinal stage of the migration, then, there is no ground to apprehend a dangerous incursion of Chinese voters, even if partisan zeal should hero and there override or evade the legis¬ lative safeguards to naturalization and admission to citizenship. We need only to look forward to that stage, which may indeed bo near at hand, when the Chinaman, s.atis- lied that he can be secure in family settlements, shall bring over his ancestral memorials and hx himself permanently in the country. In estimating the possible evils from sncli an inundation of Chinese voters in the future we must bear in mind .that the Chinaman, who, in his own land, is a stranger to the social inequalities which feudal¬ ism so firmly rooted in European civilization, comes to us in hereditary sympathy with the political equality which is the glory of our land. He comes habituated in all his past life to feel that the high places in government are, out of the imperial circle at least, open to all alike — to the most obscure or to the most emiueiit in social condition — and are reached only by long training and the most exact and thorough competitive examinations; that political distinction comes surely and solely to merit, carefully and impartially ascertained. INDUSTRIAL OPPOSITION TO IMMIGRATION. More formidable, if not more unreasonable, is the opposition to the free admission of the Chinese that may spring from industrial interests. This opposition has already manifested itself in loud denunciations against the cheapening of labor threatened in such a large influx of foreigners. Doubtless this hostility, which has been active and violent in some quarters, has operated as a partial check, rather indirectly than directly, to immigration. But it should be borne in mind in estimating the force of this oppo¬ sition that, as being against all reason, it cannot t)e either lasting or very elfective. It comes chiefly from men who have themselves profited by their free admission to the open hospitalities of the land, and so with an exceedingly ill grace. It is against na¬ ture, against the spirit of our people and all its antecedents, against the true interests of our national prosperity. It is but another form of the old narrow-minded hostility to the introduction of labor-saving machinery. We acknowledge its own unreasona¬ bleness in the unsoundness of the reasons it urges. To cheapen production is not necessarily to cheapen labor. The substitution of machinery and of animal force for human labor has ever worked, in the long run, to the benefit of the laborer, as it has both cheapened the cost of the necessaries of life and also opened fields of more remu¬ nerative employment. The allegations of ignorance and incompetency are disproved by the successful competition of the Chinese in every department of industry, in navi¬ gation, in mining, in railroad construction, in agriculture, in superintending machinery, in the family occupations of the laundry and the kitchen, in the common mechanic arts, as of shoemaking and tailoring, and also in mercantile employments. If, in¬ deed, the Chinaman were no more intelligent than a brute, there is no more reason for opposing his importation than for opposing the importation of camels- If he be in truth a man, and brings intelligence and reason with his manual force, there is cer¬ tainly still less ground of objection. This industrial opposition, which is not a legitimate outgrowth of our national spirit, and is essentially selfish and short-sighted, can work save only locally and exception¬ ally. The very laborer who has ignorantly been led away into the fiercest hostility to Chinamen willingly accepts them when they come to do the more menial work and drudgery of his own calling. In this way, in fact, we see how the difficulty disappears ; how the labor problem is to be quickly solved. The Chinaman takes the lower place, the more repulsive, the less remunerative work, to the glad relief of the white man, who is thus lifted to a higher plane of social condition. In solving this problem it must not be forgotten that the Chinaman is ju.st as eager to improve his condition as any other man; just as earnest to obtain the largest remuneration possible, and, ac¬ cordingly, just as earnest to keep up the rewards of labor to the highest mark. This industrial opposition to the immigration of the Chinese must hence be regarded as against all reason and the true interest of our people, and consequently as only tem¬ porary and ineffectual. Combinations to resist the employment of the Chinese have in fact been forced to give way after the briefest struggle, and the momentary damming up has been followed by a larger, ffieer flood. DANGER FROM INTRODUCTION OF PAGANISM. Still another check may be apprehended from those who tremble at the thought of the introduction among our people of so much paganism and super.stition. The ex¬ istence of idolatry, or of ignorance and immorality, is certainly an evil to be deplored anywhere. But it is not diminished in amount by beuig simply transported to other 428 ANNUAL REPORT OF THE shores ; and if it can be here more readily encountered and remedied, the truly philan¬ thropic moralist and Christian will not object to its coming to iis. Certainly there is little danger of its infecting onr native population; little danger of its spreading at all among ns. Who ever heard of an American convert to Chinese Buddhism ? AYe do hear of conversions from our own people to Mormonism ; yet a flood of ignorant, fa¬ natical Mormons from the dregs of European life is pouring in upon us, and swelling the pool of Mormon organized society, with no disturbance of pious tranquillity and confidence. But it is proved that the Chinaman easily drops off his superstitions and his idolatries. He readily puts himself under Christian tuition ; he freely accepts Christian teaching. No class of people offers so hopeful a field of Christian labor as the Chinese among us. They are without difficulty gathered into Sunday schools ; they receive without cavil Christian instruction; they become Christian converts; they enter with true Christian zeal into the work of spreading the truth among their coun¬ trymen, both here and in their own land. An enlightened x>hilanthropy and piety should, hence, rather encourage than hinder their coming among us. That the Chris¬ tian civilization and culture of this country is to array any opposition to the free influx of the Chinese is, therefore, not to be antici^jated. This rapid survey of the causes which may be thought to work as serious checks to the free immigratiou from China shows that direct opposition and hinderance will probably effect little ; the effective checks will lie in the want of facilities for transpor¬ tation and in the ordinary hiuderances to removing of households and to procuring of satisfactory employment. It is reasonably to be anticipated that in the future more com¬ paratively will arrive with the purpose of permanent residence. The past successes of employers will invite to other arrangements for Chinese labor on railroads, in manufac¬ tories, in mines, on plantations, and for household service. The success, too, of the Chinese agricultural enterprises for the production of silk and cotton andtea willleadto the multi- j)lication of these enterprises ; and all such permanent locations of Chinese communi¬ ties will invite immigrauts. The increased intercourse between those that are here andfriends at home will naturally facilitate emigration. Every view indicates a steady and rapid increase, while yet no facts or reasons in the case enable us to fix any limits to the immigration within hundreds of thousands a year. It is to this possible, not to saymostprobable, vastness of the element with which we have to deal that both polit¬ ical and philanthropic policy and effort should be addressed. II.— RESULTS TO BE ARRIVED AT. j This incoming element, then, which must either greatly hamper or greatly help our j national prosperity, which , perhaps we should say, must either overwhelm and smother, i or immeasurably enlarge and enrich our political and social life, is to be controlled, not i checked ; and we cannot too carefully and steadily keep before us the definite end to | which all the particulars of this coutrol should be directed. It is, in a x)roper sense perhaps of that exx)ression, but a high peculiar sense, to be utilized. It is to be utilized | after the laws of its own nature — after the principles of rational freedom in the most ; exact reciprocity of duty and privilege. It is to be assimilated to our own life and incorporated into it. The thorough Americanization of this new element is the com- 1 prehensive result which all political and individual endeavors in regard to them should j seek. It is to be assimilated to the highest, completest form of our civilization, as in¬ telligent, free, Christian. j It will prove a terrible pest and bane if it be allowed to have a place in our social ■ system only as a foreign element, as fungous or parasitic, China has never known ’ caste; America knows it no more. The institutions of both countries alike repel and | abominate it. Only the greed or the tyranny of individuals, or of communities among | us, can, and then only in spite of our fundamental laws and in audacious resistance to I them, make a servile class of these immigrants; and the true way to prevent this j result is not to stop back the stream, but arrest the iniquity that would poison it. Full ] and exact equality of social duty and privilege is the fundamental principle of all true and wise policy in the treatment of immigrants to our shores. The indispensable condition of our highest national well-being is the organic membership of all thoraces, all the kindreds, all the families, all the individuals dwelling among us, so that each shall minister and be ministered to, nourish and be nourished by, all the rest — one com- j mon pulsation beating through every element in our system. Nor need any alarm be taken from outcries against the horrors of amalgamation '' pmd “miscegenation.’^ These are more bug-bears, inveuted by xiolitical cunning to frighten silly men, who do not understand that the freedom of our life aud institutions assures, in the main, that social connections aud alliances will be between x^arties best suited to each other, and therefore that x^ublic morality and decency will not be shocked by unseemlyunions. At all events, history shows that whatever evil of this kind may j arise, it is sporadic and cxcex^tional, and can only be aggravated by governmental | interference. i COMMISSIONER OF EDUCATION. 429 Chinese civilization has much that is in common to what is peculiar to American as flistinguisherl from European civilization. Its principles of social equality, as before alluded to, its submission to law and authority rather than to hereditary and personal rule, its love of home and fomily, its requirement of universal education, its enforce¬ ment of political responsibility, are true American principles; and fresli importations will but help to overthrow and exterminate what of hostility to the free working of these principles the feudal and out-of-door life of European society has introcluced among us. Tlie characteristic vices of Chinese life are rather moral and religious than political, as their superstition, their idolatry, their gambling propensities, their love of opium, which last vice, it should be remarked, is but of recent introduction and of lim¬ ited extent, forced, in a sense, upon them by foreigu cupidity and i)Ower against their established laws. These vices are not to be kept out by a futile attempt to stop the providentially-ordered intercourse between nations, but to be cured by suitable moral means. Most certainly it would be very unwise to oppose their spread by closing the channels of intercommunication between members of our own political body. Fusion, rather than fencing and vralling into separate fields, is the true result which wisdom prescribes. This thorough incorporation into our common national life involves some particulars of policy which i t may not be amiss to specify. THE ADOPTION OF THE AMERICAN LANGUAGE. The citizens of this country should speak the same language incorruptly. Diversity of dialects may possibly consist with a certain national unity and integrity ; it is cer¬ tainly ever ahinderance to it. The thoughts and sentiments of a people to be in accord and sympathy, to be healthful and nourishing in the fullest extent, must flow in and out, to and from the different parts, through the channel of a single dialect. A pure, incorrupt English should be held forth as the indispensable attainment of every Amer¬ ican citizen. Any corruption of our noble speech by foreign dialectic intermixtures,, any patois, should be everywhere and by every means discountenanced and opposed. It is gratifying to learn that the Chinese immigrant shows no proclivity in himself to that miserable jargon called Pigeon-English. In North Adams he has nothing of it, knows nothing of it, desires nothing of it. On the other hand, and positively, no more efficient means of assimilating foreigners to our manners, our institutions, our national life, than the learning, the reading, the speaking our language habitually ; than the habitual admission of all thoughts and sQntimeuts, and the habitual utterance of them through the common speech of Amer¬ ican life. ADOPTION OF AMERIC.AN DRESS AND HABITS. In common with the foreign dialect, the foreign dress and all the personal habits which are foreign to our manners should be replaced by such as are properly American. Every conspicuous badge of alienism should be avoided. It is one of the favorable prog¬ nostics of the experiment at North Adams that the American dress is adopted so far as taste and comfort dictate. The fact indicates how far the treatment which the stranger receives at our hands may keep him from that isolation which is betrayed by the foreign dress and speech ; how far that isolation, where it exists, is attributable to the social atmosphere into which he is brought. ADOPTION OF AMERiaVN HOMES. A thorough American domestication is to be sought. The family life, as has been stated, is the predominant characteristic of the Chinese, The love and reverence paid among them to parents and to ancestors, the religious sentiments that they are trained to cherish toward the home of the family should be provided with the opportunities of gratification. They should bo guided and helped to homes in America, where all the sacred relics of the departed may be securely and permanently enshrined, where the strong family feeling may be indulged and cherished. The low, narrow superstition that defies this worthy domestic disposition is to bo eliminated by lifting and enlarg¬ ing the filial sentiment from the earthly to the heavenly Father, so that the piety vrhich rightly and naturally begins, and is fostered toward the natural parent, shall develop into a love and reverence for the eternal and supreme. There will be difficulty in this at the start. Work on railroads and in mines, and first employment in factories and in private households, must, of course, hinder sejiarato establishmeut in dwellings. But certainly the settling down in families in the midst of native Americans, so that all the neighborhood intercourse of commou life shall be in a fully American atmo¬ sphere, must have an iufiuenco in Americanizing that cannot be too highly estimated. Most earnestly to be deprecated is the isolation of foreigners, and especially of Chinamen into separate villages, towns, or wards. The testimony is that the Chinaman is not more clannish than other men; but it is purely natural that common origin, 430 ANNUAL EEPORT OF THE coraraou estrangement in regard to the land of their adoption, common dialect, should breed common sympathies, and should d^a^Y together. Thorough and complete Amer¬ icanization is, however, hindered by all such isolation. As the man is fashioned in the training of the child, and as the spirit of the nation is shaped in the family, it is of the first importance that not only the family life be maintained and protected, but also in order to the completest fusion that this family life be impregnated by the true American spirit, and bo shaped after a pure American and Christian pattern. The family spirit which so characterizes the Chinaman should not be eradicated and supplanted, but only elevated and expanded. ADOPTION OF AMERICAN MANNERS. In like manner a full initiation into the peculiar social usages and manners of Amer¬ ican life, so far, at least, as worthy, is to be desired, as also a free introduction into the vast diversity of our arts and occupations, as likewise into our religious usages and habits. Into this whole social life, this new element may bring in something that will liberalize, expand, enrich, as well as purify and elevate our manners ; but it should be carefully grafted into the fundamental principles and spirit of our social order and economy, and not root itself and grow up a distinct and isolated growth. ADMISSION TO CITIZENSHIP. Finally, on the broadest, surest grounds of a true and wise policy, the Chinaman should be brought to a free participation in our political life. Intelligence and mor¬ ality, indeed, should be the conditions of political rights and privileges; but such con¬ ditions only as are accorded to others should be imposed on him. His wonted train¬ ing and spirit, as already observed, do not predispose him to seek political privileges, rather to shun them. He, therefore, needs no unusual checks. He is to be natioual- . ized in his feelings and views, his characteristic family spirit being expanded into the proper love of country as the characteristic filial spirit rises and swells into reverence for the Divine Father of all. This is the only safe result for him, as for the country. The sordid calculations of political partisanship will doubtless often prompt to strong opposition to the naturalization of the Chinaman, perhaps sometimes seek to effect it too hastily, and with too much disregard of settled limitations and safeguards. The dangers of the too free admission of foreigners to citizenshi]) will be as much exagger¬ ated in the one case as underrated in the other. The one safe, desirable course is, under suitable limitations and conditions of intelligence, morality, time of residence, and the like, to bring in all that dwell among us into the full exercise of all political rights, and the corresponding participation in all political burdens and responsibilities. HI.— METHOD OF ATTAINMENT. To the question, now, how such thorough assimilation of this foreign element to American life after its highest type is best" to be accomplished, all the facts in the case point to the answer : By education under a right impular sentiment. This right popular sentiment in regard to the whole Chinese question is indispens¬ able even to much success in any educational effort, for this must itself spring from an enlightened, philanthropic feeling, and be, guided and sustained by this feeling, while all educational endeavors may be effectually prostrated by a strong popular sentiment arrajmd in hostility, and bent on oppression or extermination. It is most important, therefore, that the public mind be carefully and accurately informed in respect to all the facts and principles involved in this question. It should be lifted above the low, inean selfishness which vitalizes the caste spirit in every form, whether industrial or X>olitical. It should be familiarized with the lofty, worthy views that are inspired at once by that superintending providence which has brought the swelling tide of popu¬ lation onward till it has reached our waiting continent, that it may spread over its wastes a reclaiming, regenerating life ; and also by that noble spirit of philanthropy which from the first has extended a hand of welcome to all the oppressed and crushed from other lauds. It is a necessity that drives to us from overcrowded China, a ne¬ cessity that it is folly to struggle against. The overflowing waters will, must, find their resting-place. They threaten no harm, if a judicious, efficient, and timely guid¬ ance be given them. They can be so controlled and influenced as to nourish and fos¬ ter every good interest, and immensely augment our true prosperity and well-being. The one fundamental condition is that the Chinaman, as he comes among us, be treated as a man ; as having the same rights, as he has the same natural endowments, as our¬ selves ; in the free reciprocation of all human sympathies and courtesies ; and, espe¬ cially, in the true spirit of a pure Christian philanthropy, that shall generously seek to elevate and bless him. The cost of prohibitory measures and of oppressive legislation will greatly exceed that of an effective philanthropic effort to Americanize and Chris¬ tianize ; while such unworthy policy must necessarily bring in influences pernicious COMMISSIONER OF EDUCATION. 431 to our free iiistitutious. The highest Avisclom dictates a kind, generous reception to all waifs of humanity from other lands ; while open vice and crime meet a prompt and just retributiou, poverty and want should fall into the hands of charity ; ignorance seeking light and indusUy seeking employment should find instant help and guidauce. Let proper educational provisions he supplied under the prompt! ugs and support of this wise, humane, eminently American sentiment, and what is timidly feared as a threaten¬ ing evil to iudustry, to manners, to political purity and intep’ity, and to religion, can¬ not fail to be converted into a blessing to all of these precious interests. If labor be cheapened here or there, experience proves that while it benefits all in so far as it cheap¬ ens production, it only in the end lifts whatever worthy industry is temporarily displaced to a higher plane. Such are the lessons taught by the history of the introduction of com¬ petitive human labor, so far as free at least, of animal force and artificial machinery. Cheap European labor has displaced the native American from domestic service and from public works; but it has only elevated him to a higher condition that brings better pay and allows a richer culture. The use of horses and of oxen has not injured the most menial class of laborers ; nor has labor-saving machinery proved detrimental to them. So the policy of a generous treatment has proved and must ever prove the wisest and best too in the sphere of political partisanship. This worthy, generous senti¬ ment will open towns, schools, factories, shox)s, so that the foreign element shall diffuse itself freely everywhere into all the currents of our national life and so better effect its assimilation and make it truly enriching and blessing. The narrow policy of exclusion and opposition will only drive into separated communities where antagonisms cannot fail to be nourished. EDUCATIONAL AVAILABILITY. The availability and effectiveness of a proper educational policy may safely be inferred from what facts are in our possession. We have, first, the great uuderlying fact of the universal intelligence of the Chinese. They all come instructed by long, systematic, publicly-enforced training in the rudiments of learning. They come with the habits of learners, accustomed to discipline, accustomed to acquire knowledge, capacitated as dis¬ posed to attain new and higher instruction. Their docility is remarked everywhere in the Eastern States and on the Pacific coast, in private instruction, in charitable schools, in Sunday-schools, in seminaries and colleges where individuals have stood among the first in scholarship, in public schools, as well as also in the industries and arts of com¬ mon life. This docility is accompanied and fostered by a remarkable eagerness to learn the American language and the arts and sciences peculiar to our civilization. Every motive presses them to acquire our language. The testimony is unvarying. Of the workmen employed at North Adams, it is said, “ about half are at their books nearly all the time out of work-hours; the rest do not read much, only as they have teachers.” Of what other class of immigrants can anything like this be said? In New York there is but one school for teaching them the English language, which is itself of recent estab- hshment, yet it is said “ a considerable portion of the Chinese population has been graduated from it, and it has recommended to various employers nearly 200 of its pupils. At present there are about 40 pupils under tuition.” This is about one-fifth of the entire number in New York. In San Francisco the desire to learn our language brings them to Sunday-schools as well as to other places of education. It is noticeable that Vv'ithin the last two years a great change in this respect has taken place, and the diffi¬ culty is no longer that of obtaining impils, but teachers. The efficient superintendent. Rev. O. Gibson, expresses “no doubt that the desire to learn English will fill every department” in the Chinese Mission Institute, for which a fine three-story building is now in process of erection. The schools for boys and for girls, instituted by different I Protestant and by Roman Catholic Christians, are represented to find no lack of pui)ils. The demands for the means and facilities for instruction on the other hand far transcend the supply. This eagerness for instruction in our language and in the arts and sciences of our civilization is but the outgrowth and reflection of the new sentiments which have come forth with a wonderfully rapid grovffh in China itself. The English and French wars have demolished the old hostility to Europeans; and the demand is now so strong and general for a knowledge of our arts and sciences that not a doubt can be entertained of the complete availableness of proper educational efforts to assimilate this whole, in¬ coming people to our proper American life and manners-. The effort is an exceedingly hopeful one for the adult Chinaman. But after all, the great work is to bo accomplished through the children. This work is at present en¬ tirely within reach ; for the immigration hithei-to has been mainly of adult males. The number of children is at present small. They belong to families too, for the most part, that are settled in life, having adopted this country for their permanent abode, and having fixed occupations. They live, moreover, in cities and communities where edu¬ cational means and helj) can bo readily proeured. These boys are to bo the members of our political body from the Asiatic continent; they will be almost exclusively, to 432 ANNUAL REPORT OF THE judge from present appearances, Fae citizens among ns of Chinese origin; for, as be¬ fore intimated, the notion of our being overwhelmed by an inundation of heathen voters, is like that of our being threatened with a new form ofservitude in the i^ersons of Chinese coolies, a mere bug-bear of a distempered fancy. If, accordingly, the children of the Chinese bo properly trained in American and Christian ideas, the great problem is solved and the immigration may go on without danger. Further, the desired influence upon the adults will best reach them through the children who, as they are taught themselves, Avill be the best teachers, at home and in the society of their countrymen, ill our language, usages, arts, manners. They will be the vital bonds which will unite in one life the foreign with the native members. STUDIES. In respect to the studies to be made prominent, the leading one is of course that of our language. The Chinese all read in their native dialect ; they seek and should be helped to learn to read in ours. When once such a command of our language is ac¬ quired as to enable them to read our newspapers, the work of Americanization may be considered to be assured of its full accomplishment. A good daily newspaper in our language will do more to indoctrinate and imbue with truly American ideas and habits of life than probably any other instrumentality. It is therefore to be earnestly hoped that all occasion for the further publication of newspapers in Chinese will be obviated by the timely impartation to them of the principles of our own speech. To qualify the Chinese then to read our langnage freely is the leading aim in all edu¬ cational labors. Here, doubtless, are formidable difflculties to be encountered. The Chinese tongue is further removed from the English than are most, at least of the Eu¬ ropean, tongues, and to acquire it is a work of much and peculiar labor. Our phonetic system is ditterent from the Chinese ; it contains elements, as the r, which the Chinese can hardly distinguish from the I, that require a special training of the vocal organs. These organs, too, united to monosyllabic elements, break down under our heavy poly¬ syllables. The use of inflections to indicate relations in verbal expression is strange to them, and hence they easily fall into errors, such as the “ Pigeon-Euglish” exemplifles, in distinguishing by one invariable suffix for all persons, numbers, moods, and tenses, the use of a word as a vbrb from its use as a noun. Yet, here it should be remarked, the English comes nearer than any other Indo-European tongue to the Chinese, as, like that, it indicates grammatical relations mainly by the position of words in the sentence ; while, on the other hand, the Chinese tongue gives evidence of a preparation for an advance from the monosyllabic and low agglutinative type to the proper inflectional. The English tongue meets the Chinese full half-way in both these particulars. It has dropped off in great measure the inflections which characterize both the classical and the Teutonic families of dialects, and uses with allowed freedom the same word for all the grammatical uses of nouns, verbs, and adjectives ; and also delights, especially in the more colloquial usage, to employ the sturdy monosyllabic stem- word in preference to delicately wrought inflectional polysyllables. Like the Chinese, its colloquial, and therefore its most highly x)ractical, vocabulary is made up more of object-words than of words denoting relations of thought and of diction, and thus characteristically ad¬ dresses more the imagination and the reflective faculties. On the assumption of a primitive unity of dialect among men, to which all the facts of linguistic science thus far attained significantly point, in perfect harmony with reason and revelation, the Chinese language is but the result of a more effective attrition from the intermingling of tribal communities leading a wandering life, which has worn off all inflectional ad- ^ ditions to original stem- words. This result has been the more complete because of the ^ absence in early times of all literature, whether written or legendary, and because of ' the more nomadic character of the people, and the consequent meageruess of its vocab- i ulary. The people that have shaped the English dialect have been distinguished from I other Europeans by this very circumstance of a more promiscuous origin, while they | have enjoyed the advantage of a literature which has operated to preserve primitive j words and forms, and also have been kept in more intimate and thorough intercom¬ munication with one another than was the case with the earlier Chinese families and tribes. In the same way the sentence structure in the two languages differs little but in the one particular, determined by the same influences of a conservative literature. Both essentially^ follow the strict order of thought, the purely logical order; but the English suffers considerable rhetorical and poetical deviations not so free to the Chinese. The difficulties, accordingly, which a Chinese has to encounter in acquiring the Eng¬ lish tongue, are far less considerable than those he must meet in learning any European dialect. The phonetic difficulties, as also those of grammar, including the inflectional and syntactic, are real, but after all are comparatively slight. The main difficulty lies in the vocabulary. So wide has been the divergence in the history of the ancestries of the Chinaman and the American, that whatever may be true of the original unity of their tongues, the vocabularies now retain hardly a sign of this primal identity COMMISSIONER OF EDUCATION 433 This diversity does by no means imply any diversity of inteller tnal, or moral, or speak¬ ing natures f for nothing could be more antecedently probable than that in early times, •vhen the human race was broken up at the era of the great dispersion into small com¬ munities of tribes or families, wandering apart in a scattered nomadic life, with no lit¬ erature, written or oral, and a vocabulary of but a few hundred words altogether, this meager stock of words should, in the lapse of a^es, be thoroughly changed ; that, in other words, in such circumstances, our group of articulate sounds, taken' out of anin- linite number of like possible groups, should gradually be changed, losing and substi¬ tuting word by word, till every one of the original group should disappear. The speak¬ ing nature of the Chinese and the American is the same, and on this solid foundation is the plan and hope of an educational effort for the Chinaman among us to be based. The difficulties to be surmounted are not fundamental, but incidental. It is worthy of mention, in corroboration of this view, that a Chinaman a few years ago took the first prize in English composition in Yale College, where ho graduated with honor. Moreover, it is to be remarked of these difficulties, that, aside from those arising from a difterent vocabulary, they are to be encountered rather in learning to speak than in learning to read our language. The Chinese are a reading people, and the thorough indoctrination into American ideas, which is, after all, mainly to be accomplished throngh reading rather than speaking, appears to be altogether feasible. Especially will this appear if we consider that only a small part of our literary vocabulary enters into the uses of common life. It is a well-attested fact that the entire vocabulary in actual use by portions of the English peasantry is confined to a few hundred words, that might easily be committed to memory in a week. It is worthy of careful consideration whether rudimental text-books or primers, spelling-books, and primary reading books should not be prepared which shall be spe¬ cially adapted to the peculiarities of the Chinese mind and habits in regard to or¬ thoepy, orthography, and sentence construction, and inasmuch as the adults are, for a time at least, to constitute the great mass of those to receive instruction, it is worthy of consideration also whether rudimental books should not especially be prepared for them as being already well educated in their own tongue. At present the slow, clumsy practice of hearing and reading portions of the English scriptures is the best resource available, a practice which is indeed recommended by the fact that an introduction to the Christian faith is sought in union with the knowledge of our language. It is ques¬ tionable, however, whether both objects cannot be better attained by i3ursuing the two separately. Of the other studies which the peculiarities of the Chinese among us indicate as of special importance to them, little need be said. To write comes so easy to them that only that practice which may be desirable for learning other branches is required beyond the mere shaping of our written characters. The training in book-keeping, which ought to be enforced in every American school where arithmetical studies are pursued as far as to the common rules of commercial usage, but which is so strangely over¬ looked, will, to the Chinese mind, so prone to trading life, from its attractiveness, fur¬ nish probably the sufticient and readiest introduction to a good chirography. The peculiarities of his condition suggest also at once the desirableness of special training in geography and in history, that his mind may be fully delivered from the proverbial tliraldom of Chinese x^ride and exclusiveness. For a like reason, at least, there should be sought a rudimental acquaintance with the princijiles of technolog¬ ical science, as develox)ed among the occidental nations, by which they are so exalted above the oriental tribes, including, of course, something of those sciences on which that of the useful arts is founded. INSTRUMENTALITY. The final question which presents itself in the consideration of the method to be adopted resiiects the instrumentality by which tlie education of the Chinese among us is to be effected. Actual exxierience sheds some light on this jioint, which it is safe to follow. We have, on the one hand, settled among ourselves some general in'incijiles which arc axixilicablc to educational efforts among the Chinese, and, on the other hand, wo have the actual fruits of such efforts among them, which are suggestive. The American people, then, have recognized the duty of the Government to oversee and secure the education of its citizens to such degree as to iirotect our free institu¬ tions that rest upon the intelligence and morality of the peoxde. The action of the Federal Government, and also of xiarticular State legislatures, is decisive on this xioint. Wisely leaving this work as far as is safe to xnivate care, governmental action has in many ways, directly and indirectly, not only encouraged but enforced instruction. It has further, directly and indirectly, to an extent unprecedented in the history of na¬ tions, aided by liberal benefactions this general education which it has sought, and the whole tendency of the age, guided and i^rompted by experience, is unquestionably to freer and larger governmental patronage and encouragement. On the other hand, it is well established among us that education, to be univci'sal 28 E 434 ANNUAL REPORT OF THE as it should be, as it must be, indeed, for our national security, must be vrithin the reach of all; that, consequently, it must be to a great extent free — must be furnished, in other words, either without cost, or at a far less price than its actual cost. We start then with these recognized principles, that education should be under gov¬ ernmental supervision and patronage when needed, or, generally speaking, under gov¬ ernmental favor and encouragement, while yet sustained mainly by private munifi¬ cence, and that general education should be furnished to a large extent without cost. Experience, as it respects actual fruits, indicates the following general particulars in regard to the kind of instrumentality to be employed : First. The successes which have attended the education of Chinamen in our colleges and schools, promiscuously with native Americans, indicate that this policy be pursued and encouraged in every way. All considerations sustain this view ; while no social repugnances are encountered, our habits of training bring no difficulties to the learner. Such free intermixture of the foreign with the native elements of our people is for the health and safety of all. Secondly. The remarkable successes which in the last two years have attended purely philanthropic efforts among the Chinese, mdicrffe that these efforts should be continued and enlarged in every way, with more system, if possible, so as that all maybe reached, and, at all events, with more efficiency. They should receive a greatly increased sup¬ port from the enlightened and humane. The proper religious efforts, particularly in Sunday-schools, that have had such great success, may be greatly extended. Only through them, at present, probably, can the children be generally reached, especially while the unreasonable prejudice continues in those communities where Chinese children are mostly to be found. This agency may, in any event, well supplement what is done in the public schools that are open to the children of this race. The night schools during the week have also been favored with a parallel success. These efforts, meeting particularly the adult Chinese when disengaged from industrial pursuits, are deserving of special consideration and favor. The provision of higher institutions specially for Chinese by individual munificence, is one that should be resorted to only in case of a clear necessity, which does not as yet seem to have arisen. Every movement that can tend to sustain a caste system is to bo deprecated, and should be allowed only as the less objectionable alternative of igno¬ rance and continued debasement. Thirdly. It is the clear dictate of wisdom to extend whatever educational privileges are accorded to the children of native Americans or of whites, also to the children of the Chinese. What the Federal and the State governments should do in behalf of edu¬ cation it is not proper here to prescribe ; but whatever is thus done should certainly avail as fully to the needy and the neglected as to the affluent and favored. All legis¬ lation and all administration which discriminate in favor of any one class of our heter¬ ogeneous people to the prejudice of any other, is as anti-American as it is unwise and impolitic. H. N. DAY, A. M. SCHOOIL SUPERVISION. The following series of questions was sent, as far as time would allow, to State and city superintendents. The answers received, though limited, from a number of school officers, contain important facts and suggestions in reference to the right adjustment of this vital part of school business. The answers will be given, as far as received from State, county, and city superin¬ tendents,, corresponding to the numbers of the questions. QUESTIONS. 1. What is your annual salary ? 2. How many assistants are you allowed by law ; their salaries ; their duties ? 3. Is the force of your offiee adequate for the amount of work to be done ? 4. What is the smallest additional force you should have to satisfactorily do your duty; proper comxieusation ? ANSWERS. Connecticut. — 1. Three thousand five hundred dollars. — Birdsey G. Northrop, secre¬ tary board of education. 2. The law does not allow any assistant ; or, if two or more were necessary, the law would allow so many. At present one is employed ; salary, $1,600. His duties are to receive and attend to calls at the office, to answer inquiries as to laws, &c., pertaining to educational affairs in the State, to conduct the correspondence of the office, and to COMMISSIONER OF EDUCATION. 435 collect, classify, and tabulate the educational statistics of tbe State for publication in the annual rex^ort. 3. It is. 4. The compensation is the same as that of the chief clerk in each of the other State offices ; no more can bo expected. New Haven. — 1. Two thousand seven hundred and fifty dollars. — Ariel Parrish, su- Ijeriutendeiit of schools. 2. None. A secretary of the board of education attends to the financial department, furnishes all sux>x^lies for the schools, and attends to the repairs of buildings. Salary, $2,000. So far as those duties belong to the superintendent, he is an assistant. 3. Not sufficient for what should be done. Much is necessarily left undone which is not missed by the community or by the board. 4. Comxietent assistaiits, to save time for more thorough examination of schools, would increase the efficiency of the office of superintendent. Five hundred to one thousand dollars would be an economical outlay for this x^urpose. Eemarks.—Om' city, on the whole, is as liberal, x^erbax^s, as the general average ; but a more generous outlaj’' would x)roduce greater and more satisfactory results. Illinois. — 1. Three thousand dollars. — Albert G. Lane, county suxierintendent. Cook County, Illinois. 2. No assistant. 3. It is not. 4. Two assistants are needed. A fair comxiensation would be $100 per month. Remarks. — If each townshix^ were organized into one school district, under the man¬ agement of a board of six members, and the schools of each town graded, with a cen¬ tral grammar school with two assistants, the efficiency of the schools could be increased five hundred fold. Maryland. — 1. M. A. Newell, x^resident of board of State school commissioners, Baltimore. Salary, $2,-500 as xjrincixial of State normal school. 2. None. One of the teachers in the State normal school acts as clerk of the suxoer- intendent. Salary, $500. 3. No. 4. '^hcio mould bp a principal of the State normal school — salary, $2,000 to $2,500; or a salary of $2,500 to $3,000 should be attached to the office of president of the State board. Remarks. — It will be seen that our State is in an anomalous condition. The superin¬ tendence of education is vested in a board of four, appointed by the governor from among the presidents and examiners (say sux^erintendents) of county boards, together with the principal of the State normal school. There is no salary, but there is an ap¬ propriation of $1,000 a year for exxienses. iSlASSACHUSETTS. — 1. Three thousand dollars, and four hundred dollars for traveling expenses. — Joseph White, secretary Massachusetts board of education. 2. Three, assistant, secretary, and librarian ; salary, $2,000 ; female aid to the as¬ sistant, $500 ; agent, $3,200, including traveling expenses. The duty of the agent is to visit schools, hold institutes, and do the same work which the secretary might do. 3. As we have no county superintendents, it would be well to empiloy four other agents, to be located in different x^ortions of the State. With county or district sux^er- intendents our xiresent force would be sufficient. 5. See above for answer. Boston. — 1. Four thousand five hundred dollars. — John D. Philbrick, superintendent of public schools. 2. I have no clerk, and no assistant. 3. I am greatly in need of clerical and other assistance. 4. I need one competent clerk, and two assistant superintendents. Remarks.— The reason why I need so little assistance will be seen from the following facts : First, our school buildings are erected and rex^aired, the fuel is furnished, and the janitors axipointed by an officer of the city council, viz., suxierintendent of x)ublic buildings, who has his staff of assistants ; second, the school board has its secretary and assistant secretary, who keex) the records and notify all meetings of committees, &c. ; third, the committee on accounts of the board employs an officer, with a clerk, to keep the accounts of expenditures, and x>urchaso and distribute the supplies not furnished by the superintendent of public buildings. I take care of the statistics, make reports, and have a general suxiervision, but no direct control over anj' of the officers or clerks named. Assistance is needed, especially in visiting and examining schools. Worcester. — 1. Two thousand five hundred dollars. — A. P. Marble, superintendent public schools. 2. One ; salary, $1,700; he is the secretary of the school board. 3. Yes- Remarks. — I am happy to say that this city is very liberal in providing for her schools. 436 ANNUAL REPORT OF THE NE^Y York. — 1. Five thousand dollars. — Abram B, Weaver, sui^erintendent public instruction, Albany. 2. One deputy superintendent, and as many clerks as may be necessary. We have four clerks ; two at $1,600 each, and two at $2,200. Salary of deputy, $3,000. 3. Yes. Albany. — 1. Two thousand dollars. — John D. Cole, superintendent of schools and secretary of the board of x>nblic instruction. 2. None. 3. It is not. 4. One clerk ; salary from $800 to $1,000. liemarlcs. — In 1866 "the title of the “ board of education ” was changed to that of “ Board of Public Instruction.” New York City. — 1. Four thousand seven hundred and fifty dollars. — Henry Riddle, city superintendent. Four; two for grammar schools, and two for primary schools. Salaries respect¬ ively, $4,200, $3,500, $4,200, and $3,600. Duties, to examine schools and assist in ex¬ amining candidates for teachers’ licenses. 3. It is. Two clerks are employed in addition to the assistants above mentioned. Remarks. — The schools of this city, 276 in number, are visited and examined twice each year by one of the assistant superintendents. They are also visited and inspected by the chief superintendent as often as possible — at least once, each year. Brooklyn. — 1. Three thousand dollars. — J. W. Bulkley, superintendent of city schools. 2. One assistant superintendent, salary, $2,500 ; secretary, salary, $2,500 ; two clerks, salary of each, 1,500 ; messenger, salary, $500. 3. No ; not for supervision. 4. We need another assistant, salary, $2,500. Remarks. — The assistant superintendent works wi^hthe suiierintendent in the general duties of his office. The secretary and clerks perform only office work, and attend to the supplies required, as also act as secretaries of the various committees of the board of education. Syracuse, — 1. Two thousand dollars. — Edward Smith, clerk ffinl s-'’pciirt''uden+. 2. One assistant clerk, who attends to copying and writing ux) the books ; a mes¬ senger, and a repairer clerk; the respective salaries, $600, $300, and $700. 3. I ought to have a suxieriutendent of buildings, so that I might be relieved of everything x>ertaining to repairs, fixtures, &c. Buffalo. — 1. One thousand eight hundred dollars. — Thomas Lothrop, superintenel- ent of education. 2. None. 3. No. 4. One assistant superintendent and two clerks. The salary of the sux)eriutendent should be $4,000 ; that of the assistant, $2,000 ; and that of the clerks, $1,000. Remarks. — I am allowed one clerk, on a salary of $500. I have under my charge 42 schools, employing 338 teachers, and giving instruction to 15,000 pupils. North Carolina. — 1. Two thousand four hundred dollars. — S. S. Ashley, superin¬ tendent of public instruction, Raleigh. 2; One clerk ; salary, $1,000. The board of education employs an agent, who looks after the colored schools, as acting assistant superintendent ; salary, $1500. 3. It is not. 4. One clerk qualified to conduct correspondence ; salary, $1,200. Remarks.— My time as su^jerintendeut of public instruction should be chiefly spent in visiting and ins^iecting schools, consulting with school authorities, and conferring with the i^eople as to jiublic school affairs. As it now is, my time is mostly consumed in office work and clerical labor. Ohio. — Cleveland. — 1. Four thousand dollars. — Andrew J. Rickoff, superintendent of instruction. 2. He has virtually three assistants called, “ x)rincij)als of districts salary of each, $2,000. To each of these is assigned the care of from four to six schools, employing from fifty to sixty teachers. They classify the schools, give attention to all serious cases of discijiline, and have, under the direction of the superintendent, the sutler vision of the work of subordinate teachers. No male teachers are employed under them, the heads of all the schools being women. 3. Last year we had four principals of districts, and, I think, the number was very properly reduced. Remarks. — I am glad that you are taking ujithe matter. Saving in a very few cities, tbe supervising force is altogether insufficient for thorough work. The question might be raised whether the sujiervision of x)riuciv)als of schools within their own school buildings is of that nature which will insure efficiency. My observation leads me to the belief that the value of their work is not jDrojiortioned to their number. It certainly is vastly more expensive than such an arrangement as we have in Cleveland. COMMISSIONER OF EDUCATION. 437 CiNcrNNATi. — 1. Three thousand five hundred dollars. — John Hancock, suiierintend- ent of schools. 2. I have no assistants proper. The i)rinci]3als of the schools are the local superin tendents in their respective houses. 3. It is not adequate to the thorough performance of the work properly devolving on the superintendent of the system of schools for a great city. 4. One English and one German assistant superintendent. • Probably a salary of $2,500 would secure the services of persons competent for such positions. JRemai'lcs.— The clerical force under the direction of the board of educotion is amply sufficient ; and in local supervision we are sufficiently provided ; our want is in general supervision. Upon the efficiency in this department of a school system will, to a greater extent than is generally imagined, depend the efficiency of that system. PENNSYLVAiSriA. — 1. Two thousaud five hundred dollars, and six liundred dollars for traveling expenses. — J. P. Wickersham, superintendent of common schools, Harris¬ burg, 2. A deputy superintendent, salary, $1,800 ; a financial clerk, salary, $1,400 ; a statis¬ tical clerk, salary, $1,400 ; a recording clerk, salary, $1,400 ; a messenger, salary, $900. 3. Not for the amount of work that must be done, to say nothing of the amount that • be done. 4. With one additional clerk we could do quite satisfactorily the work that must be done. The salaries now given are not high, but reasonable. Remarks. — The school deiiartment here occupies two large rooms in the capitol build¬ ing. It is better provided with men and office fixtures than any other dei)artment of the State government. Rhode Island. — 1. Two thousaud five hundred dollars. — Daniel Leach, superin¬ tendent of public schools. Providence. 2. No assistants. 3. It is not. 4. One assistant, salary, $3,000. Remarks. — Providence was the first city in New England to establish the office of superintendent of schools. The salary of all school officers are voted by the city coun¬ cil. The xaresent incumbent has been superintendent nearly sixteen years. Newport. — 1. Two thousand five hundred dollars. — F. W. Tilton, superintendent of schools. 2. None. 3. No. SCHOOLS AIV© TEACIHIXG GERMAN. The following communication and the article accompanying it are given to indicate the views entertained by a large class of our most intelligent citizens among the Ger¬ man population: “Annapolis, Xovember 12, 1870. “ Dear Sir : The question concerning the education of the young has grown to be more and more interesting and important in proportion to the increasing number of German emigrants, particularly after 1848, when the percentage of men educated in normal schools and universities for the business of teaching steadily increased. Many States offer liberally, by their public schools, the means of obtaining a knowledge of the elementary branches of education ; yet the system of recitations adopted by these schools differs essentially from that adopted in Germany, and the German language is in some States altogether ignored. The consequence was, that wherever a sufficient number of German families had settled elementary scliools were founded by them, the settlers preferring to pay for the education of their children rather than lose all the advantages which the German method of school-teaching, in their opinion, offers. You will find, therefore, all over the West and North, and as far south as Baltimore, a large number of German-Americau schools, kept up by the people of German origin. With the growing number of educated teachers, and of children to be educated in conform¬ ity with the peculiarities of tliis country, grew also a desire to concert a general sys¬ tem of education all over the States, and to influence the public school organizations in the different sections. The Bureau of Education is most likely founded on the same principle, though it may require some time before the different States will be con¬ vinced that it is absolutely necessary to clothe the Bureau wuth powers similar to those of other branches of the central government. Centralization, without destroying lib¬ erty, is the spirit of the United States Constitution as well as of German institutions, and the German-Americans tried, therefore, for some time to form an organization of the teachers, being convinced that all reforms must originate in the people. It is not necessary to state, in this report, the causes which had hitherto prevented the 438 ANNUAL REPORT OF THE realization of this plan; it will be sufficient to state that the exertions of Mr. E. Fell- ner, president, and of Mr. L. IQemm, teacher of the German-American Seminary in Detroit, were crowned with success, so that a large number of male and female teach¬ ers met in Louisville, Kentucky, on the 1st of August, and who, after three days of very harmonious and intelligent labor, constituted themselves permanently as the ‘Deuisch- Ameril-aiiischer Lelircrdund,’ (German-American Teachers’ Association.) Mr. Fellner, hav¬ ing been elected president, stated in an address the object of the meeting, and of the proposed organization. (See Amerikanischer Zeitung No. 1, page 21 etseq.) Now, it will be well to state at once that the association does not intend to organize an opposition to the Englisli- American system of teaching, but rather to remove the obstacles which oppose harmonious action; to bridge over the chasm which hitherto separated the two systems. The German settlers are far from wishing to be a separate people ; they want to be Americans in the most extended meaning of the word. But they are con¬ vinced tliat everyaiation which becomes an element of the future homogeneous Amer¬ ican nation should sec its best qualities accepted as a contribution to the completion of the grand process of assimilation which is steadily going on in this country. The Germans can offer no better contribution to the people of the United States, besides their industry, than an improved system of education, which, when j)i’opeiiy under¬ stood and adopted, will have a powerful inlluence on the intellectual and moral devel¬ opment of the western world, and will bring it one step nearer to its ^manifest des¬ tiny’ to excel all nations in power, wealth, and happiness. “ In order that the greatest possible amount of work should be x^erformed in the short sx)ace of time allotted to the first meeting, it was necessary to organize the labor without loss of time. The members were, therefore, divided into the following sec¬ tions : 1, school in general and school discipline ; 2, method of teaching in general, elementary laws, object-teaching, music, drawung; 3, German reading, writing, and sjjeakiug; 4, English reading, writing, and sx)eaking; 5, mathematics; 6, geography, lustory, natural history, and sciences; 7, permanent organization of the German- American Teachers’ Association; 8, Erziehungszeitung, (official organ of the association;) 9, gymnastics. “The chairman of each section was required to report, at the specified time laid down in the programme, the most important jiropositions which their sections in com¬ mittee meeting had agreed upon, to write them at the black-board, and to offer them for discussion, after such x)i’eliminary remarks as he considered necessary. This ar¬ rangement worked admirably; it x^revented all irrelevant questions, concentrated the labors of the association, offered the individual members an ox3X>ortunity of exx)ressing their opinions and experiences, and secured for the discussion the time which but too frequently is allowed to learned and less instructive essays. All sections had not an ox^portunity to report, the time being too short ; they will be heard next year. Several very valuable essays, written by x^ractical school meu, were also read to the associa¬ tion in the iuterval between the section reports, or in x^ublic evening meetings. Re¬ ferring for the detail to the minutes x^ublished in the ^chulzeitnng, I only beg to men¬ tion that the invitation to join the association is not only addressed to the German, but also to the Americau teachers, and to all friends of education. It is hox3ed that many Eugiish-American ladies and gentlemen will attend the next meeting in Cincinnati. The day of meeting will be fixed by the committee in St. Louis, which is charged with all the x^reliminary labors. I will lastly call your attention to two resolutions : “ 1. The committee on statistics shall continue their labors during the year, and make monthly reports in the Schulz eitung. “2. Practical teachers (their names, see Schulzeitung) are ax)X5ointed in all principal cities of the United States, charged with the duty to examine, both theoretically and X^ractically, candidates who ax^x^ly for einxiloyment as teachers, and to give them a cer¬ tificate as to the result of such examinations. “ I shall be hax)X>.v to coinx^lete this short rex^ort — written at your request — by verbal commuuicaf ions, whenever you shall have apx^ointed a Saturday (the only day of the week at which I am disengaged) on which I can be sure to meet you at your office. I beg to add that I have requested Mr. Hailmanu, (editor of the Schulzeitung,) at Louis¬ ville, to send you a cox^y regularly. “ I am, "dear sir, very respectfully, yours, “WM. STEFFEN. “ General John Eaton, ^^Commissioner of Education^ As having a bearing upon the subject of Professor Steffen’s communication, the opin¬ ions and facts given in a recent article by John ILraus, entitled “The German Language in the Public Schools, and the Germans in America,” and x^ublished in the National Re- Xmblican of this city, are here x>i'C'sented in substance. The object of the writer of the article was to answer some objections to the introduction of the study of the German language into our city schools, which had ax^x^eared in a number of the same x)axier. After stating that he had shown, in a former article, how the study of the German was COMMISSIONER OF EDUCATION. 439 gaining ground, he quotes from a speech, made in 1856, hy the president of the hoard of education in New York, that no modern language, other than our own, lias a higlier claim to a place in educational institutions than the German, to the extent that a lib¬ eral education is desired. It ought to have a prominence over all other modern lan¬ guages; and none can be more useful in ordinary life and business. Reference was made by Mr. Kraus to the fact that there arc now in Berlin sixty American students attending lectures at the universities of that city alone, while in Heidelburg, Bonn, Jena, Leipsic, and the mining school at Freiberg there are as many more. Mr. Kraus continues ; “The question in regard to the German language in our public schools is at present agitated in New York ; but the leading Germans lay particular stress on the circum¬ stance that the introduction of the German language, as a regular branch of instruc¬ tion, is desired only for a limited number of schools, and not for all of them. “Last year the German Teachers’ Society of New York and environs, by their re¬ porter, Dr. Adolf Dousi, laid before Hon. Henry Barnard, Commissioner of Educatiou, a statement respecting the German schools in existence in the Union. The first of the reasons and causes that have led to the foundation of these schools is that our German- born population find their children rapidly unlearn the German tongue, English being not only the common idiom of all nationalities in this country, but also a language easier than almost any other to acquire, to read, to pronounce. This fact sadly dis¬ turbs the family relations, the efforts of parents toward the education of their children, and the resi)ect due to the parents from the latter ; for when their children speak among themselves, even at home, nothing but English, they form, as it were, a foreign element within the family. The great mass of the immigrated Germans learn, during the first generation, hardly English enough to understand all their children talk among themselves, and thus they are unable to discover their secrets, to warn, to guide, to correct them. The children deeming English, the common language of the country, a better one than any other, begin to slight their parents, who have not a perfect command of the same, to eiijoy the fun of having their own secrets, inaccessi¬ ble to their parents, and end in refusing obedience to them, and in keeping no longer company, when half grown, with their nearest relatives not perfectly Anglicised. Thai these facts are productive of a great many evils, and even engender juvenile crime anti profligacy, can be easily understood.” Another reason is thought to be more important, namely, that “Germany is the era die of the reformation of schools, and the German schools, as a whole, might, from the latter part of the eighteenth century down to the middle of the present, be justly con¬ sidered as by far the best in the Avoiid. It is, then, but natural that immigrated Ger¬ mans, coming from a great many excellent schools in their old country, and being con¬ scious of and thankful for the great advantages derived from them, should desire that their children may grow up under the same benefits, and that the United States, this dear country of their choice, may profit to some degree from the existence of schools instituted after the German model, even though the latter be modified according to the X)eculiar circumstances and requirements of the American nationality and idea. Of the causes mentioned, each, according as it was prevailing over others, in the minds of the founders of German schools, gave rise to a different kind of school. Where the idea of preserving the family relations, and together with them the jiarental religious denomi¬ nation, prevailed, there denominational German schools were founded, of which there are in this country nearly as many as there are German church buildings and societies. The adversaries of this movement are generally laboring under the mistake of suppos¬ ing that the Germans wish to carry this reform into ail the schools. Diversity of lan¬ guage is an obstacle to intercourse between different nations and races that the wisest have not been able to remove. It is a matter of course that the citizens of this great country should have a common language as a means of mutual intelligence, and a characteristic feature of their nationality; and, as Jacob Grimm, the great German X)hilologist, says : ‘ No other living language is so well adapted to exx)ress every variety and shade of thought, or to exx)ress it so forcibly.’ But it is not adverse to the American idea that the citizens of this country should derive untold advantages from their ability to freely converse and communicate with the natives of other coun¬ tries, and enjoy their national literature. THE REEATKDNS OF EBFCATION ANH EABOR. In the United States there is some danger of mistaking the elements of education for education itself, through leaving to lu-ivato effort, rather than the community, tho providing of means for such comi)reheusive and thorough instruction in the j)ractical arts and sciences, Avhich is demanded more and more by the industrial necessities and progress of the age. Humboldt long since declared “ that the time was not far distant when science and manipulative skill mu.st be wedded together ; that national wealth 440 ANNUAL REPORT OF THE and increasing prosperity of nations must be based on an enlightened employment of natural products and forces.’’ The truth of this is daily more apparent. Here we have laid broad and enduring foundation for a comprehensive common school system, whicli, if it has not yet reached its full measure of usefulness, is in a fair way to do so. But for special instruction, either elementary or higher, which all modern industrial life establishes as absolutely necessary for success, our provision is wholly insufficient. On the other hand, the interest felt in this matter of industrial education in Europe is strikingly manifested by the following summary of what is being done in the leading states thereof : AUSTRIA, in common with other German States, has an extensive system of special schools, designed for persons employed in the useful and mechanic arts. They are of dif¬ ferent grades, from those wherein apprentices are trained to the polytechnic schools, where the mining, civil, and mechanical engineers, the architect and constructor, the industrial and practical chemist, and the scientific manager of factory, foundry and workshop, can all obtain the training essential for success in their several pursuits. The system pursued in Austria and other European states may not be the best adapted for our wants, but it will show what is being done elsewhere in this important mat¬ ter. In Austria proper there are 45 superior schools and academies for scientific instruc¬ tion in agriculture, horticulture, forestry, the culture of the vine and the silkworm, and veterinary surgery ; also of mining, navigation, and commerce ; with 7 polytechnic schools, in all having 5,951 pupils and 426 i)rofessors and teachers, (1868.) These schools are in part sustained by the imperial government, and are under the general direction of the minister charged with educational matters. Hungai;y has 13 similar schools, with 116 teachers, and 1,311 xmpils. Bohemia has an extended system of in¬ dustrial instruction, more diffuse than in other parts of the empire. What are termed “ burgher schools,” answering to our secondary or grammar schools, have special courses designed for mechanical and commercial training. Besides, there are through¬ out the Austrian provinces a large number of workman and apprentice schools, usually teaching some special trade. In Vienna and Prague there are a number of these. In the latter city there is one whose course includes the technical sciences, practical Aveav- ing, linear and free hand machine and constructive drawing, lectures on machinery, practical chemistry, and modeling. There are classes for machinists, building trades, weavers, dyers, industrial art, as for goldsmiths, jewelers, porcelain makers, &c. The Austrian polytechnics have been in existence for more than a century. They are in part sustained by the government, and in part by the fees received from students. These are small, and provision is made for gratuitous instruction. The course of studies pursued is comprehensive, and the collections of models, tools, laboratories, museums, and libraries attached are large and constantly being increased. BADEN. The duchy of Baden boasts of not less than 50 special technical schools, with 5,772 IDupils; among these, 41 schools of “arts and trades,” with 4,803 j)upils. There are several for teaching watch-making, weaving, agriculture, straw-plaitiug, (for girls,) which give instruction not only in those pursuits,, but in studies of a general character. The Carlsruhe Polytechnic School is regarded as among the model institutions of its class. It was founded in 1814, as an engineering school ; but has been gradually en¬ larged, until it now includes divisions or schools of engineers, architects, builders, forest¬ ers, chemists, machinists, commerce, and of iDOsts. The latter division is common in the European schools, and is designed to educate men for government j)ostal service and in the management of roads and telegraphs. The student may select his studies and follow any given course. The qualifications requisite are elementary knoAvledge. The pre¬ paratory course is one or two years in length, and their technical studies last from two to four years. The fees are $3 admission, and 66 Rhenish florins per annum. Some are admitted to lectures only. The buildings are regarded as among the best in Europe ; as are also the collections, laboratory, museum and library. In 1868 there Avere 589 regular pupils in attendance. BAVARIA. The BaA^arian system is extensive and highly x^raised. It includes, besides a good system of elementary, secondary, and high schools, a large number of technical and industrial schools, embracing, besides normal, music, XJaintiug, sculpture, and other belonging to the fine arts, 4 superior agricultural academies, with 29 sections for similar instruction in that number of sux)erior trade schools. These latter have commercial as Avell as mechanical and industrial art courses. The pupils in attendance number several thousand. Schools of forestry, horticulture, A^eterinary surgery, and commerce are also COMMISSIONER OF EDUCATION. 441 in operation. The Bavarian schools, long established, and reorganized in 1864, have for their chief design “ to carry the sciences into industry, and to put industrial pur¬ suits upon a footing corresponding to the progress of technical art and the competition of foreign industry.” In the trade schools the studies embrace physics, dra-wing, modeling, chemistry, geometry, and mechanics. Practical labor in workshoiis and on the farm are part of the courses. The jiolytechnic is the apex of the Bavarian system. It embraces the usual scientific courses. Small fees are required ; but remitted in deserving cases. At Passau, Munderberg, and at Berchtesgadeu there are special training schools. The latter teaches wood-carving. At Augsburg is the Royal School of Machinery, which has a peculiar reputation for beautiful models of machinery, &.C., made by the pupils. Many of the polytechnic schools and museums are supplied there¬ from. Each pupil works in the shop, as well as receives appropriate theoretical instruc tion. The Nuremberg School of Art, as applied to trades, is famous all over Europe. Its course is thorough, and includes drawiug, plain and from ornamental models, archi¬ tecture, the antique, from life, plastic studies, embossing, sculx^ture, wood-carving, brass-founding, engraving, with classes in i^erspective and shadows, and in anatomy. It is afiSrmed that this school has contributed largely to national prosperity. WURTEMBERG, with 1,700,000 inhabitants, is conceded to possess the best educated population in Europe. Besides a complete system of general schools, she has one technical university and 10 technical schools of the next grade, with 539 instructors and 5,148 pupils. There are 11 building and trade schools, giving a thorough theoretical and practical training in those occupations. They have 286 teachers and 6,457 students. There are 108 trade and industrial schools, having 8,254 scholars. There is an admirable polytechuic university at Stuttgardt, designed for the education of the higher class of professional men. The eminent English engineer, J. Scott Russell, in his work ‘‘ Technical Education,” gives a full account of the remarkable system prevailing in this little kingdom, and shows to what a height the intelligence and progress of the people, as well as the x^rosperity of the community, may attain under such admirable training. Speaking generally, Mr. Russell says : “ In every country where technical education has taken root and had time to bear fruit, I also find unquestioned jn’oofs of the rajjidity with which increased intelligence and enlarged knowledge bring increase in employment and remuneration.” PRUSSIA— NORTH GERMANY. The sx)ecial technical system of Prussia, to which most of the smaller German states now conform, will bear brief examination. There are in Prussia alone 361 schools devoted to architecture, mining, agriculture, forestry, navigation, commerce, and other technical studies, general and si)ecial. Besides schools for weaving and the textile manu¬ factures, there are 265 industrial schools whose studies and hours are directly arranged for the use of mechanics. They are classified as the central academies, axjproaching nearly to the x^olytechnic grade. The x)rovincial aud municipal imxn’ovement schools, and those for foreman, workman, and ai^XJrentice, all are fitted with models, tools, and laboratories. There are a large number of drawiug schools, in which the classes are arranged to suit various trades needing such instruction. The agriculture schools are thorough, being divided into general and sxmcial. In the weaving schools the pux^ils receive x>ractical instruction, and also study chemistry, as applied to the textile arts, &c. Saxony has 76 technical schools, and a number for special instruction in various trades and occupations. The Dresden Polytechnic is one of the best in Eurox^e. An excellent training school for w'omen also exists, in which instruction is afforded in com¬ mercial and other branches. All the states of North Germany are being affiliated to the excellent system of Prussia. • SWITZERLAND has a complete system of technical and special industrial schools honored by the best though youngest xiolytechnic institution in existence ; such high x^raiso is awarded it by competent English observers like Messrs. Samuelson, J. Scott Russell, aud others, who have examined these institutions. The industrial and scientific university is located at Zurich. The buildings were erected at the expense of that canton, cost¬ ing over ;$500,000. There are 7 schools or courses of study, architecture and construc¬ tion, civil engineering, mechanics and machinery, chemistry, inorganic, ax^plicd and industrial agriculture, foi-estry, aud rural economy, moral aud x>olitical economy, and the fine arts. The federal government makes an annual ax^prox^riation of $40,000 to¬ wards its maintenance. There are over 70 regular x^rofessors, tutors, and assistants, and an average of 600 pupils. In addition to this federal polytechnic, there is an excel- 442 ANNUAL REPORT OF THE lent technical institute at Lausanne, designed for the education, in the French cantons, of engineers, mechanicians, chemists and architects. It was started by an association, but receives a subsidy from the canton government, and also from the Lausanne com¬ mune. Small fees are charged, though provision is made for scholars Avho are unable to pay, but they must pass a competitive examination. There are 20 industrial schools for girls, in different cantons ; a school for weavers, one for watchmakers, and another for wood-carving and drawing, besides 7 agricultural schools for boys. The Zurich cantonal schools are famous, and are held up as models to educators everywhere. In consequence of the impetus given by these schools, eminent English authority say, it may be safely declared that ‘^the Swiss, in their far valleys, are rapidly grow¬ ing a dexterous and successful maniifacturing people.’’ More than half the students are from other countries. Besides the extensive corjjs of jDrofessors, there are excellent laboratories, workshops for the practical application and teaching of the several indus¬ trial arts, fine collections of models of all kinds, and an extensive and well-selected library. A good observatory, well fitted up, is also j)art of the polytechnic. BELGIUM has been active for the last twenty years in promoting industrial education. The result is marked in growing manufacturing importance. There is 1 college and school of agriculture ; 1 of horticulture, forestry, and veterinary surgery. The simpler branches of these are taught in a large number of the primary schools. Of commercial schools there is 1 superior, and 12 secondary ; 3 navigation schools, and 15 technical, with 2,293 pupils. Besides these there are 68 workshop schools, with 1,857 pupils. They have 1,428 looms in them, and have sent out, since 1845, 27,373 thoroughly trained weavers. The expenses are divided between the state, province, and com¬ munes. There is a royal academy of arts, mining, and manufacturing at Liege, and one of engineers at Ghent, besides art, as applied to industry, is taught in 60 academies and schools, having more than a'thousand scholars. ITALY justifies her renewed Unity by a renewal of industrial growth which is quite sur¬ prising. There were in 1868, 964 secondary technical schools, giving instructions in drawing, mechanics, industrial chemistry, &c., to 42,800 pupils. There were also 132 free technical schools, with 16,955 pupils ; 72 assimilated with 6,495, and 55 royal or or principal technical schools having 5,868 scholars; besides, there are 3 superior and 84 institutes of technology, making a total as above stated. In the principal school at Milan there were 252"pupil8. In addition to these designed mainly for the use of artisans and mechanics, at Naples there is 1 school of applied engineering and 2 of mining. Besides these, Italy has 29 art schools. NORTHERN EUROPEAN. The Scandinavian states also interest themselves in this special training. Denmark has a polytechnic school of excellent character, amd schools of horticulture, agricul¬ ture, forestry", and veterinary surgery, with several technical schools, properly so-called. In Norway and Sweden there are academies of arts and design ; also of mining and for elementary instruction in agriculture. Sweden maintains an excellent techno¬ logical institute, and 4 elementary schools ; 1 of ship-building, 9 of navigation, and 1 of mining. Russia has several well organized polytechnic schools, embracing practical scientific studies, and also instruction in turning, carpenter’s work, fouudery, dyeing, engraving, and machine construction. Shops for all these pursuits are attached. The techno¬ logical schools at St. Petersburg and Moscow are of the best character. There are 70 normal agricultural schools and 1,000 primary schools, in which practical farming, hor¬ ticulture, and forestry are taught. Thef e are 80 schools of mining, 1 central academy, and several provincial schools. Besides, there are 15 schools for instruction in naval architecture and steam engineering. FRANCE has paid great attention to this subject. Of government schools there were, under the French empire, (1868,) 2 national schools of agriculture; 9 courses on agricul¬ tural sciences in other colleges; 70 farm schools ; 1 national agronomic institute; a number of schools for teaching practical draining, irrigation, horse, sheep, and cattle breeding ; experimental sheep-folds and cow-houses ; besides 3 schools of veterinary surgery, one being termed a college. There is a college and chamber of commerce ; 1 school of roads and bridges; 3 of mining, with 19 professors. At Paris we find central schools of arts and manufactures ; also the famous conservatory of arts and industry. There are 3 national schools of arts and manufactures located in the provinces. In COMMISSIONER OF EDUCATION. 443 Savoy there is a school of 'svatch-mahing. There is a thorough system of marine eugi- neering and naval schools. The famous £cole Pol ii technique at Paris is too well known to need more than a reference as part of the system of scientific training pursued. At Arles the national mining school trains xmpils for practical employment as superintend¬ ents, foremen, and other officers of government mines. The directors and inspectors are educated at the JScolc Polytcchnique. The schools above referred to are designed to train managers rather than workmen. France also possesses a large number of local schools — departmental, municipal, and commune. In 1867 there were 250 special schools and public courses of technical lectures and classes in the various departments ; 35 farm schools ; 21 drawing ; 12 of arts and trades ; 5 of hydrography ; 4 of the techni¬ cal sciences ; 4 of design for textile arts, laces, wall-papers, furniture, &.c. ; 4 of clock and watch-making ; 3 of weaving ; 2 for stokers ; and a number of separate schools for instruction in agriculture, horticulture, silk culture, mining, practical chemistry, dyeing, &c. More than fifty courses of lectures, &c., were sustained in different mauu- fiicturing centers. GREAT BRITAIN. At the present time Great Britain is making marked progress in the way of indus¬ trial education. The “science and art department’’ of the report of the privy council on education for 1869 gives interesting data. The following table illustrates the rapid increase of scientific and art instruction, as applied to industry: Number Under Year. of schools, instruction. 1860 . 9 500 1861 . 38 1,300 1862 . 70 2,543 1863 . 75 3,111 1864 . 91 4,666 1865 . 120 5,479 1866 . 153 6,835 1867 . 212 10,230 1868 . 300 15,010 There were 780 special classes in these general schools, some having only one and others running up to ten. There is a very complete system of annual examinations carried out under the direction of the department. In, the scientific examinations the inspectors are assisted by engineer officers of the army who may be stationed near. The government grants are graduated according to the number of and proficienc}^ shown by the pupils ; hence they act as incentives to the teachers. The latest data received (March 1869) show 514 schools, with 1,448 classes and about 21,000 scholars. The navigation schools, of which there are a number, are organized seiiarately. The national geological survey now in progress, the Kensington Industrial and Art Museum, and other instrumentalities, are, by various means, made serviceable to the progress of these schools, through models furnished or works loaned, &c. All scientific investiga¬ tions under government direction and the mining records office furnish material for the aid of the teachers. The Whitworth scholarships afford a notable iliustration of the interest manifested. Mr. Whitworth has founded thirty scholarships, lasting each a term of years, of the annual value of $500, open to competitive examination, and de¬ signed for practical machinists, mechanics, and students who may aspire to a thorough scientific training. Ten of these scholarships have recently been awarded. Five of them were gained by working mechanics. Besides this diffused system of technical instruction, there are a number of royal col¬ leges and museums of mining, geology, chemistry, &c., to ail of which are attached free courses of lectures. There is a national art training school, to which a number of national scholarships are attached ; there are 771 students in all ; 101 local schools are affiliated with this. In them instruction is given to about 20,000 students. Besides, there are nearly 200 night classes, having 4,468 students, and under the recent impetus given to these studies there were rejoorted in England alone (1867) as receiving instruc¬ tions in drawing, modeling, &c., in 583 schools, as many as 79,441 children. INTEREST MANIFESTED BY THE WORKINGMEN. With the zeal manifested by foreign governments, and the xu'incipal employing in¬ terests in Europe and here, it is equally as gratifying to note that felt by the working¬ men themselves. The answers received by this Bureau give ])roof of this. The agita¬ tion on the relations of capital and labor affords striking evidence. The workingmen are fully cognizant of the fact that, to understand the complex and often subtile issues involved therein, they must acquire a wider intelligence and a more thorough educa¬ tion ; hence, they ifiace foremost auiong their demands on legislation the necessity of enforced attendance on schools ; the shortening of the liours of labor for children, so they may attend thereon ,' and the establishment of technical and special schools for 444 ANNUAL REPORT OF THE tbeir own beneiit. The chief reason they urge for lessening the hours of adult labor is, Avhether it be justitiable or not, the need of more leisure for mental imj)rovement. In Europe the subject of enlarged industrial education is a prominent topic among all the labor organizations, conventions, and congresses. The “ International Working- ' men’s Association,” a body which aims at uniting all trade and labor organizations in a federative unity, and which has become of considerable importance during the last two years, has given great prominence to this question. At their meeting in Brussels, 1868, one of the Belgian delegates argued that an education iu all the sciences, accompa¬ nied by a good religious training, is one of the best ways to make people prosperous and to entertain a respect for good order.” The French delegates announced them¬ selves as of the opinion “ that the education required for the children of the working classes must include the natural sciences, and a technical course of training which will impart an elementary knowledge of the various manipulations of productive industry ” In Great Britain there is no question but that the unceasing demands of the industrial classes, as well as the violent character of the trades’ disputes which have occurred (here during the half-century past, have greatly aided iu establishing the necessity for thorough education, by proving that its relations to production and consequent profit oy loss are of the most intimate character. The undoubted success of her continental rivals, growing out of superior technical skill and training, has had a great deal to do with the demand of manufacturing England for a thorough education of labor; but so also has the growing restlessness of the workingmen, with their earnest desires for better conditions, had very much to do with the remarkable activity now displayed iu Great Britain. The outrages which have made such hideous notoriety for some English trade anions flourish chiefly among the more ignorant class of mechanics and laborers. It is the universal testimony of all who have studied the condition of labor in Great Britain, that, just in xiroportiou that intelligence increases and education is made more accessible, the success of the great ameliorative efforts already inaugurated there are assiu’ed. Cooperative societies are the work of the more intelligent men. Councils of arbitration and courts of conciliation, now forming so extensively, are always success¬ ful in proportion to the educated intelligence that prevails. So thoroughly are liberal- minded capitalists and employers in England impressed with the productive force and economic valqe of education, that, throughout the manufacturing districts, the traveler will see many fine school-buildings, libraries, mechanics’ institutes, &c., attached to the great manufactories and carried on under the direction of these employers. The same is true wherever cooperation has succeeded. THE FRENCH EXPOSITION AND ENGLISH ARTISANS. During the Paris Exposition of 1867, the Loudon Society of Arts defrayed the ex¬ penses of fifty -two English workmen, representing the principal trades and manufac¬ tures, to visit and rexmrt on the x)roducts and industry there exhibited. Their reports constitute one of the most remarkable of all the volumes devoted to the Exx)ositiou. Written, as a rule, with great clearness, simplicity, and directness, they testify alike to the intellectual capacity of the writers and the x>rogress of industrial rivals. This volume teems with tributes to the admirable results achieved by the knowledge and skill acquired through, and directed by, technical and scientific education. Mr. Lu- craft, chairmaker, is astonished at the skill dis^flayed by very young men in the Paris workshops. He refers to their carving most delicate and' tasteful designs, generally their OAvn. He always found such workmen to have been x)ux>ils of the Paris art and technic schools. “ The mere mechanical workmen,” he says, stand not the slightest chance Avith the Avorkmen of cultiAuxted taste.” Messrs. Kendell & Gaunt, hosiers, after Avhat their report shows to have been careful examination, testify : There can be no doubt that the suxxerior education that is given to the working classes on the Conti¬ nent giA'cs them an adAmntago in some respects.” Thomas Connolly, stone mason, . says : ‘Mt is imx)Ossible to estimate the loss entailed ux)on England through the neg¬ lect of art culture iu every form.” This is said after an enthusiastic tribute to the skill and taste displayed by his fellow-craftsmen iu Paris. Mr. Randall, painter on chiuaware, argues that the state ought to furnish art education to its citizens. “ The Frenchman,” he says, “ has excellent schools to give him such culture.” With consid¬ erable force Mr. Randall obsei’A^es : How few men knoAv anything of the material in Avhich they Avork. Yet such knowledge Avould sweeten daily toil, would open the treasure-house of thought, and enable a man to convert to new uses elements of force by Avhich he is surrounded, and enrich the nation by adaxitations and modes of economiz¬ ing means now in use.” Mr. Huth, one of the English jurors, says that the cotton jiroduc- tion of European countries showed clearly “ that there is not a machine working a ma¬ chine, but that braius sit at the loom, and intelligence stands at the spinning Avheel.” Mr. McConnell, engineer, declares that England must soon adox»t a system of technical education, or be driven from the markets, not even holding her OAvn as to cheapness. | Mr. Wiustauley argues for the organization of technic schools with workshops attached. S Mr. Whiteing declares that in France “ a due provision for art education, for instance, f COMMISSIONER OF EDUCATION. 445 is not a favor ou the pnrt of tho admiuistratiou, hut one of the conditions of its con¬ tinuance.” CREUZOT. The value of industrial education is made most striking by the results seen in the town of Creuzot. All English testimony is unanimous as to the character of the Avork there manufactured. J. Scott Russell, Mr. Samuelson, M. P., and other eminent au¬ thorities, declare that Mr. Schneider has, by a thorough system of technical training, placed a generation of educated workmen at his disposal. Mr. Russell affirms that it will take twelve years of unremitting effort for England to reach the same degree of skill as these educated workmen and scientific superintendents have attained. Nor is the mechanical skill the only or best results achieved. The frugality and temiierance of Mr. Schneider’s employes, seAxral thousand in number, make Creuzot a model town in all respects. There are several thousand people in it, of whom seven-tenths are owners of their own dwellings; while the youth and adults who cannot read and write (though few in number) are nearly all strangers — persons not born or trained ill tho place. The same testimony is given Avith regard to the Krupp foundery and connected town in Prussia, where every foreman, superintendent, draughtsman, &c., is a graduate of the higher technical schools. Similar statements are made of Mulhouse, Guise, and other French ouvrier towns, in which the necessity of technical education has been most apparent and best suiiplied. Mr. Russell declares that fifteen years is required for the theoretical and practical training of a skilled artisan — meaning of course in workshop as Avell as school. Dr. Lyon Playfair, recognized as among tho foremost authorities on this question, in a rejiort to the English gOAmrnment declares that the one cause tending to make conti¬ nental manufactiu'es superior to English is that Austria, Prussia, France, Belgium, and SAvitzeiiand “ possess good systems of industrial education for the masters and man¬ agers of manufactories and workshops, and England possesses none.” Mr. Samuelson, ]M. P., the leading iron ship-builder on the Thames, says, after giving the whole sub¬ ject a thorough examination: ^‘I do not think it possible to estimate precisely Avhat has been the influence of continental education on continental manufactures. * ^ That the rapid progress of many trades abroad has been greatly facilitated by the superior technical knoAvledge of the directors of work everywhere, and by the compar- atiAmly advanced elementary instruction of the Avorkers in some departments of indus¬ try, there can be no doubt.” INFLUENCE OF ART INSTRUCTION. At a congress of educators and others, held in Brussels, September, 18G8, to consider the best system for popular art instruction, the testimony to its Amine, as adding to the productiA'eness of labor Avas quite unequivocal. Janssen Smit, director of one of the best industrial and art schools, said : “ I do not hesitate to say that, by the experiences and education of the industrial workshop, (referring to the workshop schools so com¬ mon in Belgium and France, as well as other European countries,) more than by the teach¬ ing of some special useful art, Paris has monoplized the trade of the world in almost all articles w'hose value lies in their artistic taste. Art instruction,” M. Smit, con¬ tinued, “ is a powerful means of popular education ; it exercises on the Avorkingman an eminently ciAulizing influence ; it polishes his manners and gives him calm and serious tastes.” Again, “ Art in itself Avill exercise an immense influence on the apti¬ tude and the success^ of the workingman.” M. Vischer, who presided at the con- gTess, declared the question to bo “ by what means we can place in the hands of all men, and particularly the workiugmau and mechanic, a new instrument to increase their personal capital — the power of usefulness and enjoyment.” Evidence of this character might be indefinitely multiplied. Each but cumulates the evidence proAuug that education — not the mere elements, but that higher culture which throAVS open the arcana and enables the student to apply his kuoAvledge — tends not to the creation of v/ealth alone, but to the improvement of man in all that is of individual benefit and constitutes his A^alue to the community at large. In one of tho replies sent in re¬ sponse to the questions addressed by the Bureau on this subject of the relations of education and labor, there is a sentence Avhich, strongly epitomizing as it does the labor view, is hero quoted : “ Aye, education, not only of tho alphabet and the multi¬ plication table, but a general lAopular education in the full meaning of tho Avord, is the panacea for all tho social CA'ils and injustices, because it renders men less sul)missiA’'e to CA'ils of human creation which may be remedied by human efforts.” A Anlume might be expanded from that and fail to express it more pertinently. THE FACTORY SYSTEM AND ITS DANGERS. It is rather surprising to find that, in Massachusetts even, under the high pressure of production and profit which the development of her manufiicturing system has aroused, 446 ANNUAL REPORT OF THE there is some danger of neglecting educational advantages, at least so far as chil¬ dren employed in the cotton and ^Yooleu mills are concerned. Recent investiga¬ tions show some surprising facts in this regard, evincing disregard of the law on the part of employes and parents, which justifies the demand for a compulsory system now being made. Hon. Henry K. Oliver, in charge of the Massachusetts State Bureau of Labor Statistics, argues in the report for 1869 for such a law, especially with reference to factory children. He recommends that no child under thirteen be allowed to work in these mills, and no child but eight hours per day, and only then if possessed of a good elementary education. With great force Mr. Oliver says : There is no remedy for the wrong of depriving children of a proper education, and for the greater evils that will ensue if an ignorant class of persons is i)ermitted to grow up, to increase and perpetu¬ ate a debased class crowded upon us, threatening danger, nay, already weakening the very foundations of the rex>ublic. In response to a suggestion made by Mr. Oliver, there was established in 1868, at Salem, a school designed directly for children, the hours, &c., being regulated to suit their needs. John Kilburn, esq., superintendent of the Naumkeag Steam Cotton Com¬ pany, writes of the effect of this school that “ it has proved an eminently successful institution and source of comfort to the mills of this company.” Mr. Charles J. Good¬ win, agent of Indian Orchard Mills, says, as one result of a similar school, that a marked change for the better is seen in the deportment and personal appearance of the children.” Similar facts and statemente might be multiplied almost indefinitely. In a report to the legislature, made in 1867, by a committee appointed on the hours of labor,” of which the Hon. Amasa Walker was chairman, the majority urgently advo¬ cates a higher education for the industrial classes. They pertinently point to the fact that there has been for years a growing disinclination on the part of American work¬ men to enter on, or continue in, the mechanic arts and trades. The reason is apparent : intellectual ambition and activity find but few opportunities. The report already re¬ ferred to says, in reference to the proper use to be made of shorter hours of labor, that “ we must educate our children to fit them for even the mere drudgery of labor. With the increased skill and intelligence of the laborer, the improvement of machinery, and the increase of wealth, the desire and capacity to enjoy leisure will surely come, and the desire will be gratified.” It is not enough,” the minority report by Mr. Rogers, of the same committee, argue, that the laborer have education in childhood ; he must have the means of constant improvement and progress in manhood.” The economic use and aggregation of capital caused by the application of science to manufacturing pur¬ poses have necessarily changed the condition of vast masses of persons, rendering concentration in large numbers necessary. Yet the conditions of education have remained unchanged. Well arranged as was our public school system for the state of society existing even a generation ago in New England, it has not yet enlarged itself to meet the wants of the changes now being effected, and the evils of illiteracy, or, what is perhaps as dangerous, those arising from mistaking the rudiments or mere imxffe- ments of education for education itself, are becoming too apparent. In a recent pe¬ tition to the Massachusetts legislature, calling for a strict a];)preuticeship system, the evils flowing from the want of sj^ecial industrial training are referred to in strong terms. The petitioners say that “human labor is so connected with exalted mental and moral capacities that it of right ought to have higher consideration than merchan¬ dise.” Massachusetts is moving in the matter of special instruction, as well also as in that more fundamental one, of seeing that the constantly increasing class of children employed in its mills and factories shall not, either from cupidity and carelessness of parents or corporations, or both, be allowed to grow up in ignorance. CONCLUSION. The questions and answers with which this paper closes are of a character to need no introduction beyond that given by the facts presented. But a small number of answers have been received ux) to the date of closing the rexJort for the x)rinter; a fact which is to be regretted, as they show great interest on the x^art of the gentlemen from whom rex)lies have been, and are now being, received. In themselves they afford X^roofs of the need and value of a high degree of scientific and technical education as a wealth-x^roduciug and social-x^olitico instrumentality, and, with the facts adduced in regard to European efforts in this direction, x)resent striking reasons for an increased and continued endeavor to secure and facilitate a more thorough training in the indus¬ trial arts and sciences, as well as general knowledge for tlie working people of the United States. In this connection the remarks of Dr. Lyon Playfair, at the recent meeting of the British Social Science Association, upon the questions under consideration are weighty and opportune. The English savant advocates the training which shall best fit a man for his place in life. After referring to certain English schools, and to ancient law requir¬ ing compulsory education for certain classes, he says : “ This main idea of fitting a man COMMISSIONER OF EDUCATION. 447 for liis Nvork was vigorously supported by our old reformers. John Knox held firmly by it, espeeially in his scheme for secondary education, which, unfortunately for Scot¬ land, was never adopted, though his plan for primary education was. In the former he announced that no boys should leave school till they had devoted a proper time to ' that study which they intend chielly to pursue for the profit of the commonwealth.’ This is the old eouception of the object of education, and reappears at the present day under the modern garb of ‘ technical education.’ All the reformers urged its necessity, especially Luther and Melaucthou. Most European states have hehl fast to the idea with more or less of development, but it has vanished utterly from our English schools. ‘‘Our primary schools, on the whole, do not teach higher instruction than a child of eight years of age may learn. In our class of life, our children acquire such knowledge as a beginning; with the working classes they get it as an end. What an equipment for the battle of life! No armor-plate of knowledge is given to our future artisan, but a mere thin veneer of the three E’s, so thin as to rub off completely in three or four years’ wear and tear of life. * * Under our present system of elementary teaching, no knowledge whatever bearing on the life-work of the people reaches them by our system of State education. The air the}’- breathe, the water they drink, the tools they use, the plants they grow, the mines they excavate, might all be made subjects of surpassing in¬ terest and importance to them during their whole life ; and yet of these they learn not one fact. Yet we are surprised at the consequences of their ignorance. A thousand men perish yearly in our coal mines, but no schoolmaster tells the poor miner the nature of the ex¬ plosive gas which scorches him, or of the after-damp Avhich chokes him. Boilers of steam- engines blow up so continually that a conuuitteeoftho House of Commons is now engaged in trying to diminish their alarming frequency, but the poor stokers who are scalded to de.ath or Idown to pieces were never instructed in the nature and properties of steam. In Great Britain alone more than 100,000 j)eople perish annually, and at least five times as many sicken grievously, out of pure ignorance of the laws of health, which are never imparted to them at school ; they have no chance of learning them afterward, as they possess no secondary schools. The mere tools of education are put into the hands of children during their school time without aoy effort being made to teach them how to use the tools for any profitable purpose whatever ; so they get rusty, or are thrown aside .altogether. And we fancy that we have educated the people ! Our i^auperism, our crime, and the misery which hovers on the brink of both, increase, terribly, and our panacea for their cure is teaching the three R’s. The age of miracles has passed by, and our large faith in our little doings will not remove mountains. It is best to be frank. Our low quality of education is impoverishing the land. It is disgracefully behind the age in which we live and of the civilization of which we boast, and, until we are convinced of that, we cannot be roused to the exertions required for its amend¬ ment. This is no new complaint, and has been long ago made by far higher authorities than myself.” Though Dr. Playfair speaks directly to an English audience, and aims, therefore, to illustrate English necessities, there is no one who has examined the relations of labor and education in the United States, however superficially, but what wull acknowd- edge the applicability of his criticisms to our own circumstances. The answers re¬ ceived, especially those from workmen, forcibly illustrate this. RICHARD J. HINTON. INQUIRIES AND REPLIES RELATING TO FOREGOING PAPER. CIRCULAR OF INQUIRY. Department of the Interior, Bureau of Education, Washington, D. C., October, 1870. Sir: The object of this Bureau in making the annexed inquiries is to ascert.ain your views w ith regard to the etfect of education on industry, all other things — as natural ability and length of time employed in a given pursuit — being equal. It has been claimed th,at the mere ability to read and wuite, by even an unskilled laborer, adds one-fourth to his value as a member of the community. This claim, if true, must bo capable of demonstration through the observation of intelligent persons. The following inquiries will be sent to employers or superintendents, to workmen, and to those observers wdio, as far as may be, are not embraced in either the first or second class. It is the desire of the Commissioner to combine the testimony from these three sources. You will confer a favor by returning to this office such .answers to these questions .as you are able to give from experience .and observation, adding also such other information as m.ay seem to you pertinent to the subject. Very respectfully, &c., JOHN EATON, Jr., Commissioner. 448 ANNUAL REPORT OF THE QUESTIONS TO EMPLOYERS. AnsTrers have been received from the following gentlemen : (a) American Standard Tool Company, manager of, Newark, New Jersey. (h) Anderson, A., superintendent Kansas Pacific Railroad, Lawrence, Kansas. (c) Anthony, Hon. J. B., tool works. Providence, Rhode Island. (d) Baird & Co., Baldwin Locomotive Works, Philadelphia, Pennsylvania. (e) Bay State Company, manager of, Worcester, Massachusetts. (/) Blodgett, Hon. Foster, railroad superintendent, Atlanta, Georgia. (g) Cooke, George L., American Horse Nail Company, Providence, Rhode Island. (h) Faey, J. A. & Co., car l)uilder8, Cincinnati, Ohio. (i) Franklin, General W. B., manager Colt’s Rifle Works, Hartford, Connecticut. (j) Gibbon, William G., machinist and iron ship builder, Wilmington, Delaware. (k) Greenwood, Miles, machiinst, Cincinnati, Ohio. (l) Guild, Chester & Sons, tanners, Boston, Massachusetts. (m) Harlan & Hollingsworth Company, iron ship, engine, and car builders, Wilming¬ ton, Delaware. (71) Ingersoll, George L., superintendent Cleveland Iron and Nail Works, Cleveland, Ohio. (0) James, G. W., planter, Gainesville, Florida. (})) Lyon, James & Co., glass works, Pittsburg, Pennsylvania. (g) Mead, C. V. & Co., rubber works, Trenton, New Jersey. * Mundella, Hon. A. J., inanufacturer, Nottingham, England. (r) Prang, Louis, art publisher and lithographer, Boston, Massachusetts. (s) Smith, Hon. J. G., manufacturer. Providence, Rhode Island. * Thomas, General Samuel, iron fouudery, Zanesville, Ohio. Note. — The answers of the gentlemen whose names are indicated with an asterisk {*) will bo found embodied in the Commissioner’s report. Question 1. Have you employed a number of persons as laborers ? What town ? State ? Character of the labor ? Answers, (a) Skilled and unskilled, manufacturing fire-arms, tools, and similar arti¬ cles. (&) Clerks, agents, machinists, carpenters, joiners, painters, and common laborers. (c) Machinists, blacksmiths, and laborers, (d) Building locomotives, mainly skilled. (e) Shoemaking. (/) Machinists, carpenters, blacksmiths, and all branches of railroad work, (g) Nail-makers, machinists, general work, (h) Construction of machinery for working in wood, (i) Manufacture of amis, machinery, and the operations connected therewith, (j) Machinists and iron boat builders, boiler-makers, and laborers, (k) Molders, machinists, blacksmiths, laborers, clerks, draughtsmen, &c. (?) One hundred and tAventy-five skilled and unskilled, tanning and currying, care of machinery, some quite intricate. (?n) In construction of iron ships, engines and boilers, xiassenger and freight cars. In the manufacture of hosiery, (w) Skilled and unskilled in iron and nail Avorks. (0) Planter, negro labor, (p) Glass works, skilled and unskilled, (g) Manu¬ facture of India-rubber goods, (r) Lithographic printing and iirocesses connected therewith, (s) In manufacturing, mechanics, farming and day laborers ; for forty-fiAm years. (*) In all manixmlations of iron ore from the mine to the foundery, skilled and unskilled. Question 2. Have you observed a difference in skill, aptitude, or amount of Avork ex¬ ecuted by xAersons you haA^e employed, arising from a difference in their education, and independent of their natural abilities? Answers, (u) Yes. Though it is a rare occurrence that there is a x)erson in this commu¬ nity who is totally destitute of some education. The best educated, as a general rule, excel. (Z>) I haAm. (c) This I belicAm to be a well-settled fact, (d) Yes. (e) We haAm observed a A'ast difference. (/) Such iiersons haAm more skill and fidelity, because of their general information and consequent freedom from x)rejudice, incident to ignorant persons. An educated intelligent artisan is worth 50 x^er cent, more than an ignorant one. (g) Unquestionably, (/i) Yes. (i) Yes. (g) Very marked, (k) Yes. (Q This ques- ! tion, like some of those Avhicli folloAV, is so simxfie, and the rexfiy so obvious, that it is a matter of some surprise that it should be a matter of question at all. We answer yes. (m) The difference is most marked. Those having some education invariably adAuince to leading xiositions, while the opposite seldom rise above laborers, (n) We are at serious loss by the ignorance of laborers, and find great odds in favor of Germans and other edu¬ cated” labor. (0) Yes. I have observed that the negro who was making an attemxit to educate himself, and who Avas partially educated, was mostly x)referable to an unedu¬ cated negro, (p) Yes. (g) We think those who are educated excel, (r) Cannot ansAver these questions definitely, my obsei’ATations haAm not been extensive enough, (s) Edu¬ cation is and has always been a very inixiortant recommendation for all classes of labor. Question 3. Do those Avho can read and write, and who merely possess these rudi¬ ments of an education, other things being equal, show any greater skill and fidelity COMMISSIONER OF EDUCATION. 449 as laborers, skilled or unskilled, or as artisans, than do tlioso wlio are not able to read and write ; and if so, bow nincli would such additional skill, &c., tend to increase the productiveness of their services, and, consequently, their wages? AusAvers. (a) They do, as a large share of information is derived from ])ublicatious, and enlarges the comprehension of the mind, and enables it to receive instrnctions from those Avho liold superior })ositions more understandingly, and, cousecpicntly, enables them to become eflicient Avorkmen in executing the instructions imparted to them ; the additional skill Avonld increase their productiveness 10 to 50 per cent., being dependent on ])ositions they may have opportunity to lill. (ft) They do; the higher the grade of labor, the more valuable education becomes ; mechanics are more improved by it than common Laborers ; I judge the man possessing the rudiments of an education to be, on an aver¬ age, 15 or 20 per cent, more valuable than the ignorant ; this is, hoAvever, rather a “ guess” than a judgment ; it is impossible to form anything like a correct judgment, (c) They do show greater skill, but the i^ercentage of additional skill varies very much. (fZ) It is diflicult to say dehnitely, but their productiveness and value are largely in¬ creased. (e) We think they do, and should say it would increase their wages at least one-lifth ; for instance, a man earning $2 50 Avould be better Avorth $3. (p) Decidedly; very materially, (ft ) Yes. (i) Those who can read and write shoAV more skill and hdelity as laborers than those who cannot ; the increased fidelity proceeds from the fact that these men are more anxious to rise than more ignorant men are, and, therefore, more faithful to their employers, with a view to better positions in the future. (J) As a rule, no increase of fideiity, but always a marked difierence in their aptitude in apply¬ ing their skill to its best adA'antage ; and educated men require much less attention from their foremen than uneducated ones ; the difference ranges from 10 to 15 per centum, (ft) They do sIioav themselves more reliable, but could not say as to the com¬ parative productiveness of the two classes named. (Z) Even a rudimentary education adds value to a laborer, as there are but feAv situations but that a knoAvledge to read or an ability to keep a simple account could be used to advantage, and one possessing these only, Avould, among a gang of laborers Avho might be ignorant, assume a position of leadership, OAmrsight, or control, and obtain an increase of compensation, but to what extent it is not easy to rei)ly. (?a) They do, and it will increase their value from 20 to 25 per cent, (n) Men of common education are worth 25 per cent, more than those who are not able to read and write, even in the coarse Avork at Avhich we employ a large portion of our labor, (o) In ansAver to the first question, I say that they show a far greater skill and fidelity when they have received the rudiments of an education ; they ceiTainly are far more satisfactory laborers to deal with, because education im¬ parts to them a certain self-respect — a desire not to place themselves in a i^osition of antagonism to the employer Avhen the settling day comes, but a desire rather to place themselves in equality with him, an equality dictated solely by pecuniary relations, (p) We can see no difference in those Avho cannot read and those who can but do not ; it is rare, ho weAmr, to find a man Avho can read that does not at least read a iiaper. (r) We have found that in a few cases the uneducated are very skillful, and think, in such instances, the advantages of education would increase their value 100 per cent. ; othei-s it would increase but little, (s) Education has a great advantage, the increase vary¬ ing, in different degrees of labor, from 10 to GO per cent. Question 4. What increase of ability would a still higher degree of education — a knoAvledge of the arts and sciences that underlie his occupation, such as a good prac¬ tical knowledge of arithmetic, book-keeping, algebra, drawing, &c. — give the laborer in the power of producing Avealth, and hoAV much would it increase his wages? AusAvers. (a) The above knowledge being imparted to the workman, Avould place him in a position to become a leading man in any department of a manufactory, to fill the por- sition of instructor or director of those destitute of this knowledge, and would impart to them the power of increasing the production or AA'oalth 50 per cent. ; it AAmuld increase the Avorkman’s Avages 50 per cent, over- the person that could barely read and Avrite. (ft) Would increase the ability generally somewhat in proportion to the enlargojnent of his capacity by the training — mental; I think the increase of wages Avould be slight — not in proportion to increase in capacity, (c) Such persons are not contented to earn regular day wages, though the Avages may be large; they either seek the place of overseer or superintendent, or more often contract to do certain Avork and employ their own men ; they trust to their own skill to improve their tools or method of using them; look out to save labor in every possible Avay, and to get the largest possible product ; many of these men make a snug fortune in a feAv years; they obserAm, they read and study, and are greatly advantaged by it. (d) A still higher degree of educa¬ tion would giA^e a still higher ability, productiveness, and, consecpieutly, enhanced value to the services of the educated laborer, (e) Should say at least one-half, after- his character for honesty had been established, and this we view' as a part of his early education and surroundings. (/) As the w'orld goes, taking into consideration the fact that but a small percentage Avould acquire such a degree of education, the in¬ crease of ability would be, and in such cases is, AA'oudcrful — in fact, taking the possessor out of the laboring walks of life into those of high science and government of inferior 29 E 450 ANNUAL REPORT OF THE men ; should all be thus educated. I presume the relative positions of men would be the same as at present — ability and opportunity governing position and wealth, {g) His opi)ortunities for ready employment at hi^h wages would be much enhanced, and he would be eagerly and readily sought after, in preference to those who lacked these acquirements, in those establishments requiring a reasonable amount of intelligent labor; there are certain kinds of labor whicli do not require the employment of those who can even read or write ; but a knowledge of these would give the possessor the preference, at same wages. (/;) Cannot say just how much; it would add very mate¬ rially to his ability as a mechanic and producer, (i) In general, it would cause a material increase in the man’s power of producing wealth ; the amount of increase hard to determine; it would, I think, increase this power one-half, and double his Avages. {j) From 25 to 100 per centum. {Ic) Would think the advantage of a good education to be equal to from 10 to 20 per cent, producing power, and would command that advantage or increase of AA^ages. (?) Perhaps the study of algebra is not so \^ery important to the laborer and the mechanic; but those of natural philosophy, chem¬ istry, and geometry are, as the principles of those sciences are intimately blended with CAmii the simplest mechanical operations and the most menial duties, (w) W^ould increase their Avages from 200 to 300 per cent, (w) It is difficult to estimate AA'ith any accuracy ; I liaAm tried some experiments in this line, with much satisfactory results, (o) It Avould increase his productiveness by over one-half; it would increase his wages by over one-third, {p) We cannot answer this from our own experience, {q) Wages, as a laborer, Avould increase but little ; in producing Avealth, Ave think, 100 per cent, {r) I can only answer, in a general way, that a man Avithout any education Avill only be tit for the menial work in our business; Avhereas the higher his education, the higher the place he will be fitted to occupy, and his Amine may be doubled or tripled, (s) Those x)ossessing the common school education are generally most productive. Question 5. Does this and still further acquisitions of knowledge increase the capa¬ city of the Avorkingman to meet the exigency of his labors by new methods, or in im- proAmments in implements or machinery ? And if so, how much does this inAmutWo skill add to his ]iower of producing wealth ? Answers, (a) It does, providing it is coupled Avith the proper natural abilities that will enable the workman to discriminate correctly what Avould really be inqnovements before incurring the expense of construction ; in that case it Avouhl add 10 to 100 per cent, to his poAvers of producing Avealth ; otherwise it Avould proAm a detriment, Avhich is the case four times out of five, by diA'erting his attention from regular pursuits. (&) Capacity is increased directly in proportion as the mind is expanded or enlarged, not in proportion, at all, to what the man knoAvs. Cannot ansAV'er last question, (c) 1 hardly dare say hoAV much educated men excel the uneducated. I haAm observed this: Avhere an uneducated man makes a discovery, or conceives of an improAmjnent, he is rarely able to put it into intelligibleform Avithout calling an educated man to his assistance. I have known in¬ stances where persons hav'e had ambition to do this thing, and to equal their neigh¬ bors, but who failed from lack of education, particularly from inability to closely calculate, (d) Yes ; very considerably, (c) This depends upon his practicability. {g) Undoubtedly ; in proportion to his ability ; the more skillful he is the greater pay he receiAms. (/i) Very materially ; cannot say hoAv much, (i) The higher the technical and other education of a Avorkiuginau, the more readily Avill he tall in Avith iieAV methods and improAmments in machinery, and the more apt he Avill be, other things being equal, to invent labor-saving machines ; the increase of his power of producing wealth, in consequence, may bo incalculable ; in general, he would increase Avealth twice as fast as he would Avithout it. (/) It certainly does, in general, though certain sanguine temperaments are apt to run after abstractions in mechanics to a degree that damages their usefulnesss; of course, this class produces no wealth. (A:) Am of the opinion it does, but liaA'onot had sufficient experience Avith such a class to be able to give a reliable estimate of the advantage. (?) It is quite observable hoAv many useless strokes and movements even the common laborer Avill take, Avhich might be avoided and the Avork better accomplished, Avith a knoAvledge of mechanical forces ; and in man¬ ufacturing branches of industry, as also in agriculture, many expensive mistakes and blunders might be aAmided, better goods and Avai’cs might be manufactured a?id larger profits secured, by a more general diffusion of scientific knowledge, (m) It does, and his value is increased ahvays in proportion to his skill and inAmntiAm ability, {n) Very much; it cannot be estimated, (o) Yes; and by ov'er half, (p) We cannot ausAver from our oAvn experience, (r) I should prefer the person trained in the common school. Question b. Would you generally prefer, or not, a person Avho had been trained in the common school for the ordinary uses for AAdiich labor might be employed, over one who had not enjoyed that advantage ? AnsAvers. (a) We would prefer the one that had been trained in the common school, on the principle that the more knoAvledge a person possesses the more valuable he can make himself to his employer, {h) Would depend upon the duty required. Generally, the educated man is to be preferred. But in these days the capacity to do mischief by strikes, combinations, &c., increases in proportion to training, (c) Very much ; a man COMMISSIONER OF EDUCATION. 451 with no education whatever must do the merest drudgery, (d) Yes, (e) We should take a person who had, (/) Yes. (g) I would, decidedly, (h) Would prefer such by all means, (i) I would prefer one trained in the common school. (J) Always, (k) Would prefer the educated always. (1) Prefer the educated; not merely on grounds stated above, hut the mingling of the children of the poor and depraved with those more favored, tends to impart better manners and higher moral tone, (m) We always prefer persons with education over those uneducated. (?i) Give them tho preference by at least 25 per cent, in wages, (o) Yes; I should vastly ])refer a laborer who had i)eeu trained in the common school to one who had not. We would, but never ask that question in employing men. (p) Caidt answer, (q) Of course, (i') I should prefer the person trained in tho common school. Question 7. Whom would you, as an employer, choose for positions of trust, such as foremen or superintendents, persons unable to read a nd write, or those having the rudi¬ ments of education, or those possessing a superior education, all other things, such as skill, strength, and fidelity, being equal ? Answers, (a) Those possessed of superior education in the business we would engage. Knowledge is wealth, where skill is exercised with fidelity and honor, in a manufactur¬ ing business at least, (h) Always prefer those who can read and write. Generally the better educated the foremen the better they do, the jule has very many exceptions, however. Common sense and the natural power to manage men are often worth more than the best education, (c) The latter ; no one can doubt howto answer this question. (d) Educated men. (e) We should take those, preferring superior education. (/) The best educated men of course, (g) I should iiave no hesitation in choosing those who had the best education ; I would not employ one unable t-o read and write in those positions. (h) The educated, (i) Those possessing a superior education, (j) Prefer always the high¬ est education, (fc) Would in all cases choose those possessing a superior education. (Z) Prefer the educated, and the more superior the education the better, (m) The latter id- ways preferred ; would not employ a i)er8on who could not read and write for positions of trust, or as foremen or superintendents. (?i) By far men of superior education. Such men with practical knowledge of our business command almost unlimited salaries, (o) In answer to question No. 7, I should say emphatically that those possessing a superior education were the best; and not only that, I should prefer, all other things being equal, the man of the greatest intellectual culture, (p) Those possessing a superior education, (q) Those that have the highest education, (r) Would prefer the educatecj person. («) Those having a good common-school education. Question 8. What do you regard the effect of mental culture upon the personal and social habits of workingmen ; do they, as a class, live in better houses, or with better surroundings; are they more idle and dissipated than the untaught classes; liow will they compare for character, for economy, morality, and social influence among their fellows? Answers, (a) Mental culture elevates the personal and social habits, as a gen¬ eral rule ; live in better houses and more coipfortable surroundings ; as a general rule, they are less idle and dissipated; mental culture, as a general rule, cultivates economy, morality, and gives spcial influence among their fellows and in the commu¬ nity at large. (&) The general tendency of mental culture is to elevate, refine, and improve, and lead to cultivating all the moral and social virtues, (c) An educated person seeks to improve his condition at home and in all his surroundings, while un¬ educated men, as a rule, let things go about as they are. The uneducated are more idle, more addicted to low tastes and dissipation, and certainly cannot have the influ¬ ence among their fellows that educated men have — “ Knowledge is power.” (d) Im¬ proving as to the social and personal habits ; yes; less idle and dissipated ; superior as to character for economy, morality, and social influence, (c) We regard education as elevating ; as to their dissix)ation and idleness, we find that depends largely on their early education and associations ; educated persons generally have a pride in being respectable. (/) Mental culture im^iroves the xiersoual and social habits of workmen ; they live better; are better; take care of themselves and families; know the value of earthly x)ossessions and social position, (g) They are better in every respect ; they re¬ ceive better pay, and consequently take i)ride in their houses and surroundings; idle¬ ness and dissipation decrease with them as their mental culture increases; an intelli¬ gent mechanic is the xieer of any of his associates. (//) Of the highest importance ; yes ; are less so ; vastly sujierior. (i) Mental culture refines the x^ersonal and social habits of workmen ; tho educated live in better houses, with better surroundings, than tho ignorant; they are less idle and less dissipated than tho ignorant ; their characters are higher, their economy not very different, and their morality and social inflAence much greater, (j) Tending to the refinement of tho men, and largely to the comfort of the emxfloyer in his relations with them ; always ; less ; greatly less ; well, {k) Tho educated are more sociable, and ready to impart their kuowlecigo and exx>erience to others; have better care for themselves, families, and household; more industrious, provident, and moral; exert a better influence than the uneducated. (Z) The reply to this question has been somewhat anticipated; but we would say further that the men 452 ANNUAL REPOET OF THE ill our employ are mos'ly the best educated, in tlieir respective stations, that we can ]adcnro; ar.', encouraged to acquire a little homestead for themselves, and thus become idmitilied widi the locality; they send their childreu to the common schools, and, by receiving their jiay weekly, are enabled to pay as they buy, which they are expected to do. and thus keep withiu their income, (vi) They live in better houses, and with better surroundings; they are more industrious, because ambitious to accumulate moans; the educated always exert an iutluence over the uneducated, and in all other respects, as referred to, are superior, (a) The effects of education, in our experience, are decid¬ edly beiiehcial ; elevating and protitable jiecuniarily ; the better the education, tlie less inclined to vice, and the better they live, (o) lu reply to the lir.st, I eaunot believe that education makes much difference as to their personal habits; in reply to the second, I can cite instances to show where the greatest thief lives in comparatively the most thriving style; as to the third, I think there is very little difference as to negro labor. (p) Mental culture improves the personal social habits of the men ; they live better in every respect ; are more industrious ; they are more inclined to lay up a j^ortion of their wages ; their associations are generally good ; they are more respected, (q) All in favor of education and mental culture; should any one doubt this in this age f (r) Excel tliem greatly in all respects, (s) Those having limited privileges have generally become the most inffuential; in most cases, within my knowledge, men who have prospered to a greater extent. workmen’s answers. It * Browning, J. W., bricklayer. New York. (a) Oium, Thomas, cigar-maker, Syracuse, New York. (h) Cooperative Foundry, manager of, Rochester, New York. (c) Davis, Thomas H., mining and engineering, Massillon, Ohio. (d) Douai, Adolph, printer and editor, New York. (e) Flanagan, John, iron molder, Pittsburg, Pennsylvania. (/) Grogan, James, j)ianoforte-maker. New Haven, Connecticut. (q) Flolstead, Charles H., machinist and carpenter, Mentz, New York. (//) Huston, James E., printer, &c., Elmira, New York. (i) Lainty, Janies, iron works, Rochester, New York. ( /) McCarthy, William J., mining, engineering, &c., St. Clair, Pennsylvania. (k) O’Hara, James, shoemaking, Rochester, New York. (l) Owen, William E., coal mining, Casey ville, Illinois. (m) Rihl, C. H., bricklayer, Indianopolis, Indiana. (n) Shufflebotham, Eli, carpenter, Albany, New York. (o) Safffn, William, iron molder, Cincinnati, Ohio. (p) Simpson, Frank, miller and laborer, Albany, New York. iq) Stockton, Aaron W., ship-builder, Baltimore, Maryland. (?’) Vincent, John, xirinter. New York. Note. — The paper marked with an asterisk (*) will be found in the Commissioner’s report.. Question 1. Have you, as a workingman, observed a difference in the skill, aptitude, or amount of work executed by persons, arising from a difference in their education, and independent of their natural abilities? — Answers, (a) I have not in the branch of business that I work at, but in other branches, such as carpenter, bricklayer, stone¬ cutter, and machinist, I have. (&) Yes; a material difference, (c) I have observed that the educated man is by far superior to the uneducated ; at least one-fourth, (d) As a type-setter and printer ; when I learned the trade in San Antonio, Texas, in a print¬ ing office, which was later my own, I found a most decided difference in favor of well- educated Iversons ; not only "do they learn the trade faster, but their type-setting is much more correct,- and faster, esx)ecially when the manuscript is in a foreign language ; it is for this reason that German type-setters, educated in Germany, are, all over the world, x)referred to those of other nationalities; they are better at work in foreign languages, (c) Yes; I consider education as a great assistance in all classes of labor. (/) I have always noticed that an educated man can do more work, and do it better when taste has to be displayed, than an uneducated man, in the same amount of time ; and the reason is, in my o-pinion, an educated man takes advantage of a great many cir¬ cumstances which are not presented to the mind of an uneducated worker; yet, I be¬ lieve a man can be reared up to any business, and become proficient without an educa¬ tion, though I believe it would increase his powers to have one. (g) In laying out work, I have ; but none in the handling of tools, (h) I have; in our business it is demanded that a jierson shall have at least a common-school education, and if possessed of the higher branches of study, their progress in labor is more apt. (i) 1 have observed those Avho have had a good common-school education and taken advantage of it, are at least 10 i^er cent, better than any others, and earn at least 10 per cent. more, (j ) I have observed that the skill and services of an educated workingman are su^Jerior to those of an COMMISSIONER OF EDUCATION. 453 uneducated workiiifrman, independent of their natural ahililies. (k) I, as a 'vvorhini^nian, have observed a. ditferencc in the skill of an edueal ed overlhat of an unedneated ])erson, but not in amount of work executed. (/) Have loaiid a \vid(‘ (Utfenmce. (m) I have ; I have seen very <>ood mechanics who had a very limited education ; still, one with an education is i)referablc. (n) I have, basing my observations on an (‘xperience of over forty years, (o) I have; in no business, ])erhaps, is education so little thought of as a necessity; and yet, in none is theelfect of its a.pplication so marked as in the business of iron molding, (p) I have, (q) As to aptitude, the amount or neatness of work done, there is very little difference with the educated or non-cducated, except Avheu lines of a peculiar shape are to be obtained, (r) In skill and aptitude, yes; in the amount of work, I am unable to state. Question 2. AVhere were your observations made ; town; State; in what occupation were the laboi'ers engaged f — Answers, (a) Syracuse, New York; in the making of cigars in particular, and the building trades and inacliiuists. (b) Rochester, New York, manufac¬ turing stoves, (c) Massillon, Ohio, and iu other States: in mining coal, blasting rock, sinking sloy)es, shafts, setting i)umps, laying track, and carrying air into inivies. (e) Pittsburg, Pennsylvania, molding in foundery. (/) Carving, turning, blacksmithing carriage-making, and various other occupations; in New Haven, New York, Boston, New Orleans, Chelsea, Cambridge, Jersey City, Ac. (y) IMentz, New York, in machine and carpenter shops, (h) Elmira, New York ; iu priutiiig and other trades, as well as on farms and in State work. (<) Rochester, New York ; in tlie iron trade, (j) St. Clair, Pennsylvania; mining, engineering, carpentering, and common laboring. (1) Roches¬ ter, New York; shoemakiug. (?) Casey ville, Illinois; coal mining, (m) In several States ; principally in bricklaying, (n) In New York and elsewhere ; principally among carpenters amt joiners, (o) In many of the States, and in Canada, my position as Presi¬ dent of the International Iron Molders’ Union, calling me to many places ; in machine, stove-plate, and hollow- ware molding, especially, and iuthe various occupations depend¬ ing thereon, (p) Albany and other places in New York; among teamsters, millers, farm and day laborers, (r/) Baltimore, Maryland ; ship joining and house carpentering, (r) Massachusetts and New York ; among printers. Question 3. Do those who can read and write, and who merely possess these rudi¬ ments of education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those wdio are not able to read and write? And if so, how much would such additional skill tend to increase the productiveness of their services, and consequently their wages ? — Answers, (a) They do, in some branches. I am not prepared to say how much it would tend to increase their productiveness or their wages, (h) I should say 10 to 15 per cent. It would incrcastj their wages one-fourth. They are not so apt to make these disastrous strikes; let the market go down, uneducated men will not believe it, and therefore strike against any reduction in their wages, while the educated portion read the j)apers. understand the condition of the markets, and know the operators must cease work if men insist on high wages. They are not so apt to get drunk, thereby neglecting their work and their families. The educated are not so rebellious and revengeful if compelled to give up beat on strikes, (c) They do show more aptitude, skill, and tidclity than those that are not able to read or write; but it is my opinion that it has little to do with the amount of wages received. As the only way wages are governed is by supply and demand or by strikes, brute force, aud not intelligence, is h)oked for by most em¬ ployers. Cheap labor commands more respect than educated; the question being how little will you work for ? not, are you educated? (/) Ido not think it would have any inliuence on a man’s skill ; and as for fidelity, I think a man’s natural honesty aud religious training will govern that more than reading and writing. It is some benelit to a man to know how to read, also a pleasun; ; yet if a man worked in a lumber- yard, reading and writing simplj^- might procure him a situation of overseer over his associates who could not read or write; I don’t know of any further l)eneiit. (q) I consider that a mechanic must be possessed of a common-schoed education, and ought to be a good mathematician. An ordiu.ary ])enman and mechanic, from my own expe¬ rience and observations, in the work at those trailes of which I am a member, such as carpenter and joiner, pattern-making, and millwriglit, cannot be a profitable man to employ unless he does possess some knowledge of arithmetic and can write ; I would not employ one without, to place any responsibility upon him. (h) To the lii’st, at least 50 per cent.; their wages would increase in proportion. (?) Those*, who are ignorant of letters are just as faithful servants as the educate;3y what thej^ know no better, (d) Not very considerably at wH)rk for wages ; a great deal in filling a resxionsible x^osition be¬ sides. The greatest ])roiit I always saw realized by the transition into one’s own busi¬ ness. (e) Tliose things may inci’ease the wealth of the emxiloyer, but scarcely ever the w‘ag;es (»f the man. It makes no difference to Mr. Samx)Son, of North Adams, if his coolies can read or write ; it is low wages and docility he wants, rather than education. No morality entered into his calculations. (/) The more thorough a man’s education is, particularly in drawing, arithmetic, &c., the better he is fitteil for mechanical pur¬ suits. Tiuu’e is one drawback to this ; the youth, now-a-days, think it menial to learn a find*! or work in a shop if they have the education to make them suxierior wmrkmen. {(/) I do not consider that a x>erson must xiossess a high degree of education to become ;i skilh'd mechanic ; yet to liecome a first-class artisan he must understand draughting nnd arithmetic; one that understands those will of necessity understand all that is rc({uired to be a successful mechanic, and would command better Avages — say, one- foiirth better, (h) In my o[)inion at least one-third. (?) It is impossible for aconscien- tions man to answer this (question ; the foAv workingmen who are x^bsted in these things ore but isolated cases, and it Avould not be fair to judge by them. My opinion is that a good mechanical education Avould add at least 2o per cent, to a man’s usefulness in mechanical x>ui’suits. (J) The educated miner commands more wages, sometimes COMMISSIONER OF EDUCATION. 455 two and three dollars per week ; besides the edueated miner is not so often injured or bnrnt as the nncdncated miner, unless it is the carelessness of others. The educated carj^enter and common laborer oenerally receives more waives than the nncdncated car¬ penters, some as higli as one dollar ])er day, and laborers lifty cents per day. (k) I con¬ sider that a person who attains a high degree of edneation, snch as a knowledge of arts and sciences, and a good practical knowledge of arithmetic, bookkeeping, alge¬ bra, &c., would increase liis ability tenfold and give him an advantage of per cent., in producing wealth, ov’er a person who had not attained that degree of educa¬ tion. (/) It would place them on a scale that would enable them to ocenpy a higher position in society, and enable them to apply for some occny)atioii receiving a higher remnneration than is paid for mere hard or physical work, (iii) It would give him far superior ability. A knowledge of the above arts and sciences would enable him, for in¬ stance, to l)ecome an architect, which would increase his })ay 50 or 100 per cent. (») These questions I cannot answer with accuracy, from the fact that those who have received a higher degree of education (generally speaking) have ignored mechanical pursuits, except for mere i)astime, and turned their attention to what they have considered a more genteel or respectable occupation, (o) A molder should have a thorough knowl¬ edge of arithmetic, algebra, and drawing ; but above all a fair knowledge of chemistry. A man cannot be a thorough molder unless he understands to some extent the chemical ju’operties of sand, coal, iron, and lime ; a thorough knowledge of which would en¬ able him to produce the same quantity of castings as he does now, with at least one- third less labor; but as I before said, it would not Jiecessarily increase his wages, (p) I should say it doubled his j)ower of producing Avealth. (q) These branches are of much importance. It enables the mechanic to have at his command at any time the means of developing those arts or sciences that his mind is the most adapted to, and to in¬ crease his power of producing wealth, not less than 100 per cent., and that of his Avages from 100 to 300 per cent, (r) Yes ; hoAV much, I cannot state. Question 5. Does this and still further acquisitions of knowledge increase the ca¬ pacity of the workingman to meet the exigency of his labor by new methods, or in im- proAmments in implements or machinery ; and, if so, how much does this inventive skill add to the power of producing wealth ? — Answers, (a) It does. I cannot say to a certainty how much it adds to the poAver of producing Avealth. (b) I tliirdc it does; but the last question is too indefinite to admit of answer, (c) It would be a hard matter to say how much, for I have not seen the improvements used in this country ; but a better knowledge of new methods Avould certainly add greatly to production, and there must naturally be room for other improvements Avhere there are steam poAver and pumps used, doors, air- ways, fans, and AA'hat we call pushers ; and if these fail oftentimes, the mines lay idle for Aveeks, Avhere, if practical, educated men were there, it could be fixed in a few minutes, natural consequences being the trouble, (e) I do not think that an edu¬ cation is sufficient to meet this case ; I think inventions can only bo made by persons Avho thoroughly understand the business for wliich they Avant to make the improve¬ ment; but a first-class education always helps, even in that ; yet, I do not think it essen¬ tial. (/) Practical experience only makes a skilled mechanic. A man may be pos¬ sessed of all the book-learning that the brains often men may be capable of holding, and knoAv all the theories of a trade, and until he puts that knowledge into practical use, such as manipulations with the tools required in that trade, it amounts to nothing, conseqiiently would not add one cent to the country’s Avealth ; he is nothing but a non-producer, living on Avhat others create. (/Q The greater the knowledge of the W'orkingmau is the greater the Avealth of the country is, for every new and good inAmn- tion creates Avealth. ShoAV mo an educated people, and you Avill find a Avealthy and thrifty people. An educated workingman, in my estimation, is really ATorth more than one- fonrth in valvie to the community. Ignorant Avorkingmeii are generally poor, (i) To the first, I answer, yes, undoubtedly. To the second, I ask you to compare the amount of Avork done at the present day by a given number of mechanics, and that performed forty years ago by the same number; my experience is, that it has doubled, at least, by means of improvements in tools. A further acquisition of knoAvledgo may increase the ability and cajjacity of a person, I may say I am sure it would, but I don’t think it AA'ould all center in his inventive powers, (j) It docs; it adds considerable to the power of producing Avealth. How much, I cannot state, exactly. In coal mines it AAOuld often save a deathly disaster too often occurring from ignorance, (k) It does; but in what capacity it increases I am unable to state, as in my trade there is no ma- chijiery used, excejfi for hoisting materials, Avhich is a saving of 50 per cent., or more ; but from my obseiAuitions in other branches of trades, I haAm no doubt that the use of machinery adds to the poAver of producing Avealth enormously. (1) It docs ; ])rovid- ing that he has the good sense not to ignore his occupation, but striA'cs to ennoble it by his Avisdom as Avell as his skill, consequently his poAver of producing Avealth cannot easily be estimated, but Avould really be A'cry great, (m) This (piestion is bijst an- SAveredby reference to statistics. It is Avell knoAvn that all labor-saAung nuudiinery is concocted in the brain of the educated laborer, but for forty years it has rt'sulti'd in nei¬ ther less hours for labor, or less physical labor to the laborer; the educated laborer of 456 ANNUAL REPORT OF THE i to-day works as hard and as many lionrs as the laborer forty years ago. The ‘Uahor saving’’ being money only in the hands of those who labor not. (2:)) Knowledge in creases the ea])acity of the working man. It brings into active operation his inventive skill. It enables him to invent and make imi)rov(nnents on implements of machinery of all descriptions, and in particular those natural powers propelled by steam, and it adds to tln^ power of })rodacing wealth not less than 50 per cent. This has been my i observation among the working men. (/■) Yes ; how mnch, I cannot state. Question (k Would a person who had been trained in the common school be gen- ' erally preferred for the ordinary nses for which labor might be employed, over one who j had not enjoyed that advantage ? — Answers, {a) He certainly would, {h) By all means; I I am sure they would, (c) I have noticed it, I conld say, hnndreds of times, (c) Yes; j he may be preferred, as lie will be better aide to receive instructions from an employer and carry them ont intelligently. (/) Certainly, {g) Yes, by all means, for the fact is demonstrated, and a fool observes it. (/i) By all means. (1) Yes; certainly it costs an employer less to superintend educated mechanics than it does illiterate ones. An edneated workingman wonld have the preference, for his em[)loyer conld reason more with him in regard to wages and duty than he could with the nnedneated. (A') I don’t know if it would make any particular difference whether he was edneated in a com¬ mon school or a select school. (/) Yes; in almost every case, although some employers will employ nnedneated men for the sake of saving money, but they are but few. {m) He undoubtedly wonld in most cases, {n) As a general thing he would. (0) Em¬ ployers with souls, generally want men of education, but thousands of employers want men without education, simply because they can still further degrade them without danger of resistance, {p) They certainly would, {q) Such persons, to do ordinary labor, wonld not be preferred over one not enjoying that advantage; this I have seen verified in many instances. Question 7. From observations you have made, whom do you consider best fitted for positions of trust, such as foremen or superintendents, persons unable to read and Avrite, or those having the rudiments of education, or those possessing a su|)erior edu¬ cation, all other things, such as skill, strength, and fidelity, being equal ?— Answers. («) An empV)yer would clioose for positions of trust, such as foreman or superintendent, an educated person. I know of no business that an uneducated person would be compe¬ tent to take charge of in the capacity of foreman or superintendent, {h) Those enjoy¬ ing an education preferred, (c) A man with practice, and a superior education, must be, or have an assistant, Avho is superiorly educated ; but for foremen they are .apt to pick some man with more animal blood coursing in his veins tli.au Christian refinement, in order that he may bully men and trample upon them ; this causes men to retaliate when they can, (natural for Americans.) Education wonld be a benefit in such in¬ stances. (d) An employer will always prefer an educated man for foreman or superin¬ tendent, as an uneducated man is almost worthless in that capacity, (e) He Avoiild certainly choose a ])erson of superior education, if all other qualities were equal. (/) ;; All employer would not choose a person for positions of trust who could not read or write. I have yet to live to see one in such a place who does not possess a common-school education. A man in my trade wonld be considered insane who Avould choose such a | person as foreman, (r/) That Avoiild all be owing to circumstances. Some men pos¬ sessed with only a limited education can discharge the duties which they are selected j for, to better satisfaction than others superior to them, better posted in the higher j branches. Aptness ofttirnes fits men to a business that books cannot. Honesty and fidel- i ity cannot bo acquired from but one book. (A) An employer generally chooses an edu¬ cated man for his superintendent, for tiny are usually the best in our country. I find • th.at the best superintendents and mechanies .are well educated. I know some men ' that Avere asked to be superintendents, but when their answer was given that they ; could not read or write, tliey^ were tohl they would not suit ; that alone unfitted them for the ])ositiou. ( i) My experience is that those of the highest education are preferred for ' all ])laces of trust. ( / ) I am of the opinion that the employer would prefer a person Avitli a pretty fair education ; I don’t think it would require a superior education to fdl either positions of foreman or superintendent if the person was any Avay smart. Qc) \ d'hoso emi)loyers Avho understand their business always employ supeidntendents or foremen out of the ranks of the educated. (?) He would choose one for his superior education to lill the position of foreman. A person Avho is unable to read or Avrite could not fill that position ; he must not only be able to read and Avrite, but must haAm a kuoAvledge of figures to (‘liable him to take a plan .and lay of a building for others to work, (m) I think those having received the rudiments of education (and improved them) Avould be preferable to those having receiAmd .a superior education. Mechanics unable to read or Avrite AA'ould not, except in exceptional cases, be chosen for positions of trust, foremen, or superintendents. (») An employer, AAnth a thorough knoAA'ledge of his business, desiring a superintendent, Avould AAmut a man, the best edneated ho could get. As the schoolmaster should bo .able to teach his scholars, so Avith the super¬ intendent — he should be thoroughly educated ; I have seen cases to the contrary, AAdiere the great desideratum in a superintendent AA\as his ability^ to tyrannize o\'er his supposed COMMISSIONER OF EDUCATION. 457 inferiors, (o) Those havinj^ a superior education, (p) Those possessinf^ a superior education would have the preference over the e thers, for various reasons. The edu¬ cated person could estimate for work to be dene by contract, and ])roduce a correct drawing of the same ; and also in executing a job, each ])erson working has a drawing of his particular part, therefore; in my opinion, the superior educated has the advant¬ age, and his employer the benetit of his education as superintendent of his business. {(j) Qnaliheations being equal, the better educated 'would be selected. Question 8. What do yon regard the effect of mental culture upon the personal and social habits of persons who have been in your employ V Do they, as a class, live in better houses, or with better surroundings ? Are they more or less idle and dissipated than the untaught classes ? How will they compare for character, for economy, morality, and social iiitlnenco among their fellows f — Answer, (a) The educated workingman is l»y far the best citizen ; he is not so dissipated ; is no more idle or lazy than the uneducated ; as a class they live in better houses ; their homes are more comfortable, and their children, as they grow up, are better members of society. It is my firm belief that the largest share of the criminals in this country are the children of uneducated parents. (&) There is no rule to cover the last questions. Should incline to think that good houses are generally inhabited by persons of more or less education, but in the course of my experience I have met with comparatively well-educated fools, drunkards, and worth¬ less characters, (c) The social habits of educated workingmen are by far better; they live in better houses, eat better food, and it does not cost them so much as it would others for inferior food by mismanagement and not buying in the proper season ; they hare better surroundings, and are not as idle, or (lissipated ; as for character, public opinion has whii)ped it out from among coal miners, and judges the whole class by the actions of a few uneducated rascals. An educated man, being a miner, is very great among his fellow-minors ; they wull believe him before any one else. We need education. I am j) resident of the Miners’ Benevolent Association in my valley. Most of our people being of foreign birth, are more or less uneducated. I am Welsh, but coming here at eleven years of age, am more fortunate then my fellows, (d) My experience is altogether confined to German working people, who have, as a rule, some mental culture ; they are, as a class, respectable, and quite a number are fond of reading, studying, thinking, and improving their minds generally ; there always has been a goodly proportion of inventive talent among them ; they find it, however, harder from year to year to find a livelihood, wages tending downward in comparison with prices of first necessities ; their social standing and their earnings are, on an average, in propor¬ tion to their mental culture, (e) I look on education as the lever by which man is raised from mere beasts of burden or macliiues, to be rational thinking men, good, patriotic citi¬ zens, good husbands and fathers, while ignorance is brutalizing, has no character, little morality, and no influence among its fellows. In trade organizations intelligence always takes the leader’s part. (/) They always live in better houses, handsomer sur¬ roundings ; I think as a general thing they are just as dissipated, and are not as economical as the untaught classes, nor so moral ; at least such is my experience wher¬ ever I have been, (g) I regard the mental culture of the mechanic and laborer as of vast importance. Tlie better educated, that is, practical education, the more refined the wmrkmen ; they do live in better houses, with better surroundings ; are not dissi¬ pated or idle ; for it is a fact that in the State of New York, only one in ten confined in our State prisons, penitentiaries and jails, come from the mechanic and laboring class. As to individual character, morals, and social influence, it depends upon their daily walk and talk; their skill; their education is not looked to. ' It is men of truth and interest that lead in all branches of trade ; these are the men that are employed first ; and if a scarcity of labor is felt, then comes iii the balance. Another point I wish to call your atteution to is this: the less hours a man kibors the more he becomes refined, lives better, the more inventive becomes his mind, and the result is, more labor-saving machinery comes into use, and therefore more wealth is added to our country. Look back for the last half century and realize the giant strides that have placed the producing classes upon the high plane of moral and social refinement that they now occupy ; we work less hours now thau then, are paid better wages, enjoy more luxuries, and intemperance is fust leaving the ranks of the producing classes. Not until the producing class can still have their hours of labor reduced to the shortest possible space can the nation look for that refinement iu that class that all Christian nations aspire to. (h) If workingmen are treated as equals, they will never abuse that equality. As a general thing they are not idle, because circumstances will not permit it. The better education a man possesses, the moi-e avenues for labor are opened for him ; and if, in addition to this, he ])0ssesses a good name, and natural com¬ mon sense, a good livimj, if not prosperity, will be his. Having been alaboring man for twenty-five years, I still do not complain ; yet, there are others that do, and have a cause, (i) I regard mental culture iu the most favorable light, and as far as my experience goes it improves the habits of our workingmen. If a man cannot read he wfili in times of excitement go to the corner grocery or saloon for his information, and there is exi^osed to intemperance, more than the man that stays at home and reads his pai>er. You 458 ANNUAL REPORT OF THE we thiuk, very appropriately have added another question to the foregoing, as follows: “How, in your opinion, would a reduction of the hours of labor affect the workiugmen, and the commercial and mechanical interests of the country I have seventeen men working for me, and I consider this one of the most import¬ ant questions of the nineteenth century; I will not venture an opinion at this time, but suggest that in future iinpuiries it would be highly proper to ])ut such a question. (J) The educated live in better houses, their morals and character are better, their economy is greater; and also their sociability and influence are, to a large extent, greater, and dissipation less. (A) To this I would say that seven-tenths of those receiving a cominou-school education are less addicted to dissipation than those who did not get such an education, and if they do become dissipated they are easier reformed than an uneducated person, because they can see their folly clearer and quicker. I know it to be a fact that workingmen who received a common-school education live in better houses, and, as a general thing, are more tasty and economical than those not so fortunate. I consider that the more intelligence is infused into the minds of the masses, the better it would be for the community at large, and if I could have my way I would have a law, that every child should be compelled to attend school until he or she was sixteen years old — a portion of each year at least. (/) I think education and mental culture has a great effect on the habits of workingmen ; they, (the educated,) as a general thing, occupy better houses ; their homes are surrounded by all the com¬ fort that lies in their power ; they are more industrious than the other class, and have more influence among their fellow-men, as they generally respect themselves, and are respected by all others, (vi) It makes them more ambitious to excel as workmen ; they, as a class, do live in better houses, and they strive to procure a home of their own ; they are not idle ; they wdll compare very favorably ; they possess greater influence with their fellow- workmen, (w) I consider that mental culture has a ten¬ dency to make him, not only a better Christian, but a better man ; such also live in better houses, with better surroundings; they in general are temperate, and econom¬ ical, moral if not religious, and they are in general looked upon by their fellows as superior to themselves, and are generally appointed to places of trust and honor, (o) Mental culture creates the desire for better homes, better surroundings, and a willing¬ ness to labor to accomplish it ; our prison statistics will show their dispositions as compared with the ignorant ; their characters will compare with the highest in the land, and a reference to trade-unions will show their influence. But all is lost in the knowledge that a corrupt government legislates entirely for capital, and nothing for honest labor, (p) The effect of mental culture upon the workiugmen is a benefit; they have formed libraries, reading-rooms, and societies of useful knowledge ; they, as a clas^, live very respectably ; their surroundings are plain, neat and comfortable ; they are in general of industrious habits ; their characters will compare with any class of citizens. There is of course a portion of dissipation among the workingmen, but not to any more extent than any other class of persons, (g) That they are more sociable and make better citizens ; that they live in better style; that they have more regard for the rights of others, and are not as idle and dissipated as the untaught ; and that their morals are much better, and they are more economical, and their influence is very beneficial on those around them, is certainly true, (r) The effect is highU'^ bene¬ ficial ; I am confident they do. They are not quite the contrary ; they will compare well. OBSEUVERS’ ANSWERS. (a) Baird, Henry Carey, industrial publisher, Philadelphia, Pennsylvania. [h) Cutter, Stephen, New York Prison Association, and as ship-builder, 228 East Twelfth street, New York. (c) Douai, Dr. Adolf, printer, editor, and teacher, 1397 Broadway, New York. (d) Lewis, J. R., (for Governor Bullock,) State commissioner of education, Atlanta, Georgia. (e) Stone, Elisha, in the coal mines, Mahoney Plains, Pennsylvania. * Tousey, Sinclair, publisher and news agent, New York. Question 1. Have you observed a difference in the skill, aptitude, or the amount of work executed by persons, arising from a diffeience in their education, and indepen¬ dent of their natural abilities? — Answers, (a) Yes; I have, (b) I have; and I have consulted other mechanics who have employed workmen and they bear the same testi¬ mony. (d) Have observed a difference, (e) Yes. Question 2. Where were your dbservations made ? Town ? State ? In what occu¬ pation were the laborers engaged ? — Answers, (a) At Philadelphia, Pennsylvania, and indeed throughout my experience of many years, and especially in impressions I have received from contact with mechanics coming to my establishment — industrial publish¬ ing. (h) In the city of New York ; as ship-joiners. I carried on the business of a ship- joiner from 1831 to 1860, in the firm of Youngs & Cutter, employing at times nearly * Note. — An asterisk denotes that the reply is incorporated in Commissioner’s report. COMMISSIONER OF EDUCATION. 459 t'wo Inindreflmen. (c) In Georgia; in almost every department of labor, (e) In Schuyl¬ kill County, Pennsylvania ; in the coal mines and men working about a colliery. Question 13. Do those who can read and write, and who merely i)()ssess these rudi¬ ments of education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those who are not al>le to read and write ? And if so, how much would such additional skill tend to increase the produc¬ tiveness of their services, and consequently their wages ? — Answers, (a) As regards the first question, I should say yes, (except, perhaps, as laborers ;) but the second, it seems to me, it is quite impossible "to answer with any degree of accuracy, (h) I answer yes un¬ hesitatingly as to artisan^, and, so far as I have been able to judge, of laborers also ; and i)ossessing the above qualifications would make them worth from one-quarter to one-half more. I know many who possess a natural mechanical ability, but education gives power to such in greater proportion. I have never known it to fiiil, where per¬ sons whose education had been neglected and their native genius had ])laced them in position, but mourned over this deficiency and felt that it crippled them, (d) Yes; oven so much education is worth 25 per cent, increase in wages to the possessor, and much more to the employer and community, (e) About 25 per cent. Question 4. What increase of ability would a still higher degree of education — a knowledge of the arts apd sciences that underlie his occupation, such as a good prac¬ tical knowledge of ari^^hmetic, book-keeping, algebra, drawing, &c. — give the laborer in the power of producing wealth, and how much would it increase his wages ? — An¬ swers. (rt) Perfect accuracy or even an approximation to it I consider impossible to give in an answer. (&) I think it would inerease the ability very much ; how much, would depend upon the kind of business, (d) It would increase his ability fourfold, and his wages (average) more than 100 i)er cent, (c) About 40 per cent. Question 5. Does this and still further acquisitions of knowledge increase the capa¬ city of the workingman to meet the exigency of his labor by new methods or in improvements in implements or machinery ; and if so, how much does this invent¬ ive skill add to the power of producing wealth ? — Answers, (a) Here is a point, in my opinion, for a full, and even hot, controversy. Too much education of a certain sort, such as Greek, Latin, French, German, and especially book-keeping, to a person of humble antecedents, is utterly demoralizing in nine cases out of ten, and is productive of an army of mean-spirited “gentlemen,” who are above what is called “ a trade,” and who are only eontent to follow some such occupation as that of standing behind a counter, and selling silks, gloves, bobbins, or laces, or to “ keep books.” After a good deal of observation, and more especially during thirteen years past that I have been a pretty close student of social science, I have arrived at the conclusion that our system of education, as furnished by law, when it goes beyond what in Pennsylvania is called a grammar school, is vicious in the extreme — productive of more evil than good. W ere the power lodged with me, no boy or girl should be educated at the imblic expense beyond what he or she could obtain at a grammar school, except for some useful occu¬ pation. “ The high school” of to-day must, as I believe, under an enlightened system, be supplanted by the iechnical school, with possibly “ shops ” connected with it. A boy who graduates at the Philadelphia High School is not provided with the means of earning a living at any occuinition in which he is likely to engage, except book-keeping, teach¬ ing, or shop-keeping, or tending, and possibly law, or theology. Wo are manufactur¬ ing too many “gentlemen” and “ ladies,” so called, and demoralization is the result. What good do Greek, Latin, French, German, &c., do to a counter-skipper in a retail dry goods shop I Advertise to-morrow in “The Public Ledger” for a book-keeper, and 100 or more answers would come in 24 hours. I did so two or three years since, and at 2 p. m. of the first day I had received 55 readies, and abandoned the search, or rather the Ledger letter-box. The brightest boy who has graduated at the high school for years, was at the head of his classes from his entry into the preliminary schools, throughout his course in the high school, and up to the final hour, is now a clerk in a printing office in this city. Such ahoy — this boy, and I know him well — has the capacity to work himself up to the head of the largest mining operation, the greatest iron works, or the grandest consolidated railroad monopoly in the country, had ho ever been put upon the track, but, thanks to our barbarous sj’^stem of public education, he will probably finish his career as a clerk, or at best as a successful buyer and seller of merchandise. Were I in the position of (leiieral Eaton, I would commence a crusade against the ignorance of our educators, and I would bring the i^eople to a proper recog¬ nition oi what knowledge is most worth,” as Herbert Silencer has so well and truly sung, or these ignoramuses should have the satisfaction of lopping ofi' my official head. (b) I would answer this in the affirmative, hut lunA'" much is a (lifficult que.stion to an¬ swer. (c) There can be no doulit that even a slight degree of education is of some iiecu- niary value to the laborer, a higher one even more so. But the reason or cause why it is so, is by far less that employers prefer to deal with educated laborers, or that they can afibrd to pay higher wages to such than to illiterate ones, or that the laborers themselves are, by education, enabled to perform their work more advantageously, cleverly, or faithfully. All these considerations and causes hold good to some extent, 460 ANNUAL REPORT OF THE and yet they do not, as a rule, fix the rate of waj^es or earnings. Exceptions to the rulo are too frequent. One class of exceptions is that of highly educated persons, whom want of ca[)ital and dearth of indejiendent stations in life doom to the slavery of wages. Their wages are, on an average, lower than those of less educated men and women engaged in mechanical, or even unskilled, labor. Especially in New York, there arc thousands of well-educated men and women, who seek and tind a most preca¬ rious and scanty livelihood with their pen, or their address and wits in literary, thea¬ trical, teaching, and agency pursuits; because they are either unable or unwilling to engage in better paid mechanical and unskilled labor. This is the case, not in the United States only, but also, now-a-days, in many countries of Europe, owing to the rapid development of ‘^capitalistic production,” and an unjus't state of things iu society. ' Thence it appears, that the chief benetit of education to the laborer is not to be sought and found iu one or all of the above-named causes, but in his uniciUingness to submit to ■ all the behests and humiliations of cai)ital, and the upper classes of society, in his yearning for independence, iu his shunning, as much as possible, dependent positions, ] and service to others. It is because education tends toward diminishing the number i of jjcrsoiis com])eting for wages at any kind, even the worst paid, of labor, and thus j checks the constant downward tendency of wages, that education is chiefly beneficial. j Diminishing the number of slaves, or of persons willing to enter servile conditions, means diminishing slavery and servitude. Take away subjects, and there are no ] kings ; abolish stupidity, drunkenness, and coarser vices of all kinds, and there is no class who can thrive on taxing, “ exi)loiting,” profiting from these vices. And it is exactly fiu' this reason that European goveinnients, now-a-days, discourage a higher degree of general popular education; they are well aware of tlie growing tendency of the wages-class toward a social and political revolution. This is the secret reason why they have so long fawned on Bonaparte’s rule in France, which has so visibly suc¬ ceeded iu demoralizing the nation of the French and other nations. Aye, education, not only in the alphabet, catechism, and the multiplication table, but a general popu¬ lar education in the full meaning of the word, is Uie a cm for all the social evils and injustices; because it renders men less submissive to evils of human creation, which may be remedied by human eftbrts. It is not the ability of all working men to read, write, and cipher, Avhich improves the social and political condition of the human race to any considerable extent — or else the Chinese, who can read, write, and cipher, to a man, would be the happiest of mortals in their socio-political relations. It is the pro¬ gress of science and art, with their paramount influences on technics, civilization, and the habit of independent thinking of every individual, which render the socio-political condition of white working men infinitely more humane and xu'ogressive than that of the Chinese. And it is the progress of technics and invention, which, by centralizing, on the one hand, capital in the hands of fewer and fewer persons, and thus sowing the seeds of intolerable social and political mischief and injustice, must, on the other hand, act as its own antidote, by clashing with the growing spirit of index^endence of the working classes, (d) Yes; immeasurably, (e) About 75 percent. | Question 6. Would a x)erson who had been trained iu the common school be generally | preferred for the ordinary uses for which labor might be emx)loyetl, over one who had I not enjoyed that advantage ? — Answers, (a) Yes, generally. (&) Without exeexotiou. | (fZ) Always, (e) Yes. Question 7. Whom would an employer generally choose for positions of trust, such as foremen or superintendents, x^ersons unable to read and write, or those having the rudiments of education, or those possessing a suxoerior education, all other things, such as skill, strength, and fidelity, being equal f — Answers, (a) Most assuredly those having the most thorough education, if they will aceex^t any such x)ositiou. (Z>) I cannot un- ; derstand how a x)erson unable to read and write could fill the position of foreman or superintendent — he must x^ossess wonderful native (xualilications to induce me to select him; the rudiments at least being indispensable, I consider the better the education the more he is worth, giving due consideration to the resx^ousibility assumed or delegated, (d) The best educated man. (e) The most educated. Question 8. What do you regard the effect of mental culture ux:)on the personal and social habits of workingmen f Do they, as a class, live in better houses, or with bettor surroundings f Are they more idle and dissipated than the initaught classes? How will they compare for character, for economy, morality, and social influence among their fellows? — Answers, (a) Mental culture is certainly elevating in its tendencies, unless it elev'ates a man above a x>roper calling; it tends also to give x^ride and energy, and leads to good social infiuencei^aniong their fellows; but as for economy, much is to be said on l>oth sides, (h.) 1st. To elevate them and give them self-resx>ect. 2d. Theyw'ill seek to live iu better houses and generally command a better helpmate, and then seek better surrouudiigs. 3d. As a general thing they have a stimulus to imx)rove their minds, and therefore do not have the idle time that leads the untaught classes into that kind of comx)any that begets dissipation; and this xfiaces them, in the 4th ph^ce, far above the others iu all the social qualities as a citizen, (d) Education refines and elevates every man morally and mentally, and ought to physically ; he not only has COMMISSIONER OF EDUCATION. 4G1 the fihility hnt. the desire for hotter siiiTonndinf^s ; Avorks more Avith head and hands and AA'ith better aims ; more economical because more ambitious to accomplish some- tiling' ; more strictly moral, because he better appreciates his duties towards God and his fellows, and his social inlluence eAmr increasing as knowledge gives him power, (e) 1st. Yes. 2d. No. 3d. Difference as much as between black and Aviiite. ADDITIONAL REPLIES. [The following answers to the several inquiries sent out are inserted here, having been recei\’ed too late to be arranged seriatim Avith those preceediug them.] EAIPLOYERS. (a) Butler, W. R., planter, Murfreesboro, Tennessee. (&) Carey, E. M., planter. Van Wert, Georgia. (c) Cummings, John, shoe manufacturer, Woburn, Massachusetts. (d) GoodAvin, C. J., agent Indian Orchard cotton mills, Springffeld, Massachusetts. (e) Trumbull, R. J., planter, Shipnorth Landing, Mississippi. (/■) Harris, B. J., planter, Sparta, Georgia. {g) McCalla & StaA^ely, publishers, Philadelphia, Pennsylvania. (h) Vaiden, Dr. C. M., planter, Vaicleu, Mississippi. Question 1. Have you employed a number of persons as laborers ? What town, state, character of the labor? — Answers, (a) Farm labor, negro and white. (&) Colored farm labor, (c) Manufacture of shoes, skilled and unskilled, native and foreign, (d) Manufacture of cotton cloth, (e) Farm labor, black and white. (/) Freedmen, Avhite managers, mechanics of both castes, {g) Printing and other Avork incidental to publishers. (Ji) To plantation labor. Question 2. Have you obserAxd a difference in skill, aptitude, or amount of Avork executed by persons you have employed, arising from a difference in their education, e.nd independent of "their natural abilities? — Answers, (a) As to the handling of farm implements or picking cotton, I have not. (&) I have, (c) I have always found that the value of the amount produced Avas nearly in proportion to the amount of edu¬ cation possessed, whether the work required skilled or comparatively unskilh^d labor, (d) I have. (/) Have never had an educated freedmaii in my employ. He is a man Avhoin I have never seen. There are a feAV Avho can read and write a little, but they are no better laborers than their untaught brethren, (y) We have not employed persons unable to read and write, (/i) But few can read, and those are no better than the uneducated at the labor I give them to execute. Question 3. Do those who can read and Avrite, and who merely possess these rudi¬ ments of an education, other things being equal, shoAV any greater skill and fidelity as laborers, skilled or unskilled, or as artisans than do those who are not able to read and write ; and if so, how much Avould such additional skill, &c., tend to increase the pro¬ ductiveness of their services, and consequently their wages? — Answers, (a) Not per¬ ceptible in any farm labor. The best labor I haAm ever emjiloyed Avere sprightly darkies, unable to read or write, {h) Yes, those that can read or Avrite have more fore¬ thought, and begin to think for themselves. Increase it one quarter, (c) I do not find mom my experience that the mere learning to read and Avrite, without the mental training that conies from the exercise of these attainments adds much to the value of the labor or the amount produced. I have always found the most igngorant portion of my labor to be the least inofitable, and the least reliable, (d) As a rule those avIio can read and write learn more quickly, are more faithful, more constant at their work, and wliere the Avorkis done by the ‘‘job’’ or “piece” Avill invariably earn from 10 to 15 jier cent, more than those who cannot. (/) They do not ; on the contrary, if I have ob- serA'ed correctly, a limited education in most cases is hurtful. Good “ mother- wit,” or native intellect, is far more advantageous Avhen combined Avith principle or integrity of character. (/<) My business is that of a planter, and I do not belioAm education adds efficiency to my African labor in the cotton-field. They have to be insiructed in the cultivation of cotton and corn, and CA^ery change in the seasons. They have to bo looked after, so as to conform to one’s Avishes to proper cultivation. They are a forgetful race, prone to carelessncs, and have to bo impressed every day in the right mode, no matter Avliat their past instructions and experiences have been. Question 4. What increase of ability Avould a still higher degree of education— a knoAvledge of the arts and sciences that underlie his occupation, such as a good practi¬ cal knowledge of arithmetic, bookkeeping, algebra, drawing, &c., give the laborer in the poAver of producing AA'ealth, and how much would it increase hisAvages? — Answers, (a) In eA'ery department of business his ability Avould be increased Avitli his education, save the monotonous, easily-acquired routine of duty on the farm. (&) Arithmetic would add much, (c) From my obserA’ation, I think such an education would double the A'alue of the product; as Avben such labor is employed tlie product is not only much increased; it requires less attention from the superintendent, and the Avork is much 462 ANNUAL REPORT OF THE more uniform, the expense on tools and machinery is much lessened, (d) A good practi¬ cal knowledge of arithmetic, &c., becomes a necessity to a man who would act as foreman or assistant in any department of our business. I have men under my own observation, who, from long experience, have become good practical workmen, and are only debarred from acting as foremen of their departments for lack of education, (e) Acquisition of knowledge does increase inventive skill ; I cannot estimate its worth. (/) I speak of j the form laborer only. A thorough knowledge of the sciences that underlie his occupa¬ tion would add greatly to his wealth-producing power. I should say at least 50 per cent., and would increase his wages as a mere laborer to that extent at least. As a superintendent or manager, 200 to 300 per cent. As a mechanic 100 or 200 per cent. j Fidelity would diminish or increase his pov'er in a ratio corresponding to its jiosses- i- sion. {g) Better education would undoubtedly increase the value of a printer’s work; but it is not practicable to state the additional value with precision. Such rudimen¬ tary knoAvledge of foreign languages as will enable a compositor to set the tyjDes will increase his pay about 10 per cent. (/?) Education would improve those who follow trades, and education enough to know on settlement whether cheated or fairly dealt by, would be an advantage both to employers aud employed,. and where it can be bestowed, it is right for it to be done. Question 5. Does this and still further acquisitions of knowledge increase the capa¬ city of the workingman to meet the exigency of his labor by new methods, or in im¬ provements in imj)lements or machinery ; aud if so, how much does this inventive skill add to his power of producing wealth f — Answers, (a) Few inventors do any good to the South. (&) Yes, certainly one-fourth, (o) Where much machinery is used, an in¬ creased knowledge or mental cultivatioii Avould add much to the amount produced. The more wisely a machine is directed, the better, as well as the more, does it produce. Such a mind would be much more likely to make new machines, or improve those already in use. I think, under such circumstances, it would add one-third to the value of the labor, (d) The only way that this “higher degree of education” would benefit the laborer in a cotton mill, would be in enabling him to fill a higher position, (e) To the first question I answer, certainly ; provided there is no deficiency in industry and in the application of his knowledge. Second. On the condition named, it would double or treble his wealth-producing poAver in his individual capacity. His influence for good would extend to' all around him, and add greatly to his A^alue and usefulness. This I cannot determine, (g) We have no doubt that thorough instruction in the prin¬ ciples of the sciences greatly facilitates the labor of printers ; but in what degree their productiAm ]30wer is increased we cannot state ]Arecisely. (h) With white laborers I dare say it would, but Avith the African the tendency is not so great. The negro, un der the constant influence of the white man, does well; but as soon as depriA-ed of it, his tendency is to barbarism or degeneracy. Question 6. Would you prefer, or not, a person who had been trained in the common school for the ordinary uses for which labor might be employed, over one who had not enjoyed that advantage?— Answers, (a) Prefer the uneducated sprightly negro on the farm, but for other uses the person who had been trained in the common school pre¬ ferred. (&) Y^'es. (c) Most certainly, (d) Most certainly those who had been trained in the common school. (/) I would in mechanics, but working in a cotton-field Avould give no preference cither way. (g) We AAmuld jjrefer a j)erson trained in any school Avhich imparts knoAvledge, to one entirely uninstructed, (h) 1 am iudiflerent on this subject. Character Avould have more influence Avith me than a common-school educa¬ tion. I regard “a little learning a dangerous thing.” Question 7. Whom Avould you, as an employer, choose for positions of trust, such as foremen or superintendents ; persons unable to read or write, or those having the rudi¬ ments of education, or those possessing a superior education, all other things, such as skill, strength and fidelity, being equal? — Answers, (a) An honest man, with the rudi¬ ments of education, would be my choice, (h) One who could read and write, rather than one who could not read and write ; and also, rather than the latter, who would (on a farm) not be contented, and aspire too much, (c) Such as had the best educa¬ tion in the department of labor for Avhich I desired them, (d) All other things being equal, the better the educators the better fitted the man for any position of trust. (/) The man of superior education, of course, all other things being equal, (g) We greatly prefer the best educated men. {h) I Avould prefer a man with just enough edu¬ cation to discharge his duties rapidly, to one who kneAv nothing educationally, or one Avhose brain Avas filled Avith science. Give the negro a scientific education, and from that moment I Avould expect him to ignore every species of labor, even at the risk of staiwatiou. Question 8. What do you regard the effect of mental culture upon the personal and social habits of persons who haA^e been in your emxfloy ? Do they, as a cl.ass, live in better houses, or Avith better surroundings ? Are they more or less idle and dissipated j than the untaught classes ? How will they compare for character, for economy, moral- j ity and social iulluence, among their fellows? — Answers, (a) Mental culture certainly i improves the personal aud social habits. That they live in better houses, or with bet- j COMMISSIONER OF. EDUCATION. 463 ter snrronncliiifijs, is hardly perceptible. Education has little to do with dissipation. The educated compare favorably with their follows, (b) The effect is to sec the im¬ portance of industry, and honesty iu dealiiif^. They reason upon the causes and eifects on the crops, and endeavor to get homes and land. Discountenance the y)etty stealings from their employers, which was preached once to them as a duty, to steal from their oioiers as no harm. The black man or negro, in this locality, gets no help from the white man, and the only way he gets his children taught is,- during the two months that the crops lay by he pays 50 cents or $1 for each pupil to a partly-educated black man, who only reads and writes j)Oorly. (c) I have found those who were the best ed¬ ucated generally the most industrious, the most skillful, the most reliable, and the most economical. Such are always the most self-governed, (d) Persons who have re¬ ceived something of an education, no matter how limited, will be found with better sur¬ roundings, and less idle and dissipated ; and for character, economy, and social inffu- ence, far superior to the untaught class, (e) Education does improve their condition, especially socially. There is very little being done for the negro here. The school meets in a building given them by northern men for a church. A white man who un¬ dertook to teach was threatened and driven away. No fund ever reaches here from the State, and I suppose the Peabody cannot help this only periodical school. The black man wants help and encouragement to learn the simple rudiments for his protection from the designing white farmers and land owners that cannot themselves read or write. The poor white is lower than the black man without education. The black man is ready and willing to help himself if he can buy the land, and has help and as¬ surance of sympathy. Objection is had to sell the black land and give good title. (/) The effect of mental culture is generally good. As a class, they liAm in better houses, &c. They are not less idle and dissipated than the untaught. For character, economy, morality and social influence, they are superior to the ignorant and untaught. Good morals and industrious habits are as essential as a good education. No amount of education can compensate for a want of these great elements of character, (g) Mental culture is generally accompanied by better morals and a better social condition than is seen in uneducated persons. (// ) I have had, since the surrender, as many as 200 freed- nien on my plantations, many of whom can read, and some write. There are some lazy ones, and some industrious ones among this class, and none are over-industrious. WORKMEN. (a) Cameron, Hugh, Lawrence, Kansas. (&) Coffin, Allen, printer, Washington, District of Columbia. (c) Maglathin, H. B., farmer and carpenter. (d) Myers, Isaac, (colored,) shipwright, Baltimore, Maryland. (e) Phelps, A. W., joiner and mason. New Haven, Connecticut. (/) Redstone, A. E., machinist and miner, Vallejo, California. (g) Walter, George F., harness-maker, Cincinnati, Ohio. Question 1. Have you, as a workingman, obseiwed a difference in the skill, aptitude, or amount of work executed by persons, arising from a difference in their education, and independent of their natural abilities ? — Answers, (a) I have observed a marked difference in the skill, aptitude, and amount of work done by men and women who were ignorant or educated, and the difference has always been in favor of the educated, other things being equal, (b) I have; and the difference is in favor of educated me¬ chanics or laborers, (c) I have, (d) My association with skilled and unskilled, or educated or uneducated labor, justifies me in saying the skill and amount of work of one workingman over another depends almost entirely upon his education, (e) I have noticed a difference in the worth and value of men’s labor by reason of their education. (/) With those Avho are educated, among mechanics, I have noticed a decidedly better execution, a greater amount accomplished, because he works more intelligently, has ! more confidence, (g) Yes. Question 2. Where were your observations made ? Town ? State? In what occu¬ pation were the laborers engaged ? — Answers. ( a) In various towns and States, all occu¬ pations, and, particularly, in the Army. (&) Boston, Massachusetts, and Washington, District of Columbia. Printing of every description, (c) In Duxbury, Massachusetts, and chiefly in agriculture, and in sawing boards and shingles, (d) Principally Balti¬ more City, Maryland, among ship carpenters, calkers, house carpenters, painters, brick-masons, and common laborers, (e) In New Haven, Connecticut, among joiners and masons. (/) In Indiana and California, and elsewhere. In machine manufacture and mining, both as machinist and miner. In everj-- place it requires education to do mechanical labor, (g) At Cincinnati, Ohio, and among harness makers. I Question 3. Do those who can read and wri^e, and who merely possess these rudi¬ ments of education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those who are not able to read and wuite? And, if so, how much would such additional skill tend to increase the productiveness of their services, and, consequently their wuiges ? — Answers, (a) They ' do, and would tend to increase productiveness, &c., in the same ratio that the rudi- 464 ANNUAL REPORT OF THE ments of an education bear to a tliorongli education, (h) Yes; and the laborer who can even tell \\ hat time it is by the clock is of more value than one who is dependent upon others for his knowledge of time. I have found that the more ignorant the workingmen of any locality are, the less regard have they for time. The increased productiveness of 1 aborers who can merely read and write may be one-ienih over laborers who are ignorant of the alphabet, other things being equal, (c) Those who possess the rudiments of education are more skillful and trustworthy than those who are not able to read and write. The additional skill and fidelity tends to an increase of productiyeness of fully 25 per cent. (d) My obseryatious are that workingmen who can read and Avrite show greater skill, perforin more work in the same length of time, command better pay than those of the same occupation who cannot read and Avrite. They are generally Avorth 25 per cent, more than their fellOAv uneducated workmen. The combination of trades-unions, that forces the same rate of wages for all men of a particular trade, yery often depriA^es this class of men of their real Avorth, the Avages being regulated, not by the qualilication of workingmen, but by the supposed necessity of the members, which are rated equal. (e) I think those who read and write show greater skill and are more reliable, and, I should think, Avould increase their worth at least 30 per cent. (/) I can say, from my observations, that it is a benefit to both skilled and unskilled labor to have any ad¬ vantage, eAmn bj' knoAving how to read, and does materially increase the productive¬ ness of labor ; much timers often saved upon Avork by men even knowing how to read and Avrite, and often 50 per cent, is gained, (g) First clause: Yes; 2d clause: 50 per cent. Question 4. What increase of ability would a still higher degree of education — a knowledge of the arts and sciences that underlie his occupation, such as a good, prac¬ tical knowledge of arithmetic, book-keeping, algebra, drawing, &c. — give the laborer in the power of producing wealth, and how much would it increase his wages. — An¬ swers. (a) It is diiBcult to give definite ansAvers to these questions, but my opinion is that there Avould be 50 per cent, in favor of the man with a thorough knowledge of the arts and sciences that underlie his occupation. (6) In printing a book on the sub¬ ject of geology, a corps of printers Avho have studied the subject and are familiar with the terms employed in that department of science, will accomplish the work \n four- fifths of the time required by printers who liaA^e no knowledge of the subject. The same ratio will hold good in regard to the printing of the other sciences, or eA’en in the printing of a tax sale. A well-educated mechanic is worth to a community, in the power of producing Avealth, two times as much as an ignorant laborer, without knowl¬ edge of mechanics, (c) I should say, would give 20 per cent, additional power of pro¬ ducing wealth, (d) A good, practical knowledge of the arts and sciences that underlie the Auirious trades and occupations would furnish instruments to the Avorkingman to increase doubly the productiveness and quality of the material, add 50 per cent, annu¬ ally to the nation’s wealth, and increase his w^ages 25 per cent, (e) It Avould certainly increase his power for accumulating money, and, I should think, would increase his Avages 30 per cent. (/ ) A still higher degree would add 100 per cent, in many cases, and would be beneficial to all, averaging, in my mind, 37^ per cent, {g) 25 per cent, additional to the above, (2d clause.) Question 5. Does this, and still further acquisitions of knowledge, increase the ca¬ pacity of the Avorkingman to meet the exigency of his labor by noAv methods, or in im¬ provements in implements or machinery ! And, if so, how much does this iuA-eutiv’e skill add to the pov/er of producing wealth ! — AnsAvers. (a) Yes, at least one-half. (h) Yes ; a knowledge of the principles of the lever, the jndZe//, the cam, the cog, and the ratchet, &c., adds to the value of a pressman one-third oA^er one who simply knows how to run a iiriuting press, both in his ability to prevent and repair accidents to machin¬ ery. Such knowdedge adds to the power of producing wealth one-third, (c) It usually does, and, in general, adds fully 40 per cent, to the poAver of producing wealth, {d) Havnug a theoretical and practical knowledge of the mode or science, he v'ery natur¬ ally becomes iuA-entive, both in the machinery used to produce, as well as in the ex¬ tended uses of the articles produced. In comparison with the present condition of the workingmen of the United States, it will add to the poAver of producing Avealth at least 30 per cent, (e) I should say more than half. (/) It does decidedly giA^e the educated Avorkman ev^ery ad\’antage, in every possible Avay the question may be put. It is posit! Amly essential that the operator of machinery, in all its uses, shall have a balance of mind that the access to books only gives, before wearing out life in practice and experiment, (ignorant.) Educated men understand machinery by plans and draw¬ ings, &c. (r/) Yes. Question 0. Would a person who had been trained in the common school be generally preferred for the ordinary uses for which labor might be employed, OA'er one who had not enjoyed that adAmntage? — Answep. (a) Yes, a self-eAudent xiroiiosition, an axiom. (5) Yes, eA"en by uneducated employers, (c) Yes. (d) My experience in the employment of help, both in skilled and unskilled labor, is that an educated man is preferable, certainly more profitable, (e) Yes, decidedly so. (/) Yes, all other things being equal* Question 7. Whom AV'ould an employer generally choose for positions of trust, such COMMISSIONER OF EDUCATION. 465 as foremen or superintendents, persons unable to read and write, or those having the rudiments of education, or those possessing a superior education, all other things, such as skill, strength, and fidelity, being equal? Answers, (a) The one having the most thorough education, unless the employer might be an exception to the rule, (h) Persons possessing superior education, (c) Those possessing superior education, (d) It is a necessary qualification that a foreman be a man of education. If he has not, it very often requires the employment of an additional clerical force. A foreman of superior education and superior skill, as a general rule, will either become partner, or accumu¬ late means sufficient to establish business on his own account, (e) Certainly the edu¬ cated. (/) A man or person without any education is almost totally unfit for the posi¬ tions named above. I have seen disastrous results in several cases by a contrary experiment, or following the plan of employing those without education, even as far down as switch-tenders for railroads. ( Vide recent accident on Western Pacific Road in this State.) The man could not read, and life was sacrificed, property destroyed, more than he could earn in a lifetime, (fj) A person having the superior education. Question 8. What do you regard the effect of mental culture upon the personal and social habits of workingmen ? Do they, as a class, live in better houses or with better surroundings ? Are they more idle and dissipated than the untaught classes ? How will they compare for character, economy, morality, and social influence among their fellows ? — Answers, (a) I regard the eftect of mental culture upon the habits of work¬ ingmen as good. They may or may not live in better houses, but are generally more industrious and less dissipated than the untaught, and will compare for morality, &c., favorably, (ft) Mental culture creates wants which the uneducated know nothing of; it is the supply of these wants which embellishes civilized life ; hence, educated work¬ ingmen live in better houses, eat better food, and wear better clothes than their less- favored fellows. They occupy advanced ground in regard to the virtues of life and are less addicted to the vices; hence, they become leaders among their fellows. At the late session of the National Labor Congress, held at Cincinnati, Ohio, August 1870, while I did not make temperance a subject of inquiry among the rex)resentative work¬ ingmen from widely-diversified industries and sections of country, yet I remember with pride that on no occasion were the deliberations of the congress "disturbed by any dele¬ gate under the influence of strong drink. Many of the leading delegates I often heard refuse the false compliments of the drinking custom, and the delegates from California assured me that the men prominent in the workingmen’s societies on the Pacific coast were almost entirely temperance men. (c) The effect of mental culture upon the hab¬ its of workingmen is to make them more moral and refined ; they live in better houses ; less disposed to be idle or dissipated, and compare favorably in all good influence^ among their fellows, (d) Socially the workingmen are divided into two classes — tho educated and the uneducated. Their style and habits of domestic life differ materially. The educated have a disposition to live on wide streets, in fine houses, and make a fair external appearance. The rapid changes in the fashions of society seem to have demor¬ alized all classes of workingmen. The wages of workingmen generally will not admit them to meet the demands of society in the fitting of the wardrobes of their families ; hence very few of either class consider the question of economy. The effect of the fashions upon the society of the working classes, if continued at its present speed, in ten years will wipe out every shade of morality, (e) As a class they are better to do in the world, and I should say not as idle or dissipated as the uneducated — stand higher in society. (/) Very superior i)ersonal appearance ; social habits improved; live in better houses, fixed with more taste and beauty ; more of their time is spent in adorn¬ ing with taste ; less dissipated than the untaught and uneducated. It is among tho uneducated that we find 70 per cent, of the drunkenness and debauchery, say nothing of the great amount of degradation and crime. Nothing but a good system of educa¬ tion can remove these last results, (g) (1 clause.) It is an advantage. (2 clause.) Yes. (3 clause.) No. (4 clause.) Favorably. These are the opinions, also, of the Harnessmakers’ Union of Cincinnati. obseuvers. (a) Douglass, Frederick, editor and lecturer, Washington, District of Columbia. (ft) Thomas, Charles, Cincinnati, Ohio. (o) Trumbull, Robert J., Skipwith Landing, Mississippi. Question 1. Have you observed a ditierence in the skill, aptitude, or amount of work executed by persons, arising from a difference in their education and independent of their natural abilities ? — Answers, (a) I have observed a difference. Educated persons, as a general rule, work vrith greater coolness, system, steadiness, and precision, (ft) I have, and believe that education aids a man. (c) Made at Skipwith’s Landing, in jyiississippi. Question 2. Where were your observations made ; town ; State ? In what occupation were the laborers engaged? — Answers, (a) My observations have been unprofessional, and have extended over several States and to different kinds of labor, especially the* 30 E 466 ANNUAL EEPORT OF THE coarser kinds, on the wharves and in some of the handicrafts. (&) In many towns and several States ; a largo variety, (c) Principally as laborers in cotton, and almost entirely negroes. Question 3. Do those who can read and write, and who merely possess these rudi¬ ments of edncation, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those who are not able to read or write ; and, if so, how much would such additijonal skill tend to increase the pro¬ ductiveness of their services and consequently their wages f — Answers, (a) It is imi)os- sible for me to fix the precise difierence in the value to employer of the labor of edu¬ cated persons as against that of uneducated persons, but I have no doubt that the difierence is largely in favor of the labor of educated persons, while to the Iversons themselves the difierence is vastly in favor of those who are educated. They do their work more easily, with less bodily exertion, and are generally in better condition for work. I have noticed that educated men know better how to dispose of their ener¬ gies, make fewer false motions, and otherwise economize their strength. (&) The con¬ dition of laborers is governed by circumstances, of course ; but, “ other circumstances being eqnal,’^ the laborers who can read and write certainly have a decided advantage, (c) Among negroes there seems to be no advantage of edncation, as thus far it has been used, wheq, possessed by a few individuals in the community, to acquire influence over their fellows for vicious purposes. I may also add that there is little desire among them now for education, parents preferring to use the services of their children in cul- tiva.ting crops rather than sending them to school. Question 4. What increase of ability would a still higher degree of education, a knowledge of the arts and sciences that underlie his occupation, such as a good practi¬ cal knowledge of arithmetic, bookkeeping, algebra, drawing, &c., give the laborer in the power of producing wealth, and how much would it increase his wages? Answers, (a) As a matter of course, the more thought a man can bring to the aid of labor the better for himself and for his employer. He who labors by practice does well, but he who com¬ bines theory with practice does better. The more knowledge a man has the greater will be his mastery over both theory and practice. I might venture to sea with a man knowing the theory of navigation, but never with one destitute of such knowledge, though he were a good practical sailor, (h) All depends on the individual. If his organization is righf, education will help him in all he undertakes ; but if not, all the education you can give, if a person lacks system and energy, does not make him pro¬ duce more, or of more value, (c) With a superior degree of education, doubtless there would be great improvement ; but without moral culture, which is entirely wanting ^ith the black race, but little advantage can be gained from such education as they now have or will acquire. Question 5. Does this and still further acquisitions of knowledge increase the capacity of the workingman to meet the exigency of his labor by new methods, or in improve¬ ments in implements or machinery ; and if so, how much does this inventive skill add to the power of producing wealth? — Answers, (a) My answers to this question is more or less implied in all I have said above. Ignorance clings steadily to the old way of doing things, however clumsy or awkward ; while intelligence more easily discovers a better way, and more readily adopts the new against the old. (&) Answered in the preceding question, (c) No experience in this respect. Question 6. Would a person who had been trained in the common school be generally preferred for the ordinary uses for Avhich labor might be employed over one who had not enjoyed that advantage? — Answers, (a) I think he would. H‘ an educated man could find no better employment than digging a ditch, I should expect to find that Avork better done than by an uneducated i)erson. (&) 1 think not, as a general thing, (c) Yes; provided he had industry. But our exjAerience is, that with the negro, the more ignorant the better laborer. Question 7. From obseiwations you have made, whom do you consider best fitted for positions of trust, such as foremen or superintendents, persons unable to read and write, or those having the rudiments of education, or those possessing a superior edu¬ cation, all other things, such as skill, strength, and fidelity, being equal ? — Answers, (a) Everything that tends to increase the dignity and self-respect of a man tends to increase his fitness to fill important stations of trust. An educated man may, despite his education, be a rogue ; but the natural tendency of education is to make men honest and faithful in their dealings. (&) Skill, strength, and fidelity might be equal, but to do business as a superintendent, or foreman, or an agent, a j)erson should have system and force of character ; and if he has not those qualifications, superior education has an advantage, (c) The state of morality among all classes in this country is such, that fidelity is more valuable than all other acquirements. Question 8. What do you regard the efiect of mental culture upon the personal and social habits of workingmen ? Do they, as a class, live in better houses or Avith better surroundings ? Are they more idle and dissipated than the untaught classes ? How AAoll they compare for character, for economy, morality, and social influence among their fellows ? — Answers, (a) In all that belongs to the social well-being of working- COMMISSIONER OF EDUCATION. 467 men, the educated workingman has the advantage. His taste is higher and purer, his house is larger and cleaner, and the good effects of education are seen all around him. (&) I believe education elevates, and consequently carries with it a moral responsibility which untaught persons do not, as a general thing, x)0sses8. Therefore, I would say educate, educate the whole human family, (c) With respect to negroes, we have no experience, as they have no mental culture worthy of the name. Sux)erlicially educated wlnte men are less valuable as laborers, and less responsible than negroes. [Ecpublisbecl from Special Eeport of Commissioner of Education on tlie Condition of Education in the District of Columbia. | IM THE STATES. Notwithstanding the number and variety of schools, public and private, elementary and of higher grades, and the consequent general education of our peop^, there are now, as there have been, vast numbers who cannot even read and write. The census tables of 1840, 1850, and 1860 bring to light facts on this subject which ought to arrest the earnest attention of every American citizen. The first statistics upon this subject for the United States were gathered and juib- lished in the national census of 1840. It returns 549,850 white persons over twenty years of age unable to read and write. In 1850 this number had increased to 962,898 ; and in 1880 it had swelled to 1,126,575. To this number should be added 91,736 free colored illiterate adnlts, and 1,653,800 adult slaves, now free, and we have the alarming aggregate of 2,872,111, or nearly three millions of our adult population, rex)orted as wholly unable to read and write. But, as much more than half our population are under twenty-one, and as there has been no corres^ronding increase of educational facilities, there must be, and is, a still larger number, more than three millions, of young jrersons who are growing uj) in igno¬ rance to fill the ranks of illiteracy as the older ones pass off the stage ; so that more than six millions of the American people constitute a hoolcless class, shut out from direct access to this main source of knowledge. Not counting the million and a half of these under ten years of age, who cannot yet be said to be illiterate, (though they are on the high road to it, unless something more efficient is promptly done to save them,) we have one and a half millions of illiterate youths to add to the three millions of illiterate adults, or four and a half millions of youths and adults actually illiterate. They them¬ selves can make no use of our Bibles, our printed constitutions and laws, our various instructive books, or our uewsj)apers, the great agency of poprdar information, but must depend upon others. To their blind eyes the light from the printed page and the daily sheet is darkness. They have received no direct benefit from all our public and private schools, or from the large sums given or apx)ropriated for school purposes. Those who have learned to read have been reached directly by these appropriations and benefactions. Cannot something effectual be done for these millions who have been, and still remain, unprovided for and out of reach ? It may be said, “A large proportion of these are negroes, recently slaves.’’ But they are men, ignorant men, women, and children ; and they themselves, and we all of us with them, must suffer the evil consequences of this ignorance, if it cannot be, if it is not removed. Bat, besides them, there are more than a million and a half (1,700,000) illiterate white youths and adults, and another half million of children under ten, growing up to (must it be ?) hoj)eless ignorance. But some say, “ They are mostly foreigners, fr'om countries where, in the interests of despotism, the people are kept in ignorance.” This is true of only a small x>ortion of the emigrants from Europe, nearly all the European states from which most of them come having efficient systems of x^ublic schools. Besides, our illiterate are, most of them, native-born. In 1860, according to the census, there were, of our illiterate adults, but 346,893 of foreign birth, while there were 871,418 native-born. The foreign-born illiterate are found chiefly in the States containing our great commercial cities, (as Massachusetts, 45,000; New York, 96,000; Pennsylvania, 37,000;) especially in the East. In the West and many western cities the immigrants, being chiefly Germans, can read and write their own language. In California the Chinese are not to be in¬ cluded in the number of those who cannot read and write. A waiter in one of our lead¬ ing magazhies has recently said that ‘Hhe first Chinaman unable to read his owm Ian ■ guage has yet to make his appearance in California.” The superintendent of public instruction of the State of New York, in his special report in 1867, says, “ travelers and missionaries, and men connected with foreign embassies, are agreed in saying that about all the male population of China can read and write. But the wmmen are neither sent to school nor educated at home.” It is well known that, by law, all the offices of govern¬ ment, the greatest civil advantages, and the higiicst honors, are given only to those 468 ANNUAL REPORT OF THE Avho excel in the schools and in the national literary examinations. These are open to all, ami it would seem that all, or nearly all, the boys in the empire start in the race to obtain these prizes-, and that they acquire some rudiments of an education be¬ fore they ”ive up the attempt. But all over oar country we have vast numbers of native-horn citizens who cannot read — over 1,300,000 adults and youths, and nearly 500,000 children growing up untaught. It is to be remembered, too, that the freedmeu, now citizens, are also native-born. But it has been said, ‘‘They are chiefly in those States where there are no common schools, in the South — ‘poor whites,’ kept down by institutions and influences which have now been swept away.” There are, indeed, thousands of illiterate “ poor whites ” in the South, as shown by the census. In 1800 there were in South Carolina 15,000 adult native whites who could not read ; in Georgia, 43,000 ; in Alabama, 37,000 ; in Mis- sissifipi, 15,000. And in the next tier of States north it was worse ; in North Carolina, 08,000; in Virginia, 72,000;. in Tennessee, 67,000; in Kentucky, 63,000; in Missouri, 50,000. But still further north, where the influences of slavery were not directly felt, and where systems of education, public and private, have been long in operation, there ’ are still man}" thousands of this unfortunate class ; in Pennsylvania, 36,000 ; in New York, 20,000; in Ohio, 41,000; in Indiana, 54,000; in Illinois, 38,000; in Iowa, 13,000; ! in Californiii, 11,000 ; and even in the oldest section of the country, where common j schools have been in operation from its earliest settlement, there are one or two thoii- sand in each State, too many to be accounted for by the incapacity of certain classes to be taught. Such a fact forces the inquiry as to the sufficiency and efficiency of the means, facilities, and methods of instruction employed. Thus it appears that this immense evil, our weakness and our disgrace, extends among our native population as well as among those of foreign birth ; in the North as well as in the South, both in the East and in the West ; in the old States and in the new, from Maine to Georgia, as well as from Maine to California. It is a wide-spread national calamity. It has been also a growing evil ; it has grown with the growth of the population. Indeed, from 1840 to 1850 it grew faster than the population. Not only did the gross numbers increase from 550,000 to nearly a million, but the per cent, of illiterate in- creased'from 9 per cent, in 1840 to 11 per cent, in 1850. And, although in 1860 it was reduced again to 9 per cent., where it was in 1840, so that, apparently, taking the whole twenty years together, illiteracy has not grown faster than the population, still it has held its own ; the numbers have increased from 550,000 adult white illiterate, to 1,127,000 ; the per cent, remains the same. It is probable that the return to 9 per cent, ill 1860 is due to real progress by earnest Sunday-school or similar efforts to teach the illiterate to read, or ]>y the improving condition of some of our States, and is not due, as some liave feared, to preconcerted and combined plans to reduce the numbers re¬ turned from some States to a minimum, and thus wipe off the stigma of ignorance ex¬ posed liy previous census returns, and that the country is not taking such fearful backward strides in the direction of prox^ortional, as well as absolute, illiterac}^. The facts above stated come down only to 1860. Now, in 1870, the absolute numbers, the great army of the illiterate, must have greatly increased. Whether the per cent, has diminished or increased we have yet to learn. The effect of the late war in aggra- ^"ating and extending the sources of illiteracy will appear in the census of 1870 and 1830, and must be severly felt in its dire influence in this direction upon our social and political life. The opportunity and the stimulus given to the education of the freed- man cannot compensate, in one generation, for so much evil. The grand, heroic, and eminently successful efforts of the teachers of the freedman and their liberal supporters have accomplished wonders. But what .are these among so many ? Taking all who ; are reported as taught to read, the number is hardly enough to keep uji with the natural increase of the population. But even this is better than was done for the illiterate whites in the whole country from 1840 to 1850 and 1860. If the increasing illiteracy of the blades has been arrested, that of the whites has not yet been checked. Such an evil demands all our wisdom to devise ways and means to arrest and remove it, and all our zeal and energies to put them in execution. So far the facts have been given simply as they ster cent. (60) was used in computing the numbers of adult foreigners for 1850 taken from p. 151 of that “ Comx^endium ; ” I therefore used it in comxiuting the numbers of foreign adults for 1860. The x^er cent, must be about 80. The effect of this will be shown in detail in connection with the Views of Percentage, x^articnlarly Nos. 13 and 15. As some x^ersons may wish to know exactly how each of the numbers (especially in Tables III and IV) was taken or computed from the x^agcs of the census referred to, a particular statement of the modes of comx)utation is given on another x>fige- Table III may be comx)ared with Table II, which gives the numbers “over 20,” (21 and over,) while this gives the numbers over 19 (20 and over.) It may also be com¬ pared with Table IV, which corresx^onds wuth column 7, native and foreign white, and in which the numbers at 20 are given for 1840, 1850, and 1860, and the per cent, for all these years; and with Table V, which corresx^onds with the same column, and gives the statistics of native and foreign white for 1840 ; also with Table VI, (see View 8,) which gives the statistics of adult slaves and total illiteracy for 1840, and corresxVonds with columns 10 and 11 of Table III. Table IV. — This table is xn’epared for the double purpose of showing, as exactly as the data of the census rex^orts enable us to give them, how many illiterate and adults are annually becoming of age, (21,) (facts of great interest in several connections ;) and of comparing the per cent, of the three years 1840, 1850, 1880. Its sources and relation to column 7, Table III, are referred to in the three preceding paragrax)hs. The arrangement will be readily understood, it being on the same x>liin as that in Table III, the figures for the several years being placed in their order ox^x^osite the name of each State. Table V. — This table and its relations to the others are exx^lained in the preceding paragraphs and in the margin. Taken with Table VI, it completes Table III, by giving the statistics of 1840, for which there was no room in that table. Table II. — Persons over twenty years oj age who cannot rcaa ana write. 472 ANNUAL REPORT OF THE Total. CJ o lO -o ro — 1 o cj rH t- « Tj. o o 1 1- t© o o o Cl CO CO LO rH rH o M 00 00 m (D cjcocc'occcr. occoooci-ooicicoco^^ucotoo'?'.-(— lOoor'T-t-.fcioocoTt.tocipot^Tfow ooc5 0Cicsrcoor-irH.-iTr'cocicifct-t-.-icnoi^occocioaoioccc5Ci'^oi^ioot~ioo!>. cooc*ocoo‘ciirfoo‘or5'^o^*^^THO(MOiooGOT-(OTHc^'?^«co-^o-^ooQOir5fOocoLOCiC^C50’^ooo^-^(MOCiOt^oi^c^L'^ro lCOOQOr-(OC5CJt'*"OCCOOOCO’^'^Ot^OOi.OTf'C01>r^QCC^COOOl^r^OO'^fCT-Hi-TfCi GOCOC5»Or5 0(7iOC-OOC— r O QO rH r5 LO T-I T-^ COCOrHCi rH rH TI<*«^occfcoroc5rooc?t.‘^o(Mc--ooci^ociccot^oot'^ COOrHCMi-'OOTjH^OI'-CIOt^CMCiOt^COOOi-HOCOOCO'^OOOtOO'^ i-H.oo(X)oirHT^(MOOco oocmoocooc^ T-(r-H rH rHrH-HrHrH-HrHrHrHrHrH rHrHrHCtrH rHrHrHrH iH rH i-lrHi-H ro \ OC5rHr-iC^OCO(MOOrHO(MCO rHrHOC^rHCOrH |r-iC:Oi^COt^ CirH-^^ 1 1 CM 1 1 rH CO rH 1 rHCMCOCM I T 0*OiuOClOOrHLOGOQOOClC:>TtHOt^'^lO(M’X>CiCO CO i'- O CO LO CO GO O CO LO rH ^0 o’ 00 o’ o’ GO O cd o’ I'- rH t-' o 00 O LO O i> tr • CO’ t-d o’ O ci hjh’ COCOrHCM rH rH OOCMrH C^tHCM"^ rH rHrHCOO' llatio. OOl^(MrHOCOOiiO^OClOOGOrH*^OrHtrCOiOOlOOrHOOCOtrCOClOCOI--OCOOOrHOOOrH LOO^tOfMOCO^CM^^^^O^^t^O^O^^^^^GOO^^CO^OiOOCi^^iq^trCO Excess. rH-HO"^OrHLOOO(MLOt^LOO^COt.OOO'^OGOOCOt-OrHCMrHOCO'!^<G0''c0^C0'hH I-H QO''OOOO^CMCM^ COrH'^^1 1 CMCOtr^*! r2 3 -H^OCOCOr-^'^ClCOTfTtCOCOl^LOCOrrioClOOl^^OOOOi'*(MOOO LOOOdQOrHtrOiiOGOrHOOJ>r^CM^OrHOt^OGOCOi>oOCM(MiOO(MOOOOCMCOOOClOO^COCOCOOrHCOXi>JOOCOXCOC3CMOClLO’^HffLOlOXiOCy3t-CCC002XX(MiOiOUOCOCl rHOXCOClXO"^OXtrCOJOC3COi>rH(MCr2XCll^I^XOClCMJO(MJ0 030tOCOCOUOCl^Cl^O C0*»^'O03Tt^-HClC0ClCMrHClOC0'c0Hf«'O'^Clt^THJ^X03XC0'^.Xr-rHCD'*t'Gd' Cl'uOO'-^'^rHCGf rHrH rH rHrHrHCMClCl dCM rHrH rHCM Years. ooooooooooooooooooooooooooooooooooooooooo 1.0 GO J-O GO lO w J.o O 'O J-O O J.o 'O JO O JO GO lO GO O LO GD LO CO uo GO to GO LO O lO CO to GO lO CO O O LO O xxooxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Alabama . . . Do . Arbansas . Do . . California . Do . Connecticut . Do . Delaware . Do . Florida . Do . Georgia . Illinois . Do . Indiana . Do.... . Iowa . Do . Kansas . Kentucky . Do . Louisiana . Do . Alaine . . . Do . Maryland . I)o . Massachusetts . Do . jMichigan . Do . Iilinnesota . Do . . Mississippi . • . Do . . . . Missouri. .-. . . . Do . j. . : . . Mew Hampshire . .' . Do..: . . . . . Kow -Jersey COMMISSIONER OF EDUCATION. ilSSSsiiiSassSSiSgiSiliSSi 2 sfg gs ?§ 3" S 1, 023, 506 1, 117, 023 Pisisslisi as 29, 914 41,288 IS d oj r-T^- 5, 878 10, 144 G8, 052 95, 715 340 100 9, 0G2 16, 813 G3 311 24, 989 36, 585 2, 359 4,910 104 416 505 2, 792 2, 488 6, G44 5, G24 7, 983 1, 137 3, 152 4, 902 13, 883 194,099 342,917 “gsis"silg -T of 10 © 0 © r-TcO- 195, 114 346, 893 ggiSisgsSiiiiiigSiiisilSSi 2‘3gsssgs -■ss"'-'22g8”3 ss-'*’ 829, 407 834, lOG sgslisiiii Cl CO 28, 899 37, 312 858, 306 871,418 SiiegiiS''S5|g||2|gSgB?2£gS CO r- O CO O Cl cr> 1-H 1— 1 ^ IIh 2h 87,303 88,313 CO-M- sS cfco- 90, 522 91, 736 121 120 0 117 17 100 125 0 0 0 191 193 Is III ' ' ^'r-T ' s3 TO-QO- 0 1 —5 0 3 —1 0 —1 1,002 1, 073 1, 001 1,071 9, 078 9, 186 iiiigsis°’'"iiSHigs|i:ssig|s« cici'^nnncfn o'-n '-so- 47, GOO 48, 214 ©t-r-iOiiooooTO^; of of 2, 110 2, 247 49, 800 50, 461 cir^nofnnarcr ^-.rf 39, G13 40, 099 0 6 6 2 12 1 0 1 1, 196 1, 151 1, 109 1, 176 40, 722 41, 275 §siii§issilSiiiim3SiiiSI s s' a' S i3 s s' s' “'s' 3 ”' s' 3' s' s' s' 2 “ "S' s'“'s' 936, 203 1,088,710 -ggiasiSsi as ii as §i-2 CO 0 IS 1 rH 147 143 24 96 4 88 105 74 230 46 142 179 §1 147 141 gigiiiii^piigiSsiiisfSisB t-T cV oo" O iq- r-TrH- o'^- r-T 183, 570 191, 016 —47 —13 —133 —1, 583 742 —23 127 —153 255 990 —1, 351 1, 513 ii If ssSiSiii-giiilsiiiSiligssi 00" o cf TO o of cf of TO- o- lif of of ’S'- o (^- rf 00“ ii ii d's' i§ 2'S si ii iiSiiiii»iiS8ig5|S|3|eig|3 "■"'s's's's'gi'sf ss"'"'‘-'='"'aa'“'"'”'“'s's'=''-' IS 11 62 317 138 13, 334 16, 008 88 98 295 601 1,258 14, 023 18, 176 ii ii iiiiiiiiiiiiliiiiiiiiiiiii ii ililiiliil 11 || 473 4, 5, g" and 7 have been prepared, and ('-xliibit tljoin so that they will be inoj-c distinctly seen and more lully a])preciated, Views 2, 474 ANNUAL REPORT OF THE Table III. — Per cent, of illiterate It this table the whole mimber of i>ersons " aged 20 and over ” is given, EXPLAJfATION. In the several colomns of this table the statistics for both 1850 and 1860 are brought together against the name of each State, and arranged as follows, (see Alabama, column 1 :) Alabama... 1850 < 1860 ; • 20. 35 per cent. ' Illiterate adults . 35,382 Whole number of adults. . . 173, 919 Illiterate adults . •‘18, 805 ? . - »o _ _ Whole number of adults . . . 218, 959 5 The arrangement is the same in all the columns and for all the States. For Kansas, andforDakota,brebraska,Kevada, andWashington Territories, the figures are for 1860 only, the very small per cent, in some of the States, and for the purpose of comparison with the last four unnecessary. The per cent, for the three columns of “Colored” is the same, and that for “Foreign ILLITEEATE ADULTS. WHOLE KUMBEE OF ADULTS. PEE CEKT. OF ILLITEEATE. KKEE PERSONS. Kative. Foreign. d % o p 3 O O H d 3 £ 0 "o 0 H 243 1,076 474 1,257 1 35, 625 20 Qf 1 174, 995 39,279 ' 220, 216 ^ 14^ ’ 4, 49E , 79E ^ 7, 41C 1 2 ! 7 ! C 1 1 ! 146 304 ' 4, 505 1 798 ig _ 7, 411 { || 119 308 24 71 1 17, 871 o- o. ; 64,215 24, 928 IQ nj 131,612 28 ^ 880 82 2, 244 ! 1 i 2 0 1 1 il 3-29 ' 82 q p. 2,245 'I 6?:iJ 3.53 3.75 103 685 670 ■2, 849 2, 494 3 g. 68,005 •12,140 172, 520 3, 119 12, 937 8, 576 87, 646 22 144 63 271 3, 141 04 ni 13, 081 8, 639 q 03 87,917 ' { 186, 213 • { 215, Sg • 580 4, 339 353 4, 764 1, 350 190,552 ’ 964 ,, 220, 003 • 4, 174 23, 024 8, 231 48, 334 12 86 6 84 4,186 IP ig 23, 110 8,237 i„ gJ 48, 418 C 4, 334 jg gj ^ 31, 151 C Oj 23d 1 o A'~) \ 39, 006 5, 896 8, 106 6, 820 9, 027, 10, 230 or nK 39, 257 26-05 12, 055 or f)q 48, 033 419 3,145 1, 744 5, 496 4 6 2 3 423 iq J' 3,151 1, 746 31 -4! 5, 499 C 3, <60 ,Q .jg C 5,292 .p \ 32, 704 268 425 120 409 4, 028 on n^ 20, 086 20- 05 5, 412 in 04 33, 113 299 1, 644 322 1, 968 11 17 5 17 ^10 18 (.J 1,661 327 in 1, 985 C 42, 948 Of) f)Q \ 213, 903 C 45, 199 ...07 i 251,575 ^'“^' 481 1, 369 593 1, 660 43, 429 20 17 215, 272 ^ ‘ 45, i92 ip qq 253, 235 420 3, 871 737 6, 986 7 21 6 17 10 97I 3,892 743 in m 7, 003 i 302, 095 f 40, 447 - \ 606,119 1,285 2, 638 1,380 3, 729 37, 199 J2 21 304, 733 41, 827 g _ 609,848 6,251 67, 116 20, 627 194, 744 9 19 16 42 6, 260 q 32 67,135 20, 643 ig gg 194, 786 C 70,823 _„. i 378, 653 j 56,890 i 526, 310 2, 269 4, 794 1,863 5, 203 73, 092 1 q ofi 383, 447 58, /53 11 g- 531, .513 3, 427 33, 322 7, 157 70, 902 10 21 3 8 3I’ 343 7, 160 4g ig 70, 910 { 6^6““™ ( 13, 370 5 i 238, 355 35 158 176 525 '^-441 in fii 68, 823 13,546 ^ n7 238; 880 1,133 12, 608 7, 397 63, 642 0 1 2 7 1, 133 g qg 12,609 7,399 11 no 63, 649 c 5 .. ^ 3.3. 66 319 2, 860 g .3 44, 520 395 7,614 0 1 395 . 4q 7,615 [ 3S:S^>■30 3, 109 5, 466 2, 545 5, 615 70, 822 20 20 318, 996 69,015 iq qi 383,281 2, 463 18, 840 4, 505 35, 875 7 12 2 4 2, 470 13 ig 18, 852 4, 507 i„ ^ 35, 879 ^ Alabama . •( Arkansas California. Connecticut . Delaware Florida Georgia. Ulinois Indiana . Iowa. Kansas Kentucky . 1850 < 1850. 1860 < 1850 i I860; 1850 ; I860; 1850 ; I860; 1850 ; I860; 1850 ; I860; COMMISSIONER OF EDUCATION, 475 ndults in 1850 and 1860. the uiimber of illiterate of the same agos, and the per cent, of illiterate. EXPLAXATIOX. In the last four columns of Excepted Classes, the whole number of all ages of '^mte -diotic, insane, blind, and deaf persons is given, and the number of thousands of the whole white population, thus (see Alabama, last column:) 1850-... ) 4.7, JS }• »‘ 1- ^ “ '».»«»■ I860.... { ™ ^ “ “'““o- The arrangement is the same in all these four columns and for all the States. Colorado is omitted, the census furnishing no statistics of illiteracy for that Territory. On account of columns, the figures are given to .00 of 1 per cent., excepting in the “total” column, where it is white” does not differ materially from “ Foreign total.” ILLITEKATE ADULTS. WHOLE HUMBER OF ADULTS. PER CENT. OF ILLITERATE. FREE PERSONS. Hative and foreign. Slaves. © © 0 0 H .2 .2 M © a a cc P3 0 ■,=i W Cm © R 35, 526 jg gj 178, 417 39,603 226, 369 ^ ,=|22.62 414 3.. gg 35, <71 iq 00 179, 500 40, 077 fji 227,627 147, 871 147, 871 190, 092 19., 092 183, 642 .ft 327, 371 230, 169 .. 417, 719 343 ftp 4.27 .08 •393 ftp 526-0® 201 05 497 2-23 04 526 156 04 427 .04 198 04 526 -0^ 1 D 1 {\ A 427 -01 133: 120 00 *y-| 310 ^2 33. 33 11. yOO 07 so 65,097 il:85? “-'s 19, 789 19, 789 46, 225 48, 225 37. 689 84, 886 7.3, 235 >g 182, 082 ;g.o6 00 04 162 81 02 324.02 78 ftr 162 117 ft, 324-0^ 162 ■»5 116 04 324 5, 510 p. 80.257 20,046 257, 317 g5i5.08 3j20^'=» 5, 635 ft Q- 81,086 20, 779 7 gg 260, 437 (J 0 0 0 5, 635 . 81,086 ‘ 20,779 p 260,437 ® 92-01 01 358-0^ 92-“ 450 lq 3.58*^'^ g.iC0 9^01 55 Qc> 358 -0- 4, 944 3 209,237 8, 842 Q Oft 263,573 4J.gl3.38 559 ^ 4, 848 '• 5, 536 0 ..q 213,662 9, 201 3 .3 268,421 0 0 0 0 5,530 q 213,602 9,201 q 263,421 233 ftp 303 -0® 464 .0 363 325 g.^ 452-* 174 ft. 303 .uj 100 04 452'"^ 398 11 363'^^ 393 gg 452 34,’ 2% 6, 979 1 r: fto 44, 5a2 5, 900 .,0 8, 112 6, 822 ... on 9,030 10, 65.3 0711 42, 408 13, 801 05 7g 53, 5.32 758 758 648 648 11. 411 06 43, 166 14, 449 0- 54, 180"'* «..o “.00 48 g.^ ^2 go 91-00 25 04 71 .U4 32 04 91 48 ft- 71.0. 91-00 4, 059 IQ nc 21, 305 5.614 1ft on 34, 672 4S 63. 15 39.34 4, 338 IQ q4 21, 747 5, 739 . g 35 17, 865 17, 865 27, 334 27, 334 22, 203 .ft 39, 612 33, 073 rq 62, 432 28 Oft 47 .06 ^0 06 78 -O-^ 9 02 47-02 11' 02 15.03 15.02 “.03 15.02 43,368 jg g2 217, 774 45,936 ... 258,561 “ 4S8 os ii 1, 390 ^ 599 or ro 1,677 4.3, 856 on Qi 219, 164 " • 46, c)3o 1 .. pQ 260,2:38 159, 837 1.59, 837 195, 936 19.5, 936 203, 693 . . 379, 001 242, 471 rq 456, 174 515 ig 522 294 ftft 522-00 447 gg 224 04 522'**^ 285 0- .592 -0-^ 208 04 522 -01 304 g. 592 42, 165 1 1 -o 369,211 61, 074 .. fto 800, 863 1.294 g g 2, 657 1, 396 3., go 3,771 3.. 02 4.3, 4,59 1 4 ftn 371, 868 02, 470 „ ..ft 804,634 0 0 0 0 43, 4.59 ^0 371, 808 62, 470- p 804,6:34 ^ 361 ft, 846 -*'1 588 1,704-'^“ 236 gq 083 04 1, 704-^ 259 03 840 475 go 1, 704 354 04 846 1^11 04 1, 704-**^ 74, 250 1 g Qo 411, 975 64, 047 1 g .3 597,212 tsli 1,866 01 5,211 cSlig 0 0 0 0 76, 529 ip 416, 790 65, 913 1 1 C02, 423 --.09 890 go i,3;39-o- !:SS-« =111 03 077 .ea 522 04 1, 3:39 533 ft. 977 -O-^ 595 g, 1, 339 -1 8, 539 ig ,, 81,273 20, 767 ft 301,997 i| 33.01 ™ 33.40 5 <4 ig ... 81, 4:52 20, 945 ft qo 302, 529 ■''' 0 0 0 0 8. 574 81, 432 20,945 „ 302, 529 * 94 q.: 192 -O-* 289 074 -O-i «.09 50 ft.v 192 l-'l 03 59 gq iqo-ea 252 04 674 3,189 ft 1,. 5i;8i5 3^20.63 ollts 1 1 3, 2*-)0 f* 52,1:36 ^ 106 -0^ 10 01 10 01 100 lol“5 70, 1 46 01 1.-) 332, 370 70, 975 .. .. 413,541 56.88 s: 61*9 3™: 848 73, 522 4. 419, 160 84, 991 84, 991 91, 330 91, 330 158, 283 q~ 422, 839''** 164, 852 qo 510, 490 796 4g 761'^'^ 892 4g 919-^^ 502 701 •^* .588 Oft 919 -00 419 g- 761.00 516 ftft 919 -00 507 07 761 •"* 574 ftft 919 -00 Total. WHITE PERSONS NOT EASILY TAUGHT. WHOLE WHITE POPULATION. PER CENT. 476 ANNUAL REPORT OF THE Table III. — Per cent, of illiterate Louisiana. Maine Mai-yland. Massachusetts Michigan Minnesota Mississippi Missouri. Ne-v? Hampshire . . New Jersey. New York North Carolina . . . Ohio Oregon Pennsylvania Hhode Island J 1850 ^ 1 1860 j J 1850 ^ [ 1860 1 1 1850 ^ 1 1860 I 1 1850 1 1 1860 1 J 1850 ^ 1 1860 j [ 1850 ^ 1 1860 I fl850j 1 1860 ^ 1 1850 I 1 1860 1 J 1850 1 1 1860 I [ 1850 ^ 1 1860 1 J 1850 1 1 1860 I f 1850 ^ 1 1860 I J 1850 ^ 1 1860 I fl850^ 1 1860 j 1 LLLITEEATE ADULTS. WHOLE E^UilBER OE ADULTS. PEE CENT. OF LLLITEEATE. FREE PERSONS. Native. Foreign. 6 2 © *0 o o H 6 3 © "o 0 ^ 1 H 1 15, 96 i Yi 05 93,648 15,217 .. .p 132. 776 3, 313 8, 498 1, 220 9, 599 19,280 .p 102,146 16, 437 44 55 142, 375 6, 390 40, 385 3, 461 43, 362 216 554 33 256 j 6, 606 jg 40, 939 3, 494 . .p 48.018 2, 102 274, 400 • ' ' 2, 444 ..p 311,572 “ 126 677 43 655 2, 228 p. 275, 077 ‘ 2, 487 gg 312 227 * 4,314 19,017 6, 470 22, 390 15 78 5 82 4, 329 or, g- 22’ 472 18, 272 .g 179, 253 12, 659 g 212,113 21.884 37, 075 22. 598 42; 340 40, 156 Q rp 216, 328 35,257 43 gg 254, 459 3, 547 30, 606 3, 877 46, 466 70 119 30 56 45:“l 1, 145 24 470, 375 • 1, 448 26 554, 751 • 801 5, 118 640 5, 266 1,943 44 475, 493 • 2, 088 500,017 27, 701 98, 158 46, 847 15.5, 702 40 250 44 367 "6 '11 os iq 98, 414 40, 891 og g- 5, 158 o 4(1 151,485 7, 566 Q r-rj 277, 374 368 1, 282 1, 003 3, 076 isl™? 3.02 8, 569 3 g- 280,450 3, 135 32, 755 10, 719 89, 165 19 06 95 290 154 g g. 32,821 10, 814 ^2 QQ 89,4.55 276 2,196 1,097 2 26 48,637 0 25 12 119 ^^6 10 4a 2,221 1, 109 ^ 48,756 416 1, 186 3, 894 35, 230 0 0 1 7 416 p. g- 1,186 ' 14, 039 1 1 OY 120,357 15, 793 ^0 151, 312 126 482 115 391 14, 165 44 4,2 120, 839 15, 908 4g .g 151, 703 83 2, 865 526 5, 134 2 7 0 1 2,87! 36, o06 1'^ 20 211,126 53, 021 43 g. 388,008 514 1, 589: 911 2, 151 36, 820 .. 0. 212,715 53,932 -ir, 00 390, 159 1, 959 45, 942 9, 870 96, 315 4 13 4 10 1 A Of; 930 171, 678 • 1, 1()0 p. 179, 045 • 53 317 35 284 983 _ 171,995 Ij 13d po 179, 329 • 2, 147 8, 554 3, 703 12, 560 • 1 5 0 3 2, 148 Qg ig 8, 5.59 29 95 8,795 4 42 198,778 Oj oGO Q po 2G3, 597 4, 578 11, 969 3, 950 13, 084 13, 373 g 04 210,747 13, 510 4 pp 276, 681 6, 121 35, 882 10, 586 73, 621 33 86 16 53 6, 154 ^ 35, 908 '• 10, 602 . , og 73,674 24, 510 2 01 1,219,078 21, 293 4 45 1,468,144 7, 646 27, 744 6, 024 27, 523 32, 156 2 1,246,822 27,317 , p.. 1,495,067 71, 303 393, 134 99, 850 598, 553 116 423 138 031 71, 419 .p 393, 557 99,994 .p pg 599, 184 /6, 825 0(1 go 250, 383 71,298 24 OQ 293, 588 7, 204 12, 041 7, 185 13, 338 84, 029 .,0 (io 262, 424 78, 483 25 50 306, 926 352 1, 539 102 1,974 5 • 9 3 5 l 23.07 1,9?9 54, 612 49 759, 978 43, 842 4 gg 896, 486 5, 225 11, 843 0, 461 17, 052 59,837 „ 771, 821 '• 50,303 913,538 9, 495 130, 860 17, 581 196, 875 24 55 29 77 9, 519 „ 130,915 17, 610 p 01 196, 952 102 4 g 6, 013 1, ~52 5 59 22,390 3 55 ^12 71 105 4 6, 068 1,264 . p., 22,401 65 575 328 3, 070 2 38 0 3 (i?3 3j|l0.6S 44, 064 4 go 913,423 37, 272 3 26 1,142,316 9, 721 28, 150 9, 725 29, 825 53, 785 . 941,573 46, 997 4 g4 1,172,141 26, 151 181, 863 38, 200 258, 098 65 187 67 205 26, 216 . , J. 182, 050 38,267 .. pg 258, 303 1, 032 67,305 7.5, 8P7 1-30 273 2, 190 265 2. 296 1, 30d qg 69,495 1, 263 4 gg 78, 183 ^ 2, 465 14, 300 5, 117 22. 393 5 41 5 43 2) 4 (0 2;> 14,341 5, 122 ^ g^ 22, 436 COMMISSIONER OF EDUCATION. 477 adults in 1850 and 1860— Continued. ILLITERATE ADULTS. WHOLE UUMEER OF ADULTS. PER CENT. OF ILLITERATE. FREE PERSOXS. native and foreign. Slaves. Total. WHITE PERSONS NOT EASILY TAUGHT. WHOLE WHITE POPULATION. PER CENT. d 0 “o 0 C3 0 H 6 '0 ■rS M d i § .B S a P 22, 357 -| £*Q 134, 033^®-®® 18, 678 ,0 3. 181, 138 3, 529 00 gg 9, 052 1,253 .q ... 9,855 25, 886 13 gg 143, 085 19, 931 . g .4 190, 993 130, 687 130, 687 176, 981 176, 981 156, 573 „ 273, 772^' 196, 912 ,.q 367, 974 04 255-^^ 435 g^ 357 g?-03 '^2 03 255 -®"‘ 40-2 03 357 -®® 82 gq 255-®® 498 qg 357-®® 6, 416 0 10 293,417 8,914 _ 333,962 Ig 18.67 73? 8-51 6, 557 Q 00 294,172 8, 962 0 i^p 334,699 0 0 0 0 6,557 2 294,172 ^ 8,962 0 334,699 575 g 582 656 j 627 556 10 582-^® 7®2 11 627 198 gq 582-®® 231 04 627 -®^ 265 gq 582-®-" 2®' 05 627 -®® 21, 819. f, .n 209, 859 16, 536 258:579 21, 954 rq no 37, 194 22,628 -0 07 42,402 43, 773 .~ «2 247, 053 39, 164 , q g, 300, 981 37, 944 37, 944 37, 229 37, 229 81, 717 00 284, 997 76, 393 00 338, 210 tl> 05 418-®^ 496 04 .516-®^ 1®”! 05 418-®® 177 gq 516 -®® 2b, 846 c 568,533 48, 295 . po 710:453 5, 374 5,6?^==-“ 29,687 q ,7 573,907 48,979 f. oA 716,086 0 0 0 0 29,687 q 573,907 ^ 48,979 „ 716,086 ‘ 786 qp 985-®® 703 qg 1,221-®® 1,661 .„ 985-^' 2, 085 . rj 1, 221-^^ ^®1''05 985-®® 492 04 1, 221 -®^ 3o6 04 985-®’ 422 03 1, 221 -®® 8, 293 , 184,240 18, 285 , gg 366,539 387 20 71 1,348 1, 098 00 0-7 3, 366 8, 680 4 gg 185,588 19, 383 q 24 369)905 0 0 0 0 8,680 q 185,588 ^ 19,383 r 369,905 486 g- 395 36-2 04 730.0-1 132 03 395 -®"’ 244' 03 736.03 125 03 395 -®® |‘.03 ?S-“‘ 692 Of. .. 3, 332 2®- 4, 991 5 g- 83,867 2? o-oo 126 692 eg 01 3, 407 5, 004 Qf. 8‘3, 993 0 0 0 0 692 og 3, 407 5,004 p 83,993 Im 34 02 Igg.U^ 1.02 25 01 169 -®^ “.00 01 169-®^ “.0“ 33 02 169 .®4 14,122 ^ 47 123,222^^- 16, 319, n JO 156, 446 Qg Ig 489 39? 29. 34 14, 250 14 50 123, 711 16, 434 . g 43 156, 838 135, 835 135, 835 293, 851 203, 851 150, 035 ro 259, 546'^“ 220, 285 p, 360, 689 05 296 05 354 405 04 296 236 g-, 354 ®' 442 04 298 -®^ 1^1' 04 354-®^ <® g.. 296 -®^ 452 04 354 -®1 33, 265 , . gq 257, 068 62, 897 12 gg 484, 323 1,cJ|32.33 5jg42.34 38, 783 1 5 QA 63,812 ,q ,0 486, 484 34, 039 34, 039 44, 366 44, 366 72,822 2- 292, 709 108, 178 on 530, 850 325 gq 592 45- 04 1,063-^^ 249 04 592 -®^ 750 g„ 1, 063-^' 1®1 03 592-®® 38® 04 1,063-®^ 263 04 592 -®1 450 04 1, 063 -®’ 077 2 130,232 4, 863 2 5, 191,605 322 2^12.19 3, -131 , „o 180, .554 4, 898 2 55 191,892 0 0 ( 3,131 0 180,554 4,898 q 191,892 350 .. 317.11 336 10 326-^^ 378 12 317 505 .q 326 432 04 317 .Ul 1^11 04 326 • * 1®2 05 317 .uo 463 qr- 326 -®'^ 14, 916 f. 234,660 20, 146 c g-y 337,218 4, 611 qg 25 12, 055 3, 966 oQ ig 19, 527 _ 02 246,715 24, 112 g 33 350,355 222 222 f8 18 19,749 p 246,937 ® 24,130 , 350,373 ‘ 406 466 05 s?-»» 443 04 4456-®^ I®"! 03 647-®® 95, 813 5 g . 1,612,212 121, 149 . g. 2,066,697 I, 762 27 50 28,167 6. 182 21 gg 28, 154 103, 575 0 q, 1,640,379 127, 311 p 03 2,094,851 0 103,575 p 1,640,379 127,311 g 2,094,851 4, 644 3, 048 2, 288 gg 3, 832 2, 487 qp 3, 048 4, 255 . . 3, 832-^^ 4, 437 0 3, 048 -®^ 4, 697 0 3, 832-®’ 4, 256 04 3, 048 -®’ 4, 557 04 3, 832-®’ 25l’922^®- 71, 400 24 15 295, 562 7, 209 qq pq 12, 050 ^ 7, 188 qq p.y, 13,343 84, 336 Qi 263, 972 <8, 583 25 47 308, 905 117, 511 117, 511 135, 420 135, 420 201, 897 381, 483 214, 008 .p 444, 325 615 553-^^ 708 630 5?^'>8 576 gg 379 0- 553 -®1^ 372 qg 630 -®® 36® g.^ 553-®' 354 06 630-®® 64, 107 890,838 l,oS:3W 5, 249 . . 12 11, 696 6, 490 q« gg 17,129 ^ 69, 356 - pp 902, 736 67, 913 0 42 1, 110, 490 ( 69,356 p 902,736 ® 67,913 g 1,110,499 ^ 1, 344 g.. 1,955-®' 1, 748 qp 2, 303 4,303 0 1, 955-®' 2,275 10 2, 303-^® 630 03 1, 955 -®® 905 q_ 1, 955 -®'^ ®4-® 04 2, 303 -®'l e.iS 2-54 1, 580 g Q. 25,460 93 16.22 <4 6,681 ( 172 p 6,681 1,592 g 25,534 13-®® 52 -®® ,5.04 26 04 52-®^ ,“.00 52’^'- 13-““ 52-00 70,215 f, 1,095,286 75, 472 r on 1,400,414 9, 786 oj c") 28, 337 1 3, 792 Of) 01 30, 030 80,001 > ,0 1, 123, 623 '• 85,264 96 1,430,444 80,001 - 1,12.3.623 ' 85,264 g 1,430,444 4, 432 qg 2, 258 -®® 4, 865 qp 2, 258 -®® ‘>711 ~i 10 2, 849 -^® 941 04 2, 258 -®’ 4, 435 04 2, 849 ■®’ 1, 130 q. 2, 258 -®-'^ 1, 336 q_ 2, 849 •®'’ 3, 497 4 ,,g 81,605 6, 105 « 1 ‘273 .Q .0 2, 231 "79 ij 54 aL^o 1 no: 619 3,775 q 83,836 ^ 6,375 g 100,619 ^ H4-08 171 -®® ???■'« 171 -®® 478 ANNUAL EEPORT OF THE Table III. — Per cent, of illiterate I 1850^ Sonth Carolina . < 1860^ 1 1 1850 j Tennessee . < 1860^ 1 ■ 1850 ^ Texas . < [l86o| 1 [l850| Yemaont . < [l86o| 1 fl850| Yirginia . < [l86o| 1 [ 1850 ^ Wisconsin . < [l860^ TERKITOEIES. Dakota, 1860 _ . 5 Nebraska, 1860 . 1 . { Nevada, 1860 . . 5 1 [ 1850 1 New Mexico . [l86o| 1 { 1850 \ Utah . <1 [l860^ Washington, 1860 . . . . 1 . ^ I" 1850 ^ Dist. of Columbia . . ”09 j».or 1,012,019 jQ 9,421,637^'^-'^ 1,181,918 poo 13,310,683 94,625.13 11 219, 520 95, 861 op 70 247, 106'"“- 1,106,044.. ,n 9, 641, 157 1,277,779 g 42 13,557,789 1, 391, 257 1, 391, 257 1, 734, 551 1, 734, 551 2, 497, 901 op 11, 032,414’"'^ 3, 012, 330 on 15, 292, 340 14, 972 gn 19, 553-9“ 23.^0.09 ab, 9o7 7, 978 Q.j 9, 136 5 19, 553-9^19, 553-9-^ 10,729 Q4 ll,&5H 26 957-y^|26,957-9" i WHITE PERSONS NOT EASILY TAUGHT. WHOLE WHITE POPULATION. PER CENT. cut to the light by the aid of the “Birds’-eye notation,” that they may thereby be be^-ter studied .and ILLITERATE. WHOLE NUMBER. PER CENT. OE ILLITERATE, NATIVE AND FOREIGN. 480 ANNUAL REPORT OF THE 00 i.2 > r of of o' of oT o' id' o' CO ^ ^ u ^ u ^ g -2 § ^ o M rt ct o ^ o o q |2i |z; t>. p H H ^ ^ ^ q q q H H ; LO o ^ Ci ; o rod of o o o m o? • o o < ' CO o? o o o ( ) CO 0? o? . o o ^ I 05 Ol GO CO 00 00 CC OD S-» O H H H QJ Qj QJ •r^ •rM •r^ ^ k...^ H H H • CO O O CO ) o ^ o ■ lO GO coooo- 00 05 ro < 05 iro O ' 05 CO 05 )rHOOr^005f-COOr-Oi ilC00 05OC0— C0C0th05C0 05 05O J'-^^O^OO^^OOO' < O GO O O LO GO 00 rH 05 i CO CO I- 05 05 CO in i> CO — ^ CO ’H CO CO CO CO S ^ ^ 1^5 ^ H t>H ^ ^ p GO CO 6 .s' .s' o o o o o q q q q q 't-t-OCOL0 05C5T-iCOTj^O C0 05 0^0THOt-OCCOLOOiO'^Ot-0(. _ . TTOr-J'*fC5C0050 ' “ * tjT o' r-T t-" r-T cd' CO" O o IC^ CO t- O — i O 00 00 CO CO LO CO 1 lO lO I CO 05 1 ■OCiOOO-^OOrHCJUOlCiO IC0C0C005Cii^OOC0t^C0T- O 00 ^ rH lO I i05C0C0C)05'5fC0OC0' lOOCO-jOCOC^Ot^COCOr-Ht-COlOOCOOOCOJ I O CO 00 05 05 1 I ^ 05 05 CO lO CO 05 05 CO O CO O § o v^Z q 3 S5 t lO CO CC 05 O I- 00 O ' 05 05 O 05 lO C5 O r-s lO t- 05 ‘O O lO lO CO O O lO 05 ■ ‘ ‘ O O 00 ?-► CO ( ’^OC0C0'^C0tH00O05O _ . _ _r-io-^r^co^cDcocqifO.GO cOC0i0 05T05OC0O 00050050COrqr-(G0050 00 o' r-T t-T 05^ I-T r-T GO*' 05^ O*' 05^ 05'' ass ^ ressod that the different States may be compared with each other, and rhe actual degree and xu’ogress of this excess can be easily studied. The numbers are taken from Table II. From Views G and 7 it is apparent that (with the exception of the States along the Canadian border, where xieihaps the French Canadian immigrants have more illiterate males than females, and of the newest States of the far west) the females who cannot read are largely in excess ; and very uniformly so, when we consider the dilierent States^ the dhferent sections of the country, on the two different census yeans, 1850 and 18G0. i 1 492 ANNUAL REPORT OF THE It slimild be noted, by looking at Views 4 and 5, that, in the States above referred to where female illiterate are not in excess, the actual numbers are very small, especially in the western Territories ; in most cases but a few scores or hundreds, and not enough to appear as thousands on these maps. In these cases the percentage has less compar¬ ative value. In the case of Utah, though the great preponderance of ignorant women there will arrest attention and be deemed significant, the comparison between the years 1850 and 1860 does not appear on the maps. Taking Utah and Nevada together for 1860, to compare them with the same extent of territory in 1850, the total numbers are 236 men and 230 women unable to read, or 97 women to 100 men. This will make the relative numbers more nearly what they were in Utah in 1850, and exactly the same as in Ore¬ gon in 1860 — 3 per cent, less of females than of males. To learn the lessons taught by these maps, we must turn to the States where the numbers are large, and look especially at Views 6 and 7. There are some important difterences between the diflerent States and sections, which will be noticed ; but the great facts are, the general uniformity throughout the country, and the large excess of females. The average is from 140 to 150 illiterate females to every 100 males, and we see how many and which States have this ratio, and how many exceed it. Comparing the two years 1850 and i860, we see that in the Northern and Eastern States the proportion of ignorant females has increased by the following percentages : In Maine by 11 per cent. ; in New Hampshire by 53; Vermont, 27 ; New York, 10 ; Mas¬ sachusetts, 34 ; Rhode Island, 33 ; Connecticut, 16 ; Delaware, 10 ; and in the District of Columbia, 37 ; also in Minnesota, 32, and in Wisconsin 3. In the Gulf States also it has increased : in Florida by 3 x^er cent. ; Georgia, 9 ; Alabama, 3 ; Mississix)x>b Louisiana, Texas, and Arkansas, by 5 X)er cent, in each. While in the more central States it has diminished : in New Jersey by 19 x)er cent. ; Pennsylvania, 13 ; Ohio, 13 ; Indiana, 19; Illinois, 7; Iowa, 24 ; Missouri, 5 ; Kentucky, 5 ; Tennessee, 15; South Carolina, 11 ; North Carolina, 18 ; Virginia, 17 ; and Maryland, 26. In the whole coun¬ try it has diminished by 6 x>er cent, — an encouraging fact, so far as it goes. But the great fact remains : a very large majority of our illiterate white x)OX)ulation are women. These facts ought to be strong arguments. Women are not only the mothers and wives and sisters of voters, (if they do not vote themselves,) and of soldiers and farm¬ ers, artisans and laborers, whose value as j)roducers and worth as citizens depend so largely on their knowledge, intelligence, and means of improvement ; but they themselves have special charge of our food, our dress, our home life and comforts, our well-being in health and sickness ; and knowledge, intelligence, and enlightened dis¬ cretion are even more needed for their special work and oflices than in the sj)ecial work and sphere of the other sex. But more than all, and above all, they are the natural and actual teachers, not only in schools, but in the family, as mistresses of ser¬ vants, as neighbors, friends, sisters, who can and will instruct all who need, and, high¬ est of all, as mothers of their own children. Let onr mothers and sisters and female friends be taught ; let them read books and newsx)apers, and love to read them ; let them love knowledge, and seek it and use it, and illiteracy will disappear from the land. Let them know the work can be done ; let them have the facilities for it, and they will do it. In the place of growing ignorance, we shall have ra^iid advance in ability and efficiency, in intelligence, in refinement, in everything belonging to a higher, purer, better civilization. Views A, B, C. — These charts show the progress of slavery from 1840 to 1860 — its growth and its extension South and West. They more particularly express the num¬ ber of thousands — of regiments — of adult slaves. (See Tables III and VI.) Nearly 0,11 of these were illiterate. One cannot but feel, on looking at this dark mass, its i'ax)id, steady growth, and its irresistible and unresisted onward march as a mass of gnorance, degraded and degrading, that our country has escaped, barely in time, from ievils and dangers of incalculable proxiortions. If there has been so much pulilic iudifterence and xn'actical neglect in the case of white illiteracy, Ave have hax^pily been deeply interested in that of the freedmen, and have taken earnest and active measures to instruct them. The sudden eleAmtion of these untaught millions to the condition of American freemen and citizens aroused at once such a sense of duty and resxionsibility, and such a desire to teach and elevate them, as to call forth most liberal patronage from the Government through the Freed- men’s Bureau ; the most generous donations of the free-hearted and open-handed, through the Freedmen’s Aid Societies — too large to be long continued ; and the most noble and heroic self-deAmtion of teachers, who hastened to the South to teach them. The convictions of the feeling of the country are well embodied in the late proclama¬ tion of the President of the United States. There should be the same convictions and the same feeling AAnth regard to the corresponding millions of illiterate Avhite men and AA'omen, who are equally needy, equally worthy of our thought and generous sympa¬ thies, and constitute a much larger host of bookless citizens, if we include, not only those who cannot read at all, but also those who read so poorly that books and news¬ papers are of no use to them. COMMISSIONER OF EDUCATION. 493 Some facts connected with these extraordinary efforts to educate the freedman, so well-directed, so euerf>-etic, and so successful, deserve to be specially noticed and pon¬ dered well, as showing the magnitude of the work wo have to do, and the absolute necessity of some other and better facilities and methods than we have hitherto em¬ ployed. VIEW S.-A.* NUMBER OF ILLITERATE. SLAVES. 1840. EXPLANATION. EACH oiKCLB denotes 1000 slaves as;ed 20 or over. All the other States -Cal. Mo. •009 coc® coc® •oc® •ecoo Ark. Tex.^ Til. Ind. Mieh. Ohio Ky. ©*•900000® 0009 ooeocoooco ®o©o' ee 09000000 eos® oooocooooa ese® CO o& 000009 eoooo Teun. cooooooooa eoeo ooeoooooe® eeoo eocaoooooo oooo eococooooo ®o®a 0000000060 0009 Jja. •9*0000 0009 eo® 0009030 00000909 0*000000 ©0000009*0 000009 GO C® •00009C0C9 •9oa©9«ao9 •90Q9000eo Miss. e0«9«09 ©90009® ©000090 cooocoo C06@009. , 000009 0@0® ©00900 09C9 cocQcoeoc® cocrseaoaea ©909000000 Pa. N. J. N. Y. Coun. Va. •aooooooeo aoosioooooo C9a9COO9&0 &9Ci&e@0»eoooo« eseoMcse* N. C. 6&(S®@0G909 0©©®090909 •©®®©oo3ca eeoooooaod eee©*ee9e(» o©©3©ao®G» e0GI®®@009© ®Q©9©a©oe9 . so 09 0009 ©9 O D. C. Ala. ©eoeoeoo ®© C0G0000909 GDGOeOOOO® oococooo©® 0000090000 0009 ©o ©©no 0009 ©O coco eoooooeoco cscooooooo 0900 09 OOOO Ga. : o®» : 09 0® : eooa : ©300 : OOOO : oe&ocooooo : ©sGoeoooo© : coGococoeo : »oc3©oe9©o : 0000009090 : o©®©eoo®©9 : e3G©©QO®©9 ; ©3030009©® : ©Q GO ©30009 : oQpoooooe© Mass. Del. Md. ©©ooec®. c®09000- coooeo®®- ooooee©® 60000009 S. G. 00©e09«9»8 eoo® ©00009 eoooeoeoGo eoooffioaotj® 6000999© 09 OO0*C«5!?O® ©ooasoeoQO CC5C.5OO00©© ®3C003©0©0 oooQOOCseo eoooo®0©©© «ocowoo®e® ©O©O0QCO©& ©‘SCOOGGOO® 60 000060 0» Fla.. o@ ea coa 60 3 Let it he premised that there must he now in the United States over five millions of free colored people : the estimated number for 1870 is 5,407,000. (See Preliminary Ee- jiort of the Eighth Census,” p. 7 ; and “Compendium of the Seventh Census,” p. 87.) The annual increase must be set down as over 100,000, and of those who were lately slaves nearly that number. But there must have been less increase during the war,^ and still less fi’om more adverse circumstances since. Let us, then, take the number for 1860, ten years ago, though that is much below the actual number. The whole number of slaves was four millions ; their annual increase, 80,000. The whole number of adult slaves was 1,734,000; their annual increase, 35,000. Let ns now compare with this the numbers wbo have been taught to read, and judge from the past what a work we have yet to do in the future. The following facts are taken from the reports of Mr. Alvord, 8ui)erintendeut of freedmen’s schools : In July, 1867, the whole number enrolled in the day and night schools was 111,442; . in 1869 it was 114,522. About one-sixth of these (some 20,000) were over 16 years of 1 age. If all of these were different persons, in the day and in the night schools, and if entirely new classes were formed in each successive year, and if none of them knew how to read before, and if every one enrolled learned to read well enough to make use of hooks and newspapers, and if none of them w'ere under 20 years of age, there were not more than 20,000 adult freedmen per year taught to read — only about half the I annual increase. . ® “ o o. G o “ to ^ ^ o c o o o fi o -c 9 ^ H Cn ^ ca c: o c Q ooo ooooo ooooo Q _ aeosa aaoeo casa* •00 :0 o aaaaa eaaaa eaaao aaaoa • aaaao eaaaa eoeso eaaaa :aQ eaaao eaaae aaoae oaeaa : ®® eaeaa oeoao aaeso oacaa • i£>vs)ooo coooo eaoeo aaeae oaeeo ; ooooo eaaao eaoae aaaaa 00009 : ooooo oaeaa oaooa eaaae eeeaa : ooooo oaeaa cacao aoeea ^ ®® psj ®®®®® ooo®® oooao ooooo eceoo eaaae eaaea : aeeea 00888 ; coooo i I ooooo : 00 ooooo 00 oaeae 00 ooooo go oaeao g oeaaa eeeao ^ oeoae ^ oaeea oeaaa o oaaee 00 oeeae on oaeea oooos eaaao ooeeo eaeco e&aea cacao aaaoo eaaes aaaao eeeaa ooaeo aaaao eaaao ^ §§ : 00088 Q 00 ; ®®®®s . @®®®® ®®®®® ^ ®®ooo . ooooo ^ ooooo ooooe ooooo ooooo ooooo ooooo caeaa ®®®®@ ooooo eeeaa . «®®®® ooooo eaaaa c3 ®®®®® ooooo aeeaa rt®®®®® ooooo aeeee @®®®® oaeeo aaaaa ®®®®® aaseo aoeea ®®$®® eaaao aoeao ® aaeeo aaaaa aaoee aaaaa eaaaa eaaaa oaeaa DO oeoea DO ooooa DO oeooo aaaaa eaaea aaaaa eeeaa eesae aaaaa saeea aaaao eeeeo eeeao aaaaa aaaao aaaao oaeaa ®®®®®®@ooo eeeaa ®®®®® ooooo aaeae .®®®®® ooooo aeeee c3 ®®®®® ooooo eaeea ^ ®®®®® ooooo eeoee ^ ®®®®@ ooooo eeoGo ®®®®® ooooo oeseo ®®®®® ooooo eoasa ooooo ©©0©e eeoao eaeea Mich. 0 Ohio 0 ooooo 0 : -g ; Ind. 00 M j f— J 3 i ^ 0 : 0 '■ 0 ooooo ooooo ooo oooce eeaea ceaaa . oaaee ^ ooooe ^ eaaea ca&ee eeeea oaeeo oeees oaosa oeeea eoeeo oeaee @® ooooo ®® ooooo f® ooooo ®® ooooo ® ooooo ® oeeea eeeaa oaeaa 06 o»oee eaeea • oeeea 5 eeoea ^ oeeea " eaeea tr-t oaeeo oeeoe oeaao oaeaa eeaae ooooo ooooo 0000 ooooo ooooo ooooo oooaa • ooooo ceeee ^ ®® ooooo eeeaa M ®®®®® ooooo aeeaa ®®®®® ®®®®o eeeaa @®®®®®®@®® oeeea ®®®®® ®®®®® aeaee ®®®®® ©s®®® eaaea eaeea aoaae eeoea aeaea aaaaa aaaaa aaaaa eaaea aaaaa M @®®®® ®®®®® ®®®®® ®®®®® ( E-i ® ®ooo6 ooooo ooooo ooooo ooooo aaaaa aaaao aeeeo aoeeo acaeo eaaao aaeae eoeeo oooce eaeea oeeea ooeeo coeoo ooaco OQeee ooese eoeee eocee oeeea oeeea ®®®®® ooooo ooooo oeaea • ®®@®® ooooo ooooo oeeea g ®®®®® ooooo ooooo oooao ^ ®®®®® ooooo eeeaa eaoas S ®®®®® ooooo aaaaa aoaeo ®®®®® ooooo aaaaa laaeo ® ®®®®® ooooo eeoee aeeeo ® ®®®®® ®®®®o aeeaa eaooo ® ®®®®® ®®®®® eeeaa eaeea ® ®®®®® ®®®®® eaaaa aeoco 00 o O o D O P5 G o o QD M o z> . c rn cc n LU I OD _i 5 £ K C3Q I ° a o o o iC) o eeaae I eeese i 00 eeeee ooooo aeoae ooooo eeaae ooooo ooeeo ooooo ooooo eaeea eaeea ooeae eoaae ooooo ooo 09999 OOOOO aeooo ooooo eeooa ooooo 09000 00003 eeooa eeoae eeeao eaaea aeeaa eaeeo eaeoo eaeea aeeea . eeaae eeeeo eeoee ooooo Gooeo aeeeo eooeo eeeoe aeoao coco© eoeoe eocee 600 oooee eeeao aeaoe 00 00030 00 oaeea gg oaeaa ooeaa aaaao eaaao aaeae eaaao aaaao aaaao aaaao ^ eeaao " eeaae oaeae esoae 00 oaeaa nr, eeeaa Q o 00 P 00 aoeaa eeaea aosae aeoae eoaoe 00 aoeea aesoa 00 oeeea aeeeo 00 eaaaa aeaea eaaea oeeea oseee aeaea ooo ooooo ooooo ooooo eaaea aaesa aeeoo oaooa oaaeo eoeeo eaeoe eeeeo ooooo ooooo ooooo ooooo ooooo ooooo C3 ooooo ooooo ^ oaoe® eeeeo ceeee ooooo oaeae oeaee eeeaa eeaae aoaao eeeaa eeeao eeeee eeeeo aaaee oaeae eeeeo eeese eeaea cocoa aeeeo eeeao aeeeo eaeea eaaae ooo ooooo ooooo ooooo ooooo ooooo ooooo ooooo ooooo eosea eeeaa eeeeo oeaee eeooa eaeea aeaea eeeoa cocoa eeaea eaaea aaaaa aaaoo aaoea eaaea eaaea caeaa aaeeo aaaaa ooaao aaaaa ooooo ooooo ooo ooooo oeaee ooeae . eeeee ^ oaeaa bid eeeoa aaaao aeeee oeaee oaeae ooooo oeaee ooooo ooooo ooooo ooooo ooooo •ooee eeeeo eeeeo o eeeeo eeeee • aeoeo g eeeee P ooooo ^ ooooe H aeeea aaaaa ooooo ooooo ooooo ooooo ooooo ooooo ooooo ooooo ooooo ooooo aeeaa eeeaa aoeea eaaea eeoee eeeee eoeeo saeea aaaaa ssaaa eaaaa eaaaa aaaeo aaeoe aaaaa ooooo ooooo ooooo ooooo o aaoea ooooo ooooo oooee eeeeo eeeeo ceooo aeeea aaoea eaaeo eaaea aaaao caeaa eeooa ooooo aaoea eeaoa aaaaa 0000 ooooo 00008 oaeaa oeaaa :s:s: ssss: 0000 •ooooo ooooo ooooo ooooo COMMISSIONER OF EDUCATION, 495 Table VI. — Persons aged 20 and over. 1840. Alabama . Arkansas . Connecticut . . Delaware . Florida . Georgia . Dlinois . Indiana . Iowa . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Mississippi . Missouri . Kew Hampshire . New -Jersey . Kew York . Korth Carolina . Ohio . Pennsylvania . Ilhodo Island . South Carolina . Tennessee . Vermont . Virginia . Wisconsin . District of Columbia Total . ILLITERATE. WHOLE NUMBER. PER CENT. Kative and foreign. Total. White. Slaves. 23, 873 jg 24 130, 900 105, 974 129, 847 .. 236, 874 105, 974 6, 972 22 go 8, 004 14, 976 33 38, 559 8, 004 548 oo 163, 843 ■ 17 565 « 17 163,860 ^ 5,092 .o 27, 629 889 889 ■ 5, 981 2. 28, 518 1, 384 q qq 13,944 11, 684 13, 068 r-, 25, 628 11, 684 32, 360 2q 44 160, 957 119, 142 151, 502 . , 280, 099 119, 142 29, 157 . , 198, 413 " 136 29, 293 . 198,549 136 40, 229 ^5 268, 049 1 40, 230 T . 268, 050 1 1, 194 g 44 19,456 8 1,202 f. 8 19,464 42, 182 3g 242, 984 ^ 71, 287 113, 469 314,271 71, 287 5, 137 p 79, 000 87, 166 92,303 166, 166 87, 166 3,392 , 234, 177 0 3,392 1 0 234,177 ^ 12, 423 g 154,442 38, 286 50, 709 ^g 102, 728 4,662 1 38, 286 4, 662 j 402, 761 0 0 403, 761 ^ 2, 295 2 QQ 96,189 0 2,295 2 0 96,189 8, 8^1 4^, Q4 73, 838 84, 695 93, 566 158, 533 84, 695 20, 617 , r pp 131, 669 21, 039 41, 6.56 21, 039 152, 708 980 p- 149, 911 • 0 980 , 0 149, 911 ^ 6, 693 ^ Q4 166,964 ■ 669 7,362 . 669 167,633 ^ 46, 735 ^ 1,155,522 1 46,736 . 1 1,155,523 ^ 59, 470 og og 100, 879 160,349 100, 879 310, 564 37, 312 t- g. 638,740 2 37,314 „ 2 638,742 ^ 35, 700 . pp 765:917 23 35, 723 23 765, 940 ^ 1, 690 2 97 56,835 5 1,695 „ 5 56,840 in: 663 1.50, 751 172, 440 pp 150, 751 262, 414 248: 70, 396 132, 072 .. 70, 396 319, 324 2, 365 . p , 144, 1.36 0 2, 365 ^ 0 144,136 " 61,712 .g „q 330, 069 197, 899 259,611 ,q 527, 968 197, 899 1) 820 jg .^2 16, 973 5 1, 825 16,978 5 1,086 „23 15,015 2, 204 3,290 -,2 17,219 2, 204 579, 316 g q. 6,440,164 1,071,162 1, 071, 162 1, 650, 478 2-> 7,511,326 "" It will be seen that this table corresponds with columns 7, 10, and 11 of Table III, giving the statistics of those columns for 1840, and that the general arrangement for felO here is the same as that for 1850 and 1860 there. The explanation of that table will therefore serve for this. As the free colored illiterate were not given in the census of 1840 they are not included in the total column here. 4D6 ANNUAL REPORT OF THE But mauy of those enrolled in the day and in the night schools must have heen the same persons ; and many of them attended from year to year ; some of them had some ability to read before ; and, doubtless, not a few beginners failed to become good read¬ ers; and then a very considerable number of those over 16 must have been under 20, so that no small deduction must be made from the 20,000 a year for the number of adults actually taught to read. Were there more than 10,000 annually taught to read in these schools? Were there so many? There were also from 30,000 to 35,000 persons estimated as attending day and night schools not regularly reported. If the same proportion of these were adults, then one- third must be added to the above numbers for the adult freedmen taught in all the schools. The Sunday schools numbered about 100,000 ^lersons. How many of these were adults, whether most of them were the same persons attending from year to year ; how many of them belonged to the day or night schools, regularly or irregularly re¬ ported, and how much was done, and how effectually, in the Sunday schools, to teach them to read, does not appear — cannot be determined. But, setting the number taught at the highest possible figure, it is but a fraction of the annual increase. The work is manifestly so great — so inconceivably great — that the large expenditures and vigorous and successful efforts of the freedmen’s schools and their liberal supporters have failed to keep up with the annual increase — have fallen very far behind. They have not arrested the steady, onward march of this mass of ignorance, but have done only what they could to check its progress. It has still gone on, so that to-day there are more adult freedmen unable to read than there were three years ago ; many thousands more. There is another view to be taken of this matter. Of the hundred thousand and more x>er year, regularly reported as enrolled, there were some in alphabet classes, some in easy reading, and some in advanced reading. The pupils in easy reading numbered from 30,000 to 55,000 and those in advanced reading from 20,000 to 44,000, in the sev¬ eral reports of the freedmen’s schools from 1807 to 1870. Taking the highest num¬ ber for advanced readers, 44,000, and making the proper allowance for part of them (was it five-sixths or more) being under 20, part of them belonging to night-schools as well as to day-schools, part of them being the same x'iersons in successive years, some of them having known how to read .before, and we begin to see and feel lioio far this grand and noble and successful movement has j)roved inadequate to reach the heart of the evil to be removed, or even to diminish materially its rapid and steady growth. And yet this evil must be checked, must be removed. The freedmen must learn to read. We are not even educating the children — hardly enough, perhax)s not enough of them, to equal their annual increase. But if we luere doing this ; if we Vvmre teaching all the children, as Prussia does for her children, and New England x>artially for hers, this would not be enough. As Mr. Alvord, superintendent of freedmen’s schools, said in 1867, “How can wm wait for this in the rapid march of events?’’ Those now adults must be taught ; the youth, the middle-aged must be taught, must become readers, and be aided in this way to rise and discharge better their new duties as citizens and free men, if we and they would prosper. And more of the children must be taught ; they must be better, more rapidly, more successfully taught. This must be done ; it can he done ; who of us Avill join and say, it shall he clone ? View 9. — This chart is a combination of Views 3 and 8 C. It gives the aggregate number of thousands of illiterate of all classes — native and foreign, male and female, black and white, slave and free. The figures from which it is derived will be found in Table III, column 11, total. By comxiaring it with View 8 C and with View 3, or by comparing those two Views, it will be apparent how large a proportion of our illiter¬ ate pox)ulation are white and native born. And it must be borne in mind that all of the illiterate slaves are here rexiresented, while the white illiterate who rexiorted them¬ selves able to read, or were able to read but little and so imxierfectly as not to be actual readers, are not here included. After what has been said on the preceding X^figes, this View must be left to each one’s own study and reflections. It is axiparent that we have an immense work to do, and that no State or section is free from a painfully large share of it at home, while many of the States North and South, East and West, are in xu’essing need of help, and must have it from some source. And especially when we consider that each of these dots stands for a whole thousand — a regiment of the ignorant, and that it would require a thousand times as many units to express the entire host ; that all the dots in this char will not suffice to fully exxu'ess the number that Kansas alone has to teach, if she would not suffer from their continued ignorance, we see that there is occasion and need enough for this exhibit of our real condition, and that there is work enough for us ail, as individuals, as cornu unities, as States, and as a nation. Views 10, 11, 12.— In these three maxis the squares and circles are not used to stand each for a thousand xiersons, but here each denotes one xier cent. They do not express the actual number of illiterate, but the density of illiteracy, including all classes. The figures will be found in Table IV. COMMISSIONER OF EDUCATION. 501 The 80 or 90 dots in New Mexico show that nearly all the population is illiterate — all hut 10 or 15 per cent. The 50 or GO dots in most of the cotton or plantation States show that about half or more than half the population cannot read. In a few other slave States it is about one-third, in some a quarter, and in some of the Northwestern States, from a fourth to a tenth of the people. Quite a number of the Northern States, east and west, have from five to ten per cent. ; while Maine, New Hampshire, Rhode Island, Nevada, and Utah are the only States having but threo per cent., or less. Of course, this includes the illiterate of all classes — foreign and slave, as well as native ■white. It shows how great a work each State has to do in proportion to the number of its inhabitants ; but it does not show anything definitely of the causes operating to increase or perpetuate illiteracy among our own free people, born and educated in our owu land. View 10 shows us that the per cent, of illiteracy increased from 1840 to 1850, not only in the whole country, but especially in New England, (chiefly from foreign sources,) and in some of the Western and Southern States. View 11, on the contrary, shows how it was diminished in the next decade, not only in the whole country, but in most of the Southern and Western States, though still increasing in New England, in Mississippi, and on the Pacific slope. View 12 shows that during the whole twenty years there was some improvement in respect to the per cent, of total illiteracy in the whole country, and in what States and parts of the country it was most marked. But a great increase of the evil is seen in New England and the Middle States, as also in Michigan and in one or two other States, for the main causes of which we need not go beyond the fact of ignorant immigration from Canada and Europe, and of slave mi¬ gration toward the extreme South and Southwest. It is not so important or instructive to investigate minutely here the improvement in the percentage of some of the States, as it ■will be in connection with the views of native white illiteracy. It is here complicated so much with the relative increase of slaves and whites, as well as with the influence of foreigners, that it teaches but little. Mississippi, for instance, lost, on the whole, 3 per cent, between 1850 and 1860, (View 11;) but this was due to the greater increase of the slave population — the ratio of white illiteracy actually diminished one per cent. It may, however, be noticed here that the improvement was not confined to particu¬ lar States. It v/as very general throughout the South and West — almost everywhere except in New England. It is noticeable particularly in the northern tier of slave States, and in some Western States. It must have been due to some common cause or causes operating over those vast areas and large sections and groups of States. But this is not the best place to consider it in detail. Another thing strikes us on looking at these three maps, and that is the comparative harmony and uniformity of the results of the three census reports of 1840, 1850, and 1860. We have already noticed (page 19, View 3) the bearing of this upon the question of the reliability of the census statistics on this subject. It is very manifest here. Whether we look at these three maps with reference to the whole country, or look at larger or smaller sections, or groups of States, or at individual States, the conviction becomes irresistible that these corresponding and harmonious results of the three suc¬ cessive census reports are due to the fact that they are substantially correct ; that there are no irregularities or inaccuracies in them that can in any way materially affect the general conclusions to which they lead, and the great lessons which they teach. It only remains for us to do the work to which they point us. CAUSES AND REMEDIES. It would be premature to enter upon a full discussion of the causes and remedies of this evil before we come to the Views of percentage of native white illiteracy, which show its density (its proportion to the whole adult native white population of each State) and bring out its relations to the special local influences which have been oper¬ ating to produce or remove it. Indeed, maps of some of the States, showing its distri¬ bution in the several counties, and thus bringing us more directly to see its relations to general and special causes, ought first to be studied. Views of such minute geographi¬ cal distribution by counties would be as much more instructive than these maps of its distribution among the States as these maps are more instructive than the single group of dots for the whole United States, to be seen in the lower right-hand corner of Views 6, 7, 10, or 12 ; and such county Views need to bo prepared, and shall be, as soon as circumstances will permit, and the necessary means can be obtained. But already the maps we have been looking at and studying point to several import¬ ant causes ; the influx of ignorance from Canada, and through Canada, and to the great Atlantic ports, by immigration ; the influence of slavery in the plantation States, and even more among the poorer farming population flowing westward from the older and wealthier portions of Virginia and North Carolina to the mountain valleys and to the newly-settled parts of those States, and of Kentucky and Tennessee, and even beyond the northern banks of the Ohio ; the peonage and other adverse causes bearing 502 ANNUAL REPORT OF THE upon the untaught population of New Mexico ; the influences which have come down from some of the early settlers and immigrants of New York, Pennsylvania, and some other States, as compared with the school influences inherited in New England ; and unfavorable circumstances and difficulties in new and sparse settlements in the pioneer Western States. But there must be — there are, other causes more universal, more fundamental, more permanent, impairing the efficiency of schools, preventing the successful use of maternal and family agencies, aggravating the effect of other adverse circumstances, preventing or taking away the anxiety of the untaught to learn^ i)reventing the beginner’s early and speedy success, disheartening him, and deterring him from persevering in his efforts at self culture in this elementary and all-essential branch of study — in this very root of all study and progress. Full investigations of this subject will establish the fact that even in our most favored sections — in New England, in New York, and the Middle States, and in the Northwest — and in the most favored x>arts of them, in towns and cities where money has been most lavished and jiains have been least spared, our schools have not been as efficient as they ought to be ; not half as efficient as they can and must be made. It will appear also that, hitherto, home efforts, and self-teaching, and Sunday-school, and neighborly and friendly assistance have been of little or no avail ; they have hardly been available or practicable. It is believed that the mother’s teaching, home-teaching, teaching by masters and mis¬ tresses, by friends and Sunday-school teachers, and with these, after these, and more than these, self-teaching can be made even more effective than schools. EDWIN LEIGH. TABLES OF SCHOOL STATISTICS OF THE UNITED STATES. SCHOOL STATISTICS OF THE UNITED STATES, COMPILED FROM THE I^IOST RECENT INFORMATION. _ _ _ Table I. — General Statistics : Statistics of Fujnls and Teachers. 504 ANNUAL REPORT OF THE •9IRK O rD l- O GO 00 GO O O O O 00 O O C- C5 1-1 O ^ C? *0 O CO 00 'O rH :0 CO o o c:) CM o ro CO i'* o CO ^ ir^ CO GO X> CO GO =0 LO CO GO -H CO O ---^CM O GO O CO CO 01 O CO CO s g S a ii .O 05 « iC 2t3 o «! § 3 =1 'ZS . IS?? oM- O 05 g S £ O s S? "o 00 C-f rH- Cf ro OJ ~ 1 O » C3 . lO o to Ci o — I o o 1.0 o i 00 OJ —H T-l Cl C- CO CO tf CO n Cf 00 rH tH~ n m 00 o d t- cf GO •8[«uia^ •oiuK •S[OOT[0S -uaaiaxa ui s[idad JO ‘oj^ o? »o ^ UO S o" > ^ 05 CO ' O C5 1 -H Tf GO I O CO i-- to O LO to O 00 CO t-" t-*'* cf I O GO ’ O 1 to (M CO ^ to LO to to O CO rH ^ of th" GO CO to •slop puH q^uoai nt spoqD;^ JO UOIJ -Rdup aScJOAY ^ 35 33 'w'C^ CO i- ‘o - 33 33 ^ >> 3233c6d35333033OT OoOOSoOflOO agss^aa-aa CO 'O LO LO aj I 05 ? ® 33 - . ^ ^ S 03 §§g§g§3§ aaaaaasa '^'cooocooooofoi'- 03 -H cc "S o o a a •spoqos JO SJOTJJ -sip {OOIJOS JO ‘Oji CO lO CO to CO' cf -T r-T LO tTi t- CO t- of r-T I-T rn' t-T •OOIIOS -qi? jTjjojoSujoAY •po -pojuo osoqj JO oonosqi: oSujoay O 03 l- o' of o'" CM C^ CO rf 00 CTJ CO GO CO CO O CO C5 CO CO CO CO^ CO^ 'X C0_ 0^^ CO"* oT ^ tjT CO CO CO O O 1-H -H to CO Oi Ot 01 iH _ to 05 t'- CO o ^ T-1 o to o O CO 00 to GO O rH ; oo o C5 ^ o • rH O CO lO ' O ''G' O -H ! ^ I 'n^''co''o''jo'‘to'' * (M 00 CO GO O •p9.i9:jST: -Soj J9A9a oSh ■[OOIXOS JO USHp CM t-» T-1 t- to CO OQ rfT CO* rH* to" CO" (M OCT •80UB -puojju oSbjOxVy 60, 000 49, 802 64, 707 CDOlC^'^OOtO ‘COC5P- CC> rH ot Oi CO O tH • CO Oi o P- C5 CO rH CO O 00 • CO o’ 1-1 00 rH (M o’ o’ ' CO (M to COOOi-COT-H-^O ‘O^TP Ol O? 1-4 ^ rH • (M CM 1, 382 45, 755 78, 612 468, 421 31,812 434, 865 555, 941 23, 857 55, 744 36, 684 •sjooqos 0T[j ni pa[pjao Tiojppqo JO -ojsi; tioo,ooo 100,000 73, 754 105, 313 to I- to !> oi--GO— icoocoioor-co OO'MCOGOTfo^rHGOOOCO t^tOrHCO'^OOCOOtOO co" of co" go' o" o" c^ cT cT of o *o o to CO to oi o CO o T-l 1-4 (M(MrH OCOOOOCO'^fMcM (Mi^fMCiGOCOOGO t-QOOi-lCOCOCOCG) cT co" cf of 1-f QO" cT O rH tG! CO C5 ^ T}4 (M rH O 828, 892 29, 477 15, 918 185, 845 74, 140 o o to CO CM School popula¬ tion. •joqumj^ 1336. 000 180, 000 112, 753 125, 407 41, 900 1 833, 130 619, 590 418, 168 92, 517 376, 868 254, 533 228, 167 182, 205 271, 052 374, 774 144, 414 584, 026 32, 619 3, 778 75, 505 258, 227 1, 463, 299 342, 168 1, 028, 877 975, 753 56, 934 168, 819 410, 000 Ci CO I 1 Tf • • 00 » o ' CO soSu oqj noo.Ai.joa; 5-21 5-21 5-15 4- 16 5- 21 4-21 tH-Ht-I— lOr^T-HOlOO— . ? M t> O c« cS ^ II g 3 ClC! ft o C5 •Apiadoid 9iqi!st;j JO onp^ I O O ^ I o to ' ' o" Co" i ' O CO » I O CO c ■ o" cT ( ' ^53' CO I'- C5 to CO O ( CO CO f to GO 1 4 o CO O O T •sapni OJBnlis UI IJOJCY < CM O 00 O O CO ' _________ ____ icocriO'^ •OtOGOOOGO(MtOOC01^0000CliOtOOCM ■OCOGO(MtOrHCOOO(MCOT-iOCJCCiOCOtOCOCOOCOOC5 ' to O 1 O O O C5 O C5 Table II. — School finances. COMMISSIONER OF EDUCATION. 505 •pnnj Xooqas ^uoncra -aad JO jnuouiY o . o » o O ‘ *00 o 1 o I in 5 . l'- .CO o , . co^ o'* • cT • o' o • o ' O 'GO • f ; 0,348,538 32 8,420,454 90 4,274,581 93 750,000 00 1,400,270 01 !? ' o oi ?5 : 1 1 iii.l ii Mlllii i? isssssg : 1 iifSsfl i ii f i-iSlii i ii :f : cf I ; 412,685 00 210,701 06 2,237,414 37 EXPENDITUKE. Tot to . 1-7 § :P :! i ii is f ii ii 5 :P|! 1 m s:ij Incidental expenses. t For other objects. • o • o .'g • ■ ^7. : ! 00 66l‘i0t i : :ii : i /277,831 00 157,530 37 81,031 36 322,596 00 91,569 10 ; : ! ^ I I ;5o : ; : • 168,695 68 110,544 16 I Libraries and ap¬ paratus. o o ^ o m o 0-^0 o CO o cn ci :S : 22,518 08 5,810 35 i i 1 i i' : : : S : g is : ii i ii ii So o 3 Sites,build- ings, and repairs. m cn CO • (O m • (o o t- o ; ^ O 00 o , ^ ct . o^lo'cTt-T • o o o cn * CO ; i§ i ! I : ili 1,206,353 09 218,829 25 31,950 00 180, .520 00 240,530 40 1,768,719 38 776,074 00 242,039 03 279,661 52 02,008 68 10,774 42 66,014 83 470,006 83 2,455,453 01 3 g is I ii gj 1 : 00 . , , ' Si;:; i ;gs i ifi “ iif Current expenses. Total. $510,.500 00 1,0.53,221 18 784,729 85 :8 : :S : ii; : So i c2 ii ill If jii 507,260 76 819,592 20 2,923,708 70 1,277,847-86 ill if rH 1> 1 il g” :2 i^' 267,176 46 400,006 27 a 1 i Fuel, &c. $10,000 00 179,407 11 79,590 00 ;S : ;i ; iS; CO • ■ , O • ■ ' if ; i! g : : i i ii i i s : ii i i w : : C5 ; ; : IS iil ; ; t- is Si Pi rH Pi :§ S :| 2 :s i::- • • ■ « ; ! ! ! ! < . t . I ; ■I ! ! ! . III!' 51,442 39 2 O £ Teachers’ wages. $500,500 00 873,814 07 705,139 25 ;§SSS : : iiiis i i: m : i 385,029 76 819,592 20 1,177,847 86 300,697 50 56,008 58 864,072 00 56,008 58 48,324 55 oi “"S' 12 IS i if p ;s 1 4 1 • 1 ’ 1 • • . , . 348,563 88 3 I s r INCOME. Total. $524,021 08 047,919 44 1,348,207 00 1,281,552 83 113,720 31 C8,145 13 6,890,879 00 1,916,487 74 3,112,969 94 565,397 56 308,725 79 1,026,560 00 3SSS§ :: iiiii ii mM i! ggSSSSSS :s iiiSpiii ii lisfliW ii r-r r-To 00- It-.' S :P :i I ii ii £ 13 i is i :i From oth’r sources. O Cl 7D o t- o O d i- o i'* O CO o o' f-4'co'' ^ r-( o ^T-l 1H ;s^ S : :§ 1 ; ii ” i 144,997 46 18,997 90 841,181 35 120,046 90 . 16,438 48 19,604 88 71,800 02 540,232 49 § 1 3 i g i 73,878 57 219,777 09 Proceeds of sales of lands. 00000‘09t 5,50144 ;S8 ill i i 1 ! i ig 235,60200 0,670 00 12 is Kovenue from oth¬ er funds. . rjH • CO I o : • • M : 'M :§ :8S ii ii: •S i8! i : 1 i i i if : 15,707 70 28,722 86 165,000 00 Interest on permanent fund. • • rH • • • C5 CO' • I I »n o I , , O CO . • . , • • 00* cf • « 1 o CO ; ; ; 486,997 00 468,200 35 406,007 14 117,153 65 ilsii ; i ■ SS : i|| i i §§ ii ^ : 5 1 r- . i i S R 2 From tax¬ ation. $577,919 44 1,236,894 94 906,738 87 81,690 00 50,000 00 :§SSS :§: \mm ii; iSiil :i: : -.'of ; " 740,221 00 1,010,106 41 3,125,053 09 1,751,955 08 456,409 71 81,780 54 60,299 21 287,806 07 1,514,129 13 9,122,253 86 297,431 80 17,535,509 82 214,743 88 2 £: -h' States. c! X d < Arkansas .... California. . . . Connecticut . Delaware .... Florida . licorgia . Illinois . Indinnn. Iowa . Kansas . Kentucky . . . Louisiana.... Alame . Maryhand. . . . Massachu’tts. Michigan .... Mimiesota . .. Mississippi . . Missouri . Nebraska. . . . Nevada . N. Hampshire New Jersey.. Now York... Ohio . ; Oregon . Pennsylvania Khodo Isl.and So. Carolina.. Tennessee . .. Texas . s ^ a Coiisistiiifi of outsfaiidinij claims, lands, ^ E 7 70 70 44 1, 000 Last Wednesday in Sept. 133 i\r p B 6 157 11 19 14 14 215 Free _ 1,000 3d Thursday in Juhe. HO 141 ivr R in 242 31 Last tveek in June-. lio B 10 211 88 299 Free . . . Last Wednesday in June. 113 B 4 40 3 29 14 43 6-8 16 666 Last Tuesday in June, M fi 81 H 5 4 101 101 30-50 2, 000 July 1. 14^ 0 231 50 5^ 000 Last Thursday in June. M 9 86 35 47 26 18 212 212 40 4, 000 Last Wednesday in June 117 KC... M 20 300 300 40-60 d250 22, 000 Last Thursday in June. B 16 314 100 6, 000 3d Thursday in June. 113 M 3 50 50 15-50 ’ 100 2d Monday in June. 170 M 7 140 140 fl60 4, 000 1st Wednesday in June. 151 F 5 50 50 40 152 do M 100 100 44 5, 000 4th Thursday in June. 153 P. E. M 4 ^ : 135 135 a250 154 ME 4 153 20-40 2,000 Last Thursday in June. E, C 756 Bapt 157 E. C M 7 175 175 a250 Last Monday in August. 158 ..do _ M 25 350 350 a300 5,000 159 M. E. B 3 40 '26 60 20-50 20 160 CODP* M 27 82 85 66 72 77 382 382 60 37, 967 Last Thurs. but 1 in July 161 • - Pres. .. M 24 62 94 86 86 328 328 59-72 28, 000 June 28. 162 Eef _ M 13 38 24 22 21 46 151 151 60-75 5, 000 Jxine 22. 163 F 9 ioo 100 a237 June 29. 164 Pres F 10 185 185 30 600 1st Wednesday in June. 165 P.E . a225 2, 000 166 E.C ... M ... 14 110 100 a400 8, 000 167 Eniv B 9 11 14 6 io 6 27 '20 47 a27 6, 000 Wednesday before Julyl 168 Bapt B 16 284 24 16 7 11 22 179 185 364 30 5, 000 1st Wednesday in July. 169 F 38 701 80 32 813 813 a475 2, 676 June 22. 170 F 36 167 86 61 33 33 380 380 a400 7, 000 June 22. 171 Pres. .. M 11 38 46 35 41 160 160 a271 12, 000 Thurs. after 3d Wednes day in July. 172 E. C M 31 317 35 23 17 11 103 506 506 60 15, 000 Last days in June. 173 . . do _ M 12 270 270 a250 1,200 174 Bapt .. M 10 28 25 32 23 6 114 114 20 7, 645 2d Wednesday in July. 175 M 38 585 585 10 37, 000 Last Thursday in June. 17-6 P. E . . . M 4 64 64 0300 1,206 J line 28. 177 Pres M 16 22 25 26 29 12 114 114 75 16, 000 Juno 29. 178 M. E ’’ B 4 19 14 12 11 48 ”8 56 Free . . . 5, 000 2d Thursday in July. 179 M 32 95 18 14 34 26 66 253 253 45 5, 336 2d Wednes.'before July 4 180 P.E... M 14 36 24 31 31 122 122 100 15, 000 Last Wednesday in June 181 . - do - M 14 22 15 18 12 67 67 15 13, 000 2d Thursday after July 4 182 Bapt .. M 11 ‘54 25 45 21 12 157 157 30 . . - . 8, 000 1st Wednesday in Aug. 183 E.O... M 20 280 280 0300 12, 000 July 1. 184 Pres F 10 70 34 12 12 8 136 136 O300 2, 500 Last Thursday in June. 1B5 . . do - F 13 71 20 15 9 16 43 174 174 o320 2, 000 3d Wednesday in June. 186 P. E . . . M 7 29 10 16 7 10 72 72 Free . . . 2, 000 l.st Thursday "in July. 187 R C ... M 20.770 17 19 16 5 88 715 715 0300 6, 000 Last week in July. 188 City . . - M 28 458 176 82 58 33 807 807 Free . . . 16, 000 Thurs. preceding' July 4. 189 F 26 77 39 26 16 20 i78 178 200 4, 000 June 16. 190 M 28 600 600 ol25 3, 000 week in June. 191 Liith .. 192 E. C . . . M 4 19a . . do _ M 6 ' a Per anntun. 512 ANNUAL REPORT OF THE T^U5LE III. — Statistics of colleges and collegiate Name. Location. £ ^ I 194 195 196 197 198 199 200 201 202 203' 204 205! 206' 207, 208' 2091 210 21l| 212 213 214 215 216 21’> 216 219 220 221 222 223 224 225 226 227 228 229 230! 23ll 232i 233: 234 235' 236i 2371 238' 239: 240 241' 242 243 244: 245| 240i 247 248 249 250 251 1 2521 253 254i 2.55; 256' TVake Forest College . Davidson College . University of North Carolina.. Trinity College . Olin College . North Carolina College . Concord Female College . Davenport Female College . Chowan Female Collegiate In- stitnte. Ealeigh Baptist College . Marietta College . . . "Western Keserve College . Denison University . Kenyon College . . Wittenberg College . Willoughby College . . Harlem Springs College . 1 St. Xavier’s College . Ohio Wesleyan University . . . . Mnstingum College . Miami University _ >. . Oxford Female College . Oberlin College . Ohio Female College . Hillsborough Female College . . Glendale Female College . Ohio University . Mount St. Mary’s of the West . Otterbein University . Urbana University . Antioch College . Wilberforce University . Granville Female College . German Wallace College . Xenia College . Mount Union College . Farmers’ College . Heidelberg College . Kichmond College . Baldwin University . Ohio Wesleyan Female College Cincinnati Wesleyan College.. Capitol University . St. Louis College . Pacific University . Sublimity College . Oregon (jollege . Willamette University . Haverford College . Irving Female College . Girar s CO o u 1 Sophomores. I Juniors. I 1 Seniors. | 1 Scientific department. I Total. Tuition per term. Board per month. 1 -OIL’LL 6 s p W CO 0 Females. Total. 19-1 Bapt -- M 6 116 116 $35 8, 000 2d Thursday in .June. 195 M 6 ‘28 33 39 13 i‘2 125 125 45 3, 000 June 30. 196 State . . M 6 38 8 5 4 55 55 20 8-i2 23, 000 2d Thursday in J ime. 197 M E M 6 26 44 33 21 £4 61 201 201 30 14 7, 500 3d Thursday in June. IQ'? B 2 48 25 500 2d Monday in J une. 199 M 63 63 800 May 26. ‘>00 F 4 50 a250 500 July 16. 2oi F 8 99 99 20-60 300 202 F 7 112 112 203 F 80 80 204 M 8 62 16 19 13 9 119 119 30 22, 500 "Wednesday before July 4. ‘>05 iM 6 37 22 23 21 12 115 115 46 10’ 000 June 29. 206 M 8 109 29 18 7 12 11 175 175 25-34 12 10| 500 Last Thursday in June. 207 P E M 10 23 19 14 14 105 105 14 (*) 17,’ 850 Last Thursday in June. 208 Lutli M 6 86 25 22 18 11 19 183 183 30 o’ 000 Last Thursday in June. 209 M.E B 37 49 5 17 8 116 8-10 3, 000 June 15. 210 B 3 17 19 20 9 15 80 40 June 16. 211 B C M 19 237 34 22 18 9 320 320 60 16, 000 I.jast Wednesday in June. 21‘2 M.E .. M 9 75 88 63 47 39 105 417 417 30 12^ 980 June 29. 213 B 3 158 1, 300 Last Thursday in Jrme. 214 Stcito M 9 61 16 15 20 26 14 152 152 9, 000 Last Thursday in June. 215 Pres . F 10 29 37 41 33 16 156 156 a250 2, 000 3(1 Wednesday in June. 216 Cong . . B 22 700 33 33 38 25 245 610 464 (t) 9 11, 000 1st Wednesday in Aug. - 217 F 11 15 22 47 8' 13 105 105 125 2 000 1st Thursday in June. 218 M. E F 7 13 9 17 14 10 53 53 2, 540 ’ 300 Last Wednesday in June. 219 Pres . F 12 36 30 22! 12 17 117 117 46 2, 000 3d Thursday in June. 220 M. E .. M 6 130 130 a300 5, 000 June 25. 221 R. C M 16 86 86 al50 loj 000 4th Wednesday in June. 222 U.B... M 5 175 175 24 4, 000 1st Wednesday in June. 223 K Ch M 4 38 38 4, 500 '2d Wednesday in June. 224 Unit B 12 146 104 250 10 13 4’ 700 Last Wednesday in June. 225 A.M.E B 9 34 3 1 7 51 29 81 4 75-6 75 10 3^ 000 3d Wednesday in June. 226 Prea. F 10 120 120 30 2, 000 3d Wednesday in June. 227 M. E .. B 6 35 19 10 7 4 75 18 ■93 13-27 Q 400 3d Tuesday in August. 228 . - do . . 9 175 36 0 425 3d week in Juna 229 . . do _ 13 459 30 2, 500 4th week in June. 230 do 4 45 45 231 G. R. . . B 6 9G 7 16 7 5 50 160 21 181 7 2, 500 4th Wednesday in J une. 232 B 3 35 30 15 10 6 96 a34 12 3d Wednesday in June. 233 M. E .. B 10 150 21 1,000 1st Thursday in June. 234 do 235 ..do . .. 236 Lnth. . . M 237 RC. .. M 9 42 42 a200 September 1. 238 B 5 108 4 4 4 3 123 5-8 1st Wednesday in May, 239 U. B. .. 2 75 16-32 240 Bapt . . 241 M.E .. M 6 278 278 45 1, 000 4th Thursday in July. 242 Er . M 4 47 47 a375 6, 977 July 12. 243 M.E .. F 5 '49 49 a252 1, 000 Last Wednesday in June. 244 M 18 550 550 Free . . 5, 000 245 P. E .. M 14 84 84 90 Last Thursday in J une. 246 Bapt . . B 8 98 19 50 44 35 2 153 95 248 (i36 4, 900 Last week in June. 247 R. C .. M 19 212 212 90 6, 000 End of June. 248 Luth . . M 10 100 24 16 15 7 162 162 (i28— 45 2, 300 Last Thursday in June. 249 . .do _ M 14 60 35 25 30 23 173 173 39 vi, 450 Last Thursday in June. 250 U. P... B 6 64 21 25 47 38 60 255 8 12 li 500 Last Thursday in June. 251 M.E .. M 9 33 35 22 20 15 125 125 35 10, 000 Last Thursday in Juno. M 14 145 28 16 11 11 85 296 296 SO' 2, 200 Last week in June. 252 253 G.R... M 6 58 14 29 14 15 130. 130 10, 000 Last Thursday in June. 254 Mor. . . M 5 200* 200 255 Luth .. 5 130 30 2 000 1st Wednesday in June. 256 M.E .. M y6 130 130 . 40 25, 500 Last Thursday in June. ‘297 Pres. .. 12 155 24 .... 17, 000 1st Thursday in August. 33 E *$12-17. 1 1,074. aPer annum. 514 ANNUAL EEPORT OF THE Table III. — Statistics of colleges and collegiate Name. Location. President. .Q 3 0 258 259 260 261 262 263 264 265 266 267 266 209 270 271 272 273 274, 275 276 277 278 279 230 281 282 283 284 285 286 287 •288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 ■ 300 307 308 309 310 313 314 315 316 317 318 319 320 321 322 323 324 Susquehanna Female College. . St. J oseph’s College . Penn sylvauia Military Academy Lincoln University . Pittsburg Female College . Wayneshurg College . Andalusia College . Lebanon Valley"' College . Lafayette College . University of Pennsylvania . . . St. Thomas of Villanova’s Col¬ lege. La Salle College . Mercershni'o: College . Palatinate College . . AUentown Female College . Cottage Hill College . Maimonides College . St. Francis’ College . Brown University . Fiewherry College _ , . University of South Carolina. . Furman University . . College of Charleston . Wofford College . Lookout Mountain Institution. Maryville College . Cumberland University . East Tennessee University .... Franklin College . University of Nashville . Tuscidum College . State Female College . Union University . Jonesboro College . Sewanee College . East Tennessee Wesleyan Uni- ' versity. . Mary Sharp College . Central Tennessee College . Washington Female College. . . Fisk University . West Tennessee College . Colorado College . Baylor University . Waco University . St. Mary’s College . Middlehury College . State University . Bipley Female College . Eichiiiond College . Southern Female College . Kandolph Macon College . Eoanoke College . Emory and Henry College . Hampden Sidney College . Washington College . Virginia Military Institute . University of VirMnia . . College of AVilliam and Mary . West Virginia University . Bethany College . .\ ..... University of Wisconsin . Galesville Universitf^' . Way land University . ' Beloit College . Carroll College . Lawrence University . MU ton College . Selin’s Grove, Pa . PhUadelphia, Pa . Chester, Pa . Oxford, Pa . Pittsburg, Pa . Waynesburg, Pa . Andalusia, Pa . Annvlile, Pa . Easton, Pa . Philadelphia, Pa . Pennsylvania . Philadelphia, Pa . Mercersburg, Pa . Myerstown, Pa . AUentown, Pa . York, Pa . Philadelphia, Pa _ ■ . Loretto, Pa . Providence, E. I . . . Walhalla, S. C . Columbia, S. C . Greenville, S. C . Charleston, S. C . Spartanburg, S. C . Lookout Mountain, Tenn. . Maryville, Tenn . Lebanon, Tenn . Knoxville, Tenn . Near NashviUe, Tenn . Nashville, Tenn . Green viUe, Tenn . Memphis, Tenn . Murfreesboro, Team . Jonesboro, Tenn . Winchester, Tenn . Athens, Tenn . Winchester, Tenn . Nashville, Tenn . Washington County, Tenn. Nashville, Term. . Jackson, Tenn . Columbus, Tex . Indeiiendence, Tex . Waco, Tex . Galveston, Tex . Middlehury, Vt . Burlington, Vt . EiiUcy, Vt. . Eichmond, Va . Petersburg, Va . Boydton, Va . Salem, Eoanoke County, Va Emory P. O., Va . Prince Ed ward County, Va . Lexington, Va . . do . . . Charlottesville, Va . Williamsburg, Va . Wheeling, W. Va . Bethany, l3rooke Co., W.Va Madison, Wis . Galesville, Wis . Beaver Dam, Wis . . Beloit, Wis . ' Waukesha, Wis . Appleton, Wis . MUton, Wis . I rt (=5 1859 1852 1861 1854' 1855; 1850’ 1860, 1866’ 1826! 1755, William NoetUng, A. M . Eev. P. A. Jordan . Colonel Theodore Hyatt, A. M . . . Isaac N. Eandall, D. D . 1. C. Pershing, D. D . A. B.MiUer,t).D . H. T. Wells,' LL. D. Eev. T. E. ViclvToy, A. M . W. C. Cattell, D. D . Charles J. Stm6, LL. D . 1862' Brother Oliver . _ j Thomas G. Apple, D. D . .... Eev. H. E. Nicks, A. M . _ Eev. William E. Hofford, A. M. . _ Eev. D. Eberle . 1850; Eev. A. J. Browman . 1764 A. Caswell, D. D., LL. D . 1859! Eev. J. P. Smeltzer, A. M . 1801 ’ E. W. Barnwell, LL. D . 1851! James C. Furman, D. D . 1787 N. E. Middleton . 1854 Albert M. Shipp, D. D . 1866! Eev. C. F. P. Bancroft . 1819' Eev. P. M. Bartlett, A. M . 1842, B. W. McDonold, D. D., LL. D. . . 1807 Eev. T. W. Humes, D. D . 1844 A. J. Fanning . 1806' Kirby Smith . . . . 1844 Eev. W. S. Doak, A. M . 1858 C. Collms, D. D . 1848 G. W. Jarman, A. M . 1865 Henderson Presnel^ A. M . 1868, Eev. H. H. Snee'd . 1867 N. E. Cobleigh, D. D . 1851 Z. C. Graves, LL- D . 1866 John Braden . 1796 Eev. W. B. Eankin . 1867 . . _ I Eev. E. L. Patton, A. M . . . 1857' Eev. J. J. Scherer, A. M ... 1845; W. Carey Crane, D. D . 1861; Eufus C! Burleson, D. D . . . 1797; H. D. Kitchel, D. D . _ I James B. Angell, A. M . _ Eev. Dr. Newman . 1844' B. Puryear, A. M . . . . ....I W. T. Davis, A. M . 1832' Tho's. C. Johnson, A. M . 1853| D.F.Bittle, D. D . 1838; 'E. E. Wiley, D. D . •. . 1776 J. M. P. Atkinson, D. D . 1782! . 1839 1825 1693 1868 1841 1848 1859 1854 1847 1846- 1847- 1844i F. H. Smith, A. M . S. Maupin, A. M., M. D . Benjamin S. Ewell . Eev. A. Martin, D. D . W. K. Pendleton..,- . Vacant . . . Haixison GillUaiid . A. S. Hutchens . . . Aaron L. Chapin, D. D . W. L. Eankin, A. M . George M. Steele, D. D . . . . Eev.'W. C. Vmtford, A. M . | COMMISSIONER OF EDUCATION. 515 institutions in the United States, ^6 T? r. i^r 9 430 58 43 531 531 40-60 6, 000 Last week in June. >(i0 M 10 5 75 130 130 a200 alOO 1, 000 Last Tuesday in June. 261 9 140 30 1, 300 3d Wednesday in June. 26-2 M. E .. E 22 347 347 50 !!!! 600 Last Thursday in -June. r, p 10 >200 10 1, 000 2d Thursday in Sept. 264 P. E .. ii 13 90 ,90 a300 450 Last of June. 265 U. B M 6 i23 ie 6 4 3 152 152 a49 300 3d week in June. 266 Pres . - . M 23 62 45 48 21 4 180 180 15-25 8, 000 3d Wednesday in June. 267 State - . M 26 33 48 27 16 32 166 166 35 268 269 P, E M 16 140 140 a80 3,650 1st Monday in September. 270 D p M 271 M 272 E 273 274 275 K. C M l‘> 90 90 2, 000 September 1. 276 Bapt .. M 14 31 55 53 78 217 217 75 38, 000 Last Wednesday in June. 277 M 6 62 10 4 1 4 81 81 20-45 100 October 1. 278 State . . M 17 65 65 75 25, 000 Last Monday in June. 279 Bapt M 4 71 71 60 4th Wednesday in June. 280 M 6 46 46 40 8, 000 Last Tuesday in March. 281 M. E M 135 135 32 15 15, 000 Last Wednesday in Jtme. 282 B 8 53 4 2 77 37 114 100 400 June 20. 283 Cons B 4 50 3 7 60 10 2, 000 Last Thursday in June. 284 C.P. .. M 10 138 22 26 20 17 •223 223 30-35 5, 000 Last Thursday in June. 285 5 121 30 900 4th Wednesday in June. 286 j Cbr . . . M 1 50 50 al30 1st Thursday in June. 237 M 9 201 12 9 4 2 228 228 50-100 20 10, 000 3d Thursday in June, 288 Pres. . . 4 95 36 4, 200 2d Thursday in June. 289 M. E... E 13 41 65 47 39 30 222 222 25 "26 670 Last Thursday in June. 290 Bapt . . . iir 5 154 154 50 16 2,000 3d Thursday in June. 291 B 4 25 ioo 125 20-50 2d Thursday in June. 292 P. E 2 60 60 2d week in June. 293 M. E 4 120 25-50 1, 000 3d week in June. 294 Bapt - . . E 9 80 50 17 18 16 57 238 238 1, 000 1st Monday in September. 295 M. E... B 6 11 3-4 12 350 Jime 15. 296 Pres . E 4 297 M. E .. B 9 68 150 298 M 5 130 130 10-30 3d Wednesday in June. 299 Lutb 3 86 20-50 1st Monday ini September. 300 Bapt-.- M 9 70 70 25-60 12 1,500 2d week in June. 301 . . do _ B 9 245 50 650 3d week in June. 302 R. C - . . 303 Con:! _ M 7 65 65 45 11, 000 2d Thursday in August. 304 State 114 45 15, 000 1st Thursday in August. 305 M. E-. V 306 Bapt . . . M ■9 160 160 60-80 4, 500 July 1. 307 E 6 ios 108 20-35 Last Tuesday in June. 308 M. E . 65 75 10, 000 Last Thursday in June. 309 Lutb. . . ...j 182 52 7, 000 3d Wednesday in June. 310 M. E... M o! no 20 17 16 16 165 165 1st Wednesday in June. 311 Pres _ M 5' 80 89 50 6, 000 3d Thur.sday in June. 312 M 20| 410 410 60-30 6, 000 3d Tliursday in J uue. 313 State .. M 23: 376 376 376 100 2, 000 July 4. 314 ..do .... M . . Jl.5 464 464 60-100 35, 000 July 4. 315 . _ ! ...i 63 45 ....! 4,500 July 4. 316 State .. M ...10 140 7 si 1 3154 154 5-8 1, COO June 16. 317? Cbr .... 9! 94 50 >2, 000 3d Thursday in June. 318! St.ate .. B 21 43.5' 13 ... 34! 25 9 516 isi .3, 000 Last Wednesday in .Tune. 319 . E 4 -.-i 105 18-30 4,500 Last 'Tluu'sday in June. 3on: P.iint 1 1 321 CoiifT M 7 101 29 1.5' >20 13 238 238 «136 6, 000 2d Wednesday in July. 3‘^2I Pres B 3 104 ol 10 34 86 120! 25-32 1, 0 )0 Last Friday in June. ItT. E . . B 6 198, 34! 15 1.5 *8' i •2701 37-90 6, 000 3d AVoduesday in June. 3541 Eapt... 9|250| 73, 20, 4 • 1 190 148 347, 27-33, ”14, 1,100 1st AVednesday in June. a Per aimiim. 516 ANNUAL EEPOET OF THE Table III. — Statistics of colleges and collegiate Name. 325 326 327 328 329! 330 331 332 333l 334| 335! 336j 337] Milwaukee Female College. Wisconsin TJniversity . . Prairie du CMen College . . Eacine College . Eipon College . Wisconsin Female College. Jefferson Liberal Institute Columbian College . . Georgetown College . Gonzaga College . Howard University . . University of Deseret . . Washington University . . . . Location. Milwaukee, Wis . Watertown, Wis . . Prairie du Chien, Wis. . . . Eacine, Wis . . Eipon, Wis . Fox Lake, Wis . Jefferson, Wis . Washington, D. C . Georgetown, D. C . Washington, D. C . . do . Salt Lake City, Utah . . . . Seattle, Washington Ter . President. 1848 1864 1865 ]852j' 1863 1862 1366 1822 1792 1848 1867 1867 1868 Miss Mary Mortimer . Eev. L. O. Thompson . W. S. Perry . Eev. J. De Koven, D. D . Eev. W. E. Merriman, A. M Miss Mary L. Crowell . Elmore Chase, A. M . . George W. Samson, D. D _ Eev. John Early . . Eev. James Clark . General O. O. Howard . John E. Park, M. D . Prof. HaU . Note.— In' regard to the following institutions Cuthbert Female CoUege - Southern Female College - Hamilton Female College - La Grange Female College . . Griffin Female College . Forsyth Female College . . Perry Female College . Masonic Female College . . Masonic Female College . Masonic Female College . . Madison Female College . Marietta Female CoMege . Le Yert College . Atlanta Female College . Valparaiso College . Hocker Female College . Columbus Institute . Sharon Female College . Pass Christian College . Murfreesboro Female College St. Mary’s Female College. . . St. John’s Female College _ Eutherford Seminary . Biddle Institute . Wooster University . . Avery Institute . Clafin University . Hiawassa College . . Kings College . Marysville College . Wytheville College . Stover College . . Cuthbert, Ga . Dr. A. Ti. Ha.milton _ _ La Grange, Ga . Dr. Cox . Hamilton, Ga . Colonel Loveless . La Grange, Ga . Eev. M. Calloway . Griffin, Ga . Forsyth, Ga . Perry, Ga . Covington, Ga . . Mr. G. J. Orr . Americus, Ga . Lumpkin, Ga . Madison, Ga . Marietta, Ga . Talbotton, Ga . Atlanta, Ga . . Valparaiso, Ind . Eev. S. T. Cooper . Lexington, Ky . . J.H. Hocker, A.M . . . Colunibus, Miss . Sharon, Miss . Pass Christian, Miss . 1846: 1837 Eev. John F. Tarrant, A. M . Eev. W. L. C. Hunnicutt . Murfreesboro, N. C . Eev. Mr. Blackwell . Ealeigh, N. C . Oxford, N. C . A. Smeedes, D. D . Eev. C. B. Eiddick . . Happy Home, N. C . Charlotte, N.C . Wooster, Ohio . 1870 Willis Lord, D. D . Charleston, S. C . Orangeburg, S. C . Madisonviile, Tenn . J. B. Greiner, A. M . . ' Bristol, Tenn . Charles Martin . Near Knoxville, Tenn .... Wytheville, Va . Eev. E. W. McDonald . Harper’s Ferry, W. Va _ COMMISSIONER OF EDUCATION. 517 institutions in the United States, 4'C. — Coutiuued. Number. | Denomination. Sex of students. 1 Number of instructors. 1 Students. Cost of— Number of volumes in libra¬ ries. 1 Preparatory departm’t. I B « S p rB 1 Sophomores. | 1 Juniors. I Seniors. . | 1 Scientific department. a o o ft .2 *3 H Board per month. 1 Male. B a Ph •T1051 1 72 rS s ’ota 72 g 3 Total. 1 • 325 F 12 122 28 14 11 11 IRfi 1R6 a^50 $24 600 326 B 6 125 3 108 1 20128 30 . 1 327 B 3 106 51 1 .55106 20-30 1 328 P. E... M 16 153 7 11 9 4 189 il89 a500 2, ooo! 329 B 9 276 24 11 14 8 185 148 333 21-24 330 r^oTio* F 6 46 12 4 4 66 66 al50 486 331 - - ---1 . 1 332 Bapt M 23 430 430 55 5, 000 333 R. 0. -- M 18 112 84 55 251 251 a325 30, 000 334 . do - - - . M 6 120 120 60 3 000 335 B 23 322 92 414i j 3-5 6, 000 336 - - L. D. S- B . . _ ;296 337 . 1 Time of commencement. Last Thursday in Juno. 486 Septembers. Last Wednesday in Juno. aPer annum. \ Cominled from ike most recent rcjmrls sent to the United States Bureau of Education.'] 518 ANNUAL REPORT OF THE •!jTiapn:f3 Jo QSnod -xa xTjuauB p94uuIT:^sa; nt saornpA jo jaqninj^ ^ 7: cS' 0 ^p 0 © W ct ^ ® 3 a^ 3 3 P l-S .9 a lli 2 ® HH ^ T- “rf; 4:=4^H III ’~C 'Z3 HH S Si (H a S •S.Shs re -« S £ S’ p !=3 H H S (M CJ Ci (3 PI 3 3 3 3 §§ i^aaiuAiopua jo ^.unoniY ■npa laqniaa ajog a\ •g^^aapnijs j;o aaqniujq •saoggajojd jo jaquiajq; •aoi^uztiiBSio JO ajBQ O O CO o CO ro 01 CO :pn PPP CO 1-* o o tS rf 00* o" 000 o lo o r- o i-- cf o o o o o o LO" ‘O" o iO o 00 o c; o r-i^Pi =f^*f . S - P • o o 'cc; ePp oWptI aiPeb^PppPP :w§ •P'p ,^ii ^JC Ci tH cChP I o o ' O iO < Q}. tH • o o . o o . o o 1 o"io' o o CP o o o o o 00 O • CO Ty« tt< O Cl : : :p3 : : : P a .JgPS'-H p p pp ® > cbPilp^^P _ : P : .dV §) .^a-2-3 00 • t> . . O .2s . . > O * & o 3 « s < Cg O iH Cg .—I (P^OPPO 3 -^-^ 'g; ^ 3 pS'a g a 5PP ;P g ; cc +s cs • 9 So 3 ! -f3 4* S-^ -4^ '•'' * ^ 5^ 3 CO 03 ‘43 O 0-3 O- M 3oo3s^oAy . a c ci t, rta5 ■ p^PP^p^pPfQO a cv CO 3 C 5 ^ x a-p ^ o a o ; ^OPP ■ _ 00 »o 00 no • 10 O CO tH ) 00 '30 • 00 CO 00 00 C3 >S P.3P ® ^ o' S p o' ^ o ^ a S)^-o a” ^ 3 3 3 O p p p p M p p ^ P2 2I O o to S H ^ o‘$P 3 O 3 0 3 « PPPPP o :^0 11 §1'^ P'S— > g 3 P «2 ^ ® 3 - ^ 3 P a ^ 3 M .2 .9 O +C) '. O P g.-S+i-, b/i«-r--aXM rOc ij ii 2,0® §cP j-S K •'o O _2 ^ a' 3 >-'^'>-PSp^-S a*^ S-a 'P.^§ g >-.3=g g .2 o W -3 2 o ® So3 3.Pc;.a— a OT t>=jgPcc-3 a g 2 ® oodb go-g ^ 3- o a 2^pJ g SCOCM p a^SM.: S<§ s^ i^s'Ssg'ft^ g § g ©.ao = o.a®oP®®a®®-2 2p 2l2f2-a23 221|2^|H3 *Erj^‘St'bl)‘^:Co*3}+= o'Sd^ o‘Sx)0^ O'lf O O O ^ ^ 043 ^ 0'2^*'7! O'" 2-2 222’^2^-§2 ^3 2 " § 2 ’ SwhhhphoShpphmPpeh' ! > o*S pp h2 ■'—'303033 0 ; I a“.3j.9 ®^ ; co'3'3 a'3"'2P s :OM^M'3M_pqp taca a o 3 . .c -g 'a s o a 09 2«2 ^3 P'S P.S 3.3 2 I g .2 H -2 Ob 3 f-3 If3i|p s^|p1f® §.§ C/2ra_^ gj03 3^raa3 ^ b/joH3H'-'=v 09 •Sea g^3 g §‘bb 3.a3Sra3coo p| a^gg-ggg® ^HOmPE^PEho -r- a ^ >^S t>3^ --!.9 a.93 o 2 p,S § a3 ■» © OCQ 35®'3ce 03 pp 3 3P - .a.®.® ^ O bc’So'bJCp . £0 C O 9 O O O -g S O « o ©_3 HHEhHm Univor COMMISSIONER OF EDUCATION. 519 Yale College Table IV. — Statistics of theological seminaries in the United States — Coutiiiued. 520 ANNUAL EEPOET OF THE .■S ® •g H "<1'’ s .3 ® >3 I -S ^-Sl S I rs 33 J5 rj ^ a C ^ ^ ■ O S H -41 -43 OC/2^.4. g § • >3 c3 cS ID >J 'C'tS 4| a CD' OS S r3 w f; 43 ao 2Jh§ H H H 0< C^M •jnapnjs qoBO jo osnad -X9 pinaaB pajBinpsa; o oooo oooo Tt< O o O O o o Ci rH r-1 rt r-l r-» Ci Ci CC ^ X A o o LC lO ^ Ci s 3 PO •AjBjqix nr soTtmpA JO joqumj^ o cc o o o oooo O LCOOO oooo CO CiOOO CiOOO tH* CO'' go" iO CO cT o" o o o iS 008 ‘9 •juouiAiopuo JO JimOTHY 88, 000 145, 715 29, 000 90, 000 35, 000 ICO, 000 •pajBo -npo joqinun; Ofoq a\ O *00 uo ■ o o Pt> CO • Ci CC rH • Ci O CC ; rH J cc LO o LO Ci Ci in 05 •e:juapujs jo jcaqniuj^ i-O Ci CO o o o o o CO i-o th CO CO tH tH 110 lO C5 t-H 00 •sjossojojcl JO jaqninj^ lO LOCiiOCO i-HCiCO'^T-liC Ci CO , b u ^ o§ fip pp ® ,® fct^3 ^ ® ® c3 wp Wd ' :P i :P i" '2 .l«.1 p^ M > :P Pi ;p ^•^gppl O ^-p pq .'^ §P sp S §|p kS § 3 o' S-i-<| <1^03 fl 3 M ” > O 043 ® . PHPd . P3 . ;P fl 1 c3 a 2 f3 O p, ID r-l^ ^i-1& C 33 2 PPPP OT ID ^ ® ID O O 4® — ® -t^ r-; +S aj -R :22§^g p 'PPPP c i 2 ® =2 2Pt ® O 33 O PPPiZi •TIOTI^'BZTtlHSHO JO OJ-BQ ci p;3 5^ rt'33 "o 2h 6oR§ i-si a P-b 3> o 3 2 33 g Cp ® .2^ ®42 rb U^5p m i g ®’ ijS ID rt f-i t? u-* o ®.2 g^.s "r* o "s -^§ 5’ Sjllllli-I S.2;3 ^\3.2 S'i'S-g s § PSc5rc3?50 • O ^ O c3 o .3 .a 3 CO o g'S) ■2.2 ^ o It ^ .2 ‘5)3 .2 S ® d P 2 HP : s i'SO ■ '3>tM ;'Ee® ! 0-4= ■ >3^2 § 2 2-^ a fl* Pm 11 a ci be P.2 >.33 'S § •r^ i "SH'S 0-2 o . « (3 s S-2 H O 0-41 ® . _ _ ^ ^ MM CM 0.-H o 22a-2S.2S2'^PlP ‘teteg be® bc^'bxH'^ii SS 2.2.g-2P.2 - 2 o C Cd O b O O o S.P o®do(-.o?o-r3pa! 4343 gpppopa bi? HHmH hphPo)^ ill • M § ® a 2 H Pd H^ 3-2 2 d 3 ig ® o d^ fed OQ © JP :c3 r3 S-S P.H P ga- • ^ o .O ^ fT) S . o' ^ cc O 05 aoS « si O o Ci X ’ rt CC S-I ^.2 O ^ ^ ;i; :phmh > a ® 2 :h^ ; o: : S s, 0^3^^ g 2 s g sa J !2i2'i ^ Sd O 2 ?-a g a 9 ® 3^33 2 > S g C)«2 2. 2 ’=5 s^£.3 o o yjS L».® >.C5-S ”h‘3300 S .fc'S 2” >3 s ^ ^ O o .c .. gg ne'e g-g gWo^ccOP g!:ogggf>Wg|gc!3 'oS'o^'o^_p g3_Sgo'o^'c3 a_ao_23_p'o'oS_S^o Ic4ls.la-k^li5^.ii3l=-2 2.il.l.2pp2^ - w^33-a o ^ a ap3t5-5 g tt^ pp:35^rtOt5p-g-9s^p o gorS >3 §3^0 S-g a 3 § a'g'pl.P'a ^ ^ g Sri s S g'l 033 ^ a aPH^O^Hpq'S §^'^9 ® c+H Cm ’pfs b 4h «4H ^ ?7 o o o o o O o o o p, S & j ^aJc^^papppalpppM aaaaaaaaaartaa—'artaJartaaaaartaaa PPPPPPPPP^_;i_1^^j|<^h1POPPPPPPPPPPP i(?iCO'^lOOJ>OOC50T-HG‘irO' ! C< Cl C« C< :p ::::::: : P ;;: :P :p ::::::: : i^pijpjOl^p" : :P :^'p : :| : :J : fi^gP^^ljp^^'SppJ, :pPp ^ Q 3 j g' ® 9 3 P -'i r-rrf nPP'^ '^PifiHpp^la ro'^pMp^ tc-a’ . ^j3 a 3P -pgim "oc -fi ^1 h” aoj^^ |a2p^35|P3 p’i g g og^l a g gp"^^f^|l|P^|^PP'^ S^w H^t13w^^OC’MhHf^P=^HrHpQl-DOOWl^p4l-5t^Hc^H5l-3 a >'•9 •S3 2 ® • gOaS .3 a33P-s3 ^ .'S a 3 a ® a P'S 3^3 a 3 ooaaaij?-t^2'' 3 ®'ppa23,p 3 ^ aj' 3 a 333 =5 §P 3^ > >: br, O H g g , c J-f j .3 '^|§“43p^ a s^- iid'i^io' fl a fe ^ >5 3 ®3 I a 2 ? s t£S3p as P, o ® O © a3, aP ^33 p-^' o o® 7722 3 "l i| a a p i: 521 522 ANKUAL EEPOET OF THE T.\:ble VI. — Staiistics of Medical, Dental, and Name. Location. I. MEDICAL AND SURGICAL. 1. “JRegulaf' system. Medical College of Alabama* . Toland Medical College* . Medical department of University of the Pacific. . . . Medical department of Tale College . Medical College of Georgia . Atlanta Medical College . Savannah Medical College . Indiana Medical College . Push Medical College . . Chicago Medical College (N. IV. Univ’ty, med. dep’t) . Medical department of Iowa State University . Keokuk Medical College* . Medical department University of Louisville . Louisville Medical School* . Kentucky School of Medicine* . Medical depai’tment University of Louisiana . Medical School of Maine, (Bow'doiu Col., med. dep’t). Medical department of IV ashiugton University . Medical School of University of Maryland* . Medical School of Harvard Univensity . Kew England Eemale Medical College . MedicaVdepartment of Michigan University . Detroit Medical College . '. . Missouri Medical College . St. Louis Medical College . Medical department of Missouri University* . Kansas City Medical College* . Medical School* . Medical department of Dartmouth College . College of Physicians and Surgeons . Albany Medical College . . Medical department ot‘ University of City of N. Y . . Medical department of Buffalo University . Long Lsland Colleg-e Hospital . BeUevue Hospital Medical College . IVoman’s Medical College of the" N. Y. Infirmary _ Geneva liledical College* . Medical College of Ohio . Cleveland Meclical College . Starling Medical College* . . College of Medicine and Surgery* . Miami Medical College . Medical department of IVillamette University . Medical department of University of Pennsylvania. Jefferson Medical College . IVoman’s Medical College of Pennsylvania . Medical College of the State of South Carolina . Medical department of University of South Carolina*. Medical department of University of Nashville* . . . . Medical department of East Tennessee University* . Medical CoUege of Memphis* . Texas Medical College* . Medical department of Vermont University* . Medical department of Virginia University . Medical College of Virginia . Medical department of Wisconsin Uuiver.sity* . Medical department of Georgetown College . Medical department of Columbian College . Medical department of Howard University . Mobile, Ala . San Francisco, Cal . . do . . . New Haven, Conn . Augusta, Ga . Atlanta, Ga . . S.avauuah, Ga . Indianapolis, Ind . Chicago, HI . . do . Iowa City, Iowa . Keokuk, Iowa . Louisville, Ky . . do . . do . New Orleans, La . Brunswick, Me . Baltimore, Md . . do . . Boston, Mass . I . do . I Ann Arbor, Mich . Detroit, Mich . St. Louis, Mo . . do . Columbia, Mo . Kansas City, Mo . . do . Hanover, N. H . New York City, N. Y... Albany, N. Y . New York City, N. Y. . . Buffalo, N. Y.’. . Brooklyn, N. Y . New York City, N. Y. . . . do . . Geneva, N. T . Cincinnati, Ohio . Cleveland, Ohio . Columbus, Ohio . Cincinnati, Ohio . . do - . Salem, Oreg . Philadelphia, Pa . . do . . do . Charleston, S. C . Columbia, S. C . Na.shville, Tenn . Knoxville, Tenn _ Memphis, Tenn . Galveston, Tex . Burlington, Vt . Charlotteville, Va . Kichmond, Va . Madison, Wis . Washington, D. C . . do . . do . 1864 1859 1813 1832 1855 1869 1842 1859 1870 1849 1837 1836 1820 1867 1807 2. Eclectic" system. Bennett College of Eclectic Medicine and Surgery. Eclectic Medical Institute . Eclectic Medical College . Eclectic Medical College* . Keform Medical CoUego* . 1848 1850 1868 1840 1842 5 10-25 5 5 5 1796 1807 1838 1841 1846 1860 1861 1865 1819 1843 1847 1851 1852 1765 1826 1850 1824 1850 1868 1825 1838 1850 1858 1867 1868 1844 I 1866 I 1848 I $40 40 25 30 25 30 25 25 20 Chicago, HI . Cincinnati, Ohio . New York City, N. T Philadelphia, Pa . Macon, Ga . * No recent information has been COMMISSIONER OF EDUCATION. 523 Fharmaccutical Institutions in the United States. President or dean. Commencement of lecture course.. H. H. Toland, M. D . Henry Gibbous, jr., M. D., dean .. Charles A. Liudsley, M. D., dean. L. A. Dusas, ?»[. D., dean . J. G. 'Westmoreland, M. D., dean. . John 1). Fish, M. D., dean . E. X. Todd, M. D . J. V. Z. Blaucy, A. M., M. D . X. S. Davis, M. D., dean . James Black, D. D . F. C. Enehes, M. D., dean . J. M. Bodiue, M. D., dean . E. S. Gaiilard, M. D., dean . L. J. Frazer, M. D., dean . T. G. Eichardson, M. D., dean - C. F. Brackett, M. D., dean . C. W. Chancellor, M. D., dean - G. W. Miltenberger, M. D., dean. . Charles W. Eliot, LL. D . Stephen Tracy, M. D., dean . Abram Sager,' M. D., dean . Edward AY. Jenks, M. D . John S. Moore, M. D . John T. Hodgen, M. D., dean . 95 1, 136 81 27 $130 00 130 00 102 50 105 00 120 00 105 00 45 00 2,000 4, 000 500 . July . 2d Thui-sday in September. 1st Monday in Xovember. . 1st Monday in May . Xovember 1 . October 18 . 113 290 50 00 1, 000 120 234 2, 000 40 09 70 00 4, 000 1st Monday in October ... September 15 . Xovember 1 . . 1st Monday in October ... 225 88 147 170 306 23 340 61 75 150 1, 356 1,007 555 140 00 70 00 120 00 120 00 2, 000 3, 500 79 429 67 920 1,089 85 00 10 00 50 00 115 00 105 00 400 3, 900 Xovember 15 . . 3d Thursday in February. . 1st Monday in October . . . . 1st week iii October . 1st Wednesday in Xov'ber. 1st Wednesday in Xov’ber. March 1 . 1st Monday in October . . . 2d Monday in October _ A. D. Smith, D.D.,LL.D . James AY. McLaue, M. D., dean. . James McX:iuahton, M. D . J. W. Draper, M. D., LL. D . Julius F. Miner, M. D., dean . T. L. Ma.son, M. D . A. Flint, jr., M. D., sec . . Emily Blackwell, M. D., sec . Isaac Taylor, M. D., dean . . M. B. Wrio-ht, M. D., dean . . J. L. Cassms, M. D., dean . ■ 48 333 86 218 119 74 436 26 23 186 107 2, 496 1,081 897 631 315 960 70 00 140 00 100 00 140 00 125 00 100 00 140 00 105 00 1, 200 4, 500 500 1, 635 1, 269 60 00 35 00 1,500 5, 000 1st Thursday in August. . . October 1 . . .' . 1st Tuesday in September . October 12 . 1st Wednesday in Xov’ber. March 1 . 2d W ednesday in September 1st Tuesday in October. . . 1st Wednesday in October 1st week in October - - - 1st Wednesday in October B. L. Lawson, M. D., dean . George Mendenhall, M. D., dean. Daniel Payton, M. D . E. E. Eogers, M. D., dean . B. Howard Eand, M. D., dean _ Ann Preston, M. D., dean . F. M. Eobertson, M. D., dean . . . . 56 100 408 435 50 273 26 8, 000 5, 651 20 00 60 00 110 00 140 00 140 00 105 00 130 00 2d Tuesday in October. . . . October 1 . 1st Friday in Xovember . . 2d Monday in October. . . . 2d Monday in October. . . . October 13 . 1st Monday in Xovember. John B. Lindsley, M. D 209 1, 186 135 00 2, 000 1st Monday in October Alex. Erskino. M. D., dean . . . T. J. Heard, M. D . S. AT. Thayer, M. D., dean. . . . S. Maupin, M. D . L. S. Joynes, M D., dean . 50 00 105 00 70 00 100 00 120 00 35, 000 600 1st Monday in October . . . 1st Monday in December . 1st Thursday in March . . . October 1 . 1st Monday in October . . . Johmson Elliot, M. D., dean .. John C. Eiley, M. D., dean _ Eobert Eeyliurn, M. D., dean. A. L. Clark, M. D., dean . John M. Scudder, M. D., dean . . . Eobert S. Xewton, M. D . 51 35 166 1,477 45 135 00 1.35 00 135 00 50 00 70 00 100 00 2, 000 500 October 1 . October . 1st Wednesday in October. 1st Tuesday in October. . . . 2d Monday'in October . October 19 . S received from these institutions. 524 ANNUAL REPOKT OF THE Table VI. — Statistics of Medical, Dental, and Namo. 3. '^Botanic" system. Physio-Medical Institute t . 4, ^^Homoeopathic"^ system. Hahnemann Medical College* . Homoeopathic Medical College . Homoeopathic Medical College* . New York Medical College for Women*. . . Cleveland Homoeopathic Medical College . Homoeopathic Medical College for Women Hahnemann Medical College* . . . II. DENTAL. Baltimore College of Dental Surgery . . . . Dental School of Harvard University . . . klissouri Dental College . New York College of Dentistry* . Pennsylvania College of Dental Surgery. Dental College* . ni. PHARMACEUTICAL. California Pharmaceutical Society* . Chicago College of Pharmacy . Indiana Pharmaceutical Society* . Kansas College of Pharmacy* . Louisville College of Pharmacy* . Maryland College of Pharmacy . Massachusetts College of Pharmacy** . School of Pharmacy, University of Michigan . East Saginaw Valley Pharmaceutical Association*.. St. Louis College of Pharmacy . New Jersey Pharmaceutical Association* . Newark Pharmaceutical Association . College of Pharmacy of the City of New York . College of Pharmacy of Baldwin University . Cincinnati College of Pharmacy* . Philadelphia College of Pharmacy . lihode Island Pharmaceutical Society . School of Pharmacy of Howard University* . Washington Pharmaceutical Society* . Location. Cincinnati, Ohio Chicago, HI . St. Louis, Mo . . New York City, N. Y . . do . . -. Cleveland, Ohio . . do . . Philadelphia, Pa . Baltimore, Md . Boston, Mass . St. Louis, Mo . New York City, N. Y . Philadelphia, Pa . . New Orleans, La . San Francisco, Cal _ Chicago, HI . Indianapolis, Ind . . Leavenworth, Kans. . . LouisvlUe, Ky . Baltimore, Md . Boston, Mass . Ann Arbor, Michigan East Saginaw, Mich . . St. Louis, Mo . Newark, N. J . New York City, N. Y . Berea, Ohio . Cincinnati, Ohio . . Philadelphia, Pa . Providence, K. I . . Washington, D C - . . do . 1859 1858 1859 1863 1849 1868 1839 1868 1866 1865 1856 1859 1841 1867 1868 1863 1829 1865 1821 $5 2 2 20-35 2-4 ^2d 30 *No recent information has been received from these institutions. t There is also a Physio- from several professors of the Harvard Medical School. § Besides instruction from several professors COMMISSIONER OF EDUCATION. 525 Pharmaceutical Institutions, ^c. — Continued. President or dean. O t Commencement of lecture TVilliam H. Cook, M. D. 42 81 $75 00 3d Tuesday in October . 1 P. A. Lord, M. D., registrar . J. T. Temple, M. 1)., dean - J. Beakley, M. D., dean . Mrs. C. S/Lozier, M. D, dean. A. O. Blair, M. D . George H. Blair, M. D., dean C. Herring, M. D., dean . 11 7 10 9 11 8 9 56 86 29 100 90 00 105 00 115 00 90 00 900 1, 000 5, 000 October 12 . November 1 . 2d Tuesday in October . 1 st Monday in November . . October 11 . 800 2d Monday in October 1 2 3 4 5 6 7 P. J. S. Gorgas, M. D., dean . N. C. Keep, M. D., D. M. D., dean. . Homer Judd, M. H., D. D. S., dean. N. W. Kingsley . T. L. Buckingham, D. D. S., dean . . 69 27 16 42 83 12 30 451 120 00 110 00 100 00 150 00 100 00 100 October 15 . 1st Wednesday in Nov’ber. 2d Monday in October _ . October 15 . 1st Monday in November.. James G. Steele, dean . N. G. Bartlett, dean . . H. V answeringen . . Robert J. Brovm . C. Lewis Diebl . . J. Brown Baxley, dean . G. P. H. Markoe, dean . . A. B. Prescott, M. D . S. S. Garrigues . . Willi, am H. Crawford . . C. H. D.alrymple . . C. W. Badger . . William Hegeman . W. D. Godman, D. D . W. J. M. Gordon . Robert Bridges, M. D., dean. Albert L. Calder . . Gen. O. O. Howard . . R. B. Purguson . . 32 20 198 25 752 30 00 30 00 36 00 30 00 30 00 45 00 2, 000 300 450 450 2, 500 1st Monday in October. 3d Tuesday in October. 2d Monday in October . October 1 . 1st Monday in October. 1st Monday in October . 3d Thursday in November. October 1 . 1 2 3 4 5 6 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Medic.al Collef^e for women, (Prof. A. Curtis, M. D., dean,) to be opened. || Besides instruction of the St. Louis Medical College. ** Originally incorporated as a society in 1852, instituted in 1823. V E 3 % 1 o 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 2G 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 ,43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 n O ANNUAL REPORT, OF THE Table VII. — Statistics of noi'mal schools in the United States, compiled Name. LOCATION. Date of or- ganizat'n. Principal. City or town. State. Alabama f..... ..do .... _ _ do . _ do . _ do . . Arkansas . California . 1862 Egv. W. T. Lucky, -A.. AT. Connecticut .... 1849 J. JT. Carleton . . _ Delaware . 1867 J. C. Harkness _ ... Gainesville . Florida . . . _ _ do . Georapa . Ti'. A VV n TA Dlinois . 1857 B Edwards LL D _ do . 1868 T) W entwnrth _ do . 1868 _ _ do . A Vfl'''^^dcrA _ do . Indiana . 1867 W A .Tones ...do . 1867 Mary TT Swann ...do . 1867 Amanrla, P Pnnnell Iowa . 1866 S N Fellows City Trainin" School . Davenport . - do . Kansas . 1863 1864 'Mrs. M. A. McGonegal . . T, B Kelloo-cf Kentucky . _ do . E. H. Fairchild, D. D _ Louisiana _ - 1858 ‘ "Mrs K Sbaw _ ..do . 1869 ,T V Healey _ Maine . 1867 G. T Fleteher _ _ ..do . 1863 C G Ponnfls .. _ Maryland . 1865 M A Newell _ .... Massacliusetts . - 1839 J \V . Dickinson _ .do . 1839 A nnie E. .Tohnsnn _ _ _ do _ 1854 D. B. Ha aar . ... State Normal School . Brido'ewater . . . . _ do . . 1840 Albert G. Bay den, A. M. C^ty Normal School . Boston . do . City Normal School . IForcester . do . State Noi'mal School . Vpsilanti . Michigan . 1849 O p. Mavhew . Pirst State Normal School . . . TFinona . Minnesota . W. E. Phelps, A. M . Second State Normal School- Mankato . do . G. M. Gage _ ; . Third State Normal School. . St. Cloud . do . Ira Moore . Noniial and Man 1 Labor’ So’l Tugaloo _ _ _ IMississipui . Normal dep’t ilissourilJniv’y Columbia . Missouri . 1867 D. Bead LL. D . Central Normal School . Sedalia . ...do . -George P. Beard, A. M. . Citv Normal School . St. Louis . . do . 1857 Anne C. Brackett . State Normal School . Peru . Nebraska . 1867 J. M. McEanzie . Nevada . New Hampshire. State Normal School . Trenton . New Jersey . John S. Hart, LL. D . Parnnm Prep’tory Nor. Sch’l. Beverly . _ _ do . do . State Normal School . Albany . New York . 1844 Joseph Alden . State Normal School . Oswem . _ do . 1861 E. A. Sheldon . State Normal School . Brockport . .do . 1866 State Normal School . Cortland . ...do . 1866 James H. Hoose . State Normal School . Fredonia . _ do . 1867 Dr. John W. Armstrong. State Normal School . Potsdam . _ do . 1866 M. McVicar . State Normal School . Buffalo . _ do . 1867 State Normal School . Geneseo . . , . do . 1867 Stntf! Normal School Millersville . „ . . PcHnsylA^Hnia . . . 1859 E Brooks . State Normal School . Edinboro . _ _ do . 1861 J. A. Cooper . State Normal School Bloomslmrg do . 1869 TT. Carver . State Normal School . Mansfield . _ do . 1862 Charles H. Verrill . State Normal Sch.ool . Kutztown _ _ do . 1866 John S. Erm entrant . Girls’ Normal School . . Philadelphia do .... 1848 G. IF. Fetter . Soirth'western Normal School Lebanon Ohio . A. Halbrook . Oregon State Normal School . Bristol . Ilhode Island . . . 1852 N ormal class Avery Institute Charleston . South Carolina. Normal class Fish IJuiversity Nashville Tennessee Prof. Spence . Texas . State Normal School .Tohesori Vermont 1867 State Normal School Bandolph do _ 1867 State Normal School Castleton do _ _ 1868 Normal and Afcricultural Sc’l TTampton Virginia 1868 Gen. I. C. Armstrong _ State Noi'inal School Marshall Col.P.O ^tV^est Virginia . - 1868 S. B. Thompson . State Normal School . IFest Liberty do . 1870 E. H. Crage . State Normal Scl^ool . Fairmont . . . . do . 1869 J. C. Gilciirist . State Normal School . . . Platte ville VV i scon sin 1866 E. A. Charleton . State Normal School \Vh i tewnt er .do 1867 Oliver A re.y, A. M - . . State Normal School Madison do . 1862 State Normal School Oshkosh . do . 1867 Normal Department of Lincoln Institute, •Jefferson City, Mo , with COMMISSIONER OF EDUCATION. 527 from the most recent reports sent to the United States Bureau of Education. 0 2 o o NO. OF STUDENTS. Whole ilso. [graduates. Course of study. No. vols. in library. Annual ap- ])ropviation from State or city. Annual expense to each student. Time of anniversary. Male. Fein. Total. j'Soo 4 22 166 188 132 188 90 148 89 413 120 2 years. 3 years. 1,500 $8, 000 00 May . 8 75 7.5 73 27 244 6 ! 6-2 6 1(59 99 3 years. 3, 000 12, 500 00 $100 to 200 Third Thursday in June. . . 75 10 12 100 13 151 2 1 2 2 10 12 64 13 76 9 1, 000 2, 500 00 Second weelcin .Tune 36 102 42 Supported by 150 to 200 Last Thursday in J une .... Last week in Juno . 91 75 16 3 8 7 7 195 40 195 60 280 140 144 167 130 216 162 50 Third Saturday in June . . . 20 3 years. 2 years. 2 years. 2 years. 2 to 4 yrs. 1,200 2, ono 00 4, 400 00 8, 000 00 ^ 8, 500 00 > 8, 500 00 8, 500 00 8, 500 00 180 00 Third Thursday in March. 24 120 102 500 1, 3C0 900 8, GOO 5, 000 Last week in May 160 00 163 00 175 00 200 00 Third Thursday in July. . . Last Tuesday ol each term. Last of Jan. and first July. Second week in July . 8 130 216 119 1, 148 552 1, 062 43 11 7 5 4 342 185 136 52 230 41 4 years. 2 years. 2 years. 2 years. 10, 000 00 5, 000 00 38 38 10 147 93 42 3, 000 160 00 Fourth week in June . 5 40 41 81 3, 000 140 to 200 Last Thursday in July . G 104 104 102 190 91 50 3, 531 95 75 14 150 00 Third week in June . , 3 years. Last week in June . 7 7 20 83 143 111 279 1 194 375 432 234 135 96 37 3, 000 1,000 1,2-00 241 750 10,000 state. 2,400 Far. est. 16, 000 00 16, 000 00 12, 000 00 150 00 160 00 180 00 160 00 Last Thursday Jan. & June. June and December . 1,709 314 10 July 8 and February 4 . 2 12, 000 00 653 425 1.50 337 343 370 384 130 30 67 3, 900 5, 000 00 5, 000 00 5, 000 00 5, COO 00 200 00 170 00 184 00 178 00 Third Thursday in July . . . 1, 662 630 2, 000 Third Thursday hi June. . . 11 6 370 145 1,019 500 11, 925 24 2 75 February and July . 239 4 2 69 167 108 171 177 338 29 35 500 500 1.50 00 160 00 Third Wednesday iu Feb. . 5 5 2 70 70 24 70 118 49 50 184 180 3 years. 9 tn 4 vra. 48 25 2, 500 00 200 00 . '2 to 4 yrs. 9. to 4 vra 3 years. 600 8, 000 to 10, 000 50 00 Last week in Juno .■ . 11 70 118 * 1 au annual State appropriation of ■'$5,000, is only ju; t developing Table yUl.—Statistics of agricultural and scientific schools in the United States: 528 ANNUAL REPORT OF THE •e^.U3pTl!^S JO joqraujsi; eiojonjjsui JO Joqranj^ o I Fl-S >3 o i-T* - bC.i4 ? c d P rorO &-'2 ^ ^11 d^ H p :« « i|p f-3 • "1 a rn • U (D t> > P © © . p p LO (0? CO CO CO CO CO CO 'O CO GO CO 00 00 CO ^ CO CO GO 00 gg I 1-5 P O Cu-^ o 0-05 a i-si^ajphs cS g p^ iC3 p g o a :;a © M 9 p ^ prP H^ fl g-g I a ^ ^ o b.g- atzipp£L2LS ;lz:;^|2;OOPP il' © o 9 t> a ” §.a^ ® S5 i &l.i ajp ^ S O ® '©^ fccp opp .a|lli|-i| a|g :‘2|=a§^ii^ ■«1^P -OP^PPOP^Q p ? ap C3 C3 • ®r^ P :ps o a o o © ^ y) <1^ oO ® 1§® '.9=0 0 bca © a -2 p ■ p a ® b., © ® ^ +2 fcipo a *^3 O O . (D S ^ a M .goglS P ^i1‘b2 •p1'&-.© 0-55 03 ^2^ ® o ^ a p fcip o © P P O ® 2r2-' 9 a o a g O flp C3g g «9v. ijRB'Sfclo OS^^Po©C bt'gpppp rt. :oif^ a_s 2 o. 3©©©0;3p.0 :-ate§^ 0.2:1^ fcH ' ' bc-S-H ‘=1 2 o 'w'gp 203^ o o o >- P>S=o.p' © :cl © ■|.2 § g § ^ ®p op O c PoPo sp O P-i ®p •gl •i c3 § II ■© ® ® >> g^-a ® [:3 '^<1 I'S II •jaqtan^ th w rt ► O 1“* Cl ^5 »C CO So far as they have been reported to the TJ. S, Bureau of IMucation. Table IX.— Commercial Colleges.- COMMISSIONER OF EDUCATION. 529 eouini[OA ’ JO joqoinj^ •nramp? JO ioqmnj^ •sjuDpnjs JO joqranx O O t' O (M LT O (X) O 00 lO O 0» •oi'wo •ejossojojd JO joqranj^ •papuTioj uoqAi i : : : «• ; . .CG . • .4JpHO' . ^ 23'p >'^0^-0 fell o f-i 'o -o ; S t poo g s s^r^sa s <^P3phopho^p o o §CfcX) o O o p-a fcc C O Q 00;pl S |6 2s® ^ .s » Ss§ ppl £ g,P £•1-2 2^ o fcO fc£0 op TO S ^ 2h”p |o| d s od ' '^oo 3 o § pq fccS 'J o 3 o ® ,®S3 o fcctfl 03 _0 s ©a s^- so Sp S PggM‘^_3 3 ^ rt s3q; g'®£- Ill-dPgll I.s5|w -O s - - 3 s ® oOP 0'^.2'S g.P’S s'! o s {!/ tc s rt ® 'G £ t2 g^POPOPWaPPOHF „ . ! ci^ S S f-< 3 P?!2lppg-g 34 E icicTfirjot-oocio— - o ^ co" of o C5 o? O c: o CO 00 o ’^io%oni^sm JO jaqrauj^ LO c: ^ r o g J I iCO § a-S-g 1S5S' ^ o lo o .0 X 1- ^ CO t- d d d rH •8ai;uni0j[ 'saiuj^ Ci -H Cl O r-< ^ GO d ^ o d O CS.QO o t- CO rH C; 'Xi ' ^ c •sa^tjuiax •sapK i I 0 tT.S O X o gi^.3 gi|.Plg 3H|| go > > p *=1 <1 ►r . o o c , . b£ rS'tC J o C<1 IS-' ^-3 © tH nN ^■'si 11^ <1 'p M Pi ©3 li S a b. rt a >o OH qW hJW •uoijupunoj JO xxiox CO GO ao GO O *0 LO d CO d T}^ TJ- LO CO Cl O GO CC 00 GO 00 GO GO r- CO CO i-H C5 CO lO CO LO LO CO GO 00 GO 00 GO GO tr.Sr~r ■ ■ r- o g t> S '■ 6 P pa ® r' J - - o ©'^ ^ • a -S CO ^ St ka " • P© = § £ ;25 J°6 ib-lVr-S ?! 3l S go ©?a:^-£‘gl §'1 t ^ ?r§.S-go § 0.3 'S 'at5'a<^"oS3'2gJ^ats^S.'^o;3a3'aSo©b©'rt'o m 3 9 -S ^ a Ej - © I t &i;H: lO) © o bug ^ y,'^ gS ^ a2'aS©©o©'a'o£3ra"aa3©rto •S 3 S^32 a-o ©"p « a g, a s^1| p|p a .. ^ ..o ^4^ C.^ ©, ©H a a a - © © © a PPP £ o 3.0 ^ pan"^ c c o a 1? g "g o X X X Q HMH ; a a !PP a a © © © ppp 05p s s p iP 2 S o ;^ppp ip|:2 i^ a a a ; aJ .2 .2 -S ! S a a a a a a a a a ©3 g a P . as ■ S b .g.g ^Sp g a § P'S a ,a a fig as a © BP © a'^ -a ©-as a o ©, S-^^a-vT'-Sp^fH SSa©©©o© p^.2PPPpP -p J .'g'-a'g' a o o S o o SP a a 4.J ^ ■+J 4P -4^ •*— ' 4^ X^l^XCOXXXI a Xap a a a a a mmOhmmhm tit p Ip a a a «M a©- aq a ©b-i - fi'gfi © © © !Sp5 §i§ III Ifi f-t S ^ c2 a:2 afi g Or— 2 ■■§§S is I pp^ .a a PP a a a a asa> g a PP a a a a a cs © © PP tis a a O O COMMISSIONER OP EDUCATION. 531 ooo i> O I Cl o Cl w o sll!- ^ o' I j a ^-: vS Cg|^?^pa ^’' J s -3 il- ® o ■ S d • 'xS 3 o2 2 PP 33 . ' o . > -O P oc._„ PP fl & ® 2-2l3 '-' 3 o £ £ 3 ! C fl p P's O oM o ?i :3'P o’-S o S ‘JS -p '.Ij « OJ 33 -g 50 P Jill 5? >2_=^=M “ ^023 ^ c5 ' ;^p ' 4i^ ® 3 CCPWjZi P§ c o a^. 'PS |w o3 ♦^ (^, y ^ ^ fl Q^P in rHQ r§ 'S C O 2 ® 0,0 CO«2P C cn §:? .^-1. .233 Si3 3 g3 3MP ^33 ■*^ *3 tf^ S ftPi 3 p p •ila CO . _ * . p a p p o ali’i Ph'^ o o = 33^ w ®33 p, '“n? s Tf '5 £J pJ l^ll ajcca * .(- +H-101 Table XI. — Institutions for the insane in the United States 532 ANNUAL REPORT OF THE al Ln COJnilSSIONER OF EDUCATION. 533 Cl rc ir: o ' ; o , , . I .^5 o 'a • .' '^Sp OOOOOOCXjOO . 00 CO CO 00 OC go 00 00 ' O U-5 ) zo lO . 00 00 CO 00 a a =1 C? ■ X acM .S'TirS'O e ^ I I I P o . . .p a X a Ef'a rO 5 ® c ,0.3 ■ CfT-a • •»•??•• ( III »«*»d • M • ‘S • • • S • • • £ 5 • ; • o a § tB 1 I ■ a P a .S ■ _§ 2 a i cJ ’?d O^WM'<}<10l'Ot-OOCJOT-(C‘fWns<'« CO 00 jn • -e [>j • ^ .2 cfpSF I|ll§|§l1.2| -lll^ltl'il'l I O^l-IH W^h^W FM 1-3 M 1^ W W O 1-5 R^;3 's.g^ g s a .2 '*-'.2 :w •rS : a . Cj ■PT _ . _ - . ; © i n© -rJ r© rcl 1p.S 9 9 2 S.'^ ‘=*^'SwSSww . s © © © © © © i A .a ^ ^ 41 ^ ■ H +3 +3 tJ -(J I fH p ei (L ei pH ' O 0,0,0 O 0,0 1 tM HH 'tH 'H HH ttH a d a a a a a o o o o o o o h3 ^ h3 p p p p a a a a a a a '©'© a a a3ai WW ran© a a ci a ^BB • n© : a :w rarar© g.© _ . _ 3 ©la:) 'spp gwws^^sa -5'a'a«ss5n3S -*Qq|g88SSS 1 ■+^ Cm Cw Cm Cm Cm Ch I a .■2 ,9 "to ^"S 'S'M'Stoto'S'M^ ^ -^'S'm'*h'2'...._.. '‘^gggaaaaaaoo ^«*hcm O O O O O 0,a o 9 a a a‘-gm'-g’-S;»1 ,5 ^ ."S .1:^ ^ .-S ;S .-S ^ ."S *^S?S^S?®®^O5c005CO.qa5 •agqranjq l(M«'<} of instructors 26. Total number of students during the term, 2,824, distributed in the following man¬ ner : Free art school for women, 231. Free school for women in School of telecyraphy for women, 82. School of telegraphy for i school of science, 744. Free school of art, 1,702. Annual receipts, $44,805 55. Annual expenditures, $43,871 70. SCHOOLS OF MUSIC. Information has likewise only been received from one of this class of schools, viz., the New England Conservatory of Music, in Boston. ^ Name, New England Conservatory of Music. Location, Boston. Diiector, E. Tour j6e. Number of instructors, 34. Total number of students during the term, l,8.-7 1,436 ladies, 391 gentlemen. NAUTIC.UL SCHOOLS. Information has been received from one of this kind of schools, viz., setts Nautical School, which forms a branch of the Massachusetts State Refoiin School ^^xlmel^Massachusetts Nautical School. Location, school-ship ton Harbor. Year of foundation, 1860. Superintendent, Richard Matthews. Salaried officers 14. Boys received during the last term, 476. Total number ot boys received during the last ten years, 1,950, (average age, 15.) Of these, 778 ^ the national, merchant, and whaling service ; 76 enlisted in the Aim > 644 have been discharged on probation. Income, $65,939 40. Expenditures, !;p0o,93J 40. 536 ANNUAL EEPOET OF THE Table XVI. — Young ATen’s Christian Associations of the United States. Location. Mobile, Ala . Montgomery, Ala . San Vrancisco, Cal . San J os6. Cal . Ausonia, Conn . Bridgeport, Conn . Bristol, Conn . Colchester, Conn . Goshen, Conn . Meriden, Conn . Middletown, Conn . Milford, Conn . Mystic, Conn . New Haven, Conn . New London, Conn . North Stonington, Conn . Norwalk, Conn . Plantsville, Conn . South Norwalk, Conn . Waterhury, Conn . "Woodhury, Conn . Cairo, HI . Jacksomdlle, HI . Olney, Ill . Princeville, HI . Shelby^nlle, Ill . Springfield, lU . Aurora, Ind . Cambridge, Ind . Indianapolis, Ind . Jefiersonville, Ind . Lafayette, Ind . Cedar Kapids, Iowa . Dubuque, loAva . Waterloo, Iowa . Manhattan, Kans . Louisville, Ky . Auburn, Me . Augusta, Me . Bath, Me . Biddeford, Me . Brunswick, Me . Gardiner, Me . Gorham, Me . Laconia, Me . Lewiston, Mo . Portland, Me . Skowhegan, Me . Watervillo, Mo . TVinthrop, Mo . Yarmouth, Me . Baltimore, Md . Baltimore, Md., (central) . Mecbanicstovai, Md . Woodsboro, Md . Attleboro, Mass . Boston Highlands, Mass . Boston, Mass . . Charlestown, Mass . Chelsea, Mass . Clinton, Mass . Conwaj^, Mass . East Boston, Mass . East Cambridge, Mass . East Weymoxith, Mass . Fall Kiver, Mass . Fitchbur", Mass . Greenfield, Mass . Hatfield, Mass . Haverhill, Mass . Holden, Mass . Holliston, Mass . Hopkinton, Mass . Holyoke, Mass . *. .. Leicester, Mass . Leominster, Mass . President. F. H. Price . S. B. Breeser . Noah Brooks . Calvert T. Bird . D. Bartholomew - Debney Carr . A. J. Sessions . llussell Gillette . Alsou Sanford . F. H. Williams . Henry E. Sawyer . . . Elliott B. Platt . Thomas E. Packer.. J. H. Starkweather . Henry C. W eaver . . . Nelson A Brown.... James E. Barbour. . . E. W. Twichell . E. D. Cornell . Leuthel S. Davis _ Charles D. Minor . . . C. P. Parsons . Z. S. Gunn . C. W. Ayling . E. Gallagher . E. A. Wilson . E. S. Clark . B. F. Lamb . John W. Pay . B. A. Johnson . Lewis Falley . E. F. Pomeroy . Joseph Chapman. . . . Joseph Jones . C. E. McCallester . . . J. E. Hardy . J. E. Lamed . David Cargill . A. C. Palmer . David Pond . Charles Nelson . Isaac S. Mitchell - Stephen Hinkley . . . . F. W. Eeeves . G. W. Carcelon . W. E. Gould . Eyre Staples . Theodore F. White . Levi Jones . A. L, Losing . S. W. J. Hopper - William A. Tuttle . . James Creager . W. Irving Parsons. . Charles E. Bliss . C. E. Miles . Moses W. Pond . Charles E. Daniels.. Alfred Blanchard . . . E. P. Wliittaker - Martin L. Mead - Frank Wood . AV. B. Savage . AY. P. Bill . E. C. Nason . J. C. Moulton . D. L. Sammis . G. AY. Dickinson - G. W. Duncan . F. M. Stovell . James F. Chrisholm J ohn C. Adams . Amos Andrews . William F. Halman. Kobert Buit . GO 825 110 100 118 160 95 44 50 100 133 250 143 23 138 186 82 125 99 28 50 45 35 99 73 100 14 324 36 321 168 159 170 40 812 215 50 100 95 57 78 58 ICO 240 312 46 34 54 49 680 175 34 84 58 223 2, 000 161 290 67 32 350 60 55 225 167 98 69 215 67 41 108 112 57 175 No. Yes. Yes. Yes. Yes. Yes. No. Yes. Yes. Yes. Free. Yes. No. No. Yes. Yes. Yes. No. No. No. No. Free Yes, No. Yes Yes Yes Yes No. Yes Yes Yea No. No. No. Yes. No. Yes. Yes. Yes. No. Yes. Yes. Yes, No, Yes. Yes. Yes. Yes. Yes. Yes. Yes. No. Yes. Yes. Yes. Yes. No. Yes. No. No. Yes. Yes. No. o.a . a ga 1,000 3, 600 1, 091 120 100 1, 000 470 None. 1,200 400 300 49 359 None. None. 1, 500 25 600 350 5, 800 1, 400 None. None. 110 110 250 None. 218 ’’*2,’ 200 None. 200 100 210 None. None. None. 300 None. 865 No. No. No. No. No. No. No. No. No. Yes. No. No. No.' No. No. No. No. Yes. No. No. No. No. No.' Mu. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. Yes. No. No. No. No. No. No. COMMISSIONER OF EDUCATION. 537 TAm.TC XVI. — Young Men^s Christian Associations of the United States — Continued. Location. President. a 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Lowell, Mass . Lynn, Mass . Marblehead, Mass . Middlcboro, Mass . Milford, Mass . Northampton, Mass . North Brookfield, Mass . Orange, Mass . Beading, Mass . Bockport, Mass . Butland, Mass . Sandwich, Mass . Salem, Mass . Salisbury and Amesbury, Mass. South Deerfield, Mass . Somerville, Mass . South Boston, Mass . Spencer, Mass . Springfield, Mass . Stoneham, Mass . Sunderland, Mass . Taunton, Mass . Townsend, Mass . TTakefield, Mass . West Amesbury, Mass . Westfield, Mass . Worcester, Mass . Adrian, Mich . Allegan, Mich . Detroit, Mich . Eaton Bapids, Mich . East Saginaw, Mich . Grand Bapids, Mich . Hudson, Mich . Ionia, Mich . Jackson, Mich . Kalamazoo, Mich . Monroe, Mich . Niles, Mich . Olivet, Mich . St. Clair City, Mich . Trenton, Mich . Minneapolis, Min . Bochester, Min . St. Paul, Min . Holden, Mo . Kansas City, Mo . St. Louis, Mo . St. Louis, (German,) Mo . Omaha, Nebr . Claremont, N. H . Concord, N. H . Exeter, N. H . Francistown, N. H . Farmington, N. H . Great Falls, N. H . Manchester, N. H . N.ashua, N. H . New Ipswich, N. H . Salem, N.H . Wilton, N.H . Atlantic City, N. J . Bridgeton, N. J . Elizabeth City, N. J . Jersey City, N. J . Montclair, N. J . Newark, N. J . Orange, N. J . South Orange, N. J . Toney Biver, N. J . Trenton, N. J . Westfield, N. J . Albany, N. Y . Amsterdam, N. T . Auburn, N. T . Binghamton, N. Y . Brooklyn, E. D,, N. Y . William H. Sherman.. 354 Jabez AYoods . 200 W. B. AYoodbridge - 48 Samuel Pattison . 60 A. A. Cook . 105 N. B. Hussey . James Miller . 55 B. Hunt . 120 Bobert Bowser . 60 N. Bichardson, jr . 88 W. A. AYheeler . 58 J. K. Chii^man . 22 D. B. Ha gar . 300 A. H. Eielden . 46 G. W. Bardwell . 85 W. H. Hodgldns . 104 Henry McCoy . 150 Daniel A. Ball . 51 Henry W. Hallett . 300 J. P. Smith . 30 Albert Hobart . 93 AY. H. Fox . 131 J. W. Eastman . 24 Waldo E. Sowdry . 100 James D. Pike . 101 E. B. Smith . 175 H. H. Merriam . 720 JohuAYebster . 123 John 0. Northrop . 50 David Preston . 480 C. D. Keyes . 20 H. L. Harrison . 150 Moreau S. Crosby . 150 E. M. Hulburd . 30 Joshua Hudson . 60 David W. Smith . 210 Henry C. Briggs . 137 E. J. Boyd . 1 65 H. E. Glenn . 86 John H. Hawitt . 45 E. L. HiU . 32 Fletcher Liusley . 50 W. 0. Hickey . 249 J.D. Blake.. . 50 S. S. Taylor . 137 J. P. Morrison . 15 D. A. Williams . 100 Shepard Wells . 500 J. C. Bartram . 94 Watson B. Smith . 175 Osmon B. Way . 55 S. Humphrey . 147 Noah Hooijer . 34 N. B. Marden . 48 E. AY. Bicker . 95 Henry Swasey . 100 John P. Newell . 300 T. W. H. Mussey . 167 A. F. Newton . 85 Isaac Woodbury . 66 Philander King . 32 J. Henry Hayes . 45 James S. Beaves . 150 AY. J. Carlton . Henry AA^. Buxton . 840 C. B. Morris . 93 C. C. Lathrop . 538 T. F. Seward . 120 Daniel AYilson . 85 Alexander Frazer . 26 Josei)h I. AYelling . 336 Israel C. Pierson . 62 Edward Savage . 52 Edward Eldsett . 150 Bichard S. Holmes - 151 C. A. Whitney . 85 J. B. Thomas . 500 Ye.s, Yes. Yes. Yes. Yes. Yes. 600 352 20 1, 227 No. Yes. No. Yes. Yes. No. Yes. Yes. No. No. Yes. Yes. Yes. Yes. No. Yes. Yes. Yes. Yes. No. Yes. Yes. 450 None. None. 60 None. None. 24 None. None. No. No. Yes. No.” Yes. 77 500 No. No. No. No. No. No. No. Yes. 500 Yes. Yes. 50 100 Yes. Yes. Yes. Yes. Yes. Yes. Yes. None. None. Yes. Yes. Yes. Yes. Yes. 50 164 281 No. No. No. Yes. Yes. Yes. Yes. No. Yes. 25 1,000 1,000 290 1, 275 None. 70 None. No. No. No. No. No. No. Mu. No. No. No. No. Yes. Yes. Yes. Yes. Yes. 1,000 None. 100 No. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No. No. Free. Yes. Yes. No. Yes. Yes. Yes. 1, 000 700 500 Yes. Yes. 300 275 No. No. 4, 000 80 1, 184 No. Yes. 457 200 350 No. Yes. No. No. No. No. 538 ANNUAL REPORT OF THE Table XVI. — Young 2IeiVs Christian Associations of the United States — Continued. Number. Location. President. Number of mem¬ bers. Beading room. Number of vol¬ umes in the library. Literary class. Free classes. 154 Brooklyn, N. Y . 3, 000 Yes. 4 879 No. Yes. 1.55 Buffalo, N.T . 900 Yes. 4, 000 Camden, N. Y . 72 Yes. 157 Canastota, N. Y . B. H. Basback . 36 158 Cornell University, Ithaca, N. Y. 55 No. None. 159 Cortlandt, N. Y. T. . Henry F. Benton . 63 Yes. 100 ICO East Brookl3m, N. Y . Edgar A. Hutchins _ 183 Yes. 700 Yes. IGl Eaton, N. Y.^ . 33 Yes. 1C2 Elmira, N. Y . E. S. Palmer . 268 2, 200 4, 000 Yes. 163 Fulton,' N. Y . TV. J. Townsend . 259 Yes. 164 Goshen, N. Y . Charles E. Merriam. . . 87 Yes. 330 165 Isaap Mull . 120 Yes. 1,200 166 New York City, (colored,) N. Y. . Oliver S. Carey . 160 Yes. 425 167 154 Yes. No. No. 163 Malone, N. Y . 72 Yes 169 Middletown, N. Y . Theron L. Little . 100 Yes. 175 No. No. 170 179 Yes. 171 Newtown, N. Y . Le Garde T. Moore _ 85 172 New Utrecht, N. Y . 100 173 New York City, (German,) N. Y. Henry Berge . 120 Tes. 300 174 New York City, N. Y . . . . . AV. E. Dodge, jr . 5, 107 Yes. 6, 646 Yes. Yes. Nichollville, N. Y . 28 No. None. 176 North Shore, L. I., N. Y . M. Flay Beading . 295 Free. 450 No. No. 177 16 Yes No. No. 178 Os^we^o,N.'Y . Orville J. Harmon _ 134 No.' None. No. No. 179 250 Yes. 300 Yes. 180 John I. Platt . 190 Yes. COO 181 Prattsburg:, N. Y . John S. Parker . 58 182 244 Yes. 700 Yes. 183 Saratoga Spa, N. Y . T. F. Allen . 202 Yes 225 No. Xo. 184 Syracuse, N. Y . Isaac Bridgman . 272 No. 185 titica, N. Y . AVilliam li.’ Fisher . . . . 180 Yes 100 No. No. 186 Akron, Ohio . Jacob A. Kohler . 120 Yes 187 Alliance, Ohio . E. P. Goucher . 188 Amherst, Ohio . A. C. Hitchcock . 189 Ashland, Ohio . P. Q. Stoner . 190 Ashtabula, Ohio . James K. Stebbins _ 75 Yes. Yes. 191 Bellaire, Ohio . A. L. AVitherel . 192 Canton. Ohio . AVilliam McKinley. . . . 78 Yes. 2, 000 193 Chillicothe, Ohio . James McL. AA^elsh... 194 Cleveland, Ohio . F. M. Backus . . . 446 Yes. 195 Cincinnati, Ohio . H. Thane Dliller . 404 Yes. 800 Yes. 196 Circleville, Ohio . James Loughey . 80 1 Yes. 200 197 Columbus, Ohio . George H. Twiss . 105 j Yes. 350 198 Cumminsville, Ohio . John Joice . 13 199 Damascoville, Ohio . Caleb Maris . 200 Dayton, Ohio . Bobert AV. Steele . 216 Yes. 201 Dayton, (Soldiers’ Home,) Ohio.. AVilliam Earushaw. . . . Yes. 202 Delaware, Ohio . J. A. Alexander . 96 Yes. 203 Denison University, Granville, A. L. Lockert . 70 Yes. None. Ohio. 204 East Liverpool, Ohio . J. M. George . 49 Yes. 205 Elj’^ria, Ohio . F. L. Nelson . 52 206 Geneva, Ohio . H. A. Delano . 70 Yes. 50 207 Hamilton, Ohio . Joseph Saunders . 61 208 TTillshnro Oliio . . Erskine Carson . 161 Yes. 90 Yes. 209 TTniit, shorn Ohio . B. Armstrong . 210 Trnritmi Ohio _ I. H. Young . 211 TiOviTio-foTi Ohio _ A. AV. Burtch . 56 212 T.nol.'h'nifl Ohio . . James F. Merrill . 85 V'es. 213 T.ne^s Ohio _ Jacob Leiter . 68 214 "MnnsCohl Ohio _ . D. Y. Lacy . 245 Yes. 170 215 Mount Gilead, Ohio . B. F. Bartlett . 44 216 i Mount Vernon. Ohio . D. AV. Chase . 61 Yes. 10 No. No. 217 1 Newburv Ohio _ _ _ ... F. Cl.ark Miller . 218 Obeiiiu Ohio . J. AV. Peck . 54 219 Oxford Ohio . , . D. B. Moone . 36 Yes. 220 Painesville Ohio . . AValter C. Tisdel . 40 No. 800 No. No. 221 *P] f|n Olnn AV. Bichardson. . . 222 1 "Prirf Oliin .... T. G. Johnson . 369 Yes. 223 Olnn . Bichard AViggin . 165 Yes. 224 pffi p.l (1 Ohio _ ... AVilliam A. Day . 25 225 Shelhy Ohio . . G. AV. Billow . 77 Yes. 50 226 SpriugA’^iilc, Oliio U. B Affiyhew 43 Yes. 175 227 Rpvino-fiphl Ohio B. F. Priiiee 121 Yes. 2, 000 228 Steubenville, Ohio . Bobert Sherrard, jr . . . COMMISSIONER OF EDUCATION. 539 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 234 285 286 287 288 289 290 291 292 293 294 296 297 298 299 300 301 Table XVI. — Young Men’s Christian Associations of the United Statcs—Coniinued. Location. President. Number of mem¬ bers. Eeading room. Number of vol- runes in the library. Literary class. Free classes. 100 Ves. None. 170 Free. 800 210 Yes. 24 260 Yes. 260 45 Yes. 160 59 Yes. None. No. 95 Yes. None. 436 Yes. 1, 650 20 No. None. 18 162 Yes. 200 28 No. 105 N. J. Clark . 215 Yes. 5, 000 H. K. Porter . . 718 Yes. 300 61 Yes. 350 No No. 300 Yes. 2, 000 No. No. 35 No. E. E. Wiestling . 30 Yes. 329 No. No. 49 Yes. 115 D. S. Burk . 74 47 100 Yes. Mu. H. Ellen . 45 C. H. Payne . 54 Philadelpliia, Pa . . . Peter B.^Sjunons . 3, 374 Yes. 7, 000 Eeading Pa . . . J. H. Stearnberg . 65 Yes. 200 Scranton, Pa . . Henry M. Boies . 376 Yes. No. No. Shippensburg, Pa . T. E. Billheimer . 70 Yes. 30 Sunbury, Pa . Michael Shipo . 23 Tidiout'e, Pa . William W. Hague _ 60 Yes. 60 Yes. Union IMilla. Pa . . Charles W. Dabney... 51 Yes. \V estfield, Pa . . . William M. Taylor _ 30 61 Williamsport, Pa . John Q. Berrv . 115 Yes. 1, 800 York, Pa . David E. Small . 254 Yes. 200 Bristol, E. I . William H. Spooner... 171 Yes. 1, 960 No. No. Pawtucket, E. I . P. E. TilHughast . 120 Yes. 305 Providence, E. I . John Kendrick . 860 Yes. 5, 700 Westerly, E. I . E. F. Latimer . 150 Yes. Wyoming, E. I . S. D. Ashley . 20 No. None. No. No. Charleston S. C . Virgil C. Dibble . 140 Yes. 500 No. Charleston, S. C., (colored) . Henry W. Thomas _ 41 Yes. 12 Yoikville, S. C., (colored) . John A. Kewton . Chattanooga, Term . George Monteith . 22 Brandon, Vt . Edgar J. Bliss . 115 No. 300 Brattleboro, Vt . 0. B. Douglass . 71 Yes. None. No. No. Burline'ton, Vt . AVilliam B. Lund . 135 Yes. 7 No. No. Charlotte, Vt . H. McKiel . . . ." . 53 Fair Haven, Vt . Charles Howard . 51 Yes. Fairlee Vt . John Stratton . 20 No Lincoln, Vt . . . A. W. Eastman . 127 No. M.an Chester, Vt . Samuel G. Cone . 29 220 No. No. Middlebury, Vt . L. E. Knapp . 35 Middletown, Vt . D. Leffingwell . 30 10 12 Eorth Bennington, Vt . B. F. Porter . 73 Yes. 40 Eorwich, Vt . - . William Sewall . 35 Orwell, Vt . Sidney Thomas . 61 No. Peru, Vt . 0. P. Symons . 48 No. 7 Pittsford, Vt . Amos D. Tiffany . 125 Shoreham, Vt . W. Bingham . 101 No. St. Johnsbury, Vt . George D. Warren _ 64 Yes. 50 Sudbury, Vt . D. C. Ketcham . 19 Underliill Center, Vt . W. H. Mead . 23 No. None. No. No. AVaterbury, Vt . iT. J. Colby . . 58 West Berlin, Vt . C. H. Farnsworth . 30 No. Yes. West Brattleboro, Vt . Josex)h Chandler . 44 No. No. No. Windham, Vt . Ilenrv Af. Beers _ .. 29 No. No. No. Windsor, Vt . I. AA^. Hawley . 29 AVoodstock, Vt . L. Eichmond . 105 No. Parkersburg, AF. Va . J. AV. Curtis . . 50 Yes. 306 AVheeliug, AV. Va . Joseijh AATUetts . 266 Yes. 417 No. No, 540 ANNUAL EEPORT OF THE Tadi,e XYI. — Young Men's Christian Associations of the United States — Continued. B Location. President. CC 1 1 d o 6 12! Reading room. Ho. of volumes in the library. Literary class. Free classes. 302 "PoTifl fin Lnc, "Wi’s . . . C. T. Pettihone . 75 Yes. 303 Janesville, TTis . E. S. Pai'rows . 100 304 Porta^'o City, Wis . J. B. Wells . 29 Yes. 305 Racine, Wis . W. T. Bull . 80 Ho. Hone. 30G "Wliitewater, Wis . George S. Marsh . 74 Yes. 21 307 Washington, D. C . 0. 0. Howard . 890 Yes. 16, 000 Ho. Ho. 308 Washington, D. C., (colored) _ J oseph L. Thomas _ 93 Yes. 200 Yes. COMMISSIONER OF EDUCATION. 541 Table 'K.Yll.-Priucipal libraries of the United States, exclusive of those connecicdwith colleges, (fc. a IZi Name. sa Location. C m a « a a § <1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 San Francisco Mercantile Library . Hartford Young Men’s Institute . Connecticut Historical Society . Connecticut State Library . New Haven Young Men’s Institute . IFilmington Young Men’s Association. . . Savannah Historical Society . Chicago Historical Society . Chicago Young Men’s Association . Indiana State Library . . Catholic Diocesan Library . Keokuk Library Association . Dubuque Library . Lexington City Library . Louisiana State Libraiy . Lyceum Library . I . Mechanics’ Library . Maine State Library . Skowhegan Library . Maryland State Library . Baltimore Peabody Institute . Baltimore Mercantile Library . Maryland Historical Society . Maryland Institute Library . Odd Fellows’ Library . Arlington Public Library . Barnstable Sturgis Library . Beverly Public Library . Bolton Public Library . American Congregational Library . ■ Boston Athena) um . Boston Library . Massachusetts Historical Society . Mattapan Literary Association . Mercantile Library . Natural History Society . New Church Library . ! . Massachusetts Stale Library . Young Men’s Christian Association . North Bridgewater . Brighton Holton Library . Brookfield Merrick Public Library . Brookline Pubhc Library . ' . Dana Library . Charlestown'Public Library . Chelsea Public Library . Chicopee Public Library . Bigelow Library . . Concord Public" Library . Peabody Institute . Deer-field Library Association . Fall Diver Public Library . Fitchburg Public Library . Framingham Public Library . Lyceum Library . ' . Public Library . Public Library . Public Library . Public Library . Public Library . Franklin Library . Pacific Mills Library . Public Library . Young Men’s Christian Association . Lowell City Library . Public Library . Pulfiic Library . Public Library . Public Library . Public Library . Free Library . Public Libr.ary . Public Library . Peabody Institute . Phillips’s Free Public Library . Pittsfield Mercantile Library . Public Library . Koxbury Athenmum Library . Salem Athenaeum Library . . . Arras Library . Public Library . San Francisco, Cal . Hartford, Con . . do . . do . New Haven, Con . lyiimington, Del . Savannah, Ga . Chica|’o, lU . Indianapolis, Ind . Vmcenues, Ind . Keokuk, Iowa . Dubuque, Iowa . Lexington, Ky . Baton Kouge, La . New Oilcans, La . . do . Augusta, Me . Skowhegan, Me . Annapolis, Md . Baltimore, Md . . do . . do . . do . . do . Arlington, Mass . Barnstable, Mass . Beverly, Mass . Bolton, Mass . Barton, Mass . . do . . do . - - do . . . do . . do . . . do . . do . . do . . do . North Bridgewater, Mass . Brighton, Mass . Brookfield, Mass . Brookline, Mass . Cambridge, Mass . . Charlestown, Mass . Chelse.a, Mass . Chicopee, Mass . Clinton, Mass . Concord, Mass . Danvers, Mass . Deerfield, Mass . Fall Eiver, Mass . Fitchburg, Mass . Framingham, Mass . Gloucester, Mass . Groton, Mass . Harvard, Mass . Hinsdale, Mass . Lancaster, Mass . Leicester, Mass . Lawrence, Mass . . do . Leominster, Mass . ’ Lowell, Mass . . do . Lunenburg, Mass . Lynn, Mass . . Millbury, Mass . Natick, Mass . New Bedford, Mass . Newburyport, Mass . Newton' Mass . Noif h.ampton, Mass . Peabody, Mass . Phillips"ton, lilass . Pittsfield, Mass . South Reading, Mass . Roxbury, Mass . Salem, Mass . Shelburne Falls . Sherborn, Mass . 1853 1838 1839 1854 1826 1788 1839 1856 1841 1831 1835 1863 1838 1844 1839 1867 1827 1862 1839 1843 1847 1840 1853 1867 1855 1859 1853 1807 1794 1791 1848 1820 1831 1864 18-26 1857 1867 1864 1867 1857 1857 1860 1869 1851 1866 1810 1861 1859 1855 1854 1855 1868 1862 1861 1854 1864 1867 1850 1862 1866 1857 1852 1854 1849 1860 1854 1862 18.50 1869 18.57 1810 1854 1860 25, OCO 20, 755 12, 000 10, 000 7, 589 7, 500 15, 000 10, 870 25, 000 12, 000 5, 500 8, 000 14, 000 14, 000 12, 000 15, 000 30, 000 2, 315 27, 000 34, 588 22, 975 17, 000 16, 000 13, 000 2, 005 1, 845 4,610 1,200 8, 000 100, 000 19, 000 18, 500 3, 000 19, 555 12, 000 1,000 29, 000 4, 610 2, 667 5, 008 1,847 10, 000 4, 000 10, 155 2,345 2, 600 5, 584 2, 000 5, 633 7, 500 3, 000 1, 665 1,200 2, 000 4, 000 1,853 5, 200 5, 000 3, 756 13, 821 1, 3,"0 10, 672 1, 265 2, 540 21, 000 13, 000 1, 800 5, OOO 13, 300 1,809 3, 300 3, 000 8, 000 13, 455 2, 737 1,500 2, 000 1,040 250 350 200 600 250 600 300 750 500 4, 132 900 1,000 50 100 50 1,000 2, 433 400 400 700 500 150 1, 200 310 400 530 175 1,000 300 480 ICO 200 140 50 400 450 175 50 100 300 105 107 300 275 200 600 7G 1, 100 80 1,000 300 200 500 2,70 90 1.50 250 180 300 56 542 ANNUAL REPORT OF THE Table XVII. — Tlie principal libraries of the United States, 4'C. — Contiimed. .a S 0 'A Name. Location. 82 83 84 85 8G 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 Public Library . Jackson Library . Public Library . Public Library . Goodenow Library . Public Library . Public Library . . Public Library . Public Library . Public Library . ■Westfield Athenaeum Library . Public Library . Public Library . Public Library . Public Library . Public Library . Public Library . American Antiquarian Society . Public Library . Young Men’s Society . Micliigan State Library . Minneapolis Athenaeum . Minnesota Historical Society . St. Louis Public Library . St. Louis Mercantile Library Association. Public City Library . City Library . Portsmouth Athenaeum Library . Hewark Library Association . Public Library . Hew York State Library . Young Men’s Association . Brooldyn Mercantile Library . ButFald Young Men’s Association . Grovenor Library . Apprentices’ Library . Astor Library . Cooper Union . Mercantile Library . Society Library . Hew York Historical Society Library.. . Kochester Athenaeum Library . Troy Young Men’s Association . Public Library . Cincinnati Public Library . Mercantile Library . Theological and Beligious Libr.ary . Ohio School Library . Cleveland Library Association . Public Library . Ohio State Library . Dayton Public School Library . Portland Library Association . Pennsylvania State Library . Academy of Hatural Sciences . Philadelphia Athenaeum . Mechanics’ Library . Mercantile Libra, ry . Philadelphia Library Company . Loganian Library . Young Men’s Christian Association . Apprentice’s Library . American Philosophical Society . Pittsbiug Mercantile Library . Howport Public Library . Kedwood Library and Athenaeum . Providence Athenaeum . South Carolina State Library . Charleston Library Society . Tennessee State Library . V ermont State Library . Virginia State Library . Milwaukee Young Men’s Association .. . Library of Congress . Library of House of Kepresentatives . . . Patent Office Library . Library of State Department . Library of Treasury Department . Washington Library . Library of Agricultural Department. . . . Springfield, Mass _ Stockfedge, Mass . . . Stoneham, Mass . . Saul thorough, Mass. ., South Sudbury, Mass Taunton, Mass . Waltham, Mass . Watertown, Mass _ Wayland, Mass . We'stboro, Mass . Westfield, Mass . Westford, Mass . Weston, Mass . Winchendon, Mass. . . Winchester, Mass. . . . Woburn, Mass . Worcester, Mass . . do . Detroit, Mich . . do . Lansing, Mich . Minneapolis, Minn. . . St. Paul, Minn . St. Louis, Mo . . do . Concord, H. H . Manchester, H. H _ Portsmouth, H. H . . . . Hewark, H. J . Hewton, H. J . Albany, H. Y . . do . Brooklyn, H. Y . Buflald, H. Y . . do . Hew York City, H. Y . do . . do . . do . . do . . do . Eochester, H. Y . . Troy, H. Y . Syracuse, H. Y . Cincinnati, Ohio . . do . . do . . do . Cleveland, Ohio . . do . Columbus, Ohio . Dayton, Ohio . Portland, Oreg . Harrisburg, Pa . Philadelphia, Pa . . do . . . . do . . do . . do . . do . . do . . do . .-.-..do . Pittsburg, Pa . Hewport, E. I . . do . Providence, E. I . Columbia, S. C . Charleston, S. 0 . Hashville, Tenn . Montpelier, Vt . Eichmond, Ya . Milwaukee, Wis . "Washington, D. C _ . do . . do . . do . . do . . do . . do . 1857 1862 1858 1852 1863 1866 1865 1868 1850 1857 1868 1859 1857 1867 1859 1856 1860 1812 1865 1832 1828 1859 1849 1865 1846 1855 1854 1817 1847 1868 1818 1833 1857 1835 1820 1848 1859 1820 1839 1804 1830 1834 1858 1867 1835 1863 1850 1846 1868 1817 1864 1777 1812 1814 1820 1821 1731 1750 1854 1821 1742 1847 1807 1730 1753 1814 1748 1854 1830 1823 1847 1815 1837 1769 1814 1862 26, 488 4, 000 3, 000 2, 511 3, 784 7, 995 5,000 2, 000 200 70 200 700 412 3, 856 1,442 2, 200 1, 544 3, 000 1, 295 2. 000 3, 714 21, 000 50, 000 15, 500 10, 000 25, 000 100 100 115 112 1, 500 912 3, 000 500 3, 500 1, 968 3, 100 11, 800 31, 238 4, 834 13, 100 10, 000 15, 500 226 1, OOO 1, 428 284 600 200 1, OOO 76, 000 11, 021 22, 000 15, 000 1, 000 42, 740 138, 000 5, 000 104, 513 28, 000 25, 000 19, 000 18, 178 7, 370 21, 588 30, 206 3, 500 25, 000 10, 000 2, 500 31, 000 10, 000 7, 200 549 1, 000 1, 500 2, 126 2, 300 In 1868, 8,840 800 1, 000 700 300 852 In 1868, 5,392 2,315 442 200 600 1, 070 2, 800 39, 000 21, 580 14, 500 20, 000 47, 000 80, 000 330 700 400 5, 500 1, 500 3, 000 20, 029 15, 000 9, 100 4, 225 17, 460 29, 444 12, 000 20, 000 12, 000 11 165 20, 000 10, 566 190, 000 25, 000 20, 598 18, 000 2, 730 10, 000 7,500 300 504 512 . . i,'o6o 8, 000-9, 000 . i,'i35 . . ’"3i7 . i.’ooo Table XVIII. — Tabular view of reformatory statistics for 1868. COMMISSIONER OF EDUCATION. 543 DIVISION OP TIME. •daaxs JO 8.Tnon 1 C-. o C5 o •-*rt • ^ * o o ri o • o • crH HC1 Ci C5 O Ci • O Ci O cv r^ 1 1 1 ^ |C. •uoijuaaoaj puu STUOUi JO eruoTT 1 40' .40 • Hci 'COCO-VCO - •AxmjsjoernoH | >0 CO CO 40 CO ■V CO CO CO* i 40 4.0 --t* 1 ^ •joqci JO g.iuoH 1 : t- o o O CO CO o • CO lo'S' • lo '• j- 40 o*co*i'- t- ^ 1 1 ^ AVEKAOE NO. OF IN.MATES IN 1868. qtjjox 192 251 221 109 CO O I-H 40 I*- CO d 00 rH CO CO d 4C CO CO CO CO CO t- 00 O 00 tH d d tH T-l 40 i-H (?i i- i-- Ci — 4.0 o d COCO^O{--Od^^ o CO 40 d d 4.0 d d d CO 1 - 1 CO IS •GFIO 24 40 . o 40 • O CO • . 05 lO r-( T-< 40 d ■ d 1 GO CO 40 40 - i Is •siog; 00 ^ ^ CO iO Ol o rH CM r- o »-• 40 00 d d 00 T-i CO CO d ■ C5 CO CO CO CO o • CO 00 •r • d d r-H rH CO i>005 01 OGOrH ao — t-^oof-i-'cicoco r-40 40rHd'^T^r-ir-l cr- 1 6, 508 Tcjox 738 1,460 1, 121 112 46 297 1,105 1, 852 3, 772 1, 714 G65 d CO d 40 . CO d CO • O CO • r-i d < O CO rH GO O . CO CO O ^ O . rf 00 d rH O CO . O rH cococ8c<.-.r-i .oiert LO d 40 66, 519 § tc d ■ei-iTO 143 i . 40 CO CO 00 00 1- . . CO rH • • 40 1—1 • • * 1 rH r- • Ci • ■ d CO CO • O • • GO C5 rH CO • • rH • 40 d“ d“ • • of • C5 1 CO O cT " s •s^og; 595 1,460 1, 121 112 r- d 1, 105 1, 592 3, 772 1, 714 1, 054 1,938 505 65 :::::: 11, 099 11,419 3, 147 2, 032 1,046 8, 826 1,461 1,688 CO 40 56, 304 •panodo naiiAl CO'^OGOOOlOl^C^mOOO lO o LO CO O O O IC 'O OOQOCOCOQOOC'OOGOOOCOGO CO t-» CO CO d 40 d lO 40 40 CO CO CC 00 00 00 GO GO C3D lOCOOOGOOOO’^^^O d 40 40 40 CM LO LO 40 COCOGOGOCO(X)X>COOO 0981 •eaaon jo aaqumj^ i>4e« • CO O O CM O O CM • CO(M(MOCO COiOO • T-t Cl r-i d • o Ci o • o • CO d C3 • 1—1 * . tS*0 rH c?0 d O ^ CO d ^ t- rH 1 4, 652 1-6 •Apiadoid xuao9 -aad JO an^BA pajBuiTjsa; $5, 000 32, 753 7, 100 d CO CO . ■ 00 o . . 1-H O • . LO O • . CO BO • . 4.0 ir- 40 CO o 5, 000 7, 591 16, 398 32, 144 O O '40 • • • • t O O >0 > • * • * LO o • o • • * • • d ^ • CO • ' • * • 311, 971 •ajuisa XBaa JO anxBA pajuuiTjsa; 1100, 000 71, 000 65, 000 100, 000 25, 000 82, 000 200, 000 99, 012 71, 335 O O • t- 00 O O • 00 GO O O • 40 rH O" 40“ • (d t-* • CO • d OOOOOOOrfO OOOOOOOGOO OOOOOOOOCOO o“ o“ C0“ o“ CO o' co“ co'' o“ OOrHlOOGOOd'^ 40 40 rH rH CO rH rH 000 ‘09 3, 280, 806 Superintendent. rz C c <1 (/. c h E. W. Hatch . llobert Turner . Frank B. Ainsworth - P. Caldwell . Hon. E. W. Woodbury. . . W. B. Lincoln . Hon. Benjamin Evans. .. Bichard Matthews . Bev. Marcus Ames . Bev. Charles Johnson. .. E. S. W. Gleason . Edward Ingham . L. H. Sheldon . Brother Teliow, (boys) . . Sister He Chautal, (girls) Israel E. Jones . Levi Fulton . H. A. Monfort . G. E. Howe . J esse K. McKeever . J. Hood Laverty . B. N. Avery . James M. Talcott . A. D. Hendrickson . Totals, averages, and percentages . Location. g a c ? c- t. s a ■\V est Meriden . Chicago . Plainfield . Louisville . Cape Elizabeth . Baltimore . W estborough . Harbors of Boston and New Bedford. Lancaster . Lansing . St. Louis . Manchester . J.amesburg . West Farms . Baudall’s Island . Bochester . Cincinnati . Lancaster . Philadelphia . Pliiladelphia . Pittsburg . Providence . ■5:3 I S II Title. 'c c a T State lleform School . Chicago Beform School . House of llefuge . House of Kefuge . State Beform School . House of Befuge . State Beform School . Nautical Beform School, (two ships.) State Industrial Girls’ School.. State Beform School . House of Befuge . State Beform School . State Beform School . Catholic Protectory . House of Befuge . Western House of Befuge . House of Befuge . . State Beform School . House of Befuge, (white dep’t) . House of Befuge, (colored dep’t) Western House of Befuge . Providence Beform School . 1 State Beform School . | State. ‘c c Connecticut. . . . Illinois . Indiana . Kentucky . Louisiana . Maine . Maryland . Massachus’s . <| Michigan . Missouri . Kew Hampsh’e. New Jersey. . . . Now York ' ' ' *| Ohio . 1 Pennsylvania | Bhode Island . . Vermont . Wisconsin . Tlio roiiort of tliis iustitution was not received till after the table had been made out. Table XVIII. — Tabular view of reformatory statistics for 18G8 — Continued. 544 ANNUAL EEPORT OF THE 'Otqxssraipij qoiqAV ojSB JO •joquitiu oioqAi. no bjt(Ibo aod eSuiiuBa; •sSmtu'CD ojBSojggy •joqT?|[ 9A^onpo.i(I Utp9SB:^U9 -oj^ oSbjoay •BJidBO jod JSOQ •8981 joj sojnjipuadxo {bjoj;, •S9T.iBp;s ojbSojSSy •sploxdiuo pnB ejooqjo jo joqmnjq; ^ s C o Ol o ■n" o (M s £ S c? C3 3 fl C3 O |.n s y) a o' tS U.B o § S J S-S ttj CCOCC -<02 § « = o d C3 3 § MCCO c c o o p p cc oc Cl t- g r: t- P LT O K o' i4‘ II il ■|l O ^ sg to^ 'S's gg ■^1 =+H «)-l . p p p p P S'- UP I ,c3 O • ' Vh § fco p ■fe o tc“ R fcJ3 "C .5 I.PP fcBo'S p p p';3;3 S §p 5 C g g .PRO •“ (Blip; o M fcE bsC P R R P fcc bcP P to CO P g .9 s f-, c? cS C o S p R3 Rl A3 P P4 !/2^P^QUUH^/2 t) P c o o c o -r-J -A +=•+-> -tJ i 00 c: o o t’ ' o 1.0 o o t- 1 O »C Tf. (TJ TJ. .-1 LO 1= H • .O M cy o o r'P '.S P.r^ P :? 2 'I'i “g •a-g i i| i I l-l ^bE^ P g^p " ® ^ >. bEp _rbEbcg.2 g .5 " ®.p.g PA3 P.3 ^ 3 oo"^ P3SPR.PS.P0 R'S'“ p Pp ‘T'n “ o.So'isgpSo 2r.r 2 J Rj^ p i i/2 H OJ CC CC r- 3 U 00 'O 'C^lCOOOCCOOOi-H- in • CC — LO C^^ rH o rH CO • I QO LO rH O irs 00 O tH o O • O O T-H c OC^ 000 •Ol'-Oi ' 00 O O rH CO irj o o 00 " irT o' o' o*' CO* f^f J>* O O O 00 J o 9 .a o g ^ 3^ "" O O O O' S 00 c cTocT? I CO 10 T-n lO CO I CO O O CO o o o o o (5 <0 o ^ o 05 OD CO O 20 o o o R o glllglgg tw''^rS'^=2^=2t2 (D'RSP'So'SP'D p^l^g ffl'+iRCCOCOOO +t> R-+J R4J d+J+s R p P o P,o_P_R 35 ® P P CD'P ■g -g bc g o bi^ goo ^§0 a "S ^ ® ’3 S o ^ 2 2 cc g p? CO o P.O . 0'r> ^r3 bCg O O P S p p3 •p o P « d o o .u3c,-i S o o .. .0 bC§Dg'gMM o © o*^ 9 3 ^ rt fl fH00c/2 S g.S e2 S O ^ 2 p p pis UUFl p o 3 ^ § 33.3 Rh J R 0 3 : p CO 4:> 3 p 0 2 o bp P o o A to rP ®ig P^t>^ Girls. Table XVIII. — Tubular view of rcformatorij staiistics for 1868 — Ccntiimecl. COMMISSIONER OF EDUCATION. 545 35 E t Girls. Tai3LE XVIII. — Tiibular view of reformatovij statistics for 18G8 — Coiitiuuecl. 546 ANNUAL REPORT OF THE .1 Table XVIII. — Tabular vieiv of reformatory statistics for 1868 — Continued. COMMISSIONER OF EDUCATION. 547 c3 i ii 3 Or¬ es pS § 55 r-a .g 3 • O OD r* j-i 8-0 ■p o'S S o fcXQ ? ^ '3 C rt 03 S 02 . •5 g ^ a .3 J ci ' ' q r-l O ^ W” 3 rH O CO CO 02 O 3 >'.'o3t f' o C 42 C3 O O! 3 m 3 ■g g 2 S c: 3 8 > 2 -g s'.cd 6to:o(^0 3 ^ .2|| "5 S *0? E-=i 3ci rS.g ® '4 'S trj .^3 O CD no ^.2 >3 4 4^4! §-8 O CO 2^ n '8 'v C-n !=i 0 g.2 “80 "3 3^ o) • • fcJO os 3? “ o 23 >5 r2::42 be to 4 4 ,3o ^ j>^ ^'o X ^ c; ^ w rP 02 O ^3|§ P08 0.2 "^2 b§ 8^ ol 8 8 O rr, rr 3i ^ ®' M CO 4j’44 000 ^ ^ 53 :4 :4 g g'o o o - 4 o o — 42 42 -g , ^ “ CO 33 w 4 ^4. >r O O O "sgg^ssih^ H CO CO CO CO CO c/2 PERCENTAGE OF— •ssapnioq nooq peq oqAi osoqq, 1.0 0 0 ■ d • • CO ‘CO • • CO • J> • I 0 • • • d m d Ci '-P •sqai.ip Stnc^Borsoi -ui posn oqA osoqx 0 d 0 rH 0 d CO c^ 10 ■ rH 00 0 TP 1 d 00 CO • 0 00 0 • CO rH TP TP •qoonqo jcnpiS^-i osoqx 0 0 'TP Tp 0 ro di GO 0 0 0 00 • 0 d . 0 t-- ' 0 rH • 0 i-o 0 qooqos Acpnng c^u anpE^OJ EOti osoqx p 0 0 0 GO d 0 0 0 00 • 0 Ci • 0 ir* • CO* • 0 0 0 1 0 1 ?? ! •ouBjoad nooq pBq oqai osoqx 0 0 0 CC5 d 00 C5 86. 10 90. 00 90. 00 0 0 lO Cl • 0 O) • 0 TP ' ci TP ■ *P CO i IS I cc •oipi nooq pBq oqai osoqx 00 0 tH 0 0 0 0 0 0 75. 00 10. 81 95. 00 ■ 0 c: • 0 L'^ ' rH CO • rH C.C Tp Cl •p^c^soTaB Aisn.Aoax 0 0 ' • CI u- 10 28. 69 54. 75 28. 69 43. 80 22. 00 20. 68 Ci ci CO r? Cl •sc^noaBd do:^s pBjj ' 10 0 ».o CC d ^ 000 ^ d 00 10 rH P 1-0 10 Ci 0 1.0 • 0 0 0 Ci • 0 00 0 cc ■ ci 10 10 • d d 0 GO 0 Tp CO Cl rH 0 Cl •nostad nt nooq pBxi’soAi;Biop[ • 0 :Si Cl 1- rH Ci 0 c? 20. 69 7. 43 7. 00 0 •uostad ni nooq pBq s:jiioaBX ■ 0 d • tH 0 TP 0 0 0 ■ 0 ■ 0 I I f- 'o 0 c fc] n P s Tabj^ic XIX. — TdbuJar view of Stale jo'ison slaiisiics for 18G8. 543 ANNUAL REPORT OF THE •saTJTjpjg Sni -ptixoin ‘s.xra^ipnod -xo Aauuipjo Cl cc r- c o '!> LC CJ -J- Cl Cl ou Cl c; o •soiit?iBS a^cSQjSSY Cl GO 00 CO Cl -r O -O OD 00 1 - • Cl I- I.o CC i-C Cl •s^Aoidnia puB sioo -pjo JO joqnmTi OTOP.W •sjonosiocd JO aaquinu o’licaaAY •J38J in sqao JO sdoisnouna; fc^V ►8^ •sn30 JO aoqniTij^ •Ajiadoad xmiosjod JO on];BA pajmarjsa; GO CO^ cTo'c^ •e^'u:^s^ ivoi JO ou]v\ poj'etuT^sa; o o o o 1C o O -O i- o ^ *o ci »c cc Ct^ 5 p ^,.o; Wr CIM cs «.• w .^S’S P^ H H? P O ,29^ 2 ^ fe t- S O Mf4 O ^ 1-4 3 hi W <1^ o o O 2 It = 3 c o CO 45 ci cS Table XIX. — Tabular view of State prison staiisties for 18G8 — CoBtinued. 552 ANNUAL REPORT OF THE COMMISSIONER OF EDUCATION. 553 Table XIX. — Tabular view of State imson statistics for 18G8 — Continued. 554 ANNUAL REPORT OF THE o fcCi CJ ^ t-.a c 2 'S O oM S 3 As n z d c >■. cc ^ 0 = ^0 .2 A'S I o a o B O Q'g >J} i ■ -.2 ; o a > C o u.a^ : o a oiTs- ; xrzen rb'? >=8 o S ^ ^ 3 £ g-| ||. o -C cco S.2 ^ P C § S CO® iC -<3 Q ^ li| .o rO ® o o rt S ' "p A s o •Are.tqn uosT.Td nr earaiqoA jo .laqranj^ O 03 d c o O CO jZ CD C O ceP •n:.xoq n.'^^p -joj JO 0l5ujuaojoj •n.ioq 0ATJX3U JO oSujaooJOcL ^ g O fcX'C « cc rt O CC I- 2 2I yqjoop JO oSejaoo.iod •op'CJj w po -n,reo{ jou px;q oqAi osoqi JO oSujaooJOj; •gjujffeo -o.T jnoqjnu. sodfo -so JO oB'ujnoojOfi; •JL'O.^ oq^. “in.inp ponop.icd osoqj JO oSkjuoojoj O CM ir:: c- o gpo ^ Gp s RPO? B S cirS^ s 'SP'^ gp. be® Pl .2 M g c p G M M pS 3 8.g o 8 S.o C C p i CO 555 1 1,500 Sunday sclioul books. J Nearly all of these, “at least 93 per cent.,” escaped from public works and not from the prison. Table XIX. — TcConlar view of Stale prison siaiisiics for 18G8 — Coutinued. 556 ANNUAL REPORT OF THE CO^nilSSIONER OF EDUCATION. 557 p5S ANNUAL EEPORT OF THE Table XX. — Summary of examinations for admission to the United States Military Academy for fifteen years, from 1856 to 1870, inclusive. Rejected. On what account. Literary incompetency. In the year — Deficient in Appointed from - O i o 6 Alabama . 3-2 Arkansas . 10 California . 15 Connecticut . 22 Delaware . 11 Florida . 4 Georgia . 32 Illinois . 55 Indiana . 67 Iowa . 24 Kansas . 6 Kentucky . 60 Louisiana . 18 Maine . 26 Maryland . . . 32 Massachusetts . - . . 43 Michigan . 29 Minnesota . 11 Mississippi . 24 Missoiiri . 48 K ebraska . 5 Nevada . 7 New Hampshire . . 14 New Jersey . 27 New York . 157 North Carolina . . . 32 Ohio . 111 Oregon . 4 Pennsylvania _ _ 127 Hbodo Island . 7 South Carolina _ 22 Tennessee . 48 Texas . 8 Vermont . 13 Virginia . 46 West Virginia . . . . 10 ■Wisconsin . 27 Dist. Columlna . - . 6 Colorado Ter . 4 New Mexico . 5 Utah Ter . 3 Washington Ter . . 4 Dakota Ter . 3 Arizona Ter . 2 Idaho Ter . 4 Montana . 1 Wyoming Ter . . . . 1 At large . 192 1,459 Accepted, total. Total. Physical disability. 1 DCSI 1 1 TG8I 1 X) o GO ; |0 Is t 186{t. 1 ,00 *o X) 1863. 1 1 T98[ iri o 'O X) Is 1 CO GO d CO During fifteen year .2 ^31 V. gW ■'S >.5 r' fcb S pj Arithmetic. & tr c -! 11 11 0 1 d d d d £ d d !d d d c d d d Lr £ d 6 d d d d d z; z; Zi ZilZi Zi Zi Z z z 20 12 1 1 1 1 3 1 4 11 3 4 7 7 7 7 3 1 1 1 2 1 1 1 1 2 12 3 2 1 3 2 3 2 3 14 8 o o 1 3 6 2 4 1 2 2 6 5 1 2 1 1 5 0 '2 4 3 i 3 4 4 23 9 o 1 4 2 9 7 2 7 4 3 5 47 8 1 1 1 1 3 1 7 5 1 1 2 4 1 46 21 2 1 2 3 1 1 2 3 2 ’2 1 1 19 17 8 9 3 3 3 19 5 1 2 1 1 4 4 3 3 > 3 3 1 2 3 2 1 2 1 1 43 17 1 1 1 1 2 1 3 2 5 17 8 ’5 9 7 6 6 14 4 1 1 1 ] 3 2 3 1 1 1 22 4 1 1 2 4 3 2 3 1 2 25 7 2 1 2 1 1 5 3 '2 3 1 1 1 42 1 1 1 1 20 9 1 1 1 1 1 3 1 8 6 3 2 3 9 2 1 1 2 2 1 16 8 1 1 6 7 4 '4 4 6 5 5 32 16 1 1 1 3 2 2 2 4 15 12 6 7 1 6 3 4 1 1 1 1 1 1 6 2 1 1 2 6 1 3 1 3 1 12 2 1 i 1 1 1 1 25 2 1 1 1 1 1 128 29 4 2 2 2 1 2 1 2 1 4 1 7 25 15 1 6 '6 io 6 26 6 1 1 2 1 1 6 2 1 4 1 1 80 31 4 3 2 1 1 2 2 3 1 1 2 2 1 1 5 27 18 13 9 3 6 4 3 1 j 1 1 101 26 6 1 2 2 2 1 2 1 2 1 6 20 13 6 10 4 5 4 7 17 5 1 1 1 1 1 4 2 3 1 2 2 33 15 3 1 1 1 1 1 1 1 3 1 1 12 10 '4 3 3 2 2 5 3 1 2 3 1 3 2 1 1 12 1 1 1 1 34 12 1 3 1 1 1 1 4 11 8 4 6 3 3 2 6 4 1 1 1 1 3 2 1 1 1 1 20 2 1 1 1 2 5 3 1 3 1 1 1 1 1 2 2 2 2 1 1 1 1 1 4 1 1 1 1 3 4 3 2 4 1 1 1 1 4 2 3 2 3 2 1 1 170 22 3 1 1 1 2 1 2 1 3 7 19 7 7 8 6 9 6 1, 133 326 41 16 16 14|l0 9 11 8 13jl3 15 14j36 23 70 285 173 76133 1 80 98 81 Grand totals . . -GENERAL SCHOOL STATISTICS. COMMISSIONER OF EDUCATION. •giTTpao:). joqiaua oS'Cioay 'p9]p0TO0 aoqura^ Scholars. CO o o ro p CO CO o 133 234 o o CO •OIRIUOJE CO o CO •OIL'K o o tH CO o Teachers. •I^IOT o o Ci 00 O •o[Lnuojr I 1 — t o •9i«n Cl • rH • uo •8[00T{DS JO ‘0^ Cl rH t-H d CO Seholars. •lejoT 12, rr20, . o CO CO d •ointaoji; i.o tt* o' •oiL'pt X.O o o" Teachers. TT^TOJL o o o CO ' •ejcoiojt o GO CO Cl o o Cl 00 •sfooqos JO -ojij »o o 5l Cl o Scholars. c? o CO d o r^'* Cl t-h o d o' o co'' •oicuioji; Cl Ci -^'ocT •otcK o o GO o cf cT Teachers. •IL’jox >-o lO d rj^ TT O r-H Cl d •OIROIOX CO o r- Cl •OIL’K CO d •S[OOTX08 JO -oj^ ro CO hO o CO oc f)T o cc- Cl cr. ^ o ? o QO 00 t'- w cc. ' O Cl o O O CO O T ■oSi? [ooqos nt ao.Tp[iqo j.o joqwn^si: 'OIST .P snsaoD oq:^ o; j>inpjooon rqijqu i jo aoqinuj^ •JoqniTi^ o CO cr. c; Cl ■ ».o O ^ O Cl ‘00 O rH Cl ■ Cl O CO lO Cl Cl GO Cl ^ 00 CO K* l-T o' t-h i'- ^ CO O aS o' r-T ccT aS I IC r- O l'- Cl OOt-COCO-Jt^OOOT t- O O O Cl O O'J <_ . O O O O t- O O O ro Cl O Cl O ^ GO ^ K cT o' cf I- CO*' i.cT -t-'* « O O O O O r- 00 1 O t- CO Cl Cl Cl T-^ • {-< 2 w’ Ppa-S-^ 2 cj g.-t ■ ^ r— • M ^ ^ —I rt P A.' •- i' C3 S- O MOPPol^iccpqoPHRr^PHp^ IC-lM-VlOOt-OOClOTHOlCO- 559 560 ANNUAL REPORT OF THE 'o o T > 1 u i'c i -= (P . c 5 0 r 2 C 35 H h=: 3.= 1C 0 1 r fi 3 c )P c rj ^ N S c c ) 3 C \c 3 ti - »- J. f t 3 O ft i r ^!> jl2 1 c 3^ iP c 3 ^ i' 5c: [ fc J c < f- 0 > ij f c ) 3. J c 3P > !;2 ',=■ Ik 2 2 2 •jaqmn^ COMMISSIONER OF EDUCATION. 561 •mox •smuicd -dt’ pax; sauuaqxT; •p.nud^j ‘sSaipxmq ‘sajrg •0^ ‘pnx •SaSSiVL j8I9TI0B9X fr I JL lO o O; Oi gg m iif •S9oatios j9q^.o raojx •nor^xjxt::). •ilifnnoo .10 xnojj p9At999j: ':>uuoniY •punj 9;x?;g XIIOJJ P9A1999J; !|UllOUIY mt;9.C raoaj puuq no oomqxrx = '3 • : I’-M ^-aa3=i= '*f!i!IS!lf|j ^ r.:n ^2h :-5sij *J!90[THTlJj^ 36 E CJ fxi Tf. LT.S t- X C5 o ^ 2 -r o ; if * f-r '/: > ';^V''*'/;L< . ■ 'j ■4‘ ■ X', X *'■'■; ' .■‘4w' '■ ';’ ■■ ' ' ; . ’ , ■_. ■ . ('-;;.'<>vk’''i'’^''^’;ji-.'',''^ ■' ' ' "•■' ' • ; ■ : »■ t.'i i'---' ■. : ■ m-m ' ■■ , :: ' r i' V'^n: .iT •■' ■#. ./v-fe.'lf-. ' • ^rf'Mofhisiv ; }$:r7 f .« . ■ 'W •'”• ir- : ! f ,i4f. ■ ■■'I'XX- : y . -,1, f . - ... t'frfii';:! ■ ^ «Wp43<#^? M I.hSt^v W^'' ^ 'Vf Lf^ '■ s ;,-■ ■ f'''- '(■'^''X ;/4i' ,r.'. IjIfSrS., i-'i. -,' 4' •' f i . ■;' -yxti-XXi INDEX TO REPORT OF COMMISSIONER AX)senteeism, 56-58. Abstract of State and city reports, 10-16. Act of Congress — of March 2, 1867, 5. of July 12, 1870, 5. Agricultural and scientific schools, 74-75. Alabama : Continuance of school system of, doubtful, 15. American collegiate instruction, 66, 67. American education : Deficiencies of, 30. Foreign observers of, 29, 30. Full account of, 31. General view of, 32. And Asiatic civilization, 35-37. American University, 65, 66. Answers on education and labor : American Standard Tool Company, 448. Anderson, A., 448. Anthony, J., B., 448. Browning, John W., 41. Baird & Co., 448. Bay State Company, 448. Blodgett, Foster, 448. Baird, Henry C., 458. Butler, W. R., 461. Cummings, S. P., 44. Cooke, George L., 448. Cooperative Foundery, 452. Cutler, Stephen, 458. Carey, E. M., 461. Cummings, John, 461. Cameron, Hugh, 463. Coffin, Allen, 463. Davis, Thomas H., 452. Deaf, dumb, and blind, 76, 77. Douai, Adolph, 452, 458. Douglass, Frederick, 465. Faey, J. A. & Co., 448. Flanagan, John, 452. Franklin, General W. B., 448. Gibbon, William G., 448. Greenwood, Miles, 448. Guild, C. & Sons, 448 Grogan, James, 452. Goodwin, C. J., 461. Harlan & Hollingsworth, 448. Holstead, Charles H., 452. Huston, James E., 452. Harris, B. J., 461. Ingersoll, George L., 448. Johnson, A. E., 45. James, G. W., 448. Lyon, James & Co., 448. Laiuty, James, 452. Lewis, J. R., 458. jMcCarbhy, W. J., 43, 452. Mead, C. V. & Co., 448. Answers on education and labor : McCalla & Stavely, 461. Maglathin, H. V., 463. Myers, Isaac, 463. Mundella, A. J., 42. ’ Mendenhall, Cyrus, 44. O’Hara, James, 452. Owen, William E., 452. Oluui, Thomas, 452. Prang, Louis, 448. Phelps, A. W., 463. Rihl, C. H., 452. Redstone, A. E., 463. Smith, J. G., 448. Shufflebotham, Eli, 452. Saffiu, William, 452. Simpson, Frank, 452. Stockton, A. W., 452. Stone, Elisha, 458. Thomas, Samuel, 40, j Toncey, Sinclair, 40. Thomas, Charles, 465. Trumbull, R. J., 461-465. Vincent, John, 452. Vaiden, Dr. C. M., 461, Walter, George F., 463. Walbridge, Martha, 45. Arkansas : Success of school system in, 15. August circular of information, 7. Austria, documents requested by govern¬ ment of, 33. Authors of articles in report responsi¬ ble, 10. Baltimore, schools of, excellent, 14. Barnard, Henry, LL. D. ; Library of, 8. Reports of, 8. Benevolent agencies, 10. Freedmen’s Bureau, 10, 14, 15. Peabody fund, 10, 15. Religious societies, 10. Bureau of Education : Aid atibrded by Secretary, 5. Annual report of, 10. Applications to, for information, 6. Circular of information issued by, 7. Clerical force of, insufficient, 7. Condition of, past and present, 5. Demand for reports of, 6. Distribution of documents by, 8. Formerly the Department of, 5. Inquiries addressed to, 6, 7. Lack of printed reports, &c., of, 6. Library of, 8. Obstacles to success of, 5. Recommendations of Commissioner of, 79, 80. Report required annually, 8. Report of, unpublished, 8. 5G4 INDEX. Burenn of Refugees and Freedmenj work of, 10, 14. 15. Cherokee Indians : Statistics of the, 26. Chinese iin migration ; Relation of, to American education, 35. Statistics of, 35. Suggestions respecting,- 36. Codections of educational text-hooks, &c., recommended, 8. Colleges, resum(5 of, 71, 72, Col-orado, letter from colony in, 21. Commercial colleges, 75, 76. Common schools : Suggested modifications of, 46. Connecticut report, 11. Cosmopolitan schools, 51. Dartmouth College, origin of, 23. Delaware : Bigotry of public sentiment in, 14. County school tax in, 14. Division of school fund in, 14. Practically no school law in, 14. District of Coiumhia, 16-19. School statistics of, 16, 17. Organization of school system in, 16. Inadequate educational provisions in, 16. Remedy for defects of system lies in Congress, 16. Worthy efforts of citizens of, 16. Imperative need of congressional action, 16. Duty of Government—^ Toward education, 16, 19, .20, 25. Toward teachers, 62, 63. Educational reports, iiroi^er ch.aracter of, 11. Associations, 63, 64. Education and labor : Agitation concerning, 38. A vital problem, 38. Motives of inquiries respecting, 38. Circular of inquiry respecting, 39, 40. Replies to questions concerning, 40-46. Relations of, 40-45. Discrepancy of opinions respecting, 48-50. Education : Bureau of. (See Bureau of Education.) Changes in, suggested, 47. Comprehensive nature of, 9. Department of : Act organizing, 5. Province of, 5. Succeeded by Bureau of. (See Bu¬ reau of Education.) Effect of, on labor, 38-46. Expenditure for, in America, greater than elsewhere, 10. In the States, 14-16. In the Territories, 19-22. Of deaf, dumb, and blind, 76, 77. Of Hebrews, 29. Of idiots and imbeciles, 77. Of Indians, 22-27. Moral importance of, 47. Relation of Government to, 79. AVoman’s interest in, 58-60. Electro-gymnastics of Dr. Poggioli, 34. English educational bill, 32. Evening schools, 54, 61. Florida : Probable success of free schools in, 15. Folwell, President, remarks of, 11. Foreign educational information, 42. Aipffications for documents, &c., 32. France, request for statistics from, 34. Georgia : School law of, 15. Xo school fund in, 15. German in public schools, 55. Gradation of schools, importance of, 13. Half-time schools, 46, 54. Hebrew education, characteristics of, 29. Idiots, &c., education of, 77. Illiteracy in the United States, 60, 61. Indiana : Negroes in, taxed, but not instructed, 61. Indian education : Deep interest of the administration iu, 23. Funds for, secured by treaty. In New York, 26. National responsibility for, 25. National appropriations for, 24. Inebriate asylums, 78. Insane asylums, 77, 78. Iowa : School funds of, in bad condition, 13. Janney, letter from Mr., 27. Jay, Hon. John, letters from, 33. Kansas : Misuse of school lands in, 13. Kentucky : Instruction of negroes ignored in, 14, 15. Kindergarten, errors in America, 28. Law schools, resume of, 73. Library : Of the Bureau, 8. Of Henry Barnard, LL. D. : Value of, 8. Should be q)nrchased for the Bu¬ reau, 8. Loui siana : School system- of, outside of New Or¬ leans, a failure, 15. Mann, Horace, works of, distributed, 7. Mann, Mrs. Mary, letter from, 7. Maryland : School law of, 14. Negroes not educated in country dis¬ tricts of, 14. Medical colleges, resume of, 73. Military Academy, 70. Mississippi : Free schools established in, 15. Missouri : School funds of, mismanaged, 13. Success of free schools iu, 15. National responsibility for education — In the Territories, 19. In the District of Columbia, 16. Of Indians, 20, 25. Netherlands, documents requested by the minister of the, 33. Nevada: Pros jriptive school law of, 61. INDEX. 565 Hostility to free sclioola in, 22-23. Degenenicy of population ot, under United States, 22. Non-attendance, 5G-58. Normar schools, G2, 63. North Carolina : . Inadequate school expenditure in, lo. Schools in, supported by outside be¬ nevolence, 15. Oregon : i o Diversion of school lands in, 13. Pile, William A., letter from, 22. Poggioli, Dr., letter from, 34. Portugal, documents requested by govern¬ ment of, 33. Prisons, 79. Problems for future solution, 52. Proscription of races in elementary educa¬ tion, Gl-62. Prussian education, 10, 11. Public jiarks, 67-69. Pueblo Indians, 25. Pate bills, abolition of, satishxctory, 13. Pecommendations of the Commissioner, 79-80. Red Cloud, 26. Reformatories, 78, 79. Reports, abstract of, referred to, 10-16. School funds: _ ]\Iismanagemont of, in Missouri, 13. Bad state of, in Iowa, 13. Remedy for mismanagement of, 13. Perverted in seceding States, 13. School lands— In Kansas, diverted to railroads, 13. In Oregon, diverted to internal im¬ provements, 13. School statistics, resumd of, 69-71. School supervision, 64, 65. School systems : Popular ignorance of, 12. Scudder, Dr., extracts from article by, 37. Sheffield Scientific School, 12. South Australia, request for documents from colony of, 33. South Carolina : School system of, 15. South : Perversion of school funds in the, 13. Country school districis in the, 61. State expenditures, table of, per capita, 71. State reports : Comments on, 11, 12. Circulation of, 12. Of Connecticut, 11. Of Illinois, 11. Of Massachusetts, 11. Of Nev.' York, 12. Good results of, 13. Fail to give statistics of United States grants, 13. Superintendents : Offices of, educational centers, 8. Teachers : Preparation of, 62, 63. Duty of Government to, 62. Tennessee : Retrograde movement of, 15. Territories : Education in, a national responsibil¬ ity, 19. Educational statistics of, essential, 20. Education in, should be for all races, 20, 21. Suggestions for congressional action respecting education in, 21. Condition of education in, 19, 20. Population of the, 27. School statistics of the, 23. Texas : No school system in, 16. Tlieological seminaries, resume of, 72, 73. Town meetings, 12. Truancy, 56-58. Victoria, request for documents Irom col¬ ony of, 33. Washington, Geo., educational sentiments ot", 5. Washington City, schools in, 16, 17. West Virginia : School system of, endangered, lo. Women : Need for higher education of, oS. Obstacles to education of, 59. Illiteracy of, 59. Superiorit:? of, as teachor, 58. Professional education ol, 60. Horticultural school for, 60. Workmen, report of British, 47. Yale College, 11. INDEX TO ACCOMPANYING PAPERS Alabama, 81-86. Constitution of, provision for educa¬ tion, 81. Number of schools established in, 81. Opposition to education in, 81. Poll tax in, 81. Opposition to appointment of trustees in, 81. Normal schools, 81. Classes established, 82. State University, 82. Medical college, 82. Law school at Montgomery, 82. Institution for the Deaf, Dumb, and Blind, 82. School finances, 83. School attendance, 83. Lesson of the decades, 83. Peabody fund, 83. Schools for colored children, 84. Incompetent teachers of, 84. Normal classes for, 84. Statistics of schools for colored child¬ ren, 84, 85. Colored teachers, 85. Statistical table, by counties, 85, 86. List of school officers, 85, 86. African children, exclusion of, 89. Alaska, 336, 337. Area and population of, 336. Different races in, 336. Extract from Mr. W. H. Dali’s “Alaska and its Resources,” 336. American University : Report upon the need for, 418-420. Comparison of American and foreign universities, 419. Inferiority of American institutions, 419. Government provision for schools of agriculture and the mechanic arts, 420. Names of committee reporting, 221. Argentine Republic: Progress of education in, 370, 371. President Sarmieuto’s efforts, 370, 371. Activity of the Department in estab¬ lishing schools, 370. Cooperation of the provinces, 370. Statistical returns of education by provinces, 371. Number of children out of school, 371. Proportion of immigrants who cannot read, 371. Normal schools, 371. Evening schocls, 371. Infant, or Kindergarten schools, 371. Subsidies granted during the year for education, 371. Arizona, 318. Organization of Territory, 318. No schools worth mentioning, 318. School law of 1867, features of, 318. Duties of school officers, 318. Lack of information regarding schools, 318. Arkansas, 86, 87. Board of education, 86. Commissioners of school fund, 86*. Want of funds ; hostility to free schools, 86. Statistics of schools, 86. Institute for Deaf Mutes, 86. Peabody fund, 87. School prospects brightening, 87. List of State officers, 87. Circuit superintendents, 87. Australia, education in, 381-383. Request for exchange of documents, 381. Summary of educational statistics, 381. Remarks concerning statistics and at¬ tendance, 381, 382. Aid to destitute children, 382. Proportion of destitute children among difi“erent denominations, 382. Direct gain to teachers by destitute children, 382. School books, 383. Evening schools, 383. Training of teachers, 383. Salaries augmented by results, 383. Pupil teachers, 383. Surveillance of teachers, 383. Austria, education in, 380, 381. Educational advancement, 380. National comi)ulsory education, 380, 381*. Bengal, India, education in, 377-380. Increased number of schools since 1855, 378. Statistics of expenditure on English education, 378. Dissatisfaction at the allotment of educational funds, 378, 379. Extracts from speeches reported in the Hindoo Patriot of July 1870, 379, 380. California, 87-97. Statistics, 87. Establishment of school fund, 88. First free public school, 88. Organization of school board in San Francisco, 88. Revision of school law, 88. First State report issued, 88. First bequest to school fund, 88. First State teachers’ convention, 88. First State institute, 88. INDEX. 567 California — Continued. Establisbment of California Teach¬ er,” 88. State school law, 88, 89. Board of education composed of, 88. Duties of State superintendent, 88, 89. Duties of county superintendents, 88. Exclusion of races from schools, 89. Teachers’ certificates, 89. Taxes for schools, 89. School fund composed of, 89. State Normal School, 89. Statistics of, (table.) Graded certificates ^iven, 89. Cosmopolitan schools, 90. Evening schools, 90. State Industrial School, 90. Management of, 90. Institution for Deaf, Dumb, and Blind, 90. University college, 90. State University, 90, 91. Resolution admitting ladies into, 91. Santa Clara College, 91. University of the Pacific, 91. St. Mary’s College, 91. Pacific Methodist College, 91. St. Vincent’s College, 91. St. Augustine College, 91. Laurel Hall Boarding School, 91. Sail Rafael College, 91. St. Ignatius College, 92. University School, 92. Union College, 92. Sonoma College, 92. San Francisco, 92, 93. City superintendent, 92. Statistical summary, 92. Policy of renting school buildings, 92. Non-attendance, 93. Stringent truant laws needed, 93. Improvement in evening schools, 93. Commercial class, 93. School for Chinese, 93. Proportion of tax paid by Chinese, 93. Colored school, 93. Co-education of the sexes, opinion of Hon. John Swett,93, 94. Separation of sexes in school, 94, 9.5. Teaching as profession, 95. Women teachers, 95. Statistics by counties, 96, 97. Names of county superintendents, 96, 97. State superintendent, 96. Chinese migration, 422-434. Numbers of Chinese immigrants, 422. Character of immigrants, 423. Their universal ability to read and write, 423. Location of the immigrants in this country, 423. Chinese companies, 423. Prospective increase of immigration, 423. Hinderances to immigration. Causes of infanticide, 424. Demand for labor in America, 424. Chinese migration — Contiuiiwxl. Adaptation of the Chinese to the West, 425. Checks to immigration, 425. Government action, 425. Atrocities of the coolie trade, 425. Wise and humane legislation, 426. Convention between the Chinese and other nations, 426. Thirteenth and fourteenth amend¬ ments as affecting Chinese, 426. Opening of Chinese x>orts for trade, 426. . Chinese preference for America, 426. The princijde of no caste, 426. Political bearings of Chinese immi¬ gration, 426, 427. Sympathy of the Chinese with our in¬ stitutions, 427. Industrial oi)position to immigration, 427. Danger from introduction of pagan¬ ism, 427. Susceptibility of the Chinese to Chris¬ tian teaching, 428. Results of Chinese immigration, 428, 429. Particulars of policy to be pursued, 429. Adoption of American language, dress, habits, and homes, 429. Predominant characteristics of Chi¬ nese ; isolation to be deprecated, 429, 4.30. Adoption of American manners, 430. Admission to citizenship, 430. Importance of education, 430. Importance of right popular senti¬ ment, 430. Generosity the highest wisdom, 431. Lessons of history in regard to com¬ petitive labor, 431. Availability of an educational policy, 431. The Chinese accustomed to acquire knowledge, 431. Eagerness to learn the American lan¬ guage, 431. Scarcity of schools for Chinese, 431. Importance of training the children, 431, 432. Great importance of understanding our language, 432. Difficulties in acquiring it, 432. Text-books adapted to the Chinese, 433. Educational instrumentalities, 433. Duty of the Government, 433, 434. Fruits of experience in education of Chinamen, 434. I Religious and philanthropic efforts, 434. Evening schools, 434. I Colorado, 318, 319. Organization of Territory. Little information received of schools in, 318. Letter from superintendent, 318. Letter from citizen of Trinidad, 318 319. 568 INDEX. Colorado — Continued. Hope for better times, 319. Natural division of the Territory, 319. Mestizoes, 319. Colored schools under supervision of Freed- meu’s Bureau, 337-339. Improvement of the colored peoj)le, 337. Statistical summary of day, night, and Sunday schools, 337, 338. Punctuality, and attendance, 338. Normal schools for colored teachers, 338. Amount paid by freedmen for schools, 338. Expenditures, 339. Connecticut, 98-102. First x^nblic school in, 98. Early enactments resitecting schools, 98. Summary of statistics, 98, 99. Free schools not connected with State, 99. Libraries, 99. Teachers^ institutes, 99. State Normal School, 99. Soldiers’ Orphans’ Home, 99. State Industrial School for Girls, 99. Fitch’s Home for Soldiers’ Orphans, 99. Deaf and Dumb Asylum, 99. Sheffield Scientific School, 99. New Haven. Summary of statistics of, 99, 100. Board of education, 99. Graded schools, 100. Training schools for teachers, 100. Free evening school, 100. Drawing in all the schools, 100. Vocal music, 100. Hartford. Statistical summary, 100. Norwich. Statistics of, 100. List of names of acting visitors of State, 100, 101. Statistics by counties, 102. Secretary of board of education, 100. Dakota, 319, 320. Organization of Territory. Eeport of superintendent under new school law, 319. Partial summary of school statistics, 319. Lack of school teachers, 319. Increase of school fund, 319. Appreciation of schools by the people, 319. Improvement of school-houses, 320. School law, features of, 320. Addresses of State and county super- intendeuts, 320. Statistical details by counties, 320. Deaf and dumb, education of, 371-373. Eecognitioii of their right to instruc¬ tion, 371, 372. System in the United States, 372. German or articulating method, 372. Columbia Institute at Washington, 372, 373. Deaf and Dumb — Continued. Success of students in academic course, 373. Employments of graduates, 373. Neglect of instruction of deaf and dumb in certain States, 372. Delaware, 103-105. No report issued by, 103. Absence of school siqiervision, 103. Opinions of educators in the State, 103. Proportion of illiterates in the State, 103. Taxation for schools optional, 103. Petition of colored people to legisla¬ ture, 103. Schools in Milford, 103. Abstract of school laws, 104. Vfilmington, 104, 105. Establishment of public schools in, 104. Superiority of lady teachers, 104. Statistical summary, 104, 105. State Normal University, 105. District of Columbia, 312-317. School organizations in, 312. Washington, division of, for school purposes, 312. Duties of school officers, 312. Provisions for graded and evening schools, 312. School age, 312. City superintendent, 312. Schools and teachers, 312. German language and music, 312. Seats and pupils, 312. Approx)riations, 312. Joint resolution of the city councils, 312. Colored schools of Washington and Georgetown, 312. Superintendent Newton’s statement of, 312. Private schools, 312. J. Russell Barr’s statement of, 314. Summary of white school statistics, 314. Condition of school buildings, 314. Taxation for schools, 314. Congressional donations, 314, 315. Statistics by wards of white and col¬ ored children in city, 315. Georgetown schools, statistics of, 315. Report of board of guardians, 315, 316. Short time pupils remain in school, 315. 316. Expenditures and school buildings, 316. Schools of Washington County, 316. Under control of seven intelligent in¬ habitants, 316. Education compulsory, 316. Statistics of, during the x)ast five years, 317. Ecuador, education in, 38.3, 384. Defective university and college edu¬ cation, 383. Method of study in the common schools, 384. Newspapers, 384. INDEX. 569 Educiition and lal^or, relations of, 439-4G7. Austria, tecdinical and scientilic schools ill, 440. Bohemia, technical schools in, 440. Hungary, trade and industrial schools in, 440. Bavaria, polytechnic, scientific, and industrial schools in, 440, 441. Prussia, technical schools in, 441. Saxony, technical and technic schools in, 441. Switzerland, technical and polytech¬ nic schools in, 441, 442. Belgium, commercial and technical schools in, 442. Italy, technical education in, 442. Northern Europe, technical and scien¬ tific education in, 442. France, technical education in, 442, 443. Great Britain, increase of technical education in, 443, 444. Great Britain, interest of workingmen in technical education, 443, 444. Great Britain, cooperative societies in, 444. French exposition and English arti¬ sans, 444. Creuzot, technical training in, 445. Belgian educators. Congress of, 445. Art instruction, inlluence of, 445. Factory system, dangers of, 445, 446. Indian Orchard Mill, schools at, 446. Dr. Lyon Playfair, remarks of, 446, 447. Circular of inquiry by Commissioner, 447. Amount, character, &c., of labor, 448, 453, 458, 461, 463, 465. General effect of education on labor, 448, 452, 458, 461, 463, 465. Effect of rudimentary education, 449, 453, 459, 463, 486. Effect of further knowledge, 449, 454, 459, 461, 484, 488. Specific influence of education on in-r- vention, &c., 450, 459, 462, 464, 466. Choice between educated and ignorant laborers, 450, 456, 460, 462, 564, 466. Choice between educated and ignorant foremen, &o., 451, 456, 460, 462, 465, 466. Effect of mental culture on morals, habits, &c., 451, 457, 460, 562, 465, 466. Answers by employers, 448-452, 461- 463. Answers by workmen, 452-458, 463- 465. Answers by observers, 458-461, 465- 467. Educational conventions, 406-418. National teachers’ association, 406, 407. National university, 408. Universal system of weights and measures, 408. Primary education, 406. National education, 406, 407. Music in schools, 407. School discipline, 407. Educational conventions — Continued. American normal association, 407-40*3. The human body a study for the teacher, 408. American institute of instruction, 409-410. Poetry of education, 409. Education in Prussia, 409. The Bible in schools, 409, 410. Compulsory school attendance, 410. Central coilege association, 410-411. What colleges ought to be, 411. Christian education, 411. Eesolutiou to correspond with the Bureau of Education, 411. Kansas State teachers’ association, 411. Ohio State teachers’ association, 411, 412. Normal schools and county super¬ vision, 412. Moral culture in common schools, 412. Utility of the ideal, 412. The Bible in schools, 412. Michigan association of county super¬ intendents’ 412-414. Eelations of the National Govern¬ ment to education, 412, 413. Superintendents’ records, 413. School discipline, 413. County teachers’ institutes, 413. Compulsory attendance, 414. Motive powers of our educational machkiery, 414. Michigan State teachers’ association, 414, 415. School discipline, 414. Indiana State collegiate association, 415. Wisconsin teachers’ association, 415. Virginia educational meeting of county superintendents, 415. Advantages of education, 415. Prussia an example of, 415. New York State teachers’ association, 416. ■ Inadequate pay of lady teachers, 416. Improved methods in education, 416. School discipline, 416. California State teachers’ institute, 416, 417. Importance of education, 416. High character of teachers, 416, 417. Drawing and music, 417. Corporal punishment, 417. Illustrations in teaching, 417. Connecticut State teachers’ associ¬ ation, 418. England, educational progress in, 373-377. Great advances made since 1869, 373. Governmental supervision of schools, 373, 374. Endowed schools, 374. School laws, 374-377. Council of education, 374. Truancy, 374. Compulsory attendance, 374. Definition of the public school, 375. How schools are to be supplied, 375. Duties of school boartls, 375, 376. Constitution of school boards, 376. 570 INDEX. England — Continued. Union schools, 376. School income, expenses, &c., 376, 377. School returns, 377. Attendance, 377. Parliamentary grants, 377. Florida, 105-108. Organization of schools in, 105. Free schools becoming popular, 106. Aid received from Government, 103. School and seminary lands, 106. Agricultural college lands, 106. Peabody fund, 106. East Florida seminary: Statistics of, ^8. West Florida seminary : Statistics of, 108. Tuition in abolished, 106. Statistical summarj^, 107. Statistics by counties, 108. Names of school officers, 108. Georgia, 108-110. Peabody fund, 108. Difficulties to the establishment of free schools, 109. Plan proposed, 109. Early history of education in, 109. “ Poor-school law ” system, 110. State school commissioner. Col. J. R. Lewis, 110. German schools and German teaching, 437. Germau-American schools, 437. Centralization, without destroying- liberty, 437. German-Ainerican Teachers’ Associa¬ tion, 438. Resolutions of, 438. German language in the public schools, 438, 439. Objections to considered, 438. Necessity for, 439. Hebrew education, 359-370. Universal education of, 359. History of, 360. First biblicgl mention' of, 360. Constant progression of, 360. Derived from laws of Moses, 360. Expulsion from Jerusalem, 360. Preservation of Talmuds, 360. Conquest of Mohammed, 360. Mild rule of caliphs, 360. Theocratic constitution, 360. Inculcation of virtues, 360. « Instruction in the Mishna and Gemara, 361. Mnemonics, 361. Education the aim of life, 361. Adam the first schoolmaster, 361. . The first mention of writing, 361. The schools of the prophets, 361. Founded by Samuel, 361. Men of the Great Assembly, 361. Schools of the soplierini or scrilyes, 361. Translation of the soptuagint, 361. School founded at Tiberias, 361. Compilation of the Mishna, 361. Babylonian schools, 361. Completion of Babylonian Talmud, 361. Sufferings of Hebrew schools, -361. Hebrew education — Continued. Schools of Otranto and Bari, 361. Prosperity of schools in Spain, 381. Encouragement of Moorish kings, 361. Maimonides, the philosopher, 361. Murder of .lews at Seville, 362. Terrible conditiou of Jews in Ger¬ many, 362. Banishment from Spain, France, and England, 362. Exclusive talmudic schools, 362. Six post biblical developments, 362. Allusions to Mr. Parton, 362, 365. Liberal Constitution of the United States, 362. Sympathy of .lews with American Rev¬ olution, 362. Mordecai M. Noah, an American Jew, 383. American asylum attempted to be founded for Jews, 363. Reasons for failure of, 363. Charity the first aim of Hebrew edu¬ cation, 363. Incidents of Hebrew charity, 363. The mitzvah, or honor, 363. Help the stranger, 363. Hermetic charity, 363. The cardinal virtues taught, 364. Appreciation of Plato’s idea, 364. Effect of American education, 364. Allusion to Aristotle, 364. The true aim of education, 364. Prayers for the President and others, 364. Resolutions of Dr. Lilienthal, 364. The reform idea — note, 364. Jewish poverty explained, 364. Habitual temperance of Jews, 364. Rare exhibitions of crime accounted for, 365. Why Jewish poverty is not seen, 365. Notable absence of mania, 365. Remarkable exhibition of female chas¬ tity, 365. Explanation of same, 365. Gratitude an educational trait, 365. Reverence for George Washington, 365. Profanity especially forbidden, 365. Honor thy father and thy mother, 365. Respect to parents, 365. Education in the Hebrew language, 366. The mystic rite of manhood, 366. The use of Plebrew in -writing, 366. Superiority of Hebrew education, 366. This the cause of their remarkable preservation, 366. The happiness of Jews in America, 367. They are wanderers no more, 367. Names of eminent Jewish scholars, 367. Historical fact in North Carolina, 367. Hebrews hold official stations, 367. Their confidence in American securi¬ ties, 367. Frightful picture of present condition in Rome, 367. Schools in the United States, 368. INDEX. 57i Hebrew education — Coutinued. Sunday-schools iu the United States, 368. The Temple Immanuel in New York, 368. Rules of Sunday-schools in general, 368. Rev. George Jacobs, of Philadelphia, 368. Statistics of Philadelphia, 368. Statistics of Poston, 368. Rev. S. Deutsch, of Baltimore, 369. Statistics of Baltimore, 369. Rev. Dr. Sonnerschein, of St. Louis, 369. Statistics of St. Louis, 369. Rules of St. Louis Sabbath-school, 369. Rev. B. Felsenthal, of Chicago, 370. Statistics of Chicago, 370. Rev. Isaac M. Wise, of Cincinnati, 370. Statistics of Cincinnati, 370. J. J. Noah, 370. Idaho, 321, 322. Organization of Territory, 321. Summary of school statistics of, 321. Inditference of the people regarding education, 321. Recommendation of suj)crintendent, 321. County superintendents alive to the cause, 321. What is most needed, 321. Reversal by the Territory of United States law setting apart land for schools, 321. Addresses of State and county super¬ intendents, 322. Statistical details by counties, 322. Illinois, 110-122. Statistical summary, 110. School revenues, 110. Increase of school revenues. 111. Calculation of averages and statis¬ tics, 111. Magnitude of the school work of the State, 111. Attendance, 111. Districts, 111, 112. Private schools, 112. Graded schools, 112. . Colored schools, 112, 113. Association of county superintend¬ ents, 113. County teachers’ institute, 113. State teachers’ institute, 113. Southern Illinois teachers’ associa¬ tion, 113. State teachens’ association, 113. County normal schools, 113. “Illinois Teacher,” 114. State certilicates, 114. Illinois State normal university, 114, 115. Illinois industrial university, 115. Illinois soldiers’ college, 115. Illinois soldiers orphans’ home, 115. State reform school, 115. Institution for the education of the blind, 115. Illinois — Continued. Institution for the Education of tho Deaf and Dumb, 115, 116. Institution for Idiots and Feeble- miiided Children, 116. Illinois State Hospital for the Insane 116. Private institutions of learning, 116, Educational Department at AVashing- ton, necessity for, 117. Indian children, exclusion of, 89, 212. Chicago : Growth of city and of schools during last ten years, 117. Corporal punishment iu schools, 117. Bible in schools, 117. Natural history in primary schools, 117. Summary of statistics, 118. Improvement in methods of teaching, 118. Music in the schools, 118. Teachers’ institutes, 118. Normal department of high-school, 1L8. Evening schools, 119. Special funds, 119. Statistics by counties, 120. Names of county superintendents, 120. State superintendent, 120. Table of st atistical details, 120-122. Illiteracy in the United States, 467-502. Earliest official data of, 467 General results of national census, 467. Illiteracy not confined to foreigners or negroes, 467. Illiteracy a wide-spread national ca¬ lamity, 468. Census of 1840, and effect on public mind, 468. Interest and aetion iuATrginia, 468. Census of 1850 and 1860, 469. Causes and remedies, 501. Tables compiled from national census : I. Illiterate whites iu 1840, 470. II. Illiteracy in 1850 and 1860, 472. AVhites, free colored, native, foreign. Male and female excess of ratio. III. Per cent, of illiterate in 1850 and 1860, 474. Whites, native and foreign; colored, free and slave; idiotic, insane, blind, and deaf. IV. Illiterate, 20 to 21 years old, with per cent., 480. V. Per cent, of illiterate whites in 1840, 481. VI. Statistics of 1840, with per cent., 495. Birds-eye views of maps of illiteracy 1. Illiterate whites in 1840, 483. 2. Illiterate Avhites in 1850, 484. 3. Illiterate Avhites in 1860, 485. 4. Illiterate whites, male and female, 1860, 488. 5. Illiterate whites, male and female, 1860, 489. 6. Ratio of male and female illiter¬ ates, 1860, 490. INDEX, 572 Birds-eye views of maps of illiteracy : 7. Eatio of male and female illit- eracy, 1860, 491. 8. Illiteracy of the freedmen, lO.*?, 494. 9. Aggreo'ate illiteracy of the United States in I860, 497. 10. Per cent, of aggregate illiteracy, 1840-’50, 493. 11. Per cent, of aggregate illiteracy, 18.:>0-’60, 499. 12. Per cent, of aggregate illiteracy, 1840-’60, 500. Indiana, 123-127. Summary of statistics of, 123. State fund, 123. Colored citizens taxed hut not educa¬ ted, 123. State University, 123, 124. Indiana Asbury University, 124. Wabash College, 124. Northwestern Christian University, 124. Earlham College, 124. Union Christian College. 124. Brookville College, 124, 125. Institution for the Deaf and Dumb, 125. Indiana State Institute for Education of Blind, 125. Reform School at Plainfield, 125. Education in State x)risons, 125. Indianapolis : Statistical summary of, 126. Attendance, 126. Evening schools, 126. Instruction in German, 126. Colored children, 127. Private schools, 127. Training schools, 126, 127. Statistical tables by counties, 127, 130. Names of superintendents, 127-130. State superintendent, 127. Indian Education, 339-348. Duty of. General Government, 339. Indians of Pacific coast, 340. Schools of, and educational condition in, 340. Indians of Arizona, 340. New Mexico, 340. Peaceful and warlike tribes, 340. Lack of schools and other advan¬ tages, 340. Moquis Indians, 340. Mohaves, desire of, for schools, 440. Pueblos ask for schools, 340. Testimony of secretary of peace com¬ mission, 340, 341. Report of Lieutenant Ford, 341. Recommendations of Agent Dennison, 341. Indians of mountain Territories, 341. Desire for schools among, 341. Nez Perces, advanced condition of, 341. Idaho Indians, desire of, for schools, 341. General Bully’s testimony, 341. Recommendation to establish agricul¬ tural school, 342. Dakota Indians, no schools, 342. Indian education — Continued. Desire of the Sioux for education, 342. Indians in Kansas and Nebraska, 342. Progress of schools in Sioux Mission. 342, 343. Sacs and Foxes, 343. Ottoes and Missouri Indians, 343. Pawnee manual labor school, 343. Kickapoos, 343. Pottawatoinies’ CathDlic mission, 343. Sacs and Foxes of the Mississippi, 343. Munsees, 343. Ivaws want a mission school, 343. Plain Indians, 343. Shawnees, 343. Indian Territory, Indians in, 343, 344. Cherokee schools, statistics of, 343, 344. Choctaws and Chickasaws, 343, 344. General school organization, 343, 344. Progress in Seminole schools, 344. Chippewas in Minnesota, Wisconsin, and Michigan, 344. Manual labor school for the Pillagers, 344. Lake Superior Chippewas, 345. Wisconsin Stockbridges, 345. Oneidas in Wisconsin, 345. New York Indians, 345. Alaska Indians, 345. Re])ort of Vincent Colyer, 345. Indians in British North America, 346. Statistical summary of Indian schools, 347. Table of trust funds, 347. Religious societies, expenditures of, for education of Indians, 347. Table of statistical details of Indian education, 348-352. Statement of liabilities of the United States for educational purposes, as per treaty sti])ulations, 353, 354. Indian Territory, area ofj 339. Iowa, 131-139. Summary of statistics, 131. Abstract of school law, 131. School fund, 131. Need for normal school, 132. Musical training, 132. Evening schools, 132. Institutions of learning not public, 132. Statistical table by counties, 133, 139. Names of county superintendents, 136, 139. State superintendent, 136. Kansas, 140-146. Graded schools, 140. Improvemeut of school-houses, 140. Need for dictionaries, 140. Uniformity in text-books, 140. District treasurers, 140. Teachers’ institutes, 140. School fund, investment of, 140. School lands, mismanagement of, 141. School lands, misappropriation of, 141. Statistical summary, 141., State Normal School, 141, 142. State University, 142. State Agricultural College, 142. INDEX. 573 Kansas — Continued. Asylum for the Blind, 143. Denominational institutions, 143. Teaching a profession, 143. Names of county superintendents, 144. State superintendent, 144. Statistics hy counties, 144-146. Kentucky, 147-149. Struggle for reform in school law, 147. Opposition hy the legislature, 147. Inefficiency of old law, 147. Provision for colored schools, 147. Misappropriation of taxes paid hy col¬ ored people, 147. List of school officers, 148, 149. Superintendent, 148. Kindergarten culture, 354-359. Importance of correct methods in teaching, 354, 355. System in Germany, 355. Superficial imitations of Kindergar¬ tens in America, 355. Fundamental point of difference be¬ tween Frcehel’s method and that of other educators, 355. How he utilizes the principle of evil in children, 356. Where he found his model, 356. Necessity to the children of play, 356. Froehel’s method, 3.56, 357. Work done hy a class of children in Dresden, 358. Quickening and harmonizing eifects of music, 358. Necessity for competent teachers, 358. Kindergarten school in Beilin, 358. Importance of adhering to the princi¬ ples of Frcehel, 359. Kindergarten normal school in Bos¬ ton, 359. Kindergarten school for education of colored nurses, 359. Louisiana, 150-152. Organization under new school law, 150. Portions of law impracticahle, 150. Insufficient funds, 150. Compulsory mixed schools, 150. Mismanagement of school lauds, 150. Portion of fund lost, 150. Parish treasurers fail to report, 150. Normal schools needed, 150. Normal school at New Orleans, 150. Aid rendered hy Freedmen’s I3ureau, 1.50. Ecfusal of New Orleans city hoard to comply with law, 150. Louisiana State Seminary, 150. Peahody fund, 150. Statistical details hy parishes, 151, 152. State superintendent, 151. Maine, 1.53-155. General statistics, 153. Normal schools, 153. County teachers^ institutes, 153. State school fund, 153. Compulsory attendance, 153. Portland, general statistics of, 154. City school committee, 154. Maine — Continued. Policy in reference to teachers, 154. Bangor, general statistics of, 154. Poll of honor, 154. Discontinuance of public school ex¬ aminations, 154. Statistical details hy counties, 155 State superintendent, 155. County supervisors, names of, 155. Maryland, 156-164. School law of 1865. Imperfection of schools prior to its adoption, 156. Improvement first year under now system, 1-56. Increase of children attending school during 1866, 156. Establishment of State normal school, 157. Colored schools, 157. Statistical summary, 1.57. Existing school system, 157. Insufiicient salaries of teachers, 157. Irregular attendance, 158. Compulsory law, 158. State Normal School, 158. Taxes of colored i^eople, 158. Education of colored children in Bal timore, 158. St. John’s College, statistics of, 158. Maryland Agricultural College, 158. Baltimore Female College, 158. Statistical summary, 159. Finances, 159. Maryland Institute for the Instruction of the Blind, 159, 160. Baltimore, general view of the system in, 160, 161. Baltimore City College, 161. Female high schools, 161. Eastern Female High School, 161. Western Female High School, 161. Peabody prizes, 161. Primary schools, 162. Lower studies, 162. Grammar schools, 162. Evening schools, 162. Colored schools, 162. Punishments, 162. School-houses, 162, Salaries, 162. Supervision, 162. Statistics of schools in Baltimore, 163. Statistics hy counties, 164. Massachusetts, 165-184. Area of, 165. Population, 165. Obligation to sustain schools, 165. Educated brain, 165. Origin of public school system, 165. Establishment of Harvard College, 165. Law of the colony in 1642, 165. Proportion of children in imhlic schools in 1832, 165. Permanent fund established, 165, 16(). Normal schools : Frmni'ngham, West- field, Bridgewater, Salem, 166. Institution for Deaf Mutes, 166. General statistics, 166. 574 INDEX. Massaclinsetts — Continued. Draw ing in the public schools, 167. Boston, summary of statistics of schools in, 167. Vocal and physical culture, 167. Phonic system of teaching reading, 167. Text-books free to all, 168. Schools for licensed minors, 168. Truancy, 168. Latin school, 168. English high school, 168. Gilds’ hiirh and normal schools, 168, 169. Highlands High School, 169. Dorchester High School, 169. Poxbury Latin School, 169. Horticultural School for Women, 169. Woburn, general summary of statistics of, 169, 170. Improved methods in jirimary schools, 170. Eequiremeuts for admission to grades, 170. Fall River, general statistics of, 170. Evening school, 170. Truants, 170. Half-time schools, 170. Lowell, general summary of statistics of, 170, 171. Free evening schools, 171. Decrease of truancy, 171. Report of Truant Commissioner Huse, 171. Charlestown, genejal statistics of, 171. Worcester, general statistics of, 171. School committee, 171. Want of normal school, 171. Indifference of parents to punctual attendance, 171. Truant school, its influence, 171. Training school, 171, 172. Dennis, general statistics of, 172. Lack of apparatus, 172. Smallness of wmges, 172. Springfleld, general statistics of, 172. Training school for teachers, 172. Free evening schools, 172. Truant school, 172. Reform school for children, 172. Half-time school, 172.. Northam]ffou, general statistics of schools of, 173. Increasing interest among teachers, 173. Salem, general statistics of, 173. School committee, 173. Truancy, 173. Special school for factory children, 174. Epigrammatic sentences, 174, 182. Superintendents of cities and towms, 182. Statistical details by counties, 183, 184. Medical education in the United States, 384-3,96. Condition of, at present, 385, 386. Preliminary training, 385. Professional instruction, 385, 386. Graduation, 386. Medical education — Continued. Degrees, 386. Post-graduate course, 386. Contrasted with that in Europe, 387, 392. Austria, 390, 391. France, 390. Great Britain, 391, 392. Italy, 390. Instrumentalities for — Private instruction, 385. Medical colleges, 385-390. Of women, 392, 393. Profession, the, 384, 385, 393, 396. Duty of, towmrd medical education, 393-396. Number of, 384. Organization of, 384, 385. Relation of, to the Government, 384. Reputation of, 384. Students, the, 385, 386, 395, 396. Impatience of, under instruction, 395, 396. Percentage of, college-bred, 385. Perplexities of, 385, 386. Preliminary acquirements of, 385. Suggestions as to, 393, 396. Preliminary training, 393, 394. Lecture courses, 394. Methods of teaching, 394, 395. Clinical instruction, 395. Drawing, 393. Moot-courts, 395. Suits for malpractice, 393, 395. Thoroughness of, demanded by public, 396. Michigan, 185-193. Summary of school statistics, 185. Abolition of the rate bill, 185. Advantages of free school system, 185. Graded schools, 185. Teachers’ institutes, 185. University of Michigan, 185, 186. Women admitted, 186. State Normal School, 186. State Agricultural College, 186, 187. Kalamazoo College, 187. Albion College, 187. Olivet College, 187. Stat e Reform School, 187. Exclusion from of lads under ten years, 187. Detroit, general school statistics of, 187, 188. Demand for school accommodations, 188. Seats forfeited by absence, 188. Colored children in schools, 188. Grand Rapids, summary of statistics of, 188. Results for ten years, 188. Interest in education, 188. Names of county superintendents, 189. State superintendent, 189. Table of school statistics by counties, 190-193. Minnesota, 194-199. Statistical summary of, 194. ' School fund, 194. INDEX. 575 Miunesota— Continued. Decrease ol non-attendance, IJ**. Educational agencies, 194. Teachers’ institutes, 194. State convention of county superm- teiidents, 194. State teachers’ institute. First State normal school, IJo. Increase iu number ot male pupils, 195 Occupations of parents of Second State normal school 19o, IJb. Third State normal school, 19b. Disparity in number of sexes of pupils. University of ISlinnesota, statistics of. Institution open to all, 196. State Institution for Deal and Dumb and Blind, 196. State Reform School, 196. Other educational institutions, 19d, 197. St. Paul, statistical summary 1^^' • No truancy nor absenteeism, 197. Graded .schools, 197. Names of school officers. State and county superintendents, 198. School statistics by counties, 198, 199. Mississippi, 200, 201. _ Provisions of constitution for educa¬ tion, 200. School system, 200, School districts, 200. State superintendent, 200. County superintendents, 200. School directors, 200,201. University of Mississippi, 201. Normal school, 201. State superintendent, 201. Missouri, 201-211. • Statistical summary of, 201, 20^. Schools for colored children, Prciudice against disappearing, 202. ’Normal school for colored teachers, 20^. Development of the school system,202. Ch-aracter of the teachers, 202. District directors, 202. Pay of county superintendents, 202. Teachers’ institutes, 202, 203. Aid received from the Press, 203. Mismanagement of school fund, 203. Schools and railways, 203. State University, 203, 204. Lincoln Institute, 204. Endowment of, by colored soldiers,204. Missouri Institute for the Blind, 204. North Missouri Normal School, 20o. Missouri Asylum for Deaf and Dumb, 205. „ ^ , , Other institutions not fostered by state, 204, 205. St. Louis, origin of public school sys¬ tem of, 205. Summary of statistics of, 20o, 206. Management of the schools, 206. School revenues, sources derived from, 206. Attendance, improvement ot, 20b. Graded -schools, economy of, 20b. Missouri— Continued. Evening schools, 206. Instruction in German, 20b. School for colored children, 206. Normal school, 207. High school, 207. Public school library, 207. Educational power of the Press, 207. Necessity of education to State and j county, 207, 208. ' Divinity of teacher’s work, 208. Names "of school officers. State and county superintendents, 208-210. Statistical details by counties, 210, 211. Negroes, exclusion of, 212. Non-attendance, causes of, 95. Montana, 323-325. Organization of Territory, monstei proportions of, 323. luadequacv of school system, o23. Necessity ielt for a permanent school fund, 323. Partisan legislation in school matters, 324. Addresses of State and County su perintendents, 325. Statistical details by counties, 325. Nebraska, 212. Failure by the Bureau to procure in¬ formation, 212. No reply receUmd to communications, 212. Superintendent of jiublic instruction, 212. Nevada, 212-214. , . i j Average school term, and teacheis wages, 212. School fund, 212. Board of public instruction, 212. Exclusion of races, 212. Need for colored schools, 212. Summary of statistics, 212, 213» ^ Names of State and county superinten¬ dents, 213. Statistical details by counties, 214. New Hampshire, 215-220. Summary of statistics tor 18u9 and 1870, 215. Remedy for non-attendance, 21o. Teachers’ institutes, 215. Lectures, 215, 216. „ Decrease of number of children, ■^16. Decrease in “difterent” teachers, 21b. Investment in brains, 216. Advantages of institute instruction, 216. , - „ Decrease in money expended tor schools, 216. , , , 1 Increase in value of school-houses and lots, 216. . Higher institutions of learning, 21b. Dartmouth College, 216, 217. Chandler scientific department ot, College of Agriculture and IMcchanic Manchester, general school statistics of, 217. Training school, 217. Improvement ot teachers, 21/. INDEX. 576 New Hampshire — Continued. Importance of music, 218. Method of teaching grammar, 218. State superintendent, 219. Statistical details by counties, 219, 220. New .lersey, 221-226. Statistical summary, 221. Sentiment in favor of free schools, 221. Proportion of children in school, 221. Legal length of school term, 221. Attendance, 221 School-houses, 221. Normal school, 221. Rutgers Scientific School, 221, 222. Jersey City, summary of statistics of schools in, 222. Attendance in, 222. Evening schools in, punctual attend¬ ance of girls, 222, 223. Earnestness of adults in evening schools, 223. Saturday normal school, 223. Newark, statistical summary of schools in, 223. Lack of uniformity in scho ol statis¬ tics, 223. Colored school, 223. Evening school for colored youths, 223, 224. Saturday normal school, 224. Success of pupils in teaching, 224. Names of State and county superin¬ tendents, 225, 226. Statistical details by counties, 225, 226. Now Mexico, 328-328. Organization of Territory, 326. Distinct inhabitants of, 326. Mestizos, gregarious habits of, 326. Absence of schools, 326. Deplorable illiteracy of the people, 326. Extract from governor’s message, 326. Popular hostility to public schools, 327. Degradation of the people, 327. Pueblo Indians, 328. New York, 227-247. Outline of system of instruction, 227. Partial summary of statistics, 227. Law of 1853 respecting districts, 227. Institutions of learning, not public, encouraged, 227, 228. Colleges, supervision o-f, 228. Academies not free, 228. Academic departments in Union schools, 228. Object of the State in providing edu¬ cation, 228. Supervision, 228. Improvement since abolition of rate bill, 228. General school statistics, 229-231. Teachers’ classes in academies, 231. Normal schools, 231, 232. Teachers’ institutes, 232. Table showing comparative summary of. for ten years, 232. District libra, ries, mismanagement of, 233. Now York — Continued. Indian schools, 233. Institution for Deaf Mutes, 233. Institution for the Blind, 2.34. New York City, statistical summary of schools in, 234, 235. Corporate schools, 235. College of the City of New York. Saturday normal school, 235. Evening schools, attendance in, 235. Need for separate evening schools for adults, 235. Evening school in the jaenitentiary, 235. A few primary school statistics, 236. Corporal iDunishment, abolition of, 236. Appropriation for parochial schools, 236. The Bible in schools, 236. Brooklyn, summary of statistics of schools in, 236, 237. Comparison of statistics of past year with former years, 237. Text-books and oral instruction, 237. Graded course of study, 237. Progress of free schools, 237. Syracuse, summary of statistics of, 238. Absenteeism in, 238. Discipline, 238. Other cities, 238. Names of State superintendent and county commissioners, 239-241. Statistical details of counties, towns, and cities, 242-247. Normal instruction for the mass of teach¬ ers, the means of providing, 396-399. Number of teachers in the United States, 396. Proportion of inexperienced teachers in dilferent States, 396. Number of attending normal schools, 396. Expense of jumvidiug normal training for all teachers, 397. Necessity for a graded system of nor¬ mal schools, 397. Objections to this plan considered, 398. Teachers’ institutes as a means of in¬ struction, 398. Opinion of superintendent of educa¬ tion for Ontario, 398, 399. Normal schools, report on a course of study for, 399-405. Plan proposed for the preparation of teachers for primary schools, 399. Reasons for plan proposed, 399, 400- 402. Common schools suffering for edu¬ cated teachers, 400. Opinion of Guizot of x^oor schoolmas¬ ters, 400. Failure of candidates for cadetshij), 401. Failure of candidates for normal schools, 401. Great problem to be solved by the nation, 402. INDEX. 577 Normal schools — Continued. Standard suggested for admission to elementary normal school, 404. Proposed course of study for, 404, 405. North Carolina, 248-252. Progress of education in the State, 248. Number of children, white and colored, in State, 248. Charitable and religious associations, 248. Education among the colored popula¬ tion, 248, 249. Friends’ school for freedmen, 249. American Missionary Association, 248, 249. American Union Freedman’s Commis¬ sion, 248, 249. Episcopal parish schools, 249 . Presbyterian parochial schools, 249. Private schools, 250. Summary of schools organized by char¬ itable and religious associations, 250. Colleges and collegiate institutes, male and female, 250. Education of deaf, dumb, and blind, 251. Insane Asylum, 251. Public school fund, 251. School-houses, 251. Penal institutions, 251. Poor-houses, 251. Penitentiary, 252. Peabody fund, 252. Wilmington free schools, 252. Boston munificence, 252. Lady county examiner, 252. Ohio, 252-267. Statistical summary, 252, 253. Schools in rural districts, 253. Districts in which teachers “ board around,” 253. Township system, 253. Teachers’ institutes, 253. Supervision, 253. Higher institutes of learning, 254. Normal schools and academies, 254. Colleges and universities, 254. Young ladies’ seminaries, 254. Bible in schools, 254, 255. Cincinnati, summary of school statis¬ tics of, 256. Cincinnati normal school, 255. Special training for teachers, 255, 256. Phonic method of reading, 256. Drawing, 256. Schools of design, 256. Evening schools, 256. Normal schools, 256. Columbus, summary of statistics of, 256, 257. Schools for colored children, 257. Proportion of children in school at various ages, 257. Estimated number receiving no in¬ struction, 257. Cleveland, statistical summary of schools of, 257. Proportion of children of various ages out of school, 257. 37 E Ohio — Continued. School accommodations, 257. Names of State and county superin¬ tendents, 258, 259. School statistics by counties, 260-263. School financial statistics by counties, 264-267. Oregon, 268. Educational sentiment in, 268. No State board of education, 263. Pennsylvania, 268-281. Statistical summary of, 268. School system, 268. Supervision, 268. Salaries of county superintendents, 269. State superintendent, 269. Directors, 269. City and borough superintendents, 269. Teachers’ graded certificates, 269. Professional certificates, 269. Studies, 270. Text books, 270. Attendance, 270. Number of children in no school, 270. Irregular attendance, truancy, non- attendance, 270. School revenues, 270, 271. . Higher education, 271. Teachers’ institutes, 271. Normal schools, 271. Colleges, 271. Awakening of interest in education, 271, 272. Philadelphia, summary of school sta¬ tistics of, 272. Compensation of teachers, 272. Public entertainments by grammar schools, 272. Evening schools, 272, 273. Compulsory education, 273. City superintendent needed, 273. Pittsburg, summary of school statis¬ tics of, 273, 274. Names of State and county superin¬ tendents, 274, 275. School statistics by counties, 276-279. Statistical table of academies and sem¬ inaries, 280, 281. Ehode Island, 282-284. Early history of, 282. Summary of school statistics of, 282. Legal school term, 282. Teachers’ institutes, 282. Providence, grammar schools of, 282. High school, proportion of j)upi]s who enter, 282. Crowding of primary schools in, 282. Ill-health among the children in, 282. Providence evening schools, 283. Ages of pupils, and earnestness in learning, 283. Example of perseverance by a young girl, 283. Evening school for ladies, the “ Irre¬ pressibles,” 283. Names of State superintendents, 283. Names of city and town superintend ents, 283. Statistical details by counties, 284. 578 INDEX. Scliool supervision, 434-439. Connecticut, 434, 435. Illinois, 435. Maryland, 435. Massachusetts, 435. New York, 436. North Carolina, 436. Ohio, 436, 437. Pennsylvania, 437. Ehode Island, 437. German schools and German teaching, 437-439. German- American schools, 437. German-American teachers’ associa¬ tion, 438. Objections to the study of “ German” in our schools answered, 438, 439. Germany the cradle of the reformation in schools, 439. Society, crime, and criminals, 421, 422. Prison congress, delegates iiresent at, 421. Number of prisons, houses of correc¬ tion, and reform schools, 421. Papers considering various systems read and discussed, 421, 422. Prison discipline, 422. National prison association, 422. South Carolina, 285. Obstacles to establishment of free schools in, 285. Indifference to education, 285. Prejudice against mixed schools, 285. Saturday normal school, 285. Schools for freedmen, 285. Names of State and county superin¬ tendents, 285. Statistical details by counties, 285. Tables. Agricultural and scientific schools, 528. Alabama, school statistics of, 85, 86. Blind, institutions for, 534. California, school statistics of, 96, 97. Cities, specimen tables of, 559-561. Colleges, statistics of, 506-517. Commercial colleges, statistics of, 529. Connecticut, school statistics of, 102. Dakota, school statistics of, 530. Deaf and dumb, statistics of, 530. District of Columbia^ school popula¬ tion in, 16, 17. Florida, school statistics of, 108. Idaho, school statistics of, 322. Idiots, statistics of, 535. Illinois, school statistics of, 120-122. Illiteracy, statistics of, 470-481. Indiana, school statistics of, 128-130. Indians, population and schools of, 348-352. Indians, liabililies of United States to, 353, 354. Inebriates, statistics of, 535. Insane, statistics of, 532, 533. Iowa, statistics of, 133-139. Kansas, school statistics of, 144-146. Law schools, statistics of, 521. Libraries, statistics of, 541, 542. Louisiana, school statistics of, 151, 152. Maine, school statistics of, 155. Maryland, school statistics of, 164. Tables — Continued. Massachusetts, school statistics of, 183, 184. Medical colleges, &c., 522-525. Michigan, school statistics of, 190-193. Minnesota, school statistics of, 198, 199. Miscellaneous special schools, 535. Missouri, school statistics of, 210, 211. Montana, school statistics of, 325. Nevada, school statistics of, 214. New Hampshire, school statistics of, 219, 220. New Jersey, school statistics of, 225, 226. New York, school statistics of, 242-247. Normal schools, statistics of, 526, 527. Ohio, school statistics of, 260-267. Pennsylvania, school statistics of, 276- 281. Prisons, statistics of, 548-557. Eeformatories, statistics of, 543-547. Ehode Island, school statistics of, 284. School expenditures in States, 71. School statistics, general, of States, 504, 505. South Carolina, school statistics of, 285. Tennessee, school statistics of, 288, 289. Territories, area of, and school lands in, 336. Territories, schools and population in, 28. Theological seminaries, statistics of, 518-520. Utah, school statistics of, 331, 332. Washington, school rooms in, 18. Washington County, school statistics of, 317. West Point Academy, statistics of, 558. Young Men’s Christian Association, statistics of, 536-540. Tennessee, 286-289. Summary of school statistics of, 286. Old school law, 286. Eevised school law of 1867, Difliculties encountered in organiza¬ tion of schools, 286, 287. j Efforts to secure training of teachers, i 287. Aid offered by agent of Peabody fund and others, 287. i Destruction of school property during j tlie war, 287. Eepeal of revised law and restoration of old, 287. ! State supervision abolished, 287. Names of county superintendents, 288, i 289. Statistical details by counties, 288, 289. Texas, 290. Constitutional provision of, for schools in 1869, 290. Delay in efiecting school organization, 290. Opposition by State legislature, 290. Desire for Congress to take the mat¬ ter in hand, 290. Utah, 328. Organization of Territory, 328. INDEX. 579 Utah— Continued. , ^ Summary of school statistics oi, Disparity of wages paid male and fe¬ male teachers, 328. Desire for qualified teachers, 328. Position of Utah as regards the school lands, 328. Wards and guardians, 328, 329. Deseret alphabet, 329. Features of school law of Territory, 329. University of Deseret, 329. Desire of the people for schools, 33U. Need of aid from Government, 330. Addresses of State and county super¬ intendents, 331, 332. Statistical details by counties, 331, 332. Vermont, 290-292. . , . ^ one Summary of school statistics ot, 299. Absenteeism, novel remedy proposed, 290,291. ^ More appropriate work for ladies than voting, 291. Academies, normal schools, and teacn- ers’ institutes, 291. What was done with the State school fund, 291. District system, 291, 292. Obstacles to the efaciency of the schools, 291, 292. Eeverence for ancient landmarks, 292. Education and tobacco, 292. Attendance, remarks on, 292. Teachers’ institutes, 292. Names of city superintendents, 292. Virginia, 293-299. ^ ^ System of free public schools estab lished in, 293. Viev s of superintendent upon, 293. System in Prussia, 293. Pauperism in southern Europe, 293. Crime and poverty in England, 293. Condition in other nationshaving free schools, 293. Cheapness of free school system, 293, 294. Immigration and free schools, 294. Message of governor to legislature, 294, 295. Agricultural College land grant, 294. Necessity for educating the colored people, 295. Failure of mixed schools, 295. Features of school system, 295, 296. Board of education consists of, duties of 295. Superintendent of public instruction, elected by, duties of, 295. County superintendents, appointment of, duties of, 295. Teachers, school houses, schools, branches taught, 296. Provision against mixed schools, 296. School funds, 296, 297. Peabody fund, 297. Colored Normal Industrial School, 297. Qualifications needed by county su¬ perintendents, 297. State and county supervision, 297. Name of State superintendent, 298. Virginia — Continued. . . , nno Names of county supermtendents, 298, 299. Washington Territory, 333. Organization of, 333. _ Letter from the Secretary of, 333. Meager statistics of schools in, 333. Colleges, 333. Indian education, 334. Society of the Territory, 334. Freedom from crime, 334. West Virginia, 299-301. Progress of free-school sentiroent, 299. Improvement of school buildings, 299. Partial summary of school statistics, 299. Improvement of teachers, 299. Teachers’ certificates, 299, 300. Text-books, 300. State normal schools, 300. School law violated, 300. Peabody fund, 300. Name of general superintendent, 300. Names and addresses of county super¬ intendents, 300, 301. ^ Wisconsin, 301-311. Absenteeism, duty of State in regard to, 301, 302. . . Supimary of school statistics, 302. School fund, composed of, condition of, 302. Collection of tax, 302. Township system, 302. School supervision, 302, 303. Compensation of superintendents, 303. Teachers’ institutes, 303. State teachers’ association, 303. Platteville Normal School, 303. Whitewater Normal School, 303. University of Wisconsin, 303, 304. Other institutions of learning, 304. _ Milwaukee, summary of school statis¬ tics of, 304. First school opened in the city, 304. Rapid increase of the schools, 304. Importance of primary schools, 30L Compensation of teachers of pri¬ mary schools, 304. Madison, summary of school statis¬ tics of, 304. Corporal punishment, decrease ot, 304. Teachers’ meetings, 304. Addresses of State and county super¬ intendents, 305. Statistical details by counties, 306- 311. Wyoming, 334-336. Organization of Territory, 304. Provision of legislature of 1869 tor schools, 334. T 4. a •Letter fi’om county superintendent at Cheyenne, 334. Letter from South Pass, 334. Letter from Rawlin’s Springs, 334, 33o. Addresses of State and county super¬ intendents, 335. Summary for organized Territories, 336. O ^ A ^ DATE DUE OCT 2 1987 i) IfM-iiic f ^ 1 II //c/f. iPf GAYLORD PRINTED IN U.S.A. WERT ji( BOOKSiNDINC ’ MIOOLETOWN. pa. JANUARY 78